THESIS

THE ROLE OF PARALLEL LEARNING MODEL COMBINED WITH COOPERATIVE LEARNING AND DIRECT INSTRUCTION IN BILINGUAL EDUCATION TOWARD STUDENTS SCIENCE PHYSICS ACHIEVEMENTS AT GRADE VIII RSBI SMP NEGERI 1 PINRANG

MUHAMMAD GAZALI

PHYSICS EDUCATION STUDY PROGRAM PHYSICS DEPARTMENT FACULTY OF MATHEMATICS AND SCIENCE MAKASSAR STATE UNIVERSITY 2012

THESIS

THE ROLE OF PARALLEL LEARNING MODEL COMBINED WITH COOPERATIVE LEARNING AND DIRECT INSTRUCTION IN BILINGUAL EDUCATION TOWARD STUDENTS SCIENCE PHYSICS ACHIEVEMENTS AT GRADE VIII RSBI SMP NEGERI 1 PINRANG

Be proposed to the Faculty of Mathematics and Science Makassar State University for complying some of prerequisites in getting academic title of Physics Education Scholar

MUHAMMAD GAZALI 071204173

PHYSICS EDUCATION STUDY PROGRAM PHYSICS DEPARTMENT FACULTY OF MATHEMATICS AND SCIENCE MAKASSAR STATE UNIVERSITY 2012
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LEGALITY OF THESIS This thesis proposed by Muhammad Gazali, with ID is 071204173, which has entitled The Role of Parallel Learning Model Combined with Cooperative Learning and Direct Instruction toward Students Science Physics Achievements at Grade VIII RSBI SMP Negeri 1 Pinrang has been defended in front of examiner committee (SK No.1318/UN.36.5/TU/2012) on Friday, April 20 2012 and has been expressed to be accepted for complying some of prerequisites in getting academic title Sarjana Pendidikan at Physics Education Study Program, Physics Department, Faculty of Mathematics and Science, Makassar State University.

Approved by: Dean of Mathematics and Science Faculty Makassar State University,

Prof. Dr. Hamzah Upu, M. Ed NIP. 19660801 198903 1 001

Examination Committee: 1. Chairman : Dr.rer.nat. H. Muharram, M.Si. (.................................)

2. Secretary

: Dra Hj. Nurhayati, M.Si.

(.................................)

3. Supervisor I

: Prof. Dr. Jasruddin D.M., M.Si.

(.................................)

4. Supervisor II

: Drs. M. Agus Martawijaya, M.Pd. (.................................)

5. Examiner I

: Drs. H. Aslim, M.Si.

(.................................)

6. Examiner II

: Drs. Abd. Haris Bakri, M.Si. ii

(.................................)

DECLARATION OF AUTHENTICITY

I certify that this thesis is my own work and all sources either quoted or referred had been stated correctly. If later my statement was proved not true, then I am willing to accept the sanctions having been established by Faculty of Mathematics and Sciences, State University of Makassar.

Stated by:

Name ID Date

: Muhammad Gazali : 071204173 : 20 April 2012

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APPROVAL FOR PUBLICATION OF ACADEMIC INTEREST As an academic community of Makassar State University, I certify that: Name ID Study Program Department of Faculty of : Muhammad Gazali : 071204173 : Physics Education/ICP : Physics : Mathematics and Science

For the development of science, I agree to provide to the State University of Makassar Non-Exclusive, Royalty-Free Rights for my thesis entitled: The Role of Parallel Learning Model Combined with Cooperative Learning and Direct Instruction toward Students Science Physics Achievements at Grade VIII RSBI SMP Negeri 1 Pinrang Along with existing devices (if needed). With this right, State University of Makassar has authority to store, managing in the form of database, care for and publish my thesis as long as put my name as the author and the owner of copyright, as well as not commercialized. This statement is made truly. Created in On Cognizant of Supervisor I, : Makassar : 20 April 2012

Author,

(Prof. Dr. Jasruddin D.M., M.Si) NIP. 19641222 199103 1 002

(Muhammad Gazali) NIM. 071204173

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MOTTO

If people around me have been getting their success by their own ways, then I have been getting my own way to be success better than having gone before.

Living as a Honorable Man or dying as a Moejahid (Patriot) (Al-Hadits)

This masterpiece is my presentation because of my great interest to my Lord, Allah SWT, His messenger, Rasulullah, and my beloved parents, Drs. Abd. Azis Bandu and Niswah Hasyim, S.Pd.

PREFACE

Praise to Allah subhanahu wataala, the Lord of universe, in which there is no one has the right to be prayed except Himself, cause of His blessing, Taufiq and Hidayah in order that the author is able to complete thesis entitled The Role of Parallel Learning Model Combined with Cooperative Learning and Direct Instruction in Bilingual Education toward Students Science Physics Achievement at Grade VIII RSBI SMP Negeri 1 Pinrang. This writing is proposed for complying some prerequisites in getting Sarjana Pendidikan at Physics Education Study Program, Physics Department, Faculty of Mathematics and Science Makassar State University. Salaam and Shalawat is always sent to Rasulullah Muhammad shallallahu alaihi wasallam having conveyed to the human being the ways in getting Allahs ridho and having warned them of the forbidden ways. Author realize that this thesis will not complete without support by people having been moved their soul by The Creator (Allah) to give support, help, and guidance either directly or indirectly to the author. Therefore, author gives his thanks to everyone having helped and supported the author until the completeness of this thesis. On this moment, especially I give my thanks to my beloved parents, Abd. Azis Bandu and Niswah Hasyim for love, blessing, prayer and every sacrifice for author success, my old brothers: Nursyamsi, Nina, Uchi, Dilla and my young brothers Azwar, Fatma, Saiful Haq, and Khusnul Khatimah for all supports along with going through education in Makassar. Then, author gives his thanks to Mr. Prof. Dr. Jasruddin D.M., M.Si. as 1st Supervisor, Academic Advisor, and his father along with 4 years in guiding him to better direction, and his thanks to Mr. Drs. M. Agus Martawijaya, M.Pd. as 2nd Supervisor having given freely his times in guiding and supporting him in completing this thesis.

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In other side, author gives his thanks to: 1. Mr. Prof. Dr. H. Arismunandar, M.Pd, as Rector of Makassar State University. 2. Mr. Prof. Dr. H. Hamzah Upu, M.Ed, as Dean of Mathematics and Science Faculty Makassar State University. 3. Mrs. Dra. Hj. Nurhayati, M.Si, as Head of Physics Department Mathematics and Science Faculty Makassar State University. 4. Mr. Dr. Muh. Tawil, M.Si, M.Pd, as Secretary of Physics Department Mathematics and Science Faculty Makassar State University. 5. Mr. Drs. Abdul Haris Bakri, M.Si, as Head of Physics Education Study Program, Mathematics and Science Faculty Makassar State University and as 2nd Examiner for his willingness to engage the author in his activities. 6. Mr. Drs. H. Abd. Samad, M.Si, as Head of Physics Laboratory, Mathematics and Science Faculty Makassar State University. 7. Mr. Drs. H. Aslim, M.Si as 1st Examiner on his thesis. 8. Mr. Herman, S.Pd, M.Pd and Mr. A. Momang Yusuf, S.Si having given him guidance at the end of his lecture in Physics Department. 9. All Lecturers of Physics Department Mathematics and Science Faculty Makassar State University, having taught and educated the author from 1st semester to the completeness of his study in this university. 10. Mr. H. Sahabuddin, Mr. Abdul Rajab, Mrs. Sarbiati and Mrs. Sintya as Staff of Administration at Physics Department Mathematics and Science Faculty Makassar State University having helped him in managing some administrations. 11. Mrs. Uni and Ms. Ida as Staff of Administration at International Class Program, Mathematics and Science Faculty Makassar State University. 12. Mr. Drs. H. Mustakim, M.Pd, as Principle of RSBI SMP Negeri 1 Pinrang for his willingness to accept him in order to do his research. 13. Mrs. Hj. Rohani, S.Pd and Mrs. Nurhaedah, S.Pd as Physics Teacher of RSBI SMP Negeri 1 Pinrang for their guidance and help along with his research. vii

14. My best friends, Saaduddin, S.Pd, Muthahharah Hasyim, S.Pd, and St. Busrah, S.Pd for care, spirit, motivation, and idea in finishing this thesis. 15. My friends of sharing in the same struggle Ichsan Ashari Arsyad, A. Lolo Takwa, Almahdi, Syamsul Bahri, A. Rezki Agung, Hardi, Haerul,

Sahrul, Rizal, Arman, Yusran, Rosmaladewi, Nurmadinah, A. Halifah, Nurmelia, Dian Hardianti Hasmar, Nurmiah, Abidah Marfuah, Parni, Mutmainnah, Rahmadani Anwar, Irma, Iin Amelia, Fitri, Nenny, Andun, and Shery for togetherness along with study in Physics Department Mathematics and Science Faculty Makassar State University. 16. My Ulutedong Family (UTF) Gery, Hendra, Ikhlas, Hasma, Irma, Chocod, Wawa, Yuyie, Rara, Dilla, Nining, Pia, Tiwut, and Mute having given him much experience at KKN-PPL Terpadu. 17. The committee, alumni, and sympathizers of SCMM BEM FMIPA UNM having given him more support, help, and prayer to the author. 18. My beloved brother at Forum Studi Islam Raudhatul Ilmi Universitas Negeri Makassar and Masjid Ulil Albab UNM; Syamsuar, Ikhwan, Askar, Musdar, Ilyas, Ridwan, Kak Awie, Kak Runi, Kak Amran, Nasrul, Kandi, Hamsah, Hasan, Irwan, Ardi, Mushaddiq, Muflih, Ferdi, Zainul, and Maulidin having given him much moral support in complying his study. 19. My beloved young brothers of Physics Laboratory; Syek, Arul, Ahdan, Akhyar, Nasrul, Rustan, Ekky, Indri, Tuti, Adit, Rahma, Kahirah, Rahman, Adrian, Kama, Jasdar, Kiky, Sate, Pure, Iccang, Nasrah, Yuli, and Emma, having given him more experience in physics study. 20. My friends of 2007, 2008, 2009 and 2010 forces at Class A, B, C and ICP for all togetherness in finishing lecture by happiness and sadness, and hope everything having been dreamed are going to be achieved. 21. All people have helped him which cannot be told one by one. It will not reduce my thanks for their helping. Makassar, April 2012 Author

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ABSTRACT
Muhammad Gazali. 2012. The Role of Parallel Learning Model Combined with Cooperative Learning and Direct Instruction in Bilingual Education toward Students Science Physics Achievements at Grade VIII RSBI SMP Negeri 1 Pinrang. Thesis. Faculty of Mathematics and Science. Makassar State University (supervised by Jasruddin D.M. and M. Agus Martawijaya) This research is a quasi-experimental research which aimed to: (1) describe the students science physics learning achievements who are taught by parallel learning model combined with cooperative learning and direct instruction in bilingual education, (2) describe the students science physics learning achievements who are taught by conventional bilingual education, and (3) determine whether there are significant differences of the students science physics learning achievements who are taught between parallel learning model combined with cooperative learning and direct instruction in bilingual education and conventional bilingual education. Subjects in this research were students at Grade VIII1 and VIII2 Pilot International Standard School SMP Negeri 1 Pinrang, which attended by 59 students, consisting of two classes, while the objects in this research were the students science physics learning achievements at Grade VIII1 and VIII2 RSBI SMP Negeri 1 Pinrang, School Year of 2010/2011. Research design used in this study was Static Group Comparison or Intact Group Comparison. Research hypothesis was: there is significant differences of the students science physics learning achievements at Grade VIII RSBI SMP Negeri 1 Pinrang who are taught between parallel learning model combined with cooperative learning and direct instruction in bilingual education and conventional bilingual education. Research instruments used was the test results to learn science physics that fulfill the criteria of reliability about 0.7682 valid with as many as 20 points in essay form. The results of descriptive analysis showed that the average score of students science physics learning achievements after been taught by parallel learning model combined with cooperative learning and direct instruction in bilingual education of experiment class was 82.56 with a standard deviation of 6.35, while those on control class was 89.86 with a standard deviation of 1.17. Inferential analysis results showed that the students science physics achievements at Grade VIII RSBI SMP Negeri 1 Pinrang School Year of 2010/2011 who are taught by parallel learning model combined with cooperative learning and direct instruction in bilingual education has significant difference to conventional bilingual education. Keywords: quasi-experiment, parallel learning model, bilingual education, descriptive statistic, inferential analysis.

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CONTENTS FRONT PAGE .................................................................................................... i LEGALITY PAGE.............................................................................................. ii DECLARATION OF AUTHENTICITY ............................................................ iii APPROVAL FOR PUBLICATION OF ACADEMIC INTEREST ................... iv MOTTO .............................................................................................................. v PREFACE ........................................................................................................... vi ABSTRACT ........................................................................................................ x CONTENTS ........................................................................................................ xi LIST OF TABLES AND GRAPHS.................................................................... xii LIST OF APPENDIXES ..................................................................................... xiii CHAPTER I INTRODUCTION A. Background .................................................................................................... 1 B. Research Questions ........................................................................................ 8 C. Research Aims ................................................................................................ 9 D. Research Significances................................................................................... 9 CHAPTER II LITERATURE REVIEW A. Science Learning ............................................................................................ 11 1. Science Physics Learning in SMP. ............................................................. 15 2. Science Physics International Standard School .......................................... 17 3. Bilingual Education .................................................................................... 25 4. Students Achievement. .............................................................................. 27 B. The Principles of Using Parallel Learning Model .......................................... 33 1. Spiritual Principle ....................................................................................... 33 2. Educational Philosophy Principle ............................................................... 38 3. Educational Psychology Principle .............................................................. 40 4. Educational Sociology Principle ................................................................ 43 5. Educational Anthropology Principle .......................................................... 45 6. Law Principle. ............................................................................................. 46 7. Empirical Principle ..................................................................................... 47 C. Learning Model Description........................................................................... 48 1. Learning Model .......................................................................................... 48 2. Learning Approach ..................................................................................... 60 3. Learning Strategy ....................................................................................... 61 4. Instructional Method................................................................................... 63 5. Learning Tactic ........................................................................................... 68 D. Mind Frame .................................................................................................... 68 E. Research Hypothesis ....................................................................................... 70

CHAPTER III RESEARCH METHOD A. Type and Location of Research ...................................................................... 71 B. Population and Sample ................................................................................... 71 C. Variable and Design of Research ................................................................... 73 D. Operasional Definition of Variable ................................................................ 77 E. Research Procedure ........................................................................................ 77 F. Research Instrument........................................................................................ 79 G. Data Analysis Technique ............................................................................... 81 CHAPTER IV RESEARCH RESULT AND DISCUSSION A. Research Result .............................................................................................. 85 B. Discussion ...................................................................................................... 90 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion...................................................................................................... 94 B. Suggestion ...................................................................................................... 95 REFFERENCE ................................................................................................... 96 APPENDIXES .................................................................................................... 100

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LIST OF TABLES AND GRAPHS

Table 2.1 Formulation of RSBI ...17 Table 2.2 Cooperative Learning Syntax...59 Table 2.2 Direct Instruction Syntax ....60 Table 3.1 Criteria of Item Reliability Level ....80 Tabel 3.2 Interpretation of Learning Achievement Categories...53 Tabel 4.1 Statistics of Physics Learning Achievements in Experiment Class...56 Tabel 4.2 Statistics of Physics Learning Achievements in Control Class .....57 Tabel 4.3 The Result of Normality Test of Experiment and Control Classes..89 Tabel 4.4 The Result of Homogeneity Test of Experiment and Control Classes..89 Grafik 4.1 Percentage of Science Physics Learning Achievements in Experiment and Control Classes.....87

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LIST OF APPENDIXES

Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7 Appendix 8 Appendix 9

Instrument Plan before Validating ...................................... 69 Test Instrument after Validating ......................................... 76 Item Analysis Reliability..................................................... 83 Students Achievement Score ............................................. 85 Descriptive Analysis ........................................................... 88 Inferential Analysis ............................................................. 92 Lesson Plan ......................................................................... 95 Assessment Rubric .............................................................. 147 Students Book

Appendix 10 Scientific English Dictionary Appendix 11 Administrations Appendix 12 Curriculum Vitae

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