PENGARUH DARI IMPLEMENTASI TIPE PENGELOMPOKAN UNTUK MENINGKATKAN HASIL BELAJAR DAN INTERAKSI SISWA PADA TOPIK PENCEMARAN LINGKUNGAN PADA SISWA SEKOLAH MENENGAH PERTAMA.

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THE EFFECT OF IMPLEMENTATION GROUPING TYPE

TO IMPROVE STUDENTS’ ACHIEVEMENT AND INTERACTION

ON ENVIRONMENTAL POLLUTION TOPIC IN JUNIOR HIGH SCHOOL

RESEARCH PAPER

Submitted as requirement to obtain degree of Sarjana Pendidikan in International Program on Science Education study program

Arranged by: Wulannita Andika

0902233

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION 2013

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APPROVAL FORM OF RESEARCH PAPER

WULANNITA ANDIKA 0902233

THE EFFECT OF IMPLEMENTATION GROUPING TYPE

TO IMPROVE STUDENTS’ ACHIEVEMENT AND INTERACTION

ON ENVIRONMENTAL POLLUTION TOPIC IN JUNIOR HIGH SCHOOL

APPROVED AND AUTHORIZED BY: Supervisor I

Dr. MIMIN NURJHANI K, M. Pd

NIP: 1965092919911012001

Supervisor II

Dr. WAHYU SURAKUSUMAH, S.SI. , M.T.

NIP: 197212031999031001

Head of Study Program of

International Program on Science Education

DR. DIANA ROCHINTANIAWATI, M.ED.

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THE EFFECT OF IMPLEMENTATION

GROUPING TYPE TO IMPROVE

STUDENT

S’

ACHIEVEMENT AND

INTERACTION ON ENVIRONMENTAL

POLLUTION TOPIC IN JUNIOR HIGH

SCHOOL

Oleh Wulannita Andika \

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam

Agustus 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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THE EFFECT OF IMPLEMENTATION GROUPING

TO IMPROVE STUDENTS’ ACHIEVEMENT AND INTERACTION

ON ENVIRONMENTAL POLLUTION TOPIC IN JUNIOR HIGH SCHOOL

Wulannita Andika 0902233

ABSTRACT

The research was conducted to investigate the effect of implementation grouping type to student’ achievement and interaction to environmental pollution topic. This research used one group pretest posttest design. The sample consists of 28 seven grade students in one of public junior high school in Bandung which is chosen by purposive sampling. Students were treated by two types of grouping, namely homogeneous group to water pollution topic and heterogeneous group to air pollution topic, meanwhile students’ interaction pattern were evaluated through observation. Grouping type used in this study based on the level of student ‘ability. Interaction patterns used in this study are symmetric, shifting asymmetric and asymmetric. After classroom intervention using grouping type was conducted, it revealed that homogeneous grouping improved student achievement as much as 57% to water pollution topic, meanwhile heterogeneous grouping improved student achievement as much as 48% to air pollution topic. Based on observation’ result, homogeneous group risen the highest symmetric interaction pattern compared to heterogeneous groups. In other hand, heterogeneous group risen the highest asymmetric interaction pattern compared to homogeneous group. Further, student’ response given positive response toward homogeneous group rather than heterogeneous group. Analysis of results indicates that homogeneous grouping is more prominent for promoting students’ achievement.

Keyword: homogenous group, heterogeneous group, symmetric interaction pattern, shifting interaction pattern, asymmetric interaction pattern.

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PENGARUH DARI IMPLEMENTASI TIPE PENGELOMPOKAN UNTUK MENINGKATKAN HASIL BELAJAR DAN INTERAKSI SISWA PADA

TOPIK PENCEMARAN LINGKUNGAN PADA SISWA SEKOLAH MENENGAH PERTAMA

Wulannita Andika 0902233

ABSTRAK

Penelitian ini dilakukan untuk mengetahui pengaruh penerapan jenis pengelompokan terhadap hasil belajar dan interaksi siswa pada topik pencemaran lingkungan. Penelitian ini menggunakan desain one group pretest posttest. Sampel penelitian ini terdiri dari 28 siswa kelas tujuh di salah satu SMP Negeri di Bandung yang dipilih dengan teknik purposive sampling. Siswa diperlakukan dengan dua jenis pengelompokan, yaitu kelompok homogen dengan topik pencemaran air dan kelompok heterogen dengan topik pencemaran udara, sedangkan pola interaksi siswa dievaluasi melalui observasi. Tipe pengelompokan yang digunakan dalam penelitian ini didasarkan pada tingkat kemampuan siswa. Pola interaksi yang digunakan dalam penelitian ini adalah symmetric, shifting asymmetric dan asymmetric. Setelah pembelajaran di kelas menggunakan pengelompokan dilakukan, terungkap bahwa kelompok homogen peningkatan prestasi siswa sebanyak 57% terhadap topik pencemaran air, sementara pengelompokan heterogen peningkatan prestasi siswa sebanyak 48% terhadap topic pencemaran udara. Berdasarkan hasil observasi siswa, kelompok homogen memunculkan pola interaksi simetris tertinggi dibandingkan dengan kelompok heterogen. Di sisi lain, kelompok heterogen memunculkan pola interaksi asimetris tertinggi dibandingkan dengan kelompok homogen. Selanjutnya, respon siswa memberikan respon positif terhadap kelompok homogen dibandingkan kelompok heterogen. Analisis hasil penelitian menunjukkan bahwa pengelompokan homogen lebih unggul untuk meningkatkan hasil belajar siswa.

Kata kunci: kelompok homogen, kelompok heterogen, pola interaksi symmetric, pola interaksi shifting asymmetric, pola interaksi asymmetric.

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TABLE OF CONTENT

DEACLARATION... i

ABSTRACT... ii

PREFACE... iii

ACKNOWLEDGEMENT... iv

TABLE OF CONTENT... vi

TABLE LIST... viii

FIGURE LIST... x

APPENDICES LIST... xii

CHAPTER I INTRODUCTION A. Background... 1

B. Research Problem... 3

C. Research Objective... 3

D. Limitations of Research... 4

E. Significance of Research... 4

F. Organization Structure of Research Paper... 5

CHAPTER II LITERATURE REVIEW A. Grouping Type (Homogeneous and Heterogeneous)... 7

B. Student Interaction in Teaching Learning Process... 10

C. Student Achievement... 11

D. Contextual Teaching and Learning... 12

E. Water Pollution Topic... 17

F. Air Pollution Topic... 19

CHAPTER III METHODOLOGY A. Population and Sample... 23

B. Time and Location... 23

C. Research Method... 23

D. Research Design... 23

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F. Research Instrument... 27

G. Research Procedures... 36

H. Research Plot... 39

I. Data Collection Technique... 40

J. Data Analyzing Techniques... 42

CHAPTER IV RESULT AND DISCUSSION A. Result... 47

B. Discussion... 74

CHAPTER V CONCLUSION AND RECOMMENDATION A. Conclusion... 97

B. Recommendation... 98

REFERENCES... 99 APPENDICES

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CHAPTER I INTRODUCTION

A. Background

Cooperative learning is a learning model that is currently used to make learning student-centered teaching (student oriented), primarily to address the problems found in the teacher allows students, who cannot work with others, students who are aggressive and do not care about other people. Teachers in the learning process do not dominate as usual, so that students are required to share information with other students and learn to teach themselves. At this time the public is increasingly aware of the importance of training students to think, solve problems and combine the skills and expertise. However, to optimize the work of the group, teachers need to be conscious of their dual roles as subject matter experts and as group managers, and to plan the group's work both in terms of the content to be covered and the strategies will be used to achieve the learning aims of the group, including how teachers manage the students grouping (Kelly and Stafford, 1993). Many ways to grouping students, one of grouping is grouping students based on their level of ability, namely homogeneous group is a group whose members have the same ability level and heterogeneous group is a group whose members have mixed ability (Slavin 1992).

Based on the findings of Rimmer (2011), study in his dissertation indicated that heterogeneous grouping increased the academic achievement and social and emotional growth of students; however, results were mixed regarding the value of heterogeneous grouping on improving equity. Emily (2003) studies revealed that if students are grouped homogeneously, there is the fear that low-ability students will be deprived of opportunities to learn and be unmotivated to learn because of peer, personal and teachers‟ expectations of poor performance. On the other hand the result of Adodo and Agbayewa (2011) shows that homogenous ability grouping is superior for promoting student achievement. If the purpose of the

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group learning activity is to help struggling students, then the research shows that homogeneous groups may help most. On the other hand, if the purpose of the group learning activity is to encourage medium ability groups to learn at high levels then heterogeneous grouping would be better. Classes are arranged in heterogeneous, meaning a mixture of heterogeneous student ability, gender and ethnicity. This model not only excellent in helping students to understand difficult concepts, but also develop students' critical thinking skills, collaborate and engage actively in the learning process so about providing a positive impact on the quality of interaction and communication quality and enhance academic achievement (Slavin 1992).

From the above research experts, most of experts said that heterogeneous group is better to improve student achievement compared to heterogeneous groups, only the result of Adodo and Agbayewa (2011) argue that the homogenous ability grouping is superior for promoting student achievement in their different ability levels. Experts said that heterogeneous group is better to reduce competition among students and preferably to direct the students to help each other in learning. Therefore, this study wants to investigate the effect of grouping type based on student‟ ability, there are homogeneous and homogenous with the characteristics of students who had good behavior in class, easily organized by teachers, quiet classroom during the teaching and learning take place, but have lowest level of academic compared to other classes homogeneous. This research also examined the patterns of interaction between homogeneous and homogeneous groups and student achievement for both groups, because this research is more emphasis to the interaction patterns during discussion. Student interaction and discussion are very important to solve the problem of environmental pollution.

Environmental pollution topic is one of the subjects stated in the basic competencies in the KTSP curriculum. Competence standard and basic competences in science are minimum standards to be achieved by learners in junior high school. Through learning environmental pollution, students are expected to have the ability to participate in the increasing awareness of

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maintaining and preserving the environment and natural resources as one of the aims of science subjects. Mostly, teacher conduct group discussions in learning activity in order to students obtain whole part of concept of environment pollution topic in limited time. In other hand, today environmental pollution has become a problem for all people in the world so that the subject needs to be solved by students as part of the community. Therefore, students are expected to criticize and solve environmental pollution problems. This study proved which type of grouping is better applied to students. The topic chosen for the 2nd semester junior high school students are a lot of activities involving discussions to solve problems related to everyday life.

B. Research Problem

Research problem in this research is: “what is the effect of implementation grouping type on teaching strategies to student‟ achievement and interaction to environment pollution topic of secondary students?”

Further, the research problem is formulated and stated as the following questions:

1. How does the improvement of student‟ achievement in homogeneous and heterogeneous groups to environment pollution topic?

2. How does the interaction among group members in homogeneous and heterogeneous groups?

3. How does the response of student and teacher to grouping type based on student „abilityon teaching strategies to student‟ achievement and interaction to environment pollution topic?

C. Research Objective

Objectives to be achieved of this research are:

1. To investigate the improvement of student‟ achievement in homogeneous and heterogeneous groups to environment pollution topic.

2. To investigate the interaction among group members in homogeneous and heterogeneous groups.

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3. To investigate the response of student and teacher to grouping type based on student „abilityon teaching strategies to student‟ achievement and interaction to environment pollution topic.

D. Limitations of Research

Limitations of the research are examined in order to define the research. This research will be defined based on the following limitation:

1. The effect which is examined in this research is limited on the improvement of students‟ achievement on pretest and posttest scores which are calculated by normalized gain.

2. Other effect which is examined in this research is limited on the profile of students‟ interaction patterns that appear in each grouping type, namely symmetric interaction patterns, shifting asymmetric interaction patterns and asymmetric interaction patterns.

3. The concept which is examined in this research is environmental pollution. The concept is limited into water pollution and air pollution for 7th grade of junior high school students.

E. Significant of Research

1. Significant for researcher:

a. The research is expected to improve the perception and knowledge about the method of small group discussion using grouping treatment related to science learning process.

b. Researchers were able to provide knowledge to the readers about the type of grouping based on student ability to increase student 'achievement. c. Researchers were able to provide information about patterns of

interaction during learning by using homogeneous and heterogeneous groups.

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Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu 2. Significant for teacher:

a. Teachers can develop a method of group discussion in class by implementing strategies and technique of grouping.

b. Provide input to teachers in grouping based on students' ability.

c. Provide information about the influence of homogeneous and heterogeneous grouping to student 'achievement.

d. The teacher can know the pattern of interactions that appear during learning with homogeneous and heterogeneous groups.

3. Significant for student:

a. Through small discussion student has more opportunity to develop skills in communication (listening, responding, interacting) and interpersonal relations.

b. Provide information about patterns of interaction that occur during learning activity with homogeneous or heterogeneous group, so it can be used as a reference by students in order to show the interaction that can help students to achieve the learning goals, improve student 'achievement and mastery of concepts.

c. Help students to apply the concepts they have learned into their daily lives through learning with group discussions and problem solving.

F. Organization Structure of Research Paper

This research paper comprises five chapters that are started with introductory chapter which describes the background and statement of the problem, research questions, research objective, and limitation of the research and finally the benefits of the research. The second chapter provides literature review of the study, the chapter started by focusing on theory of grouping type, student achievement, interaction patterns and characteristic of environmental pollution topic. Finally the grouping type used in this study for the teaching and learning more specifically water pollution to homogeneous grouping and air pollution to heterogeneous grouping. The third chapter examines research methodology. The chapter begins by detailing the participant of the study and the time and location

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under which the various stages of research were carried out. Next, it dealt with the method and design of research, operational definition and data collection instruments. The fourth chapter presented data analysis and interpretation. Descriptive and inferential statistics such as frequencies, tables and percentages were used in the data analysis and summaries. The results of both qualitative and quantitative data were presented by using tables and graph. The last chapter presented conclusion that was taken from the research and suggestion for further research.

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CHAPTER III METHODOLOGY

A. Population and Sample

Population of this study comprises of 7th grade in one of public junior high school located in Bandung, Indonesia. One class was chosen as sample of this study, it consisted of 28 students enrolled in even semester which is chosen by purposive sampling.

B. Time and Location 1. Time

Research was conducted from February 2013 until June 2013. Preparation stage was conducted from February 2013 until April 2013, implementation stage was conducted in May 2013 and final stage was conducted in June 2013.

2. Location

Research was conducted in one of public junior high school located in Bandung, Indonesia.

C. Research Method

Quantitative method was used n this research. Quantitative research method is explaining phenomena by collecting numerical data that are analysed using mathematically based methods (Aliaga and Gunderson, 2000). Research method used in this research is pre experiment method as the purpose of the reserach is appropiate with this method.

D. Research Design

One group pretest-posttest group design is research design that is used in this research. Design determination is considered based on purpose of research to investigate the implementation of grouping type. Hence, the characteristic of design is eventually

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compatible with the purpose of research. In this design, one experimental group is arranged to be investigated by given pre-test before the implementation of treatment. The purpose of this step is to investigate student prior skills. Further, the group is given some treatment of grouping type, as the effort to improve student’ achievement. Finally, the step is ended by giving posttest in a way to analyze the result of implementation. For further description, research design is illustrated in the following table.

Experimental Group

Figure 3.1 Design Illustration of one group Pretest-Posttest Note :

T1 = Pre test T2 = Post test

X = Treatment by using Grouping type

This research took one class that treated by using two grouping type in the same chapter about pollution and environmental damage concept. The one sub-topic about water pollution has treated by using a homogeneous group and the next sub-chapter about air pollution has treated by using heterogeneous group. Every group in homogeneous and heterogeneous is consisted of 4-5 students. During the learning activity, each group investigated patterns of interaction by an observer using observation sheet that has been judgment. Besides observation sheets, there is also a questionnaire given to the students to find out students' responses to the grouping type. 1. Determine the level of student’ ability

This research used results of pre-test to determine student ability level and categorized them into low, medium and high. According Arikunto (2006), to determine the position of a group of students at a high, medium or low, can be done by using the standard deviation.

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Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu 2. Design of grouping in classroom

After determine student's ability level, class is designed into homogeneous group. This means that each member of the group has the same ability. In first meeting, class is designed for water pollution.

Figure 3.2 Design of grouping in classroom at first meeting

After teaching and learning activities in first meeting is completed, students are grouped into heterogeneous group for air pollution topic. It means that each member of the group has mixed-ability.

Figure 3.3 Design of Grouping in Classroom at Second Meeting

3. Data collection

Data is collected by using the results of the pretest and post-test, observation sheets and questionnaires. The first pretest and post-test conducted on water pollution topic with homogeneous grouping type and the second pretest and post-test conducted on air pollution topic with heterogeneous grouping type. The result of pretest and posttest are performed statistical tests to notice the significance difference both of groups and

1st meeting low low low 1st meeting medi um medi um medi um 1st meeting high high high 2nd meeting Low High Medi um 2nd meeting Low High Medi um 2nd meeting Low High Medi um

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improvement of student achievement for each grouping type. Observation sheet used to look the patterns of interaction that occur during group discussions and questionnaires are used to investigate the response of students and teachers to the grouping strategy based on student ability.

E. Operational Definition

In order to avoid different interpretations of the definition used in this research, it is needed for clarification of the definition of these operations.

1. Grouping type used in this study based on the level of student ‘ability. Determination of student ability based on the results of pretest that given at the beginning of learning. Student ability differentiated into low, medium and high. According Arikunto (2006), to determine the position of high, medium or low groups, can be done by using the standard deviation. There are two types of groupings, namely, homogeneous and heterogeneous. Homogeneous group composed of all members of the groups have same ability. Meanwhile, heterogeneous group composed of members of groups that have different abilities. Test given in this study was composed of 4 essay questions about water pollution in homogeneous group and 5 essay questions about air pollution in heterogeneous group.

2. Capability of students’ achievement is according to Bloom Taxonomy Revised (Anderson, 2001), this study measured only cognitive domains and more concern to Understanding (C2) that relate to water pollution and air pollution concepts.

3. Variety of interaction patterns are shown students during the discussion activity. Determination patterns of interaction refers to the interaction patterns proposed by Royhoundhury and Roth (1996) which consists of patterns of interaction symmetric, asymmetric, and shifting asymmetric. Patterns of interaction observed during the discussion by using the observation sheet.

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F. Research Instrument

This research observed through test and non test instruments. Test instrument consist of pre-test and post test, meanwhile another non test instrument is arranged in the form of observation sheet, student and teacher questionnaires. The instruments will be elaborated as the following explanation.

1. Test

Test consists of pretest and posttest. Pretest is given at the beginning of the meeting before the learning activity. Pretest is used to determine the level of student understanding, and structure of the group formed by the students' ability levels, low, medium and high. Post-test is given at the end of the discussion; post test is used to measure students' achievement of the concept after learning activity. The type of question used is essay question about water and air pollutions. Blueprint of pretest and posttest of water pollution in homogeneous group in the following Table 3.1.

Table 3.1 Blueprint of pretest and post-test of water pollution (homogenous group)

Indicator Question Test item

number

Identify characteristic of contaminated water

Besides the above quoted article, how do you know the

characteristics that Cisadane river polluted?

Explain impact of water pollution

According to you, what is the impact of pollution in the river Cisadane on living things and the surrounding environment?

Make the design of experiments to prove that the pollution in the river Cisadane affect living thing which is live in that river?

Explain efforts to prevent and solve the problem of

water pollution in environment

What efforts should be made to prevent and reduce the impact of

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Meanwhile, blueprint of pretest and posttest of air pollution in heterogeneous group in the following Table 3.2.

Table 3.2 Blueprint of pretest and post-test of air pollution (heterogeneous group)

Indicator Question Test item

number

Mention cause of air pollution

Based on article above, what causes air quality in the city of Bandung decreased?

1 Mention cause of air

pollution

Mention substances (pollutants)

that can cause air pollution? 2

Explain impact of air pollution

Make the design of experiments to prove that air pollution in your community.

3 What is the impact caused by the

air quality in the city decreased? 4 Explain efforts to

prevent and solve the problem of air pollution

in environment

What efforts should be made to prevent and reduce the impact of air

pollution? Minimum of 3 efforts. 5

Before the instrument used in the research, the instrument must be tested first for validity, and then analyzed whether the instrument is valid to be used as an instrument to take the data.

a. Analysis of test instruments

Test is tested on class VII-F which already learned materials about water pollution and air pollution at the same school with the number of students 30. The following test instrument test analysis included:

1) Reliability

Reliability is the degree of consistency and stability of the instrument .Thus, the concept of reliability has the meaning where the research tools is consistence and stable, and hence predictable and accurate (Kumar ,2005). In other words, reliable

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instrument is decipherable ad the tool that gives same result when the measurement is given into the same subject whenever, wherever, and whoever it is implemented (Suherman, 2003). Not affected by the behavior, circumstances, and conditions. High reliability measurement tool called a reliable gauge. Reliability was determined from the value of the reliability coefficient.

Then, the reliability coefficient obtained interpreted in classification reliability coefficient according to Suherman (2003) are presented on the Table 3.3 below:

Table 3.3 Classification of reliability coefficient

Correlation coefficient Interpretation

0,81 - 1,00 Very high

0,61 - 0,80 High

0,41 - 0,60 Medium

0,21 - 0,40 Low

0,00 - 0,20 Very low

According to result’s test trial obtained the correlation coefficient of instrument

of water pollution topic is shown on the Table 3.4 below:

Table 3.4 Result of reliability of water pollution topic

Correlation coefficient Interpretation

0.65 High

From the Table 3.12 above, it is seen clearly that result’s test trial obtained the correlation coefficient of instrument as much as 0.65. It means that reliability of

instrument is high. Meanwhile, according to result’s test trial obtained the

correlation coefficient of instrument of air pollution topic is shown on the Table 3.5 below:

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Correlation coefficient Interpretation

0.51 Medium

From the Table 3.13 above, it is seen clearly that result’s test trial obtained the correlation coefficient of instrument as much as 0.51. It means that reliability of instrument is medium.

2) Validity

In the term of measurement procedure, validity is the ability of an instrument to measure what is measured (Kumar, 2005). The validity of the instrument itself is depended on the effectiveness of its function in measuring data that is supposed to be collected for the needs of research.

There is various type of validity measurement. In this research, constructive validity is used in evaluating instrument. Meanwhile, to calculate the validity of test item, it is proposed to use the formula of correlation of Pearson Product-Moment Correlation. Moreover, the interpretation of rxyis classified into some categories. The categories are arranged based on Guilford (Suherman, 2003) and described as the following Table.

Table 3.6 Validity coefficient classifications

Value Interpretation

0,90 ≤ ≤ 1,00 Very high

0,70 ≤ <0,90 High

0,40 ≤ < 0,70 Average

0,20 ≤ < 0,40 Low

0,00 ≤ < 0,20 Very low

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A good test item is neither too easy nor too difficult. A scale that shows the difficulty level of test item is difficulty index (Arikunto, 2008). The equation which is used to calculate the difficulty level is:

With:

P = difficulty level

B = amount of student who answer question with the right answer JS = total amount of students who undertakes the test

Then, Classification of difficulty level according to (Suherman, 2003) is presented on the Table 3.7 below:

Tabel 3.7 Classification of difficulty index

4) Discrimination Power

Discrimination Power of item test represent how strong the test item in differentiating between the sample that able to proposed right answer and wrong answer/ blank answer (Suherman,2003). If the test and an item measure the same ability or competence, we would expect that those having a high overall test score would have a high probability of being able to answer the item. We would also expect the opposite, which is to say that those having low test scores would have a low probability of answering the item correctly. Thus, a good item should discriminate between those who score high on the test and those who score low.

Di Value Level of difficulty

Di=0,00 Very hard

0,00 < Di 0,30 Hard

0,30< Di 0,70 Average

0,70< Di <1,00 Easy

Di= 1,00 Very Easy

P =

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Indeed, discrimination power is supposed to give verification that the test item can be used to differentiate between high achiever and low achiever. The formula to determine discrimination power is formulated as :

MS la X ha

DP







Note :

DP : discrimination Power



Xha : Average score of high achiever group



Xla : Average score of high achiever group

SMI : Maximum Score

Likewise, the classification of DP coefficient is described as the following Table 3.8 (Suherman , 2003)

Table 3.8 Classification of Discrimination Power Coefficient

Recapitulations of validity test item about uniformly accelerated motion concept inform of multiple choice question that shown on the Table 3.9 below:

Table 3.9 Recapitulation of validity test item of water pollution topic

Question number

Discriminating power

Interpretation Difficulty level

Validity Conclusion Value Interpretat

ion

1 0.32 Average Easy 0.600 Average Valid

2 0.21 Average Medium 0.627 Average Valid

3 0.38 Average Easy 0.794 High Valid

4 0.42 Good Easy 0.726 High Valid

DP score Interpretation

Very low

Low

Average

Good

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According to the Table 3.9, it can be seen that from 4 questions is taken all of

questions to be instrument for determine students’ achievement.

Table 3.10 Recapitulation of validity test item of air pollution topic

Question number

Discriminating power

Interpretation Difficulty level

Validity Conclusion

Value Interpretat ion

1 0.1 Low Very Easy 0.23 Low Valid

2 0.15 Low Very easy 0.27 Low Valid

3 0.54 Good Easy 0.86 High Valid

4 0.25 Average Very easy 0.64 Average Valid

5 0.31 Average Easy 0.57 Average Valid

According to the Table 3.10, it can be seen that from 5 questions is taken all of

questions to be instrument for determine students’ achievement. 2. Observation Sheet

Observation sheet aims to observe patterns of interaction that occur in students during the learning takes place, the instrument used is the observation sheet based on criteria that have been set. Determination of interaction patterns refers to Roychondhury research and Roth (1996). Every statement made on the observation sheet representing interaction patterns that occur in groups of students.

Every question on the observation sheets is representing interaction patterns that occur in groups of students. Observation sheets made into two, they are observation sheet for homogeneous groups at the first meeting and observation sheet for heterogeneous groups in the second meeting. Blueprint of interaction pattern can be seen in Table 3.11 and Table of observation sheet for homogeneous group has been appended to C.10

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Table 3.11 Patterns of interaction on observation sheet for homogeneous group

No. Patterns of interaction Number of statement

1. Symmetric 1a, 1b, 2a, 3a, 4a, 5a, 6a 2. Shifting Asymmetric 1a, 1b, 2b, 3b, 4a, 5b, 6b 3. Asymmetric 1c, 1d, 2c, 3c, 4b, 5c, 6c, 6d

In Table 3.11 above characteristics of student group interaction patterns obtained through observation sheet. Any statement describing the observation sheet group interaction patterns that occur during the learning takes place. Statement on 1a, 1b, 2a, 3a, 4a, 5a, 6a illustrates symmetrical pattern of interaction. Statement on 1a, 1b, 2b, 3b, 4a, 5b, 6b illustrates Asymmetric Shifting patterns. Statement on 1c, 1d, 2c, 3c, 4b, 5c, 6c, 6d illustrates the pattern Asymmetric.

Meanwhile, blueprint of interaction pattern for heterogeneous group can be seen in Table 3.12 and Table of observation sheet for heterogeneous group has been appended to C.11

Table 3.12 Patterns of Interaction on observation sheet for heterogeneous group

No. Patterns of interaction Number of statement

1. Symmetric 1a, 2a, 3a, 4a, 5a, 6a

2. Shifting Asymmetric 1b, 1c, 1d, 2b, 3b, 4a, 5b, 6b 3. Asymmetric 1e, 2c, 3c, 4b, 5c, 6c ,6d

In Table 3.12 above characteristics of student group interaction patterns obtained through observation sheet. Any statement describing the observation sheet group interaction patterns that occur during the learning takes place. Statement on 1a, 1b, 1c, 1d, 2a, 3a, 4a, 5a, 6a illustrates a symmetrical pattern of interaction. Statement on 1a, 1b, 1c, 1d, 2b, 3b, 4a, 5b, 6b illustrates Asymmetric Shifting patterns. Statement on 1e, 2c, 3c, 4b, 5c, 6c, and 6d illustrates the pattern Asymmetric.

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A questionnaire is written test of questions, the answer to which are recorded (Kumar, R. 2005). In questionnaire respondents read the questions, interpret what is expected and the write down the answer. Questionnaires are used to determine the response of students and teacher towards methods of grouping type. Questionnaire is given to the students after the completion of learning activities. Blue print of student questionnaire can be seen in Table 3.13.

Table 3.13 Blue print of questionnaire for student

No. Aspect will be observe Objective Item test

1. Experience of student to grouping type based on student ability

To find out of student

experience to group which is formed by teacher

3 item tests 2. Interest of student in the

division of the grouping type

To find out of student interest in the division of grouping type.

4 item tests 3. Effect of heterogenous to

discussion

To find out of difficulties and interaction of student in grouping type.

14 item tests 4. Improved learning outcomes To find out of student

improvement in learning outcomes.

4 item tests

Meanwhile, blueprint of teacher questionnaire can be seen in Table 3.14 Table 3.14 Blue print of questionnaire for teacher

No. Aspect will be observe Objective Item test

1. Experience of teacher about type of grouping based on student ability

To find out of teacher’

experience about grouping type based on student ability

2 item tests 2. Satisfaction of using grouping

type based on student ability

To find out of teacher’

satisfaction of grouping type based on student ability

1 item tests 3. Improvement of student

achievement by using grouping type based on student ability

To find out of teacher’ opinion

about improvement of student achievement by using grouping type

2 item tests 4. Student interaction using

grouping type based on student ability

To find out of teacher opinion about interaction using grouping type based on student ability.

8 item tests

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G. Research Procedures

In general, the research to be conducted has three stages, namely: 1. Preparation

a. Analyze problems, conduct literature by reading a few journals about grouping type (homogeneous and heterogeneous group) or other sources such as book regarding grouping type by Slavin (2005), patterns of interaction, student’ achievement and pollution concept for secondary student.

b. Doing observation to get information about class condition, grouping commonly used by teachers, students characteristic, experiment equipment in laboratory and prepare a research permit.

c. Prepare instructional tools, such as design lesson plan about water and air pollution and module for experiment activity about water and air pollution. d. Instruments designing, the instrument is divided into two; they are test and non

test. Test used in this study are 4 essay questions of water pollution and 5 essay questions of air pollution to measure student 'achievement, meanwhile non test is observation sheet to observe interaction among group members that occur during discussions and questionnaires to know response of students and teacher towards methods of methods of distribution groups conducted by the teacher based student 'ability.

e. Conduct judgment instrument such as test, observation sheet and questionnaire by 3 lectures and make revision. After getting a judgment instrument, whether the instrument will be used decent or not.

f. After the judgment from lecturers, the instrument is tested to students who already learned material about environmental pollution especially water and air pollution to determine the validity, reliability, level of difficulty and discrimination power of each question and conduct revision. Meanwhile observation sheet and questionnaire are only from lecturer’ judgment. Observation sheet that will be use to observe student interaction pattern has been calibrated by six observers.

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g. Determine class VII-F as the subject of research with number of students 28. h. Distributing first pretest to determine students' ability by using an essay that

consists of 4 questions of water pollution topic before learning activity.

i. Formation the groups are designed to homogeneous group which is each member of group has same ability.

2. Implementation

a. Learning process at the first meeting conducted by a simple experiment to identify the effects of water pollution to living thing in each group. There are 6 observers who conducted observation for each group.

b. The end of learning activity in first meeting, student given posttest of water pollution and in next meeting teacher distributed second pretest to determine students' ability by using an essay test that consists of 5 questions for air pollution for second meeting.

c. Formation of the group at the second meeting is designed to heterogeneous group which is each member of the group has mixed-ability.

d. Learning process at the second meeting conducted by a simple experiment to investigate air pollution by dust in the classroom. There are 6 observers who conducted observation for each group and has been informed about procedure how to use observation sheet.

e. The end of learning activity in second meeting, student given second posttest of air pollution to measure student 'achievement and also given questionnaire to know the response of students and response from professional teacher towards methods of distribution groups conducted by the teacher based student 'ability.

3. Data analyzing a. Test

Processing data was conducted from tests which is given to students. Test consists of pretest and post-test. The test results matched to scoring rubrics for pretest and posttest, then obtained a total score of student’s pretest and post-test. Then, data is

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processed with statistical test to find descriptive statistic analysis, the significant differences with t-test using SPSS 17 software and calculate increasing student’ achievement using the normalized gain manually.

b. Observation Sheet

Observation sheet used to investigates the interaction among group members in homogeneous and heterogeneous groups. The data obtained in the observation sheet prepared by using checklist () sign on the available column accordance to aspects that were observed during the discussion activity. Every cheklist in interval coloum equals to 10 score, then every aspect is calculated and processed by following the occurrence relatively formula, number of aspects that obtained divided by the total expected time interval and then multiplied by 100% and percentages. (Arikunto, 2001).

c. Questionnaire

Questionnaire is aimed to find out students 'and teachers' responses to learning that has been implemented using two different types of grouping, there are homogeneous group for water pollution topics and heterogeneous group for air pollution topic, which is contains twenty-five questions. Each question in questionnaire has two options, there are "yes "and" no ". Processing is done by scoring questionnaire to all of options in question on the questionnaire. Each option was given score 1 for "yes" and 0 for "no", then summed for each question and calculated its percentage and interpreted in reference Table values interpretation questionnaire. For more details, research plot which conducted can be used in the following Figure 3.3:

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H. Research Plot

Literature study

Doing observation : Teacher, Student and Method

Lesson plan designing based on grouping

Instrument designing

Instrument revision

1st Pretest

Learning process at 1st meeting use homogeneous group on

water pollution topic

Learning process at 2nd meeting use Heterogeneous group on air

pollution topic

Data analyze

Conclusion

2nd Pretest

1st Post-test 2nd Post-test

Figure 3. 4 Research Plot

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I. Data Collection Technique

Techniques of data collection in this study are: 1. Test

Test consists of pretest and posttest. Pre test is conducted twice, in homogeneous and heterogeneous groups. Pretest is given at the beginning of meeting before the lesson. Pre test is used to determine the level of student understanding, and structure of

the group formed by the students’ ability levels, low, medium and high and classifies

students into homogeneous and heterogeneous groups. There are 28 students as research subjects to be grouped in three categories namely the high, medium or low. According Arikunto (2006), to determine the position of high, medium or low groups, can be done by using the standard deviation. The first pretest in this research is four essay questions of water pollution. The high group consists of students with scores equal to or greater than the average score of students plus the overall standard deviation. The low group is determined by students who have an average score of students minus standard deviation. While for medium group consists of students with scores between high and low groups.

In the first learning activity, the group was made homogeneous group or each member of the group has the same ability level. Based on the statement Arikunto (2006), the high group with pretest score ≥ 72.10 (4 students or only 1 group), the medium group with pretest score between 43.10 and 72.10 (20 students or 4 groups) and

low group with pretest score ≤ 43.10 (4 students or 1 group).

The second pretest in this research is five essay questions of air pollution. In the second learning activity, the group was made a heterogeneous group or each member of the group was made mixed-ability. The data used for grouping students is pretest that given before conduct learning activity. Based on the statement Arikunto (2008), the

high group with pretest score ≥ 64.50 (6 students), the medium level with pretest score between 46.90 and 64.50 (16 students) and low level with pretest score ≤ 46.90 (6

students). Students are divided into six groups with each group of 4-5 students. Each group consisting of 1 student with a low level, 2 – 3 students with medium and 1 student with a high level.

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Post-test is conducted twice in homogeneous and heterogeneous groups. Posttest is given at the end of the lesson. Post-test used to measure students' achievement of the concept after discussion. The type of question is 4 essay questions about water pollution in homogeneous group and five essay questions of air pollution in heterogeneous group. 2. Observation sheet

Observation sheet aims to observe patterns of interaction that occur in students during the learning takes place, the instrument used is the observation sheet based on criteria that have been set. Every question on the observation sheets made representing interaction patterns that occur in groups of students, there are symmetric, shifting asymmetric and asymmetric. Observation sheets made into two, they are observation sheet for homogeneous groups at the first meeting and observation sheet for heterogeneous groups in the second meeting. The data obtained in the observation sheet prepared by using checklist () sign on the available column accordance to aspects that were observed during the discussion activity. Observation conducted by the observer during the discussion activity. Every one observer observed one group of students. Observation is conducted about 40 minutes divided into 5-minute intervals as much as 8 times.

3. Questionnaire

Questionnaires are used to determine the response students and teacher towards methods of distribution grouping type, homogeneous and heterogeneous. Questionnaire is done by students after the completion of learning activities. Questionnaire is given in form of a sheet and students have to fill it by a fixing a check mark (√) in the space provided.

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J. Data analyzing techniques

Data obtained from the study such as quantitative data and qualitative data. Quantitative data obtained from pretest and post-test and data increase students' achievement, while the qualitative data obtained from the observation sheet of interaction among group members in homogeneous and heterogeneous group and questionnaire for student and teacher to know their respond towards methods of grouping type based student ‘ability. Data processing techniques described below are based on the purpose of this research.

1. Test

Test consists of pretest and posttest. Pre test is conducted twice, in homogeneous and heterogeneous groups. In this research, pretest has two functions. First function is used to determine the initial conditions of water pollution and air pollution topics. The results of pretest were determined students' prior knowledge about material that will be taught. Second, the result of the pretest is used to determine the grouping of students based on student 'ability. The result of pretest is used to determine high, medium and low levels. The pretest is given at the beginning of lesson and the ends of the lesson students were given the posttest to determine the increase of student’ achievement after learning activity using homogeneous and heterogeneous grouping. The process of data analysis is enlisted in the following explanation.

a. Scoring process

Scoring process is performed on both of pretest and posttest in homogeneous and heterogeneous groups. Scoring process is initiated by analyzing right answer based on scoring rubrics stated in blue print. Each of questions is given score from the interval between 0-100. After all of the question analyzed, and then obtained total score. After the data is obtained, the next step is to analyze and process the data by using statistical test. It is done by using software SPSS (Statistical Product and Service Solution) 17.0 for windows which is operated by using a laptop.

b. Descriptive statistic analyze

From data obtained, the further step is descriptive statistic analyze. Data processing is performed on the pretest and posttest scores. This is done to determine the maximum

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value, minimum value, mean, standard deviation, and variance of the data that has been obtained.

c. Normality test

Normality test conducted to determine whether data obtained normally distribute or not. Kolmogorov-smirnov statistic test with 5% signification level in SPSS 17 software were used to determined normality. Normality test conducted to pretest and post test score from two different group (homogeneous and heterogeneous). If both data distribute normally, we can continue the data processing to homogeneity test. If the data show that the distribution from one or all the data not normally distribute, the data processing can continue using non parametric statistic it is using Wilcoxson test.

d. Homogeneity test

If the data normally distributed, then further testing is testing homogeneity of variance. Homogeneity test is used to determine whether both groups have homogenous variances or not. To count homogeneity we can use Leven’s test with 5% signification level.

e. Compare mean test

Compare mean test uses to notice any significant difference or not between the pretest and post-test of homogeneous and heterogeneous groups. If the data obtained normally distribute and has homogenous variances, the next test will be t-test (less than 30 students). If the data normally distribute and did not have homogenous variances will be tested by using t’-test. Meanwhile if the data obtained did not distribute normally, the test will be used is non-parametric test.

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Normality Test

Not homogeneous Wilcoxson test

T test < 30 Z test > 30

Normal Not normal

T’ test Homogeneous

Homogeneity Test

Parametric Test Non Parametric

Test (Pre and Post)

Descriptive Analysis Scoring and Total score

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The further data analysis is measure normalized gain. It was use to determine increase of student’ achievement of homogeneous and heterogeneous groups. The pretest and post-test data from each student in homogeneous and heterogeneous group will be calculated to find normalized gain value. Normalized gain is calculated by formula from Meltzer (2003):

To determine the quality increase students' achievement of concepts does normalize gain data interpretation. The criteria used by Hake (1999) are presented in Table 3.15 below:

Table 3.15 Gain Criteria

<g> Interprets

G > 0,7 High

0,3 < g < 0,7 Medium

G < 0,3 Low

2. Observation sheet

Observation sheet used to investigate the interaction among group members in homogeneous class and heterogeneous class used observation sheet. The data obtained in the observation sheet prepared by using check () sign on the available column accordance to aspects that were observed during the discussion activity. Every cheklist in interval coloum equals to 10 score, then every aspect is calculated and processed by following the occurrence relatively formula by Arikunto (2002).

3. Questionnaire

Questionnaire was conducted to find out students and teachers' responses to learning that has been implemented using two different types of grouping, namely homogeneous

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groups for water pollution topics and heterogeneous group for air pollution topic, which is contained twenty five questions with two options "yes "and" no ". Processing is done by scoring all of options on the questionnaire. Each option was given score 1 for "yes" and 0 for "no", then data is interpreted in reference Table values interpretation questionnaire. The data processed by using a Likert scale with the formula below (Arikunto, 2001):

Description:

P = percentage of responses R = response observed

Rmax = maximal response observed

Classification calculation of the percentage of each category of interpretation (Koentjaraningrat, 1990) is as follows:

Table 3.16 Percentages of questionnaire classification

Percentage of answer (%) Criteria

0% None

1 %- 25% Small

26%- 49% Almost half

50% Half

51% - 75% Majority

76% - 99% Generally

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CHAPTER V

CONCLUSION AND RECOMMENDATION

A. Conclusion

After research conducted by implementing grouping type in teaching learning activity

can be conclude that grouping based on student’ ability gives effect to increasing student’

achievement of environmental pollution topic. Based on the research results, analysis and discussion proved that homogeneous grouping can improve student achievement as much as 57% on water pollution topic and heterogeneous grouping can improve student achievement as much as 48% on air pollution topic. From those data, it can be seen that homogeneous grouping is more effective as much as 9% in improving student’ achievement, although the results of normalized gain in both groups are categorized to medium, but the improvement of student achievement in both groups, neither homogenous groups nor heterogeneous groups had significantly different. Homogeneous groups is more appropriate to students with characteristics who have good behavior but lack in achievement like class VII-H as this research subject, they need more motivation to compete in the study and completed the task in groups.

Based on observation result can be conclude that interaction patterns that appear in homogeneous group is symmetric interaction pattern as much as 43.33% is higher than the heterogeneous group which obtained 39.44%, then shifting asymmetric interaction patterns as much as 39.17% is higher than heterogeneous groups as much as 29.72% and the last is asymmetric interaction patterns as much as 19.72% is lower than the heterogeneous group as much as 23.92%. Equality in the level of ability among the members of the group also causes interaction in a homogeneous group is better than the heterogeneous group. Student’ response toward homogeneous group give positive response rather than heterogeneous group, such as student is more enjoy to discussion, student is more excited to discussion, student is faster in completing the tasks, student is more likely to cooperate among members, student is easier to do task, the division of tasks is better, students is easier to express their opinion and help to solve the problem.

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B. Recommendations

Based on research result, there are some suggestions can be considered related with implementation of grouping type based on student’ ability as follows:

1. In discussion session, condition of classroom is tends to be crowed. Therefore, it needed a good classroom management in order to learning activity which is designed in lesson plan implemented well.

2. In implementation of grouping type is required a lot of time, it is better to announced

group’ name before learning activities begin, thus students have been preparing for the group and optimize the time.

3. The characteristic of junior high school students are still chosen members of group which is they like. It's better to provide sociometry test first before grouping, in order to performance of group in discussion optimally.

4. Grouping type that use in this research only based on student’ ability. For further research that still related with the grouping type, research can develop heterogeneity from other aspects, such as ethnicity, gender and economic background, thus the relationship between those aspects can be observed.

5. This research used some observers, differences in perception of each observer can affect the results of the research. Therefore, required data collection technique which is more effective than involve the observer.

6. In learning activity of heterogeneous grouping, students were not enthusiastic with their discussion activities about air pollution. Thus, it is better using more attractive material and activity to make students more exciting.

7. For future research, in designing lesson plan should more attention to the scientific methods used during the activity in laboratory.

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REFERENCES

Adodo, S. O. & Agbayewa, J. O. (2011). Effect of Homogenous and Heterogeneous Ability Grouping Class Teaching on Student’s Interest, Attitude And Achievement in Integrated Science. International Journal of Psychology and Counseling. 3(3), 48-54.

Anderson. (2001). A Taxonomi For Learning, Teaching, and Assesing: A Revision Of Bloom’s Taxonomy Of Educational Objective. New York: Longman. Arikunto, S. (2001). Dasar-Dasar Evaluasi Pendidikan Edisi Revisi. Jakarta: PT

Bumi Aksara.

Arikunto, S. (2006). Prosedur Penelitian, Suatu Pendekatan Praktek. Jakarta: Rieneka Cipta.

Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Berns, R. & Erickson, P. (2001). An Interactive Webbased Model for the

Professional Development of Teachers in Contextual Teaching and Learning.,[Pdf].,Availableat:,http://www.cord.org/uploadedfiles/NCCTE_H ighlight05ContextualTeachingLearning.pdf. [September 10th 2013].

Bennett, J., Lubben, F., Hogarth, S. & Campbell, B. (2004). A systematic review of the use of small-group discussions in science teaching with students aged 11-18, and their effects on students’ understanding in science or attitude to science. London: EPPI-centre, Social Science Research Unit, Institute of Education.

Daniel, L. (2007). Research summary: Heterogeneous grouping.[Pdf]. Available at:http://www.nmsa.org/Research/ResearchSummaries/HeterogeneousGrou ping/tabid/1264/Default.pdf. [March 3rd 2013].

Emily, F., Robert, E. & Michael, K. (2003). The Effect of Ability Grouping on Students Achievements in Science Laboratory Work. International Journal of Psychology and Counselling. 25(4), 212-220.

Faris, O. (2009). The Impact of Homogeneous vs. Heterogeneous Collaborative Learning Groups in Multicultural Classes on the Achievement and Attitudes of Nine Graders towards Learning Science. International Journal of Sociological Research. 4(2), 148-155.

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Pengaruh Dari Implementasi Tipe Pengelompokan Untuk Meningkatkan Hasil Belajar Dan Interaksi Siswa Pada Topik Pencemaran Lingkungan Pada Siswa Sekolah Menengah Pertama

Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu

Description:

P = percentage of responses R = response observed

Rmax = maximal response observed

Classification calculation of the percentage of each category of interpretation (Koentjaraningrat, 1990) is as follows:

Table 3.16 Percentages of questionnaire classification

Percentage of answer (%) Criteria

0% None

1 %- 25% Small

26%- 49% Almost half

50% Half

51% - 75% Majority

76% - 99% Generally

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Wulannita Andika, 2013

Pengaruh Dari Implementasi Tipe Pengelompokan Untuk Meningkatkan Hasil Belajar Dan Interaksi Siswa Pada Topik Pencemaran Lingkungan Pada Siswa Sekolah Menengah Pertama

Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu CHAPTER V

CONCLUSION AND RECOMMENDATION

A. Conclusion

After research conducted by implementing grouping type in teaching learning activity

can be conclude that grouping based on student’ ability gives effect to increasing student’

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Wulannita Andika, 2013

Pengaruh Dari Implementasi Tipe Pengelompokan Untuk Meningkatkan Hasil Belajar Dan Interaksi Siswa Pada Topik Pencemaran Lingkungan Pada Siswa Sekolah Menengah Pertama

Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu B. Recommendations

Based on research result, there are some suggestions can be considered related with implementation of grouping type based on student’ ability as follows:

2. In implementation of grouping type is required a lot of time, it is better to announced

group’ name before learning activities begin, thus students have been preparing for the group and optimize the time.

7. For future research, in designing lesson plan should more attention to the scientific methods used during the activity in laboratory.

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Wulannita Andika, 2013

Pengaruh Dari Implementasi Tipe Pengelompokan Untuk Meningkatkan Hasil Belajar Dan Interaksi Siswa Pada Topik Pencemaran Lingkungan Pada Siswa Sekolah Menengah Pertama

Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu REFERENCES

Psychology and Counseling. 3(3), 48-54.

Anderson. (2001). A Taxonomi For Learning, Teaching, and Assesing: A Revision

Of Bloom’s Taxonomy Of Educational Objective. New York: Longman.

Arikunto, S. (2001). Dasar-Dasar Evaluasi Pendidikan Edisi Revisi. Jakarta: PT Bumi Aksara.

Arikunto, S. (2006). Prosedur Penelitian, Suatu Pendekatan Praktek. Jakarta: Rieneka Cipta.

Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Berns, R. & Erickson, P. (2001). An Interactive Webbased Model for the

Professional Development of Teachers in Contextual Teaching and

Learning.,[Pdf].,Availableat:,http://www.cord.org/uploadedfiles/NCCTE_H

ighlight05ContextualTeachingLearning.pdf. [September 10th 2013].

Bennett, J., Lubben, F., Hogarth, S. & Campbell, B. (2004). A systematic review

of the use of small-group discussions in science teaching with students aged 11-18, and their effects on students’ understanding in science or attitude to science. London: EPPI-centre, Social Science Research Unit, Institute of

Education.

Daniel, L. (2007). Research summary: Heterogeneous grouping.[Pdf]. Available at:http://www.nmsa.org/Research/ResearchSummaries/HeterogeneousGrou ping/tabid/1264/Default.pdf. [March 3rd 2013].

Emily, F., Robert, E. & Michael, K. (2003). The Effect of Ability Grouping on Students Achievements in Science Laboratory Work. International Journal

of Psychology and Counselling. 25(4), 212-220.

Sociological Research. 4(2), 148-155.

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Wulannita Andika, 2013

Pengaruh Dari Implementasi Tipe Pengelompokan Untuk Meningkatkan Hasil Belajar Dan Interaksi Siswa Pada Topik Pencemaran Lingkungan Pada Siswa Sekolah Menengah Pertama

Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu

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to Methods and Resources (3rd Ed). New Jersey: Pearson Prentice Hall.

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Belajar Dan Interaksi Sosial Siswa. Unpublished Research Paper,

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Meltzer. (2003). The Relationship Between Mathematics Preparation And Conceptual Gain In Physic A Possible Hidden Variable In Diagnostic Pretest Score.American Journal of Physics.70(12), 1259-1268.

Moody, S. W., Vaughn, S. & Schumm, J. S. (1997). Instructional Grouping for Reading: Teachers’ View, Remedial and Special Education. 18(2), 347-356. Nurhadi. (2004). Pembelajaran Kontextual (Contextual Teaching and

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Malang.

Rimmer, S, K. 2011. Teacher perceptions of the impact of heterogeneous

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Roychoudhury and Roth. (1996). Interaction in an Open Inquiry Physics Laboratory. International Journal Of Science Education. 18(4), 423-445. Saleh, M., Lazonder, A. W., & De Jong, T. (2005). Effects of Within-Class

Ability Grouping on Social Interaction, Achievement and Motivation.

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Pengaruh Dari Implementasi Tipe Pengelompokan Untuk Meningkatkan Hasil Belajar Dan Interaksi Siswa Pada Topik Pencemaran Lingkungan Pada Siswa Sekolah Menengah Pertama

Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu

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Suyitno, A & Sukirman. (2009). Biologi For Junior High School. Jakarta : Yudistira.

Webb, Thurman. (2011). The Effect Of Heterogeneous Grouping In The

Classroom On Lower-Ability Students: Proquest Dissertations And Theses.

[Online]. Available at: http://udini.proquest.com/view/thecki-effect-of-heterogeneous-pqid:2370426371/ [December 13th 2012].

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GROUPING TYPE TO IMPROVE

STUDENT

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