THE DIFFERENTIATION OF STUDENTS LEARNING ACHIEVEMENT AND CRITICAL THINKING BETWEEN THE USING OF LEARNING VIDEO AND GRAPHIC AS MEDIA IN PROBLEM BASED LEARNING (PBL) MODEL IN SMA NEGERI 3 MEDAN.
THE DIFFERENTIA
TIATION OF STUDENTS LEARNING ACH
CHIEVEMENT
AND CRITICAL
LT
THINKING BETWEEN THE USING OF
F LEARNING
VIDEO AND
ND GRAPHIC AS MEDIA IN PROBLEM B
BASED
LEARNING (PBL) MODEL IN
SMA NEGERI 3 MEDAN
BY:
SRI HAYUNI
409342029
GY BILINGUAL EDUCATION DEPARTM
BIOLOGY
MENT
A THESIS
Submitted to Fulfill
jana Pendidikan
lfill the Requirement for the Degree of Sarjan
BIOLOGY DEPARTMENT
MATHEMA
CULTY
MATICS AND NATURAL SCIENCE FACU
STATE UNIVERSITY OF MEDAN
MEDAN
2013
iv
ACKNOWLEDGEMENT
This thesis would not have been possible without the support of many
peoples. Above all, I would like to thank Allah SWT for its grace and health so
that I can finish this thesis entitled as The Differentiation of Students’ Learning
Achievement and Critical Thinking Between the Using of Learning Video and
Graphic as Media in Problem Based Learning (PBL) Model in SMA Negeri 3
Medan.
The author also wishes to thank several peoples around me who help and
support thesis complishement. First, I would like to show my greatest appreciation
to my beloved parents Ayahanda Hamiddin and Ibunda Wan Indriyani for their
fully and lovely support, my aunty Bude Aidaryus Djamil for her loving care to
me, my brother and sister.
Foremost, I would also like to express my sincere gratitude to my advisor
Dr. Fauziyah Harahap, M.Si. who has supported me thoughout my thesis with
her patience, motivation, enthusiasm, and immense knowledge. Her guidance
helped me in all the time of research and writing of this thesis. I could not have
imagined having a better advisor and mentor for my undergraduate study.
Besides my advisor, I would like thank the rest of my thesis committee:
Dr.rer.nat. Binari Manurung, M.Si., Dr. Syami Edi, M.Si., and Dra. Martina
A. Napitupulu, M.Sc. for their encouragement, insightful comments, and hard
questions.
My sincere thanks also goes to Mam Desy in SMA Negeri 3 Medan for
giving me the opportunity to use her class doing my research and all the students
in XI Science 5 and XI Science 6 Academic Year 2012/2013 for their
cooperation to be my research samples.
Last but not least I would like offer my special thanks to my “Sevenfold”
friends: Dewi Sahfitri, Mizanina Adlini, Ismi Raudha, Hafizhah Dini, Shofia
Lubis and Dwi Rahmanarsih for their encouragement and motivation.
Medan, July 17th 2013
Sri Hayuni
v
TABLE OF CONTENT
Page
ENDORSEMENT LETTER
BIOGRAPHY
ABSTRACT
ACKNOWLEDGEMENT
TABLE OF CONTENT
TABLE OF THE LIST
FIGURE OF THE LIST
APPENDIX OF THE LIST
1. INTRODUCTION
1.1. Background
1.2. Problem Identification
1.3. Problem Limitation
1.4. Research Questions
1.5. Research Objectives
1.6. Research Significants
2. LITERATURE REVIEW
2.1. Theoretical Framework
2.1.1. The Aim of Education
2.1.2. A Framework of Thinking and Critical Thinking
2.1.2.1. Framework of Thinking
2.1.2.2. Critical thinking
2.1.2.3. Cornell Critical Thinking Test
2.1.3. Learning Achievement
2.1.3.1. Overview of Learning Achievement
2.1.3.2. Blooms’ Taxonomy
2.2. Learning Model: Problem Based Learning Model
2.3. The Media: Learning Media and Audiovisual Aids
2.3.1. Learning Media
2.3.1.1. Learning Media as Learning Resources
2.3.1.2. Learning Media as Semantic Function
2.3.1.3. Learning Media Manipulative Function
2.3.1.4. Psychologist Function
2.3.1.5. Socio-cultural Function
2.3.2. Audio Visual Aids
2.4. Learning Materials: Human Reproductive System
2.4.1. Definition Reproductive System
2.4.2. Human Reproductive System Organs
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2.4.3. Gametogenesis
2.4.4. Fetal Development
2.5. Relevant Research
2.6. Conceptual Framework
2.6.1. Significant Impact of Learning Video as
Media Toward Students Critical Thinking Skill
2.7. Research Hypothesis
3. RESEARCH METHOD
3.1. Research Location and Time Allocation
3.2. Research Population and Sample
3.2.1. Population
3.2.2. Sample
3.3. Research Variable and Instrument
3.3.1. Research Variable
3.3.2. Research Instrument
3.3.2.1. Learning Style Questionnaire
3.3.2.2. Blooms’ Cognitive Test
3.3.2.3. Cornell Critical Thinking Test
3.3.3. Validity Test
3.3.4. Reliability Test
3.3.5. Item of Difficulty
3.3.6. Discrimination Power
3.4. Research Design
3.5. Research Type
3.6. Research Procedure
3.6.1. Preparation Step
3.6.2. Implementation Step
3.6.3. Final Step
3.7. Data Analyze Method
4. RESULT AND DISCUSSION
4.1. Result of Research
4.1.1. Instrument Test
4.1.1.1. Validity Test
4.1.1.2. Reliability Test
4.1.1.3. Item of Difficulty
4.1.1.4. Item Discriminant
4.1.2. Description of Research Data
4.1.2.1. Students Learning Achievement
4.1.2.2. Students Critical Thinking
4.1.2.3. Students Critical Thinking Increasement
4.1.2.4. Induction and Deduction Criteria
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4.1.3. Analysis of Data Researach
4.1.3.1. Normality Test
4.1.3.2. Homogeinity Test
4.1.3.3. Hypothesis Testing Test
4.1.4. The Relation between Critical Thinking and Learning
Achievement
4.2. Result Discussion
4.2.1. Learning Achievement
4.2.2. Critical Thinking
4.2.3. The Relation between Critical Thinking and Learning
Achievement
5. CONCLUSION AND RECOMMENDATION
5.1. Conclusion
5.2. Recommendation
REFERENCES
APPENDIX
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x
APPENDIX OF THE LIST
Page
Appendix 1. Syllabus
87
Appendix 2. Lesson Plan for PBL with Learning Video Class
94
Appendix 3. Lesson Plan for PBL with Graphic Class
114
Appendix 4. Students Worksheet Meeting One
134
Appendix 5. Students Worksheet Meeting Two
135
Appendix 6. Students Worksheet Meeting Three
136
Appendix 7. Cogvitive Test Instrument
137
Appendix 8. Critical Thinking Test Instrument
142
Appendix 9. Calculation of Validity Test Table
149
Appendix 10. Calculation of Validity Test
150
Appendix 11. Calculation of Reliability Test
151
Appendix 12. Calculation of Item Difficulty Test
152
Appendix 13. Calculation of Item Discriminant Test
153
Appendix 14. Calculation of Item Discriminant Test Table of Rank
154
Appendix 15. Calculation of Item Discriminant Upper & Lower Group
155
Appendix 16. Recapitulation Cognitive Instrument Inclusion Criteria
156
Appendix 17. Cognitive Pre-Test of PBL with Learning Video Result
157
Appendix 18. Critical Thinking Pre-Test of PBL with Learning Video
158
Appendix 19. Cognitive Post-Test of PBL with Learning Video Result
159
Appendix 20. Critical Thinking Post-Test of PBL with Learning Video
160
Appendix 21. Cognitive Pre-Test of PBL with Graphic Result
161
Appendix 22. Critical Thinking Pre-Test of PBL with Graphic Result
162
Appendix 23. Cognitive Post-Test of PBL with Graphic Result
163
xi
Appendix 24. Critical Thinking Post-Test of PBL with Graphic Result
164
Appendix 25. Recapitulation of Students Cognitive Test
165
Appendix 26. Recapitulation of Students Critical Thinking Test
166
Appendix 27. Cognitive Instrument Homogeneity Test
167
Appendix 28. Critical Thinking Instrument Homogeneity Test
173
Appendix 29. Cognitive Instrument Normality Test
179
Appendix 30. Critical Thinking Instrument Normality Test
180
Appendix 31. Cognitive Instrument Hypothesis Test
181
Appendix 31. Critical Thinking Instrument Hypothesis Test
183
Appendix 32. Simple Linear Regression Table
187
Appendix 33. Simple Linear Regression Calculation
188
Appendix 34. Learning Style Observation Sheet
190
Appendix 35. Learning Style Questionnaire Observation
192
Appendix 36. Critical Thinking Post Test Result - Deduction Criteria
194
Appendix 37. Critical Thinking Post Test Result - Induction Criteria
195
Appendix 38. Critical Thinking Post Test Result - Deduction Criteria
196
Appendix 39. Critical Thinking Post Test Result - Induction Criteria
197
Appendix 40. F Table Distribution
198
Appendix 41. r Product Moment Table
199
Appendix 42. t Table Distribution
200
Appendix 43. Observation Permission Letter
201
Appendix 44. Construct Validity Approval
202
Appendix 45. Content Validity Approval
203
Appendix 46. Research Permission Letter
204
Appendix 47. School Research Approval Letter
205
Appendix 48. Documentation
206
xii
1
CHAPTER I
INTRODUCTION
1.1. Background
Contemporary reforms efforts show the potential of bringing new and
radical perspective about what academic learning means and how it can be best
achieved (Arends, 1998). Peraturan Menteri Pendidikan Nasional (Permendiknas)
Republik Indonesia No. 22 year 2006 about the Content of Standardization for
Senior High School Education asserted that student should be able to relate their
knowledge comprehension into Science, Technology and Society (STS) as the
goal of our learning. In order to achieve this expectation, the involvement of
thinking ability for every learning activity should be concern (Sanjaya, 2006).
One of this thinking ability Ashman and Conway (1997) advocated is the critical
thinking.
However in the real fact as mentioned by Sanjaya (2006) our science
learning program at the school has not been dialed with student's ability to think
critically and systematically yet. Based on his opinion this is occurs because our
learning strategy doesn’t involve thinking ability in every learning activity. The
impact of this learning strategy then implies in students’ non applicative
knowledge.
Biology is a study of life which extends from the global scale of the entire
living thing which has a close relation to the process inside of the living body with
its surroundings (Kurniawati, 2010). One of the biology learning material which
has a close relation to the organism is about the reproductive system.
Reproduction is the organism characteristic that processes new organisms creation
of the existing ones (Campbell, 2008). On the second grade of senior high school,
our curriculum has been raised this topic concerning for the human.
Unfortunately, introduction this topic to the students has several obtrains.
Based on Sugiono (2008), Samodra (2009) and Kurniawati (2010) researches
most of the teachers in the school tend to use conventional method and less utilize
any media that suitable for the learning process.
2
Sugiono (2008) found that the impact of less media utilzation in the study
caused human reproductive lesson become less attractive and boring. Finally it
made student understanding become low and reflected with the low student
achievement test score.
Kurniawati (2010) found in her research that the limited teaching method
and utilization of media has made the student rather feel boring and didn’t
motivate to study the human reproductive system. Finally only 65% of students
passed the MSS (Minimum Score Standard) in the last examination (MSS for
science course is 75) meanwhile others were failed.
The limitation on teaching media utilization that suitable to teach the human
reproductive system also a problem in SMA Negeri 3 Medan. Mam Desi as one
of the Biology teacher of grade XI science class in the researcher personal talked
has mentioned that there is a need of finding new innovative media that enable to
engage and stimulate students' motivation and critical thinking in learning human
reproductive system topic in SMA Negeri 3 Medan now. Thus, researcher finally
decided to conduct the research location in this school.
According to Tiwari, 1999 and Cook and Moyle, 2002, Problem Based
Learning (PBL) model has been advocated as a promising strategy to promote
students’ critical thinking (include reasoning, communicating and connecting) in
such a problem solving way. The components of PBL, using real world situations
(problems), group learning, student-directed solutions for problems, and teacher
serving as facilitators of learning has much promise for, and important
applications in enhancing students critical thinking (Downing, 2013). Through a
PBL model students’ engagement and motivation can be construct by introducing
them to the ‘real world’ problem which relevant to their study (Beasly and Ford,
2003). It is indicates that Problem Based Learning model was a promising method
dealing with the learning problem in human reproductive system topic as
mentioned earlier.
Moreover, the beneficial of Problem Based Learning not only dealt about
students critical thinking increasement, a study that was conducted by the
National Assessment of Educational Progress (NAEP) (U.S. Department of
Education, 2001), shown that there was a link between critical thinking skills and
3
the increasement of student achievement in the classroom through Problem Based
Learning model. Harold Wenglinsky (2004) found that teaching critical thinking
is associated with higher test scores. Therefore it can be concluded that instruction
emphasizing advanced reasoning skills in classroom promotes high student
performance in Problem Based Learning model (Wenglinsky, 2004; Schmidt,
1993). Therefore, the Problem Based Learning model was a good answer to solve
low students achievement problem in human reproductive topic.
Rusman (2012) argued that there are several factors that can engage and
motivate the students to be actively participating in the learning process. One of
them is the availability of learning media that suitable to the study concept. This
statement indicated that the role of media is very important in learning activity.
Thus to study human reproductive system topic, the learning media involvement
is necesarry.
According to Sugiono, 2008; Samodra, 2009; Kurniawati, 2010, the role of
media is very useful to improve student understanding about the human
reproductive system that contains with the abstract concept and difficult facts.
Shankar (2007) on his book’s: Methods of Teaching Educational Technology
mentioned that the learning video as a media function is to stimulate the real
world environments and creates an actual environment for experimentations.
Beyond of this expectation, a video learning also has a potential in bringing
a better learning quality. Video instruction to support the learning method in
classroom is a more effective teaching technique than conventional lectures
(Felton, Keesee, Mattox, McCloskey and Medley, 2001). The findings of their
research demonstrated that there was significant effect toward students learning
achievement by using audio and video media aided than the conventional method.
Through a video learning student comprehension will be increased due to their
real illustrating experience, then it will engage them with the material and bring
concrete understanding about the topic (Arsyad, 2004).
Mudin (2009) in Sumber Dan Media Pembelajaran stated that one of the
learning video media benefits is the ability to stimulate students critical thinking
by activating their imagination. He and Asyhar (2012) agreed with Edgar Dale
Cone Experiences about the impact of learning video in order bringing a concrete
4
experience to students learning process. The more senses involve in the learning
process, the more student comprehension can be construct.
Considering with that mainstream, researcher then conducted a research
titled as: The Differentiation of Students’ Learning Achievement and Critical
Thinking between the Using of Learning Video and Graphic as Media in
Problem Based Learning (PBL) Model in SMA Negeri 3 Medan.
1.2. Problems Identification
Based on research background description, researcher identified the research
problems as follow:
1. Human reproductive system topic contains with abstract concept and
difficult facts.
2. Human reproductive system topic learning activity in the class is less
attractive due to the conventional method that the teacher teach in
human reproductive system topic.
3. Limited learning media utilization about human reproductive system
topic.
4. Students low achievement about the human reproductive system topic.
5. Low students motivation to study human reproductive system.
6. Low thinking involvement stimulating in our learning system.
1.3. Problems Limitation
In order to obtain an appropriate discussion, this research has some
limitations as follows:
1. Focuses on human reproductive system topic.
2. Researcher use Problem Based Learning (PBL) model as the teaching
method.
3. Analysing the differences of students’ learning achievement and critical
thinking between the using of learning video and graphics as media in
PBL model.
5
4. Analysing whether there is a relation of students critical thinking and
learning achievement between the using of learning video and graphic as
media in PBL model.
5. Student learning achievement examine by Blooms’ cognitive instrument
test.
6. Students critical thinking examine by modified Cornell Critical Thinking
Test Series Level X instrument.
7. For XI Grade Science Students in SMA Negeri 3 Medan academic year
2012/2013.
1.4. Research Questions
1. Is there any significant difference of students’ learning achievement
between the using of learning video and graphic as media in Problem
Based Learning (PBL) model about the human reproductive system topic
based on the Blooms’ cognitive test result?
2. Is there any significant difference of students' critical thinking between
the using of learning video and graphic as media in Problem Based
Learning (PBL) model about the human reproductive system based on
Cornell Critical Thinking Test calculation Level X result?
3. Is there any relations of students' critical thinking and learning
achievement between the using of learning video and graphic as media in
Problem Based Learning (PBL) model about the human reproductive
system topic?
6
1.5. Research Objectives
This research is conducted to achieve some objectives as follows:
1. To analyse the significant difference of students’ learning achievement
between the using of learning video and graphic as media in Problem
Based Learning (PBL) model about the human reproductive system topic
based on the Blooms’ cognitive test result.
2. To analyse the significant difference of students’ critical thinking
between the using of learning video and graphic as media in Problem
Based Learning (PBL) model about the human reproductive system
based on Cornell Critical Thinking Test calculation Level X result.
3. To analyse the relations of students' critical thinking and learning
achievement between the using of learning video and graphic as media in
Problem Based Learning (PBL) model about the human reproductive
system topic.
1.6. Research Significants
Considering about the research results and discussion, the researcher
expects this research has some benefits both theoretical and practical.
In theoretical, this research significants as follows:
1. As a reference of learning methods to teach the human reproductive
system in senior high school.
2. Contribute an idea in providing learning media that suitable for teaching
human reproductive system in senior high school.
3. Contribute an idea to improve human reproductive system learning
quality achievement.
4. Contribute an idea to involve critical thinking skill in learning about the
human reproductive system topic.
5. Contribute an idea to imrove students’ critical thinking skill in learning
human reproductive system topic.
6. As another researcher reference to develop other further research
7
Meanwhile, in practical. This research significant as follows:
1. As a practical reference for teacher in teaching human reproductive
system using learning video as media.
2. As a reference in making lesson plan that suitable with human
reproductive system learning video as media.
3. In the future if I am a teacher I will apply this learning strategy to teach
the human reproductive system.
80
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusion
Based on the result and research discussion described in previous chapter, it
can be concludes that:
1. There is significance difference of students’ learning achievement
between the using of learning video and graphic as media in Problem
Based Learning (PBL) class in SMA Negeri 3 Medan.
2. There is significance difference of students’ critical thinking between the
using of learning video and graphic as media in Problem Based Learning
(PBL) class in SMA Negeri 3 Medan.
3. There is a relation between students’ critical thinking level with the
students learning achievement.
5.2. Recommendation
Based on the research conclusion, there are some recommendation for further
research, as follows:
1. Writing essay suggested to be the instrument of critical thinking, not only nonessay tes instrument.
2. The time to stimulate critical thinking in problem based learning method
should be longer.
3. The need of further research to verify why exactly learning video role in order
to enhance students’ critical thinking is necessary.
4. Further research also involve the discussion about others visual learning style
impact to the learning video toward critical thinking of students.
81
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Tiwari, A., Chan, S., Sullivan, P.L., Dixon, A.S. & Tang, C. 1999. Enhancing
students’ critical thinking through problem-based learning. In J. Marsh
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(Ed.) Implementing Problem Based Learning Project: Proceedings of
the First Asia Pacific Conference on Problem Based Learning. Hong
Kong: The University Grants Committee of Hong Kong, Teaching
Development Project.
Warsihna, J. 2008. Pembuatan Media Video. Modul Pengembangan dan
Pemanfaatan Konten Jardiknas. Jakarta.
Wenglinsky, Harold. Facts or Critical Thinking Skills? – What NAEP Results
Say. Teaching for Meaning. Vol 62 (1).
TIATION OF STUDENTS LEARNING ACH
CHIEVEMENT
AND CRITICAL
LT
THINKING BETWEEN THE USING OF
F LEARNING
VIDEO AND
ND GRAPHIC AS MEDIA IN PROBLEM B
BASED
LEARNING (PBL) MODEL IN
SMA NEGERI 3 MEDAN
BY:
SRI HAYUNI
409342029
GY BILINGUAL EDUCATION DEPARTM
BIOLOGY
MENT
A THESIS
Submitted to Fulfill
jana Pendidikan
lfill the Requirement for the Degree of Sarjan
BIOLOGY DEPARTMENT
MATHEMA
CULTY
MATICS AND NATURAL SCIENCE FACU
STATE UNIVERSITY OF MEDAN
MEDAN
2013
iv
ACKNOWLEDGEMENT
This thesis would not have been possible without the support of many
peoples. Above all, I would like to thank Allah SWT for its grace and health so
that I can finish this thesis entitled as The Differentiation of Students’ Learning
Achievement and Critical Thinking Between the Using of Learning Video and
Graphic as Media in Problem Based Learning (PBL) Model in SMA Negeri 3
Medan.
The author also wishes to thank several peoples around me who help and
support thesis complishement. First, I would like to show my greatest appreciation
to my beloved parents Ayahanda Hamiddin and Ibunda Wan Indriyani for their
fully and lovely support, my aunty Bude Aidaryus Djamil for her loving care to
me, my brother and sister.
Foremost, I would also like to express my sincere gratitude to my advisor
Dr. Fauziyah Harahap, M.Si. who has supported me thoughout my thesis with
her patience, motivation, enthusiasm, and immense knowledge. Her guidance
helped me in all the time of research and writing of this thesis. I could not have
imagined having a better advisor and mentor for my undergraduate study.
Besides my advisor, I would like thank the rest of my thesis committee:
Dr.rer.nat. Binari Manurung, M.Si., Dr. Syami Edi, M.Si., and Dra. Martina
A. Napitupulu, M.Sc. for their encouragement, insightful comments, and hard
questions.
My sincere thanks also goes to Mam Desy in SMA Negeri 3 Medan for
giving me the opportunity to use her class doing my research and all the students
in XI Science 5 and XI Science 6 Academic Year 2012/2013 for their
cooperation to be my research samples.
Last but not least I would like offer my special thanks to my “Sevenfold”
friends: Dewi Sahfitri, Mizanina Adlini, Ismi Raudha, Hafizhah Dini, Shofia
Lubis and Dwi Rahmanarsih for their encouragement and motivation.
Medan, July 17th 2013
Sri Hayuni
v
TABLE OF CONTENT
Page
ENDORSEMENT LETTER
BIOGRAPHY
ABSTRACT
ACKNOWLEDGEMENT
TABLE OF CONTENT
TABLE OF THE LIST
FIGURE OF THE LIST
APPENDIX OF THE LIST
1. INTRODUCTION
1.1. Background
1.2. Problem Identification
1.3. Problem Limitation
1.4. Research Questions
1.5. Research Objectives
1.6. Research Significants
2. LITERATURE REVIEW
2.1. Theoretical Framework
2.1.1. The Aim of Education
2.1.2. A Framework of Thinking and Critical Thinking
2.1.2.1. Framework of Thinking
2.1.2.2. Critical thinking
2.1.2.3. Cornell Critical Thinking Test
2.1.3. Learning Achievement
2.1.3.1. Overview of Learning Achievement
2.1.3.2. Blooms’ Taxonomy
2.2. Learning Model: Problem Based Learning Model
2.3. The Media: Learning Media and Audiovisual Aids
2.3.1. Learning Media
2.3.1.1. Learning Media as Learning Resources
2.3.1.2. Learning Media as Semantic Function
2.3.1.3. Learning Media Manipulative Function
2.3.1.4. Psychologist Function
2.3.1.5. Socio-cultural Function
2.3.2. Audio Visual Aids
2.4. Learning Materials: Human Reproductive System
2.4.1. Definition Reproductive System
2.4.2. Human Reproductive System Organs
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2.4.3. Gametogenesis
2.4.4. Fetal Development
2.5. Relevant Research
2.6. Conceptual Framework
2.6.1. Significant Impact of Learning Video as
Media Toward Students Critical Thinking Skill
2.7. Research Hypothesis
3. RESEARCH METHOD
3.1. Research Location and Time Allocation
3.2. Research Population and Sample
3.2.1. Population
3.2.2. Sample
3.3. Research Variable and Instrument
3.3.1. Research Variable
3.3.2. Research Instrument
3.3.2.1. Learning Style Questionnaire
3.3.2.2. Blooms’ Cognitive Test
3.3.2.3. Cornell Critical Thinking Test
3.3.3. Validity Test
3.3.4. Reliability Test
3.3.5. Item of Difficulty
3.3.6. Discrimination Power
3.4. Research Design
3.5. Research Type
3.6. Research Procedure
3.6.1. Preparation Step
3.6.2. Implementation Step
3.6.3. Final Step
3.7. Data Analyze Method
4. RESULT AND DISCUSSION
4.1. Result of Research
4.1.1. Instrument Test
4.1.1.1. Validity Test
4.1.1.2. Reliability Test
4.1.1.3. Item of Difficulty
4.1.1.4. Item Discriminant
4.1.2. Description of Research Data
4.1.2.1. Students Learning Achievement
4.1.2.2. Students Critical Thinking
4.1.2.3. Students Critical Thinking Increasement
4.1.2.4. Induction and Deduction Criteria
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4.1.3. Analysis of Data Researach
4.1.3.1. Normality Test
4.1.3.2. Homogeinity Test
4.1.3.3. Hypothesis Testing Test
4.1.4. The Relation between Critical Thinking and Learning
Achievement
4.2. Result Discussion
4.2.1. Learning Achievement
4.2.2. Critical Thinking
4.2.3. The Relation between Critical Thinking and Learning
Achievement
5. CONCLUSION AND RECOMMENDATION
5.1. Conclusion
5.2. Recommendation
REFERENCES
APPENDIX
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x
APPENDIX OF THE LIST
Page
Appendix 1. Syllabus
87
Appendix 2. Lesson Plan for PBL with Learning Video Class
94
Appendix 3. Lesson Plan for PBL with Graphic Class
114
Appendix 4. Students Worksheet Meeting One
134
Appendix 5. Students Worksheet Meeting Two
135
Appendix 6. Students Worksheet Meeting Three
136
Appendix 7. Cogvitive Test Instrument
137
Appendix 8. Critical Thinking Test Instrument
142
Appendix 9. Calculation of Validity Test Table
149
Appendix 10. Calculation of Validity Test
150
Appendix 11. Calculation of Reliability Test
151
Appendix 12. Calculation of Item Difficulty Test
152
Appendix 13. Calculation of Item Discriminant Test
153
Appendix 14. Calculation of Item Discriminant Test Table of Rank
154
Appendix 15. Calculation of Item Discriminant Upper & Lower Group
155
Appendix 16. Recapitulation Cognitive Instrument Inclusion Criteria
156
Appendix 17. Cognitive Pre-Test of PBL with Learning Video Result
157
Appendix 18. Critical Thinking Pre-Test of PBL with Learning Video
158
Appendix 19. Cognitive Post-Test of PBL with Learning Video Result
159
Appendix 20. Critical Thinking Post-Test of PBL with Learning Video
160
Appendix 21. Cognitive Pre-Test of PBL with Graphic Result
161
Appendix 22. Critical Thinking Pre-Test of PBL with Graphic Result
162
Appendix 23. Cognitive Post-Test of PBL with Graphic Result
163
xi
Appendix 24. Critical Thinking Post-Test of PBL with Graphic Result
164
Appendix 25. Recapitulation of Students Cognitive Test
165
Appendix 26. Recapitulation of Students Critical Thinking Test
166
Appendix 27. Cognitive Instrument Homogeneity Test
167
Appendix 28. Critical Thinking Instrument Homogeneity Test
173
Appendix 29. Cognitive Instrument Normality Test
179
Appendix 30. Critical Thinking Instrument Normality Test
180
Appendix 31. Cognitive Instrument Hypothesis Test
181
Appendix 31. Critical Thinking Instrument Hypothesis Test
183
Appendix 32. Simple Linear Regression Table
187
Appendix 33. Simple Linear Regression Calculation
188
Appendix 34. Learning Style Observation Sheet
190
Appendix 35. Learning Style Questionnaire Observation
192
Appendix 36. Critical Thinking Post Test Result - Deduction Criteria
194
Appendix 37. Critical Thinking Post Test Result - Induction Criteria
195
Appendix 38. Critical Thinking Post Test Result - Deduction Criteria
196
Appendix 39. Critical Thinking Post Test Result - Induction Criteria
197
Appendix 40. F Table Distribution
198
Appendix 41. r Product Moment Table
199
Appendix 42. t Table Distribution
200
Appendix 43. Observation Permission Letter
201
Appendix 44. Construct Validity Approval
202
Appendix 45. Content Validity Approval
203
Appendix 46. Research Permission Letter
204
Appendix 47. School Research Approval Letter
205
Appendix 48. Documentation
206
xii
1
CHAPTER I
INTRODUCTION
1.1. Background
Contemporary reforms efforts show the potential of bringing new and
radical perspective about what academic learning means and how it can be best
achieved (Arends, 1998). Peraturan Menteri Pendidikan Nasional (Permendiknas)
Republik Indonesia No. 22 year 2006 about the Content of Standardization for
Senior High School Education asserted that student should be able to relate their
knowledge comprehension into Science, Technology and Society (STS) as the
goal of our learning. In order to achieve this expectation, the involvement of
thinking ability for every learning activity should be concern (Sanjaya, 2006).
One of this thinking ability Ashman and Conway (1997) advocated is the critical
thinking.
However in the real fact as mentioned by Sanjaya (2006) our science
learning program at the school has not been dialed with student's ability to think
critically and systematically yet. Based on his opinion this is occurs because our
learning strategy doesn’t involve thinking ability in every learning activity. The
impact of this learning strategy then implies in students’ non applicative
knowledge.
Biology is a study of life which extends from the global scale of the entire
living thing which has a close relation to the process inside of the living body with
its surroundings (Kurniawati, 2010). One of the biology learning material which
has a close relation to the organism is about the reproductive system.
Reproduction is the organism characteristic that processes new organisms creation
of the existing ones (Campbell, 2008). On the second grade of senior high school,
our curriculum has been raised this topic concerning for the human.
Unfortunately, introduction this topic to the students has several obtrains.
Based on Sugiono (2008), Samodra (2009) and Kurniawati (2010) researches
most of the teachers in the school tend to use conventional method and less utilize
any media that suitable for the learning process.
2
Sugiono (2008) found that the impact of less media utilzation in the study
caused human reproductive lesson become less attractive and boring. Finally it
made student understanding become low and reflected with the low student
achievement test score.
Kurniawati (2010) found in her research that the limited teaching method
and utilization of media has made the student rather feel boring and didn’t
motivate to study the human reproductive system. Finally only 65% of students
passed the MSS (Minimum Score Standard) in the last examination (MSS for
science course is 75) meanwhile others were failed.
The limitation on teaching media utilization that suitable to teach the human
reproductive system also a problem in SMA Negeri 3 Medan. Mam Desi as one
of the Biology teacher of grade XI science class in the researcher personal talked
has mentioned that there is a need of finding new innovative media that enable to
engage and stimulate students' motivation and critical thinking in learning human
reproductive system topic in SMA Negeri 3 Medan now. Thus, researcher finally
decided to conduct the research location in this school.
According to Tiwari, 1999 and Cook and Moyle, 2002, Problem Based
Learning (PBL) model has been advocated as a promising strategy to promote
students’ critical thinking (include reasoning, communicating and connecting) in
such a problem solving way. The components of PBL, using real world situations
(problems), group learning, student-directed solutions for problems, and teacher
serving as facilitators of learning has much promise for, and important
applications in enhancing students critical thinking (Downing, 2013). Through a
PBL model students’ engagement and motivation can be construct by introducing
them to the ‘real world’ problem which relevant to their study (Beasly and Ford,
2003). It is indicates that Problem Based Learning model was a promising method
dealing with the learning problem in human reproductive system topic as
mentioned earlier.
Moreover, the beneficial of Problem Based Learning not only dealt about
students critical thinking increasement, a study that was conducted by the
National Assessment of Educational Progress (NAEP) (U.S. Department of
Education, 2001), shown that there was a link between critical thinking skills and
3
the increasement of student achievement in the classroom through Problem Based
Learning model. Harold Wenglinsky (2004) found that teaching critical thinking
is associated with higher test scores. Therefore it can be concluded that instruction
emphasizing advanced reasoning skills in classroom promotes high student
performance in Problem Based Learning model (Wenglinsky, 2004; Schmidt,
1993). Therefore, the Problem Based Learning model was a good answer to solve
low students achievement problem in human reproductive topic.
Rusman (2012) argued that there are several factors that can engage and
motivate the students to be actively participating in the learning process. One of
them is the availability of learning media that suitable to the study concept. This
statement indicated that the role of media is very important in learning activity.
Thus to study human reproductive system topic, the learning media involvement
is necesarry.
According to Sugiono, 2008; Samodra, 2009; Kurniawati, 2010, the role of
media is very useful to improve student understanding about the human
reproductive system that contains with the abstract concept and difficult facts.
Shankar (2007) on his book’s: Methods of Teaching Educational Technology
mentioned that the learning video as a media function is to stimulate the real
world environments and creates an actual environment for experimentations.
Beyond of this expectation, a video learning also has a potential in bringing
a better learning quality. Video instruction to support the learning method in
classroom is a more effective teaching technique than conventional lectures
(Felton, Keesee, Mattox, McCloskey and Medley, 2001). The findings of their
research demonstrated that there was significant effect toward students learning
achievement by using audio and video media aided than the conventional method.
Through a video learning student comprehension will be increased due to their
real illustrating experience, then it will engage them with the material and bring
concrete understanding about the topic (Arsyad, 2004).
Mudin (2009) in Sumber Dan Media Pembelajaran stated that one of the
learning video media benefits is the ability to stimulate students critical thinking
by activating their imagination. He and Asyhar (2012) agreed with Edgar Dale
Cone Experiences about the impact of learning video in order bringing a concrete
4
experience to students learning process. The more senses involve in the learning
process, the more student comprehension can be construct.
Considering with that mainstream, researcher then conducted a research
titled as: The Differentiation of Students’ Learning Achievement and Critical
Thinking between the Using of Learning Video and Graphic as Media in
Problem Based Learning (PBL) Model in SMA Negeri 3 Medan.
1.2. Problems Identification
Based on research background description, researcher identified the research
problems as follow:
1. Human reproductive system topic contains with abstract concept and
difficult facts.
2. Human reproductive system topic learning activity in the class is less
attractive due to the conventional method that the teacher teach in
human reproductive system topic.
3. Limited learning media utilization about human reproductive system
topic.
4. Students low achievement about the human reproductive system topic.
5. Low students motivation to study human reproductive system.
6. Low thinking involvement stimulating in our learning system.
1.3. Problems Limitation
In order to obtain an appropriate discussion, this research has some
limitations as follows:
1. Focuses on human reproductive system topic.
2. Researcher use Problem Based Learning (PBL) model as the teaching
method.
3. Analysing the differences of students’ learning achievement and critical
thinking between the using of learning video and graphics as media in
PBL model.
5
4. Analysing whether there is a relation of students critical thinking and
learning achievement between the using of learning video and graphic as
media in PBL model.
5. Student learning achievement examine by Blooms’ cognitive instrument
test.
6. Students critical thinking examine by modified Cornell Critical Thinking
Test Series Level X instrument.
7. For XI Grade Science Students in SMA Negeri 3 Medan academic year
2012/2013.
1.4. Research Questions
1. Is there any significant difference of students’ learning achievement
between the using of learning video and graphic as media in Problem
Based Learning (PBL) model about the human reproductive system topic
based on the Blooms’ cognitive test result?
2. Is there any significant difference of students' critical thinking between
the using of learning video and graphic as media in Problem Based
Learning (PBL) model about the human reproductive system based on
Cornell Critical Thinking Test calculation Level X result?
3. Is there any relations of students' critical thinking and learning
achievement between the using of learning video and graphic as media in
Problem Based Learning (PBL) model about the human reproductive
system topic?
6
1.5. Research Objectives
This research is conducted to achieve some objectives as follows:
1. To analyse the significant difference of students’ learning achievement
between the using of learning video and graphic as media in Problem
Based Learning (PBL) model about the human reproductive system topic
based on the Blooms’ cognitive test result.
2. To analyse the significant difference of students’ critical thinking
between the using of learning video and graphic as media in Problem
Based Learning (PBL) model about the human reproductive system
based on Cornell Critical Thinking Test calculation Level X result.
3. To analyse the relations of students' critical thinking and learning
achievement between the using of learning video and graphic as media in
Problem Based Learning (PBL) model about the human reproductive
system topic.
1.6. Research Significants
Considering about the research results and discussion, the researcher
expects this research has some benefits both theoretical and practical.
In theoretical, this research significants as follows:
1. As a reference of learning methods to teach the human reproductive
system in senior high school.
2. Contribute an idea in providing learning media that suitable for teaching
human reproductive system in senior high school.
3. Contribute an idea to improve human reproductive system learning
quality achievement.
4. Contribute an idea to involve critical thinking skill in learning about the
human reproductive system topic.
5. Contribute an idea to imrove students’ critical thinking skill in learning
human reproductive system topic.
6. As another researcher reference to develop other further research
7
Meanwhile, in practical. This research significant as follows:
1. As a practical reference for teacher in teaching human reproductive
system using learning video as media.
2. As a reference in making lesson plan that suitable with human
reproductive system learning video as media.
3. In the future if I am a teacher I will apply this learning strategy to teach
the human reproductive system.
80
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusion
Based on the result and research discussion described in previous chapter, it
can be concludes that:
1. There is significance difference of students’ learning achievement
between the using of learning video and graphic as media in Problem
Based Learning (PBL) class in SMA Negeri 3 Medan.
2. There is significance difference of students’ critical thinking between the
using of learning video and graphic as media in Problem Based Learning
(PBL) class in SMA Negeri 3 Medan.
3. There is a relation between students’ critical thinking level with the
students learning achievement.
5.2. Recommendation
Based on the research conclusion, there are some recommendation for further
research, as follows:
1. Writing essay suggested to be the instrument of critical thinking, not only nonessay tes instrument.
2. The time to stimulate critical thinking in problem based learning method
should be longer.
3. The need of further research to verify why exactly learning video role in order
to enhance students’ critical thinking is necessary.
4. Further research also involve the discussion about others visual learning style
impact to the learning video toward critical thinking of students.
81
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