THE EFFECT OF MIND MAP ON STUDENTS LEARNING OUTCOMES FOR HUMAN CIRCULATORY SYSTEM, GRADE ELEVEN SCIENCE PROGRAM SMA NEGERI 1 BERASTAGI ACADEMIC YEAR 2012/2013.

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THE EFFECT OF MIND MAP ON STUDENTS’ LEARNING OUTCOMES FOR HUMAN CIRCULATORY SYSTEM, GRADE ELEVEN

SCIENCE PROGRAM SMA NEGERI 1 BERASTAGI ACADEMIC YEAR 2012/2013

By:

SRI LESTARI SIBORO 081244410032 Biology Bilingual Education

SKRIPSI

Submitted to the State University of Medan as a Fulfillment as Sarjana Pendidikan

BIOLOGY DEPARTMENT

MATHEMATICS AND NATURAL SCIENCE FACULTY STATE UNIVERSITY OF MEDAN

MEDAN 2013

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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.

Apart from the efforts of me, the success of this thesis depends largely on the encouragement and guidelines of many others. I take this opportunity to express my gratitude to the people who have been instrumental in the successful completion of this thesis.

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.

I would like to show my greatest appreciation to Syarifuddin, M.Sc.,Ph.D as the thesis supervisor. I can’t say thank you enough for her tremendous support and help. I feel motivated and encouraged every time I attend her meeting. Without her encouragement and guidance this thesis would not have materialized.

She gratefully acknowledges the deepest gratitude to Drs. Tri Harsono, M.Si., the head of Biology Department, Prof. Dr. Herbert Sipahutar M.Si., M.Sc., the coordinator of Bilingual Program, and Mr. Samsuddin for his administrative assistance.

Her enormous appreciation is addressed to Prof.Dr.Herbert Sipahutar, M.Si., M.Sc., Dra. Martina Restuati, M.Si., and Drs. H.Syahmi Edy, M.Si as her examiners, for the valuable inputs to be included in this thesis and generously spent precious time in giving the guidance, encouragement, suggestion, and comments for this thesis.

The writer gratefully acknowledges the deepest gratitude to Drs. Nusyirwan, M.Si., as the Academic Advisor.

She is indebted to Dr. Hasruddin, M.Pd as evaluator for her research instruments, for their constructive comments and suggestion for the improvement of this study.

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She also in enormous intellectual debt to all lecturers of Biology Education Bilingual Program, who has become her inspiration during the academic years and also during the completion of this thesis.

Special thanks are extended to Alberto Colia, M.Pd., headmaster of SMA Negeri 1 Berastagi, Biology teacher of grade eleven science class, Drs. Florida Ginting for the cooperation during research. I am grateful for his constant support and help.

Finally, she will forever be indebted to her beloved parents Selamat Purba Siboro and Bungarum Manjorang., for having given her unfailing support and encouragement during the academic year and the completion of this thesis, her lovely sister and brother, Deli Siboro and husband J.O Sijabat, Lidia Siboro and Junviter Siboro and wife M.Siahaan, Yoas Siboro for always trying to keep her on track whenever and whatever problems she have to overcome. And special thank for my niece and nephew Angel Sijabat, Ebigael Sijabat, Belvi Siboro, Gisel Siboro and Martchel Sijabat.

Last but not least, the guidance and support received from all her best friend Uci, Aisyah, Winny, Kristina, Meti, Keasy, Siti, Debora, Dewi Sartika and all friends from Biology Bilingual Program Year 2008 for their friendship and cooperation. It would be difficult to find adequate words to convey how much she owes the people. Lots of love and thank to all of you.

The writer has tried to finish this thesis as good as possible, but she is aware there are still many weaknesses of both content and grammar of this thesis. Hopefully, this thesis would be useful to the reader.

God Bless us

January 2013 The Writer

Sri Lestari Siboro 081244410032

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THE EFFECT OF MIND MAP ON STUDENTS’ LEARNING OUTCOMES

FOR HUMAN CIRCULATORY SYSTEM, GRADE ELEVEN

SCIENCE PROGRAM SMA NEGERI 1 BERASTAGI

ACADEMIC YEAR 2012/2013

Sri Lestari Siboro 081244410032

ABSTRACT

This quasy experiment research aims to investigate the effect of Technique Mind Map on the student’s Learning Outcome in Human Circulatory System topic. The research was conducted in class XI IPA SMA Negeri 1 Berastagi academic year 2012/2013. The population of this research is 160 students and samples are purposive sampled consisting of 32 students as an experimental class (XI-IPA 1) and 32 students of control class (XI-IPA 3). 30 items of multiple choice test were used, and validated before they were applied. The result shows that pretest in experimental and control class are (34.53±10.30) and (29.84±9.51). t test reveals tobs (1.95) < t table (2); ά = 0,05. Prestest has no significant effect in the student’s preliminary knowledge. In the contrary, postest shows different result (experimental class : 60.47±17.17; control class: 48.91±11.28). t test reveals that t obS (3.32) > t table (1.16). This

findings states that treatments has signnificant effects on the student’s learning outcome in Biology. It is advisable that Technique Mind Map is incorporated in the learning process especially in teaching Biology.

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TABLE LIST

Page Table 2.1.a Differences of Traditional and Mind Map Note 18 Table 2.2.b Differences Among Artery, Vein, and Capilary 23 Table 2.2. Blood Type in A B O System 25 Table 2.3. Transfusion Result Possibility of Various Blood Type 28 Table 3.3. Category of Students Ability 29 Table 4.1. Data Recapitulation of Pretest 36 Table 4.2. Data Recapitulation of Postest 39 Table 4.3. Percentage of Student Activity Observations 44

Table 4.4. Normality Test 44

Table 4.5. Summary of Variance Homogeneity Test 44 Table 4.6. Summary of Hypothesis Test Calculation 44

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FIGURE LIST

Page

Figure 2.1. Sample of Mind Map 11

Figure 2.2. Heart and It’s Parts 14

Figure 2.3. Blood Pressure 16

Figure 2.4. Blood Vessel 17

Figure 2.5. Blood Component 22

Figure 2.6. Kinds of Blood Group 23

Figure 2.7. Blood Transfusion 25

Figure 4.1 Comparison Pretest of Experiment and Control Class 37 Figure 4.2. Pie Chart Percentage of Pretest Experimental

Class C1 until C6 37

Figure 4.3. Percentage of Pretest in Experimental Class

Category C1-C6 38

Figure 4.4 Comparison Pretest of Experiment and Control Class 40 Figure 4.5. Pie Chart of Posttest Experimental Class C1-C6 41 Figure 4.6. Pie Chart of Post Test Control Class C1-C6 41 Figure 4.7. Experimental Class Pretest and Posttest Comparison 42 Figure 4.8. Control Class Pretest and Posttest Comparison 42 Figure 4.9. Comparison of Experimental and Control Class for

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APPENDIX LIST

Page

Appendix 1.. Sillaby 47

Appendix 2. Lesson Plan in Experiment Class 49 Appendix 3. Lesson Plan in Experiment Class 50

Appendix 4. Learning Matters 67

Appendix 5. Research Instrument 78

Appendix 6. Key Answer 82

Appendix 7 . Validity 83

Appendix 8. Reliability 85

Appendix 9. Difficulty Index 86

Appendix 10. Discrimination Index 86

Appendix 11. Raw Data 90

Appendix 12. Data Analysis 92

Appendix 13. Normality test of Result Data 99 Appendix 14. Homogeneity Test of Result Data 103

Appendix 15. Hypothesis test 106

Appendix 16. Documentation 107

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CHAPTER I INTRODUCTION 1.1. Background

Education is a conscious effort that is intentionally designed to achieve the goal set. Education aims to improve the quality of human resources. Based on the development of era in the world education continues changing significantly that many educators have to change the mindset from the conventional mindset to become more modern. Therefore, it is necessary to improve the quality of human resources through learning process at school. The assessment of learning process toward a more effective and efficient is inseparable from the role of the teacher as the spearhead of learning in school. Therefore, teacher should equip themselves with skills that are expected to assist in carrying out their duties. Since the teacher is one of the factors that influence the learning process, teacher must understand and develop method to improve students’ motivation.

Biology will always be such an engaging subject, as most students are unreservedly challenged to involve as long as we provide them with such an appealing thread, especially for topics at Grade Eleven, because it contains anatomical and physiological theme which packed in such a dense materials. For example, Human Circulatory System topics filled with terminology in which students have a hard time identifying and keeping tracks of key terms. Teachers then make a map with unique picture and colorful lines where the main material as a central point. In this process and provide various effective techniques for science instruction that incorporate literacy skills (Buzan, 2008). Thus, there must be an improve type of various technique and the need of correction for teaching method used in learning, since a feature of interesting and challenging class is something that teacher should concern in. It is in accordance to the importance of learning, as students are expected to acquire something new after teaching and learning process, as outcomes. Hence, method or techniques to make students mastery is crucially important which will ease them to memorize.

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Based on the preliminary survey analysis conducted in SMA Negeri 1 Berastagi found some facts in the biology learning process. These statements are proven by the score percentage for Biology learning result which is still low. Those problems occur at SMAN 1 Berastagi. The number of students that did not fulfill the score criteria of minimum completeness (KKM) 75 on semester final exam is 46% in grade eleventh (teacher interview, 2012).

There are many factors cause low achievements of biological study. The inability of students to master the material is one of the reasons. One of the most wide-ranging biology materials on high school is about the human circulatory system. There are complex content. Therefore it is necessary to apply the variation of model or the methods.

One activity that cannot be separated from teaching and learning Biology is making note. Without recording and repeating it, most students could only remember a part of material that they read or what they heard (De Porter and Henarcki, 2005). However, note means is an effective censure for an affective record keeping can save time by helping students to store the information easily and recall it when needed. Actually the ability of in organizing the information in order to record more likely to stick in memory could happened if the note is made by creative thought as well as increase the students interest while reading it. So it is not necessarily write all the sentences into records, but it can be in the form of key points or image.

Due the problem of Learning Outcomes and effective technique to overcome such problem, we can bring the idea of learning technique that can provide both anxiety and achievement for biology topics. The solution is using Mind Map introduced by Tony Buzan (2003). So, learning Biology will be more memorable and fun with interesting notes. This concept is based on the way our brains work in storing information. The results show that our brain does not store information in the boxes are lined up neatly of our nerve cells, but cells collected at the nerve branches in which, when seen at a glance will looks like tree branches. From this fact, it is inferred that if we store information such as how the

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brain works, the information will be stored better in the brain and of course the learning process will be easier in the end.

From background of study above , the writer will conduct an experiment to see the effect of Mind Map on students’ learning outcomes on Human Circulatory System Grade Eleven Science Program at SMA Negeri 1 Berastagi, Academic year 2012/2013.

1.2.Problem Identification

Based on the elaboration of the background of the study above, the problems of study are formulated as follow:

a. Students’ academic outcome is still low noticed by number of students that did not fulfill the score criteria of minimum completeness 75 on semester final exam is 46%.

b. Learning Strategy used by teacher is still less interest.

c. Human Circulatory System topics consist of biological text with long and complex sentences that are laden with facts. It also filled with terminology in which students have a hard time identifying and keeping tracks of key terms.

1.3.Research Scope

Due to time and resource limitation, this study will be focused on: 1. Technique Mind Map is applied in the experimental class.

2. The material taught in this study is the subject matter human circulatory system.

3. The subject of this study is the grade eleven science students the first semester of High School N 1 Berastagi Academic Year 2012/2013.

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1.4.Research Question

Is students’ learning outcome who learn using Mind Map technique higher than those without?

1.5.Objectives

Based on the formulation of the problem is presented, this study aims to find out the students learning outcome who were taught using the Note of Technique Mind Map and Traditional Note on the subject matter of human circulatory system science class XI SMA N 1 Berastagi academic year 2012/2013.

1.6. Significance of the Study

The research findings will be important to:

1. For the teacher, as an alternative learning strategies to improve student biology learning outcome.

2. For students, the student learning experience that can improve student learning outcome.

3. For the researcher/teacher candidates, as preparatory materials themselves become teachers who can improve student learning outcome by making students education as subjects and as an input for other researchers to observe the technique Mind Map in school.

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44 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions

There are several conclusions can be drawn:

1. The results show that there is a significant effect of applying Technique Mind

Map on the students`learning outcome Human Circulatory System topic of the

students’s class XI SMA Negeri 1 Berastagi academic year 2012/2013.

5.2. Suggestions

Having discussed the findings of this research, there are several suggestions to be

considered:

1. Biology teachers are encouraged to apply the Technique Mind Map as one of

biology teaching alternative to deal with problem of time limitation,

teacher-centered orientation, and huge terminology the students encounter with.

2. The result of this research can be a consideration for Biology teacher in order to

develop teaching and learning process on Biology subject, in accordance to the

improvement of students’ learning outcomes.

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