This study examined the effects of cooperative learning with initial knowledge compared to cooperative learning without initial knowledge on student learning outcomes in colloid systems. The study involved two 11th grade classes (n=30 each) in SMAN 3 Binjai high school. Students in the experimental class received initial knowledge before cooperative learning, while the control class did not. Post-test scores were higher on average for the experimental class (87) than the control class (82), and hypothesis testing found the difference to be statistically significant, indicating initial knowledge improved learning when used with cooperative learning.

1. The Implementation Of Cooperative Learning By Giving Initial Knowledge
In Colloid System
Susilo Sudarman
(Reg.No.8126141017)
PPS EDUCATION OF CHEMISTRY
Susilosudarman42@yahoo.co.id
ABSTRACT
The Implementation of Cooperative Learning by Giving Initial Knowledge In Colloid
System is explained in this thesis. The study is aimed to know student learning outcomes in
chemistry through cooperative learning by giving initial knowledge in colloid system. The
population of this research are class XI SMAN the 2nd semester of the school year 2010/2011.
The sample taken SMAN 3 Binjai, which consists of 2 classes and each class consists of 30
students.
The sampling technique in this study is the sampling purposive. In order to obtain a
homogeneous class only two students from class XI SMAN 3 Binjai in class XI 1 as a control
class XI and class 2 as class experiments. The instrument of research is standardized by used
validity and reliability test.
Based on data analysis obtained average value of post-test in experimental class in SMAN 3
Binjai is 87, while in control class is 82. So the date of post test experiment class more than
higher control class. Based on the calculation of the hypothesis test, it is found that t-calculated is
3.46 and t-table is 2,571. Therefore, t-calculated (3,46) > t-table (2.571). It is mean that learning
outcomes the implementation of cooperative learning model by giving initial knowledge better
than without by giving initial knowledge the subject of colloid systems.
subjects Chemistry and fun. Through the
INTRODUCTION
One of the problem of our education
questionnaire instrument, it is known that
is the weakness of learning process. This
they are differences experiencing learning.
can be indicated that result in the National
This situation requires the learning approach
Examination (UN), especially in Chemistry.
depends
In the academic year 1997/1998 is 4.5, while
Approximately 36,36% of students want to
in 2001/2002 the average value decrease to
learn with practice and demonstration,
4.10. In 2008/2009 participants passed the
6,81% of people with to do question and
national examination if has a value 4.25
56,81% stated that learning chemistry with
(http://ruangpikir.multiply.com). Furtherly,
the play while learning . The chemistry of
based on researchers observational when
subject be after difficult Mathematic.
Integrated
METHODS AND MATERIALS
Field
Experience
Program
on
characteristics
of
each.
(PPLT) in SMA Negeri 3 Binjai 2010, the
The population in this study are all
obtained found partial that students attention
class XI SMA Negeri or SMA Swasta the
to
formative
2nd semester of the school year 2010/2011.
examination. Based on a questionnaire
The Samples taken SMA Negeri 3 Binjai,
distributed to 40 respondents found that
which consists of 2 classes and each class
13,6% said that the subject of Chemistry
consists of over 43 students. The sampling
was difficult and less attractive, 54,5%
technique
stated that the subject of Chemistry was just
purposif . In order to obtain a homogeneous
normal, and 29,5% stated that it is easy
class only two students from class XI SMA
lessons
and
get
grades
in this study is the sampling

2. Negeri 3 Binjai in class XI 1 as a control
class XI and class 2 as class experiments.
CONCLUSIONS AND SUGGESTIONS
Based on the hypothesis test it is found
Procedure of Research :
that the hypothesis is accepted and Ho is
1. Implement of pre-test, aiming to get a
rejected. It is mean that learning outcomes
picture of a student's ability in answering
the implementation of cooperative learning
the question before it is given initial
model by giving initial knowledge better
knowledge in cooperative learning about
than without by giving initial knowledge the
the material that will be discussed.
subject of colloid systems
2. Implement learning in both sample groups
Having considered the finding of this
are given an experimental class in which
research, the suggestion is The Teachers
the initial knowledge, which both are in
should as apply of cooperative learning by
the condition of cooperative learning.
giving initial knowledge to students as one
of alternative teaching to teach Colloid
DISCUSSION
Based on the data analysis of the
Systems and The teacher should can be a
research instrument initial to classes of
class conducive atmosphere when sitting
samples obtained that the average results of
divide the group on cooperative learning so
experiment class = 70.3 ± 11.43 and after
the teaching learning process will optimal.
being
REFERENCES
given
cooperative
the
implementation
learning
by
giving
of
initial
Arikunto.I, (2009), Dasar-Dasar Evaluasi
knowledge = 87 ± 4.97. While for control
Pendidikan, Bumi Aksara, Jakarta
class the average results = 67.2 ± 16.55 and
Aunurrahman,
(2009),
Belajar
Pembelajaran, Alfabeta, Bandung.
after being cooperative learning without by
giving initial knowledge 82 ± 6.18.
Based
on
the
calculation
the
hypothesis test of the obtained tcalculated >
ttable = 3.465 > 2.571 with a significant level
of 5% (α = 0.05) or with 95% confidence
level, so Ha is accepted, it is means there are
the difference of learning outcomes between
the implementation of cooperative learning
by giving initial knowledge with the
implementation of cooperative learning
without by giving initial knowledge the
subject of colloid system. Based on the
calculation of the percentage to increase of
learning
outcomes
between
post
test
experiment with control class obtained =
5.74%.
dan
Colliver.A, Jerry (2002), Constructivism:
The View Knowledge That Ended
Philosopy or A Theory Of Learning and
Instruction. International Journal for
Educational Studies. 49-51.
Fadzilah, dkk, (2008), An Exposition Of
Constructivism Account To Construct
Knowledge And To Create Meaning Full
Learning Environment For Teacher
Education. International Journal for
Educational Studies. 17-30.
http://www.google.comruangpikir.multiply.c
om (accesed Februari – Maret 2011)