PENGARUH HANDS ON ACTIVITY TERHADAP HASIL PRESTASI BELAJAR SISWA PADA KONSEP PEMANTULAN CAHAYA SMP.

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP

THE INFLUENCE OF HANDS ON ACTIVITY ON STUDENTS

ACHIEVEMENT IN THE CONCEPT OF LIGHT REFLECTION IN

JUNIOR HIGH SCHOOL

RESEARCH PAPER

Submitted as Fulfilment and of the Requirement for Degree of SarjanaPendidikanin International Program on Science Education (IPSE)

Applied by: SafirohNi’maturRizki

0902102

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION BANDUNG

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP DECLARATION SHEET

By this I declare that the thesis entitled “The Influence of Hands-on Activity on Students Achievement in the Concept of Light Reflection in Junior High School “This is really a result of my own work, not a takeover of thoughts of others that I as a result of my writing or my own mind. If later proven that this essay plagiarized, and then I am willing to accept the sanction.

Bandung, August 2013 Authors

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP APPROVAL SHEET

THE INFLUENCE OF HANDS ON ACTIVITY ON STUDENTS ACHIEVEMENT IN THE CONCEPT OF LIGHT REFLECTION IN JUNIOR HIGH SCHOOL

Applied by: SafirohNi’maturRizki

0902102

Legitimate and Approved: First (I) Supervisor

Dr. Diana Rochintaniawati, M.Ed NIP. 196709191991032001

Second (II) Supervisor

Dr. SellyFeranie, S.Pd, M.Si NIP.197411081999032004

Head of IPSE Study Program

Dr. Diana Rochintaniawati, M.Ed NIP. 196709191991032001

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP ABSTRACT

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP

By:

Safiroh Ni’matur Rizki Id: 0902102

Tujuan dari penelitian ini adalah untuk mengetahui apakah ada pengaruh dari penerapan Hands on Activity pada hasil prestasi belajar siswa dalam konsep pantulan cahaya pada siswa kelas VIII. Dalam penelitian ini, penulis menggunakan metode weak exsperiment design/one group pretest posttest design yang terdiri dari pre-test (X1), treatment (T) dan post-test (X2). Populasi penelitian ini adalah siswa kelas VIII. Penulis memilih kelas 8 sebanyak 27 siswa sebagai sampel dengan menggunakan teknik purposive sampling. Dalam pengumpulan data, penulis menggunakan test uji terdiri dari pre-test, post-test dan angket. Setelah data terkumpul, data dianalisis dengan menggunakan uji-t. Dari hasil penelitian, nilai thitung = 30.647> ttabel = 2,056 yang berarti Ha diterima dan Ho ditolak dengan kategori normal dan tidak homogen, rata-rata pretest 71,25%, sebanyak 33% siswa lulus dan 67% siswa tidak lulus. Sementara posttest 97 62%, sebanyak 100% siswa lulus, peningkatan sebanyak 27% dengan kenaikan 0,91 dalam kategori tinggi, untuk hasil kuisioner didapatkan rata-rata sebanyak 78% yang berarti hands on activity mempunyai pengaruh sangat positif. Dengan kata lain, hasil penelitian memperkuat bahwa penggunaan hands on activity efektif dalam meningkatkan hasil prestasi belajar siswa kelas VIII.

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP ABSTRACT

THE INFLUENCE OF HANDS ON ACTIVITY ON STUDENTS ACHIVEMENT IN THE CONCEPT OF LIGHT REFLECTION IN JUNIOR HIGH SCHOOL

By:

Safiroh Ni’matur Rizki Id: 0902102

The aim of the research is to know whether there is influence or impact of using hands on activity on students’ Achievement in the concept of light reflection at the eighth grade students. In this research, the writer uses one group pretest-posttest design experimental method that consists of pre-test (X1), treatment (T) and post-test (X2). Population of this research was the eighth grade students in. The writer chooses class 8 as many 27 students as sample by using purposive sampling technique. In collecting the data, the writer used test consists of pre-test, post-test and questionnaire. After the data collected, it was analyzed by using t-test. From the research result, the value of tobserved = 30,647> ttable = 2,056 its mean Ha accepted and Ho rejected with category normal and not homogeny, average pretest 71,25%, as much as 33%students pass and 67% students not pass. While posttest 97 62%, as much as 100% students pass, improvement as many 27% with N-gain 0,91 in the high category, for students response the value approval is 78% its means sufficient and priorities. In the other words, the research result reinforced that hands on activity is affective to improve student’s achievement in class VIII.

Keyword: the Influence, Hands on Activity, Students Achievement, Light Reflection

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP TABLE OF CONTENT

DECLARATION I

PREFACE Ii

ACKNOWLEDGEMENT Iii

ABSTRACT V

TABLE OF CONTENT Vii

LIST OF TABLE Ix

LIST OF FIGURE X

LIST OF APPENDIX Xi

CHAPTER I : INTRODUCTION

A. Background 1

B. Statement Problems 4

C. Research Limitation 4

D. Objective E. Research Benefit

5 5

F. Assumption 6

G. Hypothesis 6

CHAPTER II : LEARNING,HANDS ON ACTIVITY,STUDENTS ACHIEVEMENT, AND LIGHT REFLECTION

A. Definition of Learning 7

B. Hands On Activity 8

1. Definition of Hands On Activity 2. Characteristics of Hands On Activity 3. Doing Contextual with Hands On Activity 4. Hands On Activity and Students Achievement 5. Benefit of Hands On Activity

8 9 11 13 14

C. Students Learning Achievement 16

D. Light Reflection 19

CHAPTER III : RESEARCH METHODOLOGY

A. Operational Definition 24

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP

C. Population and Research Sample 26

D. Research Instrument E. Learning Material F. Research Procedures G. Research Plot

H. Data Analyzing Technique

26 27 27 30 31

CHAPTER IV : RESULTS AND DISCUSSIONS A. Results of Study

1. Result of Pretest 2. Result of posttest

3. Improvement of Students Achievement and Gain Score 4. Result of Significance Test and Testing Hypothesis 5. Students Response

B. Discussions 42 43 45 48 49 52 54

CHAPTER V : CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions 61

B. Recommendations 61

REFRENCES 62

APPENDICIES

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP LIST OF TABLES

Table 3.1 One Group Pretest-Posttest Design 25

Table 3.2 Classification of Validity Coefficient 32

Table 3.3 Classification Reliability Coefficient 33

Table 3.4 Classification of Difficulty level 34

Table 3.5 Criteria of Discriminating Power 35

Table 3.6 Validity of Multiple Choice Questions 35

Table 3.7 Recapitulation of Multiple Choice Questions 36 Table 3.8 Guidelines of the Categorization Students Achievement

(Arikunto 2005)

38

Table 3.9 Gain category 39

Table 3.10 Questionnaire Respond Categories 40

Table 3.11 Classification of Interpretation Percentage of Questionnaire 41 Table 4.1 The Result of Physics Achievement Students on Pretest and

Posttest

42

Table 4.2 Distribution and Percentage the Total Students in each Categories on Pretest

43

Table 4.3 Descriptive Completeness Students Achievement in Pretest Compared with KKM

44

Table 4.4 Average of Pretest and Posttest Value 46

Table 4.5 Descriptive Completeness Students Achievement in Posttest 47 Table 4.6 Average Pretest, Posttest and Gain Score Students 48 Table 4.7 The Result of Normality Using Shapiro-Wilk 49

Table 4.8 The Result of Homogeneity 50

Table 4.9 The Result of Testing Hypothesis in Pretest Using “t test” 50

Table 4.10 The result of Testing Hypothesis in Posttest using “t test” 51

Table 4.11 The Respond of Students Against Hands On Activity Learning

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP LIST OF FIGURES

Figure 2.1 Diffuse Reflection 19

Figure 2.2 Regular reflection 20

Figure 2.3 Law of Reflection on a Surface 20

Figure 2.4 Reflection on a Flat Mirror 21

Figure 2.5 Special Rays in Concave Mirror 22

Figure 2.6 Special Rays in Concave Mirror 23

Figure 3.1 Research Plot 30

Figure 4.1 Descriptive Chart Completeness Students Achievement in Pretest Compared with KKM

45

Figure 4.2 Average Pretest and Posttest before Convert into 100 46 Figure 4.3 Descriptive Chart Completeness Students Achievement in

Posttest Compared with KKM

47

Figure 4.4 Improvement of Students Achievement 48

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP LIST OF APPENDIX

EXPERIMENTAL GROUP

Appendix A LESSON PLAN 66

Appendix B LEARNING SCENARIO FRST MEETING 73

Appendix C LEARNING SKENARIO SECOND MEETING 79

Appendix D STUDENTS WORKSHEET 84

Appendix E SYLABUS 93

Appendix F LEMBAR JUDGEMENT

95

Appendix G QUISTIONNAIRE 114

Appendix H.1 The Result of Pretest and Posttest 117

Appendix H.2 The Result of Physics Achievement Students on Pretest and Posttest

118

Appendix H.3 Average Pretest, Posttest and Gain Score 119

Appendix I.1 Questionnaire Data of Students Response 120

Appendix I.2 Analysis Questionnaire 121

Appendix J.1 The Result of Testing Hypothesis Using SPSS One Sample t test in Pretest

123

Appendix J.2 The Result of testing Hypothesis Using SPSS one Sample t test in Posttest

125

Appendix J.3 Output SPSS Levine’s Test for Homogeneity Variance 127 Appendix J.4 Output SPSS Kolmogorov-Smirnov and Shapiro Wilk for

Normality Test

127

Appendix J.5 Output One Sample t test SPSS for Pretest and Post Test 128 Appendix J.6

Appendix J.7

The Result of validation of multiple Choice test

The Result of Achievements Students on Worksheet Group Activity

129 130

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Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP CHAPTER I

INTRODUCTION

A. Background

Science is observing the world, asking questions, and making discoveries. It is about developing experiments and increasing one’s knowledge and sharing knowledge with others. Understanding science can be a powerful thing because it can change one’s view of the world (Archer et al., 2010). Unfortunately, most students do not have an accurate perception of science (Skamp & Logan, 2005). In their view science is associated with memorizing facts and completing lab sheets. Despite the excitement that science can bring into one’s life, a majority of middle school students do not have a passion for science. Many students enter a science classroom with the idea that science is boring and irrelevant to their world (Skamp & Logan, 2005). A majority of students view science as something that is unexciting, just boring facts that scientists know, and that students are required to learn (Pickens & Eick, 2009).

Science begins for children when they realize that they can learn about the world and construct their own interpretations of events through their actions and experience. Doing science, as opposed to simply hearing or reading about it, engages students and allows them to test their own ideas and build their own understanding (Ewers, 2001). Therefore, it is difficult to imagine a science-teaching program without doing science experiences.

Physics as a natural science subjects are objects of interesting and requires a lot of understanding rather than memorization. However, the reality of physics is often seen as a difficult subject and less attractive and therefore contributes to the learning outcomes and learning achievement by students. For students, physics is

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP difficult subject to understand and less attractive if only delivered in a lecture, students tend to get bored and the material presented is not really understood by the student while in physics there are many interesting things is known due to the physics can be connected with our daily life. In addition, the problems that appear in the process of learning physics is teachers rarely use the appropriate media and tend to be monotonous.

The low student achievement in physics can be caused motivation, interests, health conditions, subject matter, and learning strategies. Thus factors are influence in learning outcomes students. Learning strategy models and methods have a role in improving student achievement. Implementation of appropriate learning models will affect the learning achievement because it will allow students to learn in a given absorbing material. Contextual learning model is a model that involves students in searching, finding and applying materials into daily life.

Based on the study literature, teacher rarely use experiment in their learning. Teachers are often using conventional method that makes students get bored. Students need experiment for their learning. Students should to explore and understand the scientific environment and students need to know that physics is related to their daily life.

According to (Mary LeFever, 2011) Light is simultaneously concrete and abstract to middle school students. It is concrete because students have direct experience with it daily. It is abstract because it is intangible. The lessons and activities in this section are designed to facilitate the abstract to the familiar so that students are able to construct accurate conceptions of the nature of light. According to (Lauren Beal, 2006) about reflection lesson, nearly all of the students represented

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP light in some sort of straight-line path, with many adding direction (or multiple directions) with arrows. Also, the majority of students recognized the reflection occurring through the mirrors, glass and other smooth surfaces. What they did not recognize, however, was the diffuse reflection occurring as light interacted with all of the objects in the room. Students supported their ideas – even though they were often misguided – by using their personal experiences. This shows that the students need to experience the scientific concepts through hands-on activities so the concepts can become part of their personal experience. Although students struggled with some ideas about light interactions, most understood light traveled in straight-line paths. In light reflection lesson, teachers predominantly use conventional learning models with lecture methods, notes, and give the problems so that student interest in physics tends to decrease.

One effort that can be done to solve the problem is to implement hands-on learning activity. According to previous research (Özlem Ates and Ali Eryilmaz, 2011) hands on activity will allow students to build on personal experience, use a hands-on approach to understand more about reflection and connect this scientific concept to real-life activities, Providing junior high school students with hands-on activities that directly involve them in the learning process have been shown to improve students’‟ science learning and achievement as well as improve their attitudes towards science (Satterthwait, 2010). Not only do hands-on lessons increase student interest, these lessons provide opportunities for students to see and experience an event for themselves, test predictions based on their (or others‟) ideas, and to experience doing “real” science (Skamp, 2007). When instructing students on a hands-on activity, it is important for teachers to draw on real-world experiences and help students find ways to connect content with their lives (Ramey-Gassert, 1997).

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP Discovering personal meaning in a topic will most likely increase student interest and motivation to learn (Skamp, 2007). Students need to have the opportunity to experience what real science is, not just hear about it. Based on the description above the researchers interested in conducting research with the title: The influence of hands on activity on students achievement in the concept of light reflection in junior high school

B. Statement Problem

“How is the effect of hands-on activity on student’s achievement in the concept of light reflection in junior high school grade eight science learners?”

Specifically this research is formulated in several specific problem questions, there are:

1. _{How is the i}nfluence of hands on activity to student’s achievement in the concept

of light reflection?

2. _{How is the respond of students after teaching by using hands on activity?}

C. Research Limitation

To avoid misunderstandings and expansion problems, in order to research more focused and clearly it is necessary to limit the problem as follows:

1. _{Student achievement to be studied is a success rate of student learning in the}

cognitive aspects, namely aspects such as remembering (C1), Understanding (C2) and applying (C3).

2. _{The material used in this study is light reflection (law of light refraction, diffuse}

reflection and regular reflection, the light reflection on a flat mirror and the light reflection on concave mirror)

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP D. Objective

1. To know the influence of hands on activity to student’s achievement in the concept of light reflection.

2. To know the respond of students after teaching by using hands on activity

E. Research Benefit 1. For teacher

Hands on activity make a teaching method fun. If the kids are learning and having fun doing it, then I am having fun at my job, and I am a happier person overall. (Jeff G. Brodie, fifth and sixth grade teacher, East Side Elementary, Edinburgh, IN)

2. For students

Increased students learning, increased motivation to learn, increased enjoyment of learning; increased skill proficiency, including communication skills, increased independent thinking and decision making based on direct evidence and experiences, and increased perception and creativity. Explore and understand the scientific environment.

3. For researchers

1. As input and adds insight for researchers as prospective teachers in teaching physics to the future.

2. As the improvement of variety learning of research especially in the world education.

3. As comparative material for the next researchers who will examine with the same learning.

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP F. Assumptions

1. Hands-on learning has been shown to increase learning and achievement in science content (Bredderman, 1982; Brooks, 1988; Mattheis & Nakayama, 1988; Saunders & Shepardson, 1984)

2. Hands-on learning means many different things to different people. It has become a slogan and is often used to describe any activities in classrooms that use materials. As a slogan, it can easily become a fad. Hands-on learning, however, is not simply manipulating things. It is engaging in in-depth investigations with objects, materials, phenomena, and ideas and drawing meaning and understanding from those experiences

G. Hypothesis

Ha: There is significant influence in improvement of student’s knowledge in the concept of light reflection in eight grade student’s class using hands on learning activity strategy comparing with >80 KKM physics minimum standard

Ho: There is not significant influence in improvement of student’s knowledge in the concept of light reflection in eight grade student’s class using hands on learning activity strategy comparing with >80 KKM physics minimum standard

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP CHAPTER III

RESEARCH METHODOLOGY

A. Operational Definition

To avoid differences in perception, it would explain a few terms as follows:

1. Hands on Activity is defined as a learning model of physics that are in the real world context of students' lives by engaging students in exploring and asking information, activities, and discover, collect and analyze the data and make your own conclusions (Amin, 2007). Students doing hands on activity based experiment in laboratories.

2. Learning Achievement are the patterns of actions, values, understandings, attitudes, appreciation, abilitas, and skills (Hamalik, 2005:31). This is meant form of cognitive scores of students above the standard of >80. Student achievement is the result of learning achieved by students after school activity or following the term used to express the degree of learning success that has been achieved by the students after participating in learning activities. Success rate of learning is seen by comparing the scores obtained by student’s prior knowledge using a model of hands-on learning activity (pretest) and determine student achievement after learning by using hands on activity model (posttest). Learning achievement in this study is shown by the figures obtained from the provision of learning achievement tests as an evaluation of the teaching and learning activities. Tests are given in this study will measure the cognitive aspects of students, in the form of remembering aspects (C1), Understanding (C2) and applying (C3).

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP 3. Light is one of the subs of science subjects and part of physics subjects. Light

in a medium will propagate in a straight line. Light Reflection is one of the properties of light when light rays fall on the surface of the object and then turned back. In the light reflection will be discussed on the law of reflection, the nature of the image formed by a plane mirror, and the nature of the image formed by a concave mirror.

B. Method and Research Design

This study aims to determine the possibility of a causal relationship between the variables in the study, other than that this study uses only one class. Based on this, the method used in this study is weak experimental design. So called because this method is not yet a truly experimental, as there is external variables that also affected the results to be achieved. So the experiment is not solely influenced by the independent variable, this can occur in the absence of variable control and the sample was not chosen at random (Sugiyono, 2011:74)

The form of the pre-experimental design methods used were single pretest-posttest design, providing pretest and then provide treatment in a deliberate and systematic review of the treatment groups in the form of learning through hands on activity, and after treatment completion then administered posttest using the same instrument pretest. The design can be described as follows

Quantitative method through weak experiment/pra-experiment Table 3.1

One group pretest posttest design

O1 X1 O2

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Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP O1 : Pre-test (first test) before conducting treatment

O2 : Post-test (final test) after conducting treatment

X : Data research taken (implementing hands on activity)

C. Population and Research Sample

The population in this study is one class of eight (8th) grades of junior high school students in the 2nd semester. The sample had studied the subject “Light Reflection” in the second semester.

The sample is using one class of eight (8th) grades of junior high school students in the 2nd semester using purposive sampling technique. Purposive sampling technique is used for the selection of the sample. A purposive sample is a non-representative subset of some larger population, and is constructed to serve a very specific need or purpose. Purposive sampling starts with a purpose in mind and the sample is thus selected to include people of interest and exclude those who do not suit the purpose. Identify selected based on the knowledge of a population and the purpose of the study. The subjects are selected because of some characteristic.

D. Research Instrument

1. Test item (post test and pre test)

The questions used in the form of multiple choice of light reflection concept. All of instrument refers to cognitive domain on the aspect of remembering (C1), understanding (C2), and applying (C3).

a. Pre-test

First step is students given pre test to know the prior study of in the concept of light reflection before teaching using hands on activity.

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP b. Post-tes

Students is given post test to know the improvement of students achievement of light reflection after teaching by using hands on activity. The result of pre test and post test will be compared with KKM >80 physics minimum standard. 2. Questionnaire

Questionnaire is given to the students to know the respond about the learning process is it good and need to be improved or it is bad and need to be stopped. E. Learning Materials

1. _{Guidelines for Learning Implementation Plan}

The implementation plan is the preparation of teachers to teach lessons to each meeting.

2. _Worksheet

Worksheet used as teaching materials which eventually collected and examined to determine the extent of a student's ability to understand the material they have learned.

F. Research Procedure

Generally, this research consists of some steps which are divided into three stages as follow:

1. Preparation stage

In this stage, activities done are:

a. Conducting literature study because conducting literature study is important to gain accurate theory and any related information to research problem. Those information can be gained from latest journals, books, articles and other resources.

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP b. Choose the topic for implementing research

c. Determine the school as the place to implement the study

d. Contact the school and science teacher.

e. Make permission letter.

f. Conducting prior study

It can be done by examining schools’ archived files about students’ achievement in science and observing how the lesson conducted in that school. The results will be very useful for consideration in implementing the research.

g. Determine the research sample

The samples of this study are one class of junior high school level students.

h. Prepare lesson plan and consult about it with lecturer and teacher in school.

The lesson plan describes what students and teacher do during the lesson.

i. Construct and justify the instruments

The instruments used in this study are test item (including pre-test and post test) experiment module

2. Implementation steps

a. Give pre-test to know the prior knowledge of students about light reflection

b. Conducting a treatment by using hands on activity to students in the concept light reflection (implement the lesson)

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP c. Conducting Post-test

Students give a post test to know the achievement of students after using hands on activity is improved or not

d. Conducting questionnaire to know the respond of students after teaching by using hands on activity in the concept light reflection is effective or not 3. Final steps

a. Make data collection and analysis

The data from sample instrument will analyzed by using SPSS for Windows. b. Make conclusion

c. Give suggestion for further research d. Consult with lecture

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP G. Research Plot

Figure 3.1 Research Design Preparation Stage

Implementation Stage

Final Stage

Conducting literature study Choosing topic for conducting research

Problem identification

Conducting prior study and identification

curriculum Conducting

instrument

Conducting questionnaire

Make a lesson plan and learning scenarios

Instrument validation

Pretest for research data

Conducting pretest

Implementation hands on activity

Conducting posttest

Distribute questionnaire

Data processing

Data analyzing

Make a conclusion

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP H. Data Analyzing Technique

Data from this study is quantitative data that will be analyzed with descriptive percentage measures as follows:

1. Instrument validation

a. Validity content of test item

Validity which is used in this research is content validity, the content of cognitive test item which is related to the ability of assessment tool to measure what should be measured (Sudjana, 2009). In this research, instruments are validating and judgments by research expert supervisor.

b. Validity of the instrument

Arikunto (2002:169) states that "to test the validity of each item so the scores on the items should be correlated with the total score." validity technique through analyze an item by using correlation product moment formula by Pearson. An evaluation called valid (valid or invalid) if it is able to evaluate what should be evaluated (Suherman, 2003). The validity or legality of evaluation tools rely on the accuracy of the evaluation tool in carrying out its functions. To calculate the validity of each question using the formula Karl Pearson Product Moment Correlation are:

∑ [ ∑ ∑ ]

√[ ∑ ∑ ][ ∑ ∑ ]

n: total students

x: total score in test item y: students total score

Based on Guilford (Suherman, 2003) there are some classification that describe the validity in table below

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP Table 3.2

Validity coefficient classification

Score Interpretation

0,90 ≤ ≤ 1,00 Very high validity

0,70 ≤ <0,90 High validity

0,40 ≤ < 0,70 Medium validity

0,20 ≤ < 0,40 Low validity

0,00 ≤ < 0,20 Very low validity

< 0,00 Not valid

c. Reliability

Reliability of an instrument is intended as a tool that gives the same results if the measurement is given on the same subject although done by different people, at different times and different places (Suherman, 2003). Not affected by the behavior, circumstances, and conditions. High reliability measurement tool called a reliable gauge. Reliability was determined from the value of the reliability coefficient obtained by using alpha formula as follows:

             2 2 1 1 1 S pq S n n r With:

r11 = instrument reliability n = amount of test item

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Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP q = subject proportion who answers question with the wrong

∑pq = multiplication result of p and q s = deviation standard

Then, the reliability coefficient obtained interpreted in classification reliability coefficient according to (Arikunto, 2008: 75) are presented in below:

Table 3.3

Classification Reliability Coefficient Correlation coefficient Interpretation

0,81 - 1,00 Very high

0,61 - 0,80 High

0,41 - 0,60 Medium

0,21 - 0,40 Low

0,00 - 0,20 Very low

d. Difficulty level

A good test item is neither too easy nor too difficult. A scale that shows the difficulty level of test item is difficulty index (Arikunto, 2008). The equation which is used to calculate the difficulty level is:

With:

P = difficulty level

P = B JS

34

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP B = amount of student who answer question with the right answer JS = total amount of students who undertakes the test

Then, Classification of difficulty level according to (Arikunto, 2008: 75) is presented in below:

Table 3.4

Classification of Difficulty Level

Difficulty index Category of test

0,0 – 0,3 Difficult

0,3 – 0,7 Medium

0,7 – 1,0 Easy

e. Discriminating Power

Discriminating power of test item is the ability of test item to differentiate between high achiever and low achiever (Arikunto, 2008). To determine discriminating power of test item, the equation below is used:

With:

D = discriminating power JA = amount of high achiever JB = amount of low achiever

BA = amount of high achiever who answers question with the right answer BB = amount of low achiever who answers question with the right answer

D = B

J - B

35

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP PA = proportion of high achiever who answers question with the right answer PB = proportion of low achiever who answers question with the right answer

Then, criteria of test item discriminating power according to (Arikunto, 2008: 75) are presented in below:

Table 3.5

Criteria of test item discriminating power

Discriminating power interval Criteria of discriminating power

Negative Test item is not appropriate

0,0 – 0,2 Poor

0,2 – 0,4 Satisfactory

0,4 – 0,7 Good

0,7 – 1,0 Excellent

Calculation of multiple-choice test trials conducted using application of Anates version 4.0. Recapitulation of the difficulty level for each instrument of multiple choice questionsof is as follows:

Table 3.6 validity of multiple-choice questions Number of

Questions

Correlation Significant

1 0.654 Highly Significant

2 0.841 Highly Significant

3 0.862 Highly Significant

4 0.862 Highly Significant

5 0.861 Highly significant

36

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP

7 0.755 Highly Significant

8 0.559 Highly Significant

9 0.740 Highly Significant

10 0.555 Highly Significant

11 0.506 Highly Significant

12 0.344 -

13 0.268 -

14 0.268 -

15 0.437 Significant

16 0.177 -

17 0.842 Highly Significant

18 0.862 Highly Significant

19 0.669 Highly Significant

20 0.777 Highly Significant

21 0.742 Highly Significant

22 0.742 Highly Significant

23 0.708 Highly Significant

24 0.511 Highly Significant

25 0.672 Highly Significant

Based on acquisition of the data processing multiple choice test results can be composed overall recapitulation in the table below:

Table 3.7 Recapitulation Analysis of Multiple Choice Tests No

Questions

Validity Difficulty Level

Discriminating Power

Reliability Judgment

1 Valid Medium Excellent 0,99 (very high) Use

2 Valid Medium Excellent 0,99 (very high) Use

3 Valid Medium Excellent 0,99 (very high) Use

4 Valid Medium Excellent 0,99 (very high) Use

5 Valid Medium Excellent 0,99 (very high) Use

37

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP

7 Valid Medium Excellent 0,99 (very high) Use

8 Valid Medium Good 0,99 (very high) Use

9 Valid Medium Excellent 0,99 (very high) Use

10 Valid Medium Excellent 0,99 (very high) Use

11 Valid Medium Good 0,99 (very high) Use

12 Not

Valid

Medium Good 0,99 (very high) Revised

13 Not

Valid

Medium Good 0,99 (very high) Revised

14 Not

Valid

Medium Good 0,99 (very high) Revised

15 Valid Difficult Excellent 0,99 (very high) Use

16 Not

Valid

Very Easy Poor 0,99 (very high) Revised

17 Valid Medium Excellent 0,99 (very high) Use

18 Valid Medium Excellent 0,99 (very high) Use

19 Valid Medium Excellent 0,99 (very high) Use

20 Valid Medium Excellent 0,99 (very high) Use

21 Valid Medium Excellent 0,99 (very high) Use

22 Valid Medium Excellent 0,99 (very high) Use

23 Valid Medium Excellent 0,99 (very high) Use

24 Valid Difficult Excellent 0,99 (very high) Use 25 Valid Difficult Excellent 0,99 (very high) Use

2. Quantitative data processing

From the total score obtained from the data collection activities then analyzed to determine the value of learning achievement results obtained by converting it to standard 100 values.

Furthermore descriptive statistical analysis, aimed to describe the results obtained by students studying physics, achievement results are then compared using a categorization according Arikunto (2005) as follows:

38

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP Table 3.8

Guidelines for the categorization results of student achievement (Arikunto, 2005) Interval Value Category

80-100 Strongly Good

66-79 Good

56-65 Enough

40-55 Less

≤39 Failed

a. Analysis score pre-test for each students

Analysis was conducted to determine students' prior learning and student learning achievement before given treatment.

b. Analysis score post-test for each students

Analysis was conducted to determine students learning achievement after given a treatment

c. Analysis score pretest and posttest and compared with KKM physics minimum standards

d. Analysis of criteria N-gain score

Analysis of the criteria used to determine the N-gain obtained gain criterion. N-gain score derived from data pre test and post test are processed to calculate the average N-gain normalization. Average normalized N-gain was calculated using the formula based on (Hake, 1998) there are:

Where:

39

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP Si pretest : the initial score of pretest

Max Score : maximal score

The rate of N-gain normalized scores is categorized into three categories, as follows:

Table 3.9 N-Gain Category based on Hake (1998)

N-Gain Category

g ≥ 0,7 High

0,3 ≤ g < 0,7 Medium

g < 0,3 Low

e. Testing hypothesis

1. Testing Normality using kolmogorov-smirnov and Shapiro-wilk 2. Testing Homogeneity

If the significance obtained >α, then the variance of each sample are same (homogeneous). If the significance obtained <α, then the variance of each sample are not the same (not homogeneous)

3. Testing Hypothesis using t-test SPSS H0: μ1 = 80

The differences average pretest with the value 80 insignificant Ha: μ1≠ 80

The differences average pretest with the value 80 is significant Error rate(α) aretoleratedin this studywas5%.

40

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP 3. Questionnaire data processing

Qualitative data analysis consisted of analysis of data from questionnaires. Questionnaire is conducted at the end of meeting and filled by students. The scale used is a Likert’s model response scale. Likert’s scale is a bipolar scale method that measure either positive or negative response to a statement. This questionnaire contains four selections of answers: Strongly Agree (SA), Agree (A), Netral (N), Disagree (DA), and Strongly Disagree (SDA). Questionnaire is filled by students as the respondent by a fixing a check mark (√) in the space provided.

In analyzing the results of questionnaires, qualitative scale above transferred into a quantitative scale. For positive statements (favorable) SA category was given the highest score, further into the SDA scores gradually decreased. In contrast to the negative statement (unfavorable) for the category of the SA was given the lowest score, the more into the SDA scores given gradually higher.

Table 3.10 Questionnaire Response Categories

Type of statement Score

SA A N DA SDA

Positive 5 4 3 2 1

Negative 1 2 3 4 5

After each statement was scored, each student calculated the average total score. Classification calculation of the percentage of each category of interpretation according Kunjaraningrat (Suherman, 2001:6) is as follows:

41

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP Table 3.11

Classification of interpretation percentage questionnaire Percentage of Answer (%) Criteria

0% No improvement

0 %- 25% Just a little

26%-40% Almost half of total

41%-50% Half of total

51% - 75% Most of

76% - 99% Almost all

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of data analysis and can be conclude that:

1. The influence of hands on activity is effective to improve students’ knowledge and achievement in cognitive domain, it have been proved through test item. The result of post test is 97,62% higher than the result of pretest 71,25%with N-gain 0,91 in the high category.

2. The results of the questionnaire are given at the end of learning. Overall, Students have high positive response towards learning hands on activity. This can be seen in the appendix shows that the students responded very positively to the overall percentage is 78%.

B. Suggestion

Based on conclusion above so the writers suggest that:

1. Design lab should be made as attractive as possible to draw students motivation in learning , because hands on activity model is a model to engage students in exploring and asking information matter related into daily life. 2. In the future research, should be observe in psychomotor and attitude not only

on students achievement.

3. Put more explanation about Hands on Activity to avoid confusing because still

62

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP REFERENCES

Agung Sayfullah Hendro. (2012). Uji Homogenitas Dengan SPSS . Arsip Blog: Teori Online: Senin, 08 Oktober 2012

Arikunto, S. (2008). Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara

Allen Rubby. (2001). Hands on Science and Students Achievements. Journal Distribution Statement A Approved for Public Release Distribution Unlimited: RAND Graduate School

Arif Sumardiano. (2013). Implementasi perangkat Lunak Courselab Untuk Meningkatkan Hasil Belajar Siswa Tenteng Elektronika Analog. Universitas Pendidikan Indonesia: repository.upi.edu

Boemie Qietha. (2010). Hands on Activity dalam Pembelajaran Sains. Arsip Blog: Minggu, 18 Juli 2010

Bayram Costu, Suat Unal and Alipasa Ayas. (2007). A Hands-on Activity to Promote Conceptual Change about Mixture and Chemical Compounds. Journal pf Baltic Science Education, Vol. 6, No. 1, 2007

Chalimatusa’Diyah. (2007). Pengembangan Media Kartun Biologi pada Materi PokokVirus

untuk Siswa Kelas xdi MA Nurul Ummah. Skripsi Sarjana pada Program Studi Pendidikan Biologi Fakultas Sains dan teknologi Uin Sunan Kalijaga.

David L. Haury and Peter Rillero. (1994). Perspective of Hands on Science Teaching. The ERIC Clearinghouse for Science, Mathematics,and Environmental Education

63

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP Dr. Ralph E. Martin, Prof Emeritus, Department of Teacher Education, Dr. John Henning,

Professor and Department Chair, Department of Teacher Education, Dr. Pam Beam, Assistant Professor, Department of Teacher Education. The Impact Hands-on Experiences Have on Interest and Attitudes of Middle School Science Learners. A Master Research Paper Presented to the Faculty of the College of Education Ohio University

Hake R.R. (1998). "Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses," Am. J. Phys. 66, 64-74 (1998).

Hamalik, Oemar. (2005). Perencanaan Pengajaran Berdasarkan Pendekatan Sistem. Jakarta:PT Bumi Aksara . 55 Ibrahim, Muslimin, dkk

Hamalik O. 2005. Metoda Belajar dan Kesulitan-Kesulitan Belajar. Bandung: Penerbit

“Tarsito”.

Henik Ismawati. (2007). Meningkatkan Aktivitas dan Hasil Belajar Sains Fisika melalui Pembelajaran inkuiri Terbimbing untuk Sub Pokok Bahasa Pemantulan Cahaya pada Siswa Kelas VIII Smp Negeri 13 Semarang. Skripsi Sarjana: Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Semarang.

Harsidi Side. (2009). Penggunaan Media Animasi dalam Model Pembelajaran Langsung untuk Meningkatkan Hasil Belajar Biologi Siswa Kelas VIII, SMP Negeri 13 Makassar. Skripsi Jurusan Biologi Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Makasar

64

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP Jeff Sinn. (2013). SPSS Guide – One-sample t-test, Ho rejected (rev 9/06). Winthrop

University,Teori Online

Kimberly J. Vogt. (2012). The Effects of Hands-On Activities on Student Understanding and Motivation in Scienc. Student Teacher, University of Dayton.

Kenny Road Columbus, OH 43210-1080. (1929). Perspective of Hands-on Science Teaching. The ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Kelvin Otis. (2010). Benefits of a hands on learning environment. Theory online : College, Institutes, Universities

Lauren Beal. (2006). Reflection Lesson. Seventh Grade Science, AMY-Northwest Middle School.

Lubis Grafura, apa itu Hands-on Activity?. Theory Online

Metiawati, Rahmat. (2012). The Influence of Using Picture series on Students Writing Ability in Narrative Text (An Experimental Study at the Tenth Grade of SMA Negeri 8 Tasikmalaya). Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu PendidikanUniversitas Siliwangi Tasikmalaya

Mary LeFever. (2011). MSP:MiddleSchoolPortal/Light, Optics, and Lenses. Middle School Portal 2: Math & Science Pathways.

Ozlem Ates and Ali E. (2011). Effectiveness of Hands-on and Minds-on Activities on Students Achievement and Attitudes toward Physics. Asia-pacific Forum on Science Learning and Teaching, Volume 12, Issue 1, Article 6, p 1 (Jun, 2011)

65

Safiroh Ni’matur Rizki, 2013

Pengaruh Hands On Activity Terhadap Hasil Prestasi Belajar Siswa Pada Konsep Pemantulan Cahaya SMP Rizki Amelia S. (2010). Implementasi Model Pembelajaran Berbasis Hands-Minds on

Activity Untuk Meningkatkan Keterampilan Berpikir Rasional Siswa. Skripsi Thesis: UIN Sunan Kalijaga Yogyakarta

Ridwan202. (2008). Ketercapaian Prestasi Belajar, Kegiatan Belajar Terhadap Prestasi Yang Dicapai. Blog Dunia Ilmu Theory Online available on http://ridwan202.wordpress.com/2008/05/03/ketercapaian-prestasi-belajar/

Shulman and Tamir. (1973). Hands on Science and Students Achivement. Journal Distribution Statement A Approved for Public Release Distribution Unlimited: RAND Graduate School

Siti K, Sri R. (2012). Hands On Activity pada Pembelajaran Geometri Sekolah Sebagai Asesmen Kinerja Siswa. Seminar Pendidikan Matematika Fakultas Tarbiyah Program studi Pendidikan Matematika Institut Agama Islam Negeri Sunan Ampel Surabaya

Stohr‐Hunt (1996: 23) . Stohr‐Hunt, PM 1996. An analysis of frequency of hands‐on experience and science achievement. Journal of science Education and Technology Volume 15, Issue 3-4

Sugiyono. (2009). Metode Penelitian Kuantitatif Kualitatif dan RD. Bandung: Alfabeta

Theory Online. Pemantulan Baur, Pemantulan Teratur dan Teori Pemantulan Cahaya. Available on http://mafia.mafiaol.com/2013/02/pemantulan-baur-pemantulan-teratur-dan.html

Zulkifli Matondang. (2009). Validitas dan Reliabilitas Suatu Instrument. Jurnal tabularasa PPS Unimed Vol.6 No.1, Juni 2009

41

Table 3.11

Classification of interpretation percentage questionnaire Percentage of Answer (%) Criteria

0% No improvement

0 %- 25% Just a little

26%-40% Almost half of total

41%-50% Half of total

51% - 75% Most of

76% - 99% Almost all

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of data analysis and can be conclude that:

1. The influence of hands on activity is effective to improve students’ knowledge and achievement in cognitive domain, it have been proved through test item. The result of post test is 97,62% higher than the result of pretest 71,25%with N-gain 0,91 in the high category.

2. The results of the questionnaire are given at the end of learning. Overall, Students have high positive response towards learning hands on activity. This can be seen in the appendix shows that the students responded very positively to the overall percentage is 78%.

B. Suggestion

Based on conclusion above so the writers suggest that:

1. Design lab should be made as attractive as possible to draw students motivation in learning , because hands on activity model is a model to engage students in exploring and asking information matter related into daily life. 2. In the future research, should be observe in psychomotor and attitude not only

on students achievement.

3. Put more explanation about Hands on Activity to avoid confusing because still

62

REFERENCES

Agung Sayfullah Hendro. (2012). Uji Homogenitas Dengan SPSS . Arsip Blog: Teori Online: Senin, 08 Oktober 2012

Arikunto, S. (2008). Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara

Allen Rubby. (2001). Hands on Science and Students Achievements. Journal Distribution Statement A Approved for Public Release Distribution Unlimited: RAND Graduate School

Arif Sumardiano. (2013). Implementasi perangkat Lunak Courselab Untuk Meningkatkan

Hasil Belajar Siswa Tenteng Elektronika Analog. Universitas Pendidikan Indonesia:

repository.upi.edu

Boemie Qietha. (2010). Hands on Activity dalam Pembelajaran Sains. Arsip Blog: Minggu, 18 Juli 2010

Bayram Costu, Suat Unal and Alipasa Ayas. (2007). A Hands-on Activity to Promote

Conceptual Change about Mixture and Chemical Compounds. Journal pf Baltic

Science Education, Vol. 6, No. 1, 2007

Chalimatusa’Diyah. (2007). Pengembangan Media Kartun Biologi pada Materi PokokVirus untuk Siswa Kelas xdi MA Nurul Ummah. Skripsi Sarjana pada Program Studi Pendidikan Biologi Fakultas Sains dan teknologi Uin Sunan Kalijaga.

Dr. Ralph E. Martin, Prof Emeritus, Department of Teacher Education, Dr. John Henning, Professor and Department Chair, Department of Teacher Education, Dr. Pam Beam, Assistant Professor, Department of Teacher Education. The Impact Hands-on

Experiences Have on Interest and Attitudes of Middle School Science Learners. A

Master Research Paper Presented to the Faculty of the College of Education Ohio University

Hake R.R. (1998). "Interactive-engagement vs traditional methods: A six-thousand-student

survey of mechanics test data for introductory physics courses," Am. J. Phys. 66,

64-74 (1998).

Hamalik, Oemar. (2005). Perencanaan Pengajaran Berdasarkan Pendekatan Sistem.

Jakarta:PT Bumi Aksara . 55 Ibrahim, Muslimin, dkk

Hamalik O. 2005. Metoda Belajar dan Kesulitan-Kesulitan Belajar. Bandung: Penerbit “Tarsito”.

Henik Ismawati. (2007). Meningkatkan Aktivitas dan Hasil Belajar Sains Fisika melalui

Pembelajaran inkuiri Terbimbing untuk Sub Pokok Bahasa Pemantulan Cahaya pada Siswa Kelas VIII Smp Negeri 13 Semarang. Skripsi Sarjana: Fakultas Matematika dan

Ilmu Pengetahuan Alam Universitas Negeri Semarang.

Harsidi Side. (2009). Penggunaan Media Animasi dalam Model Pembelajaran Langsung

untuk Meningkatkan Hasil Belajar Biologi Siswa Kelas VIII, SMP Negeri 13 Makassar. Skripsi Jurusan Biologi Fakultas Matematika dan Ilmu Pengetahuan Alam

64

Jeff Sinn. (2013). SPSS Guide – One-sample t-test, Ho rejected (rev 9/06). Winthrop

University,Teori Online

Kimberly J. Vogt. (2012). The Effects of Hands-On Activities on Student Understanding and

Motivation in Scienc. Student Teacher, University of Dayton.

Kenny Road Columbus, OH 43210-1080. (1929). Perspective of Hands-on Science

Teaching. The ERIC Clearinghouse for Science, Mathematics, and Environmental

Education.

Kelvin Otis. (2010). Benefits of a hands on learning environment. Theory online : College, Institutes, Universities

Lauren Beal. (2006). Reflection Lesson. Seventh Grade Science, AMY-Northwest Middle School.

Lubis Grafura, apa itu Hands-on Activity?. Theory Online

Metiawati, Rahmat. (2012). The Influence of Using Picture series on Students Writing Ability in Narrative Text (An Experimental Study at the Tenth Grade of SMA Negeri 8

Tasikmalaya). Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu

PendidikanUniversitas Siliwangi Tasikmalaya

Mary LeFever. (2011). MSP:MiddleSchoolPortal/Light, Optics, and Lenses. Middle School Portal 2: Math & Science Pathways.

Rizki Amelia S. (2010). Implementasi Model Pembelajaran Berbasis Hands-Minds on

Activity Untuk Meningkatkan Keterampilan Berpikir Rasional Siswa. Skripsi Thesis:

UIN Sunan Kalijaga Yogyakarta

Ridwan202. (2008). Ketercapaian Prestasi Belajar, Kegiatan Belajar Terhadap Prestasi

Yang Dicapai. Blog Dunia Ilmu Theory Online available on

http://ridwan202.wordpress.com/2008/05/03/ketercapaian-prestasi-belajar/

Shulman and Tamir. (1973). Hands on Science and Students Achivement. Journal Distribution Statement A Approved for Public Release Distribution Unlimited: RAND Graduate School

Siti K, Sri R. (2012). Hands On Activity pada Pembelajaran Geometri Sekolah Sebagai

Asesmen Kinerja Siswa. Seminar Pendidikan Matematika Fakultas Tarbiyah Program

studi Pendidikan Matematika Institut Agama Islam Negeri Sunan Ampel Surabaya

Stohr‐Hunt (1996: 23) . Stohr‐Hunt, PM 1996. An analysis of frequency of hands‐on experience and science achievement. Journal of science Education and Technology Volume 15, Issue 3-4

Sugiyono. (2009). Metode Penelitian Kuantitatif Kualitatif dan RD. Bandung: Alfabeta

Theory Online. Pemantulan Baur, Pemantulan Teratur dan Teori Pemantulan Cahaya. Available on http://mafia.mafiaol.com/2013/02/pemantulan-baur-pemantulan-teratur-dan.html

Zulkifli Matondang. (2009). Validitas dan Reliabilitas Suatu Instrument. Jurnal tabularasa PPS Unimed Vol.6 No.1, Juni 2009