The Effectivity of Inquiry Strategy Based on Collaborative Learning. towards the Students Achievement in Chemistry

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1 Journal of Modern Education Review, ISSN , USA February 2015, Volume 5, No. 2, pp Doi: /jmer( )/ /010 Academic Star Publishing Company, The Effectivity of Inquiry Strategy Based on Collaborative Learning towards the Students Achievement in Chemistry Retno Dwi Suyanti, Nurul Wahidah Nasution (FMIPA Medan State University, Indonesia) Abstract: This research has the purpose to know the students achievement in teaching buffer solution by implementing the inquiry strategy based on collaborative. The population of this research are all high school students year XI in SMA Negeri 16 Medan, which is the population in that school has 4 classes of XI grade year at academic year 2013/2014. The test is standardized with the reliability is The research result showed that the data are normal distribution and the samples are homogeneous. Experimental class which is taught by inquiry strategy based on collaborative can increased the students achievement in the average of the gain is and in control class which is taught by direct instructional is The statistic data shown the significance different with the t count (10.74) > t table (1.688). The hypothesis conclude that students achievement which is implemented the inquiry strategy based on collaborative is higher significantly than direct instructional. In addition the cognitive aspect which is improved by implementing the inquiry strategy based on collaborative is C2 (Comprehension) is 0.76 included as high category. The implementation of collaborative learning in preservice teacher have improve student in create learning media. Collaborative learning can be applied in preservice teacher lecturing Key words: inquiry, collaborative learning, students achievement, chemistry 1. Introduction 1.1 Background As we know, education is one of important sector in the building of our country, it can be as an investation for a human in long term. Besides that, education is also one of the effort to develop all potency that have by all students through learning processing. That s why the learning process should be able to make the students potency for future of the students, due to the knowledge can be implemented as long as the student s life. The students finding information themselves, evaluating and critically analyzing the information, Meeting at the Crossroads discussing it with one another, building structured arguments and drawing conclusions about the various topics under discussion. It used a constructivist approach, one of learning as an active process rather than a result of transmission of knowledge from program to student (Ellis Ainslie, 2001). The learning process must be understood as something a learner does by activating already existent cognitive structures or by constructing Retno Dwi Suyanti, Ph.D., FMIPA Medan State University; research areas/interests: chemical education. dwi_hanna@yahoo.com. Nurul Wahidah Nasution, SPd, FMIPA Medan State University; research areas/interests: chemical education. nuwanzto1@yahoo.com. 204

2 new cognitive structures that accommodate new input (Dooly Melinda, 2008). Inquiry is a dynamic and emergent process that builds on student s natural curiosity. Inquiry-based learning is a process where students are involved in their learning, formulate questions, investigate widely and then build new understandings, meanings and knowledge. That knowledge is new to the students and may be used to answer a question, to develop a solution or to support a position or point of view. The knowledge is usually presented to others and may result in some sort of action (Alberta, 2004). It can be seen from the observation in SMAN 1 Sleman, showed that by giving guided inquiry can increase the scientific knowledge of the students 50% and 70%. It comes before from 12.5 and 50%. So that, the learning process must be viewed as stimulus that can challege the students to do learning process. The role of the teacher is more placed as guider the leaning facilitator. Therefore, the students is more doing the learning process by themselves or making group discussion to each other to solve the problem with teachers guide (Killic, 2008). Collaborative learning is a situation in which two or more people learn or attempt to learn something together. Collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetry roles (Ellis, 2001). Inquiry learning strategies (ILS) is a series of learning activities that emphasize the process of thinking critically and analysts to search and find their own answer to a problem that is questionable. Guided Inquiry (guided inquiry approach) is a method of learning Inquiry (inquiry) that is guided by the position of the teacher guiding students doing activities by providing initial questions and leads to a discussion (BSCS, 2005). Learning is the person process to get some skills, ability, and attitude (Collins, 2006). The solution from the problem above is the condition of the student to make the shy and afraid student become active and want to ask and discuss to other student. This can be solved by making collaborative sounds in teaching and learning process with the strategy of teaching as like the research title The Effectivity of Inquiry Strategy Based on Collaborative Learning towards the Students Achievement. 1.2 Problem Statement Based on the problem limitation, problem statements in this research are: (1) Is the student achievement in learning buffer solution with teaching by inquiry strategy base on collaborative higher than student achievement in learning buffer solution with direct instruction method. (2) Is the cognitive aspect will be improved by implementation learning buffer solution with inquiry strategy base on collaborative. 1.3 Research Objectives The research objective is to know the best teaching method on the teaching of buffer solution. Specific objectives of the study were: (1) To know the student achievement in learning buffer solution with inquiry strategy based on collaborative compare with student achievement in learning buffer solution with direct instruction method. (2) To know the improvement of students cognitive aspect in learning buffer solution with inquiry strategy base on collaborative compare with the improvement of students cognitive aspect in learning buffer solution with direct instruction method. (3) To know the Collaborative Learning improvement in learning process. 205

3 2. Methods 2.1 Research Population and Sample The population of the study are all high school students year XI in SMAN Negeri 16 Medan, which is the population in that school has 4 classes of XI grade year at academic year 2013/2014. The samples are chosen randomly due to the limitation the researcher. The class will be chosen two classes, one is for experimental class that implemented the Inquiry strategy based on collaborative learning, and one more as control class that will be implemented by direct instruction method. 2.2 Research Variables In this research variable consist of 3 variables, those are: (1) Independent Variable that is applying of the Inquiry strategy based on collaborative in experiment class and applying direct instruction in control class. (2) Dependent Variable that is the learning outcomes of students in teaching buffer solution and (3) Control Variable. In Control variable there are three criteria they are same topic in experimental class and control class that is buffer solution, same time allocation for experiment and control class and same teacher competence 2.3 The Procedure of Research In this research will be conducted 2 classes of Senior High School grade XI. One class as experimental class and will give treatment Inquiry strategy base on collaborative. One class as control class will give treatment direct instruction. Both class will give same topic is buffer solution in SMA Negeri 16 Medan and allocated time as scheduled of school and both of class will give same pretest and posttest. The design of research be shown in Table 1. Table 1 Research Treatment (Two classes, Pretest, and Post test) Class Pretest Treatment Post test Experiment X 1 T 1 X 2 Control X 1 T 2 X 2 Note: X1: pretest; X2: post test; T1: teaching and learning process using inquiry strategy base on collaborative; T2: teaching and learning process using direct instruction method. 2.4 Research Instrument The instruments used in this study are evaluation test (pretest and posttest). The evaluation tests are arranged based on the topics being taught in the study. The chemistry topics on buffer solution topic included buffer solution concept, the type of buffer solution, the properties of buffer solution, and buffer solution in life. Before using the evaluation test, the items on the evaluation test has been standardized using standard procedures to standardize the test. The questions on the evaluation tests are tryout to senior high schools students, and items on the tests are assessed to investigate the normality, homogeneity, validity, reliability, and level of difficulties of the instrument. The difficulty level of the test is also evaluated by using discrimination index of the test to investigate the ability of the test to investigate the ability of the instrument to different between students. 2.5 Data Analysis Techniques The teaching treatment was conducted to experimental classes, using inquiry strategy base on collaborative while in control class using direct instruction. Post test is carried out after the teaching treatment onto the 206

4 experimental class and control class. The score obtained in the post test are intended to measure the student s achievement in subject to see the effective of collaborative learning with inquiry method implementation. The results are calculated to investigate the influence of the innovative learning onto the student s achievement in chemistry. 2.6 Normality Test Reliability test is used to determine the consistency of the measuring instrument, whether measuring instruments used reliable and remain consistent. 2.7 Homogeneity Test Homogeneity test conducted to determine the data is homogeneous or not, it is use the formula as follows: 2.8 Normalized Gain According to Meltzer (2002) to calculate the student s learning outcomes is applied formula gain normalization or g factor (gain score normalized). The formula that is used is: Normalized gain (g), g g = Where: g = > 0.7 = high g = 0.3 g 0.7 = medium g = < 0.3 = low 2.9 Hypothesis Testing To test the hypothesis use independent sample t-test with the significant level α = Hypothesis test use to know the students achievement with implementing the inquiry strategy based on collaborative in teaching buffer solution. If t count > t table it means that H a is accepted and H 0 is rejected. The formula of t count is: 3. Result and Discussion 3.1 Reliability Test There is obtained 20 items are valid, so it can determine the reliability test which is aimed to know the reliability level of a research instrument. Reliability test is determined by using Richardson-20 (KR-20) with criterion r count > r table at α = Based on the calculation of reliability test is obtained r count = and r table = 0.361, so r count > r table (0.836 > 0.361) Result of data collection show that the students in SMA Negeri 16 Medan don t understand yet about the 207

5 subject matter in buffer solution topic, it can be seen from the students achievement in the Table 2: Sample SMA Negeri 16 Medan Table 2 The Analysis of Students Achievement from Pretest Data Class Pretest s Experimental Class Control Class The influence of inquiry strategy based on collaborative towards the students achievement can be seen after giving the teaching treatment ad giving posttest to the students. Result of posttest which is obtained after learning can be seen in Table 3. Sample SMA Negeri 16 Medan Table 3 The Analysis of Students Achievement from Posttest Data Class Posttest s Experimental Class Control Class The evaluation of posttest is done to now how big the students mastering the chemistry matter especially in buffer solution topic. Data of normalized gain will show that there is the difference students achievement in experimental class with control class. It is shown on the Table 4. Table 4 Average Value of Normalized Gain Normalized Gain Value Experimental Class Control Class ± ± Hypothesis Testing Based on normality pretest, posttest and gain in both of experimental class and control class > α, it means the data are normal distributed. Hypothesis testing is done to know whether there is the alternative hypothesis or null hypothesis that is received for this research. From the calculation hypothesis testing by using t-test one tail (right tail) from average gain in each class is obtained that the value of t count = and the value of t table is So t count > t table it can conclude that the Ha is accepted and Ho is rejected. It means that students achievement which is taught by inquiry strategy based on collaborative is higher compared with direct instructional in teaching buffer solution. 3.3 Cognitive Aspect Analysis Table 5 Comparison of Average Gain from the Level of Cognitive Aspect in the Experimental Class and Control Class Average Gain from the Level of Cognitive aspect C1 C2 C3 C4 Experimental Control Experimental Control Experimental Control Experimental Control

6 Experiment Classs Control Class C1 C2 C3 C4 Figure 1 Comparison of Average Gain from the Level of Cognitive Aspect in the Experimental Class and Control Class Table 6 Collaborative Learning Observation Value No Indicator Forming U form Working together Asking to teach Caring to others Saying the opinion Impressing on listening learning with friend Active using media Score Percentage 88% 75% 75% 88% 81% 75% 81% 63% From the Observation Sheet Value result shown that in implemented the collaborative learning in this research known that students are lesss using media actively by score percentage 63%. Only 63% of student using media during learning process. Otherwise, the students who mostly do the caring to others which is 88%. While the students who like to Saying the opinion and learning with friend is 81% %. The percentage comparison can be shown from the Figure % 80% 60% 40% 20% 0% 88% 75 5% 75% 88 8% 81% 75% 81% 63% indicator Figure 2 Graph between Indicator of Collaborative Learning with Score of Observation 209

7 From the graph above it shown that the collaborative learning in this experiment still less in using media actively. Collaborative learning in preservice teacher proceeds the media fullerene and mnemonic for electron configuration such below: Figure 3 Create Map of Fullerena 210

8 1s 2s 2p 3s 3p 4s 3d 4p 5s 4d 5p 6s 4f 5d 6p 7s 5f 6d 7p 8s Diagram Mnemonic Electron Configuration at Orbital According: Prof. E. Steel (in Monaghan & Coyne, 1988) 1s 5f 6d 7p 8s 2s 2p 4f 5d 6p 7s 3s 3p 3d 4d 5p 6s 4s 4p 4d 4f 3d 4p 5s 5s 5p 5d 5f 3p 4s 6s 6p 6d 2p 3s 7s 7p 2s 8s 1s (a) (b) Figure 4 4. Conclusion Diagram Mnemonic Electron Configuration at Orbital According: (a) Carpenter (b) Hovland (1) the students achievement in the experimental class that is taught by inquiry strategy based on collaborative is higher than the control class that is taught by direct instructional in teaching buffer solution. (2) the cognitive aspects that as is improved by the implementation of inquiry strategy based on collaborative is C1, C2, and C3. The average of normalized gain from the level of cognitive aspects is C1 (0.73 included high category), C2 (0.76 included high category) and C3 (0.72 included high category). (3) The improvement of the collaborative learning in experimental class shown that sociality of the students is high, in the point of caring others (88%). While the low is in active using media (63%) because of they have discussed and enjoy it with their friends and impress to know from the other students. (4) The implementation of collaborative learning in candidat teacher have improve student in create learning media. 5. Suggestion (1) For the chemistry teachers should use the inquiry strategy based on collaborative in teaching buffer 211

9 solution, because it will be able to increase the students achievement and can make the students be active to share and discuss also find the answer of the problem by themselves, because it can increase their critically thinking. (2) For school holder in order to provide and increase the school facility especially. Collaborative learning can be applied in preservice teacher lecturing. Acknowledgement Thanks extend to Higer education General Director for Granted this research in Hibah Bersaing Skim 2014, SIMLITABMAS Reviewer and Prof. Drs. M. Situmorang PhD as director Research Department Unimed (Medan State University) for his supervision. References Alberta (2004). Focus on inquiry: A teachers guide to implementing inquiry based-learning, Canada. Anonymus (2013). Lesson Study: Reformasi Sekolah berpusat pembelajaran, Training for ITTEP, JICA Jepang. Dewey John (2006). Schools as caring, learning communities, UCLA center, Los Angeles. BSCS Team (2005). Doing Science The Process of Scientific Inquiry, National Institute of General Medical Sciences. Ellis Ainslie (2001). Student centered collaborative learning via face to face and asynchronous online communication, Monash University, Australia. Collins Allan (2006). Learning Communities in Classrooms A Reconceptualization of Educational Practice, Boston College. Dooly Melinda (2008). Constructing Knowledge Together, pp Kilic Durmus (2008). The eeffective of jigsaw technique on learning the concepts of principle and methods of teaching, World Applied Sciences Journal, Vol. 4, No. 1, pp Meltzer David E. (2002). The relationship between mathematics preparation and conceptual learning gain in Physics, American Journal of Physics, Vol. 70, No. 12, pp Michael D. Hiatt (2006). Schools as Learning Communities: A Vision for Organic School Reform, Epperdine University in Los Angeles, California. Murdoch Kath (2004). What Is Inquiry Adapted from Focus on Inquiry, Victoria. 212