The Effect of Picture and Picture Learning Model with Scientific

Approach towards the Outcomes of Economy Learning of Tenth

Grade Students of Madrasah Aliyah Negeri Lubuk Pakam in the

Academic Year of 2015/2016

Nurul Shadrina Bintang

, Ummi Chairani

, Opy Triansyah

, Eduward Situmorang

and Swara Kasih

Kartini Putri

Economics of Education, Universitas Negeri Medan, Medan -Indonesia

Keywords: Learning Outcomes, Picture and Picture Learning Model, Scientific Approach

Abstract: The purpose of this research was to find out the outcomes of economy learning taught by using leaning

model of Picture and Picture and scientific approach higher than the outcomes of economy learning with

conventional method of class XIIS students of MAN Lubuk Pakam of the 2015/2016 academic year. This

research was conducted at Madrasah Aliyah Negeri Lubuk Pakam, Karya Agung Street, Komp. Pemda Deli

Serdang. The population of this research is all tenth grade students of MAN Lubuk Pakam with the 280

students in total who spread into eight classes. The sample was taken in two stages. In the first stage of class

sampling, of eight classes, two were taken using cluster-sampling technique while in the second stage, of 73

students, 60 students were taken using random-sampling technique with 30 students for each class. The

outcomes of this research showed that the outcomes of economy learning taught by using Picture and

Picture learning model with scientific approach is significantly higher than the outcomes of economy

learning which were taught using conventional method. This was proven by the outcomes of the analysis by

using the testing of t which showed that tvalue = 5,67 and the value of ttable = 1,67on the rate of

significance of 5 % and dk = 58. Then, tvalue> ttable (5,67 > 1,67), this means that H0 was rejected and Ha

was true. It can be concluded that the outcomes of economy learning of class X IIS students taught using

Picture and Picture learning model with scientific approach is significantly higher than the outcomes of

economy learning taught by using conventional method.

1 INTRODUCTION

Education is a conscious effort to grow the potency

of human resource through the activity of teaching

and learning process. The purpose of education is to

create high quality human resource who is able to

face the challenge in this globalization era. Until this

time, the quality of education in Indonesia is

relatively lower than that of other countries.

Education is one of the realization of culture of

human that is dynamic and development laden.

Because of that, the change or the development of

education is something that is supposed to happen

along with the change of life culture. The change in

term of the improvement of education on every level

needs to be continuously done as an anticipation of

future needs. Education that is able to support the

development in the future is an education that is able

to improve the learners’ potency, therefore, those

who are involved are able to face and solve the

problem of their lives.

Teachers play an important role in the success of

their students. The teachers do not only teach, but

they also must have a conscious and critical attitude

to make changes and improvements in learning.

According to Raharjo (2012: 1) "A teacher acts as

the manager of the teaching and learning process,

acting as a facilitator who seeks to create teaching

and learning conditions, develop learning materials

and improve students' ability to listen to lessons and

master the educational goals to be achieved".

However, in reality, there are still teachers in

learning process who always demand their students

132

Bintang, N., Chairani, U., Triansyah, O., Situmorang, E. and Putri, S.

The Effect of Picture and Picture Learning Model with Scientiﬁc Approach towards the Outcomes of Economy Learning of Tenth Grade Students of Madrasah Aliyah Negeri Lubuk Pakam in

the Academic Year of.

DOI: 10.5220/0009496601320136

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 132-136

ISBN: 978-989-758-432-9

to learn but rarely give lessons about how students

should learn. In addition, there are teachers who

demand the students to solve problems, but rarely

teach how the students can solve problems.

Teachers only demonstrate the lesson to students

without seeing the learning needs of the students.

With the application of conventional methods by the

teacher when delivering the learning material, it

makes the students only wait for information from

the teacher, students are less active, lack of

interaction between the teacher and students and the

learning process that is centered only on the teacher.

The same thing also happened in the class X IIS

at Madrasah Aliyah Negeri Lubuk Pakam. Based on

an observation, it could be seen the domination of

the teachers that lessened the students’ opportunity

to involve actively in the learning process and it

made the students less creative. The other students’

activities were merely watching the teachers

demonstrating the lesson and making notes about

things considered as important. Regarding this

matter, the teachers did not teach using a learning

model that make the students easier to understand

the lesson taught. It could be seen by the average

score of the test of the students, which are far from

the standard. Standard set by the school is 75 while

the number of students of class X IIS 1 who passed

the standard was only 13 students (37 %). Similar

with that, while the number of students of class X

IIS 2 who passed the standard in daily test I, II, III

was only 14 students (37.8 %). Therefore, it can be

concluded that students who managed to pass

Minimum Learning Mastery Standard was only 30

% and 70 % did not manage to score above the

Minimum Learning Mastery Standard.

The low learning outcomes of the school are

thought to be influenced by several factors such as

the lack of attention of students in the teaching and

learning process because of the lack of learning

motivation of students with conventional teacher

teaching patterns, as well as the teacher's lack of

knowledge about innovative learning.

To overcome these problems, various efforts are

needed to overcome them. One of which is by

applying innovative and constructive learning

models in developing learning processes that are in

accordance with the curriculum developed. One

learning model that can be used as a way out of the

problems that can be chosen to be applied in

learning is Picture and Picture learning model with

scientific approach.

With the implementation of the Picture and

Picture model with the scientific approach, students

are expected to be able to understand economic

subject easily. Besides that, students are also

expected to be more applicative because the teaching

given is based on problems related to the real world

they experience and thus they can apply it in

everyday life. This learning helps students process

the information that has been formed in their minds

and it arranges their own knowledge about their

social life and their surroundings. With such

learning, the knowledge gained will last longer and

the benefits will become apparent.

This is supported by research conducted by

Rahman (2012). The result of the study showed that

there were significant differences in the outcomes of

learning geography in the experimental class with

control class. It was proven that the result of the

analysis using the t test showed that the significance

was 0.017. Therefore, the significance value is 0.017

<0.05, then H0 was rejected which means that there

was a difference in experimental class learning

outcomes compared to the control class with the use

of the Picture and Picture model in the experimental

class.

Based on the explanation above, the writer was

interested in conducting research entitled "The

Effect of Picture and Picture Learning Models with

Scientific Approach towards the Outcomes of

Economy Learning of Tenth Grade Students of

Madrasah Aliyah Negeri Lubuk Pakam in the

Academic Year of 2015/2016".

2 THEORICAL STUDY

According to Shoimin (2014: 122) "The Picture and

Picture learning model is a learning model using

images that are paired or sorted into logical

sequences". Therefore, the Picture and Picture

learning model is a learning model that invites

students to think logically and systematically using

image media related to the subject matter displayed

as interesting as possible in the form of cards and

power points.

The use of this image media plays a very

important role in the teaching and learning process

as image media can facilitate student understanding

and strengthen their memory. Picture media can also

motivate learning and provide a relationship

between subject matter and the real world.

According to Levie and Levie (in Arsyad, 2013: 12)

"the use of image media will produce better learning

outcomes for tasks such as remembering,

recognizing, recalling, and connecting facts and

concepts. On the other hand, verbal stimuli gives

more dividing results if learning involves

consecutive memories.

Learning to use multiple senses (sight and

hearing) based on the concept above is very much in

accordance with the Picture and Picture learning

model. Learning models like this will provide

The Effect of Picture and Picture Learning Model with Scientiﬁc Approach towards the Outcomes of Economy Learning of Tenth Grade

Students of Madrasah Aliyah Negeri Lubuk Pakam in the Academic Year of

133

benefits for students because students will learn

more than material only presented in the visual

stimulus or just audio stimulus. The use of the

Picture and Picture model is able to contribute

greatly to the success of the students’ learning.

Picture and Picture learning model are not free

from strengths and weaknesses. Picture and Picture

learning model is an active, innovative, creative, and

fun learning model. However, to choose the right

material used in the Picture and Picture learning

model is quite difficult, and the Picture and Picture

learning model requires adequate facilities.

According to Hosnan (2015: 34), "scientific

approach is a learning process designed in such a

way that students actively construct concepts, laws

or principles through observing stages (to identify or

find problems), formulate problems, propose or

formulate hypotheses, collect data with various

techniques, analyzing data, drawing conclusions and

communicating concepts, laws or principles found ".

Therefore, scientific approach is an approach to

learning that is carried out through various stages in

which it requires high level of reasoning.The criteria

of the scientific approach are said to be a learning

approach because in the scientific approach the

problem presented to students is a problem related to

real life, so that students do not make guesses the

answer to the problem, students are also expected to

be able to think critically, rationally and be able to

account for the conclusions obtained.

Hosnan (2015: 37) states that "the scientific

approach in learning has steps, namely: 1).

Observing, 2). Questioning, 3). Reasoning, 4).

Trying, 5). Establishing networks for all subjects.

The conventional method or the lecture method

is also called traditional learning methods because

this method has always been used by the teacher as a

learning method in the teaching and learning

process. According to Hamruni (in Supriyono, 2013:

475), "the conventional approach is the approach

applied by the teacher to the new students to the

extent of providing knowledge or skills to the extent

of knowing, not to putting the values of social and

humanity insight and practical mastery of life

provision. "

According to Hasyim (2012), "conventional

learning method is a learning method that

emphasizes the process of delivering material

verbally from a teacher to a group of students with

the intention to make the students able to master the

lesson material optimally".

Based on the description above it can be seen

that learning activities are only teacher-centered.

Therefore, the teacher has an important role in the

learning process and students are the passive

followers and recipients of one-direction learning.

The role of teacher in this conventional model is not

only as a good facilitator and mediator, but also

teacher has the learning authority.

Slameto (2010), "learning is an effort process

carried out by individuals to obtain a new behavior

change as a whole, as a result of the individual's own

experience in the individual' sinteraction and

environment".

Slameto (2010) "learning outcomes are the value

of the overall activities of measurement, processing,

interpretation, and consideration to make decisions

about the level of understanding of students after

conducting learning activities in an effort to achieve

the learning objectives that have been set. The

learning outcomes illustrate the progress, failure,

and determine the type and level of difficulty of each

student and the factors that cause difficulties when

learning, if the learning is good, the learning

outcomes can be affected." It can be concluded that

learning outcomes are a level of mastery of students

towards the lessons obtained by means of effort and

tenacity both individually and in groups that are

shown by the increase of the obtained value

3 RESEARCH METHOD

The population in this research is all the students of

class X Madrasah Aliyah Negeri Lubuk Pakam of

2014/2015 academic year with the 280 students in

total.

Sampling in this study was carried out in two

stages. In the first stage of class sampling, two

classes were taken from eight classes with cluster

sampling technique. In the second stage the

sampling for students from 73 students was taken by

simple random sampling as many as 60 people (each

class of 30 people), this was done to maintain the

loss of samples.

Data analysis method in this study used

Descriptive Analysis Method, Normality Test,

Homogeneity Test, And Hypothesis Test.

Descriptive analysis was used to determine the true

state of the Picture and Picture learning model with

scientific approach to economy learning outcomes.

Normality test was used to find out whether the

sample taken comes from a population that is

normally distributed or not. The homogeneity test

aimed to find out whether the data has a

homogeneous variance or not. Testing the

hypothesis to determine the effect of economic

learning outcomes taught by the Picture and Picture

learning model with a scientific approach is

significantly higher than the economic learning

outcomes that weretaught by conventional methods.

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

134

4 RESULTS

In the experimental class the treatment was given

using a Picture and Picture learning model with

scientific approach while in the control class were

treated using conventional methods. Before given a

treatment, both of the classes, at the beginning of the

learning, were given a pre-test and at the end of

treatment, a post-test was given. Therefore, it was

obtained that the average score of the pre-test for the

experimental class was 66.67 and the average score

of the pret-test of the control class was 54.66, the

average score of the post-test of the experimental

class was 80.50 and the average score of post-test of

the control class was 66.6.

For the normality test of the pre-test score of the

experimental class Lvalue = 0.1221 and Ltable =

0.1617 while for control class L

value

= 0.1535 and

table

= 0.1617 distributed normally. For the post-test

score of experimental class Lvalue = 0.0905 and

table

= 0.1617 while L

value

= 0.1224 and L

tabel

0.1617 distributed normally. In the homogeneity test

of pre-test score F

value

= 1.43 while F

table

= 1.85. For

the score of the post-test F

value

= 1.06 while F

table

1.85, therefore, it was obtained a conclusion that

both experimental class and control class are

homogen.

Based on the results of the analysis, research data

showed that the data is normally distributed and the

sample comes from a homogeneous population.

With normal and homogeneous distribution, the

results obtained in the study can represent the entire

population. After conducting the the normality and

homogeneity test of the data obtained from the result

of the research, then hypothesis was tested.

From the conducted hypothesis test, it can be

known that Hais accepted dan H0is rejected. From

the calculated hypothesis, it was obtained that t

value

5.67 while t

table

in dk n1 + n2¬ – 2 = 58 and real

levelα = 0.05 is 1.67. Then, with predetermined

criteria,there was a comparison that the outcomes of

economy learning taught usingthe Picture and

Picture learning model with with scientific approach

was higher compared to students' economiy learning

outcomes taught using conventional methods on the

subject of government economic policy.

Therefore, based on the research conducted at

MAN Lubuk Pakam, the t test of the comparison of

two independent samples matched, with significant

level 0,05 it was obtained tvalue> ttable, which is

value

= 5,67 > t

table

= 1,67. This means Ha was

accepted dan H0 was rejected. In other words, the

hypothesis that says the outcomes of economy

learning taught by usingPicture and Picture learning

model with scientific approach is significantly

higher than the outcomes of economy learning

taught using conventional method for the students of

X IIS class MAN Lubuk Pakam in the Academic

year of 2015/2016 was proven

6 CONCLUSION

Based on the results of the research and discussion,

it can concluded that the outcomes of economy

learning taught by the Picture and Picture learning

model with the scientific approach is significantly

higher than the outcomes of economy learning

taught by the conventional method of class X IIS

Madrasah Aliyah Negeri Lubuk Pakam in the

academic year of 2015/2016. This is proven by the

testing of t where tvalue>ttable (5.67 > 1.67)

Based on the research conducted, the authors

suggest that the teacher at school Madrasah Aliyah

Negeri Lubuk Pakam use the Picture and Picture

learning model and the scientific approach. The

reasons are the implementation of the Picture and

Picture learning model makes the material taught

more directed, it makes the students capture teaching

material more quickly,it also can develop students'

reasoning power to think logically, learning is more

memorable because students can observe the

pictures directly prepared by the teacher.

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