THE IMPLEMENTATION OF DRILLING METHOD INTEGRATED INTO WEB BASED LEARNING MEDIA TO INCREASE THE STUDENTS ACHIEVEMENT AND MOTIVATION ON LEARNING OF SALT HYDROLYSIS.
iii
THE IMPLEMENTATION OF DRILLING METHOD INTEGRATED
INTO WEB-BASED LEARNING MEDIA TO IMPROVE THE
STUDENT’S ACHIEVEMENT AND MOTIVATION
ON LEARNING OF SALT HYDROLYSIS
By:
Riris Marito Tamba
Reg. Number 4113131061
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Getting Degree of
Sarjana pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATHICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2015
iv
ACKNOWLEDGEMENT
First of all, praise and gratitude must be prayed to Almighty God, Jesus Christ
and Holy Spirit for all the graces, blessing, guidance, strength, health and favor which
have been given to me so that I could go with this live and finish this thesis especially.
I would like to extend thanks to many people, who so generously contributed to
the work presented in this thesis. Very special mention to my enthusiastic supervisor,
Drs. Eddyanto, Ph.D, who has provided wonderful guidance, opportunity, more time,
motivation and also for my second supervisor, Sir Said Iskandar, S.T, who help us about
the preparation of web as learning media.
Similar, profound gratitude goes to Dr. Wesly Hutabarat, M.Sc, Drs. Rahmat
Nauli, M.Si, and Dr. Iis Siti Jahro, M.Si who have been truly dedicated examiners.
Thank you for their constant faith, advices, suggestion, guidance and constructive critics
in completing this thesis. Don’t forget say thank you for Dr. Retno Dwi Suyanti M.Si, as
validator for this thesis instrument
I am also hugely appreciative to Dr. Simson Tarigan, M.Pd, as the Academic
supervisor who always guided researcher during the lecture and the entire along with
Mr. and Mrs. Staff and Lecturer in Chemistry department especially in Bilingual study
program of FMIPA UNIMED who have helped me.
Special mention also goes to Prof. Dr. Syawal Gultom M,Pd as Head of
UNIMED, Prof. Drs. Motlan, Ph.D as the dean of Mathematics and Natural Sciences
Faculty, Prof. Dr. rer. Nat Binari Manurung, M.Si and Dr. Iis Siti Jahro, M.Si as the
coordinator and secretary of Bilingual and International Program respectively, Agus
Kembaren, S.Si, M.Si as the head of Chemistry Departement, and last but not least,
Mr.Sam as the assistant of Bilingual and International Program. I’m so hugely
appreciative to them for their times, especially for sharing their experiences so willingly,
and for being so dedicated to their roles in supporting me completing this thesis.
The award was also presented to Mr. Drs. Sutrisno M,Pd , as a school principal
of SMA N 2 Medan and Drs. Manarsar, S.Pd and Mom Aritonang as a chemistry teacher
and staff which assist in this implementation of this research. Thanks also for Mr. Jujung
Siagian the Owner of Smart Quantum Education (QSE)
v
Special gratitude no limit to best ever parents in my life, my father Hasiholan P
Tamba and my mother Kristina Situmorang who always caring, raising and educating
me with love and affection. Thanks to pray, motivation and sacrifices for both of them,
So I can complete my first degree in Sarjana Pendidikan.
My thanks is also for my beloved sister and brother, Primadona Situmorang,
Hernawati Tamba, Herbinson Tamba, Rahayu Tamba, Marentaria Tamba, Martha
Tamba, Ita Tamba, Irma Tamba and Tigor Tamba who always giving love and laugh in
my life.
For my friends C-community/Batak.com, Angeline Panjaitan, Debby Purba,
Haposan Silalahi, Nova Siringoringo, Poppy Sitanggang Thanks for our friendship that
make us more different with others however until now, I dunno that’s point plus or
maybe minus for our each character building. And for the most crazy and enjoyable
class ever, CESP’11 full of ambition and fun, Ruth, Evina, Ricki, Cholid, Intan,
Mariany, Rusdi, Dessy, Juwita etc and Camen group (Liesa Yuni and Debby). Thanks
for this 4 years guys and let’s go to the next ambition. For my friends in Field
Experience (PPL Kisaran) who always be my part, Atika, Lydia, Sinta, (my geng ransel)
Septyan, Guruh, Lia, Siti, etc.
For my special person ; Yunita H Sirait, Tosi Adelia, Realis Eklesia, Santa
Simatupang, and Perdhinand Leo Simangunsong, thanks because all of you being a part
that I don’t want to changed with others and for your love, support, motivation, from the
best until unconditional moment. Thanks for my family, Ikatan Keluarga Besar Kristen
Kimia (IKBKK). All of you special gift from God, thanks a lot
At least, I wish that this thesis can be useful for education especially in the
process of teaching and learning and references for next researcher. But I am aware there
are many weaknesses in terms of both content and grammar. I hope the suggestions and
constructive criticism from readers for completeness.
Medan,
Writter,
June 2015
Riris Marito Tamba
Reg.No 4113131061
iii
THE IMPLEMENTATION OF DRILLING METHOD INTEGRATED IN
WEB-BASED LEARNING MEDIA TO IMPROVE STUDENTS’
ACHIEVEMENT AND MOTIVATION ON LEARNING
OF SALTS HYDROLYSIS
Riris Marito Tamba (Reg. No. 4113131061)
ABSTRACT
The objectives of this research are to get the comparison between drilling
method integrated into web based learning media in improving of student’s
achievement and motivation in tutorial and non-tutorial class. Beside of that, this
research also conducted to know the correlation between student’s achievement
and student’s motivation. This research was done in SMA Negeri 2 Medan.
Population is all of students in SMA Negeri 2 Medan which taken by purposive
random sampling. The research instruments are achievement test and non test in
list interest form. Both of instruments have been validated. The research data
analyzed by SPSS -17 for windows. The result data shows that (1) The student’s
achievement taught by drilling method integrated into web based learning media
in tutorial give higher significance difference than non-tutorial class It can be seen
from the average of gain and also proved with t-test, the normalized gain in 1st
experimental class is (0.80±0.13) and 2nd experimental class (0.68±0.14) at
significant level = 0.05, Ha1 is received and Ho1 is rejected where Sig. <
(0.0005 < 0.05), (2) The student’s motivation taught by drilling method integrated
into web based learning in tutorial class give higher significance difference than
non-tutorial class . It can be seen from the average of motivation and also proved
with t-test, the average in 1st experimental class is (81.11) and 2nd experimental
class (73.09) at significant level = 0.05, Ha2 is received and Ho2 is refused
where Sig. < (0.0005 < 0.05), (3) There is correlation between two variables that
are student’s achievement and motivation at significant level = 0.05, Ha3 is
received and Ho3 is rejected where Sig. <
(0.000 < 0.05), with Pearson
correlation (r) = 0.555, it means categorized in high correlation.
Keywords: Drilling method, Web-based learning media, Student’s Achievement,
Student’s Motivation
vi
CONTENTS
Page
Agreement Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1
1.1 Background
1
1.2 Problem Identification
3
1.3 Research Scope
3
1.4 Problem Formulation
4
1.5 Research Objective
4
1.6 Research Benefit
4
1.7 Operational Definition
5
CHAPTER II LITERATURE STUDY
6
2.1 Guidance of Learning (Tutorial)
6
2.1.1 Definition of Learning
6
2.1.2 The Goals of Tutoring
6
2.2 Student’s Achievement
6
2.3 Student’s Motivation
7
2.4 Drilling Method
9
2.5
9
Web-based Learning Media
2.6 Basic Learning Theory of Web Based Learning
11
2.6.1 Behaviorism
11
2.6.2 Cognitivism
11
vii
2.6.3 Constructivism
11
2.7 Salt Hydrolysis
12
2.7.1 The Concept of Hydrolysis
12
2.7.2 The Properties of Salt Solutions
12
2.7.3 The Types of Salt hydrolysis and The Reaction
13
2.7.4 The pH Calculation of Salt Solution
14
2.7.5 Salt Hydrolysis in Daily Life
15
2.8 Conceptual Framework
16
2.7 Research Hypothesis
16
CHAPTER III RESEARCH METHODOLOGY
18
3.1 Research Overview
18
3.1.1 Deep Analysis of Tutorial
18
3.2 Research Time and Location
20
3.3 Research Population and Sample
20
3.4 Research Variable
20
3.5 Research Design
21
3.6 Research Instrument
23
3.6.1 Test Instrument
23
3.6.2 Non-test Instrument
24
3.7 Trial Instrument
26
3.8 Data Collection and Analysis
27
3.8.1 Normalize Gain
27
3.8.2 Normality Test
28
3.8.3 Homogeneity Test
28
3.8.4 Hypothesis Test
28
CHAPTER IV RESULT AND DISCUSSION
30
4.1 Result of Research
30
4.2 Analysis of Instrument
30
4.3
30
The Data of Research Result
viii
4.3.1
The Result of Pretest and Posttest
30
4.3.2
The Result of Student’s Motivation by Observation Sheet
31
4.3.3
The Result of Student’s Motivation by Questionnaire
32
4.3.4
Data Analysis of Research
32
4.4.1 Normality Test
32
4.4.1.1 Normality Test of Student’s Achievement
32
4.4.1.2 Normality Test of Student’s Motivation
33
4.4.2 Homogeneity Test
33
4.4.2.1 Homogeneity Test of Student’s Achievement
33
4.4.2.2 Homogeneity Test of Student’s Motivation
34
4.5
34
Student’s Achievement
4.5.1 Student’s Achievement before Teaching Treatment
35
4.5.2 Student’s Achievement after Teaching Treatment
35
4.6.
Normalize Gain (Increasing of Student’s Achievement)
39
4.7
Student’s Motivation
39
4.8
Hypothesis Testing
40
4.8.1
Hypothesis Test of Hypothesis 1
41
4.8.2
Hypothesis Test of Hypothesis 2
42
4.8.3
Hypothesis Test of Hypothesis 3
43
4.9
Discussion
44
CHAPTER V CONCLUSION AND SUGESSTION
47
5.1
Conclusion
47
5.2
Suggestion
47
REFERENCES
48
x
LIST OF TABLE
Page
Table 3.1
The design of research the web-based learning media
21
to improve Student’s achievement on the teaching of
salts hydrolysis
Table 3.2
Instrument Specification of student’s achievement
23
Table 3.3
Instrument Specification of student’s motivation
24
(questionnairre)
Table 3.4
Instrument Specification of student’s motivation
25
(observation sheet)
Table 4.1
Data of Pretest and Posttest
31
Table 4.2
Normality Test of Student’s Achievement
32
Table 4.3
Normality Test of Student’s Motivation
33
Table 4.4
Homogeneity Test of Student’s Achievement
33
Table 4.5
Homogeneity Test of Student’s Motivation
34
Table 4.6
Data of Student’s Achievement in Pretest
35
Table 4.7
Data of Student’s Achievement in Posttest
35
Table 4.8
Average Value of Normalized Gain
39
Table 4.9
The Summary of Student’s Motivation
40
Table 4.10
Hypothesis testing of Hypothesis 1
42
Table 4.11
Hypothesis testing of Hypothesis 2
43
Table 4.12
The correlation between student’s achievement and
43
student’s motivation
ix
LIST OF FIGURE
Page
Figure 3.1
The Overview of Research Planning Preparation
19
of Standardized Web
Figure 3.2
Scheme of Research Design
22
Figure 4.1
The student’s achievement in 1st experimental
36
(tutorial) class
Figure 4.2
The increasing of student’s achievement (gain)
37
in 1st experimental (tutorial) class
Figure 4.3
Student’s achievement in 2nd experimental
38
(non-tutorial) class
Figure 4.4
The increasing of student’s achievement (gain)
nd
in 2 exp (non-tutorial) class
38
1
CHAPTER I
INTRODUCTION
1.1 Background
Learning is a process of understanding something, understanding for what is
seen, heard, and what is being said. Essentially, teaching is a process, namely the
process of arranging, organizing the environmental of student arround, so to foster
and encourage student’s learning process (Sudjana, 2002). Learning method are
procedures or ways that will be done to giving the subject material (Saptorini, 2004).
Teacher as supervisor must be turn on the students motivation to make interaction
process condusively. The development of student learning does not always run
smoothly and deliver the expected results. Difficulties can occur in the learning
process. The government provides a solution for students who want to do tutoring to
help overcome learning difficulties and support student achievement that is the nonformal education according to UU Sisdiknas No. 20 year 2003.
This study based on observation to studenst about what their reason to follow
tutoring of some tutorial institution in ex school, such as to get higher achievement in
school and demand of academic and their parents also explain that learning schedule
of their children in tutorial is more programmed, and improve learning skill and
knowledge. Tutorial is nonformal education as assistance process that given to
individuals who need it, without interfering that given systematically. Based on
Kamil (2009) formal, informal and nonformal education are parts of continuing
education and lifelong education, these parts can’t be separated.
As the addition, the result of interview with Jujung (2015), the owner of
Quantum Smart Education (QSE) and also consultant of SMAN 2 Medan explain that
are several factors that lead to low student achievement in school if comparing with
tutorial, namely the lack of student motivation (self-motivation and motivation to
learn from the teacher), lack of allocation time in school lessons and lack of
2
exercise/drilling at school. In tutorial, teaching method is accompanied by more
exercises that called as drilling method. This is also the reason of parents and students
who want to learn more hours in tutorial, ex school. However, the high cost of
tutoring in tutorial institution make the most of the students can not attend tutoring in
tutorial institution because financial problem.
Drilling method is a teaching method by giving repeated exercise so that
students acquire the knowledge and specific skills from what they has been learned.
In tutorial drilling method is evident from the presence of the module and questions
bank. This method can be conducted on learning of chemistry, especially for salt
hydrolysis topic that are many calculation and concepts to stimulate student activity
to solve the problem and active during learning. By doing more exercise student,
when student get some difficulties they will be have more skills. Based on research
result by Seno (2014) is concluded that drilling & practice method completed by
module can improving the student’s achievement from 54% cycle I to 80% cycle II
and student’s activity from 74.65% cycle I to 80,3% cycle II on learning of salt
hydrolysis topic. Beside that Kusoro (2009) also explained that student’s achievement
that using drilling method is higher than student’s achievement recitation method on
the buffer solution topic
This method will be integrated into web based learning media , Web based
learning media or e-learning is a very interesting media to resolve these problem.
Today, the world of information technology is getting close to a variety of people,
especially students. There are limitations in face-to-face learning that are limited
space and time, but web-based learning media is present to be anticipation, learning
process can be done anytime and in anywhere. Students also have less willing in
using school facilities like personal computer and internet access in learning process,
accept in examination process.. Based on result of the reasearch that conducted by
Rudi (2014) is shown that student’s achievement and motivation of class taught by
using web-based learning media has higher significant difference compared with
class taught by using textbook on the teaching of salt hydrolysis. Web based-learning
3
media gives 17,65 % higher student’s achievement than textbook and can make
student’s motivation become good.
From some of the problems researcher hope all students have alternative
learning without limits of money, time and place. Then conduct this study with the
titled “The Implementation of Drilling Method Integrated into Web-Based
Learning Media to Improve Student’s Achievement and Motivation on Learning
of Salt Hydrolysis”
1.2 Problem Identification
Based on the background that explained above, the problem identification in
this research includes:
1. Student find difficulties in studying chemistry, so they must have other
alternative place to learn (nonformal education, tutorial)
2. Lack of students achievement, motivation and allocation time for drilling in
school compare in tutorial
3. The high cost of tutorial make the most of the students can not attend tutoring.
because financial problem.
4. Students also have less willing in using school facilities like personal
computer and internet access in learning process; accept in examination
process.
1.3 Research Scope
The scope of this research to investigate the implementation of Drilling
Method integrated into web-based learning media by researchers in delivery of
learning materials on the topic of salt hydrolysis in SHS at SMAN 2 Medan and the
concept of drilling method at tutorial will be convert to web based learning as the
media in school to salt hydrolysis topic .The research that planned will be conducted
to student in class XI Science in SHS at even semester on academic year 2014/2015.
Student’s achievement and motivation of student who are following tutorial and who
are not following tutorial will be measured in this research.
4
1.4 Problem Formulation
The problem formulation of this research includes:
1. Is the student’s achievement of students who are following tutorial is higher
than the student’s achievement of students who are not following tutorial by
using Drilling method integrated into Web-based learning media?
2. Is the student’s motivation of students who are following tutorial is higher
than the student’s motivation of students who are not following tutorial by
using Drilling method integrated into Web-based learning media?
3. Is there significant correlation between student’s motivation and the
improving of student’s achievement.
1.5 Research Objective
In accordance with problem formulation of the research, then the research
objectives are:
1. To determine whether the student’s achievement of students who are
following tutorial is higher than the student’s achievement of students who are
not following tutorial by using Drilling method integrated into Web-based
learning media.
2. To determine whether the student’s motivation of students who are following
tutorial is higher than the student’s motivation of students who are not
following tutorial by using Drilling method integrated into Web-based
learning media.
3. To there is significant correlation between student’s motivation and the
improving of student’s achievement.
1.6 Research Benefit
This research is hoped to bring benefits to:
1. Those who are directly involved in learning process (teachers or prospective
teacher) that using drilling method integrated into web based learning media
can be as alternative choice to improve student’s achievement and student’s
motivation. So they do build a more interesting and effective way to teach and
5
learn salt hydrolysis that using drilling method integrated into web based
learning media.
2. Students who are studying about salts hydrolysis can improve their
achievement and motivation and also they can access more materials on web
pages anywhere and anytime they want.
3. The next researcher who are interested in doing similar research in the future,
especially to student in chemistry department, state university of Medan.
4. The readers get more information and as alternative choice how to improve
the achievement and motivation of someone to learn chemistry subject.
1.7
Operational Definition
1. Tutoring is the assistance process that given to individuals who need it,
without interfering that given systematically.
2. Drilling is a way of teaching by giving repeated exercise of what has been
taught teachers so that students acquire the knowledge and specific skills from
what they has been learned.
3. Web-based learning media is a long distance learning system which is based
on the information and technology through web pages or weblog as media.
The characteristics of Web-based interactive learning media is learning can be
done anytime, anywhere, through any path and any access speed with
interactive web.
4. Student’s achievement are statements that describe significant and essential
learning that learners have achieved, and can reliably demonstrate at the end
of a course or program.
5. Student’s motivation is internal state or condition that activates behaviors and
gives it direction, desire or want that energizes and direct goal-oriented
behavior; influence of needs and desires on the intensity and direction
behavior.
6. Salt hydrolysis is one of the topic of Chemistry in Senior High School grade
XI in second semester. The topic contain are the properties of salt solution,
the constant of hydrolysis (Kh), and the pH calculation of salt solutions.
47
CHAPTER V
CONCLUSION AND SUGGESTION
5.1
Conclusion
After conducting the research and analyzing the data, there are some
conclusions that gotten, they are:
1. The student’s achievement who following tutorial is significant higher than the
student’s achievement who are not following tutorial by using Drilling method
integrated into Web-based learning media.
2. The student’s motivation who following tutorial is significant higher than the
student’s motivation who are not following tutorial by using Drilling method
integrated into Web-based learning media.
3. There is a significant correlation between student’s motivation and the improving
of student’s achievement.
5.2
Suggestion
From the result of the research, there are some suggestion must be raised:
1. It is suggested for chemistry teacher to use Drilling method integrated into Webbased learning media on learning of Salt Hydrolysis topic to improve student’s
achievement in learning process.
2. It is suggested for chemistry teacher to use Drilling method integrated into Webbased learning media on learning of Salt Hydrolysis topic to improve student’s
motivation in learning process.
3. For researcher that want to do same research, the Drilling method integrated into
Web-based learning media is expected to be more careful in set time for each
stage of learning, because this model requires a lot of time and the preparation of
website must be complete and interest for students before learning process.
48
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with suggestion for a consensual definition: Motivation and Emotion, New York:
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2015
Lesch, S., (1995), Guidelines for Effective Practices, Prior Learning Assessment
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Miftahudin, (2008). “Drill Sebagai Metode Pengajaran Sharaf (Studi Exploratif
Metode Pengajaran Sharaf di Madrasah Diniyah Ibtidaiyah Pondok Pesantren
Pembangunan Miftahul Huda Cigaru I Majenang Cilacap Jawa Tengah)”, Skripsi s1
pendidikan bahasa arab, Perpustakaan UIN SUKA, Yogyakarta.
Own, Z., (2008), The Study and Application on Web-based Learning Interactive
Learning of Chemical Equilibrium, Providence University, Taiwan, ROC.
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Purwanto, R., (2014), The Effectiveness of Web-Based Learning Media to Improve
Student’ Achievement and Motivation on the Teaching of Salt Hydrolysi. Skripsi
Unimed, Medan
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(2012),
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dengan Prinsip E-Pedagogy Dalam Meningkatkan Hasil Belajar, Jurnal pendidikan
Penabur, Bandung
THE IMPLEMENTATION OF DRILLING METHOD INTEGRATED
INTO WEB-BASED LEARNING MEDIA TO IMPROVE THE
STUDENT’S ACHIEVEMENT AND MOTIVATION
ON LEARNING OF SALT HYDROLYSIS
By:
Riris Marito Tamba
Reg. Number 4113131061
Bilingual Chemistry Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Getting Degree of
Sarjana pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATHICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2015
iv
ACKNOWLEDGEMENT
First of all, praise and gratitude must be prayed to Almighty God, Jesus Christ
and Holy Spirit for all the graces, blessing, guidance, strength, health and favor which
have been given to me so that I could go with this live and finish this thesis especially.
I would like to extend thanks to many people, who so generously contributed to
the work presented in this thesis. Very special mention to my enthusiastic supervisor,
Drs. Eddyanto, Ph.D, who has provided wonderful guidance, opportunity, more time,
motivation and also for my second supervisor, Sir Said Iskandar, S.T, who help us about
the preparation of web as learning media.
Similar, profound gratitude goes to Dr. Wesly Hutabarat, M.Sc, Drs. Rahmat
Nauli, M.Si, and Dr. Iis Siti Jahro, M.Si who have been truly dedicated examiners.
Thank you for their constant faith, advices, suggestion, guidance and constructive critics
in completing this thesis. Don’t forget say thank you for Dr. Retno Dwi Suyanti M.Si, as
validator for this thesis instrument
I am also hugely appreciative to Dr. Simson Tarigan, M.Pd, as the Academic
supervisor who always guided researcher during the lecture and the entire along with
Mr. and Mrs. Staff and Lecturer in Chemistry department especially in Bilingual study
program of FMIPA UNIMED who have helped me.
Special mention also goes to Prof. Dr. Syawal Gultom M,Pd as Head of
UNIMED, Prof. Drs. Motlan, Ph.D as the dean of Mathematics and Natural Sciences
Faculty, Prof. Dr. rer. Nat Binari Manurung, M.Si and Dr. Iis Siti Jahro, M.Si as the
coordinator and secretary of Bilingual and International Program respectively, Agus
Kembaren, S.Si, M.Si as the head of Chemistry Departement, and last but not least,
Mr.Sam as the assistant of Bilingual and International Program. I’m so hugely
appreciative to them for their times, especially for sharing their experiences so willingly,
and for being so dedicated to their roles in supporting me completing this thesis.
The award was also presented to Mr. Drs. Sutrisno M,Pd , as a school principal
of SMA N 2 Medan and Drs. Manarsar, S.Pd and Mom Aritonang as a chemistry teacher
and staff which assist in this implementation of this research. Thanks also for Mr. Jujung
Siagian the Owner of Smart Quantum Education (QSE)
v
Special gratitude no limit to best ever parents in my life, my father Hasiholan P
Tamba and my mother Kristina Situmorang who always caring, raising and educating
me with love and affection. Thanks to pray, motivation and sacrifices for both of them,
So I can complete my first degree in Sarjana Pendidikan.
My thanks is also for my beloved sister and brother, Primadona Situmorang,
Hernawati Tamba, Herbinson Tamba, Rahayu Tamba, Marentaria Tamba, Martha
Tamba, Ita Tamba, Irma Tamba and Tigor Tamba who always giving love and laugh in
my life.
For my friends C-community/Batak.com, Angeline Panjaitan, Debby Purba,
Haposan Silalahi, Nova Siringoringo, Poppy Sitanggang Thanks for our friendship that
make us more different with others however until now, I dunno that’s point plus or
maybe minus for our each character building. And for the most crazy and enjoyable
class ever, CESP’11 full of ambition and fun, Ruth, Evina, Ricki, Cholid, Intan,
Mariany, Rusdi, Dessy, Juwita etc and Camen group (Liesa Yuni and Debby). Thanks
for this 4 years guys and let’s go to the next ambition. For my friends in Field
Experience (PPL Kisaran) who always be my part, Atika, Lydia, Sinta, (my geng ransel)
Septyan, Guruh, Lia, Siti, etc.
For my special person ; Yunita H Sirait, Tosi Adelia, Realis Eklesia, Santa
Simatupang, and Perdhinand Leo Simangunsong, thanks because all of you being a part
that I don’t want to changed with others and for your love, support, motivation, from the
best until unconditional moment. Thanks for my family, Ikatan Keluarga Besar Kristen
Kimia (IKBKK). All of you special gift from God, thanks a lot
At least, I wish that this thesis can be useful for education especially in the
process of teaching and learning and references for next researcher. But I am aware there
are many weaknesses in terms of both content and grammar. I hope the suggestions and
constructive criticism from readers for completeness.
Medan,
Writter,
June 2015
Riris Marito Tamba
Reg.No 4113131061
iii
THE IMPLEMENTATION OF DRILLING METHOD INTEGRATED IN
WEB-BASED LEARNING MEDIA TO IMPROVE STUDENTS’
ACHIEVEMENT AND MOTIVATION ON LEARNING
OF SALTS HYDROLYSIS
Riris Marito Tamba (Reg. No. 4113131061)
ABSTRACT
The objectives of this research are to get the comparison between drilling
method integrated into web based learning media in improving of student’s
achievement and motivation in tutorial and non-tutorial class. Beside of that, this
research also conducted to know the correlation between student’s achievement
and student’s motivation. This research was done in SMA Negeri 2 Medan.
Population is all of students in SMA Negeri 2 Medan which taken by purposive
random sampling. The research instruments are achievement test and non test in
list interest form. Both of instruments have been validated. The research data
analyzed by SPSS -17 for windows. The result data shows that (1) The student’s
achievement taught by drilling method integrated into web based learning media
in tutorial give higher significance difference than non-tutorial class It can be seen
from the average of gain and also proved with t-test, the normalized gain in 1st
experimental class is (0.80±0.13) and 2nd experimental class (0.68±0.14) at
significant level = 0.05, Ha1 is received and Ho1 is rejected where Sig. <
(0.0005 < 0.05), (2) The student’s motivation taught by drilling method integrated
into web based learning in tutorial class give higher significance difference than
non-tutorial class . It can be seen from the average of motivation and also proved
with t-test, the average in 1st experimental class is (81.11) and 2nd experimental
class (73.09) at significant level = 0.05, Ha2 is received and Ho2 is refused
where Sig. < (0.0005 < 0.05), (3) There is correlation between two variables that
are student’s achievement and motivation at significant level = 0.05, Ha3 is
received and Ho3 is rejected where Sig. <
(0.000 < 0.05), with Pearson
correlation (r) = 0.555, it means categorized in high correlation.
Keywords: Drilling method, Web-based learning media, Student’s Achievement,
Student’s Motivation
vi
CONTENTS
Page
Agreement Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1
1.1 Background
1
1.2 Problem Identification
3
1.3 Research Scope
3
1.4 Problem Formulation
4
1.5 Research Objective
4
1.6 Research Benefit
4
1.7 Operational Definition
5
CHAPTER II LITERATURE STUDY
6
2.1 Guidance of Learning (Tutorial)
6
2.1.1 Definition of Learning
6
2.1.2 The Goals of Tutoring
6
2.2 Student’s Achievement
6
2.3 Student’s Motivation
7
2.4 Drilling Method
9
2.5
9
Web-based Learning Media
2.6 Basic Learning Theory of Web Based Learning
11
2.6.1 Behaviorism
11
2.6.2 Cognitivism
11
vii
2.6.3 Constructivism
11
2.7 Salt Hydrolysis
12
2.7.1 The Concept of Hydrolysis
12
2.7.2 The Properties of Salt Solutions
12
2.7.3 The Types of Salt hydrolysis and The Reaction
13
2.7.4 The pH Calculation of Salt Solution
14
2.7.5 Salt Hydrolysis in Daily Life
15
2.8 Conceptual Framework
16
2.7 Research Hypothesis
16
CHAPTER III RESEARCH METHODOLOGY
18
3.1 Research Overview
18
3.1.1 Deep Analysis of Tutorial
18
3.2 Research Time and Location
20
3.3 Research Population and Sample
20
3.4 Research Variable
20
3.5 Research Design
21
3.6 Research Instrument
23
3.6.1 Test Instrument
23
3.6.2 Non-test Instrument
24
3.7 Trial Instrument
26
3.8 Data Collection and Analysis
27
3.8.1 Normalize Gain
27
3.8.2 Normality Test
28
3.8.3 Homogeneity Test
28
3.8.4 Hypothesis Test
28
CHAPTER IV RESULT AND DISCUSSION
30
4.1 Result of Research
30
4.2 Analysis of Instrument
30
4.3
30
The Data of Research Result
viii
4.3.1
The Result of Pretest and Posttest
30
4.3.2
The Result of Student’s Motivation by Observation Sheet
31
4.3.3
The Result of Student’s Motivation by Questionnaire
32
4.3.4
Data Analysis of Research
32
4.4.1 Normality Test
32
4.4.1.1 Normality Test of Student’s Achievement
32
4.4.1.2 Normality Test of Student’s Motivation
33
4.4.2 Homogeneity Test
33
4.4.2.1 Homogeneity Test of Student’s Achievement
33
4.4.2.2 Homogeneity Test of Student’s Motivation
34
4.5
34
Student’s Achievement
4.5.1 Student’s Achievement before Teaching Treatment
35
4.5.2 Student’s Achievement after Teaching Treatment
35
4.6.
Normalize Gain (Increasing of Student’s Achievement)
39
4.7
Student’s Motivation
39
4.8
Hypothesis Testing
40
4.8.1
Hypothesis Test of Hypothesis 1
41
4.8.2
Hypothesis Test of Hypothesis 2
42
4.8.3
Hypothesis Test of Hypothesis 3
43
4.9
Discussion
44
CHAPTER V CONCLUSION AND SUGESSTION
47
5.1
Conclusion
47
5.2
Suggestion
47
REFERENCES
48
x
LIST OF TABLE
Page
Table 3.1
The design of research the web-based learning media
21
to improve Student’s achievement on the teaching of
salts hydrolysis
Table 3.2
Instrument Specification of student’s achievement
23
Table 3.3
Instrument Specification of student’s motivation
24
(questionnairre)
Table 3.4
Instrument Specification of student’s motivation
25
(observation sheet)
Table 4.1
Data of Pretest and Posttest
31
Table 4.2
Normality Test of Student’s Achievement
32
Table 4.3
Normality Test of Student’s Motivation
33
Table 4.4
Homogeneity Test of Student’s Achievement
33
Table 4.5
Homogeneity Test of Student’s Motivation
34
Table 4.6
Data of Student’s Achievement in Pretest
35
Table 4.7
Data of Student’s Achievement in Posttest
35
Table 4.8
Average Value of Normalized Gain
39
Table 4.9
The Summary of Student’s Motivation
40
Table 4.10
Hypothesis testing of Hypothesis 1
42
Table 4.11
Hypothesis testing of Hypothesis 2
43
Table 4.12
The correlation between student’s achievement and
43
student’s motivation
ix
LIST OF FIGURE
Page
Figure 3.1
The Overview of Research Planning Preparation
19
of Standardized Web
Figure 3.2
Scheme of Research Design
22
Figure 4.1
The student’s achievement in 1st experimental
36
(tutorial) class
Figure 4.2
The increasing of student’s achievement (gain)
37
in 1st experimental (tutorial) class
Figure 4.3
Student’s achievement in 2nd experimental
38
(non-tutorial) class
Figure 4.4
The increasing of student’s achievement (gain)
nd
in 2 exp (non-tutorial) class
38
1
CHAPTER I
INTRODUCTION
1.1 Background
Learning is a process of understanding something, understanding for what is
seen, heard, and what is being said. Essentially, teaching is a process, namely the
process of arranging, organizing the environmental of student arround, so to foster
and encourage student’s learning process (Sudjana, 2002). Learning method are
procedures or ways that will be done to giving the subject material (Saptorini, 2004).
Teacher as supervisor must be turn on the students motivation to make interaction
process condusively. The development of student learning does not always run
smoothly and deliver the expected results. Difficulties can occur in the learning
process. The government provides a solution for students who want to do tutoring to
help overcome learning difficulties and support student achievement that is the nonformal education according to UU Sisdiknas No. 20 year 2003.
This study based on observation to studenst about what their reason to follow
tutoring of some tutorial institution in ex school, such as to get higher achievement in
school and demand of academic and their parents also explain that learning schedule
of their children in tutorial is more programmed, and improve learning skill and
knowledge. Tutorial is nonformal education as assistance process that given to
individuals who need it, without interfering that given systematically. Based on
Kamil (2009) formal, informal and nonformal education are parts of continuing
education and lifelong education, these parts can’t be separated.
As the addition, the result of interview with Jujung (2015), the owner of
Quantum Smart Education (QSE) and also consultant of SMAN 2 Medan explain that
are several factors that lead to low student achievement in school if comparing with
tutorial, namely the lack of student motivation (self-motivation and motivation to
learn from the teacher), lack of allocation time in school lessons and lack of
2
exercise/drilling at school. In tutorial, teaching method is accompanied by more
exercises that called as drilling method. This is also the reason of parents and students
who want to learn more hours in tutorial, ex school. However, the high cost of
tutoring in tutorial institution make the most of the students can not attend tutoring in
tutorial institution because financial problem.
Drilling method is a teaching method by giving repeated exercise so that
students acquire the knowledge and specific skills from what they has been learned.
In tutorial drilling method is evident from the presence of the module and questions
bank. This method can be conducted on learning of chemistry, especially for salt
hydrolysis topic that are many calculation and concepts to stimulate student activity
to solve the problem and active during learning. By doing more exercise student,
when student get some difficulties they will be have more skills. Based on research
result by Seno (2014) is concluded that drilling & practice method completed by
module can improving the student’s achievement from 54% cycle I to 80% cycle II
and student’s activity from 74.65% cycle I to 80,3% cycle II on learning of salt
hydrolysis topic. Beside that Kusoro (2009) also explained that student’s achievement
that using drilling method is higher than student’s achievement recitation method on
the buffer solution topic
This method will be integrated into web based learning media , Web based
learning media or e-learning is a very interesting media to resolve these problem.
Today, the world of information technology is getting close to a variety of people,
especially students. There are limitations in face-to-face learning that are limited
space and time, but web-based learning media is present to be anticipation, learning
process can be done anytime and in anywhere. Students also have less willing in
using school facilities like personal computer and internet access in learning process,
accept in examination process.. Based on result of the reasearch that conducted by
Rudi (2014) is shown that student’s achievement and motivation of class taught by
using web-based learning media has higher significant difference compared with
class taught by using textbook on the teaching of salt hydrolysis. Web based-learning
3
media gives 17,65 % higher student’s achievement than textbook and can make
student’s motivation become good.
From some of the problems researcher hope all students have alternative
learning without limits of money, time and place. Then conduct this study with the
titled “The Implementation of Drilling Method Integrated into Web-Based
Learning Media to Improve Student’s Achievement and Motivation on Learning
of Salt Hydrolysis”
1.2 Problem Identification
Based on the background that explained above, the problem identification in
this research includes:
1. Student find difficulties in studying chemistry, so they must have other
alternative place to learn (nonformal education, tutorial)
2. Lack of students achievement, motivation and allocation time for drilling in
school compare in tutorial
3. The high cost of tutorial make the most of the students can not attend tutoring.
because financial problem.
4. Students also have less willing in using school facilities like personal
computer and internet access in learning process; accept in examination
process.
1.3 Research Scope
The scope of this research to investigate the implementation of Drilling
Method integrated into web-based learning media by researchers in delivery of
learning materials on the topic of salt hydrolysis in SHS at SMAN 2 Medan and the
concept of drilling method at tutorial will be convert to web based learning as the
media in school to salt hydrolysis topic .The research that planned will be conducted
to student in class XI Science in SHS at even semester on academic year 2014/2015.
Student’s achievement and motivation of student who are following tutorial and who
are not following tutorial will be measured in this research.
4
1.4 Problem Formulation
The problem formulation of this research includes:
1. Is the student’s achievement of students who are following tutorial is higher
than the student’s achievement of students who are not following tutorial by
using Drilling method integrated into Web-based learning media?
2. Is the student’s motivation of students who are following tutorial is higher
than the student’s motivation of students who are not following tutorial by
using Drilling method integrated into Web-based learning media?
3. Is there significant correlation between student’s motivation and the
improving of student’s achievement.
1.5 Research Objective
In accordance with problem formulation of the research, then the research
objectives are:
1. To determine whether the student’s achievement of students who are
following tutorial is higher than the student’s achievement of students who are
not following tutorial by using Drilling method integrated into Web-based
learning media.
2. To determine whether the student’s motivation of students who are following
tutorial is higher than the student’s motivation of students who are not
following tutorial by using Drilling method integrated into Web-based
learning media.
3. To there is significant correlation between student’s motivation and the
improving of student’s achievement.
1.6 Research Benefit
This research is hoped to bring benefits to:
1. Those who are directly involved in learning process (teachers or prospective
teacher) that using drilling method integrated into web based learning media
can be as alternative choice to improve student’s achievement and student’s
motivation. So they do build a more interesting and effective way to teach and
5
learn salt hydrolysis that using drilling method integrated into web based
learning media.
2. Students who are studying about salts hydrolysis can improve their
achievement and motivation and also they can access more materials on web
pages anywhere and anytime they want.
3. The next researcher who are interested in doing similar research in the future,
especially to student in chemistry department, state university of Medan.
4. The readers get more information and as alternative choice how to improve
the achievement and motivation of someone to learn chemistry subject.
1.7
Operational Definition
1. Tutoring is the assistance process that given to individuals who need it,
without interfering that given systematically.
2. Drilling is a way of teaching by giving repeated exercise of what has been
taught teachers so that students acquire the knowledge and specific skills from
what they has been learned.
3. Web-based learning media is a long distance learning system which is based
on the information and technology through web pages or weblog as media.
The characteristics of Web-based interactive learning media is learning can be
done anytime, anywhere, through any path and any access speed with
interactive web.
4. Student’s achievement are statements that describe significant and essential
learning that learners have achieved, and can reliably demonstrate at the end
of a course or program.
5. Student’s motivation is internal state or condition that activates behaviors and
gives it direction, desire or want that energizes and direct goal-oriented
behavior; influence of needs and desires on the intensity and direction
behavior.
6. Salt hydrolysis is one of the topic of Chemistry in Senior High School grade
XI in second semester. The topic contain are the properties of salt solution,
the constant of hydrolysis (Kh), and the pH calculation of salt solutions.
47
CHAPTER V
CONCLUSION AND SUGGESTION
5.1
Conclusion
After conducting the research and analyzing the data, there are some
conclusions that gotten, they are:
1. The student’s achievement who following tutorial is significant higher than the
student’s achievement who are not following tutorial by using Drilling method
integrated into Web-based learning media.
2. The student’s motivation who following tutorial is significant higher than the
student’s motivation who are not following tutorial by using Drilling method
integrated into Web-based learning media.
3. There is a significant correlation between student’s motivation and the improving
of student’s achievement.
5.2
Suggestion
From the result of the research, there are some suggestion must be raised:
1. It is suggested for chemistry teacher to use Drilling method integrated into Webbased learning media on learning of Salt Hydrolysis topic to improve student’s
achievement in learning process.
2. It is suggested for chemistry teacher to use Drilling method integrated into Webbased learning media on learning of Salt Hydrolysis topic to improve student’s
motivation in learning process.
3. For researcher that want to do same research, the Drilling method integrated into
Web-based learning media is expected to be more careful in set time for each
stage of learning, because this model requires a lot of time and the preparation of
website must be complete and interest for students before learning process.
48
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