THE EFFECTIVENESS OF DISCOVERY LEARNING MODEL INTEGRATED WITH EXPERIMENT TO INCREASE STUDENTS ACHIEVEMENT ON LEARNING COLLOIDAL SYSTEM.
THE EFFECTIVENESS OF DISCOVERY LEARNING
MODEL INTEGRATED WITH EXPERIMENT TO
INCREASE STUDENT’S ACHIEVEMEN ON
LEARNING COLLOIDAL SYSTEM
By:
Ricki Marulitua Tampubolon
Reg. Number 4113131060
Bilingual Chemistry Education Study Program
THESIS
Submitted to Fulfill the Requirement for Getting Degree of
Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2015
iv
ACKNOWLEDGEMENT
Praise and Gratitude must be prayed to Almighty God for all the graces
and blessings that provide health and wisdom to the author so writer can finish
this thesis.
The title of this thesis is “The Effectiveness of Discovery Learning Model
Integrated with Experiment to Increase Student’s Achievement on Learning
Colloidal System“. This research is done in SMA N 2 Lintongnihuta in academic
year 2014/2015 that prepared to get degree Sarjana Pendidikan of Chemistry
Education, Faculty of Mathematics and Natural Sciences, State University of
Medan.
On this occasion, the author also conveys a respect and gratitude to:
Mr. Dr. Marham Sitorus, M.Si, As a thesis supervisor who has provided
guidance and suggestions to the author since the beginning of the study until
the completion in writing this thesis.
Give thanks also to Prof. Dr. Ramlan Silaban M.Si, Drs. Rahmat Nauli M.Si,
and Dra. Ani Sutiani M.Si who has provided suggestions from the plan until
the completion of this thesis.
Thanks also conveyed to Dr. Retno Dwi Suyanti M.Si, as the Academic
supervisor who always guided researcher during the lecture and the entire
along with Mr. and Mrs. Staff and Lecturer in Chemistry department
especially in Bilingual study program of FMIPA UNIMED who have helped
the author.
The award was also presented to Mr. Drs. Nelson Tambuan, M.M as a school
principal of SMA N 2 Lintongnihuta and Mrs. Tiur Bourne Sihombing S.Pd as
a teacher and staff which assist in this implementation of this research.
Special gratitude no limit to best ever parents in my life, my father Bogsa
Tampubolon and my mother Linda Siahaan who always caring, raising and
educating me with love and affection. Thanks to pray, motivation and
sacrifices for both of them, So I can complete my first degree in Sarjana
Pendidikan (S.Pd/S-1) in this State University of Medan.
v
My thanks also for my beloved sisters, Lidiana Tampubolon, Saula
Tampubolon, Elisabeth Tampubolon, and Harmenita Tampubolon who always
giving love, support, motivation, and laugh until the completion of this thesis,
I love u all.
For my friends in Field Experience (PPL) who always be my part, Nova,
Yolanda, Nancy, Jony, Partogy, Donni, Frederick, Jasmen, Aprita, Lestari, and
Rony. Thanks for our friendship and everything that we passed together.
For my crazy friends, Debby, Evina, Riris, and Ruth, thanks for unlimited
laugh, craziness, folly, madness, and experience that make me more
confidence and brave in my life. Thanks for that friendship but feeling more
than family.
This CESP’11 the most crazy and enjoyable class ever, full of ambition but
full of fun, Bayu, Haposan, Jori, Angela, Angeline, Anggun, Cholida, Debby,
Desi, Evina, Fatma, Hesti, Intan, Juliani, Juwita, Lanita, Liesa, Mariani, Nova,
Poppy, Rhone, Riris, Rusdi, Ruth, Sinta, Siti, Yolanda, and Yuni. Thanks for
this 4 years guys and let’s go to the next ambition.
Do not forget also thanks for my friends in Senior High School Josua, Intan,
Andri, Ginotan, Mega, Faldo, Romario. Thanks for suggestion, support,
experience, laugh until the completion of this thesis.
Actually the author has doing the maximal effort in the completion of this
thesis, but the author is aware there are many weaknesses in terms of both content
and grammar. Authors hope the suggestions and constructive criticism from
readers for completeness the thesis perfectly. At least, Author hope this thesis can
be useful to enrich the readers in science education.
Medan,
June 2015
Author
Ricki Marulitua Tampubolon
IDN. 4113131060
iii
THE EFFECTIVENESS OF DISCOVERY LEARNING
MODEL INTEGRATED WITH EXPERIMENT TO
INCREASE STUDENT’S ACHIEVEMENT ON
LEARNING COLLOIDAL SYSTEM
Ricki Marulitua Tampubolon (Reg. Number: 4113131060)
ABSTRACT
The objectives of this research are to get the comparison between
discovery learning model integrated with experiment and without experiment to
increase student’s achievement, and student’s interest. Beside of that, this research
also conducted to know the correlation between student’s achievement and
student’s interest. This research was done in SMA N 2 Lintongnihuta. Population
is all the students in SMA N 2 Lintongnihuta which taken by total sampling. The
research instruments are achievement test and non test in list interest form. Both
of instruments have been validated. The research data analyzed by SPSS -17 for
windows. The result data shows that (1) The student’s achievement taught by
discovery learning model integrated with experiment give higher significance
difference than discovery learning model without experiment. It can be seen from
the average of gain and also proved with t-test, at significant level = 0.05, Ha1 is
received and Ho1 is refused where Sig. < , (2) The student’s interest taught by
discovery learning model integrated with experiment give higher significance
difference than discovery learning model without experiment. It can be seen from
the average of interest and also proved with t-test, at significant level = 0.05,
Ha2 is received and Ho2 is refused where Sig. < , (3) There is correlation
between two variables that are student’s achievement and student’s interest at
significant level = 0.05, Ha3 is received and Ho3 is refused where Sig. < , with
Pearson correlation (r) = 0.637, it means categorized in high correlation.
Keywords: Discovery Learning Model, Experiment, Student’s Achievement,
xxxxxxxxxxStudent’s Interest
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CONTENTS
Legalization Paper
Biography
Abstract
Acknowledgement
Contents
List of Figures
List of Tables
List of Formula
List of Appendix
Page
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CHAPTER I INTRODUCTION
1.1 Background
1.2 Problem Identification
1.3 Problem Limitation
1.4 Problem Formulation
1.5 Research Objective
1.6 Research Benefit
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CHAPTER II LITERATURE STUDY
2.1 Theoretical Framework
2.1.1 Definition of Learning
2.1.2 Student Achievement
2.1.3 Learning Media
2.1.4 Learning with Books
2.1.5 Discovery Learning Model
2.1.6 Experimental Method
2.1.7 Interest to Learn
2.1.8 Colloidal System
2.2 Conceptual Framework
2.3 Hypothesis
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CHAPTER III RESEARCH METHODOLOGY
3.1 Research Time and Location
3.2 Research Population and Sample
3.3 Research Variable
3.4 Research Design
3.5 Research Procedure
3.6 Research Instrument
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3.6.1 Instrument Test
3.6.2 Non Test Instrument
3.7 Data Collection and Analysis
3.7.1 Normalized Gain
3.7.2 Normality Test
3.7.3 Homogeneity Test
3.7.4 Hypothesis Test
3.7.5 Effectiveness
CHAPTER IV RESULT AND DISCUSSION
4.1 The Description of School Sample
4.2 The Instrument’s Analysis
4.2.1 The Observation Sheet of Student’s Interest
4.2.2 The Questionnaire of Student’s Interest
4.2.3 The Validity of Evaluation Test
4.2.4 Reliability of Evaluation Test
4.2.5 Difficulty Level of Evaluation Test
4.2.6 Distinguish Power Index of Evaluation Test
4. 3 The Data of Research’s Result
4.3.1 The Result of Pretest and Posttest
4.3.2 The Result of Student’s Interest by Observation Sheet
4.3.3 The Result of Student’s Interest by Questionnaire
4.4 The Analysis Test of Data
4.4.1 Normality Test
4.4.1.1 Normality Test of Student’s Achievement
4.4.1.2 Normality Test of Student’s Interest
4.4.2 Homogeneity Test
4.4.2.1 Homogeneity Test of Student’s Achievement
4.4.2.2 Homogeneity Test of Student’s Interest
4.5 Student’s Achievement
4.5.1 Student’s Achievement before Teaching Treatment
4.5.2 Student’s Achievement after Teaching Treatment
4.5.3 Gain (Increasing of Student’s Achievement)
4.6 Student’s Interest
4.7 Hypothesis Testing
4.7.1 Hypothesis Test of Hypothesis 1
4.7.2 Hypothesis Test of Hypothesis 2
4.7.3 Hypothesis Test of Hypothesis 3
4.8 The Effectiveness
4.9 Discussion
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CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion
5.2 Suggestion
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x
LIST OF TABLE
Table 3.1 The Design of Research Discovery Learning Model that
Integrated with Experiment in Improving Student’s
Achievement in Teaching Colloidal System.
Table 3.2 Table of Correlation category
Table 4.1 Description of class that used as sample
Table 4.2 Validity of the test table
Table 4.3 Difficulty level test
Table 4.4 Distinguish Power Index of Evaluation Test
Table 4.5 Summary of the Instrument Test
Table 4.6 Data of Pretest and Posttest
Table 4.7 Normality Test of Student’s Achievement
Table 4.8 Normality Test of Student’s Interest
Table 4.9 Homogeneity Test of Student’s Achievement
Table 4.10 Homogeneity Test of Student’s Interest
Table 4.11 Data of Student’s Achievement in Pretest
Table 4.12 Data of Student’s Achievement in Posttest
Table 4.13 Average Value of Normalized Gain
Table 4.14 The Summary of Student’s Interest
Table 4.15 Hypothesis testing of Hypothesis 1
Table 4.16 Hypothesis testing of Hypothesis 2
Table 4.17 The correlation between student’s interest and
Student’s achievement
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LIST OF FIGURE
Figure 2.1 Categories of Variables Impacting Student Academic
Achievement
Figure 2.2 Experience Cone Edgar Dale
Figure 3.1 The Diagram of Research Procedure
Figure 4.1 The Student’s Achievement in Experimental Class 1
Figure 4.2 The Increasing of Student’s Achievement (gain) in
Experimental Class 1
Figure 4.3 Student’s Achievement in Experimental Class 2
Figure 4.4 The Increasing of Student’s Achievement (gain) in
Experimental Class 2
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LIST OF FORMULA
Formula 3.1 Difficulty Level
Formula 3.2 Distinguish Index
Formula 3.3 Normalized Gain
Formula 3.4 Percentage of Effectiveness
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LIST OF APPENDIX
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Appendix 17
Appendix 18
Appendix 19
Appendix 20
Appendix 21
Appendix 22
Appendix 23
Appendix 24
Appendix 25
Appendix 26
Appendix 27
Appendix 28
Appendix 29
Appendix 30
Appendix 31
Appendix 32
Appendix 33
Appendix 34
Syllabus
Lesson Plan
Student Worksheet
Scoring Indicator for Students Worksheet
Analysis of Instrument
Instrument Spesification
Instrument Test
Answer Key
Student’s Interest Observation Sheet
Student’s Interest Questionnaire
Instrument Specification (Valid)
Instrument Test (Valid)
Answer Key (Valid)
Table of Validity Test
Validity Test
Table of Reliability Test
Reliability Test
Table of Difficulty Level Test
Difficulty Level of Instrument Test
Table of Distinguish Power Index
Distinguish Power Index of Instrument Test
Table The Observation Data of Student's Interest
Character Experimental Class 1
Table the Average of Observation Data of Student's
Interest Character Experimental Class 1
Table the Observation Data of Student's Interest
Character Experimental Class 2
Table the Average Of Observation Data of Student's
Interest Character Experimental Class 2
Table the Questionnaire of Student's Interest
Experimental Class 1
Table the Questionnaire of Student's Interest
Experiment Class 2
Table Gain of Pretest-Posttest in Experimental Class 1
Table Gain of Pretest-Posttest in Experimental Class 2
Normality Test
Homogeneity Test
Hypothesis Testing
The Calculation of the Effectiveness
Documentation of Research
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1
CHAPTER I
INTRODUCTION
1.1 Background
Education in Indonesia is under the spotlight because of the quality of
education in Indonesia is still low, it can be seen from the low achievement of
students generally. Beside of that, According to UNESCO in 2007, Indonesia rank
at education is 62 among 130 countries in the world. Education Development
Index (EDI) of Indonesia is 0.935 lower than Malaysia (0.945) and Brunei
Darussalam (0.965).
The low of student’s achievement is caused by the lack of student’s
interest to learn. In learning process, students do not push to develop their ability
to think, but student instructed only memorizing information without
comprehending its application in daily life (Sanjaya, 2010).
According to Sadirman (2006: 94), interest is fundamental motivation
appliance for someone to try, included to learning. So, if student feels to be
challenged and have big interest to studying chemistry, hence students will be
impelled at conducive condition in order able to channel their interest and try to
eliminate the hinder factors. In another word, can be said interest plays as a
motivator in student engagement and learning (Subramaniam, 2009).
So, can be concluded if student’s interest are still low causing students’
achievement decrease, so how to increase student’s interest should be found to
make more interesting and effective learning.
Chemistry is recognized as one of difficult subjects to learn by students,
this is because understanding of chemistry is based on assigning meaning to the
unseen and the intangible. It contains many concepts which are difficult to be
understood by students as it relates to chemical reactions, calculation
(stoichiometry) and some abstract concepts.
Based on the observation and the experience of researcher on teaching
experience program in SMA N 2 Lintongnihuta, chemistry becomes difficult to
understand because students not interest with chemistry themselves. It is seen
2
from the results of pure value of daily exam (UH 2) on academic year 2014/2015
from two classes that not optimal or still under KKM, the average value of class
XI Science-1 is 66.46, the highest is 100 and the lowest is 33; the average value of
class XI Science-2 is 51.75, the highest is 85 and the lowest is 20 with KKM is 75
(Data was gotten from the direct observation during teaching experience
program).
One of chemistry materials that are assumed as interesting topic for
students is colloidal system but it will be difficult to understand if the teachers
cannot find the appropriate learning model, method, and media to teach that topic.
Colloidal system is one of topic in chemistry which most of materials are comprehending
concepts that needed to be understood. Because learning of Colloidal system only
learns about the comprehending of concept without any application make students
feel bored. Beside of that, many teachers tend to use lectures method which make
the learning process very monotonous and boring.
Learning chemistry in school is less precise if only pay attention on
product without considering the process that takes place in every learning.
Because chemistry is contained of two aspects, product and process. Chemistry as
product includes the collection of knowledge such as facts, concepts, and
principle. While chemistry as process includes attitude and skill that had by
students to obtain and develop of the knowledge of chemistry. But, many of
teachers only pay attention on the product. It happens due to the lack of teaching
variation of teaching models that are used by teachers in high school makes the
role of students in learning process is still passive, most of learning is still
dominated by the teacher (teacher-centered), so non-cognitive skills are less
honed
In order to increase student’s achievement in learning and get interesting
in chemistry not only in product aspect, but also in process aspect, students are
demanded really understand and active during teaching and learning process. This
condition can be made by teacher. Using a suitable learning model, student can be
directed to be active during lesson. Learning model is a kind ways that helps and
support teacher and student in teaching-learning. The present of learning model in
3
class is useful because can change the class condition from monotone and boring
become interesting and fun for both of teacher and student. In this research,
researcher develops the Discovery learning model in learning process by
integrated with experiment.
Discovery learning encompasses an instructional model and strategies that
focus on active, hands-on learning opportunities for students (Dewey, 1916/1997;
Piaget, 1954, 1973). Bicknell-Holmes and Hoffman (2000) describe the three
main attributes of discovery learning as 1) exploring and problem solving to
create, integrate, and generalize knowledge, 2) student driven, interest-based
activities in which the student determines the sequence and frequency, and 3)
activities to encourage integration of new knowledge into the learner’s existing
knowledge base.
Experiment is the concept of ‘‘learning by doing’’ (Bruner, 1990) is
certainly not new; however, allowing the student to learn by doing within the
classroom context is a departure from traditional methods. In this context,
experiment is important components of education to make students to gain
experience. Learning with experiments provides effective teaching by engaging
the student’s desire to learn. Since students remember only a fraction of what they
hear but a majority of what they actively do, Senge (1990) reasoned that personal
involvement would help to get students engaged with the subject matter.
Several study using Discovery learning model had been done by some
previous researcher, they are: Teddy Alfra Siagian (2013) states that the
implementation of guided discovery learning using interactive media can improve
student’s achievement and interest, with the gain of student’s achievement is
54.48 % and student’s interest is 50.90 %, in which the both gains of student’s
achievement and interest are medium or can be said still not optimal. Beside of
that, the gain of the research from Nur Qomariyah had gotten 57.5% (medium).
Some study using Experiment method also had been done by some
researcher, they are: Hidayat Kusuma (2013) states that the implementation of
Learning Cycle Model with Experimental Method can increase student’s
achievement with the gain of student’s achievement are 67.9 % (medium). Beside
4
of that, the gain of the research from Monica Cahyani Ratri with title The
Implementation of CTL Model using Laboratory Media had gotten 75.1% (High).
Based on the description above, can be seen that the using of discovery
learning model still not optimal (the gain is still medium) to increase student’s
achievement and interest. So, the researcher is interested to combine Discovery
learning model with Experiment method on conducting the educational research
with the aim to know the effectiveness of discovery learning model combine with
experiment method. Therefore, the researcher conduct the study with the title
“The Effectiveness of
Discovery Learning Model Integrated With
Experiment To Increase Student’s Achievement On Learning Colloidal
System “.
1.2 Problem Identification
Based on the background above, can be identified some problems such as:
1. The quality of education in Indonesia is still low.
2. Teachers tend to use lecture method which make the learning process very
monotonous and boring.
3. Student’s interest are still low causing students’ achievement decrease, so that
how to increase student’s interest should be found.
4. The lack of variation in model of teaching that is used by teachers makes the
role of students in learning process is still passive.
5. Colloidal system is the topic that only learns about the comprehending of
concept without any application so that students feel bored.
1.3 Problem Limitation
Problem limitation of this research as follows:
1. The model that is used in this research is discovery learning model that
integrated with experiment to increase student’s achievement at second
semester in academic year 2014/2015.
2. The subject is chemistry with colloidal system as the material in teaching and
learning.
5
3. The student’s achievement to be measured in this study is cognitive aspect of
level C1, C2, C3.
4. The research investigates student’s achievement, and interest.
1.4 Problem Formulation
The problem formulation of this research includes:
1. Does the discovery learning model that integrated with experiment give
higher significant difference of student’s achievement compared with
discovery learning model without experiment method on the teaching of
colloidal system?
2. Does the discovery learning model that integrated with experiment give
higher significant difference of student’s interest compared with discovery
learning model without experiment method on the teaching of colloidal
system?
3. Is there a significant correlation between student’s interest and the increasing
of student’s achievement?
1.5 Research Objective
The objectives of this research are conducted to know:
1. The comparison of student’s achievement in studying colloidal system who
have learning with discovery learning model that integrated with experiment
and student who have learning with discovery learning model without
experiment method.
2. The comparison of student’s interest in studying colloidal system who have
learning with discovery learning model that integrated with experiment and
student who have learning with discovery learning model without experiment
method.
3. The correlation between student’s interest and the increasing of student’s
achievement.
6
1.6 Research Benefit
The expected benefits of this research are:
1. As information for teachers about discovery learning as model of teaching to
improve student’s achievement in chemistry.
2. Produce an innovative learning model that can enhance student’s
achievement, and interest optimally.
3. For education, as an input to improve the learning process and improve the
quality of education in school.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1
Conclusion
After conducting the research and analyzing the data, there are some conclusions
that gotten, they are:
1. The student’s achievement that taught by discovery learning model integrated with
experiment is significant higher than the student’s achievement that taught by
discovery learning model without experiment on the teaching of colloidal system.
2. The student’s interest that taught by discovery learning model integrated with
experiment is significant higher than the student’s interest that taught by discovery
learning model without experiment on the teaching of colloidal system.
3. There is a significant correlation between student’s interest and the increasing of
student’s achievement.
5.2
Suggestion
From the result of the research, there are some suggestion must be raised:
1. It is suggested for chemistry teacher to use discovery learning model integrated with
experiment on learning colloidal system topic to increase student’s achievement in
learning process.
2. It is suggested for chemistry teacher to use discovery learning model integrated with
experiment on learning colloidal system topic to increase student’s interest in learning
process.
3. For researcher who wants to do same research, the discovery learning model
integrated with experiment method is expected to be more careful in set time for each
stage of learning and can create activities that do not take much time, because this
model requires a lot of time.
4. For researcher who wants to do same research, the discovery learning model
integrated with experiment method is expected to be more give attention in the
character that measured for each stage.
55
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Wasti, S., (2013), Hubungan Minat Belajar Dengan Hasil Belajar Mata Pelajaran
Tata Busana Di Madrasah Aliyah Negeri 2 Padang, Skripsi, Fakultas
Teknik, Universitas Negeri Padang, Padang
Wijayanti, D. W., (2013), Upaya Meningkatkan Minat Belajar IPA Dengan
Menggunakan Alat Peraga Benda Nyata Untuk Siswa Kelas III Di MI
YAPPI Wiyoko Tahun Pelajaran 2012/2013., Skripsi, FITK, Universitas
Islam Negeri Sunan Kalijaga Yogyakarta, Yogyakarta
Zulfadhilah., (2012), Penerapan Strategi Pembelajaran Contextual Teaching and
Learning (CTL) Dibandingkan Numbered Head Together (NHT) dalam
Upaya Meningkatkan Kreatifitas dan Hasil Belajar Siswa pada Materi
Koloid, Skripsi, FMIPA,Unimed, Medan
MODEL INTEGRATED WITH EXPERIMENT TO
INCREASE STUDENT’S ACHIEVEMEN ON
LEARNING COLLOIDAL SYSTEM
By:
Ricki Marulitua Tampubolon
Reg. Number 4113131060
Bilingual Chemistry Education Study Program
THESIS
Submitted to Fulfill the Requirement for Getting Degree of
Sarjana Pendidikan
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2015
iv
ACKNOWLEDGEMENT
Praise and Gratitude must be prayed to Almighty God for all the graces
and blessings that provide health and wisdom to the author so writer can finish
this thesis.
The title of this thesis is “The Effectiveness of Discovery Learning Model
Integrated with Experiment to Increase Student’s Achievement on Learning
Colloidal System“. This research is done in SMA N 2 Lintongnihuta in academic
year 2014/2015 that prepared to get degree Sarjana Pendidikan of Chemistry
Education, Faculty of Mathematics and Natural Sciences, State University of
Medan.
On this occasion, the author also conveys a respect and gratitude to:
Mr. Dr. Marham Sitorus, M.Si, As a thesis supervisor who has provided
guidance and suggestions to the author since the beginning of the study until
the completion in writing this thesis.
Give thanks also to Prof. Dr. Ramlan Silaban M.Si, Drs. Rahmat Nauli M.Si,
and Dra. Ani Sutiani M.Si who has provided suggestions from the plan until
the completion of this thesis.
Thanks also conveyed to Dr. Retno Dwi Suyanti M.Si, as the Academic
supervisor who always guided researcher during the lecture and the entire
along with Mr. and Mrs. Staff and Lecturer in Chemistry department
especially in Bilingual study program of FMIPA UNIMED who have helped
the author.
The award was also presented to Mr. Drs. Nelson Tambuan, M.M as a school
principal of SMA N 2 Lintongnihuta and Mrs. Tiur Bourne Sihombing S.Pd as
a teacher and staff which assist in this implementation of this research.
Special gratitude no limit to best ever parents in my life, my father Bogsa
Tampubolon and my mother Linda Siahaan who always caring, raising and
educating me with love and affection. Thanks to pray, motivation and
sacrifices for both of them, So I can complete my first degree in Sarjana
Pendidikan (S.Pd/S-1) in this State University of Medan.
v
My thanks also for my beloved sisters, Lidiana Tampubolon, Saula
Tampubolon, Elisabeth Tampubolon, and Harmenita Tampubolon who always
giving love, support, motivation, and laugh until the completion of this thesis,
I love u all.
For my friends in Field Experience (PPL) who always be my part, Nova,
Yolanda, Nancy, Jony, Partogy, Donni, Frederick, Jasmen, Aprita, Lestari, and
Rony. Thanks for our friendship and everything that we passed together.
For my crazy friends, Debby, Evina, Riris, and Ruth, thanks for unlimited
laugh, craziness, folly, madness, and experience that make me more
confidence and brave in my life. Thanks for that friendship but feeling more
than family.
This CESP’11 the most crazy and enjoyable class ever, full of ambition but
full of fun, Bayu, Haposan, Jori, Angela, Angeline, Anggun, Cholida, Debby,
Desi, Evina, Fatma, Hesti, Intan, Juliani, Juwita, Lanita, Liesa, Mariani, Nova,
Poppy, Rhone, Riris, Rusdi, Ruth, Sinta, Siti, Yolanda, and Yuni. Thanks for
this 4 years guys and let’s go to the next ambition.
Do not forget also thanks for my friends in Senior High School Josua, Intan,
Andri, Ginotan, Mega, Faldo, Romario. Thanks for suggestion, support,
experience, laugh until the completion of this thesis.
Actually the author has doing the maximal effort in the completion of this
thesis, but the author is aware there are many weaknesses in terms of both content
and grammar. Authors hope the suggestions and constructive criticism from
readers for completeness the thesis perfectly. At least, Author hope this thesis can
be useful to enrich the readers in science education.
Medan,
June 2015
Author
Ricki Marulitua Tampubolon
IDN. 4113131060
iii
THE EFFECTIVENESS OF DISCOVERY LEARNING
MODEL INTEGRATED WITH EXPERIMENT TO
INCREASE STUDENT’S ACHIEVEMENT ON
LEARNING COLLOIDAL SYSTEM
Ricki Marulitua Tampubolon (Reg. Number: 4113131060)
ABSTRACT
The objectives of this research are to get the comparison between
discovery learning model integrated with experiment and without experiment to
increase student’s achievement, and student’s interest. Beside of that, this research
also conducted to know the correlation between student’s achievement and
student’s interest. This research was done in SMA N 2 Lintongnihuta. Population
is all the students in SMA N 2 Lintongnihuta which taken by total sampling. The
research instruments are achievement test and non test in list interest form. Both
of instruments have been validated. The research data analyzed by SPSS -17 for
windows. The result data shows that (1) The student’s achievement taught by
discovery learning model integrated with experiment give higher significance
difference than discovery learning model without experiment. It can be seen from
the average of gain and also proved with t-test, at significant level = 0.05, Ha1 is
received and Ho1 is refused where Sig. < , (2) The student’s interest taught by
discovery learning model integrated with experiment give higher significance
difference than discovery learning model without experiment. It can be seen from
the average of interest and also proved with t-test, at significant level = 0.05,
Ha2 is received and Ho2 is refused where Sig. < , (3) There is correlation
between two variables that are student’s achievement and student’s interest at
significant level = 0.05, Ha3 is received and Ho3 is refused where Sig. < , with
Pearson correlation (r) = 0.637, it means categorized in high correlation.
Keywords: Discovery Learning Model, Experiment, Student’s Achievement,
xxxxxxxxxxStudent’s Interest
vi
CONTENTS
Legalization Paper
Biography
Abstract
Acknowledgement
Contents
List of Figures
List of Tables
List of Formula
List of Appendix
Page
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CHAPTER I INTRODUCTION
1.1 Background
1.2 Problem Identification
1.3 Problem Limitation
1.4 Problem Formulation
1.5 Research Objective
1.6 Research Benefit
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CHAPTER II LITERATURE STUDY
2.1 Theoretical Framework
2.1.1 Definition of Learning
2.1.2 Student Achievement
2.1.3 Learning Media
2.1.4 Learning with Books
2.1.5 Discovery Learning Model
2.1.6 Experimental Method
2.1.7 Interest to Learn
2.1.8 Colloidal System
2.2 Conceptual Framework
2.3 Hypothesis
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CHAPTER III RESEARCH METHODOLOGY
3.1 Research Time and Location
3.2 Research Population and Sample
3.3 Research Variable
3.4 Research Design
3.5 Research Procedure
3.6 Research Instrument
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3.6.1 Instrument Test
3.6.2 Non Test Instrument
3.7 Data Collection and Analysis
3.7.1 Normalized Gain
3.7.2 Normality Test
3.7.3 Homogeneity Test
3.7.4 Hypothesis Test
3.7.5 Effectiveness
CHAPTER IV RESULT AND DISCUSSION
4.1 The Description of School Sample
4.2 The Instrument’s Analysis
4.2.1 The Observation Sheet of Student’s Interest
4.2.2 The Questionnaire of Student’s Interest
4.2.3 The Validity of Evaluation Test
4.2.4 Reliability of Evaluation Test
4.2.5 Difficulty Level of Evaluation Test
4.2.6 Distinguish Power Index of Evaluation Test
4. 3 The Data of Research’s Result
4.3.1 The Result of Pretest and Posttest
4.3.2 The Result of Student’s Interest by Observation Sheet
4.3.3 The Result of Student’s Interest by Questionnaire
4.4 The Analysis Test of Data
4.4.1 Normality Test
4.4.1.1 Normality Test of Student’s Achievement
4.4.1.2 Normality Test of Student’s Interest
4.4.2 Homogeneity Test
4.4.2.1 Homogeneity Test of Student’s Achievement
4.4.2.2 Homogeneity Test of Student’s Interest
4.5 Student’s Achievement
4.5.1 Student’s Achievement before Teaching Treatment
4.5.2 Student’s Achievement after Teaching Treatment
4.5.3 Gain (Increasing of Student’s Achievement)
4.6 Student’s Interest
4.7 Hypothesis Testing
4.7.1 Hypothesis Test of Hypothesis 1
4.7.2 Hypothesis Test of Hypothesis 2
4.7.3 Hypothesis Test of Hypothesis 3
4.8 The Effectiveness
4.9 Discussion
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CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion
5.2 Suggestion
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REFFERENCE
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x
LIST OF TABLE
Table 3.1 The Design of Research Discovery Learning Model that
Integrated with Experiment in Improving Student’s
Achievement in Teaching Colloidal System.
Table 3.2 Table of Correlation category
Table 4.1 Description of class that used as sample
Table 4.2 Validity of the test table
Table 4.3 Difficulty level test
Table 4.4 Distinguish Power Index of Evaluation Test
Table 4.5 Summary of the Instrument Test
Table 4.6 Data of Pretest and Posttest
Table 4.7 Normality Test of Student’s Achievement
Table 4.8 Normality Test of Student’s Interest
Table 4.9 Homogeneity Test of Student’s Achievement
Table 4.10 Homogeneity Test of Student’s Interest
Table 4.11 Data of Student’s Achievement in Pretest
Table 4.12 Data of Student’s Achievement in Posttest
Table 4.13 Average Value of Normalized Gain
Table 4.14 The Summary of Student’s Interest
Table 4.15 Hypothesis testing of Hypothesis 1
Table 4.16 Hypothesis testing of Hypothesis 2
Table 4.17 The correlation between student’s interest and
Student’s achievement
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LIST OF FIGURE
Figure 2.1 Categories of Variables Impacting Student Academic
Achievement
Figure 2.2 Experience Cone Edgar Dale
Figure 3.1 The Diagram of Research Procedure
Figure 4.1 The Student’s Achievement in Experimental Class 1
Figure 4.2 The Increasing of Student’s Achievement (gain) in
Experimental Class 1
Figure 4.3 Student’s Achievement in Experimental Class 2
Figure 4.4 The Increasing of Student’s Achievement (gain) in
Experimental Class 2
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LIST OF FORMULA
Formula 3.1 Difficulty Level
Formula 3.2 Distinguish Index
Formula 3.3 Normalized Gain
Formula 3.4 Percentage of Effectiveness
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xii
LIST OF APPENDIX
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Appendix 17
Appendix 18
Appendix 19
Appendix 20
Appendix 21
Appendix 22
Appendix 23
Appendix 24
Appendix 25
Appendix 26
Appendix 27
Appendix 28
Appendix 29
Appendix 30
Appendix 31
Appendix 32
Appendix 33
Appendix 34
Syllabus
Lesson Plan
Student Worksheet
Scoring Indicator for Students Worksheet
Analysis of Instrument
Instrument Spesification
Instrument Test
Answer Key
Student’s Interest Observation Sheet
Student’s Interest Questionnaire
Instrument Specification (Valid)
Instrument Test (Valid)
Answer Key (Valid)
Table of Validity Test
Validity Test
Table of Reliability Test
Reliability Test
Table of Difficulty Level Test
Difficulty Level of Instrument Test
Table of Distinguish Power Index
Distinguish Power Index of Instrument Test
Table The Observation Data of Student's Interest
Character Experimental Class 1
Table the Average of Observation Data of Student's
Interest Character Experimental Class 1
Table the Observation Data of Student's Interest
Character Experimental Class 2
Table the Average Of Observation Data of Student's
Interest Character Experimental Class 2
Table the Questionnaire of Student's Interest
Experimental Class 1
Table the Questionnaire of Student's Interest
Experiment Class 2
Table Gain of Pretest-Posttest in Experimental Class 1
Table Gain of Pretest-Posttest in Experimental Class 2
Normality Test
Homogeneity Test
Hypothesis Testing
The Calculation of the Effectiveness
Documentation of Research
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1
CHAPTER I
INTRODUCTION
1.1 Background
Education in Indonesia is under the spotlight because of the quality of
education in Indonesia is still low, it can be seen from the low achievement of
students generally. Beside of that, According to UNESCO in 2007, Indonesia rank
at education is 62 among 130 countries in the world. Education Development
Index (EDI) of Indonesia is 0.935 lower than Malaysia (0.945) and Brunei
Darussalam (0.965).
The low of student’s achievement is caused by the lack of student’s
interest to learn. In learning process, students do not push to develop their ability
to think, but student instructed only memorizing information without
comprehending its application in daily life (Sanjaya, 2010).
According to Sadirman (2006: 94), interest is fundamental motivation
appliance for someone to try, included to learning. So, if student feels to be
challenged and have big interest to studying chemistry, hence students will be
impelled at conducive condition in order able to channel their interest and try to
eliminate the hinder factors. In another word, can be said interest plays as a
motivator in student engagement and learning (Subramaniam, 2009).
So, can be concluded if student’s interest are still low causing students’
achievement decrease, so how to increase student’s interest should be found to
make more interesting and effective learning.
Chemistry is recognized as one of difficult subjects to learn by students,
this is because understanding of chemistry is based on assigning meaning to the
unseen and the intangible. It contains many concepts which are difficult to be
understood by students as it relates to chemical reactions, calculation
(stoichiometry) and some abstract concepts.
Based on the observation and the experience of researcher on teaching
experience program in SMA N 2 Lintongnihuta, chemistry becomes difficult to
understand because students not interest with chemistry themselves. It is seen
2
from the results of pure value of daily exam (UH 2) on academic year 2014/2015
from two classes that not optimal or still under KKM, the average value of class
XI Science-1 is 66.46, the highest is 100 and the lowest is 33; the average value of
class XI Science-2 is 51.75, the highest is 85 and the lowest is 20 with KKM is 75
(Data was gotten from the direct observation during teaching experience
program).
One of chemistry materials that are assumed as interesting topic for
students is colloidal system but it will be difficult to understand if the teachers
cannot find the appropriate learning model, method, and media to teach that topic.
Colloidal system is one of topic in chemistry which most of materials are comprehending
concepts that needed to be understood. Because learning of Colloidal system only
learns about the comprehending of concept without any application make students
feel bored. Beside of that, many teachers tend to use lectures method which make
the learning process very monotonous and boring.
Learning chemistry in school is less precise if only pay attention on
product without considering the process that takes place in every learning.
Because chemistry is contained of two aspects, product and process. Chemistry as
product includes the collection of knowledge such as facts, concepts, and
principle. While chemistry as process includes attitude and skill that had by
students to obtain and develop of the knowledge of chemistry. But, many of
teachers only pay attention on the product. It happens due to the lack of teaching
variation of teaching models that are used by teachers in high school makes the
role of students in learning process is still passive, most of learning is still
dominated by the teacher (teacher-centered), so non-cognitive skills are less
honed
In order to increase student’s achievement in learning and get interesting
in chemistry not only in product aspect, but also in process aspect, students are
demanded really understand and active during teaching and learning process. This
condition can be made by teacher. Using a suitable learning model, student can be
directed to be active during lesson. Learning model is a kind ways that helps and
support teacher and student in teaching-learning. The present of learning model in
3
class is useful because can change the class condition from monotone and boring
become interesting and fun for both of teacher and student. In this research,
researcher develops the Discovery learning model in learning process by
integrated with experiment.
Discovery learning encompasses an instructional model and strategies that
focus on active, hands-on learning opportunities for students (Dewey, 1916/1997;
Piaget, 1954, 1973). Bicknell-Holmes and Hoffman (2000) describe the three
main attributes of discovery learning as 1) exploring and problem solving to
create, integrate, and generalize knowledge, 2) student driven, interest-based
activities in which the student determines the sequence and frequency, and 3)
activities to encourage integration of new knowledge into the learner’s existing
knowledge base.
Experiment is the concept of ‘‘learning by doing’’ (Bruner, 1990) is
certainly not new; however, allowing the student to learn by doing within the
classroom context is a departure from traditional methods. In this context,
experiment is important components of education to make students to gain
experience. Learning with experiments provides effective teaching by engaging
the student’s desire to learn. Since students remember only a fraction of what they
hear but a majority of what they actively do, Senge (1990) reasoned that personal
involvement would help to get students engaged with the subject matter.
Several study using Discovery learning model had been done by some
previous researcher, they are: Teddy Alfra Siagian (2013) states that the
implementation of guided discovery learning using interactive media can improve
student’s achievement and interest, with the gain of student’s achievement is
54.48 % and student’s interest is 50.90 %, in which the both gains of student’s
achievement and interest are medium or can be said still not optimal. Beside of
that, the gain of the research from Nur Qomariyah had gotten 57.5% (medium).
Some study using Experiment method also had been done by some
researcher, they are: Hidayat Kusuma (2013) states that the implementation of
Learning Cycle Model with Experimental Method can increase student’s
achievement with the gain of student’s achievement are 67.9 % (medium). Beside
4
of that, the gain of the research from Monica Cahyani Ratri with title The
Implementation of CTL Model using Laboratory Media had gotten 75.1% (High).
Based on the description above, can be seen that the using of discovery
learning model still not optimal (the gain is still medium) to increase student’s
achievement and interest. So, the researcher is interested to combine Discovery
learning model with Experiment method on conducting the educational research
with the aim to know the effectiveness of discovery learning model combine with
experiment method. Therefore, the researcher conduct the study with the title
“The Effectiveness of
Discovery Learning Model Integrated With
Experiment To Increase Student’s Achievement On Learning Colloidal
System “.
1.2 Problem Identification
Based on the background above, can be identified some problems such as:
1. The quality of education in Indonesia is still low.
2. Teachers tend to use lecture method which make the learning process very
monotonous and boring.
3. Student’s interest are still low causing students’ achievement decrease, so that
how to increase student’s interest should be found.
4. The lack of variation in model of teaching that is used by teachers makes the
role of students in learning process is still passive.
5. Colloidal system is the topic that only learns about the comprehending of
concept without any application so that students feel bored.
1.3 Problem Limitation
Problem limitation of this research as follows:
1. The model that is used in this research is discovery learning model that
integrated with experiment to increase student’s achievement at second
semester in academic year 2014/2015.
2. The subject is chemistry with colloidal system as the material in teaching and
learning.
5
3. The student’s achievement to be measured in this study is cognitive aspect of
level C1, C2, C3.
4. The research investigates student’s achievement, and interest.
1.4 Problem Formulation
The problem formulation of this research includes:
1. Does the discovery learning model that integrated with experiment give
higher significant difference of student’s achievement compared with
discovery learning model without experiment method on the teaching of
colloidal system?
2. Does the discovery learning model that integrated with experiment give
higher significant difference of student’s interest compared with discovery
learning model without experiment method on the teaching of colloidal
system?
3. Is there a significant correlation between student’s interest and the increasing
of student’s achievement?
1.5 Research Objective
The objectives of this research are conducted to know:
1. The comparison of student’s achievement in studying colloidal system who
have learning with discovery learning model that integrated with experiment
and student who have learning with discovery learning model without
experiment method.
2. The comparison of student’s interest in studying colloidal system who have
learning with discovery learning model that integrated with experiment and
student who have learning with discovery learning model without experiment
method.
3. The correlation between student’s interest and the increasing of student’s
achievement.
6
1.6 Research Benefit
The expected benefits of this research are:
1. As information for teachers about discovery learning as model of teaching to
improve student’s achievement in chemistry.
2. Produce an innovative learning model that can enhance student’s
achievement, and interest optimally.
3. For education, as an input to improve the learning process and improve the
quality of education in school.
54
CHAPTER V
CONCLUSION AND SUGGESTION
5.1
Conclusion
After conducting the research and analyzing the data, there are some conclusions
that gotten, they are:
1. The student’s achievement that taught by discovery learning model integrated with
experiment is significant higher than the student’s achievement that taught by
discovery learning model without experiment on the teaching of colloidal system.
2. The student’s interest that taught by discovery learning model integrated with
experiment is significant higher than the student’s interest that taught by discovery
learning model without experiment on the teaching of colloidal system.
3. There is a significant correlation between student’s interest and the increasing of
student’s achievement.
5.2
Suggestion
From the result of the research, there are some suggestion must be raised:
1. It is suggested for chemistry teacher to use discovery learning model integrated with
experiment on learning colloidal system topic to increase student’s achievement in
learning process.
2. It is suggested for chemistry teacher to use discovery learning model integrated with
experiment on learning colloidal system topic to increase student’s interest in learning
process.
3. For researcher who wants to do same research, the discovery learning model
integrated with experiment method is expected to be more careful in set time for each
stage of learning and can create activities that do not take much time, because this
model requires a lot of time.
4. For researcher who wants to do same research, the discovery learning model
integrated with experiment method is expected to be more give attention in the
character that measured for each stage.
55
REFFERENCE
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