THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING (CTL) AND MULTIMEDIA TO INCREASE STUDENTS ACHIEVEMENT AND STUDENTS ACTIVITY ON TEACHING HYDROCARBON.
THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING
(CTL) AND MULTIMEDIA TO INCREASE STUDENTS ACHIEVEMENT
AND STUDENTS ACTIVITY ON TEACHING HYDROCARBON
By:
Amry P. Tambunan
Reg. Number 409332016
Bilingual Chemistry Education Study Program
THESIS
Submitted to Fulfill the Requirement for the Degree of
Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2013
iii
THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND
LEARNING (CTL) AND MULTIMEDIA TO INCREASE STUDENTS
ACHIEVEMENT AND STUDENTS ACTIVITY ON TEACHING
HYDROCARBON
Amry P. Tambunan (Reg. Number 409332016)
ABSTRACT
The purpose of this research was to explore the differences between
students’ chemistry achievement using CTL with multimedia and students’
chemistry achievement using direct instruction. The population of the research
was students grade X of SMA Negeri 1 laguboti. The sample is selected by using
purposive sampling to choose two classes for every school as experiment class
and control class. Experiment class taught by CTL with multimedia while control
class taught by direct instructional. The variable of this research were dependent
variable, and text book, time allocation, test instrument as control variable. Test
instrument was validated before used to validator and students then tested by
correlation moment product formula therefore from 30 items taken 18 items were
valid. And then, 18 items chosen as instruments test of research. The reliability of
test is 0.714.
The results showed that this model is very significant to increase the
ability of students in learning chemistry, especially on the Hydrocarbon as the
select topic for this research. The statistical data analysis of research showed that
mean of pretest in experiment class is 21.97 (±5.66) and posttest is 88.6 (±4.30).
In control class, the mean of pretest is 23.73 (±7.24) and posttest is 73.8 (±5.30).
Based on the hypothesis test of gain values at significant level α = 0.05 showed
that is tcount > ttable (3.79 > 1.671) therefore Ho refused and Ha received. Thus,
students’ chemistry achievement taught by CTL with multimedia is higher than
students’ chemistry achievement taught by direct instruction.
v
CONTENTS
Validity Sheet
Biography
Abstract
Acknowledgement
Contents
List of Figure
List of Table
List of Index
Page
i
ii
iii
iv
v
vii
viii
ix
CHAPTER I INTRODUCTION
1.1. Background
1.2. Problem Identification
1.3. Scope of Study
1.4. Problem Formula
1.5. Research Objectives
1.6. Research Benefit
1.7. Operational Definition
1
4
5
5
5
5
6
CHAPTER II LITERATURE STUDY
2.1. Definition of Learning
2.2. Teaching Model in Education
2.3. Contextual Approach in Chemistry
2.4. Teaching Media in Chemistry
2.5. Computer in Education
2.6. Hydrocarbon
2.7. General Properties of Hydrocarbon
2.8. CTL and Multimedia on Hydrocarbon
2.9. Students Activity on Contextual Teaching and Learning
2.10. Conceptual Framework
2.11. Research Hypothesis
7
8
8
17
18
19
20
22
25
26
27
CHAPTER III RESEARCH METHOD
3.1. Overview of Research
3.2. Research Location and Time
3.3. Research Population and Sample
3.4. Research Variables
3.5. Research Design
3.6. Research Instrument
3.7. Analysis Data Technique
28
28
28
29
29
32
33
CHAPTER IV RESULT AND DISCUSSION
4.1. Research Result
4.1.1. Instrument Research Data Analysis
4.1.2. Research Result Description
4.2. Analysis of Research Result Data
36
36
37
37
vi
4.2.1. Normality Test
4.2.2. Homogenity Test
4.2.3. Hypothesis Test
4.2.4. Gain Percentage
4.2.5. Students Learning Activity
4.2.6. Correlation Test
4.3. Discussion
38
39
39
40
40
40
41
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion
5.2. Saran
44
44
REFERENCES
45
viii
LIST OF TABLE
Page
Table 2.1. The Simple Hydrocarbons And Their Variation That According To The
Carbon Atoms
29
Table 3.1. Design of Research
38
Table 4.1 Average, Deviation Standard and Data Variance
48
Table 4.2. Normality Test
49
Table 4.3. Homogenity Test
50
Table 4.4. Result of Hypothesis Test
51
Table 4.5. Gain Percentage
51
Table 4.6. Correlation
53
vii
LIST OF FIGURE
Page
Figure 3.1. The Scheme of Research Step
40
Figure 4.1. Result of Students Learning Activity
49
ix
APPENDIX LIST
Page
Appendix 1. Silabus
47
Appendix 2. Lesson Plan
49
Appendix 3. Instrument Test Prediction
81
Appendix 4. Research Instrument
82
Appendix 5. Answer Key (Research Instrument)
88
Appendix 6. Video Explanation
93
Appendix 7. Valid Test Instrument Prediction
95
Appendix 8. Valid Research Instrument
96
Appendix 9. Answer Key (Valid Research Instrument)
100
Appendix 10. Calculation of Test Reliability
103
Appendix 11. Calculation of Difficulty Index
104
Appendix 12. Calculation of Discrimination Index
106
Appendix 13.Calculation of Test Validity
108
Appendix 14.Students Score
110
Appendix 15.Calculation of Deviation Standart
111
Appendix 16.Test Normality
113
Appendix 17.Homogenity Test
117
Appendix 18.Hypothesis Test
118
Appendix 19.Gain Test
120
Appendix 20.Students Learning Activity Test
124
Appendix 21. Correlation Test
127
Appendix 22.Table Addition
131
Appendix 23. Documentation
132
1
CHAPTER I
INTRODUCTION
1.1 Background
Nowadays, a lot of students are lack in motivation when they study in
school. Some of them just do school for formality. They don’t have good
motivation to learn, so that it also influences their achievements in study. These
conditions happen for all school subjects, especially chemistry. Most of student
doesn’t have good motivation to learn chemistry. They learn about chemistry just
for formality, so that they can graduate from school (Christensen. 2010).
Most of teaching model that applied by teacher in school is using direct
instruction. Direct instruction model is rarely connecting learning subject with real
life, because teacher just give direct information to students. By connecting
subject with real life, it will be easier for students to understand because they
experienced it in real life.
Another reason why students get bored in classroom is teaching style and
presentation that teacher show in classroom is not interesting. The quality of
presentation that shown by teacher is very important. Good presentation will raise
students’ interest and they will have willing to study. And of course if they have
will to study, it will be easier to teach them.
Chemistry is a branch of Natural Science which describes the structure,
composition, properties and material changes. Most of the chemistry material
classified as an abstract, that chemistry studied by simplification of the many
object in this world and its discussion not only with solving problems which
consists of numbers (numerical problem) but also includes explanation about
chemical phenomena contained in it.
According Silitonga (2011), the reality that often faced by teachers in
schools is that students often think chemistry is a difficult lesson so that students
felt unable to learn advance in chemistry. These difficulties have an impact on
student’s learning result are less satisfactory.
2
Education that we can see around is often using Direct instruction method
without using some media. Teacher is teaching by speaking in front of class about
subject. “Likewise with the using of media is still minimal in teaching and
learning. This happen because some teachers think that using media is very
troublesome and requires a lot of funds” (Aristohadi, 2008). We can see that not
all the media is requires a lot of fund. Some media can be used by using things
surround us and also some cheap things that affordable by teacher. Like in topic of
oxidation we can use a slice of apple to show students oxidation process. Some of
media may be troublesome for teacher that not have basic about instructional
technology or educational technology. Definition of educational technology
according to Commission on Instructional Technology is “instructional
technology means the media born of the communications revolution which can be
used for instructional purpose alongside the teacher, the book, and the
blackboard” (Sukiman: 2012). What we need the most is communication media
that grow rapidly and we can used it on education. This tools of technology is
called hardware like TV, radio, video, PC etc.
Media that widely used nowadays is PC or personal computer. Computer
is one of learning media that can help students in learning process, so that it will
be easier for students to understand. In recent years, computer is widely used by
students from the entire grade. A lot of people said that nowadays is global era,
where in this era we can use information technology that the main tools is
Computer. Information that we can make not only sound or image, but we can
show information in multimedia. We can use computer a to type, draw, photo
editing, video player, to play a song and to analyze experiment result or to operate
scientific program etc (Sukiman: 2012).
We can conclude that computer is widely used by a lot of people. People
use computer because computer very helpful for people, especially for teacher and
students. For teacher, computer can be a very helpful media. By using computer
teacher can make some animation, video or presentation slide that can increase the
students interest. Using computer have a lot of program or software so that we can
choose which one is more suitable with our subject that will we teach. Not only
3
understand about computer and its software, teacher need to know which one is
suitable when teacher teach some subject.
Teaching with media that’s attractive is one of key roles to improve the
student’s ability. One of attractive media is the simple animation multimedia.
Multimedia is media and content that uses a combination of different content
forms. The term can be used as a noun (a medium with multiple content forms) or
as an adjective describing a medium as having multiple content forms
(http://en.wikipedia.org/wiki/Multimedia).
Students activity also important thing to be concerned in learning.
Students will be easier to understand if student get involved in teaching and
learning process. Teachers must be more creative to give freedom and opportunity
to student while they are study in the classroom. From learning activity, students
will learn more if we compare it just by listening (Gagne. 1996).
Instructional curriculum that have been used in Indonesia since 2006 is
KTSP. This curriculum has a different concept learning approach with curriculum
in 1994, which is based on students competency, where the school program focus
students activity. One of the important materials in application of KTSP is depend
on the teachers understand how to apply contextual learning strategy in the class.
Direct instruction method is widely used by teacher. This teaching model is need
to be upgraded and need to be changed. However, its not easy for teacher to
change teaching methods, because teacher needs ability and skill to do another
teaching method.
Teaching process still dominated by opinion that knowledge as a fact to
remember. Teaching is not only focused on giving knowledge theoretically, but
also teacher have to think how experience in teaching and learning process
connected with problems that faced by students in real life. The main point of
CTL approach is connection between every learning subject with real life.
Connection it we can use some illustration or example that have a relation with
real life. Then, the teaching and learning process will be more interesting, and also
students will feel the benefits that can apply in real life (Rusman: 2011).
4
In KTSP, the teacher does not have to describe objectives and materials in
detail for a teaching learning process in the classroom. Hence, the teacher is given
freedom to use an approach that is relevant to the KTSP, for example the CTL
approach. One of the approaches that emphasizes the process and content of
writing, which was discovered by Dewey (1916), is a contextual approach. The
contextual approach is a learning philosophy that emphasizes students’ interests
and experiences. The contextual teaching and learning (CTL) was developed by
the Washington State Consortium, which involved 11 universities, 20 schools and
some education organizations in the United States (Satriani:2012).
Multimedia is the field concerned with the computer-controlled integration
of text, graphics, drawings, still and moving images (Video), animation, audio,
and any other media where every type of information can be represented, stored,
transmitted and processed digitally. A Multimedia Application is an Application
which uses a collection of multiple media sources e.g. text, graphics, images,
sound/audio, animation and/or video. Hypermedia can be considered as one of the
multimedia applications (Marshall:2001).
Hydrocarbon in chemistry has a major role in human life and livelihood.
Processes in nature that around us is most associated with hydrocarbonal system.
(Susilowati: 2009).
Based on the background above, so that the writer take a title : “The
Effectiveness of Conceptual Teaching and Learning (CTL) and Multimedia
to Increase Students Achievement and Students Activity on Teaching
Hydrocarbon”.
1.2 Problem Identification
Based on the background above, problem identifications of this research are
like below :
1. Low students motivation that effecting students achievement in chemistry
lesson, because they have some difficulties especially hydrocarbon.
2. Students are rarely taught to solve problem and connected to real life.
3. The presentation of subject by teacher in learning process is less
interesting.
5
1.3 Scope of Study
To make this research more specific and focus, so the writer makes the scope
of study as follows:
1. The research will held by using Contextual Teaching and Learning (CTL)
and also use multimedia, then compare with Direct instruction Method.
2. Multimedia that used by researcher is simple animation and video or flash.
3. This research will held in Chemistry subject on High School with subject
Hydrocarbon.
1.4 Problem Formula
1. Is there increasing of students achievement after applying Contextual
Teaching and Learning (CTL) using Multimedia if compare with
achievement by Direct instruction method?
2. Is there the effectiveness of Contextual Teaching and Learning (CTL)
using Multimedia by looking the students achievement on solving
problems related with chemistry subject after applying teaching
method compare with Direct instruction teaching method?
1.5 Research Objectives
1. To investigate how the effect of Contextual Teaching and Learning (CTL)
using Multimedia by looking the students achievement on solving
problems related with chemistry subject after applying teaching method
compare with Direct instruction teaching method on teaching hydrocarbon.
2. To investigate the effect of Contextual Teaching and Learning (CTL)
using multimedia and students activity in teaching hydrocarbon.
3. To know the correlation of students achievement with students activity.
4. To know what cognitive domain competence developed by this teaching
model.
1.6 Research Benefits
The benefits of this research are :
1. As a knowledge for the researcher
2. As a suggestion for teacher and another educator about the compatibility
of CTL with chemistry subject especially Hydrocarbon.
6
3. As a references for another researcher that related with this research.
1.7 Operational Definition
1. Contextual Teaching and Learning is a teaching approach that emphasizes
the process of full involvement of students to be able to find material to
learn and connected it to real life situations that encourages students to
apply the acquired knowledge into daily life. CTL involves seven main
components, like : Constructivism, Inquiry, Questioning, Learning
Community, Modeling, Reflection, and Authentic Assessment (Rusman:
2011).
2. Multimedia is come from multi and media. Multi is related with the
amounts and media come from medium that means to deliver (Sukiman:
2012). So multimedia is way than more than one to transfer something. In
this case example of multimedia is simple animation and video or flash.
3. Direct instruction means traditional (http://www.thefreedictionary.com/Dir
ect instruction). So Direct instruction method mean a kind method that was
used traditionally, like lecturing method.
4. Students Achievements is capabilities or disposition that students acquired
after teaching and learning. It accessed as normalized gain and posttest
score.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the results of data analysis and statistical tests in chapter-IV,
then set some conclusions as follows:
1. The learning outcomes of students who are taught by contextual teaching
and learning with multimedia higher (83.52 ± 7.82) than the learning
outcomes of students who are taught by learning using conventional
learning models (9.83 ± 77.72). It means that CTL using multimedia is
more effective than conventional method.
2. Students activity have a positive impact in students achievements.
Students with higher activity have higher achievement compare with
students with lower activity.
3.
There is positive and significant correlation between activity on improved
student learning outcomes of students taught using contextual teaching
and learning with multimedia.
4. Cognitive competence domain that developed by this teaching model is C2.
5.2. Suggestion
Based on the discussion and the conclusions that have been mentioned
above, the authors suggest the following:
1. For teachers and prospective teachers, the implementation of contextual
teaching and learning with multimedia can improve student learning
outcomes, especially chemistry subjects.
2. Direct instruction can give some boring condition in teaching and learning
activity, so its better to avoid for using this model too much.
44
46
REFERENCES
Anglin, and Godman, (1992), Teaching; What It’s All About, Harper and Row
Publisher.Inc., New York
Arikunto, S., (2006), Prosedur Penelitian Suatu Pendekatan Praktik, Penerbit
Rineka Cipta, Jakarta
Barke, (2009), Misconceptions in Chemistry (addressing Perceptions in Chemical
Education), Springer_Verlag, Berlin Heidelberg
Davis, and Joan, (2001), Conceptual Change; Emerging Perspectives on
Learning, Teaching, and Technology, at http://projects.coe.uga.edu/epltt/
Erdemir, (2000), Freshman Students, Misconceptions in Chemical Equilibrium,
Hacettepe Universitesi Egitim Fakultesi Dergisi
Evers, Colin, (1991), Knowing Educational Administration: Contemporary
Methodogical Controversies in Educational Administration Research,
Pergamon Press, Australia
Farrell, and Jack, (2004), What Exactly is “Prior Knowledge?”, Conejo Valley
Unified School District, at http://www.exploratorium.edu/IFI/resources
museumeducation.priorknowledge.html
Gagne, and Robert M., (1916), the Conditions of Learning, Third Edition, Florida
State University: Rinehart and Winston.Inc., Canada
Harvey, L., (2009), Learning Outcomes; Analytic Quality Glossary, Quality
Research International, at
http://www.qualityresearchinternational.com/glossary/
Johnson, David, W., and Johnson, Roger, T., (1975), Learning Together and
Cooperation, Competition and Individualization, Prentice-Hall.Inc:
Englewood Cliffs, New Jersey
Justiana, Sandri, and Muctaridi, (2009), Chemistry for Senior High School Third
Year, Yudhistira, Jakarta.
Kakkar, S.B.,(1993), Educational Psychology, Prentice-Hall of India Privated
Limite, New Delhi.
Marx, Melvin H., and Bunch, (1997), Fundamentals and Applications of
Learning, Macmillan Pulinshing Co.,Inc.,New York
Panda, B.N, (2003), How to Become Competent / Successful Teacher, Discovery
Publishing House, New Delhi
47
Presseisen, and Barbara Z.,(1995), Building on Prior Knowledge and Meaningful
Student Contexts/Cultures, Critical Issues: at
http://ncrel.org/sdrs/areas/issues/students/learning/Ir100.htm
Silitonga, P.M., (2011), Metodologi Penelitian Pendidikan, FMIPA UNIMED,
Medan.
Situmorang M., (2010), Penelitian Tindakan Kelas (PTK) untuk Mata Pelajaran
Kimia (dengan Suplemen), FMIPA UNIMED, Medan.
Sudjana,(2005), Metoda Statistika, Tarsito, Bandung.
Susilowati E., (2009), Theory and Application of Chemistry for Grade XI of
Senior High School, Tiga Serangkai, Solo.
(CTL) AND MULTIMEDIA TO INCREASE STUDENTS ACHIEVEMENT
AND STUDENTS ACTIVITY ON TEACHING HYDROCARBON
By:
Amry P. Tambunan
Reg. Number 409332016
Bilingual Chemistry Education Study Program
THESIS
Submitted to Fulfill the Requirement for the Degree of
Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2013
iii
THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND
LEARNING (CTL) AND MULTIMEDIA TO INCREASE STUDENTS
ACHIEVEMENT AND STUDENTS ACTIVITY ON TEACHING
HYDROCARBON
Amry P. Tambunan (Reg. Number 409332016)
ABSTRACT
The purpose of this research was to explore the differences between
students’ chemistry achievement using CTL with multimedia and students’
chemistry achievement using direct instruction. The population of the research
was students grade X of SMA Negeri 1 laguboti. The sample is selected by using
purposive sampling to choose two classes for every school as experiment class
and control class. Experiment class taught by CTL with multimedia while control
class taught by direct instructional. The variable of this research were dependent
variable, and text book, time allocation, test instrument as control variable. Test
instrument was validated before used to validator and students then tested by
correlation moment product formula therefore from 30 items taken 18 items were
valid. And then, 18 items chosen as instruments test of research. The reliability of
test is 0.714.
The results showed that this model is very significant to increase the
ability of students in learning chemistry, especially on the Hydrocarbon as the
select topic for this research. The statistical data analysis of research showed that
mean of pretest in experiment class is 21.97 (±5.66) and posttest is 88.6 (±4.30).
In control class, the mean of pretest is 23.73 (±7.24) and posttest is 73.8 (±5.30).
Based on the hypothesis test of gain values at significant level α = 0.05 showed
that is tcount > ttable (3.79 > 1.671) therefore Ho refused and Ha received. Thus,
students’ chemistry achievement taught by CTL with multimedia is higher than
students’ chemistry achievement taught by direct instruction.
v
CONTENTS
Validity Sheet
Biography
Abstract
Acknowledgement
Contents
List of Figure
List of Table
List of Index
Page
i
ii
iii
iv
v
vii
viii
ix
CHAPTER I INTRODUCTION
1.1. Background
1.2. Problem Identification
1.3. Scope of Study
1.4. Problem Formula
1.5. Research Objectives
1.6. Research Benefit
1.7. Operational Definition
1
4
5
5
5
5
6
CHAPTER II LITERATURE STUDY
2.1. Definition of Learning
2.2. Teaching Model in Education
2.3. Contextual Approach in Chemistry
2.4. Teaching Media in Chemistry
2.5. Computer in Education
2.6. Hydrocarbon
2.7. General Properties of Hydrocarbon
2.8. CTL and Multimedia on Hydrocarbon
2.9. Students Activity on Contextual Teaching and Learning
2.10. Conceptual Framework
2.11. Research Hypothesis
7
8
8
17
18
19
20
22
25
26
27
CHAPTER III RESEARCH METHOD
3.1. Overview of Research
3.2. Research Location and Time
3.3. Research Population and Sample
3.4. Research Variables
3.5. Research Design
3.6. Research Instrument
3.7. Analysis Data Technique
28
28
28
29
29
32
33
CHAPTER IV RESULT AND DISCUSSION
4.1. Research Result
4.1.1. Instrument Research Data Analysis
4.1.2. Research Result Description
4.2. Analysis of Research Result Data
36
36
37
37
vi
4.2.1. Normality Test
4.2.2. Homogenity Test
4.2.3. Hypothesis Test
4.2.4. Gain Percentage
4.2.5. Students Learning Activity
4.2.6. Correlation Test
4.3. Discussion
38
39
39
40
40
40
41
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion
5.2. Saran
44
44
REFERENCES
45
viii
LIST OF TABLE
Page
Table 2.1. The Simple Hydrocarbons And Their Variation That According To The
Carbon Atoms
29
Table 3.1. Design of Research
38
Table 4.1 Average, Deviation Standard and Data Variance
48
Table 4.2. Normality Test
49
Table 4.3. Homogenity Test
50
Table 4.4. Result of Hypothesis Test
51
Table 4.5. Gain Percentage
51
Table 4.6. Correlation
53
vii
LIST OF FIGURE
Page
Figure 3.1. The Scheme of Research Step
40
Figure 4.1. Result of Students Learning Activity
49
ix
APPENDIX LIST
Page
Appendix 1. Silabus
47
Appendix 2. Lesson Plan
49
Appendix 3. Instrument Test Prediction
81
Appendix 4. Research Instrument
82
Appendix 5. Answer Key (Research Instrument)
88
Appendix 6. Video Explanation
93
Appendix 7. Valid Test Instrument Prediction
95
Appendix 8. Valid Research Instrument
96
Appendix 9. Answer Key (Valid Research Instrument)
100
Appendix 10. Calculation of Test Reliability
103
Appendix 11. Calculation of Difficulty Index
104
Appendix 12. Calculation of Discrimination Index
106
Appendix 13.Calculation of Test Validity
108
Appendix 14.Students Score
110
Appendix 15.Calculation of Deviation Standart
111
Appendix 16.Test Normality
113
Appendix 17.Homogenity Test
117
Appendix 18.Hypothesis Test
118
Appendix 19.Gain Test
120
Appendix 20.Students Learning Activity Test
124
Appendix 21. Correlation Test
127
Appendix 22.Table Addition
131
Appendix 23. Documentation
132
1
CHAPTER I
INTRODUCTION
1.1 Background
Nowadays, a lot of students are lack in motivation when they study in
school. Some of them just do school for formality. They don’t have good
motivation to learn, so that it also influences their achievements in study. These
conditions happen for all school subjects, especially chemistry. Most of student
doesn’t have good motivation to learn chemistry. They learn about chemistry just
for formality, so that they can graduate from school (Christensen. 2010).
Most of teaching model that applied by teacher in school is using direct
instruction. Direct instruction model is rarely connecting learning subject with real
life, because teacher just give direct information to students. By connecting
subject with real life, it will be easier for students to understand because they
experienced it in real life.
Another reason why students get bored in classroom is teaching style and
presentation that teacher show in classroom is not interesting. The quality of
presentation that shown by teacher is very important. Good presentation will raise
students’ interest and they will have willing to study. And of course if they have
will to study, it will be easier to teach them.
Chemistry is a branch of Natural Science which describes the structure,
composition, properties and material changes. Most of the chemistry material
classified as an abstract, that chemistry studied by simplification of the many
object in this world and its discussion not only with solving problems which
consists of numbers (numerical problem) but also includes explanation about
chemical phenomena contained in it.
According Silitonga (2011), the reality that often faced by teachers in
schools is that students often think chemistry is a difficult lesson so that students
felt unable to learn advance in chemistry. These difficulties have an impact on
student’s learning result are less satisfactory.
2
Education that we can see around is often using Direct instruction method
without using some media. Teacher is teaching by speaking in front of class about
subject. “Likewise with the using of media is still minimal in teaching and
learning. This happen because some teachers think that using media is very
troublesome and requires a lot of funds” (Aristohadi, 2008). We can see that not
all the media is requires a lot of fund. Some media can be used by using things
surround us and also some cheap things that affordable by teacher. Like in topic of
oxidation we can use a slice of apple to show students oxidation process. Some of
media may be troublesome for teacher that not have basic about instructional
technology or educational technology. Definition of educational technology
according to Commission on Instructional Technology is “instructional
technology means the media born of the communications revolution which can be
used for instructional purpose alongside the teacher, the book, and the
blackboard” (Sukiman: 2012). What we need the most is communication media
that grow rapidly and we can used it on education. This tools of technology is
called hardware like TV, radio, video, PC etc.
Media that widely used nowadays is PC or personal computer. Computer
is one of learning media that can help students in learning process, so that it will
be easier for students to understand. In recent years, computer is widely used by
students from the entire grade. A lot of people said that nowadays is global era,
where in this era we can use information technology that the main tools is
Computer. Information that we can make not only sound or image, but we can
show information in multimedia. We can use computer a to type, draw, photo
editing, video player, to play a song and to analyze experiment result or to operate
scientific program etc (Sukiman: 2012).
We can conclude that computer is widely used by a lot of people. People
use computer because computer very helpful for people, especially for teacher and
students. For teacher, computer can be a very helpful media. By using computer
teacher can make some animation, video or presentation slide that can increase the
students interest. Using computer have a lot of program or software so that we can
choose which one is more suitable with our subject that will we teach. Not only
3
understand about computer and its software, teacher need to know which one is
suitable when teacher teach some subject.
Teaching with media that’s attractive is one of key roles to improve the
student’s ability. One of attractive media is the simple animation multimedia.
Multimedia is media and content that uses a combination of different content
forms. The term can be used as a noun (a medium with multiple content forms) or
as an adjective describing a medium as having multiple content forms
(http://en.wikipedia.org/wiki/Multimedia).
Students activity also important thing to be concerned in learning.
Students will be easier to understand if student get involved in teaching and
learning process. Teachers must be more creative to give freedom and opportunity
to student while they are study in the classroom. From learning activity, students
will learn more if we compare it just by listening (Gagne. 1996).
Instructional curriculum that have been used in Indonesia since 2006 is
KTSP. This curriculum has a different concept learning approach with curriculum
in 1994, which is based on students competency, where the school program focus
students activity. One of the important materials in application of KTSP is depend
on the teachers understand how to apply contextual learning strategy in the class.
Direct instruction method is widely used by teacher. This teaching model is need
to be upgraded and need to be changed. However, its not easy for teacher to
change teaching methods, because teacher needs ability and skill to do another
teaching method.
Teaching process still dominated by opinion that knowledge as a fact to
remember. Teaching is not only focused on giving knowledge theoretically, but
also teacher have to think how experience in teaching and learning process
connected with problems that faced by students in real life. The main point of
CTL approach is connection between every learning subject with real life.
Connection it we can use some illustration or example that have a relation with
real life. Then, the teaching and learning process will be more interesting, and also
students will feel the benefits that can apply in real life (Rusman: 2011).
4
In KTSP, the teacher does not have to describe objectives and materials in
detail for a teaching learning process in the classroom. Hence, the teacher is given
freedom to use an approach that is relevant to the KTSP, for example the CTL
approach. One of the approaches that emphasizes the process and content of
writing, which was discovered by Dewey (1916), is a contextual approach. The
contextual approach is a learning philosophy that emphasizes students’ interests
and experiences. The contextual teaching and learning (CTL) was developed by
the Washington State Consortium, which involved 11 universities, 20 schools and
some education organizations in the United States (Satriani:2012).
Multimedia is the field concerned with the computer-controlled integration
of text, graphics, drawings, still and moving images (Video), animation, audio,
and any other media where every type of information can be represented, stored,
transmitted and processed digitally. A Multimedia Application is an Application
which uses a collection of multiple media sources e.g. text, graphics, images,
sound/audio, animation and/or video. Hypermedia can be considered as one of the
multimedia applications (Marshall:2001).
Hydrocarbon in chemistry has a major role in human life and livelihood.
Processes in nature that around us is most associated with hydrocarbonal system.
(Susilowati: 2009).
Based on the background above, so that the writer take a title : “The
Effectiveness of Conceptual Teaching and Learning (CTL) and Multimedia
to Increase Students Achievement and Students Activity on Teaching
Hydrocarbon”.
1.2 Problem Identification
Based on the background above, problem identifications of this research are
like below :
1. Low students motivation that effecting students achievement in chemistry
lesson, because they have some difficulties especially hydrocarbon.
2. Students are rarely taught to solve problem and connected to real life.
3. The presentation of subject by teacher in learning process is less
interesting.
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1.3 Scope of Study
To make this research more specific and focus, so the writer makes the scope
of study as follows:
1. The research will held by using Contextual Teaching and Learning (CTL)
and also use multimedia, then compare with Direct instruction Method.
2. Multimedia that used by researcher is simple animation and video or flash.
3. This research will held in Chemistry subject on High School with subject
Hydrocarbon.
1.4 Problem Formula
1. Is there increasing of students achievement after applying Contextual
Teaching and Learning (CTL) using Multimedia if compare with
achievement by Direct instruction method?
2. Is there the effectiveness of Contextual Teaching and Learning (CTL)
using Multimedia by looking the students achievement on solving
problems related with chemistry subject after applying teaching
method compare with Direct instruction teaching method?
1.5 Research Objectives
1. To investigate how the effect of Contextual Teaching and Learning (CTL)
using Multimedia by looking the students achievement on solving
problems related with chemistry subject after applying teaching method
compare with Direct instruction teaching method on teaching hydrocarbon.
2. To investigate the effect of Contextual Teaching and Learning (CTL)
using multimedia and students activity in teaching hydrocarbon.
3. To know the correlation of students achievement with students activity.
4. To know what cognitive domain competence developed by this teaching
model.
1.6 Research Benefits
The benefits of this research are :
1. As a knowledge for the researcher
2. As a suggestion for teacher and another educator about the compatibility
of CTL with chemistry subject especially Hydrocarbon.
6
3. As a references for another researcher that related with this research.
1.7 Operational Definition
1. Contextual Teaching and Learning is a teaching approach that emphasizes
the process of full involvement of students to be able to find material to
learn and connected it to real life situations that encourages students to
apply the acquired knowledge into daily life. CTL involves seven main
components, like : Constructivism, Inquiry, Questioning, Learning
Community, Modeling, Reflection, and Authentic Assessment (Rusman:
2011).
2. Multimedia is come from multi and media. Multi is related with the
amounts and media come from medium that means to deliver (Sukiman:
2012). So multimedia is way than more than one to transfer something. In
this case example of multimedia is simple animation and video or flash.
3. Direct instruction means traditional (http://www.thefreedictionary.com/Dir
ect instruction). So Direct instruction method mean a kind method that was
used traditionally, like lecturing method.
4. Students Achievements is capabilities or disposition that students acquired
after teaching and learning. It accessed as normalized gain and posttest
score.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the results of data analysis and statistical tests in chapter-IV,
then set some conclusions as follows:
1. The learning outcomes of students who are taught by contextual teaching
and learning with multimedia higher (83.52 ± 7.82) than the learning
outcomes of students who are taught by learning using conventional
learning models (9.83 ± 77.72). It means that CTL using multimedia is
more effective than conventional method.
2. Students activity have a positive impact in students achievements.
Students with higher activity have higher achievement compare with
students with lower activity.
3.
There is positive and significant correlation between activity on improved
student learning outcomes of students taught using contextual teaching
and learning with multimedia.
4. Cognitive competence domain that developed by this teaching model is C2.
5.2. Suggestion
Based on the discussion and the conclusions that have been mentioned
above, the authors suggest the following:
1. For teachers and prospective teachers, the implementation of contextual
teaching and learning with multimedia can improve student learning
outcomes, especially chemistry subjects.
2. Direct instruction can give some boring condition in teaching and learning
activity, so its better to avoid for using this model too much.
44
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