THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) AIDED BY MACROMEDIA FLASH MEDIA TOWARD STUDENTS LEARNING OUTCOMES IN ELECTRODYNAMICS TOPIC AT 1ST GRADE STUDENTS OF SMA 5 BINJAI.

THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE
STUDENT TEAMS ACHIEVEMENT DIVISION (STAD)
AIDED BY MACROMEDIA FLASH MEDIA TOWARD
STUDENTS’ LEARNING OUTCOMES IN
ELECTRODYNAMICS TOPIC AT 1ST
GRADE STUDENTS OF
SMA 5 BINJAI

By:
Gita Ravhani Anugrah
Reg.Number: 409322017
Study Program: Physics Bilingual Education

THESIS
Submitted to Acquire Eligible Sarjana Pendidikan

PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2013

THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE
STUDENT TEAMS ACHIEVEMENT DIVISION (STAD)
AIDED BY MACROMEDIA FLASH MEDIA TOWARD
STUDENTS’ LEARNING OUTCOMES IN
ELECTRODYNAMICS TOPIC AT 1ST
GRADE STUDENTS OF
SMA 5 BINJAI

Gita Ravhani Anugrah (409322017)
ABSTRACT
The purpose of this research was to see the effect of Cooperative Learning
Model Type Student Teams Achievement Division (STAD) Aided by
Macromedia Flash Media toward Students’ Learning Outcomes in
Electrodynamics Topic at 1st grade students of SMA 5 Binjai.
The research method was quasi experimental. The populations were all 1st
grade students semester II that consist of 8 classes SMA 5 Binjai. The samples of
this research conduct two classes and consist of 50 students, 25 from experiment
class and 25 from control class and define by random cluster sampling.
The results that were obtained: post-test mean value of the experiment

class was 78.72 and 64.28 was the mean value for control class. Standard
deviation for two classes was 12.65 and 12.67. Normality of the test result from
the both samples was normal and homogenous In the testing of hypothesis for
postest, the criteria is: H0 is accepted if tcount < ttable and H0 is rejected if tcount has
another score, where ttable obtained from list of distribution t. From the calculation
of test t for concept mastery using α = 0.05, obtained tcount = 4.03, where ttable =
1.673. So that, there was the significant effect of Cooperative Learning Model
Type Student Teams Achievement Division (STAD) Aided by Macromedia Flash
Media toward Students’ Learning Outcomes in Electrodynamics Topic at 1st grade
students of SMA 5 Binjai. Based on observation that done by observers with using
observation sheet of affective and psychomotor, conclude that affective and
psychomotor students in experiment class higher than control class.

PREFACE

The authors say the praise and gratitude to God Almighty, for all the
graces and blessings that provide health and wisdom to the author that this study
can be completed properly in accordance with the planned time.
Thesis entitled " The Effect of Cooperative Learning Model Type Student
Teams Achievement Division (STAD) Aided by Macromedia Flash Media

Toward Students’ Learning Outcomes In Electrodynamics Topic At 1st Grade
Students Of SMA 5 Binjai", prepared to obtain a Bachelor's degree Physical
Education, Faculty of Mathematics and Natural Science in State University of
Medan.
On this occasion the authors like to thank Mr Drs. Makmur Sirait, M.Si as
Thesis Advisor who has provided guidance and suggestions to the author since the
beginning of the study until the completion of this thesis writing. Thanks also to
Alkahfi Maas Siregar, M,Si., Prof.Dr. Sahyar, M.Si, M.M., and Dr. Derlina, M.Si
who have provided input and suggestions from the research plan to complete the
preparation of this thesis. Thanks also presented to Prof. Dr. Motlan Sirait, M.Sc.,
Ph.D., as the Academic Supervisor and also the entire Lecturer and Staff in
Physics Department FMIPA UNIMED especially Sister Nana who have helped
the author. Appreciation were also presented to Headmaster and all teacher in
SMA 5 Binjai who have helped during this research.
My endless love is dedicated to my beloved family. A lot of thanks must
be delivered to my beloved father, T. Budi Bangun and my mother, D Br.Tarigan.
Thanks you very much for your love in my life and thanks for all the prayers that
you pray to God for me.
Thanks you to all my friend, especially for “Gelombang Elektromagnetik
2009”, my best friends Fetriana Simanihuruk and Debora Betty Sitanggang (thank

you for filled my days for four years in Unimed), my roommate Agnesia M
Damanik (thank you for thank you for being a good roommate, thank you also for
having dry up my clothes if I forget), for Rani S.N Dmanik, Tionar Malau, The
Gembel (Hanna, Avolen, Andri, Evi, and Riris), my brother (Lucius Marbun, Jefri

Waruwu, Henriko Hutabarat, n Adek Muhammad), Dewi Situmoorang, Ribka
Tambunan, Our Best “Comting” ( Pretti Tiur M Ambarita), Rika Yulia Fitri, Rita
Situmorang, Janiar Satrini, Carolina Nainggolan, and Astrid P Harahap. For “PPL
Sidikalang 2012” Dian, Nella, Debora, Vera, Juli, Ivo, Dewi, Epril, and Niko.
Thanks you also for “Grace Small Group”, my beloved brother (Juara Adi Sirait),
Debora, and Tionar Malau who always supported and prayed for me during I
studied in Unimed. Also For all resident Sukaria 110 and Rela 112 (K’ Barbara,
Nowen, Chrisna,K’Ribka, K’Sari, Miska, K’Keasy, K’ Fitri, Tari, Ema, Lydia,
and Ester), and all My High School friends especially Irma Meirani Bangun. And
for someone brought near by God to me Yefta V Marbun, thank to have helped
and gave suppported during my research.
The author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many drawbacks in terms of both content
and grammar, then the authors welcome any suggestions and constructive
criticism from readers for this thesis perfectly. The author hope the contents of

this paper would be useful in enriching the repertoire of knowledge.

Medan, July 2013
Author,

Gita Ravhani Anugrah

CONTENT
Page
Legitimating sheet

i

Biography

ii

Abstract

iii

Preface

iv

Content

vi

List of Figure

ix

List of Table

x

List of Appendix

xi

CHAPTER I

1

1.1 Background

1

1.2 Problem Identification

3

1.3 The Scope of Study

3

1.4 Problem Formulation

4

1.5 Objectives of the Study

4

1.6 Benefits of the Study

5

CHAPTER II

6

2.1 Theoretical Framework

6

2.1.1 The Meaning of Learning

6

2.1.2 Concept of Learning

6

2.1.3 Learning Process

7

2.1.4 Learning Outcomes

8

2.1.4.1 Cognitive Domain

9

2.4.1.2 Affective Domain

10

2.4.1.3 Psychomotor Domain

12

2.1.5 Cooperative Learning Model Type STAD

12

2.1.5.1 Learning Model

12

2.1.5.2 Cooperative Learning Model

12

2.1.5.3 Cooperative Learning Model type STAD

13

2.1.5.4 Learning Steps of Cooperative type STAD

13

2.1.5.5 Advantages and Disadvantages Cooperative type STAD

14

2.1.6 Direct Instruction Model

15

2.1.6.1 Goals and Assumptions

15

2.1.6.2 Syntax

15

2.1.7 Instructional Media

17

2.1.7.1 Basic Concept of Media

17

2.1.7.2 Importance of Instructional Media

18

2.1.7.3 Media Selection Criteria

22

2.1.7.4 Computer as Instructional Media

23

2.1.7.4.1 Advantages and Limitations of Computer Based Learning Media

25

2.1.7.5 Macromedia Flash as Instructional Media

26

2.2 Conceptual Framework

27

2.3 Hypothesis

28

CHAPTER III

29

3.1 Location and Time of Research

29

3.2 Population and Sample of Research

29

3.2.1 Population of Research

29

3.2.2 Sample of Research

29

3.3 The Research Variable

29

3.4 Type and Design of Research

29

3.4.1 Research Type

29

3.4.2 Research Design

30

3.5

31

The Research Procedure

3.6 Research Instrument

34

3.6.1 Instrument about Learning Outcomes

34

3.6.2 Observation

34

3.6.2.1 Observation in Affective Domain

35

3.6.2.2 Observation in Psychomotor Domain

36

3.6.3 Content Validity

38

3.7 Data Analysis Technique

38

3.7.1 Normality Test

38

3.7.2 Homogeneity Test

39

3.7.3 Hypothesis Test

40

CHAPTER IV

44

4.1 Result of Research

44

4.1.1 Students’ Learning Outcomes in Cognitive Domain

44

4.1.1.1 Pre-test Data of Experiment and Control Class

44

4.1.1.2. Post-test Data of Experimental and Control Class

45

4.1.2. Data Analysis

46

4.1.2.1 Normality Test

46

4.1.2.2. Homogeneity Test

47

4.1.2.3. Testing Hypothesis

47

4.1.3. Students’ Learning Outcomes in Affective Domain

48

4.1.4. Students’ Learning Outcomes in Psychomotor Domain

51

4.2. Discussion

54

CHAPTER V

56

5.1 Conclusion

56

5.2 Suggestion

57

REFERENCES

58

LIST OF TABLE
Page
Table 2.1

Learning Steps of Cooperative Type STAD

14

Table 3.1

Two Group Pretest-Posttest Design

30

Table 3.2

Specifications of Learning Outcomes Test in
Electrodynamics Topic

34

Table 3.3

Scoring Guideline of Affective Domain in Experiment
Class

35

Table 3.4

Scoring Guideline of Affective Domain in Control Class

35

Table 3.5

Scoring Guideline of Psychomotor Domain in Experiment 36
Class

Table 3.5

Scoring Guideline of Psychomotor Domain in Control
Class

37

Table 3.6

Criterion of Affective and Psychomotor

38

Table 3.7

Observation of Students’ Affective in control class

28

Table 4.1

Frequency distribution of pretest result in Experiment
And Control Class

44

Table 4.2

Frequency distribution of Posttest result in Experiment
And Control Class

45

Table 4.3

Average Value, Standard Deviation, and Variance in
Control and Experiment Class

46

Table 4.4

The result of Normality Test in Experiment and Control
Class

46

Table 4.5

Conclusion of Homogeneity test result of the two class

47

Table 4.6

Conclusion of t test calculation

48

Table 4.7

Criterion of Affective Domain

49

Table 4.8

Observation result of affective domain in experiment
Class

50

Table 4.9

Observation result of affective domain in control class

50

Table 4.10

Result of Affective Domain

51

Table 4.11

Criteria of Psychomotor Domain

51

Table 4.12

Observation result of psychomotor domain in
Experiment Class

52

Table 4.13

Observation result of psychomotor domain in
Control Class

53

Table 4.14

Result Calculation of Psychomotor Domain

53

LIST OF FIGURE
Page
Figure 2.1

Instructional and Nurturing Effects on Direct

17

Instruction Model
Figure 2.2

Cones Experience by Edgar Dale

20

Figure 3.1

Research Steps Design

33

Figure 4.1

Chart of Pre-test Result Experimental
and Control Class

45

Figure 4.2

Chart of Post-test Result in Experimental
and Control Class

46

Figure 4.3

Chart Affective Domain in Experiment and Control
Class

51

Figure 4.4

Chart Psychomotor Domain in Experiment and Control 53
Class

Figure 4.5

Chart Cognitive, Affective, and Psychomotor of
Students in Experiment and Control Class

54

LIST OF APPENDIX
Page
Appendix 1

Lesson Plan-1 Experiment Class

61

Appendix 2

Lesson Plan-2 Experiment Class

74

Appendix 3

Lesson Plain-1 Control Class

86

Appendix 4

Lesson Plain-1 Control Class

94

Appendix 5

Work Sheet-1

102

Appendix 6

Work Sheet-2

108

Appendix 7

Test Prediction of Electrodynamics Topic

112

Appendix 8

Instruments Test

119

Appendix 9

Key Answer of Instrument Test

121

Appendix 10 Pretest Data Raw of Experiment Class

126

Appendix 11 Pretest Data Raw of Control Class

127

Appendix 12 Posttest Data Raw of Experiment Class

128

Appendix 13 Posttest Data Raw of Control Class

129

Appendix 14 Pretest Mark of Experiment and Control Class

130

Appendix 15 Posttest Mark of Experiment and Control Class

131

Appendix 16 Calculation of Average, Standard Deviation, and
Variances of Students’ Learning Outcomes

132

Appendix 17 Data Normality Test

138

Appendix 18 Homogeneity Test

143

Appendix 19 Testing Hypothesis

145

Appendix 20 Scoring Guideline of Affective Domain

150

Appendix 21 Affective Assessment of Experiment Class

152

Appendix 22 Affective Assessment of Control Class

156

Appendix 23 Scoring Guideline of Psychomotor Observation

158

Appendix 24 Psychomotor Assessment of Experiment Class

160

Appendix 25 Psychomotor Assessment of Control Class

164

Appendix 26 List of Critical Value for Liliefors

168

Appendix 27 List of Percentil Value t Distribution

169

Appendix 28 Table Domain Range under Normal Curve 0 to z

170

Appendix 29 F distribution Value

171

Appendix 30 Research Documentation

174

CHAPTER I
INTRODUCTION

1.1 Background
"Physic is the king of science". It is an appropriate expression for the
Physics. Physics is a branch of nature science that underlies the development of
advanced technologies and the concept of harmonious life with nature. Nowadays,
the rapid development in the field of information and communication technology
is affected by the findings in the field of material physics through the discovery of
microelectronic devices that are able to contain a lot of information in very small
size. As the study of nature phenomenon, Physics also gives a good lesson for
people to live harmoniously under the laws of nature. Management of natural
resources and environments as well as reducing the impact of natural disasters
will not run optimally without a good understanding of Physics.
At the level of High School, Physics is essential to be taught as a separated
subject with some considerations. First, beside providing science supplies to
students, Physics is designed as a vehicle to increase students’ thinking ability that
are useful for solving problems in daily life. Second, Physics must be taught for a
more specific purpose in order to equip the students with the knowledge,
understanding and a number of capabilities required to enter higher education and
develop science and technology. (BSNP: 2006). But, as the matter of fact, it
indicates that the Physics is considered as the most difficult subject among the
other subjects of nature science by the students.
The researcher has got the results of a preliminary study through the direct
observation by interviewing the teacher of Physics and distributing questionnaires
to students in High School 5 Binjai. From the test data that given by the physics
teacher, researcher found students’ learning outcomes in physics subject is low.
Based on the data, nearly 60% of students are not able to achieve Achievement
Minimum Criteria (EMC). Those results are not satisfactory, remember that
school have standards AMC for physics lower than other nature science subjects,

namely 67 for the 1st grade. By distributing the questionnaires, the researcher has
known the facts of students’ difficulties in learning Physics. 66.7% of the students
admitted that they do not interest to study Physics and only 33.3% of the students
who admitted they interest to study Physics. After doing interview with one of
physics teacher in that school, researcher knows that at that school teacher use
conventional models such as lecture and question and answer, to teach physics.
So, activity of students along learns physics just sit attention to teacher’s
explanation, write, and answer teacher’s question.
The low outcomes of students in learning Physics are caused by many
factors, they are: a intensive curriculum, the material in the textbook deemed too
difficult to follow, the lack of media, the inadequate laboratories, the
inappropriate use of instructional media chosen by teachers, the less optimal
alignment of students themselves, or conventional way, where students are not
involved actively in the learning process and the class activity is largely
dominated by the teacher (Supardi: 2008).
From the various factors that cause the low students’ outcomes in learning
Physics, the writer is more to consider that the main factor that cause the low
quality of learning are inability of teachers choose appropriate learning model,
and make learning media that can interest students to learn physics.
Based on result of questioner in preliminary study about how to make how
to make physics more interesting to learn, 43,75% students choose option (d).
Physics must be practiced directly, 20.08% students choose option (a). Learning
in group and 16.67% students choose option (b).Using instructional media,
researcher thinks cooperative learning can solve the problem because in
cooperative learning students can transfer knowledge that they get in learning
each others.
One type of learning model that directs students to work together in a team
is Cooperative type Student Team Achievement Division (STAD). Cooperative
type STAD is a cooperative learning model that applied to face the ability of
students who heterogeneous by level of achievement, gender, and ethnicity. To
get the better result, this model can accompanied with instructional media to make

student more interest to learn physics. In this study, researcher chooses
macromedia flash as a media to deliver information in learning. Macromedia
Flash is one of FutureSplash animator that allows making animation on the
computer screen in displaying images visually and more creatively. The work of
this macromedia flash is by presenting animation visually in the form of text,
images and so on that can be animated as we desired, based on the concepts being
used. Through the application macromedia flash in this learning model, it is
expected to facilitate the students in expressing how they look the problem and
what the effect problem is.
Based on the background above, the researcher is interested to conduct research
entitled " The Effect of Cooperative Learning Model Type Student Teams
Achievement Division (STAD) Aided by Macromedia Flash Media Toward
Students’ Learning Outcomes In Electrodynamics Topic at 1st Grade
Students of SMA 5 Binjai.”

1.2 Problem Identifications
Based on the background of the issues that have been described, the problem
can be identified that are relevant to this study as follows:
1.

Students’ learning outcomes in physics subject is low.

2.

Students not interest to learning physics.

3.

Teacher use conventional methods (lecture, asking and answer) in teach
physics.

4.

Lack of involvement and activity of students in the learning process.

5.

Lack of use of instructional media.

1.3 The Scope of the Study
To make it easier to understand the problem as well as conducting research, it
is necessary to make problems limitation as following:
1.

The topic that will teach is Electrodynamics using Cooperation Learning
Model Type Students Teams Achievement Divisions (STAD) aided by
macromedia flash as a media.

2.

Learning outcomes that will research in cognitive, affective, and
psychomotor (activity) aspect.

1.4 Problems Formulation
Based on the background above, problem identification and limitation of study
above, so the problem statements in this research are:
1. How the average score of students’ learning outcomes using Cooperation
Learning Model Type Students Teams Achievement Divisions (STAD)
aided by macromedia flash as a media on Electrodynamics topic at the 1st
grade students in SMA 5 Binjai?
2. How the average score observation result of students’ affective and
psychomotor domain in using Cooperation Learning Model Type Students
Teams Achievement Divisions (STAD) aided by macromedia flash as a
media on Electrodynamics topic at the 1st grade students in SMA 5 Binjai?
3. Is there significant effect on students’ learning outcomes Cooperation
Learning Model Type Students Teams Achievement Divisions (STAD)
aided by macromedia flash as a media on Electrodynamics topic at the 1st
grade students in SMA 5 Binjai?

1.5 The Objective of the Study
Based on the problem of study above so the objectives that will be
achieved in this research are:
1. To know the average value of students’ learning outcomes of using
cooperative type STAD aided by macromedia flash as a media in
Electrodynamics topic at the 1st grade students in High School 5 Binjai.
2. To know the students’ activity of using cooperative type STAD aided by
macromedia flash as a media in Electrodynamics topic at the 1st grade
students in High School 5 Binjai.
3. To know the significant effect of students’ learning outcomes using
cooperative type STAD aided by macromedia flash as a media in
Electrodynamics topic at the 1st grade students in High School 5 Binjai.

1.6 The Benefit of the Study


For School

: Can give a good contribution in order to improve the

learning process and improve the quality of schools by increasing student



achievement and teacher professionalism.
For teacher

: As a consideration in selecting media in learning physics.

For students

: Students are more motivated to learn physics, because the

abstract concepts of physics can be more real through cooperative type STAD
aided by macromedia flash. So that learning process becomes more


interesting and more attractive to increase students’ understanding.
For researcher

: As a description to implement a more effective learning

model and media that can be used as a reference in order to serve in the world
of education.

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BIOGRAPHY
Gita Ravhani Anugrah, was born in Medan on June 21, 1991. Father
named T.Budi Bangun and mother named Dina Br. Tarigan, and she is the first
daughter of one children. In 1997, the authors entered Primary School Tunas
Kartika 1-5 Medan and graduated in 2003. In 2003, the authors continue her
education in State Junior High School 1 Sei Bingai and graduated in 2006. In
2006, the authors continue her education to State Senior High School 1 Kuala and
graduated in 2009. In 2009, the author accepted in Physical Education Studies
Program in Department of Physics, Faculty of Mathematics and Science in State
University of Medan and graduated on 11th July, 2013.