THE IMPLEMENTATION OF POGIL STRATEGY WITH WORKSHEET MEDIA TO INCREASE STUDENTS’ INTEREST AND ACHIEVEMENT IN TEACHING COLLOIDAL SYSTEM BASED LESSON STUDY.

THE IMPLEMENTATION OF POGIL STRATEGY WITH WORKSHEET MEDIA TO INCREASE STUDENTS’ INTEREST AND

ACHIEVEMENT IN TEACHING COLLOIDAL SYSTEM BASED LESSON STUDY

By:

Angeline Viska Ayu Rosalia Reg. Number 4113131004

Bilingual Chemistry Education Program

A THESIS

Submitted to Fulfill the Requirement for the Degree of Sarjana Pendidikan

CHEMISTRY DEPARTMENT

FACULTY OF MATHEMATIC AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN

MEDAN 2015

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ACKNOWLEDGEMENT

In the Name Of Jesus Christ, the Most Gracious and Merciful

Praise the Lord, all praises be to my Savior, Jesus Christ for His blessing, strength, health, guidance and favor to me so that I could go with this life and finish this thesis especially. This thesis appearrs in its current due to the assistance and guidance of several people. I would like to offer my sincere thanks to all of them.

 Foremost, I would like to express my sincere gratitude to my supervisor, Dr. Zainuddin Muchtar, M.Si for his patience, motivation, enthusiasm, and immense knowledge. His guidance helped me in all the time of research and writing of this thesis. I could not have imagined having a better supervisor and mentor for my undergraduate study.

 Not forgotten, my appreciation to my examiners, Prof. Drs. Manihar Situmorang, M.Sc, Ph.D, Dr. Marham Sitorus, M.Si, and Drs. Bajoka Nainggolan, MS for their advices, guidances, suggestions, and constructive critics in completing this thesis.

 I am also hugely gratitude to Prof. Albinus Silalahi, MS as my academic supervisor who has given great advices and motivations for my study in this university.

 I would like to express my appreciation to Prof. Dr. Retno Dwi Suyanti, M.Si as the validator of the content, instrument, and questionnaire.

 I would like to express my appreciation to the Dean of Faculty of Mathematics and Natural Science, Prof. Drs. Motlan, M.Sc, Ph.D, to the Head of Chemistry Department, Agus Kembaren, S.Si, M.Si, to the Head of Chemistry Education Department, Dra. Ani Sutiani, M.Si, to Coordinator of Bilingual Program, Prof. Dr. rer. nat. Binari Manurung, M.Si, to Secretary of Bilingual Program, Dr. Iis Siti Jahro, M.Si, to Office Staff of Bilingual Program, Mr. Sam for their support and help towards my undergraduate affairs.

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 My Sincere appreciation to Headmaster of SMA Negeri 2 Medan, Drs. Sutrisno, M.Pd, and Dr. Manarsar S.Pd as a Chemistry teacher and staff which assist in this implementation of this research.

 My Sincere appreciation to Headmaster of SMA Negeri 3 Medan, Drs. Sahlan Daulay, M.Pd and Drs. Simon Manurung, M.Pd as a Chemistry teacher and staff which assist in this implementation of this research.

 My Sincere appreciation to Headmaster of SMA Swasta Raksana, Drs. Hotman Situmorang, and Sarma Evi Simanjuntak, S.Pd as Chemistry teacher and staff which assist in this implementation of this research.

 My hugely appreciative to Alberto Colia, M.Pd as Headmaster of SMA Negeri 1 Berastagi, Drs. Simon Patar Siagian, Deni Tarigan, M.Pd, M. Ginting,S.Pd and Ms. Ami Rizky for their help , advice, and motivation in this research, especially in Validation process.

 My greatest gratittude goes to my wonderful doctor, Dr.Gino Tann.Ph.D.SpPK (Haematologist) for kindness, honest, prayer, encouragement to me since from first diagnosed until now, so I can complete this thesis on time.

 I would like to thank Cici Sofie, and Mrs. Evi Andriani, my Lupus Survivor Friends, for prayer, advice and motivation in completing this thesis.

 My sincere to Angela Natalia Sinambela, my thesis’ partner, for her kindness, motivation and help in completing thesis.

 For Vidy Lasmarina Purba, SE, Santa Mayretta, ST and Monica Gracia my best friends, thanks to you for help, kindness, and motivation in completing this thesis.

 For Batak.com, Poppy, Riris, Debby, Nova and Haposan. I will love you forever, thanks for unlimited laugh, craziness, folly, madness, and experience that make me more confidence and brave in my life. Thanks for that friendship but feeling more than family And also Evina, Ruth, Ricky, Cholida, Rhone, Mariani and Fatma thanks for every help I get, and Jorry as our beloved chairman.

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 For CESP’11 the most crazy and enjoyable class ever, full of ambition but full of fun, Jori, Angela, Poppy, Anggun, Cholida, Debby, Desi, Evina, Fatma, Hesti, Intan, Juliani, Juwita, Lanita, Liesa, Mariani, Nova, Ricky, Rhone, Riris, Rusdi, Ruth, Haposan, Sinta, Siti, Yolanda, Bayu and Yuni. Thanks for this 4 years guys and let’s go to the next ambition.

 For my friends in Field Experience (PPL) who always be my part, Samantha, Poppy, Kris, Asri, Nurul, and Sonya. Thanks for our friendship and everything that we passed together.

 For my Senior in FMIPA, Wika Prayogi,S.Pd and Dimas F. Simatupang, S.Pd thanks for your helping, suggestion, and motivation

 Finally, but no means least, My deepest gratitude goes to my beloved parents; my Papa L.P. Panjaitan,SE and my Mama H. Siahaan, S.Kep, My Opung L. Tambunan , My Aunty Nora Panjaitan, S.Farm and also to my sister Kiki Dwi Anggi Mariska for their endless love, prayers, encouragement, patience, and I am thankful for the blessing of such a wonderful and truly amazing family.

Medan, July 2015

Angeline Viska Ayu Rosalia IDN. 4113131004

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THE IMPLEMENTATION OF POGIL STRATEGY WITH WORKSHEET MEDIA TO INCREASE STUDENT’S INTEREST AND ACHIEVEMENT

IN TEACHING COLLOIDAL SYSTEM BASED ON LESSON STUDY Angeline Viska Ayu Rosalia (Reg. No. 4113131004)

ABSTRACT

The objectives of this research are to get the comparison between POGIL strategy with worksheet media based on lesson study and direct instruction method to increase student’s achievement, and student’s interest. Beside of that, this research also conducted to know the correlation between student’s achievement and student’s interest. This research was done in SMA N 2 Medan, SMA N 3 Medan, and SMA Swasta Raksana. Population is all the students in each of schools which taken by purposive random sampling. The research instruments are achievement test and non test in list interest form. Both of instruments have been validated. The research data analyzed by SPSS -18 for windows. The result data shows that (1) The student’s achievement taught by between POGIL strategy with worksheet media based on lesson study give higher significance difference than direct instruction method. It can be seen from The average of gain in experiment class are (0.76±0.02), where the highest is at SMAN 3 Medan (0.86±0.09) and the lowest is at SMAN 2 Medan (0.71±0.13), and in control class are (0.56±0.13), Ha1 is received and Ho1 is refused where Sig. < α (0.000 < 0.05), (2) The student’s interest taught by POGIL strategy with worksheet media based on lesson study give higher significance difference than direct instruction method. It can be seen from the average of interest and also proved with t-test, SMA N 2 Medan (70,5), SMA N 3 Medan (82,96) and SMA Swasta Raksana (80,25) while in the control class SMA N 2 Medan (59,82), SMA N 3 Medan (76,05) and SMA Swasta Raksana (70,43), Ha2 is received and Ho2 is refused where Sig. < α (0.000 < 0.05), (3) There is correlation between two variables that are student’s achievement and student’s interest at significant level α = 0.05, Ha3 is received and Ho3 is refused where Sig. < α (0.000 < 0.05), with Pearson correlation (r) in SMAN 2 Medan (0.508), SMAN 3 Medan (0.553), and SMA Swasta Raksana (0.311), it means categorized in high correlation.

Keywords: POGIL strategy, Worksheet, Lesson Study, Direct Instruction Student’s Achievement,Student’s Interest

CONTENT LIST

Page

LEGALIZATION PAGE i

BIOGRAPHY ii

ABSTRACT iii

ACKNOWLEDGEMENT iv

CONTENT LIST vii

LIST OF FIGURE xi

LIST OF TABLE xii

LIST OF APPENDIX xiii

CHAPTER I INTRODUCTION 1

1.1Background 1

1.2Problem Identification 7

1.3Problem Limitation 7

1.4Problem Formulation 7

1.5Research Objective 8

1.6Research Significances 8

1.7Operational Definition 9

CHAPTER II LITERATURE STUDY 10

2.1 Definition of Teaching and Learning 10

2.1.1 Definition of Teaching 10

2.1.2 Definition of Learning 11

2.2 Chemistry Learning, Students’ Interest and Achievement in Chemistry 11

2.2.1 Chemistry Learning 11

2.2.2 Students’ Interest 13

2.2.3 Students’ Achievement 14

2.3 Learning Strategies 15

2.3.1 Inquiry Learning 15

2.3.3 Process-oriented guided inquiry learning (POGIL) 16

2.3.4 Direct Instruction 19

2.4 Lesson Study 20

2.5 Learning Media 23

2.5.1 Worksheet Media 24

2.6 Colloidal System 24

2.6.1 Types of Colloids 25

2.6.2 The Characteristics of Colloidal System 25

2.7 Conceptual Framework 29

2.8 Hypothesis 29

CHAPTER III RESEARCH METHODOLOGY 30

3.1 Overview of The Research 30

3.2 Research Location and Research Objects 30

3.3 Population and Sample 30

3.4 Research Variable 31

3.5 Research Design 32

3.6 Research Procedures 32

3.6.1 Preparation of POGIL Strategy for the Colloidal System 32 3.6.2 Implementation of POGIL Strategy with Worksheet Media 35

Based on Lesson Study for Teaching and Learning Colloidal System

3.7 Data Collection Technique 38

3.7.1 Research Instrument 38

3.7.2 Questionnaire Sheet 39

3.7.3 Observation Sheet 39

3.8 Test of Students’ Result 39

3.8.1 Validity Test 39

3.8.2 The Reliability of Test 39

3.8.3 Difficulty Level 40

3.8.4 Different Index 40

3.9.1 Normality Test 40

3.9.2 Homogeneity Test 41

3.9.3 Normalized Gain Data (%) 41

3.9.4 Research Hypothesis Test 41

CHAPTER IV RESULTS AND DISCUSSIONS 42

4.1 Description of POGIL Strategy with Worksheet Media 42 on the Teaching of Colloidal System Based on Lesson Study

4.2 Description of School Sample 44

4.3 The Instrument’s Analysis 45

4.3.1 The Observation Sheet of Student’s Interest 45 4.3.2. The Questionnaire of Student’s Interest 45

4.3.3 The Validity of Evaluation Test 45

4.3.4 Reliability of Evaluation Test 46

4.3.5 Difficulty Level Test Result 46

4.3.6 Discrimination Index Test Result 46

4.4 Data of Research Result 47

4.4.1 The Result of Pretest and Posttest 47

4.4.2 The Result of Students’ Interest by Observation Sheet 48 4.4.3 The Result of Students’ Interest by Questionnaire 49

4.5 Data Analysis of Research Result 49

4.5.1 Normality Test 50

4.5.2 The Homogenity Test 50

4.6 Student’s Achievement 51

4.6.1 Student’s Achievement before Teaching Treatment 51 4.6.2 Student’s Achievement after Teaching Treatment 52

4.6.3 The Gain Data 54

4.7 Student’s Interest 54

4.8 Learning Analysis of Lesson Study 56

4.8.2 SMAN 3 Medan 58

4.8.3 SMA Swasta Raksana 60

4.9 Hypothesis Testing 62

4.9.1 Hypothesis Test of Hypothesis 1 62

4.9.2 Hypothesis Test of Hypothesis II 62

4.9.3 Hypothesis Test of Hypothesis III 63

4.10 Discussion 64

CHAPTER V CONCLUSIONS AND SUGGESTIONS 66

5.1 Conclusion 66

5.2 Suggestion 66

LIST OF TABLE

Table 2.1 Syntax of Guided Inquiry 16

Table 2.2 Syntax of POGIL 19

Table 2.3 Syntax of Direct Instruction 20

Table 2.4 Differences Real Solution, Colloidal Systems, and Suspension 25

Table 2.5 Types of Colloids 25

Table 3.1 The Description Of Population And Samples 31 Table 3.2 The design of research the implementation of POGIL strategy 32

Table 3.3 Instrument Specification 38

Table 4.1 Description of POGIL Strategy with Worksheet Media Based 43 on Lesson Study in Colloidal System

Table 4.2 Description of Class that Used as Sample 34

Table 4.3 Table of Data Pretest and Posttest 47

Table 4.4 Students’ Interest by Observation Sheet 48

Table 4.5 Students’ Interest by Questionnaire 49

Table 4.6 The Data of Normality Test 50

Table 4.7 The Data of Homogenity Test 50

Table 4.8 Data of Students’ Achievement in Pretest 51

Table 4.9 The Gain Data 54

Table 4.10 The Hypothesis I Testing Result 62

Table 4.11 The Hypothesis II Testing Result 62

Table 4.12 The Correlation Between Students’ Achievement 63 and Students’ Interest

LIST OF APPENDIX

Appendix 1 Syllabus 72

Appendix 2 Lesson plan (Experiment class) 77 Appendix 3 Lesson plan (Control class) 94

Appendix 4 Student worksheet 102

Appendix 5 Assesment Instrument (Before Validation) 115 Appendix 6 Assesment Instrument (After Validation) 123 Appendix 7 Instrument Specification (Before Validation) 128 Appendix 8 Instrument Specification (After Validation) 129 Appendix 9 Instrument Test ( Before Validation) 130 Appendix 10 Instrument Test (After Validation) 138

Appendix 11 Answer Key (Before Validation) 141

Appendix 12 Answer Key (After Validation) 142

Appendix 13 Questionnaire of Students’ Interest (Before Validation) 143 Appendix 14 Questionnaire of Students’ Interest (After Validation) 157 Appendix 15 Observation Sheet of Students’ Interest 160

Appendix 16 Validity of Instrument test 163

Appendix 17 The Result of Validity Test for Instrument 165

Appendix 18 Reability Test Result 168

Appendix 19 Reliability of Instrument Test 170

Appendix 20 Difficulty Index 171

Appendix 21 Discrimination Power 173

Appendix 22 Pretest Data in Experimental Class 175 Appendix 23 Posttest Data in Experimental Class 178

Appendix 24 Pretest Data in Control Class 181

Appendix 26 Gain Data in Experimental Class 187

Appendix 27 Gain Data in Control Class 183

Appendix 28 Observation Data Of Student’s Interest 193 Of Experimental Class

Appendix 29 Observation Data Of Student’s Interest 208 Of Control Class

Appendix 30 Average of Observation Data Experimental Class 223 Appendix 31 Average of Observation Data Experimental Class 226 Appendix 32 Questionnaire Data of Student’s Interest 229

in Experimental Class

Appendix 33 Questionnaire Data of Student’s Interest 235 in Control Class

Appendix 34 Homogenity Test 241

Appendix 35 Normality Test 250

Appendix 36 Histogram of Normality Test 259

Appendix 37 Hypothesis Test 278

Appendix 38 Documentation 283

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CHAPTER I

INTRODUCTION

1.1Background

The quality of human resources (HR) is very influential in promoting the progress of the nation. Human resources progress accompanied by advanced science will increase the nation’s progress. For increasing the human resources’ quality, government should improve the education’s quality. Education is not only about an obligation but also necessity. Education can improve the human’s quality. In other words, the human resources’ quality depends on education’s quality.

According to John Dewey, the education’s goal is the growth that directed towards sustainable growth by environmental interactions. Environment always challenging and changing because learning is an act that interacts with environment (H.A.R Tilaar, 2004).

Education is very important in human life because education can improve the human skill through the learning process. The education’s progress will influence the nation’s progress. Educational progress in Indonesia is rapidly in which requires all parties able to face the globalization’s competition. Education is a leading role in shaping the human resources’ quality. Based on the educational function for improving the skill and shaping the character and dignified civilization to educate the nation with the aim to improve the ability of students to being an individual noble, knowledgeable, creative, independent and be democratic citizens and responsible.

Indonesian government has provided a large expenditure budget for improving our education. This is caused that the nation’s development must be accompanied by the human quality development. The education’s quality depends largely on the teacher’s quality who guides the learning process.

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According Tirtaharaja (2005) the elements includes in education, such as:

1. Student 2. Teacher

3. Educative interaction, there is interaction between teacher and student 4. Educational goals

Teaching and learning activities is the main of education process. There is reciprocal interaction between teacher and student and we can call as educative interaction. Generally, teachers' efforts to create a suitable situation so that the interaction between students and environmental in order to achieve specified learning goals.

In the teaching and learning activities teacher has a vital role. The democratic teacher will be more use discovery method to educate student in order to be able to think for themselves on their own responsibility. Teacher will be more priority the learning process like formulating the aim of seeking material to solve the problem. Mastery of learning is a vital tool for student to continue their lesson.

Instead, the authoritarian teacher will be likely to use the conventional method and forces the student only for listening and receiving the information without given the opportunity to think and solve the problem by their’s own mind. The authoritarian teacher more priority the learning’s outcomes than the process. (Sudjana, 2009)

Generally, teaching and learning activities still predominantly using direct instruction methods so that less varied and students tend to get bored in receiving learning because teacher-centered learning process. Teachers considered a storehouse of knowledge, so that assessed act authoritarian and dominate the class, while students only passive act which only mimic the

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pattern or the teacher step in solving the problem and when students not understand so forced to get a bad value. (Ruseffendi, 1974).

In direct instruction method, the learning process sign by lectures with explanation and division of exercises. This method is considered as the main causes of low student interest in learning and value. Therefore, teacher needed the learning model that can improve student’s interest and value in learning.

Chemistry is the study of the events that took place in the universe such as matter and change. Chemistry is the central science because all science is concerned with the chemical. Chemistry is one of the subjects to be feared and considered difficult by students. Generally, student difficult to learn chemistry because not really understand the concept.

Chemistry has many abstract concepts and student must understand the concept at the short time so that make chemistry more difficult for students. Student tends to memorize the concept than actively seeking information to improve the understanding of chemical concepts (Sanjaya, 2008)

Students' difficulties in understanding the chemistry concepts often cause the assumption that the chemistry is very difficult. Chemistry learning more emphasis on scientific proceed skills and critical thinking skills. Students’ difficulties in chemistry learning because they are afraid with chemistry so that they got bad value (Butarbutar, 2007).

For student, chemistry is a bored lesson and they ignored this lesson because the learning process is very theoretical and teacher use conventional method. Generally, teacher only gives the explanation, asks student to read the handbook and memorizes the information in learning process. In teaching and learning process, teacher must be a motivator and facilitator. Teacher must be able to stimulate students’ ability, activity, and creativity,

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and provide facilities to the students in the learning process so that the dynamics of chemical and simplify the learning process.

Learning interest is a high tendency and fervency for something where students are happy to follow the teaching and learning activities.

In the learning process, interest is a very important aspect because 1. Interest can foster the students’ spirit in learning process

2. Interest is a choice for the type of activities which students wish to follow

3. Interest is a clue to the behavior(Rusyan,1989).

The characteristics of student who have a high interest seen from 1. Persistence of student in working the task

2. Not easy to be hopeless when encountering difficulties in the learning process

3. More excited to work independently (Sardiman, 2003)

In the teaching and learning process, there are two important aspects, such as learning’s model and media because both of them closely related. Choice a learning model will effect to type of learning’s media (Arsyad,2011). Formulation appropriate learning media will be increase student interest in learning so that improve student learning outcomes.

The low students’ achievement and interest in chemistry learning demands teacher must use an appropriate learning strategy and model. Learning strategy is an art and knowledge to create a maximal learning so that can achieve the effectively and efficient goals. Learning strategy not only centered on procedure and activity.

In research that will be conducted, the subject to be discussed is a colloidal system. Colloidal system is a matter that requires students’ understanding because there are many concepts. Colloidal system relate to

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our daily life so that student must seeking directly and they understand the lesson. Because of it, teacher needs a learning strategy for increasing students’ interest and achievement in chemistry learning. A strategy that can use for facilitating and training students’ creativity during the process of an understanding concept is Process Oriented Guided Inquiry Learning (POGIL).

POGIL is one of learning strategy that centered on process’ ability with inquiry approach; consist of exploration, discovery, and application. POGIL is a learning process based on constructivist principles which enable students to learn through group interaction in problem solving. POGIL can use structured exercises, group exercises where students are given a task or problem and guide through the steps needed to solve the problem (Erik and Derrik, 2010).

The series of learning activities in POGIL learning strategy involves the student's ability to seek and investigate systematically and critically, logically and analytically, so that students are able to draw their own conclusions invention with confidence and maximum (Moog and Spencer, 1999).

Several study using POGIL strategy had been done by some previous researcher, they are: Silvia Elastari Matondang (2014) states process oriented guided inquiry strategy learning by using powerpoint can improve the students’ achievement, with the gain of students’ achievement is 78%, the gain of the research from Sri Wahyuna Saragih is 72%, and from Tukma Sari is 84%.

The selection of the media is not (and will never) is something that is completely right. The election was not a stand-alone business, which can be completed within a period of time, irrespective of the instructional process. Exercise is a good, or even a high-quality education, combining tricks and science (Anderson, 1994).

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Worksheets media can be an alternative that can be used in the learning process because can be used at this stage of an understanding the concept (convey new concepts) as well as an understanding the concept (continued from planting concept) because worksheets are arranged to guide students in learning the lesson topic. At the stage of understanding the concept of worksheets used to learn the knowledge of a topic that has been studied previously.

In addition, the needed improvement in the way teachers teach chemistry lesson is to apply the lesson study. Lesson study is an activity that develops professionalism of teachers where teachers are open lesson with the teacher manages other colleagues as an observer, so that the teachers share teaching experiences.

The lesson study process involves teachers in small discussion groups with activities, among others, is discussed plan teaching and learning, teaching, observe the learning process and conduct discussions after learning to do a variety of learning to do a variety of improvements for the next process (Dini Prihartini, 2011).

From the initial observation that researchers do when doing PPL that most of the students of class XI Science at SMAN 1 Berastagi is less interested in the chemistry lesson. Generally, the students assume the chemical is a difficult subject because it is abstract, difficult to apply in everyday life as well as difficult to connect the formula and count. This is why students are ill-prepared to study the chemistry so that student learning outcomes are still under KKM standards.

Colloid is one of the chemicals subject matter learned in class XI more emphasis on mastery of concepts. From the above problems can be concluded that students' difficulties in understanding the concept being taught is influenced by several factors: the way teachers teach, model and instructional media used.

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The reason the reseacher chose POGIL strategy with worksheet media based on lesson study are POGIL can increase students’ skill, students’ collaboration in groupwork, focus on the process oriented of student during teaching and learning activities, worksheet media as the simple media and guidance for student on teaching colloidal system, lesson study can improve teacher’s professionalism, by using lesson study teacher can fix the shortage in the learning process at the next meeting.

Based on this background, researchers interested in conducting research with the title:

“The Implementation Of Pogil Strategy With Worksheet Media To Increase Student’s Interest And Achievement In Teaching Colloidal System Based On Lesson Study”

1.2 Problem Identification

Based on the description of the background, some of the problems that can be identified are as follows:

1. The Quality of Education is still low

2. Lack of the application of Learning strategy and media in learning activity.

3. Teacher find difficulties in providing interest learning strategy and media in chemistry learning

4. Student’s insterest and achievement are still low 1.3 Problem Limitation

Many of the problems associated with the low learning outcomes and student interest. For those reasons, researchers need to limit the issues to be studied in order to achieve the expected goals of research,

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1. The study was conducted in SMAN 2 Medan, SMAN 3 Medan, and SMA Swasta Raksana North Sumatra and restrictions on class XI Science 2014/2015

2. The subject material is Colloidal System

3. Results of study subjects as chemistry student cognitive and affective aspects of student learning as the affective aspect through observation sheet.

1.4 Problem Formulation

Based on the background of the problem, problem identification and problem definition as mentioned above, then made the formulation of the problem

1.Is the students’ achievement is taught by using POGIL learning using worksheets media-based lesson study is higher than students taught by using direct instruction?

2.Is the students’ interest is taught by using POGIL learning with worksheet media-based lesson study higher than students taught by using direct instruction?

3.Is there any effect learning interest caused by using POGIL learning strategies worksheets media based on lesson study to students’ achievement in teaching colloidal system?

1.5 Research Objectives

The general objectives of this research was to investigate the Influence POGIL Strategy with Worksheet Media to Increase students’ interest and students’ achievement in Colloid Learning Based Lesson Study. The specific objectives of this research were to investigate:

1. To know whether the students’ achievement is taught by using POGIL learning using worksheets media-based lesson study is higher than students taught by using direct instruction.

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2. To know whether students’ interest is taught by using POGIL learning with worksheet media-based lesson study higher than students taught by using direct instruction?

3. To know whether any effect learning interest caused by using POGIL learning strategies worksheets media based on lesson study to students’ achievement in teaching colloidal system.

1.6 Research Significances

The expected benefits of this research is

1. Students: to train students to be more active, creative, and able to collaborate in study groups to solve chemical problems.

2. Teacher: as input on how to design strategies POGIL as an innovative teaching model in chemistry teaching in schools.

3. Schools: can help create a strategy guide and a good instructional media in teaching and learning activities in other subjects.

4. Researchers: expected to be input or information for teachers on instructional strategies POGIL on student learning outcomes.

1.7 Operational Definition

The Operational definition in this study are:

1. Process Oriented Guided Inquiry Learning ( POGIL) is a learning strategy like guided inquiry learning and focus to the process oriented. 2. Lesson study is a process in which a teacher constantly tries to improve teaching techniques by working together with other teachers to verify and criticze different teaching techniques.

3. Learning media can be interpreted as a tool in the learning process and used to stimulate thoughts, feelings, abilities or skills of students so that the motivation in the learning process.

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4. Worksheet media is one of learning media used in the learning process. Worksheet is able to present the teaching materials are accompanied by exercises and evaluations that much.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS 5.1 Conclusion

The objectives of this research had been transformed to be problem statement which were then hypothesized. Based on the data analysis researcher concludes that:

1. Students’ achievement of the class taught by using POGIL strategy with worksheet media based on lesson study on teaching colloidal system has higher significant difference compared to the class taught by using using direct instruction method in all of schools, where where the highest is at SMAN 3 Medan (0.86±0.09) and the lowest is at SMAN 2 Medan (0.71±0.13).

2. Students’ interest of the class taugh by using POGIL strategy with worksheet media based on lesson study on teaching colloidal system has higher significant difference compared to the class taught by using using direct instruction method in all of schools,where the highest are at SMA N 3 Medan (82,96) and SMA Swasta Raksana (80,25).

3. There is a positive and significant correlation between students’ interest to students’ achievement in both of class at all of schools.

5.2 Suggestion

Based on the data analysis, researcher suggests that:

1. The prospective teachers can use this research as a reference for doing the similar researches in order to increase students’ achievement and interest either by applying appropriate learning model or using appropriate learning media.

2. The next researchers who will conduct could include additional variables which may give contribution to students’ achievement and interest such as examining the implementation of POGIL strategy based on lesson study with worksheet media, virtual lab, video animation, etc.

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Johnson, C., (2011), Activities Using Process-Oriented Guided Inquiry Learning (POGIL) in the Foreign Language Classroom, A Journal of American Association of Teachers of German 44(1):30-38

Kuhlthau, C.C., (2007), Guided Inquiry Learning in The 21st _Century, Greenwood Publishing Group Inc, USA

Lee, D.C., Lu, J.J., Mao, K.M, Ling, S.H., Yeh, M.C., and Hsieh, C., (2014), Does Teachers Charisma Can Really Induce Students Learning Interest, Social and Behavioral Sciences 116:114-118 Marble, S., (2007), Inquiring into Teaching: Lesson Study in Elementary

Science Methods, Journal of Science Teacher Education 18 (6): 935-953

69

Matondang, S.E., (2014), Pengaruh Strategi Pembelajaran Proses Orientasi Inkuiri Terbimbing (POGIL) Dengan Media Powerpoint Terhadap Hasil Belajar Siswa SMA Pada Pokok Bahasan Laju Reaksi, Skripsi, FMIPA, UNIMED, Medan

Moog, R. S., Spencer, J., (1999), A Guided Inquiry General Chemistry Course. J. Chem. Educ. 76: 570-574

Mrnjaus, K., and Krneta, M., (2014), Mindfulness Concentration and Student Achievement- Challenges and Solutions, Social and Behavioral Sciences 116:1044-1049

Murtiani, Fauzan, A., and Wulan, R.,(2012), Penerapan Pendekatan Contextual Teaching And Learning (Ctl) Berbasis Lesson Study Dalam Meningkatkan Kualitas Pembelajaran Fisika Di SMP Negeri Kota Padang, Jurnal Penelitian Pembelajaran Fisika 1:1-21

Myers, T., Monypenny R., and Trevathan, J., (2012), Overcoming The Glassy-Eyed Nod: An Application of Process-Oriented Guided Inquiry Learning Techniques in Information Technology, Journal of Learning Design 5:12-22

Oskay, O., Erdem, E., Akkoyunlu, B., and Yilmaz, A., (2009). Prospective

Chemistry Teachers’ Learning Styles And Learning Preferences, Innovation and Creativity in Education 2:1362-1367

Prayogi, W., (2014), The Implementation of Guided Discovery-Inquiry Laboratory Lesson Learning Model in Improving Senior High School Students’ Achievement and Characters Development on the Topic of Solubility and Solubility Product, Thesis, FMIPA UNIMED, Medan

Prihartini, D., (2011), Penerapan lesson Study Berbasis Sekolah Untuk Meningkatkan Kualitas Pembelajaran Sejarah Siswa kelas XI IPS 3

70

SMAN 1 Rowosari Kabupaten Kendal Tahun Ajaran 2010/2011, Skripsi, FIS, UNS, Semarang

Ruseffendi, E.T.,(1974), Dasar-Dasar Matematikan modern: Untuk Guru, IKIP Bandung, Bandung.

Rusyan, A.T., (1989), Pendekatan dalam Proses Belajar mengajar, Remadja Karya, Bandung.

Sanjaya, W.,(2008), Perencanaan dan Desain Sistem Pembelajaran, Kencana Prenada Media Group, Jakarta

Sardiman, A.M., (2003), Media Pendidikan, Raja Grafindo Persada, Jakarta Silitonga, P.M., (2011) , Statistik Teori dan Aplikasi dalam Penelitian,

Penerbit Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan.

Slameto, (1995), Belajar dan Faktor-Faktor yang Mempengaruhinya, PT Rineka Cipta, Jakarta

Smanova, A., and Rakhmetova, A., (2013), Scientific Basis Of The Formation Of Students’ Interest In The Labor (On The Basis Of The Kazakh National Clothes), Social and Behavioral Sciences 136:421-424

Sudjana,(2009), Hasil belar Siswa dalam Proses Pembelajaran di Kelas, Balai Pustaka, Jakarta

Surya, M., (2004) , Psikologi Pembelajaran dan Pengajaran, Pustaka Bani Quraisy, Bandung

Suryabrata, S.,(1987), Psikologi Pendidikan, CV. Rajawali, Jakarta.

Tilaar,H.A.R.,(2004), Pendidikan, Kebudayaan, dan masyarakat Madani Indonesia, Rineka Cipta, Jakarta

71

Tirtarahardja, U.,(2005), Pengantar Pendidikan, PT Rineka Cipta, Jakarta Trianto, (2010), Mendesain model Pembelajaran Inovatif-Progresif,

Penerbit Kencana, Jakarta

Voinea, M., and Purcaru, M., (2014), Boosting Romanian Students’ Interest

in Learning Mathematics through the Constructivist Approach, Social and Behavioral Science 127:108-113

Winarti, A., and Yudha, I., (2001), Optimalisasi Peran Laboratoriun Sebagai Upaya Menyiapkan Pembelajaran Kimia SMU dalam Menghadapi abad 21, Jurnal pendidikan dan kebudayaan 7:30

Winkel, W., (1998), Psikologi Pendidikan dan Evaluasi Belajar, PT. Gramedia, Jakarta

Yu,W. and Chen, L., (2012), The Application of Computer in Chemistry Teaching, Education and Management Engineering 12:73-77

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusion

The objectives of this research had been transformed to be problem statement which were then hypothesized. Based on the data analysis researcher concludes that:

1. Students’ achievement of the class taught by using POGIL strategy with worksheet media based on lesson study on teaching colloidal system has higher significant difference compared to the class taught by using using direct instruction method in all of schools, where where the highest is at SMAN 3 Medan (0.86±0.09) and the lowest is at SMAN 2 Medan (0.71±0.13).

2. Students’ interest of the class taugh by using POGIL strategy with worksheet media based on lesson study on teaching colloidal system has higher significant difference compared to the class taught by using using direct instruction method in all of schools,where the highest are at SMA N 3 Medan (82,96) and SMA Swasta Raksana (80,25).

3. There is a positive and significant correlation between students’ interest to students’ achievement in both of class at all of schools.

5.2 Suggestion

Based on the data analysis, researcher suggests that:

1. The prospective teachers can use this research as a reference for doing the similar researches in order to increase students’ achievement and interest either by applying appropriate learning model or using appropriate learning media.

2. The next researchers who will conduct could include additional variables which may give contribution to students’ achievement and interest such as examining the implementation of POGIL strategy based on lesson study with worksheet media, virtual lab, video animation, etc.

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Lee, D.C., Lu, J.J., Mao, K.M, Ling, S.H., Yeh, M.C., and Hsieh, C., (2014), Does Teachers Charisma Can Really Induce Students Learning Interest, Social and Behavioral Sciences 116:114-118

Marble, S., (2007), Inquiring into Teaching: Lesson Study in Elementary Science Methods, Journal of Science Teacher Education 18 (6): 935-953

Matondang, S.E., (2014), Pengaruh Strategi Pembelajaran Proses Orientasi Inkuiri Terbimbing (POGIL) Dengan Media Powerpoint Terhadap Hasil Belajar Siswa SMA Pada Pokok Bahasan Laju Reaksi, Skripsi, FMIPA, UNIMED, Medan

Moog, R. S., Spencer, J., (1999), A Guided Inquiry General Chemistry Course. J. Chem. Educ. 76: 570-574

Mrnjaus, K., and Krneta, M., (2014), Mindfulness Concentration and Student Achievement- Challenges and Solutions, Social and Behavioral Sciences 116:1044-1049

Murtiani, Fauzan, A., and Wulan, R.,(2012), Penerapan Pendekatan Contextual Teaching And Learning (Ctl) Berbasis Lesson Study Dalam Meningkatkan Kualitas Pembelajaran Fisika Di SMP Negeri Kota Padang, Jurnal Penelitian Pembelajaran Fisika 1:1-21

Myers, T., Monypenny R., and Trevathan, J., (2012), Overcoming The Glassy-Eyed Nod: An Application of Process-Oriented Guided Inquiry Learning Techniques in Information Technology, Journal of Learning Design 5:12-22

Oskay, O., Erdem, E., Akkoyunlu, B., and Yilmaz, A., (2009). Prospective Chemistry Teachers’ Learning Styles And Learning Preferences, Innovation and Creativity in Education 2:1362-1367

Prayogi, W., (2014), The Implementation of Guided Discovery-Inquiry Laboratory Lesson Learning Model in Improving Senior High

School Students’ Achievement and Characters Development on the

Topic of Solubility and Solubility Product, Thesis, FMIPA UNIMED, Medan

Prihartini, D., (2011), Penerapan lesson Study Berbasis Sekolah Untuk Meningkatkan Kualitas Pembelajaran Sejarah Siswa kelas XI IPS 3

SMAN 1 Rowosari Kabupaten Kendal Tahun Ajaran 2010/2011, Skripsi, FIS, UNS, Semarang

Ruseffendi, E.T.,(1974), Dasar-Dasar Matematikan modern: Untuk Guru, IKIP Bandung, Bandung.

Rusyan, A.T., (1989), Pendekatan dalam Proses Belajar mengajar, Remadja Karya, Bandung.

Sanjaya, W.,(2008), Perencanaan dan Desain Sistem Pembelajaran, Kencana Prenada Media Group, Jakarta

Sardiman, A.M., (2003), Media Pendidikan, Raja Grafindo Persada, Jakarta

Silitonga, P.M., (2011) , Statistik Teori dan Aplikasi dalam Penelitian, Penerbit Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan.

Slameto, (1995), Belajar dan Faktor-Faktor yang Mempengaruhinya, PT Rineka Cipta, Jakarta

Smanova, A., and Rakhmetova, A., (2013), Scientific Basis Of The Formation Of Students’ Interest In The Labor (On The Basis Of The Kazakh National Clothes), Social and Behavioral Sciences 136:421-424

Sudjana,(2009), Hasil belar Siswa dalam Proses Pembelajaran di Kelas, Balai Pustaka, Jakarta

Surya, M., (2004) , Psikologi Pembelajaran dan Pengajaran, Pustaka Bani Quraisy, Bandung

Suryabrata, S.,(1987), Psikologi Pendidikan, CV. Rajawali, Jakarta.

Tilaar,H.A.R.,(2004), Pendidikan, Kebudayaan, dan masyarakat Madani Indonesia, Rineka Cipta, Jakarta

Tirtarahardja, U.,(2005), Pengantar Pendidikan, PT Rineka Cipta, Jakarta

Trianto, (2010), Mendesain model Pembelajaran Inovatif-Progresif, Penerbit Kencana, Jakarta

Voinea, M., and Purcaru, M., (2014), Boosting Romanian Students’ Interest in Learning Mathematics through the Constructivist Approach, Social and Behavioral Science 127:108-113

Winarti, A., and Yudha, I., (2001), Optimalisasi Peran Laboratoriun Sebagai Upaya Menyiapkan Pembelajaran Kimia SMU dalam Menghadapi abad 21, Jurnal pendidikan dan kebudayaan 7:30

Winkel, W., (1998), Psikologi Pendidikan dan Evaluasi Belajar, PT. Gramedia, Jakarta

Yu,W. and Chen, L., (2012), The Application of Computer in Chemistry Teaching, Education and Management Engineering 12:73-77