THE EFFECT OF MIND MAP STRATEGY ON STUDENT LEARNING OUTCOMES AT TOPIC SENSORY SYSTEM IN CLASS XI SMA NEGERI 11 MEDAN ACADEMIC YEAR 2013/2014.
THE EFFECT OF MIND MAP STRATEGY ON STUDENT LEARNING
OUTCOME AT TOPIC SENSORY SYSTEM IN CLASS XI SMA
NEGERI 11 MEDAN ACADEMIC YEAR 2013/2014
By :
Astari Novita Siregar
4103342001
Bilingual Biology Education Study Program
THESIS
Submitted to Fulfill of The Requirement for The Degree of
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
i
Title of Thesis
The Effect of Mind Map Strategy on Student
Learning Outcome at Topic Sensory System in Class
XI IPA SMA Negeri 11 Medan academic year
2013/2014
Name
Astari Novita Siregar
SID
4103342001
Program
Biology Bilingual Education
Department
Biology
Prof. Dr. rer. nat Binari Manurung, M.Si.
NIP. 196404041989031 006
Acknowledged by:
Head Department Biology
Coordinator of Bilingual
Drs. H. Tri Harsono,M.Si.
NIP. 19651231199003 1 018
Prof. Dr. rer. nat. Binari Manurung, M.Si.
NIP. 19640404 198903 1 006
Date of Graduation: 21th July 2014
iii
ACKNOWLEDGEMENT
Alhamdulillah, foremost writer would like to thank and express the praise
to the Almighty God, Allah SWT for blessing hence writer is able to finish this
thesis entitled “The Effect of Mind Map Strategy on Student Learning Outcome at
Topic Sensory System in Class XI IPA SMA Negeri 11 Medan Academic Year
2013/2014” to fulfill one of the requirement for the degree of Sarjana Pendidikan
in Biology Department, FMIPA Unimed.
The writer gratefully acknowledges the deepest gratitude to Prof.
Dr.rer.nat Binari Manurung, M.Si as writer thesis supervisor who has generously
spent precious time in giving the guidance, encouragement, comments,
suggestions and constructive advice until this thesis comes to its present form.
The enormous appreciation is addressed to Drs. Tri Harsono, M.Si, Dr. Hj.
Fauziyah Harahap, M.Si, and Syarifuddin, M.Sc, Ph.D as the examiners for their
criticisms and valuable advices. The writer would also like to thank Dr.rer.nat
Binari Manurung, M.Si as the academic adviser. Thanks also extended to Drs.
H.Tri Harsono, M.Si as the chairman of Biology Department, Mrs. Riche and Mr.
Syamsuddin for administrative assistance, and all lecturers of Biology Bilingual
Education Program. Special thanks are extended to the headmaster of SMA
Negeri 11 Medan and Biology teachers who helping the writer during the
research.
My never ending thankfulness addressed to beloved parents, Agussalim
Siregar and Yohani Sinambela, for the genes, endless love, unfailing support,
encouragement throughout the entire life, and also my lovely brothers Garda
Arraniri Siregar, Muammar Fajar Siregar, and Malika Bahreisj Siregar for their
support and
kindness. Lucky to have amazing and friends in Biology
Bilingual’10 for togetherness during my study, bg Dian and a very special :
Hafizah, Rafika, and Novita (Ransufa family) who made my time more colorful
and for being great best friends. Thanks for unforgettable moment.
iv
Thanks to my friends in organization Community, BIOTA who has in the
same struggle, whose have given me a cheerful and joyful togetherness. I’ll would
never forget our happiness and sadness.
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
Astari Novita Siregar
4103342001
v
THE EFFECT OF MIND MAP STRATEGY ON STUDENT LEARNING
OUTCOMES AT TOPIC SENSORY SYSTEM IN CLASS XI SMA
NEGERI 11 MEDAN ACADEMIC YEAR 2013/2014
Astari Novita Siregar (4103342001)
ABSTRACT
This study investigates the effect of Mind Map strategy on learning
outcome of student at topic sensory system. The design adopted in the research
was a quasi-experimental pretest and posttest method. The population of the study
included all student class XI IPA SMA Negeri 11 Medan are 223. There were 2
classes chosen as the sample by applying purposive sampling technique. Those
two classes are class XI IPA 5 that selected to be mind map class and XI IPA 6
students that selected to be without mind map class. The instrument used in this
research was an objectives test that consist of 30 multiple choice questions that
have been validated by validator. The result of hypothesis test for posttest showed
that tcount = 4.28 > ttable = 2.383, P = 0.001 at the level significance of 0.01, means
that Ha was accepted and H0 was rejected. The average of student learning
outcome in mind map class was 73.95 while in without mind map class was
67.16. From the calculation of t-test obtained tcalculate > ttable (4.28 > 2.383). It
means Ho was rejected and Ha was accepted, that means mind map has a
significant effect on student learning outcome at topic sensory system in class XI
IPA SMA Negeri 11 Medan academic year 2013/2014.
Keyword : Effect, Mind Map, learning outcome
vi
TABLE OF CONTENT
Pages
Approval Sheet
i
Biography
ii
Acknowledgement
iii
Abstract
v
Tabel of Content
vi
List of Figures
ix
List of Tables
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1.1.The Background of the Study
1
1.2.The Identification of the Problem
4
1.3.The Scope of the Study
5
1.4.The Formulation of the Problem
5
1.5.The Objective of the Study
5
1.6.The significances of the Study
5
CHAPTER II LITERATURE REVIEW
2.1.Theoritical Framework
6
2.1.1. Definition of Learning
6
2.1.2. Definition Learning Outcome
7
2.1.3. Brain Work
7
2.1.4. Mind Map
9
2.1.4.1.Definition of Mind Map
9
2.1.4.2.How to Make Mind Map
9
2.1.4.3.The Usage of Mind Map
11
2.1.4.4.Advantage and Disadvantage of Mind Map
13
2.1.5. Learning Material
13
vii
2.2. Conceptual Framework
22
2.3. Research Hypothesis
22
2.4. Statistic Hypothesis
23
CHAPTER III RESEARCH AND METHOD
3.1.Research Location and Time
24
3.2.Population and Sample
24
3.3.Research Variable
24
3.4.Research Method and Design
25
3.5.Research Procedures
25
3.5.1. Preparing Step
25
3.5.2. Implementation Step
26
3.5.3. Final Step
26
3.6.Research Instrument
27
3.7.
29
Instrument Test
3.7.1. Test Validity
29
3.7.2. Test Reliability
30
3.7.3. Difficulty Level
30
3.7.4. Discrimination Index
31
3.8.Technique of Data Analysis
32
3.8.1. Normality Test
32
3.8.2. Homogeneity Test
33
3.8.3. Testing of Hypothesis
34
CHAPTER III RESULT AND DISCUSSION
4.1.
Research Instrument Data Analysis
35
4.1.1. Validity Test
35
4.1.2. Reliability Test
35
4.1.3. Difficulties Level
35
4.1.4. Discrimination Index
35
viii
4.2.
Description of Research Data
36
4.2.1. Learning Outcome of Student in Pretest
36
4.2.2. Learning Outcome of Student in Posttest
37
4.3.
38
Analysis of Research Data
4.3.1. Data Normality Test
38
4.3.2. Data Homogeneity Test
38
4.2.3. Test of Hypothesis
38
4.4.
39
Discussion
CHAPTER V CONCLUSION AND SUGGESTION
5.1.
Conclusion
41
5.2.
Suggestion
41
REFERENCES
42
x
LIST OF TABLE
Table 2.1 Function of Part of The Eye
16
Table 3.1. Research Desigh
25
Table 3.2. Gratings of Test
28
Table 3.3. Index Classification of Test Validity
29
Table 3.4 The Classification Difficulty Index of Test
31
Table 3.5. The Classification of Discrimination Index
32
ix
LIST OF FIGURE
Figure 2.1. Human Brain
8
Figure 2.2. Example of Mind Map
11
Figure 2.3. Structure of Ear
16
Figure 2.4. Structure of Tongue
19
Figure 2.5. Structure of Skin
20
Figure 3.1. Scheme of Research Prosedure
27
Figure 4.1. Learning Outcome of Student in Pretest
36
Figure 4.2. Effect of Mind Map Strategy on Student Learning Outcome
in Sensory System Topic in Class XI SMA Negeri 11
Medan Academic Year 2013/2014
37
1
CHAPTER I
INTRODECTION
1.1.
The Background of The Study
Education is one of important point in human life to survive in this world.
Human Beings were given advantage by the Creator with a form of mind that no
creature for others, to process the mind needed a pattern of education through in a
learning process. In this globalization era, our government through the
Department of Education evaluate out by following various types of International
assess programs, such as Trends in International Mathematics and Science Study
(TIMSS) and Programme for International Student Assessment (PISA).
PISA assesses the extent to which 15-year-old students have acquired key
knowledge andskills that are essential for full participation in modern societies.
The assessment, which focuses on reading,mathematics, science and problemsolving, does not just ascertain whether students can reproduce what theyhave
learned. In 2012, Indonesia still have low performances in mathematics, reading
and science, it had been shown from the score that we got below on OECD
average, where in reading get score 396 from 496 , mathematics 375 from 494 and
in science 382 from 501 in average (Gurria,2013). In other hand, in TIMMS
Indonesia also have low rating in mathematic and science. In 1999 Indonesia was
at 34 of 38, in 2003 Indonesia was at 35 of 46 and in 2007 Indonesia was at 35 of
49 countries (litbang.kemendikbud.go.id.2013).
One cause of the quality of education in Indonesia is still low is at the
learningprocess. In the learning process, children are less encouraged to develop
the ability to think. Science subjects are not able to develop a child's ability to
think critically and systematically, because the thought of learning strategies are
not used properly in any learning process in the classroom (Sanjaya, 2011). Kemp
in Sanjaya (2011)explained that the learning strategy was a learning activity that
must be doby the teacher and student so that learning objectives can be achieved
effectively and efficiently. In line with the above opinion, Dick and Carey in
Sanjaya (2011) also mentioned that the learning strategy is a set of learning
2
materials and procedures are used together to inflict on students' learning
outcome.
Learning is a process of creating a relationship between something
(knowledge) that has been understood and something (knowledge) new. In line
with Anthony Robbins statement in Trianto (2011) learning dimension contains
several elements, namely: (1) the creation of a relationship, (2) something
understood, and (3) something new. So in the meaning of learning here, not from
something completely unknown (zero), but an association of two existing
knowledge with new knowledge.
In learning process, learners within the same absorption preference are
unique from one another. For example, visual learners may vary greatly on which
visual techniques are effective for them. And for multi-mode learners, the score
for each preference will determine how the student will layer techniques for
optimal
learning,
whereas
it
can
be
influenced
in
student
learning
outcome(Jarmon,2011). Differences of student absorption as described above,
learning process need a appropriate learning strategy and learning models is the
answer.
Based on interviewed with Biology teacher in Senior High School 11
Medan,Mrs.Daryanti, obtained the data, the condition of student was low learning
outcome of student at the learning materials in final exams in last semester. In
other hand, the teacher never use mind map yet in learning process in the school
and teacher generally implemented lecturing method for learning activity and
using power point to support during learning activity.
In Biology learning, many students feel difficult in the study. It shown by
interviewed with some student in Senior High School 11 Medan in observation
that has been done in February,they said,Biology was an interestedsubject matter
for them because Biology was one of the study that learn about life, but in other
hands, some student feel uninterest because Biology has so many term that must
remember, so many Greek that difficult to memorize.
Generally, student feel biology is too difficult because so many subject
material and terms that should be memorized.Relating to the terms and biological
3
sciences, a lot of subject matter that was patterned structured and
requiredmemorization. So to understand biology comprehensively,easy to
remember,effective and efficient in any condition,need an easiest strategy to take
place the information into brain. Base on reason above, mind map is an effective
learning strategy that must be implemented in biology learning process because
mind map has some excesses,there were draw attention to the eyes and brain so it
make easier to concentrate when learning process, each of information has clear
relation between one and each other,funny and not bored because used right brain
such as picture and colors that have an unique pattern and easy to remember. That
reason so appropriate with student characteristic where sometimes feel
bored,difficult to concentrate during learning process,difficult to remember the
subject matter that be taught by the teacher because they were so lazy to make a
note.
Mind map help studentto learn information by forcing them to organize it
and add images and color into it. These maps have been shown to lower extrinsic
cognitive load because students’ are creating a two-dimensional space to tie in
ideas and concepts that related together.Mind map allow students to create a
visual image to enhance their learning. Using mind map also helps teacher vary
their teaching methods which may be more likely to reach diverse
learners(Jones,2012)
Saleh (2008) said, in the first time,mind map found by Tony Buzan. Seen
from the character and the nature, mind map can be a right media to train the
mindset,brain-storming,visualization, and problem solving. Mind map was used in
education namely when learning process in class.Therefore the role of the teacher
in the learning when using mind map media is as a mentor and advisor in learning.
Teacher help student to asses of learning and progress that has been achieved by
the student. This strategy use open approach between teacher and student which
aims to cause feeling of harmony between teachers and students during learning
process.
4
Salomon & Perkinsstatements in Jones (2012) said, mind mapping
activities require students to actively engage in their learning, connecting their
prior knowledge to new information. When creating a mind map, a student
frequently interacts with a textbook, notes from class, an instructor, classmate, or
study group. Viewed from a sociocultural perspective, the student’s learning in all
of these interaction would be mediated by a social agent: an individual, group, or
a cultural tool such as a textbook or set of class notes.
Dhindsa and Kasim (2010) reported that the mean achievement scores for
students who were taught science using a mind mapping technique in a learning
environment were significantly higher than those who were taught using
traditional teaching.
Mona
and
Khalick(2003)
reported
their
research,
comparedtostudentswhodidnotusemindmapping,participantsintheexperimentalgro
upachievedstatisticallysignificantgainsonalltargetcategories(conceptualunderstand
ingandpracticalreasoning)andlevels(basic,proficient,andadvanced)ofachievement.
Moreover,theobservedgainswerenotonlystatisticallysignificant,butpracticallysignif
icantaswell.Onaverage,studentswhousedmindmappingscoredabout15percentagepo
intshigherthanparticipantsinthecomparisongroupontheconceptualunderstandingand
practicalreasoningcomponents ofthepost-instructionachievementtest.
Based on these statement, the research “The Effectof Mind Map Strategy
on Student Learning Outcomeat Topic Sensory System in Class XISMA Negeri
11 Medan academic year 2013/2014 will be conducted”.
1.2.The Identification of The Problem
Based on the background above, that could be identify the problems,
They are :
1. Learning process never use mind map
2. Student noted still ineffective
3. Low student outcome in Biology subject
5
1.3.
The Scope of The Study
The scope of this research is will be limited tothe effect of mind map on
student learning outcomelooking of cognitive aspect at Biology learning topic
sensory system in Class XI IPA SMA Negeri11 Medan academic year 2013/2014
and ideally the control class implemented with another strategy.
1.4.
The Formulation of The Problem
The formulation of the problem in this study, isthere an effect of mind map
on student learning outcome at topic sensory system in Class XI IPA SMA
Negeri11 Medan academic year 2013/2014.
1.5.
The Objectike of The Study
The objective of this research is to know the effect of mind map on student
learning outcomeat topic sensory system in Class XI IPA SMA Negeri11 Medan
academic year 2013/2014
1.6.The Significance of The Study :
1. Help student to increase their skill in learning process effectively
2. Help student to get a good learning outcome by Mind map mediaat
topic sensory system
3. Add the experience and knowledge of researcher as a future teacher
about Mind map media
41
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the result using mind map in teaching and learning sensory
system topic in class XI in SMAN 11 Medan, It can be concluded that mind Map
strategy has significant effect on student learning outcome.
5.2. Suggestion
Based onthe conclusion above, it’s recommended to :
1. Teacher should apply mind map strategy in teaching and learning sensory
system because mean score of student’ learning outcome was higher than
using conventional method.
2. Mind Map strategy has positive effect on student’s learning outcome, even
therefore there are many preparation to be prepared before research.
42
REFERENCES
Afriani, L Tobing, (2008), Pengaruh teknik Pencatatan Peta Pikiran dalam
Model Kooperatif Tipe STAD pada Submateri Sel terhadap casil Belajar
Siswa Kelas XI IPA SMA Negeri 2 Tebing tinggi tahun ajaran 2010/2011,
Skripsi, FMIPA, Unimed, Medan.
Aggarwal, J. C, (2001), Principles, Methods & Techniques of Teaching (Second
Revised Edition), Vikas Publishing House PVT LTD, New Delhi.
Arikunto, S, (2012), Dasar-Dasar Evaluasi Pendidikan Edisi Revisi. Penerbit
Bumi Aksara, Jakarta.
Anderson, M Heidi, Moore, Deborah, Anaya, Guadalupe, Bird, Eleanora, (200F),
Student Learning Outcomes Assessment: A Component of Program
Assessment, American Journal of Pharmaceutical Education 69(2) : 2F6268.
Buzan, Tony, (1998), Super-Creativity, St. Martin's Press, New York.
Buzan, Tonny and Buzan, Barry, (1990),The Mind Map Book: 9cow to Use
Radiant Thinking to Maximize Your Brain's Untapped Potential, Dutton,
USA.
Case, F James, (1971), Biology 2nd Edition, Macmillan Publishing Co.,Inc, USA.
Davies, Martin, (2010), Concept mapping, mind mapping and argument mapping:
what are the differences and do they matter?, Journal cigh Education
Daymut, A Julie, (2009), Right Brain vs. Left Brain – What’s the Difference?,
Super Duper Publications, USA.
Dhindsa, S Harkirat and Kasim, Makarimi, Anderson, O Roger, (2010),
Constructivist-Visual Mind Map Teaching Approach and the Quality of
Students’ Cognitive Structures, Journal of Science Education Technology
20 : 186-200.
43
OECD, (2013), PISA 2012 Results in Focus : What 15-years-olds know and what
they can do with what they know
Jarmon, L Amy, (2011), Advice from the Inside : How to Absorb Information to
Make It More Memorable, Journal of Student Lawyer 39(6) : 22-24.
Jones, D Brett, Ruff, Chloe, Snyder, Dee, Petrich, Britta, Koonce, Chelsea,
(2012), The Effects of Mind Mapping Activities on Students’ Motivation.
International Journal for the Scholarship of Teaching and Learning 6(1) :
1-21
Kementrian Pendidikan dan Kebudayaan (2013) , http://litbang.kemdikbud.go.id
/index.php/survei-internasional-timss (accessed Maret 2014)
Li, M. P. & Lam, B. H, (2013)The Active Classroom : Cooperative Learning, The
Hong Kong Institute of Education, Hongkong.
Mader, Sylvia L, (2008), cuman Biology. 10th Edition, McGraw-Hill, New York.
Mader, Sylvia L, (2004), cuman Biology. 8th Edition, McGraw-Hill, New York.
Mader, Sylvia S, (2001), Biology : 7th Edition, McGraw-Hill, New York.
Miller and Levin, (1998), Prentice call : Biology The Living Science, PrenticeHall,Inc, New Jersey.
Mona, El Issam Abi and Khalick, L Fouad Adb, (2003), The Influence of Mind
Mapping on Eighth Graders' Science Achievement, Journal od School
Science and Mathematics 108(7) : 298-312.
Riandari, Henny, (2009), Theory and Application of Biology 2, PT Tiga
Serangkai Pustaka Mandiri, Solo.
Saleh, Andri, (2008), Kreatif Mengajar dengan Mindmap, TINTA EMAS
Publishing, Bandung.
44
Sanjaya, Wina, (2011), Strategi Pembelajaran Berorientasi Standar Proses
Pendidikan, Kencana Prenada Media, Jakarta.
Solomon, E. P., Berg, L. R., and Martin, D.W, (2008), Biology ( Eighth Edition ),
Thomson Brooks/Cole, USA.
Sudijono, A, (2011), Pengantar Evaluasi Pendidikan, Penerbit PT Raja Grafindo
Persada, Jakarta.
Sudjana, (200F), Metode Statistika, Penerbit Tarsito, Bandung.
Trianto, (2011), Mendesain Model Pembelajaran Inovatif-Progresif, Kencana
Prenada Media Group, Jakarta.
Wang,C X Victor, 2012, Understanding and Promoting Learning Theories,
Journal of International Forum of Teaching and Studies 8(2) : F-11.
Wilson, M Suzanne and Peterson, L Penelope, (2006), Theories of Learning and
Teaching : What Do They Mean for Educators?, NEA Research for NEA
state and local associations, and UniServ staff, Atlanta.
OUTCOME AT TOPIC SENSORY SYSTEM IN CLASS XI SMA
NEGERI 11 MEDAN ACADEMIC YEAR 2013/2014
By :
Astari Novita Siregar
4103342001
Bilingual Biology Education Study Program
THESIS
Submitted to Fulfill of The Requirement for The Degree of
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
i
Title of Thesis
The Effect of Mind Map Strategy on Student
Learning Outcome at Topic Sensory System in Class
XI IPA SMA Negeri 11 Medan academic year
2013/2014
Name
Astari Novita Siregar
SID
4103342001
Program
Biology Bilingual Education
Department
Biology
Prof. Dr. rer. nat Binari Manurung, M.Si.
NIP. 196404041989031 006
Acknowledged by:
Head Department Biology
Coordinator of Bilingual
Drs. H. Tri Harsono,M.Si.
NIP. 19651231199003 1 018
Prof. Dr. rer. nat. Binari Manurung, M.Si.
NIP. 19640404 198903 1 006
Date of Graduation: 21th July 2014
iii
ACKNOWLEDGEMENT
Alhamdulillah, foremost writer would like to thank and express the praise
to the Almighty God, Allah SWT for blessing hence writer is able to finish this
thesis entitled “The Effect of Mind Map Strategy on Student Learning Outcome at
Topic Sensory System in Class XI IPA SMA Negeri 11 Medan Academic Year
2013/2014” to fulfill one of the requirement for the degree of Sarjana Pendidikan
in Biology Department, FMIPA Unimed.
The writer gratefully acknowledges the deepest gratitude to Prof.
Dr.rer.nat Binari Manurung, M.Si as writer thesis supervisor who has generously
spent precious time in giving the guidance, encouragement, comments,
suggestions and constructive advice until this thesis comes to its present form.
The enormous appreciation is addressed to Drs. Tri Harsono, M.Si, Dr. Hj.
Fauziyah Harahap, M.Si, and Syarifuddin, M.Sc, Ph.D as the examiners for their
criticisms and valuable advices. The writer would also like to thank Dr.rer.nat
Binari Manurung, M.Si as the academic adviser. Thanks also extended to Drs.
H.Tri Harsono, M.Si as the chairman of Biology Department, Mrs. Riche and Mr.
Syamsuddin for administrative assistance, and all lecturers of Biology Bilingual
Education Program. Special thanks are extended to the headmaster of SMA
Negeri 11 Medan and Biology teachers who helping the writer during the
research.
My never ending thankfulness addressed to beloved parents, Agussalim
Siregar and Yohani Sinambela, for the genes, endless love, unfailing support,
encouragement throughout the entire life, and also my lovely brothers Garda
Arraniri Siregar, Muammar Fajar Siregar, and Malika Bahreisj Siregar for their
support and
kindness. Lucky to have amazing and friends in Biology
Bilingual’10 for togetherness during my study, bg Dian and a very special :
Hafizah, Rafika, and Novita (Ransufa family) who made my time more colorful
and for being great best friends. Thanks for unforgettable moment.
iv
Thanks to my friends in organization Community, BIOTA who has in the
same struggle, whose have given me a cheerful and joyful togetherness. I’ll would
never forget our happiness and sadness.
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
Astari Novita Siregar
4103342001
v
THE EFFECT OF MIND MAP STRATEGY ON STUDENT LEARNING
OUTCOMES AT TOPIC SENSORY SYSTEM IN CLASS XI SMA
NEGERI 11 MEDAN ACADEMIC YEAR 2013/2014
Astari Novita Siregar (4103342001)
ABSTRACT
This study investigates the effect of Mind Map strategy on learning
outcome of student at topic sensory system. The design adopted in the research
was a quasi-experimental pretest and posttest method. The population of the study
included all student class XI IPA SMA Negeri 11 Medan are 223. There were 2
classes chosen as the sample by applying purposive sampling technique. Those
two classes are class XI IPA 5 that selected to be mind map class and XI IPA 6
students that selected to be without mind map class. The instrument used in this
research was an objectives test that consist of 30 multiple choice questions that
have been validated by validator. The result of hypothesis test for posttest showed
that tcount = 4.28 > ttable = 2.383, P = 0.001 at the level significance of 0.01, means
that Ha was accepted and H0 was rejected. The average of student learning
outcome in mind map class was 73.95 while in without mind map class was
67.16. From the calculation of t-test obtained tcalculate > ttable (4.28 > 2.383). It
means Ho was rejected and Ha was accepted, that means mind map has a
significant effect on student learning outcome at topic sensory system in class XI
IPA SMA Negeri 11 Medan academic year 2013/2014.
Keyword : Effect, Mind Map, learning outcome
vi
TABLE OF CONTENT
Pages
Approval Sheet
i
Biography
ii
Acknowledgement
iii
Abstract
v
Tabel of Content
vi
List of Figures
ix
List of Tables
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1.1.The Background of the Study
1
1.2.The Identification of the Problem
4
1.3.The Scope of the Study
5
1.4.The Formulation of the Problem
5
1.5.The Objective of the Study
5
1.6.The significances of the Study
5
CHAPTER II LITERATURE REVIEW
2.1.Theoritical Framework
6
2.1.1. Definition of Learning
6
2.1.2. Definition Learning Outcome
7
2.1.3. Brain Work
7
2.1.4. Mind Map
9
2.1.4.1.Definition of Mind Map
9
2.1.4.2.How to Make Mind Map
9
2.1.4.3.The Usage of Mind Map
11
2.1.4.4.Advantage and Disadvantage of Mind Map
13
2.1.5. Learning Material
13
vii
2.2. Conceptual Framework
22
2.3. Research Hypothesis
22
2.4. Statistic Hypothesis
23
CHAPTER III RESEARCH AND METHOD
3.1.Research Location and Time
24
3.2.Population and Sample
24
3.3.Research Variable
24
3.4.Research Method and Design
25
3.5.Research Procedures
25
3.5.1. Preparing Step
25
3.5.2. Implementation Step
26
3.5.3. Final Step
26
3.6.Research Instrument
27
3.7.
29
Instrument Test
3.7.1. Test Validity
29
3.7.2. Test Reliability
30
3.7.3. Difficulty Level
30
3.7.4. Discrimination Index
31
3.8.Technique of Data Analysis
32
3.8.1. Normality Test
32
3.8.2. Homogeneity Test
33
3.8.3. Testing of Hypothesis
34
CHAPTER III RESULT AND DISCUSSION
4.1.
Research Instrument Data Analysis
35
4.1.1. Validity Test
35
4.1.2. Reliability Test
35
4.1.3. Difficulties Level
35
4.1.4. Discrimination Index
35
viii
4.2.
Description of Research Data
36
4.2.1. Learning Outcome of Student in Pretest
36
4.2.2. Learning Outcome of Student in Posttest
37
4.3.
38
Analysis of Research Data
4.3.1. Data Normality Test
38
4.3.2. Data Homogeneity Test
38
4.2.3. Test of Hypothesis
38
4.4.
39
Discussion
CHAPTER V CONCLUSION AND SUGGESTION
5.1.
Conclusion
41
5.2.
Suggestion
41
REFERENCES
42
x
LIST OF TABLE
Table 2.1 Function of Part of The Eye
16
Table 3.1. Research Desigh
25
Table 3.2. Gratings of Test
28
Table 3.3. Index Classification of Test Validity
29
Table 3.4 The Classification Difficulty Index of Test
31
Table 3.5. The Classification of Discrimination Index
32
ix
LIST OF FIGURE
Figure 2.1. Human Brain
8
Figure 2.2. Example of Mind Map
11
Figure 2.3. Structure of Ear
16
Figure 2.4. Structure of Tongue
19
Figure 2.5. Structure of Skin
20
Figure 3.1. Scheme of Research Prosedure
27
Figure 4.1. Learning Outcome of Student in Pretest
36
Figure 4.2. Effect of Mind Map Strategy on Student Learning Outcome
in Sensory System Topic in Class XI SMA Negeri 11
Medan Academic Year 2013/2014
37
1
CHAPTER I
INTRODECTION
1.1.
The Background of The Study
Education is one of important point in human life to survive in this world.
Human Beings were given advantage by the Creator with a form of mind that no
creature for others, to process the mind needed a pattern of education through in a
learning process. In this globalization era, our government through the
Department of Education evaluate out by following various types of International
assess programs, such as Trends in International Mathematics and Science Study
(TIMSS) and Programme for International Student Assessment (PISA).
PISA assesses the extent to which 15-year-old students have acquired key
knowledge andskills that are essential for full participation in modern societies.
The assessment, which focuses on reading,mathematics, science and problemsolving, does not just ascertain whether students can reproduce what theyhave
learned. In 2012, Indonesia still have low performances in mathematics, reading
and science, it had been shown from the score that we got below on OECD
average, where in reading get score 396 from 496 , mathematics 375 from 494 and
in science 382 from 501 in average (Gurria,2013). In other hand, in TIMMS
Indonesia also have low rating in mathematic and science. In 1999 Indonesia was
at 34 of 38, in 2003 Indonesia was at 35 of 46 and in 2007 Indonesia was at 35 of
49 countries (litbang.kemendikbud.go.id.2013).
One cause of the quality of education in Indonesia is still low is at the
learningprocess. In the learning process, children are less encouraged to develop
the ability to think. Science subjects are not able to develop a child's ability to
think critically and systematically, because the thought of learning strategies are
not used properly in any learning process in the classroom (Sanjaya, 2011). Kemp
in Sanjaya (2011)explained that the learning strategy was a learning activity that
must be doby the teacher and student so that learning objectives can be achieved
effectively and efficiently. In line with the above opinion, Dick and Carey in
Sanjaya (2011) also mentioned that the learning strategy is a set of learning
2
materials and procedures are used together to inflict on students' learning
outcome.
Learning is a process of creating a relationship between something
(knowledge) that has been understood and something (knowledge) new. In line
with Anthony Robbins statement in Trianto (2011) learning dimension contains
several elements, namely: (1) the creation of a relationship, (2) something
understood, and (3) something new. So in the meaning of learning here, not from
something completely unknown (zero), but an association of two existing
knowledge with new knowledge.
In learning process, learners within the same absorption preference are
unique from one another. For example, visual learners may vary greatly on which
visual techniques are effective for them. And for multi-mode learners, the score
for each preference will determine how the student will layer techniques for
optimal
learning,
whereas
it
can
be
influenced
in
student
learning
outcome(Jarmon,2011). Differences of student absorption as described above,
learning process need a appropriate learning strategy and learning models is the
answer.
Based on interviewed with Biology teacher in Senior High School 11
Medan,Mrs.Daryanti, obtained the data, the condition of student was low learning
outcome of student at the learning materials in final exams in last semester. In
other hand, the teacher never use mind map yet in learning process in the school
and teacher generally implemented lecturing method for learning activity and
using power point to support during learning activity.
In Biology learning, many students feel difficult in the study. It shown by
interviewed with some student in Senior High School 11 Medan in observation
that has been done in February,they said,Biology was an interestedsubject matter
for them because Biology was one of the study that learn about life, but in other
hands, some student feel uninterest because Biology has so many term that must
remember, so many Greek that difficult to memorize.
Generally, student feel biology is too difficult because so many subject
material and terms that should be memorized.Relating to the terms and biological
3
sciences, a lot of subject matter that was patterned structured and
requiredmemorization. So to understand biology comprehensively,easy to
remember,effective and efficient in any condition,need an easiest strategy to take
place the information into brain. Base on reason above, mind map is an effective
learning strategy that must be implemented in biology learning process because
mind map has some excesses,there were draw attention to the eyes and brain so it
make easier to concentrate when learning process, each of information has clear
relation between one and each other,funny and not bored because used right brain
such as picture and colors that have an unique pattern and easy to remember. That
reason so appropriate with student characteristic where sometimes feel
bored,difficult to concentrate during learning process,difficult to remember the
subject matter that be taught by the teacher because they were so lazy to make a
note.
Mind map help studentto learn information by forcing them to organize it
and add images and color into it. These maps have been shown to lower extrinsic
cognitive load because students’ are creating a two-dimensional space to tie in
ideas and concepts that related together.Mind map allow students to create a
visual image to enhance their learning. Using mind map also helps teacher vary
their teaching methods which may be more likely to reach diverse
learners(Jones,2012)
Saleh (2008) said, in the first time,mind map found by Tony Buzan. Seen
from the character and the nature, mind map can be a right media to train the
mindset,brain-storming,visualization, and problem solving. Mind map was used in
education namely when learning process in class.Therefore the role of the teacher
in the learning when using mind map media is as a mentor and advisor in learning.
Teacher help student to asses of learning and progress that has been achieved by
the student. This strategy use open approach between teacher and student which
aims to cause feeling of harmony between teachers and students during learning
process.
4
Salomon & Perkinsstatements in Jones (2012) said, mind mapping
activities require students to actively engage in their learning, connecting their
prior knowledge to new information. When creating a mind map, a student
frequently interacts with a textbook, notes from class, an instructor, classmate, or
study group. Viewed from a sociocultural perspective, the student’s learning in all
of these interaction would be mediated by a social agent: an individual, group, or
a cultural tool such as a textbook or set of class notes.
Dhindsa and Kasim (2010) reported that the mean achievement scores for
students who were taught science using a mind mapping technique in a learning
environment were significantly higher than those who were taught using
traditional teaching.
Mona
and
Khalick(2003)
reported
their
research,
comparedtostudentswhodidnotusemindmapping,participantsintheexperimentalgro
upachievedstatisticallysignificantgainsonalltargetcategories(conceptualunderstand
ingandpracticalreasoning)andlevels(basic,proficient,andadvanced)ofachievement.
Moreover,theobservedgainswerenotonlystatisticallysignificant,butpracticallysignif
icantaswell.Onaverage,studentswhousedmindmappingscoredabout15percentagepo
intshigherthanparticipantsinthecomparisongroupontheconceptualunderstandingand
practicalreasoningcomponents ofthepost-instructionachievementtest.
Based on these statement, the research “The Effectof Mind Map Strategy
on Student Learning Outcomeat Topic Sensory System in Class XISMA Negeri
11 Medan academic year 2013/2014 will be conducted”.
1.2.The Identification of The Problem
Based on the background above, that could be identify the problems,
They are :
1. Learning process never use mind map
2. Student noted still ineffective
3. Low student outcome in Biology subject
5
1.3.
The Scope of The Study
The scope of this research is will be limited tothe effect of mind map on
student learning outcomelooking of cognitive aspect at Biology learning topic
sensory system in Class XI IPA SMA Negeri11 Medan academic year 2013/2014
and ideally the control class implemented with another strategy.
1.4.
The Formulation of The Problem
The formulation of the problem in this study, isthere an effect of mind map
on student learning outcome at topic sensory system in Class XI IPA SMA
Negeri11 Medan academic year 2013/2014.
1.5.
The Objectike of The Study
The objective of this research is to know the effect of mind map on student
learning outcomeat topic sensory system in Class XI IPA SMA Negeri11 Medan
academic year 2013/2014
1.6.The Significance of The Study :
1. Help student to increase their skill in learning process effectively
2. Help student to get a good learning outcome by Mind map mediaat
topic sensory system
3. Add the experience and knowledge of researcher as a future teacher
about Mind map media
41
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the result using mind map in teaching and learning sensory
system topic in class XI in SMAN 11 Medan, It can be concluded that mind Map
strategy has significant effect on student learning outcome.
5.2. Suggestion
Based onthe conclusion above, it’s recommended to :
1. Teacher should apply mind map strategy in teaching and learning sensory
system because mean score of student’ learning outcome was higher than
using conventional method.
2. Mind Map strategy has positive effect on student’s learning outcome, even
therefore there are many preparation to be prepared before research.
42
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