PERBANDINGAN HASIL BELAJAR SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN NUMBERED HEAD TOGETHER (NHT) PADA MATERI PERMASALAHAN LINGKUNGAN DI KELAS X SMA NEGERI 1 KEC. BINJAI T.P. 2013/2014.

ANALYSIS OF STUDENTS’ LEARNING DIFFICULTIES ON FUNGI
SUBJECT MATTER IN GRADE X SCIENCE OF SMA NEGERI 3
MEDAN ACADEMIC YEAR 2013/2014

By:
Shelly Eka Putri
4103342023
Biology Bilingual Education

THESIS
Submitted to Fulfill the Requirement for the Degree of
Sarjana Pendidikan

BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2014

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iv

ACKNOWLEDGEMENT
Alhamdulillah, the deepest thank and praise the writer prayed to the
Almighty God, Allah SWT for blessing hence writer is able to finish this thesis
entitled “Analysis of Students’ Learning Difficulties on Fungi Subject Matter in
Grade X Science of SMA Negeri 3 Medan Academic Year 2013/2014” to fulfill
one of the requirement for the degree of Sarjana Pendidikan in Biology
Department, FMIPA Unimed.
The writer gratefully acknowledges the deepest gratitude to Dr.
Hasruddin, M.Pd as writer thesis supervisor who has generously spent precious
time in giving the guidance, encouragement, comments and suggestions until this
thesis comes to its present form. The enormous appreciation is addressed to
Syarifuddin, M.Sc, Ph.D, Dra. Martina Asiati Napitupulu, M.Sc, and Dr. Fauziyah
Harahap, as the examiners for their criticisms and valuable advices. The writer
would also like to thank Drs. Tri Harsono, M.Si as the chairman of Biology
Department, Dr. Syahmi Edi, M.Si as my supervisor academic lecturer, Mrs.
Riche for her administrative assistance, and all lecturers of Biology Bilingual
Education Program. Special thanks are extended to the headmaster of SMA
Negeri 3 Medan and Biology teachers who helping the writer during the research.

Special thanks and big appreciation to beloved parents, Lilik Suhery and
Sri Mawanti Lubis, for the genes and their endless love, unfailing support,
encouragement throughout the entire life, and also my lovely sister for their
support and kindness. Lucky to have amazing friends in Biology Bilingual 2010
for togetherness during my study, and especially: Eka Sari, Herlina Manalu, Ika
Armila, Hastika - Haje, Hafizah, Dian Arisandy and all members of PPL Kisaran
who made my time more colorful and for being great best friends. May Allah
reward all those who have contributed in the completion of this thesis. Hopefully,
this thesis will be beneficial to contribute ideas in education.
Medan,
Writer,

July 2014

Shelly Eka Putri
4103342023

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TABLE OF CONTENT

Research Approval

Pages
i

Biography

ii

Abstract

iii

Acknowledgment

iv

Table of Content

v

Table List

viii

Appendix List

ix

List of Appendix

x

CHAPTER I. INTRODUCTION
1.1. Background of the Study

1
1

1.2. Problem Identification

4

1.3. Problem Limitation

4

1.4. Research Question

5

1.5. Research Objective

5

1.6. Research Significant

5

CHAPTER II. LITERATURE REVIEW

2.1. Theoretical Framework

7
7

2.1.1. Introductory of Learning

7

2.1.2. Objective of Learning

7

2.1.3. Characteristics of Learning Behavior

8

2.1.4. Dynamic Elements of Learning

8

2.1.5. Learning Outcome

8

2.1.6. Learning Difficulty

9

2.1.7. Factors Affecting Learning Difficulties

10

2.1.8. Diagnosis of Learning Difficulties

13

2.1.9. Efforts to Overcome Learning Difficulties

14

2.1.10. Subject Matter of Fungi

15

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Pages
CHAPTER III. RESEARCH METHODS

25

3.1. Research Location and Time Allocation

25

3.2. Population and Sample

25

3.2.1. Population

25

3.2.2. Sample

25

3.2. Research Instrument

26

3.2.1. Test

26

3.2.1.1. Validity Test

27

3.2.1.2. Reliability Test

28

3.2.1.3. Difficulty Level Test

29

3.2.1.4. Different Power Test

29

3.2.2. Questionnaire

30

3.3. Type of Research

32

3.4. Research Procedure

33

3.5. Data Analysis Technique

33

CHAPTER IV. RESULT OF RESEARCH AND DISCUSSION

39

4.1. Description of Data Research

39

4.2. Results

40

4.2.1. Students Learning Outcome

40

4.2.2. Result of Analysis Student Learning Test

40

4.2.2.1. Analysis of Test Result in Cognitive Aspect

40

4.2.2.2. Analysis of Test Result in Each Learning Indicator Aspect

41

4.2.3. Result of Questionnaire

43

4.3. Discussion of Research Result

44

4.3.1. Result of Students Learning

44

4.3.1.1. Category of Students Learning Difficulties from Cognitive
Aspect

44

4.3.1.2. Analysis of Test Result of student Learning in Learning
Indicator Aspect

47

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4.3.2. Analysis of Factors Influencing Students’ Learning Difficulty
Grade X Science in SMAN Negeri 3 Medan of Fungi Subject
Matter

50

4.3.2.1. Internal factor

50

4.3.2.2. External factor

52

CHAPTER V. CONCLUSION AND SUGGESTION

55

5.1. Conclusion

55

5.2. Suggestion

56

REFERENCES

57

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Table List

Pages
Table 3.1.

Kisi-kisi of Diagnostic Test

26

Table 3.2.

Validity Test Criteria

28

Table 3.3.

Relation Between Indicator with Questionnaire

31

Table 3.4.

Distribution of Students Learning Difficulty in
Cognitive Aspect

Table 3.5.

36

Distribution of Student Learning Difficulty in
Learning Indicator of Fungi Subject Matter

36

Table 3.6.

Category of Influence of Factors in Learning Difficulty

37

Table 3.7.

Score of Questionnaire in Each Indicator

38

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Figure List

Pages
Figure 2.1.

Fungal Hyphae

16

Figure 2.2.

Reproduction of Gaestrum triple

17

Figure 2.3.

Life cycle of Hiopus sp.

18

Figure 2.4.

Life cycle of Ascomycota

19

Figure 2.5.

Example of Ascomycota

20

Figure 2.6.

Life cycle of Basidiomycota

21

Figure 2.7.

Lichenes

22

Figure 2.8.

Reproduction of Lichen

23

Figure 4.1.

Poligon Chart of Students Learning Difficulties in
Cognitive Aspect

Figure 4.2.

Histogram Chart of Student Learning Difficulty in
Learning Indicator of Fungi Subject Matter

Figure 4.3.

41

42

Histogram Chart of Students Questionnaire Result
Grade X SMA Negeri 3 Medan Academic Year
2013/2014

43

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Appendix List
Pages
Appendix 1

Syllabus

59

Appendix 2

Lesson Plan

63

Appendix 3

Diagnostic Test

69

Appendix 4

Key Answer

76

Appendix 5

Questionnaire

77

Appendix 6

Testing of Research Instrument

81

Appendix 7

Analysis of Question Variance

82

Appendix 8

Validity Calculation

83

Appendix 9

Reliability Calculation

85

Appendix 10 Difficulty Level Calculation

86

Appendix 11 Discriminant Power Calculation

87

Appendix 12 Result of Test Answer of Students

89

Appendix 13 Tabulation of Students Test in Each Cognitive Aspect

90

Appendix 14 Frequency Distribution of Students Test Result in
Fungi Subject Matter Grade X SMA Negeri 3 Medan
Academic Year 2013/2014

91

Appendix 15 Calculation of Mastery Level Percentage (PPS) of
Student in Each Cognitive Aspect

92

Appendix 16 Analysis of Students Correctly Answer the Test in
Cognitive Aspect

94

Appendix 17 Distribution of Students Learning Difficulty in
Cognitive Aspect

95

Appendix 18 Analysis of Students Correct Answer in Learning
Indicator Aspect of Fungi Subject Matter

96

Appendix 19 Distribution of Student Learning Difficulty in
Learning Indicator of Fungi Subject Matter
Appendix 20 Score of Questionnaire in Each Indicator
Appendix 21 Tabulation of Students Test Result in Each Learning

97
98

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Indicator of Fungi Subject Matter

99

Appendix 22 Calculation of Mastery Level Percentage of Student
in Each Learning Indicator

100

Appendix 23 Tabulation of Questionnaire Result

102

Appendix 24 Calculation of questionnaire Answer Percentage

118

Appendix 25 Table of r Product Moment

121

Appendix 26 Research Documentation

122

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CHAPTER I
INTRODUCTION

1.1. Background of the Study
Learning is not just the transferring of knowledge from the teacher to the
learner. It is an understanding process where relatively permanent changes are
caused by information and experience. These changes do not solely refer to
outcomes of the learner’s behavior that are manifestly observable, but also to
attitudes, feelings and intellectual processes that may not be so obvious (Atkinson
et al. in Chu, 2008). Learning for understanding can be achieved if educators
make the effort to find out what students’ conceptions of learning are and what
constitutes understanding.
According to Djamarah (2011), learning is a series of soul activities to
obtain a change in behavior as a result of the experience of individuals in
interaction

with

their

environment

involving

cognitive,

affective

and

psychomotor. Changes that occur are as a result of learning activities that have
been carried out by individuals. That change is a result that has been achieved
from the learning process. So, to get the learning outcomes in the form of
"change" has to go through a specific process that is influenced by factors from
within the individual and beyond the individual.
These days a lot of thought said that the progress of modern society due to
the learning outcomes and better quality of education as a pillar in creating the
next generation of quality. Without good quality of education will never create
good quality human resources, especially the students in achieving success in
learning. That's because the quality of human resources, which is still very low,
the quality of education has not been achieved for example a low learning
achievement, especially for science subjects. Conceptual problems which might
possibly cause alternative conceptions were determined biology topics of science
and technology and some recommendations were made concerning about way of
correcting (Dikmenli, 2009). Therefore, in an effort to improve the quality of

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education is optimal, then the aspects that are related to the learning process needs
to be evaluated, updated, and improved.
Realizing the process of teaching and learning are the most important
elements required include how teachers can stimulate and engage students in
learning, which in turn can encourage students in achieving optimal learning
outcomes with student learning can stimulate the brain for thinking and creativity
in driving behavior change and the student growth (Dalyono, 2005).
Unfortunately, the reality is happening in the field is inversely proportional to
Dalyono statement. Which became the center of attention at the time of the
learning process is just a teacher. Students not involved in learning activities,
which in turn makes them feel bored in following the teaching and learning
activities.
Biology as a subject is receiving a great deal of attention from educators
and administrators. Because the world is simmering with biological problems and
concerns ranging from the environment to an aging population, biology is
important in the General Education curriculum (Ghosh, 2000). Biology is a
unique discipline where experiments with living organisms can take place both in
the laboratory and in the field (Prokop, 2007). But, biological materials that exist
today is loaded with biological terms, mostly taken from the Latin so that the loss
of important concepts that are simply not understood by the students. Added with
the lack of teaching learning strategies that is used so that students unable to
complete the study. The success of students in learning activities is highly
desirable, but not infrequently lead to a variety of constraints that occur
disadvantaged students achieve results as expected. Affective perceptions are the
most important factors for quality of learning due to their effects on choice of
activities and assessment and on planning (Koksal, 2008).
After the initial observation by conducting interviews Biology teacher in
SMA Negeri 3 Medan, the first semester of academic year 2013/2014, data
showed that results of biological studies students on the fungi subject matter is
still much below the standard. Below standard means the average score obtained
by the students still do not meet the minimum completeness criteria (KKM).

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Value that should be achieved by the students so that said complete in Fungi
subject matter in SMA 3 Medan is 75. Mastery learning classically obtained by
the students of SMA Negeri 3 Medan on fungal material is 40% from 288 students
or approximately only 115 students (Uji Kompetensi Data).
Learning difficulties faced by students Class X SMA Negeri 3 Medan,
such as: (1) Influenced by circumstances that are not conducive classroom, where
the presence of students who do not pay attention, talk during the learning process
takes place, (2) Students are less active to seek an explanation additional related to
the fungus that does not exist in the student handbook, (3) low ability students
who have given the subject matter taught. This situation will certainly lead to
students not able to absorb the subject matter so well that resulted in low student
learning outcomes.
The study revealed that it is difficult to teach biology using learner
centered methods because the range of abilities is too wide among many learners,
learners are not able to express themselves in English and they do not do their
homework. The other factors influencing the learning of biology were teacher’s
lack of adequate knowledge of the subject matter and teachers feeling insecure
when teaching in English. The result seems to suggest that most learners’ inability
to express themselves in English as indicated by many respondents can have
implications on the learning of biology in Zambian high schools (Manda, 2012).
Beside that, the research done by Cimer (2012) obtained the conclusion
that from 207 participants, 177 students have difficulties learning in biology.
According to the data analysis, five main reasons emerged: the nature of the topic,
teachers’ style of teaching biology, students’ learning and studying habits,
students’ negative feelings and attitudes towards the topic, and a lack of resources.
According to Gibson and Chase in Prokop (2007) showed students lost interest in
science when they moved from middle to high school.
Moreover, there was the research done by Tekkaya (2001) obtained data
that approximately 14,4% the students have learning difficulty in topic of
classification which containing fungi subject matter. Most of the participants

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thought that biology is a course that presents very many content, most of whieh
depend on memorization.
By looking at the difficulties faced by the students in the study of biology
(especially fungi), it is necessary to research the title “Analysis of Students’
Learning Difficulties in Fungi Subject Matter Grade X Science of SMA
Negeri 3 Medan Academic Year 2013/2014”.

1.2. Problem Identification
Based on the background description above, researcher identified the
research problem as follows:
1. Limited practical work that was suited to the content of teaching fungi.
2. Difficult to remember the Latin name of fungi subject matter.
3. Limited learning resouces about fungi for senior high school grade.
4. Student low understanding in the fungi concept and knowledge.

1.3. Problem Limitation
In order to obtain an appropriate discussion, this research has some
limitations as follows:
1. Students learning difficulties category from cognitive aspect focuses on fungi
topic only in X Grade Science Students of SMA Negeri 3 Medan Academic
Year 2013/2014.
2. Students learning difficulties category from each learning indicators on fungi
topic in X Grade Science Students of SMA Negeri 3 Medan Academic Year
2013/2014.
3. Factros that influence the students’ learning difficulties on fungi topic in X
Grade Science Students of SMA Negeri 3 Medan Academic Year 2013/2014.

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1.4. Research Question
There are some questions of this research as follow:
1. In what category of students learning difficulties from cognitive aspect on
fungi topic?
2. In what category of students learning difficulties from each learning indicators
on fungi topic?
3. What are the factors that influence the students’ learning difficulties on fungi
topic?

1.5. Research Objective
This research is conducted to achieve some objectives as follows:
1. To know the category of students learning difficulties from cognitive aspect on
fungi topic in X Grade Science Students of SMA Negeri 3 Medan Academic
Year 2013/2014.
2. To know the category of students learning difficulties from each learning
indicators on fungi topic in X Grade Science Students of SMA Negeri 3 Medan
Academic Year 2013/2014.
3. To know the percentage of students understanding level based on fungi topic in
X Grade Science Students of SMA Negeri 3 Medan Academic Year
2013/2014.

1.6. Research Significant
Considering about the research result and discussion, this research
expected has significant beneficial both theoretical and practical.
In theoretical, this research significant as follows: as additional reference
for biology teacher about the students learning difficulties on fungi topic, to
motivate the teacher to increase the learning process and understand the students
characteristics that meet the learning difficulties on fungi topic, and as another
researcher reference to develop other further research.
Meanwhile, in practical. This research significant as follows: as a
practical reference for teacher, developer, and educational institutions to

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understand student understanding dynamic on fungi topic, as a reference for
headmaster to increase more the work of biology teacher in learning process, and
as a reference for biology teacher to develop the meaningful learning process on
fungi topic so that the students learning difficulties can be handled.

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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
From the research was done to the students Grade X Science in SMAN
Negeri 3 Medan Academic Year 2013/2014, there are three conclusions as
follows:
1. Learning difficulties on Fungi subject matter in cognitive aspect of knowledge
(C1), analysis (C4), synthesis (C5) and creation (C6) were categorized very
high, while comprehension (C2), and application (C3) were categorized high.
2. Learning difficulties on Fungi subject matter in sixth learning indicator aspect
is identifying the poisonous fungi and edible fungi, and the seventh indicator
is concluding the role of fungi in daily life were categorized high difficulty
and for the first indicator is identifying of general characteristics of fungi, the
second indicator is describing the differences of each fungi, the third indicator
is grouping fungi based on their characteristics, the fourth indicator is
identifying the characteristic of Bacidiomycota and Deuteromycota and the
fifth indicator is describing the way of fungi reproduction were categorized
very high difficulty.
3. Factors influencing students’ learning difficulties on Fungi subject matter
from external factors that very influential is parent factor, while factor of
home atmosphere, teacher, school environment, subject matter, media and
environmental factor were categorized influential. While from internal factor
that has influential category only interest factor, and other factors such as
health factor, psychiatric, intelligence and motivation were categorized quite
influential.

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5.2. Suggestion
The suggestions of this research are as follows:
1. For parents, in order to guide their children in learning at home and not
overload the child with work because it can lead to fatigue in child so that can
cause learning difficulties.
2. For school, in order to provide appropriate learning medium for instructional
material of Fungi so that students could find it easier to understand and are
interested in learning the material of Fungi.
3. For biology teacher Grade X Science in SMA Negeri 3 Medan in order to
further improve the quality of learning in a way that make use of varied
teaching methods and the use of props when explaining the material of Fungi.
4. For students Grade X Science in SMA Negeri 3 Medan to be more active in
understanding the terms contained in the material of Fungi and frequent
practice in working on the problems that can reduce the students' learning
difficulties.

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