CHAPTER III

RESEARCH METODOLOGY

3.1 Place and time Research

The research will be conducted to high school on March – April 2018, even
semester at 2017/2018 of academic year in class X science while the research will be held in
SMAN 2 Balige located in Balige. The time of research is adjusted with the allocated of
schedule time in SMAN 2 Balige when the target subject of The Fundamental Laws of
Chemistry is being taught and the research conducted without interfere according to student
and teacher activities in the school.
3.2 Population and Sample
The Populations of this research is student of class X science in academic year of
2017/2018. The sample is randomly chosen sampling due to the limitation of researcher.
Determination of sample in this research is using “Purposive Random Sampling”,
from each units of class will be taken two classes as a research target, consisting of one as
experiment class that will be using the article and the other class will be using conventional
way.
3.3 Research Variables and Instrument
There are two different variables in this research, they are:
1. Independent Variable, those are variation ways in the teaching learning.
2. Depend Variable, is student outcomes in teaching of Fundamental Laws of Chemistry
topic.
The used-instruments in this research are evaluation tests (Pretests, Posttests) to
measure 2 literacy domains (PISA, 2015) are scientific knowledge and competency aspect.
The evaluation tests are arranged based on the topics are being taught in the research. Before
using the evaluation test, all the items on the evaluations tests have been validated by standard
procedures. The questions of evaluation are assed to investigate the normality, homogeneity,
validity, reliability and level of difficulties of instruments.

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3.4 Research Design
Research design will be done according to the Research and Development ( R and
D Research Development), the purpose to produce a product and testing the effectivity of the
product. To make a certain product, it should be used an analyzing need demand research
and to measure the effectivity of the product in order to be had functions in everywhere
(Sugiyono, 2010).
Each types of research have accepted procedural guidelines specifics to it. There
are a number of overarching factors that are applicable to all modes of scholarly research.
The research and development procedure are given below:

Identify the Data Design and Design

Problem Collecting Develop Validation

Evaluate Product Design

Testing Result Testing Revise

Communicate the
Testing result

(Ellis, T. J and Levy Y., 2010).

Figure 3.1. The overview of Learning material based on Science literacy
1. Problem Identifying
The importance of starting research in general and design and development studies in specific
with a clearly articulated problem is widely recognized. Problem of a number of different
types can drive. The research is starting from the beginning of problem. The data must not
search our self but can be used research of another people or by the individual documentation
that is still up to date.
2. Data Collecting
After the problem has identified and able to present factually and up to date so then, need to
collect many literatures review that can be used as references to design and develop that is
expected can solve the problem.

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 3. Design and development
There are three factors usually included in this phase, design and development research.
Generally, the process entails: building a conceptual framework, followed by designing the
system architecture and ending with building a prototype for testing and evaluation.
4. Design Validation
Product validation can be done with many experts with their experience to asset the new
product that has been designed. Every expert will be asked to asset the design in order to
know the weakness and the Benefits.
5. Design Revise
After the product designed, validating by discussion with experts. The weakness will be
reduced by revise it.
6. Product testing
The testing can be done by experiments is compare the effectivity of preliminary condition
and Final condition (before-after).

3.5 Research Procedures

Research procedure on the implementation of the article on the teaching Fundamental
Laws of Chemistry are starting from (a) arranging the research instrument, (b) sampling,
treatment teaching and evaluation. Complete procedures begun from administration process
to have permission to do experiment in senior high school. The class sample are chosen to
be included in the study, followed by sampling process to obtain experimental class and
control class in each of the selected school. Before the treatments have done, the sample are
homogenized in order to have the sample with the relatively same knowledge in the target
topic. The pretest was given to obtain the data on the achievement of the student in chemistry.
The evaluation was conducted prior to the teaching, both experimental classes and control
classes. The data obtained from pretest was used to see the variation of the samples before
the teaching treatments being carried out. The data obtained for the student with the achieve
test are relatively far from the other student followed the procedure given in data selection
for outlier data. After the sample is assessed to be homogeneous, the study was followed by
teaching treatments.

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 Next, every class are doing post-test. Score from post-test we observe and analyze.
The data of the achievement of the student on chemistry were obtained from evaluation test
that were conducted at the end of the teaching. All of data have been analyzed to see the
student achievement of chemistry in fundamental laws of chemistry topic. The result has
been evaluated to make a conclusion.
Table 3.1 Research Design (two groups, Pre-tests and post-tests)
Group Pretest Treatment Post test
Experiment Class Y1 P1 Y2
Control Class Y1 P2 Y2
Y1 : pre-test
Y2 : post-test
P1 : Learning with use article as learning source
P2 : Learning with use Direct Interaction conventionally

In accordance with the objectives of research and to conduct the data so this research are
Quasi-experiment. To get homogeneous classes should be conducted the following steps:

1. Both classes were given pretest

2. Both classes were given the same material
3. Time Allocation to give material is same
4. Teachers who teach the material is same (The teacher is researcher)
5. The difference only lies in the treatment of learning by using the article as learning
sources and teaching using Direct Interaction.

Population

Sample

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 Pre- test

Experimental Class Control Class

Using the Articles media Using Textbook

Post test

Analysis of data

Hypothesis test

Conclusion

Figure 3.2. Trial and Implementation of the Learning Material

3.5 Technique of analysis

The research instruments used include pretest and posttest, questionnaire form
questionnaire contains eligibility standards of teaching materials to determine the teaching
materials developed have been unfit for use, and posttest used as evaluation study (test)
standard to determine the effectiveness of the use of teaching materials that have been
developed.

1. Questionnaire feasibility teaching materials

Questionnaire feasibility of learning materials used is based upon eligibility questionnaire
National Education Standards Agency (BSNP) and PISA standart modification. The scale
used in the questionnaire follow the guidelines Likert scale with the following criteria:

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1. Number 4 means very good / very valid / very interesting / very easy / clear /very precise
/ strongly agree
2. Score 3 means good / valid / interesting / easy / obvious / right / disagree
3. Score 2 means poor / less valid / less attractive / less easy / less obvious /improper /
disagree
4. Score 1 means very good / very invalid / very interesting / very easy / very unclear / very
improper / strongly disagree

2. Question Objective tests

Question objective test used were 20 questions which refer to the indicators to be
achieved in the curriculum. Problem shaped multiple choice with 5 possible answers (a, b, c,
d, and e). Objective about the test aims to see an increasing in cognitive learning outcomes
of students and the effectiveness of the use of learning material that has been developed.
The data that obtain are qualitative and quantitative data. For qualitative data will be
analyzed using descriptive analysis. Descriptive analysis of the percentage used to describe
the percentage of each variable. The data obtained by questionnaire modification of PISA
and BSNP will be processed by descriptive statistics.

(Arikunto, 2006)

Description:
P% = Score percentages obtained, in this case the percentage of the research
component content standard textbook

Σq = Total tick mark on the questionnaire assessment instructional materials

learning

Σr = The total number of concept that exists in the questionnaire assessment of

teaching materials

Data recapitulated in table recapitulation of the following categories:

˂ 0.40 = Very bad

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 .40-.75 = Good

˃0,75 =Very Good

in this study will be used rating scale is 1 to 4 in which the lowest score is 1 and the
highest score is 4. Determination of the range can be determined by the highest score in less
span the range of the lowest score is divided by the highest score. Based on the determination
of such range is obtained 0.75 range. The criteria for the validity of the analysis of the average
used can be seen in table 3.1 below
Table 3.1. Validation criteria for the analysis of the results of the calculation of the
average score obtained from a questionnaire distributed to faculty BSNP chemistry.
Average Validation criterion

3.26 to 4.00 Valid and do not need to be revised

from 2.51 to 3.25 Quite valid and do not need to be revised

from 1.76 to 2.50 Less valid and some of the contents of the module
should be revised

from 1.00 to 1.75 Invalid and needs to be revised totally

While the data obtained from the objective instrument test matter will be processed
using normality test, homogeneity, and t-test. While the study results to determine the
effectiveness of the use of learning materials that have been developed can be calculated
using the increase in student results from the gain in each class.

3.6 Hypothesis Testing

In this research, Hypothesis that use is Independent Sample T-Test. The calculated
of data by SPSS-17 for windows. The criteria are:
If tcalculated > t1/2α so, Ho Unaccepted and if calculated ≤ table Ho accepted with (df) = n1 + n2 – 2
and significant α = 0,05. Where tcalculated can be shown in output SPSS-17 for windows.
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 And then, the hypothesis data by using right side t-test (Silitonga, 2014) is calculated
with formula:
g1  g 2
t
2 2
S S
1 2

n n1 2

The description:
g eksperimen = average of normalized gain at experiment class

g kontrol = average of normalized gain at control class

n1 = total sample in experiment class
n2 = total sample in control class
S1 = variance of gain in experiment class
S2 = variance of gain in control class
The value of t count is compared to the value of t table which in obtain from list if t count > t table
at level α = 0.05 and degree of freedom (dk) = n1 + n2 – 2 is meaning receive Ha or refuses
Ho.

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