THE APPLICATION OF CLIS MODEL (CHILDREN LEARNING IN SCIENCE) TO IMPROVE STUDENT�.
THE APPLICATION OF CLIS MODEL (CHILDREN LEARNING IN
SCIENCE) TO IMPROVE STUDENT’S LEARNING OUTCOME
AND LEARNING ACTIVITY IN BIOLOGY FOR XI SCIENCE
STUDENT SMA NEGERI 1 TEBING TINGGI
ACADEMIC YEAR 2011/2012
By:
Keasy Rismauly Manurung
408641005
Biology Bilingual Education Study Program
THESIS
Submitted to Fulfill the Requirement for the degree of
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2012
ACKNOWLEDGEMENT
First and foremost, I would like to praise and thank God, the almighty,
who has granted countless blessing, knowledge, and opportunity to the writer, so
that I have been finally able to accomplish the thesis
Thesis entitled “The Application of CLIS Model (Children Learning in
Science) to Improve Student Learning Outcome and Learning Activity in Biology
for XI Science Student SMA Negeri 1 Tebing Tinggi Academic Year 2011/2012”
arranged to obtain SI degree of Sarjana Pendidikan, Faculty of Mathematics and
natural Science, State University of Medan.
The writer hardly knows where to start expressing the gratitude but for
sure the gratitude goes to all those who have assisted her in the process of
completing this thesis. It would be impossible to list all names but several people
deserve her sincere and special thanks.
Therefore, the author would like thank profusely to Dr. rer. nat. Binari
Manurung, M.Si as my thesis supervisor for his patience, competence and
guidance on this thesis. Prof.Dr. Herbert Sipahutar, MS, M.Sc, Syarifuddin, M.Sc,
Ph.D., Dr.Hj. Ely Djulia, M.Pd, as the lecturer team of examiners for their
suggestion and constructive criticisms for the revision of this thesis. Dr. Fauziyah
Harahap, M.Si, as my academic supervisor who has guided the author during
academic program.
Gratefully acknowledges the deepest gratitude to Prof. Dr. Herbert
Sipahutar M.Si., M.Sc., coordinator of Bilingual Program, and Mr. Samsuddin for
his administrative assistance. Drs. Tri Harsono, M.Si. The head of Biology
Department.
Head of Education Tebing Tinggi Drs. H. Pardamean Siregar, M.AP who
has given permission for author to do research in SMAN 1 Tebing Tinggi.
Principal of SMA Negeri 1 Tebing Tinggi, MHD. Syarif, M.Si., M.Pd. for his
kidness to allow author in conducting this research at SMAN 1 Tebing Tinggi.
Fahrin Andriana WN, S.Pd and Maimunah, STP as Biology teacher in
SMAN 1 Tebing Tinggi who helped me in conducting the study. Student of Class
XI IA 1 and XI IA 5 who received the presence of the author during research in
these classes.
Finally, during writing this thesis, the author had the guidance, assistance
and prayer support from the various parties. First I wish to deeply thank my
family – and my beloved parents, K. Manurung, SPd and W. Turnip, SKM for
their patience, encouragement including their endless love and pray to me and
Likewise, thanks very much to my beloved brothers Daniel Manurung and
Andreas Holywin Manurung for their support and pray to me.
All my friends especially for Desriana Marpaung, Sukmawati Sundari
Siregar, Wenny Tarigan, and My special friend Dedy Napitupulu. My sister in
Pondok Putri Yuli Fitriani Sinaga, Yana, Lenny Puspita Ginting, Winda Ginting.
My best friends in senior high school Nelly, Novida , Melinda , Heri Purba, Rizky
Wijaya. For their motivation, kidness and encouragement to author.
Last but not the least, all sisters, brothers and friends in Biology Bilingual
0’8, Biology Department and UKMKP, State University of Medan for their support
in Many Things whose name cannot be mentioned one by one in here.
God bless us.
Medan,
August, 2012
The Writer
Keasy Rismauly Manurung
408641005
The Application of CLIS Model (Children Learning in Science) To Improve
Student’s Learning Outcome and Learning Activity in Biology
For XI Science Student’s SMA Negeri 1 Tebing Tinggi
Academic Year 2011/2012
Keasy Rismauly Manurung
408641005
ABSTRACT
This research is purposed to know the application of CLIS Model
(Children Learning in Science) to improve Student’s learning Outcome and
learning activity in Biology For XI Science Student’s SMA Negeri 1 Tebing
Tinggi Academic Year 2011/2012. Children’s Learning in Science (CLIS) model in
UK (United Kingdom) which includes the 5 phases of constructivist approach. This
research was classroom action research. The classroom action research was
designed in four cycles and each cycle consists of four steps. There was Planning,
action, observation and reflection.
The total numbers of samples are 30 students. And 30 items of multiple
choice test and observation sheet were used. In every cycle the research gave the
cognitive test and observed the student in class activity. In cycle I, got the data of
completeness 26.6% in learning outcome and 20.56 in student activity. In cycle II,
result completeness of learning outcome into 56.66% and 40.56% in student
activity. At the last in cycle III all the parameter that measured is increase into
83.3% in completeness of learning outcome and 62.04% in student activity.
Key words : CLIS Model (Children Learning in Science), Learning in Science
TABLE OF CONTENT
Ratification Sheet
Biography
Abstract
Acknowledgement
Table of Content
List of Figure
List of Table
List of Appendix
Pages
i
ii
iii
iv
vii
viii
ix
x
CHAPTER I INTRODUCTION
1.1 Background
1.2 Problem Indentification
1.3 Research Scope
1.4 Research Question
1.5 Objective
1.6 Significance of Study
1
3
4
4
4
5
CHAPTER II LITERATURE REVIEW
2.1 Definition of Learning
2.2 Definition of Science
2.3 Learning Outcome
2.4 Learning Activity
2.5 CLIS model (Children Learning in Science)
2.5.1 The Understanding of CLIS model
2.5.2 The Aims of CLIS model
2.5.3 The Principal of CLIS model
2.5.4 Syntax of CLIS model
2.6 Learning Material
6
7
9
24
12
12
19
19
20
22
CHAPTER III RESEARCH METHODOLODY
3.1 Location and Time
3.2 Research Sample
3.3 Variable of Research
3.4 Design of Research
3.4.1. Research Procedure
3.5 Research Instrument
3.51. Instrument Students’ Learning Outcome
3.6. Instrument Test
3.6.1 Validity Test
3.6.2 Reliability Test
3.6.3 Discrimination Power
3.6.4 Difficulty Index
3.7. Data Analysis
31
31
31
31
32
35
36
36
37
38
39
40
40
3.7.1 Student Mastery Level
3.7.2 Learning Completeness
3.7.3 Indicator Achievement Completeness
3.7.4 Non Test Instrument
40
41
41
42
CHAPTER IV RESULT OF RESEARCH AND DISCUSSION
4.1.
Description of Action Research Data
4.1.1. Test of Instrument
4.1.1.2 Reliability
4.1.1.3 Index Difficulty
4.1.1.4 Index Didscrimination
4.1.2. Description of Students Learning Outcome and Activity
4.2
Discussion
43
43
43
43
43
44
CHAPTER V CONCLUSION AND RECOMENDATION
5.1.
5.2.
Conclusion
Recomendation
References
55
55
56
FIGURE LIST
Figure 4.1: Diagram of Student Mastery Level Cycle I
Figure 4.2: Diagram of Student’s Activity Cycle I
Figure 4.3: Diagram of Student Mastery Level Cycle II
Figure 4.4: Diagram of Comparison Student Activity Cycle I & II
Figure 4.5: Diagram of Comparison Student’s Mastery Cycle I, II&III
Figure 4.6: Diagram of Comparison Student Activity Cycle I, II & III
Figure 4.7: Diagram of Student Learning OutcomeCycle I, II& III
45
46
47
48
50
51
51
CHAPTER I
INTRODUCTION
1.1 Background of Study
Education in schools aims to improve learning outcome and learning
activity especially in biology lesson (Sujana, 1991:25). Biology is a lesson that
aims to enhance the knowladge, skills, and responsibilities to the environment,
process of discovery find out the nature of learning systematically so that students
required to be able to make the conceptual thinking and correlate to the students
learning environment (Budimansyah, 2002 : 34).
Biology is a knowledge that has an important role in the development of
science and technology. Majority of students tend to memorize learning material,
but they do not know the concept correctly, not be able to apply theory and
concept in the solving the problem (Wina, 2006:15). Scope of biology is basic
subject matter to learn more biology deeply which discussed the scopes of biology
and discribe the object and biological problems on various organization levels of
living organisms. This matter really basic and existed around us so the students
are able to make an observation an object around them directly.
Excretory system topic is categorized as difficult lesson to understand
because of its complicated characteristics of physical and chemical process.
Students must have already been on the stage of formal conceptual thinking while
learning Excretory system topic (Lazarowitz, 1992:12)
Teaching styles that are often referred to as student-centered include
discovery, constructivist, inquiry, experiental, and problem-based learning
(Kirschner et al., 2006). These approache are characterized by students sharing
degree of the responsibility for making decisions in the classroom. The teacher is
often described as a partner or a facilitator in the learning process. It is argued that
learning in a student-centered environment is more personally meaningful and
durable as the student is a more active participant in the learning process (walker,
2007 :10).
1
Teacher –centered approaches are often referred to as traditional, didactic,
or direct instruction. They stress transmission of knowledge in a manner that
emphasizes training or memorization. (Costenson & Lawson :1986) described this
traditional method as “teaching centered”. The term “teacher-centered” comes
from the role that the teacher assumes in a traditional classroom: possessor of
knowledge to be transferred to students and principal decision maker as to how
that knowledge transfer is to take place.
Based on observations, the learning process at SMAN 1 Tebing Tinggi
was teacher-centered learning. Students were not active in the learning, because
teacher gave a lot of lecture material. Student’s activities usually only heard and
recorded, students rarely ask question or express their opinion, teachers only
explain without using the media. Discussion among the group rarely performed so
that interaction and communication among students and the teacher still has not
been established during the learning process.
According to Biology teacher at SMAN 1 Tebing Tinggi some students
have difficulty in understanding the concept of urine and renal sturucture on the
excretory system topic. The process of learning centered to teacher formal that
create students to be passive and often carried out only records and copying.
Students are still embarrased to ask the teacher if they face difficulty in
understanding urine formation and renal structure. Therefore, student’s learning
outcome in the excretion of the material system is not maximized (teacher
interview,2012). The result of daily tests students average value is 65, and make
them passively in the learning process.
Based on these problems it’s important to improve the learning process in
class XI Science 1. So that students can learning actively involved during learning
process. Students can develop their ideas and exchange opinions in understanding
the concept of the formation of urinary system and be able to find out about the
shape the structure of kidney in discussed. It would require a model of learning
that can enable a student for teaching and learning activities. The model
encourages a more active learning, independence and responsibility of students is
a CLIS model or (Children Learning in Science).Through the implementation of
2
thus model and expected to improve learning outcome and activity in Excretory
System topic at class XI Science 1 and CLIS model or (Children Learning in
Science) suitable with this mattery lesson.
The aim of the Children’s Learning in Science (CLIS) was to discover
how to use a constructivist approach to teach selected topics, and translate this
into materials which could be used by teachers. The teaching strategies suggested
to achieve the CLIS objectives in lessons include a focus on the use of :
Small group discussion to elicit ideas
Students reporting back their findings
Writing as means to record ideas and changing views and develop thinking.
Encouragement of students testing their own ideas and using and practical work.
Giving time to think about experiences
Reviewing ideas and comparison with previous ideas.
According to Afrinda research (2010), “Learning by using the application
CLIS model can improve student learning activity "In cycle I obtained an average
value of student learning activity that is 40.06 increased to 58.96 in the cycle II"
Learning to use CLIS model can also enhance student learning results "in cycle I
obtained an average value of student evaluation that is 68.76 increased to 76.29 in
the cycle II”
Based on the description above, so the research about “The Application
of CLIS Model (Children Learning in Science) To Improve Student’s
Learning Outcome And Learning Activity In Biology For XI Science
Student’s SMA Negeri 1 Tebingtinggi Academic Year 2011/2012.
1.2 Problem Identification
Based on the background of the above problems can be identified the
problem as follows :
1. Student learning outcomes are still relatively low.
2. Students are less actively involved in the biology of learning activities.
3. The tendency to use traditional methodes of teaching.
3
1.3 Research Scope
Research problem is limited into:
a.
Subject of Research
Subjects in this study are the increasing of learning outcomes and student’s
activity by CLIS model learning.
b.
Object of Research
Object in this study are student class XI Scince 1 SMAN 1 Tebing Tinggi at
2011/2012 with topic Excretory System
c.
Parameter
The increasing of learning outcomes of student that can be seen from the
gain of average pretest and post test score presented in the form of group
of group performance index (IPK)
The increasing student’s activity that can be seen from observation sheet
1.4 Research question
By considering the background and limitations of problems in the study then
the formulation of the problem are:
1. Is the learning outcome of student’s class XI Science 1 SMAN 1 Tebing Tinggi
at 2011/2012 in Biology improve after the application of CLIS model ?
2. Do the activities of student’s class XI Science 1 SMAN 1 Tebing Tinggi at
2011/2012 in Biology improve after the application of CLIS model ?
1.5 Objectives
Based on the research question above, the research objective are:
a. To know the increasing of learning outcome of students class XI Science 1
SMAN 1 Tebing Tinggi at 2011/2012 in Biology after the aplication of
CLIS model learning
b. To know the increasing of activities of students class XI Science 1 SMAN
1 Tebing Tinggi at 2011/2012 in Biology after the application of CLIS
model.
4
1.6 Significance of Study
The significance of study that is expected are:
1.
Theoretical Benefits
a. The result of this research are expected for teacher of biology in an attempt
to improve student learning outcome and student’s activity with the
implementation if CLIS model.
b. Input material for research as prospective teacher of bilogy on the
application of CLIS model learning approach to teaching Excretory
System subject matter
2. Pratical Benefits
a. The application of active learning strategies that can motivate learners
to learn so that educational goals can be achieved.
b. Can motivate student to learn biology, so that student’s learning
outcomes can be interested
c. Biology teacher can use CLIS model in teaching learning process to
increase learning outcomes
d. Give some information about classroom action research to the other
educational researcher.
5
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusion
Based on the result of research and discussion that has been described
above, So, the conclusion are:
1. The application of CLIS model (Children learning in science) can improve
student’s learning outcome in class XI Science 1 SMAN 1 Tebing Tinggi
at 2011/2012 in Biology with classical completeness 83.33%.
2. The application of CLIS model (Children learning in Science) can improve
students’ learning activity in class XI Science 1 SMAN 1 Tebing Tinggi at
2011/2012 in Biology with activities category active and high active by
percentage 62.04%.
5.2. Recomendation
Based on the result and conclusion above, the recomendation obtained
namely:
1. Teacher would benefit from finding out what their pupils already know,
and should manage their lesson with pupil outcomes in mind.
2. The teacher should do many things to create an interesting condition
altough school does’t manage the learning facilities yet.
3. For learning to be more effective teacher need to plan their lesson in a way
which takes account of how student learn.
55
REFERRENCES
Aggarwal, J.C., (2001), Principles, Methods and Techniques of Teaching (Second
Revised ed), Vikas Publishing House PVT LTD, Mumbay (India)
Anderson, L.W. & Krathwohl, D.R. (Eds.) (2001). A taxonomy for Learning,
teaching, and assessing: Arevision of Bloom’s taxonomy of
educationalobjectives. New York: Addison Wesley Longman.
Aschbacher, P. R., Lee, E., & Roth, E. J. (2010). Is science me? High school
students’identities,
participation
andaspirations
in
science,
engineering, and medicine. Journal of Research in Science Teaching,
47, 564 – 582.
Arikunto, S., (2006), Dasar-Dasar Evaluasi Pendidikan, Penerbit Bumi Aksara,
Jakarta.
Basrowi, H.M., Suwandi, (2008), Penelitian Tindakan Kelas, Penerbit Ghalia
Indonesia, Ciawi-Bogor.
Britner, S.L. (2008). Motivation in high school science students: A comparison of
gender differences in life,physical, and earth science classes. Journal of
Research in Science Teaching, 45, 955 – 970.
Deiro, J.A., (2005), Teacher Do Make a DIFFERENCE, Penerbit Corwin Press A
SaGE Publications Company, Thousand Oaks California.
Djamarah, 2006, Strategi Belajar Mengajar, Edisi Revisi : Rineka Cipta, Jakarta.
Hopkins, D., (1993), A Teacher’s Guide to Classroom Research, Open Univ.
Press, Buchkigham
McNiff, J., (1992), Action Research : Principle and Practice. MacMillan
Educational Ltd., London.
56
Needham, R., in association with Hill, P. (1987). CLIS in the classroom “teaching
stategies for developing understanding in science. Children’s
Learning in science Project: University of Leeds.
Osborne, R. And Freyberg, P. 1984. Learning in Science: the implication of
Children’s Science. New Zaeland: Heinemann Publishers.
P. Bell, B. Lewenstein, A. W. Shouse, M. A. Feder, Eds., (2009) Learning
Science
in
Informal
Environments,
NationalAcademy
Press,
Washington, DC.
Priadi, A., (2009), Biology 2 For Senior High School Year XI, Penerbit Yudistira,
Jakarta
Sudjana, N., (2009), Penilaian Hasil Proses Belajar Mengajar, Penerbit PT
Remaja Rosdakarya, Bandung.
Sugiono, (2006), Metode Pendidikan Pendekatan Kuantitatif, Kualitatif, dan
R&D, Penerbit Alfabeta, Bandung
Tim Dosen Fakultas Matematika dan Ilmu Pengetahuan Alam Unversitas Negeri
Medan, (2009), Buku pedoman Penulisan Skripsi dan Proposal
Penelitian Kependidikan, FMIPA UNIMED, Medan
57
SCIENCE) TO IMPROVE STUDENT’S LEARNING OUTCOME
AND LEARNING ACTIVITY IN BIOLOGY FOR XI SCIENCE
STUDENT SMA NEGERI 1 TEBING TINGGI
ACADEMIC YEAR 2011/2012
By:
Keasy Rismauly Manurung
408641005
Biology Bilingual Education Study Program
THESIS
Submitted to Fulfill the Requirement for the degree of
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2012
ACKNOWLEDGEMENT
First and foremost, I would like to praise and thank God, the almighty,
who has granted countless blessing, knowledge, and opportunity to the writer, so
that I have been finally able to accomplish the thesis
Thesis entitled “The Application of CLIS Model (Children Learning in
Science) to Improve Student Learning Outcome and Learning Activity in Biology
for XI Science Student SMA Negeri 1 Tebing Tinggi Academic Year 2011/2012”
arranged to obtain SI degree of Sarjana Pendidikan, Faculty of Mathematics and
natural Science, State University of Medan.
The writer hardly knows where to start expressing the gratitude but for
sure the gratitude goes to all those who have assisted her in the process of
completing this thesis. It would be impossible to list all names but several people
deserve her sincere and special thanks.
Therefore, the author would like thank profusely to Dr. rer. nat. Binari
Manurung, M.Si as my thesis supervisor for his patience, competence and
guidance on this thesis. Prof.Dr. Herbert Sipahutar, MS, M.Sc, Syarifuddin, M.Sc,
Ph.D., Dr.Hj. Ely Djulia, M.Pd, as the lecturer team of examiners for their
suggestion and constructive criticisms for the revision of this thesis. Dr. Fauziyah
Harahap, M.Si, as my academic supervisor who has guided the author during
academic program.
Gratefully acknowledges the deepest gratitude to Prof. Dr. Herbert
Sipahutar M.Si., M.Sc., coordinator of Bilingual Program, and Mr. Samsuddin for
his administrative assistance. Drs. Tri Harsono, M.Si. The head of Biology
Department.
Head of Education Tebing Tinggi Drs. H. Pardamean Siregar, M.AP who
has given permission for author to do research in SMAN 1 Tebing Tinggi.
Principal of SMA Negeri 1 Tebing Tinggi, MHD. Syarif, M.Si., M.Pd. for his
kidness to allow author in conducting this research at SMAN 1 Tebing Tinggi.
Fahrin Andriana WN, S.Pd and Maimunah, STP as Biology teacher in
SMAN 1 Tebing Tinggi who helped me in conducting the study. Student of Class
XI IA 1 and XI IA 5 who received the presence of the author during research in
these classes.
Finally, during writing this thesis, the author had the guidance, assistance
and prayer support from the various parties. First I wish to deeply thank my
family – and my beloved parents, K. Manurung, SPd and W. Turnip, SKM for
their patience, encouragement including their endless love and pray to me and
Likewise, thanks very much to my beloved brothers Daniel Manurung and
Andreas Holywin Manurung for their support and pray to me.
All my friends especially for Desriana Marpaung, Sukmawati Sundari
Siregar, Wenny Tarigan, and My special friend Dedy Napitupulu. My sister in
Pondok Putri Yuli Fitriani Sinaga, Yana, Lenny Puspita Ginting, Winda Ginting.
My best friends in senior high school Nelly, Novida , Melinda , Heri Purba, Rizky
Wijaya. For their motivation, kidness and encouragement to author.
Last but not the least, all sisters, brothers and friends in Biology Bilingual
0’8, Biology Department and UKMKP, State University of Medan for their support
in Many Things whose name cannot be mentioned one by one in here.
God bless us.
Medan,
August, 2012
The Writer
Keasy Rismauly Manurung
408641005
The Application of CLIS Model (Children Learning in Science) To Improve
Student’s Learning Outcome and Learning Activity in Biology
For XI Science Student’s SMA Negeri 1 Tebing Tinggi
Academic Year 2011/2012
Keasy Rismauly Manurung
408641005
ABSTRACT
This research is purposed to know the application of CLIS Model
(Children Learning in Science) to improve Student’s learning Outcome and
learning activity in Biology For XI Science Student’s SMA Negeri 1 Tebing
Tinggi Academic Year 2011/2012. Children’s Learning in Science (CLIS) model in
UK (United Kingdom) which includes the 5 phases of constructivist approach. This
research was classroom action research. The classroom action research was
designed in four cycles and each cycle consists of four steps. There was Planning,
action, observation and reflection.
The total numbers of samples are 30 students. And 30 items of multiple
choice test and observation sheet were used. In every cycle the research gave the
cognitive test and observed the student in class activity. In cycle I, got the data of
completeness 26.6% in learning outcome and 20.56 in student activity. In cycle II,
result completeness of learning outcome into 56.66% and 40.56% in student
activity. At the last in cycle III all the parameter that measured is increase into
83.3% in completeness of learning outcome and 62.04% in student activity.
Key words : CLIS Model (Children Learning in Science), Learning in Science
TABLE OF CONTENT
Ratification Sheet
Biography
Abstract
Acknowledgement
Table of Content
List of Figure
List of Table
List of Appendix
Pages
i
ii
iii
iv
vii
viii
ix
x
CHAPTER I INTRODUCTION
1.1 Background
1.2 Problem Indentification
1.3 Research Scope
1.4 Research Question
1.5 Objective
1.6 Significance of Study
1
3
4
4
4
5
CHAPTER II LITERATURE REVIEW
2.1 Definition of Learning
2.2 Definition of Science
2.3 Learning Outcome
2.4 Learning Activity
2.5 CLIS model (Children Learning in Science)
2.5.1 The Understanding of CLIS model
2.5.2 The Aims of CLIS model
2.5.3 The Principal of CLIS model
2.5.4 Syntax of CLIS model
2.6 Learning Material
6
7
9
24
12
12
19
19
20
22
CHAPTER III RESEARCH METHODOLODY
3.1 Location and Time
3.2 Research Sample
3.3 Variable of Research
3.4 Design of Research
3.4.1. Research Procedure
3.5 Research Instrument
3.51. Instrument Students’ Learning Outcome
3.6. Instrument Test
3.6.1 Validity Test
3.6.2 Reliability Test
3.6.3 Discrimination Power
3.6.4 Difficulty Index
3.7. Data Analysis
31
31
31
31
32
35
36
36
37
38
39
40
40
3.7.1 Student Mastery Level
3.7.2 Learning Completeness
3.7.3 Indicator Achievement Completeness
3.7.4 Non Test Instrument
40
41
41
42
CHAPTER IV RESULT OF RESEARCH AND DISCUSSION
4.1.
Description of Action Research Data
4.1.1. Test of Instrument
4.1.1.2 Reliability
4.1.1.3 Index Difficulty
4.1.1.4 Index Didscrimination
4.1.2. Description of Students Learning Outcome and Activity
4.2
Discussion
43
43
43
43
43
44
CHAPTER V CONCLUSION AND RECOMENDATION
5.1.
5.2.
Conclusion
Recomendation
References
55
55
56
FIGURE LIST
Figure 4.1: Diagram of Student Mastery Level Cycle I
Figure 4.2: Diagram of Student’s Activity Cycle I
Figure 4.3: Diagram of Student Mastery Level Cycle II
Figure 4.4: Diagram of Comparison Student Activity Cycle I & II
Figure 4.5: Diagram of Comparison Student’s Mastery Cycle I, II&III
Figure 4.6: Diagram of Comparison Student Activity Cycle I, II & III
Figure 4.7: Diagram of Student Learning OutcomeCycle I, II& III
45
46
47
48
50
51
51
CHAPTER I
INTRODUCTION
1.1 Background of Study
Education in schools aims to improve learning outcome and learning
activity especially in biology lesson (Sujana, 1991:25). Biology is a lesson that
aims to enhance the knowladge, skills, and responsibilities to the environment,
process of discovery find out the nature of learning systematically so that students
required to be able to make the conceptual thinking and correlate to the students
learning environment (Budimansyah, 2002 : 34).
Biology is a knowledge that has an important role in the development of
science and technology. Majority of students tend to memorize learning material,
but they do not know the concept correctly, not be able to apply theory and
concept in the solving the problem (Wina, 2006:15). Scope of biology is basic
subject matter to learn more biology deeply which discussed the scopes of biology
and discribe the object and biological problems on various organization levels of
living organisms. This matter really basic and existed around us so the students
are able to make an observation an object around them directly.
Excretory system topic is categorized as difficult lesson to understand
because of its complicated characteristics of physical and chemical process.
Students must have already been on the stage of formal conceptual thinking while
learning Excretory system topic (Lazarowitz, 1992:12)
Teaching styles that are often referred to as student-centered include
discovery, constructivist, inquiry, experiental, and problem-based learning
(Kirschner et al., 2006). These approache are characterized by students sharing
degree of the responsibility for making decisions in the classroom. The teacher is
often described as a partner or a facilitator in the learning process. It is argued that
learning in a student-centered environment is more personally meaningful and
durable as the student is a more active participant in the learning process (walker,
2007 :10).
1
Teacher –centered approaches are often referred to as traditional, didactic,
or direct instruction. They stress transmission of knowledge in a manner that
emphasizes training or memorization. (Costenson & Lawson :1986) described this
traditional method as “teaching centered”. The term “teacher-centered” comes
from the role that the teacher assumes in a traditional classroom: possessor of
knowledge to be transferred to students and principal decision maker as to how
that knowledge transfer is to take place.
Based on observations, the learning process at SMAN 1 Tebing Tinggi
was teacher-centered learning. Students were not active in the learning, because
teacher gave a lot of lecture material. Student’s activities usually only heard and
recorded, students rarely ask question or express their opinion, teachers only
explain without using the media. Discussion among the group rarely performed so
that interaction and communication among students and the teacher still has not
been established during the learning process.
According to Biology teacher at SMAN 1 Tebing Tinggi some students
have difficulty in understanding the concept of urine and renal sturucture on the
excretory system topic. The process of learning centered to teacher formal that
create students to be passive and often carried out only records and copying.
Students are still embarrased to ask the teacher if they face difficulty in
understanding urine formation and renal structure. Therefore, student’s learning
outcome in the excretion of the material system is not maximized (teacher
interview,2012). The result of daily tests students average value is 65, and make
them passively in the learning process.
Based on these problems it’s important to improve the learning process in
class XI Science 1. So that students can learning actively involved during learning
process. Students can develop their ideas and exchange opinions in understanding
the concept of the formation of urinary system and be able to find out about the
shape the structure of kidney in discussed. It would require a model of learning
that can enable a student for teaching and learning activities. The model
encourages a more active learning, independence and responsibility of students is
a CLIS model or (Children Learning in Science).Through the implementation of
2
thus model and expected to improve learning outcome and activity in Excretory
System topic at class XI Science 1 and CLIS model or (Children Learning in
Science) suitable with this mattery lesson.
The aim of the Children’s Learning in Science (CLIS) was to discover
how to use a constructivist approach to teach selected topics, and translate this
into materials which could be used by teachers. The teaching strategies suggested
to achieve the CLIS objectives in lessons include a focus on the use of :
Small group discussion to elicit ideas
Students reporting back their findings
Writing as means to record ideas and changing views and develop thinking.
Encouragement of students testing their own ideas and using and practical work.
Giving time to think about experiences
Reviewing ideas and comparison with previous ideas.
According to Afrinda research (2010), “Learning by using the application
CLIS model can improve student learning activity "In cycle I obtained an average
value of student learning activity that is 40.06 increased to 58.96 in the cycle II"
Learning to use CLIS model can also enhance student learning results "in cycle I
obtained an average value of student evaluation that is 68.76 increased to 76.29 in
the cycle II”
Based on the description above, so the research about “The Application
of CLIS Model (Children Learning in Science) To Improve Student’s
Learning Outcome And Learning Activity In Biology For XI Science
Student’s SMA Negeri 1 Tebingtinggi Academic Year 2011/2012.
1.2 Problem Identification
Based on the background of the above problems can be identified the
problem as follows :
1. Student learning outcomes are still relatively low.
2. Students are less actively involved in the biology of learning activities.
3. The tendency to use traditional methodes of teaching.
3
1.3 Research Scope
Research problem is limited into:
a.
Subject of Research
Subjects in this study are the increasing of learning outcomes and student’s
activity by CLIS model learning.
b.
Object of Research
Object in this study are student class XI Scince 1 SMAN 1 Tebing Tinggi at
2011/2012 with topic Excretory System
c.
Parameter
The increasing of learning outcomes of student that can be seen from the
gain of average pretest and post test score presented in the form of group
of group performance index (IPK)
The increasing student’s activity that can be seen from observation sheet
1.4 Research question
By considering the background and limitations of problems in the study then
the formulation of the problem are:
1. Is the learning outcome of student’s class XI Science 1 SMAN 1 Tebing Tinggi
at 2011/2012 in Biology improve after the application of CLIS model ?
2. Do the activities of student’s class XI Science 1 SMAN 1 Tebing Tinggi at
2011/2012 in Biology improve after the application of CLIS model ?
1.5 Objectives
Based on the research question above, the research objective are:
a. To know the increasing of learning outcome of students class XI Science 1
SMAN 1 Tebing Tinggi at 2011/2012 in Biology after the aplication of
CLIS model learning
b. To know the increasing of activities of students class XI Science 1 SMAN
1 Tebing Tinggi at 2011/2012 in Biology after the application of CLIS
model.
4
1.6 Significance of Study
The significance of study that is expected are:
1.
Theoretical Benefits
a. The result of this research are expected for teacher of biology in an attempt
to improve student learning outcome and student’s activity with the
implementation if CLIS model.
b. Input material for research as prospective teacher of bilogy on the
application of CLIS model learning approach to teaching Excretory
System subject matter
2. Pratical Benefits
a. The application of active learning strategies that can motivate learners
to learn so that educational goals can be achieved.
b. Can motivate student to learn biology, so that student’s learning
outcomes can be interested
c. Biology teacher can use CLIS model in teaching learning process to
increase learning outcomes
d. Give some information about classroom action research to the other
educational researcher.
5
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusion
Based on the result of research and discussion that has been described
above, So, the conclusion are:
1. The application of CLIS model (Children learning in science) can improve
student’s learning outcome in class XI Science 1 SMAN 1 Tebing Tinggi
at 2011/2012 in Biology with classical completeness 83.33%.
2. The application of CLIS model (Children learning in Science) can improve
students’ learning activity in class XI Science 1 SMAN 1 Tebing Tinggi at
2011/2012 in Biology with activities category active and high active by
percentage 62.04%.
5.2. Recomendation
Based on the result and conclusion above, the recomendation obtained
namely:
1. Teacher would benefit from finding out what their pupils already know,
and should manage their lesson with pupil outcomes in mind.
2. The teacher should do many things to create an interesting condition
altough school does’t manage the learning facilities yet.
3. For learning to be more effective teacher need to plan their lesson in a way
which takes account of how student learn.
55
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