THE EFFECT OF COOPERATIVE LEARNING TYPE TGT USING CONCEPT MAPS TOWARDS STUDENTS LEARNING OUTCOMES ON FLUID DYNAMICS TOPIC GRADE XI SMA NEGERI 5 BINJAI A.Y. 2012/2013.
i
iii
THE EFFECT OF COOPERATIVE LEARNING TYPE TGT USING CONCEPT
MAPS TOWARDS STUDENTS’ LEARNING OUTCOMES ON FLUID
DYNAMICS TOPIC GRADE XI SMA NEGERI 5
BINJAI A.Y. 2012/2013
Debora Betty Sitanggang (Reg. Number 409322015)
ABSTRACT
The purpose of this research is to know the effect of cooperative learning
type TGT using concept maps towards students’ learning outcomes on fluid
dynamics topic grade XI semester II SMA Negeri 5 Binjai A.Y. 2012/2013. The
type of research is quasi experimental research. The population is all students of
class XI IPA SMA Negeri 5 Binjai Academic Year 2012/2013, consist of four
classes. Two classes is selected randomly as sample. One class as experiment
class treatment using cooperative learning type TGT using concept maps and
another class as control class using direct instruction. Instruments that used as
learning result test, namely objective test as big as twenty items that contains of
five options and already valid. The result of quantitative analysis of posttest
average in experimental class is seventy five point six three and control class is
sixty five point four. Data is tested is normal distribution and homogeny. To do
hypothesis test used with t one tailed. Testing criteria is Ho is accepted if tcount
between minus two point zero one three and two point zero one three. Because the
research obtained tcount as three point one five three so Ho is rejected and Ha is
accepted. The average of affective and psychomotor in experimental class is
higher than in control class. The research also is obtained the average of learning
activities on the whole meeting in experimental class is include to good category.
While the average of learning activities on whole meeting in control class include
to enough categories. This case means there are differences of students’ learning
outcomes caused by effects of cooperative learning type TGT using concept maps
on fluid dynamics topic grade XI semester II SMA Negeri 5 Binjai A.Y.
2012/2013.
vi
CONTENT
Page
Validation Sheet
i
Biography
ii
Abstract
iii
Preface
iv
Content
vi
Figure List
x
Table List
xi
Appendix
xii
CHAPTER I INTRODUCTION
1
1.1.
Background
1
1.2.
Problem Identification
4
1.3.
Problem Limitation
4
1.4.
Problem Formulation
5
1.5.
Research Objective
5
1.6.
Research Benefit
5
CHAPTER II LITERATURE REVIEW
6
2.1.
Theoretical Framework
6
2.1.1.
Learning Definition
6
2.1.2.
Learning Activity
7
2.1.3.
Learning Outcomes
8
2.1.4.
Definition of Learning Model
8
2.1.5.
Cooperative Learning Model
9
2.1.5.1. Special Future of Cooperative Learning
11
2.1.5.2. Learner Outcomes for Cooperative Learning
11
2.1.5.3. Syntax for Cooperative Learning
11
vii
2.1.5.4. Theoretical and Empirical Support Cooperative Learning
12
2.1.6.
Cooperative Learning Type TGT
13
2.1.7.
Direct Instructional Learning Model
15
2.1.7.1. Learner Outcome for Direct Instruction
15
2.1.7.2. Syntax for Direct Instruction
15
2.1.8.
16
Concept Maps
2.1.8.1. Definition of Concept Maps
16
2.1.8.2. Characteristic Concept Maps
16
2.1.8.3. Constructing Concept Maps
17
2.1.8.4. Benefit of Concept Maps
18
2.1.9.
18
Fluid Dynamics
2.1.9.1. The Equation of Continuity
19
2.1.9.2. Bernoulli’s Equation
20
2.1.9.3. The Application of Bernoulli’s Equation
23
2.2.
Literature Review
28
2.3.
Conceptual Framework
28
2.4.
Research Hypothesis
29
CHAPTER III RESEARCH METHOD
30
3.1.
Place and Time of Research
30
3.2.
Population and Sample Research
30
3.2.1.
Population of Research
30
3.2.2.
Sample of Research
30
3.3.
Research Variable
30
3.4.
Types and Design Research
31
3.5.
Research Instrument
31
3.5.1.
Content Validity
31
3.5.2.
Affective Domain Instrument
32
3.5.3.
Psychomotor Domain Instrument
33
3.5.4.
Student’s Activity Instrument
34
3.6.
Research Procedure
36
viii
3.7.
Data Analysis Techniques
38
3.7.1.
Determine Mean
38
3.7.2.
Determine Deviation Standard
38
3.7.3.
Determine Variance
38
3.7.4.
Normality Test
39
3.7.5.
Homogeneity Test
39
3.7.6.
Hypothesis Test
40
CHAPTER IV Research Result and Discussion
43
4.1
Result of Research
43
4.1.1.
Pretest Data of Experimental and Control Class
43
4.1.2.
Post-test Data of Experimental and Control Class
44
4.2.
Data Analysis
45
4.2.1.
Normality Test
45
4.2.1.1. Normality Test of Pre-Test Data
45
4.2.1.2 Normality Test of Post-test Data
45
4.2.2.
Homogeneity Test (Homogeneity Test)
46
4.2.3.
Hypothesis Testing
46
4.2.4.
Observation
50
4.3.
Discussion
51
CHAPTER V Conclusion and Suggestion
5.1.
Conclusion
57
5.2.
Suggestion
58
REFERENCES
59
x
List of Table
Page
Table 2.1. Comparison of teacher-centered and student-centered
10
Table 2.2. Syntax for cooperative learning
11
Table 2.3. Calculation Games Point for Three Players
14
Table 3.1. Research Design Two Group (Pre-Test and Post-Test)
31
Table 3.2. Specification of test physics Learning Outcomes
32
Table 3.3. Manual observation of Student’s affective in control class
32
Table 3.4. Manual observation of Student’s affective in experimental class
33
Table 3.5. Manual observation of Student’s psychomotor in control class
33
Table 3.6. Manual observation of Student’s psychomotor in exp class
34
Table 3.7. Manual observation of Student’s activity in control class
34
Table 3.8 Manual observation of Student’s activity in experimental class
35
Table 3.9. Assessment Criteria of Student’s activity
35
Table 4.1. Data Result in Control and experimental class
44
Table 4.2. Pre-test Data Normality Test of Experimental and Control Class
45
Table 4.3. Posttest Data Normality Test of Experimental and Control Class
45
Table 4.4. Homogeneity Test Result of Pre-test Data
46
Table 4.5. Homogeneity Test Result of post-test Data
46
Table 4.6. Data of Hypothesis test (t-test two tailed)
47
Table 4.7. Data of Hypothesis test (t-test one tailed)
47
Table 4.8. Student cognitive, affective, psychomotor, and student’s activity
50
xi
List of Appendix
Page
Appendix 1
Lesson Plan
61
Appendix 2
Student Worksheet I
81
Appendix 3
Student Worksheet II
82
Appendix 4
Specification Table Of Learning Outcomes Student Test
83
Appendix 5
Instrument Assessment
93
Appendix 6
Descriptor of Observation of Student’s Affective
97
Appendix 7
Descriptor of Observation of Student’s Psychomotor
99
Appendix 8
Descriptor of Observation of Student’s Activity
101
Appendix 9
Pretest Result
103
Appendix 10 Posttest Result
105
Appendix 11 Table Pre-test and Post-test of Experimental Class
107
Appendix 12 Calculation of Mean Value and Standard
Deviation of Pretest and Posttest
109
Appendix 13 Normality Test of Data
111
Appendix 14 Homogenity Test of Pre-test Data
113
Appendix 15 Hypothesis Testing
115
Appendix 16 Affective Assesment of Control Class
117
Appendix 17 Psychomotor Assesment of Control Class
129
Appendix 18 Activity Assesment of Control Class
141
Appendix 19 List of Critical Value for Liliefors
153
Appendix 20 Daftar NiIai Persentil Untuk Distribusi t
154
Appendix 21 Tabel Wilayah Luas di Bawah Kurva Normal 0 ke z
155
Appendix 22 Daftar Nilal Persentil Untuk Distribusi F
156
Appendix 23 Documentation of Research
157
1
CHAPTER I
INTRDUCTION
1.1 Background
The level of prosperity of a nation is not just determined by the abundance
of natural resources available, but it takes a human resources qualified so that they
can manage those resources properly and to maintain the balance of the ecosystem
that are around. Education has a significant role in the process of improving the
quality of human resources. In fact the state of human resources that is less
competitive because of the quality of our education is still relatively low.
Therefore, education should be a very important concern by various stakeholders,
especially the teachers and all those involved in the implementation of teaching
and learning activities in order to produce a generation of intelligent and qualified
in the future.
The Official rationales for formal education state that Education:
gives people more and better life career opportunities
helps people make therapeutic use of their leisure time
develops peoples’ knowledge and understanding of themselves and the
world
encourages people to work together in a spirit of tolerance and mutual
kindness
produces more fulfilled, ’rounded’, law-abiding people
gives youngsters a broader perspective on life and the world
Helps make the nation more competitive and prosperous. (Moore, 2000)
Education is a big issue that needs attention with both governments,
employers, to all members of society, including religious institutions and
educational institutions themselves. Not only the cognitive aspects of the target,
but the full potential of individuals who are constantly evolving to either limit.
2
In other words, education is seen as the path to human ethos and ethics, even the
main clan towards the perfection of life. (Sinamo, 2010)
The quality of education in Indonesia at now very concern. It proved that
Indonesia's human development index decline. The quality of education in
Indonesia was ranked 12th out of 12 countries in Asia. Indonesia has a low
competitiveness, and still according to a survey by the same institution predicated
Indonesia as a follower and not just as a technology leader of the 53 countries in
the world. (Ganis, 2010).
In an effort to improve the quality of education, the teaching and learning
activities has to be planned and executed in such a way optimally. Implementation
of the learning activity encompass teachers, students, the learning environment
and learning model used become one unit. The relationship between teachers and
students when the learning process takes place should occur in both directions, not
just centered on the teacher, but the student should also be actively involved, so
that students are able to construct their own knowledge, teachers act more as a
facilitator, motivator and mediator.
Education must be transformed from the passive, technical, and apolitical
orientation that is reflective of most students' school-based experiences to an
active, critical, and politicized life-long endeavor that transcends (the boundaries
of classrooms and schools).
Physics is a science that is very interesting because it is closely related
with facts and phenomena that occur in nature, requiring an understanding of the
concept of an integrated and comprehensive for students to avoid misconceptions.
But in reality most students still regard physics as a boring lesson. This is because
students are not actively involved in the learning process. Most of them are only
working on the problems of physics without understanding the concepts of
physics itself. So they know physics just a sequence of complicated mathematical
formulas with symbols of physics in it. Of course, directly affect student learning
outcomes.
3
Experienced researchers when implementing the Integrated Field
Experience Program (IFEP) many students who say that physics is a difficult
subject to understand because teachers often use conventional learning models
and less actively engage students during the teaching and learning activities as
such activities and interactions of students are less well thus causing saturation
students during teaching takes place, students can only count but do not
understand the concept of real physics and lead to results that are less optimal
learning outcomes.
Based on preliminary studies conducted in SMA Negeri 5 Binjai by
distributing questionnaires to 22 students, 54.54% said that physics lessons is
ordinary, as 40.90% students like physics and 4.54% students stated that they do
not like physics. The results of the interviews conducted for teachers of Physics
SMA Negeri 5 Binjai obtained information that the physical value of the average
of all students in grade XI, as much as 50% of students have not reached the
KKM. This is due to the learning of teachers just use the conventional model of
learning, where learning is a sequence of conventional lectures, discussion and
assignment. The cooperative learning model requires student cooperation and
interdependence in its task, goal, and reward structures (Arends, 2012).
In science education in recent years, the increasing awareness of the
importance of learner-centre in the teaching–learning situation has generated a lot
of attention in relation to understanding how learners learn and how to help them
learn about concepts. Concept mapping serves as a strategy to help learners
organize their cognitive frameworks into more powerful integrated patterns. The
hierarchical attribute of a concept map also makes meaningful learning proceed
more easily as new concepts or concept meanings are subsumed under broader,
more inclusive concepts.
From the preceding research that has been done with the same learning
model, it turns out the learning outcomes of students with cooperative learning
models type TGT higher learning outcomes of students taught conventionally.
Research conducted by (Butar-Butar, 2011)
obtained
the average value of
student learning outcomes after implementing the cooperative learning type TGT
4
is 65.13 (on a scale of 10-100), then (Nasution, 2011) her research showed that ttest tcount > ttable (3.70 > 1.67), which mean that Ha is received and students’
activity in experimental class is appropriate with post-test. Also (Batubara, 2011)
obtained the average value of student learning outcomes after implementing the
cooperative learning type TGT in experiment class is 67.13 which in control class
is 60.13. The weakness of they studies did not using concept maps.
Based on the above description of the problem, the authors is interested in
doing research entitled: "The Effect of Cooperative Learning Type TGT using
Concept Maps towards Students’ Learning Outcomes on Fluid Dynamics
Topic Grade XI SMA Negeri 5 Binjai A.Y 2012/2013".
1.2 Problem Identification
Based on the background of the issues outlined above, it can identify issues
relevant to this study are
1. Students think physics is a difficult subject and less attractive.
2. The results of studying physics under the low minimum completeness
criteria.
3. Learning that is dominated by the teacher (teacher-center).
1.3 Problems Limitation
Implemented research that can be optimized, then the scope of the material
covered is limited,
1. Using Cooperative learning model type TGT using concept maps.
2. Subjects in this study were students grade XI semester SMA Negeri 5
Binjai Academic Year 2012/2013.
3. Topics at grade XI SMA which researched is Fluid Dynamic.
5
1.4 Problems Formulation
Based on the background of the problem and the extent of the problem
above, the research questions in this study were:
1. How about student’s learning outcome of physics which use Cooperative
Learning Type TGT using Concept Maps on Fluid Dynamic's Topic Grade
XI Semester II SMA Negeri 5 Binjai.
2. How about student’s learning outcome of physics which use Direct
Instruction Learning Models on Fluid Dynamic's Topic Grade XI Semester
II SMA Negeri 5 Binjai.
3.
Are the different caused the effect of Cooperative Learning Type TGT
using Concept Maps towards learning outcome on Fluid Dynamic's Topic
Grade XI Semester II SMA Negeri 5 Binjai.
1.5 Research Objectives
Base on the problems formulation, the objectives in this research were to:
1. Knowing the effect of Cooperative learning type TGT using concept maps
to the student’s learning outcomes on fluid dynamics topic.
2. Knowing the effect of Direct Instruction Learning Models to student’s
learning outcomes on fluid dynamics topic.
3. Knowing the different caused effect of Cooperative Learning Type TGT
using Concept Maps towards learning outcome on Fluid Dynamic's Topic
Grade XI Semester II SMA Negeri 5 Binjai.
1.6 Research Benefits
The expected benefits of this research are
1. As information matter that student learning outcomes are effect by
cooperative learning type TGT using concept maps.
2. As an alternative information Cooperative learning type TGT using
concept maps for the reader or the next researcher who wants to examine
the same topic.
57
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Conclusion of this research based on data of research result, data analysis,
and discussion so can conclude that:
1. Student’s learning outcome of physics which use Cooperative Learning
Type TGT using Concept Maps on Fluid Dynamic's Topic Grade XI SMAN
5 Binjai AY. 2012/2013 before given treatment average of pretest as 38.33
and after given treatment is 75.63.
2. Student’s learning outcome of physics which use Direct Instruction Learning
Models on Fluid Dynamic's Topic Grade XI SMAN 5 Binjai AY. 2012/2013
before given treatment average of pretest is 37.4 and after given treatment is
65.4.
3. There are different caused the effect of Cooperative Learning Type TGT
using Concept Maps towards learning outcome on Fluid Dynamic's Topic
Grade XI SMAN 5 Binjai AY.2012/2013 with tcount > ttable = 3.263 > 2.013
at significant level ߙ = 0.05.
5.2. Suggestion
Based on research result and discussion before, researcher give suggestions as
follows:
1. To the next researcher who want to do research about cooperative learning
type TGT suggested more direct, or guide student to be more active while
work in group by ask to every student in group about what student already
do in group so student will be motivate to be active in solving group
assignment.
58
2.
To the next researcher suggested before start teaching learning process,
firstly should be explained to student how the implementation of
cooperative learning type TGT using concept maps, so at teaching learning
process is occur student already know what will do.
3. To the next researcher who will to do research about cooperative learning
type TGT using concept map suggested to use time effectively as possible.
ii
BIOGRAPHY
Debora Betty Sitanggang, was born in Medan on April 1st 1992. Father
named KR. Sitanggang, S.Sos and mother named Dra. ID. Sitorus, and she is the
first of three children. In 1997, the authors entered SD-2 HKBP Sidorame Medan.
In 1998, the authors moved to SD Negeri No. 95/95 Binjai and graduated in 2003.
In 2003, the authors continue her education in SMP Negeri 1 Binjai and graduated
in 2006. In 2006, the authors continue her education to SMA Negeri 3 Binjai and
graduated in 2009. In 2009, the author accepted in Physics Education Studies
Program in Department of Physics, Faculty of Mathematics and Science in State
University of Medan.
59
REFERENCES
Arends, R. I., (2012), Learning How to Learn, 9th edition, Mc Graw-Hill, United
State.
Batubara, M., (2011), Pengaruh Model Pembelajaran Kooperatif Tipe TGT
(Teams Games Tournament) Terhadap Hasil Belajar Siswa Pada Materi
Pokok Zat dan Wujudnya di kelas VII Semsester I SMPN 2 Medan T.P.
2010/2011., Skripsi, FMIPA, Unimed, Medan
Butar-Butar., (2011), Pengaruh Model Pembelajaran Kooperatif Tipe TGT
(Teams Games Tournament) Terhadap Hasil Belajar Siswa Pada Pokok
Bahasan Kinematika Gerak Lurus Semester I SMA Swasta Raksana
Medan X T.P. 2010/2011., Skripsi, FMIPA, Unimed, Medan.
Cohen, E. G., Brody, M.C., & Shevin, M.S., (2004), Teaching cooperative
learning: The Challenge For Teacher Education, State University of New
York Press, Albany, State University of New York.
Dahar, R. W., (1989), Teori-teori Belajar, Erlangga, Jakarta.
Djamarah, B.S., & Zain, A., (2006), Strategi Belajar Mengajar, Rhineka Cipta,
Jakarta.
Ganis., (2010), Masalah Pendidikan di Indonesia,
http://ganis.student.umm.ac.id/2010/01/26/mahalnya-biaya-sekulah-dimasa-sekarang/ (Accessed February 10th 2013)
Hamalik, O., (2009), Kurikulum dan Pembelajaran, Bumi Aksara, Jakarta
Hodson, D., (1998), Teaching and Learning Science Towards a personalized
approach, Open University Press, Buckingham.
Joyce, B., (2003), Models of Teaching, Fifth Edition, Prentice-Hall of India, New
Delhi.
Mintezes, J. J., Wandersee, J.H., & Novak D.J., (2005), Teaching Science for
Understanding A Human Constructivist View, Elsevier Academic Press,
United States of America.
Moore, A., (2000), Teaching and Learning: Pedagogy, Curriculum and Culture.
Rout ledge Falmer, London.
Moseley, D., Baumfield, V., Elliot, J., & Gregson, M., (2005), Frameworks for
Thinking A Handbook for Teaching and Learning, Cambridge University
Press, Cambridge.
Nasution, F., (2011), Pengaruh Model Pembelajaran Kooperatif Tipe TGT
Terhadap Hasil Belajar Siswa Pada Materi Pokok Suhu dan
Pengukurannya di kelas VII Semester II MTS N 2 Medan T.P. 2010/2011.,
Skripsi, FMIPA, Unimed, Medan
Ollington, G. F., (2008), Teachers and Teaching Strategies, Innovations and
Problem Solving, Nova Science Publishers Inc, New York.
60
Purwoko, F., (2009), Bilingual Physics 2 for Senior High School Year XI,
Yudhistira, Jakarta.
Rosyid., and Friends., (2008), Kajan Konsep Fisika 2 untuk Kelas XI SMA dan
MA Tiga Serangkai Pustaka Mandiri, Solo.
Sanjaya,W., (2008), Strategi Pembelajaran Berorientasi Standart Proses
Pendidikan, Kencana, Jakarta.
Schiering, M. S., Bogner, D., & Holmberg, J.B., (2011), Teaching and learning:
a model for academic and social cognition, Rowman & Littlefield
Education, United States of America.
Sinamo, J., (2010), 8 Etos Keguruan, Institut Darma Mahardika, Jakarta.
Slavin, E., R., (2005), Cooperative Learning, Nusa Media, Bandung.
Sudjana., (2005), Metode Statistika, Tarsito, Bandung.
iii
THE EFFECT OF COOPERATIVE LEARNING TYPE TGT USING CONCEPT
MAPS TOWARDS STUDENTS’ LEARNING OUTCOMES ON FLUID
DYNAMICS TOPIC GRADE XI SMA NEGERI 5
BINJAI A.Y. 2012/2013
Debora Betty Sitanggang (Reg. Number 409322015)
ABSTRACT
The purpose of this research is to know the effect of cooperative learning
type TGT using concept maps towards students’ learning outcomes on fluid
dynamics topic grade XI semester II SMA Negeri 5 Binjai A.Y. 2012/2013. The
type of research is quasi experimental research. The population is all students of
class XI IPA SMA Negeri 5 Binjai Academic Year 2012/2013, consist of four
classes. Two classes is selected randomly as sample. One class as experiment
class treatment using cooperative learning type TGT using concept maps and
another class as control class using direct instruction. Instruments that used as
learning result test, namely objective test as big as twenty items that contains of
five options and already valid. The result of quantitative analysis of posttest
average in experimental class is seventy five point six three and control class is
sixty five point four. Data is tested is normal distribution and homogeny. To do
hypothesis test used with t one tailed. Testing criteria is Ho is accepted if tcount
between minus two point zero one three and two point zero one three. Because the
research obtained tcount as three point one five three so Ho is rejected and Ha is
accepted. The average of affective and psychomotor in experimental class is
higher than in control class. The research also is obtained the average of learning
activities on the whole meeting in experimental class is include to good category.
While the average of learning activities on whole meeting in control class include
to enough categories. This case means there are differences of students’ learning
outcomes caused by effects of cooperative learning type TGT using concept maps
on fluid dynamics topic grade XI semester II SMA Negeri 5 Binjai A.Y.
2012/2013.
vi
CONTENT
Page
Validation Sheet
i
Biography
ii
Abstract
iii
Preface
iv
Content
vi
Figure List
x
Table List
xi
Appendix
xii
CHAPTER I INTRODUCTION
1
1.1.
Background
1
1.2.
Problem Identification
4
1.3.
Problem Limitation
4
1.4.
Problem Formulation
5
1.5.
Research Objective
5
1.6.
Research Benefit
5
CHAPTER II LITERATURE REVIEW
6
2.1.
Theoretical Framework
6
2.1.1.
Learning Definition
6
2.1.2.
Learning Activity
7
2.1.3.
Learning Outcomes
8
2.1.4.
Definition of Learning Model
8
2.1.5.
Cooperative Learning Model
9
2.1.5.1. Special Future of Cooperative Learning
11
2.1.5.2. Learner Outcomes for Cooperative Learning
11
2.1.5.3. Syntax for Cooperative Learning
11
vii
2.1.5.4. Theoretical and Empirical Support Cooperative Learning
12
2.1.6.
Cooperative Learning Type TGT
13
2.1.7.
Direct Instructional Learning Model
15
2.1.7.1. Learner Outcome for Direct Instruction
15
2.1.7.2. Syntax for Direct Instruction
15
2.1.8.
16
Concept Maps
2.1.8.1. Definition of Concept Maps
16
2.1.8.2. Characteristic Concept Maps
16
2.1.8.3. Constructing Concept Maps
17
2.1.8.4. Benefit of Concept Maps
18
2.1.9.
18
Fluid Dynamics
2.1.9.1. The Equation of Continuity
19
2.1.9.2. Bernoulli’s Equation
20
2.1.9.3. The Application of Bernoulli’s Equation
23
2.2.
Literature Review
28
2.3.
Conceptual Framework
28
2.4.
Research Hypothesis
29
CHAPTER III RESEARCH METHOD
30
3.1.
Place and Time of Research
30
3.2.
Population and Sample Research
30
3.2.1.
Population of Research
30
3.2.2.
Sample of Research
30
3.3.
Research Variable
30
3.4.
Types and Design Research
31
3.5.
Research Instrument
31
3.5.1.
Content Validity
31
3.5.2.
Affective Domain Instrument
32
3.5.3.
Psychomotor Domain Instrument
33
3.5.4.
Student’s Activity Instrument
34
3.6.
Research Procedure
36
viii
3.7.
Data Analysis Techniques
38
3.7.1.
Determine Mean
38
3.7.2.
Determine Deviation Standard
38
3.7.3.
Determine Variance
38
3.7.4.
Normality Test
39
3.7.5.
Homogeneity Test
39
3.7.6.
Hypothesis Test
40
CHAPTER IV Research Result and Discussion
43
4.1
Result of Research
43
4.1.1.
Pretest Data of Experimental and Control Class
43
4.1.2.
Post-test Data of Experimental and Control Class
44
4.2.
Data Analysis
45
4.2.1.
Normality Test
45
4.2.1.1. Normality Test of Pre-Test Data
45
4.2.1.2 Normality Test of Post-test Data
45
4.2.2.
Homogeneity Test (Homogeneity Test)
46
4.2.3.
Hypothesis Testing
46
4.2.4.
Observation
50
4.3.
Discussion
51
CHAPTER V Conclusion and Suggestion
5.1.
Conclusion
57
5.2.
Suggestion
58
REFERENCES
59
x
List of Table
Page
Table 2.1. Comparison of teacher-centered and student-centered
10
Table 2.2. Syntax for cooperative learning
11
Table 2.3. Calculation Games Point for Three Players
14
Table 3.1. Research Design Two Group (Pre-Test and Post-Test)
31
Table 3.2. Specification of test physics Learning Outcomes
32
Table 3.3. Manual observation of Student’s affective in control class
32
Table 3.4. Manual observation of Student’s affective in experimental class
33
Table 3.5. Manual observation of Student’s psychomotor in control class
33
Table 3.6. Manual observation of Student’s psychomotor in exp class
34
Table 3.7. Manual observation of Student’s activity in control class
34
Table 3.8 Manual observation of Student’s activity in experimental class
35
Table 3.9. Assessment Criteria of Student’s activity
35
Table 4.1. Data Result in Control and experimental class
44
Table 4.2. Pre-test Data Normality Test of Experimental and Control Class
45
Table 4.3. Posttest Data Normality Test of Experimental and Control Class
45
Table 4.4. Homogeneity Test Result of Pre-test Data
46
Table 4.5. Homogeneity Test Result of post-test Data
46
Table 4.6. Data of Hypothesis test (t-test two tailed)
47
Table 4.7. Data of Hypothesis test (t-test one tailed)
47
Table 4.8. Student cognitive, affective, psychomotor, and student’s activity
50
xi
List of Appendix
Page
Appendix 1
Lesson Plan
61
Appendix 2
Student Worksheet I
81
Appendix 3
Student Worksheet II
82
Appendix 4
Specification Table Of Learning Outcomes Student Test
83
Appendix 5
Instrument Assessment
93
Appendix 6
Descriptor of Observation of Student’s Affective
97
Appendix 7
Descriptor of Observation of Student’s Psychomotor
99
Appendix 8
Descriptor of Observation of Student’s Activity
101
Appendix 9
Pretest Result
103
Appendix 10 Posttest Result
105
Appendix 11 Table Pre-test and Post-test of Experimental Class
107
Appendix 12 Calculation of Mean Value and Standard
Deviation of Pretest and Posttest
109
Appendix 13 Normality Test of Data
111
Appendix 14 Homogenity Test of Pre-test Data
113
Appendix 15 Hypothesis Testing
115
Appendix 16 Affective Assesment of Control Class
117
Appendix 17 Psychomotor Assesment of Control Class
129
Appendix 18 Activity Assesment of Control Class
141
Appendix 19 List of Critical Value for Liliefors
153
Appendix 20 Daftar NiIai Persentil Untuk Distribusi t
154
Appendix 21 Tabel Wilayah Luas di Bawah Kurva Normal 0 ke z
155
Appendix 22 Daftar Nilal Persentil Untuk Distribusi F
156
Appendix 23 Documentation of Research
157
1
CHAPTER I
INTRDUCTION
1.1 Background
The level of prosperity of a nation is not just determined by the abundance
of natural resources available, but it takes a human resources qualified so that they
can manage those resources properly and to maintain the balance of the ecosystem
that are around. Education has a significant role in the process of improving the
quality of human resources. In fact the state of human resources that is less
competitive because of the quality of our education is still relatively low.
Therefore, education should be a very important concern by various stakeholders,
especially the teachers and all those involved in the implementation of teaching
and learning activities in order to produce a generation of intelligent and qualified
in the future.
The Official rationales for formal education state that Education:
gives people more and better life career opportunities
helps people make therapeutic use of their leisure time
develops peoples’ knowledge and understanding of themselves and the
world
encourages people to work together in a spirit of tolerance and mutual
kindness
produces more fulfilled, ’rounded’, law-abiding people
gives youngsters a broader perspective on life and the world
Helps make the nation more competitive and prosperous. (Moore, 2000)
Education is a big issue that needs attention with both governments,
employers, to all members of society, including religious institutions and
educational institutions themselves. Not only the cognitive aspects of the target,
but the full potential of individuals who are constantly evolving to either limit.
2
In other words, education is seen as the path to human ethos and ethics, even the
main clan towards the perfection of life. (Sinamo, 2010)
The quality of education in Indonesia at now very concern. It proved that
Indonesia's human development index decline. The quality of education in
Indonesia was ranked 12th out of 12 countries in Asia. Indonesia has a low
competitiveness, and still according to a survey by the same institution predicated
Indonesia as a follower and not just as a technology leader of the 53 countries in
the world. (Ganis, 2010).
In an effort to improve the quality of education, the teaching and learning
activities has to be planned and executed in such a way optimally. Implementation
of the learning activity encompass teachers, students, the learning environment
and learning model used become one unit. The relationship between teachers and
students when the learning process takes place should occur in both directions, not
just centered on the teacher, but the student should also be actively involved, so
that students are able to construct their own knowledge, teachers act more as a
facilitator, motivator and mediator.
Education must be transformed from the passive, technical, and apolitical
orientation that is reflective of most students' school-based experiences to an
active, critical, and politicized life-long endeavor that transcends (the boundaries
of classrooms and schools).
Physics is a science that is very interesting because it is closely related
with facts and phenomena that occur in nature, requiring an understanding of the
concept of an integrated and comprehensive for students to avoid misconceptions.
But in reality most students still regard physics as a boring lesson. This is because
students are not actively involved in the learning process. Most of them are only
working on the problems of physics without understanding the concepts of
physics itself. So they know physics just a sequence of complicated mathematical
formulas with symbols of physics in it. Of course, directly affect student learning
outcomes.
3
Experienced researchers when implementing the Integrated Field
Experience Program (IFEP) many students who say that physics is a difficult
subject to understand because teachers often use conventional learning models
and less actively engage students during the teaching and learning activities as
such activities and interactions of students are less well thus causing saturation
students during teaching takes place, students can only count but do not
understand the concept of real physics and lead to results that are less optimal
learning outcomes.
Based on preliminary studies conducted in SMA Negeri 5 Binjai by
distributing questionnaires to 22 students, 54.54% said that physics lessons is
ordinary, as 40.90% students like physics and 4.54% students stated that they do
not like physics. The results of the interviews conducted for teachers of Physics
SMA Negeri 5 Binjai obtained information that the physical value of the average
of all students in grade XI, as much as 50% of students have not reached the
KKM. This is due to the learning of teachers just use the conventional model of
learning, where learning is a sequence of conventional lectures, discussion and
assignment. The cooperative learning model requires student cooperation and
interdependence in its task, goal, and reward structures (Arends, 2012).
In science education in recent years, the increasing awareness of the
importance of learner-centre in the teaching–learning situation has generated a lot
of attention in relation to understanding how learners learn and how to help them
learn about concepts. Concept mapping serves as a strategy to help learners
organize their cognitive frameworks into more powerful integrated patterns. The
hierarchical attribute of a concept map also makes meaningful learning proceed
more easily as new concepts or concept meanings are subsumed under broader,
more inclusive concepts.
From the preceding research that has been done with the same learning
model, it turns out the learning outcomes of students with cooperative learning
models type TGT higher learning outcomes of students taught conventionally.
Research conducted by (Butar-Butar, 2011)
obtained
the average value of
student learning outcomes after implementing the cooperative learning type TGT
4
is 65.13 (on a scale of 10-100), then (Nasution, 2011) her research showed that ttest tcount > ttable (3.70 > 1.67), which mean that Ha is received and students’
activity in experimental class is appropriate with post-test. Also (Batubara, 2011)
obtained the average value of student learning outcomes after implementing the
cooperative learning type TGT in experiment class is 67.13 which in control class
is 60.13. The weakness of they studies did not using concept maps.
Based on the above description of the problem, the authors is interested in
doing research entitled: "The Effect of Cooperative Learning Type TGT using
Concept Maps towards Students’ Learning Outcomes on Fluid Dynamics
Topic Grade XI SMA Negeri 5 Binjai A.Y 2012/2013".
1.2 Problem Identification
Based on the background of the issues outlined above, it can identify issues
relevant to this study are
1. Students think physics is a difficult subject and less attractive.
2. The results of studying physics under the low minimum completeness
criteria.
3. Learning that is dominated by the teacher (teacher-center).
1.3 Problems Limitation
Implemented research that can be optimized, then the scope of the material
covered is limited,
1. Using Cooperative learning model type TGT using concept maps.
2. Subjects in this study were students grade XI semester SMA Negeri 5
Binjai Academic Year 2012/2013.
3. Topics at grade XI SMA which researched is Fluid Dynamic.
5
1.4 Problems Formulation
Based on the background of the problem and the extent of the problem
above, the research questions in this study were:
1. How about student’s learning outcome of physics which use Cooperative
Learning Type TGT using Concept Maps on Fluid Dynamic's Topic Grade
XI Semester II SMA Negeri 5 Binjai.
2. How about student’s learning outcome of physics which use Direct
Instruction Learning Models on Fluid Dynamic's Topic Grade XI Semester
II SMA Negeri 5 Binjai.
3.
Are the different caused the effect of Cooperative Learning Type TGT
using Concept Maps towards learning outcome on Fluid Dynamic's Topic
Grade XI Semester II SMA Negeri 5 Binjai.
1.5 Research Objectives
Base on the problems formulation, the objectives in this research were to:
1. Knowing the effect of Cooperative learning type TGT using concept maps
to the student’s learning outcomes on fluid dynamics topic.
2. Knowing the effect of Direct Instruction Learning Models to student’s
learning outcomes on fluid dynamics topic.
3. Knowing the different caused effect of Cooperative Learning Type TGT
using Concept Maps towards learning outcome on Fluid Dynamic's Topic
Grade XI Semester II SMA Negeri 5 Binjai.
1.6 Research Benefits
The expected benefits of this research are
1. As information matter that student learning outcomes are effect by
cooperative learning type TGT using concept maps.
2. As an alternative information Cooperative learning type TGT using
concept maps for the reader or the next researcher who wants to examine
the same topic.
57
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Conclusion of this research based on data of research result, data analysis,
and discussion so can conclude that:
1. Student’s learning outcome of physics which use Cooperative Learning
Type TGT using Concept Maps on Fluid Dynamic's Topic Grade XI SMAN
5 Binjai AY. 2012/2013 before given treatment average of pretest as 38.33
and after given treatment is 75.63.
2. Student’s learning outcome of physics which use Direct Instruction Learning
Models on Fluid Dynamic's Topic Grade XI SMAN 5 Binjai AY. 2012/2013
before given treatment average of pretest is 37.4 and after given treatment is
65.4.
3. There are different caused the effect of Cooperative Learning Type TGT
using Concept Maps towards learning outcome on Fluid Dynamic's Topic
Grade XI SMAN 5 Binjai AY.2012/2013 with tcount > ttable = 3.263 > 2.013
at significant level ߙ = 0.05.
5.2. Suggestion
Based on research result and discussion before, researcher give suggestions as
follows:
1. To the next researcher who want to do research about cooperative learning
type TGT suggested more direct, or guide student to be more active while
work in group by ask to every student in group about what student already
do in group so student will be motivate to be active in solving group
assignment.
58
2.
To the next researcher suggested before start teaching learning process,
firstly should be explained to student how the implementation of
cooperative learning type TGT using concept maps, so at teaching learning
process is occur student already know what will do.
3. To the next researcher who will to do research about cooperative learning
type TGT using concept map suggested to use time effectively as possible.
ii
BIOGRAPHY
Debora Betty Sitanggang, was born in Medan on April 1st 1992. Father
named KR. Sitanggang, S.Sos and mother named Dra. ID. Sitorus, and she is the
first of three children. In 1997, the authors entered SD-2 HKBP Sidorame Medan.
In 1998, the authors moved to SD Negeri No. 95/95 Binjai and graduated in 2003.
In 2003, the authors continue her education in SMP Negeri 1 Binjai and graduated
in 2006. In 2006, the authors continue her education to SMA Negeri 3 Binjai and
graduated in 2009. In 2009, the author accepted in Physics Education Studies
Program in Department of Physics, Faculty of Mathematics and Science in State
University of Medan.
59
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