THE ADVANTAGE OF COOPERATIVE CLASS EXPERIMENT(CCE) TEACHING METHOD OVER THE CONVENTIONAL METHOD ON STUDENTS LEARNING ACTIVITY AND ACHIEVEMENT IN INVERTEBRATES SUB TOPICFOR GRADE X SMA NEGERI 2 BALIGEACADEMIC YEAR 2013/ 2014.
THE ADVANTAGE OF COOPERATIVE CLASS EXPERIMENT
(CCE) TEACHING METHOD OVER THE CONVENTIONAL
METHOD ON STUDENTS LEARNING ACTIVITY AN D
ACHIEVEMENT IN INVERTEBRATES SUB TOPIC
FOR GRADE X SMA NEGERI 2 BALIGE
ACADEMIC YEAR 2013/ 2014
by:
Tiara Linda Batubara
4103141080
Biology Education Bilingual Study Program
A THESIS
Submitted to fulfill the requirement for degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
ACKNOWLEDGEMENT
First and foremost, praise and thank to Almighty Jesus Christ, who has
granted countless blessing, knowledge and opportunity to the writer, so that she
has been finally able to accomplish her thesis.
The writer hardly knows where to start expressing her gratitude but for
sure the gratitude goes to all those who have assisted her in the process of
completing this thesis. It would be impossible to list all names but several people
deserve her sincere and special thanks.
Grateful acknowledgment is addressed to her thesis superviser, Dra. Hj.
Martina Restuati, M.Si, who has generously given the time, guidance and
suggestion until this thesis comes to its present form.
Her enormous appreciation is also addressed to Drs. Tri Harsono, M.Si.
the head of Biology Department, Prof. Dr. rer. nat. Binari Manurung, M.Si.,
the coordinator of Bilingual Program, and Mr. Samsudin, Mr. Hasugian and
Mam Riche for their administrative assistance. She wishes to acknowledge Prof.
Dr. rer. nat. Binari Manurung, M.Si., Syarifuddin, M.Sc, Ph.D., and Dra.
Martina A. Napitupulu, M.Sc., as her examiners, for the valuable suggestions on
this thesis. She also thanks to the validators of the rsearch instrument and all
lecturers of Biology Education Bilingual Program who has become her inspiration
during the academic years and this theis completion.
Special thanks are extended to Aldon Samosir, S.Pd., the headmistress
of SMA Negeri 2 Balige, Biology teacher of Grade Ten, Happy BF Hutabarat,
S.Pd., M.Si and students of XI IA 5, X6 and X7 academic year 2013/ 2014 for the
cooperation and attention during the research.
She will forever be indebted to her beloved parents B. Batubara, S.H
and G. Henrika Sinaga, S.Pd, for having given their great morals and materials
support, motivation and encouragement during the academic year and the
completion of this thesis, her lovely brothers Rivai Geraldin Batubara, A.Md
and Prana Hakim Putra Batubara and sister Arlita Putri Batubara for their
big support, pray and love everyday and everytime. She deeply gives special
thanks to them for raising up her spirit and hugging her while she was had the
heart’s falls on this thesis starting point. This very thanks is for the five most
special names above for all precious advices, family warms and touchful
unlimited love given to her.
Last but not least, her heartfelt thanks also go to her special academic and
spiritual friends Helma K Sihombing, Herlina Manalu, Dewi Mentari, Lea
Christina Ginting, Martalena Pakpahan and guider sister Henny Manurung,
S.Si. She thanks for all sweet moments in Manna Community Small Group during
the almost four years. Her deepest thanks also go to all great friends in Biology
Bilingual Program Year 2010 for their warm friendship.
It would be difficult to find adequate words to convey how much she
owes the people. Lots of thank to all of you. May God always bless us.
June, 2014
The Writer
Tiara Linda Batubara
SID. 4103141080
THE ADVANTAGE OF COOPERATIVE CLASS EXPERIMENT
(CCE) TEACHING METHOD OVER THE CONVENTIONAL
METHOD ON STUDENTS LEARNING ACTIVITY AN D
ACHIEVEMENT IN INVERTEBRATES SUB TOPIC
FOR GRADE X SMA NEGERI 2 BALIGE
ACADEMIC YEAR 2013/ 2014
Tiara Linda Batubara (4103141080)
ABSTRACT
This study was aimed to know the advantage of Cooperative Class
Experiment (CCE) teaching method over the conventional method on students
learning activity and achievement in Invertebrates sub topic for grade X SMA
Negeri 2 Balige academic year 2013/ 2014. It was a quasi experimental research.
The study population was all 256 students of grade X SMA Negeri 2 Balige and
the samples were taken by purposive sampling. Students of the experimental class
(X7) which was taught by the treatment of Cooperative Class Experiment (CCE)
was 32 and the control class (X6) which was taught by the conventional method
was 32, so all samples was 64 students. The tools used for data collection were a
non-test instrument in the form of students learning activity observation sheet
with six activity indicators and a test of multiple choice questions which consist of
30 questions with five options within. Students learning activity in CCE class was
more active than control. The results showed that the average of student learning
activity in experimental class was 62.63% while the control was 23.88%. Both
classes passed the Minimum Completeness Criteria (MCC=76), but the average
score of material mastering level in the treatment class was higher than the
control. The experimental class which was taught with Cooperative Class
Experiment (CCE) teaching method had mean score of 85.21 with deviation
standard of 5.1, whereas the control class that taught with conventional method
had mean score of 76.12 with deviation standard of 5.76. The percentage of
students learning achievement increasing was 11.94%. The very significant
difference of students learning achievement between experimental and control
class was proved by the hypothesis testing used t-test and significance level of
0.05 (α= 0.05), where tcount > ttable (6.683>1.6703) and 0.01 (α= 0.01), where tcount
> ttable (6.683>2.3884). In this study the Ha1 and Ha2 were accepted and Ho1 and
Ho2 were rejected which meant that there was the advantage of Cooperative Class
Experiment (CCE) teaching method over the conventional method on students
learning activity and achievement in Invertebrates sub topic for grade X SMA
Negeri 2 Balige academic year 2013/ 2014.
TABLE OF CONTENT
Page
Title
Approval Sheet .......................................................................................
i
Abstract ..................................................................................................
ii
Acknowledgement .................................................................................
iii
Biography ...............................................................................................
v
Table of Content ....................................................................................
vi
List of Figures ........................................................................................
ix
List of Tables .........................................................................................
x
List of Appendices .................................................................................
xi
CHAPTER I INTRODUCTION
1.1 Background of the Problem .............................................................
1
1.2 Research Scope ................................................................................
3
1.3 Problem Identification .....................................................................
4
1.4 Problem Limitation ..........................................................................
4
1.5 Research Questions ..........................................................................
4
1.6 Research Objectives .........................................................................
5
1.7 Significance of Research ..................................................................
5
1.8 Operational Definition ......................................................................
5
CHAPTER II LITERATURE REVIEW
2.1 Learning Understanding ...................................................................
6
2.1.1 The Essential of Learning ..............................................................
6
2.1.2 Senior High School Learning ........................................................
6
2.1.3 Learning Activity ...........................................................................
7
2.1.4 Learning Achievement ...................................................................
7
2.2 Cooperative Method ..........................................................................
9
2.2.1 STAD Cooperative Learning Model ..............................................
10
2.2.2 The Syntax of STAD ......................................................................
11
2.3 Experiment ........................................................................................
12
2.3.1 Excesses and Weaknesses of Experiment ......................................
12
2.3.2 Inquiry Learning Approach in Experiment ....................................
13
2.3.3 Elements of Successful Inquiry ......................................................
13
2.3.4 Characteristics Comparison between Inquiry-based and
Traditional Approaches .................................................................
15
2.4 Invertebrates .....................................................................................
15
2.4.1 Annelids .........................................................................................
16
2.4.2 Platyhelminthes .............................................................................
21
2.4.3 Nemathelminthes ...........................................................................
24
2.5 Conceptual Framework .....................................................................
25
2.6 Formulation of Hypothesis ………………………………………...
26
2.6.1 Research Hypothesis .....................................................................
26
2.6.2 Statistical Hypothesis ……………………………………………
26
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Location and Time .............................................................
27
3.2 Research Population and Sample ......................................................
27
3.2.1 Research Population .......................................................................
27
3.2.2 Research Samples ...........................................................................
27
3.3 Research Variables ............................................................................
28
3.4 Research Design ................................................................................
28
3.5 Research Instrument ..........................................................................
29
3.6 Research Procedure ...........................................................................
31
3.7 Data Analysis Technique ...................................................................
34
3.7.1 Students Activity Data ....................................................................
34
3.7.2 Students Cognitive Data .................................................................
34
CHAPTER IV RESULT AND DISCUSSION
4.1 Result ................................................................................................
36
4.1.1 Description of Research Data ........................................................
36
4.1.1.1 Students Learning Activity .........................................................
36
4.1.1.2 The Advantage of Cooperative Class Experiment (CCE) Teaching
Method on Students Learning Activity ……………………….
37
4.1.1.3 Comparison of Students Activity from 1st Meeting
to 6th Meeting .............................................................................
38
4.1.1.4 Students Learning Achievement ................................................
38
4.1.1.5 Students Learning Activity and Achievement ..........................
41
4.1.2 Analysis of Research Data (Pre test) .............................................
42
4.1.3 Analysis of Research Data (Post test) ...........................................
43
4.2 Discussion ........................................................................................
44
4.2.1 Cooperative Class Experiment (CCE) Teaching Method on
Indicators of Students Learning Activity in Invertebrates
Sub Topic .......................................................................................
44
4.2.2 Cooperative Class Experiment (CCE) Teaching Method in
Solving the Invertebrates Learning Achievement’s Problems ......
46
4.2.3 The Implementation of Cooperative Class Experiment (CCE)
Teaching Method in Biology Learning Process .............................
47
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1 Conclusion .......................................................................................
49
5.2 Recommendation .............................................................................
49
REFERENCES .....................................................................................
51
APPENDICES ......................................................................................
55
LIST OF TABLES
Pages
Table 2.1 Revised Bloom’s taxonomy – cognitive domain .....................
8
Table 2.2 Differences of Cooperative to Conventional Learning ............
10
Table 2.3 Comparison of Inquiry-based and Traditional Approach ........
15
Table 3.1 Number of Student Class X SMAN 2 Balige 2013/ 2014 .......
27
Table 3.2 Research Design-Two Groups .................................................
28
Table 3.3 The Test Lattice .......................................................................
30
Table 3.4 Student Activity Category .......................................................
34
Table 4.1 Observation result of students activity ...................................
36
LIST OF FIGURES
Pages
Figure 2.1 Cycle or spiral of inquiry ....................................................
14
Figure 2.2 Anatomy of Annelida .........................................................
16
Figure 2.3 Monoecious Architecture of Earthworm ...........................
19
Figure 2.4 Morphology of Nereis ........................................................
20
Figure 2.5 Anatomy of Leeches ..........................................................
20
Figure 2.6 Anatomy of Pheretims sp ..................................................
21
Figure 2.7 Conceptual Framework ......................................................
25
Figure 3.1 Flowchart of Research Procedure ......................................
33
Figure 4.1 The effect of Cooperative Class Experiment (CCE)
teaching method on students learning activity …………..
37
Figure 4.2 Percentage of students activity from 1st to 6th meeting ….
38
Figure 4.3 The effect of Cooperative Class Experiment (CCE)
teaching method on students learning achievement ….......
39
Figure 4.4 Ability in answering C4, C5 and C6 questions ………….
40
Figure 4.5 Comparison between the effect of Cooperative Class
Experiment (CCE) teaching method on students learning
activity and achievement ………………………………..
42
LIST OF APPENDICES
Pages
Appendix 1
Syllabi ..........................................................................
55
Appendix 2
Lesson plan of experimental class ................................
56
Appendix 3
Lesson plan of control class .........................................
88
Appendix 4
Test Instrument .............................................................
100
Appendix 5
Test Instrument Answer Key ........................................
108
Appendix 6
Observation Sheet Instrument of Students Learning
Activity .........................................................................
109
Appendix 7
Table of Individual Assessment of Students Activity ...
110
Appendix 8
Calculation of Test Instrument ......................................
111
Appendix 9
Validity and Reliability of Test Instrument ...................
121
Appendix 10 Table of Item Discriminant ...........................................
123
Appendix 11 Questions Criteria Table ...............................................
124
Appendix 12 Validity by Validator ....................................................
125
Appendix 13 Validity by Research School ........................................
132
Appendix 14 Result of Research Data ...............................................
133
Appendix 15 Data Analysis: Calculation of Normality Test
(Pre test) ........................................................................
150
Appendix 16 Data Analysis: Calculation of Homogeneity Test
(Pre test) ........................................................................
151
Appendix 17 Data Analysis: Calculation of Normality Test
(Post test) ......................................................................
153
Appendix 18 Data Analysis: Calculation of Homogeneity Test
(Post test) ......................................................................
154
Appendix 19 Data Analysis: Calculation of Hypothesis Testing .......
156
Appendix 20 Product Moment Table .................................................
158
Appendix 21 Liliefors Table ..............................................................
159
Appendix 22 F-Distribution Table .....................................................
160
Appendix 23 Table of t Distribution Table ........................................
163
Appendix 24 Test Value of Control and Experimental
Class (X6, X7) ............................................................
164
Appendix 25 Letter of Official Statement of Thesis Supervisor ….
166
Appendix 26 Research Permission Letter from Faculty …………...
167
Appendix 27 Research Letter from SMA Negeri 2 Balige ...............
168
Appendix 28 Research Documentation .............................................
169
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1 Conclusion
Based on the data analysis and research discussion on Chapter IV, the
result of research can be concluded as followed:
1. Cooperative Class Experiment (CCE) teaching method gives advantage
in which it significantly affects the students learning activity on
Invertebrates sub topic, grade X SMA Negeri 2 Balige academic year
2013/ 2014. The students activity in experimental and control class is
significantly different, where students in experimental class that taught
with Cooperative Class Experiment (CCE) method is significantly more
active than students in control class that taught with conventional
method.
2. Cooperative Class Experiment (CCE) teaching method gives advantage
in which it significantly affects the students learning achievement on
Invertebrates sub topic, grade X SMA Negeri 2 Balige academic year
2013/ 2014. Learning achievement of students in experimental class that
taught with Cooperative Class Experiment (CCE) method showed better
result than students in control class that taught with conventional method.
Students abilities in answering C4, C5, C6 questions based on Bloom’s
taxonomy of cognitive domain in Cooperative Class Experiment (CCE)
class is higher than the conventional.
5.2 Recommendation
In line with conclusion drawn, it is suggested that:
1. For students, Cooperative Class Experiment (CCE) teaching method can
improve the students learning activity and achievement because it is an
attractive learning that can stimulate to be active and involved in learning
process. The students also can train them to be the young scientists.
2. For teachers, Cooperative Class Experiment (CCE) teaching method can
be used as the appropriate teaching method for the effectiveness learning
process. It can enhance teacher’s awareness to develop alternative
teaching method in learning process.
3. For researcher as prospective teacher in the future, this research can be
used as information source and feedback to increase and develop the
information and knowledge about the benefit of implementing
Cooperative Class Experiment (CCE) teaching method in learning
process.
CHAPTER I
INTRODUCTION
1.1 Background of the Problem
Basically, education is the interaction between teacher and learners to
achieve the education goals, happening on several environment. Creating the
compatible learning environment for learners that drives them to the goals is the
task of teacher. Uncomfortable and unpleasant learning atmosphere make learning
activities not harmonious. It certainly becomes serious obstacle for the education
goals attained (Djamarah, 2006).
Learning method determines the success of learning process. According
to Nana (2005), learning method is way used by teacher to conduct the relation
with learners while learning is underway. Picking out the exact method to deliver
a matter is not as easy as it sounds, even many teachers prefer to use the
conventional method only because it is easier to apply in class. Whereas it is an
important point to choose suitable method to manage the students learning
activities and behaviour so that they can actively perform learning tasks to get an
optimal learning outcomes (Wahjoedi, 1999). The teacher and students said
getting the success of learning process is if the learning objectives reached.
Biology is one of important science subject related to human daily life.
PISA said that understanding to science is an important tools for each individu to
reach their goal (The Programme for International Student Assessment, PISA,
2007). Science learning is not good enough delivered by usual way and not vary
strategy like generally happening. It is better held as scientific inquiry because
students can prove and find out the theoretical or practical problems in daily life
by their own way. Only a little bit teacher uses this inquiry based learning whereas
teaching methods that allow students to use hands, eyes, ears and the mind also
enhance effective learning and students’ achievement (Mills, 1991; Sogomo,
2001; Waihenya, 2000). In order to build this inquiry learning, learning method
selection is needed. For the learning method used in Biology, the students feel
more comfort with their friends because of the togetherness in doing task given
(Hana, 2011).
Based on the researcher observation to SMA Negeri 2 Balige, data
obtained from one of X Class Biology teacher, Happy B. F. Hutabarat, the subject
matter were generally delivered by using traditional method and there are no
experiment used. During the lesson students were not sufficiently active in
reading, asking, answering and responding their friends’ opinion. While the
teacher was explaining, mostly they were not serious. They became active
laughing if the tacher made some humour but while the teacher was giving
question, there were 3 to 4 students spontaniously answered, but they were always
the same person. In responding friends’ opinion, generally they kept silent. They
were responding if only asked. Students togetherness ability was also categorized
low, because they almost prefer working individually when asked to discuss one
topic. Beside those phenomene of low rate of students activities, the examination
result showed that students learning achievement were still below standard
(56,25% or 18 students reach Minimum Completeness Criteria (MCC)).
Invertebrates were described mostly with soft, flexible, amorphous
bodies and smallsized bodies compared to vertebrates by the students as in the
study by Kattmann (2001). Invertebrate zoology is related to taxonomy,
morphology and anatomy. Cinici (2013) indicated that although the students could
correctly recognize the difference between vertebrates and invertebrates (Phyla),
they had failed to recognize the corresponding sub categories (Classes). Beside
those three point, the invertebrates (such as worms) have many economic
importance which play roles in the ecosystem balance around such as becoming
food items, generating the products like honey and silk, being as the decomposers
that aid maintenance and nutrient cycling within managed ecosystems, etc.
Students may know the economic importance of the species, but they have no
experienced in performing expriment and observation is shool so it is just like a
result of recitation only, not experience.
There should be way out to overcome these problems in order to achieve
the learning objectives optimally. One attempt to overcome these problems is by
implementing the Cooperative Class Experiment (CCE) teaching method.
Cooperative learning does not mean several students which working
together only. It is an instructional strategy in which students engage in activities
that promote collaboration and teamwork. Cooperative learning in an arrangement
in which students work in mixed ability groups and are awarded on the basis of
the success of the group (Woolfolk, 2004). In cooperative learning the students
work in small group and rewards are based on the entire group performance, this
is a small group method or technique (Sprinthall, 2000). Cooperative learning
activities are carefully structured learning activities in which students are held
accountable for their contribution, participation and learning, they are also
provided incentives to work as team in teaching others and learning from others
(Slavin, 2000).
For the Cooperative Class Experiment (CCE) teaching method
implementation, the cooperative learning is incoorporated in class experiment
(Wachanga and Mwangi, 2004). The class experiment teaching method involves
supervised learning activities with students doing practical work individually or in
groups (Das, 1985) while the Cooperative Class Experiment teaching method
(CCE) combines the cooperative learning into class experiments.
Based on the background above, the research will be done in order to
know the advantage of Cooperative Class Experiment (CCE) teaching method
over the conventional method on students learning activity and achievement in
Invertebrates sub topic for grade X SMA Negeri 2 Balige academic year 2013/
2014.
1.2 Research Scope
This research focuses on the using of Cooperative Class Experiment
(CCE) teaching method in learning process to obtain an optimal learning. Aspects
measured include students learning activity and students learning achievement in
Invertebrates sub topic in biology for grade X SMA Negeri 2 Balige academic
year 2013/ 2014.
1.3 Problem Identification
According to the background above, the identified problems are:
1. Uncomfortable learning atmosphere makes learning activities not
harmonious.
2. The conventional method is commonly used in learning process.
3. There is no variation of learning method.
4. Activeness of students in learning process is still low.
5. Student achievement did not reach the standard.
6. Students have less experienced in performing experiment and observation
in school in invertebrates materials.
1.4 Problem Limitation
1. The using of Cooperative Class Experiment (CCE) teaching method in
learning process.
2. Students learning activities of asking question, answering teacher’s
question, giving opinion, doing homework, performing in front of class,
and work team.
3. Students learning achievement of Invertebrates sub topic for grade X SMA
Negeri 2 Balige academic year 2013/ 2014.
1.5 Research Questions
1. Is there any advantage of CCE teaching method over the conventional
method on students learning activity in Invertebrates sub topic for grade X
SMA Negeri 2 Balige academic year 2013/ 2014?
2. Is there any advantage of CCE teaching method over the conventional
method on students learning achievement in Invertebrates sub topic for
grade X SMA Negeri 2 Balige academic year 2013/ 2014?
1.6 Research Objectives
1. To know the advantage of CCE teaching method over the conventional
method on students learning activity in Invertebrates sub topic for grade X
SMA Negeri 2 Balige academic year 2013/ 2014.
2. To know the advantage of CCE teaching method over the conventional
method on students learning achievement in Invertebrates sub topic for
grade X SMA Negeri 2 Balige academic year 2013/ 2014.
1.7 Significance of Research
For teachers, to give motivation in learning plans by implementing the
Cooperative Class Experiment (CCE) teaching method to improve students
learning activities and achievement. For students, as learning experiences which
can improve their learning activities and achievement. For researcher/ teacher
candidate, as self preparation matter to be the future professional teacher.
1.8 Operational Definition
1. Cooperative learning activities are carefully structured learning activities in
which students are held accountable for their contribution, participation
and learning , they are also provided incentives to work as team in teaching
others and learning from others.
2. Inquiry is learning approach in which the students are pushed to learn
passes through their own active contribution by concepts and principles for
having experience and doing experiment that enables students to find out
priciples for themselves. Knowledge and skills got by students be expected
not as results of facts’ set retention but as their own discovery result.
3. Cooperative Class Experiment (CCE) teaching method incorporates
cooperative learning into class experiments.
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(CCE) TEACHING METHOD OVER THE CONVENTIONAL
METHOD ON STUDENTS LEARNING ACTIVITY AN D
ACHIEVEMENT IN INVERTEBRATES SUB TOPIC
FOR GRADE X SMA NEGERI 2 BALIGE
ACADEMIC YEAR 2013/ 2014
by:
Tiara Linda Batubara
4103141080
Biology Education Bilingual Study Program
A THESIS
Submitted to fulfill the requirement for degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
ACKNOWLEDGEMENT
First and foremost, praise and thank to Almighty Jesus Christ, who has
granted countless blessing, knowledge and opportunity to the writer, so that she
has been finally able to accomplish her thesis.
The writer hardly knows where to start expressing her gratitude but for
sure the gratitude goes to all those who have assisted her in the process of
completing this thesis. It would be impossible to list all names but several people
deserve her sincere and special thanks.
Grateful acknowledgment is addressed to her thesis superviser, Dra. Hj.
Martina Restuati, M.Si, who has generously given the time, guidance and
suggestion until this thesis comes to its present form.
Her enormous appreciation is also addressed to Drs. Tri Harsono, M.Si.
the head of Biology Department, Prof. Dr. rer. nat. Binari Manurung, M.Si.,
the coordinator of Bilingual Program, and Mr. Samsudin, Mr. Hasugian and
Mam Riche for their administrative assistance. She wishes to acknowledge Prof.
Dr. rer. nat. Binari Manurung, M.Si., Syarifuddin, M.Sc, Ph.D., and Dra.
Martina A. Napitupulu, M.Sc., as her examiners, for the valuable suggestions on
this thesis. She also thanks to the validators of the rsearch instrument and all
lecturers of Biology Education Bilingual Program who has become her inspiration
during the academic years and this theis completion.
Special thanks are extended to Aldon Samosir, S.Pd., the headmistress
of SMA Negeri 2 Balige, Biology teacher of Grade Ten, Happy BF Hutabarat,
S.Pd., M.Si and students of XI IA 5, X6 and X7 academic year 2013/ 2014 for the
cooperation and attention during the research.
She will forever be indebted to her beloved parents B. Batubara, S.H
and G. Henrika Sinaga, S.Pd, for having given their great morals and materials
support, motivation and encouragement during the academic year and the
completion of this thesis, her lovely brothers Rivai Geraldin Batubara, A.Md
and Prana Hakim Putra Batubara and sister Arlita Putri Batubara for their
big support, pray and love everyday and everytime. She deeply gives special
thanks to them for raising up her spirit and hugging her while she was had the
heart’s falls on this thesis starting point. This very thanks is for the five most
special names above for all precious advices, family warms and touchful
unlimited love given to her.
Last but not least, her heartfelt thanks also go to her special academic and
spiritual friends Helma K Sihombing, Herlina Manalu, Dewi Mentari, Lea
Christina Ginting, Martalena Pakpahan and guider sister Henny Manurung,
S.Si. She thanks for all sweet moments in Manna Community Small Group during
the almost four years. Her deepest thanks also go to all great friends in Biology
Bilingual Program Year 2010 for their warm friendship.
It would be difficult to find adequate words to convey how much she
owes the people. Lots of thank to all of you. May God always bless us.
June, 2014
The Writer
Tiara Linda Batubara
SID. 4103141080
THE ADVANTAGE OF COOPERATIVE CLASS EXPERIMENT
(CCE) TEACHING METHOD OVER THE CONVENTIONAL
METHOD ON STUDENTS LEARNING ACTIVITY AN D
ACHIEVEMENT IN INVERTEBRATES SUB TOPIC
FOR GRADE X SMA NEGERI 2 BALIGE
ACADEMIC YEAR 2013/ 2014
Tiara Linda Batubara (4103141080)
ABSTRACT
This study was aimed to know the advantage of Cooperative Class
Experiment (CCE) teaching method over the conventional method on students
learning activity and achievement in Invertebrates sub topic for grade X SMA
Negeri 2 Balige academic year 2013/ 2014. It was a quasi experimental research.
The study population was all 256 students of grade X SMA Negeri 2 Balige and
the samples were taken by purposive sampling. Students of the experimental class
(X7) which was taught by the treatment of Cooperative Class Experiment (CCE)
was 32 and the control class (X6) which was taught by the conventional method
was 32, so all samples was 64 students. The tools used for data collection were a
non-test instrument in the form of students learning activity observation sheet
with six activity indicators and a test of multiple choice questions which consist of
30 questions with five options within. Students learning activity in CCE class was
more active than control. The results showed that the average of student learning
activity in experimental class was 62.63% while the control was 23.88%. Both
classes passed the Minimum Completeness Criteria (MCC=76), but the average
score of material mastering level in the treatment class was higher than the
control. The experimental class which was taught with Cooperative Class
Experiment (CCE) teaching method had mean score of 85.21 with deviation
standard of 5.1, whereas the control class that taught with conventional method
had mean score of 76.12 with deviation standard of 5.76. The percentage of
students learning achievement increasing was 11.94%. The very significant
difference of students learning achievement between experimental and control
class was proved by the hypothesis testing used t-test and significance level of
0.05 (α= 0.05), where tcount > ttable (6.683>1.6703) and 0.01 (α= 0.01), where tcount
> ttable (6.683>2.3884). In this study the Ha1 and Ha2 were accepted and Ho1 and
Ho2 were rejected which meant that there was the advantage of Cooperative Class
Experiment (CCE) teaching method over the conventional method on students
learning activity and achievement in Invertebrates sub topic for grade X SMA
Negeri 2 Balige academic year 2013/ 2014.
TABLE OF CONTENT
Page
Title
Approval Sheet .......................................................................................
i
Abstract ..................................................................................................
ii
Acknowledgement .................................................................................
iii
Biography ...............................................................................................
v
Table of Content ....................................................................................
vi
List of Figures ........................................................................................
ix
List of Tables .........................................................................................
x
List of Appendices .................................................................................
xi
CHAPTER I INTRODUCTION
1.1 Background of the Problem .............................................................
1
1.2 Research Scope ................................................................................
3
1.3 Problem Identification .....................................................................
4
1.4 Problem Limitation ..........................................................................
4
1.5 Research Questions ..........................................................................
4
1.6 Research Objectives .........................................................................
5
1.7 Significance of Research ..................................................................
5
1.8 Operational Definition ......................................................................
5
CHAPTER II LITERATURE REVIEW
2.1 Learning Understanding ...................................................................
6
2.1.1 The Essential of Learning ..............................................................
6
2.1.2 Senior High School Learning ........................................................
6
2.1.3 Learning Activity ...........................................................................
7
2.1.4 Learning Achievement ...................................................................
7
2.2 Cooperative Method ..........................................................................
9
2.2.1 STAD Cooperative Learning Model ..............................................
10
2.2.2 The Syntax of STAD ......................................................................
11
2.3 Experiment ........................................................................................
12
2.3.1 Excesses and Weaknesses of Experiment ......................................
12
2.3.2 Inquiry Learning Approach in Experiment ....................................
13
2.3.3 Elements of Successful Inquiry ......................................................
13
2.3.4 Characteristics Comparison between Inquiry-based and
Traditional Approaches .................................................................
15
2.4 Invertebrates .....................................................................................
15
2.4.1 Annelids .........................................................................................
16
2.4.2 Platyhelminthes .............................................................................
21
2.4.3 Nemathelminthes ...........................................................................
24
2.5 Conceptual Framework .....................................................................
25
2.6 Formulation of Hypothesis ………………………………………...
26
2.6.1 Research Hypothesis .....................................................................
26
2.6.2 Statistical Hypothesis ……………………………………………
26
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Location and Time .............................................................
27
3.2 Research Population and Sample ......................................................
27
3.2.1 Research Population .......................................................................
27
3.2.2 Research Samples ...........................................................................
27
3.3 Research Variables ............................................................................
28
3.4 Research Design ................................................................................
28
3.5 Research Instrument ..........................................................................
29
3.6 Research Procedure ...........................................................................
31
3.7 Data Analysis Technique ...................................................................
34
3.7.1 Students Activity Data ....................................................................
34
3.7.2 Students Cognitive Data .................................................................
34
CHAPTER IV RESULT AND DISCUSSION
4.1 Result ................................................................................................
36
4.1.1 Description of Research Data ........................................................
36
4.1.1.1 Students Learning Activity .........................................................
36
4.1.1.2 The Advantage of Cooperative Class Experiment (CCE) Teaching
Method on Students Learning Activity ……………………….
37
4.1.1.3 Comparison of Students Activity from 1st Meeting
to 6th Meeting .............................................................................
38
4.1.1.4 Students Learning Achievement ................................................
38
4.1.1.5 Students Learning Activity and Achievement ..........................
41
4.1.2 Analysis of Research Data (Pre test) .............................................
42
4.1.3 Analysis of Research Data (Post test) ...........................................
43
4.2 Discussion ........................................................................................
44
4.2.1 Cooperative Class Experiment (CCE) Teaching Method on
Indicators of Students Learning Activity in Invertebrates
Sub Topic .......................................................................................
44
4.2.2 Cooperative Class Experiment (CCE) Teaching Method in
Solving the Invertebrates Learning Achievement’s Problems ......
46
4.2.3 The Implementation of Cooperative Class Experiment (CCE)
Teaching Method in Biology Learning Process .............................
47
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1 Conclusion .......................................................................................
49
5.2 Recommendation .............................................................................
49
REFERENCES .....................................................................................
51
APPENDICES ......................................................................................
55
LIST OF TABLES
Pages
Table 2.1 Revised Bloom’s taxonomy – cognitive domain .....................
8
Table 2.2 Differences of Cooperative to Conventional Learning ............
10
Table 2.3 Comparison of Inquiry-based and Traditional Approach ........
15
Table 3.1 Number of Student Class X SMAN 2 Balige 2013/ 2014 .......
27
Table 3.2 Research Design-Two Groups .................................................
28
Table 3.3 The Test Lattice .......................................................................
30
Table 3.4 Student Activity Category .......................................................
34
Table 4.1 Observation result of students activity ...................................
36
LIST OF FIGURES
Pages
Figure 2.1 Cycle or spiral of inquiry ....................................................
14
Figure 2.2 Anatomy of Annelida .........................................................
16
Figure 2.3 Monoecious Architecture of Earthworm ...........................
19
Figure 2.4 Morphology of Nereis ........................................................
20
Figure 2.5 Anatomy of Leeches ..........................................................
20
Figure 2.6 Anatomy of Pheretims sp ..................................................
21
Figure 2.7 Conceptual Framework ......................................................
25
Figure 3.1 Flowchart of Research Procedure ......................................
33
Figure 4.1 The effect of Cooperative Class Experiment (CCE)
teaching method on students learning activity …………..
37
Figure 4.2 Percentage of students activity from 1st to 6th meeting ….
38
Figure 4.3 The effect of Cooperative Class Experiment (CCE)
teaching method on students learning achievement ….......
39
Figure 4.4 Ability in answering C4, C5 and C6 questions ………….
40
Figure 4.5 Comparison between the effect of Cooperative Class
Experiment (CCE) teaching method on students learning
activity and achievement ………………………………..
42
LIST OF APPENDICES
Pages
Appendix 1
Syllabi ..........................................................................
55
Appendix 2
Lesson plan of experimental class ................................
56
Appendix 3
Lesson plan of control class .........................................
88
Appendix 4
Test Instrument .............................................................
100
Appendix 5
Test Instrument Answer Key ........................................
108
Appendix 6
Observation Sheet Instrument of Students Learning
Activity .........................................................................
109
Appendix 7
Table of Individual Assessment of Students Activity ...
110
Appendix 8
Calculation of Test Instrument ......................................
111
Appendix 9
Validity and Reliability of Test Instrument ...................
121
Appendix 10 Table of Item Discriminant ...........................................
123
Appendix 11 Questions Criteria Table ...............................................
124
Appendix 12 Validity by Validator ....................................................
125
Appendix 13 Validity by Research School ........................................
132
Appendix 14 Result of Research Data ...............................................
133
Appendix 15 Data Analysis: Calculation of Normality Test
(Pre test) ........................................................................
150
Appendix 16 Data Analysis: Calculation of Homogeneity Test
(Pre test) ........................................................................
151
Appendix 17 Data Analysis: Calculation of Normality Test
(Post test) ......................................................................
153
Appendix 18 Data Analysis: Calculation of Homogeneity Test
(Post test) ......................................................................
154
Appendix 19 Data Analysis: Calculation of Hypothesis Testing .......
156
Appendix 20 Product Moment Table .................................................
158
Appendix 21 Liliefors Table ..............................................................
159
Appendix 22 F-Distribution Table .....................................................
160
Appendix 23 Table of t Distribution Table ........................................
163
Appendix 24 Test Value of Control and Experimental
Class (X6, X7) ............................................................
164
Appendix 25 Letter of Official Statement of Thesis Supervisor ….
166
Appendix 26 Research Permission Letter from Faculty …………...
167
Appendix 27 Research Letter from SMA Negeri 2 Balige ...............
168
Appendix 28 Research Documentation .............................................
169
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1 Conclusion
Based on the data analysis and research discussion on Chapter IV, the
result of research can be concluded as followed:
1. Cooperative Class Experiment (CCE) teaching method gives advantage
in which it significantly affects the students learning activity on
Invertebrates sub topic, grade X SMA Negeri 2 Balige academic year
2013/ 2014. The students activity in experimental and control class is
significantly different, where students in experimental class that taught
with Cooperative Class Experiment (CCE) method is significantly more
active than students in control class that taught with conventional
method.
2. Cooperative Class Experiment (CCE) teaching method gives advantage
in which it significantly affects the students learning achievement on
Invertebrates sub topic, grade X SMA Negeri 2 Balige academic year
2013/ 2014. Learning achievement of students in experimental class that
taught with Cooperative Class Experiment (CCE) method showed better
result than students in control class that taught with conventional method.
Students abilities in answering C4, C5, C6 questions based on Bloom’s
taxonomy of cognitive domain in Cooperative Class Experiment (CCE)
class is higher than the conventional.
5.2 Recommendation
In line with conclusion drawn, it is suggested that:
1. For students, Cooperative Class Experiment (CCE) teaching method can
improve the students learning activity and achievement because it is an
attractive learning that can stimulate to be active and involved in learning
process. The students also can train them to be the young scientists.
2. For teachers, Cooperative Class Experiment (CCE) teaching method can
be used as the appropriate teaching method for the effectiveness learning
process. It can enhance teacher’s awareness to develop alternative
teaching method in learning process.
3. For researcher as prospective teacher in the future, this research can be
used as information source and feedback to increase and develop the
information and knowledge about the benefit of implementing
Cooperative Class Experiment (CCE) teaching method in learning
process.
CHAPTER I
INTRODUCTION
1.1 Background of the Problem
Basically, education is the interaction between teacher and learners to
achieve the education goals, happening on several environment. Creating the
compatible learning environment for learners that drives them to the goals is the
task of teacher. Uncomfortable and unpleasant learning atmosphere make learning
activities not harmonious. It certainly becomes serious obstacle for the education
goals attained (Djamarah, 2006).
Learning method determines the success of learning process. According
to Nana (2005), learning method is way used by teacher to conduct the relation
with learners while learning is underway. Picking out the exact method to deliver
a matter is not as easy as it sounds, even many teachers prefer to use the
conventional method only because it is easier to apply in class. Whereas it is an
important point to choose suitable method to manage the students learning
activities and behaviour so that they can actively perform learning tasks to get an
optimal learning outcomes (Wahjoedi, 1999). The teacher and students said
getting the success of learning process is if the learning objectives reached.
Biology is one of important science subject related to human daily life.
PISA said that understanding to science is an important tools for each individu to
reach their goal (The Programme for International Student Assessment, PISA,
2007). Science learning is not good enough delivered by usual way and not vary
strategy like generally happening. It is better held as scientific inquiry because
students can prove and find out the theoretical or practical problems in daily life
by their own way. Only a little bit teacher uses this inquiry based learning whereas
teaching methods that allow students to use hands, eyes, ears and the mind also
enhance effective learning and students’ achievement (Mills, 1991; Sogomo,
2001; Waihenya, 2000). In order to build this inquiry learning, learning method
selection is needed. For the learning method used in Biology, the students feel
more comfort with their friends because of the togetherness in doing task given
(Hana, 2011).
Based on the researcher observation to SMA Negeri 2 Balige, data
obtained from one of X Class Biology teacher, Happy B. F. Hutabarat, the subject
matter were generally delivered by using traditional method and there are no
experiment used. During the lesson students were not sufficiently active in
reading, asking, answering and responding their friends’ opinion. While the
teacher was explaining, mostly they were not serious. They became active
laughing if the tacher made some humour but while the teacher was giving
question, there were 3 to 4 students spontaniously answered, but they were always
the same person. In responding friends’ opinion, generally they kept silent. They
were responding if only asked. Students togetherness ability was also categorized
low, because they almost prefer working individually when asked to discuss one
topic. Beside those phenomene of low rate of students activities, the examination
result showed that students learning achievement were still below standard
(56,25% or 18 students reach Minimum Completeness Criteria (MCC)).
Invertebrates were described mostly with soft, flexible, amorphous
bodies and smallsized bodies compared to vertebrates by the students as in the
study by Kattmann (2001). Invertebrate zoology is related to taxonomy,
morphology and anatomy. Cinici (2013) indicated that although the students could
correctly recognize the difference between vertebrates and invertebrates (Phyla),
they had failed to recognize the corresponding sub categories (Classes). Beside
those three point, the invertebrates (such as worms) have many economic
importance which play roles in the ecosystem balance around such as becoming
food items, generating the products like honey and silk, being as the decomposers
that aid maintenance and nutrient cycling within managed ecosystems, etc.
Students may know the economic importance of the species, but they have no
experienced in performing expriment and observation is shool so it is just like a
result of recitation only, not experience.
There should be way out to overcome these problems in order to achieve
the learning objectives optimally. One attempt to overcome these problems is by
implementing the Cooperative Class Experiment (CCE) teaching method.
Cooperative learning does not mean several students which working
together only. It is an instructional strategy in which students engage in activities
that promote collaboration and teamwork. Cooperative learning in an arrangement
in which students work in mixed ability groups and are awarded on the basis of
the success of the group (Woolfolk, 2004). In cooperative learning the students
work in small group and rewards are based on the entire group performance, this
is a small group method or technique (Sprinthall, 2000). Cooperative learning
activities are carefully structured learning activities in which students are held
accountable for their contribution, participation and learning, they are also
provided incentives to work as team in teaching others and learning from others
(Slavin, 2000).
For the Cooperative Class Experiment (CCE) teaching method
implementation, the cooperative learning is incoorporated in class experiment
(Wachanga and Mwangi, 2004). The class experiment teaching method involves
supervised learning activities with students doing practical work individually or in
groups (Das, 1985) while the Cooperative Class Experiment teaching method
(CCE) combines the cooperative learning into class experiments.
Based on the background above, the research will be done in order to
know the advantage of Cooperative Class Experiment (CCE) teaching method
over the conventional method on students learning activity and achievement in
Invertebrates sub topic for grade X SMA Negeri 2 Balige academic year 2013/
2014.
1.2 Research Scope
This research focuses on the using of Cooperative Class Experiment
(CCE) teaching method in learning process to obtain an optimal learning. Aspects
measured include students learning activity and students learning achievement in
Invertebrates sub topic in biology for grade X SMA Negeri 2 Balige academic
year 2013/ 2014.
1.3 Problem Identification
According to the background above, the identified problems are:
1. Uncomfortable learning atmosphere makes learning activities not
harmonious.
2. The conventional method is commonly used in learning process.
3. There is no variation of learning method.
4. Activeness of students in learning process is still low.
5. Student achievement did not reach the standard.
6. Students have less experienced in performing experiment and observation
in school in invertebrates materials.
1.4 Problem Limitation
1. The using of Cooperative Class Experiment (CCE) teaching method in
learning process.
2. Students learning activities of asking question, answering teacher’s
question, giving opinion, doing homework, performing in front of class,
and work team.
3. Students learning achievement of Invertebrates sub topic for grade X SMA
Negeri 2 Balige academic year 2013/ 2014.
1.5 Research Questions
1. Is there any advantage of CCE teaching method over the conventional
method on students learning activity in Invertebrates sub topic for grade X
SMA Negeri 2 Balige academic year 2013/ 2014?
2. Is there any advantage of CCE teaching method over the conventional
method on students learning achievement in Invertebrates sub topic for
grade X SMA Negeri 2 Balige academic year 2013/ 2014?
1.6 Research Objectives
1. To know the advantage of CCE teaching method over the conventional
method on students learning activity in Invertebrates sub topic for grade X
SMA Negeri 2 Balige academic year 2013/ 2014.
2. To know the advantage of CCE teaching method over the conventional
method on students learning achievement in Invertebrates sub topic for
grade X SMA Negeri 2 Balige academic year 2013/ 2014.
1.7 Significance of Research
For teachers, to give motivation in learning plans by implementing the
Cooperative Class Experiment (CCE) teaching method to improve students
learning activities and achievement. For students, as learning experiences which
can improve their learning activities and achievement. For researcher/ teacher
candidate, as self preparation matter to be the future professional teacher.
1.8 Operational Definition
1. Cooperative learning activities are carefully structured learning activities in
which students are held accountable for their contribution, participation
and learning , they are also provided incentives to work as team in teaching
others and learning from others.
2. Inquiry is learning approach in which the students are pushed to learn
passes through their own active contribution by concepts and principles for
having experience and doing experiment that enables students to find out
priciples for themselves. Knowledge and skills got by students be expected
not as results of facts’ set retention but as their own discovery result.
3. Cooperative Class Experiment (CCE) teaching method incorporates
cooperative learning into class experiments.
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