RESEARCH PROPOSAL

THE EFFECTIVENESS OF THE SIMPLE ANIMATION MULTIMEDIA IN TEACHING OF IONIC BOND AND COVALENT BOND TOPICS

BY: Name ID Study Program : Monalisa Perangin-angin : 409332024 : Chemistry Education

CHEMISTRY DEPARTMENT FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN MEDAN OCTOBER, 2011

CHAPTER 1 INTRODUCTION 1.1 Research Background Teaching ionic bonding and covalent bonding by using the simple animation multimedia is interesting to be discussed that give the effect for students achievement. The chemistry topics of ionic bonding and covalent bonding are categorized as the difficult subject to be thought to students. Chemistry topics of ionic bonding and covalent bonding are dealing with analysis and calculation. Attention has to be mad in order the teaching of chemistry materials of ionic bonding and covalent bonding could be achieved optimum. By using the right method and interest media, the students achievement on solving problems dealing with the subject materials could be improved. Teaching with media thats attractive is one of key roles to improve the students ability. One of attractive media is the simple animation multimedia. Multimedia is media and content that uses a combination of different content forms. The term can be used as a noun (a medium with multiple content forms) or as an adjective describing a medium as having multiple content forms (http://en.wikipedia.org/wiki/Multimedia). Animation is the rapid display of a sequence of images of 2-D or 3-D artwork or model positions in order to create an illusion of movement. The effect is an optical illusion of motion due to the phenomenon of persistence of vision, and can be created and demonstrated in several ways. The most common method of presenting animation is as a motion picture or video program, although there are other methods (http://en.wikipedia.org/wiki/Animation). So, from the theory, the simple animation multimedia is media that uses a combination of different content forms to display of a sequence of images of 2-D artwork or model positions in order to create an illusion of movement. The materials of Chemistry in Senior High School have many difficult concepts to understanding the students, because it related to the chemical

reaction and abstract concepts and considered the new materials school. The observation result that done (Sunyono, 2005), turn out to be lower of students achievement caused by the students experience difficulty to solve the problem about chemical reaction and calculation, so that the comprehension of chemical concepts is low and the interest of Chemistry subject is decreasing. Beside that, the teacher usually does not give enough the concrete application and example about the chemical reactions in environment to the students. Because of that, need a force for optimize teaching and learning chemical subject in class with apply the right method. There are seven the principle components for learning that based on contextual learning in class. Those seven principle components are Constructivism, Questioning, Inquiry, Learning Community, Modeling, Reflection and Authentic Assessment (Nurhadi: 2003). Utilization media for creative learning is also much needed for teaching learning process more active. In this case, the simple animation is used for that. The excess of this media is used for visualization picture or simulation to be like alive. The other excess with use this media are able to make small interactive movie where user can used keyboard or mouse to do the interaction. This media can put in form CD as software so that motivate the students for study, because able to presentation the interest material and informative especially for ionic and covalent bonding topics. 1.2 Problem Formula This research must has problem formula to make the research does not out of the problem that identified. The problem that researched can formulate by: Is there the increasing of students achievement that gave with media the simple animation multimedia considerate without media the simple animation multimedia for ionic bonding and covalent bonding topics?

1.3 Problem Constraint Based on problem formula, this research must have the constraint of the problem so that make the researcher does not extend the problem catch. There are the problem constraints in this research. They are: 1. Application the learning model with media the simple animation multimedia 2. The topics that gave are ionic bonding and covalent bonding.

1.4 Research Objectives The research objective is to investigate students achievement for ionic bonding and covalent bonding. The specific objectives of the study are: 1. To investigate the effectiveness of media the simple animation on teaching ionic bonding and covalent bonding by looking the students achievement on solving problem dealing with the related chemistry subject after applying media compare without media. 2. To investigate is there or not increasing students achievement that gave with media the simple animation multimedia compare without media the simple animation multimedia for ionic bonding and covalent bonding topics? 3. To investigate the increasing students active in teaching and learning process that teaches with media the simple animation for ionic bonding and covalent bonding.

1.5 Research Benefit There are research benefits on this research. They are: 1. As a comparing material for teacher to use the simple animation as media for ionic bonding and covalent bonding topics learning process. 2. This research can increase the knowledge and experience for teacher students in learning chemistry especially for ionic bonding and covalent bonding topics.

3. This research is one of information material for researcher especially for chemistry teacher on increasing quality of teaching and learning process in chemistry.

CHAPTER II LITERATURE STUDY

2.1 The Essence of study and learning Study is process efforts that do someone for get a new human behavior changing, as the result of their experience in the interaction with the environment (Slameto, 2003). Study is the activity that processes and a substance that is very fundamental in do ever kind and step of education. Its mean, that success or fail the objective of education reach is very dependent on process of study that experienced by students when study in school and house environment or their family. Because of that, the right understands about study with all aspects, form, and its absolute manifests needed by educators. The mistake of their perception for study process and anything about that maybe consequence less the result study quality that got by students (Syah, 2003). Essence learning is interaction process between students with their environment, so that occur behavior changing to be better (Nuraini, 2003). In that interaction, there are many internal factors that come from environment. In learning process, the teacher duty is the most important to control the environment to support the changing of behavior for students. According to Bruce and Sanjaya (2007) learning process is form environment creative that can form and change cognitive structure of students. The objectives of controlling this environment for give study experience those consist of rehearsals to use facts. According Piaget, cognitive structure will grow when students have learning experience. Because of that, learning process demand full students activity for search and find by themselves.

2.2 Factors that Affect Learning Many factors can influence students achievement; they are internal factors and external factors. The internal factors are: Physical condition Physical condition is the condition that occurs from the individuals own self and looks from the outside, so that identical with healthy body factor. Psychological condition Psychological condition is the condition that can understand and known from evaluation, such as talents intelligence, interest, emotion and social skills.

Factors that coming from individual outside or external factors cover: a) Variety and degree of difficulty of material (stimulus) that studied (responded) b) Study location c) Climate d) Environment e) Learning culture of civilization

2.3 Study report Study report is behavior that got by learning after experienced study activity. Acquisition aspects of the behavior changes depending on who studied by the learner. If the learner to learn the knowledge about the concept, then the change in behavior is obtained in the form of mastery of concepts. Learning outcomes are abilities that the students after he received experience in Sudjana its study. Benyamin Bloom (1990: 22) divides learning outcomes into three domains, namely:

1. Cognitive domains, with regard to intellectual learning outcomes. 2. Affective realm, with regard to attitudes.

3. Psychomotor sphere, with regard to the skills and the ability to act. According to Gagne in Dimyati (2002: 11-12) learning outcomes can be divided into five groups, namely: 1. Verbal information, namely the level of knowledge a person has expressed through oral and written language to others. 2. Intellectual proficiency, i.e. a person's ability to relate to their environment and with itself. 3. Knowledge of cognitive activities, namely the ability to channel and direct their own cognitive activity, especially when you are learning and thinking. 4. Motor skills, the ability of a person who is able to do something a series of physical movements. 5. Attitude, the attitude of some of someone against an object. To provide information regarding the level of mastery of the material provided during the learning process takes place in the form of tests measuring devices used in a process evaluation.

2.4 Media What the media is a tool that can be used to channel messages to achieve the goal of teaching (Djamarah, 2002: 137). While learning is a process, ways, actions that make people or beings learn (Big Indonesian Dictionary, 2002:17). So learning media is media that is used in the process of learning to channel messages between teachers and students so that teaching objectives achieved. Function of instructional media, among others: 1. Convey information in teaching and learning 2. Complement and enrich the information in teaching and learning activities

3. Encourage motivation to learn. 4. Add variety in the presentation of material 5. Add a real sense of a knowledge 6. Allows students to choose learning activities in accordance with the capabilities, talents and interests. 7. Easily digestible and long lasting in absorbing the messages

Aspects of visual communication criteria that must be met by interactive learning media are: 1. Communicative: visualization supports teaching materials, to be easily digested by the students 2. Creative: visualization is expected to be presented in a unique and not clichd, in order to attract attention 3. Simple: the visualization is not complicated, so as not to reduce the clarity of the content of teaching materials and easy to remember 4. Unity: using the visual language of a harmonious, intact, and matching, so that teaching materials are perceived as a whole 5. Choosing the appropriate color, in order to support the fit between creative concepts and topics selected. 6. Depiction of objects in the form of a representative image. 7. Typography, to visualize the verbal language in order to support the message content 8. Layout: placement and arrangement of elements of visual elements under control, in order to clarify the role and hierarchy of each element. 9. Visual elements moving (animated), can be used to simulate the teaching materials and videos to illustrate the material significantly. 10. Navigation is familiar and consistent to be effective in its use.

2.5 Multimedia Multimedia is media and content that uses a combination of different content forms. The term can be used as a noun (a medium with multiple content forms) or as an adjective describing a medium as having multiple content forms. The term is used in contrast to media which use only rudimentary computer display such as text-only or traditional forms of printed or hand-produced material. Multimedia includes a combination of text, audio, still images, animation, video, or interactivity content forms. Multimedia is usually recorded and played, displayed or accessed by information content processing devices, such as computerized and electronic devices, but can also be part of a live performance. Multimedia (as an adjective) also describes electronic media devices used to store and experience multimedia content. Multimedia is distinguished from mixed media in fine art; by including audio, for example, it has a broader scope. The term "rich media" is synonymous for interactive multimedia. Hypermedia can be considered one particular multimedia application. Categorization of Multimedia Multimedia may be broadly divided into linear and non-linear categories. Linear active content progresses without any navigational control for the viewer such as a cinema presentation. Non-linear content offers user interactivity to control progress as used with a computer game or used in selfpaced computer based training. Hypermedia is an example of non-linear content. Multimedia presentations can be live or recorded. A recorded presentation may allow interactivity via a navigation system. A live multimedia presentation may allow interactivity via an interaction with the presenter or performer.

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2.6 Animation (The Simple Animation) Animation is the rapid display of a sequence of images of 2-D or 3-D artwork or model positions in order to create an illusion of movement. The effect is an optical illusion of motion due to the phenomenon of persistence of vision, and can be created and demonstrated in several ways. The most common method of presenting animation is as a motion picture or video program, although there are other methods. Traditional animation (also called cel animation or hand-drawn animation) was the process used for most animated films of the 20th century. The individual frames of a traditionally animated film are photographs of drawings, which are first drawn on paper. To create the illusion of movement, each drawing differs slightly from the one before it. The animators' drawings are traced or photocopied onto transparent acetate sheets called cels, which are filled in with paints in assigned colors or tones on the side opposite the line drawings. The completed character cels are photographed one-by-one onto motion picture film against a painted background by a rostrum camera. The traditional cell animation process became obsolete by the beginning of the 21st century. Today, animators' drawings and the backgrounds are either scanned into or drawn directly into a computer system. Various software programs are used to color the drawings and simulate camera movement and effects. The final animated piece is output to one of several delivery media, including traditional 35 mm film and newer media such as digital video. The "look" of traditional cel animation is still preserved, and the character animators' work has remained essentially the same over the past 70 years. Some animation producers have used the term "tradigital" to describe cell animation which makes extensive use of computer technology (http://www.wikipedia.com/wiki/animation) Examples of traditionally animated feature films include Pinocchio (United States, 1940), Animal Farm (United Kingdom, 1954), and Akira (Japan, 1988). Traditional animated films which were produced with the

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aid of computer technology include The Lion King (US, 1994) Sen to Chihiro no Kamikakushi (Spirited Away) (Japan, 2001), and Les Triplettes de Belleville (2003).

Full animation refers to the process of producing high-quality traditionally animated films, which regularly use detailed drawings and plausible movement. Fully animated films can be done in a variety of styles, from more realistically animated works such as those produced by the Walt Disney studio (Beauty and the Beast, Aladdin, Lion King) to the more 'cartoony' styles of those produced by the Warner Bros. animation studio. Many of the Disney animated features are examples of full animation, as are non-Disney works such as The Secret of NIMH (US, 1982), The Iron Giant (US, 1999), and Nocturna (Spain, 2007).

Limited animation involves the use of less detailed and/or more stylized drawings and methods of movement. Pioneered by the artists at the American studio United Productions of America, limited animation can be used as a method of stylized artistic expression, as in Gerald McBoing Boing (US, 1951), Yellow Submarine (UK, 1968), and much of the anime produced in Japan. Its primary use, however, has been in producing costeffective animated content for media such as television (the work of Hanna-Barbera, Filmation, and other TV animation studios) and later the Internet (web cartoons).

Rot scoping is a technique, patented by Max Fleischer in 1917, where animators trace live-action movement, frame by frame. The source film can be directly copied from actors' outlines into animated drawings, as in The Lord of the Rings (US, 1978), or used in a stylized and expressive manner, as in Waking Life (US, 2001) and A Scanner Darkly (US, 2006). Some other examples are: Fire and Ice (USA, 1983) and Heavy Metal (1981).

Live-action/animation is a technique, when combining hand-drawn characters into live action shots. One of the earlier uses of it was Koko the Clown when Koko was drawn over live action footage. Other examples

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would include Who Framed Roger Rabbit (USA, 1988), Space Jam (USA, 1996) and Osmosis Jones (USA, 2002). Other animation techniques

Drawn on film animation: a technique where footage is produced by creating the images directly on film stock, for example by Norman McLaren, Len Lye and Stan Brakhage.

Paint-on-glass animation: a technique for making animated films by manipulating slow drying oil paints on sheets of glass, for example by Aleksandr Petrov.

Erasure animation: a technique using tradition 2D medium, photographed over time as the artist manipulates the image. For example, William Kentridge is famous for his charcoal erasure films, and Piotr Dumaa for his auteur technique of animating scratches on plaster.

Pinscreen animation: makes use of a screen filled with movable pins, which can be moved in or out by pressing an object onto the screen. The screen is lit from the side so that the pins cast shadows. The technique has been used to create animated films with a range of textural effects difficult to achieve with traditional cel animation.

Sand animation: sand is moved around on a back- or front-lighted piece of glass to create each frame for an animated film. This creates an interesting effect when animated because of the light contrast.

Flip book: A flip book (sometimes, especially in British English, called a flick book) is a book with a series of pictures that vary gradually from one page to the next, so that when the pages are turned rapidly, the pictures appear to animate by simulating motion or some other change. Flip books are often illustrated books for children, but may also be geared towards adults and employ a series of photographs rather than drawings. Flip books are not always separate books, but may appear as an added feature in ordinary books or magazines, often in the page corners. Software packages and websites are also available that convert digital video files into custommade flip books.

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2.7 The Material of Covalent Bond and Ionic Bond Though the periodic table has only 118 or so elements, there are obviously more substances in nature than 118 pure elements. This is because atoms can react with one another to form new substances called compounds. Formed when two or more atoms chemically bond together, the resulting compound is unique both chemically and physically from its parent atoms. Let's look at an example. The element sodium is a silver-colored metal that reacts so violently with water that flames are produced when sodium gets wet. The element chlorine is a greenish-colored gas that is so poisonous that it was used as a weapon in World War I. When chemically bonded together, these two dangerous substances form the compound sodium chloride, a compound so safe that we eat it every day. In 1916, the American chemist Gilbert Newton Lewis proposed that chemical bonds are formed between atoms because electrons from the atoms interact with each other. Lewis had observed that many elements are most stable when they contain eight electrons in their valence shell. He suggested that atoms with fewer than eight valence electrons bond together to share electrons and complete their valence shells. While some of Lewis' predictions have since been proven incorrect (he suggested that electrons occupy cube-shaped orbitals), his work established the basis of what is known today about chemical bonding. We now know that there are two main types of chemical bonding; ionic bonding and covalent bonding. 2.7.1. Ionic Bond According to Lewis and Kossel theory, ionic bond occurs between positive ion (atom that loses electrons) and negative ion (atom that captures

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electrons). Hence, before studying ionic bonding formation, you must know first positive and negative ion formation. 1. Positive Ion Formation Positive ion is formed due to an atom loses electrons. Atom that tends to lose its electrons metals atom. Hence, metal elements are also called electropositive elements. Main group metal elements tend to lose its valance electrons for having electron configurations as noble gas. Thus, group IA elements tend to lose 1 electron, group IIA elements tend to lose 2 electrons, and group IIIA elements tend to lose 3 electrons. Example: Group IA elements tend to lose 1 electron
11Na:

2 8 1 11Na: 2 8 + e-

Group IIA elements tend to lose 2 electrons

12Mg:

2 8 2 12Mg2+: 2 8 + 2 e-

2. Negative Ion Formation Negative ion formed due to atom captures electrons. Atom that tends to captures electrons is non-metals atom. Hence, non-metal elements are also called electronegative elements. Main group non-metal elements tend to capture electrons according to its shortcoming as to have electron configurations such as noble gas. Thus, group VIIA elements tend to capture 1 electron, group VIA elements tend to capture 2 electrons, and group VA elements tend to captures 3 electrons. Example: Group VIIA elements capture 1 electron

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9F:

2 7 + e- 9F-: 2 8

Group VIA elements capture 2 electrons

8O:

2 6 + 2 e- 9O2-: 2 8

Group VA elements capture 3 electrons

7N:

2 5 + 3 e- 7N3-: 2 8 3. Ionic Bond Formation Ionic bond is bond created due to any electron transfer. It occurs

because any electrostatic force between positive and negative ions. Hence, ionic bond occurs between metals atom (electropositive) and non metal atom (electronegative). Ionic bond also called electrovalent bond or hetero-polar. For instance is bond in kitchen salt (NaCl). Kitchen salt is created from sodium and chlorine atoms. Sodium will have electron configuration as noble gas neon when loses one electron, while chlorine will have configuration as noble gas argon when captures one electron. Hence, interaction between both atoms creates positive and negative ions Compound created due to ionic bonds called ionic compounds. Most ionic compound at room temperature has solid phase and certain structure. For example, NaCl has cube crystal structure. On that structure, each Na+ ion is surrounded by six Cl- ions. Conversely, each Cl- ion is also surrounded by six Na+ ions.

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Figure 2.1. NaCl crystal structures that ratio between Na+ ions and Cl- ions is 1:1. It does not mean that each Na+ ions binds one Cl- ions. However, both atoms create crystal structure. Simply NaCl crystal can be illustrated as in this figure.

4. Characteristic of Ionic Compounds (a) Have high boiling and melting points so that non-volatile; (b) All compounds have solid form at room temperature; (c) Its crystal is hard, but brittle. If pressure given or hit pressure, its crystal will break (d) Most ionic compounds dissolve in water (e) Its density does not conduct electricity, but its melting and solution in water conduct electricity.

2.7.2. Covalent Bond Covalent bond is bond occurs due to the sharing a pair of electrons. That pair of electrons derive from both binding atoms. Covalent bond tends occur on non-metal atoms. In other word, both atoms share pair of electrons to reach noble gas electron configuration. For knowing covalent

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bond formation, you must be able to write down the Lewis symbol for right binding atom. How can covalent bonding be created? 1. Single Covalent Bond Single covalent bond involves sharing a pair of electrons. For understanding single covalent bond formation, look out covalent bond formation on H2 molecule that created from two H atoms. Each H atom has one electron. Because of having of equal electrons attractive force, electron transfer may not occur among both H atoms. Hence, both atoms share the electron. Each H atom donors one electron to be made shared. Both nucleus hydrogen atoms draw a pair of electrons until both atom binds. Simply, covalent bond formation on H2 molecule can be depicited by the following Lewis structure. H + HH H

The writing can be simply made by replacing a pair of electron used to bind with a piece of line and remove all unused electrons for binding. In addition to be created from one type of one group atoms, covalent bond can also created from different atoms. Example of molecule that forms covalent bond from alike, a group, and among different atoms is Cl2, FCl, and HCl. 2. Multiple Covalent Bond The shared pair of electrons creates single covalent bond. When used for binding more than pair electrons, the created bond is multiple bonds. a. Double covalent bond b. Triple covalent bond

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3. Characteristics of Covalent Compounds a. Simple, covalent compounds tend to have lower boiling points so that its solution is volatile. Meanwhile, some covalent compounds in gigantic size, for instance diamond has higher boiling and melting points. Its compounds are solids, liquids, and gases at room temperature. b. Most simple covalent compounds dissolve in polar solvent in order to create solution, while gigantic covalent compound does not dissolve in solvent as water. Generally, covalent compounds do not conduct electricity and heat, except graphite. 2.8 Conceptual Framework Chemistry is necessary subject in Senior high school, so that authorizing chemistry is very important. The students feel boring in teaching learning process if teacher just gives long explanation without variation. One of variation that can make students more attractive is using media The Simple Animation Multimedia. It can helps teaching learning process and increase students ability. 2.9 Research Hypothesis To make the study to be focused based on the objective of the research, there for the hypothesis of this research are given as follows: 1. Media of The simple animation multimedia is effective in improving the student achievement on the teaching ionic bond and covalent bond topic. 2. Media of the simple animation multimedia increase students active on the teaching ionic bond and covalent bond topic.

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CHAPTER III RESEARCH METHODS

3.1 Location and Time Research The study is conducted in Tanjungbalai in senior high school. The study is conducted at Academic Year 2012/2013, on July 2012. Research objects are the senior high school students that were active in the academic year 2012/2013. The research object school is SMA Negeri in Tanjungbalai.

3.2 Population and Sample The populations of the study are all high school students in SMA Negeri in Tanjungbalai. The samples are chosen purposively due to the limitation the researcher. The sample is selected from randomly two classes in SMA Negeri 1 Tanjungbalai. The first class is experiment 1and the second class is experiment two. 3.3 Research Variable The variables in this study are: 1. Variable-Free Independent variable in this study is the use of the learning model that consists of realistic models of constructivist learning with cooperative setting that the wear on the experimental group I with memamfaatkan macromedia flash and class II experiments with realistic models of constructivist learning with cooperative settings without Macromedia flash. 2. Variable bound Variable bound to this research is studying chemistry student achievement on the subject of atomic structure.

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3.

Control Variable The same teaching materials Teachers who teach the same Time spent together

4.

Uncontrolled Variable Conditions of students Condition of the room

3.4 Research Design In conducting this study involved two different treatment between the experimental class I and class II experiment. The research design used contained in the table 3.1: Table 3.1. Draft Research Group Experiment I Ekspermen Early Tests T1 T1 Treatment X Y Final Test T2 T2

Information: X = Teaching with Media the simple animation Y = Teaching without Media the simple animation

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T 1 = Initial tests T 2 = final test 3.5 Instrument Research Research instrument to obtain data on the study were objective tests in the form of multiple choice. Before it used first trial was held. This was conducted to determine the validity, Reliability of, level of difficulty, and distinguishing tests. A. Test 1. Validity Tests To commend the validity of the test, researchers used the product moment correlation formula as follows: Rxy= NXY-(X)(Y) M { }

Where: R xy = coefficient correlates between variables X and Y X = Score points about Y = Total Score N = Number of Students to interpret the validity of the price for each question, then the price is the price table consulted to critique the product moment r with = 0.05 with the criterion r (Arikunto, 2002). 2. Reliability tests
count

> r

table,

then the problem is called valid

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The formula used to calculate the reliability test is KR20 which is

Ru=(

)(

S2=

X2N

Where R u = coefficient of reliability of instrumentation K = number of instruments pieces P = proportion of subjects who answered correctly Q = proportion of subjects who answered the wrong S 2 = variance of total Furthermore, this reliability coefficient consult the table on the table a fine r product moment with = 0.05. If r count> r table then the test is declared reliable (Arikuntu, 2002). 3. Level of difficulty

The formula used to determine the index of difficulty is:

P=
Where P = Index hardship B = A lot of students who answered that question correctly Js = Sum of all student participants test Provided that: 0.00 to 0.30: a matter of difficult 0.31 to 0.70: a matter of being

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0.71 to 1.00: a matter of simple 4. Distinguishing Power

D=

Where Ja = number of group participants J B = number of participants under the group B a = number of group participants who answered correctly D = The distinguishing test Provided that: 0.00 to 0.20 = Poor From 0.21 to 0.40 = Enough From 0.41 to 0.70 = Good 0.71 to 1.00 = Very good B. Non Tests Instrument in this study that no test form includes:
o

Observation Sheet Observation sheet used to determine the activity of students,

including how students listen to the teacher's explanations, the enthusiasm of the students in solving problems, active students asked, how students record and summary of discipline. This observation sheets filled out by observer.

3.6. Research Procedures

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To carry out this research there are several steps undertaken to obtain data. The research procedures used are: 1. Preparation Phase 2. Determine the schedule of research Prepare learning unit (SP) Preparing the Student Worksheet (BLM) Develop research instruments, the lattice problem, and answer key Perform initial tests Test

The implementation stage The research procedures performed are shown in Figure 3.1 which includes:

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Population

sample

Pre - test

Class- Experiment I

Class- Experiment II

Teaching with the simple animation.

Teaching without the simple animation.

Post-test

Data

Analysis data

Normality test

Homogeneity test

Hypothesis test

Conclusion

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Caption:
Figure 3.1 Schematic design ofstudy population be done in July 2012. The research will finish in school after test. Determining the the research that will

Taking the two sample groups of the population at random, the first group as the experimental class I and group II both as a class experiment.

Students from the experimental class I and class II experiments are given pre-test in form of multiple choices, to gauge the initial capabilities of students from two classes. Step - step research in experimental class I: First: The preparation stage

1. 2.

Define and explain the purpose of learning Explain to students that will be used cooperative process, learning objectives, linked with knowledge

3.

Define the approach to be used Second: Stage Learning Process

1. 2. 3.

Presentation of information using the simple animation Organize a group - group Teaching with media the simple animation In this phase teachers play in helping students complete the task and help students work cooperatively. Third: Phase evaluation

1.

Provide tests individually and are not allowed to do co-operate with each other.

2.

Giving the award to the group of objects, status, praise / praise, and so on. Step - a step in the experimental class II study:

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1. 2.

Define and explain the purpose of learning Explain to students that will be used cooperative process, learning objectives, linked with knowledge.

3.

Define the approach to be used Step - step research in experimental class I: First: The preparation stage

1. 2.

Define and explain the purpose of learning Explain to students that will be used cooperative process, learning objectives, linked with knowledge

3.

Define the approach to be used Second: Stage Learning Process

1. 2. 3.

Presentation of information using the simple animation Organize a group - group Teaching with media the simple animation In this phase teachers play in helping students complete the task and help students work cooperatively. Third: Phase evaluation

1.

Provide tests individually and are not allowed to do co-operate with each other.

2.

Giving the award to the group of objects, status, praise / praise, and so on. Students are given post-test to measure student learning outcomes after gave different treatment between the experimental class I and class II experiment. Test hypotheses and draw conclusions.

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3.7. Data Analysis Techniques A. Normality Test Normality test was conducted to determine whether the data used normal distribution or not, it's used for testing normality of the data with Chi square steps taken were:

Determine interval, when number of classes applied to the Chi Square = 6. This is in accordance with 6 fields that exist on the normal curve.

Determination of Long-Class (PK) with the formula: Length of Class (PK) =

Calculating the standard deviation (S) Create table helper compare the value calculated with Chi Square table Square The criteria test with = 0.05 and df = k-1 k is the number of class. So,
count

X 2 X 2 tables, then the juice samples normally distributed population.

B. Homogeneity Test Homogeneity test aims to determine whether the data have variety homogeneous or not.

F=

Testing criteria are if F

calculated

table,

the two groups of samples come from a

homogeneous population at the significance level = 0.05, Calculation of Success Learning (Gain)

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According to Meltzer in Suyanti (2006), the success of learning (improved learning outcomes) calculated by the gain factor (normalized score) by the formula:

Gain (g) = =

Percentage increase in learning outcomes calculated by the formula: Average - the average percentage increase: Average gainx10% (3.9) C. Tests of Hypotheses To test the hypothesis of different test with a t test on the right, by the formula (Sudjana, 2002):

T=

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