THE COMPARISON OF STUDENT LEARNING OUTCOMES OF FLUID USING CASE STUDY AND CONVENTIONAL METHOD OF CLASS XI SMA NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2012/2013.
THE COMPARISON OF STUDENT LEARNING OUTCOMES OF
FLUID USING CASE STUDY AND CONVENTIONAL METHOD
OF CLASS XI SMA NEGERI 1 TEBING TINGGI
ACADEMIC YEAR 2012/2013
By:
Pretti Tiur MerryantiAmbarita
ID.Number.409322008
Physics Bilingual Education Study Program
THESIS
Submitted to fulfill the requirement for the degree of
Sarjana Pendidikan
DEPARTMENT OF PHYSICS
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2013
iv
ACKNOWLEDGEMENT
The authors say the praise and gratitude to God Almighty, for all the
graces and blessings that provide health and wisdom to the author that this study
can be completed properly in accordance with the planned time.
Thesis entitled " The Comparison of Student Learning Outcomes of Fluid
Using Case Study and Conventional Method of Class XI SMA Negeri 1 Tebing
Tinggi Academic Year 2012/2013 ", prepared to obtain a Sarjana Pendidikan of
Physics Education, Faculty of Mathematics and Natural Science in State
University of Medan.
On this occasion the authors like to thank Mr Dr. Ridwan Abd. Sani,
M.Si. as Thesis Advisor who has provided guidance and suggestions to the author
since the beginning of the study until the completion of this thesis writing. Thanks
also to Drs. Eidi Sihombing, M.S, Drs. Abdul Hakim, M.Si., and also Alkhafi
Maas Siregar, S.Si, M.Si who have provided input and suggestions from the
research plan to complete the preparation of this thesis. Thanks also presented to
Prof. Dr. Sahyar, M.S, M.M as the Academic Supervisor and also the entire
Lecturer and Staff in Physics Department FMIPA UNIMED who have helped the
author. Appreciation were also presented to Headmaster and all teacher in SMA 1
Tebing Tinggi who have helped during this research especially my best teacher
Rosmery Simamora S.Pd author when taking a research in SMA Negeri 1 Tebing
Tinggi. I would like to thank especially to my father Drs. J.Ambarita, M.Pd and
my mother Dra. B. Siagian and also my brothers Humala Eka Juanda Ambarita,
Marthin Denny Ambarita, Yoseph Gunawan Ferguson Ambarita, and all family
who have prayed and gave to author encouragement and funding to complete the
study in Unimed. Especially thanks to all my friend in G E M (Gelombang
Elektromagnetik) groups of Physics Bilingual Class 2009, Adek Muhammad
Rahmad, Agnesia M Damanik, Astrid P Harahap, Avolen B.I Siahaan, Carolina
Nainggolan, Debora B Sitanggang, Dewi S Situmorang, Evi V Silalahi, Fetriana
v
iii
THE COMPARISON OF STUDENT LEARNING OUTCOMES OF FLUID
USING CASE STUDY AND CONVENTIONAL METHOD OF CLASS XI
SMA NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2012/2013
Pretty Tiur Merryanti Ambarita (ID.NUMB 409322008)
ABSTRACTS
The research is an experiment research and had already done in
SMA Negeri 1 Tebing Tinggi that have some objective research are: to determine
student learning outcomes using case study and conventional method of fluid of
Class XI SMA Negeri 1 Tebing Tinggi Academic Year 2012/2013 and to
determine differences of student learning outcomes using case study and
conventional method of fluid of Class XI SMA Negeri 1 Tebing Tinggi Academic
Year 2012/2013.
The population of these research are all of the students of class XI SMA
Negeri 1 Tebing Tinggi Academic Year 2012/2013 that consists of six classes.
While as a sample of these research are two classes, they are XI-A5 as an
experimental class using case study method in totaling 36 students and XI-A4 as a
control class using conventional method in totaling 34 students. The instrument
that used in these research is multiple choices as twenty questions.
Based on a result of these research was concluded that there was students
learning outcomes of fluid using case study and conventional method of class XI
SMA Negeri 1 Tebing Tinggi Academic Year 2012/2013. Where a result of pretest and post-test of experimental class are 4.47 and 7.54. There was an increasing
student learning outcomes as 3.07. While from a result of pre-test and post-test of
control class are 3.81 and 6.19. There was an increasing student learning
outcomes as 2.38. Based on the result of research and hypotheses testing could be
concluded that there was differences of student learning outcomes using case
study and conventional method of fluid of Class XI SMA Negeri 1 Tebing Tinggi
Academic Year 2012/2013 where tcount = 4.35 and ttable = 1.9973 were gotten 1.9973 < tcount > 1.9973 so that H0 was rejected and Ha was accepted.
Keywords: Quasi-experimental, Case study method, Random sampling, Students
Learning Outcomes
vi
TABLE OF CONTENTS
Validation Sheet
Pages
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Table of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I
1.1 Background
1
1.2 Problem Identification
6
1.3 Limitation Problem
7
1.4 Problem Identification
7
1.5 Research Objectives
7
1.6 Benefits of Research
8
CHAPTER II
2.1 Theoretical Framework
2.1.1 Definition of Learning
9
9
2.1.2 Characteristics of Learning
12
2.1.3 Learning Activity
12
2.1.3.1 Gain Normalized
13
2.1.4 Reality Learning and Teaching
14
2.1.5 Teaching and Learning Activity
15
2.1.6 Learning Difficulties
17
2.1.6.1 Defenition of Learning Difficulties
17
2.1.6.2 Factors Contributing to Learning Difficulties
17
vii
2.1.7 Learning Outcomes
2.2 Instructional Methods
19
21
2.2.1 Background
21
2.2.2 Instructional Methods
21
2.2.2.1 Methods of Lecturer
22
2.2.2.2 Demonstration and Experimental Methods
22
2.2.2.3 Mehods Question & Answers
22
2.2.2.4 Methods Appearance
22
2.2.2.5 Methods Discussion
22
2.2.2.6 Independent Study Methods
22
2.2.2.7 Programmed Learning Method
22
2.2.2.8 Method of Exercise With Friend
22
2.2.2.9 Stimulation Methods
22
2.2.2.10 Troubleshooting Methods
22
2.2.2.11 Conventional Method
22
2.2.2.12 Case Study Method
23
2.3 Topics
27
2.3.1 Density
27
2.3.2 Fundamental Law of Hydrostatics
29
2.3.3 Archimedes’ Law
30
2.3.4 Surface Tension of Liquid
33
2.3.5 Capillarity
34
2.4 Conceptual Framework
35
2.5 Research Hypothesis
36
CHAPTER III
3.1 Research Location and Time of Research
37
3.2 Population and Research Sample
37
3.2.1 Research Population
37
3.2.2 Research Sample
37
3.3 Research Variables
37
viii
3.4 Research Design
38
3.5 Research Procedures
38
3.6 Tools and Data Collection
41
3.6.1 Research Instrument
41
3.6.2 Validity Test
42
3.6.3 Reliability Test
42
3.6.4 The Difficulty Level
43
3.6.5 Distinguishing Power
44
3.7 Data Analysis Technique
45
3.7.1 Determine The Average Value
45
3.7.2 Determine The Standard Deviation
45
3.7.3 Implement Test Normality
45
3.7.4 Determining The Homogenity Test
46
3.7.5 Hypothesis Testing
47
CHAPTER IV
4.1 Research Result
49
4.1.1 Pre-test Data
49
4.1.2 Normality Test Data
50
4.1.3 Homogeneity Test
50
4.1.4 Post-test Data
51
4.1.5 Hypothesis Test
51
4.1.6 Observation Data of Student Activity
53
4.2 Research Discussion
54
CHAPTER V
5.1 Conclusions
57
5.2 Suggestions
57
REFERENCES
59
x
LIST OF TABLES
Pages
Table 2.1 Basic Types of Case Study Design
24
Table 2.2 The value of density of several substance
28
Table 3.1 The design of the experiment
38
Table 3.2 Step of Research
40
Table 3.3 Grid Problem
41
Table 3.4 Categories Student Ability
42
Table 4.1.1 Pre-test Data
49
Table 4.1.2 Summary of Calculation Normality Test of Pre-test and
Post-test Data
50
Table 4.1.3 Data of homogeneity Test Result
50
Table 4.1.4 Post-test Data
51
Table 4.1.5 Summary of Hypothesis Test
52
Table 4.1.6 Student Activity of Class XI-A5 (Experiment Class)
53
Table 4.2 Increasing of Pre-test, Post-test value, and student activity
Of Experiment Class
54
xi
LIST OF APPENDIX
Pages
Appendix 1 Lesson Plan I
62
Appendix 2 Lesson Plan II
76
Appendix 3 Lesson Plan III
92
Appendix 4 Students Worksheet I
106
Appendix 5 Students Worksheet II
111
Appendix 6 Students Worksheet III
117
Appendix 7 Questioner of Students
121
Appendix 8 Recapitulation of Observation’s answers of Control Class
126
Appendix 9 Recapitulation of Observation’s answers of ExperimentalClass
132
Appendix 10 The Lattice of Concept Mastery Pre-Test of Static Fluid
138
Appendix 11 The Lattice of Concept Mastery Post-Test of Static Fluid
142
Appendix 12 Pre-Test Questions
146
Appendix 13 Post-Test Questions
150
Appendix 14 Solution of Pre-Test Questions
154
Appendix 15 Solution of Post-Test Questions
160
Appendix 16 Instrument of Content Validation of Pre-Test
166
Appendix 17 Instrument of Content Validation of Post-Test
170
Appendix 18 Analysis Result of Observer of Pre-Test
174
Appendix 19 Analysis Result of Observer of Post-Test
175
Appendix 20 Tabulation of Pre-Test Data of Experimental Class
176
Appendix 21 Tabulation of Pre-Test Data of Control Class
Appendix 22 Tabulation of Post-Test Data of Experimental Class
Appendix 23 Tabulation of Post-Test Data of Control Class
Appendix 23 Tabulation of Post-Test Data of Control Class
Appendix 23 Tabulation of Post-Test Data of Control Class
Appendix 26 Calculation Mean Value, Standard Deviation, and Varians
Appendix 25 Normality Test
Appendix 26 Homogenity Test
Appendix 27 Hypothesis Test
177
178
179
179
179
179
182
187
190
xii
Appendix 28 Table of Calculation Reliability of Research Instrument
195
Appendix 29 Reliability Test
197
Appendix 30 Table of Calculation of Research Instrument
199
Appendix 31 Level Difficulty Test
201
Appendix 32 Distingushing Power Test
202
Appendix 33 Guidelines Scoring Observations for Students Learning
Activities (Experimental Class)
205
Appendix 34 Guidelines Scoring Observations for Students Learning
Activities (Control Class)
206
Appendix 35 List of Student Activities of Experimental Class
207
Appendix 36 The Critical Value of L for Liliefors Test
213
Appendix 37 List of Percentil Value of t Distribution
214
Appendix 38 Table of Large Area under the Normal 0 to z
215
Appendix 39 Table of F-Distribution
218
Appendix 40 Research Documentation
220
1
CHAPTER I
INTRODUCTION
1.1 Background
Education has a very important role in order to generate fully human
resource both as individuals and as a society. Education quality in Indonesia must
be improved in order to reach a goal in the form of changes in behavior,
knowledge, and skills in self-learners.
In pasal 3 UU No.20 Tahun 2003 on Sistem Pendidikan Nasional
(UUSPN) stated that the function of Education is to develop skills and form the
character and civilization of a dignified nation in the context of the intellectual life
of the nation. As one component of the success of the students, then the school
should be able to achieve its objectives. Success or failure of educational
attainment lot depends on how the learning process experienced by students as
learners. Atmosphere of learning and use directed learning so that learners can
develop their potential (Sanjaya, 2008). This means that the educational process
must be oriented to students (student active learning).
Physics is a part of the Natural Sciences (IPA) is an object of interesting
subject matter and more requires an understanding of the pronunciation,
comprehension rather than memorization, understanding the physics knowledge
through learning activities will be the cornerstone mastery of Science and
Technology (science and technology), and a lower level of education to the next
level. Learning science of physics is often viewed as an abstract science theories
presented in the form of a less appealing and seem tough, assume that physics is
so difficult to be understood and mastered. Learning physics has the objective to
solve the problems faced by students in order to have a broader view and to have
respect for the usefulness of physics as part of the natural sciences and technology
(science and technology). But, reports from various print and electronic media
showed unsatisfactory results on students' learning outcomes physics.
2
Physics is one part of the Natural Sciences (IPA), which is the study of
symptoms, events, or natural phenomena, as well as uncovering the secrets of the
law of the universe. Physics objects include characters, symptoms, and events or
contained in inanimate objects or objects that do not do the development
themselves.Physics is one branch of Natural Sciences (IPA) which underlie the
development of advanced technologies and the concept of living in harmony with
nature. Physics itself is not just a science that studies the phenomena of nature but
more than that, physics is a science that requires understanding rather than
memorization. But the fact that many students who do not like physics. This can
be seen when the applicant PPLT practice that, in most of the students have
developed a strong impression that physics is a difficult subject to understand or
less attractive.
Based on the curriculum of the educational unit level (Mulyasa, 2006:105)
groups of subjects especially physics Natural Sciences at the SMA / MA /
SMALB, aims to develop a logical, and analytical thinking skills of learners.
Learn the following: Develop and apply information, knowledge and technologies
in a logical, critical, creative, innovative and independently; Indicates competitive
attitude, sportsmanship, and work ethic to get the best results in the field of
science and technology, as well as Demonstrated ability to analyze and solve
problems complex.
To achieve the goals listed based In pasal 3 UU No.20 Tahun 2003 on
Sistem Pendidikan Nasional (UUSPN) is not as easy as imagined. Many problems
which can be categorized as factors inhibiting the achievement of these goals.
These problems not only come from the teacher but also from the students and
even the school itself. The problem that is often experienced by students include:
many students who consider physics as a scramed subject. Many of those who do
not like physics and physics considered not only as a subject but also by product.
They assume that physics is a difficult and boring subject. Too many students are
formulas so difficult to remember these formulas. The problem often comes from
teachers regarding the model and teaching methods in staticly which eventually
3
became the reason why physics lessons into lessons that boring, besides teachers
emphasize understanding of mathematical formulas concerning the teacher is not
only able to apply the concept of understanding in students. So the presumption
arises ultimately on students that physics is only suitable subjects studied by those
who wanted to be a scientist or a physicist detail .Such problems are also likely to
be found in the high school SMA Negeri 1 Tebing researcher were obtained
based on interviews and observations of researchers to teachers of physics as well
with students, of which about 80 to 90% of students are less interested in the
physics, and there is also students tend to memorize concepts and less able to use
these concepts if they meet a problem in real life, but it is also less creative
teachers in teaching, that teachers are less able to vary the learning model used.
There are some of reason that make students got a lower on learning outcomes in
classromm : Students do not like physics. Physics student learning outcomes are
unsatisfactory. Learning model that is less varied. Teacher-centered learning.
Students doesn‟t understand how to connect physics‟ concept in technology.
Student doesn‟t know an application of physics‟concept in daily life. Student only
take some exercises in classroom and less information about physics matter.
Students doesn‟t understand about physics experiment because their teacher
almost never take an experiment in physics‟ laboratory. Teacher don‟t take some
media to teach in classroom. Learning process only focused at one source from its
school. From interviews with students note that the method often used is such as
lectures, discussion, take notes, and work on the problems one by one or the socalled conventional methods. In the process of learning all the activities centered
on the teacher. There is no interaction between the students in terms of giving
their opinions. Students just crammed explanation by the teacher at each of the
learning process, causing students to be passive. In addition, the conventional
learning methods students are not trained to understand a concept that departs
from a problem that can be encountered in everyday life One impact of these
problems is a mediocre student learning outcomes. Given the value of the average
physics class XI science first semester is 75 have a mediocre value with minimal
completeness criteria in physics is 75.Eventough, the learning outcomes are not
4
satisfactory. And based on an observation of XI-IPA 4 and XI-IPA 5 is gotten that
50 % their teacher sometimes give them physics problem that related to dily
activity and daily technology. Hence, they still understand the application of
physics concept in their daily activities and daily techonology. Based on some of
the problems encountered, the applicant seeks to provide a solution that begins
with varying learning methods are used in schools. The methods offer researchers
the case study method. This method of form description of the problem, event, or
situation, then the student was assigned to look for alternative solutions. Then this
method can also be used to develop critical thinking and find new solutions of a
topic is solved. This method can be developed or applied to students, when the
students have knowledge about this issue (Martinis, 2008).
Case Study is a way of giving students the chance to perform tasks based
on direct instructions, issues, events, or situations that have been prepared
teachers. After that the students are tasked to find an alternative solution. In
performing this task the students can gain hands-on experience and real. Tasks can
be assigned in groups or individually. Through this method, students can develop
the skills and habituation to an independent, honest, develop critical thinking the
pattern and find a new solution of a task to be solved. This method can be applied
when the student has had prior knowledge about the issues presented.
The advantage to using the case method is to observe, think, and act in
dealing with certain situations they believe what is observed and found many
ways to escape observation and search it. Besides Shiva can know by observation
that perfect real picture that really happened in his life so that they can learn with
interest and more detailed problem.
While the weakness of the case method is to group activities require more
physical facilities and had a lot of cases, and teacher takes a lot of time to prepare
the case material encountered and instructions on how to solve that required
students.
5
According to research ever undertaken by Larissa Fradkin many students
who enter high in the UK have a different background, it could be very difficult to
conduct learning activities since the beginning of understanding that students are
not the same. Using the Socratic method, this method is used to determine the
difficulties experienced by these students. The same was delivered by Neil
Sheflin, in his experience while using the Socratic Dialogue can create an active
student and ask the student to learn more. Thus the Socratic dialogue is used to
establish a common knowledge among students by asking each other so that we
can know where the lack of understanding of these learners.
Over time and development of technology used Socratic dialogue in distance
learning or by oline class. By using online media (Online Class) teaching and
learning process can happen very well. This is due to the time used for direct faceto-face is not possible with a long time but with the online class this is not an
obstacle.
By using asking techinique, many things that can be felt by learners such
as fear, curiosity, challenge, satisfaction, engagement, and others. With the
assessment of each of these questions can make learners have a hand in every
problem. Actually Socratic dialogue is used to form active beta students and
formed his own knowledge on the basis of the questions asked. Therefore,
educators need to develop knowledge to be able to ask questions that could
provoke curiosity educates participants.
If the case method and dialogue Socrates being grown in physics learning
allows students to think critically, skilled and learn more. Because many of the
problems to be solved. Moreover, its application in the study of physics very
much. And ready to be asked in each problem. Therefore, teachers are expected to
have more information and wide, in order to explain to the student, if the student
can not solve the problem.
Using the case method to teach online classes introduce environmentcentered learning culture. By learning-centered, referring to the students develop
their own responsibility for their learning. The instructor is a facilitator and further
6
refines the skills of critical thinking and analysis. Using the case method allows
the balance of power between teachers and students. In addition, the cases are
very motivated as demonstrated by an increase in meetings. Instructors have a lot
of information to make the case. For experienced students, they can be challenged
to see the other side to a topic, thereby enabling further improvement of their
minds on the issue of this case. Case method can be a good tool to stimulate
students to think about the step-by-step planning.
Accordingly, prospective investigators try to do research by maximizing
the case study method. Based on the description above, applicants interested in
conducting research entitled "The Comparison of Student Learning Outcomes
of Fluid Using Case Study and Conventional Method of Class XI SMA Negeri
1 Tebing Tinggi Academic Year 2012/2013 ".
1.2 Problem Identification
Based on the background of the above problem, then the problem can be
identified as follows:
1. Students do not like physics.
2. Physics student learning outcomes are unsatisfactory.
3. Learning model that is less varied.
4. Teacher-centered learning.
5. Students doesn‟t understand how to connect physics‟ concept in
technology.
6. Student doesn‟t know an application of physics‟ concept in daily life.
7. Student only take some exercises in classroom and less information about
physics matter.
8. Students doesn‟t understand about physics experiment because their
teacher almost never take an experiment in physics‟ laboratory.
9. Teacher don‟t take some media to teach in classroom.
10. Learning process only focused at one source from its school.
7
1.3 Limitation Problem
Given the extent of the problem in learning is a necessary limitation in this
study as follows:
1. Using Case Study method of fluid topic because students doesn‟t
understand about physics experiment because their teacher almost never
take an experiment in physics‟ laboratory.
2. To improve student knowledge of relating physics concept in technology
and daily life because Student only take some exercises in classroom and
less information about physics matter.
1.4 Problem Formulation
In this study, the formulation of the problem is:
1. How is student learning outcomes with case study and conventional
learning method of Fluid in SMA Negeri 1 Tebing Tinggi Class XI
Academic Year
2012/2013 based on problem formulation that stated
“Physics student learning outcomes are unsatisfactory”.
2. Is there any difference in student learning outcomes are taught with case
study method with students who are taught by the conventional learning
method based on problem formulation that stated that “Students do not
like physics”.
1.5 Research Objectives
From the formulation of the problem, the purpose of this study is:
1. To determine student learning outcomes using case study and conventional
method of fluid of Class XI SMA Negeri 1 Tebing Tinggi Academic Year
2012/2013.
8
2. To determine differences of student learning outcomes using case study
and conventional method of fluid of Class XI SMA Negeri 1 Tebing
Tinggi Academic Year 2012/2013
1.6 Benefits of Research
The benefits of this research are:
1. As a ground for researchers in conducting research.
2. Adding to the experience for researchers in improving student learning
outcomes based learning using case studies.
3. As consideration for other researchers to examine the same issue in a
different location and As an alternative informational materials for physics
teachers in selecting models or learning methods
57
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Conclusions of this study are based on the finding of the research data,
systematic grain done by paying attention to the research that has been
formulated. The conclusions obtained are:
1. Physics learning outcomes of students who were learning with case study
method in sub topic static fluid in class XI IPA SMA Negeri 1 Tebing Tinggi
Academic Year 2012/2013 before being given treatment pre-test average of 4.47
and after being given treatment post-test average for students 7.54. And so are
the students learning outcomes who were learning physics with conventional
method in sub topic static fluid in class XI IPA SMA Negeri 1 Tebing Tinggi
Academic Year 2012/2013 before being given treatment pre-test average of 3.81
and after being given treatment the average post-test for students 6.19.
2. There are differences in student learning outcomes using the case study method
and the conventional method in sub topic static fluid in class XI IPA SMA
Negeri 1 Tebing Tinggi.
5.2 Suggestions
Based on the research result and conclusions above, then as a follow-up of
this study suggested some of the following:
1. Expected for prospective teachers / researchers further repair activity descriptor
in order to achieve the indicator as expected.
2. At the time of group discussion lasted researchers still have difficulty guiding
full preformance in each group. Therefore, for further research is recommended
to better guide students active by asking the students about the obstacles faced,
motivating, and directing that each student is an active discussion by explaining
58
the value of one student can affect the value and reputation of the group and
reward in the form of plus value to students who are active so that students are
more motivated and better able to discuss with.
3. The researchers further recommended to draw up indicators in observation
activities in accordance with the syntax of methods / learning model used.
4. Set time as efficiently as possible in the learning process so that each stage of
learning can be done well.
59
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matter knowledge. A case study of secondary school physics
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FLUID USING CASE STUDY AND CONVENTIONAL METHOD
OF CLASS XI SMA NEGERI 1 TEBING TINGGI
ACADEMIC YEAR 2012/2013
By:
Pretti Tiur MerryantiAmbarita
ID.Number.409322008
Physics Bilingual Education Study Program
THESIS
Submitted to fulfill the requirement for the degree of
Sarjana Pendidikan
DEPARTMENT OF PHYSICS
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2013
iv
ACKNOWLEDGEMENT
The authors say the praise and gratitude to God Almighty, for all the
graces and blessings that provide health and wisdom to the author that this study
can be completed properly in accordance with the planned time.
Thesis entitled " The Comparison of Student Learning Outcomes of Fluid
Using Case Study and Conventional Method of Class XI SMA Negeri 1 Tebing
Tinggi Academic Year 2012/2013 ", prepared to obtain a Sarjana Pendidikan of
Physics Education, Faculty of Mathematics and Natural Science in State
University of Medan.
On this occasion the authors like to thank Mr Dr. Ridwan Abd. Sani,
M.Si. as Thesis Advisor who has provided guidance and suggestions to the author
since the beginning of the study until the completion of this thesis writing. Thanks
also to Drs. Eidi Sihombing, M.S, Drs. Abdul Hakim, M.Si., and also Alkhafi
Maas Siregar, S.Si, M.Si who have provided input and suggestions from the
research plan to complete the preparation of this thesis. Thanks also presented to
Prof. Dr. Sahyar, M.S, M.M as the Academic Supervisor and also the entire
Lecturer and Staff in Physics Department FMIPA UNIMED who have helped the
author. Appreciation were also presented to Headmaster and all teacher in SMA 1
Tebing Tinggi who have helped during this research especially my best teacher
Rosmery Simamora S.Pd author when taking a research in SMA Negeri 1 Tebing
Tinggi. I would like to thank especially to my father Drs. J.Ambarita, M.Pd and
my mother Dra. B. Siagian and also my brothers Humala Eka Juanda Ambarita,
Marthin Denny Ambarita, Yoseph Gunawan Ferguson Ambarita, and all family
who have prayed and gave to author encouragement and funding to complete the
study in Unimed. Especially thanks to all my friend in G E M (Gelombang
Elektromagnetik) groups of Physics Bilingual Class 2009, Adek Muhammad
Rahmad, Agnesia M Damanik, Astrid P Harahap, Avolen B.I Siahaan, Carolina
Nainggolan, Debora B Sitanggang, Dewi S Situmorang, Evi V Silalahi, Fetriana
v
iii
THE COMPARISON OF STUDENT LEARNING OUTCOMES OF FLUID
USING CASE STUDY AND CONVENTIONAL METHOD OF CLASS XI
SMA NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2012/2013
Pretty Tiur Merryanti Ambarita (ID.NUMB 409322008)
ABSTRACTS
The research is an experiment research and had already done in
SMA Negeri 1 Tebing Tinggi that have some objective research are: to determine
student learning outcomes using case study and conventional method of fluid of
Class XI SMA Negeri 1 Tebing Tinggi Academic Year 2012/2013 and to
determine differences of student learning outcomes using case study and
conventional method of fluid of Class XI SMA Negeri 1 Tebing Tinggi Academic
Year 2012/2013.
The population of these research are all of the students of class XI SMA
Negeri 1 Tebing Tinggi Academic Year 2012/2013 that consists of six classes.
While as a sample of these research are two classes, they are XI-A5 as an
experimental class using case study method in totaling 36 students and XI-A4 as a
control class using conventional method in totaling 34 students. The instrument
that used in these research is multiple choices as twenty questions.
Based on a result of these research was concluded that there was students
learning outcomes of fluid using case study and conventional method of class XI
SMA Negeri 1 Tebing Tinggi Academic Year 2012/2013. Where a result of pretest and post-test of experimental class are 4.47 and 7.54. There was an increasing
student learning outcomes as 3.07. While from a result of pre-test and post-test of
control class are 3.81 and 6.19. There was an increasing student learning
outcomes as 2.38. Based on the result of research and hypotheses testing could be
concluded that there was differences of student learning outcomes using case
study and conventional method of fluid of Class XI SMA Negeri 1 Tebing Tinggi
Academic Year 2012/2013 where tcount = 4.35 and ttable = 1.9973 were gotten 1.9973 < tcount > 1.9973 so that H0 was rejected and Ha was accepted.
Keywords: Quasi-experimental, Case study method, Random sampling, Students
Learning Outcomes
vi
TABLE OF CONTENTS
Validation Sheet
Pages
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Table of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I
1.1 Background
1
1.2 Problem Identification
6
1.3 Limitation Problem
7
1.4 Problem Identification
7
1.5 Research Objectives
7
1.6 Benefits of Research
8
CHAPTER II
2.1 Theoretical Framework
2.1.1 Definition of Learning
9
9
2.1.2 Characteristics of Learning
12
2.1.3 Learning Activity
12
2.1.3.1 Gain Normalized
13
2.1.4 Reality Learning and Teaching
14
2.1.5 Teaching and Learning Activity
15
2.1.6 Learning Difficulties
17
2.1.6.1 Defenition of Learning Difficulties
17
2.1.6.2 Factors Contributing to Learning Difficulties
17
vii
2.1.7 Learning Outcomes
2.2 Instructional Methods
19
21
2.2.1 Background
21
2.2.2 Instructional Methods
21
2.2.2.1 Methods of Lecturer
22
2.2.2.2 Demonstration and Experimental Methods
22
2.2.2.3 Mehods Question & Answers
22
2.2.2.4 Methods Appearance
22
2.2.2.5 Methods Discussion
22
2.2.2.6 Independent Study Methods
22
2.2.2.7 Programmed Learning Method
22
2.2.2.8 Method of Exercise With Friend
22
2.2.2.9 Stimulation Methods
22
2.2.2.10 Troubleshooting Methods
22
2.2.2.11 Conventional Method
22
2.2.2.12 Case Study Method
23
2.3 Topics
27
2.3.1 Density
27
2.3.2 Fundamental Law of Hydrostatics
29
2.3.3 Archimedes’ Law
30
2.3.4 Surface Tension of Liquid
33
2.3.5 Capillarity
34
2.4 Conceptual Framework
35
2.5 Research Hypothesis
36
CHAPTER III
3.1 Research Location and Time of Research
37
3.2 Population and Research Sample
37
3.2.1 Research Population
37
3.2.2 Research Sample
37
3.3 Research Variables
37
viii
3.4 Research Design
38
3.5 Research Procedures
38
3.6 Tools and Data Collection
41
3.6.1 Research Instrument
41
3.6.2 Validity Test
42
3.6.3 Reliability Test
42
3.6.4 The Difficulty Level
43
3.6.5 Distinguishing Power
44
3.7 Data Analysis Technique
45
3.7.1 Determine The Average Value
45
3.7.2 Determine The Standard Deviation
45
3.7.3 Implement Test Normality
45
3.7.4 Determining The Homogenity Test
46
3.7.5 Hypothesis Testing
47
CHAPTER IV
4.1 Research Result
49
4.1.1 Pre-test Data
49
4.1.2 Normality Test Data
50
4.1.3 Homogeneity Test
50
4.1.4 Post-test Data
51
4.1.5 Hypothesis Test
51
4.1.6 Observation Data of Student Activity
53
4.2 Research Discussion
54
CHAPTER V
5.1 Conclusions
57
5.2 Suggestions
57
REFERENCES
59
x
LIST OF TABLES
Pages
Table 2.1 Basic Types of Case Study Design
24
Table 2.2 The value of density of several substance
28
Table 3.1 The design of the experiment
38
Table 3.2 Step of Research
40
Table 3.3 Grid Problem
41
Table 3.4 Categories Student Ability
42
Table 4.1.1 Pre-test Data
49
Table 4.1.2 Summary of Calculation Normality Test of Pre-test and
Post-test Data
50
Table 4.1.3 Data of homogeneity Test Result
50
Table 4.1.4 Post-test Data
51
Table 4.1.5 Summary of Hypothesis Test
52
Table 4.1.6 Student Activity of Class XI-A5 (Experiment Class)
53
Table 4.2 Increasing of Pre-test, Post-test value, and student activity
Of Experiment Class
54
xi
LIST OF APPENDIX
Pages
Appendix 1 Lesson Plan I
62
Appendix 2 Lesson Plan II
76
Appendix 3 Lesson Plan III
92
Appendix 4 Students Worksheet I
106
Appendix 5 Students Worksheet II
111
Appendix 6 Students Worksheet III
117
Appendix 7 Questioner of Students
121
Appendix 8 Recapitulation of Observation’s answers of Control Class
126
Appendix 9 Recapitulation of Observation’s answers of ExperimentalClass
132
Appendix 10 The Lattice of Concept Mastery Pre-Test of Static Fluid
138
Appendix 11 The Lattice of Concept Mastery Post-Test of Static Fluid
142
Appendix 12 Pre-Test Questions
146
Appendix 13 Post-Test Questions
150
Appendix 14 Solution of Pre-Test Questions
154
Appendix 15 Solution of Post-Test Questions
160
Appendix 16 Instrument of Content Validation of Pre-Test
166
Appendix 17 Instrument of Content Validation of Post-Test
170
Appendix 18 Analysis Result of Observer of Pre-Test
174
Appendix 19 Analysis Result of Observer of Post-Test
175
Appendix 20 Tabulation of Pre-Test Data of Experimental Class
176
Appendix 21 Tabulation of Pre-Test Data of Control Class
Appendix 22 Tabulation of Post-Test Data of Experimental Class
Appendix 23 Tabulation of Post-Test Data of Control Class
Appendix 23 Tabulation of Post-Test Data of Control Class
Appendix 23 Tabulation of Post-Test Data of Control Class
Appendix 26 Calculation Mean Value, Standard Deviation, and Varians
Appendix 25 Normality Test
Appendix 26 Homogenity Test
Appendix 27 Hypothesis Test
177
178
179
179
179
179
182
187
190
xii
Appendix 28 Table of Calculation Reliability of Research Instrument
195
Appendix 29 Reliability Test
197
Appendix 30 Table of Calculation of Research Instrument
199
Appendix 31 Level Difficulty Test
201
Appendix 32 Distingushing Power Test
202
Appendix 33 Guidelines Scoring Observations for Students Learning
Activities (Experimental Class)
205
Appendix 34 Guidelines Scoring Observations for Students Learning
Activities (Control Class)
206
Appendix 35 List of Student Activities of Experimental Class
207
Appendix 36 The Critical Value of L for Liliefors Test
213
Appendix 37 List of Percentil Value of t Distribution
214
Appendix 38 Table of Large Area under the Normal 0 to z
215
Appendix 39 Table of F-Distribution
218
Appendix 40 Research Documentation
220
1
CHAPTER I
INTRODUCTION
1.1 Background
Education has a very important role in order to generate fully human
resource both as individuals and as a society. Education quality in Indonesia must
be improved in order to reach a goal in the form of changes in behavior,
knowledge, and skills in self-learners.
In pasal 3 UU No.20 Tahun 2003 on Sistem Pendidikan Nasional
(UUSPN) stated that the function of Education is to develop skills and form the
character and civilization of a dignified nation in the context of the intellectual life
of the nation. As one component of the success of the students, then the school
should be able to achieve its objectives. Success or failure of educational
attainment lot depends on how the learning process experienced by students as
learners. Atmosphere of learning and use directed learning so that learners can
develop their potential (Sanjaya, 2008). This means that the educational process
must be oriented to students (student active learning).
Physics is a part of the Natural Sciences (IPA) is an object of interesting
subject matter and more requires an understanding of the pronunciation,
comprehension rather than memorization, understanding the physics knowledge
through learning activities will be the cornerstone mastery of Science and
Technology (science and technology), and a lower level of education to the next
level. Learning science of physics is often viewed as an abstract science theories
presented in the form of a less appealing and seem tough, assume that physics is
so difficult to be understood and mastered. Learning physics has the objective to
solve the problems faced by students in order to have a broader view and to have
respect for the usefulness of physics as part of the natural sciences and technology
(science and technology). But, reports from various print and electronic media
showed unsatisfactory results on students' learning outcomes physics.
2
Physics is one part of the Natural Sciences (IPA), which is the study of
symptoms, events, or natural phenomena, as well as uncovering the secrets of the
law of the universe. Physics objects include characters, symptoms, and events or
contained in inanimate objects or objects that do not do the development
themselves.Physics is one branch of Natural Sciences (IPA) which underlie the
development of advanced technologies and the concept of living in harmony with
nature. Physics itself is not just a science that studies the phenomena of nature but
more than that, physics is a science that requires understanding rather than
memorization. But the fact that many students who do not like physics. This can
be seen when the applicant PPLT practice that, in most of the students have
developed a strong impression that physics is a difficult subject to understand or
less attractive.
Based on the curriculum of the educational unit level (Mulyasa, 2006:105)
groups of subjects especially physics Natural Sciences at the SMA / MA /
SMALB, aims to develop a logical, and analytical thinking skills of learners.
Learn the following: Develop and apply information, knowledge and technologies
in a logical, critical, creative, innovative and independently; Indicates competitive
attitude, sportsmanship, and work ethic to get the best results in the field of
science and technology, as well as Demonstrated ability to analyze and solve
problems complex.
To achieve the goals listed based In pasal 3 UU No.20 Tahun 2003 on
Sistem Pendidikan Nasional (UUSPN) is not as easy as imagined. Many problems
which can be categorized as factors inhibiting the achievement of these goals.
These problems not only come from the teacher but also from the students and
even the school itself. The problem that is often experienced by students include:
many students who consider physics as a scramed subject. Many of those who do
not like physics and physics considered not only as a subject but also by product.
They assume that physics is a difficult and boring subject. Too many students are
formulas so difficult to remember these formulas. The problem often comes from
teachers regarding the model and teaching methods in staticly which eventually
3
became the reason why physics lessons into lessons that boring, besides teachers
emphasize understanding of mathematical formulas concerning the teacher is not
only able to apply the concept of understanding in students. So the presumption
arises ultimately on students that physics is only suitable subjects studied by those
who wanted to be a scientist or a physicist detail .Such problems are also likely to
be found in the high school SMA Negeri 1 Tebing researcher were obtained
based on interviews and observations of researchers to teachers of physics as well
with students, of which about 80 to 90% of students are less interested in the
physics, and there is also students tend to memorize concepts and less able to use
these concepts if they meet a problem in real life, but it is also less creative
teachers in teaching, that teachers are less able to vary the learning model used.
There are some of reason that make students got a lower on learning outcomes in
classromm : Students do not like physics. Physics student learning outcomes are
unsatisfactory. Learning model that is less varied. Teacher-centered learning.
Students doesn‟t understand how to connect physics‟ concept in technology.
Student doesn‟t know an application of physics‟concept in daily life. Student only
take some exercises in classroom and less information about physics matter.
Students doesn‟t understand about physics experiment because their teacher
almost never take an experiment in physics‟ laboratory. Teacher don‟t take some
media to teach in classroom. Learning process only focused at one source from its
school. From interviews with students note that the method often used is such as
lectures, discussion, take notes, and work on the problems one by one or the socalled conventional methods. In the process of learning all the activities centered
on the teacher. There is no interaction between the students in terms of giving
their opinions. Students just crammed explanation by the teacher at each of the
learning process, causing students to be passive. In addition, the conventional
learning methods students are not trained to understand a concept that departs
from a problem that can be encountered in everyday life One impact of these
problems is a mediocre student learning outcomes. Given the value of the average
physics class XI science first semester is 75 have a mediocre value with minimal
completeness criteria in physics is 75.Eventough, the learning outcomes are not
4
satisfactory. And based on an observation of XI-IPA 4 and XI-IPA 5 is gotten that
50 % their teacher sometimes give them physics problem that related to dily
activity and daily technology. Hence, they still understand the application of
physics concept in their daily activities and daily techonology. Based on some of
the problems encountered, the applicant seeks to provide a solution that begins
with varying learning methods are used in schools. The methods offer researchers
the case study method. This method of form description of the problem, event, or
situation, then the student was assigned to look for alternative solutions. Then this
method can also be used to develop critical thinking and find new solutions of a
topic is solved. This method can be developed or applied to students, when the
students have knowledge about this issue (Martinis, 2008).
Case Study is a way of giving students the chance to perform tasks based
on direct instructions, issues, events, or situations that have been prepared
teachers. After that the students are tasked to find an alternative solution. In
performing this task the students can gain hands-on experience and real. Tasks can
be assigned in groups or individually. Through this method, students can develop
the skills and habituation to an independent, honest, develop critical thinking the
pattern and find a new solution of a task to be solved. This method can be applied
when the student has had prior knowledge about the issues presented.
The advantage to using the case method is to observe, think, and act in
dealing with certain situations they believe what is observed and found many
ways to escape observation and search it. Besides Shiva can know by observation
that perfect real picture that really happened in his life so that they can learn with
interest and more detailed problem.
While the weakness of the case method is to group activities require more
physical facilities and had a lot of cases, and teacher takes a lot of time to prepare
the case material encountered and instructions on how to solve that required
students.
5
According to research ever undertaken by Larissa Fradkin many students
who enter high in the UK have a different background, it could be very difficult to
conduct learning activities since the beginning of understanding that students are
not the same. Using the Socratic method, this method is used to determine the
difficulties experienced by these students. The same was delivered by Neil
Sheflin, in his experience while using the Socratic Dialogue can create an active
student and ask the student to learn more. Thus the Socratic dialogue is used to
establish a common knowledge among students by asking each other so that we
can know where the lack of understanding of these learners.
Over time and development of technology used Socratic dialogue in distance
learning or by oline class. By using online media (Online Class) teaching and
learning process can happen very well. This is due to the time used for direct faceto-face is not possible with a long time but with the online class this is not an
obstacle.
By using asking techinique, many things that can be felt by learners such
as fear, curiosity, challenge, satisfaction, engagement, and others. With the
assessment of each of these questions can make learners have a hand in every
problem. Actually Socratic dialogue is used to form active beta students and
formed his own knowledge on the basis of the questions asked. Therefore,
educators need to develop knowledge to be able to ask questions that could
provoke curiosity educates participants.
If the case method and dialogue Socrates being grown in physics learning
allows students to think critically, skilled and learn more. Because many of the
problems to be solved. Moreover, its application in the study of physics very
much. And ready to be asked in each problem. Therefore, teachers are expected to
have more information and wide, in order to explain to the student, if the student
can not solve the problem.
Using the case method to teach online classes introduce environmentcentered learning culture. By learning-centered, referring to the students develop
their own responsibility for their learning. The instructor is a facilitator and further
6
refines the skills of critical thinking and analysis. Using the case method allows
the balance of power between teachers and students. In addition, the cases are
very motivated as demonstrated by an increase in meetings. Instructors have a lot
of information to make the case. For experienced students, they can be challenged
to see the other side to a topic, thereby enabling further improvement of their
minds on the issue of this case. Case method can be a good tool to stimulate
students to think about the step-by-step planning.
Accordingly, prospective investigators try to do research by maximizing
the case study method. Based on the description above, applicants interested in
conducting research entitled "The Comparison of Student Learning Outcomes
of Fluid Using Case Study and Conventional Method of Class XI SMA Negeri
1 Tebing Tinggi Academic Year 2012/2013 ".
1.2 Problem Identification
Based on the background of the above problem, then the problem can be
identified as follows:
1. Students do not like physics.
2. Physics student learning outcomes are unsatisfactory.
3. Learning model that is less varied.
4. Teacher-centered learning.
5. Students doesn‟t understand how to connect physics‟ concept in
technology.
6. Student doesn‟t know an application of physics‟ concept in daily life.
7. Student only take some exercises in classroom and less information about
physics matter.
8. Students doesn‟t understand about physics experiment because their
teacher almost never take an experiment in physics‟ laboratory.
9. Teacher don‟t take some media to teach in classroom.
10. Learning process only focused at one source from its school.
7
1.3 Limitation Problem
Given the extent of the problem in learning is a necessary limitation in this
study as follows:
1. Using Case Study method of fluid topic because students doesn‟t
understand about physics experiment because their teacher almost never
take an experiment in physics‟ laboratory.
2. To improve student knowledge of relating physics concept in technology
and daily life because Student only take some exercises in classroom and
less information about physics matter.
1.4 Problem Formulation
In this study, the formulation of the problem is:
1. How is student learning outcomes with case study and conventional
learning method of Fluid in SMA Negeri 1 Tebing Tinggi Class XI
Academic Year
2012/2013 based on problem formulation that stated
“Physics student learning outcomes are unsatisfactory”.
2. Is there any difference in student learning outcomes are taught with case
study method with students who are taught by the conventional learning
method based on problem formulation that stated that “Students do not
like physics”.
1.5 Research Objectives
From the formulation of the problem, the purpose of this study is:
1. To determine student learning outcomes using case study and conventional
method of fluid of Class XI SMA Negeri 1 Tebing Tinggi Academic Year
2012/2013.
8
2. To determine differences of student learning outcomes using case study
and conventional method of fluid of Class XI SMA Negeri 1 Tebing
Tinggi Academic Year 2012/2013
1.6 Benefits of Research
The benefits of this research are:
1. As a ground for researchers in conducting research.
2. Adding to the experience for researchers in improving student learning
outcomes based learning using case studies.
3. As consideration for other researchers to examine the same issue in a
different location and As an alternative informational materials for physics
teachers in selecting models or learning methods
57
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Conclusions of this study are based on the finding of the research data,
systematic grain done by paying attention to the research that has been
formulated. The conclusions obtained are:
1. Physics learning outcomes of students who were learning with case study
method in sub topic static fluid in class XI IPA SMA Negeri 1 Tebing Tinggi
Academic Year 2012/2013 before being given treatment pre-test average of 4.47
and after being given treatment post-test average for students 7.54. And so are
the students learning outcomes who were learning physics with conventional
method in sub topic static fluid in class XI IPA SMA Negeri 1 Tebing Tinggi
Academic Year 2012/2013 before being given treatment pre-test average of 3.81
and after being given treatment the average post-test for students 6.19.
2. There are differences in student learning outcomes using the case study method
and the conventional method in sub topic static fluid in class XI IPA SMA
Negeri 1 Tebing Tinggi.
5.2 Suggestions
Based on the research result and conclusions above, then as a follow-up of
this study suggested some of the following:
1. Expected for prospective teachers / researchers further repair activity descriptor
in order to achieve the indicator as expected.
2. At the time of group discussion lasted researchers still have difficulty guiding
full preformance in each group. Therefore, for further research is recommended
to better guide students active by asking the students about the obstacles faced,
motivating, and directing that each student is an active discussion by explaining
58
the value of one student can affect the value and reputation of the group and
reward in the form of plus value to students who are active so that students are
more motivated and better able to discuss with.
3. The researchers further recommended to draw up indicators in observation
activities in accordance with the syntax of methods / learning model used.
4. Set time as efficiently as possible in the learning process so that each stage of
learning can be done well.
59
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