THE IMPLEMENTATION OF COLLABORATIVE LEARNING WITH EXPERIMENT METHOD TO INCREASE STUDENTS ACHIEVEMENT IN SOLUBILITY AND SOLUBILITYPRODUCT.
iii
The Implementation of Collaborative Learning with Experiment Method to
Increase Student’s Achievement in Solubility and SolubilityProduct
Melisa Sipayung (4103332021)
ABSTRACT
This research is used to know the implementation of collaborative learning with
experiment method and as comparison using direct instructional method in
solubility and solubility product topic. The population of this research is all of
students of grade XI MAN 2 Model Medan in science program at academic year
2013/2014. The sample in this research are XI IPA 5 and XI IPA 6 that taken by
randomly choosing from population where every class consisted of 34 student.
The instrument that is used to measure student’s achievement is multiple choices
question with five options. There are 20 valid questions with reliability at 0.88.
This data is obtained from calculation using r product moment. The experiment
class is implementing collaborative learning with experiment method while
control class is applying direct instructional method. The result of pretest show
that data is normal distributed and homogeneous. The student’s achievement is
known from the difference between pretest and posttest as normalized gain. The
average gain of experiment class is 0.5066 while in control class 0.8066. The
statistic analysis show significant difference at α = 0.05 obtain that tcount 14.79 >
ttable 1.6593 which means that student’s achievement which taught using
collaborative learning with experiment method is significantly higher than
student’s achievement which taught using direct instructional method. The
cognitive aspect that improves by implementation collaborative learning with
experiment method in solubility and solubility product topic is C3 0.82 (high
category).
vi
LIST OF CONTENT
Page
Legalization Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
List of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1.1. Research Background
1
1.2. Problem Identification
4
1.3. Research Scope
4
1.4. Problem Formulation
5
1.5. Research Objective
5
1.6. Research Benefits
5
1.7. Operational Definition
6
CHAPTER II LITERATURE REVIEW
2.1. Theoretical Framework
7
2.1.1. Learning
7
2.1.2. Level Education Unit Curriculum
8
2.1.3. Learning Outcomes
9
2.1.4. Method
10
2.1.5. Collaborative Learning
11
2.1.6. Experiment Method
14
2.1.7. Direct Instructional Method
15
2.1.8. Effectiveness
16
2.2. Solubility and Solubility Product Topic
16
2.2.1. Definition Solubilty and Solubility Product
16
2.2.2. The Relationship of Solubility (s) and Solubility Product (Ksp)
19
vii
2.2.3. Predicting Precipitation Reaction
21
2.2.4. The Effect of a Common Ion and pH on Solubility
22
2.3. Conceptual Framework
26
2.4. Hypothesis of Research
27
CHAPTER III RESEARCH METHODOLOGY
3.1. Research Location and Time
28
3.2. Research Population and Sample
28
3.3. Research Variables and Instrument
28
3.4. Research Procedure
32
3.4.1. The Implementation of Research Design
32
3.5. Tools for Collecting Data
35
3.5.1. Validity of Item Test
35
3.5.2. Difficulty Level of Item Test
35
3.5.3. Different Index of Item Test
36
3.5.4. Reliability of Test
37
3.6. Technique of Collecting Data
37
3.7. Technique of Data Analysis
38
3.7.1. Normality Test
38
3.7.2. Homogeneity Test
39
3.7.3. Normalized Gain
39
3.7.4. Hypothesis Testing
39
3.7.6. Hypothesis Criteria
40
CHAPTER IV RESULT AND DISCUSSION
4.1. Research Result
41
4.2. Data Analysis of Research Instrument
41
4.2.1. Validity of Item Test
41
4.2.2 Difficulty Index
42
4.2.3. Discriminating Index
42
4.2.4. Reliability Index
42
4.3. Achievement of Research Result
43
viii
4.3.1. Data Analysis of Achievement Test before Teaching Treatment
43
4.3.2. Data Analysis of Student’s Achievement after Teaching Treatment
44
4.3.3. Normalized Gain Research Data
45
4.4. Homogeneity Data
46
4.4.1. Homogeneity Data of Pretest
46
4.4.2. Homogeneity Data of Normalized Gain
47
4.5. Normality Data
47
4.5.1. Normality Data of Pretest
47
4.5.2. Normality Data of Normalized Gain
47
4.6. Hypothesis
48
4.6.1. Hypothesis Testing
48
4.6.2. Hypothesis Criteria
49
4.7. Cognitive Aspect Improvement
49
4.8. Observation Result
52
4.9. Discussion
54
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion
57
5.2. Suggestion
57
REFERENCES
58
x
LIST OF TABLE
Page
Table 3.1. Test Catagories of Solubility and Solubility Product
29
Table 3.2. Observation sheet of Collaborative Learning with Experiment 31
Method
Table 3.3. Research Design (Two classes, Pretest, and Post test)
32
Table 4.1. Pretest Data Analysis
44
Table 4.2. Posttest Data Analysis
44
Table 4.3. Average Value of Normalized Gain
45
Table 4.4. Percentage of Student’s Achievement
46
Table 4.5. Result of Hypothesis Testing
48
Table 4.6. The Average Gain from Level of Cognitive Aspect in
49
Experiment Class
Table 4.7. The Average Gain from Level of Cognitive Aspect in
50
Control Class
Table 4.8. Comparison of Average Gain from Cognitive Aspect Level
51
Table 4.9. Collaborative Observation Sheet Value
Table 4.10. Score Percentage of Observation
52
53
ix
LIST OF FIGURE
Page
Figure 3.1. Flow Chart of Research Design
34
Figure 4.1. Average Gain from Level Cognitive Aspect in Experiment Class
50
Figure 4.2. Average Gain from Level Cognitive Aspect in Control Class
50
Figure 4.3. Comparison of Average Gain from Cognitive Aspect
51
Figure 4.4. Score of Observation
53
xi
LIST OF APPENDIX
Page
Appendix 1 Syllabus of Chemistry Subject
60
Appendix 2 Lesson Plan of Collaborative Learning
64
Appendix 3 Lesson Plan of Direct Instructional Method
73
Appendix 4 Validity of Instrument by Validator
82
Appendix 5 Instrument Test
93
Appendix 6 Test Categories
99
Appendix 7 Observation Sheet
101
Appendix 8 Student Worksheet
103
Appendix 9 Data pretest and posttest
107
Appendix 10 Validity of Item Test
109
Appendix 11 Difficulty of Item Test
112
Appendix 12 Discriminating of Item Test
115
Appendix 13 Reliability of Item Test
118
Appendix 14 Data of Normalized Gain
120
Appendix 15 Homogeneity Pretest
122
Appendix 16 Homogeneity Gain
123
Appendix 17 Normality of Pretest
126
Appendix 18 Normality of Normalized Gain
128
Appendix 19 Hypothesis Testing
129
xii
Appendix 20 Level Cognitive Aspect
131
Appendix 21 Collaborative Learning Observation Value
138
Appendix 22 Table of Distribution F Value
139
Appendix 23 Table of r-Product Moment
142
Appendix 24 Table of Chi Square
143
Appendix 25 Table Distribution of t Value
144
Appendix 26 Documentation
145
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
1. Student’s achievement in experiment class that is taught using collaborative
learning with experiment method is significantly higher than control class that
is taught using direct instructional method in solubility and solubility product
topic.
2. The cognitive aspect that is improved by implementation of collaborative
learning with experiment method is C3 0.82 (high category).
3. The result of observation sheet shown that in implementing of collaborative
learning in this research students are less using media actively by score
percentage 63 %.
4. The result of observation sheet shown that in implementing of collaborative
learning in this research students are there are 94 % of students asking to teach
while there are 69% of student impress on listening rather than speaking.
5.2. Suggestion
1. Chemistry teachers should using collaborative learning with experiment method
in another chemistry topic.
2. Next researcher should using collaborative learning with experiment method in
another chemistry topic to increase student’s achievement so will get better
result.
58
REFERENCES
Anonymous. 2013. Lesson Study: Reformasi Sekolah Berpusat Pembelajaran.
Jepang.
Anonymous. 2008. Pembelajaran Kolaboratif. at
http://ruhcitra.wordpress.com/2008/08/09/pembelajaran-kolaboratif/.
Accessed on January 29th, 2014. Time: 20.00 WIB
Arikunto, S. 2002. Prosedur Penelitian. Jakarta: Rineka Cipta.
Arikunto, S. 2009. Manajemen Penelitian. Jakarta: Rineka Cipta.
Danfar. 2009. Defenisi Pengertian Efektivitas. at
http://dansite.wordpress.com/2009/03/28/pengertian-efektifitas/.
Accessed on Februari 6th , 2014. Time: 05.00 WIB
Margowati, D. 2009. Skripsi PTK: Penerapan Model Pembelajaran Kolaboratif
Disertai Strategi Quantum Learning Dalam Meningkatkan Hasil Belajar
Biologi.FKIP Universitas Sebelas Maret.
Purwati, Y. 2012. Thesis of Action Research: The Influence of Guided Inquiry
Learning Method with Macromedia Flash Media toward Student’s
Achievement in the Solubility and Solubility Product Topic. FMIPA
UNIMED
Sardiman, AM. 2006. Interaksi dan Motivasi Belajar Mengajar. Jakarta: PT Raja
Grafindo Persada.
Sato, M. 2013. Untuk Reformasi Sekolah Yang Berkesinambungan. Jepang.
59
Silitonga, P.M. 2011. Metodologi Penelitian Pendidikan. Medan: Universitas
Negeri Medan.
Situmorang, M. 2010. Penelitian Tindakan Kelas (PTK) Untuk Mata Pelajaran
Kimia. Medan. Univeristas Negeri Medan.
Slameto. (2003). Belajar dan Faktor yang mempengaruhinya. Jakarta: Rineka
Cipta.
Sudjana, N. 1989. Penilaian Hasil Proses Belajar Mengajar. Bandung: PT
Remaja Rosdakarya Bandung.
Syah, Muhibbin. 1995. Psikologi Pendidikan Dengan Pendekatan Baru. Bandung:
PT Remaja Rosdakakarya.
Wibowo, B.T. 2013. Skripsi Penelitian Tindakan Kelas (PTK) Metode
Eksperimen.at
http://id.scribd.com/doc/74112281/Skripsi-Penelitian-
Tindakan-Kelas-PTK Metode-Eksperimen-SMP.html. Accessed on January
29th, 2014. Time: 20.00 WIB
Widodo, U. 2013. Skripsi PTK: Penerapan Metode Pembelajaran Kolaboratif
untuk Meningkatkan Prestasi Belajar Siswa Kelas X pada Mata Pelajaran
Membaca Gambar Sketsa di SMK Negeri 2 Klaten. FT Universitas Negeri
Yogyakarta.
The Implementation of Collaborative Learning with Experiment Method to
Increase Student’s Achievement in Solubility and SolubilityProduct
Melisa Sipayung (4103332021)
ABSTRACT
This research is used to know the implementation of collaborative learning with
experiment method and as comparison using direct instructional method in
solubility and solubility product topic. The population of this research is all of
students of grade XI MAN 2 Model Medan in science program at academic year
2013/2014. The sample in this research are XI IPA 5 and XI IPA 6 that taken by
randomly choosing from population where every class consisted of 34 student.
The instrument that is used to measure student’s achievement is multiple choices
question with five options. There are 20 valid questions with reliability at 0.88.
This data is obtained from calculation using r product moment. The experiment
class is implementing collaborative learning with experiment method while
control class is applying direct instructional method. The result of pretest show
that data is normal distributed and homogeneous. The student’s achievement is
known from the difference between pretest and posttest as normalized gain. The
average gain of experiment class is 0.5066 while in control class 0.8066. The
statistic analysis show significant difference at α = 0.05 obtain that tcount 14.79 >
ttable 1.6593 which means that student’s achievement which taught using
collaborative learning with experiment method is significantly higher than
student’s achievement which taught using direct instructional method. The
cognitive aspect that improves by implementation collaborative learning with
experiment method in solubility and solubility product topic is C3 0.82 (high
category).
vi
LIST OF CONTENT
Page
Legalization Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
List of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1.1. Research Background
1
1.2. Problem Identification
4
1.3. Research Scope
4
1.4. Problem Formulation
5
1.5. Research Objective
5
1.6. Research Benefits
5
1.7. Operational Definition
6
CHAPTER II LITERATURE REVIEW
2.1. Theoretical Framework
7
2.1.1. Learning
7
2.1.2. Level Education Unit Curriculum
8
2.1.3. Learning Outcomes
9
2.1.4. Method
10
2.1.5. Collaborative Learning
11
2.1.6. Experiment Method
14
2.1.7. Direct Instructional Method
15
2.1.8. Effectiveness
16
2.2. Solubility and Solubility Product Topic
16
2.2.1. Definition Solubilty and Solubility Product
16
2.2.2. The Relationship of Solubility (s) and Solubility Product (Ksp)
19
vii
2.2.3. Predicting Precipitation Reaction
21
2.2.4. The Effect of a Common Ion and pH on Solubility
22
2.3. Conceptual Framework
26
2.4. Hypothesis of Research
27
CHAPTER III RESEARCH METHODOLOGY
3.1. Research Location and Time
28
3.2. Research Population and Sample
28
3.3. Research Variables and Instrument
28
3.4. Research Procedure
32
3.4.1. The Implementation of Research Design
32
3.5. Tools for Collecting Data
35
3.5.1. Validity of Item Test
35
3.5.2. Difficulty Level of Item Test
35
3.5.3. Different Index of Item Test
36
3.5.4. Reliability of Test
37
3.6. Technique of Collecting Data
37
3.7. Technique of Data Analysis
38
3.7.1. Normality Test
38
3.7.2. Homogeneity Test
39
3.7.3. Normalized Gain
39
3.7.4. Hypothesis Testing
39
3.7.6. Hypothesis Criteria
40
CHAPTER IV RESULT AND DISCUSSION
4.1. Research Result
41
4.2. Data Analysis of Research Instrument
41
4.2.1. Validity of Item Test
41
4.2.2 Difficulty Index
42
4.2.3. Discriminating Index
42
4.2.4. Reliability Index
42
4.3. Achievement of Research Result
43
viii
4.3.1. Data Analysis of Achievement Test before Teaching Treatment
43
4.3.2. Data Analysis of Student’s Achievement after Teaching Treatment
44
4.3.3. Normalized Gain Research Data
45
4.4. Homogeneity Data
46
4.4.1. Homogeneity Data of Pretest
46
4.4.2. Homogeneity Data of Normalized Gain
47
4.5. Normality Data
47
4.5.1. Normality Data of Pretest
47
4.5.2. Normality Data of Normalized Gain
47
4.6. Hypothesis
48
4.6.1. Hypothesis Testing
48
4.6.2. Hypothesis Criteria
49
4.7. Cognitive Aspect Improvement
49
4.8. Observation Result
52
4.9. Discussion
54
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion
57
5.2. Suggestion
57
REFERENCES
58
x
LIST OF TABLE
Page
Table 3.1. Test Catagories of Solubility and Solubility Product
29
Table 3.2. Observation sheet of Collaborative Learning with Experiment 31
Method
Table 3.3. Research Design (Two classes, Pretest, and Post test)
32
Table 4.1. Pretest Data Analysis
44
Table 4.2. Posttest Data Analysis
44
Table 4.3. Average Value of Normalized Gain
45
Table 4.4. Percentage of Student’s Achievement
46
Table 4.5. Result of Hypothesis Testing
48
Table 4.6. The Average Gain from Level of Cognitive Aspect in
49
Experiment Class
Table 4.7. The Average Gain from Level of Cognitive Aspect in
50
Control Class
Table 4.8. Comparison of Average Gain from Cognitive Aspect Level
51
Table 4.9. Collaborative Observation Sheet Value
Table 4.10. Score Percentage of Observation
52
53
ix
LIST OF FIGURE
Page
Figure 3.1. Flow Chart of Research Design
34
Figure 4.1. Average Gain from Level Cognitive Aspect in Experiment Class
50
Figure 4.2. Average Gain from Level Cognitive Aspect in Control Class
50
Figure 4.3. Comparison of Average Gain from Cognitive Aspect
51
Figure 4.4. Score of Observation
53
xi
LIST OF APPENDIX
Page
Appendix 1 Syllabus of Chemistry Subject
60
Appendix 2 Lesson Plan of Collaborative Learning
64
Appendix 3 Lesson Plan of Direct Instructional Method
73
Appendix 4 Validity of Instrument by Validator
82
Appendix 5 Instrument Test
93
Appendix 6 Test Categories
99
Appendix 7 Observation Sheet
101
Appendix 8 Student Worksheet
103
Appendix 9 Data pretest and posttest
107
Appendix 10 Validity of Item Test
109
Appendix 11 Difficulty of Item Test
112
Appendix 12 Discriminating of Item Test
115
Appendix 13 Reliability of Item Test
118
Appendix 14 Data of Normalized Gain
120
Appendix 15 Homogeneity Pretest
122
Appendix 16 Homogeneity Gain
123
Appendix 17 Normality of Pretest
126
Appendix 18 Normality of Normalized Gain
128
Appendix 19 Hypothesis Testing
129
xii
Appendix 20 Level Cognitive Aspect
131
Appendix 21 Collaborative Learning Observation Value
138
Appendix 22 Table of Distribution F Value
139
Appendix 23 Table of r-Product Moment
142
Appendix 24 Table of Chi Square
143
Appendix 25 Table Distribution of t Value
144
Appendix 26 Documentation
145
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
1. Student’s achievement in experiment class that is taught using collaborative
learning with experiment method is significantly higher than control class that
is taught using direct instructional method in solubility and solubility product
topic.
2. The cognitive aspect that is improved by implementation of collaborative
learning with experiment method is C3 0.82 (high category).
3. The result of observation sheet shown that in implementing of collaborative
learning in this research students are less using media actively by score
percentage 63 %.
4. The result of observation sheet shown that in implementing of collaborative
learning in this research students are there are 94 % of students asking to teach
while there are 69% of student impress on listening rather than speaking.
5.2. Suggestion
1. Chemistry teachers should using collaborative learning with experiment method
in another chemistry topic.
2. Next researcher should using collaborative learning with experiment method in
another chemistry topic to increase student’s achievement so will get better
result.
58
REFERENCES
Anonymous. 2013. Lesson Study: Reformasi Sekolah Berpusat Pembelajaran.
Jepang.
Anonymous. 2008. Pembelajaran Kolaboratif. at
http://ruhcitra.wordpress.com/2008/08/09/pembelajaran-kolaboratif/.
Accessed on January 29th, 2014. Time: 20.00 WIB
Arikunto, S. 2002. Prosedur Penelitian. Jakarta: Rineka Cipta.
Arikunto, S. 2009. Manajemen Penelitian. Jakarta: Rineka Cipta.
Danfar. 2009. Defenisi Pengertian Efektivitas. at
http://dansite.wordpress.com/2009/03/28/pengertian-efektifitas/.
Accessed on Februari 6th , 2014. Time: 05.00 WIB
Margowati, D. 2009. Skripsi PTK: Penerapan Model Pembelajaran Kolaboratif
Disertai Strategi Quantum Learning Dalam Meningkatkan Hasil Belajar
Biologi.FKIP Universitas Sebelas Maret.
Purwati, Y. 2012. Thesis of Action Research: The Influence of Guided Inquiry
Learning Method with Macromedia Flash Media toward Student’s
Achievement in the Solubility and Solubility Product Topic. FMIPA
UNIMED
Sardiman, AM. 2006. Interaksi dan Motivasi Belajar Mengajar. Jakarta: PT Raja
Grafindo Persada.
Sato, M. 2013. Untuk Reformasi Sekolah Yang Berkesinambungan. Jepang.
59
Silitonga, P.M. 2011. Metodologi Penelitian Pendidikan. Medan: Universitas
Negeri Medan.
Situmorang, M. 2010. Penelitian Tindakan Kelas (PTK) Untuk Mata Pelajaran
Kimia. Medan. Univeristas Negeri Medan.
Slameto. (2003). Belajar dan Faktor yang mempengaruhinya. Jakarta: Rineka
Cipta.
Sudjana, N. 1989. Penilaian Hasil Proses Belajar Mengajar. Bandung: PT
Remaja Rosdakarya Bandung.
Syah, Muhibbin. 1995. Psikologi Pendidikan Dengan Pendekatan Baru. Bandung:
PT Remaja Rosdakakarya.
Wibowo, B.T. 2013. Skripsi Penelitian Tindakan Kelas (PTK) Metode
Eksperimen.at
http://id.scribd.com/doc/74112281/Skripsi-Penelitian-
Tindakan-Kelas-PTK Metode-Eksperimen-SMP.html. Accessed on January
29th, 2014. Time: 20.00 WIB
Widodo, U. 2013. Skripsi PTK: Penerapan Metode Pembelajaran Kolaboratif
untuk Meningkatkan Prestasi Belajar Siswa Kelas X pada Mata Pelajaran
Membaca Gambar Sketsa di SMK Negeri 2 Klaten. FT Universitas Negeri
Yogyakarta.