THE DIFFERENTATION OF AUDIO VISUAL AND POWERPOINT ON STUDENT LEARNING OUTCOME IN HUMAN REPRODUCTIVE SYSTEM TOPIC IN SMA NEGERI 3 MEDAN ACADEMIC YEAR 2012 2013.
THE DIFFERENTIATION OF AUDIO-VISUAL AND POWERPOINT ON
STUDENT LEARNING OUTCOME IN HUMAN REPRODUCTIVE
SYSTEM TOPIC IN SMA NEGERI 3 MEDAN
ACADEMIC YEAR 2012/2013.
By:
Suciati Primasari
Reg. Number 409342015
Biology Bilingual Education
THESIS
Submitted to Fulfill The Requirement for Hold Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2013
iii
ACKNOWLEDGMENTS
Alhamdulillah (All Praises to Alloh), without His help, guidance and
permission writer would not have finished this thesis research. Writer also would
like to express her sincere thanks and gratitude to the following as Prophet
Muhammad (May the peace and blessings of Alloh be upon him) said, “He who
is not thankful to people is not thankful to Alloh”: Writer special appreciation
goes to State University of Medan, Biology Bilingual Education Study Program,
to educating writer and finally have done this study as one of the requirement to
obtain the degree of Sarjana Pendidikan.
Special thanks to witer thesis supervisor, Dr.Hasruddin, M.Pd, for his
constructive comments, helpful assistance, for reviewing thesis and also providing
valuable feedback. Writer would also like to take this opportunity to thank
Prof.Dr.Herbert Sipahutar,M.S, M.Sc, Dr. Elly Djulia, M.Pd and Dr.Fauziyah
Harahap, M.Pd as her thesis examiners for their valuable advices. Thanks are also
extended to Prof.Dr.Herbert Sipahutar,M.S, M.Sc as academic supervisor, to Prof.
Drs. Motlan, M.Sc., Ph.D as Dean of the Faculty and all his staff, to Drs. Tri
Harsono, M.Si as Head of Biology Department, and to Prof. Dr. Herbert
Sipahutar, MS., M.Sc as Coordinator of Bilingual Program and to sir Syam for
being friendly.
Writer sincere thanks goes to SMA N 3 Medan as place to conduct
research and grateful to Daulay ,M.Pd as Headmaster also to Tetty, S.Pd for her
kindness to provide writer her students in XI-IA 2 and XI-IA 7
78
. Cheers to Yohana Bio Dik A, Sri Hayuni, who helping writer to processing the
research data.
The last but not least, writer deeply and forever indebted to her mom, dad
and my boyfriend Fikri Akbar for their endless love, support and encouragement
throughout
her
entire
life.Lucky
to
have
vije
,
dwi
,
devi,aini,sity,moda,sri,dian,rilly,tresia,maya,wiwik,triana,nella,ivo,hafiza,ismi,de
wi,shofia,remli and syamsiah -who made her time at Unimed a lot more colorful
and useful and for being great bestfriends. Writer was concerned that she might
iv
forget to mention someone but writer grateful to all the people who helped her to
conduct the study and to those who supported her in any other way. May Alloh
reward all those who have contributed in the success of this thesis.
Finally, writer recognizes that this thesis is still a lot of shortcomings.
Hence writer expects the advice and constructive criticism so this thesis can be
beneficial to all. Aamiin.
Medan, July 2013
Researcher
Suciati Primasari
NIM.409342015
iii
THE DIFFERENTATION OF AUDIO VISUAL AND
POWERPOINT ON STUDENT LEARNING OUTCOME IN HUMAN
REPRODUCTIVE SYSTEM TOPIC IN SMA NEGERI 3 MEDAN
ACADEMIC YEAR 2012/2013.
SUCIATI PRIMASARI(NIM 409342015)
ABSTRACT
This research aim to know effect of result learning biology taught student
by using audio visual and power point at Human Reproduction System Material
in class of XI SMA N 3 Medan academic years 2012/2013.
Population in research is all student class of XI IPA SMA Negeri 3
Medan academic years 2012/2013 to amount 204 peoples. Sample taken by
purposive sampling to amount 76 peoples. Where class XI IPA 5 to be
experimental class for given instruction with audio visual, and class XI IPA 6 to
be control class for given instruction with powerpoint
The result of research to indicate that result learning biology taught student
by using audio visual is better than result of learning biology taught student with
powerpoint in Human Reproduction System material. Where average value of
learning biology taught student by using audio visual is higher, with average
value of postest is 67,36, with SD =10,62. The difference average value both of
them is 8,10 or about 12%. While average value of learning biology taught student
with power point , with average value of postest is 59,26, with SD = 8,82. The
difference in studying result also stained by pursuant to examination of hipotesis
by using t test and at level significant α = 0,05, where is tcount > ttable (4,96 >
1,995), to becoming is Ho refused and Ha accepted. So the indicate that result
learning biology taught student by using audio is better than result learning
biology taught student with powerpoint Human Reproductive System material in
class XI SMA Negeri 3 Medan in academic years 2012/2013.
LIST OF TABLES
Pages
Tabel 2.1. Relationship Between the Phase of Learning
11
Tabel 4.1. Different of Student pretest value in Control Class and
27
Experiment Class
Tabel 4.2. Different of Student postest value in Control Class and
29
Experiment Class
Tabel 4.3. Normality Test Result
30
Tabel 4.4. Homogenity Test Result
30
Tabel 4.5. Result Hypothesis Test of Student Postest
31
vii
LIST OF APPENDIX
Pages
Appendix 1. Syllabus
35
Appendix 2. Lesson Plan Experiment Class and Control
36
Appendix 3. Intrument Test
43
Appendix 4. Answer Key
50
Appendix 5. Table of Test Validity
51
Appendix 6. Calculation of Items Validity
51
Appendix 7. Calculation Reliability
54
Appendix 8. Calculation of Level Item Difficulty
56
Appendix 9. Item Discriminant
58
Appendix 10. Calculation of Item Discriminant
59
Appendix 11. Data of Student learning Outcomes
61
Appendix 12. Calculation Average,Standart Deviation andVariance Pretest65
Appendix 13. Calculation Average ,Standart Deviation and Variance Postest67
Appendix 14. Normality Test and Data of Research
69
Appendix 15. Homogenity Test of Research Data
73
Appendix 16. Hypotesis Testing
76
Appendix 17. Documentation of Research
80
Appendix 18. Validity
81
Appendix 19. Table of price and Moment Product
82
Appendix 20. Table of Price L for Liliefors Test
83
Appendix 21. Table Z – O
84
Appendix 22. Table of F Distribution
85
Appendix 23. Table of t Distribution
89
Apependix 24. Surat Permintaan Kesediaan Dosen PS
90
Appendix 25. Surat Izin Penelitian dari Fakultas MIPA
91
Appendix 26. Surat Izin Penelitian dari Dinas Pendidikan
92
Appendix 27. Surat Balasan Penelitian dari Sekolah
93
1
CHAPTER I
INTRODUCTION
1.1. Background of Problem
Humans receive data through multiple channels, i.e media ,including
audio and visual channels (Pavio,1969) as well as touch, taste and smell.
Multimedia is most commontly defined as the use of at two of these elements
:sound (audio), and text, still graphics, and motion graphics, and motion
graphics(visual) (Tannenbaum,1998).To date, the majority of the educational
research project do not include the other media of touch, taste and smell. The
importance of multiple channels for delivery of educational content can be found
in the theory of multi-channels communication which confirms that when
information is presented by more than one channels ,there will be addition
reinforcement,
resulting
in
greater
retention
and
improved
learning(Ellis,2004;Bagui,1998;Daniels,1994).
In the field of distance and online education, traditional print- based
materials have been converted into electronic files to be presented online (such as
HTML or PDF) for many years now. The better examples of these materials also
attempt to include different forms of multimedia enchancement so as to be more
interactive
,interesting
and
engaging
for
students.
These
multimedia
enhancements include , for example video and audio elements, recorded lecture
presentation (audio enchanced powerpoints),interactive audio –enhanced diagrams
and simulations , interactive quizzes and crosswords, and graphics. By using these
different forms of media content knowledge can then be represented in ways that
potentially mesh with (or cater for) different student learning styles; appealing to
their individual modal preferences (Birch7Sankey 2008;Moreno&mayer 2007)
Several theories of learning have examined the dual coding of verbal
communication, including visual, auditory, or articulatory codes, and nonverbal
communication, which may include shapes, sounds, kinesthetic actions, and
emotions. The theories have been linked to multimedia and the research has tested
2
various classroom applications. This section briefly summarizes pertinent findings
for the use of videos.
Multimedia learning theory. Over the past decade a corpus of studies has
accumulated that investigates the effects of multimedia strategies on learning.
Multimedia typically refers to the presentation of material in two forms:
auditory/verbal and visual/pictorial (Mayer, 2001). The strategies have included
PowerPoint® (Mayer & Johnson, 2008), games (Moreno & Mayer, 2004, 2005),
and computer-assisted video learning (Gay, 1986) in a variety of content areas, in
addition to auditory and video media.
Multimedia has been found to be highly beneficial to visual in the learners
but detrimental to highly verbals individuals (Butler and Mautz,1996). On the
other hand, adding animated pedagogical agents dose not seems to increase
learning and may diminish instructional effectiveness, because agents often
produce cognitive overload for students.
Beyond the basics of PowerPoint how can multimedia be utilized
effectively with PowerPoint® in the classroom? Other than posting “dead words”
on a screen, can you use movement, music, still images, and videos in
PowerPoint® to facilitate learning? To date, those elements have been virtually
disregarded and even discouraged by PowerPoint when the technology to embed
or stream those media is readily available? For example, among the most popular
volumes on PowerPoint Duarte (2008) and Reynolds (2008) give them miniscule
attention, yet acknowledge the powerful active cognitive processing effects they
can have. They usually caution users to integrate them either sparingly or not at
all or to “not overdo it.” Teaching Net Generation students who have no patience
and are bored with traditional PowerPoints® suggests that faculty may need “to
do” and, maybe, “over do” (Berk, 2009b).
For example, Downing and garmon (2001) did a study of which training
methods increased students confidence levels when using Powerpoint. There was
recognition that power point recuired some training in manipulating the software,
but there was no evidence of understanding power point as a transformative
medium or as an inscriptional system.
3
Several dozen studies indicate that computer-based multimedia can
improve learning and retention of material presented during a class session or
individual study period, as compared to “traditional” lectures or study materials
that do not use multimedia (see Bagui, 1998; Fletcher, 2003; Kozma, 2001;
Mayer, 2001). According to Najjar (1996), this improvement can be attributed
mainly to dual coding of the information presented in two different modalities
visual plus auditory, for example (Clark & Paivio, 1991; Paivio, 1986) leading to
increased comprehension of the material during the class session, and improved
retention of the material at later testing times (Mayer & Moreno, 1998). There is
general agreement that multimedia presentations are most effective when the
different types of media support one another rather than when superfluous sounds
or images are presented for entertainment value— which may induce
disorientation and cognitive overload that could interfere with learning rather than
enhance learning (Mayer, Heiser, & Lonn, 2001).
Finally, a number of studies have suggested that student satisfaction and
motivation is higher in courses that use multimedia materials (Astleitner &
Wiesner, 2004; Yarbrough, 2001). In one particularly large study, Shuell and
Farber (2001) examined the attitudes of over 700 college students toward the use
of computer technology in twenty courses representing a wide range of academic
disciplines. Students were generally very positive about the use of technology,
although females rated the use of technology for learning and classroom
instruction somewhat lower than did their male peers.
According my observation in school,this school have many projectors but
not all used in this school. Teachers have still using conventional methods. So
from this I wanna use this media to improve motivation the student and to
interested the student in study expecially in Biology’s topic. This school is
experiencing low students’s achiements(
STUDENT LEARNING OUTCOME IN HUMAN REPRODUCTIVE
SYSTEM TOPIC IN SMA NEGERI 3 MEDAN
ACADEMIC YEAR 2012/2013.
By:
Suciati Primasari
Reg. Number 409342015
Biology Bilingual Education
THESIS
Submitted to Fulfill The Requirement for Hold Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2013
iii
ACKNOWLEDGMENTS
Alhamdulillah (All Praises to Alloh), without His help, guidance and
permission writer would not have finished this thesis research. Writer also would
like to express her sincere thanks and gratitude to the following as Prophet
Muhammad (May the peace and blessings of Alloh be upon him) said, “He who
is not thankful to people is not thankful to Alloh”: Writer special appreciation
goes to State University of Medan, Biology Bilingual Education Study Program,
to educating writer and finally have done this study as one of the requirement to
obtain the degree of Sarjana Pendidikan.
Special thanks to witer thesis supervisor, Dr.Hasruddin, M.Pd, for his
constructive comments, helpful assistance, for reviewing thesis and also providing
valuable feedback. Writer would also like to take this opportunity to thank
Prof.Dr.Herbert Sipahutar,M.S, M.Sc, Dr. Elly Djulia, M.Pd and Dr.Fauziyah
Harahap, M.Pd as her thesis examiners for their valuable advices. Thanks are also
extended to Prof.Dr.Herbert Sipahutar,M.S, M.Sc as academic supervisor, to Prof.
Drs. Motlan, M.Sc., Ph.D as Dean of the Faculty and all his staff, to Drs. Tri
Harsono, M.Si as Head of Biology Department, and to Prof. Dr. Herbert
Sipahutar, MS., M.Sc as Coordinator of Bilingual Program and to sir Syam for
being friendly.
Writer sincere thanks goes to SMA N 3 Medan as place to conduct
research and grateful to Daulay ,M.Pd as Headmaster also to Tetty, S.Pd for her
kindness to provide writer her students in XI-IA 2 and XI-IA 7
78
. Cheers to Yohana Bio Dik A, Sri Hayuni, who helping writer to processing the
research data.
The last but not least, writer deeply and forever indebted to her mom, dad
and my boyfriend Fikri Akbar for their endless love, support and encouragement
throughout
her
entire
life.Lucky
to
have
vije
,
dwi
,
devi,aini,sity,moda,sri,dian,rilly,tresia,maya,wiwik,triana,nella,ivo,hafiza,ismi,de
wi,shofia,remli and syamsiah -who made her time at Unimed a lot more colorful
and useful and for being great bestfriends. Writer was concerned that she might
iv
forget to mention someone but writer grateful to all the people who helped her to
conduct the study and to those who supported her in any other way. May Alloh
reward all those who have contributed in the success of this thesis.
Finally, writer recognizes that this thesis is still a lot of shortcomings.
Hence writer expects the advice and constructive criticism so this thesis can be
beneficial to all. Aamiin.
Medan, July 2013
Researcher
Suciati Primasari
NIM.409342015
iii
THE DIFFERENTATION OF AUDIO VISUAL AND
POWERPOINT ON STUDENT LEARNING OUTCOME IN HUMAN
REPRODUCTIVE SYSTEM TOPIC IN SMA NEGERI 3 MEDAN
ACADEMIC YEAR 2012/2013.
SUCIATI PRIMASARI(NIM 409342015)
ABSTRACT
This research aim to know effect of result learning biology taught student
by using audio visual and power point at Human Reproduction System Material
in class of XI SMA N 3 Medan academic years 2012/2013.
Population in research is all student class of XI IPA SMA Negeri 3
Medan academic years 2012/2013 to amount 204 peoples. Sample taken by
purposive sampling to amount 76 peoples. Where class XI IPA 5 to be
experimental class for given instruction with audio visual, and class XI IPA 6 to
be control class for given instruction with powerpoint
The result of research to indicate that result learning biology taught student
by using audio visual is better than result of learning biology taught student with
powerpoint in Human Reproduction System material. Where average value of
learning biology taught student by using audio visual is higher, with average
value of postest is 67,36, with SD =10,62. The difference average value both of
them is 8,10 or about 12%. While average value of learning biology taught student
with power point , with average value of postest is 59,26, with SD = 8,82. The
difference in studying result also stained by pursuant to examination of hipotesis
by using t test and at level significant α = 0,05, where is tcount > ttable (4,96 >
1,995), to becoming is Ho refused and Ha accepted. So the indicate that result
learning biology taught student by using audio is better than result learning
biology taught student with powerpoint Human Reproductive System material in
class XI SMA Negeri 3 Medan in academic years 2012/2013.
LIST OF TABLES
Pages
Tabel 2.1. Relationship Between the Phase of Learning
11
Tabel 4.1. Different of Student pretest value in Control Class and
27
Experiment Class
Tabel 4.2. Different of Student postest value in Control Class and
29
Experiment Class
Tabel 4.3. Normality Test Result
30
Tabel 4.4. Homogenity Test Result
30
Tabel 4.5. Result Hypothesis Test of Student Postest
31
vii
LIST OF APPENDIX
Pages
Appendix 1. Syllabus
35
Appendix 2. Lesson Plan Experiment Class and Control
36
Appendix 3. Intrument Test
43
Appendix 4. Answer Key
50
Appendix 5. Table of Test Validity
51
Appendix 6. Calculation of Items Validity
51
Appendix 7. Calculation Reliability
54
Appendix 8. Calculation of Level Item Difficulty
56
Appendix 9. Item Discriminant
58
Appendix 10. Calculation of Item Discriminant
59
Appendix 11. Data of Student learning Outcomes
61
Appendix 12. Calculation Average,Standart Deviation andVariance Pretest65
Appendix 13. Calculation Average ,Standart Deviation and Variance Postest67
Appendix 14. Normality Test and Data of Research
69
Appendix 15. Homogenity Test of Research Data
73
Appendix 16. Hypotesis Testing
76
Appendix 17. Documentation of Research
80
Appendix 18. Validity
81
Appendix 19. Table of price and Moment Product
82
Appendix 20. Table of Price L for Liliefors Test
83
Appendix 21. Table Z – O
84
Appendix 22. Table of F Distribution
85
Appendix 23. Table of t Distribution
89
Apependix 24. Surat Permintaan Kesediaan Dosen PS
90
Appendix 25. Surat Izin Penelitian dari Fakultas MIPA
91
Appendix 26. Surat Izin Penelitian dari Dinas Pendidikan
92
Appendix 27. Surat Balasan Penelitian dari Sekolah
93
1
CHAPTER I
INTRODUCTION
1.1. Background of Problem
Humans receive data through multiple channels, i.e media ,including
audio and visual channels (Pavio,1969) as well as touch, taste and smell.
Multimedia is most commontly defined as the use of at two of these elements
:sound (audio), and text, still graphics, and motion graphics, and motion
graphics(visual) (Tannenbaum,1998).To date, the majority of the educational
research project do not include the other media of touch, taste and smell. The
importance of multiple channels for delivery of educational content can be found
in the theory of multi-channels communication which confirms that when
information is presented by more than one channels ,there will be addition
reinforcement,
resulting
in
greater
retention
and
improved
learning(Ellis,2004;Bagui,1998;Daniels,1994).
In the field of distance and online education, traditional print- based
materials have been converted into electronic files to be presented online (such as
HTML or PDF) for many years now. The better examples of these materials also
attempt to include different forms of multimedia enchancement so as to be more
interactive
,interesting
and
engaging
for
students.
These
multimedia
enhancements include , for example video and audio elements, recorded lecture
presentation (audio enchanced powerpoints),interactive audio –enhanced diagrams
and simulations , interactive quizzes and crosswords, and graphics. By using these
different forms of media content knowledge can then be represented in ways that
potentially mesh with (or cater for) different student learning styles; appealing to
their individual modal preferences (Birch7Sankey 2008;Moreno&mayer 2007)
Several theories of learning have examined the dual coding of verbal
communication, including visual, auditory, or articulatory codes, and nonverbal
communication, which may include shapes, sounds, kinesthetic actions, and
emotions. The theories have been linked to multimedia and the research has tested
2
various classroom applications. This section briefly summarizes pertinent findings
for the use of videos.
Multimedia learning theory. Over the past decade a corpus of studies has
accumulated that investigates the effects of multimedia strategies on learning.
Multimedia typically refers to the presentation of material in two forms:
auditory/verbal and visual/pictorial (Mayer, 2001). The strategies have included
PowerPoint® (Mayer & Johnson, 2008), games (Moreno & Mayer, 2004, 2005),
and computer-assisted video learning (Gay, 1986) in a variety of content areas, in
addition to auditory and video media.
Multimedia has been found to be highly beneficial to visual in the learners
but detrimental to highly verbals individuals (Butler and Mautz,1996). On the
other hand, adding animated pedagogical agents dose not seems to increase
learning and may diminish instructional effectiveness, because agents often
produce cognitive overload for students.
Beyond the basics of PowerPoint how can multimedia be utilized
effectively with PowerPoint® in the classroom? Other than posting “dead words”
on a screen, can you use movement, music, still images, and videos in
PowerPoint® to facilitate learning? To date, those elements have been virtually
disregarded and even discouraged by PowerPoint when the technology to embed
or stream those media is readily available? For example, among the most popular
volumes on PowerPoint Duarte (2008) and Reynolds (2008) give them miniscule
attention, yet acknowledge the powerful active cognitive processing effects they
can have. They usually caution users to integrate them either sparingly or not at
all or to “not overdo it.” Teaching Net Generation students who have no patience
and are bored with traditional PowerPoints® suggests that faculty may need “to
do” and, maybe, “over do” (Berk, 2009b).
For example, Downing and garmon (2001) did a study of which training
methods increased students confidence levels when using Powerpoint. There was
recognition that power point recuired some training in manipulating the software,
but there was no evidence of understanding power point as a transformative
medium or as an inscriptional system.
3
Several dozen studies indicate that computer-based multimedia can
improve learning and retention of material presented during a class session or
individual study period, as compared to “traditional” lectures or study materials
that do not use multimedia (see Bagui, 1998; Fletcher, 2003; Kozma, 2001;
Mayer, 2001). According to Najjar (1996), this improvement can be attributed
mainly to dual coding of the information presented in two different modalities
visual plus auditory, for example (Clark & Paivio, 1991; Paivio, 1986) leading to
increased comprehension of the material during the class session, and improved
retention of the material at later testing times (Mayer & Moreno, 1998). There is
general agreement that multimedia presentations are most effective when the
different types of media support one another rather than when superfluous sounds
or images are presented for entertainment value— which may induce
disorientation and cognitive overload that could interfere with learning rather than
enhance learning (Mayer, Heiser, & Lonn, 2001).
Finally, a number of studies have suggested that student satisfaction and
motivation is higher in courses that use multimedia materials (Astleitner &
Wiesner, 2004; Yarbrough, 2001). In one particularly large study, Shuell and
Farber (2001) examined the attitudes of over 700 college students toward the use
of computer technology in twenty courses representing a wide range of academic
disciplines. Students were generally very positive about the use of technology,
although females rated the use of technology for learning and classroom
instruction somewhat lower than did their male peers.
According my observation in school,this school have many projectors but
not all used in this school. Teachers have still using conventional methods. So
from this I wanna use this media to improve motivation the student and to
interested the student in study expecially in Biology’s topic. This school is
experiencing low students’s achiements(