TO INCREASE THE ACTIVITY AND RESULT OF LEARNING CHEMISTRY BY CARD SORT LEARNING STRATEGY

AT 11 SCIENCE 6, SEMESTER 2, YEAR 2009/2010

BY

MEDIA MEGA

SMAN 2 PAYAKUMBUH

JL. MERANTI NO.20 BUKIT SITABUR PAYAKUMBUH

KEC. PAYAKUMBUH TIMUR (0752)92349

Chemistry is a main subject at grade 11, Science department, semester 2 of SMA, year 2009/2011. because it is the main subject, a student can not pass to grade 12 if she/he gets the score under KKM. Based on my experience in teaching chemistry, I watched that many students have difficulties in learning chemistry. It is because the students regard that chemistry is a difficult and boring lesson. Actually, students try to get good mark. They do many ways, for example they take a private course. It’s a good way, but there are still many problems Few students try to get good mark by doing bad things, such as cheating during the exam or asking the answers from other students through SMS. This is contrary to what have suggested by the Minister of Education of Indonesia.  The teacher should integrate the education of character to the subject in teaching. Because of that I try to eliminate the students’ opinion about the statement “Chemistry is a difficult and boring lesson” and replace it with the opinion that chemistry is enjoyable subject by applying the sort card strategy. The learning process that is done is the active learning, using cards that contain questions and answers. Students are divided into groups of 5. One of the members of the groups is good in chemistry to lead their friends to understand the concept of chemistry and to arrange the cards. The thing that is interesting in this activity is that the students arrange the cards while standing. The group that has finished arranging the cards clap their hands and the teacher checks what they have done and gives the score based on the rule they have agreed before. 

The problem in this experiment is; “ Can the Card Sort Learning Strategy Increase the Activity and the Result of Learning Chemistry at 11 Science 6, semester 2, year 2009/2010?” The purpose of the experiment is to know whether the arranging card learning strategy can increase the activity and the result of learning chemistry at 11 Science 6, semester 2  year 2009/2010.

The experiment is done at 11, Science 6 class, SMA 2 Payakumbuh. The research is divided into 2 circles. Each of them consists of: planning, action, observation, and reflection. Analysis is done by comparing the result of learning before and after using the strategy.

            Based on the beginning study, it can be seen that the students’ learning activity is 50 % and the students’ understanding about the concept and materials learned is only about 57,88 %.

After experiment, we get the data: At the first meeting of circle 1, the percentage of students’ activeness is 60 %, it increases if compared to the strategy without the cards.

The percentage of students answering true at the first meeting of circle 1 is 50  % . It occurs because the students don’t understand about the concept of learning about compound in buffer solution.

At the second meeting of circle 1 the activeness of students increases to 67 %. It’s because the students have known about the card sort strategy. The students  begins to increase their learning motivation, and the unity in groups is better.

The sum of percentage of students answering true at the second meeting of circle 1 is 60%. It increases because the learning activity increases too.

At the first meeting of circle 2, the activeness of  students  increases to be 67%, and it increases more to be 72% at the second meeting of circle 2.

The percentage of students answering True at the first meeting of circle 2 increases to be 65% and 72% at the second meeting of circle 2.

Sumber:

 

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