THE DEVELOPMENT OF POE (PREDICTION, OBSERVATION AND EXPLANATION) ORIENTED MODULE DEVELOPMENT IN AFFECTING STUDENTS LEARNING OUTCOME OF GAMETOGENESIS SUB TOPIC FOR GRADE XI SCIENCE OF SMA NEGERI 8 MEDAN ACADEMIC YEAR.
THE DEVELOPMENT OF POE (PREDICTION, OBSERVATION AND
EXPLANATION) ORIENTED MODULE AND ITS EFFECT ON
STUDENT’S LEARNING OUTCOME FOR GAMETOGENESIS
SUB TOPIC GRADE XI SCIENCE OF SMA NEGERI 8
MEDAN ACADEMIC YEAR 2013/2014
By:
Hafizah Ilmi Sufa
NIM 4103342007
Biology Bilingual Education Study Program
A THESIS
Submitted as Partial Fulfillment of the Requirement
for Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
THE STATE UNIVERSITY OF MEDAN
MEDAN
2014
iv
ACKNOWLEDGEMENT
Assalamualaikum‟warahmatullahiwabarakatuh.
Alhamdulillahirabbilalaamiin,
First of all, the writer says Thanks for the presence of ALLAH SWT,
because has given bless, mercy and guidance so that the writer can finish this
thesis with a title “The Development of POE (Prediction, Observation and
Explanation) Oriented Module and Its Effect on Student’s Learning
Outcome for Gametogenesis Sub Topic of Grade XI Science of SMAN 8
Medan Academic Years 2013/2014” to fulfill one of the requirement for the
degree of Sarjana Pendidikan in Biology Department, Faculty of Mathematics and
Natural Science, the State University of Medan (UNIMED).
The writer would like to thank and express the sincerest gratitude for:
1) Dra. Meida Nugrahalia, M.Sc. as writer thesis supervisor who has generously
spent precious time in giving guidance, encouragement, comments and
suggestion until this thesis can be finished on time. Thank you very much,
Mom. Wish Allah give a blessing life to you. Barakallah, aamiin.
2) Prof. Dr. Herbert Sipahutar, M.Si., as my academic supervisor and also as my
thesis advisor who had given criticisms and suggestions to me.
3) Prof. Dr. rer. Nat. Binari Manurung, M.Si., as the coordinator of Bilingual
Program and also my thesis advisor that always raise our fighting spirit by his
love.
4) Dra. Martina Restuati, M.Si., as my thesis advisor who has so many
contribution in completing my thesis.
5) Drs. H. Tri Harsono, M.Si., as the chairman of Biology Department who
always give support and guidance in finishing my graduation.
6) All the lecturers who had given advice, guidance, motivation and the valuable
knowledge to the writer during academic years at UNIMED.
7) Drs. Sudirman, SP. M.Si., as the principal of SMA Negeri 8 Medan and also
to the big family of SMANDEL, especially to Dra. Herliana, M.Si., as the
v
biology teacher and all students in XI Science 2. Nice experience with you,
guys.
8) The deepest thank and love to my parents, Drs. Sudirman, SP. M.Si and Dra.
Farida Nadeak, who always give their pray, love and life to all their daughters
and sons, not exception to me. I always pray, wish Allah loves and guides you
wherever, whatever and whenever as your love to your children, Ma, Pa. :‟)
Aamiin. The writer also thank to the lovely sister Widiya Sari Sufa, S.Si, and
both my brothers, M. Ridho Sufa and Imam Penggowo Darojatun Sufa, thank
you sist and bro :D All of you make my life become colorful! :D
9) Ransufa Family (Rafika, Astari, Novita), being glad to have experience with
you, guys. Your love, care, tears, smile, laughing, and spending my time with
you is one of the best moments in my life. Be always my sisters and brother
ya.. :‟) And also our umi godank, I love you, you teach me how to be patient.
10) Silvia Sabatini, S.Pd., as my „real advisor‟ and my discussion partner in
finishing this thesis. Thank you very much, kak Chiby, you have lightened my
blindness in finishing my thesis. :*
11) Biology Bilingual Education 2010 (Rani, Dewi, Eka, Adi, Frendy, Hastika,
Helma, Herlina, Ika, Lea, Marta, Melani, Nanda, Shelly, Liza, Suyedi, Tia and
mbak Tri). Whole semesters that I spent with you is one of the best moment I
ever had. I love you and will miss you, friends. :‟)
12) For all people who give contribution for finishing this thesis that I can not
mention one by one, thank you very much.
The writer realizes that in finishing this thesis still many of weakness. The
writer hopes this thesis can give utilization for the writer and reader.
Wassalamualaikum.
Medan, July
Writer,
, 2014
Hafizah Ilmi Sufa
SID. 4103342007
iii
A POE (PREDICTION, OBSERVATION AND EXPLANATION)
ORIENTED MODULE DEVELOPMENT IN AFFECTING STUDENT’S
LEARNING OUTCOME OF GAMETOGENESIS SUB TOPIC FOR
GRADE XI SCIENCE OF SMA NEGERI 8 MEDAN ACADEMIC YEAR
2013/2014
Hafizah Ilmi Sufa (4103342007)
ABSTRACTS
The aim of this research was to create a valid and quality POE (Prediction,
Observation and Explanation) oriented module based on the curriculum 2013
characteristic. Then the module was tested to know the effectiveness as a
Gametogenesis learning media and comparing the student’s learning cognitive
outcome grade XI Science SMA Negeri 8 Medan between students who were
taught by handbook and POE oriented module. The positive things of students
who were taught by POE oriented module are giving opportunities for students to
learn independently and actively by following the three learning activities,
namely: predicting, observing and explaining activity. The type of this research is
the development research, which develop a gametogenesis module in POE
oriented model by using Borg and Gall’s development theory, which consists of
ten steps, namely: (1) Observation, (2) Literature Review, (3) Design Product, (4)
Expert Validation, (5) Revision Module Draft I, (6) Preliminary Field Testing, (7)
Revision Product Draft II, (8) Main Field Testing, (9) Final Revision and (10)
Final Product and Dissemination. From the expert validation results, the material,
presentation, readability and graphical aspect are in very good criterion or 87.5%,
85.41%, 85.71%, 85%, respectively. After doing revision I, then collecting result
from preliminary field testing that the material, presentation, readability and
graphical aspect are in very good criterion or 93.7%, 94.5%, 98.6%, 98.6%,
respectively. Then continuing to revision II and before getting final product and
dissemination, the main field testing was done that the results are very good
criterion or 100% in every aspects. Finally, a gametogenesis module in POE
oriented model could be used as a learning source in treatment class (XI Science
2) and resulted students learning outcome increased from 57.43 become 84.14,
while the students in control class (XI Science 3) that used students handbook
through direct instructional learning model reached average score of learning
outcome from 56.53 become 69.77. The students learning outcome who used a
gametogenesis module has mean 84.14 is higher than students learning outcome
who used handbook whic has mean 69.77. The statistic analysis shows in
significant level of 0.05 that there was a significant difference between student’s
learning outcome who were taught by POE oriented module and student’s
handbook (tcount 12.296 < ttable1.9901).
Keywords: Gametogenesis Module, POE (Prediction, Observation, Explanation).
vi
TABLE OF CONTENT
Pages
Thesis Approval
Biography
Abstracts
Acknowledgement
Table of Content
List of Figures
List of Tables
List of Appendix
i
ii
iii
iv
vi
viii
x
xiii
CHAPTER I INTRODUCTION
1.1.
Background of Problem
1.2.
Problem Identification
1.3.
The Scope of Study
1.4.
Research Questions
1.5.
Research Objectives
1.6.
Significances of Research
1
4
5
5
5
6
CHAPTER II LITERATURE REVIEW
2.1.
The Theoretical Framework
2.1.1. The Essential of Teaching and Learning Process
2.1.2. Curriculum Role in Learning Process Nowadays
2.1.3. Learning Outcome
2.1.4. Instructional Learning Media
2.1.5. Module
2.1.6. Learning Module
2.1.7. POE (Prediction, Observation, Explanation) Learning Model
2.1.8. The Steps of POE Oriented Module Development
2.1.9. Sub Topic: Gametogenesis on Human Reproductive System
2.2.
Conceptual Framework
2.3.
Research Hypothesis
7
7
8
9
11
13
19
19
21
21
30
31
CHAPTER III RESEARCH METHODOLOGY
3.1. Location and Time of Research
3.2. Population and Sample
3.3. Design of Research
3.4. Research Instruments
3.5. Research Procedures
3.6. Instrument Testing
3.7. Data Analysis
32
32
33
37
38
46
52
vi
vii
CHAPTER IV RESULT AND DISCUSSIONS
4.1. The results of research
4.1.1. Description of the module development
4.1.2. Data description pre-research
4.1.3. Data description normality and homogeneity
4.1.4. Data description of research
4.1.5. Measuring the effect of module
4.1.6. Hypothesis test
4.2. The problem that faced in the research
54
55
80
81
82
84
85
86
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
5.2. Suggestions
87
88
REFERENCES
89
Appendix
92
vii
x
LIST OF TABLES
Pages
Table 3.1
Table 3.2
Table 3.3
Table 3.4
Table 3.5
Table 3.6
Table 4.1
Table 4.2
Table 4.3
Table 4.4
Table 4.5
Table 4.6
Table 4.7
Table 4.8
Table 4.9
Number of Grade XI Science Students
SMAN 8 Medan Academic Year 2011/2012
Main Field Trials
Cognitive Test Instrument in Gametogenesis
Sub Topic
Criterion of Validation Instrument with a Likert
Type Scale with the Scores
Criterion of Aspect Percentage in Gametogenesis
Module that have been Developed
Categories of Student’s Learning Outcome Test
Students learning outcome value
The experts’ score on the material aspects of
Gametogenesis module in POE oriented model
in SMA Negeri 8 Medan
Academic Year 2013/2014
The experts’ score on the presentation aspects
of Gametogenesis module in POE oriented
model in SMA Negeri 8 Medan
Academic Year 2013/2014
The experts’ score on the readability aspects
of Gametogenesis module in POE oriented
model in SMA Negeri 8 Medan
Academic Year 2013/2014
The experts’ score on the graphical aspects
of Gametogenesis module in POE oriented
model in SMA Negeri 8 Medan
Academic Year 2013/2014
The experts’ comparison score on each
aspect of Gametogenesis module in POE
oriented model in SMA Negeri 8 Medan
Academic Year 2013/2014
Result of revision I
The preliminary field testing score on
the material aspects of Gametogenesis
module in POE oriented model in SMA
Negeri 8 Medan Academic Year 2013/2014
The preliminary field testing score on the
32
36
38
52
53
53
55
57
58
60
63
66
67
68
xi
Table 4.10
Table 4.11
Table 4.12
Table 4.13
Table 4.14
Table 4.15
Table 4.16
Table 4.17
Table 4.18
Table 4.19
Table 4.20
Table 4.21
Table 4.22
Table 4.23
presentation aspects of Gametogenesis module
in POE oriented model in SMA Negeri 8
Medan Academic Year 2013/2014
The preliminary field testing score on the
readability aspects of Gametogenesis module
in POE oriented model in SMA Negeri 8
Medan Academic Year 2013/2014
The preliminary field testing score on the
graphical aspects of Gametogenesis module
in POE oriented model in SMA Negeri 8
Medan Academic Year 2013/2014
The preliminary field testing comparison score
on each aspect of Gametogenesis module in
POE oriented model in SMA Negeri 8
Medan Academic Year 2013/2014
Results of revision II
The main field testing comparison score on each
aspect of Gametogenesis module in POE oriented
model in SMA Negeri 8 Medan Academic Year
2013/2014 based on the questionnaire review
The review result of pretest and postest from
class XI Science 2 and XI Science 3
The result of revision III
Normality test data
Homogeneity test data
The result of student’s learning outcome in
grade XI Science 2 SMA Negeri 8 Medan
for pre-test
The result of student’s learning outcome level
in grade XI Science 2 SMA Negeri 8 Medan
for pre-test
The result of student’s learning outcome in
grade XI Science 3 SMA Negeri 8 Medan
for pre-test
The result of student’s learning outcome level
in grade XI Science 3 SMA Negeri 8 Medan
for pre-test
The result of student’s learning outcome in
grade XI Science 2 SMA Negeri 8 Medan
for post-test
69
71
73
74
75
77
78
79
81
81
82
82
83
83
83
xii
Table 4.24
Table 4.25
Table 4.26
Table 4.27
The result of student’s learning outcome level in
grade XI Science 2 SMA Negeri 8 Medan
for post-test
The result of student’s learning outcome in
grade XI Science 3 SMA Negeri 8 Medan
for post-test
The result of student’s learning outcome level in
grade XI Science 3 SMA Negeri 8 Medan
for post-test
Summary of hypothesis test calculation
83
84
84
85
viii
LIST OF FIGURES
Figure 2.1
Figure 2.2
Figure 2.3
Figure 2.4
Figure 2.5
Figure 2.6
Figure 3.1
Figure 3.2
Figure 3.3
Figure 3.4
Figure 4.1
Figurer 4.2
Figure 4.3
Figure 4.4
Figure 4.5
Figure 4.6
Figure 4.7
Figure 4.8
The Steps of POE Oriented Module Development
Human Reproductive System Concept Map
Various Stages of Mitosis
Various Stages of Meiosis I and II
Spermatogenesis
Oogenesis
Design POE Oriented Module of
Development Research
POE Oriented Module Content
Validation Process of Module
Chart of the implementation phase procedure of
the research until varying the conclusions
The experts’ score on the material aspects of
Gametogenesis module in POE oriented
model in SMA Negeri 8 Medan
Academic Year 2013/2014
The experts’ score on the presentation aspects
of Gametogenesis module in POE oriented
model in SMA Negeri 8 Medan
Academic Year 2013/2014
The experts’ score on the readability aspects
of Gametogenesis module in POE oriented
model in SMA Negeri 8 Medan
Academic Year 2013/2014
The experts’ score on the graphical aspects
of Gametogenesis module in POE oriented
model in SMA Negeri 8 Medan
Academic Year 2013/2014
The experts’ comparison score on each
aspect of Gametogenesis module in POE
oriented model in SMA Negeri 8 Medan
Academic Year 2013/2014
The preliminary field testing score on the
material aspects of Gametogenesis module
in POE oriented model in SMA Negeri 8
Medan Academic Year 2013/2014
The preliminary field testing score on
the presentation aspects of Gametogenesis
module in POE oriented model in SMA
Negeri 8 Medan Academic Year 2013/2014
The preliminary field testing score on the
Pages
21
22
24
26
27
29
40
42
43
45
58
59
62
65
66
69
71
ix
Figure 4.9
Figure 4.10
Figure 4.11
Figure 4.12
readability aspects of Gametogenesis
module in POE oriented model in SMA
Negeri 8 Medan Academic Year 2013/2014
The preliminary field testing score on the
graphical aspects of Gametogenesis module
in POE oriented model in SMA Negeri 8
Medan Academic Year 2013/2014
The preliminary field testing comparison
score on each aspect of Gametogenesis
module in POE oriented model in SMA
Negeri 8 Medan Academic Year 2013/2014
The main field testing comparison score on
each aspect of Gametogenesis module in POE
oriented model in SMA Negeri 8 Medan
Academic Year 2013/2014 based on the
questionnaire review
The review result of pretest and postest from
class XI Science 2 and XI Science 3
72
74
75
78
79
xiii
LIST OF APPENDIX
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Appendix 17
Syllabus of Learning Activities
Lesson Plan for Treatment Class
Lesson Plan for Control Class
Pertinggal Nilai Biologi Siswa Kelas XI
T.P 2013/2014 Semester Ganjil
Pertinggal Nilai Biologi Siswa Kelas XII A1
Semester Genap T.P 2012/2013
Questionnaire of Module Quality for
Lecture/Teacher
Questionnaire of Module Quality for
Students
Cognitive Instrument of Gametogenesis
Validity and Reability Test Instrument
Item Discriminant
Item Difficulty
Formula Path of Validity, Reability,
Item Discriminant and Item Difficulty
The Research Score List of Students XI
Science 2 and XI Science 3
Formula Path of Normality, Homogeneity,
Ttest and Hypothesis Test
Gametogenesis Modul in POE Oriented Model
Gametogenesis Theory based on Erlangga
Handbook
Research Documentation
Pages
92
94
100
105
108
109
113
117
127
128
129
130
134
136
143
144
146
CHAPTER I
INTRODUCTION
1.1 Background of Problem
One of the successes of achieving the educational goals based on the law
of RI No. 20, 2003 at article 3 about National Education System is improving the
students’ cognitive, affective and psychomotor outcome at once. This means to
achieve these three aspects at once need to choose precise various models to
inhibit the pressing to the development of one aspect only. Whereas, data from
research still found problem at school which usually less creativity to do teaching
learning process through various models, for example research by Saputra in
2011. According to Saputra (2011), the learning process which is done through
monotonous learning model in this case always present a direct instructional
learning model in class room will make students as receptor and duty implementer
from teacher would be less motivated to be active in learning process. While
Setiawan, W., et al. (2010) argued that a learning process through direct
instructional learning model which is applied in learning process proved that there
was no significant difference of students effectivity in understanding of learning
between upper and lower groups.
Actually, this phenomenon still happened in Indonesian teaching learning
process until nowadays. For example, researcher got this problem from experience
when carried on Teaching Practice Program (Program Pengalaman Lapangan /
PPL) in SMAN 1 Tebing Tinggi. The learning model that was applied in teaching
learning process include biology class was less of variety or more often used
direct instruction learning model without any combination. This condition caused
the class was looked monotone. When the teacher was explaining the learning
material in verbally, students were listening to the teacher’s explanation and
sometimes the students made notes in note book. This condition is as if focusing
to the student’s cognitive without stimulating the student’s scientific attitude and
psychomotor improvement.
1
2
Another example of unbalancing of three aspects in learning outcome is
proved by observation on November 26th – 29th, 2013 in SMAN 8 Medan, the
same problem was also happened like in SMAN 1 Tebing Tinggi. The direct
instructional learning model was very often faced in biology. Precisely, direct
instructional learning model is not enough to support the curriculum 2013 as
described in Educational and Cultural Minister Regulation (Permendikbud No. 65,
2013) that the learning process have to be a holistic development for three aspects
namely cognitive, affective and psychomotor aspect at once. It means that one
aspect cannot be separated from the other aspects in order to produce personal
qualities that reflect the integrity of knowledge, attitude and skill mastery.
The second problem of SMAN 8 Medan after researcher did a personal
interview with one of biology teacher there, Drs. Sudirman, M.Si, the researcher
found the serious fact that students got low scores in formative assessment of
Gametogenesis sub-topic or 65.61 average score while, the minimum criteria
(KKM) is more than 75 (Drs. Sudirman, M.Si. Personal interview on February
28th, 2014). Gametogenesis sub topic belongs to the process of gonad to produce
sex cell that influenced by some hormones. All these need media to be learned
because cannot be observed directly by the limitation of apparatus and material
available in school. Furthermore, if the learning process is done by direct
instructional learning as the usually applied in biology class will be not easy to
make students understand about gametogenesis sub topic. If apparatus and
material to observe about gametogenesis is not prepared by school, at least
student’s handbook comply a standard of curriculum 2013 which is able to help
students in learning gametogenesis through scientific approach to help
understanding the process of gametogenesis in detail.
Suyanto (2013) argued that process of teaching learning is a system which
does not only need one aspect, but also contains some components that integrate
one with the other to achieve the teaching learning goals, namely teacher, learning
objectives, learning material, media, learning system, learning source, interacted
management, evaluation and student. It means student’s handbook is one of
components to achieve the gametogenesis teaching learning goals.
3
The researcher has read the students’ biology handbook for XI science of
SMAN 8 Medan about gametogenesis sub topic then compared with three others
biology handbooks in different publishers to see the quality of the content. The
most complete book from the four samples is the student’s biology handbook of
SMAN 8 Medan published by Erlangga (see Appendix 16). While, this Erlangga’s
handbook is still far from curriculum 2013 characteristic. This book is more
appropriate delivering by direct instructional learning, not by learning model
which support the curriculum 2013. For example, the explanation of
gametogenesis mechanisms in Erlangga book is just focusing directly to the final
cells which are resulted by mitotic and meiotic I and II division, not presenting the
steps so how the cells can contain a haploid or diploid chromosomes and why
need to develop by mitotic and also meiotic in gametogenesis. The condition of
this student’s handbook adds one more reason of student’s low score for
gametogenesis sub topic.
One of solution for this problem is by modifying the gametogenesis
student’s handbook become a gametogenesis module which is oriented by a
learning model that support curriculum 2013 that able to used in classroom to
increase students learning outcome. POE (Prediction, Observation and
Explanation) is one of the learning models which relates to scientific approach
which are taught and accustomed students to find scientific truth, not give slander
in viewing of a phenomenon. As the Educational and Cultural Minister Regulation
(Permendikbud No. 65, 2013) hinted as Standard Process of Primary and
Secondary Education to improve the students learning outcome acquired through
the activity of "observing, asking, trying, reasoning, presenting, and create".
POE learning model was developed by White and Gunstone in 1992 which
consists of three activities, namely: prediction, observation and explanation
activities (Tsai, Chin Chung and Ying-Tien Wu in Lestarti (2011)). POE is
suitable for gametogenesis sub topic because in learning process students will
predict some phenomena that relates to gametogenesis. For example, why a sex
cell needs to decrease the chromosom number while doing mitotic I. Then
students will do discuss the predicted answer by doing direct observation from
4
complete pictures about every stages in cells division. Finally, students will get
the right answer about the question before and can explain it.
For addition, the effectiveness of POE learning model has been ever
observed and the result was able to increase the students’ outcome especially for
cognitive aspect in 14%, affective and psychomotor aspect increased 5% and 1%,
respectively (Saraswati, 2011). While based on Amanah’s research in 2013, the
effect of POE learning model to the students cognitive, (t
count
was 3.610 > ttabe
2.052) with p value (sig). 0.001). It means that there was a very significant
difference of students cognitive between before and after being taught by POE
learning model.
Furthermore, from the description above, researcher will do a research by
develop the Gametogenesis module in POE (Prediction, Observation and
Explanation) oriented model to increase student’s learning outcome grade XI
science of SMAN 8 Medan academic years 2013/2014.
1.2 Problem Identification
Based on the background above, then the problem identifications of this
study are as follows:
1. Biology teaching learning process is mostly implemented in direct
instructional learning model which is not belong to scientific approach as
curriculum 2013 characteristic.
2. The implementation through direct instructional learning model caused the
student’s score of formative assessment for Gametogenesis sub-topic was
very low in last year or 65.61 average score.
3. Students’ biology handbook as a learning media in Gametogenesis
teaching learning process cannot be implemented through scientific
approach, include POE learning model. The student’s handbook can be
only implemented by direct instructional model.
5
1.3 The Scope of Study
By regarding the extent indentified problems so in this research, the scope
of study is limited in:
1. The developing of Gametogenesis module based on POE (Prediction,
Observation, Explanation) oriented model for grade XI science of SMAN
8 Medan academic year 2013/2014.
2. The increasing of student’s learning outcome of Gametogenesis sub topic
for grade XI science of SMAN 8 Medan academic year 2013/2014.
1.4 Research Questions
In this study, the research questions are as follows:
1. How to develop a Gametogenesis module based on POE (Prediction,
Observation, Explanation) oriented model for grade XI science of SMAN
8 Medan academic year 2013/2014?
2. Is there any increasing of student’s learning outcome after being given the
Gametogenesis
module
based on
POE (Prediction,
Observation,
Explanation) oriented model for grade XI science of SMAN 8 Medan
academic year 2013/2014?
3. Is there any difference of student’s learning outcome between class which
use Erlangga biology handbook and Gametogenesis module based on POE
(Prediction, Observation, Explanation) oriented model for grade XI
science of SMAN 8 Medan academic year 2013/2014?
1.5 Research Objectives
The objectives of this study are:
1. To know the process of Gametogenesis module development based on
POE (Prediction, Observation, Explanation) oriented model for grade XI
science of SMAN 8 Medan academic year 2013/2014.
2. To know the increasing of student’s learning outcome after being given the
Gametogenesis
module
based on
POE (Prediction,
Observation,
6
Explanation) oriented model for grade XI science of SMAN 8 Medan
academic year 2013/2014.
3. To know the difference of student’s learning outcome between class which
used Erlangga biology handbook and Gametogenesis module based on
POE (Prediction, Observation, Explanation) oriented model for grade XI
science of SMAN 8 Medan academic year 2013/2014.
1.6 Significances of Research
The significances that expected from the results of this study are:
1. For teachers, this study is able to enhance the innovative learning
instructional by using Gametogenesis module based on POE (Prediction,
Observation, Explanation) oriented model in classroom teaching and
learning process.
2. For students, the learning process by using Gametogenesis module based
on POE (Prediction, Observation, Explanation) oriented model is able to
increase student’s learning outcome.
3. For school, can increase the learning quality especially in learning of
gametogenesis subtopic.
4. As an idea donation for the next researcher and it can be useful in
developing education of science.
58
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
The conclusions that can be gotten from this research are:
1) The Gametogenesis module development in POE (Prediction, Observation and
Explanation) oriented model was compiled by Research and Development
(R&D) of Borg and Gall, which was through nine (9) stages, namely: field
observation and collecting information, develop module draft 1 and validity
by experts of (design and content), revision module draft I, preliminary field
testing, revision module draft II, main field testing, review, operational
module revision, final product and dissemination.
2) The worthiness of this module which is gotten from main field testing data
shows that students’ learning outcome is improved and being satisfied.
Improvement obtained by the grade XI Science 2 that used module in learning
gift average score from 57.43 became 84.14. While grade XI Science 3 that
using handbook did not reach the mastery learning (minimum score), the score
just improved from 56.53 became 69.77.
3) The result of expert validation on the aspect of Gametogenesis module in POE
(Prediction, Observation and Explanation) oriented model showed that the
material aspect is the highest of 87.5%, followed by the readability aspect
85.71% and presentation aspect 85.41%. Graphical aspect is the lowest aspect
than the other aspects, which is only 85%. While, all aspects are still in very
good criterion and just need a little improvement. The result of comparison is
concluded that the gametogenesis module in POE oriented model have
otherwise been feasible with the assessment criterion overall very good.
4) The result of preliminary field testing validation of the Gametogenesis module
in POE (Prediction, Observation and Explanation) oriented model showed that
the material aspect is the lowest or 93.75%, then followed by the presentation
aspect is 94.5%, while readability and graphical aspect are 98.6%,
collectively. These percentages were still categorized very good.
59
5) The result of main field testing validation of the Gametogenesis module in
POE (Prediction, Observation and Explanation) oriented model showed that
the material, presentation, readability and graphical aspect are 100%,
collectively. These percentages were still categorized very good.
6) Gametogenesis module in POE (Prediction, Observation and Explanation)
oriented model that has developed by researcher is suitable to be used as a
good biology learning resource at gametogenesis sub topic for grade XI
Science students.
7) Gametogenesis module in POE (Prediction, Observation and Explanation)
oriented model can increase student’s learning outcome significantly with
tcalculate (3.385 ) > ttable tcalculate (2.0211) at significance =0.05.
8) There was significant difference between student’s learning outcome that is
taught by using Gametogenesis module in POE oriented model and student’s
handbook by proved from tcalculate (12.296) > ttable (1.9901). It means that
Student’s learning outcome that are taught by using Gametogenesis module in
POE oriented model is higher than student’s learning outcome that are taught
by using student’s handbook.
5.2. Suggestion
Having considered the findings of this research, the suggestions are:
1. For biology teachers can use this Gametogenesis module in POE (Prediction,
Observation and Explanation) oriented model in teaching learning process of
gametogenesis sub topic as an alternative media for improving students
learning outcomes
2. To the next researcher is hoped to continue research about this module by
improve the design and content of this module in order to give feedback to
students become higher than in this research.
60
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EXPLANATION) ORIENTED MODULE AND ITS EFFECT ON
STUDENT’S LEARNING OUTCOME FOR GAMETOGENESIS
SUB TOPIC GRADE XI SCIENCE OF SMA NEGERI 8
MEDAN ACADEMIC YEAR 2013/2014
By:
Hafizah Ilmi Sufa
NIM 4103342007
Biology Bilingual Education Study Program
A THESIS
Submitted as Partial Fulfillment of the Requirement
for Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
THE STATE UNIVERSITY OF MEDAN
MEDAN
2014
iv
ACKNOWLEDGEMENT
Assalamualaikum‟warahmatullahiwabarakatuh.
Alhamdulillahirabbilalaamiin,
First of all, the writer says Thanks for the presence of ALLAH SWT,
because has given bless, mercy and guidance so that the writer can finish this
thesis with a title “The Development of POE (Prediction, Observation and
Explanation) Oriented Module and Its Effect on Student’s Learning
Outcome for Gametogenesis Sub Topic of Grade XI Science of SMAN 8
Medan Academic Years 2013/2014” to fulfill one of the requirement for the
degree of Sarjana Pendidikan in Biology Department, Faculty of Mathematics and
Natural Science, the State University of Medan (UNIMED).
The writer would like to thank and express the sincerest gratitude for:
1) Dra. Meida Nugrahalia, M.Sc. as writer thesis supervisor who has generously
spent precious time in giving guidance, encouragement, comments and
suggestion until this thesis can be finished on time. Thank you very much,
Mom. Wish Allah give a blessing life to you. Barakallah, aamiin.
2) Prof. Dr. Herbert Sipahutar, M.Si., as my academic supervisor and also as my
thesis advisor who had given criticisms and suggestions to me.
3) Prof. Dr. rer. Nat. Binari Manurung, M.Si., as the coordinator of Bilingual
Program and also my thesis advisor that always raise our fighting spirit by his
love.
4) Dra. Martina Restuati, M.Si., as my thesis advisor who has so many
contribution in completing my thesis.
5) Drs. H. Tri Harsono, M.Si., as the chairman of Biology Department who
always give support and guidance in finishing my graduation.
6) All the lecturers who had given advice, guidance, motivation and the valuable
knowledge to the writer during academic years at UNIMED.
7) Drs. Sudirman, SP. M.Si., as the principal of SMA Negeri 8 Medan and also
to the big family of SMANDEL, especially to Dra. Herliana, M.Si., as the
v
biology teacher and all students in XI Science 2. Nice experience with you,
guys.
8) The deepest thank and love to my parents, Drs. Sudirman, SP. M.Si and Dra.
Farida Nadeak, who always give their pray, love and life to all their daughters
and sons, not exception to me. I always pray, wish Allah loves and guides you
wherever, whatever and whenever as your love to your children, Ma, Pa. :‟)
Aamiin. The writer also thank to the lovely sister Widiya Sari Sufa, S.Si, and
both my brothers, M. Ridho Sufa and Imam Penggowo Darojatun Sufa, thank
you sist and bro :D All of you make my life become colorful! :D
9) Ransufa Family (Rafika, Astari, Novita), being glad to have experience with
you, guys. Your love, care, tears, smile, laughing, and spending my time with
you is one of the best moments in my life. Be always my sisters and brother
ya.. :‟) And also our umi godank, I love you, you teach me how to be patient.
10) Silvia Sabatini, S.Pd., as my „real advisor‟ and my discussion partner in
finishing this thesis. Thank you very much, kak Chiby, you have lightened my
blindness in finishing my thesis. :*
11) Biology Bilingual Education 2010 (Rani, Dewi, Eka, Adi, Frendy, Hastika,
Helma, Herlina, Ika, Lea, Marta, Melani, Nanda, Shelly, Liza, Suyedi, Tia and
mbak Tri). Whole semesters that I spent with you is one of the best moment I
ever had. I love you and will miss you, friends. :‟)
12) For all people who give contribution for finishing this thesis that I can not
mention one by one, thank you very much.
The writer realizes that in finishing this thesis still many of weakness. The
writer hopes this thesis can give utilization for the writer and reader.
Wassalamualaikum.
Medan, July
Writer,
, 2014
Hafizah Ilmi Sufa
SID. 4103342007
iii
A POE (PREDICTION, OBSERVATION AND EXPLANATION)
ORIENTED MODULE DEVELOPMENT IN AFFECTING STUDENT’S
LEARNING OUTCOME OF GAMETOGENESIS SUB TOPIC FOR
GRADE XI SCIENCE OF SMA NEGERI 8 MEDAN ACADEMIC YEAR
2013/2014
Hafizah Ilmi Sufa (4103342007)
ABSTRACTS
The aim of this research was to create a valid and quality POE (Prediction,
Observation and Explanation) oriented module based on the curriculum 2013
characteristic. Then the module was tested to know the effectiveness as a
Gametogenesis learning media and comparing the student’s learning cognitive
outcome grade XI Science SMA Negeri 8 Medan between students who were
taught by handbook and POE oriented module. The positive things of students
who were taught by POE oriented module are giving opportunities for students to
learn independently and actively by following the three learning activities,
namely: predicting, observing and explaining activity. The type of this research is
the development research, which develop a gametogenesis module in POE
oriented model by using Borg and Gall’s development theory, which consists of
ten steps, namely: (1) Observation, (2) Literature Review, (3) Design Product, (4)
Expert Validation, (5) Revision Module Draft I, (6) Preliminary Field Testing, (7)
Revision Product Draft II, (8) Main Field Testing, (9) Final Revision and (10)
Final Product and Dissemination. From the expert validation results, the material,
presentation, readability and graphical aspect are in very good criterion or 87.5%,
85.41%, 85.71%, 85%, respectively. After doing revision I, then collecting result
from preliminary field testing that the material, presentation, readability and
graphical aspect are in very good criterion or 93.7%, 94.5%, 98.6%, 98.6%,
respectively. Then continuing to revision II and before getting final product and
dissemination, the main field testing was done that the results are very good
criterion or 100% in every aspects. Finally, a gametogenesis module in POE
oriented model could be used as a learning source in treatment class (XI Science
2) and resulted students learning outcome increased from 57.43 become 84.14,
while the students in control class (XI Science 3) that used students handbook
through direct instructional learning model reached average score of learning
outcome from 56.53 become 69.77. The students learning outcome who used a
gametogenesis module has mean 84.14 is higher than students learning outcome
who used handbook whic has mean 69.77. The statistic analysis shows in
significant level of 0.05 that there was a significant difference between student’s
learning outcome who were taught by POE oriented module and student’s
handbook (tcount 12.296 < ttable1.9901).
Keywords: Gametogenesis Module, POE (Prediction, Observation, Explanation).
vi
TABLE OF CONTENT
Pages
Thesis Approval
Biography
Abstracts
Acknowledgement
Table of Content
List of Figures
List of Tables
List of Appendix
i
ii
iii
iv
vi
viii
x
xiii
CHAPTER I INTRODUCTION
1.1.
Background of Problem
1.2.
Problem Identification
1.3.
The Scope of Study
1.4.
Research Questions
1.5.
Research Objectives
1.6.
Significances of Research
1
4
5
5
5
6
CHAPTER II LITERATURE REVIEW
2.1.
The Theoretical Framework
2.1.1. The Essential of Teaching and Learning Process
2.1.2. Curriculum Role in Learning Process Nowadays
2.1.3. Learning Outcome
2.1.4. Instructional Learning Media
2.1.5. Module
2.1.6. Learning Module
2.1.7. POE (Prediction, Observation, Explanation) Learning Model
2.1.8. The Steps of POE Oriented Module Development
2.1.9. Sub Topic: Gametogenesis on Human Reproductive System
2.2.
Conceptual Framework
2.3.
Research Hypothesis
7
7
8
9
11
13
19
19
21
21
30
31
CHAPTER III RESEARCH METHODOLOGY
3.1. Location and Time of Research
3.2. Population and Sample
3.3. Design of Research
3.4. Research Instruments
3.5. Research Procedures
3.6. Instrument Testing
3.7. Data Analysis
32
32
33
37
38
46
52
vi
vii
CHAPTER IV RESULT AND DISCUSSIONS
4.1. The results of research
4.1.1. Description of the module development
4.1.2. Data description pre-research
4.1.3. Data description normality and homogeneity
4.1.4. Data description of research
4.1.5. Measuring the effect of module
4.1.6. Hypothesis test
4.2. The problem that faced in the research
54
55
80
81
82
84
85
86
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
5.2. Suggestions
87
88
REFERENCES
89
Appendix
92
vii
x
LIST OF TABLES
Pages
Table 3.1
Table 3.2
Table 3.3
Table 3.4
Table 3.5
Table 3.6
Table 4.1
Table 4.2
Table 4.3
Table 4.4
Table 4.5
Table 4.6
Table 4.7
Table 4.8
Table 4.9
Number of Grade XI Science Students
SMAN 8 Medan Academic Year 2011/2012
Main Field Trials
Cognitive Test Instrument in Gametogenesis
Sub Topic
Criterion of Validation Instrument with a Likert
Type Scale with the Scores
Criterion of Aspect Percentage in Gametogenesis
Module that have been Developed
Categories of Student’s Learning Outcome Test
Students learning outcome value
The experts’ score on the material aspects of
Gametogenesis module in POE oriented model
in SMA Negeri 8 Medan
Academic Year 2013/2014
The experts’ score on the presentation aspects
of Gametogenesis module in POE oriented
model in SMA Negeri 8 Medan
Academic Year 2013/2014
The experts’ score on the readability aspects
of Gametogenesis module in POE oriented
model in SMA Negeri 8 Medan
Academic Year 2013/2014
The experts’ score on the graphical aspects
of Gametogenesis module in POE oriented
model in SMA Negeri 8 Medan
Academic Year 2013/2014
The experts’ comparison score on each
aspect of Gametogenesis module in POE
oriented model in SMA Negeri 8 Medan
Academic Year 2013/2014
Result of revision I
The preliminary field testing score on
the material aspects of Gametogenesis
module in POE oriented model in SMA
Negeri 8 Medan Academic Year 2013/2014
The preliminary field testing score on the
32
36
38
52
53
53
55
57
58
60
63
66
67
68
xi
Table 4.10
Table 4.11
Table 4.12
Table 4.13
Table 4.14
Table 4.15
Table 4.16
Table 4.17
Table 4.18
Table 4.19
Table 4.20
Table 4.21
Table 4.22
Table 4.23
presentation aspects of Gametogenesis module
in POE oriented model in SMA Negeri 8
Medan Academic Year 2013/2014
The preliminary field testing score on the
readability aspects of Gametogenesis module
in POE oriented model in SMA Negeri 8
Medan Academic Year 2013/2014
The preliminary field testing score on the
graphical aspects of Gametogenesis module
in POE oriented model in SMA Negeri 8
Medan Academic Year 2013/2014
The preliminary field testing comparison score
on each aspect of Gametogenesis module in
POE oriented model in SMA Negeri 8
Medan Academic Year 2013/2014
Results of revision II
The main field testing comparison score on each
aspect of Gametogenesis module in POE oriented
model in SMA Negeri 8 Medan Academic Year
2013/2014 based on the questionnaire review
The review result of pretest and postest from
class XI Science 2 and XI Science 3
The result of revision III
Normality test data
Homogeneity test data
The result of student’s learning outcome in
grade XI Science 2 SMA Negeri 8 Medan
for pre-test
The result of student’s learning outcome level
in grade XI Science 2 SMA Negeri 8 Medan
for pre-test
The result of student’s learning outcome in
grade XI Science 3 SMA Negeri 8 Medan
for pre-test
The result of student’s learning outcome level
in grade XI Science 3 SMA Negeri 8 Medan
for pre-test
The result of student’s learning outcome in
grade XI Science 2 SMA Negeri 8 Medan
for post-test
69
71
73
74
75
77
78
79
81
81
82
82
83
83
83
xii
Table 4.24
Table 4.25
Table 4.26
Table 4.27
The result of student’s learning outcome level in
grade XI Science 2 SMA Negeri 8 Medan
for post-test
The result of student’s learning outcome in
grade XI Science 3 SMA Negeri 8 Medan
for post-test
The result of student’s learning outcome level in
grade XI Science 3 SMA Negeri 8 Medan
for post-test
Summary of hypothesis test calculation
83
84
84
85
viii
LIST OF FIGURES
Figure 2.1
Figure 2.2
Figure 2.3
Figure 2.4
Figure 2.5
Figure 2.6
Figure 3.1
Figure 3.2
Figure 3.3
Figure 3.4
Figure 4.1
Figurer 4.2
Figure 4.3
Figure 4.4
Figure 4.5
Figure 4.6
Figure 4.7
Figure 4.8
The Steps of POE Oriented Module Development
Human Reproductive System Concept Map
Various Stages of Mitosis
Various Stages of Meiosis I and II
Spermatogenesis
Oogenesis
Design POE Oriented Module of
Development Research
POE Oriented Module Content
Validation Process of Module
Chart of the implementation phase procedure of
the research until varying the conclusions
The experts’ score on the material aspects of
Gametogenesis module in POE oriented
model in SMA Negeri 8 Medan
Academic Year 2013/2014
The experts’ score on the presentation aspects
of Gametogenesis module in POE oriented
model in SMA Negeri 8 Medan
Academic Year 2013/2014
The experts’ score on the readability aspects
of Gametogenesis module in POE oriented
model in SMA Negeri 8 Medan
Academic Year 2013/2014
The experts’ score on the graphical aspects
of Gametogenesis module in POE oriented
model in SMA Negeri 8 Medan
Academic Year 2013/2014
The experts’ comparison score on each
aspect of Gametogenesis module in POE
oriented model in SMA Negeri 8 Medan
Academic Year 2013/2014
The preliminary field testing score on the
material aspects of Gametogenesis module
in POE oriented model in SMA Negeri 8
Medan Academic Year 2013/2014
The preliminary field testing score on
the presentation aspects of Gametogenesis
module in POE oriented model in SMA
Negeri 8 Medan Academic Year 2013/2014
The preliminary field testing score on the
Pages
21
22
24
26
27
29
40
42
43
45
58
59
62
65
66
69
71
ix
Figure 4.9
Figure 4.10
Figure 4.11
Figure 4.12
readability aspects of Gametogenesis
module in POE oriented model in SMA
Negeri 8 Medan Academic Year 2013/2014
The preliminary field testing score on the
graphical aspects of Gametogenesis module
in POE oriented model in SMA Negeri 8
Medan Academic Year 2013/2014
The preliminary field testing comparison
score on each aspect of Gametogenesis
module in POE oriented model in SMA
Negeri 8 Medan Academic Year 2013/2014
The main field testing comparison score on
each aspect of Gametogenesis module in POE
oriented model in SMA Negeri 8 Medan
Academic Year 2013/2014 based on the
questionnaire review
The review result of pretest and postest from
class XI Science 2 and XI Science 3
72
74
75
78
79
xiii
LIST OF APPENDIX
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Appendix 17
Syllabus of Learning Activities
Lesson Plan for Treatment Class
Lesson Plan for Control Class
Pertinggal Nilai Biologi Siswa Kelas XI
T.P 2013/2014 Semester Ganjil
Pertinggal Nilai Biologi Siswa Kelas XII A1
Semester Genap T.P 2012/2013
Questionnaire of Module Quality for
Lecture/Teacher
Questionnaire of Module Quality for
Students
Cognitive Instrument of Gametogenesis
Validity and Reability Test Instrument
Item Discriminant
Item Difficulty
Formula Path of Validity, Reability,
Item Discriminant and Item Difficulty
The Research Score List of Students XI
Science 2 and XI Science 3
Formula Path of Normality, Homogeneity,
Ttest and Hypothesis Test
Gametogenesis Modul in POE Oriented Model
Gametogenesis Theory based on Erlangga
Handbook
Research Documentation
Pages
92
94
100
105
108
109
113
117
127
128
129
130
134
136
143
144
146
CHAPTER I
INTRODUCTION
1.1 Background of Problem
One of the successes of achieving the educational goals based on the law
of RI No. 20, 2003 at article 3 about National Education System is improving the
students’ cognitive, affective and psychomotor outcome at once. This means to
achieve these three aspects at once need to choose precise various models to
inhibit the pressing to the development of one aspect only. Whereas, data from
research still found problem at school which usually less creativity to do teaching
learning process through various models, for example research by Saputra in
2011. According to Saputra (2011), the learning process which is done through
monotonous learning model in this case always present a direct instructional
learning model in class room will make students as receptor and duty implementer
from teacher would be less motivated to be active in learning process. While
Setiawan, W., et al. (2010) argued that a learning process through direct
instructional learning model which is applied in learning process proved that there
was no significant difference of students effectivity in understanding of learning
between upper and lower groups.
Actually, this phenomenon still happened in Indonesian teaching learning
process until nowadays. For example, researcher got this problem from experience
when carried on Teaching Practice Program (Program Pengalaman Lapangan /
PPL) in SMAN 1 Tebing Tinggi. The learning model that was applied in teaching
learning process include biology class was less of variety or more often used
direct instruction learning model without any combination. This condition caused
the class was looked monotone. When the teacher was explaining the learning
material in verbally, students were listening to the teacher’s explanation and
sometimes the students made notes in note book. This condition is as if focusing
to the student’s cognitive without stimulating the student’s scientific attitude and
psychomotor improvement.
1
2
Another example of unbalancing of three aspects in learning outcome is
proved by observation on November 26th – 29th, 2013 in SMAN 8 Medan, the
same problem was also happened like in SMAN 1 Tebing Tinggi. The direct
instructional learning model was very often faced in biology. Precisely, direct
instructional learning model is not enough to support the curriculum 2013 as
described in Educational and Cultural Minister Regulation (Permendikbud No. 65,
2013) that the learning process have to be a holistic development for three aspects
namely cognitive, affective and psychomotor aspect at once. It means that one
aspect cannot be separated from the other aspects in order to produce personal
qualities that reflect the integrity of knowledge, attitude and skill mastery.
The second problem of SMAN 8 Medan after researcher did a personal
interview with one of biology teacher there, Drs. Sudirman, M.Si, the researcher
found the serious fact that students got low scores in formative assessment of
Gametogenesis sub-topic or 65.61 average score while, the minimum criteria
(KKM) is more than 75 (Drs. Sudirman, M.Si. Personal interview on February
28th, 2014). Gametogenesis sub topic belongs to the process of gonad to produce
sex cell that influenced by some hormones. All these need media to be learned
because cannot be observed directly by the limitation of apparatus and material
available in school. Furthermore, if the learning process is done by direct
instructional learning as the usually applied in biology class will be not easy to
make students understand about gametogenesis sub topic. If apparatus and
material to observe about gametogenesis is not prepared by school, at least
student’s handbook comply a standard of curriculum 2013 which is able to help
students in learning gametogenesis through scientific approach to help
understanding the process of gametogenesis in detail.
Suyanto (2013) argued that process of teaching learning is a system which
does not only need one aspect, but also contains some components that integrate
one with the other to achieve the teaching learning goals, namely teacher, learning
objectives, learning material, media, learning system, learning source, interacted
management, evaluation and student. It means student’s handbook is one of
components to achieve the gametogenesis teaching learning goals.
3
The researcher has read the students’ biology handbook for XI science of
SMAN 8 Medan about gametogenesis sub topic then compared with three others
biology handbooks in different publishers to see the quality of the content. The
most complete book from the four samples is the student’s biology handbook of
SMAN 8 Medan published by Erlangga (see Appendix 16). While, this Erlangga’s
handbook is still far from curriculum 2013 characteristic. This book is more
appropriate delivering by direct instructional learning, not by learning model
which support the curriculum 2013. For example, the explanation of
gametogenesis mechanisms in Erlangga book is just focusing directly to the final
cells which are resulted by mitotic and meiotic I and II division, not presenting the
steps so how the cells can contain a haploid or diploid chromosomes and why
need to develop by mitotic and also meiotic in gametogenesis. The condition of
this student’s handbook adds one more reason of student’s low score for
gametogenesis sub topic.
One of solution for this problem is by modifying the gametogenesis
student’s handbook become a gametogenesis module which is oriented by a
learning model that support curriculum 2013 that able to used in classroom to
increase students learning outcome. POE (Prediction, Observation and
Explanation) is one of the learning models which relates to scientific approach
which are taught and accustomed students to find scientific truth, not give slander
in viewing of a phenomenon. As the Educational and Cultural Minister Regulation
(Permendikbud No. 65, 2013) hinted as Standard Process of Primary and
Secondary Education to improve the students learning outcome acquired through
the activity of "observing, asking, trying, reasoning, presenting, and create".
POE learning model was developed by White and Gunstone in 1992 which
consists of three activities, namely: prediction, observation and explanation
activities (Tsai, Chin Chung and Ying-Tien Wu in Lestarti (2011)). POE is
suitable for gametogenesis sub topic because in learning process students will
predict some phenomena that relates to gametogenesis. For example, why a sex
cell needs to decrease the chromosom number while doing mitotic I. Then
students will do discuss the predicted answer by doing direct observation from
4
complete pictures about every stages in cells division. Finally, students will get
the right answer about the question before and can explain it.
For addition, the effectiveness of POE learning model has been ever
observed and the result was able to increase the students’ outcome especially for
cognitive aspect in 14%, affective and psychomotor aspect increased 5% and 1%,
respectively (Saraswati, 2011). While based on Amanah’s research in 2013, the
effect of POE learning model to the students cognitive, (t
count
was 3.610 > ttabe
2.052) with p value (sig). 0.001). It means that there was a very significant
difference of students cognitive between before and after being taught by POE
learning model.
Furthermore, from the description above, researcher will do a research by
develop the Gametogenesis module in POE (Prediction, Observation and
Explanation) oriented model to increase student’s learning outcome grade XI
science of SMAN 8 Medan academic years 2013/2014.
1.2 Problem Identification
Based on the background above, then the problem identifications of this
study are as follows:
1. Biology teaching learning process is mostly implemented in direct
instructional learning model which is not belong to scientific approach as
curriculum 2013 characteristic.
2. The implementation through direct instructional learning model caused the
student’s score of formative assessment for Gametogenesis sub-topic was
very low in last year or 65.61 average score.
3. Students’ biology handbook as a learning media in Gametogenesis
teaching learning process cannot be implemented through scientific
approach, include POE learning model. The student’s handbook can be
only implemented by direct instructional model.
5
1.3 The Scope of Study
By regarding the extent indentified problems so in this research, the scope
of study is limited in:
1. The developing of Gametogenesis module based on POE (Prediction,
Observation, Explanation) oriented model for grade XI science of SMAN
8 Medan academic year 2013/2014.
2. The increasing of student’s learning outcome of Gametogenesis sub topic
for grade XI science of SMAN 8 Medan academic year 2013/2014.
1.4 Research Questions
In this study, the research questions are as follows:
1. How to develop a Gametogenesis module based on POE (Prediction,
Observation, Explanation) oriented model for grade XI science of SMAN
8 Medan academic year 2013/2014?
2. Is there any increasing of student’s learning outcome after being given the
Gametogenesis
module
based on
POE (Prediction,
Observation,
Explanation) oriented model for grade XI science of SMAN 8 Medan
academic year 2013/2014?
3. Is there any difference of student’s learning outcome between class which
use Erlangga biology handbook and Gametogenesis module based on POE
(Prediction, Observation, Explanation) oriented model for grade XI
science of SMAN 8 Medan academic year 2013/2014?
1.5 Research Objectives
The objectives of this study are:
1. To know the process of Gametogenesis module development based on
POE (Prediction, Observation, Explanation) oriented model for grade XI
science of SMAN 8 Medan academic year 2013/2014.
2. To know the increasing of student’s learning outcome after being given the
Gametogenesis
module
based on
POE (Prediction,
Observation,
6
Explanation) oriented model for grade XI science of SMAN 8 Medan
academic year 2013/2014.
3. To know the difference of student’s learning outcome between class which
used Erlangga biology handbook and Gametogenesis module based on
POE (Prediction, Observation, Explanation) oriented model for grade XI
science of SMAN 8 Medan academic year 2013/2014.
1.6 Significances of Research
The significances that expected from the results of this study are:
1. For teachers, this study is able to enhance the innovative learning
instructional by using Gametogenesis module based on POE (Prediction,
Observation, Explanation) oriented model in classroom teaching and
learning process.
2. For students, the learning process by using Gametogenesis module based
on POE (Prediction, Observation, Explanation) oriented model is able to
increase student’s learning outcome.
3. For school, can increase the learning quality especially in learning of
gametogenesis subtopic.
4. As an idea donation for the next researcher and it can be useful in
developing education of science.
58
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
The conclusions that can be gotten from this research are:
1) The Gametogenesis module development in POE (Prediction, Observation and
Explanation) oriented model was compiled by Research and Development
(R&D) of Borg and Gall, which was through nine (9) stages, namely: field
observation and collecting information, develop module draft 1 and validity
by experts of (design and content), revision module draft I, preliminary field
testing, revision module draft II, main field testing, review, operational
module revision, final product and dissemination.
2) The worthiness of this module which is gotten from main field testing data
shows that students’ learning outcome is improved and being satisfied.
Improvement obtained by the grade XI Science 2 that used module in learning
gift average score from 57.43 became 84.14. While grade XI Science 3 that
using handbook did not reach the mastery learning (minimum score), the score
just improved from 56.53 became 69.77.
3) The result of expert validation on the aspect of Gametogenesis module in POE
(Prediction, Observation and Explanation) oriented model showed that the
material aspect is the highest of 87.5%, followed by the readability aspect
85.71% and presentation aspect 85.41%. Graphical aspect is the lowest aspect
than the other aspects, which is only 85%. While, all aspects are still in very
good criterion and just need a little improvement. The result of comparison is
concluded that the gametogenesis module in POE oriented model have
otherwise been feasible with the assessment criterion overall very good.
4) The result of preliminary field testing validation of the Gametogenesis module
in POE (Prediction, Observation and Explanation) oriented model showed that
the material aspect is the lowest or 93.75%, then followed by the presentation
aspect is 94.5%, while readability and graphical aspect are 98.6%,
collectively. These percentages were still categorized very good.
59
5) The result of main field testing validation of the Gametogenesis module in
POE (Prediction, Observation and Explanation) oriented model showed that
the material, presentation, readability and graphical aspect are 100%,
collectively. These percentages were still categorized very good.
6) Gametogenesis module in POE (Prediction, Observation and Explanation)
oriented model that has developed by researcher is suitable to be used as a
good biology learning resource at gametogenesis sub topic for grade XI
Science students.
7) Gametogenesis module in POE (Prediction, Observation and Explanation)
oriented model can increase student’s learning outcome significantly with
tcalculate (3.385 ) > ttable tcalculate (2.0211) at significance =0.05.
8) There was significant difference between student’s learning outcome that is
taught by using Gametogenesis module in POE oriented model and student’s
handbook by proved from tcalculate (12.296) > ttable (1.9901). It means that
Student’s learning outcome that are taught by using Gametogenesis module in
POE oriented model is higher than student’s learning outcome that are taught
by using student’s handbook.
5.2. Suggestion
Having considered the findings of this research, the suggestions are:
1. For biology teachers can use this Gametogenesis module in POE (Prediction,
Observation and Explanation) oriented model in teaching learning process of
gametogenesis sub topic as an alternative media for improving students
learning outcomes
2. To the next researcher is hoped to continue research about this module by
improve the design and content of this module in order to give feedback to
students become higher than in this research.
60
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