THE EFFECT OF MNEMONIC TECHNIQUE INTO STUDENTS LEARNING OUTCOMEAND RETENTION OF HUMAN REPRODUCTION SYSTEM GRADE XI SCIENCESMA NEGERI 8 MEDAN ACADEMIC YEAR 2013/2014.
T H E E FF E C T O F M N EM O N I C T E CH NI Q U E I N TO S TU D E N TS L E A R N I NG OU T COM E A ND R E T EN TI O N O F H UM AN
REPRODUCTION SYSTEM GRADE XI SCIENCE SMA NEGERI 8 MEDAN ACADEMIC YEAR 2013/2014
By:
Rafika Novianti 4103342022
Biology Bilingual Education Study Program
THESIS
Submitted to fulfill the requirement for the degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES THE STATE UNIVERSITY OF MEDAN
MEDAN 2014
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ACKNOWLEDGEMENT
First of all, the writer would like to Thanks to ALLAH SWT for Love and grace that has given health and wisdom to the author so this Thesis can be completed properly in accordance with planned time. This Thesis is aimed to fulfill the requirement for the degree of Sarjana Pendidikan at Biology Department, Faculty of Mathematics and Natural Science, State University of Medan.
During the process of writing the thesis, the writer realized that she had many mistaken. Meanwhile, she has been given some suggestions, comments, academic guidance, and moral support from her consultant and others that she would like to express her sincere thanks.
The writer would like to express her great gratitude to Dr. Ely Djulia, M.Pd as consultant for her generous assistance, guidance, advices and valuable time to read and discuss the thesis until it is completed, and thank for being her inspirational person. The author also would like thank profusely to Prof. Drs. Motlan, M.Sc, Ph. D., as dean of the Faculty of Mathematics and Natural Science, State University of Medan, and thanks to Prof.Dr.rer.nat.Binari Manurung, M.Si as Coordinator of Bilingual Program. Dr. Hasruddin, M.Pd, Dra. Meida Nugrahalia, M.Sc, Dr. Syahmi Edi, M.Si. as the lecturer team examiners for their suggestion and constructive criticisms for the revision of this thesis and for Dra. Rosita Sinaga as her academic supervisor who has guided the author during academic program.
My never ending thankfulness is fully to my beloved father Abd. Latif Ibrahim and my mother Lisnahayati for their everlasting love, hopeful prayers in her life, and the entire moral and the financial support that have enabled her to finish her study. Her special thanks and admiration are also due to her sisters, Dini Yunita Sari,SHI, Sri Mardiani Marwan and also my beloved bestfriends Edrini Utami Putri, Ahmad Faisal Nasution, RANSUFA (
Hafizah Ilmi sufa, Astari Novita Siregar and Novita Sari) and FunFive
(Syuhada,Riady,Amin,Rangga and Iam).
The writer also thanks to the headmaster of SMA Negeri 8 Medan, Drs. Sudirman, M.Si and Biology teacher, Mam Nursita Purba, and all the teachers and student especially XI science 3 and XI science 4 Academic Year 2013/2014 in SMA Negeri 8 Medan who received the presence of the author during research in these classes. And for all my friends in class Biology Bilingual Education 2010 (dewi, eka, frendy, helma, hastika, ika, herlina, edwardy,
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melanie, lea, marta, nanda, rani, liza, mbak tri, tiara, hendra) who show the meaning of friendship. The writer also thanks to BioBil 08 ( silvia, raja novi and winny) that give me motivation and suggestion.
The writer had tried as much as possible in the completion of this thesis, but the writer is aware there are still many weaknesses in terms of content and grammar therefore the writer is pleased to receive some suggestions and constructive criticism from readers for the thesis being perfect. Any suggestion for the improvements in the future will be highly appreciated.
Medan, July 2014 Author,
Rafika Novianti NIM 4103342022
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The E ffect O f M nemonic Techniqu e into Students Lea rning Outco me And Retention Of Human Reproduction System Grade XI Science
SMA Negeri 8 Medan Academic Year 2013/2014
Rafika Novianti (4103342022) ABSTRACT
This quasy experiment research aims to investigate the effect of student learning outcome and its retention through using mnemonic technique on human reproductive system in class XI science SMA Negeri 8 Medan Academic year 2013/2014. The population of this research was all students in class XI science SMA Negeri 8 Medan totaling 163 students. The sample waas taken by using purposive sampling and was obtained the sample for 41 students of mnemonic class (XI science 4) and 41 students of control class (XI science 3). The instrument of research was student’s learning outcome test in multiple choise form consist of 30 questions which has been validited by expert. The result of data analysis showed that post-test in mnemonic class (78.90) and control class (71.70). After t post-test was carried out by using significant degree α= 0.05, it was obtained that tcount = 5.1502 dan ttable = 1.9901, so tcount > ttable (5.1502 > 1.9901). It means that there is significant difference between student learning outcome for mnemonic class and conventional class. Then, for retention test the result showed that the average value in mnemonic class (66.00) and control class (52.43). After t test was carried out by using significant degree α= 0.05, it was obtained that tcount = 7.084 dan ttable = 1.990, so tcalculate (7,084) > ttable (1.9901).it means that there is significant difference
between student’s retention in mnemonic class and control class. It was concluded that
students’ learning outcome and retention more better using mnemonic technique than conventional class that taught without mnemonic technique. This study imply that each teacher can choose this technique to increase quality of students’ learning outcome and retention in biology matter expecially of human reproductive system topic in senior high school.
Keyword : Human Reproductive System, Learning Outcome, Mnemonic technique, Retention, Senior High School.
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vi
TABLE OF CONTENT
Pages
Thesis Approval i
Biography ii
Abstract iii
Acknowledgement iv
Table of Content vi
List of Figures viii
List of Tables ix
List of Appendix x
CHAPTER I BACKGROUND 1
1.1. Background of Problem 1
1.2. Problem Identification 4
1.3. The Scope of Study 4
1.4. Reseach Question 5
1.5. Research Objectives 5
1.6. Benefits of Research 5
CHAPTER II LITERATURE REVIEW 6
2.1. The Theoritical Framework 6
2.1.1. Learning Concept 6
2.1.2. Understanding of Learning 6
2.1.3. Teaching and Learning Process 8
2.1.4. Learning Outcomes 8
2.1.5. Retention 12
2.1.6. Mnemonic Technique 15
2.1.7. Human Reproductive System 17
2.2. Conceptual Framework 25
2.3. Hypothesis 25
CHAPTER III RESEARCH METHODOLOGY 27
3.1. Location and Time of Research 27
3.2. Population dan Sample 27
3.3. Desaign of Research 27
3.4. Research Instruments 28
3.5. Research Procedures 30
3.6. Data Collection Technique 32
3.7. Organization Tabulation of Data 35
3.8. Analysis Data Technique 35
CHAPTER IV RESULT AND DISCUSSION 38
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vii
4.1.1. Data of Students Value 38
4.2. Analysis Data 41
4.2.1. Normality Test 41
4.2.2. Homogeneity Test 41
4.2.3. Hipotesis test 42
4.3. Discussion of Research 42
CHAPTER V CONCLUSION AND SUGGESTION 46
5.1. Conclusion 46
5.2. Suggestion 46
REFERENCES 47
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LIST OF TABLES
Pages
Table 3.1 Number of Grade XI Science Students 27
Table 3.2 Design of Research 28
Table 3.3 Cognitive Questions 29
Table 4.1 Normalitas Test 41
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viii
LIST OF FIGURES
Pages
Figure 2.1 Male Reproductive Organs 20
Figure 2.2 Mechanism of Spermatogenesis 21
Figure 2.3 Female Reproductive Organs (side) 24
Figure 2.4 Female Reproductive Organs (front) 24
Figure 3.1 Research Procedure 31
Figure 4.1 Diagram of Pre-test 39
Figure 4.2 Diagram of Post-test 40
Figure 4.3 Diagram of retention test 41
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x
LIST OF APPENDIX
Pages
Appendix 1 Syllabus of Learning Activities 50
Appendix 2 Lesson Plan for Experimental Class 52
Appendix 3 Lesson Plan for Control Class 64 Appendix 4 Cognitive Test and Answer Key 75 Appendix 5 The Calculation of Validity Test 85
Appendix 6 The Calculation of Realibility Test 87
Appendix 7 Table Calculation Validity and Reability 89 Appendix 8 The Calculation of Discrimination Power 90 Appendix 9 Tabel calculation Discrimination Power 92 Appendix 10 The Calculation of Difficulty Index 93
Appendix 11 Table Calculation Difficulty Index 95
Appendix 12 The Calculation of Data Analysis 96 Appendix 13 The Calculation of Average and Standart Deviation 98
Appendix 14 The Normality Test of Research Data 103
Appendix 15 The Calculation of Homogeneity Test 107
Appendix 16 Hypothesis Test 109
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1
CHAPTER I
INTRODUCTION
1.1 Background of Problem
Learning is an essential process to change human behavior that can be seen from the cognitive, affective, and psychomotor. Learning is a concept that consists of four interrelated elements, namely are : learners, stimulation, memory, and response. Linkage of the four elements of learning that is demonstrated by the phenomenon of learning activities will appear on the learner's self when there is interaction between stimuli with memory contents therefore the behavior (response) learners change from the time before and after the introduction of the stimulus situation.
Memory is one of the meaning learning process in the above. Memory is a process of remembering a lesson before understanding the subject matter. However there are still many teachers who do not give attention to how students memorize easily and quickly. They only think that students can understand what they have learned. Many people believe that to understand is better than memorize, before someone can understand the subject matter she/he must memorize the names or the order of the subjects.
Biology is one of the science lessons that related how to find out and understand the universe systematically. Learning biology involves mastering declarative and procedural knowledge. It makes student feel bored to learn science expecially biology matters. Arturs Combs theory said that the teacher should be able to teach subject matter and to indicate the relation to environment surrounding students area (Suprihatiningrum, 2013). Human reproduction system is a topic requiring sistematic knowledge.
The learning otcome is indicator for teacher to know students mastering to subject matter that has been taught. Good learning process will continue well if all students have retain well. Therefore, if the students retantion is bad, learning process will be stagnant and caused the target of learning is not attained.
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2
Retantion is able to restore because retention is not caried from as she/he was born, but it is created by using the exact technique. The students are able to get and access the information easily(Stine, 2003).To improve long term memory of students in learning biology, some researchers find Mnemonic technique is effective. The result of this study uses independent sample t-test of parameter statistics (Halim, 2001) found that the value t = 5.344 (t>1.697) and F = 0.179 (F>0.05). The differences of average score between experiment class and control class is 33.12. It is showed that Mnemonic technique in this study to be effective and be successful to improve long term memory of students in learning biology. Mnemonic technique makes memorization easier by making the process of consolidation, or conversion of short term memory into long term memory more efficient.
Retantion is important in learning process because it is part of memorizing that causes alteration permanently in learning outcomes. Students retention are able to be improves by involving students actively in learning process. Th role of active students in learning is able to be done in various ways from minimum to maximum (Aryanti, 2007).
Interview has been done by biology teacher at SMAN 8 Medan. Although the education level is different, human reproduction system is also discussed at class XI. Therefore the author assumes that it will happen the students similarity problem it difficult to memorize the names and the order of the organs of the reproductive system in humans because teachers are still using monotonous way in teaching the topic. She said teachers still use the conventional way of teaching and without using of appropriate teaching techniques to help students to memorize quickly. To help the problem there mnomonik memorize techniques that can be used by teachers in teaching biology, especially in the mostly systematic and Latin name.
The learning process in the classroom will be going well when all students have a good memory. When most of the students have a poor memory in remembering the subject matter of course there will be problems because of the learning process becomes slow. The memory can be improved. Stine (2003) that
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3
people who have a good memory is not born but is created. Through the right techniques, one can utilize the memory so as to obtain the best from it, to process and access information easily To facilitate an understanding of the utilization of memory, we need to know how it works.
Tony buzan (inventor mind map) and gransmaster chess Raymond Keen OBE in 1991 in England that invented mnemonic technique which is used at competition, this is useful for keeping technique and recalling information.
Mnemonic is taken from the Greek, namely mnemonikos discuss means "remember". Wojowasito dan Wasito (1980) There are many techniques to do so mnemonic memory could be stronger and last longer recitation in the head. Mnemonic is technique to remember information that is very difficult to remember back. There are three basic principles when using the mnemonic, namely : imagination, association and location. Based on these definitions it can be said that the mnemonic is a technique to make it easier to remember something that is done to make a statement or expression, or connecting words, ideas, and fantasies. In other words meaningful mnemonic memory techniques to utilize in certain ways. The benefits of using the mnemonic is to make it easy to remember. Of course, it will also facilitate learning. Barriers to learning will be lost. It will raise the motivation of students to study harder, therefore it can eventually achieve optimal learning outcomes.
The focus of mnemonic strategies is so specific that they are intended to be used to enhance the recall of the components of any lesson for which memory is needed. It is found for example, that mnemonic strategies can be used to enhance science learning when the curriculum involves a textbook/lecture format or when the curriculum involves a hands-on, inquiry learning format. Even though these approaches to science learning are very different (Mastropieri, 1994), mnemonic strategies can still be incorporated for the elements that require recall.
Retention is process to recall previous lesson that taught where the lesson enters to long terms our memories. This can be done by reviewing where we are going to re-examine the structure and function and may remove misconceptions that exist in their brains. Theory used in this learning model is a theory of
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4
information processing. Stages of a good learning process, According to Gagne (1975) includes eight phases: (1) motivation, (2) apprehending phase, (3)acquisition phase (4) retention phase, (5) recall phase, (6) generalization phase, (7) performance phase and (8) feedback phase. From the steps above, teachers can make learning innovations for interventions and learning processes can be run in accordance with the intended purpose (Hamzah, 2011).
Therefore from the description above, researcher will observe a research and conduct the research with title “The Effect Of Mnemonic Technique into Students Learning Outcome And Retention Of Human Reproduction System For
Grade XI Science Of SMA Negeri 8 Medan Academic Year 2013/2014”
1.2Problem Identification
Based on the background above, the problem identifications of this study are as follows :
1. Biology learning process is monotonous and no technique to memorize quickly in reproductive system topic.
2. The selection of models and instructional media that have not been effective especially in Biology lessons on the human reproductive system.
3. Student learning outcomes in biology subject matter is still relatively low.
1.3The Scope of Study
By regarding the extent indentified problems therefore in this research, the scope of study is limited in :
1. The using of Mnemonic Technique as the instructional learning resource in
Human Reproduction system subtopic for grade XI science at SMA Negeri 8
Medan academic year 2013/2014.
2. The improving of students learning outcome and retention on Human
Reproduction system subtopic for grade XI science at SMA Negeri 8 Medan
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5
1.4Reseach Questions
In this study, the research questions are as follows :
1. Is there any significant difference students learning outcome between class taught by using Mnemonic technique and without Mnemonic technique on human reproduction system at SMA Negeri 8 Medan?
2. Is there any significant difference students retention between class taught by using Mnemonic technique and without Mnemonic technique on human reproduction System at SMA Negeri 8 Medan?
1.5Research Objectives
The objectives of this study are :
1. Knowing difference between students learning outcome is taught by using
Mnemonic technique and without Mnemonic technique on Human
reproduction system at SMA Negeri 8 Medan.
2. Knowing difference between students retention is taught by using
Mnemonic technique and without Mnemonic technique on Human
reproduction system at SMA Negeri 8 Medan.
1.6Significances of Research
The significances that expected from the results of this study are :
1.For teachers, this study is expected able to enhance the innovative learning instructional by Mnemonic Technique in the classroom.
2.For students, Mnemonic Technique is expected able to improve the students learning outcome on Human reproduction system.
3.For school, can increase the learning quality especially in learning human reproduction system.
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47
47 CHAPTER V
CONCLUSSION AND SUGGESTION
5.1. Conclussion
The Conclussion of this research are :
1. There is significant difference of student learning outcome in class XI IA 4 as mnemonic class and class XI IA 3 as control class that taught by conventional learning on human reproduction system.
2. There is significant difference of student retention in class XI IA 4 as mnemonic class and class XI IA 3 as control class that taught by conventional learning on human reproduction system. It concluded that mnemonic technique more better than conventional class to increase students’ learning outcome and retention of human reproductive system topic in senior high school.
5.2. Suggestion
Based on these result the suggestion that researcher can provide are :
1. The biology teacher can using mnemonic technique as alternative in choose the technique of learning that expected to increase student’s learning outcome and retention.
2. Giving reinforcement to students that have increase of learning outcome is very effective to increase students’s learning outcome and retention. 3. Can make consideration for the school to direct the teachers to be more
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48
References
Arikunto,S (2010), prosedur penelitian Suatu Pendekatan Praktik, PT Rineka Cipta, Yogyakarta
Aryulinda ( 2007). Biologi 2 SMA dan MA untuk Kelas XI. Jakarta : Esis. Buzan, Tony. (2002). Use Your Perfect.tifemory. Teknik Optimalisasi Daya Ingest.
Temuan Terkini Tentang Otak Manusia. Terjemahan Basuki Heri Winarno. Ikon Terelitera. Yogyakarta.
Depdikbud, (1991), Kamus Besar Bahasa Indonesia, Ed ke-2, Balai Pustaka, Jakarta.
Dimyanti and Mudjiono, (2006), Belajar dan Pembelajaran, Rineka Cipta, Jakarta.
Djamarah, S.B., Zein, A., (2002), Strategi Belajar Mengajar, Rineka Cipta, Jakarta.
Hamdani, (2011), Strategi Belajar Mengajar, Penerbit CV. Pustaka Setia, Bandung.
Hamzah B. Uno. (2006). Orientasi baru dalam psikologi pembelajaran, Bumi Aksara , Jakarta.
Higbee, Kenneth L. (2003). Mengasah Daya Ingat. Dahara Prize. Semarang. Ormrod,J.E., (2009), psikologi pendidikan, Erlangga, Jakarta.
Prawirohartono, Slamet. (2007). Sains Biologi 2 SMA/MA. Jakarta : Bumi Aksara
Rohmah,A (2008). Pengaruh Pembelajaran Strategi Mnemmonik Tipe Teknik
Pasak Lokasi Pada Pokok Bahasan Struktur Sel Hewan dan Sel Tumbuhan Terhadap Hasil Belajar Siswa Kelas XI IA Semester 1 MA FUTUHIYYAH
2 MRAGGEN tahun pelajaran 2008/2009. Skripsi. FMIPA. IKIP PGRI
SEMARANG. Semarang
Slameto, (2010), Evaluasi Pendidikan, Bumi Aksara, Jakarta.
Sprenger,M., (1994), Cara Mengajar Agar Siswa Tetap Ingat, Erlangga, Jakarta. Stine, Jean Marie. 2002. Double Your Brain Power. Meningkatkan Daya Ingat Anda
(18)
49
Sudjana, N., (2005), Penilaian Hasil Belajar Mengajar, Penerbit PT. Remaja Rosdakarya, Bandung
Sufriska,W.,(2012), The Comparison of student Learning Outcomes and Retention Through Implementing Word Square and Crossword puzzle Model On
Plant Movements in Class VIII SMP NEGERI 1 Tebing Tinggi. Skirpsi,
FMIPA, UNIMED, Medan
Sunarto, H., Hartono, Agung, B., (2002), Perkembangan Peserta Didik, Rineke Cipta, Jakarta.
Suprihatiningrum, J.,(2013), Strategi Pembelajaran, Ar-ruzz media, Jogjakarta.
Usman, M.U., (2005), Menjadi Guru Professional, Penerbit PT. Remaja
Osdakarya, Bandung
Winkel, W.S., (1996), Psikologi Pengajaran, Gramedia, Jakarta.
Wojowasito S dan Wasito Tito. (1980). Kumus Lengkap Inggris – Indonesia Indonesia - Inggris dengan Ejaan yang Disempunakan. Nasta. Bandung. Yeoh,M., (2012), Musical Mnemonics to Facilitate Learning of Matriculation
Biology: Electron Transport Chain. Biology Unit, Kolej Matrikulasi
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people who have a good memory is not born but is created. Through the right techniques, one can utilize the memory so as to obtain the best from it, to process and access information easily To facilitate an understanding of the utilization of memory, we need to know how it works.
Tony buzan (inventor mind map) and gransmaster chess Raymond Keen OBE in 1991 in England that invented mnemonic technique which is used at competition, this is useful for keeping technique and recalling information.
Mnemonic is taken from the Greek, namely mnemonikos discuss means "remember". Wojowasito dan Wasito (1980) There are many techniques to do so mnemonic memory could be stronger and last longer recitation in the head. Mnemonic is technique to remember information that is very difficult to remember back. There are three basic principles when using the mnemonic, namely : imagination, association and location. Based on these definitions it can be said that the mnemonic is a technique to make it easier to remember something that is done to make a statement or expression, or connecting words, ideas, and fantasies. In other words meaningful mnemonic memory techniques to utilize in certain ways. The benefits of using the mnemonic is to make it easy to remember. Of course, it will also facilitate learning. Barriers to learning will be lost. It will raise the motivation of students to study harder, therefore it can eventually achieve optimal learning outcomes.
The focus of mnemonic strategies is so specific that they are intended to be used to enhance the recall of the components of any lesson for which memory is needed. It is found for example, that mnemonic strategies can be used to enhance science learning when the curriculum involves a textbook/lecture format or when the curriculum involves a hands-on, inquiry learning format. Even though these approaches to science learning are very different (Mastropieri, 1994), mnemonic strategies can still be incorporated for the elements that require recall.
Retention is process to recall previous lesson that taught where the lesson enters to long terms our memories. This can be done by reviewing where we are going to re-examine the structure and function and may remove misconceptions that exist in their brains. Theory used in this learning model is a theory of
(2)
information processing. Stages of a good learning process, According to Gagne (1975) includes eight phases: (1) motivation, (2) apprehending phase, (3)acquisition phase (4) retention phase, (5) recall phase, (6) generalization phase, (7) performance phase and (8) feedback phase. From the steps above, teachers can make learning innovations for interventions and learning processes can be run in accordance with the intended purpose (Hamzah, 2011).
Therefore from the description above, researcher will observe a research and conduct the research with title “The Effect Of Mnemonic Technique into Students Learning Outcome And Retention Of Human Reproduction System For Grade XI Science Of SMA Negeri 8 Medan Academic Year 2013/2014”
1.2Problem Identification
Based on the background above, the problem identifications of this study are as follows :
1. Biology learning process is monotonous and no technique to memorize quickly in reproductive system topic.
2. The selection of models and instructional media that have not been effective especially in Biology lessons on the human reproductive system.
3. Student learning outcomes in biology subject matter is still relatively low.
1.3The Scope of Study
By regarding the extent indentified problems therefore in this research, the scope of study is limited in :
1. The using of Mnemonic Technique as the instructional learning resource in Human Reproduction system subtopic for grade XI science at SMA Negeri 8 Medan academic year 2013/2014.
2. The improving of students learning outcome and retention on Human Reproduction system subtopic for grade XI science at SMA Negeri 8 Medan academic year 2013/2014.
(3)
1.4Reseach Questions
In this study, the research questions are as follows :
1. Is there any significant difference students learning outcome between class taught by using Mnemonic technique and without Mnemonic technique on human reproduction system at SMA Negeri 8 Medan?
2. Is there any significant difference students retention between class taught by using Mnemonic technique and without Mnemonic technique on human reproduction System at SMA Negeri 8 Medan?
1.5Research Objectives
The objectives of this study are :
1. Knowing difference between students learning outcome is taught by using
Mnemonic technique and without Mnemonic technique on Human
reproduction system at SMA Negeri 8 Medan.
2. Knowing difference between students retention is taught by using
Mnemonic technique and without Mnemonic technique on Human
reproduction system at SMA Negeri 8 Medan.
1.6Significances of Research
The significances that expected from the results of this study are :
1.For teachers, this study is expected able to enhance the innovative learning instructional by Mnemonic Technique in the classroom.
2.For students, Mnemonic Technique is expected able to improve the students learning outcome on Human reproduction system.
3.For school, can increase the learning quality especially in learning human reproduction system.
(4)
47 CHAPTER V
CONCLUSSION AND SUGGESTION
5.1. Conclussion
The Conclussion of this research are :
1. There is significant difference of student learning outcome in class XI IA 4 as mnemonic class and class XI IA 3 as control class that taught by conventional learning on human reproduction system.
2. There is significant difference of student retention in class XI IA 4 as mnemonic class and class XI IA 3 as control class that taught by conventional learning on human reproduction system. It concluded that mnemonic technique more better than conventional class to increase students’ learning outcome and retention of human reproductive system topic in senior high school.
5.2. Suggestion
Based on these result the suggestion that researcher can provide are :
1. The biology teacher can using mnemonic technique as alternative in choose the technique of learning that expected to increase student’s learning outcome and retention.
2. Giving reinforcement to students that have increase of learning outcome is very effective to increase students’s learning outcome and retention. 3. Can make consideration for the school to direct the teachers to be more
(5)
References
Arikunto,S (2010), prosedur penelitian Suatu Pendekatan Praktik, PT Rineka Cipta, Yogyakarta
Aryulinda ( 2007). Biologi 2 SMA dan MA untuk Kelas XI. Jakarta : Esis.
Buzan, Tony. (2002). Use Your Perfect.tifemory. Teknik Optimalisasi Daya Ingest. Temuan Terkini Tentang Otak Manusia. Terjemahan Basuki Heri Winarno. Ikon Terelitera. Yogyakarta.
Depdikbud, (1991), Kamus Besar Bahasa Indonesia, Ed ke-2, Balai Pustaka, Jakarta.
Dimyanti and Mudjiono, (2006), Belajar dan Pembelajaran, Rineka Cipta, Jakarta.
Djamarah, S.B., Zein, A., (2002), Strategi Belajar Mengajar, Rineka Cipta, Jakarta.
Hamdani, (2011), Strategi Belajar Mengajar, Penerbit CV. Pustaka Setia, Bandung.
Hamzah B. Uno. (2006). Orientasi baru dalam psikologi pembelajaran, Bumi Aksara , Jakarta.
Higbee, Kenneth L. (2003). Mengasah Daya Ingat. Dahara Prize. Semarang. Ormrod,J.E., (2009), psikologi pendidikan, Erlangga, Jakarta.
Prawirohartono, Slamet. (2007). Sains Biologi 2 SMA/MA. Jakarta : Bumi Aksara
Rohmah,A (2008). Pengaruh Pembelajaran Strategi Mnemmonik Tipe Teknik Pasak Lokasi Pada Pokok Bahasan Struktur Sel Hewan dan Sel Tumbuhan Terhadap Hasil Belajar Siswa Kelas XI IA Semester 1 MA FUTUHIYYAH 2 MRAGGEN tahun pelajaran 2008/2009. Skripsi. FMIPA. IKIP PGRI SEMARANG. Semarang
Slameto, (2010), Evaluasi Pendidikan, Bumi Aksara, Jakarta.
Sprenger,M., (1994), Cara Mengajar Agar Siswa Tetap Ingat, Erlangga, Jakarta. Stine, Jean Marie. 2002. Double Your Brain Power. Meningkatkan Daya Ingat Anda
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Sudjana, N., (2005), Penilaian Hasil Belajar Mengajar, Penerbit PT. Remaja Rosdakarya, Bandung
Sufriska,W.,(2012), The Comparison of student Learning Outcomes and Retention Through Implementing Word Square and Crossword puzzle Model On Plant Movements in Class VIII SMP NEGERI 1 Tebing Tinggi. Skirpsi, FMIPA, UNIMED, Medan
Sunarto, H., Hartono, Agung, B., (2002), Perkembangan Peserta Didik, Rineke Cipta, Jakarta.
Suprihatiningrum, J.,(2013), Strategi Pembelajaran, Ar-ruzz media, Jogjakarta. Usman, M.U., (2005), Menjadi Guru Professional, Penerbit PT. Remaja
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