THE COMPARISON BETWEEN FREE DISCOVERY AND GUIDED DISCOVERY APPROACH ON STUDENTS COGNITIVE LEARNING OUTCOME AND SCIENCE PROCESS SKILL ON HUMAN RESPIRATORY SYSTEM IN CLASS XI IA SMA N 1 BERASTAGI ACADEMIC YEAR 2012/2013.
THE COMPARISON BETWEEN FREE DISCOVERY AND GUIDED DISCOVERY
APPROACH ON STUDENTS’ COGNITIVE LEARNING OUTCOME AND
SCIENCE PROCESS SKILL ON HUMAN RESPIRATORY
SYSTEM IN CLASS XI IA SMAN 1 BERASTAGI
ACADEMIC YEAR 2012/2013
By:
Rina Maya Sari Purba
Reg. Number 409342028
Biology Education Bilingual Study Program
A THESIS
THESIS
Submitted to Fulfill The Requirement for The Degree
of Sarjana Pendidikan
BIOLOGY DEPARTMENT
MATHEMATICS AND NATURAL SCIENCE FACULTY
UNIVERSITAS NEGERI MEDAN
MEDAN
2013
i
ACKNOWLEDGEMENT
First of all, the writer will thank God for His love and mercy that enable
her to finish the thesis on time. The title of this thesis is “The Comparison
Between Free Discovery and Guided Discovery Approach On Students’ Cognitive
Learning Outcome And Science Process Skill On Human Respiratory System In
Class XI IA SMA N 1 Berastagi Academic Year 2012/2013” to fulfill the
requirement of the Sarjana Pendidikan degree at Biology department, faculty
Mathematics and Natural Science, State University of Medan.
The writer would like to express appreciations to all people with whom
she has been working with. First, she thanks Prof. Dr Herbert Sipahutar,M.S,M.Sc
for his assistance, guidance, and time to make this thesis possible to finish on
time. The writer also recognized the valuable constructive critics and suggestions
from all examiners (Dra. Martina Asiati Napitupulu, M.Sc., Dra. Meida
Nugrahalia, M.Sc., Syarifuddin, M.Sc, Ph.D). The writer will not forget the
contribution of Prof. Drs. Motlan, M.Sc, Ph.D., as the dean of the Faculty of
Mathematics and Natural Science, State University of Medan. Drs. H. Tri
Harsono, M.Si as the head of Biology department, Prof. Dr Herbert
Sipahutar,M.S,M.Sc as the coordinator of bilingual study program. Together, the
contribution and help of the headmaster of SMA Negeri 1 Berastagi, Alberto
Colia, M.Pd who allowed the writer to conduct the research, and Mr. Bokti
Tarigan, Mrs. Florida Ginting, S.Pd, all the teachers and student especially XI IA
2 and XI IA 5 in SMA Negeri 1 Berastagi are highly appreciated.
At last, the writer must be thankful to her beloved parents Mawarsin
Purba, SH and Hormalince br. Sipayung for their endless support, love, and prayer
during her study until now. She also remember Friska Purba and Rina Purba for
being supportive sisters. The writer also does not forget to her beloved brother,
Martinus Sembiring for his help and motivation in the research process.
ii
The writer has put all efforts and time to finish this thesis. She is very
aware about all things that are not acceptable for the readers. She welcomes all
suggestion and advices to improve the quality of this thesis.
Medan, July 2013
Author,
Rina Maya Sari Purba
SID. 409342028
THE COMPARISON BETWEEN FREE DISCOVERY AND GUIDED DISCOVERY
APPROACH ON STUDENTS’ COGNITIVE LEARNING OUTCOME AND SCIENCE
PROCESS SKILL ON HUMAN RESPIRATORY
SYSTEM IN CLASS XI IA SMA N 1 BERASTAGI
ACADEMIC YEAR 2012/2013
Rina Maya Sari Purba
409342028
ABSTRACT
This quasy experiment research aims to investigate the comparison of students’ cognitive
learning outcome and science process skill through the implementation of free discovery and
guided discovery approach on human respiratory topic in SMA Negeri 1 Berastagi academic
year 2012/2013. The population of this research is all students in SMA Negeri 1 Berastagi
(160 students). The sample is taken by using cluster random sampling. 32 students were
treated by free discovery approach (XI IPA-2) and another 32 students were treated by guided
discovery approach (XI IPA-5). The instrument of the research is student’s cognitive learning
outcome test of multiple choise (45 questions). The result shows that pre-test in free
discovery class (53.15±12.60) and in guided discovery class (49.59±9.38, post-test in guided
discovery class (79.09±6.31) is higher than free discovery class (74.09±7.43). t-test was
carried out by using significance degree ά = 0.05, it was obtained that tcalculation > ttable
(2.82>1.99) and Ho is rejected. There is significant difference of students’ cognitive learning
outcome between free discovery and guided discovery approach on human respiratory system
in class XI IA SMA N 1 Berastagi academic year 2012/2013. The average of students’
science process skill in free discovery approach (78.25) is higher than the guided discovery
approach (72.75). Based on this finding, there is no difference between free discovery and
guided discovery approach on students’ science process skill statistically.
Keyword : students’ cognitive learning outcome, students’ science process skill, free
discovery approach, guided discovery approach
i
CONTENT LIST
Approval Sheet
Biography
Abstract
Acknowledgement
Content List
Table List
Figure List
Appendix List
Page
i
ii
iii
iv
vi
viii
ix
x
CHAPTER I INTRODUCTION
1.1 Background of Problem
1.2 Problem Identification
1.3 The Scope of Study
1.4 Research Questions
1.5 Research Objectives
1.6 Research Significances
1
4
4
4
5
5
CHAPTER II LITERATURE REVIEW
2.1 Learning Understanding
2.2 Science Process Skill
2.3 Constructivist Theory in Learning Biology
2.4 Discovery Learning
2.5 Descriptions of Materials
2.6 Hypothesis
6
10
12
15
19
26
CHAPTER III RESEARCH METHODOLOGY
3.1 Location and Time
3.2 Population and Sample
3.3 Research Variables
3.4 Research Design
3.5 Research Instruments
3.6 Research Procedures
3.7 Data Analysis
27
27
29
29
30
35
38
CHAPTER IV RESULT AND DISCUSSION
4.1 Results
4.2 Discussion
41
47
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1 Conclusion
5.2 Recommendation
49
49
ii
REFERENCES
50
APPENDICES
53
i
TABLE LIST
Page
Table 2.1 Revised Bloom’s taxonomy-cognitive domain
9
Table 2.2 Syntax of Free-Guided Discovery Approach
17
Table 3.1 Number of Grade 11 Science Students SMAN 1 Berastagi
27
Academic Year 2012/2013
Table 3.2 Design of the two groups (pre-test dan post-test)
29
Table 3.3 Test Instrument in the Human Respiratory System topic
30
Table 3.4 Descriptive of Students’ Science Process Skill Level
35
Table 4.1. Normality Test
41
Table 4.2. Homogeneity Test
41
Table 4.3. t-test for post test between Free Discovery
42
and Guided Discovery
FIGURE LIST
Page
Fig 2.1 The pyramid of revised Bloom’s taxonomy
9
Fig 2.2 The human respiratory system
19
Fig 2.3 Mechanics of Breathing
22
Fig 3.1 The comparison of pre-test score
28
Fig 3.2 Validation Process of Cognitive Learning Outcome Test
36
Fig 3.3 Chart of the implementation procedure phase
37
of the research until to varying conclusion
Fig 4.1. The comparison of post-test score ranges
43
Fig 4.2. The comparison of students’ science process skill include
44
observation-application skill
Fig 4.3. The comparison of students’ science process skill include
communication skill
45
APPENDICES LIST
Page
Appendix 1 Syllabus
53
Appendix 2 Lesson Plan – Free Discovery
55
Appendix 3 Lesson Plan – Guided Discovery
61
Appendix 4 Cognitive Learning Outcome Test
67
Appendix 5 Answered Key
74
Appendix 6 Student Worksheet of Guided Discovery
75
Appendix 7 Descriptor sheet of Science Process Skill
84
Appendix 8 Descriptor sheet of Communication skill
85
Appendix 9 Table of Validity Test
86
Appendix 10 Calculation of Validity Test
87
Appendix 11 Table of Reliability Test
89
Appendix 12 Calculation of Reliability Test
90
Appendix 13 Table of Discrimination Index
91
Appendix 14 Calculation of Discrimination Index
92
Appendix 15 Table of Difficulty Index
94
Appendix 16 Calculation of Difficulty Index
95
Appendix 17 Result of Student learning Data in FD and GD
97
Appendix 18 Calculation of Average, Standard Deviation and
99
Variance Of Pre-test and Post-test
Appendix 19 Normality test of Research Data
102
Appendix 20 Homogeneity Test of Research Data
106
Appendix 21 Hypothesis Test of Research Data
109
Appendix 22 The calculation of students’ science process skill
115
Appendix 23 Documentation
121
1
CHAPTER I
INTRODUCTION
1.1. Background of Problem
In learning process at school, a variety of learning materials are given to
students who must be controlled in accordance with the expected goals. One of the
subject matter presented at the senior high school level is Biology. Biology as part
of the science is knowledge that deals with how to find out about the systematic
nature. Stone in Kusuma (2011) states that science is a body of knowledge, ways
to get (Discovery-inquiry) and use that knowledge. Natural science is not only a
mastery of knowledge in the form of facts, concepts or principles, but also a
process of discovery and application in daily life.
Students' difficulties in learning Biology have been studied by various
researchers across the world (Cimer, 2011). Experiencing difficulties in so many
topics in Biology negatively affects students’ motivation and achievement
(Özcan, 2003). There are many reasons why students have difficulties in learning
biological concepts (Cimer, 2004). Firstly, the nature of science itself is the reason
for the difficulties in learning science, while according to Lazarowitz et al (1992),
the biological level of organization and the abstract level of the concepts make
learning Biology difficult. Biological science includes many abstract concepts,
events, topics and facts that students have to learn. This makes it hard for students
to learn them (Anderson et al., 1990). Secondly, the teaching methods also
influence the difficulties in learning science. The teacher seeks to transfer
thoughts and meanings to the passive student leaving little room for studentinitiated questions, independent thought or interaction between students. This
teacher-centered method of teaching also assumes that all students have the same
level of background knowledge in the subject matter and are able to absorb the
material at the same pace (Lord, 1999). Thirdly is about student motivation.
Nelson (2000) posits that there is a relationship between motivation, cognitive
engagement and conceptual change.
2
Therefore, the teaching approach should be effective, therefore, utilize a
wide variety of teaching methods to enhance learners’ motivation and actively
involve them in the learning process. The place of teacher in society is a much
beaten topic and because of its being controversial in nature, is both lively and
interesting. No doubt that teacher is of paramount importance in any national
system of education (Ram, 2008).
In the process of teaching and learning, learning often takes place only in
one direction, teacher is not engaging students in learning and teachers' lack of
ability to choose the model and learning strategies, so that students are passive. In
other words, students are not given the opportunity to develop and independently
through his thinking process. This situation can make students bored, less
interested and then learning objectives are not achieved maximally.
Some solutions that expected can solve this problem, i.e, PBL (Problem
Based Learning), that the process is working in collaborative groups, students
define and analyze the problem, identify and find needed information (by posing
and answering their own and peers' questions), share the results of their
investigations, and formulate and evaluate possible solutions, and Discovery
learning, which is an important component in constructivist approach that has had
a long history in the world education.
According to the overall information above, researcher is interested to
explore the problem of learning Biology at SMA N 1 Berastagi. This school is
experiencing low student’s achievement (
APPROACH ON STUDENTS’ COGNITIVE LEARNING OUTCOME AND
SCIENCE PROCESS SKILL ON HUMAN RESPIRATORY
SYSTEM IN CLASS XI IA SMAN 1 BERASTAGI
ACADEMIC YEAR 2012/2013
By:
Rina Maya Sari Purba
Reg. Number 409342028
Biology Education Bilingual Study Program
A THESIS
THESIS
Submitted to Fulfill The Requirement for The Degree
of Sarjana Pendidikan
BIOLOGY DEPARTMENT
MATHEMATICS AND NATURAL SCIENCE FACULTY
UNIVERSITAS NEGERI MEDAN
MEDAN
2013
i
ACKNOWLEDGEMENT
First of all, the writer will thank God for His love and mercy that enable
her to finish the thesis on time. The title of this thesis is “The Comparison
Between Free Discovery and Guided Discovery Approach On Students’ Cognitive
Learning Outcome And Science Process Skill On Human Respiratory System In
Class XI IA SMA N 1 Berastagi Academic Year 2012/2013” to fulfill the
requirement of the Sarjana Pendidikan degree at Biology department, faculty
Mathematics and Natural Science, State University of Medan.
The writer would like to express appreciations to all people with whom
she has been working with. First, she thanks Prof. Dr Herbert Sipahutar,M.S,M.Sc
for his assistance, guidance, and time to make this thesis possible to finish on
time. The writer also recognized the valuable constructive critics and suggestions
from all examiners (Dra. Martina Asiati Napitupulu, M.Sc., Dra. Meida
Nugrahalia, M.Sc., Syarifuddin, M.Sc, Ph.D). The writer will not forget the
contribution of Prof. Drs. Motlan, M.Sc, Ph.D., as the dean of the Faculty of
Mathematics and Natural Science, State University of Medan. Drs. H. Tri
Harsono, M.Si as the head of Biology department, Prof. Dr Herbert
Sipahutar,M.S,M.Sc as the coordinator of bilingual study program. Together, the
contribution and help of the headmaster of SMA Negeri 1 Berastagi, Alberto
Colia, M.Pd who allowed the writer to conduct the research, and Mr. Bokti
Tarigan, Mrs. Florida Ginting, S.Pd, all the teachers and student especially XI IA
2 and XI IA 5 in SMA Negeri 1 Berastagi are highly appreciated.
At last, the writer must be thankful to her beloved parents Mawarsin
Purba, SH and Hormalince br. Sipayung for their endless support, love, and prayer
during her study until now. She also remember Friska Purba and Rina Purba for
being supportive sisters. The writer also does not forget to her beloved brother,
Martinus Sembiring for his help and motivation in the research process.
ii
The writer has put all efforts and time to finish this thesis. She is very
aware about all things that are not acceptable for the readers. She welcomes all
suggestion and advices to improve the quality of this thesis.
Medan, July 2013
Author,
Rina Maya Sari Purba
SID. 409342028
THE COMPARISON BETWEEN FREE DISCOVERY AND GUIDED DISCOVERY
APPROACH ON STUDENTS’ COGNITIVE LEARNING OUTCOME AND SCIENCE
PROCESS SKILL ON HUMAN RESPIRATORY
SYSTEM IN CLASS XI IA SMA N 1 BERASTAGI
ACADEMIC YEAR 2012/2013
Rina Maya Sari Purba
409342028
ABSTRACT
This quasy experiment research aims to investigate the comparison of students’ cognitive
learning outcome and science process skill through the implementation of free discovery and
guided discovery approach on human respiratory topic in SMA Negeri 1 Berastagi academic
year 2012/2013. The population of this research is all students in SMA Negeri 1 Berastagi
(160 students). The sample is taken by using cluster random sampling. 32 students were
treated by free discovery approach (XI IPA-2) and another 32 students were treated by guided
discovery approach (XI IPA-5). The instrument of the research is student’s cognitive learning
outcome test of multiple choise (45 questions). The result shows that pre-test in free
discovery class (53.15±12.60) and in guided discovery class (49.59±9.38, post-test in guided
discovery class (79.09±6.31) is higher than free discovery class (74.09±7.43). t-test was
carried out by using significance degree ά = 0.05, it was obtained that tcalculation > ttable
(2.82>1.99) and Ho is rejected. There is significant difference of students’ cognitive learning
outcome between free discovery and guided discovery approach on human respiratory system
in class XI IA SMA N 1 Berastagi academic year 2012/2013. The average of students’
science process skill in free discovery approach (78.25) is higher than the guided discovery
approach (72.75). Based on this finding, there is no difference between free discovery and
guided discovery approach on students’ science process skill statistically.
Keyword : students’ cognitive learning outcome, students’ science process skill, free
discovery approach, guided discovery approach
i
CONTENT LIST
Approval Sheet
Biography
Abstract
Acknowledgement
Content List
Table List
Figure List
Appendix List
Page
i
ii
iii
iv
vi
viii
ix
x
CHAPTER I INTRODUCTION
1.1 Background of Problem
1.2 Problem Identification
1.3 The Scope of Study
1.4 Research Questions
1.5 Research Objectives
1.6 Research Significances
1
4
4
4
5
5
CHAPTER II LITERATURE REVIEW
2.1 Learning Understanding
2.2 Science Process Skill
2.3 Constructivist Theory in Learning Biology
2.4 Discovery Learning
2.5 Descriptions of Materials
2.6 Hypothesis
6
10
12
15
19
26
CHAPTER III RESEARCH METHODOLOGY
3.1 Location and Time
3.2 Population and Sample
3.3 Research Variables
3.4 Research Design
3.5 Research Instruments
3.6 Research Procedures
3.7 Data Analysis
27
27
29
29
30
35
38
CHAPTER IV RESULT AND DISCUSSION
4.1 Results
4.2 Discussion
41
47
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1 Conclusion
5.2 Recommendation
49
49
ii
REFERENCES
50
APPENDICES
53
i
TABLE LIST
Page
Table 2.1 Revised Bloom’s taxonomy-cognitive domain
9
Table 2.2 Syntax of Free-Guided Discovery Approach
17
Table 3.1 Number of Grade 11 Science Students SMAN 1 Berastagi
27
Academic Year 2012/2013
Table 3.2 Design of the two groups (pre-test dan post-test)
29
Table 3.3 Test Instrument in the Human Respiratory System topic
30
Table 3.4 Descriptive of Students’ Science Process Skill Level
35
Table 4.1. Normality Test
41
Table 4.2. Homogeneity Test
41
Table 4.3. t-test for post test between Free Discovery
42
and Guided Discovery
FIGURE LIST
Page
Fig 2.1 The pyramid of revised Bloom’s taxonomy
9
Fig 2.2 The human respiratory system
19
Fig 2.3 Mechanics of Breathing
22
Fig 3.1 The comparison of pre-test score
28
Fig 3.2 Validation Process of Cognitive Learning Outcome Test
36
Fig 3.3 Chart of the implementation procedure phase
37
of the research until to varying conclusion
Fig 4.1. The comparison of post-test score ranges
43
Fig 4.2. The comparison of students’ science process skill include
44
observation-application skill
Fig 4.3. The comparison of students’ science process skill include
communication skill
45
APPENDICES LIST
Page
Appendix 1 Syllabus
53
Appendix 2 Lesson Plan – Free Discovery
55
Appendix 3 Lesson Plan – Guided Discovery
61
Appendix 4 Cognitive Learning Outcome Test
67
Appendix 5 Answered Key
74
Appendix 6 Student Worksheet of Guided Discovery
75
Appendix 7 Descriptor sheet of Science Process Skill
84
Appendix 8 Descriptor sheet of Communication skill
85
Appendix 9 Table of Validity Test
86
Appendix 10 Calculation of Validity Test
87
Appendix 11 Table of Reliability Test
89
Appendix 12 Calculation of Reliability Test
90
Appendix 13 Table of Discrimination Index
91
Appendix 14 Calculation of Discrimination Index
92
Appendix 15 Table of Difficulty Index
94
Appendix 16 Calculation of Difficulty Index
95
Appendix 17 Result of Student learning Data in FD and GD
97
Appendix 18 Calculation of Average, Standard Deviation and
99
Variance Of Pre-test and Post-test
Appendix 19 Normality test of Research Data
102
Appendix 20 Homogeneity Test of Research Data
106
Appendix 21 Hypothesis Test of Research Data
109
Appendix 22 The calculation of students’ science process skill
115
Appendix 23 Documentation
121
1
CHAPTER I
INTRODUCTION
1.1. Background of Problem
In learning process at school, a variety of learning materials are given to
students who must be controlled in accordance with the expected goals. One of the
subject matter presented at the senior high school level is Biology. Biology as part
of the science is knowledge that deals with how to find out about the systematic
nature. Stone in Kusuma (2011) states that science is a body of knowledge, ways
to get (Discovery-inquiry) and use that knowledge. Natural science is not only a
mastery of knowledge in the form of facts, concepts or principles, but also a
process of discovery and application in daily life.
Students' difficulties in learning Biology have been studied by various
researchers across the world (Cimer, 2011). Experiencing difficulties in so many
topics in Biology negatively affects students’ motivation and achievement
(Özcan, 2003). There are many reasons why students have difficulties in learning
biological concepts (Cimer, 2004). Firstly, the nature of science itself is the reason
for the difficulties in learning science, while according to Lazarowitz et al (1992),
the biological level of organization and the abstract level of the concepts make
learning Biology difficult. Biological science includes many abstract concepts,
events, topics and facts that students have to learn. This makes it hard for students
to learn them (Anderson et al., 1990). Secondly, the teaching methods also
influence the difficulties in learning science. The teacher seeks to transfer
thoughts and meanings to the passive student leaving little room for studentinitiated questions, independent thought or interaction between students. This
teacher-centered method of teaching also assumes that all students have the same
level of background knowledge in the subject matter and are able to absorb the
material at the same pace (Lord, 1999). Thirdly is about student motivation.
Nelson (2000) posits that there is a relationship between motivation, cognitive
engagement and conceptual change.
2
Therefore, the teaching approach should be effective, therefore, utilize a
wide variety of teaching methods to enhance learners’ motivation and actively
involve them in the learning process. The place of teacher in society is a much
beaten topic and because of its being controversial in nature, is both lively and
interesting. No doubt that teacher is of paramount importance in any national
system of education (Ram, 2008).
In the process of teaching and learning, learning often takes place only in
one direction, teacher is not engaging students in learning and teachers' lack of
ability to choose the model and learning strategies, so that students are passive. In
other words, students are not given the opportunity to develop and independently
through his thinking process. This situation can make students bored, less
interested and then learning objectives are not achieved maximally.
Some solutions that expected can solve this problem, i.e, PBL (Problem
Based Learning), that the process is working in collaborative groups, students
define and analyze the problem, identify and find needed information (by posing
and answering their own and peers' questions), share the results of their
investigations, and formulate and evaluate possible solutions, and Discovery
learning, which is an important component in constructivist approach that has had
a long history in the world education.
According to the overall information above, researcher is interested to
explore the problem of learning Biology at SMA N 1 Berastagi. This school is
experiencing low student’s achievement (