THE DEVELOPMENT OF INTERACTIVE LEARNING MODULE BY USING PROBLEM BASED LEARNING (PBL) TO INCREASE STUDENT ACHIEVEMENT AS COGNITIVE ASPECT AND STUDENT INDEPENDENCE IN TEACHING OF SALT HYDROLYSIS TOPIC.
THE DEVELOPMENT OF INTERACTIVE LEARNING MODULE BY
USING PROBLEM BASED LEARNING (PBL) TO INCREASE STUDENT
ACHIEVEMENT AS COGNITIVE ASPECT AND STUDENT
INDEPENDENCE IN TEACHING OF
SALT HYDROLYSIS TOPIC
By:
Fredika M.S Gultom
Reg. Number : 4103332004
Bilingual Chemistry Education Study Program
A THESIS
Submitted To Fullfill The Requirement For The Degree of
Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
i
ACKNOWLEDGMENT
Praise and gratitude to Almighty God for blessing and grace that is given
to the writer so that the writer can finish the study well and accordance with the
time planned.
The title of this thesis is “The Development of Interactive Learning
Module By Using problem Based Learning (PBL) To Increase Student
Achievement as Cognitive Aspect and Student Independence in Teaching of Salt
Hydrolysis Topic,” that arranged to obtain the degree of Sarjana Pendidikan in
Chemistry Department, Faculty of Mathematics and Natural Sciences, State
University of Medan (UNIMED).In this opportunity the writer would like to
express the greatest thankful to :Prof. Dr. Ramlan Silaban, M.Si, as the thesis
supervisor, thanks for his spent time in giving direction and guidance, motivation
and suggestion during the fulfillment process of this thesis.Prof.Drs Ibnu
Hajar,M.Si as a rector of State University of Medan. Prof.Drs.Manihar
Situmorang,M.Si, Dr.Retno Dwi Suyanti,M.Si, and Drs.Wesly Hutabarat,M.Sc as
an examiners of this thesis, thanks for advices, suggestions, and constructive
comment in the fulfillment process of this thesis.Prof.Motlan,M.Sc.,Ph.D., as the
Dean of Mathematics and Natural Science, State University of Medan.
Prof.Dr.Binari Manurung, as the coordinator of Bilingual Deparment, for their
spent time in administrative bussiness. Dr.Retno Dwi Suyanti,M.Si, as the
validator of instrument test and validator of the module.Dra.Ani Sutiani,M.Si as
the validator of the media. Drs.Jamalum Purba,M.Si as the writer’s academic
supervisor. The principle in SMA N 1 Sunggal, SMA N 1 Percut Sei Tuan, and
SMA Swt Dharma Bakti for giving the permisssion in doing research, giving
suggestion and motivation. All chemistry lecturer who has provided knowledge
and guidance to the author for being in the lecture. Speciall thanks for beloved
parents, for their love with all of hearth and soul, for their pray, for their time in
giving motivation, suggestion, inspiration, and spirit during the lecture, they are
lovely father M.Gultom and lovely mother S.Doloksaribu. and thanks for my
brothers ( Hendrikus R.Bonaventura Gultom & Jupenalis Gultom), my sisters
(Fransiska Gultom & Friska N.Tarigan) and also my nephews (Patricia Gultom &
Jeremia Gultom) thanks for their love and their concern during this lecture.Thanks
to speciall man Martua Lumban Gaol,S.Pd thanks to his time, motivation,
suggestion, support and praying during the arrangement of this thesis.Thanks to
my beloved friends (Santhy A.V Pinem, Ika Ulansari, Nurul Wahidah Nst, Ervi
Lutfhi Sheila W.Lubis & Sri Rahmania), thanks for their support, motivation, and
solidarity until finishing this thesis. Thank to my friends in Bilingual Chemistry
Education ’10, thanks for our good cooperation during the lecture. Thanks for all
whose names that can’t be mentioned one by one, the writer say thanks for
everyting.
Medan,
Juli 2014
Fredika M.S Gultom
NIM. 4103332004
THE DEVELOPMENT OF INTERACTIVE LEARNING MODULE BY
USING PROBLEM BASED LEARNING (PBL) TO INCREASE STUDENT
ACHIEVEMENT AS COGNITIVE ASPECTANDSTUDENT
INDEPENDENCE IN TEACHING OF
SALT HYDROLYSIS TOPIC
Fredika M.S Gultom (4013332004)
ABSTRACT
The purpose of this research is to know the significant different of student
achievement after taught by Interactive Learning Module By Problem Based
Learning (PBL) in topic of Salt Hydrolysis. The population is all the student in
grade X1 at even semester at academic year 2014/2015 in SMA N 1 Sunggal,
SMA N 1 Percut Sei Tuan, and SMA Swasta Dharma Bakti. The sample was
taken randomly, and each of school chose two classes that will distinguish
become experimental and control class. Each of class consist of 30 students.
The instrument used is multiple choice test. After validation, the total of
the instrument is 25 from 30. The value of reliability is 0,88. The average of
student achievement in the experimental and control class can be seen from the
value of pretest and posttest average are 36,5 and 80, and in control class the
value of pretest and posttset average are 38,11 and 67. Normality test is
determined by statistic test using Chi Square Formula, with the criteria X2calculated <
X2table. The result of normality test is Normally Distributed. Next for Homogeneity
test is determined by using statistic test with the criteria is (Fcalculated < Ftable ). The
result of homogeneity test data is homogeneous. The hypothesis test in this study
is used two tail t-test. Ha will be accepted with the criteria if –t1/2 α < t > t1/2 α. So
in hypothesis I, Ha is accepted, then in hypothesis II Ha is accepted and in the
hypothesis III (Fcount > Ftable), it is 88 > 3,97. So Ha is accepted.
The teacher perception about salt hydrolysis topic on textbook that used is
good (T1 got 40%, T2 got 60% and T3 got 75%). The interactive learning module
developed based on the BSNP standard and based on the standardization of
lecture, teachers, and students. The average of student achievement that taught
used Interactive Learning Module is 80, it’s higher then the average of student
achievement that taught used Direct Instruction and Chemistry Textbook, it’s just
67. The percentage of student character that taught used Interactive Learning
Module is 72%, it’s higher then the percentage of student character that taught
used Direct Instruction and Chemistry Textbook, it’s just 36%. There is a low
(0,397) linear relation and significance between student’s character and student’s
achievement that taught by interactive learning module with problem based
learning.
LIST OF CONTENTS
Legalization paper
i
Biography
ii
Abstract
iii
Acknowledgment
iv
List of Contents
vi
List of Figure
xi
List of Table
x
List of Appendix
xi
CHAPTER I : INTRODUCTION
1.1. Background
1.2. Identification Problem
1.3. Formulation Problem
1.4. Scope of the Study
1.5. Research Objective
1.6. Significance of Study
1.7. Operational Definition
1
4
4
5
5
6
6
CHAPTER II : LITERATURE STUDY
2.1. Learning Process
2.2. Definition of Problem Based Learning
2.2.1. Characteristic of Problem Based Learning
2.2.2. Adventage of Problem Based Learning
2.2.3. Assessment in Problem Based Learning
2.2.4. PBL Method Toward Curriculum 2013
2.3. Media
2.3.1. Macromedia Flash
2.3.2. Modules as Learning Media
2.3.2.1. Characteristic of Module
2.3.2.2. Adventage of Module
2.3.2.3. Components / Elements in Module
7
8
9
9
10
10
12
12
13
14
16
16
2.3.2.4. The Purpose of the Learning Activity Module
2.3.2.5. The significant of Learning Activity Module
2.4 Education Character
2.5 Curriculum 2013
2.6. Salt Hydrolysis
2.6.1. Definition of salt Hydrolisis
2.6.1.1. Salts from strong acid and strong base
2.6.1.2. Salts from weak acid and strong base
2.6.1.3. Salts from strong acid and weak base
2.6.1.4. Salts from weak acid and weak base
2.6.2. pH of salt solution
2.6.2.1. Salts from strong acid and strong base
2.6.2.2. Salts from weak acid and strong base
2.6.2.3. Salts from strong acid and weak base
2.6.2.4. Salts from weak acid and weak base
2.7. Conceptual Framework
2.8. Hypothesis
17
18
18
19
20
20
21
21
22
22
22
23
23
23
24
25
26
CHAPTER III : RESEARCH METHODS
3.1. Research Location and Research Time
3.2. Population and Sample
3.3. Research Variables and Instrument
3.4. Design of Research
3.5. Research Procedure
3.6. Analysis Technique
3.6.1. Descriptive Analysis
3.6.2. Inferensial Analysis
3.6.2.1 Normality Test
3.6.2.2 Homogeneity Test
3.6.2.3 Normalized Gain
3.6.2.4 Hypothesis Testing
3.6.2.5 Hypothesis Criteria
3.7 Analysis Correlation
3.8. Research Time Table 2014
27
27
27
29
30
34
34
35
36
36
37
37
38
38
40
CHAPTER IV : RESULT AND DISCUSSION
4.1 The Survey of Senior High School Chemistry Textbook
4.2 Analysis Description of Bilingual Chemistry Textbook of Senior
High School
4.3 The Development of Interactive Learning Module
4.4 Observation of Student Character
4.4 Research Result
4.5.1 Analysis Test of Data
4.5.1.1 Normality Test
4.5.1.2 Homogeneity Test
4.5.1.3 Hypothesis Test
4.6 Discussion
41
41
45
47
47
47
48
49
49
50
CHAPTER V : CONCLUSION AND SUGGESTION
5.1 Conclusion
52
5.2 Suggestion
53
REFERENCES
54
LIST OF TABLE
Table 2.1 Summary of Differences KBK, 2004, SBC 2006,
the Curriculum 2013
Table 3.1.Tabel of Independence Character Indicator
20
28
Table 3.2.The design of research the interactive learning module by PBL 29
Table 3.3 The research time tabel
40
Table 4.1 The description of the Bilingual Chemistry Textbook
41
Table 4.2 The result of Descriptive Analysis of Textbook Code T1
42
Table 4.3 The result of Descriptive Analysis of Textbook Code T2
43
Table 4.4 The result of Descriptive Analysis of Textbook Code T3
44
Table 4.5 The Percentage Average of Suitability Description
Material for Analyzed Textbooks
44
Table 4.6 The Summary development of Module
46
Table 4.7 The Result of Questioner in Standardized The Interactive
Learning Module by Chemistry Lecture, Chemistry Teacher and
Student of Science Grade XII
46
Table 4.8 The Normality Test by Using Chi Squared (X2)
48
Table 4.9 The Normality Test by Using Chi Squared (X2) for Student
Character
48
Table 4.10 Homogeneity Test by Using Statistic Test
49
LIST OF FIGURE
Figure 3.1. The overview of research planning
32
Figure 3.2 The overview of research procedure
33
Figure 5.1 Percentage of Student Achievement
51
LIST OF APPENDIX
Appendix 1 Syllabus
56
Appendix 2 Lesson Plan
58
Appendix 3 Instrument Test
82
Appendix 4 Analysis of Instrument Test
87
Appendix 5 Instrument Character
93
Appendix 6 Questionnaire For Trial The Interactive Learning Module
On The Topic Of Salt Hydrolysis
95
Appendix 7 Questionnaire For Trial The Interactive Learning Module
Standarized By Chemistry Lecture On The Topic Of Salt
Hydrolysis
96
Appendix 8 Questionnaire For Trial The Interactive Learning Module
Chemistry Teacher Of SMA N1 Sunggal, SMA N 1 Percut Sei
Tuan, SMA Swasta Dharma Bakti On The Topic Of Salt
Hydrolysis
97
Appendix 9 Questionnaire For Trial The Interactive Learning Module
Standarized By Student In SMA N 1 Sunggal In Grade XII
Science On The Topic of Salt Hydrolysis
98
Appendix 10 Questionnaire For Trial The Interactive Learning Module
Standarized By Chemistry Lecture, Teacher And Student On
The Topic Of Salt Hydrolysis
99
Appendix 11 The Calculation Of Validity Test
100
Appendix 12 Validation Table
101
Appendix 13 Calculation Of Reliability Test
102
Appendix 14 Index Distinguish Of Instrument
104
Appendix 15 Index Difficulty Of Instrument
106
Appendix 16 Difficulty Index Table
108
Appendix 17 Observation Sheet of Student Character in Experimental
Class
109
Appendix 18 Observation Sheet of Student Character in Control Class
120
Appendix 19 Data For Pretest And Posttest In Experimental Class By
Using Interactive Learning Module With PBL
Appendix 20 Data For Pretest And Posttest In Experimental Class By
Using Interactive Learning Module With PBL
135
Appendix 21 Calculation of Normalized Gain
139
Appendix 22 Normality Of Character In Experimental Class and In
Control Class
140
Appendix 23 Normality Test For Experimental Class and Control Class
In Pretest and Posttest
142
Appendix 24 Normality Gain in Experimental Class and Control Class
146
Appendix 25 Calculation Of Homogeneity Test Of Pretest
148
Appendix 26 Calculation Of Homogeneity Test Of Gain
149
Appendix 27 Calculation Of Homogeneity Test Of Pretest
150
Appendix 28 Calculation of Hypothesis I
151
Appendix 29 Calculation of Hypothesis II
153
Appendix 30 Calculation of Hypothesis III
155
Appendix 31 The Calculation Of Correlation Test For Hypothesis III
161
Appendix 32 Module
163
Appendix 33 Documentation
177
Appendix 34 r- Product Moment
190
Appendix 35 Chi quadrate table
191
Appendix 36 t- Distribution
192
131
CHAPTER I
INTRODUCTION
1.1.Background
In school, especially in science, chemistry is the obligation topic that must
be learn by the student. Generally student always think that chemistry is the
difficult subject, they are already give up even though they do not learn it yet. Doe
to this thinking, teacher have responsibility to change the student thinking, teacher
have to have the good method related to the topic in teaching process, so that
student will interest in the learning process. Distributing lesson in the teaching
process with the best way believed can effect the student achievement. According
to Hamalik (2003), effective learning is learning that provides opportunities to
learn themselves or their own activities, Student learn by doing, By working them
acquire the knowledge, understanding and behavioral aspects of the other.
There are some factor believe can increase student achievement as
cognitive aspect and affective aspect, the factors including the implementation of
the newest curriculum that is ‘Curriculum 2013’ that is used now is an effort to
increase the student achievement. In this newest curriculum there not just increase
the cognitive aspect, but also its build the character of the student, and to support
this aspect need to use suitable media, and the media used can be like interactive
module learning, internet, macromedia flash, power point and others. So that’s
why the researcher try to combine the newest curriculum with a suitable method
by using interactive learning module. In this interactive learning module, beside
increase student cognitive, it’s also can build the character, the character here is
student independence.
Based on the results of the initial survey which has been conducted at
some senior high school , the results of the survey through interviews indicate that
students generally assume that chemistry is a difficult subject to understand, and
some even hated chemistry. They do not understand how exactly the concept of
learning, they only focus on memorizing, without understanding what they
actually learn. Students also often find it difficult to understand the content of a
given text book, that is why it is often laziness arise when studying either at home
or at school studying. Teacher learning method is also one of the causes of low
student willingness to learn. Still often found that the teachers use methods that
are tedious, so make students feel bored and there is no sense of attraction want to
have better understand what it is chemical. Therefore the researcher tried to create
a new innovation by using the media and methods associated with the topic to be
studied and thus is expected to increase student achievement and willingness to
learn chemistry, so there is no longer found learners who hated chemistry lesson.
Research conducted is about The Development of interactive learning
module by PBL (Problem Based Learning). The Development of interactive
learning module are very interesting to discuss because by using the suitable ways
believed can increase student achievement in teaching chemistry, especially in
the salt hydrolysis topic. The salt hydrolysis topic categorized as difficult topic.
So the students will have bad comprehension if it is just told by conventional
method. Therefore by this interactive learning module hope can increase student
achievement in learning salt hydrolysis topic. Because in this method student just
not receive lesson from their teacher, but they demand to search it, find it by their
self, and this condition that will be make student more active in the learning
process so that they will have deep comprehension about the concept and can
develop their knowledge and also their ability.
Good learning conditions, requires a teacher to be able to master the
material to be taught and to make careful planning so as to motivate students to
learn actively. Teacher capability is supported by a variety of factors, one of
which is the selection and application of various teaching method or strategies in
accordance with the characteristics of the material and the expected goals, Zainal
(2000: 94), and in this case experiment is the correct way that give opportunity to
developed their self.
Media is a tool to interfere in and reconcile the two parties. Media
showed the function or role of organizing an effective relationship between the
two main parties in the process of student learning and content learning. The
existance of learning media can help student in study. Use of media learning will
greatly assist the effectiveness of the learning process and delivery of messages
and content, according to the demands of the curriculum. The media that are used
as a learnig source in this research is module. Module is a strategi for student to
be active in the learning process. According to Arsyad (2009) module is a
learning material that can be used by student to learn independently. A good
selection of modules will be able to help student to understand the topic. By
using module, student can be learn independently and try not just to be a listener
but they should be a searcher, thus student will be more understood about what
they are learn actually. In her research, Ika.I (2013) with entitled The
Implementation of Cooperative Learning Module Student Team Achievement
Division (STAD) Type by Using Learning Module to Increase student
Achievement in Salt Hydrolysis Topic proved that learning module is an
effective teaching. The result of her research in experimental class are 68%
increasing after teaching treatment conducted, while in the control class it just
48% increasing after teaching treatment conducted. It means that learning
module are effective to increase the student achievement. Moreover in her
research, Ferawaty.M (2013) with entitled The influence of Problem Based
Learning Model With Worksheet Toward Student Achievement To improvement
on Topic Buffer solution are shown that the problem based learning is the
effective model to make student motivated in learning. Its proved by the result of
her research in the experimental class, the achievement is increase 77,93%, while
in control class the achievement increase is just 63,85%, so can conclude that by
using PBL method can make student motivated in learning so that can influence
their achievement.
Learning Module is the innovation expected can solve the problem faced
by student. By this learning method the teaching process is not focussed to the
teacher anymore, but it focussed to the student it self. Student are required to
active, creative, and find everything by their self, while teacher here is just a
mentors who guide the students in their ability to optimize. Further, interactive
learning module is a process of learning about a given subject unit systematically
arranged, and directed operations for use by students, along with guidelines for
the use of teachers. Concerning to the problem above, writer interest to
conducting a research with the title is “The Development of Interactive
Learning Module Using Problem Based Learning To Increase Student
Achievement and Independence in Salt Hydrolysis Topic”.
1.2. Identification Problem
Based on the background above so the identification problem that can
stated as following:
1. Less understanding about concept of learning process that influence the desire
of student to learn.
2. Less varied media used by teachers. There so many teacher that like to teaching
in the conventional method.
3. Less of the suitable text book using in Curriculum 2013 as a learning media
1.3. Formulation Problem
Based on the identification problem above, the formulation problem in this
research is
1. How the teacher perception on the salt hydrolysis as the subject matter on the
textbooks that used?
2. How to get the interactive learning module that are related to the topic of salt
hydrolysis?
3. How the development of interactive learning module on teaching of salt
hydrolysis to increasing student achievement?
4. How the development of interactive learning modules on the teaching of salt
hydrolysis in increasing student independence?
5. Is there any relationship between student cognitive and affective aspects on the
teaching of salt hydrolysis topic?
1.4. The Scope of Study
Based on the formulation problem describe above, found that there are so
many problem arise in this research. Therefore, need to make a scope of the study
that foccused as the following issues.
1. This research are foccused to senior high school in class X on the subject
matter salt hydrolysis topic
2. To know the increasing of student achievement with interactive learning
module by PBL (Problem Based Learning) in both of cognitive and affective
aspect
3. The topic of Salt Hydrolysis : Definition of salt hydrolysis, salt from strong
acid and strong base, salt from weak acid and strong base, salt from strong
acid and weak base, salt from weak acid and weak base, pH of salt solution.
1.5. Research Objectives
The research objective is to investigate the best method in teaching salt
hydrolysis topic. The specific objectives of the study are:
1. To investigate teacher perception on salt hydrolysis topic on the textbooks that
is used.
2. To get the interactive learning module that are related to the topic of salt
hydrolysis.
3. To investigate the development of interactive learning module to increase
student achievement as cognitive aspect on the teaching of salt hydrolysis topic
4. To investigate the development of interactive learning modules on the teaching
of salt hydrolysis in increasing student’s independence as affective aspect
5. To investigate the relationship between student’s cognitive and affective
aspects on the teaching of salt hydrolysis topic
1.6. Significance of Study
1. For student, as an addition model in learning process so can increasing student
desire in the learning process
2. For teacher, as an addition method and teaching model to make learning
process become attractive, effective and interactive so that can increase student
achievement in both of cognitive and affective aspect in the teaching of salt
hydrolysis
3. For researcher, as the comparison materi to the other researcher that want
observe the same case in other place
1.7 Operational Defenition
- Module is a learning material that can be used by student to learn independently.
The student become center point of teaching and learning process. (Andi
Prastowo, 2011)
- Problem-based learning (PBL) is a student-centered pedagogy in which students
learn about a subject through the experience of problem solving. Students learn to
be active, communicative, proceesing the data and finally make a conclusion.
(Wina Sanjaya, 2009)
- Character as a way of thinking and behaving that characterizes each individual to
live and work together, both within the family, community, nation, and state.
(Suyanto, 2009)
- Learning outcomes is the result if person has studied will happen new bahavior
to the person, example from don’t know to be know and don’t understand to be
understand. (Oemar Hamalik, 2008)
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 CONCLUSION
Based on the result of the research, the conclusion is :
1. The teacher perception about the salt hydrolysis topic on the textbooks that is
used is good, the book with code T1 got the percentage for about 40%, the
textbook code T2 reached 60% and for textbook code T3 reached 75%.
2. The interactive learning module got by arrange the module based on the BNSP
standard, with the description criteria like the content, extension, depth, design,
and language. Beside that, the interactive learnig module also got by arrange the
module based on the assessment of some validators.
3. Student achievement that taught by Interactive Learning Module With Problem
Based Learning (PBL) Model is higher then the student achievement that taught
by using Chemistry Book and Direct Instruction Method in the subject of Salt
Hydrolysis.
4. Student Character that taught by Interactive Learning Module With Problem
Based Learning (PBL) Model is better (higher) then the student character that
taught by using Chemistry Book and Direct Instruction Method in the subject of
Salt Hydrolysis.
5. There is a low linear relation and significance between student’s character and
student’s achievement that taught by interactive learning module with problem
based learning.
5.2 SUGGESTION
Based on the result of the research, the conclusion is :
1. For teacher, the using of Interactive Learning Module with Problem Based
Learning (PBL) Model can be applied in the teaching process because believed
can increasing the student cognitive and also the student affective especially in
chemistry subject with the topic is Salt Hydrolysis.
2. For researcher, that will be doing the research can use this research as the
references in order to increase both of student cognitive and student affective.
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(accessed on
USING PROBLEM BASED LEARNING (PBL) TO INCREASE STUDENT
ACHIEVEMENT AS COGNITIVE ASPECT AND STUDENT
INDEPENDENCE IN TEACHING OF
SALT HYDROLYSIS TOPIC
By:
Fredika M.S Gultom
Reg. Number : 4103332004
Bilingual Chemistry Education Study Program
A THESIS
Submitted To Fullfill The Requirement For The Degree of
Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
i
ACKNOWLEDGMENT
Praise and gratitude to Almighty God for blessing and grace that is given
to the writer so that the writer can finish the study well and accordance with the
time planned.
The title of this thesis is “The Development of Interactive Learning
Module By Using problem Based Learning (PBL) To Increase Student
Achievement as Cognitive Aspect and Student Independence in Teaching of Salt
Hydrolysis Topic,” that arranged to obtain the degree of Sarjana Pendidikan in
Chemistry Department, Faculty of Mathematics and Natural Sciences, State
University of Medan (UNIMED).In this opportunity the writer would like to
express the greatest thankful to :Prof. Dr. Ramlan Silaban, M.Si, as the thesis
supervisor, thanks for his spent time in giving direction and guidance, motivation
and suggestion during the fulfillment process of this thesis.Prof.Drs Ibnu
Hajar,M.Si as a rector of State University of Medan. Prof.Drs.Manihar
Situmorang,M.Si, Dr.Retno Dwi Suyanti,M.Si, and Drs.Wesly Hutabarat,M.Sc as
an examiners of this thesis, thanks for advices, suggestions, and constructive
comment in the fulfillment process of this thesis.Prof.Motlan,M.Sc.,Ph.D., as the
Dean of Mathematics and Natural Science, State University of Medan.
Prof.Dr.Binari Manurung, as the coordinator of Bilingual Deparment, for their
spent time in administrative bussiness. Dr.Retno Dwi Suyanti,M.Si, as the
validator of instrument test and validator of the module.Dra.Ani Sutiani,M.Si as
the validator of the media. Drs.Jamalum Purba,M.Si as the writer’s academic
supervisor. The principle in SMA N 1 Sunggal, SMA N 1 Percut Sei Tuan, and
SMA Swt Dharma Bakti for giving the permisssion in doing research, giving
suggestion and motivation. All chemistry lecturer who has provided knowledge
and guidance to the author for being in the lecture. Speciall thanks for beloved
parents, for their love with all of hearth and soul, for their pray, for their time in
giving motivation, suggestion, inspiration, and spirit during the lecture, they are
lovely father M.Gultom and lovely mother S.Doloksaribu. and thanks for my
brothers ( Hendrikus R.Bonaventura Gultom & Jupenalis Gultom), my sisters
(Fransiska Gultom & Friska N.Tarigan) and also my nephews (Patricia Gultom &
Jeremia Gultom) thanks for their love and their concern during this lecture.Thanks
to speciall man Martua Lumban Gaol,S.Pd thanks to his time, motivation,
suggestion, support and praying during the arrangement of this thesis.Thanks to
my beloved friends (Santhy A.V Pinem, Ika Ulansari, Nurul Wahidah Nst, Ervi
Lutfhi Sheila W.Lubis & Sri Rahmania), thanks for their support, motivation, and
solidarity until finishing this thesis. Thank to my friends in Bilingual Chemistry
Education ’10, thanks for our good cooperation during the lecture. Thanks for all
whose names that can’t be mentioned one by one, the writer say thanks for
everyting.
Medan,
Juli 2014
Fredika M.S Gultom
NIM. 4103332004
THE DEVELOPMENT OF INTERACTIVE LEARNING MODULE BY
USING PROBLEM BASED LEARNING (PBL) TO INCREASE STUDENT
ACHIEVEMENT AS COGNITIVE ASPECTANDSTUDENT
INDEPENDENCE IN TEACHING OF
SALT HYDROLYSIS TOPIC
Fredika M.S Gultom (4013332004)
ABSTRACT
The purpose of this research is to know the significant different of student
achievement after taught by Interactive Learning Module By Problem Based
Learning (PBL) in topic of Salt Hydrolysis. The population is all the student in
grade X1 at even semester at academic year 2014/2015 in SMA N 1 Sunggal,
SMA N 1 Percut Sei Tuan, and SMA Swasta Dharma Bakti. The sample was
taken randomly, and each of school chose two classes that will distinguish
become experimental and control class. Each of class consist of 30 students.
The instrument used is multiple choice test. After validation, the total of
the instrument is 25 from 30. The value of reliability is 0,88. The average of
student achievement in the experimental and control class can be seen from the
value of pretest and posttest average are 36,5 and 80, and in control class the
value of pretest and posttset average are 38,11 and 67. Normality test is
determined by statistic test using Chi Square Formula, with the criteria X2calculated <
X2table. The result of normality test is Normally Distributed. Next for Homogeneity
test is determined by using statistic test with the criteria is (Fcalculated < Ftable ). The
result of homogeneity test data is homogeneous. The hypothesis test in this study
is used two tail t-test. Ha will be accepted with the criteria if –t1/2 α < t > t1/2 α. So
in hypothesis I, Ha is accepted, then in hypothesis II Ha is accepted and in the
hypothesis III (Fcount > Ftable), it is 88 > 3,97. So Ha is accepted.
The teacher perception about salt hydrolysis topic on textbook that used is
good (T1 got 40%, T2 got 60% and T3 got 75%). The interactive learning module
developed based on the BSNP standard and based on the standardization of
lecture, teachers, and students. The average of student achievement that taught
used Interactive Learning Module is 80, it’s higher then the average of student
achievement that taught used Direct Instruction and Chemistry Textbook, it’s just
67. The percentage of student character that taught used Interactive Learning
Module is 72%, it’s higher then the percentage of student character that taught
used Direct Instruction and Chemistry Textbook, it’s just 36%. There is a low
(0,397) linear relation and significance between student’s character and student’s
achievement that taught by interactive learning module with problem based
learning.
LIST OF CONTENTS
Legalization paper
i
Biography
ii
Abstract
iii
Acknowledgment
iv
List of Contents
vi
List of Figure
xi
List of Table
x
List of Appendix
xi
CHAPTER I : INTRODUCTION
1.1. Background
1.2. Identification Problem
1.3. Formulation Problem
1.4. Scope of the Study
1.5. Research Objective
1.6. Significance of Study
1.7. Operational Definition
1
4
4
5
5
6
6
CHAPTER II : LITERATURE STUDY
2.1. Learning Process
2.2. Definition of Problem Based Learning
2.2.1. Characteristic of Problem Based Learning
2.2.2. Adventage of Problem Based Learning
2.2.3. Assessment in Problem Based Learning
2.2.4. PBL Method Toward Curriculum 2013
2.3. Media
2.3.1. Macromedia Flash
2.3.2. Modules as Learning Media
2.3.2.1. Characteristic of Module
2.3.2.2. Adventage of Module
2.3.2.3. Components / Elements in Module
7
8
9
9
10
10
12
12
13
14
16
16
2.3.2.4. The Purpose of the Learning Activity Module
2.3.2.5. The significant of Learning Activity Module
2.4 Education Character
2.5 Curriculum 2013
2.6. Salt Hydrolysis
2.6.1. Definition of salt Hydrolisis
2.6.1.1. Salts from strong acid and strong base
2.6.1.2. Salts from weak acid and strong base
2.6.1.3. Salts from strong acid and weak base
2.6.1.4. Salts from weak acid and weak base
2.6.2. pH of salt solution
2.6.2.1. Salts from strong acid and strong base
2.6.2.2. Salts from weak acid and strong base
2.6.2.3. Salts from strong acid and weak base
2.6.2.4. Salts from weak acid and weak base
2.7. Conceptual Framework
2.8. Hypothesis
17
18
18
19
20
20
21
21
22
22
22
23
23
23
24
25
26
CHAPTER III : RESEARCH METHODS
3.1. Research Location and Research Time
3.2. Population and Sample
3.3. Research Variables and Instrument
3.4. Design of Research
3.5. Research Procedure
3.6. Analysis Technique
3.6.1. Descriptive Analysis
3.6.2. Inferensial Analysis
3.6.2.1 Normality Test
3.6.2.2 Homogeneity Test
3.6.2.3 Normalized Gain
3.6.2.4 Hypothesis Testing
3.6.2.5 Hypothesis Criteria
3.7 Analysis Correlation
3.8. Research Time Table 2014
27
27
27
29
30
34
34
35
36
36
37
37
38
38
40
CHAPTER IV : RESULT AND DISCUSSION
4.1 The Survey of Senior High School Chemistry Textbook
4.2 Analysis Description of Bilingual Chemistry Textbook of Senior
High School
4.3 The Development of Interactive Learning Module
4.4 Observation of Student Character
4.4 Research Result
4.5.1 Analysis Test of Data
4.5.1.1 Normality Test
4.5.1.2 Homogeneity Test
4.5.1.3 Hypothesis Test
4.6 Discussion
41
41
45
47
47
47
48
49
49
50
CHAPTER V : CONCLUSION AND SUGGESTION
5.1 Conclusion
52
5.2 Suggestion
53
REFERENCES
54
LIST OF TABLE
Table 2.1 Summary of Differences KBK, 2004, SBC 2006,
the Curriculum 2013
Table 3.1.Tabel of Independence Character Indicator
20
28
Table 3.2.The design of research the interactive learning module by PBL 29
Table 3.3 The research time tabel
40
Table 4.1 The description of the Bilingual Chemistry Textbook
41
Table 4.2 The result of Descriptive Analysis of Textbook Code T1
42
Table 4.3 The result of Descriptive Analysis of Textbook Code T2
43
Table 4.4 The result of Descriptive Analysis of Textbook Code T3
44
Table 4.5 The Percentage Average of Suitability Description
Material for Analyzed Textbooks
44
Table 4.6 The Summary development of Module
46
Table 4.7 The Result of Questioner in Standardized The Interactive
Learning Module by Chemistry Lecture, Chemistry Teacher and
Student of Science Grade XII
46
Table 4.8 The Normality Test by Using Chi Squared (X2)
48
Table 4.9 The Normality Test by Using Chi Squared (X2) for Student
Character
48
Table 4.10 Homogeneity Test by Using Statistic Test
49
LIST OF FIGURE
Figure 3.1. The overview of research planning
32
Figure 3.2 The overview of research procedure
33
Figure 5.1 Percentage of Student Achievement
51
LIST OF APPENDIX
Appendix 1 Syllabus
56
Appendix 2 Lesson Plan
58
Appendix 3 Instrument Test
82
Appendix 4 Analysis of Instrument Test
87
Appendix 5 Instrument Character
93
Appendix 6 Questionnaire For Trial The Interactive Learning Module
On The Topic Of Salt Hydrolysis
95
Appendix 7 Questionnaire For Trial The Interactive Learning Module
Standarized By Chemistry Lecture On The Topic Of Salt
Hydrolysis
96
Appendix 8 Questionnaire For Trial The Interactive Learning Module
Chemistry Teacher Of SMA N1 Sunggal, SMA N 1 Percut Sei
Tuan, SMA Swasta Dharma Bakti On The Topic Of Salt
Hydrolysis
97
Appendix 9 Questionnaire For Trial The Interactive Learning Module
Standarized By Student In SMA N 1 Sunggal In Grade XII
Science On The Topic of Salt Hydrolysis
98
Appendix 10 Questionnaire For Trial The Interactive Learning Module
Standarized By Chemistry Lecture, Teacher And Student On
The Topic Of Salt Hydrolysis
99
Appendix 11 The Calculation Of Validity Test
100
Appendix 12 Validation Table
101
Appendix 13 Calculation Of Reliability Test
102
Appendix 14 Index Distinguish Of Instrument
104
Appendix 15 Index Difficulty Of Instrument
106
Appendix 16 Difficulty Index Table
108
Appendix 17 Observation Sheet of Student Character in Experimental
Class
109
Appendix 18 Observation Sheet of Student Character in Control Class
120
Appendix 19 Data For Pretest And Posttest In Experimental Class By
Using Interactive Learning Module With PBL
Appendix 20 Data For Pretest And Posttest In Experimental Class By
Using Interactive Learning Module With PBL
135
Appendix 21 Calculation of Normalized Gain
139
Appendix 22 Normality Of Character In Experimental Class and In
Control Class
140
Appendix 23 Normality Test For Experimental Class and Control Class
In Pretest and Posttest
142
Appendix 24 Normality Gain in Experimental Class and Control Class
146
Appendix 25 Calculation Of Homogeneity Test Of Pretest
148
Appendix 26 Calculation Of Homogeneity Test Of Gain
149
Appendix 27 Calculation Of Homogeneity Test Of Pretest
150
Appendix 28 Calculation of Hypothesis I
151
Appendix 29 Calculation of Hypothesis II
153
Appendix 30 Calculation of Hypothesis III
155
Appendix 31 The Calculation Of Correlation Test For Hypothesis III
161
Appendix 32 Module
163
Appendix 33 Documentation
177
Appendix 34 r- Product Moment
190
Appendix 35 Chi quadrate table
191
Appendix 36 t- Distribution
192
131
CHAPTER I
INTRODUCTION
1.1.Background
In school, especially in science, chemistry is the obligation topic that must
be learn by the student. Generally student always think that chemistry is the
difficult subject, they are already give up even though they do not learn it yet. Doe
to this thinking, teacher have responsibility to change the student thinking, teacher
have to have the good method related to the topic in teaching process, so that
student will interest in the learning process. Distributing lesson in the teaching
process with the best way believed can effect the student achievement. According
to Hamalik (2003), effective learning is learning that provides opportunities to
learn themselves or their own activities, Student learn by doing, By working them
acquire the knowledge, understanding and behavioral aspects of the other.
There are some factor believe can increase student achievement as
cognitive aspect and affective aspect, the factors including the implementation of
the newest curriculum that is ‘Curriculum 2013’ that is used now is an effort to
increase the student achievement. In this newest curriculum there not just increase
the cognitive aspect, but also its build the character of the student, and to support
this aspect need to use suitable media, and the media used can be like interactive
module learning, internet, macromedia flash, power point and others. So that’s
why the researcher try to combine the newest curriculum with a suitable method
by using interactive learning module. In this interactive learning module, beside
increase student cognitive, it’s also can build the character, the character here is
student independence.
Based on the results of the initial survey which has been conducted at
some senior high school , the results of the survey through interviews indicate that
students generally assume that chemistry is a difficult subject to understand, and
some even hated chemistry. They do not understand how exactly the concept of
learning, they only focus on memorizing, without understanding what they
actually learn. Students also often find it difficult to understand the content of a
given text book, that is why it is often laziness arise when studying either at home
or at school studying. Teacher learning method is also one of the causes of low
student willingness to learn. Still often found that the teachers use methods that
are tedious, so make students feel bored and there is no sense of attraction want to
have better understand what it is chemical. Therefore the researcher tried to create
a new innovation by using the media and methods associated with the topic to be
studied and thus is expected to increase student achievement and willingness to
learn chemistry, so there is no longer found learners who hated chemistry lesson.
Research conducted is about The Development of interactive learning
module by PBL (Problem Based Learning). The Development of interactive
learning module are very interesting to discuss because by using the suitable ways
believed can increase student achievement in teaching chemistry, especially in
the salt hydrolysis topic. The salt hydrolysis topic categorized as difficult topic.
So the students will have bad comprehension if it is just told by conventional
method. Therefore by this interactive learning module hope can increase student
achievement in learning salt hydrolysis topic. Because in this method student just
not receive lesson from their teacher, but they demand to search it, find it by their
self, and this condition that will be make student more active in the learning
process so that they will have deep comprehension about the concept and can
develop their knowledge and also their ability.
Good learning conditions, requires a teacher to be able to master the
material to be taught and to make careful planning so as to motivate students to
learn actively. Teacher capability is supported by a variety of factors, one of
which is the selection and application of various teaching method or strategies in
accordance with the characteristics of the material and the expected goals, Zainal
(2000: 94), and in this case experiment is the correct way that give opportunity to
developed their self.
Media is a tool to interfere in and reconcile the two parties. Media
showed the function or role of organizing an effective relationship between the
two main parties in the process of student learning and content learning. The
existance of learning media can help student in study. Use of media learning will
greatly assist the effectiveness of the learning process and delivery of messages
and content, according to the demands of the curriculum. The media that are used
as a learnig source in this research is module. Module is a strategi for student to
be active in the learning process. According to Arsyad (2009) module is a
learning material that can be used by student to learn independently. A good
selection of modules will be able to help student to understand the topic. By
using module, student can be learn independently and try not just to be a listener
but they should be a searcher, thus student will be more understood about what
they are learn actually. In her research, Ika.I (2013) with entitled The
Implementation of Cooperative Learning Module Student Team Achievement
Division (STAD) Type by Using Learning Module to Increase student
Achievement in Salt Hydrolysis Topic proved that learning module is an
effective teaching. The result of her research in experimental class are 68%
increasing after teaching treatment conducted, while in the control class it just
48% increasing after teaching treatment conducted. It means that learning
module are effective to increase the student achievement. Moreover in her
research, Ferawaty.M (2013) with entitled The influence of Problem Based
Learning Model With Worksheet Toward Student Achievement To improvement
on Topic Buffer solution are shown that the problem based learning is the
effective model to make student motivated in learning. Its proved by the result of
her research in the experimental class, the achievement is increase 77,93%, while
in control class the achievement increase is just 63,85%, so can conclude that by
using PBL method can make student motivated in learning so that can influence
their achievement.
Learning Module is the innovation expected can solve the problem faced
by student. By this learning method the teaching process is not focussed to the
teacher anymore, but it focussed to the student it self. Student are required to
active, creative, and find everything by their self, while teacher here is just a
mentors who guide the students in their ability to optimize. Further, interactive
learning module is a process of learning about a given subject unit systematically
arranged, and directed operations for use by students, along with guidelines for
the use of teachers. Concerning to the problem above, writer interest to
conducting a research with the title is “The Development of Interactive
Learning Module Using Problem Based Learning To Increase Student
Achievement and Independence in Salt Hydrolysis Topic”.
1.2. Identification Problem
Based on the background above so the identification problem that can
stated as following:
1. Less understanding about concept of learning process that influence the desire
of student to learn.
2. Less varied media used by teachers. There so many teacher that like to teaching
in the conventional method.
3. Less of the suitable text book using in Curriculum 2013 as a learning media
1.3. Formulation Problem
Based on the identification problem above, the formulation problem in this
research is
1. How the teacher perception on the salt hydrolysis as the subject matter on the
textbooks that used?
2. How to get the interactive learning module that are related to the topic of salt
hydrolysis?
3. How the development of interactive learning module on teaching of salt
hydrolysis to increasing student achievement?
4. How the development of interactive learning modules on the teaching of salt
hydrolysis in increasing student independence?
5. Is there any relationship between student cognitive and affective aspects on the
teaching of salt hydrolysis topic?
1.4. The Scope of Study
Based on the formulation problem describe above, found that there are so
many problem arise in this research. Therefore, need to make a scope of the study
that foccused as the following issues.
1. This research are foccused to senior high school in class X on the subject
matter salt hydrolysis topic
2. To know the increasing of student achievement with interactive learning
module by PBL (Problem Based Learning) in both of cognitive and affective
aspect
3. The topic of Salt Hydrolysis : Definition of salt hydrolysis, salt from strong
acid and strong base, salt from weak acid and strong base, salt from strong
acid and weak base, salt from weak acid and weak base, pH of salt solution.
1.5. Research Objectives
The research objective is to investigate the best method in teaching salt
hydrolysis topic. The specific objectives of the study are:
1. To investigate teacher perception on salt hydrolysis topic on the textbooks that
is used.
2. To get the interactive learning module that are related to the topic of salt
hydrolysis.
3. To investigate the development of interactive learning module to increase
student achievement as cognitive aspect on the teaching of salt hydrolysis topic
4. To investigate the development of interactive learning modules on the teaching
of salt hydrolysis in increasing student’s independence as affective aspect
5. To investigate the relationship between student’s cognitive and affective
aspects on the teaching of salt hydrolysis topic
1.6. Significance of Study
1. For student, as an addition model in learning process so can increasing student
desire in the learning process
2. For teacher, as an addition method and teaching model to make learning
process become attractive, effective and interactive so that can increase student
achievement in both of cognitive and affective aspect in the teaching of salt
hydrolysis
3. For researcher, as the comparison materi to the other researcher that want
observe the same case in other place
1.7 Operational Defenition
- Module is a learning material that can be used by student to learn independently.
The student become center point of teaching and learning process. (Andi
Prastowo, 2011)
- Problem-based learning (PBL) is a student-centered pedagogy in which students
learn about a subject through the experience of problem solving. Students learn to
be active, communicative, proceesing the data and finally make a conclusion.
(Wina Sanjaya, 2009)
- Character as a way of thinking and behaving that characterizes each individual to
live and work together, both within the family, community, nation, and state.
(Suyanto, 2009)
- Learning outcomes is the result if person has studied will happen new bahavior
to the person, example from don’t know to be know and don’t understand to be
understand. (Oemar Hamalik, 2008)
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 CONCLUSION
Based on the result of the research, the conclusion is :
1. The teacher perception about the salt hydrolysis topic on the textbooks that is
used is good, the book with code T1 got the percentage for about 40%, the
textbook code T2 reached 60% and for textbook code T3 reached 75%.
2. The interactive learning module got by arrange the module based on the BNSP
standard, with the description criteria like the content, extension, depth, design,
and language. Beside that, the interactive learnig module also got by arrange the
module based on the assessment of some validators.
3. Student achievement that taught by Interactive Learning Module With Problem
Based Learning (PBL) Model is higher then the student achievement that taught
by using Chemistry Book and Direct Instruction Method in the subject of Salt
Hydrolysis.
4. Student Character that taught by Interactive Learning Module With Problem
Based Learning (PBL) Model is better (higher) then the student character that
taught by using Chemistry Book and Direct Instruction Method in the subject of
Salt Hydrolysis.
5. There is a low linear relation and significance between student’s character and
student’s achievement that taught by interactive learning module with problem
based learning.
5.2 SUGGESTION
Based on the result of the research, the conclusion is :
1. For teacher, the using of Interactive Learning Module with Problem Based
Learning (PBL) Model can be applied in the teaching process because believed
can increasing the student cognitive and also the student affective especially in
chemistry subject with the topic is Salt Hydrolysis.
2. For researcher, that will be doing the research can use this research as the
references in order to increase both of student cognitive and student affective.
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