THE EFFECT OF DOMINO GAME ON STUDENTS LEARNING ACHIEVEMENT IN PHOTOSYNTHESIS TOPIC FOR GRADE 8TH SMP NEGERI 1 MEDAN ACADEMIC YEAR 2011/2012.
THE EFFECT OF DOMINO GAMES ON STUDENTS’ LEARNING
ACHIEVEMENT IN PHOTOSYNTHESIS TOPIC
FOR GRADE 8TH IN SMP NEGERI 1 MEDAN
ACADEMIC YEAR 2011/2012
By:
Asruri Ramadhani Asy-Syifa
NIM. 408141041
Biology Education (Bilingual Class)
A THESIS
Submitted to Biology Department of State University of Medan, in Partial
Fulfillment of the Requirement for Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
MATHEMATICS AND NATURAL SCIENCE FACULTY
STATE UNIVERSITY OF MEDAN
MEDAN
2012
Title
~
arne
ID. Number
tudy Program
Department
THE EFFECT OF DOMINO GAMES ON
STUDENTS' LEARNING ACHIEVEMENT IN
PHOTOSYNTHESIS TOPIC FOR GRADE 8TH SMP
NEGERI 1 MEDAN ACADEMIC YEAR 2011/2012
: Asruri Ramadhani Asy-Syifa
: 408141041
:Biology Education (Bilingual Class)
:Biology
Approved by:
Supervisor,
Syarifuddin M.Sc., Ph.D.
NIP. 1959 1122 1986 0110 01
Head of Biology Department,
Acknowledge by:
Coordinator of Bilingual Class,
Drs. Tri l:lirFsono, M.Si.
~ IP.
19651231 199003 1 018
Date of Graduation : July 23rd 2012
v
Prof. Dr. Herbert Sipahutar, M.Sc.
NIP. 19610626 198710 1 001
The Effect of Domino Game on Students’ Learning Achievement in
Photosynthesis Topic for Grade 8th SMP Negeri 1 Medan
Academic Year 2011/2012
Asruri Ramadhani Asy-Syifa (NIM 408141041)
ABSTRACT
The objective of this study is to investigate the effect of applying Domino
Games on students’ learning achievement . The population of this study was the
grade 8th of SMP Negeri 1 Medan which had 5 parallel classes and two of them
were chosen as the samples to represent the entire population. The design of this
study was quasi experimental design. The instrument of data collection was
multiple choice test consisted of 43 questions and essay test consisted of 10
questions. Based on data analysis, the average score of pretest for experimental
class a liitle difference with control class (experimental class = 72.33 > control
class = 71.75), while the average of posttest for experimental class was higher
than control class ( experimental class = 93.33 > control class = 86.67). Based on
the calculation of t-test, tobs 4.280 > ttable = 1.628), at the level of significance of
0.05 and the degree of freedom (df) was 39. It is found that there is a significance
positive effect of applying Domino Games on students’ learning achievement in
Photosynthesis Topic.
The Effect of Domino Game on Students’ Learning Achievement in
Photosynthesis Topic for Grade 8th SMP Negeri 1 Medan
Academic Year 2011/2012
Asruri Ramadhani Asy-Syifa (NIM 408141041)
ABSTRAK
Tujuan penelitian ini adalah untuk mengetahui pengaruh dari penerapan
Domino Gmaes terhadap hasil belajar siswa. Populasi dari penelitian ini adalah
kelas 8 SMP Negeri 1 Medan yang terdiri dari 5 kelas parallel dan 2 diantaranya
dipilih sebagai sample. Instrument pengumpulan data adalah berupa soal pilihan
gandapretest yang terdiri dari 43 soal dan soal essay yang terdiri dari 10 soal.
Berdasarkan analisis data, skor rata-rata pretest untuk kelas experiment hanya
sedikit berbeda dengan kelas control (kelas experiment = 72.33 > kelas control =
71.75), sementara skor rata-rata posttest untuk kelas experiment lebih tinggi
daripada kelas control (kelas experiment = 93.33 > kelas control = 86.76).
Berdasarkan uji t-test, tobs 4.280 > ttable = 1.628), pada level signifikan 0.05 dan
derajat kebebasan (df) adalah 39. Ditemukan bahwa ada efek positif dari
penerapan Domino Games terhadap hasil belajar siswa pada Topik Fotosintesis.
ACKNOWLEDGEMENT
The writer hardly knows where to start expressing her gratitude but for
sure the gratitude goes to all those who have assisted her in the process of
completing this thesis. It would be impossible to list all names but some deserves
her special thankfulness.
The completion of this thesis is nothing without the support of many
people around and close to the writer. First and foremost, she would like to thank
Allah SWT, The Almighty, for it is impossible to her to complete this thesis
without His Guidance and Blessings until she is able to succeed in presenting this
academic work as one of the requirement to obtain the degree of Sarjana
Pendidikan.
In this occasion the writer would also like to thank to those who have built
in completing this thesis, in particular to :
1.Prof. Drs. Motlan M.Sc.,Ph.D, as Dean of FMIPA UNIMED
2. Syarifuddin, M.Sc.,Ph.D, as Thesis Supervisor
3. Drs. Tri Harsono, M.Si, as Head of Biology Department
4.Prof. Dr. Herbert Sipahutar, M.Sc, as Coordinator of Bilingual Program
5. Drs. H. Ahmad Siregar, as Headmaster of SMP Negeri 1 Medan
6. Parmawati, S.Pd, as Biology Teacher in SMP Negeri 1 Medan
7. Drs.Zulkifli Simatupang, M. Pd, as Validator
8.My beloved someone Agus Mansyah, who always supports and helps me during
my study and my friends Maria Loretha Hutabarat, Noviyanti Nasution, Desriana
Marpaung, Syahriani, Dina Kharida, Syadwina Hamama, Yeni Khairina who have
helped me during this my thesis completing, and also for my friends in Biology
Bilingual Class 08, thank you for your kindness and friendship.
9. My beloved brother and sister Aulia Rahman Asy-Syifa, Aulia Shiddiq
Asy-Syifa dan Asruri Salwa Asy-Syifa and my lovely aunty Masdaliana
Panjaitan, S.Pd, who always provide support for me.
10.Especially for my lovely father and mother, who always work hard in
providing the education for me. “This Thesis is dedicated for you mom and dad”.
Medan, July 2012
Writer,
Asruri Ramadhani Asy-Syifa
ID NO. 408141041
TABLE OF CONTENTS
Pages
THESIS APPROVAL
BIOGRAPHY
ABSTRACT
ACKNOWLEDGMENT
TABLE OF CONTENS
LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDIX
i
ii
iii
iv
vi
viii
ix
x
CHAPTER I INTRODUCTION
1.1. Background
1.2. Identification of Problem
1.3. Scope of Problem
1.4. Formulation of Problem
1.5. Objective of Problem
1.6. Significance of Research
1
3
3
3
3
4
CHAPTER II LITERATURE REVIEW
2.1. Basic Theoretical
2.1.1. Learning Model
2.1.2. Domino Game
2.1.3. Learning Achievement
2.1.4. Learning Evaluation
2.1.5. Photosynthesis Topic
2.2. Conceptual Framework
2.3. Hypothesis
CHAPTER III RESEARCH METHODOLODY
3.1. Location and Time
3.2. Population and Sample
3.3. Variable of Research
3.4. Research Method and Design
3.5. Research Procedures
3.6. Instrument of Research
3.6.1. Instrument of Data Collection
3.6.2. Research instrument Test
3.6.2.1. The Validity of The Test
3.6.2.2. Reability Test
3.6.2.3. Discrimination Index
5
5
9
14
18
23
24
25
25
25
25
26
30
30
30
30
31
32
3.6.2.4. Difficulty Index
3.7. Technique of Data Analysis
32
34
CHAPTER IV RESULT OF RESEARCH AND DISCUSSION
4.1. Research Instrument Data Analysis
4.1.1. Validity Test
4.1.2. Reability Test
4.1.3. Difficulties Index
4.1.4. Discrimination Index
4.2. Characteristic of data Analysis
4.2.1. Data Normality Test
4.2.2. Data Homogeneity Test
4.3. Data Description
4.3.1. Result of Test
4.4. Research Finding
4.5. Discussion
35
36
36
36
37
37
37
38
39
39
44
44
44
CHAPTER V DISCUSSIONS AND RECOMMENDATIONS
5.1. Discussions
5.2. Recommendations
46
46
REFERENCES
APPENDIX
47
LIST OF TABLES
Pages
1.1. Comparison of Teacher-Centered and Student-Centered
Model of Instruction
1.2. Objectives of Domino Games
1.3. Particular Element of Domino Games
1.4. Research Design
1.5. Correlation Coefficient Classification
1.6. Table of Data Organization Students’ Learning Achievement
1.7. Table of Data Organization Students’ Learning Achievement
Based on Cognitive Domain
1.8. Summary of Normality Test
1.9. Summary of Homogeneity Test
2.0. Average Score of Students’ Learning Achievement
6
14
14
26
31
34
35
38
39
40
LIST OF FIGURES
Pages
1.1. Learner Outcomes for Cooperative Learning
1.2. Origin of Domino Cards
1.3. The Example of Domino Cards of Photosynthesis Topic
1.4. Chloroplast
1.5. Process of Photosynthesis
1.6. Schematic of Photosynthesis Process in Plants
1.7. Scheme of research problems
8
11
13
20
20
21
29
LIST OF APPENDIX
Pages
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
1 Syllaby
2 Lesson Plan I
3 Lesson Plan II
4 Pretest and Posttest Questions
5 Construct Validity of Multiple Choice Test
6 Construct Validity of Essay Test
7 Score of Learning Achievement in Control Class
8 Score of Learning Achievement in Experimental Class
9 Students’ Ability in Answering Question of Bloom
Taxonomy Cognitive Domain (C1 To C5), for
Photosynthesis Topic
10 Calculation of Instrument Test Validity
11 Calculation of Reability of Instrument Test
12 Independent t-Test for Multiple Choice Test
13 Calculation of Difficulty Test of Instrument Test
14 Discrimination Index
15 Normality Test of Experimental Class
16 Homogeneity Test of Resulted Data
17 Parametric Test Using Independent t-Test
18 Table of Lilliefors
19 Tabel Wilayah Luas di Bawah Kurva Normal 0 Ke Z 109
20 Daftar Nilai Presentil untuk Distribusi T
21 Tabel Distribusi Nilai F
22 Table of Validity Test
23 Table of Reability Test
24 Table of Discrimination Index
25 Table of Difficulty Index
26 Nonparametric Test
27 Documentation of Research in Experimental Class
28 Documentation of Research in Control Class
29 Daftar Nilai Bulanan Siswa
Kelas Phytagoras (Control Class)
30 Daftar Nilai Bulanan Siswa
Kelas Jhon Locke (Experimental Class)
49
52
55
63
70
73
80
83
86
90
102
103
104
105
106
107
108
110
113
115
116
120
122
123
125
128
129
130
CHAPTER I
INTRODUCTION
1.1. BACKGROUND OF STUDY
Many problems have been identified in learning process such as in
reading, listening, learning model and learning facility. In reading, some students
do not express a desire to read. This lack of interest in reading is because the
students not only have to remember what they have read, but also understand and
remember the informations in detail, especially in learning Biology which has
many scientific names, terms and mechanism. Some students are also bored
listening to what their teacher explains. The teacher talk for periods that are too
long for students to be attentive.
Moreover, students are expected to focus on the lesson in classroom
activity. But in fact, it is difficult to make students focus on the lesson because
they do not learn it enjoyable and interesting activity. This case is influenced by
how best teacher plan and implement models in learning. Frequently, the teacher
take stage, known as teacher-centered instruction (Trianto, 2011). In addition, if
the teacher uses the media in teaching, it will not involve students’ participation
fully. Finally, when they are examined using several questions, they will get
stress. They cannot remember and understand the information in detail easily and
get nothing during classroom activity.
The statements are proven by the score for Photosynthesis which still low.
Those problems occur at SMP Negeri 1Medan. The score of semester exam is
under 80 and does not fulfill the criteria of minimum completeness, that is 80,see
appendix 29 and 30.
Teacher has to consider how the best way to help students to study.
Teacher plays a great role in student learning. The teacher is a subject matter,
expert, tutor, motivator, behavior manager and evaluator. Above all, teacher is a
decision maker (Ormrod, 2003). Teacher should simultaneously plan specific
ways of keeping students on task in order to make students focusing on the lesson.
To support those statements, a model in teaching namely Cooperative
Learning Model is offered. Cooperative learning is an approach to instruction in
which students work in small group to help one another learn (Ormrod, 2003).
Similarly, Zakaria (2007) defined that cooperative learning model is grounded in
the belief that learning is most effective when students are actively involved in
sharing ideas and work cooperatively to complete academic tasks. Students not
only need knowledge but also communication skills, problem solving skills,
creative and critical thinking skills in the years ahead. In addition, cooperative
group shows significantly stronger performance than the non cooperative group
(George, 1994).
However, there are some pitfalls in cooperative learning model. Students
may simply do not have the skills to help one another in learning and there are
many groups that have to be controlled by a teacher (Ormrod, 2003).. For a
cooperative learning activity to be successful, teacher is suggested to structure the
activity by using Domino Games.
Domino Games is a model that students can really enjoy the activity while
they work in small group. It should make the students study affectively and help
one another in learning, which, in the end will influence their success to produce
greater achievement. This type of game relies on the ability of the brain in
processing, then matching with the words the other is the main thing to have.
Knowledge is also at stake. In this game, the shortcoming of domino game is just
make the teacher to be more creative for preparing many cards. Domino card is
divided into two parts. The upper part is for the question and the lower part is for
the answer but it does not match to each other. So, the students have to match it.
This will be a specific way of keeping students on task although they work
in group. They have to listen and keep focus on what teacher explains about, read
more to look for the right answer and discuss with her/his pair (Ginnis,2008). By
this game, teacher will encourage students to another, to be more interested with
one willingness to assist one another and make them have an important
contribution to classroom learning. This learning experience can help the students
remember of the lesson in detail easily because students learn it in enjoyable are
interesting activities. Therefore it will not be difficult to create a conducive
classroom environment and give maximal effort in learning.
Learning model of Domino Games has been researched by some
researchers such as, Rasyidah (2011) on the subtopic Motoric System for grade
8th SMP N 2 Secanang which stated that the average of post-test for experimental
group was higher than the control group (experimental group = 74, 278 > control
group = 65,946).
Based on those statements, the research ‘The Effect of Domino Game on
Students’ Learning Achievement in Photosynthesis Topic for Grade 8th SMP
Negeri 1 Medan Academic Year 2011/2012’ will be conducted.
1.2. PROBLEM IDENTIFICATION
With reference to the background, the identification of the study will be
divided into two:
1. Students’ learning achievement is still low.
2. The model of teaching used by the teacher is still less interest and creative.
1.3. RESEARCH SCOPE
The scope of this research is will be limited to Students’ Learning
Achievement by Using Domino Game in Topic Photosynthesis for Grade 8th SMP
Negeri 1 Medan Academic Year 2011/2012.
1.4. RESEARCH QUESTION
The formulation of problem in this study, is there an effect of Domino
Game on students’ learning achievement in topic photosynthesis for grade 8th
SMP Negeri 1 Medan academic year 2011/2012 ?
1.5. OBJECTIVES
In relation to the problem, the objective of the study is to investigate the
effect of applying the Domino Game on students’ learning achievement in
photosynthesis topic for grade 8th in SMP Negeri 1 Medan Academic Year
2011/2012.
1.6. SIGNIFICANCE OF STUDY
1. To help the teacher in applying the better model in teaching in
improving students’ learning achievement.
2. To improve the readers’ knowledge about Domino Game.
3. To help the next researchers to apply a model in teaching learning
process and make it as a motivation especially in teaching Biology.
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
5.1. Conclusion
Based on the research data analysis and discussion, concluded, there are
differences of students’ learning achievement between the Domino Games
treatment and Regular Assignment on Biology subject grade 8th of SMP Negeri 1
Medan on Photosynthesis topic, academic year 2011/2012.
5.2. Recommendations
1.
Teacher could consider the Domino Games as innovation tool in each
learning subject.
2.
School can consider the Domino Games as input new variation learning in
fun way so it can improve the student learning achievement.
REFERENCES
Arends, Richard L., (2009), Learning to Teach English Edition, Mc. Graw Hill,
New York
Arikunto, Suharsimi., (1999), Dasar-Dasar Evaluasi Pendidikan, Bumi Aksara,
Jakarta
George, P.G., (2004), The Effectiveness of Cooperative Learning Strategies in
Multicultural UniversityClassroom, Journal on Excellence in College
Teaching, 5:21
Ginnis, Paul., (2007), Teachers’ Toolkit Raise Classroom Achievement with
Strateies for Every Learner, Thousand Oaks, Corwin Press : California
Harahap, Hildani Sari., (2011). Elicitation and Feedback in English Clasroom
Interaction of Biology Teacher in The International Standard Class of
State Senior High School 1 Medan, English Applied Linguistic Study
Program Postgraduate School State University of Medan
Haryati, M., (2007), Sistem Penilaian Berbasis Kompetensi Teori dan Praktek,
Penerbit Gaung Persada Press, Jakarta
Kozma, Robert. B., (1991). Learning With Media, University of Michigan, 61(2),
179-212
Milfayetti, Sri., (2011), Psikologi Pendidikan, Pascasarjana Unimed, Medan
Miller/Levine., (1998), Biology The Living Science, Prentice Hall, New Jersey
Ormrod, J.E., (2003), Educational Psychology Developing Learners, Prentice
Hall, New Jersey
Purwanto, Ngalim., (1998), Psikologi Pendidikan, Remaja Rosdakarya, Bandung
Rasyidah., (2011), The Effect of Domino Technique in Cooperative Learning
Model on the Students’ Achievement In Subtopic of Motoric System for
Eight Grade SMPN 2 Secanang at 2011/2012of School Year, Thesis,
FMIPA UNIMED, Medan
Slameto., (1995), Belajar dan Faktor-Faktor yang Mempengaruhinya, Rineka
Cipta, Jakarta
Sudijono, Anas., (2009), Pengantar Evaluasi Pendidikan, Rajawali Press, Jakarta
Sudjana, Nana and Rivai, Ahmad., (2002), Teknologi Pengajaran, Sinar Baru,
Bandung
Syah, Muhibbin., (2010), Psikologi Pendidikan, Remaja Rosdakarya, Bandung
Trianto., (2011), Mendesain Model Pembelajaran Inovatif-Progresif, Kencana
Prenada Media Group, Jakarta
Wahyuni, E.N and Baharuddin, M., Teori Belajar dan Pembelajaran, Al-Ryzz
Media, Yogyakarta
Zakaria, E, and Zanaton, I., (2001), Promoting Coperatine Learning in Science
and Mathematics Education: A Malaysian Perspective. Eurasia Journal of
Mathematics, Science & Technology Education.3:35-39
ACHIEVEMENT IN PHOTOSYNTHESIS TOPIC
FOR GRADE 8TH IN SMP NEGERI 1 MEDAN
ACADEMIC YEAR 2011/2012
By:
Asruri Ramadhani Asy-Syifa
NIM. 408141041
Biology Education (Bilingual Class)
A THESIS
Submitted to Biology Department of State University of Medan, in Partial
Fulfillment of the Requirement for Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
MATHEMATICS AND NATURAL SCIENCE FACULTY
STATE UNIVERSITY OF MEDAN
MEDAN
2012
Title
~
arne
ID. Number
tudy Program
Department
THE EFFECT OF DOMINO GAMES ON
STUDENTS' LEARNING ACHIEVEMENT IN
PHOTOSYNTHESIS TOPIC FOR GRADE 8TH SMP
NEGERI 1 MEDAN ACADEMIC YEAR 2011/2012
: Asruri Ramadhani Asy-Syifa
: 408141041
:Biology Education (Bilingual Class)
:Biology
Approved by:
Supervisor,
Syarifuddin M.Sc., Ph.D.
NIP. 1959 1122 1986 0110 01
Head of Biology Department,
Acknowledge by:
Coordinator of Bilingual Class,
Drs. Tri l:lirFsono, M.Si.
~ IP.
19651231 199003 1 018
Date of Graduation : July 23rd 2012
v
Prof. Dr. Herbert Sipahutar, M.Sc.
NIP. 19610626 198710 1 001
The Effect of Domino Game on Students’ Learning Achievement in
Photosynthesis Topic for Grade 8th SMP Negeri 1 Medan
Academic Year 2011/2012
Asruri Ramadhani Asy-Syifa (NIM 408141041)
ABSTRACT
The objective of this study is to investigate the effect of applying Domino
Games on students’ learning achievement . The population of this study was the
grade 8th of SMP Negeri 1 Medan which had 5 parallel classes and two of them
were chosen as the samples to represent the entire population. The design of this
study was quasi experimental design. The instrument of data collection was
multiple choice test consisted of 43 questions and essay test consisted of 10
questions. Based on data analysis, the average score of pretest for experimental
class a liitle difference with control class (experimental class = 72.33 > control
class = 71.75), while the average of posttest for experimental class was higher
than control class ( experimental class = 93.33 > control class = 86.67). Based on
the calculation of t-test, tobs 4.280 > ttable = 1.628), at the level of significance of
0.05 and the degree of freedom (df) was 39. It is found that there is a significance
positive effect of applying Domino Games on students’ learning achievement in
Photosynthesis Topic.
The Effect of Domino Game on Students’ Learning Achievement in
Photosynthesis Topic for Grade 8th SMP Negeri 1 Medan
Academic Year 2011/2012
Asruri Ramadhani Asy-Syifa (NIM 408141041)
ABSTRAK
Tujuan penelitian ini adalah untuk mengetahui pengaruh dari penerapan
Domino Gmaes terhadap hasil belajar siswa. Populasi dari penelitian ini adalah
kelas 8 SMP Negeri 1 Medan yang terdiri dari 5 kelas parallel dan 2 diantaranya
dipilih sebagai sample. Instrument pengumpulan data adalah berupa soal pilihan
gandapretest yang terdiri dari 43 soal dan soal essay yang terdiri dari 10 soal.
Berdasarkan analisis data, skor rata-rata pretest untuk kelas experiment hanya
sedikit berbeda dengan kelas control (kelas experiment = 72.33 > kelas control =
71.75), sementara skor rata-rata posttest untuk kelas experiment lebih tinggi
daripada kelas control (kelas experiment = 93.33 > kelas control = 86.76).
Berdasarkan uji t-test, tobs 4.280 > ttable = 1.628), pada level signifikan 0.05 dan
derajat kebebasan (df) adalah 39. Ditemukan bahwa ada efek positif dari
penerapan Domino Games terhadap hasil belajar siswa pada Topik Fotosintesis.
ACKNOWLEDGEMENT
The writer hardly knows where to start expressing her gratitude but for
sure the gratitude goes to all those who have assisted her in the process of
completing this thesis. It would be impossible to list all names but some deserves
her special thankfulness.
The completion of this thesis is nothing without the support of many
people around and close to the writer. First and foremost, she would like to thank
Allah SWT, The Almighty, for it is impossible to her to complete this thesis
without His Guidance and Blessings until she is able to succeed in presenting this
academic work as one of the requirement to obtain the degree of Sarjana
Pendidikan.
In this occasion the writer would also like to thank to those who have built
in completing this thesis, in particular to :
1.Prof. Drs. Motlan M.Sc.,Ph.D, as Dean of FMIPA UNIMED
2. Syarifuddin, M.Sc.,Ph.D, as Thesis Supervisor
3. Drs. Tri Harsono, M.Si, as Head of Biology Department
4.Prof. Dr. Herbert Sipahutar, M.Sc, as Coordinator of Bilingual Program
5. Drs. H. Ahmad Siregar, as Headmaster of SMP Negeri 1 Medan
6. Parmawati, S.Pd, as Biology Teacher in SMP Negeri 1 Medan
7. Drs.Zulkifli Simatupang, M. Pd, as Validator
8.My beloved someone Agus Mansyah, who always supports and helps me during
my study and my friends Maria Loretha Hutabarat, Noviyanti Nasution, Desriana
Marpaung, Syahriani, Dina Kharida, Syadwina Hamama, Yeni Khairina who have
helped me during this my thesis completing, and also for my friends in Biology
Bilingual Class 08, thank you for your kindness and friendship.
9. My beloved brother and sister Aulia Rahman Asy-Syifa, Aulia Shiddiq
Asy-Syifa dan Asruri Salwa Asy-Syifa and my lovely aunty Masdaliana
Panjaitan, S.Pd, who always provide support for me.
10.Especially for my lovely father and mother, who always work hard in
providing the education for me. “This Thesis is dedicated for you mom and dad”.
Medan, July 2012
Writer,
Asruri Ramadhani Asy-Syifa
ID NO. 408141041
TABLE OF CONTENTS
Pages
THESIS APPROVAL
BIOGRAPHY
ABSTRACT
ACKNOWLEDGMENT
TABLE OF CONTENS
LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDIX
i
ii
iii
iv
vi
viii
ix
x
CHAPTER I INTRODUCTION
1.1. Background
1.2. Identification of Problem
1.3. Scope of Problem
1.4. Formulation of Problem
1.5. Objective of Problem
1.6. Significance of Research
1
3
3
3
3
4
CHAPTER II LITERATURE REVIEW
2.1. Basic Theoretical
2.1.1. Learning Model
2.1.2. Domino Game
2.1.3. Learning Achievement
2.1.4. Learning Evaluation
2.1.5. Photosynthesis Topic
2.2. Conceptual Framework
2.3. Hypothesis
CHAPTER III RESEARCH METHODOLODY
3.1. Location and Time
3.2. Population and Sample
3.3. Variable of Research
3.4. Research Method and Design
3.5. Research Procedures
3.6. Instrument of Research
3.6.1. Instrument of Data Collection
3.6.2. Research instrument Test
3.6.2.1. The Validity of The Test
3.6.2.2. Reability Test
3.6.2.3. Discrimination Index
5
5
9
14
18
23
24
25
25
25
25
26
30
30
30
30
31
32
3.6.2.4. Difficulty Index
3.7. Technique of Data Analysis
32
34
CHAPTER IV RESULT OF RESEARCH AND DISCUSSION
4.1. Research Instrument Data Analysis
4.1.1. Validity Test
4.1.2. Reability Test
4.1.3. Difficulties Index
4.1.4. Discrimination Index
4.2. Characteristic of data Analysis
4.2.1. Data Normality Test
4.2.2. Data Homogeneity Test
4.3. Data Description
4.3.1. Result of Test
4.4. Research Finding
4.5. Discussion
35
36
36
36
37
37
37
38
39
39
44
44
44
CHAPTER V DISCUSSIONS AND RECOMMENDATIONS
5.1. Discussions
5.2. Recommendations
46
46
REFERENCES
APPENDIX
47
LIST OF TABLES
Pages
1.1. Comparison of Teacher-Centered and Student-Centered
Model of Instruction
1.2. Objectives of Domino Games
1.3. Particular Element of Domino Games
1.4. Research Design
1.5. Correlation Coefficient Classification
1.6. Table of Data Organization Students’ Learning Achievement
1.7. Table of Data Organization Students’ Learning Achievement
Based on Cognitive Domain
1.8. Summary of Normality Test
1.9. Summary of Homogeneity Test
2.0. Average Score of Students’ Learning Achievement
6
14
14
26
31
34
35
38
39
40
LIST OF FIGURES
Pages
1.1. Learner Outcomes for Cooperative Learning
1.2. Origin of Domino Cards
1.3. The Example of Domino Cards of Photosynthesis Topic
1.4. Chloroplast
1.5. Process of Photosynthesis
1.6. Schematic of Photosynthesis Process in Plants
1.7. Scheme of research problems
8
11
13
20
20
21
29
LIST OF APPENDIX
Pages
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
1 Syllaby
2 Lesson Plan I
3 Lesson Plan II
4 Pretest and Posttest Questions
5 Construct Validity of Multiple Choice Test
6 Construct Validity of Essay Test
7 Score of Learning Achievement in Control Class
8 Score of Learning Achievement in Experimental Class
9 Students’ Ability in Answering Question of Bloom
Taxonomy Cognitive Domain (C1 To C5), for
Photosynthesis Topic
10 Calculation of Instrument Test Validity
11 Calculation of Reability of Instrument Test
12 Independent t-Test for Multiple Choice Test
13 Calculation of Difficulty Test of Instrument Test
14 Discrimination Index
15 Normality Test of Experimental Class
16 Homogeneity Test of Resulted Data
17 Parametric Test Using Independent t-Test
18 Table of Lilliefors
19 Tabel Wilayah Luas di Bawah Kurva Normal 0 Ke Z 109
20 Daftar Nilai Presentil untuk Distribusi T
21 Tabel Distribusi Nilai F
22 Table of Validity Test
23 Table of Reability Test
24 Table of Discrimination Index
25 Table of Difficulty Index
26 Nonparametric Test
27 Documentation of Research in Experimental Class
28 Documentation of Research in Control Class
29 Daftar Nilai Bulanan Siswa
Kelas Phytagoras (Control Class)
30 Daftar Nilai Bulanan Siswa
Kelas Jhon Locke (Experimental Class)
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52
55
63
70
73
80
83
86
90
102
103
104
105
106
107
108
110
113
115
116
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122
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129
130
CHAPTER I
INTRODUCTION
1.1. BACKGROUND OF STUDY
Many problems have been identified in learning process such as in
reading, listening, learning model and learning facility. In reading, some students
do not express a desire to read. This lack of interest in reading is because the
students not only have to remember what they have read, but also understand and
remember the informations in detail, especially in learning Biology which has
many scientific names, terms and mechanism. Some students are also bored
listening to what their teacher explains. The teacher talk for periods that are too
long for students to be attentive.
Moreover, students are expected to focus on the lesson in classroom
activity. But in fact, it is difficult to make students focus on the lesson because
they do not learn it enjoyable and interesting activity. This case is influenced by
how best teacher plan and implement models in learning. Frequently, the teacher
take stage, known as teacher-centered instruction (Trianto, 2011). In addition, if
the teacher uses the media in teaching, it will not involve students’ participation
fully. Finally, when they are examined using several questions, they will get
stress. They cannot remember and understand the information in detail easily and
get nothing during classroom activity.
The statements are proven by the score for Photosynthesis which still low.
Those problems occur at SMP Negeri 1Medan. The score of semester exam is
under 80 and does not fulfill the criteria of minimum completeness, that is 80,see
appendix 29 and 30.
Teacher has to consider how the best way to help students to study.
Teacher plays a great role in student learning. The teacher is a subject matter,
expert, tutor, motivator, behavior manager and evaluator. Above all, teacher is a
decision maker (Ormrod, 2003). Teacher should simultaneously plan specific
ways of keeping students on task in order to make students focusing on the lesson.
To support those statements, a model in teaching namely Cooperative
Learning Model is offered. Cooperative learning is an approach to instruction in
which students work in small group to help one another learn (Ormrod, 2003).
Similarly, Zakaria (2007) defined that cooperative learning model is grounded in
the belief that learning is most effective when students are actively involved in
sharing ideas and work cooperatively to complete academic tasks. Students not
only need knowledge but also communication skills, problem solving skills,
creative and critical thinking skills in the years ahead. In addition, cooperative
group shows significantly stronger performance than the non cooperative group
(George, 1994).
However, there are some pitfalls in cooperative learning model. Students
may simply do not have the skills to help one another in learning and there are
many groups that have to be controlled by a teacher (Ormrod, 2003).. For a
cooperative learning activity to be successful, teacher is suggested to structure the
activity by using Domino Games.
Domino Games is a model that students can really enjoy the activity while
they work in small group. It should make the students study affectively and help
one another in learning, which, in the end will influence their success to produce
greater achievement. This type of game relies on the ability of the brain in
processing, then matching with the words the other is the main thing to have.
Knowledge is also at stake. In this game, the shortcoming of domino game is just
make the teacher to be more creative for preparing many cards. Domino card is
divided into two parts. The upper part is for the question and the lower part is for
the answer but it does not match to each other. So, the students have to match it.
This will be a specific way of keeping students on task although they work
in group. They have to listen and keep focus on what teacher explains about, read
more to look for the right answer and discuss with her/his pair (Ginnis,2008). By
this game, teacher will encourage students to another, to be more interested with
one willingness to assist one another and make them have an important
contribution to classroom learning. This learning experience can help the students
remember of the lesson in detail easily because students learn it in enjoyable are
interesting activities. Therefore it will not be difficult to create a conducive
classroom environment and give maximal effort in learning.
Learning model of Domino Games has been researched by some
researchers such as, Rasyidah (2011) on the subtopic Motoric System for grade
8th SMP N 2 Secanang which stated that the average of post-test for experimental
group was higher than the control group (experimental group = 74, 278 > control
group = 65,946).
Based on those statements, the research ‘The Effect of Domino Game on
Students’ Learning Achievement in Photosynthesis Topic for Grade 8th SMP
Negeri 1 Medan Academic Year 2011/2012’ will be conducted.
1.2. PROBLEM IDENTIFICATION
With reference to the background, the identification of the study will be
divided into two:
1. Students’ learning achievement is still low.
2. The model of teaching used by the teacher is still less interest and creative.
1.3. RESEARCH SCOPE
The scope of this research is will be limited to Students’ Learning
Achievement by Using Domino Game in Topic Photosynthesis for Grade 8th SMP
Negeri 1 Medan Academic Year 2011/2012.
1.4. RESEARCH QUESTION
The formulation of problem in this study, is there an effect of Domino
Game on students’ learning achievement in topic photosynthesis for grade 8th
SMP Negeri 1 Medan academic year 2011/2012 ?
1.5. OBJECTIVES
In relation to the problem, the objective of the study is to investigate the
effect of applying the Domino Game on students’ learning achievement in
photosynthesis topic for grade 8th in SMP Negeri 1 Medan Academic Year
2011/2012.
1.6. SIGNIFICANCE OF STUDY
1. To help the teacher in applying the better model in teaching in
improving students’ learning achievement.
2. To improve the readers’ knowledge about Domino Game.
3. To help the next researchers to apply a model in teaching learning
process and make it as a motivation especially in teaching Biology.
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
5.1. Conclusion
Based on the research data analysis and discussion, concluded, there are
differences of students’ learning achievement between the Domino Games
treatment and Regular Assignment on Biology subject grade 8th of SMP Negeri 1
Medan on Photosynthesis topic, academic year 2011/2012.
5.2. Recommendations
1.
Teacher could consider the Domino Games as innovation tool in each
learning subject.
2.
School can consider the Domino Games as input new variation learning in
fun way so it can improve the student learning achievement.
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