THE DEVELOPMENT OF CHEMISTRY LEARNING MODULE TO INCREASE STUDENTS ACHIEVEMENT ON THE TEACHING AND LEARNING OF OXIDATION AND REDUCTION REACTION.
THE DEVELOPMENT OF CHEMISTRY LEARNING MODULE TO
INCREASE STUDENT’S ACHIEVEMENT ON THE TEACHING
AND LEARNING OF OXIDATION AND
REDUCTION REACTION
By:
Dameita Sumbayak
Reg Number 408131038
Bilingual Chemistry Education Study Program
THESIS
Submitted to fulfill the requirement for getting the degree of
Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2012
THE DEVELOPMENT OF CHEMISTRY LEARNING MODULE TO
INCREASE STUDENT’S ACHIEVEMENT ON THE TEACHING
AND LEARNING OF OXIDATION AND
REDUCTION REACTION
Dameita Sumbayak (NIM 408131038)
ABSTRACT
The aim of the development chemistry learning module on the teaching
and learning of oxidation and reduction reaction are to develop and standardize of
chemistry learning module and to know its affectivity due to student’s
achievement. The populations of this research are all students grade X SMA
Negeri 1 Medan, SMA Negeri 1 Tebing Tinggi, SMA Negeri 1 Berastagi, all
students grade XI SMA Methodist 1 Medan, Chemistry lecturers, chemistry
teacher, chemistry books. The samples that were chosen from two classes those
are homogenize, and distributed normally. There two kinds of research
instruments, those are questionaire for standarization of chemistry learning
module, and 15 multiple choice those were validated by expert valuator and
students, with its rcalculation 0.682 > rtable 0.344, stated that it was reliable .
questionaire was done in standarized chemistry learning module by chemistry
lecturers, chemistry teachers, and students called as expert judgment. Trial for
module have done, by giving pretest, teaching and learning activities by using
module as media (in control class), and by using chemistry book as a media (in
experimental class), giving posttest-I, and next two weeks is giving posttest-II.
The result of this research can be shown as the average percentage in High Group
(HG) using module 52.48% is higher than using book 51.12%, with tcount = 4.56
while ttable at α = 0,05 is 1.32, and the average of experimental class
( =77.37±6.21), and control class ( =70.48±5.45). the average percentage in
Low Group (LG), using module 66.05% is less than using book 68.41% , with
tcount = 1.19 while ttable at α = 0,05 is 1.32, and the average of experimental class
( = 74.71±7.30), and for cotrol class ( = 72.49±7.16). it could be conclude that
chemistry learning module is able to increase student’s achievement in HG. The
afectivity of chemistry learning module can be analysed by using data posttest-II.
Total affectivity percentage using module109.49% is higher than 108.92%, with
the average for experimental class ( = 83.26±10.45), and control class ( = 78.71
± 16.46). The standarization of chemistry learning module have assesed by
lecturer (3.52), assesed by chemistry teacher (3.47), assesed by students (3.26),
and the total average (3.42), it means that chemistry learning module is valid and
doesn’t need revision.
ii
TABLE OF CONTENTS
Legalization Paper
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Table of Contents
vi
List of Figures
ix
List of Tables
x
List of Appendix
xii
CHAPTER I INTRODUCTION
1.1. Research Background
1
1.2. The Problem Identification
3
1.3. The Problem Formulation
4
1.4. The Scope of Research
4
1.5. The Research Objectives
5
1.6. The Significance of Research
5
CHAPTER II LITERATURE STUDY
2.1. Module as a Media
6
2.2. Learning Module
7
2.2.1. The Elements of Learning Module
8
2.2.2. The Advantages of Learning Module
9
2.2.3. ModuleAdministration
10
2.2.4. Steps for Arranging Module
11
2.3. Curiculum Education Unit (CEU)
11
2.3.1. The Objectives CEU
12
2.3.2. The Characteristic of CEU
13
2.4. Text Book
14
2.5. Oxidationand Reduction Reactions
15
iii
2.5.1. Development of Redox Concept
15
2.5.2. Autoredox Reaction (Disproportionation Reaction)
18
2.5.3. Nomenclature system of compounds according to
19
Oxidation Number
2.5.4. Application of Redox Reaction in Daily Life
21
2.6. Conceptual Framework
21
2.7. Hypothesis
22
CHAPTER III RESEARCH METHOD
3.1. The Overview of the Research
23
3.2. Location and Time of Research
24
3.3. Population and Sample
24
3.4. Research Variable and Research Instrument
24
3.5. Research Design
25
3.6. Research Procedures
26
3.7. Data Collection and Analysis
28
3.7.1. Validity Test
30
3.7.2. Reliability Test
30
3.7.3. Difficulty Level of Instrument
31
3.7.4. Discrimination Index
31
3.7.5. The Normality of the Test
32
3.7.6. The Homogeneity of the Test
32
3.7.7. The Statistical Hypothesis
32
3.7.8. Average Percentage of Student’s Achievement
34
3.7.9. Effectiveness Percentage of Student’s Achievement
34
CHAPTER IV THE RESULT AND DISCUSSION
4.1.
The Development of Chemistry Learning Module
35
4.1.1. Survey of Chemistry High School Textbook
35
4.1.2. Analysis of Senior High School Chemistry Textbook
35
4.1.3. The Development and Standardization of Redox Reaction Module
39
iv
4.2.
Standardization of the Research Instrument (Evaluation Test)
42
4.2.1. Validation of the Instrument
42
4.2.2. Reliability of the Instrument
42
4.2.3. Normality Evaluation Test
43
4.2.4. Homogeneity Test
43
4.3.
Student’s Achievement before Teaching Treatment
44
4.4.
Student’s Achievement after Teaching Treatment
45
4.5.
Hypothesis Testing
47
4.6.
The Percentage of Average Student’s Achievement by Chemistry
49
Learning Module
4.7.
The Affectivity Percentage of Chemistry Learning Module
49
4.8.
Discussion
50
CHAPTER V CONCLUSION AND SUGGESTION
5.1.
Conclusion
52
5.2.
Suggestion
53
REFERENCES
54
vi
LIST OF TABLE
Table 2.1. The Differentiation between Textbook and Module
7
Table 2.2 Binary Compounds of Metal and Nonmetal
19
Table 2.3.Binary Compounds of Nonmetal and Nonmetal
19
Table 2.4. Compounds of Polyatomic Ions
20
Table 2.5. Compounds of Polyatomic Ions if Cation has One Oxidation
20
Number
Table 2.6. Acid Compounds
21
Table 3.1.Research Design of the Developed Learning Module to Increase
25
Student’s Achievement in The Teaching of Oxidation and
Reduction Reaction
Table 3.2 Validation Criteria
29
Table 4.1. Average Percentage Analysis of Chemistry Materials
36
in Redox Reaction Topic that is Included in the
Textbook for Bilingual Class From 4 Publisher
Table. 4.2. The Performance of Textbook on The Material Redox Reaction 40
Which is Judged by Chemistry Lecturer, Chemistry Teacher,
and Senior High School Students
Table 4.3. Normality Test of three schools that were done
43
In trial chemistry learning module
Table 4.4 Homogeneity Test of three school that were done
In trial chemistry learning module
43
vii
Table 4.5.The Student’s Achievement Based on The Pretest on Developed
44
Chemistry Learning Module in the Teaching
of Redox Reaction
Table 4.6. The Student’s Achievement Based on The Posttest-I on
45
DevelopedChemistry Learning Module in the
Teaching of Redox Reaction
Table 4.7. The Student’s Achievement Based on The Posttest-II on
46
Developed Chemistry Learning Module in the
Teaching of Redox Reaction
Table 4.8. The Affectivity of Developed of Chemistry Learning Module
Onto Student’s Achievement on Teaching
of Redox Reaction
50
v
LIST OF FIGURE
Page
Figure 3.1.The Overview of Research on the Development of Learning
23
Module to Increase Student’s Achievement in
The Teaching of Redox Reaction
Figure 3.2. The Procedure have been conducted in The Development and
Innovation of Learning Module of Chemistry Topics for
Senior High School Students
27
viii
LIST OF APPENDIX
Page
Appendix 1. Syllabus
56
Appendix 2. Lesson Plan
59
Appendix 3. Instrument Evaluation Test
79
Appendix 4. Key Answer
85
Appendix 5. Instrument Test Planning Analysis
86
Appendix 6. Quetionnaire for trial o chemistry teaching
88
Module on Oxidation and Reduction Reaction
Appendix 7. Analysis of Senior High School Text Book
89
from 4 Publishers
Appendix 8. Standarization of Chemistry Learning Module
93
by Chemistry Lecturers
Appendix 9. Standarization of Chemistry Learning Module by
94
Chemistry Teachers
Appendix 10. Standarization of Chemistry Learning Module
95
by Students
Appendix 11. The calculation of validity and reliability test of
96
instrument test
Appendix 12. The calculation of difficulty level of instrument
100
Appendix 13. The calculation of discrimination index
102
Appendix 14. Table of Class Grouping based on High Group
104
and Low Group in Three Schools
Appendix 15. Calculation of Normality Test o Pretest
110
ix
Appendix 16. Calculation of Homogenity Test
114
Appendix 17. Calculation of Hypothesis Testing
115
Appendix 18. The Percentage Activity of Redox Reaction Chemistry
124
Appendix 19. Research Documentation
126
1
CHAPTER I
INTRODUCTION
1.1 Research Background
Development of learning module is very important and very interesting to
be discussed and it’s believed that using the learning module that have developed
can increase students’ achievement especially in chemistry topic. Development
learning module in English version is very important for this moment, as we know
that Indonesian Education still in process to compete with another country. In
Globalization era we forced to use as International Language that is needed to be
mastered. We need English to communicate with foreigners in the field of
development, technology, economy, and education. Qualified education will
create students who are able to compete internationally. Government has an effort
to increase the quality of our education in Indonesia, which has one purpose, able
to compete internationally. One of efforts that can be observed is the existence of
Bilingual class in Rintisan Sekolah Berstandar Internasional (RSBI) or Sekolah
Berstandar Internasional (SBI).
Teaching and learning in Bilingual class use two languages, those are
Bahasa Indonesia and English, especially for subject matter such as, Mathematics,
Chemistry, Biology, and Physics. For getting the concept of Bilingual class, there
are some prerequisites, such as (1) learning substances should be suitable with
students’ cognitive development and student’s English improvement, (2) School is
able to create conducive learning environment in using English, (3) learning is
forced to solve problems and students do cooperatively.(http://gurupembaharu.c
om/home/?p=2733.).
North Sumatera has some Bilingual class in SBI and RSBI. School which
get predicates as RSBI. Some of schools that has RSBI or SBI predicate are; SMA
Negeri 1 Medan, SMA St.Thomas 1 Medan, SMA Swasta Budi Murni Medan,
SMA Swasta Al-Ulum Medan, SMA Syafiatul Amalia Medan SMA Negeri 1
Tebing Tinggi, SMP Negeri 1 Tebing Tinggi, SMA Negeri 1 Berastagi, SMA
2
Negeri 1 Lubuk Pakam, SMA Negeri 1 Sidikalang, SMA Negeri 2 Plus Sipirok,
SMA Negeri 2 Kisaran, SMAN 2 Balige etc.
Based on observation during done training teacher program in SMA
Negeri 1 Tebing Tinggi, there are two main gaps: (1) chemistry teachers’ English
skill is low and (2) the quality of Bilingual chemistry books was not standard from
their content and language. The standard categorize is from Curriculum Education
Unit. To reach the objectives of RSBI and SBI, both of those gaps should be
solved. Experience in training school showed that the biggest gap was english
skill of chemistry teacher in RSBI was low. It’s mean that senior teachers who are
mastered in Mathematics, Chemistry, Biology, and Physics could not teach their
subject matter by using English. None of teacher is able to used English while
teaching and learning process. They used English only in opening session and
closing session. This gap will be solved because State University of Medan has a
Bilingual program for Faculty of Mathematics and Natural Science. Candidate of
professional International teacher will be graduated next year. The second gap is
the qualities of Bilingual chemistry books are not standard from their contents and
language. Students use Mathematic book, Chemistry book, Biology book, and
Physics book in Indonesia version. Bilingual books as a supplement. To overcome
this gap, it’s important and interesting to develop chemistry learning module
which would be standarized in content, language, and its presentation.
Module is a complete unit, independently, it consist of a series of learning
activities that is arranged to help students in reaching the objectives that has
formulated specifically and clearly. Module is a set of curriculum that is prepared
to learning autonomously. Module learning give chance for students to learn by
their style, so they use different technique to solve certain problems based on their
knowledge background (Nasution, 2005). But in this case module is designed as a
learning media that consist of learning materials. It is created communicatively.
The material will be discussed is clear and measurable. It is concerned in learning
activities of people who use it (Munadi, 2008). Module is a printed media that can
help teachers to increase their students’ achievement. According Sunyoto (2006),
3
learning module could improve student’s achievement in automotive mechanicengineering of SMK Panca Bhakti Banjarnegara course year 2005/2006. From the
calculation of tcount is bigger than ttable means that students using interactive
learning module have better learning performance.
Factually, learning chemistry can be concluded that, (1) chemistry is not
famous subject matter for students; (2) chemistry is not able to improve students’
cognitive ability; (3) chemistry make a gap between teacher and students; (4)
chemistry has not improvement. Even thought school programs have an effort to
develop students’ conceptual understanding, but there is no relationship among
the materials (Burhan, 2008). The material in chemistry is needed to be
developed. Especially in topic Oxidation and Reduction Reaction that is difficult
to be understood by students. Usually teacher explains this topic by conventional
method, difficult language to be gotten, and inappropriate learning media.
Based on gaps above, it is better to develop a module that is written in
Bilingual version, and it has standardized content to help teaching and learning
chemistry in Bilingual class, RSBI, to create effective learning. The writer is
interested to do research with the title “The Development of Chemistry
Learning Module to Increase Student’s Achievement on the Teaching and
Learning of Oxidation and Reduction Reactions”.
1.2. The Problem Identification
Based on the background explained above, there were some problems
which identified to make the research be formed. The problem identification were:
1. How does the sequence of chemistry materials to be arranged in the module in
order the topic of Oxidation and Reduction Reactions is easy to be learned and
it meet the curriculum education unit?
2. How to make learning module in topic of Oxidation and Reduction Reactions
be attractive, easy to be understand, can increase the students’ achievement in
order it can be used to help students to learn chemistry?
4
3. How do the chemistry teachers opinion on the standard learning module in
topic Oxidation and Reduction Reactions?
4. How does the effectiveness of learning module in topic Oxidation and
Reduction Reactions can be used to increase students’ achievement in
chemistry?
1.3. The Problem Formulation
The problem formulation of the study were:
1. Did the sequence of chemistry materials that will be arranged in the module in
order the topic of Oxidation and Reduction Reactions was easy to be learned
and it meet the curriculum education unit?
2. Did teachers’ perception that learning module had fulfilled the standard
categorize?
3. Did the learning module in topic Oxidation and Reduction Reactions could
increase students’ achievement class X, academic year 2012/2013?
4. Did the learning module in topic Oxidation and reduction reaction effective to
be used in increasing student’s achievement?
1.4. The Scope of Research
There were so many problems that had identified; the writer limited the
problems as below:
1. Developing and standardizing module in topic Oxidation and Reduction
Reactions will be concerned on the content, language, and its presentation.
2. The sources of module that will be developed are from minimal 4 chemistry
books that usually used by RSBI or SBI students.
3. This module will be assessed and revised by chemistry teachers, chemistry
lecturers and the students until the resulting product of learning modules.
4. The trial of learning modules for teachers and students is limited.
5
1.5. The Research Objectives
The specific research objectives were:
1. To arrange the sequence of chemistry materials in the module in order the
topic of Oxidation and Reduction Reactions is easy to be learned and it meet
the curriculum education unit.
2. To observe chemistry teachers’opinion on the standard learning module in
topic Oxidation and Reduction Reaction.
3. To know if learning module in topic Oxidation and Reduction Reactions can
increase students’ achievement class X, academic year 2011/2012.
4. To know whether learning module in topic Oxidation and reduction reactions
effective to be used in increasing student’s achievement.
1.6. The Significance of Research
The advantages that were hoped from this research:
1. Chemistry teachers can use learning module to make an effective teaching and
learning process and to increase students’ achievement.
2. For researcher, to develop and standardize the module in increasing student’s
achievement.
3. Students who learn chemistry can understand the topic of Oxidation and
Reduction Reaction easier, more attractive, and enjoyable.
4. For the next researcher, can contribute the idea to do other researcher.
52
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
The conclusion after the research was conducted were:
1. The
analysing
of
some
chemistry
book
grade
X
for
bilingual
students,especially for oxidation and reduction reaction topic are not fully
meet the standards competency and basic competency feasibility of content,
design presentation and feasibility of language, with book code A is 40% ,
book Code B is 65% , book Code C is 55%, and book Code D is 65%. It
caused by those book are not communicative (understandable language),
materials are explain briefly, some of them didn’t present the introduction, and
something that make readers interested.
2. The standarization that was conducted by three kinds respondents, those are
chemistry lecturers who actively teach in International and Bilingual class
students in State University of Medan, chemistry teachers, and International
students grade XI. They assessed the chemistry module with the value 3.42
means that the sequence of chemistry materials in the module in order the
topic of oxidation and reduction reaction is easy to be learned and it meet the
curriculum education unit can be arranged.
3. Chemistry teacher who taught oxidation and reduction reaction actively have
positive perception think that learning module have fulfill the standard
categorize, with The average of questionnaire which assessed by chemistry
teacher is 3.47 . It can help them to prepare their learning sources, and it used
as learning media, so the learning activities are more active, and students also
prepare theirselves at home by learning module.
4. Learning module is effective to increase student’s achievement in HG but not
in LG. It can be seen from the average value of post test-I by using module is
higher than chemistry book. The student’s achievement in posttest-I using
module for high class (77.37 ± 6.21) is higher than control class (70.48 ±
53
5.45), and for low class by using module (74.71 ± 7.30) is higher than by
using book (72.49 ± 7.16).
5. The resistance of learning module obtained by doing post test-II two weeks
after postest-I,and the affectivity percentage of developed learning module
(109.49%) is higher than with chemistry book (108.92). The developed and
standardized chemistry learning module is effective in increasing the student’s
achievement on chemistry.
5.2. Suggestion
Based on the result of research which has conducted, the authors suggest that:
1. Before using a chemistry book or a chemistry learning module, teacher should
check the overall of the book, especially the material content, its language, its
presentation design layout, so the teacher should select it before consumed by
students.
2. The developed and standardized chemistry learning module with the title:
Oxidation Reduction Reaction or RSBI and SBI students
grade X was
recommended for used as a teaching and learning media in RSBI school.
3. Chemistry teacher should master all contents in chemistry module and master
the way of using module before consumed by students, and students should
bring it while teaching and learning process.
4. For the next reseacher it is better using observation sheet for students and
teacher as authentic data while teaching and learning process.
54
REFERENCES
Arikunto, S., (2002), Dasar- dasar Evaluasi Pendidikan, Penerbit Rineka Cipta,
Jakarta.
Astika, M., (2009), Model Kelas Bilingual di Sekolah Bertaraf Internasional
Sebuah Pemikiran Konseptual: http://gurupembaharu.com/home/?p=2733.Ac
cesed on November 21st 2011.
Burhan, P.Y.R., (2008), Prospek Pengembangan Materi Pendidikan Kimia Masa
Depan 6: 54-58. Journal of Research.
Chambliss, M.J., (2001), Analyzing Science Textbook Materials to Determine
How “Persuasive”They are, Theory into Practice 40(4): 225-264.
Groves, F.H., (1995), Science Vocabulary Local of Selected Secondary Science
Textbooks, School Science and Mathematics 95(5): 231-235.
Johari, J.M.C., and Rachmawati,M., (2009), Chemistry for Senior High School
Grade X, Esis, Jakarta.
Johnson, V.D, (2006), A Contemporary Controversy in American Education:
Including Intelligent Design in the Science Curriculum, The Educational
Forum 70 (3): 222-236.
Kirk, M., Caherine E.M., and Stephanie K., (2001), The Trouble with Textbooks,
The Science Teacher, 68 (9): 43-45.
Locatis, N.L., and Atkinson, F.D., (1984), Media and Technology for Education
and Training, A Bell & Howell Company, Sydney.
Metsala, J.L., and Glynn, S., (1996), Teaching with Analogies: Building on
Science Textbook, The Reading Teacher 49 (6): 490-492.
Mulyasa., (2010), Kurikulum Tingkat Satuan Pendidikan, PT Remaja Rosdakarya,
Bandung.
Munadi, Y., (2008), Media Pembelajaran Sebuah Pendekatan Baru, Gaung
Persada Press, Jakarta.
Nasution, S., (2005), Berbagai Pendekatan dalam Proses Belajar Mengajar, PT
Bumi Aksara, Jakarta.
55
Prawiradilaga, D.S., and Siregar, E.,(2007), Mozaik Teknologi Pendidikan, Kenca
na, Jakarta.
Santyasa, I.W., (2009), Metode Penelitian Pengembagan dan Teori Pengembangan Modul, Pelatihan Bagi Para Guru TK, SD, SMP, SMA, dan SMK Tanggal
12-14 Januari 2009 di Kecamatan Nusa Penida kabupaten Klungkung: 1-20.
Sihole, H.R., and Situmorang, M., (2006), Efektivitas Metode Praktikum pada
Pengajaran Gugus Fungsional di SMA Toba Samosir, Jurnal Pendidikan
Matematika dan Sains 1: 1-7.
Situmorang, M., Sinaga, M., and Juniar, A., (2006), Efektifitas Inovasi Pembelajar
an untuk Meningkatkan Prestasi Belajar Mahasiswa pada Mata Kuliah Kimia
Analitik II, Jurnal Penelitian Bidang Pendidikan 13: 1 – 12.
Sudjana, (2002), Metode Statistika, Penerbit Tarsito, Bandung.
Sumarno, A., (2011), Keuntungan dan Kelemahan Pembelajaran dengan Modul:
http://blog.elearning.unesa.ac.id/alim-sumarno/keuntungan-dan-kelemahanpembelajaran-dengan-modul Accesed on January 2012.
Sunardi.,(2007), Kimia Bilingual untuk SMA/MA Kelas X Semester 1 dan 2,
Yrama Widya, Bandung.
Sunyoto., (2006), Efektivitas Penggunaan Modul Pembelajaran Intteraktif untuk
Meningkatkan Prestasi Belajar Siswa SMK Bidang Keahlian Tehnik Mesin 6:
1-7. Journal of Research.
BIOGRAPHY
Dameita Sumbayak was born in Pematangsiantar on February, 5th 1990.
Her beloved parents are L.J.F. Sumbayak and O.M.S.Sinaga. she grows in an
extraordinary family, especially the second child from four siblings. She entered
elementary school in 1996, its name SD Negeri 124158 Pematangsiantar, and was
graduated in 2002. Then, continue her study in SLTP Negeri 4 Pematangsiantar in
2002, and graduated in 2005. She passionated to continue her study to SMA
Negeri 2 Pematangsiantar, which one of the most favorite senior high school in
Pematangsiantar in 2005, and graduated in 2008. In 2008, she pass the SNMPTN
test, and was received in chemistry department, State University of Medan. Great
chance, when she was appreciated to study in Bilingual and International
class, Faculty of Mathematics and Natural Science, State University of Medan,
and passed defense examination on 23rd July 2012.While studying in UNIMED,
she had extracuricullar activities, i.e, joined in small group in UKMKP (Unit
Kegiatan Mahasiswa Kristen Protestan) UP FMIPA Unimed, and also joined in
IKBKK (Ikatan keluarga Besar kristen Kimia). Since 2010, was begun to serve in
Sunday school in GKPS Pardamean.
INCREASE STUDENT’S ACHIEVEMENT ON THE TEACHING
AND LEARNING OF OXIDATION AND
REDUCTION REACTION
By:
Dameita Sumbayak
Reg Number 408131038
Bilingual Chemistry Education Study Program
THESIS
Submitted to fulfill the requirement for getting the degree of
Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2012
THE DEVELOPMENT OF CHEMISTRY LEARNING MODULE TO
INCREASE STUDENT’S ACHIEVEMENT ON THE TEACHING
AND LEARNING OF OXIDATION AND
REDUCTION REACTION
Dameita Sumbayak (NIM 408131038)
ABSTRACT
The aim of the development chemistry learning module on the teaching
and learning of oxidation and reduction reaction are to develop and standardize of
chemistry learning module and to know its affectivity due to student’s
achievement. The populations of this research are all students grade X SMA
Negeri 1 Medan, SMA Negeri 1 Tebing Tinggi, SMA Negeri 1 Berastagi, all
students grade XI SMA Methodist 1 Medan, Chemistry lecturers, chemistry
teacher, chemistry books. The samples that were chosen from two classes those
are homogenize, and distributed normally. There two kinds of research
instruments, those are questionaire for standarization of chemistry learning
module, and 15 multiple choice those were validated by expert valuator and
students, with its rcalculation 0.682 > rtable 0.344, stated that it was reliable .
questionaire was done in standarized chemistry learning module by chemistry
lecturers, chemistry teachers, and students called as expert judgment. Trial for
module have done, by giving pretest, teaching and learning activities by using
module as media (in control class), and by using chemistry book as a media (in
experimental class), giving posttest-I, and next two weeks is giving posttest-II.
The result of this research can be shown as the average percentage in High Group
(HG) using module 52.48% is higher than using book 51.12%, with tcount = 4.56
while ttable at α = 0,05 is 1.32, and the average of experimental class
( =77.37±6.21), and control class ( =70.48±5.45). the average percentage in
Low Group (LG), using module 66.05% is less than using book 68.41% , with
tcount = 1.19 while ttable at α = 0,05 is 1.32, and the average of experimental class
( = 74.71±7.30), and for cotrol class ( = 72.49±7.16). it could be conclude that
chemistry learning module is able to increase student’s achievement in HG. The
afectivity of chemistry learning module can be analysed by using data posttest-II.
Total affectivity percentage using module109.49% is higher than 108.92%, with
the average for experimental class ( = 83.26±10.45), and control class ( = 78.71
± 16.46). The standarization of chemistry learning module have assesed by
lecturer (3.52), assesed by chemistry teacher (3.47), assesed by students (3.26),
and the total average (3.42), it means that chemistry learning module is valid and
doesn’t need revision.
ii
TABLE OF CONTENTS
Legalization Paper
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Table of Contents
vi
List of Figures
ix
List of Tables
x
List of Appendix
xii
CHAPTER I INTRODUCTION
1.1. Research Background
1
1.2. The Problem Identification
3
1.3. The Problem Formulation
4
1.4. The Scope of Research
4
1.5. The Research Objectives
5
1.6. The Significance of Research
5
CHAPTER II LITERATURE STUDY
2.1. Module as a Media
6
2.2. Learning Module
7
2.2.1. The Elements of Learning Module
8
2.2.2. The Advantages of Learning Module
9
2.2.3. ModuleAdministration
10
2.2.4. Steps for Arranging Module
11
2.3. Curiculum Education Unit (CEU)
11
2.3.1. The Objectives CEU
12
2.3.2. The Characteristic of CEU
13
2.4. Text Book
14
2.5. Oxidationand Reduction Reactions
15
iii
2.5.1. Development of Redox Concept
15
2.5.2. Autoredox Reaction (Disproportionation Reaction)
18
2.5.3. Nomenclature system of compounds according to
19
Oxidation Number
2.5.4. Application of Redox Reaction in Daily Life
21
2.6. Conceptual Framework
21
2.7. Hypothesis
22
CHAPTER III RESEARCH METHOD
3.1. The Overview of the Research
23
3.2. Location and Time of Research
24
3.3. Population and Sample
24
3.4. Research Variable and Research Instrument
24
3.5. Research Design
25
3.6. Research Procedures
26
3.7. Data Collection and Analysis
28
3.7.1. Validity Test
30
3.7.2. Reliability Test
30
3.7.3. Difficulty Level of Instrument
31
3.7.4. Discrimination Index
31
3.7.5. The Normality of the Test
32
3.7.6. The Homogeneity of the Test
32
3.7.7. The Statistical Hypothesis
32
3.7.8. Average Percentage of Student’s Achievement
34
3.7.9. Effectiveness Percentage of Student’s Achievement
34
CHAPTER IV THE RESULT AND DISCUSSION
4.1.
The Development of Chemistry Learning Module
35
4.1.1. Survey of Chemistry High School Textbook
35
4.1.2. Analysis of Senior High School Chemistry Textbook
35
4.1.3. The Development and Standardization of Redox Reaction Module
39
iv
4.2.
Standardization of the Research Instrument (Evaluation Test)
42
4.2.1. Validation of the Instrument
42
4.2.2. Reliability of the Instrument
42
4.2.3. Normality Evaluation Test
43
4.2.4. Homogeneity Test
43
4.3.
Student’s Achievement before Teaching Treatment
44
4.4.
Student’s Achievement after Teaching Treatment
45
4.5.
Hypothesis Testing
47
4.6.
The Percentage of Average Student’s Achievement by Chemistry
49
Learning Module
4.7.
The Affectivity Percentage of Chemistry Learning Module
49
4.8.
Discussion
50
CHAPTER V CONCLUSION AND SUGGESTION
5.1.
Conclusion
52
5.2.
Suggestion
53
REFERENCES
54
vi
LIST OF TABLE
Table 2.1. The Differentiation between Textbook and Module
7
Table 2.2 Binary Compounds of Metal and Nonmetal
19
Table 2.3.Binary Compounds of Nonmetal and Nonmetal
19
Table 2.4. Compounds of Polyatomic Ions
20
Table 2.5. Compounds of Polyatomic Ions if Cation has One Oxidation
20
Number
Table 2.6. Acid Compounds
21
Table 3.1.Research Design of the Developed Learning Module to Increase
25
Student’s Achievement in The Teaching of Oxidation and
Reduction Reaction
Table 3.2 Validation Criteria
29
Table 4.1. Average Percentage Analysis of Chemistry Materials
36
in Redox Reaction Topic that is Included in the
Textbook for Bilingual Class From 4 Publisher
Table. 4.2. The Performance of Textbook on The Material Redox Reaction 40
Which is Judged by Chemistry Lecturer, Chemistry Teacher,
and Senior High School Students
Table 4.3. Normality Test of three schools that were done
43
In trial chemistry learning module
Table 4.4 Homogeneity Test of three school that were done
In trial chemistry learning module
43
vii
Table 4.5.The Student’s Achievement Based on The Pretest on Developed
44
Chemistry Learning Module in the Teaching
of Redox Reaction
Table 4.6. The Student’s Achievement Based on The Posttest-I on
45
DevelopedChemistry Learning Module in the
Teaching of Redox Reaction
Table 4.7. The Student’s Achievement Based on The Posttest-II on
46
Developed Chemistry Learning Module in the
Teaching of Redox Reaction
Table 4.8. The Affectivity of Developed of Chemistry Learning Module
Onto Student’s Achievement on Teaching
of Redox Reaction
50
v
LIST OF FIGURE
Page
Figure 3.1.The Overview of Research on the Development of Learning
23
Module to Increase Student’s Achievement in
The Teaching of Redox Reaction
Figure 3.2. The Procedure have been conducted in The Development and
Innovation of Learning Module of Chemistry Topics for
Senior High School Students
27
viii
LIST OF APPENDIX
Page
Appendix 1. Syllabus
56
Appendix 2. Lesson Plan
59
Appendix 3. Instrument Evaluation Test
79
Appendix 4. Key Answer
85
Appendix 5. Instrument Test Planning Analysis
86
Appendix 6. Quetionnaire for trial o chemistry teaching
88
Module on Oxidation and Reduction Reaction
Appendix 7. Analysis of Senior High School Text Book
89
from 4 Publishers
Appendix 8. Standarization of Chemistry Learning Module
93
by Chemistry Lecturers
Appendix 9. Standarization of Chemistry Learning Module by
94
Chemistry Teachers
Appendix 10. Standarization of Chemistry Learning Module
95
by Students
Appendix 11. The calculation of validity and reliability test of
96
instrument test
Appendix 12. The calculation of difficulty level of instrument
100
Appendix 13. The calculation of discrimination index
102
Appendix 14. Table of Class Grouping based on High Group
104
and Low Group in Three Schools
Appendix 15. Calculation of Normality Test o Pretest
110
ix
Appendix 16. Calculation of Homogenity Test
114
Appendix 17. Calculation of Hypothesis Testing
115
Appendix 18. The Percentage Activity of Redox Reaction Chemistry
124
Appendix 19. Research Documentation
126
1
CHAPTER I
INTRODUCTION
1.1 Research Background
Development of learning module is very important and very interesting to
be discussed and it’s believed that using the learning module that have developed
can increase students’ achievement especially in chemistry topic. Development
learning module in English version is very important for this moment, as we know
that Indonesian Education still in process to compete with another country. In
Globalization era we forced to use as International Language that is needed to be
mastered. We need English to communicate with foreigners in the field of
development, technology, economy, and education. Qualified education will
create students who are able to compete internationally. Government has an effort
to increase the quality of our education in Indonesia, which has one purpose, able
to compete internationally. One of efforts that can be observed is the existence of
Bilingual class in Rintisan Sekolah Berstandar Internasional (RSBI) or Sekolah
Berstandar Internasional (SBI).
Teaching and learning in Bilingual class use two languages, those are
Bahasa Indonesia and English, especially for subject matter such as, Mathematics,
Chemistry, Biology, and Physics. For getting the concept of Bilingual class, there
are some prerequisites, such as (1) learning substances should be suitable with
students’ cognitive development and student’s English improvement, (2) School is
able to create conducive learning environment in using English, (3) learning is
forced to solve problems and students do cooperatively.(http://gurupembaharu.c
om/home/?p=2733.).
North Sumatera has some Bilingual class in SBI and RSBI. School which
get predicates as RSBI. Some of schools that has RSBI or SBI predicate are; SMA
Negeri 1 Medan, SMA St.Thomas 1 Medan, SMA Swasta Budi Murni Medan,
SMA Swasta Al-Ulum Medan, SMA Syafiatul Amalia Medan SMA Negeri 1
Tebing Tinggi, SMP Negeri 1 Tebing Tinggi, SMA Negeri 1 Berastagi, SMA
2
Negeri 1 Lubuk Pakam, SMA Negeri 1 Sidikalang, SMA Negeri 2 Plus Sipirok,
SMA Negeri 2 Kisaran, SMAN 2 Balige etc.
Based on observation during done training teacher program in SMA
Negeri 1 Tebing Tinggi, there are two main gaps: (1) chemistry teachers’ English
skill is low and (2) the quality of Bilingual chemistry books was not standard from
their content and language. The standard categorize is from Curriculum Education
Unit. To reach the objectives of RSBI and SBI, both of those gaps should be
solved. Experience in training school showed that the biggest gap was english
skill of chemistry teacher in RSBI was low. It’s mean that senior teachers who are
mastered in Mathematics, Chemistry, Biology, and Physics could not teach their
subject matter by using English. None of teacher is able to used English while
teaching and learning process. They used English only in opening session and
closing session. This gap will be solved because State University of Medan has a
Bilingual program for Faculty of Mathematics and Natural Science. Candidate of
professional International teacher will be graduated next year. The second gap is
the qualities of Bilingual chemistry books are not standard from their contents and
language. Students use Mathematic book, Chemistry book, Biology book, and
Physics book in Indonesia version. Bilingual books as a supplement. To overcome
this gap, it’s important and interesting to develop chemistry learning module
which would be standarized in content, language, and its presentation.
Module is a complete unit, independently, it consist of a series of learning
activities that is arranged to help students in reaching the objectives that has
formulated specifically and clearly. Module is a set of curriculum that is prepared
to learning autonomously. Module learning give chance for students to learn by
their style, so they use different technique to solve certain problems based on their
knowledge background (Nasution, 2005). But in this case module is designed as a
learning media that consist of learning materials. It is created communicatively.
The material will be discussed is clear and measurable. It is concerned in learning
activities of people who use it (Munadi, 2008). Module is a printed media that can
help teachers to increase their students’ achievement. According Sunyoto (2006),
3
learning module could improve student’s achievement in automotive mechanicengineering of SMK Panca Bhakti Banjarnegara course year 2005/2006. From the
calculation of tcount is bigger than ttable means that students using interactive
learning module have better learning performance.
Factually, learning chemistry can be concluded that, (1) chemistry is not
famous subject matter for students; (2) chemistry is not able to improve students’
cognitive ability; (3) chemistry make a gap between teacher and students; (4)
chemistry has not improvement. Even thought school programs have an effort to
develop students’ conceptual understanding, but there is no relationship among
the materials (Burhan, 2008). The material in chemistry is needed to be
developed. Especially in topic Oxidation and Reduction Reaction that is difficult
to be understood by students. Usually teacher explains this topic by conventional
method, difficult language to be gotten, and inappropriate learning media.
Based on gaps above, it is better to develop a module that is written in
Bilingual version, and it has standardized content to help teaching and learning
chemistry in Bilingual class, RSBI, to create effective learning. The writer is
interested to do research with the title “The Development of Chemistry
Learning Module to Increase Student’s Achievement on the Teaching and
Learning of Oxidation and Reduction Reactions”.
1.2. The Problem Identification
Based on the background explained above, there were some problems
which identified to make the research be formed. The problem identification were:
1. How does the sequence of chemistry materials to be arranged in the module in
order the topic of Oxidation and Reduction Reactions is easy to be learned and
it meet the curriculum education unit?
2. How to make learning module in topic of Oxidation and Reduction Reactions
be attractive, easy to be understand, can increase the students’ achievement in
order it can be used to help students to learn chemistry?
4
3. How do the chemistry teachers opinion on the standard learning module in
topic Oxidation and Reduction Reactions?
4. How does the effectiveness of learning module in topic Oxidation and
Reduction Reactions can be used to increase students’ achievement in
chemistry?
1.3. The Problem Formulation
The problem formulation of the study were:
1. Did the sequence of chemistry materials that will be arranged in the module in
order the topic of Oxidation and Reduction Reactions was easy to be learned
and it meet the curriculum education unit?
2. Did teachers’ perception that learning module had fulfilled the standard
categorize?
3. Did the learning module in topic Oxidation and Reduction Reactions could
increase students’ achievement class X, academic year 2012/2013?
4. Did the learning module in topic Oxidation and reduction reaction effective to
be used in increasing student’s achievement?
1.4. The Scope of Research
There were so many problems that had identified; the writer limited the
problems as below:
1. Developing and standardizing module in topic Oxidation and Reduction
Reactions will be concerned on the content, language, and its presentation.
2. The sources of module that will be developed are from minimal 4 chemistry
books that usually used by RSBI or SBI students.
3. This module will be assessed and revised by chemistry teachers, chemistry
lecturers and the students until the resulting product of learning modules.
4. The trial of learning modules for teachers and students is limited.
5
1.5. The Research Objectives
The specific research objectives were:
1. To arrange the sequence of chemistry materials in the module in order the
topic of Oxidation and Reduction Reactions is easy to be learned and it meet
the curriculum education unit.
2. To observe chemistry teachers’opinion on the standard learning module in
topic Oxidation and Reduction Reaction.
3. To know if learning module in topic Oxidation and Reduction Reactions can
increase students’ achievement class X, academic year 2011/2012.
4. To know whether learning module in topic Oxidation and reduction reactions
effective to be used in increasing student’s achievement.
1.6. The Significance of Research
The advantages that were hoped from this research:
1. Chemistry teachers can use learning module to make an effective teaching and
learning process and to increase students’ achievement.
2. For researcher, to develop and standardize the module in increasing student’s
achievement.
3. Students who learn chemistry can understand the topic of Oxidation and
Reduction Reaction easier, more attractive, and enjoyable.
4. For the next researcher, can contribute the idea to do other researcher.
52
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
The conclusion after the research was conducted were:
1. The
analysing
of
some
chemistry
book
grade
X
for
bilingual
students,especially for oxidation and reduction reaction topic are not fully
meet the standards competency and basic competency feasibility of content,
design presentation and feasibility of language, with book code A is 40% ,
book Code B is 65% , book Code C is 55%, and book Code D is 65%. It
caused by those book are not communicative (understandable language),
materials are explain briefly, some of them didn’t present the introduction, and
something that make readers interested.
2. The standarization that was conducted by three kinds respondents, those are
chemistry lecturers who actively teach in International and Bilingual class
students in State University of Medan, chemistry teachers, and International
students grade XI. They assessed the chemistry module with the value 3.42
means that the sequence of chemistry materials in the module in order the
topic of oxidation and reduction reaction is easy to be learned and it meet the
curriculum education unit can be arranged.
3. Chemistry teacher who taught oxidation and reduction reaction actively have
positive perception think that learning module have fulfill the standard
categorize, with The average of questionnaire which assessed by chemistry
teacher is 3.47 . It can help them to prepare their learning sources, and it used
as learning media, so the learning activities are more active, and students also
prepare theirselves at home by learning module.
4. Learning module is effective to increase student’s achievement in HG but not
in LG. It can be seen from the average value of post test-I by using module is
higher than chemistry book. The student’s achievement in posttest-I using
module for high class (77.37 ± 6.21) is higher than control class (70.48 ±
53
5.45), and for low class by using module (74.71 ± 7.30) is higher than by
using book (72.49 ± 7.16).
5. The resistance of learning module obtained by doing post test-II two weeks
after postest-I,and the affectivity percentage of developed learning module
(109.49%) is higher than with chemistry book (108.92). The developed and
standardized chemistry learning module is effective in increasing the student’s
achievement on chemistry.
5.2. Suggestion
Based on the result of research which has conducted, the authors suggest that:
1. Before using a chemistry book or a chemistry learning module, teacher should
check the overall of the book, especially the material content, its language, its
presentation design layout, so the teacher should select it before consumed by
students.
2. The developed and standardized chemistry learning module with the title:
Oxidation Reduction Reaction or RSBI and SBI students
grade X was
recommended for used as a teaching and learning media in RSBI school.
3. Chemistry teacher should master all contents in chemistry module and master
the way of using module before consumed by students, and students should
bring it while teaching and learning process.
4. For the next reseacher it is better using observation sheet for students and
teacher as authentic data while teaching and learning process.
54
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Jakarta.
Astika, M., (2009), Model Kelas Bilingual di Sekolah Bertaraf Internasional
Sebuah Pemikiran Konseptual: http://gurupembaharu.com/home/?p=2733.Ac
cesed on November 21st 2011.
Burhan, P.Y.R., (2008), Prospek Pengembangan Materi Pendidikan Kimia Masa
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How “Persuasive”They are, Theory into Practice 40(4): 225-264.
Groves, F.H., (1995), Science Vocabulary Local of Selected Secondary Science
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Johari, J.M.C., and Rachmawati,M., (2009), Chemistry for Senior High School
Grade X, Esis, Jakarta.
Johnson, V.D, (2006), A Contemporary Controversy in American Education:
Including Intelligent Design in the Science Curriculum, The Educational
Forum 70 (3): 222-236.
Kirk, M., Caherine E.M., and Stephanie K., (2001), The Trouble with Textbooks,
The Science Teacher, 68 (9): 43-45.
Locatis, N.L., and Atkinson, F.D., (1984), Media and Technology for Education
and Training, A Bell & Howell Company, Sydney.
Metsala, J.L., and Glynn, S., (1996), Teaching with Analogies: Building on
Science Textbook, The Reading Teacher 49 (6): 490-492.
Mulyasa., (2010), Kurikulum Tingkat Satuan Pendidikan, PT Remaja Rosdakarya,
Bandung.
Munadi, Y., (2008), Media Pembelajaran Sebuah Pendekatan Baru, Gaung
Persada Press, Jakarta.
Nasution, S., (2005), Berbagai Pendekatan dalam Proses Belajar Mengajar, PT
Bumi Aksara, Jakarta.
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Prawiradilaga, D.S., and Siregar, E.,(2007), Mozaik Teknologi Pendidikan, Kenca
na, Jakarta.
Santyasa, I.W., (2009), Metode Penelitian Pengembagan dan Teori Pengembangan Modul, Pelatihan Bagi Para Guru TK, SD, SMP, SMA, dan SMK Tanggal
12-14 Januari 2009 di Kecamatan Nusa Penida kabupaten Klungkung: 1-20.
Sihole, H.R., and Situmorang, M., (2006), Efektivitas Metode Praktikum pada
Pengajaran Gugus Fungsional di SMA Toba Samosir, Jurnal Pendidikan
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Situmorang, M., Sinaga, M., and Juniar, A., (2006), Efektifitas Inovasi Pembelajar
an untuk Meningkatkan Prestasi Belajar Mahasiswa pada Mata Kuliah Kimia
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Sunardi.,(2007), Kimia Bilingual untuk SMA/MA Kelas X Semester 1 dan 2,
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1-7. Journal of Research.
BIOGRAPHY
Dameita Sumbayak was born in Pematangsiantar on February, 5th 1990.
Her beloved parents are L.J.F. Sumbayak and O.M.S.Sinaga. she grows in an
extraordinary family, especially the second child from four siblings. She entered
elementary school in 1996, its name SD Negeri 124158 Pematangsiantar, and was
graduated in 2002. Then, continue her study in SLTP Negeri 4 Pematangsiantar in
2002, and graduated in 2005. She passionated to continue her study to SMA
Negeri 2 Pematangsiantar, which one of the most favorite senior high school in
Pematangsiantar in 2005, and graduated in 2008. In 2008, she pass the SNMPTN
test, and was received in chemistry department, State University of Medan. Great
chance, when she was appreciated to study in Bilingual and International
class, Faculty of Mathematics and Natural Science, State University of Medan,
and passed defense examination on 23rd July 2012.While studying in UNIMED,
she had extracuricullar activities, i.e, joined in small group in UKMKP (Unit
Kegiatan Mahasiswa Kristen Protestan) UP FMIPA Unimed, and also joined in
IKBKK (Ikatan keluarga Besar kristen Kimia). Since 2010, was begun to serve in
Sunday school in GKPS Pardamean.