THE EFFECT OF MIND MAPS ON THE STUDENTS LEARNING ACHIEVEMENT AND RETENTION IN CELLULAR BIOLOGY TOPIC OF GRADE XI IPA AT SMA N 1 SIDIKALANG ACADEMIC YEAR 2014/2015.

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By:

Helma K. Sihombing SID 4103342008 Bilingual Biology Education

A THESIS

Submitted to Fulfill of the Requirement for Degree of Sarjana Pendidikan

BIOLOGY DEPARTMENT

MATHEMATIC AND NATURAL SCIENCE FACULTY STATE UNIVERSITY OF MEDAN

MEDAN 2015

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ACKNOWLEDGEMENT

I thank God the Almighty, Lord Jesus Christ for His love and mercy in my life. For His guidance and help until I finish my thesis with the title “The Effect of Mind Maps on the Student’s Learning Achievement and Retention in Cellular Biology topic of Grade XI IPA at SMA N 1 Sidikalang Academic Year 2014/2015”. This thesis would not be completed without supports, guidances, and suggestion from many parties.

First and foremost, my appreciation goes to the Dean of FMIPA UNIMED, Prof. Drs Motlan, MSc, PhD, the Head of Biology Department, Drs Zulkifli Simatupang, M.Si. My thesis supervisor Dra. Martina A. Napitupulu, M.Sc.for her guidance and help. She has been so supportive during my difficult time, and has been the reason for me to keep going. Prof. Dr. rer.nat. Binari Manurung M.Si, Dra. Martina Restuati,M.Si, and Dr. Fauziyah Harahap, M.Si., helps are also importantly acknowledged for the suggestions and comments.

I especially thank Lazuardi, M.Si as my academic supervisor for his guidance during my study. His role is preciously admired. I will not forget Mr. Alben Sianturi, the of Principal of SMA 1 Sidikalang for his cooperative support during my research at the school, giving me permission to do research in the school. Mr. Wahidin, The head teacher of XI IPA 1 and XI IPA 2 for his kindness and patience in guiding and giving me opportunity to learn to be a teacher and researcher.

A very special thanks goes to my beloved Mom and Dad, Bengar Sihombing and Normalina Purba for all the love they have given. They spent a life time on their knees, praying for me they love so dear. My brother and sister, Monalisa Sihombing and Makmur Pranata Sihombing, for their helps and prayers.

At last, I remember all prayers and support in various way that everybody has showed me for the completion of my thesis. May this thesis can contribute to improve the quality of education in this country. Thank you.

Medan, 27 March 2015

Helma K. Sihombing 4103342008

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THE EFFECT OF MIND MAPS ON THE STUDENT’S LEARNING ACHIEVEMENT AND RETENTION IN CELLULAR

BIOLOGY TOPIC OF GRADE XI IPA SMA NEGERI 1 SIDIKALANG

ACADEMIC YEAR 2014/2015

Helma K. Sihombing (4103342008)

ABSTRACTS

The objective of this study is to explore the effect of mind maps on learning achievement and retention. This study consists of two stages. First, it aims to use mind map as strategy and then the second stage is implementation. It aims to see the effect of mind map on learning achievement and retention of students. The population is all of students grade XI Science SMA N 1 Sidikalang that consists of 8 classes. The sample consists of 2 classes which is taken purposively, XI Science 1 as control group (note-taking group) and XI Science 2 as experimental group (mind map group). There are 25 students in each class. The instruments used to collect data is multiple choice tests (28 items). The gain score of learning achievement (cognitive) with tcalculate(5.09) > ttable (1.676); with α =

0.05 and df =48. The gain score of learning achievement (affective) with the score of mind map group (3.1) is higher than note taking group (2.9). It means Ho1 is

rejected and Ha1 is accepted. Then, the result of gain score of retention test

(tcalculate 2.75 > ttable 1.676 );with α = 0.05 and df = 48. It means that Ho2 is

rejected and Ha2 is accepted. Results indicates mind map has a significant effect

on learning achievement and retention. In this research, it is clear that mind map provides learning environment according to their own understanding and needs. It is also clear that mind map creates student’s interest in retaining information. Keywords: mind map, note-taking, learning achievement, retention, gain score,

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TABLE OF CONTENT

Page

Ratification Sheet i

Biography ii

Abstract iii

Acknowledgement iv

Table of Content v

List of Figure viii

List of Table ix

List of Appendix x

CHAPTER I INTRODUCTION 1

1.1. Background 1

1.2. Problem Identification 5

1.3. Scope of Study 5

1.4. Research Questions 6

1.5. Research Objectives 6

1.6 Significance of Research 6

CHAPTER II LITERATURE REVIEW 8

2.1. Theoretical Framework 8

2.1.1. Learning Strategies 8

2.1.2. Mind maps 10

2.1.2.1. How to create Mind maps 12

2.1.2.2. The deficiency of using Mind maps 13

2.2.2.3. How to Assess the Mind maps 13

2.1.3. Retention 15

2.1.3.1. Memory 16

2.1.4. Learning Achievement 19

2.1.5. Cellular Biology 21

2.1.5.1. Size of Cell 22

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2.1.5.3. Membrane Transport Mechanism 27

2.2. Conceptual Framework 28

2.3. Research Hypothesis 30

CHAPTER III RESEARCH METHODOLOGY 31

3.1. Location and Time 31

3.1.1. Research Location 31

3.1.2. Research Time 31

3.2. Population and Sample 31

3.3. Variable of Research 32

3.4. Research Design 32

3.5. Research Procedure 33

3.5.1. Preparation Step 33

3.5.2. Steps for Obtaining Data 34

3.5.3. Final Step 34

3.6. Research Instrument 36

3.7. Instrument Test 37

3.7.1. Validity Test 37

3.7.2. Reliability Test 38

3.7.3. Difficulty Index 38

3.7.4. Discrimination Index 39

3.8. Data Analysis Technique 40

3.8.1. Normality Test 40

3.8.2. Homogeneity Test 41

3.8.3. Hypothesis Test 41

3.9. Analysis of Resulting Data of Retention 42

CHAPTER IV RESULT AND DISCUSSION 43

4.1. Research Instrument of Data Analysis 43

4.1.1. Validity Test 43

4.1.2. Reliability Test 43

4.1.3. Difficulty Index Test 43

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4.2. Description of result of Research 44

4.2.1. The Result of Data Analysis 44

4.2.2. Test of Normality 44

4.2.3. Test of Homogeneity 44

4.2.4. Test of Hypothesis 45

4.3. Learning Achievement and Retention 45

4.3.1. Cognitive Aspect 45

4.3.2. Gain Score of Cognitive Aspect 46

4.3.3. Affective Aspect 46

4.3.4. Gain Score 49

4.3.5. Retention 50

4.3.6. The percentage of Retention’s strength 51

4.4. Discussion 51

4.4.1. The Effect of Mind maps on Students’ Learning

Achievement (Cognitive Aspect) and Retention 51 4.4.2. The Effect of Mind maps on Students’ Learning

Achievement (Affective Aspect) 52

4.4.3. The Effect of Mind maps on Students’

on Cellular Biology Topic. 53

4.4.4. Retention Data 54

4.5. Limitation of Research 54

CHAPTER V CONCLUSIONS AND RECOMMENDATION 55

5.1. Conclusions 55

5.2. Suggestion 55

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LIST OF TABLE

Page Table 2.1.Percentage of Material Remembered and Forgetten 16 Table 3.1.Number of XI IPA Students of SMAN 1 Sidikalang

Academic Year 2014/2015 32

Table 3.2.Research Design 32

Table 3.3.The Lattice of Concept Understanding 36

Table 3.4.Instrument of Affective Aspect 37

Table 4.1.Data of Normality Testing 44

Table 4.2.The Average Score of Students’ Learning Achievement

(Cognitive Aspect) 46

Table 4.3.The Average Score of Affective Aspects 47

Table 4.4.The Data of Affective Aspect 48

Table 4.5. The Data of Gain Score 50

Table 4.6.Group Statistics of Gain Score of Retention 50 Table 4.7.Percentage of Material Forgotten and Retained 51

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LIST OF FIGURE

Page

Figure 2.1.The Scheme of Mind map 12

Figure 2.2.Graphic Bruce Hylan 18

Figure 2.3.Mouse Cell 22

Figure 2.4.The Structure of Prokaryotic 23

Figure 2.5.Plant Cell 25

Figure 2.6.An Animal Cell 26

Figure 3.1.Research Procedure 35

Figure 4.1.Diagram of Gain Score of Learning Achievement

(Cognitive Aspect) 46

Figure 4.2.The result of Learning Achievement (Affective Aspect) 47 Figure 4.3.Diagram of Learning Achievement (Affective Aspect) 49 Figure 4.4. The Diagram of Gain Score of Retention 50

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LIST OF APPENDIX

Page

Appendix 1. Syllabus 61

Appendix 2. Lesson Plan 64

Appendix 3. Pre Test- Post Test 79

Appendix 4. Answer Key of Pre Test- Post Test 85

Appendix 5. Assessment for Mind map 86

Appendix 6. The Calculation of Validition Test 88 Appendix 7. The Calculation of Reability Test 91 Appendix 8. The Calculation of Difficulty Index 93 Appendix 9. The Calculation of Item Discriminate 95 Appendix 10. The Calculation of Analysis Data 97 Appendix 11. The Calculation of Basic Statistic 107 Appendix 12. The Calculation of Normality Test 111 Appendix 13. The Calculation of Homogeneity Test 114 Appendix 14. The Calculation of Hypothesis Test 116 Appendix 15. The Calculation of learning Achievement Affective Aspect 120 Appendix 16. Research Documentation in SMA N 1 Sidikalang 124

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Learning process is an ineffective process when the teacher verbally communicating information to the students while the students passively receiving and encoding it in their memories. It is necessary to teacher to use the interesting and interactive teaching method. Teaching methods with allowing the student’s participate in teaching and learning process is better than giving them all of these information of the material. The teaching methods is refer to active teaching with allowed the student is being active in learning process. Active learning leads to better student attitudes and improvements in students’ thinking and writing. One form of active learning surpasses traditional lectures for retention of material, motivating students for further study and developing thinking skills (Prince, 2004).

Studies have shown that students learn better when they are actively involved in the teaching-learning process. There are many different types of active learning, all of which involve the students engaged with the material, rather than passively listening to lectures (Slish, 2005). Students who participate actively in note taking process performed better than those who copied notes already prepared by their teachers (Madu, 2012 ).

In fact, the lack of variety strategy in teaching such as still using lecturing models with taking notes strategies. Some researchers find that students retain less of the information, and many instructors find themselves dealing with students who pay less attention and being noisy in class (Hackathorn, 2011).

The beneficial of the ease learning for difficult material is to make students is not only to memorize, however they can create their student’s result as the implicitly of good understanding to construct the difficulties of material. It means the student have their own creation in learning process. The student’s creation can help the student to understanding well to the material even thought it is difficult material. It give some effect. The student are able to identify the

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concepts in the real world, manipulate phenomena for their own purposes, think about the material in new and complex ways, comprehend phenomena conceptually, and recall, retain, and memorize the material better.

Learning biology in high school had a lot of experience difficulties. Lazarowitz and Penso (2012) attributed difficulties in learning of the topics that are considered difficult to two reasons: The biological level of organization and the abstract level of the concepts. The appropriateness of biological level of organization might be a reason; young students or poor achieving students may get higher scores if instructed in topics of the levels of organisms, population, and community while they have difficulties in learning concepts of molecular, cell, tissue, and organ levels (Ozcan, 2003). Some factors that cause physiological material is considered difficult and complicated, namely characteristics of biological materials to be studied, how to teach the material, and initial capability of students who will study the material. (Tekkaya, 2011).

According to Mahardika (2014), the teachers of SMAN 8 Tangerang said that 60 percent of the students of class XI Science have got low leaning outcomes of the cell concept. The low learning outcomes is caused the cell concepts of plant and animal cell and transport mechanism concept were abstract concept.

According to Tanjung (2013), at SMA N 1 Tebing Tinggi in 2012 that students only memorize the theory without understanding the concepts and its application in students’ daily life. The results were the information can not retain, because students just memorize base on their note that caused the students have no effectiveness in learning biology and can not recall the information in term having good retention, while the students achievement were still low because the low of understanding the material in order still use the note taking strategies . When students were given test, the cognitive learning outcome for grade XI students in this school were 62 in average score. Meanwhile, the minimum completeness criteria is 75 in average.

Based on interview with teachers of SMAN 1 Bumiayu, the cellular topic is the one of difficult Biology topic. It can be seen from the result of learning achievement in cognitive aspect is low. It just about 52.38% of students can

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reached out the minimum scores meanwhile the minimum scores is 75. That’s caused the conventional methods with using lecturing that created less of active learning (Khikmah, 2013).

Some researchers find that students retain less of the information, and many instructors find themselves dealing with students who pay less attention and being noisy in class (Hackathorn, 2011). It can caused the decreasing of the attitude of students. If the student can make a creation. It can help the student to understanding well to the material even thought it is difficult material and training to have a good attitude as an effect of the good understanding of the material.

Based on the fact, the necessary thing to do is to find the way to solve this problematic. It starts to change the learning strategies being an active learning strategies. This turning point of learning processes asks for designing of instruction that deals with students as builders not receivers of knowledge, students who construct knowledge through interaction and connecting their experiences and their prior knowledge with the current situations, and students who have learning strategies to help in building their knowledge and understanding. Therefore, effective instruction emphasizes on the teaching of strategies that enable students to learn with understanding. The learning strategy can influence the effectiveness for student to learning Biology in class is the variation of note taking as their work to produce the student’s creation.

According to Mona and Khalick (2008) that researchers confirmed that visual presentation is an essential for students to understand new knowledge. One of the most powerful tools for visual presentation is mind map which is a “useful tool for helping younger students with the process of building conceptual understanding of content and promoting achievement defined the mind map as “an expression of Radiant Thinking and is therefore a function of the human mind. It is a powerful graphic technique which provides a universal key to unlocking the potential of the brain”. The mind map has four essential characteristics: The subject attention is crystallized in a central image, the main themes of the subject radiate from the central image as branches, branches

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comprise a key image or key word printed on an associated line, and the braches form a connected nodal structure.

Mind maps have also been used as reflective tools that allow for broader associations to be made to the material. Moreover, utilizing mind maps aids teachers vary their teaching methods which may be more likely to reach diverse learners. The utilization of mind maps can be assisted with “the adoption of colors, images, codes, and multidimensional approaches to help human memory, so that one could concentrate the mind on the central part, which is, the crucial subject”. Buzan (1993) stated that mind maps help learners to use graphic representation which may help in the brainstorming process. McGriff (2000) confirmed that relating images to concepts is a creative task which requires thinking instead of memorizing (Jbeili, 2013).

A mind map is a diagram used to represent words, ideas, tasks or other items linked to and arranged radically around a central keyword or idea and as an aid in study, organization, problem solving, decision making and writing. Buzan described mind-map as an image-centred diagram that represents semantics or other conceptions between portions of information. The mind mapping strategy is one of the teachers’ strategies in teaching. Mind Map also show the overall structure of a subject and the relative importance of individual parts of it (Madu, 2012).

The rule of the mind mapping are be an useful technique that helps to learn more effectively, to improve the way to record information, and to support and enhance creative problem solving, and also stimulate creativity, discovery and enquiry oriented in students since at the end of lesson, the student may fashion their notes according to their ability to facilitate their retention (Hackathorn, 2011). Adam and Mowers (2007) found that learners who could express their learning with visual skills had a 40% higher retention rate than that of just verbal learners.

The findings by Long indicated that when students constructed by thinking Maps. In this case, the thinking maps is mind map, they are able to achieve greater understanding than those students who used traditional note taking strategies. The

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purpose of this research was to determine if the use of Mind Maps would increase student achievement. Because Mind Maps allow students to express their thoughts and ideas non-linguistically, instructors actually see the graphic representation of a student’s thought process. By using mind maps instead of traditional methods, students are able to visualize links between non-linear ideas, which in turn provides for creativity and meaningful learning. Because mind maps are essentially the visual representation of student thought, they allow for a greater retention of information. (Long, 2011). Based on the background above, the research with the title ”The Effect of Mind Maps to the Student’s Learning Achievement and Retention in Cellular Biology topic of Grade XI IPA at SMA Negeri 1 Sidikalang Academic Year 2014/2015” has been done.

1.2 Problem Identification

According to the background above, the identified problems are :

1. Learning process is an ineffective process when the teacher are communicating verbally while student is passive .

2. Cell concept is difficulties topics that are considered difficult to two reasons namely the biological level of organization and the abstract level of the concepts.

3. The students just memorize that caused the students have no effectiveness in learning and can not recall the information.

4. The students achievement (cognitive and affective aspect) were still low because low understanding in order still use the note-taking strategies.

1.3 Scope of Study

This research focuses on using Mind maps in cellular Biology topic so that student’s get their own experience learning by doing something such as make their own mind. It can help the student can construct the abstract conceptual. It is used to make the student’s is being creative to make their own note such as mind map strategies. Mind map can be a tools to make an ease to understand the material , to analyse their component parts mapping to illustrate clearly and also

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to recall the information about the complex topic especially cellular Biology topic. The student-centered is used in this research and it can accomodate all of the learning style to reach a maximal learning especially in their retention and learning achievement trough learning outcome or cognitive aspect and attitude or affective aspect.

1.4 Research Question

In accordance with the issue, the problem can be formulated:

1. Is there any effect of Mind maps on Student’s learning achievement (cognitive and affective) in cellular Biology topic for grade XI IPA SMA Negeri 1 Sidikalang?

2. Is there any effect of Mind maps on Student’s retention in cellular Biology topic for grade XI IPA SMA Negeri 1 Sidikalang?

3. How the percentage of retention ability after two weeks?

1.5 Research Objectives

1. To know the effect of Mind maps on Student’s learning achievement ( cognitive and affective) in cellular Biology topic for grade XI IPA SMA Negeri 1 Sidikalang.

2. To know the effect of Mind maps on Student’s retention in cellular Biology for grade XI IPA SMA Negeri 1 Sidikalang.

3. To know the percentage of student’s retention in two weeks who are taught Mind maps strategies and students who taught by using note taking strategies.

1.6 Significance of Research

1. Teacher can use the mind maps as strategies or models in note approach for replacing the note taking strategies.

2. To provide information longer to emphasize student’s retention in teaching and learning activity.

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3. To improve students encouragement in studying cellular Biology topic through increasing learning achievement.

4. To help teacher to optimize their performance in teaching cellular Biology topic.

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The data of students’ learning achievement for both cognitive and affective aspect show that the mind-map group (50.08 ) is higher than the note-taking group (38.04). The affective aspect both of groups is different. The mind map group is categorized as good (3.1) and the note taking group as enough (2.9). It is clear that the mind map has an effect on learning achievement (cognitive and affective aspect).

The retention in mind map group (76.92) is higher than the note taking group (67.48 ). It shows that the mind map has a significance effect on student’s retention. Based on the result of data and discussion, the percentage of student retention after two weeks is 90.3 % and 86.5 % for mind map and taking class group respectively.

5.2. Suggestions

1.

Teacher can be advised to use maps as strategy to teach cellular Biology topic as new innovation.

2.

Mind map can be used as material for school competition in Science to encourage students to use them for difficult topic in Biology.

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55 CHAPTER V

CONCLUSION AND SUGGESTIONS

5.1. Conclusion