THE DIFFERENCE IN LEARNING ACHIEVEMENT BETWEEN STUDENTS TAUGHT USING CONCEPT TEACHING MODELAND CONVENTIONAL TEACHING MODEL IN PHYSICSON THE SUBTOPIC OF SYSTEM AND PROCESSIN THE EXCELLENT CLASSES OF XI IPA OF SMA NEGERI 1 BERASTAGI.
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Title
Name ID Number Study Program Department
: The Difference in Learning Achievement Between Students Taught Using Concept Teaching Model and Conventional Teaching Model in Physics on the Subtopic of System and Process in the Excellent Classes of XI IP A of SMA N egeri 1 Berastagi.
: Adi Primanda Ginting : 071244210107
: Physics Education :Physics
Approved by: Thesis Adviser,
~c.,Pb.D.
NIP. 195908051986011001
Acknowledged by:
Physics Department Head,
Dr.~M.Si
NIP.196403211990032001
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iv
Preface
Praise and gratitude to Jesus Christ for His blessings and guidance to the writer so that the writer can finally finish this thesis. The thesis which is entitled "The Difference in Learning Achievement Between Students Taught Using Concept Teaching Model and Conventional Teaching Model in Physics on the Subtopic of System and Process in the Excellent Classes of XI IPA of SMA Negeri 1 Berastagi," is submitted to fulfill the requirement for the degree of
Sarjana Pendidikan Fisika in the Faculty of Mathematics and Natural Sciences, State University of Medan.
In this chance, the writer would like to thank Prof. Drs. Motlan, M.Sc., Ph.D. as the thesis adviser for his valuable advices and suggestions for the writer in the process of writing of this thesis. The writer also would like to thank Mr. Drs. Jonny H. Panggabean, M.Si. as the first thesis examiner, Prof. Dr. Mara Bangun Harahap, M.S. as the second thesis examiner, and Dr. Ridwan Abdul Sani, M.Si. as the third thesis examiner, for their constructive criticisms and advices.
The writer also would like to thank Mr. Drs. Japiten Banjarnahor, M.Pd., as the writer's academic adviser and also to all lecturers and staffs in Physics Department, Faculty of Mathematics and Natural Sciences, State University of Medan for the academic support that the writer has received both in and outside classrooms.
The writer also would like to thank Mr. Alberto Colia, M.Pd., the headmaster of SMA Negeri 1 Berastagi, and Mrs. K. Sembiring, S.Si., the physics teacher of SMA Negeri 1 Berastagi, for the permission and help they gave during the research.
The writer would like to give special thanks to the writer's beloved parents, Mamak and napak, for their patience, prayers, motivation, and support all this time, "Thank you for your love, I will learn to be discipline :)." Also to the writer's two sisters, "Find the light in you and let it shine!" The writer also would like to thank friends in Fisika 2007 Unimed, IKBKF Unimed, IMKA Unimed, and Medan Linux (KPLI Medan).
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iii
THE DIFFERENCE IN DEARNING ACHIEVEMENT BETWEEN STUDENTS TAUGHT USING CONCEPT TEACHING MODED
AND CONVENTIONAD TEACHING MODED IN PHYSICS ON THE SUBTOPIC OF SYSTEM AND PROCESS
IN THE EXCEDDENT CDASSES OF XI IPA OF SMA NEGERI 1 BERASTAGI
Adi Primanda Ginting (ID Number 071244210107)
ABSTRACT
The aims of this research are to know the learning achievement of students taught using the concept teaching model and the conventional teaching model and the difference in learning achievement between students taught using concept teaching model and conventional teaching model in physics on the subtopic of system and process.
Type of the research was the quasi-experiment. Population of the research was the students of the two excellent classes of XI IPA of SMA Negeri 1 Berastagi. Taken using random cluster sampling method, the experimental group was XI IPA 1 and control group was XI IPA 2. Total of students of each group was 32. The instrument used to collect data was 14 multiple choice items with five options which at the end only 11 items were used to measure students' learning achievement.
Due to normality issue, it was the Mann-Whitney test used in testing the difference between pretests and in hypothesis testing. From the pretest testing, it was found that the difference between the pretests of both groups was significant.
The average of gain scores of the students in the experimental group was 32.12 while the average of gain scores of the students in the control group was 26.72.
From the hypothesis testing using the Mann-Whitney test on the gain scores, the observed z value was 1.30 which did not exceed or equal to the z critical value of 1.96 for a two tailed test at the level of significance (α) of 0.05. There is no difference in learning achievement between students taught using concept teaching model and conventional teaching model in physics on the subtopic of system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012.
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Content List Page Approval Sheet Curriculum Vitae Abstract Preface Content List Figure List Table List Appendix List
CHAPTER I Introduction 1.1. Background of the Study 1.2. Problem Identification 1.3. Scope of the Study 1.4. Problem Formulation 1.5. Research Purposes 1.6. Benefits of the Research 1.7. Operational Definition
CHAPTER II Review of Literature 2.1. Learning and Teaching
2.2. The Concept Teaching Model
2.2.1. Overview of the Concept Teaching Model 2.2.2. Planning for Concept Teaching Model 2.2.3. The Syntax for the Concept Teaching Model 2.2.4. Summary of a Concept Lesson
2.3. The Conventional Teaching Model 2.4. Learning Achievement
2.5. Achievement Test
2.6. The Lesson Topic (System and Process)
i ii iii iv vi ix x xi 1 1 2 2 2 3 3 4 5 5 5 5 6 7 8 8 9 9 9
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vii
Page 2.6.1. System and Process
2.6.2. Work in a Gas System 2.6.2.1. Isobaric Process 2.6.2.2. Isochoric Process 2.6.2.3. Isothermal Process 2.6.2.4. Adiabatic Process 2.7. Thinking Framework 2.8. Hypothesis
CHAPTER III Methodology of Research 3.1. Place and Research Time
3.2. Population and Sample 3.3. Research Variables 3.4. Research Design 3.5. Research Instrument 3.6. Research Procedures 3.6.1. Preparation Step
3.6.2. Main Research Activity
3.6.3. Data Gathering and Processing 3.7. Technique of Data Analyzing 3.7.1. Normality and Homogeneity Test 3.7.1.1. Normality Test
3.7.1.2. Homogeneity Test 3.7.2. Hypothesis Test
3.7.2.1. The Parametric Test, the Two Tailed T-Test
3.7.2.2. The Nonparametric Test, the Two Tailed Mann-Whitney Test
CHAPTER IV Data Analysis
4.1. Summary of the Data of the Research 4.2. Normality Testing Result
9 10 11 12 12 13 15 15 16 16 16 16 16 17 17 17 17 17 19 19 19 20 20 20 20 22 22 23
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Page 4.3. Hypothesis Testing Result
4.4. Discussion
CHAPTER V Consclusions and Suggestions 5.1. Conclusions
5.2. Suggestions
Bibliography
25 26
28 28 28
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x
Table List
Page Table 2.1 STntax for concept teaching model
Table 3.1.The design of the experiment
Table 3.2 Brief specification of the research instrument
Table 4.1 The means and the standard deviations of the students' scores Table 4.2 The means and the standard deviations of the gain scores Table 4.3 SummarT of the normalitT testing results of the pretest and the
posttest scores of the experimental and the control group Table 4.4 SummarT of the normalitT testing results of the gain scores of
the experimental and the control group Table 4.5 SummarT of the hTpothesis testing result
7 16 18 23 23
25
25 26
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Appendix List
Page Appendix 1: Teaching Plan (Rencana Program Pengajaran) of the
Experimental Group
Appendix 2: Teaching Plan (Rencana Program Pengajaran) of the Control Group
Appendix 3: Conceptual Webs of the Lessons Appendix 4: Research Instrument
Appendix 5: Research Instrument Specification (Spesifikasi Instrsmen Penelitian)
Appendix 6: Tabulation of the Raw Data of the Pretest of the Experimental Group
Appendix 7: Tabulation of the Raw Data of the Posttest of the Experimental Group
Appendix 8: Tabulation of the Raw Data of the Pretest of the Control Group
Appendix 9: Tabulation of the Raw Data of the Posttest of the Control Group
Appendix 10: Tabulation of the Raw Data of the Pretest of the Experimental Group after Test Items Number 9, 11, and 14 Were Removed
Appendix 11: Tabulation of the Raw Data of the Posttest of the Experimental Group after Test Items Number 9, 11, and 14 Were Removed
Appendix 12: Tabulation of the Raw Data of the Pretest of the Control Group after Test Items Number 9, 11, and 14 Were Removed
Appendix 13: Tabulation of the Raw Data of the Posttest of the Control Group after Test Items Number 9, 11, and 14 Were Removed
30
44 56 60
70
84
85
86
87
88
89
90
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xii
Page Appendix 14: Complete Tabulation of the Pretest and the Posttest Data
of the Experimental Group
Appendix 15: Complete Tabulation of the Pretest and the Posttest Data of the Control Group
Appendix 16: Calculation of the Means and the Standard Deviations of the Pretest and the Posttest Data of the Experimental and the Control Group
Appendix 17: Gain Scores of the Students in the Experimental Group Appendix 18: Gain Scores of the Students in the Control Group
Appendix 19: Calculation of the Means and the Standard Deviations of the Gain Scores of the Experimental and the Control Group
Appendix 20: Normality Testing (Liliefors Test) of the Data of the Pretest and Posttest of the Experimental and the Control Group
Appendix 21: Normality Testing (Liliefors Test) of the Gain Scores of the Experimental and the Control Group
Appendix 22: Testing the Difference Between Pretests of the Experimental Group and the Control Group
Appendix 23: Hypothesis Testing
Appendix 24: Critical Value of L for Liliefors Test Appendix 25: Standard Normal Probability Table Appendix 26: Documentation of the Research
92
93
94 98 99
100
102
105
107 110 113 114 116
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CHAPTER I INTRODUCTION
1.1.Batkground of the Dtudy
The word “concept” in physics is very common and that can be said that physics is the subject that is full of concepts of the physical world. The mastery of physics concepts is essential for the students to deepen their understanding of physics.
Based on the competency standard of the thermodynamics topic: “Menerapkan konsep termodinamika dalam mesin kalor (Applying the concepts
of thermodynamics in heat engines)” and the basic competency: “Menganalisis
perubahan keadaan gas ideal dengan menerapkan hukum termodinamika
(Analyzing changes of states of ideal gas by applying the laws of thermodynamics)” (Badan Standar Nasional Pendidikan, n.d.), here is to be implemented the concept teaching model in the first section of the thermodynamics topic, system and process, as an alternative to the conventional approach that is usually used in the excellent classes of XI IPA of SMA Negeri 1 Berastagi.
“Concept teaching models have been developed primarily to teach key concepts that serve as foundations for student higher-level thinking” (Arends, 2009: 320). In this case of physics subject, it can be concluded that it is essential to the students to understand the basic concepts first then to move to the mathematical expression of physics principle. With the implementation of concept teaching model in physics lessons, it is expected that students can have a proper understanding of the physics lessons concepts, so that they would not think that physics as another formula related subject.
Beside to be an alternative to the conventional teaching model, there is also a chance to improve the students' learning achievement using the concept teaching model, esp. in the excellent classes. Here is to be seen difference in learning achievement between students taught using the concept teaching model and the conventional teaching model.
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2
Therefore this research is entitled, “The Difference in Learning Achievement Between Students Taught Using Concept Teaching Model and Conventional Teaching Model in Physics on the Subtopic of System and Process in the Excellent Classes of XI IPA of SMA Negeri 1 Berastagi”
1.2.Problem Identifitation
Based on the background of the study above, here is identified the problems of the study:
1. It is necessary to teach the students the physics concepts first then to move to
the mathematical expression of the physics principles.
2. There is a tendency in students in the conventional teaching model to focus more to the mathematical expression of the physics principles.
1.3.Dtope of the Dtudy
1. The research is held in SMA Negeri 1 Berastagi in the excellent classes of XI
IPA in the academic year of 2011/2012.
2. The physics learning material is about system and process, the first subtopic from the thermodynamics chapter.
3. The teaching model that is going to be implemented is the concept teaching model in the experimental group and the conventional teaching model in the control group.
4. The learning achievement to be assessed here is the learning achievement in the C1, C2, C3, C4, C5, and C6 of the bloom cognitive area.
1.4.Problem Formulation
Based on the background of the study above, in this research the problems can be formulated:
1. How is the learning achievement of the students taught using the concept teaching model in physics on the subtopic of system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012?
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2. How is the learning achievement of the students taught using conventional teaching model in physics on the subtopic of system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012?
3. How is the difference in learning achievement between students taught using
the concept teaching model and the conventional teaching model in physics on the subtopic of system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012?
1.5.Researth Purposes
Based on the problem formulation, here can be defined the purposes of the research are:
1. To see the learning achievement of the students taught using the concept teaching model in physics on the subtopic on system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012.
2. To see the learning achievement of the students taught using conventional teaching model in physics on the subtopic of system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012.
3. To see the difference in learning achievement between students taught using the concept teaching model and conventional teaching model in physics on the subtopic of system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012.
1.6.Benefits of the Researth
Some of the benefits that can be taken from the research are:
1. To give the researcher (the writer) picture of how to use the concept teaching
model in the later teaching carrier.
2. To give information and consideration to other researchers who want to hold
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4
3. To give an input to the teachers of the school where the research was held about the implementation of concept teaching model, especially in physics lessons.
1.7.Operational Definition
The conventional teaching model: it is the teaching model that is usually used in physics lessons in the excellent classes of XI IPA of SMA Negeri 1 Berastagi. Based on an early observation that was done in August, 2011 in SMA Negeri 1 Berastagi, it was done by lecturing, discussion, and doing exercises along the instructional period.
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CHAPTER V
CONCLUDIOND AND DUGGEDTIOND
5.1. Contlusions
1. The average gain scores of students taught using the concept teaching model in physics on the subtopic of system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012 is 32.12.
2. The average gain scores of students taught using the conventional teaching model in physics on the subtopic of system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012 is 26.72.
3. There is no significant difference in learning achievement between students taught using the concept teaching model and conventional teaching model in physics on the subtopic of system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012.
5.2. Duggestions
1. This experiment was conducted on a narrow scope of physics lesson. Other researchers may be interested to implement the concept teaching model in a larger scope so that the result can be compared with this thesis
2. For the next researchers, when testing the difference between two samples, whenever the parametric assumptions of the research data are met, it is suggested to use the parametric test to test the hypothesis. The parametric test is known to be more powerful than the non-parametric test equivalent.
(17)
29
Bibliography
Arends, R. I., (2009), Learning to Teach, 8th ed., International Student 8dition, New York, McGraw Hill Higher 8ducation.
Badan Nasional Standar Pendidikan (n.d.), Standar Isi, http://bsnp-indonesia.org/id/bsnp/wp-content/uploads/2009/06/01.-SMA-MA.zip (Accessed August 8th, 2012).
Best, J. W. and Kahn, J. V., (2007), Research in Education, 9th ed., 8astern 8conomy 8dition, New Delhi, Prentice Hall of India.
Cangelosi, J. S., (1990), Designing Tests for Evaluating Student Achievement, New York, Longman.
Dahar, R. W., (1989), Teori-Teori Belajar, Jakarta, Penerbit 8rlangga.
Halliday, D., Resnick, R., and Walker, J., (2004), Fundamentals of Physics, 6th ed., 8xtended, Wiley Student 8dition, Singapore, John Wiley and Sons. Haryadi, B., (2009), Fisika: Untuk SMA/MA Kelas XI, Jakarta, Pusat Perbukuan,
Departemen Pendidikan Nasional.
Indrajit, D., (2009), Mudah dan Aktif Belajar Fisika untuk Sekolah Menengah Atas/Madrasah Aliyah, Program Ilmu Pengetahuan Alam, Jakarta, Pusat Perbukuan, Departemen Pendidikan Nasional.
Longman, (2001), Longman Handy Learner’s Dictionary of American English, New 8d., Jakarta, Prehallindo.
McCabe, G. P., (2003), TABL8 A Standard Normal Probabilities, http://www.stat.purdue.edu/~mccabe/ips4tab/bmtables.pdf (Accessed June 25th, 2012).
Netheril96, (2011), Illustration of Isothermal Process, http://en.wikipedia.org/wiki/File:Isothermal_process.svg (Accessed March 7th, 2012).
Purwanto, B., (2009), Theory and Application of Physics 2 for Grade XI of Senior High School and Islamic Senior High School, Solo, Tiga Serangkai.
Ruwanto, B., (2005), Asas-Asas Fisika 2B, Jakarta, Yudhistira.
Saprudin, I. and Friedayati, R., (2007), Fisika untuk SMA dan MA Kelas XI, Balikpapan, CV Nadia Sarana Utama.
Sarwono, Sunarroso, Suyatman, (2009), Fisika 2: Mudah dan Sederhana untuk SMA/MA kelas XI, Jakarta, Pusat Perbukuan, Departemen Pendidikan Nasional.
Sudjana, (2005), Metoda statistika, 6th ed., Tarsito, Bandung.
User:Stannered, (2007), Image of Adiabatic Process,
http://en.wikipedia.org/wiki/File:Adiabatic.svg (Accessed March 7th, 2012).
Zimmaro, D. M., (2010), Writing a Good Multiple Choice 8xams,
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CHAPTER I INTRODUCTION
1.1.Batkground of the Dtudy
The word “concept” in physics is very common and that can be said that physics is the subject that is full of concepts of the physical world. The mastery of physics concepts is essential for the students to deepen their understanding of physics.
Based on the competency standard of the thermodynamics topic: “Menerapkan konsep termodinamika dalam mesin kalor (Applying the concepts of thermodynamics in heat engines)” and the basic competency: “Menganalisis perubahan keadaan gas ideal dengan menerapkan hukum termodinamika (Analyzing changes of states of ideal gas by applying the laws of thermodynamics)” (Badan Standar Nasional Pendidikan, n.d.), here is to be implemented the concept teaching model in the first section of the thermodynamics topic, system and process, as an alternative to the conventional approach that is usually used in the excellent classes of XI IPA of SMA Negeri 1 Berastagi.
“Concept teaching models have been developed primarily to teach key concepts that serve as foundations for student higher-level thinking” (Arends, 2009: 320). In this case of physics subject, it can be concluded that it is essential to the students to understand the basic concepts first then to move to the mathematical expression of physics principle. With the implementation of concept teaching model in physics lessons, it is expected that students can have a proper understanding of the physics lessons concepts, so that they would not think that physics as another formula related subject.
Beside to be an alternative to the conventional teaching model, there is also a chance to improve the students' learning achievement using the concept teaching model, esp. in the excellent classes. Here is to be seen difference in learning achievement between students taught using the concept teaching model and the conventional teaching model.
(2)
Therefore this research is entitled, “The Difference in Learning Achievement Between Students Taught Using Concept Teaching Model and Conventional Teaching Model in Physics on the Subtopic of System and Process in the Excellent Classes of XI IPA of SMA Negeri 1 Berastagi”
1.2.Problem Identifitation
Based on the background of the study above, here is identified the problems of the study:
1. It is necessary to teach the students the physics concepts first then to move to the mathematical expression of the physics principles.
2. There is a tendency in students in the conventional teaching model to focus more to the mathematical expression of the physics principles.
1.3.Dtope of the Dtudy
1. The research is held in SMA Negeri 1 Berastagi in the excellent classes of XI IPA in the academic year of 2011/2012.
2. The physics learning material is about system and process, the first subtopic from the thermodynamics chapter.
3. The teaching model that is going to be implemented is the concept teaching model in the experimental group and the conventional teaching model in the control group.
4. The learning achievement to be assessed here is the learning achievement in the C1, C2, C3, C4, C5, and C6 of the bloom cognitive area.
1.4.Problem Formulation
Based on the background of the study above, in this research the problems can be formulated:
1. How is the learning achievement of the students taught using the concept teaching model in physics on the subtopic of system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012?
(3)
2. How is the learning achievement of the students taught using conventional teaching model in physics on the subtopic of system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012?
3. How is the difference in learning achievement between students taught using the concept teaching model and the conventional teaching model in physics on the subtopic of system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012?
1.5.Researth Purposes
Based on the problem formulation, here can be defined the purposes of the research are:
1. To see the learning achievement of the students taught using the concept teaching model in physics on the subtopic on system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012.
2. To see the learning achievement of the students taught using conventional teaching model in physics on the subtopic of system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012.
3. To see the difference in learning achievement between students taught using the concept teaching model and conventional teaching model in physics on the subtopic of system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012.
1.6.Benefits of the Researth
Some of the benefits that can be taken from the research are:
1. To give the researcher (the writer) picture of how to use the concept teaching model in the later teaching carrier.
2. To give information and consideration to other researchers who want to hold research in the same area.
(4)
3. To give an input to the teachers of the school where the research was held about the implementation of concept teaching model, especially in physics lessons.
1.7.Operational Definition
The conventional teaching model: it is the teaching model that is usually used in physics lessons in the excellent classes of XI IPA of SMA Negeri 1 Berastagi. Based on an early observation that was done in August, 2011 in SMA Negeri 1 Berastagi, it was done by lecturing, discussion, and doing exercises along the instructional period.
(5)
CHAPTER V
CONCLUDIOND AND DUGGEDTIOND
5.1. Contlusions
1. The average gain scores of students taught using the concept teaching model in physics on the subtopic of system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012 is 32.12.
2. The average gain scores of students taught using the conventional teaching model in physics on the subtopic of system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012 is 26.72.
3. There is no significant difference in learning achievement between students taught using the concept teaching model and conventional teaching model in physics on the subtopic of system and process in the excellent classes of XI IPA of SMA Negeri 1 Berastagi in the academic year of 2011/ 2012.
5.2. Duggestions
1. This experiment was conducted on a narrow scope of physics lesson. Other researchers may be interested to implement the concept teaching model in a larger scope so that the result can be compared with this thesis
2. For the next researchers, when testing the difference between two samples, whenever the parametric assumptions of the research data are met, it is suggested to use the parametric test to test the hypothesis. The parametric test is known to be more powerful than the non-parametric test equivalent.
(6)
Bibliography
Arends, R. I., (2009), Learning to Teach, 8th ed., International Student 8dition, New York, McGraw Hill Higher 8ducation.
Badan Nasional Standar Pendidikan (n.d.), Standar Isi,
http://bsnp-indonesia.org/id/bsnp/wp-content/uploads/2009/06/01.-SMA-MA.zip (Accessed August 8th, 2012).
Best, J. W. and Kahn, J. V., (2007), Research in Education, 9th ed., 8astern 8conomy 8dition, New Delhi, Prentice Hall of India.
Cangelosi, J. S., (1990), Designing Tests for Evaluating Student Achievement,
New York, Longman.
Dahar, R. W., (1989), Teori-Teori Belajar, Jakarta, Penerbit 8rlangga.
Halliday, D., Resnick, R., and Walker, J., (2004), Fundamentals of Physics, 6th ed., 8xtended, Wiley Student 8dition,Singapore, John Wiley and Sons. Haryadi, B., (2009), Fisika: Untuk SMA/MA Kelas XI, Jakarta, Pusat Perbukuan,
Departemen Pendidikan Nasional.
Indrajit, D., (2009), Mudah dan Aktif Belajar Fisika untuk Sekolah Menengah
Atas/Madrasah Aliyah, Program Ilmu Pengetahuan Alam, Jakarta, Pusat
Perbukuan, Departemen Pendidikan Nasional.
Longman, (2001), Longman Handy Learner’s Dictionary of American English, New 8d., Jakarta, Prehallindo.
McCabe, G. P., (2003), TABL8 A Standard Normal Probabilities, http://www.stat.purdue.edu/~mccabe/ips4tab/bmtables.pdf (Accessed June 25th, 2012).
Netheril96, (2011), Illustration of Isothermal Process,
http://en.wikipedia.org/wiki/File:Isothermal_process.svg (Accessed March 7th, 2012).
Purwanto, B., (2009), Theory and Application of Physics 2 for Grade XI of Senior
High School and Islamic Senior High School, Solo,Tiga Serangkai.
Ruwanto, B., (2005), Asas-Asas Fisika 2B, Jakarta, Yudhistira.
Saprudin, I. and Friedayati, R., (2007), Fisika untuk SMA dan MA Kelas XI,
Balikpapan,CV Nadia Sarana Utama.
Sarwono, Sunarroso, Suyatman, (2009), Fisika 2: Mudah dan Sederhana untuk
SMA/MA kelas XI, Jakarta, Pusat Perbukuan, Departemen Pendidikan
Nasional.
Sudjana, (2005), Metoda statistika, 6th ed.,Tarsito, Bandung.
User:Stannered, (2007), Image of Adiabatic Process,
http://en.wikipedia.org/wiki/File:Adiabatic.svg (Accessed March 7th, 2012).
Zimmaro, D. M., (2010), Writing a Good Multiple Choice 8xams,