IMPLEMENTATION OF ACCELERATED LEARNING APPROACH TO INCREASE STUDENTS ACHIEVEMENT IN TEACHING COLLOID TOPIC.

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IMPLEMENTATION OF ACCELERATED LEARNING APPROACH TO INCREASE STUDENT’S

ACHIEVEMENT IN TEACHING COLLOID TOPIC

By:

Sri Wahyuni Rangkuti 408131092

Bilingual Chemistry Education Study Program

A THESIS

Submitted to Fulfill the Requirement for Getting Degree of Sarjana Pendidikan

CHEMISTRY DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCE

STATE UNIVERSITY OF MEDAN

MEDAN

2012

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Title of Research :”IMPLEMENTATION OF ACCELERATED LEARNING APPROACH TO INCREASE STUDENT’S ACHIEVEMENT IN TEACHING COLLOID TOPIC”. Name : Sri Wahyuni Rangkuti

ID Number : 408131092

Study Program : Bilingual Chemistry Education Department : Chemistry

Approved by : Supervisor

Drs. Rahmat Nauli, M. Si NIP. 19660607 199103 1 001 Known:

Head of Chemistry Department Coordinator of Bilingual Class

Drs. Jamalum Purba, M.Si Prof. Dr. Herbert Sipahutar, M.Sc NIP. 19641207 199103 1 002 NIP. 19610626 198710 1 001

FMIPA UNIMED Dean,

Prof. Drs. Motlan Sirait, M.Sc., Ph. D. NIP. 19590805 198601 1 001

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ABSTRACT

IMPLEMENTATION OF ACCELERATED LEARNING APPROACH TO INCREASE STUDENT’S ACHIEVEMENT

IN TEACHING COLLOID TOPIC Sri Wahyuni Rangkuti (NIM 408131092)

The implementation of Accelerated Learning Approach to increase student’s achievement is to know the student’s achievement in SMA Negeri 1 Berastagi. The population was all the students at second level in SMA Negeri 1 Berastagi. The students were divided into two groups one was called experimental class in class XI IPA-5 and control class in class XI IPA-3 based on purposive sampling techniques. The kind of this research is experimental research. The first time, pre-test will be given to experimental class and control class. Then, give the treatment. In experimental class was used accelerated learning approach and in control class was use conventional learning. The last, giving post test for each of class. Based on the result in experimental class was obtained the average of pre-test score 30.67 and post pre-test score 56.67. In control class was obtained the average of pre-test score 30.50 and post test score 47.67. Data must be normal and homogeny. The hypothesis test by using sig 2- tailed. Criterion of hypothesis is received Ha if sig < 0.05. From the result is obtained all the sig is 0.00 < 0.05 . Hypothesis alternative (Ha) is received and Hypothesis null (Ho) is rejected. It proved that Student’s achievement with accelerated learning approach is higher than conventional learning type. Increasing the student’s achievement was calculated by using normalized gain and the percentages gain in experimental class are 42 % and percentages gain in control class are 27 % .

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PREFACE

Praise and Gratitude must be prayed to Almighty God, Allah SWT, for all the graces and blessings that provide health and wisdom to the author so writer can finish this skripsi well.

The title of this thesis is "Implementation of Accelerated Learning Approach to Increase Student’s Achievement In Teaching Colloid Topic ". This research is done in SMA N 1 Berastagi in academic year 2011/2012” that prepared to get degree Sarjana Pendidikan of Chemistry Education , Faculty of Mathematics and Natural Sciences, State University of Medan.

On this occasion, the author also conveys a respect and gratitude to : 1. Mr. Drs. Rahmat Nauli, M.Si, As a thesis’s supervisor who has provided

guidance and suggestions to the author since the beginning of the study until the completion in writing this thesis.

2. Give Thanks also to Prof. Dr. Suharta, M.Si, Dr. Marham Sitorus. M.Si, Dr. Mahmud, M.Sc. who has provided suggestions from the plan until the completion of this thesis.

3. Thanks also conveyed to Drs. Wesly Hutabarat, M.Sc., as the Academic Supervisor who always guided researcher during the lecture and the entire along with Mr. and Mrs. Staff and Lecturer in chemistry department FMIPA UNIMED who have helped the author.

4. The awards were also presented to Mr. Drs.Alberto Colia as a school principals SMA Negeri 1 Berastagi and Mr. Edison Sembiring, S.Pd as a chemistry teacher and staff which assist in the implementation of this research.

5. Special gratitude and appreciation to the my lovely father Abdurrahman Rangkuti and my mother Zahara who have caring, raising and educating me with love and affection. Thanks to prayer, motivation and sacrifices for both of them. So I can complete a Sarjana Pendidikan (S-1) at the State University of Medan.

6. Say thanks also for my beloved brothers and sisters Kak Ani, Kak Pina, Bg Arifin, Kak Ipah, Bg Budi, Kak Piti, and Kak Dedek who have given me love,

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IMPLEMENTATION OF ACCELERATED LEARNING APPROACH TO INCREASE STUDENT’S ACHIEVEMENT

IN TEACHING COLLOID TOPIC

Sri Wahyuni Rangkuti (NIM 408131092)

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ABSTRAK

PENERAPAN PENDEKATAN ACCELERATED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA

PADA TOPIK KOLOID

Sri Wahyuni Rangkuti (NIM 408131092)

Penerapan pendekatan accelerated learning untuk meningkatkan hasil belajar siswa adalah untuk mengetahui hasil belajar siswa SMA Negeri 1 Berastagi. Populasi dalam penelitian ini adalah semua siswa kelas XI SMA Negeri 1 Berastagi. Siswa dibagi menjadi dua kelompok yang disebut kelas XI IPA 5 dan kelas control XI IPA 3 berdasarkan system purposive sampling. Jenis penelitian ini adalah eksperiment. Pertama-tama pretest diberikan pada kelas eksperiment dan kelas control. Kemudian dilakukan perlakuan. Di kelas eksperiment digunakan pendekatan accelerated learning dan di kelas control diberikan pembelajaran konvensional. Dan terakhir diberikan posttest pada setiap kelas. Berdasarkan hasil dikelas eksperiment mendapat rata-rata pretest 30.67 and posttest 56.67. Dikelas kontrol mendapat rata-rata pretest 30.50 and posttest 47.67. Data harus homogen. Hipotesis dilakukan dalam uji dua pihak. Syarat hipotesis diterima sig Ha < 0.05. Dari hasil perhitungan semua signifikan adalah 0.00 < 0.05. Hipotesis alternative (Ha) diterima dan hipotesis null (Ho) ditolak. Ini membuktikan bahwa hasil belajar siswa dengan penerapan accelerated learning lebih besar dari pada pembelajaran konvensional. Peningkatan hasil belajar telah dihitung normalisasinya dan persentase rata-rata belajar siswa di kelas eksperimen adalah 42% dan rata-rata peningkatan belajar siswa dikelas control adalah 27%.

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TABLE OF CONTENTS

Page

Legalization Paper i

Biography ii

Abstract iii

Preface iv

Table of Contents vi

List of Figures x

List of Table xi

List of Appendix xii

CHAPTER I INTRODUCTION

1.1. Background of Research 1

1.2. Problem Identification 5

1.3. Problem Statements 5

1.4. Problem Limitation 6

1.5. Research Objectives 6

1.6. Research Benefit 6

1.7. Operational Definition 7

CHAPTER II LITERATURE REVIEW

2.1. Theoretical Framework 8

2.1.1. Teaching and Learning Concept 8

2.1.2. Method of Learning 11

2.1.3. Learning style 11

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2.1.5. General Learning Difficulties The Higher Level Descriptions 13

2.1.5.1 Difficulties with input 14

2.1.5.2 Difficulties with integration 14

2.1.5.3 Difficulties with memory 14

2.1.6. The Truth of Learning Outcomes 15

2.1.6.1 Types of Student Learning Outcomes 17

2.1.6.2 Examples of Institutional Student Learning Outcomes 17

2.1.7. Accelerated Learning Concept 18

2.1.7.1 Definition of Accelerated Learning 18

2.1.7.2 Importance of Accelerated Learning 21

2.1.7.3 Characteristics of Accelerated Learning 21

2.1.8 Principles of Accelerated Learning. 22

2.1.9. Basic Assumptions Accelerated Learning 23

2.1.9.1 Basic Thinking of Accelerated Learning Approach 24 2.1.9.2. Basic principles of Accelerated Learning 24 2.1.10. The Concept of Accelerated Learning Approach 25 2.1.11 Basic Steps of Accelerated Learning Application. 26

2.2 Matery 29

2.2.1 Defenition of Colloid 29

2.2.2. Classification 29

2.2.3 Hydrocolloids 30

2.2.4 Interaction between colloid 31

2.2.5 Preparation of Colloid 32

2.2.6 Stabilization of colloid dispersion 32

2.3. Hypothesis 34

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CHAPTER III RESEARCH METHODOLOGY

3.1. Research Location and Research Object 35

3.2. Population and sample 35

3.3. Research Variables 35

3.4. Research Variety and Design 35

3.4.1 Research Variety 35

3.4.2 Research Design 35

3.5. Research Procedures 37

3.6. Research Instrument 38

3.6.1. Validity Question 42

3.6.2. Reability Problem 43

3.6.3. Index Dificulty of Question 43

3.6.4. Technique Data Analysis 44

3.6.5. Homogeneity Test 45

3.6.6. Hypothesis Testing 45

3.7. Research Time Table 46

CHAPTER IV RESEARCH RESULT AND DISCUSSION

4.1. Observation Result 48

4.1.1. Data Analysis of Research Instrument 48

4.1.2. Data description of research result 49

4.1.3. Data analysis of research result 49

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4.1.3.2. Homogenity Test 50

4.1.3.3. Gain 51

4.1.3.4. Hypothesis Tesing 51

4.2. Discussion 52

CHAPTER V CONCLUSION AND SUGGESTION

5.1. Conclusion 55

5.2. Suggestion 55

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LIST OF TABLE

Page

Table 2.1 Dispersed Phase 30

Table 3.1 Research Design 36

Table 3.2 Research Instrument 38

Table 3.3 Research time table 46

Table 4.1 Data of research result 49

Table 4.2 Normality Test For Pre-Test 49

Table 4.3 Normality Test For Post-Test 50

Table 4.4 Homogeneity Test For Pre-Test 50

Table 4.5 Homogeneity Test For Post-Test 51

Table 4.6 Post-Test Data 52

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LIST OF FIGURE

Page

Figure 2.1. Flow Chart of Design Research 9

Figure 2.2 Picture of Solution and Colloid 32

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LIST OF APPENDIX

Page

Appendix 1a Lesson Plan Experimental class 58

Appendix 1b. Lesson Plan Control class 65

Appendix 2. Worksheet 71

Appendix 3a.Lattice test instrument test before validation 73 Appendix 3b.Lattice test instrument test after validation 74

Appendix 4. Instrument test 75

Appendix 5. Key answer Instrument test 79

Appendix 6. Pre-test and Post test 80

Appendix 7. Key answer Pre-test and Post test 83

Appendix 8. Calculation validation test 84

Appendix 9. Table Calculation Validation test 87

Appendix 10. Calculation Reliability test 88

Appendix 11. Table Calculation Reliability test 90

Appendix 12. Calculation Item Difficulty 91

Appendix 13. Table Calculation Item Difficulty test 93

Appendix 14. Calculation Item Discrimination 94

Appendix 15. Table Calculation Item Discrimination 96 Appendix 16. Data Tabulation and Students’ score 97

Appendix 17. Calculation Normality test 98

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viii

Appendix 19. Calculation Gain 101

Appendix 20. Calculation Hypothesis test 102

Appendix 21. Table Values of r product moment 103

Appendix 22. Table values of chi square 104

Appendix 23. Table values of Distribution-t (Table t) 105 Appendix 24. Table values percentile for Distribution-F 106

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CHAPTER I INTRODUCTION

1.1 Background

In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2004; Ormrod, 1995). It is also thought of as the way in which information is absorbed, processed, and retained. "Learning Theories" are elaborate hypotheses that describe how exactly this procedure occurs. Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions.

There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitive, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning. Cognitive theories look beyond behavior to explain brain-based learning. And constructivism vi ews learning as a process in which the learner actively constructs or builds new ideas or concepts.

Merriam and Caffarella (1991) highlight four approaches or orientations to learning: Behaviourist, Cognitivist, Humanist, and Social/Situational. These approaches involve contrasting ideas as to the purpose and process of learning and education - and the role that educators may take.

Learning is a complex process that happens to every person throughout his life. The learning process that occurs because of interaction between the person with the environment. In this process, there are

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two aspects are mutually supportive learning methods. These two aspects are interrelated. Application of a particular instructional method required adjustment of media to be used. In addition to the adjustment method of learning media, it is also very necessary to the purpose of learning, types of tasks, the learning context that includes the characteristic students and also the expected response from the students when learning takes place (Arsyad, 1997)

Teaching and learning process is at the core of the formal education process in schools. In teaching there interaction or reciprocal relationship between students and teachers, where students receive course materials taught by the teacher. Teachers teach by stimulating , guiding and directing students learning students learn the material in accordance with the objectives. Learning objectives in general lesson is that the material presented is fully owned by all students. It can be demonstrated mastery of learning outcomes or student learning achievements obtained.

Along with the passage of time and the current progress of time, a teacher is always trying to reach the perfect learning system. It is not easy to achieve because in general the teachers face challenges that are serious enough about the difficulty of learning the students to follow in earnest. The fact that most students face is indifferent to the on going learning activities or in other words, students' motivation is so low that the failure to reach the limits of graduation to be no real evidence to graduates of a teacher. The low teacher student learning outcomes are not able to create a learning environment in accordance with the developments and advances in technology (Sriwanti, 2008).

Learning is generally defined as relatively permanent changes in behavior, skills, knowledge, or attitudes resulting from identifiable psychological or social experiences. A key feature is permanence: changes do not count as learning if they are temporary. You do not “learn” a phone number if you forget it the minute after you dial the number; you do not “learn” to eat vegetables if you only do it when forced. The change has to

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last. Notice, though, that learning can be physical, social, or emotional as well as cognitive. You do not “learn” to sneeze simply by catching cold, but you do learn many skills and behaviors that are physically based, such as riding a bicycle or throwing a ball. You can also learn to like (or dislike) a person, even though this change may not happen deliberately.

For teachers, learning usually refers to things that happen in schools or classrooms, even though every teacher can of course describe examples of learning that happen outside of these places. Even Michael, at age 6, had begun realizing that what counted as “learning” in his dad’s educator-type mind was something that happened in a classroom, under the supervision of a teacher (me). For me, as for many educators, the term has a more specific meaning than for many people less involved in schools. In particular, teachers’ perspectives on learning often emphasize three ideas, and sometimes even take them for granted: (1) curriculum content and academic achievement, (2) sequencing and readiness, and (3) the importance of transferring learning to new or future situations.

In fact that many student in Indonesia specially in Medan that difficult to understand if study chemistry, they still assume that chemistry is difficult and must be avoided, this conception make motivation student to learn chemistry is low, and the effect is student result also decrease. And also learning process in class that still monotonous, and haven’t variation so that cannot to maximize the student potential.

Based on a study conducted by researchers previously showed that, still less the maximum application of multiple media to enhance student learning outcomes, especially computer-based multimedia. Possible factors that influence it is not suitable between computer-based multi media offered by the applied Approach. Therefore in this study to try to matching between Accelerated Learning Approach with the help of computer-based media.

According to research ever have done by Erdiana Gultom (2006) which uses Computer-Based Multimedia she got the data, there are differences in learning at students achievement with

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computer - based multimedia is 84% and 71% is based media handout. Average chemistry student learning outcomes are taught by using cooperative learning type of Think-Pair-Share by Susan Ardian Ningsih get the data 14.48% higher than the average student learning outcomes with the conventional lecture method 12.43%. By using guided discovery method to use props with (Ramadhani ) test results obtained by the end of grade test experiments 75%. By using flash media and taught by our media concept (Annazili) with the results obtained in Experiment 1 class is 7.98 ± 0.75 and 7.64 ± 0.86 a class experiment.

Addressing the above problems, the need for the efforts made by teachers to use teaching strategies that make learning more enjoy so as to motivate students to learn. One is to apply Accelerated Learning strategies of type four stages of learning. According to Nicholl, and Rose, (2002): "Accelerated Learning attempts to integrate a variety of games and activities, emotions and music, relaxation, visualization, role playing, colors, concept maps, positive thinking and the emotional atmosphere of fun, so learning becomes more meaningful activities with stronger memory ".

Accelerated learning is important today, since technology is rapidly producing new solutions in business. Children today have to learn at rapid speeds to keep up with technology, as well adults must learn quickly also. Accelerated learning programs open the doors to help adults gain. The programs offer courses or training to help you stay up to date. The problem is technology is speeding, so the accelerated learning courses change rapidly to help you stay ahead of the game.

The accelerated learning courses help you to develop important skills, such as creativity, logic thinking, and absorbing information. The concept of accelerated learning came into view when technology seen the need for our demands to absorb what we learn quicker and think logical while creating sufficient skills to handle the rapid changes. Courses today offer you the opportunity to adapt to rapid changes. You learn innovative

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ways to successfully approach learning. The programs help you to adapt to home studies combined with programs in the upcoming web business. Online you will find links to courses that open the door to learning accelerated programs to develop skills, designed to teach pre-school kids develop skills to prepare for their future. Rather the parents can use the learning from the courses to advance their children’s skills. The courses build motivation. You learn multi-intelligence strategies in creativity, logic and learning. Using accelerated methods, the courses walk you through learning new languages. You find it easy to learn, and will develop skills to learn quickly.

Visual means to learning by observing and picturing (learning by observing and describing). Intellectual intention is learning by problem solving and reflecting (learning by problem solving and reflection).

There fore the researcher interest to do the research in SMA N 1 Berastagi by using the Accelerated learning to increase student achievement. Based on explanation above researcher interest to do the research with the title : “Implementation of Accelerated Learning Approach to Increase Student Achievement in Teaching Colloid Topic at SMA Negeri 1 Berastagi Student Grade XI School Year 2011/2012”.

1.2 Problem Identification

1. Using of Multimedia that still low in learning 2. System constructivism that haven’t maximal

3. Teaching and learning in class still monoton and not optimal for students

4. Accelerated Learning Approach that haven’t familiar in teaching. 1.3Problem Statements

1. Does the student learning outcomes using the Accelerated Learning Approach more than the Conventional methods in SMAN 1 Berastagi class XI school year 2011/2012 on the topic colloid.

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1.4 Problem Limitation

Based on the research tittle and based on problem identification above, so researcher scoped the problem until using the Accelerated Learning Approach to increase student achievement in SMAN 1 Berastagi student grade XI school year 2011/2012, especially in the developing of Colloid Topic.

1.5Research Objectives

1. To know the student achievement in learning chemistry that taught by using accelerated learning approach in student grade XI school year 2011/2012, especially in the developing of colloid topic.

2. To know the student achievement in learning chemistry that taught by using conventional method in student grade XI school year 2011/2012, especially in the developing of colloid topic.

3. To know are significant different between student achievement in teaching chemistry that using Accelerated Learning Approach with conventional method in SMA N 1 Berastagi student grade XI school year 2011/2012 in colloid topic. 1.6 Research Benefit

1. As the reference for chemistry teacher about alternative accelerated learning approach and applying in learning process.

2. As the enjoying learning for student.

3. As alternative approach for teacher in choosing learning approach to increase student achievement.

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1.7 Operational Definitions

Accelerated learning is learning about the brain and learning. This study allows to use different learning methods and media. Accelerated learning is trying to integrate a variety of games and activities, emotions and music, relaxation, visualization, color, concept maps, a fun positive way of thinking so that learning becomes more meaningful to apply the four basic steps, namely the technique of preparation, delivery techniques, techniques ssof training and performance techniques.

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CHAPTER V

CONCLUTION AND SUGGESTION

5.1 CONCLUTION

From the result of research, can be concluded that :

1. There are different between student learning outcomes that taught by accelerated learning approach compare with conventional learning approach in teaching colloid topic in XI student grade SMAN 1 Berastagi.

2. The percentage of average gain (student’s understanding) in experimental class that was taught by Accelerated Learning Approach in teaching colloid topic is equal to 42 %

3. The percentage of average gain (student’s understanding) in control class that was taught by using conventional learning in teaching colloid topic is equal to 27 %.

5.2 SUGGESTION

1. For teacher, hope that can using Accelerated Learning Approach in teaching Colloid topic to make student easier to received the material about colloid that have more theoretical than calculation so it is can make student not boring.

2. For school holder, in order to provide another inventory to support teaching and learning in classroom.

3. For the next researcher that want to do the research more about Accelerated Learning suggest to do in another different school and on different subject so that hoped can get better result.

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