THE EFFECT OF INDEX CARD MATCH MODEL ON STUDENTS LEARNING OUTCOMES AND ACTIVITY IN ECOSYSTEM TOPIC FOR GRADE X SMA NEGERI 8 MEDAN ACADEMIC YEAR 2013/2014.
THE EFFECT OF INDEX CARD MATCH MODEL ON STUDENTS LEARNING
OUTCOMES AND ACTIVITY IN ECOSYSTEM TOPIC FOR GRADE X
SMA NEGERI 8 MEDAN ACADEMIC YEAR 2013/2014
By:
Nanda Eska Anugrah Nasution
4103342010
Biology Bilingual Education
THESIS
Submitted to Fulfil The Requirement for The Degree of
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2014
i
ii
BIOGRAPHY
Nanda Eska Anugrah Nasution was born in Medan, on October 31st 1992,
of Mr. Drs. H. Salamat Nasution, M.M and Mrs Dra. Hj. Nurhasanah Harahap,
M.M, and he is 1st child of 3 children. In 1998, the writer entered to SD Negeri
014688 Kisaran and finished in 2004. In 2004, the writer continued his study in
MTS Swasta Ar-Raudlatul Hasanah Medan and finished in 2007. In 2007, the
writer continued his study in MA Swasta Ar-Raudlatul Hasanah Medan, and
graduated in 2010. In 2010, the writer was registered in Biology Department,
Faculty of Mathematics and Science, the State University of Medan.
iv
ACKNOWLEDGEMENT
In the name of ALLAH SWT, the Most Gracious and the Most Merciful.
Alhamdulillah, all praises to Allah for the strengths and blessing in completing
this thesis properly on time with entitled: “ The Effect of Index Card Match Model
on Students Learning Outcomes and Activity In Ecosystem Topic for Grade X Sma
Negeri 8 Medan Academic Year 2013/2014 “ It is impossible to writer to complete
this thesis, so the writer able to succeed in presenting this academic work as one
of the requirements to obtain the degree of Sarjana Pendidikan.
Sincere appreciation goes to writer supervisor, Mr. Drs. H. Tri Harsono,
M.Si., for the valuable guidance, careful reading and constructive comments. His
timely and efficient contribution helped the writer to shape the thesis into its final
form and sincerest appreciation for his assistance in any way that writer may have
asked. Countless thanks to, Prof. Dr. Herbert Sipahutar, MS, M.Sc, Syarifuddin,
M.Sc, Ph.D, Dr. Hj. Fauziyah Harahap, M.Si, as writer examiner, for their
suggestion and constructive critics for this thesis. The writer also thanks to his
academic supervisor, Drs. Nusyirwan, M.Si, for the advice and guidance during
the course and to Prof. Dr. rer. nat. Binari Manurung, M.Si, as Coordinator of
Bilingual Program which has provided assistance for the completion of this thesis.
The writer acknowledgement also goes to Mr. Drs. Sudirman, SP. M.Si, as
headmistress of SMA Negeri 8 Medan for his kindness to allow the writer in
conducting his research at the school, Mrs. Dra. Herliana as biology teacher of
Grade X SMA Negeri 8 Medan for the assistance in conducting this research and
also all students’ of X 2 and X 3 (A.Y. 2013/2014) that have participated during
the research
Writer deepest gratitude goes to her beloved parents: Mr. Drs. H. Salamat
Nasution, M.M. and Mr. Dra. Hj Nurhasanah Harahap, M.M., for their undying
boundless love, prayer all along writer life, and fund encouragement, also to his
brothers and sisters: Suci Pramadhani Nst and Ananta Mulia Alfatah Nst for their
affection, support and care.
v
May love, bless and joy of Allah SWT always be with us. Finally, with all
humility this thesis hopefully gives beneficial to contribute ideas in education,
especially for the writer.
Medan,
2014
The Writer,
Nanda Eska Anugrah Nasution
NIM. 4103342010
iii
THE EFFECT OF INDEX CARD MATCH MODEL ON STUDENTS
LEARNING OUTCOMES AND ACTIVITY IN ECOSYSTEM
TOPIC FOR GRADE X SMA NEGERI 8 MEDAN
ACADEMIC YEAR 2013/2014
Nanda Eska Anugrah Nasution (NIM 4103342010)
ABSTRACT
This quasy experiment research aims to know about the effect of index
card match model on students learning outcomes and activity in ecosystem topic
in grade x SMA Negeri 8 Medan academic year 2013/2014 by using two sample
groups. Experiment group taught with index card match model and control group
with conventional model. The instruments used to obtain the data were
observation sheet as non-test instrument and cognitive test in form of multiple
choices as test instrument.
The result of this research showed that students learning outcome and
activity taught index card match model is increased compare to the student who’s
taught by conventional model. This proved by X = 83.9 and SD = 8.74 on learning
outcome for Index card match Class, X = 78.32 and SD = 12.20 for conventional
Class. The hypothetical test also proved that learning outcome 2.161 > 1.669;
otherwise for Learning activity has X = 69.33 and SD = 7.217 for index card
match class, and X = 50.13 and SD = 6.12 for conventional Class. The
hypothetical test for learning activity 13.675 > 1.6696. Thus, Ho is rejected and Ha
is accepted. It means that there is effect of index card match model on students
learning outcomes and activity in ecosystem topic for grade x SMA Negeri 8
Medan Academic Year 2013/2014
Keyword : Index Card Match Model, student learning outcome, student learning
activity
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TABLE OF CONTENT
Approval Sheet
Biography
Abstract
Acknowledgement
Table of Content
List of Figures
List of Tables
List of Appendix
List of Letters
Pages
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iii
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ix
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xi
CHAPTER I BACKGROUND
1.1.
Background of the study
1.2.
Problem Identification
1.3.
Problem Scope
1.4.
Research Questions
1.5.
Research Objectives
1.6.
Significance of Research
1
1
4
4
5
5
5
CHAPTER II LITERATURE REVIEW
2.1. The Theoritical Framework
2.1.1. The Definition of Learning
2.1.2. Result of learning
2.1.3. Learning Activity
2.1.4. Active Learning Model
2.1.5. Index Card Match Model
2.1.6. Conventional Learning
2.2. Learning Material
2.2.1. Ecosystem component
2.2.2. Various Ecosystems
2.2.3. Interaction
2.2.4. Biogeochemical Cycle
2.3. Hypothesis
2.3.1. Research Hypothesis
2.3.2. Statistic Hypothesis
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7
7
8
10
10
12
15
18
18
21
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26
30
31
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CHAPTER III RESEARCH METHODOLOGY
3.1. Location and Time
3.2. Population and Sample
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32
32
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3.2.1. Population
3.2.2. Sample
3.3. Variable
3.4. Research Method and Design
3.5. Research Procedure
3.6. Data Collection Techniques
3.6.1. Non-Test Instrument
3.6.2. Test Instrument
a. Validity
b. Reliability
c. Item Difficulty
d. Item Discriminant
3.7. Data analysis technique
3.7.1. Normality Test
3.7.2. Homogeinity Test
3.7.3. Hypothesis Test
3.7.4. Student Activity Test
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32
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37
37
38
40
41
41
41
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CHAPTER IV RESULT OF RESEARCH AND DISCUSSION
4.1. Result
4.1.1. Research Instrument
a. Validity Test
b. Reliability Test
c. Item Difficulty Test
d. Item Discriminant Test
4.1.2. Description of Research Data
a. Student Pre test
b. Student Learning Outcome
c. Student Learning Activities
4.1.3. Analysis of Research Data
a. Normality test
b. Homogeneity Test
c. Hypothesis Test
4.1.4. Discussion
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44
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45
45
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48
51
51
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CHAPTER V CONCLUSION AND RECOMMENDATION
3.1. Conclusion
3.2. Recommendation
REFERENCES
57
57
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58
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LIST OF TABLES
Table 2.1 New Bloom’s taxonomy
Table 2.2 Comparison between conventional and active learning
Table 3.1 Research Design
Table 3.2 Teaching and learning activities
Table 3.3 Observation Sheet of Learning Activity
Table 3.4 Distribution of instrument test cognitive level
Table 3.5 Distribution of instrument test in every meeting
Table 4.1 Observation result of students’ activities
Table 4.2 Summary of Test Normality
Table 4.3 Summary of Test Homogeinity
Pages
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17
33
35
37
39
40
50
52
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viii
LIST OF FIGURES
Figure 2.1
Figure 2.2
Figure 2.3
Figure 2.4
Figure 2.5
Figure 2.6
Figure 3.1
Figure 4.1
Figure 4.2
Figure 4.3
Figure 4.4
Figure 4.5
Model Flowchart
Food Chain
Food Web
Carbon Cycle
Nitrogen Cycle
Phosphorous Cycle
Research Flowchart
Percentage of Pretest
Percentage of Posttest
Percentage of Posttest in every meeting
Percentage of Learning activity:
Percentage of Learning activity in every meeting
Pages
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24
25
27
28
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45
46
47
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51
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LIST OF APPENDIX
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Appendix 17
Appendix 18
Appendix 19
Appendix 20
Appendix 21
Appendix 22
Appendix 23
Appendix 24
Appendix 25
Appendix 26
Appendix 27
Appendix 28
Appendix 29
Appendix 30
Appendix 31
Appendix 32
Pages
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64
84
102
119
120
116
119
121
123
125
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Syllabus
Lesson Plan of Experiment Class
Lesson Plan of Control Class
Instrument Test
Answer Sheet
Index Card Match Instrument
Observation Sheet on Learning Activity
Calculation of Validity Test
Table Calculation of Validity Test
Calculation of Reliability Test
Calculation of Item Difficulty
Calculation of Item Discriminant
Table of Item Discriminant
Recapitulation of Instrument Test Result
Data of Student Pretest and Posttest
Calculation of Average (Mean) Deviation Standard
of Pretest
135
Calculation of Average (Mean) Deviation Standard
of Posttest
137
Normality Test of Research Data
139
Homogeneity Test of Research Data
141
Hypothesis Testing
145
Data of Student Learning Activity
147
Table of Student Learning Activity
149
Calculation of Average (Mean), Deviation Standard
and variance of Students Activity
153
Normality Test of Research Data
155
Homogeneity Test of Research Data
157
Hypothesis Testing
158
Observation sheet form of Student learning activity 160
Product Moment Table
184
Liliefors Table
185
t Table
186
F-Distribution Table
187
Research Documentation
190
CHAPTER I
INTRODUCTION
1.1 Background of The Study
The advances in various sector such as technology or information in global
nowadays is very correlated with education achievement. Education cannot be
separated from learning. Slameto (2013) said that Learning is a process done by
an individual who achieves the new behavior through the learning process.
Learning can be improved by a number of factors, such us: curriculum, talent,
interest, teaching model, teaching method, facility and infrastructure, teaching
approach etc. Among these factors, teaching model is one of the factors that can
improve learning outcomes and learning activity.
The lack of students’ interest in learning process causes the decrease in
students’ outcome. It can be seen in the result of national examination in 2013. In
North Sumatera, a total of 4564 senior high school students/equivalent did not
pass the examination. The chief of national examination committee in North
Sumatera, Hendri, said that the level of total number of the students that pass the
national exam this year (2013) had decrease by 0,08% from 2012 (previous year).
So, it meant that the total students who did not pass the national exam in North
Sumatera increased. (Widianto, 2013).
There are factors that causes the low learning outcomes, some of them are:
(1) Model and method used by teacher are not varied (Arahim, 2006); (2)
Teaching and Learning Process is still dominated by conventional methods
(Ghazi, 2003); (3) Learning process dominated by teacher (Sulastri, 2009); (4)
The less precise method used by teacher in learning process (Oleyede, 2011); (5)
Learning process of student in memorizing level, in which students are more
inclined to memorize rather than understand the topic materials, which make them
easily forget the matter (Yusuf, 2006).
1
2
Based on the researcher’s interview with the Biology teacher in SMAN 8
Medan in February 2014, the learning outcomes of students in the school were
relatively low during the exam period. It can be seen in the average of Biology’s
final examination results in the first semester 2013/2014. Students who did not
reach the average accounted more than 50% of 30 pupils in the class from
minimum score (KKM) 75. In the daily learning process, the students’ frequency
in asking about topic taught is low, teacher must ask student repeatedly in order to
make them want to ask question. Teacher admitted that the poor score of final
examination happened because the students do not want to review the topic after
class, and also because Biology lesson has a wide scope in term of learning
material.
Regardless of what the teacher said, according to Slameto (2013) the low
final examination grade is also because the high school teachers are too used to
using the lecturing method, it makes students feel bored and less active, even
many students tend to learn independently. Progressive teachers dare to use new
methods, which help to improve learning and teaching activities, and improve
student motivation to learn. The lack of interaction between students and the
teacher, and also between students themselves in learning Biology is because the
teacher does not involve student actively and cooperatively in learning. It directly
will cause student’s skills and attitudes to be less optimally developed. Adles
(1982) said all genuine learning is active, not passive. It is a process of discovery
in which the student is the main agent, not the teacher.
Alternative strategies which can be used to achieve optimal learning
outcome and good learning activity, as problems described and observed by
teacher and researcher above, are by creating Biology course as a fun model,
student centered and involving student in learning is by using active learning
model. Active learning model arouses students’ independence, and the students
will actively use their brain to find the main idea of a lesson, solve problem and
apply what they have just learned to the real life (Dewi, 2010).
3
Application of active learning model on students will help them improve
their memory. Active learning model that student centered can improve student
thinking and attitude and also can improve his learning outcome (Armbruster,
2009). Therefore the students can achieve successful learning objectives. Learning
in which arouse student to be active can improve student learning outcome,
because active learning provide the student to think critically (Freeman, 2007).
Index card match is the model, which asks students to match a pair of card; this
model is very fun to memorize and review the lesson just given before. It is
because students can learn while playing (Suprijono in Ni’mah, 2012).
Index card match learning model can develop teamwork and mindset of
the students. Students are given one card, it may be a question card or an answer
card, and they must match his/her own card with the pair of card given to another
student. When the matching card is found, both students in one pair cards must
discuss the question and answer in that card, which will make them understand
the material learned more. This model is very suitable for students because it
involves them more actively, and contains elements of a game so the students will
not be bored in learning biology. Students care what they learn about and
remember what they understand (Ericksen, 1984). In addition, this model has an
important role in providing a fun effect that can give a deep impression on
students that will facilitate and enhance motivation to learn harder and obtain
optimal results of learning biology.
Yusrida (2011) in her research said that the implementation on Index card
match model in grade X senior high school has a higher significant increase than
conventional model, which achieve pretest (45,42 ± 8,80) and posttest (76,42 ±
7,72) in index card match class and in conventional class pretest (46,28 ± 11,13)
and posttest (66,42 ± 8,87). While Maulida (2010) in her research using ICM
active model in grade XI natural science senior high school, students have
achieved completeness criteria of student that more than 85% of students achieved
score more than ≥85%. Index card match model was implemented by Sitanggang
(2012) in grade X senior high school Berastagi 2011/2012 in Ecosystem topic,
4
and students achieved 86,66% in fourth cycle and more than 75% students were
able to answer questions correctly on each level of question based on taxonomy
bloom.
Confucius said more then 2400 years ago. ‘What I hear I forget, what I see
I remember, what I do I understand’ (Confucius in Silberman, 2009). This
sentence affirms that active learning model can improve help students their
understanding in improve process and learning activity.
1.2 Problem Identification
Some problems that can be identified by background of study above are:
1. Model and method used by teacher are not varied.
2. Teaching and Learning Process is still dominated by conventional
methods.
3. Learning process dominated by teacher.
4. The less precise method used by teacher in learning process.
5. Learning process of student in memorizing level, in which students are
more inclined to memorize rather than understand the topic materials,
which make them easily forget the matter.
1.3 Problem Scope
1. Research Subject
Research subject is scoped on all of student in X grade of senior high
school 8 Medan, second semester, school year 2013/2014.
2. Research Object
Research object scoped on:
1. Learning model: conventional learning model in conventional class and
index card match learning model in index card match class.
2. Parameters used in this research are the students learning outcome
(cognitive) and learning activity in learning process.
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3. Result of study on “ecosystem” material student in X grade of senior high
school 8 Medan, second semester, school year 2013/2014.
1.4 Research Questions
1. Is there any effect of index card match active learning model on student
learning outcome in X grade of senior high school 8 Medan academic year
2013/2014?
2. Is there any effect of index card match active learning model on student
learning activity in X grade of senior high school 8 Medan academic year
2013/2014?
1.5 Research Objectives
1. To know the effect of index card match active learning model on student
learning outcome in X grade of senior high school 8 Medan academic year
2013/2014.
2. To know the effect of index card match active learning model on student
learning activity in X grade of senior high school 8 Medan academic year
2013/2014.
1.6 Significances of Research
Hopefully the result of this research giving significance as below:
1. Theoretical Significance
Consolidating existing theory on education section, especially in
application of index card match active learning model can affecting the
learning outcomes and activity of student
2. Practical Significance
1.
For student: giving a new learning environment in study of biology
more varied therefore it will be more interested, hopefully improve
students outcome and activity in learning.
6
2.
For teacher: as inputs in the framework of the selection biological
effective learning model can be used to improve learning outcomes in
the Ecosystem material.
3.
For other researchers in educational section, in order to carry out
similar research on the learning outcomes of biology study in terms of
other variables.
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CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1 Conclusion
Based on the result of research in SMA Negeri 8, it can be concluded as
follows:
1.
There is an effect of index card match active learning model on student
learning activity in X grade academic year 2013/2014. The students’ activity
in index card match and conventional class is significantly different, where
students in index card match class that taught with index card match model is
more active than students in conventional class that taught with conventional
model.
2.
There is an effect of index card match active learning model on student
learning outcome in X grade academic year 2013/2014. Learning outcome of
students in index card match class that taught with index card match model
showed better results than students in conventional class that taught with
conventional model.
5.2 Recommendation
It can be proposed some recommendations as follows:
1.
For students, index card match model can improve the activity and learning
outcome of students caused its attractive lesson that able to interest and
stimulate students to being involved in the learning process.
2.
For teachers, index card match model may to be one of active learning model
could be used as the appropriate learning strategy for the effectiveness
learning process. It can enhance teacher’s awareness to develop alternative
strategies in teaching.
3.
For researcher as prospective teacher in the next future, the results of this
study can be used as information source and feedback to increase information
and knowledge about the benefit of implementing index card match model in
teaching and learning process.
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Penggunaan Peta Konsep pada Siswa Kelas II4 SMP Negeri 2 Pekanbaru
Tahun Ajaran 2004/2005. Pekan baru : Jurnal biogenesis vol 2. FMIPA FKIP
Universitas Riau Pekan baru.
OUTCOMES AND ACTIVITY IN ECOSYSTEM TOPIC FOR GRADE X
SMA NEGERI 8 MEDAN ACADEMIC YEAR 2013/2014
By:
Nanda Eska Anugrah Nasution
4103342010
Biology Bilingual Education
THESIS
Submitted to Fulfil The Requirement for The Degree of
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2014
i
ii
BIOGRAPHY
Nanda Eska Anugrah Nasution was born in Medan, on October 31st 1992,
of Mr. Drs. H. Salamat Nasution, M.M and Mrs Dra. Hj. Nurhasanah Harahap,
M.M, and he is 1st child of 3 children. In 1998, the writer entered to SD Negeri
014688 Kisaran and finished in 2004. In 2004, the writer continued his study in
MTS Swasta Ar-Raudlatul Hasanah Medan and finished in 2007. In 2007, the
writer continued his study in MA Swasta Ar-Raudlatul Hasanah Medan, and
graduated in 2010. In 2010, the writer was registered in Biology Department,
Faculty of Mathematics and Science, the State University of Medan.
iv
ACKNOWLEDGEMENT
In the name of ALLAH SWT, the Most Gracious and the Most Merciful.
Alhamdulillah, all praises to Allah for the strengths and blessing in completing
this thesis properly on time with entitled: “ The Effect of Index Card Match Model
on Students Learning Outcomes and Activity In Ecosystem Topic for Grade X Sma
Negeri 8 Medan Academic Year 2013/2014 “ It is impossible to writer to complete
this thesis, so the writer able to succeed in presenting this academic work as one
of the requirements to obtain the degree of Sarjana Pendidikan.
Sincere appreciation goes to writer supervisor, Mr. Drs. H. Tri Harsono,
M.Si., for the valuable guidance, careful reading and constructive comments. His
timely and efficient contribution helped the writer to shape the thesis into its final
form and sincerest appreciation for his assistance in any way that writer may have
asked. Countless thanks to, Prof. Dr. Herbert Sipahutar, MS, M.Sc, Syarifuddin,
M.Sc, Ph.D, Dr. Hj. Fauziyah Harahap, M.Si, as writer examiner, for their
suggestion and constructive critics for this thesis. The writer also thanks to his
academic supervisor, Drs. Nusyirwan, M.Si, for the advice and guidance during
the course and to Prof. Dr. rer. nat. Binari Manurung, M.Si, as Coordinator of
Bilingual Program which has provided assistance for the completion of this thesis.
The writer acknowledgement also goes to Mr. Drs. Sudirman, SP. M.Si, as
headmistress of SMA Negeri 8 Medan for his kindness to allow the writer in
conducting his research at the school, Mrs. Dra. Herliana as biology teacher of
Grade X SMA Negeri 8 Medan for the assistance in conducting this research and
also all students’ of X 2 and X 3 (A.Y. 2013/2014) that have participated during
the research
Writer deepest gratitude goes to her beloved parents: Mr. Drs. H. Salamat
Nasution, M.M. and Mr. Dra. Hj Nurhasanah Harahap, M.M., for their undying
boundless love, prayer all along writer life, and fund encouragement, also to his
brothers and sisters: Suci Pramadhani Nst and Ananta Mulia Alfatah Nst for their
affection, support and care.
v
May love, bless and joy of Allah SWT always be with us. Finally, with all
humility this thesis hopefully gives beneficial to contribute ideas in education,
especially for the writer.
Medan,
2014
The Writer,
Nanda Eska Anugrah Nasution
NIM. 4103342010
iii
THE EFFECT OF INDEX CARD MATCH MODEL ON STUDENTS
LEARNING OUTCOMES AND ACTIVITY IN ECOSYSTEM
TOPIC FOR GRADE X SMA NEGERI 8 MEDAN
ACADEMIC YEAR 2013/2014
Nanda Eska Anugrah Nasution (NIM 4103342010)
ABSTRACT
This quasy experiment research aims to know about the effect of index
card match model on students learning outcomes and activity in ecosystem topic
in grade x SMA Negeri 8 Medan academic year 2013/2014 by using two sample
groups. Experiment group taught with index card match model and control group
with conventional model. The instruments used to obtain the data were
observation sheet as non-test instrument and cognitive test in form of multiple
choices as test instrument.
The result of this research showed that students learning outcome and
activity taught index card match model is increased compare to the student who’s
taught by conventional model. This proved by X = 83.9 and SD = 8.74 on learning
outcome for Index card match Class, X = 78.32 and SD = 12.20 for conventional
Class. The hypothetical test also proved that learning outcome 2.161 > 1.669;
otherwise for Learning activity has X = 69.33 and SD = 7.217 for index card
match class, and X = 50.13 and SD = 6.12 for conventional Class. The
hypothetical test for learning activity 13.675 > 1.6696. Thus, Ho is rejected and Ha
is accepted. It means that there is effect of index card match model on students
learning outcomes and activity in ecosystem topic for grade x SMA Negeri 8
Medan Academic Year 2013/2014
Keyword : Index Card Match Model, student learning outcome, student learning
activity
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TABLE OF CONTENT
Approval Sheet
Biography
Abstract
Acknowledgement
Table of Content
List of Figures
List of Tables
List of Appendix
List of Letters
Pages
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ii
iii
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vi
viii
ix
x
xi
CHAPTER I BACKGROUND
1.1.
Background of the study
1.2.
Problem Identification
1.3.
Problem Scope
1.4.
Research Questions
1.5.
Research Objectives
1.6.
Significance of Research
1
1
4
4
5
5
5
CHAPTER II LITERATURE REVIEW
2.1. The Theoritical Framework
2.1.1. The Definition of Learning
2.1.2. Result of learning
2.1.3. Learning Activity
2.1.4. Active Learning Model
2.1.5. Index Card Match Model
2.1.6. Conventional Learning
2.2. Learning Material
2.2.1. Ecosystem component
2.2.2. Various Ecosystems
2.2.3. Interaction
2.2.4. Biogeochemical Cycle
2.3. Hypothesis
2.3.1. Research Hypothesis
2.3.2. Statistic Hypothesis
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7
7
8
10
10
12
15
18
18
21
23
26
30
31
31
CHAPTER III RESEARCH METHODOLOGY
3.1. Location and Time
3.2. Population and Sample
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32
32
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3.2.1. Population
3.2.2. Sample
3.3. Variable
3.4. Research Method and Design
3.5. Research Procedure
3.6. Data Collection Techniques
3.6.1. Non-Test Instrument
3.6.2. Test Instrument
a. Validity
b. Reliability
c. Item Difficulty
d. Item Discriminant
3.7. Data analysis technique
3.7.1. Normality Test
3.7.2. Homogeinity Test
3.7.3. Hypothesis Test
3.7.4. Student Activity Test
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32
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37
37
38
40
41
41
41
41
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CHAPTER IV RESULT OF RESEARCH AND DISCUSSION
4.1. Result
4.1.1. Research Instrument
a. Validity Test
b. Reliability Test
c. Item Difficulty Test
d. Item Discriminant Test
4.1.2. Description of Research Data
a. Student Pre test
b. Student Learning Outcome
c. Student Learning Activities
4.1.3. Analysis of Research Data
a. Normality test
b. Homogeneity Test
c. Hypothesis Test
4.1.4. Discussion
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44
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45
45
46
48
51
51
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53
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CHAPTER V CONCLUSION AND RECOMMENDATION
3.1. Conclusion
3.2. Recommendation
REFERENCES
57
57
57
58
ix
LIST OF TABLES
Table 2.1 New Bloom’s taxonomy
Table 2.2 Comparison between conventional and active learning
Table 3.1 Research Design
Table 3.2 Teaching and learning activities
Table 3.3 Observation Sheet of Learning Activity
Table 3.4 Distribution of instrument test cognitive level
Table 3.5 Distribution of instrument test in every meeting
Table 4.1 Observation result of students’ activities
Table 4.2 Summary of Test Normality
Table 4.3 Summary of Test Homogeinity
Pages
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17
33
35
37
39
40
50
52
52
viii
LIST OF FIGURES
Figure 2.1
Figure 2.2
Figure 2.3
Figure 2.4
Figure 2.5
Figure 2.6
Figure 3.1
Figure 4.1
Figure 4.2
Figure 4.3
Figure 4.4
Figure 4.5
Model Flowchart
Food Chain
Food Web
Carbon Cycle
Nitrogen Cycle
Phosphorous Cycle
Research Flowchart
Percentage of Pretest
Percentage of Posttest
Percentage of Posttest in every meeting
Percentage of Learning activity:
Percentage of Learning activity in every meeting
Pages
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24
25
27
28
30
36
45
46
47
49
51
x
LIST OF APPENDIX
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Appendix 17
Appendix 18
Appendix 19
Appendix 20
Appendix 21
Appendix 22
Appendix 23
Appendix 24
Appendix 25
Appendix 26
Appendix 27
Appendix 28
Appendix 29
Appendix 30
Appendix 31
Appendix 32
Pages
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64
84
102
119
120
116
119
121
123
125
127
129
131
133
Syllabus
Lesson Plan of Experiment Class
Lesson Plan of Control Class
Instrument Test
Answer Sheet
Index Card Match Instrument
Observation Sheet on Learning Activity
Calculation of Validity Test
Table Calculation of Validity Test
Calculation of Reliability Test
Calculation of Item Difficulty
Calculation of Item Discriminant
Table of Item Discriminant
Recapitulation of Instrument Test Result
Data of Student Pretest and Posttest
Calculation of Average (Mean) Deviation Standard
of Pretest
135
Calculation of Average (Mean) Deviation Standard
of Posttest
137
Normality Test of Research Data
139
Homogeneity Test of Research Data
141
Hypothesis Testing
145
Data of Student Learning Activity
147
Table of Student Learning Activity
149
Calculation of Average (Mean), Deviation Standard
and variance of Students Activity
153
Normality Test of Research Data
155
Homogeneity Test of Research Data
157
Hypothesis Testing
158
Observation sheet form of Student learning activity 160
Product Moment Table
184
Liliefors Table
185
t Table
186
F-Distribution Table
187
Research Documentation
190
CHAPTER I
INTRODUCTION
1.1 Background of The Study
The advances in various sector such as technology or information in global
nowadays is very correlated with education achievement. Education cannot be
separated from learning. Slameto (2013) said that Learning is a process done by
an individual who achieves the new behavior through the learning process.
Learning can be improved by a number of factors, such us: curriculum, talent,
interest, teaching model, teaching method, facility and infrastructure, teaching
approach etc. Among these factors, teaching model is one of the factors that can
improve learning outcomes and learning activity.
The lack of students’ interest in learning process causes the decrease in
students’ outcome. It can be seen in the result of national examination in 2013. In
North Sumatera, a total of 4564 senior high school students/equivalent did not
pass the examination. The chief of national examination committee in North
Sumatera, Hendri, said that the level of total number of the students that pass the
national exam this year (2013) had decrease by 0,08% from 2012 (previous year).
So, it meant that the total students who did not pass the national exam in North
Sumatera increased. (Widianto, 2013).
There are factors that causes the low learning outcomes, some of them are:
(1) Model and method used by teacher are not varied (Arahim, 2006); (2)
Teaching and Learning Process is still dominated by conventional methods
(Ghazi, 2003); (3) Learning process dominated by teacher (Sulastri, 2009); (4)
The less precise method used by teacher in learning process (Oleyede, 2011); (5)
Learning process of student in memorizing level, in which students are more
inclined to memorize rather than understand the topic materials, which make them
easily forget the matter (Yusuf, 2006).
1
2
Based on the researcher’s interview with the Biology teacher in SMAN 8
Medan in February 2014, the learning outcomes of students in the school were
relatively low during the exam period. It can be seen in the average of Biology’s
final examination results in the first semester 2013/2014. Students who did not
reach the average accounted more than 50% of 30 pupils in the class from
minimum score (KKM) 75. In the daily learning process, the students’ frequency
in asking about topic taught is low, teacher must ask student repeatedly in order to
make them want to ask question. Teacher admitted that the poor score of final
examination happened because the students do not want to review the topic after
class, and also because Biology lesson has a wide scope in term of learning
material.
Regardless of what the teacher said, according to Slameto (2013) the low
final examination grade is also because the high school teachers are too used to
using the lecturing method, it makes students feel bored and less active, even
many students tend to learn independently. Progressive teachers dare to use new
methods, which help to improve learning and teaching activities, and improve
student motivation to learn. The lack of interaction between students and the
teacher, and also between students themselves in learning Biology is because the
teacher does not involve student actively and cooperatively in learning. It directly
will cause student’s skills and attitudes to be less optimally developed. Adles
(1982) said all genuine learning is active, not passive. It is a process of discovery
in which the student is the main agent, not the teacher.
Alternative strategies which can be used to achieve optimal learning
outcome and good learning activity, as problems described and observed by
teacher and researcher above, are by creating Biology course as a fun model,
student centered and involving student in learning is by using active learning
model. Active learning model arouses students’ independence, and the students
will actively use their brain to find the main idea of a lesson, solve problem and
apply what they have just learned to the real life (Dewi, 2010).
3
Application of active learning model on students will help them improve
their memory. Active learning model that student centered can improve student
thinking and attitude and also can improve his learning outcome (Armbruster,
2009). Therefore the students can achieve successful learning objectives. Learning
in which arouse student to be active can improve student learning outcome,
because active learning provide the student to think critically (Freeman, 2007).
Index card match is the model, which asks students to match a pair of card; this
model is very fun to memorize and review the lesson just given before. It is
because students can learn while playing (Suprijono in Ni’mah, 2012).
Index card match learning model can develop teamwork and mindset of
the students. Students are given one card, it may be a question card or an answer
card, and they must match his/her own card with the pair of card given to another
student. When the matching card is found, both students in one pair cards must
discuss the question and answer in that card, which will make them understand
the material learned more. This model is very suitable for students because it
involves them more actively, and contains elements of a game so the students will
not be bored in learning biology. Students care what they learn about and
remember what they understand (Ericksen, 1984). In addition, this model has an
important role in providing a fun effect that can give a deep impression on
students that will facilitate and enhance motivation to learn harder and obtain
optimal results of learning biology.
Yusrida (2011) in her research said that the implementation on Index card
match model in grade X senior high school has a higher significant increase than
conventional model, which achieve pretest (45,42 ± 8,80) and posttest (76,42 ±
7,72) in index card match class and in conventional class pretest (46,28 ± 11,13)
and posttest (66,42 ± 8,87). While Maulida (2010) in her research using ICM
active model in grade XI natural science senior high school, students have
achieved completeness criteria of student that more than 85% of students achieved
score more than ≥85%. Index card match model was implemented by Sitanggang
(2012) in grade X senior high school Berastagi 2011/2012 in Ecosystem topic,
4
and students achieved 86,66% in fourth cycle and more than 75% students were
able to answer questions correctly on each level of question based on taxonomy
bloom.
Confucius said more then 2400 years ago. ‘What I hear I forget, what I see
I remember, what I do I understand’ (Confucius in Silberman, 2009). This
sentence affirms that active learning model can improve help students their
understanding in improve process and learning activity.
1.2 Problem Identification
Some problems that can be identified by background of study above are:
1. Model and method used by teacher are not varied.
2. Teaching and Learning Process is still dominated by conventional
methods.
3. Learning process dominated by teacher.
4. The less precise method used by teacher in learning process.
5. Learning process of student in memorizing level, in which students are
more inclined to memorize rather than understand the topic materials,
which make them easily forget the matter.
1.3 Problem Scope
1. Research Subject
Research subject is scoped on all of student in X grade of senior high
school 8 Medan, second semester, school year 2013/2014.
2. Research Object
Research object scoped on:
1. Learning model: conventional learning model in conventional class and
index card match learning model in index card match class.
2. Parameters used in this research are the students learning outcome
(cognitive) and learning activity in learning process.
5
3. Result of study on “ecosystem” material student in X grade of senior high
school 8 Medan, second semester, school year 2013/2014.
1.4 Research Questions
1. Is there any effect of index card match active learning model on student
learning outcome in X grade of senior high school 8 Medan academic year
2013/2014?
2. Is there any effect of index card match active learning model on student
learning activity in X grade of senior high school 8 Medan academic year
2013/2014?
1.5 Research Objectives
1. To know the effect of index card match active learning model on student
learning outcome in X grade of senior high school 8 Medan academic year
2013/2014.
2. To know the effect of index card match active learning model on student
learning activity in X grade of senior high school 8 Medan academic year
2013/2014.
1.6 Significances of Research
Hopefully the result of this research giving significance as below:
1. Theoretical Significance
Consolidating existing theory on education section, especially in
application of index card match active learning model can affecting the
learning outcomes and activity of student
2. Practical Significance
1.
For student: giving a new learning environment in study of biology
more varied therefore it will be more interested, hopefully improve
students outcome and activity in learning.
6
2.
For teacher: as inputs in the framework of the selection biological
effective learning model can be used to improve learning outcomes in
the Ecosystem material.
3.
For other researchers in educational section, in order to carry out
similar research on the learning outcomes of biology study in terms of
other variables.
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CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1 Conclusion
Based on the result of research in SMA Negeri 8, it can be concluded as
follows:
1.
There is an effect of index card match active learning model on student
learning activity in X grade academic year 2013/2014. The students’ activity
in index card match and conventional class is significantly different, where
students in index card match class that taught with index card match model is
more active than students in conventional class that taught with conventional
model.
2.
There is an effect of index card match active learning model on student
learning outcome in X grade academic year 2013/2014. Learning outcome of
students in index card match class that taught with index card match model
showed better results than students in conventional class that taught with
conventional model.
5.2 Recommendation
It can be proposed some recommendations as follows:
1.
For students, index card match model can improve the activity and learning
outcome of students caused its attractive lesson that able to interest and
stimulate students to being involved in the learning process.
2.
For teachers, index card match model may to be one of active learning model
could be used as the appropriate learning strategy for the effectiveness
learning process. It can enhance teacher’s awareness to develop alternative
strategies in teaching.
3.
For researcher as prospective teacher in the next future, the results of this
study can be used as information source and feedback to increase information
and knowledge about the benefit of implementing index card match model in
teaching and learning process.
58
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