THE DEVELOPMENT OF COMPUTER-BASED LEARNING MEDIA AND ITS EFFECT ON LEARNING OUTCOME IN INTERACTIONS IN ECOSYSTEM TOPIC FOR GRADE VII SMP NEGERI 3 ACADEMIC YEAR 2013/2014.
THE DEVELOPMENT OF COMPUTER-BASED LEARNING MEDIA
AND ITS EFFECT ON LEARNING OUTCOME IN INTERACTIONS
IN ECOSYSTEM TOPIC FOR GRADE VII SMP NEGERI 3
MEDAN ACADEMIC YEAR 2013/2014
By :
Melanie Putri Harahap
SID. 4103342020
Biology Bilingual Education
THESIS
Submitted to fulfill the requirement for degree
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY MATHEMATIC AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2014
iii
THE DEVELOPMENT OF COMPUTER-BASED LEARNING MEDIA
AND ITS EFFECT ON LEARNING OUTCOME IN INTERACTIONS
IN ECOSYSTEM TOPIC FOR GRADE VII SMP NEGERI 3
MEDAN ACADEMIC YEAR 2013/2014
MELANIE PUTRI HARAHAP (4103342020)
ABSTRACT
The aim of this study was to develop computer-based learning media in
order to overcome the difficulties of students in understanding interaction in
ecosystem topic and to know the effect of the learning media on learning outcome
of students. This study was consisted of two stages. The first stage was
developmental stage of learning media which has followed by validation process
in order to get the feasibility on material and media aspect using questionnaire.
Validation result showed that all of assessment aspect had been very good
category. The aspect of assessment that valued by material expert were material,
readability, and media program interaction; by media expert were navigation
button, grafity, readability, and media program interaction; by small group testing
were navigation button, grafity, readability, media program interaction, material
and usage; by big group testing were material, grafity and usage. The second stage
was implementation stage to see the effect of learning media on learning outcome
of students. Population was all of grade VII students of SMP Negeri 3 Medan.
Sample was consist of two classes which taken with cluster random sampling
technique. Based on the calculation of t-test, tcount = 6.555> ttable = 2.405 at the
level significance of 0.01, means that Ha is accepted and H0 is rejected. Based on
the result, it can be conclude that there is an effect of computer-based learning
media on students’ learning outcome. Overall, computer-based learning media
gave good effect to students’ learning outcome in interaction in ecosystem topic
for grade VII SMP Negeri 3 Medan academic year 2013/2014.
Keywords: Computer-based learning media, Learning outcome, Interaction in
Ecosystem
iv
ACKNOWLEDGEMENT
Alhamdulillahirabbilalamin, 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 “The Development of Computer-based Learning Media and its
Effect on Learning Outcome in Interactions in Ecosystem Topic for Grade VII
SMP Negeri 3 Academic Year 2013/2014” to fulfill one of the requirement for the
degree of Sarjana Pendidikan in Biology Department, FMIPA Unimed.
The writer gratefully acknowledgement the deepest gratitude to Prof. Dr.
Herbert Sipahutar, MS, M.Sc, 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 Prof. Dr.rer.nat. Binari Manurung, M.Si., Dr. Fauziyah Harahap,
M.Si., and Drs. Tri Harsono, M.Si as the examiners for their criticisms and
valuable advices. The writer would also like to thank Nusyirwan, M.Sias the
academic adviser. The writer would also like to thank all lectures of Biology
Bilingual Education Program. Special thanks are extended to Nurhalimah Sibuea,
S.Pd, M.Pd., as the headmaster of SMP Negeri 3 Medan and Biology Teachers
who helping the writer during the research and also to Salamah, M.Pd, as my
„second mother‟ who had given advise, guidance, motivation and the valuable
knowledge to the writer during PPLT (Program Pengalaman Lapangan Terpadu).
Finally, the writer deeply gratitude and forever indebted to the most lovely
parents in the world, Rundingan Harahap and Nurasyiah Siregar, S.Pd., for the
genes, endless love, unfailing support, encouragement throughout the entire life.
The writer also thank to the lovely sister Rini Syahfitri Harahap, S.Pd., also the
lovely brothers Muhammad Rifai Harahap, Andika Putra Harahap, and
Muhammad Arif Ramadan Harahap for being the solid siblings. For Dian
Arisandy EP and Mizanina Adlini, thank you for being my „real family‟ and my
discussion partner in every scientific research that I have done. Lucky to have
amazing and friends in Biology Bilingual‟10 for togetherness during my study,
and especially: Chairany, Frendy, Nanda, Maya and my BKB -Vita, Fika, Rully,
Mimi, and Mila- who made my time more colorful and for being great best
v
friends. Thanks for unforgettable moment. Sincerest gratitude for BIOTA (Biologi
Pecinta Alam), the organizations that have built my character to be more survive
and competitive. Thank all the people who helping and supporting the writer in
any other way.
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
Melanie Putri Harahap
4103342020
vi
TABLE OF CONTENT
Pages
Approval Sheet
Biography
Abstract
Acknowledgement
Table of Content
List of Figures
List of Tables
List of Appendix
i
ii
iii
iv
vi
ix
x
xi
CHAPTER I INTRODUCTION
1.1.Background
1.2.Problem identification
1.3.Problem Scope
1.4.Research Question
1.5.Research Objective
1.6.Significances of Research
1
3
4
4
4
5
CHAPTER II LITERATURE REVIEW
2.1.Understanding of Learning
2.1.1. Learning Concept
2.1.2. Learning Outcome
2.2. Learning Media
2.2.1. The Definition of Learning Media
2.2.2. The kinds of Learning Media
2.2.3. The Function of Learning Media
2.2.4. Computer as Interactive Learning Media
2.2.5. Computer Assisted Instruction (CAI)
2.2.5.1. Definition of Computer Assisted Instruction
2.2.5.2. Importance of Computer Assisted Instruction in Learning
2.2.5.3. Limitation of Computer Assisted Instruction
2.2.5.4. Development of CAI
2.2.6. Softwares that support Learning Media
2.2.6.1. Macromedia Flash
2.2.6.2. Camtasia Studio 6.0
2.2.6.3. Quiz Creator
2.2.7. Theory of Media Development
2.3. Interactions in Ecosysten
2.4. Conceptual Framework
2.5.Research Hypothesis
6
6
6
8
8
9
10
10
11
11
12
13
13
14
14
15
15
15
17
22
23
vii
Pages
CHAPTER III RESEARCH METHODOLOGY
3.1. Learning Media Development
3.1.1. Preparation Stage
3.1.2. Developmental Stage
3.1.3. Evaluation Stage
3.2.Implementation Stage
3.2.1. Location and Time31
3.2.2. Population and Sample
3.2.2.1.Population
3.2.2.2. Sample
3.2.3. Variables
3.2.4. Instrument
3.2.5. Study Design
3.2.6. Classroom Implementation
3.2.7. Instrument Testing
3.2.7.1. Validity
3.2.7.2.Reliability
3.2.7.3. Item Difficulty
3.2.7.4. Item Discriminant
3.3. Data Analysis of Students Learning Outcome
3.3.1. Normality Test
3.3.2. Homogenity Test
3.3.3. Hypothesis Testing
31
31
31
31
32
33
34
36
37
37
38
39
39
39
40
40
CHAPTER IV RESULT AND DISCUSSION
4.1. Result
4.1.1. Learning Media Development Result
4.1.1.1. Validation Process of Computer-based Learning Media
4.1.1.1.1. Validation Result by Media Expert and Content Expert
4.1.1.1.2. Assessment Score by Small Group Testing
4.1.1.1.3. Assessment Score by Big Group Testing
4.1.2. Implementation Result
4.1.2.1. Instrument Testing Result
4.1.2.2. Student’s Learning Outcome Result
4.1.2.2.1. Description of Research Data
4.1.2.2.2. Requirement Test of Learning Outcome Analysis
4.1.2.2.3. Research Findings
4.2. Discussion
4.2.1. Learning Media Development
4.2.1.1. Analysis Data Result of Individual Testing
4.2.1.2. Analysis Data Result of Small Group Testing
4.2.1.3 . Analysis Data Result of Big Group Testing
4.2.2.Effect of Learning Media Implementation on Learning Outcome
41
41
42
42
47
49
50
50
51
51
52
53
54
54
54
55
55
56
24
24
24
30
31
viii
Pages
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1. Conclusion
5.2. Recommendation
58
58
REFERENCES
60
ix
LIST OF FIGURE
Pages
Figure 2.1. Cone of Experience by Edgar Dale
10
Figure 2.2. Dick and Carey Model
16
Figure 2.3. Food Chain
20
Figure 2.4. Food Webs
21
Figure 2.5. Food Pyramids
21
Figure 3.1. Design Computer-based Learning Media
25
Figure 3.2. Macromedia Flash View
28
Figure 3.3. Chart of the Implementation Phase
36
Figure 4.1. CAI-based learning media assessment by media expert
43
Figure 4.2. CAI-based learning media assessment by material expert
43
Figure 4.3. Display of revision by media expert and material expert
46
Figure 4.4. CAI-based learning media assessment by 2 teachers
47
Figure 4.5. CAI-based learning media assessment by 2 students
48
Figure 4.6. Display of revision by small group testing
48
Figure 4.7. CAI-based learning media assessment by Big Group Testing
49
Figure 4.8. The effect of Computer-based learning media on learning
outcome
52
x
LIST OF TABLE
Pages
Table 2.1. The Cognitive Domain
7
Table 3.1. Percentage criteria for indicators
31
Table 3.2. Multiple Choice for Instrument
32
Table 3.3. Study Design
33
Table 3.4. Teaching and Learning Activities
34
xi
LIST OF APPENDIX
Pages
Appendix 1
Syllabus
63
Appendix 2
Lesson Plan for Experiment class
65
Appendix 3
Lesson Plan for Control Class
75
Appendix 4
Test Instrument
84
Appendix 5
Questionnaire and Validation Instrument of Media
90
Appendix 6
Computer-based learning media display
102
Appendix 7
Validation of Media by Media Expert
114
Appendix 8
Validation of Media by Material Expert
116
Appendix 9
Validation of Media by Media by Biology Teachers
118
Appendix 10 Validation of Media by Junior High School Students
121
Appendix 11 Validation of Media by Big Group Testing
123
Appendix 12 Calculation of Test Instrument
125
Appendix 13 Validity and Reliability of Test Instrument
131
Appendix 14 Table of Item Discriminant
132
Appendix 15 Result of Research Data
133
Appendix 16 Calculation of Normality Test
136
Appendix 17 Calculation of Homogeneity Test
138
Appendix 18 Hypothesis Testing
140
Appendix 19 Product Moment Table
143
Appendix 20 Liliefors Table
144
Appendix 21 F-distribution Table
145
Appendix 22 Table of t Distribution Value
148
Appendix 23 Research Documentation
149
1
CHAPTER I
INTRODUCTION
1.1. Background of Problem
Learning is acquiring or getting knowledge, skill, or attitude. Learning is
also relatively permanent change in a behavioural tendency and it is the result of
reinforced practice by study and experience (Brown, 2000). Therefore, the
learning process can be happened every time and everywhere.
To achieve a succesful learning process teachers are required to be able to
choose and use correctly instructional media in accordance with the teaching
materials. The selection of instructional media should stimulate the senses of
sight, hearing or smell, or suitability with the hierarchy level of learning.
Approximately 90% information obtained through eyes (sight) and only about 5%
is obtained through ears (hearing), while 5% again with other senses (Arsyad,
2007). Succes or failure depends on the learning process of how teacher organize
learning system that refers to the techniques, methods, and media appropriate to
the subject material presented to students.
Based on the observation in SMP Negeri 3 Medan, researcher find the
serious fact on student’s learning outcome inecosystem. Based on data from
biology teacher in academic year 2012/2013, result could be seen from the daily
test of students VII-B which had Number of students that didn’t reach minimum
criteria of completeness for daily test of ecosystem is about 54%, in addition to
Semester-test which had average score 62 on a scale of 100. It indicates that the
learning outcomes are still below of minimum completion (KKM) which is 70.
Teachers serve as the only one source of information so that learning activities
take place in one direction only. Based on the interview with the Biology teacher
stated that this topic is very wide, so the students cannot understand all of the
materials
thoroughly
especially
in
interactions
in
ecosystem
lesson.
(R.Sinaga,personal communication).
Out of several is the lack of instructional media used by biology teacher.
The teachers rarely tomakean interactive media, and because of that the students
2
feel bored and the learning process is monoton and less attractive.Students do
not understood the concept due to ineffective teaching in the classroom. In
fact, if viewed from the definition of the learning process is in essence a process
of communication, namely the process of delivering a message from the message
source to the receiver of the message through the media. Teachers also never
utilize multimedia room as a place for learning activity.
This problem is not only a regional problem, but also a global problem.
Pfundt & Duit (2002) in Germany shown that students display difficulty in
understanding essential ecological concept such as food chain and food web
because they contain complex and interrelated concept even concerning the basic
scientific content related to biological environment. The availability of Computerbased learning media in the market especially in interactions in ecosystem also
limited. Media that already existing are often less relevant and less
communicative so that students still had not fully to understand the subject matter.
For there is need for design of interactive media that makes students participated
in learning biology. Most of the instructional media in the market only in the form
of games/exercise and not pay attention to compliance with the competency
standards used. Some learning media in the market didn’t include indicator as a
benchmark of students learning outcome. Learning media were developed by
teacher may optimize mastery of the material by the student. Moreover, it can also
enhance the creativity and innovation capabilities to produce professional teachers
of teachers.
Based on a need analysis, it needs alternative media that can attract
students in studying biology especially in interaction in ecosystem topic. In order
to provide optimal contribution of media to the students learning outcome, the
media and technology should be integrated into students’ learning outcome. One
of the alternative media that will be developed is CAI-based learning media.CAIbased learning media of Biology subject on ecosystem are built to provide
facilities in the delivery of course material by providing a medium of
learning
more
interesting,
attractive
and
easy
to understand (Windi,
2011).Teachers would play a significant role in the teaching and learning process.
3
Teacher’s ability, expertise,experience, attitude and delivery pedagogy will
definitely help in designing the useful content for their respective courses.
Learning media is considered to be an important area and will continue as
important learning platform in near future especially in skill based learning
programs (Nazir, 2012). Moreover, Chaudari (2013) says that Computer assisted
Instruction (CAI) is a supplementary instructional strategy in effective
teaching,This may help teachers in organizing meaningful teaching learning
experiences and adopt innovative methods and approaches in teaching.In the
context of education, one could suggest that Macromedia Flash is an open canvas
where teachers create the contentthat contain animations, graphics, text and sound.
This means producing interactive, engaging and pedagogical resources for
students. Therefore, the media development using Macromedia Flash animation
will be made with the narrative. It aims to achieve the expected learning
objectives. The Development of CAI-based learning media using macromedia
flash software with expecting can be improving student learning outcome, in
accordance with the context around the lives of student. In SMP Negeri 3 Medan,
Learning by CAI-based learning media using macromedia flash software was
never implemented yet. CAI-based learning media expected to help students to
understand interaction in ecosystem topic and improving students’ learning
outcome.
From the background above, so the research about “The development of
Computer-based learning media and its effect on learning outcome in interaction
in ecosystem topic for grade VII SMP Negeri 3 Medan Acedemic Year
2013/2014”.
1.2. Problem Identification
Based on the backgorund above, then the problem identifications of this
proposal as follows :
1. Number of students that didn’t reach minimum criteria of completeness for
daily test of ecosystem topic is about 54%.
4
2. The using of Macromedia flash as Computer-based learning media had
never been implemented yet.
3. There is no variation of learning strategy so that students become bored
and less excited.
4. Teachers always have difficulties to prepare interactive media in teaching
and learning process.
1.3. Problem Scope
1. The developing and implementation CAI-based learning media using
macromedia flash on interactions in ecosystem topic grade VII SMP
Negeri 3 Medan Academic year 2013/2014.
2. Effect of student’s learning outcome between students that taught with
CAI-based learning media using macromedia flash and without CAI-based
learning media on interactions in ecosystem topic grade VII SMP Negeri 3
Medan Academic year 2013/2014.
1.4. Research Questions
In Accordance with the issues that have been stated, than the problem can
be formulated:
1. How the quality of CAI-based learning media using macromedia flash in
Interactions in ecosystem topic for grade VII SMP Negeri 3 Medan
academic year 2013/2014?
2. Is there any effect of CAI-based learning media using macromedia flash
on student’s learning outcome in interactions in ecosystem topic for grade
VII SMP Negeri 3 Medan academic year 2013/2014?
1.5. Research Objectives
1. To Develop and know the quality of CAI-based learning media using
macromedia flash as the new additional learning source in interactions in
5
ecosystem topic for grade VII SMP Negeri 3 Medan academic year
2013/2014
2. To know the effect of CAI-based learning media on student’s learning
outcome in interaction in ecosystem topic for grade VII SMP Negeri 3
Medan academic year 2013/2014
1.6. Significance of Research
1. For teachers, they can enhance the innovative learning instructional by
using interactive media on teaching and learning process in classroom.
2. For Students, they can understand the subject especially in interactions in
ecosystem topic and may have a good learning outcome in biology.
3. For researcher, especially myself as the teacher candidate can apply the
using of interactive media in the teaching and learning process if I had
become a teacher.
4. As an Idea donation for the next researcher and it can be useful in
developing science.
58
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusion
Based on the objectives, result and discussion of development and
implementing CAI-based learning media in interactions in ecosystem topic for
grade VII previously stated, it can be concluded as follows:
1.
The percentage of media assessment achieved 100% for navigation button
effectiveness; 90.9% for grafity aspect; 96.4% for readability aspect and for
interaction in media program were achieved 95.83%. The percentage of
content assessment achieved 89.28% for material aspect; 92.85% for
readability aspect; and 95.83% for interaction in media program. Small group
testing validation involved two students got the average percentage was
90.62% for content; 91.66% for grafity; 87,5% for usage aspect, and two
teachers got the average percentage was 100% for navigation button; 87.5%
for grafity; 91.7% for readability; 97.91 for interaction in media program, and
92.85% for material aspect. The overall validation belong to very good
category and suitable to the implemented during teaching and learning.
2.
There is an effect of CAI-based learning media on students’ learning outcome
in interactions in ecosystem topic for grade VII SMP Negeri 3 Medan
Academic Year 2013/2014. Learning outcome of students in experimental
class that taught with CAI-based learning media showed better result than
students in control class that taught with handbook media.
5.2. Recommendation
Based on the result and conclusion above, it can be proposed some
recommendations as follows:
1.
For students, CAI-based learning media can be used to improve learning
outcome of students caused its systematic and attractive performance that
able to interest and stimulate students to learn independently then students are
more motivated to learn and be able to assess their own ability.
59
2.
For teachers, CAI-based learning media can be used as innovative learning
media to improve students’ learning outcome.
3.
For researcher as prospective teacher in the next future, the result of this
study can be used as information source and feedback to increase information
and knowledge about the benefit of using CAI-based learning media in
teaching and learning process.
60
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ii
BIOGRAPHY
Melanie Putri Harahap was born in Medan on 21st September 1992, the
second daughter of Rundingan Harahap and Nurasyiah Siregar, S.Pd. In 1997, the
writer started her first educational experience in TK Bidayatul Hidayah Medan. In
1998, the writer entered to SDN 060910 Medan and finished in 2004. In 2004, the
writer continued her study in SMPN 6 Medan and finished in 2007. In 2007, the
writer continued her study in SMAN 14 Medan and graduated in 2010. In 2010,
the writer was registered in Biology Bilingual Education Program, Biology
Department, Faculty of Mathematics and Natural Science, Universitas Negeri
Medan. During following study in university, the writer was become the member
of BIOTA organization. Besides, the writer was laboratory assistant in
Experimental of Lower Animal Taxonomy, Experimental of Higher Plant
Taxonomy, Experimental of General Biology, and Experimental of Plant Ecology.
AND ITS EFFECT ON LEARNING OUTCOME IN INTERACTIONS
IN ECOSYSTEM TOPIC FOR GRADE VII SMP NEGERI 3
MEDAN ACADEMIC YEAR 2013/2014
By :
Melanie Putri Harahap
SID. 4103342020
Biology Bilingual Education
THESIS
Submitted to fulfill the requirement for degree
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY MATHEMATIC AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2014
iii
THE DEVELOPMENT OF COMPUTER-BASED LEARNING MEDIA
AND ITS EFFECT ON LEARNING OUTCOME IN INTERACTIONS
IN ECOSYSTEM TOPIC FOR GRADE VII SMP NEGERI 3
MEDAN ACADEMIC YEAR 2013/2014
MELANIE PUTRI HARAHAP (4103342020)
ABSTRACT
The aim of this study was to develop computer-based learning media in
order to overcome the difficulties of students in understanding interaction in
ecosystem topic and to know the effect of the learning media on learning outcome
of students. This study was consisted of two stages. The first stage was
developmental stage of learning media which has followed by validation process
in order to get the feasibility on material and media aspect using questionnaire.
Validation result showed that all of assessment aspect had been very good
category. The aspect of assessment that valued by material expert were material,
readability, and media program interaction; by media expert were navigation
button, grafity, readability, and media program interaction; by small group testing
were navigation button, grafity, readability, media program interaction, material
and usage; by big group testing were material, grafity and usage. The second stage
was implementation stage to see the effect of learning media on learning outcome
of students. Population was all of grade VII students of SMP Negeri 3 Medan.
Sample was consist of two classes which taken with cluster random sampling
technique. Based on the calculation of t-test, tcount = 6.555> ttable = 2.405 at the
level significance of 0.01, means that Ha is accepted and H0 is rejected. Based on
the result, it can be conclude that there is an effect of computer-based learning
media on students’ learning outcome. Overall, computer-based learning media
gave good effect to students’ learning outcome in interaction in ecosystem topic
for grade VII SMP Negeri 3 Medan academic year 2013/2014.
Keywords: Computer-based learning media, Learning outcome, Interaction in
Ecosystem
iv
ACKNOWLEDGEMENT
Alhamdulillahirabbilalamin, 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 “The Development of Computer-based Learning Media and its
Effect on Learning Outcome in Interactions in Ecosystem Topic for Grade VII
SMP Negeri 3 Academic Year 2013/2014” to fulfill one of the requirement for the
degree of Sarjana Pendidikan in Biology Department, FMIPA Unimed.
The writer gratefully acknowledgement the deepest gratitude to Prof. Dr.
Herbert Sipahutar, MS, M.Sc, 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 Prof. Dr.rer.nat. Binari Manurung, M.Si., Dr. Fauziyah Harahap,
M.Si., and Drs. Tri Harsono, M.Si as the examiners for their criticisms and
valuable advices. The writer would also like to thank Nusyirwan, M.Sias the
academic adviser. The writer would also like to thank all lectures of Biology
Bilingual Education Program. Special thanks are extended to Nurhalimah Sibuea,
S.Pd, M.Pd., as the headmaster of SMP Negeri 3 Medan and Biology Teachers
who helping the writer during the research and also to Salamah, M.Pd, as my
„second mother‟ who had given advise, guidance, motivation and the valuable
knowledge to the writer during PPLT (Program Pengalaman Lapangan Terpadu).
Finally, the writer deeply gratitude and forever indebted to the most lovely
parents in the world, Rundingan Harahap and Nurasyiah Siregar, S.Pd., for the
genes, endless love, unfailing support, encouragement throughout the entire life.
The writer also thank to the lovely sister Rini Syahfitri Harahap, S.Pd., also the
lovely brothers Muhammad Rifai Harahap, Andika Putra Harahap, and
Muhammad Arif Ramadan Harahap for being the solid siblings. For Dian
Arisandy EP and Mizanina Adlini, thank you for being my „real family‟ and my
discussion partner in every scientific research that I have done. Lucky to have
amazing and friends in Biology Bilingual‟10 for togetherness during my study,
and especially: Chairany, Frendy, Nanda, Maya and my BKB -Vita, Fika, Rully,
Mimi, and Mila- who made my time more colorful and for being great best
v
friends. Thanks for unforgettable moment. Sincerest gratitude for BIOTA (Biologi
Pecinta Alam), the organizations that have built my character to be more survive
and competitive. Thank all the people who helping and supporting the writer in
any other way.
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
Melanie Putri Harahap
4103342020
vi
TABLE OF CONTENT
Pages
Approval Sheet
Biography
Abstract
Acknowledgement
Table of Content
List of Figures
List of Tables
List of Appendix
i
ii
iii
iv
vi
ix
x
xi
CHAPTER I INTRODUCTION
1.1.Background
1.2.Problem identification
1.3.Problem Scope
1.4.Research Question
1.5.Research Objective
1.6.Significances of Research
1
3
4
4
4
5
CHAPTER II LITERATURE REVIEW
2.1.Understanding of Learning
2.1.1. Learning Concept
2.1.2. Learning Outcome
2.2. Learning Media
2.2.1. The Definition of Learning Media
2.2.2. The kinds of Learning Media
2.2.3. The Function of Learning Media
2.2.4. Computer as Interactive Learning Media
2.2.5. Computer Assisted Instruction (CAI)
2.2.5.1. Definition of Computer Assisted Instruction
2.2.5.2. Importance of Computer Assisted Instruction in Learning
2.2.5.3. Limitation of Computer Assisted Instruction
2.2.5.4. Development of CAI
2.2.6. Softwares that support Learning Media
2.2.6.1. Macromedia Flash
2.2.6.2. Camtasia Studio 6.0
2.2.6.3. Quiz Creator
2.2.7. Theory of Media Development
2.3. Interactions in Ecosysten
2.4. Conceptual Framework
2.5.Research Hypothesis
6
6
6
8
8
9
10
10
11
11
12
13
13
14
14
15
15
15
17
22
23
vii
Pages
CHAPTER III RESEARCH METHODOLOGY
3.1. Learning Media Development
3.1.1. Preparation Stage
3.1.2. Developmental Stage
3.1.3. Evaluation Stage
3.2.Implementation Stage
3.2.1. Location and Time31
3.2.2. Population and Sample
3.2.2.1.Population
3.2.2.2. Sample
3.2.3. Variables
3.2.4. Instrument
3.2.5. Study Design
3.2.6. Classroom Implementation
3.2.7. Instrument Testing
3.2.7.1. Validity
3.2.7.2.Reliability
3.2.7.3. Item Difficulty
3.2.7.4. Item Discriminant
3.3. Data Analysis of Students Learning Outcome
3.3.1. Normality Test
3.3.2. Homogenity Test
3.3.3. Hypothesis Testing
31
31
31
31
32
33
34
36
37
37
38
39
39
39
40
40
CHAPTER IV RESULT AND DISCUSSION
4.1. Result
4.1.1. Learning Media Development Result
4.1.1.1. Validation Process of Computer-based Learning Media
4.1.1.1.1. Validation Result by Media Expert and Content Expert
4.1.1.1.2. Assessment Score by Small Group Testing
4.1.1.1.3. Assessment Score by Big Group Testing
4.1.2. Implementation Result
4.1.2.1. Instrument Testing Result
4.1.2.2. Student’s Learning Outcome Result
4.1.2.2.1. Description of Research Data
4.1.2.2.2. Requirement Test of Learning Outcome Analysis
4.1.2.2.3. Research Findings
4.2. Discussion
4.2.1. Learning Media Development
4.2.1.1. Analysis Data Result of Individual Testing
4.2.1.2. Analysis Data Result of Small Group Testing
4.2.1.3 . Analysis Data Result of Big Group Testing
4.2.2.Effect of Learning Media Implementation on Learning Outcome
41
41
42
42
47
49
50
50
51
51
52
53
54
54
54
55
55
56
24
24
24
30
31
viii
Pages
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1. Conclusion
5.2. Recommendation
58
58
REFERENCES
60
ix
LIST OF FIGURE
Pages
Figure 2.1. Cone of Experience by Edgar Dale
10
Figure 2.2. Dick and Carey Model
16
Figure 2.3. Food Chain
20
Figure 2.4. Food Webs
21
Figure 2.5. Food Pyramids
21
Figure 3.1. Design Computer-based Learning Media
25
Figure 3.2. Macromedia Flash View
28
Figure 3.3. Chart of the Implementation Phase
36
Figure 4.1. CAI-based learning media assessment by media expert
43
Figure 4.2. CAI-based learning media assessment by material expert
43
Figure 4.3. Display of revision by media expert and material expert
46
Figure 4.4. CAI-based learning media assessment by 2 teachers
47
Figure 4.5. CAI-based learning media assessment by 2 students
48
Figure 4.6. Display of revision by small group testing
48
Figure 4.7. CAI-based learning media assessment by Big Group Testing
49
Figure 4.8. The effect of Computer-based learning media on learning
outcome
52
x
LIST OF TABLE
Pages
Table 2.1. The Cognitive Domain
7
Table 3.1. Percentage criteria for indicators
31
Table 3.2. Multiple Choice for Instrument
32
Table 3.3. Study Design
33
Table 3.4. Teaching and Learning Activities
34
xi
LIST OF APPENDIX
Pages
Appendix 1
Syllabus
63
Appendix 2
Lesson Plan for Experiment class
65
Appendix 3
Lesson Plan for Control Class
75
Appendix 4
Test Instrument
84
Appendix 5
Questionnaire and Validation Instrument of Media
90
Appendix 6
Computer-based learning media display
102
Appendix 7
Validation of Media by Media Expert
114
Appendix 8
Validation of Media by Material Expert
116
Appendix 9
Validation of Media by Media by Biology Teachers
118
Appendix 10 Validation of Media by Junior High School Students
121
Appendix 11 Validation of Media by Big Group Testing
123
Appendix 12 Calculation of Test Instrument
125
Appendix 13 Validity and Reliability of Test Instrument
131
Appendix 14 Table of Item Discriminant
132
Appendix 15 Result of Research Data
133
Appendix 16 Calculation of Normality Test
136
Appendix 17 Calculation of Homogeneity Test
138
Appendix 18 Hypothesis Testing
140
Appendix 19 Product Moment Table
143
Appendix 20 Liliefors Table
144
Appendix 21 F-distribution Table
145
Appendix 22 Table of t Distribution Value
148
Appendix 23 Research Documentation
149
1
CHAPTER I
INTRODUCTION
1.1. Background of Problem
Learning is acquiring or getting knowledge, skill, or attitude. Learning is
also relatively permanent change in a behavioural tendency and it is the result of
reinforced practice by study and experience (Brown, 2000). Therefore, the
learning process can be happened every time and everywhere.
To achieve a succesful learning process teachers are required to be able to
choose and use correctly instructional media in accordance with the teaching
materials. The selection of instructional media should stimulate the senses of
sight, hearing or smell, or suitability with the hierarchy level of learning.
Approximately 90% information obtained through eyes (sight) and only about 5%
is obtained through ears (hearing), while 5% again with other senses (Arsyad,
2007). Succes or failure depends on the learning process of how teacher organize
learning system that refers to the techniques, methods, and media appropriate to
the subject material presented to students.
Based on the observation in SMP Negeri 3 Medan, researcher find the
serious fact on student’s learning outcome inecosystem. Based on data from
biology teacher in academic year 2012/2013, result could be seen from the daily
test of students VII-B which had Number of students that didn’t reach minimum
criteria of completeness for daily test of ecosystem is about 54%, in addition to
Semester-test which had average score 62 on a scale of 100. It indicates that the
learning outcomes are still below of minimum completion (KKM) which is 70.
Teachers serve as the only one source of information so that learning activities
take place in one direction only. Based on the interview with the Biology teacher
stated that this topic is very wide, so the students cannot understand all of the
materials
thoroughly
especially
in
interactions
in
ecosystem
lesson.
(R.Sinaga,personal communication).
Out of several is the lack of instructional media used by biology teacher.
The teachers rarely tomakean interactive media, and because of that the students
2
feel bored and the learning process is monoton and less attractive.Students do
not understood the concept due to ineffective teaching in the classroom. In
fact, if viewed from the definition of the learning process is in essence a process
of communication, namely the process of delivering a message from the message
source to the receiver of the message through the media. Teachers also never
utilize multimedia room as a place for learning activity.
This problem is not only a regional problem, but also a global problem.
Pfundt & Duit (2002) in Germany shown that students display difficulty in
understanding essential ecological concept such as food chain and food web
because they contain complex and interrelated concept even concerning the basic
scientific content related to biological environment. The availability of Computerbased learning media in the market especially in interactions in ecosystem also
limited. Media that already existing are often less relevant and less
communicative so that students still had not fully to understand the subject matter.
For there is need for design of interactive media that makes students participated
in learning biology. Most of the instructional media in the market only in the form
of games/exercise and not pay attention to compliance with the competency
standards used. Some learning media in the market didn’t include indicator as a
benchmark of students learning outcome. Learning media were developed by
teacher may optimize mastery of the material by the student. Moreover, it can also
enhance the creativity and innovation capabilities to produce professional teachers
of teachers.
Based on a need analysis, it needs alternative media that can attract
students in studying biology especially in interaction in ecosystem topic. In order
to provide optimal contribution of media to the students learning outcome, the
media and technology should be integrated into students’ learning outcome. One
of the alternative media that will be developed is CAI-based learning media.CAIbased learning media of Biology subject on ecosystem are built to provide
facilities in the delivery of course material by providing a medium of
learning
more
interesting,
attractive
and
easy
to understand (Windi,
2011).Teachers would play a significant role in the teaching and learning process.
3
Teacher’s ability, expertise,experience, attitude and delivery pedagogy will
definitely help in designing the useful content for their respective courses.
Learning media is considered to be an important area and will continue as
important learning platform in near future especially in skill based learning
programs (Nazir, 2012). Moreover, Chaudari (2013) says that Computer assisted
Instruction (CAI) is a supplementary instructional strategy in effective
teaching,This may help teachers in organizing meaningful teaching learning
experiences and adopt innovative methods and approaches in teaching.In the
context of education, one could suggest that Macromedia Flash is an open canvas
where teachers create the contentthat contain animations, graphics, text and sound.
This means producing interactive, engaging and pedagogical resources for
students. Therefore, the media development using Macromedia Flash animation
will be made with the narrative. It aims to achieve the expected learning
objectives. The Development of CAI-based learning media using macromedia
flash software with expecting can be improving student learning outcome, in
accordance with the context around the lives of student. In SMP Negeri 3 Medan,
Learning by CAI-based learning media using macromedia flash software was
never implemented yet. CAI-based learning media expected to help students to
understand interaction in ecosystem topic and improving students’ learning
outcome.
From the background above, so the research about “The development of
Computer-based learning media and its effect on learning outcome in interaction
in ecosystem topic for grade VII SMP Negeri 3 Medan Acedemic Year
2013/2014”.
1.2. Problem Identification
Based on the backgorund above, then the problem identifications of this
proposal as follows :
1. Number of students that didn’t reach minimum criteria of completeness for
daily test of ecosystem topic is about 54%.
4
2. The using of Macromedia flash as Computer-based learning media had
never been implemented yet.
3. There is no variation of learning strategy so that students become bored
and less excited.
4. Teachers always have difficulties to prepare interactive media in teaching
and learning process.
1.3. Problem Scope
1. The developing and implementation CAI-based learning media using
macromedia flash on interactions in ecosystem topic grade VII SMP
Negeri 3 Medan Academic year 2013/2014.
2. Effect of student’s learning outcome between students that taught with
CAI-based learning media using macromedia flash and without CAI-based
learning media on interactions in ecosystem topic grade VII SMP Negeri 3
Medan Academic year 2013/2014.
1.4. Research Questions
In Accordance with the issues that have been stated, than the problem can
be formulated:
1. How the quality of CAI-based learning media using macromedia flash in
Interactions in ecosystem topic for grade VII SMP Negeri 3 Medan
academic year 2013/2014?
2. Is there any effect of CAI-based learning media using macromedia flash
on student’s learning outcome in interactions in ecosystem topic for grade
VII SMP Negeri 3 Medan academic year 2013/2014?
1.5. Research Objectives
1. To Develop and know the quality of CAI-based learning media using
macromedia flash as the new additional learning source in interactions in
5
ecosystem topic for grade VII SMP Negeri 3 Medan academic year
2013/2014
2. To know the effect of CAI-based learning media on student’s learning
outcome in interaction in ecosystem topic for grade VII SMP Negeri 3
Medan academic year 2013/2014
1.6. Significance of Research
1. For teachers, they can enhance the innovative learning instructional by
using interactive media on teaching and learning process in classroom.
2. For Students, they can understand the subject especially in interactions in
ecosystem topic and may have a good learning outcome in biology.
3. For researcher, especially myself as the teacher candidate can apply the
using of interactive media in the teaching and learning process if I had
become a teacher.
4. As an Idea donation for the next researcher and it can be useful in
developing science.
58
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusion
Based on the objectives, result and discussion of development and
implementing CAI-based learning media in interactions in ecosystem topic for
grade VII previously stated, it can be concluded as follows:
1.
The percentage of media assessment achieved 100% for navigation button
effectiveness; 90.9% for grafity aspect; 96.4% for readability aspect and for
interaction in media program were achieved 95.83%. The percentage of
content assessment achieved 89.28% for material aspect; 92.85% for
readability aspect; and 95.83% for interaction in media program. Small group
testing validation involved two students got the average percentage was
90.62% for content; 91.66% for grafity; 87,5% for usage aspect, and two
teachers got the average percentage was 100% for navigation button; 87.5%
for grafity; 91.7% for readability; 97.91 for interaction in media program, and
92.85% for material aspect. The overall validation belong to very good
category and suitable to the implemented during teaching and learning.
2.
There is an effect of CAI-based learning media on students’ learning outcome
in interactions in ecosystem topic for grade VII SMP Negeri 3 Medan
Academic Year 2013/2014. Learning outcome of students in experimental
class that taught with CAI-based learning media showed better result than
students in control class that taught with handbook media.
5.2. Recommendation
Based on the result and conclusion above, it can be proposed some
recommendations as follows:
1.
For students, CAI-based learning media can be used to improve learning
outcome of students caused its systematic and attractive performance that
able to interest and stimulate students to learn independently then students are
more motivated to learn and be able to assess their own ability.
59
2.
For teachers, CAI-based learning media can be used as innovative learning
media to improve students’ learning outcome.
3.
For researcher as prospective teacher in the next future, the result of this
study can be used as information source and feedback to increase information
and knowledge about the benefit of using CAI-based learning media in
teaching and learning process.
60
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ii
BIOGRAPHY
Melanie Putri Harahap was born in Medan on 21st September 1992, the
second daughter of Rundingan Harahap and Nurasyiah Siregar, S.Pd. In 1997, the
writer started her first educational experience in TK Bidayatul Hidayah Medan. In
1998, the writer entered to SDN 060910 Medan and finished in 2004. In 2004, the
writer continued her study in SMPN 6 Medan and finished in 2007. In 2007, the
writer continued her study in SMAN 14 Medan and graduated in 2010. In 2010,
the writer was registered in Biology Bilingual Education Program, Biology
Department, Faculty of Mathematics and Natural Science, Universitas Negeri
Medan. During following study in university, the writer was become the member
of BIOTA organization. Besides, the writer was laboratory assistant in
Experimental of Lower Animal Taxonomy, Experimental of Higher Plant
Taxonomy, Experimental of General Biology, and Experimental of Plant Ecology.