THE ROLE OF VIDEO ANIMATION ON STUDENTS CONCEPT MASTERY IN TITLE SEPARATION OF PURE SUBSTANCES AND MIXTURES.

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THE ROLE OF VIDEO ANIMATION ON STUDENTS CONCEPT MASTERY IN TITLE SEPARATION OF PURE SUBSTANCES AND

MIXTURES

RESEARCH PAPER

Submitted as Requirement to Obtain Degree of Sarjana Pendidikan in International Program on Science Education Study Program

Written by: Sadokat Narmetova

1009128

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION

FACULTY OF MATHEMATIC AND NATURAL SCIENCE EDUCATION INDONESIA UNIVERSITY OF EDUCATION

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THE ROLE OF VIDEO ANIMATION ON STUDENTS CONCEPT MASTERY IN TITLE SEPARATION OF PURE SUBSTANCES AND

MIXTURES

Oleh:

Sadokat Narmetova

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat

Memperoleh gelar Sarjana Pendidikan di Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam

Agustus 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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SHEET OF LEGITIMATION

THE ROLE OF VIDEO ANIMATION ON STUDENTS CONCEPT MASTERY IN TITLE SEPARATION OF PURE SUBSTANCES AND

MIXTURES

SADOKAT NARMETOVA 1009128

approved and authorized by: Supervisor I

Dr. Phil. Ari Widodo, M.Ed.

NIP: 196705271992031001

Supervisor II

Galuh Yuliani, S.Si., M. Si.

NIP: 198007252001122001

Head of Study Program of

International Program on Science Education

Dr. Diana Rochintaniawati, M.Ed.

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

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The Role of Video Animation on Students Concept Mastery in Title Separation of Pure Substances and Mixtures

Sadokat Narmetova

Indonesia University of Education International Program on Science Education

Abstract

The purpose of this research is to investigate the role of video animation in the concept of pure substances and mixtures to differentiate the

students’ concept mastery and determine which cognitive level more

influenced by video animation. This study used quasi experimental method. Comparing pretest-posttest comparison group were used as research design in this study. The population were in grade 7th A and B of Junior High School students in Lab School Bandung. This study used random sampling technique and chose two classess as experimental group and control group. Experimental group was given treatment by showing video animation in the learning process, meanwhile control group was given by powerpoint presentation in the learning process. The matching of normalized gain between experimental group (0.35) and control group (0.24) shows that the showing video animation is more

effective in increasing students’ concept mastery in the concept of

separation pure substances and mixtures in experimental group. So, showing video animation made an significant difference between experimental and control group. Showing video animation is more influence in analyzing ability (C4) and evaluating ability (C5). It can be concluded that showing video animation in learning process make the students easily understand in their study.

Keywords : Video animation, Powerpoint Presentation, Concept Mastery, Cognitive Level, Separation Pure Substances and Mixtures.

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

TABLE OF CONTENT

Page

DECLARATION ... i

ABSTRACT ... ii

PREFACE ... iii

ACKNOWLEDGEMENT ... iv

TABLE OF CONTENT ... vi

LIST OF FIGURE ... viii

LIST OF TABLES ... ix

LIST OF APPENDIX ... x

CHAPTER I: INTRODUCTION A. Background of Problem ... 1

B. Research Problem ... 3

C. Research Question ... 4

D. Research Limitation ... 4

E. Research Benefits ... 4

F. Definition of Term ... 5

G. Assumption ... 6

H. Research Hypothesis ... 6

CHAPTER II : VIDEO ANIMATION ON STUDENTS MASTERY OF CONCEPT IN SEPARATION OF PURE SUBSTANCES AND MIXTURES A. Visualization in Science Education ... 8

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

2. Characteristics of Visualization ... 9

3. Importance of Visualization in the School ... 9

B. Visual Aids in Science ... 9

1. Types of Visual Aids ... 9

2. Concept Mastery ... 11

3. Content Analysis in Concept Separation of Pure Substances and Mixtures ... 13

4. Some Experts Finding About Animation and Video ... 14

5. Concept of Pure Substances and Mixtures ... 15

CHAPTER III : RESEARCH METHODOLOGY A. Research Method ... 19

B. Research Design ... 19

C. Population and Sample of Study ... 20

D. Instructional Tools ... 20

E. Treatment ... 20

F. Research Instrument ... 21

G. Research Procedure ... 26

H. Data Analysis ... 30

CHAPTER IV : RESULT AND DISCUSSION A. The role of video animation in students’ concept mastery ... 33

B. Improvement of Students’ Concept of Mastery in Cognitive Level ... 39

CHAPTER V : CONCLUSION AND RECOMMENDATION A. Conclusion ... 45

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

B. Recommendation ... 45

REFERENCES ... 47

APPENDICES ... 50

AUTHOR BIOGRAPHY ... 100

LIST OF FIGURE Page Figure 2.1 Temperature Change ... 15

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

LIST OF TABLES

Page

Table 2.1 The Cognitive Process Domain ... 13

Table 2.2 Types of Mixtures ... 16

Table 3.1 Scheme of Two Group Pretest-Posttest Design ... 19

Table 3.2 Indicator for Pretest-Posttest Questions ... 22

Table 3.3 Result of Validation Item Test ... 24

Table 3.4 Reliability of Item Test ... 26

Table 3.5 Distribution of Test Items in Cognitive Level ... 26

Table 3.6 Table of N-Gain Criteria ... 31

Table 4.1 Matching the Result of Pretest and Posttest Score ... 33

Table 4.2 Tests of Normality ... 34

Table 4.3 Test Statistics ... 34

Table 4.4 Test of Normality ... 35

Table 4.5 Independent Samples Test ... 35 Table 4.6 Matching The Average of Pretest and Posttest Score

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Sub Topic of Separation of Pure Substances and

Mixture ... 37

Table 4.7 Skewness Result of N-gain in Sub Content of Separataion Pure Substances and Mixtures ... 38

Table 4.8 Matching the Average of Pretest and Posttest Score between Control and Experimental Group Based on Cognitive Level ... 39

LIST OF APPENDICES Page A. Appendices A : Instructional Tools ... 50

1. Lesson Plan ... 51

2. Learning Scenario ... 53

3. Table of Spesific Test Item ... 63

4. Pretest and Posttest Test Item ... 81

B. Appendices B : Data Collecting ... 87

1. Pretest and Posttest Data ... 88

2. Learning Normalized Gain (N-Gain) ... 92

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

4. Distribution of Normalized Gain in Sub Content of Separation

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER I INTRODUCTION A. Background

There is no doubt that the role of science in modern society is changing. It is very different to that of a generation ago. Increasingly the challenges we face as a community be it at the global level such as, dealing with climate change or at the local level such as the problems of an ageing population, of environmental degradation, or of enhancing our economic productivity through science and innovation – all depend on science.

According to Peter (2010) stated that the problem is made even more acute because the nature of science has changed. Rather than dealing with simple systems, increasingly science is dealing with complex issues such as interrelated physical and biological changes in the environment. Science has moved over the last 100 years from being a method that yields certainty and exactitude to a process by which complex systems are studied and modelled and knowledge is expressed in terms of increased probability and reduced uncertainty, but never in terms of absolutes.

A further issue that has been emerged the growth of the internet, which has meant that increasingly the information available to citizens is of an unfiltered nature – it may come from a reliable or an unreliable source, but the reader may not have the skill to as certain the difference. Accordingly, what is seen to be

„information‟ is not necessarily dependable or useful or even safe. Given that the

internet is increasingly going to be the way in which people seek knowledge that affects their lives, providing the skills to distinguish reliable from unreliable information is an important part of modern education.

In education, globalization affects on learning process in the schools. It also affects to the technology development in the instructional media which is used in the learning process. However, nowadays still many teacher deliver the content of

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

their learning via “chalk-and-talk” method or which is used to conventional

teaching method, they do not use media appropriately whereas technologies are available for them to make change in their learning. Commonly, teacher coltrols the instructional process, the content is delivered in the class and the teacher tends to emphasize factual knowledge. With other word, teacher delivers the content and the students only listen the information from the teacher. Thus, the learning model tends students become passive in their learning process. According to Nitin (2012) stated that the conventional teaching method in classroom has limited effectiveness in the learning process. Some limitations which may prevail in traditional teaching methods are : (1) Teaching in classroom using chalk and talk

is “one way flow” of information, (2) Teachers often continuously talk for an

hour without knowing students response and feedback, (3) The material presented is only based on lecturer notes and textbooks, (4) Teaching and learning are

concentrated on “plug and play” method rather than practical aspects, (5) The

handwriting of the lecturer decides the objective of the subject, (6) There is insufficient interaction with students in classroom, (7) More emphasis on theory wihout any practical in real situation, (8) It is more about memorizing, not understanding.

Chemistry is one of the science subjects in the middle school. Chemistry is about natural phenomena that occur in daily life. The concepts are very important and one that should be noted is how the concept was understood by learners. However, because there are many teachers who use traditional teaching or lecture so the concept is expected to be understand by students are not conveyed properly or is not working as expected. This is beacause a lot of chemistry concepts are complex, so it should be supported by practical activities or different media. However, not all school are fully equipped science laboratory facilities. In addition, that equipments are generally only able to show symptoms of the macro. As in mixture materials with sub chapter of separation pure substances and mixtures, the mixture of substances should be shown by conducting experiment. Another problem is the efficiency of the time, conducting experiment in the lab

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

requires a long time because before conducting experiment teacher must prepare the materials before the class started.

In response to this problem, it is necessary to attempt improvement and innovation in the learning process. One innovation that can solve problems in science learning is teacher needs to make improvements their teaching strategies such as use of computer to deliver materials. Besides that, teacher should place their position as a designer and organizer of learning so that students have the opportunity to understand and interpret science through learning activities. In addition, teachers can make learning and teaching more attractive by using

interactive learning media to attract students‟ motivation in learning science

especially in chemistry. Because of that, the role of media is important to make learning process become more interesting and students more curious in science subjects. By choosing the appropriate media will make learning process effectively. An effective learning is a learning process that is not only focused on learner outcomes, but how effective learning process is able to provide a good understanding, intelligence, perseverance, opportunity and quality which can give change behavior and apply it in their lives.

In general educational terms, animations can be viewed as a technique of visualisation. According to Richard and Roxana (2002), animation refers to a simulated motion picture depicting movement of drawn (or simulated) objects. Together with other techniques elaborated as a result of rapidly developing information and communication technologies, use of animations has been strongly encouraged as an innovative, constructivist and students-centred alternative to the traditional learning approaches in many countries (Moreno et al, 2001; Neo & Neo, 2009).

The role of video animation as a visual aid is very powerful tool for developing the students concept mastery in separation pure substances and mixtures. The main purpose of this research is to determine the effectiveness of video animation as a visual aid. A total of 55 junior high school students (aged 13

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

years) participated in the study. Two classess are chosen. The concept separation of pure substances and mixtures delivered by using video animation to the class. The instruments used in this research: pre-test, video animation, and post-test.

B. Research Problem

Based on the background that have been explained on above, the research

problem of this paper is “how is the role of video animation on students concept

mastery in title of Separation of Pure Substances and Mixtures?”.

C. Research Questions

Regarding the research problem, two questions can be addressed:

1. Does the use of video animation make an difference in the students concept mastery of separation pure substances and mixtures?

2. At which cognitive level students concept of mastery is more improved in both of group?

D. Research Limitation

In this study, the researcher chose to limit the problems of the using of video animation in chemistry in the concept of pure substances and mixtures. So, that the results can be more focused. Research limitation in this study are :

1. Students‟ improvement in learning concept of pure substances and mixtures

through the video animation.

2. Learning materials and students' mastery of concepts is measured by pretest and posttest question.

E. Research Benefits

The use of audio- visual aids in classroom or other training sessions improves the performance of the students. When a teacher gives maximum exposure along

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

with different perspectives; using variety of audio-visual aids for particular concept maximum students receives success in comrehending such lecture.

According to James (1959) stated that audio-visual aids are tool or mechanics used to facilitate the learning experience of the individual and to make it more realistic and dynamic. In this research, many benefits should be considered toward the students and teachers:

1. Students

Using a different kind of visual aids such as video animation will improve the students interest in understanding the chemistry concepts.

According to Sampath, Panneerselvam, and Santhan (1998) stated that students more attentive, motivated and interested as compared to that classroom session that is in function without the use of audio-visual aids. In other word, by using visual aids students attention will attracted.

2. Teachers

The use of audio – visual aids in the classroom teachers will deliver the concept easily.

An old Chinese proverb goes like “one picture has more worth then thousand

words”. According to Samreen, Sufiana and Malik (2012) “Indeed if teacher uses

words along with pictures students are better able to grip the crux of the concept earlier”.

When an audio-visual is practiced by the teacher, there must be some benefits and advantages of using it. Some commonly known pros of using audio-video aids are expressed in opinions of following scholars:

James (1959) stated that helps in comprehension by bringing the child in a direct contact with the concept and how it actually works in real life situations

In the process of science learning, the teacher should therefore incorporate

students‟ “rich pool of representational competence” in creating lessons so that

they are motivating students (Andrea 2004). If we conclude from all of those experts, they suggest to teachers to use a audio-visual aids in classes.

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

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F. Definition of Terms

Operational definition is important in this research to avoid the misunderstanding between researcher and the reader. There is some explanation below.

1. Video Animation

Video animation have the power to gain the attention of a person for hours together without boring them. And sometimes video animations are extremely helpful in learning process. They help us show and generate interest in something which we otherwise would not entertain.

On the other hand, learning is a pretty complicated process, well for me it‟s a

nightmare when it comes to studies. Now when you analyse the process of

learning, “Concentration” will stand out to be the a major criteria for a better learning, followed by “Understanding” and finally “Remembering”. All these go

hand in hand.

2. PowerPoint Presentation

Presentation is the practice of showing and explaining the content of a topic to an audience or learner. Presentations is also the means of communication which can be adapted to various speaking situation, such as talking to a group, addressing a meeting or briefing a team.

Presentation is a way that used to describe something in the form of PowerPoint that have summarized and packed with interesting visualization. In addition, presentation is an active activity where sources explain and communicate information to the audients. Presentation is created in the form of PowerPoint presentation that contains text, picture, graph, table, and etc. PowerPoint presentation should be able to attract the attention of the audience and have good quality.

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3. Mastery of Concept

Students mastery of concept is a result or a level of ability of students that have been achieved after participating in learning process in the form of changes in behavior skills, and knowledge at certain time then will be measured by using test and assessed into score or statements. In this research, to measured students‟ mastery of concept by using pretest and posttest. The type of question that used in pretest and posttest is multiple choices.

G. Assumption

Video animations can be viewed as a technique of visualisation. According to Richard and Roxana (2002) “Animation refers to a simulated motion picture depicting movement of drawn (or simulated) objects”. Together with other techniques elaborated as a result of rapidly developing information and communication technologies, use of animations has been strongly encouraged as an innovative, constructivist and students-centred alternative to the traditional learning approaches in many countries (Moreno et al, 2001; Neo & Neo, 2009).

H. Research Hypothesis

Based on above discussion and background, one hypothesis stated in this research. Which is followed as :

H0 : There is no significant difference between control and experimental class

on the student‟s mastery of concept in learning the concept of separation of

pure substances and mixtures through video animation.

H1 : There is significant difference between control and experimental class on

the student‟s mastery of concept in learning the concept of separation of

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

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CHAPTER III

RESEARCH METHODOLOGY A. Research Method

This research aims to see the students concept mastery in concept separation pure substances and mixtures. The method was used in this study is a quasi experimental with design nonequivalen control group.

This research uses quantitative approach (John 2006), based on research objectives that want to be achieved then research method that chosen by researcher. In this research identify the students concept mastery when using video animation in the learning process.

B. Research Design

This research was chose two classess as a sample. The research design in this paper was comparing Pretest – Posttest (Oskar 2008) in two classess. In learning process in the control group, the concept was given by using Power Point Presentation. While in the experimental class, the concept was given by using video animation as a media.

In this research, pretest was given in both classess before the concept was delivered. After the concept has been delivered, the students were given the post test.

Table.3.1

Scheme of Two Group Pretest-Posttest Design.

Pre-test Treatment Post-test

Control Group

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Experimental

Group

O1 X2 O2

O1 = Pre-test of students’ concept mastery on concept Separation of Pure

Substances and Mixtures X1 = Power Point Presentation

X2 ₌Video Animation

O2 = Post-test of students’ concept mastery on concept Separation Pure

Substances and Mixtures. (Martyn 2009).

C. Population and Sample of Study

In this research random sampling used. The research was conducted in the 7th grade which are 7A and 7B in Junior High School in Lab School Bandung. The students in second semester of the year 2013/2014 will be involved into this research. The research will conduct for two weeks at 3 meetings. Population of this research is in 7th grade students. The 7A consist of 28 students, while the 7B consist of 27 students. So, the number of population in this study 55 students.

D. Instructional Tools

1. Lesson Plan

Lesson plan is the design of instructional arrangement that used to conduct the learning process. It is used to be teacher’s guidance in conduct learning process to achieve the intended learning outcome and learning objectives. Learning objectives of each meeting is different.

2. Learning Scenario

Learning scenario is briefly illustration of lesson plan. Learning scenario is the design of classroom activity for each meeting that describes initial activity until closing activity. Learning scenario in experimental group and control group is different.

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

E. Treatment

In this research, two kinds of treatment was used, which are showing video animation and power point presentation. Both of treatments are implemented into different groups, showing video animation and power point presentation were implemented in experimental group and power point presentation was implemented in control group.

1. Showing Video Animation

Animated visualization that show both structures and processes help teachers convey important scientific concepts in chemistry. According to Sorina (2010), “When running an animation it is important to distinguish between knowledge that involves animation (when the movement is essential to understand the acquired information) and knowledge with emphasis on animation (when the movement is not part of the context to be learned, but it is used in order to draw attention to some aspects of content).” The concept that used in this study is separation of pure substances and mixtures. This concept is divided into two sub topic, first topic is about pure substances and mixtures, second topic is about tecniques of separation. Both topic is delivered by using video animation. Video animations for those topics was taken from Youtube. Researcher was selected those video animations carefully. After that those video animations were eliminated by experts. They eliminated it based on their clarity of voice, suitability of topic, and time duration. Beacuse it should be understandable for the students.

2. PowerPoint Presentation

Microsoft PowerPoint is a presentation program in computer that developed by Microsoft in the Microsoft Office application package. Microsoft PowerPoint is an application that is widely used for presentation purpose, such as seminar, promotion of products, as well as scientific activity. PowerPoint is an application program that is used to create presentation in the form of text, table, picture, graph, diagram and etc. PowerPoint Presentation should be able to attract the attention of the audience and have good quality. In control group, PowerPoint

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Presentation was used to describe two sub topic, which is about pure substance and mixtures, and techniques of separation. The PowerPoint Presentation was made by researcher.

F. Research Instrument

Research instrument is the process of collecting data, analyzing, and find the solution. The aim of the technique for collecting the data is to support the success of the research. According to Arikunto (2006:149), the technique of collecting data is the way that can be used by the research to collect data. There are pre-test and post-test for two classess. The pre-test conducted at the beginning of the research. Meanwhile, post-test will be given after conducting of the research.

1. Learning Achievement Test (Pretest and Posttest)

Learning achievement test is an instrument that used to collect the development of students’ concept mastering in the concept of separation pure substance and mixture. Learning achievement test that used in this study in the form of pretest and posttest.

Pretest is conducted before students implementing video animation in the learning process. Pretest is to investigate basic knowledge of the students in the concept of separation of pure substance and mixture.

On the other hand, posttest is conducted after students already have implementing video animation in the learning process. The purpose of conducting posttest is to measure the development of students’ concept mastering after using video animation. Posttest activity could be conducted immediately after given the treatment.

The type of question that used in pretest and posttest is multiple choices about separation of pure substances and mixtures. It consists of five cognitive level based on Revised Bloom Taxonomy from C1 until C5. There are 30 questions used in pretest and posttest. Those questions spread of five cognitive level and have indicator for each question. Pretest and posttest is shown on the table below.

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Indicator for Pretest-Postest Questions

Indicator Test Item Number

Describe the characteristics of mixtures and pure substance

Classify a variety of substances used in daily life as pure substance, solutions or mixtures

2, 3, 4

Differentiate the difference between homogeneous and heteregeneous mixture

5, 8, 10

Describe the other name of homogeneous mixture 6

Describe the parts of solutions 7

Describe the characteristics of suspension and emulsion

Describe the methods used to separate the components of filtration, dissolving, vaporization, evaporation, magnetism, and etc

11, 12, 13, 14, 15, 21, 26

Explain and understand about separation methods 16, 17, 18, 19, 20, 22 Compare the separation methods with other methods 30

Conclude the trapped substance in the filter paper 25, 27, 28, 29 Differentiate the properties of components 23

Evaluate and understand about mixtures 24

Instrument or test items should be tested before given to the students to know the quality of tests. Testing of instruments that have characteristics of both and must comply with several rules:

a) Validity of Test Items

“Validity of instrument is accuracy of instrument toward the concept that will be measured, so an instrument is called valid if it measure what is purpose” (Suherman, 2003: 102). An evaluation instrument said to be good when having high validity. High and low validity of the instrument can be calculated with the validity and is considered to be a validity coefficient. Validity of item test in this

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

study is using judgement from the subject matter experts. The experts who judge the item test in this study is chemistry experts, they are two chemistry lecturers from University of Education in Indonesia. In this study, judges evaluate the appropriateness of item with the criteria such as indicator and level of cognitive. According to Lawshe, (1975), “if more than half the judges indicate that an item test is essential, that item test has at least some content validity. Greater levels of content validity exist as larger numbers of judges agree that an item is essential”. The item test could be rejection or repaired. Because of the judgement in this study 2 experts, so the item test will be rejection if only one person who agree with item test. They judge 61-item test, every item test have their indicator and level of cognitive. After judge with the expert, 19-test items are rejected, 13-test items are repaired, and 29-item tests are accepted.

Table 3.3

Result of Validation Item Test

Test Item

Indicator Cognitive Level Note

Yes No Yes No

1 I I II Not used

2 II I I Not used

3 II II Not used

4 I I I I Not used

5 II I I Used

6 II I I Not used

7 II II Not used

8 II I I Repair

9 II II Used

10 II II Used

11 I I I I Repair

12 I I II Repair

13 I I II Used

14 I I II Used

15 I I II Repair

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

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17 I I I I Repair

18 II I I Used

19 II II Used

20 II II Used

21 II I I Not used

22 II I I Repair

23 I I I I Not used

24 II II Used

25 II II Used

26 II I I Repair

27 II II Used

28 II II Used

29 II I I Repair

30 II II Not used

31 II II Used

32 II II Used

33 II II Used

34 II I I Repair

35 II I I Repair

36 II II Used

37 II II Used

38 I I I I Not used

39 II II Used

40 II II Used

41 II II Used

42 II II Not used

43 II II Used

44 II I I Used

45 II I I Repair

46 II I I Used

47 I I II Repair

48 II I I Repair

49 I I I I Not used

50 II II Not used

51 II I I Not used

52 II II Used

53 II II Used

54 II II Used

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The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

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56 II I I Not used

57 I I II Not used

58 I I I I Not used

59 II I I Not used

60 II II Used

61 I I II Not used

b) Reliability

Reliability of an instrument is intended as a tool that gives the same results if the measurement is given on the same subject although done by different people, at different times and different places (Suherman, 2003: 131). It is not affected by the behavior, circumtances, and conditions. High reliability measurement tool called a reliable gauge. Reliability of item test is conducted by test it to be students after test item was evaluated by the experts. Students who test the item doesn’t come from experimental group and control group. It used 61 test items to calculate reliability. In this research, calculating reliability is using Anatest progrom to make it efficient.

Table 3.4 Reliability of Item Test

Table 3.4 shows the result of reliability of item test. Reliability value in this table can be seen in the Reliability test column, it is about 0,51. As general interpretation, if the reliability value > 0,40 it means that the test item which used is reliable.

Reliability Statistics

Reliability test

N of Items

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The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

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After instrument has been tested, it is given to experimental group and control group in the form of pretest and posttest. Pretest is given to determine prior knowledge of students in both group, meanwhile posttest is given to show the development of students’ concept mastering in both group. All test items spread out into five cognitive level, as follow as:

Table 3.5

Distribution of Test Items in Cognitive Level

Cognitive Level Test Item

C1 – Remembering 1, 6, 26

C2 – Understanding 2, 3, 4, 5, 7, 8, 9, 10, 16, 25 C3 – Applying 11, 12, 13, 14, 17, 18, 19, 20, 21,

C4 – Analyzing 23, 27, 28, 29 C5 – Evaluating 15, 24, 30

G. Research Procedure

In this research, there are three stages that have done. Which are preparation stage, data implementation, and the last stage is data analysis stage that descripted as follows:

1. Preparation stage

Before conduct the research , the researcher should prepare everything that needed in the research. In the preparation stage are mainly about the steps when the researcher preparing all instrument being used in research, as follow:

a. Identify issues to be used as research material through observations or problem that happening nowadays.

b. Reading some literature study such as journal as the foundation to determine the research problem of this study.

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The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

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c. Determine the material that will be used in the research. In this research, researcher choose Separation of Pure Substances and Mixtures because this concept is one of complex concept that students need media.

d. Making lesson plan appropriate with the material taken and video animation used in the learning process.

e. Making instrument that will be used in the research. Some instruments need to support the research to be conducted such as Concept Mastery Test which is Pretest and Posttest.

f. Before the instrument used, firstly it must be validated. In this research two experts judge the instrument to use in the learning process or not.

g. Doing revision of the instrument to revise mistakes after judged by the expert.

h. Giving instruments to the students to test the quality of questions. i. Calculating the reliability of test items.

j. Select the test item which has a good validity and reliability. k. Determine research sample by using random sampling technique.

2. Implementation stage

In the conduct of research done stages as follows:

a. Conducting the pretest with the same question to the control group and experimental group to know the basic knowledge of the students before the learning process.

b. Teach the experimental group by using video animation as an media in learning activity. Meanwhile the control group using traditional teaching-learning model by powerpoint presentation that given by teacher during the lesson activity.

c. After third meeting students given posttest with the exactly same questions as pretest question distributed to measure the improvement of student’s concept mastery in both experimental and control group.

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu In the final stage performed the following steps:

a. Data analysis done to process the data obtained from the whole research pretest and posttest data processing done by using SPSS 17.0.

b. Making conclusion from data obtained, namely the improvement of student’s imrovement in concept mastery.

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Planning Stage

Implementation Stage

Conclusion Stage

Figure 3.1 Analyze the concept of

Separation of Pure Substances and Mixtures

Conducting posttest Conduct learning process

by using video animation

Revision Analyze of Reliability _{and Validity} Limitation of Test Judgement from expert

Make the instrument Make lesson plan

Analyze video animation

Making Multiply Choice Questions

Judgement from expert

Revision

Conducting Pretest

Data Processing: Pretest, Posttest,

Data Analysis

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Research Flow

H. Data Analysis

Data that has been acquired from research instrument then will be processed by using statistic. Statistic was used to analyze data. Researcher used SPSS 17.0 software (Statistic Product and Service Solution) which is a statistical computer program that capable to processing statistic data quickly and accurately, as well as serving in a variety of output.

A. Analysis the role of video animation in students’ concept mastery

To simplify the data processing, all statistical tests in this research was used SPSS 17.0 software for windows. Details are written in below as follows:

1. Normality Analysis

Normality is identified to search whether gain from experimental and control group are distributed normally or not. This analysis will be used as the consideration in analysis data whether the analysis use of parametric or non-parametric analysis test. If both data distribute normally, we can continue the data processing to homogeneity test. If the data show that the distribution from one or all the data not normally distribute, the data processing can continue using non-parametric statistic it is using Mann-Whitney test.

2. Homogeneity Analysis

After the normality has been identified, the consideration of analysis method is not able to considered yet. Still another aspect which needs to be identified is homogeneity. If both data normally distribute and homogeous, the hypothesis test will be use is t-test, meanwhile if the data comes from normal and did not have homogenous variences then hypothesis test that will be use is t’test.

3. Score of Mean Difference

Score of mean difference is done to determine whether both experimental and control group have the same mean score or not. If the data obtained normally distribute and has homogenous variences the next test will be t-test (independent t-test). If the data normally distribute and did not have homogenous variences then taht will be tested with t’test. Meanwhile if the data obtained did not

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

distribute normally and did not have homogenous variences the test will be use is non-parametric test which is Mann-Whitney test.

4. Significant Test

To analyze the correlation of pretest and posttest result, the determination of normalized gain index is conducted. Normalized gain is calculated by using of the formula proposed by Hake (1998):

< g > = % � � � −% � � � �

100 %−% � � ��

Table 3.6

Table of N-Gain Criteria

Gain Interprets

g > 0,7 High

0,3 <g < 0,7 Medium

g < 0,3 Low

B. Analysis of the improvement of Students’ Concept of Mastery in Cognitive Level

To simplify the data processing, all statistical tests in this research was used SPSS 17.0 software for windows. Details are written in below as follows:

1. Normality Analysis

Normality is identified to search whether gain of each cognitive level from experimental and control group are distributed normally or not. This analysis will be used as the consideration in analysis data whether the analysis use of parametric or non-parametric analysis test. If both data distribute normally, we can continue the data processing to homogeneity test. If the data show that the

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

distribution from one or all the data not normally distribute, the data processing can continue using non-parametric statistic it is using Mann-Whitney test.

2. Homogeneity Analysis

3. Score of Mean Difference

4. Significant Test

To analyze the correlation of pretest and posttest result, the determination of normalized gain index is conducted. Normalized gain is calculated by using of the formula proposed by Hake (1998):

< g > = % � � � −% � � � �

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

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CHAPTER V

CONCLUSION AND RECOMMENDATION A. Conclusion

Based on the chapter IV of the data that have been occured in one Junior High School in Lab School Bandung at grade 7th about the role of video animation as an media in the learning process in the concept of separation of pure substances and mixtures can be concluded that :

1. The implement of video animation in learning process is better to enhance

students’ understanding of the concept about separation of pure substances and

mixtures then the implement of powerpoint presentation to deliver the

material. Thus, video animation improves students’ concept mastery in the experimental group. It’s based on the data obtained in this study, that N-gain for experimental group is highly significant than control group. Average of N-gain in experimental group is 0.35 and control group is 0.24.

2. Video animation can improve students’ concept mastery in the concept of separation of pure substances and mixtures. It can be seen in each cognitive level that measured in this study is increasing . Cognitive level that measured in this study is remembering ability (C1), understanding ability (C2), Applying

ability (C3), analyzing ability (C4), evaluating ability (C5) based on Bloom’s

Revised Taxonomy. Based on data above, all cognitive level has improvement except two cognitive level which is remembering ability and understanding ability. The highest result of N-gain is seen in C4 (analyzing ability) is 0.65 and C5 (evaluating ability) is 0.43. Meanwhile, in the sub content of techniques of separation gets highly significant of N-gain which is 0.87. So,

video animation influence the student’s concept mastery in the sub content of

separation technique.

B. Recommendation

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

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1. It needs further research on the implementation of video animation in another science subject, such as physics and biology.

2. In the further research, beside determine students’ concept mastery in cognitive level also determine the psychomotor aspect of the students.

3. Students worksheet provides in the video animation must be developed in the next research.

4. Questionnaire must be developed to know the students respont in teaching-learning process.

(35)

Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu DAFTAR PUSTAKA

Anthony, Robert N. (Robert Newton) and Vijay Govindarajan 2005. Management Control Systems. Boston : McGraw Hill/Irwin.

Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Penerbit PT. RINEKA CIPTA.

Assauri, Sofyan. 1980. Manajemen Produksi. Jakarta: Lembaga Penerbit Fakultas Ekonomi Universitas Indonesia.

Daft, Richard L. 2008. 8thed. Management. Natorp Boulevard, Mason : Thomson Higher Education.

Hansen, Don R., Maryanne M. Mowen & Liming Guan. 2009. 6thed. Cost

Management. Natorp Boulevard, Mason : South-Western Cengange Learning.

Heizer, Jay & Barry Render. 2011. 10th ed. Operation Management. Upper Saddle River, New Jersey : Prentice Hall.

Herjanto, Eddy. 2008. Manajemen Operasi Edisi Ketiga. Jakarta: Penerbit Grasindo.

Husein, Umar. 2000. Metode penelitian dan Aplikasi Dalam Pemasaran. Jakarta : Gramedia Pustaka Umum

Ishak, Aulia. 2010. Manajemen Operasi. Yogyakarta: Penerbit Graha Ilmu.

Istijanto. 2005. Aplikasi Praktis Riset Pemasaran. Jakarta : Gramedia Pustaka Utama

Kamus Besar Bahasa Indonesia edisi keempat, 2008. Jakarta: Penerbit PT. Gramedia Pustaka Utama

Malthora, Naresh K. 2005. Riset Pemasaran. Jakarta : PT Indeks Kelompok Gramedia

Munir, H. Dasril dkk. 2004. Kebijakan & Manajemen Keuangan Daerah. Yogyakarta : YPAPI

Nasir, Mohammad. 2003. Metode Penelitian. Jakarta : Ghalia Indonesia

Pindyk, Robert S., Daniel L. Rubinfeld & Winston T. H. Koh. 2006.

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Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Rangkuti, Freddy. 2004. Manajemen Persediaan, Aplikasi di Bidang Bisnis. Jakarta : Penerbit Grasindo.

Riduwan. 2009. Metode & Teknik Menyusun Proposal Penelitian. Bandung: Penerbit Alfabeta.

Robbins, Stephens and Mary Coulter. 2002. 7th ed. Management International Edition. Upper Saddle River, New Jersey : Prentice Hall.

Stevenson, William. J. 2005. Operation Management International Edition. Mc.Graw - Hill Education (Asia).

Sugiyono. 2012. Metode Penelitian Bisnis. Bandung: Penerbit Alfabeta.

Supriyono, R.A. 2009. Sistem Pengendalian Manajemen. Yogyakarta: Penerbit BPFE Yogyakarta.

Suryana, dkk. 2009. Buku Bimbingan dan Pedoman Operasional Penulisan

Skripsi, Bandung: Program Studi Manajemen

Sumber Dari Internet :

Maisur.(2009).ManajemenPersediaan.[online].Tersedia:http://maisur.blogspot.com /2009/12/manajemen-persediaan.html. [11 Oktober 2013]

Rijasa.(2009).Perhitungan Inventory pada Perusahaan Kertas UD.PELOPOR.[online].Tersedia:http://www.scribd.com/doc/19867001/10/Pengerti an-Inventory.html. [22 Oktober 2013]

Sumber dari Jurnal :

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and EOQ purchasing”, International Journal of the Physical Distribution & Logistic, 31, (2), 109-123

Satyarini, Ria. (2009),”Manajemen Persediaan Obat Pada Rumah Sakit”, Bina Ekonomi Ilmiah Fakultas Ekonomi Unpar, 13, (2), 21-27

Valerie Sakkung, Carien. & Sinuraya, Candra.(2011). Perbandingan Metode EOQ (Economic Order Quantity) dan JIT (Just In Time) Terhadap Efisiensi Biaya Persediaan Dan Kinerja Non Keuangan (Studi Kasus Pada PT. Indoto Tirta Mulia).[online].Tersedia:http://www.majour.maranatha.edu/index.php/maksi/artic le/view/695/646.html. [23 Oktober 2013]

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The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

(1)

Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

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distribution from one or all the data not normally distribute, the data processing can continue using non-parametric statistic it is using Mann-Whitney test.

2. Homogeneity Analysis

did not have homogenous variences then hypothesis test that will be use is t’test.

3. Score of Mean Difference

then taht will be tested with t’test. Meanwhile if the data obtained did not

distribute normally and did not have homogenous variences the test will be use is non-parametric test which is Mann-Whitney test.

4. Significant Test

To analyze the correlation of pretest and posttest result, the determination of normalized gain index is conducted. Normalized gain is calculated by using of the formula proposed by Hake (1998):

< g > = % � � � −% � � � � 100 %−% � � ��

(2)

Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

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CHAPTER V

CONCLUSION AND RECOMMENDATION

A. Conclusion

1. The implement of video animation in learning process is better to enhance

students’ understanding of the concept about separation of pure substances and

mixtures then the implement of powerpoint presentation to deliver the

ability (C3), analyzing ability (C4), evaluating ability (C5) based on Bloom’s

video animation influence the student’s concept mastery in the sub content of

separation technique.

B. Recommendation

(3)

Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

1. It needs further research on the implementation of video animation in another science subject, such as physics and biology.

2. In the further research, beside determine students’ concept mastery in cognitive level also determine the psychomotor aspect of the students.

3. Students worksheet provides in the video animation must be developed in the next research.

4. Questionnaire must be developed to know the students respont in teaching-learning process.

(4)

Sadokat Narmetova, 2014

The Role Of Video Animation On students Concept Mastery In Title Separation Of Pure substances and Mixtures

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DAFTAR PUSTAKA

Anthony, Robert N. (Robert Newton) and Vijay Govindarajan 2005. Management

Control Systems. Boston : McGraw Hill/Irwin.