THE DEVELOPMENT OF INQUIRY TRAINING STUDENTS’

WORKSHEET BY USING ANDROID

ON ACID BASE TOPIC

By :
Name : Enny Fadilah Lubis
Reg.Number 4153332009
Bilingual Chemistry Education Study Program

A THESIS

Submitted to Fulfill Requirement for Getting Degree of

Sarjana Pendidikan

CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2019
i
 ii

BIOGRAPHY

Enny Fadilah Lubis was born in Dumai, April 21st 1997. Father‟s name is Samsul
Bahri,S.P and Mother‟s name is Nur Khoiriah Hasibuan. The author is second out
of 6 childrens. Enny has one brother named Putra Tama Lubis and 4 young
brother named Mhd Rizky Lubis, Ahmad Yazid Lubis, Deny Riswandi Lubis and
Mhd Ardiansyah Lubis. She started the elementary education in SDN O74 Duri-
Riau and graduated in 2006 then she continued to MTsS Darul Mursyid and finish
her study well in 2009. In 2012, she continued her study in SMAN 1 Matauli
Pandan then graduated in 2015. She started her campus life in 2015 as a Bilingual
Chemistry Education Study Program student in State University of Medan.
During her campus life, she often participate as a committee in chemistry event
such as olympiad and scientific papers. Beside that, the author was also active as a
lecture assistant for general chemistry, organic chemistry and analytical chemistry
experiment since she was in her fifth semester. At sixth semester, Enny and her
group attend the World Young Inventors Exhibition (WYIE) 2018 which held on
May 10th - 12nd 2018 at Kuala Lumpur Convention Center, Malaysia and won a
silver medal with innovation named Durin Landa‟s Leave Cleaner.
 iii

THE DEVELOPMENT OF INQUIRY TRAINING STUDENTS’

WORKSHEET BY USING ANDROID
ON ACID BASE TOPIC

Enny Fadilah Lubis ( Reg.Number : 4153332009 )

ABSTRACT
The objectives of this research are to know the properness of android
based student worksheet as practical and economical learning which has been
compiled, know the student learning achievement by using android based student
worksheet and know the student learning motivation by using android based
student worksheet. This research was conducted at SMA Negeri 14 Medan in
March-April 2019. The method of this research is Research and Development (R
and D) with the ADDIE development model. The properness of android based
student worksheet on Acid-Base material has a Very Good (VG) quality category
in media validation with average total is 3.82 (96%) and 3.84 (96%) in material
validation. Data of pretest and posttest was declared normal and homogeneous.
Based on the result of hypothesis testing that the value of tcount > ttable (12.14 >
1.994) so H0 is rejected and Ha is accepted, thus mean student learning
achievement by using an android based student worksheet is higher than using a
student worksheet that already exists in school. Researcher sees the learning
motivation of student by gives a questionnaire and the results are learning
motivation of student in experiment class categorized as very good while in
control class categorized as good.

Keywords : Student Worksheet, Android, Acid base

 iv

ACKNOWLEDMENT

All praise to the Almighty God, Allah SWT who has been giving us
mercies and blessing so that i can finish this thesis well. Sholawat and salam may
praise to our beloved prophet as the last messenger of Allah SWT, Muhammad
SAW who has guided us from the darkness to the lightness.
The title of this thesis is “The Development of Inquiry Training Students‟
Worksheet by Using Android on Acid Base Topic”. This thesis is one of the
requirement for degree of Sarjana Pendidikan in Educational Department of
Chemistry, Faculty of Mathematics and Natural Science, State University of
Medan.
In this opportunity, i would like to express my greatest thanks to :
 My beloved parents (My father Samsul Bahri,S.P and my mother Nur
Khoiriah Hasibuan) for their love, prayer, support, sacrifice and always ask
for the progress of my thesis so they inspire me to finish my thesis well ( i
love you mom i love you dad). They are so special and the best parents ever,
you are the best, role model and inspiration for me mom dad. My love is also
dedicated to my beloved siblings (Brother Putra Tama Lubis, Young brother
Mhd Rizky Lubis, Young brother Ahmad Yazid Lubis, Young brother Deny
Riswandi Lubis and uri magnae/youngest in family Mhd Ardiansyah Lubis)
who always giving love, support, and money (hehehe). I hope we can be a
better person in future guys so we can make our parents proud. I love you
guys so much.
 Dr. Zainuddin Muchtar, M. Si as thesis supervisor who has spent his valuable
time to giving guidance comments and advices during my thesis completion.
Thank you so much sir.
 Prof. Dr. Retno Dwi Suyanti.M.Si., Dr. Ayi Darmana,M.Si and Nora
Susanti,S.Si.,M.Sc.,Apt as thesis examiner and reviewer counselor for their
advices, suggestion, guidance and constructive comments in the process of
thesis completion.
 v

 Dr. Iis Siti Jahro,M.Si as my Academic Supervisor who always guided me

during lecture process. Thank you so much Ma‟am
 Prof. Dr. Retno Dwi Suyanti.M.Si and Dr. techn Marini Damanik,S.Si,M.Si
as the expert lecturer for validation of my media and material. Thank you
ma‟am for the nice suggestion.
 I would like to express gratitude to Dr. Martina Restuati, M,Si as the Dean of
FMIPA Unimed, Dr. Iis Siti Jahro,M.Si and Nora Susanti,S.Si.,M.Sc.,Apt as
the Coordinator and Secretary of Bilingual Program in FMIPA Unimed, Dr.
Ayi Darmana,M.Si as Head of Chemistry Department and along with Mr,
Mrs Staff and Lecturers in Educational Chemistry Department especially in
Bilingual Study Program of FMIPA Unimed who have helped me.
 The author also said thanks to Sofyan,S.Pd as Headmaster of SMAN 14
Medan for giving permission to do research in SMAN 14 Medan. The
author‟s gratitude also to all of students who have rendered their time as a
sample of research.
 Special thanks to my partner in crime aka bestfriend forever aka duo cabe,
sisi cute (Lusi Samosir) and Lala mutz (Ellya Fransisca) for always love, help
and support me during my campus life. Thank you for receive my bad
personality and unlimited time in our togetherness, laugh and experience.
Fighting for get the rich husband, 15 million of salary a month and our
vacation abroad. You guys know how much i love you right ? Saranghaee
 Thanks to my bestie Lena (Nina Yusliana), really miss you so much lenn.
You know that i love you so much right ? Eventhough our communication
was so rare lately but its because we have our own bussiness that we have to
do, but thats not mean i don‟t miss you len. Success for your medical school, i
hope we can continue this friendship until jannah. I love you bestie
 Yosi Aulia as my partner in doing thesis and lately become my hangout
friend wkwk who always remind me to finish my thesis. Thank you for your
fighting spirit and kindness ocii, well i‟m so sorry for always made you wait
wkwk (its because you are too on-time beibb). I love you ocii
 vi

 Thanks to my sister from another mother Nisrina aka Anis Malakian for
always giving advice and support me. Gomawo eonni for always be there.
Saranghaee
 Thank to you my beloved bestfriend Amel-Chan (Amalia Sari Dalimunthe)
who always accompany and stand by me. I hope that you can get everything
you always wished for. Lets be bestfriend forever mell. I love youu
 Thanks to Habib ( bestie who i was very comfort with ) for always listening
my very not important chit-chat and for always be my bestfriend ( btw we‟re
so close one/two years ago wkwk), i hope we can continue this friendship
forever bib. See you on top bestie
 Thank to my very fussy oppa Jecky Bukit for being annoyed sometimes but
so cute at the same times wkwk, hope that we can continue this friendship
forever oppa, see you on top oppa
 Greatest thank you for all of my classmate CESP 15 ( Somebody has been
named above, Debby aka Lili, Deminar aka Dede, Dwi aka wiwik, Elisabet,
Eli, Esi, Indri aka Riri, Tian oppa, Riska and Santun aka Sasa) the most
cooperative, crazy and comfortable class ever. Thank you for all the time
we‟ve spent together.Lets continue this friendship forever guys. See you on
top
 Thanks to my PPL partners in Berastagi (Citra, Rusyda and Yosi) for having
a great time with me during our PPL moments. My gratitude also for
berastagi team ( Indah, Lolita, Hanum, Lavenia, Edith, Vina, Miranda, Yesika
(my other half), Mika, Nadya, Firda, Sarah and There ) , we were just a
strangers then we become bestfriend. I wish we could stay in touch even after
all this hectic day end. See you on top girls
 And thanks for all people, whose name didn‟t mentioned who always support
me. I love you all
Medan, June 2019

Enny Fadilah Lubis

Reg Number.4153332009
 vii

LIST OF CONTENT
Approval Sheet i
Biography ii
Abstract iii
Acknowledgment iv
List of Content vii
List of Table x
List of Figure xi
List of Appendix xii
Chapter I Introduction 1
1.1 Background 1
1.2 Problem Identification 3
1.3 Problem Limitation 3
1.4 Problem Formulation 4
1.5 Reasearch Objective 4
1.6 Research Benefit 4
1.7 Operational Definition 5
Chapter II Literature Study 6
2.1 Principle of Teaching 6
2.2 Teaching Materials 6
2.2.1 Understanding of Teaching Materials 6
2.2.2 Purpose of Teaching Material 7
2.2.3 Different Forms of Teaching Materials 7
2.2.4 Student Worksheet as Teaching Materials 8
2.3 Student Worksheet 8
2.3.1 Understanding of Student Worksheet 8
2.3.2 The Objectives of Student Worksheet 8
2.3.3 Benefits of Student Worksheet 9
2.3.4 Advantages and Disadvantages of Student Worksheet 9
2.3.5 Preparation Steps of Student Worksheet 9
2.3.6 Inquiry Training Learning Media 10
 viii

2.4 Research Development 12

2.5 Android 12
2.5.1 Understanding and Development of Android 12
2.5.2 Android Architecture 13
2.5.3 Chronology of Android and Feature Progress 14
2.5.4 Effectiveness Using Android System to
Support Teaching and Learning 16
2.6 Acid Base Material 17
2.7 Relevant Research 24
2.8 Conceptual Framework 26
2.9 Research Hypothesis 27
Chapter III Research Methodology 28
3.1 Time and Location of Research 28
3.2 Population and Sample of Research 28
3.3 Design and Research Variables 28
3.3.1 Research Design 28
3.3.1.1 Design of Android-Based Student
Worksheet Development 29
3.3.1.2 Research Procedure 30
3.3.2 Research Variable 35
3.4 Research Instrument & Analysis Technique 35
3.4.1 Expert Validation Assessment Instrument 35
3.4.2 Instrument for Student Learning Motivation 36
3.4.3 Data Analysis Technique for Expert Validation 37
3.4.4 Instrument Test Item 38
3.4.4.1 Validity Test 38
3.4.4.2 Reliability Test 39
3.4.4.3 Difficulty Level 40
3.4.4.4 Difference Power 41
3.4.4.5 Distructor 42
3.4.4.6 Normality Test 42
 ix

3.4.4.7 Homogeneity Test 43

3.4.4.8 Hypothesis Testing 43
Chapter IV Result and Discussion 45
4.1 Android based Student Worksheet 45
4.2 Analysis of Android based Student Worksheet Properness 45
4.3 Analysis of Instrument Test 46
4.3.1 Validity Test 46
4.3.2 Reliability Test 47
4.3.3 Difficulty Test 47
4.3.4 Diffrence Power 47
4.3.5 Distructor 47
4.4 Analysis of Student Achievement for Pretest 48
4.4.1.Normality Test for Pretest 49
4.4.2 Homogeneity Test for Pretest 49
4.5 Analysis of Student Achievement for Posttest 50
4.5.1 Normality Test for Posttest 51
4.5.2 Homogeneity Test for Posttest 51
4.6 Hypothesis Test 52
4.7 Analysis of Student Learning Motivation 52
4.8 Discussion 52
Chapter V Conclusion and Suggestion 56
5.1 Conclusion 56
5.2 Suggestion 56
References 57
 x

LIST OF TABLE
Table 2.1 Different types of Indicators 24
Table 3.1 Research Design Matrix 29
Table 3.2 Grid of Learning Media Assessment Instruments
for Media Experts 36
Table 3.3 Grid of Learning Media Assessment Instruments
for Material Experts 36
Table 3.4 Grid of Instruments for Student Learning Motivation 37
Table 3.5 Assessment Classification of Student
Motivation Questionnaire 38
Table 4.1 Assessment of Android based Student Worksheet by
Lecturers and Teachers in Media Validation 45
Table 4.2 Assessment of Android based Student Worksheet by
Lecturers and Teachers in Material Validation 46
Table 4.3 Instrument Analysis Recapitulation 48
Table 4.4 Students Pretest Score 49
Table 4.5 Normality Test for Pretest 49
Table 4.6 Homogeneity Test for Pretest 50
Table 4.7 Students Posttest Score 50
Table 4.8 Normality Test for Posttest 51
Table 4.9 Homogeneity Test for Posttest 51
Table 4.10 Hypothesis Testing Data 52
 xi

LIST OF FIGURE
Figure 2.1 Acid Base in Daily Life 18
Figure 2.2 Lewis Acid-Base 20
Figure 3.1 Students‟ Worksheet Development Method with
ADDIE Approach 32
Figure 3.2 Scheme of Research Steps 34
 xii

LIST OF APPENDIX
Appendix 1 Syllabus 60
Appendix 2 Lesson Plan 64
Appendix 3 Android based Student Worksheet
Properness Instruments 82
Appendix 4 Result of Validator Assessment 86
Appendix 5 Lattice of Instrument Test Before Validation 89
Appendix 6 Instrument Test Before Validation 97
Appendix 7 Answer Key Before Validation 105
Appendix 8 Instrument Test After Validation 106
Appendix 9 Answer Key After Validation 112
Appendix 10 Instrument Test Validity 113
Appendix 11 Calculation of Instrument Test Validity 114
Appendix 12 Instrument Test Reliability 117
Appendix 13 Calculation of Instrument Test Reliability 118
Appendix 14 Difficulty Level of Instrument Test 119
Appendix 15 Calculation of Instrument Test Difficulty Level 120
Appendix 16 Table of Instrument Test Difference Power 122
Appendix 17 Calculation of Instrument Test Difference Power 123
Appendix 18 Table of Distructor 125
Appendix 19 Instrument Analysis Recapitulation 127
Appendix 20 Tabulation of Students Learning
Achievement Data 128
Appendix 21 Normality Test for Students Learning
Achievement Data 131
Appendix 22 Homogeneity Test for Students Learning
Achievement Data 135
Appendix 23 N-Gain 138
Appendix 24 Hypothesis Test for Students Learning
Achievement Data 140
Appendix 25 Students Learning Motivation Questionnaire 141
 xiii

Appendix 26 Result of Students Learning Motivation

Questionnaire 143
Appendix 27 Android based Student Worksheet 147
Appendix 28 Table of r-Product Value 150
Appendix 29 Table of Chi Square (X2) Distribution 151
Appendix 30 Table of t-Distribution Value ( t table) 152
Appendix 31 Table of F Distribution 153
Appendix 32 Documentation 154
 CHAPTER I
INTRODUCTION
1.1 Background
According to (Muchtar, 2004) chemistry is one of the natural sciences that
plays an important role and a significant influence on the development and
technological progress. But on the other side chemistry also can be categorized
into a science that is full of abstract concepts, this abstraction makes students
difficult in enjoying and understand the chemistry lesson further. One of
chemistry topic that requires a long time understanding to study is an acid-base
topic. The acid-base material is a chemical material that requires a long time
understanding to study, sufficiently large subject matter so it needs a media that
can be used by learners to learn independently to facilitate the learning process
considering the learning time in school is less than outside school. Above
statement was supported by many researchers that research acid base such as
“LKS Asam Basa Berbasis Pendekatan Ilmiah dalam Meningkatkan KPS Ditinjau
dari Jenis Kelamin” by Novita Sari Fasihah in 2017 and “Pengembangan LKPD
Praktikum Berbasis Lingkungan Pada Materi Asam Basa Dikelas XI SMAN 1
Sabang” by Sardaini Nawarda in 2017. To make students easier in the
understanding acid-base matter, a teacher should find an appropriate media.
The use of learning media is one way to support the achievement of
learning purposes. The use of appropriate media and variations in the learning
process can increase the motivation to learn and can reduce the passivity of
students. Learning media should be packaged interesting so that students can
linger learn a learning material. Learning media are often used in schools such as
powerpoint, video learning, text modules. But the learning media cannot be used
at any time by students. Less varied media is distributed not solely teacher error,
but because of less optimize technological developments. It requires a good
understanding to succeed in chemistry not by memorizing. The student worksheet
in the learning process is one of the efforts to create more qualified learning.
However, from various kinds of student worksheet that are often used and
provided by the school for the learning process is print media or powerpoint

1
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which is not interesting at all. To support the study of chemistry that contains
abstract concepts, it can be utilized an ICT based learning media (Bunce, 2009).
The Internet is now a part of life global society, not only limited to adults
but also children, generally, they now use the internet. This is all not free from
easy offered via the internet, anything can be found and learned by everyone
anytime and anywhere according to respective needs. (Husni, 2016). According to
statistical data, the survey in 2014 almost half the world community used the
internet and Indonesia is ranked 13th the largest internet user with 42,258,824
numbers the user. (Kompas, 2014). Based on the results of a survey conducted by
Europe Union Kids Online and published by the European Commission‟s Safer
Internet Program shows that the highest activity carried out by children and these
teenagers are:
• Homework (92%)
• Playing game (83%)
• Watch the video (75%)
• Social networking (71%) (Council Europe, 2014)
The Internet has also become a major reference for accessing news and
information that is massive in various sectors of life. Even pens and paper for
students has turned into Facebook, Twitter, Line, What's Up, Instagram,
YouTube, Google, Wikipedia, and others. Internet users are most teenagers are
still at the age of junior and senior high school that so ambitious in seeking
information and accessing information through the internet (Kominfo, 2015).
Development of Student Worksheet is required to be able to overcome the
problems in the learning process, one form of the development of Student
Worksheet is the use of information and communication technology in the field of
education. The form of the utilization of information and communication
technology is mobile learning (m-learning). One part of electronic learning (e-
learning). M-leaning is a media of learning by using mobile devices such as
mobile phones, PDAs, laptops, and tablet PC (Astra, 2012: 175-176). In this
study, the researcher tries to make an android based student worksheet.
 3

The Students‟ Worksheet based on android was developed by inquiry

training learning media because inquiry training is an effort to help students to
develop critical thinking skills, problem-solving abilities and in general to develop
intellectual skills. The student worksheet contains material and exercise questions
that learners can use as self-learning media. The material contained in this
Worksheet developed is compiled from various leaning sources, to provide
students with a wider insight into the material. Insight held by learners is what
affects the liveliness in the learning process.
Based on the above background, the researcher tries to develop Student
Worksheet by using an android application on acid-base material to facilitate
students to study independently and learning activities, especially in SMA N 14
Medan. Then the researcher is interested in conducting research entitled
“The Development of Inquiry Training Students’ Worksheet by Using
Android on Acid Base Topic ”
1.2 Problem Identification
Based on the background explained above, the problem identification in this
research includes
1. Students‟ Worksheet used in the chemistry learning process is still limited to
print media (book).
2. Students‟ Worksheet should develop under technological developments and
can be used by learners as a self-learning media that is practical,
economical, and not bound by time and space.
3. Many learners who own and use mobile devices in the form of android
phones, but not yet used optimally to expedite the learning process.
4. Students are required to understand the acid-base learning topic.
1.3 Problem Limitation
The problems studied in this study are limited to:
1. Students‟ Worksheet was developed by using ionic framework application
2. Android-based student worksheet only contain material, exercise questions
and discussion about an acid-base matter related to curriculum 2013
 4

1.4 Problem Formulation

Based on the above description, can be formulated by research problems as
follows:
1. How is the properness of android based student worksheet?
2. Can android base student worksheet increase student learning achievement?
3. How are students learning motivation with android based student
worksheet?
1.5 Research Objectives
Based on the above problem formulation, the research objectives are as follows:
1. To know the properness of android based student worksheet as practical and
economical learning which has been compiled.
2. To know the effect of android based student worksheet can increase student
learning achievement
3. To know the students learning motivation with android based student
worksheet
1.6 Research Benefit
The results of this study are expected to have benefits for teachers and high school
students in general and researchers in particular. In general, the benefits derived
from this research are:
1. For Educators (High School Teachers)
a. The existence of this research adds chemical learning media in the form
of Students‟ Worksheet on Acid-Base material that can be used by the
teacher as a self-learning tool to facilitate the learning process.
2. For High School Students
a. Increase the interest of students in studying Acid-Bases.
b. Improving the comprehension of learners that can improve the learning
achievement of students.
 5

3. For Researchers
This research is useful for researchers because it can improve the insight
and knowledge in training skills as an educator and can improve the skills of
researchers in making learning media in the form of Students‟ Worksheet
for the learning process.
1.7 Operational Definition
1. Research development is an attempt to develop effective educational
products in the form of learning materials, media, strategies, or other
materials in learning to be used in schools not to test the theory (Gufron, et
al, 2007: 5)
2. Student Worksheet is a student manual used to conduct an investigation or
problem-solving activities (Trianto, 2009)
3. Android is an operating system for Linux-based mobile devices that
includes operating systems, middleware and applications (Nazruddin, 2012:
1).
4. Inquiry Training Learning Model is an effort to help students to develop
cognitive skills, problem-solving abilities and in general to develop
intellectual skills (Joyce et al, 2011: 215)
5. Properness of teaching material is a proper teaching material about the acid-
base that arranged systematically, operational and accompanied by
guidelines for using it. The properness was measured by the media and
material validation sheet.
6. Learning achievement is a student‟s cognitive skill in an acid-base topic, the
learning achievement is measured through pretest (before learning) and
posttest (after learning).
7. Student Motivation is an encouragement of students to study.
8. Acid-base is a subject matter of XI grade science in even semester. The
acid-base is used to determine the pH of a solution which is categorized as
acid, base or neutral.
 CHAPTER II
LITERATURE STUDY
2.1 Principle of Teaching
According to Ekayani (2017) teaching is a complex, multifaceted activity,
often requiring us as instructors to juggle multiple tasks and goals simultaneously
and flexibly. The following small but powerful set of principles can make
teaching both more effective and more efficient, by helping us create the
conditions that support student learning and minimize the need for revising
materials, content, and policies. While implementing these principles requires a
commitment in time and effort, it often saves time and energy later on.

1. Effective teaching involves acquiring relevant knowledge about students

and using that knowledge to inform our course design and classroom
teaching.
2. Effective teaching involves aligning the three major components of
instruction: learning objectives, assessments, and instructional activities.
3. Effective teaching involves articulating explicit expectations regarding
learning objectives and policies.
4. Effective teaching involves prioritizing the knowledge and skills we
choose to focus on.
5. Effective teaching involves recognizing and overcoming our expert blind
spots.
6. Effective teaching involves adopting appropriate teaching roles to support
our learning goals.
7. Effective teaching involves progressively refining our courses based on
reflection and feedback

2.2 Teaching Materials

2.2.1 Understanding of Teaching Materials
Prastowo (2010) suggests teaching materials are all materials arranged in a
systematic manner that displays the complete figure of the basic competencies

6
 7

that will be mastered learners and used in the learning process with the purpose of
planning and review of learning implementation.
Hamdani (2011) suggests some understanding of teaching materials that are
as follows:
a. Teaching materials are all forms of materials used by teachers in carrying
out teaching and learning activities in the classroom. The material in
question is a written material or unwritten material.
b. Teaching materials are information, tools and/or text needed by teachers
for planning and reviewing the implementation of learning.
c. Teaching materials are a set of materials that are arranged systematically,
both written and unwritten to create an environment or atmosphere that
allows students to learn.
2.2.2 Purpose of Teaching Material
Prastowo (2010) suggests the purpose of making teaching materials there are
four namely:
1. Helping learners in learning something
2. Provide various types of teaching materials options to prevent the
emergence of boredom in learners
3. Facilitate learners in carrying out learning
4. To make learning activities more interesting
2.2.3 Different Forms of Teaching Materials
Hamdani (2011) suggests the forms of teaching materials can be grouped
into:
1. Instructional materials in print form, eg Student Worksheet, Hand Out,
modules, brochures, leaflets, flowchart, and others.
2. Audio teaching materials, such as cassettes, radio, audio CDs.
3. Visual-shaped teaching materials, such as photos, pictures,
models/mockups.
4. Audiovisual-shaped teaching materials such as movies/videos and VCD.
5. Multimedia, eg Interactive CD, computer-based learning, internet.
 8

2.2.4 Student Worksheet as Teaching Materials

One effort that can be done by teachers to reduce student learning saturation
is by developing teaching materials into various forms. One of the easiest forms of
teaching materials created by teachers is the Student Worksheet.
2.3 Student Worksheet
2.3.1 Understanding of Student Worksheet
According to Trianto (2009), Student Worksheet is a student manual used to
conduct the investigation or problem-solving activities. Student Worksheet can be
a guide to cognitive aspect development exercises as well as guidelines for the
development of all aspects of learning in the form of experimental or
demonstration guides.
According to Winarty (2015), Student Worksheet component consists of:
1. Preface
2. Table of Contents
3. Introduction (contains an analysis/list of learning objectives and
achievement indicators based on GBPP analysis results).
4. Chapter I contains a summary of material/emphasis material from the
various subjects.
5. Worksheets: contains various problems or assignments that will be
done by students.
6. Chapter 2 contains a summary of material/material emphasis from the
subject.
7. Worksheets, etc.
8. References
2.3.2 The Objectives of Student Worksheet
The objectives of the Student Worksheet include: (1) Providing knowledge
and attitudes and skills that students need to have, (2) Checking the level of
students' understanding of the material that has been presented, (3) Developing
and applying the lesson material that is difficult to learn. The principles include:
(1) Not evaluated as the basis of the report card, but only given the reinforcement
for the successful completion of their tasks and given guidance for students who
 9

have difficulty, (2) Contains problems, (3) As a learning tool, (4) understanding,
development and implementation, (5) All problems have been answered correctly
after completion of learning (Trianto, 2009).
2.3.3 Benefits of Student Worksheet
The benefits of Student Worksheet include:
1. Enabling students in the learning process.
2. Assist students in developing concepts.
3. Train students to find and develop the teaching and learning process.
4. Assist teachers in developing lessons.
5. As a guideline for teachers and students in implementing the learning
process.
6. Help students get a record of the material learned through learning
activities.
7. Help students to add information about the concepts learned through
learning activities in a systematic way.
2.3.4 Advantages and Disadvantages of Student Worksheet
The advantages of Student Worksheet include: (1) students are more
actively learning; (2) stimulate student creativity; (3) provide opportunities for
students to learn according to their abilities; (4) teachers can act as mentors, not
just as teachers; (5) cultivate student curiosity; (6) create healthy competition
among students; and (7) lighten the burden of teachers (Amalia, 2011).
2.3.5 Preparation Steps of Student Worksheet
The steps of Student Worksheet preparation are as follows:
1. Conducting curriculum analysis, competency standards, basic
competencies, indicators, and learning materials, as well as time allocation.
2. Analyze the syllabus and select the learning activity alternatives that best
match the results of Standard Competence, Basic Competence, and
indicator analysis.
3. Analyze the lesson plan and determine the steps of learning activities
(Opening, Core: exploration, elaboration, confirmation, and Closing).
4. Develop Student Worksheet by exploration activities in Lesson Plan.
 10

2.3.6 Inquiry Training Learning Media

The inquiry training model is used for giving training of inquiry to the student.
By using this model in the classroom, inquiry skills can be developed. The
development of inquiry skills needs individuals attention. This model was
developed by J.R. Suchman. The inquiry may be carried out at the individual level
or a group of the level.

This type of training gives learners the practice of thinking and speaking.

All knowledge is tentative. A scientist puts a theory or principle and after

some time, it may be pushed aside by a new one. We are always curious and eager
to learn new things. In this model, there is more emphasis on self-learning. The
student learns better when they participate in any inquiry. New strategies can be
taught directly and added to pupils existing once. Ther is no one answer. We can
always be more sophisticated in our explanations and most problems hence
several possible explanations.

The inquiry training model has the following goals.

1. To enhance the thinking ability of the student.

2. To enable them to form conclusions based on facts.
3. To enable them to have fluency in their thinking and speaking.
4. More specialty to impart training of inquiry skills.

Syntax
Syntax means the description of the model in action. The inquiry training model
has five phases.

Phase 1: Encounter with the problem

In this phase, the teacher presents a puzzling situation before the students and
explains the inquiry procedures. It aims to create new knowledge. The initial
inquiry is based on simple ideas.
 11

Phase II: Data collection and verification

The students here try to collect detailed information about the problem. They try
to seek clarifications about the doubts concerning the problem. The teacher
virtually prepares the ground for the success of the model. The teacher should
have an encouraging attitude. During verification, they can ask a question
regarding the object, even property, etc.
Phase III: Data gathering for experimentation
This is a stage when the student starts putting questions and the teacher is reacting
to their questions by saying yes or no as the case may be. This questioning by the
student is continued until they can reach the stage where mystery could be solved.
Phase IV: Formulating an explanation
In this phase, the teacher will invite the pupils to explain things. Through
explanation, rules may be formulated. The deviation is also checked so that efforts
are applied in the right direction and no energy goes waste.
Phase V: Analysis of the inquiry process
In this phase, the students analyze and reflect on the methods they adopted for
inquiry. This helps in finding out a suitable solution to the various issues involved
i.e the main problem, the right strategy for it, etc.
Inquiry Training learning model is an effort to help students to develop
critical thinking skills, problem-solving abilities and in general to develop
intellectual skills. This objective is achieved through a five-step learning model
Inquiry Training (Joyce et al, 2011: 215), namely: confronts the problem (present
situation to the contrary, describes the research procedures), formulate hypotheses
(asking questions that already contains answers), the collection of experimental
data, organize, formulate and formulate an explanation, and to analyze the
research process of Inquiry Training course on General Chemistry combined with
the use of strategies Just In Time Teaching (JITT) to streamline the learning time
in the classroom using intermediate media information and communication
technology. JITT strategy helps to identify strengths, weaknesses and learning
styles of students before the learning directly in the classroom (Gavrin, et al,
2004: 51; Gavrin, 2006: 17).
 12

2.4 Research Development

Research development is research directed to produce products, designs,
and processes. Research development focuses its study on the field of design or
design, in the form of design and design of teaching materials and products such
as media and learning processes in the world of education, especially learning.
Research development is often known as Research and Development (R & D) or
with the term research-based development. Research development is a relatively
new type of research in education (Setyosari, 2012: 214-215.
According to Setyosari (2012: 221 223), several models often used in
development research include:
a. Conceptual model
The conceptual model is an analytical model that explains the components
of the product to be developed and relationships between its components.
This model shows the relationship between concepts and does not show
the sequence gradually. The order can start from anywhere.
b. Procedural model
A procedural model is a descriptive model that describes the flow or procedural
steps that must be followed to produce a particular product. The procedural
models are commonly found in instructional design models such as Dick & Carey,
Borg& Gall models, and ADDIE (Analysis, Design, Development,
Implementation, Evaluation) models.
2.5 Android
2.5.1 Understanding and Development of Android
Android is a mobile operating system based on a modified version of Linux
(Andi, 2013: 2). The android operating system was first developed by the
company Android Inc, which in the end the company name is used as the project
name of the mobile operating system. Android is a new generation of mobile
platforms, platforms that provide developers to do the development as expected
(Nazruddin, 2012: 5).
According to Nazrudidin (2012: 6), the developer has several options when
creating applications based on android. Most developers use Eclipse freely
 13

available to design and develop android apps. Eclipse is the most popular IDE for
Android developers, as it has android plug-ins available to facilitate android
developers. Besides, Eclipse also gets direct support from Google to become an
android application developer IDE, creating an android project where the source
software directly from its official Google site.
1) Android applications can be developed on the following operating
systems:
2) Windows XP Vista / Seven,
3) Mac OS X (Mac OS X 10.4.8 or later),
4) Linux.

2.5.2 Android Architecture

According to Nazruddin (2012: 6-9), in general, android architecture can be
described and described as follows:
1) Applications and Widgets
Applications and Widgets are the layers in which the developer deals with the
application only, where developers usually download the app and then install and
run it.
2) Applications Frameworks
Applications Frameworks is a layer where application developers develop
applications that will run on android operating systems, because at this layer
applications can be designed and created, such as content providers in the form of
short message and phone calls.
3) Libraries
Libraries are the layers where android features are located usually, the
application developers access them to run their applications.
4) Android Run Time
Android Run Time is a layer that makes android apps can run, wherein the
process using Linux implementations.
 14

2.5.3 Chronology of Android and Feature Progress

According to Supardi (2012: 8-12), the development of the android version and
its features are dramatically very fast, so some manufacturers produce new but
have an old android version. Chronological development of android version and
its features as follows:
1. November 5, 2007- Android version of Beta released. This version of
Android is not used commercially on certain devices.
2. November 23, 2008 - Android version 1.0. This version of Android is used
for the first mobile phone HTC G1 which has features like Gmail Google
Talk, Instant Messaging, Media Player and others.
3. March 9, 2009- Android version 1.1. This version of Android comes with an
aesthetic update feature in the app, alarm clock, voice search, messaging
replaced with Gmail, and email notifications.
4. September 15, 2009- Android version 1.6 (Donut) released based on Linux
Kernel 2.6.29. This version of Android has a better search process than ever
before, the use of indicator batteries and VPN applet controls. Another feature
is the gallery that allows users to select deleted photos, cameras, camcorders
and galleries, CDMA / EVDO, VPN, Gestures, Text-to-speech engine, dial
contact capability, text to change speech technology (not available all
phones), and the use of VWGA.
5. December 3, 2009 - Android version 2.0 / 2.1 (Eclair). Changes in android
phones made on android 2.0 / 2.1 version include: hardware optimization,
improved Google Maps 3.1.2, UI changes with new browser and HTML5
support, new contact list, flash support for 3.2 MP camera, digital zoom, and
Bluetooth 2.1.
6. May 20, 2010 - Android version 2.2 (Froyo: Frozen Yoghurt). General
changes to previous versions include Adobe Flash 10.1 support, performance
speed and applications two to five times faster, V8 JavaScript engine
integration used by Google Chrome that accelerates browser rendering
capabilities, installation of applications in SD Card, WiFi Hotspot portable
capability, and auto-update capabilities in the Android Market app.
 15

7. December 6, 2010 - Android version 2.3 (Gingerbread). Changes that occur

on this version of android versions of previous versions include: improving
the ability of the game (gaming), improvement of copy and paste function,
the interface is reset (User Interface). Support for VP8 and WebM video
formats, new audio effects (reverb, equalization, headphone virtualization,
and bass boost), Near field communications (NFC) capabilities support, and
multiple camera support.
8. February 22, 2011- Android version 3.0 / 3.1 (Honeycomb). This version of
Android is specifically designed for tablets, which supports larger screen
sizes. User Interface on Honeycomb is also different because it has been
designed for tablets. Honeycomb also supports multiprocessors and also
hardware acceleration for graphics.
9. October 19, 2011- Android version 4.0 (ICS: Ice Cream Sandwich). This
version of Android brings Honeycomb features to smartphones and adds new
features including unlocking facial recognition, network monitoring data and
integrated social network contact usage, photography enhancements, offline
email search and information sharing using NFC.
10. September 3, 2013- Android version 4.4 (Kitkat). Android version is
released on October 3, 2013. Features available on this version of android
include: update interface with the status bar and transparent navigation on the
front screen, performance optimization on devices with lower specifications,
print framework, NFC Host Card Emulation as a smart card emulator,
Chromium-based web views, expanded functionality for notification listening
services, storage access frameworks to retrieve content and documents from
other sources, a new framework for user interface transition.
 16

2.5.4 Effectiveness Using Android System to Support Teaching and Learning

The results of Ghavifekr (2015) research indicate that Android System

integration has great effectiveness for both teachers and students. Findings
indicate that teachers' well-equipped preparation with Android System tools and
facilities is one of the main factors in the success of technology-based teaching
and learning. It was also found that professional development training programs
for teachers also played a key role in enhancing students' quality learning. For
future studies, there is a need for consideration of other aspects of Android
System integration especially from a management point of view regarding
strategic planning and policymaking.
 17

2.6 Acid-Base Material

Acid-base material was arranged in the concept map to facilitate the
students so they know the things that will be discussed in acid-base material as
follows :

ACID BASE

acid base theory based on

Arrhenius Brønsted-
Lewis Theory
Theory Lowry Theory
consist of

Acid Base
Solution Solution

Strong Strong
Weak Acid Weak Base
Acid Base

have have

have
have Ka Kb

Acid Base
Strength Strength

pH

Acid Base
Indicator Indicator
 18

Acid and base are two very common chemical compounds that are found
all around us. For example, vinegar, citric acid, and the acid in the stomach
classified as acid, while whiting and relatively alkaline caustic soda. Acids and
bases have different properties. At first, acids and bases are distinguished by taste,
in which the sour taste of acid-base while bitter and slippery as soap.Asam and
bases can be differentiated using certain substances called indicators.

Figure 2.1 Acid-Base in Daily Life

Source: XI grade Chemistry Book, Erlangga

Arrhenius acid-base theory

This theory was first put forward in 1884 by Svante Arrhenius. According to
the Arrhenius definition of acids and bases, namely:

 Acid is a compound which, when dissolved in water releasing H+ ions.

 Bases are compounds which, when dissolved in water releasing OH- ions.

Brønsted-Lowry acid-base theory

In 1923, Johannes N. Brønsted and Thomas M. Lowry separately proposed a

definition of acids and bases wider. The proposed concept is based on the fact that
the acid-base reaction involves the transfer of protons (H+ ions) from one
substance to another substance. This proton transfer process always involves acid
 19

as a giver/proton donors and bases as a receiver/proton acceptor. Thus, according

to the definition of Brønsted-Lowry acid-base,

 An acid is a proton donor.

 A base is a proton acceptor.

If viewed with the Brønsted-Lowry theory, the ionization reaction HCl when
dissolved in water, HCl acts as an acid and H2O as a base.

HCl (aq) + H2O (l) → Cl (aq) + H3O+ (aq)

HCl transformed into ions Cl after giving a proton (H+) to H2O. H2O accepts a
proton by using a pair of free electrons in an atom O to bind H+ to form
hydronium ions (H3O+).

While the ionization reaction of NH3 when dissolved in water, NH3 H2O acts as a
base and as an acid.

NH3 (aq) + H2O (l)⇌ NH4+ (aq) + OH- (aq)

NH3 accepts a proton (H+) from H2O by using a pair of free electrons in the N
atoms to bind H + to form ammonium (NH4+). H2O transformed into OH- ions
after giving a proton (H+) to NH3.

Excess by Brønsted-Lowry definition than the definition by Arrhenius was able to

explain the reaction of acid-base reactions in the gas phase, solid, liquid, a
solution with a solvent other than water, or a heterogeneous mixture. For example,
the reaction between NH3 gas (base) and HCl gas (acid) form of smoke NH4Cl.

NH3 (g) + HCl (g) → NH4Cl (s)

Some substances can act as an acid, but also as a base in another reaction, for
example, H2O, HCO3, and H2PO4-. Such substances are called amphoteric. An
amphoteric substance (eg H2O) will act as an acid when reacted with a more
alkaline substance thereof (eg NH3) and act as a base when reacted with a more
acidic substance (eg, HCl).
 20

Lewis Acid-base theory

In 1923, GN Lewis acid-base theory suggests a broader than the two previous
theories by emphasizing the electron pair concerning the structure and bonding.
According to the Lewis acid-base definition,

 Acids are electron-pair acceptors.

 Bases are the electron-pair donor.

Based on the definition of Lewis acid that acts as a specific recipient electron pair
not only H+. Compounds that have orbitals empty the valence shell as BF3 can
also serve as an acid. For example, the reaction between BF3 and NH3 is an acid-
base reaction, in which BF3 as the Lewis acid and NH3 as a Lewis base. NH3 gives
an electron pair to BF3 to form a coordinate covalent bond between the two.

Figure 2.2 Lewis Acid-Base

Source: XI grade Chemistry Book, Erlangga

The balance of ions in the solution of acids and bases

Kw = [H+] [OH-]

Water ionization constant value remains at a constant temperature. The water

ionization reaction is an endothermic reaction so that when the temperature rises,
the value Kw will be even greater. At a temperature of 250C, the value of Kw is 10-
14
. Water ionization reaction following equation,
H2O (l) H+ (aq) + OH- (aq),
shows that [H+] = [OH-]
Kw = [H +] [OH-]
Kw = [H +] [H +]
Kw = [H +] 2, so [H +] = [OH-] = √10-14 = 10-7
 21

The influence of acids and bases of the Equilibrium Water

a. Strong acids

Strong acids are acids that are considered perfect ionized in the solution. In
general, if there is water in strong acid with a concentration of mol/liter, the
concentration of H+ ions in the acid can be calculated by:

[H+] = (n x a) mol / L, with:

a = acid molarity
n = number of H+ ions generated from the acid ionization.

b. Strong bases

A strong base is a base that is considered perfect ionized in the solution. In

general, if there is a strong base in the water (L(OH)n) with a concentration of b
mol/liter, the concentration of H+ ions in the acid can be calculated by:

[OH-] = (n x b) mol / L, with:

b = base molarity
n = number of OH- ions resulting from ionization bases

c. Weak acid

According to Arrhenius, the weak acid is the acid in the solution is only
slightly ionized or have a small degree of ionization. Ionization reaction to the
weak acid is an ionization equilibrium reaction, for example, to acids HA:
HA (aq) H+ (Aq) + A- (aq)
The ionization constants of weak acids denoted Ka:
 22

Therefore [H+] = [A-], then:

By: Ka = acid ionization constants

[HA] = concentration of acid

Ka value describes the strength of the acid. The greater the value of Ka
means more H+ ions generated. Relations degree of dissociation and acid
concentration is defined as:

d. Weak Base

As well as weak acids, weak bases ionize only slightly to obtain the equation:
BOH (aq) B+ (aq) + OH- (aq)
The formula for calculating the concentration of OH- ions:

and the degree of ionization can be determined by the formula:

The degree of acidity (pH)

In the years 1868 - 1939 a scientist from Denmark, Soren Sorensen Lautiz
proposed "Draft pH".pH is a negative function of the logarithm of the
concentration of H+ ions, can be formulated as:
pH = - log [H+]
In the same way, the concentration of OH- ion can be formulated as:
 23

pOH = - log [OH]

In the equilibrium constant of water, balance is: Kw = [H+] [OH-]
So by using the concept of -log = p, then:
-log Kw = -log ([H+] [OH])
-log Kw = -log[H+] + (-log [OH])
So, pKw = pH + pOH
At a temperature of 25oC value Kw = 10-14 then obtained,
pH + pOH = 14
Acid-Base Indicators and pH value
Acid-base indicators are substances that show certain characteristics of
different traits in a solution of acid or base that can be used as a benchmark to
determine the acid-base properties of a substance. The usual difference is the color
of the indicator shown in acidic or alkaline solutions. One of the acid-base
indicators is most often used in the laboratory is a litmus paper. Litmus paper
there are two colors: red and blue litmus. If the red and blue litmus dipped into an
acid solution, then the red litmus does not change color (still red) while the blue
litmus will turn red. Meanwhile, if the red and blue litmus we dip into an alkaline
solution, which will change color is a litmus red to blue, while the blue litmus
fixed.

In addition to litmus paper, we can also use other indicators, for example from
natural materials such as flower hibiscus, bougainvillea flowers, roses, saffron,
purple cabbage, beet, and others. These natural ingredients also will show
different colors when added to acidic and alkaline.
 24

Here are some indicators to stretch the pH and color change

Table 2.1 Different Types of Indicators
The color change (the lowest
Indicator Range of pH
pH - high pH)
Green Methyl 0.2 - 1.8 Yellow - Blue
Green thymol 1.2 - 2.8 Yellow - Blue
Methyl Orange 3.2 - 4.4 Red Yellow
Red Methyl 4.0 - 5.8 Colorless - Red

Purple Methyl 4.8 - 5.4 Purple - Green

Bromocresol Purple 5.2 - 6.8 Yellow - Purple
Blue Bromthymol 6.0 - 7.6 Yellow - Blue
litmus 4.7 - 8.3 Blue red
Red Cresol 7.0 - 8.8 Yellow - Red
Blue thymol 8.0 - 9.6 Yellow - Blue

phenolphthalein 8.2 to 10 Colorless - Purple

2.7 Relevant Research

1. Research is done by Sardaini Nawarda in 2017 with the title "Pengembangan
LKPD Praktikum Berbasis Lingkungan Pada Materi Asam Basa Dikelas XI
SMAN 1 Sabang". The researchers conclude that experiment student
worksheets based on the environment can be used in SMAN 1 Sabang.
2. Research is done by Novita Sari Fasihah in 2017 with the title "LKS Asam
Basa Berbasis Pendekatan Ilmiah dalam Meningkatkan KPS Ditinjau dari
Jenis Kelamin". Based on the results of the research and the discussion
concluded that there is no interaction between learning using student
worksheet based scientific approach to types sex toward students scientific
skill on acid-base material, scientific skill students with learning using student
worksheet the basis of the scientific approach is higher compared to learning
who use conventional student worksheet For acid-base material, with learning
 25

using student worksheet based the scientific approach is higher compare with
learning using conventional student worksheet on acid-base material, and
scientific skill male students with learning use pension based student
worksheet scientific approach is higher than compared with female students
with learning to use student worksheet is based on a scientific approach acid-
base material.
3. Research is done by Dr. Zulyadaini, M.Pd in 2017 with the title "A
Development of Students‟ Worksheet Based on Contextual Teaching and
Learning”. Conclusion of this research is the quality of the students' worksheet
based on the practicality aspects of field trials showed that the students'
worksheet has practical value with the percentage of 88.6% in the category of
"Really Practical" for using it as a teaching and learning tool in the classroom.
4. Research is done by Yerimadesi et al in 2018 with the title "Validity and
Practicality of Acid-Base Module Based on Guided Discovery Learning for
Senior High School”. Based on the results of research and data analysis, it was
concluded that the acid-base module based on guided discovery learning
developed was valid and practical for high school chemistry teaching. Module
developed had very high validity categories (k = 0.86) according to expert
judgment, practicality was very high according to the teacher (k = 0.85) and
high according to the student (k = 0.76). Therefore, this module can be
recommended to use in real learning in senior high school after this module
tested to test the effectiveness. It is recommended that the continued study is
aimed to test the effectiveness and disseminate the developed module.
5. Research is done by Dwi Nanto, Anisa Nurul „Aini, and Diah Mulhayatiah in
2017 with the title "Android Worksheet Application Based on Discovery
Learning on Students‟ Achievement for Vocational High School: Mechanical
Behavior of Materials Topics”. The conclusion of this research is they
successfully built a good Android worksheet application based on the
discovery learning method on the mechanical behavior of materials topics for
vocational high school. Without IQ categorized the result shows that there is
an effect of Android worksheet application on student's achievement based on
 26

cognitive aspects of Revised Bloom's Taxonomy. However, in the IQ group

point of view, there were not any effects of the Android worksheet application
on student's achievement in the average IQ group. It means the abstract topic
of Mechanical Behavior of Materials on vocational high school does not affect
lower-achieving groups. Therefore, the Android worksheet application based
on the discovery learning method helps the middle IQ group and higher IQ
group to understand the abstract topic. Their work result would be useful for
parents, teachers, and regulators that Android worksheet application may
effectively use for the education process. Their work result also would be
useful as a reference for any lecturers and researchers for developing and
innovating Android application for supporting the education process.
2.8 Conceptual Framework
Chemistry is a science gained and developed based on experiments that
seek answers to the question of what, why and how natural phenomena related to
the composition, structure and properties, transformation, dynamics and energy of
matter. Therefore, the subjects of chemistry have considerable coverage and
complex and also learned subject matter also require more understanding, such as
acid-base material.
People can understand something from reading activities that are not only
done once but can be done repeatedly. This activity for some people including
boring activities, especially for learners. Reading activities are increasingly
unattractive when learners should read books, references or other print media in a
thick time. Of course, it causes uncomfortable learners, so they cannot understand
the material being read, especially the Acid-Base material. Therefore, we need a
media that can be used by learners to conduct reading activities according to their
needs without any time limit to use this media, which is moveable, making it more
practical and interest compared to other media. Along with the rampant use of
mobile phones, especially mobile android in the learning process by learners, then
developed a chemical learning media with a more attractive appearance that is
moveable, can be used anywhere, and practical in the form of the android based
student worksheet. This Student Worksheet can facilitate high school class XI
 27

students to study the Acid-Base material not only when they are in school only
(related to limited hours defined by the school), but can be used anytime and were
also according to his needs. The Android-based student worksheet is developed
based on certain criteria and contains materials and exercises about Acid-Base.
Android-based student worksheet developed in the form of application
file.apk format that can be operated using an android phone, which was made by
the ionic framework. Application has been validated by media experts, material
experts, and two high school chemistry teachers. The application will be given to
the high school student to determine the properness of the product.
2.9 Research Hypothesis
The hypothesis in this study is :
H0 = Learning achievement of students who are taught by using android based
student worksheet is not higher than the increase in the learning achievement of
students who are taught by using Student Worksheets that already exist on an
acid-base.
Ha = Learning achievement of students who are taught using android based
student worksheet is higher than the learning achievement of students who are
taught by using existing Student Worksheets on an acid base.
And the statistic of the hypothesis is :
H0 = µ1 ≤ µ2
Ha = µ1 > µ2
 CHAPTER III
RESEARCH METHODOLOGY
3.1 Time and Location of Research
This research conducted at SMA Negeri 14 Medan which is located at
Pelajar Street Gg. Darmo, Binjai, Medan Denai, Medan City. The research time is
done in March-April 2018/2019 academic year.
3.2 Population and Sample of Research
The populations in this study are all students of class XI Science in SMA
Negeri 14 Medan academic year 2018/2019 consisting of 7 science classes and
each class consists of 30-36 students.
The sample in this study was taken by purposive sampling technique. The
sample is two classes of XI Science in SMA Negeri 14 Medan.
3.3. Design and Research Variables
3.3.1. Research design
The type of research used in this study is the research and development
method (Research and Development). Research and development methods is a
research method used to produce certain products, and test the effectiveness of
products (Sugiyono 2014). These products are not always in the form of objects or
hardware, such as books, modules, learning aids in the classroom or in the
laboratory, but can also be software, such as computer programs for processing
data, learning in class, library or laboratory , or models of education, learning,
training, guidance, evaluation, management systems, etc. (Dikti, 2008).
In conducting this study, it involved two different treatments between the
experimental class and the control class. The experimental class uses an Android-
based student worksheet and the control class uses existing worksheets. So the
research design used was a quasi-experiment.
Student learning achievement from the application of treatment to learning
is obtained by giving tests to students, which consist of the initial test (pre-test)
and the final test (post-test). The research design used is in the following table:

28
 29

Table 3.1 Research Design Matrix

Class Pre test Treatment Post test
Experiment T1 X1 T1 ’
Control T2 X2 T2 ’

Explanation :
X1 = Learning by using android based student worksheets
X2 = Learning by using existing student worksheets
T1 = Result of pre test in the experimental class
T2 = Result of pre test in the control class
T1‟ = Result of post test in the experimental class
T2‟ = Result of post test in the control class
3.3.1.1. Design of Android-Based Student Worksheet Development
The procedure of ADDIE media development model is the development
model which consists of five stages, namely Analysis, Design, Development,
Implementation, and Evaluating. But in this study only reached the
implementation stage.
The method of developing Android-based learning media using the
ADDIE approach model can be described as follows:
1. Analysis Phase
Based on the existing problems, the researchers analyzed interviews,
observation, and literature studies. This is done to find out the
characteristics of students needs who will be targeted by the Android-
based Students‟ worksheet. So that the results of the analysis are expected
to increase the usefulness of products.
2. Design Phase
a. Media Design Making
Media Design Making is an overview of the overall learning media that
will be loaded in the application.
 30

b. Setting Material
At this stage, the basis for selecting Chemistry subjects is specifically the
Acid-Base. Chemistry is chosen because it is following the competence of
the author. Acid Base material in this application will contain the Acid
Base theories, indicators of Acid Base, and calculate the pH of acid and
base solution.
c. Reviewing Subjects following the Curriculum
Basic competency describes the Acid-Base concept and its strength,
following the current 2013 curriculum of the XI IPA class chemistry
syllabus.
d. Preparation of Questions and Answers
The questions and discussion of answers that will be contained in the
Android-based Student Worksheet are Acid Base material. preparation of
material, questions, and discussion in this android-based Student
Worksheet are compiled from various references.
e. Collection of background, font, button image.
Collection of backgrounds, fonts, images, and buttons is by downloading
from various sources then made in the image format. Png (portable
network graphics).
3. Development Phase
a. Making Product of Worksheets Students Based on Android
Media products in the form of an android-based Student Worksheet are
under Ionic Framework.
b. Material Validation and Media Expert
The validation process is carried out by media experts and material
experts. Expert validation is carried out by 2 media expert validators and 2
material expert validators who are experienced chemistry lecturers to
assess, identify weaknesses and strengths and propose improvements in
the software. The results are in the form of suggestions, comments, and
input which can be used as a basis for conducting analysis and revision of
the developed worksheets and as a basis for testing products for students.
 31

c. Validation of Chemistry Learning Practitioners

The validation process is carried out by chemistry learning practitioners.
The results are like suggestions, comments, and inputs that can be used as
a basis for conducting analysis and revision of the media developed and as
a basis for testing products on students.
4. Implementation Phase
At this stage, the product will be tested to 30-40 students from the high
school / MA level. At this stage, questionnaires were also distributed to
measure and find out the opinions of students on Android-based
worksheets for learning buffer solutions. If needed, revisions will be made
based on input and suggestions from students. However, in this revision
input and suggestions from the previous validator will be considered so as
not to conflict with previous improvements. More clearly, the method for
developing Student Worksheets based on Android in Acid Base. The study
can be seen in Figure 3.1
 32

STEP 1
Need Analysis

Interview, observation and literature study

STEP 2
Design

Media Material Question and Collect of

Designing Answer Key Background, Font and
Election
Arrangement Button

Initial Product

STEP 3
Validation

Media Expert Matter Expert Teacher

Revision I

Students‟ Worksheet based on Android of Revision I

STEP 4 Implementation
Reviewer

Data
Suggestion Qualitative and
Quantitative Data

Final Product: Students‟ Worksheet

based on Android in Acid Base
Topic

Figure 3.1. Students‟ Worksheet Development Method with ADDIE Approach

Source: Journal of Subiyanto, 2018
 33

3.3.1.2. Research procedure

Research on the development of students‟ worksheet based on Android in
Acid Base was carried out as follows:
1. Preparation stage, consisting of:
a. Field studies in the form of observations and interviews with teachers and
one student about the learning media used.
b. Data collection by analyzing concepts, core competencies and student
worksheets commonly used in the learning process.
c. Product design by designing an Android-based student worksheet and
preparing assessment instruments in the form of questionnaires.
d. Media validation by evaluating android-based student worksheets that are
assessed by expert validators.
e. Media revision, the results of the assessment at the design validation stage
will be a reference for media improvement.
2. The research phase consists of:
a. Determine the population and sample for research, where the population in
this study were all students in Class XI High School in the 2018/2019
school year. Then the sampling was done randomly to determine two
groups of classes from several parallel classes that exist. The first class is
used as the experimental class using android based student worksheet
while the second class is used as the control class using existing
worksheets.
b. Conduct pre-test in both classes to measure learning achievement before
being given treatment.
c. Students are given different teaching, the experimental class is developed
using a students‟ worksheet based on android while the control class is
taught using existing worksheets, and during the learning process, the
observer evaluates the students‟ cognitive and psychomotor.
d. After the learning process or giving treatment in both classes was
completed, a post test was carried out in both classes to measure learning
achievement in class.
 34

e. Data analysis, score data/pre-test and post-test scores for each student were
tabulated, then calculated the difference in learning achievement obtained
in both classes.
f. Conduct test requirements for statistical analysis especially tests of data
normality and homogeneity.
g. Calculate the average (Mean) change (increase/decrease) of learning
achievement obtained by each class.
h. Compare changes/increases or decreases in the value obtained by both
classes.
i. Draw research conclusions.
Scheme of research stages can be seen in Figure 3.2
Population

Sample

Pre test

Experiment Class Control Class

Learning activity by using Android Learning activity using Student

based Student Worksheet. Worksheets that already exist.

Post test

Analiysis Data

Conclusion
Figure 3.2 Scheme of Research Steps
 35

3.3.2. Research Variable

The variables in this study consisted of 3 (three) variables, including:
1. Independent Variables
The independent variable in this study is teaching using an Android based
Student Worksheet on Acid Base.
2. Dependent Variables
The dependent variable in this study is the motivation and learning
achievement of students on Acid Base.
3. Control Variables
The control variables in this study were the material taught in the
experimental class and the control class was the same, the student
worksheets used in the two classes were different, the pretest and post-test
questions in the two classes were the same, and the teachers who taught in
both classes were the same.
3.4. Research Instrument & Analysis Technique
3.4.1. Expert Validation Assessment Instrument
The research instruments used were questionnaires or questionnaires.
Questionnaires or questionnaires are instruments that are data collection
techniques carried out by giving respondents a written set of questions to answer
(Sugiyono, 2011).
The assessment questionnaire is used to determine the quality of the Android-
based worksheets developed. The questionnaire instrument in this study was used
to obtain data from media experts, material experts, learning practitioners
(teachers), and students as material for evaluating worksheets developed.
The questionnaire used uses a Likert scale with 4 alternative answers. To
obtain quantitative data, each alternative answer is given a score, that is, strongly
agree = 4, agree = 3, disagree = 2, and strongly disagree = 1.
The questionnaire grid for media experts, material experts, and learning
practitioners (teachers) can be seen in the following table:
 36

Table 3.2 Grid of Learning Media Assessment Instruments for Media Experts
Nb Indicator Numbers
of Item
1 Language Aspect 4
2 Software Engineering Aspect 7
3 Visual Display Aspect 9
Total 20
Source: BSNP (2014) with modification

Table 3.3 Grid of Learning Media Assessment Instruments for Material Experts
Nb Indicator Numbers
of Item
1 Content Properness 7
2 Presentation Component 5
3 Language Aspect 4
Total 16
Source: BSNP (2014) with modification

3.4.2. The instrument for Student Learning Motivation

In this instrument, the researcher uses a Likert scale with 4 alternative
answers. To obtain quantitative data, each alternative answer is given a score, that
is, Strongly Agree = 4, Agree = 3, Disagree = 2, and Strongly Disagree = 1.
 37

Table 3.4 Grid of Instruments for Student Learning Motivation

Aspect Indicator Number of
Items
Motivation 1. There is a desire to succeed 3
Intrinsic
2. There are an encouragement and 3
need for learning

3. There are hopes and aspirations for 3

the future

Motivation 1. There is an appreciation in learning 4

Extrinsic
2. There are interesting activities in 4
learning

3. The existence of a conducive 3

learning environment that allows
students to learn well

Total 20

3.4.3. Data Analysis Technique

The analysis technique for the results of the learning motivation

questionnaire using a Likert scale. The main principle of the Likert scale is to
determine the location of one's position in a continuum of attitudes towards the
object of attitude, from strongly negative to strongly positive. Determining the
location is done by quantifying someone's statement on the statement provided.
The casting of answer choices on the Likert scale is guided by the following
rules:
1. Negative score statements are the opposite of positive statements.
2. The highest number of ideal scores = number of statements x number of
choices.
3. Final score = (number of scores obtained: lowest score) x number of
interval classes.
 38

4. The number of interval classes = scale of supply results. This means that if
the assessment uses a scale of 4, the assessment results are classified into 4
interval classes.
5. Determination of interval distance (Ji) is obtained by the formula:

Ji = (t – r) / JK

Where: t = the highest ideal score on the scale

r = ideal lowest score in the scale
Jk = Number of interval classes

Based on these provisions, the classification of the results of the student

motivation questionnaire assessment is as follows:

1. Score for answer choices Strongly Agree = 4; Agree = 3; Disagree = 2;

Strongly Disagree = 1.
2. Interactive distance (Ji) = (4-1) / 4 = 0.75

The classification of assessment results is as follows:

Table 3.5 Assessment Classification of Student Motivation Questionnaire
Final Score Interval Categories
3.25 < FS ≤ 4.0 Very Good
2.5 < FS ≤ 3.25 Good
1.75 < FS ≤ 2.5 Bad
1.00 < FS ≤ 1.75 Very Bad
(Widoyoko, 2014)

3.4.4. Instrument Test Item

3.4.4.1. Validity Test
A test item is said to be valid that the test item has parallels with the total
score. Test the validity of an item is a statistical test used to determine how valid a
question item measures the variable under study. With Biserial Point correlation
 39

techniques, namely bivariate correlational analysis techniques. This correlation

can also be used to determine the validity of the question, namely the score of
each item is correlated with the total score. The Biserial Point Correlation Index is
represented by rpbi (Khuswatun, 2013). With the formula as follows:

Explanation:
= biserial point correlation index number

Mp = mean score of the subject who answered correctly

Mt = mean total score
SDt = total standard deviation
p = proportion of subjects who correctly answered the item
q = 1-p or the proportion of subjects who answer incorrectly
(Sudarnoto, 2016)
To interpret the significance value of the questioned validity, the value is
consulted with the critical value of the product-moment with α = 0.05. If rcount>
rtabel then the question is declared valid. To interpret the number of validity, use
the following references:
0.00 – 0.20: Very low validity
0.21 - 0.40: Low validity
0.41 - 0.60: Moderate validity
0.61 - 0.80: High validity
0.81 - 1.00: Very high validity
3.4.4.2. Reliability Test
Test reliability of the test is used to see how far the measuring device is
reliable and can be trusted so that the instrument can be accounted for in revealing
research data. Reliability is one way to obtain good and appropriate research
instruments.
For the calculation of reliability can be determined by looking at the
research instruments used. Because the test used as a research instrument is a
 40

question that the multiple-choice formula used is the formula K– R.20 in Silitonga
(2011) as follows:

= x

And, =

q =1-p
Explanation:
r11: reliability coefficient test
K: number of test items
S2: Score of variance
p: Proportion of subjects who answered correctly on an item (score 1)
q: Proportion of a subject who answers incorrectly on an item
N: Number of students
Each proportion is calculated by the formula:
p=

q=

To interpret the reliability value of the question, then the value is correlated
to the product-moment value table with = 0.05 if rcount> rtable then the question is
reliable. As for the reliability criteria for a test are as follows:
< 0.20 : Very low
0.20 - 0.40 : low
0.41 - 0.70 : medium
0.71 - 0.90 : high
0.91 - 1.00 : Very high
3.4.4.3 Difficulty level
Numbers that show the characteristics (difficult to easy) of a problem are
called index of difficulties. This difficulty index shows the level of difficulty of
the question. To determine the level of difficulty of the question, use the
following formula:
 41

P=

Where:
P = item difficulty index
B = Total of students answer the item correctly
T = Number of all student test-takers.
The greater the value of P, the easier the item, conversely the smaller the P,
the more difficult the item is. A test item is said to qualify if the value ranges from
0.20 - 0.80. If P < 0.20 means the test item is too difficult, and if P > 0.80 means
the test item is too easy (Widoyoko, 2016).
3.4.4.4 Difference Power
According to Silitonga (11) a number that shows the magnitude of the
difference in an item, called the Difference Index (Discrimination Index) is
symbolized by "D", where the value of D ranges from -1 to +1. An item is said to
fulfill the requirements of D ranges from +0.20 to +1.0.
To determine the different power of each question the formula is used:

D= -

Where :
JA: Number of top group test participants
JB: Number of lower group test participants
BA: The number of groups above who answered correctly
BB: The number of groups below who answered correctly.

Test distinguishing classifications:

D = 0 - 0.20 (poor)
D = 0.21 - 0.40 (enough)
D = 0.41 - 0.70 (good)
D = 0.70 - 1.00 (excellent)
 42

3.4.4.5. Distructor
Distructors or deceit are all alternative answers outside the answer key, a
distructor is said to function well if the distructor has a large attraction for
participants who lack mastery in the test material. Distructors that are not chosen
at all mean they don't work. From the results of the distructor analysis, three
decisions can be taken, namely accepted, rejected and revised. An item meets the
requirements in terms of effectiveness if:
1. At least 5% of the test takers are selected
2. Group voters for < lower group voters
3. No more 5% blank participants (no answer)
The effectiveness of the distractor is determined by the formula :
X= x 100%

Where :
JPA = number of top group voters
JPB = number of lower group voters
JA = number of upper group students
JB = Number of lower group students
3.4.4.6 Normality test
This normality test is carried out to find out whether the data used is
normally distributed or not, for example, it uses Chi-square (X2) normality test
data (Silitonga, 2011). The steps that must be taken are:
a. Determine the number of interval classes was for the Chi test the square of
the number of intervals is set 6, according to 6 fields of the standard normal
curve.
b. Specifies the interval class interval (PK), using the formula:

PK =

c. Calculate the Chi-squared value X2 using the following formula:

=∑
 43

Where :
fo = frequency / number of observational data
fh = frequency / amount of data expected (percentage of area)
multiplied by the amount of data)
X2 = Chi-squared value
d. Test criteria with α = 0.05
e. If Chi-square < Chi-squared table then the data is normally distributed.

3.4.4.7 Homogeneity Test

Homogeneity tests are conducted to determine whether the analyzed data
is homogeneous or not. The formula used for the homogeneity test is:
=

If, Fcount < Ftable then Ho is accepted (homogeneous data).

3.4.4.8 Hypothesis Testing
According to Sudjana (2005) increase percent in learning achievement can be
calculated by the formula g factor ( gain normalized score). The formula used is :

With criteria :
g < 0.3 = Low
0.3 ≤ g ≤ 0,7 = Medium
g > 0.7 = High
The hypothesis is tested by the right-party t-test with the formula cited from
(Silitonga, 2011) as follows:
(X1  X 2 )
tcount =
2 2
s1
s 2

n1 n2

2 n1  1S12  n2  1S 2 2

and, S =
n1  n2  2
 44

Description:
tcount = Calculated t value
X1 = Average of Normalized Gain Score in the Experimental Class
X2 = Average of Normalized Gain Score in the Control Class
n1 = Number of Experimental Samples
n2 = Number of Control Samples
S12 = Variance in the Experimental Class
S22 = Variance in the Control Class
How to test with criteria If tcount > ttable then H0 is rejected, and if tcount < ttable then
H0 is accepted, with degrees of freedom (dk) = (n1 + n2) - 2 and α = 0.05.
 CHAPTER 1V
RESULT AND DISCUSSION
4.1 Android-based Student Worksheet
Android-based student worksheet that has been developed has the
characteristic below:
a. Name of File: CHEMISTER
b. Type of File: apk
c. Size of File: 4.5MB
The student worksheet contains five chemistry topics such as electrolyte
and non-electrolyte solution, acid-base, redox reaction, salt hydrolysis and buffer
solution that collected from various sources. It is equipped with a short
explanation about the topic, examples of the question, exercise question and
author‟s profile but it has not completely arranged by standard worksheet
exercise. For complete data can be seen in Appendix 27.
4.2 Analysis of Android-based Student Worksheet Properness
Android-based student worksheet was validated by 2 chemistry lecturer
from the State University of Medan and 2 chemistry teacher of SMAN 14 Medan.
Android-based student worksheet was assessed by two categories are media and
material. The average of android based student worksheet in media validation
from 4 validators is 3.82 and material validation is 3.84 (Appendix 4). Average of
android based student worksheet assessment can be seen at the table below :
Table 4.1 Assessment of Android-based Student Worksheet by Lecturers and
Teachers in Media Validation
Indicator Validator Assessment Criteria
Lecturers Teachers Average
Language Aspect 3.62 3.87 3.75 Very Good
Software Engineering Aspect 3.78 3.85 3.82 Very Good
Visual Display Aspect 3.83 3.88 3.86 Very Good
Total Average 3.77 3.87 3.82 Very Good

45
 46

Table 4.2 Assessment of Android-based Student Worksheet by Lecturers and

Teachers in Material Validation
Indicator Validator Assessment Criteria
Lecturers Teachers Average
Content Properness 3.71 3.85 3.78 Very Good
Presentation Component 3.8 3.8 3.8 Very Good
Language Aspect 4 4 4 Very Good
Total Average 3.83 3.88 3.84 Very Good

4.3 Analysis of Instrument Test

To get the learning achievement of the student, the instrument test was
validated by the lecturer and student validation first. To do the validation
researcher prepare 35 test item with five alternatives of answer A, B, C, D and E.
Before being used, first the test instrument was validated by Chemistry Lecturers
in Unimed FMIPA (Appendix 8). After the test instrument was declared valid,
then the instrument test was tested on students of class XII Science 2 in SMAN 14
Medan as many as 32 respondents. The objectives were to determine the
reliability, level of difficulty, power difference and destructor of each item about
the test instrument.
The following results from the testing of validity, reliability, level of difficulty,
power difference, and destructor of each item about the test instrument are as
follows:
4.3.1 Validity Test
The validity test was carried out to students of class XII Science 2 in
SMAN 14 Medan as many as 32 respondents as the object of analysis. The
validity test is measured by the product-moment correlation. The criteria used in
this validity test, if r count > r table with r table is 0.312, then the questions are
declared valid as many as 20 questions, namely questions number 3, 4, 5, 6, 10,
11, 12, 13, 14, 15, 17, 18, 21, 22, 24, 27, 28, 29, 30 and 31. For more details, the
calculation of the validity of test contents can be seen in Appendix 10.
 47

4.3.2 Reliability Test

A reliability test in this study used Kuder Richardson-20 (KR-20). The
reliability test results from 20 items that are valid for 32 respondents indicate that
the value of rcount = r11Kr-20 = 0.465. By looking for the minimum reliability limit
from the table of r-product moment values (Appendix 31), it is known that the
value of r count for N = 32 and the significant level is rtable = 0.349. By
comparing the value of rcount with rtable, rcount> rtable is 0. 465 > 0.349 declared that
data was reliable. For more details, the calculation data of test reliability can be
seen in Appendix 12.
4.3.3 Difficulty Test
Analysis of the level of difficulty of the test is used to determine whether
the test items used to meet the requirements or do not meet the requirements. The
test results of the test difficulty level indicate that 20 items of the question at the
medium level. For more details, the data from the calculation of the difficulty
level of the test can be seen in Appendix 14.
4.3.4 Difference Power
Different test power is the ability of the test item to distinguish between
highly intelligent students (high ability) and less intelligent students (low ability).
The results of different tests of power tests show that 20 items meet the different
test power requirements. For more details, the data from the calculation of
different test power can be seen in Appendix 16.
4.3.5 Distructor
From the results of the distructor analysis there 54 options were accepted,
15 was rejected and 11 was revised. For complete data can be seen in Appendix
18. Based on the results of testing the validity, reliability, the level of difficulty,
and power difference of the tests described above are presented in table 4.3
 48

Table 4.3 Instrument Analysis Recapitulation

Validity Reliability Difficulty Level Difference Power
Item rcount rtable r1 1 P Category D Conclusion
Category

3 0.38 0.349 0.59 Medium 0.31 Enough Item Used

0.46 Medium Good Item Used
4 0.349 0.72 0.43
0.43 Medium Enough Item Used
5 0.349 0.59 0.31
0.72 Medium Good Item Used
6 0.349 0.47 0.56
0.37 Medium Enough Item Used
10 0.349 0.6 0.37
0.42 With Medium Good Item Used
11 0.349 0.5 0.5
calculation by
12 0.38 0.349 0.5 Medium 0.5 Good Item Used
Kuder and
13 0.38 0.349 Richardson 20 0.5 Medium 0.5 Good Item Used
0.41 (KR-20) we Medium Enough Item Used
14 0.349 got that 0.5 0.25
0.51 rcount = 0.46 Medium Good Item Used
15 0.349 0.4 0.5
0.70 rtable = 0.349 Medium Good Item Used
17 0.349 because 0.6 0.62
0.45 rcount > rtable Medium Good Item Used
18 0.349 0.5 0.44
0.37 so the Medium Enough Item Used
21 0.349 instrument test 0.7 0.23
0.36 stated reliable. Medium Enough Item Used
22 0.349 0.7 0.3
24 0.40 0.349 0.7 Medium 0.3 Enough Item Used
0.39 Medium Enough Item Used
27 0.349 0.6 0.3
28 0.38 0.349 0.8 Medium 0.38 Enough Item Used
29 0.36 0.349 0.5 Medium 0.41 Good Item Used
30 0.46 0.349 0.5 Medium 0.5 Good Item Used
31 0.43 0.349 0.6 Medium 0.23 Enough Item Used
*complete data can be seen in appendix 20
4.4 Analysis of Student Achievement for Pretest
The purpose of the pretest is to find out the initial abilities of students and
to know the normality and homogeneity of the sample groups.
The interpretive value of the control class students and the experimental class is
shown in Table 4.4 below.
 49

Table 4.4 Students Pretest Score

Pretest Score
Class N
Max Score Min Score
Control 36 50 20 35.97
Experiment 36 50 20 37.36
*complete data can be seen in appendix 20
Based on Table 4.4, it is known that the mean score of the control class is
35.97 and the interpretive mean of the experimental class is 37.36. This shows
that students do not have knowledge related to the acid-base material. From the
pretest that has been done, no students are obtaining a value exceeding the
minimum completeness criteria which are 75 (Appendix 20).
4.4.1 Normality Test for Pretest
Normality test data was carried out by using the Chi-square test of the real
level α = 0.05 which had the Chi-Squared tcount < ttable. The results of the
calculation of the pretest normality test are presented in Table 4.5 below:
Table 4.5 Normality Test for Pretest
Chi-Square Test
Class 2 2 Category
hitung tabel Α

Control 7.40 Normal Distributed

11.07 0.05
Experiment 3.49 Normal Distributed
*complete data can be seen in appendix 21
Based on Table 4.5, the pretest data obtained by the control class tcount =
7.40, and the experimental class tcount = 3.49, at the real level α = 0.05 with ttables =
11,07, then the pretest control class data (7.40 < 11.07) and the experimental class
(3.49 < 11.07) were normally distributed. This means that samples from both
classes are normal.
4.4.2 Homogeneity Test for Pretest
Besides normal distribution, the samples analyzed must be homogeneous.
In the calculation of the homogeneity test, pretest data is said to be homogeneous
if the value of Fcount < Ftable at a significant level α = 0.05. The results of the
pretest homogeneity test calculations are presented in Table 4.6 below:
 50

Table 4.6 Homogeneity Test for Pretest

Class S2 Fcount Ftable  Category
Control 47.30
1.12 1.75 0.05 Homogeneous
Experiment 2.12
*complete data can be seen in appendix 22
Based on Table 4.6 above, it is obtained that the value of Fcount < Ftable.
Value Fcounts for data pretest = 1.12. Based on the table of distribution values F
with a real level of α = 0.05 and dk numerator 36 (n-1 = 36-1) and dk denominator
35, F (35.35) the value of Ftable = 1.75 is known. Thus it can be stated that there is
no difference in the variants of the pretest data in the two sample groups, or the
data are declared homogeneous. Based on the results, the sample is worthy of
being used as the research subject.
4.5 Analysis of Student Achievement for Posttest
After the pretest was held, then further learning was carried out in each
class. Experiment class learned by Android-based Student Worksheet while the
control class learned by existed student worksheet. Learning activities are closed
by giving posttest to students to obtain learning outcomes data which are then
tested for normality, homogeneity test, and hypothesis testing. The scores of the
posttest students in the control class and experiment class are shown in Table 4.7
below.
Table 4.7 Students Posttest Score
Posttest Score
Class N
Max Score Min Score
Control 36 80 50 69.02
Experiment 36 95 70 82.77
*complete data can be seen in appendix 20
Based on Table 4.7, it is known that the average score of the posttest in the
control class is 69.02 and the average score of the posttest in the experiment class
is 82.77. From the posttest data obtained, the scores of the experimental class
were 95% of students who complete the standard score, while in the control class
 51

were around 30% of students who complete the acid-base material (Appendix
21).

4.5.1 Normality Test for Posttest

Normality test data was carried out by using the Chi-square test of the real
level α = 0.05 which had the Chi-Squared tcount < ttable. The results of the
calculation of the pretest normality test are presented in Table 4.8 below:
Table 4.8 Normality Test for Posttest
Chi-Square Test
Class 2 2 Category
hitung tabel Α

Control 6.35 Normal Distributed

11.07 0.05
Experiment 4.06 Normal Distributed
*complete data can be seen in appendix 21
Based on Table 4.8, the posttest data obtained by the control class tcount =
6.35, and the experimental class tcount = 4.06, at the real level α = 0.05 with ttables =
11.07, then the pretest control class data (6.35 < 11.07) and the experimental class
(4.06 < 11.07) were normally distributed. This means that samples from both
classes are normal.
4.5.2 Homogeneity Test for Posttest
In the calculation of the homogeneity test, posttest data is said to be homogeneous
if the value of Fcount < Ftable at a significant level α = 0.05. The results of the
pretest homogeneity test calculations are presented in Table 4.9 below:
Table 4.9 Homogeneity Test for Posttest
Class S2 Fcount Ftable  Category
Control 35.45
1.065 1.75 0.05 Homogeneous
Experiment 37.77
*complete data can be seen in appendix 22
Based on Table 4.9 above, it is obtained that the value of Fcount < Ftable.
value Fcounts for data pretest = 1.065. Based on the table of distribution values F
with a real level of α = 0.05 and dk numerator 36 (n-1 = 36-1) and dk denominator
35, F (35.35) the value of Ftable = 1.75 is known. Thus it can be stated that there is
 52

no difference in the variants of the pretest data in the two sample groups, or the
data are declared homogeneous. Based on the results, the sample is worthy of
being used as the research subject.
4.6 Hypothesis Test
In research, percent of the increase in learning achievement can be
calculated by the formula of g factor ( gain normalized score) is 72 %. Hypothesis
test aims to find out the hypothesis in the study is accepted or rejected. The
hypothesis test used is the right-hand test of the two sample groups. Test criteria if
tcount > ttable, then H0 is rejected at the level α = 0.05. Data from the calculation of
hypothesis testing can be seen in Table 4.10 below.
Table 4.10 Hypothesis Testing Data
Class S2 Average ttable tcount Category
Control 35.45 69.02
1.99 12.14 Ha accepted
Experiment 37.77 82.77
*complete data can be seen in appendix 23
Based on Table 4.10, the value of tcount > ttable (12.14 > 1.99). Thus H0 is
rejected and Ha is accepted, meaning that student learning outcomes by using an
android based student worksheet are higher than using a student worksheet that
already exists in school.
4.7 Analysis of Student Learning Motivation
From the calculation, it was obtained 2.5 < FS ≤ 3.25 which was 2.5 <
2.697 ≤ 3.25, so the increase in data on the results of student learning motivation
in the control class was stated to be good.
From the calculation, it was obtained 3.25 < FS ≤ 4.0 which was 3.25 <
3.75 ≤ 4.0, so the increase in data on the results of student learning motivation in
the experimental class was stated to be very good. The complete data can be seen
in Appendix 26.
4.8 Discussion
a. Analysis of Android-based Student Worksheet Properness
The student worksheet contains five chemistry topics such as electrolyte and
nonelectrolyte solution, acid-base, redox reaction, salt hydrolysis and buffer
solution that collected from various sources. It is equipped with a short
 53

explanation about the topic, examples of the question, exercise question and
author's profile. The application was developed by using the ionic framework
program. The student worksheet was validated by 2 chemistry lecturers from the
State University of Medan and 2 chemistry teachers of SMAN 14 Medan. From
the calculation of media and material validation, the average value for media is
3.82 and the material is 3.84 so the android based student worksheet categorized
as proper for learning material. This is suitable for the research of Yustiyana
(2015) that the learning media based android has been developed was in very
good properness and can be used as a learning source. Based on the research of
Ningtyas (2013) that the properness of student worksheet material is determined
by the suitability of the material with the standard competence, basic competence,
and indicators. The material in the student worksheet is proper or not need to be
seen from the readability of the material according to students. The properness of
the student worksheet question can be seen from the suitability of the questions
with the material learning, construction of questions, question language, and the
level of the questions by students. The material properness was seen from the
suitability of the material with standard competence and basic competence
showing 100% results according to material suitability with the overall indicator
78.75% appropriate, while based on the readability of the material by the students
as a whole is well categorized with the average value of 3.20 (80%). So that it can
be concluded that seen from the material properness of the four student worksheet
is appropriate to use with notes accompanied by a companion book.

b. Analysis of Student Learning Achievement by Using Android-based

Student Worksheet
The average pretest score in the control class is 35.97 and 37.08 in the
experiment class. It shows that the knowledge of the student on the acid-base
topic was low. The average posttest score in the control class is 69.16 while in
experiment class is 82.77. It shows that the knowledge of the student on acid-base
topic increased by inquiry training android based student worksheet. The pretest
and posttest data was stated as normal and homogeneous. Based on the calculation
 54

in appendix 23, the value of tcount > ttable (9.64 > 1.99) so H0 is rejected and Ha is
accepted, which means student learning outcomes by using android based student
worksheet is higher than using student worksheet that already exists in school.
This is suitable for the research of Ramadhani (2016) that android-based learning
media have higher average scores than using print media student worksheets.
Learning success is strongly influenced by several factors, namely internal and
external factors.
a. Internal factors are factors from within students, namely skills, interests,
talent, effort, motivation, attention, weakness, health and student habits. One of
the important things in learning activities that must be instilled in students that
learning is his need. Interest in learning relates to how much the individuals feel
like or dislike of a material learned by students. This interest must be raised earlier
by students themselves. Student interest, motivation, and attention can be
conditioned by the teacher. Every individual has different skills. Skills can be
grouped based on the speed of learning, i.e. very fast, medium and slow.
b. External factors, namely factors from outside the student themselves,
among others, namely physical and nonphysical learning environments (including
the inner class atmosphere learning, like cheerful, fun), socio-cultural
environment, family environment, teacher, implementation of learning and school
friends. A teacher is the most influential factor in the process and results from
study because the teacher is a director in the class.

c. Student Learning Motivation

From the calculation, the value of the final score is 2.69 so student
learning motivation in the control class was stated as good while the final score
value of the experimental class is 3.75 so student learning motivation in the
experimental class was stated as very good.
A school is a place where students obtain formal knowledge besides in
families and communities where schools have diverse social status gathered, of
course, there are also many factors that influence the motivation of students in the
school. Learning motivation is the main role for everyone to have to get new
 55

knowledge, like the case with students' degree of motivation in a school will later
affect student learning achievement itself. The learning motivation of students at
SMA N 14 Medan was varied, some have high and low learning motivation
because of many factors. The existed student worksheet affects student learning
motivation because the student worksheet was not colorful at all so make the
student feel bored when they do the task. The factor from the teacher also affects
the level of student motivation, this is based on interviews with one of the
students in control class that the way teachers explain is hard to understand and
make students do not like the teachers and lessons that taught by the teacher.
Besides that, students often get an unsatisfactory score at the examination and get
remedial, so the students preferred to play truant rather than take a lesson taught
by the teacher who is not liked because of the anxiety feel when they join the
class. In the experiment class, some students have very high motivation in
learning because of the future goal that has been planned. Some of the were
motivated by getting a high score because they like chemistry and interest in
taking chemistry major in university later.
This is suitable for the research of Prasetyo (2015) that many factors
influence learning motivation. One of learning motivation factor is the student
worksheet that used by students. The students that used android based student
worksheet were more enthusiastic in the learning process while the student that
used theirexisted student worksheet was not enthusiastic.
 CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the research, can be concluded :
1. Android-based student worksheet was proper according to the validation
of lecturers and teachers.
2. Hypothesis test stated that Ha accepted which means learning achievement
in experiment class that used android based student worksheet was higher
than control class that used their student worksheet.
3. The student motivation in the experiment class categorized as very good
while in control class was good.
5.2 Suggestion
Based on the result of research can be suggested :
1. Chemistry teachers expected to apply the android based student worksheet
on an acid-base topic in the learning process to increase student learning
achievement.
2. The next researcher is recommended to research other topics and with
different variations so it can increase student learning achievement in
another topic.
3. The next researcher is suggested to create students‟ worksheet exercise
which can be concluded by the student.

56
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Appendix 1
CHEMISTRY SUBJECT SYLLABUS
(Peminatan Bidang MIPA)
Satuan Pendidikan : SMA
Kelas : XI
Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerjasama, toleran, damai),
santun, responsif dan proaktif, dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3 : Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa
ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian
yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang
dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah
keilmuan
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Sumber
Waktu Belajar
1.1 Menyadari adanya keteraturan  Perkembang Mengamati (Observing) Tugas 3 mgg x - Buku
dari sifat hidrokarbon, an konsep  Mencari informasi dengan cara  Merancang 4 jp kimia
termokimia, laju reaksi, asam dan membaca/ melihat/ mengamati percobaan kelas XI

60
 61

kesetimbangan kimia, larutan basa dan menyimpulkan data indikator alam - Lembar
dan koloid sebagai wujud  Indikator percobaan untuk memahami dan indikator kerja
kebesaran Tuhan YME dan  pH asam teori asam dan basa, indikator kimia - Berbaga
pengetahuan tentang adanya lemah, basa alam dan indikator kimia, pH  Merancang i sumber
keteraturan tersebut sebagai lemah, dan (asam/basa lemah, asam/basa percobaan lainnya
hasil pemikiran kreatif pH asam kuat) kekuatan asam
manusia yang kebenarannya kuat basa dan basa
Menanya (Questioning)
bersifat tentatif. kuat  Mengajukan pertanyaan yang
2.1 Menunjukkan perilaku ilmiah berkaitan dengan adakah bahan- Observasi
(memiliki rasa ingin tahu, bahan disekitar kita yang dapat  Sikap ilmiah
disiplin, jujur, objektif, berfungsi sebagai indikator dalam
melakukan
terbuka, mampu membedakan  Apa perbedaan asam lemah
fakta dan opini, ulet, teliti, percobaan dan
dengan asam kuat dan basa
bertanggung jawab, kritis, presentasi,
lemah dengan basa kuat
kreatif, inovatif, demokratis, misalnya:
Mengumpulkan data melihat skala
komunikatif) dalam
(experimenting) volume
merancang dan melakukan
percobaan serta berdiskusi  Menganalisis teori asam basa dan suhu, cara
yang diwujudkan dalam sikap berdasarkan konsep Arrhenius, menggunakan
sehari-hari. Bronsted Lowry dan Lewis pipet, cara
 Mendiskusikan bahan alam yang menimbang,
dapat diguna-kan sebagai keaktifan, kerja
2.2 Menunjukkanperilaku indikator sama,
kerjasama, santun, toleran,  Merancang dan komunikatif,
cintadamai dan peduli mempresentasikan rancangan dan peduli
lingkungan serta hemat dalam percobaan indikator alam dan lingkungan,
memanfaatkan sumber daya indikator kimia, untuk dsb)
alam. menyamakan persepsi
 62

 Melakukan percobaan indikator Portofolio

alam dan indikator kimia.  Laporan
 Mendiskusikan perbedaan percobaan
asam/basa lemah dengan
2.3 Menunjukkan perilaku asam/basa kuat Tes tertulis
responsive dan pro-aktif serta  Merancang dan uraian
bijaksana sebagai wujud mempresentasikan rancangan  Pemahaman
kemampuan memecahkan percobaan membedakan konsep asam
masalah dan membuat asam/basa lemah dengan basa
keputusan asam/basa kuat yang  Menghitung pH
konsentrasinya sama dengan larutan
indikator universal atau pH asam/basa
3.1 Menganalisis sifat larutan
meter untuk menyamakan lemah dan
berdasarkan konsep asam basa
persepsi asam/basa kuat
dan/atau pH larutan.
 Melakukan percobaan  Menganalisis
membedakan asam/basa lemah kekuatan asam
4.10 Mengajukan ide/gagasan dengan asam/basa kuat yang basa
tentang penggunaan indikator konsentrasinya sama dengan dihubungan
yang tepat untuk menentukan indikator universal atau pH dengan derajat
keasaman asam/basa atau meter ionisasi ( α )
titrasi asam/basa.  Mengamati dan mencatat hasil atau tetapan
percobaan ionisasi (Ka )
Mengasosiasi (Associating)
 Menyimpulkan konsep asam
basa
 Mengolah dan menyimpulkan
data bahan alam yang dapat
 63

digunakan sebagai indikator.

 Menganalisis indikator yang
dapat digunakan untuk
membedakan asam dan basa
atau titrasi asam dan basa
 Memprediksi pH larutan dengan
menggunakan beberapa
indikator.
 Menyimpulkan perbedaan asam
/basa lemah dengan asam/basa
kuat
 Menghitung pH larutan
asam/basa lemah dan asam/basa
kuat
 Menghubungkan asam/basa
lemah dengan asam/basa kuat
untuk mendapatkan derajat
ionisasi ( α ) atau tetapan
ionisasi ( Ka )
Mengkomunikasikan
(Communicating)
 Membuat laporan percobaan dan
mempresen-tasikannya dengan
menggunakan tata bahasa yang
benar.
 Mengkomunikasikan bahan
alam yang dapat digunakan
sebagai indikator asam basa
 64

Appendix 2
LESSON PLAN
LESSON YEAR 2019/2020
Name of School : SMAN 14 Medan
Subject : Chemistry
Class/Semester : X1/2
Subject Matter : Acid Base
Time Allocation : 8LH (4× Meeting)
A. Core Competence (CC)

CC-1: Living and practicing the religious teachings that he embraces

CC-2: To live and practice honest, disciplined, responsible, caring (polite,
cooperative, tolerant, peaceful) behavior, courteous, responsive ,proactive and
show attitude as part of the solution to problems in interacting effectively with
social and natural environment and in placing ourselves as a reflection of the
nation in the association of the world.
CC-3: Understanding, applying, analyzing factual, conceptual, procedural
knowledge based on his knowledge of science, technology, art, culture, and
humanities with the insights of humanity, nationality, state and civilization on the
causes of phenomena and events, and applying procedural knowledge to the field
of study specific in accordance with his talents and interests to solve problems.
CC-4: Processing, reasoning and chanting in the realm of concrete and abstract
realms are linked to the development of the self-study in schools independently,
and able to use methods according to scientific rules.

B. Basic Competence and Indicator

Basic Competence
3.1 Analysis of solution
characteristic based on
acid base concept and
the pH of solution
Indicator
Indicator
 Student can explain acid base theory of
Arrhenius
 Student can explain acid base theory of
Bronsted-Lowry
 Student can explain acid base theory of Lewis
 Student can differ the characteristic of acid
and base
 Student can differ the strong and weak acid
 Student can differ the strong and weak base
 65

 Student can calculate OH- concentration in

solution
 Student can calculate H+ concentration in
solution
 Student can calculate the pH of stong acid
 Student can calculate the pH of stong base
 Student can explain the ionization degree
 Student can relate the acid strength with acid
constant (Ka)
 Student can relate the base strength with base
constant (Kb)
 Student can calculate the pH of weak acid
 Student can calculate the pH of weak base
 Student can identify the characteristic of acid
and base by indicator
 Student can approximate the pH of unknown
electrolyte solution based on the result of
color change from various acid base
indicator section observation

C. Learning Objectives
After join this lesson, we hope that student can :
 Explain acid base theory of Arrhenius
 Explain acid base theory of Bronsted-Lowry
 Explain acid base theory of Lewis
 Differ the characteristic of acid and base
 Differ the strong and weak acid
 Differ the strong and weak base
 Calculate OH- concentration in solution
 Calculate H+ concentration in solution
 Calculate the pH of stong acid
 Calculate the pH of stong base
 Explain the ionization degree
 Relate the acid strength with acid constant (Ka)
 Relate the base strength with base constant (Kb)
 Calculate the pH of weak acid
 Calculate the pH of weak base
 Identify the characteristic of acid and base by indicator
 Approximate the pH of unknown electrolyte solution based on the result of
color change from various acid base indicator section observation

D. Learning Matter
Acid Base
 Perkembangan konsep asam dan basa
 pH asam kuat, basa kuat, asam lemah, dan basa lemah
 Indikator asam-basa
 66

E. Learning Method
Learning Model : Inquiry Training
Method : Speech, Ask-Answer, Interview, Discussion

F. Learning Media
Media :
 Print Media and Android-based Student Worksheet
 Assessment Sheet

Tool/Material :
 Marker , whiteboard and eraser
 Laptop & infocus

G. Learning Source
 Student Chemistry Book XI grade, Kemendikbud, Tahun 2016
 Relevance learning source
 67

H. Learning Steps
1st Meeting
 Explain acid base theory of Arrhenius
 Explain acid base theory of Bronsted-Lowry
 Explain acid base theory of Lewis
 Differ the characteristic of acid and base

CONTROL CLASS EXPERIMENT CLASS

Activity Syntax of
focontro
l and Learning Activity Time Inquiry Learning Activity Time
experim Training
ent class
Introduct  greetings, and invite the class 10 minutes  greetings, and invite the class 10
ion chair to lead students to start chair to lead students to start minutes
learning with prayer together. learning with prayer together.
 check the attendance of  check the attendance of
students while motivating students students while motivating
to be actively involved in problem students to be actively involved
solving. in problem solving.
 convey the goals  convey the goals
 68

 performs apperception about  performs apperception about

the concept of acid base the concept of acid base
 give questions to students with  give questions to students
the aim of knowi ability readiness. with the aim of knowing ability
readiness
Core  explain material about acid 70 minutes  Explain material about acid 70
activities base theory. base theory minutes
1. Observing Encounter 1. Observing
with the
Students pay their attention when Students pay their attention
problem
teacher teach about acid base when teacher teach about acid
theory base theory
2. Asking 2. Asking
Student asking questions about Student asking questions about
the concept of acid base theory the concept of acid base theory
that stated by Arrhenius,Bronsted- that stated by
Lowry and Lewis Arrhenius,Bronsted-Lowry and
Lewis
3. Collecting Data 3. Collecting Data
Students are directed to get more Students are directed to get
information from their book or more information from their
internet. book or internet
4. Assossiasing 4. Assossiasing
Data
collection and
 69

verification
Students are directed to answer Students are directed to answer
the question in their existed the question in their android
student worksheet based student worksheet
Data
gathering for
experimenting
5. Communicating Formulating 5. Communicating
Ask representatives from students an Ask representatives from
to answer the questions given. explanation students to answer the questions
given and then divide the
questionnaire about student
motivation
Closing  close learning activities by 10 minutes Analysis  close learning activities by 10
giving a message to keep learning  phase giving a message to keep minutes
learning 

 give assignments.  give assignments.

 invite the Class Chair to lead  invite the Class Chair to lead
students to pray together to end students to pray together to end
learning while giving closing learning while giving closing
greetings. greetings.
 70

2nd Meeting
 Differ the strong and weak acid
 Differ the strong and weak base
 Calculate OH- concentration in solution
 Calculate H+ concentration in solution
 Calculate the pH of stong acid
 Calculate the pH of stong base

CONTROL CLASS EXPERIMENT CLASS

Activity Syntax of
focontrol
and Learning Activity Time Inquiry Learning Activity Time
experiment Training
class
Introduction  greetings, and invite the class 10 minutes  greetings, and invite the class 10
chair to lead students to start chair to lead students to start minutes
learning with prayer together. learning with prayer together.
 check the attendance of  check the attendance of
students while motivating students while motivating
students to be actively involved students to be actively involved
in problem solving. in problem solving.

 convey the goals  convey the goals

 71

 performs apperception about  performs apperception about

the concept of acid base the concept of acid base
 give questions to students  give questions to students with
with the aim of knowi ability the aim of knowing ability
readiness. readiness
Core Explain material about 70 minutes Explain material about 70
activities - differ of strong and weak acid - differ of strong and weak acid minutes
- strong and weak base - strong and weak base
- calculate H+ and OH- ion - calculate H+ and OH- ion
concentration concentration
- calculate the pH of strong acid - calculate the pH of strong acid
and base and base

1. Observing Encounter
with the
Students pay their attention Students pay their attention when
problem
when teacher teach about - teacher teach about - differ of
differ of strong and weak acid strong and weak acid
- strong and weak base - strong and weak base
- calculate H+ and OH- ion - calculate H+ and OH- ion
concentration concentration
- calculate the pH of strong acid - calculate the pH of strong acid
and base and base
2. Asking 2. Asking
 72

Student asking questions about Student asking questions about -

- differ of strong and weak acid differ of strong and weak acid
- strong and weak base - strong and weak base
- calculate H+ and OH- ion - calculate H+ and OH- ion
concentration concentration
- calculate the pH of strong acid - calculate the pH of strong acid
and base and base
3. Collecting Data 3. Collecting Data
Students are directed to get Students are directed to get more
more information from their information from their book or
book or internet. internet
4. Assossiasing 4. Assossiasing
Data
collection and
verification
Students are directed to answer Students are directed to answer
the question in their existed the question in their android
student worksheet based student worksheet
Data
gathering for
experimenting
5. Communicating Formulating 5 Communicating
 73

Ask representatives from an Ask representatives from students

students to answer the questions explanation to answer the questions given and
given. then divide the questionnaire
about student motivation

Closing  close learning activities by 10 minutes Analysis  close learning activities by 10

giving a message to keep phase giving a message to keep learning minutes
learning 
 give assignments.  give assignments.

 invite the Class Chair to lead  invite the Class Chair to lead
students to pray together to end students to pray together to end
learning while giving closing learning while giving closing
greetings. greetings.
 74

3rd Meeting
 Explain the ionization degree
 Relate the acid strength with acid constant (Ka)
 Relate the base strength with base constant (Kb)
 Calculate the pH of weak acid
 Calculate the pH of weak base

CONTROL CLASS EXPERIMENT CLASS

Activity
focontrol Syntax of
and Learning Activity Time Inquiry Learning Activity Time
experiment Training
class
Introduction  greetings, and invite the class chair to 10  greetings, and invite the class chair to 10
lead students to start learning with prayer minute lead students to start learning with prayer minute
together. s together. s
 check the attendance of students while  check the attendance of students while
motivating students to be actively motivating students to be actively
involved in problem solving. involved in problem solving.

 convey the goals  convey the goals

 performs apperception about the  performs apperception about the
concept of acid base concept of acid base
 75

 give questions to students with the aim  give questions to students with the aim
of knowi ability readiness. of knowing ability readiness
Core Explain material about 70 Explain material about 70
activities minute minute
- ionization degree s - ionization degree s
- Relation of the acid strength with acid - Relation of the acid strength with acid
constant (Ka) constant (Ka)
- Relation the base strength with base - Relation the base strength with base
constant (Kb) constant (Kb)
Calculate the pH of weak acid and weak Calculate the pH of weak acid and weak
base base
1. Observing Encounter 1. Observing
with the
Students pay their attention when teacher Students pay their attention when teacher
problem
teach about - ionization degree teach about - ionization degree
- Relation of the acid strength with acid - Relation of the acid strength with acid
constant (Ka) constant (Ka)
- Relation the base strength with base - Relation the base strength with base
constant (Kb) constant (Kb)
Calculate the pH of weak acid and weak Calculate the pH of weak acid and weak
base base
2. Asking 2. Asking
Student asking questions about - Student asking questions about -
ionization degree ionization degree
 76

- Relation of the acid strength with acid - Relation of the acid strength with acid
constant (Ka) constant (Ka)
- Relation the base strength with base - Relation the base strength with base
constant (Kb) constant (Kb)
Calculate the pH of weak acid and base Calculate the pH of weak acid and base
3. Collecting Data 3. Collecting Data
Students are directed to get more Students are directed to get more
information from their book or internet. information from their book or internet
4. Assossiasing 4. Assossiasing
Data
collection
and
verification
Students are directed to answer the Students are directed to answer the
question in their existed student question in their android based student
worksheet worksheet
Data
gathering for
experimentin
g
5. Communicating Formulating 5 Communicating
an
explanation
 77

Ask representatives from students to Ask representatives from students to

answer the questions given and then answer the questions given and then
divide the questionnaire about student divide the questionnaire about student
motivation motivation
Closing  close learning activities by giving a 10 Analysis  close learning activities by giving a 10
message to keep learning  minute phase message to keep learning  minute
s s

 give assignments.  give assignments.

 invite the Class Chair to lead students  invite the Class Chair to lead students
to pray together to end learning while to pray together to end learning while
giving closing greetings. giving closing greetings.
 78

4th Meeting
 Identify the characteristic of acid and base by indicator
 Approximate the pH of unknown electrolyte solution based on the result of color change from various acid base indicator section
observation

CONTROL CLASS EXPERIMENT CLASS

Activity
focontrol Syntax of
and Learning Activity Time Inquiry Learning Activity Time
experiment Training
class
Introduction  greetings, and invite the class 10 minutes  greetings, and invite the class 10 minutes
chair to lead students to start chair to lead students to start
learning with prayer together. learning with prayer together.

 check the attendance of  check the attendance of

students while motivating students while motivating
students to be actively involved students to be actively involved
in problem solving. in problem solving.
 convey the goals  convey the goals
 performs apperception about  performs apperception about
the concept of acid base the concept of acid base
 79

 give questions to students  give questions to students with

with the aim of knowi ability the aim of knowing ability
readiness. readiness
Core Explain material about 70 minutes Explain material about 70 minutes
activities acid base indicator acid base indicator

1. Observing Encounter
with the
problem
Students pay their attention Students pay their attention when
when teacher teach about acid teacher teach about acid base
base indicator indicator

2. Asking 2. Asking
Student asking questions about Student asking questions about
acid base indicator acid base indicator

3. Collecting Data 3. Collecting Data

Students are directed to get Students are directed to get more
more information from their information from their book or
book or internet. internet

4. Assossiasing 4. Assossiasing
Data
collection and
verification
 80

Students are directed to answer Students are directed to answer

the question in their existed the question in their android
student worksheet based student worksheet

Data
gathering for
experimenting
5. Communicating Formulating 5 Communicating
Ask representatives from an Ask representatives from
students to answer the questions explanation students to answer the questions
given. given and then divide the
questionnaire about student
motivation
Closing  close learning activities by 10 minutes Analysis  close learning activities by 10 minutes
giving a message to keep phase giving a message to keep
learning  learning 
 give assignments.  give assignments.

 invite the Class Chair to lead  invite the Class Chair to lead
students to pray together to end students to pray together to end
learning while giving closing learning while giving closing
greetings. greetings.
 81

I. Assessment
1. Assessment Techniques
A. Knowledge Assessment : Written Test and Android-based Test
B. Student Motivation : Observation
2. Form of assessment
A. Written Test : Multiple Choice
B. Student Motivation : Questionnaire
3. Instrument assessment : Attached

Medan, March 2019

Agreed by,
Head master Chemistry prospective teacher

Enny Fadilah Lubis

NIP. ID. 4153332009
 82

Appendix 3
ANDROID BASED STUDENT WORKSHEET PROPERNESS
INSTRUMENTS
(By : Media Validator)
Judul Penelitian :
Peneliti :
PETUNJUK
1. Mohon Bapak/Ibu memilih salah satu jawaban yang sesuai dengan
memberikan tanda cek (√) pada salah satu pilihan jawaban yang tersedia.
2. Tuliskan masukan untuk perbaikan media pembelajaran untuk pengembangan
lebih lanjut pada kolom komentar yang telah disediakan.
3. Kriteria dalam penulisan ini menggunakan skala Likert sebagai berikut.
4 : Sangat baik
3 : Baik
2 : Kurang
1 : Sangat kurang

IDENTITAS VALIDATOR
Nama Validator :
Jabatan :
Instansi :
Indikator Penilaian Validasi Media
Skala
No Aspek yang Dinilai Penilaian
Komentar
1 2 3 4
Aspek Bahasa
1 Kejelasan bahasa yang digunakan
2 Ketepatan penggunaan istilah
3 Kesesuaian bahasa dengan tingkat berpikir
siswa
4 Kemudahan memahami materi melalui
 83

penggunaan bahasa
Aspek Rekayasa Perangkat Lunak
5 Kreativitas dan inovasi media
pembelajaran
6 Kemudahan fungsi touch
7 Kemudahan pengoperasian media
8 Kemudahan masuk dan keluar program
9 Dapat digunakan kembali
10 Dapat dikelola/dipelihara dengan mudan
11 Peluang pengembangan media terhadap
perkembangan IPTEK
Aspek Tampilan Visual
12 Tata letak teks dan gambar
13 Kesesuaiain pemilihan background
14 Kesesuaian pemilihan warna
15 Kesesuaian pemilihan ukuran dan jenis
huruf
16 Kemenarikan tampilan tombol (button)
yang digunakan
17 Ketepatan penempatan tombol (button)
18 Kesesuaian tampilan gambar
19 Keseimbangan proporsi gambar
20 Kemenarikan desain

Tambahan, Saran dan Perbaikan

.........................................................................................................................................
Tempat dan tanggal
Validator,

Nama
 84

ANDROID BASED STUDENT WORKSHEET PROPERNESS

INSTRUMENTS
(By : Material Validator)
Judul Penelitian :
Peneliti :

PETUNJUK
4. Mohon Bapak/Ibu memilih salah satu jawaban yang sesuai dengan
memberikan tanda cek (√) pada salah satu pilihan jawaban yang tersedia.
5. Tuliskan masukan untuk perbaikan media pembelajaran untuk pengembangan
lebih lanjut pada kolom komentar yang telah disediakan.
6. Kriteria dalam penulisan ini menggunakan skala Likert sebagai berikut.
4 : Sangat baik
3 : Baik
2 : Kurang
1 : Sangat kurang

IDENTITAS VALIDATOR
Nama Validator :
Jabatan :
Instansi :
Indikator Penilaian Validasi Materi
Skala
Komentar
No Indikator Penilaian
4 3 2 1
Kelayakan Isi
1 Kesesuaian isi dengan KI
2 Kesesuaian isi dengan KD
3 Kesesuaian isi dengan indikator
4 Kedalaman materi
5 Kebenaran konsep
Kesesuaian dengan
6
perkembangan ilmu
Konten (isi) mengarahkan siswa
7 untuk meningkatkan karakter
 85

Skala
Komentar
No Indikator Penilaian
4 3 2 1
hidup bersih dan sehat

Komponen Penyajian
8 Konsistensi sistematika sajian
9 Kelogisan penyajian
10 Keruntutan penyajian
11 Koherensi
Kesesuaian dan ketepatan
12 ilustrasi dengan materi
Komponen Kebahasaan
Bahasa yang digunakan sesuai
13 dengan tingkat perkembangan
peserta didik
Ketepatan tata bahasa dan ejaan
14
yang digunakan
15 Konsistensi penggunaan istilah
Ketepatan penulisan nama
16
ilmiah/asing
(Diadaptasi dari BSNP, 2014)

Tambahan, Saran dan Perbaikan

.........................................................................................................................................
...............................................................................................................................
Tempat dan tanggal
Validator,

Nama
 86

Appendix 4
Result of Validator Assessment
a. Media Validation
Validator Code % Score
Properness
Nb Statement Total of
Level
1 2 3 4 Average
Language Aspect
Kejelasan bahasa yang Very
1 93.75
digunakan 4 3 4 4 15 Good
Very
2 87.5
Ketepatan penggunaan istilah 4 3 3 4 14 Good
Kesesuaian bahasa dengan Very
3 93.75
tingkat berpikir siswa 4 3 4 4 15 Good
Kemudahan memahami materi Very
4 100
melalui penggunaan bahasa 4 4 4 4 16 Good
Software Engineering Aspect
Kreativitas dan inovasi media Very
5 93.75
pembelajaran 3 4 4 4 15 Good
Very
6 93.75
Kemudahan fungsi touch 4 4 3 4 15 Good
Kemudahan pengoperasian Very
7 100
media 4 4 4 4 16 Good
Kemudahan masuk dan keluar Very
8 81.25
program 2 4 3 4 13 Good
Very
9 100
Dapat digunakan kembali 4 4 4 4 16 Good
Dapat dikelola/dipelihara Very
10 100
dengan mudah 4 4 4 4 16 Good
Peluang pengembangan media Very
11 100
terhadap perkembangan IPTEK 4 4 4 4 16 Good
Visual Display Aspect
Very
12 93.75
Tata letak teks dan gambar 3 4 4 4 15 Good
Kesesuaian pemilihan Very
13 100
background 4 4 4 4 16 Good
Very
14 100
Kesesuaian pemilihan warna 4 4 4 4 16 Good
Kesesuaian pemilihan ukuran Very
15 100
dan jenis huruf 4 4 4 4 16 Good
 87

Kemenarikan tampilan tombol Very

16 87.5
(button) yang digunakan 3 4 4 3 14 Good
Ketepatan penempatan tombol Very
17 93.75
(button) 4 4 4 3 15 Good
Very
18 100
Kesesuaian tampilan gambar 4 4 4 4 16 Good
Very
19 100
Keseimbangan proporsi gambar 4 4 4 4 16 Good
Very
20 93.75
Kemenarikan desain 3 4 4 4 15 Good
Average Score 3.7 3.9 4 3.9
3.825
96.09 %

b. Material Validation
Validator Code % Score
Properness
Nb Statement Total of
Level
1 2 3 4 Average
1 Kesesuaian isi dengan KI 3 4 4 3 14 87.5 Very Good
2 Kesesuaian isi dengan KD 4 4 4 4 16 100 Very Good
Kesesuaian isi dengan
3 100 Very Good
indikator 4 4 4 4 16
4 Kedalaman materi 3 4 4 4 15 93.75 Very Good
5 Kebenaran konsep 3 4 4 4 15 93.75 Very Good
Kesesuaian dengan
6 100 Very Good
perkembangan ilmu 4 4 4 4 16
Konten (isi) mengarahkan
7 siswa untuk meningkatkan 87.5 Very Good
karakter hidup bersih dan sehat 4 3 3 4 14
8 Konsistensi sistematika sajian 4 4 4 4 16 100 Very Good
9 Kelogisan penyajian 4 4 4 3 15 93.75 Very Good
10 Keruntutan penyajian 4 4 4 4 16 100 Very Good
11 Koherensi 4 4 3 4 15 93.75 Very Good
Kesesuaian dan ketepatan
12 87.5 Very Good
ilustrasi dengan materi 3 3 4 4 14
 88

Bahasa yang digunakan sesuai

13 dengan tingkat perkembangan 100 Very Good
peserta didik 4 4 4 4 16
Ketepatan tata bahasa dan
14 100 Very Good
ejaan yang digunakan 4 4 4 4 16
15 Konsistensi penggunaan istilah 100 Very Good
4 4 4 4 16
Ketepatan penulisan nama
16 100 Very Good
ilmiah/asing 4 4 4 4 16

Average Score 3.8 4 3.9 4

3.84

96.09 %
 89

Appendix 5
LATTICE OF INSTRUMENT TEST ON ACID BASE (BEFORE VALIDATION)
Bloom Aspect Key
Concept Indicator Instrument Answer
C1 C2 C3 C4
Acid Base Student can 3 3. Asam adalah zat yang dalam air dapat melepaskan ion H+, teori 3. b
Theory explain acid tersebut dikemukakan oleh.....
and base theory of a. Antonie Laurent Lavoiser
Characteri Arrhenius b. Svante August Arrhenius
stics of c. Lewis
Acid Base d. Gay Lussac
e. Bronsted Lowry
Student can 4 4. Dibawah ini yang merupakan pengertian asam menurut Bronsted- 4. a
explain acid Lowry adalah.....
base theory of a. Asam adalah donor proton
Bronsted- b. Asam adalah akseptor proton
Lowry c. Asam adalah melepas ion H+ dalam air
d. Asam adalah menerima ion H+ dalam air
e. Asam adalah menerima ion OH- dalam air
Student can 5 33 5. Reaksi berikut : NH3 + H3O+ H2O + NH4+ 5. e
determine the Yang merupakan pasangan asam basa konjugasi adalah..... 33. b
acid base pair a. NH3 dan H2O
of Bronsted- b. H2O dan NH3
Lowry c. NH3 dan H3O+
d. H3O+ dan NH4+
e. H3O+ dan H2O
33. Perhatikan reaksi asam basa menurut Bronsted-Lowry berikut!
(1) NH4+ (aq) + H2O (l) ↔ NH3 (aq) + H3O+ (aq)
 90

(2) CH3COOH(aq) +HNO2 (aq) ↔ CH3COOH2+(aq) + NO2- (aq)

Spesi yang merupakan pasangan asam basa konjugasinya adalah….
a. CH3COOH dengan HNO2
b. NH4+ dengan NH3
c. NH3 dengan H3O+
d. CH3COOH2+ dengan NO2-
e. NH4+ dengan H2O
Student can 17 17. Dari reaksi berikut yang bertindak sebagai asam menurut lewis 17. a
explain acid adalah.....
base theory of
Lewis

a. SO3 c. H2O e. O2
b. SO2 d. H2SO4
Student can 1,2 6 1. Pelarut yang tidak memberi ion H+ adalah..... 1. d
differ the a. Air c. Asam bromida e. Asam nitrit cair 2. e
characteristic b. Asam asetat cair d. Karbon tetra klorida 6. d
of acid and 2. Zat berikut ini tergolong asam, kecuali.....
base a. HCl c. HCN e. NaOH
b. CH3COOH d. HI
6. Diketahui sifat asam dan basa :
1. Memerahkan lakmus biru
2. pH > 7
3. Menghasilkan ion OH- dalam air
4. Korosif terhadap logam
5. pH < 7
6. Membirukan lakmus merah
 91

Dari pernyataan diatas, yang merupakan dua sifat basa adalah.....

a. 1 dan 2 c. 4 dan 5 e. 5 dan 6
b. 1 dan 5 d. 2 dan 6

Strong Student can 7 7. Zat berikut adalah asam kuat, kecuali.... 7. d

Acid, differ the a. HCl b. HI c. HNO3 d. H2S e. H2SO4
Strong strong and
Base and weak acid
pH Student can 8,9 8. Dari zat berikut yang merupakan basa kuat adalah..... 8. a
differ the a. NaOH b. NH3 c. CH3COOH d. P(OH)3 e. 9. e
strong and Al(OH)3
weak base 9. Dari data berikut :
1. Ca(OH)2 4. NH3
2. Sr(OH)2 5. Al(OH)3
3. Ba(OH)2 6. Fe(OH)3
Yang merupakan basa lemah adalah.....
a. 1 dan 2 c. 2 dan 3 e. 4 dan 5
b. 1 dan 3 d. 3 dan 4
Student can 10 10. Konsentrasi OH- dari larutan KOH 0.004 M adalah.... 10. c
calculate OH-
concentration a. 0.0002 M b. 0.002 M c. 0.004 M d. 0.2 M e. 0.4 M
in solution
Student can 11 11. Konsentrasi ion hidrogen dalam larutan yang pH-nya = 3 – log 2 11. c
calculate H+ 12 adalah … 12. d
–2
concentration a. 2 × 10 M d. 0.0001 M
in solution b. 3 × 10–3 M e. 0.0003 M
–3
c. 2 × 10 M
12. Sebanyak 6.3 gram HNO3 dilarutkan dalam 500 mL air. Maka
konsentrasi H+ dari larutan HNO3 adalah....
 92

a. 0.01 M b. 0.02 M c. 0.1 M d. 0.2 M e. 0.3 M

Student can 13 16 13. Tentukan pH larutan, jika 0.98 gram H2SO4 dengan Mr = 98 yang 13. b
calculate the 15 dilarutkan kedalam air sehingga volumenya menjadi 200 mL..... 15. a
pH of stong 29 a. 0 b. 1 c. 2 d. 3 e. 4 16. c
acid 15. Larutan 10 mL H2SO4 0.05 M mempunyai harga pH sebesar…. 29 a
a. 1 – log 1 c. 4 – log 5 e. 5 – log 2
b. 2 – log 5 d. 5 – log 4
16. Gas HCl murni, 12 mL ditiupkan ke dalam 100 mL air sehingga
seluruh gas larut dan tidak merubah volume air. Tekanan gas semula 76
cmHg dan temperaturnya 270C. Kalau tetapan gas ideal adalah R = 0.08
L.atm/mol.K, log 5 = 0.7, maka pH larutan HCl adalah…..
a. 1.30 b. 1.70 c. 2.30 d. 2.70 e. 3.30
29. Larutan HCl dalam air yang pH-nya = 2 akan berubah menjadi pH =
3 bila larutan tersebut diencerkan.....
a. 10 kali c. 3 kali e. 1.5 kali
b. 5 kali d. 2.5 kali
Student can 14 14. pH larutan yang dibuat dari 0.001 mol KOH dalam 10 liter air 14. c
calculate the 30 adalah..... 30. e
pH of stong a. 4 b. 7 c. 10 d. 11 e. 12
base 30. Sebanyak 1 mL larutan NaOH 1M ditambahkan air sehingga volume
menjadi 1L, pH larutan tersebut adalah....
a. 3 b. 5 c. 7 d. 9 e. 11
Weak Student can 19 20 19. Perbandingan antara zat yang mengion dengan jumlah zat mula-mula 19. d
Acid, explain the yang dilarutkan disebut..... 20. c
Weak ionization a. Tetapan asam c. Derajat asosiasi e. Derajat disosiasi
Base, degree b. Tetapan basa d. Derajat ionisasi
Ionization 20. Pernyataan dibawah ini adalah benar, kecuali....
 93

Degree a. Derajat ionisasi (α) berbanding lurus dengan akar ketetapan asam
and Acid b. Derajat ionisasi (α) berbanding lurus dengan akar ketetapan basa
Base c. Derajat ionisasi (α) berbanding terbalik dengan akar ketetapan
Constant basa
d. Molaritas asam berbanding terbalik dengan kuadrat derajat
ionisasi (α)
e. Molaritas basa berbanding terbalik dengan kuadrat derajat
ionisasi (α)
Student can 21 22 21. Suatu asam lemah HA dengan konsentrasi 0,1 M terionisasi 21. d
relate the acid 34 sebanyak 1%. Tetapan kesetimbangan asam lemah tersebut adalah …. 22. b
strength with a. 2.5 x 10-7 c. 1 x 10-6 e. 2.5 x 10-5 34. d
-7 -5
acid constant b. 5 x 10 d. 1 x 10
(Ka) 22. Perhatikan data berikut :
Larutan A, Ka A = 0.5
Larutan B, Ka B = 0.3
Larutan C, Ka C = 0.2
Larutan D, Ka D = 2 x 10-1
Larutan E, Ka E = 1 x 10-2
Dari data tersebut dapat disimpulkan.....
a. Larutan A dan B memiliki kekuatan asam yang sama
b. Larutan C dan D memiliki kekuatan asam yang sama
c. Larutan C adalah asam yang terkuat
d. Larutan D adalah asam yang terkuat
e. Larutan E adalah asam yang terkuat
34. Suatu asam lemah HA dengan konsentrasi 0.1 M terionisasi
sebanyak 1%. Tetapan kesetimbangan asam lemah tersebut adalah ….
a. 2.5 x 10-7 d. 1 x 10-5
b. 5 x 10-7 e. 2.5 x 10-5
-6
c. 1 x 10
 94

Student can 23 23. Perhatikan data berikut : 23. d

relate the base 24 Larutan A, Kb A = 10-2 24. d
strength with Larutan B, Kb B = 10-3
base constant Larutan C, Kb C = 10-4
(Kb) Larutan D, Kb D = 2 x 10-1
Larutan E, Kb E = 2 x 10-2
Dari data tersebut dapat disimpulkan.....
a. Larutan A dan B memiliki kekuatan basa yang sama
b. Larutan C dan D memiliki kekuatan basa yang sama
c. Larutan C adalah basa yang terkuat
d. Larutan D adalah basa yang terkuat
e. Larutan E adalah basa yang terkuat
24. Berdasarkan data tabel Kb dari beberapa basa berikut ini, maka
urutan basa dari yang paling lemah adalah.....
No. 1 2 3 4 5
Basa LOH MOH QOH SOH TOH
Kb 1.5 x 10-2 3.0 x 10-4 4.3 x 10-2 1.8 x 10-12 4.3 x 10-5
a. LOH < MOH < QOH < SOH < TOH
b. MOH < LOH < QOH < SOH < TOH
c. QOH < MOH < LOH < SOH < TOH
d. SOH < TOH < MOH < LOH < QOH
e. QOH < LOH < MOH < TOH < SOH
Student can 18 18. Jika larutan asam asetat mempunyai pH = 3 dan Ka = 10–5 (Mr = 60), 18. d
calculate the 25 maka jumlah asam asetat dalam 1 liter larutan asam asetat sebesar … . 25. d
pH of weak 31 a. 0.6 gram c. 3 gram e. 60 gram 31. e
acid b. 0.3 gram d. 6 gram
25. Sebanyak 10 mL larutan asam asetat (Ka = 1 x 10-5) dengan pH = 3
dicampurkan dengan 10 mL air. pH larutan adalah.....
 95

a. 2 b. 2.5 c. 3 d. 3.5 e. 4
31. Larutan asam asetat (Ka = 2 x 10-5) mempunyai pH yang sama
dengan larutan 10-3M HCl. Konsentrasi asam asetat tersebut adalah .....
a. 0.1 b. 0.15 c. 0.2 d. 0.25 e.0.05
-5 -6
Student can 26 26. Sebanyak 5 x 10 mol NH3 (Kb = 10 ) dilarutkan dalam air 26. c
calculate the 32 sehingga volume larutan menjadi 500 mL, pH larutan tersebut adalah..... 32. c
pH of weak a. 11 b. 10 c. 9 d. 8 e. 7
-5)
base 32. pH larutan NH3 0.1 M (Kb = 10 .....
a. 9 b. 10 c. 11 d. 12 e. 13
Acid Base Student can 27 27. Dari suatu percobaan diperoleh data sebagai berikut : 27 e
Indicator identify the Larutan Indikator Lakmus
characteristic Merah Biru
of acid and A Merah Biru
base by B Biru Merah
indicator C Merah Merah
D Biru Biru
E Merah Biru
Dari data tersebut dapat disimpulkan bahwa larutan yang bersifat asam,
basa, netral secara berurutan adalah.....
a. A, B, C c. B, C, E e. C, D, E
b. B, C, D d. C, A, D

Student can 28, 28. Bila trayek perubahan pH larutan dari : 28. c
approximate 35 Metil merah (MM) 4.2 - 6.3 (merah-kuning) 35. e
the pH of Metil jingga (MJ) 3.2 - 4.4 (merah-kuning)
unknown Bromtimol biru (BTB) 6.0 - 7.6 (kuning-biru)
electrolyte Fenolftalein (PP) 8.2 - 10.0 (tidak berwarna-merah)
solution based Pengujian beberapa larutan dengan indikator tersebut menghasilkan
on the result of data :
 96

color change Larutan Perubahan Warna dalam Larutan

from various MM MJ BTB PP
acid base P Kuning Kuning Biru Tidak berwarna
indicator Q Merah Merah Kuning Tidak berwarna
section R Kuning Kuning Hijau Tidak berwarna
observation S Kuning Kuning Biru Merah
Larutan yang bersifat asam, basa dan garam netral secara berurutan
adalah.....
a. P, Q, R c. Q, S, R e. R, S, Q
b. Q, R, S d. S, R, Q
35. Perhatikan data uji pH dua buah air limbah berikut!
N Indikator Trayek pH Warna Limbah Limbah 2
o 1
1 Metil merah 4.2-6.3 Merah- Merah Kuning
kuning
2 Bromtimol 6.0-7.6 Kuning-biru Kuning Biru
Biru
3 Fenolftalein 8.3-10.0 Tak Tak merah
berwarna- berwarna
merah

Dari hasil pengujian maka pH air limbah 1 dan limbah 2 berturut-

turut adalah….
a. 4.2 ≤ pH ≤ 8.3 dan pH ≥ 10.0
b. pH ≤ 4.2 dan 6.3 ≤ pH ≤ 10.0
c. pH ≤ 8.3 dan pH ≥ 10.0
d. 4.2 ≤ pH ≤ 8.3 dan 6.3 ≤ pH ≤ 10.0
e. pH ≤ 4.2 dan pH ≥ 10.0
 97

Appendix 6
INSTRUMENT TEST (BEFORE VALIDATION)
Chemistry Topic : Acid Base
School : Senior High School
Class/Semester : XI/2
Time Allocation : 60 Minutes
Direction
Give a cross mark (X) on a, b, c, d and e for the correct answer !

1. Pelarut yang tidak memberi ion H+ adalah.....

a. Air c. Asam bromida e. Asam nitrit cair
b. Asam asetat cair d. Karbon tetra klorida
2. Zat berikut ini tergolong asam, kecuali.....
a. HCl c. HCN e. NaOH
b. CH3COOH d. HI
3. Asam adalah zat yang dalam air dapat melepaskan ion H+, teori tersebut
dikemukakan oleh.....
a. Antonie Laurent Lavoiser
b. Svante August Arrhenius
c. Lewis
d. Gay Lussac
e. Bronsted Lowry
4. Dibawah ini yang merupakan pengertian asam menurut Bronsted-Lowry
adalah.....
a. Asam adalah donor proton
b. Asam adalah akseptor proton
c. Asam adalah melepas ion H+ dalam air
d. Asam adalah menerima ion H+ dalam air
e. Asam adalah menerima ion OH- dalam air
 98

5. Reaksi berikut : NH3 + H3O+ H2O + NH4+

Yang merupakan pasangan asam basa konjugasi adalah.....
a. NH3 dan H2O c. NH3 dan H3O+ e. H3O+ dan H2O
b. H2O dan NH3 d. H3O+ dan NH4+
6. Diketahui sifat asam dan basa :
1. Memerahkan lakmus biru
2. pH > 7
3. Menghasilkan ion OH- dalam air
4. Korosif terhadap logam
5. pH < 7
6. Membirukan lakmus merah
Dari pernyataan diatas, yang merupakan dua sifat basa adalah.....
a. 1 dan 2 c. 4 dan 5 e. 5 dan 6
b. 1 dan 5 d. 2 dan 6
7. Zat berikut adalah asam kuat, kecuali....
a. HCl b. HI c. HNO3 d. H2S e. H2SO4
8. Dari zat berikut yang merupakan basa kuat adalah.....
a. NaOH b. NH3 c. CH3COOH d. P(OH)3 e. Al(OH)3
9. Dari data berikut :
1. Ca(OH)2 4. NH3
2. Sr(OH)2 5. Al(OH)3
3. Ba(OH)2 6. Fe(OH)3
Yang merupakan basa lemah adalah.....
a. 1 dan 2 c. 2 dan 3 e. 4 dan 5
b. 1 dan 3 d. 3 dan 4
10. Konsentrasi OH- dari larutan KOH 0,004 M adalah....
a. 0.0002 M b. 0.002 M c. 0.004 M d. 0.2 M e. 0.4 M
11. Konsentrasi ion hidrogen dalam larutan yang pH-nya = 3 – log 2 adalah …
a. 2 × 10–2 M c. 2 × 10–3M e. 0.0003 M
b. 3 × 10–3 M d. 0.0001 M
 99

12. Sebanyak 6.3 gram HNO3 dilarutkan dalam 500 mL air. Maka konsentrasi H+
dari larutan HNO3 adalah....
a. 0.01 M b. 0.02 M c. 0.1 M d. 0.2 M e. 0.3 M
13. Tentukan pH larutan, jika 0.98 gram H2SO4 dengan Mr = 98 yang dilarutkan
kedalam air sehingga volumenya menjadi 200 mL.....
a. 0 b. 1 c. 2 d. 3 e. 4
14. pH larutan yang dibuat dari 0.001 mol KOH dalam 10 liter air adalah.....
a. 4 b. 7 c. 10 d. 11 e. 12
15. Larutan 10 mL H2SO4 0.05 M mempunyai harga pH sebesar….

a. 1 – log 1 c. 4 – log 5 e. 5 – log 2

b. 2 – log 5 d. 5 – log 4

16. Gas HCl murni, 12 mL ditiupkan ke dalam 100 mL air sehingga seluruh gas larut
dan tidak merubah volume air. Tekanan gas semula 76 cmHg dan temperaturnya
270C. Kalau tetapan gas ideal adalah R = 0.08 L.atm/mol.K, log 5 = 0.7, maka
pH larutan HCl adalah…..

a. 1.30 b. 1.70 c. 2.30 d. 2.70 e. 3.30

17. Dari reaksi berikut yang bertindak sebagai asam menurut lewis adalah.....

a. SO3 c. H2O e. O2
b. SO2 d. H2SO4
18. Jika larutan asam asetat mempunyai pH = 3 dan Ka = 10–5 (Mr = 60), maka
jumlah asam asetat dalam 1 liter larutan asam asetat sebesar … .
a. 0.6 gram c. 3 gram e. 60 gram
b. 0.3 gram d. 6 gram
 100

19. Perbandingan antara zat yang mengion dengan jumlah zat mula-mula yang
dilarutkan disebut.....
a. Tetapan asam c. Derajat asosiasi e. Derajat disosiasi
b. Tetapan basa d. Derajat ionisasi
20. Pernyataan dibawah ini adalah benar, kecuali....
a. Derajat ionisasi (α) berbanding lurus dengan akar ketetapan asam
b. Derajat ionisasi (α) berbanding lurus dengan akar ketetapan basa
c. Derajat ionisasi (α) berbanding terbalik dengan akar ketetapan basa
d. Molaritas asam berbanding terbalik dengan kuadrat derajat ionisasi (α)
e. Molaritas basa berbanding terbalik dengan kuadrat derajat ionisasi (α)
21. Suatu asam lemah HA dengan konsentrasi 0.1 M terionisasi sebanyak 1%.
Tetapan kesetimbangan asam lemah tersebut adalah ….
a. 2.5 x 10-7 c. 1 x 10-6 e. 2.5 x 10-5
b. 5 x 10-7 d. 1 x 10-5
22. Perhatikan data berikut :
Larutan A, Ka A = 0.5
Larutan B, Ka B = 0.3
Larutan C, Ka C = 0.2
Larutan D, Ka D = 2 x 10-1
Larutan E, Ka E = 1 x 10-2
Dari data tersebut dapat disimpulkan.....
a. Larutan A dan B memiliki kekuatan asam yang sama
b. Larutan C dan D memiliki kekuatan asam yang sama
c. Larutan C adalah asam yang terkuat
d. Larutan D adalah asam yang terkuat
e. Larutan E adalah asam yang terkuat
23. Perhatikan data berikut :
Larutan A, Kb A = 10-2
Larutan B, Kb B = 10-3
Larutan C, Kb C = 10-4
 101

Larutan D, Kb D = 2 x 10-1
Larutan E, Kb E = 2 x 10-2
Dari data tersebut dapat disimpulkan.....
a. Larutan A dan B memiliki kekuatan basa yang sama
b. Larutan C dan D memiliki kekuatan basa yang sama
c. Larutan C adalah basa yang terkuat
d. Larutan D adalah basa yang terkuat
e. Larutan E adalah basa yang terkuat
24. Berdasarkan data tabel Kb dari beberapa basa berikut ini, maka urutan basa dari
yang paling lemah adalah.....
No. 1 2 3 4 5
Basa LOH MOH QOH SOH TOH
Kb 1.5 x 10-2 3.0 x 10-4 4.3 x 10-2 1.8 x 10-12 4.3 x 10-5

a. LOH < MOH < QOH < SOH < TOH

b. MOH < LOH < QOH < SOH < TOH
c. QOH < MOH < LOH < SOH < TOH
d. SOH < TOH < MOH < LOH < QOH
e. QOH < LOH < MOH < TOH < SOH
25. Sebanyak 10 mL larutan asam asetat (Ka = 1 x 10-5) dengan pH = 3 dicampurkan
dengan 10 mL air. pH larutan adalah.....
a. 2 b. 2.5 c. 3 d. 3.5 e. 4
26. Sebanyak 5 x 10-5 mol NH3 (Kb = 10-6) dilarutkan dalam air sehingga volume
larutan menjadi 500 mL, pH larutan tersebut adalah.....
a. 11 b. 10 c. 9 d. 8 e. 7
27. Dari suatu percobaan diperoleh data sebagai berikut :
Larutan Indikator Lakmus
Merah Biru
A Merah Biru
B Biru Merah
 102

C Merah Merah
D Biru Biru
E Merah Biru

Dari data tersebut dapat disimpulkan bahwa larutan yang bersifat asam, basa,
netral secara berurutan adalah.....
a. A, B, C c. B, C, E e. C, D, E
b. B, C, D d. C, A, D
28. Bila trayek perubahan pH larutan dari :
Metil merah (MM) 4.2-6.3 (merah-kuning)
Metil jingga (MJ) 3.2-4.4 (merah-kuning)
Bromtimol biru (BTB) 6.0-7.6 (kuning-biru)
Fenolftalein (PP) 8.2-10.0 (tidak berwarna-merah)
Pengujian beberapa larutan dengan indikator tersebut menghasilkan data :
Larutan Perubahan Warna dalam Larutan
MM MJ BTB PP
P Kuning Kuning Biru Tidak berwarna
Q Merah Merah Kuning Tidak berwarna
R Kuning Kuning Hijau Tidak berwarna
S Kuning Kuning Biru Merah

Larutan yang bersifat asam, basa dan garam netral secara berurutan adalah.....
a. P, Q, R c. Q, S, R e. R, S, Q
b. Q, R, S d. S, R, Q
29. Larutan HCl dalam air yang pH-nya = 2 akan berubah menjadi pH = 3 bila
larutan tersebut diencerkan.....
a. 10 kali c. 3 kali e. 1.5 kali
b. 5 kali d. 2.5 kali
 103

30. Sebanyak 1 mL larutan NaOH 1M ditambahkan air sehingga volume menjadi 1L,
pH larutan tersebut adalah....
a. 3 b. 5 c. 7 d. 9 e. 11
31. Larutan asam asetat (Ka = 2 x 10-5) mempunyai pH yang sama dengan larutan
10-3M HCl. Konsentrasi asam asetat tersebut adalah .....
a. 0.1 b. 0.15 c. 0.2 d. 0.25 e. 0.05
32. pH larutan NH3 0.1 M (Kb = 10-5).....
a. 9 b. 10 c. 11 d. 12 e. 13

33. Perhatikan reaksi asam basa menurut Bronsted-Lowry berikut!

1. NH4+ (aq) + H2O (l) ↔ NH3 (aq) + H3O+ (aq)

2. CH3COOH (aq) + HNO2 (aq) ↔ CH3COOH2+(aq) + NO2- (aq)

Spesi yang merupakan pasangan asam basa konjugasinya adalah….

a. CH3COOH dengan HNO2
b. NH4+ dengan NH3
c. NH3 dengan H3O+
d. CH3COOH2+ dengan NO2-
e. NH4+ dengan H2O

34. Suatu asam lemah HA dengan konsentrasi 0.1 M terionisasi sebanyak 1%.
Tetapan kesetimbangan asam lemah tersebut adalah ….

a. 2.5 x 10-7 d. 1 x 10-5

b. 5 x 10-7 e. 2.5 x 10-5
c. 1 x 10-6
 104

35. Perhatikan data uji pH dua buah air limbah berikut!

No Indikator Trayek pH Warna Limbah 1 Limbah 2

1 Metil merah 4.2-6.3 Merah-kuning Merah Kuning

2 Bromtimol 6.0-7.6 Kuning-biru Kuning Biru

Biru

3 Fenolftalein 8.3-10.0 Tak berwarna- Tak merah

merah berwarna

Dari hasil pengujian maka pH air limbah 1 dan limbah 2 berturut-turut adalah….
a. 4.2 ≤ pH ≤ 8.3 dan pH ≥ 10.0
b. pH ≤ 4.2 dan 6.3 ≤ pH ≤ 10.0
c. pH ≤ 8.3 dan pH ≥ 10.0
d. 4.2 ≤ pH ≤ 8.3 dan 6.3 ≤ pH ≤ 10.0
e. pH ≤ 4.2 dan pH ≥ 10.0
 105

Appendix 7
ANSWER KEY BEFORE VALIDATION

1. D 21. D
2. E 22. B
3. B 23. D
4. A 24. D
5. E 25. D
6. D 26. C
7. D 27. E
8. A 28. C
9. E 29. A
10. C 30. E
11. C 31. E
12. D 32. C
13. B 33. B
14. C 34. D
15. A 35. E
16. C
17. A
18. D
19. D
20. C
 106

Appendix 8
INSTRUMENT TEST (AFTER VALIDATION)
Chemistry Topic : Acid Base
School : Senior High School
Class/Semester : XI/2
Time Allocation : 60 Minutes
Direction
Give a cross mark (X) on a, b, c, d and e for the correct answer !

1. Asam adalah zat yang dalam air dapat melepaskan ion H+, teori tersebut
dikemukakan oleh.....
a. Antonie Laurent Lavoiser
b. Svante August Arrhenius
c. Lewis
d. Gay Lussac
e. Bronsted Lowry
2. Dibawah ini yang merupakan pengertian asam menurut Bronsted-Lowry adalah.....
a. Asam adalah donor proton
b. Asam adalah akseptor proton
c. Asam adalah melepas ion H+ dalam air
d. Asam adalah menerima ion H+ dalam air
e. Asam adalah menerima ion OH- dalam air
3. Reaksi berikut : NH3 + H3O+ H2O + NH4+
Yang merupakan pasangan asam basa konjugasi adalah.....
a. NH3 dan H2O c. NH3 dan H3O+ e. H3O+ dan H2O
b. H2O dan NH3 d. H3O+ dan NH4+
4. Diketahui sifat asam dan basa :
1. Memerahkan lakmus biru
2. pH > 7
3. Menghasilkan ion OH- dalam air
 107

4. Korosif terhadap logam

5. pH < 7
6. Membirukan lakmus merah
Dari pernyataan diatas, yang merupakan dua sifat basa adalah.....
a. 1 dan 2 c. 4 dan 5 e. 5 dan 6
b. 1 dan 5 d. 2 dan 6
5. Zat berikut adalah asam kuat, kecuali....
a. HCl b. HI c. HNO3 d. H2S e. H2SO4
6. Dari zat berikut yang merupakan basa kuat adalah.....
a. NaOH b. NH3 c. CH3COOH d. P(OH)3 e. Al(OH)3
7. Dari data berikut :
1. Ca(OH)2 4. NH3
2. Sr(OH)2 5. Al(OH)3
3. Ba(OH)2 6. Fe(OH)3
Yang merupakan basa lemah adalah.....
a. 1 dan 2 c. 2 dan 3 e. 4 dan 5
b. 1 dan 3 d. 3 dan 4
8. Konsentrasi OH- dari larutan KOH 0.004 M adalah....
a. 0.0002 M b. 0.002 M c. 0.004 M d. 0.2 M e. 0.4 M
9. Konsentrasi ion hidrogen dalam larutan yang pH-nya = 3 – log 2 adalah …
a. 2 × 10–2 M d. 0.0001 M
b. 3 × 10–3 M e. 0.0003 M
c. 2 × 10–3M
10. Sebanyak 6.3 gram HNO3 dilarutkan dalam 500 mL air. Maka konsentrasi H+ dari
larutan HNO3 adalah....
a. 0.01 M b. 0.02 M c. 0.1 M d. 0.2 M e. 0.3 M
11. Tentukan pH larutan, jika 0.98 gram H2SO4 dengan Mr = 98 yang dilarutkan
kedalam air sehingga volumenya menjadi 200 mL.....
a. 0 b. 1 c. 2 d. 3 e. 4
12. pH larutan yang dibuat dari 0,001 mol KOH dalam 10 liter air adalah.....
 108

a. 4 b. 7 c. 10 d. 11 e. 12
13.Larutan 10 mL H2SO4 0.05 M mempunyai harga pH sebesar….
a. 1 – log 1 c. 4 – log 5 e. 5 – log 2
a. 2 – log 5 d. 5 – log 4
14. Dari reaksi berikut yang bertindak sebagai asam menurut lewis adalah.....

a. SO3 c. H2O e. O2
a. SO2 d. H2SO4
15. Jika larutan asam asetat mempunyai pH = 3 dan Ka = 10–5 (Mr = 60), maka
jumlah asam asetat dalam 1 liter larutan asam asetat sebesar … .
a. 0.6 gram c. 3 gram e. 60 gram
b. 0.3 gram d. 6 gram
16. Perbandingan antara zat yang mengion dengan jumlah zat mula-mula yang
dilarutkan disebut.....
a. Tetapan asam c. Derajat asosiasi e. Derajat disosiasi
b. Tetapan basa d. Derajat ionisasi
17. Pernyataan dibawah ini adalah benar, kecuali....
a. Derajat ionisasi (α) berbanding lurus dengan akar ketetapan asam
b. Derajat ionisasi (α) berbanding lurus dengan akar ketetapan basa
c. Derajat ionisasi (α) berbanding terbalik dengan akar ketetapan basa
d. Molaritas asam berbanding terbalik dengan kuadrat derajat ionisasi (α)
e. Molaritas basa berbanding terbalik dengan kuadrat derajat ionisasi (α)
18. Suatu asam lemah HA dengan konsentrasi 0.1 M terionisasi sebanyak 1%.
Tetapan kesetimbangan asam lemah tersebut adalah ….
a. 2.5 x 10-7 c. 1 x 10-6 e. 2.5 x 10-5
b. 5 x 10-7 d. 1 x 10-5
 109

19. Perhatikan data berikut :

Larutan A, Kb A = 10-2
Larutan B, Kb B = 10-3
Larutan C, Kb C = 10-4
Larutan D, Kb D = 2 x 10-1
Larutan E, Kb E = 2 x 10-2
Dari data tersebut dapat disimpulkan.....
a. Larutan A dan B memiliki kekuatan basa yang sama
b. Larutan C dan D memiliki kekuatan basa yang sama
c. Larutan C adalah basa yang terkuat
d. Larutan D adalah basa yang terkuat
e. Larutan E adalah basa yang terkuat
20. Berdasarkan data tabel Kb dari beberapa basa berikut ini, maka urutan basa dari
yang paling lemah adalah.....
No. 1 2 3 4 5
Basa LOH MOH QOH SOH TOH
Kb 1.5 x 10-2 3.0 x 10-4 4.3 x 10-2 1.8 x 10-12 4.3 x 10-5
a. LOH < MOH < QOH < SOH < TOH
b. MOH < LOH < QOH < SOH < TOH
c. QOH < MOH < LOH < SOH < TOH
d. SOH < TOH < MOH < LOH < QOH
e. QOH < LOH < MOH < TOH < SOH
21. Sebanyak 10 mL larutan asam asetat (Ka = 1 x 10-5) dengan pH = 3 dicampurkan
dengan 10 mL air. pH larutan adalah.....
a. 2 b. 2.5 c. 3 d. 3.5 e. 4
22. Sebanyak 5 x 10-5 mol NH3 (Kb = 10-6) dilarutkan dalam air sehingga volume
larutan menjadi 500 mL, pH larutan tersebut adalah.....
a. 11 b. 10 c. 9 d. 8 e. 7
 110

23. Dari suatu percobaan diperoleh data sebagai berikut :

Larutan Indikator Lakmus
Merah Biru
A Merah Biru
B Biru Merah
C Merah Merah
D Biru Biru
E Merah Biru
Dari data tersebut dapat disimpulkan bahwa larutan yang bersifat asam, basa,
netral secara berurutan adalah.....
a. A, B, C c. B, C, E e. C, D, E
b. B, C, D d. C, A, D
24. Bila trayek perubahan pH larutan dari :
Metil merah (MM) 4.2-6.3 (merah-kuning)
Metil jingga (MJ) 3.2-4.4 (merah-kuning)
Bromtimol biru (BTB) 6.0-7.6 (kuning-biru)
Fenolftalein (PP) 8.2-10.0 (tidak berwarna-merah)
Pengujian beberapa larutan dengan indikator tersebut menghasilkan data :
Larutan Perubahan Warna dalam Larutan
MM MJ BTB PP
P Kuning Kuning Biru Tidak berwarna
Q Merah Merah Kuning Tidak berwarna
R Kuning Kuning Hijau Tidak berwarna
S Kuning Kuning Biru Merah
Larutan yang bersifat asam, basa dan garam netral secara berurutan adalah.....
a. P, Q, R c. Q, S, R e. R, S, Q
b. Q, R, S d. S, R, Q
25. Larutan HCl dalam air yang pH-nya = 2 akan berubah menjadi pH = 3 bila larutan
tersebut diencerkan.....
 111

a. 10 kali c. 3 kali e. 1.5 kali

b. 5 kali d. 2.5 kali
26. Sebanyak 1 mL larutan NaOH 1M ditambahkan air sehingga volume menjadi 1L,
pH larutan tersebut adalah....
a. 3 b. 5 c. 7 d. 9 e. 11
27. Larutan asam asetat (Ka = 2 x 10-5) mempunyai pH yang sama dengan larutan 10-
3
M HCl. Konsentrasi asam asetat tersebut adalah .....
a. 0.1 b. 0.15 c. 0.2 d. 0.25 e. 0.05
28. pH larutan NH3 0.1 M (Kb = 10-5).....
a. 9 b. 10 c. 11 d. 12 e. 13
29. Suatu asam lemah HA dengan konsentrasi 0.1 M terionisasi sebanyak 1%.
Tetapan kesetimbangan asam lemah tersebut adalah ….
a. 2.5 x 10-7 d. 1 x 10-5
b. 5 x 10-7 e. 2.5 x 10-5
c. 1 x 10-6
30. Perhatikan data uji pH dua buah air limbah berikut!
No Indikator Trayek pH Warna Limbah Limbah
1 2

1 Metil merah 4.2-6.3 Merah-kuning Merah Kuning

2 Bromtimol Biru 6.0-7.6 Kuning-biru Kuning Biru

3 Fenolftalein 8.3-10.0 Tak berwarna- Tak merah

merah berwarna

Dari hasil pengujian maka pH air limbah 1 dan limbah 2 berturut-turut adalah….
a. 4.2 ≤ pH ≤ 8.3 dan pH ≥ 10.0
b. pH ≤ 4.2 dan 6.3 ≤ pH ≤ 10.0
c. pH ≤ 8.3 dan pH ≥ 10.0
d. 4.2 ≤ pH ≤ 8.3 dan 6.3 ≤ pH ≤ 10.0
e. pH ≤ 4.2 dan pH ≥ 10.0
 112

Appendix 9
ANSWER KEY AFTER VALIDATION

1. B 20. D
2. A 21. D
3. E 22. D
4. D 23. D
5. D 24. C
6. A 25. E
7. E 26. C
8. C 27. A
9. C 28. E
10. D 29. E
11. B 30. C
12. C 31. D
13. A 32. E
14. A
15. D
16. D
17. C
 113

Appendix 10
INSTRUMENT TEST VALIDITY
 114

Appendix 11
CALCULATION OF INSTRUMENT TEST VALIDITY
To find the validation of the problem used product moment formula, namely:

For question No.3

Nb Sample X Y X² Y² XY
1 S-01 1 30 1 900 30
2 S-02 1 28 1 784 28
3 S-03 1 28 1 784 28
4 S-04 1 29 1 841 29
5 S-05 1 32 1 1024 32
6 S-06 1 33 1 1089 33
7 S-07 1 29 1 841 29
8 S-08 1 16 1 256 16
9 S-09 1 17 1 289 17
10 S-10 0 21 0 441 0
11 S-11 1 22 1 484 22
12 S-12 0 21 0 441 0
13 S-13 0 21 0 441 0
14 S-14 1 19 1 361 19
15 S-15 0 15 0 225 0
16 S-16 0 14 0 196 0
17 S-17 1 21 1 441 21
18 S-18 1 16 1 256 16
19 S-19 1 18 1 324 18
20 S-20 0 14 0 196 0
21 S-21 0 18 0 324 0
22 S-22 1 13 1 169 13
23 S-23 1 12 1 144 12
24 S-24 1 10 1 100 10
25 S-25 1 18 1 324 18
26 S-26 0 15 0 225 0
27 S-27 0 19 0 361 0
28 S-28 0 21 0 441 0
29 S-29 0 17 0 289 0
 115

30 S-30 0 13 0 169 0
31 S-31 0 10 0 100 0
32 S-32 1 24 1 576 24
Total 19 634 19 13836 415

Examples of the use of formulas can be seen in number 3 obtained:

ƩX = 19 ƩY = 634
ƩX2 = 19 ƩY2 = 13836
ƩXY = 415 N = 32
By using the product moment formula obtained:

The validity coefficient (rxy) obtained is compared with the Product Moment value
with n = 32 and the real level ∝ = 0.05, so that rtable = 0.349 is obtained. Then item
number 3 is declared valid because rcount > rtable (0.354 > 0.349). In the same way the r
values are obtained as in the following table:
DATA VALIDATION TABLE INSTRUMENT TEST
Item
rcount rtable Category
Number
1 0.343 0.349 INVALID
2 0.332 0.349 INVALID
3 0.354 0.349 VALID
4 0.4659 0.349 VALID
5 0.4391 0.349 VALID
6 0.7724 0.349 VALID
 116

7 0.3224 0.349 INVALID

8 0.3231 0.349 INVALID
9 0.3117 0.349 INVALID
10 0.3758 0.349 VALID
11 0.4257 0.349 VALID
12 0.3861 0.349 VALID
13 0.3861 0.349 VALID
14 0.4185 0.349 VALID
15 0.5152 0.349 VALID
16 0.2858 0.349 INVALID
17 0.7023 0.349 VALID
18 0.4545 0.349 VALID
19 0.1959 0.349 INVALID
20 0.333 0.349 INVALID
21 0.3746 0.349 VALID
22 0.3668 0.349 VALID
23 0.2016 0.349 INVALID
24 0.4072 0.349 VALID
25 0.2995 0.349 INVALID
26 0.2461 0.349 INVALID
27 0.3929 0.349 VALID
28 0.383 0.349 VALID
After rcount compared to rtable with
29 0.3689 0.349 VALID
a significant level of 5% and N =
30 0.4653 0.349 VALID
32 it turns out that from the 35
31 0.4371 0.349 VALID
questions tested, there were 20
32 0.1568 0.349 INVALID
valid questions and were used as
33 0.2995 0.349 INVALID
data collection tools or
34 0.2167 0.349 INVALID
instruments in the study.
35 0.3133 0.349 INVALID
 117

Appendix 12
INSTRUMENT TEST RELIABILITY
 118

Appendix 13
CALCULATION OF INSTRUMENT TEST RELIABILITY
In the table obtained:
K = 20 ΣX= 368
N = 32 ΣX2= 4892 ΣP2= 11.5

The value of S2 can be calculated using the formula:

S2 =

By using the KR-20 formula obtained the reliability of the test as follows:

From the table of product moment values, it is known that the rtable value for N = 32
and at α = 0.05 is 0.349 while the value of rcount = 0.465. By comparing the value of r,
rcount> rtable (0.465 > 0.349), then this test is declared reliable.
 119

Appendix 14
DIFFICULTY LEVEL OF INSTRUMENT TEST
 120

Appendix 15
CALCULATION OF INSTRUMENT TEST DIFFICULTY LEVEL
To calculate the level of difficulty in each item can be calculated using the
formula:

Test Difficulty Classification Index:

P < 0.2 is categorized as difficult
P: 0.2 - 0.8 is categorized as medium
P > 0.8 is categorized as easy
Calculation of difficulty level number 3:

From the calculation above obtained P = 0.767, so it can be concluded that the
question number 3 has fulfilled the requirements with the Medium category.
Table of Difficulty Rate Calculation Results Item (P);
Item
P Category
Number
0.59 Medium
3
0.72 Medium
4
0.59 Medium
5
0.47 Medium
6
0.6 Medium
10
0.5 Medium
11
0.5 Medium
12
0.5 Medium
13
0.5 Medium
14
0.4 Medium
15
 121

0.6 Medium
17
0.5 Medium
18
0.7 Medium
21
0.7 Medium
22
0.7 Medium
24
0.6 Medium
27
0.8 Medium
28
0.5 Medium
29
0.5 Medium
30
0.6 Medium
31
 122

Appendix 16
TABLE OF INSTRUMENT TEST DIFFERENCE POWER
 123

Appendix 17
CALCULATION OF INSTRUMENT TEST DIFFERENCE POWER
To find out the different power of each question, it can be known by using the
formula:

An item is declared to be eligible if D ranges from 0.2 to 1.0.

D: 0.00 - 0.20 = Bad
D: 0.21 - 0.40 = Enough
D: 0.41 - 0.70 = Good
D: 0.71 - 1.00 = Very good
Different power calculation questions number 3:

So, item number 3 qualifies with the Enough category.

Difference Results Table (D)
Item
D Category
Number
0.31 Enough
3
0.438 Good
4
0.313 Enough
5
0.563 Good
6
0.375 Enough
10
0.5 Good
11
0.5 Good
12
0.5 Good
13
0.25 Enough
14
0.5 Good
15
0.625 Good
17
 124

0.44 Good
18
0.23 Enough
21
0.3 Enough
22
0.3 Enough
24
0.3 Enough
27
0.38 Enough
28
0.41 Good
29
0.5 Good
30
0.23 Enough
31
 125

Appendix 18
TABLE OF DISTRUCTOR

Number Options Number Options

of Test Group A B C D E of Test Group A B C D E
JPA 1 0 0 0 13 JPA 11 1 3 1 0
JPB 3 8 2 5 0 JPB 6 0 9 1 0
3 Distructor 17 Distructor
(%) 12.5 25 6.25 15.625 40.625 (%) 53.125 3.125 37.5 6.25 0
Criteria Accepted Accepted Accepted Accepted Key Criteria Key Revised Accepted Accepted Rejected
JPA 13 1 0 1 1 JPA 0 1 3 10 2
JPB 10 1 1 1 4 JPB 0 3 5 7 1
4 Distructor 18 Distructor
(%) 71.875 6.25 3.125 6.25 15.625 (%) 0 12.5 25 53.125 9.375
Criteria Key Accepted Revised Accepted Accepted Criteria Rejected Accepted Accepted Key Accepted
JPA 1 3 0 0 12 JPA 0 3 0 13 1
JPB 0 9 0 0 7 JPB 2 5 0 8 0
5 Distructor 21 Distructor
(%) 3.125 37.5 0 0 59.375 (%) 6.25 25 0 65.625 3.125
Criteria Revised Accepted Rejected Rejected Key Criteria Accepted Accepted Rejected Key Revised
JPA 5 0 0 11 0 JPA 0 15 1 0 0
JPB 5 7 0 4 0 JPB 2 8 4 2 0
6 Distructor 22 Distructor
(%) 31.25 21.875 0 46.875 0 (%) 6.25 71.875 15.625 6.25 0
Criteria Accepted Accepted Rejected Key Rejected Criteria Accepted Key Accepted Accepted Rejected
JPA 1 1 12 1 1 JPA 0 1 0 15 0
10 JPB 1 1 8 0 7 24 JPB 5 2 2 7 0
Distructor 6.25 6.25 62.5 3.125 25 Distructor 15.625 9.375 6.25 68.75 0
 126

(%) (%)
Criteria Accepted Accepted Key Revised Accepted Criteria Accepted Accepted Accepted Key Rejected
JPA 0 1 9 4 1 JPA 1 0 0 1 12
JPB 0 4 7 2 2 JPB 0 2 0 7 6
11 Distructor 27 Distructor
(%) 0 15.625 50 18.75 9.375 (%) 3.125 6.25 0 25 56.25
Criteria Rejected Accepted Key Accepted Accepted Criteria Revised Accepted Rejected Accepted Key
JPA 2 0 5 9 0 JPA 0 0 14 1 1
JPB 0 0 4 7 4 JPB 5 0 10 1 0
12 Distructor 28 Distructor
(%) 6.25 0 28.125 50 12.5 (%) 15.625 0 75 6.25 3.125
Criteria Accepted Rejected Accepted Key Accepted Criteria Accepted Rejected Key Accepted Revised
JPA 5 8 3 1 0 JPA 8 3 2 3 1
JPB 6 8 4 0 0 JPB 9 2 3 1 1
13 Distructor 29 Distructor
(%) 34.375 50 21.875 3.125 0 (%) 53.125 15.625 15.625 12.5 6.25
Criteria Accepted Key Accepted Revised Rejected Criteria Key Accepted Accepted Accepted Accepted
JPA 2 1 10 1 2 JPA 0 0 2 2 12
JPB 1 2 7 2 4 JPB 0 1 3 7 4
14 Distructor 30 Distructor
(%) 9.375 9.375 53.125 9.375 18.75 (%) 0 3.125 15.625 28.125 50
Criteria Accepted Accepted Accepted Accepted Accepted Criteria Rejected Revised Accepted Accepted Key
JPA 9 1 5 1 1 JPA 0 0 2 1 13
JPB 5 1 9 1 0 JPB 1 2 6 0 7
15 Distructor 31 Distructor
(%) 43.75 6.25 43.75 6.25 3.125 (%) 3.125 6.25 25 3.125 62.5
Criteria Accepted Accepted Key Accepted Revised Criteria Revised Accepted Accepted Revised Key
 127

Appendix 19
INSTRUMENT ANALYSIS RECAPITULATION

Validity Reliability Difficulty Level Difference Power

Item rcount rtable r1 1 P Category D Conclusion
Category

3 0.38 0.349 0.59 Medium 0.31 Enough Item Used

0.46 Medium Good Item Used
4 0.349 0.72 0.43
0.43 Medium Enough Item Used
5 0.349 0.59 0.31
0.72 Medium Good Item Used
6 0.349 0.47 0.56
0.37 Medium Enough Item Used
10 0.349 0.6 0.37
0.42 With Medium Good Item Used
11 0.349 0.5 0.5
calculation by
12 0.38 0.349 0.5 Medium 0.5 Good Item Used
Kuder and
13 0.38 0.349 Richardson 20 0.5 Medium 0.5 Good Item Used
0.41 (KR-20) we Medium Enough Item Used
14 0.349 got that 0.5 0.25
0.51 rcount = 0.46 Medium Good Item Used
15 0.349 0.4 0.5
0.70 rtable = 0.349 Medium Good Item Used
17 0.349 because 0.6 0.62
0.45 rcount > rtable Medium Good Item Used
18 0.349 0.5 0.44
0.37 so the Medium Enough Item Used
21 0.349 instrument test 0.7 0.23
0.36 stated reliable. Medium Enough Item Used
22 0.349 0.7 0.3
24 0.40 0.349 0.7 Medium 0.3 Enough Item Used
0.39 Medium Enough Item Used
27 0.349 0.6 0.3
28 0.38 0.349 0.8 Medium 0.38 Enough Item Used
29 0.36 0.349 0.5 Medium 0.41 Good Item Used
30 0.46 0.349 0.5 Medium 0.5 Good Item Used
31 0.43 0.349 0.6 Medium 0.23 Enough Item Used
 128

Appendix 20
TABULATION OF STUDENTS LEARNING ACHIEVEMENT DATA
a. Control Class
Learning Complete
Nb Sample Achievement Standard Different
Pretest Posttest Criteria (75)
1 S-01 40 70 Not Complete 30
2 S-02 40 70 Not Complete 30
3 S-03 40 60 Not Complete 20
4 S-04 40 75 Complete 35
5 S-05 40 75 Complete 35
6 S-06 45 65 Not Complete 20
7 S-07 45 75 Complete 30
8 S-08 45 60 Not Complete 15
9 S-09 30 75 Complete 45
10 S-10 30 70 Not Complete 40
11 S-11 30 65 Not Complete 35
12 S-12 35 75 Complete 40
13 S-13 35 70 Not Complete 35
14 S-14 35 65 Not Complete 30
15 S-15 35 65 Not Complete 30
16 S-16 20 55 Not Complete 35
17 S-17 35 70 Not Complete 35
18 S-18 35 65 Not Complete 30
19 S-19 35 70 Not Complete 35
20 S-20 35 70 Not Complete 35
21 S-21 35 70 Not Complete 35
22 S-22 40 65 Not Complete 25
23 S-23 40 75 Complete 35
24 S-24 40 80 Complete 40
25 S-25 40 70 Not Complete 30
26 S-26 40 75 Complete 35
27 S-27 45 75 Complete 30
28 S-28 45 75 Complete 30
29 S-29 45 80 Complete 35
30 S-30 35 70 Not Complete 35
31 S-31 30 65 Not Complete 35
32 S-32 20 60 Not Complete 40
33 S-33 25 60 Not Complete 35
34 S-34 30 70 Not Complete 40
 129

35 S-35 30 65 Not Complete 35

36 S-36 30 65 Not Complete 35
∑X 1300 2485
X Rata-rata 35.97 69.027

b. Experiment Class
Learning Complete
Nb Sample Achievement Standard Different
Pretest Posttest Criteria (75)
1 S-01 45 80 Complete 35
2 S-02 45 80 Complete 35
3 S-03 45 80 Complete 35
4 S-04 45 90 Complete 45
5 S-05 35 85 Complete 50
6 S-06 35 70 Not Complete 35
7 S-07 35 70 Not Complete 35
8 S-08 20 75 Complete 55
9 S-09 35 75 Complete 40
10 S-10 35 75 Complete 40
11 S-11 35 75 Complete 40
12 S-12 35 85 Complete 50
13 S-13 40 85 Complete 45
14 S-14 35 85 Complete 50
15 S-15 35 85 Complete 50
16 S-16 40 85 Complete 45
17 S-17 40 90 Complete 50
18 S-18 40 80 Complete 40
19 S-19 30 80 Complete 50
20 S-20 30 80 Complete 50
21 S-21 40 80 Complete 40
22 S-22 35 80 Complete 45
23 S-23 40 90 Complete 50
24 S-24 30 90 Complete 60
25 S-25 35 80 Complete 45
26 S-26 25 80 Complete 55
27 S-27 30 80 Complete 50
28 S-28 30 80 Complete 50
29 S-29 45 95 Complete 50
30 S-30 40 85 Complete 45
31 S-31 40 95 Complete 55
32 S-32 40 85 Complete 45
 130

33 S-33 40 85 Complete 45
34 S-34 40 85 Complete 45
35 S-35 45 90 Complete 45
36 S-36 45 90 Complete 45
∑X 1345 2980
X Rata-rata 37.083 82.78
 131

Appendix 21
NORMALITY TEST FOR STUDENTS LEARNING ACHIEVEMENT
DATA

A. Test for the Normality of Pretest Data

1. Normality Test of Pretest Control Class
Pretest data from the control class obtained the results of normality testing
using the chi square test as follows:
a. The number of interval classes for the Chi-square test, the number of interval
classes set = 6. This is in accordance with the 6 fields in the standard Normal
curve.
b. Determine the length of the class interval with the formula:

=5
c. Arrange data into tables to determine the value of Chi Squares as presented in
the following table:

Table of Normality Test

Interval Fo Fh Fh fo-fh (fo-fh)2 (fo-fh)2 / fh

20-25 3 2.34 % x 36 0.84 2.16 4.66 5.53

26-31 7 13.53 % x 36 4.87 2.13 4.53 0.93
32-37 10 34.38 % x 36 12.38 -2.38 5.65 0.46
38-43 10 34.38 % x 36 12.38 -2.38 5.65 0.46
44-49 6 13.53 % x 36 4.87 1.13 1.28 0.26
50-55 0 2.34% x 36 0.84 -0.84 0.71 0.84

TOTAL 36 36.18 -0.18 22.47 8.47

Based on the table for testing the normality of the data above, Chi-square
calculated (χ2) = 4.47 while the Chi-square value of the table at α = 0.05; db = 5 is
 132

11.07. Because Chi squared is calculated (χ2) < Chi squared value table, it is
concluded that the pretest data for the control class is normally distributed.
2. Normality Test of Pretest Experiment Class
Pretest data from the experiment class obtained the results of normality
testing using the chi square test as follows:
a. The number of interval classes for the Chi-square test, the number of interval
classes set = 6. This is in accordance with the 6 fields in the standard Normal
curve.
b. Determine the length of the class interval with the formula:

=5
c. Arrange data into tables to determine the value of Chi Squares as presented in
the following table:
Table of Normality Test

Interval Fo Fh Fh fo-fh (fo-fh)2 (fo-fh)2 / fh

20-25 2 2.34 % x 36 0.84 1.16 1.34 1.59

26-31 5 13.53 % x 36 4.87 0.13 0.02 0.00
32-37 11 34.38 % x 36 12.38 -1.38 1.90 0.15
38-43 11 34.38 % x 36 12.38 -1.38 1.90 0.15
44-49 7 13.53 % x 36 4.87 2.13 4.53 0.93
50-55 0 2.34% x 36 0.84 -0.84 0.71 0.84
TOTAL 36 36.18 -0.18 10.39 3.67

Based on thetable for testing the normality of the data above, Chi-square
calculated (χ2) = 3.67 while the Chi-square value of the table at α = 0.05; db = 5 is
11.07. Because Chi squared is calculated (χ2) < Chi squared value table, it is
concluded that the pretest data for the control class is normally distributed.
 133

B. Test for the Normality of Posttest Data

1. Normality Test of Posttest Control Class
Posttest data from the control class obtained the results of normality
testing using the chi square test as follows:
a. The number of interval classes for the Chi-square test, the number of interval
classes set = 6. This is in accordance with the 6 fields in the standard Normal
curve.
b. Determine the length of the class interval with the formula:

=5
c. Arrange data into tables to determine the value of Chi Squares as presented in
the following table:
Table of Normality Test

Interval Fo Fh Fh fo-fh (fo-fh)2 (fo-fh)2 / fh

50-55 0 2.34 % x 36 0.84 -0.84 0.71 0.84

56-61 5 13.53 % x 36 4.87 0.13 0.02 0.00
62-67 9 34.38 % x 36 12.38 -3.38 11.40 0.92
68-72 11 34.38 % x 36 12.38 -1.38 1.90 0.15
73-78 9 13.53 % x 36 4.87 4.13 17.05 3.50
79-84 2 2.34% x 36 0.84 1.16 1.34 1.59
TOTAL 36 36.18 -0.18 32.42 7.01

Based on the table for testing the normality of the data above, Chi-square
calculated (χ2) = 7.01 while the Chi-square value of the table at α = 0.05; db = 5 is
11.07. Because Chi squared is calculated (χ2) < Chi squared value table, it is
concluded that the pretest data for the control class is normally distributed.
 134

2. Normality Test of Posttest Experiment Class

Posttest data from the control class obtained the results of normality
testing using the chi square test as follows:
a. The number of interval classes for the Chi-square test, the number of interval
classes set = 6. This is in accordance with the 6 fields in the standard Normal
curve.
b. Determine the length of the class interval with the formula:

= 4.16 = 4
c. Arrange data into tables to determine the value of Chi Squares as presented in
the following table:
Table of Normality Test

Interval Fo Fh Fh fo-fh
(fo- (fo-fh)2 / fh
fh)2
70-74 2 2.34 % x 36 0.84 1.16 1.34 1.59
75-79 4 13.53 % x 36 4.87 -0.87 0.76 0.16
80-84 12 34.38 % x 36 12.38 -0.38 0.14 0.01
85-89 10 34.38 % x 36 12.38 -2.38 5.65 0.46
90-94 6 13.53 % x 36 4.87 1.13 1.28 0.26
95-99 2 2.34% x 36 0.84 1.16 1.34 1.59
TOTAL 36 36.18 -0.18 10.50 4.07

Based on the table for testing the normality of the data above, Chi-square
calculated (χ2) = 4.07 while the Chi-square value of the table at α = 0.05; db = 5 is
11.07. Because Chi squared is calculated (χ2) < Chi squared value table, it is
concluded that the pretest data for the control class is normally distributed.
 135

Appendix 22

HOMOGENEITY TEST FOR STUDENTS LEARNING ACHIEVEMENT

DATA
A. Determination of Fcount
Testing the variance homogeneity of the two sample groups or more is done by
the F test using the formula:
F=

1. Homogeneity Test for Pretest Data

From the attachment of the pretest value tabulation in the sample group, it is
known that:
Data of pretest in control class:
= 35.97 N = 36 S2 = 47.301

Experimental class pretest data:

= 37.083 N = 36 S2 = 42.123

So that Fcount = = 1.122 Ftable (0.05) (35,35) = 1.757

From the calculation obtained Fcount < Ftable that is 1.122 < 1.757, then the data of
pretest in control class and experimental class are declared homogeneous.
2. Homogeneity Test for Posttest Data
From the attachment of the posttest value tabulation in the sample group, it is
known that:
Data of posttest in control class:
= 69.027 N = 36 S2 = 35.456

Experimental class posttest data:

= 82.778 N = 36 S2 = 37.778

So that Fcount = = 1.065 Ftable (0.05) (35,35) = 1.757

From the calculation obtained Fcount < Ftable that is 1.065 < 1.757, then the data of
posttest in control class and experimental class are declared homogeneous.
 136

Calculation Table of Variance and Standard Deviation for Two Sample Groups
Control Class Experiment Class
Name of Deviation (Xi- Square Deviation (Xi- Name of Score Deviation (Xi- Square Deviation (Xi-
Nb Score (Xi) Nb
Students X) X)² Students (Xi) X) X)²
1 S-01 70 0.97 0.95 1 S-01 80 -2.78 7.72
2 S-02 70 0.97 0.95 2 S-02 80 -2.78 7.72
3 S-03 60 -9.03 81.50 3 S-03 80 -2.78 7.72
4 S-04 75 5.97 35.67 4 S-04 90 7.22 52.16
5 S-05 75 5.97 35.67 5 S-05 85 2.22 4.94
6 S-06 65 -4.03 16.22 6 S-06 70 -12.78 163.27
7 S-07 75 5.97 35.67 7 S-07 70 -12.78 163.27
8 S-08 60 -9.03 81.50 8 S-08 75 -7.78 60.49
9 S-09 75 5.97 35.67 9 S-09 75 -7.78 60.49
10 S-10 70 0.97 0.95 10 S-10 75 -7.78 60.49
11 S-11 65 -4.03 16.22 11 S-11 75 -7.78 60.49
12 S-12 75 5.97 35.67 12 S-12 85 2.22 4.94
13 S-13 70 0.97 0.95 13 S-13 85 2.22 4.94
14 S-14 65 -4.03 16.22 14 S-14 85 2.22 4.94
15 S-15 65 -4.03 16.22 15 S-15 85 2.22 4.94
16 S-16 55 -14.03 196.78 16 S-16 85 2.22 4.94
17 S-17 70 0.97 0.95 17 S-17 90 7.22 52.16
18 S-18 65 -4.03 16.22 18 S-18 80 -2.78 7.72
19 S-19 70 0.97 0.95 19 S-19 80 -2.78 7.72
20 S-20 70 0.97 0.95 20 S-20 80 -2.78 7.72
 137

21 S-21 70 0.97 0.95 21 S-21 80 -2.78 7.72

22 S-22 65 -4.03 16.22 22 S-22 80 -2.78 7.72
23 S-23 75 5.97 35.67 23 S-23 90 7.22 52.16
24 S-24 80 10.97 120.39 24 S-24 90 7.22 52.16
25 S-25 70 0.97 0.95 25 S-25 80 -2.78 7.72
26 S-26 75 5.97 35.67 26 S-26 80 -2.78 7.72
27 S-27 75 5.97 35.67 27 S-27 80 -2.78 7.72
28 S-28 75 5.97 35.67 28 S-28 80 -2.78 7.72
29 S-29 80 10.97 120.39 29 S-29 95 12.22 149.38
30 S-30 70 0.97 0.95 30 S-30 85 2.22 4.94
31 S-31 65 -4.03 16.22 31 S-31 95 12.22 149.38
32 S-32 60 -9.03 81.50 32 S-32 85 2.22 4.94
33 S-33 60 -9.03 81.50 33 S-33 85 2.22 4.94
34 S-34 70 0.97 0.95 34 S-34 85 2.22 4.94
35 S-35 65 -4.03 16.22 35 S-35 90 7.22 52.16
36 S-36 65 -4.03 16.22 36 S-36 90 7.22 52.16
∑X 2485 2.27E-13 1240.97 ∑X 2980 2.274E-13 1322.22
X Rata-rata 69.02 X Rata-rata 82,77
S 5.95 S 6.14
S² 35.45 S² 37.77
Fhit 1.065
Ftable 1.757
 138

Appendix 23
CALCULATION OF % INCREASE STUDENTS LEARNING
ACHIEVEMENT
To see the percentage increase in student learning achievement on the
subject of acid base in class XI at SMA N 14 Medan can be obtained from the
average gain values in the experimental class and control class, namely:
Increased results of student learning achievement experiment class

g=

g=

g=

g = 0.72
From the calculation obtained g > 0.7 which is 0.72 > 0.7, then the data
increase in the learning achievement of the experimental class is stated to be high.
% g = Average gain of experiment class x 100%
% g = 0.72 x 100%
% g = 72%
From the calculation of % gain in the experiment class, the increase in student
learning achievement for the experimental class is stated to be effective.
Increased results of student learning achievement control classes

g=

g=

g=

g = 0.547
From the calculation obtained 0.3 ≤ g ≤ 0.7 which is 0.3 ≤ 0.547 ≤ 0.7, the
data increase in student learning achievement of the control class is stated to be
medium.
% g = Average gain of control classx 100%
% g = 0.547 x 100%
% g = 54.7 %
 139

From the calculation of % gain in the control class, the increase in student
learning achievement for the experimental class is stated to be quite effective.
So that from the results obtained a percentage increase in student
chemistry learning achievement by using android based student worksheets of
72% and the percentage increase in student chemistry learning achievement with
the use of existed student worksheets by 54.7 %.
 140

Appendix 24
HYPOTHESIS TEST FOR STUDENTS LEARNING ACHIEVEMENT
DATA
From the calculation results in the attachment, the values of:
= 72 n1 = 36 S12 = 37.778
= 54.7 n2 = 36 S22 = 35.456
do = 0
So, that the hypothesis can be tested as below:

ttable to test one on α = 0.05 then = 0.025

db = n1 + n2 – 2
db = 36 + 36 – 2
db = 70
The value of t (0.025) and dk 70 is 1.994
From the data distribution t ttable = 1.994. While based on calculations obtained t =
12.14 so that the value of tcount > ttable (12.14 > 1.994). Thus the criteria for testing
the hypothesis tcount > ttable are fulfilled. This means that Ho is rejected, Ha is
accepted which means the learning outcomes of students who use the Android
based student worksheets are higher than using the student worksheets used in
school.
 141

Appendix 25
STUDENTS LEARNING MOTIVATION QUESTIONNAIRE

Nama : Kelas :
No. Absen : Hari/Tanggal :

Aturan menjawab angket:

1. Pada angket ini terdapat 20 butir pernyataan. Berilah jawaban yang benar-
benar sesuai dengan pilihanmu.
2. Jawaban tidak diperbolehkan dipengaruhi oleh jawaban pernyataan lain
maupun jawaban teman lain.
3. Berikan tanda Chek (√) pada kolom pilihan jawaban yang tersedia sesuai
dengan keterangan pilihan jawaban.
Keterangan pilihan jawaban:
STS = Sangat Tidak Setuju S = Setuju
TS = Tidak Setuju SS = Sangat Setuju
Pilihan Jawaban
No. Pernyataan
STS TS S SS
1. Saya berusaha hadir setiap hari unutk belajar

2. Saya akan merasa rugi jika tidak mengikuti pelajaran

Saya mengikuti pelajaran di kelas hingga pelajaran
3.
selesai
Siapapun guru yang mengajar, saya tetap mengikuti
4.
pelajaran
Saya belajar kembali dirumah dengan jadwal belajar
5.
yang teratur
Untuk lebih memahami materi pelajaran, saya
6.
menyempatkan diri belajar kembali di rumah
Saya lebih mudah memahami pembelajaran dengan
7.
menggunakan media LKS

8. Saya senang belajar menggunakan LKS yang

 142

digunakan saat proses pembelajaran

Saya senang mengajak teman berdiskusi untuk

9.
mengerjakan LKS ketika ada kesulitan
Saya menggunakan LKS untuk belajar kembali
10.
dirumah
11. Saya giat belajar agar cita-cita saya tercapai
Saya berusaha keras karena ingin mencapai prestasi
12.
setinggi-tingginya
Mencapai prestasi yang lebih baik merupakan hal
13.
yang penting bagi saya
14. Saya senang ketika mendapat pujian dari guru
Saya berusaha untuk menjawab pertanyaan guru jika
15.
diberi nilai tambahan
Saya semakin terpacu mengerjakan tugas setelah
16.
mendapat nilai yang bagus
Saya merasa puas bila nilai saya tidak ada yang
17.
dikategorikan mengulang
Saya sulit memahami pelajaran dalam kondisi kelas
18.
yang berisik
Saya sulit memahami pelajaran ketika guru
19.
menjelaskan terlalu cepat
20. Saya sulit belajar di ruang kelas yang kotor
 143

Appendix 26
RESULT OF STUDENTS LEARNING MOTIVATION QUESTIONNAIRE
a. Control Class
Assessed Aspect
Nb Sample Total Average
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 S-01 2 2 2 2 2 2 2 2 2 1 3 2 2 4 3 4 4 4 4 3 52 2.6
2 S-02 2 2 2 2 2 2 2 2 2 1 3 2 2 4 3 4 4 4 4 3 52 2.6
3 S-03 3 3 3 3 3 3 2 2 2 2 3 3 3 4 3 4 4 3 4 3 60 3
4 S-04 2 2 2 2 2 2 2 2 2 1 4 2 2 4 3 4 4 4 4 3 53 2.65
5 S-05 2 2 2 2 2 2 2 2 2 1 3 2 2 4 3 4 4 4 4 3 52 2.6
6 S-06 2 2 2 2 2 2 2 2 2 1 4 2 2 4 3 4 4 4 4 3 53 2.65
7 S-07 2 2 2 2 2 2 2 2 2 1 3 2 2 4 3 4 4 4 4 3 52 2.6
8 S-08 4 3 3 3 3 3 2 2 2 2 3 3 3 4 3 4 4 3 4 3 61 3.05
9 S-09 2 2 2 2 2 2 2 2 2 1 3 2 2 4 3 4 4 4 4 3 52 2.6
10 S-10 3 3 3 3 3 3 3 2 2 2 3 3 3 4 3 4 4 4 4 3 62 3.1
11 S-11 1 2 2 2 2 2 2 2 2 1 3 2 2 4 3 4 4 4 4 3 51 2.55
12 S-12 1 2 2 2 2 2 2 2 2 1 3 2 2 4 3 4 4 4 4 4 52 2.6
13 S-13 2 2 2 2 2 2 2 2 2 1 3 2 2 4 3 3 4 4 4 3 51 2.55
14 S-14 2 2 2 2 2 2 2 1 2 1 3 2 2 4 3 4 4 4 4 3 51 2.55
15 S-15 3 3 3 3 3 3 2 2 2 2 4 3 3 4 3 3 4 4 4 3 61 3.05
16 S-16 2 2 2 2 2 2 2 2 2 1 3 2 2 4 3 4 4 4 4 3 52 2.6
17 S-17 2 2 2 2 2 2 2 2 2 1 3 2 2 4 3 4 4 4 4 3 52 2.6
18 S-18 2 2 2 2 2 2 2 2 2 1 3 2 2 4 3 4 4 4 4 3 52 2.6
 144

19 S-19 2 2 2 2 2 2 2 2 2 1 3 2 2 4 3 4 4 4 4 3 52 2.6
20 S-20 1 2 2 2 2 2 2 1 2 1 3 2 2 4 3 3 4 4 4 3 49 2.45
21 S-21 3 3 3 3 3 3 2 2 2 2 3 3 3 4 3 4 4 4 4 3 61 3.05
22 S-22 2 2 2 2 2 2 2 2 2 1 3 2 2 4 3 4 4 4 4 3 52 2.6
23 S-23 2 2 2 2 2 2 2 2 2 1 4 2 2 4 3 3 4 4 4 3 52 2.6
24 S-24 2 2 2 2 2 2 2 2 2 1 3 2 2 4 3 4 4 4 4 3 52 2.6
25 S-25 2 2 2 2 2 2 2 2 2 1 3 2 2 4 3 4 4 4 4 3 52 2.6
26 S-26 2 2 2 2 2 2 2 2 2 1 4 2 2 4 3 4 4 4 4 3 53 2.65
27 S-27 2 2 2 2 2 2 2 2 2 1 3 2 2 4 3 4 3 4 4 3 51 2.55
28 S-28 3 3 3 3 3 3 2 2 2 1 3 3 3 4 3 3 4 4 4 3 59 2.95
29 S-29 3 3 3 3 3 3 2 1 2 2 3 3 3 4 3 4 3 3 4 3 58 2.9
30 S-30 3 3 3 3 3 3 2 2 2 1 3 3 3 4 3 4 4 4 4 3 60 3
31 S-31 2 2 2 2 2 2 2 2 2 1 4 2 2 4 3 3 4 4 4 3 52 2.6
32 S-32 2 2 2 2 2 2 2 2 2 1 4 2 2 4 3 4 3 4 4 3 52 2.6
33 S-33 2 2 2 2 2 2 2 2 2 1 3 2 2 4 3 4 4 4 4 3 52 2.6
34 S-34 2 2 2 2 2 2 2 2 2 1 4 2 2 4 3 4 4 4 4 3 53 2.65
35 S-35 3 3 3 3 3 3 2 2 2 2 3 3 3 4 3 4 4 3 4 3 60 3
36 S-36 2 2 2 2 2 2 2 2 2 1 3 2 2 4 3 3 4 4 4 3 51 2.55
Total 79 81 81 81 81 81 73 69 72 43 116 81 81 144 108 137 141 140 144 109
2.19 2.3 2.3 2.3 2.3 2.3 2 1.9 2 1.2 3.2 2.3 2.3 4 3 3.8 3.9 3.9 4 3
Average
2.697

From the calculation, it was obtained 2.5 < FS ≤ 3.25 which was 2.5 < 2.69 ≤ 3.25, so the increase in data on the results of student learning
motivation in the control class was stated to be good.
 145

b. Experiment Class
Assessed Aspect
Nb Sample Total Average
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 S-01 3 4 3 4 3 4 3 3 3 3 4 3 4 4 3 4 4 4 4 3 70 3.5
2 S-02 3 4 4 4 3 4 3 4 4 4 4 4 4 4 3 4 4 4 4 3 75 3.75
3 S-03 3 4 3 3 3 3 3 3 3 3 3 3 3 4 3 4 4 3 4 3 65 3.25
4 S-04 4 3 4 4 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 3 76 3.8
5 S-05 3 4 3 3 3 3 3 3 3 3 3 3 3 4 3 4 4 4 4 3 66 3.3
6 S-06 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 4 4 4 3 71 3.55
7 S-07 4 4 4 3 4 3 4 4 3 4 3 4 3 4 4 4 4 4 4 3 74 3.7
8 S-08 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 4 3 4 3 70 3.5
9 S-09 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 4 4 4 3 71 3.55
10 S-10 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 4 4 4 3 71 3.55
11 S-11 3 4 3 3 3 3 3 3 3 3 3 3 3 4 3 4 4 4 4 3 66 3.3
12 S-12 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 4 4 4 4 72 3.6
13 S-13 4 3 4 3 4 3 4 4 3 4 3 4 3 4 4 3 4 4 4 3 72 3.6
14 S-14 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 4 4 4 3 71 3.55
15 S-15 3 3 3 3 2 3 3 3 3 3 3 3 3 4 3 3 4 4 4 3 63 3.15
16 S-16 3 4 4 4 3 4 4 4 4 4 4 4 4 4 3 4 4 4 4 3 76 3.8
17 S-17 3 4 3 3 3 3 3 3 3 3 3 3 3 4 3 4 4 4 4 3 66 3.3
18 S-18 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 4 4 4 3 71 3.55
19 S-19 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 4 4 4 3 71 3.55
20 S-20 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 4 4 4 3 64 3.2
21 S-21 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 4 4 4 3 71 3.55
 146

22 S-22 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 4 4 4 3 71 3.55
23 S-23 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 4 4 4 3 64 3.2
24 S-24 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 4 4 4 3 71 3.55
25 S-25 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 4 4 4 3 71 3.55
26 S-26 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 4 4 4 3 71 3.55
27 S-27 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 3 4 4 3 70 3.5
28 S-28 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 4 4 4 3 64 3.2
29 S-29 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 3 3 4 3 69 3.45
30 S-30 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 4 4 4 3 71 3.55
31 S-31 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 4 4 4 3 64 3.2
32 S-32 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 3 4 4 3 70 3.5
33 S-33 3 4 3 4 3 4 3 3 4 3 4 3 4 3 3 4 4 4 4 3 70 3.5
34 S-34 4 4 4 4 3 4 4 4 4 4 4 4 4 3 4 4 4 4 4 3 77 3.85
35 S-35 3 4 3 4 3 4 3 3 4 3 4 3 4 4 3 4 4 3 4 3 70 3.5
36 S-36 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 4 4 4 3 64 3.2
Total 112 136 114 132 109 131 113 114 131 114 132 114 132 142 112 137 141 140 144 109
3.11 3.8 3.2 3.7 3 3.6 3.1 3.2 3.6 3.2 3.7 3.2 3.7 3.9 3.1 3.8 3.9 3.9 4 3
Average
3.484

From the calculation, it was obtained 3.25 < FS ≤ 4.0 which was 3.25 < 3.75 ≤ 4.0, so the increase in data on the results of student learning
motivation in the experimental class was stated to be very good.
 147

Appendix 27
ANDROID BASED STUDENT WORKSHEET
Android based student worksheet that has been developed has characteristic
below :
a. Name of File : CHEMISTER
b. Type of File : apk
c. Size of File : 4.5MB
The student worksheet contain five chemistry topic such as electrolyte and non
electrolyte solution, acid base, redox reaction, salt hydrolysis and buffer solution
that collected from various source. It is equipped with short explanation about the
topic, examples of question and exercise question.
Structure of Android based Student Worksheet on Acid Base Topic
Nb Picture Explanation
1

Front Cover of
Application

2
 148

Basic Competence,
Mind Map and button
of Acid Base topic.

Short Explanation of
Acid Base Topic
 149

Question of acid base

topic and button click
to answer the
question.

After finished the

question, the result of
the test will shown in
the end.

Profile of Application
Owner.
 150

Appendix 28
TABLE OF r-PRODUCT VALUE
N Significant Level N Significant Level N Significant Level
5% 1% 5% 1% 5% 1%
3 0.997 0.999 27 0.381 0.487 55 0.266 0.345
4 0.950 0.990 28 0.374 0.478 60 0.254 0.330
5 0.878 0.950 29 0.367 0.470 65 0.244 0.317

6 0.811 0.917 30 0.361 0.463 70 0.235 0.306

7 0.754 0.874 31 0.355 0.456 75 0.227 0.296
8 0.707 0.834 32 0.349 0.449 80 0.220 0.286
9 0.666 0.798 33 0.344 0.442 85 0.213 0.278
10 0.632 0.765 34 0.339 0.436 90 0.207 0.270

11 0.602 0.735 35 0.334 0.430 95 0.202 0.263

12 0.576 0.708 36 0.329 0.424 100 0.195 0.256
13 0.553 0.684 37 0.325 0.418 125 0.176 0.230
14 0.532 0.661 38 0.320 0.413 150 0.159 0.210
15 0.514 0.641 39 0.316 0.408 175 0.148 0.194

16 0.497 0.623 40 0.312 0.403 200 0.138 0.181

17 0.482 0.606 41 0.308 0.398 300 0.113 0.148
18 0.468 0.590 42 0.304 0.393 400 0.098 0.128
19 0.456 0.575 43 0.301 0.389 500 0.083 0.115
20 0.444 0.561 44 0.297 0.384 600 0.080 0.105

21 0.433 0.549 45 0.294 0.380 700 0.074 0.097

22 0.423 0.537 46 0.291 0.376 800 0.070 0.091
23 0.413 0.526 47 0.288 0.372 900 0.055 0.085
24 0.404 0.515 48 0.284 0.368 1000 0.062 0.081
25 0.396 0.505 49 0.281 0.364
26 0.388 0.496 50 0.279 0.361

Source : Sugiyono (2003) in Silitonga (2011).

 151

Appendix 29
TABLE OF CHI SQUARE (X2) DISTRIBUTION
Db Significance Level ()
0.10 0.05 0.01 0.001
1 2.71 3.84 6.64 10.83
2 4.60 5.99 9.21 13.82
3 6.25 7.82 11.34 16.27
4 7.78 9.49 13.28 18.47
5 9.24 11.07 15.09 20.52
6 10.64 12.59 16.81 22.46
7 12.02 14.07 18.48 24.32
8 13.36 15.51 20.09 26.12
9 14.68 16.92 21.67 27.88
10 15.99 18.31 23.21 29.59
11 17.28 19.68 24.72 31.26
12 18.55 21.03 26.22 32.91
13 19.81 22.36 27.69 34.53
14 21.06 23.68 29.14 36.12
15 22.31 25.00 30.58 37.70
16 23.54 26.30 32.00 39.25
17 24.77 27.59 33.41 40.79
18 25.99 28.87 34.80 42.31
19 27.20 30.14 36.19 43.82
20 28.41 31.41 37.57 45.32
21 29.62 32.67 38.93 46.80
22 30.81 33.92 40.29 48.27
23 32.01 35.17 41.64 49.73
24 33.20 36.42 42.98 51.18
25 34.38 37.65 44.31 52.62
26 35.56 38.88 45.65 54.05
27 36.74 40.11 46.96 55.48
28 37.92 41.34 48.28 56.89
29 39.09 42.56 49.59 58.30
30 40.26 43.77 50.89 59.70
40 51.80 55.76 63.69 73.40
50 63.17 67.50 76.15 86.66
60 74.40 79.08 88.38 99.61
70 85.53 90.53 100.42 112.32

Source : Silitonga, P.M., (2011), Statistika, FMIPA Unimed, Medan.

 152

Appendix 30
TABLE OF t-DISTRIBUTION VALUE ( t TABLE)
 153

Appendix 31
TABLE OF F DISTRIBUTION

= dk
Penyebut
v1 = dk pembilang
1 2 3 4 5 6 7 8 9 10 11 12 14 16 20 24 30 40 50 75 100 200 500 00
4,32 3,47 3,07 2,84 2,68 2,57 2,49 2,42 2,37 2,32 2,28 2,25 2,20 2,15 2,09 2,05 2,00 1,96 1,93 1,89 1,87 1,84 1,82 1,81
21
8,02 5,78 4,87 4,37 4,04 3,81 3,65 3,51 3,40 3,31 3,24 3,17 3,07 2,99 2,88 2,80 2,72 2,63 2,58 2,51 2,47 2,42 2,38 2,36
4,30 3,44 3,05 2,82 2,66 2,55 2,47 2,40 2,35 2,30 2,26 2,23 2,18 2,13 2,07 2,03 1,98 1,93 1,91 1,87 1,84 1,81 1,80 1,78
22
7,94 5,72 4,82 4,31 3,99 3,76 3,59 3,45 3,35 3,26 3,18 3,12 3,02 2,94 2,83 2,75 2,67 2,58 2,53 2,46 2,42 2,37 2,33 2,31
4,28 3,42 3,03 2,80 2,64 2,53 2,45 2,38 2,32 2,28 2,24 2,20 2,14 2,10 2,04 2,00 1,96 1,96 1,96 1,96 1,96 1,96 1,96 1,96
23
7,88 5,66 4,76 4,26 3,94 3,71 3,54 3,41 3,30 3,21 3,14 3,07 2,97 2,89 2,78 2,70 2,62 2,53 2,48 2,41 2,37 2,32 2,28 2,26
4,26 3,40 3,01 2,78 2,62 2,51 2,43 2,36 2,30 2,26 2,22 2,18 2,13 2,09 2,02 1,98 1,94 1,89 1,86 1,82 1,80 1,76 1,74 1,73
24
7,82 5,61 4,72 4,22 3,90 3,67 3,50 3,36 3,25 3,17 3,09 3,03 2,93 2,85 2,74 2,65 2,58 2,49 2,44 2,36 2,33 2,27 2,23 2,21
4,24 3,38 2,99 2,76 2,60 2,49 2,41 2,34 2,28 2,24 2,20 2,16 2,11 2,06 2,00 1,96 1,92 1,87 1,84 1,80 1,77 1,74 1,72 1,71
25
7,77 5,57 4,68 4,18 3,86 3,63 3,46 3,32 3,21 3,13 3,05 2,99 2,89 2,81 2,70 2,62 2,54 2,45 2,40 2,32 2,29 2,23 2,19 2,17
4,22 3,37 2,89 2,74 2,59 2,47 2,39 2,32 2,27 2,22 2,18 2,15 2,10 2,05 1,99 1,95 1,90 1,85 1,82 1,78 1,76 1,72 1,70 1,69
26
7,72 5,53 4,64 4,14 3,82 3,59 3,42 3,29 3,17 3,09 3,02 2,96 2,86 2,77 2,66 2,58 2,50 2,41 2,36 2,28 2,25 2,19 2,15 2,19
4,21 3,35 2,96 2,73 2,57 2,46 2,37 2,30 2,25 2,20 2,16 2,13 2,08 2,03 1,97 1,97 1,97 1,97 1,97 1,97 1,97 1,97 1,97 1,97
27
7,68 5,49 4,60 4,11 3,79 3,56 3,39 3,26 3,14 3,06 2,98 3,93 3,83 3,74 2,63 2,63 2,63 2,63 2,63 2,63 2,63 2,63 2,63 2,63
4,20 3,34 2,95 2,71 2,56 2,44 2,36 2,29 2,24 2,19 2,15 2,21 2,06 2,02 1,96 1,91 1,87 1,81 1,78 1,75 1,72 1,69 1,67 1,65
28
7,64 5,45 4,57 4,07 3,76 3,53 3,36 3,23 3,11 3,03 2,95 2,90 2,80 2,71 2,60 2,52 2,44 2,35 2,30 2,22 2,18 2,13 2,09 2,06
4,18 3,33 2,93 2,70 2,54 2,43 2,35 2,28 2,22 2,18 2,14 2,10 2,05 2,00 1,94 1,90 1,85 1,80 1,77 1,73 1,71 1,68 1,65 1,64
29
7,60 5,52 4,54 4,04 3,73 3,50 3,33 3,20 3,08 3,00 2,92 2,87 2,77 2,68 2,57 2,49 2,41 2,32 2,27 2,19 2,15 2,10 2,06 2,03
4,17 3,32 2,92 2,69 2,53 2,42 2,34 2,27 2,21 2,16 2,12 2,09 2,04 1,99 1,93 1,89 1,84 1,79 1,76 1,72 1,69 1,66 1,64 1,62
30
7,56 5,39 4,51 4,02 3,70 3,47 3,30 3,17 3,06 2,98 2,90 2,84 2,74 2,66 2,55 2,47 2,38 2,29 2,24 2,16 2,13 2,07 2,03 2,01
4,15 3,30 2,90 2,67 2,51 2,40 2,32 2,25 2,19 2,14 2,10 2,07 2,02 1,97 1,91 1,86 1,82 1,76 1,74 1,69 1,67 1,64 1,61 1,59
32
7,50 5,34 4,46 3,97 3,66 3,42 3,25 3,12 3,01 2,94 2,86 2,80 2,70 2,62 2,51 2,42 2,34 2,25 2,20 2,12 2,08 2,02 1,98 1,96
4,13 3,28 2,88 2,65 2,49 2,38 2,30 2,23 2,17 2,12 2,08 2,05 2,00 1,95 1,89 1,84 1,80 1,74 1,71 1,67 1,64 1,61 1,59 1,57
34
7,44 5,29 4,42 3,93 3,61 3,38 3,21 3,08 2,97 2,89 2,82 2,76 2,66 2,58 2,47 2,38 2,30 2,21 2,15 2,08 2,04 2,98 2,94 2,91
4,11 3,26 2,80 2,63 2,48 2,36 2,28 2,21 2,15 2,10 2,06 2,03 1,86 1,84 1,82 1,80 1,78 1,72 1,70 1,68 1,66 1,64 1,62 1,60
36
7,39 5,25 4,38 3,89 3,58 3,35 3,18 3,04 2,94 2,86 2,78 2,72 2,62 2,62 2,62 2,62 2,62 2,62 2,62 2,62 2,62 2,62 2,62 2,62
4,10 3,25 2,85 2,62 2,46 2,35 2,26 2,19 2,14 2,09 2,05 2,02 1,96 1,92 1,85 1,80 1,76 1,71 1,67 1,63 1,60 1,57 1,54 1,53
38
7,35 5,21 4,34 3,86 3,54 3,32 3,15 3,02 2,91 2,82 2,75 2,69 2,59 2,51 2,40 2,32 2,22 2,14 2,08 2,00 1,97 1,90 1,86 1,84
4,08 3,23 2,84 2,61 2,45 2,34 2,25 2,18 2,12 2,07 2,04 2,00 1,95 1,90 1,84 1,79 1,74 1,69 1,65 1,61 1,659 1,55 1,53 1,51
40
7,31 5,18 4,31 3,83 3,51 3,29 3,12 2,99 2,88 2,80 2,73 2,66 2,56 2,49 2,37 2,29 2,20 2,11 2,05 1,97 1,94 1,88 1,84 1,81
4,07 3,22 2,83 2,59 2,44 2,32 2,24 2,17 2,11 2,06 2,02 1,99 1,94 1,89 1,82 1,78 1,73 1,68 1,64 1,60 1,57 1,54 1,51 1,49
42
7,27 5,15 4,29 3,80 3,49 3,26 3,10 2,96 2,86 2,77 2,70 2,64 2,54 2,46 2,35 2,26 2,17 2,08 2,02 1,94 1,91 1,85 1,80 1,78
4,06 3,21 2,82 2,58 2,43 2,31 2,23 2,16 2,10 2,05 2,01 1,98 1,92 1,88 1,81 1,76 1,66 1,63 1,58 1,56 1,52 1,50 1,48 1,48
44
7,24 5,12 4,26 3,78 3,46 3,24 3,07 2,94 2,84 2,75 2,68 2,62 2,52 2,44 2,32 2,24 2,06 2,00 1,92 1,88 1,82 1,78 1,75 1,75
4,05 3,20 2,81 2,57 2,42 2,30 2,22 2,14 2,09 2,04 2,00 1,97 1,91 1,87 1,80 1,75 1,71 1,65 1,62 1,57 1,54 1,51 1,48 1,46
46
7,21 5,10 4,24 3,76 3,44 3,22 3,05 2,92 2,82 2,73 2,66 2,60 2,50 2,42 2,39 2,22 2,13 2,04 1,98 1,90 1,86 1,80 1,76 1,72
4,04 3,19 2,80 2,56 2,41 2,30 2,21 2,14 2,08 2,03 1,99 1,96 1,90 1,86 1,79 1,74 1,70 1,64 1,61 1,56 1,53 1,50 1,47 1,45
48
7,19 5,08 4,22 3,74 3,42 3,20 3,04 2,90 2,80 2,71 2,64 2,58 2,48 2,40 2,28 2,20 2,11 2,02 1,96 1,88 1,84 1,78 1,73 1,70
4,03 3,18 2,79 2,56 2,40 2,29 2,29 2,13 2,07 2,02 1,98 1,95 1,90 1,85 1,78 1,74 1,69 1,63 1,69 1,55 1,52 1,48 1,46 1,44
50
7,47 5,06 4,20 3,72 3,11 3,18 3,02 2,88 2,78 2,70 2,62 2,56 2,16 2,39 2,26 2,18 2,40 2,00 1,94 1,86 1,82 1,76 1,71 1,68s
 154

Appendix 32
DOCUMENTATION
155
156
157
158
159