STUDENTS ACHIEVEMENT AND STUDENTS CHARACTER OF COOPERATION AND ACTIVENESS ON THE TEACHING OF ELECTROLYTE AND NON ELECTROLYTE SOLUTION IN SENIOR HIGH SCHOOL.
THE INFLUENCE OF DISCOVERY LEARNING MODEL TO INCREASE
STUDENT’S ACHIEVEMENT AND STUDENT’S CHARACTER OF
COOPERATION AND ACTIVENESS ON THE TEACHING
OF ELECTROLYTE AND NON ELECTROLYTE
SOLUTION IN SENIOR HIGH SCHOOL
By:
Lina Marwiya
Reg. Number 4103332019
Bilingual Chemistry Education Study Program
A THESIS
Submitted in Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
CHEMISTRYDEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
ACKNOWLEDGMENT
Alhamdulillah, praise and gratitude to Almighty God, Allah SWT, for all the graces and
blessings that provide health and wisdom to me so can finish this thesis can be finished well.
The title of this thesis is “The Influence of Discovery Learning Model to Increase
Student’s Achievement and Student’s Character of Cooperation and Activeness on the Teaching
of Electrolyte and Non Electrolyte Sokution in Senior High School.” This research is done in
SMA Negeri 11 Medan in academic year 2013/2014 that prepared to get Sarjana Pendidikan
degree of Chemistry Education, Faculty of Mathematics and Natural Science, State University of
Medan
In this opportunity, a million thanks are delivered to Mrs. Dr. Iis Siti Jahro, M.Si as thesis
supervisor in written of this thesis, for big support, advice, guidance, suggestion and constructive
comments from beginning until end of completing this research. Great thanks are also addressed
to Mr. Prof. Dr. Albinus Silalahi, M.S, Mr. Dr. Eddyanto, Ph.D, and Mrs. Dra. Ani Sutiani, M.Si
as examiner lecturer who had given advice and suggestion to completing this thesis. Thanks also
goes to Drs. Marudut Sinaga, M.Si as academic supervisor who had motivated and guidance the
writer during lecturing, Dr. Retno Dwi Suyani, M.Si and (Alm) Prof. Dr. Suharta, M.Si as
instrument validator, Prof. Dr. rer. nat Binari Manurung, M.Si as cordinator of Bilingual
Program, Drs. Jamalum Purba, M.Si as Head of Chemistry Department, Prof. Drs. Motlan,
M.Sc., Ph.D as a dean of FMIPA UNIMED and all lecturer and staff in chemistry department.
And I also say thanks to Mr. Drs. K. Lumbantoruan, M.Pd as a head master of SMA
Negeri 11 Medan, Mr. Edi Suranta S.Pd as chemistry teacher for his help and guidance when do
the research and also for the teacher, staff administration, and students in SMA Negeri 11 Medan
who had given opportunity and helpful to me when do the research.
Especially deepest gratitude and appreciation to my beloved father
Sumarmin, my
beloved mother Usliah, my beloved sister Lia Lestari, S.Pd and my beloved brothers Ardi
Kusmawadi, S.T, Isnan Syahputra S.T and Erifiandi. Your prayer for me was what sustained me
thus far. A billion thanks to my parents and my brothers for their caring, love, prayer, motivation
and support.
Special mentions are goes to my friends who have been involved in supporting me to
complete my education. A million thanks to my soul mate Devi Destika Pohan and Dini Khairani
Parinduri. Thanks for your support, motivation being my sisters and everything. And also thanks
to Melisa, Debby, Yogi, Yasir, Rabiah, Rudi, Fenny and Andre. Thank you for motivation and
discussion to finished this thesis. And thanks for every laugh, every smile, every sad, every
anger, and every crazy. Special thanks are also to all CESP 2010 students for all unforgettable
moments and all senior and junior in FMIPA for supporting my education and also my PPL
colleagues in SMA Negeri 1 Matauli Pandan for all great experiences. Great thanks are also
delivered to SMA Negeri 1 Matauli Pandan especially students of 18, 19, and 20 for being
always in my mind.
I already prepared this thesis with my best, but I am still needed the critics and suggestion
from the reader to make it better. I hope this thesis can be useful and give many contributions for
reader especially in education.
Medan,
Writer
July 2014
Lina Marwiya
NIM. 4103332019
THE INFLUENCE OF DISCOVERY LEARNING MODEL TO INCREASE
STUDENT’S ACHIEVEMENT AND STUDENT’S CHARACTER OF
COOPERATION AND ACTIVENESS ON THE TEACHING OF
ELECTROLYTE AND NON ELECTROLYTE SOLUTION
I N S E NI O R H I G H S CH O O L
Lina Marwiya (4103332019)
ABSTRACT
The main objective in this research is to know the influence of discovery learning
model towards of student’s achievement and student’s character of cooperation and
activeness. The other objective in this research is to know the average percentage of
student’s cooperation and student’s activeness can be developed by applied discovery
learning model. This research was conducted in SMA Negeri 11 Medan on the second
semester. The sample that use in this research are students in grade X in two classes, one
class as control class and the other as experimental class. The research instrument that
uses in this research consist of test instrument (evaluation test) and non test instrument
(observation sheet). The instrument that used in this research had been tested based on
validity and reliability. Based on validity, from 30 questions, there are 25 questions are
valid and rcount for reliability test is 0.899. it means that the questions are reliable with
high categories. From the research result, the average of posttest in experimental class is
83.030 ± 6.952 with gain 0.774 (high) and the average of posttest in control class is
71.212 ± 5.453 with gain 0.609 (medium). The data of this research had been analyzed by
using normality test and homogeneity test, which is shown that data gain are normal
distributed and homogeny. It is requirement to do hypothesis test. Based on the
hypothesis test using T-Test was gotten value of significancecount (0.000) < significance
level (0.05) in other that Ha is accepted and Ho is rejected. It means that the student’s
achievement who learnt using discovery learning model is higher than the student’s
achievement who learnt using conventional method. The percentage of student’s
cooperation and student’s activeness from observation sheet data were developed from
first meeting up to third meeting. The percentage of development of student’s
cooperation is 64.87%, while for student’s actives also 64.87%.
CONTENT
Page
Agreement Sheet
i
Content
ii
List of Figure
v
List of Table
vi
List of Formula
vii
List of Appendix
viii
CHAPTER I INTRODUCTION
1.1 Background
1
1.2 Problem identification
5
1.3 Problem limitation
6
1.4 Problem statement
6
1.5 Research objectives
6
1.6 Research benefit
7
CHAPTER II LITERATURE STUDY
2.1. Essence of learning and student’s achievement
8
2.1.1. Essence of learning chemistry
8
2.1.2. Chemistry student’s achievement
9
2.2. Character education
10
2.2.1. Character education assessment
10
2.2.2. Character of cooperation
10
2.2.3. Character of activeness
12
2.3. Essence of learning model
13
2.3.1. Essence of discovery learning model
13
2.3.2. Discovery learning model objectives
15
2.3.3. Role of teachers in discovery learning model
16
2.3.4. Syntax of discovery learning model
16
2.3.5. Advantages and weakness of discovery learning model
17
2.3.6. Conventional method
18
2.4. Electrolyte and non-electrolyte solution
20
2.4.1. Definition of solution
20
2.4.2. Electrolyte and non-electrolyte solution
21
2.4.3. Classification of electrolyte solution
21
2.4.4. Svante arrhenius theory
21
2.4.5. Causes electrolyte solution can conduct electricity
22
2.4.6. Electrolyte ion compound and covalent polar compound
23
2.7. Hypothesis
24
CHAPTER III RESEARCH METHODOLOGY
3.1. Location and time of research
25
3.2. Population and sample of research
25
3.3. Research variable and instrument
25
3.3.1 Independent variable
25
3.3.2 Dependent variable
26
3.4. Research instrument
26
3.4.1. Instrument test
26
3.4.2. Observation sheet
28
3.5. Research design
31
3.5.1. Type of research
31
3.6. Research procedure
31
3.6.1. Research flow diagram
33
3.7. Technique data collection and analysis
34
3.7.1. Technique data collection
34
3.7.1.1. Validity test
34
3.7.1.2. Reliability test
35
3.7.1.3. Difficulty level
36
3.7.1.4. Discriminating power index
37
3.7.2. Data analysis
38
3.7.2.1. Normality test
38
3.7.2.2. Homogeneity test
38
3.7.2.3. Normalized gain
38
3.7.2.4. Hypothesis test
39
3.7.2.8. Percentage of character
39
3.8. Research time table
39
CHAPTER IV RESULT AND DISCUSSION
4.1. Research result
41
4.2. Analysis of research instrument
41
4.2.1. Validity test
41
4.2.2. Reliability test
42
4.2.3. Difficulty level test
42
4.2.4. Discrimination index test
42
4.3. Data analysis of research result
43
4.3.1. Data analysis of student’s achievement before treatment
44
4.3.2. Data analysis of student’s achievement after treatment
44
4.3.3. Normality test of the data
45
4.3.4. Homogeneity test of the data
46
4.3.5. Normalized gain
46
4.3.6. Hypothesis test
47
4.4. Data of character
48
4.5. Discussion
49
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion
53
5.2. Suggestion
53
REFERENCES
54
LIST OF TABLE
Page
Table 2.1. Syntax of discovery learning model
17
Table 3.1. Lattice of instrument test (Electrolyte and Non-Electrolyte)
27
Table 3.2. Lattice of observation sheet
28
Table 3.3. Research design
32
Table 3.4. Research time table
41
Table 4.1. Difficulty level and discrimination index
43
Table 4.2. Student’s achievement before teaching treatment
44
Table 4.3. Student’s achievement after teaching treatment
45
Table 4.4. Data of normality test
45
Table 4.5. Data of homogeneity test
46
Table 4.6. Data of normalized gain
47
Table 4.7. Data of hypothesis test
48
Table 4.8. Character’s development
48
LIST OF FORMULA
Formula 2.1. Ionization degree
23
Formula 3.1. Mark of observation Sheet
29
Formula 3.2. Validity test
33
Formula 3.3. Reliability test
33
Formula 3.4. Standard deviation test
34
Formula 3.5. Difficulty test
35
Formula 3.6. Discriminating power index
35
Formula 3.7. Normalized gain
37
Formula 3.8. Percentage of character
38
LIST OF FIGURE
Page
Figure 3.1. Research design flow diagram
33
LIST OF APPENDIX
Appendix 1. Syllabus
57
Appendix 2. Lesson Plan for Experiment Class
60
Appendix 3. Lesson Plan for Control Class
72
Appendix 4. Lattice of Instrument Test (not valid)
87
Appendix 5. Instrument Test (had not been valid)
96
Appendix 6. Lattice of Instrument Test (had bee valid)
104
Appendix 7. Instrument Test (had been valid)
110
Appendix 8. Observation Sheet
115
Appendix 9. Guidance of Experiment
120
Appendix 10. Calculation of validity test
124
Appendix 11.Validity test
125
Appendix 12. Calculation of reliability test
126
Appendix 13. Reliability Test
127
Appendix 14. Calculation of difficulty level
128
Appendix 15. Difficulty level
129
Appendix 16. Calculation of discrimination index test
130
Appendix 17. Discrimination index test
131
Appendix 18. Normality test
132
Appendix 19. Homogeneity test
133
Appendix 20. Hypothesis test
135
Appendix 21. Calculation of student’s achievement
136
Appendix 22. Calculation of gain
141
Appendix 23. Data in control class
142
Appendix 24. Data in experimental class
143
Appendix 25. Data of student’s cooperation
144
Appendix 26. Data of student’s activeness
147
Appendix 27. Relation between Student’s achievement and
Student’s character
Appendix 28. Result of observation sheet
150
151
Appendix 29. Result of work sheet
157
Appendix 30. Questions analysis
161
CHAPTER I
INTRODUCTION
1.1. Background
Education is a requirement that must be met in the process of life. Progress of a nation is
influenced by the quality of education of the nation itself because education can produce highquality human resources. Education here means in formal, covering teaching and learning
process involving teachers and students. Improving the quality of education is reflected by
student achievement. While the student achievement is influenced by the quality of education is
good. Due to good quality education that will lead students to improve learning achievement
better. A good quality of education in a country indicate of success in education sector
development in that country. There are many influences to improving the quality of education,
one of them is the application of models or learning methods. In Indonesia, the quality of
national education still under the national standard. This matter can be seen from the student's
achievement especially chemistry in senior high school.
Many factors cause the quality of education in Indonesia is still under standard. One of them
is the selection of the model or the lack of proper learning methods are conducted by subject
teachers. Mistakes can lead to the selection of learning methods do not achieve the goal of
teaching. Most teachers still use conventional method, therefore student’s achievement is low
because students no interested in learning, they feel bored. Based on my observation (2013) that
is done in school SMA Negeri 11 Medan shows that student’s achievement in senior high school
especially chemistry. Where there are many students who have value lower than KKM, it is
about 55%. The value which is should get by students is about 68. Based on that in averaging
value shown that teaching chemistry was not maximal yet to get a good result.
In terms of improving the quality of education in Indonesia, the government also has made
several attempts to change one of them with the curriculum. For now, the government changed
the curriculum of the KTSP into the curriculum 2013. Where the 2013 curriculum requires active
students in the assessment of affective, cognitive, and psychomotor.
Based curriculum 2013 that aims to prepare Indonesian people that have the ability to live as
individuals and citizens who believe, productive, creative, innovative, and affective and able to
contribute to society, nation, state, and civilization of the world, so that students are required to
develop a balance between spiritual attitudes and social development, curiosity, creativity,
cooperation with intellectual and psychomotor abilities (Regulation minister of education and
culture No. 69 of 2013).
Therefore, the selection of models or learning methods appropriate a requirement that must
be met by an educator. The use of the method is necessary in order to the giving of material or
instructional materials achieved well. Learning is related to the success of the learning process
that the outcome will determine the student achievement that will be achieved. Therefore, in
choosing learning methods or learning, a teacher must pay attention to several things; conformity
with the purpose of learning methods and teaching materials, teaching methods and conformance
with environmental education. The selection of models / methods of learning based on the
curriculum 2013 also saw the character of students that can be developed from the subject matter
that we teach. Learning model contained in the curriculum 2013 among others, the model of
problem based learning (PBL), discovery learning, and project-based learning. According
Suradijono, in Warmada, problem based learning is a teaching approach that uses problems as a
first step in collecting and integrate new knowledge. With the use of models that model the
quality of education in Indonesia is expected to be better. According to the Sofa (2008),
discovery learning is learning that requires discovery mental processes, such as observing,
measuring, classifying, suspect, explaining, and making decisions. While project-based learning
is an innovative approach to learning that enable students to learn and work autonomously to
construct their knowledge related to real life, so as to produce a product of student work. PBL
learning model is student-centere learning and put the teacher as a motivator and facilitator.
Chemistry is compulsory subject matter for Senior High School, because while in junior
high school has not taught as a separate subject. In 2005, chemistry is taught separately in junior
chemistry with other subjects. Educational experience that is often faced by chemistry teachers in
senior high school is most of students consider chemistry as a subject matter that is difficult, so
it is not uncommon to have first students feel less able to learn chemistry.
According to Tanjung, N (2007) there are some factor that is suspected to be the cause of
the lack of mastery of chemistry in senior high school, they are: students often learn by rote
without understanding the subject matter, material that is taught often float so that students do
not find the key to understanding the material, teachers can’t giving the concept to master the
material being taught. One of the problems that make-low the student's achievement in learning
chemistry is many senior high school students in the subject of chemistry consider that is
difficult so they have a feeling not Able to study it. This case may be the caused by the
presentation of topics are less interesting and boring. And finally, it leaves a dangerous, difficult,
and less scare to students who understand the basic concepts of chemistry a (Situmorang, 2006).
Teachers as educators, should be pay attention to the model / learning methods appropriate in the
explain of the subject matter. In addition, teachers must have extensive knowledge so that they
can develop and ultimately student learning topic easier to understand and can provide an
optimum student’s achievement.
Learning method that many of them involve the student’s activeness is Discovery learning
method. Balzach (2006) explains that in discovery learning students are required to learn to find
something, this requires each student to learn and work independently. Implementation of
discovery learning methods allows the students more active and creative in finding and solving
problems.
According to Sofa (2008), discovery learning is the learning that requires mental processes,
such as observing, measuring, classifying, suspect, explaining, and making decisions. In
discovery learning, teachers give a problem and told to solve problems through experiments.
Here the teachers are not controlling the learning process but an active role of students is more
needed in learning chemistry to understand between concepts and the structure of the chemical
being studied. Teachers are expected to guide the students in the discovery and problem solving.
Mental skills demanded higher than discovery include designing and conducting experiments,
collecting and analyzing data, and drawing conclusions.
Discovery model is not different with experimental method because students solve problems
set by the teacher through the experiment. Based on the research that has been conducted by
Mardiah Nur (2007) using the experimental method on the topic electrolyte and non-electrolyte
solution shows that the average value calculated for the experimental class (72.75 ± 9.39) is
higher than the average value of the control class (53.00 ± 15.35). This suggests that the
practicum-based learning method is effective in teaching chemistry. Based on the research that
has been conducted by Husnarika Febriani (2010) using the discovery learning shows that the
value of the average student to class discovery for 83.63. While the average value of students for
classes that use cooperative-type jigsaw of 79.63. This suggests that students who are taught by
discovery learning model on average higher student’s achievement than student’s achievement of
students taught with cooperative learning jigsaw. And based on the research that has been
conducted by Lia Isti Indriyani (2013) using experimental method using PAS on the topic
electrolyte and non-electrolyte solution shows that the value of average students in experiment
class (80.30±9.75) is higher than the average value in control class (70.61±8.88). So, from the
data above will be doing research using discovery learning model on the topic electrolyte and
non-electrolyte solution.
By using curriculum 2013 in teaching and learning activities, each teacher must develop the
character of each student in accordance with the material to be taught, for example, the character
of cooperation and involvement of the student.
Individualistic attitudes, selfishness, indifference, lack of sense of responsibility, communicate
and lack of empathy is a phenomenon that shows no social value or character in daily life. In
fact, in these conditions, education can provide a substantial contribution. Education can
contribute in overcome social problems because education has the function and role in improving
human resources. But the character development in schools has not yielded the expected results.
Many of the causes behind why the development of character in the world of education has not
yielded the expected results. Factors could cause stems from the curriculum, design or
implementation of the supporting factors of learning (Syaodih, 2009).
As with the conventional method which is a way of explain information verbally to some
listeners, this activity centered on the speaker and the communication that occurs in the same
direction. Many conventional learning methods which use of teacher to present a subject matter
that makes the students tend to be lazy to think and just listen without understand what was said
by the teacher, this makes the students sleepy and bored quickly. Therefore, a teacher is required
to be able to present the subject matter as interesting as possible, so that the students feel interest
and creativity to be active in chemistry (Roestiyah, 2001)
Applied of discovery learning can make students learn about the real processes. In addition
the student will grow and develop a sense of scientific and have a confidence to be able to define
and solve problems they find, so that the results obtained in the memories of durable, not easily
forgotten (Roestiyah, 2001).
Based on the problems that describe above, the authors are interested in doing research with
title “The Influence of Discovery Learning Model to Increase Student’s Achievement and
Student’s Character of Cooperation and Activeness on the Teaching of Electrolyte and
Non-Electrolyte Solution in Senior High School”.
1.2. Problem Identification
Based on the background that explained above, problems can be identified as follows:
1. Is the quality of national education in Indonesia still under national standards?
2. Are the lack of proper selection of learning models are conducted by the teachers?
3. Is the student’s understand to the materials especially chemistry at the senior high school
still low?
4. Is the student’s character in the class to a subject matter less developing?
1.3. Problem Limitation
Based on the scope of problems in identifying the problems above, the problem limitation
are:
1. The research was conducted at the Senior High School (SHS) class X using 2013
curriculum, semester 2, T.A. 2013/2014, in SMA Negeri 11 Medan
2. The subject matter that had been in this research is Electrolyte and Non-Electrolyte
Solution
3. Teaching method was applied in this research are Discovery Learning Model and
Conventional Method
4. Student’s character that had been measured in this research are cooperation and
activeness through observation sheet
5. Student’s student’s achievement that had been measured in this research is cognitive
aspect of the level C1, C2, and C3
1.4. Problem Statement
In this research, that used as problem statement are:
1. Is the student’s achievement who have learning use Discovery Learning Model higher
than student’s achievement who have learning use Conventional Method?
2. How many percentage the character of student’s cooperation can develop through
Discovery Learning model?
3. How many percentage the character of student’s activeness can developed through
Discovery Learning model?
1.5. Research Objective
Based on the problem statement above, the objective in this research are:
1. Knowing the student’s achievement which taught by using Discovery Learning model
higher than student’s achievement which taught by using Conventional Method on the
teaching electrolyte and non-electrolyte solution.
2. Determining percentage of development character of cooperation through Discovery
Learning Model on the teaching electrolyte and non-electrolyte solution
3. Determining percentage of development character of activeness through Discovery
Learning model on the teaching electrolyte and non-electrolyte solution
1.6. Research Benefit
The benefits of this research are:
1. Strengthen existing theories in the education, especially theories of learning about chemistry
discovery learning method can affect student’s student’s achievement, cooperation and student’s
activeness
2. Can provide guidelines for teachers of science, especially chemistry teachers to carry out in
schools to improve student’s achievement and student’s character
3. Giving motivate to the teachers of chemistry to choosing teaching methods are expected to
provide more effective learning.
4. Provide material inputs to similar research in the future.
BAB V
CONCLUSION ANDSUGGESTION
5.1. Conclusion
After conducted research, and analyze the data have gotten some conclusion, they are:
1. Student’s achievement of experiment class that was taught using discovery learning
model is higher than control class that was taught using conventional method on the topic
of electrolyte and non-electrolyte solution.
2. Student’s character of cooperation is developing that is taught using discovery learning
model with the percentage of average is 64.87% with medium categories.
3. Student’s character of activeness is developing that is taught using discovery learning
model with the percentage of average is 64.87% with high categories.
5.2. Suggestion
From the result obtained from this study, some suggestions had to be raised in order to the
learning process on chemistry is effective in increasing of student’s achievement, they are:
1. It is suggested to chemistry teachers to use Discovery Learning Model on the teaching of
Electrolyte and Non-Electrolyte Solution because it can increase student’s achievement.
2. It is suggested to chemistry teachers to use Discovery Learning Model because it can
develop student’s character of cooperation and student’s activeness on the teaching of
Electrolyte and Non-Electrolyte Solution.
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Balzach, (2006), Discovery Learning: http://home.att.net/~elnetwork/socialsk.htm
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Djamarah, S dan Aswan, Z., (2006) Strategi Belajar Mengajar, Rineka Cipta, Jakarta
Febriani,Husnarika., (2010), Pengaruh Pembelajaran Discovery dan Pembelajaran Kooperatif
Tipe Jigsaw Terhadap Hasil Belajar Siswa dan Keterampilan Social Siswa SMP Swasta
PGRI 2 Medan, Medan:Unimed. Thesis
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School Toward Student’s Progress Skill and Achievement in Electrolyte and NonElectrolyte Solution, Medan: Unimed
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Jakarta: Grasindo
Mardiah, Nur., (2007), Efektivitas Penggunaan Laboratorium Virtual dan Laboratorium Real
Berbasis Inquiry Dalam Meningkatkan Aktifitas dan Hasil Belajar Materi Asam Basa dan
Garam Pada Siswa Kelas VII SMP. Medan: Unimed. Thesis
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Evaluation of an Online Chemistry Course, Journal of Education and Technology,12(3) :
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Indicator Asam Basa Alami Yang Layak Diterapkan di SMA, Skripsi, Jurusan Pendidikan
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Media Group
STUDENT’S ACHIEVEMENT AND STUDENT’S CHARACTER OF
COOPERATION AND ACTIVENESS ON THE TEACHING
OF ELECTROLYTE AND NON ELECTROLYTE
SOLUTION IN SENIOR HIGH SCHOOL
By:
Lina Marwiya
Reg. Number 4103332019
Bilingual Chemistry Education Study Program
A THESIS
Submitted in Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
CHEMISTRYDEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
ACKNOWLEDGMENT
Alhamdulillah, praise and gratitude to Almighty God, Allah SWT, for all the graces and
blessings that provide health and wisdom to me so can finish this thesis can be finished well.
The title of this thesis is “The Influence of Discovery Learning Model to Increase
Student’s Achievement and Student’s Character of Cooperation and Activeness on the Teaching
of Electrolyte and Non Electrolyte Sokution in Senior High School.” This research is done in
SMA Negeri 11 Medan in academic year 2013/2014 that prepared to get Sarjana Pendidikan
degree of Chemistry Education, Faculty of Mathematics and Natural Science, State University of
Medan
In this opportunity, a million thanks are delivered to Mrs. Dr. Iis Siti Jahro, M.Si as thesis
supervisor in written of this thesis, for big support, advice, guidance, suggestion and constructive
comments from beginning until end of completing this research. Great thanks are also addressed
to Mr. Prof. Dr. Albinus Silalahi, M.S, Mr. Dr. Eddyanto, Ph.D, and Mrs. Dra. Ani Sutiani, M.Si
as examiner lecturer who had given advice and suggestion to completing this thesis. Thanks also
goes to Drs. Marudut Sinaga, M.Si as academic supervisor who had motivated and guidance the
writer during lecturing, Dr. Retno Dwi Suyani, M.Si and (Alm) Prof. Dr. Suharta, M.Si as
instrument validator, Prof. Dr. rer. nat Binari Manurung, M.Si as cordinator of Bilingual
Program, Drs. Jamalum Purba, M.Si as Head of Chemistry Department, Prof. Drs. Motlan,
M.Sc., Ph.D as a dean of FMIPA UNIMED and all lecturer and staff in chemistry department.
And I also say thanks to Mr. Drs. K. Lumbantoruan, M.Pd as a head master of SMA
Negeri 11 Medan, Mr. Edi Suranta S.Pd as chemistry teacher for his help and guidance when do
the research and also for the teacher, staff administration, and students in SMA Negeri 11 Medan
who had given opportunity and helpful to me when do the research.
Especially deepest gratitude and appreciation to my beloved father
Sumarmin, my
beloved mother Usliah, my beloved sister Lia Lestari, S.Pd and my beloved brothers Ardi
Kusmawadi, S.T, Isnan Syahputra S.T and Erifiandi. Your prayer for me was what sustained me
thus far. A billion thanks to my parents and my brothers for their caring, love, prayer, motivation
and support.
Special mentions are goes to my friends who have been involved in supporting me to
complete my education. A million thanks to my soul mate Devi Destika Pohan and Dini Khairani
Parinduri. Thanks for your support, motivation being my sisters and everything. And also thanks
to Melisa, Debby, Yogi, Yasir, Rabiah, Rudi, Fenny and Andre. Thank you for motivation and
discussion to finished this thesis. And thanks for every laugh, every smile, every sad, every
anger, and every crazy. Special thanks are also to all CESP 2010 students for all unforgettable
moments and all senior and junior in FMIPA for supporting my education and also my PPL
colleagues in SMA Negeri 1 Matauli Pandan for all great experiences. Great thanks are also
delivered to SMA Negeri 1 Matauli Pandan especially students of 18, 19, and 20 for being
always in my mind.
I already prepared this thesis with my best, but I am still needed the critics and suggestion
from the reader to make it better. I hope this thesis can be useful and give many contributions for
reader especially in education.
Medan,
Writer
July 2014
Lina Marwiya
NIM. 4103332019
THE INFLUENCE OF DISCOVERY LEARNING MODEL TO INCREASE
STUDENT’S ACHIEVEMENT AND STUDENT’S CHARACTER OF
COOPERATION AND ACTIVENESS ON THE TEACHING OF
ELECTROLYTE AND NON ELECTROLYTE SOLUTION
I N S E NI O R H I G H S CH O O L
Lina Marwiya (4103332019)
ABSTRACT
The main objective in this research is to know the influence of discovery learning
model towards of student’s achievement and student’s character of cooperation and
activeness. The other objective in this research is to know the average percentage of
student’s cooperation and student’s activeness can be developed by applied discovery
learning model. This research was conducted in SMA Negeri 11 Medan on the second
semester. The sample that use in this research are students in grade X in two classes, one
class as control class and the other as experimental class. The research instrument that
uses in this research consist of test instrument (evaluation test) and non test instrument
(observation sheet). The instrument that used in this research had been tested based on
validity and reliability. Based on validity, from 30 questions, there are 25 questions are
valid and rcount for reliability test is 0.899. it means that the questions are reliable with
high categories. From the research result, the average of posttest in experimental class is
83.030 ± 6.952 with gain 0.774 (high) and the average of posttest in control class is
71.212 ± 5.453 with gain 0.609 (medium). The data of this research had been analyzed by
using normality test and homogeneity test, which is shown that data gain are normal
distributed and homogeny. It is requirement to do hypothesis test. Based on the
hypothesis test using T-Test was gotten value of significancecount (0.000) < significance
level (0.05) in other that Ha is accepted and Ho is rejected. It means that the student’s
achievement who learnt using discovery learning model is higher than the student’s
achievement who learnt using conventional method. The percentage of student’s
cooperation and student’s activeness from observation sheet data were developed from
first meeting up to third meeting. The percentage of development of student’s
cooperation is 64.87%, while for student’s actives also 64.87%.
CONTENT
Page
Agreement Sheet
i
Content
ii
List of Figure
v
List of Table
vi
List of Formula
vii
List of Appendix
viii
CHAPTER I INTRODUCTION
1.1 Background
1
1.2 Problem identification
5
1.3 Problem limitation
6
1.4 Problem statement
6
1.5 Research objectives
6
1.6 Research benefit
7
CHAPTER II LITERATURE STUDY
2.1. Essence of learning and student’s achievement
8
2.1.1. Essence of learning chemistry
8
2.1.2. Chemistry student’s achievement
9
2.2. Character education
10
2.2.1. Character education assessment
10
2.2.2. Character of cooperation
10
2.2.3. Character of activeness
12
2.3. Essence of learning model
13
2.3.1. Essence of discovery learning model
13
2.3.2. Discovery learning model objectives
15
2.3.3. Role of teachers in discovery learning model
16
2.3.4. Syntax of discovery learning model
16
2.3.5. Advantages and weakness of discovery learning model
17
2.3.6. Conventional method
18
2.4. Electrolyte and non-electrolyte solution
20
2.4.1. Definition of solution
20
2.4.2. Electrolyte and non-electrolyte solution
21
2.4.3. Classification of electrolyte solution
21
2.4.4. Svante arrhenius theory
21
2.4.5. Causes electrolyte solution can conduct electricity
22
2.4.6. Electrolyte ion compound and covalent polar compound
23
2.7. Hypothesis
24
CHAPTER III RESEARCH METHODOLOGY
3.1. Location and time of research
25
3.2. Population and sample of research
25
3.3. Research variable and instrument
25
3.3.1 Independent variable
25
3.3.2 Dependent variable
26
3.4. Research instrument
26
3.4.1. Instrument test
26
3.4.2. Observation sheet
28
3.5. Research design
31
3.5.1. Type of research
31
3.6. Research procedure
31
3.6.1. Research flow diagram
33
3.7. Technique data collection and analysis
34
3.7.1. Technique data collection
34
3.7.1.1. Validity test
34
3.7.1.2. Reliability test
35
3.7.1.3. Difficulty level
36
3.7.1.4. Discriminating power index
37
3.7.2. Data analysis
38
3.7.2.1. Normality test
38
3.7.2.2. Homogeneity test
38
3.7.2.3. Normalized gain
38
3.7.2.4. Hypothesis test
39
3.7.2.8. Percentage of character
39
3.8. Research time table
39
CHAPTER IV RESULT AND DISCUSSION
4.1. Research result
41
4.2. Analysis of research instrument
41
4.2.1. Validity test
41
4.2.2. Reliability test
42
4.2.3. Difficulty level test
42
4.2.4. Discrimination index test
42
4.3. Data analysis of research result
43
4.3.1. Data analysis of student’s achievement before treatment
44
4.3.2. Data analysis of student’s achievement after treatment
44
4.3.3. Normality test of the data
45
4.3.4. Homogeneity test of the data
46
4.3.5. Normalized gain
46
4.3.6. Hypothesis test
47
4.4. Data of character
48
4.5. Discussion
49
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion
53
5.2. Suggestion
53
REFERENCES
54
LIST OF TABLE
Page
Table 2.1. Syntax of discovery learning model
17
Table 3.1. Lattice of instrument test (Electrolyte and Non-Electrolyte)
27
Table 3.2. Lattice of observation sheet
28
Table 3.3. Research design
32
Table 3.4. Research time table
41
Table 4.1. Difficulty level and discrimination index
43
Table 4.2. Student’s achievement before teaching treatment
44
Table 4.3. Student’s achievement after teaching treatment
45
Table 4.4. Data of normality test
45
Table 4.5. Data of homogeneity test
46
Table 4.6. Data of normalized gain
47
Table 4.7. Data of hypothesis test
48
Table 4.8. Character’s development
48
LIST OF FORMULA
Formula 2.1. Ionization degree
23
Formula 3.1. Mark of observation Sheet
29
Formula 3.2. Validity test
33
Formula 3.3. Reliability test
33
Formula 3.4. Standard deviation test
34
Formula 3.5. Difficulty test
35
Formula 3.6. Discriminating power index
35
Formula 3.7. Normalized gain
37
Formula 3.8. Percentage of character
38
LIST OF FIGURE
Page
Figure 3.1. Research design flow diagram
33
LIST OF APPENDIX
Appendix 1. Syllabus
57
Appendix 2. Lesson Plan for Experiment Class
60
Appendix 3. Lesson Plan for Control Class
72
Appendix 4. Lattice of Instrument Test (not valid)
87
Appendix 5. Instrument Test (had not been valid)
96
Appendix 6. Lattice of Instrument Test (had bee valid)
104
Appendix 7. Instrument Test (had been valid)
110
Appendix 8. Observation Sheet
115
Appendix 9. Guidance of Experiment
120
Appendix 10. Calculation of validity test
124
Appendix 11.Validity test
125
Appendix 12. Calculation of reliability test
126
Appendix 13. Reliability Test
127
Appendix 14. Calculation of difficulty level
128
Appendix 15. Difficulty level
129
Appendix 16. Calculation of discrimination index test
130
Appendix 17. Discrimination index test
131
Appendix 18. Normality test
132
Appendix 19. Homogeneity test
133
Appendix 20. Hypothesis test
135
Appendix 21. Calculation of student’s achievement
136
Appendix 22. Calculation of gain
141
Appendix 23. Data in control class
142
Appendix 24. Data in experimental class
143
Appendix 25. Data of student’s cooperation
144
Appendix 26. Data of student’s activeness
147
Appendix 27. Relation between Student’s achievement and
Student’s character
Appendix 28. Result of observation sheet
150
151
Appendix 29. Result of work sheet
157
Appendix 30. Questions analysis
161
CHAPTER I
INTRODUCTION
1.1. Background
Education is a requirement that must be met in the process of life. Progress of a nation is
influenced by the quality of education of the nation itself because education can produce highquality human resources. Education here means in formal, covering teaching and learning
process involving teachers and students. Improving the quality of education is reflected by
student achievement. While the student achievement is influenced by the quality of education is
good. Due to good quality education that will lead students to improve learning achievement
better. A good quality of education in a country indicate of success in education sector
development in that country. There are many influences to improving the quality of education,
one of them is the application of models or learning methods. In Indonesia, the quality of
national education still under the national standard. This matter can be seen from the student's
achievement especially chemistry in senior high school.
Many factors cause the quality of education in Indonesia is still under standard. One of them
is the selection of the model or the lack of proper learning methods are conducted by subject
teachers. Mistakes can lead to the selection of learning methods do not achieve the goal of
teaching. Most teachers still use conventional method, therefore student’s achievement is low
because students no interested in learning, they feel bored. Based on my observation (2013) that
is done in school SMA Negeri 11 Medan shows that student’s achievement in senior high school
especially chemistry. Where there are many students who have value lower than KKM, it is
about 55%. The value which is should get by students is about 68. Based on that in averaging
value shown that teaching chemistry was not maximal yet to get a good result.
In terms of improving the quality of education in Indonesia, the government also has made
several attempts to change one of them with the curriculum. For now, the government changed
the curriculum of the KTSP into the curriculum 2013. Where the 2013 curriculum requires active
students in the assessment of affective, cognitive, and psychomotor.
Based curriculum 2013 that aims to prepare Indonesian people that have the ability to live as
individuals and citizens who believe, productive, creative, innovative, and affective and able to
contribute to society, nation, state, and civilization of the world, so that students are required to
develop a balance between spiritual attitudes and social development, curiosity, creativity,
cooperation with intellectual and psychomotor abilities (Regulation minister of education and
culture No. 69 of 2013).
Therefore, the selection of models or learning methods appropriate a requirement that must
be met by an educator. The use of the method is necessary in order to the giving of material or
instructional materials achieved well. Learning is related to the success of the learning process
that the outcome will determine the student achievement that will be achieved. Therefore, in
choosing learning methods or learning, a teacher must pay attention to several things; conformity
with the purpose of learning methods and teaching materials, teaching methods and conformance
with environmental education. The selection of models / methods of learning based on the
curriculum 2013 also saw the character of students that can be developed from the subject matter
that we teach. Learning model contained in the curriculum 2013 among others, the model of
problem based learning (PBL), discovery learning, and project-based learning. According
Suradijono, in Warmada, problem based learning is a teaching approach that uses problems as a
first step in collecting and integrate new knowledge. With the use of models that model the
quality of education in Indonesia is expected to be better. According to the Sofa (2008),
discovery learning is learning that requires discovery mental processes, such as observing,
measuring, classifying, suspect, explaining, and making decisions. While project-based learning
is an innovative approach to learning that enable students to learn and work autonomously to
construct their knowledge related to real life, so as to produce a product of student work. PBL
learning model is student-centere learning and put the teacher as a motivator and facilitator.
Chemistry is compulsory subject matter for Senior High School, because while in junior
high school has not taught as a separate subject. In 2005, chemistry is taught separately in junior
chemistry with other subjects. Educational experience that is often faced by chemistry teachers in
senior high school is most of students consider chemistry as a subject matter that is difficult, so
it is not uncommon to have first students feel less able to learn chemistry.
According to Tanjung, N (2007) there are some factor that is suspected to be the cause of
the lack of mastery of chemistry in senior high school, they are: students often learn by rote
without understanding the subject matter, material that is taught often float so that students do
not find the key to understanding the material, teachers can’t giving the concept to master the
material being taught. One of the problems that make-low the student's achievement in learning
chemistry is many senior high school students in the subject of chemistry consider that is
difficult so they have a feeling not Able to study it. This case may be the caused by the
presentation of topics are less interesting and boring. And finally, it leaves a dangerous, difficult,
and less scare to students who understand the basic concepts of chemistry a (Situmorang, 2006).
Teachers as educators, should be pay attention to the model / learning methods appropriate in the
explain of the subject matter. In addition, teachers must have extensive knowledge so that they
can develop and ultimately student learning topic easier to understand and can provide an
optimum student’s achievement.
Learning method that many of them involve the student’s activeness is Discovery learning
method. Balzach (2006) explains that in discovery learning students are required to learn to find
something, this requires each student to learn and work independently. Implementation of
discovery learning methods allows the students more active and creative in finding and solving
problems.
According to Sofa (2008), discovery learning is the learning that requires mental processes,
such as observing, measuring, classifying, suspect, explaining, and making decisions. In
discovery learning, teachers give a problem and told to solve problems through experiments.
Here the teachers are not controlling the learning process but an active role of students is more
needed in learning chemistry to understand between concepts and the structure of the chemical
being studied. Teachers are expected to guide the students in the discovery and problem solving.
Mental skills demanded higher than discovery include designing and conducting experiments,
collecting and analyzing data, and drawing conclusions.
Discovery model is not different with experimental method because students solve problems
set by the teacher through the experiment. Based on the research that has been conducted by
Mardiah Nur (2007) using the experimental method on the topic electrolyte and non-electrolyte
solution shows that the average value calculated for the experimental class (72.75 ± 9.39) is
higher than the average value of the control class (53.00 ± 15.35). This suggests that the
practicum-based learning method is effective in teaching chemistry. Based on the research that
has been conducted by Husnarika Febriani (2010) using the discovery learning shows that the
value of the average student to class discovery for 83.63. While the average value of students for
classes that use cooperative-type jigsaw of 79.63. This suggests that students who are taught by
discovery learning model on average higher student’s achievement than student’s achievement of
students taught with cooperative learning jigsaw. And based on the research that has been
conducted by Lia Isti Indriyani (2013) using experimental method using PAS on the topic
electrolyte and non-electrolyte solution shows that the value of average students in experiment
class (80.30±9.75) is higher than the average value in control class (70.61±8.88). So, from the
data above will be doing research using discovery learning model on the topic electrolyte and
non-electrolyte solution.
By using curriculum 2013 in teaching and learning activities, each teacher must develop the
character of each student in accordance with the material to be taught, for example, the character
of cooperation and involvement of the student.
Individualistic attitudes, selfishness, indifference, lack of sense of responsibility, communicate
and lack of empathy is a phenomenon that shows no social value or character in daily life. In
fact, in these conditions, education can provide a substantial contribution. Education can
contribute in overcome social problems because education has the function and role in improving
human resources. But the character development in schools has not yielded the expected results.
Many of the causes behind why the development of character in the world of education has not
yielded the expected results. Factors could cause stems from the curriculum, design or
implementation of the supporting factors of learning (Syaodih, 2009).
As with the conventional method which is a way of explain information verbally to some
listeners, this activity centered on the speaker and the communication that occurs in the same
direction. Many conventional learning methods which use of teacher to present a subject matter
that makes the students tend to be lazy to think and just listen without understand what was said
by the teacher, this makes the students sleepy and bored quickly. Therefore, a teacher is required
to be able to present the subject matter as interesting as possible, so that the students feel interest
and creativity to be active in chemistry (Roestiyah, 2001)
Applied of discovery learning can make students learn about the real processes. In addition
the student will grow and develop a sense of scientific and have a confidence to be able to define
and solve problems they find, so that the results obtained in the memories of durable, not easily
forgotten (Roestiyah, 2001).
Based on the problems that describe above, the authors are interested in doing research with
title “The Influence of Discovery Learning Model to Increase Student’s Achievement and
Student’s Character of Cooperation and Activeness on the Teaching of Electrolyte and
Non-Electrolyte Solution in Senior High School”.
1.2. Problem Identification
Based on the background that explained above, problems can be identified as follows:
1. Is the quality of national education in Indonesia still under national standards?
2. Are the lack of proper selection of learning models are conducted by the teachers?
3. Is the student’s understand to the materials especially chemistry at the senior high school
still low?
4. Is the student’s character in the class to a subject matter less developing?
1.3. Problem Limitation
Based on the scope of problems in identifying the problems above, the problem limitation
are:
1. The research was conducted at the Senior High School (SHS) class X using 2013
curriculum, semester 2, T.A. 2013/2014, in SMA Negeri 11 Medan
2. The subject matter that had been in this research is Electrolyte and Non-Electrolyte
Solution
3. Teaching method was applied in this research are Discovery Learning Model and
Conventional Method
4. Student’s character that had been measured in this research are cooperation and
activeness through observation sheet
5. Student’s student’s achievement that had been measured in this research is cognitive
aspect of the level C1, C2, and C3
1.4. Problem Statement
In this research, that used as problem statement are:
1. Is the student’s achievement who have learning use Discovery Learning Model higher
than student’s achievement who have learning use Conventional Method?
2. How many percentage the character of student’s cooperation can develop through
Discovery Learning model?
3. How many percentage the character of student’s activeness can developed through
Discovery Learning model?
1.5. Research Objective
Based on the problem statement above, the objective in this research are:
1. Knowing the student’s achievement which taught by using Discovery Learning model
higher than student’s achievement which taught by using Conventional Method on the
teaching electrolyte and non-electrolyte solution.
2. Determining percentage of development character of cooperation through Discovery
Learning Model on the teaching electrolyte and non-electrolyte solution
3. Determining percentage of development character of activeness through Discovery
Learning model on the teaching electrolyte and non-electrolyte solution
1.6. Research Benefit
The benefits of this research are:
1. Strengthen existing theories in the education, especially theories of learning about chemistry
discovery learning method can affect student’s student’s achievement, cooperation and student’s
activeness
2. Can provide guidelines for teachers of science, especially chemistry teachers to carry out in
schools to improve student’s achievement and student’s character
3. Giving motivate to the teachers of chemistry to choosing teaching methods are expected to
provide more effective learning.
4. Provide material inputs to similar research in the future.
BAB V
CONCLUSION ANDSUGGESTION
5.1. Conclusion
After conducted research, and analyze the data have gotten some conclusion, they are:
1. Student’s achievement of experiment class that was taught using discovery learning
model is higher than control class that was taught using conventional method on the topic
of electrolyte and non-electrolyte solution.
2. Student’s character of cooperation is developing that is taught using discovery learning
model with the percentage of average is 64.87% with medium categories.
3. Student’s character of activeness is developing that is taught using discovery learning
model with the percentage of average is 64.87% with high categories.
5.2. Suggestion
From the result obtained from this study, some suggestions had to be raised in order to the
learning process on chemistry is effective in increasing of student’s achievement, they are:
1. It is suggested to chemistry teachers to use Discovery Learning Model on the teaching of
Electrolyte and Non-Electrolyte Solution because it can increase student’s achievement.
2. It is suggested to chemistry teachers to use Discovery Learning Model because it can
develop student’s character of cooperation and student’s activeness on the teaching of
Electrolyte and Non-Electrolyte Solution.
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