THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE GROUP INVESTIGATION TO STUDENT`S LEARNING OUTCOMES ON LINEAR MOTION TOPIC IN 10TH GRADE SMA SANTO THOMAS 3 MEDAN A.Y. 2014/2015.
REFACE
raise and gratitude to God Almighty Jesus Christ, for all the graces and
blessings that provide health and wisdom to the author that this study can be
completed properly in accordance with the planned time.
Thesis entitled " The Effect of Cooperative Learning Model Type Group
Investigation to Student’s Learning Outcomes on Linear Motion Topic in 10th
Grade SMA Santo Thomas 3 Medan A.Y. 2014/2015", prepared to obtain a
Bachelor's degree of hysics Education, Faculty of Mathematics and Natural
Science in State University of Medan.
On this occasion the author like to thank to my father Drs. Jonas Ramza
Sitinjak, my mother Rasmendawaty br. Sinurat, my sisters Jesica Vitasari Sitinjak
and Josephin Triprani Sitinjak and my brother Jogi Arif Guruh Sitinjak that
already give support and spirit to finish this thesis. Thanks also to my grandfather
Manahan T. Sitinjak, my grandmother erdamen br. Ginting and all of my family
who have gave advice to author. Thanks also to rof. Dr. Sahyar, M.S., MM, as
Thesis Advisor who has provided guidance and suggestions to the author since the
beginning of the study until the completed of this thesis writing. Thanks also to
rof. Drs. Motlan, M.Sc., h.D., Dr. Derlina, M.Si and Drs. J. H. anggabean,
M. Si who have provided input and suggestions to complete this thesis. Thanks
also presented to rof. Dr. Mara Bangun Harahap, M.Si.,M.M as the academic
supervisor and to coordinator of bilingual rof. Dr. rer.nat. Binari Manurung,
M.Si, and the entire lecturer and staff in physics department of FMIA UNIMED
who have helped the author. Appreciation were also presented to headmaster of
SMA Santo Thomas 3 Medan Muda Mikael Ginting, S.d., M.Si and all teachers
in SMA Santo Thomas 3 Medan that have helped author during this research.
Especially thanks to my girlfriend Sally Fransiska who have helped, prayed and
gave supported me, for all of my friends in Bilingual hysics Class 2010, James,
Rikcy, Indra, Jeneva, and Riando, Lindu, Evi, Uli, Christine, Nur Azizah, Fitri,
Roffi, Rindy, Feggi and Kartika, who have helped author until this thesis finished.
Thanks also to my L friends, Rikcy, Fery, Rany, Rabiah, Cici, Anggi, Shela
4
And Wulida and all of my friend NHKB Jetun who have helped and gave
support during writting this thesis.
The author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many drawbacks in terms of both content
and grammar, then the authors welcome any suggestions and constructive
criticism from readers for this thesis perfectly. The author hope the contents of
this paper would be useful in enriching the reportoire of knowledge.
Medan,
March 2015
Author,
Jovan F. D. Sitinjak
HE EFFEC OF COOPERAIVE LEARNING MODEL YPE GROUP
INVESIGAION (GI) O SUDENS’ LEARNING OUCOME
ON LINEAR MOION OPIC IN 10 H GRADE SMA
SANO HOMAS 3 MEDAN A.Y. 2014/2015
Jovan F. D. Sitinjak (Reg. Number : 4103322014)
ABSRAC
he objectives of this research is to know whether students’ learning
outcome by using cooperative learning model type group investigation is better
than conventional learning in the subject matter linear motion in class X SMA
SANO HOMAS 3 MEDAN A.Y. 2014/2015
he research method was quasi experimental. he populations were all X
IPA grade students in first semester that consist of 3 classes SMA Santo homas 3
Medan. he samples of this research conduct two classes and consist of 62
students, 31 from experiment class and 31 from control class and define by
random cluster sampling. he results that were obtained: pre-test mean value of
experiment class was 42.26 and 41.45 for control class and then post-test mean
value of the experiment class was 80.48 and 64.03 was the mean value for control
class. Standard deviation in pre-test were 7.62 in experiment class and 7.55 in
control class and standard deviation in post-test for two classes were 6.87 and
8.89. hen, based on observation that done by observers by using observation
sheet of students’ affective and psychomotor. Students’ affective score on last
meeting of experiment and control class are 91.83 and 87.10 and students’
psychomotor score on last meeting of experiment and control class are 85.01 and
80.78 .
From data, concluded that there was the Effect of Cooperative Learning
Model ype Group Investigation on Students’ Learning Outcome on Linier
Motion opic in 10th Grade SMA Santo homas 3 Medan. Its conclude that
learning outcome by using
Cooperative Learning Model ype Group
Investigation is better than by using Conventional Learning on Linier Motion
opic in 10th Grade SMA Santo homas 3 Medan A.Y. 2014/2015.
Key word: Cooperative Learning Model ype Group Investigation, Students’
Learning Outcome, .
ONOENO
egimitation
i
Biography
ii
Abstract
iii
Preface
iv
Content
vi
Figure ist
ix
Table ist
x
Appendix ist
xi
hapter I Intropuction
1
1.1
Background
1
1.2
Problem Identification
5
1.3
Problem imitation
5
1.4
Problem Formulation
5
1.5
Research Objectives
6
1.6
Research Benefit
6
hapter II Literature Review
7
2.1
Definition of earning and earning Outcome
7
2.1.1
Definition of earning
7
2.1.2
Definition of earning Outcome
8
2.2
Cooperative earning Model Type Group Investigation
10
2.2.1
Model of earning Definition
10
2.2.2
Definition Of Cooperative earning
10
2.2.3
Group Investigation (GI)
12
2.3
Conventional earning
14
2.4
Subject Matter
15
2.4.1
Motion is relative
15
2.4.2
Distance and Displacement
15
7
2.4.3
2.4.4
2.4.5
Speed and Velocity
17
2.4.3.1 Average Speed and Average Velocity
17
2.4.3.2 Instantaneous Speed and Velocity
18
Acceleration and Deceleration
20
2.4.4.1 Acceleration
20
Uniform Motion With Constant Velocity and Acceleration 21
2.5.4.1 Uniform Motion With Constant Velocity
21
2.5.4.2 Uniform Motion With Constant Acceleration
23
2.5
Group Investigation Journal
31
2.6
The Difference with Another Research Before
34
2.7
Conceptual Framework
35
2.8
xypothesis of Research
36
hapter III Research Methopology
37
3.1
Research ocation
37
3.2
Population and Sample Research
37
3.2.1
Population of Research
37
3.2.2
Sample of Research
37
3.3
3.4
3.5
Research Variable
37
3.3.1
Independent Variable
37
3.3.2
Dependent Variable
37
Type and Research Design
37
3.4.1
Type of Research
37
3.4.2
Design of Research
37
Research Instrument
3.5.1
Instrument of Student earning Outcome at
Experiment Class
3.5.2
38
38
3.5.1.1 Instrument of Cognitive Domain
38
3.5.1.2 Instrument of Affective Domain
40
3.5.1.3 Instrument of Psychomotor Domain
42
Validity Test
44
8
3.6
Research Procedure
44
3.7
Data Analysis Techniques
46
3.7.1
Determine Average Value
46
3.7.2
Determine the Standard Deviation
46
3.7.3
Normality Test
46
3.7.4
xomogenity Test
47
3.7.5
xypothesis Test
47
hapter IV Research Result anp Discussion
49
4.1.
Research Result
49
4.1.1. Pretest Score of Student in Experiment and Control Class
46
4.1.2. Data Analysis of Pretest
51
4.1.2.1 Normality Test of Pretest Data
51
4.1.2.2 xomogeneity Test of Pretest
51
4.1.2.3 xypothesis Test of Pretest
52
4.1.3. Post test Score of Student in Experiment and Control Class 53
4.1.4
4.1.5
4.2.
Data Analysis of Post Test
54
4.1.4.1 Normality Test of Post Test
54
4.1.4.2 xomogeneity test of Post Test
54
4.1.4.3 xypothesis test of Post Test
55
Observation
55
Discussion
58
hapter V onclusion anp Suggestion
60
5.1.
Conclusion
60
5.2.
Suggestion
60
References
62
0
ABLE LIS
able 2.1
Group Investigation Phases
12
able 2.2
Free fall from rest
26
able 2.3
Distance fallen in free fall
28
able 2.4
Group Investigation Journal
31
able 3.1
he Design of the Research
38
able 3.2
he Specification learning outcomes test
39
able 3.3
Assessment Criteria of Affective and Psychomotor domain 40
able 3.4
Guidelines for Scoring Observation of Students’ affective
in Experiment and Control Class
able 3.5
Guidelines for Scoring Observation of Students’
Psychomotor in Experiment Class
able 3.6
41
42
Guidelines for Scoring Observation of Students’
Psychomotor in Control Class
43
able 4.1
Pre-test and Post test Score
49
able 4.2
Pre-test Score in Experiment and Control Class
50
able 4.3
Normality est of Pre-test data in
Experiment and Control Class
51
able 4.4
Homogeneity est of Pre-est Data
52
able 4.5
Hypothesis est of Pre-est Data
52
able 4.6
Post est Data in Experiment and Control Class
53
able 4.7
Normality est of Pre-test data in
Experiment and Control Class
54
able 4.8
Homogeneity est of Post est Data
54
able 4.9
Hypothesis est of Post est Data
55
able 4.10
Score of Students’ Affective
56
able 4.11
Score of Students’ Psychomotor
57
IGURE LIST
igure 2.1
When sitting on a chair, your speed is zero relative to
Earth but 30 km/s relative to the Sun
15
igure 2.2
Children moves east 50m then 30m west
15
igure 2.3
Ali moves from A to B, but Rudi moves from D to C
16
igure 2.4
Graph the position (x) towards to (t) of any linear motion
18
igure 2.5
Graph the position (x) towards to (t) of any linear motion
19
igure 2.6
Graph velocity toward to time
20
igure 2.7
Graph v-t
22
igure 2.8
Graph s-t
22
igure 2.9
Moving objects with irregular straight position so,
distance Δs and position of the end s
23
igure 2.10
Graph velocity toward to time
24
igure 2.11
(a) Graph s-t on uniform motion with
constant acceleration
(b) Graph a-t on uniform motion with
constant acceleration
igure 2.12
25
(a) Pretend that falling rock is equipped
with a speedometer.
(b) The rate at which the velocity changes
Each second is the same
27
igure 2.13
(a) Graph v-t, (b) Graph s-t
29
igure 2.14
Upward vertical motion
30
igure 3.1
The overview of research planning
45
igure 4.1
Column Diagram Pre-Test Value
50
igure 4.2
Column Diagram Post Test Value
53
igure 4.3
Developing of Students’ Affective
57
igure 4.4
Developing of Students’ Affective
58
PPENDEX LEST
ppendex 1
Lesson Plan 1
64
ppendex 2
Lesson Plan 2
73
ppendex 3
Lesson Plan 3
82
ppendex 4
Worksheet 1
90
ppendex 5
Worksheet 2
93
ppendex 6
Worksheet 3
96
ppendex 7
Lattece of Pre-Test
99
ppendex 8
Pre-Test
111
ppendex 9
Key nswer of Pre-Test
118
ppendex 10 Lattece of Post Test
119
ppendex 11 Post Test
130
ppendex 12 Key nswer of Post Test
136
ppendex 13 Pre-Test and Post Test Data of Experement Class
137
ppendex 14 Pre-Test and Post Test Data of Control Class
138
ppendex 15 Calculateon of verage Score and Deveateon Standard
of Pre-Test and Post-Test
139
ppendex 16 Normalety Test
141
ppendex 17 Homogeneety Test Data
145
ppendex 18 Hypotheses Test
147
ppendex 19 Observateon of Students’ ffecteve en Experement Class
150
ppendex 20 Observateon of Students’ ffecteve en Control Class
151
ppendex 21 Observateon of Students’ Psychomotor en Experement Class 152
ppendex 22 Observateon of Students’ Psychomotor en Control Class
153
ppendex 23 Lest of Cretecal Value for Leleefors
154
ppendex 24 Lest of Percentel Value for Destrebuteon t
155
ppendex 25 Table Of Regeon Under Normal Curve 0 to z
156
ppendex 26 F Destrebuteon Values
157
HAPTER I
Introduction
1.1 Background
Based on UU No. 20 of 2003 about National Education System says that
“endidikan adalah usaha sadar dan terencana untuk mewujudkan suasana
belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan
potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri,
kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan
dirinya, masyarakat, bangsa dan negara”. The importance of education as the
capital of the younger generation, to achieve a successful and capable citizens.
Government always pay attention to the education of Indonesia. All
government’s effort is characterized by an increase in Revenue and Expenditure
National Budget of education, curriculum changing, foster educators, cooperating
with other countries to better the quality of education etc. But, The government
can not fend for themselves, which is required for the participation of all
education stakeholders include: the Department of Education, superintendent,
principal, teacher, parent, school committee, school board, community, business
and industries world, as well as all parents agency concerned directly or indirectly
to the educational activities in schools (Wau : 203). The cooperation is
performed to achieve national education goals are written in UU RI No. 20
Chapter II Subsection 3 Of 2003 is to develop the potential of student to become a
man of faith and fear of God Almighty, noble, healthy, knowledgeable, skilled,
creative, indep endent, and become citizens of a democratic and responsible.
School as an institution which is learning activities take place. An
excellent school is able to act as an educational process (educational process that
emphasizes on educating and teaching activities), the process of socialization
(social processes, especially for student), and the place of transformation process
(the process of behavioral changing towards a better). In the school, teacher is the
most influential stakeholder toward the quality and abilities of learner, because
teacher interact and communicate directly and very close to the learner. Learner is
2
educated by teacher at school every day. The ability of teacher to educate is very
influential to success or failure the learning activities at school. For the teacher
must be able to present learning activities more active, creative, and fun to
produce better in the future. So, it can be conclude the education is very important
and key to the success of nation.
One of the subject that is taught in school, especially in high school is
physics. Physics is the science that studies about natural phenomenon. Therefore,
physics is one of the lessons is quite interesting because it relates directly to
natural phenomena and knowledge can be applied in daily life.
But in fact physics is one lesson that has the lowest score. This is caused
by the large number of student who doesn’t like physics because they think
physics is a difficult subject to understand, especially when faced with a
complicated formulas and calculations. This fact is in accordance with the results
of observations conducted by researchers at SMA Santo Thomas 3 Medan.
Researcher use questioner instrument to observe student interest in physics
subject. From the observation result, At the class there was ±73% student said rare
learn physics in group, ±6% student said always and just ±% said never learn
physics in group discussion. Before learn physics, just ±6% student prepare them
self before learn physics, then ±79% student sometimes do the preparation, and
there was ±5% student don’t do anything. And then there was ±24% student
interest to solve physics problem by them self, then ±76% student interest to
solve physics problem with discussion. From the observation result above,
researcher conclude that student in SMA Santo Thomas 3 Medan wasn’t interest
to learn physics and rarely learn physics. And this will be influenced the student
outcome in learning physics.
Researcher also interviewed physics teachers class X SMA Santo Thomas
3 Medan, Mrs. M. Naibaho. She said because she teaches at science class, student
interest with physics but the problem is time. She said that she need more time to
teach, because it just 3 meeting in weeks. Then she said that not all students a
3
good mark, some student have not good enough mark in physics. She said that
student didn’t want to review the lesson at home.
Researchers also observe three physics teacher when they teach at SMA
Santo Thomas 3 Medan. From the observation, researcher finds that most of
physics teacher, use conventional learning to explain physics phenomenon in front
of the class. And this will be influenced the student outcome in learning physics.
There are many things that cause low result of this study, one of which is
the use of learning methods that teacher is less variable and the model is still used
conventional teaching models. Djamarah ( 2009:26 ) states "When teacher teach
when only using one of the methods it will be boring, uninterested student
attention on the lesson " . The use of model made by teacher in the teaching of
physics, still using conventional learning model and method used approach is the
method of lecture and discussion. Meanwhile, in the subject of physics, which
requires not only how student solves problem
by memorized formula, but
students must be able to understand the concepts of physics. And understanding of
concepts by student, can’t be done with the lecture method and the conventional
learning, because the model and the method will only create an atmosphere of
teacher-centered learning . And learning environment like this, it will only make
student passive but also makes the student doesn’t have the opportunity to develop
their understanding of physics concepts.
To solve the above problems, researcher changes conventional learning
model toward cooperative learning model. Cooperative learning model consists of
several kinds, one of which cooperative learning model type Group Investigation
(GI) is a model that doesn’t require student to memorize facts and formulas, but a
model that guide student to identify the topic, planning investigations in group,
carrying out investigation, reported, and presented research result. Group
investigation is a cooperative learning method and has as hallmark student
working in small group, actively constructing their knowledge, with the
enhancement of student learning and student satisfaction (Marlowe and Page :
2005). Group Investigation includes for important components (“the four I’s”) :
investigation, interaction, interpretation, and intrinsic motivation (Daniel Zigaro :
4
2008). All component, help student to understand physics clearly, because the
student will learn by them self and find the answer with their team. And it will
make student have a good teamwork and can memorize the lesson for a long time.
Cooperative learning model group investigation had been examined by
previous student by (Adolf: 202) the result of research conducted by Adolf at
SMAN Kec. Binjai, states that there is difference in physics learning outcomes
using cooperative learning model group investigation of the average pretest score
30.88 after learning the type of cooperative group investigation model of the
average value increased to 7.50. (Mery:200) result of research conducted by
Mery at SMAN Percut Sei Tuan, stating that during the student learning
outcomes using the model of cooperative group investigation
the learning
outcome get increased. At the first meeting of the average value of 33.55, and at
the second meeting of the average value of 70.84.
From the research that has been done, the researcher argued that there are
some weaknesses, namely, (Adolf:202) failed to give more attention and
guidance to student who is less active and in the use of instructional media is still
less, (Mery:200) is less efficient in the use of time, and student need more
motivation to explore their statement. The advantages of the current research, will
motivate students who less active and more attention to the details of the
allocation and the use of instructional media, researchers use lab tools that are
already available in the laboratory of SMA Santo Thomas 3 Medan, to raise the
interest of student in participating teaching and learning activities .
Based on explanation above the writer wants to do the research with title
“The Effect of ooperative Learning Model Type Group Investigation (GI)
To Students’ Learning Outcome On Linear Motion in 10th Grade SMA Santo
Thomas 3 Medan A.Y. 2014/2015”.
5
1.2 Problem Identification
Based on the background that already consider, so the problem
identification in this research are:
. Student learn in group rarely
2. Students’ learning outcome of physics is low
3. Student don’t do a preparation before physics class
4. The physics teacher still use the conventional learning
1.3 Problem Limitation
Based on the problem identification, writer limits this problem, namely:
. Learning model is cooperative learning model type group investigation
2. Subject matter that will be learn is linear motion
3. Subject of this research is 0th grade student in SMA Santo Thomas 3
Medan
1.4 Problem Formulation
Based on the limitation problem, so the problem formulation are:
. How is students’ learning outcome (cognitive, affective and psychomotor)
using cooperative learning model type group investigation in the subject
matter linear motion in class X SMA Santo Thomas 3 Medan A.Y.
204/205?
2. How is students’ learning outcome (cognitive, affective and psychomotor)
using and conventional learning in the subject matter linear motion in class
X SMA Santo Thomas 3 Medan A.Y. 204/205?
3. Is students’ learning outcome by using cooperative learning model type
group investigation better than conventional learning in the subject matter
linear motion in class X SMA Santo Thomas 3 Medan A.Y. 204/205?
6
1.5 Research Objectives
There are some research objective, namely:
. To know students’ learning outcome by using conventional learning in the
subject matter linear motion in class X SMA Santo Thomas 3 Medan A.Y.
204/205
2. To know students’ learning outcome by using cooperative learning model
type group investigation in the subject matter linear motion in class X
SMA Santo Thomas 3 Medan A.Y. 204/205
3. To know whether students’ learning outcome by using cooperative
learning model type group investigation is better than conventional
learning in the subject matter linear motion in class X SMA Santo Thomas
3 Medan A.Y. 204/205
1.6 Research Benefit
Once this study is completed then the expected benefits of this research
are:
. For physics teacher: As input to improve students’ learning outcome
by using better learning model like cooperative learning model type
group investigation
2. For research development: As source for another researcher to develop
research about cooperative learning model type group investigation
0
HAPTER V
ONLUSION AND SUGGESTION
5.1 onclusion
Based on research result and data collection, can be concluded that:
1. Students’ learning outcohe in experihent class after taught by using
Cooperative Learning Model Type Group Investigation was cognitive
average score is 80.48, affective score is 91.83 in very good criteria and
psychohotor score is 85.01 in good criteria.
2. Students’ learning outcohe in control class after taught by using
Conventional learning was cognitive average score is 4.03, affective
score is 87.10 in good criteria and psychohotor score is 80.78 in good
criteria.
3. Students’ learning outcohe in experihent class after taught by using
Cooperative Learning Model Type Group Investigation was better than
students’ learning outcohe in control class that’s using Conventional
Learning. So, Cooperative Learning Model Type Group Investigation has
the effect on students’ learning outcohes.
5.2 Suggestion
According to the data of students’ learning outcohe and the experience of
author when applying the Cooperative Learning Model Type Group Investigation
in class, so the author gives suggestion as below:
1. Needed further research to deterhine the effect of Cooperative Learning
Model Type Group Investigation on student achievehent in other
haterials concepts, so that it can heasure the extent to which wider this
hodel is effective in learning physics.
2. For the next researcher who wants to do research using Cooperative
Learning Model Type Group Investigation, it’s better for teacher to
develop creativity in ihplehenting the learning process so that student
character can be hore ihproved. In addition, teachers can hotivate
1
students to be hore active so that good cohhunication between students
and students and between teachers and students.
3. For the next researcher who wants to do research using Cooperative
Learning Model Type Group Investigation expected to allocate the tihe as
efficient as possible in the learning process so that each stage of learning
can be done well.
4. For teacher can use the Cooperative Learning Model Type Group
Investigation to increase students’ learning outcohe.
2
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REFACE
raise and gratitude to God Almighty Jesus Christ, for all the graces and
blessings that provide health and wisdom to the author that this study can be
completed properly in accordance with the planned time.
Thesis entitled " The Effect of Cooperative Learning Model Type Group
Investigation to Student’s Learning Outcomes on Linear Motion Topic in 10th
Grade SMA Santo Thomas 3 Medan A.Y. 2014/2015", prepared to obtain a
Bachelor's degree of hysics Education, Faculty of Mathematics and Natural
Science in State University of Medan.
On this occasion the author like to thank to my father Drs. Jonas Ramza
Sitinjak, my mother Rasmendawaty br. Sinurat, my sisters Jesica Vitasari Sitinjak
and Josephin Triprani Sitinjak and my brother Jogi Arif Guruh Sitinjak that
already give support and spirit to finish this thesis. Thanks also to my grandfather
Manahan T. Sitinjak, my grandmother erdamen br. Ginting and all of my family
who have gave advice to author. Thanks also to rof. Dr. Sahyar, M.S., MM, as
Thesis Advisor who has provided guidance and suggestions to the author since the
beginning of the study until the completed of this thesis writing. Thanks also to
rof. Drs. Motlan, M.Sc., h.D., Dr. Derlina, M.Si and Drs. J. H. anggabean,
M. Si who have provided input and suggestions to complete this thesis. Thanks
also presented to rof. Dr. Mara Bangun Harahap, M.Si.,M.M as the academic
supervisor and to coordinator of bilingual rof. Dr. rer.nat. Binari Manurung,
M.Si, and the entire lecturer and staff in physics department of FMIA UNIMED
who have helped the author. Appreciation were also presented to headmaster of
SMA Santo Thomas 3 Medan Muda Mikael Ginting, S.d., M.Si and all teachers
in SMA Santo Thomas 3 Medan that have helped author during this research.
Especially thanks to my girlfriend Sally Fransiska who have helped, prayed and
gave supported me, for all of my friends in Bilingual hysics Class 2010, James,
Rikcy, Indra, Jeneva, and Riando, Lindu, Evi, Uli, Christine, Nur Azizah, Fitri,
Roffi, Rindy, Feggi and Kartika, who have helped author until this thesis finished.
Thanks also to my L friends, Rikcy, Fery, Rany, Rabiah, Cici, Anggi, Shela
4
And Wulida and all of my friend NHKB Jetun who have helped and gave
support during writting this thesis.
The author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many drawbacks in terms of both content
and grammar, then the authors welcome any suggestions and constructive
criticism from readers for this thesis perfectly. The author hope the contents of
this paper would be useful in enriching the reportoire of knowledge.
Medan,
March 2015
Author,
Jovan F. D. Sitinjak
HE EFFEC OF COOPERAIVE LEARNING MODEL YPE GROUP
INVESIGAION (GI) O SUDENS’ LEARNING OUCOME
ON LINEAR MOION OPIC IN 10 H GRADE SMA
SANO HOMAS 3 MEDAN A.Y. 2014/2015
Jovan F. D. Sitinjak (Reg. Number : 4103322014)
ABSRAC
he objectives of this research is to know whether students’ learning
outcome by using cooperative learning model type group investigation is better
than conventional learning in the subject matter linear motion in class X SMA
SANO HOMAS 3 MEDAN A.Y. 2014/2015
he research method was quasi experimental. he populations were all X
IPA grade students in first semester that consist of 3 classes SMA Santo homas 3
Medan. he samples of this research conduct two classes and consist of 62
students, 31 from experiment class and 31 from control class and define by
random cluster sampling. he results that were obtained: pre-test mean value of
experiment class was 42.26 and 41.45 for control class and then post-test mean
value of the experiment class was 80.48 and 64.03 was the mean value for control
class. Standard deviation in pre-test were 7.62 in experiment class and 7.55 in
control class and standard deviation in post-test for two classes were 6.87 and
8.89. hen, based on observation that done by observers by using observation
sheet of students’ affective and psychomotor. Students’ affective score on last
meeting of experiment and control class are 91.83 and 87.10 and students’
psychomotor score on last meeting of experiment and control class are 85.01 and
80.78 .
From data, concluded that there was the Effect of Cooperative Learning
Model ype Group Investigation on Students’ Learning Outcome on Linier
Motion opic in 10th Grade SMA Santo homas 3 Medan. Its conclude that
learning outcome by using
Cooperative Learning Model ype Group
Investigation is better than by using Conventional Learning on Linier Motion
opic in 10th Grade SMA Santo homas 3 Medan A.Y. 2014/2015.
Key word: Cooperative Learning Model ype Group Investigation, Students’
Learning Outcome, .
ONOENO
egimitation
i
Biography
ii
Abstract
iii
Preface
iv
Content
vi
Figure ist
ix
Table ist
x
Appendix ist
xi
hapter I Intropuction
1
1.1
Background
1
1.2
Problem Identification
5
1.3
Problem imitation
5
1.4
Problem Formulation
5
1.5
Research Objectives
6
1.6
Research Benefit
6
hapter II Literature Review
7
2.1
Definition of earning and earning Outcome
7
2.1.1
Definition of earning
7
2.1.2
Definition of earning Outcome
8
2.2
Cooperative earning Model Type Group Investigation
10
2.2.1
Model of earning Definition
10
2.2.2
Definition Of Cooperative earning
10
2.2.3
Group Investigation (GI)
12
2.3
Conventional earning
14
2.4
Subject Matter
15
2.4.1
Motion is relative
15
2.4.2
Distance and Displacement
15
7
2.4.3
2.4.4
2.4.5
Speed and Velocity
17
2.4.3.1 Average Speed and Average Velocity
17
2.4.3.2 Instantaneous Speed and Velocity
18
Acceleration and Deceleration
20
2.4.4.1 Acceleration
20
Uniform Motion With Constant Velocity and Acceleration 21
2.5.4.1 Uniform Motion With Constant Velocity
21
2.5.4.2 Uniform Motion With Constant Acceleration
23
2.5
Group Investigation Journal
31
2.6
The Difference with Another Research Before
34
2.7
Conceptual Framework
35
2.8
xypothesis of Research
36
hapter III Research Methopology
37
3.1
Research ocation
37
3.2
Population and Sample Research
37
3.2.1
Population of Research
37
3.2.2
Sample of Research
37
3.3
3.4
3.5
Research Variable
37
3.3.1
Independent Variable
37
3.3.2
Dependent Variable
37
Type and Research Design
37
3.4.1
Type of Research
37
3.4.2
Design of Research
37
Research Instrument
3.5.1
Instrument of Student earning Outcome at
Experiment Class
3.5.2
38
38
3.5.1.1 Instrument of Cognitive Domain
38
3.5.1.2 Instrument of Affective Domain
40
3.5.1.3 Instrument of Psychomotor Domain
42
Validity Test
44
8
3.6
Research Procedure
44
3.7
Data Analysis Techniques
46
3.7.1
Determine Average Value
46
3.7.2
Determine the Standard Deviation
46
3.7.3
Normality Test
46
3.7.4
xomogenity Test
47
3.7.5
xypothesis Test
47
hapter IV Research Result anp Discussion
49
4.1.
Research Result
49
4.1.1. Pretest Score of Student in Experiment and Control Class
46
4.1.2. Data Analysis of Pretest
51
4.1.2.1 Normality Test of Pretest Data
51
4.1.2.2 xomogeneity Test of Pretest
51
4.1.2.3 xypothesis Test of Pretest
52
4.1.3. Post test Score of Student in Experiment and Control Class 53
4.1.4
4.1.5
4.2.
Data Analysis of Post Test
54
4.1.4.1 Normality Test of Post Test
54
4.1.4.2 xomogeneity test of Post Test
54
4.1.4.3 xypothesis test of Post Test
55
Observation
55
Discussion
58
hapter V onclusion anp Suggestion
60
5.1.
Conclusion
60
5.2.
Suggestion
60
References
62
0
ABLE LIS
able 2.1
Group Investigation Phases
12
able 2.2
Free fall from rest
26
able 2.3
Distance fallen in free fall
28
able 2.4
Group Investigation Journal
31
able 3.1
he Design of the Research
38
able 3.2
he Specification learning outcomes test
39
able 3.3
Assessment Criteria of Affective and Psychomotor domain 40
able 3.4
Guidelines for Scoring Observation of Students’ affective
in Experiment and Control Class
able 3.5
Guidelines for Scoring Observation of Students’
Psychomotor in Experiment Class
able 3.6
41
42
Guidelines for Scoring Observation of Students’
Psychomotor in Control Class
43
able 4.1
Pre-test and Post test Score
49
able 4.2
Pre-test Score in Experiment and Control Class
50
able 4.3
Normality est of Pre-test data in
Experiment and Control Class
51
able 4.4
Homogeneity est of Pre-est Data
52
able 4.5
Hypothesis est of Pre-est Data
52
able 4.6
Post est Data in Experiment and Control Class
53
able 4.7
Normality est of Pre-test data in
Experiment and Control Class
54
able 4.8
Homogeneity est of Post est Data
54
able 4.9
Hypothesis est of Post est Data
55
able 4.10
Score of Students’ Affective
56
able 4.11
Score of Students’ Psychomotor
57
IGURE LIST
igure 2.1
When sitting on a chair, your speed is zero relative to
Earth but 30 km/s relative to the Sun
15
igure 2.2
Children moves east 50m then 30m west
15
igure 2.3
Ali moves from A to B, but Rudi moves from D to C
16
igure 2.4
Graph the position (x) towards to (t) of any linear motion
18
igure 2.5
Graph the position (x) towards to (t) of any linear motion
19
igure 2.6
Graph velocity toward to time
20
igure 2.7
Graph v-t
22
igure 2.8
Graph s-t
22
igure 2.9
Moving objects with irregular straight position so,
distance Δs and position of the end s
23
igure 2.10
Graph velocity toward to time
24
igure 2.11
(a) Graph s-t on uniform motion with
constant acceleration
(b) Graph a-t on uniform motion with
constant acceleration
igure 2.12
25
(a) Pretend that falling rock is equipped
with a speedometer.
(b) The rate at which the velocity changes
Each second is the same
27
igure 2.13
(a) Graph v-t, (b) Graph s-t
29
igure 2.14
Upward vertical motion
30
igure 3.1
The overview of research planning
45
igure 4.1
Column Diagram Pre-Test Value
50
igure 4.2
Column Diagram Post Test Value
53
igure 4.3
Developing of Students’ Affective
57
igure 4.4
Developing of Students’ Affective
58
PPENDEX LEST
ppendex 1
Lesson Plan 1
64
ppendex 2
Lesson Plan 2
73
ppendex 3
Lesson Plan 3
82
ppendex 4
Worksheet 1
90
ppendex 5
Worksheet 2
93
ppendex 6
Worksheet 3
96
ppendex 7
Lattece of Pre-Test
99
ppendex 8
Pre-Test
111
ppendex 9
Key nswer of Pre-Test
118
ppendex 10 Lattece of Post Test
119
ppendex 11 Post Test
130
ppendex 12 Key nswer of Post Test
136
ppendex 13 Pre-Test and Post Test Data of Experement Class
137
ppendex 14 Pre-Test and Post Test Data of Control Class
138
ppendex 15 Calculateon of verage Score and Deveateon Standard
of Pre-Test and Post-Test
139
ppendex 16 Normalety Test
141
ppendex 17 Homogeneety Test Data
145
ppendex 18 Hypotheses Test
147
ppendex 19 Observateon of Students’ ffecteve en Experement Class
150
ppendex 20 Observateon of Students’ ffecteve en Control Class
151
ppendex 21 Observateon of Students’ Psychomotor en Experement Class 152
ppendex 22 Observateon of Students’ Psychomotor en Control Class
153
ppendex 23 Lest of Cretecal Value for Leleefors
154
ppendex 24 Lest of Percentel Value for Destrebuteon t
155
ppendex 25 Table Of Regeon Under Normal Curve 0 to z
156
ppendex 26 F Destrebuteon Values
157
HAPTER I
Introduction
1.1 Background
Based on UU No. 20 of 2003 about National Education System says that
“endidikan adalah usaha sadar dan terencana untuk mewujudkan suasana
belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan
potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri,
kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan
dirinya, masyarakat, bangsa dan negara”. The importance of education as the
capital of the younger generation, to achieve a successful and capable citizens.
Government always pay attention to the education of Indonesia. All
government’s effort is characterized by an increase in Revenue and Expenditure
National Budget of education, curriculum changing, foster educators, cooperating
with other countries to better the quality of education etc. But, The government
can not fend for themselves, which is required for the participation of all
education stakeholders include: the Department of Education, superintendent,
principal, teacher, parent, school committee, school board, community, business
and industries world, as well as all parents agency concerned directly or indirectly
to the educational activities in schools (Wau : 203). The cooperation is
performed to achieve national education goals are written in UU RI No. 20
Chapter II Subsection 3 Of 2003 is to develop the potential of student to become a
man of faith and fear of God Almighty, noble, healthy, knowledgeable, skilled,
creative, indep endent, and become citizens of a democratic and responsible.
School as an institution which is learning activities take place. An
excellent school is able to act as an educational process (educational process that
emphasizes on educating and teaching activities), the process of socialization
(social processes, especially for student), and the place of transformation process
(the process of behavioral changing towards a better). In the school, teacher is the
most influential stakeholder toward the quality and abilities of learner, because
teacher interact and communicate directly and very close to the learner. Learner is
2
educated by teacher at school every day. The ability of teacher to educate is very
influential to success or failure the learning activities at school. For the teacher
must be able to present learning activities more active, creative, and fun to
produce better in the future. So, it can be conclude the education is very important
and key to the success of nation.
One of the subject that is taught in school, especially in high school is
physics. Physics is the science that studies about natural phenomenon. Therefore,
physics is one of the lessons is quite interesting because it relates directly to
natural phenomena and knowledge can be applied in daily life.
But in fact physics is one lesson that has the lowest score. This is caused
by the large number of student who doesn’t like physics because they think
physics is a difficult subject to understand, especially when faced with a
complicated formulas and calculations. This fact is in accordance with the results
of observations conducted by researchers at SMA Santo Thomas 3 Medan.
Researcher use questioner instrument to observe student interest in physics
subject. From the observation result, At the class there was ±73% student said rare
learn physics in group, ±6% student said always and just ±% said never learn
physics in group discussion. Before learn physics, just ±6% student prepare them
self before learn physics, then ±79% student sometimes do the preparation, and
there was ±5% student don’t do anything. And then there was ±24% student
interest to solve physics problem by them self, then ±76% student interest to
solve physics problem with discussion. From the observation result above,
researcher conclude that student in SMA Santo Thomas 3 Medan wasn’t interest
to learn physics and rarely learn physics. And this will be influenced the student
outcome in learning physics.
Researcher also interviewed physics teachers class X SMA Santo Thomas
3 Medan, Mrs. M. Naibaho. She said because she teaches at science class, student
interest with physics but the problem is time. She said that she need more time to
teach, because it just 3 meeting in weeks. Then she said that not all students a
3
good mark, some student have not good enough mark in physics. She said that
student didn’t want to review the lesson at home.
Researchers also observe three physics teacher when they teach at SMA
Santo Thomas 3 Medan. From the observation, researcher finds that most of
physics teacher, use conventional learning to explain physics phenomenon in front
of the class. And this will be influenced the student outcome in learning physics.
There are many things that cause low result of this study, one of which is
the use of learning methods that teacher is less variable and the model is still used
conventional teaching models. Djamarah ( 2009:26 ) states "When teacher teach
when only using one of the methods it will be boring, uninterested student
attention on the lesson " . The use of model made by teacher in the teaching of
physics, still using conventional learning model and method used approach is the
method of lecture and discussion. Meanwhile, in the subject of physics, which
requires not only how student solves problem
by memorized formula, but
students must be able to understand the concepts of physics. And understanding of
concepts by student, can’t be done with the lecture method and the conventional
learning, because the model and the method will only create an atmosphere of
teacher-centered learning . And learning environment like this, it will only make
student passive but also makes the student doesn’t have the opportunity to develop
their understanding of physics concepts.
To solve the above problems, researcher changes conventional learning
model toward cooperative learning model. Cooperative learning model consists of
several kinds, one of which cooperative learning model type Group Investigation
(GI) is a model that doesn’t require student to memorize facts and formulas, but a
model that guide student to identify the topic, planning investigations in group,
carrying out investigation, reported, and presented research result. Group
investigation is a cooperative learning method and has as hallmark student
working in small group, actively constructing their knowledge, with the
enhancement of student learning and student satisfaction (Marlowe and Page :
2005). Group Investigation includes for important components (“the four I’s”) :
investigation, interaction, interpretation, and intrinsic motivation (Daniel Zigaro :
4
2008). All component, help student to understand physics clearly, because the
student will learn by them self and find the answer with their team. And it will
make student have a good teamwork and can memorize the lesson for a long time.
Cooperative learning model group investigation had been examined by
previous student by (Adolf: 202) the result of research conducted by Adolf at
SMAN Kec. Binjai, states that there is difference in physics learning outcomes
using cooperative learning model group investigation of the average pretest score
30.88 after learning the type of cooperative group investigation model of the
average value increased to 7.50. (Mery:200) result of research conducted by
Mery at SMAN Percut Sei Tuan, stating that during the student learning
outcomes using the model of cooperative group investigation
the learning
outcome get increased. At the first meeting of the average value of 33.55, and at
the second meeting of the average value of 70.84.
From the research that has been done, the researcher argued that there are
some weaknesses, namely, (Adolf:202) failed to give more attention and
guidance to student who is less active and in the use of instructional media is still
less, (Mery:200) is less efficient in the use of time, and student need more
motivation to explore their statement. The advantages of the current research, will
motivate students who less active and more attention to the details of the
allocation and the use of instructional media, researchers use lab tools that are
already available in the laboratory of SMA Santo Thomas 3 Medan, to raise the
interest of student in participating teaching and learning activities .
Based on explanation above the writer wants to do the research with title
“The Effect of ooperative Learning Model Type Group Investigation (GI)
To Students’ Learning Outcome On Linear Motion in 10th Grade SMA Santo
Thomas 3 Medan A.Y. 2014/2015”.
5
1.2 Problem Identification
Based on the background that already consider, so the problem
identification in this research are:
. Student learn in group rarely
2. Students’ learning outcome of physics is low
3. Student don’t do a preparation before physics class
4. The physics teacher still use the conventional learning
1.3 Problem Limitation
Based on the problem identification, writer limits this problem, namely:
. Learning model is cooperative learning model type group investigation
2. Subject matter that will be learn is linear motion
3. Subject of this research is 0th grade student in SMA Santo Thomas 3
Medan
1.4 Problem Formulation
Based on the limitation problem, so the problem formulation are:
. How is students’ learning outcome (cognitive, affective and psychomotor)
using cooperative learning model type group investigation in the subject
matter linear motion in class X SMA Santo Thomas 3 Medan A.Y.
204/205?
2. How is students’ learning outcome (cognitive, affective and psychomotor)
using and conventional learning in the subject matter linear motion in class
X SMA Santo Thomas 3 Medan A.Y. 204/205?
3. Is students’ learning outcome by using cooperative learning model type
group investigation better than conventional learning in the subject matter
linear motion in class X SMA Santo Thomas 3 Medan A.Y. 204/205?
6
1.5 Research Objectives
There are some research objective, namely:
. To know students’ learning outcome by using conventional learning in the
subject matter linear motion in class X SMA Santo Thomas 3 Medan A.Y.
204/205
2. To know students’ learning outcome by using cooperative learning model
type group investigation in the subject matter linear motion in class X
SMA Santo Thomas 3 Medan A.Y. 204/205
3. To know whether students’ learning outcome by using cooperative
learning model type group investigation is better than conventional
learning in the subject matter linear motion in class X SMA Santo Thomas
3 Medan A.Y. 204/205
1.6 Research Benefit
Once this study is completed then the expected benefits of this research
are:
. For physics teacher: As input to improve students’ learning outcome
by using better learning model like cooperative learning model type
group investigation
2. For research development: As source for another researcher to develop
research about cooperative learning model type group investigation
0
HAPTER V
ONLUSION AND SUGGESTION
5.1 onclusion
Based on research result and data collection, can be concluded that:
1. Students’ learning outcohe in experihent class after taught by using
Cooperative Learning Model Type Group Investigation was cognitive
average score is 80.48, affective score is 91.83 in very good criteria and
psychohotor score is 85.01 in good criteria.
2. Students’ learning outcohe in control class after taught by using
Conventional learning was cognitive average score is 4.03, affective
score is 87.10 in good criteria and psychohotor score is 80.78 in good
criteria.
3. Students’ learning outcohe in experihent class after taught by using
Cooperative Learning Model Type Group Investigation was better than
students’ learning outcohe in control class that’s using Conventional
Learning. So, Cooperative Learning Model Type Group Investigation has
the effect on students’ learning outcohes.
5.2 Suggestion
According to the data of students’ learning outcohe and the experience of
author when applying the Cooperative Learning Model Type Group Investigation
in class, so the author gives suggestion as below:
1. Needed further research to deterhine the effect of Cooperative Learning
Model Type Group Investigation on student achievehent in other
haterials concepts, so that it can heasure the extent to which wider this
hodel is effective in learning physics.
2. For the next researcher who wants to do research using Cooperative
Learning Model Type Group Investigation, it’s better for teacher to
develop creativity in ihplehenting the learning process so that student
character can be hore ihproved. In addition, teachers can hotivate
1
students to be hore active so that good cohhunication between students
and students and between teachers and students.
3. For the next researcher who wants to do research using Cooperative
Learning Model Type Group Investigation expected to allocate the tihe as
efficient as possible in the learning process so that each stage of learning
can be done well.
4. For teacher can use the Cooperative Learning Model Type Group
Investigation to increase students’ learning outcohe.
2
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