COMPARISON OF STUDENTS HIGHER ORDER THINKING IN INSECT TOPIC BETWEEN STUDENT THAT LEARNING BY GUIDED DISCOVERY AND GROUP INVESTIGATION MODELS IN GRADE X SMA NEGERI 2 BALIGE ACADEMIC YEAR 2012/2013.
COMPARISON OF STUDENTS HIGHER ORDER THINKING IN
INSECT TOPIC BETWEEN STUDENT THAT LEARNING BY
GUIDED DISCOVERY AND GROUP INVESTIGATION
MODELS IN GRADE X SMA NEGERI 2 BALIGE
ACADEMIC YEAR 2012/2013
By:
Wiwik Simanjuntak
409342035
Biology Bilingual Education
SKRIPSI
Submitted to fulfill the requirement for the degree of
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2013
CURRICULUM VITAE
Wiwik Simanjuntak was born in P.Siborna , on September 8th 1991. Her
Father name H.Simanjuntak and his mother H.Sitanggang. The author is the Fifth
child from six children. In 1997, the author enter the primary school in the SD
Negeri 095148 P.Siborna and graduated at 2003. In 2003 the author continued
elementry school in SMP Negeri 1 P.Tongah and graduated at 2006. In 2006, the
author continued the study in SMA Negeri 1 Panei and graduated at 2009. In
2009, the author received in Biology Education Bilingual Study Program Faculty
of Mathematics and Natural Sciences, State University of Medan. During the
academic program, the author got the Second rank in SMA N 1 Panei 3 periods.
She is also got the Third rank in Speech Competition that was presented by
FMIPA UNIMED in 2011. In 2011 she also includes in the event of Proposal
Kegiatan Mahasiswa Wirausaha, and she has her PKM received.
In 2009, the author join Ikatan Besar Keluarga Kristen Biologi FMIPA
UNIMED
and
become
a
chairman
in
RETREAT
IKBKB
2011
in
Sibolangit,PTPN XI. In 2012, she was an event organizer at Paskah FMIPA. In
2012, the author Joining Creative Ministry in Youth Department GBI Medan
Plaza and as a member of team Drama and still active until now. In 2013, the
author joining Young Peacemaker Community Indonesia Sumatera and active
until now.
The extracurricular she ever followed, She was a Troops PASKIBRA
district Panombeian Panei. In 2009 she had a class in Special Conversation Class
in Prima Essential English Course and she passed the examination with Excellent
mark. In 2012 She was took TOEFL Preparation class in YPPIA Medan. The
author also finished her practice teaching in SMA N 2 Balige Yayasan
Soposurung.
The event that the author ever follow are, In 2012 She was as Liaison
Official in Indonesia- Malaysia-Thailand Gold Triangle (IMT-GT Varsity
Carnival). In 2013, The author was a participant in Womenpreneur Summit 2013
at Kementrian Perekonomian RI Jakarta. In 2013 the author involved in sumatera
student interfaith peace camp in Asrama Haji Medan. The the author also involved
in Young Interfaith National Conference in Magelang in 2013.
The author is an assistant laboratory in General Biology I, General
Biology II, Human anatomy and Physiology, Animal Physiology, Animal
Ecology, Biochemistry, and Lower Animal Taxonomy. In academic process she
worked as a private teacher and sales promotion girl.
v
ACKNOWLEDGEMENT
First of all, the writer would like to Thanks LORD JESUS CHRIST for
His Love and grace that has given health and wisdom to the author so this Skripsi
can be completed properly in accordance with planned time. This Skripsi is aimed
to fulfill the requirement for the degree of Sarjana Pendidikan at Biology
Department, Faculty of Mathematics and Natural Science, State University of
Medan.
During the process of writing the thesis, the writer realized that she had
many mistaken. Meanwhile, she has been given some suggestions, comments,
academic guidance, and moral support from her consultant and others that she
would like to express her sincere thanks.
The writer would like to express her great gratitude to Dr. rer. nat. Binari
Manurung as his consultant for his generous assistance, guidance, advices and
valuable time to read and discuss the thesis until it is completed, and thank for
being her inspirational person. The author also would like thank profusely to Prof.
Drs. Motlan, M.Sc, Ph. D., as dean of the Faculty of Mathematics and Natural
Science, State University of Medan. Prof.Dr. Herbert Sipahutar ,M.Sc., Dra.Meida
Nugrahalia, M.Sc., Drs.Tri Harsono,M.Si. as the lecturer team examiners for their
suggestion and constructive criticisms for the revision of this thesis and for
Dra.Martina Restuati,M.Si as her academic supervisor who has guided the author
during academic program.
My never ending thankfulness is fully to my beloved father H.Simanjuntak and
my mother H.Sitanggang for their everlasting love, hopeful prayers in her life, and
the entire moral and the financial support that have enabled her to finish her study.
Her special thanks and admiration are also due to her beloved grand mother
Pasuria Sihotang and M.Nainggolan for their motivation,also to her sisters and
brother, Siskha V.N Simanjuntak,Lusi Mariance Simanjuntak,Iffrans Trigusno
Simanjuntak,Wellchy R.Simanjuntak,Gresna R.Simanjuntak and the last Roby
Manullang.
The writer also thanks to the headmaster of SMA Negeri 2 Balige, Danjor
Nababan,S.Pd,M.M
and
Biology
teacher,
Mam
Happy B.F
Hutabarat
vi
S.Pd.,M.Si,Rohani Siburian S.Pd.,M.Si and all the teachers and student especially
X-4,X-5 Academic Year 2012/2013 in SMA Negeri 2 Balige who received the
presence of the author during research in these classes. My gratitude also goes to
Young Peacemaker Community Indonesia in Sumatera for their supporting me.
Also for Youth Gereja Bethel Indonesia Medan Plaza Rayon IV especially in
Creative Ministry, thank you for your support all. And for all my friends in class
Biology Bilingual Education 2009 who show me the meaning of friendship.
Especially for my Special Friends Andre Diaryan Tampubolon (Unyukk)
thank you for your support, your caring and help me to accomplish this Skripsi
especially in documented of the research in Balige.
The writer had tried as much as possible in the completion of this thesis,
but the writer is aware there are still many weaknesses in terms of content and
grammar therefore the writer is pleased to receive some suggestions and
constructive criticism from readers for the thesis being perfect. Any suggestion for
the improvements in the future will be highly appreciated.
Medan, July 2013
Author,
Wiwik Simanjuntak
NIM 409342035
iv
COMPARISON OF STUDENT’S HIGHER ORDER THINKING IN
INSECT TOPIC BETWEEN STUDENT THAT LEARNING BY
GUIDED DISCOVERY AND GROUP INVESTIGATION
MODELS IN GRADE X SMA NEGERI 2 BALIGE
ACADEMIC YEAR 2012/2013
Wiwik Simanjuntak (NIM 409342035)
ABSTRACT
This research aims to investigate the comparison of student higher order
thinking through implementing guided discovery and group investigation models
in biology specifically on insect topic in grade X SMA Negeri 2 Balige in
academic year 2012/2013. The population of this research was all regular students
class X in SMA Negeri 2 Balige totaling 128 students. The research sample was
taken by using purposive sampling by taking two classes that have nearly same
mean,(68.64 and 68.59). It was obtained the sample 32 students for guided
discovery and 32 students for group investigation class. The instrument of
research was student’s higher order thinking cognitive test based on Bloom
taxonomy (C4,C5C6), arranged in multiple choice form with 30 questions which
had been validated by expert. The research result showed that student higher order
thinking in guided discovery class was 77.18±5.31and group investigation was
69.68±6.52 . The result of t test showed there was very significance difference of
student higher order thinking between guided discovery and group investigation
(tcalculate = 5.05 ; p < 0.01), with comparison 1.1 : 1.
Keyword : Student higher order thinking, guided discovery model, group
investigation model
TABLE OF CONTENTS
Page
Thesis Approval
Curriculum Vitae
Abstract
Acknowledgement
Table of Contents
List of Figure
List of Table
Appendix
i
ii
iv
v
vi
viii
ix
x
CHAPTER I INTRODUCTION
1.1 Background
1.2. The Problem Identification
1.3. The Scope of Study
1.4. Research Question
1.5. The Objectives
1.6. Significance of Study
1
1
4
4
4
5
5
CHAPTER II LITERATURE STUDY
Theoretical Framework
2.1. Learning
2.2. Learning Development of Senior High School Student
2.3. Learning Models
2.4. Inquiry
2.4.1.Definition Of Inquiry
2.4.2. Comparison characteristic of inquiry based on approaches to more
Traditional
2.4.3. The separation Of Inquiry
2.4.4. Definition of Inquiry Instruction Model-Guided Discovery
2.4.5. Six stage of Inquiry Instruction Model-Guided Discovery
2.5. Cooperative Learning Model Type Group Investigation
2.6. Bloom Taxonomy
2.7. Learning Outcomes
2.8. Higher Thinking Order
2.9. Conceptual Framework
2.10. Research Hypothesis
2.10.1. Verbal Hypothesis
2.10.2. Statistical Hypothesis
6
6
6
6
7
8
8
9
9
10
10
11
15
15
18
19
20
20
20
CHAPTER III RESEARCH METHOD
3.1. Location and Time of Research
3.2. Population and Sample
3.2.1. Population of Research
3.2.2. Research Sample
3.3. Variable Of Research
3.4. Type and the Research Design
3.5. Instrument of Research
3.5.1. Test for Higher Order Thinking
3.5.2. Validity Test
3.5.3. Reliability Test
3.5.4. Index Difficulty
3.5.5. Discrimination power
3.6. Research Procedures
3.6.1. Preparation Stage
3.6.2. Implementation
3.7. Data Processing
3.7.1. Data analyzing
3.7.2. Normality Test
3.7.3. Homogeneity Test
3.7.4. Hypothesis Test
21
21
21
22
22
23
23
23
25
25
26
27
28
28
31
33
33
33
34
35
CHAPTER IV RESULTS AND DISCUSSION
4.1. Research Result
4.1.1. Normality and Homogeneity
4.1.2 Hypothesis Test
4.2. Discussion
36
36
36
37
38
CHAPTER V CONCLUTION AND SUGGESTION
5.1. Conclusions
5.2. Suggestion
42
42
42
REFERENCES
43
LIST OF TABLE
Page
Table 2.1. Comparison characteristic of inquiry - based approach
and Traditional approaches
9
Table 2.2. The differences of Cooperative Learning
with Conventional
15
Table 3.1. Number of Student Class X SMA N.2 Balige
Academic Year 2012/2013
21
Table 3.2. Number Of Student Population Class X Regular Class
Academic Year 2012/2013
22
Table 3.3. Research Design Two Groups
23
Table 3.4. The Test Lattice
24
Table 3.5. Test Reliability Index Criteria
26
Table 3.6. Test Difficulty Index Criteria
27
Table 4.1 Student Higher Order Thinking Value
36
Table 4.2 Normality Test Data
37
Table 4.3 Homogeneity Test Data
37
Table 4.4. Summary of Hypothesis Test Calculation
38
LIST OF FIGURE
Page
Figure 2.1.Diagram Of revised Bloom Taxonomy
17
Figure 2.2. Diagram of conceptual frame work
19
Figures 3.1. Mechanism of research
32
LIST OF APPENDIX
Page
Appendix 1 Syllabus
47
Appendix 2 Lesson Plan Guided Discovery
49
Appendix 3 Lesson Plan Group Investigation
59
Appendix 4 Worksheet Guided Discovery
68
Appendix 5 Worksheet Group Investigation
76
Appendix 6 Learning Material
84
Appendix 7 Instrument of Post-tests
110
Appendix 8 Answers Key
123
Appendix 9 Table of Validity
124
Appendix 10 Calculation of Validity Test
125
Appendix 11 Table of Reliability Test
127
Appendix 12 Calculation of Reliability Test
128
Appendix 13 Table of Discrimination Power
129
Appendix 14 Calculation of Discrimination Power
130
Appendix 15 Table of Difficulty Index
132
Appendix 16 Calculation of Difficulty Index
133
Appendix 17 Determination of Test
135
Appendix 18 Result of Student Cognitive Test Data in GD and GI
137
Appendix 19 Calculation of Average, Standard Deviation and
139
Variance Of Pre-test and Post-test
Appendix 20 Normality test of Research Data
142
Appendix 21 Calculation of Homogeneity Test
144
Appendix 22 Hypothesis Test
146
Appendix 23 Documentation
148
CHAPTER I
INTRODUCTION
1.1.
Background
Higher order thinking skills include critical, logical, reflective,
metacognitive, and creative thinking. They are activated when individuals
encounter unfamiliar problems, uncertainties, question, or dilemmas. Successful
applications of the skill result in explanations, decisions, performances, and
product that are valid with the context of available knowledge and experience and
that promote continued growth in these and other intellectual skills (King, 2008).
Now days, the education problems in Indonesia is student higher thinking
order is still below standard. Reported in the daily Kompas (16/06/12), Program
for International Student Assessment (PISA) in responds to memorize cognitive
skills and high level thinking skills. The results obtained Indonesia has lower
level. Why does Indonesia get a lower mark with achievement in PISA? Surely,
we agree that the Indonesian students are not in lower level thinking. This
phenomenon actually should response seriously by the school as a place to
educate students.
Teacher as an educator should effectively choose learning model. The
models that choose not for got knowledge only but also improved their higher
order thinking according to bloom taxonomy. Student at senior high school should
be able to think in this level. More effective the models that use in learn by the
teacher will be more effective in improving student higher order thinking.
Based on researcher observation to SMA N.2 Balige, Data was obtain
from teacher Happy Hutabarat, a Biology teacher in class X SMAN 2 Balige She
admit that teacher is dominantly to teach with traditional models with a reason
traditional learning is easy in process. She acknowledged that, using traditional
learning models are still ineffective to improve student thinking in higher thinking
order. This statement evidenced by student exam result. Teacher in SMA N.2
Balige using Anates and Excel technique to know the level of test difficulty. From
the test result the text with cognitive C4, C5, C6 ( Analysis, synthesis, evaluation )
1
2
according to bloom taxonomy can not be answered, it’s proved that student
higher thinking order still in below standard, furthermore when student give a
problem such as interpret data the student can’t make an analysis for it. Based the
problem of learning in this paragraph we conclude that the process of teaching and
learning is mostly done by lecturer learning model, one-way communication
(teaching directed). This phenomenon gives a reason for student higher order
thinking is still below standard.
To face this problem is need to apply other learning models that can
improve student higher thinking order. Cooperative Learning and Inquiry can be
as an alternative that expected could build character become critically, logic,
objective, creative and innovative then automatically can improve student learning
outcomes in higher thinking order. Both of these models provides student with
relevant life skills and offers them and added benefit of helping improve their
content knowledge (King, 2008).
Cooperative learning is a model where the student learns with group and
they are work together. Psychologists generally agree that students easily
understand the complex and abstract concepts when accompanied by concrete
examples and in working together (Isjoni, 1992). According to Slavin cooperative
learning is a learning model where student learn and work in small group consist
of 4-6 people with heterogenic structure. Patterns of employment as mention
above enable emergence a positive perception about what they have to do to
success their group. Cooperative learning consists of some type one of them is
Group Investigation.
Guided Discovery as a learning model according to Warner (2011) with
these model students is given to concrete materials and question. In order to
answer the question, student work individually or in small group to explore,
observe and discover answer so they able to think in higher level thinking without
teacher solve the problem. The teacher just a guide the then teacher can then
expand upon the discoveries the student make to provide explanation of the
discovery and instruction.
3
There are many researchers in order to improve learning quality have
developed, four of them as follows. Lavine (2005) suggested that the subject
matter presented by means of Guided Discovery learning served to focus on real
problem and adds relevance and motivation to mastery related basic science
information. (Akinbobola et al.2009) their study result showed that Guided
Discovery approaches was the most effective in facilitating student’s achievement
in physics. As a discovery has been done by Nasruddin (2010) his study was
success to increase the quality of thinking skills and scientific attitude in science
using Group Investigation. Khairina (2011) was success improve percentage of
student passed KKM with Group Investigation Model with percentage 78 %.
These literatures have shown that teaching models promote active learning, and
improving student achievement.
Biodiversity is one of the Biology topics in student grade X that include in
curriculum with Standard Competency 3. (Understand the benefits of biodiversity)
and this research will apply in Basic Competency 3.4 (Describe the Phylum
character in Animals and its benefit in life) the research topic selected was insect.
The reason why did researcher choose this topic was because insect has a wide
range of applications in the life sciences. So from the standard competence that
describe before student must observe it directly to environment and SMA N 2
Balige has an environment that support learning process according to this
research.
Memorizing facts and information is not the most important skill in today's
world. Facts change, and information is readily available, what's needed is an
understanding of how to get and make sense of the mass of data.
Based on the problem that described above, the research with entitled "
Comparison of student’s higher order thinking in insect topic between student
that learning by guided discovery and group investigation models in grade X
SMA Negeri 2 Balige academic year 2012/2013” has been done .
4
1.2. Problem Identification
Based on the background above, problems identification in this research
are follow:
1. Indonesian student’s higher thinking order is still below standard
according to program for international student assessment.
2. Student’s higher order thinking based on bloom taxonomy in SMA N 2
Balige is still under standard.
3. Teacher in choosing biology teaching models is still dominantly to
traditional.
4. Traditional learning models are still ineffective to improve student
thinking in higher thinking order.
1.3 The Scope of the Study
1. Comparison of student higher order thinking between students that
learning by Guided Discovery and students that learning by Group
Investigation models in sub topic Insect in Grade X SMA N 2 Balige at
even semester Academic Year 2012/2013.
2. Applying Guided Discovery and Group Investigation models in sub topic
Insect in Grade X SMA N 2 Balige at even semester Academic Year
2012/2013.
3. The student higher order thinking based on cognitive aspects C4, C5, and
C6 in Bloom taxonomy.
1.4 Research Questions
Based on the background and research scope, research question can be
formulated as follow:
1. Is there any difference between students’ higher thinking order in biology
that is taught by using Guided Discovery and Group Investigation Models
on sub topic insect in SMA N 2 Balige for X grade at even semester
Academic Year 2012/2013?
5
1.5 The Objective of the Study
Based on the formulation of the problem above, the objective of this study
is to know the comparison of student higher order thinking in biology that is
taught by using Guided Discovery and Group Investigation Models on sub topic
insect in SMA N 2 Balige for X grade at even semester Academic Year
2012/2013.
1.6 Significance of the Study
Practically, the significance of the study namely, for the Teacher , in order
to implement Guided Discovery and Group Investigation as an alternative
learning models to improve student higher thinking order in biology so that the
student can master the concepts easier with analysis, synthesis , evaluate , and
also to increase efficiency and quality of biology learning materials i.e.
Biodiversity in high school class X. and to headmaster, this research could give
solution and contribution in order to enlarge a knowledge how important using
model in learning process is. For the researcher that will be a teacher soon this
research will be as backgrounds in choosing effective learning models according
to the subject matter will be taught.
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Discovery) untuk Meningkatkan Hasil Belajar Matematika Bagi Peserta
Didik Kelas VII-B SMP Negeri 1 Muntilan Semester 2 Tahun Ajaran
2010/2011, Metodika, 1: 147-154
INSECT TOPIC BETWEEN STUDENT THAT LEARNING BY
GUIDED DISCOVERY AND GROUP INVESTIGATION
MODELS IN GRADE X SMA NEGERI 2 BALIGE
ACADEMIC YEAR 2012/2013
By:
Wiwik Simanjuntak
409342035
Biology Bilingual Education
SKRIPSI
Submitted to fulfill the requirement for the degree of
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2013
CURRICULUM VITAE
Wiwik Simanjuntak was born in P.Siborna , on September 8th 1991. Her
Father name H.Simanjuntak and his mother H.Sitanggang. The author is the Fifth
child from six children. In 1997, the author enter the primary school in the SD
Negeri 095148 P.Siborna and graduated at 2003. In 2003 the author continued
elementry school in SMP Negeri 1 P.Tongah and graduated at 2006. In 2006, the
author continued the study in SMA Negeri 1 Panei and graduated at 2009. In
2009, the author received in Biology Education Bilingual Study Program Faculty
of Mathematics and Natural Sciences, State University of Medan. During the
academic program, the author got the Second rank in SMA N 1 Panei 3 periods.
She is also got the Third rank in Speech Competition that was presented by
FMIPA UNIMED in 2011. In 2011 she also includes in the event of Proposal
Kegiatan Mahasiswa Wirausaha, and she has her PKM received.
In 2009, the author join Ikatan Besar Keluarga Kristen Biologi FMIPA
UNIMED
and
become
a
chairman
in
RETREAT
IKBKB
2011
in
Sibolangit,PTPN XI. In 2012, she was an event organizer at Paskah FMIPA. In
2012, the author Joining Creative Ministry in Youth Department GBI Medan
Plaza and as a member of team Drama and still active until now. In 2013, the
author joining Young Peacemaker Community Indonesia Sumatera and active
until now.
The extracurricular she ever followed, She was a Troops PASKIBRA
district Panombeian Panei. In 2009 she had a class in Special Conversation Class
in Prima Essential English Course and she passed the examination with Excellent
mark. In 2012 She was took TOEFL Preparation class in YPPIA Medan. The
author also finished her practice teaching in SMA N 2 Balige Yayasan
Soposurung.
The event that the author ever follow are, In 2012 She was as Liaison
Official in Indonesia- Malaysia-Thailand Gold Triangle (IMT-GT Varsity
Carnival). In 2013, The author was a participant in Womenpreneur Summit 2013
at Kementrian Perekonomian RI Jakarta. In 2013 the author involved in sumatera
student interfaith peace camp in Asrama Haji Medan. The the author also involved
in Young Interfaith National Conference in Magelang in 2013.
The author is an assistant laboratory in General Biology I, General
Biology II, Human anatomy and Physiology, Animal Physiology, Animal
Ecology, Biochemistry, and Lower Animal Taxonomy. In academic process she
worked as a private teacher and sales promotion girl.
v
ACKNOWLEDGEMENT
First of all, the writer would like to Thanks LORD JESUS CHRIST for
His Love and grace that has given health and wisdom to the author so this Skripsi
can be completed properly in accordance with planned time. This Skripsi is aimed
to fulfill the requirement for the degree of Sarjana Pendidikan at Biology
Department, Faculty of Mathematics and Natural Science, State University of
Medan.
During the process of writing the thesis, the writer realized that she had
many mistaken. Meanwhile, she has been given some suggestions, comments,
academic guidance, and moral support from her consultant and others that she
would like to express her sincere thanks.
The writer would like to express her great gratitude to Dr. rer. nat. Binari
Manurung as his consultant for his generous assistance, guidance, advices and
valuable time to read and discuss the thesis until it is completed, and thank for
being her inspirational person. The author also would like thank profusely to Prof.
Drs. Motlan, M.Sc, Ph. D., as dean of the Faculty of Mathematics and Natural
Science, State University of Medan. Prof.Dr. Herbert Sipahutar ,M.Sc., Dra.Meida
Nugrahalia, M.Sc., Drs.Tri Harsono,M.Si. as the lecturer team examiners for their
suggestion and constructive criticisms for the revision of this thesis and for
Dra.Martina Restuati,M.Si as her academic supervisor who has guided the author
during academic program.
My never ending thankfulness is fully to my beloved father H.Simanjuntak and
my mother H.Sitanggang for their everlasting love, hopeful prayers in her life, and
the entire moral and the financial support that have enabled her to finish her study.
Her special thanks and admiration are also due to her beloved grand mother
Pasuria Sihotang and M.Nainggolan for their motivation,also to her sisters and
brother, Siskha V.N Simanjuntak,Lusi Mariance Simanjuntak,Iffrans Trigusno
Simanjuntak,Wellchy R.Simanjuntak,Gresna R.Simanjuntak and the last Roby
Manullang.
The writer also thanks to the headmaster of SMA Negeri 2 Balige, Danjor
Nababan,S.Pd,M.M
and
Biology
teacher,
Mam
Happy B.F
Hutabarat
vi
S.Pd.,M.Si,Rohani Siburian S.Pd.,M.Si and all the teachers and student especially
X-4,X-5 Academic Year 2012/2013 in SMA Negeri 2 Balige who received the
presence of the author during research in these classes. My gratitude also goes to
Young Peacemaker Community Indonesia in Sumatera for their supporting me.
Also for Youth Gereja Bethel Indonesia Medan Plaza Rayon IV especially in
Creative Ministry, thank you for your support all. And for all my friends in class
Biology Bilingual Education 2009 who show me the meaning of friendship.
Especially for my Special Friends Andre Diaryan Tampubolon (Unyukk)
thank you for your support, your caring and help me to accomplish this Skripsi
especially in documented of the research in Balige.
The writer had tried as much as possible in the completion of this thesis,
but the writer is aware there are still many weaknesses in terms of content and
grammar therefore the writer is pleased to receive some suggestions and
constructive criticism from readers for the thesis being perfect. Any suggestion for
the improvements in the future will be highly appreciated.
Medan, July 2013
Author,
Wiwik Simanjuntak
NIM 409342035
iv
COMPARISON OF STUDENT’S HIGHER ORDER THINKING IN
INSECT TOPIC BETWEEN STUDENT THAT LEARNING BY
GUIDED DISCOVERY AND GROUP INVESTIGATION
MODELS IN GRADE X SMA NEGERI 2 BALIGE
ACADEMIC YEAR 2012/2013
Wiwik Simanjuntak (NIM 409342035)
ABSTRACT
This research aims to investigate the comparison of student higher order
thinking through implementing guided discovery and group investigation models
in biology specifically on insect topic in grade X SMA Negeri 2 Balige in
academic year 2012/2013. The population of this research was all regular students
class X in SMA Negeri 2 Balige totaling 128 students. The research sample was
taken by using purposive sampling by taking two classes that have nearly same
mean,(68.64 and 68.59). It was obtained the sample 32 students for guided
discovery and 32 students for group investigation class. The instrument of
research was student’s higher order thinking cognitive test based on Bloom
taxonomy (C4,C5C6), arranged in multiple choice form with 30 questions which
had been validated by expert. The research result showed that student higher order
thinking in guided discovery class was 77.18±5.31and group investigation was
69.68±6.52 . The result of t test showed there was very significance difference of
student higher order thinking between guided discovery and group investigation
(tcalculate = 5.05 ; p < 0.01), with comparison 1.1 : 1.
Keyword : Student higher order thinking, guided discovery model, group
investigation model
TABLE OF CONTENTS
Page
Thesis Approval
Curriculum Vitae
Abstract
Acknowledgement
Table of Contents
List of Figure
List of Table
Appendix
i
ii
iv
v
vi
viii
ix
x
CHAPTER I INTRODUCTION
1.1 Background
1.2. The Problem Identification
1.3. The Scope of Study
1.4. Research Question
1.5. The Objectives
1.6. Significance of Study
1
1
4
4
4
5
5
CHAPTER II LITERATURE STUDY
Theoretical Framework
2.1. Learning
2.2. Learning Development of Senior High School Student
2.3. Learning Models
2.4. Inquiry
2.4.1.Definition Of Inquiry
2.4.2. Comparison characteristic of inquiry based on approaches to more
Traditional
2.4.3. The separation Of Inquiry
2.4.4. Definition of Inquiry Instruction Model-Guided Discovery
2.4.5. Six stage of Inquiry Instruction Model-Guided Discovery
2.5. Cooperative Learning Model Type Group Investigation
2.6. Bloom Taxonomy
2.7. Learning Outcomes
2.8. Higher Thinking Order
2.9. Conceptual Framework
2.10. Research Hypothesis
2.10.1. Verbal Hypothesis
2.10.2. Statistical Hypothesis
6
6
6
6
7
8
8
9
9
10
10
11
15
15
18
19
20
20
20
CHAPTER III RESEARCH METHOD
3.1. Location and Time of Research
3.2. Population and Sample
3.2.1. Population of Research
3.2.2. Research Sample
3.3. Variable Of Research
3.4. Type and the Research Design
3.5. Instrument of Research
3.5.1. Test for Higher Order Thinking
3.5.2. Validity Test
3.5.3. Reliability Test
3.5.4. Index Difficulty
3.5.5. Discrimination power
3.6. Research Procedures
3.6.1. Preparation Stage
3.6.2. Implementation
3.7. Data Processing
3.7.1. Data analyzing
3.7.2. Normality Test
3.7.3. Homogeneity Test
3.7.4. Hypothesis Test
21
21
21
22
22
23
23
23
25
25
26
27
28
28
31
33
33
33
34
35
CHAPTER IV RESULTS AND DISCUSSION
4.1. Research Result
4.1.1. Normality and Homogeneity
4.1.2 Hypothesis Test
4.2. Discussion
36
36
36
37
38
CHAPTER V CONCLUTION AND SUGGESTION
5.1. Conclusions
5.2. Suggestion
42
42
42
REFERENCES
43
LIST OF TABLE
Page
Table 2.1. Comparison characteristic of inquiry - based approach
and Traditional approaches
9
Table 2.2. The differences of Cooperative Learning
with Conventional
15
Table 3.1. Number of Student Class X SMA N.2 Balige
Academic Year 2012/2013
21
Table 3.2. Number Of Student Population Class X Regular Class
Academic Year 2012/2013
22
Table 3.3. Research Design Two Groups
23
Table 3.4. The Test Lattice
24
Table 3.5. Test Reliability Index Criteria
26
Table 3.6. Test Difficulty Index Criteria
27
Table 4.1 Student Higher Order Thinking Value
36
Table 4.2 Normality Test Data
37
Table 4.3 Homogeneity Test Data
37
Table 4.4. Summary of Hypothesis Test Calculation
38
LIST OF FIGURE
Page
Figure 2.1.Diagram Of revised Bloom Taxonomy
17
Figure 2.2. Diagram of conceptual frame work
19
Figures 3.1. Mechanism of research
32
LIST OF APPENDIX
Page
Appendix 1 Syllabus
47
Appendix 2 Lesson Plan Guided Discovery
49
Appendix 3 Lesson Plan Group Investigation
59
Appendix 4 Worksheet Guided Discovery
68
Appendix 5 Worksheet Group Investigation
76
Appendix 6 Learning Material
84
Appendix 7 Instrument of Post-tests
110
Appendix 8 Answers Key
123
Appendix 9 Table of Validity
124
Appendix 10 Calculation of Validity Test
125
Appendix 11 Table of Reliability Test
127
Appendix 12 Calculation of Reliability Test
128
Appendix 13 Table of Discrimination Power
129
Appendix 14 Calculation of Discrimination Power
130
Appendix 15 Table of Difficulty Index
132
Appendix 16 Calculation of Difficulty Index
133
Appendix 17 Determination of Test
135
Appendix 18 Result of Student Cognitive Test Data in GD and GI
137
Appendix 19 Calculation of Average, Standard Deviation and
139
Variance Of Pre-test and Post-test
Appendix 20 Normality test of Research Data
142
Appendix 21 Calculation of Homogeneity Test
144
Appendix 22 Hypothesis Test
146
Appendix 23 Documentation
148
CHAPTER I
INTRODUCTION
1.1.
Background
Higher order thinking skills include critical, logical, reflective,
metacognitive, and creative thinking. They are activated when individuals
encounter unfamiliar problems, uncertainties, question, or dilemmas. Successful
applications of the skill result in explanations, decisions, performances, and
product that are valid with the context of available knowledge and experience and
that promote continued growth in these and other intellectual skills (King, 2008).
Now days, the education problems in Indonesia is student higher thinking
order is still below standard. Reported in the daily Kompas (16/06/12), Program
for International Student Assessment (PISA) in responds to memorize cognitive
skills and high level thinking skills. The results obtained Indonesia has lower
level. Why does Indonesia get a lower mark with achievement in PISA? Surely,
we agree that the Indonesian students are not in lower level thinking. This
phenomenon actually should response seriously by the school as a place to
educate students.
Teacher as an educator should effectively choose learning model. The
models that choose not for got knowledge only but also improved their higher
order thinking according to bloom taxonomy. Student at senior high school should
be able to think in this level. More effective the models that use in learn by the
teacher will be more effective in improving student higher order thinking.
Based on researcher observation to SMA N.2 Balige, Data was obtain
from teacher Happy Hutabarat, a Biology teacher in class X SMAN 2 Balige She
admit that teacher is dominantly to teach with traditional models with a reason
traditional learning is easy in process. She acknowledged that, using traditional
learning models are still ineffective to improve student thinking in higher thinking
order. This statement evidenced by student exam result. Teacher in SMA N.2
Balige using Anates and Excel technique to know the level of test difficulty. From
the test result the text with cognitive C4, C5, C6 ( Analysis, synthesis, evaluation )
1
2
according to bloom taxonomy can not be answered, it’s proved that student
higher thinking order still in below standard, furthermore when student give a
problem such as interpret data the student can’t make an analysis for it. Based the
problem of learning in this paragraph we conclude that the process of teaching and
learning is mostly done by lecturer learning model, one-way communication
(teaching directed). This phenomenon gives a reason for student higher order
thinking is still below standard.
To face this problem is need to apply other learning models that can
improve student higher thinking order. Cooperative Learning and Inquiry can be
as an alternative that expected could build character become critically, logic,
objective, creative and innovative then automatically can improve student learning
outcomes in higher thinking order. Both of these models provides student with
relevant life skills and offers them and added benefit of helping improve their
content knowledge (King, 2008).
Cooperative learning is a model where the student learns with group and
they are work together. Psychologists generally agree that students easily
understand the complex and abstract concepts when accompanied by concrete
examples and in working together (Isjoni, 1992). According to Slavin cooperative
learning is a learning model where student learn and work in small group consist
of 4-6 people with heterogenic structure. Patterns of employment as mention
above enable emergence a positive perception about what they have to do to
success their group. Cooperative learning consists of some type one of them is
Group Investigation.
Guided Discovery as a learning model according to Warner (2011) with
these model students is given to concrete materials and question. In order to
answer the question, student work individually or in small group to explore,
observe and discover answer so they able to think in higher level thinking without
teacher solve the problem. The teacher just a guide the then teacher can then
expand upon the discoveries the student make to provide explanation of the
discovery and instruction.
3
There are many researchers in order to improve learning quality have
developed, four of them as follows. Lavine (2005) suggested that the subject
matter presented by means of Guided Discovery learning served to focus on real
problem and adds relevance and motivation to mastery related basic science
information. (Akinbobola et al.2009) their study result showed that Guided
Discovery approaches was the most effective in facilitating student’s achievement
in physics. As a discovery has been done by Nasruddin (2010) his study was
success to increase the quality of thinking skills and scientific attitude in science
using Group Investigation. Khairina (2011) was success improve percentage of
student passed KKM with Group Investigation Model with percentage 78 %.
These literatures have shown that teaching models promote active learning, and
improving student achievement.
Biodiversity is one of the Biology topics in student grade X that include in
curriculum with Standard Competency 3. (Understand the benefits of biodiversity)
and this research will apply in Basic Competency 3.4 (Describe the Phylum
character in Animals and its benefit in life) the research topic selected was insect.
The reason why did researcher choose this topic was because insect has a wide
range of applications in the life sciences. So from the standard competence that
describe before student must observe it directly to environment and SMA N 2
Balige has an environment that support learning process according to this
research.
Memorizing facts and information is not the most important skill in today's
world. Facts change, and information is readily available, what's needed is an
understanding of how to get and make sense of the mass of data.
Based on the problem that described above, the research with entitled "
Comparison of student’s higher order thinking in insect topic between student
that learning by guided discovery and group investigation models in grade X
SMA Negeri 2 Balige academic year 2012/2013” has been done .
4
1.2. Problem Identification
Based on the background above, problems identification in this research
are follow:
1. Indonesian student’s higher thinking order is still below standard
according to program for international student assessment.
2. Student’s higher order thinking based on bloom taxonomy in SMA N 2
Balige is still under standard.
3. Teacher in choosing biology teaching models is still dominantly to
traditional.
4. Traditional learning models are still ineffective to improve student
thinking in higher thinking order.
1.3 The Scope of the Study
1. Comparison of student higher order thinking between students that
learning by Guided Discovery and students that learning by Group
Investigation models in sub topic Insect in Grade X SMA N 2 Balige at
even semester Academic Year 2012/2013.
2. Applying Guided Discovery and Group Investigation models in sub topic
Insect in Grade X SMA N 2 Balige at even semester Academic Year
2012/2013.
3. The student higher order thinking based on cognitive aspects C4, C5, and
C6 in Bloom taxonomy.
1.4 Research Questions
Based on the background and research scope, research question can be
formulated as follow:
1. Is there any difference between students’ higher thinking order in biology
that is taught by using Guided Discovery and Group Investigation Models
on sub topic insect in SMA N 2 Balige for X grade at even semester
Academic Year 2012/2013?
5
1.5 The Objective of the Study
Based on the formulation of the problem above, the objective of this study
is to know the comparison of student higher order thinking in biology that is
taught by using Guided Discovery and Group Investigation Models on sub topic
insect in SMA N 2 Balige for X grade at even semester Academic Year
2012/2013.
1.6 Significance of the Study
Practically, the significance of the study namely, for the Teacher , in order
to implement Guided Discovery and Group Investigation as an alternative
learning models to improve student higher thinking order in biology so that the
student can master the concepts easier with analysis, synthesis , evaluate , and
also to increase efficiency and quality of biology learning materials i.e.
Biodiversity in high school class X. and to headmaster, this research could give
solution and contribution in order to enlarge a knowledge how important using
model in learning process is. For the researcher that will be a teacher soon this
research will be as backgrounds in choosing effective learning models according
to the subject matter will be taught.
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