THE EFFECT OF CONCEPT MAP IN STAD COOPERATIVE LEARNING ON STUDENTS LEARNING ACHIEVEMENT AND STUDENTS ACTIVITY ANIMAL AND PLANT CELLS TOPIC IN CLASS XI SMA NEGERI 18 MEDAN ACADEMIC YEAR 20013/2014.
THE EFFECT OF CONCEPT
C
MAP IN STAD COOPERATIVE
VE LEARNING
ON STUDENT’S L
LEARNING OUTCOME AND STUDENT’
T’S ACTIVITY
IN ANIMAL AND
A
PLANT CELLS TOPIC IN GR
RADE XI
SMA NEG
GERI 18 MEDAN ACADEMIC YEAR 2013
13/2014
BY :
Asri Ivo Angellya Hutauruk
SID 409342016
Bio
iology Bilingual Education Departement
THESIS
Submitted
d to Fulfill One of the Requirement for the Degree
D
of Sarjana Pendidikan
BIOLOGY DEPARTEMENT
FACULTY OF
O MATHEMATICS AND NATURAL SCI
CIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
iii
THE EFFECT OF CONCEPT MAP IN STAD COOPERATIVE
LEARNING ON STUDENTS LEARNING ACHIEVEMENT
AND STUDENTS ACTIVITY ANIMAL AND
PLANT CELLS TOPIC IN CLASS XI
SMA NEGERI 18 MEDAN
ACADEMIC YEAR
20013/2014
ASRI IVO A HUTAURUK (409342016)
ABSTRACT
The objective of this research is to find out and to know the effect of
concept map in STAD cooperative learning on student’s learning activity and
achievement on topic animal and plant cells. This study is classified as quasi
experimental with two groups of pretest- posttest design. This study was carried
in Grade XI SMAN 18 Medan. Samples were obtained by random sampling and
obtained XI-1 as experimental class and X-2 as control class. The study variable
consist of dependent variable, student’s learning activity and student’s learning
achievement while the independent variable was using concept map in STAD
cooperative learning in experimental class and without concept map in control
class. Test instrument was cognitive test of multiple choice whereas non test using
observation sheet. The effect of the treatment was analyzed by using t-test. The
research results show that involvement level of student’s learning activity on
experimental class was higher than control (73.7%>52.9%) in where tcount >
ttable (2.79 > 1.669) with α =0.05and df =32. Average score of student’s
achievement on experimental class was 85.51 and control class was 72.84. The
t-test analysis shows that tcount > ttable ( 3.382 >1.673) with α=0.05, means there
was a significant difference in student’s mean achievement score on
experimental and control class. Therefore concept map in STAD cooperative
learning has positive effect on student’s learning achievement in animal and plant
cells topic at SMAN 18 Medan A.Y.2013/2014.
Keywords : Concept Map, STAD cooperative Learning, Animal and Plant Cells,
Learning activity, Student achievement
iv
FIGURE LIST
Figure 2.1. Essential components of study and learning
Figure 2.2. The concept Map of Concept Map
Figure 2.3. Animal and Plant Cell
Figure 2.4. Mitochondria
Figure 2.5. Rough endoplasmic reticulum ( RER)
Figure 2.6. Smooth Endoplasmic Reticulum (SER)
Figure 2.7. Ribosomes
Figure 2.8. Golgi apparatus
Figure 2.9. Lysosome
Figure 3.1. Scheme of research steps
Figure 4.1. Differences of involvement level on student learning activity
6
11
17
18
19
19
20
20
21
32
37
Figure 4.2. Pretest and posttest score of both sample
38
APPENDIX LIST
Appendix 1: Syllaby
Appendix 2: Lesson Plan
Appendix 3: The cognitive test of student in topic Animal and Plant Cells
Appendix 4: Research Instruments
Appendix 5: Answer
Appendix 6: Observation Sheet of Student’s Leaning Activity
Appendix 7: Work Sheet
Appendix 8: The Calculation of Validity test
48
50
67
68
75
76
78
82
Appendix 9: The Calculation of Reliability Test
Appendix 10: The Calculation of Difficulty Test
Appendix 11: The Calculation of Discrimination Test
Appendix 12: The Table of Student’s Activity
Appendix 13: The Calculation of Student’s Activity
Appendix 14: The Calculation of Normality Test of Student’s Activity
Appendix 15: The calculation of Homogeneity Student’s Activity
Appendix 16: The Calculation of Hypothesis Student’s Activity
Appendix 17: The Validity Test
Appendix 18: The Score of Cognitive Test
Appendix 19: The Calculation of Pre-test Score
Appendix 20: The Calculation of Post-test Score
Appendix 21: The Calculation of Normality Test in Learning Achievement
Appendix 22.The Calculation of Homogeneity Test in Learning Achievement
Appendix 23: The Calculation of Hypothesis test
85
86
88
89
90
92
94
95
98
100
102
104
106
110
112
Appendix 24: The Table of r-table
Appendix 25: The Lilliefors Table
Appendix 26: The t-table
Appendix 27: Research Documentary
118
121
123
124
1
CHAPTER I
INTRODUCTION
1.1.
BACKGROUND
Education has an important role in the daily life human and the progress of
a country. Through education, creating the next generation on the nation to realize
the ideals of the nation. Given the critical importance of education in life, it is not
an overstatement that current education gets more attention from the government.
Moreover along with the development of science and technology, it is a nation
require people strong and able to face the challenges of globalization of education.
In education, biology is one part of the educational building of Indonesia,
who alTherefore must be considered in the improvement of quality. Biology is one
of the subjects in which there are complex because of the variety of materials that
are described with the concepts of inter-related and integrated Therefore that we
can not understand any of the concepts of learning without understanding the
concept as well. One of the goals of learning in high school biology students are
able to understand the concepts biology and their interrelationships. Many
students think that biology is a subject that is memorizing. This opinion is in line
with the expression Susilowati (2008).
"When talking about biology, certainly in the mind of the students are full of
memorizing learning. Exposure biology text books are Therefore vast and detailed
impression that all material must be memorized. This is what ultimately makes
students confused absorb the essence of the lesson "
There are two general causes that make biology difficult to learn biology.
(1) In its nature is difficult to learn and (2) the learning process that do not make
the students interest. That factors causing low motivation of students to learn
biology. It can be seen from the attitude of students during the lessons. Most of the
students that do not concentrate on their studies would started talking to their
2
friend. Therefore, teachers should equipped themselves with skills that are
expected to assist in carrying out their duties. Since the teacher is one of the
factors that influence the learning process, the teacher should understand and
develop their methods in teaching to improve student’ interest.
Based on the observation done by the researcher in SMAN 18 Medan on
September 2013, students thought that biology is difficult because of frequently
using difficult terms. In addition, the teaching methods given by the teachers tend
to be no variety. Therefore that it made them bored. The impact is that their value
is low (about 68) which was the minimum criteria of completeness (MCC)
biology at the school is 75.
Researcher took the topic of animal and plant cells because the animal
and plant cells is a matter of submatery that use many terms that are rarely heard
and difficult to understand. Therefore, many students assumed that the material is
difficult to be studied because it contains of and coverages quite a lot of learning
materials.
One activities that can not be separeted from teaching and learning
biology is making note. Without recording and repeating it, most students could
only remember a part of material that they read or what they heard (De Porter and
Hernacki, 2005). The student’s ability is organizing the information in the form of
interesting note would increase as well as their ability in creating. Therefore, it is
not necessary for the students to write down all the sentences into the records, but
it can be in the combination of key points, symboll, and concept about the learning
One solution to solve the problem learning above, according to Manik
(1991): "Concept maps are educational media to demonstrate the concept of
science is systematically formed from the core of the problem to the support
section having a relationship with one another to form a knowledge and ease of
understanding of a lesson topic " By using this concept map, lesson delivered to a
wider and facilitate students' understanding of the lesson concepts are related to
3
each others. To determine the students' understanding of concepts learned, we
want to do the testing by providing student learning achievement.
Therefore, from the objective of study, we will combine the concept map
with Students Team Achievements Division (STAD) cooperative learning
methods which is help students thinking process critically to accept the subject
matter and improve the students learning achievement. Student Team
Achievement Division (STAD) is a cooperative-learning strategy in which small
groups of learners with different levels of ability work together to accomplish a
shared learning goal (Majoka,2010). Cooperative learning is an approach to
instruction in which students work in small groups to help another learn (Johnson
D & Johnson R,1987). Cooperative learning refers to instructional methods in
which teachers organize students into small groups, which then work together to
help one another learn academic content. Cooperative learning methods are
extensively researched and under certain well-specified conditions they are known
to substantially improve student achievement in most subjects and grade levels,
yet the structured forms of cooperative learning that have proven to be effective
are not used as often as more informal forms( Robert,1995)
The integration of cooperative learning within active learning activities
leads to the development of critical and independent thinking skills, deeper
understanding of concepts, and longer-lasting learning (Donmoyer, 1996 and
Secules et all, 1997).
1.2.
Problem Identification
Based on the background of the issues raised above, Some problems can
be identified, namely:
1. Low student learning achievement
2. Model of teacher learning are less varied.Therefore, the students feel bored
of the learning process
4
3. The teaching technique is less effective.Therefore, that students saturated
with noted activities.
1.3.
Research Scope
As for the scope of the problem in the studies are the subject matter of
animal and plant cells by using concept maps in STAD cooperative learning in
class XI semester I SMA N 18 Medan Academic Year 2013/2014
1.4. Research Question
The question of the problem namely:
1. Are the students who have been taught by using concept map in STAD
Cooperative learning more active than students without concept map in
STAD cooperative learning in animal and plant cells topic?
2. Is there any effect of concept map in STAD cooperative learning on
student learning achievement at the material animal and plant cells in class
XI semester I in SMA NEGERI 18 MEDAN Academic Year 2013/2014?
1.5. Research Objective
Based on the research question above the objective this study is to know:
1. The students’ learning activities who have been taught by concept map in
STAD Cooperative learning more active than without concept map in
STAD cooperative learning in animal and plant cells in class XI semester
1 SMA NEGERI 18 Medan T. A 2013/2014
2. There are any effect of concept map in STAD cooperative learning on
student learning achievement in the teaching-learning process using
concept maps in STAD cooperative learning on the material of animal and
plants cells in class XI semester I SMA NEGERI 18 Medan T.A
2013/2014
5
1.6. Research Significane
After doing this research are expected to be useful:
1. Provide alternative options and use of media in teaching and learning to
t
e
a
c
h
e
r
s
2. Assist and advise the teachers to improve student learning achievement and
student activities with the selection and use of appropriate media in learning and
teaching
3. For information on improving student learning achievement teaching by using
concept maps and worksheets for students in the subject matter of animal and
plant cells
44
CHAPTER V
CONCLUSION AND SUGGESTION
5.1.
Conclusion
Based on the result using concept map in STAD cooperative learning in
teaching and learning animal and plant cells in grade XI in SMAN 18 Medan, It
can be concluded that :
1. The student’s learning activities was higher when they have been taught
using concept map in STAD cooperative learning and it means that they
are more active compare with have been taught without concept map.
2. Average score of student learning achievement who have been taught
using concept map in STAD cooperative learning was higher than using
without concept map. It have positive effect on student learning
achievement.
5.2.
Suggestion
Based on the conclusion above, it’s recommended to :
1. Teacher should apply concept map in STAD cooperative learning in
teaching and learning animal and plant cells because mean score of
student’ activities and learning achievement was higher than using
traditional method.
2. Concept map in STAD cooperative learning have positive effect on
student’s learning activities and learning achievement, even Therefore
there are many preparation to be prepared by next researcher such as
manage time Therefore student have chance to present result concept map,
make worksheet more clear to avoid confusion in student and steps of
student activities with concept more complete.
45
REFERENCES
Arikunto, S (2005). Dasar-dasar evaluasi pendidikan Ed.Revisi, cet 5.
Jakarta:Bumi Aksara
Basili, P.(1991) Conceptual change strategies and cooperative group work in
chemistry.Journal of Research in Science Teaching , 28(4), 293–304
Dahar,R.W( 2003). Teori-teori Belajar. Jakarta: Erlangga
Dyah, Aryulina, 2011, Biology Book XI, Jakarta : Esis
Dimyati and Mudjiono ( 2009). Belajar dan Pembelajaran. Jakarta: Rineka Cipta
Haryati. M (2007).Model dan Teknik Penilaian pada Tingkat Satuan Pendidikan,
Jakarta : Tim Gaung Persada Press.
Humphreys, B., R. T. Johnson and D. W. Johnson. (2010). Effects of cooperative,
competitive and individualistic learning on students' achievement in
science class. Journal Research. Sc. Teach. 19(5),351-356.
Johnson,D.W.&Johnson, R. T. (1987). Learning together and alone: Cooperative,
competitive and individualistic learning. Englewood Cliffs, NJ: Prentice
Hall.
Majoka,I(2010). Student Team Achievement Division (STAD) as an active
Learning Strategy: Empirical Evidence from mathematics classroom.
Journal of Education and Sociology, ISSN: 2078-032X
Micheal,M.W.(2012). The Effects of the STAD-Cooperative Learning Method on
Student Achievement, Attitude and Motivation in Economics Education,
Journal Thereforecial Sciences, 33(2): 261-270
Nagib,M.A.Balfakib(2003). The Effectiveness of STAD for Teaching High School
Chemistry in United Arab. International Journal of Sciences
Education.25(5) : 605-624
Okebukola, P.(1992) Concept mapping with a cooperative learning flavour.
American Biology Teacher,54(4), 218–221
Pendley B.D., Bretz R.L. and Novak J.D (1994), Concept maps as a tool to assess
learning in chemistry, Journal of Chemical Education.
46
Romance. N. R and Vitale, M.R( 1994). Concept Mapping as a Tool for Learning:
Broadening the framework for Students- Centered Introduction, Journal
International Education, Vol 43 No2, 209-218
Rusmansyah.,(2011),
Model-model
Pembelajaran:
Mengembangkan
Profesionalisme Guru,Publisher: Rajawali Press, Jakarta
Skon, L., Johnson, D. and Johnson, R. (1981) Cooperative peer interaction
versus individualistic efforts: effects on acquisition cognitive strategies.
Journal of Educational Psychology, 73,: 83–92.
Slavin,R.E.(1983) Student teams and achievements divisions. Journal of Research
and Education, (12); 120-132
Slavin,R.E.(1989) Cooperative learning and achievement: six theoretical
perspectives. In C. Ames and M. L. Maehr (eds) Advances in Motivation
and Achievement, (Greenwich, CT: JAI Press).
Slavin, R. E. and Karweit, N. L. (1981) Cognitive and affective achievement of an
intensive student team learning experience. Journal of Experimental
Education, 50: 29–35.
Slavin., R.E., (2008), Cooperative Learning: Teori, Riset dan Praktik, Penerbit
Nusa Media, Bandung
Sudjana., (2005), Metode Statistik , Penerbit Tarsito, Bandung.
Trianto,(2010), Mendesain Model Pembelajaran Inovatif Progresif, Penerbit
Kencana, Jakarta
Widodo, A.,(2006), Taksonomi Bloom dan Pengembangan Butir Soal, Buletin
Puspendik, 3(2), 18-29
Zeilik, M, Schau, C., Mattern, N., Hall, S., Teague, K. & Bisard, W. (1997).
Conceptual astronomy: A novel model for teaching postsecondary science
courses. American Journal of Physics, 65 (10): 987-996.
C
MAP IN STAD COOPERATIVE
VE LEARNING
ON STUDENT’S L
LEARNING OUTCOME AND STUDENT’
T’S ACTIVITY
IN ANIMAL AND
A
PLANT CELLS TOPIC IN GR
RADE XI
SMA NEG
GERI 18 MEDAN ACADEMIC YEAR 2013
13/2014
BY :
Asri Ivo Angellya Hutauruk
SID 409342016
Bio
iology Bilingual Education Departement
THESIS
Submitted
d to Fulfill One of the Requirement for the Degree
D
of Sarjana Pendidikan
BIOLOGY DEPARTEMENT
FACULTY OF
O MATHEMATICS AND NATURAL SCI
CIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
iii
THE EFFECT OF CONCEPT MAP IN STAD COOPERATIVE
LEARNING ON STUDENTS LEARNING ACHIEVEMENT
AND STUDENTS ACTIVITY ANIMAL AND
PLANT CELLS TOPIC IN CLASS XI
SMA NEGERI 18 MEDAN
ACADEMIC YEAR
20013/2014
ASRI IVO A HUTAURUK (409342016)
ABSTRACT
The objective of this research is to find out and to know the effect of
concept map in STAD cooperative learning on student’s learning activity and
achievement on topic animal and plant cells. This study is classified as quasi
experimental with two groups of pretest- posttest design. This study was carried
in Grade XI SMAN 18 Medan. Samples were obtained by random sampling and
obtained XI-1 as experimental class and X-2 as control class. The study variable
consist of dependent variable, student’s learning activity and student’s learning
achievement while the independent variable was using concept map in STAD
cooperative learning in experimental class and without concept map in control
class. Test instrument was cognitive test of multiple choice whereas non test using
observation sheet. The effect of the treatment was analyzed by using t-test. The
research results show that involvement level of student’s learning activity on
experimental class was higher than control (73.7%>52.9%) in where tcount >
ttable (2.79 > 1.669) with α =0.05and df =32. Average score of student’s
achievement on experimental class was 85.51 and control class was 72.84. The
t-test analysis shows that tcount > ttable ( 3.382 >1.673) with α=0.05, means there
was a significant difference in student’s mean achievement score on
experimental and control class. Therefore concept map in STAD cooperative
learning has positive effect on student’s learning achievement in animal and plant
cells topic at SMAN 18 Medan A.Y.2013/2014.
Keywords : Concept Map, STAD cooperative Learning, Animal and Plant Cells,
Learning activity, Student achievement
iv
FIGURE LIST
Figure 2.1. Essential components of study and learning
Figure 2.2. The concept Map of Concept Map
Figure 2.3. Animal and Plant Cell
Figure 2.4. Mitochondria
Figure 2.5. Rough endoplasmic reticulum ( RER)
Figure 2.6. Smooth Endoplasmic Reticulum (SER)
Figure 2.7. Ribosomes
Figure 2.8. Golgi apparatus
Figure 2.9. Lysosome
Figure 3.1. Scheme of research steps
Figure 4.1. Differences of involvement level on student learning activity
6
11
17
18
19
19
20
20
21
32
37
Figure 4.2. Pretest and posttest score of both sample
38
APPENDIX LIST
Appendix 1: Syllaby
Appendix 2: Lesson Plan
Appendix 3: The cognitive test of student in topic Animal and Plant Cells
Appendix 4: Research Instruments
Appendix 5: Answer
Appendix 6: Observation Sheet of Student’s Leaning Activity
Appendix 7: Work Sheet
Appendix 8: The Calculation of Validity test
48
50
67
68
75
76
78
82
Appendix 9: The Calculation of Reliability Test
Appendix 10: The Calculation of Difficulty Test
Appendix 11: The Calculation of Discrimination Test
Appendix 12: The Table of Student’s Activity
Appendix 13: The Calculation of Student’s Activity
Appendix 14: The Calculation of Normality Test of Student’s Activity
Appendix 15: The calculation of Homogeneity Student’s Activity
Appendix 16: The Calculation of Hypothesis Student’s Activity
Appendix 17: The Validity Test
Appendix 18: The Score of Cognitive Test
Appendix 19: The Calculation of Pre-test Score
Appendix 20: The Calculation of Post-test Score
Appendix 21: The Calculation of Normality Test in Learning Achievement
Appendix 22.The Calculation of Homogeneity Test in Learning Achievement
Appendix 23: The Calculation of Hypothesis test
85
86
88
89
90
92
94
95
98
100
102
104
106
110
112
Appendix 24: The Table of r-table
Appendix 25: The Lilliefors Table
Appendix 26: The t-table
Appendix 27: Research Documentary
118
121
123
124
1
CHAPTER I
INTRODUCTION
1.1.
BACKGROUND
Education has an important role in the daily life human and the progress of
a country. Through education, creating the next generation on the nation to realize
the ideals of the nation. Given the critical importance of education in life, it is not
an overstatement that current education gets more attention from the government.
Moreover along with the development of science and technology, it is a nation
require people strong and able to face the challenges of globalization of education.
In education, biology is one part of the educational building of Indonesia,
who alTherefore must be considered in the improvement of quality. Biology is one
of the subjects in which there are complex because of the variety of materials that
are described with the concepts of inter-related and integrated Therefore that we
can not understand any of the concepts of learning without understanding the
concept as well. One of the goals of learning in high school biology students are
able to understand the concepts biology and their interrelationships. Many
students think that biology is a subject that is memorizing. This opinion is in line
with the expression Susilowati (2008).
"When talking about biology, certainly in the mind of the students are full of
memorizing learning. Exposure biology text books are Therefore vast and detailed
impression that all material must be memorized. This is what ultimately makes
students confused absorb the essence of the lesson "
There are two general causes that make biology difficult to learn biology.
(1) In its nature is difficult to learn and (2) the learning process that do not make
the students interest. That factors causing low motivation of students to learn
biology. It can be seen from the attitude of students during the lessons. Most of the
students that do not concentrate on their studies would started talking to their
2
friend. Therefore, teachers should equipped themselves with skills that are
expected to assist in carrying out their duties. Since the teacher is one of the
factors that influence the learning process, the teacher should understand and
develop their methods in teaching to improve student’ interest.
Based on the observation done by the researcher in SMAN 18 Medan on
September 2013, students thought that biology is difficult because of frequently
using difficult terms. In addition, the teaching methods given by the teachers tend
to be no variety. Therefore that it made them bored. The impact is that their value
is low (about 68) which was the minimum criteria of completeness (MCC)
biology at the school is 75.
Researcher took the topic of animal and plant cells because the animal
and plant cells is a matter of submatery that use many terms that are rarely heard
and difficult to understand. Therefore, many students assumed that the material is
difficult to be studied because it contains of and coverages quite a lot of learning
materials.
One activities that can not be separeted from teaching and learning
biology is making note. Without recording and repeating it, most students could
only remember a part of material that they read or what they heard (De Porter and
Hernacki, 2005). The student’s ability is organizing the information in the form of
interesting note would increase as well as their ability in creating. Therefore, it is
not necessary for the students to write down all the sentences into the records, but
it can be in the combination of key points, symboll, and concept about the learning
One solution to solve the problem learning above, according to Manik
(1991): "Concept maps are educational media to demonstrate the concept of
science is systematically formed from the core of the problem to the support
section having a relationship with one another to form a knowledge and ease of
understanding of a lesson topic " By using this concept map, lesson delivered to a
wider and facilitate students' understanding of the lesson concepts are related to
3
each others. To determine the students' understanding of concepts learned, we
want to do the testing by providing student learning achievement.
Therefore, from the objective of study, we will combine the concept map
with Students Team Achievements Division (STAD) cooperative learning
methods which is help students thinking process critically to accept the subject
matter and improve the students learning achievement. Student Team
Achievement Division (STAD) is a cooperative-learning strategy in which small
groups of learners with different levels of ability work together to accomplish a
shared learning goal (Majoka,2010). Cooperative learning is an approach to
instruction in which students work in small groups to help another learn (Johnson
D & Johnson R,1987). Cooperative learning refers to instructional methods in
which teachers organize students into small groups, which then work together to
help one another learn academic content. Cooperative learning methods are
extensively researched and under certain well-specified conditions they are known
to substantially improve student achievement in most subjects and grade levels,
yet the structured forms of cooperative learning that have proven to be effective
are not used as often as more informal forms( Robert,1995)
The integration of cooperative learning within active learning activities
leads to the development of critical and independent thinking skills, deeper
understanding of concepts, and longer-lasting learning (Donmoyer, 1996 and
Secules et all, 1997).
1.2.
Problem Identification
Based on the background of the issues raised above, Some problems can
be identified, namely:
1. Low student learning achievement
2. Model of teacher learning are less varied.Therefore, the students feel bored
of the learning process
4
3. The teaching technique is less effective.Therefore, that students saturated
with noted activities.
1.3.
Research Scope
As for the scope of the problem in the studies are the subject matter of
animal and plant cells by using concept maps in STAD cooperative learning in
class XI semester I SMA N 18 Medan Academic Year 2013/2014
1.4. Research Question
The question of the problem namely:
1. Are the students who have been taught by using concept map in STAD
Cooperative learning more active than students without concept map in
STAD cooperative learning in animal and plant cells topic?
2. Is there any effect of concept map in STAD cooperative learning on
student learning achievement at the material animal and plant cells in class
XI semester I in SMA NEGERI 18 MEDAN Academic Year 2013/2014?
1.5. Research Objective
Based on the research question above the objective this study is to know:
1. The students’ learning activities who have been taught by concept map in
STAD Cooperative learning more active than without concept map in
STAD cooperative learning in animal and plant cells in class XI semester
1 SMA NEGERI 18 Medan T. A 2013/2014
2. There are any effect of concept map in STAD cooperative learning on
student learning achievement in the teaching-learning process using
concept maps in STAD cooperative learning on the material of animal and
plants cells in class XI semester I SMA NEGERI 18 Medan T.A
2013/2014
5
1.6. Research Significane
After doing this research are expected to be useful:
1. Provide alternative options and use of media in teaching and learning to
t
e
a
c
h
e
r
s
2. Assist and advise the teachers to improve student learning achievement and
student activities with the selection and use of appropriate media in learning and
teaching
3. For information on improving student learning achievement teaching by using
concept maps and worksheets for students in the subject matter of animal and
plant cells
44
CHAPTER V
CONCLUSION AND SUGGESTION
5.1.
Conclusion
Based on the result using concept map in STAD cooperative learning in
teaching and learning animal and plant cells in grade XI in SMAN 18 Medan, It
can be concluded that :
1. The student’s learning activities was higher when they have been taught
using concept map in STAD cooperative learning and it means that they
are more active compare with have been taught without concept map.
2. Average score of student learning achievement who have been taught
using concept map in STAD cooperative learning was higher than using
without concept map. It have positive effect on student learning
achievement.
5.2.
Suggestion
Based on the conclusion above, it’s recommended to :
1. Teacher should apply concept map in STAD cooperative learning in
teaching and learning animal and plant cells because mean score of
student’ activities and learning achievement was higher than using
traditional method.
2. Concept map in STAD cooperative learning have positive effect on
student’s learning activities and learning achievement, even Therefore
there are many preparation to be prepared by next researcher such as
manage time Therefore student have chance to present result concept map,
make worksheet more clear to avoid confusion in student and steps of
student activities with concept more complete.
45
REFERENCES
Arikunto, S (2005). Dasar-dasar evaluasi pendidikan Ed.Revisi, cet 5.
Jakarta:Bumi Aksara
Basili, P.(1991) Conceptual change strategies and cooperative group work in
chemistry.Journal of Research in Science Teaching , 28(4), 293–304
Dahar,R.W( 2003). Teori-teori Belajar. Jakarta: Erlangga
Dyah, Aryulina, 2011, Biology Book XI, Jakarta : Esis
Dimyati and Mudjiono ( 2009). Belajar dan Pembelajaran. Jakarta: Rineka Cipta
Haryati. M (2007).Model dan Teknik Penilaian pada Tingkat Satuan Pendidikan,
Jakarta : Tim Gaung Persada Press.
Humphreys, B., R. T. Johnson and D. W. Johnson. (2010). Effects of cooperative,
competitive and individualistic learning on students' achievement in
science class. Journal Research. Sc. Teach. 19(5),351-356.
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