THE IMPLEMENTATION OF POGIL STRATEGY BASED ON LESSON STUDY WITH INTERACTIVE MEDIA IN INCREASING STUDENTS ACHIEVEMENT AND INTEREST ON TEACHING OF STOICHIOMETRY.
THE IMPLEMENTATION OF POGIL STRATEGY BASED ON LESSON
STUDY WITH INTERACTIVE MEDIA IN INCREASING
STUDENT’S ACHIEVEMENT AND INTEREST ON
TEACHING OF STOICHIOMETRY
By:
Angela Natalia Sinambela
Reg. Number 4113131003
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Getting Degree of
Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2015
iii
THE IMPLEMENTATION OF POGIL STRATEGY BASED ON LESSON
STUDY WITH INTERACTIVE MEDIA IN INCREASING
STUDENT’S ACHIEVEMENT AND INTEREST ON
TEACHING OF STOICHIOMETRY
Angela Natalia Sinambela (Reg. Number : 4113131003)
ABSTRACT
This research have aim to know the affect of the POGIL Strategy based on Lesson
Study with Interactive Media toward student’s achievement and interest, and also the
correlation of student’s achievement and interest. This research conducted at 3 Senior
High Schools in Medan, they are SMAN 2, SMAN 3 and SMAN 15. In this study, is
chosen 2 class as the sample, the first class as the control class that taught by Direct
Instruction with Interactive Media and the second class as the experiment class that
taught by POGIL Strategy based on Lesson Study with Interactive Media with the
presence of 2 observers who observe the activity of students. The research instruments
are achievement test which are pretest and posttest by using multiple choice questions
and non test in list interest form. Both of instruments have been validated. The research
data is analyzed by SPSS 22 for Windows. The result show that 1) The student’s
achievement taught by POGIL Strategy based on Lesson Study with Interactive Media
give higher significance difference than Direct Instruction with Interactive Media. It can
be seen from the average of gain and also proved with t-test in each of 3 senior hig
schools target, the normalized gain at SMAN 2 Medan got 63 % in control class and 71
% in experiment class. At SMAN 3 Medan got 68 % in control class and 79 % in
experiment class. And at SMAN 15, got in control class is 67 % and 80 % for
experiment class, (2) The student’s interest taught by POGIL Strategy based on Lesson
Study with Interactive Media give higher significance difference than Direct Instruction
with Interactive Media in 3 SHS target. It can be seen from the average of interest using
the observation sheet and questionnaire at SMAN 2 Medan (Experiment 74.39% >
Control Class 61.05% ) , at SMAN 3 Medan (Experiment 80.91% > Control 70.03%), at
SMAN 15 Medan (Experiment 76.18 % > Control 68.95%) (3) There is strong
correlation between two variables that are student’s achievement and student’s interest
at 3 SHS targets. It can be seen from the value of Pearson correlation at 3 senior high
schools (SMAN 2 = 0.720 ; SMAN 3 = 0.683 ‘ SMAN 15 = 0.572) The student’s
interest has positive correlation to the increasing of student’s achievement or can be said
that student’s interest influence or support the increasing of student’s achievement.
Keywords: POGIL Strategy, Direct Instruction Lesson Study, Interactive Media,
Student’s Achievement, Student’s Interest.
vii
CONTENTS
Page
Legalization Paper
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Contents
vii
List of Figures
x
List of Tables
xi
List of Appendix
xii
CHAPTER I INTRODUCTION
1.1 Background
1
1.2 Problem Identification
5
1.3 Problem Limitation
5
1.4 Research Formulation
6
1.5 Research Objective
6
1.6 Research Benefit
7
1.7 Operational Definition
7
CHAPTER II LITERATURE STUDY
2.1.1 Nature of Learning Achievement in Chemistry
8
2.1.2 Nature of Student Interest
9
2.1.3 Nature of Learning Model
10
2.1.4 Inquiry Learning Model
11
2.1.5 Guided Inquiry Learning Model
14
2.1.6 Process Oriented Guided Inquiry Learning (POGIL)
15
2.1.7 Direct Instruction Learning Model
17
2.1.8 Lesson Study
18
2.1.9 Nature of Learning Media
20
2.1.10 Interactive Media Learning
21
viii
2.1.11 Macromedia Flash
22
2.1.12 Mole concept
23
2.2
Conceptual Framework
32
2.3
Hyphotesis
33
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Location and Objects
34
3.2 Research Population and Sample
34
3.3 Research Variable
34
3.3.1 Independent Variable
34
3.3.2 Dependent Variable
34
3.3.3 Control Variable
35
3.4 Research Design
35
3.5 Research Procedure
37
3.5.1 Preparation of POGIL Strategy for the Stoichiometry
37
3.5.2 Implementation of Pogil Strategy With Interactive Media
Based on Lesson Study for teaching of Stoichiometry
3.6 Research Instrument
37
40
3.6.1 Test Instrument
40
3.6.2 Questionnaire of Student’s Interest
40
3.6.3 Observation Sheet of Student’s Interest
42
3.7 Technique of Data Collection
42
3.7.1 Questionnaire and Observation Sheet of Student’s Interest
42
3.7.2 Test of Students Result
43
3.7.2.1 Validity Test
43
3.7.2.2 Reliability Test
43
3.7.2.3 Difficulty Level Test
43
3.7.2.4 Discrimination Index Test
44
3.8 Technique of Data Analysis
45
3.8.1 Normality Test
45
3.8.2 Homogenity Test
45
ix
3.8.3 Normalized Gain
46
3.8.4 Hypothesis Testing
46
CHAPTER IV RESULT AND DISCUSSION
4.1 The Description of School Sample
47
4.2 Description of POGIL Strategy based on Lesson Study on teaching
of Stoichiometry Topic
4.3 The Instrument’s Analysis
47
49
4.3.1 The Observation Sheet of Student’s Interest
49
4.3.2 The Questionnaire of Student’s Interest
50
4.3.3 Instrument Validity
50
4.3.4 Instrument Reliability
50
4.3.5 Difficulty Index of Evaluation Test
51
4.3.6 Discriminating Power Index of Evaluation Test
51
4.4 The Data of Research’s Result
4.4.1 The Result of Pretest and Posttest
52
c52
4.4.2 The Result of Student’s Interest by Observation Sheet
53
4.4.3 The Result of Student’s Interest by Questionnaire
53
4.5 The Analysis Test of Data
53
4.5.1 Normality Test
54
4.5.1.1 Normality Test of Student’s Achievement
4.5.2 Homogeneity Test
4.5.2.1 Homogeneity Test of Student’s Achievement
4.6 Student’s Achievement
54
55
55
56
4.6.1 Student’s Achievement before Teaching Treatment
56
4.6.2 Student’s Achievement after Teaching Treatment
57
4.6.3 Gain (Increasing of Student’s Achievement)
57
4.7 Student’s Interest
58
4.8 Lesson Study
60
4.8.1 Lesson Study at SMAN 2 Medan
61
4.8.2 Lesson Study at SMAN 3 Medan
62
x
4.8.3 Lesson Study at SMAN 15 Medan
4.9 Hypothesis Test
64
65
4.9.1 Hypothesis Test of Hypothesis 1
66
4.9.2 Hypothesis Test of Hypothesis 2
67
4.9.3 Hypothesis Test of Hypothesis 3
67
4.10 Discussion
68
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion
72
5.2 Suggestion
73
REFFERENCE
74
xii
LIST OF TABLE
Table 2.1 Syntax of Inquiry Learning
14
Table 2.2 Syntax of Guided Inquiry Learning
15
Table 2.3 Syntax of Process Oriented Guided Inquiry Learning
17
Table 2.4 Syntax of Direct Instruction Model
18
Table 3.1 Research Design
35
Table 3.2 The Grille of Questionnaire Student Interest
41
Table 4.1 Description of Class that Used as Sample
47
Table 4.2 Summary of Instrument Test
52
Table 4.3 Data of Pretest and Post Test at 3 Senior High Schools
53
Table 4.4 Normality Test of Student Achievement
54
Table 4.5 Homogeneity Test of Student Achievement
55
Table 4.6 The Data of Student Achievement in Pretest
56
Table 4.7 The Data of Student Achievement in Posttest
57
Table 4.8 The Description of Gain at 3 Senior High Schools
58
Table 4.9 The Data of Students Interest
59
Table 4.10 The Hypothesis I Testing
66
Table 4.11 The Hypothesis II Testing
67
Table 4.12 The Hypothesis III Testing
68
xi
LIST OF FIGURE
Figure 2.1 Hierarchy Chart of Learning Model
11
Figure 2.2 Scheme of Lesson Study Activities
19
Figure 2.3 The Relation between Mole and Particles Amount
24
Figure 2.4 The Relation of mole with mass, Avogadro Number and volume
26
Figure 3.1 Research Design
36
Figure 3.2 The Scheme of Preparation of Pogil Strategy on Teaching
Stoichiometry
38
Figure 4.1 The Outline steps of Pogil Strategy with Interactive Media
Based on Lesson Study in Stoichiometry
Figure 4.2 The students Interest of 3 Senior High Schools in Medan
49
60
xiii
LIST OF APPENDIX
Appendix 1
Syllabus
77
Appendix 2
Lesson plan (Experiment class)
79
Appendix 3
Lesson plan (Control class)
100
Appendix 4
Analysis of Instrument
110
Appendix 5
Instrument Spesification
118
Appendix 6
Instrument Test
120
Appendix 7
Answer Key
128
Appendix 8
Observation Sheet of Student’s Interest
129
Appendix 9
Questionnaire of Student’s Interest
131
Appendix 10 Instrument Test Specification After Validation
135
Appendix 11 Instrument Test After Validation
136
Appendix 12 Answer Key of Instrument Test After Validation
140
Appendix 13 Validity Test Result
141
Appendix 14 Table of Validity Instrument Test
142
Appendix 15 Reliability Test Table
145
Appendix 16 Reliability Table of Test Instrument
147
Appendix 17 Difficulty Level Test Result
150
Appendix 18 Calculating of Difficulty Level Test
152
Appendix 19 Discriminating Power Test Result
154
Appendix 20 Calculation of Discriminating Power
156
Appendix 21 Pretest and Posttest Scores of Experiment and Control
158
Appendix 22 Normalized Gain of Experiment and Control Class
161
Appendix 23 Table of The Student Interest Observation Sheet
Of Experiment Class
167
Appendix 24 Table of the Average of Student Interest Observation
Sheet of Experiment Class
176
Appendix 25 Table of The Student Interest Observation Sheet
Of Control Class
Appendix 26 Table of the Average of Student Interest Observation
179
xiv
Sheet of Control Class
188
Appendix 27 Table of Student Interest Questionnaire of Experiment
Class
191
Appendix 28 Table of Student Interest Questionnaire of Control
Class
195
Appendix 29 Normality Test
199
Appendix 30 Homogeneity Test
208
Appendix 31 Hypothesis Test
211
Appendix 32 Documentation
221
1
CHAPTER I
INTRODUCTION
1.1
Background
Learning is an activity that involves a person in an effort to acquire the
knowledge, skills and positive values by utilizing a variety of sources to learn.
Education seeks to improve the ability of learners to a certain degree. To improve
the ability of learners, can begin with improving the quality of teachers in
teaching and behave professionally. The teacher as an educator is required
mastery of various abilities as a professional teacher in his field. The learning
process can not be separated from the activities of the teacher and student
activities in which teachers teach and students learn. Learning should not be done
by the students, but the teachers as a source of knowledge must be learned and
practiced in an effort to increase the competence of teachers. Thus creating a
professional teacher can be improving the quality of education. One of teachers
training model to achieve the quality of learning in schools is Lesson Study
(Wanarsih 2012). Lesson study is a comprehensive approach to the professional
learning and sustain teachers become lifelong learners in an effort to develop and
improve the quality of learning in the classroom. Lesson study conducted in the
classroom with the aim of for students to better understand and done jointly with
other teachers (Rahayu, 2005). The number of students in a class sometimes make
teachers are not able to pay attention to the development of students in the
following study, whether all students have actually learn, whether all has been
reached by the teacher's attention or just certain students who got the attention of
the teacher. Lesson Study is the teachers pay more attention to the development of
students, and students' competencies because the quality learning to be a focus
and point of attention. And because the present of teacher in class more than one,
so the chance of the interaction between student and teacher is more.
Several factors are seen as the causes of the global problems in education
are: (1) instructional methods used by teachers are often monotonous. Lecturing
method is method that is consistently used by teacher in the order of explaining
2
and then giving examples, exercise, and homework. There is no variation in
learning methods/ models based on the characteristics of the material to be
studied, (2) Teacher rarely give students the opportunities to interact with their
friends or teachers in developing an understanding of the concept and principles.
(3) Teaching process conducted by the teacher more emphasize on mathematical
manipulations; they start with the definition concept, and then put in
mathematically. (4) Teachers rarely give
method of resolving the problems
systematically. Teachers only see the final result of the assignment or task that the
students do. (5) Teachers are more interested in the students whose the correct
answer without analyzing the mistakes of the students and completion procedures.
(6) Teachers generally assume that all subject matters of sciences are enough
taught by lecturing or giving complete theories without considering that some also
need additional activity such as laboratory and outside activity to get deeper
understanding. (7) Teachers focus only on giving materials without inviting
students to do some projects to discover something which absolutely can improve
students’ discovery ability (Slavin, 2004). All of that problems are related to the
teachers rule as the determination process and the result of learning in class.
Professional teacher can manage the learning well. Then, Lesson Study can be
used in improving the professionalism of teacher.
Chemistry lesson is one of the subjects at Senior High School which is
categorized as a difficult subject for some students. Due to the difficulty of
studying this chemistry, the students often do not pay more attention to this
subject or less interest so that student achievement in Chemistry Subject is low. It
is also further exacerbated when the subject teachers of Chemistry explain the
materials monotonously, not using appropriate learning strategies in each topic
and not using varied media. Students just sitting, record, and listen to what the
teacher and few opportunities for students to ask. Thus, learning becomes not
conducive condition then students become passive.
Based on researchers observation in SMAN 15 Medan, the using of learning
media is still limited. And the learning is still using direct instruction. It is also
happened on the Integrated Field Experience Training (PPLT) of researcher at
3
SMAN 1 Sidikalang, media use is still limited in the learning process. This makes
students become less interested in studying chemistry or in other words a low of
student interest. Compared with researcher conducted during PPLT, by using
media power point in presenting the material, students pay more attention and
more enthusiastic in receiving learning. It can also be seen in increasing the
student achievement from UH-1 to UH-2. The average of UH-1 in class X-MIA 3
is 66 and the average of UH-2 is 80. Thus it can be said that the students are more
interested in receiving material by using media and also can increase the student
achievement.
Developments in science and technology can have a positive impact in the
learning process. Teachers are required to be creative in creating learning media
that make learning more interesting. Hamilk (1996) in Arsyad (2011: 15) states
that the use of learning media in the learning process can generate new desires and
interests, raise motivation and stimulation of learning activities, and even bring
psychological effects on students. By utilizing current technology would be easier
someone teachers to give information or teaching materials to students. Nowdays,
information and communication technology innovations is conducted continously
for the benefit of the learning activities, one of the breakthrough is the use of
interactive multimedia learning. (Nandi, 2006). Learning by using interactive
multimedia evolved on the basis of conventional learning that can not fulfill the
needs of learners in learning so that students feel less motivated to learn and
students feel difficult in understanding of materials that given by teacher. As a
result, students' interest has decreased.
Sunyono et all (2009) said that low interest, activity and the chemistry
student’ achievement are caused by several factors those are : (1) Delivering the
chemistry materials by the teacher using demonstration method is only once and
discussion tends to make students saturated. Student is only crammed with
information which is less concrete and less interest discussion because of theorist
characteristic. (2) Students have never been given the real direct experience in
observing a chemical reaction, so that students assume that chemistry subject is
abstract and difficult to understand. (3) Teaching method that used by teacher is
4
less varied and not innovative, so that its boring and make not interesting to
students.
Not only in creating a learning media, the successful of the learning
process is also influenced by the ability of teachers in designing learning
strategies appropriate to the objectives or competencies to be achieved. Chemistry
lessons that have abstract characteristics is very difficult to make students in
developing an understanding of chemical concepts. For that teachers should be
able to make appropriate learning strategies to make students able to understand
chemistry concepts and can apply it in everyday life.
One of the strategies that can be used is a Process Oriented Guided
learning strategy inquiry Learning (POGIL). In POGIL classroom students work
in groups (called learning in teams) that aims mastery of concepts (Zawadski,
2010). So that students are more focused in a process that involves their
knowledge to construct their own understanding of the material.Through POGIL
pupils develop skills, high level thinking and metacognition, communication,
teamwork, management, and assessment, and no longer rely on rote, but
developing skills for success in learning. Research about POGIL strategy has
already done by Sri Wahyuna Saragih (2012) with title Pengaruh Strategi
Pembelajaran Process Oriented Guided-Inquiry Learning (POGIL) Dengan
animasi Komputer Terhadap Motivasi dan Hasil Belajar Siswa SMA Pada Materi
Pokok Stoikiometri obtained that the students who taught using POGIL learning
strategies is higher learning outcomes than student who is taught by conventional
teaching with Zhitung > Ztabel ( 6.51 > 1.71)
In the science of chemistry, stoichiometry lesson is the study and calculate
the quantitative relationship of the reactants and products in chemical reactions
(chemical equations). This word comes from the Greek stoikheion (elements) and
Metria (size). Thus, the stoichiometry means chemical calculations. The concepts
underlying chemical calculations is the relative atomic mass, chemical formula,
equation, and the concept of the mole. Therefore, before entering into chemical
calculations, will discuss the concept.
5
Thus POGIL learning strategies can be applied to study the stoichiometry
to assist students in mastering concepts to the underlying chemical calculations.
By combining the POGIL strategy with Lesson study, expected that teacher can
guide student directly in developing their concept understanding of the learning
material and also the using of interactive media can increase the student interest
and students achievement. Based on that background, the authors is interested do
the research with a title : The Implementation of POGIL Strategy Based On
Lesson Study With Interactive Media in Increasing Students Achievement
And Interest On Teaching Of Stoichiometry.
1.2
Problem Identification
Based on the background described above, the identification of the
problem in this study are :
1.3
1.
The results of student learning in chemistry lesson is still low
2.
Using of media in learning Chemistry is unvaried
3.
The learning strategies which is not appropriate to teaching materials.
Problem Limitation
In order to achieve the expected goals, focus and direction research so
based on the identification of the problem, the researchers limited to:
1.
The subject material is a stoichiometry class X Senior High School
Academic Year 2014/2015
2.
The learning strategy is limited as follows: for the experimental class
using the POGIL strategy with Interactive media. For the control class
using the direct instruction with interactive media on the subject
matter stoichiometry.
3.
1.4
Learning media that will be used is Macromedia flash software
Problem Formulation
To make research brief that can be used as reference, so the problem
statement is made as follow :
6
1.
Is the students’ Achievement that taught by POGIL Strategy based on
Lesson Study using Interactive Media significant higher than taught
by Direct Instruction with Interactive Media ?
2.
Is the students’ Interest that taught by POGIL Strategy based on
Lesson Study using Interactive Media significant higher than taught
by Direct Instruction with Interactive Media ?
3.
Is there a significant correlation between student’s interest and the
increasing of student’s achievement?
1.5
The Objectives of Research
The objective of this research is to implement the POGIL Strategy based
on Lesson Study using Interactive Media in increasing the student’
achievement and interest on the teaching of Stoichiometry . Whereas the
specific objectives of this research are:
1. To determine whether there are significant higher of student’s
Achievement that taught by POGIL strategy based on Lesson study
with Interactive Media than taught by Direct Instruction with
Interactive Media
2. To determine whether there are significant higher of student’s interest
that taught by POGIL strategy based on Lesson study with Interactive
Media than taught by Direct Instruction with Interactive Media
3. To investigate the correlation between student’s interest and the
increasing of student’s achievement.
1.6
The Benefit of Research
This research is expected to give a benefit especially for Chemistry teacher
about how to repair the learning process by using POGIL strategy based on
Lesson study with Interactive Media to Chemistry teaching on Senior High
School. Generally, the benefits of this research are described as follow :
1.
Getting learning strategy that suitable and effective on teaching of
abstract concept to increase the student’ achievement and student’
interest.
7
2.
As input for Chemistry teacher how to make the chemistry subject
become interesting so that make the student’ achievement and the
students’ interest increase on learning of Chemistry.
1.7
Operational Definition
To avoid the difference or lack of clarify of meaning, the operational
definition on this study are :
1.
Process Oriented Guided Inquiry Learning Strategy is a learning
strategy which student work in groups that focuses on the ability
process on mastery a concept by using the inquiry approach.
2.
Lesson study is a learning assessment activities carried out by a group
of teachers in order to determine the effectiveness of learning.
3.
Interactive Media is learning media based on multimedia applications
are used in the learning process that used to deliver the materials of
learning
4.
Macromedia Flash is one of the programs in the form of audio-visual
display a clear message to students with a variety of animated images
that can stimulate student interest. simulate in the laboratory activities
as if the user is on the acrtual laboratory or can be referred to as the
Virtual Labs is a series of laboratory equipment
72
CHAPTER V
CONCLUSION AND SUGGESTION
5.1
Conclusion
After conducting the research and analyzing the data, there are some
conclusions that obtained, they are:
1.
Students’ achievement of the class taught by using POGIL strategy with
interactive media based on lesson study on teaching stoichiometry has
higher significant difference compared to the class taught by using direct
instruction method in all of schools. Learning stoichiometry by using
POGIL Strategy based on Lesson study with Interactive Media can increase
the student achievement at 3 senior high school target. It can be seen from
the gain value in each school. The students achievement at third school
(SMAN 2, SMAN 3, SMAN 15) for experiment class using POGIL Strategy
based on lesson study is higher than in control class by using direct
Instruction
2.
Students’ interest of the class taught by using POGIL strategy with
Interactive media based on lesson study on teaching stoichiometry has
higher significant difference compared to the class taught by using using
direct instruction method in all of schools. By using POGIL Strategy based
on Lesson study with Interactive Media can increase the student interest. It
can be seen from the observation sheet and questionnaire data that got in 3
of senior high school. The students interest increase per meeting in each of
school target.
3
There is a significant correlation between student’s interest and the
increasing of student’s achievement in 3 of senior high schools. It can be
seen using SPSS Program from the value of Sig. (sig < α ; 0.000 < 0.05).
The third of school have high correlation.
73
5.2
Suggestion
1.
It is suggested for chemistry teacher to use Strategy based on Lesson study
with Interactive Media on learning stoichiometry topic to increase student’s
achievement in learning process.
2.
It is suggested for chemistry teacher to use POGIL Strategy based on
Lesson study with Interactive Media on learning stoichiometry topic to
increase student’s interest in learning process.
74
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Keterampilan Generik Sains Pada Siswa di Propinsi Lampung, Unila,
Bandar Lampung
Villagonzalo E.C., (2014) , Process Oriented Guided Inquiry Learning : An
Effective Approach in Enhancing Student’s Academic Performance ,
DLSU Research Congress : 1-6
Widodo,
(2012)
,
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Pembelajaran
Kimia,
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://pendidikankhatulistiwa.blogspot.com/ Accessed on January 2015
Winarsih.A , Mulyani S. (2012) Peningkatan Profesionalisme Guru IPA Melalui
Study dalam Pengembangan Model Pembelajaran. Jurnal Pendidikan
IPA Indonesia. 1 (1) : 43-50
Yusnita, S., (2011) , Pengaruh Penerapan Virtual dan Piil Lab Berbasis
Cooperative Learning Terhadap Aktifitas dan Hasil Belajar Siswa pada
Pokok Bahasan Termokimia, PPS Unimed, Medan
Zawadski, R., (2010) , Is Process-Oriented Guided Inquiry Learning (POGIL)
suitable as a Teaching Method in Thailand’s Higher Education ? , Asian
Journal Education and Learning 1(2) : 66-74
STUDY WITH INTERACTIVE MEDIA IN INCREASING
STUDENT’S ACHIEVEMENT AND INTEREST ON
TEACHING OF STOICHIOMETRY
By:
Angela Natalia Sinambela
Reg. Number 4113131003
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Getting Degree of
Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2015
iii
THE IMPLEMENTATION OF POGIL STRATEGY BASED ON LESSON
STUDY WITH INTERACTIVE MEDIA IN INCREASING
STUDENT’S ACHIEVEMENT AND INTEREST ON
TEACHING OF STOICHIOMETRY
Angela Natalia Sinambela (Reg. Number : 4113131003)
ABSTRACT
This research have aim to know the affect of the POGIL Strategy based on Lesson
Study with Interactive Media toward student’s achievement and interest, and also the
correlation of student’s achievement and interest. This research conducted at 3 Senior
High Schools in Medan, they are SMAN 2, SMAN 3 and SMAN 15. In this study, is
chosen 2 class as the sample, the first class as the control class that taught by Direct
Instruction with Interactive Media and the second class as the experiment class that
taught by POGIL Strategy based on Lesson Study with Interactive Media with the
presence of 2 observers who observe the activity of students. The research instruments
are achievement test which are pretest and posttest by using multiple choice questions
and non test in list interest form. Both of instruments have been validated. The research
data is analyzed by SPSS 22 for Windows. The result show that 1) The student’s
achievement taught by POGIL Strategy based on Lesson Study with Interactive Media
give higher significance difference than Direct Instruction with Interactive Media. It can
be seen from the average of gain and also proved with t-test in each of 3 senior hig
schools target, the normalized gain at SMAN 2 Medan got 63 % in control class and 71
% in experiment class. At SMAN 3 Medan got 68 % in control class and 79 % in
experiment class. And at SMAN 15, got in control class is 67 % and 80 % for
experiment class, (2) The student’s interest taught by POGIL Strategy based on Lesson
Study with Interactive Media give higher significance difference than Direct Instruction
with Interactive Media in 3 SHS target. It can be seen from the average of interest using
the observation sheet and questionnaire at SMAN 2 Medan (Experiment 74.39% >
Control Class 61.05% ) , at SMAN 3 Medan (Experiment 80.91% > Control 70.03%), at
SMAN 15 Medan (Experiment 76.18 % > Control 68.95%) (3) There is strong
correlation between two variables that are student’s achievement and student’s interest
at 3 SHS targets. It can be seen from the value of Pearson correlation at 3 senior high
schools (SMAN 2 = 0.720 ; SMAN 3 = 0.683 ‘ SMAN 15 = 0.572) The student’s
interest has positive correlation to the increasing of student’s achievement or can be said
that student’s interest influence or support the increasing of student’s achievement.
Keywords: POGIL Strategy, Direct Instruction Lesson Study, Interactive Media,
Student’s Achievement, Student’s Interest.
vii
CONTENTS
Page
Legalization Paper
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Contents
vii
List of Figures
x
List of Tables
xi
List of Appendix
xii
CHAPTER I INTRODUCTION
1.1 Background
1
1.2 Problem Identification
5
1.3 Problem Limitation
5
1.4 Research Formulation
6
1.5 Research Objective
6
1.6 Research Benefit
7
1.7 Operational Definition
7
CHAPTER II LITERATURE STUDY
2.1.1 Nature of Learning Achievement in Chemistry
8
2.1.2 Nature of Student Interest
9
2.1.3 Nature of Learning Model
10
2.1.4 Inquiry Learning Model
11
2.1.5 Guided Inquiry Learning Model
14
2.1.6 Process Oriented Guided Inquiry Learning (POGIL)
15
2.1.7 Direct Instruction Learning Model
17
2.1.8 Lesson Study
18
2.1.9 Nature of Learning Media
20
2.1.10 Interactive Media Learning
21
viii
2.1.11 Macromedia Flash
22
2.1.12 Mole concept
23
2.2
Conceptual Framework
32
2.3
Hyphotesis
33
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Location and Objects
34
3.2 Research Population and Sample
34
3.3 Research Variable
34
3.3.1 Independent Variable
34
3.3.2 Dependent Variable
34
3.3.3 Control Variable
35
3.4 Research Design
35
3.5 Research Procedure
37
3.5.1 Preparation of POGIL Strategy for the Stoichiometry
37
3.5.2 Implementation of Pogil Strategy With Interactive Media
Based on Lesson Study for teaching of Stoichiometry
3.6 Research Instrument
37
40
3.6.1 Test Instrument
40
3.6.2 Questionnaire of Student’s Interest
40
3.6.3 Observation Sheet of Student’s Interest
42
3.7 Technique of Data Collection
42
3.7.1 Questionnaire and Observation Sheet of Student’s Interest
42
3.7.2 Test of Students Result
43
3.7.2.1 Validity Test
43
3.7.2.2 Reliability Test
43
3.7.2.3 Difficulty Level Test
43
3.7.2.4 Discrimination Index Test
44
3.8 Technique of Data Analysis
45
3.8.1 Normality Test
45
3.8.2 Homogenity Test
45
ix
3.8.3 Normalized Gain
46
3.8.4 Hypothesis Testing
46
CHAPTER IV RESULT AND DISCUSSION
4.1 The Description of School Sample
47
4.2 Description of POGIL Strategy based on Lesson Study on teaching
of Stoichiometry Topic
4.3 The Instrument’s Analysis
47
49
4.3.1 The Observation Sheet of Student’s Interest
49
4.3.2 The Questionnaire of Student’s Interest
50
4.3.3 Instrument Validity
50
4.3.4 Instrument Reliability
50
4.3.5 Difficulty Index of Evaluation Test
51
4.3.6 Discriminating Power Index of Evaluation Test
51
4.4 The Data of Research’s Result
4.4.1 The Result of Pretest and Posttest
52
c52
4.4.2 The Result of Student’s Interest by Observation Sheet
53
4.4.3 The Result of Student’s Interest by Questionnaire
53
4.5 The Analysis Test of Data
53
4.5.1 Normality Test
54
4.5.1.1 Normality Test of Student’s Achievement
4.5.2 Homogeneity Test
4.5.2.1 Homogeneity Test of Student’s Achievement
4.6 Student’s Achievement
54
55
55
56
4.6.1 Student’s Achievement before Teaching Treatment
56
4.6.2 Student’s Achievement after Teaching Treatment
57
4.6.3 Gain (Increasing of Student’s Achievement)
57
4.7 Student’s Interest
58
4.8 Lesson Study
60
4.8.1 Lesson Study at SMAN 2 Medan
61
4.8.2 Lesson Study at SMAN 3 Medan
62
x
4.8.3 Lesson Study at SMAN 15 Medan
4.9 Hypothesis Test
64
65
4.9.1 Hypothesis Test of Hypothesis 1
66
4.9.2 Hypothesis Test of Hypothesis 2
67
4.9.3 Hypothesis Test of Hypothesis 3
67
4.10 Discussion
68
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion
72
5.2 Suggestion
73
REFFERENCE
74
xii
LIST OF TABLE
Table 2.1 Syntax of Inquiry Learning
14
Table 2.2 Syntax of Guided Inquiry Learning
15
Table 2.3 Syntax of Process Oriented Guided Inquiry Learning
17
Table 2.4 Syntax of Direct Instruction Model
18
Table 3.1 Research Design
35
Table 3.2 The Grille of Questionnaire Student Interest
41
Table 4.1 Description of Class that Used as Sample
47
Table 4.2 Summary of Instrument Test
52
Table 4.3 Data of Pretest and Post Test at 3 Senior High Schools
53
Table 4.4 Normality Test of Student Achievement
54
Table 4.5 Homogeneity Test of Student Achievement
55
Table 4.6 The Data of Student Achievement in Pretest
56
Table 4.7 The Data of Student Achievement in Posttest
57
Table 4.8 The Description of Gain at 3 Senior High Schools
58
Table 4.9 The Data of Students Interest
59
Table 4.10 The Hypothesis I Testing
66
Table 4.11 The Hypothesis II Testing
67
Table 4.12 The Hypothesis III Testing
68
xi
LIST OF FIGURE
Figure 2.1 Hierarchy Chart of Learning Model
11
Figure 2.2 Scheme of Lesson Study Activities
19
Figure 2.3 The Relation between Mole and Particles Amount
24
Figure 2.4 The Relation of mole with mass, Avogadro Number and volume
26
Figure 3.1 Research Design
36
Figure 3.2 The Scheme of Preparation of Pogil Strategy on Teaching
Stoichiometry
38
Figure 4.1 The Outline steps of Pogil Strategy with Interactive Media
Based on Lesson Study in Stoichiometry
Figure 4.2 The students Interest of 3 Senior High Schools in Medan
49
60
xiii
LIST OF APPENDIX
Appendix 1
Syllabus
77
Appendix 2
Lesson plan (Experiment class)
79
Appendix 3
Lesson plan (Control class)
100
Appendix 4
Analysis of Instrument
110
Appendix 5
Instrument Spesification
118
Appendix 6
Instrument Test
120
Appendix 7
Answer Key
128
Appendix 8
Observation Sheet of Student’s Interest
129
Appendix 9
Questionnaire of Student’s Interest
131
Appendix 10 Instrument Test Specification After Validation
135
Appendix 11 Instrument Test After Validation
136
Appendix 12 Answer Key of Instrument Test After Validation
140
Appendix 13 Validity Test Result
141
Appendix 14 Table of Validity Instrument Test
142
Appendix 15 Reliability Test Table
145
Appendix 16 Reliability Table of Test Instrument
147
Appendix 17 Difficulty Level Test Result
150
Appendix 18 Calculating of Difficulty Level Test
152
Appendix 19 Discriminating Power Test Result
154
Appendix 20 Calculation of Discriminating Power
156
Appendix 21 Pretest and Posttest Scores of Experiment and Control
158
Appendix 22 Normalized Gain of Experiment and Control Class
161
Appendix 23 Table of The Student Interest Observation Sheet
Of Experiment Class
167
Appendix 24 Table of the Average of Student Interest Observation
Sheet of Experiment Class
176
Appendix 25 Table of The Student Interest Observation Sheet
Of Control Class
Appendix 26 Table of the Average of Student Interest Observation
179
xiv
Sheet of Control Class
188
Appendix 27 Table of Student Interest Questionnaire of Experiment
Class
191
Appendix 28 Table of Student Interest Questionnaire of Control
Class
195
Appendix 29 Normality Test
199
Appendix 30 Homogeneity Test
208
Appendix 31 Hypothesis Test
211
Appendix 32 Documentation
221
1
CHAPTER I
INTRODUCTION
1.1
Background
Learning is an activity that involves a person in an effort to acquire the
knowledge, skills and positive values by utilizing a variety of sources to learn.
Education seeks to improve the ability of learners to a certain degree. To improve
the ability of learners, can begin with improving the quality of teachers in
teaching and behave professionally. The teacher as an educator is required
mastery of various abilities as a professional teacher in his field. The learning
process can not be separated from the activities of the teacher and student
activities in which teachers teach and students learn. Learning should not be done
by the students, but the teachers as a source of knowledge must be learned and
practiced in an effort to increase the competence of teachers. Thus creating a
professional teacher can be improving the quality of education. One of teachers
training model to achieve the quality of learning in schools is Lesson Study
(Wanarsih 2012). Lesson study is a comprehensive approach to the professional
learning and sustain teachers become lifelong learners in an effort to develop and
improve the quality of learning in the classroom. Lesson study conducted in the
classroom with the aim of for students to better understand and done jointly with
other teachers (Rahayu, 2005). The number of students in a class sometimes make
teachers are not able to pay attention to the development of students in the
following study, whether all students have actually learn, whether all has been
reached by the teacher's attention or just certain students who got the attention of
the teacher. Lesson Study is the teachers pay more attention to the development of
students, and students' competencies because the quality learning to be a focus
and point of attention. And because the present of teacher in class more than one,
so the chance of the interaction between student and teacher is more.
Several factors are seen as the causes of the global problems in education
are: (1) instructional methods used by teachers are often monotonous. Lecturing
method is method that is consistently used by teacher in the order of explaining
2
and then giving examples, exercise, and homework. There is no variation in
learning methods/ models based on the characteristics of the material to be
studied, (2) Teacher rarely give students the opportunities to interact with their
friends or teachers in developing an understanding of the concept and principles.
(3) Teaching process conducted by the teacher more emphasize on mathematical
manipulations; they start with the definition concept, and then put in
mathematically. (4) Teachers rarely give
method of resolving the problems
systematically. Teachers only see the final result of the assignment or task that the
students do. (5) Teachers are more interested in the students whose the correct
answer without analyzing the mistakes of the students and completion procedures.
(6) Teachers generally assume that all subject matters of sciences are enough
taught by lecturing or giving complete theories without considering that some also
need additional activity such as laboratory and outside activity to get deeper
understanding. (7) Teachers focus only on giving materials without inviting
students to do some projects to discover something which absolutely can improve
students’ discovery ability (Slavin, 2004). All of that problems are related to the
teachers rule as the determination process and the result of learning in class.
Professional teacher can manage the learning well. Then, Lesson Study can be
used in improving the professionalism of teacher.
Chemistry lesson is one of the subjects at Senior High School which is
categorized as a difficult subject for some students. Due to the difficulty of
studying this chemistry, the students often do not pay more attention to this
subject or less interest so that student achievement in Chemistry Subject is low. It
is also further exacerbated when the subject teachers of Chemistry explain the
materials monotonously, not using appropriate learning strategies in each topic
and not using varied media. Students just sitting, record, and listen to what the
teacher and few opportunities for students to ask. Thus, learning becomes not
conducive condition then students become passive.
Based on researchers observation in SMAN 15 Medan, the using of learning
media is still limited. And the learning is still using direct instruction. It is also
happened on the Integrated Field Experience Training (PPLT) of researcher at
3
SMAN 1 Sidikalang, media use is still limited in the learning process. This makes
students become less interested in studying chemistry or in other words a low of
student interest. Compared with researcher conducted during PPLT, by using
media power point in presenting the material, students pay more attention and
more enthusiastic in receiving learning. It can also be seen in increasing the
student achievement from UH-1 to UH-2. The average of UH-1 in class X-MIA 3
is 66 and the average of UH-2 is 80. Thus it can be said that the students are more
interested in receiving material by using media and also can increase the student
achievement.
Developments in science and technology can have a positive impact in the
learning process. Teachers are required to be creative in creating learning media
that make learning more interesting. Hamilk (1996) in Arsyad (2011: 15) states
that the use of learning media in the learning process can generate new desires and
interests, raise motivation and stimulation of learning activities, and even bring
psychological effects on students. By utilizing current technology would be easier
someone teachers to give information or teaching materials to students. Nowdays,
information and communication technology innovations is conducted continously
for the benefit of the learning activities, one of the breakthrough is the use of
interactive multimedia learning. (Nandi, 2006). Learning by using interactive
multimedia evolved on the basis of conventional learning that can not fulfill the
needs of learners in learning so that students feel less motivated to learn and
students feel difficult in understanding of materials that given by teacher. As a
result, students' interest has decreased.
Sunyono et all (2009) said that low interest, activity and the chemistry
student’ achievement are caused by several factors those are : (1) Delivering the
chemistry materials by the teacher using demonstration method is only once and
discussion tends to make students saturated. Student is only crammed with
information which is less concrete and less interest discussion because of theorist
characteristic. (2) Students have never been given the real direct experience in
observing a chemical reaction, so that students assume that chemistry subject is
abstract and difficult to understand. (3) Teaching method that used by teacher is
4
less varied and not innovative, so that its boring and make not interesting to
students.
Not only in creating a learning media, the successful of the learning
process is also influenced by the ability of teachers in designing learning
strategies appropriate to the objectives or competencies to be achieved. Chemistry
lessons that have abstract characteristics is very difficult to make students in
developing an understanding of chemical concepts. For that teachers should be
able to make appropriate learning strategies to make students able to understand
chemistry concepts and can apply it in everyday life.
One of the strategies that can be used is a Process Oriented Guided
learning strategy inquiry Learning (POGIL). In POGIL classroom students work
in groups (called learning in teams) that aims mastery of concepts (Zawadski,
2010). So that students are more focused in a process that involves their
knowledge to construct their own understanding of the material.Through POGIL
pupils develop skills, high level thinking and metacognition, communication,
teamwork, management, and assessment, and no longer rely on rote, but
developing skills for success in learning. Research about POGIL strategy has
already done by Sri Wahyuna Saragih (2012) with title Pengaruh Strategi
Pembelajaran Process Oriented Guided-Inquiry Learning (POGIL) Dengan
animasi Komputer Terhadap Motivasi dan Hasil Belajar Siswa SMA Pada Materi
Pokok Stoikiometri obtained that the students who taught using POGIL learning
strategies is higher learning outcomes than student who is taught by conventional
teaching with Zhitung > Ztabel ( 6.51 > 1.71)
In the science of chemistry, stoichiometry lesson is the study and calculate
the quantitative relationship of the reactants and products in chemical reactions
(chemical equations). This word comes from the Greek stoikheion (elements) and
Metria (size). Thus, the stoichiometry means chemical calculations. The concepts
underlying chemical calculations is the relative atomic mass, chemical formula,
equation, and the concept of the mole. Therefore, before entering into chemical
calculations, will discuss the concept.
5
Thus POGIL learning strategies can be applied to study the stoichiometry
to assist students in mastering concepts to the underlying chemical calculations.
By combining the POGIL strategy with Lesson study, expected that teacher can
guide student directly in developing their concept understanding of the learning
material and also the using of interactive media can increase the student interest
and students achievement. Based on that background, the authors is interested do
the research with a title : The Implementation of POGIL Strategy Based On
Lesson Study With Interactive Media in Increasing Students Achievement
And Interest On Teaching Of Stoichiometry.
1.2
Problem Identification
Based on the background described above, the identification of the
problem in this study are :
1.3
1.
The results of student learning in chemistry lesson is still low
2.
Using of media in learning Chemistry is unvaried
3.
The learning strategies which is not appropriate to teaching materials.
Problem Limitation
In order to achieve the expected goals, focus and direction research so
based on the identification of the problem, the researchers limited to:
1.
The subject material is a stoichiometry class X Senior High School
Academic Year 2014/2015
2.
The learning strategy is limited as follows: for the experimental class
using the POGIL strategy with Interactive media. For the control class
using the direct instruction with interactive media on the subject
matter stoichiometry.
3.
1.4
Learning media that will be used is Macromedia flash software
Problem Formulation
To make research brief that can be used as reference, so the problem
statement is made as follow :
6
1.
Is the students’ Achievement that taught by POGIL Strategy based on
Lesson Study using Interactive Media significant higher than taught
by Direct Instruction with Interactive Media ?
2.
Is the students’ Interest that taught by POGIL Strategy based on
Lesson Study using Interactive Media significant higher than taught
by Direct Instruction with Interactive Media ?
3.
Is there a significant correlation between student’s interest and the
increasing of student’s achievement?
1.5
The Objectives of Research
The objective of this research is to implement the POGIL Strategy based
on Lesson Study using Interactive Media in increasing the student’
achievement and interest on the teaching of Stoichiometry . Whereas the
specific objectives of this research are:
1. To determine whether there are significant higher of student’s
Achievement that taught by POGIL strategy based on Lesson study
with Interactive Media than taught by Direct Instruction with
Interactive Media
2. To determine whether there are significant higher of student’s interest
that taught by POGIL strategy based on Lesson study with Interactive
Media than taught by Direct Instruction with Interactive Media
3. To investigate the correlation between student’s interest and the
increasing of student’s achievement.
1.6
The Benefit of Research
This research is expected to give a benefit especially for Chemistry teacher
about how to repair the learning process by using POGIL strategy based on
Lesson study with Interactive Media to Chemistry teaching on Senior High
School. Generally, the benefits of this research are described as follow :
1.
Getting learning strategy that suitable and effective on teaching of
abstract concept to increase the student’ achievement and student’
interest.
7
2.
As input for Chemistry teacher how to make the chemistry subject
become interesting so that make the student’ achievement and the
students’ interest increase on learning of Chemistry.
1.7
Operational Definition
To avoid the difference or lack of clarify of meaning, the operational
definition on this study are :
1.
Process Oriented Guided Inquiry Learning Strategy is a learning
strategy which student work in groups that focuses on the ability
process on mastery a concept by using the inquiry approach.
2.
Lesson study is a learning assessment activities carried out by a group
of teachers in order to determine the effectiveness of learning.
3.
Interactive Media is learning media based on multimedia applications
are used in the learning process that used to deliver the materials of
learning
4.
Macromedia Flash is one of the programs in the form of audio-visual
display a clear message to students with a variety of animated images
that can stimulate student interest. simulate in the laboratory activities
as if the user is on the acrtual laboratory or can be referred to as the
Virtual Labs is a series of laboratory equipment
72
CHAPTER V
CONCLUSION AND SUGGESTION
5.1
Conclusion
After conducting the research and analyzing the data, there are some
conclusions that obtained, they are:
1.
Students’ achievement of the class taught by using POGIL strategy with
interactive media based on lesson study on teaching stoichiometry has
higher significant difference compared to the class taught by using direct
instruction method in all of schools. Learning stoichiometry by using
POGIL Strategy based on Lesson study with Interactive Media can increase
the student achievement at 3 senior high school target. It can be seen from
the gain value in each school. The students achievement at third school
(SMAN 2, SMAN 3, SMAN 15) for experiment class using POGIL Strategy
based on lesson study is higher than in control class by using direct
Instruction
2.
Students’ interest of the class taught by using POGIL strategy with
Interactive media based on lesson study on teaching stoichiometry has
higher significant difference compared to the class taught by using using
direct instruction method in all of schools. By using POGIL Strategy based
on Lesson study with Interactive Media can increase the student interest. It
can be seen from the observation sheet and questionnaire data that got in 3
of senior high school. The students interest increase per meeting in each of
school target.
3
There is a significant correlation between student’s interest and the
increasing of student’s achievement in 3 of senior high schools. It can be
seen using SPSS Program from the value of Sig. (sig < α ; 0.000 < 0.05).
The third of school have high correlation.
73
5.2
Suggestion
1.
It is suggested for chemistry teacher to use Strategy based on Lesson study
with Interactive Media on learning stoichiometry topic to increase student’s
achievement in learning process.
2.
It is suggested for chemistry teacher to use POGIL Strategy based on
Lesson study with Interactive Media on learning stoichiometry topic to
increase student’s interest in learning process.
74
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