IMPLEMENTATION OF REACT STRATEGY TO IMPROVE STUDENT ACTIVITIES IN GRADE VIII OF SMP NEGERI 1 BINJAI.
IMPLEMENTATION OF REACT STRATEGY TO IMPROVE
STUDENT LEARNING ACTIVITIES IN GRADE
VIII OF SMP NEGERI 1 BINJAI
By:
RiniPrautami
ID. Number 409312024
Bilingual Mathematics Education Program
THESIS
Submitted to Eligible to Get SarjanaPendidikan Degree
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
iv
PREFACE
Firstly, writer would like to thanks to Allah SWT for His mercy and
blessing to writer thus because of His love the writer is able to finish this thesis.
In this chance, writer wants to extend gratitude to Mr. Drs. Syafari, M.Pd
as thesis advisor who has made his time for giving brief and guidance from
beginning until the end of writing process of this thesis. Gratitude also writer
delivers to Mr. Prof. Dr. Mukhtar, M.Pd, Mr. Dr. E. Elvis Napitupulu, MS, Mr.
Dr. Edi Syahputra, M.Pd as thesis examiner who has given advice and suggestions
from beginning of research planning until the compiling of this thesis finished.
Thanks a lot also to Mr. Prof. Dr. Sahat Saragih. M.Pd as academic
advisor who has given guidance and suggestion along the study in State
University of Medan. Thanks a lot also to Mr. Prof. Dr. Ibnu Hajar, M.Si as head
of State University of Medan, Mr. Prof. Drs. Motlan, M.Sc., Ph.D as dean of
mathematics and natural sciences faculty, Mr. Drs. Syafari, M.Pd as head of
department, Mr. Drs. Yasifati Hia, M.Si as secretary of mathematics department,
Mr. Drs. Zul Amry, M.Si as head of mathematics education program, Mr.
Prof.Dr.ret.nat. Binari Manurung, M.Si as coordinator of bilingual program and
also for all lecturer and staff of mathematics department who has helped and
facilitation during compiling process of this thesis.
Thanks to Mr. Hanafiah. I. S.Pd. M.M as principle of SMP Negeri 1 Binjai
who has given permission to writer to do the research, Mrs. Hanida Bangun, S.Pd
as mathematics teacher and all teacher and students in grade VIII-3 of SMP
Negeri 1 Binjai who has helped writer in conducting the research.
The special gratitude, writer wants deliver to dear loving father Alm. Drs.
Sukimin Pranoto and the dearest mother Dra. Suriani who have given a lot of
love, pray, motivation and spirit who help writer to finish the study. Special
thanks also to my brother Diki Pradinata S.Pd and also to my beloved sisters Rika
Pratiwi and Karlina Maha Rani and all family for all pray, motivation and support
until the end of writer study.
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Thanks also to every member of UMMAT for all spirit, support and
experience that has been shared to writer. Writer is indebted to bilingual
mathematics education 2009 big family for helping along the study in State
University of Medan, They are Rizky, Siska, Eni, Qory, Noya, Evi, Epril, Dila,
Joy, Siti, Nurhabibah, Iin, Dini, Retni, Iwan and Widia. And also thanks to all
partner in PPLT Unimed 2012 in SMA Negeri 1 Tebing who always gave support
and shared experience with writer.
Writer realized that there are still weakness in contents and grammar of
this thesis, so writer receives critics and advices from the reader that can make this
thesis be better. Hopefully, this thesis can be useful for education world.
Medan, 9 December 2013
Writer,
Rini Prautami
ID. 409312024
iii
IMPLEMENTATION OF REACT STRATEGY TO IMPROVE
STUDENT ACTIVITIES IN GRADE VIII OF
SMP NEGERI 1 BINJAI
Rini Prautami (ID. 409312024)
ABSTRACT
This research aims to know the increasing of student activity in grade VIII
by implementing REACT strategy in the topic of algebraic operations.
Type of this research is Classroom Action Research (CAR). Subject in this
research is student in class VIII-3 SMP Negeri 1 Binjai that consist of 23 students.
Object of this research is implementation of REACT strategy to improve student
activity. This research is conducted in two cycles. Data in this research is obtained
from student learning achievement test, observation sheet of student activity,
observation sheet of teacher activity, questionnaire and documentation.
Data of observation result of student activity indicates that by conducting
REACT strategy in learning process, student is more active in class. Final result
shows that percentage of student in ”asking” is 82%, in “proposing idea” is 67%,
in “making a note of material” is 80%, in “doing assignment” is 81%, in
“perceiving” is 88%, in “remembering” is 93% such that percentage of student
activity in this result 81,70% and total of active students is 19 students (82,61%).
Based on criteria of activity level, this result has fulfilled criteria of active class.
Student learning achievement test is given in the end of cycle so this research has
two tests, they are learning achievement test I and learning achievement test II.
Average class score of student learning achievement in cycle I is 69,84, total of
complete student is 16 students (69,57%) and incomplete students is 7 students
(30,43%). Average class score of student learning achievement in cycle II is
80,46, total of complete student is 20 students (86,96%) and incomplete students
is 3 students (13,04%). Based on criteria of completeness, this result has fulfilled
criteria of completeness in student learning achievement. From result of analyze
data in this research, it indicate that REACT strategy can increase student activity
in topic of algebraic operations.
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CONTENTS
Page
ENDORSEMENT PAGE …………………………………………........ i
BIBLIOGRAPHY……………………………………………………………... ii
ABSTRACT ……………………………………………………………..
PREFACE ……………………………………………………………
CONTENTS …………………………………………………………......
FIGURE LIST …………………………………………………..……….
TABLE LIST ……………………………………………………………
APPENDIX LIST ……………………………………………………....
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CHAPTER I INTRODUCTION
1.1 Problem Background …………………………………………………
1.2 Problem Identification ……………………………………………….
1.3 Problem Restriction ………………………………………………….
1.4 Problem Formulation ………………………………………………...
1.5 Research Objective …………………………………………………..
1.6 The Benefits of Research …………………………………………....
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CHAPTER II LITERATURE REVIEW
2.1 Theoretical Framework ......................................................................
2.1.1 Definition of Learning .............................................................
2.1.2 Student Activity ……………………………………………
2.1.3 The Activities that will be Observed by Researchers……………..
2.1.4 Learning Achievement ……………………………………….
2.1.5 Relating, Experiencing, Applying, Cooperating, and Transferring
(REACT) Strategy………………………………………………
2.1.6 Advantage and Disadvantage of REACT Strategy …………..
2.1.7 Summary of Subject Matter ……………………………….....
2.2 Conceptual Framework…………………………………………….….
2.4 Action Hypothesis …………………………………………………….
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CHAPTER III RESEARCH METHODOLOGY
3.1 Type of Research ……………………………………………………..
3.2 Place and Time of Research…………………………………………..
3.3 Subjects and Object of Research ……………………………………..
3.3.1 Subjects Research ……………………………………………...
3.3.2 Object Research ……………………………………………..…
3.4 Mechanism and Design of Research ……………………………….…
3.5 Technique in Collecting Data ………………………………………
3.5.1 Test …………………………………………………………….
3.5.2 Observation Sheet ……………………………………………
3.5.3 Questionnaire …………………………………………………..
3.5.4 Field Notes ……………………………………………………..
3.5.5 Documentation………………………………………………….
3.6 Data Analysis Techniques ……………………………………………
3.6.1 Data Reduction…………………………………………………
3.6.2 Interpretation of Result…………………………………………
3.7 Inference of Data …………………………………………………….
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CHAPTER VI RESEARCH RESULT AND DISCUSSION
4.1 Description of Realization of CAR……………………………………
4.2 Description of Research Result ……………………………………….
4.2.1 The Result of Student Activity Observation………………………..
4.2.1.1 The Result of Student Activity Observation in Cycle I ………….
4.2.1.2 The Result of Student Activity Observation in Cycle II………….
4.2.1.3 Increasing of Student Activity ……………………………………
4.2.2 Description of Learning Achievement Test Result ………………
4.2.2.1 Description of Diagnostic Test …………………………………
4.2.2.2 The Result of Learning Achievement Test in Cycle I…………….
4.2.2.3 The Result of Learning Achievement Test Result in Cycle II……
4.2.3 Description of Observation Result ………………………………….
4.2.4 Result of Response Questionnaire ………………………………….
4.2.5 The Result of Research…………………………..............................
4.2.6 Research Result Discussion ………………………………………..
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CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion …………………………………………………………… 73
5.2 Suggestion ……………………………………………………………. 73
REFERENCES …………………………………………………………… 75
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TABLE LIST
Page
Table 3.1 Indicator of Arranging Student Activity Observation……………… 28
Table 3.2 The Result Criteria of Learning Observation…………………….… 34
Table 3.3 Increasing Criteria of Student Activity ……………………………. 35
Table 3.4 Guideline of Class Score Average …………………………………. 37
Table 3.5 Score in Scale Five …………………………………………………. 37
Table 3.6 Criteria of Student’s Responses…………………………………….. 38
Table 4.1 Schedule of the mathematics learning in class VIII-3……………… 40
Table 4.2 Student activity in grade VIII-3 in cycle I………………………….. 53
Table 4.3 Student activity in grade VIII-3 in cycle II…………………………. 55
Table 4.4 Increasing criteria of student activity………………………………. 56
Table 4.5 Total of Active Student…………………………………………….. 57
Table 4.6 Average of class score and percentage……………………………… 58
Table 4.7 Description of mastery level of student in diagnostic test …………. 58
Table 4.8 Description of mastery level of student in cycle I …………………. 59
Table 4.9 Percentage complete student in cycle I…………………………….. 59
Table 4.10 Description of mastery level of student in cycle II ……………….
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Table 4.11 Percentage complete student in cycle II........................................... 61
Table 4.12 Description of teacher activity in cycle I………………………….
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Table 4.13 Description of teacher ability in cycle II………………………….. 65
Table 4.14 Result of student response questionnaire…………………………. 67
Table 4.15 Student response for each indicator……………………………….
68
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FIGURE LIST
Page
Figure 1.1 Student Mistake in Diagnostic Test Item 1………………………… 2
Figure 1.2 Student Mistake in Diagnostic Test Item 2………………………… 3
Figure 1.3 Student Mistake in Diagnostic Test Item 2 ………………………
3
Figure 1.4 Student Mistake in Diagnostic Test Item 3 ………………………
3
Figure 3.1 Action Research as a Cyclical Process…………………………….. 31
Figure 4.1 Student Mistake in Learning Achievement Test I item 1………….. 46
Figure 4.2 Student Mistake in Learning Achievement Test I item 2………….. 46
Figure 4.3 Student Mistake in Learning Achievement Test II item 3…………. 46
Figure 4.4 Student Mistake in Learning Achievement Test I in item 4……….. 47
Figure 4.5 Student Mistake in Learning Achievement Test I in item 5……….. 47
Figure 4.5 Student Mistake in Learning Achievement item 6…………………. 48
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APPENDIX LIST
Page
Appendix 1 Lesson Plan I ………………………………………………….
Appendix 2 Lesson Plan II ………………………………………………
Appendix 3 Lesson Plan III ………………………………………………
Appendix 4 Lesson Plan IV ………………………………………………..
Appendix 5 Student Worksheet I ………………………………………….
Appendix 6 Student Worksheet II ………………………………………..
Appendix 7 Student Worksheet III …………………………..…………….
Appendix 8 Student Worksheet IV ………………………………………...
Appendix 9 The Sheet Validation of Diagnostic Test ……………………..
Appendix 10 The Sheets Validation Of Learning Achievement Test I ……
Appendix 11 The Sheets Validation Of Learning Achievement Test II ….
Appendix 12 Diagnostic Test ………………………..………………………
Appendix 13 Learning Achievement Test I ………….………………………
Appendix 14 Learning Achievement Test II ………………………….…….
Appendix 15 Blue Print of Diagnostic Test ………………………….………
Appendix 16 Blue Print of Learning Achievement Test I ………………….
Appendix 17 Blue Print of Learning Achievement Test II ………………….
Appendix 18 Solution Alternative of Diagnostic Test ………………………
Appendix 19 Solution Alternative of Learning Achievement Test I …….….
Appendix 20 Solution Alternative of Learning Achievement Test II …….…
Appendix 21 The Result of Diagnostics Test ………………………………
Appendix 22 The Result of Student Learning Achievement Test in Cycle I.
Appendix 23 The Result of Student Learning Achievement Test in Cycle II.
Appendix 24 Tabulation of Observation of Student Activity Meeting I …….
Appendix 25 Tabulation of Observation of Student Activity Meeting II …...
Appendix 26 Accumulation Result of Student Activity in Cycle I ………….
Appendix 27 Tabulation of Observation of Student Activity Meeting III …..
Appendix 28 Tabulation of Observation of Student Activity Meeting IV ….
Appendix 29 Accumulation Result of Student Activity in Cycle II ………..
Appendix 30 Blue Print of Student Response ………………………………
Appendix 31 Questionnaire of Student Response …………………………..
Appendix 32 Tabulation of Student Response from Questionnaire ………...
Appendix 33 Observation Sheet of Student Activity Meeting I ……………..
Appendix 34 Observation Sheet of Student Activity Meeting II ……………
Appendix 35 Observation Sheet of Student Activity Meeting III …………..
Appendix 36 Observation Sheet of Student Activity Meeting IV……………
Appendix 37 Observation Sheet of Learning Process I ……………..……….
Appendix 38 Observation Sheet of Learning Process II………….………….
Appendix 39 Observation Sheet of Learning Process III …………..………..
Appendix 40 Observation Sheet of Learning Process IV ……………………
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Appendix 41
Appendix 42
Appendix 43
Appendix 44
Appendix 45
Appendix 46
Observation Result of Teacher Activity ……………………… 185
Scoring Rubric ……………………………………………….. 186
Scoring Rubric of Student Activity …………………………… 187
Name List of Research Subject ……………………………….. 189
List of Interview Question with Teacher ……………………… 190
Documentation of Research…………………………………… 191
CHAPTER I
INTRODUCTION
1.1 Problem Background
Mathematics is very important for given to all levels of education,
including in Junior High School to equip learners with the ability to think
logically, analytical, systematic, critical, creative, and have a good personality, so
that students will be able to solve problems in almost all fields of life. And be able
to face the challenges of life ahead.
Learning mathematics is a conscious effort to gain understanding,
relationships and symbols, and then apply the concepts generated into a real
situation. The one of purpose of learning mathematics in Junior High School is the
concepts understanding. Because algebra is one of part from mathematics then
understanding of algebra concepts is one of purpose that will achieved in
mathematics learning for Junior High School and the same level. Introduction of
concepts algebra need given to students, because its concepts will useful in
various mathematics fields that will be learned by students.
“Algebra is languages of symbol and relation”.(Johnson and Rising,
1972:3). This thing also stated by Krismanto (2009:1) about algebra, he said that:
Aljabar digunakan untuk memecahkan masalah sehari-hari. Dengan
bahasa symbol, dari relasi-relasi yang muncul, masalah-masalah
dipecahkan secara sederhana. Bahkan untuk hal-hal tertentu ada
algoritma-algoritma yang mudah diikuti dalam rangka memecahkan
masalah simbolik itu, yang pada saatnya nanti dikembalikan kepada
masalah sehari-hari. Jadi belajar aljabar bukan semata-mata belajar
tentang symbol atau keabstrakannya, melainkan belajar tentang masalah
sehari-hari.
And the other definition of algebra namely algebra is a generalize form of
arithmetic, and for the purpose of generalization of arithmetic, letters and signs
are used. No doubt, the use of letters and signs that makes an abstract subject.
Because of the nature of generalization and abstraction, algebra is considered to
be the mathematics subject whom is difficult to understand.
2
Students experiences difficulty in learning mathematics, namely because
strategies or teaching methods are less appropriate to the material being taught
and students is not understanding the mathematical concepts well, the one of them
is algebraic concepts.
The use of conventional learning makes students can’t develop their
creativity, make students tend to get bored and this method makes the student
activities is low because in here teacher actively involved in the learning process,
the students just sitting, listening, taking notes and doing solve the problems. This
is the reason why the students lack of respect to the teacher when the teacher was
explained, they tend not to pay attention, and preoccupied with their own
activities, such as talking with their friends, or doing work that is not relate to the
lesson.
Selection of good method of teaching and appropriate for students is
important because in addition to realizing the objectives of the study also can
increase the activity and students learning achievement.
Based on the diagnostic test that conducted in grade VIII-3 of SMP Negeri
1 Binjai in topic of algebraic operations obtained that many students couldn’t
show which one is coefficient, constant and like terms from algebraic expression.
Like the picture below.
Figure 1.1 Student Mistake in Diagnostic Test Item 1
By looking the answer of student above, student solve the problem by
doing operation of addition and subtraction to get the simply form of the algebraic
expression but it’s not a solution of that question. Students often do mistakes in
calculation the integer numbers. Like the picture below.
3
Figure 1.2 Student Mistake in Diagnostic Test Item 2
In the picture above student still false in calculate 4x – 2x is 2x, but the
student wrote 6x and it’s not true. Students don’t know multiplication signs like
negative time’s negative is positive, positive time’s negative is negative and so on.
Like the picture below.
Figure 1.3 Student Mistake in Diagnostic Test Item 2
From the answer of student above, appear that student didn’t know product
of ( – ) × (–4x2 + 2x + 7) and student appear still confuse to how solve the
problem because there are mistakes in every step of solve the problem. And also
students couldn’t solve the multiplication of algebraic expression. Like the picture
below.
Figure 1.4 Student Mistake in Diagnostic Test Item 3
Based on the answer of student above appear student couldn’t multiply the
algebraic expression, student conduct addition to solve multiplication in the
algebraic expressions. Student should use distributive law in the multiplication
that ever learned in grade VII to solve that problem.
If the basic knowledge of this algebraic expressions they don’t master,
then they will be difficult to understand about other material in mathematics
4
namely one of them is algebraic operations and this things will impact to their
learning achievement in mathematics. Certainly, the learning achievement will be
low.
This is consistent with the results of interviews conducted with one of the
mathematics teacher in SMP Negeri 1 Binjai, obtained information that students
learning achievement in mathematics about algebraic operations are low. There
are students who didn’t understand the material well. This is due to the lack of
students participate actively in the learning process. Students also didn’t
understand well about definition of variables, constants, term, coefficients of term,
like term and unlike term. And students didn’t master the material prerequisite of
algebraic operation namely integer operations, fractions and algebraic expression
that have learned in grade VII. So, the students in grade VIII-3 still are having
difficulty for solve the problem of algebraic operations.
Thus, it can be concluded that the low of student activities is influenced by
the learning model used, certainly students learning achievement also will be low.
If the learning model used does not match then it will affect the student activity
and the learning achievement. To overcome all of that, the role of teachers in
creating innovative and effective learning is very required.
The creation of effective teaching and learning need to pay attention of the
learning strategy that exact in order to achieve the maximum results. To overcome
the problem difficulty to students in grade of VIII-3 SMP Negeri 1 Binjai in
learning algebraic operations, researcher will implement the learning strategy to
improve student activities. Learning strategy that applied in this study is Relating,
Experiencing, Applying, Cooperating, and Transferring (REACT).
Steps of REACT learning strategies reflected from its acronym. These
steps are Relating, Experiencing, Applying, Cooperating, and Transferring.
According to Crawford (2008:3-14) states that:
Relating is learning in the context of one's life experiences or preexisting
knowledge. Experiencing is learning by doing through exploration,
discovery, and invention. Applying is learning by putting the concepts to
use. Cooperating is learning in the context of sharing, responding, and
communicating with other learners. Transferring is a teaching strategy that
5
we define as using knowledge in a new context or novel situation-one that
has not been covered in class.
The learning process in the Education Unit Level Curriculum requires the
active participation of all students. Thus, student-centered learning, the teacher as
a motivator and facilitator in it so that the classroom atmosphere more lively. In
this study the researchers will use learning media such as power point about
algebraic operations that will attract students to learn actively and also student
worksheet that will become a guide for students to do group activities, so that the
working group focused and can achieve the learning that desired.
Based on the background that has been described above, the researcher is
interested in doing research with the title: "Implementation of REACT Strategy
to Improve Student Activities in Grade VIII-3 of SMP Negeri 1 Binjai”.
1.2 Problem Identification
Based on the background of the problems described above, can be
identifying a number of problems:
1. The low of student activities caused by teacher often use the conventional
learning model that makes students become bored during the learning
takes place so that its impact to students learning achievement.
2. The low of student learning achievement in mathematics subject because
mathematics is still considered as a difficult subject.
3. Students have difficulty in understanding algebraic concepts.
4. In learning mathematics teacher still dominate the class.
5. Implementation of the learning model used in teaching mathematics is still
less precise.
1.3 Problem Restriction
In accordance with the background and the identification of the problems
above, so need for make a problem restriction to more be focus and be directional.
The problem restriction in this study is implementation of REACT strategy to
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improve student learning activities in the topic of algebraic operations in grade
VIII-3 of SMP Negeri 1 Binjai.
1.4 Problem Formulation
Based on the background of the above problems can be formulated as
follows:
1. Is there increasing of the student learning activities during learning
mathematics with the implementation of REACT strategy?
2. Is there the relationship between student learning activities with student
learning achievement after implement REACT strategy in the topic of
algebraic operation?
3. How does student respond to the implementation of REACT Strategy in
the topic of algebraic operation?
1.5 Research Objective
The objective of this research is:
1. To know the increasing of the student learning activities during learning
mathematics with the implementation of REACT strategy.
2. To know the relationship between student learning activities with student
learning achievement after implement REACT strategy in the topic of
algebraic operation.
3. To know the student respond to the implementation of REACT strategy in
the topic of algebraic operations.
1.6 Benefits of Research
The benefits in this research are:
1. For teachers, it can broaden the knowledge of learning strategies to help
students to improve the activities.
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2. For students, through learning with REACT strategy can help student
improve activities during teaching and learning process in the topic of
algebraic operations.
3. For schools, to be material consideration in take innovation policy of
learning mathematics in school.
4. For researchers, as an information and as a material grip for researchers in
carrying out the teaching duty as prospective teachers in the future.
5. As a matter of information to readers or other researchers who want to
conduct the similar research.
CHAPTHER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
1. There is increasing of the student activities during learning mathematics
with the implementation of REACT strategy namely 20,11 %. By using
increasing criteria of student activity, the increasing is classified into
medium category.
2. There is the relationship between student activities with student learning
achievement after implement REACT strategy in the topic of algebraic
operation namely we can see in cycle I obtained average of student
activity score is 17,74 or 17,15% with the category is Inactive student
whereas average score of student learning achievement in cycle I is 69,84
with percentage of student complete is 69,57%, this result not satisfy
criteria of completeness student learning achievement. And in cycle II
obtained average of student activity score is 19,61 or 81,70% with
category is active student whereas average score of student learning
achievement in cycle II is 80,46 with percentage of student complete is
86,96%, this result satisfy criteria of completeness student learning
achievement. It means that activity have relationship with student learning
achievement, activity is not increase then the student learning
achievement is not increases too and activity is increase then the student
learning achievement is increases too.
3. Student respond to the implementation of REACT Strategy in the topic of
algebraic operations is good. This result, obtained from the average score
of student responses is 69,87 (82,20%) and it is classified into good
category. It means, students think that REACT strategy is good and
interesting learning strategy that can increase their activity and their
student learning achievement in learning process.
5.2 Suggestion
1.
For teacher, expected to consider to conduct REACT strategy in learning
process with the suitable topic, teacher have to smart in manage time well
when implement this strategy, teacher have to know how to face the
students that create problems when teaching and learning process take
place and teacher have to know the prior knowledge of students or
something completely familiar to students in order to students can
connect what students already know to the new information.
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2.
3.
For student, expected to use REACT strategy in learning that they are
expected to be able to think independent, to be able to discuss with friend
and to be able in sharing their opinion/idea in front of class.
For next researcher, expected to use the research result as comparison
matter and to implement REACT strategy in the other topic.
75
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Wehmeimer, S. (2000). Oxford Advanced Learner’s Dictionary of Current
English. Sixth Edition. Oxford. Oxford University Press.
ii
BIBLIOGRAPHY
Rini Prautami was born in Binjai, September 01st 1991. She is the third
child from four children. Her father (Alm) Drs. Sukimin Pranoto and mother’s
Dra. Suriani. In 1997, writers studied in primary school Taman Siswa Binjai and
was graduated in 2003. In 2003, the waiter continued her study in junior high
school SMP Negeri 1 Binjai and graduated 2006. In 2006, writer also continued
her study in senior high school SMA Negeri 1 Stabat and was graduated in 2009.
In 2009, the writer was accepted in Mathematics Education of Bilingual
class, faculty of Mathematics and Natural Science, State University of Medan.
During the study.
STUDENT LEARNING ACTIVITIES IN GRADE
VIII OF SMP NEGERI 1 BINJAI
By:
RiniPrautami
ID. Number 409312024
Bilingual Mathematics Education Program
THESIS
Submitted to Eligible to Get SarjanaPendidikan Degree
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
iv
PREFACE
Firstly, writer would like to thanks to Allah SWT for His mercy and
blessing to writer thus because of His love the writer is able to finish this thesis.
In this chance, writer wants to extend gratitude to Mr. Drs. Syafari, M.Pd
as thesis advisor who has made his time for giving brief and guidance from
beginning until the end of writing process of this thesis. Gratitude also writer
delivers to Mr. Prof. Dr. Mukhtar, M.Pd, Mr. Dr. E. Elvis Napitupulu, MS, Mr.
Dr. Edi Syahputra, M.Pd as thesis examiner who has given advice and suggestions
from beginning of research planning until the compiling of this thesis finished.
Thanks a lot also to Mr. Prof. Dr. Sahat Saragih. M.Pd as academic
advisor who has given guidance and suggestion along the study in State
University of Medan. Thanks a lot also to Mr. Prof. Dr. Ibnu Hajar, M.Si as head
of State University of Medan, Mr. Prof. Drs. Motlan, M.Sc., Ph.D as dean of
mathematics and natural sciences faculty, Mr. Drs. Syafari, M.Pd as head of
department, Mr. Drs. Yasifati Hia, M.Si as secretary of mathematics department,
Mr. Drs. Zul Amry, M.Si as head of mathematics education program, Mr.
Prof.Dr.ret.nat. Binari Manurung, M.Si as coordinator of bilingual program and
also for all lecturer and staff of mathematics department who has helped and
facilitation during compiling process of this thesis.
Thanks to Mr. Hanafiah. I. S.Pd. M.M as principle of SMP Negeri 1 Binjai
who has given permission to writer to do the research, Mrs. Hanida Bangun, S.Pd
as mathematics teacher and all teacher and students in grade VIII-3 of SMP
Negeri 1 Binjai who has helped writer in conducting the research.
The special gratitude, writer wants deliver to dear loving father Alm. Drs.
Sukimin Pranoto and the dearest mother Dra. Suriani who have given a lot of
love, pray, motivation and spirit who help writer to finish the study. Special
thanks also to my brother Diki Pradinata S.Pd and also to my beloved sisters Rika
Pratiwi and Karlina Maha Rani and all family for all pray, motivation and support
until the end of writer study.
v
Thanks also to every member of UMMAT for all spirit, support and
experience that has been shared to writer. Writer is indebted to bilingual
mathematics education 2009 big family for helping along the study in State
University of Medan, They are Rizky, Siska, Eni, Qory, Noya, Evi, Epril, Dila,
Joy, Siti, Nurhabibah, Iin, Dini, Retni, Iwan and Widia. And also thanks to all
partner in PPLT Unimed 2012 in SMA Negeri 1 Tebing who always gave support
and shared experience with writer.
Writer realized that there are still weakness in contents and grammar of
this thesis, so writer receives critics and advices from the reader that can make this
thesis be better. Hopefully, this thesis can be useful for education world.
Medan, 9 December 2013
Writer,
Rini Prautami
ID. 409312024
iii
IMPLEMENTATION OF REACT STRATEGY TO IMPROVE
STUDENT ACTIVITIES IN GRADE VIII OF
SMP NEGERI 1 BINJAI
Rini Prautami (ID. 409312024)
ABSTRACT
This research aims to know the increasing of student activity in grade VIII
by implementing REACT strategy in the topic of algebraic operations.
Type of this research is Classroom Action Research (CAR). Subject in this
research is student in class VIII-3 SMP Negeri 1 Binjai that consist of 23 students.
Object of this research is implementation of REACT strategy to improve student
activity. This research is conducted in two cycles. Data in this research is obtained
from student learning achievement test, observation sheet of student activity,
observation sheet of teacher activity, questionnaire and documentation.
Data of observation result of student activity indicates that by conducting
REACT strategy in learning process, student is more active in class. Final result
shows that percentage of student in ”asking” is 82%, in “proposing idea” is 67%,
in “making a note of material” is 80%, in “doing assignment” is 81%, in
“perceiving” is 88%, in “remembering” is 93% such that percentage of student
activity in this result 81,70% and total of active students is 19 students (82,61%).
Based on criteria of activity level, this result has fulfilled criteria of active class.
Student learning achievement test is given in the end of cycle so this research has
two tests, they are learning achievement test I and learning achievement test II.
Average class score of student learning achievement in cycle I is 69,84, total of
complete student is 16 students (69,57%) and incomplete students is 7 students
(30,43%). Average class score of student learning achievement in cycle II is
80,46, total of complete student is 20 students (86,96%) and incomplete students
is 3 students (13,04%). Based on criteria of completeness, this result has fulfilled
criteria of completeness in student learning achievement. From result of analyze
data in this research, it indicate that REACT strategy can increase student activity
in topic of algebraic operations.
vi
CONTENTS
Page
ENDORSEMENT PAGE …………………………………………........ i
BIBLIOGRAPHY……………………………………………………………... ii
ABSTRACT ……………………………………………………………..
PREFACE ……………………………………………………………
CONTENTS …………………………………………………………......
FIGURE LIST …………………………………………………..……….
TABLE LIST ……………………………………………………………
APPENDIX LIST ……………………………………………………....
iii
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vi
ix
x
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CHAPTER I INTRODUCTION
1.1 Problem Background …………………………………………………
1.2 Problem Identification ……………………………………………….
1.3 Problem Restriction ………………………………………………….
1.4 Problem Formulation ………………………………………………...
1.5 Research Objective …………………………………………………..
1.6 The Benefits of Research …………………………………………....
1
5
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CHAPTER II LITERATURE REVIEW
2.1 Theoretical Framework ......................................................................
2.1.1 Definition of Learning .............................................................
2.1.2 Student Activity ……………………………………………
2.1.3 The Activities that will be Observed by Researchers……………..
2.1.4 Learning Achievement ……………………………………….
2.1.5 Relating, Experiencing, Applying, Cooperating, and Transferring
(REACT) Strategy………………………………………………
2.1.6 Advantage and Disadvantage of REACT Strategy …………..
2.1.7 Summary of Subject Matter ……………………………….....
2.2 Conceptual Framework…………………………………………….….
2.4 Action Hypothesis …………………………………………………….
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CHAPTER III RESEARCH METHODOLOGY
3.1 Type of Research ……………………………………………………..
3.2 Place and Time of Research…………………………………………..
3.3 Subjects and Object of Research ……………………………………..
3.3.1 Subjects Research ……………………………………………...
3.3.2 Object Research ……………………………………………..…
3.4 Mechanism and Design of Research ……………………………….…
3.5 Technique in Collecting Data ………………………………………
3.5.1 Test …………………………………………………………….
3.5.2 Observation Sheet ……………………………………………
3.5.3 Questionnaire …………………………………………………..
3.5.4 Field Notes ……………………………………………………..
3.5.5 Documentation………………………………………………….
3.6 Data Analysis Techniques ……………………………………………
3.6.1 Data Reduction…………………………………………………
3.6.2 Interpretation of Result…………………………………………
3.7 Inference of Data …………………………………………………….
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CHAPTER VI RESEARCH RESULT AND DISCUSSION
4.1 Description of Realization of CAR……………………………………
4.2 Description of Research Result ……………………………………….
4.2.1 The Result of Student Activity Observation………………………..
4.2.1.1 The Result of Student Activity Observation in Cycle I ………….
4.2.1.2 The Result of Student Activity Observation in Cycle II………….
4.2.1.3 Increasing of Student Activity ……………………………………
4.2.2 Description of Learning Achievement Test Result ………………
4.2.2.1 Description of Diagnostic Test …………………………………
4.2.2.2 The Result of Learning Achievement Test in Cycle I…………….
4.2.2.3 The Result of Learning Achievement Test Result in Cycle II……
4.2.3 Description of Observation Result ………………………………….
4.2.4 Result of Response Questionnaire ………………………………….
4.2.5 The Result of Research…………………………..............................
4.2.6 Research Result Discussion ………………………………………..
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viii
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion …………………………………………………………… 73
5.2 Suggestion ……………………………………………………………. 73
REFERENCES …………………………………………………………… 75
x
TABLE LIST
Page
Table 3.1 Indicator of Arranging Student Activity Observation……………… 28
Table 3.2 The Result Criteria of Learning Observation…………………….… 34
Table 3.3 Increasing Criteria of Student Activity ……………………………. 35
Table 3.4 Guideline of Class Score Average …………………………………. 37
Table 3.5 Score in Scale Five …………………………………………………. 37
Table 3.6 Criteria of Student’s Responses…………………………………….. 38
Table 4.1 Schedule of the mathematics learning in class VIII-3……………… 40
Table 4.2 Student activity in grade VIII-3 in cycle I………………………….. 53
Table 4.3 Student activity in grade VIII-3 in cycle II…………………………. 55
Table 4.4 Increasing criteria of student activity………………………………. 56
Table 4.5 Total of Active Student…………………………………………….. 57
Table 4.6 Average of class score and percentage……………………………… 58
Table 4.7 Description of mastery level of student in diagnostic test …………. 58
Table 4.8 Description of mastery level of student in cycle I …………………. 59
Table 4.9 Percentage complete student in cycle I…………………………….. 59
Table 4.10 Description of mastery level of student in cycle II ……………….
61
Table 4.11 Percentage complete student in cycle II........................................... 61
Table 4.12 Description of teacher activity in cycle I………………………….
62
Table 4.13 Description of teacher ability in cycle II………………………….. 65
Table 4.14 Result of student response questionnaire…………………………. 67
Table 4.15 Student response for each indicator……………………………….
68
ix
FIGURE LIST
Page
Figure 1.1 Student Mistake in Diagnostic Test Item 1………………………… 2
Figure 1.2 Student Mistake in Diagnostic Test Item 2………………………… 3
Figure 1.3 Student Mistake in Diagnostic Test Item 2 ………………………
3
Figure 1.4 Student Mistake in Diagnostic Test Item 3 ………………………
3
Figure 3.1 Action Research as a Cyclical Process…………………………….. 31
Figure 4.1 Student Mistake in Learning Achievement Test I item 1………….. 46
Figure 4.2 Student Mistake in Learning Achievement Test I item 2………….. 46
Figure 4.3 Student Mistake in Learning Achievement Test II item 3…………. 46
Figure 4.4 Student Mistake in Learning Achievement Test I in item 4……….. 47
Figure 4.5 Student Mistake in Learning Achievement Test I in item 5……….. 47
Figure 4.5 Student Mistake in Learning Achievement item 6…………………. 48
xi
APPENDIX LIST
Page
Appendix 1 Lesson Plan I ………………………………………………….
Appendix 2 Lesson Plan II ………………………………………………
Appendix 3 Lesson Plan III ………………………………………………
Appendix 4 Lesson Plan IV ………………………………………………..
Appendix 5 Student Worksheet I ………………………………………….
Appendix 6 Student Worksheet II ………………………………………..
Appendix 7 Student Worksheet III …………………………..…………….
Appendix 8 Student Worksheet IV ………………………………………...
Appendix 9 The Sheet Validation of Diagnostic Test ……………………..
Appendix 10 The Sheets Validation Of Learning Achievement Test I ……
Appendix 11 The Sheets Validation Of Learning Achievement Test II ….
Appendix 12 Diagnostic Test ………………………..………………………
Appendix 13 Learning Achievement Test I ………….………………………
Appendix 14 Learning Achievement Test II ………………………….…….
Appendix 15 Blue Print of Diagnostic Test ………………………….………
Appendix 16 Blue Print of Learning Achievement Test I ………………….
Appendix 17 Blue Print of Learning Achievement Test II ………………….
Appendix 18 Solution Alternative of Diagnostic Test ………………………
Appendix 19 Solution Alternative of Learning Achievement Test I …….….
Appendix 20 Solution Alternative of Learning Achievement Test II …….…
Appendix 21 The Result of Diagnostics Test ………………………………
Appendix 22 The Result of Student Learning Achievement Test in Cycle I.
Appendix 23 The Result of Student Learning Achievement Test in Cycle II.
Appendix 24 Tabulation of Observation of Student Activity Meeting I …….
Appendix 25 Tabulation of Observation of Student Activity Meeting II …...
Appendix 26 Accumulation Result of Student Activity in Cycle I ………….
Appendix 27 Tabulation of Observation of Student Activity Meeting III …..
Appendix 28 Tabulation of Observation of Student Activity Meeting IV ….
Appendix 29 Accumulation Result of Student Activity in Cycle II ………..
Appendix 30 Blue Print of Student Response ………………………………
Appendix 31 Questionnaire of Student Response …………………………..
Appendix 32 Tabulation of Student Response from Questionnaire ………...
Appendix 33 Observation Sheet of Student Activity Meeting I ……………..
Appendix 34 Observation Sheet of Student Activity Meeting II ……………
Appendix 35 Observation Sheet of Student Activity Meeting III …………..
Appendix 36 Observation Sheet of Student Activity Meeting IV……………
Appendix 37 Observation Sheet of Learning Process I ……………..……….
Appendix 38 Observation Sheet of Learning Process II………….………….
Appendix 39 Observation Sheet of Learning Process III …………..………..
Appendix 40 Observation Sheet of Learning Process IV ……………………
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xii
Appendix 41
Appendix 42
Appendix 43
Appendix 44
Appendix 45
Appendix 46
Observation Result of Teacher Activity ……………………… 185
Scoring Rubric ……………………………………………….. 186
Scoring Rubric of Student Activity …………………………… 187
Name List of Research Subject ……………………………….. 189
List of Interview Question with Teacher ……………………… 190
Documentation of Research…………………………………… 191
CHAPTER I
INTRODUCTION
1.1 Problem Background
Mathematics is very important for given to all levels of education,
including in Junior High School to equip learners with the ability to think
logically, analytical, systematic, critical, creative, and have a good personality, so
that students will be able to solve problems in almost all fields of life. And be able
to face the challenges of life ahead.
Learning mathematics is a conscious effort to gain understanding,
relationships and symbols, and then apply the concepts generated into a real
situation. The one of purpose of learning mathematics in Junior High School is the
concepts understanding. Because algebra is one of part from mathematics then
understanding of algebra concepts is one of purpose that will achieved in
mathematics learning for Junior High School and the same level. Introduction of
concepts algebra need given to students, because its concepts will useful in
various mathematics fields that will be learned by students.
“Algebra is languages of symbol and relation”.(Johnson and Rising,
1972:3). This thing also stated by Krismanto (2009:1) about algebra, he said that:
Aljabar digunakan untuk memecahkan masalah sehari-hari. Dengan
bahasa symbol, dari relasi-relasi yang muncul, masalah-masalah
dipecahkan secara sederhana. Bahkan untuk hal-hal tertentu ada
algoritma-algoritma yang mudah diikuti dalam rangka memecahkan
masalah simbolik itu, yang pada saatnya nanti dikembalikan kepada
masalah sehari-hari. Jadi belajar aljabar bukan semata-mata belajar
tentang symbol atau keabstrakannya, melainkan belajar tentang masalah
sehari-hari.
And the other definition of algebra namely algebra is a generalize form of
arithmetic, and for the purpose of generalization of arithmetic, letters and signs
are used. No doubt, the use of letters and signs that makes an abstract subject.
Because of the nature of generalization and abstraction, algebra is considered to
be the mathematics subject whom is difficult to understand.
2
Students experiences difficulty in learning mathematics, namely because
strategies or teaching methods are less appropriate to the material being taught
and students is not understanding the mathematical concepts well, the one of them
is algebraic concepts.
The use of conventional learning makes students can’t develop their
creativity, make students tend to get bored and this method makes the student
activities is low because in here teacher actively involved in the learning process,
the students just sitting, listening, taking notes and doing solve the problems. This
is the reason why the students lack of respect to the teacher when the teacher was
explained, they tend not to pay attention, and preoccupied with their own
activities, such as talking with their friends, or doing work that is not relate to the
lesson.
Selection of good method of teaching and appropriate for students is
important because in addition to realizing the objectives of the study also can
increase the activity and students learning achievement.
Based on the diagnostic test that conducted in grade VIII-3 of SMP Negeri
1 Binjai in topic of algebraic operations obtained that many students couldn’t
show which one is coefficient, constant and like terms from algebraic expression.
Like the picture below.
Figure 1.1 Student Mistake in Diagnostic Test Item 1
By looking the answer of student above, student solve the problem by
doing operation of addition and subtraction to get the simply form of the algebraic
expression but it’s not a solution of that question. Students often do mistakes in
calculation the integer numbers. Like the picture below.
3
Figure 1.2 Student Mistake in Diagnostic Test Item 2
In the picture above student still false in calculate 4x – 2x is 2x, but the
student wrote 6x and it’s not true. Students don’t know multiplication signs like
negative time’s negative is positive, positive time’s negative is negative and so on.
Like the picture below.
Figure 1.3 Student Mistake in Diagnostic Test Item 2
From the answer of student above, appear that student didn’t know product
of ( – ) × (–4x2 + 2x + 7) and student appear still confuse to how solve the
problem because there are mistakes in every step of solve the problem. And also
students couldn’t solve the multiplication of algebraic expression. Like the picture
below.
Figure 1.4 Student Mistake in Diagnostic Test Item 3
Based on the answer of student above appear student couldn’t multiply the
algebraic expression, student conduct addition to solve multiplication in the
algebraic expressions. Student should use distributive law in the multiplication
that ever learned in grade VII to solve that problem.
If the basic knowledge of this algebraic expressions they don’t master,
then they will be difficult to understand about other material in mathematics
4
namely one of them is algebraic operations and this things will impact to their
learning achievement in mathematics. Certainly, the learning achievement will be
low.
This is consistent with the results of interviews conducted with one of the
mathematics teacher in SMP Negeri 1 Binjai, obtained information that students
learning achievement in mathematics about algebraic operations are low. There
are students who didn’t understand the material well. This is due to the lack of
students participate actively in the learning process. Students also didn’t
understand well about definition of variables, constants, term, coefficients of term,
like term and unlike term. And students didn’t master the material prerequisite of
algebraic operation namely integer operations, fractions and algebraic expression
that have learned in grade VII. So, the students in grade VIII-3 still are having
difficulty for solve the problem of algebraic operations.
Thus, it can be concluded that the low of student activities is influenced by
the learning model used, certainly students learning achievement also will be low.
If the learning model used does not match then it will affect the student activity
and the learning achievement. To overcome all of that, the role of teachers in
creating innovative and effective learning is very required.
The creation of effective teaching and learning need to pay attention of the
learning strategy that exact in order to achieve the maximum results. To overcome
the problem difficulty to students in grade of VIII-3 SMP Negeri 1 Binjai in
learning algebraic operations, researcher will implement the learning strategy to
improve student activities. Learning strategy that applied in this study is Relating,
Experiencing, Applying, Cooperating, and Transferring (REACT).
Steps of REACT learning strategies reflected from its acronym. These
steps are Relating, Experiencing, Applying, Cooperating, and Transferring.
According to Crawford (2008:3-14) states that:
Relating is learning in the context of one's life experiences or preexisting
knowledge. Experiencing is learning by doing through exploration,
discovery, and invention. Applying is learning by putting the concepts to
use. Cooperating is learning in the context of sharing, responding, and
communicating with other learners. Transferring is a teaching strategy that
5
we define as using knowledge in a new context or novel situation-one that
has not been covered in class.
The learning process in the Education Unit Level Curriculum requires the
active participation of all students. Thus, student-centered learning, the teacher as
a motivator and facilitator in it so that the classroom atmosphere more lively. In
this study the researchers will use learning media such as power point about
algebraic operations that will attract students to learn actively and also student
worksheet that will become a guide for students to do group activities, so that the
working group focused and can achieve the learning that desired.
Based on the background that has been described above, the researcher is
interested in doing research with the title: "Implementation of REACT Strategy
to Improve Student Activities in Grade VIII-3 of SMP Negeri 1 Binjai”.
1.2 Problem Identification
Based on the background of the problems described above, can be
identifying a number of problems:
1. The low of student activities caused by teacher often use the conventional
learning model that makes students become bored during the learning
takes place so that its impact to students learning achievement.
2. The low of student learning achievement in mathematics subject because
mathematics is still considered as a difficult subject.
3. Students have difficulty in understanding algebraic concepts.
4. In learning mathematics teacher still dominate the class.
5. Implementation of the learning model used in teaching mathematics is still
less precise.
1.3 Problem Restriction
In accordance with the background and the identification of the problems
above, so need for make a problem restriction to more be focus and be directional.
The problem restriction in this study is implementation of REACT strategy to
6
improve student learning activities in the topic of algebraic operations in grade
VIII-3 of SMP Negeri 1 Binjai.
1.4 Problem Formulation
Based on the background of the above problems can be formulated as
follows:
1. Is there increasing of the student learning activities during learning
mathematics with the implementation of REACT strategy?
2. Is there the relationship between student learning activities with student
learning achievement after implement REACT strategy in the topic of
algebraic operation?
3. How does student respond to the implementation of REACT Strategy in
the topic of algebraic operation?
1.5 Research Objective
The objective of this research is:
1. To know the increasing of the student learning activities during learning
mathematics with the implementation of REACT strategy.
2. To know the relationship between student learning activities with student
learning achievement after implement REACT strategy in the topic of
algebraic operation.
3. To know the student respond to the implementation of REACT strategy in
the topic of algebraic operations.
1.6 Benefits of Research
The benefits in this research are:
1. For teachers, it can broaden the knowledge of learning strategies to help
students to improve the activities.
7
2. For students, through learning with REACT strategy can help student
improve activities during teaching and learning process in the topic of
algebraic operations.
3. For schools, to be material consideration in take innovation policy of
learning mathematics in school.
4. For researchers, as an information and as a material grip for researchers in
carrying out the teaching duty as prospective teachers in the future.
5. As a matter of information to readers or other researchers who want to
conduct the similar research.
CHAPTHER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
1. There is increasing of the student activities during learning mathematics
with the implementation of REACT strategy namely 20,11 %. By using
increasing criteria of student activity, the increasing is classified into
medium category.
2. There is the relationship between student activities with student learning
achievement after implement REACT strategy in the topic of algebraic
operation namely we can see in cycle I obtained average of student
activity score is 17,74 or 17,15% with the category is Inactive student
whereas average score of student learning achievement in cycle I is 69,84
with percentage of student complete is 69,57%, this result not satisfy
criteria of completeness student learning achievement. And in cycle II
obtained average of student activity score is 19,61 or 81,70% with
category is active student whereas average score of student learning
achievement in cycle II is 80,46 with percentage of student complete is
86,96%, this result satisfy criteria of completeness student learning
achievement. It means that activity have relationship with student learning
achievement, activity is not increase then the student learning
achievement is not increases too and activity is increase then the student
learning achievement is increases too.
3. Student respond to the implementation of REACT Strategy in the topic of
algebraic operations is good. This result, obtained from the average score
of student responses is 69,87 (82,20%) and it is classified into good
category. It means, students think that REACT strategy is good and
interesting learning strategy that can increase their activity and their
student learning achievement in learning process.
5.2 Suggestion
1.
For teacher, expected to consider to conduct REACT strategy in learning
process with the suitable topic, teacher have to smart in manage time well
when implement this strategy, teacher have to know how to face the
students that create problems when teaching and learning process take
place and teacher have to know the prior knowledge of students or
something completely familiar to students in order to students can
connect what students already know to the new information.
74
2.
3.
For student, expected to use REACT strategy in learning that they are
expected to be able to think independent, to be able to discuss with friend
and to be able in sharing their opinion/idea in front of class.
For next researcher, expected to use the research result as comparison
matter and to implement REACT strategy in the other topic.
75
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BIBLIOGRAPHY
Rini Prautami was born in Binjai, September 01st 1991. She is the third
child from four children. Her father (Alm) Drs. Sukimin Pranoto and mother’s
Dra. Suriani. In 1997, writers studied in primary school Taman Siswa Binjai and
was graduated in 2003. In 2003, the waiter continued her study in junior high
school SMP Negeri 1 Binjai and graduated 2006. In 2006, writer also continued
her study in senior high school SMA Negeri 1 Stabat and was graduated in 2009.
In 2009, the writer was accepted in Mathematics Education of Bilingual
class, faculty of Mathematics and Natural Science, State University of Medan.
During the study.