Given this course students can measure the level attending course. With the rapid development of education these students are expected to be able to adjust the curriculum in accordance with his education.
1.1 Problems
The problems which I will examine are as follow:
1. Are there any difference achievements between students’ who take course and do not?
2. What is the role of course on students’ learning?
1.2 Purposes
Based on the above problem, the objectives of this research are:
1. To determine difference achievement between students’ who take course and do not.
2. To find the role for students’ learning.
1.3 Significance of the study
The benefits of research are:
1. For the writer, add the information about the role of course, benefit and education about course.
2. For readers, provides information and knowledge about course and the benefits that exist from course.
3. With scientific courses can to help understanding of material in school.
Sunday, 5 December 2010
CHAPTER II
LITERATURE REVIEW
LITERATURE REVIEW
2.1 The Meaning of Learning
Learning is one of the factors that influence and was instrumental in the formation of personal and individual behavior. Understanding of learning is often mentioned in the literature. Below is a sense of learning according to some experts and learning have the meaning of experts drawn from the reference Astri Hastuty in SMA Plus Negeri 17 Palembang that is:
Learning is one of the factors that influence and was instrumental in the formation of personal and individual behavior. Understanding of learning is often mentioned in the literature. Below is a sense of learning according to some experts and learning have the meaning of experts drawn from the reference Astri Hastuty in SMA Plus Negeri 17 Palembang that is:
1. Moh. Surya : "Learning can be defined as a process undertaken by individuals to acquire new behavior changes as a whole, as a result of the individual's own experience in interacting with their environment.
2. Witheringtong:”Learning is a change in personality which manifested as patterns of response that a new form of skill, attitudes, habits, knowledge and skill.
3. Crow & Crow:”Learning is acquired habits, knowledge and new attitudes.
4. Hilgard:”Learning is a process where by a behavior appears to show up or change behavior because of the situation in response to something.
5. In Vesta and Thompon:” Learning is a relatively permanent change in behavior as a result of experience.
6. Gage & Berliner: "Learning is a process of behavior change that comes from experience."
From some understanding of learning can be concluded that what is meant by learning that someone in the field of material changes, the formal and functional areas in general and intellectuals in particular. Learning is a process of birth and the inner self of individuals to gain new experiences by way of experience or training. So learning is essential.
2.2 About Course
Course to individuals on going basic the assistance given to individuals from an expert, but is not that simple to understand the meaning of the course. The notion of formal course has been cultivated since at least the early 20th century, initiated by Frank Parson in 1908. Since it appears the formulation in accordance with the development of neighboring course counseling services, as a work of that
2. Witheringtong:”Learning is a change in personality which manifested as patterns of response that a new form of skill, attitudes, habits, knowledge and skill.
3. Crow & Crow:”Learning is acquired habits, knowledge and new attitudes.
4. Hilgard:”Learning is a process where by a behavior appears to show up or change behavior because of the situation in response to something.
5. In Vesta and Thompon:” Learning is a relatively permanent change in behavior as a result of experience.
6. Gage & Berliner: "Learning is a process of behavior change that comes from experience."
From some understanding of learning can be concluded that what is meant by learning that someone in the field of material changes, the formal and functional areas in general and intellectuals in particular. Learning is a process of birth and the inner self of individuals to gain new experiences by way of experience or training. So learning is essential.
2.2 About Course
Course to individuals on going basic the assistance given to individuals from an expert, but is not that simple to understand the meaning of the course. The notion of formal course has been cultivated since at least the early 20th century, initiated by Frank Parson in 1908. Since it appears the formulation in accordance with the development of neighboring course counseling services, as a work of that
of that occupied by enthusiasts and experts. Understanding the course suggested by the experts to give the sense that complement each other. So to understand the meaning of the course will need to consider some of the sense expressed by experts as follows and course have the meaning of experts drawn from the reference Astri Hastuty in SMA Plus Negeri 17 Palembang that is:
1. "Course for the assistance provided to individuals to choose, prepare and assume a position and making progress in his chosen position" (Frank Parson)
2. “Course is an activity aimed at improving personal realization of every individual.
3. “Course for education and development that emphasizes systematic learning process”. (Mathewson)
4. Coaching helps individuals to better recognize the variety of information about himself" (Chiskolm).
From some of the understanding course proposed by the experts it can be concluded about a broader understanding of the course, that course is a systematic process of assistance and, conducted by an expert who has received special training for it, meant that individuals could understand herself, environment and can set yourself up and adjust to the environment to develop their own potentials optimally for the welfare of themselves and the welfare of the community.
2.3 Achievement
. Achievement is the result of an activity that has been done, created, either individually or in groups. Achievements will never be produced without any effort either in the form of knowledge and skills. From reference Astri Hastuty, WJS.Purwadarmita (1991: 20) states that the achievement is the result achieved, done, done, etc. Meanwhile, From reference Astri Hastuty, according to Abdul Qohar Khasan Mas'ud (1991: 20), states that the achievement is what has to be created the work, which pleased the results obtained with tenacity road works Next, Nasrun Harahap (1991: 21) provide restrictions that achievement is about the development of educational assessment and student progress are pleased with the mastery learning material presented to them and the values contained in the curriculum.
1. "Course for the assistance provided to individuals to choose, prepare and assume a position and making progress in his chosen position" (Frank Parson)
2. “Course is an activity aimed at improving personal realization of every individual.
3. “Course for education and development that emphasizes systematic learning process”. (Mathewson)
4. Coaching helps individuals to better recognize the variety of information about himself" (Chiskolm).
From some of the understanding course proposed by the experts it can be concluded about a broader understanding of the course, that course is a systematic process of assistance and, conducted by an expert who has received special training for it, meant that individuals could understand herself, environment and can set yourself up and adjust to the environment to develop their own potentials optimally for the welfare of themselves and the welfare of the community.
2.3 Achievement
. Achievement is the result of an activity that has been done, created, either individually or in groups. Achievements will never be produced without any effort either in the form of knowledge and skills. From reference Astri Hastuty, WJS.Purwadarmita (1991: 20) states that the achievement is the result achieved, done, done, etc. Meanwhile, From reference Astri Hastuty, according to Abdul Qohar Khasan Mas'ud (1991: 20), states that the achievement is what has to be created the work, which pleased the results obtained with tenacity road works Next, Nasrun Harahap (1991: 21) provide restrictions that achievement is about the development of educational assessment and student progress are pleased with the mastery learning material presented to them and the values contained in the curriculum.
From some of achievement set out above, the visible differences in emphasis, though its essence the same, which are both the result of an activity and effort. For that to be understood that the achievement is the result of an activity that has been done, is created, which are pleasing oomph obtained by working, both individually and in groups dividing certain activities.
2.4 Relationship between Course, Learning and Achievement
The relationship between learning course, learning and achievement is strong. This is because; most students take the course of learning to help solve a material at school. Course is an alternative to understand the learning materials. Learning itself is an activity will be undertaken to achievement accomplishment. So, the relationship between course, learning and achievements is very close. With course to learning to solve a problem that was obtained during study and in the presence of a second it can achievement a feat.
2.5 Overview of Scientific Course
Scientific course it is nature of lerning concepts and has a very broad relationship with human life. From it so very important to educational, because since can to get human to good people and since it appears the formulation in accordance with the development of neighboring course counseling services, as a work typical of that occupied by enthusiasts and experts.
Course is an activity aimed at impriving personal realization of very individual. So, scientific course to explain about since. There example of material is mathematics, chemistry, biology and others.
2.4 Relationship between Course, Learning and Achievement
The relationship between learning course, learning and achievement is strong. This is because; most students take the course of learning to help solve a material at school. Course is an alternative to understand the learning materials. Learning itself is an activity will be undertaken to achievement accomplishment. So, the relationship between course, learning and achievements is very close. With course to learning to solve a problem that was obtained during study and in the presence of a second it can achievement a feat.
2.5 Overview of Scientific Course
Scientific course it is nature of lerning concepts and has a very broad relationship with human life. From it so very important to educational, because since can to get human to good people and since it appears the formulation in accordance with the development of neighboring course counseling services, as a work typical of that occupied by enthusiasts and experts.
Course is an activity aimed at impriving personal realization of very individual. So, scientific course to explain about since. There example of material is mathematics, chemistry, biology and others.
CHAPTER III
METHOD OF RESEARCH
METHOD OF RESEARCH
3.1 Method of research
Method of this research that used for this observation is a descriptive method. And the purpose is to know the role of scientific course for students’ achievement and learning in SMA Plus Negeri 17 Palembang.
3.2 Population and Sample
Tabel 1. Population
No. Class Male Female Total
1. XI Science 30 30 60
Total 30 30 60
Population is all the organisms that both belong to the same species and live in the same geographical area. The populations of this research are all of students in XI scientific students’ in SMA Plus Negeri 17 Palembang. Male is 30 people from XI Science and female is 30 people from XI Sience. This populations are taken because the writer want to know the role of scientific course for students’ achievement and learning in SMA Plus Negeri 17 Palembang , especially in XI scientific grade in SMA Plus Negeri 17 Palembang.
Tabel 2. Sample
No. Class Male Female Total
1. XI PSIA 1 5 5 10
2. XI PSIA 2 5 5 10
3. XI PSIA 3 5 5 10
4. XI PSIA 4 5 5 10
5. XI PSIA 5 5 5 10
6. XI PSIA 6 5 5 10
Total 30 30 60
Sample is a subjet of a population. The samples of this research are the students that join the course and the student that doesn’t join it. This observation uses the sample as 60 samples in all XI scientific grades in SMA Plus Negeri 17 Palembang.
3.3 Data Collecting Methods
To get some data needed, the researcher use the questionnaire method which is doing by giving some listed questions to the sample that has been determined.
3.4 Data Analysis Technic One
This data analysis uses a qualitative Analysis.
Qualitative Analysis
This step is use to know how much the role of scientific course for students’ learning and achievement in this school. These steps are usual to analysis the data from questionnaire and also prove that with literature review.
3.3 Data Collecting Methods
To get some data needed, the researcher use the questionnaire method which is doing by giving some listed questions to the sample that has been determined.
3.4 Data Analysis Technic One
This data analysis uses a qualitative Analysis.
Qualitative Analysis
This step is use to know how much the role of scientific course for students’ learning and achievement in this school. These steps are usual to analysis the data from questionnaire and also prove that with literature review.
CHAPTER IV
FINDINGS AND INTERPRETATION
FINDINGS AND INTERPRETATION
4.1 Difference Achievement Between Students Who Take Course and Do Not
Based on the result of questionnaires were distributed, the data abtained as follow:
Table 4.1. Frequency of Students Taking Course
Question Choice Frequency Percentage
Have you taken course(s)? I have 42 70%
I have not 18 30%
60 100%
From the above table it can be seen that 70% of students have takes the course. So, it can be concluded that many students who are interested to take the course.
Tabel 4.2.The Reason Students’ Not to Follow Course
Question Choice Frequency Percentage
Why did not you take course (s)?
No parents told 9 56,25%
Wasting time 7 43,75%
Understanding materials at school 0 0%
16 100%
Can be seen that there are 16 students from 60 respondents who did not follow the course , here is the percentage of students who do not follow reason course that is 56.25% vote that they were not told their parents. So it can be concluded that the majority of students are not told to parents for tutoring.
Based on the result of questionnaires were distributed, the data abtained as follow:
Table 4.1. Frequency of Students Taking Course
Question Choice Frequency Percentage
Have you taken course(s)? I have 42 70%
I have not 18 30%
60 100%
From the above table it can be seen that 70% of students have takes the course. So, it can be concluded that many students who are interested to take the course.
Tabel 4.2.The Reason Students’ Not to Follow Course
Question Choice Frequency Percentage
Why did not you take course (s)?
No parents told 9 56,25%
Wasting time 7 43,75%
Understanding materials at school 0 0%
16 100%
Can be seen that there are 16 students from 60 respondents who did not follow the course , here is the percentage of students who do not follow reason course that is 56.25% vote that they were not told their parents. So it can be concluded that the majority of students are not told to parents for tutoring.
Table 4.3. The Quantity of Remedials Students’ Who Do Not the Course
Question Choice Frequency Percentage
How many examination remedials that you should follow?
Less than 2 lessons 2 12,5%
2-5 lessons 10 62,5%
More than 5 lesson 4 25%
16 100%
From the table above can be seen that the number of remedial students who do not take course is less than 2 lesson is 12.5%, for 2-5 lessons to vote 62.5% and more than 5 lessons chosen by 25%. It can be concluded that students very more choice remedial 2-5 lessons.
Table 4.4. Type of Course Followed by Students’
Question Choice frequency Percentage
What is your course type?
Private course 22 50%
Public course 22 50%
44 100%
Based on the above question can be seen that students who take the Private course and publish course are 50%-50%. So it can be concluded that both types of private percentage were the same.
Table 4.5. The Reason of Students’ to Take Course
Question Choice Frequency Percentage
What is your reason to take the course?
Not understand yet the lessons at school 14 31,81%
Follow my freinds 20 45,45%
Spare time 10 22,74%
44 100%
Question Choice Frequency Percentage
How many examination remedials that you should follow?
Less than 2 lessons 2 12,5%
2-5 lessons 10 62,5%
More than 5 lesson 4 25%
16 100%
From the table above can be seen that the number of remedial students who do not take course is less than 2 lesson is 12.5%, for 2-5 lessons to vote 62.5% and more than 5 lessons chosen by 25%. It can be concluded that students very more choice remedial 2-5 lessons.
Table 4.4. Type of Course Followed by Students’
Question Choice frequency Percentage
What is your course type?
Private course 22 50%
Public course 22 50%
44 100%
Based on the above question can be seen that students who take the Private course and publish course are 50%-50%. So it can be concluded that both types of private percentage were the same.
Table 4.5. The Reason of Students’ to Take Course
Question Choice Frequency Percentage
What is your reason to take the course?
Not understand yet the lessons at school 14 31,81%
Follow my freinds 20 45,45%
Spare time 10 22,74%
44 100%
Can be seen that there are 44 students from 60 respondents who the course of learning, here is the percentage the reasons students learn to follow the course that is 31.81% vote that they are yet to understand the lessons in school, 45.45% chose that because they follow friends and followers 27.74 % Course due to fill their spare time. So it can be concluded that they followed friends and second, they contend do not understand the material being taught.
Table 4.6. The Quantity of Remedial Students’ Before Take Course
Question Choice Frequency Percentage
What remedial (on average) you should follow before take course? Less than 2 lessons
12 27,27%
2-5 lessons 20 45,46%
More than 5 lessons 12 27,27%
44 100%
Based on the above table it can be seen that 27.27% students chose less than 2 remedial lessons, 27.27% students choose 2-5 remedial lessons and more than 5 lessons students selected by 45.46%. So it can be concluded that the number of remedial students before course many lessons 2-5 they have to follow course.
Table 4.7. The Quantity of Remedial Students’ After Take Course
Question Choice Frequency Percentage
How much should you follow these remedial after taking the course? Less than 2 lessons 16 36,36%
2-5 lessons 20 45,45%
More than 5 lessons 8 18,19%
44 100%
From the table above observations can be seen that the majority of students as much as 2-5 lessons has particularly remedial lessons after following percentage course and the number is 45, 45%.
So, the conclusion of the different between students’ who take course and not is same because from the students not take course have are remedial 2-5 lesson
Table 4.6. The Quantity of Remedial Students’ Before Take Course
Question Choice Frequency Percentage
What remedial (on average) you should follow before take course? Less than 2 lessons
12 27,27%
2-5 lessons 20 45,46%
More than 5 lessons 12 27,27%
44 100%
Based on the above table it can be seen that 27.27% students chose less than 2 remedial lessons, 27.27% students choose 2-5 remedial lessons and more than 5 lessons students selected by 45.46%. So it can be concluded that the number of remedial students before course many lessons 2-5 they have to follow course.
Table 4.7. The Quantity of Remedial Students’ After Take Course
Question Choice Frequency Percentage
How much should you follow these remedial after taking the course? Less than 2 lessons 16 36,36%
2-5 lessons 20 45,45%
More than 5 lessons 8 18,19%
44 100%
From the table above observations can be seen that the majority of students as much as 2-5 lessons has particularly remedial lessons after following percentage course and the number is 45, 45%.
So, the conclusion of the different between students’ who take course and not is same because from the students not take course have are remedial 2-5 lesson
this a very more choice it and the students take course have are remedial 2-5 lesson this a very more after the students’ take choice and before the students’ choice they have are remedial 2-5 lessson.
4.2 The Role of Course on Students’ Learning
Based on the result of questionnaires were distributed, the data abtained as follow:
Table 4.8. The Reason of Students’ After Take Course
Question Choice Frequency Percentage
Are you better after take course? Yes 26 59%
Just so so 18 41%
No 0 0%
44 100%
From the table above it can be seen said that they were not better is studying after taking the course(s). And the students said if they better after take course.
Table 4.9. Opinion Students of Achievement after Take Course
Question Choice frequency Percentage
Do you think the course can improve academic achievement? Yes 22 50%
No 22 50%
44 100%
Based on the tables above 50% of students believe that course can improve achievement and 50% of students choosing that course did not improveachievement.
4.2 The Role of Course on Students’ Learning
Based on the result of questionnaires were distributed, the data abtained as follow:
Table 4.8. The Reason of Students’ After Take Course
Question Choice Frequency Percentage
Are you better after take course? Yes 26 59%
Just so so 18 41%
No 0 0%
44 100%
From the table above it can be seen said that they were not better is studying after taking the course(s). And the students said if they better after take course.
Table 4.9. Opinion Students of Achievement after Take Course
Question Choice frequency Percentage
Do you think the course can improve academic achievement? Yes 22 50%
No 22 50%
44 100%
Based on the tables above 50% of students believe that course can improve achievement and 50% of students choosing that course did not improveachievement.
Table 4.10. The Perception Students’ of Understanding Matter after Take Course
Question Choice Frequency Percentage
Do you understand the material after taking the course? Yes 22 50,01%
Seldom 12 27,27%
No 10 22,72%
44 100%
From the above table it can be seen that students choice yes 50, 01%, 27, 22% choice seldom and very more choice 22, 72% no to understanding of material in course.
Table 4. 11. The Benefit by Taking Course
Question Choice Frequency Percentage
What are the benefits you get fromcourse ?
Understanding with lesson 17 38,36%
There is an increasing achievement 20 45,45%
Adding knowledge and Friends 7 16,19%
44 100%
Based on the table can be seen that 45.45 students chose an increase in achievement, 38.36% students understand the subject matter and the rest choose the benefits of adding knowledge and friends as much as 16.19%. so the concluded that very more students choice There is an increasing achievement.
The relationship between table 4.8, table 4.9, table 4.10, and table 4.11. That very more said if the role for course have a benefit and can understanding materias at school.
Question Choice Frequency Percentage
Do you understand the material after taking the course? Yes 22 50,01%
Seldom 12 27,27%
No 10 22,72%
44 100%
From the above table it can be seen that students choice yes 50, 01%, 27, 22% choice seldom and very more choice 22, 72% no to understanding of material in course.
Table 4. 11. The Benefit by Taking Course
Question Choice Frequency Percentage
What are the benefits you get fromcourse ?
Understanding with lesson 17 38,36%
There is an increasing achievement 20 45,45%
Adding knowledge and Friends 7 16,19%
44 100%
Based on the table can be seen that 45.45 students chose an increase in achievement, 38.36% students understand the subject matter and the rest choose the benefits of adding knowledge and friends as much as 16.19%. so the concluded that very more students choice There is an increasing achievement.
The relationship between table 4.8, table 4.9, table 4.10, and table 4.11. That very more said if the role for course have a benefit and can understanding materias at school.
Table 4.12. Responses Students About to Homework and Assignment
Question Choice frequency Percentage
Are you asking or homework assignment in course?
Yes 24 54,54%
No 20 45,46%
44 100%
From the above data the students chose 54.54% of students asking homework and assignments in course and 45.46% students chose not to ask the task and homework in course.
Table 4.13. The Responses Students of Better or Not from Students of Take Course
Question Choice frequency Percentage
Are you able to follow the entire lessons given course with well?
Yes 28 63,64%
No 16 36,36%
44 100%
Based on the above data can be seen that 63.64% of students follow Bimbel well and 36.36% of students chose not to. That is, if they choose not mean they do not serious in course but they are less understanding with the explanation in course.
It can be concluded that the role of tutoring many of them as a place to do homework and assignment. In addition, an increase of student achievement and understanding in getting materials from students after they take course.
Question Choice frequency Percentage
Are you asking or homework assignment in course?
Yes 24 54,54%
No 20 45,46%
44 100%
From the above data the students chose 54.54% of students asking homework and assignments in course and 45.46% students chose not to ask the task and homework in course.
Table 4.13. The Responses Students of Better or Not from Students of Take Course
Question Choice frequency Percentage
Are you able to follow the entire lessons given course with well?
Yes 28 63,64%
No 16 36,36%
44 100%
Based on the above data can be seen that 63.64% of students follow Bimbel well and 36.36% of students chose not to. That is, if they choose not mean they do not serious in course but they are less understanding with the explanation in course.
It can be concluded that the role of tutoring many of them as a place to do homework and assignment. In addition, an increase of student achievement and understanding in getting materials from students after they take course.
CHAPTER V
CONCLUSION AND SUGGESTION
CONCLUSION AND SUGGESTION
5.1 CONCLUSIONS
1. The different between students’ there are no differences who take course do not take one, because from the result percentage of result can to take conclusion that the achievement between students take course and not take course have a different.
2. The role of course not just a little, course can help students understand the material taught in school and can to do homework and assignment with the teacher in course.
5.2 SUGGESTIONS
From the result of research that has been done, researcher obtained the following suggestion:
1. We recommed that students still have a high learning motivation to achievement.
2. It is expected that students can aplication course their intenden purpose as a place of learning that is additional.
1. The different between students’ there are no differences who take course do not take one, because from the result percentage of result can to take conclusion that the achievement between students take course and not take course have a different.
2. The role of course not just a little, course can help students understand the material taught in school and can to do homework and assignment with the teacher in course.
5.2 SUGGESTIONS
From the result of research that has been done, researcher obtained the following suggestion:
1. We recommed that students still have a high learning motivation to achievement.
2. It is expected that students can aplication course their intenden purpose as a place of learning that is additional.
REFERENCES
Hastuty, Astri. 2008. Pengaruh Motivasi Belajar di Bimbel Terhadap Prestasi Siswa di Sekolah. Palembang: SMA Plus Negeri 17 Palembang.
Sanjaya, Wina. 2009. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana.
Yuwono, Trisno. 2007. Kamus Lengkap Bahasa Indonesia. Arkola: Surabaya.
Wikipedia. 2010. Nature science. Dalam (http://www.google.com). Accessed on November 24, 2010.
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______________. 2010. Pengertian bimbingan belajar. http://www.google.com. Accessed on November 26, 2010.
Sanjaya, Wina. 2009. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana.
Yuwono, Trisno. 2007. Kamus Lengkap Bahasa Indonesia. Arkola: Surabaya.
Wikipedia. 2010. Nature science. Dalam (http://www.google.com). Accessed on November 24, 2010.
______________. 2010. Pengertian Bimbingan. http://www.google.com/. Accessed on November 19, 2010.
______________. 2010. Pengertian Prestasi. Dalam (http://www.google.com). Accessed on November 24, 2010.
______________. 2010. Pengertian bimbingan belajar. http://www.google.com. Accessed on November 26, 2010.
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