THE IMPLEMENTATION OF BINGO MODELS TO IMPROVE STUDENT'S LEARNING ACTIVITIES AND LEARNING OUTCOMES OF MOLLUSC FOR 10TH GRADE STUDENT SMA NEGERI 1 TEBINGTINGGI ACADEMIC YEAR 2011/2012.
THE IMPLEMENTATION OF BINGO MODELS TO IMPROVE
STUDENT’S LEARNING ACTIVITIES AND LEARNING
OUTCOMES OF MOLLUSC FOR 10th GRADE
STUDENT SMA NEGERI 1 TEBINGTINGGI
ACADEMIC YEAR 2011/2012
By:
Verronicha Crysty
408141118
Biology Bilingual Education Study Program
A THESIS
Submitted to Fulfillof the Requirement for Degree of
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2012
THE IMPLEMENTATION OF BINGO MODELS TO IMPROVE
STUDENT’S LEARNING ACTIVITIES AND LEARNING
OUTCOMES OF MOLLUSC FOR 10TH GRADE
STUDENT SMA NEGERI 1 TEBINGTINGGI
ACADEMIC YEAR 2011/2012
Verronicha Crysty ( ID. 408141118)
ABSTRACT
The research is aimed to improve students; learning activities and
outcomes in class through the implementation of Bingo models on Mollusc topic
for 10th grade student, X-3 class, in SMA Negeri 1 Tebing Tinggi academic year
2011/2012 . The research was design as classroom action research (CAR)
consisted of four cycles. The subject of research was all students at class X-3 that
totally 34 students. This research used two kinds of instrument, test and nontest
instrument. The test instrument involved multiple choice of Mollusc achievement
test whereas non-test instrument used observation sheet.
Result shown that percentage of students’ learning activities increased by
20.58% in cycle I, 41.17% iin cycle II, 58.83% in cycle III and become 88.22% in
cycle IV. Where the increase of each activities variable namely: (1) Number of
students didPre-test and Post Test increased to 100%, (2) Students
followedteacher's explanations concerning on learning objectiveswere 56.62%,
(3)Studentsfollowedteacher's explanations regarding toinstruction of methods or
media were 61.76%, (4)Studentsmade group discussion orderly were 66.18%,
(5)StudentsRead and pay attention on the worksheet during observation and
discussion were 50%, (6)Studentsfollowedteacher's explanations regarding to
learning material or lesson increased to 69.85%, (7)Studentsenthusiastically in
observation, (8)Studentsenthusiastically in discussion increased to 80.88%,
(9)Studentshadrespect to the other students while presenting their results
ofobservations were 36.03%, (10)Studentsgavefeedback or questions on the topic
that was presented were 41.19%, (11)Studentsenthusiastically duringBINGOgame
were 58.82%, (12)StudentsPolite behave duringplaying BINGO game were
63.97%, (13)Studentsfoundthe right keyword precisely and quickly were52.21%,
(14)Studentshada good cooperation on group were 67.65%, (15)Studentsgavea
rightconclussion were 31.62%, (16)Studentsstudent was pleased to award that
given by the teacher to the winner groups of BINGO game were 44.12% and
(17)Number of studentslistened to and followed the motivation from the teacher
increased to 57.35%.
The result of data analysis showed the percentage of student learning
outcomes by implementing Bingo models increased fom cycle I to cycle IV that is
20.59% in cycle I, 38.24% in cycle II, 64.7% in cycle III and 88.2% in the fourth
cycle. The implementation of Bingo models by CAR can improve students’
learning activities and outcomes.
Key-words: CAR, Bingo models, learning activities and learning outcomes.
ACKNOWLEDGEMENTS
First and foremost, praise and thank be to Lord Jesus Christ, the almighty,
who has granted countless blessing, grace, love, knowledge, and opportunity to
the writer, so that she has been finally able to accomplish her thesis properly and
on time with entitled: ”The Implementation of Bingo Models to Improve Students’
Learning Activities and Learning Outcomes of Mollusc for 10TH Grade Student
SMA Negeri 1 TebingTinggi Academic Year 2011/2012”. It is impossible to her to
complete this thesis without His Guidance and Blessings until she is able to
succeed in presenting this academic work as one of the requirement to obtain the
degree of SarjanaPendidikan.
The writer hardly knows where to start expressing her gratitude but for
sure the gratitude goes to all those who have assisted her in the process of
completing this thesis. The completion of this thesis is nothing without the
support of many people around and close to the writer. Thus the writer would like
to extend heartfelt thanks to:
1.
Ms. Dr. Hj. Ely Djulia, M.Pd., as writer’s thesis supervisor for countless
valuable time spent in giving the guidance, comments, and criticism to
qualify the content of this thesis draft.
2.
Mr. Syarifuddin, M.Sc., Ph.D., Mr. Dr.rer.nat. BinariManurung, M.Si., and
Mrs. Dra. MeidaNugrahalia, M.Sc., as writer’s examiner, she is so
indebted for their suggestion and constructive critics for this thesis.
3.
Mr. Mhd. Syarif, M.Si.,M.Pd., the headmistress of SMA Negeri1
TebingTinggi for his kindness to allow the writer in conducting her
research at this school.
4.
Mrs. Indrawati,S.Pd., M.Si. and Ms. MaimunnahNasution,STP. asBiology
teacher of Grade X SMA Negeri 1 TebingTinggi for their for their
assistance in conducting this research and also all student of class X-3 that
have participated during research.
5.
Her beloved parents, Drs.JacksonHaloho and Dra. Hertitawati Br. Siahaan,
writer deserves her special appreciation and cannot be thanked enough for
their undying boundless love, super attention, fund, encouragement, and
prayers all along the writer’s life.
6.
Her
beloved
brothers
and
sisters,
Edho,
Okky,K’
Eva
and
K’HafizahSiregar for theirenormously affection,prayers, support, guidance
to writer.
7.
Her beloved aunty, Murniati Br.Siahaan, S.Si and Nurhayati Haloho for
their affection and support to writers’ study in Biology Bilingual.
8.
Her beloved friends in Biology Bilingual class Syadwina Hamama, Dewi
Sartika, Raja Novi, Henny, Yeni, Silvia, Maya and all friends in BioBil’08 who over years become mentors and giveinvaluable support, insight
and encouragement to help writer to complete this thesis.
9.
Her special friends Leonardo Damanik and Masdelina L.G. for their
friendship, invaluable attention, patience, support, motivation and prayers
till the completion of this thesis.
May theLove, Bless and Joy of God always be with us. Finally,with all humility
this thesis hopefully beneficial to contribute ideas in education, especially for the
writers.
Medan, July 2012
The writer,
Verronicha Crysty
408141118
CONTENTS
Page
Title
Approval Sheet ................................................................................................
Abstract ............................................................................................................
Biography .........................................................................................................
Acknowledgement............................................................................................
Contents ...........................................................................................................
List of Table ....................................................................................................
List of Figure ...................................................................................................
List of Appendix .............................................................................................
i
ii
iii
iv
v
vi
vii
viii
CHAPTER I INTRODUCTION................................................................... 1
1.1 Background ............................................................................................ 1
1.2 Problem Identification............................................................................ 4
1.3 Research Scope ...................................................................................... 4
1.4 Research Question .................................................................................. 4
1.5. Objectives of Research .......................................................................... 4
1.6. Significance of Study ............................................................................ 5
1.7. Operational Definition .......................................................................... 5
CHAPTER II LITERATURE REVIEW ..................................................... 6
2.1 Theoretical Framework ........................................................................... 6
2.1.1 Essential of Learning ........................................................................... 6
2.1.2 Constructivism Learning Theory .......................................................... 6
2.1.3 Active Learning..................................................................................... 7
2.1.4. Bingo Models ....................................................................................... 9
2.1.5. The Role of Bingo games in Classroom ................................................ 11
2.1.6. Relevant Research Concerning on Bingo .............................................. 12
2.1.7. Learning Activity ................................................................................... 14
2.1.8. Learning Outcome.................................................................................. 15
2.1.9. The Success of Teaching and Learning ................................................. 16
2.1.9.1. Indicator of success teaching and learning ....................................... 16
2.2. The Conceptual Framework ...................................................................... 16
2.3. Learning Material ...................................................................................... 16
CHAPTER III RESEARCH METHODOLOGY ....................................... 26
3.1 Location and Time Research ................................................................... 26
3.2 Subject of Research ................................................................................. 26
3.2.1. Parameter of research .......................................................................... 26
3.3 Research Design ...................................................................................... 26
3.4 Variable and Developing Instrument ...................................................... 27
3.4.1. Independent variable ............................................................................. 27
3.4.1. Dependent variable................................................................................. 27
3.4.1. Instrument for Learning Outcome (Test) ............................................... 27
3.4.1.1. Mollusca Achievement Test ................................................................ 27
3.4.2. Instrument for Student Activity (Non-Test) ........................................... 29
3.4.2.1. Classroom Observation ....................................................................... 29
3.4.2.2. Student Response .............................................................................. 30
3.5. Instrument Test ....................................................................................... 30
3.5.1. Validity Test ........................................................................................ 30
3.5.2. Reability Test ...................................................................................... 30
3.5.3. Difficulty Index ................................................................................... 31
3.5.4. Discrimination Power .......................................................................... 32
3.6. Research Procedure ................................................................................ 32
3.6.1. Steps in Cycle I .................................................................................... 32
3.6.2. Steps in Cycle II................................................................................... 34
3.6.3. Steps in Cycle III ................................................................................. 35
3.6.4. Steps in Cycle IV ................................................................................. 36
3.7. Data Collection Technique ..................................................................... 39
3.8. Data Analysis Technique ........................................................................ 40
3.8.1. Analysis of Student Learning Outcome ............................................... 40
3.8.1.1. Learning Completeness .................................................................... 40
3.8.1.2. Analysis of Student Learning Activity ............................................. 41
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ................. 43
4.1 The Result of Instrument test ................................................................... 43
4.1.1 Validity Test ......................................................................................... 43
4.1.2 Reability Test ....................................................................................... 43
4.1.3.Discrimination Index ............................................................................ 43
4.1.4. The Difficulty index ............................................................................ 43
4.2. Description Result of Research .............................................................. 44
4.2.1. Students’ Activity ................................................................................ 44
4.2.2. Students’ Learning Outcomes ............................................................. 46
4.2.2.1. Student’s Mastery Level .................................................................. 47
4.2.2.2. The Completeness of Student’s learning outcome ........................... 48
4.2.3.Students’ Response ............................................................................... 49
4.3. Description of each cycle........................................................................ 50
4.3.1. Cycle I ................................................................................................. 50
4.3.1.1. Planing .............................................................................................. 50
4.3.1.2. Action .................................................................................................. 50
4.3.1.3. Observation ....................................................................................... 54
4.3.1.3.1. Students’ Learning activities ........................................................ 54
4.3.1.3.2. Students Learning Outcomes ......................................................... 57
4.3.1.4. Reflection ......................................................................................... 57
4.3.2. Cycle II ................................................................................................ 58
4.3.2.1. Planing .............................................................................................. 59
4.3.2.2. Action .................................................................................................. 59
4.3.2.3. Observation ....................................................................................... 61
4.3.2.3.1.Students’ Learning activities .......................................................... 62
4.3.2.3.2. Students Learning Outcomes ......................................................... 64
4.3.2.4. Reflection ......................................................................................... 66
4.3.1. Cycle III .............................................................................................. 66
4.3.3.1. Planing .............................................................................................. 66
4.3.3.2. Action .................................................................................................. 67
4.3.3.3. Observation ....................................................................................... 68
4.3.3.3.1.Students’ Learning activities .......................................................... 68
4.3.3.3.2. Students Learning Outcomes ......................................................... 71
4.3.3.4. Reflection ......................................................................................... 73
4.3.4. Cycle IV .............................................................................................. 73
4.3.4.1. Planing .............................................................................................. 73
4.3.4.2. Action .................................................................................................. 73
4.3.4.3. Observation ....................................................................................... 75
4.3.4.3.1.Students’ in Learning activities ...................................................... 77
4.3.4.3.2. Students Learning Outcomes ......................................................... 79
4.3.4.4. Reflection ......................................................................................... 80
4.4. Discussion ............................................................................................... 80
CHAPTER V CONCLUSION AND RECOMENDATION....................... 83
5.1 Conclusions ............................................................................................. 83
5.2Recomendations ....................................................................................... 83
REFERENCES ............................................................................................... 84
APPENDICES ................................................................................................ 86
List of Table
Page
Table 2.1.8. The cognitive domain............................................................
Table 3.3.2.1Mollusc Test Content ..........................................................
Table 3.8 Indicator of Student Mastery level ............................................
Table 3.7.2The learning activity criteria ...................................................
Table 4.1.Score of 17 aspects of students activity in cycle I-IV ...............
Table 4.2. The Percentage of Student’s level activity...............................
Table 4.3.Average score of Student’s Learning outcomes .......................
Table 4.4.Percentage of student mastery level in cycle I-V ......................
Table 4.5.Percentage of student learning outcomes completeness
cycle I – IV ................................................................................
15
27
40
42
44
45
46
47
48
LIST OF FIGURE
Page
Figure 2. 3.1 Mollusc body part ................................................................ 18
Figure 2.3.1.1Mollusc gills ....................................................................... 19
Figure 2.3.1.2.Mollusc gills ...................................................................... 20
Figure2.3.2.Chiton .................................................................................... 20
Figure2.3.3.a. Chiton dorsal surface ......................................................... 21
Figure2.3.3.b. Chiton ventral surface ........................................................ 21
Figure 2.3.4.Denthalium elephantium....................................................... 21
Figure 2.3.5.a. Achatina fulica .................................................................. 22
Figure 2.3.5.b. Lymnea javanica ............................................................... 22
Figure 2.3.6.a. Anadara sp. ....................................................................... 24
Figure 2.3.6.b. Margantifera pictoda ........................................................ 24
Figure 2.3.6.c.Corbicula javanica............................................................. 24
Figure 2.3.7.Octopus, Squid, Cuttlefish and Nauthilus............................. 24
Figure 2.3.8.Concept map ......................................................................... 25
Figure 3.1.Scheme of research step .......................................................... 38
Figure 3.7.1.Flowchart of Research Procedure ......................................... 39
Figure 4.1.Diagram of every aspect of students’ activity in Cycle I ........ 56
Figure 4.2. Diagram of percentage of students’ activity in Cycle I .......... 56
Figure 4.3. Diagram of percentage of students’learning outcomes
in Cycle I ................................................................................ 57
Figure 4.4. Diagram of comparison of students’ activity in Cycle I-II ..... 63
Figure 4.5. Diagram of percentage of students’ activity in Cycle II ......... 64
Fig38ure 4.6. Diagram of stuents’ learning outcomes in cycle I and II .... 65
Figure 4.7. Diagram of percentage of completeness of student learning
outcomesin cycles II ............................................................... 65
Figure 4.8.Diagram of comparison ofstudents’activityIn CyclesI-III....... 70
Figure 4.9. Diagram of the percentage of students' activity levels in the
cycle III .................................................................................. 71
Figure 4.10: Diagramof student learningoutcomesincyclesI-III ............... 72
outcomes in cycle I-III .............................................................................. 72
Figure 4.12.Diagram of comparison ofstudents’activityIn
CyclesI- IV ............................................................................ 78
Figure 4.13. Diagram of the percentage of students' activity levels in the
Cycle IV ................................................................................. 78
Figure 4.14: Diagramof student learningoutcomesincyclesI,II, III and cycle
IV ............................................................................................ 79
Figure 4.15: Diagram of the completeness pecentage of student learning
outcomes................................................................................. 80
LIST OF APPENDIX
Page
Appendix 1 Syllabi ........................................................................................... 86
Appendix 2 Lesson Plan .................................................................................. 92
Appendix 3 Mollusca Achievement Test ......................................................... 118
3. aPretest ...................................................................................... 125
3. bPost-test I................................................................................. 125
3. c.Post-test II ............................................................................. 128
3. d.Post-test III ............................................................................. 130
3. ePost-test IV .............................................................................. 134
Appendix 4 Answer of Mollusca Achievement Test ....................................... 141
Appendix 5 Worksheet (Cycle I,II,III and IV) ................................................. 142
Appendix 6 Calculation of Validity test........................................................... 149
Appendix 7 Table of Validity Test .................................................................. 151
Appendix 8Calculation of Reability Test ......................................................... 152
Appendix 9Table of of Reability Test .............................................................. 153
Appendix 10Calculation of Difficulty Index ................................................... 154
Appendix 11Table of Difficulty Index ............................................................. 156
Appendix 12Calculation of Discrimination Index ........................................... 157
Appendix 13 Table of Discrimination Index ................................................... 159
Appendix14 Bingo Board ................................................................................ 160
Appendix 15 Observation sheet of students’ activity on Mollusc by using
Bingo ............................................................................................................... 172
Appendix 16 Observation sheet of Cycles ....................................................... 175
Appendix 17 Students’ Response sheet ........................................................... 188
Appendix 18 Learning outcomes of Pretest and Post-test I-IV........................ 190
Appendix 19Learning outcomes completeness of Pretest and Post-test I-IV .. 191
Appendix 20Sudents’ Mastery Level ............................................................... 192
Appendix 21 Score of Bingo games ................................................................ 193
Appendix 22Documentations of Research ....................................................... 195
1
CHAPTER I
INTRODUCTION
1.1.
Background
Learning is a very important part in human's lives. It is the acquiring or
getting knowledge of a subject or a skill by study, experience or instruction, or
learning is relatively permanent change in a behavioural tendency and is the result
of reinforced practice (Brown: 2000). Learning process happens every time and
everywhere and expected a better change (Sagala: 2009).
The present and future national development must emphasize the
importance of human resource (HR) development and quality in order to achieve
excellence in an era of global competition. This has been enshrined in the
preamble of Constitution, 1945, which one of the purposes of the establishment
the State of the Republic of Indonesia is to educate the nation's life. Intelligent life
of nation can only be achieved through the system and attempts a good education
so that the quality of education will appropriate with the expected goal. It means
that all cities in Indonesia should prepare and develop the education for their
students to face the globalizations. The method that’s using are international
standardization school, that’s known as “RSBI” and “SBI”. Here, the schools
offer the student to slowly change the teaching and learning process.
Biology is the living science that consists of so many vocabularies, in
which it has different meaning and purpose to another science. Most of
vocabularies in biology are adapted from Latin. By far, this reason make people
think that biology is difficult to be learned. Biology itself actually is not difficult
to learn as long as the teaching process is proper to the learner’s ability.
However, it’s so often encountered boring and passive class during
learning biology, it may be caused by less variety on teaching. Students cannot be
active and difficult to take something to establish their self in a positive
interaction during learning process. Ironically makes students unable to save
memory of lessons for a long period of time and bring them to low learning
outcome. There are several kinds of models and medias that can be used to
2
increase student’s learning outcome, such as puppets, picture cards, card games,
crossword, toys and etc. Students can learn through playing so they are more
interested on teaching-learning process (Daryanti: 2008).
Based on observation at SMA Negeri 1 Tebing Tinggi, it was found
problems on learning Molluscs, i.e. model, method and the media that used to
provide to introduce Mollusc were less interactive to facilitate students for
understand about Mollusc. Students are not introduced directly to the objects that
had been studied, so students got note knowledge rather than understanding.
Rotting is not necessarily means that student has learned or understood. Another
obstacle is uninteresting package of teaching mollusc, especially to review topic
and understand the terminology on Mollusc. Teachers usually only used textbook
and PowerPoint to tell or review students about terminology, so students didn’t
involve to find it by them self. Learning in that way finally would make students
feel tired and bored and have low outcome as the consequence. SMA Negeri 1
Tebing Tinggi has minimum completeness criteria (KKM) for biology that is 75.
Actually their authentic score cannot reach minimum completeness criteria, but
because of remedial test that’s held by teacher, all of student can reach KKM.
According to the data from biology teacher, the average score for Mollusc topic of
students in academic year 2010/2011 was only 68,5 without remedial. It indicated
that they have not passed the completeness criteria which are 75 on a scale of 100.
Basically, process of teaching by far is not something that’s not good, but
along development of education from time to time, it has been found new teaching
models that’s would give a better effect to improve student learning outcomes and
activities on learning process. Bingo model is one of alternative model, where in
Bingo models have an educative game namely Bingo games. By using Bingo
students are able to learn biology teminology joyfully and actively, include when
learn about Mollusc. Bingo game could be applied and suitable for students in X
grade that still categorized into young age student. Overall, Bingo was a useful
ancillary learning tool; helpful in identifying key concepts, contributing to
students learning, and engaging them in collaborative practice. The Bingo games
3
make students feel challenged to the games, compete fairly to their classmate,
confidence when found the answer and answer question bravely in front of their
friends. Using a specially designed Bingo games provides an easy and engaging
way for students to review concepts in preparation for a test (Williams: 2007).
According to Moore and Dettlaff (2005) the use of games in classroom can
be an effective tool. Games can add flexibility to the classroom, allowing students
to adjust to the way in which they learn best. It allow students to work in groups
or alone, to be competitive or not, to be creative, and to have fun while learning
(Davis: 2009).
BINGO by Mel Silbermen (2007) is a model in active learning strategy, in
which has game media that is square-shaped, consist of twenty-five small square
or grid where the point in the game is shaping up to horizontal, vertical or
diagonal lines. The winner on games retrieved from the formation of horizontal,
vertical or diagonally lines.
On the previous research has been done by Rob Weisskirch a student from
California State University (2007). From his journal Playing Bingo to Review
Fundamental Concepts in Advanced Courses, Ninety-two university students
rated their understanding of developmental psychology theories before and after
participating in a modified Bingo exercise designed to review the fundamentals of
the theories and concepts. Students reported an improvement of their perceived
knowledge of developmental theories and for each of the theories reviewed. They
rated the exercise as academically challenging, helpful to learn concepts, and not a
waste of time. Overall, on a scale of 1 being bad and 10 being good, the students
rated the activity, on average, 8.65 (SD = 1.53). Students who reported being able
to explain the theories to others at the conclusion of the exercise had higher test
scores. Based on the description above, so the research about “THE
IMPLEMENTATION OF BINGO MODELS TO IMPROVE STUDENTS’
LEARNING ACTIVITIES AND LEARNING OUTCOMES OF MOLLUSC
FOR 10TH GRADE STUDENT SMA NEGERI 1 TEBING TINGGI
ACADEMIC YEAR 2011/2012” has been done.
4
1.2. Problems Identification
Based on background above, so the problems are:
1. The student learning outcome was below KKM (on previous year for mollusc
topic). The average biology score of students was 68.5.
2. The using of teacher-centred in teaching learning process, so students were
less interactive in learning Mollusc.
3. Students were not introduced directly with objects that have been studied
(Molluscs) so that their knowledge was just rote and difficult to develop their
capabilities and build knowledge.
1.3. Research Scope
Based on problems identification above, scope of this research limited on:
1. Research has been done at class X-3 in SMA Negeri 1 Tebing Tinggi.
2. The model that used was BINGO by using BINGO games media for Mollusc.
3. This research has been conducted to look at student activities and outcomes in
learning by using BINGO.
1.4. Research Question
The formulation of the problem in this research were:
1. How BINGO models is implemented on Mollusc topic for 10th grade student
SMA Negeri 1 Tebing Tinggi?
2. Is there any improvement of students’ learning activities by implementating
BINGO models on Mollusc topic for 10th
grade student SMA Negeri 1
Tebing Tinggi?
3. Is there any improvement of students’ learning outcome by the
implementation of BINGO models on Mollusc topic for 10th grade student
SMA Negeri 1 Tebing Tinggi?
1.5. Objectives of Research
The purposes of this research include:
a. To know the implementation of Bingo models of Mollusc for 10th grade
student SMA Negeri 1 Tebing Tinggi.
b. To know the improvement of student learning outcome by the implementation
of BINGO of Mollusc for 10th grade student SMA Negeri 1 Tebing Tinggi.
5
c. To know the improvement of students’ learning activities by implement
BINGO on Mollusc topic for 10th grade student SMA Negeri 1 TebingTinggi.
1.6. Significance of Study
The benefits of this research are:
1) Student
1. Increase students learning interest on Mollusc by using BINGO games.
2. Improve the students’ learning activity and outcome on Mollusc topic by
a new learning model.
2) Teacher
1. As contributions for teachers in selecting teaching strategies and models
that appropriate and suitable in achieving learning objectives.
3) School
1. As references for the school to improve the students’ learning outcome
and optimize the teacher quality.
4) Other Researchers
1. As a reference for other researchers in applying BINGO learning model.
1.7.
Operational Definition
1) Bingo model is an active learning model based on constructivism learning
theory in which the model use Bingo game as the media, where this media
was using square shaped cardboard that has grids and the point of this game
pressed to form a horizontal, vertical or diagonal line on grids. Bingo game is
effective to improve students’ skill to find the key concept of Mollusca topic.
2) Students’ learning outcome is the results of the study or the level of mental
development (cognitive process) in which becomes better after the process of
learning occur where in this research will be shown by the objective test ( pretest and post-test) and also observer sheet.
3) Students’ learning activities is an activities or engaged in of students for the
purpose of acquiring certain skills, concepts, or knowledge, whether guided
by the teacher or not and for make sure that all activities during the class will
suitable to the syntax of Bingo model, where in this research will be shown by
the data of observer note/sheet during learning process.
83
CHAPTER V
CONCLUSION AND RECOMENDATION
5.1. Conclusions
Based on the results of research and discussion that has been described
above, so, the conclusions are:
1. The implementation of Bingo models was done in four cycle consist of
planning, action, observation and reflection phase. The core activity on
this model was develop students’ critical thinking by finding the key
concpt. By enrichment of method and Bingo games modify in each cycle,
can improve students’ learning activities and outcomes on Mollusc topic.
2. The implementation of Bingo models can improve students’ learning
activities at class X-3 SMA Negeri 1 Tebing Tinggi academic year
2011/2012 on Mollusc topic with activities category active and very active
classically by percentage 88, 22% in the fourth cycle.
3. The implementation of Bingo models can improve students’ learning
outcomes at class X-3 SMA Negeri 1 Tebing Tinggi academic year
2011/2012 on Mollusc topic with the classical completeness 88, 24%.
5.2. Recomendations
Recomendations that can be given after carrying out this research are:
1. To overcome the perceived lack of time allocation in implementing Bingo
models, the teacher should set specific learning parts that can be done
outside of class time.
2. To make students be more active in learning by Bingo models, the
procedure of this models can be modify a little, in order to make students
more involved on learning process by doing their own observation for
better understanding rather than note knowledge.
3. Further research about the implementation of Bingo models on different
biological materials, researcher/prospective teachers should understand the
aspects and indicators contained on Bingo models, and limiting those
aspects.
84
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Arikunto, S., (1999), Dasar-Dasar Evaluasi Pendidikan, Edisi Revisi, Bumi
Aksara: Jakara
Bennet, Neville, et all. (2005). Teaching Through Play., Grasindo: Jakarta
Bonwell, C.C. dan Eison, J.A. (1991) Active Learning: Creating Excitement in the
Classroom. ERIC Digest. [Online]. Available from:
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/
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STUDENT’S LEARNING ACTIVITIES AND LEARNING
OUTCOMES OF MOLLUSC FOR 10th GRADE
STUDENT SMA NEGERI 1 TEBINGTINGGI
ACADEMIC YEAR 2011/2012
By:
Verronicha Crysty
408141118
Biology Bilingual Education Study Program
A THESIS
Submitted to Fulfillof the Requirement for Degree of
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2012
THE IMPLEMENTATION OF BINGO MODELS TO IMPROVE
STUDENT’S LEARNING ACTIVITIES AND LEARNING
OUTCOMES OF MOLLUSC FOR 10TH GRADE
STUDENT SMA NEGERI 1 TEBINGTINGGI
ACADEMIC YEAR 2011/2012
Verronicha Crysty ( ID. 408141118)
ABSTRACT
The research is aimed to improve students; learning activities and
outcomes in class through the implementation of Bingo models on Mollusc topic
for 10th grade student, X-3 class, in SMA Negeri 1 Tebing Tinggi academic year
2011/2012 . The research was design as classroom action research (CAR)
consisted of four cycles. The subject of research was all students at class X-3 that
totally 34 students. This research used two kinds of instrument, test and nontest
instrument. The test instrument involved multiple choice of Mollusc achievement
test whereas non-test instrument used observation sheet.
Result shown that percentage of students’ learning activities increased by
20.58% in cycle I, 41.17% iin cycle II, 58.83% in cycle III and become 88.22% in
cycle IV. Where the increase of each activities variable namely: (1) Number of
students didPre-test and Post Test increased to 100%, (2) Students
followedteacher's explanations concerning on learning objectiveswere 56.62%,
(3)Studentsfollowedteacher's explanations regarding toinstruction of methods or
media were 61.76%, (4)Studentsmade group discussion orderly were 66.18%,
(5)StudentsRead and pay attention on the worksheet during observation and
discussion were 50%, (6)Studentsfollowedteacher's explanations regarding to
learning material or lesson increased to 69.85%, (7)Studentsenthusiastically in
observation, (8)Studentsenthusiastically in discussion increased to 80.88%,
(9)Studentshadrespect to the other students while presenting their results
ofobservations were 36.03%, (10)Studentsgavefeedback or questions on the topic
that was presented were 41.19%, (11)Studentsenthusiastically duringBINGOgame
were 58.82%, (12)StudentsPolite behave duringplaying BINGO game were
63.97%, (13)Studentsfoundthe right keyword precisely and quickly were52.21%,
(14)Studentshada good cooperation on group were 67.65%, (15)Studentsgavea
rightconclussion were 31.62%, (16)Studentsstudent was pleased to award that
given by the teacher to the winner groups of BINGO game were 44.12% and
(17)Number of studentslistened to and followed the motivation from the teacher
increased to 57.35%.
The result of data analysis showed the percentage of student learning
outcomes by implementing Bingo models increased fom cycle I to cycle IV that is
20.59% in cycle I, 38.24% in cycle II, 64.7% in cycle III and 88.2% in the fourth
cycle. The implementation of Bingo models by CAR can improve students’
learning activities and outcomes.
Key-words: CAR, Bingo models, learning activities and learning outcomes.
ACKNOWLEDGEMENTS
First and foremost, praise and thank be to Lord Jesus Christ, the almighty,
who has granted countless blessing, grace, love, knowledge, and opportunity to
the writer, so that she has been finally able to accomplish her thesis properly and
on time with entitled: ”The Implementation of Bingo Models to Improve Students’
Learning Activities and Learning Outcomes of Mollusc for 10TH Grade Student
SMA Negeri 1 TebingTinggi Academic Year 2011/2012”. It is impossible to her to
complete this thesis without His Guidance and Blessings until she is able to
succeed in presenting this academic work as one of the requirement to obtain the
degree of SarjanaPendidikan.
The writer hardly knows where to start expressing her gratitude but for
sure the gratitude goes to all those who have assisted her in the process of
completing this thesis. The completion of this thesis is nothing without the
support of many people around and close to the writer. Thus the writer would like
to extend heartfelt thanks to:
1.
Ms. Dr. Hj. Ely Djulia, M.Pd., as writer’s thesis supervisor for countless
valuable time spent in giving the guidance, comments, and criticism to
qualify the content of this thesis draft.
2.
Mr. Syarifuddin, M.Sc., Ph.D., Mr. Dr.rer.nat. BinariManurung, M.Si., and
Mrs. Dra. MeidaNugrahalia, M.Sc., as writer’s examiner, she is so
indebted for their suggestion and constructive critics for this thesis.
3.
Mr. Mhd. Syarif, M.Si.,M.Pd., the headmistress of SMA Negeri1
TebingTinggi for his kindness to allow the writer in conducting her
research at this school.
4.
Mrs. Indrawati,S.Pd., M.Si. and Ms. MaimunnahNasution,STP. asBiology
teacher of Grade X SMA Negeri 1 TebingTinggi for their for their
assistance in conducting this research and also all student of class X-3 that
have participated during research.
5.
Her beloved parents, Drs.JacksonHaloho and Dra. Hertitawati Br. Siahaan,
writer deserves her special appreciation and cannot be thanked enough for
their undying boundless love, super attention, fund, encouragement, and
prayers all along the writer’s life.
6.
Her
beloved
brothers
and
sisters,
Edho,
Okky,K’
Eva
and
K’HafizahSiregar for theirenormously affection,prayers, support, guidance
to writer.
7.
Her beloved aunty, Murniati Br.Siahaan, S.Si and Nurhayati Haloho for
their affection and support to writers’ study in Biology Bilingual.
8.
Her beloved friends in Biology Bilingual class Syadwina Hamama, Dewi
Sartika, Raja Novi, Henny, Yeni, Silvia, Maya and all friends in BioBil’08 who over years become mentors and giveinvaluable support, insight
and encouragement to help writer to complete this thesis.
9.
Her special friends Leonardo Damanik and Masdelina L.G. for their
friendship, invaluable attention, patience, support, motivation and prayers
till the completion of this thesis.
May theLove, Bless and Joy of God always be with us. Finally,with all humility
this thesis hopefully beneficial to contribute ideas in education, especially for the
writers.
Medan, July 2012
The writer,
Verronicha Crysty
408141118
CONTENTS
Page
Title
Approval Sheet ................................................................................................
Abstract ............................................................................................................
Biography .........................................................................................................
Acknowledgement............................................................................................
Contents ...........................................................................................................
List of Table ....................................................................................................
List of Figure ...................................................................................................
List of Appendix .............................................................................................
i
ii
iii
iv
v
vi
vii
viii
CHAPTER I INTRODUCTION................................................................... 1
1.1 Background ............................................................................................ 1
1.2 Problem Identification............................................................................ 4
1.3 Research Scope ...................................................................................... 4
1.4 Research Question .................................................................................. 4
1.5. Objectives of Research .......................................................................... 4
1.6. Significance of Study ............................................................................ 5
1.7. Operational Definition .......................................................................... 5
CHAPTER II LITERATURE REVIEW ..................................................... 6
2.1 Theoretical Framework ........................................................................... 6
2.1.1 Essential of Learning ........................................................................... 6
2.1.2 Constructivism Learning Theory .......................................................... 6
2.1.3 Active Learning..................................................................................... 7
2.1.4. Bingo Models ....................................................................................... 9
2.1.5. The Role of Bingo games in Classroom ................................................ 11
2.1.6. Relevant Research Concerning on Bingo .............................................. 12
2.1.7. Learning Activity ................................................................................... 14
2.1.8. Learning Outcome.................................................................................. 15
2.1.9. The Success of Teaching and Learning ................................................. 16
2.1.9.1. Indicator of success teaching and learning ....................................... 16
2.2. The Conceptual Framework ...................................................................... 16
2.3. Learning Material ...................................................................................... 16
CHAPTER III RESEARCH METHODOLOGY ....................................... 26
3.1 Location and Time Research ................................................................... 26
3.2 Subject of Research ................................................................................. 26
3.2.1. Parameter of research .......................................................................... 26
3.3 Research Design ...................................................................................... 26
3.4 Variable and Developing Instrument ...................................................... 27
3.4.1. Independent variable ............................................................................. 27
3.4.1. Dependent variable................................................................................. 27
3.4.1. Instrument for Learning Outcome (Test) ............................................... 27
3.4.1.1. Mollusca Achievement Test ................................................................ 27
3.4.2. Instrument for Student Activity (Non-Test) ........................................... 29
3.4.2.1. Classroom Observation ....................................................................... 29
3.4.2.2. Student Response .............................................................................. 30
3.5. Instrument Test ....................................................................................... 30
3.5.1. Validity Test ........................................................................................ 30
3.5.2. Reability Test ...................................................................................... 30
3.5.3. Difficulty Index ................................................................................... 31
3.5.4. Discrimination Power .......................................................................... 32
3.6. Research Procedure ................................................................................ 32
3.6.1. Steps in Cycle I .................................................................................... 32
3.6.2. Steps in Cycle II................................................................................... 34
3.6.3. Steps in Cycle III ................................................................................. 35
3.6.4. Steps in Cycle IV ................................................................................. 36
3.7. Data Collection Technique ..................................................................... 39
3.8. Data Analysis Technique ........................................................................ 40
3.8.1. Analysis of Student Learning Outcome ............................................... 40
3.8.1.1. Learning Completeness .................................................................... 40
3.8.1.2. Analysis of Student Learning Activity ............................................. 41
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ................. 43
4.1 The Result of Instrument test ................................................................... 43
4.1.1 Validity Test ......................................................................................... 43
4.1.2 Reability Test ....................................................................................... 43
4.1.3.Discrimination Index ............................................................................ 43
4.1.4. The Difficulty index ............................................................................ 43
4.2. Description Result of Research .............................................................. 44
4.2.1. Students’ Activity ................................................................................ 44
4.2.2. Students’ Learning Outcomes ............................................................. 46
4.2.2.1. Student’s Mastery Level .................................................................. 47
4.2.2.2. The Completeness of Student’s learning outcome ........................... 48
4.2.3.Students’ Response ............................................................................... 49
4.3. Description of each cycle........................................................................ 50
4.3.1. Cycle I ................................................................................................. 50
4.3.1.1. Planing .............................................................................................. 50
4.3.1.2. Action .................................................................................................. 50
4.3.1.3. Observation ....................................................................................... 54
4.3.1.3.1. Students’ Learning activities ........................................................ 54
4.3.1.3.2. Students Learning Outcomes ......................................................... 57
4.3.1.4. Reflection ......................................................................................... 57
4.3.2. Cycle II ................................................................................................ 58
4.3.2.1. Planing .............................................................................................. 59
4.3.2.2. Action .................................................................................................. 59
4.3.2.3. Observation ....................................................................................... 61
4.3.2.3.1.Students’ Learning activities .......................................................... 62
4.3.2.3.2. Students Learning Outcomes ......................................................... 64
4.3.2.4. Reflection ......................................................................................... 66
4.3.1. Cycle III .............................................................................................. 66
4.3.3.1. Planing .............................................................................................. 66
4.3.3.2. Action .................................................................................................. 67
4.3.3.3. Observation ....................................................................................... 68
4.3.3.3.1.Students’ Learning activities .......................................................... 68
4.3.3.3.2. Students Learning Outcomes ......................................................... 71
4.3.3.4. Reflection ......................................................................................... 73
4.3.4. Cycle IV .............................................................................................. 73
4.3.4.1. Planing .............................................................................................. 73
4.3.4.2. Action .................................................................................................. 73
4.3.4.3. Observation ....................................................................................... 75
4.3.4.3.1.Students’ in Learning activities ...................................................... 77
4.3.4.3.2. Students Learning Outcomes ......................................................... 79
4.3.4.4. Reflection ......................................................................................... 80
4.4. Discussion ............................................................................................... 80
CHAPTER V CONCLUSION AND RECOMENDATION....................... 83
5.1 Conclusions ............................................................................................. 83
5.2Recomendations ....................................................................................... 83
REFERENCES ............................................................................................... 84
APPENDICES ................................................................................................ 86
List of Table
Page
Table 2.1.8. The cognitive domain............................................................
Table 3.3.2.1Mollusc Test Content ..........................................................
Table 3.8 Indicator of Student Mastery level ............................................
Table 3.7.2The learning activity criteria ...................................................
Table 4.1.Score of 17 aspects of students activity in cycle I-IV ...............
Table 4.2. The Percentage of Student’s level activity...............................
Table 4.3.Average score of Student’s Learning outcomes .......................
Table 4.4.Percentage of student mastery level in cycle I-V ......................
Table 4.5.Percentage of student learning outcomes completeness
cycle I – IV ................................................................................
15
27
40
42
44
45
46
47
48
LIST OF FIGURE
Page
Figure 2. 3.1 Mollusc body part ................................................................ 18
Figure 2.3.1.1Mollusc gills ....................................................................... 19
Figure 2.3.1.2.Mollusc gills ...................................................................... 20
Figure2.3.2.Chiton .................................................................................... 20
Figure2.3.3.a. Chiton dorsal surface ......................................................... 21
Figure2.3.3.b. Chiton ventral surface ........................................................ 21
Figure 2.3.4.Denthalium elephantium....................................................... 21
Figure 2.3.5.a. Achatina fulica .................................................................. 22
Figure 2.3.5.b. Lymnea javanica ............................................................... 22
Figure 2.3.6.a. Anadara sp. ....................................................................... 24
Figure 2.3.6.b. Margantifera pictoda ........................................................ 24
Figure 2.3.6.c.Corbicula javanica............................................................. 24
Figure 2.3.7.Octopus, Squid, Cuttlefish and Nauthilus............................. 24
Figure 2.3.8.Concept map ......................................................................... 25
Figure 3.1.Scheme of research step .......................................................... 38
Figure 3.7.1.Flowchart of Research Procedure ......................................... 39
Figure 4.1.Diagram of every aspect of students’ activity in Cycle I ........ 56
Figure 4.2. Diagram of percentage of students’ activity in Cycle I .......... 56
Figure 4.3. Diagram of percentage of students’learning outcomes
in Cycle I ................................................................................ 57
Figure 4.4. Diagram of comparison of students’ activity in Cycle I-II ..... 63
Figure 4.5. Diagram of percentage of students’ activity in Cycle II ......... 64
Fig38ure 4.6. Diagram of stuents’ learning outcomes in cycle I and II .... 65
Figure 4.7. Diagram of percentage of completeness of student learning
outcomesin cycles II ............................................................... 65
Figure 4.8.Diagram of comparison ofstudents’activityIn CyclesI-III....... 70
Figure 4.9. Diagram of the percentage of students' activity levels in the
cycle III .................................................................................. 71
Figure 4.10: Diagramof student learningoutcomesincyclesI-III ............... 72
outcomes in cycle I-III .............................................................................. 72
Figure 4.12.Diagram of comparison ofstudents’activityIn
CyclesI- IV ............................................................................ 78
Figure 4.13. Diagram of the percentage of students' activity levels in the
Cycle IV ................................................................................. 78
Figure 4.14: Diagramof student learningoutcomesincyclesI,II, III and cycle
IV ............................................................................................ 79
Figure 4.15: Diagram of the completeness pecentage of student learning
outcomes................................................................................. 80
LIST OF APPENDIX
Page
Appendix 1 Syllabi ........................................................................................... 86
Appendix 2 Lesson Plan .................................................................................. 92
Appendix 3 Mollusca Achievement Test ......................................................... 118
3. aPretest ...................................................................................... 125
3. bPost-test I................................................................................. 125
3. c.Post-test II ............................................................................. 128
3. d.Post-test III ............................................................................. 130
3. ePost-test IV .............................................................................. 134
Appendix 4 Answer of Mollusca Achievement Test ....................................... 141
Appendix 5 Worksheet (Cycle I,II,III and IV) ................................................. 142
Appendix 6 Calculation of Validity test........................................................... 149
Appendix 7 Table of Validity Test .................................................................. 151
Appendix 8Calculation of Reability Test ......................................................... 152
Appendix 9Table of of Reability Test .............................................................. 153
Appendix 10Calculation of Difficulty Index ................................................... 154
Appendix 11Table of Difficulty Index ............................................................. 156
Appendix 12Calculation of Discrimination Index ........................................... 157
Appendix 13 Table of Discrimination Index ................................................... 159
Appendix14 Bingo Board ................................................................................ 160
Appendix 15 Observation sheet of students’ activity on Mollusc by using
Bingo ............................................................................................................... 172
Appendix 16 Observation sheet of Cycles ....................................................... 175
Appendix 17 Students’ Response sheet ........................................................... 188
Appendix 18 Learning outcomes of Pretest and Post-test I-IV........................ 190
Appendix 19Learning outcomes completeness of Pretest and Post-test I-IV .. 191
Appendix 20Sudents’ Mastery Level ............................................................... 192
Appendix 21 Score of Bingo games ................................................................ 193
Appendix 22Documentations of Research ....................................................... 195
1
CHAPTER I
INTRODUCTION
1.1.
Background
Learning is a very important part in human's lives. It is the acquiring or
getting knowledge of a subject or a skill by study, experience or instruction, or
learning is relatively permanent change in a behavioural tendency and is the result
of reinforced practice (Brown: 2000). Learning process happens every time and
everywhere and expected a better change (Sagala: 2009).
The present and future national development must emphasize the
importance of human resource (HR) development and quality in order to achieve
excellence in an era of global competition. This has been enshrined in the
preamble of Constitution, 1945, which one of the purposes of the establishment
the State of the Republic of Indonesia is to educate the nation's life. Intelligent life
of nation can only be achieved through the system and attempts a good education
so that the quality of education will appropriate with the expected goal. It means
that all cities in Indonesia should prepare and develop the education for their
students to face the globalizations. The method that’s using are international
standardization school, that’s known as “RSBI” and “SBI”. Here, the schools
offer the student to slowly change the teaching and learning process.
Biology is the living science that consists of so many vocabularies, in
which it has different meaning and purpose to another science. Most of
vocabularies in biology are adapted from Latin. By far, this reason make people
think that biology is difficult to be learned. Biology itself actually is not difficult
to learn as long as the teaching process is proper to the learner’s ability.
However, it’s so often encountered boring and passive class during
learning biology, it may be caused by less variety on teaching. Students cannot be
active and difficult to take something to establish their self in a positive
interaction during learning process. Ironically makes students unable to save
memory of lessons for a long period of time and bring them to low learning
outcome. There are several kinds of models and medias that can be used to
2
increase student’s learning outcome, such as puppets, picture cards, card games,
crossword, toys and etc. Students can learn through playing so they are more
interested on teaching-learning process (Daryanti: 2008).
Based on observation at SMA Negeri 1 Tebing Tinggi, it was found
problems on learning Molluscs, i.e. model, method and the media that used to
provide to introduce Mollusc were less interactive to facilitate students for
understand about Mollusc. Students are not introduced directly to the objects that
had been studied, so students got note knowledge rather than understanding.
Rotting is not necessarily means that student has learned or understood. Another
obstacle is uninteresting package of teaching mollusc, especially to review topic
and understand the terminology on Mollusc. Teachers usually only used textbook
and PowerPoint to tell or review students about terminology, so students didn’t
involve to find it by them self. Learning in that way finally would make students
feel tired and bored and have low outcome as the consequence. SMA Negeri 1
Tebing Tinggi has minimum completeness criteria (KKM) for biology that is 75.
Actually their authentic score cannot reach minimum completeness criteria, but
because of remedial test that’s held by teacher, all of student can reach KKM.
According to the data from biology teacher, the average score for Mollusc topic of
students in academic year 2010/2011 was only 68,5 without remedial. It indicated
that they have not passed the completeness criteria which are 75 on a scale of 100.
Basically, process of teaching by far is not something that’s not good, but
along development of education from time to time, it has been found new teaching
models that’s would give a better effect to improve student learning outcomes and
activities on learning process. Bingo model is one of alternative model, where in
Bingo models have an educative game namely Bingo games. By using Bingo
students are able to learn biology teminology joyfully and actively, include when
learn about Mollusc. Bingo game could be applied and suitable for students in X
grade that still categorized into young age student. Overall, Bingo was a useful
ancillary learning tool; helpful in identifying key concepts, contributing to
students learning, and engaging them in collaborative practice. The Bingo games
3
make students feel challenged to the games, compete fairly to their classmate,
confidence when found the answer and answer question bravely in front of their
friends. Using a specially designed Bingo games provides an easy and engaging
way for students to review concepts in preparation for a test (Williams: 2007).
According to Moore and Dettlaff (2005) the use of games in classroom can
be an effective tool. Games can add flexibility to the classroom, allowing students
to adjust to the way in which they learn best. It allow students to work in groups
or alone, to be competitive or not, to be creative, and to have fun while learning
(Davis: 2009).
BINGO by Mel Silbermen (2007) is a model in active learning strategy, in
which has game media that is square-shaped, consist of twenty-five small square
or grid where the point in the game is shaping up to horizontal, vertical or
diagonal lines. The winner on games retrieved from the formation of horizontal,
vertical or diagonally lines.
On the previous research has been done by Rob Weisskirch a student from
California State University (2007). From his journal Playing Bingo to Review
Fundamental Concepts in Advanced Courses, Ninety-two university students
rated their understanding of developmental psychology theories before and after
participating in a modified Bingo exercise designed to review the fundamentals of
the theories and concepts. Students reported an improvement of their perceived
knowledge of developmental theories and for each of the theories reviewed. They
rated the exercise as academically challenging, helpful to learn concepts, and not a
waste of time. Overall, on a scale of 1 being bad and 10 being good, the students
rated the activity, on average, 8.65 (SD = 1.53). Students who reported being able
to explain the theories to others at the conclusion of the exercise had higher test
scores. Based on the description above, so the research about “THE
IMPLEMENTATION OF BINGO MODELS TO IMPROVE STUDENTS’
LEARNING ACTIVITIES AND LEARNING OUTCOMES OF MOLLUSC
FOR 10TH GRADE STUDENT SMA NEGERI 1 TEBING TINGGI
ACADEMIC YEAR 2011/2012” has been done.
4
1.2. Problems Identification
Based on background above, so the problems are:
1. The student learning outcome was below KKM (on previous year for mollusc
topic). The average biology score of students was 68.5.
2. The using of teacher-centred in teaching learning process, so students were
less interactive in learning Mollusc.
3. Students were not introduced directly with objects that have been studied
(Molluscs) so that their knowledge was just rote and difficult to develop their
capabilities and build knowledge.
1.3. Research Scope
Based on problems identification above, scope of this research limited on:
1. Research has been done at class X-3 in SMA Negeri 1 Tebing Tinggi.
2. The model that used was BINGO by using BINGO games media for Mollusc.
3. This research has been conducted to look at student activities and outcomes in
learning by using BINGO.
1.4. Research Question
The formulation of the problem in this research were:
1. How BINGO models is implemented on Mollusc topic for 10th grade student
SMA Negeri 1 Tebing Tinggi?
2. Is there any improvement of students’ learning activities by implementating
BINGO models on Mollusc topic for 10th
grade student SMA Negeri 1
Tebing Tinggi?
3. Is there any improvement of students’ learning outcome by the
implementation of BINGO models on Mollusc topic for 10th grade student
SMA Negeri 1 Tebing Tinggi?
1.5. Objectives of Research
The purposes of this research include:
a. To know the implementation of Bingo models of Mollusc for 10th grade
student SMA Negeri 1 Tebing Tinggi.
b. To know the improvement of student learning outcome by the implementation
of BINGO of Mollusc for 10th grade student SMA Negeri 1 Tebing Tinggi.
5
c. To know the improvement of students’ learning activities by implement
BINGO on Mollusc topic for 10th grade student SMA Negeri 1 TebingTinggi.
1.6. Significance of Study
The benefits of this research are:
1) Student
1. Increase students learning interest on Mollusc by using BINGO games.
2. Improve the students’ learning activity and outcome on Mollusc topic by
a new learning model.
2) Teacher
1. As contributions for teachers in selecting teaching strategies and models
that appropriate and suitable in achieving learning objectives.
3) School
1. As references for the school to improve the students’ learning outcome
and optimize the teacher quality.
4) Other Researchers
1. As a reference for other researchers in applying BINGO learning model.
1.7.
Operational Definition
1) Bingo model is an active learning model based on constructivism learning
theory in which the model use Bingo game as the media, where this media
was using square shaped cardboard that has grids and the point of this game
pressed to form a horizontal, vertical or diagonal line on grids. Bingo game is
effective to improve students’ skill to find the key concept of Mollusca topic.
2) Students’ learning outcome is the results of the study or the level of mental
development (cognitive process) in which becomes better after the process of
learning occur where in this research will be shown by the objective test ( pretest and post-test) and also observer sheet.
3) Students’ learning activities is an activities or engaged in of students for the
purpose of acquiring certain skills, concepts, or knowledge, whether guided
by the teacher or not and for make sure that all activities during the class will
suitable to the syntax of Bingo model, where in this research will be shown by
the data of observer note/sheet during learning process.
83
CHAPTER V
CONCLUSION AND RECOMENDATION
5.1. Conclusions
Based on the results of research and discussion that has been described
above, so, the conclusions are:
1. The implementation of Bingo models was done in four cycle consist of
planning, action, observation and reflection phase. The core activity on
this model was develop students’ critical thinking by finding the key
concpt. By enrichment of method and Bingo games modify in each cycle,
can improve students’ learning activities and outcomes on Mollusc topic.
2. The implementation of Bingo models can improve students’ learning
activities at class X-3 SMA Negeri 1 Tebing Tinggi academic year
2011/2012 on Mollusc topic with activities category active and very active
classically by percentage 88, 22% in the fourth cycle.
3. The implementation of Bingo models can improve students’ learning
outcomes at class X-3 SMA Negeri 1 Tebing Tinggi academic year
2011/2012 on Mollusc topic with the classical completeness 88, 24%.
5.2. Recomendations
Recomendations that can be given after carrying out this research are:
1. To overcome the perceived lack of time allocation in implementing Bingo
models, the teacher should set specific learning parts that can be done
outside of class time.
2. To make students be more active in learning by Bingo models, the
procedure of this models can be modify a little, in order to make students
more involved on learning process by doing their own observation for
better understanding rather than note knowledge.
3. Further research about the implementation of Bingo models on different
biological materials, researcher/prospective teachers should understand the
aspects and indicators contained on Bingo models, and limiting those
aspects.
84
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