THE EFFECT OF CONCEPT MAP ON STUDENTS LEARNING ACHIEVEMENT IN HUMAN SKELETAL SYSTEM GRADE XI IPA SMA UISU MEDANACADEMIC YEAR 2013/2014.
THE EFFECT OF CONCEPT MAP ON STUDENT’S LEARNING
ACHIEVEMENT IN HUMAN SKELETAL SYSTEM GRADE
XI IPA SMA UISU MEDAN ACADEMIC YEAR 2013/2014
By:
Rilly Andika
SID. 409342026
Biology Education Bilingual Study Program
THESIS
Submitted to fulfill the requirement for the degree of
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2014
vi
TABLE OF CONTENT
ENDORSEMENT LETTER
i
ABSTRACT
ii
BIBLIOGRAPHY
iii
ACKNOWLEDGMENT
iv
TABLE OF CONTENT
vi
LIST OF TABLE
ix
LIST OF FIGURE
x
LIST OF ATTACHMENT
xi
CHAPTER I INTRODUCTION
1
1.1 Background of Study
1
1.2 Problem Identification
3
1.3 The Scope of Study
3
1.4 Research question
3
1.5 Research Objective
4
1.6 The Benefits of Research
4
CHAPTER II LITERATURE REVIEW
5
2.1. Understanding of Learning
5
2.2. Learning Achievement
6
2.3. Learning Plans
8
2.3.1. Understanding of Learning Plans
8
2.3.2. The Role of Learning Plans
8
2.4. Learning Tools
8
2.4.1. Lesson Plan
9
2.4.2. Student’s Activity Sheet
9
2.4.3. Achievement Test
9
2.5. Learning Model
2.5.1. Understanding of Learning Model
10
10
vii
2.5.2. Characteristic of Learning Model
10
2.6. Concept Map
11
2.7. Description Materials of Human Skeletal System
13
2.7.1. Axial Skeleton
14
2.7.2. Appendicular Skeleton
18
2.7.3. Bone Shapes
20
2.7.4. Types of Bone
21
2.7.5. Ossification
23
2.7.6. Articulation
25
2.8. Conceptual Framework
25
2.9. Research Hypothesis
25
2.9.1. Verbal Hypothesis
25
2.9.2. Hypothesis Statistics
26
CHAPTER III RESEARCH METHOD
3.1. Time and Location
27
27
3.2. Population and Sample
27
3.3. Research Variable
27
3.4. Type and Design of Research
27
3.5. Research Instrument
28
3.6. Testing Research Instruments
29
3.6.1. Validity test
30
3.6.2. The Reliability of the Test
30
3.6.3. The Difficulty-level Test
31
3.6.4. Discrimination index
32
3.7. Research Procedure
32
3.7.1. Research Preparation
33
3.7.2. Implementation of teaching
3.7.3. Implementation of the Post Test
34
34
3.7.4. Hypothesis Testing
34
viii
3.8. Data Analysis Techniques
34
3.8.1. Normality Test
35
3.8.2. Homogeneity Test
36
3.8.3. Testing Hypotheses
36
CHAPTER IV RESULT AND DISCUSSION
35
4.1 Result
35
4.1.1 Description of Research Data
35
4.1.2 Analysis of Research Data
36
4.2 Discussion
39
4.2.1 Student Learning Achievement
39
4.2.2 Concept Map Scoring Rubric
40
CHAPTER V CONCLUSION AND RECOMMENDATION
41
5.1. Conclusion
41
5.2 Suggestion
41
REFERENCES
42
ix
LIST OF TABLE
3.1. Design Research Two Group Pre-test Post-test
26
3.2. The Lattice of Concept Understanding
27
3.3. The criteria of test reliability degree
29
3.4. The criteria of Test Difficulty
29
x
LIST OF FIGURE
2.1. Concept map of concept map
11
2.2. Right lateral view of the Skull
13
2.3. Lateral view of the Vertebrae
14
2.4. Anterior View of Thorax
16
2.5. Bones of the Pectoral Girdle and Upper Limb
18
2.6. Bones of the Pelvic Girdle and Lower Limb
19
2.7. Cartilage, Spongy, and Compact Bone
21
3.1 Research Procedure
31
4.1 Result of pre-test of students
35
4.2. The effect of concept map on students
36
4.3 Discrimination Chart
38
xi
LIST OF ATTACHEMENT
Appendix 1 Sillaby
43
Appendix 2 Lesson Plan Experiment
44
Appendix 3 Lesson Plan Control
52
Appendix 4 Research Instrument
61
Appendix 5 Lattice of the Research Instrument
67
Appendix 6 Concept Map Scoring Rubric
69
Appendix 7 Concept Map of Skeletal
70
Appendix 8 Validation
72
Appendix 9 The Validity Calculation
73
Appendix 10 The Reability Calculation
75
Appendix 11 The Difficulty Calculation
76
Appendix 12 Calculation of Discrimination Index
77
Appendix 13 Recapitulation of Instrument Test Result
78
Appendix 14 Data of Research
79
Appendix 15 Average Deviation Standard of Pre-test
81
Appendix 16 Average Deviation Standard of Post-test
83
Appendix 17 Normality Test of Research Data
85
Appendix 18 Homogeneity Test of Research Data
89
Appendix 19 Hypothesis Testing
93
Appendix 20 Concept Map Scoring Rubric
95
Appendix 21 Product Moment Table
105
Appendix 22 Liliefors Table
106
Appendix 23 F-Distribution Table
107
Appendix 24 Table of t Distribution Value
108
Appendix 25 Documentation
111
1
CHAPTER I
INTRODUCTION
1.1.
Background of study
The quality of education in Indonesia is still low. It always gets a sharp
from many sides, such as Government and Educational Institution. The efforts
were done by the government to increase quality of education such as changing
educational
curriculum,
increasing
teachers’
quality
and
repairing
of
accommodations or infrastructure. However, all efforts which the government did
were not achieve maximum result yet.
Increasing the quality of education is closely related to the quality of
teacher who educates the students at school. A teacher is expected to make a
comfortable situation so that student can learn well. The comfortable situation will
be able to motivate students to learn, moreover, it is depend on students’
willingness to learn. But in fact, teacher have lower variation using of learning
strategy or strategy, still using teacher center or we called traditional learning
strategy. So that it makes student more get bored in class room.
A good teacher whose has a good competence in teaching is a teacher
whose has an ability to make unity steps which is developed by a plausible
consideration to reach teaching purposes efficiently. The implementation of
teaching learning strategy which was chosen by the teachers involves learning
purpose aspects, materials relevance, an ability to use the materials’ relevancy,
and teaching situation.
In learning process, a teacher must be able to reach learning objectives
successfully. And the successfulness involves the comparison understanding in
short term or long term about what the comparison had learned, and result a
good’s graduate students.
Result of interview collected information about learning process in SMA
UISU Medan. The information is obtained from the teachers and students from the
2
senior high school class XI, who has been studying on skeletal system topic. It is
shown that learning process still conducted in lower variation. The teacher was
tended to be active, but unfortunately the students were passive. In another word
the learning process almost filled with explanation, which is traditional learning
strategy. The teacher explained and told to inform all facts and concepts,
meanwhile the students just listening, taking note, and sometimes discussing
about the topics from the teacher. Therefore, students’ learning outcome is not
maximized. The average score of students’ daily test are 65, and make them
passive in the learning process. Based on the data which obtained, many students
got unsatisfied score, and the score is unachieved minimum standard 75. The data
of score are: 4 students (13%) from 30 students got high scores, 8 students (26%)
got medium scores, 12 students (40%) got low scores, and 6 students (20%) got
very low scores. That can be happen because the students can’t remember all of
the things parts of the skeletal system.
One of alternative answers for this problem is teacher should choose
learning strategy that can improve student learning achievement according to the
materials which will be taught. Teaching and learning’s learning strategy are
being important factor and have impact to reach the learning outcome. So that, the
teachers is hoped to complete their skills to maximize their performance in
teaching such as: developing teaching learning strategy, skills which can improve
learning motivation. One effort to improve student learning achievement and
student activities is by using the Concept Map.
According to Johnson & Johnson (1987), Concept maps are educational
learning strategy to demonstrate the concept of science is systematically formed
from the core of the problem to the support section having a relationship with one
another to form a knowledge and ease of understanding of a lesson topic. By
using this concept map, lesson delivered to a wider and facilitate students'
understanding of the lesson concepts are related to each other. To determine the
students' understanding of concepts learned, we want to do the testing by
providing student learning outcomes.
3
From the description above the author interested in studying the
comparison of student achievement by using cooperative learning strategy in a
study with the title “The Effect of Concept Map on Students Learning
Achievement in Human Skeletal System Grade XI IPA SMA UISU Medan
Academic Year 2013/2014”.
1.2 Problem Identification
From the background above, the following problems that have been
identified, which are:
1.
Teaching and learning process tends to teacher information only.
2.
Teacher has limited sources to use more learning strategy.
3.
Student achievement is still low.
1.3 The Scope of Study
Based on the identification of the problem above, it is necessary limiting
problems to avoid the expansion problems. This research was focused on the
following:
1. The Effect of Concept Map on Students Learning Achievement in Topic
Human Skeletal System have been taught.
2. Student achievement that measured is limited to the cognitive domain.
1.4 Research Question
The question of this research is:
Is there any different with in students learning achievement who have been
taught using Concept Map and without Concept Map in traditional
learning strategy at topic Skeletal System for grade XI students SMA
SWASTA UISU Medan 2013/2014?
4
1.5 Research Objectives
The objectives of this research is:
The students learning achievement who have been taught using Concept
Map and without concept map in traditional learning strategy at topic
Skeletal System for grade XI students SMA SWASTA UISU Medan
2013/2014.
1.6. The Benefits of Research
The expected benefits of this research are:
1. In terms of theoretical, in general this research can provide input on the
education of the learning strategy that can be applied in high school and
also the techniques of taking notes in the study of biology, especially in
the Human Skeletal System topic.
2. In terms of the practical, this study provides the following benefits:
a. For students, improve motivation and learning outcomes of students
in Human Skeletal System topic.
b. For teachers, to increase the teachers professionalism and can be
taken into consideration for the teachers in presenting Human
Skeletal System topic.
c. For schools, give a positive contribution to the progress of schools
and increase the quality of teaching biology at Human Skeletal
System topic.
d. For researchers, the initial step of the innovation that can be applied
later in the classroom.
iii
BIOGRAPHY
Rilly Andika was born in Medan on 28th December 1991, the first son of
Ir. Rizali Abdi and Wan Sri Kemala. In 1996, the writer started her first
educational experience in TK Aisyiyah Bustanul Athfal Lubuk Pakam then
continued into TK Dewantara Deli Tua and finished in 1997. In 1997, the writer
entered to SDN 101740 Tanjung Selamat and finished in 2003. In 2003, the writer
continued study in SMPN 9 Medan and finished in 2006. In 2006, the writer
continued study in SMA SWASTA UISU MEDAN and got the second Champ in
Table Tennis Championship on School then graduated in 2009. In 2009, the writer
was registered in Biology Bilingual Education Program, Biology Department,
Faculty of Mathematics and Natural Science, Universitas Negeri Medan and did
the completion of thesis on 11 Februari 2014. During following study in
university, the writer was become the member of some organizations such as
BIOTA, and HMI. Besides, the writer was laboratory assistant in Experimental of
General Biology I and II, Experimental of Animal Structure I and II and
Experimental of Human Anatomy and Physiology.
ACHIEVEMENT IN HUMAN SKELETAL SYSTEM GRADE
XI IPA SMA UISU MEDAN ACADEMIC YEAR 2013/2014
By:
Rilly Andika
SID. 409342026
Biology Education Bilingual Study Program
THESIS
Submitted to fulfill the requirement for the degree of
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2014
vi
TABLE OF CONTENT
ENDORSEMENT LETTER
i
ABSTRACT
ii
BIBLIOGRAPHY
iii
ACKNOWLEDGMENT
iv
TABLE OF CONTENT
vi
LIST OF TABLE
ix
LIST OF FIGURE
x
LIST OF ATTACHMENT
xi
CHAPTER I INTRODUCTION
1
1.1 Background of Study
1
1.2 Problem Identification
3
1.3 The Scope of Study
3
1.4 Research question
3
1.5 Research Objective
4
1.6 The Benefits of Research
4
CHAPTER II LITERATURE REVIEW
5
2.1. Understanding of Learning
5
2.2. Learning Achievement
6
2.3. Learning Plans
8
2.3.1. Understanding of Learning Plans
8
2.3.2. The Role of Learning Plans
8
2.4. Learning Tools
8
2.4.1. Lesson Plan
9
2.4.2. Student’s Activity Sheet
9
2.4.3. Achievement Test
9
2.5. Learning Model
2.5.1. Understanding of Learning Model
10
10
vii
2.5.2. Characteristic of Learning Model
10
2.6. Concept Map
11
2.7. Description Materials of Human Skeletal System
13
2.7.1. Axial Skeleton
14
2.7.2. Appendicular Skeleton
18
2.7.3. Bone Shapes
20
2.7.4. Types of Bone
21
2.7.5. Ossification
23
2.7.6. Articulation
25
2.8. Conceptual Framework
25
2.9. Research Hypothesis
25
2.9.1. Verbal Hypothesis
25
2.9.2. Hypothesis Statistics
26
CHAPTER III RESEARCH METHOD
3.1. Time and Location
27
27
3.2. Population and Sample
27
3.3. Research Variable
27
3.4. Type and Design of Research
27
3.5. Research Instrument
28
3.6. Testing Research Instruments
29
3.6.1. Validity test
30
3.6.2. The Reliability of the Test
30
3.6.3. The Difficulty-level Test
31
3.6.4. Discrimination index
32
3.7. Research Procedure
32
3.7.1. Research Preparation
33
3.7.2. Implementation of teaching
3.7.3. Implementation of the Post Test
34
34
3.7.4. Hypothesis Testing
34
viii
3.8. Data Analysis Techniques
34
3.8.1. Normality Test
35
3.8.2. Homogeneity Test
36
3.8.3. Testing Hypotheses
36
CHAPTER IV RESULT AND DISCUSSION
35
4.1 Result
35
4.1.1 Description of Research Data
35
4.1.2 Analysis of Research Data
36
4.2 Discussion
39
4.2.1 Student Learning Achievement
39
4.2.2 Concept Map Scoring Rubric
40
CHAPTER V CONCLUSION AND RECOMMENDATION
41
5.1. Conclusion
41
5.2 Suggestion
41
REFERENCES
42
ix
LIST OF TABLE
3.1. Design Research Two Group Pre-test Post-test
26
3.2. The Lattice of Concept Understanding
27
3.3. The criteria of test reliability degree
29
3.4. The criteria of Test Difficulty
29
x
LIST OF FIGURE
2.1. Concept map of concept map
11
2.2. Right lateral view of the Skull
13
2.3. Lateral view of the Vertebrae
14
2.4. Anterior View of Thorax
16
2.5. Bones of the Pectoral Girdle and Upper Limb
18
2.6. Bones of the Pelvic Girdle and Lower Limb
19
2.7. Cartilage, Spongy, and Compact Bone
21
3.1 Research Procedure
31
4.1 Result of pre-test of students
35
4.2. The effect of concept map on students
36
4.3 Discrimination Chart
38
xi
LIST OF ATTACHEMENT
Appendix 1 Sillaby
43
Appendix 2 Lesson Plan Experiment
44
Appendix 3 Lesson Plan Control
52
Appendix 4 Research Instrument
61
Appendix 5 Lattice of the Research Instrument
67
Appendix 6 Concept Map Scoring Rubric
69
Appendix 7 Concept Map of Skeletal
70
Appendix 8 Validation
72
Appendix 9 The Validity Calculation
73
Appendix 10 The Reability Calculation
75
Appendix 11 The Difficulty Calculation
76
Appendix 12 Calculation of Discrimination Index
77
Appendix 13 Recapitulation of Instrument Test Result
78
Appendix 14 Data of Research
79
Appendix 15 Average Deviation Standard of Pre-test
81
Appendix 16 Average Deviation Standard of Post-test
83
Appendix 17 Normality Test of Research Data
85
Appendix 18 Homogeneity Test of Research Data
89
Appendix 19 Hypothesis Testing
93
Appendix 20 Concept Map Scoring Rubric
95
Appendix 21 Product Moment Table
105
Appendix 22 Liliefors Table
106
Appendix 23 F-Distribution Table
107
Appendix 24 Table of t Distribution Value
108
Appendix 25 Documentation
111
1
CHAPTER I
INTRODUCTION
1.1.
Background of study
The quality of education in Indonesia is still low. It always gets a sharp
from many sides, such as Government and Educational Institution. The efforts
were done by the government to increase quality of education such as changing
educational
curriculum,
increasing
teachers’
quality
and
repairing
of
accommodations or infrastructure. However, all efforts which the government did
were not achieve maximum result yet.
Increasing the quality of education is closely related to the quality of
teacher who educates the students at school. A teacher is expected to make a
comfortable situation so that student can learn well. The comfortable situation will
be able to motivate students to learn, moreover, it is depend on students’
willingness to learn. But in fact, teacher have lower variation using of learning
strategy or strategy, still using teacher center or we called traditional learning
strategy. So that it makes student more get bored in class room.
A good teacher whose has a good competence in teaching is a teacher
whose has an ability to make unity steps which is developed by a plausible
consideration to reach teaching purposes efficiently. The implementation of
teaching learning strategy which was chosen by the teachers involves learning
purpose aspects, materials relevance, an ability to use the materials’ relevancy,
and teaching situation.
In learning process, a teacher must be able to reach learning objectives
successfully. And the successfulness involves the comparison understanding in
short term or long term about what the comparison had learned, and result a
good’s graduate students.
Result of interview collected information about learning process in SMA
UISU Medan. The information is obtained from the teachers and students from the
2
senior high school class XI, who has been studying on skeletal system topic. It is
shown that learning process still conducted in lower variation. The teacher was
tended to be active, but unfortunately the students were passive. In another word
the learning process almost filled with explanation, which is traditional learning
strategy. The teacher explained and told to inform all facts and concepts,
meanwhile the students just listening, taking note, and sometimes discussing
about the topics from the teacher. Therefore, students’ learning outcome is not
maximized. The average score of students’ daily test are 65, and make them
passive in the learning process. Based on the data which obtained, many students
got unsatisfied score, and the score is unachieved minimum standard 75. The data
of score are: 4 students (13%) from 30 students got high scores, 8 students (26%)
got medium scores, 12 students (40%) got low scores, and 6 students (20%) got
very low scores. That can be happen because the students can’t remember all of
the things parts of the skeletal system.
One of alternative answers for this problem is teacher should choose
learning strategy that can improve student learning achievement according to the
materials which will be taught. Teaching and learning’s learning strategy are
being important factor and have impact to reach the learning outcome. So that, the
teachers is hoped to complete their skills to maximize their performance in
teaching such as: developing teaching learning strategy, skills which can improve
learning motivation. One effort to improve student learning achievement and
student activities is by using the Concept Map.
According to Johnson & Johnson (1987), Concept maps are educational
learning strategy to demonstrate the concept of science is systematically formed
from the core of the problem to the support section having a relationship with one
another to form a knowledge and ease of understanding of a lesson topic. By
using this concept map, lesson delivered to a wider and facilitate students'
understanding of the lesson concepts are related to each other. To determine the
students' understanding of concepts learned, we want to do the testing by
providing student learning outcomes.
3
From the description above the author interested in studying the
comparison of student achievement by using cooperative learning strategy in a
study with the title “The Effect of Concept Map on Students Learning
Achievement in Human Skeletal System Grade XI IPA SMA UISU Medan
Academic Year 2013/2014”.
1.2 Problem Identification
From the background above, the following problems that have been
identified, which are:
1.
Teaching and learning process tends to teacher information only.
2.
Teacher has limited sources to use more learning strategy.
3.
Student achievement is still low.
1.3 The Scope of Study
Based on the identification of the problem above, it is necessary limiting
problems to avoid the expansion problems. This research was focused on the
following:
1. The Effect of Concept Map on Students Learning Achievement in Topic
Human Skeletal System have been taught.
2. Student achievement that measured is limited to the cognitive domain.
1.4 Research Question
The question of this research is:
Is there any different with in students learning achievement who have been
taught using Concept Map and without Concept Map in traditional
learning strategy at topic Skeletal System for grade XI students SMA
SWASTA UISU Medan 2013/2014?
4
1.5 Research Objectives
The objectives of this research is:
The students learning achievement who have been taught using Concept
Map and without concept map in traditional learning strategy at topic
Skeletal System for grade XI students SMA SWASTA UISU Medan
2013/2014.
1.6. The Benefits of Research
The expected benefits of this research are:
1. In terms of theoretical, in general this research can provide input on the
education of the learning strategy that can be applied in high school and
also the techniques of taking notes in the study of biology, especially in
the Human Skeletal System topic.
2. In terms of the practical, this study provides the following benefits:
a. For students, improve motivation and learning outcomes of students
in Human Skeletal System topic.
b. For teachers, to increase the teachers professionalism and can be
taken into consideration for the teachers in presenting Human
Skeletal System topic.
c. For schools, give a positive contribution to the progress of schools
and increase the quality of teaching biology at Human Skeletal
System topic.
d. For researchers, the initial step of the innovation that can be applied
later in the classroom.
iii
BIOGRAPHY
Rilly Andika was born in Medan on 28th December 1991, the first son of
Ir. Rizali Abdi and Wan Sri Kemala. In 1996, the writer started her first
educational experience in TK Aisyiyah Bustanul Athfal Lubuk Pakam then
continued into TK Dewantara Deli Tua and finished in 1997. In 1997, the writer
entered to SDN 101740 Tanjung Selamat and finished in 2003. In 2003, the writer
continued study in SMPN 9 Medan and finished in 2006. In 2006, the writer
continued study in SMA SWASTA UISU MEDAN and got the second Champ in
Table Tennis Championship on School then graduated in 2009. In 2009, the writer
was registered in Biology Bilingual Education Program, Biology Department,
Faculty of Mathematics and Natural Science, Universitas Negeri Medan and did
the completion of thesis on 11 Februari 2014. During following study in
university, the writer was become the member of some organizations such as
BIOTA, and HMI. Besides, the writer was laboratory assistant in Experimental of
General Biology I and II, Experimental of Animal Structure I and II and
Experimental of Human Anatomy and Physiology.