THE IMPLEMENTATION OF COOPERATIVE LEARNING MODEL (STUDENT TEAMS ACHIEVEMENT DIVISION TYPE) BYUSING CHEMSKETCH MEDIA TO INCREASE STUDENTS ACHIEVEMENT IN HYDROCARBON TOPIC.
iv
ACKNOWLEDGMENT
Praise the Lord, God Almighty for all of His bless and grace to the writer
in all time, giving the health and wisdom to writer so the research and writing
thesis can be finished well.
The title of this thesis is “The Implementation of Cooperative Learning
Model (Student Teams Achievement Division Type) by Using Chemsketch Media
to Increase Students Achievement in Hydrocarbon Topic” that is arranged to
obtain the degree of Sarjana Pendidikan in Chemistry Department, Faculty of
Mathematics and Natural Science, State University of Medan (UNIMED).
In this opportunity, writer would like to say the greatest thanks to
Drs.Rahmat Nauli, M.Si as thesis supervisor, who has been patient in giving the
advices, guidance, suggestions and motivations for writer in completing this
thesis. The writer also says thanks to Prof.Dr.Suharta,M.Si, Dr.Marham
Sitorus,M.Si, Dr.Ajat Sudrajat,M.Si and Dr.Mahmud,M.Sc as thesis examiners
for all advices, suggestion and motivation in completing this thesis.
The writer also says thanks to Prof.Drs.Motlan,M.Sc.,Ph.D, as Dean of
Mathematics and Natural Sciences Faculty, State University of Medan,
Prof.Dr.rer.nat.Binari Manurung,M.Si as coordinator of Bilingual Department and
other necessary administrative business for their advices and suggestions. Great
thanks to Dr.Retno Dwi Suyanti,M.Si as writer’s academic supervisior and
validator, Prof.Dr.Ramlan Silaban,M.Si and Dra.Ani Sutiani,M.Si as validators
also. Writer also say thanks to Drs.Ramli Siregar as principle in SMAN 1 Sunggal
and Dra.Terkelin Br Ginting,M.Si as chemistry teacher who have given the
permission, advices, motivation and suggestion in conducting the research.
Writer says thanks specially to lovely family, they are lovely father
Adresta Pinem,S.Pd,M.Si, lovely mother Dra.Terkelin Br Ginting,M.Si, lovely
sisters Vienny Yuliarti Br Pinem and Avelia Hemagita Br Pinem, lovely
grandmother D.Br Ginting and lovely man Abdiel Bobby Ginting S.Kom,S.Pd
who have given writer the inspiration, spirit, motivation, suggestion, love and
pray in all of writer’s life in every condition until now. God bless you always.
Writer also says thanks to all friends in Bilingual Chemistry
Education’10 especially for writer’s best friends Fredika M.S.G (mbak free),
v
Nurul Wahidah Nasution (uur), Ika Ulan Sari (kak tonenk), Ervi Lutfi Sheila
Wanni Lubis (dudung) and Sri Rahmania (mbak nia) for all of your love,
motivation, support and our togetherness in happy and difficult situation, you are
writer best friends ever. Thanks to Shofiah as writer partner from the beginning
writing the proposal until finishing the thesis. Thanks to writer sister Devira
Sembiring Milala, S.Pd who has helped writer in finishing this thesis. Thanks to
writer partner (gurdak) in GBKP Diski Nova, Mitra, Ade, Desi, Delly, Ribka,
Rina, Ully, Ester, Nd Cindy, Nd Gio and Bp Jefri who have support writer until
now, thanks to writer friends in Permata Sektor 2 GBKP Diski for all your pray,
love and support, thanks to writer friends in Permata Ekklesia Sukma Indah for all
best moments that be had for years and also for all whose names that can not be
mentioned one by one, the writer say thank you very much for everything.
Finally, the writer hopes that this thesis would be useful for those who
would like to explore and develop the learning model that is suitable applied in
learning Hydrocarbon topic. The writer realizes that this thesis is still far from
perfect, therefore critique and suggestions are needed for further improvement of
this thesis.
Medan,
July 2014
Writer
Santhy A.V Br Pinem
Reg.Number. 4103332008
iii
THE IMPLEMENTATION OF COOPERATIVE LEARNING MODEL
(STUDENT TEAMS ACHIEVEMENT DIVISION TYPE) BY
USING CHEMSKETCH MEDIA TO INCREASE STUDENTS
ACHIEVEMENT IN HYDROCARBON TOPIC
Santhy Ardelina V Br Pinem (4103332008)
ABSTRACT
This research has objective to investigate whether the students
achievement that be taught by implementation of cooperative learning model
(student teams achievement division type) by using chemsketch media is higher
than students achievement that be taught by implementation of direct instruction
model by using chemsketch media in hydrocarbon. The population is all X IPA
students in SMA Negeri 1 Sunggal and the samples are taken two classes; X IPA
1 and X IPA 3 that consist of 31 students in each class. Before, teaching and
learning process, students are given pretest 25 questions that has been validated
with value of reliability is 0.91. After the treatment, students are given the posttest
to measure students achievement. The result obtained is pretest score in
experiment and control class continued is 32.516 and 32.645 meanwhile for
posttest score is 89.806 and 74.194. Based on the calculation of normality by the
SPSS-16, it shows that both in experiment and control class, continued pretest and
posttest data is obtained sig. > α (0.125 > 0.05, 0.160 > 0.05, 0.099 > 0.05, 0.127
> 0.05). It is parallel with the calculation by using Chi Square formula (x2table <
x2count ), both in experiment and control class, continued pretest and posttest data
is obtained (8.573 < 12.592, 5.845 < 12.592, 2.777 < 7.815, 9.484 < 9.488). From
data can be concluded that data are distributed normally. In homogeneity test, gain
data has sig. > α (0.145 > 0.05). Based on calculation by using Fisher formula,
Fcount < Ftable (1.516 < 1.84). It can be concluded that the data is homogeny. For
hypothesis testing, in SPSS-16, it shows that it has sig. < α (0.000 < 0.05). Based
on the calculation of right side t-test, tcount > ttable (17.112 > 1.671), it means that ha
is accepted. So students achievement that be taught by implementation of
cooperative learning model (student teams achievement division type) by using
chemsketch media is higher than students achievement that be taught by
implementation of direct instruction model by using chemsketch media in
hydrocarbon topic.
vi
PREFACE
LIST OF CONTENT
Page
Legalization Sheet
Biography
Abstract
Acknowledgement
List of Content
List of Table
List of Figure
List of Appendix
CHAPTER I INTRODUCTION
1.1 Research Background
1.2 Problem Identification
1.3 Problem Limitation
1.4 Problem Statement
1.5 Research Objectives
1.6 Research Benefit
1.7 Operational Definition
CHAPTER II LITERATURE STUDY
2.1 Learning
2.1.1 Chemistry Learning
2.2 Students Achievement
2.3 Cooperative Learning
2.4 Direct Instruction
2.5 Learning Media
2.5.1 Chemsketch
2.6 Hydrocarbon
2.6.1 Carbon Compounds and the Sources
2.6.2 Uniqueness of Carbon Atoms
2.6.3 Classification of Hydrocarbon Compounds
2.6.4 Alkanes
2.6.5 Alkenes
2.6.6 Alkynes
2.7 Application
2.8 Conteptual Framework
2.9 Curriculum
210 Hypothesis
CHAPTER III RESEARCH METHODS
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3.1 Location and Time Research
3.2 Population and Sample
3.2.1 Population
3.2.2 Sample
3.3 Research Variable
3.4 Research Design
3.5 Research Procedure
3.5.1 Preparation Step
3.5.2 Implementation Step
3.5.3 Final Step
3.6 Research Instrument
3.6.1 Validity Test
3.6.2 Reliability Test
3.6.3 Difficulty Index
3.6.4 Discrimination Index
3.6.5 Distracter
3.7 Data Analysis
3.7.1 Normality Test
3.7.2 Homogeneity Test
3.7.3 Hypothesis Testing
3.7.4 Percentage of Increasing Students Achievement
3.7.5 Percentage Average of Students Achievement
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CHAPTER IV RESULT AND DISCUSSION
4.1 Analysis of Instrument Data
4.1.1 Validity Test
4.1.2 Reliability Test
4.1.3 Difficulty Index
4.1.4 Discrimination Index
4.1.5 Distracter
4.2 Data Result of Research
4.3 Analysis Data Result
4.3.1 Normality Test
4.3.2 Homogeneity Test
4.3.3 Hypothesis Test
4.4.4 Percentage of Increasing Students Achievement
4.4.5 Percentage Average of Students Achievement
4.5 Discussion
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CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion
5.2 Suggestion
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REFERENCES
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viii
LIST OF TABLES
Table 2.1 Syntax in cooperation learning process
Table 2.2 Table of development score individually
Table 2.3 Table of team score average
Table 2.4 Syntax of direct instruction
Table 2.5 The name of ten alkanes
Table 2.6 Application of learning model and media
Table 3.1 Research design
Table 4.1 Table of analysis pretest data
Table 4.2 Table of analysis posttest data
Table 4.3 Result of normality test by using SPSS
Table 4.4 Result of normality test by using chi square formula
Table 4.5 Result of homogeneity test by using SPSS
Table 4.6 Result of homogeneity test by using Fisher formula
Table 4.7 Result of hypothesis test by using SPSS
Table 4.8 Result of hypothesis test by using formula
of right t-test
Table 4.9 Result of percentage average of students achievement
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LIST OF FIGURE
Figure 2.1 Layout of chemskethch worksheet
Figure 2.2 Drawing the structure
Figure 2.3 Toolbars to make the 3D
Figure 2.4 3D of structure
Figure 2.5 Kinds of carbon chains
Figure2.6 Classification of hydrocarbon based on form f carbon chain
Figure 2.7 Determining the longest chain
Figure 2.8 Determining the substituents
Figure 2.9 Numbering the parent chain
Figure 2.10 Naming the Alkane compounds
Figure 2.11 Naming the Alkane compounds
Figure 2.12 Example structure of Alkanes
Figure 2.13Numbering the parent chain
Figure 2.14 Structure of 4,4-dimethyl-2-hexene
Figure 2.15 Example of alkynes structure
Figure 2.16 Structure of 2-pentyne
Figure 3.1 Research procedures
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LIST OF APPENDIX
Appendix 1
Appendix 2
Appendix 3a
Appendix 3b
Appendix 3c
Appendix 3d
Appendix 3e
Appendix 3f
Appendix 3g
Appendix 3h
Appendix 3i
Appendix 3j
Appendix 4
Appendix 5a
Appendix 5b
Appendix 6a
Appendix 6b
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Appendix 17
Appendix 18
Appendix 19
Appendix 20
Appendix 21
Appendix 22
Appendix 23
Appendix 24
Appendix 25
Appendix 26
Appendix 27
Curriculum of 2013 year
Sylabus of Chemistry
Lesson Plan of Experiment Class
Lesson Plan of Control Class
Apperception and Motivation
Pretest and Posttest Instrument
Learning Material
Students Worksheet
Guiding the Group Discussion
Affective Assessment in Experiment Class
Affective Assessment in Control Class
Psychomotor Assessment
Analysis of Instrument Test (Expert Validation)
Cognitive Assessment Sheet (Before Validation)
Key Answer of Cognitive Assessment Sheet
(Before Validated)
Cognitive Assessment Sheet (After Validation)
Key Answer of Cognitive Assessment Sheet
(After Validated)
Table of Validation and Reliability Test
Calculation of Instrument Validity
Calculation of Instrument Reliability
Table of Analysis Data
Difficulty Index of Instrument
Discrimination Index of Instrument
Item Distracter of Instrument
Conclusion of Availability of Test Instrument
Result Data of Students in Experiment and Control Class
Affective Assessment Score for Teaching
and Learning Process
Psychomotor Assessment for Teaching
and Learning Process
Normality Test for Experiment and Control Class
Homogeneity Data for Experiment and Control Class
Hypothesis Test
Percentage of Improved Learning Outcomes (%Gain)
Percentage Average of Students Achievement
Documentation for research
Table of Product Moment
Table of Chi Square Distribution
Table of F Distribution
Table of t-table Distribution
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1
CHAPTER I
INTRODUCTION
1.1 Background
The main problem in learning of formal education (school) is low
students achievement. It is shown in average of students’s value which is still
concerned (Trianto, 2011). Actually, there are many aspects that can affect the
quality of education, among others: professional teachers, interesting and varied
teaching methods, appropriate media in supporting the learning process and
conducive condition for learning (Rofiah and Handhika, 2012).
Observation that be done by researcher on 13 December 2013 by giving
the closed questionnaire to 120 students class XI science in SMA Negeri 1
Sunggal, shows that 71.7% students say that chemistry is the difficult subject
matter and 60.8% students say that chemistry is a bored subject matter.
Questionnaire shows that there are many students think that chemistry is one of
difficult and bored subject matter. This mind set will influence students interest,
motivation and activity in learning the chemistry. If the point of view about
chemistry is bad, there is no willing to learn about it further. Based on this
observation, teacher needs to do some innovations to change students point of
views about the chemistry subject matter.
Based on researcher’s observation in class, teacher uses the direct
instruction model and students become passive. It’s also supported by the
questionnaire where students say that teacher seldom use the various learning
model. When researcher did the interview with teacher, teacher said that
discussion method was not too effective to be applied. It was because not all
groups were active. Smart and diligent students would be better, but the lazy
students would be worse. There were some students who make their own
discussion. Based on this fact, teachers are required to be able to make the
interesting way in teaching and learning process to improve students motivation
and activity that can affect the better students achievement in chemistry learning.
2
Actually, learning process that be applied must be student center
learning. But in real application, most teachers use direct instruction model and
dominated by teacher so it doesn’t give access for students to develop by their
own thinking (Trianto, 2011). Research of Pratiwi and Muharini also states that
using direct instruction model in chemistry learning process is one reason why
students think that chemistry is difficult and bored subject matter (Pratiwi and
Muharini, 2010). Students get bored because they just listen to teacher
explanation. By using the learning model, students should be involved in teaching
and learning process. When students involve directly, they will be happy and keep
trying to learn the subject matter until they comprehend it. It will result the high
achievement and increase value of students. Because of that problem, teacher
must use the model that can make students active in teaching and learning
process.
Cooperative learning is a learning model that is usually used to apply
students center learning especially to solve the problem that teacher find in make
passive students be active, students who can’t cooperate with others, aggressive
students and careless with others. Students must work together to accomplish a
common goal or to receive a common reward. In addition, cooperative learning
model recommends heterogeneous ability or achievement grouping for the bulk of
the instructional time. Most of the models include explicit guidelines for group
composition in which a range of high, medium, and low achieving students is to
be placed in each cooperative group (Robinson, 1991). In cooperative learning,
students are expected to help, discuss and give arguments with other students in
learning more about the subject matter and make sure that all of group member
have been understood about the concept of subject matter.
There are some types of cooperative learning, but in this case, researcher
chooses student teams achievement division (STAD) type. In student teams
achievement division type, students are placed in a learning team that consists of
four to five students who have various achievement, gender and ethnic. At the
beginning of learning process, teacher presents the subject matter and focus to the
concepts that will be learned. Then students learn in team and make sure that all
3
students have understood about the concepts. After the learning process, students
are given the quiz and they must do it by themselves. Then, team who has the
highest score will get award on their achievement (Slavin, 1997)
Besides that, using media in chemistry learning process isn’t used well to
increase students interest in learning chemistry in SMA Negeri 1 Sunggal. Based
on questionnaire, most students say that teacher seldom uses media. In this case,
teacher said that sometimes she uses the media such as power point. But because
of limited time and projector, she can’t use media every time. Although there are
many media that can be used, but she only can use power point in teaching and
learning process. Based on it, teacher must use media to increase students interest.
If students interest increase, they will be happy and always repeat the subject
matter until they comprehend and it will result high achievement and value.
There are many researches that use media in chemistry learning to
increase students achievement such as pocket book, crossword, question card,
macromedia flash and learning with computer. Like Silaban and Desma research
that conclude the increasing students interest in hydrocarbon topic by using
macromedia flash, power point and mind map each are 63% ; 65 % and 50 %
(Silaban and Sianturi, 2008). Other research shows that the findings of the study
indicate that the video and animation have more significant effects on promoting
students’ learning achievements in a chemistry laboratory context than static
pictures in terms of operating equipment, technical operation, experimental
procedures, and observation performance. Additionally, the students indicated that
video presentation can best assist them in understanding the experiments (Lou,
2012). From the researches above, it can be concluded that media is also
important to increase students interest. When a student has interest in learning
chemistry, he will repeat the subject matter for several times, so when a test is
given to him, he will be able to answer it well and the result is he gets high score.
It means that there is increasing the achievement.
In this case, researcher will use media. The media is chemsketch. Chemsketch is
graphic software that can be used to draw the molecular shape of organic
4
compound and the isomerism. By using chemsketch, students can also the
molecular shape in 3D. Students will be more competent in using their imagines.
Based on the various researches that have been done, using cooperative
learning and media can increase students achievement. Based on the Desstya and
friends’s research, using cooperative learning model (TGT type) and media
(animation media and card) can increase students achievement in redox learning
(Desstya, 2012). Pratiwi states that learning by using cooperative learning model
(TGT) in hydrocarbon topic can increase students achievement with effect size
0.64 (23.89%) (Pratiwi, 2010). Hastuti also states that students achievement in
experiment class by using cooperative learning (student teams achievement
division type) with module is higher than control class by using conventional for
cognitive domain (Fcount > Ftable = 13.7269 > 6.14) and affective domain (Fcount >
Ftable = 9.1124 > 6.14) and also students achievement in experiment class by using
cooperative learning (student teams achievement division type) with worksheet is
higher than control class by using conventional for cognitive domain (Fcount > Ftable
= 6.1681 > 6.14) and affective domain (Fcount > Ftable = 6.4826 > 6.14) (Hastuti,
2009). So does Parwanti, she also states that learning by using combination of
student teams achievement division and structure exercise method can increase
students achievement and activity in class X-5 SMA Negeri 1 Semarang. The
students achievement classically is 89.73% with the average score is 75.15.
Meanwhile, the students activity classically is reached 80% (Parwanti, 2007)
Hydrocarbon is one of difficult subject matter. It is showed by low
students achievement in hydrocarbon examination at SMA Negeri 1 Sunggal
academic year 2012/2013 where more than 50% students didn’t pass the
examination. Based on teacher’s explanation, low achievement is caused by less
comprehension of students in determining primary, secondary, tertiary and
quaternary atom carbon, determining the general formula of hydrocarbon
compounds, lowest number of carbon in naming the compounds and isomerism of
hydrocarbon compound. Model perception and understanding the spatial structure
of organic molecules has been a source of difficulty for many chemistry students
(Dori, 2000). According to Nakhleh in Sari, usually students’s difficulties in
5
chemistry learning is about difficulties in understanding terms and concepts that
can result wrong comprehension. If it happens continuously, it will result wrong
concept (Nakhleh in Sari, 2013). So, teacher needs to improve the model and
media in teaching chemistry to increase students motivation, activity and interest
in learning process and result high students achievement.
Based on the explanation above, researcher interests to make the research
to investigate The Implementation of Cooperative Learning Model (Student
Teams Achievement Division Type) by Using Chemsketch Media to Increase
Students Achievement in Hydrocarbon Topic.
1.2 Problem Identification
Based on background above, there are some identified problems, namely:
1.
Chemistry is a difficult and bored subject matter.
2.
Low students activity and motivation in the class because lack of using
the learning model, teacher always uses direct instruction model and be
dominated by teacher centered learning.
3.
Low students interest in the class because lack of using the learning
media.
4.
Low students achievement in hydrocarbon topic.
1.3 Problem Limitation
Problem limitations in this research are :
1.
Research was done in SMA Negeri 1 Sunggal.
2.
Subject matter was about hydrocarbon topic.
3.
Low students activity and motivation in the class because lack of using
the learning model, so learning model that be used is cooperative
learning model (student teams achievement division type).
4.
Low students interest in the class because lack of using the learning
media, so learning media that be used is chemsketch.
6
1.4 Problem Statement
Based on the problem limitation above, problem statement in this
research is: “is students achievement that be taught by implementation of
cooperative learning model (student teams achievement division type) by using
chemsketch media higher than students achievement that be taught by
implementation of direct instruction model by using chemsketch media in
hydrocarbon topic?”
1.5 Research Objectives
The research objective is to investigate whether the students achievement
that be taught by implementation of cooperative learning model (student teams
achievement division type) by using chemsketch media is higher than students
achievement that be taught by implementation of direct instruction model by
using chemsketch media in hydrocarbon topic to first grade students in SMA
Negeri 1 Sunggal.
1.6 Research Benefit
The research benefits on this research are :
1. For students, it will be a pleasant learning. When they are involved in
teaching and learning process, their motivation, interest and activity will
increase, so they will be happy and repeat the subject matter until they
comprehend and it will result students achievement and value increase.
2. For researcher and chemistry teachers, this research result can be one of
alternative in increasing quality of teaching and learning process in
chemistry especially hydrocarbon topic.
3. For other researcher, research result can add information for future
research to make innovative, effective, interesting model in teaching and
learning process.
7
1.7 Operational Definition
Cooperative learning is learning model that demand students to be more
active because in solving the group assignment, each students is demanded to
work each other until all group members understand about the subject matter. By
using this model, students are expected be able to work in team, care with other
and receive other arguments to be the best team at the end of learning process.
Student teams achievement division is one type of cooperative learning.
In this model, teacher only acts as facilitator to form the good condition for
learning process. Students must be more active to get new information in group
and easier to understand about subject matter because they can discuss and solve
the problems with other friends. In a group consists of students who has high,
medium and low achievement. So all students will learn hard in group to
understand the subject matter to make their team as the best team.
Chemsketch is software that can be used to make students understand
about molecular shape. By using this software, students can draw the molecular
shape and find the name of molecule. It will make students easier to understand
about how the formation of molecular shape.
65
CHAPTER V
CONCLUSION AND SUGGESTION
1.1
Conclusion
Based on the research result, the conclusion is :
Students achievement that be taught by the implementation of
cooperative learning model (student teams achievement division type) by using
chemsketch media is higher than students achievement that be taught by
implementation of direct instruction model by using chemsketch media in
hydrocarbon topic.
1.2
Suggestion
There are some suggestions, they are :
1. For teacher, implementation of cooperative learning model (student
teams achievement division type) by using chemsketch media can
increase students achievement especially in learning the chemistry topics.
2. For other researchers who want to develop the learning model (in this
case cooperative learning model (student teams achievement division
type)), it can be obtained by making the variation of using the media in
certain subject matter.
ACKNOWLEDGMENT
Praise the Lord, God Almighty for all of His bless and grace to the writer
in all time, giving the health and wisdom to writer so the research and writing
thesis can be finished well.
The title of this thesis is “The Implementation of Cooperative Learning
Model (Student Teams Achievement Division Type) by Using Chemsketch Media
to Increase Students Achievement in Hydrocarbon Topic” that is arranged to
obtain the degree of Sarjana Pendidikan in Chemistry Department, Faculty of
Mathematics and Natural Science, State University of Medan (UNIMED).
In this opportunity, writer would like to say the greatest thanks to
Drs.Rahmat Nauli, M.Si as thesis supervisor, who has been patient in giving the
advices, guidance, suggestions and motivations for writer in completing this
thesis. The writer also says thanks to Prof.Dr.Suharta,M.Si, Dr.Marham
Sitorus,M.Si, Dr.Ajat Sudrajat,M.Si and Dr.Mahmud,M.Sc as thesis examiners
for all advices, suggestion and motivation in completing this thesis.
The writer also says thanks to Prof.Drs.Motlan,M.Sc.,Ph.D, as Dean of
Mathematics and Natural Sciences Faculty, State University of Medan,
Prof.Dr.rer.nat.Binari Manurung,M.Si as coordinator of Bilingual Department and
other necessary administrative business for their advices and suggestions. Great
thanks to Dr.Retno Dwi Suyanti,M.Si as writer’s academic supervisior and
validator, Prof.Dr.Ramlan Silaban,M.Si and Dra.Ani Sutiani,M.Si as validators
also. Writer also say thanks to Drs.Ramli Siregar as principle in SMAN 1 Sunggal
and Dra.Terkelin Br Ginting,M.Si as chemistry teacher who have given the
permission, advices, motivation and suggestion in conducting the research.
Writer says thanks specially to lovely family, they are lovely father
Adresta Pinem,S.Pd,M.Si, lovely mother Dra.Terkelin Br Ginting,M.Si, lovely
sisters Vienny Yuliarti Br Pinem and Avelia Hemagita Br Pinem, lovely
grandmother D.Br Ginting and lovely man Abdiel Bobby Ginting S.Kom,S.Pd
who have given writer the inspiration, spirit, motivation, suggestion, love and
pray in all of writer’s life in every condition until now. God bless you always.
Writer also says thanks to all friends in Bilingual Chemistry
Education’10 especially for writer’s best friends Fredika M.S.G (mbak free),
v
Nurul Wahidah Nasution (uur), Ika Ulan Sari (kak tonenk), Ervi Lutfi Sheila
Wanni Lubis (dudung) and Sri Rahmania (mbak nia) for all of your love,
motivation, support and our togetherness in happy and difficult situation, you are
writer best friends ever. Thanks to Shofiah as writer partner from the beginning
writing the proposal until finishing the thesis. Thanks to writer sister Devira
Sembiring Milala, S.Pd who has helped writer in finishing this thesis. Thanks to
writer partner (gurdak) in GBKP Diski Nova, Mitra, Ade, Desi, Delly, Ribka,
Rina, Ully, Ester, Nd Cindy, Nd Gio and Bp Jefri who have support writer until
now, thanks to writer friends in Permata Sektor 2 GBKP Diski for all your pray,
love and support, thanks to writer friends in Permata Ekklesia Sukma Indah for all
best moments that be had for years and also for all whose names that can not be
mentioned one by one, the writer say thank you very much for everything.
Finally, the writer hopes that this thesis would be useful for those who
would like to explore and develop the learning model that is suitable applied in
learning Hydrocarbon topic. The writer realizes that this thesis is still far from
perfect, therefore critique and suggestions are needed for further improvement of
this thesis.
Medan,
July 2014
Writer
Santhy A.V Br Pinem
Reg.Number. 4103332008
iii
THE IMPLEMENTATION OF COOPERATIVE LEARNING MODEL
(STUDENT TEAMS ACHIEVEMENT DIVISION TYPE) BY
USING CHEMSKETCH MEDIA TO INCREASE STUDENTS
ACHIEVEMENT IN HYDROCARBON TOPIC
Santhy Ardelina V Br Pinem (4103332008)
ABSTRACT
This research has objective to investigate whether the students
achievement that be taught by implementation of cooperative learning model
(student teams achievement division type) by using chemsketch media is higher
than students achievement that be taught by implementation of direct instruction
model by using chemsketch media in hydrocarbon. The population is all X IPA
students in SMA Negeri 1 Sunggal and the samples are taken two classes; X IPA
1 and X IPA 3 that consist of 31 students in each class. Before, teaching and
learning process, students are given pretest 25 questions that has been validated
with value of reliability is 0.91. After the treatment, students are given the posttest
to measure students achievement. The result obtained is pretest score in
experiment and control class continued is 32.516 and 32.645 meanwhile for
posttest score is 89.806 and 74.194. Based on the calculation of normality by the
SPSS-16, it shows that both in experiment and control class, continued pretest and
posttest data is obtained sig. > α (0.125 > 0.05, 0.160 > 0.05, 0.099 > 0.05, 0.127
> 0.05). It is parallel with the calculation by using Chi Square formula (x2table <
x2count ), both in experiment and control class, continued pretest and posttest data
is obtained (8.573 < 12.592, 5.845 < 12.592, 2.777 < 7.815, 9.484 < 9.488). From
data can be concluded that data are distributed normally. In homogeneity test, gain
data has sig. > α (0.145 > 0.05). Based on calculation by using Fisher formula,
Fcount < Ftable (1.516 < 1.84). It can be concluded that the data is homogeny. For
hypothesis testing, in SPSS-16, it shows that it has sig. < α (0.000 < 0.05). Based
on the calculation of right side t-test, tcount > ttable (17.112 > 1.671), it means that ha
is accepted. So students achievement that be taught by implementation of
cooperative learning model (student teams achievement division type) by using
chemsketch media is higher than students achievement that be taught by
implementation of direct instruction model by using chemsketch media in
hydrocarbon topic.
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PREFACE
LIST OF CONTENT
Page
Legalization Sheet
Biography
Abstract
Acknowledgement
List of Content
List of Table
List of Figure
List of Appendix
CHAPTER I INTRODUCTION
1.1 Research Background
1.2 Problem Identification
1.3 Problem Limitation
1.4 Problem Statement
1.5 Research Objectives
1.6 Research Benefit
1.7 Operational Definition
CHAPTER II LITERATURE STUDY
2.1 Learning
2.1.1 Chemistry Learning
2.2 Students Achievement
2.3 Cooperative Learning
2.4 Direct Instruction
2.5 Learning Media
2.5.1 Chemsketch
2.6 Hydrocarbon
2.6.1 Carbon Compounds and the Sources
2.6.2 Uniqueness of Carbon Atoms
2.6.3 Classification of Hydrocarbon Compounds
2.6.4 Alkanes
2.6.5 Alkenes
2.6.6 Alkynes
2.7 Application
2.8 Conteptual Framework
2.9 Curriculum
210 Hypothesis
CHAPTER III RESEARCH METHODS
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3.1 Location and Time Research
3.2 Population and Sample
3.2.1 Population
3.2.2 Sample
3.3 Research Variable
3.4 Research Design
3.5 Research Procedure
3.5.1 Preparation Step
3.5.2 Implementation Step
3.5.3 Final Step
3.6 Research Instrument
3.6.1 Validity Test
3.6.2 Reliability Test
3.6.3 Difficulty Index
3.6.4 Discrimination Index
3.6.5 Distracter
3.7 Data Analysis
3.7.1 Normality Test
3.7.2 Homogeneity Test
3.7.3 Hypothesis Testing
3.7.4 Percentage of Increasing Students Achievement
3.7.5 Percentage Average of Students Achievement
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CHAPTER IV RESULT AND DISCUSSION
4.1 Analysis of Instrument Data
4.1.1 Validity Test
4.1.2 Reliability Test
4.1.3 Difficulty Index
4.1.4 Discrimination Index
4.1.5 Distracter
4.2 Data Result of Research
4.3 Analysis Data Result
4.3.1 Normality Test
4.3.2 Homogeneity Test
4.3.3 Hypothesis Test
4.4.4 Percentage of Increasing Students Achievement
4.4.5 Percentage Average of Students Achievement
4.5 Discussion
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CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion
5.2 Suggestion
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REFERENCES
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LIST OF TABLES
Table 2.1 Syntax in cooperation learning process
Table 2.2 Table of development score individually
Table 2.3 Table of team score average
Table 2.4 Syntax of direct instruction
Table 2.5 The name of ten alkanes
Table 2.6 Application of learning model and media
Table 3.1 Research design
Table 4.1 Table of analysis pretest data
Table 4.2 Table of analysis posttest data
Table 4.3 Result of normality test by using SPSS
Table 4.4 Result of normality test by using chi square formula
Table 4.5 Result of homogeneity test by using SPSS
Table 4.6 Result of homogeneity test by using Fisher formula
Table 4.7 Result of hypothesis test by using SPSS
Table 4.8 Result of hypothesis test by using formula
of right t-test
Table 4.9 Result of percentage average of students achievement
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LIST OF FIGURE
Figure 2.1 Layout of chemskethch worksheet
Figure 2.2 Drawing the structure
Figure 2.3 Toolbars to make the 3D
Figure 2.4 3D of structure
Figure 2.5 Kinds of carbon chains
Figure2.6 Classification of hydrocarbon based on form f carbon chain
Figure 2.7 Determining the longest chain
Figure 2.8 Determining the substituents
Figure 2.9 Numbering the parent chain
Figure 2.10 Naming the Alkane compounds
Figure 2.11 Naming the Alkane compounds
Figure 2.12 Example structure of Alkanes
Figure 2.13Numbering the parent chain
Figure 2.14 Structure of 4,4-dimethyl-2-hexene
Figure 2.15 Example of alkynes structure
Figure 2.16 Structure of 2-pentyne
Figure 3.1 Research procedures
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LIST OF APPENDIX
Appendix 1
Appendix 2
Appendix 3a
Appendix 3b
Appendix 3c
Appendix 3d
Appendix 3e
Appendix 3f
Appendix 3g
Appendix 3h
Appendix 3i
Appendix 3j
Appendix 4
Appendix 5a
Appendix 5b
Appendix 6a
Appendix 6b
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Appendix 17
Appendix 18
Appendix 19
Appendix 20
Appendix 21
Appendix 22
Appendix 23
Appendix 24
Appendix 25
Appendix 26
Appendix 27
Curriculum of 2013 year
Sylabus of Chemistry
Lesson Plan of Experiment Class
Lesson Plan of Control Class
Apperception and Motivation
Pretest and Posttest Instrument
Learning Material
Students Worksheet
Guiding the Group Discussion
Affective Assessment in Experiment Class
Affective Assessment in Control Class
Psychomotor Assessment
Analysis of Instrument Test (Expert Validation)
Cognitive Assessment Sheet (Before Validation)
Key Answer of Cognitive Assessment Sheet
(Before Validated)
Cognitive Assessment Sheet (After Validation)
Key Answer of Cognitive Assessment Sheet
(After Validated)
Table of Validation and Reliability Test
Calculation of Instrument Validity
Calculation of Instrument Reliability
Table of Analysis Data
Difficulty Index of Instrument
Discrimination Index of Instrument
Item Distracter of Instrument
Conclusion of Availability of Test Instrument
Result Data of Students in Experiment and Control Class
Affective Assessment Score for Teaching
and Learning Process
Psychomotor Assessment for Teaching
and Learning Process
Normality Test for Experiment and Control Class
Homogeneity Data for Experiment and Control Class
Hypothesis Test
Percentage of Improved Learning Outcomes (%Gain)
Percentage Average of Students Achievement
Documentation for research
Table of Product Moment
Table of Chi Square Distribution
Table of F Distribution
Table of t-table Distribution
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1
CHAPTER I
INTRODUCTION
1.1 Background
The main problem in learning of formal education (school) is low
students achievement. It is shown in average of students’s value which is still
concerned (Trianto, 2011). Actually, there are many aspects that can affect the
quality of education, among others: professional teachers, interesting and varied
teaching methods, appropriate media in supporting the learning process and
conducive condition for learning (Rofiah and Handhika, 2012).
Observation that be done by researcher on 13 December 2013 by giving
the closed questionnaire to 120 students class XI science in SMA Negeri 1
Sunggal, shows that 71.7% students say that chemistry is the difficult subject
matter and 60.8% students say that chemistry is a bored subject matter.
Questionnaire shows that there are many students think that chemistry is one of
difficult and bored subject matter. This mind set will influence students interest,
motivation and activity in learning the chemistry. If the point of view about
chemistry is bad, there is no willing to learn about it further. Based on this
observation, teacher needs to do some innovations to change students point of
views about the chemistry subject matter.
Based on researcher’s observation in class, teacher uses the direct
instruction model and students become passive. It’s also supported by the
questionnaire where students say that teacher seldom use the various learning
model. When researcher did the interview with teacher, teacher said that
discussion method was not too effective to be applied. It was because not all
groups were active. Smart and diligent students would be better, but the lazy
students would be worse. There were some students who make their own
discussion. Based on this fact, teachers are required to be able to make the
interesting way in teaching and learning process to improve students motivation
and activity that can affect the better students achievement in chemistry learning.
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Actually, learning process that be applied must be student center
learning. But in real application, most teachers use direct instruction model and
dominated by teacher so it doesn’t give access for students to develop by their
own thinking (Trianto, 2011). Research of Pratiwi and Muharini also states that
using direct instruction model in chemistry learning process is one reason why
students think that chemistry is difficult and bored subject matter (Pratiwi and
Muharini, 2010). Students get bored because they just listen to teacher
explanation. By using the learning model, students should be involved in teaching
and learning process. When students involve directly, they will be happy and keep
trying to learn the subject matter until they comprehend it. It will result the high
achievement and increase value of students. Because of that problem, teacher
must use the model that can make students active in teaching and learning
process.
Cooperative learning is a learning model that is usually used to apply
students center learning especially to solve the problem that teacher find in make
passive students be active, students who can’t cooperate with others, aggressive
students and careless with others. Students must work together to accomplish a
common goal or to receive a common reward. In addition, cooperative learning
model recommends heterogeneous ability or achievement grouping for the bulk of
the instructional time. Most of the models include explicit guidelines for group
composition in which a range of high, medium, and low achieving students is to
be placed in each cooperative group (Robinson, 1991). In cooperative learning,
students are expected to help, discuss and give arguments with other students in
learning more about the subject matter and make sure that all of group member
have been understood about the concept of subject matter.
There are some types of cooperative learning, but in this case, researcher
chooses student teams achievement division (STAD) type. In student teams
achievement division type, students are placed in a learning team that consists of
four to five students who have various achievement, gender and ethnic. At the
beginning of learning process, teacher presents the subject matter and focus to the
concepts that will be learned. Then students learn in team and make sure that all
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students have understood about the concepts. After the learning process, students
are given the quiz and they must do it by themselves. Then, team who has the
highest score will get award on their achievement (Slavin, 1997)
Besides that, using media in chemistry learning process isn’t used well to
increase students interest in learning chemistry in SMA Negeri 1 Sunggal. Based
on questionnaire, most students say that teacher seldom uses media. In this case,
teacher said that sometimes she uses the media such as power point. But because
of limited time and projector, she can’t use media every time. Although there are
many media that can be used, but she only can use power point in teaching and
learning process. Based on it, teacher must use media to increase students interest.
If students interest increase, they will be happy and always repeat the subject
matter until they comprehend and it will result high achievement and value.
There are many researches that use media in chemistry learning to
increase students achievement such as pocket book, crossword, question card,
macromedia flash and learning with computer. Like Silaban and Desma research
that conclude the increasing students interest in hydrocarbon topic by using
macromedia flash, power point and mind map each are 63% ; 65 % and 50 %
(Silaban and Sianturi, 2008). Other research shows that the findings of the study
indicate that the video and animation have more significant effects on promoting
students’ learning achievements in a chemistry laboratory context than static
pictures in terms of operating equipment, technical operation, experimental
procedures, and observation performance. Additionally, the students indicated that
video presentation can best assist them in understanding the experiments (Lou,
2012). From the researches above, it can be concluded that media is also
important to increase students interest. When a student has interest in learning
chemistry, he will repeat the subject matter for several times, so when a test is
given to him, he will be able to answer it well and the result is he gets high score.
It means that there is increasing the achievement.
In this case, researcher will use media. The media is chemsketch. Chemsketch is
graphic software that can be used to draw the molecular shape of organic
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compound and the isomerism. By using chemsketch, students can also the
molecular shape in 3D. Students will be more competent in using their imagines.
Based on the various researches that have been done, using cooperative
learning and media can increase students achievement. Based on the Desstya and
friends’s research, using cooperative learning model (TGT type) and media
(animation media and card) can increase students achievement in redox learning
(Desstya, 2012). Pratiwi states that learning by using cooperative learning model
(TGT) in hydrocarbon topic can increase students achievement with effect size
0.64 (23.89%) (Pratiwi, 2010). Hastuti also states that students achievement in
experiment class by using cooperative learning (student teams achievement
division type) with module is higher than control class by using conventional for
cognitive domain (Fcount > Ftable = 13.7269 > 6.14) and affective domain (Fcount >
Ftable = 9.1124 > 6.14) and also students achievement in experiment class by using
cooperative learning (student teams achievement division type) with worksheet is
higher than control class by using conventional for cognitive domain (Fcount > Ftable
= 6.1681 > 6.14) and affective domain (Fcount > Ftable = 6.4826 > 6.14) (Hastuti,
2009). So does Parwanti, she also states that learning by using combination of
student teams achievement division and structure exercise method can increase
students achievement and activity in class X-5 SMA Negeri 1 Semarang. The
students achievement classically is 89.73% with the average score is 75.15.
Meanwhile, the students activity classically is reached 80% (Parwanti, 2007)
Hydrocarbon is one of difficult subject matter. It is showed by low
students achievement in hydrocarbon examination at SMA Negeri 1 Sunggal
academic year 2012/2013 where more than 50% students didn’t pass the
examination. Based on teacher’s explanation, low achievement is caused by less
comprehension of students in determining primary, secondary, tertiary and
quaternary atom carbon, determining the general formula of hydrocarbon
compounds, lowest number of carbon in naming the compounds and isomerism of
hydrocarbon compound. Model perception and understanding the spatial structure
of organic molecules has been a source of difficulty for many chemistry students
(Dori, 2000). According to Nakhleh in Sari, usually students’s difficulties in
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chemistry learning is about difficulties in understanding terms and concepts that
can result wrong comprehension. If it happens continuously, it will result wrong
concept (Nakhleh in Sari, 2013). So, teacher needs to improve the model and
media in teaching chemistry to increase students motivation, activity and interest
in learning process and result high students achievement.
Based on the explanation above, researcher interests to make the research
to investigate The Implementation of Cooperative Learning Model (Student
Teams Achievement Division Type) by Using Chemsketch Media to Increase
Students Achievement in Hydrocarbon Topic.
1.2 Problem Identification
Based on background above, there are some identified problems, namely:
1.
Chemistry is a difficult and bored subject matter.
2.
Low students activity and motivation in the class because lack of using
the learning model, teacher always uses direct instruction model and be
dominated by teacher centered learning.
3.
Low students interest in the class because lack of using the learning
media.
4.
Low students achievement in hydrocarbon topic.
1.3 Problem Limitation
Problem limitations in this research are :
1.
Research was done in SMA Negeri 1 Sunggal.
2.
Subject matter was about hydrocarbon topic.
3.
Low students activity and motivation in the class because lack of using
the learning model, so learning model that be used is cooperative
learning model (student teams achievement division type).
4.
Low students interest in the class because lack of using the learning
media, so learning media that be used is chemsketch.
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1.4 Problem Statement
Based on the problem limitation above, problem statement in this
research is: “is students achievement that be taught by implementation of
cooperative learning model (student teams achievement division type) by using
chemsketch media higher than students achievement that be taught by
implementation of direct instruction model by using chemsketch media in
hydrocarbon topic?”
1.5 Research Objectives
The research objective is to investigate whether the students achievement
that be taught by implementation of cooperative learning model (student teams
achievement division type) by using chemsketch media is higher than students
achievement that be taught by implementation of direct instruction model by
using chemsketch media in hydrocarbon topic to first grade students in SMA
Negeri 1 Sunggal.
1.6 Research Benefit
The research benefits on this research are :
1. For students, it will be a pleasant learning. When they are involved in
teaching and learning process, their motivation, interest and activity will
increase, so they will be happy and repeat the subject matter until they
comprehend and it will result students achievement and value increase.
2. For researcher and chemistry teachers, this research result can be one of
alternative in increasing quality of teaching and learning process in
chemistry especially hydrocarbon topic.
3. For other researcher, research result can add information for future
research to make innovative, effective, interesting model in teaching and
learning process.
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1.7 Operational Definition
Cooperative learning is learning model that demand students to be more
active because in solving the group assignment, each students is demanded to
work each other until all group members understand about the subject matter. By
using this model, students are expected be able to work in team, care with other
and receive other arguments to be the best team at the end of learning process.
Student teams achievement division is one type of cooperative learning.
In this model, teacher only acts as facilitator to form the good condition for
learning process. Students must be more active to get new information in group
and easier to understand about subject matter because they can discuss and solve
the problems with other friends. In a group consists of students who has high,
medium and low achievement. So all students will learn hard in group to
understand the subject matter to make their team as the best team.
Chemsketch is software that can be used to make students understand
about molecular shape. By using this software, students can draw the molecular
shape and find the name of molecule. It will make students easier to understand
about how the formation of molecular shape.
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CHAPTER V
CONCLUSION AND SUGGESTION
1.1
Conclusion
Based on the research result, the conclusion is :
Students achievement that be taught by the implementation of
cooperative learning model (student teams achievement division type) by using
chemsketch media is higher than students achievement that be taught by
implementation of direct instruction model by using chemsketch media in
hydrocarbon topic.
1.2
Suggestion
There are some suggestions, they are :
1. For teacher, implementation of cooperative learning model (student
teams achievement division type) by using chemsketch media can
increase students achievement especially in learning the chemistry topics.
2. For other researchers who want to develop the learning model (in this
case cooperative learning model (student teams achievement division
type)), it can be obtained by making the variation of using the media in
certain subject matter.