e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014)

ANALYSIS OF LEARNING DIFFICULTIES OF SENIOR HIGH SCHOOL STUDENTS IN LEARNING ATOMIC STRUCTURE

Bernabas Bio, I Nyoman Suardana, I Made Kirna

Chemistry Education Department Ganesha University of Education Singaraja, Indonesia e-mail: [email protected], [email protected], [email protected]

Abstrak Penelitian ini merupakan penelitian deskriptif yang bertujuan untuk menganalisis kesulitan belajar siswa Kelas X di SMA Katolik Santo Paulus Singaraja pada topik struktur atom dan faktor-faktor penyebabnya. Data dikumpulkan dengan menggunakan kuesioner dan pedoman wawancara. Data dianalisis secara deskriptif dengan memberi skor pada setiap jawaban angket kemudian menghitung persentase terhadap jawaban sangat setuju dan setuju. Hasil penelitian menunjukkan: (1) beberapa kesulitan belajar siswa dalam mempelajari materi struktur atom, yaitu menentukan kelemahan dan kelebihan masing- masing model atom (88,7%), menganalisis percobaan Rutherford (86,7%), menuliskan lambang nuklida sebuah unsur (83,3%), percobaan sinar katoda (80%), membedakan antara model atom yang satu dengan yang lainnya (70%), menjelaskan masing-masing model atom (63,3%), mengelompokkan unsur-unsur ke dalam kelompok isotop, isobar, dan isoton (63,3%), menuliskan konfigurasi elektron dari ion (60%), menuliskan konfigurasi elektron unsur netral (56,7%) dan menjelaskan isotop, isobar, dan isoton (53,3%); (2) beberapa faktor penyebab kesulitan belajar siswa, yaitu karakteristik konsep yang bersifat abstrak (77,8%), kebiasaan siswa mengabaikan gambar (76,7%), kebiasaan belajar siswa untuk menghafal (73,3%), kurangnya media pembelajaran (66,7%), dan sumber belajar (53,3%).

Kata Kunci: kesulitan belajar, kesulitan belajar kimia, struktur atom, analisis kesulitan belajar

Abstract This research was a descriptive research that aimed to analyze learning difficulties of students at grade X at SMA Katolik Santo Paulus Singaraja and its factors in learning atomic structure. The data were collected by using questionnaire and interview guide. The data were analyzed descriptively by giving score to each respond of students and calculating the percentage of students’ answers which were consisted of strongly agree and agree. The results of research showed: (1) several students’ difficulties, namely in explaining the weakness and strangeness of each atomic model (88.7%), analyzing Rutherford’s experiment (86.7%), writing nuclide symbols (83.3%), analyzing cathode ray tube experiment (80%), distinguishing among atomic models (70%), classifying elements into group of isotopes, isobars, and isotones (63.3%), explaining atomic models (63.3%), writing electron configuration of ionic (60%), writing electron configuration of neutral element (56.7%) and explaining isotopes, isobars, and isotones (53.3%); (2) several factors affecting learning difficulties of students, namely abstract concept (77.8%), learning habits for ignoring the picture (76.7%), learning habits for memorizing (73.3%), lack of learning media (66.7), and lack of learning resources (53.3%).

Keywords: Learning Difficulties, Chemistry Learning Difficulties, Atomic Structure

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INTRODUCTION students have low interest to study subjects Atomic structure is a chemistry topic that are included in the natural sciences which is learned at grade X SMA/MA at old program, namely Chemistry, Physics, and semester. This topic is regarded as the Biology. It can only be learned in class X, difficulty topic. Zoller, 1990; Harrison and including the Chemistry subject. Thus it can Treagust, 1996 in Sirhan (2007) reported be said that the students' interest in SMA K that atomic structure was one difficult topic St. Paulus to study Chemistry is lower. for studentss. This is because of most Based on information obtained by concepts in atomic structure related to the researchers, students of grade X of this abstract concepts which make the studentss school have low learning achievement in the feel difficult to learn. Chemistry subjects, especially in studying Nowadays, any assumption of most atomic structure. Mostly students (57%) students toward atomic structure topic as have score below the minimum criteria that the difficult topic and make them boring. has been determined by the chemistry According Kurniawan (2006) this is due to: teacher on the topic of atomic structure that (1) mostly senior high school students is equal to 76. Moreover, students in these cannot think abstract, (2) the luck of the schools also have lack of motivation to using of learning media about atomic study including in the study of chemistry. structure, (3) methods for delivering For example, when the teacher explains to material are monotonous, less interesting the class, there are many students who and not associated with the technological seriously follow and understand the subject advances that exist or are not associated matter, but there are also some students with daily life make students bored and who do not follow it seriously so do not tired, (4) students’ engagement in the understand the subject matter. In the learning process are not optimal or the lack discussion groups, only some students who of a learning experience in learning atomic participate actively and the others tend to be structure topic . passive students. Thus, when the exercise Difficulties on the topic of atomic session, the students who follow the structures was found in grade X at SMA learning process seriously can do it, but the Katolik Santo Paulus (SMA K St. Paulus) students who do not follow the learning Singaraja at academic year 2013-2014. This process cannot do it. school is located at Kartini street No. 1 This indicates that students are still Singaraja-Bali. Based on its location, the having difficulties in studying atomic school is very strategic to the sustainability structure. Generally, this material has of the Teaching and Learning Process several characteristics as follows: (1) an (TLP). However, it is not a guarantee of a abstract concepts (invisible), i.e. about quality of education because there are other electrons, protons, neutrons, isotopes, factors that influence the learning process. isobars, isotones, and model of the atom; A few years ago, this school is one of the (2) understanding of the concept, i.e. the favorite school in Buleleng regency. But configuration rules and atomic theory; (3) lately, the school the achievement the application of the concept, i.e. electron decreased. Therefore it is very necessary to configuration of elements. These be more serious attention from peoples to characteristics of the atomic structure topic improve the school achievement. can be as one of the affecting factor of Based on the information obtained, students' learning difficulties. the last few years the school did not have Learning difficulties experienced by Natural Sciences Program. This is due to students can be interpreted as a difficulty of lack of supporting facilities for natural students in receiving or absorbing a lesson sciences program, such as laboratory tools on atomic structure. If learning difficulties and materials included in it. In addition, the are ignored, then the learning objectives will

108 e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) not be achieved perfectly and can affect subject needs to be learned for the specific students’ achievement. Kirk and Gallagher aims, namely provide knowledge, (in Riani, 2007:33) stated that “learning understanding, and abilities for students that difficulties always causes students do not are required for following the high level of achieve their academic field, their failure in education as well as for developing achievement does not really mean that the sciences and technology. The goals of students are not capable in learning, but chemistry subject can be achieved by many factors influence it”. students through various approaches, Generally, there are two major namely inquiry approach in form of scientific factors affecting learning difficulties, namely inquiry process. The process of scientific (1) internal factors (from students itself), inquiry aims to foster the ability to think, including; intellectual ability, affection work and behave and communicate (feeling and self confidence), motivation, scientific as one of the important aspects of maturity for learning, learning habits, life skills. Therefore, learning chemistry recalling ability, and sensing ability; and (2) emphasizes providing direct learning external factors (from outside of students experience through the use and itself), including teacher, learning quality, development of science process skills and learning instruments or facilities, family attitudes (BNSP, 2006: 177). environment, and society environment. For Nowadays, the chemistry subject is overcoming these difficulties, the students considered as a difficult subject. Most of need the solution and help especially in people especially the students think that overcoming their learning obstruction. The chemistry is very difficult to be learned. learning difficulties should be introduced Sometimes, they feel afraid to learn and be overcome as soon as possible so chemistry. Carter & Brickhouse (1989, in that the instructional goals can be achieved Nahum, 2004) stated that many students as well as suspected can increase the say that chemistry is difficult. These quality and students achievement. perceived difficulties are part of the context An analysis for the learning in which these students develop chemical difficulties on the atomic structure topic is concepts and problem-solving skills. very important to be done. Atom is the According to Chang (2010) stated that smallest characteristic part of an element. It general chemistry is commonly perceived to means that the characteristic of an atom will be more difficult than most other subjects. same with the characteristic of the material There is some justification for this that composed from it. Learning the atomic perception. For one thing, chemistry has a topic is very important due to this topic is very specialized vocabulary. Sirhan (2007) basic concept for further chemistry topic, also stated that “Chemistry is often e.g. periodic table system and chemical regarded as a difficult subject, an bonding. A molecule or compound has their observation that sometimes repels students own characteristic due to its composing from continuing with studies in chemistry”. atoms are different. Besides that, electricity Mostly think that studying chemistry is like nature of a material can be explained from learning a new language and also it is atom, which composed of protons, considered to learn the abstract concepts. electrons, and neutrons. Marsita (2010) stated that “the complex and Learning difficulties that are abstract concepts of chemistry science experienced by students cause the cause the students assume that the students’ understanding on atomic structure chemistry subject is a difficult subject”. in specific and chemistry subject in general. Besides that there are three aspects in Chemistry subject explicitly as a subject that learning chemistry, namely microscopic, is learned since grade X until grade XII (for macroscopic, and symbolic aspects. Mostly, natural sciences program). Chemistry the concepts of chemistry are microscopic

109 e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) concepts (abstract concept) so that it makes learning difficulties of senior high school students has difficulties in learning students in learning atomic structure” chemistry A research was done by Umaida METHODS (2009) with the title “Study of learning This research is a descriptive difficulties and concept understanding of research that focused on students' learning atomic structure on students at SMA Negeri difficulties and its affecting factors in 8 Malang” showed that mostly students studying the atomic structure. Research have difficulties in learning atomic structure method used in this research is descriptive especially at subtopic the development of method with the using of a qualitative atomic theory including (a) determination of approach. According to Nazir (in Sapuroh, experiment that support atomic theory of 2010) "with a descriptive method, the Thomson (87.2% in class X and 84.2% in researchers explain or describe the class XI), (b) determination of concept as variables that have been studied through the foundation of modern atomic theory data taken from the research, then analyzed (89.5% in class XI), and (c) determination of and drawn the conclusions as a result of the definition of atomic orbital (61.5% in research". A qualitative approach is a class X dan 71.1% in class XI). On the research paradigm to describe the event, subtopic of subatomic particles include (a) the behavior of a person or a situation at a determination of the characteristic of certain place in detail and deep in narrative electron (84.6% in class X dan 86.8% in form. class XI), (b) determination of experiment This research was conducted from that support the finding of proton (74.4% in March until June 2014 located at SMA K St. class X dan 84.2% in class XI), (c) Paulus Singaraja-Bali. Subjects in this study determination of mass number definition were 30 students of class X and a (74.4% in class X dan 76.3% in class XI), Chemistry teacher at SMA K St. Paulus (d) calculating average mass of isotopes of Singaraja, while the research objects were elements (84.6% class X) , dan (e) the students’ learning difficulties of class X determination of isotopes abundance based on the atomic structure of matter and its on relative atomic mass (84.6% in class X). affecting factors. On the subtopic electron configuration The instruments used in this study includes: (a) determination of electron are a questionnaire and interview configuration of negative (87.2% in class X), guidelines. Questionnaire used in this study and (b) determination of valence electron is a questionnaire consisting of enclosed definition (64.1% in class X dan 84.2% in statements with a specific answer as an class XI). Besides that, Sapuroh (2010) option. Preparation of a questionnaire about conducted a research with the title “An the difficulty of learning based on the Analisys of students’ learning difficulties in analysis of indicators of achievement of understanding biology concept at monera competence in the syllabus that has been concept” and the results were learning created by Chemistry teacher at the school, difficulties are caused by internal factors especially related to the topic of atomic (from students itself) 79.34% and external structure. From the syllabus that has been factors (family environment 77% and school created, there are several indicators of environment 67%). achievement of competence on the topic of Based on explanation above, the atomic structure, namely: 1) defining the researcher try to conduct the research subatomic particles (protons, electrons, and related to the learning difficulties in learning neutrons), 2) determining the electron atomic structure at SMA K St. Paulus configuration and valence electrons, 3) Singaraja. Thus, the researcher conducted classifying elements into isotopes, isobars , this research with the title “analysis of and isotones, and 4) defining the

110 e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) development of atomic theory to explain the and choice of words is also not advantages and disadvantages of each standard but modified based on the atomic theory based on experimental facts. situation at the time of the interview. From these indicators, the researchers These interviews were given to 6 students divided the atomic structure topic into which are randomly selected who have several subtopics, namely; models of learning difficulties and a Chemistry teacher atoms, subatomic particles of atoms, at the school. isotopes, isobars, and isotones, and The data were collected by using electron configuration questionnaires and interviews to determine Preparation of a questionnaire about the students’ difficulties in understanding the factors that cause learning difficulties the atomic structuref. The data were based on the analysis of the possibility of a analyzed by using descriptive analysis various factors that suspected as the main method. The data that have been obtained factors affecting learning difficulties of from the questionnaire were in form of students in the school. These factors are qualitative data. In order to these data can based on students’ characteristics, based be measured and analyzed then qualitative concept characteristic, the process of data were transformed into quantitative data learning, and learning resources are by assigning a score to each of these available answers. In the measurement data, the Guidelines interview are in form of a researchers used a system of categories list of questions were used to explore created by Renis Likert. For positive students’ learning difficulties and its factors statements,the score is strongly agree (4), more depth in studying the atomic structure agree (3), disagree (2), and strongly topic. Interviews used were semi-structured disagree (1). For negative statements, the interviews. Satori and Komariah (2012) score is strongly agree (1), agree (2), stated that: disagree (3), and strongly disagree (4). Iinterview approach using general Learning difficulties of students and guidelines which are a combination its factors can be known from the of guided and non guided interview calculation of the percentage of students that using some of the core who answered strongly agree and agree. questions, that is the interviewer Results of percentage were then made the guidelines of questions, categorized into five categories, namely but in practice the interviewer asking very high, high, medium, low, and very low questions freely, and basic based on scores interpretation criteria as questions that are formulated do not shown as in Table 1 need to be questioned sequence

Table 1. Criteria for Scores Interpretation

Percentage Interval Interpretation Level 86 % - 100 % Very High 66 % - 85 % High 36 % - 65 % Medium 16 % - 35 % Low <16 % Very Low (Sources: Moh. Ali in Kurniah, 2013: 31)

In addition, researcher also convert enough, low, and very low based on the the mean score of students' answers into mean ideal (Mi) and the deviation standard five categories, namely very high, high, of the ideal (Sdi) as shown as in Table 2.

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Tabel 2. Criteria of Mean Ideal Interpretation

Scores Interval Criteria of Interpretation X ≥ Mi + 1,5 Sdi Very High Mi + 0,5 Sdi ≤ X < Mi + 1,5 Sdi High Mi-0,5 Sdi ≤ X < Mi + 0,5 Sdi Enough Mi – 1,5 Sdi ≤ X < Mi-0,5 Sdi Low X < Mi – 1,5 Sdi Very Low (Sources: modification from Ratumanan & Laurens in Kasih, 2014)

Furthermore, the data obtained high. It means that the level of difficulty through interview guides were collected experienced by students in studying atomic then analyzed descriptively to determine a models subtopic is high. It was also clear conclusion. The process of data supported by the interview results that analysis of interview was done since the stated that students have difficulties in data obtained through several stages, understanding atomic models. namely the stage of data reduction, display data, and conclusion drawing. Difficulty in Understanding Subatomic Particles RESULT AND DISCUSSION This subtopic is consisted of several 1. Students’ Learning Difficulties concepts such as definition of proton, The results of questionnaire that has electron, and neutron, including their been given to 30 students and the results of differences, the position of proton, electron, interviews showed that students at class X and neutron in an atom, an experiment of at SMA K St. Paulus Singaraja have Rutherford, and experiment of cathode tube. difficulties in studying the structure of The percentage of responses for Strongly atoms. Several aspects of students' Agree and Agree showed that students difficulties in understanding the atomic have difficulties in analyzing the structure are difficult to understand the Rutherford’s experiment (86.7%), and an atomic models, the difficulty of experiment of cathode tube (80%). understanding the basic atomic particles, Beside that, the mean score (X) of difficulty understanding isotopes, isobars, difficulty in understanding subatomic and isotones, and difficulty of understanding particles obtained was 13.77, with the mean the electron configuration. ideal (Mi) and the standard deviation of the ideal (Sdi), respectively 12.5 and 2.5. Based Difficulties in Understanding Atomic on the table 2, the mean score is included in Models high. It means that the level of difficulty The percentage of responses for experienced by students in studying Strongly Agree and Agree showed that subatomic particles is high. students have difficulty in explaining each The results of interview also showed model of atom (63.3%), difficulty in that mostly students have difficulties in distinguishing atomic models (70%), and analyzing the experiment especially in difficulty in determining the strengths and of Rutherford’s experiment and cathode ray. each model of the atom (88.7%) These experiments are complex so that it Beside that, the mean score (X) of needs critical thinking of students for difficulty in understanding atomic models understanding it. Students cannot analyze obtained was 8.87, with the mean ideal (Mi) and make the conclusion from the picture of and the standard deviation of the ideal (Sdi), the experiment that available in the book. It respectively 7.5 and 1.5. Based on the table is because of sometimes they do not like 2, the mean score is included in category

112 e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) the picture especially for the complex showed that students have difficulties in picture. writing electron configuration of a neutral element (56,67%), and in writing electron configuration of ions (60%). The results of Difficulty in Understanding Isotopes, interview also showed that most students Isobars, and Isotones have difficulty students have difficulties in This subtopic is consisted of several writing electron configuration of a neutral concepts such as atomic mass, atomic element and in writing electron configuration number, writing nuclide of an element, of ions. explaining the isotopes, isobars, isotones The mean score (X) of difficulty in including their differences, and grouping understanding electron configuration elements into group of isotopes, isobars, obtained was 10.10, with the mean ideal and isotones. The percentage of responses (Mi) and the standard deviation of the ideal for Strongly Agree and Agree showed that (Sdi), respectively 10 and 2. Based on the students have difficulties in writing the table 2, the mean score is included in nuclide of an element (83,33%), difficulty in category enough. It means that the level of explaining isotopes, isobars, and isotones difficulty experienced by students in (53,3%), and difficulty in grouping elements studying electron configuration is enough into group of isotopes, isobars, and isotones high. (63,3%). The mean score (X) of difficulty in 2. Factors Affecting Students’ Learning understanding isotopes, isobars, and Difficulties isotones obtained was 13.50, with the mean There are several factors affecting ideal (Mi) and the standard deviation of the the learning difficulties, namely learning ideal (Sdi), respectively 12.5 and 2.5. Based habits, the characteristic of concepts, the on the table 2, the mean score is included in luck of learning media, and the luck of category enough. It means that the level of learning resources difficulty experienced by students in studying isotopes, isobars, and isotones is Learning Habits enough high. The percentage of responses for The results of interview also showed Strongly Agree and Agree showed that that students sometimes confuse in students always ignoring the picture grouping elements into group of isotopes, (76.7%) and often memorizing the lesson isobars, and isotones. Actually these three without understanding (73.3%) that can be terms have almost similar form that is in supposed as the factors affecting learning form of nuclides but has different meaning. difficulties. The mean score (X) of difficulty But the problem is the students cannot write of affecting factors from learning habits was the nuclide, so that they have mistakes in 17.97, with the mean ideal (Mi) and the grouping the elements. standard deviation of the ideal (Sdi), respectively 15 and 3. Based on the table 2, it can be known that the learning habits of Difficulty in Understanding Electron students are enough good. However, there Configuration are also the learning habits that are often This subtopic is consisted of several used by students in learning atomic concepts such as the definition of electron structure, namely ignoring the picture and configuration, atomic shell, and valence often memorize the lesson without electron, calculating the number of electron understanding. of an element, writing electron configuration Learning habits can influence the of an element and ion. The percentage of achievement of learning results of a student. responses for Strongly Agree and Agree Learning without considering the technique

113 e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) and physiology factors, psychology, and effect to the learning difficulties with the health sciences will get the dissatisfaction percentage 77,8%. Based on table 1, this results (Dalyono, 2007:57). Actually, percentage is categorized in high category. learning habit by memorizing is a good habit It means that mostly students stated that in in order to remember all information or general the atomic structure topic have knowledge. However, when this case is not abstract characteristic. accompanied with the good understanding, The mean score (X) of difficulty of then it makes students easy to forget all affecting factors from then abstract information or knowledge and finally they characteristic of concepts was 18.47, with have difficulties in learning. Syah the mean ideal (Mi) and the standard (2012:168) stated that deviation of the ideal (Sdi), respectively 15 The memorizing in either in term of and 3. Based on the table 2, the mean overt (opened/with the loud voice) score is included in category high. It means or covert (hidden) as one good way that mostly the characteristic of concepts in in retaining the information and atomic structure topic is abstract so that knowledge in memory. However, it causes the learning difficulties for students. does not work for long time, and can The abstract characteristics of be meaningless when it is not concepts in atomic structure stress the accompanied with the good students to have an abstract thinking. The understanding about those abstract thinking ability is the thinking the memorized knowledge. based on level of imaginative ability about a Therefore, every students is expected to phenomena to construct an idea, concept, repair their own learning habits, so do not or opinion so that students can explain depend on memorizing only and finally they something in detail. According Watloly have a good learning habits and efficient. (2012) “abstract thinking try to develop the Students also often ignoring the thinking in the level of imaginative ability, picture which available on the book or other construct the coherence, and the correlation resources, especially related to the picture completely and structured in order to show of experiments of Rutherford, dropping oil the integrity of thinking with its phenomena experiment of Millikan, cathode ray in detail so that can be explained completely experiment of Thomson, and other pictures and perfectly”. which can give the useful to be learned. An understanding for one thing is not enough Learning Process by understanding theory, but it needs other In learning process, the use of media as the additional information, i.e. learning media is very important. It is as the through picture. Picture is a media as the additional information, and also help teacher source of information for clarify and to ease him in delivering lesson or learning enhance the students’ knowledge. If materials. Besides that, the use of learning students ignore the pictures that available media can stimulate the motivation, interest, on the learning resources, then they cannot and attention of students for learning so that get more and deep information about there is interaction actively between teacher learning materials given. And vice versa, and students during learning process. So, it when they do not ignore the pictures but needs to use the varieties media in learning pay attention and understanding it, then process. However, the use of unvaried they have good understanding. learning media cause the delivering of learning materials is not maximal so that Abstract Characteristic of Concepts students difficult in understanding it. The percentage of responses for The percentage of responses for Strongly Agree and Agree showed that the Strongly Agree and Agree showed that abstract characteristic of concepts have the 66,7% of students stated that there is no

114 e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) using of learning media during learning lack of learning resources as one factor process. It can be supposed as one factor affecting learning difficulties. affecting the learning difficulties of students. The mean score (X) of difficulty of affecting CONCLUSION factors from the leaning media was 22.07, Based on the results and discussion with the mean ideal (Mi) and the standard above, it can be concluded as follow (1) deviation of the ideal (Sdi), respectively 17.5 students at grade X at SMAK St. Paulus and 3.5. Based on the table 2, the mean Singaraja have difficulties in learning atomic score is categorized in high category. It structure, especially difficulty in explaining means that in general the learning process the weakness and strangeness of each in the school is enough good and effective. atomic model (88.7%), analyzing However, the learning process cannot take Rutherford’s experiment (86.7%), writing place effective without the using of effective nuclide symbols (83.3%), analyzing cathode learning media. This is one factor affecting ray tube experiment (80%), distinguishing the students’ learning difficulties. among atomic models (70%), classifying A media that can be used to help elements into group of isotopes, isobars, students in understanding basic concepts and isotones (63.3%), explaining atomic on atomic structure topic is the use of models (63.3%), writing electron picture media. According Ibrahim (1997) as configuration of ionic (60%), writing electron cited by Zulkhairi (2013) “the picture is one configuration of neutral element (56.7%) learning media that very common in and explaining isotopes, isobars, and teaching learning activities. This is due to isotones (53.3%), (2) the factors affecting the simplicity of picture media and can be learning difficulties are abstract concept used for certain goal such as the learning (77.8%), learning habits for ignoring the which can give the basic experience” picture (76.7%), learning habits for memorizing (73.3%), lack of learning media Learning Resources (66.7), and lack of learning resources Based on calculation, the mean (53.3%). score (X) of affecting factors from the learning resources was 9.77, with the mean SUGGESTION ideal (Mi) and the standard deviation of the For further improvement of the research, the ideal (Sdi), respectively 10 and 2. Based on author suggests the researchers who will the table 2, the mean score is categorized in conduct research on this topic, so that not enough category. Besides that, the only focused on the learner and the learning percentage of responses of students process, but should pay attention to other showed that 53.3% of students stated that factors such as family factors and learning resources that available in school community factors. Researchers also are insufficient. This condition causes the suggested to further research, in order to limitation of knowledge of students due to research more about the solutions to depend on certain resources. overcome student learning difficulties Unvaried learning resources can make students boring in learning and the ACKNOWLEDGEMENT further effect is they have difficulties in In this chance, author would like to learning. The lack of learning resources thank to Suster Floriani, FSGM as principal also cause the knowledge of students do of SMA K St. Paulus who has allowed me not develop, they only learn atomic structure for conducting this research. from a certain resources. Whereas, the learning resources is one tool for enrich the students’ knowledge. Thus, from the discussion above can be concluded that the

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