THE INFLUENCE OF EXPERIMENTAL METHOD USING PAS IN SENIOR HIGH SCHOOL TOWARD STUDENT�.
THE INFLUENCE OF EXPERIMENTAL METHOD USING PAS
IN SENIOR HIGH SCHOOL TOWARD STUDENT’S PROCESS
SKILL AND ACHIEVEMENT IN ELECTROLYTE AND
NON ELECTROLYTE SOLUTION
By :
Lia Isti Indriyani
Reg. Number 409332023
Bilingual Chemistry Education
THESIS
Submitted to Fulfill the Requirement for Getting the Degree of
Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATHIC AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2013
iii
THE INFLUENCE OF EXPERIMENTAL METHOD USING PAS IN
SENIOR HIGH SCHOOL TOWARD STUDENT’S PROCESS
SKILL AND ACHIEVEMENT IN ELECTROLYTE AND
NON ELECTROLYTE SOLUTION
Lia Isti Indriyani (409332023)
Abstract
The main objective of this research is to know the influences of
experiment method using PAS toward student’s process skill and achievement. In
addition, the objective of this research are to know the feasibility of PAS, the
result testing of PAS, and student’s perception to PAS. This research was
conducted in MAN 2 Model Medan on the second semester. The sample that is
used are the students in grade X in two classes, one class as experiment class and
the other as a control class. The instrument that is used in this research has been
tested based on validity and reliability. Based on validity, from 30 questions, there
are 18 questions are valid and rcal for reliability test is 0,806. It means that the
questions are reliable with high categories. Research result show The average of
post test in experiment class is 80,30±9,75 with gain is 0,67 (medium) and the
average of post test in control class is 70,61±8,88 with gain is 0,51 (medium). The
data of research result had been analyzed by using normality test and homogeneity
test which is shown that data (gain) are normal distribution and homogen. It is as a
requirement to do hypothesis test. Based on hypothesis test using t-test was gotten
value of tcal>ttable that is 5,33>1,717 at significance level (α=0,05), in order that Ha
is received and Ho is refused, it means that student’s achievement in class that had
been learnt by using experiment method with PAS guidance is higher than
student’s achievement that had been learnt with conventional method. The
feasibility percentage of PAS guidance is 88,89%, it means that PAS is feasible to
used in experiment. Result testing of PAS give the same result with theory.
Students who be learnt by using laboratory experiment method with PAS can
increase their process skill with the average is 92,18% in very high categorized.
The average of student’s perception to PAS guidance is 83,31%. It means that
students perception in experiment class is good, and the students understand about
the instruction and the content of PAS guidance.
vi
CONTENT
Agreement Sheet
Biography
Abstract
Preface
Content
List Of Figure
List Of Table
List of Formula
List of Appendix
CHAPTER I INTRODUCTION
1.1. Background
1.2. Problem Identification
1.3. Problem Limitation
1.4. Problem Formulation
1.5. Research Objective
1.6. Research Benefit
1.7. Operational Definition
CHAPTER II LITERATURE STUDY
2.1. Essence of Teaching Learning Process
2.2. Definition of Teaching
2.3. Definition of Learning
2.4. Student’s Achievement
2.5. Process Skills
2.5.1. Basic Science Process Skills
2.5.2. Learning integrated process skills
2.6. Teaching Method In Chemistry
2.6.1. Conventional Method In Teaching Chemistry
2.6.2. Experiment Method In Teaching Chemistry
2.7.
Practical Guidance
2.8.
PAS (Simple Alternative Experiment)
2.9.
Electrolyte And Non Electrolyte Solution
2.9.1. Solution
2.9.2. Definition of Electrolyte and
Arhenius’s Theory
2.9.3. Electrolyte and Non
Electrolyte Solution
2.9.4. Strong and Weak Electrolyte
2.9.5. Electrolyte Tester
2.9.6. Solution Conductance
2.10. Hypothesis
Pages
i
ii
iii
iv
vi
x
xi
xii
xiii
1
1
4
4
5
5
6
6
8
8
8
9
9
10
10
11
12
13
15
17
18
19
19
20
20
22
23
24
25
vii
CHAPTER III RESEARCH METHOD
3.1.
Location And Time Of Research
3.2.
Population And Sample
3.3.
Research Variables And Instruments Research
3.3.1. The Study Variables
3.3.2. Research Instruments
3.4.
Type And Research Design
3.4.1. Type Of Research
3.4.2. Research procedures
3.4.3. Research Flow Diagram
3.5.
Technique Data Collection
3.5.1. Validity Test
3.5.2. Reliability Test
3.5.3. The Difficulty Level
3.5.4. Index Distinguish Test
3.6.
Data Analysis
3.6.1. Normality Test
3.6.2. Homogeneity Test
3.6.3. Normalized Gain
3.6.4. Hypothesis Test
3.7.
Research Time Table
26
26
26
26
26
27
30
30
30
32
33
33
34
35
35
36
36
37
37
38
39
CHAPTER IV RESULT AND DISCUSSION
4.1.
Research Result
4.1.1. Analysis Of Research Instrument
4.1.1.1. Validity Test
4.1.1.2. Reliability Test
4.1.1.3. Index Difficulty Test
4.1.1.4. Index Distinguish Test
4.1.2. Data Of Research Result
4.1.2.1. Student’s Achievement
4.1.2.2. Feasibility Test of PAS Guidance
4.1.2.3. Result Testing Of PAS Guidance
4.1.2.4. Process Skill Level Of Student
4.1.2.5. Student’s Perception To PAS Guidance
4.1.3. Research Data Analysis
4.1.3.1. Normality Test
4.1.3.2. Homogeneity Test
4.1.3.3. Hypothesis Test
4.1.3.4. Increasing Of Student’s Achievement
4.2.
Discussion
4.2.1. Student’s Achievement
4.2.1.1. Pre Test
4.2.1.2. Post Test
4.2.1.3. Normalized Gain
4.2.2. Feasibility Test of PAS Guidance
4.2.3. Result Testing of PAS Guidance
4.2.4. Process Skill Of Students
40
40
40
40
40
41
41
42
43
43
44
44
45
46
47
47
48
48
49
49
49
49
50
50
51
51
viii
4.2.5.
Student’s Perception
52
CHAPTER V CONCLUSION AND SUGGESTION
5.1.
Conclusion
5.2.
Suggestion
53
53
53
REFERENCE
54
x
LIST OF TABLE
Table 2.1.
Table 3.1.
Table 3.2.
Table 3.3.
Table 3.4.
Table 3.5.
Table 4.1.
Table 4.2.
Table 4.3.
Table 4.4.
Table 4.5.
Table 4.6.
Table 4.7.
Table 4.8.
Table 4.9.
Table 4.10.
Differentiation of Strong and Weak Electrolyte
Criteria Level Of Student’s Skill
Criteria Level Of Students Perception
To PAS Guidance
Criteria Level Of PAS guidance
Feasibility
Research Design
Research Time Table
Result Testing of Question that is used
Student’s Achievement Data
Feasibility Test of PAS
Result Testing of PAS Guidance
Data Process Skill of Student
Student’s Perception to PAS
Normality Test Data
Homogeneity Test Data
Hypothesis Test Data
table of Normalized Gain
22
28
29
30
31
39
42
43
43
44
44
45
47
47
48
48
ix
LIST OF FIGURE
Figure 2.1.
Figure 2.2.
Figure 3.1.
Figure 4.1.
Figure 4.2.
Strong Electrolyte, Weak Electrolyte
And Non Electrolyte
Electrolyte Tester
Research Design Flow Diagram
Graph of Process Skill Level
Percentage Of Student’s Perception
23
24
32
45
46
xii
LIST OF APPENDIX
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Appendix 17
Appendix 18
Appendix 19
Appendix 20
Appendix 21
Appendix 22
Appendix 23
Appendix 24
Appendix 25
Appendix 26
Appendix 27
Appendix 28
Appendix 29
Appendix 30
Appendix 31
Appendix 32
Syllabus
Lesson Plan
Lattice of Instrument Test
( have not been valid yet)
lattice of instrument test
( have been valid )
Instrument Test
( have not been valid yet)
instrument Test
( have been valid )
PAS Guidance
Questioner Of Student’s Perception
Questioner Of Feasibility Test
Journal Observation
Observation Sheet
Calculation Of Validity Test
Calculation Of Index Difficulty Test
Calculation Of Index Distinguish Test
Calculation Of Reliability Test
Table Of Validity
Table Of Index Difficulty Test
Table Of Index Distinguish Test
Table Of Reliability Test
Data Of Student’s Achievement
Calculation Of Gain
Calculation Of Normality Test
Calculation Of Homogeneity Test
Calculation Of Hypothesis Test
Tabulation Of Student’s Skill Process
Tabulation Of Student’s Perception
Tabulation of Feasibility Test
Table Of Distribution F
Table Distribution r
Table Distribution t
Table Distribution Chi Square X2
Documentation
56
60
79
88
93
100
104
108
109
110
113
114
116
117
118
119
121
123
125
127
133
138
144
146
147
149
151
152
155
156
157
158
CHAPTER I
INTRODUCTION
1.1.
Background
Education is one important factor in determining the quality of a nation.
Primarily through formal education in schools. Student's achievement is the end
result of teaching learning process. There are several factors that can affect the
success of teaching learning process. Factors that affect the learning process is
comprised of internal factors and external factors of students. The internal factors
include motivation, interest, and how to learn. While the external factors are the
factor of family environment, school environment, society and so on.
(Simanjutak, A, 2011)
A good quality of education in a country, indicate of success development
in education sector in that country. In our country Indonesia showed that quality
of national education still under national standard. This matter can be seen from
student’s achievement in senior high school especially in chemistry. Generally, in
MAN 2 Model Medan the evaluation value of students in chemistry lesson is in 5
up to 10. There are many students who have value lower than KKM that decided
by the school, it is about 65%. Based on that percentage of averaging value shown
that teaching of chemistry was not maximal yet to get a good result. Therefore
still needed the improvement to minimize the percentage of students number who
have the value that lower than KKM which is have been decided by the school.
One of the problems that make low the student's achievement in learning
chemistry is Many students of senior high school consider that subject of
chemistry is difficult so they have feeling not able to study it. This case may be
caused by presentation of topics are less interesting and boring. Finally, it leaves a
“dangerous”, difficult, and scare to students who less understand a basic concepts
of chemistry (Situmorang, 2006). Many teachers in Indonesia just using
conventional method in teaching of chemistry. It make students become boring
and finally it can influenced the student’s achievement.
1
2
Chemistry teacher should be make chemistry is more relevant enjoyable,
easy to learn and have meaning for students. Chemistry as one of the science
lesson, that is to provide experience to students in planning and conduct of
scientific work, to form a scientific attitude (Simamora, 2006). Chemistry is a
collection of concepts, principles, theories and laws. Chemistry can be viewed as
the product knowledge gained through scientific methods and can also be viewed
as a process that is as a method of reasoning or thinking. The attitude is needed in
the form of scientific method are a desire to know, openly and responsibly. By
studying the chemistry students will learn to make observations, conduct
experiments to find answers to the hypothesis, the experiment students will be
able to explain the objects and events, ask questions, construct explanations and
test explanations based on theories that are studied (Team of Chemical Education,
2006) .
So, it is important for teacher to choose the various methods on the
teaching, in this cased students will remember the subject in a long time.
According Darmodjho and Kaligis (1991), it is a mistake when teaching chemistry
by transferring only what is in the textbook to their students. This is due to what is
written in the book's text is just the one side or one dimension of the IPA is the
dimension of "products". Text books is the body of knowledge of science, an
accumulation of previous efforts of the pioneering science and generally have
been arranged in a complete and systematic. Text books is important, but from the
other side of the science is no less important is the dimension of "process",
meaning the process of getting the science itself. (Manik, 2011)
In the study of chemistry, one method of learning that can be used is
experimental method. This method is highly recommended for learning chemistry
because it is suitable with the educational goals that include the development of
knowledge, implant scientific attitude, and practice the skills. Experimental
method is a way of presenting the lesson, where students are experimenting with
having to prove and learned something by themselves. In teaching and learning
with practical methods, students are given the opportunity to experience for
theirself or make their own, follow a process, observing an object, analyze, and
3
prove and draw your own conclusions about an object, situation, or process
anything (Djamarah and Zain, 1995) .
Based on the results of research conducted by Neni (2010) show That
student's achievement in experimental class (75.48 ± 6:01) is higher than the
control class (67.53 ± 4.69). it is appropriate with research that conducted by Siti
Jahro (2008) stating that the learning outcomes of students who applied methods
lab showed that a higher yield (81.6 ± 4.3) than the learning outcomes of students
are not acquainted with the teachings with the practical methods (68.7 ± 8.6). In
addition, based on questionnaires distributed revealed that 89.2% of students
increased enthusiasm for learning chemistry when chemical material objects can
be observed directly. Then 86.9% of students agreed that the lab activities can
help improve understanding of the chemical material learned.
It is not appropriate with the reality. Learning activities carried out without
the lab sometimes (or familiar) is done. Whereas if the cut “Chemistry” become
“Chem-Is-Try”, chemical is an experiment (Try). Even chemistry is also born of
the experiment, then came the theories of chemistry. In rural areas and even urban
areas can also happen that studying chemistry without experiments. The reason is
a classic, because:
1. Uncompleted of the tools and lab materials
2. Unavailability of the laboratory,
3. The lack of chemistry teachers,
4. Lack of skills of chemistry teachers
5. Unavailability of practical guidance.
(Urip. 2012)
Based on data from self-evaluation of chemistry education program from
Tracer study results that distributed of 103 alumni who have long worked as
teachers in some districts / city in North Sumatra (teacher student civil PPL)
constraints experienced by teachers in the implementation of practical chemistry,
among others, the absence of laboratory 13.66%, the absence of material /
substance 29.81%, the absence of practical guidance 14.28%, and the other for
27.32%. (Manik,2012)
4
Based on the data above, practical guidance and availability of substances
and materials are the constraints that had been around by chemistry teachers in
implementing the experiment. The less of practical guidance and a lack of
availability of equipment / materials can certainly lead to practical implementation
is not done. To overcome these problems need creativity in formulating practical
guide to using the tool / material contained in the student and is also safe to use.
Based on the description above, the authors interested to do research with
the title The Influence Of Experimental Method Using PAS In Senior High
School Toward Student’s Process Skill And Achievement In Electrolyte And
Non Electrolyte Solution.
1.2.
Problem Identification
Appropriate with the background that explained above, so the problem
can be identified as follows:
1. Does teaching and learning process with experimental method using PAS
increase student’s achievement in senior high school?
2. Does teaching and learning process with experimental method with PAS
attract the student’s interest?
3. Does teaching and learning process with experimental method with PAS
improve the implementation of experiment in the school?
1.3.
Problem Limitation
Given the wide scope of problems in identifying the problems mentioned
above, this study is limited to the following:
1. The study was conducted at the high school level class X (superior) using
KTSP curriculum, semester 2 TA 2012/2013, in MAN 2 Model Medan.
2. The topic that had been taught is the electrolyte and non electrolyte
solution..
3. Teaching methods was applied in this study are experimental methods by
using PAS.
5
4. Student’s process skill that had been measured in this study are: using
tools correctly, observing, planning the experiment, and communication.
5. Student’s achievement that had been measured in this research is the
cognitive aspect of the level of C1, C2, C3, and C4.
6. Feasibility test had been applied is PAS guidance.
1.4.
Problem Formulation
In this research, used as formulation of problem is as follows:
1. Is student’s achievement who had been learnt by using experimental
method with PAS higher than students achievement by conventional
methods?
2. How many the average percentage of feasibility of PAS guidance to use in
learning electrolyte and non electrolyte solution topic?
3. How is the result testing PAS guidance in electrolyte and non electrolyte
solution at chemistry lesson X SMA in laboratory chemistry UNIMED?
4. How many the average percentage of level skills of students who were
taught by using experimental method with PAS ?
5. How many the average percentage of student’s perception to PAS
guidance in electrolyte and non electrolyte solution that have been
designed and tested in UNIMED FMIPA chemistry laboratory?
1.5.
Research Objective
Based on the problems above, the research was conducted to study for the
purpose of knowing :
1. The results comparisons of student’s achievement who had been learnt by
experimental method using PAS guidance with conventional teaching
methods.
2. The average percentage of feasibility of PAS guidance to use in learning
electrolyte and non electrolyte solution.
3. The result testing PAS guidance in electrolyte and non electrolyte solution
topic at chemistry lesson X SMA in laboratory chemistry UNIMED.
6
4. The average percentage of process skill of students who were taught by
using experiment method with PAS guidance.
5. The average percentage of student’s perception to PAS guidance in
electrolyte and non electrolyte solution topic that have been designed and
tested in FMIPA UNIMED chemistry laboratory.
1.6.
Benefit Of Research
The benefits of this research are:
1. Can be input for teachers – especially for chemistry teacher in solving the
problems that hinder the implementation of practical activities through
practical guide by using PAS.
2. Can provide guidelines for teachers of science, especially chemistry
teachers to carry out practical work in schools to improve student
motivation and learning outcomes.
3. Can change the paradigm of students that chemistry is not an abstract
subject, because the chemical is an experimental science.
4. Provide material inputs to similar research in the future.
1.7.
Operational Definition
1. PAS
PAS is the term of Indonesian language, that is the continuation of
“Praktikum Alternatif Sederhana”. PAS is already famous in chemistry
teacher in senior high school as the alternative for doing experiment. PAS
is used as alternative experiment to could be done easier. Where PAS use
apparatus and material that easy to found by students because the
apparatus and material present in around of students. Besides the material
that was used is not harmful because it is near to our daily life, so the
students can enjoy to do the experiment without worry about its effect.
And also the PAS guidance is arranged as alternative of guidance
experiment standard. So, in this research, researcher want to know the
feasibility of PAS and the student’s perception to PAS. Whether PAS
7
guidance can be used in experiment and can support teaching learning
process as guidance to do experiment in order that can improve student’s
achievement.
2. Student’s Process Skill
Student’s process skill is the student’s activity when they do the
experiment. In this case, the student’s process skill is scientific skill
process because the activity that had been done by students is experiment.
student’s skill process that had been observed in this research include
using laboratory equipment correctly, observing, communication and
planning the experiment. The student’s skill process can be seen by doing
observation. The observation had been done when students do the
experiment by using PAS guidance. To observed students process skill is
used observation sheet. Based on the score that present in observation
sheet, it can be known how the level skill of student in scientific process.
3. Student’s Achievement
Student’s achievement is the result of teaching learning process. It can be
gotten after researcher do the treatment ( experiment method using PAS in
experiment class and conventional method in control class). Student’s
achievement can be seen based on pre test and post test value of students
in both of class. The test is in multiple choice form which is have 5 option.
Student’s achievement that had been measured in this research is the
cognitive aspect in the level of C1, C2, C3, and C4.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1.
Conclusion
Based on the research that have been done, can be concluded that :
1. Students achievement who is thought with experiment method using PAS
guidance is higher than students who thought with conventional method. It
is shown by the average of gain in two sample class, where experiment
class got 0,67 (medium) and control class is 0,51 (medium).
2. PAS guidance is feasible to used in experimental chemistry especially in
teaching of electrolyte and non electrolyte solution (88,89%), because the
procedure is suitable with the standard competence and basic competence,
and also the procedure is easy to do and the material and apparatus that is
used not harm full and easy to find by the students.
3. Result testing of PAS guidance that had been done in Laboratory
chemistry UNIMED give similar result with the theory.
4. Students who had been learnt with experiment method using PAS can
increasing their process skill with average is 92,18%. It show that students
can improve their process skill by doing experiment with PAS.
5. Students have good perception to the PAS guidance (83,31%), it s shown
by their interesting when do the experiment. All of them active when do
experiment and they attract to observe the result of experiment that they
have been done.
5.2.
Suggestion
1. For chemistry teacher, should be make innovation in teaching of
chemistry, one of the ways is by apply experiment method with PAS
guidance. Due to PAS, there is no reason to not do experiment. Because
there are so many advantages when students do the experiment.
2. There is innovation to do experiment with PAS guidance for the other
topic in teaching learning chemistry.
53
IN SENIOR HIGH SCHOOL TOWARD STUDENT’S PROCESS
SKILL AND ACHIEVEMENT IN ELECTROLYTE AND
NON ELECTROLYTE SOLUTION
By :
Lia Isti Indriyani
Reg. Number 409332023
Bilingual Chemistry Education
THESIS
Submitted to Fulfill the Requirement for Getting the Degree of
Sarjana Pendidikan
CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATHIC AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2013
iii
THE INFLUENCE OF EXPERIMENTAL METHOD USING PAS IN
SENIOR HIGH SCHOOL TOWARD STUDENT’S PROCESS
SKILL AND ACHIEVEMENT IN ELECTROLYTE AND
NON ELECTROLYTE SOLUTION
Lia Isti Indriyani (409332023)
Abstract
The main objective of this research is to know the influences of
experiment method using PAS toward student’s process skill and achievement. In
addition, the objective of this research are to know the feasibility of PAS, the
result testing of PAS, and student’s perception to PAS. This research was
conducted in MAN 2 Model Medan on the second semester. The sample that is
used are the students in grade X in two classes, one class as experiment class and
the other as a control class. The instrument that is used in this research has been
tested based on validity and reliability. Based on validity, from 30 questions, there
are 18 questions are valid and rcal for reliability test is 0,806. It means that the
questions are reliable with high categories. Research result show The average of
post test in experiment class is 80,30±9,75 with gain is 0,67 (medium) and the
average of post test in control class is 70,61±8,88 with gain is 0,51 (medium). The
data of research result had been analyzed by using normality test and homogeneity
test which is shown that data (gain) are normal distribution and homogen. It is as a
requirement to do hypothesis test. Based on hypothesis test using t-test was gotten
value of tcal>ttable that is 5,33>1,717 at significance level (α=0,05), in order that Ha
is received and Ho is refused, it means that student’s achievement in class that had
been learnt by using experiment method with PAS guidance is higher than
student’s achievement that had been learnt with conventional method. The
feasibility percentage of PAS guidance is 88,89%, it means that PAS is feasible to
used in experiment. Result testing of PAS give the same result with theory.
Students who be learnt by using laboratory experiment method with PAS can
increase their process skill with the average is 92,18% in very high categorized.
The average of student’s perception to PAS guidance is 83,31%. It means that
students perception in experiment class is good, and the students understand about
the instruction and the content of PAS guidance.
vi
CONTENT
Agreement Sheet
Biography
Abstract
Preface
Content
List Of Figure
List Of Table
List of Formula
List of Appendix
CHAPTER I INTRODUCTION
1.1. Background
1.2. Problem Identification
1.3. Problem Limitation
1.4. Problem Formulation
1.5. Research Objective
1.6. Research Benefit
1.7. Operational Definition
CHAPTER II LITERATURE STUDY
2.1. Essence of Teaching Learning Process
2.2. Definition of Teaching
2.3. Definition of Learning
2.4. Student’s Achievement
2.5. Process Skills
2.5.1. Basic Science Process Skills
2.5.2. Learning integrated process skills
2.6. Teaching Method In Chemistry
2.6.1. Conventional Method In Teaching Chemistry
2.6.2. Experiment Method In Teaching Chemistry
2.7.
Practical Guidance
2.8.
PAS (Simple Alternative Experiment)
2.9.
Electrolyte And Non Electrolyte Solution
2.9.1. Solution
2.9.2. Definition of Electrolyte and
Arhenius’s Theory
2.9.3. Electrolyte and Non
Electrolyte Solution
2.9.4. Strong and Weak Electrolyte
2.9.5. Electrolyte Tester
2.9.6. Solution Conductance
2.10. Hypothesis
Pages
i
ii
iii
iv
vi
x
xi
xii
xiii
1
1
4
4
5
5
6
6
8
8
8
9
9
10
10
11
12
13
15
17
18
19
19
20
20
22
23
24
25
vii
CHAPTER III RESEARCH METHOD
3.1.
Location And Time Of Research
3.2.
Population And Sample
3.3.
Research Variables And Instruments Research
3.3.1. The Study Variables
3.3.2. Research Instruments
3.4.
Type And Research Design
3.4.1. Type Of Research
3.4.2. Research procedures
3.4.3. Research Flow Diagram
3.5.
Technique Data Collection
3.5.1. Validity Test
3.5.2. Reliability Test
3.5.3. The Difficulty Level
3.5.4. Index Distinguish Test
3.6.
Data Analysis
3.6.1. Normality Test
3.6.2. Homogeneity Test
3.6.3. Normalized Gain
3.6.4. Hypothesis Test
3.7.
Research Time Table
26
26
26
26
26
27
30
30
30
32
33
33
34
35
35
36
36
37
37
38
39
CHAPTER IV RESULT AND DISCUSSION
4.1.
Research Result
4.1.1. Analysis Of Research Instrument
4.1.1.1. Validity Test
4.1.1.2. Reliability Test
4.1.1.3. Index Difficulty Test
4.1.1.4. Index Distinguish Test
4.1.2. Data Of Research Result
4.1.2.1. Student’s Achievement
4.1.2.2. Feasibility Test of PAS Guidance
4.1.2.3. Result Testing Of PAS Guidance
4.1.2.4. Process Skill Level Of Student
4.1.2.5. Student’s Perception To PAS Guidance
4.1.3. Research Data Analysis
4.1.3.1. Normality Test
4.1.3.2. Homogeneity Test
4.1.3.3. Hypothesis Test
4.1.3.4. Increasing Of Student’s Achievement
4.2.
Discussion
4.2.1. Student’s Achievement
4.2.1.1. Pre Test
4.2.1.2. Post Test
4.2.1.3. Normalized Gain
4.2.2. Feasibility Test of PAS Guidance
4.2.3. Result Testing of PAS Guidance
4.2.4. Process Skill Of Students
40
40
40
40
40
41
41
42
43
43
44
44
45
46
47
47
48
48
49
49
49
49
50
50
51
51
viii
4.2.5.
Student’s Perception
52
CHAPTER V CONCLUSION AND SUGGESTION
5.1.
Conclusion
5.2.
Suggestion
53
53
53
REFERENCE
54
x
LIST OF TABLE
Table 2.1.
Table 3.1.
Table 3.2.
Table 3.3.
Table 3.4.
Table 3.5.
Table 4.1.
Table 4.2.
Table 4.3.
Table 4.4.
Table 4.5.
Table 4.6.
Table 4.7.
Table 4.8.
Table 4.9.
Table 4.10.
Differentiation of Strong and Weak Electrolyte
Criteria Level Of Student’s Skill
Criteria Level Of Students Perception
To PAS Guidance
Criteria Level Of PAS guidance
Feasibility
Research Design
Research Time Table
Result Testing of Question that is used
Student’s Achievement Data
Feasibility Test of PAS
Result Testing of PAS Guidance
Data Process Skill of Student
Student’s Perception to PAS
Normality Test Data
Homogeneity Test Data
Hypothesis Test Data
table of Normalized Gain
22
28
29
30
31
39
42
43
43
44
44
45
47
47
48
48
ix
LIST OF FIGURE
Figure 2.1.
Figure 2.2.
Figure 3.1.
Figure 4.1.
Figure 4.2.
Strong Electrolyte, Weak Electrolyte
And Non Electrolyte
Electrolyte Tester
Research Design Flow Diagram
Graph of Process Skill Level
Percentage Of Student’s Perception
23
24
32
45
46
xii
LIST OF APPENDIX
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Appendix 17
Appendix 18
Appendix 19
Appendix 20
Appendix 21
Appendix 22
Appendix 23
Appendix 24
Appendix 25
Appendix 26
Appendix 27
Appendix 28
Appendix 29
Appendix 30
Appendix 31
Appendix 32
Syllabus
Lesson Plan
Lattice of Instrument Test
( have not been valid yet)
lattice of instrument test
( have been valid )
Instrument Test
( have not been valid yet)
instrument Test
( have been valid )
PAS Guidance
Questioner Of Student’s Perception
Questioner Of Feasibility Test
Journal Observation
Observation Sheet
Calculation Of Validity Test
Calculation Of Index Difficulty Test
Calculation Of Index Distinguish Test
Calculation Of Reliability Test
Table Of Validity
Table Of Index Difficulty Test
Table Of Index Distinguish Test
Table Of Reliability Test
Data Of Student’s Achievement
Calculation Of Gain
Calculation Of Normality Test
Calculation Of Homogeneity Test
Calculation Of Hypothesis Test
Tabulation Of Student’s Skill Process
Tabulation Of Student’s Perception
Tabulation of Feasibility Test
Table Of Distribution F
Table Distribution r
Table Distribution t
Table Distribution Chi Square X2
Documentation
56
60
79
88
93
100
104
108
109
110
113
114
116
117
118
119
121
123
125
127
133
138
144
146
147
149
151
152
155
156
157
158
CHAPTER I
INTRODUCTION
1.1.
Background
Education is one important factor in determining the quality of a nation.
Primarily through formal education in schools. Student's achievement is the end
result of teaching learning process. There are several factors that can affect the
success of teaching learning process. Factors that affect the learning process is
comprised of internal factors and external factors of students. The internal factors
include motivation, interest, and how to learn. While the external factors are the
factor of family environment, school environment, society and so on.
(Simanjutak, A, 2011)
A good quality of education in a country, indicate of success development
in education sector in that country. In our country Indonesia showed that quality
of national education still under national standard. This matter can be seen from
student’s achievement in senior high school especially in chemistry. Generally, in
MAN 2 Model Medan the evaluation value of students in chemistry lesson is in 5
up to 10. There are many students who have value lower than KKM that decided
by the school, it is about 65%. Based on that percentage of averaging value shown
that teaching of chemistry was not maximal yet to get a good result. Therefore
still needed the improvement to minimize the percentage of students number who
have the value that lower than KKM which is have been decided by the school.
One of the problems that make low the student's achievement in learning
chemistry is Many students of senior high school consider that subject of
chemistry is difficult so they have feeling not able to study it. This case may be
caused by presentation of topics are less interesting and boring. Finally, it leaves a
“dangerous”, difficult, and scare to students who less understand a basic concepts
of chemistry (Situmorang, 2006). Many teachers in Indonesia just using
conventional method in teaching of chemistry. It make students become boring
and finally it can influenced the student’s achievement.
1
2
Chemistry teacher should be make chemistry is more relevant enjoyable,
easy to learn and have meaning for students. Chemistry as one of the science
lesson, that is to provide experience to students in planning and conduct of
scientific work, to form a scientific attitude (Simamora, 2006). Chemistry is a
collection of concepts, principles, theories and laws. Chemistry can be viewed as
the product knowledge gained through scientific methods and can also be viewed
as a process that is as a method of reasoning or thinking. The attitude is needed in
the form of scientific method are a desire to know, openly and responsibly. By
studying the chemistry students will learn to make observations, conduct
experiments to find answers to the hypothesis, the experiment students will be
able to explain the objects and events, ask questions, construct explanations and
test explanations based on theories that are studied (Team of Chemical Education,
2006) .
So, it is important for teacher to choose the various methods on the
teaching, in this cased students will remember the subject in a long time.
According Darmodjho and Kaligis (1991), it is a mistake when teaching chemistry
by transferring only what is in the textbook to their students. This is due to what is
written in the book's text is just the one side or one dimension of the IPA is the
dimension of "products". Text books is the body of knowledge of science, an
accumulation of previous efforts of the pioneering science and generally have
been arranged in a complete and systematic. Text books is important, but from the
other side of the science is no less important is the dimension of "process",
meaning the process of getting the science itself. (Manik, 2011)
In the study of chemistry, one method of learning that can be used is
experimental method. This method is highly recommended for learning chemistry
because it is suitable with the educational goals that include the development of
knowledge, implant scientific attitude, and practice the skills. Experimental
method is a way of presenting the lesson, where students are experimenting with
having to prove and learned something by themselves. In teaching and learning
with practical methods, students are given the opportunity to experience for
theirself or make their own, follow a process, observing an object, analyze, and
3
prove and draw your own conclusions about an object, situation, or process
anything (Djamarah and Zain, 1995) .
Based on the results of research conducted by Neni (2010) show That
student's achievement in experimental class (75.48 ± 6:01) is higher than the
control class (67.53 ± 4.69). it is appropriate with research that conducted by Siti
Jahro (2008) stating that the learning outcomes of students who applied methods
lab showed that a higher yield (81.6 ± 4.3) than the learning outcomes of students
are not acquainted with the teachings with the practical methods (68.7 ± 8.6). In
addition, based on questionnaires distributed revealed that 89.2% of students
increased enthusiasm for learning chemistry when chemical material objects can
be observed directly. Then 86.9% of students agreed that the lab activities can
help improve understanding of the chemical material learned.
It is not appropriate with the reality. Learning activities carried out without
the lab sometimes (or familiar) is done. Whereas if the cut “Chemistry” become
“Chem-Is-Try”, chemical is an experiment (Try). Even chemistry is also born of
the experiment, then came the theories of chemistry. In rural areas and even urban
areas can also happen that studying chemistry without experiments. The reason is
a classic, because:
1. Uncompleted of the tools and lab materials
2. Unavailability of the laboratory,
3. The lack of chemistry teachers,
4. Lack of skills of chemistry teachers
5. Unavailability of practical guidance.
(Urip. 2012)
Based on data from self-evaluation of chemistry education program from
Tracer study results that distributed of 103 alumni who have long worked as
teachers in some districts / city in North Sumatra (teacher student civil PPL)
constraints experienced by teachers in the implementation of practical chemistry,
among others, the absence of laboratory 13.66%, the absence of material /
substance 29.81%, the absence of practical guidance 14.28%, and the other for
27.32%. (Manik,2012)
4
Based on the data above, practical guidance and availability of substances
and materials are the constraints that had been around by chemistry teachers in
implementing the experiment. The less of practical guidance and a lack of
availability of equipment / materials can certainly lead to practical implementation
is not done. To overcome these problems need creativity in formulating practical
guide to using the tool / material contained in the student and is also safe to use.
Based on the description above, the authors interested to do research with
the title The Influence Of Experimental Method Using PAS In Senior High
School Toward Student’s Process Skill And Achievement In Electrolyte And
Non Electrolyte Solution.
1.2.
Problem Identification
Appropriate with the background that explained above, so the problem
can be identified as follows:
1. Does teaching and learning process with experimental method using PAS
increase student’s achievement in senior high school?
2. Does teaching and learning process with experimental method with PAS
attract the student’s interest?
3. Does teaching and learning process with experimental method with PAS
improve the implementation of experiment in the school?
1.3.
Problem Limitation
Given the wide scope of problems in identifying the problems mentioned
above, this study is limited to the following:
1. The study was conducted at the high school level class X (superior) using
KTSP curriculum, semester 2 TA 2012/2013, in MAN 2 Model Medan.
2. The topic that had been taught is the electrolyte and non electrolyte
solution..
3. Teaching methods was applied in this study are experimental methods by
using PAS.
5
4. Student’s process skill that had been measured in this study are: using
tools correctly, observing, planning the experiment, and communication.
5. Student’s achievement that had been measured in this research is the
cognitive aspect of the level of C1, C2, C3, and C4.
6. Feasibility test had been applied is PAS guidance.
1.4.
Problem Formulation
In this research, used as formulation of problem is as follows:
1. Is student’s achievement who had been learnt by using experimental
method with PAS higher than students achievement by conventional
methods?
2. How many the average percentage of feasibility of PAS guidance to use in
learning electrolyte and non electrolyte solution topic?
3. How is the result testing PAS guidance in electrolyte and non electrolyte
solution at chemistry lesson X SMA in laboratory chemistry UNIMED?
4. How many the average percentage of level skills of students who were
taught by using experimental method with PAS ?
5. How many the average percentage of student’s perception to PAS
guidance in electrolyte and non electrolyte solution that have been
designed and tested in UNIMED FMIPA chemistry laboratory?
1.5.
Research Objective
Based on the problems above, the research was conducted to study for the
purpose of knowing :
1. The results comparisons of student’s achievement who had been learnt by
experimental method using PAS guidance with conventional teaching
methods.
2. The average percentage of feasibility of PAS guidance to use in learning
electrolyte and non electrolyte solution.
3. The result testing PAS guidance in electrolyte and non electrolyte solution
topic at chemistry lesson X SMA in laboratory chemistry UNIMED.
6
4. The average percentage of process skill of students who were taught by
using experiment method with PAS guidance.
5. The average percentage of student’s perception to PAS guidance in
electrolyte and non electrolyte solution topic that have been designed and
tested in FMIPA UNIMED chemistry laboratory.
1.6.
Benefit Of Research
The benefits of this research are:
1. Can be input for teachers – especially for chemistry teacher in solving the
problems that hinder the implementation of practical activities through
practical guide by using PAS.
2. Can provide guidelines for teachers of science, especially chemistry
teachers to carry out practical work in schools to improve student
motivation and learning outcomes.
3. Can change the paradigm of students that chemistry is not an abstract
subject, because the chemical is an experimental science.
4. Provide material inputs to similar research in the future.
1.7.
Operational Definition
1. PAS
PAS is the term of Indonesian language, that is the continuation of
“Praktikum Alternatif Sederhana”. PAS is already famous in chemistry
teacher in senior high school as the alternative for doing experiment. PAS
is used as alternative experiment to could be done easier. Where PAS use
apparatus and material that easy to found by students because the
apparatus and material present in around of students. Besides the material
that was used is not harmful because it is near to our daily life, so the
students can enjoy to do the experiment without worry about its effect.
And also the PAS guidance is arranged as alternative of guidance
experiment standard. So, in this research, researcher want to know the
feasibility of PAS and the student’s perception to PAS. Whether PAS
7
guidance can be used in experiment and can support teaching learning
process as guidance to do experiment in order that can improve student’s
achievement.
2. Student’s Process Skill
Student’s process skill is the student’s activity when they do the
experiment. In this case, the student’s process skill is scientific skill
process because the activity that had been done by students is experiment.
student’s skill process that had been observed in this research include
using laboratory equipment correctly, observing, communication and
planning the experiment. The student’s skill process can be seen by doing
observation. The observation had been done when students do the
experiment by using PAS guidance. To observed students process skill is
used observation sheet. Based on the score that present in observation
sheet, it can be known how the level skill of student in scientific process.
3. Student’s Achievement
Student’s achievement is the result of teaching learning process. It can be
gotten after researcher do the treatment ( experiment method using PAS in
experiment class and conventional method in control class). Student’s
achievement can be seen based on pre test and post test value of students
in both of class. The test is in multiple choice form which is have 5 option.
Student’s achievement that had been measured in this research is the
cognitive aspect in the level of C1, C2, C3, and C4.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1.
Conclusion
Based on the research that have been done, can be concluded that :
1. Students achievement who is thought with experiment method using PAS
guidance is higher than students who thought with conventional method. It
is shown by the average of gain in two sample class, where experiment
class got 0,67 (medium) and control class is 0,51 (medium).
2. PAS guidance is feasible to used in experimental chemistry especially in
teaching of electrolyte and non electrolyte solution (88,89%), because the
procedure is suitable with the standard competence and basic competence,
and also the procedure is easy to do and the material and apparatus that is
used not harm full and easy to find by the students.
3. Result testing of PAS guidance that had been done in Laboratory
chemistry UNIMED give similar result with the theory.
4. Students who had been learnt with experiment method using PAS can
increasing their process skill with average is 92,18%. It show that students
can improve their process skill by doing experiment with PAS.
5. Students have good perception to the PAS guidance (83,31%), it s shown
by their interesting when do the experiment. All of them active when do
experiment and they attract to observe the result of experiment that they
have been done.
5.2.
Suggestion
1. For chemistry teacher, should be make innovation in teaching of
chemistry, one of the ways is by apply experiment method with PAS
guidance. Due to PAS, there is no reason to not do experiment. Because
there are so many advantages when students do the experiment.
2. There is innovation to do experiment with PAS guidance for the other
topic in teaching learning chemistry.
53