THE EFFECT OF MIND MAP BASED ADVANCE ORGANIZER LEARNING MODEL ON STUDENT ACHIEVEMENT OF HEAT TOPIC IN CLASS X SMA N 1 TEBING TINGGI ACADEMIC YEAR 2014/2015.
THE EFFECT OF MIND MAP BASED ADVANCED ORGANIZER
LEARNING MODEL ON STUDENT ACHIEVEMENT OF HEAT TOPIC IN CLASS X SMA N 1 TEBING
TINGGI ACADEMIC YEAR 2014/2015
BY:
Iis Siswati Siregar ID Number. 4113322004
Bilingual Physics Education Study Program
THESIS
Submitted to Acquire Eliglible Sarjana Pendidikan
PHYSICS DEPARTEMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
MEDAN 2015
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PREFACE
The authors say the praise and gratitude to God Almighty, for all the graces and blessing that provide health and wisdom to the author that this study can be complesed properly in accordance with the planned time.
Thesis entitled “The Effect of Mind Map Based Advance Organizer Learning Model on Student Achievement of Heat Topic in Class X SMA N 1 Tebing Tinggi Academic Year 2014/2015”. Prepared to obtain a Bachelor’s degree Physical Education , faculty of Mathematics and Natural Science in State University of Medan.
On this occasion the authors like to thank Dr. Ridwan A. Sani, M.Si, as Thesis Supervisor who has provided guidance and suggestions to the author since the beginning of the study until completion of this thesis writing. Thanks also to prof. Drs. Motlan,Msc.,Ph.D: Alkhafi Maas Siregar, M.Si, Dr, Sondang R Manurung,M.Pd, who have provide suggetion from the research plan to complete the preparation of this thesis . Thank also presented to Drs. Eidi Sihombing,M.S. , as the Academic Supervisor and also the entire Lecture and Staff in Physics Departement FMIPA UNIMED who have helped the author. Appreciation were also presented to Headmaster and all teacher in SMA N 1 Tebing Tinggi especially for Mam. Simamora who have halped during this reasreach. I would like to thank you especially to my beloved daddy (+)- who just follow a half of my life in the university, beloved my mother J.Lumbantoruan who is strungle too much to make me get a title of Bachelor’s degree altought just self strungle and also my brother Frankliman Siregar, My young sister Kristiani Siregar,and young brother Aryosep Siregar, and all family who hve prayed and gave me encouragement to complete my study in Unimed. I also would like to thank all my friend in Bilingual Physics Class 2011,who have helped, prayed and gave supported to author. I also would like thanks to PPLT Unimed in Tebing Tinggi ,Debby Monica,Agnes Sihombing, Ruht Panjaitan and Mariani, who helped, prayed and gave supported to author. I also would thanks to my students XI IPA Tebing Tinggi,for every support and pray. I also would like thank to my friend Abang Jaya, Abang Deslon, Lastri Nababan, Cemy Sitompul,Samuel Pakpahan,Genesis sihombing as Tulang,Unggul Sihombing,and Kost 95’ Pardamean,and
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specially Adi Wesly Gultom for every pray and supported. And all whom i can’t tell one by one here, who have helped and gave supported during my study.
The author has endeavored to as much as possible in completing this thesis,but the author is aware there are many drawbacks in term of both content and grammar, then the author welcome my suggestion and constructive criticism from readers for this thesis perfectly. The author hope the content of this thesis would be useful in enriching the repertoire of knowledge.
Medan , june 2015 Athour
IIS SISWATI SIREGAR
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THE EFFECT OF MIND MAP BASED ADVANCED ORGANIZER
LEARNING MODEL ON STUDENT ACHIEVEMENT OF HEAT TOPIC IN CLASS X SMA N 1 TEBING
TINGGI ACADEMIC YEAR 2014/2015
IIS SISWATI SIREGAR(4113322004)
ABSTRACT
The objectives of this research are: (1)To know the results of student learning using model-based Advance organizer Mind Map to the learning outcomes of students in the subject matter in the heat .(2)To determine the effect of learning models Advance organizer based on Mind Map to the learning outcomes of students in the subject matter in the heat .(3)To determine the activity of students during the learning by using model-based Advance Organizer Mind Map on the subject matter in the heat .The type of research was quasi experiment with the population all of student in class X of the semester II in SMA N Tebing Tinggi which consists of 7 classes. Sample of this research was obtained by technique random sampling.
The sample is X IPA 3 as the experiment class and X IPA 6 as the control class. Experiment class taught by Advance Organizer learning Model based on Mind Mapping and control class taught by conventional learning. The research instrument has 20 question in multiple choice forms with 5 options, the instrment tested validated. In this research obtained the mean of pre- test in experiment class 30.5 and in control class is 26.5. After that do the treatment in in experiment class taugth by Advance Organizer based on Mind Map and in control class taught by conventional learning, and then done the post-test.The mean of post test in eperiment class is 70.16 and control class was 64.66. In hypothesis testing obtained tcount > ttabel that was 2.19> 1.67 at significant level � = 0.05 and n = 30. So can be calculaded that the student’s learning outcomes in experiment class differ with control class. Can be calculaded that there is effect of Advance Organizer learning model based on mind map on student achievement in the heat subject matter in class X SMA N 1 Tebing Tinggi academic year 2014/ 2015.
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TABLE OF CONTENT
RATIFICATION SHEET i
BIOGRAPHY ii
ABSTRACT iii
PREFACE iv
TABLE OF CONTENT vi
TABEL OF FIGURE x
TABEL OF TABEL xii
TABEL OF APPENDIX xiii
CHAPTER I INTRODUCTION
1.1 Background 1
1.2 Identification of Problems 4
1.3 Scope of Problem 4
1.4 Formulation of The Problem 5
1.5 Research Purposes 5
1.6 Benefits of Research 6
CHAPTER II LITERATURE REVIEW
2.1. Theoretical Framework 7
2.1.1. Understanding Learning 7
2.1.2. Learning Activity 8
2.1.3. Learning Outcomes 9
2.2. Learning Model of Advance Organizer 10
2.2.1. Learning Model 10
2.2.2. Scenario for Advance Organizer 10
2.2.2.1. Understanding Learning Model Advance Organizer 11
2.2.3. Objectives and Benefits Advance Organizer 13
2.2.3.1. Concept Learning Model Advance Organizer 13 2.2.4. Application of Advance Organizer Learning Model 14 2.2.5. Advantages and Disadvantages of Learning
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2.2.6 Formulation of Advance Organizer 16
2.2.7. Accompaniment impacts Instructional
and Learning Model Advance Organizer 17
2.3 Learning Conventional 17
2.4 Definition of Mind Map 18
2.4.1. Steps of Mind Map 20
2.5 Material Lesson 21
2.5.1 Heat 21
2.5.1.1 Relationship with Temperature Heat Objects 22
2.5.1.2 Heat Type 22
2.5.1.3. Heat capacity 23
2.5.1.4. Effect of Heat 23
2.5.1.5. Heat equation 24
2.5.2. Phase transition 24
2.5.2.1. Explaining Phase transition Based on Particle Theory 26
2.5.2.1 Principle Black 26
2.5.2.2. Conduction 27
2.5.2.3. Convention 28
2.5.2.4. Radiation 30
2.5.3. Prevention of Heat Transfer 32 2.5.3.1. Concept of Heat Transfer Application In Daily Life – Today 33
2.6. Conceptual Framework 34
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CHAPTER III RESEARCH METHODS
3.1. The place and time of research 37
3.1.1 The Research 37
3.1.2 Time Research 37 3.2. Population and Sample Research 37 3.2.1 Population Research 37
3.2.2 Sample Research 37 3.3. Variabels Research 37 3.3.1 Operational Definition of Variables 37
3.4. Type and Design Research 38 3.4.1. Types Of Research 38 3.4.2. Design Research 38 3.5. Tools and Data Collection 39
3.5.1. Tests of Learning Outcomes 39
3.6. Procedure Research 41
3.7. Research Instrument 42
3.7.1. Validity Tests 45
3.8. Data Analysis Techniques 45 3.8.2. Normality Test 45
3.8.4. Hypothesis Testing 46
3.8.4. Equality test average - average pretest (test two side) 46
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CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1. Research Result 50
4.1.1. Pretest Score of Student in Experiment and Control Class 52
4.1.2. Post-test Score of Student in Experiment and Control Clas 53
4.2. Validity test 54
4.2. Data Analysis 54
4.2.1. Normality Test 54
4.2.2. Homogenety Test 55
4.3. Hypothesis Test 55
4.4. Discussion 56
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1. Conclusion 60
5.2. Suggestion 61
REFERENCE APPENDIX
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LIST OF TABEL
Tabel 2.2. Syntax of Advance Organizer Learning Model 15
Tabel 3.4. Two Group Pretest – Postest Design 39 Tabel 4.1 Pretest Score and Post Test Score
in Experiment Class Control Class 50
Tabel 4.1. Diagram Pretest Score Data
in Expermiment Class and Control Class 51
Tabel 4.1. Diagram Postest Score data
in Experiment Class and Control Class 51
Tabel4.2. Normality test of Experiment and Control Class 52
Tabel 4.2. Homogenety Test of pre test data 52
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LIST OF APPENDIX
Appendix 1 Lesson Plan Control 1 58
Appendix 2 Lesson Plan Control 2 66
Appendix 3 Lesson Plan Control 3 72
Appendix 4 Lesson Plan Experiment 1 82
Appendix 5 Lesson Plan Experiment 2 93
Appendix 6 Lesson Plan Experiment 3 100
Appendix 7 Student Worksheet 1 113
Appendix 8 Student Worksheet 2 117
Appendix 9 Student Worksheet 3 121
Appendix 10 Test Base on Revised Bloom’s Taxonomy 125
Appendix 11 Test 139
Appendix 12 Pre test and Post test Data in Experiment Class 146
Appendix 13 Pre test and Post test Data in Control Class 147
Appendix 14 Calculation of Average Score and Deviation Standard
of Pre test and Post test in Experiment and Control 148
Appendix 15 Normality Test 151
Appendix 16 Homogeneity Test 155
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CHAPTER I INTRODUCTION
1.1Background
Progress of a nation is determined by the quality of human resources. The quality of human resources is dependent on the quality of education. Education plays an important role in the development of the nation because of education as a way to educate the nation. The success of development in the field of education will greatly influence the development in other areas. Therefore, the development in the field of education implemented.Human resource potential is needed to be able to educate education such as the development of science and technology.One of knowledge that must be possessed to anticipate the development of science and technology is the science of physics. Therefore, physics is placed as one of the subjects that are important because one of the requirements mastery of science and technology related to natural science which includes physics. Physics is part of the natural sciences, which is essentially the search for understanding of natural phenomena and phenomena that occur in it. More simply it can be said to be closely related to the physics of everyday life.
Based on field work conducted in SMAN 1 Tebing Tinggi, found that many students who misunderstood the physical sciences. Teachers teach physics to form calculations without using concepts, so students often assume that physics is only filled with formula’s that elusive cause of student participation in learning physics is low. At the time of observation, researchers looked at the list of student scores list last year that the results of class X student of the subjects of physics approximately 70% of the 40 students worth 65 down in 2011/2012, this means the average value of the KKM not meet the 65 . When asked the teacher of physics, the value of the result is remedial. From this it is clear that the student wishes to follow the teaching of physics is still low.
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Based on interviews with one of teacher of physics class X SMA Negeri 1 Tebing Tinggi , found that low student learning outcomes in the study of physics due to impress learning center teacher to make the atmosphere of learning to be monotonous. The learning process is still centered teachers tend to make classroom learning environment becomes rigid because the communication that exists only in one direction only. One of them is the cause of his lack of instructional media that teachers so that teachers are less variable in explaining.The learning process which is always centered on the teachers make learning becomes passive, sleepy, unpleasant, boring and even sometimes students want a quick lesson ends. During the teachers still teach physics with a lecture and only emphasize the formula it will create interest and motivation of students to learn the lesson will be low, so that the study results will be low as well.
Based on the results of preliminary studies conducted in SMAN 1 Tebing Tinggi class X by distributing questionnaires to students, data showed that of the 38 students, 40% said that physics is difficult and less attractive, 60% said that physics is mediocre, while the activities teaching and learning physics, 50% want to learn while playing and 35% want the lab and demonstration. The reason students say this because during this study only explain the physics of matter and formulas, students record and then work on the problems, which makes students less enjoys physics lesson.One of the government's efforts to improve Indonesian education is to establish educational unit level curriculum. Curriculum development unit level needs to be supported by a conducive learning environment for the creation of an atmosphere that is safe, comfortable and orderly, so that the learning process can take place with fun (enjoyable learning). A climate will lead to more emphasis on the learning process of learning to know, learning at work (learning to do), a self-learning (learning to be), and learn to live together. The atmosphere will accumulate independence and less dependency among the school community, are adatif, and proactive and have an entrepreneurial spirit high (resilient, innovative, and risk-taking),, not only for students, but also teachers and leaders (Mulyasa 2006 : 33).
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In line with these problems, in the process of learning physics required an innovative learning model that can encourage student learning, which makes the atmosphere of learning becomes fun. One alternative that can be used to improve student learning outcomes in the study of physics is to engage students in learning. Teachers should be able to create or deploy an enjoyable learning model. The model is a model that should be used to attract the attention of students to have high motivation to study physics. One alternative learning models that can engage students in learning activities is Advance Organizer. Advance organizer is a cognitive structure that is able to help students recall what they have learned and transfer knowledge to new material. Ausubel perceya that cognitive structures that exist within a major factor that determines whether the new material will be useful or not and how this new knowledge can be obtained and maintained properly, so that learning becomes meaningful. Advance organizer purpose learning model is to give students the information needed to learn a lesson or help in remembering and applying existing knowledge. Advance organizer learning model is used as the concept of a bridge between the new material and the material that has been owned by the student.Creativity as the ability to create something new as the ability to create something new, as the ability to deliver new ideas that can be applied in problem solving, or as the ability to see the new relationships between the elements of preexisting (Munandar, 1999: 25 ).
In the implementation, advance organizer teaching model also assisted with mind maps or mind map. Map of mind is a thinking system that works in accordance with the natural workings of the human brain and is able to bamboozle the entire potential capacity, and the ability of the human brain in order to ensure the level of creativity and higher thinking skills to use (Windura, 2008: 3).
Result of research of sitorus(2007),siregar(2006), Tumanggor(2007)show that the learning model Advance Organizer makes it more fun and able to provoke students to be more active during learning activities. Advance Organizer learning model using a mind map is more powerful than conventional learning to improve student learning outcomes.
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Based on the results of research previous , the researchers felt compelled to re-examine the efforts made to overcome the weaknesses in previous research. Researchers will further optimize the allocation of time for each stage of learning, so that the allocation of time for each stage of learning that have been defined in the plan of implementation of efficient learning. In addition, researchers will also use mind maps as a learning tool to help students in capturing explanations, ideas and more easily recall the lessons so as to maximize the learning process.
Based on the above description, the authors are interested in conducting a study entitled "The Effect of Mind Map Based Advance Organizer Learning Model On Student Achiment Of Heat Topic in Class X SMA N 1 Tebing Tinggi Academic Year 2014/2015 ."
1.2. Identification of Problems
Based on the background of the problems that have been described, it can be identified issues that are relevant to the research include:
1. The results of a low learning so that students assume physics is a difficult subject, many formulas and boring.
2. Teachers teach physics to form the calculations without using the concept in advance so that students have difficulty in understanding the physics. 3. The desire of students to follow the learning of physics is still low so that
the result is not optimal student learning and still low.
4. The media is very minimal learning makes learning models that teachers use less varied.
1.3. Scope of Problem
Based on the extent of the problem it is necessary to limitations in this study as follows:
1. Student learning outcomes are examined using model-based advanced organizer Mind map.
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1.4. Formulation Of The Problem
Based on the problem definition, the formulation of the problem in this study is expressed as follows:
1. Is there an increase in the activity of students using learning model Advance Organizer by using Mind Maps to the learning outcomes of students in the subject matter in the heat of class X Semester II SMA Negeri 1 Tebing Tinggi Academic Year 2014/2015 ?
2. Is there a difference between learning outcomes of students who were taught by Advance Organizer learning model using Mind Maps to Advance Organizer learning model without a Mind Map to the learning outcomes of students in the subject matter in the heat of class X Semester II SMA Negeri 1 Tebing Tinggi Academic Year 2014/2015 ?
1.5. Research Purposes
The objectives to be achieved in this study are:
1. To know the results of student learning using model-based Advance organizer Mind Map to the learning outcomes of students in the subject matter in the heat of the semester II class X SMA N 1 Tebing Tinggi Academic Year 2014/2015.
2. To determine the effect of learning models Advance organizer bebasis Mind Map to the learning outcomes of students in the subject matter in the heat of Semester II Class X SMA N 1 Tebing Tinggi Academic Year 2014/2015.
3. To determine the activity of students during the learning by using model-based Advance Organizer Mind Map on the subject matter in the heat of Semester II Class X SMA N 1 Tebing Tinggi Academic Year 2014/2015.
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1.6. Benefits Of Research
The benefits of research are expected to be useful for:
1. As a comparison for future researchers who will examine the same learning model.
2. As a matter of information for teachers to choose the model that better learning and appropriate to the learning process.
3. In addition to insights for researchers in physics teaching in the future so that students become interested in physics.
4. The reference material that can be used to conduct further research to researchers.
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60 CHAPTER V
CONCLUSIONS AND SUGGESTIONS 5.1. Conclusion
The conclusion of this research is based on findings from research data that has been formulated. The conclusions were obtained, among others:
1. The results of student learning by learning model Advance Organizer on Heat topic in class X SMA N 1 Academic year 2014/2015 Tebing Tinggi before being given treatment pretest average of 30.5 and after being given treatment for an average of 9.22 students posttest
Physics student learning outcomes by learning with conventional learning in the subject matter of heat in class X SMA N 1 Tebing Tinggi Academic Year 2014/2015 before being given treatment pretest average of 26.5 and after treatment are given an average of 8.00 students posttest.
2. There is the influence of the learning outcomes of students who use the learning model Advance Organizer with conventional learning of heat topic in class X SMA N 1 Tebing Tinggi.
5.2. Suggestions
Based on the research results and conclusions described above, as a follow-up of this study suggested some of the following:
1. Expected for teachers who want to implement using the learning model Advance Organizer can use the time as planned in Learning Implementation Plan (RPP), which is used allocation should be completely adjusted to the lesson plans have been made.
2. To further recommended that researchers would be better in making student worksheet more targeted to achieve the expected learning goals. 3. At the time of group discussion lasted researchers are still difficulties in
fully guided in each group. Therefore, for further research suggested that more active manner to guide students asked the students about the
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obstacles faced, motivates, and directs that every student is active discussion by explaining the value of one student can affect the value and reputation of the group and give awards in the form of plus the value to students who actively so that students are more motivated and able to discuss with both.
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62 REFERENCE
Abdurrahman. 1985. Dasar – Dasar Public Relation. Cipta Aditya. Bandung Arikunto,S.2005. Manajemen Penelitian. Rineka Cipta.Jakarta
Arikunto. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Rineka Cipta. Jakarta.
Aunurahman. 2009. Belajar dan Pembelajaran. Alfabeta. Bandung
Barnes, B., and E. Clawson . “ Do Advance Organizer Facilitate Learning?” Review of Educational Research, 1975,45,637-59.
Dahar. 2003. Teori – Teori Belajar . Penerbit Erlangga. Jakarta
Dimyati dan Mudjiono. 1999. Belajar dan Pembelajaran. Jakarta: Rineka Cipta.
Djiwandono. Psikologi pendidikan. Jakarta : Grasindo
Eggen,Paul D.1979. Strategies for Teachers.London: Prentice-Hall International,Inc.
Gagne, Robert and Leslie J. Briggs. 1979. Principle of Instructional Design. Newyork: Holt,Rinerhart and Winston
Hadjar,ibnu. 1999. Dasar – dasar Metodologi Penelitian Kwintatif dalam Pendidikan. Jakarta. RajaGrafindo Persada
Hidayat. 2010. Pengaruh Mind Map Terhadap Hasil Belajar Siswa Pada Materi Besaran dan Satuan Kelas X Semester Ganjil di Sma Binjai T.P. 2009/2010. Skripsi FMIPA Unimed. Medan
Kanginan,M. 2006. Fisika untuk kelas X.Erlangga.Jakarta
Joyce, Bruce. Et al. Model of Teaching. Boston: Allyn and Barcon, 1996.
Mager, Roobert F. And Kennth, M. Beach Jr. Developing Vocational Instruction. California: Pearson Pitman, 1967
Mohan, Radha. 2007. Innovative Science Teaching. Prentice-hall of india private limited. New delhi
Rajendra. 2013 . Effect of Advance Organizer Model on Achievement of Ix Standard Students in Mathematics.
http://theglobaljournals.com/ijsr/file.php?val=September_2013_1377955723_ 9ce62_42.pdf
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Rooijakkers. 1990. Mengajar dengan kesuksesan. Jakarta: Gramedia
Rosenshine, Barak. 2008. Five Meanings Of direct Instruction. Academic Development Institute.
[OnlineArticle].http://www.formapex.com/telechargementpublic/rosenshine2008a .pdf (diakses tanggal 01 Maret 2013).
Sagala, Syaiful, 2009. Konsep dan Makna Pembelajaran. CV Alfabeta. Bandung
Sadirman. 2008. Interaksi dan Motivasi Belajar Mengajar PT Raja Grafindo Persada.Jakarta
Samuel. 2013 . Effect of Advance organizer Teaching apporach on Secondary School Student Achievement in Chemistry in Maara District Kenya. http://indianresearchjournals.com/pdf/IJSSIR/2013/June/3.pdf
Searls. 2010. Using Advance Organizer In The Classroom. http://americanreadingforum.org/yearbook/yearbooks/81_yearbook/pdf/59_S earls.pdf
Sudjana, N. 2005. Penilaian Proses dan Hasil Belajar. Bandung: PT Remaja Rosdakarya
Sudjana.2005. Metode Statistika. Penerbit Tarsito. Bandung
Supardi. 2009. Pengantar Statistik Pendidikan. Gaung Persada. Jakarta
Staton, T.F. (1978). Cara Mengajar dengan Hasil yang Baik: Metode – metode Mengajar Moderen dalam Pendidikan Orang Dewasa. Diterjemahkan oleh : J. F. Tahalele. Bandung: Dipenogoro
Tanjung, Bahdin Nur. 2005. Pedoman Penulisan Karya Ilmiah. Kencana. Jakarta
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LIST OF FIGURE
Figure 2.2.7: Accompaniment impacts Instructional 18
Figure 2.5.2 : Phase transition Image 27
Figure 2.5.2.: Conduction heat transfer image 28
Figure 2.5.3 : Convection heat transfer image 30
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1.6. Benefits Of Research
The benefits of research are expected to be useful for:
1. As a comparison for future researchers who will examine the same learning model.
2. As a matter of information for teachers to choose the model that better learning and appropriate to the learning process.
3. In addition to insights for researchers in physics teaching in the future so that students become interested in physics.
4. The reference material that can be used to conduct further research to researchers.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS 5.1. Conclusion
The conclusion of this research is based on findings from research data that has been formulated. The conclusions were obtained, among others:
1. The results of student learning by learning model Advance Organizer on Heat topic in class X SMA N 1 Academic year 2014/2015 Tebing Tinggi before being given treatment pretest average of 30.5 and after being given treatment for an average of 9.22 students posttest
Physics student learning outcomes by learning with conventional learning in the subject matter of heat in class X SMA N 1 Tebing Tinggi Academic Year 2014/2015 before being given treatment pretest average of 26.5 and after treatment are given an average of 8.00 students posttest.
2. There is the influence of the learning outcomes of students who use the learning model Advance Organizer with conventional learning of heat topic in class X SMA N 1 Tebing Tinggi.
5.2. Suggestions
Based on the research results and conclusions described above, as a follow-up of this study suggested some of the following:
1. Expected for teachers who want to implement using the learning model Advance Organizer can use the time as planned in Learning Implementation Plan (RPP), which is used allocation should be completely adjusted to the lesson plans have been made.
2. To further recommended that researchers would be better in making student worksheet more targeted to achieve the expected learning goals. 3. At the time of group discussion lasted researchers are still difficulties in
fully guided in each group. Therefore, for further research suggested that more active manner to guide students asked the students about the
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obstacles faced, motivates, and directs that every student is active discussion by explaining the value of one student can affect the value and reputation of the group and give awards in the form of plus the value to students who actively so that students are more motivated and able to discuss with both.
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REFERENCE
Abdurrahman. 1985. Dasar – Dasar Public Relation. Cipta Aditya. Bandung Arikunto,S.2005. Manajemen Penelitian. Rineka Cipta.Jakarta
Arikunto. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Rineka Cipta. Jakarta.
Aunurahman. 2009. Belajar dan Pembelajaran. Alfabeta. Bandung
Barnes, B., and E. Clawson . “ Do Advance Organizer Facilitate Learning?” Review of Educational Research, 1975,45,637-59.
Dahar. 2003. Teori – Teori Belajar . Penerbit Erlangga. Jakarta
Dimyati dan Mudjiono. 1999. Belajar dan Pembelajaran. Jakarta: Rineka Cipta. Djiwandono. Psikologi pendidikan. Jakarta : Grasindo
Eggen,Paul D.1979. Strategies for Teachers.London: Prentice-Hall International,Inc.
Gagne, Robert and Leslie J. Briggs. 1979. Principle of Instructional Design. Newyork: Holt,Rinerhart and Winston
Hadjar,ibnu. 1999. Dasar – dasar Metodologi Penelitian Kwintatif dalam Pendidikan. Jakarta. RajaGrafindo Persada
Hidayat. 2010. Pengaruh Mind Map Terhadap Hasil Belajar Siswa Pada Materi Besaran dan Satuan Kelas X Semester Ganjil di Sma Binjai T.P. 2009/2010. Skripsi FMIPA Unimed. Medan
Kanginan,M. 2006. Fisika untuk kelas X.Erlangga.Jakarta
Joyce, Bruce. Et al. Model of Teaching. Boston: Allyn and Barcon, 1996.
Mager, Roobert F. And Kennth, M. Beach Jr. Developing Vocational Instruction. California: Pearson Pitman, 1967
Mohan, Radha. 2007. Innovative Science Teaching. Prentice-hall of india private limited. New delhi
Rajendra. 2013 . Effect of Advance Organizer Model on Achievement of Ix Standard Students in Mathematics.
http://theglobaljournals.com/ijsr/file.php?val=September_2013_1377955723_ 9ce62_42.pdf
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63
Rooijakkers. 1990. Mengajar dengan kesuksesan. Jakarta: Gramedia Rosenshine, Barak. 2008. Five Meanings Of direct Instruction. Academic Development Institute.
[OnlineArticle].http://www.formapex.com/telechargementpublic/rosenshine2008a .pdf (diakses tanggal 01 Maret 2013).
Sagala, Syaiful, 2009. Konsep dan Makna Pembelajaran. CV Alfabeta. Bandung Sadirman. 2008. Interaksi dan Motivasi Belajar Mengajar PT Raja Grafindo
Persada.Jakarta
Samuel. 2013 . Effect of Advance organizer Teaching apporach on Secondary School Student Achievement in Chemistry in Maara District Kenya. http://indianresearchjournals.com/pdf/IJSSIR/2013/June/3.pdf
Searls. 2010. Using Advance Organizer In The Classroom. http://americanreadingforum.org/yearbook/yearbooks/81_yearbook/pdf/59_S earls.pdf
Sudjana, N. 2005. Penilaian Proses dan Hasil Belajar. Bandung: PT Remaja Rosdakarya
Sudjana.2005. Metode Statistika. Penerbit Tarsito. Bandung
Supardi. 2009. Pengantar Statistik Pendidikan. Gaung Persada. Jakarta
Staton, T.F. (1978). Cara Mengajar dengan Hasil yang Baik: Metode – metode Mengajar Moderen dalam Pendidikan Orang Dewasa. Diterjemahkan oleh : J. F. Tahalele. Bandung: Dipenogoro
Tanjung, Bahdin Nur. 2005. Pedoman Penulisan Karya Ilmiah. Kencana. Jakarta Uno. 2006. Psikologi Pendidikan. Jakarta: Bumi Aksara
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LIST OF FIGURE
Figure 2.2.7: Accompaniment impacts Instructional 18
Figure 2.5.2 : Phase transition Image 27
Figure 2.5.2.: Conduction heat transfer image 28
Figure 2.5.3 : Convection heat transfer image 30