EFFECT OF COOPERATIVE LEARNING TYPES STUDENT TEAM ACHIEVEMENT DIVISON USING VIRTUAL LABORATORY FLASH MEDIA TOWARDS IMPROVING SENIOR HIGHSCHOOL STUDENTS� ACHIEVEMENT IN THERMOCHEMISTRY TOPIC.

EFFECT OF COOPERATIVE LEARNING TYPES STUDENTS TEAM ACHIEVEMENT DIVISION USING VIRTUAL LABORATORY

FLASH MEDIA TOWARDS IMPROVING SENIOR HIGH SCHOOL STUDENTS’ ACHIEVEMENT IN

THE THERMOCHEMISTRY TOPIC

By:

SANSAH SINAGA Reg. No. 409 332 031

Bilingual Chemistry Education Program

A THESIS

Submitted to the Chemistry Department, Faculty of Mathemathics and Natural Science, State University of Medan, In Partial a Fulfillment of the

Requirement for Getting the Degree of Sarjana Pendidikan

JURUSAN KIMIA

(DEPARTMENT OF CHEMISTRY)

FAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM (FACULTY OF MATHEMATICS AND NATURAL SCIENCES)

UNIVERSITAS NEGERI MEDAN (STATE UNIVERSITY OF MEDAN)

MEDAN 2013

iv

PREFACE

The first of all, I huge thanks to the Heavenly God, Jesus Christ, for all the graces and blessings that provide health and wisdom to the author so writer can finish completely this thesis well.

The title of the thesis is "Effect of Cooperative Learning types Students Team Achievement Division using Virtual Laboratory Flash Media towards Improving Senior High School Students’ Achievement in Thermochemistry Tofic". This research is done in SMA N 1 Tebing Tinggi in academic year 2013/2014 that prepared to get degree Sarjana Pendidikan of Chemistry Education, Faculty of Mathematics and Natural Sciences, State University of Medan.

In this opportunity, the writer would like to express his greatest thanks to Drs. Wesly Hutabarat, M.Sc as his thesis supervisor for his advices, guidance comment, during the process of completing this thesis and his gratitude is also expressed to Prof. Dr. Albinus Silalahi, M.S, Dr. Retno Dwi Suyanti, M.Si, and Drs. Jamalum Purba, M.Si as his reviewer counselor for their advice, provided suggestion, guidance, and provided comment in the process of completing his thesis.

Thanks also conveyed to Dr. Retno Dwi Suyanti, M.Si, as the validator of the instrument test and media in this research. Thanks to Prof. Dr. Ramlan Silaban, M.S., as the Academic Supervisor who always guided researcher during the lecture and the entire along with Mr. and Mrs. Staff and Lecturer in chemistry department and Bilingual program at FMIPA UNIMED who have helped the writer. The awards were also presented to Mr. Drs. Syarif, M.Pd, M.Si as a school principal SMA Negeri 1 Tebing Tinggi, Mr. Paino, M.Pd as supervisor of curriculum in SMA Negeri 1 Tebing Tinggi and Ms. Risna Rotua Silalahi, S.Pd as a chemistry teacher and staff which assist in the implementation of this research.

In addition, his special gratitude and appreciation to my grandfather T.H. Sinaga, my grandmother L. Tambunan and my lovely mother Hartati and my father Amran Sinaga and also to all my dearest family (Nixon Sinaga, Darman

v

Sinaga, Pitauli Sinaga, R. Purba, Sumarni, etc) who have caring, raising and educating me with love and affection. Thanks to prayer, motivation and sacrifices for both of them. So I can complete a Sarjana Pendidikan (S-1) at the State University of Medan.

Special gratitude also the writer convey thanks to my family at Ikatan Keluarga Besar Kristen Kimia (IKBKK) in Unimed and especially for Kak Dameita Sumbayak, Bang Julinton Sianturi, Bang Leo Sitorus, Mastiur Verawati Silalahi, Miska Tarigan, Ida Sofi Tindaon, Marydina Sitepu, Rayadi Sinaga, Doarta Doloksaribu, Suman Susilo, Junior Manullang, Kristina Sianturi, Rhone Silalahi and that can’t be called name’s one by one, thanks for your pray and support.

The writer do not forget also thanks for his beloved friends Endah Kurnia Hariyanti and others friends, Hidayat Kesuma, Raja Ihot Siahaan, Rudiyanto Sinaga, Andry Agusto Situmorang, Mona Sihite, Alin Octavia, Siti Rahmah, Rahmi Wardha Lubis, Ika Irayani, Masitho Purnama Sari, Fitri Maulida Saragih, Lanita Munte, Jori Siahaan, Qoriyanti, Avolen Siahaan, Sefriani Tambunan, and all of friends that helped the writer in every moment.

The writer has done the maximal effort in the completion of this thesis, but the author is aware there are many weaknesses in terms of both content and grammar. Writer hopes the suggestions, comments, and constructive criticism from readers for completeness the thesis perfectly.

Medan, September 2013 Writer,

Sansah Sinaga

iii

EFFECT OF COOPERATIVE LEARNING TYPES STUDENT TEAM ACHIEVEMENT DIVISON USING VIRTUAL LABORATORY

FLASH MEDIA TOWARDS IMPROVING SENIOR HIGH SCHOOL STUDENTS’ ACHIEVEMENT IN

THERMOCHEMISTRY TOPIC

Sansah Sinaga (Reg. No. 409 332 031) ABSTRACT

Effect of Cooperative Learning types STAD using Virtual Laboratory flash media in improving students’ achievement was conducted to know the significant differences student’s achievement in experimental class in SMA Negeri 1 Tebing Tinggi and control class that taught with conventional method. The population of this research are all of XI grade of SMA N 1 Tebing Tinggi. The sample were divided into two class one was called experimental class in class XI IPA-3 and control class in class XI IPA-5 based on purposive sampling techniques. The kind of this research is experimental research.

Instrument used is validated multiple choice questions as 21 questions and choice 20 questions as instrument test. The result of instrument test standardization reliability is 0.757. The first time, pre-test is given to experimental class and control class. In experimental class was used Cooperative learning types STAD using virtual laboratory flash media and in control class was used conventional learning method. The last, post test is given for each of class. Before hypothesis test, the data is tested by normality test by using Chi Square test and homogeneity test by using F test. Test result stated the sample is distributed normally and homogeny.

Based on the result in experimental class was obtained the average of pre-test score 32.97 with standard deviation 8.118 and post pre-test score 86.09 with standard deviation 6.442. In control class was obtained the average of pre-test score 28.91 with standard deviation 6.18 and post test score 64.22 with standard deviation 7.94. The hypothesis is tested by using t- test and obtained tcount of post test is 12.100 and t-test result of normalized gain is 15.480 while ttable = 1.671 at significance level t0.05 and df = 62 and tcount > ttable, so Ha is received. It proved there is significant differences of student’s achievement taught by learning cycle model with experimental method are higher than conventional learning method. Increasing of student’s achievement was calculated by using normalized gain and the percentages gain in experimental class is 79.9% and percentages gain in control class is 50.1%. As addition, the cognitive aspect growth is application. The increasing value is C2 (Comprehension) with the average of normalized gain is 0.81. Followed by C3 (Application) with the average normalized gain value is 0.79 and C4 (Analysis) with the average normalized gain value is 0.79.

vi

LIST OF CONTENTS

Page

Ratification Sheet i

Biography ii

Abstract iii

Acknowledgement iv

List of Contents vi

List of Tables ix

List of Figures x

List of Appendix xi

CHAPTER I INTRODUCTION

1.1. Background 1

1.2. Identification of Problems 3

1.3. The Scope of Research 3

1.4. The Problem of the Research 4

1.5. Research Objectives 4

1.6. Research Significances 4

1.7. Operational Definition 5

CHAPTER II LITERATURE STUDY

2.1. Overview of the Study 6

2.1.1. Understanding of learning 6

2.1.2. Learning Activities 7

2.1.3. The essence of chemical and chemistry learning 8

2.1.4. Learning Outcomes 9

2.1.5. Learning Assessment 10

2.2. Cooperative Learning Model 10

2.2.1. Advantage and Disadvantages of Cooperative Learning 11 2.2.2. Cooperative Model Types STAD 12

2.3. Learning Media 14

vii

2.4.1. Macromedia Flash 16

2.4.2. Virtual Laboratory Flash 17 2.5. Description of Study Materials 19

2.5.1. Thermo chemistry 19

2.5.1.1. The Law of Conservation of Energy 19 2.5.1.2. System and Surrounding 20 2.5.1.3. Endothermic and Exothermic Reaction 20

2.5.1.4. Standard Enthalpy Change (ΔH0

) 21

2.5.1.5. Determine of ΔH Reactions: Calorimeter,

Hess’s Law, and Bond Energy 22

2.6. Conceptual Framework 25

2.7. Hypothesis 26

2.7.1. Hypothesis of Verbalization 26

2.7.2. Statistics Hypothesis 26

CHAPTER III METHODOLOGY OF RESEARCH

3.1. Overview 27

3.2. Location and Time 28

3.3. Population and Sample 28

3.4. Research Variables and Instrument 29

3.4.1. Research Variables 29

3.4.2. Research Instruments 29

3.5. Research Type and Procedures 30

3.5.1. Research Type 30

3.5.2. Research Procedures 30

3.5.3. Research Flow Diagram 32

3.6. Technique Data collection 35

3.6.1. Validity of test 35

3.6.2. Reliability of test 36

3.6.3. Discrimination Index of Test 37

3.6.4. Difficulty of Level Test 37

viii

3.7.1. Normality Test 38

3.7.2. Homogeneity Test 38

3.7.3. Normalized Gain 38

3.7.4. Hypothesis Testing 39

3.8. Research Time Table 40

CHAPTER IV RESULTS AND DISCUSSION

4.1. Research Results 41

4.1.1. Data Analysis of Research Instrument 41

4.1.1.1. Validity of Test 41

4.1.1.2. Reliability of Test 41 4.1.1.3. Difficulty of Level Test 42 4.1.1.4. Distinguish Power of Test 42 4.1.2. Data Description of Research Results 42 4.1.3. Data Analysis of Research Results 43

4.1.3.1. Normality Test 43

4.1.3.2. Homogeneity Test 45

4.1.3.3. Normalized Gain 46

4.1.3.5. Hypothesis Testing 47

4.1.3.6. Cognitive Aspect Growth 47

4.2 Discussion 49

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion 53

5.2 Suggestion 53

REFERENCES 55

x

LIST OF FIGURES

Page Figure.3.1 Overview of Research Planning in Senior High

School Students, by using the Cooperative Learning type STAD with Virtual Laboratory Flash in improving Student’s Achievement in Thermochemistry 28 Figure.3.2 Stages of Research Diagram 34 Figure.3.3 Research Design Flow Diagram 35 Figure.4.1 Cognitive aspect improvement in control class 48 Figure.4.2 Cognitive aspect improvement in experimental class 48 Figure.4.3 Level Cognitive Aspect Improvement 49

1

CHAPTER I INTRODUCTION 1.1. Background

In the process of learning, success is measured based upon achievement of competence of teaching and learning established since the beginning of the learning activities. Teacher's role is very important in learning. The teachers act as facilitators, mediators and counsellors. In this role, the teacher should also be able to work well with students, support each other so that the achievement of competence specified. An important element in the process of teaching and learning is a method of teaching and learning media that used in accordance with the material being taught. It is trivial, but these link to each other. (Slameto, 2003)

Teachers should be known to teach the learning material by used method combined with media compatible. The teachers need to be more creative and innovative in teaching, especially in learning chemistry topic. Education without technological advances is boring. The tendency of a teacher in delivering subject matter using the same method in chemistry courses, asked students to read and memorize the learning materials make students feel bored; annoyed and less

active. (Oemar Hamalik, 2008). It is make decreases of students’ interest inquired

for the material being taught and understand it. The teachers should keep students’ interest and motivate to learn in different ways of teaching, using varies teaching method and combined with teaching media in improving student motivation and

students’ achievement. (Mulyani, 2009)

Cooperative learning model is method that can be done because it can improve learning progress; makes positive attitudes of student; increases motivation and confidence of students. One of the cooperative learning models that can be used by teachers in delivering of thermochemistry is the type Student Teams Achievement Division (STAD) model. STAD cooperative learning model is one type of learning model that allows developing skills, creativity, critical thinking and a willingness to help friends. (Slavin, 1995)

Based on a research conducted by Ali (2012) showed that student achievement using STAD is higher than conventional learning. Similarly Tanjung

2

(2011) found that student achievement using STAD cooperative learning model combined with guided discovery method is better than STAD cooperative learning

model without guided discovery with a percentage increase of students’

achievement by 34.18%. It was also found that (Ellys Nainggolan. 2010) student achievement using STAD cooperative learning is higher than conventional learning on the subject of solubility and solubility product. The results found by the Citra Simarmata (2012) that there was a significant findings that STAD cooperative learning in improving student achievement on hydrocarbons compared with conventional learning is 29.77%.

According to Isjoni (2009) the type STAD cooperative model is more useful and interesting when combined with the learning media. In the study of chemical material on the subject of thermochemistry for example, it is considered very attractive if the type STAD cooperative teaching model a combined with a variety of media and methods that lead to practical work in the laboratory to enhance students' understanding of concepts and skills in critical thinking. But it would be very difficult to do if not supported by comprehensive laboratory facilities. (Sulistyani, 2010)

In facts, there are a number of schools that do not have a lab or a complete chemical laboratory facilities and instruments to support laboratory works. So that students are not getting of best of all the potential in order to achieve a predetermined competency. Students were generally briefed only the material without doing lab activities directly. Understanding chemistry concepts comprehensively, will be able to help the student in mastering the subject matter. (Azar, 2011)

One of the best the media can be used to anchance student mastery is a virtual laboratory based on computer media. Computers can work or run using specific software which is compatible with the computer used. Software that can construct virtual learning media according to the subject intered, for example in a computer multimedia it is usually found microsft office, photo design software, film editing and macromedia flash are useful in supporting teaching and learning

3

activities. It was found that a number of computer software installed already into a computer and it can be used to help the learning process become interested and innovative condition. (Rida, 2008)

In the case, a virtual laboratory is considered as a usefully media in supporting teaching and especially when it is used in teaching learning process thermochemistry. (Puspita, 2008). It is expected that the media can be useful in improving and enhancing student achievement. Students can freely to explore the potential in them and critical thinking by using virtual laboratory, it is expected that students would be able to think critically, for it contains chemistry simulation that could be useful in simulating abstract concept into a meaningful concept. (Maldalleri, 2008)

Based on the discussion above, I would like to investigate the “Effect of Cooperative Learning types Students Team Achievement Division using Virtual Laboratory Flash Media towards Improving Senior High School Students' Achievement in the Thermochemistry.”

1.2. Identification of Problems

Based on the background above, there are many problems identified:

1. Generally teachers do not use cooperative learning model in teaching chemistry topic.

2. How in improving student achievement using STAD cooperative learning combined with virtual laboratory and without virtual laboratory?

3. Is using a virtual laboratory it is necessary that the teachers should be able to operate or use computer and internet comprehensively more effective in fatherly type STAD cooperative learning enhance learning achievement of students in the chemistry subject of thermochemistry?

1.3. The Scope of Problems

4

1. Effect of cooperative learning types Students Team Achievement Division using Virtual laboratory flash media towards improving senior high school students' achievement in the thermochemistry.

2. Improving student achievement of the thermochemistry concepts acquired individually through pre test and post test.

1.4. The Problem of the Research

Based on the identification of problems and limitations described above which a research problems in this study are:

1. Is the student’s achievement taught by using cooperative learning types STAD model combined with virtual laboratory flash media higher than conventional model in the thermochemistry topic?

2. What cognitive aspect most be improved by effect of cooperative learning types STAD model combined with virtual laboratory media in the thermochemistry topic?

1.5. Research Objectives

The purpose of this study is to know:

1. The significant differences of student’s achievement between taught by using cooperative learning types STAD model combined with virtual laboratory flash media and conventional model in the thermochemistry topic.

2. Cognitive aspect will be improved by effect of cooperative learning types STAD model combined with virtual laboratory media in the thermochemistry topic.

1.6. Research Significances

The significances of this research are:

5

2. The results are expected used by teachers as information or a literature to improving teaching methods combined with computer based media in chemistry learning.

3. It is contribute to the process of learning chemistry for schools that have not complete of the laboratory facilities.

1.7. Operational Definition

1. Cooperative learning model type Student Teams Achievement Division. Cooperative learning model type Student Teams Achievement Division (STAD) is a type of cooperative learning model using small groups with a total membership of each group of 4-5 students that every group have heterogeneously of membership. The learning process begins the giving of materials, group activities, quizzes and groups reward. (Slavin, 1995) 2. Virtual laboratory flash media.

Virtual laboratory flash media is a simulation laboratory on the computer that introduced students and teachers to assemble equipment, forming a series of experiments, control and measure the parameters of the experiment, and retrieve data on a simulation experiment and not harmful to the students and teachers in the trials. (Puspita, 2008)

3. Thermochemistry

Thermochemistry is a branch of chemistry that studying of reaction heat. Chemical reactions take place by absorbing or realising heat. Reactions that release heat are called exothermic reactions, while reactions that absorb heat are called endothermic reactions. Examples for exothermic combustion of gas in the stove, while examples of endothermic reactions such as rice that turns into rice. Exothermic reaction generally lasts more dramatic than the endothermic reaction. The amount of heat that accompanies (released or absorbed) of a reaction we are called heat reaction. As the heat of reaction is a form of energy and most chemical reaction take place under constant pressure, the heat of reaction is better known as enthalpy change (ΔH). (Michael Purba, 2006)

53

CHAPTER V

CONCLUSION AND SUGGESTION

5.1. Conclusion

Based on the research conducted, it can be concluded as follow:

1. There are significant differences of students’ achievement that taught with cooperative learning types STAD combined with virtual laboratory flash media higher than conventional method in thermochemistry topic.

2. The highest improvement of cognitive aspect growth between experimental class and control class is C2 (Comprehension) with the average of normalized gain is 0.81. Followed by C3 (Application) with the average of normalized gain value is 0.79 and C4 (Analysis) with the average of normalized gain value is 0.79.

3. Based on the calculation, average normalized gain achievement of students taught by cooperative learning types STAD combined with virtual laboratory flash media in teaching of thermochemistry topic is 79.9%. Average normalized gain achievement of students taught by conventional method in teaching of thermochemistry topic is 50.1%. Its shown there was distinguish students’ achievement percentage of experimental class that taught by cooperative learning types STAD combined with virtual laboratory flash media higher than conventional method.

5.2. Suggestion

1. For teachers, taking into students’ success achievement, then the teacher is expected to perform the learning activities by using Cooperative Learning types STAD using Virtual Laboratory flash media because these models and media can improve students’ achievement in chemistry, especially in thermochemistry topic or in teaching topic

2. For teacher, the virtual laboratory flash media would be useful in teaching and learning process to toward students’ achievement and skills. especially chemistry teacher that have not good laboratory facilities

54

3. For researchers who want to do the same research, the results of this study would be useful information to be able to do the same kind of research and as a comparison.

4. It is needed to do the next research with the other subject matter as an attempt to increase education quality especially in chemistry subject.

55

REFERENCES

Arikunto, S., (2009), Dasar-Dasar Evaluasi Pendidikan, Penerbit PT. Bumi Aksara, Jakarta.

Arsyad, A., (2002), Media Pengajaran, PT. Grafindo Persada, Jakarta.

Azar, A., and Şengüleç, S., (2011), Computer-Assisted and Laboratory-Assisted Teaching Methods in Physics Teaching: The Effect on Student Physics Achievement and Attitude towards Physics. Eurasian J. Phys. Chem. Educ., Jan (Special Issue). p. 43-50. ISSN: 1306-3049

Bhukuvhani, C., and Lovemore Kusure, Violet Munodawafa, Abel Sana, and Isaac Gwizangwe., (2010), Pre-service Teachers’ use of improvised and virtual laboratory experimentation in Science teaching. International Journal of Education and Development using Information and Communication Technology. Vol. 6, Issue 4, p.27-38.

de Jong, T., Specht, M, & Koper, R. (2008). Contextualised Media for Learning. Educational Technology & Society. International Forum of Educational Technology & Society. Vol. 11 (2), p. 41-53. ISSN 1436-4522 (online) and 1176-3647 (print).

Gagne, Robert M., (1916), Theconditions of Learning, Third Edition,. Florida State University: Rinehart and Winston. Inc., Canada

Gultom, A & P. M. Silitonga., (2009), Pengaruh Kemampuan Awal & Model Pembelajaran terhadap Hasil Belajar Kimia SMA, Journal Pendidikan Matematika & Sains 4(2) : 77-81

Isjoni, H., (2009), Pembelajaran Cooperatif , Penerbit PT. Grafindo Persada, Jakarta.

İşman, A., and Dundar, M. S., (2012). The Online Journal Of Science and Technology. International Journal of Science and Technology. Volume 2 Issue 4. ISSN 2146-7390

Mahajan, G., (2012), Multimedia in Teacher Education: Perceptions & Uses. Journal of Education and Practice. Vol 3, No 1, ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)

56

Maldarelli, G. A., and friends, Erica M. Hartmann,Patrick J. Cummings, Robert D. Horner,Kristina. M. Obom,Richard Shingles,and Rebecca S. Pearlman, (2009),

Virtual Lab Demonstrations Improve Students’

Mastery of Basic Biology Laboratory Technique.

Journal of

Microbiology & Biology Education, p. 51-57

Mulyani, A., (2009), Strategi Belajar Mengajar, Malang: UM Press.

Nainggolan, E. (2009), Pengaruh Metode Pembelajaran Kooperatif tipe STAD untuk Meningkatkan Hasil Belajar Kimia Siswa pada Pokok Bahasan Kelarutan dan Hasil Kali Kelarutan. Skripsi Jurusan Kimia, FMIPA, UNIMED, Medan.

Oemar Hamalik., (2008), Proses Belajar Mengajar, Bumi Aksara, Jakarta. Purba, Michael. (2006). Kimia untuk SMA Kelas X Semester 1. Jakarta: Erlangga. Puspita, R., and Yamin, M., (2008), Sistem Informasi Aplikasi Virtual Lab Pada

Laboratorium Sistem Informasi, Proceeding, Seminar Ilmiah Nasional Komputer dan Sistem Intelijen, p. 20-21. ISSN : 1411-6286

Simarmata, C. (2012), Pengaruh Model Pembelajaran Kooperatif tipe STAD dalam Meningkatkan Kemampuan Hasil Belajar Siswa pada Pokok Bahasan Hidrokarbon. Skripsi Jurusan Kimia, FMIPA, UNIMED, Medan.

Silitonga, P.M., (2011), Metodologi Penelitian Pendidikan, FMIPA, UNIMED, Medan.

Silitonga, P.M., (2011), Statistika, FMIPA, UNIMED, Medan.

Situmorang, M., (2010), Penelitian Tindakan Kelas (PTK) untuk Mata Pelajaran Kimia , FMIPA, UNIMED, Medan.

Slameto, 2003, Belajar dan Faktor-Faktor yang Mempengaruhinya, Penerbit Rineka Cipta, Jakarta.

Sudjana, (2002), Metode Statistika, Penerbit Tarsito, Bandung.

Sugiyono, (2006), Statistika Untuk Penelitian, Penerbit CV. Alfabeta, Bandung. Sugiyono, (2012), Metode Penelitian Kuantitatif, Kualitatif dan R & D, Penerbit

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Sulistyani, (2010), Pendekatan Induktif dalam Pembelajaran Kimia Beracuan Konstruktivisme untuk Membentuk Pemikiran Kritis, Kreatif, dan Berkarakter. Prosiding Seminar Nasional Kimia dan Pendidikan Kimia. ISBN: 978-979-98117-7-6

Sunardi. (2011). KIMIA BILINGUAL untuk SMA/MA Kelas XI. Bandung: Yrama Widya

Tim Penulis Olimpiade Kimia. (2010). Persiapan Menuju Olimpiade Kimia 2. Jakarta: Graha Cipta Karya.

Triano. (2009),Mendesain Model Pembelajaran Inovatif – Progresif, Penerbit PT. Grafindo Persada, Jakarta.

Vika, H.,(2012), The Influence of Critical Thinking Developments in Learning Salt Hydrolysis Concept Through Chemistry Modules in improving Student’s Achievement Grade XI . Skripsi Jurusan Kimia, FMIPA, UNIMED, Medan.

Wahyuni, S and Dewi Suryana. (2007). Panduan Praktikum Terpilih KIMIA Jilid 2 untuk SMA Kelas XI. Jakarta: Erlangga

Wina,S., (2010), Stratgi Pembelajaran Berorientasi Standar Proses Pendidikan, Kencana, Jakarta.

2. The results are expected used by teachers as information or a literature to improving teaching methods combined with computer based media in chemistry learning.

3. It is contribute to the process of learning chemistry for schools that have not complete of the laboratory facilities.

1.7. Operational Definition

1. Cooperative learning model type Student Teams Achievement Division. Cooperative learning model type Student Teams Achievement Division (STAD) is a type of cooperative learning model using small groups with a total membership of each group of 4-5 students that every group have heterogeneously of membership. The learning process begins the giving of materials, group activities, quizzes and groups reward. (Slavin, 1995) 2. Virtual laboratory flash media.

Virtual laboratory flash media is a simulation laboratory on the computer that introduced students and teachers to assemble equipment, forming a series of experiments, control and measure the parameters of the experiment, and retrieve data on a simulation experiment and not harmful to the students and teachers in the trials. (Puspita, 2008)

3. Thermochemistry

Thermochemistry is a branch of chemistry that studying of reaction heat. Chemical reactions take place by absorbing or realising heat. Reactions that release heat are called exothermic reactions, while reactions that absorb heat are called endothermic reactions. Examples for exothermic combustion of gas in the stove, while examples of endothermic reactions such as rice that turns into rice. Exothermic reaction generally lasts more dramatic than the endothermic reaction. The amount of heat that accompanies (released or absorbed) of a reaction we are called heat reaction. As the heat of reaction is a form of energy and most chemical reaction take place under constant pressure, the heat of reaction is better known as enthalpy change (ΔH). (Michael Purba, 2006)

CHAPTER V

CONCLUSION AND SUGGESTION

5.1. Conclusion

Based on the research conducted, it can be concluded as follow:

1. There are significant differences of students’ achievement that taught with

cooperative learning types STAD combined with virtual laboratory flash media higher than conventional method in thermochemistry topic.

2. The highest improvement of cognitive aspect growth between experimental class and control class is C2 (Comprehension) with the average of normalized gain is 0.81. Followed by C3 (Application) with the average of normalized gain value is 0.79 and C4 (Analysis) with the average of normalized gain value is 0.79.

3. Based on the calculation, average normalized gain achievement of students taught by cooperative learning types STAD combined with virtual laboratory flash media in teaching of thermochemistry topic is 79.9%. Average normalized gain achievement of students taught by conventional method in teaching of thermochemistry topic is 50.1%. Its shown there

was distinguish students’ achievement percentage of experimental class

that taught by cooperative learning types STAD combined with virtual laboratory flash media higher than conventional method.

5.2. Suggestion

1. For teachers, taking into students’ success achievement, then the teacher is

expected to perform the learning activities by using Cooperative Learning types STAD using Virtual Laboratory flash media because these models

and media can improve students’ achievement in chemistry, especially in

thermochemistry topic or in teaching topic

2. For teacher, the virtual laboratory flash media would be useful in teaching

and learning process to toward students’ achievement and skills. especially

3. For researchers who want to do the same research, the results of this study would be useful information to be able to do the same kind of research and as a comparison.

4. It is needed to do the next research with the other subject matter as an attempt to increase education quality especially in chemistry subject.

REFERENCES

Arikunto, S., (2009), Dasar-Dasar Evaluasi Pendidikan, Penerbit PT. Bumi Aksara, Jakarta.

Arsyad, A., (2002), Media Pengajaran, PT. Grafindo Persada, Jakarta.

Azar, A., and Şengüleç, S., (2011), Computer-Assisted and Laboratory-Assisted Teaching Methods in Physics Teaching: The Effect on Student Physics Achievement and Attitude towards Physics. Eurasian J. Phys. Chem. Educ., Jan (Special Issue). p. 43-50. ISSN: 1306-3049

Bhukuvhani, C., and Lovemore Kusure, Violet Munodawafa, Abel Sana, and Isaac Gwizangwe., (2010), Pre-service Teachers’ use of improvised and virtual laboratory experimentation in Science teaching. International Journal of Education and Development using Information and Communication Technology. Vol. 6, Issue 4, p.27-38.

de Jong, T., Specht, M, & Koper, R. (2008). Contextualised Media for Learning. Educational Technology & Society. International Forum of Educational Technology & Society. Vol. 11 (2), p. 41-53. ISSN 1436-4522 (online) and 1176-3647 (print).

Gagne, Robert M., (1916), Theconditions of Learning, Third Edition,. Florida State University: Rinehart and Winston. Inc., Canada

Gultom, A & P. M. Silitonga., (2009), Pengaruh Kemampuan Awal & Model Pembelajaran terhadap Hasil Belajar Kimia SMA, Journal Pendidikan Matematika & Sains 4(2) : 77-81

Isjoni, H., (2009), Pembelajaran Cooperatif , Penerbit PT. Grafindo Persada, Jakarta.

İşman, A., and Dundar, M. S., (2012). The Online Journal Of Science and Technology. International Journal of Science and Technology. Volume 2 Issue 4. ISSN 2146-7390

Mahajan, G., (2012), Multimedia in Teacher Education: Perceptions & Uses. Journal of Education and Practice. Vol 3, No 1, ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)

Maldarelli, G. A., and friends, Erica M. Hartmann,Patrick J. Cummings, Robert D. Horner,Kristina. M. Obom,Richard Shingles,and Rebecca S. Pearlman, (2009),

Virtual Lab Demonstrations Improve Students’

Mastery of Basic Biology Laboratory Technique.

Journal of

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