Local Proceeding ICMScE 2017 PDF

PROCEEDING
INTERNATIONAL CONFERENCE
ON MATHEMATICS AND
SCIENCE EDUCATION
“Strengthening Mathematics and Science Education
to Promote ASEAN Community”
Auditorium FPMIPA UPI

Bandung, Indonesia.
Wednesday, May 24th, 2017
Sekolah Pascasarjana
Universitas Pendidikan Indonesia
PROCEEDINGS
INTERNATIONAL CONFERENCE ON MATHEMATICS
AND SCIENCE EDUCATION
“Strengthening Mathematics and Science
Education to Promote ASEAN Community”
Editor
Dr. Ade Ghaffar Abdullah, M.Si.
Dr. Eng. Asep Bayu Dani Nandiyanto, S.T., M..Eng.
Lala Septem Riza, MT, Ph.D
Dr. Riandi, M.Si.
Rika Rafikah Agustin, M.Pd
Auditorium FPMIPA UPI Bandung,

Indonesia. Wednesday, May 24th, 2017
ISBN : 978-602-73597-7-2
Sekolah Pascasarjana
Jl. Dr. Setiabudi No. 229 Bandung, 40154 INDONESIA
ii
PREFACE
Sekolah Pascasarjana, Universitas Pendidikan Indonesia proudly presents International
Conference on Mathematics and Science Education (ICMScE) 2017. The theme of the
conference this year is Strengthening Mathematics and Science Education to Promote
ASEAN Community. The conference was motivated by the demand on high quality human
resource implied by the establishment of ASEAN Economy Community (AEC) in 2015.
The conference included experts’ view on mathematics and science education as well as
research paper presentation. It was held in Bandung, Indonesia on May, 24th, 2017. There
were five keynote speakers who came from Indonesia, Netherlands, Australia, Singapore and
Thailand.
More than 400 delegations joined the conference. All the paper presented in the conference
were in line with the following scope: 1) Models of Mathematics and Science Teaching 2)
Media and Multimedia in Mathematics and Science Teaching 3) Mathematics and Science
Curriculum 4) Assessment in Mathematics and Science Teaching and Learning 5)
Mathematics and Science Teacher Professional Development and Other Relevant Topics.
We would thank to all the organizing committee, keynote speakers, presenters and
participants who joined this conference. Finally, we wish this conference proceeding will
give benefits to strengthen mathematics and science education.
Bandung, August 2017
The ICMScE Organizers
iii
iv
CONTENT
Page
1. A problem analysis of constructivism based-workbook development to introduction 1

to basic of mathematics subject
Z Aima and Rahima
2. Active-reflective method for improving student mathematical problem solving 4
ability at junior high school
N Yeni,, K Kusnandi, and J A Dahlan
3. Analysis of mathematical learning of fractional concept on elementary school 11
students.
D A Arini, D A Maharbid, Y Gumala and A Jupri
4. Authentical assessment and mathematical values to characteristics in learning math 18
U M J Siahaan
5 Case study of mathematics teacher perceptions toward principles of assesment 26
S Maimunah
6. Correlation among mathematics with physics and economics subject at senior high 35
school
M Rivald, R Marlina & B H Priyanto
7. Creative thinking ability viewed from the aspect of adversity quotient through open 42
ended learning assisted cabri ii plus and the geometer’s sketchpad
D Wahyuni, S Prabawanto, and B A P Martadiputra
8. Developing learning materials with open ended problems to develop mathematical 51
creativity in junior high school
G D Nugraha
9. Factors that make difficulties in the implementation of authentic assessment in 60
curriculum 2013
R F Sari and A R D Agustyani
10. Identification of mathematics aspects of east nusa tenggara culture and its 69
integration into mathematics learning
D D Samo, Darhim, and B G Kartasasmita
11. Implementation of cooperative learning type think pair square to improve 78
mathematics learning outcomes
M Meiriyanti
12. Improvement mathematical representation ability with cooperative and cooperative 87
round table
M M B Tamam and N Mulya
13. Learning obstacle on the concept of prism’s surface area using Realistic 93
Mathematics Education (RME)
L A Fatimah, D Suryadi, and R Rosjanuardi
14. Mathematical anxiety: is that really affect to mathematics learning 101
outcome/achievment?
A Nurdiansyah, N Priatna, N Nurjanah
15. Mobile learning based with adobe flash professional CS6 for math material 107
development
D P Wardani
16. The application of cooperative learning model with round robin technique in 112
mathematics learning
F Perisya
17. The development of transformation geometry student worksheet based on react 118
assisted with geogebra
F Rahmadeni
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Page
18. The differences student’s creative thinking mathematical ability using think talk 125
write models with ekspositori models
Machdalena
19. The existence of ethnomathematics in buna woven fabric and its relation to school 128
mathematics
Y S Eko
20. The influence of applying probing prompting technique to students mathematical 137
reasoning in class X MIPA SMAN 1 Lubuk Alung
A P Candraa, P K Sari, and R Gusmiyanti
21. The influence of challenge-based learning to the improvement of students’ spatial 144
visualization ability
W Susilawati
22. The influence of student teams achievement division type of cooperative learning 151
model with mind mapping toward mathematical understanding ability of junior high
school student
H N Fitriani and Herizal
23. The relationship between self regulated learning with students' mathematical 160
understanding ability
E Santoso
24. The use of geogebra in problem based learning to improve students’ spatial 161
mathematical ability
R Sugiarni, and A R Ifanda
25. Discovery learning model toward critical thinking skills and mathematics problem 169
solving in SMP Xaverius Lubuklinggau
D Friansah
26. Improved problem solving ability through Rotating Trio Exchange Type Model 175
G Jatisunda
27. The achievement of mathematical communication ability by using mobile learning 180
of students’ in SMP Negeri 2 Karawang Timur
D L Hakim, Y S Kusumah, and B Kartasasmita
28. Didactical design hypothesis trigonometric ratio concept with the cartesius 187
coordinate system
F Budrisari dan E Mulyana
29. Mathematical literacy improvement of junior high school students with Realistic 196
Mathematics Education (RME) approach
E E Andiriani, Turmudi and B A P Martadiputra
30. The efforts in improving students’ critical thinking complete 5E learning cycle model 203
Yuli, Suhendra, and B A P Martadiputra
31. Didactical design of mathematical reasoning to overcome learning obstacle of junior 208
high school students on concept of arithmetic sequences
R Oktopiani, T Herman, and Suhendra
32. Didactic design of positive fractional exponent and radical material in grade IX 215
student of junior high school
T Lembayung, D Suryadi, and E Nurlaelah
33. Mathematical literacy ability of junior high school students 223
H Mujadid, N Priatna, and D Juandi
34. Analyzing students’ spatial geometrical errors topic in the line 227
Mardani, T HermanAnd Suhendra
35. Improving junior high school students’ mathematical connecton ability used 235
cooperative learning model through Think Pair Share
L N Wahidah, Suhendra, and E Nurlaelah
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Page
36. Enhancing junior high school students’ communication capacity through ELPSA 240
learning design
R Sapriani, Suhendra, and E Nurlaelah
37. Development of Instrument for measuring the ability of understanding and commu- 245
nication of Mathematics at Junior High School Students by using Metacognition
Strategy
R Susantri, S Prabawanto, and J A Dahlan
38. Improving Communication skillsand Mathematical Disposition of Secondary School 251
Students through CORE (Connecting, Organizing, Reflecting, Extending) Learning
Model
S Gustiana, S Prabawanto, and E Nurlaelah
39. The enhancement of junior high school student’s mathematical critical thinking 257
using scientific inquiry learning
A Deden, N Priatna, and B A P Martadiputra
40. The development of mathematics teaching materials on the topic of statistics for deaf 262
studentsof grades8th in SMPLB-B
E Sovia, Turmudi, and D Juandi
41. The development of statistics box-manipulative props for 8th grade of SMPLB-A 271
(Visual impairment)
S H Ali, Turmudi, and D Juandi
42. Development of problem solving mathematics test of junior high school students 279
based on rasch model analysis
T Septianawati and D Juandi
43. Study of literature: improving mathematical problem solving and mathematical 285
connection ability with LAPS-heuristic learning model
A S Zauri, S Prabawanto, and E Nurlaelah
44. Development of CONINCON learning model for growing mathematical connection 291
ability
Saminanto, Kartono, S B Waluyo, and Mulyono
45. Enhancing students’ creative thinking ability using creative problem solving (CPS) 301
model in collaborative group setting
S S Assiti and T Herman
46. Trend of students’ research in mathematics education 310
W Ramadianti and A Asmara
47. Mathematical reasoning abilities and discovery learning in junior high school 315
T Rohaeti, B A Priatna
48. Error analysis on solving problems of 8th graders viewed from the perspective of 323
newman’s theory (focused on cubes and beams)
N D Lestari and S Prabawanto
49. Analysis of students’ mathematical reflective thinking ability in the eighth-grade of 330
junior high school
M Yanuar and Y S Kusumah
50. Student error analysis in resolving the problem of mathematic problems on 336
polyhedron
S R Putri, S Prabawanto, and K Kusnandi
51. Mathematics teachers’ beliefs about scientific approach and implementation in 344
mathematics learning
A A Mutholib, I Sujadi, and S Subanti
52. Analysis of mathematics learning process standard of vocational high school 349
H Yulianti, Kusnandi, and B A P Martadiputra
53. The process of reflective thinking in mathematics problem solving reviewed from 357
cognitive style
A Setianingrum, I Sujadi, and I Pramudya
vii
Page
54. Development of teaching material to foster students mathematical problem solving 363
ability
Risnanosanti, Ristontowi
55. An analysis of students’ mathematics communication on junior high school based on 368
prior mathematical knowledge
E J Dita, BA Priatna, Kusnandi
56. Development of mathematical problem solving instruments on quadrilateral material 375
for junior high school students
H E Nurmutia, SPrabawanto, J A Dahlan
57. Didactic design with multi representation approach for equations and inequalities of 381
absolute value linear one variable
R Widyaningsih, D Suryadi, and E Mulyana
58. Improving students’ mathematics learning outcomes using superitem strategy 391
M Sholehah
59. Didactical design of sine and cosine rule 398
D M Iriana, Turmudi, and Suhendra
60. Learning mathematics with hybrid learning to improve the ability of mathematics 404
language of grade VIII junior high school students
F A Sari, T Herman, and A Jupri
61. Didactical design of teaching trigonometric functions 409
S Rahmah and E Mulyana
62. Algebraic thinking: students’ strategies to solve the problems 416
Angriani, Darhim, and B A Priatna
63. Authentic assessment: implementation on mathematics learning 421
Y Herdiana
64. Didactical design of circle equation for senior high school students based on learning 427
obstacle
R Rizqiyani, D Suryadi, and E Mulyana
65. Correlation between the understanding of concepts in integral calculus and random 434
variables distribution
Jamilah
66. The enhancement of mathematical creative thinking students’ through teaching 439
under open-ended approach
E N Amalina, S Prabawanto, and A Jupri
67. Realistic mathematics education approach for mathematical communications ability 445
M M Rani, E Cahya, and B A Priatna
68. The influence of habits of mind against the student mathematical generalization 450
ability
I Sarah
69. Implementation of assessment at school 459
R Nasir and S N Martin
70. Problem-Based Learning Model (PBL) in improving mathematical communication 467
skills among secondary school students
W N Jufri, Suhendra, and B A Priatna
71. Implementation of class assessment at senior high school and junior high school 472
S Artilita
72. Conceptual misunderstanding on grade V student of elementary school in 477
mathematics material on ecosystems theme
B Hidayat, Wahyudin
73. Analysis of problem solving capability of junior hight school’s student with POGIL 483
model in Kuntu
H Juwita, N Priatna, and Kusnandi
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Page
74. Science process skill and problem solving skill profile of high school student at 488
Cianjur on topic heat
A A Rosyada, J Maknun, and L Hasanah
75. The development of science process skills instrument applied in learning physics 496
using bounded model inquiry laboratory
D Indriana, L Hasanah and P Siahaan
76. The Effect of Implementation of the DEEPER scaffolding framework to creative 502
thinking skills in physics
E Noorniaty, I Kaniawati, and A Setiawan
77. The development of students’ computer supported creative thinking test (CSCeT- 508
Test) on wave concept
I D Hakim, D Rusdiana, W Setiawan
78. Description of students cognitive ability on static fluid concept : a case study 515
O Miadi, Muslim and L Hasanah
79. Effect of ARCS Model Using Diagnostic Test Result Against Misconception 522
Studying Physics Student Class XII SMAN 64 Jakarta Timur
R Purbosari and T I Hartini
80. Effect of Discussion Method Based on Socio-scientific Issues with WhatsApp 528
Application to Scientific Literacy of Pre-service Physics Teacher
S N Muhajir, V Otaviani, T Gumilar, E K Yuningsih
81. The effectiveness of research-based physics learning integrated with character 533
values to improve the student’s competence
Usmeldi
82. A study on identifying misconceptions of pre-service physics teacher about the black 541
body radiation and photoelectric effect before take a modern physics course
Y S Makiyah and J Maknun
83. Improving students’ critical thinking and learning outcomes through inquiry training 545
model on the topic linear motion
M S Zubaidah and S Fatmawati
84. The effectiveness of teaching materials using multimode visualization for the 550
implementation of interactive lecture demonstrations to improve conceptual
understanding
T Nurhuda, D Rusdiana, and W Setiawan
85. The analysis of student’s critical and creative thinking skills on temperature and heat 556
T Sugiarti, D Rusdiana, S Utari
86. Development of test instruments to measure the competency of scientific literacy on 562
temperature and heat topics based on the 2015 PISA framework
N A Solihah, S Utari, and P Siahaan
87. Implementation of project based learning with Science Technology Engineering and 571
Mathematics (STEM) approach to improve high school students’ problem solving
skills
N H M Iqbal, S Utari, and P Siahaan
88. The implementation project base learning (pjbl) with teaching with analogy (TWA) 577
to improve vocational school student’s science literacy
A Nugraha, S Utari, and J Maknun
89. Preliminary study of student’s cognitive abilities on simple harmonic motion 584
D Hadianti, I Kaniawati, and I Hamidah
90. The combination of Creative Problem Solving (CPS) learning model with if-so 588
approach in learning physics: study of literature
Hilmiyah, P Sinaga, and D T Chandra
91. Technology and engineering literacy profile of senior high school students’ on 593
understanding the Newton laws’
S Raharjo, I Kaniawati, and I R Suwarma
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Page
92. Physics workbook using multimodal representation on simple harmonic motion 598
topic
M Liana, P Sinaga
93. Identify of student’s misconceptions about heat and temperature through four tier 602
test
S Fauziah, J Maknun, and L Hasanah
94. Application of performance assessment in physics learning to facilitate scientific 609
skills
S Siswanto, N Y Rustaman, P Siahaan
95. Development Computer Supported Creative Thinking Test (CSCeT-Test): global 615
warming
Khamid, D Rusdiana, and E A Juanda
96. Development of Teaching Materials with Dynamic Multiple Representation Used 621
Android-Based Applications to Improve Student’s Cognitive Processes Ability and
Critical Thinking Skills
N Herlina, P Sinaga, and W Setiawan
97. Improvement in levels of understanding and changes in models of understanding 627
through the learning of interactive lecture demonstration conception-construction-
oriented in Newton’s Law concept learning
W A Wianti, A Setiawan, and P Siahaan
98. Analysis of simple harmonic spring motion using tracker software 636
M S Mu’iz, K M Lestari, D Yulianawati, D. Rusdiana, and L Hasanah
99. Development and validation of computer supported critical thinking test in heat and 641
temperature
K Mahbubah, D Rusdiana, and E A Juanda
100 Facilitating conceptual change in students’ understanding on magnetic poles concept 646
. by using CSCC text
Mukrimatussa’adiyah, A Suhandi and E A Juanda
101 The application of inquiry training model using just in time teaching method in static 652
. fluid material for vocational high school student
S Supriatna, I Hamidah and L Hasanah
102 Reflecting learning process in didactical design research based on students’ 658
. responses: physics lesson
D N Juita and H Imansyah
103 A simple projectile launcher design as learning media of projectile motion topic for 663
. senior high school
PA Wijaya, I Rohman, and T Firdaus
104 Non traditional writing task announcement in interactive lecture demonstration 668
. model in learning physics: study of literature
N Nurzanah, P Sinaga, S Feranie
105 Development computer supported critical thinking test (cscittest) in physics for high 673
. school students: a literacy study
I N Syam, D Rusdiana, and W Setiawan
106 Profile of requirements on instructional materials as a preliminary studies in 680
. developing physics workbook oriented to science process skilss and critical thinking
skills
L R Lestari, P Sinaga, and I R Suwarma
107 Inquiry laboratory worksheet on the extraction of dragon fruit peel waste for 684
. developing students’ creativity
A Meristin, H Sholihin, M Arifin
108 Development of chemo entrepreneur (CEP)–based teaching material on acid-base 690
. D Y Sihite, S Anwar, and H Sholihin
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Page
109 Development and validation of diagnostic tests misconceptions of chemical bonding 696
. D Andriyanti, H Firman, and N Nahadi
110 Integrated science and technology through techno-science activity : the synthesis of 701
. room-temperature ionic liquid- assisted microwave of cationic fatty imidazolines
H Gozali, A Mudzakir, M Arifin and D Pratiwi
111 Development of multiple intelligences (MI)-based teaching material on chemical 709
. equilibrium
H R Permatasari, S Anwar, and Hendrawan
112 Profile of high school students’ learning motivation towards chemistry 717
. I G E D Adiputra
113 Development and Validation of Performance Assessment rubric for iodometric 721
. titration
R T Permatasari, N Nahadi, and HFirman
114 Students’ attitude scale towards chemistry lessons of vocational secondary school 727
. S Pujiani, H Firman, Nahadi
115 Student worksheet development of project-based laboratory on producing colloid by 733
. using kepok banana peel waste
W Wiranata, H Sholihin, M Arifin
116 Techno-science activity for high school students – fabrication of surface conductive 740
. glass using bunsen burner
Y Nugraha, A Mudzakir and Hernani
117 Analysis of multiple representation of molecular geometry concepts in various 748
. general chemistry textbooks
Z Zulfahmi, Wiji, and S Mulyani
118 Experiment laboratory design to improve conceptual understanding on organic 756
chemistry II: structure and reactivity of organic polyfunctional compounds
S Mulyanti, R Sardjono, and A Kadarohman
119 Implementation of problem based learning approach on corrosion topics to achieve 762
. student’s cognitive at vocational school majoring in industrial chemical engineering
J Irtina, Kurnia, and W Wahyu
120 Development of a two-tier diagnostic model mental test to identify chemical reaction 767
concepts
W Hasanah, Wiji, and T Widhiyanti
121 Analysis of pre-service chemistry teacher view toward nature of science and 773
. technology as a base for integrated techno-science course: fabrication of organic
light-emitting diodes
S Jauhariansyah, AMudzakir, and T Widhiyanti
122 Pre-service chemistry teacher’s 4th semester and 6th semester view nature of 782
. science and technology
D Pratiwi, A Mudzakir, and Hernani
123 An analysis view of nature of science and technology of pre-service chemistry 787
. teacher in case of dye-sensitized solar cells
S Ramadani, A Mudzakir, and T Widhiyanti
124 The profil of appearance understanding items based on aspect knowledge of revised 796
. bloom taksonomy in electronic school book (BSE) Biology SMA class X
A Juhanda, and Suhendar
125 Improving teacher profesionalism through training writing of scientific works as 800
. supporting sustainable proffesionalism development
M Halimah, M Nurkanti, T Nurhayatin
126 Identification of student’s misconception on digestive system concepts through CRI 807
. (Certainty of Response Index)
H Febriana, Riandi, and Hernawati
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Page
127 Identification of local pedagogy in tpack of high school biology teachers 814
. K Hasibuan, R. Riandi
128 Implementation of STEM as a learning innovation at the school for preparing the 818
. future generation of the 21st century
E A Mardiansyah, I Yohana, and Susanti
129 Probiotic : aplication of project biology basic android system based pre-learning to 821
. grow student pattern on project based learning implementation
P Indrawati, Susanti, and A S Almajid
130 The implementation online tutorials and the level of reflective thinking of students 830
. of biology education study program on the open and distance education
M Sekarwinahyu, N Y Rustaman, A Widodo and Riandi
131 Using worksheet based on multimode representation to facilitate classification skills 841
. of student in animalia
T Maesaroh, Riandi, and R Solihat
132 Development and application of a three-tier test to assess upper secondary students’ 845
. interdisciplinary thinking skill about plant reproduction
S Wulandari, N Y Rustaman, and A Rahmat
133 Profile of critical thinking disposition of preservice teachers in general biology 853
. course (a case study at Bengkulu University of Muhammadiyah)
J Syahfitri
134 Performance assessment implementation in STEM-based learning to investigate 856
. students’ creativity on the cell topic
E Afianti, N Rustaman, and I R Suwarma
135 Teacher's dificulties in implementing authentic assessment in learning Biology 863
. S Martini and N Y Rustaman
136 Student mental representation (MR) when face learning media of biology and its 868
. relation with learning style
R Ramdhan, A Rahmat and E Nuraeni
137 A mental representation of biology teacher when interpret convention picture 874
. N Sunarya, A Rahmat and R Solihat
138 Improving students’ characters, cognitive achievement, and attention span through 880
. RQA (reading, questioning and answering) strategy on cell biology subject
A M Amin, E Rosmiati
139 STEM PjBL toward abilities of creative tinking with theme: calories in indonesian 887
. traditional food
L Nurfitriagina, N Y Rustaman, and S Sriyati
140 Effects of portfolio assessment toward student’s habits of mind of SMAN in 895
. Pekanbaru
N Hidayati and T Idris
141 Profile of competency content of biology teachers of madrasah aliyah in West Java 900
. H Hanurani, A Widodo, A Fitriani, and Riandi
142 The define stage of practical work guidance development of animal structure course 905
. by using the free-modified inquiry
Nurhadi and M M Zural
143 The correlation of self-concept and ways of learningtoward students’ learning 910
. biology outcomes at students science senior high school sub-district pujud rokan
hilir regency academic year 2016/2017
S Ferazona
144 The validity of modules learning models material based on constructivism in the 918
. course of learning strategy and design of biology
E Rosba, Zikra, and M M Zural
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Page
145 science literacy ability of junior high school students in Padang 921
. F Arsih, R Sumarmin, and H Putra
146 Analysis of readability of integrated science teaching materials in the topic of 928
. integrated type of animal migration navigation
M Yusup, Saefudin, and H. Firman
147 Profile of inquiry aspects contained in science book grade VIII 933
. M Fadilah, F Arsih, Helendra, H Alberida
148 The effect of combining classification-based new instruction design, note card and 938
. learning material to enhance concept mastering and classification of Animalia
I Annisa, S.Saefudin, and B Supriatno
149 Detail engineering design (DED) in STEM learning at high school science class 944
. A Arlingga, A Widodo, Zulheri, S Rahayu, Y I Shofwati
150 Appropriate product in STEM learning at Junior High School 950
. A Arlingga, A Widodo, Zulheri, N P Hikmatunisa, and Y I Shofwati
151 Implementation of problem-based learning approach to improve student’s academic 954
. achievement on the topic of electrolyte and non-electrolyte solutions at vocational
school
R S Syaadah, W Wahyu, and Kurnia
152 Development of earthquake and tsunami module based on sets approach and aceh 960
. local wisdom as supplement material for junior high school Sciences
A Mustari, H Sholihin, and T R Ramalis
153 Characteristics of science teaching material “season in lombok culture” 968
. D Pebriyanti, S Anwar, and T R Ramalis
154 Integrated science teaching materials development themed “soil as the source of 973
. life” by using four steps teaching materials development (4STMD)
E Prastiyanto and S Anwar
155 Early mental model analysis of fifth grader on science 983
. L Jasdilla, A Widodo, and W Sopandi
156 Development of integrated science teaching material energy theme for VII grade 990
. junior high school by using four steps teaching material development (4STMD)
M I Juarsa, S Anwar, P Siahaan
157 STEM approach based environmental to improving learning outcomes and student 995
. character
S Nurkhalisa and D E Mastura
158 The development of test instruments to measure students’ scientific argumentation 1000
. based on toulmin’s argument pattern (TAP) indicators
U T Kurniasih, Muslim and Y Sanjaya
159 Integrated science teaching materials development themed “pameutingan river” by 1005
. using four steps teaching materials development (4STMD)
Y I Shofwati and S Anwar
160 The use of interactive multimedia for increasing concept mastery, critical thinking, 1015
. and retention of the human reproductive system concept at senior high school
students
I Aripin
161 STEM-based learning to facilitate conceptual changes of middle school seventh 1021
. grade students in matter of organization of living system
S Maryati, N R Rustaman and L Hasanah
162 Profile of the system thinking skills of junior high school students on the living 1029
. organization system topic
I Sembiring, N Rustaman and I Rohman
163 Survey about analysis of learning creativity as knowledge material to increase the 1034
. result of student’s learning
P L Y Kristian, W Sunarno, Cari, and N S Aminah
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Page
164 Transcendent Science: a strategy model of inculcating rububiyyah value in the 1037
. concept of light learning
A Supriatna, S A Yudianto and W Sopandi
165 The utilization of bagendit lake in learning to measure the environmental literacy 1048
. junior high school students
A Hidayat, H K Surtikanti and Hernani
166 The Profile of students’ argumentation skill in a secondary school on the topic of 1053
. disaster mitigation
R Rasyidah, S Utari and R Riandi
167 An analysis of scientific literacy of secondary school students on the topic of global 1058
. F D S Pertiwi, Hernani, I Kaniawati
168 Characteristics of critical thinking skills test instruments about ecosystem 1064
. F Faujia, T Rahman and M Muslim
169 Development of virtual test features to assess students’ STEM literacy 1069
. T Qodaruddin and Riandi
170 Profile of physics learning assessment in optical wave physics courses: a field study 1072
. T F Dholo
171 The readibility analysis of threaded integrated science’s teaching material on light 1077
. subject
A A Muasir, A Fitriani and H Firman
172 Design of human vision-interactive multimedia with pedagogical agent (HV-IMPA) 1082
. for enhancing creatif thingking skill of junior high school students
M S K Maubuthy, A Fitriani, and W Setiawan
173 Increase the ecoliteracy student in planting through project based learning (PjBL) 1090
. D Widiani and N Supriatna
174 The profile of environmental literacy students in science learning 1095
. D Suryanti, P Sinaga and W Surakusumah
175 An analysis of scientific literacy of secondary school student on topic energy and 1101
. energy tranformation
E Kandungan, DT Chandra and AR Wulan
176 Mapping the use of student science workbooks to improve critical thinking skills for 1105
. secondary school in Palu
N P Satya and S Parlindungan
177 Development of teaching material with problem-based learning to improve the 1109
. student competency in elementary school
R Amini
178 Modeling poverty data in Aceh Province using generalized linear mixed models with 1115
. region and time effects
A Khairi, K A Notodiputro and A Kurnia
179 Analysis of structural disorder of reduced graphene oxide 1123
. B N Kumila and C P Liu
180 Classification of breast nodules on digital ultrasound images based on shape feature 1130
. with information gain algorithm feature selection
H K N Yusufiyah and H A Nugroho
181 Development of a mathematical understanding instrument about quadrilateral for 1135
. junior high school students
T Panglipur, S Prabawanto and E Nurlaelah
182 Ability of mathematical representation based on 1141
. habits of mind students
E Komala and D Suryadi
183 The implementation of accelerated learning for enhancing students’ the 1146
. mathematical communication
N Zuhara, S Prabawanto and Suhendra
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Page
184 The analysis of mathematical students ability in studying english for mathematic 1152
. through worksheet accompanied by the powerpoint at STKIP PGRI West Sumatera
A Cesaria
185 Comparison of enhancement mathematical problem solving ability between model 1158
. situation based learning metacognitive techniques with scientific approach
S Yulanda, Turmudi and J A Dahlan
186 Identification of Teacher’s Technological Pedagogical Content Knowledge 1166
(TPACK) Through Lesson Plan Analysis
R Riandia, Suci Lestari
187 The development of mathematics curriculum to increase the higher order thinking 1173
skills
Yogi Anggraena, Iip Ichsanudin, Siti Aisah, Mukhidin
188 Krulik-rudnick strategy: an alternative learning strategy in math teaching 1184
N Kurniati, E Cahya, and Suhendra
189 An analysis of non traditional writing task interpolation in interactive lecture 1187
demonstration model in learning physics: study of literature
S Sulastri, P Sinaga, and A Setiawan
International Conference on Mathematics and Science Education, 2017
xv
A problem analysis of constructivism based-workbook

development to introduction to basics of mathematics subject
Z Aimaa) and Rahima

Program Studi Pendidikan Matematika STKIP PGRI Sumatera Barat Jalan Gunung
Pangilun Padang,25143 Indonesia
a)
E-mail: zulfitri_aima@yahoo.co.id
Abstract. Sets and mathematical logic are studied on the subject of introduction to basics of
Mathematics. Lecture source used were textbooks. The existing textbook could not construct
the student’s knowledge. The difficult text book understood by the students causes a
decreasing of student’s learning activity and the low of student learning outcomes. By studying
the constuctivism - based workbook, the students are expected to be active on constructing the
knowledge and affecting to the increasing learning outcome. Model of workbook development
bay using general model of plomp’s reseaarch design (2013:19) consisting the 3 phases covers
preliminary research, prototyping phase and assessment phase based. The research was only
conducted into a preliminary research i.e. conducting problem analysis and literature study.
Problem analysis used interview both lecturer and student. Literature study was conducted by
analyzing the lesson plan textbook, and literature. The instruments used were interview and
questionnaire. The interview shows that students were not able to understand the mathematical
concept on the textbook and to construct their own knowledge. Lesson plan analysis was
analyzed in order to find out the suitability of the materials given to the lesson plan used.
Literature analysis was used as a guidance of textbook development.
1. Introduction
Set and mathematical logic is learned on the subject of introduction to basics of Mathematics. This is a
knowledge and skilled- subject in Mathematics Education Study Program. This subject is studied in
the second semester and has 2 credits. After learning the subjects, it is expected that the students are
able to master the theory of set and its operation, mathematical logic and its operation, applying the
knowledge as well.
Based on the observation in STKIP PGRI West Sumatra, lecturing process of Introduction to basics
of Mathematics used lecture method. Student’s activity during the learning were limited because the
student’s only got the explanation from the lecturer. If the student’s got the problem on understanding
the materials, they tend to wait the lecturer’s explanation. Lecturing sources were text books. The text
books used were not able to construct the student’s knowledge so that the lecturing itself could not be
built by student themselves, and learning became meaningless. The textbooks had only limited
exercises, so that the students were not trained to do the question problem-solving. It causes the
student’s activity were very limited and the learning outcomes were low.
The proposed effort is a development of teaching material such as worksheet. The worksheet
consists of learning target, theories, structured exercises and task, exercise questions and discussion
material. By having the exercises, it will make the students train to answer the question. According to
Prastowo (2011 ) the use of worksheet in learning activity has several functions, for example: (1)
being a teaching material to minimize the teacher’s role but activate the students. (2) being a teaching
material to make the student easy to understand the materials (3) to simplify the learning
implementation to students.
The developed worksheet is a construction based worksheet. By doing the worksheet, the students
will be active to construct the knowledge. The students get chances to express the ideas and share with
1
their friends. Lecturer’s role as the facilitator makes the students not only listen the lecturer’s
explanation. In line with the constructivism based worksheet, it is expected that the student’s activity
and learning outcome is increasing. It is also related to the Slavin’s opinions that the student must
construct his/her own knowledge. It is similar to Anthony (1999) who stated that “ learning is a
process of knowledge construction, not of knowledge recording or absorption;learning is knowledge-
dependent; people use current knowledge to construct new knowledge. The learneris aware the process
of cognition and can control and regulate them”.
The research about constructivism was discussed on Riyanto (2014) research talking about
improving reasoning ability and mathematics achievements by using constructivism approach. Result
of the research shows that there is a significant effect of constructivism approach towards reasoning
ability and student’s achievement. Hamdunah (2014) aslo conducted the research and finds that the
constructivism based module is effective to use. Widowati (2014) also finds that worksheet is effective
to be used.
Based on the information above, a research is really needed to be conducted in order to improve the
student’s activity and learning outcome in Introduction of Basics of Mathematics subject to develop
the constructivism based worksheet. Therefore, a research is conducted entitled aProblem Analysis of
Constructivism Based-Workbook Development to Introduction to Basics of Mathematics Subject in
STKIP PGRI West Sumatra
2. Experimental Method
Model of constructivism based worksheet in Introduction to Basics of Mathematics Subject in
STKIP PGRI West Sumatra used Plomp (2013: 19) research design consisting three phases such as
preliminary research,prototyping phase, and assessment phase. On Preliminary research phase, it
analyzed the problems and literature review. The research only conducted the research only on the
phase of Preliminary research. Problem analysis was conducted through interview the lecturer and
distribute the questionnaire to the students to observe the student’s need to the worksheet.
3. Result and Discussion

On the analysis stage, an interview is conducted to the students. The student’s interview results
shows that the mathematics lecturing has been interested through the group discussion and
presentation, although they get difficulties to understand the set and mathematical logic. The
difficulties were caused by the textbooks can not make the students study autonomously; the students
only use the teaching material in line with the lecturer’s suggestion, and the students are not able to
find out the other textbooks. Results of lecturer’s interview show that the learning method used by
lecturers i.e. lecturing method, discussion, and question and answer. The textbooks used by the
lecturers are not able to construct the student’s knowledge. Therefore, it is expected that a worksheet
can construct the student’s knowledge. The worksheet is constructivism based worksheet. It is in line
with Prastowo (2011) who argued that the worksheet can make the student easy to understand the
materials and in line with Anthony (1999) statement that constructivism learning can construct the
student’s knowledge.
Based on the questionnaire given, it shows that the learning process of Introduction of
Mathematical Basic is enjoyable but the teaching materials used could not improve the student’s
learning outcome. Students get difficulties to understand the material of Introduction of Mathematical
Basics, so that it takes longer time. Student’s need teaching material that construct the new knowledge
and simplify them to understand the materials and construct their knowledge. One of the teaching
materials fulfilling the student’s need is a constructivism based worksheet.
2
4. Conclusion
Based on the problem analysis from the lecturer’s interview and student’s questionnaire, it shows
that students need teaching material constructing their knowledge. Therefore, teaching materials such
as constructivism based worksheet gives the significant effect to the student’s knowledge.
5. Acknowledgments
Thanks to Villia anggraini, M.Pd as Chief of UP3M STKIP PGRI West Sumatra and Dra.
Rahmi,M.Si as Dean of Mathematics Education that has given the research permit.
6. References
[1] Riyanto, B., & Siroj, R. A. 2011 Meningkatkan Kemampuan Penalaran dan Prestasi Matematika
Dengan Pendekatan Konstruktivisme Pada Siswa Sekolah Menengah Atas. Jurnal
Pendidikan Matematika, 5(2) p 122
[2] Hamdunah, H., Yunita, A., Zulkardi, Z., & Muhafzan, M. 2016 Development A Constructivist
Module and Web on Circle and Sphere Material with Wingeom Software. Journal on
Mathematics Education, 7(2), p 109-116
[3] Widowati, S. 2014 Development of Exponent workbook content characterized with RME for
Technical Vocational High School Students. Jurnal Pendidikan Sains (JPS), 1(3), 265-273
[4] Prastowo, A. 2011, Panduan Kreatif Membuat Bahan Ajar Inovatif. Yogyakarta: Diva Press.
3
Active-reflective method for improving student mathematical

problem solving ability at junior high school
N Yeni,a), K Kusnandi, and J A Dahlan

Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr.
Setiabudi No. 229, Bandung 40154, Indonesia
a)
E-mail: nelfitriyeni@student.upi.edu
Abstract. This study aims to test an active learning-reflective method of learning on the
achievement and improvement of problem-solving skills, then this experimental research. In
the process researchers have limitations in choosing a subject directly to be grouped into
research classes because it can interfere with the learning process so that the selected subject is
the classes that already exist. Thus the research conducted is quasi experimental. Because using
the control group, the selected research design is Control Group Pre-test post-test. The
population in this study is the students of class VIII in one of the State Junior High School in
Lembang in the academic year 2016/2017. As the objective is to see the effect of a treatment,
then tested by comparing two classes as a sample. Class VIII H consists of 36 students as
experimental class and class VIIII consists of 37 students as control class. From this research, it
can be concluded that: (1) the achievement of problem solving ability in students who learn
through learning active-reflective method is better than students who get direct learning, (2)
Improving problem solving ability in students who learn through learning by using active
method -reflective is better than students who gain direct learning.
1. Introduction
The process of solving the problem is one of the basic skills of mathematics that must be mastered by
students. The ability to solve mathematical problems is very important because problem solving is a
general purpose of teaching mathematics even according to Branca [1] mathematical problem solving
is one of the important goals in learning mathematics even the process of solving mathematical
problems is the heart of mathematics. [2], states the problem solving is an attempt to find a way out of
a difficulty, to achieve a goal that is not achieved easily. With his problem solving skills, students will
have an attitude not easily give up in solving problems given the teacher even though the problem is
non-routine. Furthermore, [3] problem solving as a matter of challenge that can not be solved by
routine procedures and in solving requires relatively long time.
However, the reality found in the field showed the students' mathematical problem solving ability
is still low. The results of research conducted by [4] on the effectiveness of the use of Guided
Discovery Learning model shows that the percentage of students who have good mathematical
problem solving ability is not more than 60%. Furthermore, [5] in grade VII of SMPN 4 Semarang
also found that problem solving ability in students is still low. Based on the findings of [6], to grade
VIII SMP N 1 Tengaran on the test results of mathematical problem solving ability of students,
obtained 60% of students still have difficulty in solving the problem of math test. The same as [7]
research in Grade VIII SMP N 2 Subah and [8] research in Grade VIII SMP N 2 Pekalongan, found
that the students problem solving test is also still low. The development of problem-solving skills
differs as disclosed by [9], one way to develop students' ability to solve problems by providing
4
problem-solving experiences that require different strategies. To develop student problem-solving

skills requires activities that provide opportunities to develop ideas, find solutions themselves. Thus a
teacher needs to use different development of problem solving abilities to vary.
Recognizing unoptimal problem-solving abilities, it takes an effort for the students to learn actively
and find their own concepts so that the lessons are more imprinting in the students' memory. For that
to be achieved it is necessary a lesson that can facilitate it. However, based on the results of previously
mentioned research and based on the findings [10], in general learning applied in the school is a direct
learning that positions students as recipients of information and teachers more dominate the learning.
[11], argues that direct learning is teacher-centered learning consisting of five stages: 1) goal setting;
2) explanation or demonstration; 3) practice guides; 4) feedback; and 5) expansion of practice. [12],
explains the direct learning of learning that is dominated by lecture activities in delivering the
material, where the source of student learning in the form of textbooks, and students do the exercises.
In the opinion of [13], direct instruction is based on behavioral learning theory that learning depends
on experience including giving feedback. Direct learning positions students to learn by observing
selectively, remembering and applying what teachers model.
[13], explains some of the shortcomings of direct learning, among others: 1) direct teacher-centered
learning, so that teachers are the determinants of success in learning activities; 2) if the teacher is
lacking in preparation, material and not confident, it will cause saturated effects on the students and
the learning will not run properly; 3) if the teacher can not communicate well then it will be bad
impact on learning; 4) direct learning model does not provide opportunities for students to adequately
process and understand the information conveyed, so it will be difficult for students if learning with
material that is complex, detailed, or abstract; 5) will lead to an attitude of always wanting to accept to
themselves and lazy to learn alone, because in the minds of students will be embedded the view that
the teacher will always provide material without him have to try themselves; and 6) direct learning
emphasizes observation skills in order to know the things that are considered important to know, but in
reality not all students can observe well so that important things often missed by students. Based on
the above explanation it can be seen that learning is required that provides an opportunity for students
to convey ideas and experience and find their own knowledge. Learning that has these characteristics
one of them is the active-reflective method. [14], stated reflective thinking can improve the ability of
high-level thinking. According [15], thinking is a learning activity. Because by thinking someone gets
a new discovery, so that can connect one experience to another through reflective thinking process.
Furthermore, [16], states that individuals who practice reflective thinking can face all forms of
personal or professional barriers and become proactive. Can be interpreted that a student can feel,
identify problems, limit and formulate the problem. Put forward some alternative solutions, solve
problems to solve problems by collecting the required data, perform tests to test problem-solving
solutions and use them as a consideration to draw conclusions. Reflective Thinking (Reflective
Thinking) is very important for students and teachers. But it is very different from the facts in the
field, that in learning mathematics, reflective thinking does not get the attention of teachers [17].
Based on observations [18] conducted in one of the high schools in Tangerang Regency of Banten
Province, reflective thinking ability has not shown satisfactory results. Almost 60% of students have
not shown satisfactory results in working on the problems that contain the mathematical reflective
thinking process. It shows the reflective thinking process is still not familiarized students and rarely
get used to teachers to give. The problem of mathematical reflective thinking should be addressed
immediately, given the importance of mathematical reflective thinking in developing problem-solving
skills, and mathematical communication. Thus the purpose of this study is to examine the achievement
and improvement of problem solving skills mathematically between students who learn by using
reflective active methods with students who obtain direct learning.
This study aims to examine a treatment that is learning active-reflective method to the achievement
and improvement of problem-solving abilities, then this research is an experimental research. In the
process researchers have limitations in choosing a subject directly to be grouped into research classes
5
because it can interfere with the learning process so that the selected subject is the classes that already
exist. Thus the research conducted is quasi experimental.
The population in this study is all students of class VIII in SMP Negeri 3 Lembang, which is held
in the second semester of academic year 2016/2017. Based on the results of interviews and
observations made it is known that the school does not have a superior class and the distribution of
students in each class has the same ability in terms of (high, low). So based on interviews with
mathematics teachers in the school the ability of students between classes did not show significant
differences.
Instrument in this research is a test that is used to measure problem solving ability is four problem
description. Test problem solving skills are tested twice, pretest and postes. From the predetermined
pretest and postes score, achievement score and problem solving ability are obtained.
This study does not allow researchers to take a random subject against their individuals. Based on
the consideration and the results of interviews with mathematics subject teachers note that the
distribution of students of class VIII in SMP is spread and can be said to be uniform so that any class
that will be sampled representative of the population. Furthermore, the researcher chose as many as
two classes by purposive sampling, from the two classes were randomly determined experimental
class and control class by drawing. The result is obtained by class VIIIH as experimental class and
class VIIII as control class.

The purpose of this study is to compare the improvement and achievement of student problem solving
abilities among students who learn through reflective and active methods of students who learn by
direct learning. This research was conducted in SMPN 3 Lembang by choosing two classes as subject
that is class VIIIH learning through learning with reflective active method and class VIIII learning
through direct learning on the subject of circle. The following description describes the pretest, postes
and N-gain data of mathematical problem solving on reflective active classes and direct learning.
Table 1. Descriptive statistics of mathematical problem solving abilities

Active Reflective Direct Learning
Pretes Postes N-Gain Pretes Postes N-Gain
N 36 36 36 37 37 37
Xmin 0 21 0.45 0 4 0.05
Xmax 13 44 1.00 8 29 0.61
̅ 3.28 27.00 0.59 3.05 17.97 0.72
S 0.66 0.92 0.16 0.62 1.22 0.18
% 7.45 61.36 59.00 6.93 40.84 72.00
Based on Table 1, the pretest score of mathematical problem solving ability of the second lowest
score of the class is zero. This means that students in both classes are not able to answer the questions
tested. Furthermore, after being given a reflective active treatment in the experimental class, the
highest score obtained by students is 44. Where the ideal maximum score of 44, this means that
students are able to answer all questions correctly. Visible student score in the experimental class is
much larger than the control class, it is believed that the students score in the experimental class is
better because given the treatment with reflective active learning.
The average difference between the pretest of problem solving abilities between reflective active
classes and the direct learning class is not too far apart, with the difference in achievement of 0.23.
This means that the problem solving ability between the experimental and control groups is not much
different before being treated. If the difference in pretest rate is converted in the percentage of
achievement of reflective active class pretest by 0.43% higher than the achievement of the direct
learning class. Furthermore the average postes score of the problem-solving ability of the reflective
active classes and the direct learning class shows a considerable difference, ie, by the difference of
9.03. This illustrates that the average ability of the experimental class is higher than that of the direct
6
learning class. There is a high difference in mean postes indicating that the treatment given influences
the outcome.
Standard deviation of pretest experiment class score is 3.96. Meaning data has diversity. Because
the standard deviation value is greater than 0, the sample data is increasingly (varies) from the mean.
Similarly, the standard deviation of the control class preview score of 2.53. While standard deviation
scores postes experiment class and control class that is equal to 6.85 and 8.16. The standard value of
the control class deviation is greater than the control class means that the sample data in the control
class is more diffuse (varied) than the average count.
Table 2. Result of Differences Test at Mean Postes Score Problem Trouble shooting Skills
Solution to problem Conclusion
Mann-Whitney U 330.500 Tolak H0
Z -3.716
Asymp Sig (2-tailed) .000
Based on Mann-Whitney U test results can be seen in table 2, the significance of postes data
obtained is smaller than the significant level that has been determined. The value obtained is Sig (2-
tailed) = 0,000. Hence, it is concluded that rejection of H0 means that the achievement of mathematical
problem solving ability of students who learn through reflective active learning is better than those
who get direct learning. This result is believed to be the result of the different treatment given, since
before treatment it is known that the ability between the two classes is the same.
Table 3. Results of Difference Test of N-Gain Ability Mathematical Problem Solving

Solution to problem Conclusion
Mann-Whitney U 311.000 Tolak H0
Z -3.922
Asymp Sig (2-tailed) .000
Based on Mann-Whitney U test N-gain data obtained is Sig (2-tailed) = 0,000 as seen in table 3,
meaning the value of significance is smaller than the level of significance that has been set so
concluded reject H0 means improvement problem solving ability mathematical students who learn
through reflective active learning are better than those who get direct learning. Improved mathematical
problem-solving skills are believed to be the result of different treatment treatments, similar to those
previously analyzed, since initially before treatment both groups had a uniform initial ability.
The difference in attainment and improvement of problem solving that occurred in this study is
believed to be the result of different treatment. Based on the opinion of Bruner [19] learning will be
more meaningful if the students focus their attention to understand the structure of the material being
studied. In addition, Bruner's core study is how one selects, maintains and transforms information
actively. Furthermore, students are encouraged to gain experience and conduct experiments that
require them to find a principle directly, so students should learn through active participation with the
concepts and principles. In line with the opinion of [20], it is necessary to place students to discover
their knowledge by giving them responsibility. In this case active learning reflectively contributes to
the students in understanding a problem and experimentation is a process in active reflective. In
accordance with the opinion of Dewey [21], views the concept of reflective thinking as a special form
of problem solving which is thought to solve problems or issues in a way compatible with ideas
relating to previous actions.
The next stage in active reflective is looking at the problems that arise and try to find various
information that can support problem solving (collecting supporting data). This resulted in the ability
of students in obtaining ideas to find solutions or steps that must be done to solve problems given
teachers. Stages of looking at issues that arise and try to find a variety of information that can support
7
the problem solving on reflective actives is believed to have a positive effect on student problem
solving skills. With this stage process will train and cultivate the ability to solve mathematical
problems in students because students are trained to solve a new problem and find their own way out.
In accordance with the opinion [2] problem solving is an attempt to find a way out of a difficulty, to
achieve a goal that is not easily achieved easily.
Opinions of Kilpatrick, Swafford, & Findel [22] that to improve problem-solving skills, students
need to learn to build knowledge, connecting ability with the problem so as to find new strategies to
solve the problem. The next stage of active reflective learning, finding a strategy in finding out the
process of solving the problems presented. Students with members of the group develop tentative
possibilities and solutions to solve problems, and try to solve the problem. This is reinforced by [23]
opinion in the reflective thinking process of students learning from previously acquired experiences
and the thought processes they undertake will not stop but will continue to be sustainable. Students
will always think and learn to be able to solve other possible problems that will continue to emerge.
Students will not stop until the answer to the problem solve is found, but students with reflective
thinking will continue to look for strategies to answer and resolve new assigned problems by linking
their existing knowledge and controlling their thinking.
In Mariya's opinion, [24] require innovative learning to improve students' problem-solving abilities,
which provides students the opportunity to experience what they are learning directly. The statement
reinforces the implementation of reflective, active learning contributes well to problem-solving
abilities. The next stage is to find a solution to the problems encountered, to prove the answer/match
the results of the analysis with the basic concepts learned from the solution of problems that have been
found in order to attract a reliable conclusion. At this stage requires students to be able to search and
investigate problems and find solutions, students become motivated to reflective thinking and
investigate mathematical relationships and interrelationship with each other, so that can be obtained a
conclusion.
The next step is to apply the result of the settlement obtained (new knowledge obtained by the
students) in other situations. In this case, teachers can provide new problems as follow-up problems
related to problems that have been resolved by students, so that students always modify the
understanding they have (prior knowledge) in order to solve various new problems. At this stage the
students and their group members work on the training questions that teachers have provided in the
LKS as a follow-up problem. The next stage is to present the results, where this stage trains students to
communicate their ideas, and trains students to retain what they find based on their experiences,
experiments and knowledge. These stages can develop communication skills and generate student
confidence. The final stage in problem solving is an evaluation, where students with group members
double-check the steps or settlement procedures they find. After that, at the end of reflective learning,
students fill in personal journals, both for teachers and students can be used as a consideration of the
success and failure, ask what has been done, what is not, and what needs improvement, so that
teachers and students will always think and examine their thinking process.
Previous studies have also shown and proven that reflective actives have a good effect on
mathematical achievements such as those conducted by [25], [26], and [27] with the result that there is
a significant difference in achievement Mathematics students learn to use reflective thinking process
approaches rather than students who are not taught using the approach. The results showed that it can
provide an opportunity for students to perform individual analysis or experience experienced and
facilitate learning and learning using reflective thinking process approach to improve student
achievement.
Another aspect that reinforces that the development of problem-solving abilities in this study is
caused by the application of reflective active learning that refers to the definition of the solution itself.
Mayer [28] defines problem-solving as a process that uses many steps to find the relationship between
past experience and present-day problems, and then act to solve them. The learning characteristics that
have such a procedure are in the reflective active learning. Based on the theory of Bruner [29] which
put forward in the argument of the association, where this argument affirms in the learning of
mathematics each concept is related to other concepts. This argument provides an assertion to the
student to know that the experience gained in the past has to do with the present, which is information
8
from the teacher's problem. So did [30] states one of the advantages of the active reflective method
that is the active student in the learning activity, because he thinks and uses the ability to find the final
result, meaning that in this learning train the students to think and connect knowledge or ability that he
had previously in solving the problem Which he faces at this time. Furthermore, according to [31], a
person is faced with a problem when he faces a question and he can not answer it or a situation where
he can not finish immediately. With an active reflective will train students to be able to solve the
problems given, in accordance with the stages of this learning that presents students with various
problems, so that students are accustomed to find solutions to the problem.
In active- reflective learning students are formed into several groups. Students work with members
of their group in solving the problems. This learning also requires the role of teachers, which provides
assistance to students in the form of questions as a bridge to develop the process of reflective thinking
and knowledge of students. Although Piaget's theory says that students can gain knowledge through
the construction of individual thinking based on their personal experiences. However, students also
need the help of others to solve the problem. Based on Vygotsky's view, one's knowledge will be more
developed when interacting with his social environment. In addition, according to Vygotsky ZPD shift
(Zone Proximal Development) he can not do alone without the help of groups or adults (teachers).
Based on the theories and previous research results described above, provide evidence that in active
learning reflective procedures, train and develop students' mathematical problem-solving abilities.
Based on the results of research obtained achievement and improvement of problem solving ability of
mathematical student caused by treatment given during research activity.
4. Coclusion
Based on the results of the analysis and discussion conducted, it can be concluded that: (1) the
achievement of problem-solving abilities in students who learn through learning with active-reflective
method is better than students who get direct learning; (2) improved problem-solving abilities in
students who learn through learning with an active-reflective method is better than students who
receive direct learning.
5. References
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2002 sekolah menengah. Makalah pada seminar pendidikan matematika (Gorontalo: UNG-
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9
[9] Suherman E 2003 Evaluasi pembelajaran matematika (Bandung: JICA)

[10] Anggraini D Kartono R& Veronica R.B 2015. Keefektifan pembelajaran core berbantuan kartu
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[11] Arends R I 2008 Learning to teach (Yogyakarta: Pustaka Belajar)
[12] Elistina 2015 Penerapan model pembelajaran langsung (direct instruction) berbantuan gambar
untuk meningkatkan hasil belajar siswa pada mata pelajaran ipa di kelas V SDN 5 Basi
kecamatan Basindo Talitoli (Journal Kreatif Tadalako) ISSN 2354-614X 4 (9) pp 1-12
[13] Ridho N 2011 Model pembelajaran langsung (Online) Diakses dari
http://skp.unair.ac.id/repository/GuruIndonesia/ModelPembelajaranI_nurridho_10595pdf
[14] Hmelo D & Ferrari M 1997 The problem-based learning tutorial: Cultivating higher order
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[15] Djamarah S B 2008 Psikologi belajar (Jakarta: Rineka Cipta)
[16] Hashim Shahabuddin dkk 2011 Pedagogi-strategi dan teknik mengajar dengan berkesan (Beta
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[18] Nindiasari H 2011 Pengembangan bahan ajar dan instrumen untuk meningkatkan berfikir
reflektif matematis berbasis pendekatan metakognitif pada siswa Sekolah Menengah Atas
(SMA) (Makalah pada Seminar Nasional Matematika UNY)
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[20] Boeree C G 2008 Metode pembelajaran & pengajaran: kritik dan sugesti terhadap dunia
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[22] Prabawanto S 2013 Peningkatan kemampuan pemecahan masalah, komunikasi dan self-efficacy
matematis mahasiswa melalui pembelajaran dengan pendekatan metacognitive scaffolding
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[23] Sabandar J 2007 Berpikir reflektif Makalah seminar nasional matematika (Bandung: SPS-UPI)
[24] Mariya D Mastur Z & Pujiastuti E 2013 Keefektifan pembelajaran SAVI berbantuan alat peraga
terhadap kemampuan pemecahan masalah (Unnes Journal of Mathematics Education) 2 2 0
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[25] Lasmanawati A 2011 Pengaruh pembelajaran menggunakan pendekatan proses berfikir
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(Tesis SPS UPI Bandung: Tidak diterbitkan)
[26] Nainggolan L 2011 Model Pembelajaran Reflektif untuk Meningkatkan Pemahaman Konsep
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[27] Suyatno 2009 Menjelajah pembelajaran inofatif (Sidoarjo: Masmedia Buana Pusaka)
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[31] Kantowski M G 1977 Processes involved in mathematical problem solving (Journal for
Research in Mathematics) 8 3 pp 163-180
10
Analysis of mathematical learning of fractional concept on

elementary school students
D. A. Arini 1, D. A Maharbid1, Y. Gumala1and Al Jupri2

1
Program Studi Pendidikan Dasar, Sekolah Pascasarjana, Universitas Pendidikan
Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
2
Departemen Pendidikan Matematika, Program Studi Pendidikan Matematika dan
Program Studi Pendidikan Dasar, Sekolah Pascasarjana, Universitas Pendidikan
a)
E-mail: dedeajengarini23@student.upi.edu,
Abstract. This study aims to investigate the problems of elementary school students in
understanding the concept of fractions in the learning of mathematics. To do so, we conducted
a qualitative research, through individual written test, interviews and observation, involving 23
grade-five students from one of elementary schools in Bandung. The results showed that: 1)
introducing the symbols of numerator and denominator of fractions without using media makes
students have a low understanding on the concept of fraction; 2) student difficulties in learning
the concept of fraction include difficulties in addition and subtraction of simple fractions, 3) the
focus of mathematics learning is dominantly on mathematics achievement rather than student
comprehension. We consider that the results of this study can be used as a useful background
for developing an effective learning line in the concept of fraction for elementary school
students.
Introduction
Mathematics is a universal science which is a foundation of the development of modern technology,
which has an important role in various disciplines and to improve reasoning, logic, systematic,
realistic and creative thinking[1]. For that, learn and understanding mathematic in early childhood is
required. In elementary school student expected to have competence in logic, analyzing systematic,
critical, creative thinking, collaboration and problem-solving. But in fact, mathematic is one of
difficult, bore, and trouble subject for students in elementary school. It caused mathematic became
most disliked subject in school. Marti said that mathematic object is abstract, and it is opposite with
the characteristic of elementary school students. And it would be difficult for students if learning
mathematic without giving pay attention in this case[2].
Based on Trends in Mathematics and Science Study (TIMSS) research on 2011, Indonesia
placed at 38th of 42th in math and science learning achievement. In addition, Programme for
International Student Assessment (PISA) survey result on 2012 for math, reading and science
competence, Indonesia placed at 64th of 65th. Because of that, we should start improving our
mathematic learning from elementary school.
Among areas of mathematics, fractions seem to be especially important for later success.
Fractions are one important topic in mathematics [3].This central role is evident in fifthgraders’
11
fraction knowledge predicting their algebra knowledge[4].From observation result in SDN Citarik, the
fraction is one of subject mathematic that difficult to learn for students in 5th grade. The teacher
agreed while interview and saying that student difficult to learn al jabar especially in solving simple
fraction with different denominator operation.Fractional holds the key in the theory of numerical
progression. This theory States that the fractional allows children deepen their knowledge about the
number of speeding levels that may arise from experience about the integers[5]. The common mistake
that students make is mostly about concept and procedure while solving the fraction test. For example
in addition and subtraction fraction, students difficult to identify numerator and denominator.
Based on preliminary studies above, this research focused on to know the problem of mathematic
learning of fractional concept in Citarik Elementary School, with purpose can give information about
fractional concept comprehension and for the next can be used to be one of the parameter to
understanding and improving fractional concept and comprehension through mathematical learning.
1. Method
This research uses a qualitative-descriptive method that aims to examine the mastery of the concepts
of students in addition and subtraction concepts without giving treatment to the research subjects then
the results are presented in a straightforward and candid way [6]. The subjects of this research are 23
students of 5th-grade students CitarikElementary School, Bandung Regency, West Java.
The instruments that used in this research is data collection of tests and interviews. The test has five
problems multiple choice where each problem represents each indicator that will be used to measure
students’ mastery of addition and subtraction of fraction concepts. The test result obtained and then
analyzed each question by looking at the answers.

Based on the test results about the fractional concepts given to students there is a mistake in working
on the fractional matter seen from the suitability of students in answering the given problem. The
results of the recapitulation of student test results can be seen in Table 1 below:
Tabel 1.Recapitulation of student test result on fractional concept

Category (%)
Problem Indicators
Correct Incorrect
Understanding concept of numerator and 56 44
denominator
Operating addition same denominator of 10 90
fractions
Operating addition different denominator 24 76
of fractions
Operating subtraction same denominator 43 57
of fractions
Operating subtraction different 5 95
denominator of fractions
Mean 27.6 72.4
Tabel1.Shows the recapitulation of students' test results on the fractional concepts with some
indicators that measure the concept of numerator and denominator, operating addition same
denominator of fractions, operating addition different denominator of fractions, operating
subtractionsame denominator of fractions and operating subtraction different denominator of fractions.
The research results indicate that there is a problem in mathematics learning for the fractional concept
in Citarik elementary school. Some students find it difficult to learn fractions [7].This can be seen
from the percentage that shows the average of students who answered incorrectly with a percentage of
72.4% more than the correct answer with only 27.6% percentage. For the first indicator of
12
understanding the concept of the numerator and denominator the average percentage of students who
answered correctly is 56% greater than the students who answered incorrectly is 44%.
The second indicator is operating addition same denominator of fractions, the students who answered
incorrectlyis 90% more than the students who answered correctly only 10%. In the third indicator that
is operating addition different denominator of fractions, the students who answered correctly have a
percentage of 24% and students who answered incorrectly is 76%. For the fourth indicator is operating
subtractionsame denominator of fraction, the students who answered incorrectly is 57% and the
students who answered correctly only 43%. For the latter indicator of operating subtraction different
denominator of fractions, students who answered correctly only 5% and more students who answered
incorrectly is 95%.
Based on the results of these tests and interviews with students found some things that explain the
mathematical problems in learning fractional concepts are as follows:
2.1. Introducing symbol of numerator and denominator
1.Which fraction represents the figure above?

a. c.
b. d.
Figure 1. Problem number 1 assesing the concept of numerator and

denominator
The test results on the indicator understanding the concept of numerator and denominator show
more students who answered correctly than students who answered incorrectly. Students who
answered incorrectly found that they were still confused in answering the problem of a shaded square.
The student is difficult to distinguish whether the shaded box is part of the whole box or part of the
whole that is divided into the columns given the color.The form of fractions in N/M shows N divided
M, this indicates that in the study of fractions arithmetic operation skills is also required [8].
It strengthened by the results of the interview, the student is still difficult in distinguishing which of
the numerator and the denominator. This is because the teacher directly introduces the symbol of the
numerator and denominator of the fraction without introducing to the student the concept of the
fraction itself. The results of interviews with researchers and students can be seen below:
13
P = Researcher
A = Student
P: Fraction, how did you know about fraction for the

first time? Did you remember how your teachers
introducing fraction for the first time?
A: (no answer)
P: Did you remember?
A: Ah, I remember, you said (pointing the teacher) if
there three are black color and three white colors,
that’s mean
P: Oh if there three black colors and three white colors,
what is the denominator?
A: six, mam
Figure 2. An interview with the student
Figure 2 shows that the results data in measuring concept of numerator and denominator. The
student difficult to distinguish the three shaded columns of six coloumns are or . Students who
answer correctly giving reason that because the columns are six and the shaded columns are three
while the students who answer incorrectly gave the same reason. This indicates that the student is still
difficult to distinguish the concept of numerator and denominator. This statement is supported by
interview data. In the interview, students were still confused when asked from the which one the
numerator and denominator, and they replied the numerator is at the bottom and the denominator is at
the top.
From the test result and interviews, there are some factors that cause this problem. This can happen
because the prior knowledge of the student infraction concept is low. Some of the student forgot about
the concepts that taught before while to accomplish the concept and procedure of fractions need
mastering the prior knowledge. [9] Prior knowledge are fundamental to the development of subsequent
concepts. If the basic concept has not been mastered, it will affect the mastery of subsequent concepts.
[10]. Knowledge of the concepts and procedures of fractions needs to take into account the ability of
mathematics students [11].
3.2 Introducing media

Based on the observations, the teacher introduced the symbol of the numerator and denominator in the
fraction directly without explaining the concept of fractions first. This explained more in the
interviews with students, as follows:
14
P = Researcher
B = Student
P = For learning mathematic in class,

your teacher used blackboard?
B = Yes
P = Because you forgot, now, when your
teacher entering the class for learning
mathematics, what she/he brings? Any of
papers or folding papers or not? Or
she/he just entering class and learning
from a textbook?
B = (nodded)
Figure 3. Student learn math without media
Figure 3 shows how student learns math without media. Mathematics has abstract characteristics,
therefore it takes media in the learning process.The use of media not only makes the learning process
more efficient but also helps students absorb the subject matter more deeply and whole. If students
only listening verbal information from the teacher, students may be less understanding of the lesson
nicely. But if it is enriched with the activity of seeing, touching, feeling, or experiencing itself through
the media, then students' understanding will be better.[12]
3.3 Learning to emphasize material achievement, not about student understanding

The amount of material that must be taught makes teacher focusing on the material achievement
regardless of the students’s understanding and how the material can be delivered. There are still many
students who has low understanding material, especially fractional material. The students admitted on
interview below:
P = Researcher
B = Student
P = For the very fist time, when learning fraction in the

class, do you understand what you are learning?
B = Some understood, some point not
P = When you said, some point you do not understand
what you are learning of, may I know which part?
B = Emmmmmmm (thinking)
P = From learning fraction? Which part?
B = (silent)
P = For example, if I want to add the fractions, should I
add that numerator and denominator directly? Which one
the right things?
B = There are numerator and denominator
P = Ooh, how about addition? Is it easy or not?
B = Some easy, some point not.
Figure 4. Students are not emphasized on the achievement of the

material that has been taught
15
Figure 4 shows students are not emphasized on the achievement of the material that has been
taught. Beside of the interview of the students, the test result shows some student still in lack of
understanding the fractional material. This is how students will form their prior knowledge infractions
concepts for further knowledge. As has been said that the importance of prior knowledge in shaping
new concepts in new knowledge.The importance of mastering concepts in mathematics learning
requires that the process of learning mathematics in school does not merely prepare students to
continue to higher education level, but more important is to prepare students to: 1) be able to solve
problems encountered in everyday life with applied mathematic concepts, 2) able to take the right
decisions to use mathematic concepts .
Conclusion
Based on the findings and interviews, it can be concluded that the students are still having difficulties
in understanding the arithmetic procedures of the fraction especially the addition and subtraction. In
particular, students do not yet know that in addition and subtraction operations should equalize the
denominator first not necessarily add or subtract the numerator with the numerator and denominator
with the denominator.
There are several causes in the learning process: 1) introducing the symbols of numerator and
denominator without using media makes students have a low understanding of fractional concepts, 2)
difficulties in learning the concept of fractional math is in addition and subtraction in a simple
fraction, 3) Learning to emphasize material achievement is more than just students' understanding. The
results of this study can be used as an ingredient in the development of effective learning methods in
fractional learning for students in primary schools.
Therefore, it would be better to do further research on the addition and subtraction of fractions for
further improvement on the understanding of the concept of students in various classes, especially in
elementary schools.
Acknowledgments
Researchers realized that during the process of this research found many difficulties. These
difficulties will not be resolved by researchers without the help and encouragement of various parties.
Therefore, the researchers would like to express their gratitude to all related parties who have given
encouragement and encouragement to the Researcher, especially to: Citarik Primary School and 5th
Grade Students of Citarik Primary School.
References
[1] Alwiyah, R. A. (2014). Penggunaan Model Pembelajaran Discovery Learning untuk
Meningkatkan Pemahaman Konsep Keberagaman Budaya Indonesia. (Skripsi).
Universitas Pasundan, Bandung.
[2] Suharjana, S. &. (2009). Pemanfaatan Alat Peraga Matematika dalam Pembelajaran di
SD. Yogyakarta: PPPPTK Matematika.
[3] Bailey, D. H., Zhou, X., Zhang, Y., Cui, J., Fuchs, L. S., Jordan, N. C., … Siegler, R. S.
(2015). Development of fraction concepts and procedures in U.S. and Chinese
children. Journal of Experimental Child Psychology, 129, 68–83.
[4] Siegler, R. S and Hugues L. Forgues. (2015). Conceptual Knowledge of Fraction
Arithmetic. Jurnal of Educational Pyschology, 107, 909-918.
[5] Siegler, R. S., Thompson, C. A., & Schneider, M. (2011). An integrated theory of whole
number and fractions development. Cognitive Psychology, 62(4), 273–296
[6] Arikunto S. (2013). Prosedur Penelitian. Bandung: PT Rineka-Cipta.
16
[7] Vamvakoussi, X., & Vosniadou, S. (2010). How Many Decimals Are There Between
Two Fractions? Aspects of Secondary School Students’ Understanding of Rational
Numbers and Their Notation. Cognition and Instruction, 28(2), 181–209.
[8] Siegler, R. S., & Pyke, A. A. (2013). Developmental and individual differences in
understanding of fractions. Developmental Psychology, 49(10), 1994–2004
[9] Ye A, Resnick I, Hansen N, Rodrigues J, Rinne L and Jordan N C 2016 Journal of
Experimental Child Psychology 152 242
[10] Kurniawati, N. M. E., Sudana, D. N., & Mahadewi, L. P. P. (2013). Pengaruh Model
Pembelajaran Reciprocal Teaching Terhadap Penguasaan Konsep Ipa Siswa Kelas V
Sd Gugus I Kecamatan Buleleng. Mimbar Pgsd, 1.
[11] Ye, A., Resnick, I., Hansen, N., Rodrigues, J., Rinne, L., & Jordan, N. C. (2016).
Pathways to fraction learning: Numerical abilities mediate the relation between early
cognitive competencies and later fraction knowledge. Journal of Experimental Child
Psychology, 152, 242–263
[12] Falahudin, Iwan. (2014). Pemanfaatan Media dalam Pembelajaran. Jurnal Lingkar
Widyaswara, Edisi 1 No. 4, 104-117.
17
Authentical assessment and mathematical values to

characteristics in learning math
U M J Siahaana)
Departemen Matematika, Universitas Pendidikan Indonesia, Jl. Dr.
Setiabudi No. 229, Bandung 40154, Bandung
a
E-mail: uncok.siahaan@student.upi.edu
Abstract. The purpose of this research: Describe the preparation of authentic

assessment instruments, the execution of authentic assessment and the use of
authentic assessment results and mathematical values of characters in math lessons.
This type of qualitative research. Place of study at Pondok Anugrah Lembang
Foundation. The study time from March 2017 to April 2017. The subject of this
research is the mathematics teacher of SMP and SMA Yayasan Pondok Anugrah,
Lembang. Technique of data analysis with interview and observation. Validation of
data by triangulation technique and source triangulation. Data analysis with
interactive technique with data reduction process, data analysis and conclusion. A
description of the results of the study there are three, among others: (1) Preparation
of assessment instruments conducted by determining the aspects studied, formulate
goals, formulate indicators based on basic competencies, and make the criteria
mastery minimal. (2) Implementation of attitude evaluation using observation
techniques and articles. Implementation of knowledge aspect is done by oral test,
written test and assignment. Oral test as a supporting written test. Assignment is
done in groups and individuals. Implementation of skill aspect is done by
performance technique using scoring scale with rubric.
1. Introduction
Education is one of the primary human needs, between cognitive, psychomotoric and
affective (character) education. It means that human education needs to be fulfilled. Thus, it
will encourage us to enter the competition era. So does Indonesia, education should
becomepriority. The more technology grows, the more competition grows. So the
government should take part in education. As stated by Mulyasa, the national education
system should always be developed in accordance with the needs and developments that
occur both locally, nationally and globally [1]
In developing education, it is a must to pay attention to the assessment system in the
classroom. There are three aspects to be valued in the assessment of curriculum 2013, namely
; affective (character, cognitive, and psychomotor).If viewed from the assessment aspect, the
assessment in the 2013 curriculum and authentic assessment is not much different. Because
the 2013 curriculum refers to developing a balance of attitude, social, spiritual, curiosity,
creativity, cooperation with ability and psychomotor.
18
However, Welty pointed out that many teachers in the UK are not ready for the
complexity of the character problems that occur, so there are many teachers leave the
training. In the same direction, based on Kemendikbud (2015) data in 2015 Competency
Teacher Test (UKG) the average UKG score is 53.02 for pedagogic competence (48.94) and
professional. So it is necessary to question the quality of teachers or educators especially in
the assessment of expectations.
Following up on that case, I made observations as well as interviews of junior high
school teachers who teach at a school. The result of the interviews to found that the teacher's
understanding of the assessment, especially the authentic judgment and the mathematical
values of the characters is still weak.The poor implementation of authentic judgment and
characteristic math values lead to the emergence of problems that are common in schools. So
based on the case, such these questions arise as ; how is the realization of the assessment of
learning and the characters that exist in school so far? Does the current assessment in the
school provide a real picture of the students’ condition that leads to the curriculum? Is by
limited time teachers able to provide the usual assessment of the learning process without
ignoring the curriculum-based teaching materials? Therefore, the researcher is interested to
conduct in-depth study through qualitative method so that it can be studied deeply about
authentic assessment and mathematical values of student characters.
1.1 Authentic assessment

Authentic assessment is the activity of assessing learners that emphasize on what
should be assessed, both process and outcome with various assessment instruments tailored to
competence demands in Competence Standard (SK) or Core Competence (KI) and Basic
Competence (KD) [2].
In judgment, authentic judgment has a characteristic of measuring all aspects of
learning, it takes place during the learning process takes place. Measurements using various
sources, the test can be used as one of the measurement of research data. In this case, the
depth of the discussion takes precedence not the breadth or the quantity, and the task given
reflects life [3].
Assessment techniques include on attitude, skills, and cognitive judgments. This is the
benchmark of assessment instruments. Where in the attitude assessment a continuous
observation to see the characteristics of students, self-assessment, assessment among
students, the character note that the teachers have. Skills assessment includes on assessment
of work, project, phortofolio etc. While the cognitive assessment has been referring to the
knowledge of students obtained based on the tests given.
Based on the characteristics and characteristics of the above authentic assessment, the
assessment process must be an integral part of the learning process and reflect the real-world/
day-to-day problems. So in designing an authentic assessment, it is necessary to pay attention
to the principles, as follows: the assessment should use various measures, methods and
criteria that match the characteristics and essence of the learning experience; Assessment
should be holistic across all aspects of the learning objectives (attitude, skills and
knowledge).
The most important principle of authentic assessment is in learning not only judging
what students already know, but also judging what students can do after the learning is over.
So the quality of student learning outcomes and work in completing tasks can be measured.
Therefore it can be concluded in doing the assessment of authentic, there are three things that
19
must be considered, namely: Authentic of the instrument used, using a variety of instruments
tailored to the characteristics or demands of competencies that are in the curriculum and a
uthentic from the measured aspect, assess the aspects of learning outcomes comprehensively
covering attitude, skills and knowledge competencies. Authentic aspects of student
conditions, assessing the input (initial condition of students), processes (performance and
activities of students in the learning process), and output (the achievement of competence,
good attitude, skill and knowledge of students after following the learning process).
1.2 Character education

There are four types of important affective characteristics, namely attitude, interest,
self-concept, and value. Discussion includes conceptual definition, operational definition and
indicator determination. In accordance with the affective characteristics associated with the
subject, the issues to be discussed include four aspects, namely interest, attitudes, values, and
self-concept.
a. Attitude
Attitude according to Fishbein and Ajzen [4] is a predisposition learned to respond
positively or negatively to an object, situation, concept, or person. The object of the school is
the attitude of students to the school, the attitude of the students to the subjects. This aspect of
student attitude is important to be improved [5] Students' attitudes toward subjects, such as
English, should be more positive after students attend English lessons. So, the attitude of the
students after following the lesson should be more positive than before the lesson. This
change is one indicator of teacher success in implementing teaching and learning process. To
that end, teachers should make lesson plans including student learning experiences that make
students' attitudes toward the lessons to be more positive.
b. Interest
Interest is an organized disposition through experiences that encourage a person to
acquire special objects, activities, understanding, and skills for the purpose of attention or
achievement. The important thing about interest is its intensity. In general, interest includes
affective characteristics that have high intensity.
c. Value
The value according to Rokeach [6] is a deep conviction about deeds, actions, or
behaviors that are considered good and bad. According to Andersen target values tend to be
ideas, but in accordance with the definition by Rokeach, the target can also be something like
attitude and behavior. The direction of value can be positive can be negative. Furthermore,
the intensity of the value can be said high or low depends on the situation and the value
referred to. That value is an object, activity, or idea expressed by the individual who controls
education in directing interest, attitude, and satisfaction. Furthermore, it is explained that
since humans learn to judge an object, activities, and ideas so that this object becomes an
important regulator of interest, attitude, and satisfaction. Therefore, schools should help
students find and reinforce meaningful and significant values for students in achieving
personal happiness and contributing positively to society.Some of the most important
affective spheres are as follows.
Honesty: learners must be honest in words and deeds in interacting with the
environment including others. Integrity: learners must bind to a value code, such as ethics,
and morals. Fair: learners should argue that everyone gets the same legal treatment. Freedom:
20
learners must be confident that they have limited freedom, in the sense of freedom but not
harm others. Cooperation: learners must work together with others in doing goodness.
d. Self Concept.
According to Smith the Self Concept is an individual's evaluation of the abilities and
weaknesses it has. The target, direction, and intensity of self-concept is essentially like other
affective domains. Target self-concept is usually someone else but can also institutions like
school. The direction of self-concept can be positive or negative, and its intensity can be
expressed in a continuum region, ie from low to high.Character education is the government's
concern in improving the quality of the graduates of educational institutions. Indonesia as a
developing country including those seeking to apply character education in all educational
institutions. Because according to Athur, character education includes on all the educational
structure of attitude, skills and knowledge.
1.3 Math values of characters

Mathematical values are closely related to the characters. At the time of the problem-
solving process, there many characters can be learned. It means when solving math problems,
the values of mathematics have been applied in everyday life. For example, to teach
tolerance, a teacher can teach about the rounding of a decimal number. From rounding 3,
4672 to 4.5 then it can teach in any life that we must be tolerant.
Another example, while learning the angle. It is said the right angle if the angle is
900 then if the angle A = 90,0000010 then it is no longer a right angle because it is more than
900. From this, the teacher can teach that sometimes in life requires the firmness of both
talking and action.
2. Research method
The subjects of this descriptive qualitative study were 2 mathematics teacher, one
teacher from public high school, one teacher from private secondary school. The Instruments
used to collect the data were classroom observation, deep unstructured interview, and
documentation. There were two major data in this study, teacher’s perception of assessment
authentic and mathematical values to characteristic of student. Another additional
information conducted through unstructured interview.
3. Results and Discussion

Assessment is a very important aspect of education. Therefore the teacher must
understand these aspects so that it can apply in the classroom.
3.1 Results
I observed the mathematics teacher at Pondok Anugrah Foundation. One high school
Mathematics teacher of class XII with derived function material and another Mathematics
teacher of SMP class VIII with equation of straight line matter. In this lesson, I as an observer
observed the teaching and learning process that took place as well as interviewed the teacher
who held a degree.
The process of teaching and learning (PBM) in high school conducted by the method
of discussion, and problem-based solutions. In PBM, the teacher opens the class by greeting
the student, and asks where the material has arrived. Then, the teacher immediately refers to a
problem (problem) that will be resolved. In the process of completion, teachers always ask
questions to the party to stimulate students to give answers or give opinions in solving the
21
problem. The teacher then finishes the problem and explains. The teacher also investigates
the students' ability to complete, so the teacher gives some questions that must be completed
by the teacher. After the lesson end, and the teacher assigns the task to be done at home.
I did the observations in the classroom twice, and the process is not much different.
And in another class of junior and other mathematics teachers, I observed in the classroom
only once. And the material taught is the equation of a straight line with problem-solving
learning method.
The learning process where the teacher opened the class by opening the book to be
studied. The teacher then explains a little about the material and gives an example. Teachers
also provide questions that stimulate students to be active in PBM. Provide questions to be
discussed in the class in turn to work on the board. After the lesson ends, the teacher gives
the assignment to be done at home.
Looking at the PBM, I felt that the judgment was less subtle in the PMB in particular
the authentic assessment and mathematical values on the characters, so my observations
continued the observation by doing a small talk (interview) with the two teachers.
The result that I got from junior high school teachers is, he said that in doing the
classroom assessment is process-based assessment, where 60% process and 40% of the exam.
The process in question is to involve the PR and the exercise whereas the exam is a
replication of the materials and the exam quarter.
Aspects assessed are an understanding of the material, discipline, attitude. In this case I
noticed that the teacher judged in terms of affective and cognitive aspects. The forms of
appraisal are PR, exercises, exams, quarters, and Eatichment. In the classroom the mother did
a character assessment.
This foundation has a character-based school, so he has a standard character that must
be owned by students, so he assessed the character based on existing observation lember from
school. The indicator is the five will in daily observation (character first education), the five
characters that are assessed are attentiveness, obedience, responsibility, gratefulness, and
truthfulness. This teacher in teaching the character to the students is to give a reprimand to
the student when making a mistake. Apart from that, in PBM the teacher also always
demands the five characters that have been described above whether done or not. Even at the
time of recording once, the teacher notices whether the student is obedient or not (recorded or
not). To give the test questions or the quarter exam, the teacher does not pay attention to the
Core Competence (KI) or even Standards Competence (SK) because he immediately
followed the school guidebook that is MY PALS.
Unlike the high school math teacher, he said that the assessment is simple. Through
every task and test given. Every student who gives his best effort in doing the task, he gives
the best value too, without seeing the right or wrong answer. Different for daily tests where
all the problems are descriptions. Each question is given 10 points. 2 points if the answer is
correct and 8 points for correct process / work in getting answers. While the aspects that are
assessed include:
a. Hard work, that is, the extent to which students are willing to try to master a new subject
matter and repeat the old one if they forget.
b. It is not easy to give up, that is, if the student finds a difficult subject matter, whether he
will give up or consider as a challenge to be conquered. This is highly visible from the
student's response to the daily test, whether they say positive things about the test they
will face or vice versa.
22
c. Accuracy. High school mathematics includes "tricky" lessons. Understanding the basic
material is not enough. Hours of high flying in the work of the problems is needed to
cultivate thoroughness.
d. Timeliness and intention / effort in collecting and doing tasks.
And cognitive Aspects of mastery of subject matter, through: Daily test and Task /project.
Form of assessment used by him are: Assessment of attitude/ character. In essence I assess
their responses throughout the learning process in the classroom. Assessment of learning
outcomes through daily tests.
In assessing the character, he always performs an assessment. (Always referred to is
character assessment done throughout the learning process).In assessing his character judging
by the daily character observation guidance that has been given from the school. That is
observing kelars work, discontinuity, accuracy and timeliness of students in working on the
problem. Because he said that the character of the students is very visible from the work /
homework assignments, whether they provide the best effort or not, even when the time
given in the task is very short.
Character that’s assessed is hard work, not give up easily, accuracy, and timeliness in
working on the problem. The way he did in teaching the character at the time of PBM is:
a. Sharing personal experiences. He often told his students that when he was in high school
he is bad at physics. In his first semester he got 5 for physics at the report card. But
whomade him not give up was a physics teacher. His teacher always said that he can and
he felt that his teacher was serious with his words. For three years he taught physics and
two years became a homeroom teacher, his teacher never gave up and always believed
that he had potential and he could. This changed his view of every daily test he had to
deal with. He did not regard it as frightening but as a new opportunity to prove that he
could. And in the end he can even now teach physics and based on his physics skills, he
can also teach mathematics even though majoring in Physics.
b. Give feedback and advice.
c. Rebuke when they underestimate the lessons, blame the conditions around them or give
up.
d. Give the rule model. He ever couldn’t do a problem correctly when discussing the
matter. Then he confessed to his students that he could not and asked for time to find a
solution and promised to discuss it at the next meeting. After finishing the lesson, try to
work on the problem and finally get the right solution so that it can be discussed at the
next meeting. Here he teaches that we can find an impasse, but as long as we do not give
up and use our creativity, we'll find a way out. He also taught that honesty is important
in the learning process. Appreciate a student who admits that he/she missed the
assignment (before the lesson in which the assignment is collected) and asks for more
time lag than the first billed student has to say that his or her job is not done or done.
When discussing the values of mathematics in teaching children's character, he says
there is, as discussed above. And he also gives other example like In discussing the matter
sometimes I often connect with the material of Physics like Universal Law of Gravity
Newton, I tell you how wide and vast the universe that God created this and man can not
explore it all. Nevertheless, the Lord keeps a close eye on our lives and helps us. It means
that there is not such too big problem when we submit it to God. God is able to create and
manage the universe is also able to help us in every problem we have. Therefore we must not
surrender because there is always a help from God.
23
3.2 Discussion
Characteristics of authentic assessment can be seen from the aspects that should be
assessed by the teacher. Aspects are assessed based on affective aspects, psychomotor
aspects, and cognitive aspects. And in this case, the two teachers I observed only did an
assessment of two aspects of affective and also cognitive aspects.
While based on the form of assessment is the form of performance, project appraisal,
portofio assessment, written assessment, attitude assessment, self-assessment, product
assessment. In the assessment, I see that teachers only focus on giving homework, exercising
in the classroom, and assessing student attitudes. So the others assessment are tend to be
ignored as the aspects that have been exposed. Teachers only meet the form of performance
appraisal as well as attitude assessment.
Based on the assessments that the teacher did in the classroom and the results of my
interview, I found that the teacher was not well informed about authentic assessment, that it
did not apply an authentic assessment well.
Character education should be given to students where the learning process takes place.
And it has been done by the teacher, but the problem is, the characters desired to be inserted
separately with the PBM. So that student interest in character education tends to be boring,
because it is continuously heard.
This illustrates that the teacher has not understood the mathematical values associated
with the character yet. For example, at the time of the line equation. If two lines are parallel,
the two gradients are the same. What characters are there? If the teacher understands well
with mathematical values, then the teacher can give an example, which is related to the
character, as, if the first gradient equals 2 and the second gradient equals 2,001 then are the
two lines are parallel or not? Based on the question, students will answer that the two lines
are not parallel, because the gradient is not the same. And at that moment the teacher can
straddle that the meaning is that although the difference is only limited to 0.001 then he
remains firmly saying that the two lines are not parallel, the nature obtained is the need for a
firmness in action. Furthermore, parents play a role in shaping the character of students. In
addition to mentoring the child to tasks in the project, personal, and portopolio, the person
can monitor his or her child. Teaches honesty, hard work, patience, etc. So it will support
student interest in learning.
Based on the case above, students, parents, teachers, and the environment play an
important role in shaping the students’ character. Students’ characters are formed not only
from the teacher, but also from the character values contained in the learning process of
mathematics apart from the parents’ guidance and also the environment.
24
System of Assessment is:
System of assesment
Input proces Product outcomes
Knowledge Plan Assessment Authentics - Teacher

understanding Assesment
and supporting
- Administr
Gather Evidance model
from the ator
schools,
Interpret Evidance
administrated,
comunnitis, and
Use Results
parents
feedback
Figure 1: the system of authentic assesment in mathematics (modivicated from Junpeng, 2012)
References
[1] Mulyasa, E. (2012). Standar Kompetensi dan Sertifikasi Guru. Bandung: Remaja
Rosdakarya.
[2] Kuandar. 2013. Penilaian autentik. “penilaian hasil belajar peserta didik berdasarkan
kurikulum 2013.”
[3] Ani Yubali (2014) Penilaian autentik dalam kurikulum 2013.
[4] Fishbein, M., & Ajzen,I. 1975. Belief, attitude, intention, and behavior: An Introduction
to theory and research. Reading, MA:
[5] Popham, W.J.1999. Classroom assessment. Boston: Allyn and Bacon
[6] Roceach, Milton. 1968. Beliefs attitudes and values. New York: Josey-Bass Inc.Pu
[7] Junpeng Putcharee. 2012. The development of classroom system in mathematics for
basic education of Thailand
25
Case study of mathematics teacher perceptions toward

principles of assesment
S Maimunah
Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229,
Bandung 40154, Indonesia
E-mail: sitimaimunah154@upi.edu
Abstract. As a practitioner in educational field, having a deep understanding in assessment

principles for mathematics teacher is a must. Their perceptions toward assessment principles
and its applicability can influence the way they teach. The purpose of this study were to
investigate their perceptions toward assessment principles and their tendency in choosing
assessment instruments. In this case study, the subject involved were one high school teacher
and one secondary school teacher. Major methods in this study were deep interview and
classroom observations. The assessment principles used was adopted from Manitoba Education
and Training. Results Showed that even though teacher understand the assessment principles
and its importance well, the implementation and applicability in real classroom learning was
still inconsistently applied. The tendency in using tools of traditional assessment instrument
that only assess student’s cognitive rather than their affective and skill was still high. The
difficulties and influence factors of the implementation were also revealed. Some practical
suggestions on how to apply the principles in mathematics learning was presented in this study
as the recommendation.
1. Introduction
Apart from having a good skills in teaching, having a good capability in assessing student’s learning
also one of the basic things the teacher must acquire [1]. One of today’s challenges for teacher is how
to run learning assessment in a more dynamic way. Assessing student by using static assessment
(static tools, strategic, purposes, etc. ) will only give the same result of student’s level of knowledge
without any potential improvement. This action implicitly judge student’s as a static learner without
any possibility to improve or without any potency to get higher achievement [2]. By applying a more
dynamic assessment gives advantages for both teacher and students. Teacher can improve their way of
teaching during learning process and student’s don’t need to suffer any difficulties in learning any
longer.
Today’s educational curriculum around the world is trying their best to serve a better assessment
for a better result and improvement. Some changes and concepts were built and analyzed for that
purpose. Today’s assessment focus has changed from only assessing student’s knowledge, to assessing
student’s attitude and skills. Specifically, it assess their character development. Authentic assessment
is one of the newest concepts of assessment that bring conventional assessment to more effective
assessment for 21st century. Authentic assessment also becomes a pilot concept of assessment in
Curriculum of 2013 implemented in Indonesia. The basic focus in 2013 curriculum is to change
previous assessment perception from assessment as the closing of learning activity to assessment of
learning, assessment for learning, and assessment as learning.
In fact, the implementation of authentic assessment in mathematics was still far from expectation. It
was still difficult for teachers to plan a suitable assessment instrument for instruction, subject material,
and target the students must achieve [3]. Implementation of learning assessment in Secondary school
grade 7th in Sleman Yogyakarta was categorized as low quality because the competence qualities of
26
knowledge, skill, and affective was still poor [4]. Another research showed that factors behind the
barriers in implementing authentic assessment were the lack of teacher’s creativity, students
incompatible character with the assessment design, not enough time, and the lack of assessment
training [5]. Basically all of the factors the teacher stated was already there since the beginning. Those
factors was also the reason why Indonesia Changed their curriculum 7th times[6] . It gives the
researcher a big question, what is so hard from authentic assessment and another concept that the
teacher suffers when applying it? Is it really because of the complexity of the assessment or because
the teacher has given up to do their best? Meanwhile Indonesia government has provided special fund
and programs for teacher quality improvement [7]. If it is because of the assessment itself, then the
assessment module should be analyzed and revised further so that the theory fits the practical
expectation. But if it’s because of teacher’s lack of motivation, then we need to find the reason behind
it and fix it. Researcher guessed that teacher’s perception toward basic concept of assessment was one
of the factors. The assumption went further that teacher’s perception also influenced their tendency in
choosing types of assessment tools in mathematics learning. That’s the reason why this study was
conducted. Basic concept of assessment this study investigated was the principles of assessment.
As the basic foundation of assessment, having a mastery understanding toward its principles should
be urgent for teacher to have. Implementing principles of assessment is on the 4th list of authentic
assessment purpose in 2013 curriculum after to train student to be a learner, to train student’s skill to
apply their knowledge, and to give students a chance to face a real life problem. Even if the
government doesn’t really means that those list is based on priority, it still gives the assumption that
assessment principles is not necessarily needed to be understood first. Maybe this is also one the
reasons why the research about principles of assessment is still lack of number meanwhile the research
about authentic assessment, formative assessment, etc. are developing. It’s quite problematic when the
teacher should implement all of assessment technique and tools with just a superficial understanding
of its principles. The existence of principles is as a guidance for the teacher when they’re having
difficulties in applying the assessment. When teachers feel stuck to do assessment of some subject
material, they can go back to the principles and rearrange what aspect they want to assess through that
subject. If the teacher doesn’t strong foundation such as the principles, it’ll be difficult for them to
creatively arrange a fit assessment for classroom learning.
Implementing assessment principles in learning activities somehow not as easy as the theories tell.
It needs teacher’s deep understanding to insert those principles in every single aspect in teaching and
learning process. But once teachers understand it strongly, it’ll by easy for them to modify the
assessment to fit the students and instructions.
National Council of Teacher of Mathematics suggest that assessment should promote mathematics
with its importance and accommodate a helpful information for both students and teacher. Therefore,
NCTM serves six principles of how mathematics assessment should obtained. Those principles are:
• reflect the mathematics that students should know and be able to do;
• enhance mathematics learning;
• promote equity;
• be an open process;
• promote valid inference;
• be a coherent process.[8]
Indeed, those principles was created in 1995. But it still suitable for today’s mathematics learning
assessment. The development is on how it can be a real action in real classroom learning.
Assessment principles applied in 2013 curriculum are assessment of learning, assessment for
learning, and assessment as learning. From this, authentic assessment, formative assessment,
summative and diagnostic assessment are used as a guidance for assessment practice. Since 2013
curriculum target is to adapt students into real life problem along learning, teaching and learning
process in the classroom should contains not only about specific subject but also another relevant
aspect. Students should learn not only mathematics content, but also another problem or knowledge
related to it. It also should develop not only student’s knowledge, but also their attitude and skills.
Thus, understand general principles of assessment not only on mathematics specifically is a must for
mathematics teacher.
27
One of assessment principles that is accepted as one of the best is nine principles of assessment to
assist learning and inform instruction developed by Manitoba Education and Training [9]. Since the
first development on 1998, the assessment principles keep revised and developed. Now those principles
are suitable for English , art, mathematics, and some other subject. They also developed indicators for
each principles to make it easy to be implemented in the real teaching and learning process. Below are
the explanation of nine principles of assessment.
 An integral Part of Instruction and Learning
Assessment should go in line with strategy and material used. It should also direct to the goal
setting and imply the definite purpose. Thus, the strategy, subject material, learning media, assessment
planning, and another learning aspect can support each other to achieve the target the teacher set.
 Continual and Ongoing
Assessment shouldn’t be seen as a closing of learning activity. Assessment should be seen as a part
of its learning. Once the learning activity start, so does the assessment. It happens from the very
beginning of learning activity until the end. Assessment also inseparable part of learning instruction. A
good assessment is an assessment that fit the learning material, method, strategy, etc. This way, it can
give a meaningful value for both students and teacher.
 Authentic and Meaningful Mathematics Learning and Context
Assessment should be able to build a strong relation between previous knowledge and current
knowledge. It also need to give an essence to student, to train student facing an authentic problem and
solving it by applying the knowledge they have. Assessment should also reflects student actual
achievement. Also, it influenced student’s critical thinking skill in positive way [10].
 Collaborative and Reflective Process
It should invite student to reflect and collaborate together to make the learning becomes
meaningful. Giving a feedback or reflection to student doesn’t have to be done at the end of learning
process. It’ll be effective when it’s done whenever it’s needed during the learning process [11]. It also
encourage teacher to build a communication with parents to control the student’s learning activity at
home. In 2013 Curriculum, teacher should collaborate with classroom teacher and counseling about
student’s evaluation. Having a professional learning community consist a group of mathematics
teachers can improve teacher’s capability in doing assessment and learning [12]. Sharing, discussing,
and constructing assessment set together will be more effective rather than doing it alone.
 Multidimensional Incorporating a Variety of Task
Since there are variety aspect in mathematics a students need to learn, the learning itself need to
sync with variety aspects especially real life aspect. Then the assessment used should be rich in variety
based on the learning strategy and the goal set.
 Developmentally and Culturally Appropriate
Assessment applied should fit with the student’s developmental state, promote multi-diversity in
social, culture, and language. Teacher shouldn’t promote their ideology through learning and
assessment, they should encourage student in a neutral state.
 Focused on Student’s Strengths
In heterogeneous class, teacher need to know student’s ability and potential. From that, teacher can
arrange the most suitable assessment that can improve student’s ability and develop student’s potential
aspect. Assessment should also be based on not only product but also process. Giving a feedback such
as awareness, reflection praise or respect toward what student have done, no matter how low or high the
quality is, can build a self-proud and motivate their learning and self-construction [13]
 Based on How Students Learn
Use the current learning theory with variety of learning strategies, models, tools, and purposes.
Teacher should flexibly serve a learning activity and assessment in a way the student can learn
effectively.
 Offer Clear Performance Target
The focus of achievement in assessment is not by comparing the student’s result with another, but
with their previous achievement. So assessment should support students to win over their previous
level. It’ll create a healthy competitive environment. The goal setting can be set together with the
28
students. This way, their sense of belonging and responsibility will increase. They’ll know what to do
to achieve the clear target they set by themselves. Further purposes of assessment was to motivate
students to learn more [14]
From the description of nine principles above, its clear that having a good understanding toward
assessment principles lead to a better assessment practices. Teachers know what they need to do to
form a good assessment in classroom by relying on what they believe about its principles. In the end,
this understanding leads to the teacher decision in choosing what kind of assessment tools they’re going
to use.
Another important part in assessment is the instrument used. There are many types of assessment
tools that have been developed till now. Those tools are categorized as two group; tools for traditional
assessment and evaluation and for alternative assessment and evaluation. Open-ended, short answer,
true-false, multiple choice, are categorized as traditional assessment and evaluation tools because it
only focuses on student’s cognitive aspect. Meanwhile Portfolio, performance task, project, concept
maps, structured grids, word association, descriptive branched trees, self-evaluation and peer evaluation
are categorized as instruments of alternative assessment and evaluation [15]. Those categorization was
based on social studies.
Specifically, Alternative assessment tools in mathematics learning are any form assessment that
requires student to answer the task by using their own understanding or word. It encourages students to
actively construct their knowledge rather than only do some recognition activity. One of the tools for
alternative assessment are authentic assessment, performance assessment, portfolios, exhibitions,
demonstrations, journals, technology-enhanced items, etc. [16]
Another way in categorizing assessment tools is based on classroom assessment method
classification. Methods of assessment are classified as selected-response, constructed-response, teacher
observation, and student’s self-assessment. Selected-response methods, sometimes called objective
tasks, ask student to give the best answer over a certain possible answer served. Usually there is only 1
correct answer for each question in this method. Constructed-response methods require students to
answer the task by using their own word or opinion. This methods are often seen as semi-subjective
method because somehow the student’s answer may be vary. Teacher observation is one of the most
familiar assessment method for teacher even though they don’t see it that way. Mostly, consideration in
planning next learning activity or in making test for student is are based on teacher observation in
classroom. The last method is student’s self-assessment. It can be used as a tools to help students reflect
their own level. Some tools of each assessment methods are presented in figure 1.
Figure 1. List of assessment tools based on classroom assessment methods classification [17]
Constructed Response
Selected Teacher
Performance Student Self-Assessment
Response Brief Performance Oral Observation
Task Essay item
Constructed Task ( Skills) Questioning
( Products)
Multiple Short Answer Paper Speech Restricted Informal Formal Self-report inventories:
Choice response questioning attitude survey,
Binary Completion Project Demonstration Extended Examination informal questionnaires, sociometric
Choice response
Matching Label a Poem Reading interview Self-Evaluation: Ratings,
diagram portfolio, self-reflection,
Interpretive “ Show Your Journal Recital evaluate other’s performance
Work”
Technology Video/audio Presentation
enhanced
Today’s teacher still tends to choose traditional assessment tools that mostly focus on cognitive
knowledge rather than alternative assessment [15]. One of the reason maybe their lack of experience in
using the alternative or their lack of understanding of assessment conception. The purpose of this
theory is to investigate the proof of the assumption of the theory above about teacher perception toward
assessment principles and their tendency on choosing assessment tools. Perception here is talking about
teacher’s understanding and implementation of assessment principles in classroom learning.
29
2. Research Method
The subjects of this descriptive qualitative study were 2 mathematics teacher, one teacher from public
high school, one teacher from private secondary school. The Instruments used to collect the data were
classroom observation, deep unstructured interview, and documentation. There were two major data
in this study, teacher’s perception of assessment principles and assessment tools the teachers used in
learning activity. Another additional information conducted through unstructured interview. The
indicator of assessment principles used were adopted from nine principles of assessment constructed
by Manitoba Education and Training. The list of Assessment tools were adopted from questioner
constructed by Caliscan [15] with some minor modification.

Assessment has become one of important aspect that determine the success of learning practices at
school. Along with evaluation, assessment becomes one of consideration factors that determine the
school policy. As the main actor in classroom learning, teacher should has a good understanding and
positive perception toward assessment. One of aspects in assessment the teacher should master is the
principles. This study was held to identify how well teacher understand and apply the principles of
assessment. This study also tried to figure the teacher tendency in choosing assessment tools.
3.1 Result
Classroom observation was held 4 times for each teacher. Teacher A is from public high school
and teacher B is from private secondary school. Generally, both of the teacher used the same learning
strategy, teacher lecturing and class discussion. But teacher B still used another variety of strategy
such as worksheet based group discussion, independent learning in library, mini project, etc. As
opening, both of the teacher gave instruction about material they’re going to learn and the target.
During the study, both of the teacher often gave some problem to be solved by the students. The ones
who answer the problem and write it on the board will get reward. Teacher A gave different level of
reward between student with the right answer and the wrong one. Meanwhile teacher B gave the same
reward for all of the students who answer the problem, whether the answer is wrong or right. both of
the teacher always evaluate the student’s answer in front of the class to ensure that the student’s got
the right understanding.
Assessment tools used by teacher A were multiple choice, short and long answer test, attitude
scale, and word descriptive. Attitude scale was made along with learning plan. But not all of the
attitude scale used because of time and condition factors. Assessment tools used by teacher B were
short and long answer test, multiple choice, attitude scale, presentation, portfolio, word description and
observation form. Both of the teacher showed their assessment instrument on the lesson plan. Both of
the teacher used the same design for each attitude scale they’re going to assess, the differences were
on the indicators. In public high school where teacher A work, duration for 1 hour of learning was
minutes and start at 13.00 PM until 15.30 PM. Meanwhile in private middle school, the duration for 1
hour of learning was 45 minutes and start at 7.00 AM.
From interview, teacher A told that she rely on everyday assessment more than test or final exam.
She believed that everyday assessment is more valid and show the real ability of the students,
especially for attitude and skill aspects. This opinion was agreed by teacher. They used reward rule
and task for everyday assessment tools. Both of the teacher used the same test instrument for classes
with the same level of ability. For those who are failed on the test, will get remedial such as retest or a
task. Teacher A focused on building student’s mathematical way of thinking while teacher B focused
on building student’s character through mathematics learning.
Teacher Perception toward assessment principles and tools ware collected by interview and
documentation method. Toward the first principles, as an integral part of learning and instruction,
teacher A understand that learning and assessment should give a meaning to students. She corrected
the student’s wrong concept, aware them their lack points in solving the problem. Teacher A also
emphasized the student to focus on the target set. Teacher B believed that to start a new lesson in
mathematics, she needs to ensure that the student’s prior knowledge is homogeneous. She always gave
the students an introduction task as a brainstorming. The result of the task was used to determine what
the student need to learn the lesson effectively.
30
Seeing assessment as an ongoing and continue process, teacher A basically did the assessment
during and after the lesson. She rarely did some pretest to start the class. Teacher B did assessment
before the lesson only if the lesson if the first meeting of new material, especially if the concept is new
to the students. During and after the class, teacher B used rewarding rule, observation, task, etc. for
assessment tools.
Both of the teacher stated that they understand that a learning should be meaningful to the
student. Teacher A focused on students mathematics way of thinking and teacher B focused on
student’s character. Both of them believed that not all of mathematics lesson can be connected with
everyday life and its application. Therefore, they rarely used contextual problem during the lesson.
Both of the teacher made test question based on student’s level in classroom, the classes with the same
level of ability will get the same test.
For the 4th principles, assessment as collaborative and reflective process, teacher A didn’t do
collaboration fully. She didn’t communicate with parents or counseling teacher. She didn’t discuss the
learning target with the students. It means she didn’t involve the students into it. The only
collaboration she did was with another mathematics teacher discussing about the assessment in general
mathematics. Meanwhile teacher B stated that to do assessment and evaluation, she discussed it with
counseling teacher and homeroom teacher. Teacher didn’t collaborate the assessment with parents
directly. Collaboration with parent will be done via homeroom teacher.
About multidimensional principles, teacher A tended to do learning and assessment statically.
She used reward rule, observation form, task, and final test. She stated that she rarely connected
mathematics lesson with another subject or everyday life because mathematics lessons in high school
mostly contains abstract subject. For her, those materials were hard to be applied in everyday life.
Teacher B said that connecting mathematics lesson with real life can help students understand more.
She tried to give some examples about the use of learning mathematics in everyday life. But for some
abstract subject, such as algebra, she felt it hard to connect it with contextual aspect. Usually in the
first meeting of new material, teacher B gave the students a task to some mini observation about the
material they’re going to learn. The task can be literature observation in library or environment
observation around the school or their home. This way, teacher B tried to make student’s prior
knowledge become homogeneous.
Teacher A said that she didn’t know all of her student individually. She didn’t has enough time
for that and the number of students in class was too many. Thus, she never used student’s background
or culture in arranging assessment. She saw student’s level as general in class to construct a test for
them. Since the number of students in teacher B class only 20-25 people, she knew all of her students
specifically. From that, she can give a task for students specifically based on student’s background.
She also can used student’s background in classroom learning to give a meaningful learning for them.
Instead of focused on student’s strength, teacher A tended to emphasize student’s weakness. She
aware student’ to be careful on some step where they usually stripped. She never support student’s
strength nor potential. She rarely praised student for their effort in learning or solving the problem.
Meanwhile teacher B stated that she always give a reward for every effort the student did and give
reinforcement whenever the students did something wrong or bad. It also reflected in classroom
observation.
Since teacher A only run the learning activity statically, the assessment she used only based on
her point of view. She believed that the assessment tools used till now was the most suitable and
effective one. She didn’t plan to change it except the condition and policy from school changed. She
knew that students have different way in learning and different condition to learn effectively. But the
condition now didn’t support to fulfill it well. Meanwhile at last meeting on every term, teacher B
gave questioner to the students about their opinion toward 1 term learning. The result of the questioner
will be used by teacher B to consider and plan a better learning activity for the next semester. It shows
that teacher B at least try to flexibly fit their way of teaching with the way her students learn.
Generally, both of the teacher didn’t serve a clear performance targets in their assessment. They
didn’t discuss it with the student, asked them their agreement about the assessment rule. They only
explained the learning purpose, give the task or another assessment tools without explain the target or
31
scoring rubrics in detail way. Teacher A see an achievement as student’s ability to give correct answer,
meanwhile teacher B see achievement as student’s effort and willing in learning.
3.2 Discussion
From observation and interview, it shown that teacher A mostly focused on assessing student’s
cognitive. The assessment tools used mostly for cognitive aspect. Reward rule teacher A applied in
classroom learning activity used to assess student’s knowledge only, the correct answer get the highest
reward. It’s contradict with the concept of meaningful mathematics learning stated by teacher A. She
said that the purpose of mathematics learning she did was to construct student’s mathematical thinking
skill. But the assessment teacher A used didn’t reflect that purposes at all. It means that even though
teacher A understand the assessment principles well, she didn’t use it as a basic foundation to
construct an assessment. The assessment implementation itself didn’t reflect the concept of assessment
the 2013 curriculum served. In her opinion, applying a dynamic assessment by using variety aspect
and authentic assessment was hard to do. Besides, dynamic assessment should be supported The
factors affecting it were the duration of 1 hour of learning, the number of students in class, the
difficulties and amount of mathematics material in 1 term/semester, classroom condition. Those factor
was also the reason why teacher A run the assessment statically without any variation or improvement.
Assessment tools she used also static and mostly for cognitive aspect. Meanwhile teacher B did realize
that applying a good and authentic assessment is hard to do. The principles itself somehow wasn’t
something that easy to be done in mathematics learning. But she still tried run an assessment as good
as she can. She didn’t give up on the inhibited factors in assessment.
Understanding assessment as a part integrated with learning and instruction, means that teacher
understand that specifics material needs specific strategy and need specific assessment method for it.
Apart from the difficulties in designing it, its teacher responsibility to make an effort for it. This
principles can be collaborated with the 7th and 8th principles, assessment based on student’s strength
and how students learn. Learning activity shouldn’t be constructed based on what teacher want, but
based on what the students want and need. Teacher also can discuss the assessment method with the
students or another stakeholder outside the class. This way, teacher will know how they point of view.
Involving students in decision making can motivate them to responsibly fulfill the decision made. It
also make the students know the target of the learning clearly. Then the 9th principles fulfilled.
Indeed, it is difficult to do an ongoing an continual assessment especially if the duration is too
short and the number of students in 1 class is too many. Basically teacher doesn’t have to do the
assessment by herself. She can modify it by using self-assessment or peer assessment. Once the
teacher has self-observation form about 1 aspect, she just need to ask the students to fill the form after
the learning activity and use peer assessment as triangulation. Another problem arisen is it cost money
for printing a lot.
Applying multidimensional principles of assessment, 5th principles, doesn’t mean all subject in
mathematics should be related to everyday life. But at least, the students need to know what is the
meaning behind learning mathematics subject. It’s also in line the 3rd and 6th principles, authentic and
meaningful learning, and culturally appropriate for students. Teacher can use questioner to know
student’s background anything related to them. She can use it to create a learning environment that is
close to students. The it’ll give them an impression toward the learning and make it saved in memory
longer.
Teacher tendency in using only multiple choice and short/long answer test for summative
assessment once again showed the teacher still lack of willingness on using a variety types of
assessment tools. Asking student to make a problem and answer it by themselves, using open-ended
problem, match making test basically are still applicable in for mathematics assessments tools. Asking
students to make a 1 sheet of summary about today’s learning can be one of the ways to assess
student’s knowledge, difficulties, and opinion. This summary sheet also can be used as a consideration
in preparing next lesson.
Teacher A stated that 30 minutes as 1 hour learning was not enough to deliver all subject in
mathematics. That duration was also the reason why some principles can’t be implemented well.
Meanwhile cognitive psychology said that the duration of focus of someone is 3 minutes× age. For
32
high school students with age 15-18 years old, their focus can last 45-54 minutes. 30 minutes is far
from that. It means that the classroom learning have a higher possibility to be effective if its prepared
well. The problem is on how far the teacher try to prepare the learning and assessment as effective as it
can be. On another hand, 2013 curriculum has ruled that 1 hour of learning is 45 minutes with
tolerance 5 minutes. So basically it’s also the school responsibility that changing the policy can affect
the learning quality drastically.
As a whole, both of the teacher have different attitude toward their perception in assessment.
Teacher A saw assessment as something troublesome and hard to implement in mathematics learning.
She knew the essence of doing a good assessment, but she didn’t give some effort in facing the
obstacle of its implementation and keep doing static assessment. It showed that her perception leads to
negative belief and didn’t motivate her to improve. Meanwhile teacher B has shown a more positive
motivation regarding her perception toward assessment principles. Even though she knew it was hard,
she still tried to conduct the best assessment as well as possible for the sake of her students. In the end,
this positive motivation leads her to keep implement assessment principles in classroom learning. Ad
it leads to a better authentic assessment well.
indeed, applying variety of assessment in mathematics is not as easy as in another subject. The
abstract components make it harder to do. The existence of the principles is no other than as a basic
foundation for the teacher to start all of assessment activity. Teacher can go back to the principles once
she feel it hard to arrange a suitable instrument. It doesn’t mean that all of principles should be applied
simultaneously. But the existence of its essences should be kept.
4. Conclusion
As the basic foundation of practising assessment in school mathematics learning, having a mastery
understanding in assessment principles is a need for the teacher. It is also teacher’s job to develop their
creativity in designing an effective and diverse assessments. No matter how great the assessment
theoretically, without the teacher capability to implement, it still won’t help the learning development.
Teacher obstacle in constructing a fit assessment integrated with learning model and instruction can be
solved by improving their understanding toward assessment principles. Having a positive perception
toward its principles enable teacher to be more positive and motivated to do a better assessment
activity.
Although both of the teacher understand the importance of a good assessment for student’s
learning, their perception and motivation was the ones that lead them on how big their effort on
serving students the best assessment facilitation. In the end, it’s not only about how well teacher
understand the assessment concept, but it’s about how big their motivation in serving the best
assessment for the sake of the student. This motivation lead them in action of implementing the
assessment as well as possible.
5. Acknowledgments
Authors wishing to acknowledge Indonesia Endowment of Education Fund ( Lembaga Pengelola Dana
Pendidikan ) as a sponsor for this research, Prof. Dr. H. Tatang Herman., M.Ed. as research consultant,
and Universitas Pendidikan Indonesia where the researcher is studying.
6. References
[1] Petrovici C 2014 Professional and Transversal Competences of Future Teachers for Preschool
and Primary School Education Procedia - Soc. Behav. Sci. 142 724–30
[2] Cotrus A and Stanciu C 2014 A Study on Dynamic Assessment Techniques, as a Method of
Obtaining a High Level of Learning Potential, Untapped by Conventional Assessment Procedia -
Soc. Behav. Sci. 116 2616–9
[3] Retnawati H 2015 Hambatan guru matematika sekolah menengah pertama dalam menerapkan
kurikulum baru cakrawala Pendidik. 3 1–12
[4] Abrory M 2014 Evaluasi implementasi kurikulum 2013 pada pembelajaran matematika smp
negeri kelas vii di kabupaten sleman J. Eval. Pendidik. 2 50–9
[5] Nur Sasi Enggarwati 2015 Kesulitan guru sd negeri glagah dalam mengimplementasikan
33
penilaian autentik pada kurikulum 2013 jurnal pendidikan UNY

[6] Kemendikbud 2016 Permendikbud Nomor 22 Tahun 2016 Tentang Standar Proses Pendidikan
Dasar dan Menengah ( Jakarta)
[7] Kemendikbud 2014 Press workshop : implementasi kurikulum 2013 (Jakarta)
[8] (NCTM) N C of T of M Principles and standards for school mathematics (Reston, VA: NCTM)
[9] Education M 2001 Grades 5 To 8 Mathematics : Classroom-Based (Canada)
[10] Benny Kurniawan G 2012 Pengaruh pembelajaran berbasis masalah dan asesmen otentik
terhadap prestasi belajar matematika ditinjau dari keterampilan berpikir kritis J. Pendidik. Mat.
Undiksha 1–18
[11] Dzelzkaleja L and Kapenieks J 2016 Real-time color codes for assessing learning process
Procedia - Soc. Behav. Sci. 231 263–9
[12] Khuanwang W, Lawthong N and Suwanmonkha S 2016 Development of Evaluation Standards
for Professional Experiential Training of Student Teachers Procedia - Soc. Behav. Sci. 217 878–
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[13] Carvalho C, Conboy J, Santos J, Fonseca J, Tavares D, Martins D, Salema M H, Fiuza E and
Gama A P 2015 An integrated measure of student perceptions of feedback, engagement and
school identification Procedia - Soc. Behav. Sci. 174 2335–42
[14] Ďurišová M, Kucharčíková A and Tokarčíková E 2015 Assessment of higher education teaching
outcomes (quality of higher education) Procedia - Soc. Behav. Sci. 174 2497–502
[15] Çalişkan H and Kaşikçi Y 2010 The application of traditional and alternative assessment and
evaluation tools by teachers in social studies Procedia - Soc. Behav. Sci. 2 4152–6
[16] McMillan J H 2003 Understanding and improving teachers’ classroom assessment decision
making: implications for theory and practice Educ. Meas. Issues Pract. 22 34–43
[17] McMillan J H 2001 Classroom Assessment Principles and Practice for Effective Instruction
(Pearson Education)
34
Correlation among mathematics with physics and economics

subject at senior high school
M Rivaldi,a), R Marlina, B H Priyanto

1
Program Studi Pendidikan Matematika Universitas Singaperbangsa Karawang, Jl. HS
Ronggowaluyo, Telukjambe, Karawang 41361, Indonesia
a)
E-mail: marufrivaldi@student.upi.edu
Abstract. The purpose of this research was to look at the correlation between the students’
ability in mathematics with students' ability in other subjects and see which subject areas very
related to mathematics. In addition it also wanted to know how big contribution of mathematics
subject to the physics and economics. This research using quantitative methods, because the
research data are processed using statistical analysis. This method is also called confirmatory
because that suitable for verification or confirmation. The population in this research were all
students of SMAN 1 Telagasari. As for the sample in this research, researchers used a
purposive sampling, so that the sample in this research were students of class XI MIA 1 and
class XI IIS 1. Data was collected by directly asking permission to subject teachers of each
subject, then ask the final score of students of class XI MIA 1 and class XI IIS 1. The data in
this research were analyzed using regression analysis in SPSS 21 software, then the results
showed that the correlation between mathematics with physics is stronger than the correlation
between mathematics with economics.
1. Introduction
Curriculum 2013 has tried to impose in 2013 by making a number of schools in each province were
used as experimental school. In 2014, the curriculum of 2013 has been implemented in class I, II, III,
IV, and V in primary school, junior high school in the class applied VII and VIII, while for the high
school in the class X and XI. Curriculum 2013 has three aspects of assessment, namely the aspect of
knowledge, skills aspects and aspects of attitude and behavior. In this 2013 curriculum, especially in
learning there are some topics that be downsized because of perceived relate to each other, the
discussion topics are on the field of study be downsized Indonesian, IPS, and so on. There is also
supplemented subjects, namely Mathematics. A lot of material on other subjects related to learning
materials Mathematics, even very many, including material vector being taught in the field of the study
of physics, material differential is used to calculate the speed of the field of study of physics, then the
material logarithm is used to calculate the acidity of a chemicals and many more mathematical subject
material relating to other exact sciences. In addition to an inexact science, some social sciences also
have an attachment with math. as an example, with a linear program that is used by the field of
economic studies to calculate the maximum gain or a minimum loss of production of the product. How
much of his mathematics topic related with other topic on other subject areas. The purpose of this
study was to see how strong the correlation and contribution between mathematic with the field of
study of physics and know how strong correlation between fields of study and contribution of
mathematics to the field of economic studies.
35
Curriculum 2013 seeks consistently to fulfill the promise of education for the country. As stated in
the national education system law number 20 of 2003 Chapter 1 article 1, paragraph (1) For that, 2013
curriculum have the spirit to reduce wordiness in the learning process for these students are notified or
lecture, then in this curriculum students should be more stimulated, conditioned and more challenged
to find out. The main function of mathematics courses is to train children to think logically,
systematically, consistently and accurately, and has a sensitivity of humanity. If the judges really apply
the logical mindset as mathematical way to analyze each issue, so judges would be easy to decide
every issue in the trial are valid and fair due to that mindset of mathematically, and we will be easy to
analyze a complex issue and abstract issues, the way is to examine the factual matters surrounding the
case is being tried. Almost all teaching materials in mathematics relates to other subject areas. Vector
being studied also in the field of the study of mathematics, but be first in the field of the study of
physics, therefore, students and teachers admit that the vector is "belongs to" physics, eventhough the
vector is one of topic that exist in the field of study mathematics. The field of economic studies also
use the basic concepts of the field of study of mathematics. The concept of a linear program that is
used by an economist or a manager to calculate the production of an item to be sold in order to gain the
maximum profit and loss is very minimal. Therefore mathematics is often called the queen of sciences
both natural science or social science or "queen of sciences". And mathematics was practically his
center of science.
Physics is closely linked with mathematics. This is because the mathematical logic is able to
provide a framework for making the formulation of a physics topics appropriately. Definitions,
theories, and models of physics have always expressed using mathematical relations. Physical science
is also the invention will be order of nature. How do I express the natural order? Very difficult to
express the natural order if only using words. For example, the natural order of the acceleration.
Translation of his words is: Acceleration is a change of pace to changing times. How to describe the
sentence? How to apply the concept of acceleration on a moving object? Of course, we will meet a
great difficulty here. But if we take advantage of the mathematical equation, then everything looks to
be easier, acceleration denoted by a, so , applying the concept of acceleration in many
cases makes it simple. Someone who understands the math will have difficulty in understanding the
physics, but people who understand physics must understand the mathematics that will be able to
describe his understanding in mathematical form that makes it easy. Physics is not possible to run
without mathematics, due to the concept of this nature can not be expressed and put to good use
without mathematics.
Hussain Bumulo in his book [1] says, that today can not be avoided any mathematical approaches
in the analysis of economics because the understanding and use of mathematics can help to analyze
economic phenomenon, the benefits as follows:
1. The relations between the various economic factors can be expressed in a more concise and
clear;
2. Amendments of quantitative factors is easily calculated and is depicted in the form of tables /
charts and derivative functions can be performed with marginal analysis;
3. Definitions and assumptions can be formulated explicitly;
4. Withdrawal of the conclusions in the analysis process will be more systematically so that
oversight by a vague description of it is unavoidable;
5. The application of mathematics in economics analysis can reveal the limitations and
possibilities.
According to Nur Rianto [2] is a branch of mathematical logic that provides a systematic
framework, in which a quantitative relationship can be learned. In economic analysis, deduction
obtained by mathematical analysis should be interpreted and evaluated empirically. Math allows the
economy to define the relevant variables appropriately, the assumptions made clearly, to analyze it
logically, and were able to study the effect of several variables on one or more other variables.
2. Method
36
The research approach used in this research is the quantitative. Sugiyono [3] states that the
quantitative method called traditional method, because this method is long enough used so it's been a
tradition, as a method for research. This method is referred to as a positivistic methods due to based on
the philosophy of positivism. This method is a scientific method / scientific due to is in compliance
with scientific principles, namely concrete / empirical, objective, measurable, rational and systematic.
This method is also called confirmatory method due to the method is suitable for verification /
confirmation. This method is called quantitative methods due to research data in the form of figures
and statistical analysis using.
Thus quantitative methods can be interpreted as a method of research that is based on the
philosophy of positivism, used to examine the population or a particular sample, data collection using
the instrument of research, analysis of quantitative data / statistics, with the aim to test the hypothesis
that has been set [3]. Still according to Sugiyono in his book [3] states that quantitative methods are
divided into two, namely the experimental method and survey method. Experimental research method
is a research method that is used to look for the effect of specific treatment in a controlled environment
(laboratory). W. Lawrence Neuman in Sugiyono’s book states "Survey are quantitative beasth Survey.
The surveys ask many people (call respondent) about Reviews their beliefs, opinions, characteristics,
and past or present behavior. Appropriate for research surveys are self-reported qustions about belief
or behavior”. Survey is generally conducted to observe a generalization of observations that are not
deep. Although this survey method does not require the control group as well as on the experimental
method, but the generalization that can be done more accurately when used in a representative sample
[3]. In this research, researchers using the survey quantitative method which usually called quantitative
non-experiment method.
The population in this research is all class XI in SMAN 1 Telagasari Karawang, which is 6
classes of XI MIA and 3 classes of XI IIS. The researchers reason for taking the population of the
entire class at SMAN 1 Telagasari, due to characteristics of the students at SMAN 1 Telagasari in
accordance with what is expected of researchers, the ability of the students at SMAN 1 Telagasari can
compete with the ability of all students high school students in Karawang. According to Sugiyono [3],
the sample is part of the number and characteristics possessed by the population. Sampling technique
is needed in a study due to it is used to determine who the members of the population who want to be
sampled. While in this research the researchers used purposive sampling technique. This sampling
technique used to determine when the object studied samples were selected based on certain
considerations [3]. So, from many classes there are in the population, researchers took two classes
namely, class class XI MIA 1 and XI IIS 1.
The data will be obtained from this research is quantitative data interval scale. Because in this
study the researcher intends to determine the correlation among the subjects of mathematics with
physics and economics, then technique of data analysis in this research uses only correlation. The
correlation used in this study is the Pearson product-moment correlation, or commonly known as the
Pearson correlation. Pearson correlation according to Walpole [4] is a linear correlation between two
variables or Walpole also call it as a measure of the linear relationship between two random variables
x and y and is usually denoted by r. The data analysis in this research uses help of software support, by
using the statistical software SPSS 21 for calculating the Pearson correlation. The formula for the
Pearson correlation itself is as follows:
∑ ∑ ∑
√ ∑ ∑ ∑ ∑
Or
√ √
37
With: ∑ ∑ (∑ )
∑ ∑ ∑
∑ ∑ ∑
The linear regression equation used in this research are as follows:

, i = 1, … , n
With
= dependent variable
= independent variable
= random error assuming follow the normal distribution of data with a constant variance
Chart Title
3,60
3,55
3,50
3,45
3,40
3,35
3,30
3,25
3,20
3,15
3,10
3,05
3,15 3,20 3,25 3,30 3,35 3,40 3,45 3,50 3,55
Figure 1. Figure plotting Mathematics with Physics
Figure 1 shows that there is a linear relationship between the subjects of mathematics with physics.
Plot the data also show variance value of physics increasingly varied if the mathematical value is low
or moderate.
38
Chart Title
3,60
3,50
3,40
3,30
3,20
3,10
3,00
2,90
2,80
2,70
2,60
2,80 2,90 3,00 3,10 3,20 3,30 3,40 3,50 3,60 3,70
Figure 2. Figure plotting Mathematics with Economics
Figure 2 shows that there is a linear relationship between mathematics to economics although the
relationship is not very strong.
Table 1. Pearson correlation with SPSS 21 between Mathematics and

Physics
6 pt
Model R R Square
1 0.798 0.638
Table 2. Residuals Statistics

6 pt
Minimum Maximum Mean Std. Dev N

Std. 0.798 2.084 0.000 0.987 39
Residual
Table 3. Regression Coefficients in Mathematics and Physics

6 pt
Unstandardized Coefficients
Model B Std. Error
1 (Constant) 0.062 0.394
MatMP 0.973 0.121
Results of the calculations in SPSS 21 Table 1 shows that the correlation between mathematics
with physics in 0.798 it means that there is a strong relationship between the subjects of mathematics
with physics. Then the results of calculation of SPSS 21 in Table 2 shows that the data in this research
are not fair values of outliers. Meanwhile in Table 3 shows that when the math scores increased by 1
(one) point, the value of physics will rise by 0.973 points.
39
Table 4. Pearson correlation with SPSS 21 between Mathematics and

Economics
6 pt
Model R R Square
1 0.277 0.077
Table 5. Residuals Statistics

6 pt
Minimum Maximum Mean Std. Dev N

Std. -1.543 2.948 0.000 0.987 39
Residual
Table 6. Regression Coefficients in Mathematics and Economics

6 pt
Unstandardized Coefficients
Model B Std. Error
1 (Constant) 2.127 0.527
MatMP 0.288 0.162
Results of the calculations in SPSS 21 Table 4 shows that the correlation between mathematics
with economics, which is 0.277 it means that there is a relationship but not too strong between the
subjects of mathematics with economic subjects. SPSS 21 then the calculation results in Table 5 show
that the data in this research is not fair values are outliers. Meanwhile in Table 6 shows that when the
math scores increased by 1 (one) point so economic value will be increased by 0.288 points.
4. Conclusion
Based on the results of research and discussion, it can be concluded that there is a great
correlation and contribution between mathematic with physics, while between mathematic with
economics, correlation and its contribution is not as big as between mathematics and physics. The
following description more details:
1. Correlation between students’ mathematical ability with physical ability is very strong,
which means that mathematics and physics are very relating;
2. The correlation between students' mathematical abilities with the economic ability is low,
it means mathematics and economics are less relating;
3. Not all subjects must be imposed in relation to each other. When an educator too hard to
associate each subject with other subjects, so learners will have trouble, meaning that an
educator should always look at any subject that can be associated with each other;
As for the suggestion of researchers to readers of this research is that readers can add what the shortfall
results of this study and can complement what has been produced in this research. Then the researchers
also suggested that teaching materials that will be taught in the field of physics and economic studies
in order to advance studied in mathematics, because there will be a coordination between the field of
study of mathematics with other subjects such as what is desired by the curriculum in 2013 (Kurtilas).
40
5. Acknowledgments
The authors thank to the Faculty of Teacher Training and Education of Singaperbangsa University
Karawang (UNSIKA), due to leading me to do this research. Especially, thanks to my lecturer who has
given a lot of referrals.
6. References
[1] Mursinto, D., dan Bumulo, H. 2005 Matematika untuk Ekonomi dan Aplikasinya Malang:
Bayu Media.
[2] Rianto Al-Arif, M. N. 2013 Matematika Terapan untuk Ekonomi Bandung: Pustaka Setia.
[3] Sugiyono 2011 Metode Penelitian Mixed Methods Bandung: Alphabeta
[4] Walpole, R. E 1992 Pengantar Statistika Jakarta: PT. Gramedia Pustaka Utama.
41
Creative thinking ability viewed from the aspect of adversity

quotient through open ended learning assisted cabri II plus
and the geometer’s sketchpad
D Wahyunia), S Prabawanto, and B A P Martadiputra

1
Departemen Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl.
Dr. Setiabudi No. 229, Bandung 40154, Indonesia
a)
E-mail: ditawyn@gmail.com
Abstract. This paper was aimed to review the literature about the creative thinking ability
viewed from the aspect of adversity quotient (quitter, camper and climber) through open ended
learning assisted cabri II plus and the geometer’s sketchpad, and to investigate whether the
approach of open ended learning assisted cabri II plus and open ended learning assisted the
geometer’s sketchpad can be increase the students mathematical creative thinking ability. The
research in this study is an experimental research with ex post facto - causal research. The data
is collected from the 9th grade junior high school students. These research instruments that
used are mathematical creative thinking ability test, and adversity quotient scale. Based on the
result and literature review shows: (1) there is an influences of open ended learning assisted
cabri II plus towards students’ mathematical creative thinking ability; (2) there is an influences
of open ended learning assisted the geometer’s sketchpad towards students’ mathematical
creative thinking ability; (3) there is a differences of creative thinking ability among students
who use open ended learning assisted cabri II plus and students who use open ended learning
assisted the geometer’s sketchpad viewed from the aspect of adversity quotient (quitter, camper
and climber).
1. Introduction
Education is the most valuable investment for life. Education is one aspect that plays an important role
in the development of a nation so that the government seeks various ways to improve the quality of
education. These efforts cover the various components in the field of education, including curriculum
renewal, improving the quality of educators and improving facilities and infrastructure. Mathematics is
an inseparable science from education that has a very important role in printing human resources
quality. This is what makes math one of the basic taught from elementary school as contained in the
competence contained in the Regulation of the Minister of National Education No. 22 of 2006 on
Content Standards. The competence states that mathematics should be taught to all learners from
elementary school to equip learners with logical, analytical, systematic, critical and creative thinking
skills, as well as the ability to work together [1].
However, the importance of mathematics is not supported by the ability possessed of students’.
The result of the National Examination in junior high school year of 2014/2015 shows the mean of
subject of mathematics lowest than the other subject namely Bahasa, English, and science there are
(56.28), (71.06), (60.01), and (59.88), respectively [2].
Thinking cannot be interpreted in a limited sense. Thinking means using reason to consider and
decide something. Every soul activity that uses words and understanding always involves thought
42
processes. Santrock explains, thinking involves the activities of manipulation and transforming
information in memory to form concepts, reasoning, thinking critically, making decisions, thinking
creatively, and solving problems [3]. Wang stated "creativity is the intellectual ability to make
creations, inventions". Students’ will be able to generate ideas that have not been thought of by
themselves or others through creative thinking [4]. Krulik suggests that in understanding or planning
problem solving, students need the ability to think creatively is adequate, because the ability is the
ability to think advanced (reasoning) after basic and critical thinking [5].
Pehkonen states that, “creative thinking can be interpreted as a combination of logical thoughts and
divergent thoughts based on intuition but still in the conscious stage” [6]. Most teachers train students
to think convergent (from all direction). Teachers should also train students to think divergent (in all
directions) so that students will discover possibilities that have never been seen or experienced before.
This is in line with the opinion of Guilford which states that through divergent thinking we find the
most obvious indication of creativity. Research conducted by Supardi concluded that there is a
positive influence on creative thinking on mathematics learning achievement [7].
According to Torrance [8], the ability to think creatively is divided into three things: (a) Fluency, is
generating ideas in various categories/fields; (b) Originality, is to have new ideas for solving
problems; And (c) Elaboration, is the ability to solve problems in detail. While creative thinking
according to Anwar, et al is a new way to see and do things that are characterized by four components:
(a) Fluency (generate ideas); (b) Flexibility (easy perspective shift); (c) Originality (consisting of
something new); and (d) Elaboration (building on existing ideas) [9]. Then the characteristic creative
thinking according to Guilford is "fluency, originality, elaboration, and redefinition". Silver pointed
out an indicator to identify students’ creative thinking (fluency, flexibility, and novelty)[10].
To be able to know the ability of creative thinking of student in rectangle material, researcher
develop an indicator of the ability of mathematical creative thinking as follows: 1) Fluency (student
can solve math problem by using procedure smoothly); 2) Flexibility (students can solve math
problems by using various strategies or give some correct answers); 3) Originality (students can solve
math problems using their own strategy/way).
The development and utilization of students' creative thinking ability become one of the important
goals in mathematics learning in school, but it cannot be developed optimally because students are
accustomed to do routine and procedural thinking so that students have limited opportunity to respond
and solve problems freely. Wertheimer says, "procedural and mechanistic mathematical learning, such
as the application of formulas done in mathematics learning tends to deprive human beings of seeing
the whole structure and inhibit the emergence of creativity" [11]. Dahlan states "exercise or an
assignment is always oriented to the right answer and that's a problem" [12].
Creative thinking is very important in this era of globalization, so everyone must be have creative
thinking ability. Students have various backgrounds and different creative thinking abilities. For
increase student’s mathematical creative thinking ability, teachers can use open ended approach.
Mathematical activities generated by open ended problems are very rich and subtle so as teachers can
evaluate students’ higher order thinking skills.
According to NCTM [13], one of the standard geometry teaching in schools is that students can use
visualization, have spatial reasoning and geometry modeling to solve problems. In practice, the
process of learning geometry is currently less supportive of visualization because it still uses
traditional media such as ruler, protractor, pencil, paper print and so forth. Although the process of
calculation and visualization may be fulfilled by using traditional media, but traditional geometry
media has deficiencies in the process of geometry exploration. These deficiencies include a lack of
reflection of epistemic behavior, individual learning, ineffectiveness, lack of visualization support to
form flexible and functional thinking, and less developed heuristic strategies [14].
To help students to construct geometric problems and be able to visualize images accurately and
appropriately, learning should be supported by the media. Some media that can maximize the thinking
processes of students in using visualization, especially in the lesson of flat geometry is a learning
media in the form of cabri II plus and the geometer's sketchpad. So, to support optimal learning
process in order to improve the ability of creative thinking especially on geometry, students’ can study
43
with using open-ended learning assisted Cabri II plus and open-ended learning assisted the geometer's
sketchpad.
Based on the result of the National Examination year of 2014/2015 [2], shows that the differences
of the level of the face of problems faced by students in math lessons. There are students who feel
difficult only on certain subjects, there are students who feel difficult only certain areas of math, and
there are students feel difficult for all math materials. So it can be ascertained that every student who
studied mathematics has experienced difficulties. Therefore, the role of Adversity Quotient in
education becomes important, that is to help students not to give up easily, more resistant to
misfortune, and not easy to despair in facing problems.
Research questions in this study are as follows. 1) Are there influences of open ended learning
assisted cabri II plus towards students’ mathematical creative thinking ability?; 2) Are there influences
of open ended learning assisted the geometer’s sketchpad towards students’ mathematical creative
thinking ability?; 3) Are there differences of creative thinking ability among students who use open
ended learning assisted cabri II plus and students who use open ended learning assisted the geometer’s
sketchpad viewed from the aspect of adversity quotient (quitter, camper and climber)?
2. Methods
The research in this study is an experimental research with ex post facto – causal research. The
quantitative data is collected from the 9th grade junior high school students to assess the validity,
reliability, index of difficulty, and differential to measure ability of students’ mathematical creative
thinking. The determination of the research sample is based on purposive sampling.
The test instruments involve 6 items of the ability of mathematical creative thinking of shape
description on the topic of rectangle are made with inserting the three components of creative thinking,
those are fluency, flexibility, and originality. The six items of the ability of mathematical creative
thinking consist of two questions of fluency (numbers 1 and 2), two questions of flexibility (numbers 3
and 4) and two questions of originality (numbers 5 and 6).
Another instrument used in this study is a scale of adversity quotient. The 10 items of the semantic
differential scale of adversity response profile are made with inserting the four dimension of adversity
quotient, those are control, origin and ownership, and endurance to find out students who have high
AQ (climber), medium AQ (camper), and low AQ (quitter).
Data analyzed using a statistical test by using r product moment. Based on the calculation results
obtained that the value of correlation coefficient calculated for each item. The value of product
moment correlation coefficient compared with r value of table with n = 26 at significance level 0,05
obtained . shows the validity of the test items and
shows that the test items are not valid.
Criteria for grouping students based on the results of adversity quotient scale is listed in the
following table.
Table 1. Criteria for grouping students
AQ score AQ type
51-70 Climber
31-50 Camper
10-30 Quitter
3.1 The Result of Students' Mathematical Creative Thinking Ability and Adversity Quotient Scale
Table 2 shows that the result data of the students' creative thinking ability test from 26 students.
44
Table 2. Classification of the Instruments of the Students’ Mathematical Creative Thinking Ability
TEST ITEMS
Classification
1 2 3 4 5 6
Validity VALID VALID VALID DROP VALID VALID
Index of Dificulty DIFFICULT MEDIUM MEDIUM EASY DIFFICULT EASY
VERY VERY VERY VERY VERY VERY
Differentials
GOOD GOOD GOOD GOOD GOOD GOOD
Reliability RELIABLE
Based on the result of the test of the students' creative thinking ability test, it is known that the item
number 4 is not valid so it cannot be used to measure ability of mathematical creative thinking.
Therefore, the items that can be used to measure ability of mathematical creative thinking are items
number 1, 3, and 6 because they have represented the three indicators of mathematical creative
thinking ability and fulfill the three difficulty level that is easy, medium, and difficult.
Based on the result of the test of the students' creative thinking ability test, the researcher found the
mean score too poor that is 26,81 from the maximum score that is 60. So, need to one method learning
to increase the students' mathematical creative thinking ability.
Table 3 shows that the result data of the scale of adversity response profile from 26 students.
Table 3. Result of the scale of adversity response profile
AQ type Totals
Climber 5 students
Camper 9 students
Quitter 12 students
There is an example of creative thinking ability test with answer of two different respondent:
Figure 1. Problem of creative thinking ability
i. Respondent A ii. Respondent B
Figure 2. The answer of responden A and B

Figure 2 shows the right way and right answer of respondent A, and figure 3 shows the different
way with right way but has a miss calculated so made the answer wrong from respondent B.
45
3.2 Open Ended Approach to Increase the Mathematical Creative Thinking Ability
According to Worthington, “measuring the creative thinking ability of students can be done through
the exploration of student work that shows the process of creative thinking”[15]. Selection and
implementation of appropriate learning approaches will assist teachers in delivering lessons and
exploring student work so they can guide students to gain their own understanding. Sagala says, “the
learning approach is described as an overview of the learning scenario used to achieve a learning
objective” [16]. One approach that teachers can use to improve creative thinking skills is the open-
ended approach. According to Becker and Shimada, “the use of open-ended test can stimulate
creativity, original thinking ability, and innovation in mathematics”[17]. Research conducted by Noer
states that the creative thinking ability of students who use open-ended learning is higher than those
who do not [18].
The Open-ended approach was created about twenty years ago from the results of research
conducted by Japanese mathematics education specialist Shigeru Shimada, Toshio Sawada, Yoshiko
Yashimoto, and Kenichi Shibuya [19]. According to Shimada & Becker, “the emergence of an open-
ended approach begins with a view of how to assess students' high-level thinking ability
objectively”[12].
According to Shimada, “open-ended learning is learning that presents a problem that has more
than one method or correct solution”[20]. The open-ended approach is an instructional approach
using an open-ended problem, which has multiple solutions or multiple approaches to a solution [21].
The more alternative solutions mean more opportunities in finding the best answers. The more
alternative solutions will also minimize the activity of imitating (plagiarism). NCTM stated,
“when student are asked to focus on and develop different methods, ways, and approaches to
getting and answer to a given problem and not on finding answer to the problem, the student are,
in a sense, facing and dealing with an open-ended problem, since what is asked for is not the
answer to the problem but rather the methods for arriving at an answer.” [22]
Figure 4. Figure of the difference of close ended problem and open

ended problem
The open-ended will open up opportunities for students to make hypotheses, estimates, opinions,
values, and conclusions [23]. The openness aspect in the open-ended test can be classified into three
types, namely: (1) open solving process; (2) open results (about having many correct answers); and (3)
chance to do further development which means that when students have completed a test, then they
can develop a new problem by changing the condition or condition of the previous test [24].
Features of open-ended problems: a) No fixed method; b) No fixed answer/many possible
answers; c) Solved in different ways and on different levels (accessible to mixed abilities); d) Offer
pupils room for own decision making and natural mathematical way of thinking; e) Develop
reasoning & communication skills; f) Open to pupils’ creativity and imagination when relates to real-
life context of children experience [25].
According to Becker & Shimada [21], “Some of benefits from mathematics learning using open-
ended problem, as follows: 1) Students participate more actively in the lesson and express their ideas
more frequently; 2) Students have more opportunities to make comprehensive used of their
mathematical knowledge and skills; 3) Even low-achieving students can respond to the problem in
some significant ways of their own; 4) Students are intrinsically motivated to give proofs; 5) Students
have rich experiences in the pleasure of discovery and receive the approval of fellow students.” By
employing the open-ended approach, the lesson was designed to provide students an opportunity to
develop their competence in using mathematical expressions and equations [21].
46
A research by Muhsetyo shows that learning using the open-ended approach has potential power to
foster students in higher order mathematics thinking. This way can motivate the growth of thinking
creatively, critically, flexible with meaningful reasoning, and working independently [26].
3.3 Learning with Media

To help students to construct geometric problems and be able to visualize images accurately and
appropriately, learning should be supported by the media. Some media that can maximize the thinking
processes of students in using visualization, especially in the lesson of flat geometry is a learning
media in the form of cabri II plus and the geometer's sketchpad. Cabri II Plus and the Geometer's
Sketchpad are used as a learning tool for small groups and individualized studies in classes ranging
from elementary to collegiate [27]. Cabri II plus and the geometer's sketchpad have features that can
be used to construct dots, lines, triangles, circles and other flat geometries complete with geometry-
related calculations. Learning geometry with Cabri II plus and the geometer's sketchpad software can
also ease students and effectively analyze problems than the traditional ones.
Cabri II plus was developed as part of the Dynamic Geometric Software (DGS) by Jean Marie
Lborde and Frank Bellemain in Institut D’Informatique et Mathematiques Apliquees de Grenoble
(IMAG). Build (shape) that is constructed with Cabri II plus can be manipulated and moved so as to
facilitate the user to do the exploration without doing the reconstruction. In addition, the structured
and interactive interfaces make Cabri II plus can be used to explore the properties of a flat build with a
careful and accurate calculation.
The Geometer’s Sketchpad began as an outgrowth of the Visual Geometry Project (VGP) at
Swarthmore College, directed by Eugene Klotz and Doris Schattschneider. The Geometer’s Sketchpad
is a tool that supports this kind of investigative learning. One of the nice features of Sketchpad is that
student can construct figures that have certain properties. Construct figures retain their properties as
they are manipulated [28].
The two different programs Cabri II Plus and Geometer’s Sketchpad work on similar principles but
have different details so the open-ended learning assisted cabri II plus and open-ended learning
assisted geometer's sketchpad can support optimal learning process in order to improve the ability of
creative thinking especially on geometry.
3.4 Adversity Quotient

In general, intelligence can be understood at two levels. First, intelligence as an ability to understand
the information that shapes knowledge and awareness. Second, intelligence is an ability to process
information so that problems faced by a person can be solved immediately, and increase knowledge.
Adversity Quotient (AQ) is the intelligence to solve the problem, is the intelligence of a person in
the face of problems [29]. Adversity Quotient (AQ) aspect that was first conceived by Paul G. Stoltz.
Stoltz considers that intellectual Quotient (IQ) and emotional Quotient (EQ) are not sufficient in
determining one's success. For him, it is useless for someone who has good IQ and EQ but does not
have the effort and ability to respond well. Success is can be influenced by one's ability to control or
control his own life. Success can also be influenced and predicted through the way a person responds
and explains the problem. Thus, AQ is a theory used to bridge IQ and EQ.
According to Paul Stoltz [30], AQ is the science of human resilience, i.e capacity of people to cope
with stress and adversity. AQ can also be referred as the ability of the person to adapt well to stress,
adversity, trauma or tragedy. People who apply AQ perform optimally while facing adversity.
Actually, they not only learn from these challenges but also respond to them healthier and more
rapidly. An individual style of responding to adverse situations was measured by AQ.
Stoltz groups people into three categories of AQ, namely: Quitter (Low AQ), Camper (moderate
AQ), and Climber (high AQ). Students with Low Adversity Quotient or Quitter skills are students who
choose to opt out, avoid obligations, retreat and quit when they encounter difficulties. Students with
moderate Adversity Quotient or Camper skills are students who quit when they feel comfortable in a
particular situation and hide from unfriendly situations, whereas students with high Adversity Quotient
or Climber skills will always think of possibilities and never stop or dodge of the problem [30].
47
AQ includes following 4 components: 1) Control: The degree of control the person perceives that
he or she has over adverse events; 2) Ownership: The extent to which the person owns or takes
responsibility for the outcomes of adversity or the extent to which the person holds himself or herself
accountable for improving the situation; 3) Reach: The degree to which the person perceives good or
bad events reaching into other areas of life; 4) Endurance: The perception of time over which good or
bad events and their consequences will last or endure [30].
A research by Supardi shows that there is influence between Adversity Quotient to mathematics
learning achievement. It means that the higher the level of Adversity Quotient students, the higher the
achievement of mathematics learning, and vice versa [31].
Based on the literature review and result on the test, Open ended learning assisted cabri II plus and
open ended learning assisted the geometer’s sketchpad can be solution to increase the students
mathematical creative thinking ability.
4. Conclusion
Based on the literature review and result on the test, open ended learning assisted cabri II plus and
open ended learning assisted the geometer’s sketchpad can be solution to increase the students
mathematical creative thinking ability.
The conclusions in this paper are as follows.
1) There is an influences of open ended learning assisted cabri II plus towards students’ mathematical
creative thinking ability;
2) There is an influences of open ended learning assisted the geometer’s sketchpad towards students’
mathematical creative thinking ability;
3) There is a difference of creative thinking ability among students who use open ended learning
assisted cabri II plus and students who use open ended learning assisted the geometer’s sketchpad
viewed from the aspect of adversity quotient (quitter, camper and climber).
Following are the suggestions made for future researchers:

1) The research can further be done at junior high school level;
2) To confirm the findings of the literature review and previous researches, a large sample study can
be done to confirm the results;
3) The experimental research on the influences of open ended learning assisted cabri II plus and the
geometer’s sketchpad towards students’ mathematical creative thinking ability can be done to
confirm the results;
4) The experimental research on the difference of creative thinking ability between students who use
open ended learning assisted cabri II plus and students who use open ended learning assisted the
geometer’s sketchpad viewed from the aspect of adversity quotient (quitter, camper and climber)
can be done.
5. Acknowledgments
Special thanks to my parents, Mom and Dad, who always support me so that I can finish this paper
and everyone who give some suggestions for this paper.
6. References
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Standar Isi (Jakarta: Depdiknas)
[2] Kemdikbud 2015 http://litbang.kemdikbud.go.id/
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Pemecahan Masalah Matematika Pada Materi Peluang Jurnal Elektronik Pembelajaran
Matematika Vol 3 No 6, ISSN: 2339-1685 pp 599-612
[5] Siswono T Y E 2006 Implementasi Teori Tentang Tingkat Berpikir Kreatif Dalam Matematika.
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[6] Fauziah I N L, et al 2013 Proses Berpikir Kreatif Siswa Kelas X Dalam Memecahkan Masalah
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Pendidikan Matematika Solusi Vol. 1 No. 1
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[8] Munandar S C U 2002 Pengembangan Kreativitas Anak Berbakat (Jakarta: Grasindo)
[9] Anwar M N et al 2012 Relationship of Creative Thinking with the Academic Achievements of
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[10] Siswono T Y E 2011 Level Of Student’s Creative Thinking In Classroom Mathematics
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[11] Mariana R 2012 Pengaruh Pendekatan Pembelajaran Open-Ended Terhadap Hasil Belajar
Siswa Pada Pelajaran Matematika (UPI: Thesis)
[12] Dahlan J A 2012 Pendekatan Open-ended Dalam Pembelajaran Matematika.
[13] National Council of Teacher of Mathematics (NCTM) 2000 Principles and Standards for
School Mathematics (USA: NCTM)
[14] Maarif S 2015 Pelajaran Geometri Berbantu Cabri 2 Plus (Panduan Praktis Mengembangkan
Kemampuan Matematis) (Bogor: In Media)
[15] Maharani H R 2014 Creative Thinking In Mathematics: Are We Able To Solve Mathematical
Problems In A Variety Of Way? Int. Conf. on Mathematics, Science, and Education 2014
(Semarang: Semarang State University)
[16] Sagala S 2002 Makna dan Konsep Pembelajaran (Jakarta: Alfabeta)
[17] Livne N L 2008 Enhanching Mathematical Creativity through Multiple Solution to Open-Ended
Problems
[18] Noer S H 2011 Kemampuan Berpikir Kreatif Matematis dan Pembelajaran Matematika Berbasis
Masalah Open-Ended Jurnal Pendidikan Matematika Vol 5 No 1
[19] Nohda N 2008 A Study of “Open-Approach” Method in School Mathematics Teaching –
Focusing On Mathematical Problem Solving Activities (Institute of Education, University of
Tsukuba)
[20] Shimada 1997 Lesson Study for Effective Use of Open-Ended Problems (National Council of
Teachers of Mathematics)
[21] Takahashi A 2008 Communication as Process for Students to Learn Mathematical (DePaul
University)
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Standards for School Mathematic (USA: NCTM)
[23] Ruseffendi 1988 Pengantar Kepada Membantu Guru Mengembangkan Kompetensi Dalam
Pengajaran Matematika (Bandung: Tarsito)
[24] Mahmudi A 2008 Mengembangkan Soal Terbuka (Open-Ended Problem) dalam Pembelajaran
Matematika Conf. on Seminar Nasional Matematika dan Pendidikan Matematika
(Yogyakarta: UNY)
[25] Yee F P 1990 Using Short Open-ended Mathematics Questions to Promote Thinking and
Understanding (Singapore: National Institute of Education)
[26] Muhsetyo G 2015 The Implementation Of Open-Ended Approch For Identifying Student Work
Patterns About Area Concept Proc. Int. Conf. on Research, Implementation And Education
Of Mathematics And Sciences (Yogyakarta State University)
[27] Sandir H and Aztekin S 2016 Pre-Service Math Teachers’ Opinions about Dynamic Geometry
Softwares and Their Expectations from Them Look Academic Publishers in IEJME –
Mathematics Education ISSN: 2468-4945 Vol 11, No 3 pp 421-431
[28] Reynolds B E and Fenton W E 2006 College Geometry: Using The Geometer’s Sketchpad.
(USA)
[29] Sudarman 2011 Proses berpikir siswa Quitter pada sekolah menengah pertama dalam
menyelesaikan masalah matematika. Edumatica, 01(02) pp 15-24
49
[30] Stoltz P G 2000 Adversity Quotient: Turning Obstacles Into Opportunities (Terjemahan oleh: T.
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Developing learning materials with open ended problems to

develop mathematical creativity in junior high school
G D Nugraha
Departemen Pendidikan Matematika Sekolah Pasca Sarjana, Universitas Pendidikan

Indonesia, Jl. Dr. Setiabudhi nomor 229 Bandung 40154, Indonesia
Email : ginanjar.dwiki@student.upi.edu
Abstract. This research is a design research and talk about how to develop the learning
materials with open ended problems in quadrilateral subject. This research has three steps,
started from Preparation Design Phase, Design Experiment and Retrospective Analysis based
on student’s learning obstacle and it made with Hypothetical Learning Trajectory (HLT). The
purposes of the research are diagnosing learning obstacles, developing the learning materials in
quadrilateral topic that correspond with students need and can trigger the creative thinking in
mathematics. Open Ended problems has three indicators; fluency, flexibility and originality.
The results of the research are : few students still get learning obstacle; they get trouble when
asked for making a conncetion between the object and the other based on its character. But, the
learning materials causing them think creatively, they can construct an idea, see the problem
with other perspective.
1.Introduction
Humans are given an ability to thinking, they definitely do it as long as they alive. There are many
kind of thinking concept that have been applied including a creative thinking. Word “Creative” is
reluctant to “innovate” and innovate means invent and develop things in technologies, arts and also
mathematics education. In mathematics education, teacher play as a director; they can create a learning
situation based on the phenomenon which can be found in the classroom. Since the phenomenon is not
exactly the same and it’s unique then teacher have to construct the learning situation with various kind
and they need to think creative. If it succeed, it can be useful for both teacher and students like
research was did by Nurlaelah in 2009, the result was students who used an APOS approach (Action,
Process, Object, Schema) for learning mathematics gain a better score in mathematical creativity than
students who used an expository method [1].
In the other hand, according PISA’s results in 2012, Indonesia gain score below mean, Indonesia
got score 375 form 493 score mean [2], according to Kertayasa, there are few reasons why Indonesia
getting low score on PISA; Indonesian students aren’t getting used to think critically, creatively to
solve the problem in mathematics because they’re barely get non routine problem when learning
mathematics in classroom and most teacher are lack for inviting their students to thinking [3].
However, standard competence which is regulated on Badan Standar Nasional Pendidikan (BSNP)
explains the creative thinking is one of the most important ability to solve the problem [4].
Based on reasons why is the creative thinking is one of the most prominent ability then author has
an idea to making a learning materials that can develop student’s creative thinking with open ended
problems [5]. Open ended problem has been applied in Japan on early 2000’s and it show non routine
problem as a tool for triggering ideas and solving problems in mathematics.
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2.Experimental Method
This research are using qualitative method [6], so it started from exploring and diagnosing the
learning obstacle in learning mathematics with a diagnostic test [7]. Beside that, the author did
interview with a few students which help to describe the condition of students in the class. The author
choose quadrilateral in seventh grade junior high school as a main topic, the research located in of
junior high school in Bandung. The test form is open ended problem. Author use Hypothetical
Learning Trajectory (HLT) as experimental method [8]. First, preparation design phase; data from
diagnostic test is considered for making learning materials. Second, design experiment, the learning
materials are tested to students. Last, retrospective analysis; the author is analyse the result and the
result should be a reference for a next learning materials.
Using hypothetical learning trajectory, preparation design phase start from The diagnostic test. It was
given for eighth grade because they learned about the topic and another reason that author give it to
them based on teacher’s consideration. According to the teacher, the characteristic between eighth
students and seventh students are slighty identical. The diagnostic test contains the creative thinking
indicators; fluency, flexibility, originality [9].
First question measures fluency skill; the ability for how many solutions that they can produce, and
it should be the right solutions. The question is Mr. Mus has a garden, his garden’s land is rectangle
with 48 m2 for the area, but he forget how long is the length, wide, even the perimeter of his garden.
Write down all of the possibilities for the length, wide and the perimeter of his garden ! . Here is the
example of student’s answer in figure 1 :
Figure 1. the example of student’s answer

For the first question, most of the students can answer this problem but in figure 1, student didn’t
write down all the possibilities. In this question there is no learning obstacle but the author assumes,
the diction should be familiar for them. So, they can understand what the question means.
Second question measures flexibility skills; the ability for find as many as possible the way for
solving the problem. Here is the question showing in figure 2 :
Figure 2. Second Question
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The explanation is, given two dimensional figure including triangles and a square with the
perimeter of square is 28 cm, the length of AB is 25 cm and the length of AB is the same as BC, DE,
and GH. The question is to measure the area of them, flexibility skill show in point b to find another
way for calculating the area of that figures. Students can reform that figure to the other shapes and find
the area of them. Here are one of their solution appear in figure 3 :
Figure 3. answer for second question

Second question can be concluded that no one can answer correctly for point b question and most
of them only answer the question in point a as it show in figure 3, only a few students answer it
correctly. In point a, all of the students solve the problem with calculating triangles and a square
separately then they adding all of them but none of them have reform it to the other shapes. For second
question, it can be concluded that students is get trouble reforming the rectangular shapes. In
quadrilateral topic, their trouble related to the identification of quadrilateral’s characteristics.
Third question quantifies originality; the ability for making ideas. Here is the question shows in
figure 4 :
Figure 4. Questions for identifying flexibility in mathematical creative thinking

Mr. Bahar has grounds and his grounds is square. He measure the perimeter and he got 400 meters.
For measuring the area, he use the sides of the grounds. Mr. Bahar is quite unsure then he ask Komar
for measuring it again but Komar did with the different method, he measure its diagonal and the length
is 100√ meter. The questions are, is it area which calculated by Mr. Bahar and Komar will be the
same ? show how Mr. Bahar and Komar can find the area !
Student’s answer will be shows in figure 5 :
53
Figure 5. student’s answer for third question

In figure 5, students can answer the question correctly but student didn’t write down what are the
characteristics and connection between square and the others. So, the author concludes, they should
recognize and identify what are the characteristics for each quadrilateral.
Second, the author make some questions for students in interview session. Five students are
interviewed. The questions shows in figure 6 :
Figure 6. List of questions in interview with few students

First question asks about the sources that students learn mathematics, it can be answer from books,
internet, etc. Second question asks about how much the daily activity in learning mathematics take
part for their conseptual understanding ability, and they answer no, it doesn’t help yet. Third question
asks about the class description, and they answer the class is bit noissy. Fourth question asks how
student’s interest for working individually or groups and four of them answer working individually
because it less noisy. Fifth question, asks did teacher ever giving a learning materials and they said
barely the teacher give a learning material. Last question is about thinking kreatif in mathematics and
all of them said not yet.
From the prior activities, there are some facts that should be author’s concern. First, learning
materials is a new thing for students. Second, the author should organize the class well so that students
54
can learn effectively.Third, a learning materials that was made can make them understanding the
concept and triggering them to think creatively.
Next phase is a design experiment, the author made a learning materials with open ended problems,
and the topic is recognizing and identify quadrilaterals with open ended problems. Students divided
into several groups, Here is the example of learning materials that the author made in figure 7 :
Figure 7. recognizing the quadrilaterals

Number one, students are asked and named it each number of that two dimensional figure. This
task purposes is to check their basic concept understanding and every group can answer correctly. It
implies, they don’t have a problem with their basic concept in quadrilateral topic.
Next, students learn about the characteristic of each quadrilateral. With open ended problem, the
learning materials represented as non routine problem, it showed in figure 8 :
55
Figure 8. identifying the characteristic for every quadrilaterals

In figure 8, there are several characteristics of quadrilateral. Students are asked for match the
characteristics of quadrilateral above and the two dimensional figure in number 1. They have to be
careful for choosing it, the characteristic can be choosen many times for the other quadrilaterals. The
author hopes they can work collaboratively and they can solve the problem. There is an example of
students activity in number 2 shows in figure 9 :
56
Figure 9. one of student’s group solutions

In figure 9, this group invent the relationship between the characteristic and the right quadrilaterals,
they can answer correctly. Another group activity will show in figure 10.
Figure 10. another group’s solution

Another group and their solution show in figure 10, this group has another perspective about
quadrilateral. For example, this group invent that rhombus has two diagonals which the length are the
same and the others didn’t. So the author concluded, there are a variety of solutions, perspective that
57
make students think creatively, so this learning materials can develop creative thinking in
mathematics.
Last topic to be discuss is about making conncection between one kind quadrilateral to the others,
quadrilateral has at least one identical characteristic with others. In figure 11, students have to making
a connection based on their answer on previous task. In figure 12, we can see the result of their
activity.
figure 12. example of group activity

In figure 12, students only write down the characteristic and quadrilateral that has the
characteristics, for example, the charateristic of quadrilaterals that have two parallel sides, then this
group write square, rectangle, parallelogram, rhombus, kite. So, the author assumed, they cannot make
a connection between the figure and its characteristic to the others.
4. Conclusion
After the research, the author concludes few students still get learning obstacle; they get trouble when
asked for making a conncetion between the object and the other based on its character. But, the
learning materials causing them think creatively, they can construct an idea, see the problem with
other perspective.
5. Acknowledgement
The author has to thank for Entit Puspita M.Si and Eyus Sudihartinih, M.Pd as mentors then teachers,
and headmaster in sixth junior high school Bandung for permiting the author for did the research.
58
6. References
[1] Nurlaelah E 2009 Upaya Meningkatkan Kemampuan Kreativitas dan Daya Matematika
Mahasiswa Calon Guru melalui Pembelajaran Berdasarkan Teori APOS dan Tugas Terstruktur
Disertasi.
[2] OECD 2012 PISA 2012 Results in Focus.
[3] Kertayasa I K 2014. Indonesia PISA Center.
[4] BSNP 2006 Standar Kompetensi Lulusan
[5] Dahlan J A 2010 Pendekatan Open-Ended dalam Pembelajaran Matematika Disertasi.
[6] Sugiyono 2013 Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R & D.
(Bandung: Alfabeta)
[7] Suherman E, Sukjaya Y 1990 Petunjuk Praktis untuk Melaksanakan Evaluasi Pendidikan
Matematika (Bandung : Wijayakusumah)
[8] Lidinillah,M.A.D.2013. Educational Design Research : a Theoretical Framework for Action
Disertasi.
[9] Mulyana T 2008 Pembelajaran Analitik Sintetik untuk Meningkatkan Kemampuan Berpikir Kritis
dan Kreatif Disertasi.
59
Factors that make difficulties in the implementation of

authentic assessment in curriculum 2013
R F Sari1) and A R D Agustyani2)

1
Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan
Indonesia, Jl. Dr.Setiabudi No. 229, Bandung, Indonesia
2
Jurusan Matematika, Universitas Negeri Padang, Jl. Prof. Dr. Hamka Air Tawar,
Padang, Sumatera Barat, Indonesia
1)
E-mail:rahayufebrinasari@student.upi.edu
Abstract.“Curriculum 2013” with authentic assessment system requires teacher to assess

student performance during the learning process. Teacher tend to think that authentic
assessment is difficult to do because there are many assessment tools must be filled during the
learning process. Dealing with this issue, this study aimed to investigate factors that make
teacher difficult to implement the authentic assessment, especially in mathematics learning. To
this aim, nonparticipant observation, non-structured interview and documentation were
conducted to reveal the data. Mathematics teacher of SMP Labschool UPI and a mathematics
teacher of SMK Daarut Tauhid Bandung were as respondents of this study. The finding reveals
that in assessing, teachers still focus on one aspect of assessment because of their inadequate
understanding and training of authentic assessment. Teachers still pay little attention to the
characteristics of each student and the time of the assessment process is insufficient. The result
of this study is an attempt to give more information to other teachers and stakeholder to solve
the problems of doing authentic assessment in mathematics learning.
Keyword :mathematics learning, authentic assessment
1. Introduction
The government is in its efforts to improve the quality of national education by the form of curriculum
change. Curriculum changes include a charge of education, learning, and assessment. The curriculum
changes have been implemented by various countries, such as Korean [1], Europe (European Center
for the Development of Vocational Training, [2], Hong Kong [3], China [4], also many states in Asia
[5], Turkey [6]etc. Similarly, Indonesia.
The Indonesia government in 2013 decided to implement a new curriculum for primary and
secondary schoolin Indonesia, namely Curriculum 2013. Curriculum 2013 aims to improve the quality
of human resources and improve the competitiveness of the nation, as the development of science,
technology and art [7].This new curriculum has four core competencies that must be achieved by
students, namely social attitudes competency, spiritual attitudes competency, cognitive and skills
60
competency [8]. Those four core competencies given the same emphasis. This is what distinguishes
the Curriculum 2013 with the previous curriculum. The emphasis is not only on the cognitive
competency, but also the attitudes and skills competency. As Nugraheni said, “transition curriculum
2006 and 2013 was unified inseparable and mutual educational objectives to sharpen Indonesia
curriculum 2006 overall essentialize holistic knowledge rather than just covering cognitive but also
the attitude and physical skills” [9].
Implementation of the Curriculum 2013 has an impact on the assessment. Assessment can not be
separated from the learning process. Assessment aims to measure and determine the achievement level
of competencies as well as to measure the effectiveness of the learning process [10]. This is in line
with Ali and Khaerudinwho states that the assessment is a systematic process that serves to determine
the level of success, efficiency and effectiveness of the program. Thus, through assessment teachers
can analyze and take action on the level of students achievement, reflect and evaluate the quality of
learning that has been done. The teacher will be easier to determine the follow-up program related to
the thoroughness and quality of learning that has been done so far[11].
Teachers have a very important role on the assessment planning. This is the main tasks of teachers
as explained byKunandarthat the principal tasks of the teacher in teaching and learning include:
preparing lesson plan, implementing learning outcomes assessment, analyzing the learning outcomes,
and conduct follow-up program from those assessment [12]. No matter how good the concept of
authentic assessment, if the planners and implementers (teachers) can not implement properly, the goal
of authentic assessment in Curriculum 2013 will not be achieved [13].
The scoring system of assessment in Curriculum 2013 is different from the previous curriculum.
Curriculum 2013 requires teachers to use authentic assessment. Authentic assessment considered as
best appropriate to assess the learning outcomes of students. Permendikbud No. 81 in 2013 [14] and
refurbished into Permendikbud No. 104 of 2014 states that authentic assessment is the main approach
of learning outcomes.
Research conducted by Azim and Khan indicates desirable changes in the perception as well as
practices of teachers and students. Replacement of traditional paper-pencil test with authentic
assessment resulted in active participation of teachers and students in teaching and learning process.
Study finding also reveal considerable improvement in high order skills of the students. They were
actively engaged in planning, collecting information and disseminating it to the community. Use of
rubric for assessment was found to be very effective in determining a pathway for both the teachers
and the students to look for and get to the desirable results [15]. In Indonesia, in most cases, teachers
face difficulties to assess student‟s performance by authentic assessment, because assessment is
viewed just as a means for evaluation and the only tool to assess classroom instructions is through
paper-and-pencil tests. In these assessments students‟ learning outcomes are measured in terms of
what they have memorized at the expense of their conceptual understanding. Subsequently, this paper-
and pencil test does not give the real picture of the students‟ learning.
1.1Purpose of the Study

The purpose of this study is to investigate factors that make teachers difficult to implement the
authentic assessment, especially in mathematics learning
1.2Research Questions
In line with the purpose of the study, this research attempts to answer the following question:
“What factors that make teachers difficult toimplement the authentic assessment, especially in
mathematics learning?”
1.3Limitations of the Study

This study was limited to the quality of data obtained from the school. The quality and consistency of
data received from the school were out of researcher‟s control, and it was assumed that the data was
accurate. There was no consideration of the various method of teaching that teacher use. Because the
61
length of this research was limited to the researcher‟s capability, observation and interview of teachers
were measured from two teachers only.
2. Literature review
Wiggins [16] said that “assessment is authentic when we directly examine student performance on
worthy intellectual tasks. Traditional assessment, by contract, relies on indirect or proxy 'items'--
efficient, simplistic substitutes from which we think valid inferences can be made about the student's
performance at those valued challenges.” Grant Wiggins describes authentic assessment as
…engaging and worthy problems or questions of importance, in which students must use knowledge to
fashion performances effectively and creatively. The tasks are either replicas of or analogous to the
kinds of problems faced by adult citizens and consumers or professionals in the field [17].
Authentic assessment has an important advantages compared to the previous curriculum [18], that
is the balance between assessment of social attitudes, spiritual attitudes, cognitive and skills
competency, while in the previous curriculum tend to pay attention only to the cognitive competency.
In addition, the ability to think assessed in authentic assessment has already reached the level of
construction and applications so that students can apply their knowledge in real life, while the ability
to think assessed on previous assessments only at the level of understanding. Consistent by Macquire
University [17] through their Learning and Teaching Centre, authentic assessment gives students the
opportunity to connect their learning and apply essential knowledge and skills to real-world tasks and
problems. The aim is to provide valid and accurate information about what students really know and
are able to do in real contexts, under natural conditions.”
Table 1. Differences of paradigm between traditional assessment and authentic assessment

Traditional Authentic
Assessment Assessment
Selecting a Response Performing a Task
Contrived Real-life
Recall/Recognition Construction/Application
Teacher-structured Student-structured
Indirect Evidence Direct Evidence
The move towards authentic assessment [16] is designed to:

1) make students successful learners with acquired knowledge
2) provide students with a full range of skills (e.g., research, writing, revising, oral skills,
debating, andother critical thinking skills)
3) demonstrate whether the student can generate full and valid answers in relation to the task
orchallenge at hand
4) provide reliability by offering suitable and standardized criteria for scoring such tasks and
challenges
5) give students the chance to „rehearse‟ critical thinking in achieving success in their future
adult andprofessional lives
62
6) allow for assessment that meets the needs of the learners by giving authenticity and usefulness
toresults while allowing students greater potential for improving their learning and teachers
more flexibility in instruction
According to Hogman [19], “one particular form of authentic assessment, student portfolios, can be
seen as useful authentic assessments tools when used in certain capacities”. Olfos and Zulantay
emphasized, “This modality connects teaching to realistic and complex situations and contexts. Also
called performance assessment, appropriate assessment, alternative assessment, ordirect assessment;
authentic assessment includes a variety of techniques such as written products, portfolios, check lists,
teacher observations, and group projects.” One method to this end, is the use of rubrics, which are
sets of criteria that evaluate performance. Points are assigned according to how well each criterion is
fulfilled, and are then used to provide the quantitative values [20].
The implementation of authentic assessment in higher education is conducted through qualitative
methodology including interviews, document analysis, and classroom observations. Assessment
strategies should be closely related to teaching and learning and concluded that authentic assessments
are more widely accepted by students as opposed to standardized tests and thus should become
integral parts of the instructional cycle. Thus, the learning environment must be an authentic learning
environment[19].
The development and implementation of an authentic learning environment – and by implication
an authentic assessment strategy – based on Herrington & Oliver‟s nine characteristics of authentic
learning environments, namely that authentic leaning environments should [21]:
a. Provide authentic contexts that reflect the way knowledge will be used in real life;
b. Provide authentic activities;
c. Provide access to expert performances and the modelling of processes;
d. Provide multiple roles and perspectives;
e. Support collaborative construction of knowledge;
f. Provide reflection to enable abstraction to be formed;
g. Provide articulation to enable tacit knowledge to be made explicit;
h. Provide coaching and scaffolding by the teacher at critical times; and,
i. Provide for authentic assessment of learning within the tasks.
3. Research Methodology
3.1 Research Design
A qualitative research was conducted to reveal the data qualitatively in this research. To ensure the
validity of this qualitative research, triangulation was used in order to obtain a more complete picture
of what is being studied and to cross-check information [22]. This study used triangulation of the data
collection and theory purposed.
3.2 Site and Participants

A mathematics teacher of Senior High School that is SMP Labschool UPI and a mathematics teacher
of Vocational High School that is SMK Daarut Tauhid were as respondents of this study. The teachers
were selected by purposive sampling considering that the teachers are qualified teachers. This research
was conducted in February 2017 until March 2017.
3.3 Data Collection

Various data collection techniques were used in this study. Non-participant observation, non-
structured interview and documentation were conducted to reveal the data. Instruments in this research
is the researcher who assisted with observation, interview, and field notes.
3.4 Data Analysis

The collected data from various data collection were then analyzed in a qualitative method that
63
involves analyzing, synthesizing, and reducing the information from observation and interview [23].
The recorded data of observation and interview was transcribed into papers. Then, the transcripts of
both observation and interview were reviewed through coding. After coding the data, the transcripts of
observation and interview were analyzed. In the second place the finding of documentation were
analyzed to complete the findings from observation and interview. All the data then were synthesized
to answer the research question, while the information that was not needed in the study was reduced.

Researcher tried to reveal the data of teachers‟s difficulties in implementing authentic assessment by
interviewing teachers. Some extracts of the results of the interview are presented as follow:
a. Extract T1 of interview result
1. T1 : Yes, in SMP LAB. School UPI already using the Curriculum 2013, and teachers also
attended implementation of Curriculum 2013 training. But the training is still
inadequate, so i still less understand the assessment authentic.
2. T1 : Aspects of knowledge from daily tests, UTS and UAS, aspects of attitude
judge by interaction of students' activity during the learning and aspects of
skills judged by how students in presenting the results of the project work.
3. T1 : The format of assessment made by the teacher, the Curriculum 2013 just
described how the teacher makes the format. For each of the formats adjusted to the
learning materials, specific to the format of attitude assessment, the assessment
aspect will be assessed for each subject material. It really difficult for me
4. T1 : The format of assessment filled when the students noted, teachers check
students' work around it for assessment and when the teacher gives an
excercise, and then student do on the white board.
5. T1 : To fill all the format of assessment during the learning process can
not be done because teacher had to explain the subject material, so that it is not
possible to fill the assessment format completed during the learning process,
assessment format will be filled outside of learning process. In addition, time is also
limits teacher in learning because teacher have to complete the target of learning
material. If the teacher do, then make the teacher less maximum in learning, so that
the lesson material can‟t achieved according to the target.
b. Extract T2 of interview result
1. T2 : Now the curriculum in SMK Daarut Bandung Tauhiid Bandung is already
using the Curriculum 2013. I have also been trained on the implementation of
the curriculum 2013.
2. T2 : Assessment of knowledge from the exercise of student test scores, assessment
of attitude form the activeness of students during the learning and the
assessment of skills from the task in a group project undertaken by students.
3. T2 : To all of my own learning device, such as lesson plans and
assessment format, still be adjusted to the guidance on the Curriculum 2013.
4. T2 : Format filled while I give quiz or exercises to the students and also when the
students discussion or when the student noted.
5. T2 : Not all formats can I filled during the learning process. Only a few Partially be filled
because time did not allow to do three aspects of assessment during the learning
process. Times fot math lesson in SMK only 4 hours in a week and two hours in
every meeting, if it doing will resulting in the subject material not finished.
Therefore, the assessment carried out only partially, the rest will be filled outside of
learnig.
64
The information from observation, documentation and interviewshowed that the teachers still yet
understand the implementation of authentic assessment. Authentic assessment is understood as
implemented in a real assessment, in that moment, covering all aspects and use a variety of assessment
techniques. Authentic assessment is a form of assessment that requires learners to show attitude, using
the knowledge and skills gained from learning in performing tasks on real situations [24]. Authentic
assessment is an assessment that is designed in a real situation to obtain information about knowledge,
attitudes, and skills of the students [25]. Therefore, required a variety of assessment techniques.
Teachers‟s understanding of the principles of authentic assessment is marked by teachers‟s own
assessment integrated in the learning process, assessed holistically (covers aspects of knowledge,
attitudes and skills), using a variety of valuation techniques in measuring student learning outcomes
and provide relevant task with real life. Consistent with Basuki [18] which states that authentic
assessment has principles that include: assessment should be integrated with the learning process,
covering all aspects of learning objectives, using a variety of assessment techniques, and involve a real
experience.Teachers' understanding of the authentic assessment is still lacking. This is in accordance
with the results of the research conducted by Mahbub [26] and Sudiana [27], the factor that caused the
teachers have difficulty in implementing authentic assessment is teachers‟s understanding of authentic
assessment. Difficulties in implementing authentic assessment of teachers is also due to the low
creativity of teachers [28]. Teachers who have low creativity are not able to resolve the obstacle in the
implementation of authentic assessment [29]. Teacher‟s low creativity can be seen from the inability
of teachers in overcoming obstacles to the implementation of authentic assessment and finding new
ways to facilitate the implementation of authentic assessment. The lack of understanding of teachers
on assessment causing the assessment problems and reporting becomes to be very complicated [30],
[31]. Jaedun, Hariyanto dan Nuryadin [32] said that “The teachers’ readiness in the learning
assessment to implement Curriculum 2013 is in less prepared conditions. This is shown by the
teachers’ inadequate understanding of the principles, procedures, and techniques of the authentic
assessment, and the given tasks for the students do not portray the authentic tasks.”
Difficulties in implementing authentic assessment is also due to the characteristics of students who
do not support. This is consistent with the results of the research conducted by Jurjani [33] and
Maryam [34], that the factor causes teachers experienced difficulties in carrying authentic assessment
is the characteristics of the students do not support the learning environment. The fact found by Jurjani
is that the character of students which passive causes teachers have difficulty in implementing
authentic assessment because of the student hard to be asked to express their opinions or answer
questions orally. Moreover, Maryam found that the characteristics of students who are less responsible
and less enthusiasm for learning causes teachers have difficulty in implementing authentic assessment.
Lack of training of an authentic assessment followed by teachers also causes the problem. This is in
line with Masruroh [28] and Arif [35] through their research which found that a lack of training make
teachers have difficulty in implementing authentic assessment. Training authentic assessment was first
followed by teachers in 2013 who still refers to Permendikbud 2013 No 81A [36] and Permendikbud
2013 No 66 [37], but has not received an authentic assessment training in accordance with the latest
Permendikbud. There is a difference between the previous Permendikbud with the latest one.
Differences include the way the acquisition of attitudes and skills, as well as the range of values used
in the assessment scale.
Insufficient time to do the authentic assessment during learning process is another factor that cause
the problem.The time is not able to reach the implementation of the overall assessment of the
completely competence [33], [34], [38].
Difficulties in implementing authentic assessment of teachers in accordance with the demands
of the Curriculum 2013 can actually be overcome. To resolve these difficulties, [39] suggest
dissimilation curriculum through intensive workshops. With intensive workshops or training, the
problems of teachers in implementing the Curriculum 2013 can get better, so that teachers can design
learning, implementing the learning and authentic assessment properly in accordance with the
demands of prevailing in the Curriculum 2013. Another way to resolve the difficulties teachers to
65
implement the curriculum needs to be associated with the professional development of teachers [40].
In addition, management also required training and socialization of the new curriculum [41]. This can
be done significantly through intensive meetings in the professional organization of teachers, teacher
forums such as meetings of subject teachers (MGMPs), writing scientific papers, as well as senior
teacher mentoring program for junior teachers [7]. The school principal should continue to monitor
and evaluate the teachers in implementing authentic assessment in order to determine the appropriate
follow-up to overcome the difficulties faced by the teachers. Further, stakeholder of education should
provide teacher training according to this issue. These efforts are believed can overcome the problems
of teachers in implementing Curriculum 2013, especially in the implementation of authentic
assessment to be better.
5. Conclusion
Based on the results of this study, it can be concluded that the teacher‟s difficulties in implementing
the authentic assessment of Curriculum 2013 causedby many factors as follow :
a. Teachers still focus on one aspect of assessment. Teachers already know the principles of authentic
assessment, but practically teachers have not fully comprehend to implement the authentic
assessment.
b. The creativity of teachers in implementing authentic assessment is still low. This is indicated by the
inability of teachers to overcome obstacles when implementing authentic assessment during
learning process.
c. Characteristics of students who do not support to implement authentic assessment successfully.
Some students were less responsible in doing the task given by the teacher, as well as the spirit of
learning is still low.
d. The teachers need more training from stakeholder about how to implement authentic assessment,
especially about how to anticipate and overcome the obstacles
e. There is not enough time to implement authentic assessment during learning process.
However, this study has some limitations in amount of participant and data collection techniques.
Therefore, on the basis of these results, no generalizations can be made.
7. Acknowledgments
Thank you to Prof. Dr. H. Tatang Herman, M. Ed as author‟s academic mentor who had guided the
research process.
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68
Identification of mathematics aspects of East Nusa Tenggara

culture and its integration into mathematics learning
D D Samo1,2,a), Darhim1, and B G Kartasasmita1

1
2
Program Studi Pendidikan Matematika, FKIP, Universitas Nusa Cendana, Jl. Adi
Sucipto Penfui, Kupang 85001, Indonesia
a)
E-mail: demm_samo@yahoo.com
Abstract. The purpose of this study is to identify the cultural aspects of mathematics in East
Nusa Tenggara and integrate into learning activities. This report is an ethnographic study with
data obtained from the literature review, observation and interviews. Some aspects of the
culture in relation to mathematics NTT are (1) Mbaru Niang, a traditional stilt house in the
Wae Rebo village, Flores, which has a conical shape, 5 floors with a diameter of each floor:
11m, 9m, 6m, 3m, and 1.8m. The height of Mbaru Niang is 15m; (2) Sonaf, a traditional
building in the Maslete village. Sonaf is a non-stage building with an elliptical floor and has ±
3.5 m radius minor and major radius ± 4.65 m. The height of Sonaf is 5 m; (3) Sasando, a
string musical instrument played by plucking. Sasando looks like a parabola. Sasando size is
slightly various but the small bamboos in the middle usually 40 cm. Some strategies of cultural
integration in learning mathematics are: (1) identification and exploration of culture, (2)
presenting the cultural aspect as an introduction of learning, (3) presenting the cultural aspects
as prior knowledge of the students, and (4) presenting the test instrument in cultural context.
1. Introduction
One of the learning criteria of a scientific approach is the subject material based on fact or
phenomenon that can be explained logically not through imagination, fantasy or absurdity. The
learning criteria are drawn on initial steps of learning in the observation activities. The observation
activities show meaningful learning. These activities have certain advantages such as serving media or
real-time object, increasing student participation in learning, making challenges for students and
satisfying students’ curiosity. By the observation activities, the student can find the fact that there is a
relationship between the object which is analyzed and the learning material that is presented by the
teacher. The observation activity can be done seen, listened, heard and read by the various
phenomenon related to the materials that will be learned including the observation of the everyday
situation, culture and local wisdom.
East Nusa Tenggarais is an archipelagian province in Indonesia which has a unique culture that is
very different from the other provinces in Indonesia. The differences are also owned by each region
within the area of the East Nusa Tenggara province. The culture in East Nusa Tenggara province
provides color and depth impression that is worth preserved for a review. The various cultures that
have been known well in East Nusa Tenggara province and the national level; i.e. language, traditional
houses, traditional art, woven fabrics, traditional ceremony and musical instruments. The Culture of
East Nusa Tenggara is still regarded as a treasure which is only attached to certain groups and has not
become part of the learning that broadly highlights the uniqueness and characteristics of the territory
69
while the cultural aspect has great educational value if explored and integrated into learning. Culture is
assumed different from knowledge which is taught in the classroom. The implications are the student
do not know their culture since their future will see the culture as something that is not relevant in
their lives and the knowledge that they have, so that it has occurred in a valuable shift until loss of
certain culture. According to [1] teachers and the public, in general, do not commonly say that
mathematics and culture are connected. When teachers do acknowledge a connection, often they
engage their students in multicultural activities merely as a curiosity. Such activities usually refer to a
culture's past and the cultures that are very remote from children in the class. This situation takes place
because teachers may not understand how culture is related to children and their learning.
The identification and exploration of the culture to reveal that science is the part of today's concern
of the experts in examining it and extending it in the discovery of the unknown. Identifying or
exploring mathematics in this culture are known as ethnomathematics. The term ethnomathematics is
used to express the relationship between culture and mathematics. The term requires a dynamic
interpretation because it describes concepts that they themselves are neither rigid nor singular,namely,
ethno and mathematics. The term ethno describes "all of the ingredients that make up the cultural
identity of a group: language, codes, values, jargon, beliefs, food and dress, habits, and physical
traits." Mathematics expresses a "broad view of mathematics which includes ci hearing, arithmetic,
classifying, ordering, inferring, and modeling" [2]. Furthermore, [3] reveal “Ethnomathematics” is
often defined as the research on the relationship between mathematics (mathematics education) and
the corresponding social and cultural backgrounds, namely the research shows “how is mathematics
produced, transferred, diffused and specialized in diverse cultural systems”
[4] said mathematics was for a long time regarded as a neutral and culturally free discipline
removed from social values. It was always taught in schools as a culturally free subject that involved
learning supposedly universally accepted facts, concepts, and contents. This means that Western or
academic mathematics consists of a body of knowledge of facts, algorithms, axioms, and theorems.
D’Ambrosio [1] reveals that this acultural mathematical perspective is reflected during instruction in
several ways. First, in many classrooms, students are not permitted to construct a personal
understanding of the mathematics that is presented. The values, traditions, beliefs, language, and
habits are the reflective cultures of the students are ignored. In such situations, the ways that children
might invent personally meaningful conceptualizations are not respected. Children are expected to
assimilate prescribed procedures by rote without necessarily gaining a deeper and conceptually
significant understanding of the mathematics that they are studying. This style of instruction,
unfortunately, restricts learning to the length of time that students accurately remember the
procedures.
Identification and integration of culture in mathematics learning activity, in addition, is to assert
about the use of contextual problem in learning, and also in giving another great benefit that the
students are able to be knowledgeable about their culture by loving and preserving it. This last goal is
the present big problem because more and more culture is eroded by the modern world condition. The
integration of culture in the learning activity also has been introducing the modern science aspect as it
allows the interaction of the formation of the student in the relationship within themselves, others, the
environment, and the world. This integration gives the student an access to the cultural heritage of the
human’s great work in the past. According to [5], integrating the cultural dimension into teaching and
learning will thus enable students to: prepare themselves to deal more effectively with various
situations in life situate themselves better in relation to their physical and human environment become
involved in their society in a spirit of recognition of its uniqueness and tolerance for human and
cultural diversity.
Based on the above description, the following research questions for this study are: (1) what are the
mathematics aspects in the culture of East Nusa Tenggara province? (2) how to integrate the culture of
East Nusa Tenggara province into learning mathematics?
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2. Method
This research is about an ethnography study. The researcher identified the mathematics aspects of East
Nusa Tenggara culture, specifically the shapes of the traditional houses, traditional arts, musical
instruments and integrate them into mathematics learning and the design of the evaluation of the
instruments related to cultural aspects. The study data are obtained from literature review,
observations, and interviews. Respondents in this study are 14 people who are the locals or people
from the society who understand well their culture. Data collection was conducted by semi-structured
guidelines interviews. The data validation is done by triangulation that compares the obtained
information from the different respondents to make a valid conclusion.

The results of this study are displayed in two main pieces, namely, the identification of mathematics
aspects of East Nusa Tenggara culture, its integration into mathematics learning and the evaluation
instrument sample in cultural context. The first part is displayed with six cultural aspects specifically
related to traditional house’s architecture, traditional art designs, and musical instrument.
3.1. Culture aspects of East Nusa Tenggara people and its relation to mathematics content
3.1.1. Mbaru Niang
Mbaru Niang originates from the local language which means the high house (Mbaru = House,
Niang = High). Mbaru Niang is a traditional stage house in Wae Rebo
village. There are 7 Mbaru Niang which means with respect to the 7
directions of the wind from the tops of the mountains that surround
the village Wae Rebo. Mbaru Niang has a conic shape with 15m
height. The roof is made of palm with roof framework of bamboo and
the main pillars that uses the big worok wood taken from the full
timber tree. Mbaru Niang has 5 floors with the diameter of 11m, 9m,
6m, 3m and 1,8m for each floor are. Mbaru Niang floor section which
is a structural pillar can be presented in figure 2. The black nodes
have 9 pieces showed the main pillars of Mbaru Niang arranged with a neat pattern with the right
size. The people of Wae Rebo, can show a geometry shape of the circle and cone perfectly agree
with mathematical concept if applied formally. A thorough study will
show how the people work until the geometry shapes of a circle and
cone are formed in accordance with the properties of the cone and
circle that are learned in the classroom. Another mathematics aspect
that was found is the number of wood as a crutch Mbaru Niang. The
amount of stanchion that was used on each floor seemed to be a
pattern from the first floor until the fifth floor and the measurement
for each wood that is used formed a symmetry structure.
(Source;[6])
Figure 1. Mbaru Niang
3.1.2. Settlement of Wologai

Wologai traditional village is located in the Detusoko District approximately 40 kilometers east of
the town of Ende. Settlement pattern of
Wologai traditional village formed a cluster.
Sa’o, the traditional house, was built to
surround Keda and Kanga. Keda and Kanga
are the sanctity symbol of Wologai traditional
village. Keda is a traditional house that is
sacred to the Ende-Lio people with a purpose
of storing the sacred object. Kanga is a pillar
(Source;[7,8]
which acts as the place for gift that is located
Figure 2. Settlement of Wologai
in the middle of the settlement. The
71
settlement pattern resembles a circle with the circumference in the position of 20 houses which
the center is the Kanga. The people of Wologai Ende able present a circle shape in settlement
pattern context that was designed traditionally. The distance of each house to Kanga is about
50m. The mathematics aspects that appear in this culture is a circle with the radius of 50m,
circumference that is bounded by 20 houses, and the center is marked by Kanga. Further
identification and exploration can be done to reveal the measures of another circle that was seen
in figure 3, the square shape limits the Kanga and the distance among each house associated with
the content of mathematics which is the measurement and numbers.
3.1.3. Ume Kbubu

The traditional house in Kaenbaun Village, Timor Tengah Utara, is called Ume Kbubu. Ume
means house and Kbubu mean circle. So Ume Kbubu is a circular
ancestral house or is often called as the house of mother. The floor
of Ume Kbubu is a circle with Ni Enaf, the main pillars of Ume
Kbubu, is in the center. The large diameter of Ume Kbubu is 6m. Ni
Enaf function is to sustain the all of the roof structure. There are
several kinds of Ume Kbubu, they are: the family kitchen Ume-
Kbubu, the first boy Ume-Kbubu, the parents Ume-Kbubu and ethnic
prime Ume-Kbubu. One of the pedestals of Ume Kbubu is shown in
figure 5. It is clear the form is circle with circumference that is
limited by some houses stanchion and the center is Ni Enaf. This building structure provides an
illustration of the way in the mathematical thinking of the traditional
people that can produce a circular shape appropriate for formal
mathematics contexts. The diameter of a circle influenced the
amount of the house stanchion. This condition presents a pattern that
can be formed from the relationship between the diameter of Ume
Kbubu and woods stanchion.
Figure 3. Ume Kbubu

(Source;[9])
3.1.4. Sonaf
Sonaf is a traditional building in Maslete Village, Timor Tengah Utara. There are two types of
Sonaf: Sonaf Son Liu Nis None dan Sonaf Son Liu Tusala.
Sonaf Son Liu Nis None is a residential building of
King/Royal Palace also called Sonaf Bikomi.
Sonaf building is a non-stage building with an elliptical floor
and has ± 3.5 m radius minor and major radius ± 4.65 m.
The high of Sonaf is 5 m. Sonaf Bikomi is the largest
building in Maslete village. This building was the stretch
from west to east. In general, Sonaf shape symbolizes the
universe and unifying the tribes. Sonaf floor is an ellipse
(Source; [10, 11]) which is divided into two parts: the front area (sulak) and
rear area (bife).There are two stanchion structure located in the front and rear (marked with black
nodes and marks x in Figure 4). The ellipse is both of focal
point and some pillars of the houses surround the ellipse.
The uniqueness of this, especially in Sonaf ,is the floor. If
this floor is transformed to Cartesian coordinates, the size of
the major axis, the minor axis, and the focus are located
almost representing the elliptical formally. The size of the
minor and major radius of Sonaf affects the amount of the
wooden stanchion houses. This condition also presents a
Figure 4. Sonaf
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pattern that can be formed out by a relationship between the size of the major and minor radius
and the stanchion.
3.1.5. Sasando
Sasando is a stringed musical instrument played by plucking. Sasando is usually played using
both hands in the opposite direction. The role of the right hand is the
accord, while the left hand is the melody or bass. Sasando has a
unique shape different from the other stringed instruments. Sasando
looks like a parabola. The main part of Sasando is a long tubular
that made from a special bamboo. There is a place in the bottom and
top of the bamboo that is used to install and adjust the firmness of
the strings. At the center of the bamboo is usually given senda
(buffer) in which the strings are stretched. Senda is used to set the
scales and produce different tones in each except the strings. While
the crock to resonances in the form of woven palm leaves is often
Figure 5. Sasando called haik. Sasando sizes are various but the smallest is the middle
bamboo which is usually about 40 cm. Here are a few Sasando sizes/measurement that can be
played: the first measure the length of the bamboo is 43 cm, then the haik length is about 58cm,
the length of the bamboo is 56 cm. then the haik length is about 83 cm, the length of the bamboo
is 60 cm, then the haik length is about 86 cm, the length of the bamboo is 63cm, then the haik
length is about 90cm, the length of the bamboo is 68 cm, then the haik the length is about 94cm.
Bamboo is a the core of Sasando that also plays an important role with regard to the Sasando
sound. The longer the bamboo, then it will affect the haik used. In the context of mathematics, the
parabola content and the number patterns are the elements that can be studied using this sasando
models.
3.1.6. Caci Dance

Caci is a war dance and at the same time is a folk game between a pair of male dancers who fight
with whips, bows and shields in Manggarai Flores.
Dancers who wield and whip act as the attacker and the
other dancer survives with a bow and shield. At the end of
the whip, the dry, thin and hard buffalo skin is used, called
Lempa or palm sticks that are still green (called pori). The
man who acts as a deterrent (called ta'ang) cracks the whip
to the opponents parry with a shield called nggiling. He
holds a bamboo intertwined cane called aging or Tereng, a
circular shield plated dry buffalo skin. Caci dance is
Figure 6. Caci Dance associated with the movement pattern based music. The
arc is used as a deterrent is with a parabola and measurement of the distance between the two
ends of the arc is 2 m while the circular shield with various diameters.
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The figure below shows a map of the NTT province and its cultural aspects presented above.
Caci
Wologai
MbaruNiang
Ume
Kbubu&Sonaf
Figure 7. Map of NTT Province Sasando
3.2. Integration in mathematics learning and instrument for evaluation
Some models of NTT culture that are shown above presents the geometry content- i.e. circle, parabola,
ellipse, and the pattern number. In addition, the content does not close the possibility of another
mathematical content that can be explored and identified in a form of a unified mathematical thinking
as outlined in a the cultural aspect. The strategies of the cultural integration in learning mathematics
are as follows:
3.2.1. Identification and exploration of culture as a whole and finding the mathematics content
related into it. A thorough exploration is associated with a visual display and the exact size
that allows the presentation of learning does not use the wrong size. The cultural context must
be fixed in accordance with the conditions and is not engineered so it does not eliminate the
original context.
Table 3. Culture, mathematics aspects and their descriptions.

Culture Aspects Aspect of Mathematical Description
Examples Mathematics
Mbaru Niang Cone, circle, The diameter of Mbaru Niang floors is, 11 m, 9 m, 6
traditional house number pattern m, 3 m, and 1.8 m. The height of Mbaru Niang is 15
m. There are 9 main stanchion which is regularly
patterned and arranged according to its each floors in
diameter (Fig. 1).
Wologai Ende Circle, square, There are 20 satellite houses build around Keda and
village rectangular, Kanga. Kanga. It is the center of the village circle with
measurement, 50 m radius (Fig. 2)
number pattern
Ume Kbubu Circle, number The Ume Kbubu floor is a circle with Ni Enaf as the
pattern center. The largest radius is 6 m. The number of
stanchions conforms the diameter of Ume Kbubu floor.
Sonaf Ellipse, number The Sonaf floor is an ellipse with its pillars are the
pattern focus of the ellipse. The minor radius is ± 3,5 m and
major radius is ± 4,65 m. The number of stanchions
74
conforms the diameter of the minor and major radius.

Sasando Parabola The sizes of Sasando are with variation, but generally,
the smallest size of the middle bamboo is 40 cm and
the sizes of haik depend on the length of middle
bamboo.
Caci Circle, parabola The space of both parabola end arcs is about 2 m and
the shield is a circle with varieties diameters.
3.2.2. The cultural aspects presentation is an introduction to learning. They are used as an
introduction of learning which provides an overview of the relationship between the local
cultural context and mathematical content to be taught. The cultural aspects are gradually
abandoned and replaced with formal mathematics in the next presentation;
Culture: Definition, terms,

shapes, philosophical Traditional culture and Formal Mathematics
meaning, mathematical mathematical aspects
description
Figure 8. Teaching Rule
3.2.3. Present the cultural aspects as a prior knowledge in learning the introduction which provides
opportunities to explore students' superior knowledge related to the culture presented. The
culture aspects which presented as a learning introduction are the cultural aspect that students
found in their daily lives. The experience of interaction with the existing cultural aspects is
explored in order to know the extent of the student's knowledge of the cultural aspects that
exist, the presence or absence of misconceptions and proper learning treatment.
3.2.4. Present the test instrument in a cultural context. The presentation about the cultural context
tests allows the students to see the whole process in learning; starting with an introduction of
learning, learning process and evaluation as a whole thing. The introduction of the learning
presents a cultural context, formal context and the evaluation which are returned to the cultural
context. Revert to the cultural context of the evaluation are intended to make students to be
able to solve the problems when engaging in their everyday situations. The cultural context
tends to be different, but the exploration of mathematics in the classroom provides an
important contribution for the students to see the other cultural aspects in the mathematical
point of view. Problems can be resolved with formal mathematics that can give the same
perspective about the ways of people thinking in the past.
3.2.5. Related to the evaluation, the presentation of the instrument for evaluation is adapted to the
student's education level. Mathematics in cultural aspects can be translated in the same
mathematical content but differ in the student's education level. Consider some of the
following presentation:
The circle content in Mbaru Niang can be presented in circle learning in secondary schools,
but also can be slightly abstracted in circle learning on analytic geometry in the university.
The example questions for junior high school level are:
The diameter of the first floor Mbaru Niang is 11 m and its height is 15 m. If space its each floor
is 3 m, examine:
a. The surface area of each floor
b. The volume of each floor
If the space of the first floor and the second floor is 4 m and the space of every floor to the upper
floor decrease 0,5 m, calculate:
a. The surface area of each floor
b. The volume of each floor
75
The example questions for university level are:

An old man said that he just measured the diameter of each floors of Mabru Niang. He also
said that he finally formulated the equation of Mbaru Niang floors to the following circle
equations:
a. The second floor equation:x2 + y2 – 8x + 12y + 27 = 0
b. The third floor equation:x2 + y2 + 4x – 6y + 13 = 0
c. The fourth floor equation: x2 + y2 + 2x + 8y + 19 = 0
Please evaluate, are those an old man equations are correct?
Mbaru Niang also has relevance to the content of numbers which obtained from the
composition of the 9 big stanchion and small stanchion with a pattern such as in Figure 1. The
example questions can be presented as:
The construction of Mbaru Niang started with the stance of stanchions as shown in Fig. 1. The
stanchion (black node) called Hiri Mere, 1 m depth planted, while the smaller stanchion (white
node) or Hiri Ngaung is 80 cm depth planted minimum. This pattern can be used for the building
of MbaruNiang with 11 m first-floor diameter. According to the pattern, if we need to expand the
first-floor diameter to 15 m, then how much Hiri Mere and Hiri Ngaung should be used?
Ellipse content in Sonaf can be presented in different evaluation models in the levels of
Bloom's Taxonomy. The example can be presented as below:
Analyzing level;
The half part of the Sonaf floor has 10 m width and 3,5 m height. How is width the arch of 2 m
distance measured from the floor?
Evaluating level:
A traditional achitect wants to design three Sonaf arranged in three different position in accordance
with these equation: 4x2+ 9y2 – 2x - 3y= 2 ; 6x2+ 12y2+3x + 4y= 6, and x2+ 9y2 – 6x + 18y= 10.
Please eavluate this proble. Help this architect to make a best desicion and include your reasons!
Creating level:
Please design the shape of a Sonaf floor in the Cartesian diagram and complete it with its shape
equations. Make some different equations but the floor diameter is same with the first equation that
you did. Show your solutions to make those equations!
The third example above gives a little overview of the question in cultural context. Questions can be
presented in accordance with the education level and also can be designed in Bloom's Taxonomy
levels. Presentation in the Bloom's Taxonomy level is intended for the contextual learning that can
encourage students to access higher order thinking and practice with a real mathematical idea. Mbaru
Niang and Sonaf were shown above, are simple application examples of the cultural context that can
be developed further by teachers.
4. Conclusion
Culture and science are the two entities that are interrelated. In the past, a lot of content knowledge
was born of cultural exploration, but when science was developed, the culture is abandoned and
culture is considered as a substance which is only attached to certain groups, old, reversed and
different from science. Awareness of culture as a source of knowledge has been proven to promote the
integration of culture in learning activities that aimed to introduce a culture, introduce the educational
value of its culture, show cultural linkages with mathematical content encourage love for the culture
and preserve it. NTT diverse culture is a source of learning mathematics that can be a variety in the
presentation of its resources and in contextual learning. Studies above are only with some mathematics
aspects of the cultural attributes. It gives more identification and exploration in giving a chance to find
the other mathematics aspects that can be lifted in learning activities. The integration of culture in the
learning activities are carried out by these strategies: (1) identification and exploration of culture as a
whole and content mathematics find related to it, (2) presenting the cultural aspect as an introduction
76
of learning, (3) presenting the cultural aspects as prior knowledge of the students, and (4) presenting
the test instrument in cultural context, so there is a continuity of the learning process, from culture to
cultural linkages with formal mathematics to formal mathematics and back to culture.
5. Acknowledgments
Thanks to all those who have helped provided the information relating to this research especially the
respondents. Without your help, this research cannot be realized.
6. References
[1] D’Ambrosio U 2001 What is Ethnomathematics, and how can it help children in school?
Teaching Children Mathematics 7 308-341.
[2] D'Ambrosio U 1985 Ethnomathematics and its place in the history and pedagogy of
mathematics For the Learning of Mathematics 5, 44-48.
[3] Zhang W, Zang, Q 2010 Ethnomathematics and its integration within the mathematics
curriculum Journal of Mathematics Education 3 151-157.
[4] Rosa M, Orey D C 2011 Ethnomathematics: the cultural aspects of mathematics Revista
Latinoamericana de Etnomatemática, 4 32-54.
[5] Québec Ministère de la Culture et des Communications 2003 Integrating the cultural dimension
into school. Kanada.
[6] Antar Y 2010 Pesan dari Wae Rebo: kelahiran kembali arsitektur nusantara: sebuah pelajaran
dari masa lalu untuk masa depan (Jakarta: Gramedia)
[7] Achmad Z H 2014 Tipologi bentuk dan pola tata massa permukiman arsitektur rumah suku Lio
desa Wologai Tengah, Kabupaten Ende, NTT Tugas mata kuliah Program Studi S2
Arsitektur Lingkungan Binaan Universitas Brawijaya Malang
[8] Mukthar M A, Pangarsa G W, Wulandari, L D 2013 Struktur konstruksi arsitektur tradisional
bangunan tradisional Keda suku Ende Lio di permukiman adat Wolotolo Jurnal Ruas,
Volume 11 17-28.
[9] Dima T K, Antariksa, Nugroho A M 2013 Konsep ruang Ume Kbubu desa kaenbaun Kabupaten
Timor Tengah Utara Jurnal Ruas, Volume 11 28-36
[10] Lake R Ch 2014 Konsep ruang dalam dan ruang luar arsitektur tradisional Suku Atoni di
kampung Tamkesi di Pulau Timor E-Journal Graduate Unpar Part D – Architecture, 1 61-
74.
77
Implementation of cooperative learning type think pair square

to improve mathematics learning outcomes
M Meiriyanti
Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi
No. 229, Bandung 40154, Indonesia
E-mail: meiri1982@gmail.com
Abstract. Classroom action research was motivated by the low yields and the lack of students'
mathematics learning activity of students in the learning process. A highly capable students often
dominate the discussion while the low-ability students tend to just wait for an answer from her. So
it is necessary to optimize the learning model student participation in the learning process, giving
more time for students to think and help each other and can assist students in understanding the
concept of the subject matter in order to improve student learning outcomes one of which is the
type of cooperative learning model Think Pair square. The purpose of this class action research is
to improve student learning outcomes in class XI SMAN Dharma Pendidikan Kempas, Indragiri
Hilir, Riau. Collecting data using the techniques of tests and observation activities of teachers and
students. The results showed that a significant increase in the percentage of students who achieve a
minimum completeness criteria from the first cycle to the second cycle. Based on the analysis of
teacher and student activity and student learning outcomes analysis can be concluded that the
implementation of cooperative learning model Think Pair Square can improve students'
mathematics learning outcomes.
1. Introduction
Science and technology are developing rapidly in the era of globalization. These developments allow all
parties can obtain information quickly and easily. Such convenience can also be used to help the student
learning process. In order for students able to utilize the skills needed to acquire, process and store
information. Such skills can be developed through the study of mathematics. A highly capable students
often dominate the discussion while the low-ability students tend to just wait for an answer from her. So it
is necessary to optimize the learning model student participation in the learning process, giving more time
for students to think and help each other and can assist students in understanding the concept of the
subject matter in order to improve student learning outcomes one of which is the type of cooperative
learning model Think Pair Square.
The purpose of learning mathematics is that students have the ability, among others: understand the
mathematical concepts, explain the link between concepts and apply concepts or algorithms in a flexible,
accurate, efficient and precise in problem solving; using reasoning on patterns and properties, perform
mathematical manipulation in making generalizations, compile evidence or explain mathematical ideas
and statements; solve problems that include the ability to understand the problem, devised a mathematical
78
model, solve the model and interpret the obtained solution; communicate ideas with symbols, tables,
diagrams or other media to clarify the situation or problem; have respect for the usefulness of
mathematics in life, namely curiosity, concern and interest in mathematics, as well as a tenacious attitude
and confidence in problem solving [1].
The learning objectives can be achieved if the learning process is well managed. Teachers have a very
important role in managing the learning process. The management of the learning process is one
component that affects the learning success [2]. Indicators learning success is how well the learning
outcomes achieved by students after participating in the learning process.
Based on the results of mathematical learning material limit function in the years previous lessons are
still many students who have not reached the minimum passing criteria 70. It can be seen from the results
of daily tests of students. If the model questions raised in the daily quiz question is a model which is often
displayed during the learning process that most students can do. But if the model of a given problem is
slightly modified so students have difficulties to do it. Actually, to overcome the lack of completeness of
student learning outcomes, researchers have made various efforts such as repeating material that is
considered difficult by students. However, this attempt was unsuccessful because the students only
understand when researchers explain it. Students stay focused to memorize the steps work matter so that
if a different model of a given problem, the students are not able to do it. In addition, researchers have
also tried the method of discussion in the learning by grouping students by friends of adjacent seating.
However, this attempt is unsuccessful because the discussion has not been effective. A highly capable
students dominate the discussion while the low-ability students tend to be just waiting for an answer from
her. The low yield of the students' mathematics learning to inspire researchers to conduct classroom
action research.
Responding to the above problems, the study of mathematics need an appropriate learning model to
address the problem. A model that could optimize student participation in the learning process, giving
more time for students to think, respond and help each other and can assist students in understanding the
concept of the subject matter in order to improve student learning outcomes. One of them is the type of
cooperative learning model Think Pair Square.
Cooperative learning model Think Pair Square provides an opportunity for students to work in a
heterogeneous group both in terms of academic ability, gender, religion or socio-economic backgrounds
and different ethnicities. It is intended that each member of the group gets a chance to learn from each
other and support each other, enhance relationships and interactions, as well as facilitate classroom
management [3].
Stages of implementation of cooperative learning Think Pair Square also provides an opportunity for
students to think actively in finding materials studied concept (think). Furthermore, students can share the
ideas of the pair in one group (pair) and ultimately to unify ideas between partners in one group (square).
Stages of learning have a clear path and distributed in small groups will make students better understand
the material for more time to think, respond to, and help each other. Discussions will be effective for
every student to participate actively in the group. Based on the above, the author will conduct research
with the title "Implementation of Cooperative Learning Type Think Pair Square to Improve Mathematics
Learning Outcomes.
1.1 Mathematics Learning Outcomes

Learning is a process that is characterized by a change in a person [4]. Changes in learning outcomes can
be demonstrated in a variety of forms such as the expansion of knowledge, understanding, attitudes and
behaviours, skills, habits and change other aspects that exist in individuals who learn. States that learning
is a process attempts person to obtain a new behaviour changes as a whole as a result of his own
experience in interaction with the environment[5]. Changes in behaviour in question is a change in
behaviour for the better. Based on the definitions of these experts concluded that learning is a process that
is experienced by a person and cause changes in behaviour, attitudes, habits and skills as well as the
expansion of knowledge, understanding, skills and intellect.
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Everyone who do learning activities will definitely want to know the outcome of learning is doing.
Suggested that learning outcomes are the capabilities of the students after receiving their learning
experience [4]. The results of the study can be seen from the evaluation conducted by the teacher to the
student. Suggested that the study results appear as a change in behaviour that can be observed and
measured in terms of changes in knowledge, attitudes and skills [6].
Learning outcomes can be obtained by conducting an assessment of either the test or non-test.
Assessment of learning outcomes by teachers through engineering tests consisted of daily tests, midterm
replay, replay end of the semester while the non-test techniques can be performed with observation of
student activity. After the implementation of the assessment, through achievement test scores obtained by
students, will obtain information regarding the level of mastery and mastery level of student learning.
Mathematics learning outcomes in this study is the cognitive abilities that are owned and achieved a class
XI student of SMAN Dharma Pendidikan Kempas based daily test scores after following the process of
Cooperative Learning Think Pair Square type in the subject matter limit function.
1.2 Cooperative learning

Cooperative learning is an instructional model that can help students understand the concepts of material
and help students foster collaboration capabilities [7]. Cooperative learning refers to a wide variety of
teaching methods in which students work in small groups to help each other in learning the subject matter
[8]. Suggested that there are four characteristics of cooperative learning, namely; (1) Students work in
cooperative groups to resolve the matter of learning, (2) a group formed of students who have the
capability of high, medium and low, (3) if possible members of the group come from different races,
cultures, races and sexes, ( 4) the award more work-oriented groups rather than individuals [7].
Suggest that cooperative learning consists of 6 phases [7]. Starting with the conveying learning
objectives and ends with a reward. The following is shown in the table steps in cooperative learning
model.
Table 1. Measures Cooperative Learning Model
Phase Teacher behaviour

Phase-1 The teacher presents all the learning objectives to
Outlines the objectives and motivate students be achieved in these subjects and motivate
students to learn
phase -2 Teachers convey information to students with
Presenting Information street demonstrations or through reading
materials.
Teachers explain to students how to form study
Phase-3 groups and help each group to make the transition
Organizing all students in learning groups efficiently
Phase-4 Teachers guide study groups when they do their
Guiding the group work and study work.
Phase-5 Teachers evaluate learning outcomes of the
Evaluation material that has been learned or each group
presented their work
Phase-6 Teachers looking for ways to app
reward
1.3 Think Pair Square

Learning with TPS (Think Pair Square) developed by Frank Lyman and Spencer Kagan of the University
of Maryland in 1985. Structural Approach Think Pair Square emphasis on the use of specific structures
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designed to influence students' interaction patterns. Think Pair Square also have procedures established
explicitly to give students more time to think, respond, and help each other. Teachers want students to
think deeply about what has been described or experienced [7].
Stages that must be done in a cooperative learning TPS (Think Pair Square)) are as follows:
1. The teacher divides the students into groups of four and assigned tasks to all groups. Groups of four
students were divided based on the division of cooperative groups and the division of the couple of
students in a group is done by assigning high ability students with low ability students and a student of
moderate ability.
2. Each student to think and do the job themselves.
3. Students are paired with one colleague in the group and discuss with their partner.
4. The two couples met again in groups of four. Students have the opportunity to share the results of their
work to groups of four. [3].
TPS stages of learning allow students to build knowledge through a phase think. Furthermore, students
are given the opportunity to discuss the results of his thinking with a partner in a group. At this stage it is
expected to be an exchange of information to increase students' understanding of the material being
taught. The final stage of the learning TPS is to share the work with other couples in the group. Stages in
learning TPS can optimize the participation of each member of the group that conducted effective
discussions.
1.3 Application of Cooperative Learning Think Pair Square type in Mathematics Learning
TPS is easy to apply to various levels of thinking ability and in every opportunity. The procedure that was
implemented enough simple, ask peers and discussion groups to gain clarity of the material that has been
described by the teacher. This approach gives students the opportunity to work alone and in collaboration
with others. The advantage of this technique is the optimization of student participation. Teachers want
students to think deeply about what has been described or experienced [7].
States that the group pairs have advantages including:
1. Increasing participation
2. Suitable for simple task
3. More chances for the contribution of each member of the group
4. Interaction easier
5. It is easier and faster to shape [3].
The learning process with the implementation of cooperative learning model Think Pair Square
structural approach in mathematics has the following steps:
• Initial activity
Phase 1 (Present the objectives and motivate students)
a) The teacher presents the learning objectives to be achieved and the concepts that will be studied to
students.
b) Teachers motivate students to be excited about in the face of learning by directly linking the material to
be studied with the application in the real world.
c) The teacher recalls the previous material concept.
Phase 2 (Presenting information)
a) Teachers convey the range of material to be studied, informed about what students can do on this day
during the learning process. Teachers do a question and answer to the students about today's lesson
material.
Phase 3 (Organizing students into learning groups)
a) The teacher asks the students to sit in a group (4 people) are predetermined and each couple sitting
close together.
•Core activities
Phase 4 (Guiding working groups and study)
a) The teacher distributes Student Worksheet (LKS)
b) The teacher asks the students to learn the material on individual worksheets (think)
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c) The teacher asks the students to work in pairs in the group to discuss what has been obtained in step
(pair)
d) The teacher asks each pair to share and discuss the results at this stage of the pair with groups of four
and found the answers to the group (square)
e) During the discussion, teachers guide students to discuss in their groups
Phase 5 (Evaluation)
a) Students present their group's work
b) The teachers evaluate the work of the student group
Phase 6 (Rewarding)
a) The teacher gives awards to each group
•End activities
a) The teacher guides the students conclude learning materials
b) Teachers give homework to students
c) The teacher closes the lesson
Implementation of cooperative learning Think Pair Square structural approach provides the
opportunity for students to think about the answer individually LKS (think). The result of this thinking is
discussed with the partner groups (pair). Paired discussion will lead to the exchange of information that
can enhance students' understanding of the material being studied. Discussions pairs can also minimize
the dominance of the students during the discussion. In the end, the participation of students in the group
can be optimized. At this stage of the square each pair discuss LKS answer with another couple in the
group. This provides the opportunity for students to improve their understanding of the material being
studied. Furthermore, students 'understanding of the material will affect the improvement of students'
mathematics learning outcomes.
Type of research is the Classroom Action Research consisting of two cycles. Each cycle consists of
planning, action, observation, and reflection. This research was conducted in SMA Dharma Pendidikan
Kempas in the first semester of academic year 2014/2015. Implementation of this research starts from the
date of March 27, 2015 to 22 of April 2015. The subjects were students of class XI IPS 3 SMA Dharma
Education Kempas as many as 34 people consisting of 16 men and 18 women with heterogeneous skill
level.
The research instrument consists of learning tools. Learning device used in this study is the syllabus,
lesson plan (RPP), and the Student Worksheet (LKS). The data collected by the researchers is the
quantitative and qualitative data. Qualitative data is data about activities of teachers and students during
the learning process. The qualitative data collected using the observation sheet. The quantitative data in
the form of students' mathematics learning outcomes data after learning process data process of student
learning outcomes were collected using mathematics achievement test. Data on mathematics learning
outcomes are used to determine completeness of mathematics and the success of the action. The test is
given in daily tests I and II daily tests.
Data collection techniques in this study using observation and technical tests. At the time of the
observation, the observer in this case a mathematic teacher colleagues will take note of the enforceability
of the activities in the learning process according aspects contained in the observation sheet so it can
know the things that still need to be corrected at the next meeting. Collecting data using the testing
techniques performed by the implementation of daily tests I and II.
Analysis of data on the activities of teachers and students based on the observation sheet during the
learning process. The data were analysed qualitatively to identify the consistency between the planning
and implementation of the action. The data analysis technique used is descriptive statistical analysis.
Descriptive statistics are statistics used to analyse data in ways that describe or depict the data that has
been collected as without intending to generally accepted conclusions or generalizations [9].
Values of individual development of students in the first cycle obtained from the difference in value of
the basic score and the value of the daily tests I. The value of individual development in the second cycle
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students from the difference between the value obtained at daily tests daily tests I and II. Group Choice
derived from the value development of the group which is the average value obtained by the development
of the group members.
Analysis of data on the achievement of completeness criteria in the subject matter Limit indicator
function is done by looking at the individual student learning outcomes obtained from daily tests daily
tests I and II. Daily test scores of students for each indicator is calculated using the following formula.
SP
Score   100
SM
Where: SP = score obtained by students
SM = maximum score
In this study, the students said to have reached completeness criteria for each indicator when students
achieved a score of 70 on each indicator.
In this study the means used to analyse the achievement of the goal of the analysis of the frequency
distribution table. When the score of student learning outcomes after the action is better than before the
action it can be said the action was successful. In other words, the action is successful if the result of
increased student learning [10]. Improving student learning outcomes can be seen from the development
of the basic score, the daily tests daily tests I and II. Daily test grades I and II were analysed daily tests
each indicator to determine the achievement of minimum completeness criteria, predetermined, then
compared with a base score.
3.Result and Discussion

Presentation of the research results were analyzed, namely, a description of the mathematical learning
outcome of students individually and classical as well as observations of teacher and student activity
during the learning process.
3.1 The First cycle
3.1.1 Observation
Based on observations from the observation sheet activities of teachers and students, there are still
some shortcomings in the implementation of cooperative learning structural approach this TPS. At the
beginning of the learning activities do not involve students. At its core activities, student activities not in
accordance with a predetermined time. Students are discussing at the moment think, doing LKS-2 stage
pair during phase think, or do LKS-2 phase square at the pair stage so that there is time for students who
have completed prior to play. Furthermore, researchers plan to share the stage LKS and square pair
separated. That is, the completed first phase of the new LKS next stage shared. The ability of researchers
to manage the class must also be improved because there are students who do not pay attention to other
groups at the time of presentation. In addition, it needs a way to increase student activity, for example in
the delivery of the conclusion.
3.1.2. Reflection
Based on the observation sheet, during the action as much as two meetings are still many
shortcomings conducted by researchers and students. These deficiencies are as follows:
1. Allocation of time set for each stage does not correspond with the time of planning. Execution time is
longer than the time of planning.
2. In stage think, many students are directly discuss with a partner or even with the group.
3. At the second meeting, there are groups that have filled LKS pair stage when the stage think and fill the
LKS square stage at the time of phase so that when the pair square stage students have the opportunity to
play with their friends.
4. Lack of student activity as the initial activity or when responding to another group presentations and at
the time of conclusion of learning.
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Based on the reflection of the first cycle of researchers to plan the following improvements.
1. Researcher will organize better implementation time to fit the timing of implementation. Along with
the familiarity of students with learning model TPS cooperative structural approach is expected timing of
learning more effectively.
2. Researcher have transformed the way the division LKS think the stage, pair and square were originally
shared at once be distributed gradually. To further clarify the stage think, pair and square, researchers will
change the stage sat in groups. Students at this stage does not immediately think sit face to face with a
group but to sit on each other's position first. On stage pair, students adjacent to mate and after the new
square stage students sitting face to face with the group.
3. Researcher will emphasize how to the students that their activities will add points to their group awards
and awards groups that they get at each meeting will be collected and contribute to their mathematical
affective value.
3.2 The Second Cycle

3.2.1. Observation
Based on the observation sheet, the process of cooperative learning Think Pair square structural
approach is appropriate planning. Student’s active in learning increased from the previous meeting.
Researchers seek to involve all students in the learning process. Stages of learning such as think, pair and
square have been seen. Deficiency and weaknesses of the previous meeting are reflected so that does not
happen again at the next meeting. It is evident from the details the stages of the implementation of
cooperative learning model Think Pair square. Activity and participation of students each meeting also
increased.
3.2.2. Reflection
In this second cycle of enforceability of the learning process has increased when compared to the first
cycle. Implementation of learning in the second cycle is in accordance with the learning steps are already
planned. The results of the first cycle of reflection and planning for improvement has also been applied to
every meeting of the second cycle, the researchers no longer share the stage LKS think, pair and square
simultaneously. Student sitting position at this stage do not think dealing directly with the group but to sit
on each other's position first. On stage pair, a friend next to the students close together and discuss what
they got on stage think. At this stage of the square, then students sitting face to face with the group.
Changes were made to clarify the strategy of the stages in the implementation of the structural approach
cooperative learning Think Pair Square. Researchers have also been working to improve of student’s
activate in the learning process, for example by adding value to the group for those who provide feedback
during a presentation, giving a conclusion, or other learning activities. This second cycle of reflection
researchers did not do the planning for the next cycle because the research is only done as much as two
cycles.
To determine the learning outcome of student class XI SMAN Dharma PendidikanKempas before and
after the action can be seen in the following frequency distribution list.
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Table 2.Frequency Distribution of Value of Learning Outcomes

Frequency of Students
Interval
Scor basic UH I UH II
10-29 5 0 0
30-49 5 5 0
50-69 8 10 8
70-89 12 17 21
90-109 4 2 5
The number of students who
reach KKM (70) 16 19 26
% Of students who reach

47,06 52,94 76,47
KKM
∑ 34 34 34
Based on the above table, seen an increase in the number of students who received high grades at
intervals, in contrast to a decrease in the number of students who scored in the lower interval. In addition,
it can also be seen in the increase in the number of students who reached KKM from basic score (before
treatment). This shows an increase in student learning outcomes after the action[10].
Based on the analysis of data on the activities of teachers and students the implementation of
cooperative learning model Think Pair square structural approach is going according to lesson plan.
Based on the observations of investigators during the learning process in class XI SMA Dharma
Pendidikan Kempas, seen most of the students excited and participatory in the process of learning
implemented, where through the stages of applied learning, students are required to think individually and
then discuss it with couples and groups. Students sought the guidance of the teachers, listening to friends
who presentation the discussions and were able to respond to the results of his presentation, and students
try to solve the problem given by the teacher well.
Implementation of the structural approach cooperative learning model Think Pair Square in the class
action have been able to provide an opportunity for every individual to have an understanding of the
subject matter and increase their participation in group discussions. In addition, each group is required to
be able to work together and push for achievement. The learning process has been able to increase the
activity and sense of responsibility of students and to develop the ability to cooperate with other students.
That the cooperative learning model Think Pair square structural approach can increase individual
participation in group discussions and in line also with that the cooperative learning can enhance the
ability to cooperate with other students[8].
Based on the results of data analysis to study mathematics, student math scores increased from a base
score. The percentage of students who reached minimum completeness criteria on a base score of 47.06%
increase to 52.94% in the first daily test and increased again in the amount of 76.47% in the second daily
test. Not only from the number of students who reached minimum completeness criteria only increased
but the increase in math scores of students can be seen from the development of students. Most of the
students had increased the value of the basic score.
Based on the analysis of teacher and student activity and student learning outcomes analysis can be
concluded that the hypothesis proposed action can be accepted as true. In other words, the implementation
of cooperative learning model Think Pair Square structural approach can improve learning outcomes
math class XI student of SMA Dharma Pendidikan Kempas Indragiri Hilir, Riau.
4.Acknowledgments
In writing class action research, the writer is inseparable from the support and guidance from the
various parties. Thanks to the authors say to Mr.Edy Hermanto, S.Si, M.Si as headmaster of SMAN
85
Dharma Pendidikan who have helped in the preparation of this class action research. Mr.Drs.Martian as
coordinator High School superintendent Indragiri Hilir district which has provided direction and guidance
in this study. The Family, Friends of their colleagues and students who contributed both morally and
materially so that the completion of the writing of this class action research. May God Almighty repay all
those who have provided assistance in the writing of this classroom action research.
5.Conclusion
Based on the research that has been done can the researchers concluded that the implementation of
cooperative learning model Think Pair Square structural approach (TPS) can improve learning outcomes
math class XI student of SMA Dharma Pendidikan Kempas Indragiri Hilir, Riau. The resulting increases
in students' mathematics learning is inseparable from the efforts of teachers implementing learning as
well as possible so that learning objectives can be achieved. However, there are still weaknesses in the
application of this TPS, to the researchers suggest further research in order: Manage time effectively and
efficiently, so that learning activities can be accomplished in accordance with the lesson plan. Reinforce
the implementation of phase sequence think, pair and square to the students, so that phase think, pair and
square accomplished in accordance with the study design.. Adjust the seating pattern at the time of
execution learners LKS, so that phase think, pair and square accomplished in accordance with the study
design.Researchers in order to motivate learners to be active and show their participation in the learning
process.
6.References
[1] BSNP., 2006, Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan
Dasar dan Menengah, Depdiknas, Jakarta.
[2] Yamin, M., dan Bansu I.A., Ansari, 2009, Taktik Mengembangkan Kemampuan Individual Siswa,
Gaung Persada Press, Jakarta
[3] Lie, A., 2008, Mempraktikkan Cooperatiff Learning di Ruang-Ruang Kelas, Grasindo, Jakarta.
[4] Sudjana, N., 2010, Dasar-Dasar Proses Belajar Mengajar, Sinar Baru, Algensindo, Bandung.
[5] Slameto., 2010, Belajar dan Faktor- Faktor yang Mempengaruhi, Rineka Cipta, Jakarta
[6] Hamalik, O., 2004, Perencanaan Pengajaran Berdasarkan PendekatanSistem, Bumi Aksara, Jakarta.
[7] Ibrahim, M., Fida, R., Mohamad, N., Ismono, 2000, Pembelajaran Kooperatif, University Pers,
Surabaya.
[8] Slavin, R.E., 1995, Cooperative Learning, Theory Research and Practise, Ally and Bacon, Boston.
[9] Sugiono, 2007, MetodePenelitianPendidikan, Alpha Beta, Bandung.
[10] Suyanto., 1997, Pedoman Pelaksanaan Penelitian Tindakan Kelas, Dikti Depdikbud, Yogyakarta.
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Improvement mathematical representation ability with

cooperative and cooperative round table
M M B Tamama) and N Mulya

a)
E-mail: miskibadru@student.upi.edu
Abstract. This research is based on the results of observations on the by the final mathematic
odd semester test score of students and interviews of teachers of mathematics class 7th SMPN
27 Bandung which revealed that there are still many students who have low mathematical
representation ability, it is seen from the student’s work on the word problem. This research
aims to determine the improvement of student’s mathematical representation ability through
the application of cooperative learning model and cooperative Round Table on Plane. This
research is an experimental research conducted in three classes, class with conventional
learning, cooperative model, and cooperative Round Table. The research method used is quasi
experimental method Non-equivalent (Pre-test and Post-test) Control Group Design. Data is
obtained by using research instruments in the form of tests. The results showed that improving
student’s representation ability with cooperative Round Table learning is better than
conventional class significantly. The average of improvement mathematical representation
ability of the students in the class of conventional, cooperative and cooperative classes of
cooperative Round Table are 0.51, 0.55 and 0.62, respectively.
1. Introduction
Mathematics is very important in everyday life. It can also be seen from the learning of mathematics
that learned early on, from the age of children of primary and secondary school. In addition,
mathematics is also the basis for other sciences, because mathematics is a science that can remind the
ability to think, to argue, to communicate and to contribute in the settlement of everyday problems.
NCTM states that there are five process standards highlighting the acquisition and applying content
knowledge and the ability representation of one of them. The ways representing mathematical ideas is
fundamental to how people understand and use the ideas [1]. When students have the ability to
represent their ideas and ideas, and they are able to make representations to capture mathematical
concepts and relationships, they will be able to model and translate physical, social and mathematical
events. The ability of mathematical representation is required by the student to discover and make a
tool or way of thinking in communicating abstract mathematical ideas to be concrete, making it easier
to understand [2]. Thus, if students have good representation skills, it will make it easier for students
to solve mathematical problems, communicate ideas, as well as understand the concept of
mathematics.
In general, Dahlan & Juandi [3] provides operational forms of mathematical representation
capabilities as follows:
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Table 1. Forms of Representation and Operational

Representation Forms of Operation
Visual in form: - Representing data or information from a
- Picture representation into tables, charts, graphs, etc.
- Table - Using visual representation.
- Create an image geometry pattern.
- Clarify the geometry model.
Mathematical expressions or - Create mathematical equations or

mathematical equations mathematical models from representations to
other representations.
- Create a conjecture of the pattern found.
- Solve problems through mathematical
equations.
Description or statement - Create a problem situation from a given
problem.
- Write down the interpretation of the
representation.
- Write down the solution of the problem
through the sentence in writing.
- Using the steps of mathematical completion
with words
PPPPTK, based on the results of TIMMS report, it is known that the ability of students in Indonesia
in the implementation domain include: selecting, presenting, modeling, applying and solving problems
are still low. This can be seen in the results of student work in solving the data presentation problem
from the bar and circle diagram, which included in the ability of mathematical representation, it turns
out that only 14% of students are able to answer correctly, while at the international level there are
27% who answered correctly [4].
Circumstances in school, the learning process that occurs less give freedom to students to express
ideas and ideas. Learning is still centered on the teacher, so the ability of students is not growing
optimally. Another cause is that in general during mathematics learning, mathematical representation
is only taught as a formal representation or intuitive form in understanding concepts in math lessons.
Based on the above facts, it is necessary that there is a learning that can provide opportunities for
students to develop ideas and ideas, so that the ability of representation can be honed. One alternative
is to use cooperative learning model. Suprijono says that one of the benefits of learning using
cooperative model is to make it easier for students to learn something useful like facts, skills, values,
concepts and how to live in harmony with others [5].
Learning with cooperative models in education has been implemented in the last few decades. A
twenty-year study revealed that cooperative learning can be used effectively at various levels of
education and in subjects such as math, language and other sciences. In cooperative learning, students
are exposed to stony, discuss and argue to hone their skills [6].
Isjoni says that cooperative learning is learning by dividing students into small groups with
different levels of ability. Students are required to assist and cooperate in solving every problem given,
and in understanding the subject matter. If one member still does not understand the material, this
cooperative learning has not been considered completed. Thus, in this way, it is expected that the
learning process can be more felt by the students [7].
The implementation of cooperative learning in mathematics allows students to develop and hone
the ability to argue and express ideas and ideas that are aspects of the ability of mathematical
representation. So it is expected that students' mathematical representation ability can increase. In
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cooperative learning, the student is no longer the object of learning, but can also be a subject, by being
a peer tutor against his friend.
Another possible learning model can improve students' mathematical representation ability is
cooperative learning Round Table, which is also the development of cooperative learning. Barkley et
al says that cooperative learning Round Table is a learning that is done by turn, students respond to
briefing with one or two phases before passing them on to other students who do the same. Round
Table cooperative learning ensures equal participation among group members. And with this Round
Table cooperative learning, students are faced with different points of view and ideas [8].
The procedure of cooperative learning Round Table as follows:
a. Form groups of 3-4 people and convey the director to the group or share the math problem in
the leaflet to each group member.
b. Determine (or ask students to determine) every member of the group who will work on each
question and tell the students that they have to rotate each sheet of mathematical questions as
long as the answer is clockwise.
c. Ask the first student to write down answers from a mathematical problem as quickly as
possible then read the response out loud so that other students have a chance to think and
prepare for a response.
d. Have the student hand over the paper to the next student, who follows the first step.
e. Tell students when the time limit is, or specify in the instructions that the process will be
completed when all members have participated and all ideas have been written on paper [8].
The research method used is quasi experiment with Non-equivalent (Pre-test and Post-test) Control
Group Design. The population of this research is 7th grade students of SMPN 27 Bandung as many as
10 classes. Sampling is done by cluster random sampling by taking 3 classes from 10 existing classes.
From the sampling result, class 7I was assigned as control class, 7J class as experiment I by using
cooperative learning model and 7G class as experiment class II with cooperative learning model
Round Table. At the beginning of the study, all classes were given a test (pre-test). Furthermore, in
each class, the subject matter was done with different treatment. After the lesson has been completed
for several meetings, the students are given another test (post-test). The research design is as follows:
Table 2. Research Design
Kelompok Pretest Treatment Posttest
Control O O
Experiment 1 O X1 O
Experiment 2 O X2 O
The test given to the student is a test of the ability of the mathematical representation in the essay
form. The data obtained will be analyzed by descriptive statistic and the data will be tested by using
inferential statistic using one-way ANOVA test using SPSS 22 software. If there is significant
difference, then, the treatment given can increase students' mathematical representation ability.

The results shows data as follows:
89
High Low
[PERCE [PERCE
NTAGE] NTAGE]
Medium
[PERCE
NTAGE]
Figure 1. Improvement Scores of Control Class
Figure 1 shows that an improvement in the score of mathematical representation ability in control
class, class with conventional learning, dominated by moderate category with 77% proportion, and
high category increase score more than medium category score. In the control class, the smallest
increase score is 0.09, while for the biggest score is 0.88 and the mean is 0.51.
High Low
[PERCE [PERCE
NTAGE] NTAGE]
Medium
[PERCE
NTAGE]
Figure 2. Improvement Scores of Experiment Class I
Figure 2 shows an improvement in the score of mathematical representation ability in experimental

class I, which is a class with cooperative learning which is still dominated by medium category
improvement score with 62% proportion. A high-criterion improvement score is more than the control
class’s. However, we note that the low-criterion improvement are more than the control class’s. The
highest increase score in the experimental class I was 0.22, the highest increase score of 0.93 and the
mean of 0.55, relatively higher when compared with the control.
Low
[PERCEN
High
TAGE]
[PERCEN
TAGE]
Medium
[PERCEN
TAGE]
Figure 3. Improvement Scores of Experiment Class II
90
Figure 3 shows the score of improving the ability of mathematical representation in the
experimental class II, the class with cooperative learning Round Table. The increasing score is still
dominated by medium criteria with proportion of 65%. Higher criteria increase scores in experiment
class II are larger when compared to other classes. Also, the proportion of low criterion increases is
less when compared to other classes. The lowest increase score in the experimental class II is 0.25, not
much different from the experimental class I. Its highest score is 0.91 is below the highest score of the
experimental class I. The average, the average is 0.62, is the highest average.
Average of improvement mathematical representation ability of the students in the class of
cooperative, cooperative and cooperative class of Round Table are 0.51, 0.55 and 0.62, respectively. .
Using a one-way ANOVA test on SPSS 22, with α = 5%, obtained:
Table 3. One-way ANOVA
Sum of
Squares df Mean Square F Sig.
Between Groups .199 2 .099 3.236 .044
Within Groups 2.705 88 .031
Total 2.904 90
Table 3 shows the value of Sig = 0.044 <0.05 = α, which means that there is a significant difference
between the control class, the experimental class I and the experimental class II. To know the
difference more clearly, we can note the following table:
Table 4. Tukey HSD
95% Confidence Interval

Mean Std. Upper
(I) Class (J) Cass Difference (I-J) Error Sig. Lower Bound Bound
Tukey Control Exp I -.03374 .04529 .738 -.1417 .0742
HSD *
Exp II -.11065 .04453 .039 -.2168 -.0045
Exp I Control .03374 .04529 .738 -.0742 .1417
Exp II -.07691 .04529 .212 -.1849 .0311
*
Exp II Control .11065 .04453 .039 .0045 .2168
Exp I .07691 .04529 .212 -.0311 .1849
*. The mean difference is significant at the 0.05 level.
Table 4 shows that the Sig score between experiment class II and control class is 0.039 <0.05 = α,
which means that the improvement of students' mathematical representation by learning in experiment
class II using cooperative Round Table model is better than control class using conventional defection.
Whereas, classes with cooperative learning when compared with other classes, do not have a
significant difference.
4. Conclusion
Based on the description in the previous section, the research concludes some conclusions as follows:
(1) Learning outcomes in the experimental class, either experimental class I or experimental class II
showed a higher improvement than the ordinary class with conventional learning. Therefore, learning
mathematics with cooperative learning model or cooperative learning Round Table is recommended to
be applied to mathematics learning. (2) The result of statistic test revealed that there is a significant
difference between the increase of learning result between control class and experiment class II, that is
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learning with cooperative type Round Table. This shows that learning mathematics with Round Table
cooperative model able to improve students' mathematical presentation ability.
5. Acknowledgments
The author wishes to express my deepest appreciation to all parties helping to complete this research.
Special thanks go to principal SMPN 27 Bandung and Mrs. Julia, math teacher SMPN 27 Bandung
who has given permission and cooperate in this research.
6. References
[1] NCTM 2000 Principles and Standards for School Mathematics. (Reston, VA: NCTM) p 4
[2] Effendi L A 2012 Pembelajaran Matematika dengan Metode Penemuan Terbimbing untuk
Meningkatkan Kemampuan Representasi dan Pemecahan Masalah Matematis Siswa SMP
Jurnal Penelitian Pendidikan 13(2) p 2
[3] Dahlan, J A and Juandi D 2011 Analisis Representasi Matematik Siswa Sekolah Dasar dalam
Penyelesaian Masalah Matematika Kontekstual Jurnal Pengajaran dan Ilmu Pengetahuan Alam
16 (1) pp 128-138 p 132
[4] PPPPTK 203 Instrumen Penilaian Hasil Belajar Matematika SMP: Belajar dari PISA dan
TIMSS (Jakarta: PPPPTK Kemendikbud) p 45
[5] Suprijono A 2010 Cooperative Learning Teori dan Aplikasi (Yogyakarta: Pustaka Pelajar) p 58
[6] Slavin R E 2005 Cooperative Learning (Bandung: Nusa Media) p 4
[7] Isjoni 2009 Cooperaive Learning Efektifitas Pembelajaran Kelompok (Bandung: Alfabeta) p 12
[8] Barkley E E, Cross P K and Major C H 2012 Collaborative Learning Techniques (Bandung:
Nusa Media) p 357
92
Learning obstacle on the concept of prism’s surface area

using realistic mathematics education (RME)
L A Fatimah1,a), D Suryadi1, and R Rosjanuardi1

1
a)
E-mail: liaarsyfatimah@gmail.com
Abstract. This research seeks to identify obstacle learning on the surface area of prism that
occurs in grade IX students of Junior High School in Bandung Regency. Class IX student
learning experiences based on previous didactic design have an impact on the emergence of
learning obstacle as found in the preliminary study. A preliminary study of 100 students
showed that there are some of obstacle related learning on the surface area of prism that is: (1)
didactical obstacle encompass obstacle caused by the learning stages are directly given the
formula without a deep understanding of the concept; (2) ontogenic obstacles encompass the
obstacle caused by the sequence of matter and the learning stages of the prerequisite material
to the material to be studied occurred a considerable leap of understanding; and (3)
epistemological obstacle encompass obstacle caused by the classroom learning process is
designed by the teacher is still not embedded in the student so that the students experience the
limitations of the concept and do not have enough space to explore. Based on these findings, it
is recommended that new learning designs using Realistic Mathematics Education (RME) to
improve learning obstacle found. This research is part of design research.
1.Introduction
According to Suydam the importance of studying geometry is to develop logical thinking; develop
spatial intuitions about real life; instilling the knowledge needed for further mathematics; teaches how
to read and interpret mathematical arguments [1]. In addition, studying geometry will allow students
to have confidence in math skills, be a good problem solver, able to communicate mathematically and
systematically reasonably [2].
The benefits of studying girdle should not only be useful at the time of classroom learning, but also
useful for the life of the world of work and society. It means students should be able to develop their
potential by learning from anywhere and to anyone to gain useful knowledge for himself later.
In the learning process, special attention needs to be given to the relationship between teacher-
student-material. This teacher-student-material relationship is described by Kansanen as a didactic
triangle depicting didactic relationships between students and materials, as well as the pedagogical
relationship between teachers and students. Then Suryadi modifies the didactic triangle by adding a
relationship between the teacher and the so-called Pedagogical Didactic Situation [3]. ADP
emphasizes the need to think deeply about possible student responses to the design of teaching
materials developed by teachers [4]. Teachers will be better prepared in the learning process because
it has been thinking about the student's response and has made anticipation to the student's response.
Although not all didactic situations can be anticipated by the teacher, but by thinking of the student's
response and making the didactic anticipation is expected to minimize errors that will occur during the
learning process takes place.
Besides the tripartite relationship between teacher-student-material, another important thing to note
is learning trajectory. Learning trajectory is described as a stage through a series of instructional tasks
designed to generate mental processes through the development of thinking levels to achieve certain
goals in mathematics learning [5]. Stephens and Armanto define learning trajectory as a conjectural
trajectory designed to produce mental processes or thought processes in a mathematical domain [6].
93
With the thought International
of learning Conference on Mathematics
trajectory in accordance and
withScience Education, 2017
the development of students' thinking
levels, is expected to reduce the obstacle that occurs in students.
However, the reality in the field of teachers is less room for students to develop their geometric
understanding because the lesson plans still can not facilitate the students in instilling the optimal
understanding of geometry concept. Students must watch, listen, jot notes, and think as a lecture
proceeds [7]. Understanding concepts in geometry emphasizes the geometry of memory [8] not by
constructing self-understanding through teacher guidance. Although, during the learning process the
teacher geometry has used props (such as beams and cubes), but the teacher does not involve students
in the process [9]. The result of instrument test done by Pradika & Murwaningtyas there are two
errors in using the definition and theorem that is: (1) the student is not appropriate to use or apply the
formula in solving the problem. Factors that cause students are less understanding of the use of
formulas in solving problems; (2) the student is wrong in citing the correct formula. The causative
factor is that students forget the formula in question [10]. In addition, the research conducted by
̈ zerem on errors (misconceptions) in solving geometrical problems is due to the low mastery of
geometric concepts and low analysis of the geometry elements associated with problem solving [7].
The above research is the same as that found by researchers. The difference is the subject of
different research and this study tries to explore the factors causing learning obstacle related to the
concept of surface area of prism that occurs in the students. Researchers will analyze learning obstacle
based on didactical obstacle, ontogenic obstacle and epistemological obstacles. Didactical obstacles
caused by the learning stages undertaken by teachers provide less space for students to contribute
more in the learning, so that the ability of the students is not explored optimally. In addition, the
presentation of materials in teaching materials used by students also leads students to memorize the
concepts of waking up rather than by students thinking actively to find the concepts. Ontogenic
obstacles are caused by a sequence of prerequisite materials that is two dimention as initial capital for
understanding the concept polyhedron too far in the learning phase. Two dimention material is taught
in class VII of semester 2, while polyhedron is taught in Grade VIII semester 2. Although the teacher
has done apersepsi, but there are still many students who still difficulties. Epistemological obstacle is
caused by the process of learning in the classroom does not start from the creative process that causes
students to be unable to improvise in finding the concept of polyhedron. Students are only able to
imitate and follow the procedures given by the teacher, but when a problem is modified then the
student is unable to solve a problem.
Therefore, it is recommended to create a new learning design that can give students more space
and less teacher intervention in the learning process so that students' existing abilities can develop
optimally. The new learning design will be created using Realistic Mathematics Education (RME).
RME in geometry material can overcome the problems in the classroom teaching process that is
dominated by traditional teaching methods [11].
RME has 6 recommended characteristics and is expected to help reduce learning obstacle that
occurs in students. The characteristics of RME, the first are the principle of activity in which the
student will become an active participant in the learning process. On the principle of student activity
more dominates the learning compared with the teacher, so the students are free to express knowledge
that it has and will be directed by the teacher in finding a concept. Second, the concept of reality is
emphasizing the importance of students' ability to apply math to face real-life problems. Third, the
principle of the level that students have mastered the prerequisite concept related to the material to be
studied so that students can use the previous insight as capital to bridge the gap between informal
knowledge to formal knowledge. Fourth, the integrated principle is the interrelatedness of basic
knowledge of mathematics such as measurement, arithmetic, algebra and others that will be used in
the construct of prism space. Fifth, the principle of interactivity is learning mathematics is not just an
individual activity, but also socializing activities. Sixth, the guiding principle that teachers should
have a proactive role in the learning process and the design of the learning that is created must contain
scenarios that have the potential of achieving student understanding through the learning path made
[12].
This study aims to identify the obstacle learning contained in the concept of the surface area of the
prism and provide recommendations to overcome the obstacle learning that occurs using realistic
mathematics education.
2. Metodology
Guba and Lincoln divide the research paradigm into four parts of positivism, post-positivism, critical
theory and constructivism [13]. Constructivism (interpretive paradigm) and critical theory (the critical
94
paradigm) will be International
a paradigm Conference on Mathematics
in Didactical and Science
Design Reasearch (DDR)Education,
because 2017
these two paradigms
are in line with DDR. The interpretive paradigm can be also called anti positivist paradigm because it
was developed as a reaction to positivism paradigm. The interpretive paradigm emphasizes subjects
construct their own meaning in different ways, even in relation to the same phenomena [14]. The
critical paradigm educational researcher is not only to understand or give an account of behavior in
societies but to change these behaviours [15].
The interpretive paradigm in DDR will examine a problem caused by didactic design, while the
critical paradigm in DDR will devise a new design based on the problems generated by the previous
design. This study is part of DDR and only discusses the interpretive paradigm stage that only
examines a problem acquired during the preliminary study. This is because researchers have not done
research and have not got field data to be analyzed, discussed and made a new design.
Subject to identify learning obstacle that is student of class IX in SMPN Lembang as much 100
student of second semester in academic year 2017/2018. Technique of data collecting is done by
instrument test; preliminary research observation; documentation studies in the form of review of
textbooks and learning stages of teachers in the classroom; teacher and student interviews related to
learning to build space. Preliminary research observations were conducted to determine the class
situation and the characteristics of the students. Documentation studies and interview results will be
used to explore the causes of learning obstacle at the time of the instrument test.

Learning Obstacle got researchers in the research process in junior high when doing test questions,
interviews with students and teachers. In order to strengthen the alleged factor causing the occurrence
of learning obstacle, researchers also conduct a review of teaching materials. In the preliminary study
data obtained in the form of learning obstacle related to the surface area of the prism that occurs in the
students. The researchers gave a question about the surface area of the prism to 100 students of class
IX. Problem given in the form of the story as below.
Figure 1. Problem of prism surface area provided to students
3.1 Interview students and teachers

Of the 100 students who worked on the above questions, none of the students who answered correctly.
In addition, there are 5 students who do not answer at all and at least there are 3 types of errors that
occur when students do the problem. First, there are 4 students who know the formula of surface area
of prism but wrong in its calculation. Error calculations made by students because students are not
careful during the calculation process. Seen in the student's answer, if the student is only fixated on
the surface area of the prism formula only. This shows that students are only capable of just
understanding the procedure.
Figure 2. Student ability limited to the procedural understanding of prism's surface

area
The results of interviews with students related figure 2, the researchers asked students "whether the
problem can be done using another way?". The student replied "I do not know the other way Mom."
The researcher asked again, "do you memorize the formula or do you really understand the concept of
prism’s the surface area?". Students answer "yes Mom i know the formula and still remember the
formula. This condition is not in accordance with the theory of realistic mathematics learning about
95
meaningful learning International
because theConference
inherent on Mathematics
knowledge of and
the Science
studentsEducation,
is based 2017
only on memorization,
not based on the concept of the surface area. When the students forget the formula of prism’s surface
area, then the students will have problems in the process of working on the problem or even the
students did not answer at all given problem. 5 students who did not at all answer this matter said that
he completely forgot the formula of the surface area of the prism, therefore he chose not to answer
this matter because the students did not have any other way to do it. The process of learning by
memorizing the formula without understanding the concept of a material is incompatible with the
theory of didactic situations and the theory of RME is a meaningful learning process. This can lead to
obstacles that are categorized as epistemological obstacles.
Secondly, there are 64 students who instantly multiply all that is known by the height of the base,
which is the pentagon and then sums it as the result of the surface area of the triangular prism. The
student can not distinguish between the height of the rectangular prism and the height on the base
plane of the pentagon prism. So the students multiply all known numbers by height on the plane of the
prism of the pentagon.
Figure 3. Students can not distinguish high on prism with high base on prism
Results of interviews with students related figure 3, the researchers asked students "why do you
calculate the surface area of the prism using that way?". The student replied "I kind of remember
Mom the formula of surface area of prism, just the whole area multiplied by height". Then the
researchers asked again "which high?". The student replied "the height of his tent". From the student's
answer it is known that, students can not distinguish high prisms by height on the plane of the prism.
In addition, from students' interviews with student answers a mismatch occurred. Students say if the
surface area of the prism formula is broadly multiplied by height, but the students answer all lengths
of the known ribs only then multiplied by the height of the prism base. Then the researchers asked the
students "how do teachers teach mathematics when in class VIII?". Students answer "usual Mom,
given the formula continues to be given examples of problems, then given the practice. Sometimes
told to just summarize the material. "Learning obstacle found this one of them because of the learning
stages provided by teachers to give less space for active and creative thinking. Such learning process
is incompatible with the theory of learning trajectory and RME theory and can lead to obstacle
learning which can be categorized as didactical obstacle. Teachers also do not consider the didactic
situation that should be passed by students, so that students not only memorize the formula but also
understand the concept being studied.
Third, there are 27 students who answered using the formula of rectangular area. Students can not
distinguish the concept of polyhedrn with a two dimention. This indicates the students have not
understood if polyhedron formed by two dimention and have a slightly different concept to
polyhedron.
Figure 4. Students can not distinguish the concept

polyhedron with two dimention
Interview with student related figure 4, the researcher asks students "why calculate the surface area
of prism using this?" Student replied "I ga know Mom". Then the researcher asked again "do you
know the difference rectangle with the beam?". The student replied "if the rectangle I know Mom, but
if the beam I forget Mom." The researcher asked again "if the difference beam with the cube you
know?". The student replied "the beam is what it looks like Mom? How rich a cube? ". Although the
results of interviews with teachers who said that while teaching the concept of surface space wake has
brought the modeling, but there are still students who do not understand the difference between
waking up space with a flat wake. Two dimention is one of the important preparatat materials in
building the concept of surface polyhedron. Lack of understanding of prerequisite materials can lead
to obstacle learning as ontogenic obstacle and the learning process of teachers (learning trajectory) in
96
the classroom mayInternational
still occurConference
a leap of onunderstanding
Mathematics and
thatScience Education,
resulted 2017
in inappropriate sequence of
material in presenting the teaching materials. Teachers also do not consider the didactic sites of action
situations, formulations, validation and institutionalization in the learning process, so that knowledge
gained by students is only remembered for the short term and not meaningful. The significance of the
learning process is still not in accordance with RME theory that emphasizes the students should be
more active and creative learning.
3.2. Review of teaching materials

The study of teaching materials aims to explore deeper into why these obstacles are found. The
teaching materials studied by the researcher is a textbook used by students for Grade VIII of Junior
High School and published by Book Center of Ministry of National Education Year 2007. Based on
analyzes that have been reviewed, there is a weakness of textbook that resulted in students
experiencing obstacle learning on the concept of surface area prism. This will be explained as follows.
Figure 5. Textbook Contains Explanation Definition of Prism
In the textbook, the definition of prism is too quickly explained by the author of the book. The
authors do not explain in advance the kinds of prisms and do not explain the various prisms or naming
the prisms based on a prism base. Although the author has given several examples to illustrate the
definition of prism, the author does not give details of the names of prisms.
Writing in the textbook according to the researchers pay less attention to the theory of learning
trajectory and cause students just imitate from the book without any curiosity to learn to polyhedron.
As a result, learning becomes less meaningful and no wonder if most of the students are there who can
not distinguish the kinds of polyhedron. Observations made in the field, there are still students who
can not distinguish between the cube and the beam. The inability of students to recognize cubes and
beams as special cases of prism [16]. In addition, students have difficulties in identifying images and
difficulties on the problem of establishing a theorem on waking in geometry learning [17].
Having explained the definition of prism, then in the textbook students explained about the jars of
prism as capital to arrive at the concept of the surface area of the prism. In this textbook, the author
uses a triangular prism net to obtain the surface prism surface formula, but the author of the book does
not explain which base and the notion of the base on a space wake. This can make students confused,
plus the author of the book simplifies the surface prism surface formula as the author gives the
rectangle below.
97
Figure 6. Textbook Contains Explanation of Surface Area
The description of the above surface prism surface formula is nothing wrong, but many students do
not pay attention to the process of finding the formula. Students usually directly use the 'so' formula
contained in the rectangle as seen in figure 6. Then the formulas of the extent of the surface of the
other building are given separately. Indeed there is nothing wrong with the formula, but by
compartmentalizing the formula of the surface area polyhedron makes the students choose to
memorize the formula just do not understand the concept. From the above description, can lead to
learning obstacle that is didactical obstacle on the concept of surface area of the prism.
3.3 Relevant Research related to RME

Sunismi research in Malang related to development of geometry teaching materials and measurement
based on Realistic Mathematics Education (RME) for junior high school students of class VIII.
Sunismi conducted research on developing geometry teaching materials and RME-based
measurements. Sunismi said that some research shows students often face problems in studying and
solving problems in various fields of mathematics one of them material geometry and measurement.
Sunismi also argues that the learning that is commonly used by teachers in the learning of geometry
and measurement is the lecture method. This is reinforced by the results of interviews with teachers at
SMPN 1 Dau, teachers have tried other methods besides lecture method that is group discussion, but
the result is not maximal and finally the teacher re-use lecture method. In order for students to
develop their potential, Sunismi chose a realistic learning approach. The result of this research is
learning by using material based on RME has implication as follows: (1) students can achieve
comprehension of mathematical concept in depth, because learning RME can be referenced as one
alternative of student learning facility; (2) learning with RME material can be implemented in
teaching text that can be oriented as an easy-to-understand medium, providing useful and related
problems to the real world, helping students solve real-life problems [18].
Murdani, Johar, and Turmudi's research in Lhokseumawe is related to the development of learning
tools with realistic approach to improve students' spatial geometry in Arun Lhokseumawe State Junior
High School. Murdani et al studied the development of learning tools, namely the Learning
Implementation Plan (RPP), Student Worksheet (LKS), Master Book (BG), and Learning Test Results
(HTB) using a modified 4-D model consisting of 3 stages: (Define), design (design), and development
(develop). Murdani, et al argues that learning in schools is still tends to be conventional, eventually
students memorize many mathematical concepts and solve problems procedurally. Consequently the
reasoning of spatial geometry is still low. Murdani suspects that Realistic Mathematics Learning
(PMR) can improve students' understanding of the material of cubes and blocks. Freudenthal (de
lange, 1996), the main idea is that students should be given the opportunity to rediscover
mathematical ideas and concepts with or without adult guidance. The results of this study are realistic
98
International
mathematical learning effectiveConference ontopic
to teach the Mathematics
of cubesand Science
and beams.Education, 2017the requirements of
This shows
the effectiveness of realistic mathematics learning has been met, namely: (1) the ability of teachers to
manage effective learning; (2) student activity is effective; (3) learning completeness is achieved in a
classical manner; (4) student responses to positive learning [19].
Nurlatifah, Wijaksana, Rahayu's research in Jakarta is related to developing spatial reasoning
ability of junior high school students on the concept of volume and surface area with realistic
mathematics education approach of Indonesia. This study is in line with that studied by Murdani,
learning the concept of volume and surface area implemented with a mechanistic approach that
prioritizes students' procedural knowledge. In addition, the mathematical curriculum on current
geometry learning does not provide sufficient opportunities for students to develop their spatial
abilities (Olkun, 2003: 1). Therefore, Nurlatifah, et al argue that the learning process about the volume
and surface area of the wake of the space should be changed. How to build a mathematical concept
should depart from the concrete to the abstract. Thus Nurlatifah, et al chose the approach of
Indonesian realistic mathematics education to develop students' spatial reasoning. Nurlatifah, et al in
developing students' reasoning ability using cube-shaped candle to deliver students to the concept of
cube and block volume, while to deliver the students to the concept of surface area, Nurlatifah et al
use the painting context. The colorful toy candles will be arranged to fill a transparent box in the
shape of a beam, then students predict how many cubes are contained in the transparent box.
According Nurlatifah, et al this way can bridge the students in rediscovering the formula of the
volume of cubes and beams. In the context of painting (colorful candles) arranged in the transparent
box, as well as embed the concept of the surface area of cubes and beams. According Nurlatifah, et al
students understand if the interior is the volume of wake up space and the exterior is the surface area
wake up space. The results of this study are all the characteristics of Indonesian Realistic Mathematics
Learning (PMRI), which became the basis of instructional design role in developing students' spatial
reasoning ability to understand the concept of volume and surface area [20].
From the above studies, it can be deduced if RME can solve the problem in polyhedron. Therefore,
researchers will also try to apply RME on the rise of polyhedron for learning obstacle that researchers
found.
4. Conclusion
The learning designs that will be implemented must be planned in a planned and systematic way,
besides having to think about the didactic anticipation that will occur in the classroom through
repersonalization and recontextualization. This aims to minimize the unpreparedness of teachers while
teaching in the classroom and will minimize the learning obstacle that occurs in the students. Through
Realistic Mathematics Education (RME) is expected to reduce learning obstacle that occurs in
students, especially for the material surface area of polyhedron.
5. Acknowledgments
I would like to express my gratitude and appreciation to Prof. Dr. H. Didi Suryadi, M. Ed as mentor 1
and Dr. Rizky Rosjanuardi, M. Si as mentor 2 who has helped a lot, directing and guiding during the
writing of this article.
6. References
[1] Clements D H and Battista J M 1992 Geometry and spatial reasoning Handbook of research on
mathematics teaching and learning (New York: Macmillan Publishing Company) p.421
[2] Badan Standar Nasional Pendidikan 2016 [Online] http://bsnp-indonesia.org/wp-
content/uploads/2009/06/Permendikbud_Tahun2016_Nomor022_Lampiran.pdf.
[3] Suryadi D 2010 Metapedadidaktik dan Didaktikal Design Research (DDR): sintesis hasil
pemikiran berdasarkan lesson study (Bandung: FPMIPA UPI) pp. 62-74
[4] Suryadi D 2016 Didactical Design Research (DDR): Upaya membangun kemandirian berpikir
melalui penelitian pembelajaran, ed D Suryadi, E Mulyana, T Suratno, D A K Dewi, and S
Y Maudy, Monograf Didactical Design Research (Bandung: Rizqi Press) p. 140
[5] Clements D H & Sarama J 2004 Learning trajectories in mathematics education Mathematical
Thingking and Learning, 6(2) 82
Simon M A 1995 Reconstructing mathematics pedagogy from a constructivist perspective
JRME 26 No 2 135
[6] Stephens M and Armanto D 2010 How to build powerful learning trajectories for relational
thingking in the Primary School Years Shaping the Future of Mathematics Education:
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of the 33rd Annualon Mathematics
Conference ofand
the Science Education,
Mathematic 2017 Research Group
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of Australasia, ed. L. Sparrow, B. Kissane, & C. Hurst (Fremantle: MERGA) p. 524
[7] ̈ zerem A 2012 Misconception in geometry and suggested solutions for seventh grade students
Int. J. of New Trends in Arts, Sports & Science Education 1(4) 23-25 (Elsevier) 721-727
[8] Ramlan A M 2016 The effect of Van Hiele learning model toward geometric reasoning ability
based on self-efficacy of senior high school students J. Math. Edu. 1 No.2 ISSN: 2528-2468
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[9] Siswono T Y E, Manoy J T, Lastiningsih N 2004 Penerapan pembelajaran kontekstual untuk
mengatasi kesulitan siswa dalam belajar materi bangun ruang sisi tegak di kelas I SLTP
Negeri 6 Sidoarjo Conf. Nat. Math XII on Udayana University, Denpasar, Bali, 23-27 July
2004 p.89
[10] Pradika L and Murwaningtyas 2012 Analisis kesalahan siswa kelas VIII SMPN I Karanganyar
dalam mengerjakan soal pada pokok bahasan bangun ruang sisi datar serta upaya
remediasinya dengan media bantu Program Cabri 3D Proc. Conf. Nat. Math. on Yogyakarta
State University ISBN: 978-979-16353-8-7 542
[11] Fauzan A, Plomp T and Gravemeijer K 2013 The development of an RME-based geometry
course for Indonesia Primary Schools Educational Design Research ed. T Plomp & N
Nieveen (Enschede, the Netherlands: SLO) 174
[12] Van den Heuvel Panhuizen M and Drijvers P 2014 Realistic mathematics education
Encyclopedia of Mathematics Education Science+Bussiness ed. S Leman Media Dordrecht
DOI 10.1007/978-94-007-4978-8 522-523
[13] Denzim N K and Lincoln 1994 Handbook of qualitative research, ed Yvonna S (Thousand
Oaks, London, New Delhi: Sage) p. 109
[14] Gray D E Doing research in the real world (3 th Ed) (LA, London, New Delhi, Singapore,
Washington DC: Sage) p. 20
[15] Mack L 2010 The philosophical underpinnings of educational research Polyglosia 19 9
[16] Blanco L J 2006 Errors in teaching/learning of the basic concepts of geometry. [Online].
http://www.cimt.plymouth.ac.uk/journal/lberrgeo.pdf.
[17] Burger W F & Shaugnessy M J 1986 Characterizing the Van Hiele levels of development in
geometry JRME 17(1) 46
[18] Sunismi 2015 Pengembangan bahan ajar geometri dan pengukuran berbasis Realistic
Mathematics Education (RME) untuk siswa SMP kelas VIII. Jurnal Pendidikan
Matematika. 1 No. 1, ISSN: 2442-4668
[19] Murdani, Johar R., and Turmudi 2013 Pengembangan perangkat pembelajaran matematika
dengan pendekatan realistik untuk meningkatkan penalaran geometri spasial siswa di SMP
Negeri Arun Lhokseumawe Jurnal Peluang, 1, No. 2, April 2013, ISSN: 2302-5158 22-31
[20] Nurlatifah, Wijaksana A H and Rahayu W 2013 Mengembangkan kemampuan penalaran
spasial siswa SMP pada konsep volume dan luas permukaan dengan pendekatan pendidikan
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465-471.
100
Mathematical anxiety: is that really affect to mathematics

learning outcome/achievment?
A Nurdiansyah a), N Priatna, N Nurjanah
Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi

a)
Anddi738@gmail.com
Abstract. The feeling of anxiety will overtake most of the brain's mental performance
ensued of the declining mental work, and will also influential to declining the
concentration in do other tasks such as the learning task. The question that to try answered
is the meaning of mathematical anxiety and the influence to mathematics learning
outcomes. The research method used in this paper is literature review method. In this
paper literature review collects papers related to research on mathematical anxiety from
2004 to 2016 as much as 21. Based on the results of review, the conclusion is
mathematical anxiety gives a bad influence on student learning outcomes, where students
who experience high mathematical anxiety get poor learning outcomes than students who
experience low mathematical anxiety.
1. Introduction
The learning process is the process by which science is transferred and built in students. Success in the
learning process is strongly influenced by various factors, both from environmental factors, teachers,
facilities, and students themselves. For a teacher, the disturbance caused by environmental factors and
himself can be seen and felt by himself, so it is very easy to fix it. But what if the disorder arises from
students? How can a teacher handle it if the teacher does not know what the student is experiencing?
One of the disturbances that arise in students, especially in learning mathematics is anxiety felt by
students. The feeling of anxiety will overtake most of the brain's mental performance ensued of the
declining mental work, and will also influential to declining the concentration in do other tasks such as the
learning task. This is true in mathematics learning, where anxiety to mathematics allows the level of
student concentration to decline during learning and affect to the learning outcomes. Therefore, it is very
important for teachers to know whether the students they are educating have anxiety or not in learning
mathematics. Expected by knowing the anxiety experienced by students can improve student achievement
in learning mathematics.
Based on the description above , a question that may arise related to mathematical anxiety is, what is
mathematical anxiety? and is that really influence to mathematics learning outcomes? and In this paper,
will be discussed with regard to the question and answer it.
Mathematical Anxiety
Anxiety itself is a situation that includes a multi-dimensional form, in which various backgrounds on
different situations occur [1]. Conceptualizes anxiety as a state, a trait, and a process, can be describes as a
result of a chain reaction consisting of stressor, threat perception, state reaction, cognitive reassessment,
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and handling [2]. While Croft (2000) states that "anxiety that reflects itself in a specific time and situation
and when it appears, it can appear a harmful and dangerous situation potentially" [3]. It states that when
anxiety comes, anxiety can be reflected / reflected / seen within a certain time and situation, and it can lead
to a dangerous situation.
Certainly anxiety that causes feelings of worry, fear and anxiety experienced by students in learning
will affect the student learning outcomes. Anxiety in learning is also experienced by students in learning
mathematics. If interpreted based on the understanding of anxiety according KBBI (Indonesia Dictionary),
then Anxiety in learning mathematics can be interpreted as feeling not peaceful because of the emergence
of feelings of worry, fear and anxiety during the course of learning mathematics.
If we examine the notion of mathematical anxiety according to Passolunghi (2016) which defines
mathematical anxiety as a feeling of tension and anxiety that interfere with the activity of numerical
manipulation and solving mathematical problems in various daily life as well as academic situation [4].
That is explains that if a person experiences mathematical anxiety, he or she will experience a nuisance in
manipulating numbers and solving problems that will result in a mathematical learning process to be
severely hampered.
Furthermore, Richardson & Suinn (1972) states that Mathematical Anxiety is a tense and anxious
feeling that affects in many ways when a person faces math problems in real life as well as academically
[5]. Ashcraft and Faust (1994) suggest that "mathematics anxiety as mental disorder, desperation, terrify,
and tension feelings occur when the solution and manipulation of mathematical problems, numbers, and
figures are needed." [6] In addition, Mathematics Anxiety can also be interpreted as an uncomfortable
feeling that arises when faced with mathematical problems related with fear and anxiety in facing specific
situations that related to mathematics [7].
Anxiety in a person can be classified into trait anxiety and state anxiety. Trait anxiety is anxiety that is
seen as a settling condition in a person or can be interpreted that person tends to be anxious in various
situations [8]. If a student experiences a state of Trait anxiety, it will result in the student's antipathy
towards what he or she is worried about, in this case the antipathy to which he is concerned. Suppose it
happens to the students, will certainly result in students is not optimal in various circumstances or
situations, both in the process of learning, formative tests and summative tests.
Meanwhile, state anxiety is an anxiety symptom that arises when the individual is exposed to certain
conditions and the symptoms will remain visible as long as the condition exists. Mathematical anxiety
itself is included into state anxiety [8]. This means that mathematical anxiety arises in the student's self
during certain conditions, whether in learning, doing the task, or the exam in the learning of mathematics.
Anxiety that arise in students in the learning process of mathematics should be addressed by a teacher.
Therefore it is very important for teachers to know what dimensions and indicators can indicate that
students experience mathematical anxiety. Cooke et.al (2011) states that a person's mathematical anxiety
can be identified from 4 domains / dimensions, namely mathematical knowledge / understanding, somatic,
cognitive, and attitude [9].
From the four domains presented by Cooke and his friends as listed above, namely Somatic, Cognitive
and Attitude has several indicators. An indicator is something that can provide / be a guide / information in
doing a job. Mathematics knowledge / understanding, in this dimension there are two indicators that are
not memorized definition / formula and forgot the definition / formula. Somatic, in this dimension there
are four indicators that include the feeling of nausea, cold sweats, palpitations, headaches. Cognitive, in
this dimension there are four indicators that include the ability of self, confidence, difficulty concentration
and fear of failure. Attitude, in this dimension there are three indicators that include the nervous, less
happy, and restless.
Mathematical Anxiety and Mathematics Learning Outcome

The results of Zakaria & Nordin (2008) studies, indicate that high mathematical anxiety affects the low
student achievement significantly [10]. Furthermore, Daswia (2006) argues that anxiety affects a person's
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behavior, where students who feel high mathematical anxiety can not perform as well as students with low
mathematical anxiety levels [11]. This is reinforced by the results of research Sistyaningtyas (2013) which
revealed that there is a correlation / relationship between the level of anxiety with mathematics learning
achievement [12]. The statement is disclosed based on correlation test results where the value of r is 0.615,
which means that there is a significant relationship between mathematical anxiety with learning
achievement. Based on these results, it can be said that mathematical anxiety has a relationship with the
achievement of student learning. This means that in mathematical learning, mathematical anxiety has a
significant role to the learning outcomes obtained in the learning.
Math anxiety is a problem that can negatively affect children’s academic achievement and future
employment prospects, and greater math anxiety is negatively related to their use of advanced problem
solving strategies, which could have implications for their long-term math achievement. [13]. From these
statements can be interpreted that mathematical anxiety gives effect to student learning outcomes, even
giving a negative effect in the long term. In the other hand, a low significantly negative relationship was
found between exit exam scores and math anxiety scores (p=.027; r= -.2013) it indicates that as math
anxiety scores increase, achievement scores decrease [14]. There is a negative relationship between
mathematics anxiety and mathematics achievement in which students with high math anxiety would show
poor mathematics performance and vice versa. Although the correlation is low but significantly correlated
[15]. From these statements, it can be said that mathematical anxiety affects the achievement of learning,
but the influence of mathematical anxiety given to the results of learning is negative relationships. The
meaning of the negative relationship is the relationship where if one experiences an increase, then the
other one decreases. In this case, if the mathematical anxiety of students increases, then the learning result
/ learning achievement of students decreased and vice versa, if mathematical anxiety decreased then
student learning outcomes will experience improvement.
Furthermore, matriculation students with high mathematics anxiety scored significantly lower in
achievement, Students with low math anxiety scoring significantly higher than students with moderate or
high math anxiety and students with moderate anxiety scoring significantly higher than students with high
math anxiety [16]. On the other hand, Students with no math anxiety scored significantly higher in
enjoyment than students with high math anxiety [17]. The opinion also explains that mathematical anxiety
affects the comfort in learning, where comfort in learning can be positive for learning outcome. Even
farther, students who have learning difficulties tend to have high anxiety, more so with an environment
setting that demands mathematical problem solving will further enhance students' mathematical anxiety
and then lower their performance [18]. It show that high levels of mathematical anxiety give away a high
disturbance to achieve maximum learning outcomes. In addition, the level of mathematical anxiety can be
caused by the setting of the learning environment, where an improper learning environment will occur the
existence of mathematical anxiety.
Mathematical anxiety can arise as early as possible, Ashcrafth states that grade 5 and 6 students of
elementary school begin to feel mathematical anxiety, but the first 2 or 3 years students do not feel
mathematical anxiety [19]. This shows that mathematical anxiety will enhance along with increase of age.
In general, it can be found that the arise of clinical anxiety disorder occurs in early adolescence [20]. Other
causes can be due to factors such as increased intolerance, uncertainty, or increased awareness of social
comparisons leading to increased general anxiety and increased mathematical anxiety in particular [21].
Based on that opinion, it can be said that general anxiety begins to appear in early adolescence and if not
given treatments will increase with time. In addition to anxiety in general, mathematical anxiety also
experienced the same changes, other than due to individual development, enhancement anxiety can also be
caused by the mathematics itself.
2. Method
The research method used in this paper is Literature review method. In this paper literature review
collects papers related to research on mathematical anxiety from 2004 to 2016 as much as 21. To answer
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questions that appear will be based on the results of the discussion of the literature taken. Where the
literature is an international journal or research results of previous researchers.

From some of the understanding above [1]-[9], we can also mean that mathematical anxiety is anxiety felt
by students during the mathematics learning process, whether in the form of anxiety when doing the task,
the worry of asking something that is not understood, and the worries express opinion owned. This
mathematical anxiety is one of the biggest obstacles in learning mathematics, where students who feel
mathematical anxiety often feel anxious and take longer to relieve their anxiety. And if the student's
thinking is dominated by mathematical anxiety, then the student will have difficulty in thinking and
concentrating, and it will affect the learning process, and in the end will make students tend to lazy for
learn.
Feelings of anxiety that will result in student learning motivation certainly affect the learning
activities. Students who experience mathematical anxiety tend to experience interference in receiving
learning substance, which consequently their learning outcomes are not satisfactory. Decreasing rate
learning achievement / attainment of learning has a close / significant relationship with mathematical
anxiety experienced by students. The relationship can be seen from the literature [10]-[12], Which can be
stated that there is a relationship between mathematical anxiety with student learning outcomes in learning
mathematics. It can be interpreted also that the result of student learning in learning mathematics
influenced by mathematical anxiety of student. But the influence given by mathematical anxiety has a
negative impact on the results of mathematics learning. The negative effects of mathematical anxiety can
be seen from the results of the literature review [13] - [18], where the results of the study show that
students who have high mathematical anxiety will get the result less good of learning. In addition, we as
teachers must know when the emergence of mathematical anxiety of students. It will help us to find the
mathematical anxiety on students. It will help us to get as soon as possible to provide suitable treatment to
students who experience the mathematical anxiety.
4. Conclusion
Based on the results of the above study, we can make the conclusion that mathematical anxiety gives a bad
influence on student learning outcomes, where students who experience high mathematical anxiety get
poor learning outcomes than students who experience low mathematical anxiety. It should be a concern
for teachers, so that the learning process of mathematics can run well, to reach good results as well. Based
on this, mathematical anxiety control is very important in implementing mathematical learning. Therefore,
one way to detect students' anxiety is to pay attention to the symptoms of mathematical anxiety that can be
seen from the indicators described earlier. With the existing indicators, we can detect whether a student
experiences mathematical anxiety or not. Besides that, there should be further research about the influence
of mathematical anxiety on student learning outcomes, whether it is related to motivation, confidence or
implementation of what kind of learning can overcome this mathematical anxiety. Obviously with the
information obtained, we as teachers can provide different treatment in teaching tasks so that students who
experience mathematical anxiety can be overcome. Woodard (2004), in his research recommends things
that can be done by teachers to overcome this mathematical anxiety, namely: (a) Create a relaxed learning
environment, (b) use learning in groups, to help students to understand that friends, (c) teach with slow
pace, so students can better understand the material being studied, and (d) Provide additional time /
session, so that those who experience mathematical anxiety are not left behind academically than others
[14].
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5. References
[1] Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for
Research in Mathematics Education, 21(1), p.33- 46.
[2] Spielberger, C. D. (1972). Anxiety: Current trends in theory and research, New York:
Academic Press. 2. 481- 493.
[3] Croft, W. E. (2000). Attitude of electronics technology majors at Indiana State University
toward mathematics. Journal of Industrial Technology, 16(2), 1-8.
[4] Passolunghi, M.C. et al. (2016). Mathematics Anxiety, Working Memory, and Mathematics
Performance in Secondary-School Childern. Journal of Fronties in Psychology. 7 (42).
[5] Richardson, F.C. & Suinn, R.M. (1972). The Mathematics Anxiety Rating Scale. Journal of
Conseling Psychology. 19(6). 551-554.
[6] Ashcraft, M.H., & Faust, M.W. (1994). Mathematics anxiety and mental arithmetic
performance: An exploratory investigation. Cognition and. Emotion,8, 97–125.
[7] Khatoon, Tahira & Mahmood, S. (2010). Mathematics Anxiety Among Secondary School
Students in India and its Relationship to Achievment in Mathematics. Journal of European
Journal of Social Science. 6 (1). 75-86.
[8] Erdogen, A. et.al. (2011). Prediction of High School Student’s Mathematics Anxiety by
Their Achievment Motivation and Social Comparison. Elementary Education. 10 (2). 646-652.
[9] Cooke, A. et.al. (2011). Situasional Effects of Mathematics Anxiety in Pre-Service Teacher
Education. Makalah pada 2011 AARE International Research in Education Conference.
Melbourne : Australia.
[10] Zakaria, E. Nordin, N.M. (2007). The Effects of Mathematics Anxiety on Matriculation
Students as Related to Motivation and Achievmen. Eurasia Journal of Mathematic, Science &
Technology Education. 4(1). 27-30.
[11] Daswia. (2006). Hubungan Tingkat Kecemasan dalam Menghadapi Tes/Ujian denga
Prestasi Belajar Siswa Berdasarkan Jenis Kelaminnya. (Skripsi). FMIPA, UPI Bandung.
[12] Sistyaningtyas, Fitriana (2013). Hubungan Antara Tingkat Kecemasan Dengan Prestasi
Belajar Matematika Siswi XI IPA di SMA Negeri 1 Kayen Pati. Tesis, Universitas
Muhammadiyah Surakarta.
[13] Ramirez, G. et.al. (2016). On the relationship between math anxiety and math achievement in early
elementary school: The role of problem solving strategies. Journal of Experimental Child
Psychology. 141.83–100.
[14] Woodard, T. (2004). The Effects of Math Anxiety on Post-Secondary Developmental Students as
Related to Achievement, Gender, and Age. Inquiry. 9(1). 1-5.
[15] M Puteh & Khalin S Z. Mathematics Anxiety and Its Relationship with the Achievement of
Secondary Students in Malaysia.
[16] Zakaria, E & Nordin, N M. (2008). The Effects of Mathematics Anxiety on Matriculation Students as
Related to Motivation and Achievement. Eurasia Journal of Mathematics. 4(1). 27-30.
[17] Martha, T. (2004). The Relationship of Math Anxiety and Gender. Academic Exchange
Quarterly. ISSN 1096-1453. Volume 8. Issue 2.
[18] Lai, Y. et al. (2015). Effects of Mathematics Anxiety and Mathematical Metacognition on Word
Problem Solving in Children with and without Mathematical Learning Difficulties. PLOS.
10(6). PMC4474805.
[19] M.H. Ashcraft & A.M.Moore. (2009). Mathematics Anxiety and the Affective Drop in Performance.
Journal of Psychoeducational Assessment. 27(3). 197-205.
[20] Kiessler, R. C. et al (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders
in the national comorbidity survey replication. Arch. Psychiatry 62, 593–602.
10.1001/archpsyc.62.6.593.
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[21] Dowker, A. Sarkar, A. & Loii C.Y. (2016). Mathematics Anxiety: What Have We Learned in 60
Years?. Frontier in Phsycology. 7(508). PMC4842756.
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Mobile learning based with adobe flash professional cs6 for

math material development
D P Wardani
Pendidikan Matematika Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl.

E-mail: dwiputro93@gmail.com
Abstract. Various mobile devices, especially smartphones are widespread among students and
so far has not been optimally utilized for learning. This research is aimed to produce learning
media of mobile learning in the form of application of android smartphone in learning
mathematics especially the material of Polinomial class XI SMA. This research is a
development study with ADDIE development model which consists of five stages: (1)
analyzing stage, (2) design stage, (3) development stage, (4) implementation stage and (5)
evaluation stage. The product developed in this research is the application of learning
mathematics and video learning tutorials that are specific to be accessed via mobile device or
smartphone android. The results of validation of technical feasibility, media feasibility and the
feasibility of learning substance shows that the resulting mobile learning content is valid to be
used as a learning medium. And in limited trials all content runs well on smartphone devices of
respondents. Students (88.58%) feel helpful, interested and motivated in using it to learn and
understand the material of learning mathematics, especially material Polinomial.
1. Introduction
The rapid technological logging at this time is very fast and almost complete in all circles and all
fields. One area that can not be separated from technology is the field of education. With the
development of technology in the field of education will make education at this time can be more
advanced and developed so that people can live more creative and educated. But the problem that
often arises is how to utilize existing technology around us to support the existing education.
Mobile phone or mobile phone is called one of the technology that can not be separated from
everyday life. In addition to easy to obtain, mobile phones are also easy to use anytime, anywhere and
almost all people in the community at this time can already operate a mobile phone. At this time, a lot
of sophisticated mobile phones that are circulating in the community, ranging from Java-based,
Symbian, Blackberry, Windows phone, IPhone and Android. Therefore, mobile phone is a very
effective learning media for today's society. Learning media is everything that can be used to channel
the message and stimulate the learning process in students [1].
Learning that utilizes mobile phone technology is called mobile learning (m-learning). The term
mobile learning refers to the use of mobile and mobile information technology devices, such as PDAs,
mobile phones, laptops and tablets in teaching and learning. M-learning is a unique learning because
learners can access materials, directions and applications relating to learning whenever and wherever
[2]. Mobile learning is one of the learning alternatives that use smartphone as media, but the
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development of this application is still less so because of the limitations that exist such as device
performance, display screen, storage capacity and power supply. But such things are now solved with
the presence of mobile phones that are technologically advanced or better known as smartphones.
Smartphone is a device that allows for communication (such as calling or sms) as well as in it there
is a function of PDA (Personal Digital Assistant) and capable like a computer. In addition, a mobile
phone can be said smartphone must also have an operating system in it. The operating system at this
very popular time is the Android operating system.
Smartphones can be used as learning media, by filling or entering learning content on the
smartphone. However, from the observations made learning content on smartphones made teachers are
still lacking. So that smartphones are used more students only for social media and entertainment
activities only.
The presence of m-learning is not going to replace e-learning (electronic learning) let alone replace
learning with face-to-face in the classroom. E-Learning is a distance learning application that provides
easy access for education providers and students because it is not limited by space and time [3]. The
presence of m-learning is intended as a complement to existing learning and provides an opportunity
for students to re-learn the less-controlled material wherever and whenever. This can certainly provide
a different experience in the learning process for students.
Android application development as a medium of learning mathematics needs to be done.
Therefore, researchers are motivated to develop mobile learning media in the form of android
application based on Adobe AIR (Adobe Integrated Runtime). Researchers do this application
development kusus the material Polinomial class XI SMA. Researchers take the subject of research
students class XI SMA N 8 Kota Jambi where almost 80% of students have android smartphone. In
this application development process researchers use Adobe Flash Professional CS6 application.
The problem of this study are:
1. How to develop learning media mobile learning shaped applications on android using Adobe AIR
and Adobe Flash Professional CS6 applications on the material Polinomial class XI SMA?
2. How is the effectiveness of using learning media mobile learning shaped applications on android
using Adobe AIR and Adobe Flash Professional CS6 applications on the material Polinomial class
XI SMA?
The aim of this study for:
1. Produce learning media mobile learning shaped applications on android using Adobe AIR and
Adobe Flash Professional CS6 applications on the material Polinomial class XI SMA.
2. Knowing the effectiveness of the use of learning media mobile learning shaped applications on
android using Adobe AIR and Adobe Flash Professional CS6 applications on the material
Polinomial class XI SMA.
This type of research is a research and development. Research and development is a research method
used to produce a specific product and test the effectiveness of the product [4]. The development
model used is the ADDIE development model. ADDIE stands for Analysis, Design, Development,
Implementation and Evaluations. Subjects in this study were students of class XI SMA N 8 Kota
Jambi.

Stages of the process of mobile media development of mathematics is the researcher designing
teaching materials on mathematics subjects especially polinomial material. This teaching material is
also equipped with competence standards, basic competencies, and learning indicators on the material
Polinomial.
The developed mobile learning medium has a drafting structure consisting of: (1) Title, (2) General
Instruction, (3) Material and (4) Evaluation. The developed mobile learning media is designed so that
students can learn independently and can stimulate student learning motivation. The material
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presented in the mobile learning media using simple sentences so easily understood by students. This
mobile learning media in design with learning videos and animations that are interesting so that
students feel not bored when learning. It aims to keep the students' spirit when learning does not
decrease and they know that math is also one of the cool and interesting subjects.
After the mobile learning media has been designed, then this material is validated by a team of
experts. The validator involved in this validation is the material validator contained in teaching
materials and design instruction validators. The average results of validation of the material, and the
design of mobile mathematical media is included in the category of 3.40 ≤ N ≤ 4.19 "good" with the
average score of 4.08.
After the material, and the design of mobile learning media validated, the researchers then revised
the teaching materials in accordance with comments and suggestions from the validator. Furthermore,
after the revision, the researchers conducted individual test products to one mathematics teacher in
SMA N 8 Kota Jambi, namely Ibu Eryati, S.Pd with the assessment results included in the category
4.20 ≤ N ≤ 5.00 "very good" with the average score Product trials 4.8. For a small group trial
conducted in class XI IPA3 on eight students obtained the assessment in the category of 4.20 ≤ N ≤
5.00 is "very good" with the average score of product test on student responses is 4.25. From the
results of the assessment on this small group trial, there are comments and suggestions as material
materials revised by researchers.
The next stage after the revision of the researchers conducted large group trials on students of class
XI IPA6. From this experiment, the result of the students' response to the use of mathematics teaching
materials using mobile mathematics learning media is obtained in the category of 4.20 ≤ N ≤ 5.00
which is "excellent" with the average score of the product test on the student's response is 4.33. From
the results of this trial can be concluded that students' responses to the media mobile learning
mathematics is very good.
Teaching materials that have been categorized valid, then tested on the subject of research, namely
students of class XI IPA4 SMA N 8 Kota Jambi, even semester academic year 2015/2016 that follow
the process of teaching material Polinomial, as many as 27 students, given learning by using mobile
learning media mathematics. This trial was conducted four times a meeting and one meeting for post
test. In teaching and learning activities, students use mobile mathematics media on polinomial
material. Where students are required to be active in learning while the teacher only as a facilitator and
only lead students in learning. To find out how big the activity of students in following the learning by
using the teaching materials then held observation. The results of observations made by teachers of
mathematics show that the developed teaching materials have been effective for use in student
learning activities.
After the completion of the material polinomial finished, then done post-test. Before doing post-
test, first post-test is done in class XI IPA2, after which then done post-test on research subject that is
class XI IPA4. Based on the post-test result, the percentage of total students completed with KKM 70
is 85.2% which is more than the class completeness requirement that 85% of students reach KKM.
The test results show that the teaching materials developed have a positive impact on the students'
ability to understand the concept.
After learning and doing post-test, students are also given the opportunity to fill out positive
student's perception questionnaire. Analysis of students' responses to teaching materials at the
implementation stage in the real classroom that is class XI IPA4 SMA in Negeri 8 Kota Jambi, it is
seen that the response percentage of students who respond very well is 88.58%. By looking at the
percentage of students' responses to this resource, it can be concluded that this teaching material has a
very good or positive response from the students because it has a positive percentage of 88.58% which
is included in the criteria 85% ≤ RS with quality "very positive ".
The results of the development of mobile learning learning media is in line with previous studies.
As Ghozi's research on the development of mobile learning materials in mathematics learning, good
student responses were obtained where all students did not find it difficult to run the developed content
and the students felt helpful in learning and understanding the learning materials [5]. Likewise with
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the research conducted by Buchori and Susanto in his research on the development of mobile learning
media based on classpad casio software, obtained the average better learning outcomes between
experimental class of 84.27 compared with the control class of 80.05. But also obtained the results of
student learning motivation using mobile learning media affect learning outcomes by 54.1% [6].
Example of display in mobile learning can be seen as follows:
Figure 1. The cover page view

Figure 1 shows that display the cover page. On the cover page will show the title of learning materials,
author, application name, and image of two students who also serves as a key to enter the main page.
Figure 2. Main page view

Figure 2 shows that the main page view. On the main page there are several buttons are basic
competence buttons, material list, sample questions, exercises, info buttons, help, and move button
that if touched will deliver the user on the page in question.
Figure 3. The page view of the material list and the material page
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Figure 3 shows that page view of the material list. On the material list page there are several choices of
sub sections of material, which if touched will display the material page according to the sections.
There is a home button to go to the main page, the material list button to go to the material list page,
neks button and back to go to the next page and previous page.
4. Conclusion
From the research that has been done can be concluded that the mobile learning media developed is
valid in terms of design and valid in terms of material. Besides teachers of mathematics and students
also give positive response to this learning media. Then from the implementation stage performed
shows the student learning outcomes are quite satisfactory.
5. References
[1] Aqib Z 2013 Model-model, Media, dan Strategi Pembelajaran Kontekstual (Inovatif)
(Bandung: Yrama Widya)
[2] Tamimuddin M 2008 Pemanfaatan Mathematics Mobile Learning dalam Pembelajaran
Matematika (Yogyakarta: P4TK Matematika)
[3] Gartika R and Rita R 2013 E-Learning Pembelajaran Jarak Jauh (Bandung: Yrama Widya)
[4] Sugiyono 2009 Metode Penelitian Kuantitatif Kualitatif dan R&D (Bandung: Penerbit Alfabeta)
[5] Ghozi S 2014 Pengembangan Materi Mobile learning dalam Pembelajaran Matematika Kelas X
SMA Perguruan Cikini Kertas Nusantara Berau Indonesian Digital Journal of Mathematics
and Education I Edisi I 1-13
[6] Buchori A and Susanto H G 2012 Pengembangan Media Mobile learning Berbasis Software
Classpad Casio pada Mata Kuliah Geometri Datar di Perguruan Tinggi Edumatica 02 no 01
1-10
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The application of cooperative learning model with round

robin technique in mathematics learning
Fauziyyah Perisya
a)
E-mail: fauziyyah.perisya@student.upi.edu
Abstract. This study is aimed to find out whether mathematics learning outcome of students
who learn by using Cooperative Learning Model with Round Robin Technique is better than
mathematics learning outcome of students who learn by using conventional method. This study
is experimental study. This study use two classes namely experiment class and control class.
After doing data analysis and hypothesis test toward the outcome data, it is obtained that the
value of tcalculated = 1.6618 and ttable = 1.6672 in level of confidence 95%. Therefore, tcalculated <
ttable and it can be concluded that mathematics learning outcome of students who learn by
applying Cooperative learning model with Robin Robin technique is as good as students who
learn by applying conventional learning. However, if it is seen from percentage of
accomplishment, the learning outcome of experiment class is higher than control class. The
percentage of accomplishment for experiment class is 52.5% whereas for control class is
46.2%.
1. Introduction
Based on observation done in class VIII, MTsN Model Padang, it is seen that students are less active
in learning process. During group discussion, clever students work individually and do not
communicate with the other members in their group. Students who are active are the same ones in
each discussion. When teacher give a problem which is different from example he or she explain, most
students are not able to solve the problem. Students only receive what is explained by teacher and
tend to imitate the steps done by teacher when solving the problems without understanding the
problem well. In addition, based on result of final exam in odd semester for students of class VIII,
MTsN Model Padang, it is seen that their completeness of learning mathematics still under Standard
of Minimum Completeness or Kriteria Ketuntasan Minimum (KKM). So based on the test results
show that the number of completed students from each class is still below 50%. It means that most
students in class VIII had not achieved completeness in learning mathematics.
Based on the problem above, there is need of learning system which involve the students actively
in learning process. Students can cooperate well during group discussion and students entirely are
active and participate during discussion. Therefore, in mathematics learning, it needs a learning which
make students to be active. This learning is Cooperative Learning Model with Round Robin technique.
This research aims to determine mathematics learning outcome of students who use Cooperative
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learning model with Round Robin Technique which is better than mathematics learning outcome of
students who use conventional learning in students of class VIII, MTsN Model Padang in 2014/2015
academic year.
Cooperative learning model prioritize cooperation in solving the problem to apply knowledge and
skill in order to achieve the goal of learning. Therefore, to achieve maximal outcome, five elements of
cooperative learning model should be applied, namely (1) Positive interdependence; (2) Individual
responsibility; (3) Face to face; (4) Communication among members; and (5) Evaluation of group
process [1]. The goal of cooperative learning model is to enhance students’ academic learning
outcome and students can accept diversity of their friends, and to develop social skill.
Round Robin technique as a way which encourage students to express their ideas in their own
words. Round Robin has several terms among others are Circle the Group and Rally Robin. Round
Robin (respond by taking the turn) is a technique in which students generate ideas and talk by taking
the turn from one student to the other student. Each group member take turn respond to question with
one word, phrase, or short statement [2]. The order of responding is arranged by starting from one
student to another student until all students have a change to talk. This technique is effective to be
applied to generate many ideas because it require all students to participate. Round Robin also
guarantee equal participation among all group members.
The steps in Round Robin are as follow:
 One of students in each group start by giving his/her viewpoint and thinking about the
assignment they do.
 The next student also give his/her contribution.
 The taking turn of talk can be implemented following clockwise or from the left to the right
[1].
The steps in Round Robin/Rally Robin technique are as follow:
 Students are grouped in a group consist of 4-6 students.

 Students sit in a circle.
 Teacher pose a multiple choice question or a topic which can be used in ideas exchange.
 Teacher arrange timer or stopwatch in accord with agreed time, for example 10 seconds for
each student and 2 minutes for all teams (depend on the short or length of answers, and
difficulty level of problem posed by teacher).
 Students who sit around of table take turn give the possible answer in accord with time
provided.
 Students continue ideas exchange until the time is over.
 Teacher listen the answer for each student during learning implementation and make
clarification and explanation if necessary in order to make students understand the material
[3].
The steps which are done in learning process which use Round Robin technique are as follow:
 Ask students to form group consist of 4-6 students.

 Explain that the aim of this technique is to stimulate the idea. The member of group will
take turn one by one, move clockwise, and respond to question. Inform to students that to
avoid interruption or distraction in ideas flow, they should be hold themselves not to
evaluate, question or discuss those ideas.
 If you think that it is beneficial to give the role to students (such as note a time or assert the
rule), then spend a time in several minutes to share the role.
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 Inform student whether they will take turn one by one in order only for once, or until many
times, announce the time limitation, and don’t forget to give direction.
 Ask one student to start this activity by expressing an idea or answer in spoken word. Next,
students continue the session by expressing new idea. The activity keep continued, moved
from one member to another member sequentially, until all students are participated [2].
This study is experimental study. Method of experiment study can be defined as method of study
which is used to seek certain treatment effect on the other in controlled condition [4]. In this study,
researcher use two classes namely experiment class and control class. Experiment class use
cooperative learning model with Round Robin whereas control class use conventional learning.
Population are whole study object. Population are whole study object [5]. Population in this study
are students of class VIII.4 until class VIII.9 of MTsN Model Padang in 2014/2015 academic year.
Sample are part of population who represent the population themselves. Sample are part or
representation of population studied [5]. Sample in this study are students of class VIII.6 as
experiment class and class VIII.5 as control class.
Instrument of study is tool used to collect data in study. In this study, instrument used by
researcher is learning outcome test. Learning outcome test is functioned to measure level of
individual’s ability both in general knowledge and skill [6]. In this study, learning outcome test is
used to find out whether mathematics learning outcome of students who apply cooperative learning
model with Round Robin technique is better than students who apply conventional test. Test given is
essay.
The final test is given to sample class to determine students’ learning outcome. Data obtained is
statistically tested by using t-test. To compare whether there is difference of learning outcome of
experiment class and control class, mean difference test is done (one-sided test). The pair of
hypothesis which will be used in this study are:
H0: : Mathematics learning outcome of students who use cooperative learning model with
Round Robin technique is as good as mathematics learning outcome of students who
use conventional learning in students of class VIII, MTsN Model Padang in
2014/2015 academic year.
H1: : Mathematics learning outcome of students who use Cooperative learning model with
Round Robin Technique which is better than mathematics learning outcome of
students who use conventional learning in students of class VIII, MTsN Model
Padang in 2014/2015 academic year.
If sample is normal distributed and has homogenous variance, statistical test is used [7].
X1  X 2
t
1 1
S 
n1 n2
with
(n1  1) S12  (n2  1) S22
S=
n1  n2  2
Annotation:
X 1 = Mean score of learning outcome for students in experiment class
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X 2 = Mean score of learning outcome for students in control class

n1 = The number of students in experiment class
n2 = The number of students in control class
S12 = Variance of learning outcome for students in experiment class
S22 = Variance of learning outcome for students in control class
S = Standard deviation of two groups of data
Criteria of testing:
Accepting hypothesis H0 if tcalculated with dk= , other than that Ho is rejected.

Data of students’ mathematics learning outcome is obtained through learning outcome test which is
done in experiment class and control class after learning process is done. Test given is essay test which
consist of 7 items with time provided is 80 minutes. Students who take the test in two classes of
sample consist of 79 students with 40 students in experiment class and 39 students in control class.
Based on Standard of Minimum Completeness in MTsN Model Padang for mathematics learning
in class VIII is 75, the result of students’ final test can be classified as follow: student completeness
for experiment class is 21 students or 52.5% and for control class is 18 students or 46.2%. Thus, it can
be concluded that percentage of completeness of mathematics final test result for students in
experiment class is higher than students in control class.
To obtain conclusion about data which is obtained from learning outcome, analysis is done
statistically. Before hypothesis test is done with t-test, normality test and homogeneity test is done
first. From result of normality test and homogeneity test which had been done, it can be concluded that
mathematics learning outcome in two samples is normal distributed and homogenous. For hypothesis
testing, t-test is used. Based on data obtained, standard deviation value for two groups combined is
calculated first, namely:
Next, t is obtained as follow:
From distribution list, t with dk=77 in level of confidence α = 0.05, it is obtained ttabel = t(0.95 ; 77) =
1.6672 whereas tcalculated = 1.6618. Because tcalculated < ttable it means accept H0 or reject H1, then it can
be concluded that mathematics learning outcome of students who use Cooperative learning model with
Round Robin Technique is as good as mathematics learning outcome of students who use
conventional learning in students of class VIII MTsN Model Padang, 2014/2015 Academic Year.
Based on data analysis and hypothesis testing conclusion, in fact mathematics learning outcome of
students who learn by using Cooperative learning model with Round Robin technique is as good as
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students who learn by using conventional learning. This is in accord with researcher observation that
experiment class have some weaknesses when implementing cooperative learning model with Round
Robin technique.
During learning process in experiment class, learning is started by teacher explaining learning
material. After teacher had finished in explaining material, teacher divide students into 10 groups who
consist of 4 until 5 students with heterogeneous ability. Then teacher give worksheet which will be
discussed by students by using Round Robin technique. During group discussion, in fact there are
some students who convey their answer to member of their groups not in turn. When their friend
convey the answer, they also convey the answer. Whereas in Round Robin technique, students are
asked to convey their ideas in turn clockwise [1]. As a result, Round Robin technique is not running
well.
In addition, the researcher also find difficulty when monitoring the implementation of discussion
process because the size of group is too big. Even though, during discussion researcher is assisted by
mathematics teacher but she still find difficulty in monitoring whether or not discussion is running
well. It should be that 10 groups in a class need minimally 3 teachers to monitor students during
discussion, so discussion by using Round Robin technique can be implemented well.
During discussion, researcher see some students who are just kept silent and not give response
when their friend in group convey their ideas. This is happened in some learning session during
discussion by using Round Robin technique. Whereas in Round Robin technique, students are asked
to take turn in clockwise to give response to question given. Students also asked to interact with
members in their group. This problem also influenced by worksheet given by researcher in which the
problem is still routine problem type, so it less able to stimulate many students’ ideas to solve that
problem. If non routine problem is used in discussion with Round Robin technique, then students
interaction in group to convey the ideas will be implemented well.
In addition, researcher also not share the role to students in group because it will spend much time.
It is better that in discussion with Round Robin technique, students are given the different role such as
the head of group every time the discussion is held so students are more motivated to do discussion
well because they are given responsibility as head of group [2]. The head of group has role to assert
the rule when holding discussion. Besides, teacher can ask one of students in group to note the time so
time arrangement for discussion can be done well and it can help teacher to manage the class during
discussion by using Round Robin technique. Students also can finish group discussion on time.
After time for discussion is over, teacher ask one of groups who want to participate to present their
discussion result in front of class. Teacher give a change to students in asking to presenter group if
they less understand the material. Then teacher ask student to collect their group assignment. The
application of Cooperative learning with Round Robin technique help students in understanding the
material. If there are some students who still lack of understanding when teacher explain the
material, they can increase their understanding of material by holding group discussion with Round
Robin technique. In addition, another benefit of using Round Robin technique in learning is train
students to get used in talking to express their ideas or opinion about the problem they do.
4. Coclusion
Based on the result obtained, it can be concluded that mathematics learning outcome of students who
use Cooperative learning with Round Robin technique is as good as mathematics learning outcome of
students who use conventional learning among students of class VIII MTsN Model Padang in
2014/2015 academic year.
5. References
[1] Lie, Anita 2014 Cooperatif Learning (Jakarta: Grasindo)
[2] Barkley, Elizabert., dkk 2012 Collaborative Learning Techniques (Bandung: Nusa Media)
[3] Warsono and Hariyanto 2013 Pembelajaran Aktif (Bandung: Remaja Rosdakarya)
[4] Sugiyono 2012 Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R & D
116
(Bandung: Alfabeta)
[5] Arikunto, Suharsimi 2010 Prosedur Penelitian (Jakarta: Rineka Cipta)
[6] Arikunto, Suharsimi 2012 Dasar-dasar Evaluasi Pendidikan (Jakarta: Bumi Aksara)
[7] Sudjana 2005 Metoda Statistika (Bandung: Tarsito)
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The development of transformation geometry student

worksheet based on REACT assisted with geogebra
F Rahmadeni
E-mail: fevird@gmail.com
Abstract. The aim of this study is to produce Transformation Geometry Student Worksheet
Based On REACT Assisted With Geogebra which is fulfill the criteria of valid, effective, and
practice. This research is Research and Development which is the procedure: 1) self
evaluation , 2) validity test (expert review and one-to-one), 3) test of practicality (small group),
4) effectiveness test (field test). The instruments of the research are validity sheet of student
worksheet, practicality sheet, effectiveness sheet of student worksheet and learning observation
sheet. The result of research showed that Transformation Geometry Student Worksheet Based
On REACT Assisted With Geogebra : (a) included in the category of valid from the aspect of
material, construction and language with an average score 4.49, (b) included in the category
of practice with an average score 4,42, (c) included in the category of effective with the
achievement of effectiveness: (1) Students were active with an average score 4,34, (b) Students
respond were effective with an average score 4,07, (c) Students learning outcome were efective
with the average percentage of number of students who achieve score at least 75 is 100%.
1. Introduction
Wyatt and Looper (1999) through his cone of learning experience teory, said that learning that
emphasizes students to act through role playing, simulating, and doing the real thing, the ability of
students to remember the subject matter is very high , 90 percent [3]. It means that student
involvement in learning is important. Therefore, to support the success of this learning need to develop
a learning resource that can support the activity in the learning process and direct students to explore
and build their own understanding. Student learning resources are not only come from teacher
explanations. There are many other learning resources that students can access to support their learning
activities. One source of learning that is often used is Student Worksheet. Student Worksheet is a
teaching material that has been packed in such a way that students can find structured guidance to
understand the material given so that students can learn the teaching materials independently [5].
Based on observations and interviews on mathematics teachers in Senior High School 5 Bengkulu,
it is known that Student Worksheet that used in mathematics learning has not been maximal in helping
students construct their understanding. Student Worskheet only contains materials and problems that
are still monotonous and not appropriate student learning needs.
REACT introduced by Crawford (2001) are learning strategies that teachers can use to optimize
student involvment in constructing their own understanding. Through REACT, teachers provide
opportunities for students to construct their own understanding by involving students actively in the
learning process. Students are also given some activities that must be done to provide experience to
students. REACT strategy is an acronym for relating, experiencing, applying, cooperating, and
transferring.
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One of the concept that difficult enough to be explained to student is Transformation Geometry
concept. It is because the concepts (translation, reflection, dilation, rotation) need to be presented via
visualizations, and it can be obtained in Geogebra software. In Geogebra, the point coordinates of each
geometry object can be presented in detail. Students can be guided to transform some different
objects so that students finally can find conclusions about the real concept of tranlation, reflection,
dilation, rotation itself.
Therefore, based on the problem about the student worksheet above, to develop Student Worksheet
which can support student activeness and help students construct their own understanding espesiaclly
about transformation geometry concept, then researcher conducted a research entitled "The
Development of Transformation Geometry Student Worksheet Based On REACT Assisted with
Geogebra".
REACT Strategy
REACT is an easily remembered acronym that represents the methods used by teachers, those are
Relating, Experiencing, Applying, Cooperating, Transferring [1]. This strategy focuses on learning
with basic principles referring to constructivism. In constructivism learning, students learn in small
groups to discuss in finding the right solutions to the problems and formulate concepts based on the
activities (Crawford, 2001). One of the most important principles in educational psychology according
to constructivism theory is that teachers are not just giving knowledge to students, but teachers can
give students a step that leads students to the higher understanding [7].
Relating is learning in the context of connecting students with the experience or knowledge they
have had before. Experiencing is a process of learning by extracting understanding and discovering
new concepts or understandings. At this stage of experiencing, teachers can use mathematics props
that can support the learning process, including computer programs related to mathematics. At the
applying stage, students are asked to apply the new concept to some given problem. In solving these
problems students can discuss and cooperate with their learning groups called cooperating. After
finding new concepts students are expected to use the concept in other more complex issues or
problem at the transferring stage.
Geogebra as a Media in Mathematics Learning
Geogebra is a dynamic mathematical software for learning and teaching mathematics in schools.
Geogebra was developed by Markus Hohenwarter. Geogebra is very useful as a mathematics learning
media with various activities as follows [2]:
 As a medium of demonstration and visualization
In this case, in traditional learning, teacher use Geogebra to demonstrate and visualize certain
mathemathical concept.
 As a construction tool
Geogebra has the ability to construc various forms of objects in mathematics. In this case
Geogebra is used to visualize the construction of certain mathematical concepts, such as
constructing inner circles and outer circles of triangles, or tangents of circle.
 As a tool of the discovery process
In this case Geogebra is used as a tool for students to Find a mathematical concept, such as a
parabolic characteristics.
Student Worksheet
Student worksheet can be defined as a teaching material that has been packaged in such a way so that
students are expected to learn the teaching material independently. Student worksheet consist of six
part or unsure [5]:
 Title;
 Learning instruction;
 Basic competency or learning material;
 Supporting information;
 Task or finishing step;
 Assesment
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Transformatioan Geometry Student Worksheet Based On REACT Assisted With Geogebra

Student worksheet which is developed in this research consist of 4 parts, Relating and cooperating
part, Experiencing and cooperating part, Applying and Coooperating part, Transferring and
cooperating part. In addition, there is an part of instruction about how to use geogebra. Those parts
come from the REACT Strategy which is used in this research. There are four various student
worksheet which is developed in this research, translation, reflection, dilatation, and rotation student
worksheet. Geogebra is used as a media which help student finishing the experiencing part in the
student worksheet. An example of the use of geogebra in one of the fourth student workhsheet is
shown in the following figure. This following figure show how the use of geogebra in helping student
to construct their own concept of translation.
Figure 1. Translation in Geogebra

In the first part of student worksheet (relating and cooperating), student is given some problem
related to their real life about the transformation geometry concept. Then, in the second part of the
student wotksheet (experiencing and cooperating), there is an instruction to students to open Software
Geogebra about translation, reflection, dilatation, and rotation, which has been created by the
researcher (such as the figure above). As example, the student worksheet about translation. In
experiencing part, there are translation geogebra which has been prepared by the researcher, there are
already two triangle, where is the object which student is asked to move the point E to any
direction, so student can make some translation of the triangle object and find some result of the
triangle object translation. The result of the experiencing activity is written in the prepared blank table.
At the end of experiencing part, students are expected to find the concept and the formula of
translation through the activity in experiencing.
Based on the explanation above, student can make their own understanding and experience about
transformation geometry through the student worksheet activity, which is answering the problem
describe in introduction. There is not only monotonous problem which is usually find in the student
worksheet generally, but there are also activities inside that can guide student to get their own
understanding.
2. Method
The type of research conducted in this research is development research. Development research is a
research that aims to produce new products through the development process [4]. The steps of this
research are:
 Self evaluation
This stage consist of Analysis (curriculum and material) and design of teaching materials (ie
RPP, student worksheet, student achievment test)
 Validity test (expert review and one-to-one)
Validity test consist of validity of content (learning material), construction and language.
Validity test is done by teacher (as an expert reviewer). Student worksheet is also given to
student (one-to-one test) to be observed how the result of student in finishing the student
worksheet.
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 Test of practicality (small group)

After expert review and one-to-one test is done, researcher make a revision based on the expert
review and one-to-one test result. Then, the new student worksheet which has been revisioned
are tested on small group test.
 Effectiveness test (field test).
At this Field test stage will be tested effectiveness based on student activity, student responses,
and student learning outcomes. The products which is tested at this Field test stage is a product
which is fulfill validity standards (expert review and one to one test) and practicality (small
group test).
The study was conducted in Senior High School 5 Bengkulu in academic year 2014/2015. Subjects of
the study were students of class XI IPA 3 and XI IPA 4.
3.1 Validity of Student Worksheet

Student worksheet which is developed are consists of 4 student worksheets refer to the indicators and
basic competencies. Aspects of validity are seen from content (material), constructs, and languages
with an average score of student worksheet validity is 4.49. Table 1 below show that how the score of
each aspect of validity.
Table 1. Average Scores of Validity of Each Aspect

Rated aspect Average Scores of Validity Criteria
Content (material) 4,5 Very Valid
Language 4,38 Very Valid
Construction 4,57 Very Valid
Average score 4,49
Based on the table 1 above, we obtained that the student worksheet that is developed by the
researcher is valid seen from all aspect. It can be said that these student worksheets can be given to
student as the other learning resourches in mathemathical learning, so they can do some activities
about the mathemathical learning. As we know, student that do activity relate to learning will give
them experience and make them remember the concept longer than usual.
3.2 Practicality of Student Worksheet
Practicality of Student Worksheet can be seen from observation result of small group test, which is
mostly student can do and finish the student worksheet. Student also understand about the content of
the student worksheet. Based on small group test, transformation Geometry Student Worksheet Based
On REACT Assisted with Geogebra has an average score of 4.42 which is belong to practice category.
Table 2 below show how the average score of each aspect of practicality.
Table 2. Average Scores of Practicality of Each Aspect

Aspect Average Score
1. Easy to use 4,36
2. Student Worksheet view (appearance) 4,54
3. Suitability student worksheet to the learning objective 4,38
Average score 4,42
Based on the table 2 above, we obtained that the student worksheet is practice seen from 3 aspects.
It means that, student worksheet can be used and unsderstood by student easily. Student worksheet has
also the layout which interesting, so student wants to read them for longer time.
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3.3 Effectiveness of Student Worksheet

The effectiveness of Student Worksheet can be seen from student activity score, student's response to
learning, and student learning outcome.
a. Average score of student activity 4,34. This score show that student activity is active. Student
activity’s score of each meeting is shown in table 3.
Table 3. Average Scores of Student Activity at Each Meeting

Observer
Meeting Average score
1 2
1. I 4,71 4,14 4,43
2. II 4,86 4,43 4,64
3. III 4,29 3,57 4,07
4. IV 4,57 4,29 4,43
Average score 4,34
b. Students responses to mathematichs learning have an average score 4,07. The average score show
that student responses to the learning is well. This following figure show how the score of each
indicator of student response.
Figure 2. Average Student Response of Each Indicator
The average score of student responses is obtained by the following formula:

̅ ∑ = where, score of all student and n is number of student.
c. The result of the student learning outcome is obtained from the data of score of the result of
student worksheet and score of the student achievment test. These following figures show about
the result of student score during 4 meeting of field test.
Figure 3. Score of Learning Outcomes in the first Meeting of field test
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Figure 4. Score of Learning Outcomes in the second Meeting of field test
Figure 5. Score of Learning Outcomes in the third Meeting of field test
Figure 6. Score of Learning Outcomes in the fourth Meeting of field test
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The figures above show that student learning outcome of 4 meeting of field test is effective which
is the average percentage score for the number of students who achieved a minimum score of 75 is
100%. It means that, through the mathematichal learning with the student worksheet, student
understanding about the concept is good. They can construct their own understanding and finish the
problem about this concept. In addition, because of the use of geogebra of this student worksheet,
student has also learned how to operate and make some activity in Geogebra. It is good for making
student better in using technology.
4. Conclusion
The results of the development of Transformation Geometry Student Worksheet Based On REACT
Assisted with Geogebra is:
a. Fullfil the criteria of valid with the average score of the validity of each aspect is 4.49.
 In the material aspect, student worksheet has fulfilled the valid criteria that is suitable to core
competencies, basic competencies and indicators of the curriculum 2013.
 In the constructional aspect, format and parts of Transformation Geometry Student Worksheet
Based On REACT Assisted with Geogebra is suitable with the format and the parts in the theory
of designing student worksheet generally.
 In the aspect of language, student worksheet has followed EBI rule, and the use of languange is
simple, clear and easy to understand.
b. The development of Transformation Geometry Student Worksheet Based On REACT Assisted
with Geogebra is practice with the average score of practicality is 4.42.
c. The development of Transformation Geometry Student Worksheet Based On REACT Assisted
with Geogebra is effective based on:
 Student activity is active with the average score of student activity is 4,34.
 Student response to the mathematics learning is well with the average score of student response
is 4,07.
 Learning outcome student is effective because the average percentage score for the number of
students who achieved a minimum score of 75 is 100% with the deviation standar is 2,54.
5. References
[1] Crawford, Michael L. 2001. Contextual Teaching-Research, Rationale, and Techniques for
Improving Student Motivation and Achievment in Mathematics and Science. Texas: CCI
Publishing.
[2] Hohenwarter, M. & Fuchs, K. (2004). Combination of Dynamic Geometry, Algebra, and
Calculus in the Software System Geogebra, (Online),
(http://archive.geogebra.org/static/publications/pecs_2004.pdf, diakses 6 Februari 2015).
[3] Komalasari, Kokom. 2010. Pembelajaran Kontekstual Konsep dan Aplikasi. Bandung: Refika
Aditama.
[4] Mulyatiningsih, Endang. 2011. Metode Penelitian Terapan Bidang Pendidikan. Bandung:
Alfabeta.
[5] Prastowo, Andi. 2011. Panduan Kreatif Membuat Bahan Ajar Inovatif. Yogyakarta: Diva Press.
[6] Setiawan, Denny dkk. 2009. Pengembangan Bahan Ajar. Jakarta: Universitas terbuka.
[7] Trianto. 2010. Mendesain Model Pembelajaran Inovatif-Progresif: Konsep, Landasan, dan
Implementasinya Pada Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Kencana.
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The differences student’s creative thinking mathematical

ability using think talk write models with ekspositori models
Machdalena
E-mail: Siregarmachdalena970@student.upi.edu
Abstract. The approach that used in the classroom have not be able to create optimal condition
for ongoing learning. It’s can be resolve with various learning process with selection models
are Think Talk Write and Ekspositori Models. This research using experiment method. Design
of this research using experimental quasy design along with collecting data technique with
technique of collecting data use research instrument with given subjective test which shape in
the form test items were as much as 8 descriptions that have been tested for validity, reliability,
difficulty level, distinguishing power. The result of this research is there are differences
student’s creative thinking mathematical ability using Think Talk Write Model and
Ekspositori Model.
1. Introduction
Learning process is important in advancing the nation. Teachers act as managers of teaching learning
processes that seek to create conditions of learning, teaching, developing learning materials well in
order to develop students’ creative thinking skills. At the time of the learning process is expected to be
a creative human resources. In fact, creativity in Indonesia is very low compared to other countries.
This demonstrated by the results of The Global Creativity Index research conducted Martin Prosperity
Institute in 2015 in which states that Indonesia is ranked 115 of 139 countries. This shows, very low
ability of creative thinking in Indonesia. Based on that, it can be caused by learning environments that
do not support the development of student creativity. If at the time of teaching and low creativity of
students due to the passive learning process of individualis. Therefore, students at school are required
to study in groups to practice creative thinking skills and produce something unique from that
creativity. The quality of learning process is by Think Talk Write (TTW) Models. Therefore,
researches do research on the differences student’s creative thinking mathematical ability using Think
Talk Write Models with Ekpositori Models.
This study aims to determine whether there are differences in the ability of students’s mathematical
creative thinking using TTW Models and Ekspositori Models. From that purpose, the research method
used is experimental method. Because the researcher is not possible to choose the sample is really
random in each experimental class that uses TTW models and control. Based on that the researcher
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uses Quasi Experimental Design in the form of research design. This research involved two groups
who were given two different treatments with each other and ended up giving the same final test to
both classes. Testing at the end of the learning aims to obtain data that will be used to determine the
ability of students’ mathematical creative thinking after the two groups get learning with different
treatment. Research variables are basically anything that shaped what is determined by the researcher
to be studied so that obtained information about it, then drawn conclusions [1]. Research variables
were categorized into various types, namely independent variables, dependent variables, moderator
variables, intervening variables, and control variables. The independent variables in this research are
TTW models and Ekspositori models with students’ mathematical creative thinking ability as
dependent variable.
Population is a generalization region consisting of the object/subject that has certain qualities and
characteristics set by the researches to be studied and drawn conclusions [2]. In this research
population is all students in SMA Negeri 8 Depok in the odd semester in the school year 2015/2016.
The research instrument that will be used to improve student’s mathematical creative thinking ability
in mathematics learning on linear and quadratic equation system material is subjective test in essay
from. At the time of answering the question, the better student’s answer the higher score obtained.
Data retrieval is used before the instrument is first tested in order to know the validity, reliability,
degree of difficulty and distinguishing power.
Hypotheses are assumptions or guesses about something that is made to explain what it is often
required to check [3]. The hypothesis that is devoted to the population is called the statistical
hypothesis. The statistical hypothesis proposed in this study that the research instrument that will be
used to improve students’mathematical creative thinking ability in mathematics learning on linear and
quadratic equation system material is subjective test in essay form.
The normality test is performed to determine wether the sample under researches comes from a
population that is normally distributed or not. The normality test of the data will be tested by the
Lilieforst test. This research will be statiscally analyzed if the data is normally distributed and
homogenous then the statiscally type will use the t-test with the unification of two variance.

Table 1 shows test result of normality score of students’ mathematical creative thinking ability
1 Test result of normality score of students
Experiment Control Interpretation
Count 0,130 0,099 Normality
Table 0,142 0,138 Normality
Homogeneity test:
The homogeneity test analysis of two variance between the classes taught using the TTW model and
the expository method was performed using the Fisher test. The hypothesis used in homogeneity test
in this research is as follows:
Based on the calculation of homogeneity of the significance level α of 0.05 degrees of freedom (dk) of
the numerator of 38 and (dk) denominator of 40. From the F distribution obtained value F-0.05 (38.40)
of 1.701. Thus obtained F-calculate of 0.478 less than 1.701 is F-table it can be concluded that both
classes have a sample of homogeneous variance.
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Table 2. The result of t-test
Eksperimen
(N=39, df=78)
t-calculate 6.145
t-table 1.994
Based on Table 2 the results of class calculations are taught using the TTW models and Ekspositori
models. The obtained t-calculate of 6.145 and t-table equal to 1.994 with significance level equal to
0.05 and degree of freedom equal to 78. T-calculate is 6.145 bigger than t-table is 1.994. so it can be
declared rejected. If rejection then it can be concluded that there are differences in the ability
of students’ mathematical creative thinking taught using TTW models and Ekspositori models.
4. Conclusion
The result of this research is there are differences student’s creative thinking mathematical ability
using TTW models and Ekspositori models.
5. References
[1] Sugiyono. 2010. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif dan R&D.
Bandung: Alfabeta.
[2] E.T. Ruseffendi. 2010. Dasar-dasar Penelitian Pendidikan dan Bidang Non-eksata Lainnya.
Bandung: Tarsito.
[3] Sudjana. 2001. Metode Statistika. Bandung: Tarsito.
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The existence of ethnomathematics in buna woven fabric and

its relation to school mathematics
Y S Eko
E-mail: yulianaeko93@yahoo.com
Abstract. Buna woven fabric is a kind of famous woven fabric in Timor Island. This woven
fabric has a variety of motifs / patterns with a variety of colors and also marked with motifs
that appear to arise. This research is a qualitative descriptive study with the aim to describe the
existence of ethnomathematics in buna woven fabric and its relation to school mathematics.
Data collections were conducted by observation and documentation to obtain motifs in buna
woven fabric in Timor. The results show that there are a number of mathematical knowledge
contained in buna woven fabric such as tessellations (tiling), geometry transformation,
congruence and similarity, and various geometric concepts. The existence of ethnomathematics
in buna woven fabric can be used as a learning resource in school.
Introduction
Mathematics is a field of science that is very close to everyday life. Consciously or not, humans have
used mathematics to solve problems according to the natural conditions in which humans live.
Mathematics becomes part of the surrounding culture and can be developed to analyze innovative
things. Mathematics learning in schools must also not be separated from the surrounding culture
because each child is equipped with each cultural background. So, the demand for a teacher is how to
associate that culture with math at school.
However the reality, the process of learning mathematics in school are still separated by cultural
elements. Learning is still focused on textbooks that sometimes contain new things that are not
familiar and difficult to understand by students. Teachers are more stuck on the idea that learning
media and learning resources must be purchased or only from teachers and textbooks than using
something related to the environment. Teachers have difficulty in associating a particular
mathematical concepts with appropriate cultural context. Even teachers are not aware that in cultural
activities there are various mathematical concepts [1].
Therefore, learning mathematics in schools needs to be updated by applying cultural elements in
the learning of ethnomathematics [2]. This became the starting point of awareness of the role of
ethnomathematics on learning. Ethnomathematics began to be integrated into the school mathematics
curriculum with the initial assumption to preserve the value of the culture that is increasingly lost in
the development of the times. It is also perceived as a lens for viewing and understanding mathematics
as a cultural product [2],[3]. Ethnomathematicians emphasize and analyse the influences of socio-
cultural factors on the teaching, learning, and development of mathematics [4],[5]. Explorations
containing mathematical concepts in cultural views can help learners' knowledge and awareness that
they can con tribute to mathematical discovery, since mathematics is not a particular cultural
dominance.
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Studies on ethnomathematics have been widely practiced such as Study of Ethnomathematics in

Baduy, discusses the link between the elements of culture and the weaving process by the Baduy with
mathematical concepts contained therein. [6],[7], Link Between Ethnomathematics in Marriage
Tradition in Adonara Island and School Mathematics [1], How to use traditional mathematical skill in
the process of weaving Baduy fabric [7], Link between Mathematics and Arts [8], [9], Link between
Mathematics and Effects of Ethnomathematics Teaching Approach [10]. This suggests that
eethnomathematics play an important role as a means to motivate, stimulate learners, overcome
boredom and give new nuances to the learning of mathematics. The teacher will try to place these
feelings in their social, cultural and historical context, being motivated to challenge them through the
teacher’s activity and attitude in valuing the cultural background of the students [11]. So that, the
students can learn to diversity in the mathematics classroom and to the influence of the mathematics in
which mathematics is used and communicated.
The people in Timor Island also have a variety of cultures that contain mathematical concepts.
One of them is the ancestral heritage that is still preserved until now, that is buna woven fabric.
Indepth research is needed to describe the existence of ethnomathematics on buna woven fabrics and
construct concept maps of ethnomathematics with school mathematics. Thus, it can be a reference for
teachers to develop cultural-based mathematics teaching materials.
Experimental Method
This research is a qualitative descriptive study with the aim to describe the existence of
ethnomathematics in buna woven fabric and its relation to school mathematics. Data collections were
conducted by observation and documentation to obtain motifs in buna woven fabric in Timor. Data
was analyzed descriptively based on the characteristics of ethnomathematics such as : tiling
(tessellations), transformation, ccongruence, similarity and some geometry concepts.
Result and Discussion

3.1 Mathematics and Culture
Mathematics and culture are related each others. Mathematics is a part of culture and the other hand is
used as a tool for the advancement of culture. Mathematics already exists in every culture, embodied
in each culture, which, as a " frozen mathematics" [12]. Thus mathematics cannot be separated from
the humanities and social sciences, or from what is expressed as human culture in general, so it is
influenced by the values of humanity as well as other fields of knowledges. Mathematics
becomes responsible for its uses and cosequences, in education and society [13].
Every cultural group has developed unique and often distinct ways to mathematize their own
realities. Further, with different mathematical tools can help them to organize, analyze, solve, and
model specific problems located in the context of their own real-life situation [14]. In general
mathematics in culture is known as ethnomathematics.
3.2 Etnomathematics
The term ethnomathematics is used to express the relationship between culture and mathematics. The
term requires a dynamic interpretation because it describes concepts, ethno and mathematics. The term
ethno describes "all of the ingredients that make up the cultural identity of a group: language, codes,
values, jargon, beliefs, food and dress, habits, and physical traits." Mathematics expresses a "broad
view of mathematics which includes hering, arithmetic, classifying, ordering, inferring, and modeling
[2]. Ethnomathematics is a field of study which examines the way from other cultures understand,
articulate and use concepts and practices which are from their culture and which the researchers
describes as mathematical [15]. Those opinions above implies that when we study of
ethnomathematics, it does not mean we only study mathematical phenomenon and translated it into a
formal mathematical concepts (mathematical modeling). But, more than that, the way of thinking and
the underlying values why a particular individual or group can have such an understanding like that is
also interesting to learn.
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3.3. Ethnomathematics in buna woven fabric.

Buna woven fabrics are well-known woven fabrics and scattered in almost all of Timor's
mainland. The weaving process is the same as other weaving processes. The difference is, in ordinary
weaving. The motif has been formed on the lungsi yarn, while on weaving buna, motif will be formed
on the weaving process so that the resulting motifs appear to arise. Buna woven fabric has a variety of
motifs / patterns with a variety of colors. This woven fabric was once used by the public at official
ceremonies or special event. Then envolve, it is used in daily life to cover the body, as a dress in
traditional ceremonies, as a dowry in marriage, as a gift in the event of death and form of appreciation,
as a tool to pay a fine in the event of imbalance and as a form of appreciation for the guests who come
(natoni) [16], [17].
Until now, buna weaving fabric is a formal and modern fashion materials designed according to
the development of fashion, also to meet the demand / needs of consumers. In its development, buna
woven fabric is one of income source especially rural community. In general, women in rural areas use
their spare time to weave in an effort to increase their family income and clothing needs.
The uniqueness of buna woven fabric besides having a motif that looks embossed also has a style
that contains mathematical concepts. There are several mathematical knowledges in buna woven
fabric.
a. Tessellations
Tessellations are designs with repeating. A tessellation is a type of pattern that is composed of
geometric figures that fit without gaps or overlaps to cover the plane [18],[19]. Some related
definitions of the tessellations are given as follows :
1. Regular tessellations
Regular tessellation is made with only one polygon. Only three regular polygons can make
regular tessellations. Those are triangels, square and hexagon [18].
Figure 1. Triangels Figure 2. Squares Figure 3. Hexagons
2. Semi-regular tessellation is made with two or more regular polygons [18].
Figure 4. Eight kinds of semi-regular tessellations.
3. Non-regular tessellation can be made with many shapes. Any shape can be used, as long as the
pattern repeats. Most artistic tessellations are non-regular [18].
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Figure 5. Non-regular tessellations
Figure 6. Buna woven fabric from Figure 7. Buna woven fabric

Insana, Kabupaten TTU from Kolbano, Kabupaten TTS
Figure 8. Buna woven fabric from Figure 9. Buna woven fabric

Insana, Kabupaten TTU from Insana, Kabupaten TTU
Every tribe in Timor Island has a distinctive ornamental woven pattern with a variety of motifs
such as animals, plants, various geometric shapes or abstract disclosures inspired by deep
appreciation of the natural forces created by God Almighty. The motif of buna woven fabric is
dominated by the shape of rhombus that reflects the hope and belief of the people of God, the
familial bond which in his life must respect each other and also as the direction of the wind [17].
131
Figure 6, 7, 8 use the principle of tessellation (tiling). We can see that there is no gabs or
overlapping between the pattern and each other. In figure 6, the motif is formed by a polygon that
is hexagonal so that it can be classified into a regular tessellation and figure 8 belonging to a non-
regular tessellation. While in figure 9, we can see that there are gaps created polygon and the
other so we said it is not apply the principle of tessellation (tiling). Almost no semi-testimonies
found in buna woven fabric motifs.
The concept of tiling or tessellation requires students to discover the shape of the irregular
and irregular facets that make up the pattern of tiling. To be able to achieve these competencies,
knowledge about the principles of student's involvement / engagement and creativity is needed.
By giving examples and not examples as described above, students are expected to better
understand about the concept of tiling. In this case, the creativity of a teacher is still needed in
mathematics learning in schools that are culturally based.
b. Transformation
Motif on buna woven fabric also contains the concept of transformation (reflection, translation,
rotation and dilation).
1. Reflection
To obtain a motif (Figure 10), the basic shape is reflected on the x-axis (Figure 12), on the y-
axis (Figure 13), also reflected on the y and x axis (Figure 14). Reflection produces the same
object as the original object while maintaining a fixed distance to the symmetry axis.
Figure 10. Motif on buna woven fabric
Figure 11. Basic Shape
y y
2. T x x
r
a
n
s Figure 14. Reflection on the
l
Figure 12. Reflection Figure 13. Reflection y axis then reflection on the
a
t on the x axis on the y axis x axis
i
on
The concept of translation can also be found on the motif on buna woven fabric. By moving or
sliding the pattern to a perticular position, of course, quite clearly illustrates that the concept of
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translation has been applied the manufacture of the motif. Suppose rhombus patterns (Figure 15)
is placed on Cartesian diagram, then the next pattern is obtained by translation of the vector T
= . The translation result is a pattern (object) with the same shape and size at a certain
position.
Figure 15. Translation
3. Rotation
The concept of translation can also be found on the motif on buna woven fabric. To obtain a
motif like Figure 16, the basic shape is rotated at 1800 (Figure 18). The other shape is obtained
by reflection on y axis then it is rotated 1800 (Figure 19).
Figure 16. Motif on buna woven fabric Figure 17.

from Insana, TTU Basic shape
1800 y
1800
Figure 18. The basic shape Figure 19. The basic shape is reflected on
is rotated 1800 y axis, then it is rotated 1800
The combination of all patterns will produce a buna motif as in Figure 16. We say rotation
produces the same object as the original object with a certain position according to the direction
and magnitude of the rotation.
4. Dilatation
The concept of dilatation can also be found on motifs woven Buna. There are some rhombus
pattern in Figure 20 that has a different size, where the difference of zise can be viewed the
result of dilatation or multiplication by a contant k to the size of basic pattern where k is a
positive real number. For example, the blue pattern P and k1 = 2, then the mulltiplication k1P is
magnification twice P. Let's call the result k1P = P1 where P1 is an orange pattern. Furthermore,
if taken k2 = ½, the result of k2P = P2 where P2 is violet pattern. The result of dilation is an
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object with the same shape as the original but the size is different. In this case, the
corresponding sides are proportional.
.
Figure 20. Buna Woven Fabric from

Insana, TTU
c. Congruence and similarity

Motif in buna woven fabric also contains congruence and similarity concepts. The congruence
concept can be demonstrated by giving the action of reflection, translation or rotation of the basic
pattern in order to obtain another motif at a particular position with the same shape and size as the
original pattern. For example, in Figure 20, there is a rhombus pattern that is congruent with each
other. Students can show that two objects are congruent by moving one object on top of the other
and more than that students can show that an object if it is reflected or rotated or translated will
get the same result as the original object.
While the concept of similarity in line with the concept of dilatation so that the motif in buna
woven fabric also contains the concept of similarity. In figure 20, the size of the violet motif is
enlarged to k times the original size and obtained a blue pattern. It means that the result of
dilatation is pattern with the same shape but has a comparable size. This corresponds to the
concept of similarity, so we can say that the violet and blue motif is similarity.
d. Geometric Pattern
Some types of buna weave motifs can also be applied geometric pattern. Rhombus is considered
as the dominant geometrical shape in buna woven fabric. Different arrangements of several
rhombus make different patterns.
Figure 20. Rhombus motif
Perimeter of rhombus P = 4s units, where s is a length of a side.

P1 = P
P2 = P - 4s’
P3 = P – 4(2s’)
Pn = P – 4(n-1)s’ units
Where P is perimeter of the largest rhombus, s’ is the difference between any two consecutive
rhombus, n is natural number.
Area of rhombus A = ½ × (d1) × (d2), where d1 is length of the first diagonal, d2 is length of the
other diagonal.
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A1 = ½ × (d1) × (d2)
A2 = ½ × (d1 – d’) × (d2 – d’)
A3 = ½ × (d1 – 2d’) × (d2 – 2d’)
An = ½ × [d1 – (n-1)d’] × [d2 – (n-1)d’] sq. units
Where An is the required rhombus’ area, n is natural number , d1 is length of the first diagonal, d2
is length of the other diagonal.
Students can learn about various forms of geometry on a flat wake, perimeter concept, flat
wandering area. Furthermore, critical students can find patterns of geometry based on given
motives. With their own findings, there will be a complete satisfaction of the sthem and of course
the memory of them will last a long time.
To make motif on buna woven fabric unwittingly have applied the concept of mathematics. This is
indicated by the motif on buna woven fabric resulting in the concept of tiling or tessellation,
geometry transformation, symmetry, congruence and similarity and geometric patterns. Using the
cultural element as a teaching tool captures the students' attention and engages them in the learning
opportunity at hand. It also makes students' chance to build on their perceptions and prior
knowledges and with prior knowledge in term of identification on hand, the mathematics solution
[20]. In addition students can also apply what they know to learn more and create something new
based on their own ideas based on mathematical knowledge. They can see, guess, think of all the
concepts over and over again.
The concept of translation, reflection, and rotation gives us an idea of how objects are made
and how they move in the plane without changing the object itself. Similarly, the concept of
dilatation illustrates that the size of the formed oil is proportional to the size of the actual object.
The concept of tiling or tessellation requires us to discover the shape of the irregular and irregular
patterns without gaps or overlaps to cover the plane. Can also learn the concept of mathematics
through the motif weaving buna, how to link the concept of similarity with dilatation, the concept
of congruent with symmetry, also determine the pattern of sequence based on the existing motif.
With the representation of shapes, colors and various motifs on buna woven fabrics, students
can be more interested in learning math. They can identify geometric shapes, and compare their
sizes, studying the transformation, tessellation, tiling and its patterns. This is also in line with
Dolinko about how to understand the concept of simetry through the flags of the world [21]. Thus,
it is not only gives students an avenue to explore mathematics concept but it also links them how to
introduce various motives based on the region or tribe.
Allowing students to explore and create it themselves using mathematical ideas and concepts
to train students to think in high order [22]. With learning that is based on the surrounding culture
can trigger students' interest and perception towards math in school. There will be no suggestion
that mathematics is a static science, but this will bring the idea for students to connect real life into
mathematics to enrich their concepts and understanding. Similarly they can apply math to everyday
life to float and create something new.
By knowing the existance of ethnomathematic in buna woven fabric, it is hoped that people
can see that the motif on buna woven fabric that exist around them contain mathematical concepts
and construct a concept map between ethnomatematics and school math so that there is no view
that math is a science that is rigid and inviolable but very closely related to the surrounding culture.
Thus, it can be a reference for teachers to develop cultural-based mathematics teaching materials.
Conclusion
Buna woven fabric is one of the ancestral heritage in Timor Island which is still preserved until now
with the motifs and colors are diverse and visible arise. The buna motif is dominated by rhombus
shaped motifs. Unwittingly, the Timorese people have been applying mathematical concepts in Buna
135
woven fabric pattern that characterized by the resulting buna motif containing mathematical concepts
such as tiling (tessellations), symmetry, geometric transformation, congruence and similarity,
geometric patterns and various geometric concept. This research can be a reference for teachers to
design teaching materials based on cultural context.
Acknowledgesments
This research was founded by Indonesian Endowment Fund fo Education (LPDP)
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137
The influence of applying probing prompting technique to

students mathematical reasoning in class X MIPA SMAN 1
Lubuk Alung
A P Candraa), P K Sari, and R Gusmiyanti

a)
E-mail: aiza.priwahyuni@gmail.com
Abstract. Mathematical reasoning is an ability to perform an activity or process of thinking

logically and analytically based on mathematic statement that has been approved its truth till it
gets valid and true conclusion. However, in fact, students still had lack of mathematical
reasoning ability. The problem occurred because students still had lack of media and technique
in learning to facilitate and bridge their mathematical reasoning and develop their thinking
pattern. One of strategies or technique to solve the problem is by applying probing prompting
technique guided student to explore their knowledge by giving some questions that given from
the teacher. This research is kind of quasi experiment by designing static group design. The
result show that students who had been taught by probing prompting technique better than
students who had been taught by conventional technique in learning process.
1. Introduction
Mathematics cannot be separated from everyday life. For example, the clothes we wear every day,
have their own price and size. Thus everything we see, hear, or feel is related to mathematics.
Therefore, mathematics needs to be understood by all levels of society. The importance of
mathematics is also stated by Ruseffendi that mathematics learns about patterns of order, on organized
structures. It starts from undefined terms, basic terms, primitive terms, from defined elements to
axioms/postulates and finally to the theorems. Mathematical concepts are structured in a hierarchical,
structural, logical and systematical manner from the simplest concept to the most complex concept [1].
Therefore, mathematics is one of the lessons that must be studied, especially for students at formal
educational level.
Mathematics becomes one of compulsory lessons learned by students in formal education because
it can teach students to think critically and logically. According to the Regulation of Minister of
Education and Culture of the Republic of Indonesia Number 59 Year 2014, one of the objectives of
mathematics learning is to use natural reasoning, to perform mathematical manipulations both in
simplification and analysis of existing components in problem solving [2].
Based on the purpose of mathematics learning, it suggests that the learning process requires
mathematical abilities that consist of concepts comprehension, mathematical connections,
mathematical reasoning, mathematical communication and mathematical problems solving. All these
abilities are expected to be realized in the learning process since mathematical abilities that match the
purpose of mathematics is the measure of students’ success in learning mathematics.
In order to achieve all mathematical objectives at school, mathematical reasoning is an ability that
is capable of supporting other mathematical abilities since mathematical material and mathematical
138
reasoning are two inseparable things. Mathematical material is understood through reasoning, and
reasoning is understood and trained through learning mathematical materials [3].
Reasoning is a thinking process that seeks to relate known facts or evidences to a conclusion.
Reasoning requires logical grounding. Logical reasoning is not a process of remembering, memorizing
or imagining but is a series of other searching processes. If it is associated with mathematics subjects,
then mathematical reasoning, according to Thontowi, is process of thinking logically in the face of
problems by following existing provisions. The process of mathematical reasoning ends with a
conclusion [4]. Thus, mathematical reasoning is so important that students are required to have this
ability.
A problem found in the 10th grade class of MIA SMAN 1 Lubuk Alung is that there are still a lot of
students who laze in class discussion and become dependent on their clever friends, although the
teachers have tried to apply 2013 curriculum using scientific approach in learning. The students are
also passive when the teachers ask students to ask questions and give responses. They may begin to
respond to the issue being discussed, if the teacher appoints them. However, when the teacher gives
the problem of mathematical reasoning, most students just remain in silent and find it difficult to start
working on the problem.
This is also evident in the results of daily test on sequence and series topics; this indicates that there
are still many students having problems in mathematical reasoning. The test consists of 8 problems,
including 3 questions on concept comprehension, 2 questions on mathematical communication, 2
questions on mathematical reasoning, and 1 question on problem-solving. Most students were able to
solve the problems of concept comprehension and mathematical communication but there are still
many students who gave wrong answers for mathematical reasoning questions, therefore problem
solving problem has not yet been able to be solved by the students, considering that to solve the
problem, the students need reasoning. One of the questions on mathematical reasoning is presented as
follows:
"The following pattern is infinite: P Q Q R R S S S S P P Q Q Q R R R S S P Q Q R R R S S S
S P P Q Q Q R R R S S. . . What letter fills the 2432th rank?"
In the question, among 33 students there were only 7 students who were able to answer correctly.
Most of the students' answers show that students were not able to solve the problem because they do
not know the pattern of sequences of the letters. One of the factors causing low ability of students in
mathematical reasoning is that students were not given optimal opportunity to think and those students
are not accustomed to working in sequence.
During learning process, the teachers tried to guide the students in solving the problems. However,
sometimes the teachers directly show the students the completion steps rather than giving them
questions, that would guide them to think in overcoming the problems, therefore when given new
problems; students have difficulty in managing the information and working in sequential to sum up a
problem. Whereas, based on Curriculum 2013, students must find out their own solutions, while
teachers only facilitate and provide them with direction in finding concepts and solving problems.
Therefore, at that time the students were taught to improve their mathematical reasoning.
Based on the given problems, one of the solutions that can improve students' mathematical
reasoning is probing prompting technique. According to Suherman, probing prompting is a technique
of learning through a series of questions given by teachers that guide the students into thinking process
that links the knowledge of every student and their experiences with new knowledge being studied [5].
All students will be involved in acquiring knowledge, so that new knowledge is not given directly, but
it will be obtained by students themselves. Learning through probing prompting technique is closely
related to questioning. Questions raised on students will make students think more rationally about the
knowledge received previously, and link them to the questions given by the teacher so that new
knowledge arises. By achieving this, it indicates that students have been well-trained to do reasoning.
Based on above explanation, this research aims to determine whether learning mathematical
reasoning using probing prompting techniques is better than learning mathematical reasoning with
conventional learning at the 10th grade class of MIA SMAN 1 Lubuk Alung in 2014/2015 school year
period.
139
This study belongs to quasi-experimental category that is aimed at comparing students'
mathematical reasoning using probing prompting techniques and conventional learning. The research
design of this study is Static Group Design [6]. In this study, there are two sample classes chosen,
namely experimental class and control class.
The population of this study involves all 10th grade students of MIA SMAN 1 Lubuk Alung year in
2014/2015 period. This study required 2 sample classes,in which the sampling is done randomly
(random sampling) with draw. The draw was done by randomly choose a piece of papers in which the
names of class X 1 to X 7 were written on them. The first result shows that class X 2 MIA class
belongs to experimental class, while X 1 MIA class falls into control class.
This study consists of two variables, namely independent variable and dependent variable. The
independent variable is treatment given to students of the sample classes which is in the forms of
learning using probing prompting technique applied in experimental class, and conventional learning
applied in control class. Meanwhile, the dependent variable is mathematical reasoning.
There are two types of data in this study: primary data and secondary data. The primary data in this
study are data concerning mathematical reasoning test for students after given treatment. As for
secondary data in this study are the scores of mid semester test of mathematics subjects in class X of
MIA SMAN 1 Lubuk Alung. The procedures of this study include preparatory stage, implementation
stage, and completion stage.
The instrument used in this study is a final test in the form of essay. The assessment for each
question of this final test used a mathematical reasoning rubric on a scale of 1 to 4 [7]. To get a good
test instrument the following steps are conducted: making test prediction, compiling the questions
according to the prediction, validating the test questions, fixing the test questions based on suggestions
provided by the validator, and carrying out test simulation. The analyzed test results showed that all
test questions can be used as questions for mathematical reasoning test in experimental class and
control class.
Hypothesis testing is performed at significant level of α = 0.05. Before conducting hypothesis
testing, normality and homogeneity of sample variance were tested by Anderson-Darling test.
Hypothesis testing is conducted by using t-test formula. The overal testing is done with the help of
minitab software. With reference to the results of data analysis obtained, the proposed hypothesis in
this study is therefore accepted.
The final test of students in the two sample classes consists of 5 essays. The test was taken by 33
students from experimental class and 33 students from control class. The result of the final from
sample class is presented in the following table:
Table 1. Final Test Results of Sample Class Students.
Highest Lowest
Class Total ̅ S
Scores Scores
Experimental 33 98,4 55,7 82,2 7,976
Control 33 93,4 52,5 74,4 10,710
Table 1 shows that experimental class has a higher average score than control class. Meanwhile the
standard deviation of experiment class is lower than control class. This shows that the scores in
experimental class are less diverse than control class.
The indicators for mathematical reasoning observed in this study are: (a) proposing hypotheses; (B)
drawing conclusions from a statement; (C) Providing an alternative for an argument; (D) Finding a
pattern on a mathematical phenomenon; (E) Posing an ability to perform mathematical manipulation
[2]. The final test data of the students in sample class based on the scale obtained by the students and
the contained indicator can be seen in Table 2 as follows:
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Table 2. The Percentage of Students in Sample Class The Scale

Matches with Mathematical Reasoning Indicators.
Scale (%)
Indicator Class
0 1 2 3 4
Experiment 0 0 6,1 6,1 88
A
Control 0 3 9,1 12 76
Experiment 0 0 6,1 73 15
B
Control 0 3 9,1 79 9,1
Experiment 3 0 21 45 30
C
Control 3 3 39 27 27
Experiment 0 0 6,1 36 58
D
Control 3 3 33 45 15
Experiment 0 0 0 85 15
E Control 6,
0 15 58 21
1
Table 2 shows that in general, the students' mathematical reasoning in experimental class is better
than control class students. Student's mathematical reasoning is considered good if the students are
able to solve the questions correctly based on the reasoning indicators. The students can be considered
capable of completing the final test if the scores can reach a scale between 3 and 4. Generally, the
students' mathematical reasoning in experimental class is better than control class.
Based on Table 2, it can be seen that the students in experiment class are more competent in the
ability of making an assumption than control class. The ability to make an assumption requires
students to formulate various possibilities for solving a problem based on their knowledge. The results
of students' answers from sample class indicate their good ability to make an assumption because all
possible solutions for question number 1 have been formulated well in accordance with the knowledge
they have. However, a number of students who proposes precisely from experiment class are much
more than control class.
In the indicator of drawing conclusions from a statement, the ability to make an assumption
requires students to formulate possible solutions to problems based on their knowledge. Students in
experimental class are more complete, clear, and correct in drawing a conclusion of a statement than
control class. The students’ answers from experimental class have been able to draw conclusions from
a statement according to the knowledge they pose precisely, although there is still a little shortcoming
in drawing conclusions. Meanwhile, the students’ answers from control class are still wrong in giving
a reason to draw a conclusion on a question about the length of a side in the final test. However, in
general, the ability to draw conclusions from a statement in the sample classes is good.
For indicators that provide an alternative for an argument. The ability to provide an alternative to
an argument requires students to find alternatives in answering existing questions based on true
reasoning. There are more students in experimental class that can provide an alternative to an
argument by following a logical argument, using facts and relationships in solving a problem rather
than students from control class.
In general, students in experimental class are correct in providing an alternative to an argument
although there are still a few errors. The students have been able to provide an alternative for an
argument they use to get the correct answer based on their knowledge even if there are still some
mistakes concerning the reason to answer the question.
This is different from the student's answer in control class. Some of the students' answers in control
class are still incomplete in providing an alternative argument to get the correct answer. This proves
that the mathematical reasoning of the students in experimental class concerning the indicators in
providing an alternative to an argument is better than control class.
The student’s mathematical reasoning as indicators to find patterns in a mathematical symptom
indicates that there are more students from experimental class that use precise patterns to make
generalizations than students in control class. Students in experimental class have been able to find the
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mathematical pattern they use to get the correct answer, thus they could answer the question.
To determine whether Bilqis’ statement is true or false, then the students were asked to determine
the value by using any pattern or way they could find. After that, to find the value of b, the students
also tried to find the pattern or the way, so that the comparison of the value of a and b is 3: 5.
Therefore, it can be concluded that Bilqis’ statement is true.
In contrast, the student's answer in control class still poses some errors in finding patterns or ways
to answer the existing questions. It proves that the mathematical reasoning of the students in
experimental class for this indicator is better than control class.
As for the indicator on the students’ ability to operate mathematical manipulation, the ability to
perform mathematical manipulation is used in solving a problem by using particular way to achieve
the desired goal of the problem. In this ability, it can be seen that more students in control class are
correct in performing mathematical manipulations than students from experimental class.
However, the average score of students in experimental class is higher than control class. Students
in sample class in general have been able to well perform mathematical manipulations because the way
they used to solve the problem of number 5 is correct by using triangle midpoint theory. In this
problem, students could manipulate the image by assuming O as the intersection point between EF and
AD line, thus it reminds the students of operating triangle's midpoint theory to determine the length of
EO.
After that, they observed the relationship between OF and AB that still applies the triangle
midpoint theory. Thus, it obtained the length of AB then the result of the comparison between AB and
CD is obtained. However, the reasons for the students' answers are still incomplete.
Based on the result of analysis obtained from the final test data in the two classes, the normally
distributed samples with P-value for experimental class is 0.080 and 0.716 for control class. The result
of homogeneity test of the variance of sample class obtained is P-value = 0,101, because P-value
obtained from sample class is more than α = 0,05. It means that the sample data has homogeneous
variance. To test the hypothesis, t test is used and P-value = 0.001 is obtained. This means that the P-
value is smaller than the real level (α = 0.05), then it rejects H0.
It indicates that the students' mathematical reasoning by using ‘probing prompting’ technique is
better than students who learn conventional learning technique in Class X MIA SMAN 1 Lubuk
Alung. This also proves that ‘probing prompting’ technique indeed positively contributes to increasing
mathematical reasoning of the students in experimental class. The reason is that the ‘probing
prompting’ technique actively involves the students to solve problems in a way that the teacher
provides questions that guide and explore the students' knowledge.
This is in line with Suherman's statement that ‘probing prompting’ technique is the lesson used by
the way teacher presents a series of questions that can guide and explore the knowledge of students, so
that there would be a thinking process that links the knowledge of every student and their experience
to new knowledge that is being studied [5]. Therefore, by this technique, students' mathematical
reasoning would be well-grounded.
The ‘probing prompting’ technique has 7 learning steps. In the first step, the teacher exposes the
students to a new situation that contains problems. For example, the teacher asks students to observe a
rectangular board, thus the teacher asks the students the number of fold symmetry and rotational
symmetry on the form. Furthermore, in the second step the teacher gives the opportunity to the
students to formulate the answer. The first and the second steps can improve the ability to make an
assumption and mathematical manipulations because students are randomly assigned to be able to
provide solutions to a problem. If students feel difficult in answering the problem, then the teacher
would give prompting questions, thus students are able to answer correctly and precisely.
In the third step, the teacher gives an appropriate issue with the indicator to all students. For
example, the teacher asks students to determine the magnitude of the angle contained in the picture
given by the teacher. The fourth step, teacher waits for a while to give the students an opportunity to
formulate answers by discussing in groups. Thus, in the fifth step, teacher appoints one of the students
to answer the question. These three steps provide an opportunity for students to be able to draw
conclusions from a statement, provide an alternative to an argument, and find a pattern of a
mathematical phenomenon based on the problem.
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After the teacher points out one of the students to answer the question, then it moves on to the sixth
step that is if the student answers appropriately, then the teacher will ask another student's response
about the answer to ensure that all students are involved in the ongoing activities.
However, if the answer given by the student is not fully correct or incorrect, or the student remains
silent, then the teacher asks other questions in which the answers become the clue to the solution. For
example, teacher asks the students about the number of fold symmetry on the regular octagonal.
If the student answers incorrectly, then the teacher gives another question about the number of fold
symmetry on regular rectangular and regular polygon, so that from the question, the student gets the
conclusion about the number of fold symmetry on regular octagonal. The next is preceded by
questions that require students to think at a higher level, to be able to answer questions according to
the indicators.
Questions given in this sixth step are given to several different students to make all students get
involved in ‘probing prompting’ activities. Furthermore, in the seventh step, the teacher asks the final
question to different students to emphasize that the indicator is completely understood by all students.
Therefore, the sixth and seventh step can increase students' reasoning in giving an alternative to an
argument and drawing conclusions.
Meanwhile, in conventional learning technique, teacher directly shows the steps of completion of
an issue to the students if the students are unable to answer it. Therefore, students are given less
opportunity to find their own answers to a problem that is difficult for them.
Thus, based on the explanation, it can be concluded that there is an increase in students’ mathematical
reasoning for the five indicators and that mathematical reasoning of students in experimental class is
better than that of control class students. This can be achieved because in this learning technique, the
teacher does not directly provide new knowledge to the students, but through presenting a series of
questions as a guidance and exploration. In this case, there is a thinking process that links the
knowledge possessed to new knowledge to be achieved. Therefore, learning process that applies
‘probing prompting’ techniques allow students to develop their thinking ability in order to improve
their reasoning ability.
4. Conclusion
Based on the results of the study that has been conducted, it concludes that mathematical reasoning
of students by using ‘probing prompting’ technique is better than mathematical reasoning of students
who follow conventional learning technique in class X MIA SMAN 1 Lubuk Alung 2014/2015. It
indicates that learning process by using ‘probing prompting’ technique influences the students'
mathematical reasoning. This is evident in the average score of students in experimental class that is
better than the control class. Whereas, the students are given similar questions, homework and Student
Worksheet in the two classes, but what makes it different is in the treatment and techniques used
during the learning process.
The use of ‘probing prompting’ techniques in learning process might turn the classroom into a
tense situation since the students seem to be anxious when appointed by the teacher to solve a
problem. Therefore, teachers are expected to make a fun situation in the class by occasionally giving
jokes and laughter during the learning process so that the students feel more comfortable and easy to
understand every problem given by the teacher.
5. Acknowledgments
This study can be completed by the help of several people. Therefore, on this occasion, the
researcher would like to express the gratitude to: Mrs. Dra. Hj. Dian Mulyati Syarfi, M.Pd, Head of
SMAN 1 Lubuk Alung, Mrs. Marleli, S.Pd, Mathematics teacher, and the students of class X MIA
SMAN 1 Lubuk Alung and all parties who have helped the researcher whose names cannot be
mentioned one by one. The researcher hopes that their help would be a good deed and rewarded by
Allah SWT.
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6. References
[1] Suherman, E., dkk 2003 Strategi Pembelajaran Matematika Kontemporer (Bandung:
Universitas Pendidikan Indonesia)
[2] Tim Penulis 2014 Permendikbud Nomor 59 Tahun 2014 tentang Pedoman Mata Pelajaran
Matematika SMA/ MA/ SMK/ MAK (Jakarta)
[3] Shadiq, Fadjar 2004 Penalaran, Pemecahan Masalah, dan Komunikasi (Yogyakarta: PPPG
Matematika)
[4] Thontowi, Ahmad 1993 Psikologi Pendidikan (Bandung: Angkasa)
[5] Huda, Miftahul 2013 Model-Model Pengajaran dan Pembelajaran (Malang: Gramedia)
[6] Seniati, L., Yulianto, A., dan Setiadi, B.N 2011 Psikologi Eksperimen (Jakarta: Indeks)
[7] Iryanti, Puji 2004 Penilaian Unjuk Kerja (Yogyakarta: Pusat Pengembangan Penataran Guru
Matematika)
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The influence of challenge-based learning to the improvement

of students’ spatial visualization ability
W Susilawati
Program Studi Pendidikan Matematika, Sekolah Pascasarjana Universitas Pendidikan
E-mail: wati85@uinsgd.ac.id
Abstract. This research investigates: The improvement of spatial visualization ability between
students who are exposed to challenge-based learning and those taught by expository seen
from: overall student sample, and levels of mathematical entry knowledge. The interaction
between learning types and categories of mathematical entry knowledge on the improvement of
spatial visualization ability. The difficulties encountered by students in completing spatial
visualization questions. This study used a mixed-method of experimental pre and posttest
control group design that involved 70 student teachers elemetary education at university in
Bandung Indonesia as samples. Study findings show that: The mathematical spatial
visualization ability of students who are exposed to challenge-based learning has higher
improvement level than students who are exposed to expiratory teaching based on overall and
mathematical entry knowledge. There is an influence of interaction between learning types and
mathematical entry knowledge on the improvement of spatial visualization ability, thus
students’ difficulties in completing the spatial visualization questions can be minimized.
1. Introduction
Our life is surrounded and shaped by geometry (space and surface) so that the learning and teaching of
geometry should be based on and directed towards understanding the spatial aspects around students’
life. In this line,[1] argue that the main purpose of learning geometry is to enable students to have
good understanding of spatial concepts and procedures encountered in their life so that they have the
ability to solve these spatial problems in their real life situation.
Nevertheless, empirical studies on geometry learning and teaching in both Indonesia and
international level found that the result of geometry learning is not satisfactory yet,[2];[3];[4]. These
studies show that students’ low competence of mathematical spatial visualization is due to some
reasons; (1) students’ inability to visualize three-dimensional objects within two-dimensional one.
Empirical data show that many students make mistakes in drawing in three dimensions into two
dimensional objects or the opposite from two dimensional to in three dimensional objects. (2) lack of
creative spatial sensing leading to mistake in spatial visualization meaning, (3) considering spatial
pictures as flat ones where intersecting lines are considered parallel, (4) constructing a visual
representation in mind, on paper, or using technological devices, two-dimensional into three
dimensional objects seen from different points of view without sufficient learning supports.
Actually, the various abovementioned problems can be proportionally handled and minimized by
external factors. One of which is by designing learning materials which can develop students’
autonomy in class management, media project making, thinking and doing activities relevant with
their environment [5];[6];[7]. Students’ perceptions on field of study will develop well depending on
the tasks or problems they are assigned to solve, believes that students do not develop good
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understanding about something through repetition but through active learning and meaning making by
building past experience trough group work or activity. Furthermore, [8];[9] state that spatial
visualization ability is not a geometry ability which is genetically inherited or a given ability but a
competence which should be trained through a long social construction. This ability can only be
developed when students are involved in empowering learning activities or face real life experience
Geometry learning is expected to provide students with an attitude or habit of visualizing the
relationship between elements and characteristics of geometrical spaces. To achieve this, students
should be provided with the opportunity and sufficient supporting learning media so that they can
observe, explore, and find out geometrical principles through informal activities before applying what
they have informally learned into their formal learning activities. Someone cannot properly
differentiate the relationship among elements of spatial objects without the assistance of concrete
media, and students who are not equipped with concrete media but rely solely on their visualization
ability are prone to misconception. More specifically,[10] states that students can develop their
visualization ability by gathering sufficient information. With this, they have already had good and
comprehensive knowledge on the logic of spatial concept and representation supported by relevant
learning media.
2. Literature Review
The spatial visualization ability can be developed through the use of various learning media which
serve as the main tasks assigned to students, including origami, geoboard, mekorama, pop-up book,
and geogebra. These media can help students to use their motoric ability as well as to develop spatial
visualization process on their mental image. Exercises in mental transformation relate to
metacognitive knowledge so that students can answer questions more easily. This also indicates that
spatial visualization ability is required by the curriculum and should therefore be accommodated in
geometry learning in the classroom.
Indicators of spatial visualization ability in this study are ability of imagining and illustrating a
geometry object after experiencing rotation, reflection, and dillatation, ability of decing apicture object
which is suitable with its certain position of series of spatial geometry objects, ability of predicting
accurately a real form at spatial geometry object perceived in the certain perspective, ability of
deciding simple object picture which is sticked to more complex picture, ability of constructing a
model related to spatial geometry object, ability of drawing and comparing logical relation of spatial
form components.
Consequently, effort made to improve the teaching and learning process is always interesting to
study. One models which can address students’ problems in spatial visualization is Challenge-based
learning. This inquiry-based learning stimulates students to learn from their assigned tasks, learning
materials, and the project of learning media making by constructing their own divergent and
contextually-stimulated problems. In turn, these can stimulate students’ challenge them to explore
their projects in the classroom. This study develops knowledge through the task, even nowadays,
reparing prospective teachers of mathematics professionals in the future not only relying on the
knowledge acquired it self, the involvement of teachers and other as well as completing the task is
needed to meet the challenges of the problems. According to[11] the education quality constantly
transformed as needed by society which involving student potential development.
Therefore, challenge-based learning is considered as learning models which can answer students’
needs to work hard and exploit their thinking when facing a problem which contradicts their cognitive
structure. Challenge-based learning sintaks by [12] are: The Big Idea, Essential Questions, The
Challenge, Guiding Questions, Guiding Activities, Guiding Resources, Solution, Assessment,
Publishing. In the context of challange-based learning mathematical knowledge tends to be accepted
by individuals through challenging tasks which cause conflict. It is very important that in mathematics,
teachers can raise learning opportunities by involving students to work in the challenging tasks [13].
The challenge-based learning is a learning model which is interactive, inspiring, fun, and
challenging. It motivates students to actively participate in thinking process and leaves enough room
for the development of their initiative, creativity and independence relevant to their talent, interest,
psychological and cognitive development. This fact also indicates that learning is inseparable from
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thinking process which requires problem solution. A study by [14];[15] show that a learning process is
considered meaningful when it can stimulate students’ motivation and enthusiasm to come up with a
new product or project such as a documentary video which can be used to make a resolution leading to
further understanding of a concept, and a multimedia-based learning to uncover new ideas which can
decrease cognitive conflict.
In addition to the abovementioned empirical evidence, another factor also contributes to spatial
visualization ability, that is mathematical entry knowledge, which is categorized into three levels:
high, medium, and low. The different categories emerge as the result of various high school
backgrounds (islamic, natural science, social science, language, and vocational high school). It then
causes varying levels of students’ mathematical entry knowledge. Technically, mathematical entry
knowledge is purposed of observing the similarity between experiment group and control group and
each sample has considerably same degree. Furthermore, the categorization of mathematical entry
knowledge is done to study the different treatments towards students in each category during learning.
Clearly, the problems of the research are: Is the improvement of spatial visualization ability in
mathematics between students exposed to challenge-based learning higher than that of students
exposed to expository learning as seen from overall students? Is the improvement of mathematical
spatial visualization ability between students exposed to challenge-based learning higher than that of
students exposed to expository learning as seen from math entry knowledge levels (high, medium,
low)? Is there any influence interaction between types of learning (challenge-based learning and
expository) and types of math entry knowledge levels (high, medium, and low) towards students’
spatial visualization ability in mathematics? What are the difficulties found by students in answering
mathematical questions demanding spatial visualization?
This research used an experiment study of pretest and posttest design on two homogenous groups.
Randomly chosen, samples were 70 student teachers elementery education of medium qualification at
a local public religion-based higher education in Bandung, Indonesia.. They were categorized into two
groups; 35 students of class A as control group who received individual expository (conventional) and
35 students of class B as experiment group who were exposed to challenge-based learning
cooperatively in group.
As for the instrument, an initial test was administered to identify students’ prior Math entry
Knowledge followed by a pretest and posttest on mathematical spatial visualization ability. Before the
instruments were employed, they were validated by experts in mathematics education through content
and face validity. The instruments were then revised and tested to analyze the validity, reliability,
significance, and level of difficulties. Validation of the content was carried out by considering
conformity between the questions and criteria of math entry knowledge aspects, learning materials,
and level of difficulties of students. Most importantly, it was validated using spatial visualization
ability indicators of students. Data analysis was done through significance test of t-test for normally
distributed data (Gaussian), and the Mann-Withney U for test if the data was not Gaussian.
Meanwhile, to see the interaction between dependent variables, F test was employed if normality was
met; if not, then Adjusted Rank Transform was used.

The development of learning material in this research is based on a preliminary study on learning
problems experienced by students as learners and lecturers as instructors. This study found that the
problem faced by students is epistemologically related to their knowledge and concept about
geometry, construction and logic. Supporting this, [16] argues that spatial visualization is one of three
cognitive processes which can meet the specific epistemological function of geometry, construction
and logic. With reference to observation characteristics, it is believed that most students cannot
remember in detail the three dimensional geometry formula. Although students are asked to come up
with their life experienced problems, the learned concept will not stay long in their long-term memory.
This experiment study started with a test on math entry knowledge administered to two groups of
students to identify and distribute students to high, medium, and low levels. Math entry knowledge
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students in the experimental and control groups have the greatest frequency at medium levels with
total 48 people of 73 students. The medium early mathematical ability of students is 65.7% at
sufficient catagory. This distribution indicates that the average math entry knowledge belongs to
sufficient or enough. The statistical result of pretest shows that the overall spatial visualization ability
of students in both control and experiment groups is relatively similar. The average pretest score of
experiment group is 13.29 and that of the control group is 13.57. This average of pretest score
indicates that students’ math entry knowledge of spatial visualization ability is still very low.
Having introduced challenge-based learning to experiment group, it is identified that the average of
their mathematical spatial visualization ability increases significantly. In general, this difference is
evidenced from the obtained posttest result. Overall, the average posttest result of experiment group is
73.34 whereas that of the control group is 64.43. Findings also suggest that the improvement of spatial
visualization ability of experiment group is also identified from both overall and mathematical entry
knowledge categories (high, medium, and low). The experiment group has also obtained more variety
of results than the control one. These findings indicate challenge-based learning has good impact
against spatial visualization ability. Challenge-based learning provides thus exerting good influence
for students in solving problems [17].
In addition to the results of the posttest, the differences in spatial visualization ability are also
apparent from the increased ability of students in both groups based on the normalized data gain.
Descriptively, the normalized data gain of spatial visualization ability can be explained in Figure 1.
1 0,68 0,58
0,75 0,6 0,7 0,59 0,7 0,59
Average N-gain
0,5
Experiment
0 Control
High Medium Low Overall
Math Entry Knowledge
Figure 1. Value <g> average of spatial visualization

between experiment and control groups
As the diagram above shows, the overall average value <g> of experiment group is 0.70 which
belongs to high category, higher than that of the overall average value <g> of control group of 0.59
which belongs to medium category. Based on math entry knowledge, it is identified that the
experiment group has the following <g> math entry knowledge categories respectively (high, medium,
and low) of (0.75, 0.70, and 0.68). Based on this, high and medium on math entry knowledge levels
belong to high whereas low on math entry knowledge is included in medium, which is higher than the
averages <g> of control group (0.60, 0.59, 0.58) which belong to medium category. This difference of
improvement indicates that the use of challenge-based learning gives a better contribution to the
improvement of students’ mathematical spatial visualization ability than the expository learning.
Test of the variance of spatial visualization pretest of both experiment and control groups has the
following criteria. is accepted if the value sig (1-tailed) 0.973 > α equals 0.05. This means that
there is no variation in the pretest of spatial visualization ability between experiment and control
groups. The test result also indicates that statistically prior to treatment, both experiment and control
groups do not have significant difference.
The difference of ability improvement of both groups in variance test of <g> spatial visualization
has the value of Sig (1-tailed) equals 0.000 and is smaller than 0.05. so that is rejected. This means
that students in the experiment group who received challenge-based learning have higher improvement
of spatial visualization ability than those in the control group who were exposed to expository
learning.
Variance test of mathematical spatial visualization ability based on math entry knowledge of high,
medium, and low levels respectively have the values of Sig (0.002, 0.000, and 0.005) smaller than
148
0.05 so that is rejected. This means that students in experiment group have higher improvement of
mathematical spatial visualization ability than those in control group. This difference of improvement
also indicates that challenge-based learning has better contribution in improving students’ spatial
visualization ability than the expository learning based on math entry knowledge levels (high,
medium, and low). The finding suggests the similarity among all categories of mathematical entry
knowledge of challenge-based learning group; the students managed to gain benefit from the
emergence of conflicts in enhancing their competence.This result also corresponds to the opinion of
[18] that cognitive elaboration on cooperative learning encourages the improvement of skill of group
members
Interaction test of mathematical entry knowledge gives a significant influence on spatial
visualization ability of value Sig (0.000) which is smaller than 0.05. For this interaction test, based on
math entry knowledge levels and spatial visualization ability learning, it is identified that value sig.
(0.005) is smaller than 0.05 so that is rejected. This shows that there is an effect of relationship
interaction between learning types (challenge-based learning and expository) and math entry
knowledge levels (high, medium, and low) on students’ mathematical spatial visualization ability and
math entry knowledge (high achieving, medium and low) which influence students’ mathematical
spatial visualization ability. It shows that the implementation of the challenge-based learning needs to
pay attention to the students’math knowledge (high, medium, and low).
The high math entry knowledge of students has an average of 75.12, medium with an average of
70.10, and low level with an average of 70.00, while a control group of expository learning has a
lower average; high math entry knowledge has an average of 65.75, medium level by 62.15, and low
level by 60.00. The difference in such improvement indicates that descriptively challenge-based
learning contributes to better improvement of spatial visualization skill on all levels of math entry
knowledge, either high, medium and low than that of expository learning.
Spatial visualization ability does not only depend on the students’ skill related with initial
mathematical knowledge. Indeed, in this study, challenge-based learning are very significant to create
the opportunity and encouragement to develop confidence. This is similar with the idea of[19];[20]
revealed that thinking can expand and enrich the knowledge and support the the involvement of
students in completing a challenging task through solving various ill-structured problems
Challenge-based learning are an interesting multidisciplinary study, beginning with the giving of
assignment based on content standards, allowing the students to work collaboratively in a peer group,
and thus become capable of developing the knowledge in completing tasks, identifying and solving the
challenges, making differences in their community, and sharing the best deals by enhancing the use of
sustainable resources and technology they use in everyday life to solve complex yet contextual
misunderstanding. Furthermore, [21] indicated spatial ability (including spatial visualisation) as one of
the factors that affect success in geometry and geometric problem solving.
The implementation of challenge-based learning in the learning still left some obstacles and
difficulties were found among student when doing math tasks using spatial visualization. Problems
faced by students in solving spatial visualization questions reveal some indications. First, students’
problem in visualizing spatial objects indicates that in solving three-dimensional geometry questions,
two dimensional objects are often represented in three dimensions. Second, problems in visualizing
two dimensional objects in three dimensions. This means that spatial visualization ability test is
relatively new to the students. They may have just learned it or do not have good understanding of it.
Third, students find difficulty in differentiating the relationship between elements of spatial objects.
Therefore, they need special training on spatial visualization ability on comprehensive construction
logic of complex objects.
5. Conclusion
Based on the data analysis and interpretation, challenge-based learningg can provide a new learning
atmosphere for students, give effect to their spatial visualization ability ability in mathematics. This is
in contrast to expository learning which make the students less active during the study. From the
results of the analysis, some conclusions can be drawn up as follows:
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First. The overall improvement of mathematical spatial visualization ability between students of
high category who received challenge-based learning treatment is higher than those of medium
category who were given expository learning.
Second. Based on all three math entry knowledge levels; high, medium, and low, students who
received challenge-based learning treatment have higher improvement of mathematical spatial
visualization ability than those who were given expository learning.
Third. There is an influence of interaction between learning types (challenge-based learning and
expository) and math entry knowledge levels (high, medium, and low) on students’ mathematical
spatial visualization ability.
Fourth. Students’ difficulties encountered in solving spatial visualization questions can be reduced
or minimized.
6. References
[1] Lappan, Fey, Fitsgerald, Friel, & Phillips 2002 Getting to Know Connected Mathematics. an
Implementation Guide (New Jersey Prentice Hall)
[2] Swafford, J. O., Jones, G. A., Thornton, C.A 1997 Increased Knowledge In Geometry And
Instructional Practice Journal for Research in Mathematics Education 28 4 467 – 483
(Reston NCTM)
[3] Ives, D, 2003 The Development Of Sevent Graders Conceptual Understanding Of Geometry
And Spatial Visualization Abilities Using Mathematical Representations With Dynamic
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[4] Risma, D, A., Putri, R. I., Hartono, Y 2013 On Developing Students Spatial Visualization
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The influence of student teams achievement division type of

cooperative learning model with mind mapping toward
mathematical understanding ability of junior high school
student
H N Fitriania) and Herizal

a)
E-mail: hetynurfitriani@student.upi.edu
Abstract. There are several problems underlying this research. First, the mathematical
understanding ability of the students in Indonesia still low as seen from the mean of national
examination results. Second, the work of students` right and left brain is not optimal. Due to
the problems, the innovation in learning process is needed to improve mathematical
understanding ability. The aim of the research is to know that mathematical understanding
ability of the students acquiring learning by Cooperative Learning Model type STAD with
Mind Mapping is better than conventional learning; and to know the respon of the students
toward learning using STAD with mind mapping. The research method is quasi experimental
research with all Junior High School students in Bandung Regency as population and the
sample is taken from two clsses of 7th Grade in one of junior high schools in Bandung regency.
The instrumens are the questions of mathematical understanding ability and the affective scale
using Likert’s scale. The results are mathematical understanding ability of the students
acquiring learning by STAD with Mind Mapping is better than conventional learning and the
student’s respon is positive toward mathematics learning using STAD with mind mapping.
1. Introduction
Mathematics is one of the subjects taught in the school with the percentage of lesson hours more than
other subjects. Ironically, mathematics is nonfavorite subject. Many students are not like mathematics
because according to them, mathematics is difficult to understand, resulting in the student ability in
understanding mathematics is still low. Lack of student understanding of the material taught by the
teacher can lead to low of national examination result which is one of the student learning outcomes.
The students learning outcomes especially in learning mathematics is determined by the ability to
understand the lesson such that they can solve the questions given by teacher [1].
Every students has the different ability in understanding mathematical concept. The ability of
students' understanding of mathematics is the ability of the students to express the concept learned by
using their own language either a concept itself, the objects that develop the concept, the example of
the concept, the mathematical representational form, the procedure, and the connection among
mathematical concepts. The used indicators of the understanding ability is the ability to reiterate the
concepts that have been studied, the ability to apply concepts by algorithm, the ability to present the
concept in the form of mathematical representation and the ability to connect the various concepts [2]
[3] [4].
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Lack of the students’ understanding in understanding a concept caused by the used of both right
and left brain simultaneously is not optimal. All this time, the students just think using left brain, while
the right brain is not maximal. Talking about the brain, it is definitely talking about a person's
intelligence, since intelligence evolves along with the development of human knowledge. The human
intelligence is not permanent, but it can developed throughout life and it has not related to the age.
Why are many people difficult to think systematically, arrange planning, memorize, understand a text,
write report, and communicate well and clearly? The cause of these is because we only use the left
brain while the right brain has many uses but it is less utilized.
The licensee of international mind mapping especially in the field of education in Indonesia, Yoga
said that naturally human brain was designed to think the radians pattern such that it possible thinking
simultaneously. However, this natural design was marred by an education system that tends to use the
system of linear thinking that causes used to think step by step which is much slower than radian
thinking. Radian thinking will possible to make thinking process that bring up many ideas
simultaniously.
One of solution to increase radian thinking ability is by created a way of thinking involving right
and left brain simultaneously, it’s named Mind Mapping, created by Tony Buzan. The center of Mind
Mapping in Canada described that Mind Mapping is effective graphical method preparing a universal
key to open whole of human brain potential. Buzan stated that the material to make mind mapping is
very simple, i.e. blank paper, color pen, brain and imagination. There are seven steps to make mind
mapping, (1) Start with the center of the blank paper with long size placed horizontally, (2) Use a
picture or photo for your central idea, (3) Use different color, (4) Connect the branches to center image
and connect the second and third level branches to the first and second branches, (5) Make a curved
line instead of a straight line, (6) Use one keyword for each line, (7) Use the image [5].
The activity of creating a mind mapping can start with a question, let the students draw or write
down what they are imagining. No answers or opinions of students are wrong, because all opinions are
true. This will be visible from the branches that they will create detailing the previous opinions. Mind
Mapping is the easiest way to put information in to the brain and retrieve information out of the brain.
Mind mapping is like the tool that help the brain to think regularly [5]. There is a study of mind
mapping that can improve student mathematics achievement, the study came from Agustyaningrum
stating that mind mapping learning media could improve mathematics learning achievement of
students grade VII in Batam, Indonesia [6].
The use of appropriate learning model will determine the success of student learning. With an
appropriate learning model, students can achieve high learning outcomes and can develop the potential
stored within them. The STAD (Student Teams Achievement Division (STAD) type of cooperative
learning was developed by Robert Slavin et al at Johns Hopkin University and it is the simplest type of
cooperative learning that emphasizes activity and interaction among students to motivate and help
each other in understanding subject matter.
According to Salvin, STAD type of cooperative learning has five main components: class
presentation, team, Quiz, Individual progress score and team cognition. The syntaxes of STAD are (1)
Material Presentation, at this step the teacher informs the material to be learned and reminded back to
the students about the prerequisite materials that have been studied so that students can connect the
material to be presented with the knowledge they have, (2) Work in Group, at this step students have
grouped 4-5 people / group (heterogeneous). Each group solve a task (worksheet or other) together so
that each student in the group can understands the material learned. In this case the teacher as a
facilitator just monitors and provides assistance to groups who need it, (3) Individual test, the
individual test is given after the learning process and the material is what they have discussed in group
previously. Scores of the students are grouped based on their respective group. From this result, it can
be known what has been obtained by individuals during learning in the group, (4) Calculation
individual progress point, individual development points are calculated based on the initial score. The
calculation of individual development scores is intended for students to be encouraged to get the best
performance in accordance with their ability, (5) Awarding group, awards in STAD are awarded to the
group that gets the highest score [7]. The Group's mean score is calculated by adding each individual
153
value and the results are divided by the number of group members. A study conducted by Wong et al
showed that STAD type of Cooperative learning can increase mathematics achievement [8].
STAD learning model with mind mapping is a very appropriate method for the achievement of
desired learning outcomes and for the development of student potential. STAD with mind mapping
seeks to combine group learning with the ability of both students' brain that is the left brain associated
with things that are logical (like learning) and the right brain associated with skills (creative activity).
By using mind mapping, there will be work balance between the two sides of brain. By using STAD
with mind mapping, there will be a balance between group cooperation and individual ability of the
students in the balance of brain work and students' creativity. Using of both STAD type of cooperative
learning and mind mapping, there are allegations that student learning outcomes will increase
especially on the subjects of mathematics.
From the description above, the researchers conducted a research entitled “The Influence of
Cooperative Learning Model type Student Teams Achievement Division (STAD) with Mind Mapping
toward Mathematical Understanding Ability of Junior High School Student”. The purpose of the study
is to determine whether the mathematical understanding ability between students who get cooperative
learning model type STAD with mind mapping better than students who obtain conventional learning
and to know how the students’ response toward STAD type of cooperative learning with mind
mapping.
This research is quasi-experimental. Quasi experimental is a type of experimental design in which the
researcher does not use random assignment of subject to groups [9]. The design of the research is Non-
equivalent Control Group Design. This design is similar to pre-test-post-test control group design, but
in this design both experimental and control group are taken randomly [10]. The research design is
described as follow:
Figure 1. Figure Non-equivalent Control Group Design
The population of the research is all junior high school students in Bandung Regency and the
sample is the students of two classes of 7th Grade (VII D and VII F) in SMPN 3 Rancaekek at
Bandung Regency in the academic year 2014/2015. Class VII D is experimental class applied STAD
type of Cooperative Learning with Mind Mapping and Class VII F is control class with conventional
learning. Each class consists of forty students. The data were collected using tests of mathematics
questions and affective scale. The data were analysed using independent-sample t-test with α= 0, 05
[11].

The ability of students' mathematical understanding in this study is the ability of students'
understanding on the topic of rectangle. The ability of mathematical understanding is obtained from
the results of posttest that students do after following the class. But, to know the basic mathematics
ability that the students have, before following learning, the students' is given pretest. Results from
pretest and posttest were analyzed through SPSS 22 for Windows program.
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Pretest and posttest results from the experimental class and control class were tested for normality,
homogeneity test of two variables and t-test for independent means using SPSS 22 for Windows.
Output of the result of pretest data analysis both of class can be seen in the Table 1, Table 2, and Table
3. While the output of the result of posttest data analysis can be seen in the Table 4, Table 5 and Table
6.
Table 1. Output of Normality test of Pre-test score

Kolmogorov-Smirnova Shapiro-Wilk
Class
Statistic df Sig. Statistic df Sig.
Control .071 40 .200* .978 40 .615
Pre-test
Experiment .123 40 .127 .960 40 .170
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Table 1 shows that the results of normality test. From the table, significant value both control class
and experiment class is greater than 0, 05 whether seen from Kolmogorov-Smirnov or Shapiro-Wilk.
It can be concluded that both the experimental class and the control class are samples taken from
normally distributed populations.
Table 2. Output Test of Homogeneity of Variances

of Pre-test score
Pre-test
Levene Statistic df1 df2 Sig.
.642 1 78 .204
The table above shows the result of homogeneity test. Homogeneity test is to know the data is
homogenous or not. Since the sample came from a normally distributed population, a homogeneity test
with Levene test was performed. The result of Levene test shows that the significant value of 0.024 is
greater than 0.05. This means that both classes can be declared homogeneous.
Table 3. Output Independent Samples Test of Pre-test Score
t-test for Equality of Means

95% Confidence
Sig.
Mean Std. Error Interval of the
t df (2-
Difference Difference Difference
tailed)
Lower Upper
Pre- Equal
test variances 8.998 78 .000 9.275 1.031 7.223 11.327
assumed
Equal
variances
8.998 74.959 .000 9.275 1.031 7.222 11.328
not
assumed
Table 3 shows the result of t-test. The type of t-test used is Independent Sample Test since both of
classes are homogeneous. The aim if this t-test is to know the ability of mathematical understanding of
155
experimental class students and control class students on pretest different or not. The hypothesis for
the t-test is formulated in the form of Two-Tailed test, i e: H0: The students' mathematical
understanding ability of the experimental class and the control class on the pretest is not significantly
different. Ha: The students' understanding of mathematics in the experimental class and control classes
on pretest tests is significantly different. The result of independent Sample Test in Table 3 shows that
the significance value of 0.00 is less than 0.05, then H0 is rejected or can be stated the mathematical
understanding ability of the experimental class students and control class students on the pretest is
significantly different.
After the pretest, the experimental class students follow the learning using STAD model with mind
mapping and control class students follow the learning using conventional model. Then at the end of
the lesson, the students of both classes follow the posttest with the same question as the pretest.
Table 4. Output of Normality Test of Post-test Score

Class
Control .122 40 .134 .966 40 .258
Post-test
Experiment .133 40 .074 .948 40 .067
a
Lilliefors Significance Correction
Table 1 shows that the results of normality test of post-test score. From the table, significant value
both control class and experiment class is greater than 0, 05 whether seen from Kolmogorov-Smirnov
or Shapiro-Wilk. So, it can be concluded that both the experimental class and the control class are
samples taken from normally distributed populations.
Table 5. Output Test of Homogeneity of Variances
Post-test
Levene Statistic df1 df2 Sig.
.358 1 78 .552
The result of Levene test in table 5 shows that significance value of 0.552 is greater than 0.05. It
means that both classes are homogenous.
Table 6. Output Independent Samples Test of Post-test Score

95% Confidence
Sig.
Mean Std. Error Interval of the
t df (2-
Difference Difference Difference
tailed)
Lower Upper
Post- Equal
-
test variances 78 .001 -10.825 3.003 -16.803 -4.847
3.605
assumed
Equal
variances -
77.024 .001 -10.825 3.003 -16.804 -4.846
not 3.605
assumed
156
Table 6 shows the result of t-test of post-test score. Use of this t-test is to know the students’
mathematical understanding ability acquiring learning by STAD type of cooperative learning with
Mind Mapping is better than conventional learning. The hypothesis for the t-test is formulated in the
form of One-Tailed test: H0 the students' mathematical understanding ability using STAD type
cooperative learning model with mind mapping is not better than students using conventional learning
model. Ha: the students' mathematical understanding ability using STAD type of cooperative learning
model with mind mapping is better than students using conventional learning model. From Table 6, it
can be seen that the 2 tailed significance value is 0.001. The 2 tailed significance value is valid for the
hypothesis in the form of a two-tailed test while for the posttest hypothesis is in the form of 0ne-tailed
test. The significance value of the one-tailed test is 0.005. Because 0.005 is less than 0.05, then H0
rejected or can be stated the students' mathematical understanding ability using STAD type of
cooperative learning model with mind mapping is better than students using conventional learning
model.
The result of t-test on post-test stated that students' mathematical understanding ability using STAD
type cooperative learning model with mind mapping is better than students using conventional
learning model. But, the results of t-test on pretest stated that the students' mathematical understanding
ability in the experimental class and control class on is different significantly. Therefore, gain test is
needed to see the increasing/improvement of the two classes.
To do gain test, it must find the gain index of each class. The calculation of gain index in this study
using the formula according to Meltzer. The gain index data in both classes was analyzed to determine
descriptive statistics, normality test and equality of two means test (t-Test) using SPSS 22 for
Windows program. Output of these tests can be seen in the Table 7 and 8.
Table 7. Output Descriptive Statistics Gain Index

N Minimum Maximum Mean Std. Deviation
Gain Index
40 .38 1.00 .7682 .16256
(Experiment)
Gain Index
40 .17 2.00 .6313 .28417
(Control)
Valid N (list wise) 40
Table 7 is the output of the descriptive statistics of the gain index. Based on Table 7, the mean of
gain index in the experimental class is 0.7682. According to Hake and Gumtur, it can be classified
gain index of experimental class is high whereas the mean of gain index of control class is equal to
0.6313. However, the results cannot be concluded that improving of the students' mathematical
understanding using STAD type of cooperative learning model with mind mapping is greater than
students using conventional learning model. Therefore, it must be done further test.
Table 8. Output Test of Normality Gain Index

Kelas
Statistic df Sig. Statistic Df Sig.
Indeks Kontrol .109 40 .200* .950 40 .074
Gain Eksperimen .190 40 .001 .755 40 .000
a.
Lilliefors Significance Correction
The result of normality test show that the significant value of the experimental class is less than
0.05 while the control class is more than 0.05 both seen from the results of kolmogorov test and
Shapiro wilk test. Then it can be concluded that the experimental class is a sample derived from the
population that is not normally distributed while the control class is a sample derived from a
population that is normally distributed. The results of the normality test indicate that one of the classes
157
is from a population that is not normally distributed, so that the data should be tested using a non-
parametric statistical test, Mann-Whitney.
The hypothesis is formulated in the form of One-Tailed test, Ho: Improving of the students’
mathematical understanding acquiring STAD type of cooperative learning model with mind mapping
is not better than students with conventional learning model, Ha: Improving of the students’
mathematical understanding acquiring STAD type of cooperative learning model with mind mapping
is better than students with conventional learning model. The result in Table 8 indicate that the
significance value is 0.00. It is less than 0.05, so that H0 is rejected or it can be concluded that the
improvement the students’ mathematical understanding acquiring STAD type of cooperative learning
model with mind mapping is greater than students with conventional learning model
Table 9. Output of Independent Samples Test of Gain Index
Test Statisticsa
Nilai Indek
Gain
Mann-Whitney U 410.000
Wilcoxon W 1230.000
Z -3.755
Asymp. Sig. (2-
.000
tailed)
a.
Grouping Variable: Indeks Gain
The purpose of this study is not only to determine the ability of mathematical understanding of
students who get STAD type cooperative learning model with Mind Mapping is higher than
conventional learning model. There is another purpose that is to know the respon of students toward
learning using STAD type cooperative learning model with Mind Mapping. To find out how the
students' respon, conducted a test by using a questionnaire of affective scale that is only given to the
experimental class. Data analysis for affective scale was analyzed by using SPSS 22 for Windows
program to get descriptive statistic test, normality test and t-test. The results of the data analysis of
affective scale can be seen in Table 10, Table 11 and Table 12.
Table 10. Output Descriptive Statistics
Mean N Std. Deviation

3.7973 30 .32208
Based on Table 11, the mean of affective scale is more than 3. According to Suherman, it can be
stated that students' response is positive toward STAD type cooperative learning with Mind mapping
[4]. However, the results cannot be concluded that Students are positive towards STAD type
cooperative learning model with mind mapping. Therefore, it must be continued to further test.
Table 11. Output of Normality Test

Attitude
Scale .169 40 .006 .965 40 .248
a
. Lilliefors Significance Correction
158
The result of normality test showed that the significant value is more than 0.05, both seen from the
results of kolmogorov test and Shapiro wilk test. It can be concluded that the data is a sample derived
from a population that is normally distributed.
Table 12. Output of One Sample t-Test
Sig. 95% Confidence Interval

(2- Mean of the Difference
t df tailed) Difference Lower Upper
Attitude
70.671 39 .000 113.875 110.62 117.13
Scale
The hypothesis for the t-test is formulated in the form of One-Tailed test: H0 Student’s response is
not positive toward STAD type cooperative learning model with mind mapping. Ha: Student’s
response is positive toward STAD type cooperative learning model with mind mapping. The results of
One Sample Test in Table 12 shows that the significance value is 0.00. It is less than 0.05, therefore,
H0 is rejected or can be stated the student’s response is positive towards STAD type of cooperative
learning model with mind mapping.
Based on the result of research, the ability of mathematical understanding between students who
get STAD type of cooperative learning model with Mind Mapping is better than students who get
conventional learning model and improvement of mathematical understanding ability among students
who get STAD type of cooperative learning model with Mind Mapping is higher than improvement of
mathematical understanding ability of the students who get a conventional learning model. For
students who get STAD type cooperative learning model with Mind Mapping, they can enjoy the
learning process with comfortable, relaxed, fun and no pressure either physically or psychologically,
giving the opportunity to discuss, presenting the discussion freely without fear of blame, giving gift to
motivate students to better. In addition, the students can maximize the use of right and left brain in
focusing so that more understand, remember the material better, solve problems well, communicate
well and hone the creativity. This is similar with what is revealed by Slavin and Buzan in their book
[5] [7].
From data analysis of affective scale, it appears that the student’s response is positive toward the
use of STAD type of cooperative learning in learning mathematics. Applying of STAD type of
cooperative learning model with Mind Mapping can also reduce students' displeasure to math, students
can learn well, and complete the task correctly. Similarly, Rusefendi states, “the student’s positive
response is able to learn passionately, complete the task well, active, and respond well to the
challenges given” [12].
There are many advantages of STAD type of cooperative learning model with Mind Mapping.
However, in practice, it is not easy to apply STAD type of cooperative learning model with Mind
Mapping. This can be seen in the first meeting of applying the model, the students have difficulty to
follow the learning process, but in the next meeting most students can follow the learning well. In
addition, the other thing that become obstacle in this research is taking a lot of time when discussion
and presentation. It is caused by the sttudents’ learning independence is still low and when presenting
their work, there is a dissent about the answer among groups in the class such that it takes much time
to agree with the right answer.
4. Conclusion
Based on research findings and discussion in the previous chapter, some conclusions are: (1) the
mathematical understanding ability of the students acquiring learning by STAD with Mind Mapping is
better than conventional learning. (2) The students’ ability of mathematical understanding who get
STAD type cooperative learning model with Mind Mapping is higher than conventional learning
159
model. (3) The student’s response is positive toward mathematics learning using STAD with mind
mapping.
5. Acknowledgments
We would like to thank lecturers in Universitas Pasundan as my supervisor in undergraduate program
who had guided me in conducting this research. Special thanks for both headmaster and teacher in
SMPN 3 Rancaekek, Bandung regency as the school where we collected data.
6. References
[1] Kesumawati N 2008 Pemahaman Konsep Matematik dalam Pembelajaran Matematika
Prosiding Seminar Nasional Matematika dan Pendidikan Matematika 229-35
[2] National Council of Teachers of Mathematics 2000 Principles and Standards for School
Mathematics (Reston: NCTM) p 4
[3] Kilpatrick J, Swafford J, Findell B 2001 Adding it up: helping children learn mathematics
(Washington DC: National Academy Press) p 115-55
[4] Suherman E 2003 Evaluasi pembelajaran matematika (Bandung: UPI) p 29
[5] Buzan T 2013 Buku pintar mind map (Jakarta: Gramedia) p 6-15
[6] Agustyaningrum N, Simanungkalit H T 2016 Pengaruh penggunaan media pembelajaran mind
mapping terhadap prestasi belajar matematika siswa kelas vii SMP tunas baru Jin-Seung
Batam Phytagoras 5 32-7
[7] Slavin E 2015 Cooperative learning teori riset dan praktik (Bandung: Nusa Media) p 143
[8] Wong N L, Ghazali M I Raman 2016 The effectiveness of student’ teams achievement division
(STAD) cooperative learning on mathematics achievement among school students in Sarikei
District, Sarawak Int. J. Adv. Res. & Dev. 3 17-21
[9] Fraenkel J R, Wallen N E, Hyun H H 2012 How to Design and Evaluate Research in Education
(New York: McGraw-Hill) p 257
[10] Sugiyono 2010 Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif dan R & D
(Bandung: Alfabeta) p 79
[11] Minium E W, King B M, Bear G 1993 Statistical reasoning in psychology and education
(Canada: John Wiley & Sons) p 299-317
[12] Ruseffendi E T 2006 Pengantar kepada membantu guru mengembangkan kompetensinya dalam
pengajaran matematika untuk meningkatkan CBSA (Bandung: Tarsito) p 234
160
The relationship between self regulated learning with

students' mathematical understanding ability
E Santoso
Program Studi Pendidikan Matematika, Universitas Majalengka, Jl. KH. Abdul
Halim No. 103, Majalengka, Indonesia
E-mail: eriksantoso.math07@gmail.com
Abstract. This study aims to see the relationship between self regulated learning with students'
mathematical understanding ability. This research was conducted on the students of class XI
Multimedia SMK Galuh Rahayu Ciamis. The sample consists of 30 students. The research
instrument consisted of a questionnaire of self regulated learning and a matter of students'
comprehension ability. The research method using product moment correlation test to see the
strength of the relationship and t test to test the hypothesis. Based on the result of data analysis
the correlation value is 0.674 with medium criterion. The results of data analysis also found
that the significance value of 0.000 less than 0.05 thus it can be concluded that there is a
relationship between self regulated learning with students' mathematical understanding ability.
The implication of this study is that self regulated leraning is the most important part that
should be the attention of teachers because it affects the ability of students in understanding the
material
1. Introduction
Education is a conscious and planned effort that enables students to be able to change attitudes
and behaviors in these students. Educational problems can not be separated from the problems of
teachers or students. reminds: In general, teachers must be aware of the difficulties created by
symbolism for students. Symbolism is a compact, abstract, specific, and formal form of mathematical
language [1] Therefore, the opportunity to use the language must be regular, rich, meaningful, and
useful. Teachers should be aware of students' difficulties in learning about symbols, because symbols
are part of mathematical abilities. In order to need a renewal in the learning process so as not to
abstract in mathematics is not too prominent and students can learn more comfortably. But in learning,
teachers are still very difficult in learning that can make students in the classroom. A simple example
is the ability of students to understand the math is still low. Aspects to note are the students'
mathematics.
Mathematical understanding of learners is the level of knowledge of learners about the concepts
of algorithms and the skills of learners using problem solving strategies or problems presented. In
learning mathematics, understanding is the understanding of a mathematical concept in which learners
must have knowledge of the concept after the learning process takes place
The ability of mathematical understanding is one of the important goals in learning, giving
understanding that the materials taught to students not only as memorization, but more than that with
the understanding of students can better understand the concept of the subject matter itself [2].
Mathematical understanding is also one of the objectives of each material presented by the teacher,
because the teacher is a student guide to achieve the expected concept.
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Classifies understanding in two types, namely: 1) Instrumental understanding: memorizing

concepts or principles with no other connection, can apply formulas in simple calculations, and work
on algorithmic calculations. 2) Relational Understanding: linking a concept or principle with another
concept or principle. These two indicators are indicators that can be measured in measuring students'
mathematical understanding [3].
Another thing that concerns the teacher is the self regulated learning. The importance of self
regulated learning can not be separated from the student's ability. Previous studies that confirmed the
influence of students' self regulated learning on the ability of students in understanding mathematical
material. This is based on students who have good self regulated learning can organize their work well
than students who lack the self regulated learning of good learning. Similarly, the opinion students
who have high learning self regulated learning tend to learn better in their own supervision than in the
supervision of the program; Able to monitor, evaluate, and organize its learning effectively; Save time
in completing the task; And organize learning and time efficiently
Meant self regulated learning is a dynamic process in which students build knowledge, skills
and attitudes when studying specific contexts [4]. For that students need to have a variety of learning
strategies, experience applying them in various situations, and able to effectively reflect. Then, affirm
that learning independence is a constructive and active process whereby students define goals in
learning, and try to monitor, organize, and control cognition, motivation, and behavior by being
guided and limited by purpose and Contextual characteristics in the environment [5]. Based on the
description of the researchers conducted research with the aim of finding the relationship between the
self regulated learning with students' mathematical understanding ability.
In this study, the subject of research is the students of class XI MM in SMK Galuh Rahayu Ciamis
who are implementing the second semester learning / even, the academic year 2016/2017. The number
of students is 30 students. This research is a quantitative research that aims to determine the
relationship of self regulated learning to the ability of mathematical understanding. The analysis used
in this research is descriptive analysis with correlative approach.
Data collection techniques that researchers do is to use the instrument. To collect the desired data in
this study the authors use the instrument in the form of Questionnaire Techniques (questionnaires) and
tests students' mathematical barrier ability. Questionnaires and problems used previously performed
instrument tests related to the validity and reliability. The data analysis technique used is first test the
normality or spread of data then if fulfilled proceed with the test of paramterik in the form of product
moment correlation test
The results of this study emphasized on the independence of student learning and students'
mathematical understanding. Questionnaire self regulated learning was made as many as 35 statements
with indicators of learning initiatives, diagnosing learning needs, setting learning goals, viewing
difficulties as a challenge, finding other learning resources and evaluating learning outcomes and self-
concept. While the mathematical comprehension test consists of 5 questions with a maximum score of
each question is 4 so that the total score obtained by students is 20.
Questionnaires were distributed to 30 students as well as the questions given to the students as well.
Questionnaire before the validation and reliability tested as many as 35 statements and 4 invalid
statements so that used in research as many as 31 statements. All questions understanding mathematic
valid criteria so that all questions can be used in research. The following is given descriptive data
about students self regulated learning and students' mathematical understanding.
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Table 1 Statistic Descriptive

self regulated learning and students' mathematical understanding
Self
Regulated Understanding
Learning Mathematic
N 30 30
Range 28 10
Minimum 65 10
Maximum 93 20
Sum 2312 414
Mean 77,066 13,8
Std. Deviation 7,436 2,97576
Variance 55,305 8,85517
These results provide an idea that the average score of self regulated learning is 77,067 when
compared with the total score or maximum score of 31 statements then multiplied by 5 the number of
alternative statements then obtained the total score as free as 155. Therefore 77.067. While the average
score of students' math comprehension skills is 13.8 when compared with the maximum score for the
mathematics comprehension test of 20 then the score still needs to be improved.
The data is then analyzed and calculated correlation and significance value using SPSS as a tool. The
analysis has been done got the correlation value between self regulated learning with mathematical
understanding ability is 0.674 with medium criterion. This medium criterion illustrates that students
who have good self regulated learning tend to have good students' mathematical understanding skills
as well. The value of significance as a hypothesis test is 0.000 with there is a relationship between self
regulated learning with students' mathematical understanding ability.
The conclusion provides an illustration that the self regulated learning is one important aspect in
improving students' mathematical understanding skills. Students who have good learning
independence can relatively manage and coordinate each learning activity well. Another thing that is
also quite interesting is that students with good self regulated learning are able to evaluate learning
outcomes. This shows that self regulated learning plays an important role in developing students'
mathematical understanding skills. The students' understanding of mathematical ability measured in
this research is the ability of understanding with instrumental and relational indicators. Instrumental is
student able to answer problem by simple and relational algorithm is student able to answer problem
correlated with other matter outside material which is being taught.
That students are said to be self regulated learning, means that they have the ability to develop
knowledge, skills and attitudes, which enhance and facilitate subsequent learning and also abstract the
knowledge gained to be transferred to other learning situations [6]. The theory can provide a picture
that students who have a good learning presence will be able to develop their abilities through
knowledge. Developed knowledge will be able to contribute to the ability of students in understanding
the material being taught thus students with self regulated learning is good enough to be able to
develop the concept of material that so have implications terhap ability to understand mathematics
4. Coclusion
Result of research and data analysis got conclusion that there is relation between student learning
independence with students' mathematical understanding ability. The correlation value is 0.674 with
medium criterion. The implication of this study is that self regulated leraning is the most important
part that should be the attention of teachers because it affects the ability of students in understanding
the material. This study provides recommendations that teachers should be able to create rich learning
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with the goal of self regulated learning awakened so that the impact on the ability of students. In
addition to the school should facilitate the process of teaching and learning activities that can improve
self regulated learning.
5. Acknowledgments
Acknowledgments researchers convey to the academic community of majalengka universities ranging
from the Rector of majalengka university, the Dean of the Faculty of Primary and Secondary
Education and Chairman of the Mathematics Education Study Program of Majalengka University. To
the big family of SMK Galuh Rahayu and the class that became the research place.
6. References
[1] Sumardyono. 2004. Karakteristik Matematika dan Implementasinya Terhadap Pembelajaran
Matematika. (Yogyakarta: Depdiknas).
[2] Bani, A. (2011). Meningkatkan Kemampuan Pemahaman dan Penalaran Matematik Siswa
Sekolah Menengah Pertama Melalui Pembelajaran Penemuan Terbimbing. Jurnal UPI. [Online].
Diakses di http://jurnal.upi.edu.
[3] Sumarmo, U. 2010. Berpikir dan Disposisi Matematik: Apa, Mengapa, dan Bagaimana
Dikembangkan pada Peserta Didik. Artikel pada FPMIPA UPI Bandung
[4] Knain, E. dan Turmo, A. 2000. Self-Regulated Learning. (Online) www.pisa.no/nordisk-pisa.

2000 /kap.8.pdf .
[5] Wolters, C.A., Pintrich, P.R., dan Karabenick, S.A. 2003. Assesing Academic SelfRegulated
Learning. Conference on Indicators of Positive Developmen: Child Trends.
[6] Tillman, K.J. dan Weiss, M 2000 Self-Regulated Learning as a Cross- Curricular
Competence (PISA). (Online). Tersedia: www.pisa.on/pdf/turmo-ioste2004.pdf
164
The use of geogebra in problem based learning to improve

students’ spatial mathematical ability
R. Sugiarnia), and A.R. Ifanda

Departement of Mathematics Education, University Suryakancana, Jl. Pasir Gede
Raya, Cianjur, Indonesia
a)
E-mail: ranisugiarni@gmail.com
Abstract. Students’ spatial ability was very low. It was caused by the lack of instructional
media in learning process. This study aims to find out the effectiveness of Geogebra utilization
in problem based learning to improve students’ spatial mathematical ability. This study applied
classroom action research which was implemented in three cycles. Class XI MA Al Hanif
Cibeber in academic year 2016-2017 was taken as population and 17 students were taken as
sample. There were three research instruments including spatial ability tests in each cycle, also
teacher’s and students’ observation sheet in learning process. The result of research shows that
the use of Geogebra in problem based learning can improve students’ spatial ability in MA Al
Hanif Cibeber. It is shown by the results of spatial tests that improve in each cycle. In cycle 1,
the classical absorption reached 53%, in cycle 2 the percentage improved with 76% classical
absorption and in cycle 3 the number increased to 82%. In addition, teacher’s and students’
activities in each cycle ran well. Based on the result of the research, it can be concluded that
problem based learning by using Geogebra as an aid can improve students’ spatial ability in
Pesantren.
1. Introduction
The development of the era marked by the development of technology is very rapid. Various
countries are competing to be the best by trying to match their step with the advancement of
technology, not least with the state of Indonesia. In addition, to be able to pursue the development of
the times, the need for various innovations in the education sector which is an important sector in
producing quality human resources. The progress of education in Indonesia is relatively low resulting
in the successor generation of less competent in competing with the world. It can be seen from the
simple things like the number of school students who do not master a variety of subjects, including
mathematics. Many do not like this one because the various perceptions start from the difficult
lessons, the well-known teacher, too many formulas, and the abstract material. This also happened to
students in Cianjur area.
Cianjur is one of the city in West Java area which is famous for "santri city". The nickname was
given for seeing the number of santri-santri and the scholars who are in Cianjur. The city also has the
motto of the Gate of Marhamah (Gerakh Society Movement of Berakhlakul Karimah). The santri who
are candidates for the leaders of Cianjur city have an obligation to learn as they should. Not just a
lesson about religion that must be mastered, but including other lessons, one of which is mathematics.
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Mathematics is a discipline that requires high intellect. Mathematical concepts are structured
hierarchically, structured, logical, and systematic ranging from the simplest concept to the most
complex concept. The traits or theories are embraced deductively, meaning the truth-seeking process
is different from that of other sciences that use inductive methods. With these characteristics,
mathematics is called the science queen, that is mathematics as the source of another science [1].
Not a few students who find it difficult to digest the learning of mathematics in other words there
are many students have low spatial ability. As one of the less difficult subjects to imagine only in
words, mathematics requires the existence of supporting media to facilitate communication in
learning.
The ability of spatial mathematics is the ability to imagine, compare, guess, determine, construct,
present, and find information from visual stimuli in the context of the room. This ability allows
students to state positions among elements of a space, identify and clarify geometric images, to
imagine the shape or position of a geometric object viewed from a particular point of view,
constructing and representing geometric models drawn on plane in context Space, and investigating an
object geometry [2].
One alternative in the problem is to improve the mathematical spatial ability of the students with
problem-based learning model assisted by visual learning media GeoGebra so that the students can
better understand the taught geometry material.
To improve students' spatial skills, it is necessary to have a learning model that is appropriate to the
student's condition and the applicable curriculum. Learning model that will be used in this research is
problem based learning with scientific approach. The scientific approach comes from the word saint
which means science. Thus, the scientific approach to a scientific and systematic approach to science
[3]. While Problem Based Learning is a model of learning that exposes students to the problem so that
students can develop the ability in high-level thinking and skills in solving problems and acquire new
knowledge related to the problem [2]. While the supporting media used is GeoGebra. According to
Hohenwarter GeoGebra is a computer program to learn mathematics, especially geometry and algebra.
GeoGebra is very useful as: 1) media demonstration and visualization; 2) construction aids; 3) tools of
the invention process; And 4) communication and representation tools [4].
Stages of problem based learning used in learning include several learning phases including: 1)
Orientation Phase ie orient the students to real world problems; 2) Phase Engagement, ie students
engage in problem-solving activities; 3) Phase Inquiry and Investigation, ie students conduct
investigation and investigation in order to solve the problem; And 4) Debriefing, ie students do
question and answer and discussion related to the issue of problem solving [2].
Based on the description above, the writer will conduct research that aims to improve spatial ability
of students in learning mathematics with learning model of Problem Based Learning with Geogebra,
to see student and teacher activity in learning based learning model of Geogebra assisted learning, and
to see student attitude toward Problem Based Learning model Learning berbagtuan Geogebra.
The research method used is Classroom Action Research method which is a reflection study by
actors aimed at improving students' mathematical spatial ability, intentionally done during learning.
Classroom action research is a process of assessing learning problems within the classroom through
planned actions in real situations and analyzing each effect of the treatment [5].
The classroom action research model used in this study is in the form of cycles which is a method
developed by Kemmis and Mc. Taggart, including planning, action, observation, and reflection [6].
This research consists of three cycles and three tests that aims to determine the development of
students' mathematical spatial abilities in learning Problem Based Learning with Geogebra.
This class action research is located in MA Al-Hanif Cibeber with the subject of classroom action
research that will be conducted on the students of class XI IIS academic year 2016-2017.
Data collection techniques in this research is done by first determining the data source, data type,
the instrument used and the collection techniques. Complete data collection techniques to be
performed by researchers will be described in the following table:
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Table 1. Data Collection Techniques

No Data Source Data Types Instruments Used Data Collection
Techniques
1 Student Mathematical Spatial Testing device Tests On Cycles I,
Ability II, And III
2 Teacher and Effective student and Observation sheets of Observation
Student teacher activity in learning teachers and students
3 Student Student's response to Questionnaire Spreading the
learning based learning questionnaire in
problem with Geogebra the class
In table 1. there are data sources in the study consisting of several sources ie students who serve as
research subjects to obtain data about learning outcomes and students' mathematical spatial abilities.
Teachers function to see the success level of the implementation of learning science model of Problem
Based Learning and student activities in the learning process. Questionnaires and interviews serve to
determine the response of students who show the atmosphere of learning and student comments in the
learning of mathematics with the scientific approach of Geogebra-based Problem-Based Learning
model. While analyzing students' spatial abilities are obtained from student answers on each cycle.
3.1. Student Mathematical Spatial Ability

Mathematics learning using learning model of Geogebra assisted Problem Based Learning can
improve students' mathematical spatial ability. This is because in the learning process students can see
concretely what is delivered through the show Geogebra, so that can imagine what is learned more
clearly. Model Problem Based Learning can also facilitate students in imagining various forms of
geometry in everyday life through the problems presented.
The spatial level of students in each cycle can be concluded that the percentage of students' spatial
level indicates an increase in the cycle. In cycle I most students can imagine the purpose of each test
question of cycle I. In the second cycle almost all students have been able to imagine more precisely
each matter of the test cycle II, and in general the spatial ability of students has increased. While for
percentage of students who have low spatial ability decreased in each cycle. For more details can be
seen in the following table.
Table 2. Cycle Test Result Data
Data Cycle I Cycle II Cycle III

Student Completed 9 13 14
Lowest Value 20 30 40
Highest Value 100 100 100
Average Value 64 86 88
Classical Absorption Ability 53% 76% 82%
From table 2. it can be seen that from cycle I to cycle III the student score has increased. This is
evident from the increase in mastery, and Classical Absorption (DSK), then supported by students'
enthusiastic attitude in learning. The highest mathematical spatial value reaches the perfect value and
the lowest value increases for the better for each cycle. Thus it can be concluded that the application of
geometry learning with the scientific approach of Problem Based Learning model with Geogebra
assisted can improve students' mathematical spatial ability.
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3.2. Student Activity and Teacher
In addition to seeing the improvement of students' mathematical spatial abilities, researchers also
looked at how the learning atmosphere of the Geogebra-assisted problem-based learning model took
place. This is seen from the results of student and teacher activities in each cycle that has increased
and included in both categories at each meeting.
From the result of student observation in cycle I, the complete student is 9 people from 17 people.
Researchers try to improve students 'learning atmosphere to be fun and more able to stimulate
students' spatial abilities at the next meeting. The increase in cycle II with a total number of students
who completed 13 people is an improvement because students have been accustomed to learning
applied in the classroom. Visible at the time of student learning enthusiastic in asking questions,
answer and present the results of answers in front of the class. In the observation of student activity
cycle III also increased with total number of students complete as many as 14 people from 17 people.
Thus it can be concluded that the learning geometry that lasted for three cycles is running with good
activity.
3.3. Student Response to Mathematics Learning with Scientific Approach Problem-Based Learning
model assisted by Geogebra
To know the student's response to learning by using Scientific approach of Problem Based
Learning model assisted by Geogebra, the researcher uses questionnaire as instrument. Questionnaire
consists of 30 questions that are positive and negative. In general, students are positive or good toward
the learning of mathematics learning model of Learning based Learning with Geogebra that is with an
average value of 3.9. In addition to being calculated as a whole, the scale of student attitudes was also
analyzed based on seven indicators. These indicators can be seen from the following table.
Table 3. Attitude Scale Data

Indicator Number of statements Average
Against Matter Geometry 4 3,8
The Role of Teachers 4 3,7
Geogebra Application 2 3,6
PBL The Scientific Approach 9 3,9
Interaction of Friend 4 3,9
Spatial Capabilities 4 4,1
Student Worksheet 3 3,9
From table 3. the data of students' attitude scores on the seven indicators, namely the material
geometry, teacher role, geogebra application, scientific approach of PBL model, friend interaction,
spatial ability and student worksheet. Students 'attitudes toward geometry matter get an average score
of 3.8 out of 4 statements, so students' attitudes are positive. Students 'attitudes toward teacher roles
score 3.7 out of 4 statements, so students' attitudes are positive. Furthermore, seen from the application
of Geogebra used as a medium of learning to get an average value of 3.6 from 2 statements, then the
attitude of students is positive. Likewise, the PBL learning model of the scientific approach, peer
interaction, spatial abilities and Student Worksheet that has averaged 3.9, 3.9, 4.1, and 3.9 mean that
students' attitudes are positive. Thus it can be concluded that students' attitudes toward the learning of
geometry with the scientific approach of Geogebra-based Problem-Based Learning model has a
positive impression.
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4. Coclusion
Based on the results of research and anlisis on the learning of mathematics with the scientific
approach of Problem-Based Learning model assisted by Geogebra to improve students' mathematical
spatial ability toward the material of geometry in MA Al-Hanif class XI IIS, the conclusion obtained
are: First, mathematical learning with scientific approach model problem Based learning with
Geogebra can improve students' mathematical spatial abilities. Second, the activities of students and
teachers on the learning of the Geogebra Problem-Based Learning model can be effective and
conducive. And Third, the student's response in the learning of geometry with the scientific approach
of Geogebra-based Problem-Based Learning model generally produces a positive impression.
5. Acknowledgments
The authors would like to thank students, math teachers, schools, religious education offices,
university and others who have supported this research.
6. References
[1] Karso. 1993. Dasar-Dasar Pendidikan MIPA. Jakarta:Universitas Terbuka, Depdikbud.
[2] Lestari, K.E. dan Yudhanegara, M.R. 2015. Penelitian Pendidikan Matematika. Bandung: PT.
Refika Aditama.
[3] Permatasari, E.A. 2014. “Implementasi Pendekatan Saintifik dalam Kurikulum 2013 pada
Pembelajaran Sejarah”. Jurnal IJHE. 3, (1), 11-16.
[4] Nopiyani, D. Turmudi. dan Prabawanto, S. 2016. “Penerapan Pembelajaran Matematika
Realistik Berbantuan GeoGebra untuk Meningkatkan Kemampuan Komunikasi.
[5] Saerah, Siti. 2016. Peningkatan Kemampuan Pemahaman Matematis Siswa Kelas VII Melalui
Model Pembelajaran Kooperatif Tipe Make a Match. Artikel tidak diterbitkan. Cianjur:
FKIP Universitas Suryakancana.
[6] Aqib, Zaenal. 2006. Penelitian Tindakan Kelas. Bandung: Yrama Widya.
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Discovery learning model toward critical thinking skills and

mathematics problem solving in SMP Xaverius Lubuklinggau
D Friansah
Program Studi Pendidikan Matematika STKIP PGRI Lubuklinggau,
Jl. Mayor Toha Kelurahan Air Kuti, Lubuklinggau 31626, Indonesia
E-mail: drajatfriansah@stkippgri-lubuklinggau.ac.id
Abstract. This research aimed to determine the effectiveness of discovery learning model
toward critical thinking skills and mathematics problem solving skills of the eighth graders of
SMP Xavierius Lubuklinggau. The population were 133 the eighth graders of SMP Xaverius
Lubuklinggau Academic Year 2016/2017 and the selected sample was 27 students of VIID.
The research method used descriptive study. Data collection techniques used the test and non-
test techniques. Data analysis techniques included techniques rubric test of critical thinking
skills and mathematics problem solving, observation, and questionnaires. The results showed
the effectiveness of discovery learning model toward critical thinking skills 51.54% in good
category and mathematics problem solving 51.11% in good category, student learning
activities in the active category 63.65% and the response of students to learning in good
category 71.06%. Thus discovery learning model is effective toward critical thinking skills and
mathematics problem solving.
1. Introduction
The purpose of learning mathematics among other things that the students have the critical thinking
skills and problem-solving. In general, according to Moore and Parker in [1] critical thinking is
carefully determine whether to accept, reject or postpone a decision on a declaration. According to
Hartono [2] well study is exposes the students on problem in order to activate critical thinking skills
and students’ creativity to solve the problem, students’ critical thinking skill will be stimulated
automatically when faced the problem. These conditions will encourage students think critically and
analyze the problem in depth in order to provide alternatives problem solving.
Based on the Trends in International Mathematics and Science Study report (TIMSS) 2011 in [3]
the eighth graders of Indonesia was ranks 38th among the 42 countries that participated in the math
test. From the international average score 500, the Indonesian students only reached an average score
386. The average score showed mathematical ability of Indonesian students are in low level among
four levels: advanced, high, intermediate, and low. The results of this survey show that students still
have low critical thinking skills that are still low.
The results of TIMMS survey about Indonesian students' ability in mathematics is not different
from other survey result like PISA (Programme for International Student Assessment). Based on PISA
2015 survey, the ability of Indonesia student in mathematics was ranked 63 out of 70 countries
participating with average score of 386 which is far from the international average score is 490. The
survey results also showed that the ability of students’ problem solving is still relatively low. Based on
the survey above it can be concluded that the critical thinking and problem solving skills of students is
still low.
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Based on preliminary studies at SMP Xaverius Lubuklinggau, students have difficulty in answering
questions related to critical thinking skills and problem solving skills. It occurs because the students
were not accustomed to answer question related to understanding, planning, solutions, and find results
aspects.
To overcome these problems, learning model is needed to encourage active student and be able to
develop critical thinking skills and problem solving skills. One of recommended model is Discovery
Learning because this model guide the student to find a concept through the learning process.
According to [4] Discovery Learning model requires students to actively participate in the learning
process by answering questions and solving problems to find a concept. Meanwhile, according to [5]
the critical thinking skills of students increased after learning by using worksheets based Discovery
Learning.
Based on the background above, the writer is interested to conduct a research entitled “The
Effectiveness of Discovery Learning Model toward critical thinking skills and mathematics problem
solving of the eighth graders of SMP Xavierius Lubuklinggau in academic year 2016/2017".
This study is descriptive research. Descriptive research is intended to describe one variable
systematically. The research design used was Double Paradigm with Two Dependent Variables.
Variable in this research was discovery learning model for independent variable while its dependent
variable is critical thinking skills and mathematics problem solving. The subjects of this research were
27 students of VIII D of SMP Xaverius Lubuklinggau academic year 2016/2017 consisted of 12 male
students and 15 female students.
Technique of collecting data used test and non-test technique. Test technique was 6 questions in the
form of essay. While non-test techniques used student activity sheets (9 indicators) and questionnaire
responses of discovery learning model (16 points statement). Data analysis technique uses scoring
rubric of critical thinking skills and mathematics problem solving as well as questionnaire response
and student activity sheet.
Effectiveness in this study: (1) Critical thinking skills of students’ after following lesson by using
discovery learning model in good category, (2) Problem solving skills of students’ after following
lesson by using discovery model in good category, (3) The average of students’ learning activity
during process by using discovery learning model in active category, and (4) Students’ response
toward learning by using discovery learning model in good category.

Based on preliminary test result, it is found that the average of critical thinking skills was 10.25% in
the bad category and student mathematics problem solving was 2.22% in good category. So, prior
knowledge of student about critical thinking skills and mathematics problem solving before follow
Discovery Learning model was in less good category.
The next step in this research is giving treatment three meetings by using discovery learning model
and student activity during learning process observed by observer. Student response toward discovery
learning model were measured by using questionnaire that was filled at the end of the lesson.
Meanwhile critical thinking skills and mathematics problem solving were measured by using test
techniques given at the last meeting. The result of activity observation, student's response to learning
model of Discovery Learning and final test result of critical thinking and problem solving ability are
presented in table 1.
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Table 1. The result of activity observation, students’ response, critical

thinking skills and mathematics problem solving.
The Average Scores Skills Test (%)

Meeting Activity Average Critical thinking Problem Solving
(Category) Response (Category) (Category)
Aspect Aspect
60,42 A 70,06 I 54,32
I (Active) (good) (good)
B 54,94 J 37,65
II 65,28 (good) (enough)
(Active) 71,06 C 43,83 K 53,08
(good) (enough) (good)
D 46,91
III 65,28 (enough) 61,72
(Active) E 41,97 L (good)
(enough)
Average 63,66 51,54 51,69
(Active) (Good) (Good)
The Description Aspects of Critical Thinking and Problem Solving

A: Identifying I: Understanding the Problem
B: Formulating and Problem Solving J: Strategy
C: Conclusion K: Implementation of Strategy
D: Connecting L: Checking the Answers
E: Arguments Evaluating
Based on table 1, it can be concluded that the percentage of average score of critical thinking and
mathematics problem solving skills of students on posttest result of relation and function topicsare in
good category (51,54 and 51,69), although for aspect C: Conclusion, D: Connecting, E: Arguments
Evaluating, and J: Strategy are in enough categories. The average score of student activity and student
response after following study by using discovery learning model are 63.66 (active) and 71.06 (good).
In this research, the indicator of critical thinking skills is in question 1-3, while the indicator of
mathematics problem solving skills is in question 4-6. The results of calculations for indicators of
critical thinking and problem solving on each question are presented in tables 2 and 3.
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Table 2. The result of critical thinking ability for each question (1-3).
Aspect Question Percentage of

Students (%)
1 100
Identifying 2 79,63
3 30,56
Formulating and 1 96,29
Problem Solving 2 62,04
3 6,48
1 85,18
Conclusion 2 41,67
3 4,63
1 87,96
Connecting 2 50
3 2,78
1 85,18
Arguments 2 29,63
Evaluating 3 11,11
Table 2 shows that the high percentage of students in identifying (question number one) is related to
the percentage in other aspects of critical thinking skills. But if student percentage in identifying is
low (question number 3), consequently the students percentage on other aspects of critical thinking
skills will also tend to be low. It is because in the process of identifying, students must find facts and
data contained in the problem. Identifying errors are very influential toward the stage of formulating
& problem solving, drawing conclusions, connecting, and evaluating arguments.
The students' critical thinking skills when solving questions 1 and 2 based on the results of [6] study
on the level of critical thinking skills are at level 2 (LCTA-2). Characteristics (LCTA-2), students can
identify the fact in problem, revealing the prerequisite knowledge appropriately, can solve the problem
but still less accurate in every stage implemented.
Table 3. The result of problem solving ability for each question (4-6).
Aspect Question Percentage of

Students (%)
4 59,26
Understand the 5 66,67
Problems 6 37,03
Strategy 4 25,95
5 46,29
6 40,74
4 85,18
Implemetation of 5 41,67
Strategy 6 4,63
4 87,96
Check the Answers 5 50
6 2,78
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Table 3 shows the percentage of students who answered correctly for each aspect of mathematics
problem solving skills. In the aspect of understanding the problem (question number 6) the percentage
is low (37.03%), as the result the implementation of aspect of the problem solving strategy is also low
(4.63%), thus only 2.78% of the students re-check the answer. This condition is a natural thing,
because when students cannot understand the problem of the question, students tend not to proceed to
the next stage in the problem-solving step.
Critical Thinking
Skills Aspect
A. Identifying
B. Formulating and
Solving Problems
Discovery Learning
Steps C. Conclusion
1. Stimulation
D. Connecting
2. Problem Statement
E. Arguments
Evaluating
3. Data Collection
4. Verification
Problem Solving
5. Generalization Skills Aspect
I. Understand the
Problems
J. Strategy
K. Implementation of
Strategy
L. Check the Answers
Figure 1. The Relationship between Discovery Learning Steps with Aspects of Critical
Thinking Skills and Mathematics Problem Solving.
Figure 1 shows that the learning steps of discovery learning model can facilitate students to practice
critical thinking and problem-solving skills. For example, stimulation step and problem statement
encourage students to identify and understand the problem. As [7] said that scientific activities
(discovery learning model) help students to identify concepts or decide the methods in solving a
problem.
174
Table 1 shows that the average of student response toward discovery learning model was 71.06 (good)
and the average of student activity during learning was 63.66 (active). It can be seen from the indicator
of statements that have very good category (87) that is on the indicator of the teacher provides an
opportunity for students to learn the prerequisite materials to construct knowledge. This response is
related to student activity in stimulation step with student activity percentage was 95%. In line with
the results of research conducted by [8] that solving the problem activities will increase the scientific
attitude of learners.
Based on the observation of learning activities, students' responses toward discovery learning model,
analysis of critical thinking aspect and problem solving showed criteria (63.66: active, 71.06: good,
51.54%: good, and 51.69%: good). Thus, discovery learning model is effective toward the variables
observed in this study. In line with Hartono's statement that the effectiveness of a learning can be seen
from the extent of minimum target of the basic competencies was achieved.
4. Conclusion
Based on the explanation, it can be concluded that:
1. Critical thinking skills of students after following lesson by using discovery learning model in
good category. It can be seen from the average of students’ score in critical thinking skills was
51.54%.
2. Problem solving skills of students’ math after following lesson by using discovery learning
model in good category. It can be seen from the average of students’ score in problem solving
skills was of 51,11%
3. The Average of student learning activity during learning process by using discovery learning
model in active category 63.65%.
4. Students’ response toward learning by using discovery learning model was good category. It
can be seen from the average of students’ response percentage was 71.06%.
Thus the discovery learning model was effective on critical thinking skills and students' problem
solving skills in math as well as student activities and responses.
5. References
[1] Haryani D 2012 Membentuk Siswa Berpikir Kritis Melalui Pembelajaran Matematika. Prosiding
Seminar Nasional Matematika dan Pendidikan Matematika FMIPA UNY Yogyakarta,
166-17
[2] Hartono R 2013 Ragam Model Belajar yang Mudah di Terima Murid. Yogyakarta: Diva
Press
[3] Masduki, Subhandriah, M.R., Irawan, D.Y., & Prihantoro, A. 2013 Level Kognitif Soal-
soal Buku Pelajaran Matematika SMP. Seminar Nasional Matematika dan
Pendidikan Matematika FMIPA UNY, Hal 421 – 424
[4] Andani, S N 2015 Keefektifan Model Discovery Learning terhadap kemampuan
pemecahan masalah siswa kelas VIII. Universitas Negeri Semarang
[5] Astuti, H Y 2015 Pengembangan Bahan Ajar Berbasis Discovery Learning untuk
Meningkatkan Kemampuan Berpikir Kritis Siswa SMA. Universitas Negeri Semarang
[6] Rasiman 2015 Leveling of Critical Thinking Abilities of Students of Mathematics Education in
Mathematical Problem Solving. Journal on Mathematics Education (IndoMS-JME), 50
[7] Wahyudin A P 2016. Scientific Inquiry Approach For Math Problem Solving Ability Islamic
Senior High School (MAN) Students. International Conference on Mathematics and
Science Education (p. 12). Bandung: Faculty of Mathematics and Science
Education Universitas Pendidikan Indonesia
[8] Rina R dan Endang W L 2013. Pengembangan Perangkat Pembelajaran IPA Berbasis Problem
Based Learing. Jurnal Kependidikan, Volume 45, Nomor 1, Mei 2015, 29-43 Education
(p. 12). Bandung: Faculty of Mathematics and Science Education Universitas Pendidikan
Indonesia
175
Improved problem solving ability through Rotating Trio

Exchange Type (RTE) Model
G Jatisunda
Pendidikan Matematika, UniversitasMajalengka, Jl. KH Abdul Halim 103,
Majalengka, Indonesia
E-mail:djatisunda11243@gmail.com
Abstract. Research aims to see the problem solving ability among students learning by
rotating trio exchange model and conventional learning based on early math ability.
Research design used quasi experiment. Result shows that the improvement of students
mathematical problem solving ability using rotating trio exchange model is better than
students using conventional learning. There is a difference improvement of students
mathematical problem solving abilities using rotating trio exchange model based on early
math ability. There are differences in students mathematical problem-solving abilities that
using rotating trio exchange model and conventional learning based on early math ability.
The Rotating Trio Exchange (RTE) model is better than conventional learning so it needs
to be used as an alternative in the process of learning mathematics in junior high school in
an effort to develop problem solving abilities mathematically. There is a difference
improvement of students problem solving ability for high and medium and high and low,
but for medium category with low no increase. So teachers need to pay attention to
students for medium and low early math ability.
Introduction
Problem solving is one of the main concerns at all levels of mathematics in schools. Problem-solving
skills are a key component of academic success, particularly in mathematics but more generally in all
STEM fields [1]. More generally, problem solving is one of the focus areas of 21st century learning
[2].
Student problem solving abilities in Indonesia are still low. This is evidenced by the results of
TIMSS survey in Indonesia ranks 34th out of 38 countries that followed the survey with an average
value of 403, below the international average of 487[3]. Next TIMSS survey results in 2003 Indonesia
ranks 34th out of 45 countries following the survey with an average rating of 411, below the
international average of 467 [4]. Then in 2007 the TIMSS survey indicated that the average
mathematics achievement in the class Eight relatively constant of all assessments in Italy, Jordan,
Indonesia, Bahrain, Botswana, the states of Minnesota and the province of British Columbia [5].
Indonesia in 2007 earned an average score of 397 and the score is still below the international average
of 500. The results of TIMSS 2011 also show that the mathematics of students in eighth grade
Indonesia is ranked 38th out of 45 countries [6]. From the results of the survey, the average
mathematics is 386 or down 11 points from 2007.
Not too much difference from TIMSS, the results of the survey Program for International Student
Assessment (PISA) aimed at assessing mastery of knowledge and skills mathematics students. In
2003, Indonesia ranked 38th out of 40 countries, with a mean score of 360, in 2006 the average score
176
of students rose to 391, that is 50th out of 59 countries, whereas in 2009 Indonesia ranked 61 out of 65
countries, with Average score of 371, while the international average score is 496[7].
From both the survey results and the study conducted by stated that one of the causal factors among
the students in Indonesia is generally poorly trained in solving problems with characteristics such as
questions on TIMSS and PISA [8]. Characteristics of these problems, requires students to use
reasoning, argumentation and creativity in solving problems of test in the form of problem solving.
This is in accordance with the Kemendiknas report our students are weak in working on problems that
demand problem-solving, arguing and communicating skills [9].
Another factor is the process of learning mathematics in schools in Indonesia has not fully
emphasized the problem-solving problem. The learning process conducted by the students only do the
exercises routine problems using the formula and algorithms that have been given, it causes the
students will have difficulty in solving not routine problems. As expressed by Turmudi students say
“kan, contohnya belum diberikan oleh guru” [10]. Classroom learning process does not accommodate
the development of student problem solving skills but accommodates the development of low-level
thinking skills.
Rotating Trio Exchange (RTE) is an Active Learning strategy developed by Silberman. This
Rotating Trio Exchange cooperative learning model is a detailed way for students to discuss problems
with some (and usually not all) of their classmates carefully from the beginning Learning [11]. The
model is student-centered so to lead them to discover and understand difficult concepts, the active
participation of all students are necessary in order to run effectively.
Implementation of the learning process is by dividing the students consists of 3 students (trio) per
group and determined by the teacher with the provisions the first students who has high early
mathematical ability still do not do rotation and two other students who have Lower initial
mathematical ability do the rotating twice from three problem given.
Experimental Method
This research is a quasi experimental research. This caused in this were not grouped randomly, but the
researchers accepted the subject matter, with the non-equivalent pre-test and post-test control group
design [12] as follows:
O X O
O O
information:
X : Treatment using Rotating Trio Exchange (RTE) model
O : Pretes or Postes
----- : Subjects are not randomly grouped.
The population in this study is the students of class VIII one of the State Junior High School in
Talaga, Majalengka Regency, with a sample of two classes selected purposively. One class as an
experimental class that uses Rotating Trio Exchange (RTE) model and other class approaches as a
control class that obtains conventional learning.
Data obtained from this research are quantitative. Quantitative data were obtained in the form of
instrument test result, pre-test, post-test, N-gain. The result of instrument test data is processed with
Anates Version 4.1 software to obtain validity, reliability, distinguishing power and degree of
difficulty. While the data of pre-test, post-test, N-gain were processed with the help of Microsoft Excel
program and IBM SPSS 21.0 for Windows software.
Data obtained from the test results of mathematical problem solving ability are processed through
the create a pre-test and post-test scores of experimental class and control class students, determine the
scores of enhanced mathematical problem-solving abilities with normalized N-gain formulas.
Conducting normality test to know normality of data of pre-test score, post-test and N-gain of
mathematical problem solving ability using Shapiro-Wilk statistic test. Test homogeneity of variance
of pre-test score, post-test and N-gain mathematical problem solving ability using Levene test.
177
To test the difference of N-gain score of mathematical problem solving ability of students who get
Rotating Trio Exchange (RTE) model and conventional learning approach based on students' early
mathematical ability category (Medium Medium and Low). The statistical test used is the t-test of the
Independent Sample T-Test for each of the early mathematical ability categories in the experimental
class and control class. Testing the differences of problem solving ability between Rotating Trio
Exchange (RTE) model and student's early mathematics ability (High Medium, Low) with one way
analysis of variance (ANOVA) test followed by LSD test (variance Homogeneous) to see where the
difference. Testing differences in problem solving between Rotating Trio Exchange ype (RTE) model
and conventional learning approach and students early mathematical ability (High Medium, Lower)
with two way analysis of variance (ANOVA) Tamhane (variance is not homogeneous) to see where
the difference.
Result and Discussion

1.1 Mean Differences Test of N-gain Based on Learning Scores
Table 1. Research Hypothesis 1
Research Hypothesis Statistic Sig. value Test result

test
Improved students mathematical problem t-test (1-tailed) H0 is rejected, meaning
solving skillsin their learning using 0,0005 different significant.
Rotating Trio Exchange (RTE) model The research hypothesis
better than students using conventional is accepted
learning.
There is a difference in the improvement of One 0,019 H0 is rejected, meaning
students' mathematical problem solving way different significant.
using the Rotating Trio Exchange (RTE) anova The research hypothesis
model when viewed from the category of test is accepted
early math skill of students (high, medium,
low).
There is a difference in the improvement of Two 0,003 H0 is rejected, meaning
using the rotatingtrioexchange (RTE) anova The research hypothesis
model and students whose learning uses test is accepted
conventional learning when viewed from
the high early math skill category of
students
the medium early math skill category of
students.
the low early math skill category of
students.
178
The purpose of this research is to know the improvement of mathematical problem solving ability
of student learning using Rotating Trio Exchange (RTE) model and student learning using
conventional learning. After the research data collected, then performed processing and analysis of
pre-test data, post-test and N-gain mathematical problem solving ability.
The results of the N-Gain score test to see the difference of mathematical problem solving ability
based on the early mathematical ability (high, medium, and low) in the students whose learning using
the Rotating Trio Exchange (RTE) model through one-way anova test, It was previously known that
N-Gain data were normally distributed and homogeneous after the normality test and Levene test were
performed. A one-way anova test results with a significance value of 0.019, which is smaller than α =
0.05. This means there is a difference in the improvement of students 'mathematical problem solving
abilities based on students' early mathematical abilities
To see the difference location of students' mathematical problem solving abilities based on the
high, medium, and low mathematical ability of students by performing LSD test because it has
fulfilled the normality and homogeneity criteria, as the result shows that early math ability for high
category with moderate improvement This is indicated by a significance value of 0.008 where the
significance value is smaller than α = 0.05. Then for the high category with low also increased the sig.
value is 0.023, where the value is smaller than α = 0.05. But for medium and low category there is no
increase where the significance value is 0,023, where the value is bigger than α = 0,05.
The results of N-Gain score test to see the difference of mathematical problem solving ability based
on the early mathematical ability (high, medium, and low) in students whose learning using Rotating
Trio Exchange type (RTE) model and students using conventional learning Via a two way anova test,
it was previously known that N-Gain data were normally distributed, and varied non-homogeneous
after the normality test and Levene test. A two way anova test result with significance = 0,000 was
obtained for the learning as the source. Because of the significance value <0.05 then H0 is rejected, it
indicates that there is a difference in the improvement of mathematical problem solving ability among
students using Rotating Trio Exchange (RTE) model and students using conventional learning
Two way anova test results based on early mathematical ability obtained a significance value of
0.000 greater than 0.05 or sig. > 0.05, which means there is a difference in the average score of
students' communication skills significantly between high, medium and low math skills.
To know the difference of improvement in terms of the ability of early mathematics ability and
learning between students who in learning using Rotating Trio Exchange (RTE) model and
conventional learning in review of which high, medium, and low categories differ significantly In the
ability of mathematical problem solving, Tamhane test.
The value of significance of early mathematical ability pair High and Medium then High and Low
is 0.003 This means the score of N-gain students' mathematical problem solving ability in the high
category is not significantly different from the score of N-gain problem solving ability pair early
mathematical ability Medium and High that has value Significance of 0.003 but significantly different
with early mathematical abilitymedium and Low pair with significance value 0,496. For Low and
High early mathematical ability pair with significance value equal to 0.003 equal to early
mathematical ability pair High and Medium, High and Low, then Medium and High. For category of
Low and Medium early mathematical ability pair did not differ significantly with significance value
0,496.
The results provide an overview that Rotating Trio Exchange (RTE) model can develop students'
mathematical problem solving abilities. It happens because in the Rotating Trio Exchange (RTE)
model the students participate actively in learning to solve problems in their own way based on the
data given earlier. Starting from the stage of group formation based on early mathematical ability so
that students really should be ready to work together, then students sit in groups analyze the problems
given by teachers to them. At the first rotation stage, students must be ready to work together again
with different group of friends to solve the problems given. At the second rotation stage, students must
be ready to work together again with different group of friends to solve the problems their answer are
writen in the form of writing and then directly presented the results of their work to other groups to be
corrected together whether the answers are true Or false.
179
But after testing through the second hypothesis that the improvement of students' mathematical
problem solving skills only occurs for the category early mathematical ability students high to
moderate then high with low, for the medium category low does not increase. So there are several
factors that can cause the situation.
Coclusion
Based on the formulation of the problem and discussion the results of research will be described in the
previous chapter, the conclusions :
1. Improved students' mathematical problem solving skills in their learning using Rotating Trio
Exchange type (RTE) cooperative learning with a contextual approach is better than students
using conventional learning.
2. There is a difference in the ability to solve mathematical problems between the learning using the
Rotating Trio Exchange type of cooperative learning model (RTE) with contextual approach
based on the students' mathematical ability category (high, medium, and low).
3. There are differences in students 'mathematical problem-solving abilities that use cooperative
learning type Rotating Trio Exchange (RTE) with a contextual and conventional learning
approach based on the students' high mathematical ability (high, middle, and low)
Acknowledgments
The author would like to thank Mr. Prof. Dr. Ir. H.Sutarman, M.Sc. As the Rector of Majalengka
University and Mrs. Dr.TitinSikartini, M.M.Pd as the dean of the faculty of primary and secondary
education who have provided financial support to this research.
References
[1] National Council of Teachers of Mathematics. (2000). Principles and standards for school
mathematics. Reston, VA
[2] Kay, K. (2010). Foreward: 21st century skills: Why they matter, what they are, and how we get
there. In J. Bellanca& R. Brandt (Eds.), 21st Century skills: Rethinking how students learn
(pp. xiii-xxxi). Bloomington, IN: Learning Tree
[3] Mullis, et. al. (1999). TIMSS 2007 : International Mathematic Report. Boston :TIMSS & PILRS
Interjnational Study Center.
Interjnational Study Center
[7] Depdiknas. (2006). Kurikulum Tingkat Satuan Pendidikan (KTSP).Jakarta: Depdiknas.
[8] Wardhani dan Rumiati. (2011). INSTRUMEN PENILAIAN HASIL BELAJAR MATEMATIKA
SMP: Belajar dari PISA dan TIMSS. Kementerian Pendidikan Nasional: PPPPTK
Matematika
[9] Amelia, Sindi. (2012). Influence of Accelerated Learning Cycle to Problem Solving Ability and
Mathematical Connection of Junior Secondary Student (Study of Quasi-Experiment on One
of Junior High School in Pekanbaru) .Tesis of Mathematics Education Department UPI
Bandung. Not Published.
[10] Turmudi. (2009).Landasan Filsafat dan Teori Pembelajaran Matematika Berparadigma
Eksploratif dan Investigatif. Jakarta : PT. LeuseurCitaPustaka.
[11] Silberman, Mel. (2009). Active Learning 101 StrategiPembelajaran Aktif. Insan Madani
[12] Ruseffendi, E. T. (2005).Dasar-dasar Penelitian Pendidikan dan Bidang Non-EksaktaLainnya.
Bandung: Tarsito
180
The achievement of mathematical communication ability by

using mobile learning of students’ in SMP Negeri 2 Karawang
Timur
D L Hakim,a), Y S Kusumah, and B Kartasasmita

Setiabudi No. 229, Bandung 40154, Indonesia.
a)
E-mail: dorilukmanhakim@gmail.com
Abstract. Learning mathematics requires the ability to give expression or informs ideas,
situations, and mathematical relationships shown in mathematical models (images, symbols,
or mathematical expressions) through spoken or written language known as mathematical
abilities. A student who has good mathematical ability will be easy in learning mathematics.
Therefore, mathematical ability is very important to be possessed by students in learning
math. One of teaching-learning activity that can improve mathematical ability is using mobile
learning. Mobile learning is a teaching-learning activity that utilizes information and
communication technology and refers to mobile handheld devices through mobile devices
such as mobile phones, smartphones, tablets, personal digital assistance (PDAs), notebooks
and netbooks, with availability teaching materials that can be accessed at any time. In
addition, it should be interesting and consisting communicative material. The results show
that students’ achievement using mobile learning in communication ability is better the
students who worked under use conventional learning.
1. Introduction
The development of information and communication technology is currently growing rapidly, but the
development mostly grow on the economic and business side. Lots of diverse technologies that provide
convenience in various problems are faced by the community, but it has not a positive impact on the
community such as using of technology which is dominated by young people, and they regularly use
gadget to spend time for playing games. The development of this technology needs to be balanced
properly by transferring function as a tool of education.
Education in the era of all-open globalization must be able to balance the various development of
community life, because good education will produce a generation of a good nation.education in
Indonesia should be able to take advantage of various technologies that is growing nowadays in
order that indonesia is not left behind other countries. One of the education that utilizes technology
today is implementing mobile learning in learning activities.
181
Mobile learning is a teaching-learning activity that utilizes information and communication

technology and refers to mobile handheld devices through mobile devices such as mobile phones,
smartphones, tablets, personal digital assistance (PDAs), notebooks and netbooks, the availability of
teaching materials that can be accessed at any time as well as interesting and interactive material
visualization. Mobile learning ease to the students so that every student can explore various
information not only from teacher or from book but also teaching material given in mobile learning
activity.
In math lessons, a lot of material is abstract and unclear meaning. Math languages show many
symbols, graphs or equations, so students’ find it difficult to find ideas in learning math when they do not
understand symbols, graphs or equations. [1] argued that symbol language is like wise a tool to
communicate and present concepts, structures and relationships in mathematics, [2] said that, one of
the essence of mathematics is the language of symbols. Mobile learning can make connections between
students' difficulties in understanding and information presented in mobile devices.
In mathematics, the ability to express or convey ideas, situations, and mathematical relationships
are shown in a mathematical model (images, symbols, or mathematical expressions) through the
language orally or in writing, mathematical communication ability wich can be considered as. The
mathematical communication ability can be developed state that in through mobile learning, because of
mobile device’s role as a communication tool.[3] suggests that in curriculum standards, mathematics
as a communication tool for 9-12 grade students appreciate their role in developing mathematical
ideas. [4] reveals that are five aspects of communication namely representation, listening, reading,
discussing, and writing. [5] also added that mathematical communication is a central force for students
in formulating concepts and strategies.
According to [6], the use of learning media in learning process can generate new desires and
interests, generate motivation and stimulation of learning activities, and even bring
psychological influences on the students so that it gives a good impact on the of students ability. [7]
argues that utilizing communication and information technology in schools is one of the efforts to
improve the quality of education in Indonesia. This is consistent with the results of research conducted
by [8] which states that learning-aided communication and information technology will give
maximum impact on the results of learning and achievement motivation of students because the
students can be active in learning and teachers served as facilitators or mentors in learning process.
[9] states that one of the advantages using media can show actual physical symptoms, as well as [10]
said that the use of interactive multimedia in learning aims to simplify and clarify the presentation of the
message. Therefore based on this reseach, how the achievement of mathematical communication ability
by using mobile learning of students’ in SMP Negeri 2 Karawang Timur.
2. Method
This research is a quantitative research using quasi experimental method (quasi-experiment).
Experimental research does not allow random subject taking from the existing population, because the
students naturally have been formed in one group. Quantitative study using the pretest-postest design
of the control group is expressed as follows [11].
Experiment Group OXO
Control Group O O
Information:
O : pretest = posttest of mathematical communication ability
X : Mobile Learning
In this study, the mathematical communication ability (MCA) of 2 student groups is analyzed. First
group, an experiment group worked under Mobile Learning (ML) while, second group, a control group
worked under Conventional Learning (CL). The population in this study is all students of 8th grade in
SMP Negeri 2 Karawang Timur ( 315) students. From the population, two classes were selected by
cluster random sampling, as sample in research, and VIII C was selected as experiment group with 46
students, and class VIII E was selected as control group with 45 students.
182

This study aims to analyze of mathematical communication ability based on the type of learning,
namely by using Mobile Learning (ML) and Conventional Learning (CL). Mathematical communication
ability data (MCA) is obtained through pretest, and posttest which then continued by statistical test.
Before the data analysis is presented in detail, the following describes the overall description of
mathematical communication ability that include the mean (x) and standard deviation (s) of the pretest,
and posttest scores. The statistical summary of the students' MCA grade data description are presented
in Table 1.
Table 1. Statistics Description of MCA Value Data.
Mobile Learning Conventional Learning
MCA
Pretest Posttest N pretest posttest N
2.11 14.72 2.09 12,04
Total 46 45
s 1.43 4.74 1.49 3,87
Based on Table 1, the students MCA score data generally show the average of mathematical
communication ability of both group before treatment is less than 3.00. In addition after learning,
experimental group using Mobile Learning while control group using Conventional Learning shows
different result. The achievement of the experimental group MCA of the data description is better than
the control group. More clearly, the percentage of posttest results of students is totally shown in Figure
1 as follows.
Achievement of MCA (%)
Learning
Figure 1. Achievement of MCA

Based on Figure 1, the percentage of MCA achievement of students worked under Mobile Learning is
greater than students worked under Conventional Learning. Furthermore, to ensure the accuracy of data
and to answer the formulation of problems and hypotheses in this study elaborates that achievement of
mathematical communication ability of students using Mobile Learning is better than students who use
Conventional Learning. Then, more depth analyzing with statistical testing and reviewing make the
clear results. To answer the problem formulation and this hypothesis, it is analyzed by comparing the
pretest and posttest values of MCA. In detail, the comparative data of the mean scores are analyzed as
follows:
3.1 1. MCA Pretest Data
Analysis of pretest data was carried to find out how MCA students before giving treatment, whether the
research sample has the same or different mathematical communication ability. Descriptive analysis
from Table 1 can be seen that the average pretest mathematical communication ability of experimental
group students worked under Mobile Learning and control group worked under Conventional Learning
is not too different. Then, the analysis is continued with the test of pretest value of MCA students with
normality test and homogeneity test, in order to get the accuracy of the data and to be able to know the
test is parametric and non parametric. The summary of normality test data of MCA pretest values is
presented in Table 2.
183
Table 2. Pretest MCA value normality test

Normality test
Desain N
Sig. Conclusion
ML 46 0.004 H0 rejected
CL 45 0.006 H0 rejected
H0 : The sample is normally distributed.
Based on the results of normality test with Shapiro-Wilk presented in Table 2, it can be drawn
conclusion, including the value of pretest MCA in ML class and CL classes are abnormally distributed,
so it cannot be continued to see the homogeneity, but directly can be presented on nonparametric
statistical test using Man Whiteney test. Summary of homogeneity test data of pretest value of MCA
achievement is presented in Table 3 and the result of difference of average test are shown from Table 4.
Table 3. Homogenity test of MCA Pretest value
Homogenity Test
Desain N
Test Sig. Conclusion
ML 46
Non Parametric 0.678 H0 accepted
CL 45
H0: The sample has the same variant.
Table 4. Test the average equation of MCA Pretest value

Equation Test
Desain N
ML 46
Non Parametric 0.949 H0 accepted
CL 45
H0: There is no average difference.
From the result of equality test presented in Table 4 can be seen that statement H0 for pretest value
of MCA as a whole based on learning is accepted. In other words, it can be said that the average MCA
as a whole, does not differ between experimental groups that will worked under Mobile Learning and
control group that will worked under Conventional Learning.
3.2 MCA Posttest Data
Analysis of posttest data is done to find out how the achievement of student MCA after giving
treatment, whether research sample have different mathematical communication ability or test which
one is better. The result of descriptive analysis can be seen that posttest mean of mathematical
communication ability of experimental group students using Mobile Learning and control group using
Conventional Learning look different. Data of posttest value of MCA of student is data that can answer
the formulated hypothesis, that is: Achievement of mathematical communication ability of students
worked under Mobile Learning is better than students who worked under Conventional Learning. In detail,
the comparative data of the mean scores are analyzed as follows:
The posttest data as a whole of the experimental group and first control the normality and
homogeneity test, so that the test can be done either parametric or non parametric. Summary of normality
data test of posttest value of achievement of students MCA as a whole is presented in Table 5.
Table 5. Posttest MCA value normality test
Normality test
Desain N
Sig. Conclusion
ML 46 0.789 H0 accepted
CL 45 0.262 H0 accepted
H0 : The sample is normally distributed.
184
Based on the result of normality test with Shapiro-Wilk presented in Table 4, the posttest value of
overall achievement of MCA in ML class and CL class are normally distributed, so it can be continued
to homogenity test and tested parametrically with t-test. Summary of homogeneity test data of posttest
value of MCA achievement is presented in Table 6 and the result of difference of average test are
shown from Table 7.
Table 6. Homogenity test of MCA Posttest value
Homogenity Test
Desain N
ML 46
Non Parametric 0.085 H0 rejected
CL 45
H0: The sample has the same variant.
Table 7. Test the average equation of MCA Posttest value

Equation Test
Desain N
ML 46
Non Parametric 0.005 H0 rejected
CL 45
H0: There is no average difference.
From the test of the average difference presented in Table 5, it can be seen that the statement H0 for
the posttest value of the overall achievement of the MCA based on learning is rejected. In other words,
it can be said that the average achievement of MCA is significantly different between the experimental
group that worked under Mobile Learning and the control group that worked under Conventional
Learning. Based on the data analysis of the average achievement of students' mathematical
communication capability and the result of the difference test analysis on the MCA posttest data, it can
be concluded that "Achievement of mathematical communication ability of students worked under
Mobile Learning is better than students worked under Conventional Learning".
This achievement is also evident from student activities during mobile learning, students'
enthusiasm at the beginning of learning shows their excitement and they feel they are getting a new way
of learning. Hereby, the learning activities using mobile is presented in Figure 2. Each student discuss
each other in their group to give information.
Figure 2. Mobile Learning Activities

The process of using mobile learning is a learning activity that utilizes information and
communication technology that refers to mobile handheld devices through mobile devices such as
mobile phones (Hp), smartphones, tablets, personal digital assistance (PDA), notebooks and netbooks ,
With the availability of teaching materials that can be accessed at any time as well as interesting and
interactive material visualization. Thus, each student in the group explores the information related to the
material to be learned through the mobile device.
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The implementations of this mobile learning use scientific approach through the process of
analyzing, questioning, exploration, associating and communicating in order to be had better
understanding about what they learned as in Figure 2. Mobile device is a medium communication. It
can be a relation from student unfamiliarity in the material they are studied. With the help of these
mobile devices, every student can learn whenever and wherever and can discuss with anyone.
Sometimes many students are reluctant to ask questions directly with the teacher, but with the
existence of this mobile device, students can dialogue with teachers without being reluctant.
MCA achievement is not separated from the support of information obtained students through the
Internet network, that can access any information that they do not know. So, their ability is not only
limited to information obtained from teachers and books but their ability can be developed.
Different from mobile learning, the conventional learning is dominated by teachers while
students listen and do what teachers conveyed. By using mobile learning the students are no longer
limited by the walls of the classroom to explore their knowledge, because with this mobile learning
MCA students achieved due to the clarity of the material displayed in the mobile device. As well as the
accuracy and clear context, they learn properly because a developing culture in terms of technology has
become familiar
4. Conclusion
Based on data analysis and discussion that has been stated before it can be concluded that the
achievement of mathematical communication ability of students who worked under mobile learning is
better than students who worked under conventional learning. Therefor, mobile learning can make
students' mathematical communication ability better.
5. Acknowledgments
This paper cannot be separated from the help of various parties in completing this paper. Therefore, on
this occasion, the authors express their gratitude and appreciation to Prof. H. Yaya S. Kusumah, M.Sc.,
Ph. D., who always take the time to provide guidance, direction, suggestions, and solutions to all
problems faced with great care, patience, and wisdom, also provide valuable thoughts to the author to
provide positive messages and be a motivation for author, and also H. Bana G. Kartasasmita, Ph.D.,
who has taken the time to provide direction guidance, advice and solutions to all problems
encountered, and provide alternatives of thought that had not thought of the author.
6. References
[1] Esty W W, Teppo, A.R 1996 Algebraic Thinking, Language, and World Problem. In P.C Elliot and
M.J Kenney (Ed.) 1996. Yearbook Communication in Mathematics, K-12 andBeyond. (US:
NCTM).
[2] Sumarmo U 2006 Berfikir Matematika Tingkat Tinggi. Makalah pada Seminar Pendidikan
Matematika (Bandung: UNPAD).
[3] Santoso B, 1996 Komparasi efektifitas penggunaan modul tercetak dan modul dengan media
computer untuk pokok bahasan getaran dan gelombang dalam pengajaran fisika kelas 1 SMP
Bopkri 2 Yogyakarta (Yogyakarta: skripsi di FMIPA IKIP).
[4] Baroody AJ, 1956 Problemsolving, Reasoning, and Communicating, K-8 Helping Children Think
Mathematically (New York: Macmillan Publishing Company)
[5] Greenes C, Schulman L 1996 Communication Prossese in Mathematic Exploration and
Investigation. In P.C Elliot and M.J Kenney (Ed) 1996. Yearbook Communication in
Mathematics, K-12 and Beyond (US: NCTM).
[6] Azhari A, 2002 Media Pembelajaran (Jakarta: PT Raja Grafindo Persada).
[7] Sukino, Arifin M, 2014 Peningkatan Kualitas Pembelajaran Menulis Kreatif Melalui Strategi
Pembelajaran Model Pengamatan Peristiwa Sehari-Hari (Experiencial Learning). (Project
Report. P3AI TPSDP Universitas Bengkulu, Bengkulu).
186
[8] Sriyotini, N, 2012 Implementasi Media Pembelajaran Berbasis Teknologi Informasi dan Komunikasi
Untuk Meningkatkan Kemampuan Kognitif Dalam Menyusun Dan Mewarnai Gambar Pada
Anak Kelompok B1 Taman Kanak-Kanak Dwijendra Denpasar”. http://pasca.undiksha.ac.id/e-
journal/index.php/jurnalpendas/article/view/232. Acces 1/05/17
[9] National Council of Teachers of Mathematics 1989 Assesment Standards for School Mathematics.
(USA: National Council of Teachers of Mathematics,Inc)
[10] Susilana R, Riyana C 2009 Media Pembelajaran Hakikat Pengembangan Pemanfaatan dan
Penilaian (Bandung: CV Wacana Prima).
[11] Ruseffendi E T, 2010. Dasar-dasar Penelitian Pendidikan dan Bidang Eksakta lainnya. (Bandung:
Tarsito).
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Didactical design hypothesis trigonometric ratio concept with

the cartesius coordinate system
F Budrisaria) dan E Mulyana

E-mail: friska.budrisari@gmail.com
Abstract. The study aims to develop didactical design hypothesis that could fix and reduce
learning obstacles which is found on trigonometric ratio concept. Learning obstacles is
obtained from the analysis of the test the ability of students who have learned the concept of
trigonometric ratio, the analysis results Mathematics Book of Curriculum 2013, the results of
the analysis of learning observation in the classroom, and studies of repersonalization of
researcher. The analysis result of learning obstacle was found that students can’t explain why
the value of equals to 0. This was caused by the student's knowledge is limited to the
trigonometric ratio on a right triangle. Right triangle is limited to angle measure .
As result as, students not only don’t understand , but students also don’t understand
and for Based on the findings of learning obstacle, the
researcher concluded that the existence of mismatches learning design on the concept of
trigonometric ratio. Therefore, researcher devised a didactical design hypothesis to reduce
learning obstacle on the concept of trigonometric ratio. The didactical design hypothesis of
trigonometric ratio concepts is prepared using a cartesius coordinate system that isn’t limited
to the angle measure of .
1. Introduction
Mathematics as one of the basic science that plays an important role in various sciences and can build
the pattern of human thinking. Based on Kemendikbud [2], mathematics is a universal science useful
for human life, underpinning the development of modern technology, plays an important role in
various sciences, and advance human thinking power. Mastery and understanding of strong
mathematical concepts from an early is needed to master and create technology in the future.
One of the objectives of mathematics learning in the Curriculum 2013 is to understand the concepts
of mathematics, may explain the interconnectedness of concepts and to use concepts and algorithms,
flexibly, accurately, efficiently and appropriately in problem solving [2]. Based on the purpose of
learning mathematics, mathematics is not a memorization that requires students to remember, but
more emphasis on understanding the concept that requires students to think.
These objectives can be achieved if the process of learning mathematics in the classroom runs
optimally. Meanwhile, based on Mulyana's opinion in [4] that the core teachers in schools tend to be
mechanistic who teach mathematics as the use of the calculation formula, rather than teach to think.
As a result, students' mathematical abilities such as comprehension, generalizability, reasoning, and
other mathematical skills will be difficult to develop.
Trigonometry is one of the scope of mathematics for secondary education contained in the
Curriculum 2013. The fact that occurred in the field, the implementation of trigonometric learning
process has not fully facilitate students to think. This is consistent with the previous experience of the
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researcher as a student and the result of the observation of the researcher as the teacher towards the les
students regarding trigonometric learning in the school. The researchers concluded that trigonometric
learning in schools still requires students to memorize formulas that result in students not
understanding the actual concept of trigonometry.
This is in line with research conducted by Nilasari in [3] regarding the diagnosis of error in solving
the problem of trigonometry Muhammadiyah 2 Yogyakarta high school students class X. The results
showed that the type of student error in solving the problem trigonometry, namely (a) the student's
mistake in understanding the question of determining trigonometric ratio value, distinguishing
between altitude and bisector, using the cosine rules; (b) the error in planning the settlement Ie is
inverted to write between cosec and sec on the right triangle ABC, spell out value ,
value , value , and value; (c) the error of executing the plan ie enter the value, the
student has correctly written the formula , the value should be 8/6 become 8/10; (d) error in
determining which should be equal to ; (e) the
student error in determining , should be equal to .
Furthermore, the researchers conducted research by conducting test test instruments to students
who have gained the experience of learning trigonometry. In Figure 1, students' answers tend to be
memorized, students do not understand the concept in full. Based on the student's answer, the
researcher suspects that the student's learning experience does not understand the concept with the
thinking process, but accepts and imitates the concept taught by the teacher (memorizing). This shows
that there is still a learning obstacle experienced by students in understanding the concept of
trigonometry.
Figure 1. Figure answers one of the students

Students naturally experience a situation called learning obstacle. Brosusseau [1] stated that
learning obstacles experienced by students are divided into three types: ontogenic obstacle is an
obstacle caused by lack of mental readiness in the face of learning process; didactical obstacle is the
obstacle that arises as a result of the approach learning situations used in teacher; and epistemological
obstacle are barriers caused by students' knowledge that is limited to a particular context as a result of
student understanding that partial.
Based on the student's answer in Figure 1, students can not explain why the value of sin 0° equals
0. The student experiences epistemological barriers, that is, the students' knowledge is limited to a
particular context. Researcher suspect that the student learning experience is limited to a trigonometric
ratio of right triangle that does not serve an angle of 0°.
In line with this, researcher also conducted an analysis of the mathematics book of students of class
X of the Curriculum 2013 [6] and observation of learning in the classroom. In the book (Figure 2 and
Figure 3), the definition of trigonometric ratio is confined to right triangle. The proof of trigonometric
ratio value at angle measure 0° is obtained by a right triangle approach. Such proof can not be used,
because in right triangle there is no angle measure 0°.
Figure 2. Figure definition of trigonometric ratio on the book [6]
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Figure 3. Figure proof of sin 0° on the book [6]
Based on the results of the analysis of the researchers, most students have difficulty in proving
trigonometric values of angle measure 0° and 90°. This is because students' knowledge is limited to a
trigonometric ratio of right triangle. The right triangle is limited to angle measure . As a
result students not only do not understand sin 0°, but students also do not understand sin 90° and sin x
for x>90° and x<0°. Whereas the angle measure used in trigonometry is not limited to .
Based on the research that has been described, the researcher concludes that there is a deficiency in
the concept of trigonometric ratio which is limited only to right triangle. Though the concept of
trigonometry is widely used as a material prerequisite for other materials, both in mathematics and
outside mathematics. In mathematics the material of trigonometry is used for three dimensional
material, limits, differential, integrals, and other matter. The concept of trigonometry is also used in
the branches of physics, including wave concepts. In addition, the concept of trignometry is also used
in other branches of science such as in the field of astronomy, engineering, pharmacy, and other
branches of science. If students have not understood the concept of trigonometry in its entirety, then
they will have difficulty when dealing with material related to the concept.
Based on the above explanation that the findings of learning obstacle on learning design the
concept of trigonometric ratio, then needed a new design of learning that can anticipate student the
learning obstacle. Teaching materials and learning process are the things that must be considered in
order to create a better education. One of the frameworks to facilitate this is Didactical Design
Research (DDR). DDR is a design about teaching materials that attention to the needs of students. A
teacher must design the lesson by considering the didactic situation in order to achieve the learning
that makes every student's ability to reach optimum. Suryadi [5] stated that the process of thinking of
teachers in the context of learning occurs in three phases ie, before learning, during learning, and after
learning. The lesson plan should take into account the diversity of student responses to the didactic
situation so as to match learning trajectory of each student. Didactic design is the design of teaching
materials that can educate and membelajarkan students are compiled based on learning obstacle a
material in learning. Therefore, the researchers made a didactic design hypothesis of the concemeasure
. The design is expected to reduce learning obstacles on the concept of trigonometric
ratio of right triangle.
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The method used in this study is a qualitative method in the form of Didactical Design Research. The
research that will be conducted is didactical design research which is focused on trigonometric ratio
concept. According to Suryadi [5], didactical Design Research consists of three stages, namely: (1)
analysis of the situation didactic before the learning which is the form is in the form of a Didactical
Design Hypothesis include ADP, (2) metapedadidactical analysis, and (3) retrospective analysis.This
research only comes to the first stage, ie didactic situation analysis before the learning which form of
Didactical Design Hypothesis including Didactical and Pedagogical Anticipation (DPA). DPA is
essentially a synthesis results of teacher thinking based on various possibilities predictable will occur
in learning. Subjects in this study were the subject of identification of didactic obstacles, ie students of
class X and class XI SMA who have obtained trigonometric ratio concept, observation of learning in
classroom about trigonometric ratio concept in one schools in Indonesia, and Mathematics Book of
Class X of Curriculum 2013.

Didactical design hypothesis is arranged based on the findings of learning obstacles. Learning
obstacles were found in the results of students' ability tests that had experiential learning on the
concept of trigonometric ratio,the analysis results Mathematics Book of Curriculum 2013 of Class X
on the concept of trigonometric ratio, the results of the analysis of learning observation in the
classroom, and studies of repersonalization of researcher. The analysis result of learning obstacle was
found that students can’t explain why the value of sin 0° equals to 0. This will also have an impact on
students can not explain the cos value 120 °, sin (-330 °), sin 90 °, and others.
The researcher then analyzed the Mathematics Book of Curriculum 2013 of Class X on the
trigonometric ratio concept and observed trigonometric learning in the classroom. The researcher
concludes that students experience learning obstacles because students' ability is limited to certain
context, that is, students only understand the trigonometric ratio of right triangle. The angle measure
on the right triangle is limited to . The angle measure used in trigonometry is not only
, but the angle measure and must also be understood by the students.
The didactical design hypothesis of trigonometric ratio concepts was prepared by researchers with
using a Cartesius coordinate system. Why use a Cartesius coordinate system? Because there is a rule
of angule measure in trigonometry which must be explained using a Cartesius coordinate system.
The didactical design hypothesis at the first meeting, the teacher should ascertain whether the
student understands the angle measure rules used in geometry (as in Figure 4).
Figure 4. Figure worksheet 1 at the first meeting
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In Figure 4, students are asked to measure angles. The purpose of worksheet 1 is to ensure students'
understanding of the angle measure rules used in geometry. After students work on the worksheet 1,
the teacher asks the student for a presentation based on the predicted answers the teacher had prepared
earlier. Finally, students can deduce the angle rule in geometry is the smallest rotational distance.
The teacher then provides an understanding of the angle measure rules in trigonometry in the form
of views. The rule of angle measure in trigonometry use the cartesius coordinate system with the point
(0,0) as the vertex and the initial side are on the positive x axis. If the ray rotation is counterclockwise,
then the angle measure is positive. And conversely, if the rotation is clockwise, then the angle measure
is negative.
The teacher then distributes worksheet 2 to be done by the students (figure 5).
Figure 5. Figure worksheet 2 at the first meeting
Figure 5 is a worksheet to confirm whether students understand the rules of angle measure in
trigonometry. It would be useful for students to understand the function of trigonometry or in the
curriculum known as trigonometric ratio. Students are asked to present their answers. Then, students
are asked to think about angle measure in trigonometry that have the same angle. Finally the student
can conclude that in trigonometry with k is integers.
The didactic design hypothesis at the second meeting relates to the definition of the trigonometric
function (in the 2013 curriculum called the trigonometric ratio).
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Figure 6. Figure Worksheet 1 at the second meeting

Figure 6 is a worksheet 1 at the second meeting. Students are given problems to then be able to
understand the definition of trigonometric functions. After the students are asked for the presentation
of the answer, there is confirmation of the terms function sin, cos, and tan.
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Figure 7. Figure explanation of definitions of trigonometric functions

Figure 7 is an explanation for students to introduce the definition of trigonometric function using
cartesius coordinate system, wherever the point of its definition remains the same.
Figure 8. Figure Worksheet 2 at the second meeting

Students are given Worksheet 2 (Figure 8) to better understand the definition of trigonometric
functions. Then students can conclude about the quadrant and positive value or negative value of
trigonometric functions in various quadrants.
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Figure 9. Figure worksheet 3 at the second meeting

Figure 9 is a worksheet 3 at the 2nd meeting. Worksheet 3 facilitates students to be able to find the
value of the trigonometric function at the quadrant limit. Students have understood how to draw angles
0°, 90°, 180°, 270°, and 360° at the first meeting. It can make it easier for students to find the value of
the trigonometric function at the quadrant limit.
4. Coclusion
This article is a didactical design hypothesis that is based on the results of learning obstacles analysis
and studies of repersonalization of researcher. As indicated in this article, the concept of trigonometric
ratio in schools should not be confined to right triangle, but can be explained by the cartesius
coordinate system approach. Trigonometric ratio with right triangle will elicit learning obstacles in the
form of epistemological obstacle. Consequently, students will find it difficult to use the concept of
trigonometric ratio to understand the next trigonometric concepts. The didactical design hypothesis is
expected to overcome the learning obstacle. Cartesius coordinate system is used because the angle
measure in trigonometry should be understood using a cartesius coordinate system. The didactical
design hypothesis is useful for students to understand the concept of trigonometric ratio and to use
their understanding to understand the next trigonometric concepts. For example, students can
understand the value of the sin function at the quadrant limit (angle measure 0°, 90°, 180°, 270°, and
360°), students can understand the relation of trigonometric functions for example , can
understand the value of a trigonometric function at an angle measure greater than 360° or less than 0°.
The current school lessons have not provided students with explanation of the angle measure rules
in trigonometry and trigonometric ratio with cartesius coordinate system. The didactical design
195
hypothesis can be used by teachers as trigonometric learning in classroom. The didactical design
hypothesis is expected to help students to better understand the concept of trigonometry. For futher
research, the didactical design hypothesis can still be improved by firstly implementing the learning in
the class, then analyzing the results of the implementation. Then after performing the analysis, a
revised didactic design was developed.
5. Acknowledgments
The author would like to thank the mentor Mr. Endang Mulyana who has patiently guided to make
didactical design hypothesis. The author also expressed his gratitude to SMA Negeri 1 Ciamis, SMAN
2 Ciamis, and SMAN 10 Tasikmalaya which has allowed authors to conduct research related to test
instruments and observation of trigonometric learning in the classroom. The author is very grateful to
my husband, my parents and friends who always support in this research. Not to forget, the author are
also grateful to the fetus that is in the stomach is always strong and healthy when the author should
guidance depart from tasikmalaya to bandung every week.
6. References
[1] Brosusseau G 1970 Theory of Didactical Situationsin Mathematics (Newyork: Kluwer
Academic Publisher)
[2] Kemendikbud 2014 Lampiran Permendikbud Nomor 59 tahun 2014 (Jakarta: Kemendikbud)
chapter 10 pp 322-330
[3] Nilasari D 2010 Diagnosis Kesalahan dalam Menyelesaikan Soal Trigonometri Kelas X
semester II Siswa SMA Muhammadiyah 2 Yogyakarta Tahun Ajaran 2009/2010 Thesis
(Yogyakarta: Universitas Negeri Yogyakarta)
[4] Suratno T et al 2014 Kemandirian Pendidik (Bandung: Sekolah Pascasarjana UPI)
[5] Suryadi D 2010 Metapedidaktik dan Didactical Design Research (DDR): Sintesis Hasil
Pemikiran Berdasarkan Lesson Study Teori, Paradigma, Prinsip, dan Pendekatan
Pembelajaran MIPA dalam Konteks Indonesia (Bandung: FPMIPA UPI) pp 55-75
[6] Team 2016 Buku Matematika SMA/MA/SMK/MAK Kelas X Kurikulum 2013 (Jakarta:
Kementrian Pendidikan dan Kebudayaan) pp 109-196
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Mathematical literacy improvement of junior high school

students with realistic mathematics education (RME)
approach
E E Andiriania), Turmudi and B A P Martadiputra
Department of Mathematics Education, Indonesia University of Education, Jl. Dr.

a)
E-mail: erlinafalah9@gmail.com
Abstract. This study was conducted to comprehensively examine the achievement and
improvement of students' mathematical literacy skills that was given learning Realistic
Mathematics Educations (RME) approach and the students who received conventional
learning. This study is a quasi-experimental research, and Nonequivalent research design.The
instrument used in this study is a mathematical literacy test. The study was conducted in
grade 7 class of Junior High School at Bandung, from the 2nd semester academic year
2016/2017. The number of students is 58. The results showed that mathematical literacy skills
of the students who received RME approach learning, have better skill than the students who
received conventional learning. Also improvement of mathematical literacy skills of students
who received RME approach learning is higher than students who received conventional
learning. Through this research, it is expected that Realistic Mathematics Education (RME)
approach can be used as an alternative approach to learning mathematics that can help to
improve mathematical literacy skills of students.
1. Introduction
Implantation and form the execellence generation that excels in math skills must be supported with
mathematics learning process in accordance with the purpose of mathematics subjects. The purpose
stated in junior high school mathematics courses in Annex III/Guideline of Junior Mathematics
Subject, Permendikbud Number 58 Year 2014 concerning junior high curriculum. Math proficiency
grown on students' mathematics courses were donated to the achievement of life skills to be achieved
through the mathematics curriculum. Math skills can covers the competencies of the mathematical
literacy skills.
Mathematical literacy is the individual's ability to formulate, implement and interpret mathematics
in a variety of contexts, including mathematical reasoning and the use of the concept of mathematical,
procedures, facts and tools to explain and predict phenomena and help individuals to recognize the
role of mathematics in everyday life [1]. Sawyer and Spangenberg in his research concluded that
Mathematical literacy is the knowledge to apply mathematics in everyday life [2], a person cannot be
considered to have the mathematically literacy skills if he cannot apply mathematics with the solution
of real-life problems [3]. Ozgen in his research suggested that Many students who believe that
mathematics is connected with the real world, and the relationship is very important [4]. From the
exposure, clearly shown that mathematical literacy is an important capability and support the learning
goals of mathematics in the curriculum of 2013.
197
International agencies that conducted a study on the ability of students' mathematical literacy is the
Organization for Economic Cooperation and Development (OECD) project named Program for
International Student Assessment (PISA). PISA held regularly every three years. Mathematical
literacy skills considered as one of the important components students need to be able to successfully
solve the problems of PISA. This capability is also focused on the students' ability to analyze, justify,
and communicate ideas effectively, formulate, solve and interpret mathematical problems in a variety
of forms and situations [5]. Facts based on results of the latest PISA assessment in 2012 and 2015,
Indonesia was ranked the bottom, that is number 64 ratings of 65 participating countries [5] and
ratings 62 of the 70 participating countries [6].
According to Herman the lack of student mathematical ability, one of them due to the dominance
of a teacher-centered learning and students glued to obeying the rules memorize formulas or
procedures that result in learning becomes meaningless [7]. Students are not introduced to the
problems associated with real situations that exist in life.
Reaslistic Mathematics Education (RME) approach is estimated by researchers to improve
mathematical literacy skills. Realistic Mathematics Education (RME) approach put the reality and the
student experience as the starting point of learning. RME main principle is that mathematics should
always meaningful to students. The term 'realistic' stressed that the situation of the problem must be
based on real experience for students [8]. RME approach makes learning math become very close with
the context that relates to the real world. RME approach enables students to imagine the problems that
can determine a solution to the problem. Principles and characteristics of RME is expected to help
improve mathematical literacy skills in Indonesia students.
Mathematical Literacy
According to the draft assessment PISA 2012 mathematical literacy is defined as follows:
"mathematical literacy is an individual's capacity to formulate, employ, and interpret mathematics in
a variety of Contexts. It includes reasoning mathematically and using mathematical concepts,
procedures, facts, and tools to describe, explain, and predict phenomena. It assists individuals to
Recognize the role that mathematics play in tyhe world and to the make the well-founded juggements
and decisions needed by constructive, engaged and reflective citizens" [1]
Model for mathematical literacy is described as follows:
Figure 1. Model for Mathematical Literacy
In mathematical literacy there are three important processes that do the students in solving
mathematical problems. First, formulating mathematics or used mathematics to formulate meaningful
process to identify possible to apply and use mathematics. This process is also to see that mathematics
can be applied to understand and solve problems. Including being able to make the situation as
presented and converting it into a mathematical form of settlement. Second, Employing mathematics
198
or mathematics involves working with mathematical reasoning skills and use the concepts, procedures,
facts and mathematical tools to obtain a mathematical solution. Third, Interpreting mathematics means
contemplating solutions and interpret results in the context of the problem and determine whether the
results are reasonable and justifiable. Mathematical literacy skills other than by the process is also
analyzed in the aspects of content, and context are interlinked.
There are four categories of content compiled by PISA mathematical literacy. These four categories
are: 1) Change and relationship means modeling the change and relations with the appropriate
functions and equations, as well as create, interpret, translate between symbolic and graphics. 2) Space
and shape that covers a wide range of phenomena encountered anywhere in a visual form, pattern,
object properties, position and orientation, the representation of the object, decoding and encoding
visual information, navigation and dynamic interaction with the real form and representation. Space
and shape is not limited to the geometry alone but other concepts in mathematics. 3) Quantity is the
most extensive mathematical aspect that is widely available in the real world. On the content quantity
involves an understanding of measurement, number, magnitude, numeric and patterns. 4) Uncertainty
and data is mathematical analysis of many situations, theories about statistics and odds, that prepared
to deal with content related to a situation of uncertainty and data.
Category context used in mathematical literacy problem is also present in 4 categories. 1) Personal,
the problem is classified in the context of a personal focus on the activities of a person, a family or a
group. 2) Occupational that matter is classified in the category context of the work centered on the
world of work/profession. 3) Social, is a classified issues in the community context categories focus
on one community (local, national and global). 4) Science is classified in the category of scientific
issues related to the application of mathematics to nature and the issues and topics related to science
and technology.
Realistic Mathematics Education (RME)

One of the basic concepts of Realistic Mathematics Education (RME) according to Freudenthal that
the idea of mathematics as a human activity [9]. Mathematics is not a body of knowledge of
mathematics, but problem-solving activities and looking for problems, and more generally of a
material organizing activity or material reality of mathematics called 'mathematization'. According
Treffers mathematizations are two types of horizontal and vertical mathematization [10]. In horizontal
mathematization students use mathematical tools that can help to solve problems in the real world.
Activities included in the horizontal mathematization are: identify or explain math in a general
context, making schemes, formulate and visualize the problem in a different way. While the vertical
mathematization is the process of reorganization within the mathematical system itself. Vertical
mathematization activities are: representing the relationship in the formula, proving regularity, create
and customize a model, using different models, combining and integrating models, formulate
mathematical models, and make generalizations. Freudenthal states that the horizontal
mathematization is changing real-world activity to the world of symbols, while vertical
mathematization means activity in the world of symbols [10].
RME view mathematics as a human activity that is developed with three basic principles [11],
namely: a) Guided reinvention and progressive mathematization; b) didactical phenomenology ;and c)
Self-developed models. Realistic Mathematics Education (RME) is based on the contextual issues,
students activity, teachers act as facilitators, students are free to develop their ideas, students share
ideas and communicate freely with one another. In more operational RME principles are translated
into five characteristics. According Treffers the five characteristics of RME are [8]:
1. Exploration phenomenological or use a meaningful context. A context or a rich and meaningful
phenomena, concrete or abstract, should be explored to develop the intuitive idea that may underlie
the formation of concepts.
2. Using the model and symbol for progressive mathematization. Diverse context of the problem,
model, schematics, diagrams and mathematical symbols can support the development of
progressive stages of intuitive, informal, understanding of context-bound toward math concepts
more formal.
3. Using the construction and production of its own students. It is assumed that, what students do for
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themselves during the learning process is meaningful to them. Students are given the freedom to
make the construction and strategies in solving mathematical problems of their own.
4. Interactivity. The learning process is part of the interactive instruction in which the individual work
combined with consulting fellow students, group discussions, class discussions, presentations own
strategy, evaluation of strategies at various levels and the explanation by the teacher. Therefore,
students can learn from each other either in groups or in a whole class discussion.
5. Intertwinement. It is important to consider the instructional sequence and its relationship with other
related topics.
This research is a quasi-experimental design with Nonequivalent control group design [12]. This
design was used for this study used two different treatments on two groups of samples. First, the
experimental group will receive instructional approach Realistic Mathematics Education (RME).
Second, the control group with conventional learning. Sampling is not chosen randomly on students 58
students in grade 7 at 2nd semester in the academic year 2016/2017 in one of the Junior High School
at Bandung.

Result
The results in the form of the description and data analysis on mathematical literacy test. The
discussion aims to examine differences in achievement and increase students' mathematical literacy
skills that got the RME approach and students who received conventional learning. Mathematical
literacy skills acquired prior learning is done (pretest) and after the learning is done (posttest). Pretest
aims to determine how students' mathematical literacy skills before being given a different lesson.
After learning was given, post-test was conducted in both groups to measure students' mathematical
literacy skills. Meanwhile, Data N-Gain obtained from the increase in students before and after the
learning is given to the both groups. Based on the results of data processing pretest, posttest, and N-
Gain in both groups then obtained a descriptive summary as follows:
Table 1. Descriptive Statistics Mathematical Literacy ability

experiment and control group
Data Pretest Posttest N-Gain

PK P.RME PK P.RME PK P .RME
n 30 28 30 28 30 28
Max scores 30 30 30 30 30 30
Highest Scoring 8 12 20 28 0.60 0.91
lowest Score 2 1 6 6 0.00 0.17
Average 4.83 5.71 11.30 16.00 0.26 0.44
Standard deviation 1.49 2.94 3.39 5.54 0.14 0.18
n: number of students
Table 1 shows that prior knowledge of mathematical literacy in both groups have small different
average. Results pretest experimental class has an average of 5,71; standard deviation of 2,94; The
maximum score of 12 and a minimum score of 1. To control class data obtained an average of 4,83;
standard deviation of 1,49; The maximum score of 8 and a minimum score of 2. In accordance with
the pretest data descriptions experimental class and control class indicates that the class both relatively
similar results (not far off). If the score is presented as a percentage, the results of the pretest mean
score for the experimental group was 19.03% of the ideal score, and the control group 16.11% of the
ideal score, so it can be stated that both classes have pre-test scores were low.
When examining the results of post-test experimental group (P. RME) has an average of 16,00 and
grade control (P. K) has an average of 11,30. If in percentage form posttest mean score of the
experimental group was 53,33% and the control group 37, 67% of the ideal score, which means the
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average experimental group is superior to the control group. Data N-Gain showed an increase in
students' mathematical literacy skills before and after the learning is given. Table 1 shows that the
difference in improvement between the experimental group and the control group had a distinct
difference in a considerable increase is 0,44 (medium category) or 44% for the experimental group and
0,26 (lower category) or 26% for the control group. Comparison in the form of a diagram is as
follows:
Figure 2. Comparison Average Mathematical Literacy Ability
To determine whether the difference in the average of these two groups actually differ significantly
or not, it is necessary to test the significance of using inferential statistics. Before performing the
inferential statistical test, it must be subjected to normality test data from the two groups, whether the
data is normally distributed or not. Normality test is intended to determine the type of statistical tests
to be used, whether using parametric or non-parametric statistics. When the data were normally
distributed, then parametric statistical tests to be used in two different test average of the two groups
by using t-test (IndependentSample t-Test). However, when the data distribution is not normal, then
used a non-parametric test of Mann-Whitney U test two mean difference from the experimental group
and the control group.
Testing for normality using SPSS version 23.0 for windows with thetest Shapiro-Wilk at
significance level α = 0.05. Test result showed that the data pretest, posttest and N-Gain are normally
distributed. Next is to test the homogeneity of variance both groups. Homogeneity test aims to
determine whether the variance of each group was the same or not, if the variance of each group was
the same, the average difference test will use the t-test, but if the data does not have the same variance
then using t-test'. Test homogenity of Variances (Levene Statistic) using SPSS version 23.0 for
Windows. The test results showed that the data pre-test students' mathematical literacy skills have a
variance is not homogeneous, whereas the data postest, and N-Gain mathematical literacy skills have a
homogeneous variance.
Test average difference in mathematical literacy skills pretest aimed to determine whether the
mathematical literacy skills in both groups scored the same mathematical literacy skills or not before
learning. After being tested for normality and homogeneity test is also known to pretest the data were
normally distributed both groups but has a variance that is not homogeneous, then the next step of
testing using t-test 'with SPSS23.0 for windows at significance level of 0.05. The following test results
pretest data discrepancies.
Table 2. Test Results Mean Difference Two pretest
Mathematical Literacy Ability
Z Sig. (2-tailed) Conclusion

1.452 0.152 received
By Table 2. The results of statistical tests to receive Ho can be concluded that it does not differ
mathematical literacy skills of students in the experimental group (RME) and the control group
(conventional) before the learning begins.
After being tested for normality and homogeneity of data postes, so to determine the differences in
mathematical literacy skills between the two groups was performed using the t test Independent
Sample t-test, for a second data group and the normal distribution has a homogeneous variance. Test
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performed with SPSS23.0 for windows at significance level α = 0.05. The following test results
differences in the data postes and the N-Gain
Table 3. Test Results Mean Difference Two Postes and N-Gain
Mathematical Literacy Ability
Data t df Sig. (2-tailed) Conclusion Specification
Postes 3,929 56 0,000 Ho rejected are different of
Gain 4.227 N-56 0.000 Ho rejected are different of
Based on Table 3 the results of statistical tests on the data and N-Gain postes both reject Ho. It can
be concluded that the achievement of the literacy skills students acquire mathematical approach
learning Realistic Mathematics Education (RME) is better than students who received conventional
learning. Also based on the test results of two average differences in the data of N-Gain is concluded
that the increase in the literacy skills students acquire mathematical approach learning Realistic
Mathematics Education (RME) is higher than students who received conventional learning.
Discussion
Improving literacy skills with the implementation of RME approach because the stages on RME
approach exposes students to the problem so that students can build knowledge. Early learning of
students equipped with a scheme that provided teachers and students before they build the knowledge
introduced in meaningful contexts for later explored by students with the help of teachers to be
fundamental in the formation of concepts. In RME methode, students was collected in groups and
faced with the problems that have real context and as a group of students looking for an alternative
solution and construct their own knowledge in order to be meaningful, at this stage students also do
matematization to the problems given to form a more formal solution.
Students are free to determine the strategy in solving problems with the discussion in the group.
Interactions that are formed in groups, enables students to learn from each other and each other ideas
and solutions they can get. This has become one of the important parts for the learning process
becomes more interactive where people work combined with the discussion and interaction among
students. Many teachers in the learning process as a facilitator who provides guidance throughout the
learning process, especially when the delivery and initial exploration in the context of learning.
According to Treffers [13], if students progressively mathematize their own mathematical activity,
then they can reinvent mathematics under the guidance of the teacher or the instructional design.
In accordance with Vygotsky's theory, teacher effort to help the thinking process is through the
Zone of Proximal Development (ZPD) and scaffolding. Teacher bridge the process between concrete
and abstract thinking that is driven through social interaction, and provide scaffolding for students
when building knowledge. Teacher interaction with students is very helpful in developing
mathematical literacy skills. This condition can build students' mathematical literacy skills indirectly.
Through this approach, students' mathematical literacy skills can be improved significantly, students
reacted positively to the course of the learning process and also enthusiastic. This is consistent with
the view constructivisme that knowledge will grow and develop through experience. Nevertheless,
there remains a constraint during the learning process. Obstacles encountered during the
implementation of learning with RME approach is the formation of the initial scheme, if the current
student exploration context students cannot listen well, then the information assimilation process will
be difficult and the students will have difficulty in constructing knowledge. This is reasonable
considering the students are not familiar with this kind of learning.
Calik and Aydin reveal that mathematical literacy has become one of the goals in the teaching of
mathematics as a result of the change from an industrial society to an information society, with the
ability mathematical literacy, students can apply as a solution in real life [14]. Increased mathematical
literacy skills students are expected to become the leading development of a community that is literate
and provide a positive thing for the development of education.
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4. Conclusion
Based on the analysis of data and discussion we can conclude some of the following:
1. Achieving mathematical literacy ability of students who received the learning of mathematics with
RME approach, is better than students who received conventional learning.
2. Improved literacy skills students acquire mathematical study of mathematics by RME approach
higher than students who received conventional learning.
3. Realistic Mathematics Education (RME) approach can be used as an alternative approach to
learning mathematics that can help to improve mathematical literacy skills of students.
4. It is realized that this research is only limited to the comparative material in the seventh grade
students, therefore further research is needed on other subjects and grades.
5. Acknowledgments
Acknowledgments, the author goes to the supervisor who helped in the study and research, and the
Principal and Teacher Junior High School in one of the schools in Bandung, which helps smooth the
study.
6. References
[1] OECD 2013. PISA 2012 Assessment and Analytical Framework: Mathematics, Reading,
Science, Problem Solving and Financial Literacy. OECD Publishing.
http://dx.doi.org/10.1787/9789264190511-en
[2] Sawyer, A., 2005. Education for Early Mathematical Literacy: More Than Maths Know-How.
Mathematics Education Research Group of Australasia Inc. Published by MERGA Inc.,
Sydney, Australia ISBN: 1-920846-09-3
[3] Spangenberg, E.D., 2012. Thinking Styles of Mathematics and Mathematical Literacy Learners:
Implications For Subject Choice. Pythagoras, 33(3), Art. #179, 12 pages.
http://dx.doi.org/10.4102/ pythagoras.v33i3.179.
[4] Ozgen, K., 2013. Self-Efficacy Beliefs In Mathematical Literacy And Connections Between
Mathematics And Real World: The Case Of High School Students. Journal of International
Education Research – Fourth Quarter 2013 Volume 9, Number 4.
[5] OECD, 2013. PISA 2012 Results in Focus: What 15-year-olds know and what they can do with
what they know. OECD Publishing.
[6] OECD, 2016. PISA 2015 Results in Focus. OECD Publishing.
[7] Silitonga. Y. R. H. 2015. Penerapan Accelerated Learning untuk Meningkatkan Kemampuan
Literasi Dan Representasi Matematis Siswa SMP. Tesis: Tidak dipublikasikan
[8] Bakker, A. 2004. Design Research In Statistics Education: On Symbolizing and Computer
Tools. Utrecht: Freudenthal Institute.
[9] Heuvel-Panhuizen, M. V., 2003 The Didactical Use Of Models In Realistic Mathematics
Education: An Example From A Longitudinal Trajectory On Percentage. Educational
Studies In Mathematics 54: 9–35, 2003. Kluwer Academic Publishers. Printed in the
Netherlands
[10] Zulkardi, 2010. How to Design Mathematics Lessons based on the Realistic Approach?.
www.reocities.com/ratuilma/rme.html.
[11] Somakim. 2011. Pergeseran Paradigma Belajar Abad 21. [Online]. Tersedia:
http://www.kemdikbud.go.id/kemdikbud/uji-publik-kurikulum-2013-2.
[12] Sugiyono. 2011. Statistika untuk Penelitian. Bandung: Alfabeta Bandung
[13] Turmudi, dan Al Jupri., 2009. Guided Reinvention In Mathematical Modeling. (A Case Study
In Supervising Students Of The Department Of Mathematics Education, Indonesia
University Of Education). the 2th International Conference on Lesson Study, August, 1st
2009, in Bandung
[14] Calık, B., & Aydın, Y. C., (2014). Development of Visual Mathematics Literacy Self-
efficacy Scale for Prospective Teachers. European Educational Research Association
ECER 2014, The Past, the Present and the Future of Educational Research.
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The efforts in improving students’ critical thinking complete

5E learning cycle model
Yulia), Suhendra, and B A P Martadiputra

Departemen Pendidikan Matematika, FPMIPA, Universitas Pendidikan Indonesia, Jl.
a)
Email: uly.spd@gmail.com
Abstract. The ability to think critically is a very important ability possessed by a student in
facing this increasingly competitive era. The learning model used by some teachers less
facilitate the development of critical thinking processes. One of the models that teachers can
use to the development of critical thinking is 5E learning cycle model. The aim of this research
is to improve students' critical thinking skills by using the 5E learning cycle model. This
research is a quasi-experimental study with nonequivalent design pretest-posttest control group
design. The population of this research was all grade VII students of one of the junior high
schools in South Aceh. Among four existing classes, two of them were randomly taken as the
samples of the research. One class is labelled as an experimental class which given treatment
by using 5E learning cycle model, while another one is labelled as control class without having
any treatment. In short, those in control class only taught by using conventional learning
model. The results showed that the improvement of students’ critical thinking skills using the
5E learning cycle model significantly higher compared to students who taught by using
conventional learning model.
1. Introduction
The developments of science and social dynamics encourage various demands. One of the demands is
having ability in solving many complex problems which is only completed with high-leveled thinking
skills. A person is considered as a professional in daily life as well as in the work environment if able
to think far ahead. It is proved by the ability in predicting both opportunities and challenges ahead
well. Ahuna, Tinnesz, & Kiener states it is impossible to predict the progress that lies ahead without
building an effective inquiry and problem-solving mindset which is the most important goals of
professional preparation programs [1].
One of the high-level thinking skills which are currently being the spotlight is the ability to think
critically. Critical thinking is an activity of deep thinking about a thing, in which there is an attempt to
select about any information received and able to provide a logical arguments against the conclusions
taken which is based on relevant facts or evidences. Fisher & Scriven defines critical thinking as a
skillful and active interpretation and evaluation of observation, communication, information, and
argumentation [2].
Critical thinking is also interpreted as an active intellectual process of discipline actively and
skillfully in conceptualizing, interpreting, applying, analyzing, synthesizing, and evaluating
information gathered from, or generated by observation, experience, reflection, reasoning or
communication as a guide to beliefs and actions in withdrawing a conclusion. This is in line with
Facione’s opinion which states that critical thinking which includes the ability to analyze, draw
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conclusions, make interpretation, explanation, self-regulation, curiosity, systematic, wise to seek the
truth, and confident in the process of thinking is needed someone in attempting to solve the problems
[3].
Schools as one of the formal educational institutions should emphasize various kind of learning
process that can help in developing critical thinking skills. The results of Thomson’s research reveal
the need of critical thinking skills integration into the school curriculum. One is the use of learning
strategies that can develop students’ critical thinking skills. Thomson observed that the learning which
is emphasizing rote, repetition, and other forms of short-term memory retrieval strategies is less
effective to teach a meaningful learning process [4]. He also emphasized that teachers can combine
learning process between teacher-centered and student-centered. Teacher should pay much attention
on the process rather than the outcomes and also observe what the students need.
Math is one of the subjects taught at schools that can train students’ critical thinking skills in
solving problems. This is reasonable because mathematics is a logic-based lesson, so that every
decision is logically proven and described by systematic and accountable steps. This fact becomes a
positive point of the mathematics learning. Another thing is reinforced by the purpose of learning
mathematics itself. The National Council of Teacher of Mathematics formulates the objectives of
mathematics learning (1) learning to communicate (mathematical communication), (2) learning to
reason (mathematical reasoning), (3) learning to solve problems (mathematical problem solving), (4)
learning to associate ideas (mathematical connection), (5) and learning to represent ideas
(mathematical representation) [5].
The facts found in the field showed that students’ critical thinking skills are still in low level from
expectations. The results of the researcher observation on the teaching and learning process, it shows
that the students’ critical thinking ability is still low. It is proved by the difficulty those students faced
while they are given non-routine questions that require high-level thinking skills in solving problems.
Additionally, only few of them are able to solve the problem.
From several results of research that was overseen by the researcher also showed the same
problem. It is as demonstrated by the results of Normaya’s research that students’ critical thinking
skills are still very low due to the teachers’ still doing learning process which emphasizes on the basic
skills of accounting that are procedural. Further, the students’ gave a low response in learning because
most students tend not to play an active role in the learning process. One of the causes is the learning
process still centered on the teacher [6]. A previous study that was conducted by Purliantoro showed
that students’ critical thinking is still low. It is showed from the data of critical thinking ability of
students by 48% of the maximum score of critical mathematical thinking skills tests [7].
In an effort to cultivate the students’ critical thinking skill, it is a necessarily to have an appropriate
learning model. While the model that was run by some teachers tends to make the students passive
because they just receive the concept given by the teacher, so that those are not accustomed trained to
build their own knowledge. The students did not get the freedom to practice their critical thinking
skills well. The dominant teachers’ role caused students’ communication skills be very low. This
learning model then termed as a conventional learning model. According to Djamarah & Zain, a
conventional learning method is a traditional learning method or also called the lecture method, due to
this way of teaching has been used as a tool of oral communication between teachers and students in
teaching learning process since early. In historical learning, this method is characterized by a lecture
accompanied by the explanations and also various tasks and exercises are given [8].
The ability to think critically can be developed by the design of learning based on constructivism.
Sander’s research stated that a constructivist teaching learning perspective offer students the potential
to develop students’ critical thinking skills [9].
In a constructivist perspective students are encouraged to actively construct their own new
knowledge from their initial knowledge. The teacher acts as facilitator in learning. It is important that
the teacher create a collaborative environment focusing on supporting the interaction and discussion of
student math ideas. One of them is learning model based on constructivism is 5E learning cycle model.
The 5E learning cycle model firstly developed by Robert Bybee in 1997, which foundations were
influenced by Freidrich Herbart , the German philosopher. According to Bybee, learning cycle 5E has
five interrelated parts known as learning cycle 5E. 5E stands for 5 phases: engage (encouraging or
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associating), explore, explain, elaborate and evaluate. The 5E learning cycle model emphasizes the
students to be able to construct their own thoughts so that students’ understanding of the concepts
taught through their own cognitive way of thinking [10].
5E learning cycle is a learning model that enables students to discover their own concepts or
consolidate learned concepts, prevent concept errors, and provide opportunities for students to apply
learned concepts to new situations. Beaumont stated that activities included discovery, problem
solving, and discussion can develop students’ critical thinking skills [11].
This study used quasi-experimental methods, since it is not possible to select students randomly due to
various considerations. The subject of the quasi-experimental research is not grouped at random pure,
but the researcher received a makeshift subject situation [12]. The research design used the
nonequivalent design which is structured like pretest-posttest experiment.
The population in this research was all grade VII students of one of junior high school in South
Aceh. The researcher randomly took two of four classes as the sample of the research. One class
labeled as the experimental class which is given treatment by using 5E learning cycle model, while the
rest labeled as control class which is only used conventional learning model. The instrument used in
this research was a test instruments in the form of essay, which consists of 3 items of questions, each
of which measured an indicator of critical thinking ability. The pretest is given to both experimental
and control classes before treatments. To see if they were any changes or effect of the treatment, the
same test is given once again after the treatment (posttest).

Data of students' critical thinking ability is obtained from pretest and postes. Then from the pretest and
postes score is calculated n-gain critical thinking skills of both classes. N-gain score illustrates the
improvement of critical thinking skills of students who get 5E learning cycle and conventional
learning. The results of descriptive statistical analysis of pretes, postes and n-gain critical thinking
ability can be seen in the following table.
Table 1. Descriptive Analysis of Pretest and Posttest Result of Critical Thinking Skills
Ideal Pretest Posttest
Classes N
Score ̅ s Min Max ̅ s Min Max
Experimental 22 30 17.88 12.79 0 43.33 60.00 23.00 13.00 86.67
Control 20 30 16.83 12.49 0 40.00 43.83 19.62 10.00 76.66
Table 1 show that the mean, standard deviation, maximum score and the relative minimum score of
the pretest data between the experimental class and the control class. This indicates that the students’
early critical thinking skills of the experimental class and those in the control class showed relatively
similar results.
In the posttest data, the ability to think critically in both classes was increase. It is shown from both
the experimental class and the control class got mean score each is 60.00 and 43.00. Compared to the
previous mean score for each experimental and control classes which is 17.00 and 16.00, it is
significantly increased. Looking at the amount of achievement that occurred, the achievement of
critical thinking skills using the 5E learning cycle model is higher than the control class, each of them
is 60.00 and 43.00. It proved that students who taught by 5E learning cycle model achieve higher score
compared to those who taught by using conventional method.
To know the improvement of students’ critical thinking ability that occured, the researcher did
descriptive statistical analysis of N-gain as presented in Table 2 below:
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Table 2. Descriptive Analysis of N-Gain of Critical

Thinking Skills
N-gain
Classes N
̅ s Min Max
Experimental 22 0.53 0.22 0.13 0.84
Kontrol 20 0.34 0.16 0.07 0.65
Table 2 shows that in the experimental class there are still students who only achieved a increase of
0.13 with a low improvement classification. It shows that the 5E learning cycle model has not been
able to encourage low-ability students. Almost similar things also happened in the control class that
still has students with the achievement of improvement of 0.07. Generally, improving the critical
thinking skills of the experimental class increases better than the control class. It can be seen from the
mean of the experimental class is greater than the mean of the control class; each of them is 0.53 and
0.34.
Furthermore, the statistical test using parametric statistic test is done by two independent sample
test t-test as in the table below.
Table 3. Descriptive Statistical Test of Two Independent Samples of t-Tests of
Critical Thinking Ability
Sig. (2- Information
t df
tailed)
Equal variances
3.18 40 0.003 Reject the null hypothesis
assumed
Table 3 shows that the sig. value (2-tailed) is equal to 0.003 smaller than 0.5 which means null
hypothesis (Ho) is rejected in order to accept alternative hypothesis (Ha). It shows that at 95%
significant level of critical thinking ability of students who taught by 5E learning cycle model is
significantly higher than those who taught by using conventional model. It is in accordance with the
theoretical study in this research that states learning by using 5E learning cycle model can improve
students’ critical thinking skills.
4. Conclusion
Based on data analysis and discussion, it can be concluded that the improvement of critical thinking
ability of the students who used 5E learning cycle model is significantly higher compared to
conventional learning model. It can be inferred that the 5E learning cycle model can be the right
solution chose by the teacher in mathematics teaching learning process in attempting to train and
develop students’ critical thinking skills.
5. Acknowledgments
The researcher gives his sincere gratitude and thankfulness for both supervisors who have given their
valuable time to give him guidance and help. A great thanks also goes to the teachers and students of
Junior High School in South Aceh who have given valuable advice and help in finishing this research.
The researcher hopes this research can be useful and give contributions to follow up the similar
research, in order to solve various problems that occur in educational environment, particularly in
Indonesia.
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6. References
[1] Ahuna H K, Tinnesz G C and Kiener M 2014 A New Era of Critical Thinking in Professional
Programs Transformative Dialogues: Teaching & Learning Journal. 7 1-9
[2] Fisher A 2009 Berpikir Kritis: Sebuah Pengantar (Jakarta: Erlangga)
[3] Facione P A 1992 Critical Thinking: What It Is and Why It Counts. Retrieved November 25
2016 from http://www.student.uwa.edu.au
[4] Thompson C 2011 Critical Thinking Across The Curriculum: Process over Output Int. J. Hum.
Soc. Sci 1 1-7
[5] NTCM 2000 Principle and Standards for School Mathematics (Reston VA: NCTM)
[6] Normaya K 2015 Kemampuan Berpikir Kritis Siswa Dalam Pembelajaran Matematika Dengan
Menggunakan Model JUCAMA di SMP Jurnal Pendidikan Matematika 3 92-104
[7] Purliantoro D 2014 Pembelajaran Learning Cycle 5E Berbantuan E-Module Untuk
Meningkatkan Kemampuan Berpikir Kritis dan Pemecahan Masalah Matematis Siswa thesis
UPI
[8] Djamarah and Zain 1996 Strategi Belajar Mengajar (Jakarta: PT Rineka Cipta)
[9] Sanders S 2016 Critical and Creative Thinkers in Mathematics Classrooms Journal of Student
Engagement: Education matter 6 19–27
[10] Kadarisma G 2015 Meningkatkan Kemampuan Berpikir Kritis dan Logis Matematis Serta
Kemandirian Belajar Siswa SMP Melalui Learning Cycle 5E dan Discovery Learning thesis
UPI
[11] Beaumont J 2010 A sequence of critical thinking Task Journal TESOL 1 427-48
[12] Ruseffendi E T 2005 Dasar-Dasar Penelitian Pendidikan dan Bidang Non Eksakta Lainnya
(Bandung: Tarsito)
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Didactical design of mathematical reasoning to overcome

learning obstacle of junior high school students on concept of
arithmetic sequences
R Oktopiania), T Herman, and Suhendra

SetiaBudhi No. 229, Bandung 40154, Indonesia
a)
E-mail: rinaoktavianimuklis@gmail.com
Abstract. This study was motivated by the lack of mathematical reasoning abilities of SMP
(Junior High School) students on concepts of Arithmetic Sequence. To overcome this, we need
to design a learning alternative that can develop students' mathematical reasoning abilities. One
way is to provide situated with reasoning activities based in form a didactic design.
Development of learning activity be done through a study of the which is the Didactical Design
Research (DDR), that began with a preliminary study to identify learning obstacles that appears
on Arithmetic Sequence. Based on the analysis of learning obstacle, then prepared the design of
the hypothetical didactic, next implemented in grade 9th in one of SMP in Reteh District, Riau
Province. Analysis of the implementation hypothetical didactic design was used to design the
empirical didactic, which was used as an alternative to learn Arithmetic Sequences. This study
revealed that the implementation of the hypothetical didactic design could minimize learning
obstacles experienced by the students. In addition, mathematical reasoning abilities of student
in each given situated learning was well developed, characterized by the students were able to
generalize the definition of Arithmetic Sequences.
1. Introduction
National Council of Teachers of Mathematics (NCTM) states one of the purposes learning of
mathematics are efforts to enhance student learn to reason mathematically [1]. The aim is also
included in the educational unit level curriculum (KTSP) in Indonesia illustrates the mathematical
competence to be achieved, are the use of reasoning on the pattern, perform mathematical
manipulation in making generalizations, proof, or explain arguments, and statements of mathematics
[2], Reasoning is a thinking process that is done in a way to draw conclusions and make the students
solve problems in life, inside and outside the school [3]. The importance of reasoning in mathematics,
so it appears that the term “impossible to learn math without reasoning” [4].
Seeing the importance of the reasoning ability, it becomes a necessity for students to have good
reasoning ability. However, based on interviews with some fellow teachers who teach in junior
high school, States that mathematical reasoning skills students have not yet developed.
Students are easier to memorize formulas rather thanto understanding a concept. One of the topics in
school mathematics with emphasis on improvement of reasoning ability is topic Arithmetic Sequence.
Very prominent ability to be achieved in this topic is the ability of students in searching and predicting
patterns, either explicitly or implicitly. However, based on the experience of the researchers, the
student are still experiencing learning obstacle on the topic. Students have obstacle when asked to
differentiate between the Arithmetic Sequences and Geometry Sequences. This indicates that students
209
do not understand the whole concept of Arithmetic Sequences. It is also found by Hardiyanti, ie the
difficulty students in determine formula for nth. This is due to the students' understanding of the
concept of nthof Arithmetic Sequence is still lacking [5]. Likewise with Fauzia findings about learning
obstacles that arise include: concept image of the arithmetic sequence [6].
Learning obstacle that appears on Arithmetic Sequences material should be addressed immediately.
Because of any difficulties or obstacles are allowed, then the students will have obstacle in
understanding the next material that Arithmetic Progression. In addition, the material Arithmetic
sequences will also be studied back at the high school level up. If obstacle in such materials can be
addressed early, it is expected that students are no longer experiencing the same problem at the next
level. Learning obstacle experienced by students associated with the learning process in the classroom.
Most students learn mathematical objects (facts, concepts, procedures, and procedures) without
meaning. Students do not learn about how the process of constructing and connecting between the
mathematical objects. For example, when learning about Arithmetic Sequence, the teacher explained
the meaning Arithmetic Sequences without inviting students and facilitate students to find their own
meaning. In addition, the use of teaching materials e.g student activity sheet (LKS), teachers tend to
choose to use teaching materials had ready on the market, where students are presented with
mathematical concepts, followed by doing exercises, withreason effectively and time – efficiency.
Learning that is often done by the teacher not to accommodate the development of problem-solving
and reasoning abilities [7].
Learning is an activity that describes the relationship of three aspects of teachers, students, and
materials [8]. Teachers should be able to look at these three aspects as a whole. Learning plans should
take into consideration the diversity of students' response toward the didactic situation (the relationship
pattern student– material through the help of teacher effort) are developed so that the next series of
didactic situation according mindset of each student [9]. In designing a lesson, teachers also need to
prepare in anticipation of didactic pedagogical (ADP) to a variety of student responses appear, making
it easier to achieve the learning goal.
Mathematical reasoning is something that cannot be taught but built and developed continuously.
One way to help students develop these skills is to design a reasoning activity-based learning. Students
are given the opportunity to use his reason in any learning activities, especially in understanding a
concept. So expect the learning will be more meaningful. Instructional materials should be designed so
that it is able to create learning appropriate to student characteristics and facilitates achieving the
desired learning goal.
Noting the above, this study aims to design a didactical design based mathematical reasoning
activities to overcome students' learning obstacle in Arithmetic Sequences material and able to develop
mathematical reasoning ability itself.
2. Method
The design of this research is Didactical Design Research (DDR) consists of three stages: (1) Analysis
of the situation didactic before learning (Prospective Analysis) that his form in a didactic design
Hypotheses and ADP; (2) Analysis for learning (metapedadidaktik); and (3) analysis after the learning
(retrospective), which analyzes linking didactic analysis results hypothetical situation with
metapedadidaktik analysis results [10].
In the phase analysis prospektif conducted a preliminary test, ie to give questiont about concept
Arithmetic Sequences to 18 students of class IX SMP in Reteh, Riau Province already received the
learning of Arithmetic Sequences. The students' answers are then analyzed to see the characteristics of
the obstacle experienced by students. Questiont given in the description. The results of a prospective
analysis was then used to design a design didactic hypothetical and the anticipation of didactic
pedagogical. The second stage, Metapedadidaktik analysis, which has been designed hypothetical
design further implemented in class IX SMP in Reteh who have not studied the material Arithmetic
Sequence. There are 18 students who follow the learning through didactic designhypothetical. Third
stage, is the retrospective analysis, ie the response prediction associate with the response that occurred
during the implementation process. The results of retrospective analysis is used to visually design the
empirical didactic.
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This study used a qualitative approach, where researchers as human instruments. However, in practice
researchers used several data collection techniques, namely teststechniques, interview techniques, and
observation techniques. The effectiveness of the design of didactic designed to minimize potential
students learning obstacle on the concept of Arithmetic Sequences can be seen from a comparison of
the percentage of the preliminary test results and test the implementasi class. In addition, the
development of mathematical reasoning skills students can also be seen by the success of the students
in completing assignments on didactic design.
3.1. Prospective Analysis

Before designing a hypothetical design didactic concept of Arithmetic Sequence, first identify the
characteristics of learning obstacle by providing questions to students about the concept of Arithmetic
Sequences. The researchers gave the matter sufficient to determine the students' understanding of the
concept of Arithmetic Sequences. Problem is given as: students are asked to write three counter
examples of arithmetic sequence. The matter is a form of an open question. The aim is to see the extent
of the problem students understand the concept of Arithmetic Sequences. The questiont also measures
mathematical reasoning abilities in formulating indicators the counter example. Someone said to
understand a concept when he was able to give an example and not an example of the concept.
The answers of 18 students who were given this question sufficient to illustrate that there are
learning obstacles to the concept of Arithmetic Sequences. No one student are able to provide answers
to the exactly. There are two types of forms of learning obstacle found, that epistemological obstacle
and didactical obstacle. Obstacle where students are not able to give the counter an example of
arithmetic Sequences, it is called epistemological obstacle that is where students understand a
particular context is not the whole or only piecemeal [11]. Epistemological obstacle can also be said as
a result of student understanding of a limited context. Some student could only give an example of the
Sequences arithmetic, but was unable to give the counter an example. This marks the students
understand the concept of Arithmetic Sequences not thoroughly.
In addition epistemological obstacle, didactical obstacle was also found that the drag caused by the
way teachers deliver material. Interviews of students and teachers to provide information that the
direct learning model with the lecture method is a favorite way to use. Teachers still think that the way
he describes the material studied repeatedly will facilitate students understand a concept. Reality what
happens is students have difficulty recognizing the concept of Arithmetic Sequences. This can be
caused because of the independence of the thinking of students are not well facilitated, so the
emergence of didactical obstacle. Learning situation given also less meaningful, because students are
not given the opportunity to explore his own knowledge and activities produce something meaningful,
although not find it all by itself. For, according to Ausubel and Bruner's theory with the discovery of
meaningful learning will strengthen memory retention of students [12].
The results of the analysis of student obstacle in arithmetic Sequences material used as a reference
for arranging didactic design, in order to reduce the learning obstacle on the material, as well as be
able to develop students' mathematical reasoning abilities. Hypothetical didactic design compiled
called Student Activity Sheet (LAS). At any given situation didactic equipped with predictions and
anticipation of student responses. Prediction student response is made to facilitate the students' way of
thinking researchers anticipate that the purpose of learning more to be achieved.
LAS are given in 6 situations, the first situation (Case 1), students are asked to pay attention to the
problems about the Arithmetic Sequences up ( ). The case given that is about a student, namely
Andi, who was observing the pattern of growth in corn for 5 weeks. After students observe the
problem, then the students were asked to answer 4 questions: a) How tall the corn plant at the
beginning of the first week, second, third, fourth and fifth, if it follows the same pattern? b) Use graph
paper to represent the observations Andi! c) Explain your reason? And d) Name two important
informations you get it!
The second situation (Case 2) given on the LAS is not much different to the first situation, only the
context of the problem was different. The question posed is also having the same sequence as the first
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situation.Problem Case 2 about a coconut workers each day open coconuts with the ability that each
day increased 4 grain of coconuts, where the first day of work opening 50 grains of coconut. The
student were asked to answer 4 questions; a) How grain the coconut at the beginning of the first day,
second, third, fourth and fifth, if it follows the same pattern? b) Use graph paper to represent the
worker works! c) Explain your reason? And d) Name two important informations you get it!
The third situation (Case 3) at the LAS is slightly different from the first and second situation. The
third situation presents context-related issues Arithmetic Sequences down ( ). There are five
questions that must be completed by students in this situation, namely: a) Complete the table that
states the remaining flour on day 1 to day 5? b) Explain your reasoning? c) Use graph paper to
represent the patterns formed on point a! d) Based on the graph that you created it, whether the
formulas function? And e) How many flour baker who still owned 15th of the day? And how? Goal of
3rd exerts this situation is to provide the opportunity for students to recall how to determine the
function formula, then the formula can be used to answer the next question.
The fourth situation (Case 4) is given as the counter example of Arithmetic Sequences. Students are
required to understand a problem that the pattern follows the pattern of Geometry Sequences. The
situation is: A city has a population of 100 people at the beginning of January 2013. Because of a large
factory was established in the city, according to local government population will increase 2 times per
year for 5 years. There are two questions that must be answered by the students in this fourth situation.
4 questions on the situation as well as the first and second questions in situations 1 to 3 i.e. continue
the pattern of a given problem and describe the pattern in Cartesian coordinates.
The fifth situation, students were asked to draw up any results obtained in a situation point 1
through 4 into a numbers of sequences. This situation is expected to provide opportunities for students
to use the knowledge they already had about the concept of sequence of numbers. After the students
put four numbers of sequences, then the student is required to pay attention to the similarities and
differences of each numbers of sequences. The aim of the situation 5 is to provide students with an
opportunity to reason to identify examples and non examples Arithmetic Sequences.
The situation is the sixth stage of making conclusion. Students are required to state its
understanding of the concept of arithmetic Sequences based on the activities that have been conducted
on the situation of 1 to 5. In addition to stating their own situation on Arithmetic, students are also
asked to identify the characteristics of the arithmetic sequence. The aim of the LAS is that students are
able to define the arithmetic sequence.
Mathematical reasoning abilities that will be developed in the hypothetical didactic design is
inductive reasoning, which was to draw general conclusions from the cases of a special nature. Some
of the activities of reasoning included in each situation and questions, namely: 1) interpret graphs and
provide an explanation / excuse; 2) locate and predict patterns; 3) use patterns and relationships to
analyze mathematical situations; 4) draw an analogy and generalization; and 5) draw logical
conclusions.
3.2. Metapedadidaktis Analysis

Learning on the implementation of the LAS conducted in groups, because according to ZPD of
Vygotsky theory, that the students can easily accomplishing his task if we work together with their
peers [13]. In addition, under this theory, too, researchers continue to assist each student action in
response to a given situation. Although, scaffolding or intervention carried out only in the form of tiny
questions or even just a response by facial expressions and gestures. Students are also given the issues
close to their environment, so the way to construct the students 'thinking is expected to reduce the
learning obstacle in the concept of Arithmetic Sequences and also develop students' mathematical
reasoning abilities.
The finding suggests that when students learn the linear function material as a prerequisites of
arithmetic Sequences, occurred epistemology obstacles. Partial knowledge of student cause students
only able to describe the problems that were given to the situation in the form of a couple of points in
Cartesian, but students do not realize that the problem is also given a linear function. Researchers then
anticipate the findings, to get the students do not concentrate on the function formulas, but
immediately proceed to the next situation.
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The findings on LAS also describes that the students in the class are not accustomed to independent
study. They used to always receive information and are not given the opportunity to use their
knowledge and their own thoughts in understanding a particular concept. This is evident from some of
the students who always ask to researcher any would write down the answer. From this can also be
seen that the self-efficacy, that individual's beliefs about her ability to perform tasks or actions to
achieve specific results is still low [14]. Implementation activities also illustrates that the student has
not been accustomed to discussing in finding or understanding of certain concepts, although students
are often working in groups.
At the end of the LAS, students are asked to write their own understanding of the concept of
arithmetic sequence and its characteristics. Students not accustomed to express themselves or write a
sentence to define a concept. This is evident from some of the students were copying the phrase book
to write down on a sheet activities. Researchers immediately anticipated by requiring all students to
save the textbooks that they hold. When the book is saved, the students are not able to continue the
sentence that has been copied before. Researchers gave the intervention to get the student attention to
the existing examples and are not afraid of any of the write their own opinion. The activity shows that
students are not accustomed to think independently, but according to Piaget's theory of class IX
students should have been able to analyze and make the hypothesis of an abstract concept [15].
LAS implementation of this suggests that in fact the students are able to understand and find their
own concepts learned, if the materials presented provide an opportunity for that. Teachers should be
able to ask the questions that led to the discovery process. Requires patience and a long time so that
students are able to do so. It is, seen from the results of implementation of the LAS. Although LAS
should be implemented at two meetings, but were able to give students the opportunity to define the
concept of arithmetic sequence and the results are in line with expectations.
LAS implementation result also shows that students who are the subject of research have easier
when asked to think inductive reasoning. By first give providing examples and not an example of the
concept of arithmetic sequence, then identify differences or similarities. Then able to make a general
form of the concept.
3.3 Retrospective Analysis

A retrospective analysis is the analysis of the link between student response predictions to reality
responses occurring during hypothetical didactic design implementation. There are several responses
occurring beyond prediction researchers. These responses serve as recommendations for improvements
to the design of a hypothetical didactic. In addition based on the response that appears,
recommendations for improvement to the hypothetical didactic design is also based on the results of
tests given after students follow lessons. Of the 18 students who take the hypothetical didactic design
implementation, only two people are not able to provide exact answer. The following error:
Figure 1. Error Gives Opponents R17 in Example Sequences Arithmetic
Based on interviews to students on the appropriate answer, R17 stating that he forgot to peruse that
requested is not arithmetic sequence example, so that he gives two examples of arithmetic sequence.
But the student is able to provide the right example, and the example he gave was very uniquely
different model examples given by other friends. From the interview is known that the R17 was able to
write these examples having been given by the teacher prior to the material number pattern.
Unlike the R17, the R18 gives a wrong example. From the interviews, it is known that R18 thought
that sequence 1, 2, 3 is not arithmetic sequence. After he was asked back by the researchers to pay
attention to the sequence, then he found that the sequence is different from 1 and is an example of
arithmetic sequence. Although erred in giving the counter an example of arithmetic sequence on the
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answer paper but R17 and R18 already understand the concept of arithmetic sequence. So, overall
students who take the hypothetical didactic instructional design already understand the concept of
Arithmetic Sequences, in other words that the implementation of LAS about understand the concept of
Arithmetic Sequences can reduce learning obstacles associated the concept.
Figure 2. Error Gives Opponents R18 in Example Sequences Arithmetic

Based on the analysis of student responses that arise during the implementation and results of the
test is given, then made some revisions to the hypothetical didacticdesign. Revisions were made on the
situation one is in order, the number and editorial questions. In the first situation posed five questions,
which initially only four questions. The first question on the situation 5 for preparing a sequence of
numbers from a given problem, given the question to two situations 1. Situation 2 revised as well to
situations 1. Changes made on the question point b to point e. Question on the situation 1 point a is not
revised, the revision on points b through following points: b) Explain your reasoning to answer at
point a! c) High arrange the corn on a weekly basis into a sequence of numbers! d) Graph relation
observation week high and corn on the Cartesian field! And e) Mention the important information you
have received from these problems if associated with a pattern of numbers!
Revisions to the third situation, the question in point d is asking students to formulate a function of
the graph depicted dispensed. This is done to see the response of students who do not being ableto
determine of linier function formulas, so no students were able to answer correctly the question. In
addition, raised questions about the function formulas adds to the confusion of students feared and
misunderstood the arithmetic sequence. Question on the situation three points a, point b and point e is
not revised, only the points c and d be as follows: c) arrange many owned bakers flour at each day into
a sequence of numbers! And d) Graph the day and the amount of flour relations in the Cartesian field!
The 4thsituation changes done on the many questions that initially only two questions then
increased up to 5 questions as the revision Situation 1. Situation Question 4 did not experience any
changes to points a, questionpoint b is converted to points d, then added to point b, point c, and points
e as follows: b) Explain your reasoning to answer at point a! c) Arrange the number of residents in
each year into a sequence of numbers! d) (Question points b situation 4) and e) Mention the important
information you have received from these problems if associated with a pattern of numbers!
Situation 5, the context is not revised, but only just revised wording so that the first question
asRewrite each response you've gotten to the point c in Case 1, Case 2, Case 3, and Case 4. For the
second question and the third on 5 situation is not revised, as well as to the situation 6.
The revised conducted in some situations then compiled into a single entity didactic design called
Empirical didactic Design. The design, can be used as an alternative to learning Arithmetic Sequences.
In addition, the design of empirical research can also be used as a hypothetical didactic design in
future studies
4. Conclusion
Research results revealed that students' mathematical reasoning abilities related concepts arithmetic
sequence is already well developed. There are 88.89% students from 18 of students were able to give
the right answer from a given test. In addition, the majority of responses that emerged from the
students during the didactic design implementations consistent with the predictions hypothetical
responses designed on a prospective analysis phase. The development of mathematical reasoning skills
students also reflected on the student's ability to generalize the definition of the concept of Arithmetic
Sequences. Positive student responses during the learning process also had a significant impact on
success of the implementation of the didactic design.
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5. Acknowledgments
Thanks authors say to T. Herman and Suhendra as Co Author, which has provided direction and
guidance for the research carried out. Thanks are expressed to all Mathematics Teacher junior high
school in the District Reteh, Indragiri Hilir, Riau Province were involved directly or indirectly in this
study.
6. References
[1] National Council of Teacher Mathematics 2004 Curriculum and Evaluation Standards for
School Mathematics (Virginia: NCTM)
[2] Badan Standar Nasional Pendidikan 2006 Panduan Kurikulum Tingkat Satuan Pendidikan
(Jakarta: Depdiknas)
[3] Kramarski B and Mevarech Z R 2003 Enhancing the mathematics classroom: the effects of
cooperative learning and metacognitive training AERA and SAGE Pub. Americ. Educ. Res.
J Spring 2003 1 40 p 281–310
[4] Kaur B 2009 Reasoning and communication in the mathematics clasroom-some „what‟ stra-
tegies Journals
[5] Hardiyanti A 2016 Nat. Conf. On Mathematical Research and Learning (KNPMP I) (Surakarta:
Universitas Muhammadiyah)
[6] Fauzia T A 2015 Desain Didaktis Konsep Barisan dan Deret Aritmetika pada Pembelajaran
Matematika SMA (Thesis, Universitas Pendidikan Indonesia, in 2015, not published)
[7] Herman T 2007 Problem based learning to improve the high level of mathematical thinking
ability of junior high school students Educationist J. 1 1 p 47–56
[8] Suryadi D 2010 Menciptakan Proses Berpikir Aktif: Kajian Sudut Pandang Teori Belajar Dan
Teori Didaktik Nat Conf. (UNP) p 1–16
[9] Suryadi D 2016 Didactical design research (DDR): upaya membangun kemandirian
penelitian pembelajaran Monograph Didactical Design Research (DDR) (Bandung: Rizqi
Press)
[10] Suryadi D 2013 Didactical design research (DDR) dalam pengembangan pembelajaran
matematika Proc. of the Nat. Conf of Mathematics and Mathematics Education (Uns) p 1 -12
[11] Brousseau G 2002 Theory of Didactical Situations in Mathematics (New York: Kluwer
Academic Publisher)
[12] Takaya K 2008 Jerome Bruner’s Theory of Education: From Early to later Bruner
Bruner Springer
[13] Gauvain M, Cole M 1997 Interaction Between Learning and Development (Reprinted in
Readings on the Development of Children, Harvard University)
[14] Bandura A 1986 Social Foundation of Thought and Action (Englewood Cliffs, NJ:
Prentice Hall)
[15] Hergenhahn B R and Olson M H 2010 Theories of Learning Edisi Ketujuh Terjemahan
(Jakarta: Kencana)
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Didactic design of positive fractional exponent and radical

material in grade IX student of junior high school
T Lembayunga), D Suryadi, and E Nurlaelah

Setiabudhi No.229, Bandung 40154, Indonesia
a)
E-mail: lembayung_333@yahoo.co.id
Abstract. This study aims to find out the didactic design of positive fractional exponent and
radical material in junior high school. The research method used is qualitative approach, by
following three stages in Didactical Design Research. The didactic design was developed based
on learning obstacle found in preliminary test of positive fractional exponent and radical
material. Subsequently, a hypothetical didactic design was developed which was then
implemented in grade IX students one of the junior high school in Bandung. The empirical
didactic design is designed based on the results of the analysis on the implementation of the
hypothetical didactic design. The result of the research is a didactic design model of positive
fractional exponent and radical material that minimizes learning obstacle experienced by
students.
1. Introduction
Objects in mathematics consist of: facts, principles, concepts, procedures and operations.
Mathematical concepts have interrelationships between each other. Certain material may be a
prerequisite for other materials. Therefore, learning mathematics must be gradual in accordance with
hierarchy and also comprehensive, meaning there should be no concept that is missed, because it will
affect the understanding of subsequent concepts. In addition, in learning mathematics students are not
only required to understand the concept, but also able to solve problems.
One of the subjects in math level junior high school (SMP) class IX is the subject of exponent and
radical. This subject is an important part of mathematics learning, because it is one of the prerequisite
material for the next learning mathematics, which is on the subject of Exponent and Logarithm at the
level of High School (SMA) class X. In addition, the concept of exponent and radical is also Required
in calculations on other subjects such as Physics and Biology.
Several research results [1, 2, 3, 4, 5, 6] show that students still have difficulty in understanding the
matter of the exponent and radical. This is also reinforced by the results of preliminary observations of
19 students of class X one senior high school in Bandung which indicates the existence of learning
obstacle on the matter of the exponent and radical. The selection of students is based on the
consideration that the students have learned about exponent and radical in junior high school and
about exponents in senior high school.
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Based on the results of preliminary observations, in deciphering the exponent and determine the
result of exponent with the basisof integer number of most students have been able to solve it,as well
as to change the negative exponent into positive exponent and simplify the operation of exponentusing
the properties of exponentmost students already understand it. One of the learning obstacles found in
most students is about the concept of positive fractional exponent and radical.This is in line with the
results of research Pitta Pantazi [2] and Pinahayu [6], so this article will focus more on the material of
positive fractional exponent and radical.
After interviewing some senior high school in grade X students in Bandung, they said that they
forgot some rules of exponent and radical so they could not solve the problem well.This forgotten
factor can be caused because generally the students only memorize the rules or formulas but do not
understand the concept of a material well. The material is only stored in short term memory so that
students tend to quickly forget it. A material will be stored in long term memory when we see, hear,
perform, and present.
Memorization also contradicts the constructivism principle of learning that emphasizes the
knowledge must be built by the learners themselves through experience so that by memorizing it is
possible to understand the concept obtained by students not steady and quickly forgot.In addition,
mathematical concepts that students understand to be partial, not integrated with other concepts, so
that learning becomes less meaningful. According to Ausubel, in learning meaningful the material has
been obtained developed with other circumstances so that learning is more understandable [7].The
development can be by linking the material with certain related concepts that are already known and
exist in the cognitive structure of previous students. Meanwhile, by memorizing the students only
learn to receive information.
In the learning process teachers use the discussion method. In addition to using School Book
Electronics (BSE), teachers also provide modules and Student Worksheets (LKS) to their students, due
to the limitations of BSE in schools.
Teaching materials are an important aspect of learning activities [8]. The importance of this
learning material is at least seen from five aspects, namely:
1) Teaching materials presented in the form of books or Student Worksheets (LKS) are generally not
developed based on the results of research so much material that cause difficulties for children.
2) The widely used didactic design tends to create similar situations, concept explanations, sample
presentations, and problem solving exercises.
3) The didactic design developed often lacks structural learning flows (conceptual linkage) as well as
functional (continuity of thinking).
4) Many didactic designs that do not provide space for children to develop independence through
individual processes and interactions among children.
5) The process of abstraction is not yet an orientation in learning.
By simply referring to existing reference books, teachers often find it difficult to respond to diverse
student responses. So that less attention to the flow of thinking students, even sometimes ignore it.
One way that teachers can do to overcome the difficulties of students by considering the flow of
thinking students is to create a teaching material that can overcome it so as to achieve the didactic
situation, learning objectives, and able to deliver students to a complete understanding of the concept.
A didactic situation is a situation where students get intervention by teachers [9]. In such situations
the process of acculturation is done so that the students gain new knowledge that they have never
gained and is higher than the previous knowledge.Design designed teachers also need to pay attention
to repersonalization and recontextualization. The process of repersonalization is the process of
generating concepts as a result of an understanding of the concept of scientists that conforms to the
limits of students' abilities [9].Or repersonalization can also be interpreted the concept of science by
teachers. While the recontextualization is presenting the concept to the students. In the process of
recontextualization there is a transfer of context from teacher to instructional design (didactic design).
In addition, a teacher also needs to pay attention to learning trajectory so that learning is more
meaningful. Learning trajectory consists of hypothetical and actual. Actual learning trajectory students
are formed during and after intensive interaction experiences with other children [10].Meanwhile,
according to Lisnaini [11] hypothetical learning trajectory is a hypothesis or prediction how the
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thinking and understanding of learners develop with a context in the learning activities. Making
predictions about the learning path as well as things that arise during the learning process both the
responses and the difficulties of the students become very important for a teacher, to be better
prepared to anticipate the various things that arise during the learning so as to create a meaningful
learning.
Based on the above description, encourage the writer to write an article with the title "Didactic
Design of Positive Fractional Exponent and Radicalin Grade IX Students of Junior High School ".
The research method used is qualitative research method. Qualitative research is a method to explore
and understand the meaning that some individuals perceive as derived from social problems [12].
The focus of this research is to study the learning obstacle and learning trajectory on the material of
positive fractional exponent and radical which then become the reference in the preparation of didactic
design which is adjusted to the characteristics of the students.
The approach used in developing didactic design is the Didactical Design Research approach. The
design approach of didactic design through three stages of analysis are: (1) didactic situational analysis
before the learning in the form of hypothetical didactic design including ADP, (2) metapedadidactic
analysis, and (3) retrospective analysis ie analysis that correlates the results of hypothetical didactic
situation analysis with results meta-pedadidactic analysis [8].
Subjects in this study were students of class IX in one of Junior High School (SMP) in Bandung.
Technique of data collecting is done by triangulation technique in the form of combination of
observation with field notes, interview, and documentation study.

3.1. Preliminary Analysis
Before preparing the early didactic design, a preliminary analysis consisting of analysis of the source
book and learning video aims to find out the learning obstacle of positive fractional exponent and
radical. From the analysis of several resource books consisting of: 5 Electronic School Books (BSE)
published by the Ministry of Education and Culture, 2 source books published by private publishers,
and a source book published by overseas publishers, the authors conclude that:
a) Define positive fractional exponent using algebraic approach and some also use geometry and
algebra approach.
In general, junior high school students already exist at the formal operation stage [7], so it should
be able to understand algebraic definitions, but geometric approaches are also needed, one of which
is to have a concept image of the material of exponent and radical.In mathematics education, there
are two ways to understand the concept of mathematics: concept image and concept definition. The
concept image describes the entire cognitive structure associated with the concept, which includes
all mental images as well related properties and processes.While the definition of the concept is a
series of words used to determine a particular concept. During this time, the concept image of a
material is often forgotten.
b) Most of the resource books encountered lack the facilitation of students to explore their knowledge
in finding definitions of positive fractional exponent and radical. The design of most resource
books is: providing information on materials, sample questions, and exercises.
The presentation of teaching materials like this directly gives students a certain formula, so that
students do not get their knowledge scientifically. In acquiring knowledge one must go through the
stage of action, formulation, and validation situations first [9]. This design is also contradict to the
constructivism principle of learning. In addition, the presentation of teaching materials does not
foster a sense of number of students.
c) There are two sequences of presentation of the material in the book class IX, namely:
Presentation sequence 1: the definition of fractional exponent, radical, radical properties and
operations, rationalizes the denominator of the radical fraction.
Presentation sequence 2: radical, radical properties and operations, rationalizes the denominator of
the radical fraction, the definition of fractional exponent.
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Incorrect sequence of material presentation and lack of attention to the thinking level of students
can lead to learning obstacle.
In addition, the researchers also conducted an analysis of learning videos. The learning videos
analysed were learning videos of the material of exponent and radical in one of the junior high schools
in Bandung.The learning method used is expository and question and answer. From the analysis of
learning video can be concluded that: learning is still the teacher centred.The teacher gives various
information about the material. Students are only involved in discussion / question and answer and
practice questions.So the students sometimes easily forget the material that has been delivered. The
design used in this video is similar to the design of source books that have been analysed
before.Students are given some information about the material being taught, sample questions and
exercises. Such designs are less likely to develop students' thinking potential, allow less space for
students to explore their knowledge and provide too much information and help so that students are
less self-sufficient. Such a design can lead to learning obstacle.Based on the results of the analysis of
the source book and the learning video, there are several considerations in devising the didactic design
of positive fractional exponent and radical, namely: facilitating students to perform the discovery
process, facilitating students in developing a sense of number, providing concept image, the order of
presentation material of the right that takes into account the students' level of thinking, the provision of
prerequisite materials tailored to the needs of the students.
3.2. Hypothetical Didactic Design

After conducting preliminary analyzes, the researchers conducted literature studies and exploration, to
obtain hypothetical didactic design with respect to the results of the analysis of resource books and
learning video. For the material of positive fractional exponent and radical, the authors arrange them
into four designs. In this article only two designs will be discussed.
3.2.1. Design One

Design one consists of five situations. The first situation students are asked to determine the sides of
the square that are already known to their area.The second situation students is asked to determine the
sides cube that is already known volume size.The third situation, the students are asked to compare
two numbers, namely the positive fractional exponenand the radical.Fourth and fifth situations,
students are asked to conclude with their own sentences on the definition of positive fractional
exponent and with The main purpose of the design one is to formulate the definition of
positive fractional exponent.
3.2.2. Design Two

Design two consists of five situations. The main purpose of the designs two is to understand the
radical, including simplifying and discovering the properties of addition and subtraction of the
radical.The first situation begins with remembering the prerequisite material of the types of numbers
(in this case integers and fractions) that must be represented in a number line. Activity of drawing the
number line is expected to grow the sense of number of students related to the number. The second
situation contains activities that lead to understanding irrational numbers (example radical). The third
situation aims to find ways or procedures in simplifying the radical. The fourthsituation is a situation
to recall the properties of the addition and subtraction operation of the algebraic form. The fifth
situation is a situation to find ways or procedures in the operation of addition and subtraction of the
radical.
3.3 Implementation of Hypothetical Didactic Design

3.3.1. Description of Implementation Design One
Design one is implemented on Monday March 27, 2017 in class IX E at 9:00 - 10.20 am. At this first
meeting begins with the apperception of prerequisite materials about positive, zero and negative
exponent (along with their properties), also estimates the location of on the graph y = 2x. The
teacher did a question and answer to determine the coordinate points of the y = 2x and approximate the
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location using graphmatica software.This apperception activity is expected to foster a sense of

number of students. When determining the coordinates for x = 1, x = 2, x = 3, x = 0, x = -1, x = -2
(positive, negative and zero exponent) students are not too difficult. Student difficulties when
determining position at graph y = 2x. Then the teacher gives scaffolding by reminding again how to
determine the coordinate point on a graph.
Then the teacher gives an example of the usefulness of positive fractional exponent in life. This is
followed by working on Student Activity Sheet 1 in groups.For situation 1, most students already
know that the square area is side x side and has no difficulty when working on situations 1a, 1b and
1c. But there is one response beyond prediction, that is, when the student made a miscalulationas in
the following picture:
Figure 1. Figure response situation 1 design 1 that is beyond prediction

Figure 1 indicates a miscalculation that the student performed on design 1 situation .Teachers help
students by recalling the concept of square area. So students can fix their own mistakes.
Most students have difficulties in understanding situation 1d, but with scaffolding given the teacher
the student can find his own answer. Students are also not used to writing a conclusion with their own
sentences, although they are basically understood by the concept or meaning in the problem.
In situation 2 students begin to see the pattern of resolution of the situation presented, although
there are some students who forget the volume of the cube. Responses that appear in accordance with
predictions. Overall all groups can finish situation 2 well.
In situations 3 and 4 it is comparing the radical and positive fractional exponent. Most students
have been able to compare the two numbers presented, the only difficulty when writing down the
reason why the two numbers are the same.For the situation 5, there are still students who struggle.
The teacher gives scaffolding by reminding that a = a1.
3.3.2. Description of Implementation Design Two

Design two is implemented on Monday March 27, 2017 in class IX E at 11:00 to 12:20. This second
meeting begins with a reminder of the definition of positive fractional exponent through question and
answer.Situation 1a students are asked to describe the numbers (consisting of positive integers,
negative integers, zero, positive fractions, negative fractions) on the number line.This activity is
expected to foster a sense of number of students. Students are able to sort the numbers presented into
the number lines, only they pay little attention to the distance between the numbers presented which
may be different. The teacher provides scaffolding by reminding that the distance between numbers
should be considered when drawing on a number line.
For situations 1b and 1c students are able to complete it well. There is little difficulty in resolving
situations1d, but after a question and answer session with the teacher, students can understand it
well.In situation 1e, students find it difficult to write or communicate their understanding.
Situation 2, students are expected to understand the radical and irrational number. Situations 2a and
2b, some students do not understand the point, the teacher also provides scaffolding by reminding
again that a2 is a squared number.For the situation 2d, the student can already describe it in a number
line, it only needs emphasis and keeps being reminded of the distance between numbers that may not
be the same.For situation 2c, some students find it difficult to write down what they understand about
irrational numbers. The teacher provides scaffolding by reminding that the irrational number is the
opposite of the rational number.
Situation 3 is about simplifying the root shape. Students are able to do situation 3a well, some are
working directly, there is also through multiplication and exponential.Most students do it directly, so
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to direct to simplifying the radical in situation 3b, the teacher provides scaffolding by asking other
ways to get value in situation 3a other than directly. Situations 4 and 5 did not happen, because the
time is up.
3.4 Reflection (Restrospectif Analysis)

3.4.1. Design One Reflection
The first situation in design one is about determining the side of a square if its extent is known, this
situation leads the student to find the square root of a second power.The expected response appears to
be the first response in which the student determines the size of the square side by finding the square
root of a known area measure.Student difficulties in determining the square root of a power of two is
estimated to be solved by a question and answer process between teacher and student.This first
situation is a prerequisite that has been learned in class VII, which is deliberately not given at the
beginning of learning, but the students are established for the development of the thinking process.
The ability of these prerequisites can be one of the causes of learning obstacle. This is revealed by the
Department of National Education [14], related to the concept of a material, there are several
possibilities that cause learning obstacle, namely: 1) knowledge of prerequisites; 2) understanding of
concepts; 3) procedures; 4) principles; and 5) problem solving.
Scaffolding given by the teacher has been able to direct the student in finding the square root of a
power of two, only that there is a response outside the prediction, that is when the students understand
the square area, but mistaken when applying it.
The second situation is also still a prerequisite knowledge that has been learned in class VII. This
situation contains how to determine the side of a known volume cube. This activity aims to direct the
find of the cube root of a power of three.In the second situation students are more easily performing
the activity, because it already has experience of the first situation. The expected response is to
determine the side of the cube by looking for the cube root of a known volume.The process of walking
according to the predictions and scaffolding provided by the teacher has been able to direct students in
finding the root of the third rank of a power of three. From these two initial situations, students tend to
have difficulty communicating their thoughts, more precisely writing down the conclusions of what
they know.
A third situation helps students to discover and understand the similarity between positive
fractional exponent and radical. This situation is somewhat different from the two previous situations,
so that at the beginning of this third situation learning students have difficulty. Most students have not
understood the purpose of this situation, but once the teacher explains it, the student understands it
well and can finish the third situation well. It's just that students still find it difficult if they have to
explain or conclude a condition. Responses that appear in accordance with predictions, and teachers
can anticipate it well.
The fourth situation encourages students to understand that √ . Based on experience in the
previous situation, students are not too difficult when working on this fourth situation. Teachers can
also anticipate the response that comes up well.
The fifth situation is a conclusion step on the definition of positive fractional exponent. Response
that appears according to prediction. Teachers also provide appropriate scaffolding. Through the
process of question and answer with students, finally students can find their own definition of positive
fractional exponent.
3.4.2. Design Two Reflection

The first situation in design two is about the prerequisite materials of the types of numbers already
studied in class VII are integers, fractions and rational numbers. The expected response appears to be
the first response in which the student describes the number available on the exact number line, and
can determine the types of numbers, and can define with his own sentence on rational numbers.
The greatest difficulty students encounter is in describing the numbers available on the number
line, some students paying little attention to distances that may differ between numbers available.
Through the scaffolding provided by the teacher, the student is able to correct his mistake. Another
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difficulty is in communicating or writing their conclusions about rational numbers. However, with the
motivation of teachers, students end up trying to be confident in expressing their knowledge in
writing.
The second situation contains the activity to understand the irrational numbers of which, for
example, the radical. At first the students had difficulty understanding the meaning of the sentence in
this second situation, but with little explanation from the teacher, the students finally understood this
second situation. Responses that appear in accordance with predictions and teachers are able to
provide good anticipation.
The third situation contains activities that lead students to discover and understand how to simplify
the radical.The expected response is the first response where the student changes the number under the
root sign to the multiplication of two numbers, one of which is the squared number. But the response
does not come directly from the students. Teachers encourage students to come up with the idea by
providing scaffolding in the form of frequently asked questions, so that students can finally find their
own way of simplifying the radical. The sequence of activities in theory didactical situation [9] is an
action that the student undertakes. In the theory is also described about the situation of formulation
and validation. For the formulation activities, students are asked to do the exercises 2.
The situations fourth and fifth can not be carried out on these design two, because time is
insufficient. Furthermore these fourth and fifth situations are added to the design three.
4. Conclusions
Teaching materials that have been designed and prepared, in this case didactic design for the material
of positive fractional exponent and radical, with attention to learning obstacle and things found in the
preliminary analysis as a whole can minimize learning obstacle. These result are in accordance with
the proposed Suryadi [15] that the way of presentation of teaching material greatly affect the smooth
construction process of student understanding.
5. Acknowledgments
Thanks author say to D Suryadi and E Nurlaelah as co author who have provided guidance in
completing research and this article. Thank you also to all teachers of mathematics and students of
junior high school in Bandung for all the attention and participation in this research.
6. References
[1] Birenbaum M & Tatsuoka K K 1993 Applied Measurement In Education 6(4) 255-268
[2] Pitta-Pantazi D, Christou C, Zachariades T 2007 Journal Of Mathematical Behavior 26(4) 301-
311
[3] Ramazan A 2010 Aksaray University Aksaray Turkey Volume 5 Number 1 2010
[4] Tseng D 2012 Polygon Spring
[5] Hewson, Ashley E 2013 An examination of high school students’ misconceptions about solution
methods of exponential equations. A’ Masters Project.Department of Mathematical Sciences
State University of New York at Fredonia. Fredonia, New York.
[6] Pinahayu Ek A R 2015 Jurnal Formatif 5(3) 182-191 2015 ISSN 2088-351X
[7] Suherman E 2003 Strategi Pembelajaran Matematika Kontemporer (Bandung: Jurusan
Pendidikan Matematika FPMIPA UPI)
[8] Suryadi D 2014 Sinergi untuk Kemandirian Pendidik Dalam D Suryadi dan T Suratno (Eds.)
Kemandirian Pendidik: Kisah Pendidik Reflektif dan Profesional Pembelajaran (Bandung:
Sekolah Pascasarjana UPI)
[9] Brousseau G 2002 Theory of Didactical Situations in Mathematics (New York: Kluwer
Academic Publisher)
[10] Steffe L P 2004 Journal Mathematical Thinking and Learning 6 (2) hlm 129-162
[11] Istiqomah D N 2016 Desain didaktis pada pembelajaran konsep persamaan trigonometri Tesis
Sekolah Pasca Sarjana Universitas Pendidikan Indonesia Bandung
[12] Cresswel J W 2012 Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixed Edisi
Ketiga (Yogyakarta: PustakaBelajar)
222
[13] Tall D, Vinner S 1981 Educational Studies in Mathematics 12(2) 151–169

[14] Departemen Pendidikan Nasional (Depdiknas) 2007 Tes Diagnostik (Jakarta: Direktorat
Jenderal Manajemen Pendidikan Dasar dan Menengah Depdiknas)
[15] Suryadi D 2010 Metapedadidaktik dan Didactical Design Research (DDR): Sintesis hasil
pemikiran berdasarkan lesson study Dalam T Hidayat, I Kaniawati, I Suwarma, A Setiabudi,
and Suhendra (Eds.) Teori, paradigma, prinsip dan pendekatan pembelajaran MIPA dalam
konteks Indonesia (pp.55-75) (Bandung: FPMIPA UPI)
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Mathematical literacy ability of junior high school students
H Mujadida), N Priatna, and D Juandi

a)
E-mail: hasnul_mujadid@yahoo.co.id
Abstract. The mathematical ability of students in the PISA 2003 Indonesia Indonesia is at # 39
of 41 countries for math and science. Study results of PISA 2012, Indonesia is currently 64
from 65 countries for math with a score of 375. Next up PISA study results Indonesia 2015,
barada currently 57 out of 70 countrieswith a score of 386 math. This suggests that the ability
of mathematical literacy students Indonesia still compared to other States parties. It became the
basis for researchers to conduct studies against some students of class VIII is one of the first
State secondary school in the Sijunjung. The study was conducted to find out more about the
ability of mathematical literacy of students, especially at meteri cube and beams. A study done
by putting together the lattice mathematical literacy test instruments, test instruments, makes
up the next mathematical literacy and then piloted the test instrument. From trials conducted
obtained information that the ability of mathematical literacy grade VIII one of the first State
secondary school in the Sijunjung still low.
1. Introduction
Advances in science and technology is evolving very rapidly. This has resulted in information
sources can be obtained easily and relatively brief. Such progress would certainly have to be coupled
with the quality of its human resources in order to utilize science and technology with the best. Human
resources largely determine the direction of the technological advances, the development of human
resources (HR) should take precedence. One way so that each individual has the knowledge, insights,
and skills is through education. This is in accordance with the opinion of the that education occupies a
central position in the construction because the goal is to improve the quality of human resources [1].
One of the crucial role of education in development is through education. Humans can develop
themselves so that they are ready to any changes that occur due to science and technology. This is in
line with the function and purpose of national education stated in the Statute of the system of national
education no. 20 of 2003 article 3, that the function of national education to develop the ability to form
characterand the civilization of the peoples dignity in the framework of the intellectual life of the
nation, aimed at the development of potential learners in order to become a man of faith and pious to
God Almighty, the noble character , healthy, learned, accomplished, creative, independent, and
become citizens of a democratic and accountable.
To realize it, mathematical literacy is one solution. In mathematical literacy we are required to
understand the role of math in real life and use it in solving problems related to the context of
everyday life. In certain matters, the role of the concept, structure, as well as a mathematical idea is
used as a tool to change the problems in the real world into the symbol manipulation [2]. In line with
this, in mathematical literacy also involved the ability to modify (transform) the problems of the real
world into a form of mathematics or the opposite, namely to interpret a result or mathematical models
into the original problem.
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Mathematical literacy is still viewed as the understanding of mathematics is important for someone
in preparing him for life in a modern society, through simple daily activities to prepare for the role of
the professional [3]. People who have mathematical literacy has the ability to communicate, provide
assessment, and expressed appreciation of mathematics [4]. Therefore, a person is said to have the
ability of mathematical literacy if that person can use the knowledge and skills of its mathematical in
resolving a problem.

Mathematical literacy is derived from two words, i.e. literacy and mathematical. According to the
great dictionary of the language of literacy Indonesia is everything related to writing. According to the
UNESCO definition of literacy is the ability to identify, understand, interpret, create, communicate,
and arithmetic through written materials and variants. Koiichiro Matsuura (Director-General of
UNESCO) explained further that literacy is not merely read and write but includes how to
communicate within the community, related to knowledge, language, and culture.
Mathematical literacy is the ability to draw up a series of questions (problem posing), formulate,
solve, and interpret the problems based on the existing context [5]. This is in line explained that the
mathematical literacy means a person's ability to formulate and interpret the use of mathematics in
various include reasoning mathematically, and use math facts and concepts in applying and predicts a
nominal [6].
According to De Lange mathematical literacy (mathematical literacy) is a skill that is owned by an
individual to identify and understand the roles played by mathematics in the real world to make those
opinions which are well-grounded, and to use the existing ways in math to meet him in the lives of
current and future dating, like something that nature's ability to build , linking, and reflect on the
citizens of the community [7].
The definition of mathematical literacy, according to a draft assessment framework PISA 2012 is,
“mathematical literacy is an individual’s capacity to formulate, employ and interpret mathematics
in a variety of context. It includes reasoning mathematically and using mathematical concepts,
procedures, fact, and tools to describe, explain, and predict phenomena. It assists individuals to
recognize the rule that mathematics play in the world and to make the well-founded judgments and
decision needed by constructive, engaged and reflective citizens”.
Based on this definition, mathematical literacy is defined as the ability of a person to formulate,
implement, and interpret math into a variety of contexts, including in do mathematical reasoning and
use concepts, procedures, facts, and a tool to explain and illustrate as well as predict or predict the
phenomenon or event. Mathematical literacy helps a person to understand the role and usefulness of
mathematics in everyday life today and use it to make the right decisions as citizens who built the care
and thought. If we compare between the sense of mathematical literacy with the aim of mathematical
subjects seem congruency and understanding. The goal will be achieved in learning objectives are the
mathematical literacy.
Some of the opinions above it can be concluded that the matematics literacy is the ability to
analyze, give reasons, and his mathematical knowledge and skills to communicate effectively, as well
as being able to solve and interpret mathematical problems in a variety of situations and form so he
had this mathematical literacy with students able to resolve the problems they face in real life as well
as outside of the situation or issue that is often discussed in class.
The application of mathematics is based on the knowledge and skills that have been studied and
parctice with a wide range of problem that usually there are on the books in school. However, the
problem of context in PISA demanded to use the skills that are relevant in the context of a less
structured, where instructions are not so obvious to students. Students should be able to determine the
relevant about knowledge, any process that must be undertaken to be able to deliver them to a possible
solution of the problem, and how to portray the truth and usefulness of the answer or the solution
obtained.
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Mathematical literacy is uses or mathematical function that has been studied by a student at the
school. Usability is a very important ability for a person to survive in the era of information and
knowledge at this time.
The term "literacy" is by PISA is on the number of mathematical knowledge children from 15 years
of age who are able to be used in a variety of contexts and situations. The given problem usually
requires reflective approaches and creativity. Therefore, PISA emphasizes on capability and
knowledge of mathematics outside of mathematics has been defined and limited to the school
curriculum.
Mathematical literacy cannot be reduced into shape but requires knowledge of mathematical terms,
forms, and steps as well as a wide range of ability in using specific methods and operations. PISA
emphasizes that literacy is not limited to refer to things that are basic, minimum usage levels. On the
contrary, PISA considers literacy as a spectrum with many forms and ongoing (continuous and multi-
faceted spectrum) that start from a fundamental aspect of use up to the highest level.
Attitudes and emotions (such as confidence, curiosity, interest and relevance will be feeling, desire
to do or understand something) is not a component of mathematical literacy. But it is a prerequisite to
the important mathematical literacy. Chances are it could be just someone bring up the mathematical
literacy without displaying the attitude and emotion at the same time. Literacy could be applied and
used by a person who does not have the level of confidence, curiosity, the feeling will interest and
relevance, and the desire to do or understand something that contains the same mathematical
component.
Mathematical literacy is related to the issue of "real". This means that the problem usually appears
on a situation. In conclusion, the students should be able to solve real problems (real world problem)
prequecition them to use the skills and competencies they have acquired through experiences in school
and everyday. The fundamental process of this is "mathematichaly". This process brought the students
changed from the context of the problems of the real world to the world of mathematics required to
solving the issue. Matematisasi brings in students to interpret and evaluate problems and reflection the
solution to make sure that the solution that has been found to correspond to the real situation raises the
issue.
Mathematical literacy is not found in the curriculum of school mathematics. However,
mathematical literacy assessment cannot be separated from the curriculum and learning that exists
because of the knowledge and abilities of students rely heavily on what and how they learn in school
and how that learning is evaluated.
In particular, mathematical literacy assessment conducted in PISA comprises 6 tiers or levels, with
level 6 the highest level of achievement and level 1 the lowest level achievements. To the question of
mathematical literacy level 1 and level 2 is the group with the lowest scale of the problem. The
question of mathematical literacy level 3 and level 4 is included in the Group of questions with
medium-scale, while the matter of literacy level 5 and level 6 is a matter of the group with the scale. In
more detail the ability being measured from each level are as follows:
a. Level 1
Students at this level are able to exercise the basic algorithm, using the formula, and doing
procedure simple. They are able to provide a reason directly and do a literal interpretation. This
level measures the student's ability to answer a question that public context and is known as
well as all relevant information is available with the obvious question. Students identify and
resolve information mamp procedure routine according to explicit instructions. Students are also
expected to do real action that corresponds to a given stimulus.
b. Level 2
Students at this level can interpret and use the representation based on different information
sources and suggested the reason. They can communicate the results interpretation and their
reasons. At this level, which is measured is the ability of the students to be able to interpret and
knowing situation in a context that requires direct inference. They can sort out the relevant
information from a single source and use a single representation.
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c. Level 3
Students at this level can use his skills to good use and suggests a flexible view of the reasons
and according to the context. They can provide explanations and communicate accompanied by
arguments based on interpretations and actions. At this level students can carry out the
procedure, including the procedure requiring decisions in sequence. Students can select and
implement a strategy to solve simple problems.
d. Level 4
Students at this level can work using the thinking and reasoning, as well as appropriately linking
his mathematical knowledge and skills with the situation at hand. They can do a reflection of
what they're working on and communicate. The skills that are required in this level, namely the
ability of the students to be able to work effectively with the model in situations of concrete but
complex. They can select and integrate different representations and relate it to real situations.
e. Level 5
Students at this level have been able to think and reasoning in mathematics. They can apply his
understanding in depth accompanied by technical mastery of mathematical operations,
developing new strategies and approaches to deal with the new situation. They can formulate
and communicate what they find. They make the interpretation and argue in adulthood. At this
level, students can work with models for complex situations, knowing the constraints
encountered, and did the guesses. They can be choice, compare, and evaluate strategies to solve
complex problems related to this model.
f. Level 6
Students at this level can perform the conceptualization and generalizations by using
information based on modelling and study in a complex citations. Students can link different
information source with flexible and translate it [7].
3. Conclusion
Mathematical literacy is seen as an important mathematical understanding for someone in
preparing him for life in a modern society, through simple daily activities to prepare for the role of the
professional. People who have a mathematical literacy has the ability to communicate, provide
assessment, and expressed appreciation of mathematics. Therefore, a person is said to have the ability
of mathematical literacy if that person can use the knowledge and skills of its mathematical in
resolving a problem.
In this study only examines the theory of mathematical literacy abilities of students. It's good to
research further included a suitable learning model to improve mathematical literacy students.
4. Acknowledgments
So this article is made may be useful for the readers. Criticism and suggestions of course it is
desirable for the sake of perfection of this writing. Thank you I over her participation.
5. References
[1] Tirtahardja U & La Sulo 2005 Pengantar Pendidikan (Jakarta: PT. Rineka Cipta
[2] Kusumah 2011 Mathematical Literacy 1st International Syimp. on Mathematics Education
Innovation (ISMEI) Yogyakarta
[3] Stacey 2012 The international asessment of mathematical literacy: PISA 2012 framework and
items International Congress on mathematical education Korea
[6] Ojese B 2011 Mathematics literacy: are we able to put the mathematics we learn into Every
day use? Journal of Mathematics Education, 4 p 89–100
[7] Herman T 2007 Problem based learning to improve the high level of mathematical thinking
ability of junior high school students Educationist J. 1 1 p 47–56.
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Analyzing students’ spatial geometrical errors topic in the line
Mardania), T Herman*1 And Suhendra

Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setia
Budhi No. 229, Bandung 40154, Indonesia
a)
Email: mardaniethue21@gmail.com
Abstract. According to the experts, one of students‟ difficulties in learning mathematics is

spatial difficulty, while based onthe research results, a person's spatial ability significantly
influence the ability of solving mathematical problems and career development. In this case,
the form of students‟ spatial difficulty needs to be found out. This research was conducted to
know spatial difficulties faced by junior high school students in class VII with the subject
matter „line‟. The data were collected from 33 students in class VIII and 26 students in class IX
who had studied the material„line‟ by giving a number of tests and interviews. Based on the
test results and interviews, it wasfound that students have learning difficulties. The difficulties
were categorized based on spatial capabilities of geometry, namely, spatial visualization
capabilities, spatial rotational capabilities and visual-spatial working memory capabilities.
Students‟ difficulties relating to spatial visualization ability include students‟ difficulty in
understanding and manipulating the information presented in the picture, the difficulty in
explaining the understanding in the form of images and verbally. Students‟ difficulties relating
to spatial rotational ability consist of students' difficulty in finding new images presented in
other images. Meanwhile, students‟ difficulties regarding visual-spatial working memory
capacity include students' difficulties in locating and manipulating information from images to
solve some problems.
1. Introduction
Learning difficulty is a problem to be solved because it can bring a great effect on students‟ thinking
process. The difficulty happens because of students‟ misunderstanding during the learning process
both in students‟ didactic situation and pedagogical situation. Learning difficulty faced by students can
also be caused by the initial knowledge which is not in accordance with the learning activities
happening and the level of students‟ psychology maturity. Learning difficulty can be attributed to
three things, namely, ontogenic constraint, didactic barrier and epistemological barrier[1]. Didactic
barrier and epistemological barrier can affect each other[2].
Mathematicslearning difficulties can be grouped into 5 forms, namely, 1) getting difficulty in
understanding basic concepts, 2) getting difficulty in understanding arithmetic, 3) getting difficulty in
writing symbol system / concretematerial, 4) getting difficulty regarding language and, 5) getting
difficulty regarding spatial [3]. Meanwhile, mathematics learning difficulties are in the form of: 1)
having low capacity in counting, 2) getting difficulty in transferring knowledge, 3) lacking of
understanding math language, and 4) getting difficulty in case of visual perception[4]. Both
aforementioned opinions indicate that one of students‟ learning difficulties in mathematics is regarding
spatial ability. Spatial ability contributes 46.55% to students‟ math learning outcomes. Furthermore,
spatial ability is required to solve geometry problems[5]. Based on the study, spatial ability and
geometry learning have reciprocal relationship. In this case, students who have good spatial ability
will result in good learning outcome. Moreover, learning geometry is one way to develop spatial
ability[6][7][8].
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Based on the result of study, spatial ability affects someone‟s career and success in education
[9][10][11]. Good spatial abilities will be followed by success in some subjects such as engineering
and social sciences[12]. Thus, it is clear that spatial ability is very influential in someone‟s life. In this
case, it is necessary to examine students‟ spatial difficulties that will end up resulting in learning
which develops students' spatial abilities.
2. Method
This research was conducted in one of the junior high schools in Pangkep regency, South Sulawesi.
The sample of the study was 33 students in class VIII and 26 students in class IX. The test was given
to the students to know the students‟ understanding regarding the concept of „line‟ which has been
studied in class VII. The questions were in the form of open ended questions with six questions only.
Based on students‟ answers, then the open inteview was conducted to some students. The interview
responses and the test answers were analyzed and grouped based on geometry spatial capacity which
is in line with Ontario curriculum, namely, spatial visualization capabilities, spatial rotation
capabilities, and visual-spatial working memory capabilities[13].

This research was conducted in one of the junior high schools in Pangkep regency, South Sulawesi.
The sample of the study was 33 students in class VIII and 26 students in class IX. The test was given
to the students to know the students‟ understanding regarding the concept of „line‟ which has been
studied in class VII. The questions were in the form of open ended questions with six questions only.
Based on students‟ answers, then the open inteview was conducted to some students. The interview
responses and the test answers were analyzed and grouped based on geometry spatial capacity which
is in line with Ontario curriculum, namely, spatial visualization capabilities, spatial rotation
capabilities, and visual-spatial working memory capabilities[13].

The result of instrument test learning obstacleswhich was tested to 59 students consisted of 33
students in class VIII and 26 students in class IX. Questions presented were in accordance with the sub
subject matter „line‟ and „angle‟ in the class VII of junior high school. Here are the details of
students‟questions and answers on learning obstacles testing.
Question 1 was given to know students‟ understanding about the sub subject matter„line‟ with the
question “What do you understand about the line? Write it down”. The students‟ answer about the line
is a combination of several points. Here is an example of students‟ answers based on the first question.
Figure 3.1. the example of students‟ answer for the first question
Question 2 was givento find out students‟ understanding of facts in mathematics lesson, namely,
math symbols. Students‟ answers to question 2 showthat students have difficulty in writing line
symbols, line breaks and line segments. Here is a figureof the second question and students‟ answers.
Q
•
P
•
Figure3.2. figure on the

229
Figure 3.3. samples of students‟ answers for the
second question second question
Question 3 was posed to determine students‟ understanding of the relationship between the two
lines represented in„square rectangular‟ image. In the question 3, students‟ answers show that they are
capable of determining two parallel lines and intersecting lines. But they still had difficulty in writing
the symbols of two parallel lines. Even,they wrote using equal sign (=). Another difficulty found was
determining the segment of line which is coinciding each other. Here's a figure of the third question
and samples of students‟ answers.
S R
T
D
P Q
Figure3.4. figure on the third Figure 3.5. sample of students‟

question answers to the third question
The fourth questionwas expected to provide some information about students' knowledge regarding
the relationship between the two lines in the cube and students‟ capacity to find the areaof the cube.
Students‟ answers to the fourth question indicate that they had some problems in distinguishing
between area and line segment. Here is a figure of the fourth question and samples of students‟
answers.
W V
A
T U
S R
P
Q
Figure 3.6. Figure of the fourth question Figure 3.7. samples of

students‟ answers for the
fourth question
In addition, students' answers to question 4 also indicate that they had problems in determining
segments of parallel line in the cube. This shows that students experience learning obstacle regarding
epistemology.
Question 5 was given to the students to know the procedure of dividing a segment into several
equal length segments without using the ruler. The students‟ answers to question 5 show that students
dividedline segments directly through prediction or using the ruler. Here is a figure of the fifth
question and also samples of students‟ answers.
230
K L
Figure 3.8. Figure of the fifth Figure 3.9. samples of students‟

question answers to the fifth question
Problem 6 leads students to determine the length of one of the line segments provided in the
following figure. Students‟ answers to question 6 indicatethat students had difficulty in understanding
the comparison of the line segments shown in the figure. In addition, students consideredthat the
comparison posed is the difference of the two line segmens. Based on students‟ answersof the sixth
question, students had difficulty in solving problems related to the line segment comparison. Here is
the example of students‟ answers based on the sixth question.
3 cm E D
x
A
/ >
B
/
• >
/
Figure 3.10. figure of the sixth Figure 3.11. samples of students‟

question answers to the sixth question
The analysis results of instrument test of students‟ learning obstacle werecategorized in the form of
learning obstacleregarding students‟ spatial geometry capacity. Learning difficulties with regard to
students‟ spatial geometry ability are often associated with ontogenic constraints. Ontogenic
constraints are obstacles which arise because the material being studied is not in accordance with
students‟ thinking capacity. The concept of „the line‟ as a basis in the process of learning geometry
requires abstract thinking skills. Whereas, based on the learning theory, students thinking ability stages
are appropriate to their age. However, students' spatial ability is not affected by their age, but rather
relates to their experience[10]. The research evident about Piaget‟s developmental theory can be
accelerated with an appropriate stimulus[14]. This was proved by several studies showing that the
spatial abilities of boys are better than the spatial abilities of girls, because boys‟ plays and activities
are more related to spatial abilities.
Students‟ learning difficulties related to geometric spatial ability were identified in accordance with
the Ontario Curriculumon spatial abilities related to mathematics subject matter, described in detail in
three forms of difficulty: 1) learning obstacle in the form of spatial visualization, namely, the errors
involving and using imagination to maintain, use and change the well-structured visual form, 2)
learning obstacle in the form of mental rotation is a mistake in understanding the shape of the
231
geometry that has undergone rotation, and 3) learning obstacle in the form of visual-spatial working
memory, namely, errors in the temporary storage and manipulation of visual-spatial information.
3.1 Learning Obstacle in Spatial Visualization Form

Based on the analysis results of instrument test learning obstacle, learning obstacle relating
tostudents‟ spatial geometry ability was found in the questions 1, 2, 3 and 4. Question 1 showed
students' difficulties in explaining their understanding of the lines verbally, even though the students
were able to explain the lines through figure. Question 2 and 3 showedthat students had difficulties in
using symbols as a mathematical language, while question 4 indicated students‟ difficulties in
understanding the form of flat wake in the cube. Open interview to complete information about
students‟ spatial geomery ability is shown below:
Figure3.12.figure of interview 1
Based on the figure above, studentswere only able to find the EFG triangle and ABLM
quadrilateral. Other flat forms were found when the students were directed to pay attention to the
image, such as GEDIH pentagon. Furthermore, in the process of interviewing, students were faced
with the cube figureas below.
W V
T
U
S
R
Q
P
Figure 3.13. figure of the
second interview
Students were directed to determine the relationship of two segments found in the cube image.
Students considered segment of TU line and segment of WS line intersect each other and PQRS flat
formshapes parallelogram.
Based on the students‟ answers, it was found that students‟ understanding of the basic material of
geometry is still low. The problem in geometry learning is lack of basic knowledge. Overcoming the
circumstances requireefforts to direct students to work harder in replacing basic material
deficiencies[15]. The basic ability of students is still low in involving and using imagination to
maintain, use and change the well-structured visual form. This is in accordance with the results of the
study indicating that students' misconception in geometry is more on image seeing procedure
error[16].
3.2 Learning Obstacle in Spatial Rotation Form
Learning obstacles related to spatial rotation capabilities were found in the form of difficulty in
identifying objects that have position or shape exchange. Learning obstacles related to spatial rotation
capability were found in question 4 which showed that students had difficulty in distinguishing
232
between the area and the line segments in the cube. Based on students‟ interview result, they got
problems in finding triangle shape in rectangular form. Students were unable to find flat form of
triangle rotating in rectangular form. Furthermore, in the interview process, students were faced with a
rectangular image, as shown below:
Figure 3.14. figure of the third

inteview
Based on the resultof interviews, students were unable to find the LMN triangle, KNL triangle,
KMN triangle, and KML triangle. Students were only able to find KOL triangle, LOM triangle,
MONtriangle, and NOK triangle. Students' answers prove that they wereunable to perform the rotation
of various shapes of triangleshapes in their minds. In this case, training and experience are needed to
develop their abilities. This is in accordance with the opinion that the problems faced by students on
the spatial rotation capability are closely related to the students' experience that can be overcome by
training and refraction[17]. Errors related to spatial abilities are also related to epistemological
barriers, so that in designing learning designs, it is necessary to consider processes which involve
students actively. Learning regarding facts in mathematics can be done through drilling to familiarize
students using these facts[18].
3.3 Learning obstacles in the form of Visual-Spatial Working Memory
Mathematical learning in the subject matter „line‟ is closely related to the visual-spatial memory
capability, namely, temporary storage capability and the manifestation of visual-spatial information in
forming the flat form and the cube in geometry. Learning obstacles related to the visual-spatial
working memory capabilities were shown from students‟ responses to questions 5 and 6. Students'
answers show that they had difficulty in manipulating information to solve problems. Based on the
open interview to the students,it was found that the learning obstacle experienced by students was
determining the flat form of a triangle that may form on a flat form. The following forms of difficulty
regarding the ability of visual-spatial working memory were found in students.
(i) (ii)
Figure3.15. figure of interview 4

Based on the figure (i), students were only able to make a triangle shape on the ABCD trapezoid by
drawing a line from point C perpendicular to the line AB. Students did not find a triangle if point C
and point B were connected. Thus, it is clear that students still have difficulty in spatial thinking,
especially in visual-spatial working memory. Students‟ answers show that they wereunable to solve
non-routine problems. Students were not trained to think quickly in determining problem solving
strategies. Meanwhile, according to the expert, competent studentsare not only able to solve non
routine problems, but they also must have flexible ability in determining problem solving strategy[19].
233
The ontogenic constraints associated with the spatial capability of geometry at some level can be
overcome by proper mentoring and providing practice to students. According to research result of the
Otario Curriculum, students‟ spatial abilities can be developed with various activities at all ages, such
as with Puzzle games, videogames, building blocks, task design and classroom lessons with activities
designed to support students' spatial ability thinking skills. Furthermore, in the Ontario Curriculum, it
is argued that the child's ability to solve the calculation problem is better after doing a spatial thinking
exercise[13].
This fact proves that in addition to conceptualization in the learning process, giving students the
opportunity to do and find the mathematical concept is also necessary. The discovery process
enhances meaningful learning activities and can provide students‟ long-term knowledge. A meaningful
learning process that is in line with Ausubel's theory occurs if the concepts to be taught are related to
the concepts that students already gained and used[20].The way to overcome the problem of geometry
learningis by using prior knowledge in doing geometry observations[21]. It is necessary because the
geometry capacity affects the ability of students in solving problems. In accordance with the result of a
study, students' geometric thinking ability is directly proportional to the ability of students to finish the
questions in class VII of junior high school[22].
5. Conclusion
Learning obstacles experienced by students in the present study related to spatial geometry capability
are categorized into three forms: spatial visualization, spatial rotation and visual-spatial working
memory. Learning obstacles in the form of spatial visualization include students' difficulties in
expressing ideas verbally, difficulty in using the language of mathematics and the difficulty of finding
information in an image. Learning obstacles in the form of spatial rotation include students‟
difficulties to find triangles on a rectangular wake. Meanwhile, learning obstacles related to visual-
spatial working memory capacity include students' difficulties in finding and manipulating information
in the image to solve the problem. Based on the interview result, it was found that students'
understanding of the subject matter „line‟ during the learning process was a kind of short-term
memory. This causes students to have difficulty with regard to spatial geometry capabilities and affect
the subsequent geometry learning, such as the subject matter„angle‟, „flat form‟ and „cube‟. Therefore,
a more meaningful learning process about the „line‟ is needed in order to generate long-term
understanding.
6. Acknowledgments
The endless appreciation is conveyed to the headmaster, teachers, and staff who have helped during
the study.
7. References
[1] Broussau. 2002. Theory Didactical Situations in Mathematics. (New York: KLuwe Academic
Publishers)
[2] Sbaragli, S., Arrigo, G., D‟Amore, B., Fandino Pinilla, M.I., Frapolli, A., Frigerio, D., & Villa
O. 2011 Epistemological and Didactic Obstacles: The Influence of Teachers‟ Beliefs On The
Conceptual Education of Students. Mediterranean Journal for Research in.Mathematics
Education. Vol 10(1-2) Pp 61-102
[3] Garnet, K. 1998Math Learning Disability. Division for Learning Disabilities Journal of CEC..
[4] Jamaris, M. 2013 Kesulitan BelajarBagi Anak Usia Dini dan Usia Sekolah. (Jakarta: Ghalia
Indonesia)
[5] Harmony, J., & Theis, R. 2012 Pengaruh Kemampuan Spasial Terhadap Hasil Belajar
Matematika Siswa SMP Kelas VII SMP Neger 9 Kota Jambi.EdumaticaVol II (1) Pp 11-19
[6] Librianti, D., Sunardi, & Sugiarti, T. 2015. Kecerdasan Visual Spasial dan Logis Matematis
dalam Menyelesaikan Masalah Geometri Siswa Kelas VIII A SMP Negeri 10 Jember (Visual
Spatial and Logical Mathematical Intelligence in Solving Geometry Problems Class VIII A
SMP Negeri 10 Jember). Artikel Ilmiah MahasiswaVol I (1) pp 1-7.
[7] Asis, M., Arsyad, N., & Alimuddin. 2015 Profil Kemampuan Spasial Dalam Menyelesaikan
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Masalah Geometri Siswa Yang Memiliki Kecerdasan Logis Matematis Tinggi Ditinjau Dari
Perbedaan Gender. Jurnal Daya MatematisVol III(1) pp 78-87
[8] Oktaviani, R. 2016. Peran Kemampuan Spasial Siswa dalam Menyelesaikan Masalah
Matematika yang Berkaitan dengan Geometri. Prosiding Konferensi Nasional Penelitian
Matematika dan Pembelajarannya (KNPMP I) Universitas Muhammadiyah Surakarta. 345-
352
[9] Mohler, J.L. 2008 A Review of Spatial Ability Research.Enginering Design Grafics Journal:
Vol 72 (3). Pp 19-30
[10] Yilmaz, H.B. 2009. On The Development And Measurement Of Spatial Ability International
Electronic Journal of Elementary Education Vol I (2). Pp 83-96
[11] Ramful, A., Lowrie, T., & Logan, T 2016 Measurement of Spatial Ability: Construction and
Validation of the Spatial Reasoning Instrument for Middle School Students. Journal of
Psychoeducational Assessment Pp 1-19
[12] Nagy, R,. & Kondor 2010 Spatial Ability, Descriptive Geometry and Dynamic Geometry
Systems. Annales Mathematicae et InformaticaeVol 37. Pp 199-2010
[13] O. M. of Education, Paying Attention to Spatial Reasoning K-12 Support Document for
Paying Attention to Mathematics Education pp. 1–28, 2014.
[14] Schunk, D.H 2012 Learning Theories (Yokyakarta: Pustaka Pelajar)
[15] Adolphus, T 2011 Problems of Teaching and Learning of Geometry in Secondary Schools in
Rivers State, Nigeria Int. J. Emerg Vol 1(2). Pp 143-152.
[16] Özerem, A 2012 Misconception in geometry and solutions for seventh grade students,” Int. J.
new Trends Arts, Sport. Sci. Educ Vol. 1, no. 4, pp. 23–35
[17] El Rouadi, N., & Al Husni, N 2014 Visualization of Geometrical Problems and Its Influence
on The Strategy Adopted by The Learner and The Facilitator In Secondary School in Lebanon.
International Research Journal of Arts and social ScienceVol IV (2) pp. 19-36..
[18] Van De Waile, J 2008 MATEMATIKA PENGEMBANGAN PENGAJARAN JILID 2. (Jakarta:
Erlangga)
[19] Herman, T 2007 Pembelajaran Berbasis Masalah untuk Meningkatkan Kemampuan Penalaran
Matematis Siswa SMP. Cakrawala Pendidik Pp. 41–62
[20] Hudojo H 2005Pengembangan Kurikulum dan Pembelajaran Matematika. (Bandung: JICA)
[21] Magajna, Z 2013 Overcoming the Obstacle of Poor Knowledge in Proving Geometry Tasks
Overcoming the obstacle of poor knowledge in proving geometry tasks. CEPS 3 (4) Pp. 99-
116
[22] Misri, M A & Iqbal Zumni A 2013 Pengaruh Tingkat Berpikir Geometri (Teori Van Hiele)
Terhadap Kemampuan Berpikir Siswa Dalam Mengerjakan Soal Pada Materi Garis dan Sudut.
IPI EDUM JurnalVol II (2)
235
Improving junior high school students’ mathematical

connecton ability used cooperative learning model through
think pair share (TPS)
L N Wahidaha), Suhendra, and E Nurlaelah

a)
E-mail: lailanw5@gmail.com
Abstract. This research was motivated by the essence of students’ mathematical connections
ability. Some studies shows that the student's mathematical connections abilities were still
low.Use of the cooperative learning model was expected to improve the students’ mathematical
connection ability. This study aims at describing and examining the improvement of students’
understanding and mathematical connection between those who are taught by using
cooperative learning model through TPS and those who are taught through direct learning
modelmathematical. This is a quasi-experimental research, with a "nonequivalent control
group design". The population of this study is all students in class VII of one of the junior high
schools in Banjarnegara regency, Central Java. The instrument used is a test, consisting of
testing students’ understanding and mathematical connection ability. The result of the study
shows that connection ability of students who were taught by used cooperative learning model
through TPS was higher than those who were taught through direct learning model.
1. Introduction
Basic mathematical skill could be classified into five main competencies, namely, mathematical
understanding, mathematical problem solving, mathematical communication, mathematical
connection, and mathematical reasoning. Other higher mathematical abilities are mathematical critical
thinking ability and mathematical creative thinking ability [1]. The vision of mathematics is based on
students' mathematical learning as well as its understanding [2]. Learning math as well as
understanding to it is necessary to enable students to solve other problems they will face in the
future.The essence of havingmathematical understanding capacity is to enable students to own other
mathematical skills. The understanding itself has a strong interrelation with mathematical connection
because in the understanding, students are required to understandmore than one concept and be able to
relate them [3]. When students learn to understand these mathematical concepts, students begin to
develop other mathematical thinking skills [4]. It means that students need to have mathematical
connection ability because in mathematics, each concept is interrelated each other.
Based on result research [5] shows that the average of mathematical connection ability with
everyday life is very low, just 2%. Based on observation data, inter concept connection ability is low
because teacher used monotonous method, that is speech method. Teacher didn’t encourage students to
recognize problem in everyday life and then implement in linear equation of one variable. Teacher
didn’t instruct on small group discussion or individual. Therefore, student is free and unfocused in
solving a given problem.The results of these studies indicate that junior high school students’
mathematical connection needs to be improved using the right learning model.
236
Mathematics learning requires the involvement of students to construct their own knowledge so
that the material learned will be more absorbed. When students are actively involved in the group, they
can exchange the knowledge each other. In this case, material delivery will be more
equitable.Learning process which only focuses on transferring conceptual knowlegde will affect
students’ connectionability tends to be weak. in order to make students successful in mathematics, they
need to be given the opportunity to look at linkages, since the primary target of students’ mathematical
connection emphasis in the classroom is the studentsthemselves [3]. Learning is an interaction
processamong learners, learners with educators and learning resources in a learning environment [6].
One of the learning models which involves interaction among learners is cooperative
learning.Cooperative learning is one example of instructional arrangementthat can be used to foster
students’ active learning. The reason of cooperative learning approach could increase in students’
achievement could be caused by the students involvement in explaining and receiving explanation in
which the concepts can be easily understood. Cooperative learning gives more space and opportunities
for students to discuss, solve problems, create solutions, provide ideas and help each other [7].
One type of cooperative learning model is Think Pair Share (TPS). This learning technique consists
of three activities at once, namely thinking, pairing, and sharing[8]. Basically, this learning model is an
effective way to create variations of class discussion atmosphere by assuming that all recitations or
discussions require arrangements to control the class as a whole and also the procedures used can give
students more time to think, to respond and to help each other [9]. From these learning activities,
students are not only trained to think independently, but they are also trained to interact and work with
friends and be self confident to express their opinions in front of the class.
According to the description above, the writer assumes that the mathematics learning using
cooperative learning model through Think Pair Share (TPS) can improve students’ mathematical
connection. In the present study, improving students’ mathematical connection is limited to the subject
matter ‘rectangular’. This research discussed the improvement of the students’ mathematical
connection ability used cooperative learning model of TPS than direct learning model.
A. Mathematical connectionability
Mathematics is not a set of separated branches or standards, although it is often divided and presented
in such a way. Math is precisely an integrated field [10]. This means that concepts in mathematics are
related to each other.Broadly speaking, mathematics also has connections with other subjects. Even it
is related to real life.Mathematical connections or connections in mathematics study the students'
understanding of connecting the mathematical ideas that will facilitate the ability to formulate and
verify conjectures deductively between topics. The mathematical concept and procedure developed
which are newly can be applied to solve the other problems in mathematics and other disciplines [11].
Concept relationship is further explained by Bruner that in mathematics, each concept is related to
each other. In addition to concept, there is also an interrelation between one argument to another,
between one theory to another, between one topic to another, among the branches of mathematics
(algebra and geometry, for example) [12]. In addition, mathematics is also widely used in other fields
of science and also in solving everyday problems. In this case, students are also required not only to
understand the concepts in mathematics but also to connect mathematical concepts with other sciences
and link mathematical concepts to solve problems related to everyday life. Therefore, to have good
connection capacity, students also need to have goodconceptual or subject matter understanding.
B. Cooperative Learning
Cooperative learning is a learning method that involves a number of small groups of students
who worked together and learn together with help each other interactively to
achieveformulated objectives learning [13]. In the cooperative learning, a wider interaction, namely
the interaction and communication between teachers with students, students with students, and
students with teachers (multi way traffic communication) will be created [14].
C. Think Pair Share (TPS)
Think Pair Share (TPS) is a learning strategy which is first developed by Professor Frank Lyman at the
University of Maryland in 1981 [15]. The essence of teaching students independently TPS is able to
think and solve problems, share solutions or ideas with their partner (other students), students are
237
prepared to be able to collaborate with other students, working together, were able to issue an opinion
or idea, and sharing experiences[16]. Think, Pair and Share is the activity prompts pupils to reflect on
an issue or problem and then toshare that thinking with others. Pupils are encouraged to justify their
stance using clear examples and clarity of thought and expression. Pupils extend their conceptual
understanding of a topic and gain practice in using other people’s opinions to develop their own [17].
The advantages of TPS model [18] are (1) Students are trained to learn in a group
activity/collaboration which consist of 4-5 students, which is preceded by the independent and
responsible individual learning in the group (think). (2) To train students to be able to communicate
with their friends in order to obtain the exact solution (pair). (3) To train students to bravely present
his/her findings (share), both share in the group and share in the classical style. In the learning, in
addition to the need of training individual skill, social skill also needs to train.
In principle the TPS learning steps [18] are (1) Think - students think about the task and how to
solve it individually. They will have time to write down their own ideas or responses before discussing
it with their partner. Then, step (2) Pair - paired with a partner in a group, students must form a pair.
Teachers need cues from students to share their answers with a partner. Each pair of students then
discuss their ideas about the tasks and their previous ideas. It is expected that each pair will be able to
conclude and produce a final answer. Then they must move to step (3) Share - the teacher asks the
couple to share their answers to the group, then, to the whole class. Here, class discussions will take
place, in which each group will facilitate class discussion to find similarities or differences in
responses or opinions of the various groups.
Using Think Pair Share in the classroom allowed to increase the amount that students participated
in class discussion, increase the number of long explanations students gave, and increase their comfort
when sharing their thoughts and ideas. By increasing student participation in class discussion and by
increasing students’ long explanations, students are communicating their thinking more to theirself and
other students. This has many benefits including providing the opportunity for students to learn from
each other, practice using and developing their mathematics vocabulary, and practice using
mathematical reasoning skills [19].
2. Method
The research method used in this study is a quasi experiment using nonequivalent control group design
[20]. This study involves two groups of students. Two group of students were given pre test before the
treatment and post test after the treatment. The population of this study is all students in class VII of
one of the junior high schools in Banjarnegara regency, Central Java..

A. Result
The results of descriptive statistical analysis of pre-test, post-test and N-Gain scores, mathematical
connection abilityis presented in the table 3.1 below:
Table 3.1 Descriptive Statistics of Mathematical Connection Ability

Score Experimental Class (TPS) Control Class (L)
N ̅ s % N ̅ s %
Pretest 0 7 1.91 1.88 15.92 1 5 2.57 1.38 21.42
Postest 23 3 11 5.39 2.08 44.92 23 3 8 4.26 1.14 35.5
N-Gain 0.00 0.28 0.11 0.07 -0.04 0.13 0.06 0.05
Ideal Score = 12
Based on the table 3.1, the pretest mean of students’ mathematical connection ability in the control
class is higher than in the experimental class. However, in the post-test, students’
238
mathematicalconnection ability in the experimental class is higher than in the control class. The N-
Gain mean in the experimental class is 0.11 and in the control class is 0.06. This means that students’
mathematical connectionability was increased. The improvement of students’ mathematical connection
ability in the experimental class is higher than in the control class. Furthermore, the mean of difference
test was used to find out whether students’ mathematical connection ability in the experimental class is
higher than in the control class.
The results of N-Gain score analysis of mathematical connection ability is sig. 0.728> 0.05 in the
experimental class and sig. 0.132> 0.05 in the control class, meaning that the two classes were
normally distributed. Homogeneity test result is sig. 0.360> 0.05. It means that both classes had a
homogeneous variance. The following Table 3.2 is the result of difference testing N-Gain mean of
students’ mathematical connection capacity.
Table 3.2 Difference Testing N-Gain Mean of Mathematical Connection Ability

t score Sig. (2-tailed) Sig. (1-tailed) Note
3.296 0.002 0.0001 H0rejected
Table 3.2 shows that the result of difference testing N-Gain mean of mathematical connection
ability is sig.(1-tailed). 0.0001 <0.05Based on the proposed hypothesis, H0 is rejected. It means that
students’ mathematical connection ability in the experimental class is higher than in the control class
B. Discussion
Students’ mathematical connection ability in the experimental class was higher than in the control
class. This is quite possible since in the experimental class, the application ofThink Pair Share
(TPS)was in accordance with the theories already stated [16] and [19].TPS learning model involved
students’ interaction more and gave more opportunities for students to think and help each other.
Based on the stages of TPS learning, at the Think stage, students were given the opportunity to think
independently, so that students learned to construct their own learning outcomes. In the Pair stage,
students exchanged ideas or thoughts with their friends, so that more knowledge had been obtained
from their partners. In the last stageis Share, students did class discussion. Students’ knowledge has
been much more at this stage since there wasa discussion session in which students exchanged their
thoughts each other.
4. Conclusion
Based on the resultof data analysis and discussion, it was found that mathematical connection
capacityof students who acquired Think Pair Share (TPS)learning is higher than students who obtained
the lecture learning. In addition to practicing self-learning, this learning model also trains students to
interact with friends and teachers through sharing their thoughts. Through the discussion, students also
generate more thoughts that will end up having more knowledge. With the acquisition of more
knowledge, it is quite possible to improve students’ skill.
5. Acknowledgments
Many thanks are directed to Suhendra and E Nurlaelah as co-author. They have given a lot of direction
and guides during the study process. Thanks as well to the headmaster and math teachers of SMPN 3
Satap Pejawaran, Central Java who have allowed to do the research in the school.
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[18] Sugiharti, E. & Suyitno, A 2015 Improving of problem solving ability of senior high school
students through application of TPS based on e-learning in mathematics lesson. International
Journal of Education and Research Vol. 3 No. 2 February 2015 pp 382-383
[19] Sampsel, A 2013 Finding the effects of think pair share on student confidence and participation.
Spring 4-29-2013. Honors College at ScholarWorks@BGSU pp 13
[20] Sugiyono 2015 Metode penelitian kuantitatif kualitatif dan R&D (Bandung-Alfabeta) p 79.
240
Enhancing junior high school students’ communication

capacity through ELPSA learning design
R Sapriania), Suhendra, and E Nurlaelah

Departemen PendidikanMatematiaka,UniversitasPendidikan Indonesia, Jl.
Dr.Setiabudi No. 229, Bandung 40154, Indonesia
a
E-mail: rika.sapriani99@gmail.com
Abstract. Background of this research is the lack of communication skill junior high school
students. This study aims atfinding out how junior high school students’ communication skill
who are taught through ELPSAare better than those who are taught by using conventional
method. This study is a quasi-experimental research design non quivalent control group. 67
students in class VIII of the junior high schools in Ketapang regency, West Kalimantan are
selected as the sample of the present study through purposive sampling. The data are collected
by using communication skill testing with the main subject matter”bangun ruang sisi
datar”.Quantitative data were analyzed using the t test, t ', the non-parametric. The findings of
this study concluded that . Junior high school students who are taught by using ELPSA learning
design have better improvement in cases of communication skill than those who are taught by
using conventional method and Communication skill achievement of students who are taught
by using ELPSA (learning design are significantly better than those who are taught through
conventional method).
1. Introduction
Communication ability is a standard mathematical ability that students must have [1]. Low
communication skills will result in poor ability of other mathematical skills [3]. There are two
important reasons why mathematical learning focuses on communication, namely: (1) mathematics is
essentially a language; (2) mathematics and mathematics learning are, at heart, social activities [3].
Sumarno’s study result revealed that from the four questions regarding students’ communication
capacity, the result showed that students obtained the average percentage of mathematical
communication ability with the percentage 51.61%[4].Other studies also revealed low
communication skills of 37 junior high school students who participated in the testing. Then
the preliminary study conducted by the researcher also showed that students’ mathematical
communication skills are still low [5]. The study involved 36 students of class VIII in one of
the State Junior High Schools.
Based on the description above, the communication skills and students’ mathematical
representation still need to be developed. Appropriate teaching strategies and learning environment
settings have a significant effect on the success of mathematics learning[6]. Several studies of
mathematical learning showed that the constructivism approach is the key to builda deep mathematical
understanding[7]. ELPSA Learning Design was developed based on theories of constructivism and
social learning that can be an alternative in improving communication skills.
The formulation of the problem in this research is how mathematical communication ability of
students who obtainedELPSA learning is compared the students who obtained the conventional
241
learning. This aims to research communication ability of students who obtained ELPSA learning
compared the students who obtained the conventional learning.
1.1 . Communication Skill

The ability of mathematical communication can be interpreted as students’ ability to convey
something known through dialogue or interrelationships occurs in the classroom, in which message
transferring arises. The transferred message contains mathematics materialsbeing learnt, for example
in the form of concepts, formulas, or problem solving strategies[8]. Communication can be developed
to encourage students to use their own words in expressing their own ideas, and to record their
thoughts in various media such as through words, symbols, diagrams, and models[9].
Building mathematical communication provides some advantages to students, namely (1) modeling
situations in the form of oral, written, graphic, and algebraic; Reflecting and clarifying mathematical
ideas in various situations; (2) developing an understanding of mathematical ideas including the role of
mathematical definitions; (3) using reading, listening, and writing skills to interpret and evaluate
mathematical ideas; (4) studying mathematical ideas through conjecture and convincing reasons; (5)
understanding the value of the notation and the role of mathematics in the development of
mathematical ideas[1].
Based on the aforementioned description, mathematical communication capacity in this study is
students’ capacity to convey ideas / mathematical ideas, situations and mathematical relationships in
the written form and then express it in their own language. The indicators used are using real objects,
drawings and diagrams to clarify mathematical ideas, using mathematical language to solve everyday
problems; using a mathematical symbol to state a situation.
1.2. ELPSA Learning Design

The ELPSA framework is important for the Indonesian context with the following reasons: (1) the
demand for teachers in Indonesia in the development of lesson planning as part of their professional
duty; (2) its development is based on critical analysis study on some video of mathematics learning in
Indonesia from TIMSS video study (3) this framework is expected to help teachers to focus on the
important elements, so that learners actively learn how to interpret mathematics and apply
mathematical knowledge in solving more complex problems; and (4) this framework is based on a
theory of learning that has been widely accepted by researchers or mathematics educators, i.e.
constructivist and social[10].
The components of ELPSA in the learning activities are: 1. Experiences (E) = Experience is a
learning activity that arises or elicits students’ past experience and then relates it to their new
knowledge and experience, 2. Language (L) = (Language Development) is a learning activity that
actively develops a particular language of mathematics to be interpreted by the learners, 3. Pictures (P)
= (image representation) is a learning activity that provides experience to know the concept of
mathematics in the form of images, 4. Symbols (S) = (Symbolrepresentation) is a learning activity that
can transform or shift from image representation to symbol representation. Application (A) = (an
activity of learning that seeks to understand the significance of the learning process by applying new
knowledge in solving problems in a meaningful context [11].
2. Method
This is a quasi experimental research intended to test a treatment, namely, learning mathematics by
using ELPSA Learning Design on mathematical communication ability. The quasi experimental design
used in this study is non equivalent control group [12]. Before conducting the learning process, pretest
was performed to the two sample classes. In addition, after doing the learning process (treatment),
post-test was conducted to the two sample classes. The population of this study is the students of class
VIII in one of the State Junior High Schools in the Ketapang District, West Kalimantan. Two classes
were selected as the sample of the study by using purposive sampling technique, i.e. technique of
determining the sample with a certain consideration. The instrument used in this study was in the form
of test, i.e. testing of communciation and representation capacity. Data analysis includes descriptive
and inferential statistical analysis.
242

The result of descriptive statistic analysis of pre-test, post-test and N-Gain score of mathematical
connection capability is presented in table 3.1 below:
Table 3.1 Descriptive statistics of mathematical communication capacity

Test Conventional learning ELPSA learning
(Controlclass) (Experimental Class)
N Xmin Xmaks N Xmin Xmaks ̅ Sd
Pretest 33 0 9 34 0 5 1.55 2.108
Postest 33 0 16 8.30 3.721 34 7 16 12.94 3.256
N-gain 33 0 1.00 0.47 0.244 34 0.33 1.00 0.79 0.220
Maximum score = 16
Based on the table 3.1, the mean of pretest of students’ mathematical communication ability in the
control class is higher than in the experimental class. However, the mean of post test shows that
students’ mathematical communication capacity in the experimental class is higher than in the control
clas. This means that the achievement of students’ mathematical communication ability in the
experimental class is higher than in the control class. In addition, the mean of N-Gain in the
experimental class is higher than in the control class. This means that the improvement of students’
mathematical communication ability in the experimental class is higher than in the control class.
Furthermore, a statistical analysis was conducted to determine whether the improvement and
achievement of students’ communication capacity is significantor not. The result of inferential
statistical analysis of pre-test, post-test and N-Gain scores of mathematical communication capability
is presented in the following table:
Table 3.2The result of meanpretest of mathematical representation capacity

Result F Sig(2-tailed) Conclusion
Pretest 0.180 1 65 0.673 H0accepted
Based on the table 3.2, at the significant level α = 0.05, H0 is accepted. In other words, there is no
significant difference between the mean ofpretestin the ELPS learning and in the conventional
learning. It means that initial mathematical representation capacity of students in both classes was the
same before the treatment was conducted.
Table 3.3the mean of post-test result ofstudents’ mathematical communication capacity

Communication capacity
Z -4.444
Asymp Sig (2-tailed) 0.000
Asymp Sig (1-tailed 0.000
Based on the table 3.3, at the significant level α = 0.05, H0 is rejected. It means that mathematical
communication ability of students who obtainedELPSA (Experiences, Language, Pictures, Symbols,
Application)learning is significantly better than the students who obtained conventional learning.
Table 3.4The N-gain mean of students’ mathematical communication ability

Communication capacity
Z -4.574
Asymp Sig (2-tailed) 0.000
Asymp Sig (1-tailed 0.000
243
Based on the table 3.4, at the significant level α = 0.05, H0 is rejected. It means that mathematical
communication skill of students who acquired ELPSA (Experiences, Language, Pictures, Symbols,
Application)learning is significantly better than students who received conventional learning.
Based on the results of the analysis at a significance level α = 0.05, it was found that mathematical
communication skill of students who obtained ELPSA learning is significantly better than the students
who obtained conventional learning.It is truly possible sinceELPSA learning involved some main
components[11]. The first component experiencedrilledstudents' written communication skill,
encouraged students to express their knowledge to help them constructtheir newly learned knowledge.
Through the second component of ELPSAlanguage, students were trained to use the correct language
to describe their understanding in front of the teacher or their friends to explain and reinforce their
understanding. In the third component of ELPSAPictures, students used the real objects and images to
explain mathematical ideas. For example the teacher displayed one of the diagonal area in the cube
provided in the form of image. Students defined and explained the other diagonal area contained in the
cube. This communication skills are related to the second indicator. Through picture, students also can
determine the volume and surface area of a cube.
In the fourth component Symbol, students used mathematical symbols to express a situation. For
example, in the activity of determining the formula of the surface area as well as the volume of the
cube, the flat side space of the cube and the beam, students gave symbols to state the length and
width, so thatthey obtained a formula allowing them to determine the volume and surface area of the
cube.In the fifth component application, students were trained to apply the knowledge gained in a
variety of situation, so that students’ communication skills have been better.
4. Conclusion
Based on the result of data analysis and discussion, it was found that mathematical communication
skills of students who acquired ELPSA Learning Design is higher than students who obtained the
lecture learning. mathematical communication skill of students who obtained ELPSA learning is
significantly better than the students who obtained conventional learning. The first component
experience drilled students' written communication skill, language, students were trained to use the
correct language to describe their understanding in front of the teacher or their friends to explain and
reinforce their understanding. students used the real objects and images to explain mathematical
ideas.students used mathematical symbols to express a situation. component application, students were
trained to apply the knowledge gained in a variety of situation, so that students’ communication skills
have been better.
5. Acknowledgments
Many thanks are directed to Suhendra and E Nurlaelah as co-author. They have given a lot of direction
and guides during the study process. Thanks as well to the headmaster and math teachers of SMPN 1
Ketapang District, West Kalimantan, who have allowed to do the research in the school.
6. References
[1] NCTM 2000Principel and standards for school Mathematics (Restoton VA)
[2] Qomar A. 2015PengembanganInstrumenkomunikasiMatematisUntukSiswa SMP LSM XIX
HIMATIKA FMIPA UNY ISBN 978-979-17763-3-2
[3] Baroody A J 1993 Problem Solving Reasoning and Communicating K-8 Helping Children
Think Mathematically (New York) Macmillan Publishing Compny
[4] Dahlan T 2015 KemampuanPemahamanMatematiskomunikasiMatematisdanKecemasan
MatematisSiswa MTs dalam Brain Based Learning Tesis SPS UPI TidakDiterbitkan
[5] Dimyati A 2015 PeningkatanKemampuanBerpikirKritisdanKomunikasiMatematisSiswa MTS
melalui Model Search Create and Share SSCS denganMetodeHypnoteachingTesisSps UPI
TidakDiterbitkan
[6] Bell F H 1978 Teaching and learning Mathematics (USA) Wm. C. Brown Company Publishers
244
[7] Murtiyasa B 2015TentangPembelajaranMatematika Era GlobalProsiding Seminar

NasionalMatematikadanPendidikanMatematika UMS ISBN 978.602.361.002.
[8] Bistari 2015 MewujudkanPenelitianTindakanKelasPontianak PTEkadaya Multi Inovasi.
[9] Maria,A K Yaya S Sumarmo U 2015 AnalisisPeningkatanMatematikaKopetensi
KomunikasiPadaMahasiswaStudiPendidikanMatematika Program MelaluiMetakognitif
Learning International Journal of PendidikandanPenelitian Vol 3 No ISSN 2411-5681
[10] Lowrie.TPatahuddin.S M 2015 ELPSA – KerangkaKerjauntukMerancangPembelajaran
MatematikaJurnalDidaktikMatematika. Vol 2 No 1 April 2015 ISSN 2355-4185
[11] Wijaya,A 2014PengembanganDesainPembelajaranPembelajaran Model
ELPSA(Experiences,Language, Pictures, Symbols, Application). K@ta: Pusat
PengembangandanPemberdayaanPendidikan Dan Tenaga Kependidikan
(PPPPTK)Matematika.
[12] Sugiono2015 MetodePenelitianKualitatif-Kualitatifdan R D. Bandung Alfabet
245
Development of Instrument for measuring the ability of

understanding and communication of mathematics at junior
high school students by using metacognition strategy
R Susantria), S Prabawanto, and J A Dahlan

Departemen Pendidikan Matematika, Sekolah Pascasarjana Universitas
Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
a)
E-mail: earthrrs@gmail.com
Abstract. The purpose of this research is to find instruments to measure the ability of
understanding and communication of mathematics Junior High School, which has been
validated and reliability. The results of this research is then used as a means to collect data in
order to write thesis researcher. The method used is an approach to research and development.
The subjects in this study are students of class IX of one Junior High School in Lampung. To
see the validity and content of the instrument, the instrument was given to two professors
namely Professor supervising thesis as well as the teacher's place of researchers doing research
to test the readability. Research results are obtained in the form of a set of instruments to
measure the ability of understanding and communication of mathematics students learn math
using the strategies of Metacognition.
1. Introduction
Mathematics is the basic subjects for students, at the level of Elementary School, Junior High School,
Senior High School, even College. Mathematics became one of the subjects that define graduation
students to rise to the next level. The higher level of education then given questions even also the
higher the level of difficulty. So that students can work on a math problem it is necessary to improve
their mathematical abilities.
Basic math ability is divided into 5 (five) standard abilities as follows: (1) mathematical
understanding, (2) mathematical problem solving, (3) mathematical reasoning, (4) mathematical
connection, and (5) mathematical communication[1].
While Kilpatrick claimed that the success of a person in learning math is declared with one phrase,
namely mathematical proficiency which consists of five interrelated elements, namely the
understanding of conceptual understanding, procedural fluency, strategic competence, adaptive
reasoning, and the productive disposition[ 2].
Other opinion mentioned the students can learn math with an understanding“Students can learning
mathematics with understanding” and students have to learn math with understanding, actively
construct new knowledge from experience and prior knowledge.“Students must learn mathematics
with understanding, actively building new knowledge from experience and prior knowledge. Effective
mathematics teaching requires understanding what students know and need to learn and then
challenging and supporting them to learn it well”[3].
Based on the above statements, it is clear that the ability of understanding essential to improved
before other skills. This is in line with research suggesting that improve understanding of mathematics
is very supportive of mathematical skills in the other. In the study also mentioned that understanding
246
the mathematical concepts is an important foundation for thinking in solving mathematical problems
or issues in everyday life[4].
Mumme posited the importance of communication skill in learning mathematics, also asserted that
mathematical communication can help students to increase understanding, build some shared
understanding, empowering students as learners, promotes a comfortable learning environment and
assist teachers in acquiring insight into the thinking of students so that they can guide the direction. As
contained in the curriculum of mathematics in New Zealand who discuss the importance of children to
communicate their mathematical understanding as an aid to improving performance in mathematics.
[5] it is strengthened by Floriano that mathematical communication is crucial so as to enable students
to understand about the process, the discussions and decisions made. [6] Processes and discussions
conducted the students, not in spite of the existence of the supervision of a teacher, communication
between teachers and students as well as the communication between the students and the students had
to happen properly.
Therefore, in addition to comprehension, mathematical communication skills should also be
improved. After students understand, students should also be able to communicateso that the
understanding can be understood by others. This is in line with that expressed by Steffe that “students
often understand before they can verbalize that understanding”.[2] This means that students ' ability
to communicate an idea is still lacking, so it was seen necessary to improve understanding and
mathematical communication students.
This is in accordance with the recommendation of the NCTM stating that: “The communication is
an essential part of mathematics and mathematics and mathematics education. It is a way of sharing
ideas and clarifying understanding. Through communication, ideas become objects of reflection,
refinement, discussion and amendment. So communication is important to mathematically increase
because communication is a way of sharing ideas and clarify understanding. Through communication,
ideas become the object of reflection, improvement, discussion and amendment[3].
There are four dimensions of knowledge based on the regulation of Ministry of education about the
standards of competence of graduates, i.e. factual, conceptual, procedural, and Metacognition. [7] New
knowledge dimension of Metacognition is after bloom's revised taxonomy. Strategy knowledge
Metacognition is seen necessary because knowledge Metacognition involves knowledge of cognition
in General as well as an awareness of knowledge about cognition of oneself. Students should be aware
of the activities of Metacognition, and then appropriately skilled to use them to think and operate it.[8]
Metacognition process students must have regards learning, as stated in the regulation of the
Minister of education Content Standards of primary and secondary education by way of observing,
inquiring into and tried on the basis of the student's curiosity. [9] For it is necessary to do the learning
strategies by using Metacognition strategy to improve understanding and communication students. As
said by the Costa that students can learn to understand their mental processes transfer articulationand
if teachers are specially encouraged to think about thinking. While Metacognition is the knowledge
that directs students to think[10].
Livingston in his journal States that the activities of Metacognition is mainly the activities of
"thinking about thinking", which is a conscious control of the activities of his own cognitive processes.
Activities include Metacognition is thought to plan, monitor, reflect on how to solve the problem. [11]
While Biryukov stated that the concept of Metacognition of thinking of his own mind. This includes
awareness of what he knew "Metacognition" knowledge, what he can do "Metacognition" skills, and
what he knew about his own cognitive ability "Metacognition" experience.[12] It can be concluded
that the strategies of Metacognition is a strategy to improve the thinking ability of students. Then
Flavell share knowledge Metacognition consisting primarily of knowledge or beliefs about variables
behave and interact in an attempt to influence the lessons and results of cognitive effort. Therefore it
divides the three main categories of these variables, i.e. individual, errands, and strategy[13].
As for the goals of the research in this article is to find instruments to measure the ability of
mathematical understanding and communication Junior High School who have been validated and
reliability.
The results of this study are expected to provide benefits that are means for researchers to
contribute to the scientific-conceptual in particular in the field of mathematics education, particularly
247
in the development of instruments to measure the ability of understanding and communication

strategies with mathematical Metacognition in mathematical learning in Junior High School.
This research use approach to research and development. The subjects in this study are students in one
middle school in Lampung. As for the see the validity and content of the instrument was given to two
of the professors in this case is a lecturer and a mentor teacher places researchers conduct research to
do test the readability. Test instrument will be made against junior high school students who have
obtained the material that made the question of the ability of mathematical understanding and
communication on this research. The instruments used in the form of a question of ability test
comprehension and mathematical communication in the form of reserved descriptions.
3.1. The validity of each aspect
1) Mathematical understanding
Table 1 shows the correlation score grains reserved with a score total to see the validity of the
question. Based on these tables, see that question No. 3 has a value of 0.361 correlation. Guilford
classify benchmark interpret instrument validity degrees into several criteria, among others, namely
the correlation between 0.20 <rxy ≤ 0.40 have correlation < low so the validity of the problem is bad.
[14] for it to do the repairs against the problem.
Table 1. The correlation score mathematical understanding problem

with grain score total
The Original The Number Of
Correlation The significance
Grain Number New Grain
1 1 0,584 Significant
3 3 0,361 -
4 4 0,476 -
5 5 0,485 -
After an analysis of the problem, students experience the error to interpret the question. At question
No. 3 is the desired answer is the percentage for each day of the week, but the student answer
percentage for one weekend. To that end, improvements need to be made the sentenceof the problem.
2) Mathematical Communication
Table 2 shows the correlation score grains reserved mathematical communication test score total to see
the validity of the question. Based on these tables, see that question No. 8 has the value of the
correlation of 0.342. Guilford classify benchmark interpret instrument validity degrees into several
criteria, among others, i.e. correlation 0.20 <rxy ≤ 0.40 have correlation < low so the validity of the
problem is bad. [14] for it to do the repairs against the problem.
Table 2.The correlation score grains reserved mathematical

communications with a score total
The Original The Number Of

Correlation The significance
Grain Number New Grain
3 8 0,342 -
248
After an analysis of the problem, students experience the error to interpret the question. At question
No. 8, the desired answer is line diagrams for each gender, but the students answer the total
population.Needs to be done to fix the problem against his sentence.
3.2. Reliability of each aspect
1) Mathematical Understanding
Based on the results of ANATES capability mathematical understanding, retrieved the value of
reliability tests amounted to 0.73. According to Guilford instrument is considered good its reliabilityif
the correlation between 0.70 ≤ r < 0.90. Since r = 0.73 then reserved mathematical comprehension
tests are reliable. [14]
Based on the results of ANATES reserved mathematical communication abilities, obtained the value
of reliability tests of 0.44. According to Guilford instrument is considered good its reliabilityif the
correlation between 0.40 ≤ r < 0.70. Since r = 0.44 then reserved enough mathematical communication
skills test reliability. [14]
3.3. The Power Criterion
Table 3 shows the power criterion tests mathematical understanding capability. Seen that for question
No. 3 retrieved 7.05% of DP or 0.0705. According to the instrument's deemed ugly Suherman power
criterion in DP range between 0.00 < DP (0.20. Because DP = 0.0705 then it is a matter of
understanding the mathematical ability test no. 3 have an ugly or bad differentiator.[15]
Table 3.Power distinction reserved mathematical

understanding tests
The Number
Number Of New t DP (%)
Grain
1 1 3,27 37,50
2 2 7,81 73,75
3 3 2,05 7,05
4 4 2,26 25,00
5 5 1,32 22,50
Table 4 shows the power criterion tests mathematical communication capability. Seen that for question
No. 8 are obtained DP of 17.50% or 0.175. According to the instrument's deemed ugly Suherman
power criterion in DP range between 0.00 < DP (0.20. Because DP = 0.175 then a matter of
mathematical communication skills test no 8 have an ugly or bad differentiator.[15]
Table 3. Power distinction reserved mathematical
communication tests
The Number
Number Of New t DP (%)
Grain
1 6 1.00 53,75
2 7 7,26 40,00
3 8 7,00 17,50
249
3.4. Difficulty Level
Table 5 shows the difficulty level of the test question of the ability of mathematical understanding.
Seen that to question No. 3 is interpreted very hard so that the necessary changes to the grain problem.
Table 5.Difficulty understanding mathematical ability test

problem
The Number
Number Of New Difficulty Interpretation
Grain
1 1 18,75% Difficult
2 2 36,88% Enough
3 3 3,75% Very difficult
4 4 56,25 Enough
5 5 68,75 Enough
2) Mathematical Communications
Table 6 shows the difficulty level of the test question of mathematical communication ability. Seen
that for question No. 8 are interpreted very hard so that the necessary changes to the grain problem.
Tabel6.Difficulty level mathematical communication ability

test problem
The Number
Number Of New Difficulty Interpretation
Grain
1 6 73,13% Easy
2 7 37,50 Enough
3 8 8,75 Very difficult
4. Conclusion
Based on the data analysisthat has beendone, thenthefollowingexpressedsomeconclusions as
follows:(1) Of the eight tests the ability of understanding and communication of mathematics, there
are two problems that must be repaired, that questions number 3 and 8. Repair done is change the
second sentence of question that makes it more easily understood by students so that they are in
solving problems well, (2) The requirements of the instruments of communication and comprehension
of mathematics must have good validity, reliability, has the power of a good differentiator and the
level of difficulty is good anyway, (3) So that the instrument can be known to have validity, reliability,
power of distinction and good difficulty level, then the statistical calculations need to be done. To
make it easier to do the calculation, the analysis should use ANATES because more detailed results
obtained.
5. Acknowledgments
Instruments for measuring the ability of understanding and communication of mathematics has been
completed are arranged. The instrument will be used as a means to collect data for the writing of a
thesis. Thanks to God Almighty, say the authors, professors supervising who has patiently helped
writers finish this instrument, the principal, teachers, students and parents, as well as all those who can
not mention one by one.
250
6. References
[1] Sumarmo. danHendriana, H 2014. PenilaianPembelajaranMatematika.(Bandung:Refika
Aditama)
[2] Kilpatrick, J., Swafford, Jane.,Findell, Bradford. 2001. Adding it up : helping children learn
mathematics. Mathematics Learning Study Committe, Center for Education, (Washington
DC : National Academy Press)
[3] National Council of Teacher of Mathematics. (2000). Curriculum and Evaluation Standard for
School Mathematics. Reston, (VA :NCTM)
[4] Dahlan, Taufiqulloh.2015. KemampuanPemahamanMatematis, Komunikasi
MatematisdanKecemasanMatematisSiswaMtsDalam Brain Based Learning. thesis.
(Bandung : UniversitasPendidikan Indonesia)
[5] McKenzie, F. 2001. Developing children’s communication skills to aid mathematical
understanding. ACE papers Issue 1
[6] Floriano& Bernardo, I. 2012. Open-ended task in the promotion of classroom
communication in mathematic. International electronic Journal of Elementary
Education, 4(2), p 287-300.
[7] Permendikbud No. 20, 2016. StandarKompetensiKelulusan.(Jakarta)
[8] Permendikbud No. 21, 2016. Standar Isi PendidikanDasardanMenengah.(Jakarta)
[9] Krathwohl, D.R. 2002. A Revision of Bloom’s Taxonomy: An Overview.(The Ohio State
University: College of Education)
[10] Costa, A.L., 2003. Mediating The Metacognitive. EBSCO. Tersedia:
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198411_costa.pdfdiakses
tanggal 11 Februari 2017.
[11] Livingston, J. A. 1997. Metacognition: An Overview. (online)
http://www.gse.buffalo.edu/fas/shuell/CEP564/Metacog.html
[12] Biryukov, P. 2003. Metacognitive Aspects of Solving Combinatorics Problems.Kaye
College of Education,Beer-Sheva, Israel. Tersedi:
http://www.cimt.org.uk/journal/biryukov.pdf
[13] Flavell, H, Jhon. 1979. Metacognition and Cognitive Monitoring A New Area of
Cognitive—Developmental Inquiry.(American Psychology: Stanford University)
[14] Lestari, KaruniaEka&Yudanegara, M Ridwan. 2015. PenelitianPendidikan
Matematika( PanduanPraktisMenyusunSkripsi, TesisdanKaryaIlmiahdengan
StrategiKuantitatif, Kualitatif, danKombinasiDisertaidengan Model Pembelajaran
danKemampuanMatematika. (Bandung : RefikaAditama)
[15] Suherman, Erman. 2003. EvaluasiPembelajaranMatematika. (Bandung: UPI)
251
Improving communication skillsand mathematical disposition

of secondary school students through CORE(connecting,
organizing, reflecting, extending) learning model
S Gustiana 1,2 a), S Prabawanto1, and E Nurlaelah1

1
Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229, Bandung 40154,
Indonesia
2
SMP Negeri 2 Baradatu, Jl. Negeri Agung KM1 No. 367 Desa Gunung Katun,
Kec. Baradatu, Kab. Waykanan – Lampung 34761
a)
E-mail: selvimathupi@gmail.com
Abstract.CORE(Connecting, Organizing, Reflecting, and Extending) learning model is one of

approaches to grow students’ mathematical disposition ability with the active involvement of
teachers and students in classroom learning. At the extending stage, this learning uses
mathematichal puzzles to make students more enthusiastic. This study aims to determine
communication and mathematical disposition skillsof students through CORE learning model.
It is a quasi-experimental research with pre-test and post-test designs. The samples were two
classes of grade VII(VIIA as experiment class and VIIB as control class) students in one of
public secondary schools in Lampung taken by purposive sampling technique. The used
instruments are mathematical communication test, mathematical disposition scale, and
observation sheet. The data was obtained by test (question description) and non-test methods
(disposition scale). The data analysis involved normality test, homogeneity test,
meandifference test: Mann Whitney and t-test. The results showed: (1) The improvement of
mathematical communication ability of students who have been given COREare higher than
students with conventional learning;(2) mathematical disposition ability of students who have
been given CORE are better than students with conventional learning.
1. Introduction
Mathematicseducation has been becoming a very important in the first and upper secondary education
units. It can be seen from mathematics subject at school is given more than five hours in a week [1]. A
communication skill in mathematics learning is very necessary to achieve good learning outcomes, it
is suggested the needs for the application of communication, critical thinking and problem solving in
secondary school because these three components are the important part in the development of 21st
century skills [2]. This is in line withfindings from previous reseachers that mathematical
communication is important to let students understand about learning process, discussion, and decision
making [3].
Therefore, to actualize the effective communication, the four basic types of communication skills
must be mastered, namely: writing, reading (written language), listening, and speaking (spoken
language). Writing elements can be measured by looking at the results of answers from the test items
that refer to mathematical communication skills, while the elements of reading, listening, and speaking
are elements that are implied when the learning takes place.
252
The mathematical competence which is the goal of mathematics education in school is not only in
the cognitive domain only, but also the affective and psychomotor domains. Hence, to develop the
mathematical communication skill, students’ affective should also be developed.The affective aspect
in mathematics learning will form a strong tendency called mathematical disposition or productive
disposition. Students who have good communication skills will be able to solve the problems given
and show the attitude of not easy to be desperate and never give up when given a difficult problem.
One of taken efforts to create an effective learning process is by using CORE (Connecting,
Organizing, Reflecting, and Extending) learning model. CORE learning model is a model of learning
that has a design to construct students' ability by connecting and organizing knowledge, then
rethinking the concept that is being studied [4]. Through this learning, students are expected to expand
their knowledge during the learning process so that their communication skills and mathematical
dispositions can be developed well. In the extending stage, this model uses a mathematical puzzle
designed to make students more active. The puzzle, students will be more enthusiastic in learning so
that learning activities can be realized in accordance with the learning objectives.
This researchis a quasi experimental research with non-equivalent control group design. In this design
the sample taken was not random, either for the experimental group or for the control group. This
design is called the intac-group comparison design or non-equivalent control group design [5]. The
population in this study was all students of one of secondary schools in Lampung academic year
2016/2017. Samples were class VII A as experimental group and class VII B as control group. To
obtain research data, the study used two kinds of instruments, namely test and non-test. The test
instrument is used to measure mathematical communication skills and non-test instrument in the form
of observation sheet that was used to know the limitations to the learning process and mathematical
disposition scale used to measure student's mathematical disposition.The test of mathematical
communication skill was arranged in the form of description according to the indicator of
mathematical communication skills that six essay item will be used. To evaluate students'
mathematical communication skills, scoring technique (rubric) of students’ answers to each item were
tested. The test were conducted at the beginning (pre-test) and at the end (post-test) of research. Pretest
was applied before the treatment, while post-test wasapplied after treatment with CORE learning
model in the experiment group.

The data of mathematical communication skills consist of pre-test, post-test and N-Gain score. The
results of pre-test, post-test and N-Gain are described in table below.
Tabel 1.Statistical descriptive of mathematical communication skills
Pretest Post test <g>
Class N
̅ s ̅ s ̅ s
Eksperiment 27 3,92 2,49 22 6,67 0,57 0,2
Control 27 3,48 3,20 16,85 5,04 0,41 0,15
Ideal Maximum Score = 36
Table 1. shows the comparison of mean and standard deviations of pre-test, post-test, and N-gain data
in the experimental and control classes. The pre-test score in the experimental and control classes was
not very different; 3, 92 in the experimental class and standard deviation of 2, 49. While post test data
and N-gain shows a clear difference.It can be seen that the mean and standard deviation of the post test
score in the experimental class were higher than the mean and standard deviation of post-test in the
experimental class that is22 for post-test and 16.85 for control class with differences of 5.15.
Similarly, the mean and standard deviation of N-gain in the experimental class were higher than the
mean and standard deviation of N-gain in the control class ;0.57 for N-gain of the experimental class
and 0.41 for N-gain of the control class by the difference of 0,16.
253
3.1 The Improvement of Mathematical Communication Skills

The average of N-Gain represents the improvement of mathematical communication skills of students
learning with CORE and conventional learning. The statistical test is needed to prove the hypothesis,
so it is necessary to perform the prerequisite test that is normality test and homogeneity test against the
N-Gain of both classes.Two Means of N-Gain Difference Test was performed using independent t-
test. The research hypothesis to be tested is the improvement of mathematical communication skill of
students who received CORE learning was significantly higher than the improvement of mathematical
communication skill of students who received conventional learning.
Tabel 2. Test Results of Mathematical Communication Improvement

Levene’s test for
t-test for equality of means
equality of variance
F Sig. t df Sig. (2-tailed)
N-Gain Equals variance
2,624 0,111 3,236 52 0,002
assumed
Equals variance
3,236 47,705 0,002
not assumed
Tabel 2. the obtainedof P-value for levene's test was 0.111, as the value is greater than α = 0.05, the
second variance was homogeneous. The obtained value of t arithmetic was 3.236 that is the result
value of t test if the second variance is homogeneous data (Equal variances assumed) with P-value
equal to 0.002 so that hypothesis H0 is rejected, it means the improvement of mathematical
communication skill of students studying with CORE learning is significantly higher than students
with conventional learning.
The improvement of students' mathematical communication skill was obtained from the data of
pre-test and post-test score. Then, from both scores was determined normalized gain score data or N-
gain. N-Gain data is then analysed to determine whether the increase that occurred in the experimental
class is higher than the control class.The results of the tests concluded that the improvement of
mathematical communication skills of students who studied with CORE learning was significantly
higher than students who learned with conventional learning. It means that CORE learning had a
positive impact on improving students' mathematical communication skills.Students' understanding on
learning materials helps students solve problems by communicating their ideas. The results of this
study are reinforced by students' answers on the questions of communication skills given [6].The
result of analysis from pre-test and post-test also shows that there are differences on improvement of
mathematical communication skillsin each indicator:
254
Table 3. Average N-gain Indicator of mathematical communication skills

Average N-gain
No Indicator
Control Eksperimen
Making diagrams, graphs, tables, or pictures
1 of ideas, situations, and mathematical 0,15 0,44
relations presented(written texts)
Altering real objects, diagrams, graphs,
tables, or images into ideas, situations, and 0,29
2 0,53
mathematical relations knowledge of the
environment(drawing)
Explaining situations or mathematical ideas
3 into language, symbols or mathematical 0,45 0,57
models(mathematical expression)
Table 3. shows that the average N-gain value for indicator written texts, drawing, and
mathematical expression in experiment class is higher than control class. The difference in
category of increase occurs in indicator written texts and drawing, meaning that CORE learning
model has an important role in the effort to improve the ability of mathematical communication.
Improvement of mathematical communication ability for indicator written textsand drawing
inexperiment class is middle while the control class is categorized low. Category of
improvement of mathematical communication ability for indicator mathematical expression
both of them, experimen and control class is middle. However, the average N-gain value of
the experimental class is higher than control class, meaning that the increase that occurs for
indicator mathematical expression isn’t affected by the applied learning model.
3.2Mathematical Disposition.
The data of student's mathematical disposition was obtained from the questionnaire scale given to
students at the end of the lesson. Analysis of students' mathematical disposition scale aimed to find out
whether there is a difference between students who learn by CORE learning and students who learn
with conventional learning, then hypothesis test was conducted by Mann-Whitney non-parametric test.
Mann-Whitney test is a fairly solid nonparametric test as a substitute for t test with the underlying
assumption is ordinal scale type whereas the normal distribution and homogeneity of variance do not
need to be tested.The research hypothesis that was tested is mathematical disposition of students who
acquires CORE learning is significantly better than the mathematical disposition of students with
conventional learning.
Tabel 4. The Result of Mathematical Disposition Data

SCORE
Mann-Whitney U 253,500
Wilcoxon W 631,500
Z -1,923
Asymp Sig (2-tailed) 0,054
Based on Mann-Whitney test that has been done, Sig value obtained (1-tailed) = 1/2 × 0,054> α =
0,05 so hypothesis H0 was rejected, it means the mathematical disposition of students who studied
with CORE learning is significantly better students with conventional learning at significance level of
α = 0 , 05.
Mathematical disposition of students is measured based on the results of mathematical disposition
scale consisting of statements representing mathematical disposition indicator. Mathematical position
is an attitude that shows interest in learning mathematics, being confidence in solving mathematical
problems, being brave to communicate ideas, having the persistence to do math tasks. Mathematical
255
dispositions measured in this study are confidence in using mathematics to solve problems,
communicate ideas and give reasons; flexible in exploring mathematical ideas and trying alternatives
in solving mathematical problems; diligent in doing math tasks; curiosity in learning mathematics;
reflective in self-monitoring; mathematical applications in other situations and everyday experiences;
appreciation of the role of mathematics as a tool and language.
Learning mathematics with CORE where this learning involves the use of mathematical puzzles in
the extending stage is a learning that plays a strong role in building student communication skills.
According to previous finding that the signs of a successful student in mathematical communication is
able to explain his / her ideas clearly and concisely;seek clarification; recognize mistakes so struggle
to solve it; when new ideas are found, ask them to explain and try to think about the process [7].
While, another finding that the CORE learning model is a model in which a way of discussion can
influence the development of knowledge and link old information with new information, organizing
varying amounts of material reflecting everything students learn and developing learning
environments. The CORE model combines four elements: connect, organize, reflect, and extend. The
four elements are used to design the sequence of learning activities [8].
5. Conclusion
Based on the results of research and discussion that have been described in the previous chapter, it can
be concluded that: The improvement of mathematical communication skills of students who learn with
CORE learning is higher than the improvement of mathematical communication of students who learn
with conventional learning, especially on indicator written texts and drawing. This is because when
students are learning with CORE, they are actively involved in learning. Students do not only get one-
way information from the teacher like direct learning. However, students can develop ideas based on
concepts that they understood to solve problems; Mathematical disposition of students learning with
CORE is better than mathematical disposition of students learning with conventional learning. This is
because affective area changes can occur with the help of learning that involves optimum motor
functioning. The use of puzzles in the extending stage allows students to think more diligently in
solving math problems.
6. Acknowledgements
The author would thank to Directorate of GTK Ministry of Education and Culture for P2TK
scholarship program 2015. Mrs. Sufyani Prabawanto as the head of Mathematics Post Graduate
Department and Mrs. Elah Nurlaelahas the supervisor who always gives guidance, critical referrals,
and motivation, so that this article can be completed.
References
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[2] Carlgren, Terresa 2013 Communication, criticalthinking,problem solving: A
suggestedcourse for all high school student in the 21st century. Springer Science.
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[3] Viseu, F., dan Oliveria, I.B2012Open-ended Tasks in the Promotion of Classroom
Communication in Mathematics. International Electronic Journal of Elementary Education.
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[4] Lestari, Karunia Eka & Yudanegara, M Ridwan2015PENELITIAN PENDIDIKAN
MATEMATIKA ( Panduan Praktis Menyusun Skripsi, Tesis dan Karya Ilmiah dengan
Pendekatan Kuantitatif, Kualitatif, dan Kombinasi Disertai dengan Model Pembelajaran
dan Kemampuan Matematika. Bandung : Refika Aditama.
[5] Pines Fraenkel, J. R., Wallen, N. E., & Hyum, H. H.2011How to Design and Evaluate Research
in Education. United States ( New York ): McGraw-Hill Companies. Inc.
[6] Cai, Jinfa., Jakabcsin, Mary S., Lane, Suzanne2010 Assessing students’ mathematical
communication. ResearchGate. Volume 96 (5): 238-246.
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[7] Scusa, Toni 2008Five Processes of mathematical thinking. Summative Project for MA Degree.
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[8] Miller, R. G., & Calfe, R. C2004Makingthinking visible: A method toencourage science
writting in the upper elementary grade. article in science and children, (42) 3, 20-25.
257
The enhancement of junior high school student’s

mathematical critical thinking using scientific inquiry
learning
A Deden1,a), N Priatna2, and B A PMartadiputra2

1
Department Pendidikan Matematika Sekolah Pascasarjana Universitas
Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229, Bandung 40154, Indonesia
2
Department Pendidikan Matematika Fakultas Pendidikan Matematika dan Ilmu
Pengetahuan Alam Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229,
a)
E-mail: ahmadde2n@gmail.com
Abstract. This study was conducted to analyze the importance of critical thinking skills
for students' mathematical development. In fact students' mathematical critical thinking
skills were still low. To overcome this, we need to use a learning alternative that can
develop students' mathematical critical thinking skills. One of the method was by learning
scientific inquiry.This research aimed to know and analyze the differences of mathematical
critical thinking enhancement between students who received Scientific Inquiry and
Conventional learning. This research used quasi experimental with non-equivalent control
group design, which all students of grade VII in one of Junior High School in Sukoharjo as
the population. The samples consist of two classes which each class have been treated with
Scientific Inquiry and Conventional learning treatment. The instruments is mathematical
critical thinking tests. The analyzed data were N-gain of mathematical critical thinking
data. The data were analyzed using Mann-Whitney U test. Based on the analyzed result,
the conclusion were : Mathematical critical thinking enhancement of Scientific Inquiry
students was higher significantly than Conventional.
1. Introduction
As one compulsory subject at every level of education, mathematics is expected to help develop
students' thinking skills systematically, logically, critically and creatively. The thinking skills can be
developed through the study of mathematics, because mathematics allows everyone to learn skilled in
rational thought and prepared to deal with problems in everyday life [1].
In general, thinking skills consists of four levels, namely: memorize (recallthinking), basic
(basicthinking), critical (criticalthinking) and creative (creativethinking) [2]. The level is lowest think
memorization skills (recallthinking)consisting of skills almost automatic or reflexive. The next level
of thinking is the basic skills(basicthinking) which is a skill to understand concepts such as addition,
subtraction, and so on, including its application in problems. Critical thinking(criticalthinking)isa
thinking process that check, connect, and evaluate all aspects of the situation or problem, while
creative thinking(creativethinking) is the ability to draw conclusions usually find new end results. This
last two-level thinking (critical thinking and creative thinking) are referred to as high-level thinking
skills(HigherOrder Thinking Skills) which should be developed inmathematics.
258
Of the four levels of thinking, critical thinking is the most important level of thinking that must be
improved. Critical thinking allows students utilize their potential to look at the problem, solve
problems, create, and realize themselves. In addition, critical thinking can increase creativity. Allow
students to think critically important. Because familiarize students with critical thinking can think
logically and do not easily accept something that was given to him [3]. Critical thinking is useful for
evaluating new ideas, choose the best method, and modify if necessary to produce a creative solution
to a problem not only new ideas, but new ideas to be useful and relevant to the tasks that need to be
completed. [4] When critical thinking is developed, one would be inclined to seek the truth, divergent
thinking, can analyze the problem properly, think systematically, inquisitive, mature and independent.
Therefore, developing critical thinking skills in mathematics learning becomes an important matter.
According to Bonnie and Potts [5] several "hallmark" of learning critical thinking include: (1)
Improving the interaction among students, (2) By asking open-ended, (3) Provide adequate time for
students to provide a reflection on questions made or problems are given, and (4) Teaching for
transfer (Teaching to be able to use newly acquired skills to other situations and against their own
experience that the students have). Activities that can develop students' critical thinking skills is the
innovative answer of these questions: Is there any other way?(What'sanotherway?)What if
...?(Whatif...?), which is wrong?(What'swrong?), and what will be done?(Whatwould youdo?)[2].
Ennis [6] argues that critical thinking is a process that aims to make sensible decisions about who
you can trust and work with. Glaser [7] defines critical thinking as 1) an attitude would think deeply
about issues and different things within the reach of one's experience. 2) Knowledge of the methods of
examination and logical reasoning. 3) A skill to apply these methods.
Given the importance of students' mathematical critical thinking skills for the students early on
to be trained and required to develop their critical thinking skills. But the fact the field showed poor
ability of junior high school students 'critical thinking drawn from the research results Karim [8]
which said that the average junior high school students' critical thinking skills remain at less
qualification. This is confirmed by O'Daffer [9] that the academic skills that require critical thinking
ability of middle school students showed unsatisfactory results. Initial studies in one junior high
school in Sukoharjo revealed that students' critical thinking skills were still low. In addition, the
researchers also conducted interviews with students about math learning in the classroom. Results of
interviews with students showed that mathematics instruction provided to students less provides an
opportunity to be active. Students are directed to resolve the problem by applying the formula given. It
also affects the self-confidence of students because students are not accustomed to be active in the
learning process. Of course, every student wants to taste a memorable learning, let them inspire
meaningful life, both of which can be felt today or in the future. Addressing the above issues,
particularly relating to the practice of mathematics teaching in the classroom and the importance of
enhancing critical thinking skills, the innovative efforts to overcome it should be done immediately.
One alternative way to improve students' mathematicalcritical thinking skills is to improve the
quality of learning mathematics through a strategy or approach that provides the opportunity for
students to develop their thinking skills. The approach is not merely to teach teachers about activities,
but focuses on learning activities of the students, help students if there is trouble or lead them to obtain
a correct conclusion. Characteristics of such learning are learning to use the inquiry approach. This
learning approach developed by a figure named Suchman who believe that children are the individuals
who are curious of everything.
Inquiry learning students stressed to the maximum activity to seek and find, meaning that it puts
student learning as a subject of study. The entire activity of the student is directed to seek and find
their own answers from something that is questionable, according Suciati [10]. InquiryApproach aims
to develop a level of thinking and also hone critical thinking skills.
In the National Science Education Standards in the United States, inquiry is used in two terms,
namely as a learning approach (scientificinquiry)by a teacher and as a subject matter of
science(scienceasinquiry)that must be understood and able to be done by the students. As an approach
to learning, inquiry can be implemented in an integrated manner with other strategies that can help the
development of knowledge and understanding and the ability to conduct inquiry by students.
Scientific inquiry is viewed as a teaching approach used to communicate the scientific knowledge
259
to students as opposed to an educational outcomes that students are expected to learn about and learn
how to do [11]. In this case,"scientificinquiry"is seen as a learning approach that is used to
communicate scientific knowledge the students to construct their own knowledge.
Some researchers in Indonesia used scientific inquiry approach in the learning process. According
Ikaningrum [12] scientific inquiry approachis a series of learning activities that engage students in
acquiring the information in a systematic, critical and can formulate their own inventions with
confidence that the material obtained can be kept in mind. Scientific inquiry Approachcan make
students more active in constructing their knowledge and skills, can also encourage students to
conduct an investigation to find evidence of a phenomenon or event. That is, in the learning process,
students are taught and conditioned to discover the scientific truth and solve mathematical problems.
According to the National Science Education Standards [13] scientific inquiry refers to activities in
which students develop knowledge and understanding of scientific ideas, as well as an understanding
of how scientists study nature. The application of a scientific approach to learning requires changes to
the settings and its own distinct forms of learning with conventional learning. Otherwise it is trying to
make the students to recognize the problem, formulating a problem, finding a solution or test the
temporary answer to a problem / question with an investigation (find facts sensing), could eventually
draw conclusions and to present it orally and inwriting.
This study used a quasi-experimental research design using nonequivalent control group. The selected
population was all students of class VII (seven). The samples in this study were divided into two
groups: the experimental group was given treatmentScientificInquirylearning while the control group
was given conventional learning. Selection of the class as the study sample is purposive sampling with
the consideration that it is not possible to perform random sample selection and sample characteristics
similar or homogeneous. Before the class are given treatment, first given initial test (pretest) in the
experimental class and control class to determine the students' initial ability. The same thing was done
after treatment in experimental classes performed the final test (post-test) to determine the student's
ability modest improvement after treatment.
The Data analysis in this research was a mathematical critical thinking skills students performed on
the average score of N-gain based model of learning in the Scientific Inquirylearning.The statistical
test used was using the nonparametrictest Mann-WhitneyU.

Based on Table 1 it can be seen that an increase in students’ critical thinking skills in each class. It can
be seen from the difference between the average pretest and posttest in each class. Improved critical
thinking skills high enough happens to students who obtain the Scientific Inquirylearning.
Table 1. Descriptive Statistics ofMathematicalCritical Thinking SkillsData

Group Standard Ideal
N Scores Average Max Min
Deviation Scores
Pretes 45,000 11,869 69,0 28,0 100

Scientific
24 Postes 70,417 12,748 94,0 52,0 100
Inquiry
N-gain 0,475 0,178 0,80 0,10 1
Pretes 43,917 10,701 64,0 24,0 100
Conventional 24 Postes 61,833 12,461 84,0 40,0 100
N-gain 0,321 0,172 0,70 0,10 1
N: Number of students
Recapitulation of normality test resultsof N-gain data of students’ mathematical critical thinking
skills can be seen in Table 2.
260
Table2Normality Test Results of N-Gain Data of Students’ Mathematical Critical

Thinking Skills
Shapiro-Wilk
Group
Statistic df Sig Conclusion
Scientific Inquiry 0,963 24 0,491 Normal
Class
Conventional 0,913 24 0,041 NotNormal
From the results of test calculationsnormality with Shapiro-Wilk the result that the Sig.(P-value)to
the value of N-gain class Scientific Inquiry is 0.491 more than the significance level α = 0.05 is
derived from normally distributed population and Conventional class is 0,041 less than the
significance level α = 0.05 That means from the population distribution is not normal. Due to non-
fulfillment of the assumptions of normality in the data N-Gain students, it is not necessary to test the
homogeneity. Based on the test prerequisite, it is known that the normality assumption is not met, so it
was concluded to test two different students’ mathematical critical thinking skills performed withtests,
nonparametric statistical namely the Mann-Whitney Utest.
To determine whether there are differences in the increase in mathematical critical thinking skills
significantly to students who obtain the Scientific Inquiry learning when compared with students who
received conventional learning, can be seen in the following table:
Tabel 3N-Gain Test Result Data on Scientific Inquiry Class

and Conventional class with Mann-Whitney U test
N-Gain Data of Experiment and
Control Class
Mann-Whitney U 152,500
Wilcoxon W 452,500
Z -2,832
Asymp. Sig. (2-tailed) ,005
Table 3 shows that asyimp. Sig. (2-tailed) of 0.05 at sig <0.05.It can be concluded that the level of
95% was obtained asyimp. Sig. (2-tailed) which means that the null hypothesis (Ho) is rejected,
meaning that the students’ mathematicalcritical thinking skills acquire Scientific Inquiry learning is
significantly higher than students who received conventional learning.
Based on the above results, proving theScientific Inquiry learning can significantly improve
students' mathematicalcritical thinking skills but has not been able to provide the maximum
achievement, as indicated by the average achievement of critical thinking skills mathematically the
experimental class of 70.417 which is still moderate. This may be caused by the learning that has not
been encouraging students to think of such high-level critical thinking. Students are accustomed to
working on the problems of a routine nature only memorizing formulas and use only.
4.Conclusion
Based on quasi-experimental research in class VII at junior high school in Sukoharjo district school
year 2016/2017 with a rectangular material it could be concluded that the increase in students’
mathematical critical thinking skills acquire by learning Scientific Inquiry is significantly higher than
students who received conventional learning.
The author is fully aware that the research conducted was limited to class VII student at the
quadrilateral material. To get a more convincing result, this research can be continued on the
mathematics material and of different grade levels. As for some suggestions related to the results of
research based on the findings obtained by researchers during the learning that is required duration of
time long enough to obtain conclusive results about the differences increase critical thinking by using
the Scientific Inquirylearning. This is due to the students need sufficient time to carry out the phases of
261
learning, especially in the formulation of the problem, formulating hypotheses and data collection.
Use of the worksheets that draw will determine the outcomes and is a form of intervention in the
students understand a concept. This can be seen not only on ScientificInquirylearning,but also on
Conventional learning. Usage LKS quite effective in conventional classes. In addition, when the
learning used reward system for the students who are active, and contribute to answer the questions
correctly to make learning more exciting atmosphere and the students can be more enthusiastic in
participating in learning process.
5. Acknowledgments
I gratefully thank to the principal for allowing me to conduct the research there.Teachers who are
willing to observe, colleagues who are willing to become an observer and raters in this study.
6. References
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The development of mathematics teaching materials on the topic

of statistics for deaf students of grades 8th in SMPLB-B
E Soviaa), Turmudi, and D Juandi

Department of Mathematics Education, Indonesia University of Education,
Dr.Setiabudi No. 229 Street Bandung 40154, Indonesia
a)
E-mail: erasovia30@gmail.com
Abstract. Deaf student is someone with disability and hearing loss. They sometimes called as
visual individual. Deaf students more maximize their sense of sight in doing learning activity.
Learning material is one alternative of visual learning source which is needed by deaf students
in learning mathematics. The use of mathematics teaching learning for deaf students can help
to maximize the function of sense of sight and sense of touch in learning process. Besides,
teaching material can reduce students dependence to obtain information from teacher or
another person. Therefore, this study is aimed to develop mathematics teaching material for
deaf students of 8th grade in SMPLB-B. The topic which become focus of discussion is about
statistical concept. The method of this study is research and development (R &D) with
analysis, design, development stages. Instrument of this study are interview guide and
validation sheet from material expert and media expert. The assessment aspects from this
teaching material comprise content, presentation, contextual, graphic, and linguistic aspects.
The study result based on expert validity show that teaching material of mathematics LKPD is
very valid and can be used for deaf children.
1. Introduction
Each school- age children have a right to have education [1], not exception for deaf children. Deaf
children are they who have impairment or loss their hearing function so it inhibit language ability [2].
This impairement also influenced on verbal/oral communication ability [3]. It also hinder
educational process. But, the sense of sight of deaf children still able to become main compensation
to overcome this disability to obtain visual perception experience in learning [4].
Mathematics is basic science which has many role in daily life. Human activity always
dealt with mathematics. Therefore, everyone without exception need to learn mathematics.
Similarly with deaf children, mathematics need to be learned to equip them with knowledge in
living the life. As goal of learning mathematics stated by National Education Department to
equip students with logical, analytical, systematic, critical and creative thinking ability, and
ability to cooperate [5].
It had been well-known that mathematics is subject which is thought difficult by most
students. How about with deaf children? It is possibly can become bigger problem [6]. The
disability of deaf children make mathematics material which is abstract in nature become
difficult to be grasped well. Certainly, this will make the academic ability of deaf students
become more lag behind normal children [7]. All of this make us felt concerned.
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Deaf children also have intellectual ability which is the same with another normal children.
It indicate that deaf children also need an effort to develop their potential and intellectual
ability through learning activity. Deaf children still able to learn by optimize their sight sense
function. The learning outcome obtained through the role of sense of sigh which is about 75%
, sense of hearing is 13%, and another sense is 12% [8]. This is big change for deaf children
to develop their potential and to enhance their academic ability. Therefore, the role of teacher
is very important in facilitating and choosing the strategy which can support learning service
for deaf children.
Implementation of learning for deaf children should be visual in nature and concurrently
presented in textual or pictorial display [9]. Certainly this is aimed to enable deaf children to
more easily understand learning material.The mathematics teaching material is one form of
learning resource which can be made to become option for deaf children [10].The next, it is
call with LKPD.Learn with LKPD mathematics teaching material can maximize sight sense
ability of deaf children. For result of earlier study titled Feasibility of Student Worksheet
Experiment Oriented to Process Skill in Topic of Food Addictive Material for Deaf Students
which was conducted by RirinEndahPurnamasari and Sri Poedjiastoeti, the result is obtained
that the use of students worksheet experiment can train students’ process skill [11]. In
addition, in the study titled Development of Mathematics Teaching Material for 9th grade
students of SMPB/B Based on Content Standard, the result is obtained that teaching material
can enhance mathematical concept understanding for deaf students in SMPLB/B [12].
Based on observation in one of SMPLB-B in Bandung City, the author see that the use of
teaching material as learning resource for students is still limited. Textbooks of 2013
curriculum which are published by Ministry of Education and Culture for 8th grade students of
SMPLB-B are made to become the only reference for learning. Students are not equipped by
students book and another learning resources which can help them to repeat learning material.
It makes students find difficulty in understanding learning material. Students rely on
explanation given by students in front of class. Similarly with interview result which can be
done by teacher, in which in learning, teacher had not had teaching material which can also be
used by students. This make student less develop their autonomy in constructing themselves
the knowledge they learn. Therefore, this study is aimed to develop a mathematics teaching
learning which is feasible and can be used for deaf students in SMPLB-B as alternative
textbook so it can reduce the academic ability gap with another normal children.
This study is Research and Developmental (R &D). This development model used is ADDIE
(analysis, design, development, implication and evaluation) model which had been modified.
The procedure done in this study is limited until 3 stages, namely (1) analysis stage is a stage
to collect relevant information related to the need of teaching material development by doing
literature study and to collect information based on potency and problem; (2) design stage in
the form of product design in accord with need. Next, teaching material resulted from this
design is validated by expert lecturer and practitioner. The teaching material is validated from
aspects of content, contextual, graphic, and language; (3) development stage is activity to
make and test the product.
Data of this study is data of LKPD teaching material validity which is obtained from result
of expert and practitioner validation sheet. The data obtained is analyzed descriptively by
calculated using formulation of mean percentage (P). The mean obtained then classified
based on category adopted and modified, namely: (a) if 85% < P ≤ 100%, then teaching
material is said very valid, can be used without revision; (b) if 70% < P ≤ 85% then teaching
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material is said enough valid and can be used by few revisions’ (c) if 50% < P ≤ 50% then
teaching material is said less valid and it is suggested not to be used because it need more
revision; and (d) if 1% ≤ P ≤ 50% then teaching material is said not valid, it is not allowed to
be used [8].
Study data source is material expert and media expert as validator. Material expert consist
of one mathematics education lecturer and one teacher from SMPLB-B. Whereas media
expert consist of one special education lecturer and one teacher from SMPLB-B.

LKD mathematics LKPD teaching learning which is developed consist of title, introductory,
material, example, exercise problem, summary, list of terms and bibliography. Example of
LKPD mathematics teaching material can be shown in figure 1
Figure 1. Cover Display of LKPD Mathematics Teaching Material
The figure 1 above show the cover used in teaching material. Teaching material of mathematics
LKPD resulted is revision result of material expert and media expert validation. Teaching material
resulted based in content standard and characteristic of deaf students in topic of statistics. This
teaching material is aimed to help and make easier students in learning mathematics.
Data of teaching material validation for material aspect is viewed from content, presentation and
contextual. Whereas, for media aspect is viewed from graphic and language.
Data of material expert validation result from content aspect is presented in table 1 below.
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Table 1.Material Expert Validation from Content Aspect

Validator
Assessment Item Total
1 2
Scope of material
Suitability between the material outlined with Core Competence (CC) 4 4 8
Suitability between the material outlined with Basic Competence (BC) 4 4 8
Suitability between concept introduction presented in teaching material
4 4 8
with BC
Material Accuracy
Presentation of concept and definition is suited with reality prevailed 4 3 7
Concept and definition is efficient to enhance students’ understanding 4 4 8
Concept representation not result in many interpretations 4 3 7
Teaching material present the figure which is suited with concept 3 4 7
Teaching material present diagram which is suited with concept 4 4 8
The terms contained in teaching material are accurate 3 4 7
The notations contained in teaching material are accurate 3 3 6
The symbols used in teaching material are accurate 3 4 7
The icons used in teaching material are accurate 3 4 7
Material Upgrading
Suitability of material which is presented with statistics science 4 4 8
Suitability of case example in daily life 4 4 8
Encourage curiosity
Encourage curiosity to learn teaching material 3 4 7
Create the willingness to questioning/critical thinking 3 3 6
Develop life skills
Present exercise and examples which motivate students to know their
3 4 7
personal strengths
Present exercise and examples which motivate students to know their
3 3 6
personal weakness
Develop social skill 3 3 6
Develop academic skill 4 4 8
Total 70 74 144
Percentage 90.00
Table 1 shows that data of material expert validation result from content aspect for each assessment
item achieve good score and very good. The material in teaching material had been suited with CC and
BC which will be achieved. The learning material developed shows material accuracy and currency.
Besides, LKPD teaching material also can encourage curiosity and develop life skill of students.
Percentage of scoring obtained is 90.00%. It means that LKPD teaching material developed is very
feasible for deaf students of SMPLB-B.
Data of material expert validation result from teaching material presentation aspect is shown in
table 2 below.
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Table 2. Material expert validation of teaching material presentation aspect
Validator Total
Assessment Items
1 2
Technique of Presentation
Consistency of presentation systematic in learning activity 4 4 8
Logic of presentation (thinking flow from general to specific or
4 4 8
specific to general)
Concept sequence (difficult material to easy material, concrete to abstract,
3 4 7
and simple to complex, and from familiar to unfamiliar)
Supporting Presentation
Suitability and appropriateness of illustration with material 3 4 7
There are problem examples in each concept 3 4 7
There are exercise problems in final activity 4 4 8
Include feedback in exercise problem 4 3 7
Presentation of source from reference taken 3 4 7
Appropriateness of table labeling, picture and appendix 3 4 7
Introduction 3 2 5
Glosarium 1 2 3
Bibliography 1 4 5
Summary 2 4 6
Learning Presentation
Student involvement 4 4 8
Student centered 4 4 8
Coherence and sequence of mindset
Coherence among learning activity/sub learning activity 3 3 6
Wholeness of meaning in learning activity/sub learning activity 3 3 6
Total 52 61 113
Percentage 83.09
Table 2 shows that data of validation result from presentation aspect obtain various scores. Scoring
for presentation technique item, learning presentation and coherence and sequence of thinking line
achieve good score and very good. Hovewer, there are some scoring items for supporting presentation
achieve insufficient and very insufficient score, namely introduction, glossarium and bibliography.
This because the author do not attach them completely to validators. Therefore, this section become
important note and suggestion which become revision and should be completed in the next teaching
material. Nevertheless, mean percentage from two validators obtain 83.09% so teaching material is
still categorized as enough valid and can be used with few revisions based on note from validator.
Next, data of material expert validation result from contextual aspect is presented in table 3 below.
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Table 3.Material expert validation from teaching material contextual aspect
Validator Total
Assessment Item
1 2
Contextual Essence
Relatedness between material taught with students’ real world situation 3 3 6
Ability to encourage students to make relation between knowledge and its application in
3 3 6
daily life
Contextual Component
The topic in teaching material encourage students to construct the knowledge by themselves 4 3 7
The topic stimulate students to find the knowledge by themselves 4 3 7
There are questions which encourate and guide students’ thinking ability 3 3 6
There are questions which measure students’ thinking ability 3 4 7
There are procedural problem example accompanied by solution strategy 3 4 7
There are material summary learned 2 2 4
There are test which can be used to assess students’ learning outcome 3 2 5
Total 28 27 55
Percentage 76.39
Table 3 shows that from contextual aspect, validator give good score for teaching material, but there
are one scoring item which obtain minimum score from two validators, namely in assessment item
about summary. Of course it become consideration in teaching material revision. Whereas for
assessment item about test used to assess learning outcome, two validators give different score. Based
on interview with teachers, the problems contained in teaching material to assess are still insufficient,
so in revision stage, the author add some another problems. Mean percentage of expert validation
result obtain score of 76.39% which stated that teaching material is valid enough and can be used with
revision.
Other than material expert, this teaching material also can be validated by media expert. Data of
media expert validation result is viewed from graphic aspect is presented in table 4 below.
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Table 4. Material Expert Validation from Graphic Aspect
Validator Total
Assessment Item
1 2
Teaching material size
Suitability of size with teaching material user 3 4 7
Suitability of size with teaching material content 4 4 8
Cover design of teaching material
Layout appearance in front and back cover has unity 4 4 8
Display good and clear center of view 4 4 8
The size of layout elements (title, author, illustration, logo, etc) is proportional
4 3 7
with teaching material size.
The color of layout element is harmonious and clarify the function 4 3 7
The fonts used are interesting and easy to read 4 4 8
The fonts used are easy to read 4 3 7
Not use many fonts combination 4 4 8
Cover illustration describe content/topic of teaching material 4 4 8
Ilustration use form, size color, and object proportion suited with reality 4 4 8
Content Design of Teaching material
The position of layout elements is consistent 3 3 6
Separator among paragraph is clear 4 4 8
Print and margin are proportional 4 3 7
Spacing among text and illustration is suitable 4 3 7
The use of fonts variation not excessive 3 4 7
Suitabililty of form, color and size of layout element 3 3 6
The decoration position as background not disturb title, text and page number 4 3 7
The position of title, illustration, and picture not disturb understanding 4 3 7
Total 72 67 139
Percentage 91.45
Table 4 shows validator assessment from graphic aspect of teaching material which in general obtain
good and very good score. From graphic aspect, teaching material entirely obtain percentage of
91.45% and categorized as very valid to be used.
Teaching material validation viewed from linguistic aspect is presented in table 5 below.
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Table 5. Material expert validation from linguistic aspect
Validator Total
Assessment Items
1 2
Suitability with students’ development
Suitability with intellectual development of deaf students of 8 th grade in
4 3 7
SMPLB-B
Suitability with level of social-emotional development of deaf students of 8th
4 3 7
grade in SMPLB-B
Communicative
Teaching material is presented in interesting language to communicate with
3 3 6
deaf students
Suitability of illustration with message substance delivered 4 3 7
Dialog dan interactive
Teaching material ability help to motivate students to respond to message 4 3 7
Create interactive communication (as if students communicate with the author) 4 3 7
Simple
Suitability of sentence structure (the sentence delivered represent the message
4 3 7
content delivered)
Term standardization (suitability with technical term of science agreed) 4 4 8
Sentence effectiveness 3 3 6
Suitability with language rule
Grammar appropriateness 4 4 8
Spelling appropriateness 4 4 8
Term and symbol usage
Consistency in term usage 3 4 7
Consistency in symbol usage 4 4 8
Total 49 44 93
Percentage 89.42
Table 5 above shows that from language aspect, validator give good and very good score to each
assessment item. Entirely, percentage of validator scoring is 89.42% and this score state that from
linguistic aspect, this teaching material can be categorized as very valid to be given to deaf students.
Table 6 present recapitulation of scoring from material expert and media expert validator toward
LKPD teaching material.
Table 6. Material expert validation of linguistic

aspect
Assessment Criteria Aspect Percentage
Material Expert Content 90,00

Presentation 83,09
Contextual 76,39
Media Expert Graphic 91,45
Linguistic 89,42
Mean Percentage 86,07
Assessment Category Very Valid
Table 6 shows that scoring result toward LKPD teaching material from material expert and media
expert obtain mean percentage of 86.07%. Based on category determined, then teaching material has
very valid category.
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4. Coclusion
Based on data of analysis result, it can be concluded that teachingmaterial which is developed has very
valid category. Therefore, teaching material can be used as alternative of mathematics teaching
material in topic of statistics for deaf students in 8th grade of SMPLB-B. However, this teaching
material need to be tested in broader scale. It is expected that next researcher can conduct broad scale
study in some another schools.
5. Acknowledgments
The author want to thank to school staffs who had participated in this study. The author also want to
thank to expert who are willing to give assessment and suggestion to teaching material which is
developed. Next, the author also want to thank to Turmudi and D Juandi who had gave direction and
guidance in the process of writing this article.
6. References
[1] --. Undang-udang RI No. 23 tahun 2002 tentang Perlindungan Anak.
[2] Teti H 2007 Pengembangan Kemampuan Berbahasadan Berbicara Anak Tunarunguvol 7
(JASSI_anakku) No 1pp 101-110
[3] Christopher M S, Susan M P, and Amy R L 2013.Assessing Aspects of Creativity in Deaf and
Hearing High a School Students vol 18 (Journal of Deaf Studies and Deaf Education) Issue 2 pp
228-241
[4] AzharA 2013 Media Pembelajaran (Jakarta: Raja Grafindo Persada)
[4] Muhammad E2008 Pengantar Psikopedagogik Anak Berkelainan (Jakarta: Bumi Aksara)
[5] PERMEN2006Standar Isi untuk Satuan Pendidikan Dasar dan Menengah (Jakarta)
[6] Claudia M P and Karen L K 2013 The Math Gap: A Description of the Mathematics Performance
of Preschool-aged Deaf/Hard-of-Hearing Childrenvol 18 (Journal of Deaf Studies and Deaf
Education: Oxford University Press) Issue 2 pp 139-160 https://doi.org/10.1093/deafed/ens070
[7] Carol B T 2000 The Stanford Achievement Test, 9th Edition: National Norming and Performance
Standards for Deaf and Hard-of-Hearing Studentsvol 5 (Journal of Deaf Studies and Deaf
Education: Oxford University Press)No 4 pp 337-348
https://doi.org/10.1093/deafed/5.4.337
[8] Akbar S 2015Instrument Perangkat Pembelajaran (Bandung: RemajaRosdakarya)
[9] Marschark M, Pelz J B, Convertino C, Sapere P, Arndt M E, and Seewagen R 2005 Classroom
Interpreting and Visual Information processing in Mainstream Education for Deaf Students:
Live or MemorexVol. 42 (American Educational Research Journal Winter) No 4 pp 727–761
[10] Dwi R P and DwiS 2015 Pengembangan Lembar Kera Siswa (LKS) bagi Anak Berkebutuhan
Khusus (Tuna Rungu) SMK Kelas X Pokok Bahasan Suhu dan Termometerproc. on Pertemuan
Ilmiah XXI HFI Jateng& DIY (Yogyakarta)pp 248-252
[11] RirinE P and Sri P 2013 Kelayakan Lembar Kerja Siswa (LKS) Eksperimen Berorientasi
Keterampilan Proses Padaateri Bahan Aditif Makanan Untuk Siswa Tunarungu Vol 2 (UNESA
Journal of Chemical Education) No 1 pp 11-20
(http://ejournal.unesa.ac.id/index.php/journal-of-chemical-education/article/view/1110/baca-
artikel)
[12]DwiAand Trisnawati 2013 Pengembangan Bahan Ajar Matematika untuk SMPLB/B Kelas IX
Berdasarkan Standard Isiproc. On Seminar Nasional Matematika dan Pendidikan Matematika
(Yogyakarta: FPMIPA UNY) pp 211-218
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The development of statistics box-manipulative props for 8th

grade of SMPLB-A (visual impairment)
S H Alia), Turmudi, and D Juandi

a)
E-mail: dhianali290388@gmail.com
Abstract. Visual impairment is a person who experiences obstacles in his or her senses of
vision. This research is based on the students with visual impairment who use the sense of
hearing and tactile as an alternative to be used in the learning process so that the required
media can maximize both these senses. The use of manipulative props for students with visual
impairment can be one of the helpful alternatives in the learning process of mathematics.
Therefore, this study aims to develop a manipulative props on statistical topic for the students
of class VIII SMPLB-A. Statistics box-manipulative props made based on research and
development methods with stages of analysis, design and development. The instruments used
are interviews and validation sheet of material and media experts. Manipulative props are
validated in terms of conformity, effectiveness, clarity, practicality, resilience, appearance,
security and renewal. The validation results show that statistics box -manipulative props is
declared valid for use.
1. Introduction
Education needs to be given to all learners including on disability because every citizen has an equal
right to obtain a quality education is no exception citizens with physical, emotional, mental,
intellectual, and / or social is also entitled to a special education [1]. Education for children with
disabilities is implemented through regular education and special education. Program on special
education, contains general programs, special needs and independence. In Extraordinary Schools
(SLB), commonly used program is not much different from that used normal learners. Such as
mathematics, learners in special schools are also taught mathematics. One subject of important
mathematical concepts studied is a statistical concept.
One of the extraordinary children's categories is the blind. In terms of education, Barraga revealed
that blind people are children who have impairments or damage in vision so as to inhibit the
achievement of optimal learning, unless adjustments are made to the method of presenting the learning
experience, the nature of the materials used, and / or learning environment [2]. Therefore, blind
students need special attention and service to overcome the problems they experience. Habulezi and
Phasha also revealed that support for blind learners to help achieve success and quality education for
all irrespective of their differences. Such support is to facilitate access to the curriculum and enhance
students' self-confidence, social interaction skills and independence. If support is delivered
holistically, the impact can be broad [3].
In the learning process, visual impairment makes the sense of hearing and touch as an alternative to
use. As research conducted by Arlinwibowo who developed audio tactile by utilizing the two senses
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can increase the motivation to learn and give a positive impact for learning achievement [4]. To
visualize what is well learned and understand the meaning of the lesson, learners with visual
impairment need the media. The props are part of the media. According to Djoko Iswadji,
mathematical props are a set of concrete objects designed, created, assembled or arranged deliberately
used to help inculcate or develop concepts or principles in mathematics [5]. Thompson reveals the two
purposes of using concrete objects in mathematics learning: building conversations between teachers
and students, and providing something students can do [6]. In parallel with Thompson, Salmon reveals
that concrete aids have a positive effect such as the opportunity to interact (communicate) not only
increase the amount of correct information from props [7].
In addition to improving student interaction, other advantages using props expressed by Cockett
and Kilgour are increasing enjoyment, understanding and efficiency [8]. Ratnawati, Yunarti &
Sutiarso revealed that the use of props in contextual learning for understanding mathematical concepts
is better than contextual learning without the use of props [9]. Sari's research with the subjects of
students with visual impairment revealed that learning with manipulative props can improve the
comprehension and math connections of them [10]. Therefore, this study aims to develop manipulative
visual aids on statistical materials for students of class VIII SMPLB-A.
Based on interviews with teachers, the props used are still rare. Through observation on the
learning process also only use the tools around that have not guaranteed effectiveness. This is due to
the limited availability of props for all levels in each material as well as limited funding for the
procurement because it is directed to the procurement of facilities in special programs and
independence programs.
This developed manipulative props is called a statistics box. The usefulness of these statistics box
to facilitate learners in the data set in the form of tables and understand concepts and determine the
mean, median and single data modes. Statistics is still a material that is difficult for learners. Hidayat
& Abdori, when viewed in terms of material there are some mathematical material that is considered
difficult for children with visual impairment one of them is statistics [11]. It is also similar to
Mahdayani's research for normal learners where the normal learners (sighted) also experience
difficulties in statistical materials [12].
According to Sudjana for the use of props can achieve good results then the teacher should pay
attention to some of specific principles that determine the type of props correctly, set or calculate the
subject correctly, presenting props correctly, set or show props at times, places and situations correctly
[13]. According to Walker & Hess provide the criteria for technical quality consisting of readability,
easy to use, display quality / impressions, quality of response handling, quality of program
management and quality of documentation. While Arsyad stated that it should be relevant to the goals
/ objectives of learning, simple, not out of date, scale, quality of technique and size [14]. Therefore,
researchers used these references in the assessment of statistics box
This study is a research and development (R & D) using ADDIE development model (anaylisis,
design, development, implementation and evaluation) that have been modified. This research is a
research and development using the model of ADDIE development (anaylisis, design, development,
implementation and evaluation) that have been modified. The procedure in this research consists of 3
stages: (1) analysis phase for relevant information about the need of developing manipulative props;
(2) stage of product design as needed. The draft was then validated by material and media experts. The
props are validated in terms of conformity, health, clarity, practicality, resilience, appearance, security
and renewal; (3) development stage of manufacturing facilities and test of manipulative props
(statistics box).
The data obtained in this study is interview guideline with teacher and student of class VIII
SMPLB-A to get preliminary information and validity of props data obtained from validation sheet
filled by material expert and media analyzed descriptively. This statistical box validator consists of
material and media experts. The material expert consists of 1 lecturer of mathematics education at
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Universitas Pendidikan Indonesia (UPI) and mathematics teacher at SMPLB-A. For media experts that
is 1 lecturer of extraordinary education (PLB) UPI and math teacher at SMPLB-A.
Data were collected and calculated. The formula used by Sa'dun Akbar which Va = (TSE: TSH) x
100% where Va = Validity of experts, Tse = Total score empirical achieved, TSH = Total score
expected [15]. Results of the calculations were then classified as follows: (a) if 85% ≤ P ≤ 100% then
the statistical box manipulative props are categorized very decent, (b) 71% ≤ P ≤ 85% are categorized
as feasible, (c) 56% ≤ P ≤ 70% is categorized as adequate, (d) if 41% ≤ P ≤ 55% is categorized as unfit
and (e) if 25% ≤ P ≤ 40% then the statistical box manipulative props are categorized as inappropriate.

In the early stages of the study, the researchers collected information on the kind of manipulative
props ever as consideration for designing new manipulative props. This is done through a field study
with interviews and literature studies. From the results of interviews with teachers is known that
statistics is one of the material that is quite difficult for students with visual impairment especially
when making table and for the props is not available. If you will use the teaching aids, sometimes
teachers using only simple teaching aids unproven effectiveness. During an interview with some of the
students to determine the value of the mean, median and mode are still confused because the concept
of the three measures of central tendency is still often confused.
In the design stage, the researcher makes the design of statistics box to be validated by the material
experts and the media experts. The following is a statistics box that has been designed:
Figure 1. The design of statitics box-manipulative props
Figure 1 shows that the design of statistics box comprising; (1) code A, the data box that is the space
for entering the krincing (to optimize the sense of hearing) and this box can be moved around; (2) code
B is the data writing in braille form to indicate the sequence of data; (3) Code C is storage drawer
divided into 3 parts namely C1, push pin storage where the push pin used has been modified with the
provision of magnetic layer which will be attached to the frequency distribution table in pillar column,
C2 is the krincingan storage where used krincingan as a concrete instance of the data value and C3 is
the data card / frequency card storage card where the card is in the form of braille number cards from
0-9 each of 6 cards and pasted with magnets that will be attached to the frequency distribution table;
And (4) the code of D, the frequency distribution table. In this props all the writings in the form of
Braille and the number of datum maximum 10 (n ≤ 10).
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Figure 2. The statistics box-manipulative props
Figure 2 shows the display of the statistics box to be validated by a material expert and a media expert.
The statistics data of the statistical box is obtained from the validation sheet. Material validation
was conducted by one lecturer of mathematics education as a validator 1 and teacher at SMPLB-A as
validator 2 on Monday 27 March 2017. Material expert validation consists of 3 aspects, namely
conformity, effectiveness and clarity. The result of validation of conformity aspects is presented in
table 1.
Table 1.Validation of the conformity aspects of the statistical box by the material expert.
Aspect Indicator Validator Total

1 2
Conformity 1. The suitability of the statistics box with Basic 4 3 7
Competence (KD)
2. The suitability of the statistics box with the purpose 4 3 7
of learning
3. The suitability of the statistics box with the material 4 3 7
4. The accuracy of the concept that is described from 2 3 5
the statistics box
5. Precision calculate mean, median and mode using 2 2 4
statistical box
6. Importance of statistical box in assisting calculation 2 4 6
of mean, median and mode
7. The physical suitability of the statistical box with the 3 3 6
physical competence of students
Total 21 21 42
Percentage 75,00
Table 1 shows three points of sufficient value in conformity aspect of number (4), (5) and (6).In the
three statements the validator 1 gives a value of 2 because in the statistics box to determine the mean
result only in the form of natural number. This is because the "krincingan" used can only represent the
data in natural number. This is avoided so that learners do not perceive that all the mean is only in the
form of natural number. The solution is to create "manic data" that can represent a decimal number of
at least a multiple of 0.5. The largest value gap is in item (6) where validator 2 gives a value of 4
because students are helped to create tables and understand statistical concepts. The percentage of
conformity aspect is 75% so that these aspects are included in the category feasible.
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Table 2.Validation of the effectiveness aspects of the statistical box by the material expert.

1 2
Effectiveness 1. Make it easier to learn statistics 3 3 6
2. Statistical box ability in improving student 3 3 6
motivation
Total 6 6 12
Percentage 75,00
Tabel 2 shows there are two statements that are of good value, so that the effectiveness aspect included
in the category feasible.
Table 3.Validation of the clarity aspects of the statistical box by the material expert.

1 2
Clarity 1. Easy-to-understand statistics box instruction 3 3 6
Total 3 3 6
Percentages 75,00
Tabel 3 shows there are one statement that are of good value, so that the clarity aspect included in the
category feasible.
Media validation is done by one lecturer PLB as validator 1 on Thursday 23 March 2017 and
teacher at SMPLB-A as validator 2 on Monday, March 27, 2017. Media expert validation consists of 5
aspects: practicality, resilience, appearance, security and renewal. The validity of the aspect of
practicality is presented in table 4.
Table 4.Validation of the practicality aspects of the statistical box by the media expert.

1 2
Practicality 1. Ease of use statistics box 3 3 6
2. Ease the statistics to be moved 4 3 7
Total 7 6 13
Percentages 81,25
Table 4 shows there are two items with good value. The percentage aspect of practicality is 81,25% so
that aspect is included in the category feasible.
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Table 5.Validation of the resilience aspects of the statistical box by the media expert.

1 2
Resilience 1. Ease of storage of statistics box 4 3 7
2. Strength when used (not easily loose, broken or 3 3 6
crushed)
Total 7 6 13
Percentages 81,25
Table 5 shows there are two points of good value. Percentage of resilience aspect is 81,25% so that
aspect is categorized as feasible.
Table 6. Validation of the appearance aspects of the statistical box by the media expert.

1 2
Appearance 1. The simplicity of statistics box design 3 2 5
2. Quality design of statistics box 3 3 6
3. The size of the statistics box corresponds to the 4 3 7
student's physical size
4. The combination of attractive colors 3 1 4
Total 13 9 22
Percentage 68,75
Table 6 shows the 1st validator giving 3 (good) values, while the 2nd validator for number (1) gives
the value 2 because the statistics box is considered too luxurious, it is because the material used is
duplex so it is advisable to use secondhand goods. For researchers the reason to use the material so
that in terms of resilience is good. For the statement number (4), validator 2 gives a value of 1 because
the color used in the statistical box is brown. This is avoided because the visually impaired students
still have a low vision. The solution uses bright colors and contrast. The percentage of appearance
aspect is 68.75% so that the aspect still included in the adequate category which means it can be used
with major revisions.
Table 7.Validation of the security aspects of the statistical box by the media expert.
1 2
Security 1. Security of statistics box in operation process 4 3 7
Total 4 3 7
Percentages 87,50
Table 7 shows the percentages of security aspect is 87,50% so that security aspect is categorized very
decent.
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Table 8.Validation of the renewal aspects of the statistical box by the media expert..

1 2
Renewal 1. The updated statistics box is related to the use of 4 3 7
props in the school
Total 4 3 7
Percentages 87,50
Table 8 shows the percentage of renewal aspect is 87.50% so that aspect is categorized as very decent.
In addition to the assessment there are some suggestions given by media experts that braille writing in
the props are written on plastic so as not to fast the plate; For a number card, do not separate the
symbols of numbers and numbers but put together in 1 card; Separator between columns should be
more felt, pull the drawer to make it easier to open and use smaller krincingan. Assessment and
suggestion of this validator will serve as a reference for the revision of the statistics box.
Table 9. Recaps of validation results by material experts and media experts
Aspect Material Media

experts experts
Conformity 42
Effectiveness 12
Clarity 6
Practicality 13
Resilience 13
Appearance 22
Security 7
Renewal 7
Jumlah 60 62
Persentase 75,00 77,50
Table 9 shows the validation percentage of material experts by 75% and media experts of 77.50%.
Based on the percentage criteria then props manipulative statistics box categorized as feasible which
means it can be used with minor revisions.
4. Conclusion
Based on the results of data analysis, it can be concluded that the development of statistics box-
manipulative props has feasible characteristics based on the assessment result, ie material experts and
media experts. This indicates that statistics box ready to be tested at a later stage.
5. Acknowledgments
The authors would like to thank Turmudi and D Juandi as lecturers who have guided the writing of
this article. The authors also thank the experts who have provided assessments and suggestions about
the developed manipulative props and the schools that have participated in the research.
6. References
[1] Undang-Undang Republik Indonesia Nomor 20 2003 tentang Sistem Pendidikan Nasional
[2] Wardani IG A K., Astati, Hernawati T dan Somad P 2008 Pengantar Pendidikan Luar Biasa
(Jakarta: Universitas Terbuka)
278
[3] Habulezi, J and Phasha, TNF 2012 Provision of learning support to learners with visual
impairment in Botswana: a case study Procedia - Social and Behavioral Sciences 69 1555-
61
[4] Arlinwibowo J dan Retnawati H 2015 Developing Audio Tactile For Visually Impaired
Students Ijonte 6 18-30
[5] Pujiati 2004 Penggunaan alat peraga dalam pembelajaran matematika smp Diklat Instruktur
Pengembang Matematika Smp Jenjang Dasar (Yogyakarta: Depdiknas Direktorat Jenderal
Pendidikan Dasar dan Menengah Pusat Pengembangan Penataran Guru (PPPG) Matematika)
[6] Thompson P W 1994 Concrete materials and teaching for mathematical understanding
Arithmetic Teacher 41 556-8
[7] Salmon K 2001 Remembering and reporting by children: the influence of cues and props
Clinical Psy.Rev. 21 267–300
[8] Cockett A and Kilgour P 2015 Mathematical manipulatives: creating an environment for
understanding, efficiency, engagement, and enjoyment Teach Collection Of Christian
Education 1 47-54
[9] Ratnawati E, Yunarti T, dan Sutiarso S 2015 Pengaruh penggunaan alat peraga terhadap
pemahaman konsep matematis siswa pada pembelajaran kontestual Jurnal Hasil Riset
[10] Sari D K 2013 Pengaruh Pembelajaran Berbantuan Alat Peraga Manipulative Terhadap
Kemampuan Pemahaman Dan Koneksi Matematis Siswa Sekolah Menengah Pertama Luar
Biasa A (Siswa Tunanetra) (Bandung: SPs UPI)
[11] Hidayat, W dan Abdorin, M 2001 Profil kemampuan matematis anak berkebutuhan khusus
(tuna netra) di yaketunis yogyakarta.
[12] Mahdayani R 2016 Analisis kesulitan siswa dalam pemecahan masalah matematika pada materi
aritmatika, aljabar, statistika, dan geometri Jurnal. Pendas. M 1 86-98,
[13] Sudjana N 2014 Dasar-dasar Proses Belajar Mengajar (Bandung: Sinar Baru
Algesindo)
[14] Arsyad A 2013Media Pembelajaran (Jakarta: RajaGrafindo Persada)
[15] Akbar S 2015 Instrumen Perangkat Pembelajaran (Bandung: Remaja Rosdakarya)
279
Development of problem solving mathematics test of junior

high school students based on rasch model analysis
TSeptianawatia) and DJuandi

Departemen Matematika, Sekolah Pasca Sarjana, UniversitasPendidikan Indonesia, Jl.
a)
E-mail: tiaseptianawati@student.upi.edu
Abstract. The aims of this study is to develop a test instrument of mathematical problem
solving ability of student second class junior high school which is valid and has a good
characteristic. The research method that used in this research is research and development
method.Trial was conducted on 39 students of third class in SMPN 2 Kuningan academic year
2016/2017. Data analysis was done by using Rasch Model with Winstep software. The Rasch
Model was chosen because of some advantages possessed. The results of the analysis with the
Rasch Model show that the instrument test of problem solving which has developed had a valid
category and worthy to use.
1. Introduction
Mathematics is called a queen of science. According to Ruseffendi [1], mathematics as a queen of
science does not depend on another science. Mathematics is also become a source of another science.
Many of sciences that discovery and development depend on mathematics. For example, the discovery
and development of Mendel's theory in biology through the concept of probability. Beside that,
development of economic theory about demand and supply through the concept of function,
differential, and integral [2]. Therefore, mathematics is an important subject studied by students in
Indonesia.
According to NCTM or National Council of Teachers Mathematics [3], there are five competencies
in mathematics learning, there are: mathematical problem solving, mathematical communication,
mathematical reasoning, mathematical connections, and mathematical representation. This is suitable
with the objectives of mathematics learning at junior high school in Kurikulum Tingkat
SatuanPendidikan (KTSP), there are: (1) understanding concept of mathematics, explaining relevancy
of concept and applying concept or algorithm flexibly, accurately, efficiently and appropriately in
problem solving; (2) using reasoning in patterns and traits, performing mathematical manipulations in
generalizing, compiling evidence, or explaining mathematical ideas and statements; (3) solving
problems that include the ability to understand a problems, design mathematical models, solve models
and interpret the solutions obtained; (4) communicating ideas with symbols, tables, diagrams, or other
media to clarify circumstances or problems; (5) having an attitude of appreciating the usefulness of
mathematics in life, which has curiosity, attention, and interest in learning mathematics, as well as a
tenacious attitude and confidence in problem solving [4].
Based on the statements above, one of the abilities that must be possessed by students today,
namely problem-solving ability. Holmes states that the reason someone needs to learn mathematical
problem solving is the fact in this twenty-first century that someone will live productively when it is
capable of solving problems [5]. In addition, Andy Clark [6] reveals that mathematical problem
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solving is central to mathematics learning. It involves the acquisition and application of mathematics
concepts and skills in the range of situations, including non-routine, open-ended and
realworldproblems.It involves the acquisition and application of mathematics concepts and skills in a
range of situations, including non -routine, open-ended and real-world problems.
Mayer and Wittrockin [7] state that problem solving is a cognitive process directed toward
achieving a goal when there is no clear solution method for problem solvers. In addition, Turmudi[8]
states that problem solving is a process involving a task whose method of solution is not known first.
From these statements, it can be concluded that problem solving is a cognitive process for achieving a
goal that involves a task which solution method is not known first.
The results of preliminary study that researchers do about ability of mathematical problem solving
of grade VIII students at SMP Negeri 2 Kuningan and interviews with mathematics teachers at that
school showed that the mathematical problem solving ability of grade VIII students in that school is
still relatively low. This is proven from the average score of mathematical problem solving ability test
obtained by the students that is 45.7%. The results of the calculation with the software Rasch Model
also produces the value of person measure of -0.34. This value indicates that the tendency of abilities
or the ability of students to solve problem is less than the problem level. If these weaknesses are not
anticipated and not corrected, then students' problem-solving abilities will remain low and will inhibit
the achievement of mathematics learning [9].
One way to anticipate the low ability of problem solving students is to make a good assessment
system because the assessment in education becomes an important part in improving a quality of
education [9]. Assessment in education is a series of activities to obtain, analyze, and interpret data
about the process and learning outcomes of students conducted in a systematic and sustainable, so that
becomes objective information in decision making [10]. Assessment in education can provide
important information that can help teachers to understand the characteristics of students and improve
the learning process undertaken.
There are two terms related to the concept of assessment, namely measurement and evaluation.
Measurement is a process of determining numbers on a symptom according to certain rules.
Evaluation is a systematic assessment of the usefulness of an object. Measurement, assessment, and
evaluation are hierarchies. Measurement compares the results of observations with certain criteria, the
assessment explains and interprets the measurement results, while the evaluation is the determination
of the value or implication of a behavior, both individual and institutional behavior [10].
Measuring the problem solving ability can be done in various ways, one of which is through a test.
A test is an evaluation procedure done by teacher on a knowledge and skills of students to know their
performance by using a particular instrument. The test instrument is very important part of the
assessment and evaluation of education. Before developing a test instrument, a teacher must first make
an instrument grille and know the characteristics of each test item by analyzing both theoretically and
empirically. Inadequate test instruments will provide inaccurate results, whereas appropriate test
preparation techniques are expected to provide a solid foundation for proper evaluation [9]. Therefore,
in developing the test instrument to measure student's ability needs to be done carefully and precisely
so that the instrument is appropriate in measuring the ability which will be measured.
The fact in the field about the preparation of test instruments conducted by teachers to determine
the ability of students have not met the requirements of good test development. Based on observations
of some teachers in schools, the manufacture of test instruments to measure certain abilities is often
not preceded by the manufacture of instrument grids and does not know the characteristics of each
item because it is not analyzed. For example, in making daily test questions and repetition of the end
of the semester, the teacher immediately took from the reference book used when teaching without
making a grid in advance and without analyzing. Therefore, researchers interested to discuss the
development of test instruments on mathematics subjects.
This study aims to develop a test instrument of mathematical problem solving ability of second
class students of junior high school which is valid and has a good characteristic. The development of
this test instrument is based on the results ofRasch Model analysis with the help of Winstep software.
The Rasch model was chosen because it is better than Classical Test Theory (CTT). Rasch Model is
the most popular model of response theory or Item Response Theory (IRT). Unlike the CTT that
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always depends on the score, the IRT is not dependent on the sample of the particular question /
statement and the abilities of the people involved in the test. CTT emphasizes only the apparent raw
score of a test, which is usually summed up as a person's ability from the test followed. The raw score
does not have interval property so that the raw score does not indicate a person's ability to a particular
exam and also his difficulty level. Unlike the classical test theory, Rasch Model collectively uses score
data based on per person (person) and score data per item (item). These two scores serve as a basis for
estimating pure scores that indicate both individual ability levels and difficulty levels of items [11].
The research method that used in this research is research and development method. Research and
development is the research which is used to produce a product and examine the effectiveness of the
product [12]. This research develops test instrument of mathematical problem solving ability of junior
high school students based on analysis result from Rasch Model. This research was conducted at
SMPN 2 Kuningan, Kuningan Regency, West Java Province in the academic year 2016/2017.
Mathematics material developed in this research is class VIII material about polyhedrom. At the time
of this study, students of grade VIII at SMPN 2 Kuningan have not studied the material of polyhedron.
Therefore, the experiments were conducted on grade IX students at SMPN 2 brass who had received
the material. Thus, the population of this study were students of class IX at SMPN 2 Kuningan in the
academic year 2016 - 2017. Then, a class selected randomly will be a sample in this study.
The preparation of the test instrument is based on mathematics’s basic competence and competency
standard in the Kurikulum Tingkat Satuan Pendidikan (KTSP) of second class of junior high school.
Before creating a mathematical problem-solving test instrument, the researcher determines the
problem solving indicator to be used, creates the test instrument latticework, compiles the items and
makes the key answers and scoring guidelines for each item.
Before testing of the problem solving test instrument, the test instrument is tested the content
validity and face validity by two master students of Mathematics Education SPS UPI, one student of
PPG UPI, one mathematics teacher of junior high school, and supervisor. Content validity emphasizes
the suitability between the latticework and item. Meanwhile, the face validity more emphasis on
language and appearance of items.
After testing the content and face validity, correction of the problem is based on the
recommendation of the evaluator. Furthermore, the test instrument is tested to students of class IX
SMPN 2 Kuningan. Then, the result of test is processed to know the validity and reliability of each
item and the difficulty level of each item.
The data of test result data were analyzed using Rasch model. The Rasch Model was introduced by
Gorg Rasch in the 1960s. Rasch Model collectively uses score data based on per person and score data
per item. These two scores be a basis for estimating pure scores that indicate both individual ability
levels and difficulty levels [11].
The main purpose of the Rasch Model is to make the measurement scale with the same interval.
Therefore, the steps taken to overcome the problem of inequality between intervals is by
accommodating the raw data with the transformation of the odd ratio data by the logarithm odd unit
(logit) or applying the logarithm to the raw data of odd ratio function. Mathematically can be written
as follows:
( )
Description:
odd ratio (the chances of someone's success than others)
P : number of questions done correctly (total score)
N : the total number of questions given
By using this logit function, it will get measurements with the same interval [11].
The basic of the Rasch Model principle is a probabilistic principle which states that individuals
who have greater ability than other individuals should have a greater chance of answering one item
correctly. Thus, the more difficult items cause the individual chances to answer them to be small [11].
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This means that the Rasch Model estimates students respon to items based on students' ability and
difficulty level of items. In this research, data analysis with Rasch Model is done with the help of
Winstep software.

A test instrument is said to have a good quality if the instrument fulfill two things, namely reliability
and its accuracy or validity [13].
3.1. Reliability Analysis

According [12], reliable or steady means that measurements with tests conducted to obtain consistent
results. In Rasch Model using Winstep software, reliability can be obtained by analyzing Summary
Statistics Table. Summary Statistics Table provides overall information on the overall quality of
student response patterns, quality of the instruments used, and interaction between person and item.
Some things that can be analyzed from Summary Statistics are as follows.
 Person measure shows average value of all students in working on the items given. A smaller
average value of a logit value of 0.0 indicates a smaller student's abilities than a level of problem
difficulty. From Summary Statistics table obtained the value of person measure = -2.02, it means
the tendency of students' abilities is smaller than the level of problem difficulty.
 Cronbach Alpha value, which measures reliability of interaction between the subject and the item
points as a whole. Cronbach Alpha value criteria are presented in the table 1.
Table 1. Classification of Cronbach Alpha Value

Value Criteria
< 0.5 Bad
0.5 – 0.6 Ugly
0.6 – 0.7 Enough
0.7 – 0.8 Good
> 0.8 Very Good
The conclusion of the calculation results obtained Cronbach Alpha value is 0.59. Thus, it can be
concluded that the reliability of the interaction between the subject and the problem solving test items
included in the ugly criteria.
Beside measuring the reliability of the interaction between the subject and the item, Rasch Model
can also measure the reliability of the subject and the reliability of items (items). The following are the
criteria of Person Reliability and Item Reliability.
Table 2. Classification of Person Reliability and Item Reliability

Value Criteria
< 0.67 Weak
0.67 – 0.80 Enough
0.80 – 0.90 Good
0.91 – 0.94 Very Good
> 0.94 Excellent
From the calculations contained in the Summary Statistics, obtained the value of person reliability
= 0.65 and item reliability = 0.98. Based on Table above, it can be concluded that the consistency of
student’s answers is weak. That cause a small Cronbach Alpha values. This can happen because of the
small number of subjects, similar patterns of response to each other or the indiscriminate subject in
answering the item.
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The item value of reliability = 0.98 shows that the reliability of items into excellent category. Thus,
the quality of the items in the test instrument of problem solving ability has excellent aspect of
reliability.
3.2. Validity Analysis

According [14], "a measuring instrument is said to be valid if the measuring instrument actually
measures what will be measured". The validity analysis on Rasch Model with winstep software is
obtained by analyzing the Item Fit Order Table. According to Boone et al., And Bond and Fox in [11],
value of outfit means-square, outfit z-standard, dan point measure correlation are the criteria used to
look at the conformity of item (item Fit). According to Boone et al.in [11], item conformity
assessment criteria (outliers or misfits) are as follows.
 The value of Outfit Mean Square (MNSQ) received: 0.5 <MNSQ <1.5
 The value of Outfit Z-Standard (ZSTD) received: -2.0 <ZSTD <+2,0
 The value of Point Measure Correlation (Pt Mean Corr) received: 0.4 <Pt Measure Corr<0.85
Based on the analysis results can be determined which items (questions or statements) received,
discarded or revised. Items with categories are accepted if they fulfill at least 2 criteria, the Items with
the category is improved if it fulfill at least 1 criteria whereas if it does not fulfill the three criteria,
then the matter must be replaced. The result of the validity of the item about mathematical problem
solving ability can be seen in the attachment and the conclusion is presented in the following table.
Table 3. The Result of Validity Item Test of Mathematical Problem Solving Ability
No Item Total Total Outfit Outfit PT Keterangan
Soal Score Count MNSQ ZSTD Measure
Corr
3 34 34 1.14 0.5 0.53 Received
2 16 34 1.05 0.3 0.64 Received
4 85 39 0.92 -0.2 0.80 Received
1 81 39 0.77 -0.8 0.78 Received
Based on table 3 above, the results of the validity of items are measured based on the value
obtained is MNSQ outfit, Outfit ZSTD, PT Measure Corr and adjusted to the misfit criteria of each
value. From table 3.5 it can be seen that MNSQ outfit, Outfit ZSTD, PT Measure Corr for all four item
of problem solving test questions fulfill the criteria of each value. Thus, it can be concluded that no
item needs to be changed or replaced.
3.3. Analysis of Difficulties Level of Item

The difficulty level of each item is used to classify each test item in the group of easy, medium or
difficult questions. To know the data about problem level with Rasch Model using winstep software, it
can be seen from Item Measure table. The conclusion of level difficulties of item is presented in Table
below.
Table 4.Difficulties Level of Problem Solving Test Item

Entry Number Total Score Total Count Measure
2 16 34 3.28
3 34 34 0.71
1 81 39 -1.88
4 85 39 -2.11
In the table 4, the items of practice are based on logit value (on the measure column) from the
highest (item 2) to the smallest logit (item 4). High logit values indicate high problem difficulty level.
Thus, it can be concluded that the sequence of items from the most difficult into the easiest done by
students are numbers 2, 3, 1, and 4.
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Based on the achievement of good item validity, reliability and analysis of difficulty level of items,
then the product obtained in the form of a problem solving test instrument of SMP class VIII is valid
and feasible to be used.
4. Conclusion
The results showed that the test instrument of problem solving ability which is developed has a valid
category and is suitable to be used. The test instrument is based on the results of the analysis by using
Rasch Model with Winstep software. Thus, the Rasch Model can be an option for teachers in
analyzing the test results of the instrument so as to produce appropriate test instruments in measuring
the students' abilities.
5. References
[1] Ruseffendi 1980 PengajaranMatematika Modern (Bandung: Tarsito)
[2] Erman S, et al 2003 StrategiPembelajaranMatematikaKontemporer (Bandung: JICA-
FPMIPA
[3] NCTM 2000 Principle and Strandars for School Mathematics (United States: NCTM)
[4] BSNP 2006 Standar Isi untukSatuanPendidikanDasardanMenengah (Jakarta: BSNP)
[5] Sri W, Sapon S, and Endah W 2010 PembelajaranKemampuanPemecahanMasalah
Matematika di SD (Yogyakarta: PPPPTK)
[6] Andy C 2009 Problem Solving in Singapore Math (Singapore: Houghton Mifflin Harcourt
Publisher)
[7] Prabawanto 2013 PeningkatanKemampuanPemecahanMasalah, Komunikasi Dan Self-Efficacy
MatematisMahasiswaMelaluiPembelajaranDenganPendekatan Metacognitive Scaffolding
(Bandung: UniversitasPendidikan Indonesia)
[8] Turmudi 2009 PemecahanMasalahMatematika
[9] Nurul A 2016 PengembanganTesKemampuanPemecahanMasalahdanPenalaranMatematika
Siswa SMP Kelas VIII Pythagoras: JurnalPendidikanMatematika (Vol 11) pp 169-181
[10] EkawatidanSumaryanta 2011 PengembanganInstrumenPenilaianPembelajaranMatematika
SD/SMP (Jakarta: PPPPTK)
[11] Bambang S and Wahyu W 2015 Aplikasipemodelanraschpada assessment pendidikan.
(Cimahi: Trim Komunikata)
[12] Sugiyono 2016 MetodePenelitianPendidikan (Bandung: Alfabeta)
[13] Nana S 2009 PenilaianHasil Proses BelajarMengajar (Bandung: PT RemajaRosdakarya)
[14] Heris H and Utari S 2014 PenilaianPembelajaranMatematika (Bandung: RefikaAditama)
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Study of literature: improving mathematical problem solving

and mathematical connection ability with LAPS-heuristic
learning model
Ahmad Sufyan Zauria), Sufyani Prabawanto, and Elah Nurlaelah

Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl.
a)
E-mail: sufyanzauri@student.upi.edu
Abstract.Many reasearchs revealed that the mathematical problem solving ability and
mathematical connections ability of Indonesian students are lacking.In this paper will be
sought ways to improve the mathematical problem solving and mathematical connection
abilities by collecting various information from some literature. Solution we found to solve the
problem is by applying the LAPS-Heuristic learning model. Logan Avenue Problem Solving
(LAPS-Heuristic) learning model is a learning model that can guide students on understanding
problems, developing strategy, implementing the strategy to find the solutions, and checks the
solutions. Method that used on this research is documentation method. The results of the
analysis of the literature that have same topic reveals that the learning of LAPS-Heuristic can
improve the mathematical problem solvingability and mathematical connection ability.
1. Introduction
Education is one of the most important parts of human life and is a key aspect of creating quality
human resources. Education can humanize human beings into beneficial individuals, be it for the
individual's own life as well as for the life of others. Mathematics as one of the subjects given at every
level of education in Indonesia indicates that math is very important to learn. By studying
mathematics, students are equipped with the ability to think logically, analytically, systematically,
critically, and creatively, as well as the ability to work together.
In studying mathematics, mathematical problem-solving ability and mathematical connections
ability are important ability to be developed and must be possessed by students. This is in line with
what is written in the Principles and Standards for School Mathematics[1]. Based on the learned
theory that gagne suggests that high-level intellectual skills can be developed through problem-solving
[2].In addition, mathematical connections ability is also needed so that the concept of thinking and
perception of students more open to learn mathematics, not just focused on a particular topic. Which is
studied, so it will generate positive value to the math itself [3].
Problem solving is a very important part in learning mathematics because in the process of learning
and completion, students may gain experience using the knowledge and skills already owned. Branca
presents the importance of mastery of mathematical problem solving abilities by students: (1) problem
solving ability is a general goal of mathematics learning, (2) problem solving which includes method,
procedure, strategy in problem solving is the core and main process in Mathematics curriculum, and
(3) problem solving is a basic ability in learning mathematics [4].
Other important ability students must have is the mathematical connection ability. The ability of a
mathematical connection is a person's ability to show internal and external mathematical relationships,
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which include: connections between mathematical topics, connections with other disciplines and
connections with everyday life [3].
Mathematical connection ability is closely related to problem-solving abilities, where good
problem-solving skills, will certainly help students to improve their mathematical connection
capabilities, and vice versa. Mathematical connection ability to be very important ability because it
will help students to understanding of meaningful concepts and help them to solve problem-solving
tasks through the interrelationship between mathematical concepts and between mathematical
concepts with other disciplinary concepts [5].
Yonandi in his research revealed that the problem solving ability and mathematical connections
ability of students are lacking [6].This is in line with the results of tests issued by the Program for
International Student Assessment (PISA) 2015, organized by the Organization for Economic
Cooperation and Development (OECD), Indonesia has ranked 57th of 65 countries.
To solve these problems, one of the factors that can affect the weaknesses in problem solving skills
and mathematical connections is the use of a learning model[7]. That student's abilities can be
improved by using a student-centered learningmodel. In this article the authors provide a solution that
one of the learning models that can support the involvement of students in learning is the model of
LAPS-Heuristik, with the hope of problem solving ability and mathematical connection ability of
students can be improved.
2.1. Mathematical Problem Solving Ability

Every problem encountered in everyday life can not be completely said problem. Because
according to Schoenfeld the problem is always relative to the ability of each person [8]. Rusefendi
explains that a problem becomes a problem for a person if (1) The problem is not known, meaning that
the student does not have a specific procedure or algorithm to solve it; (2) The student must be able to
solve both his mental readiness and the knowledge he possesses, regardless of whether he arises or
fails to answer; (3) Something is a problem for him when he has the intention to solve it [9].
In mathematics learning, mathematical problems are often expressed in the form of questions.
However, not all questions are a problem. Cooney stated that“for a question to be a problem, it must
present a challenge that cannot be resolved by some routine procedure known to the student” [10].
The condition of a problem becomes a problem solving question according to Suyatno is [11]:
a. Students have prerequisite knowledge to solve the problem;
b. estimated, students are able to solve the problem;
c. Students do not know the algorithm to solve the problem;dan
d. Students have the intention to solve it.
Based on the structure of the problem can be distinguished in two types, namely: (1) well defined
problem or closed problem and (2) ill defined problem or open problem (Schraw, Dunkle&Bendixen;
mayer and wiltrock ) [12]. Based on the context Carpenter and Gorg identify problems to be: (1)
Mathematical problems related to the real world (outside mathematics) and (2) pure mathematical
problems embedded in whole of mathematics [12].
Karatas&Bakistated that “problem solving is recognized as an important life skill involving a range
of processes including analyzing, intrepreting, reasoning, predicting, evaluating and reflecting” [13].
Furthermore Saad states that problem-solving ability is a planned process that needs to be done in
order to get a certain problem solving that is not possible to be solved immediately. This process
requires knowledge and experience as well as the application of ability learned in the classroom [14].
Furthermore, to solve the problem using the problem-solving approach, we can follow the steps
that have been developed by Polya, that is: (1) Understanding the problem, (2) Developing the
strategy, (3) Implementing the strategy, (4) looking back [15].
Based on the explanation above, it can be said that the mathematical problem solving ability is the
ability of students in completing non-routine mathematical tasks. Problems or problem-solving tasks
are presented in four categories as Prabawanto does: (1) closed mathematical problems with contexts
in mathematics, (2) closed mathematical problems with contexts outside mathematics, (3) open ended
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mathematical problems with contexts in mathematics, and (4) open ended mathematical problems with
contexts outside mathematics [12].
2.2. Mathematical Connection Ability

Connection in general is a relationship or linkage. Connection in relation to mathematics which is
called a mathematical connection can be interpreted as an internal and external relevance. Internal
linkage is the linkage between mathematical concepts that relate to the mathematics itself and the
external relevance of the relationship between mathematics and daily life.
In the matematical connection, students must understand the problem and to understand the
problem must be able to make connections with related topics. Bruner states that there is no concept or
operation in mathematics that is not connected with other concepts or operations in a system, because
of the fact that the essence of mathematics is something that is always associated with something else
[16].
According to NCTM, there are two general types of mathematical connections, namely modeling
connections and mathematical connections. Modeling connections are relationships between problem
situations arising in the real world or in other disciplines with their mathematical representation,
whereas mathematical connections are relations between two equivalent representations, and between
the completion process of each representation [17].
According to NCTM competency standards for secondary schools should include connections so
students are able to [17]:
a. recognize and use connection among mathematical ideas.
b. understand how mathematical ideas interconnect and build on one another to produce a coherent
whole.
c. recognize and apply mathematics in contexts outside of mathematics.
Based on the explanation above, it can be concluded that the mathematical connections in the
school aims to:
a. Students connect mathematical concepts to solve a mathematical problem, so that students can
look the mathematics of a unified whole rather than an independent concept
b. Develop student knowledge.
c. Show that mathematics can be useful for solving problems of everyday life.
2.3. LAPS-Heuristic
Problem solving, not just a model of learning but also a model of thinking because in problem
solving can use other methods that begin by looking for data to make conclusions. This learning is a
problem-based learning, which is oriented on "learner centered" and focused on solving a problem by
students through group work.
The Logan Avenue Problem Solving learning model presents a series of guiding questions in
solution solutions. LAPS (Logan Avenue Problem Solving) usually uses the question word what the
problem is, is there any alternative, what is useful, what is the solution and how to solve it. Heuristics
is a guide in the form of questions needed to solve a problem. [18].
Logan Avenue Elementary School (Emporia, Kansas) proposes a heuristic to solve a problem in
mathematics. The heuristic includes: “(1) what is the problem?; (2) what are the alternatives?; (3) what
are the advantages or disadvantages?; (4) what is the solution?; (5) how well’s it
working?”Furthermore, the heuristic is called Logan Avenue Problem Solving Heuristic (LAPS-
Heuristic). So theLogan Avenue Problem Solving (LAPS-Heuristic) learning model is a learning
model that can guide students on understanding problems, developing strategy, implementing the
strategy to find solutions, and checks the solutions, so it is expected to facilitate learners in the ability
to solve a problem better.
Problem solving in heuristic methods can be solved using a systematically called LAPS (Logan
Avenue Problem Solving), a problem defined as an issue that is not routine, not known how to solve it,
then searched the way to find the key to finding or finding solutions. In this process the learners are
directed to solve a problem through the four stages following Polya's problem-solving system. These
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stages start from the stage of understanding the problem, plannig, implementing the plan, to the stage
of evaluating the answers that have been done [18].
As for the steps done by teachers and students on learning model of LAPS-Heuristik is as follows
[19]:
Table 1.Teacher and Students Activity on LAPS-Heuristic Learning Model

Teacher Activity Students Activity
Compile questions that contain prerequisite Students answer by collecting back information
materials. about the knowledge that has been owned.
The next question leads the student to Students answer the questions by constructing
constructa new concept. their own new knowledge from the answers
given.
The teacher gives students the opportunity to Students make their conclusions.
make an individual conclusion.
The teacher gives some students the Students present the results obtained and other
opportunity to present the results that have students listen the presentation.
been obtained.
Teachers provide reinforcement of the Students listen to what the teacher is saying.
conclusions that students present.
The learning model of LAPS-Heuristik has advantages that is[18]:
a. Can cause curiosity and motivation to be creative.
b. Besides having knowledge and skills, in the community there is the ability to skillfully read and
make the right questions.
c. Develope an original, new, distinctive and varied answers and can add new knowledge.
d. Can improve the application of science that has been obtained.
e. Make the students to have problem-solving procedures, able to make analysis and synthesis and
required to make an evaluation of the results of the solution.
f. It is an important activity for students who involve themselves, not just one field of study but (if
required) many fields of study.
2.4. The Linkage between Problem Solving Ability and Mathematical Connection Ability with the
LAPS-Heuristic Learning Model
In the LAPS-Heuristic learning model, the learning activities that take place by training students to
solve problems with given a series of questions in the form of guidance in order to find a solution of
the given problem. Questions about the purpose of the given problem, the alternative answers, the
usefulness of the proposed answers, the solutions, and the selection of the best solutions. Its syntax
includes understanding of problems, plans, solutions, and checks. These things can train students to
solve a problem. These troubleshooting steps can help students especially understand the issues that
then connect with the concepts they have learned.
In essence, the implementation of the Logan Avenue Problem Solving (LAPS-Heuristic) learning
model not only understands and controls what and how it happens, but also provides understanding
and mastery of why it can happen. The ultimate goal of learning is to produce students who have the
knowledge and skills in solving problems encountered later in the community.
2.5. Relevant Research

The reasearch of Demiyanti, showed that in the high initial ability group there was no difference in
mathematical problem solving ability and mathematical perception among students using conventional
LAPS-Heuristic learning model, whereas in medium and low initial ability group there were
differences in mathematical problem solving ability and mathematical perception between Students
using the LAPS-Heuristic and conventional learning model. The main conclusion in the study was that
for students with moderate and low early skills, the LAPS-Heuristic learning model could be
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developed to improve the problem solving skills of mathematics and students' mathematical
perceptions [19].
Fadlun's research shows that problem solving approach can improve students' comprehension
ability and mathematical connection of class V on fractional material significantly. In addition, there
are differences in students 'learning outcomes in the experimental class and control on the ability of
pemahan and connection, the results of research also shows that the problem solving approach is
significantly better than conventional in an effort to improve students' mathematical understanding on
fractional material. In addition to increased understanding and mathematical connections, student
activity in learning with problem solving approaches is higher than student activity in conventional
learning. Student's response to learning with problem solving approach responds positively [20].
3. Conclusion
Theoretically, the use of LAPS-Heuristic learning model can improve mathematical problem solving
ability and mathematical connections ability. Students can improve their knowledge and math skills by
enhancing their mathematical problem-solving and mathematical connection abilities. So, LAPS-
Heuristic learning model can be used as a research recommendation to see the improvement of
student’s mathematical problem-solving and mathematical connection ability.
4. Acknowledgments
The first author thank Dr. H. Sufyani Prabawanto, M.Ed and Dr. Elah Nurlaelah, M.Si in Indonesia
University of Education for advice in writing of this paper.
5. References
[1] NCTM 2000Principles and Standards for School Mathematics (Reston, VA: NCTM) p 173–
214
[2] Robert M 2002 Problem solving and at-risk student: Making mathematics for all a classroom
reality Teaching Children Mathematicsvol 8 ed 5 pp 258-270
[3] Sumarmo 2006 Pembelajaran Keterampilan Membaca Matematika pada Siswa Sekolah
Menengah (Bandung: FMIPA Universitas Pendidikan Indonesia)
[4] Karlimah. 2010 Kemampuan Komunikasi Dan Pemecahan Masalah Matematis Mahasiswa
Pendidikan Guru Sekolah Dasar Melalui Pembelajaran Berbasis Masalah Jurnal
Pendidikan vol 11 ed 2 pp 51-60.
[5] Soemarmo, Uand Hendriana H 2014 Penilaian Pembelajaran Matematika (Bandung: Refika
Aditama) p 27
[6] Ramdhani Sendi 2012 Pembelajaran Matematika Dengan Pendekatan Problem Posing Untuk
Meningkatkan Kemampuan Pemecahan Masalah Dan Koneksi Matematis Siswa (Bandung:
UPI)
[7] Ruseffendi ET 2006 Pengantar Kepada Membantu Guru Mengembangkan Kompetensinya
Dalam Pengajaran Matematika Untuk Meningkatkan CBSA (Bandung: Tarsito) p 13
[8] Schoenfeld AH 2012 How We Think: A Theory of Human Decision-Making, with A Focus on
Teaching12th international Congress on Mathematical Education Program
[9] Ruseffendi ET 1991 Penilaian Pendidikan dan Hasil Belajar Siswa. Khususnya dalam
Pengajaran Matematika untuk Guru danCalon Guru Diktat (Bandung) p 336
[10] Cooney TJ1975 Dynamics of Teaching Secondary School Mathematics (Boston: Houghton
Mifflin Company)
[11] Suyatno 2009Model Pembelajaran Inovatif (Surabaya: MasmediaBuanaPustaka) p 37
[12] Prabawanto S 2013 Peningkatan Kemampuan Pemecahan Masalah, Komunikasi, dan Self-
efficacy Matematis Mahasiswa melalui Pembelajaran dengan Pendekatan Metacognitive
Scaffolding (Bandung: Universitas Pendidikan Indonesia) p 19
[13] Karatasand Baki 2013 The Effect of Learning Environments Based on Problem Solving on
Students’ Achievements of Problem Solving International Electronic Journal of
Elementary Educationvol 5 ed 3 pp 249-268
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[14] Saad N S 2008 Teaching Mathematics in Secondary Schools: Theories and Practices (Perak:
University Pendidikan Sultan Idris) p 120
[15] Kusnandi2011 Pemecahan Masalah Matematika (Bandung: UPI) [Online]. Available:
http://file.upi.edu/Direktori/FPMIPA/JUR._PEND._MATEMAT IKA/196903301993031-
KUSNANDI/Pemecahan_Masalah_Matematika_ SMP.pdf. [27 Ferbruari 2017] pp 1-2
[16] Suherman E 2001 Strategi Pembelajaran Matematika Kontemporer (Bandung: Universitas
Pendidikan Indonesia) p 45
[17] NCTM1989Curriculum and Evaluation Standards for School Mathematics (Reston, VA:
NCTM)
[18] Shoimin Aris 2014 Model Pembelajaran Inovatif dalam Kurikulum 2013(Yogyakarta: Ar-
Ruzz Media) p 96-97
[19] Demiyanti 2013 Pengaruh Model LAPS-Heuristik Pada Kemampuan Pemecahan Masalah
Dan Persepsi Matematis Siswa Ditinjau Dari Kemampuan Awal Matematika (S2 thesis,
Universitas Terbuka)
[20] Fadlun Ulfa Hasiematul 2013 Pengaruh Pendekatan Problem Solving Terhadap Kemampuan
Pemahaman Dan Koneksi Matematis Siswa Pada Materi Pecahan (S2 thesis, Universitas
Pendidikan Indonesia)
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Development of CONINCON learning model for growing

mathematical connection ability
Saminanto1,a), Kartono2, S B Waluyo2, and Mulyono2

1
Department of Mathematics Education, Universitas Islam Negeri Walisongo
Semarang, Jl. Walisongo No. 3-5Ngaliyan, Semarang 50185, Indonesia
2
Department of Mathematics Education, Universitas Negeri Semarang, Jl. Sekaran
Gunung Pati,Semarang 50229, Indonesia
a)
E-mail: anto_iain@yahoo.com
Abstract. Mathematical connection is one of the basic skill of learning mathematics.The

ability of mathematical connections includes a connection of inter mathematical concepts,
among mathematical concepts, with other subjects and daily life.The existing learning models
have not been effective to growing all indicators of mathematical connection capability in one
learning process. We are required CONINCON learning model which developed based on
constructivism, integrative, and contextual approach.The CONINCON learning model has been
tested its validity by expert validator, and tested its practicality and effectiveness with 3 stages
of learning test at SMPN 16 Semarang.The CONINCONlearning model with syntax of
construction orientation phase, construct phase, integrative phase, contextual phase, and
connection reflection phase have been widely implemented at 40 SMP and 5 MTs in
Semarang.
1. Introduction
Mathematical connection is one of the basic skill of learning mathematics[1]. The ability of
mathematical connections is also goal of mathematics learning in SMP/MTs established by Ministry
of National Education (MoNE) in 2006 [2]. The idea of mathematical connections has long been
studied by Brownell (in Bergeson, 2000) of the 1930s, but has only limited connections on arithmatic
[3]. Mathematical connections are inspired because mathematics is not partitioned on a variety of
separate topic, but it is a unity. In addition, mathematics also can not be separated from other sciences
and problems that occur in life[1].
Summarized from the opinion of Candace[4], Blum[5], Coxford[6] in this paper, the ability of
mathematical connections is spelled out into four indicators. The first indicator, the connection of inter
mathematical concepts, is linking the mathematical conceps in one topic.The second indicator, the
connection among mathematical concepts, is linking between the mathematical conceps in one topic
with other topic. According toKilpatrickthe ability to work on mathematics well depends on the
individual's ability to accept mathematical concepts and the relationship between concepts and
procedures [7]. The third indicator, the connection with other subjects, is linking between
mathematical concepts with other science. We understand that mathematics is a collection of concepts
that have relevance with himself and other sciences, it becomes important to present mathematics as a
discipline that has a relationship with himself and other disciplines [8].Multidisciplinary knowledge
will reach beyond the traditional boundaries of the discipline itself[9].The fourth indicator, the
connection with daily life, is linking the mathematical concepts to the daily life of the
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students.AccordingMoellwald,inculcating mathematics in the context of daily life of students is the

basis for the establishment of meaningful associations between personal beliefs and the process of
meaning formation[10].Separate knowledge will turn into a meaningful unity if one can connect it in
their real life [11]. So educators must make sure what is learned is useful and answer the problems in
life.
The importance of mathematical connection capabilities is not yet comparable in line with the
support of classroom learning practices. In many cases, the ability of teachers in teaching
mathematical connections is still low [12].The weak learning practice of mathematical connection
ability causes many students not to be able to see the usefulness of mathematical concepts when
studied in the classroom [13].Many mathematics teachers do not appreciate the practical utility of the
material being taught. Mathematical concepts are widely used in science, technology, engineering
practice and most professions, but they are not related to mathematical understanding [14].Student
appreciation is limited only to the slices of understanding and mathematical ability with other fields or
the real world [15].
Case study of mathematical connection ability analysis on learning of single variable linear
equation in class VII F SMPN 16 Semarang in 2014, the average of mathematical connection ability
is 34,96% low category. From the four indicators of mathematical connection capability, three
indicators are still low, is the ability to connection among mathematical concepts 55% medium
category, the connection between mathematical concepts with other sciences 40% low category, and
the connection between the concept of mathematics with daily life 2% category very low [16].
Based on the results of mathematical connection capability analysis found the difficulty of
connecting mathematics. First, the students are less invited to do the construction by connecting the
concepts that have been owned. Secondly, the teacher does not associate mathematical concepts with
other sciences. Third, teachers do not link single variable linear equation material to the student daily
life context.This is in line with the results of Nicol's study, the teacher's difficulty in connecting and
the relevance of mathematics to life and the world of work [17].
Having known the causes of students difficulties in connecting mathematics, teachers need to
intervene by designing learning that allows students to recognize and understand mathematical
relationships [12].We know that the first cause of the weakness of mathematical connections is that
students have difficulty constructing new concepts from previous concepts, so that the learning
process is needed by emphasizing the students actively constructing new concepts of existing concepts
and connecting with other concepts [18 ].Constructivism emphasizes the active role of students in
building understanding, meaning and giving meaning to information and events experienced [19].
According to Baharuddin constructivism is to build knowledge little by little, which then results
expanded through a limited context and not abruptly [20].Constructivism learning are in line with the
theoretical constructs and connectivity of Jerome S. Bruner, as well as Ausubel's meaningful learning
theories [21].The experimental study of mathematical learning using a constructivism approach shows
that it is only appropriate to improve connection of inter and among mathematical concepts but has not
been able to improve the ability of connections with other subjects and daily life [22].
From the analysis of the third cause of the weakness of mathematical connections that teachers do
not invite students to relate the material to the real life context of students.It takes learning by using a
contextual approach through interaction and interpreting the learning environment [23].In the learning
of students linked the concept of the material learned with their real world situation. This
understanding aims to make student learning outcomes more meaningful, so students can solve
problems that occur in their lives [24]. The experimental study of mathematical learning using a
contextual approach is most appropriate for improving the ability to connect with daily life, but not yet
appropriate for other indicators [25].
Seeing the cause of the second weakness of mathematical connections that teachers still teach
mathematics as a discipline that stands alone, has not been associated with other disciplines. It
takes learning to unite knowledge from sharing many philosophical perspectives with holistic learning
and interdisciplinary education [26].Learning using integrative approaches is most appropriate for
improving the ability of mathematical connections with other sciences [27].
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There is no strategy or learning model that can grow all indicators of mathematical connections
together on a single learning. CONINCON learning model is developed based on constructivism,
itegratif and contextual approach. So in this paper will explain the concept of development of
CONINCON learning model. In this paper we will also formulate the components of the
CONINCONlearning model that are valid, practical, effective, which will continue to be widely
implemented in SMP / MTs in Semarang.
The type of research used is research development, namely the development of CONINCON learning
model to grow the ability of a valid, practical, and effective mathematical connection. Model
development consists of five phases:investigasi prelimenary investigation, design,
realization/construction, test evaluation and revision, danimplementation[28].Activities inprelimenary
investigation phaseare: (1) problem analysis related to the ability of mathematical connections; (2)
analysis of development theory of CONINCONlearning model; (3) material analysis, lesson
plan(RPP), student worksheet (LKS), and assessment; (4) analyzing student and teacher activities; (5)
analyze the learning environment. Activities indesain phaseare: (1) designing CONINCON learning
model, ie designing syntax, social system, reaction principle, support system and instructional impact
and accompanist [29]; (2) the design of learning tools in the form of RPP, LKS, and test equipment of
mathematical connection ability.
Realization/construction phase, is realize the design that has been made. Activities at the
realization stage is to formulate the model book of CONINCONlearning model and develop learning
tools are the lesson plan (RPP), student worksheet (LKS) and mathematical connection
abilityassessment instruments.Activities intest, evaluation and revision phase are: (1) validating
prototype I, which results validation and revision in the form of prototype II; and (2) conducting field
test of prototype II. In the implementation stage of the activities carried out is the implementation of
the CONINCON learning model widely. Implementation of implentasi at school which is incorporated
in MGMP of Mathematics in Semarang with a series of activities; (1) coordination with the MGMP
Council; (2) Device development workshop and implementation of CONINCON learning model; (3)
application of CONINCON learning model at 40 SMP and 5 MTs.
3. Concept of CONINCON Learning Model
3.1. Concepts of CONINCONLearning Model

The CONINCON learning model aims to growing the ability of a mathematical connection. This
model is based on learning theories and constructivist, integrative and contextual
approaches.CONINCON (from Constructivistic (CON), Integrative (IN), and Contextual (CON)) is a
learning model that builds indicators of mathematical connection capability. Based on indicators of
connections of inter and among mathematical concepts, students are required to have the ability to
associate concepts in mathematics, either one topic or with other topics. Sudents are required to
recontruct new knowledge from existing knowledge. This shows that constructivism in mathematics
learning is important. Student knowledge is developed to build on their new knowledge [30]. The
basis of constructivism learning is the theory of cognitive development of Jean Piaget and Vygotsky
[18]. Piaget argues that knowledge is formed by experience through action. Vygotsky states that
students in constructing a concept will be more developed when interacting with the socio-cultural
environment. This constructivism study is also supported by the Jerome S. Burner’s construction and
connectivity theory.
Based on indicators of connection ability with other subjects, then it takes learning that develops
and associate the concept of mathematics with the concept of knowledge of other subjects, namely
integrative learning. Interdisciplinary education and integrative learning emphasize making
connections to disciplines, while holistic learning and integrative learning focus on looking at the
system as a whole rather than discrete parts [26].Supporters of integrative learning also agree with the
holistic philosophy of society and self exploration as an important part of education. The idea has been
praised by many leaders in educational theories, including John Dewey [31].
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Integrative learning will help students develop problem solving with confidence, while memorizing
facts has very limited applications [32]. According to Caine & Caine integrative learning makes the
brain do not separate facts into separate disciplines, otherwise the brain will make connections
between learned knowledge and use pattern recognition to remember that knowledge [33]. Integrative
learning is supported by Vygotsky'ssocial constructivism theory, Jerome S. Bruner’s contrasting
theory, and David Paul's meaningful theory.
Based on indicators of the ability to connect with everyday life so that contextual learning is
required. Contextual learning is rooted in a constructivist approach to learning and teaching.
According to constructivist learning theory, individuals learn by constructing meaning through
interaction and interpreting the learning environment [23]. Combining a constructivist approach with
contextual experience will be a contextual learning, in which students associate the concept of the
material learned with real-world situations. This understanding aims to make student learning
outcomes more meaningful, so students can solve problems that occur in their lives [24]. Contextual
learning is supported by constructivism learning theory, Bruner's connectivity theory, and Ausubel's
meaningful theory.
Based on the basic concepts of the CONINCON model and supporting theories of learning, the
theoretical framework of developing the CONINCON model for growing mathematical connections
can be illustrated by the following picture.
Figure 1. Illustration of the theoretical framework of developing CONINCON learning

model to growing the ability of mathematical connection
3.2. Component of CONINCON Learning Model

There are five components to be considered in designing CONINCON learning models of syntax,
social systems, reaction systems, support systems, and impacts [29]. The early model components
were developed based on theoretical studies, which will be validated and tested for a valid, practical,
and effective CONINCON model. The syntax of CONINCON learning model includes five phases: (1)
the orientation construct phase focus of apperception to know the mastery of prerequisite materials; (2)
the construct phase facilitates and encourages students to discover concepts from previously possessed
knowledge; (3) the integrative phases to relate to subjects other than mathematics; (4) the contextual
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phase to relate to daily life; And (5) the phase of reflection and evaluation of the connection's ability to
reflect and assess the ability of the connection.
The social system is creating and optimizing the roles of students and teachers to support the five
phases of CONINCON syntax learning. The principle of the reaction is to create a teacher response to
support the five phases of CONINCON model syntax learning to growing mathematical
connectionability.Support system in the form of facility of infrastructure, environment, and condition
of student needed by CONINCON learning model to growing mathematical connection ability.The
main support of the planned infrastructure is the lesson plan (RPP), student worksheet (LKS),
contextual media, questions, about the mathematical connection abilityassessment instruments.In
addition to the main support, other supporters are also needed to be used in every phase of the activity
which includes a conducive environment and the students' conditions include critical, creative,
democratic, and courage.The instructional impact of the CONINCON model is the ability of
mathematical concepts. While the side effects that arise are creative thinking, critical thinking,
democratic attitudes and courage to argue.
In addition to developing model book, also develop learning device model of CONINCON are the
lesson plan (RPP), student worksheet (LKS), test instument for mathematical ability, preparing media
and tool of learning. Development of learning tools adapted to the implementation of the curriculum
2013. Development of lesson plan (RPP) based on Regulation of the Minister of Education and
Culture of the Republic of Indonesia Number 22 of 2016 onLearning Process Standards. The
development of test instrument for mathematical connection ability is based on Regulation of the
Minister of Education and Culture of the Republic of Indonesia Number 23 of 2016 on the Standards
of Education Assessment.
4. Validation, Testing, and Implementasion of CONINCON Learning Model
4.1. Validation CONINCON Learning Model

Validation of the book ofCONINCONlearning model, the lesson plan(RPP),the student
worksheet(LKS), and themathematical connection abilityassessment instument are done by providing
3 expert validators for assessment by using the validation sheet instrument. The three expert validators
are in addition to mentors (promoters, copromotor, and members) who are qualified academic doctors
in the field of mathematics education and come from different colleges. The validation of the model
book that resultfrom three validators consists of two criteria: construct validity and content validity.
The assessment of construct validity by the expert is 4.0> 3,4at intervals3,4 <VaM  4,2 is good
category. The assessment of content validity is 4,06> 3,4at intervals3,4 <VaM  4,2 is good category.
This validation result indicates that the CONINCON learning model developed on the prototype is
valid. The recommendation from three expert validators is the same that the CONINCON developed
learning model is good so it can be used with little revision. The requested revision relates to writing
errors, rational reinforcement of the CONINCONlearning model to growing mathematical connection
capabilities, the use of the latest legislation for RPP development.
The result of validation the lesson plan (RPP) of the CONINCON learning model is 4,13> 3,4at
intervals3,4 <VaRPP  4,2 is good category. It is concluded that the RPP of CONINCON learning
model developed in the category is valid. The results of expert 1 and 2 validator recommendations are
good can be used with little revision, whereas the 3 validator recommendations are excellent can be
used without revision. The revision of the lesson plan (RPP) includes the addition of columns for the
learning phase in the RPP format, the addition of KD 4 to each lesson.
The result of validasion the student worksheet (LKS) of the CONINCON learning model is 4,07>
3,4at intervals3,4 <VaLKS  4,2 is good catgory. It is concluded that the LKS of CONINCON learning
model developed in the category is valid. The results of expert 1 and 2 validator recommendations are
good can be used with little revision, whereas the 3 validator recommendations are excellent can be
used without revision.Revision of student worksheets (LKS), is to explicitly connections of inter and
among concepts of mathematics, relevance to other subjects, and everyday life. Another revision
requested is to write explicitly the contextual media used.
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The result of validasion the mathematical connection abilityassessment instument of the

CONINCON learning model isHasil validasi instrumen tes kemampuan koneksi matematika adalah
4,17> 3,4at intervals3,4 <VaTES  4,2 is good category.It is concluded that the test instrument of
CONINCON learning model developed in the category is valid. The results of expert 1 and 2 validator
recommendations are good can be used with little revision, whereas the 3 validator recommendations
are excellent can be used without revision.The revision is to provide the available connection grounds
for each question to be written in the skoring guide, ensuring that the indicator of KD 4 is measured in
the question and written on the grid. After revision of the model book, RPP, LKS andmathematical
connection abilityinstrument assessment, hereinafter referred to as prototype II is used for learning test
to see the practicality and effectiveness of the model.
4.2. Testing of CONINCON Learning Model

Testing of CONINCON learning model is done in class VII of SMPN 16 Semarang through 3 stages.
The first stage is in the VIIE class on October 19 to November 5, the second stage in the VIIE class
from November 8 to 24, and the third stage in the VIIE class fromNovember 25 to December 2. The
implementing teacher in the learning experiment is a classy math teacher. Observation of learning
done by 2 teachers at each stage that comes from teacher MGMP of Mathematicsin Semarang.
Table 1 is the experimental learning result of CONINCON model in 3 stages to know the
practicality and effectiveness. Practical data were collected using teacher activity observation
instrument sheet, teacher response, and teacher interview. While the effectiveness of data was
collected by using student activity sheet instrument and classroom atmosphere, student response,
mathematical connection ability value, and student interview.
Table 1. Observations and Questionnaire Response of TestingCONINCON Learning

Model
Success
Trials Analysis Trials Analysis Trials Analysis
Indicators
Stage 1 Stage 1 Phase 2 Phase 2 Stage 3 Stage 3
More than(>)
Practicality:
Teacher activity 3.7 Practical 4.61 Practical 4.94 Practical 3.4
Teacher response 4.92 Practical 4.83 Practical 4.88 Practical 3.4
Effectiveness:
Activity 3.95 Effective 4.75 Effective 4.81 Effective 3.4
Student response 4.54 Effective 4.79 Effective 4.58 Effective 3.4
The value of
mathematical 83.7 Effective 86.7 Effective 84.8 Effective 70
connection ability
Analysis of stage 1 testing, based on the results of the activities and responses of teachers can be
concluded that the learning model developed CONINCON been practical. Based on the activity,
response and mean value connection ability of students can be concluded that it has been effective.
The result of mathematical connection ability value when compared with the initial analysis has
experienced a significant increase. If seen each indicator of mathematical connection ability, for
indicator of connection ability with other subject concept get average value 6,65, not effective because
still under KKM that is 70.
The reflection's result of the test evaluation first stage is the orientation contruct phase of
mathematical connection motivation activity to use contextual media related to other subjects and
daily life.The contextual media will give students a view of topic connection and give more interest to
study the topic.In the construct phase when students find their concepts with the help of LKS that
providing contextual media connections with other subjects and everyday life.The media will provide
an example and facilitate when mengintregasikan and contextualize the concept. Another evaluation is
the integrative phase for the teacher to give ideas to the conceptual link with other subjects while
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facilitating difficult students. With The evaluation in syntax phase learning activities of CONINCON
model, it will also affect the improvement of social system, reaction system, support system, model
impact, RPP, and LKS. TheCONINCON learning model and learning device revision is the results of
evaluation in stage 1 that will be used for the stage 2.
Analysis of stage 2 testing,based on the results of the activities and responses of teachers can be
response and mean value connection ability of students can be concluded that it has been
effective.The result of mathematical connection ability value when compared with stage 1 testing has
increased, except the first indicator of inter interaction of mathematical concept from 8.96 to 8.83.The
result of the reflection evaluation from the second stage of testing is the social system for the activities
of finding the prerequisite materials, the teacher should ensure and enable all students to master the
prerequisite material.Revising the principle of reactions to the activity of finding the prerequisite
material, the teacher provides quiz questions relating to contextual media to students who have not
understood, and also ask for the opinions of other students.The CONINCON learning model and
learning device revision is the results of evaluation in stage 2 that will be used for the stage 3.
Analysis of stage 3 testing,based on the results of the activities and responses of teachers can be
response and mean value connection ability of students can be concluded that it has been
effective.The average value of each indicator of mathematical connection capability is increasing
except that the fourth indicator of connection with daily life declined slightly from 9.02 to 8.60 and is
still very high above the KKM. The result of reflection evaluation from the third stage of testing is the
contextual phase of the teacher to facilitate by giving a concrete idea. In the reflection phase students
are given project assignments making video connections with subject and daily life.
4.3. Component of theCONINCONFinal Learning Model

After experiencing a three-stage testing, evaluation, and reflection process, Obtained CONINCON
final learning models that have been tested in validity, practicality and effectiveness.The final results
of CONINCON learning model can be seen from syntax, social system, reaction system, support
system and instructional impact and accompanist.
The syntax of the CONINCON learning model to cultivate the mathematical connection capability
has 5 phases and its activity. Orientation construction phase, to ensure mastery of prerequisite
materials and motivational relationships with learning activities: 1) conditioning classroom for ready
to learn; 2) apperception, question and answer about prerequisite materials; 3) motivation, using
contextual media to demonstrate the importance of mathematical connection ability; 4) convey the
purpose or indicator of learning. Construction phase, to facilitate and encourage students to find their
concepts from the knowledge of the prerequisite material with its activities: 1) read and rewrite the
prerequisite material; 2) requesting material that has not been found/mastered; 3) discovering new
concept from the concept which have been accepted as worksheet of material guided by infrastructure
and observation of contextual media; 4) ensure that the concepts found are correct in accordance with
the indicator in question, by providing a reinforcement argument; And 5) show the construct result.
Integrative phase, to growing mathematical connections ability with other subjects: 1) associate
concepts that have been constructed with other subjects,by using concrete ideas, clear and focused on
definite concepts used; and 2) solve contextual problems related to other fields.Contextual phase, to
growing mathematical connection ability with daily life in learning activities: 1) discovering the
relation of concepts that have been constructed with everyday life, with inducements of contextual and
concrete ideas; 2) solving contextual problems related to daily life; and 3) presenting the results of
discussions of the integrative and contextual phases.Phase of reflection and evaluation of connection
ability, to reflect on the mathematical connections ability that have been studied with learning
activities:1) students are guided by teachers to conclude learning; 2) reflection with emphasis on
connection ability; 3) final assessment of learning related to mathematical connection; 4) follow-up by
giving home assignments by creating reports or videos that relate concepts that have been learned to
other subject concepts or with daily life, and requesting the delivery of learning materials at the next
meeting.
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The social system explains the roles and relationships between teachers and students as well as the
prevailing norms. Student-centered learning activities, the role of teachers as organizers, mativators,
facilitators, teachers, and initiators. The principle of the reaction relates to how the teacher values and
responds, including how the teacher questions, answers, and responds to the student. The main support
systems in CONINCON learning are RPP, LKS, contextual media, and penialian instruments. In
addition to the main support is also needed other supporters who used each phase of activities such as
questions, atmosphere conducive, and mental students. The instructional impact is the ability of a
mathematical connection. While the impact of accompanist is a creative thinking, critical thinking,
democratic attitude and courage to argue.
4.4. Implementasi
The models and learning devices of CONINCON that are valid, practical, and effective, are further
implemented widely. Implementation of implentation is widely implemented in 40 SMP and 5 MTs in
Semarang. The series of implementation activities consisted of coordination with MGMP board,
equipment development workshop, and implementation.
Coordination with the board of MGMP of Mathematics in Semarang was held on Wednesday,
April 12, 2017. From the coordination of activities in the form of workshop of development of
learning device of CONINCON model, implementation time of April 27, 2017 at SMPN 10 semarang,
participants of 40 SMP and 5 MTs, invited Faculty of Science and TechnologyUIN Walisongo, a 32-
hour activity schedule including assignment and implementation, participant facilities, and
certificates.
Workshop on the dissemination of device development and implementation of CONINCON model
learning was conducted on April 27, 2017 at SMPN 10 Semarang. Participants of the workshop
consisted of 45 teachers with details of 40 teachers from 40 SMPand 5 teachers from 5 MTs that
members of MGMP of Mathematics in Semarang. Workshop activities include the basic concepts of
CONINCON learning model, developing RPP, LKS development, and development of mathematical
connection ability assessment instruments. Before the workshop ended the participants were given the
task to make RPP with CONINCON learning model and implement it.
The implementation of CONINCON model learning was carried out by all 40 workshop
participants from 40 junior high schools and 5 teachers from 5 MTs. Implementation of the model
takes the material and ladder according to the class that is managed by each participant. From 45
schools which participant, 3 schools will be taken to see the practicality and effectiveness of the
models with the same measurements during the implementation of the CONINCON model learning
trial. The three schools are SMPN 2 Semarang, MTsN 2 Semarang and SMP Al-Azhar 29 Semarang
by taking different materials and levels. This is done to see the provision of CONINCON learning
model to grow the ability of mathematical connection.
5. Coclusion
The CONINCON learning model builds on the mathematical connection indicator. The concept of
CONINCON learning model is based on learning theories and constructivist, integrative and
contextual approach. The constructivism approach will answer the indicators of connection of inter
and among mathematical concepts. The integrative approach will answer the indicator of connection
with other subjects. Contextual approach will answer the indicator of connection with daily life. The
CONINCON learning model through 3 stages of testing has been tested in a valid, validity and
effectiveness to cultivate mathematical connection capability. The syntax of the CONINCON learning
model consists of 5 phases: (1) the orientation phase of the construct; (2) construct phase; (3)
integrative phase; (4) contextual phase; And (5) the phase of reflection and evaluation of connection
capability. Need to further implement CONINCON learning model at elementary, high school or
college level.
6. Acknowledgments
Thanks to all those whose work has inspired and been a reference in this research. Thanks to the
research advisors both promoters, co-promoters and members of the Postgraduate Mathematics
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Education Program UNNES Semarang. Thanks to the Principal and Mathematics Teacher of SMPN
16 Semarang as a place of learning test. Thank you to the board of MGMP Junior High School of
Mathematics in Semarang which has helped for implementation implementation. Thanks to 45
teachers of SMP / MTs who have implemented CONINCON learning model.
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[31] DrakeS1998Creating Integrated Curriculum: Proven Ways to Increase Student

Learning(Thousand OaksCA: Corwin Press)
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VA: Association for Supervision and Curriculum Development)
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Enhancing students’ creative thinking ability using creative

problem solving model in collaborative group setting
S. S. Assitia) and T. Herman

Departemen Pendidikan Matematika Sekolah Pascasarjana Universitas Pendidikan
a)
E-mail: sasa.assiti@gmail.com
Abstract. The present study was conducted to examine the effect of Creative Problem Solving
(CPS) model in collaborative group setting in enhancing students’ creative thinking ability. By
analysing contents of 32 literatures related to creative problem solving, collaborative group,
mathematics and mathematics education, it could be concluded that students’ creative thinking
ability can be enhanced using CPS model in collaborative group that consists of three
components. These three components consist of 6-phases of CPS model that is used in modern
classroom at the present time. The conclusion is CPS will be better in collaborative group since
working together will enhance students’ achievement more than working individually.
1. Introduction
Problem solving is the main goal of mathematics education listed in Indonesian latest curriculum,
2013 Curriculum, as stated in Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 58 in
2014. As a main core of mathematics activity [1], students’ ability to problem solve is a vital topic
both in mathematics education and their daily life [2], [3], [4]. Students have to be provided with as
many chances as possible to engage them with challenging problem solving tasks that can enhance
their mathematical and creative thinking skills [5].
As mentioned above, students also need to be creative to create effective and efficient ideas when
solving problem, not only need to simply problem solve [6]. Creative thinking ability can promote
students’ systematic thinking ability, help them formulate innovative questions, and provide students
to design original solution. This creativity is needed so that students can create new knowledge, more
than just be the knowledge consumers [7].
Formal teaching system for school mathematics tends to shape students thinking analytically [6]
where they are asked to argue logically, find answer, eliminate wrong choices and focus only on the
right answer. The effect of doing this is students are not accustomed to creative thinking, to try new
ideas and to find alternative answers. Creative thinking is a mental activity to make simultaneous
relation to make a new unknown combination by creating new ideas. By thinking creatively, students
promote their own actualization and feel satisfy by doing the right, original and unique thing in an
exact time. Developing creative thinking ability is important in mathematics education since creativity
is an ability to find various possibilities of solution to a problem [8].
Creativity can be viewed as the result of creative thinking and creative activity is an activity of
learning that provides students to be creative. It is still a gap between the goal of Indonesian
curriculum and what is happened in school mathematics instruction. Teacher-centered mathematics
instruction is the main factor of the lack of students’ creativity. Students are afraid to argue and create
new ideas because they are afraid to say something different and make mistakes.
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It is important to learn mathematics through an effective model to enhance students’ mathematical

and understanding ability [9]. To promote students to be able to problem solve creatively, we have to
implement an appropriate model that can enhance their ability, which is also based on problem solving
activity [2]. Traditional teaching method that involves demonstration and problem solving practice
with close-ended problems makes students not ready to face mathematics. They are able to leave
school with enough computational skills, but not with their ability to apply those skills meaningfully
[1]. In the present study, researchers want to examine whether the CPS model in a collaborative group
setting will enhance students’ creative thinking ability.
1.1. Creative Problem Solving (CPS)

Applying Creative Problem Solving (CPS) instructional model can enhance students’ motivation and
creative thinking skills [10, [11]. In the world of teaching, CPS can be a transformation of teaching
method that support better learning environment than those in traditional learning classroom because it
promotes students’ superiority by connecting curriculum with real-life experiences [12]. In CPS, there
is a systematic process that involves a relation between students’ characteristic when engaging with
creative problem solving process and the environment where that process takes place [13]. Active
learning strategies are combined in CPS in order to engage students to work with complex situations
[12]. As we know, problem-solving activity is an effective mechanism to engage students with active
learning activity. Activities in a learning situation provide students with an opportunity to develop the
needed skills to work together with their colleagues [14], [15]. Not only develop social connections,
but CPS also facilitates students to use their prior knowledge and skills they already had. Once
students are able to create a creative product, they will feel satisfied by their own effort [14].
CPS framework has evolved since the last five decades and has been discussed about its relation
with creativity [16], [17]. The CPS model has changed and developed into various ways since its
original model has been created in five decades ago. A major changing has turned CPS into a natural,
flexible and dynamic model of learning. Today’s CPS framework needs various choices but carefully
chosen so that students are able to choose and use the most suitable method and tools to help them
solve the problems they face. This development has made CPS becomes an efficient and solid process
to be used by students at any ages.
First CPS model has been created by Alex Osborn in 1952 [18], [19], [17] into four phases, which
are preparation, incubation, illumination and verification. In the preparation phase, students identify
problems, collect information and move their conscious mind. It is always possible that solution is
already found in this phase, but for more complex and non-routine problem, students sometimes give
up finding the solution. This giving up situation leads to the second phase, incubation phase. In this
phase, ideas can be freely associated and structured without any effort from students. They can be in
this phase for a second, a minute or even a year. It depends on the situation. When a solution arises,
students come to the illumination phase, or ‘aha’ moment. It is stated by [20] that this illumination
phase is a phase in which students’ unconscious mind creates a solution to the edge of their conscious
mind. This identified solution needs to be checked, developed and evaluated in the verification phase
and explained whether it can be understood or not.
This instructional model is then modified by Parnes [21] and Treffinger & Isaksen [17] added two
phases. CPS model that is used today consists of six phases [14] as follows:
1. Mess finding
Students bring out some possibilities, an effort to identify a challenging situation [22] and
apply problem-solving process [23]. When they realize that there is a messy situation, they will
write down a simple abstract that catch the essence of what is really happened, what has to be
there but it’s not found. Students will write down their focus problems, thinking and changing
they want to apply in that situation.
2. Data finding
This phase is also known as data exploration phase. Students will collect, evaluate and reflect
all data in relation with the problems. They will also find and identify important information
that is missing and observe carefully.
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Students write some key facts related to problem situation or the main goal into a list. They
find additional facts they want to know and where those can be found. The intention of this
phase is to collect every fact related to problem situation to identify and determine the main
problem.
3. Problem finding
Making a list of all possible statements in defining problem is a main activity of this phase.
Students then separate the most important or basic statement [22]. Finding problem, a starting
point in solving problem, is a key to get to a creative solution [24] and a creative process in
problem solving itself [11].
In this phase, students pay attention to specific data collection and decide their specific goal.
After reviewing statements they found earlier, students then choose one of or combine several
of those that best describe the problem. They have to choose which statement that is the most
valuable to be solved. It can be concluded that, in this phase, students try to find every
possibilities that can solve the problem.
4. Idea finding
Useful ideas are carried out, even the wildest or non-routine ones. Students try to solve
problem using as many strategies as possible that can be found. The aim of this phase is to
build many ideas that can be combined to create additional one. It is free for the students to
bring out their ideas without any internal or external critics.
5. Solution finding
After carrying out various ideas, students develop solution to solve problem. They choose and
apply criteria in evaluating ideas that will lead to the best solution.
6. Acceptance finding
In this phase, students find as many support as possible to their solution, determine action plan
and implement solution [22]. To make sure that the implementation process is working, they
have to get maximal support.
Six phases mentioned above are organized into three main components of problem solving activity
based on human nature when solving problem. Those three components are:
1. Understanding the problem; consists of mess-finding, data-finding and problem-finding phases.
2. Generalize ideas; this component consists of ide-finding phase; and
3. Action plan; which is doing solution-finding and acceptance-finding phases.
This figure below shows the latest CPS diagram that is used by now.
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Figure 1. Figure of the latest version of CPS model

It can be seen from the Figure above that there are divergent and convergent phases in CPS model.
Divergent thinking leads to as many solutions as possible in a certain amount of time. The best way to
come to creative ideas is to carry out as many ideas as possible. It is different from convergent
thinking where students have to use their skills to do some trials in making and evaluating decision
when choosing one or two best choices from several possibilities.
Here are several rules related to divergent thinking:
- Representing, framing and looking at issues from different perspective,
- Suspend the decision making, open-minded to new experiences,
- Quantity over quality; students have to carry out as many ideas as possible to finally come to the
best one,
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- It is always okay to build from old ideas to get the synergetic effect,
- Combining and modifying ideas to create many new ideas,
- Thinking visually,
- Developing ideas, imagining ideas out from normal boundary, and
- Never be afraid of breaking paradigm and always put value on every challenging concept.
Below is mentioned the rules for convergent thinking:
- Find structure and pattern in a group of ideas, be systematic,
- Develop strategy to evaluate ideas, give both qualitative and quantitative evaluation,
- Don’t be afraid to use intuition because it is a way to get the most important decision,
- Never be in a rush,
- Try to work with every ideas even if it feels impossible,
- Use common sense and experiences, and
- Take a risk but always evaluate. Students have to have a back up plan.
1.2. Collaborative Group

Since the complexity of education needs and instructional activities are increasing, collaboration and
students interaction become more important [25]. To fulfill this need, working in groups is the most
natural collaborative teaching method [26]. There are various definition of working in groups, one of
those is a teaching method where students with different level of performances can work together in a
small group with common goals, that are solving problem, answering questions or creating a product
[27]. When working in a group, students share their opinion that can enhance their experiences.
Process that takes place in a group leads to communication, cooperation, coordination and common
procedure that are understood together [28], [29]. If this process happens in a group of students, their
performance will increase by supporting each other [30], [29]. By participating in a group setting,
students’ achievement will be better than if they are working individually [31], [32]. Vidal [29] stated
that solving problem in a small group could be an interesting and proud experiences students can be
remember about. Literatures show that the final result from a well-function group has higher success
level than student’s work individually [29]. The strength of working in a group is mentioned as
follows:
1. Information, experiences, perspectives and opinions are shared between members that
substitutes and compliment each other [26], [29]. By doing this, knowledge that is gained
from working in a group is greater than working alone.
2. For some student, although there is no interaction between each other, being with other ones
can promote them to think harder and more creative.
3. In a group, the most confident, serious and creative member tends to be popular.
4. Detecting mistakes done by a group is easier than those done by one person alone. Members
can keep checking that their group is working in the right track to come to a common goal
that is set [33]
5. Some students trying to solving a problem is way better than only one student working that
task [31], [32].
Collaborative learning will help students understand that knowledge is not owned by teacher [26].
Teacher is a facilitator that guide learning activity and also has to learn from students. In order to do
this, interesting learning environment is needed where each student feels free to express his views.
Students are free to take their own role, especially those who always shy to argue in the classroom.
Both teacher and students can get many advantages from collaborative group learning method.
From teachers’ perspective, it can help them to [34]:
- Improve their professional skills and self-confidence when adapting this strategy to be
implemented in several goals and problems.
- Shift learning focus from teacher to students by involving them to work in a small group that
has a common goal.
- Promote students to engage in peer learning, teaching and evaluating process to show what
they know, understand and are able to do; and identify what they do not learn yet in low risk
situation.
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- Give more time to do self-reflection and think about they teaching strategy when students are
able to demonstrate their improvement of autonomous when working in a group, and
decreasing of their need of teacher’s intervention.
- Promote improvement of teacher-students and student-student relation, and
- Celebrate the result of collaborative effort together with their students.
The advantage the students can get from collaborative learning process is that it can help them to
enhance their thinking and problem solving ability by supporting them to:
- Explain and negotiate about their contribution in a small group.
- Take a role in a discussion when exploring a topic for a period of time.
- Apply their knowledge in a certain situation.
- Use exploratory language to create new ideas, and
- Support and build ideas from each members contribution, acknowledge and take advantage
from any strength and talent each member has [34].
In this modern world, collaboration is needed because we cannot do everything alone. We need
other people’s knowledge, comments, questions and ideas to enhance what we already had in mind.
By collaborative process, each person’s strength is needed in solving problems. Interaction is needed
to solve problem, create or discover something or change something. Collaborative is a constructive
way to create divergent thinking. In an effective collaboration, each student will learn to identify his
own strength and talent and improve his self-confidence through sharing and reaching a common goal.
Group problem solving can enhance students’ collaborative ability. They have to communicate
with every member of the group when problem solve. Each member has to interact to each other when
they share their role. Collectively, students are involved in problem solving process, explain their
thinking to every member and discuss the problem solution. Common understanding will only be
reached only if each member is able to represent his idea and discuss his perspective about a problem.
Researchers conducted a literature search from several databases, such as: Springer, Elsevier, and
ERIC using keywords problem solving, creative problem solving, collaborative group, creative
thinking, mathematics and mathematics education. Study publications that were used in this study
were published between 2003 and February 2017. From 243 research studies we found on those
keywords criteria, the search has been narrowed into these criteria:
1. Studies were conducted in education.
2. Studies used CPS as an instructional model.
3. Studies used collaborative group as an instructional model.
4. Studies were conducted to see the effect of CPS as an instructional model to creative thinking
ability.
5. Studies were conducted to see the effect of collaborative group as an instructional model to
creative thinking ability.
6. Studies highlighted problem solving
These study were analysed qualitatively to see the effect of CPS and collaborative group as
instructional models to students’ creative thinking ability. There were 32 research studies that met the
criteria we had set before.
3.1. Characteristics of Research Method

Most of research studies that matched with five criteria that we set were experimental, while the rest of
those were case studies, review, and qualitative study.
3.2. Result and Discussion
The intention of the present study is to examine whether the CPS model in a collaborative group
setting will enhance students’ creative thinking ability. Literatures show that CPS is an effective
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instructional model that can be used to enhance students’ creative thinking ability [35], [36], [37],
[38], [39], [40], [41], [10], [42], [43], [11], [44]. Since students’ achievement can be enhanced by
working collaboratively in a small group [34], [43], [33], [45], [27], [26], combining CPS with
collaborative group will be better than CPS stands alone as an instructional model [41], [12].
4. Conclusion
From the conducted literature review, it can be concluded that CPS in a collaborative group can
enhance students’ creative thinking ability. By collaborating in a small group, students are promoted to
share their knowledge and opinion which will help them thinking creatively.
5. Acknowledgments
Author wants to acknowledge the academic advisor that always gives support to promote the present
research study able to be conducted.
6. References
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Trend of students’ research in mathematics education
W Ramadiantia), A Asmarab)
Program Studi Pendidikan Matematika, Universitas Muhammadiyah Bengkulu,
Jl.Bali, Bengkulu, Indonesia
a)
E-mail: winda.ramadianti@gmail.com
b)
E-mail: asmaraadi@ymail.com
Abstract. This current study aims to describe trends of research done by students of University
of Muhammadiyah Bengkulu in term of research method and themes. The data of the study was
collected from 120 documents of students’ research report in range of 2014 to 2016 academic
year. The results of the current study show that majority of students’ researches were
qualitative method. Further, the most of research used quasi experiment as strategy of inquiry.
In addition, most of research discussions are about application of learning
models/methods/strategy and their connection with cognitive domain of students in Junior and
Senior High School like concept understanding, mathematics problem solving, creative
thinking process, critical thinking and etc. Moreover, topic of research that needs to be added is
those are on affective and psychomotor domain in mathematics learning. In the other hand, the
subject matter that still needs to be more studied by students is material of math taught in odd
semester at school. In addition, studies that are conducted at Vocational School and Elementary
Schools also need to be increased.
1. Introduction
Development of science really depends on research. The results of research are new things which
support it. In education field, the research will support development of education and solve education
problems. Because of this, every education people has to have researching skills.
Researching skills have to be practice. Students of bachelor degree program have opportunities to
arrange research when they finish their thesis. It can give experience for students to practice research
procedure correctly. They have to determine research focus, plan the research, execute their plan,
collect data, analyze the data, deduce the result of research, and prepare report. The students’ have to
apply scientific method in their thesis. This is accordance with rules from Minister of Education and
Culture, Number 49th in 2014 which states that research activity of students have to (1)fulfil scientific
rules and method ; (2) consider work safety, health, comfort of researcher, society, and environment ;
(3) aim to achieve learning target of graduated [1].
As part of college, mathematics education study program of Muhammadiyah University of
Bengkulu has purpose to produce professional mathematics teacher. It always gives research skills for
its students based on the rules. Students are always required to keep originality of their thesis.
Therefore, it’s important to students and lecturer to know tendency of research which was studied
based on research method and themes.
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2. Method
This is content-analytic research. It aims to describe tendency of students’ research in terms of
research design and topic. Data collection technique is documentation of students’ report thesis since
2014 until 2016 which consist of 120 documents. Data analysis technique is descriptive analysis. This
study only used quantitative content analysis process. Its step are developing coding system, extracting
theses report and implementation of the coding system, classifying coding categories, organizing
emergent categories, and interpreting findings [2].

3.1. Result of Research Method
There are three research methods. That are qualitative, quantitative, and mixed approach
[2,3,4].“Quantitative research can be used in response to relational questions of variables within the
research. It begins with a problem statement and involves the formation of a hypothesis, a literature
review, and a quantitative data analysis. The findings from quantitative research can be predictive,
explanatory, and confirming”[4].“Qualitative research begins with assumption, a worldview, the
possible use of a theoretical lens, and the study of research problems inquiring into the meaning
individuals or groups ascribe to a social or human problem”[5]. Qualitative and quantitative
researchhave strength and weakness. They complete each other. Mixed method research combines
qualitative and quantitative research. Ross, A and Onwuegbuzie, J.A state that “because of the
strengths and weaknesses inherent in mono-method research, in recent years, an increasing number of
researchers from numerous fields have advocated for conducting studies that utilize both quantitative
and qualitative research within the same inquiry—namely, mixed methods research”[6].
Table 1 show that qualitative method is dominant. There are 69 qualitative researches (57,5%.
The second dominant research method is quantitative researches (28,3%) and only 17 researches
(14,2%) use mixed method.
Table 1. Cross Tabulation of Research Method and Years (n = 120)
Year
Total
Methode N
n (%)
2014 2015 2016
Qualitative 27 15 27 69 (57,5%)
Quantitative 6 17 11 34 (28,3%)
Mixed 7 8 2 17 (14,2%)
Total 40 40 40 120 (100%)
The data indicates that qualitative research was dominant in 2014 and 2016. However, qualitative
and quantitative were almost same in 2015. In addition, the number of qualitative researches decreased
while the number of quantitative researches increased in 2015.
3.2. Strategy of inquiry.

Result of document to students’ theses show that there were three strategy researches which used in
qualitative research. Those were descriptive, classroom action research, and didactical design research
(DDR). In quantitative research, quasi experiment and correlation research were strategy used.
Meanwhile, descriptive and development research were used in mixed method.
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Table 2. Cross Tabulation of Strategy of Inquiry and Years (n = 120)

Year
Research
Strategy of Inquiry N Total
Method
2014 2015 2016
Qualitative Descriptive 7 7 14 28
Action Research 12 5 7 24
DDR 8 3 6 17
Quantitative Quasi Experiment 6 16 9 31
Correlation 0 1 2 3
Mixed Descriptive 6 4 0 10
R&D 1 4 2 7
Total 40 40 40 120
The table shows that in qualitative research, descriptive and action research were almost same.
While quasi experiment research was most dominant in quantitative research (91% of quantitative
research). In mixed method, both of descriptive and R&D were almost same.
3.3. Research Themes.

Baki, A, et. al state that there are six research topic in mathematics education research. First, teaching
mathematics consist of actual teaching practice, factor that influence teaching practice, intervention,
perspective analyses, and using technology for teaching. Second, learning mathematics consist of how
people learn mathematics, theories of learning specific mathematics concept or process, identification
and study of factor influencing, interfering in learning, using technology for learning. Third, topic was
about methodological issues. Fourth, topic was about mathematics teacher education. Fifth, topic was
assessment and evaluation methods. Sixth, topic was about mathematics curriculum [7].
From analysis of the data, this study formulatestwo topics which almost preferred. They were
teaching mathematics (implementation of instruction mode/method/strategy), and learning
mathematics (analysis of student’s ability in mathematics.
Table 3. Cross Tabulation of Research Themes and Years (n = 120)
Year
Total
Topics N
n (%)
2014 2015 2016
implementation of 27 26 29 82 (68,4%)
instruction
model/method/strategy
analysis of student’s 12 10 9 31 (25,8%)
ability in mathematics
Other 1 4 2 7 (5,8%)
Total 40 40 40 120 (100%)
According to the table, the most favorite topic was implementation of instructional
mode/method/strategy (68,4)%. The next trendy topic was analysis of students’ ability (25.8%). There
were 5,8% of 120 researches which studied about other themes such as development of teaching
materials and instrument of evaluation.
The result of study also indicated that almost of students’ research discussed about cognitive
domain of student in learning mathematics. In last three years, there were more than 90% of 120 theses
whichstudied about cognitive domain. On the other hand, there was not research about psychomotor
domain.
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Table 4. Cross Tabulation of Learning Domain Topic and Years (n = 120)

Students’ ability Year Total
N
2014 2015 2016
Cognitive 38 38 39 115
Affective 2 2 1 5
Psychomotor 0 0 0 0
Total 40 40 40 120
Based on the location of research, all of students’ research was conducted at junior high school or
senior high school. Further, almost of data were collected in even semester.
3.4. Discussion
Tendency of students’ research in mathematics education study program in Muhammadiyah University
of Bengkulu was dominated by qualitative research method. It corresponds to some research about
trends mathematics education research in Indonesia. Budi Murtayasa stated that there were 26
qualitative and 16 quantitative researches of 42 researches which were investigated [8].In future,
students’ research can be directed to use mixed method. it is important sothe result of research can be
more complete. Besides that, today, numbers of mixed method in mathematics education are
increasing [6]. Based on strategy research, quasi experiment research was most dominant.
Quasi experiment was used to compare two or more instruction model/method/strategy. It means
that there were interventions to teaching mathematics process. There was relation between
interventions teaching mathematics and quasi experiment research. As it is declared by Baki, A et.al
that intervention of teaching mathematics focused what happens if the subject is taught differently,
such as teaching a mathematical subject different from traditional practices, reflections and products
from the classroom, experimental designs etc [7]. Therefore, next research can choose other themes
such as learning of mathematics, methodological issues, mathematics teacher education, assessment
and evaluation method, and mathematics curriculum.
Based on learning domain, the data indicated that the almost all of students’ discussed about
cognitive domain. It was as like as research by Budi Murtayasa that showed that there were 37
researches of 42 researches which discussed about cognitive domains. In the future, other learning
domains shall be discussed. Because of mathematics instructionnot only develops cognitive domain
but also affective and psychomotor domain. In the latest curriculum of Indonesia (curriculum 2013),
teacher not only assess cognitive domain but also both of other domain. Government rules of
Indonesia Number 32 in 2013 declared that students’ competencies were a set of attitude, knowledge,
and skills hat should owned, lived, and mastered by students after study a learning content, finish a
program, or finish certain educational units [9]. It means that goal of mathematics instruction covers
all learning domain. Cognitive domain focuses on intellectual skills. Bloom’s taxonomy
(knowledge,comprehension, application, analysis, synthesis,and evaluation) is frequently used to
describe theincreasing complexity of cognitive skills of student [10]. In accordance to Allen, K. N and
Friedman , D. B, affective domain consists of two aspect. The first involve the student’s attitude,
motivation, and feelings about the learning environment, the material, and the teacher, or conditions
external to the learner. The second about “actual affective learning relates to feelings, attitudes, and
values that are identified, explored, and modified in some way because of the learning experience”
[11]. Psychomotor domain focuses on motor activities to a specified level of accuracy, smoothness,
rapidity, or force [10]. Actually, affective and psychomotor domains are very potential to be studied.
In addition, most of students’ research conducted in junior or senior high school. Even though,
mathematics instruction is studied in every education level since kindergarden to university. If the
students’ just want to focus in high school level, they can research in Vocational schools. Moreover,
students can study about all material in school, not only in even semester but also in odd semester.
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4. Conclusion
Based on analysis of data, researcher can conclude :
1. Most of students’ research was qualitative research in descriptive, action research, and
didactical design research.
2. Quasi experiment was dominant strategy in students’ research.
3. Themes about teaching mathematics (implementation of instruction mode/method/strategy)
were dominant.
4. Most of students’ research only focus on cognitive domain.
5. Most of students’ research was practiced at junior or senior high school in even semester.
According to the conclusion, there are dominant research method and themes. It is important to
increase other research method and themes. If student want to keep originality of their research then
they can use other research methods and themes. From the result, researchers make recommendation to
increase mix method research, affective and psychomotor research, and research in elementary or
vocational school.
5. References
[1] Peraturan Menteri Pendidikan dan Kebudayaan Nomor 49 Tahun 2014
[2] Creswell, John W. 2014. Research Design: Qualitative, Quantitative, and Mixed Method
Approach (4thEd). Sage Publication
[3]Bozkaya M, Erdem Aydin I, Genc Kumtepe E. 2012. Research Trends and Issues in Educational
Technology: A Content Analysis of TOJET (2008-2011). Online Journal of Educational
Technology , April 2012, volume 11 Issue 2
[4] Williams C. 2007. Research Methods. Online Journal of Business& Economic Research. Volume 5
Number 3, March 2007
[5]Creswell, John W. 2007. Qualitative Inquiry and Research Design : Choosing Among Five
Approaches (2nd Ed). Thousand Oacks, CA : Sage
[6] Ross A & Onwuegbuzie, Anthony J. 2012. Prevalence of Mixed Methods Research in
Mathematics Education. Online Journal of The Mathematics Educator 2012 Volume 22
Number 1
[7] Baki A, et.al. 2011. Trend in Turkish Mathematics Education Research. H. U. Journal of
Education 40 (Online)
[8] Budi Murtiyasa. 2016. Isu-isu Kunci dan Trend Penelitian Pendidikan Matematika. Proceeding of
KNPMP I Universitas Muhammadiyah Surakarta (Online)
[9] Peraturan Pemerintah Nomor 32 Tahun 2013
[10] Kasilingam G, Ramalingam M, Chinnavan E. 2014. Assessment of Learning Domains to
Improve Students’s Learning in Higher Education. Journal of Young Pharmacist Volume 6
Issue 4 2014 (Online)
[11] Allen, Karen N & Friedman, Bruce D. 2010. Affective Learning: A Taxonomy for Teaching
Social Work Values. Journal of Social Work Values and Ethics Volume 7 Number 2 2010
(Online)
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Mathematical reasoning abilities and discovery learning in

junior high school
T Rohaetia), B A Priatna
Departemen Pendidikan Matematika, UniversitasPendidikan Indonesia, Jl.
a)
E-mail: titirohaeti@student.upi.edu
Abstract. This article to exemine students’ mathematical reasoning ability and to exemine
Discovery Learning in junior high school. This study use quantitative approach withdescriptive
method becausethis research was done without any treatment on sample. Research data
obtained based on what is happeningat this time on the sample of research. This study was
conducted in one of the State Junior High School in Cirebon with the sample of 30 students of
class IX. Based on the results of the analysis and discussion, students' mathematical reasoning
ability is still low so it needs to be improved. Therefore, an effort is needed to overcome the
problems related to students' mathematical reasoning. One of the efforts that can be done is by
doing the learning that can facilitate the students to construct their own mathematical reasoning
so that can bedevelop maximally. Based on study of the theory, one of the learning method that
can optimize for upgrades the students' mathematical reasoning ability is discovery learning.
1. Introduction
Ability comes from the word capable, which according to Indonesian Dictionary ie power (can,
capable, do something, can) [1]. Ability means ability, skill, strength, that is a ability to do something.
Someone is said to be capable if he can do something he should do. While the reason according to
Indonesian Dictionary, namely: 1) reason; And 2) reach of thought; Power of thought. Reasoning
means: 1) the (reason) way of using reason; Thinking or logical thinking; The range of thought; 2)
things develop or control things by reason and not with feelings or experiences; And 3) mental
processes in developing the mind of some fact or principle [1]. From the above understanding can be
drawn a conclusion about reasoning ability, which is a ability to think logically using the reason not
with feelings or experiences, but from the fact or principle that exists.
Meanwhile, according to Depdiknas [2], that one of the general goals of mathematics education so
that students have aspects using reasoning on patterns and traits, perform mathematical manipulations
in making generalizations, compile evidence, or explain mathematical ideas and statements. However,
it is still difficult for Indonesian students to experience, as shown by the results of TIMSS (Trends in
International Mathematics and Science Study), especially in the matter of content domain review
reasoning, one of them on Geometry and Measurement related to the relationship between two
dimensional and three dimensional geometry.
The following questions are tested regarding the Geometry and Measurement domain contents
TIMSS tested in 2011[3], as follows:
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Figure 1. An example of reasoning domain Geometry at TIMSS 2011
Ryan is loadingbooks into abox of blocks. All books have the same size. How many books can fill
the box?According to the Puspendik Team [3], the international average is 23 percent, five countries
have values above 50 ieCinnaTaipe, Hong Kong, Korea, Singapore and Japan respectively 66, 65, 62,
60 and 58 percent of learners succeed solve the problem. Forty to forty-seven percent of learners in
Armenia, the Russian Federation, and Singapore also broke this item correctly, while Indonesia
accounted for 11 percent. Furthermore, the mistakes made by learners generally lies in the learner's
view of the size of the book and the size of the beam available, so the possibility of the learner to
calculate the number of books is to divide 36 by 6 so that obtained 6 books, this count is possible due
to the thinking of learners Who imagined the book being forced into the block. Generally students do
not care how many books can be incorporated into available blocks.Actually if the concept of
conservation of volume has been mastered by the students, then the students can estimate the most
books that may be included. The estimation is done by calculating the volume of the beam and volume
of the book if the book is considered a block so that the number of books that can be included in the
beam are:
Volume beam =
Volume of books =
Estimated number of books = books
Based on the above description, the questions that may arise related to the idea of mathematical
reasoning, among them, are as follows. What is the ability of mathematical reasoning? How is
mathematical reasoning in mathematics learning at junior high school? What learning methods can
facilitate junior high school students to be able to hone their numerical skills? Here are some questions
that will be answered and discussed in this article.
This study uses quantitative approach with descriptive method that researchers try to describe the
events and events that become the center of attention without giving special treatment to the
event.Research data obtained based on what is happeningat this time on the sample of research. The
study was conducted in one of the State Junior High School in Cirebon with the sample of 30 students
of class IX. Data of students' mathematical reasoning ability is obtained from mathematical reasoning
ability testusing theindicator of reasoning ability.[4]

The ability of mathematical reasoning is one of the important skills to be trained on students from an
early age. The reason for the importance of this ability is seen in the KTSP through Permendiknas
Number 22 Year 2006, which states that one of the objectives of mathematics education of SMP / MTs
is that each learner has the ability to use reasoning on the pattern and nature, manipulate mathematics
in making generalizations, Evidence, or explain mathematical ideas and statements. In line with
Permendiknas Number 22 Year 2006, Curriculum 2013 explains that one of the core competencies in
317
learning, especially for class VIII and IX SMP is to cultivate, decorate, and reason in the realm of
concrete and abstract realms as studied in schools and other sources in the same point of view / theory.
1.1 Analysis of student answers to question No.1 with indicator analogue reasoning
An indicator of mathematical reasoning ability in question no. 1 isdrawing conclusions based on
process similarity or data (Analogue reasoning). Students are asked to analogize the knowledge they
get from the cube and then apply it to the beam, which is asked to determine the length, width, and
height of the beam. Then the students are asked to show whether the materials needed to make the
model of the cube and the beam are the same. Then they are asked to explain the steps they can.An
example of students’ answers can be seen in the picture below.
Figure 2. Question No.1 and Example of students’answer

Figure 2 shows thatthe results data in the first question with an indicator about the analogies between
mathematical topics in different subjects, namely cubes and beams. Generally students can apply what
is known to the cube image then apply their knowledge to the beam. But their answer has not come to
the proof of the extent of material required of different cubes and blocks of the same volume.The
answer of students vary widely. There were 3 students who answered correctly and the rest replied
incomplete.
1.2 Analysis of student answers to question No.2 with incicator generalizationreasoning

An indicator of mathematical reasoning ability in question no. 2 isdrawing conclusions generally
based on limited data (Generalization Reasoning).Drawing the pyramid volume summaries based on
the regularity of patterns and sizes on pyramidal elements.Students are asked to explain each step to
obtain value of “a”, then the student is asked to explain each step to obtain pyramid volume on the
sixth pattern, further explaining each step to obtain volumes n.An example of students’ answers can be
seen in the picture below.
318
Figure 3. Question No.2 and Example of students’ answer

Figure 3 shows thatstudents can determine the value of "a", also calculate the pyramid volume in the
sixth pattern though sometimes wrong in the calculation, and unfortunately can not yet determine the
pyramid volume on the pattern to "n".In addition there are students who obtain the pyramid volume in
the sixth pattern by multiplying the initial volume by 6. Their possible answer is due to the view of the
pyramid size and pyramidal patterns.There are 12 students who respond appropriately and the rest
answer is not complete
1.3 Analysis of student answers to question No.3 with indicator calculations based on certain rules or
formulas
An indicator of mathematical reasoning ability in question no. 3 iscarry out calculations based on
certain rules or formulas. On the question the students were asked to calculate the surface area of the
prism based on the surface prism surface formula relating to calculating the surface area of the tent in
the form of a triangular prism with predetermined measures and calculating the material required to
make the tent if the price of the tent per square meter is known. An example of students’ answers can
be seen in the picture below.
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Figure 4 shows thatin general students have been able to calculate the minimum required material area
by calculating the surface area of the tent in the form of triangular prism although there is often a
mistake in the calculation. In addition, most students are mistaken with the formula they use. Suppose
they are familiar with the concept of the surface area of a building by calculating the area of each of
the surfaces of each side. Of course errors in using formulas can be avoided.Then some students also
still answer incomplete questions. After knowing the minimum required materials, they can not
determine the cost to make the tent.There are 12 students who respond appropriately and the rest
answer is not complete.
1.4 Analysis of student answers to question No.4 with indicator estimating answers, solutions, or
trends
An indicator of mathematical reasoning ability in question no. 4 isestimating answers, solutions, or
trends.The question is “Salsa will make 3 pieces of board of the cardboard paper that the right and left
open. If the salsa has a 2000cm2 carton stock, is it enough to stock three nameplate pieces? Give your
reason!”.An example of students’ answers can be seen in the picture below.
Figure 5 show that students' answers vary widely. There were 6 students who answered correctly.
There are 19 students who answered incomplete, and the rest did not answer at all.Based on the
sample answers above students, it is a student error such as participate include the area of the triangle,
whereas in the matter of right and left the sign is open, meaning that the triangle wake is not required.
In addition to the next student error
Based on the above description it can be seen that students' mathematical reasoning ability really
need to be improved.Baroody[5], there are advantages when students are introduced with reasoning,
that are:
320
1) If students are given the opportunity to use their reasoning skills in making predictions based on
their own experience, students will more easily understand them. This will further assist students in
understanding the process that has been prepared by doing mathematics.
2) If students are required to use their reasoning skills, it will encourage them to conduct guessing or
guessing. This will lead to self-confidence and eliminate students' wrong fears when students are
asked to answer questions asked by the teacher.
3) Assist students to understand the value of negative feedback (negative feedback) in deciding an
answer. This means that students need to understand that a wrong guess can eliminate the exact
possibility with further consideration and can see highly invaluable/extremely valuable
information.
While Shigeo Katagiri in[3] said that mathematical reasoning called mathematical thinking allows
a learner to make an understanding of the need to use the knowledge and skills that have been owned,
and learners can learn how to learn by yourself which builds learning ability Independent.According to
Fadjar Sadiq in [6], reasoning is a process or an activity of thinking to draw a conclusion or thought
process in order to make a true new statement based on some statement that the truth has been proved
or assumed before. It can be concluded that reasoning is a process of thinking in determining a
conclusion of a new knowledge received by relating it to previously possessed knowledge.
Mathematical reasoning [7] is defined as a powerful way of developing and expressing insights
about various phenomena, which are characterized by analytical thinking such as observing patterns,
structures, or regularities, making and investigating mathematical guesses, evaluating mathematical
arguments, using mathematical guesses, with the aim that students can see that Math is logical.
According to Mullis, et al [8], mathematical reasoning involves logical and systematic thinking.
Learning method that is supposed to be able to improve reasoning ability that is discovery learning
method. According to M. Syah in [9], in applying the Discovery Learning method in the class, it is
expected that student participation in the learning process can increase, because in the stages of this
method open the opportunity for students to be active in every activity, such as in the first stage
(stimulation / Provision of stimulation), ie the teacher provides stimuli that encourage exploration and
students to explore the teaching materials; Stage 2 (statement / problem identification), ie the teacher
gives the opportunity to the students to identify as much as possible the problem agenda relevant to the
teaching materials, then the students choose one of them and formulated in the form of hypothesis
(temporary answer to the problem question); Stage 3 (Data Collection), the teacher gives the students
the opportunity to gather as much information as possible, and the students are given the opportunity
to collect (collect) relevant information, read literature, observe objects, interview with resource
persons, etc; Stage 4 (Data Processing), that is Teacher give opportunity to student in data processing,
is activity of processing data and information which have been obtained by student then interpreted,
and student of student megolah, classify, and interpret data and information yag have been obtained.
Stage 5 (Proof), that is Teacher gives opportunity to student to find a concept, theory, comprehension
through example which he encounter in its life, and student do examination carefully to prove whether
or not hypothesis determined with alternative finding, Processing; Stage 6 (drawing conclusions /
generalizations), ie the teacher helps students in drawing conclusions based on verification results, and
students draw conclusions that can be made general principles and apply to all the same events or
problems.
According to Bell [10], learning discovery is a learning that occurs as a result of students
manipulating, creating structures and transforming information in such a way that students discover
new information. According to Brunner in [11], considers that learning discovery is in accordance
with the active search for knowledge by humans, and in itself gives good results. Striving to find the
solutions and the accompanying knowledge, can produce meaningful knowledge. This is supported by
the opinion of Turmudi [12], which is an important principle in the movement of learning reform is
konstruktivisme. Then reinforced by the opinion of Van Joolingen [13], which states that
constructivist activities such as students experimenting and drawing conclusions from such
experiments will take a high domain of understanding rather than simply receiving information from
the teacher directly.
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This discovery method as a learning method of many existing learning methods, placing teachers as
facilitators, teachers guiding students where teachers are needed. In this method, students are
encouraged to think on their own so as to find general principles based on material or data provided by
the teacher, with this guided discovery model, is expected to change the learning style of the students
so that the students become active in following the lesson. Up to how far the students are guided,
depending on their ability and the material being studied.
The difference between traditional learning and learning using discovery learning method as
revealed by Bicknel, Holmes & Hoffman in [14], which are three main features of discovery learning,
are: (1) students explore and solve problems, integrate and generalize Knowledge, (2) student-
centered, and (3) its activities to incorporate new knowledge and existing knowledge. The main
differences between traditional learning and learning using discovery learning methods are also
revealed by Bonwell, Mosca, Howard, and Papert in [14], there are: (1) active learning rather than
passive, (2) The focus in learning discovery is to learn how to analyze and interpret information to
understand what is learning rather than just providing the correct answer of memorization (3) Essential
Failure. Failure in learning discovery is seen as a positive state.
According to Bell [15], there are four goals of discovery learning, that are: (1) with the involvement of
students in discovery learning, they learn about the procedures and activities needed to find things for
themselves; (2) students will develop attitudes and strategies used in problem solving, investigation,
and research; (3) learning with discovery helps students to improve their ability to analyze, synthesize,
and evaluate information in a rational way; And (4) there are intrinsic rewards, such as being
interested in the task and satisfaction in making a discovery, which can motivate students to learn
more efficiently and effectively in mathematics learning.
4. Conclusion
In constructing reasoning and strategic thinking, research conducted by Nohda, Shigeo, and
Henningsen& Stein in [16] found some things that teachers should pay attention to in mathematics
learning: the type of mathematical thinking should be in accordance with the students, Teaching
materials, classroom management, teacher roles, and student autonomy in thinking and activities.
Based on the description in the previous sections, some of the following conclusions can be drawn.
Mathematical reasoning includes logic, and systematic thinking. Reasoning is a process of thinking in
determining a conclusion of a new knowledge received by linking it with previously possessed
knowledge. Discovery Learning as a learning method of many existing learning methods, placing
teachers as facilitators, teachers guiding students where teachers are needed. In this method, students
are encouraged to think alone so that they can find general principles based on material or data
provided by the teacher, with this method is expected to change the learning style of students so that
students become active in following the lesson. To develop reasoning abilities requires a learning
process that can lead students to actively participate, to provide guesses, to develop ideas, to explore
phenomena, and to justify the results in the hope of understanding mathematics. Discovery Learning is
one of the many learning methods that are thought to contribute in an effort that can optimize for
upgrades students' mathematical reasoning abilities.
5. Acknowledgments
We would like to thank to all participants for their help and their active role in this research.
6. References
[1] Depdiknas2008 Kamus Bahasa Indonesia (Jakarta: PusatBahasa)
[2] Depdiknas 2006 Standar Kompetensi dan Kompetensi Dasar (Jakarta: Direktorat Jenderal
Manajemen Pendidikan Dasar dan Menengah)
[3] Puspendik T 2014 Kemampuan Matematika Siswa SMP Indonesia: Menurut Benchmark
Internasional TIMSS 2011
[4] Hendriana H dan Soemarmo U 2014 Penilaian PembelajaranMatematika (Bandung: Refika
Aditama)
[5] Baroody AJ and Coslick RT 1993 Problem solving, reasoning, and communicating, K-8:
322
Helping children think mathematically. Prentice Hall.

[6] Wardhani S 2008 Analisis SI dan SKL Mata Pelajaran Matematika SMP/MTs untuk Optimalisasi
Tujuan Mata Pelajaran Matematika (Yogyakarta: Pusat Pengembangan dan Pemberdayaan
Pendidik danTenaga Kependidikan Matematika)
[7]Reston VNCTM 2000 Dorothy YWhite For the Editorial Panel
[8]Mullis I and martin MO 2013TIMSS 2015 Assessment Frameworks (United Stated: Boston
College)
[9] Fanani MZ 2013 Pendekatan Dan Model Pembelajaran Kurikulum 2013. Didaktika Religia, 1(2).
[10] Bell FH 1978 Teaching and learning mathematics (in secondary schools) WC Brown Company.
[11]Dahar R W 1996 Teori-teori Belajar (Jakarta: Erlangga)
[12] Turmudi 2008 Landasan Filsafat dan Teori Pembelajaran Matematika (Berparadigma
Eksploratif dan Investigasi) (Jakarta: Leuser Cipta Pustaka)
[13] Van Joolingen W 1998 Cognitive tools for discovery learning. International Journal of
Artificial Intelligence in Education (IJAIED), 10, pp385-397.
[14] Castronova JA 2002 Discovery learning for the 21st century: What is it and how does it compare
to traditional learning in effectiveness in the 21st century Action Research Exchange, 1(1),
pp.1-12.
[15] BellFH 1978 Teaching and learning mathematics (in secondary schools)WC Brown Company
[16]Herman T 2016 Pembelajaran Berbasis Masalah Untuk Meningkatkan Kemampuan Penalaran
Matematis Siswa SMP Jurnal Cakrawala Pendidikan, 1(1)
323
Error analysis on solving problems of 8th graders viewed from the

perspective of newman’s theory (focused on cubes and beams)
N D Lestaria) and S Prabawantob)

E-mail: a)novidlestari@yahoo.co.id
b)
sufyani@upi.edu
Abstract.Students had difficulties in learning mathematics, it can be known from math

score are still low or less from value of the minimum mastery which was assigned by
mathematics teacher. This paper presents an analysis of grade eighth’s data to know
students’ error on solving problems cubes and beams. This study used description method
with thirty-four grade eighth students as sample from one of junior high school in Bandung,
Indonesia. The students solved five essay test about cubes and beams topics. The results of
the data collection were analyzed to get students’ error using Newman’stheory, and they
were described. The results show that there were fivetypeof error, namely: encoding error,
comprehension error, calculation error, transformation error, and reading error.
Mathematics’ teacher must create of learningsituation which more meaningful to improve
students’ error, with expectation, the students can understand the concept and don’t do
mistake again.
1. Introduction
The ability to solve a problem are listed in the National Council of Teacher of Mathematics (NCTM)
and education unit level curriculum (KTSP) as one of the goals of mathematics learning ([1];[2]). The
ability to solve mathematical problems should have been mastered by junior high school students
because according to Piaget that the junior high school students (age 11 to 15 years) is the formal stage
of operations [3]. One of the mathematics materials that should be studied by junior high school
students, especially grade eight, space of figure. This material is very important to learn because it
trains students to visualize the shape of space and many applied in everyday life, so that students can
do exploration, observation, and discovery learning levels with challenging tasks. In addition, the
importance of this material is also apparent from the presentation of the material that has been
provided in primary school and reviewed back in grade eight.
Teaching mathematics is not easy because of the fact that students have difficulty in learning
mathematics, especially space of figure. Anggita and Elsa saidthat students error have been done by
students in solving the problem of cubes and beams that understanding the problem, the application of
concept, calculation, conclusion, data error, definition or theorem error, and technicals’error ([4];[5]).
Komah stated that many mistakes made by junior high school students in Kotib Metro Yogyakarta on
the space of figure, namely: understanding, modeling to the mathematical form, and conclution [6].
Based on the research, it can be said that the error students can be categorized into six types of
error, namely: 1) reading error, 2) comprehension error, 3) transformation error, 4) calculation error,
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5) enconding error , and 6) careless [7]. Therefore, the purpose of this research to analyze or find the
type of student error in solving problem of cubes and beams based on newman theory in one of SMP
bandung grade eight. The result of student error analysis obtained can be used by mathematics teacher
to help students in overcoming difficulties encountered specially on material of cube and beam.
2. Theoretical Background
Russefendi stated that a problem will be problem for students if it is not familiar or students haven’t
the knowledge about it [8]. A matter considered a problem or not depends on students which facing.
Problems of students vary depending on level of school. Students often did mistake when solving
mathematics’ problem. Error can occur because of students didn’t understandingthe problems, so they
didn’t know solution or strategy or formula which they would use to solving the problems, didn’t
change information to mathematical model, calculation error etc. Teacher must analyze students’ error
to know students’ ability and learning solution which will be used so that they didn’t mistake again
when solving the mathematics’ problems.
According Newman’ theory [7] there are six categories’ error, namely reading error,
comprehension error, transformation error, calculation error, enconding error, and careless. Reading
error, the students do mistake in reading the problems main so that students don’t use information to
solve the problems. Reading comprehension difficulty, actually the students understood problems’
information but they don’t know the question. Transform error, the students couldn’t or failed to
understand the probelmsto change in mathematics’ model. Calculation error, the students use rule or
formula, but do mistake when computation. Enconding error, students do mistake when they use
mathematics’ notation. Careless, the student do mistake when they solve problems in first time, but
with the same problems they could solve problems in seconds time. Newman did students’ error
analysis with direct interview and written test.
The interview was used to know how the students reading the problems up to weaknees in the
process of skill, and then she asked to write down the answer to know students’ enconding. Newman
used five question to know students’ error, namely :please read the question to me, if you don’t know
a word leave it out; tell me what the question is asking you to do; tell me how you are going to find the
answer; show me what to do to get the problem. “talk aloud” as you do it, so that I can understand how
you are thinking, write down your answer.
Garnett [9] and Nathan [10] stated that students’ error happened because of their mathematics skills
namely, incomplete mastery of number fact, weakness in computational, inability to connect
conceptual aspects of math, inefficiency to transfer knowledge, difficulty to make meaningful
connection among information, incompetency to transform information mathematically, incomplete
mastery of mathematical terms, incomplete understanding of mathematical language and difficulty in
comprehend and visualising mathematical concept might result in difficulties. These could lead to
making various errors and confusion in the process of problem-solving. Geary [11] said that
conceptual understanding and procedural knowledge are essential to skills in problem solving. These
skill should be supported by cognitive system that control focus and interference in information
processing. Language and visual-spatial skills are also important to interpret and to manipulate
information effectively in the working memory. Although, theoretically the age of eleven years old
and upwards is the age of formal-operational but in varies according to the cognitive maturity. Based
on Geary [11] and Garnett [9], lacked in mathematics skills that could caused difficulties in
mathematics especially in problem-solving migh be due to interference in cognitive abilities.
This study used five categories Newman’ theory to get students’ error in solving cubes and beams
problems namely, reading error, comprehension error, transformation error, calculation error, and
enconding error. Careless category wasn’t use in this study because it didn’t interview to students.
3. Methods
This study used qualitative method that description an students’ error, so in data process didn’t use
statistical calculations. According Moleong collected data qualitative research in the form words,
images, and not in the form numbers [12]. The subject of this study were 34 students from eight grade
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in one of junior high school in Bandung city. In this research, data were collected by mean of a
individual written task which have five question about cube and beams problems for 70 minutes. The
problems were adapted from some of the mathematics education students’ thesis from Indonesia
University of Education, so its were known of reliabel and validation. The problems were gave after
the students learning about cubes and beams. The problem can be seen in Appendix A1. The students’
answer would be analyzed to get students’ error in solving cubes and beams problems based on
Newmans’ theory namely, reading’ error, comprehension error, transformation error, calculation error,
and enconding error.

In this study used Newman’ error because the categories are general. Data were collected just from
individual written task and didn’t direct interview to students. So it wasn’t easy to categorize students’
error. To overcome this problems, as accurately as possible the research explained the reason why
choosed one of Newman’ error analysis. The number of students who did error from the perspective
Newman’ error analysis can be see in table 1.
Table 1The Result of Students’ Error Analysis

Question Type of Error
No Answer Sum
Number 1 2 3 4 5
1 3 3 18 11 1 0 36
2 1 9 2 2 12 0 26
3 4 7 1 7 6 1 26
4 0 7 1 5 19 0 32
5 0 0 0 0 16 5 11
Jumlah 8 26 22 25 54 131
% 6,11 19,85 16,79 19,08 41,22
The table 1 show that1) reading error, 2) comprehension error, 3)transformation error, 4) process error,
5) Enconding error. From table 1 many students did enconding error (41,22%), especially on number
4. The enconding error can be identified in Fig. 1.
4. A room with a length of 9 meters, width of 7 meters, and a height of 4 mater. The painter
walls will be painted at a cost of Rp 50,000.00 per square meter. Determine the entire cost of
painting the room!
4. Sebuah ruangan dengan ukuran panjang 9 meter, lebar 7 meter, dan tingginya 4 mater.
Dinding bagian dalamnya akan dicat dengan biaya Rp.50.000,00- per meter persegi.
Tentukan seluruh biaya pengecatan ruangan tersebut!
Figure. 1AStudents’ Answer with Enconding and Comprehension Error
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Fig. 1 is one of the student’ answer did incorrect in writing mathematical symbols (enconding error).
The student only wrote without added the area of wall = .
So, the answer can’t be understood what is the meaning of mathematical models that student wrote.
Fig. 1 shows that the students didn’t know that write completely math’ symbol is very important,
because from there the teacher and students know where the concept is not yet understood. The
students still think that the most important thing in a math problem is the calculation, so that they
don’t quite care about the symbols they write. And it also shows that theachers are less well in
introducing mathematical symbols, especially the cubes and beams concept. According Garnet [9] and
Nathan et all [10], incomplete of mastery math terms is one of the causes of difficulty in mastering
math skills. Therefore, it is needed a way to help students to understand the terms or mathematical
symbols so that the students can give an answer that meaningful to another people when is read.
Comprehension error (19,85%) is the second-most students’ error in solving cubes and beams
problems. Figure 1 shows that the student didn’t continue the calculation to answer the question
(comprehension error). It can be happen because of student don’t understand the problem well and
don’t know the key of the problems. Based on Rokhimah research in arithmetics topic, comprehension
error is one of the students’ error because the students can’t determined the key of the problem so that
it can’t determined what the students know and asked or misinterpreting the intent of the problems
[13]. The result also releaved by Komah that many students did mistake in junior high school Metro
Kotib Yogyakarta at cubes and beams material was problem understanding [6]. The ability of
understanding problem is very important to be selected in solving problems. Therefore, students must
be given non routine problems which relate realistic and contekstual problems.
Weakness soft skill error did students in this study. many students did on number 1. The student’
error can be seen in figure 2.
1. Given the diagonal length of the space of a cube is √147 cm. Calculate how long the
rib cube is!
1. Diketahui panjang diagonal ruang sebuah kubus adalah √ cm. Hitung berapa
panjang rusuk kubus tersebut!
Figure 2A Studentss’ Answer with Process Error
The question 1 is a problem of understanding category. The students only need to remember the basic
concepts related to the lenght of the diagonal space. Fig. 2 shows that the student could remember √
but he did calculation error, so he didn’t find correct answer. This error can occur because students
didn’t master the mathematical number operations skills, particularly in the form of a mathematical
root operation. Mekel’s research many students did weakness soft skill error in solving cubes and
beams problems, especially in calculating the lenght of the diagonal side which using phythagoras
theorem [14]. Anggita and Elsa stated that students’ error in calculating did in cubes and beams
problems ([4];[5]). According to Garnet and Nathan et all ([9];[10]), computational or mathematical
calculations of the weakness is one of the causes difficulty in mastering math skills. Therefore, it is
327
needed a way to achievment students’ understanding in basic computational math, so that students
don’t trouble to finish the next math materials.
Transformation and reading error were also found in this research. In general, transformation
error was did the students because they didn’t understand the problems of reserved and concept, so
that they used the wrong strategy. Reading error did students when the students weren’t carefully in
using information which known, so that the students couldn’t solve the problem correctly. Anggita and
Elsa research error in problem understanding and made math’ model did students when solving cubes
and beams topics ([4];[5]). It is also revealed by Ibrahim’ research stated that the difficulty students
change problem into a mathematics’ sentence or mathematics’ model [15]. Modeling skills problem
to math sentence and understanding problems are needed by students, because these skills is a strategy
to get problem solving.
5. Conclusion and Implication

Based on the result and discussion can be concluded that the fifth Newmans’ error were found in this
study such as reading error, comprehension error, transformation error, calculation error, and
enconding error. In general, the students’ didn’t understand math concepts well, so that the students
couldn’t to connect between the intent of the problem with the concept that they had, and the students
weren’t choose an appropriate strategy to solving problem. Mathematical concepts which was
mastered not only the material that is being given but the concept of the basic mathematical
calculations also need to be mastered. An understanding of mathematical concepts is very important
because one of the properties owned learning math is interrelated between concept, if the basic of
concept is not strongthen for the next concept also will not be maximized.
In addition, students also need to get used to solving stories or problems related to everyday life
which made they accustomed to facing various questions. As it said Polya, Krulick & Rudnick and
Zalina the problems need to be understood before the issue is settled. Introduction to the steps in
problems solving can be one way to solving story’ problems ([16]; [17]; [18]). Because the steps in
problem solving is detail to direction students to solve problems. Cooney stated that problem solving
ability is very important so that students can solve problem facing it and helps students to
think analytically in taking decisions related to relaistic and contexstual problems[19]. Problem-
solving ability is indispensable in the study of mathematics, as with problem solving math skills that
ohers have been integration when the student can solve the problem.Tambychik’ research students feel
bored if always use problem solving measures when resolving the question [20]. To address the
possibility of students are tired of using the troubleshooting steps, teachers can explain to
the students that to help understand the problem, we recommend you to write down what is known and
asked. And if students has understood the information known and asked without written, students can
immediately write down the solution. It makes a challenge for teachers to develop other learning
methods, so that students are motivated and understand mathematical concepts well and can solve the
problem.
The learning approach that can help student understand the concept and useproblem solvings’
step as instruction is IMPROVE method. Because IMPROVE learning method is introducing the new
concept, metacognitive questioning, practicing, reviewing and reducing difficulties, obtaining mastery,
verification and enrichment [21]. In the IMPROVE learning method students are given some
metacognitive question like “how.....if.....or what is the difference between....with......”. solvings’ step
can be given in this step. Students are also actively involved in small group activities that are formed
heterogeneously. Then students are given formative test to determine their ability on the material that
has been given, and then they are given remedial or enrichment. Research Kramarski and Mevarech
[21] related to IMPROVE learning method is the ability of reasoning and solving student who get
IMPROVE learning method better than students who get regular learning. Furthermore metacognitive
questions presented can improve students’ reasoning ability so that it will effect student solving
abilities.
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6. Acknowledgments
The first autor would like to thanksteachers and students for participation, and Dr. H.
SufyaniPrabawanto, M.Ed. as correction and adviser.
7. References
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mathematics (Reston, VA: NCTM) p 173
[2] BSNP 2006 Kurikulum Tingkat Satuan Pendidikan Standar Kompetensi Dan Kompetensi Dasar
Matematika SMP-MTs (Jakarta: Badan Standar Nasional Pendidikan) p 345
[3] Santrock JW 2012 Life-Span Development: Perkembangan Masa-Hidup (Jakarta: Erlangga) p 29
[4] Anggita T D 2016 Analisis Kesalahan dalam Menyelesaikan Soal Matematika Materi Bangun
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fromhttp://repository.upy.ac.id/1018/1/Dokumen%20Bab%201.pdf.
[5] Elsa Stepani 2016 Analisis Kesalahan dan Perilaku Pemecahan Masalah Siswa dalam
Mengerjakan Soal Cerita Matematika Bangun Ruang Sisi Datar Kelas VIII SMP Negeri 4
Yogyakarta Tahun Ajaran 2015/2016. Retrieved on December 1st, 2016 from
https://repository.usd.ac.id/6358/2/121414038_full.pdf.
[6] Komah Isti 2011 Identifikasi Kesalahan Siswa dalam Menyelesaikan Soal Matematika Kelas VIII
SMP di Kotib Metro. Retrieved on December 1st, 2016 from http://eprints.uny.ac.id/1912/1/
PERSETUJUAN.pdf.
[7] Newman MA1977An analysis of sixth-grade pupils’ errors on written mathematical
tasks. Victorian Institute for Educational Research Bulletin, 39, 31-43.
[8] Russefendi E T 2006 Pengantar Kepada Membantu Guru Mengembangkan Kompetensinya dalam
Pengajaran Matematika untuk Meningkatkan CBSA(Bandung: Tarsito) p 34
[9] Garnett KG1998Math Learning Disabilities. Journal of CEC. Retrieved on December 2, 2016
from http://www.idonline.org/1d_indepth/math_skill/garnet.html.
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the Way of a Students’ Mathematical development Misunderstood Minds. Retrieved on Dec
1st, 2016 from http://www.misunderstoodmind/mathskill.
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[13] Rokhimah 2015Students Error Analysis In Solving Math Word Problems Of Social Arithmetic
Material For 7thgrade based on Newman Procedure. Retrieved on December 2nd, 2016 from
http://iccbl2015.unnes.ac.id/proceeding/48%20article-iccbl-2015-rokhimah-48_1.pdf.
[14] Mekel DPRY2013Remediasi Kesalahan Siswa tentang Bangun Ruang Kubus dan Balok dengan
Menggunakan Metode Tutor Sebaya Kelas VIII SMP Pangudi Luhur Salatiga Tahun Ajaran
2012/2013. Retrieved on Dec 1st, 2016
fromhttp://repository.uksw.edu/bitstream/123456789/3645/1/T1202009103Abstract.pdf.
[15] Ibrahim Ismail 1997 Di Mana Susahnya Matematik? Jurnal Pengurusan Pendidikan 7: 17– 21
[16] Polya G 1981 Mathematical Discovery on Understanding Learning and Teaching Problem
Solving. Retrieved on December 1st, 2016 from https://www.amazon.com/Mathematical-
Discovery Understanding-Learning-Teaching/dp/4871878317
[17] Krulik S & Rudnick J A 1993Reasoning and Problem Solving: A Handbook for Elementary
School Teacher.Retrieved on December 1st, 2016 from
http://files.eric.ed.gov/fulltext/ED301459.pdf.
[18]Zalina Mohd Ali & Norlia Nain 2005 Kajian Kemahiran Berfikir dan Menyelesaikan Masalah
bagi Topik Nomor. Pengintegrasian Matematik dalam Pengurusan: Teori dan Amalan.
Prosiding Simposium Kebangsaan Sains & Matematik ke XIII, Jilid 1. 312-317
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[19] Sumarmo U 2013Berpikir Matematika: apa, mengapa, dan bagaimana Mengembangkannya pada
Siswa dan Mahasiswa. (Bandung: jica UPI) p 445
[20] Tambychik T.et all. 2010Students’ difficulties in mathematics problem solving: what do they say.
Procedia social and behavior science 8,142-151 Retriefed on Nov 2nd, 2016 from
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[21] Kramarski B & Mevarech Z 1997 A Multimedimensional Method for Teaching Mathematics in
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Analysis of students’ mathematical reflective thinking ability

in the eighth-grade of junior high school
M Yanuara) and Y S Kusumah

Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia
a)
E-mail: yanuar_melinda@yahoo.com
Abstract. This research aims to analyze the ability of reflective mathematical thinking and find
out the alternative way that can be done to overcome the difficulties of the students' reflective
mathematical thinking ability. This research used descriptive-qualitative method, and involved
37 eighth-grade students from a junior high school in the city of Serang. The data of reflective
mathematical thinking ability were collected through essay test. The data were analyzed with a
descriptive way. The results showed the percentage of achievement of students' reflective
mathematical thinking’s indicators are: (1) identify the concepts and or mathematical formulas
used in the problem or process of mathematical solutions with reasons is 31.75%; (2) check the
validity of arguments based on the concepts/ properties used is 38.85%; (3) show the difference
between relevant data and irrelevant data in problem solving is 41.22%; (4) interesting analogy
of two similar cases is 39.86%; (5) generalize accompanied by reasoning is 45.94%; and (6)
solve mathematical problems using various resolution strategies are 43.02%. It can be
concluded that the level of achievement of student’s mathematical reflective thinking is still
low with the average of the indicators is 40.11%, so students' mathematical reflective thinking
should be improved.
1. Introduction
Mathematics is one of science used in everyday life. One of the mathematical skills students must
have is problem solving ability. The ability to support students' mathematical problem solving abilities
is reflective mathematical thinking. The reflective thinking ability is used by the student in checking
the solution of completion when the student solves the mathematical problem. Re-examination of
results is an important process in problem-solving steps. The results show that reconsidering the
process of completion that has been made is a very significant factor to improve students' ability in
problem solving [4]. Therefore, the ability to think reflectively mathematically is an important ability
possessed by by students when they do problem solving.
Vilhelm von Humboldt [1] became the first person to use the term "the reflective learning" which
confirms the concept of learning what being learned. However, the idea of reflective thinking comes
from the idea of John Dewey. John Dewey defined reflective thinking as a very thorough examination
of the cognitive process by analyzing problems to produce new information based on old information,
as well as trying to find alternative solutions to other problems. Components of reflective thinking
covering three levels: 1) reacting or reflective thinking for action; 2) elaborating or reflective thinking
for evaluation; and 3) contemplating or reflective thinking for critical inquiry [5]. Based on the
opinions of some experts, it can be concluded that the ability to think reflectively mathematically is
the ability to understand the thinking process by looking back at what has been done, then looking for
solutions to an existing problem. The indicators of reflective mathematical thinking in this study
331
include: 1) identify the concepts and or mathematical formulas used in the problem or process of
mathematical solutions with reasons; 2) check the validity of arguments based on the concepts/
properties; 3) show the difference between relevant data and irrelevant data in problem solving; 4)
interesting analogy of two similar cases; 5) generalize accompanied by reasoning; and 6) solve
mathematical problems using various resolution strategies.
The results of tests conducted by the PISA (Program for International Student Assessment) in 2015
shows that the math skills of Indonesian students aged 15 years has an average of 386 and is below the
average OECD (Organization for Economic Cooperation and Development) amounting to 490 [3].
The low mathematical ability of Indonesian students is suspected because Indonesian students still do
not have the mathematical ability demanded by PISA. One of mathematical abilities that can support
other mathematical skills is the ability to think reflectively mathematically. Therefore, a research is
needed to analyze the ability of mathematical reflective thinking so that can be known by the teacher,
and find solutions to the results of the analysis. Therefore, to analyze the students’ ability in reflective
mathematical thinking, the research questions of this study included: What is the student's mistake in
working on the problem of reflective mathematical thinking? What are alternative solutions that can be
done to overcome students' difficulties in working on the problem of reflective mathematical thinking?
To address the research question, we conducted a qualitative study through administering an
individual written test on the topic of Square. Data were collected through essay test. The subjects of
the research were 37 eighth-grade students from one of junior high schools in the city of Serang.

The results show the percentage of students’ achievement of mathematical communication in the
following indicators: 1) identify the concepts and or mathematical formulas used in the problem or
process of mathematical solutions with reasons is 38.85%; 2) check the validity of arguments based on
the concepts/ properties used is 31.75%; 3) show the difference between relevant data and irrelevant
data in problem solving is 41.22%; 4) interesting analogy of two similar cases is 39.86%; 5) generalize
accompanied by reasoning is 45.94%; and 6) solve mathematical problems using various resolution
strategies are 43.02%. Based on the percentage achievement of each indicator, it can be concluded that
the level of achievement of students’ mathematical reflective thinking is still low with the average of
the indicators is 40.11%, so students' mathematical reflective thinking should be improved. This can
be seen from the analysis of the following student answers.
Figure 1. Problem 1
Figure 1 shows the problem 1 used to measure indicator “Identify the concepts and or mathematical
formulas used in the problem or process of mathematical solutions”. Problem 1 requires students to
check a mathematical solution and identify what concept is used in the mathematical solution. The
332
results of the students' answers indicate that the students are still having difficulty in identifying what
concept is used in answering a mathematical problem. Although some are able to answer the
mathematical concept used in problem 1 precisely, i.e. the concept of circumference, but students are
unable to explain the reason why the concept is used.
Figure 2. An example of a student's answer has not been able to explain

the reason for using a mathematical concept
Another indicator that is measured to determine students' reflective mathematical thinking ability is
“Generalize accompanied by reasoning”. This indicator is reflected in problem 2 presented in Figure 3.
Problem 2 requires students to generalize the relationship between the first diagonal length and the
diagonal length of the two diamonds I, II, and III. The result of the requested generalization is that the
length of the second diagonal is three-by-two times the length of the first diagonal.
Figure 3. Problem 2
The low presentation of the student's answer result, that is 45.94% is assumed because the students
have not been able to generalize. It can be seen from none of the students able to correctly answer the
point (b) in problem 2. Students are unable to infer the relationship between the first diagonal length
and the length of the second diagonal obtained from the calculation at point (a). Figure 4 and 5 follows
one of the student's answers that is able to answer the 2 point problem (a) appropriately, but still have
difficulty in generalizing.
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Figure 3. An example of a student's answer that is capable of

answering 2 points (a) correctly, but has not been able to generalize
In addition to recognizing the concepts and mathematical formulas used in the problem or process
of mathematical solutions and generalizing accompanied by reasoning, the mathematical reflective
thinking ability measured is “Solve mathematical problems using various resolution strategies”. This
indicator is reflected in Problem 3 presented in Figure 6. Problem 3 presents a combined problem of
multiple quadrants so that students are able to find their area in a predetermined way, then students are
required to find the combined area of the quadrilateral in its own way on the point (b), and to
determine better solution in determining the wide area of two-dimentional figure based on students’
reason.
Figure 6. Problem 3
The results of students’ answer to solve this problem is still quite low at 43.02%. In general the
student can complete the point (a) that the solution has been guided in the question, but some of the
students' answers to the point (b) are not as expected. Only 5 students from 37 students can find
another way to solve the problem 3 and only 1 student can solve it properly. Some students only
answer the problem 3 points (b) with the phrase "another way similar to the one above".
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Figure 7. An example of students' Figure 8. An example of a student's

answers are able to find other answer that is not able to find another
resolution strategies settlement strategy
Overall the average indicator of reflective mathematical thinking is 40.11%. This average shows
relatively low results. Presumably, the students’ low ability in mathematical reflective thinking is
thought to be caused by several factors, such as students are not familiar with the problems that require
high-level thinking skills such as reflective mathematical thinking and mathematical learning that
occurs in schools can not support students' thinking activities.
The first factor suspected to be the cause of the low reflective ability of mathematical students is
that students are not accustomed to problems that require high-order thinking such as reflective
thinking mathematically. Problems given by teachers in classroom learning not far from the word
"count" and "determine". Mathematical problems are identical to the problem of calculation and only
limited to remember and apply the formula given by the teacher. Mathematical thinking is at the
dimension of analyzing, evaluating, and creating, while students are only accustomed to the question
of the dimensions of remembering, understanding, and applying at the level of Bloom's Taxonomy.
Rarely does the teacher give students an open problem, so students have difficulty finding many ways
to solve a problem.
The second factor is the learning of mathematics that occurs in the class does not support the
students' thinking activities. The teacher writes on the board, writes the formula and sample questions,
then the students do the exercises given by the teacher. Students only copy-paste the steps of solving
the problem based on the teachers’ example, so students do not know why a concept works in solving
the problem and why the concept is used. Mathematics learning that occurs in the classroom also does
not support students to do a generalization sehingga when students are faced with mathematical
problems that require students to generalize, students have difficulty.
Of the two factors, an alternative solution that can be used to overcome the low ability of
mathematical reflective thinking is by learning mathematics that allows students to access a new task
to students, namely: "Solving problems in another way" "Asking questions ... what if" , "What's
wrong", and "What will you do" [2].
4. Conclusion
Based on the analysis of student answers, it can be concluded that the low ability of reflective
mathematical thinking because the students still have not demonstrated the ability in each indicator of
reflective mathematical thinking ability measured, such as students have not been able to identify the
concepts and or mathematical formulas used in the problem or process of mathematical solutions with
reasons, generalize accompanied by reasoning, and not yet able to solve mathematical problems using
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various resolution strategies. One of the factors that is suspected to be the cause is that math learning
that occurs in the classroom is less able to support students' reflective mathematical thinking activities.
Based on the results, the following are some recommendations: (1) The analysis of mathematical
reflective thinking ability that has been done includes a mathematical material, so another research is
needed to measure students' mathematical reflection ability in other mathematical material; (2) The
low students' reflective mathematical thinking ability is due to several factors, our recommendation is
the need for further research to find out some of the causes and solutions to overcome them; (3)
Teachers often present mathematics learning that can support or improve students' reflective
mathematical thinking ability, considering the importance of mathematical reflective thinking in
supporting the mathematical ability of other students.
5. Acknowledgments
We thank students and teacher who participated actively in this research.
6. References
[1] Gurol A 2010 Determining the Reflective Thinking Skills of Pre-Service Teacher in Learning and
Teaching Process Energy Education Science and Technology Part B: Social and Educational
Studies (Electronic Material) vol 3 p 388
[2] Krulik S and Rudnick J A 1999 Innovative Tasks to Improve Critical and Creative-Thinking Skills
(NCTM Reston: Virginia)
[3] OECD 2016 PISA 2015 Result and Focus (www.oecd.org)
[4] Suherman etc 2003 Strategi Pembelajaran Matematika Kontemporer (Bandung: UPI)
[5] Surbeck E Park Han E and Moyer J 1991 Assesing Reflective Responses in Journals. Educational
Leadership p 25
336
Student error analysis in resolving the problem of mathematic

problems on polyhedron
S R Putria), S Prabawanto, and K Kusnandi

a)
E-mail: rahmaputrisuci@ymail.com
Abstract. The background of the problem of this study is that there are still many students who
have difficulties in solving the problem solving on the matter of polyhedron. This study aims to
determine the types of errors that students do and their causes in solving the problem of
polyhedron based on Newman procedures. This research used qualitative research with
research type of case study. Data collection using test method and interview. The subjects of
the study were 6 people, each consisting of 2 students from upper, middle, and lower students
who were taken from 25 students of grade VIII SMP in one of the schools in Tanah Datar
District. The instrument used in this research is a test question which contains problem solving
problems of polyhedron. Based on the results of the study, students have tried to solve
problems but often occur mistakes especially when understanding, transforming, and
processing answers. The cause of the error is because the students do not understand the
concept of surface area and the volume of polyhedron, lack of understanding of prerequisite
materials, and less precise in the calculation.
1. Introduction
Mathematics is the basis for social life and is needed to explore the universe, as well as teaches how to
understand, appreciate, and receive diversity [1][2]. Due to the importance of mathematics for
survival, it is expected that all students have good mathematics skills. The main capabilities a must
students have in mastering the mathematics is problem-solving ability that describing the student's
thought process and requires experience in solving [3][4][5][6]. Problem solving ability becomes
important in mathematical educational purposes because in the daily life of man indeed can never be
separated from the issue [7]. The activity of resolving the problem can be considered a fundamental
human activity. The problem to look for the way out by the man himself, if do not want to be defeated
by life. Because of that, students should have good problem solving abilities and must master the
aspects that exist in problem solving, i.e. the ability of reasoning, decision making, critical thinking,
and creative thinking [5].
Although the learning of problem solving is very important and highly recommended in
mathematics, but the reality on the ground troubleshooting abilities pupils are still low. This is due to
the learning in the classroom has yet to facilitate students to develop problem-solving abilities. One of
the ways that can be used to find out the cause of the low ability of problem solving in students is by
analyzing the mistakes of results test. Through the analysis of the error will note any error committed
students so teachers can provide the right kind of help to the students. Based on the results of the study
[2][4][7][8][9][10][11], the majority of students are having problems at the moment of finishing the
word problem. From the results of the analysis of the results of the study, students often mistaken in
understanding the issue so wrong in transforming the problem into a mathematical model. In addition,
337
many students do not perform mathematical and wrong in stages to manipulate variables, as well as
incomplete in writing the final answer by not writing down the appropriate conclusion with the desired
question. The difficulties faced by individuals in solving problems due to disorders of the individual's
ability to choose the right solution in dealing with the problem.
Because of the problem-solving ability of the students is still low and the importance of analyzing the
errors of students in solving the problems, then carried out research with the aim to find out the type of
error and find out the cause of the occurrence of errors of students in resolving the Polyhedron
problem based on analysis of Newman. Analysis of Newman used to analyze student’s errors in
resolving the problem of mathematical explanation consists of five types error, i.e. reading error,
comprehension error, transformation error, process skill error, and encoding error [12]. A reading error
occurred when students can't read a sentence or symbol in question so that it causes an error in finding
the solution of the problem. A comprehension error occurred when students are able to read the
problem but failed to understand what is known and what is asked in the problem, thus causing
students failed at attempting the solution of the problem. A transformation error occurred when
students are correct in understanding the problem however wrong when changing information into a
mathematical model. A process skill error occured when students were wrong in operating the steps
solution caused by certain factors, such as less accuracy in calculation and not mastering prerequisite
materials. And a encoding error occurred when students failed to provide an acceptable written form
of the answer.
This research used qualitative approach. This research will describe the collected information about
error analysis according to Newman's theory in solving problems of Polyhedron. The type of research
conducted is a case study, which is a study conducted intensively, in detail, and deeply against a
particular object.
The instrument used in this research is a test question which contains problem solving problem of
Polyhedron consisting of 4 pieces of problem. The previous problem-solving test was tested to grade
9th students of one of the state Junior High Schools in Tanah Datar District. Test trials are conducted
at different times. Trial of this test device is done to know the reliability of test, validity, difficulty
level, and discrimination index of item. After testing the test, then performed the processing and
calculation of test results data. Processing and calculation of test result data is done by using Microsoft
Excel. Based on the results of trial data processing, the instruments are tested reliable and valid. The
difficulty level of problem 1 and problem 4 are medium, and the difficulty level of problem 2 and
problem 3 are high. Based on dicrimination index analysis, all of problem showed excelent and
acceptable.
Based on the results, the tested instrument can be used as a research instrument. The instrument of
the research is tested to 25 students of grade 8th at one school in Tanah Datar District, West Sumatera.
The work of 25 students was then corrected and assessed. The value obtained is then sorted from the
largest value to the smallest value. After being sorted out, then grouped into three groups, namely
upper groups, medium groups, and lower groups. Each group was taken 2 students as research
subjects. The selection of 2 students is considered to represent the condition of the wrong done to the
group. Data collection techniques used to obtain data in this study is a written test and interview. The
data collected were analyzed using Newman's error analysis method, which analyzed the answers of
the written test given to the students and then divided the students' mistakes into 5 types of errors.

The polyhedron material is one of the materials that belongs to the geometry section and is considered
difficult by the students. In the 2013 curriculum, students are expected to be able to distinguish the
surface area of polyhedron, and be able to solve problems related to each wake of the polyhedron or
combination. Based on the results of the evaluation tests given to the students of grade 8th, there are
still errors students in solving problems related to surface area and volume of polyhedron. Each subject
has an error in the test item consisting of 4 problems. However, the errors are different. The mistakes
made by each subject in terms of errors by Newman are presented in Table 1.
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Table 1. Subject Error Reviewed from Newman Error Type

Research Type of Error
Item
Subject Reading Comprehension Transformation Process Skill Encoding
1 1 - - V X X
2 - - - - -
3 - - - - -
4 - - - V -
2 1 - V V - X
2 - - - - -
3 - - - - -
4 - - - - -
3 1 - V - - X
2 - - - V X
3 - V V V X
4 - V V - X
4 1 - V - - X
2 - V - X X
3 - V V - X
4 - V V V X
5 1 - - - - V
2 - - V - X
3 - V X X X
4 - V X X X
6 1 - V X - X
2 - - V V X
3 - - V V X
4 - - - V X
Information:
V : an error occurred
X : not doing the work / error due to previous error
- : no errors
After analyzing the answers of the students, selected a maximum of 2 further issues that have the
most errors. To find out the cause of the error, conducted interviews to each subject.
3.1 Research Subject 1 (P1)

Research subject 1 (P1) made a error at problem 1 and problem 4. The data found in P1 are show in
Figure 1 and described in Table 2.
Figure 1. Subject 1 (P1) error analysis at problem 1 and problem 4.
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Table 2. The Presentation of Research Subject 1 (P1)

Question
Result Data
Number
1 Based on Newman's analysis, P1 performed transformation error. The type of error
made by P1 is wrong in transforming the base of the triangle (the base of the roof).
The error occurs because P1 considers the base of the triangle (roof) to be the base of
the triangle used to find the height using the Phytagoras formula. Because of an error
in transforming the length of the base of the triangle, the answer produced by P1 was
wrong so that P1 did encoding error.
4 Based on Newman's analysis, P1 experienced a process skill error. P1 went wrong
when dividing the front of the block to be placed on the cube in the image, but the
answer to the problem was correct. The length of the selected beam by P1 is 2cm,
while many cubes can be inserted into the beam as much as 2 pieces. Based on the
results of the interview, P1 considered careless when drawing the cube inside the
block, but P1 understood the problem. According to P1, drawing errors occured
because of the rush in drawing.

Research subject 2 (P2) made a error at problem 1. The data found in P2 are show in Figure 2 and
described in Tabel 3.
Figure 2. Subject 2 (P2) error analysis at problem 1.
Table 3. The presentation of research subject 2

Question
Result Data
Number
1 Based on Newman's analysis, P2 performed a comprehension error, transformation
error, and encoding error. P2 wrong in understanding the surface area of the house to
be painted. P2 directly used the surface area of the beam's general formula without
examining the given problem. Additionally, P2 was wrong in understanding the height
of the triangle (roof), thus misbehaving in transforming triangle height into the
triangle's vast search process. Due to comprehension error and transformation error,
P2's final answer was wrong. As a result the problem of number 1 was not solved.

340
Figure 3. Subject 3 (P3) error analysis at problem 3 and problem 4.

Table 4. The presentation of research subject data 3
Question
Result Data
Number
error, process skill error, and encoding error. P3 did not understand the problems
given so that making mistake in transforming the problem into a mathematical form.
According to the results of the interview, P3 considered the circumference of pyramid
by the number of upright edge, while the circumference of pyramid is the sum of all
edge (edge of the base and upright edge). P3 also made a mistake while searching for
long upright edge. P3 did not understand how to find (√ ) so it was wrong in the
result of long upright rib. The mistakes made by P3 caused an error in final answer, so
that problem 3 could not be resolved.
4
Based on Newman's procedure, P3 performed a comprehension error, transformation
error, process skill error, and encoding error. Based on the interview results, P3 did
not understand the meaning of small cubes that can be inserted into the designed
beam. In the first step, P3 was able to find the length, width, and height of the beam,
but did not understand what was the next step for

Figure 4. Subject 4 (P4) error analysis at problem 2 and problem 4

Question
Result Data
Number
skill error and encoding error. P4 has understood the question of finding the surface
area of the prism. But in the settlement steps, there was a mistake when looking for
341
Question
Result Data
Number
students around the diamond-shaped mats. According to P4, the circumference of the
base is equal to the number of diagonals. Based on the results of the interview with P4,
the material of prerequisites Phytagoras and rectangles have not been mastered well,
resulting in errors when solving the problem of polyhedron that was closely related to
the material of Phytagoras and rectangle.
error, process error skill, and encoding error. Based on the results of the interview,
student knew that the perimeter of pyramid is equal to the sum of all the lengths of the
pyramid edge, but has not understood the length of the pyramid edge overall.
Comprehension error led students wrongly in transforming pyramid ranges into
mathematical mode. Comprehension error also led the student wrongly in search of
long upright edge of pyramid. Because student misunderstood the problem and wrong
in the process of completion, then the final result obtained by student was wrong.
Consequently problem 3 was not resolved.


Question
Result Data
Number
3 Based on Newman's analysis, P5 did not understand the problem of number 3 so that
P5 performed the error of comprehension, transformation error, process skill error, and
encoding error. Based on the interview results, P5 did not understand the relation of
pyramid distance with pyramid volume and pyramid area. According to P5, to look
around the pyramid required high pyramid. The initial idea of P5 was correct, it has
transformed the volume, the length of the base, the base width and the height of the
pellet into the mathematical model. However, P5 was wrong in the process of
completion looking for high pyramid. Based on the observations on the answer paper,
P5 has tried to do the algebra process correctly, but P5 did not understand the matter of
linear equations of one variable well. Based on the results of the interview, P5 did not
understand the next step that must be done to look up the pine edge so there was no
conclusion to the solution of the problem 3.
4 Based on Newman's analysis, P5 performed comprehension error, transformation
error, process skill error, and encoding error. P5 understood the length of the wire to be
the same as the volume so it made the mistake of transforming the length, width and
height of the beam from the beam volume formula. After student found the length,
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Question
Result Data
Number
width, and height, P5 was also wrong in understanding the number of cubes that can be
inserted into the designed beam. It can be concluded that P5 was not able to solve the
problem 4


Question
Result Data
Number
1 Based on Newman's analysis, P6 performed comprehension error, transformation
error, and encoding error. P6 wrong in understanding the surface area of the house to
be painted. P6 directly used the surface area of the beam's general formula without
examining the given problem. The next mistake occurred was in the search for the roof
area. P6 has been able to determine the height of the triangle using the Phytagoras
formula and looked for the area of the triangle correctly. However, P6 incorrectly
transformed the surface area of the house to be painted into a mathematical form. P6
only made 1 piece of triangle area, while the total triangle that will be painted is 4
pieces. By the process of calculation, P6 did not make mistakes, but the error and
transformation error comprehension resulted wrong answer.
2 Based on Newman's analysis, P6 performed transformation error, process skill error,
and encoding error. Based on the interview, P6 understood the problem given, but was
unable to transform the prism surface area if the base was rhombic. At the completion
process, P6 has been able to find the base diagonals and look for the sides of the base.
But P6 did not know the steps that must proceed to find the surface area of the prism.
Because P6 was stuck in the process of completion, problem 2 could not be resolved.
4. Conclusion
Based on the description of data analysis, no students do reading error. Comprehension error is done
by 3 students on the question number 1, 2 students on problem number 2, 3 students on problem
number 3, and 4 students on problem number 4. Students have been able to understand what are the
questions about, but not yet able to connect questions with known variables at question.
Transformation error is done by 5 students on problem number 1, 2 students on problem number 2, 4
students on problem number 3, 2 students on problem number 4. Transformation error happened
because students have not able to change sentence that exist in matter into form of mathematics. The
process skill error is done by 1 student on problem number 1, 3 students on question number 2, 3
students on question number 3, and 4 students on problem number 4. Process skill error occurs
343
because of comprehension error, transformation error, less accuracy in calculation, and not mastering
prerequisite materials such as algebra, rectangles, and phytagoras. Encoding error is done by all
students on question number 1, and 4 students on problem number 2, 3, and 4. Encoding error is
wounded due to errors at the earlier stages.
5. Acknowledgments
We acknowledged to the principal who has given permission data retrieval, teachers who are willing to
observe, colleagues who are willing to become an observer and raters in this study.
6. References
[1] Jackson K M, Martin S M W 2014 Effect of Problem Solving Strategy on Secondary School
Student’s Achievement in Circle Geometry in Emuhaya District of Vihiga County Journal
of Education, Arts, and Humanitie 2 2 18-26
[2] Luzviminda et al 2015 The Effect of Group Guided Discovery Approach on the Performance of
Students in Geometry International Journal of Multi diciplinary Research and Modern
Education (IJMRME) 1 2
[3] Effendy OU 2007 Komunikasi: Teori dan Praktek (Bandung: Remaja Rosdakarya)
[4] Nahil M 2015 University Student’s Learning Styles and Their Ability to Solve Mathematical
Problems International Journal of Business and Social Science 6 4
[5] Mayer Wittrock 2009 Problem Solving. Online: http://www.education.com/reference
/article/problem-solving1/
[6] Riasat A, Hukamdad, Aqila A, Anwar K 2010 Effect of Using Problem Solving Method in
Teaching Mathematics on the Achievement of Mathematics Students Asian Social Science
62
[7] Ranjan 2013 Math Anxiety: The Poor Problem Solving Factor in School Mathematics
International Journal of Scientific and Research Publications 3 4
[8] Rofiqoh Z 2015 Analisis Kemampuan Pemecahan Masalah Matematika Siswa Kelas X dalam
Pembelajaran Discovery Learning berdasarkan Gaya Belajar Siswa (Skripsi, not published)
[9] Rahayuningsih 2014 Analisis Kesalahan Menyelesaikan Soal Cerita SPLDV dan
Scaffoldingnya berdasarkan Analisis Kesalahan Newman pada Siswa Kelas VIII SMP
Negeri 2 Malang Jurnal Pendidikan Matematika dan Sains 21
[10] Natcha P and Satoshi N A2006 Analysis of Mathematics Performance of Grade Five Students in
Thailand Using Newman Procedure Journal of International cooperation in Education 9 1
pp 111-122
[11] Abdul H A, Nur L, Zand Marlina A 2015 Analysis of Students Error in Solving Higher Order
Thinking Skills (HOTS) Probes for the Topic of Fraction Asian Social Science 11 21
[12] Parmjit S, Arba A R, Teoh S H 2010 The Newman Procedure for Analyzing Primary Four
Pupils Errors on Written Mathematical Task: A Malasan Perspective International
Conferences on Mathematics Education Research 2010 (ICMER 2010) 8 264-271
344
Mathematics teachers’ beliefs about scientific approach and

implementation in mathematics learning
A A Mutholiba), I Sujadi, and S Subanti

Department of Mathematics Education, Sebelas Maret University, Jl. Ir. Sutami No
36-A Kentingan Surakarta, Jawa Tengah, Indonesia 57126
a)
E-mail: ahmad3t@gmail.com
Abstract. Scientific approach (SA) is used for the exploration of this research. Teachers’
beliefs have a greater influence than the teacher's knowledge of designing lesson plans in the
classroom. The objectives of this study are to explore the teachers’ beliefs in SA, to reveal how
the beliefs are reflected in classroom practices, and to figure out the factors affecting their
beliefs and practices of SA to the teaching of mathematics. Results of the study: 1) The
teachersbelieve about the conception of SA. They also believe that the SA is important and
gives impact to students’ progress. They believe that by applying SA, the target of learning is
acquired. As to learning procedure, they believe that SA steps are conducted in sequence by
combining some steps for each. 2) Teachers formulate their beliefs of applying the five
scientific step of integrating all steps by keeping the sequence. Teachers argue that target of
learning can be attained by some ways, namely presence of theoretical and practical support,
teachers’ guidance, providing variety of media and motivation to students. 3) There are five
factors which influence teachers’ beliefs and practices of SA, namely learningexperience,
teaching experience, teachers’ motivation, sharing with colleagues and facility.
1. Introduction
A curriculum is one of components that have an important role in the education system, because the
curriculum is not only formulated about the goals to be achieved, but also provide an understanding of
the learning experience students need to have. Curriculum and learning were inseparable although
both have different positions. The curriculum serves as a guideline that gives direction and purpose of
education, while learning is a process that occurs in the interaction of learning process between
teachers and students. In the academic year of 2013 the government began implementing a new
curriculum, it is the curriculum of 2013. The purpose of the curriculum 2013 includes four
competencies, namely 1) the competence of spiritual attitudes, 2) social attitudes, 3) knowledge, and
4) skills.
The learning process can work well if the teacher has a good understanding of the measures
undertaken during the learning. Of course, the 2013 curriculum, teachers must know the key things
which are important to be taken in order to successfully implement the SA in the learning process.
Teacher is one important factor in the implementation of the curriculum 2013 [12].
From the results of the initial study through observation at State Vocational High School 3 Salatiga,
Shows a very tough challenge for schools. The first is the burden of the curriculum that must be taken
by students because of the many subjects that must be accepted by students. Therefore, it takes
intelligence to anticipate the trouble students so that students do not feel too heavy in completing the
learning. Second, not all subjects can be taught by using a SA. Third, the limited learning time and the
number of materials make it difficult to implement the authentic assessment.
345
As to the teaching-learning process, implementation of SA is compulsory in all level of study. This

approach is also used to all subjects include Mathematics [9]. Due to SA is new approach in
Indonesian, the adaptation to implement this approach is inevitable. To take the sudden shift assuredly
is not a simple process since the literature of application of this approach is rarely. The policy creates
teachers’ reaction since the beginning.
Teachers meet with conflicting thoughts about how to make integration between SA and
mathematics teaching. Consequently, teachers express confusion when they try to implement this new
approach [2]. This becomes problem since what teachers do in classroom practices must be linear with
the curriculum expectation.
One feature of the curriculum 2013 is learning by using the SA which consists of activities to
observe, ask, gather information, process and communicate information. The learning process by using
the SA is expected to create an active learning and ultimately to improve the learning outcomes of
students.
Teacher has an important role in classroom practice and in the professional growth of teachers.
Confidence can lead teachers to adopt teaching strategies to address the challenges of teaching
mathematics in daily life. Teacher beliefs can shape the learning environment of learners, their
motivation and their learning achievement. Harste and Kuzborska Irena Burke stated that teachers can
make decisions in managing the class according to the thoughts or beliefs of teachers in teaching and
learning [6]. Teacher’s beliefs affect the objectives, procedures, materials, classroom interaction
patterns, the role of teachers, students, and school.
Melketo says that the term beliefs refer to teachers’ pedagogic beliefs which are related to
convictions about language and the teaching and learning of it [7]. Borg says that beliefs are
propositions individuals consider to be true and which are often tacit, have a strong evaluative and
affective component, provide a basis for action, and are resistant to change [3]. According to Aguirre
and Speer, current definitions of teacher beliefs in the educational literature focus on how teachers
think about the nature of teaching and learning [1].
Teachers' belief in the SA recommended by the curriculum practiced in class. Johnson says that
belief affects perception of good and effective assessment of what the teacher said and done in the
classroom [5]. This is supported by Pajares which says that the faith teachers have a greater influence
than the teacher's knowledge about designing lesson plans, making decisions in classroom practice
[10].
In this context, beliefs are defined as conceptions, world views, and mental models that shape
learning and teaching practices. Teachers’ belief is embodied in their approaches, selection of
materials, activities, judgments, and behaviors in the classroom. Thus, teaching learning activity that is
created by teacher in the classroom should be understandable for students so the goal of teaching can
be reached.
Teacher beliefs are strongly influenced by internal and external factors. One of the external factors
that affect teachers' belief is friends and the environment. Of the description, encourage researchers to
find out how the teacher beliefs about SA in mathematics learning in State Vocational High School 3
Salatiga? Is such confidence has been reflected in classroom practice? What factors influence, so that
such beliefs are not reflected in classroom practice?
The writer conducted this research under the qualitative approach in the form of case study. Merriam
argues that case study is appropriate to the research, which focuses on process [8]. In this research, the
writer described the result of interview process about teachers’ beliefs in SA and observation about the
process of how the beliefs were reflected in classroom practices and described the factors, which
affected the implementation of SA in classroom.
This study was conducted to describe how the beliefs of teachers in implementing the SA in
mathematics learning in the classroom. The subject of the study was the eleventh grade math teacher
of State Vocational High School 3 Salatiga.
The main data of this study is information about teacher Convictions in implementing the SA. The
data are obtained from interviews and observations. Interviews were conducted twice. Data analysis
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techniques used to analyze the results of the interview was by using the concepts of Miles and
Huberman, namely data reduction, data presentation, and conclusion. Validation used triangulation
time. The information in this study was focused on its core activities which include activities of
observing, questioning, gathering information, associating, and communicating the results.
An observation method used in this research was the method of passive observation, it means that
observed only observed learning process that teachers used by using observation sheets. This data used
to determine the implementation of the teaching and learning process conducted by the teacher. Data
analysis technique was by using the concept of Miles and Huberman, namely data reduction, data
presentation, and conclusion. Validation data was by using triangulation method, it is by comparing
observations result to the recording tape, thus from the recording obtained transcripts of mathematics
3.1. The belief of S1 teacher in implementing SA to the study in mathematics learning

A learning activity using SA starts from the activity of observing. According to S1 in observer activity
of observing teachers should provide opportunities for all students to perform activities of listening,
seeing, reading and train learners to pay attention to something important from an object. This is in
accordance with permendikbud about the standard process in activity of observing, teacher’s widely
open and very opportunity to students to make observations through listening, hearing and reading
[11]. Before the activity of observing, teachers must determine the proper way so that all learners are
engaged in learning. S1 chose to use an example and not an example, give a problem, and students
were asked to find a solution and the students are also required to read the learning resources that are
used in learning.
The objects used by S1 in surveillance activities were the objects that are abstract. In the book of
training materials of curriculum 2013 explains that mathematics objects which are studied in
mathematics, is the thought of the human mind, so it is abstract. Viewing mathematical objects can be
grouped into two kinds of activities that each have different characteristics, namely: (a) observing the
phenomenon in an environment of daily life related to specific mathematical objects, (b) observing the
abstract mathematical objects. So what is done by S1 is in line with the expected pace of observing in
the curriculum, 2013.
After giving the (observed) problems, S1 provided an opportunity for learners to ask, but in this
activity learners still less active, teachers remained the center of learning. To motivate learners,
teachers should provide inducement questions and then the teachers pointed to one of the students to
ask questions or simply ideas and opinions. Inducement questions like that can make other learners
finally daring and capable of issuing their opinions on how to solve a given problem, by doing it, the
communication between teachers, and learners and among learners ran better, so it could also create a
classroom atmosphere that invites curiosity. In the event of asking S1 had to struggle to make the
students express their opinion. According to S1 the obstacle was the lack of time and materials so
many so that must be delivered mush so not all learners could express their opinions and participated
in learning activities.
The activity of questioning did not run maximumly learners were not capable enough to learn
independently. Moreover learning process was still learner center due to the lack of the time. The
above results are not in accordance with permendikbud which states that it should, learners are given a
little to become the learners the find out, from the teacher as the sole source of learning to become a
variety of learning resources, the learning process into a teacher centered to become the learner
cantered [11].
Next activity is to gather information, gather information means that learners must find and collect
information about the materials studied, the students do not wait what the teacher will give. In the
activity, the teachers have no difficulty because students already have adequate learning resources, all
learners already have the book and also internet as a media. The teachers advise learners to seek
information not only from the book, but also from internet. Kemendikbud says that internet use is
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recommended in collaborative learning or classroom. Currently the Internet has provided a wide range
of cheap and easy reference for students or anyone who wishes to change the face of the world.
The next step is associating. According to S1, according is a way to add information owned by the
students, find solutions if the information contradicts one another. Teachers must make the learners
find a link between information and other informations and then ask learners to find the pattern of
these linkages. When the material is considered difficult, the teacher must give directions or provide
assistance so that learners are able to process the information that has been found. In this activity, the
learning process is centered on the learner, the teacher only as a facilitator. Based on the description
above, it can be seen that the S1 is already making the situation more active learners rather than
teachers. This is in accordance with permendikbud[11].
In step of analyzing, evaluating, and communicating, for example on material of matrix, S1 must
appoint a student to show the solving of problems given and asked him to explain why. By doing it
other learners become more daring to ask and tell their submit observations as well as their analysis of
a given mathematical problem. Thus attitudes of SA will be implicated automatically and indirectly. It
is as the curriculum 2013 aims.
3.2. The belief of S2 teacher in implementing SA to the study in mathematics learning
The first event in the SA is activity of observing. Before the process of observing, the teacher must
determine what objects are to be observed. Objects in math does not mean have to carry the real thing
because according to S2, material learned in class XI has been learned in the previous class. This does
not contradict the idea of observing activities as recommended by the Kemendikbud, that is, the first
step in activity or observing is to determine what objects are to be observed.
The second activity is activity of questioning, teacher of S2 thinks that the concept of SA is not the
questions provided by the teacher to the learner but the learner who asks. Means the teacher must
facilitate learners in order to ask the teacher, teacher should have the proper ways of facilitate them.
To generate student a willingness to ask orally, S2 divide the students into groups. Due to the split of
several groups, students who usually do not ask, will ask a friend who already understand. Moreover,
teacher usually provides some topics or some events to be solved by the learners. On the question
activity, learners have difficulties to ask, so it is good for the teacher to begin asking students, at the
same time teacher guide learners and encourage them to ask. This is in line with the statement of
Chambers, the provision of scaffolding or 'lever' is able to maximize the ZPD (Zone of Proximal
Development) of the learner [4].
Next, it’s activity of gathering information. Learners have to dig their own information, in addition
to reading learners can test or do experiment. Teachers and students should jointly explore what is
already possessed or understood by learners. The Internet should also used by teacher S2 as material
reference for learners because internet can help learners find concepts and language.
The next activity is associating. On this activity, teachers must unify all students’ opinions, because
thoughts or ideas held by learners are various sorts, teachers must give the limits of what is learned a
lecture method may chosen by S2 because students are not yet ready to be invited to think and
conclude the process. At this stage, the teacher's role is very important, the text or a summary of
learners must be clear because when learners acquire knowledge in class XI, it also inflyences to the
extent to which this power is used for class XII (UN).
Process of communicating by S2 teachers can be done in several steps of learning, for example in
the experimental step, S2 had asked the children to describe their observations. It is not contrary to the
concept of SA because at this stage the important thing is the students told him what I had found.
S1 and S2 have constraints in implementing the SA because the SA is still new for the students,
especially in mathematics. Teachers still can not implement an appropriate SA to the curriculum 2013.
The changes of teachers’ confidence in the process is always in trouble, both S1 and S2 teachers are
already trying to implement the teaching based on to the SA, but the result was not as expected.
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4. Conclusion
The teachers believe that SA is defined as the learning method designed systematically in order to get
learners who are able to construct the concept or principal through scientific steps, which consist of
observing, questioning, experimenting, associating and communicating. All teachers believe that those
steps are conducted in sequence. They also believe that curriculum lets them combine some in each
steps. They believe that there are two main principles of SA, namely students’ active learning and
teachers’ role as facilitator and motivator. The mix of those steps as well as implementation of those
principles creates positive implication for language learning to students’ progress, namely enhancing
their self-confidence to communicate, motivation to learn, making them more active and autonomous.
Teachers believe that the importance of SA is enhancing students’ communication skill.
Communication skill is compatible with the expectation of teachers about the target of language
learning by using SA, namely attaining the students’ communicative competence.
In practice, teachers implement the steps of SA integrally with keeping the sequence. They carried
out the learning activities, which represent the process of the way the students get knowledge to attain
the communicative ability. To get the students’ ability, teachers provide some ways. They are the
presence of theoretical support from teachers and opportunity to practice the theory; teachers’
guidance; providing variety of media and motivation to students.
There are some factors, which have impact on teachers’ practices of SA in mathematic teaching.
They consist of learning experience, teaching experience, teachers’ motivation, sharing with
colleagues, and facility.
5. Acknowledgments
I am especially grateful for Dr. Imam Sujadi, M.Si and Dr. Sri Subanti, M.Si for their advice on the
preparing papers. Finally, I am indebted to my parents, my beloved son Achmad Saqif Mahfudh for
their support and encouragement for my efforts.
6. References
[1] Aguirre J and Speer N M 2000 Examining the Relationship between Beliefs and Goals in
Teacher Practice (Journal of Mathematical Behavior) pp 327-356
[2] Agustien and Helena I R 2014 The 2013 English Curriculum: The Paradigm,Interpretation and
Implementation. In A Book of Recent Issues in English Language Education Challenges and
Directions (Surakarta: Sebelas MaretUniversity Press)
[3] Borg S 2011 The Impact of In-Service Teacher Education on Language Teachers’ Beliefs
(Elsevier Ltd)pp 370-380
[4] Chambers P 2007Teaching Mathematics Developing as A Reflective Secondary Teacher
Thousand Oaks(CA: Sage Publication Inc)
[5] Johnson K E 1994The Emerging Beliefs and Instructional Practices of Pre-service English as a
Second Language Teachers(Teaching and Teacher Education) chapter 10 pp439-452
[6] Kuzborska 2011 Links between Teachers’ Beliefs and Practices and Research on Reading
Reading ina Foreign Language, 23(1)pp102-108
[7] Melketo and TagesseA 2012 Exploring Tensions between Teachers’ Beliefs and Practices in
Teaching
[8] Merriam S B 1998 Qualitative Research and Case Study Applications in Education.Revisedand
Expanded from Case Study Research in Education (USA: John Willey and Sons.Inc)
[9] Mulyasa E 2013 PengembangandanImplementasiKurikulum 2013 (Bandung: Remaja
Rosdakarya)
[10] Pajares F 1992 Teachers’ Beliefs and Educational Research: Clearing up a Messy Construct.
Review of educational research, 62(2)pp307-332
[11] Permendikbud Nomor 222016Standar Proses Pendidikan Dasar Dan Menengah(Jakarta:
KementrianPendidikan dan Kebudayaan)
[12] Rohman M 2012 Kurikulum Berkarakter: Refleksi dan Proposal Solusi terhadap KBK dan
KTSP(Jakarta: Prestasi Pustakaraya)
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Analysis of mathematics learning process standard of

vocational high school
H Yuliantia), Kusnandi, and B A P Martadiputra

Departemen Matematika, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229,
a)
E-mail: yuliantiheti13@gmail.com
Abstract. This research is focused on the implementation of process standard of the 2013
Curriculum of Mathematics in three SMK in Bandung. Problems arising that have become the
background of this research include some significant changes from the KTSP (the previous
curriculum) to 2013 Curriculum in Mathematics subject where the structure was switched from
Mathematics as an adaptive subject to Mathematics as a fixed and required subject as in Senior
High School. Whereas, learning motivation of SMK students differ from those of Senior High
School. One of the aims is to analize the implementation of process standard of learning
mathematics SMK in Bandung. Quantitative approach is conducted in a descriptive method.
The determination of samples is conducted in Purposive Sampling method and the choice of
SMK is divided by contents; Mathematics for Engineering, Accounting, and Tourism.
Instruments chosen in this research are observation sheets regarding the planning and
execution of learning and interview. The result shows that the implementation of process
standard is good in planning (87,4%), while for the execution the results comes out very good
(92,06%). The result reflects that teachers still have to be given socialization and training in
order to implement the 2013 curriculum well.
1. Introduction
The advancement in science, technology and other fields imply the advancement of various industries
in Indonesia. One of the positive efects of industrial advancement in Indonesia is the availability of
vast job opportunities which increase the employment. One of the types of high educational institution
in Indonesia which is work oriented is Vocational High School. Vocational high school, later will be
mentioned as Sekolah Menengah Kejuruan (SMK) has a mission : a) prepare students to work
professionally, in an independent establishment or in a company as intermediate level employees,
referring to their fields of skill; b) empower students to be able to choose their career, tough and
skillful in competitions and able to develop professional attitude in their respective skills; c) empower
students with knowledge and technology to enable themselves to develop in high level of education; d)
empower students to be able to be independent in society[1].
SMK is an educational institution which provide learning and practice in various fields which are
adjusted to the demand of employment, it is also design to create ready-to-work graduates. Therefore,
the curriculum of SMK is speciffically designed to create competent graduates in their respective
fields. Curriculum is a whole unit of planning and administration containing aims, contents and
materials as well as methods used as a directive manual of learning in order to achieve the expected
goal [2].
As it is generally acknowledged, the educational curriculum of Indonesia has shifted, from
Curriculum of education level unit (KTSP) of 2006 into 2013 Curriculum. Some schools, elementary
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and high schools, have been appointed as pilot project to implement the new curriculum. This new
curriculum generally results in the change of Vocational Education curriculum as well as Mathematics
curriculum. Fitzimons and Stasser state some facts showing that curriculum of mathematics in
vocational high schools isn’t subject to educational researchers’ attention[3]. According to Bakker, et
al., Fitzsimons & Godden, Kent, Bakker, Hoyles & Noss in order to develop curriculum of
mathematics in vocational high schools, there are some targets that need to be considered, including
different work environments, types of mathematical skills required, combined curriculum, teaching
and environments to facilitate the learning[3]. Mathematics skills in vocational educations are
expected to provide mathematical contents required for employment.
The shift of curriculum, from 2006 to 2013, has cause some significant changes in the subject of
mathematics in SMK. In the 2006 curriculum (KTSP), mathematics is an adaptive subject whose
function is to educate students and broaden their horizon to adapt in work environment. The contents
taught is different from what is taught in Senior High School. Furthermore, each SMK has different
material contents based on its concentration, either engineering or non-engineering. Nevertheless,
mathematics is classified as a basic general subject in the 2013 curriculum, where one may finds that
the contents of mathematics in Vocational High Schools and Senior High Schools similar. This change
clearly will affect the implementation of learning process in Vocational High Schools since the
students of Vocational high schools have different characteristic from those of Senior High Schools,
moreover. The difference occurs among other Vocational high schools with different consentration
studies. Based on the previous research conducted by researcher (2016) in a non-engineering SMK in
Bandung, the result indicates that the motivation of learning among Vocational high school students is
relatively low.
In regard to the implementation of the 2013 curriculum in Vocational high school, there are several
inhibitions in the administration and implementation including the content, process and assessment.
The result of a research by Setiyani (2014) regarding the teachers’ preception of mathematics in
SMKN 2 Salatiga towards the Mathematics learning with the 2013 curriculum deducts that inhibiting
factors in the implementation vary, from the circumstances of the students, teachers, books, lesson
materials, duration, methods and assessment system. Based on that research, researcher finds a need to
investigate deeply on the learning process of mathematics conducted in Vocational high schools. With
a consideration that the success of mathematics learning in Vocational high schools is determined by
the quality of the graduates, who are expected to be able to develop their entire competency so that
they possess attitude, knowledge and skills needed to do the job in their career. Consequently, the
learning process of mathematics are obliged to be conducted as effective as possible to support the
success of Vocational high school students in reaching the expected competency level for their
employment.
The sole aim of this research is to analize the implementation of process standard of mathematics
learning of SMK in Bandung which concentrates on Motorcycle Engineering, Accounting, and Hotel
Accomodation. Process Standard is a criterion regarding the process of learning in an educational unit
to reach Standard of Graduation [5]. Generally, process standard is described as the following :
a) Learning conducted is centered at the students (student center).
b) Each teacher perfoms the planning, realization, assessment and supervision in the learning process
for effective learning.
c) Lesson Plans for a session or more, which is developed from sylabus to direct the learning activity
and assessment of students.
d) Lesson Plans contains: (1) Name of school, subject, class/semester and duration; (2) Core
Competency (Knowledge and Skill), Basic Competency (Basic Competency of Core Competency
of knowledge and Basic Competency of Core Competency of Skill), and Indicators of Competency
Achievement; (3) Target and materials of learning (the details of prime materials of learning); (4)
Learning activity which includes opening, main activity and closing; (5) Learning Assessment
(instruments, techniques, and analyses of assessment results), remedial, and additional lessons; and
(6) Media, tools, and learning source.
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e) The learning target is the detailed description of Score Index which is formulated from KD dari KI-
3 dan KI-4 with connection with KI-2. The formulation of KI-2 is a reflection of the realization of
KI-1. The learning target uses operational verbs which can be observed and/or meassured, it
expands to attitude, knowledge and skills.
f) Learning activities are rooted from approach, strategy, models and learning methods.
g) There are 5 learning models used in the implementation of the 2013 Curriculum :Discovery
Learning, Inquiry, Problem Based Learning, Project Based Learning, and Production Based
Training.
h) Process of science must be visible in learning activities. Scientific approach is to organize learning
experience which at least includes these process: (1) observation; (2) questioning; (3) collecting
information; (4) reasoning/associating and (5) communicating. Goos states that in mathematics
learning, observation and questioning are very similar with problem solving which is on of the aims
in learning mathematics[6].
i) Assessment of learning is a process of collecting data to be processed to meassure the achievement
of students in the aspect of attitude (spritually and socially), knowledge, and skills.
Research methods chosen is descriptive methods with quantitative non-experimental research method.
The population of this research is the entire Vocational high school in Bandung, Jawa Barat,
Indonesia. The selection of samples is based on the groups of concentration studies of Vocational high
schools created by BSNP manifested in the prediction of mathematics of Vocational high school in
National Examination 2016/2017. The group includes engineering, accounting and tourism. The three
is displayed in the table 1.
Table 1. Samples of Research
No Name of School Address Concentration Study
1 SMK Negeri 3 Jln. Solontongan No.10 Kota Accounting
Bandung Bandung 40264
2 SMK Negeri 8 Jln. Kliningan No. 8 Kota Motorcycle Engineering
Bandung Bandung 40264
3 SMK Negeri 15 Jln. Jenderal Gatot Subroto Hotel Accomodation
Bandung No.4 Bandung 40262
The subjects of the research is a grade X mathematics teacher from each chosen school. The
selection of the samples in this research is completed through purposive sample. According to
Arikunto, purposive sample is conducted through taking subjects without any consideration of
educational level, random and region, but merely based on a certain purpose [7]. The instruments
developed in this research is Lesson Plans Assessment formats and rubrics, learning process
Assessment formats and rubrics and interviews. Data collecting technique used in this research the
method of observation, and the method of interview. Observation sheets are compiled as Lesson Plans
assessment and learning process format. The assessment format is as seen below:
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Table 2. Lesson Plans Assessment Format

Teacher Name : .........................................
School Name : .........................................
Concentration : .........................................
Topic/Subtopic : .........................................
Session : .........................................
Score
No. Components of Lesson Plans 4
1 2 3
A. Subject Identity
1. Displayed on location: Name of school, Subject, Class, Semester, Duration.
B. Core Competency and Basic Competency
2. Possessing Core and Basic Competency.
C. Formulation of Competency Achievement Indicators (IPK)
Uniformity in formulating the knowledge indicators and sufficient number
3.
of indicators.
Uniformity in formulating skill indicators and sufficient number of
4.
indicators.
D. Formulation of Learning Aims
5. Usage of operational verbs in the field of science and skills.
Formulating learning aims in the field of science and skills which includes
6.
the components of Audience, Behaviour, Condition, andDegree.
E. The Selection of Materials and Media of Learning
7. Choosing the appropriate materials and displaying the sequences of materials.
8. Choosing learning media which is suitable for the materials and goals.
F. Models and Methods of Learning
Usage of appropriate learning model with taxonomy levels of knowledge and
9.
skills.
Usage of learning methods which are in accordance with the goals and
10.
characteristics of students.
G. Scenario of Learning
Opening of every session which includes conditioning the class, appreciation,
11.
benefits and goals of learning.
Main activity which includes: facilitating the students to observe, give
12.
inquiries, collect information, conclude and communicate.
13. Closing which include conclusion, reflection and follow ups.
H. Design of Assessment
Uniformity of assessment Instruments of knowledge and skillswith the
14.
learning targets.
Total Score
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Table 3. Observation Format of Learning Process

Score
No. Observed Aspects 1 2 3 4
A. Class Opening
1. Preparing students to learn.
2. Apreciation.
B. Main Activities
1. Lesson Comprehension.
2. Conducting the learning process with targeted aims.
Conducting the learning process in accordance with Scientific
3.
Approach Syntax.
a. To facilitate students to understand the facts related to the
achievement of study.
b. To facilitate students to make inquiries concerning the observed
facts.
c. To facilitate students to collect information related to the issues
discussed.
d. To facilitate students to associate the collected information with
the discussed issues.
e. To facilitate students to communicate knowledge and skills
achieved by themselves amd related to the issues discussed.
4. Usage of Learning Media
5. Class Management
a. Developing active participation in class through interaction
among the teacher, the students and the learning media.
b. Showing positive attitudes : Being open-minded to students,
establishing good relationships and developing enthusiasm among
students in learning process.
C. Closing
Facilitating the process of making summary, reflecting and planning
1.
the follow ups.
2. Conducting assessments
Total Score
The total score that has been collected is processed using the following formula:
The following are the criteria of lesson plans assessment and learning process:
Table 4. Criteria of RPP Assessment and Learning Process
Criteria Final Score
Excellent ( A ) 90% < A ≤ 100%
Good ( B ) 80% < B ≤ 90%
Fair ( C ) 70% < C ≤ 80%
Unsatisfactory ( D ) ≤ 70%
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The Observation in SMKN 3 Bandung took place in X AK 2 class. There were 3 sessions in total. In
SMKN 8 Bandung, it took place in X TSM 1 class for 2 sessions. In SMKN 15 Bandung, it took place
in X AP 1 for 3 sessions. Based on the result of investigation, analyses, and assessment on lesson
plans made by observed subjects, the result came out as the following:
Table 5.Result of Lesson Plans Assessment
No. School Name Number of Score Final Score (%) Criterion
session
1 46 82,14 B
SMKN 3 Bandung
1 2 45 80,36 B
Accounting
3 47 83,93 B
Average of SMKN 3 Bandung 82,14 B
SMKN 8 Bandung 1 49 87,50 B
2
Motorcycle Engineering 2 52 92,86 A
Average of SMKN 8 Bandung 90,18 A
1 50 89,29 B
SMKN 15 Bandung
3 2 51 91,07 A
Hotel Accomodation
3 50 89,29 B
Total Average 87,40 B
The result of the investigation, analyses and assessments on the learning process conducted by the
observed subjects is as the following:
Table 6.Result of Learning Process Assessment
No. School Name Number of Score Final Score (%) Criterion
session
1 50 89,29 B
SMKN 3 Bandung
1 2 51 91,07 A
Accounting
3 49 87,50 B
SMKN 8 Bandung 1 54 96,43 A
2
Motorcycle Engineering 2 54 96,43 A
1 49 87,50 B
SMKN 15 Bandung
3 2 52 92,86 A
Hotel Accomodation
3 51 91,07 A
Total Average 92,06 A
According to the result of Lesson Plans Assessment as a form of planning conducted by teachers,
the three schools have generally followed the learning process standard of 2013 Curriculum well.
Furthermore, one of the SMK in this research performs an excellent lesson planning. In general, the
three observed subjects seem to be in complete agreement regarding details of lesson planning. From
the interviews with the observed subjects, researcher gained valuable information concerning the
essential steps in designing lesson plans, such as : the uniformity of KI, KD of knowlegde and skills,
the arrangement of indicators, the scope of materials, and the model/methods of learning. There are
also some inhibitors found by teachers while designing lesson plans, such as: the difficulty in
arranging the indicators to achieve competency and uses operational verbs, the selection of correct
model and methods of learning, as well as the preparation of workbooks/learning media. Those
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matters are reflected in lesson plans that they have designed. Most of the low scores come from the
point of assessment rubric concerning the arrangement of indicators to achieve competency, in which
teachers find in difficult to choose accurate operational verbs and the number of indicators.
Some teachers also find some difficulties in interpreting the indicators into the learning aims. The
learning aims can be achieve through learning process. In general, the observed subjects have
managed to comprehend and make a learning scenario centered to the students. The three observed
subjects have implemented scientifical approach in the lesson plans they have designed, such as
observating, questioning, collecting information, associating, and communicating. The findings in the
analyses of lesson plans concludes that the observed subjects haven’t been able to comprehend the
assessment of learning. The assessment of learning in lesson plans must include the fields of
knowledge and skills. The observed subjects have not been able to compile assessment rubric in a
maximum result. While the result of lesson plans assessment is relatively good, the assessment of
learning process based on process standard of the 2013 curriculum shows a very good average result
from the three subjects. The average of SMKN 3 is in the good category, whereas SMKN 8 and
SMKN 15 are in the very good category.
Based on the result of analyses of learning process in 3 subjects of 3 SMK with different groups of
concentration: engineering, accounting and tourism, it is concluded that the most commonly used
learning model is discovery learning and problem based learning. Learning process uses scientifical
approach. Learning activities have been performed well. However, it is discovered that teachers often
find difficulties in implementing scientifical approach due to the limited amount of time. The
motivation and ability to quickly understand the materials among students of SMK are relatively low.
As a result, teachers are required to manage the learning time better. The duration of learning session
in each observed location is different. The duration of learning sessions in SMKN 3 and SMKN 15 is
2 x 45 minutes, while that of SMKN 8 is 4 x 45 minutes. SMKN 8 has longer duration, due to the
merged schedule of mathematics on the same day. SMKN 8 gives more flexibility to the observed
subject, consequently the learning process is arranged better in both fields, knowlegde and skills.
The result of the observation is strengthened by the result of the interviews. Based on the result of
the interviews, students are well prepared to learn with scientifical approach, yet they are not
accustomed to student-centered learning at times. It takes time to customise their way of thinking so
that they can learn in the expected way. Other inhibitions discovered are time management and
materials. There are too many materials for students to acquire in such a limited time. The materials
are always changing each year, this results in the achievement of competency of students are not
equal. These matters are regulations made by the goverments, teachers, as operational forces, will just
have to obey and perform them.
The next information collected from the observation and interview is that the way teachers
motivate students of SMK is relatively not satisfying. Generally the observed subjects have similar
views and methods of how to attact students with low motivation of learning. Teachers motivate their
students by showing them how important mathematics is for their skills, future career and daily life.
Students of SMK commonly do not put mathematics in their top priority since they keep in mind that
mathematics will not be that important for their future career.
4. Conclusion
According to the result and discussion, it can be concluded that the implementation of process
standard of mathematics learning in SMK in Bandung is good (87,4%) in the aspect of planning, while
the aspect of execution is very good (92,06%). Inhibitions found when the teachers are designing
lesson plans are: the difficulties in compiling the indicators to achieve competency, the selection of
accurate learning methods and models, the arrangement and preparation of workbooks or learning
media. There are also inhibitions in the learning process, such as: the limited duration compared to the
vast materials and also the materials that are always changing every year, which result in the
inequality of achievement of competency among students. Another important point taken is that
students are not accustomed to learning with scientifically approach, consequently, it takes quite a
long time to change students way of thinking.
356
5. Acknowledgments
I gratefully thank to the principal of SMKN 3, SMKN 8, and SMKN 15 Bandung for allowing me to
conduct the research there. Also the Math teachers there; Ms.Siti Samiah, Ms.Nurlaela Yulianti,
Ms.Rita Tridaningsih and the special one Allah SWT for allowing me to conduct my research well. I
could never have finished this without His great guidance.
6. References
[1] Kuswana W S 2013 Filsafat Pendidikan Teknologi Vokasi dan Kejuruan (Bandung: Alfabeta) p
198
[2] Tim Redaksi Fokusmedia 2003 Undang-undang RI No.20 Tahun 2003 tentang Sistem
Pendidikan Nasional (Bandung: Fokusmedia) p 5
[3] Zeynivandnezhad F, Ismail Z and Yusof Y M 2012 Mathematics Requirements for Vocational
and Technical Education in Iran Procedia - Social and Behavioral Sciences 56 p 410 – 411
[4] Setiyani R 2014 Persepsi Guru Matematika Kelas X SMK Negeri 2 Salatiga terhadap
Pembelajaran Matematika berbasis Kurikulum 2013 Skripsi FKIP Universitas Kristen Satya
Wacana Salatiga.
[5] Permendikbud No 103 Th 2014 Pembelajaran pada Pendidikan Dasar dan Menengah
(Jakarta: Kementerian Pendidikan dan Kebudayaan)
[6] Yuwono I 2014 Pendidikan Matematika dan Pendidikan Karakter dalam Implementasi
Kurikulum 2013 Seminar Nasional Pendidikan Matematika di Universitas HKBP
Nommensen Medan
[7] Arikunto S 2013 Prosedur Penelitian (Suatu Pendekatan Praktik)(Jakarta: Rineka Cipta)
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The process of reflective thinking in mathematics problem

solving reviewed from cognitive style
A Setianingruma), I Sujadi, and I Pramudya

Departemen Pendidikan Matematika, Universitas Sebelas Maret, Jl. Ir. Sutami No.
36A Kentingan , Surakarta, Indonesia
a)
E-mail: ayuda04081988@gmail.com
Abstract. The objective of this research is to know the process of reflective thinking reviewed
from cognitive style. This research is a descriptive-qualitative research. The subjects of the
research taken from 2 different junior high schools. The research was initiated by using the
GEFT research instrument to get students who have cognitive style FD and FI. The data was
collected from the result of interview with subjects. The results of the research showed that
students with FD style has reflective thinking style in mathematics problem solving stage.
While students with FI showed a less reflective thinking processThe objective of this research
is to know the process of reflective thinking reviewed from cognitive style. This research is a
descriptive-qualitative research. The subjects of the research taken from 2 different junior high
schools. The research was initiated by using the GEFT research instrument to get students who
have cognitive style FD and FI. The data was collected from the result of interview with
subjects. The results of the research showed that students with FD style has reflective thinking
style in mathematics problem solving stage. While students with FI showed a less reflective
thinking process.
1. Introduction
One of the basic competencies that has to be mastered by students in Mathematics is problem solving
competence. In the process of teaching and learning Mathematics students are not only given with
formulas and questions, but also tasks. So that the students can solve mathematical problems in the
daily life. In solving mathematical problems in the daily life students do the thinking process. Ishaq, et
al [1] reflective thinking is a self management to get interpretation to conclusion. Anyone who has
reflective thinking skill will be able to identify the problems, choosing the alternative solution or
strategy to get the problem interpretation., analysing problems and evaluating solution, concluding and
deciding the best solution to a certain problems. Thinking reflectively means think actively,
continuesly and carefully in guessing persistently using the background knowledge with a certain
reason that support the further conclusion [2]. Students’ reflective thinking can be improved by
involving students in finding mathematical concepts. Students will be able to explore their competence
through this kind of teacher role.
Research that used reflective thinking is a research by Ahmad [3] reflective thinking done by the
subjects that has cognitive style and subjects that has impulsive-cognitive style in solving
mathematical problems were different. In solving problems subjects that has reflective-cognitive style
did it carefully. While subjects that has impulsive-cognitive style in solving mathematical problems
did it quickly and carelessly. It is in line with the research that done by Genarsih [4] researched about
the process of reflective thinking of senior high school students in solving problems of integral
functions reviewed from self-etification. The results of the research showed that students with high
358
self-etification did reflective thinking in four steps of polya problem solving, students with average
self-etification did reflective thinking in three steps of polya problem solving and students with
poorself-etification did reflective thinking in onestep of polya problem solving.
Students’ experience in solving problems can motivate students to learn Mathematics. Students that
given problems need to do steps that will lead to the conclusion and problems solving. Steps in solving
problems according to Polya consist of four steps; they are observing problems, planning,
implementing and reflecting. Gurol [5] in the reflective thinking it is important to respect the opinion
of the person communicate, fulfill the responsibilities, consider the differences in education, measure
the learning eagernes.
One of the Mathematical problems is a routine problem. Solving the routine problem according to
Aksanul [6] is every activity that classified into problems that found in the daily life. Every effort to
solve the routine problems intended to have good basic mathematics competencies, mainly aritmatics
competence. Problems solving competence in mathematics should be developed from the very start
because it will help students to solve problems in daily life. The more they practise, the more they will
be able to solve problems. When students are trying hard to solve a difficult problem, they will get a
worthy experience. This experience grows students’ curiosity to learn Mathematics more seriously and
continuesly. So, it is important for the teacher to develop a teaching-learning process that facilitate
students to learn and do the tasks or questions in Mathematics. Chrysostomou [7] said that many
factors influencing students’ problems solving competence are intellegence, logical thinking skills,
creativity and cognitive style, personality, value, attitudes and interests.
Each students has different ways in delivering and constructing knowledge. This differences show
different cognitive factors among the students, so, it affects students problems solving competence. In
solving mathematics problems, students also have different ways and different thinking style.
Students, just like people in common, have specific ways in behaving, that interpretated in perceptual
and intellectual. The perceptual and intellectual aspects show that people have their own typical,
different from others. Based on that aspects, it is said that individual differences can be classified into
types of cognitive or cognitive styles. Cognitive styles are the ways in processing, storing or using
informations to face a task or various circumstances.
Based on the data collected by the researcher from the preliminary study, it was taken a student
(S1) that had been given a question in the sub material of aritmatics related to the character of relective
thinking process in solving the aritmatical problem. In the step of observing problems by relating
information that known by the student (S1) it can be understood that this student read the question
many times and making notes in every step of solving problem or answering the question given. It can
be said that S1 can relate the information given in the question and an appropriate strategy in solving
the problem or question. In the process of interview, S1 had no difficulty in planning the strategy. In
the step of implementing strategy, S1 wrote it in the form of notes. It was because S1 still did trial and
error to find the answer. After finding the answer, S1 did not re-check it because S1 was already sure
with it and afraid of the time that running out while S1 still needed to solve another questions. So, in
intention to know the process of reflective thinking of students, it would be done a further step of the
research about it. Based on the research the process of students’ reflective thinking was one of the
aspects that should be studied to get an optimal mathematics teaching – learning process.
Through the process of reflective thinking can be found how students solve the problems given in
detail. It is because the process of reflective thinking not only led to solution or answer but also
concept, fact and logical reason and rational conclusion making or decicion in problem solving. The
process of reflective thinking is very important for students ro evaluate their self-learning process,
especially in solving mathematics problems. Besides, teacher needs to know the students’ reflective
thinking process to get information about students’ mistakes in intention to help the students to
improve students’ quality in learning Mathematics.
2. Method
In This research is a descriptive research that used qualitative approach. This research tried to describe
as the way it was to get a deep description in detail about the process of students’ reflective thinking of
junior high school graders that have cognitive style of Field Dependent and Field Independent. In
359
deciding the subjects of the research, the researcher did the subjects choosing with GEFT that has been
tested and proved in terms of validity and reliability. Subjects that has been chosen were 2 students. In
a class given test of cognitive styles for each students then students were classified into cognitive style
of Field Dependent group and Field Independent group. From each group, it has been chosen 1
student. The classification was based on the result of GEFT test scores. Besides, determining subjects
was also based on the students’ mathematics competences that balanced and have a good
communication skills. So that the description process in reflective thinking of the students can run
well as expected.
In collecting data of the research, the researcher used two instruments; main instrument and
supporting instrument. Main instrument used to collect data of the research was the researcher. The
researcher ran an interview with the subjects to get informations about the students’ reflective thinking
in solving the problems reviewed from the cognitive styles. The supporting instrument was the GEFT
test results and interview guides. The GEFT test consisted of 25 questions in 15 minutess of test taking
time. It consisted of 3 parts. Test of problem solving in the form of descritive tests or questions in
socio-aritmatical materials. The test of solving problems given to the students in order to evaluate
students’ reflective thinking process in solving the problems. This test consisted from 2 questions.
They fitted the criteria decided before. The questions has been validated. While the interview guide
consisted some questions that could lead the researcher to the students’ reflective thinking process.
The questions given was structurally made. These questions were based on the students’ results of
GEFT test. In testing the credibility of the data, the researcher used time triangulation. It was about the
time of doing the written and spoken test ( interview) that done in different times. If it is found that the
data greatly has similarity, the data can be concluded as valid. Then, the collected data was analysed
by using the stages of reducing data, displaying data and concluding data.

From the results of the interview in the first and second tasks that has been analysed and compared, it
was found a valid data. Furthermore, it can be known the students’ reflective thinking process in every
steps of problem solving.
Table 1. Process of students’ reflective thinking in observing problems

Step of Problem Solving Cognitive Styles
Field Dependent Field Independent
Observing Problems Re-defining question in students’ Re-defining question in
own words students’ own words.
Organizing information from
problems in good way
Selecting background knowledge in
problem solving
Relating information that has been
known with questions
Table 1 shows that in the step of observing problems, students with cognitive style of Field
Independent (FI) and cognitive style of Field Dependent (FD) in the process of reflective thinking of
solving the given problems have similar characteristics. They could re-define the question in students’
own words. Furthermore, the following table 2. will display about the process of reflective thinking in
the step of planning the problem solving.
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Table 2. Process of students’ reflective thinking in planning problems solving.

Planning Problem Solving Relating information that has Relating information that has
been known to arrange the been known to arrange the
strategy of problem solving strategy of problem solving
Making consideration actively in
planning the strategy that has
been arranged and sure that it can
be used to solve the problem
Table 2 shows that in the step of planning the problem solving of student with cognitive style of Field
Dependent (FD) used the reflective thinking process. The reflective thinking process shown by relating
information that has been known to arrange the strategy of problem solving. On the opposite, student
with cognitive style of Field Independent (FI) used the reflective thinking process shown by relating
information that has been known to arrange the strategy of problem solving only without making
consideration actively in planning the strategy. Furthermore, Process of students’ reflective thinking in
implementing strategy of problems solving will be displayed in table 3.
Table 3. Process of students’ reflective thinking in implementing strategy of problems solving

Implementing the strategy of Relating the information Relating the information
problem solving gathered with the strategy gathered with the strategy
Considering the steps used
actively such as the using of
computation concept followed
by a defined reason
Awareness of mistake and
correct it
Being sure with the truth of the
solution of problem solving
that has been done
Table 3 show the step of implementing the strategy of pvitroblem solving, studenth with cognitive
styleof Field Dependent (FD) has show the reflective thinking process. It can be know from activity of
Field Dependent (FD) in relating information gathered with strategy and considering the stes used
actively such as the using of concept to awarness of mistake and correct it. While in students with
cognitive style of Field Independent (FI) has shown the reflective thinking process. It can be know
from activity of Field Independent (FI) relating the information gathered strategy. Furthermore, the
following table 4 will display abou process reflective thinking in the step in the re-checking the results.
361
Table 4. Process of students’ reflective thinking in re-checking the results

Re-checking Re-checking the answer in each No reflective thinking process
steps
Relating the appropriateness
between solution and
information from the problems
to re-check answers
Correcting mistakes
Delivering alternative strategy
as well as solution of problem
solving
Being sure with the answers of
problem solving
Table 4 shows the steps of re-checking, students with cognitive style of Field Dependent (FD) has
shown the reflective thinking process. It can be known from the activity of FD in re-checking the
answers so that there is an appropriateness between solution and information from the problems and
being sure with the answers of problem solving. While in students with cognitive style of Field
Independent (FI) has no reflective thinking process
4. Conclusion
Based on the data analysis and discussion, it can be concluded as follows:
Student with cognitive style of Field Dependent (FD) has shown the reflective thinking process in four
steps. In the step of observing problem, student absorbed information in a good way, selecting the
background knowledge to be used in solving the problems, relating information that has been known
with questions. In the step of planning the problem solving, student related information that has been
known to arrange the strategy of problem solving, making consideration actively in planning the
strategy that has been arranged and sure that it can be used to solve the problem. In the step of
implementing the strategy of problem solving, student related the information gathered with the
strategy, considering the steps used actively such as the using of computation concept followed by a
defined reason, having awareness of mistake and correct it and being sure with the truth of the
solution of problem solving that has been done. In the step of Re-checking, student re-checked the
answer in each steps, relating the appropriateness between solution and information from the problems
to re-check answers, correcting mistakes, delivering alternative strategy as well as solution of problem
solving and being sure with the answers of problem solving.
Student with cognitive style of Field Independent (FI) has also shown the reflective thinking process in
four steps. In the step of observing problem, student absorbed information in a good way because
student has redefined the question in own words. In the step of planning the problem solving, the
student related information that has been known to arrange the strategy of problem solving. In the step
of implementing the strategy of problem solving, the student relating the information gathered with the
strategy. In the step of Re-checking, the student has no reflective thinking process that shown.
Based on the result of this research, it is hoped that the students can use the process of reflective
thinking by well in solving problems. So, the students can improve their achievement in the process of
learning Mathematics.
5. Acknowledgments
Thanks for Mr. Imam Sujadi and Mr. Ikrar Pramudya as a mentor
362
6. References
[1] Ishaq I 2015 ISSN Vol 6
[2] Fisher A 2001 Critical Thinking Cambridge university press
[3] Ahmad N 2016 ISSN VOL 111P 1
[4] Genarsih T 2015 ISSN Vol 7 p 787-795
[5] Gurol 2011 Energy Education Science and Technology vol 3 p 387-402
[6] Akhsanul I 2014 Canadian Science and Education vol 7
[7] Chrysostomou M 2011 Seventh Congress ofEuropan Society for Research Mathematics
Education p387-396
363
Development of teaching material to foster students

mathematical problem solving ability
Risnanosanti and Ristontowi

Program Studi Pendidikan Matematika Universitas Muhammadiyah Bengkulu, Jl.
Bali Po.Box 118, Bengkulu 38119, Indonesia
E-mail: nosantirisna@gmail.com
Abstract. The aim of this study is to produce of a valid teaching materials developed to foster
students' mathematical problem solving abilities through learning approach based on material
issues prism for the junior class VIII. This research is a development, which uses 4-D model of
development. In this study is only done in 3 phases: definition, design, and development
includes expert test and one to one. The subjects were students of class VIII SMPN 1 Maje in
academic year 2016/2017 amounted to 10 students are capable of high, medium and low.
Instrument in this study is the validation sheets. Data validation sheet instructional materials
were analyzed to see the validity of teaching materials. The result based on the research as
follows: Results of the assessment on the sheet validation advance and validate the contents of
teaching materials according to experts, and sheets validation advance the teaching material
shaped students worksheet by students on one to one test as well as through the test Q Cochran
shows that the teaching materials are already in valid and practical criteria.
1. Introduction
In Indonesia mathematics is a compulsory subject for students from elementary school until university.
Mathematics has a strategic role in establishing formal knowledge characteristic for students. Students
who have a good ability in doing mathematics are general prerequisite to have a good formal
reasoning. Students have a good ability in doing mathematics then they being skilful in solving
problem and being critical in interpreting non-routine problems. Therefore one of the most the
fundamental goals of teaching mathematics is being able to use mathematical thinking in solving
problem. It is an ultimate goal of teaching mathematics that student will be able to conduct
mathematical investigations by themselves. Mathematical problem solving has long been seen as an
important aspect of mathematics. It has infused mathematics curricula around the world [1].
Students will be able to identify where the mathematics that they have learn is applicable in real
world situation. In real life, students need to solve problem because that is a basic way to survive in
our daily life and mathematics is seen as the language. In problem solving students can improve their
abilities expected: to state what they understood about the problem, to determine which strategy that
they can choice to solve the problem, to application the selected strategy and to control whether the
solution that they made is right. When students control the process, they must be fully put fort what
has been done and where it has been done. So problem solving plays an important role in mathematics
education and most of learning is occur as a result of problem solving process [2].
However, in school were reported that students have difficulties in mathematics problem solving.
Many students struggled to accomplish mathematics especially in problem solving [3]. The difficulties
about problem solving arise from when the student face complex word problem then they cannot apply
the keyword. Learning how to solve story problems involves knowledge about semantic construction
364
and mathematical relations as well as knowledge of basic numerical skills and strategies [4]. A
problem is a situation for which the individual who confronts it as no algorithm that will guarantee as
a solution. Therefore we must have many efforts to improve student mathematical problem solving
ability.
Many attempt by the government and teachers to improve student mathematical abilities. One of
the effort have been made by our government is to change curriculum. The new curriculum that
currently uses is curriculum 2013 [5]. Curriculum 2013 has special characteristic namely scientific
approach. The component in scientific approach in curriculum 2013 are: observe, ask, try, processing,
presenting, concluded, and create [5][6][7]. The implication from that statement is the teachers have a
challenge to learn more clearly about the curriculum 2013 so that they can develop the ability of our
learners.
On the other hand, teacher effort is how to make an interesting learning process and make the
students enjoy when doing mathematics. Based on curriculum 2013 students requires learning
resources to explore they knowledge about the subject matter. According to Standard Process Primary
and Secondary Education in Curriculum 2013, learning resources can be form of print and electronic
media, books, the natural surrounding or other relevant learning resources. So this is an important
thing for the teachers developed a learning material as resources for the students to improve they
mathematical problem solving ability.
1.1. Problem in Mathematics

A problem refers to a situation in which there is a difference between fact and will. It means a problem
is a gap which separates a person from accomplishing their goal and solving the current existing issue
[8]. That statement is an evident that students who have a strong desire to understand and solve
problem often provide unique and accurate answer [9]. Mathematical problem is the tool used as not
only to help students develop their thinking but also to help them to develop their basic skills of
solving the problem especially a problem in daily life. For the students a task is a problem when their
immediate knowledge is not adequate to solve it or when they do not have and algorithm at their
disposal that leads straightforwardly to the solution.
There are two kind of problem in mathematics. The first routine problem: routine problem usually
one or two step process require the reproduction and application of a fixed solution. In another word
routine problem which involve the application of routine calculation. The second non-routine problem:
non-routine problem does not have straightforward solution but require creative thinking and
application of a certain heuristic strategy to understand the problem situation. Non-routine problem
require the productive thinking and can be approached in more or less sophisticated ways. A non-
routine problem appear when students encounters a give situation, intends to reach a required
situation, but do not know a direct way of accessing of fulfilling their goal.
1.2 Problem Solving Ability

Problem solving is one of the most crucial cognitive activities an individual may put into use in a
variety of lifestyle-related contexts, particularly in respect to rapid lifestyle, informational technology
revolution and accelerated change in all aspects of life [8]. In real life, students need to solve problem
because that is a basic way to survive in our daily life and mathematics is seen as the language [3]. In
learning mathematics, problem solving is the most important aspect. Teaching for problem solving is
rarely present in formal teaching environments. Problem solving occurs in the process that the student
goes through in order to resolve a situation for which the method of approach in unfamiliar or not
obvious to the student. So in problem solving the solution path is unfamiliar to the students, then
whatever the student does to reach a solution is considered problem solving. A good problem solver is
closer to the possibility of reaching a solution, has more motivation, uses more reasoning, or has more
knowledge than a poor problem solver.
Problem solving requires a large amount of training, since students face numerous setbacks in
solving problems in general and mathematical problems in particular. Students’ weakness in
understanding mathematical problems may be attributed to their lack of assisting mathematical
365
strategies and necessary skill, and their low motivational drive to learn. Many students and teacher
view the process of teaching problem solving as extremely tricky [10]. One of the most significant
aspects of learning problem solving is when students understand what they are doing in the process of
comprehending and solving the problem. Problem solving to be the process of evaluating possible
techniques, applying techniques, reaching a solution, checking the result for accuracy, and writing out
the solution in a coherent fashion. There are many problem solving models (Table 1) [3].
Table 1 Problem-Solving Model
Polya (1981) Krulik & Rudnick (1996) Zalina (2005)

4-hierarchy 5-hierarchy 3-hierarchy
i) understanding problem; i) reading and thinking; i) understanding problem;
ii) planning; ii) analyze and planning; ii) solving problem;
iii) performing the plan; iii) organizing strategy; iii) stating the answer;
iv) confirmation of the answer; iv) getting the answer;
v) confirmation of the answer;
2. Method
The type of this study was development research. The learning material that would be developed in
this research was learning material for development student mathematical problem solving ability. The
stages of the development learning material model referred to the development models stages
proposed by S. Thiagarajan, Semmel and Semmel (Four-D Models). The stages of the development
learning material were as follows:
Stage 1 : Define This stage was to identify and study about: (1) students characteristic, the
condition of the students and the environment as a support for learning
material, (2) learning material that teacher used before as a comparison
oriented to mathematical problem solving ability, (3) mathematics
curriculum at Junior High School level.
Stage 2 : Design In this stage, the main activity was to design learning material to
development student mathematical learning ability. The details of the
main activities at this stage include: (1) designing the word story problem
to development student mathematical problem ability, (2) designing
learning activity to facilitate students develop their ability, (3) designing
the syntax learning, such as the role of teacher and students in the class.
Stage 3 : Development This stage includes: (1) requesting the opinion of Expert Review, (2)
Conducting the Implementation of Prototype I trial that conducted in eight
grade of SMP I Maje Academic Year 2016/2017, (3) Conducting a
revision of prototype I based on the result of testing and consideration by
the teachers and expert review. From the result of the study, it was
designed the prototype II to be tested. Furthermore, it revised again on the
components that are considered necessary, and then tested again. The
learning material for prototype II was the concept of Prism. The second
trial, it used prototype final learning material that can develop students
mathematical problem solving ability on VIII-A grade of SMP I Maje.
The learning material in the final prototype was the same topic, the
concept of Prism.
Analysis activity in development research is dominant with qualitative and it has been implied in a
whole series of activities that carried out in each stage of development of learning material. This
analysis was conducted on all indicators mathematical problem solving ability.
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The result obtained at each phase of development regard to the development process of learning
material to develop students mathematical problem solving ability can be described as follow:
3.1. Defining
In the define stage researcher identified learning material that teacher used and student mathematical
problem solving ability at SMP I Maje. Based on the result of initial study that had been done, it was
revealed that students in this school have low ability in mathematical problem solving and it needed a
specific learning material to improve their ability. The learning material was expected to have valid,
practical and effective criteria.
3.2. Designing
In this stage, the instrument of learning material that designed had set the format and selection of
related such as: (1) test of mathematical problem solving ability, (2) student worksheet, and (3) lesson
plan. The mathematical problem solving ability test had successfully designed 10 items of essay test.
This instrument was test items involved the indicator for mathematical problem solving ability in
prism subject. Student worksheet and lesson plan that were successfully designed based on
mathematical problem solving indicators.
The validity of the instrument that produced in design stage was to define the aspect of indicators
in every aspect related to (1) the validation about language that used in the test, student worksheet and
lesson plan, (2) the validation about indicators mathematical problem solving ability, (3) the validation
about activity in the students worksheet that can be develop student mathematical problem solving,
and (4) the validation format learning material.
The validation result of mathematical problem solving ability showed that the test was valid with
Qhit 6,8 < 9,488 (χ2 table). The validation result that the lesson plan was valid with Qhit 3,5 < 9,488 (χ2
table). The last, the validation about student worksheet showed that was valid with Qhit 4 < 9,488 (χ2
table).
The practicality instrument that successfully designed covered the (1) test of mathematical problem
solving ability, (2) student worksheet, and (3) lesson plan. Based on the result analysis of the
implementation of learning material during trial, it obtained an average score of the implementation
for indicator understanding the problem M = 1,63, making the suitable strategy M = 1,65, solving the
problem M = 1,72 and Looking back the answer M = 1,89. It can be concluded that on average, all
indicators of mathematical problem solving ability was fully implemented (1,5 ≤ M ≤ 2,0).
4. Conclusion
Based on the research result we can conclude student mathematical problem solving ability at Junior
High School in SMP 1 Maje still in the low level. Learning material that developed in this research
meets the criteria of validity based on the result of validation of expert and practitioners. The use of
teaching materials developed has been able to improve students 'mathematical problem solving
abilities, indicating that teaching materials have a potential effect on students' ability. This research
only develops teaching materials on limited material therefore it is suggested to teachers to develop
teaching materials to improve problem solving ability on other materials
5. References
[1] Liljedahl P 2016 Problem Solving in Mathematics Education Proc. Int. Conf. On Mathematics
Education DOI 10.1007/978-3-319-40730-2-1
[2] Ersoy E 2016 Problem Solving and Its Teaching in Mathematics J. New Horizons in Education 6
2
367
[3] Tambychik, T and Meerah, TSM 2010 Students’ Difficulties in Mathematics Problem-Solving:
What do they say? Proc. Social and Behavioral Sciences vol 8 (Malasyia/Malasyia Elsevier) p
142 – 151.
[4] Sajadi, M., Amiripour, P., Malkhalifeh, MR., 2013. The Examining Mathematical Word Problem
Solving Ability under Efficient Representation Aspect. International Scientific Publication and
Consulting Services. Volume 2013, Article ID metr-00007, DOI:10.5899/2013/metr-00007.
[5] Depdikbud 2003 Undang-Undang No. 20 tentang Sistem Pendidikan Nasional (Jakarta)
[6] Kurniasih and Sani B 2014 Implementasi Kurikulum 2013: Konsep & Penerapan (Kota Pena:
Surabaya)
[7] Kusmaryono I and Suyitno H 2015 The Effect of Constructivist Learning using Scientific
Approach on Mathematical Power and Conceptual Understanding of Students Grade IV J. of
Physics: Conference Series 693 (2016) 012019
[8] Aljaberi NM and Gheith E 2016 Pre-Service Class Teacher’ Ability in Solving Mathematical
Problems and Skills in Solving Daily Problem Higher Educational Studies; Vol 6, No. 3; ISSN
1925-4741; E-ISSN 1925-475X
[9] Coutinho S.A 2006 The Relationship between the need for cognition, met cognition, and
Intellectual Task Performance. Educational Research and Review, 1(5), p 162-164.
[10] Soancatl V, Leon A , Martinez, C 2010 Leading Students to Solve Math’s Problem Using
Question-led Learning. Proceeding of the 4th European Conference on Games-Based Learning:
ECGBL 2000.
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An analysis of students’ mathematics communication on

junior high school based on prior mathematical knowledge
E J Ditaa), B A Priatna, and Kusnandi

a)
E-mail: eva.juliandita@student.upi.edu
Abstract. This study conducted on VIII grade Junior high school in Pekanbaru with 34
students as participants. Study aimed to analyze students’ mathematics communications
which classified into three categories, they are high, medium and low. To collect the data,
the instruments mathematics communication problems, prior mathematical knowledge
(KAM) which had been validated and reliable, interview and observation sheets were
employed. Prior mathematical knowledge problem consists of 8 items which content of
polyhedron materials. Then, 4 questions of prior knowledge have been given to student and
followed 4 questions of mathematics communication. The result of analysis said that there
is no different significantly between high and medium groups. Meanwhile, there is
different significantly between medium and low groups. But, those are students who
achieved high score from high groups than students from medium and low groups on
specific questions. Based on interview revealed that prior mathematical knowledge had
contribution and influenced mathematics communications skill. Besides that, students’
mathematics communication was still poor, caused of unfamiliarize in expressing the
mathematical symbol from the problem.
1. Introduction
Mathematics is the science that underlies humans’ life, because of the time periods, mathematics is
required in innumerable sides of humans’ life. Mathematics must be studied by every student at each
level of instruction. That’s suitable with the aim of NCTM on mathematical standard learning process,
which contains of problem solving, reasoning and verification, mathematical communication,
interrelationship in mathematics and representation [1]. Communication skills are not less significant
with other mathematical skills, because these competences can support other mathematical skills.
During the process of learning, students and teachers, students and students and students with learning
resources will communicate in oral and inscribed, ten, so that students can convey or describe the
views and acquaintance possessed.
Communication includes oral and inscribed, that oral communication emphasizes the disclosure of
ideas and acquaintance in verbal form (words) and thattranspire when there is interface [2]. Inscribed
communication such as the usedin form of the use of pictures, tables and others which is a description
of the view of acquaintance from a problem and uttered in written form. Whereas mathematics that
change the statement into formulas, symbols or images to simplify communication between
individuals about an object. Communication skills can build the capability to reason, argue, and speak
or discuss [3].
The observations for the subject or some junior high school studentswere found that students just
be unfamiliar with the story form in exercise, although the teacher was teaching in the classroom was
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very good, but sheover guided the students, that effect for studentswho could not recognise what was
given. This is also appropriate with the results of the Program for International Student
Assessment(PISA) 2015 for students who under 15 years old that wasobtained by Indonesia's ranking
decreased from 2009 to 69 from 76 participating countries. Test that was held by PISA gauged the
competences of mathematics include problem solving, mapping in mathematical models and concepts
or acquaintance possessed. The indicators of mathematics communication skillgauged in this study are
as follow: (1) express the situation, drawing and diagram into language, symbol, idea and
mathematical model or otherwise (mathematical expression); (2) declare the problem in the form of
mathematics and make the statement based the own ideas (written text); (3) construct conjectures and
represent mathematical problems in geometric form (figure); (4) gauge and analyze an idea given in a
mathematical situation (evaluation) [4].
The factor of Prior Mathematical Knowledge (KAM) of students will also be a focus on this
research. This is related how to get the new acquisition that is determined by the prior acquisition of
the students, if the prioracquisition of students is good then it will be affect to the result in the new
acquisition that is good too. This corresponds for a constructivist theory which holds that learning is
an activity of building prior acquisition[5]. So that, other factors that can enable a significant increase
in each student's ability can be seen by knowing the student's initial ability. Based on the theory,
students will be easier in constructing new acquisition if the new acquisition is related to previous
acquisition or have an association with the learning experience.
Numerous studies that are related to communication skill and students’ KAM can be seen in
Alhaddad on improving communication skills with Treffinger learning based on students’ KAM [6].
The results bared that communication skill increased in the experiment class for all categories of
KAM. Other studies such as Ainun et al. And Fitrina, et al., about improving the ability of creative
thinking and mathematical communication of high school students with learning model of Project
Based Learning and Teams Game Tournament [7] [8]. The results bared a significant improvement
fromthe usual learning. However, from Ainun, et al. low KAM students did not improve [7]. Inspite of
Fitrina, et al. thatstudents’KAM who improvedsignificantlyis low KAM student, while high and
medium KAM students are not too diverse [8].
According to previous theory and research, it is important to see the students' initial on the
material used as a pre-requisite (apersepsi) before entering the new material. So, by discovering the
result of pretest from students and the initial acquaintance of the students will be able to facilitate the
teacher in choosing the right learning. The importance of selecting learning models is the needing and
learning styles of students [9]. Same as Sriwongchai, et al. that develops learning which can develop
the mathematical ability of students in grade VIII, formerly by exploring what problems appear in
learning and viewing students'acquaintance as well as determining evaluation instrument
appropriately, so that the achievement of students' mathematical ability can be improved [10].
The research approach which used is qualitative with descriptive study that the researcher is part of the
instrument. The subjects of research are limited to one class of VIII grade in one Junior High School
in Pekanbaru with 34 students who have high, medium and low ability, and also have received
prerequisite materials to polyhedral. This research is a case study by not making generalizations of the
research results. Numerous instruments (data collection) that used were researcher, interview,
mathematics communication skill pretest, KAM test and observation sheets.
The questions that will be used, that were tested previosly in the one class of IX grade of junior
high school to gauged at distinguishing power, the level of difficulty, validity and reliability. Test
KAM gauge the ability of students on triangle material, quadrilateral, phytagorastheorem, squared and
square root with the number of questions are 20 questions. Having tested then there are 8 valid
questions with good distinguishing power as well as very good and high categorical reliability.
Mathematics communicationskill pretestbased on indicators of mathematical communication skill with
the number of questions is 4 that has been valid and high categorical reliability. The scoring thread of
mathematics communication based on Holistic Scale is presented in Table 1 [6].
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Table 1. Scoring Thread of Mathematics Communication

Students’ Answer Mark Score
Use mathematical language (terms, symbols, signs and or
representations) very effectively, accurately, and thoroughly to 4 9-10
explain operations, concepts, and processes.
Use mathematical language (term, symbol, sign and or
representation) most effectively, accurately, and thoroughly to 3 6-8
explain operations, concepts, and processes.
Use mathematical language (terms, symbols, signs and or
representations) less effectively, accurately and thoroughly to 2 3-5
explain operations, concepts, and processes
Use mathematical language (term, symbol, sign and or 1 1-2
representation), but wrong answer
No answer (empty) 0 0
The interview sheet is used to find out the extent of the students' knowledge from the answer of
pretest. That containing some questions asked by the researcher to the students after students have
doneKAM test and pretest. While the observation sheet contains some notes of observations about the
preliminary study of the learning by the mathematics teacher and some of the instrument of
communication skill in mathematical that the teacher gave to the students.
The procedure of research is a preliminary study of problems that related to students' mathematics
communication ability based on observation, then the preparation of instruments test and test the
instrument to the students. The revised ofinstrument test, then is tested to grade VIII and grouped
based on the results of high, medium and low KAM student. KAM students who have been grouped,
then that’s analysed of each result of a matter of communication pretest. The scoring of students'
answers in KAM test with the rules for correct answer that is given a score of 1, while for wrong
answer or not answering that is given a score of 0. Category for grouping the ability of students based
on the mean ( ̅ ), standard deviation (s) andstudent’s score (x) is presented in table 2 [11].
Tabel 2. Students’ Category Based KAM

Scoreof KAM Test Category
x≥ ̅+s High
̅ -s≤x≤ ̅ +s Medium
x< ̅–s Low
3.1. Students’ Prior Mathematical Knowledge

Following is indicator of the KAM test that has been valid and reliable in table 3:
Tabel 3. Indicator of KAM Test

Material Indicator
Quadrilateral Determine the length of one side parallel to the trapezoid, from the
area and other known side sizes
Triangle Specify the line type on the triangle
Specify the angular angle from the number of angles of the triangle
Specify the area of triangle from the known base and height size
PhytagorasTheorem Specify the lengthof on side at the triangle that containingantriangle
Determine the length of the side of an equilateral triangle based on
the length of the other side obtained previously
Square and Square Determine the sum of square and square root results
Root Determine the result of the sum of the square root
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The result of KAM test of the students in grade VIII with the number of students 34, obtained ̅=
3,588 and s = 0,988, so the criterion of student grouping is:
x ≥ 4,576: High group students (8 students)
2,600 ≤ x ≤ 4,576: Medium group students (22 students)
x<2,600: Low group students (4 students)
3.2. Result of Mathematics Communication Skill Pretest Based Students’ KAM

Based on the number of students in high KAM as many as 8 students, medium KAM as many as 22
students and low KAM as many as 4 students, who have been given pretest of mathematics
communication that obtained as following results based on the mean ( ̅ ):
Tabel 4. Pretest ofMathematical Communication Skill

KAM Item 1 Item 2 Item 3 Item 4 ̅ total
High 7,250 0,500 5,250 1,875 3,719
Medium 5,954 0,318 4,681 1,727 3,170
Low 5,500 0,250 3,000 0,500 2,312
̅ 6,235 0,356 4,311 1,367 3,067
Table 4 displays significant results in high, medium and low groups. The difference mean between the
high and medium groups is 0,549, while the difference between the medium and low groups is 0,858.
This display that the difference between high and moderate groups is not different, whereas the
difference between medium and low are greater differences. In each item, such as item 1 (drawing),
item 2 (mathematical expression), item 3 (written text) and item 4 (evaluation) from high group
showed better results from medium and low group, while the medium group showed greater results
than low group. However, on some items the questions (1 and 2) of the medium group are showing
results that are not higher than the overall mean of the students. Furthermore, interviews were
conducted to students regarding the outcome.
Description of item 1
A full groundwater tub which beam shape with dimension 100 cmin length, 60 cm in width and120 cm
in height. The oil will be ejected through the hole into another tubwith dimension 80 cm in length, 50
cm in width and 15 cm in height. Sketch the matter in Figure 1.
(a) (b)
Figure 1. (a) Answer of High KAM, (b) Answer of Low KAM
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Based on figure 1 (a). Students have been able to describe the beam with the correct size proportions.
Interview results show that students pay attention to the given size, not taut to the general shape of the
beam that the length should always be greater than the height.
Based on figure 1 (b). Students describe blocks of inappropriately sized proportions, where the height
should be longer than the length. Interview results show that students accustomed about the beams that
have a size where the length is always longer than the other size. In medium KAM, students make the
same mistakes, and provides the wrong size on the length and height.
Based on question number 1, if the oil surface in the first tubdrop 2 cm in height, then how much part
in first tub that reducedand how much part in second tub that is already occupied? Explain the ratio of
volume of the first and second tub by using a Cartesian diagram based on dropping 2 cm, 4 cm, 6 cm
in height.
Figure 2. Answer of High KAM
Based on the figure 2, students can not recognise the demand of problem, and more focused on the
cartesian diagram that is requested at the end of the question. So that, the scores which is received by
students only 1 or 2 with categories have used mathematical symbols but wrong answers, the others
just get a score of 0, because it does not answer (empty). This score is evenly distributed in high,
medium and low KAM, so the results of the interviews indicate that many students can not recognise
the problem in the form of story text and do not recognise the demand of the problem as a whole, so
they do not continue the answer of the problem.
Andi observed avolume decreasing of two cubes of ice that presented in the following graph:
15 D
12
C
Volume II
6
B
3
A
2 4 8 10
Volume I
Explain the meaning of points A, B, C and D, then how to find the association between I and II ice
cubes?
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(a) (b)
Based on the figure 3 (a). students have been able to explain the meaning of the point in cartesian
coordinates well based on the volume of the polyhedron I and II and explain the association between
volume I and II well. The results of the interview also indicate that students have been able to explain
a diagram by using mathematical symbol well.
Based on the figure 3 (b). students have explained the meaning of the point well, but can not explain
the association between volume I and II. The interview results indicatethat students are still confusing
what the association is and most students make comparisons from points A, B, C and D without
knowing what the meaning of that comparison is. In medium KAM, students make the same
mistakeswith the results on high and low KAM.
There is a rubic’s cube with a surface area of 216 cm2. This rubic’s cube is composed of several unit
cubes. This rubic has been painted on the surface only. Explain how to determine the extent of the
entire surface of the unpainted unit cube?
(a) (b)
Based on figure 4 (a). students have been able to identify the length of the sides of the entire rubic,
but the students did not continue the answer to find the length of the side of the unpainted cube. The
results of the interviews show that the student just can not analyze yet which cube is mean in the
matter. Based on figure 4 (b). students have been able to identify that the rubic has 3 pieces of cube on
each side, but because of the concept that students have not been obtained, so that students assume that
the area of the unit cube of the rubric can be divided into 3directly. Interview results show that
students have been able to analyze which cube is unpainted, but students have difficulty in solving
problems thoroughly. The answersof this item on KAM is showing the results that are not much
different from high, medium and low KAM, and some students do not answer.
4. Conclusion
The mathematics communication skill is very important for students at all levels of instruction. This is
useful in life especially facing global competition. Improper communication skills will lead to
misunderstandings in the interpretation of situations, images, readings and so on. In mathematics, this
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ability is a basic ability that can support other mathematical skills, because by understanding the
purpose of the problem, this will facilitate students in solving, criticizing or connecting to find a
solution.
In a class of study shows the diversity of students' abilities, so the students are divided based on the
results of their Prior Mathematical Knowledge Test. KAM divides students into high, medium and low
group. In fact, not all of high KAM are able to answer some of the questionsthat are given, but
sometimes can be answered by medium and low KAM. However, overall based on the mean of the
students' mathematical communication pretest, it was found that differences between medium and low
KAM are greater than differences of high and medium KAM.
Based on the results of the overall description of the mathematics communication pretest based4
indicators of communication skills (drawing, mathematical expression, written text and evaluation)
that the difference of answers between high and low KAM of some students is shown visible that there
are many differences in ability to analyze and communicate the results of the idea. In accordance with
prior mathematical knowledge that many affect of the results of pretest, the results found that high
KAM results are greater than medium KAM, and medium KAM result aregreater than low KAM. In
addition, based on the results of interviews that are also supported by the results of observation can be
concluded that it neednumeros forms of problems that can make students be familiarize in expressing
the mathematical symbol of everyday life and can explain a situation and analyze from the image form
mentioned.
5. Acknowledgments
The authors thank to the headmaster and mathematics teacher of Junior High School in Pekanbaru,
Riau involved in this study.
6. References
[1] NCTM2000Principle and Standars for School Mathematics(United States: NCTM)
[2] Brenner M E 1998 Development of Mathematical Communication in Problem Solving Groups by
Language Minority Student. Bilingual Research Journalvol 22 pp 2-4.
[3] Baroody A J 1993. Problem Solving, Reasoning, and Communicating, K-8, Helping Children
Think Mathematically. New York: Macmillan Publishing Company.
[4] Sumarmo, U., dan Hendriana, H. (2014). Penilaian Pembelajaran Matematika. Bandung: Refika
Aditama.
[5] Dahar, R. W. (2011). Teori-Teori Belajar dan Pembelajaran. Jakarta: Erlangga.
[6] Alhaddad, I. (2015). Enhancing Students’ Communication Skills Through Treffinger Teaching
Model. Indo MS-JME, vol. 6, no. 1, pp 31 – 39.
[7] Ainun, N., dkk. (2015). Peningkatan Kemampuan Komunikasi dan Penalaran Matematis Siswa
Madrasah Aliyah Melalui Model Pembelajaran Kooperatif Tipe Teams Games
Tournament. Journal Didaktik Matematika, vol. 2, no. 1, ISSN. 2355-4185.
[8] Fitrina, T., dkk. (2016). Peningkatan Kemampuan Berpikir Kreatifdan Komunikasi Matematis
Siswa SMA Melalui Model Pembelajaran Project Based Lerning Berbasis Debat. Jurnal
Didaktik Matematika, vol. 3, no. 1, ISSN. 2355-4185.
[9] Rusman. (2012). Model–Model Pembelajaran. Mengembangkan Profesionalisme Guru. Jakarta:
PT Raja Grafindo Persada.
[10] Sriwongchai, A., dkk. (2015).Developing The Mathematics Learning Management Model for
Improving Creative Thinking in Thailand. Journal International Education Studies, vol. 8,
no. 11, ISSN. 1913-9020
[11] Arikunto (2013). Dasar-dasarEvaluasi Pendidikan. Jakarta: Bumi Aksara.
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Development of mathematical problem solving instruments on

quadrilateral material for junior high school students
H E Nurmutiaa), S Prabawanto, J A Dahlan

Departemen Pendidikan Matematika, Sekolah Pascasarjana Universitas Pendidikan
Indonesia, Jl. Dr.Setiabudi No. 229, Bandung 40154, Indonesia
a)
E-mail: halidaeka10@gmail.com
Abstract. This article presents about test instruments to measure students' mathematical
problem solving abilities. The development of this instrument is one of several research steps
undertaken by the author.A good test instrument must meet the valid and reliable criteria.The
steps of developing this mathematical problem solving instrument include:(1) study of
mathematical problem solving literature; (2) create a lattice based on indicators of
mathematical problem solving ability; (3) preparation of test items; (4) trials; (5) analysis of
trial results; (6) revisions; (7) retest; And (8) analysis of retesting results.The instrument was
tried to 30 grade VIII students from one of the junior high school inRembang.Based on the
analysis of the results obtained 4 items test math problem solving abilities are valid and have
high reliability.Thus, the instrument can be used to collect research data that measures students'
mathematical problem solving abilities.
1. Introduction
One of the goals of learning mathematics in school is to solve problems that include the ability to
understand problems, design mathematical models, modeling, and interpret the solutions obtained [1].
Based on these objectives, problem solving ability is one component that has an important role in
mathematics.According to Cooney, the ownership problem solving skills help students to think
analytically in making decisions in everyday lifeand help improve critical thinking skills in the face of
new situations [2]. Problem solving is a life skill that involves the process of analyzing, interpreting,
reasoning, predicting, evaluating, and reflecting [3]. Brancastated that the process of mathematical
problem solving is the heart of mathematics[2]. The experiences gained through the problem solving
process enable the development of mathematical abilities.The importance of the problem solving role
leads to problem solving being the focus in students' math learning at school.
In learning mathematics of elementary and middle school students or equal, quadrilateral is one of
the geometry material that must be studied.Quadrilateral material is important because it is widely
applied in the problems of everyday life.Geometry learning in schools opens more opportunities for
students to explore, observe, and discover at each level of learning, especially where challenging
activities and tasks are available [4]. The task or the challenging geometry problemsrequires various
strategies to be solved so that it will train and improve students' thinking ability.The problem-solving
activity in geometry is a good activity for students' thinking development as it relates to space,
constructiveness, and related to the real world [5].
The fact shows that students' thinking ability to solve problems is still low. This is because students
tend to memorize mathematical concepts and definitions without understanding the meaning of their
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contents [6]. In solving the problem, most students are only able to solve problems that are similar to
the example given by the teacher or routine problems.When the problem context changes or the
problem is modified, they have trouble completing it.This tendency has an impact on the less
satisfactory result of mathematics learningand become an indicator of the low ability of students'
mathematical problem solving.
In order to develop students' mathematical problem solving ability, it is necessary to create learning
activities that involve students to think.Ellison states that through regular practice and teaching
problem solving skills strategies will improve students' problem solving ability [7].Therefore, the
teacher as a facilitator should be able to design mathematics learning and develop various types of
problems that potentially develop students' mathematical problem solving abilities.
Many studies have developed and used mathematical problem solving instrument that refer to
Polya's strategy indicators.In his book How to Solve it, Polya mentions four steps in problem
solving.Unlike Polya's problem-solving indicators, mathematical problemsolving ability in developing
this instrument is the ability of students to solve various types of mathematical problems using
appropriate strategies.Based on the above description, researchers conducted research to develop
students' mathematical problem solving abilities.To support the research, in this article will be
explained about the development of mathematical problem solving instrumentsand analysis of test
results of the instruments that are part of the research phase.
Mathematical Problem Solving

Problem solving is cognitive processing directed at achieving a goal when no solution method is
obvious to the problem solver. This definition consists of four parts: (a) problem solving is cognitive,
that is, problem solving occurs within the problem solver’s cognitive system and can only be inferred
from the problem solver’s behavior, (b) problem solving is a process, that is, problem solving involves
applying cognitive processes to cognitive representations in the problem solver’s cognitive system, (c)
problem solving is directed, that is, problem solving is guided by the problem solver’s goals, and (d)
problem solving is personal, that is, problem solving depends on the knowledge and skill of the
problem solver. In sum, problem solving is cognitive processing directed at transforming a problem
from the given state to the goal state when the problem solver is not immediately aware of a solution
method [8].
Problem solving is the process of applying the previously acquired knowledge to new and different
situations.In addition, NCTM also reveals the purpose of teaching problem solving in general is to (a)
build new mathematical knowledge;(b) solve problems that arise in mathematics and in other
contexts;(c) implement and adapt appropriate strategies to solve problems; and(d) monitor and reflect
on the process of mathematical problem solving [9].
Mathematical problem solving process is different from the process of completing a math
problem.Solving a problem or a mathematical task is not necessarily the same as solving a
mathematical problem.Mathematical problems or tasks that can be found immediately how to solve it,
is not a problem, but includes a routine task.A mathematical task is classified as a mathematical
problem if it can not be obtained immediately how to solve it, but must go through some other relevant
activities.A problem for an individual or student at a particular school level is not necessarily a
problem for an individual or a student of a higher school level [2].
Based on its characteristics, the type of problem is divided into two, namely well-defined problems
and ill-defined problems. A well-defined problem has a clearly specified given state, a clearly
specified goal state, and a clearly specified set of allowable operations. An ill-defined problem lacks a
clearly specified given state, goal state, and/or set of allowable operators. [10]. On the other hand,
problem solving is also identified into two categories, namely problems to find and problems to prove
[11].
Judging from the number of the solution or way of solving, mathematical problem can be closed
and open problem.Closed problem is a problem that has a specific solutions and ways of completion,
while the open problem are problems that have more than one or a variety of solutions and ways of
completion [2]. In addition, a variety of mathematical problems are also identified in two,
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mathematical problems whose situations and statements relate to the real world (outside mathematics)
and pure mathematical problems embedded in the whole in mathematics[12].
In this research, students 'mathematical problem solving ability will be measured through students'
ability in solving various mathematical problems by using the right strategy in writing on quadrilateral
material.In each given problem, the measurement of mathematical problem solving abilities is done
with indicators that have been determined.These test instruments are arranged in the form of a
description with the lattice item mathematical problem solving tests presented in Table 1.
Table 1. Lattice Mathematical Problem Solving Ability Test
Mathematical Ability Indicator Problem Number

Mathematical Problem 1. Solve closed mathematical 1
Solving: problems with contexts in
The ability of students to mathematics.
solve a variety of 2. Solve closed mathematical 2
mathematical problems problems with contexts outside
using the right strategy. mathematics.
3. Solve open mathematical 3
problems with contexts in
mathematics.
4. Solve open mathematical 4
problems with contexts outside
mathematics.
The problem solving test instrument has been consulted with 2 lecturers of mathematics education and
a junior high school teacher before being tested.The instrument was tried to 30 grade VIII students
from one of the junior high school inRembang.To obtain the test results of mathematical problem
solving ability, scoring of student answers for each item.The scoring criteria for the test of
mathematical problem solving ability used in this research is to refer to the holistic scoring as
presented in Table 2 [13].
Table 2. Guidelines scoring Mathematical Problem Solving Ability Test
Student's Response to the Problem Score

They are blank. 0
The data in the problem may be simply recopied, but nothing is done with
the data or there is work but no apparent understanding of the problem.
There is an incorrect answer and no other work is shown.
There is a start toward finding the solution beyond just copying data that 1
reflects some understanding, but the approach used would not have led to a
correct solution.
An inappropriate strategy is started but not carried out, and there is no
evidence that the student turned to another strategy. It appears that the
student tried one approach that did not work and then gave up.
The student tried to reach a subgoal but never did.
The student used an inappropriate strategy and got an incorrect answer, but 2
the work showed some understanding of the problem.
An appropriate strategy was used, but
a) It was not carried out far enough to reach a solution.
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Student's Response to the Problem Score

b) It was implemented incorrectly and thus led to no answer or an
incorrect answer.
The correct answer is shown, but
a) The work is not understandable.
b) No work is shown.
The student has implemented a solution strategy that could have led to the 3
correct solution, but he or she misunderstood part of the problem or ignored
a condition in the problem.
Appropriate solution strategies were properly applied, but
a) The student answered the problem incorrectly for no apparent
reason.
b) The correct numerical part of the answer was given and the answer
was not labeled or was labeled incorrectly.
c) No answer is given.
The correct answer is given, and there is some evidence that appropriate
solution strategies were selected. However, the implementation of the
strategies is not completely clear.
The student made an error in carrying out an appropriate solution strategy. 4
However, this error does not reflect misunderstanding of either the problem
or how to implement the strategy, but rather it seems to be a copying or
computational error.
Appropriate strategies were selected and implemented. The correct answer
was given in terms of the data in the problem.
After the scores of the test items were analyzed, there was one invalid question and then the problem
was revised.Upon revision, the test instrument was re-tested to 30 different subjects at the time of the
initial instrument trial.Furthermore, an analysis of the validity, reliability, distinguishing power, and
index of difficulties against the results of the retesting data. The analysis is done using Microsoft
Excel and the results are interpreted with the specified criteria.
3.1. Validity of Mathematical Problem Solving Instruments

To determine the validity of items, the data collected from the test results were analyzed using Product
Moment Correlation technique.The results obtained are presented in Table 3.
Table 3. Results of Analysis Validity of Mathematical Problem Solving Test

Correlation
Number Criteria
coefficient
1 0,683 High validity
After obtained the results of the validity analysis item, then tested the significance of the
correlation coefficient of the calculation results that have been done for each test item by using the t-
test.The results obtained are presented in table 4.
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Table 4. t-Test Results
Number The Value of t Description

1 4,95 Significant
2 5,61 Significant
3 4,26 Significant
4 6,91 Significant
3.2. Reliability of Mathematical Problem Solving Instruments

To determine the reliability of mathematical problem solving test, the coefficient of reliability on all
four of these items were estimated using Cronbach Alpha analysis. Based on calculation using
Microsoft Excel, obtained the result that the mathematical problem solving test instrument has a
reliability coefficient which is in the high reliability criteria.
After obtained the reliability coefficient item, then tested the significance of degree of correlation
by using t-test. Based on the calculation, obtained value greater than the value of t table
(2,048) so it can be concleded that at the level of significance 5%, the correlation index of the test item
of mathematical problem solving ability is valid.
3.3 Distinguishing Power of Mathematical Problem Solving Instruments

From the test result data of mathematical problem solving ability, based on the grade value obtained
by the students, can be determined upper and lower group students to determine the differentiating
power of each item item.The calculation results of the differentiating power of each item can be seen
in Table 5 below.
Table 5. Results of Differentiating Power Calculation
Distinguishing
Number Criteria
Power
1 0,422 Good
2 0,312 Enough
3 0,438 Good
4 0,359 Enough
3.4 The Difficulty Index of Mathematical Problem Solving Instruments

In addition to analyzing the differentiating power of item, the upper and lower group student scores
can also be used to analyze the difficulty index of the item.The results of the difficulty index
calculation of each item can be seen in Table 5 below.
Table 5. Calculation Results of difficulty index
Number Dfficulty Index Criteria

1 0,586 Medium
2 0,547 Medium
3 0,344 Difficult
4 0,570 Medium
4. Conclusion
From the results of analysis and discussion can be concluded that the test of mathematical problem
solving ability that has been compiled to meet the criteria of high validity and reliability. The item of
the test has enough and good distinguishing power criteria.In addition, the difficulty index of such
items is included in medium and difficult criteria.Thus, these four items of mathematical problem
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solving test have been qualified to be used as an instrument for collecting research data about the
mathematical problem solving ability of grade VII students.
5. Acknowledgments
The authors would like to thank thesis supervisors and mathematics teachers at the school where the
author conducted the research. For their guidance and cooperation, this research can be done.
6. References
[1] Depdiknas. 2006. Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Depdiknas
[2] Soemarmo, U. dan Hendriana, H. 2014. Penilaian Pembelajaran Matematika. Bandung: PT.
Refika Aditama
[3] Anderson, J. 2009. Mathematics curriculum development and the role of problem solving.
ACSA Conference
[4] Mulyana, Endang. 2003. Masalah ketidaktepatan istilah dan symbol dalam geometri SLTP kelas
1 dalam file.upi.edu/...ENDANG_MULYANA/.../Psikologi_geometri.pdf
[5] Susanta. 1996. Geometri yang Barudan Berkembang. Yogyakarta: UGM
[6] Hendriana, H. 2012. Pembelajaran matematika humanis dengan metaphorical thinking untuk
meningkatkan kepercayaan diri siswa. Jurnal Iinfinity. 1 (1), p 90-103.
[7] Ellison, J.G. 2009. Incresing Problem Solving Skill in Fifth Grade Advanced Mathematics
Student. Journal of Curriculum and Instruction, 3(1), p. 1-17
[8] Mayer, R. E &Wittrock, R. C. 2006. Problem solving in P. A. Alexander & P. H. Wine (Eds),
Handbook of educational psychology (2nd ed). Mahwah, NJ: Erlbaum. p 287-304
[9] National Council of Teacher of Mathematics. 2000. Principles and standards for school
mathematics. Reston, VA: NCTM
[10] Mayer, R. E &Wittrock, R. C. 2009. Information processing. In T. L. Good (Ed A Reference
Handbook (pp. 168-174). Thousand Oaks, CA: Mayer, R. E. (In Press). Problem Solving. In D.
Reisberg (Ed), Oxford handbook of cognitive psychology. New York: Oxford University Press
[11] Polya, G. 1981. Mathematical discovery. New York, NY: John Wiley & Sons, Inc
[12] Blum, W. &Niss, M. 1991. Applied mathematical problem solving, modelling, aplication, and
link to other subject: state, trans, and issues in mathematics instruction. Educational Studies in
Mathematics. 22, p 37-68
[13] Charles, R, el al. 1994. How to evaluate progress in problem solving. United States of America:
NCTM
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Didactic design with multi representation approach for

equations and inequalities of absolute value linear one
variable
R Widyaningsih a), D Suryadi, and E Mulyana

a)
E-mail: myworld020506@gmail.com
Abstract. This study aims to design the didactic design with multi-representation approach for
equations and inequalities of absolute value linear one variable. The method used is Didactic
Design Research (DDR) with three stages of analysis. The didactic situation analysis before
learning resulted hypothetical didactic design that was implemented in class X MIPA 1 SMA 1
Bae Kudus with 38 students for six meetings. Metapedadidactic analysis show that the study
goes according to the scenario. Students understand all existing representations and understand
the effectiveness and efficiency of a representation depending on the type of question. They
can conclude that definition and graphics can be used to solve all type of questions. Based on
pretest and posttest data obtained score of N-gain = 0,92861. That is, didactic design that has
high learning gain. Students have a positive response of 93%. In the retrospective analysis,
design revisions were made by adding concept maps assignment of equations and inequalities,
adding exercise about modeling real problems using equations or inequalities expressions and
also lesson design with the aim of determining the absolute value function of the graph is
known.
1. Introduction
Absolute value is an implicit concept [1]. This concept is one of difficulty mathematical subject [2].
Student’s understanding about the definition affects the student's performance in solving equations and
inequalities. Usually most teacher and text book used definition AV as piece-wice
make student find difficult to use more than one formula in description of a
function [3]. Next, from the definition students have a notion that absolute value is always equal to the
number and to its opposite [4]. The obstacle is called epistemological obstacle because students have
a limitation in a concept [5]. The obstacles to be serious when students are dealing with equalitions
and inequalities primarily with algebraic domains [6]. Consequently, when solving
students find as solution and then concluded also as a solution without full reasoning to the
problem [7]. Similar findings also occur when solving inequality , students wrote
 and then without any specific calculations the student concludes also as
solutions, so that . Figure 1 show that the results of diagnostic tests also show similar
things.
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Figure 1. Student’s performance (epistemological obstacle in

absolute value definition)
Beside absolute value notion, student’s conception about prerequisites subject that is linear
equations and inequalities giving affect to students performance in absolute value equations and
inequalities. The obstacle that comes up with this is called ontogenic obstacle because students not yet
mentally prepared to follow the lesson. Example, student have failure to change the direction of the
inequality sign when multiplying or dividing by a negative number, for example in solving the
inequality  2 x  6  x  3 in the same way as solving the equation  2 x  6  x  3 [8]. The
inability concept of inequality may prevent students to acquire a set of correct solutions. Students also
often rewrite an inequality into an equation, as seen on Figure 2.
Figure 2. Student’s work in left side [9] and in right side (diagnostic test)
In absolute value equations and inequalities, checking the solution from calculation result to the
origin equation or inequality is important step to raise correct solution set. Diagnostic test show that
72% student failure to get correct solution set because doest not checking their solution. According to
the interview, this problem occur because teacher does not emphasizes the importance of checking
solutions. This student error caused by the teacher's teaching factor. Obstacles such as these are called
didactical obstacle.
Diagnostic test show that all student who respondents use algebraic manipulation in the process of
problem-solving, using both the definition and the properties squaring both sides. In fact, the use of
algebraic manipulations in solving equations and inequalities of absolute value is the greatest cause in
response errors [10]. In addition, student errors can occur because of the tendency use algebraic
representations rather than verbal representations and graphs due to didactic factors [11].
The use of graphical representation is actually preferred to solving absolute value inequalities at the
advanced level because the case method is often inefficient [12]. Geometry representation (number
line) and verbal can also facilitate solving equation and inequality problems ([13-16]. However, until
383
now there has been no research on which representation is more effective and efficient for use on all
types of questions. For students who have visual learning habits may prefer graphical representation
over other representations. Meanwhile, students who have abstract thinking will tend to choose the
algebraic representation.
Choosing the right representation for the diversity of given questions is an important part of
problem-solving success, but requires understanding different representations in different contexts
[17]. One form of representation is a prototype or serves as a basis for understanding and connecting
in helping to understand other forms of representation [18]. In this case, students need to make
connections between existing mathematical representations to deepen their understanding of
mathematical concepts and procedures and as a tool for problem solving [19]. Therefore, this study
aimed to design a didactic design with multi-representation approach that starts from the presentation
of diverse definitions of absolute value, to the equations and inequalities which are solved with various
representations of algebra, geometry, and the graphs.
2. Method
This study was preceded by a diagnostic test conducted on X grade students at SMA 2 Bae and XII
grade at SMA 1 Bae with a total of 66 students. Meanwhile, the research for the implementation of the
design is done in class X SMA 1 Bae with the number of 38 students and researchers as teachers.
Mathematical ability of children who became the class of this study ranged from the low, medium, and
high.
Figure 3. Research Procedure

Figure 3 show that developing didactic design according three step Didactic Design Research
(DDR) that is prosepective analysis, metapedadidactic analysis, and retrospective analysis [19]. Before
and after the design is implemented the students are given pretest or posttest then calculated n-gain in
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order to know the acquisition of student ability as a result of this design. Meanwhile, to know the
student response to the implementation of the design is used questionnaire consisting of two parts, ten
statements with Likert scale and three questions related to the suggestions and comments (attached).
During the implementation, teacher and student activities were recorded with cameras and
specialized in group discussion activities were recorded by each group. DPA achievement was
observed using observation sheets by researchers.
1.1. Prospective Analysis

Table 1 shows the six learning objectives to be achieved over six meetings each spelled out into
several learning trajectories.
Table 1. Learning trajectories in equation and inequalities for absolute value of linear one variable
Day Learning Objective Learning Trajectories
1 Determine absolute value of a  Recognize magnitude of difference/distance from two
number numbers as absolute value of a number
 Describe absolute value definition aritmatically
 Describe absolute value definition geometrically
 Describe absolute value definition algebraically
2 Draw absolute value function  Describe absolute value as a function
 Draw absolute value function with transfromation
 Prove absolute value properties
3 Determine solution set of  Describe absolute value equation linear one variable
absolute value equation linear on  Determine solution set of absolute value equation
variable with form f ( x)  c linear on variable with form f ( x)  c use four
methods that is distance on number line, definition,
squaring both side x  x 2 , and graphic.
 Solve world problem related to absolute value
equation linear one variable
4 Determine solution set of  Determine solution set of absolute value equation
absolute value equation linear on linear on variable with form f ( x)  g ( x) use four
variable with form
methods.
f ( x)  g ( x) , f ( x)  g ( x) ,  Determine solution set of absolute value equation
f ( x)  g ( x)  c linear on variable with form f ( x)  g ( x) with four
methods.
 Determine solution set of absolute value equation
linear on variable with form f ( x)  g ( x)  c with
four method.
5 Determine solution set of  Describe absolute value equation linear one variable
absolute value inequalities linear  Prove properties of absolute value inequalities
on variable with form  Determine solution set of absolute value inequalities
f ( x)  c, f ( x)  c linear on variable with form f ( x)  c, use five
methods that is distance on number line, definition,
squaring both side x  x2 , properties
f ( x)  c  f ( x)  c or f ( x)  c and graphic.
385
 Solve world problem related to absolute value

inequalities linear one variable
6 Determine solution set of  Determine solution set of absolute value inequalities
absolute value inequalities linear linear on variable with form f ( x)  g ( x) use five
on variable with form
methods.
f ( x)  g ( x), f ( x)  g ( x)  Determine solution set of absolute value inequalities
 Determine solution set of linear on variable with form f ( x)  g ( x) use five
absolute value inequalities linear
on variable with form methods
 Determine solution set of absolute value inequalities
f ( x)  g ( x) , f ( x)  g ( x)
linear on variable with form f ( x)  g ( x)  c use one
 Determine solution set of
method according student choice.
absolute value inequalities linear
on variable with form
f ( x)  g ( x )  c
Implemetation on Day I – III, students are grouped with 4-5 members, while day 4-6 students
work in groups of pairs and sometimes individuals. Every end of the meeting students are given
formative tests so that teachers can know the advantages and disadvantages associated with each
student's understanding [20]. In the process of finding the solution set each student identifies the
methods used to solve equations and inequalities regarding their advantages and disadvantages. This
helps them in improving the understanding process [21].
1.2. Metapedadidactic Analysis

Implementation day 1 goes according to scenario, S8 students in group 4 have used absolute values
when finding a negative solution to situations 1 and 2 in Group Worksheet I (See Figure 4). S8 states
that the absolute value can be used to remove the negative sign so that the result is always positive.
S22 capability in three groups stand out in terms of making symbolic rules. He can make symbolic
rules about the definition of absolute value arithmetically within 1 minute. (See Figure 5)
Figure 4. S8 work’s on white board

Implementation of day 2 goes according to scenario, S22 student successfully led his group to
formulate a common form of transformation when another group can not (See Figure 5). Students S32
in group 8 desperate while in the middle of the journey practice using geogebra, the computer used is
error. He was disappointed and did not want to visit other groups.
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Figure 5. S38 in action of day 1 (left) and day 2 (right)

Implementation of day 3 goes according to scenario, Students are accustomed to checking to the
initial equation. Students use four methods to solve shaped equations f ( x)  c . 13 students liked
graphs, 13 students liked the definition, 7 students liked the number line, and 5 students liked squaring
both sides properties. Implementation of day 4 goes according to scenario, students use four methods
to solve shaped equations f ( x)  g ( x) And the method that is considered difficult is number line.
Furthermore, when working on shaped equations f ( x)  g ( x) They start leaving the distance
method on the number line and using the other three methods. Similarly, when working on the shaped
equations f ( x)  g ( x)  c they leave the method of squaring both sides properties and then only
use definitions and graphs.
Implementation of day 5 goes according to scenario, But only 11 out of 36 students can formulate
the inequality of absolute values of the real problem. Implementation of day 6 goes according to
scenario even though the students have little difficulty working on the inequalities with the form
f ( x)  g ( x)  c . This problem can be solved because some students are using graphics and are
willing to help their friends. S28 students look very fond and are more adept at using geogebra than
their friends.
As a manifestation of students' understanding of what has been learned, the students in the group
make the project a summary on cardboard and then presented and recorded by the camera. (See Figure
6 and 7)
Figure 6. Project of Group 3
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Figure 7. Project of Group 6
Figure 6 show that Group 3 make a summary about absolute value definition and advantages and
disadvantages all methods which can use to solve absolute value equations and inequalities. While,
figure 7 show difference that Group 6 make summary about how to solve absolute value equations and
inequalities use all methods and reveal advantages and disadvantages each method.
1.3. Pretest and Posttest
The N-gain obtained from the pretest and posttest results is 0,92861. That is, the designed didactic
design has a high learning gain. The pretest results show that there is only one student who correctly
answers question 1 (See Figure 8). All students failed on the question 2 and 3 whether they answered
or not. Twenty-five students answered correctly in question 4 with substraction and sum operation.
Figure 8. S22 work’s on pretest
Posttest results show all successful students working on questions 1 and 2. Twenty-eight students
correctly answer the question 3. For question 4, 32 students answered correctly and 6 students
answered incorrectly because they were still confused in distinguishing between equations and
inequalities (See Figure 9).
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Figure 9. S7 work’s on posttest
1.4. Student’s Response

Figure 10 shows the student's response to the designed didactic design. There are several reasons
students like this design that students feel happy because not memorize much, can understand more
deeply, group learning helps students in solving problems, students feel helped by various methods
used in solving equations and inequalities. In fact, students refute the opinions of their friends in other
schools that absolute value is difficult and complicated. Students S22 quickly feel bored when sitting
behind and S1 feel learning too fast for him. Students suggest that in a game-inserted or out-of-class
course, the teacher gives more confirmation to make it more clear, and the group members change so
that more knowledge is available.
Figure 10. Student’s Responses in Quesionaire
1.5. Retrospective Analysis
The didactic design did not undergo much revision, the scenario for meeting 2 was revised by adding
the concept map assignment as shown in Figure 11 so that the students would better understand the
number lines for equations and inequalities. This is intended to prevent students from experiencing
errors such as Figure 9. In addition, students need to be given homework on equations and inequalities
problems in the real world situation at the end of meeting 6. At the meeting 2 students worksheets are
added on determining the absolute value function of the known graph. If the time allocation does not
meet it can be a matter of substituting formative tests.
389
Figure 11. Concept Map [17]
4. Coclusion
The concept of absolute values taught with multiple definitions can eliminate obstacle-related learning
definitions. The various methods explored in solving equations and inequalities further clarify
students' understanding. In addition, during the process the students understood the importance of
checking the solution obtained from the calculation to the initial equation or inequalities. Student
learning in groups makes students comfortable because peer assistance is helpful to them in solving
problems. Thus, didactic designs are eligible for use.
5. References
[1] Cornu, B 2002 Limits. In: Tall (Ed) Advanced mathematical thinking p153-166 (Dordrecht:
Kluwer Academic Publishers)
[2] Ciltas A, and Tatar E 2011 Diagnosing learning difficulties related to the equation and
inequality that contain terms with absolute value. International Online Journal of
Educational Sciences, 3(2) p 467-473
[3] Brumfiel Charles 1980 Mathematics Teacher 73(1) p 24-30
[4] Almog N and Ilany B 2012 Absolute value inequalities: High School Students' Solutions and
Misconceptions. Educational Studies In Mathematics 81(3) p 347-364
[5] Brousseau, G 2002 Theory of didactical situation in mathematics (Dordrecht: Kluwer
Academic Publishers)
[6] Chiarugi I, Fracassina G, and Furinghetti F 1990 Learning difficulties behind the notion of
absolute value Proceedings of the Annual Conference of the International Group for the
Psychology of Mathematics Education, 3 , p 231-238 (Oaxtepec Mexico: CINVESTAV)
[7] Karp A and Marcantonio N 2010 The number which is always positive, even If it's negative
(On studying the concept of absolute value) Investigations In Mathematics Learning 2(3)
p 43-68
[8] Kroll R 1986 Metacognitive analysis of the difficulties caused by intervening factors in the
solution of inequalities Doctoral dissertation Georgia State University Atlanta Georgia
[9] Florida Assessment System Official Website http://www.cpalms.org/
[10] Tsamir P P and Almog N 2001 Students' strategies and difficulties: the case of algebraic
inequalities International Journal Of Mathematical Education In Science & Technology
32(4) p 513-524
[11] Elia et all 2016 Students’ mathematical work on absolute value: focusing on conceptions, errors
and obstacles ZDM Mathematics Education
[12] Dreyfus T and Eisenberg T 1985 A Graphical Approach to Solving Inequalites School
Science and Mathematics 85(8) p 651-662
390
[13] Ponce Gregorio A 2008 Using, seeing, feeling, and doing absolute Value for deeper
understanding Mathematics Teaching in the Middle School 14(4) p 234-240
[14] Ellis M W and Bryson J L 2011 A conceptual approach to absolute value equations and
inequalities Mathematics Teacher 104(8) p 592-598
[15] Herdian A 2016 The development of didactical design on the topic of absolute value to build
Student’s strategic competence, adaptive reasoning, and productive disposition (Bandung :
Tesis SPS UPI)
[16] Curtis Melinda A 2016 Solving absolute value equation and inequalities on number line
(California : California State University Electronic Theses)
[17] Ainsworth, S 1999 The functions of multiple representations Computers & Education 33 p
131-152
[18] Neria D and Amit M 2004 Students preference of non algebraic representations in mathematical
comunication Proceding of the International Group for the Psychology of Mathematics
Education 3 p 409-416
[19] NCTM 2014 Principles to actions ensuring mathematical success for all (Reston VA: NCTM)
[20] Suryadi Didi 2013 Didactical design reseacrh (DDR) dalam pengembangan pembelajaran
matematika Prosiding Seminar Nasional Matematika dan Pendidikan Matematika STKIP
Siliwangi Bandung
[21] Sumintono Bambang and Wahyu Widhiarso 2015 Aplikasi Pemodelan Rasch Pada Assessment
Pendidikan (Cimahi: Trim Komunikata)
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Improving students’ mathematics learning outcomes using

superitem strategy
M Sholehah
Departemen Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No 29,

E-mail : Maratussholehah37@gmail.com
Abstract. The aim of this classroom action research is to improve students’ mathematics
learning outcomes at Science 4 of Tenth Grade on 65 Senior High School, West Jakarta. The
background of this research is based on the low result of diagnostic mathematic test and low
students’ learning activities of science Tenth grade. This research uses methods such as
Classroom Action Research (PTK). There is an increase in students mathematics in the class.
This research has done in two cycles for 36 students. The technique of data collecting is used
an observation by the observer and the research team. Based on the research, it can be
concluded: 1) The students’ learning result in the first cycle showed that only 58,33% students
that reached the KKM, while in the second cycle, the students’ learning result showed that
80,56% reached the KKM. students gave the positif responses to the mathemathic learning
process using Superitem strategy because it considered more atractive, easier to be unterstood,
and make the students be more active. The final conclusion of this classroom action reasearch
shows that Strategy Superitem is effective to improve students’ learning outcomes at science
student.
1. Introduction
Education has achieved including the purpose of is the learning process and optimal learning experience.
The most determine to achieve quality education is learning implemented. Good or bad the learning
process affect study results .The learning process in addition to being influenced by external factors , was
also affected by the internal factor.External factors including the quality of teachers, learning strategy,
facilities learning, and all class conducive.The internal factors influence on the learn that is interest and a
motivation in self students to be able to understand a learning.
A class from senior high school in west jakarta, has problems with low math score compared to other
classes in that school. The average grade mathematics score only reached 58.83 with 36 students. The
value does not reach the value of least criteria (KKM) for mathematics subjects that school, the KKM
value set at the school is 75.00. The main factor of the low value of mathematics in this class is influenced
by the low curiosity of students to mathematics in that class.
392
Symptoms looked during the process learn among other: the ability analyzes in resolving a math
problem is still low, students less skilled think and tend to like follow.As a result when given the
questions that slightly different by example given, students have capable of finish it . This is because
students learn only by memorize formula , and less understanding the concept of learned. But
understanding the concept is needed in studies math to combine the data we have learned with the data we
already know before.Matter will be discussed in first cycles and second cycle.Material of the cycle is
Sistem Persamaan Linear dan Kuadrat Dua Variabel,and other material such pertidaksamaan irrasional
dan mutlak.Preparation of students also affect learning .To obtain maximum study results , students must
understand what will learned that students can connect what they knew and in line with what students get
from the materials given .
Based on the root of the problem mentioned above , we need to find a solution for students more ready
to accept the matter, so it needs strategy able to improve the student learning. Strategy Superitem can be
given at the study in groups.This strategy is technique the imposition of duties to students by teachers,
that began in a modest increase in more complex . Gives a chance to students in developing prescience
and understand the relationship between the concept, browning in reasoning and involvement actively in
learning.Learning use strategy superitem will be an alternative learning that can help students in raising
mathematics students.
The finding in Previous studies on learning by using the form of superitem was strengthen the belief
that in learning mathematics , explanation the concept to students should not directly at the concept or
process of complex , but should start from the concept of and processes simple .Characteristic of the
questions the form of superitem containing the concept and processes the high levels of the kognitifnya ,
gives a chance to students in developing their knowledge and understand the relationship between the
concept [1].
2. Experimental method
Strategy learning is a series of activities in learning associated with the management of students ,
management teachers, management learning activities, management learning environment, the
management of learning and an asessment that learning more effective and efficient in accordance with
the purpose of learning set [2] .Strategy learning suitable to be applied in this class were strategy can
improve learning outcomes students by learning gregarious according to the ability of students in solving
problems Strategy learning see the level of kogitif the students were superitem strategy.
Strategy that learning superitem that began of tasks that simple then increase in duty more complex.On
learning activities, students will grouped into four groups according to the level of cognitive, namely
prestruktural stage, unistruktural, multistruktural, relational and the abstract expanded.After that, students
given exercise about similar but distinct each group, depending on the ability of the cognitive the
student.Members of the group determined based on the results of remedial mathematics in chapter before,
the lower the students, the lower also cognitive level.Learning that they used the questions the form the
superitem who decker behind.The subject of study is tenth grade of science 4. 36 students consisting of 14
students men and 22 female students.Of research in SMAN 65 Jakarta located on the Jalan raya Panjang,
Kelapa Dua Kebon Jeruk, West Jakarta.
Learning superitem strategy has several advantages , among his 1 ) can give students a chance to
understand the problems secar situation gradual in accordance with their readiness. 2 ) can determine the
aid as what is needed based on answers students or response which they give superitem over questions
have been. While the rest is 1) difficulty in making or arrange such items form superitem about. 2 ) the
diversity of response given students questions have been the top [3]
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Collis said that technique that makes it possible to used in the strategy superitem is solo
technique.“developed the possible use of superitem based on the solo taxonomy as an alternative
assessment tool for monitoring the growth of student cognitive ability in solving mathematics the
problem.” [4]. we can concluded that according to him, the things that got to develop the use of strategy
superitem is by made taxonomic solo as an assessment alternative on solving a problem, that is in
mathematics by grouping students in line with the rate its ability with tiers of about that different in each
his group aims to students will be more ready to give them about their had knew before.Characteristic of
the questions Superitem, in which contain the concept and processes the higher cognitive level gives a
chance to their students in developing knowledge and understand the link between the concept.Superitem
test is the test developed based on taxonomy solo used as an instrument judgment alternative to
monitoring the development of cognitive ability students in solving mathematical problems.A test
superitem consisting of a situation problems and four tiers an item that complex and intertwined.The
situation a problem consists of a test , a picture or a chart, while an item consists of 4 levels of reasoning
based on taxonomy solo model includes: (1) unistructural , students focused on the one or several of the
relevant information to give in response to the concrete reality who were directly involved in trouble.As
an example , students use and reference concrete object ( figure ) given in stem to discover patterns the
next from a pattern next (2) multistructural , students grasp information far more relevant to get a solution
, but not integrating.For example students began to identify the relationship between a pattern variable
and capable of being explained how the pattern is moved in order. (3) relational, students integrate all
aspects of the information that was provided every man to in a coherent structure.In other words the
information given to solve a problem (4) extended abstract , students made structure generalization to
become new and more abstract.
The type of research used in this study is Research Action Class (CAR). Car known as PTK.It can be
interpreted as Action Research undertaken to improve the quality of the process and learning outcomes of
a group of learners[5] This classroom action research is conducted with two cycles to determine the
improvement of learning outcomes through the Superitem strategy. Superitem strategy applied to system
materials Equations and linear inequalities of two variables and fractional, irrational and absolute
inequality. Each cycle consists of 4 actions: (1) Planning (2) Implementation (3) Observation and (4)
Reflection. After performing these four stages, it is observed to obtain the extent to which the expected
outcomes are then revised to carry out the action in the next cycle.
With these problems, how can PTK be utilized on an individual and organizational levels? To turn the
individual learning (teachers) into the organizational learning (schools), a crucial step must be conducted.
That step is a knowledge sharing among the teachers [6]. If schools can conduct all steps of the CAR
process, especially the reflection and the sharing, a true development from teacher learning to school
learning can become a reality.
The implementation of PTK starts from the first cycle consisting of four activities. There are initial
problems in learning Mathematics. Usually the problem is caused by low student learning outcomes.
Researchers plan what to do in teaching, this planning activity is called action planning. The plan is
realized by turning the learning strategy into a Superitem strategy. The plan is executed as the
implementation of the action. After the action runs smoothly, the researcher goes on to collect the data by
conducting a test of learning outcomes. Then the researchers look for the shortcomings contained in the
learning process to be replaced with a better activity called the reflection stage. In the reflection phase, if
the problem has not been resolved or the learning outcome has not improved, the researcher returns to the
initial stage of planning, but planning at this time is the result of reflection from the first cycle, followed
394
by the second action followed by data collection again then re-reflection. If the problem has not been
resolved or in this case the learning outcome has not improved, the researcher should return to the re-
planning and repeat the continuous process until the problem is completed.
The test instrument is used to measure students' knowledge. Researchers used daily tests as a test
instrument. While the non-test instrument is used to assess attitudes and personality by using
questionnaires. The analysis used is validity test using product moment correlation formula with crude
numbers with significant level 5%. And test reliability to get a reliable problem. Validity and reliability
tests are tested in different schools with research sites. Problems are given in accordance with the
indicator of the material. Student learning outcomes can be seen when the class reaches the average
acquisition of learning outcomes.
3. Result and discussion

Classroom action research begins by making observations by taking initial values before taking action.
The result of mathematics learning and initial observation result of logarithm chapter repetition will
become a reflection material for researcher cooperating with class action research collaborator.
Table 1. preliminary student scores before PTK Implementation

No Criteria score Student Persentation Average
1 Has not reached the mastery of 0-74,99 28 77.78 59,22

learning ability
2 reached the mastery of learning 75-100 8 22.22

ability
Table 1 shows students' mathematical repetition in the logarithm chapter. The results of this observation
will be a reflection for researchers working with collaborators of classroom action research. The initial
score of students is the average grade is 55.94 and the percentage of completeness criteria is at least
22.22%. The minimum criterion value applied to the subject of mathematics is 75. After that will give
action that apply superitem strategy. This strategy is applied to the mathematics learning of sistem
persamaan linear dan kuadrat dua variabel.
In the first cycle of researchers, especially the preparation of teaching or so-called planning. The
researcher develops a lesson plan (RPP), making a student activity sheet, making an observation sheet
filled by collaborators and observers. In the stage of the implementation of teachers grouping students as
much as four groups in accordance with the cognitive level of students, namely: prestuktural,
unistruktural, multistruktural, relational and abstract. One group consists of 9 students. In the
implementation of the students are given problems in the form of Student Activity Sheet (LAS) which
vary ithard level. The first group (prestructural) gets the simplest LAS. The unstructural group obtains a
problem with a higher degree of difficulty than the previous group, the multistructural group gets more
complex questions and the abstract group is the most complex question.
Observation Stage Student Group who got the most simple problem was still need help from teacher to
solve the problem. Likewise with other groups. The difference between relational groups can solve by
discussing independently between group members. In the first cycle of implementation, student
interaction with a group of friends is still not compact and still mutually ignorant. Students are still less
395
enthusiastic in solving the problem. Time management needs to be considered in order that the material
can be delivered to match the learning objectives.
The fourth stage is the reflection stage. Reflection is an important process in the action research spiral
because it encourages the impacted parties to criticize, exchange and share their findings [7] The stage of
reflection is the opposition that is done to improve the learning process in the next cycle. The learning
process in question is the learning process during the first and second meetings in cycle I. This is to
discuss the findings obtained collaborator and observer in the learning process, the findings obtained can
be in the form of a lack of researchers to be improved in the next cycle, as well as things Which is
considered good to be maintained. Based on the results of mathematics learning in the first cycle of
mathematics learning outcomes of students experienced an increase when compared with the initial stage
of research before the action but still not achieve the target value of the average results of student learning
mathematics expected.
The average value of mathematics learning outcomes in the first cycle is 75.33 with the percentage of
KKM achievement of 58.33% or as many as 15 students have reached KKM and the percentage of
students has not reached KKM is 41.67% or as many as 21 students.
Based on the results of reflection on the first cycle, the researcher prepared the action of learning
through the use of superitem strategy by fixing the weaknesses that exist in first cycle. In this second
cycle, the researcher applies two meetings for observation learning with superitem and one meeting for
test. The researcher performs the same phase with first cycle but performs refinement-based
improvements to obtain better learning outcomes from first cycle. In this second cycle students are more
serious during discussion with their group. Students are more focused on doing each activity of students
sheets(LAS) contained problem from the material. In the second cycle, class is more conducive because
all students have known about the regulations applied in class. Student must discipline discuss to their
group and ask the teacher if there was not understandable. After that, each group representative advanced
to present the results of their group work.
In the second cycle, mathematics learning outcomes of students have increased when compared to the
first cycle. The average value of mathematics learning outcomes in second cycle is 83.83 with the
percentage of achievement of KKM that is 80.56% or as many as 29 students have reached KKM.
Table 2. Average Class Comparison and Percentage Of KKM Achievement From Initial
Value, First Cycle, and Second Cycle
No Criteria First score First cycle Second cycle
1. The average score class 59,02 75,33 83,83
The percentage
2. 22,22% 58,33% 80,56%
ofachievement criteria
Table 2 explained that the average score on pre cycle with the percentage of 59,02 is 22,22 %.And given
the act of of strategy superitem then tested back through value remedial journeyman at fisrt cycle.
Average score remedial rose to 75,33 with the percentage 58.33 %.The result have not fulfilled criteria:
increase of 75 %.And given the act of returning in the form of superitem strategy. Tested back to remedial
journeyman at cycle ii and the average remedial class up mebjadi 83,83 with the 80,56 % for more details,
see a picture below
396
90 83,33
80 75,33
70
59,02
60
50
40 80,56%
30 58,33%
20
10 22,22%
0
prasiklus siklus I siklus II
Figure 1. Figure Percentage of Value and Average of Pre-Cycle,

First Cycle, and Second Cycle Values
Figure 1 explain the occurring in pre-cycle, first cycle and second cycle.The results from the second
cycle look increased significantly compared to a first cycle with the same strategy also because in second
cycle, students more understand the process learning with strategy superitem because students will get the
sheets varying and decker behind.Students more prepare to receive material, the condition of that class it
is time for the learning are more active and conducive compared to a second cycle.
4. Conclusion
discussion result that has been described in chapter earlier it can be concluded that strategy superitem can
improve learning outcomes mathematics students.A grouping of students based on the level of cognitive
and the provision of about decker are arranged in LAS can improve understanding students about the
material of which given. Implementation learning using the strategies superitem brings positive effect for
students and teachers.A positive impact on students be able to understand the concept given because it
was given the basic concept so that it can help were doing it in the form of an assortment. A positive
impact on teachers can provide learning it more understandable so that it can achieve the purpose of
learning.We recommended future research to study more related variables and the impact of this process
to student. And also to take more time for experiment at least one academic year or conduct a longitudinal
study to understand the sustainability of organizational learning.
5. Acknowledgement
This paper would not have been possible without the help, support and patience of my first advisor, Drs.
Slamet Soro M.Pd. for his supervision, advice, and guidance from the very early stage of this research as
well as giving me extraordinary experiences throughout the past few years. Then to his second advisor
Hella Jusra, M.Pd. who has helped her patiently finishing this paper by giving suggestion, guidance, and
correction until the completion of this paper.
I gratefully thank to the principal of SMAN 65 west Jakarta, Mr. Anang Burhan S.Pd. for allowing
me to conduct the research there. Also to the mathematics teachers in SMAN 65 west Jakarta, Mr. Abdul
Rahman S.Pd. and the special one Hj. Nuriyah Haryati S.Pd for allowing me to conduct my research in
her class. I could never have finished this without your great guidance.
397
6. Reference
[1] Firdaus, A. (2002). Meningkatkan Kemampuan Pemecahan Masalah Siswa SLTP Melalui
Pembelajaran Menggunakan Tugas Bentuk Superitem. Tesis pada PPS UPI. Bandung: not
published
[2] Suyono. 2011. Belajar dan Pembelajaran. Bandung: Rosda. Hal 9
[3] Huda, Miftahul. Model-modelpengjaran dan pembelajaran
[4] Lim Hooi Lian & Wun thiam yew. Superitem test: an alternative assessment tool to assess student
algebraic solving ability. Article.
[5] Collinson, V. & Cook, T. F. (2003). Learning to share, sharing to learn. Journal of Educational
Administration 42(3): 312-331.
[6] E. Mulyasa. 2009. Pratkik Penelitian Tindakan Kelas. Jakarta: Rhineka Cipta. Hal 10
[7] Kemmis, S. & Mctaggert, R. (1988). The action research planner. 3rd ed. Victoria, Australia: Deakin
University Press.
398
Didactical design of sine and cosine rule
D M Irianaa), Turmudi and Suhendra

Departemen PendidikanMatematika, UniversitasPendidikan Indonesia, Jl.
a)
E-mail: danxealgebra@gmail.com
Abstract. This study aims to develop didactical design of sine and cosine rule based on
emergence of learning obstacle experienced by students. Some students still have difficulties in
solving problems related to the concept of sine and cosine rule. This research was part of
didactical design research. The subject of this research is the students of 10 th grade in one of
Senior High School in SubangDistrict. Data collection was done by using triangulation
technique including documentation, observation, interview and test. The result of this research
is to produce didactical design of the concept of sine and cosine rule which can be used in
mathematics learning in high school.It can be concluded that the didactic design developed can
reduce the learning obstacle discovered and also can be one of alternative learning design on
teaching of sine and cosine rule.
1. Introduction
Mathematics is one of the subjects that have an important role in education. In the developmental
situation of the era, mathematics is seen as the science that underlies the development of technology of
various other sciences. Mathematics is also a compulsory subject for every level of education in
Indonesia ranging from elementary, junior, high school/vocational school, even in college. The general
purpose of learning mathematics is that students can have the ability, such as understanding,
reasoning, problems, communication, and attitude of mathematical use in life [1] . Unfortunately,
students feel less interested in mathematics lessons. Many students have difficulty in solving
mathematics problems. This makes students lazy to work on mathematics problems, even consider it a
very interesting and unattractive. The difficulties of students in mathematics learning and their
displeasure with mathematics lessons are, among others, due to the more dominant learning process
presenting the formulas without providing an opportunity for students to develop an understanding of
a mathematical concept. As Senk and Thompson [2] have argued in traditional classrooms, teachers
generally explain mathematically. The teacher explains the mathematical formulas first so that the
students only receive from the teacher then the students do the given tasks.
Based on the results of interviews with mathematics teachers in one of the senior high schools in
Subang district that one of the material that is difficult to understand by students is trigonometry with
the results of learning is still low. One of the causes of the students' lack of understanding on this
material is because of the tendency of students who simply memorize the formula and not directly
involved students in the process of discovering the concept of trigonometry [3]. Correspondingly,
according to [4] that one of the causes of the low learning outcomes of students 'trigonometry is the
lack of valid literature for teachers' mathematics teacher resources in schools that do not support
meaningful learning. The learning process caused by the lack of learning resources that only
emphasizes the procedural course, will make students experiencing misconceptions and difficulties in
learning the concept of trigonometry.
399
The above statement is also supported by the results of preliminary studies that have been carried
out by researchers to students in one of the State Senior High School in Subang who previously had
studied the concept of sine and cosine rule. Based on the preliminary study, it can be concluded that
some students still incorrectly use the concept of sine and cosine rules in solving the problem. This
means that students still do not understand the concept of sine and cosine rules correctly. Lack of
understanding of the concept becomes one of the main causes of the emergence of the students'
inability to answer the problem correctly. When a student faces a different problem from the teacher's
example, the student will find it difficult to use the knowledge they have. Thus, students naturally
experience a situation called learning barriers known as learning obstacles. There are three factors that
cause the emergence of learning obstacles, namely ontogenic obstacles, didactical obstacles, and
epistemological obstacles (knowledge of students with limited application context) [5]. To overcome
this, Jerome Bruner [6] argued that learning will be effective if using a concept structure so that it
appears the relationship between one concept with another concept, and the relationship between the
concept of prerequisite with the concept of successor.
To overcome the problems that have been mentioned above, it is necessary to design teaching
materials as a didactical design in accordance with the students so that they do not experience barriers
in solving problems related to the concept of rules of sinus and cosine. Didactical design is a draft
designed to address and direct students toward the formation of a complete understanding, not limited
to a single context. Teachers not only deliver the taught material and complete the learning targets, but
the teacher must also be able to predict the learning obstacles that will arise and must prepare a
Pedagogical Didactic Anticipation to address the learning obstacle of the student [7]. Based on this,
researcher try to develop a didactic design that is expected to be a solution for students to overcome
learning obstacles experienced. The effort was conducted in a study entitled "Didactical Design of
Sine and Cosine Rules". The purpose of this study is to develop didactical designs to teach the concept
of sine and cosine rules based on identified student’s learning obstacle.
2. Methods
The research method used is qualitative research using Didactical Design Research. The focus of this
research is to study learning obstacle on the concept of sine and cosine rules which then becomes the
basis for designing a didactic design that can overcome the learning obstacle.
In general, Didactical Design Research is carried out in three stages: (1) didactic situational
analysis before learning in the form of didactic design hypotheses including PDA, (2) non-tectonic
analysis, and (3) retrospective analysis linking the result of didactic situation analysis hypothesis with
result Metaped analysis oftype [8] From these three stages will be obtained empirical didactic design
that is not closed possibility to continue to be refined through three stages of DDR.
Research subjects in this study are students of 10th grade in one of the Senior High School in
Subang district. Research subjects are divided into two groups: group of students who will follow the
test of learning obstacles and groups of students who will get didactical design learning. In the first
group, students who follow the test of learning obstacles are the students of 10th grade who have
studied the material trigonometric concepts of sine and cosine rules. Research subjects in the second
group of students of 10th grade who will get learning using didactical design.
Data collection techniques used in this study is triangulation, one of the data collection techniques
that combine several existing data collection techniques. The instrument used in this research is the
test instrument and non test instrument. The test instrument is used to identify learning obstacles
experienced by students. The test instrument consists of six pieces of description with characteristics
different from each other. While for non-test instrument used interview, observation and
documentation. In this study, data analysis techniques used are based on Miles and
Hubermanincluding data reduction, display data and verification.

3.1. Learning Obstacle
Based on the results of the analysis of the students' ability in working on the questions given in the test
of learning obstacle test, identified some learning difficulties or obstacles (learning obstacle)
400
experienced by students on the concept of sine and cosine rules. In this case, the barriers to learning in
understanding the concept of sine and cosine rules can be known from each of the answers written by
the students. Learning obstacle is divided into 3 types of learning obstacle type 1 related to the concept
of sine and cosine rules, obstacle type 2 learning is related to the context of variation of available
information, and type 3 obstacle learning related to the connection of sine and cosine concepts with
other mathematical concepts.
Figure 1. Student Answers on Test of Learning

Obstacle
In item 5 above, students have difficulty in understanding the information provided to determine
the cosine of the circumference angle of the circle. Seen from the student's answer is incorrectly apply
the concept of cosine rule. Most students have difficulty in finding the relationship between the angle
of BAD with BCD. This means that students should also be given a variety of different questions. As
explained by Bruner [6] about the contrast theorem of variation that in the study of mathematics
should be given questions with variations that vary so that understanding of the concept becomes more
stable. In addition, according to Piaget [9], that children at the age of 11 to adulthood have entered into
a formal operation phase, which is capable of thinking in a more abstract way and capable of
performing operations that express the relationship between relationships.
Based on learning obstacle found from the answers given by students, the type of learning obstacle
is included in the epistemological obstacle. Duroux [8] explains that epistemological barriers are
barriers to a person related to his knowledge which is limited to a particular context. So, when
someone is given a different context, she has trouble using her knowledge.
3.2. Didactical Design

After obstacle learning associated with the concept of cosine rules is identified, the next thing to do is
develop a learning design that can anticipate the emergence of learning obstacle. In the preparation of
didactical design of the concept of cosine rules, the initial activity begins by presenting the first
didactical situation in the form of a contextual problem of determining the distance of the ship from
port A to port C. In this situation, students are required to be able to calculate the mileage of the ship
by using the concept of trigonometry ratio already studied before. This is done so that students can
understand the problem related to the concept of cosine rule.
401
SebuahkapalberangkatdariPelabuhan A menujuPelabuhan
B. Kapalbergerakkearah Barat sejauh 400 mil.Setelahtiba
di Pelabuhan B, kapalberangkatkembalimenujuPelabuhan
C sejauh 200 mil denganmemutarhaluan
030°.Berapakahjaraktempuhkapaldaripelabuhan C
kePelabuhanA ?
Figure 2. Didactical Situation 1 of Cosine Rule
In the didactical situation above, students will get an idea of the concept of cosine rules. The
problem with the first didactical situation is given as an introduction before understanding the concept
of cosine rules. Through the situation, students can solve the problem with the help of the high line
then use the concept of comparison trigonometry and phytagoras theorem on right triangle. Students
are expected to solve problems related to cosine rules but by using the concept of trigonometry ratio
and phytagoras theorems that have been studied previously. The following is the student's response to
the first didactical situation.
Figure 3. Student Response to Didactical Situation 1
402
To solve the problem in the first didactical situation, the student does not always have to use the
high line to determine the length of one side of the triangle. Therefore, in the didactical situation the
two students are directed to discover the concept of cosine rules in order to solve similar problems in
any arbitrary triangle directly.
Diketahuisegitigasembarang ABC, panjangsisi AB = c, AC = bdan BC = a.

Jikadiketahui CAB = Amakanyatakanpanjangsisiadalamb, cdan A !
Apa yang dapatkamusimpulkan?
Figure 4. Situation Didaktis 2 Rule of Cosinus
In the didactical situation above, students are required to be able to solve a formal problem. In this
case students are expected to find concept of cosine rules through guided discovery process. To
determine the length of one side of an arbitrary triangle, students can use high-line help then use the
phytagoras theorem. Furthermore, students are expected to be able to analyze the relationship between
equations obtained based on the high line so that the conclusion of the concept of cosine rules is
obtained. Here is a student response to a second didactical situation.
Figure 5. Student Response to Dictition Situation 2
403
Based on the results of the didactic design implementation, in general the implementation of
didactic design concept of cosine rules is in accordance with the didactic situation, student response
and anticipation of student responses that are predicted earlier. However, there needs to be some
revisions to the didactic design especially related to the context of the problem. Some didactic
situations given can be preserved but there needs to be additions to complement and simplify the
students in understanding the problem. Prediction of student’sresponse is also an important thing to be
improved especially in the preparation of pedagogical didactic anticipation.
In the second didactic situation, the sentence of the questions written on the student worksheets are
words that are poorly understood by the students. This resulted in obstacle learning can occur because
the language context on the matter does not fit with the students' understanding. Therefore, the
preparation of sentences must be considered and the words used should be adjusted to the level of
student development.
4. Conclusion
This paper has presented part of the result of didactical design research the concept of sine and cosine
rule that can be implemented for 10th grade students. The results show that this didactic design can be
one of alternatives learning design that can be used in mathematics learning. It is not possible for other
researchers to further develop the didactic design that has been prepared in this study. There is no
perfect didactic design because it can be developed and refined for future improvements.
5. References
[1] Badan Standar Nasional Pendidikan 2006 Standar Isi untuk Satuan Pendidikan dasar dan
Menengah. (Jakarta: BSNP)
[2] Turmudi 2010 Pembelajaran Matematika: kini dan kecenderungan masa mendatang, dalam
Teori, Paradigma, Prinsip dan Pendekatan Pembelajaran MIPA dalam Konteks Indonesia.
(Bandung: FPMIPA UPI)
[3] Khotimah K, Yuwono I, and Rahardjo S 2016 Penerapan Pembelajaran Inkuiri Untuk
Meningkatkan Hasil Belajar Trigonometri Pada Siswa Kelas X Jurnal Teori, Penelitiandan
Pengembangan. Vol 1 No. 11 p 2158-2162
[4] Wulandari, I 2015 Pengembangan buku elektronik trigonometri dengan mengintegrasikan
Penalaan Matematis, Teknologi, Sejarah dan Aplikasi Trigonometri Jurnal Elektronik
Pembelajaran Matematika 3(4) p 359-369
[5] Brouseau, G 2002 Theory of didactical situation in Mathematics (Dordrect : Kluwer Academic
Publisher)
[6] Suherman E 2008 Belajar dan Pembelajaran Matematika (Bandung: Unpublished)
[7] Suryana Y, Pranata O and Apriani I 2012 Proc. Kontribusi Pendidikan Matematika dan
Matematika dalam Membangun Karakter Guru dan Siswa (Yogyakarta: FPMIPA UNY) p
45
[8] Suryadi D 2010 Menciptakan Proses BelajarAktif: Kajiandari Sudut Pandang Teori Belajar
Dan teori Didaktik. Hand out Seminar (Bandung: Unpublished)
[9] Nur’ela, Suryadi D and Nuraelah E 2013 Desain didaktis konsep garis singgung lingkaran pada
Pembelajaran matematika SMP. J. Online Pendidikan matematika Kontemporer p 1-13
404
Learning mathematics with hybrid learning to improve the

ability of mathematics language of grade VIII Junior High
School students
F A Saria), T Herman, and A Jupri

a)
E-mail: fitriaidasari@student.upi.edu
Abstract. The background of this research is based on the importance of students' math skills.
The ability of the language of mathematics play a role in the pace of solving mathematical
problems. However, in fact, students' math skills are still low.Therefore, teachers are required
to assist students in improving the ability of the language of mathematics.One of the lessons
that can be used to improve students' math skills is Hybrid Learning. Hybrid Learning enables
the use of online learning resources, but not leaving learning activities in the classroom. By
using hybrid learning, the learning process can take place more effectively and efficiently.The
objective of the research is to know the abilityof the students in term of the mathematical
language skill of the students by using hybrid learning more better than students who received
conventional learning. This research conducted in one of Junior High School in Serang City in
academic year of 2016/2017 The samples of the research were taken is two classes. The
research instrument consists of 8 description questions. Based on this research, the researcher
concluded that ability of the students in term of the mathematical language skill by using
hybrid learning more better than students who received conventional learning. Based on the
research results, as well as the improvement of the research, it can be submitted suggestions
that the hybrid learning can be taken into consideration by the teacher as an alternative learning
at school. Additionally, we recommend further research that examines the effects of hybrid
learning on different aspects for a more diverse material.
1. Introduction
Teaching and learning mathematics, like any other lesson, requires effective communication between
teachers and students [1]. When communication occurs, someone interprets what we say to him, the
interpretation of what he hears is at least influenced by at least 3 things: the knowledge of language,
his judgment of what the purpose of what we are saying and the way he will represent the situation [1].
Language is important for many learning and teaching processes, and provides many benefits in
allowing us to articulate, realize and discuss matters related to mathematics [1]. Language and
education are interrelated because all teaching is given through the language[2].
Understanding the language is important in learning mathematics to be more meaningful [3]. Math
languages are often felt scary for young learners at the time they enter school. They were asked to
understand the mathematical symbols and their meanings and sometimes abstract and unfamiliar
vocabulary [4]. 86.2% of teachers think that student mastery of the language of mathematics is a very
important factor [5]. After analyzing aspects of the written exam, it was found that student failure was
not due to failure to understand the relevant algorithm but this was due to language difficulties. When
405
solving a mathematical problem, students cannot extract the necessary mathematical information and
do not understand the mathematical language in the problem, it arises because of the incompetence of
students in converting the language so that they do not succeed to represent and solve the problem [5].
Based on the results of interviews conducted on several mathematics teachers in Serang City, it is
known that the ability of the language of mathematics students in the school is still low. There are still
many students who cannot digest the language of mathematics that exists in the given problem. For
example, if given the following problem: "Age Andi three years ago, four years older than the current
Rika age. If Andi is currently nine years old, how old is Rika six years to come? ". Most students have
difficulties in understanding the mathematical language that exists in the issue so, it is influence
students to solve the mathematical problems that are given by the teacher.
Therefore, teachers are required to help improve the ability of students' mathematical language, one
of the way that can teacher choose by presenting the problem in the form of a story problem, where
students must read and understand the problem first. In this way, students' math skills will be honed.
Although the story problem can be used by teachers to practice the ability of the language of
mathematics, but it is still facing problems of effectiveness and efficiency of learning time. If the
teacher presents the material, examples of questions, and practice questions that take the form of a
story problem in a conventional way, it will spend a lot of time just to write the problem and copy the
questions given by the teacher.
One way that can be used to make the learning process more effectively and efficiently is by
applying hybrid learning. Hybrid learning is a learning that integrates traditional learning and learning
using online learning resources, and presents a variety of communication options that teachers and
students can use [6]. Learning with hybrid learning enables people to using the online learning
resources, without leaving the learning activities in the classroom. By using hybrid learning, the
learning process can take place more effectively and efficiently. Teachers do not need to write what
she or he want to explain, because the learning materials can be uploaded in the online system by the
teachers. The application of online learning forces students to become independent in seeking
information, selection of important information, processing, and finally the evaluation and formulation
of their own critical opinion [7]. Students can use the diversity of learning resources accessible by
using the internet so that students' knowledge will be richer. In today's technological era, almost all
human activities use the help of advanced devices. This becomes a challenge and opportunity for
educators and educator candidates to be able to apply the learning by utilizing the available
technology. For that, educators or prospective educators are required to use these technologies in
performing their duties properly in accordance with the applicable curriculum.
The method used in this study is a quasi-experimentalmethod. While the design of the study is the
non-equivalent control group design. The design as Figure 1. [8]:
0 X1 0
---------------------
0 X2 0
Figure 1. Non-equivalent control group design
Information:
0 = Pretest / posttest experimental class / controlclass
X1 = The treatment on experimental class that is learning by hybrid learning
X2 = The treatment on control class that is learning by conventional learning
--- = Subject is not chosen at random
The population in this study were students of class VIII Junior High School 4, Serang academic
year 2016/2017. The sample in this study was taken using cluster random sampling method of
determining the sample if the population consists of classes of individuals or clusters [9].In this study,
406
samples were taken two classes, namely the control and experimental classes. Selection of the control
and experimental classes chosen randomly. Students in the experimental class will learning with
hybrid learning, while the control class will be given conventional learning which will then be used as
a comparison of the experimental class.
The instrument that was used was test instruments. In this research, the test instrument to be used is
essay question that includes indicators languages of mathematics. The given problems were tested first
to know about the validity, reliability, power differentiator, and the level of the six questions. From the
test results that have been calculated, the entire matter is qualified to serve as a test ability of
mathematics language end of the test execution.Analysis of the data in this research is the analysis of
quantitative data. In the analysis of quantitative data, to be analysed isposttest of mathematics
language.

This research was conducted in two different classes in one of Junior High School in Serang City.
Both classes are given mathematics learning with different treatment with the same subject of
opportunity. In this study, the experimental class gets learning by using hybrid learning, while the
control class gets learning by using conventional learning. At the first meeting, many students in the
experimental class who have not felt comfortable and find it difficult to do online learning using
edmodo apps and search for learning resources through google. Students are not familiar to learn
independently in learning and looking for resources to gain knowledge of the material being studied.
But it did not last long, because at the next meeting students began to get used to and actively explore
the various learning resources available on the internet, like Figure 2
Figure 2. Students of experiment class when they do the task
After learning during the eight meetings, then researchers give postetest for the students to know the
ability of the students' mathematics language in the two classes after being given different learning.
After the result of posttest are processing, then obtained the average value, standard deviation, and
variance. Based on result of posttest, for experiment class got highest score was 40 and lowest score
was 14 with score average of student 29,87 (74,675% from ideal score 40), while at highest score
control class was 33 and lowest score Is 9 with an average score of student 22,29 (55,725% of the
ideal score of 40). For more details, posttest results can be seen in Table 1 and Figure 3.
407
Table 1. Mathematics language skills test result

Result Experiment class Control class
̅ 29,87 22,29
% 74,675% 55,725%
8,34 7,15
69,57 51,12
40
35
30
25
20
Average
score
15
10
5
0
Posttest
Experiment 29,87
Control 22,29
Figure 3. Average score of mathematics language skills test result
Then researcher do the test of the prerequisites statistical to determine the statistics to be used, both
normality test and homogeneity test. Normality test is conducted to determine whether the posttest of
experimental class and control class is normally distributed [10]. Result of posttest in experiment class
obtained 2count = 8,90while in control class 2count = 1,01. 2count in the experimental class and control
class is less than 2table, so H0 is accepted so that the experimental class posttest data and control class
are normally distributed. Homogeneity test are used to find out whether the variance of posttest result
of experimental class and control class homogeneous or not homogenous (Sugiyono, 2010: 276).
Based on the calculation results, obtained the value of Fcount = 1,36 and Ftable = 1,84 with a significant
level α = 0,05. After comparison, it can be seen that Fcount< Ftable, since Fcount< Ftable, soH0is accepted so
that the variance of the data is homogeneous.
After that,researcherdo t-Test to determine the state of students after being given treatment by
comparing the difference of two averages from one sample with another sample significantly or not.
Based on the calculation it is found that posttest data of both classes are normal and homogeneous
distributed, so researcher using right tailed test. After t-test, for posttest data obtained tcount= 15,41and
ttable= 3,23. Based on the right tailed test criteria,H0 is rejected. This means that the ability of the
experimental class is better than the control class.
The results of this study indicate that learning with hybrid learning is better than conventional
learning in terms of improving students' math skills. This is influenced by several factors such as the
using of edmodo applications by online, make students feels more interesting and fun when learn
math. Appearance of edmodo applications like facebook, so that it is very familiar among the
students.This is becomes one of the added value, because student can use this application so easy. In
addition, learning does not take place monotonically because students can access various learning
resources that are available for free on the internet. Books provided by the government are also not in
accordance with the number of students in school so that with the online learning, students can
download the various books that are required.
Another factor is when students learning with hybrid learning, they can build their own knowledge
so students do not easily forget the things that they have gained. This is in accordance with
constructive theory that states that students must find their own and transform complex information,
check new information with old rules and revise it if the rules are no longer appropriate [11]. Students
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can actively engage and gain meaningful learning through their experience by discovering the material
they have learned. The role of the teacher only guides the students toward higher knowledge and
provides assistance when students found difficulties. In addition, this learning trains students to get
used to thinking and exchanging opinions with their friends. Learning Theory of Vigotsky believes
that social interaction with friends stimulates the formation of new ideas and enriches the intellectual
development of students [12]. The exchange of information between students can build new
knowledge so that students can better understand the learning materials they learn.
4. Conclusion
Based on the results and discussion of research, conclusions can be drawn that Hybrid Learning can
improve the mathematics language ability class VIII Junior High School 4, Serang. Based on the
conclusion, the researchers recommended: (1) Hybrid learning can be taken into consideration by the
teacher as an alternative learning at school; (2) Should be further research that examines the effects of
hybrid learning on different aspects for more diverse material as well.
5. References
[1] Mulwa E C, Poly E and Eldoret 2014 The Role of the Language of Mathematics in Students’
Understanding of Number Concepts in Eldoret Municipality International Journal of
Humanities and Social Science 4 p 264 – 274
[2] Botes H and Mji A 2010 Language Diversity in the Mathematics Classroom: Does a Learner
Companion Make a Difference? South African Journal of Education 30 p 123 – 138
[3] Pramono T 2012 Keefektifan Belajar Matematika Melalui Pemahaman Kalimat dan Bahasa
Simbol. 37 p 134 – 148
[4] Margem P 2009) Math Chants Learning the Language of Math with Rhythm and Rhyme
Teacher’s Online Resource. Georgetown: Curriculum Plus
[5] Zhe L 2012 Survey of Primary Students’ Mathematical Representation Statusand Study on the
Teaching Model of Mathematical Representation Journal of Mathematics Education 5 p 63 –
76
[6] Kaczynski D, Wood L and Harding A 2008 Using Radar Charts with Qualitative Evaluation:
Techniques to Assess Change in Blended Learning Active learning in Higher Education 9 p
23-41
[7] Nazarenko A L 2014 Information Technologies in Education: Blended Learning Social and
Behavioral Sciences 154 p 53 – 56
[8] Ruseffendi2005Dasar-Dasar Penelitian Pendidikan & Bidang Non-Eksata Lainnya (Bandung:
Tarsito)
[9] Sudaryono2011Metode Penelitian Pendidikan (Banten: Dinas Pendidikan Provinsi Banten)
[10] Riduwan 2013 Dasar-Dasar Statistika (Bandung: Alfabeta)
[11] Trianto2013Mendesain Model Pembelajaran Inovatif Progresif (Jakarta: Kencana Prenada
Media Group)
[12] Rusman 2012 Model-Model Pembelajaran (Jakarta: Raja GrafindoPersada)
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Didactical design of teaching trigonometric functions
S Rahmaha) and E Mulyana

Departemen Matematika, UniversitasPendidikan Indonesia, Jl. Dr.Setiabudi No. 229,
a)
E-mail: sitirahmah19@gmail.com
Abstract.The problem in learning trigonometric function in class X is not yet integrated

learning on material of trigonometric function, equation and inequation. This study aims to
design the didactical design of the concept of trigonometric functions by applying didactical
design research to review and consider learning obstacle and learning trajectory. Through the
process of repersonalization and reconstruction, the design is planned to enable students to
sketch and understand graphs of trigonometric functions and to integrate the learning of
trigonometric function, equation and inequation. . In every situation given, it has been prepared
the anticipation of didactical and pedagogical that consists of students’ response and the
feedbacks from the teacher. This didactical design is not a standard teaching material yet,
means it will continue to be evaluated and improved in order to obtain the best result.
1. Introduction
The main purpose of curriculum 2013 development is to create a curriculum capable of producing
productive, creative, innovative human beings [1].Therefore the need of learning process that can
motivate students to participate actively so as to hone the creativity and independence of students. In
particular, Mathematics learning at the secondary level is directed to train students to think logically
and creatively rather than just mechanistic thinking and to be able to work together and collaborate in
solving problems. Mathematics learning is done in order to achieve the competence of spiritual
attitudes, social attitudes, knowledge, and skills. The development of competence of spiritual and
social attitudes is carried out throughout the learning process. The competence of knowledge and skills
is built on core competence and basic competence in accordance with the scope of mathematics
learning materials upper middle[1].
The scope of mathematics studied at Senior High School includes: Algebra; Calculus;Geometry
and Trigonometry; Statistics and Probability. One of the basic competence of class ten trigonometry
materials is that students are able to explain trigonometric functions using unit circles and students are
able to sketch graph of trigonometric function [1]. If students have not been able to master this
competence then students will experience various obstacles in learning the next material, for example
in the material limit trigonometric functions, derived trigonometric functions, and others.
Trigonometry is one of the most important concepts in mathematics. trigonometry is one of the earliest
topics that links between algebra, geometry and graphic reasoning[2]. When the student is able to
connect, think, and explain the link between the circle unit and the function graph of the circle it is a
challenge for the student to relate between his knowledge and reason [3]. This makes it a foundation
for forming a learning trigonometric function that is able to stimulate students' reasoning ability to
develop.
In the material of the trigonometric function, the first reasoning they need to find the answer is why
sin x, cos x, tan x are trigonometric functions. The author has tried to ask this to some students who
410
have studied trigonometric material but, no students have been able to answer correctly. Figure 1
shows the student's answer to the question why sin x is a function.
Figure 1. One of student's answer to the question why sin x is a function.
The basis of the material of the trigonometric function is the notion of the trigonometric function
itself, but this becomes an obstacle experienced by the student because it has not been able to reason
why sin x is called trigonometric function. In addition to these obstacles, there are other barriers
experienced by some students, when the authors ask about what the value of sin 50 °, some students
who the author question is not able to answer it and there is also a direct saying the value can only be
in if using a calculator. Here we can see that we are not yet accustomed to estimating things. If we are
accustomed to estimating something we can estimate the value of sin 50 ° in the range of and
. Similarly, Weber asked 31 students to estimate the value of cos 340 but only 6 students were
able to estimate the value of cos 340 in the range of 0.5 and 1 [4].
In addition, the author also tested a problem of National Examination related material trigonometric
equations that almost every year out on the matter of the National Examination in almost the same
form, to the twelfth grade high school students. As for the problem we can see in Figure 2.
Figure 2. A trigonometric equations problem of National Examination 2014

However, the results of the analysis of the students' answers show that students have not been able
to apply the identity of the trigonimetry they have learned to solve this problem. Another factor that
causes students to have problems in solving this problem is that students have not been able to
determine the set of solutions from the problem. As shown in Figure 3 and Figure 4.
Figure 3. One of the studentsanswer Figure 4. Second method solution of problem
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Based on Figures 3 and 4 we can compare the answers of one of the students and the secondmethod
solution of problem, it is seen that the student has not been able to apply the trigonometric identity that
the author gave as clue to solve the problem. However, this is not just an obstacle that the student was
experiencing, when the learning takes place the students are given almost similar problems with the
first problem, but here students can not remember at all the form of identity of cos⁡2x needed to solve
the problem. Looking at this phenomenon, I suspect that students at the time of learning about
trigonometric identities only participated as spectators, listeners or simply memorized forms of
trigonometric identities at the time, without participating actively in learning. In fact, this may happen
because the teacher has not facilitated the students to actively learn.
In addition, in other student answers that are not authors included here, students have not been able
to factarize the trigonometric quadratic equations that he has formed. If the student is unable to
actualize it, then he can use a quadratic formula to help him obtain the value of the sine function as
found in solution 2.
Figure 5. One of the studentsanswer Figure 6. First method solution of question
Based on Figures 5 and 6 we can compare the answers of one of the students and the solution of the
problem, it can be seen that the student can only solve it based on the memoritation of the sine value at
a special angle (based on Figure 6), the student has not been able to interpret trigonometric function
and trigonometric equation is one unity. If the student views trigonometric functions, equationsand
inequations interconnected, then when the student is having difficulty determining the set of solutions,
then he can direct them to a graph of trigonometric functions or use a circular unit that can help them
find other members of the set of solutions.
From here we can reach a conclusion, that essentially students understand trigonometric functions,
equationsand inequations are the things partial. This may be due to the fact that students study the
material of trigonometric functions, equationsand inequations separately or in other words the teacher
has not facilitated the students to study trigonometric functions and equations in a single unit. Seeing
this phenomenon, eventually the author was trying to analyze the textbook used by students or even a
lot of circulating in Indonesia. Apparently, the material of trigonometric functions and trigonometric
equations and inequations lies in two distinct chapters and when incorporated into one chapter, the
author of the book has not facilitated the student to study the functions and trigonometric equations
simultaneously as shown in Figure 7. In addition, there is a discrepancy between the question of
trigonmetric function in the National Examination 2015 with the material that students learn. In the
electronic Mathematics textbook of Senior High School Grade X, students only in the facilitation of
412
material about graphingthe basic trigonometric curve, but in fact the problem there are in National
Examination is a form of a complex curve of trigonometric function.
Figure 7. Map of the concept of material functions, equations and dentity

Trigonometry of one of the mathematics books of students
Learning obstacle experienced by students could have happened due to unsuitable teaching
materials used with the characteristics of students. The use of teaching materials is certainly based on
the results of the lesson plans that teachers have prepared. In designing a lesson, teachers need to
perform repersonalization and reconstruction in advance to examine the mathematical concepts related
to the material to be presented. The repersonalization that teachers do is to analyze the structure or
relationship between concepts that will be presented with the concept before and after. Various
experiences during teacher repersonalization is a valuable experience when overcoming the difficulties
experienced by students while learning, because it can be a difficulty that students experience is a
process that once the teacher has experienced also when doing repersonalization[5].
In designing a didactic situation related to the concept of trigonometric functions, the necessity of
learning trajectory is capable of delivering students to learn simultaneously and connected of
trigonometric functions, equations and inequations. Hence the need for didactical design that is based
on the analysis of learning obstacle and learning trajectory that is closer to the needs of students
because it has considered the variety of thinking processes of students[6]. Based on this, the purpose
of this research is to create a didactic design trigonometric function which is a unity of material
functions, equations and trigonometric inequality developed so that students can fully understandwhile
reducing the learning obstacle. Furthermore, the analysis of the implementation of the didactic design
will be conducted as teacher reflection materials in improving the didactic design and optimizing the
students' learning potential.
In this study, the authors intend to examine the didactical design based on the analyzed problem
contained in the concept of trigonometric functions. Implementation of the initial design was analyzed
based on the emerging student response underlying the didactic revision design. Didactical design
writing is applied through three stages of analysis: 1) didactical situation analysis including hypothesis
prediction and anticipation; 2) metapedadidactical analysis ; And 3) a retrospective analysis linking
the result of a didactic situation analysis hypothesis with the result of a metapedadidactical analysis of
non-identical. In going through these stages, the focus of writing is to review the learningobstacle and
learning trajectory. Subjects in this study were 35 students of class X in Senior High School BPI 1
Bandung.

At the planning stage, the authors repersonalize and then create a concept map of the overall
trigonometric material and link the material before and after it. After doing so, the author makes
learning trajectory related material trigonometric functions that will be author present as shown in
Figure 8.
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Figure 8. Alternatif Learning trajectory of Trigonometric Function
After mapping the teaching materials, the next process is to think about the various student
responses and anticipations. This step is very important to map the students' thinking diversity as well
as the possible obstacle facing students. It is intended to be an opportunity for students to think
independently and have room for interaction. After that the author made a didactic design that matches
what has been obtained before.
The didactic design of the concept of trigonometric functions is presented in seven Student Activity
Sheets (SAS) and each one SAS is used in 1 encounter: SAS 1 concerning why sin x, cos x and tan x
are referred to as trigonometric functions; SAS 2 sketchthe basic graph of the sin x, cos x and tan x;
SAS 3 regarding graphing and understand y = A sin x and y = A cos x; SAS 4 regarding graphing and
understanding y = A sin Bx and y = A cos Bx; At Activity 5 there is no SAS but students are given
games related to understanding the graph y = A sin (Bx+C) + D and y = A cos (Bx+C) + D; SAS 6
concerning the context of real issues related to trigonometric functions; SAS 7 on trigonometric
equations and inequations.
3.1 Implementation Results Why sin x, cos x, and tan x are functions (Activity 1)
At Activity 1 students are asked to correspond to the set x on the set f (x) as shown in Figure 9. The
purpose of this activity is that students are expected to correspond to each set x in the set f (x) in
accordance with the expected trigonometric function, Estimates the value of the trigonometric function
at a special angle, the student is able to determine the set member of the domain and range of the
trigonometric function, the student is able to define why sin x, cos x and tan x are functions.
This activity goes according to the response that teachers expect, it is only necessary to add the
question of why sin x, cos x and tan x is a function at the end of SAS 1 so that students can mention
the definition in writing and can be a more accurate reflection for teacher.
Figure 9. One of Student’s answer of the

correspondence from set x to set f(x)
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3.2 Implementation Results Drawing Basic Trigonometric Graph (Graph y = sin x, y = cos x and y =
tan x) (Activity 2)
At Activity 2, The aims of this activity, students can graphing the trigonometric function with the unit
circle and scan identified the period, domain, range, maximum and minimum points, amplitude, and
the zero points of the graph. As learning progresses, there are some obstacles that students experience.
When students draw the graph y = sin x, there are some students who describe the dots are not as
expected as a result of misinterpretation of point taking. The point should be on the unit of the circle
but, the students place the point corresponding to the end of the arc they use so that an error occurs in
the graphic portrayal. At the time of the learning took place the teacher can immediately anticipate the
unexpected situation. However, after reviewing the results of their work on the SAS there are still
groups that make mistakes on the depiction as in the following figure. In addition, students experience
few obstacles when describing the graph y = tan x. Students have difficulty determining the point
because the points on tan x are not equal to the functions of sin x and cos x.
3.3 Implementation Results of Graphing and Understanding Graph y = A sin x and y = A cos x
(Activity 3)
In this third activity the students will sketch the trigonometric function of the form y = A sin x and y =
A cos x by using trigonometric graphing application or software found on the NCTM’s website . In
this activity the author do not predict the technical obstacles that will occur, there are few obstacles
when students try to enter the site, takes approximately 5 minutes to open the application on the
website. This is less in line with the predicted time that the author specifies on Lesson Design 3.
Implementation of didactic design that authors have made will be done in 7 meetings. However,
because the research that has been done just 3 times of meetings, then in this journal the author is only
able to describe the results of 3 times the implementation of the design. In addition, observations that
researchers do on classroom activiteis, there is an incresed focus of learning, active in learning, and
enthusiasm for students to understand what they are studying about. Although initially not all student
were active, enthusiatic and focused however, as students began to discuss in thei respective groups
until at the end of the teacher’s and student’s lessons did confirm, the enthusiasm gradually increased
every meeting.
4. Coclusion
The challenge in learning the topic of trigonometric function at Senior High School is to integrate
functionality, equality and trigonometry inequality so that identified difficulties can be solved. Some
difficulties experienced by students are: to understand why sin x, cos x and tan x is a function; To
estimate the value of the trigonometric function at an angle rather than special; Drawing and
understanding graphs of complex trigonometric functions; Determine the set of settling equations and
trigonometric inequalities. This happens because students are not facilitated by learning that is able to
overcome these obstacles. Hence the need of a learning design that is able to invite students to
rediscover the material learned for meaningful and useful understanding.
This research explores the experience of designing and analyzing the implementation of didactic
design of trigonometric function material. A total of 7 meetings are prepared starting from why sin x,
cos x and tan x are referred to as trigonometric functions; Graphing and understanding the basic graph
of sin x, cos x and tan x; Graphing and understanding y = A sin x and y = A cos x; Graphing and
understanding y = A sin Bx and y = A cosBx; Understanding the graph y = A sin (Bx + C) + D and y
= A cos (Bx + C) + D; Concerning the context of real issues related to trigonometric functions; Then
understanding trigonometric equations and inequalities. Such design structures are intended to
facilitate the thinking process of the students in order to provide the widest possible space for the
students to take their own action through the search and exploration process to build their
independence to a certain extent so that they are ready to deal with the formulation situation [7].
415
5. Acknowledgments
The authors are very grateful for the active role of students of X-2 Senior High School BPI 1 Bandung
in this study, to Mrs.Kiki as a teacher of mathematics class X-2 Senior High School BPI 1 Bandung
which has given opportunity to the author to do research in his class, and also The authors say thank
you to Senior High School BPI 1 Bandung who has given permission to be able to conduct research in
the school. Lastly, the authors would like to thank the friends who have helped the continuity of this
research.
6. References
[1] Kemendikbud 2016 Silabus Mata Pelajaran Sekolah Menengah Atas/Madrasah Aliyah
(SMA/MA) Mata Pelajaran Matematika (Peminatan) p 1
[2] Weber K 2005 Students’ Understanding of Trigonometric Functions (Mathematics Education
Research Journal Vol. 17)
[3] Ӧzgün-Koca SA, Edwards M T, Meagher M 2013 Spaghetti Sine-Curves: Virtual
Environments for Reasoning and Sanse Making (National Council of Teachers of
Mathematics Vol.107.No.3)
[4] Weber K 2008 Teaching Trigonometric Function : Lessons Learned from Research (National
Council of Teachers of Mathematics Vol.102. No.2)
[5] Suryadi D 2010 Metapedadidaktik dan Didactical Design Reseach (DDR): Sintesis hasil pemikiran
berdasarkan lesson study. Bandung: FPMIPA UPI
[6] Suratno T dan Suryadi D 2013 Metapedadidaktik dan Didactical Design Research (DDR) dalam
Implementasi Kurikulum dan Praktik Lesson Study(Key Paper at National Conference “Peran
Lesson Study dalam Menyongsong Implementasi Kurikulum 2013” Universitas Negeri
Surabaya)
[7] Brousseau G 1977 Theory of Didactical Situation in Mathematics. Dordrecht: Kluwer Academic
Publisher.
416
Algebraic thinking: students’ strategies to solve the problems
Angriania), Darhim, and B A Priatna

Departemen Pendidikan Matematika, Fakultas Pendidikan Matematika dan Ilmu
Pengetahuan Alam,Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229,
a)
E-mail: angriani@student.upi.edu
Abstract. This study held to identify 35 eighth-grade students' algebraic thinking on

quadrilaterals problems. Students who were involved in this study from a junior high school in
Bandung. The descriptive method was used to identify students’ competencies. We found that
some students hard to use the concept based on computational strategies, many students use
incorrect strategies to manipulate numbers and symbols using algebraic conventions and
mostof the students can not represent mathematical ideas using equation. In other words,
students’ algebraic thinking need to develop.
1. Introduction
Algebra is a topic of school mathematics curriculum. When students learn algebra, they areintroduced
to variables and various mathematical symbols. Those can be used to simplify sentences into
mathematical models in solving problems, related to daily life. Simply put, algebra is not only a topic
in mathematics curriculum but also a distinct way of thinking about mathematical ideas.
School mathematics curriculum typically separate the study of arithmetic and algebra. The
primary school focuses on arithmetic while the secondary level focuses on algebra. The difference
focus makes students hard to transform from arithmetic to algebra [1][2][3]. It shows in 2011 TIMSS,
Indonesian students result is below average in algebra domain [4].
Some researchers have investigated students’ algebraic thinking not only at the primary school
but also at the secondary school. Patton and Santos [5] analyze students’ algebraic thinking using
guess my number problems; Zaskis and Liljedahk [6] investigate on generalization patterns problem.
The other problems used to identify students’ algebraic thinking are multiplication, fractions and other
[7] [8]. Whereas, this study investigate students’ algebraic thinking on geometric figure problems
which is quadrilateral.
A descriptive study held to probe students’ algebraic thinking on quadrilateral. The students who
involved in this study were 35 eighth-grade students from a junior high school in Bandung. There are
17 male and 18 female.
Thisstudy executed by the following procedures. First, constructedproblems on quadrilateral
according to algebraic thinking indicators from Kriegler [9] (see Table 1). Second, validate data to
expert. Third, collected data by requesting students to solve the problems. Fourth, analyze students’
answers. Last,made conclusions and gave some recommendations.
417
Table 1.Algebraic thinking problems on quadrilateral

No. Indicators Problems
1. Conceptually based How to find the area of the graysections from the figure
computational strategies below? Find its area!
2. Manipulating numbers and The area of a rhombic wall display is 156 cm2. The length
symbols using algebraic of each diagonal is (3x – 2) cm and 12 cm. How to
conventions determine the value of x? What is the value of x?
3. Representing mathematical Mr. Budi and Mr. Asep have a rectangular apple garden.
ideas using equation The length of Mr. Budi's garden is 30 m longer than Mr.
Asep's, and its width is 75 m. Mr. Budi wants to make the
fence around his garden, how to determine the length of the
fence should he make? Find out its length!
We analyze students' answersdescriptively to excavate students’ algebraic thinking with shown their
sample of responses to the problems.
Problem 1:Conceptually based computational strategies. How to find the area of the gray sections
from the figure below? Find its area!
Indicator of algebraic thinking required on problem 1 is conceptually based computational

strategies. Students need to understand not only the concept but also the computational strategies.
Another word, solving this problem involve a few linked steps; those are understanding the concept,
using computational strategies, and computing.
The correct answer denoted by computing the area of rectangle and kite, then subtracting the
rectangle area by the kite area. As well students should describe their strategies to find the area of the
gray sections.Seven students solve this problem entirely correct and describe their strategies (see
Figure 1).
Figure 1. Example of students’ correct answer
418
Figure 1 shows that the student used the concept of rectangle and kite area to find the area of the
gray sections. She also explain every single step which she uses to solve the problem. The student's
strategy describes how she thinks to address this problem. It indicates that the student understands the
concept based on computational strategies.
Another six students address the problem with right way but missing in area unit. Then 13 students
just input the data to the formula that needed to find the gray sections area without describing their
strategies.In other hand, there are nine students solve the first problem incorrectly. It shows in Figure
2.
Figure 2. Example of students’ incorrect answer

Figure 2 shows, the student does not understand how to use the formula of rectangle area and does
not know the computational strategies used to solve problem 1. Simply put, the student does not know
how to address the problem conceptually based computational strategies.
Problem 2 : Manipulating numbers and symbols using algebraic conventions “A rhombic wall-display
area is 156 cm2. The length of each diagonal is (3x – 2) cm and 12 cm. How to determine the value of
x? What is the value of x?”
The indicator involved in problem 2 is using algebraic conventions to manipulate numbers and
symbols. To find a solution to the problem, the students require a lack of understanding; variable,
manipulating numbers and symbols, and algebraic rules. Right answers represented by substituting the
formula of rhombus area with the known data from problem 2 then manipulating the equation by
algebraic rules as well describing their strategies. There are two students give the correct answer and
describe how they solve the problem (see Figure 3).
Figure 3. The example of students’ correct answer

Figure 3 shows that the student manipulated the equation to find the value of the variable and
described the strategy to find the value of the symbol. From the student's respond, we indicate that she
understand how to manipulate numbers and symbols using algebraic conventions. Another 18 students
find the right answer without explaining their strategies. Even though many students give the correct
answer, 15 students did incorrect steps to locate the value of x. Several of their error solutions
represented in Figure 4 and Figure 5.
419

Figure 4 explains that the student used the correct strategy first, but she concluded the value of the
variable when she still needs some step to find the value of the variable. It indicates that the students
understand how to manipulate algebraic equation but do not completely understand what variable
means. Another incorrect answer shows in Figure 5.

Figure 5 shows that student does not completely understand how to manipulateequation using
algebraic rules to find the value of variable. Related with the result, several studies found that students
have difficulty in manipulating symbol when solvingproblems[10] [11] [12].
Problem 3:Representing mathematical ideas using equation “Mr. Budi and Mr. Asep have a
rectangular apple garden. The length of Mr. Budi's garden is 30 m longer than Mr. Asep's, and its
width is 75 m. Mr. Budi wants to make the fence around his garden, how to determine the length of
the fence should he make? Find out its length!”
Algebraic thinking indicator required on problem 3 is representing mathematical ideas using
equation. In problem 3, two students provide right answer with descriptions (see Figure 6).
Figure 6. The example of students’ correct answer
420
Another nine students provide the correct answer without description and 24 students solve the
problem incorrectly. The example of students’s incorrect answers shows in Figure 7. Figure 7 explains
that to find the length of the fence, the students did not find the length of Mr. Budi garden. They
solved problem 3 without completely understand the problems.It indicates that the students not only
do not understand the problem but also do not understand how to represet mathematical ideas using
equation. In line with it,numerous research studies with secondary students have shown that students
have difficulty using letters to represent unknowns [13] [14] [15].
Figure 7. The example of students’ incorrect answer

4. Coclusion
Based on the result described in the previous sections, we found the following three conclusions.
First,some students can not use computational strategies based on the concept of the problems.
Second,many students use incorrect strategies to manipulate numbers and symbols using algebraic
conventions. Third,most of the students can not represent mathematical ideas using equation. In other
words, students’ algebraic thinking need to develop. For further investigation, researchers need to
perform experimental research that gives intervention which can facilitate students' to develop their
algebraic thinking.
5. Acknowledgments
We thank all students and teacher who contributed to this study.
6. References
[1] Cai J and Moyer J 2007 Algebra and Algebraic Thinking in School Mathematics: Seventieth
Yearbook pp 169-180
[2] Kilpatrick, Jeremy, Swafford J and Findell B 2001 National Academy Press
[3] Kieran 2004 The Mathematics Educator 8 pp 139-151
[4] Kemdikbud 2012 Kemampuan matematika siswa SMP Indonesia: menurut Benchmark
internasional TIMSS 2011 Pusat Penilaian Pendidikan.
[5] Patton B and Santos E D L 2012 International Journal of Instructions 5 pp 5-22
[6] Zazkis R. and Liljedahk P 2002Educational studies in mathematics 49 pp 379-402
[7] Baek J M 2007 Algebra and Algebraic Thinking in School Mathematics: Seventieth Yearbook
pp 141-1540
[8] Pearn C and Stephens M 2016Mathematics Education Research Group of Australasia.
[9] Kriegler 2007 Teacher Handbook pp 7-18
[10] Jupri A, Drijvers P, and van den Heuvel-Panhuizen M 2014 Mathematics Education Research
Journal 26 pp 683-710
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Authentic assessment: implementation on mathematics

learning
Y Herdiana
Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl.
E-mail: yunitaherdiana@student.upi.edu
Abstract. This research is aimed to describe the implementation of authentic assessment on

mathematics learning in junior high school and senior high school. Sample used in this
research were a mathematics teacher in class X at SMA Negeri 1 Lembang and a mathematics
teacher in class VII at SMP Mutiara 4 Bandung. The method used in this research was
descriptive qualitative research. In this research the technique used in collecting data about the
assessment on mathematics learning are interviews, observation and documentation. Based on
the research, implementation of authentic assessment on mathematics learning in class VII
SMP Mutiara 4 Bandung is good enough. The mathematics teacher has known what
assessment should be done and attempted to apply it at the time of mathematics learning in the
classroom. Teachers have his own apps for doing authentic assessment. Then, implementation
of authentic assessment on mathematics learning in class X SMA Negeri 1 Lembang very
good. The mathematics teacher has been very aware of what authentic assessment is and how
to apply it in the classroom. Teachers are very familiar with the characteristics of each student
in the class. It making her easier to apply this authentic assessment.
1. Introduction
Process and assessment are the two components of inseparable learning. Both are the determinants of
the success of an educational program. [1] To date, teacher professional development programs are
more in the form of process quality development where training materials only revolve around
innovative methods and learning strategies. The ability to conduct learning is not followed by the use
of assessment tools that measure both the process and the product (authentic assessment). This is
evidenced from the results of the first year of research by Marhaeni et al., [2] which found that
teachers' knowledge of project assessment is still low. In addition, mathematics teachers often face
some difficulties in applying the authentic assessment because they need more time to apply this type
of assessment. Teachers also do not know how to develop assessment rubric.
The use of authentic assessment is now a must, considering the education pillars echoed by
UNESCO [3] not only learn to know (learning to know) but also to be skilled at using what is learned
(learning to do); Achieve self-actualization in the real world (learning to be) and able to become part
of a harmonious society (learning to live together). The four pillars of education are then a reference of
curriculum development in formal educational institutions or schools around the world. So it is
conceivable that learning in schools should really be designed in the form of learning experiences that
match the curriculum expectations. The consequence is that there should be the development of ready-
made authentic assessment instruments, which can effectively assess the learning performance
(process) or the quality of learning outcomes (products) [4].
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Through the curriculum in 2013, the government tries to develop Graduate Competency Standards
increasing from the previous curriculum and balancing between soft skills and hard skills. It changes
one important elements in Curriculum 2013. The changing is the standard educational assessment.
Based on Permendikbud No. 53 of 2015, it states that the scope of the assessment of learning
outcomes by educators in secondary education includes aspects of attitudes, aspects of knowledge and
skills aspects. The assessment objectives of learning outcomes by educators in primary and secondary
education by Permendikbud No. 53 of 2015 are: (a) determine the level of mastery of competencies;
(b) establish mastery of competency; (c) establish a program for remediation or enrichment based on
the level of mastery of competencies; and (d) improve the learning process.
Based on the reflection results of the implementation Curriculum 2013 which is done by the coach
directorate of Junior High School in 2014 show that based on the quantitative report approximately
34% teachers who had been trained were less understanding of assessment based Curriculum 2013.
Relate to the assessment process shows that about 22% teachers have difficulty in assessing the
attitude aspect and 14% teachers have difficulty in assessing the skill aspect. Based on the qualitative
report shows that the trainer’s understanding toward assessment aspect was still lack. The teachers
expect special training or assistance related to the particular assessment [5]. In addition, more than
50% teacher respondents state that they have not been able to design, implement, and process the
results of an assessment well. The main difficulty faced, such as formulate indicators, formulate points
of the instrument, and implement, the assessment attitude by various techniques [6].
Implementation of authentic assessment in the classroom in general, as well as mathematics lessons
in particular is a strategic step aimed at improving the quality of learning because learners can be
expected to learn from meaningful assessments. What is meant here means that they have an
understanding of what they have accomplished and what needs to be improved so that it will spur
them to improve their mathematics’sability. The desire to upgrade is one of character development
that automatically occurs as a result of the proper application of authentic assessment.
The purpose of this research are describe the implementation of authentic assessment on
mathematics learning in class VII SMP Mutiara 4 Bandung, and describe the implementation of
authentic assessment on mathematics learning in class X SMA Negeri 1 Lembang.
2. Method
The method used in this research is descriptive qualitative research method. Moleong[7] describes
qualitative research is a research that intends to understand the phenomenon of what is experienced by
research subjects such as behavior, perception, motivation, action, etc. In this study the authors take
two locations, namely one school in junior high school and one school in high school level. In junior
high school, the author took SMP Mutiara 4 Bandung, located on Jl. Raya Cibeureum No.10,
Campaka, Andir,Bandung. While in high school level, the author takes SMA Negeri 1 Lembang which
is located on Jl. Maribaya No. 68 Lembang, West Bandung regency.
Subjects studied in this study were high school mathematics teachers and Junior High School
mathematics teachers. Population in this research is all mathematics teacher at SMA NegeriLembang
and all math teacher at SMP Mutiara 4 Bandung. The selected sample is a mathematics teacher of
SMA Negeri 1 Lembang X class that teaches mathematics in the science class, and a mathematics
teacher of SMP Mutiara 4 Bandung who teaches in class VII. Sampling technique is done by using
purposive sampling, that is the way of taking the subject of observation based on consideration of a
person or researcher, in this case based on the consideration of the vice principal of student affairs
field.
Instrument in this research is person or human instrument that is researcher, a teacher of
mathematics class X SMA Negeri 1 Lembang and a teacher of class VII SMP Mutiara 4 Bandung.
This means that the study is not limited by a rigid instrument for research, since it will be very difficult
for the flexibility of qualitative research attitudes that are always ready to open and adapt to new
conditions and may change over time with diverse realities that may also be encountered. In this
research the technique used in collecting data about the assessment conducted by teachers in learning
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mathematics in the class in the form of interviews, observation and documentation. The information
and data obtained are then analyzed descriptively.

Same as High School in general, mathematics learning activities in SMA Negeri 1 Lembang Learning
activities begins with prayer. Then the teacher asks and remembers about the task that has been given
before. In learning mathematics interest of this vector material teacher using Power Point. This is
because to make time efficient. Understand it, for one hour class lessons here only for 30 minutes.
While one morning class lesson, which is for class XI and class XII for 35 minutes. The division of
morning and afternoon classes is due to the lack of number of classes required in the learning
activities. For one level of course consists of 11 science classes and 7 classes of social studies.
In the first observation conducted on March 13, 2017, it appears that the preparation of learning
starts takes about 10 minutes, controlled learning media preparation, such as finding a terminal,
conditioning, and starting a power point application. This resulted in the teacher leaving the class for 5
minutes, so the class left by the teacher in a less conducive. There are students who walk around, chat,
look not yet reflect ready to receive learning. In addition, outside conditions are heavy rain.
Then in the 15th minute of the lesson, the teacher walks around the class checking one by one
whether the students do their homework. As for the material at the previous meeting concerning
addition and subtraction of scalar vector. The teacher writes the question on the board. Each student
does the job on each post. Students who do not understand the meaning of the question, raised hands
asking for clarification from the teacher. Students who lack understanding / having difficulty
approached the students at other tables to discuss. There is students who come forward approached the
teacher to ask for guidance. The teacher guides the students who are having difficulty.
From the attitude of students who do not hesitate to ask the teacher, it appears that everyday
teachers always happy to help students who have difficulty. Teachers also free the students to ask a
friend who is more understanding or for searching on google. Then when the students ask questions
and do not understand, then the students tutor and write answers on the board. Students who hesitate to
come forward ask for clarification / reinforcement from the teacher. A student named Yusuf came to
the front of the previous assignment on the board. Student work. The teacher clarifies the student's
mistakes.
While students are working on number 2, on the board, the teacher returns to the students. After the
students who are advancing in front of the class are finished, the teacher corrects the students' work on
the board. Teachers return around explaining to a group of students (4 people), because they are still
poorly understood. Furthermore, from a group of students, the students who understand the most
explain back to 3 friends, resulting in a small discussion. Learning is complete, student work (task)
will be checked at the next meeting and remedial value submission.
At the junior high school level, namely at SMP Mutiara 4 Bandung, the first observation was
conducted on March 13, 2017. Mathematics learning in class VII still using conventional methods. At
the start of the lesson, the teacher and the students discussed the homework assigned to the previous
meeting together. Teachers also do not forget to remind students of mistakes he made when the
midterm exam with similar problems. Then the teacher appointed one of the students to answer the
question on the board. The student sees the book. The teacher asks the student to answer for himself
by looking at the board. Finally he and all the students in the class answered him together.
In the event of a mistake, the teacher does not hesitate to apologize to the students in the class like
the example, there is a mistake on the number 2. The teacher corrects his mistake and correct it. The
class is always in a conducive state, only a few students are noisy, but still reasonable. Teachers
always try to keep the class in a state of calm. Students in front of the class advanced to work on the
problem. While the students in front of the class are doing the question on the tap write the teacher
invites the other students to talk. "Later the results of the test is shown to the parents, okay? .Later
Thursday you share".
Students who are confused about a particular concept do not hesitate to go up to the teacher's desk
and ask questions. If too many students ask questions, then the teacher explains on the board. Then the
teacher asks the students (men) who are working on question number 3 to appoint another student
424
(female), to work on problem number 4 forward to the class. One by one his students, this is seen
when the teacher asked one of the students why he did not enter at the previous meeting. Then the
teacher asked the other female students to correct the work of his friend on the blackboard.
In terms of assignment assessment, the teacher always corrects the student's assignment and signs
it. Master also has its own signature stamp. For the test or daily test, the teacher always distributes the
results of the test to the students. This is so that the student realizes the mistake he or she made during
replication, so that it can be fixed and does not repeat the error. Teachers also provide remedial for
students whose value is below the minimum criteria.
The curriculum spirit now mandates that competence should include three domains, namely
knowledge, attitudes and skills from all fields. Therefore, it is necessary to describe the aspect of
authentic assessment in mathematics. Specific aspects that will be raised in to know the quality of
learning mathematics are (1) understanding of mathematical concepts, (2) math skills, (3) problem-
solving skills and (4) mathematical attitude
Various ways to obtain information on the ability or quality of student learning in the framework of
authentic assessment. Techniques and instruments used for the assessment of attitude, knowledge, and
skill competencies. Aspects of Instrument Engineering are: Assessment of attitudinal competencies,
which include: observation, self-assessment, assessment among learners, checklists / rating scale,
rubric; Assessment of knowledge competence, which includes: multiple choice test written, stuffing,
short answer, answer, match, and description. The description instrument has scoring guidelines. Then
also an oral test of questionnaires, assignments of homework and / or projects worked individually or
in groups according to task characteristics; Skill competency assessment includes: practice, project,
check list practice / rating scale (rating scale) with rubric.
In learning mathematics, both at SMA Negeri 1 Lembang and SMP Mutiara 4 Bandung, the
authentic assessment conducted is as follows: direct observation (observation), question and answer,
assignment, test and portfolio. First, direct observation (observation). Indeed, this direct observation is
often done in our learning activities, but with real preparation will be more helpful in doing the
observation, even if just preparing the notes. In learning mathematics in class VII, teachers usually
bring a laptop to do an assessment on the learning process in the classroom. However, if he is not
carrying a laptop, he usually makes a student appraisal note by circling the student's name using a red
pen for a less well-behaved student of mathematics learning at the meeting, as well as writing other
small notes for students who have difficulty with Black pen. But he uses laptop more often to run
appraisal applications he made himself. The application he made was very detailed and flexible,
remembering during his college years, he was an assistant mathematics laboratory at STKIP Siliwangi.
After graduating college he had worked for 3 years in the field of information and technology. So it is
not surprising that he was able to make his own appraisal app. While the assessment of the process of
learning mathematics in class X, teachers still do it manually. He marks and writes small notes on the
names of students he deems active to add additional value.
Second, question and answer. The manifestation of this question and answer may be in the form of
a presentation by the student or private questioning. When students work on questions on the
blackboard, teachers in junior high and high school teachers, both always ask questions. This is done
to validate whether the student has really understood what he is doing on the board or he simply writes
an answer from his workbook. From the questioning of students understanding will be seen. In the
class X question and answer activities both personal and group more common, considering the
teachers very often around the class to monitor students in working on the problem or just serve the
students' questions.
Third, assignment. The picture of the development of the quality of learning mathematics can be
seen from the task that has been completed. Such tasks can be attributed to environmental phenomena
or can be purely about concepts that exist in mathematics. Because the assessment after the task is
completed it will be very good if combined with other techniques such as by interview. Both junior
high school’s teacher and senior high school’s teacher often give assignments at the end of the class.
This is done so that students repeat the material that has been learned at the meeting that day. In grade
VII teachers tend to assign tasks from the Student Worksheet, so it is not surprising to see Students
Working, all the questions that have to be done. The students sometimes have trouble to do it,
425
considering there are sometimes related material that has not been researched but not reminded or
notified to previous students. As with class X, teachers tend to assign tasks if problems are not
resolved at school. He does not often assign tasks, because math students learn not only in
mathematics, but there is also mandatory mathematics, so he does not want to burden his students. Nor
does he demand that the student immediately collect it as soon as possible, fully aware of the state of
his student. With this approach, it is not surprising that no student does not perform the assignment, as
students feel the need to perform the task of obtaining additional value.
Fourth, test. In accordance with the previous explanation, the test is done after the learning process
or activity is completed. Unfortunately such tests usually lead to scoring. Pragmatic filtration is often a
consideration, so it tends to ignore the process. In fact, the multiple choice model is the most widely
used. To provide space for authentic assessment then multiple choice needs to be added by way of
workmanship. For tests conducted in class VII as well as in class X, both junior high school and high
school teachers both provide a description of the daily test. So that the thinking process of students can
be seen on the workmanship of his. But for the matter of midterm examination and the final exam of
the semester, the school is more emphasized that the problem given in the form of multiple choice
questions.
Last, portfolio. The simplest language of the portfolio is the collection of work that the student has
done. It may include tasks, test results, reports, teacher records, and so on. Portfolios are an excellent
source of data for teachers. In addition, the portfolio can be used by students to see the developments
that occur against him in a certain period. Therefore each portfolio should be noted on the date of its
compilation. In class VII, portfolio looks neat, students always make up the tasks that have been done
and have been assessed, replicationed that have been distributed seem to be slipped in it. Similarly
with class X, not only independent tasks, but also includes group assignments and presentations.
To ensure a truly factual assessment it is necessary to combine the various techniques above, so the
assessment is not done at the end of the course, but covers the whole learning process. In both schools,
assessments by junior high school teachers and high school teachers, both of which have been well-
informed about the assessment, and have done a good assessment. It's just in the course of learning
just look different on both. The junior high school teacher appears to be more flexible in both process
and outcome assessments, due to his long teaching experience of 18 years. So from the side assesment,
approach or attention to students is good enough. Plus his experience 11 became vice principal of
student affairs. The way of assessment used The middle school teacher still uses manual methods,
marks and writes both process and final judgments using student lists and writes small notes on his or
her scoring sheet.
In contrast to high school teachers who still use the manual way of conducting assessments, junior
high school teachers have used apps in the assessment process that they do in the classroom. The
application is self-made. In the process of student appraisal, the junior high school teacher looks still
rigid because in the classroom lessons he is very fixated on the format of this assessment.
Understandably, he was only three years old as a teacher, so the assessment he did was still very
procedural, so it seemed more concerned with assessment in the class than the process of learning
mathematics in the class itself.
4. Conclusion
The conclusions of this study are: implementation of authentic assessment in learning mathematics in
class VII SMP Mutiara 4 Bandung is good enough. His mathematics teacher has known what
assessment should be done and attempted to apply it at the time of mathematics learning in the
classroom. Teachers have his own apps for both process assessments and assessment at the end of the
lesson. So that the assessment can be done effectively and efficiently. Then, implementation of
authentic assessment in learning mathematics in class X SMA Negeri 1 Lembang very good. The
mathematics teacher has been very aware of what authentic assessment is and how to apply it in the
classroom. Although still using the manual way, the teacher does a process assessment and assessment
at the end of learning. Teachers are very familiar with the characteristics of each student in the class,
making it easier for him to apply this authentic assessment.
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5. Acknowledgments
I would like to thank everybody who was to make the successful this research. Prof Tatang Herman as
Lecturer subject of EvaluasiPembelajaran giving suggestion, guidance, and correction until the
completion of this research. Gratefully thank to the principal of SMA 1 Lembang and SMP Mutiara 4
Bandung. For headmaster at that school for allowing me to conduct the research there. I would also
like to thank for the Object in this research are Teacher Math Subject at SMAN 1 Lembang and SMP
Mutiara 4 Bandung.
6. References
[1] Rolheiser, C. & Ross, J A 2005 Student Self-Evaluation: What Research Says and What
Practice Shows.Available from http://www.cdl.org/resource-library/articles/self_eval.php.
[2] Marhaeni, A. A. I. N 2013 Authenticity of English Made Assessment. Proceedings.
KonferensiHEPI 20-22 September 2013 di Manado p. 333-317
[3] UNESCO 1999Education for international understanding and peace in Asia and the Fasific.
Ichon & Kyongju: Korean National Commission for UNESCO.
[4] Popham, W J 1995 Classroom assessment. Boston: Allyn and Bacon.
[5] Kemendikbud 2014 Refleksi pelaksanaan Kurikulum 2013 Jakarta: Direktorat Pembinaan
Sekolah Menengah Pertama.
[6] Kemendikbud 2015 Panduan Penilaian untuk Sekolah Menengah Pertama Jakarta: Direktorat
Pembinaan Sekolah Menengah Pertama
[7] Moleong, L J 2007 Metodologi Penelitian Kualitatif, Bandung: PT Remaja Rosdakarya
Offset p.5
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Didactical design of circle equation for senior high school

students based on learning obstacle
R Rizqiyania), D Suryadi, and E Mulyana

Departemen Pendidikan Matematika, Sekolah Pascasarjana, UniversitasPendidikan
Indonesia,Jl. Dr.Setiabudi No. 229, Bandung 40154, Indonesia
a)
E-mail: rifaaxel@yahoo.co.id
Abstract. This study aims to design the didactical design of circle equation for high school
students. The developed design is based on 3 learning obstacles: epistemological obstacle,
ontogenic obstacle, and didactical obstacle. The existing epistemological obstacle is a lack of
contextual presentation given when learning the equation of circles, ontogenic obstacles that
exist in the form of student‟s lack of understanding in the subject matter of equations of circles,
while the existing didactical obstacle is a „jump‟ of learning during the discoveryprocess of
circles equations. Therefore, researchers designed a didactical design that aims to minimize the
obstacles by presenting a variety of circle equation contexts to overcome obstacle
epistemological, presenting the diversity of student‟s ways to overcome ontogenic obstacles,
and making a more detailed and learning pathway graduallyfor dealing with didactical
obstacles. Implementation of didactical design in class XI SMA 4 Kota Bandung. The results
show that this design can minimize the existing learning obstacle and can facilitate students to
develop independently.
1. Introduction
Education has a fundamental role for someone's life. John Dewey argues that education is a form of
"preparation". Prepare to correspond to the real world [1].So it can be said that the quality of
someone's life is a reflection of the quality of education that they can. Therefore, a must for teachers to
provide a good quality education for their students.
Good education can be seen from how the learning process takes place in the classroom. John
Dewey states that learning in a good school is real, original, and meaningful learning for students. The
student not only gets knowledge through instruction, but also actively engages in understanding and
constructing it. So that learning becomes more meaningful, knowledge is constructed, not given and
transitioned [1]. Furthermore, according to Pritchard [2],learning takes place when new information is
actively constructed or added independently to the previously understood structure and skills.
Learning is considered to be the acquisition of knowledge through construction activity rather than the
transmission of knowledge conveyed by others [3].
The creation of a learning process that facilitates students to be able to build their own
understanding depends on the didactical design that designed by the teacher. The learning trajectories
that created in didactical design should be continuous between what has been understood and what
students will learn. So the process of understanding on concept can be built gradually and does not
cause learning obstacles for students. Analysis of learning video equation of circle in one of high
school in Bandung show some interesting things to be observed. In it is observed that there are
obstacles to learning in students while the learning process takes place. Brosseau [4] identifies
learning obstacle as an epistemological obstacle, ontogenic obstacle, and didactical obstacle. Learning
428
obstacle that found in the first lesson was didactical obstacles. Didactical obstacles are student's
difficulties resulting from the way in which teachers design learning that inhibits student learning
trajectories. The learning trajectories of students when understanding the relationship between the
circle and the circle equation is hampered because of a jump in the process of discovery of the form of
the equation of a circle. The didactic designs developed are often less structural (both conceptual) and
functional (thinking continuity) learning trajectoriespathways [5].
Epistemological obstacle arises at the end of learning when students are given a problem as an
exercise. Epistemological obstacle represents a boundary of student's understanding that prevents
students from understanding the broader context. The exercise problem tends to be still in the same
type as the previous form. The equation of the circle centered at (0,0) and the radius r has the form of
the equation , then the given questions are also in the form of . So the
knowledge of the context of the students is very limited.
In addition, there is also ontogenic obstacle during the learning process takes place. Ontogenic
obstacles are associated with gaps between students' thinking levels by implanting internal logic in the
didactic design presented by the teacher. For example, when the teacher takes any point (x1,y1) to the
circle and asks his position on the x axis, the student answers "2 or 2.7" (that is because x1is between 0
and 3 on the x axis). It shows the difficulties of students in understanding Cartesian coordinates.
In addition to the learning obstacle, the learning process is often less space for children to develop
independence through individual processes and interactions among students [5].Classroom instruction
is still dominated by front-oriented and textbook-based. Whereas the effectiveness of the learning
process is closely related to the principle of student centered learning and self-regulated learning [6].
Based on the above explanation, it appears that to implement a good learning process required a
good learning design as well, so as to overcome the existing problems. Therefore, researchers
designed a didactic design that aims to minimize learning barriers that exist and can provide space for
students to develop independently. The design of the learning should be based on student centered
principles that lead to the actual development and potential development of students [7]. One of the
frameworks that can facilitate this is Didactical Design Research (DDR).
DDR is a design that within its frame of mind takes into account the needs of students. This is
evident from the association between students, teachers, and material depicted in didactic triangles [8].
According to Suryadi [8],the teacher's thinking process before learning can be focused on the
development of didactic design in which there is Learning Obstacle (LO) analysis, when learning can
be focused on the analysis of series of didactic situations that take place in class, after learning can be
focused on the teacher's mind which occurs in the classroom and is associated with what was thought
before. The series of activities can then be formulated as a Didactical Design Research [8].
In this research the focus of attention is to design the didactical design based on the learning obstacle
on the concept of circle equation by using didactical design research. Didactical design research is
done through three stages of analysis. First, the didactic situation analysis before the learning of which
is the Hypothesis Didactical Design, including the Anticipation of Didactical Pedagogical (ADP).
Second, the metapedadidactical analysis, is the analysis of teacher ability which includes three
integrated components: unity, flexibility, and coherence. Third, a retrospective analysis, is an analysis
that relates the result of a didactical situation analysis hypothesis with the result of a
metapedadidactical analysis. The data obtained were analyzed in triangulation, is the combination of
interviews, observation, and documentation.
3.1. Learning Trajectories of Circle Equation

The fundamental thing that researchers need to do in designing didactical designs is to make the
learning trajectories result from the student learning obstacle analysis while studying the concept of
circle equation. The learning trajectories is a learning path that provides an overview of how the
student's thinking process from the starting point is prerequisite knowledge to the next point until it
429
comes to understanding a concept [9]. As already noted, there is didactical obstacle when students
understand the relationship between circles and circle equations due to a jump in the process of finding
the form of a circle equation. The process of discovery of the shape of the equation of the circle is
described in this figure.
Students are given a problem: “Suppose the

Tangkuban Perahu mountain erupted, how to know The problem is drawn in the
which areas are safe and to be evacuated, if the form of a map
volcano erupts with radius of 3 km?”
Problem is drawn on the

Circle equation is obtained
Cartesian field
Figure 1. Figure of learning process from learning videoanalysis
There is a jump in this stage because of the lack of continuity in the context of the initial
presentation and the form of the circle equation. In addition, the formation of the equation of the circle
is also obtained only from the characteristic of 1 point( ) on the circle which is directly declared
into the equation of a circle based on the distance formula between 2 points. The circle is a set point,
students will be difficult to understand how the form of the equation of a circle can be obtained if only
seen from the characteristics of 1 point on the circle only. In the end didactical obstacle happened to
the students who seen from his statement "if there is a problem, directly just use this formula, right?".
This statement reflects the students not understanding the process so that it ultimately concludes that
all it takes is to memorize the formula.Therefore, the researcher makes the learning trajectories so that
students can find the form of the circle equation through a more detailed and gradual process. The
designed learning trajectories is illustrated in the following path.
Given a set of points
The point of the circle
Calculate the distance of the point to a certain point
The radius and center point of the circle
See the similarity of the characteristic of the point
Produce a pattern
Make a common shape of distance from any point of the circle to the center point
Circle equation
: Activities
: Result
Figure 2. Figure of learning trajectories of circle equation
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3.2. Didactical Design of Circle Equation

Based on learning trajectory that has been made, then developed into a didactical design. The learning
theory that used in designing this design is a didactical situation theory consisting of action,
formulation, validation, and institutionalization activities [4]. The designed didactic situation consists
of 3 stages. The first situation in the form of a presentation of problems related to the distance of
several points to a particular point. The purpose of this situation is to encourage the occurrence of a
mental action on students. According to Suryadi [4], the learning process must be started by serving
the problem that contains the challenge for the students to think so as to encourage the occurrence of a
mental action. In action situations, the child is given sufficient space to build his independence to
some extent so that he is ready to face the formulation situation[4].The problem was discussed in a
small group of 4 students. It aims to create interaction and collaboration among students. Problems are
presented in an activity sheet as follows.
Figure 3.Figure ofworksheet for the first situation
The problems presented have a variety of solutions that students can find in terms of their
understanding of the distance between the 2 points. It aims to minimize student obstacles in the form
of ontogenic. As has been pointed out, students have difficulty in determining point coordinates. In
this activity sheet, the students are freed to find the answer according to their ability. Student answers
can be images, calculations with the help of images, or applied to the formula.
Furthermore, the second situation is a recurring problem which is a continuation of the first
situation. In this process, students begin to formulate the shape of the circle equation and the position
of the point against the circle. Problems are presented in an activity sheet as follows.
Figure 4. Figure of worksheet for the second situation
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The purpose of the presentation of this problem is that students can procure the distance from a
point whose position is in the circle, the circle, and outside the circle in various ways. Student answers
can be images, descriptions, and mathematical sentences. So get the conclusion about the equation of
the circle and position of the point to the circle. While the third situation in the form of validation by
giving practice questions. Problems are presented with a variety of context issues, not in the same
shape as the existing circle equations. This is to minimize obstacle epistemological obstacles as
mentioned earlier.
3.3. Implementation Result of Didactical Design

The problems presented on activity sheet 1 resulted in various responses from the students. Student's
way of thinking in answering activity sheet 1 can be categorized into 3 alternative answers that is
using the term, using the concept of pythagoras and using the concept of distance between two points.
Figure 5. Figure of student answer type 1
The diversity of these answers is mutually sustainable so that they are presented from the use of
images, the concept of pythagoras, and the distance between two points. The purpose of the
presentation gradually is so that children can understand the process of formation of the concept of
distance between two points independently. In this situation, the child is expected to be able to
understand the similarity characteristics of the points contained in the circle (points A, C and D).
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Further activities continued on activity sheet 2 that is a problem about the position of point Z (x, y).
Researchers predict that there are students who are confused about the problems presented. But it turns
out that all students can understand and give answers in accordance with the understanding of each
child. The answer that appears on activity sheet 2 consists of 4 alternatives that is taking a certain
point which represents 3 point position to the circle, describe with simple language, and answer with
mathematical sentence.
The presence of the third response indicates that the student has been able to generalize the form of
the equation of the circle independently based on what is obtained from the previous situation. So it
can be concluded that this design has facilitated students to be able to build their own understanding
through the given situation. This is also evident from the results of the reflection given by the students
after the learning ends.
Based on the results of interviews with one of the students who have high interest in mathematics,
the presentation of activity sheets with a problem of facilitating himself to be able to think widely and
not obstructed by other activities such as taking notes. According to him, in previous lessons that
dominated by teacher talks, sampling, and exercises, his thinking was obstructed by "speed of thinking
power much faster than writing speed." In addition, for students who easily understand a concept
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visually, the presentation of problems with images can be used as media for him to understand much
more the concept of equation of the circle.
However, there are also students who does not accept with the presentation provided by the
researcher in the form of activity sheet. According to him, much better if the presentation of the
concept is done directly by the teacher rather than constructed by students. This is in piaget theory
called by assimilation and accommodation [10].Students are accustomed to understanding the concept
after it is submitted by the teacher so that it needs adjustment when there is a new condition where the
concept is no longer delivered directly but is built on its own.
4. Coclusion
Based on the results of the implementation that has been done, didactical design of the circle equation
that is designed has minimized the learning obstacles of students either in the form of didactical
obstacle, epistemological obstacle, and ontogenic obstacle. In addition, didactical situations that occur
have provided space for students to develop independently and optimally. Pre-implementation is
needed to approach the child and overcome the assimilation and accommodation process for the
students in order to implement the learning process optimally.
5. Acknowledgments
The authors would like to thank all those who have helped implement the implementation of this
didactical design. Thanks to Mr.DidiSuryadi and Mr. EndangMulyana as thesis supervisor. Thanks to
SMA 4 Kota Bandung especially students of MIPA V class as research object and Mrs.Riaas a
mathematics teacher who has allowed researcher to do research in its class. Finally, the researchers
thank the friends as cameramen.
6. References
[1] Splitter L.J 2008Authenticity and Construction in Education. Stud PhilosEduc (2009) 28:135-
151
[2] Pritchard, Alan 2009 Ways of Learning Theories and Styles in the Classroom. New York:
Routledge
[3] Applefield, J.M. dkk (2001). Constructivism in Theory and Practice: Toward a Better
Understanding.EBSCOhost. High school journal, dec2000/jan2001, Vol 84 Issue 2, p35.19p
[4] Brosseau, Guy 2002 Theory of Didactical Situation in Mathematics. New York: Kluwer
Academic Publisher
[5] Sabandar, Joshua 2010 “Thinking Classroom dalam Pembelajaran Matematika di Sekolah”,
dalam Teori, Paradigma, Prinsip, danPendekatanPembelajaran MIPA dalamKonteks
Indonesia.FPMIPA UPI
[6] Suryadi, Didi 2016 “Didactical Design Research (DDR): Upaya Membangun Kemandirian
Berpikir Melalui Penelitian Pembelajaran”, dalam Monograf Didactical Design Research
(DDR). Bandung: Rizqi Press
[7] Suryadi, D., &Suratno, T. (2013). Metapedadidaktikdan Didactical Design Research
(DDR):dalamImplementasiKurikulumdanPraktik Lesson Study. Bandung: FPMIPA UPI.
[8] Suryadi, D 2010 “MetapedadidaktikdanDidactical Design Research (DDR):
SintesisHasilPemikiranBerdasarkan Lesson Study”, dalamTeori, Paradigma, Prinsip,
danPendekatanPembelajaran MIPA dalamKonteks Indonesia.FPMIPA UPI
[9] Clements, Douglas H. Dan Sarama, Julie 2009 Learning and Teaching Early Math (The
Learning Trajectories Approach). New York: Routledge
[10] Alfiyyati, N A 2016 DesainDidaktisKonsepPersamaan Garis Singgung Lingkaran untuk
Sekolah Menengah Atas Kelas XI. Skripsi: UPI
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Correlation between the understanding of concepts in integral

calculus and random variables distribution
Jamilah
Program Studi Pendidikan Matematika, Fakultas Pendidikan MIPA dan Teknologi,
IKIP PGRI Pontianak, Jl. Ampera No. 88, Pontianak, Indonesia
E-mail: jemiaisyah@yahoo.com
Abstract. This research aims to determine whether there is a positive correlation between
understanding of concepts in integral calculus and random variables distribution. The research
method used is correlational research with an independent variable and a dependent variable.
The sample was selected using cluster random sampling technique. We selected a class of
sample from 3 classes and that is class A. Data collection techniques use documentation
techniques. The data were analyzed by correlation test with α = 5%. The results of this research
show that there is a positive correlation between understanding of concepts in integral calculus
to random variables distribution with 8,54. This means that the higher the understanding
of concepts in integral calculus, then the higher the understanding of concepts in the random
variables distribution, and vice versa.
1. Introduction
The composition of learning curriculum in Program Study of Mathematics Education contains
materials that have interrelate with each other material. Each material is spread throughout teaching
and learning procces from semester I to semester VIII. It is classified in several branches of
mathematics, namely algebra, analysis, statistics, geometry [1]. All materials are interconnected with
each other material. So a material is often a prerequisite for understanding in other material. A
material is not only related to the same branch of mathematics but also it has a relationship with
material in other branches of mathematics. In other words, a material in a branch of mathematics
becomes a requirement to understand a material in another branched of mathematics.
This understanding becomes the reference for Program Study of Mathematics Education, especially
in IKIP PGRI Pontianak, to establish a rule about prerequisite subject matter. Prerequisite subject
matter is subject matter that must be taken and has been passed as a requirement for study to the next
subject matter. For example, the subject matter of differential calculus becomes a prerequisite for
being able to study the subject matter of integral calculus or the subject matter of probability theory
becomes a prerequisite for being able to study the subject matter of mathematic statistics [2]. In the
Program Study of Mathematics Education, the determination of prerequisite subject matter is only
applicable to the subject matter in the same branch of mathematics. However, there is no rule for
determines prerequisite subject matter in the different branches of mathematics. For example, to be
able to study the probability theory is not required to pass in integral calculus subject matter. In fact, to
be able to understand some sub subject matter in probabilty theory, such as the distribution and
expectation of random variables, students are expected to understand the integral calculus concepts. In
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this case, students are required to be able to determine the distribution of random variables by using
the integral concepts.
Based on the experience of researchers who have taught the theories of probability, it is found that
few students are weak in conceptual undestanding of probability theory, especially the sub subject
matter of random variables distribution. From a simple analysis, it is assumed that the weakness of the
students in conceptual understanding of random variables distribution material because the students
are weak in understanding the concept of integral calculus. Though, understanding of concepts in
integral calculus becomes the basic capital to understand the material of random variables distribution
[3]. However, it is realized that the determination of a rule can’t be determined directly without a
preliminary analysis about the condition of students in the Program Study of Mathematics Education,
IKIP PGRI Pontianak. Therefore, a preliminary analysis is needed to see whether there is a positive
correlation between understanding of concepts in integral calculus material and the understanding of
concepts in random variables ditribution. The result of the analysis is expected to be a
recommendation to make a rule about the determination of the prerequisite subject matter, especially
in integral calculus subject matter as a prerequisite subject matter for studying the subject matter of
random variables distribution.
This research is a correlational research that aimed to determine whether there is a positive correlation
between understanding of concept in integral calculus and the understanding of concepts in the
random variables ditribution. More specifically this research is a simple correlational, which there are
two variables, consist of an independent variable and a dependet variable [4]. The independent
variable in this research is the understanding of concepts in integral calculus, while the dependent
variable in this research is the understanding of concept in random variables ditribution. The research
population is student of class of 2014 in Program Study of Mathematics Education who take integral
calculus subject matter at the third semester and probability theory subject matter in fifth semester.
This population consists of 3 classes, namely class A, B, and C. The sample of research is a class
consist of 30 students. It was selected by cluster random sampling. The research location is IKIP PGRI
Pontianak campus, Jl. Ampera No. 88
Data collection was done by using the documentation technique. This technique was used to
collect data of understanding of concepts in integral calculus and random variables ditribution [5].
Furthermore, the data were analysed by using correlation analysis involving an independent variable
(understanding of concepts in integral calculus) and a dependent variable (understanding of concepts
in random variables ditribution). The research hypothesis is there is a positive correlation between
understanding of concept in integral calculus to random variables ditribution. The correlation analysis
begins with the test of regression linearity between understanding of concepts in integral calculus and
understanding of concepts in random variables ditribution. The test statistic used to calculate the
linearity of the regression is
; with and 5%
The test decision indicates that if , then is rejected or is accepted. this means that
the relationship between understanding of concept in integral calculus and understanding of concepts
in random variables ditribution is nonlinear. But, if , then is accepted is or is
rejected. this means that the relationship between understanding of concept in integral calculus to
understanding of concepts in random variables ditribution is linear.
While the test statistic for correlation analysis using the formula below:
; with and 5%
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The test decision indicates that if , then is rejected or is rejected. This means that
there is positive correlation between understanding of concept in integral calculus to understanding of
concepts in random variables ditribution [6].

3.1. Result of The Understanding of Concepts
The understanding of concepts in integral calculus was obtained from the score of the test in integral
calculus material, when the students were studying in the third semester. The test questions given are
as follows:
1. Calculate the value of !
2. Calculate the value of !
3. Using the Integral of Riemann definition, calculate the value of !
4. Using the substitution method, calculate the value of
Figure 1. Test of Understanding of Concepts in Integral Calculus
While The understanding of concepts in random variables ditribution was obtained from the score
of the test in random variables ditribution when the student were studying in the fifth semester. The
test questions given are as follows
1. The combined density function of X and Y takes the form of:
Determine:
a. !
b. Marginal function from !
2. Probability function from X is shaped

Determine value of !
Figure 2. Test of Understanding in Random Variables Distribution Material
Based on figure 1 and 2, it is seen that the test of understanding of concepts in random variables
distribution material requires students to determine the value of function and value of expectation
using integral calculus concept. The test results of the understanding of concepts in integral calculus
and random variables distribution material are as follows:
Table 1. The Mean of Understanding Concepts Test Score

The Mean of Understanding The Mean of Understanding Concepts
Concepts Test Score in Integral Test Score in Random Variables
Calculus Distribution
25,6 37,1
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Table 1 shows that the mean of understanding of concepts test score in integral calculus material is
relatively low, that is 25,6. While the mean of understanding of concepts test score in random
variables distribution material is also relatively low, that is 37,1.
3.2. The result of Linearity Test

From the calculation, it is found that 9,41 and 1,08, so the regression equation Y to X is
Y=9,41 + 1,08b. The results of linearity test analysis are shown by the table below:
Table2. Summary of Variance Analysis of Linearity Test

Source JK dk RK
R 21335,14 2 - -
TC 211,23 20 10,56 0,01 2,45
GM 7976,33 8 997,04
T 29522,7 30 - - -
Table2 shows that 0,01<2,45 = . This means that . In other word, is

accepted. The conclusion is the relation between the understanding of concepts in integral calculus and
the understanding of concepts in random variables distribution is linear.
3.3. The result of correlation test

The result of correlation test show that the value of correlation coefficient is 0,85 ( 0,85) with the
value of statistics test is 8,54 ( 8,54). The value of greater than 1,701
( ), it shows that is rejected. This means that there is positive correlation between
understanding of concepts in integral calculus to understanding of concepts in random variables
ditribution.
The results of the analysis indicate that the higher understanding of concepts in integral calculus
material will be the higher the understanding of concepts in random variables ditribution. On the
contrary, the lower understanding of concepts in the integral calculus material, will be the lower
understanding of concepts in probability theory. Thus, to some extent the understanding of concepts in
integral calculus material can be an initial assumption to know understanding of concepts in the
random variables ditribution material that the student will have. So, One of the supporting factors to
improve understanding of concepts in random variables ditribution is to improve understanding of
concepts in integral calculus.
Therefore, it is necessary to set the standard value of understanding of concepts in integral calculus
material before going into studying the material of random variables distribution. The assessment
categories applicable in IKIP PGRI Pontianak are shown in the table below:
Tabel 3. The Assesment Categories of Subject Matter Achievement

Score Grade Category
80 100 A Pass
70 80 B Pass
60 70 C Pass
50 60 D Pass
50 E Failed
Table 3 shows that students are failed in a subject matter if their score less than 50 or E and students
are pass if they score more than 50 or A, B, C or D. Based on Table 1, it is also seen that the mean
score of conceptual understanding in integral calculus material is still relatively low, that is 25.6. This
means that the majority of students can be categorized as having failed for integral calculus material.
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Therefore, this is one of the factors causing the understanding of concepts in random variables
distribution is also low.
One of the efforts to improve the understanding of concepts in integral calculus materials is do the
teaching and learning experiment through using of more innovative learning models. Bahrudin, et.al,
one of reseacher who wrote conceptual understanding theory, said that one of the efforts that can be
done is the selection of appropriate learning methods so as to facilitate the students to understand the
concept [7]. Thus, if the student has a good understanding of concepts in integral calculus material, it
can be assumed that the student will be able to have a good understanding of concept in random
variables distribution material.
4. Conclusion
Based on the result of this research, it can be concluded that there is a positive correlation between the
understanding of concepts in integral calculus and the understanding of concepts in random variables
distribution with coefficient of correlation is 0,56 and the value of the test is 8,54. it
shows that the higher the understandingof concepts in integral calculus, then the higher the
understanding of concepts in random variables ditribution. Beside of that, based on the results of this
reasearch, researchers give recommended to make integral calculus material as a prerequisite material
for studying probability theory material, especially in random variables distribution material.
5. References
[1] Rivaldi M and Abdullah W. An Investigantion about Relationship Between Mathematics
Physics and Economics In Senior High School. 2016. Proceeding International
Conferenceon Mathematics and Science Education (Indonesia: Bandung) p 1-4.
[2] Jamilah. 2016. Problem Solving Ability In Probability Theory Through Problem Solving based
Learning. Proceeding Multidiciplinary Conference and Call For Paper (Indonesia:
Pontianak) p 110-112.
[3] Darminto, B P. 2011. Efektivitas Pembelajaran Model Allan G. Bluman dalam Peningkatan
pemahaman Konsep Mahasiswa. Jurnal Cakrawala Pendidikan. Juni 2011. Th XXX No.2
[4] Budiyono. 2003. Metode Penelitian Pendidikan. Surakarta: UNS Press
[5] Sugiyono. 2013. Metode Penelitian Kuantitaif, Kualitatif, dan R and D. Bandung: Alfabeta.
[6] Budiyono. 2009. Statistika untuk Penelitian. Surakarta: UNS Press.
[7] Bahrudin, Anawati R, and Gunowibowo P. 2013. Pengaruh Metode Penemuan Terbimbing
Terhadap Pemahaman Konsep Siswa. Jurnal Pendidikan Matematika UNILA Vol 1 No 7.
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The enhancement of mathematical creative thinking students’

through teaching under open-ended approach
E N Amalina1,a), S Prabawanto2, and A Jupri2

1
Departemen Pendidikan Dasar, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi
2
a)
E-mail: erikanuramalina@upi.edu
Abstract. The research aims to investigate the differences in enhancement of mathematical

creative thinking ability the students who received open-ended approach assisted cooperative
learning and students who received open-ended approach without cooperative learning. This
study was a quasi experimental research with non-equivalent control group design. Population
of this research were fourth-grade students of a primary school in the city of Bandung in
2016/2017 academic year. Sample of this research were two classes as experiment class and
control class. The instrument used is a test of mathematical creative thinking ability. Based on
the results of the research, it is known that the enhancement of mathematical creative thinking
ability the students who received open-ended approach assisted cooperative learning higher
than students who receivedopen-endedapproach withoutcooperative learning.
1. Introduction
The development of creative thinking is one of the main focuses in the world of modern mathematics
education as the main objective of applying the 2013 curriculum. This is because creative thinking is
one of the capabilities currently required in the world of work [1]. Therefore, the learning of
mathematics needs to be designed in such a way that it becomes an appropriate tool in developing
creative thinking ability. This design can be assisted by the selection of appropriate models or learning
approaches in teaching mathematics. The active role of the student is very important in the formation
of a creative generation, capable of producing something for himself and others.
The definition of creative in mathematics as follows [2].
Creative in mathematics is ability to solve problems and to develop the thinking in structures,
taking into account of the logic-deductive nature of the discipline, and of the fitness of the generated
concepts to integrate into the core of what is important in mathematics.
The above explanation reveals that the ability to think creatively in mathematics is the ability to
solve problems or develop a structure of thinking, taking into account the logical deductive nature and
adjusting the concepts to integrate matters in mathematics.Although creativity has become a focus in
mathematics learning as described in the curriculum, the implementation of classroom learning that
leads to the creativity of students is still far from what is expected. This is supported by the fact
revealed by Fatah [3] that students are not accustomed to working on open ended questions, they are
familiar with the problems in the book or problems that have been explained by the teacher.
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In addition, teachers emphasize on student learning outcomes regardless of the process they do.
Teachers do not implement what has been prepared in lesson plans that emphasize constructivism in
the classroom[4]. Mathematics learning is more dominated by teacher explanations so students
become passive. This condition does not make students more creative so that in solving their problems
they are only in accordance with the way that the teacher example. Students tend to learn math with an
imitative mindset with other people's thinking sunglasses. If this is allowed then in the long run can
result in deadly creativity and self-confidence of these students and can lead to a decline in the quality
of human resources. Creative students are students who have the capacity to make new things. Able to
think and act to change a domain or set a new realm.
Mathematical material that must be studied by elementary school students include material
number, geometry and measurement and data processing. The number material takes the largest
portion of the data processing material or the geometry and measurement material. Given the
importance of the material, students need to understand well the number matter taught in school. One
of the subjects of the number matter taught is the fractional number. The fractional material that is
learned by the fourth grade students is the fractional counting operation.
In general, mathematical problems presented by teachers in learning mathematics is a problem that
is closed or called the well structured problem[5]. It is closed here because the problem has been well
formulated with right or wrong answers and the correct answer is unique (there is only one solution).
One example of a closed mathematical problem concerning fractional matter is as follows.
"Mr. Doni has a field of 11/12 hectares of rice fields. An area of 2/3 hectares of rice fields are planted
with rice, 1/6 hectares of rice fields are planted with corn, and the rest is planted with crops. How
many hectares of Mr.Doni's rice fields are cultivated in crops?"
To answer the question there is only one way and one correct answer that is by subtracting the
whole field with the area of paddy fields planted with rice and broad fields planted with corn. Then the
area of rice planted with crops is 1/12 hectare.Teachers can actually do mathematics learning in the
classroom by: designing learning activities such that students can perform exploration activities, or
provide math problems specially designed so that students can respond or answer questions creatively
[6].The following questions.
"My uncle has a plot of 17/12 hectares. An area of 2/3 hectares planted with mango, the rest is planted
with apple and strawberry. How many hectares are planted with apple? How many hectares are
planted with strawberry?".
The problem is formulated in such a way that requires students to investigate the context, because
not all information is explicitly given. Because the area of rice fields planted with apple and
strawberryare not known then it takes creativity and productivity of students thinking to make
reasonable mathematical decisions (reasonable), for example by presupposition. Students should
investigate in reasonable presuppositions, and their logical-mathematical values and their contextual
values are maintained. Providing questions like this will certainly train students to think creatively so
that their abilities can increase. Mathematics learning is presented with a closed problem that causes
students to be fixated on one way to solve the problem, so that students are less in developing creative
mindset. One of the causes of this occurrence is that teachers have not made a proper learning
approach to improve students' mathematical creative thinking skills.
Research on the use of open-ended approach has been done a lot, one of them is research on
students conducted by Fatah [7]. In his research, explained that the use of open-ended approach can
improve the ability of creative thinking. The results of the study show that open-ended can improve
mathematical creative thinking ability because students can find many correct answers depend on their
thinking ability.
Based on the above description, the researcher is interested to study the research with the aim to
describe the data of improvement of the ability of mathematical creative thinking of the students who
get the learning open-ended approach with cooperative learning is higher than the students who get
learning open-ended approach without cooperative learning.
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This research is a quasi experimental research with non-equivalent group design. In quasi-
experimental subjects are not randomly grouped, but the researcher receives a makeshift subject
situation [17]. This selection is based on the consideration that the subject of research has been
grouped into existing classes and it is not possible to group students randomly. In this research, two
classes were taken as sample, that is experimental class-1 given treatment in the form of learning with
open-ended approach with cooperative learning and experimental class-2 which was treated in the
form of learning with open-ended approach without cooperative learning.
The population in this study are all students of class IV one elementary school in Bandung year
2015-2016 school consisting of three classes. Of the population, researchers took samples for the
study. Sampling is done by purposive sampling technique, that is sample determination technique with
certain consideration [18]. The sample of research was chosen 2 classes. The reason for choosing the
class is because the two classes have almost the same amount. The class that used as experimental-1
class amounted to 25 students. While the class that used as experiment-2 class amounted to 22
students.
3.1. Result
The research was conducted on the application of open-ended approach on mathematics learning about
fraction. The implementation of the study was conducted during six meetings. In this study, data
analyzed is data mathematical creative thinking ability students’ in include pretest score and posttest
score. Based on the data, were calculated the N-Gain value of mathematical creative thinking in both
classes. The Table 1 following are descriptive statistics of pretest, posttest, and N-gain scores in the
experimental-1 and experimental-2 class.
Table 1.Descriptive Statistic of Mathematical Creative Thinking Ability
Eksperimen-1 Eksperimen-2
N ̅ SD N ̅ SD
Pretest 25 42 83 58.4 13.91 22 8 83 46.63 20.68
Posttest 25 58 100 86.32 10.13 22 33 91 68.13 15.63
N-Gain 25 0.27 1 0.65 0.21 22 0.10 0.62 0.40 0.14
Skor Ideal = 100
Before doing the learning, the researcher first pre-tested the two classes. The result of the
preliminary data analysis shows that experiment-1 class data is not normally distributed, while the
experiment-2 class is normally distributed. Furthermore, Mann Whitney test to determine the test
differences in the average of both classes. The test result shows Sig value. (2-tailed) is 0.041smaller
than the significance level α = 0.05 so that there is difference in the average ability of mathematical
creative thinking between experimental class-1 and experiment-2 class before the action is done or
both classes come from the same condition.
After getting different treatment, it can be seen that the post test data of mathematical creative
thinking ability of the two classes is different. Based on the statistical test indicating that the
experiment-1 class data is not normally distributed, while the experiment-2 class is normally
distributed. Furthermore, Mann Whitney test to determine the test differences in the average of both
classes. The test results show the Sig. value (2-tailed) is 0.000 smaller than the significance level α =
0.05 so that there are differences in posttest scores of mathematical creative thinking ability between
experiment-1 and experiment-2 class.
To find out the data of enhancement of mathematical creative thinking ability based on learning
analyzed using N-gain of mathematical creative thinking ability in experiment-1 and experiment-2
class. The average difference test of N-gain of mathematical creative thinking ability was conducted to
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prove the research hypothesis that the average N-gain of students' mathematical creative thinking
ability following learning of open-ended with cooperative learning is higher than students who follow
learning open-ended withoutcooperative learning. Based on the statistical test, the experiment-1 and
experimental class-2 data class is normally distributed, then test the difference of average ability of
mathematical creative thinking with Independent t-test. In accordance with the problem formulation
which is more favorable to one of the approaches, the test criterion is if the value is
greater than the value α = 0.05, then H0 is accepted. The test results show the Sig. value (1-tailed) is
0.000 smaller than the significance level α = 0.05, the average N-gain of the mathematical creative
ability of the experimental-1 class is higher than the experimental-2 class or the enhancement of the
mathematical creative thinking ability of the students following the learning open-ended with
cooperative learning is higher than students who follow open-ended withoutcooperative learning.
Based on the results of processing and data analysis, found an increase in the mathematical creative
thinking students’ who follow open-ended with cooperative learninghigher than students who follow
learning open-ended with cooperative learning. The enhancement of mathematical creative thinking
experimental-1 evidenced by the N-gain of 0.65 is in the medium criteria. Meanwhile, in the
experimental-2 class with N-gain of 0.40 is in the medium criteria. The result of testing of statistical
test shows that the mathematical creative thinking ability of fourth grade students of a primary school
in the city of Bandung who follow open-ended approach with cooperative learning is higher than
students who follow open-ended approach without cooperative learning on fraction.
3.2. Discussion
In general, there is a significant difference between improving the mathematical creative thinking
ability students’ who received learning open-ended approach with cooperative learning and students’
who received learning open-ended approach withoutcooperative learning. Taking into account the
average N-Gain score of the experiment-1 class and the experiment-2 class, it appears that the average
N-Gain score of the experimental-1 class is greater than the average N-Gain score of the experimental-
2 class. This is supported by the results of statistical tests which states that the improvement of the
ability of mathematical creative thinking of students who received learning open-ended approach with
cooperative learning higher than students who received learning open-ended approach
withoutcooperative learning.
The difference in the achievement of mathematical creative thinking ability students’ between
experiment-1 and experiment-2 classes is one of them caused by the experimental class-1 optimized
student learning activities and through the help of cooperative learning.This happens because in
learning by applying an open-ended approach in cooperative learning setting, there is a process of
group division. The teacher divided the students into 6 heterogeneous groups, each group consisting of
4 students. The division of this group is determined by the teacher based on the student's ability, so
that in each group consists of several students with different abilities. This is done so that the
discussion process in each group can take place well and in accordance with the learning objectives to
be achieved. The division of groups provides an opportunity for students to interact socially with other
students. The skills in the mental functioning of children develop through direct social interaction.
Therefore, with the division of groups there will be direct social interaction on the students so that they
can train their mathematical creative thinking ability.
This is in line with opinion which says that "one of the alternative approaches to learning is more
oriented to the activities and creativity of students is an open-ended approach"[8]. In addition, the
Slavin research results also say that: (1) the use of cooperative learning can improve students
'learningachievement and simultaneously improve social relationships, foster tolerance, and respect the
opinions of others, (2) cooperative learning can meet students' needs in critical thinking, problem
solving, and integrate knowledge with experience.
Research conducted [9] also said that "after the implementation of learning using open-ended
approach supported by group work, students have the same understanding". This happens because
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students with their groups exchange ideas to find ways to solve problems. By brainstorming the
students who have different understandings and less understanding, in the end understand and can
answer the given problem. In line with that [10] also argued that basically an open-ended approach
aims to elevate students' creative activities and mathematical thinking in a stimultaneous way.
Agreed that cooperative open-ended approach can invite students to be actively involved in
learning activities because open-ended learning makes students free expression, dare to express
opinions because they have the same opportunity in giving answers[11]. The research results of [7]
also proved that the improvement of the ability of mathematical creative thinking and the achievement
of self esteem of students who get open-ended learning is better than ordinary learning.
The results of this study are in line with research conducted [12] who found that students'
mathematical learning ability with open-ended learning approaches is better than those who learn with
conventional learning. It also agrees with what [13] has discovered that the implementation of an
open-ended approach allows students to try to solve problems according to their understanding, to find
alternative solutions, and to decide on the way they think Leads to student creativity. In addition, the
results of this study are also in line with research conducted [14] on learning with a problem-based
MHM strategy by showing non-routine problems including open-ended problems can improve
students' mathematical creative thinking ability.
Providing a relatively simple evaluation tool for open math tasks can help teachers and students to
evaluate solutions and can serve as an important tool for encouraging the ability to think creatively
mathematically[15].Furthermore, the results of this study also prove what has been stated by some
experts who argue that an open-ended approach with an open character will lead students to think
more creatively [16].
Mathematical creative thinking skills in this research consists of three aspects: fluency, flexibility,
and originality. Aspects of fluency can be seen from the smoothness of students in formulating the
answers in accordance with the given questions. While the flexibility aspect can be seen from the
number of ideas used by students in proposing answers and aspect of originality can be seen from the
existence of new strategy of their answers. Group activities in learning open-ended approach will
show social interaction among students. The existence of interactions between students and the
physical environment will provide an opportunity for him to carry out the discovery. The discovery in
this case is to create something new or original [19]. In accordance with the creative thinking aspect
expressed by Munandar [20], the original thinking skill is capable of giving rise to new and unique
expressions, thinking of unconventional ways or being able to make unusual combinations. This skill
is demonstrated by students' behaviors such as thinking about problems or things that others are not
thinking about, questioning old ways and trying to think of new ways, having other ways of thinking
than others, seeking new approaches, and finding a new way of completion.
Based on the above exposure, reasonable if the ability to think creatively mathematically students
who get learning open-endedapproach with cooperative learning better than students who get learning
open-endedapproach withoutcooperative learning.
4. Conclusion
Based on data analysis that has been presented and discussion of research results that have been
described, the following conclusions can be drawn. The improvement of the ability of mathematical
creative thinking of students who received learning of open-ended approach with cooperative learning
was higher than students who received learning of open-ended without cooperative learning.
The conclusions of this study provide some implications on several things including: (1) The
application of learning open-ended with cooperative learning put students in creative thinking and
cooperation situation among inidividu so as to contribute positively in improving the ability of creative
thinking; (2) Students who get learning open-ended approachwith cooperative learning accustomed in
anwers with many correct answers depend on their way of thinking; (3) Learning open-ended
approach can be an alternative in mathematics learning on appropriate materials; (4) Placement of
teachers as facilitators in learning encourages teachers to understand the characteristics of each
individual student, so if this is done continuously will have an impact on the professionalism of
teachers in managing learning.
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5. Acknowledgments
We thank students and teacher who actively participated in this study.
6. References
[1] Mahmudi A 2010 Mengukur Kemampuan Berpikir Kreatif MatematisMakalah Disajikan Pada
Konferensi Nasional Matematika XV di UNIMA Manado, 30 Juni – 3 Juli 2010.
[2] Ervynck G 1991 Mathematical Creativity In D Tall Advanced mathematical thinking Kluwer
Academic Publishers New York pp 42-52
[3] Fatah A 2008Meningkatkan Kemampuan Pemecahan Masalah Matematis Melalui
Pembelajaran dengan Pendekatan Open Ended(Tesis SPs-UPIBandung:Tidak diterbitkan) p 4
[4] Syamsuri I 2010 Peningkatan kompetensi guru untuk meningkatkan minat siswa dalam bidang
MIPAMakalah disampaikan dalam Lokakarya MIPAnet 2010 the Indonesian Network of
Higher Educations of Mathematics and Nanural Sciences July 26-27 2010 at IPB Bogor
[5] Herman H 2003 Common Textbook (Edisi Revisi) Pengembangan Kurikulum dan Pembelajaran
Matematika(Semarang: Universitas Negeri Malang) p 30
[6] Tatag Y E S 2005 Upaya Meningkatkan Kemampuan Berpikir Kreatif Siswa Melalui Pengajuan
Masalah Jurnal Pendidikan Matematika dan SainsFMIPA Universitas Negeri Yogyakarta
chapter 2005 pp 1-9
[7] Fatah A, Suryadi D, Sabandar J, Turmudi 2016 Open-Ended Approach: An Effort In
Cultivating Students Mathematical Creative Thinking Ability And Self-Esteem In
MathematicsJournal on Mathematics Educationchapter 2016 pp 11-20
[8] Poppy R Y 2003 Pembelajaran Dengan Pendekatan Open-Ended dalam Upaya Meningkatkan
Kemampuan Koneksi Matematik Siswa (Studi Eksperimen pada SMU “X” di Bandung) [Online]
Tersedia: http://www.jurnal_kopertis4.org/ file/1-poppy-2002.pdf [8 April 2017]
[9] Setiamihardja, Realin, Kusmayati 2007 Pendekatan Open Ended dalam Pembelajaran
Matematika di Sekolah DasarJurnal Pendidikan Dasarp 8
[10] Suherman et al 2001Strategi Belajar Mengajar Matematika Kontemporer (Bandung: JICA-
FPMIPA UPI)
[11] Idaharyani 2013 Efektivitas Penerapan Pendekatan Open-Ended Berbasis Kooperatif Tipe
STAD Dalam Pembelajaran Materi Bangun Ruang Sisi Lengkung Pada Siswa Kelas IX SMPN
39 Bulukumba(Tesis Universitas Terbuka:Tidak diterbitkan) p 59
[12] Kwon O N, Park J S, Park J H 2006 Cultivating Divergent Thinking In Mathematics
Through An Open-Ended Approach. Asia Pacific Education Review 7(1) pp 51–61
[13] Alhadad S F 2010 Meningkatkan Kemampuan Representasi Multipel Matematis, Pemecahan
Masalah Matematis dan Self Esteem Siswa SMP melalui Pembelajaran dengan Pendekatan
Open-ended(Disertasi UPI: Tidak dipublikasikan)
[14] Mahmudi A 2010Pengaruh Pembelajaran dengan Strategi MHM Berbasis Masalah
terhadap Kemampuan Berpikir Kreatif, Kemampuan Pemecahan Masalah, dan
Disposisi Matematis, serta Persepsi terhadap Kreativitas (Disertasi SPs UPI Bandung:
Tidak diterbitkan)
[15] Klavir R, Hershkovitz S 2008Teaching And Evaluating "Open-Ended" Problems
International Journal for Mathematics Teaching and Learning[Online]Tersedia:
http://www.cimt.plymouth.ac.uk/journal/klavir.pdf [12 april 2017]
[16] Shimada S, Becker J P 1997The open-ended approach: a new proposal for teaching
mathematics (Virginia: National Council of Teachers of Mathematics)
[17] Ruseffendi E T 2010 Dasar-Dasar Penelitian Pendidikan dan Bidang Non-Eksakta
Lainnya(Bandung: Tarsito)
[18] Sugiyono 2010 Metode Penelitian Kuantitatif, Kualitatif, dan R&D (Bandung: Alfabeta) p 218
[19] Silver E A 1997Fostering Creativity through Instruction Rich in Mathematical Problem Solving
and Problem Posing [Online] Tersedia: http://www.emis.de/journals/ZDM/zdm973a3.pdf [13
April 2016]
[20] Munandar U 2009Pengembangan Kreativitas Anak Berbakat(Jakarta: Rineka Cipta) p 43
445
Realistic mathematics education approach for mathematical

communications ability
M M Rani1,a), E Cahya2, and B A Priatna M 2

1
Departemen Pendidikan Matematika, Sekolah Pascasarjana Universitas Pendidikan
2
a)
E-mail: mmeutiarani@gmail.com
Abstract. The aim of this paper is to examined thatmathematical communication abilityof

students can be increasebyimplementingRealisticMathematics Education approach.This
research using descriptive method without using any treatment towards reseacrh subjects.
Based on the resultsdata of mathematical communication ability test showedthat
students’mathematical communication ability are still low. Whereas, mathematical
communication ability is an important component that must be mastered by students in
mathematicslearning. This ability is important to develop as it can train students to express
mathematical ideas either orally, written, drawing, diagrams, using objects, presenting in
algebraic form, or using mathematical symbols of the situation. So it takean effort that is able
to create a learning process that can develop students' mathematical skills, one effort that
teachers can do is to implementation of Realistic Mathematics Education approach.
1. Introduction
Mathematics learning must be planned by teacher systematically so it can make teaching and learning
process that is hoping, in order to increase the goals of mathematics learning [1]. Teacher must create
the learning process that can increase students’ mathematical ability especially communication ability.
Mathematical communication ability is important in mathematics learning, because by mathematical
communication students can organizing mathematical thinking, conveying mathematics thought
coherently, analysing and evaluating strategy and another mathematical thinking, and can exploring
mathematical ideas[2].
There is two reasons why the communication in mathematics learning must be developed in the
school. First, mathematics is not just a tool to thinking, a tool to finding pattern, solving the problem
or taking decision, but mathematics is also, “a valuable tool for communicating a variety of ideas
clearly, precisely, and succinctly”. Second, as social activity in mathematics learning in the school,
mathematics is also as interaction mode for students and also as communication tool netween teacher
and students[3]. But, the result of report from Puspendik Balitbang Depdiknas shows that students in
Indonesia are weak in solving the problems that demand problem solving ability, argumentating, and
communicating. The ability of students’ mathematical communication that is less in mathematics
learning process caused by students’ learning process everyday is not familiar to solving the problem
by giving argumentation[4].Likewise, the limited trial results conducted by Hendriana[5]with
population is junior high school students in the city of Cimahi showed students using conventional
learning on the subject of comparison, operation count algebraic form and linear equations / inequality
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one variable turns out the average of students' mathematical communication ability is 55%, And this is
lower than the average ability of students' mathematical understanding reaches 64%.
Based on the description above, mathematical communication need to be the focus of attention that
must be developed in mathematicslearning. In mathematicslearning in school teachers should choose
the right learning strategy so that the active learning is created. A learning is said to be active if all
students are involved in the learning process to convey ideas and opinions both orally and in writing,
so that the process of learning is more meaningful because students are directly involved.
According to the importance of mathematical communication skills, an efforts are needed that can
create a learning process that can develop students' mathematical skills. One effort that teachers can do
is to apply the Realistic Mathematics Education (RME) approach.In RME approach students are
invited to implement the problems they encounter in everyday life. RME encourages students to
rediscover or construct their own thoughts about the mathematical concepts they have gained so far as
good experiences gained in themselves and the environment, so that students better understand the
mathematical concepts.
This study was uses descriptive method without using any treatment towards reseacrh subjects. The
data of this research obtained in one of Junior High School in Lembang with the subject is 26 students
in grade 8. The data of mathematical communication ability of studentsobtained from mathematical
communication test.

Mathematical communication is a way students to express mathematical ideas either orally, written,
drawing, diagrams, using objects, presenting in algebraic form, or using mathematical symbols.
Students have the opportunity and encouragement to speak, write, read and listen in mathematics
learning get two things at once, that is communicate to learn mathematics (communicate to learn
mathematics) and learn to communicate mathematically (learn to communicate mathematically)[5].
Romberg says that, one aspect of high-level thinking in mathematics is communication.
Mathematical communication that connects real objects, images and diagrams into mathematical
ideas; Explaining ideas, situations and mathematical relations verbally or in writing with real objects,
images, graphs and algebra, declaring everyday events in symbolic mathematical language; Listening,
discussing and writing about mathematics; Trying to understand a written mathematical presentation,
making arguments, creating conjectures, formulating the definition of generalization; Explain and
make inquiries about mathematics being studied.[6]
According to the results of students’ mathematical communication ability test that have been done,
students find difficulties when given a problem of mathematical communication. Here are examples of
mathematical communication problems and some of the errors of answers given by students:
Figure 1. The tudents Answer
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Based on the results of student answers shown in Figure 1, it appears that students do not show
understanding of the problems given in accordance with the indicator of communication skills that
must be achieved where students can explain ideas, situations, or relationships mathematics with
images, graphics and algebra. The mistakes made by students is students do not understand the
problems given so that students can not create images in accordance with the problems in the form of
situations in everyday life and students can not change the problem into a mathematical model to
determine the area of the garden by determining the size length and width with circumference that are
given in the form of a single linear equation.
Figure 2. The Students Answer
The results of student answers in Figure 2, it appears that students have been able to explain the
mathematical problems into the appropriate image form. However, students have not been able to
change the problem into the appropriate linear equations. Students make mistakes in determining the
size of the width and lenght that are given in the problem. This shows that students do not understand
the problem given so that the student's strategy / solution is not correct.
According to students’ idea about this problem, they feel like that they can not to solving the
problem inword problembecause its need higher analysis ability than usual problem. So students still
need some instructions to solving the problems, because students feel difficulty in understanding the
sentences, students can not differentiate the information that were givenand problem purpose, using
strategy to change the story problems become mathematics expression is weak. Students are difficult
in developing the mathematical communication ability, caused by students are just memorize the
concept and students can not using the concept if finding an unsual problem.
Based on the description of the mathematical communication of students above, it shows that
themathematical communication ability of students is still low. Then, it takes an effort that can be
done by teachers to be able to improve the mathematical ability of a student. One of the efforts that
can be done by the teacher is by applyingRealistic Mathematics Eduction (RME) approach.
RMEapproach introduced and developed in the Netherlands in 1970 by the Freudenthal Institute, some
schools by using RME were very successful, this is proven because the students' learning outcomes
improved compared to conventional learning as usual. Mathematics must be linked to reality and
mathematics is a human activity. This means that math must be close to the child and relevant to real-
life everyday. The Realistic Approach of Mathematics guides students to "rediscover" mathematical
concepts ever invented by mathematicians or, if possible, students can discover things that have never
been discovered before, this is known as guided reinvention.
The results of Judah's study[7], states that RME helps learners to see the close relationship between
conceptual knowledge of mathematics and mathematical procedural knowledge. RME also helps to
reduce mathophobia and improve productive disposition in mathematics which is the most important
strand to enhance meaningful learning of mathematics.Similarly with Arsaythamby, the findings
indicate that realistic approach is effective and contributed to the increase in mathematical analogical
reasoning and generalization among the students. This finding is supported Freudenthal's (1991) view
that RME is relevant for teaching Mathematics. The students' performance in mathematical analogy is
reasonably useful for the group that used the realistic approach to the performance of those within the
group exposed to the conventional approach[8].
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Frudental conveying mathematics is a form of human activity, where mathematics is not placed as
a ready-made product, but as a form of activity or process in constructing mathematical concepts[9].
Cord states that a knowledge will be meaningful for students if the learning process is implemented in
a context or learning using realistic problems. A realistic problem is not necessarily a real-world
problem or can be found in everyday life of the student, but a realistic problem that can be imagined
(imagineble or real (real) in the mind of the student or a formal form of mathematics can be used as a
realistic problem.In realistic mathematics education, realistic problems are used as a foundation in
constructing mathematical concepts or also known as sources for learning[9].
Referring to Freudenthal's opinion In[8]“Student should engage in mathematics as a human activity
. . . student should be given the opportunity to reinvent mathematics using well-chosen task, with the
help of teachers.”. This is meaningful, preferably in learning mathematics must have something to do
with reality and everyday life. Therefore students should be given the opportunity to find ideas and
mathematical concepts with teacher guidance. Math should be close to students and everyday life. This
effort is seen from various situations and "realistic" issues. Realistic is meant not to refer to reality but
to something that can be imagined.
Gravemeijer states that “RME is a domain-specific instruction theory, which offers guidelines for
instruction that aims at supporting students in constructing, or reinventing mathematics in problem-
centered interactive instruction”[10]. This means that RME approach consists of instructions or guides
that guide students to construct their knowledge in "rediscovering" mathematical concepts by using
interactive issues so as to elicit students' ideas to communicate those concepts to be applied in
everyday life.RME is based on the view that students should be active, should not be passive. Students
must actively construct their own mathematical knowledge. Students are encouraged and given the
freedom to express their way of thinking, solve problems according to their ideas, communicate them,
and in time learn from their own friends[10].
There are 5 characteristics of Realistic Mathematics Education Approach that is [9]: (1)Use of
context : Context or realistic problems are used as the starting point of mathematics learning. Context
does not have to be a real-world problem but can be in the form of games, use of props, or other
situations as long as it is meaningful and imaginable. Given a contextual problem, students are more
actively involved in exploration activities.Exploratory results not only aim to find the final answer to
the problem, but also directed to develop a variety of problem solving strategies that can be used.
Another benefit of using context early in learning is to increase students' motivation and interest in
learning. (2) The use of models for mathematizationprogressive: The use of the model serves as a
bridge from concrete level knowledge and mathematics to formal-level mathematical knowledge. The
model is a vertical tool in mathematics that can not be separated from the process of mathematization
(ie horizontal and vertical mathematical mathematization) because the model is the stage of the
process of transition the informal level to the level of formal mathematics. (3) Utilization of student
construction result: Mathematics is not given to students as a ready-to-use product but as a concept
built by students. Students are given the freedom to develop problem-solving strategies so that a
variety of strategies are expected to be obtained. The results of student work and construction are then
used for the foundation of the development of mathematical concepts. This third characteristic is not
only useful in helping students understand the concept of mathematics, but also at the same time
develop the activity and creativity of students through learning mathematics. (4) Interactivity : The
learning process of students will be shorter and more meaningful when students communicate with
each other their work and ideas. The use of interaction in mathematics learning is useful in developing
students' cognitive and affective abilities simultaneously. (5) Interwining : Concepts in mathematics
are not partial, but many mathematical concepts are linked. Therefore, mathematical concepts are not
introduced to students separately or isolated from each other. In problem solving, students should
consider the problem linkage with other areas. So, not only the ability of arithmetic, algebra and
geometry but also the ability of students' understanding of other fields.
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4. Conclusion
Communication is an important mathematical ability that must be possessed by students, so in the
mathematics learning teachers must be able to design a lesson that can improve students' mathematical
comunication skills. RME is an approach that can be used as an effort in improving students'
mathematical communication ability.Based on the study of theory and research that has been done
before, RMEapproach is indicated can improve students' mathematical communication skills. So it is
necessary to do further research to study the improvement of students' mathematical communication
through Realistic Mathematics Education approach.
5. References
[1] Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22 Tahun 2006 tentang
Standar Isi untuk Satuan Pendidikan Dasar dan Menengah.
[2] National Council of Teacher of Mathematics 2000 Principles and Standards for School
Mathematics(Reston, VA: NCTM)
[3] Arthur J B 1993 Problem Solving, Reasoning, and Communicating, K-8 Helping Children
Think Mathematically (New York: Macmillan Publishing Company)
[4] Sri W dan Rumiati 2011 Instrumen Penilaian Hasil Belajar Matematika SMP: Belajar dari
PISA dan TIMSS. (Yogyakarta: Kementrian Pendidikan Nasional: Pusat Pengembangan dan
Pemberdayaan Pendidik dan Tenaga Kependidikan Matematika.)
[5] Heris H 2009 Pembelajaran Dengan Pendekatan Metaphorical Thinking Untuk Meningkatkan
Kemampuan Pemahaman Matematik, Komunikasi Matematik Dan Kepercayaan Diri Siswa
Sekolah Menengah Pertama. (Disertasi. PPs UPI Bandung. Tidak diterbitkan)
[6] Utari S 2016 Pedoman Pemberian Skor Pada Tes Kemampuan Matematika.(Program Magister
Pendidikan Matematika STKIP Siliwangi.PDF)
[7] Judah M 2014 Teaching Functions Using a Realistic Mathematics Education Approach: A
Theoretical Perspective International Journal Education and Sciences, Volume 7(3), Pp.653-662
[8] Arsaythamby Vet al 2015 Effect of Realistic Mathematics Education Approach Among
Secondary School Students In Riau, Indonesia Australian Journal of Basic and Applied
Sciences 9(28) Pp.131-135, 2015. ISSN:1991-8178
[9] Ariyadi W 2012 Pendidikan Matematika Realistik Suatu Alternative Pendekatan
Pembelajaran Matematika (Yogyakarta: Graha Ilmu)
[10] Sembiring et al 2012 A Decade Of PMRI in Indonesia(Utrecht)
[11] Marpaung 2001 Impementasi Pendidikan Matemtaika Reaistik di Indonesia (Makalah
disampaikan pada Seminar Nasiona Sehari: Penerapan Pendidikan Matematika Reaistik pada
Sekoah dan Madrasah, Medan: Tidak diterbitkan)
450
The influence of habits of mind against the student

mathematical generalization ability
I Sarah
Program Studi Pendidikan Matematika, Universitas Suryakancana, Jl. Dr.
Muwardi Komplek Pasir Gede Raya, Cianjur 43216, Indonesia
E-mail: inayahsarah@unsur.ac.id
Abstract. The purpose of this research is to know (1) Habits Of Mind owned by X-PC class
students of SMK Kesehatan Bhakti Medika Cianjur in mathematics learning; (2) The Influence
of Habits Of Mind on mathematical generalization ability of X-PC class students of SMK
Kesehatan Bhakti Medika Cianjur. Habits Of Mind used in this research consist of four
categories: persisting, metacognitive (thinking of thinking), thinking flexibly, and applying
past knowledge to new situation. Subjects in this study were 23 students of X-PC class in SMK
Kesehatan Bhakti Medika Cianjur. The research method used in this research is correlation
analysis which is causal research by using quantitative approach. Test and non-test data used in
data collection technique. Test data were obtained by measuring student’s mathematical
generalization abilities while non-test data were obtained through questionnaires and
observations of habits of mind. The correlation coefficient r = 0.869, r2 = 0.756 and the
coefficient of determinationis 75,6%. Based on it is known that Habits Of Mind give positive
influence to Mathematical Generalization Ability equal to 75.6% while 24.4% influenced other
factor not measured in this research.
1. Introduction
In an effort to improve the quality of a nation there is no other way except through improving the
quality of education. There are many ways that can be taken to improve the quality of education. The
results of the efforts in order to improve the quality will be seen in how the knowledge, skills and
attitudes of students who have been established through teaching and learning activities.
Teaching and learning activities that are designed by a teacher have a big part in forming student
intelligence. Intelligent is different from clever. The fact is students are prepared to be a clever
generation, instead ofintelligent generation. One's intelligence will be observable from his behavior.
Smart behavior could be seen from one's habit in thinking, that is a knowledge not only obtained but
also practiced. The other term of the habit of thinking is "Habits of Mind".
Having good habits of mind means having an intelligent behavior (to behave intelligently) when
facing a problem, or an unknown answer. Problems are defined as stimuli, questions, tasks,
phenomena, non-conformities or explanations that are not immediately known. In solving complex
problems, the reasoning strategy, insight, persistence, creativity and skills of student are required.
Habits of mind is formed when responding to answers of a question or problems whose answers are
not immediately known, so we can observe how students remember a knowledge and how students
produce a knowledge. Human intelligence is seen from the knowledge it possesses and is more
important in terms of how an individual acts (Costa &Kallick, 2000).
Habits of mind according to Arthur L. Costa consists of 16 categories: Persisting; Managing
impulsivity; Listening with understanding and emphaty; Thinkingflexibly; Thinking about thinking;
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Striving for accuracy, Questioning and posing problems; Appliying past knowledge to new situation;
Thinking and communicating with clarity and precision; Gathering data through various senses;
Creating, imagining, innovating; Responding with wonderment; Taking responsible risk; Humorous;
Thinkinginterdependently; Remianing open to continuous learning. It shows that habits of mind can be
seen and observed through the learning process experienced by students. Habits of Mind can actually
be integrated into every subject, including math.
Mathematics learning is an integral part of the educational system that exists in schools and is
provided from basic education to higher education. Mathematics as an educational vehicle can not
only be used to achieve a single goal, for example to educate students, but also to form the personality
(character) of students. Many people believe that learning mathematics has certain values that are very
important in shaping and developing the character of students. In other words, mathematics learning
has a very significant contribution to the future of the Indonesia as a nation, especially in the 'educate
the life of a nation'.
As we observe, every person in his life can not be separated from the process of "doing
mathematics", ranging from simple and routine form to a very complex form. For example, calculate
and counting, two examples of routine and simple mathematical activities, almost done by everyone.
Two other examples of mathematical activities, "mathematical problem solving" and "mathematical
reasoning" are done by a certain group of people. The situation describes the characteristics of
mathematics as a human activity. In line with the nature of human activities that are not static, it
contains the meaning that mathematics as an active, dynamic, and generative process (Sumarmo,
2010)
In the context of mathematics, Millman and Jacobbe (2008) identified several habits of
mathematical thinking as follows: Exploring mathematical ideas; Reflecting the truth of answers;
Identify problem-solving strategies that can be applied to solve problems on a wider scale; Ask
yourself whether there is "something more" and the mathematical activity that has been done
(generalization); Formulate questions; and Construct examples.
Aside from being a habit in mathematical thinking, generalizations can also be viewed as one of the
mathematical abilities. Generalization is the essence of mathematics. Generalization is part of
inductive reasoning. Based on the results of research by Dwi (2013) reasoning ability influence the
success of student learning. This is because mathematics and reasoning are two things that can not be
separated. Mathematics is understood through reasoning while reasoning is understood and trained
through learning mathematics. While based on the results of Hashemi research found that
generalization is an important activity in learning the concept of mathematics and need to be applied
further in the learning. Therefore, the success of students in learning mathematics is influenced by its
generalization ability.
The ability to generalize is included in higher-order thinking in mathematics. According to Webb
&Coxford in Nurina explains some activities in learning mathematics that belong to the category of
high-order thinking are raises allegations, makes analogies and generalizations, reasonable logic,
problem solving, presentation of mathematical results, and can make connections between guesses,
analogies and logic, whereas the low-order thinking categories include: doing simple arithmetic, using
mathematical rules directly and working on algorithmic tasks. Furthermore, Sumarmo explained that
in solving high-order math problems, students must have high motivation, enthusiasm and a strong
desire to solve the problem because the answer of the problem can not be immediately known. It
corresponds to the meaning of the habits of mind. Based on it can be said that the success of students
in mastering the ability of high-order thinking which is the ability of generalization is influenced by
habits of mind owned by students. Based on the description above about the habits of mind and the
mathematical generalization ability of students motivated authors to conduct research entitled "The
Influence of Habits Of Mind against the Student Mathematical Generalization Ability ".
Given the vast scope of problem identification, it is necessary to limit the problem so that the study
in this research is more focused. The scope of problem are: (a) The habits of mind categories used in
this study are limited to 4 categories of persisting, metacognitive (think of thinking), thinking flexibly,
applying past knowledge to new situation. (b) The mathematical ability used in this researc is the
mathematical generalization ability of the students with the indicator based on the theory by Mason
452
namely perception of generality; expression of generality; symbolic and manipulation of generality.

(c) This research was conducted on geometry learning materials in class X.
Here are the previous studies relevant to this research: (a) Rose Ash SidiqiMarita's research titled
"Profile of Habits of Mind of High School Grade XI Students on Biology Learning Using Practicum
and Discussion Method". The result reveals that the overall student habits of mind profile is still low.
Whereas the habits of mind on each characteristic that classified as high are in the category of thinking
interdepedently 95%, thinking with communication with clarity and precision62%, while for the other
category is still below 50%.The low result is influenced by the effectiveness of classroom learning,
and teacher ability in digging the habits of mind of the students. (b) Kevin Clune's research entitled
"Habits of Mind and Mathematical Processes", the study attempted to describe the habits of mind as a
learning framework used in mathematics learning. Kevin Clune in his research said that habits of mind
is useful for promoting students in order to develop high-order thinking skills, self-directed learning,
self-directed and mastery of learning content. The habits of mind used in this study are only in seven
categories: (1) Striving for accuracy, (2) Managing impulsivity, (3) Persisting, (4) Thinking about
thinking, (5) Listening with understanding and emphaty, 6) Taking responsible risk, (7) Using past
knowledge to new situation. (c) Ely Susanti's research entitled "High Order Thinking Skill Problems to
Train Mathematical Thinking Habits", based on the results of the study it is known that thinking habits
can be developed through tasks or problems that are cognitively difficult through the question of high-
order thinking skills. Habits of mind or thinking habits that can be developed are: (1) Thinking
flexible, (2) Thinking interdependent, (3) Checking accuracy, (4) Persistence or persisting. (d) Harry
Dwi Putra's research entitled "Geometry Learning with SAVI-Aided Approach WINGEOM to
Improve Junior Student Mathematical Ability Skills". Harry Dwi Putra in his research says that
reasoning ability has an important role to the success of students in learning mathematics. This is
because mathematics and reasoning are two things that can not be separated. Mathematics is
understood through reasoning while reasoning is understood and trained through learning
mathematics. One of the reasoning that is important to possess is generalization.
The method used in this research is correlation research method that is ekpost facto or causal research
using a quantitative approach. In this study researcher did not provide treatment to the group of
subjects studied. This research is intended to get the overview and description about the condition of
Habits Of Mind students which are limited to four categories namely Persisting, Thinking about
Thinking, Thinking Flexibly, and Using Past Knowledge to New Situation and knowing how the
relationship and influence of Habits Of Mind on students’ ability of Generalization of Mathematics.
This research was conducted in X-PC class SMK Kesehatan Bhakti MedikaCianjurwith 23
students. SMK Kesehatan Bhakti MedikaCianjur is located at Jalan Veteran Lingkar Timur Rawa
Bango Kecamatan Karang Tengah Kabupaten Cianjur. The instruments used in this study consist of
test and non-test instruments. The test instrument used in this study aims to find out the overview of
students’s mathematical generalization abilities. While the non-test instrument used aims to know the
description of students’sHabits Of Mind. The instrument consists of questionnaires and observations.
In this study the observation activities are divided into two, namely the observation of student
activities during learning mathematics class and observation against student answers in working on
problems (student worksheet).

3.1. Data Description
This research concerns the habits of mind and the thinking ability of mathematical generalizations.
This research was conducted at SMK Kesehatan Bhakti MedikaCianjur in one class that is X-PC class
as observation class with students amounted to 23 people. Observations were made during
mathematics learning in March 2017 until the end of April 2017. Subjects taught during this
observation were trigonometric material. This study was conducted to find out how the habits of mind
of the students and how it affects on the ability of mathematical generalization of students by doing
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observations during the learning process and then give a questionnaire habits of mind and giving the
test onmathematical generalization thinking ability in the form of an essay. Instruments used to
measure the ability of previous mathematical generalization thinking have been tested and analyzed its
characteristics in the form of validity test, reliability test, difficulty level test, and test of distinguishing
power. As for the questionnaire habits of mind only tested by reliability and validity test. After the
data collection is done then the questionnaire results of habits of mind and students’s mathematical
generalization thinking ability test analyzed.
3.2. Students’s Habits of Mind Observation Result Data

Based on the research that has been conducted, obtained the percentage of habits of mind that vary
based on class observation and observation of student answers on each category habits of mind
studied. This is shown in the following table:
Table 1. Percentage of Students’sHabits of Mind Based on

Activities in ClassObservation Results
Habits Of Mind Category Percentage
Persisting 65,49%
Thinking Of Thinking 87,68%
Thinking Flexibly 35,33%
Using Past Knowledge to New situation -
Table 2. Percentage of Students’sHabits of Mind Based on

Students’s Answer on LKS/Assignment Observation Results.
Kategori Habits Of Mind Persentase
Persisting 80,43%
Using Past Knowledge to New situation 32,61%
Based on the results presented on the table showed different percentage on the results of
observations based on student activities in class with the results of observations based on student
answers. But both of them showed the tendency of habits of mind of students is thinking of thinking
with percentage of 87,68% and 88,04%.
3.3. Students’s Habits Of Mind Questionnaire Result Data

Habits of Mind studied in this study is based on 4 categories, namely persisting, metacognitive
(thinking about thinking), thinking flexibly, and using past knowledge to new situation. Habits of
mind questionnaire results in terms of the categories that have been determined are presented in the
table as follows.
Table 3. Percentage ofStudents’s Habits of Mind Questionnaire Result
Habits of Mind Category Percentage

Persisting 66,46%
Using Past Knowledge to New Situation 76,96%
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The table above shows the different percentage among the result of Habits Of Mind observation.
The result of students’s Habits Of Mind questionnaire show the tendency of habits of mind of student
is using past knowledge to new situation that is with percentage equal to 76,96%.
3.4. Students’s Mathematical Generalization Test Result Data.

Based on the results of overall statistical calculations shows that the test results of mathematical
generalization ability as follows:
Table 4. Students’s Mathematical Generalization Ability Description
Statistic Score
Minimum 53,33
Maximum 93,33
Average 67,25
Standard Deviation 8,97
Based on table 4, it can be seen that from 23 students in the observed class, the average score is
67,25. The highest score obtained by students is 93.33. While the lowest score is 53.33, it means
that the mathematical generalization thinking ability of students is quite diverse, and still at a
low level because the average grade value is only 67.25. Furthermore, the score of students’s
mathematical generalization ability of each indicator is presented in the following table:
Table 5. Each Indicator of Student Mathematical Generalization

AbilityScore
Indicator Percentage
Conducting the process of identifying patterns(perception 68,70%
of generality)
Using pattern identification results to determine the 67,83%
structure or data or the next term (ekspression of
generality)
Find common rules/generalization and use it to solve 65,22%
problems(Symbolic and Manipulation of Generality)
From Table 5 it can be seen that the percentage of student scores on each indicator is relatively
the same. The highest score is in the indicator of the process of identifying pattern (perception of
generality) that is equal to 68,70%. Furthermore, for indicators using pattern identification
results to determine the structure or data or the next term (expression of generality) get a score
of 67,83%. Then for the indicator using the results of generalization to solve the problem
(Symbolic and Manipulation of Generality) obtained a score of 65,22%. It shows that students’s
mathematical generalization ability in Symbolic and Manipulation of Generality is the lowest
compared to the ability of students to identify the pattern (perception of generality) and ability to
use pattern identification result to determine the next term (expression of generality).
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3.5. Research Prerequisite Test Results Data

Normality test. Normality test results using software SPSS V.22 for Windows can be seen in the
table 5. Based on the table is seen sig value. Kolmogorov-Smirnovaie = 0.200> 0.05. Based on these
results then Ho accepted which means the data score estimated error data or residuals on the regression
test conducted normal distribution.
Table 5. Normality test result

With one-Sample Kolmogorov-Smirnov Test
Unstandardized Residual
N 23
Normal Parametersa,b Mean .0000000
Std. Deviation 4.43194058
Most Extreme Absolute .089
Differences Positive .089
Negative -.075
Test Statistic .089
Asymp. Sig. (2-tailed) .200c,d
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
d. This is a lower bound of the true significance.
Linearity test. The following table will present linearity test results conducted with the help of
SPSS V.22 for windows, the complete results can be seen in Table 6. Based on the results on the table
is known that the value of sig. on the Deviation from Linearity row is 0.395> 0.05 so Ho accepted that
the relationship between variables is linear. Since the relationship between variables is linear then
analysis with simple linear regression model can be used.
Table 6. Linearity test result

ANOVA Table
Sum of Squares df Mean Square F Sig.
Generalization Between (Combined) 1747.533 20 87.377 7.856 .119
* HOM Groups Linearity 1337.652 1 1337.652 120.268 .008
Deviation from
409.882 19 21.573 1.940 .395
Linearity
Within Groups 22.244 2 11.122
Total 1769.778 22
Simple linier regression test result. In this section data about the effect of habits of mind variable
on students’s mathematical generalization ability will be analyzed. The data of this research have been
processed through SPSS V.22 for Windows program with simple linear regression analysis. The
results of the regression coefficient calculation is shown in the table as follows:
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Table 7. Regression Coefficients Result

a
Coefficients
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) -9.198 9.528 -.659 .034
HOM 1.173 .146 .869 8.063 .000
a. Dependent Variable: Generalisasi

Furthermore, based on these results a simple linear regression equation can be formulated as
follows:
ࢅ= -9.198 + 1,73ࢄ
SignificanceTest ResultData of Simple Linear Regression Y over X (Test F). From the results of
simple linear regression analysis using SPSS V.22 application obtained the following calculation
results:
Table 8. F Test Result
a
ANOVA
Model Sum of Squares df Mean Square F Sig.

b
1 Regression 1337.652 1 1337.652 65.006 .000
Residual 432.126 21 20.577
Total 1769.778 22
a. Dependent Variable: Generalisasi

b. Predictors: (Constant), HOM
Based on these results it shows that the value of Sig. = 0,000 <0,05 so Ho is rejected, meaning habits
of mind students have an influence on students’s mathematical generalization ability.
Significance of Correlation Coefficient X and Y Test Result Data. Correlation Significance Test
Results X and Y are shown in the following table:
Table 9. Significance of Correlation Coefficient Test Result

b
Model Summary
Adjusted R Std. Error of the

Model R R Square Square Estimate
a
1 .869 .756 .744 4.53624
a. Predictors: (Constant), HOM

b. Dependent Variable: Generalisasi
Correlation Coefficient X and Y. From the results of the table above obtained the value of R is a high
correlation coefficient (good) is 0.869 because it is in the range 0.7 - 0.9 and has a positive type of
relationship because the number of correlation coefficient is positive. Based on these results it is
known that there is a high positive relationship (good) between the habits of mind and students’s
mathematical generalization ability
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Coefficient of Determination. The amount of influence of independent variables to dependent variable

can be seen on the coefficient of determination (R2) that is equal to 0,756. Thus the magnitude of the
coefficient of determination = 100% x 0,756 = 75,6%. It means that 75,6%.variations of
students’smathematical generalization ability variables can be explained by habits of mind variable or
it can be said that habits of mind have an effect on students’s mathematical generalization ability of
75,6%.
3.6. Analysis and Discussion of Research Results

3.2.1 Habits of Mind Analysis and Discussion
After further study, the overall percentage of the highest Habits Of Mind category is Thinking Of
Thingking. Almost all of the students are good at indicators: accustomed to work or acting according
to plan; Students are aware of their thoughts and actions and are used to describe the steps they use to
solve problems. During the process of observation, students mostly discipline in collecting
assignments as planned. In addition, most students are aware of material that has been mastered and
that they have not mastered. Habituation by the math teacher in the school makes the students used to
describe the steps to be used in problem solving, as well as understanding why the step needs to be
implemented.
In the Persisting category, the average percentage of students both from observation and
questionnaire obtained second order. Indicators that are considered good at almost all students are
accustomed to diligent in learning and looking for various ways to complete the task. During the
process of observation, students pay attention to the explanation of the math teacher carefully also
trying to solve math problems to complete. In completing the assignments that have been given by the
teachers, students look for various ways either individually or in groups.
The third category in the average presentation is Applying Past Knowledge to New Situation. In
this category the habits that arise are students trying to remember things that have been learned when
doing math problems. In addition students learn that learning math is beneficial for daily life.
The lowest percentage is found in the Thinking Flexibly category. In this category students are
expected to be open-minded, accustomed to having many ideas and concept about a thing, accustomed
to changing their views when new information is available and accustomed to using many ways of
problem solving. Of the four indicators, in general the students are only good on the indicators used to
be open-minded. The indicator occurs when students can appreciate differences of opinion. While on
the other three indicators, in general the students are still considered less, this could be due to lack of
information obtained by students and then not the emergence of new ideas on how to solve the
problem.
3.2.2 Analysis and Discussion of Student Mathematical Generalization Ability
The result of the test score of the students’s mathematical generalization ability shows the
average score of 67,25 that is in fair category. Based on score per indicator of students's mathematical
generalization ability show percentage 68,70% for perception of generality indicator which is the
highest percentage, it is because the problem for this indicator is quite easy.
Next percentage is 67,83% for expression of generality indicator, problem in this indicator is a
matter of continued from problem in previous indicator. This means that if students are able to find
patterns on the previous problem, then students will be able to use the pattern to answer the next
problem. The next percentage is 65,22% for the symbolic and manipulation of generality indicator
which is the lowest percentage. The low percentage in this indicator, probably because students have
not been able to find common rules or general patterns to solve new problems. Based on these results
it can be concluded that the mathematical generalization ability of students reviewed based on the
average score and percentage per indicator is still at a sufficient level.
4. Coclusion
Students have the four categories of habits of mind studied that are persisting with an average
percentage of 70.79%; Thinking about thinking with an average percentage of 81.82%; Thinking
flexibly with an average percentage of 41.33%; And applying past knowledge to new situation with an
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average percentage of 54.78%. Habits of mind affects the mathematical generalization ability of
students with the influence of 75.6% while 24.4% influenced by other factors not measured in this
study.
5. Acknowledgments
Principal of SMK Kesehatan Bhakti MedikaCianjur who has given permission to carry out research.
Veni Eva Solihat, S.Pd as teacher of mathematics study at SMK Kesehatan Bhakti MedikaCianjur who
has been willing to cooperate in conducting research. HashriHayati, S.T as the consultant of the
translating this article. Husband and beloved child who always give support
6. References
[1] Costa A L and Benna K 2008 Leading and Learning with Habits of Mind 16 Essential
Characteristic for Success (United States of America : Association for Supervision and
Curriculum Development (ASCD). P196-206
[2] Dwi P H 2013 Pembelajaran Geometri dengan Pendekatan SAVI Berbantuan WINGEOM untuk
Meningkatkan Kemampuan Generalisasi Matematis Siswa SMP Prosiding Seminar Nasional
Matematika dan Pendidikan Matematika STKIP Siliwangi Bandung
[3] Kadir 2014 Statistika Terapan Konsep, Contoh, dan Analisis Data dengan Program SPSS/
Lisrel dalam Penelitian. (Jakarta :Raja grafindo Persada) p.144
[4] Marita R A S 2014 Profil Habits of Mind Siswa SMA kelas XI pada Pembelajaran Biologi
Menggunakan Metode Praktikum dan Diskusi http://prosiding.upgrismg.ac.id/
index.php/masif2014/masif2014/paper/vie wFile/519/472.pp 33-43
[5] Millman R S and Jacobbe T 2008 Fostering Creativity in Preservice Teachers Through
Mathematical Habits of Mind. Proceeding of the Discussing Group 9. The 11 th International
Congress on Mathematical Education. Monterrey, Mexico, July 2012. [Online].
http://dg.icme11.org/document/ get/272.
[6] Ali M 2011AnalisisKorelasi, Regresi Dan JalurdalamPenelitian (Bandung: PustakaSetia) p187
[7] Sugiyono2012MetodePenelitianKuantitatif, Kualitatif, dan R&D (Bandung: Alfabeta) p.178-
203
[8] Utari S 2010 Pendidikan Karekter Serta Pengembangan Berpikir dan Disposisi Matematik
dalam Pembelajaran Matematika (Makalah disajikan dalam Seminar PendidikanMatematika,
NTT tanggal 25 Februari 2012) p.7-13
[9] Susanti E 2013 Soal High Order Thinking Skill untuk Melatih Kebiasaan Berpikir Matematis
(Pendidikan Matematika FKIP Universitas Sriwijaya), p.9.
[10] Wulandari I 2012 Peningkatan Kemampuan Generalisasi Matematis Siswa SMA melalui
Metode Pembelajaran PenemuanTerbimbing (Thesis of Sekolah Pascasarjana UPI Bandung) p
16-17
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Implementation of assessment at school
R Nasir and S N Martin

Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr.Setia
a)
E-mail:rahma.nasir01@gmail.com
Abstract. Measurement, evaluation and assessment are an inseparable part of the learning
process. Assessment needs to be done by teachers to collect various data and information that
can give description about progress and achievement of students learn result. Assessment also
serves to see the abilities and difficulties faced by students. In addition, the assessment also
provides an overview to teachers about what is needed by students. Assessments can not only
be used to describe knowledge but also the attitudes and skills of students. These three aspects
are strongly emphasized in the implementation of the 2013 curriculum. This research was
conducted to find out the techniques and instruments used in the implementation of the 2013
curriculum. Based on the study, it is seen that the assessment system used by teachers is good.
The teacher uses several assessment techniques that refer to cognitive, affective and skill
aspects. Instruments used by teachers are tests and nontests. Assessment techniques used vary
such as attitude and portfolio assessment. Teachers also use self-assessment techniques and
project appraisal at a given time.
1. Introduction
Measurement, evaluation and assessment of learning outcomes cannot be separated from a learning
process. Learning process is only part of the obligatory components that must be done by students and
teachers to achieve learning objectives. Teacher needs to do assessment to collect various data and
information that can give an idea of the development and learning outcomes of students. This is done
in order to ensure that students experience the learning process correctly. If the data collected by the
teacher indicates that the studentshave difficulties in learning, the teacher can immediately take
appropriate action. Assessment is not only done at the end of the period (semester) of learning such as
UNBK (Computer-based national exam), but it is done together and integrated (not separated) from
Assessment is used to get to know the level of achievement of students and the success of the
learning method. Through the assessment practice the teacher can draw conclusions about what is
needed in the course of learning, progress in achieving the curriculum objectives and the effectiveness
of the mathematics program undertaken.Observation aims 1) to know the teachers understand the
assessment process well or not; 2) to know the attitude techniques and instruments used by teachers; 3)
to know the techniques and instruments of knowledge assessment used by teachers; 4) to know the
skills techniques and instruments used by teachers; And 5) to find out the barriers felt by teachers in
conducting the assessment process?
2. Method
This research method is qualitative research. The study was conducted at SMP Labschool UPI and
SMA Negeri 2 Bandung on Saturday, September 15, 2012. Data source is from the teacher. Types of
data obtained in this study are quantitative and qualitative data. Data collection techniques are
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interviews, observations, documents and audio-visual materials. The data obtained were analyzed
descriptively qualitative.
3.1. Do teachers understand the assessment process well?

Assessment is used to get an idea of the level of achievement of the curriculum, the success of the
learning method. Through the practice of teacher assessment can draw conclusions about the things
needed in learning, progress in achieving the curriculum goals and the effectiveness of the
mathematics program undertaken.
Through the process of interviewing with junior and senior high school teachers, teachers already
know about the assessment process as an integral part of the learning process. As well as the materials
on the assessment including the meaning of the assessment, the competencies assessed by the teacher.
The meaning of assessment for each party is (1) for students, to know the extent to which students
have successfully followed the lesson; Any competencies that have been achieved during the students
following the teaching and learning activities; (2) For the teacher, to know the students who are
entitled to continue their study because they have reached the minimum mastery criteria (KKM); To
find out whether the subject matter taught is appropriate for the student, so it does not require change;
To find out whether the strategies, methods and approaches used are appropriate. (3) For the school, to
know the assessment conducted by the teacher is in accordance with school learning condition and
academic culture [15].
The school implements the 2016 revision 2016 curriculum so that there are four core competencies
that are obliged to the students, namely the competence of social attitudes, spiritual attitudes,
knowledge, and skills[11]. Each competency is then translated into several basic competencies.
Assessment should be well planned and planned from the determination of instruments, instrument
preparation, instrument review, assessment execution, analysis of assessment results and program of
follow-up assessment results. When this is done then the teacher can improve the quality of student
learning outcomes in attainment of competence attitudes, skills and knowledge maximally after the
students finished following the learning process.
From the process of observation and interview with the teacher, the teacher performs the
determination of the instrument, the preparation of the instrument, conducting the assessment,
analyzing and following up the research result. The self-assessment instruments are self-made by
teachers such as exam questions, self-assessment sheets and assessment among students.
Overall, teachers have understood integrated assessment and assessed three aspects of cognitive,
affective and skill. However, some assessment techniques are not used by teachers for various reasons.
Next will be discussed in the next point.
3.2 How are attitude techniques and instruments used by teachers in Junior High Schools?
Based on the results of interviews of junior high school teachers obtained that the attitude
assessment techniques undertaken by the teacher is the observation, self-assessment, assessment
among students and through journals written by teachers themselves using the format prepared by the
teacher himself. Thus, overall SMP teachers use diverse techniques in assessing the competence of
students' attitudes. It aims to provide an accurate and more objective picture because attitude
assessment tends to be subjective. Given the variety of techniques for collecting student attitude
competency data, it provides a way for students to demonstrate their best competencies.
The form of instruments used by teachers is also diverse. For example, the teacher's observation
technique uses an assessment scale with a simple rubric. The teacher gives students a self-assessment
sheet and a student's assessment sheet at the end of each semester. And the teacher pointed out that,
there is no specific format of the 2016 revision curriculum 2016 for self-assessment sheets and student
assessment sheets. So the teacher makes their own form of assessment sheet.
The interesting and different things gained from the junior high school teacher interview when the
teacher did an attitude assessment were found that the teacher gave the gold and silver star. The gold-
colored star is worth ten while the silver star is worth five. Students are entitled to a star if they teach
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their seats or do good things in the classroom. The self-assessment rubric is created by the teacher. The
teacher insists that it does not mean ten gold, the learner has earned a hundred. Rather, the results of
star acquisition of students will be given a certain range, compiled based on students who get the most
stars to the fewest. Teachers will categorize on the predicate A, B and C. Students who get predicate C
will be given more attention by collecting students' attitude competence data from other data such as
observations made by teachers during the learning process takes place. The following is the main
question by the teacher when assessing students whether the attitude of students good or not, whether
the students can still be tolerated or not.
The attitude assessment instrument used by the teacher of each learning process is a journal written
by the teacher. This was stated by the teacher interviewed in accordance with the 2013 curriculum
training that was followed by the teacher. The form of the journal consists of two columns namely the
name and column of good attitude that students do. Suppose today students act honestly then the
teacher notes in the journal to do honesty. For example, the honesty of students when the teacher is
wrong to provide the value of the exam results, there is a wrong student completion but the teacher
gives a correct sign and then students to tell the teacher the mistake, then the teacher recorded in the
teacher journal.
Due to the large number of students and the different and distinct attitudes of the students, the
teacher only takes into account the most prominent student attitudes of the best students and who
exhibit the worst attitude while the normal or normal students by the teacher are not overly concerned.
Records of extreme student attitudes are recorded after each learning process because in the classroom
the teacher focuses on managing the class and only occasionally gives a small note to the teacher
journal. After the learning process then the teacher completes the journal about students' attitude
competence.
For attitude assessment, teachers assess from beginning to end learning and record things that are
important to the teacher's journal. In addition, teachers assess the attitudes of students in the learning
process as well as in the classroom teachers also provide an assessment of student attitudes when
outside the classroom this is aimed to cultivate the attitude, behavior and character of each learner. At
the end of this observation report there is a picture of teacher's notes about the attitude of students
outside the classroom.
Based on the teacher's opinion, it is argued that students who are high school students are upper
class so teachers are quite satisfied if students can help parents at home such as sweeping, folding
clothes etc. and reporting to his teacher at school. Students are expected to help others around them
even from very small things, and the teacher notes in the teacher journal.
In the assessment of attitude competence, there are two aspects that are assessed are spiritual
attitudes and social attitudes. Assessment of spiritual attitude is done in order to shape the attitude of
students in order to be able to appreciate, live, and practice the teachings of religion that they have.
Students pray according to their beliefs before and after the teaching and learning process. Meanwhile,
the assessment of social attitudes is done to shape the social attitudes of students who are able to
appreciate and appreciate honest, disciplined, responsible, caring, polite, and confident behaviors in
interacting effectively with the social environment and the natural environment in which they are
located.
Descriptions on attitude competence are written with positive sentences based on a collection of
observations (notes) of a prominent aspect. Description of the competence of spiritual attitudes and
social attitudes that have not reached the criteria (indicator) is described as aspects that need coaching.
Description of attitude of each students by subject teachers submitted to the homeroom. The
homeroom manages the description of each of his students to become a final attitude description. The
homeroom writes the descriptions of each student's attitude on the report card. Self-assessment and
assessment of participants among students is supportive as confirmation of assessment by the teacher.
3.3 How are attitude techniques and instruments used by teachers in high school?
Based on the results of high school teacher interviews obtained that the attitude assessment techniques
undertaken by teachers are observations and journals written by teachers themselves using the format
prepared by the teacher himself. Teachers do not use diverse techniques in assessing the competence
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of students' attitudes. Teachers do not conduct self-assessment and assessment among students.
According to the teacher, using the journal is enough to describe the attitude of students. Self-
assessment and assessment among students is only a troublesome teacher.
In the new school year teachers are difficult to memorize the names of students, but over time teachers
begin to memorize the names of students and make it easier for teachers to record the attitude
assessment of the best students and who have a less good attitude.
The attitude assessment instrument used by the teacher of each learning process is a journal written
by the teacher. Suppose the student actively asked, answered, taught his friend, active in the learning
process, making the classroom noise, disturbing other friends and so on.
Due to the large number of students and the different and distinct attitudes of the students, the teacher
only takes into account the most prominent student attitudes of the best students and who exhibit the
worst attitude while the normal or normal students by the teacher are not overly concerned. Records of
extreme student attitudes are recorded after each learning process because in the classroom the teacher
focuses on managing the class and only occasionally gives a small note to the teacher journal. After
the learning process then the teacher completes the journal about students' attitude competence.
Descriptions on attitude competence are written with positive sentences based on a collection of
observations (notes) of a prominent aspect. Description of the competence of spiritual attitudes and
social attitudes that have not reached the criteria (indicator) is described as aspects that need coaching.
The description of student’s attitudes by subject teachers submitted to the homeroom. The homeroom
manages the description of each of his students to become a final attitude description. The homeroom
writes the descriptions of each student's attitude on the report card. Self-assessment and assessment of
participants among students is supportive as confirmation of assessment by the teacher.
3.4 How are the techniques and instruments of knowledge assessment used by teacher in Junior High
School?
Teachers say that cognitive assessment is done per chapter or per KD (basic competence). Based on
the results of interviews of junior high school teachers obtained that the techniques of knowledge
assessment conducted by teachers are oral tests, written tests, and assignments. In addition, teachers
also use the portfolio as input in planning remedial, assessment for learning and compilation of
knowledge competency description on the report (assessment of learning). Thus, the overall junior
high school teachers use diverse techniques in assessing the competence of student’s knowledge.
Forms of the instruments are essays and multiple choice for written techniques. Forms of question
and answer instruments, discussion, students make inquiries is a form of oral test conducted by
teachers during the learning process takes place. When teachers use assessment techniques such as
observation, conversation, and interviews with students or use of journals, students learn from the
process of expressing their ideas and answering teacher questions. The instrument form of the
assignment technique to assess the ability of student knowledge that is in the form of homework and
quiz. Quizzes are sometimes given before the lesson begins and are sometimes given at the end of the
lesson.
Through the observation, teachers provide feedback to correct mistakes. Ultimately it helps
students to take responsibility for their learning and as independent students. For example, scoring
guides or rubrics can help teachers analyze and describe students 'responses / responses to complex
tasks and can determine students' level of proficiency. Rubrics also help students to understand the
characteristics of complete and correct answers. Students will also be able to identify the perfect
answer and the usual answer.Assessment is not only done at the end of the course, assessment has
become part of the learning process that provides information and guides teachers to plan for further
learning.
If the assessment has succeeded in ensuring what material the student has learned. It can have a
positive effect on the learning process. The results indicate that integrating assessment in learning is
associated with improving student learning. [3]reviewed about 250 studies and concluded that the
learning process of students, including low-ability students, in general teachers involving formative
assessments can improve the quality of learning.
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The interview with teachers found that teachers conduct summative assessment in the form of final
exams semester and formative in the form of daily test. Assessment based on criterion reference,
assessment of student progress compared with criteria of achievement of determined competence. If it
does not meet the students' completeness criteria then the teacher will discuss the material that is
difficult to be done by the students. Therefore, teachers arrive half an hour earlier than normal school
hours for discussion of difficult exams or problems that students ask.
For remedial problems are sometimes made different sometimes made the same or exchange code.
For example, students who remedial before getting a problem then when remedial students are given a
code about B. School also apply midterm exam, although the 2013 revision curriculum 2016 does not
require the existence midterm exam. Form of midterm exam and final exam of the semester is a
multiple choice or description.
It is interesting from the results of interviews and observations conducted by researchers that the
results of daily re-examination of students must be reported to parents of students. Thus, the student
shows the student's daily test sheet as well as the teacher's assessment given to the student's parents.
There are teacher notes, parent records and parent's signatures on the test answer sheets. Teachers hope
that through this way students are motivated because of the communication of teachers, parents and
students. Students can learn independently by paying attention to the scores of students' achievements
tailored to the rubric made by the teacher.
3.5 How are knowledge assessment techniques and instruments used by senior high school teachers?
Teachears say that cognitive assessment is done per chapter or per KD (basic competence). Based on
the results of interviews of junior high school teachers obtained that the techniques of knowledge
assessment conducted by teachers are oral tests, written tests, and assignments.
Form of essay instruments for written techniques. Forms of question and answer instruments,
discussion, learners make inquiries is a form of oral test conducted by teachers during the learning
process takes place. When teachers use assessment techniques such as observation, conversation, and
interviews with students or use of journals, students learn from the process of expressing their ideas
and answering teacher questions. The instrument form of the assignment technique to assess the ability
of student knowledge that is in the form of homework and quiz.
The instrument form of the assignment technique to assess the ability of student knowledge that is
in the form of homework and quiz. Based on interviews with teachers, the quiz is given at the end of
the lesson. The teacher makes an appointment with the student that the quiz will be done at any time at
the end of the lesson. Because of this, students are always on guard if the quiz is done in the learning
because the teacher did not give the exact time to carry out the quiz. The effect of giving quizzes is
that students are enthusiastic about the tasks assigned by teachers and solved together. So there is a
good discussion between friends and teachers. Through the process of observation, teachers admonish
students who do not pay attention to the activities in the classroom, the student is absorbed in playing
with the laptop and the teacher approaches the students and asks the students whether the students
have done the assignment given in the class. With the ability of teachers to approach the students who
do not follow the activities of the class, students begin to re-engage in the learning process and asked
the teachers and peers to complete the task given.
The teacher uses the essay form on a daily test. Interview with teachers found that teachers
perform summative assessment in the form of final exams semester and formative in the form of daily
test. For students who fail to meet the criteria of minimum satisfaction then the students follow a
monthly improvement program implemented at the end of the semester. The average score for the
completeness of knowledge competence is set at least 75, if it does not meet the students' completeness
criteria given remedial. The remedial problem is sometimes not the same as the previous problem and
the problem is made a set, the most answered questions are incorrect not included as remedial. The
final grade of students is remedial a maximum of 75 even though the student gets a score at remedial
100.
Things are rather different and interesting from the interview that is when the final exam of the
students are asked to bring their respective laptop, android, or other forms of gadgets and connected
with school wi-fi network. Students do final exams semester online. Difficulties experienced by
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teachers if the electronic school-based final exams of teachers sometimes cannot input questions, so
submitted to the information and technology to input the problem.
3.6 How are skills assessment techniques and instruments used by Junior High School teachers?
The results of interviews with teachers, teachers say do not carry out project appraisal but teachers
carry out portfolio assessment. The skill assessment technique used was chosen according to KD
characteristics of KD-4.
Performance appraisal is used to measure learning achievement in the form of process skills
and/or results (product). The aspects assessed in the performance appraisal are the process of
workmanship or the quality of the product or both. For example: (1) skills to use tools and/or materials
and work procedures in producing a product; (2) the quality of products produced based on technical
and aesthetic criteria. Teachers are given the freedom to choose assessment techniques that match the
characteristics of basic competencies and learning materials. For that reason, the teacher selects certain
materials only to conduct a skill assessment.
3.7 How are skills assessment techniques and instruments used by high school teachers?
Assessment of skills is taken when students solve the problem on the board. When students write
answers on the board, students' skills such as using rulers, bows, drawing etc. will be detected by the
teacher. According to the teacher, project appraisal is rarely implemented in mathematics learning.
While the portfolio assessment, the teacher asks the students to collect daily test as a portfolio form,
the task at each end of learning is written in the task book and it is considered a portfolio. Because
according to the teacher if not in book form, the previous task will be scattered. This is with the
understanding of portfolio according to [7]which states that the portfolio as a systematic collection of
student work within a certain time.
3.8 What are some barriers felt by teachers in conducting the assessment process?
Based on the results of interviews with high school teachers found that the teacher complained is a
short time on the learning process to do many things in the classroom including teaching, controlling
the class and perform assessment. The assessment seems to be complex because it involves many
aspects that are graphic in the four core competencies that are obliged to the students, namely the
competence of social attitudes, spiritual attitudes, knowledge, and skills [11]. Each competency is then
translated into several basic competencies.
Schools have implemented the 2013 curriculum so teachers declare that classroom assessments are
in line with existing assessments in the 2016 revised curriculum 2016. Assessments are used to get an
idea of the level of achievement of the curriculum, the success of the learning method. Through the
practice of teacher assessment can draw conclusions about the things needed in learning, progress in
achieving the objectives of the curriculum. Obstacles and challenges faced include implementation
stages, such as additional heavy teaching tasks and classroom differences experienced during the
lesson (Cheung & Wong, 2012), lack of teacher understanding of the curriculum (Park, 2008, Cheung
& Wong, 2012 ), And lack of facilities (Syomwene, 2013). In addition, there are also obstacles in the
implementation of learning and assessment.
Teacher said that there is many things that teacher has to handle, the differences in the classroom as
differences of opinion among students. Master revealed that she taught nine hours of lessons a day and
the teacher had to work hard to explain the material and guide 40-50 students in one class, no wonder
if the teacher set aside the assessment process in the classroom.
There are various obstacles facing the teacher. These barriers include a lack of teacher
understanding of alternative assessments, assessment planning, assessment implementation, use of
methods that vary in assessment and timing of assessment [10], lack of understanding of teachers in
conducting assessments, lack of resources in implementing summative and Formative [8], resources
and policies.
Teachers interviewed did not carry out some techniques on the assessment. For example, do not
carry out self-assessment and assessment among learners. The source of the question for summative
and formative assessment is the textbook or the teacher himself who makes the problem.
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Highlighting teacher difficulties in making assessment plans, Curriculum2013 requires teachers to

be able to observe K1, K2, K3, and K4, then summarize it in a value. The problem in mum is
regarding the assessment system of K1 and K2. The 2013 curriculum leads teachers to conduct
assessments using observation techniques, self-assessment or intergroup assessment. The first problem
lies in the process of selecting the right instrument to measure K1 and K2. The accuracy of elections
refers to the effectiveness, efficiency and objectivity of the scoring system. According to interviewee,
teachers at the school who still do not understand the attitude assessment system is good and right.
Another problem lies in the process of developing an assessment instrument. Teachers are still having
difficulty in developing an attitude assessment instrument. The first problem is the difficulty in
determining the attitude indicator to be diminished. The teacher should pay attention to the attitude
indicator with the learning materials and the design of the learning process. If the teacher is not
observant, then it is possible that selected indicators are difficult to measure in the learning process.
The second problem is the translation of each indicator so that it becomes an instrument item that can
be observed and measured. The process of translation begins by making operational definitions of
attitudes to be measured from various theories. The operational definition is then developed into
various items.
The validity of the instruments used in the attitude assessment process is questionable. Assessment
is influenced by the element of subjectivity. The aspects assessed in the learning process are too
numerous. Teachers have difficulty during assessment, especially for attitude assessment. Teachers
choose an observation technique that allows teachers to more freely with time taking data. However,
the assessment process often disrupts teachers' focus on teaching. If the assessment is done by self-
assessment or intergenerational assessment, the teacher complains about the timing of the value and
the extravagance of the assessment sheet to be prepared.
A report card is the final packing of an assessment. The report card contains a student's compilation
capability. The report card format 2013 curriculum also differs from the previous curriculum. The
2013 Curriculum Vocabulary seems complicated. The report card is filled with a description of student
learning outcomes. The making of the description is the problem. Teachers must write and the process
takes a relatively long time.
4. Conclusion
Class assessments have been based on the basic principles of assessment that is objective, fair,
sustainable, comprehensive, educational. The steps of making tests for the learner is to determine the
test grille according to the standard of competence, basic competence, indicator and learning
objectives, make the bank about determining the minimum mastery criteria, the assessment and
recapitulation in the list of learners value and evaluate the data of assessment results for Followed up.
However, the teacher did not mention that the test has been validated and tested. The rating system is
good because it has used several assessment techniques and has been referring to three aspects of
cognitive, affective and skill. Instruments used by teachers are test and non-test. Assessmenttechnique
has varied such as attitude assessment, portfolio. Teachers use self-assessment techniques and project
design at a particular time. Assessment techniques used are also very much. Reporting uses a system
of description of each student per mathematics on the overall competency. The problem becomes more
complicated because each class / group learns about 30 students. Teacher's lack of understanding of
judgments creates complexity of assessment and reporting issues. These results are in line with
research by Lumadi (2013) and Kurebwa&Nyaruwata (2013).
5. Acknowledgments
This research is conducted to fulfill the task of the course Evaluation of learning mathematics,
therefore the authors thank the lecturers who have been guiding. Acknowledgments also authors say to
teachers who have helped in this research.
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6. References
[1] Ani Y2015 Penilaian Autentik dalam Kurikulum 2013. Seminar Nasional Implementasi
Kurikulum 2013
[2] Arifin Z 2013 Evaluasi Pembelajaran : Prinsip, Teknik, Prosedur (Bandung:Remaja
Rosdakarya)
[3] BlackP and Dylan W1998Inside the Black Box: Raising Standards through Classroom
Assessment Phi Delta Kappa 139–48
[4] Brummelen H V2011 Berjalan dengan Tuhan di dalam kelas :Pendekatan Kristiani untuk
PembelajaranEdisi ketiga (Jawa Timur: ACSI)
[5] Cheung ACK and Wong PM 2012 Factors Affecting the Implementation of Curriculum Reform
in Hong Kong: Key Findings from a Large‐Scale Survey Study. International Journal of
Educational Management, 26, (1), 39 – 54
[6] Creswell J W 2015 Research Design: Qualitative, Quantitative and Mixed Methods
ApproachesFifth Edition (Terjemahan)(Yogyakarta: PustakaAbadi)
[7] Hendriana H dansoemarmo U 2014 Penilaian pembelajaran matematika (Bandung: Refika
Aditama)
[8] Kurebwa M and Nyaruwata LT 2013 Assessment Challenges in the Primary Schools: A Case of
Gweru Urban Schools. Greener Journal of Educational Research, 3, (7), 336-344.
[9] Lestari K E and Yudhanegara, M R 2015 Penelitian Pendidikan Matematika (Bandung: Refika
Aditama)
[10] Lumadi M 2013 Challenges Besetting Teachers in Classroom Assessment: An Exploratory
Perspective. Journal of Social Science. 34, (3), 211-221.
[13] National Council of Teachers of Mathematics 2000 Principles and standards for school
mathematics. Reston, Va.: National Council of Teachers of Mathematics
[14] Rednawati H 2015 Hambatan guru matematika sekolah menengah pertama dalam menerapkan
kurikulum baru. Cakrawala Pendidikan. 34, (3), 396-400.
[15] Widoyoko P 2013 Evaluasi program pembelajaran: Panduan praktis bagi pendidik dan calon
pendidik (Yogyakarta: Pustaka pelajar)
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Problem-based learning model (PBL) in improving

mathematical communication skills among secondary school
students
W N Jufria), Suhendra, and B A Priatna

a)
E-mail: windrynovalia@gmail.com
Abstract. Communication skill is one of basic skills in mathematics that plays an important
role. Through a good communication, students are able to convince themselves and others
about the logic of their thoughts. In addition, through communication, the truth of an idea
can also be tested. This can improve students' self-confidence to communicate their thoughts
or mathematical ideas using mathematical models, graphs or tables to solve encountered
problems. With regard to the importance of mathematical communication skill for students,
an attempt should be made to create a meaningful learning process that can develop
mathematical skills among the students. One attempt that can be made by teachers is by
applying Problem-Based Learningmodel. This study aims at determining whether the
students’ ability in understanding mathematical communication skills by using Problem
Based Learning. The instrument used was a written test. This study was conducted without
any special treatment given to the subjects of study. This study took place in one of public
secondary Schools in Padang City that involved 30 students of class VIII. The results
showed that the Problem-Based Learning Model (PBL) can improve the communication
skills.
Keywords: Problem-Based Learning, Mathematical Communication Skills
1. Introduction
Education is a manifestation of dynamic and developing human culture. In line with the Law of the
Republic of Indonesia No. 20 Year 2003 regarding National Education System, Article 1 states that
education is a conscious and planned effort to create a learning atmosphere and learning process so that
students actively develop their potentials to have a spiritual knowledge, self-control, personality,
Intelligence, good characters and skills that are needed by the individuals, society, nation and state
(Depdiknas Team, 2003) [1].
Mathematics is one of prominent subjects, that plays an important role in education; it is evident in
the implementation of mathematics lessons given to all levels of formal education, i.e. kindergarten,
elementary school, secondary school, high school and university. The Decree of Minister of National
Education No. 2 Year 2011 on Standard OperationalProcedure of National Examination explains that
Mathematics is one of compulsory subjects that becomes the measure of National Cockcroft [2]
examination Abdurrahman (2003: 253) explains that mathematics should be taught to students because it
468
is always used in all life aspects. Mathematics is a powerful, concise, and clear communication tool that
can be used to present information in a variety of ways that improves logical reasoning, precision, and
spatial awareness and satisfies challenging as a means to solve problems. Mathematics is still considered
a difficult subject for students. There are many students that still avoid mathematicslessons.This occurs
due to many aspects of mathematics that are difficult to understand, such as in understanding
mathematical concepts, problem solving, mathematical communication, and mathematical reasoning.
These aspects require high-level of analysis. The above aspects relate to the objectives of mathematics in
schools that are established by the Education Minister[3].
It appears that communication skill is one of basic skills in mathematics that plays an important role.
Through a good communication, students would be able to convince themselves and others about the
logic of their thoughts. In addition, through communication, the truth of an idea can also be tested. This
can improve students' self-confidence to communicate their thoughts or mathematical ideas using
mathematical models, graphs or tables to solve encountered problems.
The importance is reinforced in NCTM [4] that communication makes mathematical thinking
observable and encourages students to reflect on their mathematical understanding and other people.
Knowing the importance, students' mathematical communication should be a concern and commitment
for teachers as a part of their main tasks ineducating.
However, the findings of a study conducted by Husna, Ikhsan and Fatimah found that high-level
skills in mathematics such as problem solving and mathematical communication were far from that of
being expected. Setiawan's study that applied problem-based learning model also mentioned that there
were several students who were not able to complete mathematical communicationtests.
The above findings suggest that mathematical learning processes among students only involve
memorizing formula and making a note of what is delivered by teachers without considering their
communication skills in problem solving. In accordance to Zulkarnain's study, students have not been
able to communicate ideas properly, since there were anumber of false answers to the given questions
and the student's calculation steps have not been well organized and still inconsistent. Therefore, a
learning model is required to facilitate students to construct their own knowledge so that they are able to
solve a problem and communicate it well. It requires a model that provides an opportunity for students
to construct their own geometrical concepts especially the concept of two-dimensional figures so that
they do not only memorize but also understand theconcept.
The indicators used in this study are [5]: rendering real objects, images and diagrams into ideas
and/or mathematicalsymbols; representing everyday events in a language or symbol of mathematics or
arranging mathematical models of anevent; and describing ideas, situations and mathematical
relationships verbally by using real objects, images, graphics and algebraic expressions
This study was conducted without any special treatment given to the subjects of study. This study took
place in one of public secondary Schools in Padang City that involved 30 students of class VIII. The
data concerning students' mathematical communication skill were collected from a mathematical
communication skill test. The test is based on the indicators proposed by Sumarmo.

Mathematical communication skill is an ability to (1) describe a situation, image, diagram, or real object
in a language, symbol, idea, or mathematical model; (2) explain an idea, situation, and mathematical
relation both spoken or written; (3) listen, discuss, and write in mathematical model; (4) comprehend a
written mathematical representation; and (5) explain a mathematical description or paragraph in their
own words. In the learning process, teachers and students have been already engaged in a good
communication, but the real communication in accordance with the objectives of mathematics has not
been clearly implemented [5]. Based on the test that has been completed, the data of mathematical
communication skills were obtained. The description is presented asfollows:
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1.1. Analysis of students’ answers to the questionno.1
In question number 1, the indicator used is to explain ideas, situations and mathematical relations in
written or spoken by using real objects, images, graphics and algebraicexpressions. Generally,
the student's answers to this indicator are correct, i.e. drawing a mathematical model to calculate the
extent and perimeter of a parallelogram. Students were asked to explain mathematical ideas using
algebraic images and expressions.
The finding of analysis shows that the students were able to describe a parallelogram and provide a
proper situation based on the given problem. However, there were some students who just drew their
own picture, without giving any explanation. Furthermore, the students were asked to create a
mathematical model to calculate the area and circumference of the parallelogram. In this instruction,
students happened to be confused in creating a mathematical model. They just wrote the answer
without creating any model. This finding suggests that the students have not been able to explain the
idea of a problem by using algebraic images and expressions. This indicates that the students'
mathematical communication skill is still low.
In question number 2 the indicator used is to represent a daily event in a language or a symbol of
mathematics or arrange a mathematical model of an event. The students’ answers to this indicator are
correct. In the instruction, the students were asked to follow a mathematical model of a daily event.
Generally, the students have answered correctly.
The students were able to construct a mathematical model from a story and solve it correctly.
However, there were 12 students who could not solve the problem at all, and 6 students who have not
yet completed their answers. This suggests that there were still many students who could not solve
this indicator. Since most students found it difficult to find the overall price of a land, they only gave
an answer to the length of a rectangle. This indicates that students' mathematical communication is
stilllow.
In question number 3 the indicator of communication skills used is to represent real objects, drawings
and diagrams into ideas and or symbols of mathematics. Generally, the students had a difficulty in
solving the problem No. 3; even there were many of them who could not construct the given problem
into an idea or symbol of mathematics. In this indicator, no student answered correctly. There was
only 1 student who was able to give an answer yet incomplete. This indicates that students'
mathematical communication is still low.
Based on the above findings, it suggests that mathematical communication skills of the students are
considered important and in need of improving. Good communication will helpstudents solve
problems given by teachers. Therefore, teachers should be able to overcome these problems. One of
the efforts in overcoming these problems is to apply a problem-based learning method so that the
students can construct their own knowledge and get themselves used to communicating mathematical
ideas. The finding of Shany Rahmawati's study on problem-based learning method explains that PBL
learning model can improve mathematical communication and critical thinking skills as well as
mathematical disposition among students. According to Duch, Groh and Allen [6] Problem Based
Learning is a learning model that uses problem formulation, learning objectives, and assessment. The
purpose of PBL is related to everything that must be achieved by students through learning such as
knowledge, skill, andattitude.
Based on those opinions, it can be stated that PBL is an alternative learning model that can be
applied by teachers. Teachers need to develop a classroom environment that enables an open exchange
of ideas so that this learning model emphasizes students to communicate with their peers and their
learning environments, since this may help students become more independent in solving fact-
relatedproblems.
The focus of learning is on a number of conceptual choices, thus students do not only learn concepts
470
related to a problem but also the scientific method to solve the problem. The problem can be solved by
the students through working in group in order to provide more diverse learning experiences, such as
cooperation and group interaction. This suggests that PBL model can provide the students with a rich
experience. In other words, the use of PBL may improve students' understanding of what they learn so
that they can apply it in real-life situations.
Arends [7] stated that PBL essentially presents a variety of authentic and meaningful problematic
situations to students that can serve as a stepping stone for analysis and investigation. PBL is designed
to help students develop thinking skills and problem-solving skills and study the roles of adults to
become independent learners. This model provides an attractive alternative for teachers who want to
progress beyond teacher-centered approaches to challenge students with active learning aspects of
themodel.
The phases of Problem-Based Learning method refer to undertaken practical stages in learning
activities [7]: (a) Phase I. Providing the orientation of a problem to students. At the beginning of PBL
lesson, similar to other types of lessons, the teachers should clearly communicate the purpose of the
lesson they are about to teach, build a positive attitude toward the lesson, and describe something the
students are expected to do. Teachers need tooffer problematic situations carefully or have clear
procedures to get students engaged in the identification of the given problem. Teachers should present
the problematic situation to the students as interesting as possible. (b) Phase II. Organizing students to
analyze. Problem- Based Learning requires teachers to develop collaborative skills among students and
help them investigate problems in a group. PBL also requires teachers to assist students to plan their
investigative and reporting tasks. (c) Phase III. Assisting individual and group’s investigation. The
investigation conducted individually, in pairs, or in a small group is the focus of PBL. Although every
problematic situation requires different investigative techniques, most of them involve the process of
collecting data and experimentation, hypothesizing and explaining, and providing solutions. (d) Phase
IV. Developing and presenting artifacts and exhibits. The investigative phase is followed by the
manufacturing of artifacts and exhibits. In this sense artifacts refer to more than just a written report.
Artifacts include data such video footage showing a problematic situation and proposed solutions, as
well as models that include physical representation of problematic situations or solutions, and
computer programming and multimedia presentations. Once the artifacts are developed, teachers often
times organize exhibits to display the work of their students in public. Exhibits can be a traditional
science weekend, in which each student displays his/her work to be observed and rated by others. (e)
Phase V. Analyzing and evaluating Problem- Solving processes. The last phase of Problem-Based
Learning involves activities that are intended to help students analyze and evaluate their own thinking
processes as well as their investigative and intellectual skills. During this phase, the teachers ask
students to reconstruct their thoughts and activities during each different phase.
4. Conclusion
Based on the above discussion, it can be concluded that mathematical communication skill is an
important basic skill that must be achieved by students. Therefore, an attempt should be made to
overcome problems associated with mathematical communication skills among students. One of the
solutions to approach the above problems is a meaningful learning in which students can construct their
own knowledge so that they can communicate ideas through mathematical symbols through Problem-
Based Learning Model.
5. Acknowledgments
We would like to express our greatest gratitude to all participants who have helped and actively
participated in the completion of this study.
6. References
[1] Departemen Pendidikan Nasioanl, 2003. Undang-Undang Nomor 20 Tahun2003,
Tentang Sistem Pendidikan Nasional, Jakarta: Depdiknas
[2] Cockroft, W.H (1982). Mathematics Counts: Reports of the Committee of Inquiry into the of
Mathematics in Schools under the Chirmanship of Dr WH Cockroft. London: Her Majesty’s
StationeryOffice.
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[3] Kemendikbud. (2013). Permendikbud No.54 tentang Standar Kompetensi Kelulusan Pendidikan
Dasar dan Menengah. Jakarta: Kementrian Pendidikan dan Kebudayaan
[4] National Council of Teacher of Mathematics (NCTM), 1996. Communication in Mathematics and
Beyond. Reston, VA: NCTM
[5] Sumarmo, U(2010). Berpikir dan Disposisi Matematik: apa, Mengapa dan Bagaiana
Dikembangkan pada Peserta Didik. Bandung: Refika Aditama
[6] Allen, D. E., Duch, B. J. and Groh, S. E. 2001. The Power of Problem-Based Learning: a
practical ‘how to’ for teaching undergraduate courses in any discipline. Virgina: Stylus
Pusblishing.
[7] Arends. 2008. Learning To Teach, Belajar Untuk Mengajar. Pustaka Belajar.
Yogyakarta
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Implementation of class assessment at senior high school and

junior high school
S Artilita
Department of Mathematics, UniversitasPendidikan Indonesia, Jl. Dr.Setiabudhi No.
229, Bandung 40154, Indonesia
a)
E-mail: sindyartilita@student.upi.edu
Abstract. Assessment is one of the main activities that must be done in education and learning
activities. In a learning process the components will contribute is the Assessment. Through
Assessment, the teacher will know how far the delivery of learning, the aim of learning and know the
development of learning outcomes, intelligence, special talents, interests, social relationships,
attitudes and personalities of students, as well as the achievement of a lesson. This research was
conducted to find out how the teacher conducted the assessment in class and whether the class
assessment was done well. This research uses qualitative method. Source data in this research
obtained through observation and interviews, were analyzed using deductive thinking. This research
also describes the process of implementation of learning activities and obstacles faced by teachers in
conducting assessment based on interviews and observation. The subjects of the study were senior
high school teachers’ and junior high school teachers’. The findings in this study will lead to the
implementation of the assessment in the classroom.
1. Introduction
In a learning process that helps determine a process is an Assessment. Through Assessment, teachers
will know to what extent the delivery of learning or learning objectives. Assessment is one of the main
activities that must be done in education and learning activities. Through assessment, we will discuss
the development of learning outcomes, intelligence, special talents, interests, social relationships,
attitudes and student personalities, as well as the achievements of a lesson.
In general learning practice, the implementation of learning assessment emphasizes the assessment
of the learning process and the assessment of learning outcomes. This is based on the idea that the
implementation of both types of assessment is a component of a very important learning system.
Assessment of the two types of components that can be used to determine the strengths and
weaknesses of implementation and learning outcomes. Furthermore the overall results in turn are used
as materials and the basis of improving the quality of the learning process towards improving the
quality of learning outcomes.
Assessment in the learning process is an authentic Assessment. Where the emphasis in the 2013
curriculum is authentic assessment. Authentic assessment is the activity of assessing students who
emphasize what should be assessed, both process and outcome with various evaluation instruments
that are tailored to competence demands in Competence Standard (SK) or Core Competence and Basic
Competence (KD) [1]. In the 2013 curriculum, there is a shift in the assessment, from assessment
through test (measuring knowledge based on results only), to authentic assessment (measuring the
competence of attitudes, skills and knowledge based on process and outcome). The authentic
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evaluation of the 2013 curriculum is as stated by Mulyasa[2], from knowledge-focused through output
evaluation to capacity-based through full, comprehensive process evaluation, portfolio and output
evaluation.
In authentic Assessment, in addition to attention to aspects of attitude competence (affective),
knowledge competence (cognitive) and skill competence (psychomotor) and variation of instrument or
test equipment used must pay attention to input, process and output of learners [2]. Assessment of
learning outcomes of learners should also be done at the beginning of learning (input evaluation),
during learning (process evaluation), and after learning (output evaluation). Assessments in learning
usually require a series of attempts to answer specific questions. For example, a teacher wants to
uncover what mathematical problems a student is facing, and how to help the student to develop his
ability optimally [3].
Related to the process of assessment activities in learning, many processes that must be observed to
be used as information in this study. This research is based on the assessment activities in the learning
process that has been done by the junior high school teachers’ and senior high school teachers’ in
Bandung.
2. Method
The method used is descriptive research, which is done with the main purpose is to know how the
Assessment done by the teacher and has been done well or not its assessment. Technique of collecting
data in this research is observation and direct interview with resource person. This method is done by
way of question and answer directly with the speaker and teacher. In Observation, the method is done
by observing the physical condition and the process of teaching activities for three meetings. In this
case the researchers chose SMAN 1 Lembang and SMP Mutiara 4 Bandung. Researchers also choose
for high school teachers who have long teaching and junior high school teachers who have recently
teaching.
3.1. Result
At the time of observation at SMAN 1 Lembang, the author follows the learning process in class
from start to finish. The learning process in the class is quite conducive but there is one class that is
not conducive because the new students are finished in the learning of sports so that many students are
late to enter. Initially the teacher starts off by asking who is not coming in, then submitting the title of
the material to be explained and the purpose. The purpose of the learning given is that students can
draw a sketch of the quadratic function graph with the material of quadratic function.
Once conveyed the title and purpose of the material the teacher throws the questions on the
students, so that students can remember a little material that has been learned in relation to the material
for today. Only a few students are active in answering questions given by the teacher. Furthermore, the
teacher gives a problem to the student in the form of a matter where to look for the result area of the
function and the pairing table between domain and range. After that formed a group consisting of 5
people. The teacher gives students time to discuss with their group mates. In the course of time teacher
discussions occasionally go around and supervise the students. Some groups ask questions that are not
understood in the given problem so the teacher started to give some answers in answering the
question. After the discussion is completed and accompanied by supervision by the teacher, the
teacher gives the opportunity for the students to come forward in writing the results of the discussion.
Teachers also provide feedback and correct their work in providing correct answers. After the
discussion is over and the lesson has ended the teacher concludes what has been learned on this day.
In the observations conducted at SMP Mutiara 4 Bandung, the author also follows the learning
process in the classroom from beginning to end with three different classes. Of the several classes that
followed the learning process, the average learning in the class goes conducive. The material to be
taught on that day is square and rectangle. At the beginning of the lesson the teacher provides
questions that are reminiscent of the student with what has been learned in previous subjects related to
the present learning. First the teacher gives the students the goal of today's learning. After that the
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teacher immediately gives some pictures that are square and rectangular. In the learning process the
teacher also uses an opaque paper medium that will show the properties of square and rectangle. By
asking whether the images are included in rectangles and rectangles, students and teachers conclude
the properties of the square and directly provide an example. Master also asks the students various
kinds of waking rectangles and the properties of the rectangle. By stating the sides the teacher directly
gives the circumference formula first after that the broad formula based on its properties found by
them. Having been informed of the broad formula and the circumference of the teacher directly
provides a simple example in calculating the area and circumference of the square and rectangle. After
that, the teacher gives the students time to write it on the chalkboard the teacher supervises the
students in the note. Then the teacher gives the same five questions as the example and calculate the
area and circumference. Students do themselves from what is given by the teacher. With the
supervision of the teacher there are some students asked then the teacher will immediately get closer to
the student. After approaching the completion of the learning time, the questions given are discussed
together until everything is done. Once completed, the teacher provides homework to the students on
the available package. In closing the teacher's lessons say hello as a sign of expiration.
3.2. Discussion
Basically Assessment is an assessment where the assessment aims to identify achievements that
occur in students. The function of this assessment is to provide feedback to teachers as a basis for
improving the learning process and the formative remedial procurement.he assessment of higher
education teaching outcomes is focused on the student’s progress in learning, skills and attitudes. The
situation before and after undergoing certain training activities is taken into consideration in relation to
the objectives [4]. In this case, the two teachers have not really understood the principles of
Assessment, because it appears that teachers always measure it from students' ability to do the problem
or not.
For Mr.Iwan who taught at 11th grade high school, he has included a long time in teaching that is
more than ten years. In his interview he knows what is meant by authentic assessment that authentic
assessment is very important because the assessment activity is done from the beginning of learning
until the end of a learning. But basically he only knows it based on the 2013 curriculum only and not
implemented in class. Assessment conducted by him in the form of assessment tasks are given so that
at the time in the field this is less visible. He also said the last assessment calculation shows that
teachers involve students' daily attitudes in learning. The collection and use of learners' learning
information to achieve learning objectives is only seen from how the students do the tasks given pass.
Teachers also do not reflect when finished teaching.
Based on the function of the assessment itself is useful as a feedback that should be analysis by the
teacher as an assessment to correct what is lacking in the learning process. Feedback on the results of
assessment is very useful for students so that students know the weaknesses experienced in achieve
expected ability, and students are asked to do the exercises and or enrichment is considered necessary
either as an individual or group task. Analysis of assessment results is also useful for teachers to see
what issues need to be taken seriously in the learning process. For example, an analysis of common
mistakes made by a student in understanding the concept of being a teacher's feedback and making
improvements in the next learning process.Very unfortunate because he already knows what the actual
assessment but not in doing. The benchmark in this assessment is only in the assessment of the task
only. At the time in the field also teachers supervise the work of students who are done by the group
just to supervise it is not an assessment process. He explains the judgments made only on the basis of
everyday attitude. This is because for the number of students who do a lot of individual assessment it
is not possible. Time constraints are also a pretty complicated issue for him. There is no other solution
made by him. From the author's analysis, he did not know the actual assessment of how he did not
carry out the correct assessment of how.
At the junior high school level in the lessons taught by Mrs.Rizqo. In the learning process he
provides the usual learning method. However, it is not physically apparent that teachers make an
assessment of the learning process. In the results of the interviews, the teacher performs an assessment
based on the liveliness in learning and when given the question of whether they are working or not. He
475
also assesses students cannot quickly, because he is a new teacher at the school where new runs a
semester. He sees students from being active in the learning process, such as the frequency of asking,
if given a serious task in doing it and not making a fuss. Assessment is also done by assessing the
tasks done in the paper and then collected at the time specified and in sign then that is the assessment.
When the author interviews him, he does not know what authentic assessment is. This indicates that he
did not undertake an in-depth assessment process which was found in the assessment principles. At the
time of his field also did not see the whole process in the learning process. It's just that when he gives
the task and the task will be collected.
The assessment seen for the present authentic assessment, in general the students have understood
the assessment done by the teacher. In the learning process, there is always supervision by the teacher.
Based on the principle of teacher assessment, only a few do, such as referring to what the student is
learning, have clear targets, in which case the teacher actually prioritizes the students' understanding
rather than the pursuit of the material. In the assessment, teachers should not only look at the final
result but look at the process. Teachers only do their own reflection, not involving students.t is seen
that after the student's learning went straight out of class without any writing reflection like student
journal. The majority of assessments made by teachers are only in Psychomotor terms.
From the results of interviews and observations made by the authors and the author's analysis of the
assessment conducted by teachers shifted the point of view, the assessment developed is an assessment
that stems on the importance of assessment and is associated more closely with learning activities in
order to obtain quality and meaningful learning for Students. This is a reaction to classroom
circumstances that make teachers a vital figure that determines the product of learning activities. They
should strive to adapt learning activities with the content and standardized test format as a common
benchmark used to measure students' success rates from learning activities. It is widely accepted that
assessment has an influence on how students learn and scholars have put forward the importance of
student perceptions of two specific characteristics of assessment in students' learning [5]. Therefore on
natural that a continuous habit for a relatively long period of time has formatted the minds of most
teachers in viewing the role of assessment in learning is a separate activity, that is, the assessment is
done at the end of the learning activity. Therefore we can see that such a measurement perspective is
now perceived to be incompatible with learning activities. So many theories that have high
consistency in the assessment, but in practice not implemented.
4. Conclusion
Based on the analysis and discussion, the researchers concluded as : there are still teachers who do not
do assessment in the class and do not understand the assessment in depth. Because the teacher does not
know the assessment directly, the teacher does not implement the Assessment class. In this case the
teacher should understand the importance of conducting the assessment. Many ways to collect
information from learning activities.Where this information can be an assessment material for self-
reflection of teachers. Assessment can also be utilized for various interests, especially that can
improve the quality of student learning and learning process.
5. Acknowledgments
I would like to thank everybody who was to make the successful this research. Prof Tatang Herman
as Lecturer subject of EvaluasiPembelajaran giving suggestion, guidance, and correction until the
completion of this research. Gratefully thank to the principal of SMA 1 Lembang and SMP Mutiara 4
Bandung. For headmaster at that school for allowing me to conduct the research there. I would also
like to thank for the Object in this research are Teacher Math Subject at SMAN 1 Lembang and SMP
Mutiara 4 Bandung.
6. References
[1] Kunandar. (2013). PenilaianAutentik.“Penilaianhasilbelajarpesertadidikberdasarkankurikulum
2013.”Suatupendekatanpraktis. Jakarta: Rajagrafindo. p35-36
476
[2] BintariAyuNiken. Armeda (2015).“PengelolaanEvaluasiPembelajaranKurikulum 2013 di SDN

Salatiga 0”. Surakarta: UNMUH Surakarta. p3.
[3] Herman, Tatang. (2015). AssesmendalamPembelajaranMatematika. Bandung:
UniversitasPendidikan Indonesia.p5.
[4] MáriaĎurišová, AlžbetaKucharčíková, EmeseTokarčíková. (2014). Assessment of higher
education teaching outcomes (Quality of higher education).Procedia - Social and Behavioral
Sciences 174 ( 2015 ) 2497 – 2502.Publisher :ScienceDirect. p2
[5] Mart van Dinther, FilipDochy, Mien Segers (2015). The contribution of assessment experiences
to student teachers' self-efficacy in competence-based education. Teaching and Teacher
Education 49 (2015) 45e55Publisher :ScienceDirect. p 47
477
Conceptual misunderstanding on grade v student of

elementary school in mathematics material on ecosystems
theme
B Hidayata) and Wahyudin

1
Jurusan Pendidikan Dasar, Sekolah Pascasarjana Universitas Pendidikan Indonesia,
Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
2
a)
E-mail: bennyhidayat@student.upi.edu
Abstract. Conceptual understanding is one of the mathematical skills that must be mastered
students in learning mathematics. Conceptual understanding associated with the concept,
operations and connection between concepts. The purpose of this research is to know the
conceptual misunderstanding faced elementary school students in Mathematical material on the
ecosystems theme (theme 8). The approach used is a qualitative, the subject of research is the
grade V at an elementary school in Bandung City. The results of this study shows there are
some misconceptions of students to the geometry concepts (circles, cubes, and block) on the
ecosystems. By the identification of students misunderstanding, it is expected to be a guideline
in planning and implementation of the learning process.
1. Introduction
The aim of studying mathematics at school is to have the ability in thinking logically, systematically,
analytically, critically, and creatively, and the ability to working on together [1]. To reach those aims,
on each mathematics learning process students are expected to understandcorrectly any mathematical
objects which studied. Learn the mathematical objects require mathematical skills such as conceptual
understanding, procedural fluency, strategic competence, adaptive reasoning, and productive
disposition [2]. Have a good conceptual understanding is the beginning to master the four other
mathematical proficiency.
There is some indication to know the level of conceptual understanding students i.e., able to restate
the concept learned, able to classify objects based on fulfill or not the requirements of forming
concepts, able to give an example, capable of presenting concepts in a variety of representation, able
to relate various concepts, and able to develop a requirement of concept [3]. The concepts which are
learned in grade V are square and cube number exponent, fractions, comparison and scale, floor plans
and coordinate system, the unit of quantity, data processing, problem solving, circles, cubes and
blocks.
In this several years in Indonesia is applying integrative thematic curriculum. The curriculum is
better known as the curriculum of 2013. The implications of the implementation of this curriculum are
all subjects that initially stands on individually, now integrated to a number of specific themes. A
theme contains all material related subjects or nearly related to one another. Each class starts from
grade 1 through grade 6 elementary school on average get allocation 8 theme that consist of learning
material for a year.
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Same with mathematics content integrated with the theme. So that the learning of mathematics
which contains the certain concepts should be related to other subjects and/or other concepts within
mathematics itself. Suppose the ecosystems theme (theme 8) consist of materials such as math circles,
exponentiation and the withdrawal of the roots, cubes, blocks. The concepts are presented integrated
with each other so that the implementation of learning in class can involve one or two concepts at
once. For example, the concept of exponentiation cube integrated to the volume of the cube.
This change makes the researchers interested in finding whether there isstudents’conceptual
misunderstandingcaused by the math learning which using a thematic approach. To focus the analysis,
this study is only analyzes the conceptual misunderstanding of mathematical material on the
ecosystems theme. Previous studies showed that there is still the concept of circles, cubes, block that is
less mastered by elementary school students and even for junior high school students [4] [5] [6]. The
previous studies carried out when the thematic curriculum has not been made. Whether with thematic
learning conceptual misunderstanding in the concept of circles, cubes, and block reduced, fixed, or
even worst.
Based on the background, the purpose of doing this research is to know the errors of understanding
the concept of grade V primary school on the concept of a circle, exponentiation, cubes, and blocks as
well as find out the factors that are thought to be the cause of the fault to conceptual understanding.
This research used the qualitative approach, namely student's answers analysis to the research
instrument to know in what part the conceptual misunderstanding occurs in geometry on the
ecosystem theme in V grade elementary school. Researchers is using essay instruments test which set
by observing the indicator conceptual understanding of geometry on the ecosystem theme. The
subject of this research is the grade V at one of the elementary schools in Bandung City. This school
has a very good accreditation, it is a model school. The number of students who become the subject of
research is the 66 students, they are 30 male students and 36 female students.
Research instrument that used is six essay items. When test is held, the observation is also
conducted at the same time to observe students activity in doing the essay test. Then the interview is
conducted to some students, to confirm conceptual misunderstanding that occur when the student do
the test about the concept of geometry (circles, cubes, and blocks).
The preparation of this research include the setting of instruments by having consultation to experts
(lecturers, tutors) then conducted instrument trials to limited grade VI students in the same school to
know the validity and reliability of the instrument. The result of the sixth questions which tested are
valid and reliability.
At implementation, students are given test instrument problem and asked to work on independently
for 60 minutes. While students try to answer, researcherss observed the way of students in answering a
question to help identify conceptual misunderstanding that may appear. After the result have been
checked and review, the interview about the answer is conducted one day after the execution of the
test. The interview aims to confirm student conceptual misunderstanding based on test results and
observations.
Then the data were analyzed by check the results of students' answers, the observations of the
researcherss, interviews with students, as well as interviews with teachers.
3.1. some errors identified

Based on the results of the student's answer there are at least three common errors occur. The first
error answer relates to circles. The form of these errors can be seen in Figure 1. The answer to the
second error relates to the blocks, netsblocks. The form of these errors can be seen in Figure 2. The
third error answer relates to a cubei.e. determining the volume of a cube based on its nets image. This
error can be seen in Figure 3.
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The problem appears in Figure 1 is all about the concept of a circle. The purpose of this question is
to ask students to write down a line segment which is the radius of the circle. The result was 35 of 66
students were not able to indicate which one is the radius of the circle.
Figure 1. Question number one with the example of students

incorrect answer
The student's answer above shows it supposes there is misunderstanding on a group of students to the
concept of the radius of the circle. But researchers not sure that the error occur due to conceptual
misunderstanding. The confirmation is done to some students by showing the line OA as one of the
radius on the images and they agreed to examples that given by thresearchers. When they are asked to
give more example, they are able to show that OB, OC, and OD is the radius.
Question on figure 2 is question about netsblock and its surface width. This question asks students
to calculate the surface area of the netsblocks based on the length of the side of the picture. The result
is 54 of 66 students answer incorrectly. Major mistakes in this question because the students answer
directly using the formula to calculate the volume of a rectangle (p x l x t). Students don't pay attention
to netsblocks is a series of 6 rectangle.
Figure 2. Question number two with the example of students

incorrect answer
Student answers on question number two shows that there are errors of students in understanding the
concept of wide surface. Students think a wide surface is same witha wideon rectangle. It is proof
when asked to the students who answered incorrectly, they thinkthe number of rectangle size in figure
canbe directly carried out the operation of multiplication to get results. Some students even ask to the
researchersthat the block is solids so what should be measured is its volume rather than its wide.
In Figure 3 it is shown the question number 5 which asks for the volume of a cube based on the
surface area of the nets. This question is only able to be answered correctly by 9 students of66
students who respond. Students in answering this question directly perform operations 600 cm2 x 600
480
cm2 x 600 cm2 as the formula of the volume of the cube (side x side x side). When students are
confirmed the their reason, they argue that they do the answer accordingto the formula of the volume
of the block. They realize that what they know from the question is not the side of the cube. But they
are having trouble finding the side of a cube from the wide the cubes web.
Figure 3. Question number five with the example of students

incorrect answer
3.2. The analysis of the cause conceptual misunderstanding

We will discuss the third of these misconceptual, whether the three errors is besausemisconceptual.
Misconceptual isintrepretation to the concept in a statement that unreceivable[7]. On the first error in
a question of number one, the students answer incorrectly. When it is confirmed in the interview they
are able to show the correct answer. It shows the students conceptually are understand to the radius of
the circle. The error occurs because they are incorrectly to interpret the meaning of the question. The
question instructed to write the line segment but students interpret to show it by counting the radius in
the picture.
On the second error most of students consider the surface of solids does not exist. They understand
that solids have volume. So when they reply, students directly to operate the units that are known to
use the formula of the volume of the block. If considering the causes of misconceptual then there are
three causes of that i.e the students themselves, teachers, and the learning methods [8]. This error is
supposed to occur because by incorrect interpretation of learning material specifically blocks and its
nets. Also supposed it because the learning media when learning process is not concrete. Students
based on the results of the interview said that the learning process at blocknets material just by
observing the image on a textbook.
Beside that previously mentioned, there are other findings related to the block on the theme of
ecosystems. In the text book are mentioned various examples of blocks that have a square-shaped
based. The purpose of this example to related the width block based which square shaped with squared
numbers. In the connection between the concept is good, but if the teacher is not doing the emphasis
towards the definition and properties of blocks, the researchers afraid it will cause theconceptual
misunderstanding which led to the conclusion that the block must have a square-shaped based.
The third error of student answers regarding the relationship between the nets of the cube, the cube
side length, and its volume. Students understand that the volume of the cube is a side x side x side.
Students understand that nets of the cube consists of six square. Students also understand that wide
square is side x side. But students are less mastery the procedures in looking for side lenght if from
the question have known the wide area. This shows that students concept towards cube and its nets
have good, but the connection between the students’ concept and ability fluency of prosedure still
lack.
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4. Conclusion
Based on the findings and the analysis it was concluded that there was only one of three errors on
students’ answer, is a part of conceptual misunderstanding. This shows that not all errors of students
in answering the question is the conceptual misunderstanding. The conceptual misunderstanding of
students occur in ecosystems theme in grade V is on the concept of the wide surface of the block.
Researchers suggest that educators should haveprecision in teaching the concept of blocks and try to
prepare the media, approach, method, in the teaching of blocks and its nets.
5. Acknowledgments
This article is part of writing a thesis on the course of primary education. Researcherss appreciate all
students, teachers, lecturers, as well as all those who help us in carrying out this study.
6. References
[1] Depdiknas 2006 Kurikulum tingkat satuan pendidikan (Jakarta: Departemen Pendidikan
Nasional)
[2] National Research Council 2001 Adding it up: Helping children learn mathematics, ed J
Kilpatrick, J Swafford, Findell Mathematics Learning Study Committee, Center for Education,
Division of Behavioral and Social Sciences and Education (Washington, DC: National Academy
Press)
[3] Widjajanti D B 2011 Mengembangkan kecakapan matematis mahasiswa calon guru matematika
melalui strategi perkuliahan kolaboratif berbasis masalah (Prosiding Seminar Nasional Penelitian,
Pendidikan dan Penerapan MIPA, Fakultas MIPA Universitas Negeri Yogyakarta)
[4] Clements D H and Battista M T 1992 Geometry and spatial reasoning Handbook of Research on
Mathematics Teaching and Learning ed D A Grouws (New York: Macmillan) pp 420-464
[5] Musser G L, Burger W F, Peterson B E 1997 Mathematics for elementary teachers (Upper Saddle
River, NJ: Prentice Hall)
[6] Mursalin M 2016 Pembelajaran Geometri Bidang Datar di Sekolah Dasar Berorientasi Teori
Belajar Piaget DIKMA Jurnal Pendidikan Matematika 4(2) pp 250-258.
[7] Novak J D and Gowin D B 1984 Learning how to learn (Cambridge University Press)
[8] Yuliati L 2007 Miskonsepsi dan Remediasi Pembelajaran IPA (Jakarta: Universitas Terbuka)
482
Analysis of problem solving capability of Junior Hight

School’s student with POGIL model in Kuntu
H Juwitaa), N Priatna, and Kusnandi
Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No
229, Bandung, Jawa Barat, Indonesia.
a)
Email: heprizajuwita@gmail.com
Abstract. This study aims to determine the extent of mathematical problem solving
abilityseventh grade students of MTs N Kuntu in academic year of 2016/2017 and find out the
alternative way that can be done to overcome the difficulties of the students' mathematical
problem solving skill. Research conducted using ex post-facto method with qualitative-
descriptive. The population in this research was all students of seventh grade and the sample
was students of VII.1 that was chosen by purposive sampling technique. Data of mathematical
problem solving were collected through essay test. Topic of the essay test is geometry.
Furthermore, the data were analyzed with a descriptive way. The results showed the
percentage of achievement of students' mathematical problem solving’s indicators are (1)
Solve closed mathematical problems with contexts in mathematics is 80%. (2) Solve closed
mathematical problems with contexts outside mathematics is 100%. (3) Solve open
mathematical problems with contexts in mathematics is 16%. (4) Solve open mathematical
problems with contexts outside mathematics 4%. Therefore students' mathematical problem
solving skills using the model POGIL still low.
1. Introduction
The role of mathematics as a basic science has strategic values in cultivating a logical way of
thinking, being critical and acting rationally. The role of mathematics is in accordance with general
purpose of mathematics learning formulated in Education Unit Level Curriculum (KTSP). The
purpose of the KTSP is contained in the Regulation of the Minister of National Education no. 22 Year
2006, in it is explained that the purpose of learning mathematics in school for learners is in order to
have the following capabilities: (a) Understanding mathematical concepts, explaining the
interrelationship between concepts and applying concepts or algorithms flexibly, accurately,
efficiently, and appropriately in problem solving. (b)Using reasoning on patterns and traits,
performing mathematical manipulations in generalizing, compiling evidence or explaining
mathematical ideas and statements.(c) Solve problems that include the ability to understand problems,
design mathematical models, complete models, and interpret the solutions obtained.(d) Communicate
ideas with symbols, tables, diagrams, or other media to clarify circumstances or issues. (e) Have an
appreciation of the usefulness of mathematics in life, which has a curiosity, attention, and interest in
learning mathematics, as well as a tenacious attitude and confidence in problem solving.
Based on the Regulation of the Minister of National Education No. 22 of 2006 it is clear that one
of the goals that must be achieved by learners in learning mathematics is that learners have the ability
to solve problems. Turmudi (2009) says Problem solving is a process involving a task whose method
of solving is not known first. To find out the solutions, the students should map their knowledge, and
483
through this process they often develop new knowledge of mathematics. By solving problems in
mathematics students should acquire ways of thinking, a habit to persevere and cultivate curiosity,
and confidence in situations they do not know that they will use outside the classroom. Problem
solving is an integral part of all mathematics learning and should not be isolated from mathematics
courses. Obviously, the problem is the situation that a person faced and there is a desire to solve it so
that there are various ways to be able to find the solution of the problems encountered in different
ways (Turmudi, 2009).
Prabawanto (2013) is the ability of students in solving mathematical problems by using
appropriate strategies in several aspects, namely: 1. Solve closed mathematical problems with
contexts in mathematics. 2. Solve closed mathematical problems with contexts outside mathematics.
4. Solve open mathematical problems with contexts in mathematics. 3.Solve open mathematical
problems with contexts outside mathematics.
An example of problem solving on geometric material is a field measuring 110m × 90m. At the
edge of the field was made a road with a width of 3m around the field. The road will be paved at a
cost of Rp.35.000,00/m2. Determine the cost to pave the road! To solve the problem above, the
student cannot directly do the calculation looking for the solution, but must be able to understand the
problem well, plan the settlement step, perform the calculation operation and re-examine the
answer. The students who have understood the problem will be challenged to solve it and it can be
assured that students will take different procedures to solve the problem. However, the results of the
analysis of the students' answers show that they have not been able to identify the problems. As
shown in Figure 1.
(a) (b)
Figure 1. (a) Tarisha’s answer, (b) Yashfi’s answer
In Figure 1 (a) the student misinterprets what the question asked. If we compare with the solution
of the question I contained in Fig. 2 (a) it is explained that on the question of the cost of paving the
road, it is necessary to find the surface area of the road to be paved first and then multiplying it with
the cost per square meter. While students interpret the circumference of the field to be
paved. Therefore, based on the results of this analysis we can draw the conclusion that students get
difficulties in interpreting the problem. Another case with the students in Figure 1 (b) ,actually the
students have understood what the question asked, that is to find the surface area of the road to be
paved. However, students have not been able to interpret whether the path area is on the right, left, top
and bottom if drawn in two dimensions. Students answer’s only look for surface area that is in the
right and bottom of the picture.
It is assumed that students’ math problem solving ability are still weak because of the students'
poor understanding ability. Looks like the example above, students have not been able to understand
the problem and put it into the form of images. This was revealed by Mayona (2014) in a study of one
of jnior high school students in Pekanbaru that the low ability of mathematics problem solving caused
by the low ability of mathematical understanding.
The low ability to solve mathematical problems also occurs in some other schools. Herneti (2014)
found that mathematics problem solving ability in one of MA students in Pekanbaru is still low,
484
especially on the story. Students are still fixated on the one-answer strategy, which causes students
difficulty when presented different problems.
Another factor that causes low mathematical problem solving ability is assumed to be caused by
students are still not accustomed in working on problem solving questions in learning. From the
results of interview, researcher found that teachers of mathematics subjects also said that students are
rarely given questions of problem solving ability, teachers tend to give a problem that is commonly
done. Researcher also suspect other factors are the students are less interested in thinking a way out of
the questions of problem-solving in the form of stories, because students are lazy to read a
long question.
One model of learning that can make students become active is process oriented guided inquiry
learning (POGIL). Hanson (2006) suggests that POGIL model is a discovery-based learning
model. POGIL model focuses on three phases, namely exploration phase, drafting and
application. Learning with this model is done in groups through guided inquiry activities. Activities in
POGIL model organize key concepts and applications. POGIL model prioritizes process and content,
thereby it is greatly supporting the development of hierarchical knowledge. POGIL learning model is
designed to assist students in developing concepts and high-level thinking. POGIL learning model
involves the linkage between previous student schemes with new information in the formation of new
schemes to produce a new understanding. Students will percieve that the schemes derived from
previous experience are more meaningful because they can be linked to the formation of a new
scheme, thus, students are aware that there is a benefit from what they have learned.
Michelle and Watson (in Ningsih, Siswoyo and Astra, 2015) revealed in his research that POGIL
model is an option for teachers whom seeking effective learning methods to improve student learning
achievement. In line with Opara (in Haryono (2012) conveys that POGIL learning model seeks the
improvements in inquiry strategies and values and attitudes and process skills, such as observing,
collecting and organizing data, identifying and controlling variables, formulating and testing
hypotheses, and making conclusions.Thus in this method the ability of students' process skills will be
developed in order to gain an understanding of the material learned that can improve problem-solving
ability.
2. Method
Research conducted using ex post-facto method with qualitative-descriptive. The population in this
research was all students of seventh grade and the sample was students of VII.1 that was chosen by
purposive sampling technique. Data of mathematical communication were collected through essay
test. Topic of the essay test is geometry. Furthermore, the data were analyzed with a descriptive way.

The first question is given with closed mathematical problem-solving indicator outside a
mathematical context, most students have understood what the questions were asked even though 5
students unable to answer at all. It can be seen a wide variety of student answers as shown below.
Based on the picture above, on the first picture of student answers shows that the student answers are
still wrong but some settlement process are correct. Whereas in Figure 3 student answers also seen
that the student answers are correct, the process is also true and clear. Figure 2 is the student
looks students already understand the problem eventhough there is no settlement.
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(a)
(b)
(c)
Figure 2. Student’s Answers
3.2. The second question is given with closed mathematical problem-solving indicator in a
mathematical context, the question is two pieces of the same wood are screwed in the middle. Then
the edges are connected with a tight rubber strap. If both pieces of wood were rotated at the center,
what geometry shape are the rubber strap formed? (Make the picture) Overall, the students already
understand what the questions are asked and are able to describe correctly, however many of the
answers are incomplete.
3.3. The third question is given with an open mathematical problem-solving indicator in a
mathematical context, in this matter pecisely most students do not understand at all how to answer
that question. Only about 4 students understand the question by making a Cartesian diagram as
required, while the other students did not answer at all. The sample of student answers as the picture
below.
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Figur 3. Student’s Answer
Last question is given with an open mathematical problem-solving indicator outside a

mathematical context, the question is a field measuring 110m × 90m. On the edge of the
field was made a road with a width of 3m around the field. The road will be paved at a cost
of Rp.35.000,00 / m2. Determine the cost to pave the road! Most of the students answered
incorrectly and some did not answer at all. Only one student answered correctly, as shown
below.
Figur 4. Student’s Answer
4. Conclusion
Based on the results of student answers analysis, it can be concluded that for the first problem-solving
indicator to ‘solve the closed mathematical problem with the context outside the mathematics’ there
are about 80% of students can answer. In the second indicator ‘solve the closed mathematical problem
with the context in the whole math’ all of students can answer. In the third indicator ‘Resolving open
mathematical problems with the context in mathematics’ only 16% of students who can answer and
for the last indicator ‘solve open mathematical problems with contexts outside mathematics’ only 4%
who can answer. Therefore students' mathematical problem solving skills using the model
POGIL still low.
5. Acknowledgments
A gratitude is presented to the lecturers, Prof.Dr.H.Nanang Prianta, M.Pd and Dr.H.Kusnadi, M.Pd.
Thank you for the students of Junior High School Kuntu.
6. References
[1] Depdiknas. 2006. Kurikulum Tingkat Satuan Pendidikan. Jakarta: Depdiknas.
[2] Hanson, D.M. & Woflskill. 2006. Process workshop: a new model for instruction. Joournal of
Chemistry education. (77).
487
[3] Hanson. D.M. 2006. Instructor’s guide to process-oriented-guided-inquiry learning. New York:
Pasific Crest.
[4] Herneti, 2014. Pengaruh Penerapan Strategi Metakognitif dengan Metode IMPROVE terhadap
Kemampuan Pemecahan Masalah Matematika Siswa MA Darul Hikmah Pekanbaru. UIN Suska
Riau. Tidak diterbitkan
[5] Mayona. 2014. Pengaruh Penerapan Pembelajaran Kooperatif Tipe Investigasi Kelompok dengan
Pendekatan Problem Posing Terhadap Kemampuan Pemecahan Masalah Siswa Sekolah
Menengah Pertama Negeri 029 Pekanbaru. Skripsi UIN Suska. Tidak diterbitkan.
[6] Prabawanto, Sufyani. 2011. Pengembangan Instrumen Tes Pemecahan Masalah Matematis
Siswa Sekolah Menengah Pertama. Paper. UPI Bandung. Tidak diterbitkan.
[7] Sugiyono. 2011. Metode Penelitian Pendidikan, Bandung. Alfabeta.
[8] Turmudi.2008.Pemecahan Masalah Matematika. [Online]. Tersedia:
http://file.upi.edu/Direktori/FPMIPA/jur._pend._matematika/196101121987031-turmudi/f20-
pemecahan_masalah_matematika-1-11-2008.pdf.
488
Science process skill and problem solving skill profile of high

school student at cianjur on topic heat
A A Rosyadaa), J Maknun, and L Hasanah

Departemen Pendidikan Fisika, Sekolah Pascasarjana Universitas Pendidikan
a)
E-mail: adinda185@gmail.com
Abstract. This study aims to know profile of science process skill and problem solving
skill high school student at Cianjur. To achieve this goal, researcher conducted a
descriptive study to analysis student test results of science process skill and problem
solving skill of 133 students XI MIA scattered in 3 schools. The method used is survey
research with sample determine by purposive sampling tehnique. Data collection using
science process skill test and problem solving test which has validation by expert. Based on
analysis of student’s answer found that average score for science process skill is 45 and
average score of problem solving skill is 37, these score included in low category when
compared with maximum score 100. It shows that science process skill and problem
solving skill of student senior high school at Cianjur still low. Based on science process
skill aspect in this research, lowest score for science process skill is applying concept
aspect with percentage 33% and highest score is interpretation aspect 57%. Then, the
lowest score for problem solving skill aspect at evaluate the answer aspect with percentage
10% and the highest score is describe the physics aspect 70%.
1. Introduction
Science process skill are the skill that facilitate student to learning science, gain research tactics and
methods and are essential for problem solving [1], meanwhile problem solving skill is the ability of
students to use physics concepts to get solution for daily life problems. Problem solving skill include
as complex thinking skill, so we need problem solving modeling, student trained how to solving
problem and give method or strategy to solving the problem [2].
Science process skill (SPS) are very important for student because science process skill aspect will
give student oppurtunity to develop problem solving skill. Students who have some aspects of SPS
like observing, asking question and doing experiment will get ability to solving the problem [3].
Developing and enhancing the ability of problem solving and science process skill of students have
long been important objectives of science education. Moreover, some countries make science process
skill as a reference in the preparation of science learning curriculum, so that the steps in learning are
aimed to achieve aspects of SPS. In Thai curriculum, SPS is mentioned as important learning out come
in the Basic Education Core Curriculum. The SPS will help student to grow as individual capable
which not only accessing to knowledge but determining knowledge as well and use it in daily life [4].
According to Markawi in his research show that student’s physics learning outcomes get positive
effect by science process skill and problem solving [5]. It shows that enhancement student’ science
process skill effect on student’s ability to solving the problem then student’s achievement will increase
too. Tauhidah in her research also said that student’s achievement increase when student can develop
science process skill [6]. When student can develop science process skill aspect such as observing,
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asking question, interpretation, clasification, communication, plan and doing experiment, apply the
concept then the student will have ability to face physics problem well. Aspects of SPS are basic skill
that student must have because with SPS student use their ability to collect information, think about
problem and how to solve it.
Since how important the science process skill and problem solving skill are, but description about
profile of science process skill and problem solving skill have not known especially at Cianjur.
Therefore, this research held to investigate profile of science process skill and problem solving skill of
high school student at Cianjur in order to obtain accurate information related to both.
One of research about science process skill profile at Jambi is held by Sukarno, in his research
shows that the average ability of students' science process skill are still rather low. The low science
process skill in Jambi due to various factors such as there is still a lack of science teachers to teach
students science process skill, the lack of clear guidance for teachers how to do the assessment and
development of science process skill to the students. The data was collected using a research
instrument in the form of tests, test that used is a matter of adaptive test that has been developed by the
International Energy management courses (IEC) and the University of Queensland at Queensland [7]
Information about science process skill and problem solving skill expected will give new
information for teacher to identificate student’s ability to solve physics problem. When we know this
information, teacher expected can plan and do better learning process to develop student science
process skill and problem solving skill.
This descriptive study aims to find profile of science process skill and problem solving skill high
school student at Cianjur. Research method used is survey method with giving test to students after
finish learning process on heat topic. Research populations are high school student of class XI at
Cianjur, to determine research sample use purposive sampling technique. This technique used because
differences of curriculum at some schools make composition of learning material different so sample
determined based on this research objective. To achieve this goal, researcher conducted an analysis
student test results of 133 students XI MIA scattered in three schools, these are SMAN 1 Cianjur, MA
Nurul Islam and MAN 2 Cianjur.
The instrument consist two types of test these are science process skill test and problem solving
test. The test has been validated by the expert and has index of reliability 0.84 with very high category
for the science process skill test and 0.75 for the problem solving test with high category. Science
process skill test consists of thirteen multiple choice questions. Science process skill test represent
aspects of science process skill comprising aspect of observing, communicating, interpretation and
apply the concept. The data has been collected and then performed the scoring for each question has a
score of one.
Problem solving test (PST) consisted of three essay question, each question consist of applicative
question on heat topic. In this research, using problem solving skill according to Heller K & Heller P
these are focus the problem, describe the physics, plan the solution, execute the plan and evaluate the
solution [6]. To investigate score of PST use problem solving scoring rubric adapted from Huffman
(table 1).
Table 1. Scoring rubric of problem solving skill

Evaluate the
Focus the Describe the Plan the Execute the
Score solution
problem physics solution plan
0 Nothing written Nothing Nothing Nothing written Nothing
written written written
1 Less interpret of Representation Equations do Incorrect When obstacle

problem is incomplete not match troubleshooting is encountered,
representation inappropriate
math is used
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Focus the Describe the Plan the Execute the Evaluate the
Score
problem physics solution plan solution
2 Understand the Representation Equations Correct When an

problem is complete correct but troubleshooting obstacle is
incomplete but incomplete encountered,
execution is
terminated
3 Equations Correct Executes
correct and troubleshooting correctly and
complete and complete completely,
but there is a but uses
little mistake numerical
(such as no manipulations
units)
4 Correct Executes
troubleshooting, correctly and
complete and completely
there is no
mistake
Max 2 2 3 4 4
score
After scoring is done then the next step is do the percentage of each indicator science process skill
and problem solving skill, the percentage of the process is done by using the following formula:
Thereafter do the performed categorization for each indicator, namely grouping scores obtained by
students in the category of very high, high, fair, low and very low. This categorization adapted from
ability categorization according to Arikunto. Guidelines for the categorization of students' science
process skill and problem solving skill such as in Table 2 below.
Table 2. Categorization of students' problem solving skill

and science process skill.
Percentage score (%) Category

81 – 100 Very high
61 – 80 High
41 – 60 Fair
21 – 40 Low
0 – 20 Very low
Data student score and the percentage will be used by the researcher to conduct descriptive analysis.
Descriptive analysis was conducted to provide an overview and obtain complete information related to
profile of student’s science process skill and problem solving skill.
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3.1. Result
Science process skill and problem solving skill test given to high school student of XI class in several
school at Cianjur. Result of science process skill test to 133 of high school students at Cianjur shows
that the highest score is 85 and the lowest score is 8 so average score of science process skill tests is
45. The details of student’s score for each school listed on table 3 below.
Table 3. Score of science process skill

School name Highest score Lowest score Average score
1 69 23 49
2 85 8 52
3 69 8 35
Total average score 45
In this research, science process skill aspect consists of observing, communicating, interpretation
and apply concept. Average score for each indicator of science process skill listed on tabel 4 below.
Table 4. Score of each indicator science process skill

Indicator Number Score Total Percentage
question score
Observing 1 0,38 2,05 51%
2 0,68
8 0,52
9 0,47
Interpreting 6 0,39 2,29 57%
7 0,76
10 0,72
12 0,41
Communicating 3 0,19 1,19 40%
4 0,42
5 0,59
Apply concept 11 0,25 0,66 33%
13 0,41
Based on tabel 4 above, aspect apply concept get lowest percentage with 33% including on low
category. Aspect interpretation, observing and communicating including on fair category with number
of percentage in sequence are 57%, 51% and 40%. To obtain a clearer picture and accurate, the
following is a presentation of data in a bar chart.
60% 51% 57%

40%
40% 33%
20%
0%
1 2 3 4
Indicator of SPS
Figure 1. This figure show percantage of each indicator science process

skill
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From this research obtained highest score, lower score and average score of problem solving skill test,
listed at Table 5 below.
Table 5. Score of problem solving skill
School name Highest score Lowest score Average score

1 67 20 42
2 73 9 43
3 51 11 27
Total average score 37
Based on the table above, we know that highest score for problem solving test is 73 and the lowest
score is 9. Meanwhile, average score of problem solving test for all sample is 37.
Problem solving skill aspect in this research using aspect according to Heller K and Heller P
consisting of five indicators, these are (1). focus the problem, (2). describe the physics, (3). plan
solution, (4).execute the plan and (5). evaluate the solution. Average score for each indicator of
problem solving skill listed at table 6 following.
Table 6. Score of each indicator problem solving skill

Indicator 1 2 3 4 5 Total
Question 1 1,17 1,86 2,65 2,89 1,08 9,65
Question 2 0,80 1,32 1,52 0,77 0,03 4,44
Question 3 0,65 1,05 1,05 0,79 0,06 3,59
Average each
indikator 0,87 1,41 1,74 1,48 0,39 5,89
Max score 2 2 3 4 4
Percentage 44% 70% 58% 37% 10% 44%
Table 6 shows average score for each indicator of problem solving skill. According to the data the fifth
indicator of problem solving ability get the lowest percentage that is 10% including on very low
category. At the same time, the highest percentage is describe the physics aspect with percentage 70%
including on high category. Then, the other problem solving skill aspect like focus the problem and
plan solution including on fair category and the fourth indicator execute the plan get percentage 37%
including on low category. Average percentage score for problem solving skill is 44% including on
fair category.
In this research, problem solving test consists of three questions. First question about expansion of
bridge, second question about heat transfer in the hot water teapot and the last question about black
principle. From table 6 can be known that score for each question are 9,65; 4,44; 3,59. These score
included in low category when compared with maximum score 15 for each question. To obtain a
clearer picture and accurate of precentage for each indicator of problem solving skill the following is a
presentation of data in a bar chart.
80% 70%
58%
60% 44%
37%
40%
20% 10%
0%
1 2 3 4 5
Indicator of problem solving skill
Figure 2. This figure show percantage of each indicator problem

solving skill
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3.2. Discussion
The main objective of this research to find science process skill and problem solving skill profile
student high school at Cianjur. Science process skill of student high school at Cianjur including in fair
category with average score is 45. Based on table 4 the lowest score of aspect science process skill is
apply concept aspect, with percentage 33%. It shows that student get difficulty to apply the concept on
daily life problem. Science process skill is basic skill to help student develop other skills. The SPS will
help people or children to grow as individuals capable which not only accessing to knowledge but
determining knowledge as well [4]. Science process skill really important for student to develop others
skill, such as critical thinking skill, problem solving skill and also to increase student’s learning
outcome. So, if student have good science process skill so student will have the others skill as well.
Beside that, result of analysis data problem solving test shows that average score of problem
solving skill is 37. Then, percentage of problem solving skill on each indicator are focus the problem
aspect, describe the physics, plan solution, execute the plan and evaluate the solution in a row by 44%,
70%, 58%, 37% dan 10% (Table 6). The average score of problem solving skill is still very low when
compared with maximum score 100.
From table 6 we know that student ability to solve the problem on topic heat get low score, the
average score is 5,89. This score is low if compared with maximum score for each question is 15.
Students get highest score for first question about expansion of bridge with average score 9.65, it
shows that student can understand well about expansion of steel bridge and can apply concept to solve
the problem. Meanwhile, for subtopic about heat transfer and black princple get low score in a row by
4,44 and 3,59. We can see that student can’t understand well about these problem and apply concept of
heat transfer and black principle in some daily life problems.
In the bar chart at figure 2 shows that the percentage of students on problem solving skill including
in high category at describe the physics aspect. It shows that student high school cianjur can use
physics concept to describe the problem and write units that found in the question in detail. But,
student’s ability to execute the plan and evaluate the solution including on very low category, student
can’t finish the solution well and solve the mathematical equations correctly. To solve the problem
well student must use qualitative understanding of the problem to prepare a quantitative solution [8].
When the student get difficulty to solve the quantitative solution there are two obstacle can be happen,
first lack of nedeed information and second available numerical relationship which are potentially
useful but contain undesirable features [8].
The low of student’s science process skill score at apply concept aspect related to student’s score of
problem solving skill, that student get low score too. Usually student only know and memorize
concept but they’ll get difficulty when student should use the concept for daily problem. This is the
same as Moog said that so many students can memorize learning material and mathematical equations
from learning process, but students still get difficulty to understand relevant concept, develop high
thinking skill and problem solving skill [9].
The low of student’s science process skill and problem solving skill score at high school Cianjur
due to some factors. First, student not used to do question like science proces skill and problem
solving skill type, usually student get mathematical type so student just need to substitution the
number. Second, lack of materials science that is more specific for students to develop science process
skill and problem solving skill in the class. Third, learning model in the class doesn’t facilitate student
to develop science process skill and problem solving skill. Fourth, lack of clear guidence for teacher
how to do assessment and development of science process skill and problem solving skill. So, teacher
must plan a learning model that can facilitate student to train their ability to observe, train to
interpretation, plan an experiment and do experiment to solve the problem.
Therefore, teacher should get some training to improvement their ability and get information about
clear guidence to assess and teach science proces skill and problem solving skill. By the training,
teachers are expected to have a thorough understanding and knowledge related to develop science
process skill and problem solving skill in the class well. Beside that, it also need to development
learning model which can facilitate teacher and student to improve science process and problem
solving skill. One of learning model which can facilitite student to improve science process skill and
problem solving skill is Process Oriented Guided Inquiry Learning (POGIL).
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There are three characteristic of POGIL, first they are designed for use with self-managed teams
that employ the instructor as a facilitator of learning rather than as a source of information.
Second, they guide students through an exploration to construct understanding and third they use
discipline content to facilitate the development of important process skills including higher-level
thinking and the ability to learn and apply knowledge in new contexts [9]. These main
characteristic can help student to improve science process skill and problem solving skill.
Learning in group promote student to involved actively and discuss activity trained student to
improve their communication ability. Beside that, student also trained to process information by
discuss activity and experiment activity. When student imvolved in experiment activity student
can trained their science process skill, with guided inquiry student guided to plan an experiment
and also teacher will give problem to solve by student and guided them with questions.
In a POGIL classroom students work in learning teams on specially designed activities that
promote mastery of discipline content and the development of skills in the processes of learning,
thinking, problem solving, communication, teamwork, management, and assessment [10]. POGIL
consist of five steps, these are orientation, exploration, concept formation, application and closing. In
every step student will involved actively to observation in first step, plan and do experiment in second
steps, interpretation in third step, and apply the concept in fourth step and also evaluate the learning
process in fifth step. So, POGIL can be alternative learning model to develop student’s science process
skill and problem solving skill.
4. Conclusion
Based on the result of research and discussion, it can be concluded that science process skill and
problem solving skill of high school student at Cianjur is still low when compared with the maximum
score of 100. Average score of science process skill is 45 and average score for problem solving skill
is 37. Student obtained lowest score in apply concept at science process skill aspect and evaluate the
problem for problem solving skill aspect. To improvment student’s science process skill and problem
solving skill necessary learning process in the classroom such as Process Oriented Guided Inquiry
Learning. POGIL has five steps, there are orientation, exploration, concept formation, application and
closing.
5. Acknowledgments
The author would like to say thank to the students in our research classroom at Senior High School 1
Cianjur, Senior High School Nurul Islam and Senior High School 2 Cianjur who have help the author,
and also author want to say thank to Pa Johar Maknun and Bu Lilik Hasanah whose generous advices
guided the research and development of the manuscript.
6. References
[1] Seyhan H G 2015 The effects of problem solving applications on the development of
science process skills, logical thinking skills and perception on problem solving
ability, Asia-Pacific F Science Learning and Teaching, Vol 16, Issue 2, Article 8, p.1
[2] Heller K, Heller P. 2010. Cooperative Problem Solving in Physics A User’s Manual. University
of Minnesota
[3] Caliskan S, Selcuk, Gamze S, Erol M. 2010. Effects of the problem solving strategies
instruction on the students’ physics problem solving performances and strategy usage.
Procedia Social and Behavioral Sciences 2 pp 2239–2243
[4] Kruea-in, Chatchai. Nantarat, Witat F. 2015 A Study of Thai In-Service and Pre-Service
Science Teachers’ Understanding of Science Process Skills. Procedia-Social and
Behavioral Sciences 197 (2015) 993 – 997. ISSN 1877-0428
[5] Markawi N, 2011. Pengaruh Keterampilan Proses Sains,Penalaran, dan Pemecahan Masalah
Terhadap Hasil Belajar Fisika. Jurnal Formatif 3(1): 11-25. ISSN: 2088-351X
495
[6] Tauhidah D, Suciati, 2015 Perbandingan Peningkatan Keterampilan Proses Sains dan
Kemampuan Kognitif Siswa Pada Penerapan Model Guided Inquiry Laboratory, Prosiding
Seminar Nasional Pendidikan Sains (SNPS) ISSN: 2407-4659
[7] Sukarno 2013 The Profile of Science Process Skill (SPS) Student at Secondary High School
(Case Study in Jambi) International Journal of Scientific Engineering and Research (IJSER)
Volume 1 Issue 1, September 2013
[8] Gok, T, Silay I, 2010 The Effects of Problem Solving Strategies on Students’ Achievement,
Attitude and Motivation. Lat. Am. J. Phys. Educ. Vol. 4, No.1.
[9] Moog R S. Creegan F, Hanson D M, Spencer, James N, Straumanis, Andrei. 2005. Process-
Oriented Guided Inquiry learning: POGIL and the POGIL Project. Franklin and Marshall
College
[10] Hanson D M, 2006. Instructor’s guide to process oriented guided inquiry learning. Lisle, IL:
Pacific Crest. ISBN: 1–878437–73–9
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The development of science process skills instrument applied

in learning physics using bounded model inquiry laboratory
D Indrianaa), L Hasanah and P Siahaan

a)
E-mail: destaindriana25@gmail.com
Abstract. The Purpose of this research is to develop science process skills of the instrument on
the material temperature and heat. The instrument will be applied in the learning using the
bounded inquiry laboratory model. Bounded inquiry laboratory learning model is a learning
model that invites students to be more independent in experimental activities, from designing
experiments to communicating experimental results. As for the aspect of the science process
skills will be developed in the instrument, namely: observation, interpretation, classifying,
predict, communicate, hypothesize, planning the experiment, applying the concept, and ask
questions. The developed science skill test instrument consists of 31 multiple-choice items.
Instrument test developed in validation by asking for judgement to the five experts to examine
the suitability of the grain problem with coverage of the material and process skills science
indicators measured.
1. Introduction
The role of learning physics is to teach students to master the knowledge, concepts and principles of
physics, have scientific skills, and have the skills of the process of science. The process of physics
learning is not just the transfer of knowledge from the teacher to the students, but must involve student
activities during the learning. One of the skills students must possess is the science process skill. To
train and develop science process skills to students is useful not only as a process for building
knowledge in learning, but also useful in solving problems in everyday life [1]. Scientific process
skills are skills used to acquire and process information. The ability is very closely related to the
ability to think in solving problems [2].
Rustaman defines science process skills as a science-oriented approach to learning involving
cognitive or intellectual, manual, and social skills. Through cognitive or intellectual skills, students
will use their thinking skills in performing process skills. The manual skills needed in the process
skills because students involves the use of tools and materials, measurements, or assembly tools.
While the social skills of students interacting with other students to discuss the observations of the
scientific investigations that have been done [3].
Here are some of the reasons underlying the need for trained science process skills: a) students
must be trained to find and develop the knowledge and concepts they have, b) students will easily
understand complex concepts and abstract if accompanied by concrete examples, c) students need tobe
trained to ask, think critically, and lobbies for the possibility to answer a problem, d) in the process of
learning, concept development is inseparable from the development of attitudes in students, and e)
science process skills can develop a scientific attitude in students [4]. In this research aspects of
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science process skills to be observed are: 1) observation, 2) interpretation, 3) classifying, 4) predict, 5)

communicate, 6) hypothesize, 7) planning the experiment, 8) applying the concept, and 9) ask
questions. These aspects are adapted from the aspects of the science process skills developed by
Rustaman (2005).
Science process skills test instrument that have been developed will apply to the study of physics
that apply learning models bounded inquiry laboratory. In the bounded inquiry laboratory model,
independent students conduct experiments, from designing experiments, using tools, analyzing and
interpreting data, and communicating experimental results [5]. Characteristic of learning models
bounded inquiry laboratory ia pre-lab and teacher leading questioning. Activity pre-lab conducted
non-experiment that is focused on the safety of doing experiments and how to use the tools that will be
used in experiments. Teacher leading questioning is an activity in the form of the question provided
teachers to guide students to design experiments. In the learning process of bounded inquiry laboratory
will use five stages of study consisting of observation, manipulation, generalization, verification, and
application. The use of these five stages of learning in order to apply the bounded inquiry laboratory
more detailed and comprehensive [6].
The method used in this research is the pre-experiment method, using the pretest-posttest one-group
design [7]. With a design like this, the subject of research is the class of experiments without
comparison. In the pretest-posttest one-group design students are given a pretest of science process
skills (T1), the application of bounded inquiry laboratory model (X), and posttest of science process
skills (T2). The instrument is given when the pretest and posttest has the same characteristics, but is
given in a different time. The shape of the design as shown in Figure 1 below.
T1 X T2
Pretest Treatment Posttest
Figure 1. Pretest-Posttest One-Group Research Design
The treatment given in the experiment class is the application of bounded inquiry laboratory learning
model. The treatment was conducted in three meetings based on the lesson plans, learning scenarios,
and student worksheets (LKS) that have been made. While the test instrument of science process skill
is given in the form of multiple choice test with five options answer. Material physics will be tested
that is related to temperature and heat.
Monica (2005) has developed the instrument science process skills tests multiple choice shaped as an
attempt to develop a science process skill test standard. Most of the science process skill test
instrument shaped like multiple choice, because its application relative easier as the assessment tool
and requires less time in correcting it. Therefore, the science process skill test instrument developed in
this research are also shaped like multiple choice. Preparation of instrument science process skills tests
are done with the steps as follows:
1) Identify the aspects of the science process skills that will be assessed.
2) Formulate indicators for each type of science process skills.
3) Determine how the science process skills are measured (e.g. using test performance, written
tests, or oral tests).
4) Make a grating instrument.
5) Develop a test instrument measuring science process skills based on grating are made.
6) Perform a validation of the instrument.
7) Do the free trial is limited to get the reliability and validity of an instrument.
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After applying the steps for preparing the instrument, there are nine aspects of the science process
skills that will be measured in this study. Of the nine aspects of the science process skills have been
formulated indicator questions tailored to the science process skills indicators. Aspects of science
process skills and the indicator used was adapted from Rustaman (2005). The following aspects and
indicators of the science process skills that have been developed.
Table 1. Aspects and Indicators of Science Process Skills
Aspects of KPS Indicators of KPS

Observation a. Use one of the sense of sight, smell,
listerner, taste, and touch when observing.
b. Use relevant and adequate facts from
observations
Interpretation a. Connecting the observations
b. Find a pattern or regularity of observation
Classifying a. Looking for differences
b. Looking for similarities
c. Compare and find the basis of
categorization
Predict a. Use patterns of the observations
b. Suggested what happened in circumstances
that have not been observed
Communicate a. Change the form of presentation
b. Provide data on experimental results in the
form of a graph/table/diagram
c. Explain the experimental results
d. Reading the graph/table/diagram of the
experimental results
Hypothesize Knowing that there is more than one possible
explanation of an event
Planning the experiment a. Determine the variable or determaine factor
b. Determine the purpose of the experiment
c. Determine the experimental steps
Applying the concept Using the concept that has been studied tosolve
a problem
Ask questions Asked about the what, why, and how to ask for
an explanation
As the previous explanation, that indicator of skill aspect of science process will be developed into
indicator problem. For example: on the aspect of plotting the experiment, we select one of the science
process skill indicators that determines the experimental steps. Then the indicator is developed into the
problem indicator so that it becomes: determine the design / step experiments that are tailored to the
purpose of the experiment. After determining the indicator of the problem then we make a problem
that has been adapted to the indicators and aspects of the science process skills. Here is an example of
a test instrument of process science skills of temperature and heat matter that has been developed in
this research.
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Table 2. Examples of The Science Process Skill Test Instrument
Aspects of KPS Indicator Problem Questions

Planning the Determine the experiment Seorang siswa ingin mengetahui apakah
experiment design to suit the purpose of the jenis bahan yang digunakan mempengaruhi
experiment. waktu untuk mendidihkan air. Telah
disediakan empat jenis wadah yang terbuat
dari bahan yang berbeda-beda dan memiliki
ukuran yang berbeda pula. Empat wadah
tersebut masing-masing terbuat dari tanah
liat, baja, alumunium, dan tembaga.
Manakah rancangan percobaan yang sesuai
dengan tujuan percobaan?
a. Mengisi keempat wadah tersebut
dengan massa air yang berbeda,
mengatur panas yang sama pada
keempat wadah, dan menghitung waktu
yang dibutuhkan untuk mendidihkan
air.
b. Mengisi keempat wadah tersebut
dengan massa air yang sama, mengatur
panas yang sama pada keempat wadah,
dan menghitung waktu yang
dibutuhkan untuk mendidihkan air.
c. Mengisi keempat wadah tersebut
dengan massa air yang sama, mengatur
panas yang berbeda pada keempat
wadah, dan menghitung waktu yang
dibutuhkan untuk mendidihkan air.
d. Mengisi keempat wadah tersebut
dengan jenis zat cair yang berbeda,
mengatur panas yang berbeda pada
keempat wadah, dan menghitung waktu
yang dibutuhkan untuk mendidihkan
air.
Applying the Apply the Black principle in Dua macam zat cair sejenis tetapi berbeda
concept heat exchange events. suhu dicampur. Massa zat cair yang lebih
panas (m1) sama dengan dua kali massa zat
cair yang kedua (m2). Suhu mula-mula zat
cair yang lebih panas (T1) juga sama dengan
dua kali suhu mula-mula zat cair yang lebih
dingin. Ketika suhu T2 = 300C, maka suhu
campuran dalam keadaan setimbang
adalah….0C
a. 55
b. 50
c. 45
d. 40
e. 35
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After performing the above steps, the following served recapitulation of instrument science process
skill test material temperature and heat.
Table 3. Recap Of Instrument Science Process Skill Test
Material Physics (No Items)
Aspects of KPS
Temperature and Heat Asas Black Heat Transfer
Observation 21 26 20
Interpretation 22 11 and 12 28
Classifying 4 10 3
Predict 14 and 31 16 23
Communicate 18 6 5
Hypothesize 2 1 29
Planning the experiment 17 27 13
Applying the concept 19 7 and 19 8
Ask questions 15 25 24 and 30
Number of questions 10 items 11 items 10 items
Total questions 31 items
The final step after developing instruments of the science process skills test that is doing validation
and tests. Consideration (judgement) by the expert carried out to assess the validity of the grain
problem. Judgement was conducted by five experts Professor of physics education. Consideration of
experts conducted to examine the suitability of the grain problem with material as well as indicators of
the science process skills being measured. After that science process skill test instrument can test to
students.
4. Coclusion
The instruments of science process skill test has been developed in the form of multiple choice
consisting of 31 items. The instrument of science process skill test is tested to students who have
followed the learning process applying the bounded inquiry laboratory learning model. Because in the
learning model bounded inquiry laboratory students dilatihkan ability of science process skills.
5. Acknowledgments
The author would like to thank Mr. Parsaoran Siahaan and Mrs. Lilik Hasanah who guided in writing
this journal.
6. References
[1] Ozturk N 2010 Science Process Skill Levels of Primary School Seventh Grade Students in
Science and Technology Lesson Journal of Turkish Science Education Vol. 7(3) (hal 15-28)
[2] National Research Council (NRC) 1996 National Science Education Standard (Washington DC
Nasional Academy Press)
[3] Rustaman N Y 2005 Strategi Belajar Mengajar Biologi Malang: Universitas Negeri Malang
[4] Semiawan C 2006 Pendekatan Keterampilan Proses: Bagaimana Mengaktifkan Siswa dalam
Belajar Jakarta PT Gramedia
[5] Wenning C J 2005 Levels of Inquiry: Hierarchies of Pedagogical Practices and Inquiry
Processes Journal of Physics Teacher Education Online 2(3) pp 3-11
[6] Wenning C J 2012 Levels of Inquiry: Using Spectrum Learning Sequences to Teach Science
Journal of Physics Teacher Education Online 5(4) pp 11-19
[7] Frannkel J R 2012 How to Design and Evaluate Research in Education New York
[8] Monica K M M 2005 Developtment and Validation of a Test of Integrated Science Process
Skills for the Further Education and Training Learners. Disertasi University of Pretoria.
South Africa
501
[9] Temiz B K et al 2006 Development and Validation of a Multiple Format Test of Science Process
Skills. International Education Journal 7(7) pp 1007-1027
502
The effect of Implementation of the DEEPER scaffolding

framework to creative thinking skills in physics
E Noorniaty1,a), I Kaniawati2, and A Setiawan2

1
Program studi Pendidikan Fisika, sekolah Pascasarjana Universitas Pendidikan
Indonesia, Jalan Dr. Setiabudi No. 229, Bandung 40154, Indonesia
2
Department Pendidikan Fisika, FPMIPA Universitas Pendidikan Indonesia ,
jalan Dr. Setiabudi No. 229, Bandung 40154, Indonesia
a)
E-mail: bundakennia@gmail.com
Abstract. The purpose of this study was to look at the effect of increasing the creative thinking
skills as the result of the application of learning Define, Explore, Explain, Present, Evaluate and
Reflect (DEEPER) Scaffolding Framework. DEEPER Scaffolding Learning Framework is
implemented for a number of students in a class of eight junior high school. Creative thinking
skills that were examined included fluency, flexibility, originality, elaboration and evaluation.
The subjects in this study are optical instruments. Creative thinking skills improvement seen by
the increase in value of the gain from the post-test and pre-test. Trough DEEPER Scaffolding
Framework enhanced creative thinking skills.
1. Introduction
The benefit of globalization effect in education is easing the access for students to learn. The access
to learn in 21th century becomes easier, faster, and cheaper. Internet recently can be accessed in any
parts of the world which facilitates anyone to share information in terms of education, the result of the
research for instance, learning theories, teaching and learning best practice which can be implemented
in any countries [1]. On the other hand, the globalization gives an effect that requires anyone to
improve their quality so they are able to compete in this 21th century. In this 21th century, the role of
education becomes more important in preparing the next generations who own learning skill and
innovation, skill in using technology and information media, as well as work, and survive using life
skills. Some professional jobs completely need creative thinking skills development. Creative thinking
involves creativity in which it produces new thing (novelty) including the skill of flexibility,
originality, fluency, contrasting, associating (comparing), linking, using metaphor, cooperating. The
purpose of drilling creative thinking is to stimulate curiosity and the way of thinking in different way
[2].
Guilford identifies creative thinking skills into four which are fluency, flexibility, originality and
elaboration [3], [4]. Guilford [5], explains the four skills are the way they use words (verbal) and
visual-figural information. Some of them are also the measuring instruments to measure a number of
different things at the same time [6].In 1996, Torrance develops a set of test with the same concept as
the divergent thinking identification Guilford which is called as Torrance Tests of Creative Thinking
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(TTCT) [7]. TTCT consists of 7 verbal sub-tests (activities) and 3 figural sub-test (activities) which
include fluency, flexibility, originality and elaboration [4], [8], [9]. The study of creative thinking skill
is continuously developed until 21th century [10].
Thinking skill is very important to be developed in the education field especially in this
information era with the fast world changing. Many educators believe that specific knowledge is not
merely important for a worker but the more important thing is the habit of how we learn and filter
information. Therefore, the educators need to comprehend the way to teach so that they are able to
equip the learners with creative thinking skill.
There are six creative thinking principals: (1) separating ideas generated from evaluation
(generating problem solving by using divergent thinking: obtaining more possible ideas, convergent
thinking: compounding ideas and choosing the best idea to be the solution); (2) making prediction; (3)
avoiding common way of thinking; (4) creating new perspective; (5) minimalizing negative thinking;
and (6) taking the risk wisely [11].
There are some activities that can drill the creative thinking skill which can be drilled: gathering
information, analyzing data, discussing in group, verifying the result and presenting project result by
illustrating it with the problem in the real world [12]. Creative thinking can be drilled by: 1) getting
students used to ask and express their ideas; 2) giving positive feedback to students’ different idea; 3)
showing that students’ ideas are precious; 4) facilitating that learning is beneficial for any individuals;
5) providing non-test evaluation (presentation for instance) [13].
Some learning approaches are designed to facilitate learners in solving problem easily. One of the
approach is DEEPER Scaffolding Framework which is developed by Antoneko et al in 2011.
DEEPER Scaffolding Framework builds learning steps in six steps which suit the 21th century skill
objective. Beside comprehending the materials, DEEPER Scaffolding Framework also provides
support for information, skill in using media and technology also independency in working (such as
social skill, initiative, flexible, and adaptation), which are important in science learning [14].
DEEPER is an acronym of six learning steps in solving problem, the six steps are: define, explore,
explain, present, evaluate and reflect. In define step, students discuss the given problem by identifying
collaboratively, also decide what should they know and learn about the given problem. Explore step
involves collaboration in using the information which is given in the text or multimedia form,
differentiating relevant and irrelevant source, exploring information more deeply about the
information that is used to generate solution in the next step. Explain step facilitates learners to
develop their arguments based on the evidence (V diagram argument for instance) and propose the
best potential solution, they can determine the best solution based on ideas from each individuals in
group. In present step, learners choose the most effective format in solving the given problem.
Learners communicate the solution result clearly in group. Evaluate step, this step provides support in
evaluating the given solution and compares it with other groups, evaluates its conformity with the
topic, the impact for the environment, and the impact for life sustainability in the real world. Last,
reflect step, learners are asked about the reflection of the learning that has been conducted and the
potency of the implementation of the solution for the same problem in the future.
The development of DEEPER Scaffolding Framework implementation which is done by the
researcher with the topic of optical can be seen in table 1.
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Table 1. DEEPER Scaffolding Framework learning step which is described along with
teacher and students activities
DEEPER
DEEPER Scaffolding
Scaffolding
Framework Learning Teacher Activity Students Activity
Framework
Step
Step
First Step  Identifying problem  Teacher divides the class into  Students work in groups.
Define (D)  Studying the things groups.  Students individually identify
related to the  In define step, teacher demonstrates the topic they will learn.
task/problem optical instruments discussed.  Students listen to what teacher
 Teacher presents 2 problems explains and actively ask.
chosen by groups.
Second  Ensuring the  Teacher asks group to discuss for  Students discuss in group about
Step discussion is still to choosing the problem to be solved. the topic learned based on their
Explore reach the goal  Teacher facilitates students to seek prior knowledge.
(E)  Differentiating the for information whether from  Students explore information
relevant and irrelevant website or books. needed by discussing in group.
information  Teacher guides and directs students  In this step, each group
 Choosing the relevant to discuss. members present their thoughts,
information to then their thoughts are mixed to
accomplish the generate problem solving
task/problem regarding the project tasked.
 Generating the  Students also seek for evidence
decision to accomplish and information from any
the task/problem sources related to the project.
Third  Developing potential  Teacher asks students to design the  Students do discussion with
Step argument to project based on their knowledge. their groups, decide and present
Explain accomplish the  Teacher asks students in group to the possible result from the
(E) task/problem present their discussion result. obtained ideas.
 Determine the  Teacher asks students to explain  Students design the draft
effective solution, their solutions of the project they clearly.
variables for the are going to conduct.  Students create a product
task/problem’s  Teacher asks group to design and  Students answer the questions
solution create a product. in students’ worksheet in group
 Explain the solution  Teacher monitor students in
and its impact conducting the project.
Fourth  Choosing the  Teacher asks each groups to show  Students design draft and
Step appropriate and present their project result. choose the appropriate media
presentation method for presentation.
Present (P)  Organizing the most  Students present their project
prominent information result.
over the obtained  The presenter group notes the
solution suggestion/comment from their
friends and asks the given
question.
 Other groups ask question and
give suggestion regarding the
created product.
Fifth Step  Evaluating the  Teacher asks students to evaluate  Students evaluate the project
effectiveness and the project result based on the result in terms of its weaknesses
Evaluate weakness of the suggestions from presentation and and causes based on the
(E) obtained solution group discussion. suggestions from presentation
and group discussion
Sixth Step  Reflect the obtained  Teacher asks students to give  Students discuss solution and
solution solution and alternative regarding alternative regarding the
505
DEEPER
DEEPER Scaffolding
Scaffolding
Framework Learning Teacher Activity Students Activity
Framework
Step
Step
Reflect (R)  Revise the solution by the created product. weakness of created product.
giving other solution  Teacher connects learned material  Students design new draft to
over the weaknesses with daily life context. complete the created product.
produced  Teacher gives reflection and  Students obtain appropriate
reinforcement to students about the explanation regarding the
learned material. project and material from the
teacher.
The research method employed in this study is pre-experiment and this research
employs One Group Pretest-Posttest Design as its research design. This study will only use
one experimental group that will be given the treatment with two tests which is conducted
before the experiment and after the experiment. The test which is administered before the
experiment (pretest), and the test which is administered after the experiment (posttest).
After giving the treatment, based on the pretest and posttest, N-gain test is administered
to find out the effect of teaching method implementation that is used for cognitive skill
improvement and creative thinking skill of the students.
This study will be conducted in one eight class of Madrasah Tsanawiyah Negeri Grogol
Kediri in the second semester of 2016/2017 academic year.The subject of this study is one
class of eight grader in which 28 students as the students of experiment class which will
obtain the optical instrument topic. The sampling technique employed in this study is
purposive sampling.
The instrument used in this study is using Torrance Thinking Creative Test – TTCT which is
used to measure creative thinking skill in general. The creative thinking instrument with science
content is developed by Hu & Adey [15] which is mostly used as the instrument making reference in
many subsequent studies such as Türkmen & Sertkahya [16], Siew, N.M et all [8], Alrubaie & Daniel
[17] and so on.
The creative thinking instrument used is adjusted with the optical instruments material for junior
high school eight grader and has been validated by three experts and it has also been tested for its
equality with the instrument developed by Hu and Adey. This instrument involves fluency, flexibility
and originality. The stability score level based on equality trial with the instrument of scientific
creative thinking skill is 0.61 with good category so this is feasible to be used as creative thinking skill
instrument on optical instruments material.

The instrument whose validity and reliability has been tested, is then given to the students in
which then will be obtained the pretest and posttest score for cognitive skill and creative thinking skill
instrument. The effectiveness of teaching physic using DEEPER Scaffolding Framework to enhance
creative thinking skill is investigated by calculating the normalized gain average[18]. Based on the
calculation, the N-gain value is 0,6 so based on the Table 2 [18] it is obtained the category medium.
Table 2. The Category of Normalized Gain Level
Range Category
High
Medium
Low
506
To increase each indicator of the creative thinking skill in physics presented inteligensi Table 3
below:
Table 3. Upgrades CreativeThinking Skill Physics
Average Average
Indicator Pretest Posttest Enhancement Precentage
Fluency 1,33 3,32 1,99 49,74%
Flexibility 1,67 2,98 1,32 32,91%
Originality 1,30 2,89 1,59 39,67%
From the table shows the higher precentage increase inteligensi the creative thinking skill is
fluency indicator with Anda increase of 49,74%.
The fundamental factors that make it hard to develop creative thinking skills inteligensi physics
are now learning methods that do not provide space for students to be able to learn based on their own
initiative, given the convidence to be able to think and dare to find new ideas for the students
individually or with friends or group. Therefore, teachers need to develop Anda appropriate learning
approach that many members of space to the students so that they can be more creative, more
independent and be more communicative to find new ideas that can improve the physics learning.
If the note further, increase creative thinking physics of students whose learning using DEEPER
Scaffolding Framework, it can be concluded that Anda increase in ability to think creatively on a high
classification is greater than the group of students whose learning hans on learning approach. This is a
very interesting finding and need serious attention. A substantial amount of this is a great potential still
to be developed, with the hope that class or school that has the ability to think creatively physics
being, can be increased to high. Inteligensi this regard, it can be said that DEEPER Scaffolding
Framework learning approach has great potential to improve students’ ability to think creatively
inteligensi physics 8 Senior High School inteligensi the material optical instrument. This will certainly
have Anda impact on improving the quality of students’ physiscs outcomes.
Based on this study, it is concluded that DEEPER Scaffolding Framework can enhance creative
thinking skills. The implementation of this teaching method is possible to be implemented in the
higher education level. It is also possible to improve other skill such as critical thinking skills.
4. Acknowledgments
The writer wishes to record her deepest gratitude to Ibu Dr. Ida Kaniawati M,Siand Bapak Dr. Andhy
Setiawan, M.Si for the time, guidance and advices. Also the writer wishes to record her deepest
gratitude tothe principal of Madrasah Tsanawiyah Negeri Grogol-Kab.Kediri and to everyone who
help the writer in conducting this research.
5. References
[1] Saavedra A R & Opfer V D 2012 Learning 21st- century skills requires 21st-century
teaching. Phi Delta Kappan, 94 (2), 8-13.
[2] Anwar M N Aness M Khizar A Naseer M & Muhammad G (2012). Relationship of creative
Thinking with the Academic Achievement of Secondary School Student. International
Interdisciplinary Journal of Education. Vol 1. Issue 3. p 44-47
[3] McIntyre F S Hite R E and Rickard M K 2003 Individual characteristics and creativity
inteligensi the marketing classroom. Journal of Marketing Education Vol 25 no 2 pp 143-150
[4] Roland D C 1983 Effect of open-ended design experiences upon divergent thinking abilities of
element school students. Illionos State University pp 306
[5] Guilford J P 1967 The Nature of human intelligence New York: Mc grawHill
[6] Guilford J P 1971 The analysis of intelligence New York: Mc grawHill
[7] Torrance E P 1966 Torrance test of creative thinking I11: Scolastic Testing Service, Inc.
[8] Cramond B Morgan J M Bandalos D and Zuo L 2005 A report on the 40-year follow-up of the
Torrance test Creative Thinking: Alive and well inteligensi the new millenium The Gifted Child
Quarterly Vol 49 no 4 pp 283-294
507
[9] Torrance E P 1974 Norms-Technical Manual: Torrance test of creative thinking Lexington, MA:
Ginn & Company
[10] Smith T H 2006 Creativity research review: Some lessons fot higer education Peer Review Vol 8
no 2 pp 23-28
[11] Vagundy A 2005 101 Activities for Teaching Creativity and Problem Solving.
Copyright © 2005 By John Wiley & Sons, Inc. Published by Pfeiffer And Imprint of
Wiley. 989 Market Street, San Francisco. Downloaded from www.pfeiffer.com
[12] Lai C H Hwang R H Chen S Y Huang H M & Wu T T 2015 Influence of Integrating Creative
Thinking Teaching into Project-Based Learning Courses to Engineering Collage Students. 43nd
Annual SEFI Conference June 29-July. France.
[13] Antoneko P Jahanzad F & Greenwood C 2014 Fostering Collaborative Problem
Solving and 21st Century Skills Using the DEEPER Scaffolding Framework. Journal
of Educational Psychology, Vol. 43. No.6.
[14] Hu W and Adey P 2002 A scientific creativity test for secondary school students International
Journal of Science Education Vol 24 No 4 p 389-403
[15] Turkmen H & Sertkahya M 2015. Creative Thinking Skills Analyzes of Vocational
High School Students. Journal of Education and Instructional Studies in the World.
Volume 5, Issue 1, Article 10.
[16] Siew N M Chong C L and Chin K O 2014 Developing A scientific creativity test for fifth grades
Problems of education in the 21st century Volume 62 p 109-123
[17] Alrubaie F Daniel E G 2014 Developing Creative Thinking Test for Iraqi Physics Students
International Journal of Mathematics and Physical Sciences Vol 2 Issue 1 pp 80-84
[18] Hake R 1997 Interactive-Engagenebt Versus Traditional Methods: A Six-Thousand-Student
Survey of Mechanics Test Data for Introductory Physics Courses: Journal American
Association of Physics Teacher. 66 (1). 64-74
508
The development of students’ computer supported creative

thinking test (CSCeT-Test) on wave concept
I D Hakim1,2, a), D Rusdiana1, W Setiawan3

1
Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia.
2
MAN 1 Bolaang Mongondow, Jl. Cendrawasi No. 3 Mopuya Utara Kab. Bolaang
Mongondow, Sulawesi Utara, Indonesia.
3
Departemen TIK, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229,
Bandung 40154, Indonesia.
a)
E-mail: irdhahakim@gmail.com
Abstract. The present study was based on the consideration that creative thinking skill
testing instrument was very important in Physics lessons. It focused on the development of
Computer Supported Creative Thinking Test (CSCeT-Test) instrument, which was expected
to aid teachers in assessing students’ creative thinking skill. CSCeT-Test consisted of four
creative thinking skill indicators; i.e. Fluency, Flexibility, Originality, and Elaboration,
distributed in 20 essay questions. The study implemented Research and Development (R&D)
design using the 4-D model (Define, Design, Develop, and Disseminate model). Limited
field testing was conducted in a Senior High School in Bulukumba Regency, South Sulawesi
Province, with a sample of 20 eleventh grade students who had learned the topic of sound
wave. Sample for the present study was selected using purposive sampling, focusing on a
sample that possessed adequate computer units. CSCeT-Test had been through content-
validation by seven experts, with average CVR score of 0.804 (valid). The result of limited
field testing indicated that the instrument’s reliability was 0.86 (high), with 80 percent of
valid items and 20 percent invalid items. Based on the limited field testing, 16 items in the
instrument were valid and reliable to be used in measuring students’ creative thinking skill.
The other 4 items were considered invalid due to their being too easy and having insufficient
differentiating power.
1. Introduction
The 2013 Curriculum aims to prepare Senior High School students to be individuals who are
devoted to God productive, creative, innovative, affective, and able to contribute to social, national,
and global community [1]. To realize this, an activity-based learning has to be implemented, with
several characteristics: a) interactive and inspirational, b) fun, challenging, and motivating students’
active participation, c) contextual and collaborative, d) providing enough opportunity for students to
develop their skill, creativity, and independency, and e) in line with students’ own talent, interests,
skill, and physical and psychological development [2].
509
In the implementation of education, teachers play the role of professional educators who
educate, teach, coach, guide, train, assess, and evaluate students in all levels of education, including
early childhood education, primary education, and secondary education [3].
Physics subject is developed in line with the characteristics of physics. It is aimed to educate
and train students to develop their observation, experimentation, critical thinking, and creative
thinking skills, and to have scientific attitude. The field of physics observes, comprehends, and
utilizes natural phenomena. In examining its objects, Physics implements a standard procedure called
scientific methodology/process. Therefore, Physics learning and evaluation should reflect its scientific
characteristics [4].
In contemporary academic world, it is important for educators to provide opportunities for the
students to use their mind systematically to implement their knowledge through various ways of
thinking, including creative thinking [5].
The evaluation principle in the 2013 curriculum is holistic and continuous. It means that the
evaluation educators perform covers all aspects of competencies and it is implemented using various
techniques appropriate to the competencies the students have to master [6]. The competencies are
stipulated in Graduates’ Competencies Standards, including attitude, knowledge, and skills [7].
An educator has to prepare himself to administer lessons that could improve students’ creative
thinking. Not only that, an educator also has to be able to perform an evaluation that could measure
students’ creative thinking skill.
Creative thinking skill is a capability to develop or discover original, aesthetic, and constructive
ideas, which are related to one’s perspective and conceptual frame of mind. It focuses on intuitive and
rational thinking, particularly in using information and materials to produce and explain a concept
with the thinker’s original perspective [8]. Creative thinking is a reflection of an individual’s
intelligence, consists of several factors and belongs to divergent thinking method [9]. Thus, creative
thinking skill is important for students’ success in learning and in life [10]. Creative thinking skill
equips students to comprehend information they received, to solve problems and difficult situations in
flexible and systematic way, and to be critical towards information and arguments they encounter, and
to communicate effectively [11].
Therefore, we should be willing and prepared to develop an evaluation technique that provided
students with the best chance to demonstrate their knowledge and skills [12]. A test instrument that
could present exam questions more effectively, complemented with multimedia graphics, short video
clips, or sound files to be integrated in the questions, responses, or feedbacks, should be developed
[13] [14].
There were two instruments commonly used to measure critical thinking skill. They were
Guilford’s Structure of Intellectual Test (GSIT) and the Torrance Test of Creative Thinking (TTCT).
In addition to these two prominent instruments, there were several other instruments, including the
Thinking Creatively in Action and Movement Test, the Walladz and Kogan Test, the Remote
Associates Test, and the Thinking Creatively Sound and Word Test [15].
Measuring creative thinking skill could be done by analyzing students’ works in mapping and V
diagram [16]. Creative thinking skill could also be measured using open-ended questions [17]. All
test instruments previously developed were Paper and Pencil Test (PPT).
There had been several studies using Computer Supported platform. For instance, to handle the
misconception in Static Fluid material, the learning texts and animation reflecting the theories could
be presented in Computer Supported ways [18]. Computer-supported learning had been proven to
improve students’ innovation and collaboration skills [19]. A computer served not only for typing
text, but also for showing videos, animations, and simulations.
Therefore, Computer Supported Creative Thinking Test (CSCeT-Test) development was
necessary. Computer-based technology and communication development provided opportunities for
computer users to have an alternative form of questions. The test items were presented in Computer
Supported Test (CST), which had several advantages, including its ability to display pictorial, video,
and animation simulations that represented real situation. These advantages would allow for more
varied types of questions to measure students’ creative thinking skills.
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The instrument developed in CSCeT-Test included items that could measure creative thinking
skills based on Guilford’s creative thinking skill indicators, i.e. fluency, flexibility, originality, and
elaboration [9].
2. Research Methodology and Subject

The present study employed Research and Development (R&D) design, using 4D
development model proposed by Thiagarajan. 4D development model consisted of four primary
stages: Define, Design, Develop, and Disseminate [20]. However, for the purpose of this study, it was
only limited to the Develop stage, considering that the available time was not sufficient for conducting
the last stage.
The subject of the limited (preliminary) field testing was 20 eleventh grade students of Senior
High School in Bulukumba Regency, South Sulawesi Province who had been given the materials on
sound wave. The sample was selected through purposive sampling technique to select schools with
adequate facilities of computer units.
Data collected in limited field-testing stage was the data of students’ responses. The data was
analyzed to examine the items’ validity and the instrument’s reliability. Question items validity was
measured using product moment and t-test, while reliability was measured using Cronbach’s alpha
[21]. Meanwhile, content validity was obtained through the judgment of seven experts in the materials
and assessment. Content validity was measured using Content Validity Ratio (CVR) [22].
To measure question items’ difficulty level, the items in the instrument were grouped in the
following categories: 1) very easy, with difficulty index of 0.85-1.00; 2) easy, with difficulty index of
0.61-0.84; 3) difficult, with difficulty index of 0.35-0.60, and 4) very difficult, with difficulty index of
0.00-0.34 [23]. Index of discrimination was interpreted based on D value criteria, according to Ebel:
1) if D ≥ 0.40, the question item functioned satisfactorily; 2) if 0.30 ≤ D ≤ 0.39, it required little or no
revision; 3) if 0.20 ≤ D ≤ 0.29, the question item required revision; 4) if D ≤ 0.19, the question item
should be eliminated or revised completely [24].
3. Findings and Discussion

The findings of this instrument development study included: 1) creative thinking instrument
design on the topic of sound wave, the items of which were distributed for each critical thinking
indicator as following: 5 items for fluency, 6 items for flexibility, 5 items for originality, and 4 items
for elaboration; 2) content validation by seven experts on the material and assessment; 3) limited field
test on 20 students for the purpose of reliability measure.
The instrument developed in the present study might include a presentation of contextual
problems in the form of video and animation related to sound wave topic. The questions in this
instrument were very different from the approach in previous study which only used verbal and
pictorial representations and general topic [25]. The previous study also developed creative thinking
skill instrument with only fluency, flexibility, and originality indicators [25].
The accepted question items were those with values equal to or higher than the minimum
CVR value, while items with values below the minimum CVR were rejected [22]. The minimum
CVR for the seven validators was 0.622 [22]. Based on data analysis of content validation using CVR,
it was found that the average CVR was 0.804. It meant that the instrument was valid to be field-tested.
However, the experts suggested and recommended several revisions, particularly regarding the
wording of the questions and the congruity of creative thinking indicator with the question. The items
that were recommended to be revised were questions number 1, 2, 4, 5, 6, 8, 9, 10, 11, 13, 15, and 16.
The result of limited field test indicated that from the 20 items, only 80% was valid. The
remaining 20% was invalid with reliability level of 0.86 (high). Items validity based on limited field
test could be seen in Table 1.
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Table 1 Question items’ validity

Question Question
Rxy tcalc ttable remark Rxy tcalc ttable remark
number number
1 0.565 2.909 2.086 valid 11 0.625 3.396 2.086 valid
2 0.567 2.918 2.086 valid 12 0.492 2.396 2.086 valid
3 0.492 2.396 2.086 valid 13 0.185 0.799 2.086 invalid
4 0.456 2.175 2.086 valid 14 0.186 0.804 2.086 invalid
5 0.490 2.387 2.086 valid 15 0.321 1.439 2.086 invalid
6 0.819 6.063 2.086 valid 16 0.819 6.063 2.086 valid
7 0.684 3.979 2.086 valid 17 0.761 4.975 2.086 valid
8 0.574 2.971 2.086 valid 18 0.625 3.396 2.086 valid
9 0.574 2.971 2.086 valid 19 0.492 2.396 2.086 valid
10 -0.041 -0.175 2.086 invalid 20 0.540 2.721 2.086 valid
An item was considered invalid if its tcalc was lower than ttable (tcalc < ttable). An item was
considered valid if its tcalc was higher than ttable (tcalc > ttable). An item might be invalid due to its low
difficulty level (belonged to the very easy category), with difficulty index of 0.85-1.00 [23] and due to
its low differentiating power (discrimination index of D ≤ 0.19) [24]. The result of difficulty level
analysis could be seen in Table 2.
Table 2. Difficulty level analysis
Question Question Difficulty

Difficulty level
number number level
1 0.69 11 0.26
2 0.38 12 0.26
3 0.38 13 0.96
4 0.38 14 0.91
5 0.49 15 0.95
6 0.76 16 0.76
7 0.71 17 0.75
8 0.26 18 0.75
9 0.75 19 0.26
10 0.93 20 0.35
Based on the analysis data, presented in Table 2, there were four items in the very difficult
category, i.e. questions number 8, 11, 13, and 9. Five items, i.e. questions number 2, 3, 4, 5, and 20,
were in the difficult category. In the easy category there were six items; i.e. questions number 1, 6, 7,
9, 16, 17, and 18. The remaining four items (questions number 10, 12, 14, and 15) were in the very
easy category. The percentage of items’ difficulty level could be seen in Figure 1.
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20% 20%
25%
35%
very difficult difficult easy very easy
Figure 1. Percentage of question items’ difficulty level
In addition to difficulty level, the items’ differentiating power was also considered to determine
whether an item was accepted or rejected. Table 3 displayed the result of items’ differentiating power
analysis.
Table 3. Question items’ differentiating power analysis
Question Differentiating Question Differentiating

number power number power
1 0.5 11 0.7
2 0.3 12 0.1
3 0.4 13 0.7
4 0.4 14 0.1
5 0.5 15 0.2
6 1.5 16 1.5
7 1.1 17 0.4
8 0.7 18 1.2
9 0.6 19 0.7
10 0 20 0.5
Based on data analysis presented in Table 3, there were 16 items with good differentiating
power. The items were questions number 1, 3, 4, 5, 6, 7, 8, 9, 11, 13, 16, 17, 18, 19, and 20. One item
had sufficient differentiating power, i.e. question number 2. Another item had bad differentiating
power and required revision (question number 15, with 0.20 ≤ D ≤ 0.29) [25]. There were three
problematic items with D ≤ 0.19; i.e. questions number 10, 12, and 14 [25]. The percentage of
question items’ differentiating power could be seen in Figure 2.
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15%
5%
5%
65%
good sufficient bad very bad
Figure 2. Question Items’ Differentiating Power Percentage
Based on the assessment and judgment criteria, i.e. difficulty level and item’s differentiating
power, there were 16 items that were valid and reliable. These items were suitable for
implementation. The other 4 items were not valid and not reliable. These items were rejected and
would not be used in the implementation. The four items were questions number 10, 12, 14, and 15;
rejected due to their low validity, low differentiating power, and low difficulty level.
4. Conclusion
Through the present study, an instrument to measure creative thinking skill had been developed. The
question items in the CSCeT-Test instrument had satisfied the criteria of being valid and reliable. In
other words, these items could be implemented in measuring students’ creative thinking skills on the
topic of sound wave.
5. Acknowledgement
The researchers would like to offer their deepest gratitude to all civitas academica of SMAN 10
Bulukumba for their support and cooperation when the researchers collected data there. The
researchers would also like to express their gratitude to Research Team of Indonesia University of
Education who had provided them with guidance and opportunity to conduct the present study.
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Description of students cognitive ability on static fluid

concept: a case study
O Miadia), Muslim and L Hasanah

Departemen Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229,
a)
e-mail: oktamiadi@student.upi.edu
Abstract. This case study is a descriptive qualitative research which aim to determine the
students cognitive ability on static fluid concept based on cognitive ability test. It was
conducted to 11th grade students majoring science in academic year 2016/2017. 37 students of
Senior High School (SMAN) 1 Batu Jajar West Bandung were involved as participant at this
study. This study, entitled "Description of Students Cognitive Ability on Static Fluid Concept",
shows that students' cognitive ability is still low. It is proven by the results of students' average
score where they get 5.1 with a percentage of 51%. It does not reach the minimum mastery
criteria (KKM) is (7.0) with a percentage of 70%.
1. Introduction
In order to improve the mastery of concepts, it takes a good learning process that can involve
cognitive, affective, and psychomotor aspects. Cognitive learning process leads to changes in the
aspects of cognitive ability, affective learning results in changes in the aspect of the ability to sense
(affective), while psychomotor learning provides learning outcomes in the form of skills
(psychomotor). The cognitive domain deals with learning outcomes consisting of six aspects, namely
knowledge or memory, understanding, application, analysis, evaluation, and creating. The first two
aspects are called low-level cognition and the next four aspects include high-level cognition [1].
The students' cognitive abilities are also progressing step by step. Simply put, cognitive ability can
be understood as the ability of students to think more complex and the ability to make reasoning and
problem solving. With the development of cognitive abilities this will allow students to master broader
general knowledge, so that students are able to continue its function with reasonable in interaction
with the community and the environment [2].
The purpose of physics learning in schools to improve students' cognitive abilities has not been
achieved. Learning does not facilitate students in scientific inquiry so that students do not have
cognitive skills, skills and positive attitude is not balanced. The teacher starts the learning process
directly with the explanation of the material without giving the stimulus problem or phenomenon that
closely related to the students, then students are given exercise questions, one of the students are asked
to do on the board and discussed together in the classroom. The results of this observation indicate that
less learning facilitates students' cognitive abilities optimally, as well as the ability to express opinions
and explain the reasons for student opinions [3].
To see students’ cognitive abilities can be done by giving a test. The form of test used in
educational institutions in terms of scoring system can be categorized into two, namely objective and
descriptions tests. Objective tests have several types of tests incorrectly incorrect, multiple choice
516
tests, matchmaking tests, complementary tests (short field and short answers).The description test
requires students to describe, explain, discuss, compare, giving reasons about the questions asked [4].
Static fluid concept is one of the highlights of physics in senior high school. Based on basic
competencies (KD) 3.5 it describes the laws on static fluid and its application in everyday life.
Students are not only required to understand the concept of static fluid, but also able to do calculations
in every problem that exist and understand the benefits of learning in everyday life. Based on the
background of the problems that the authors describe above, the authors feel interested to conduct case
studies on the cognitive abilities of students in SMAN 1 Batu Jajar on static fluid concept which is one
of the materials studied in class X. The purpose of this study was "to get an idea of the mean value of
students' cognitive abilities on the static fluid concept".
Field Study Method. The steps taken in this case study are as follows: (1) Field studies. Field study
conducted aims to investigate the problems in Physics learning related to student cognitive abilities.
(2) Interview. Interviews were conducted to find out the problems faced by students and their
expectations of appropriate physics learning for the student needs. This can be used as a consideration
in determining the appropriate model and learning method for students according to the material being
taught. In this interview conducted on one of the students who are assumed to represent the problems
and expectations of students in learning physics. (3) Documentation. Documentation is required as
concrete evidence of field studies and is able to see the extent of completeness of school facilities,
classroom or laboratory learning processes, test processes, and student interviews [5].
Research Participants. The selected physical material is a static fluid which is a matter of physics in
the class X of the even semester. But when doing the case study, class X have not get the static fluid
concept, then the selected student is a student in class XI IPA who had studied static fluid concept.
This field study was applied to class XI natural sciences (IPA) 1 with the total number of students was
39 students, but this test was done by 37 students because 2 students were absent (permission).
Field Study Instrument. The instrument used in this research is a cognitive ability test of students in
the form of multiple choice as much as 10 questions about the concept of static fluid and interviews
with student representatives to find out the extent to which the learning is done so that knowing the
problems and expectations of students on physics learning is expected to be used as a basis in
determining the solution.
Processing Technique and Data Analysis. Processing techniques and data analysis of students’
cognitive abilities in this study was done by calculating the students’ answers about the concept of
static fluid quantitatively then describing the data of the field study used descriptively and profoundly
to obtain a description of the problem under study [6]. The calculated data was then compared with the
expected KKM score of 70 to see the average cognitive abilities of the students.
3.1. Test Result of students’ cognitive ability about static fluid concept
The results of the students’ cognitive ability tests based on the test instruments used in the static fluid
concept in table 1 :
Table 1. Student Cognitive Test Results on the Fluid Static Concept

Result Item Total
1 2 3 4 5 6 7 8 9 10
Score 11 24 28 18 24 20 7 29 6 25 192
Average 0.29 0.64 0.75 0.48 0.64 0.54 0.18 0.78 0.16 0.67 5,1
Percentage (%) 29 64 75 48 64 54 18 78 16 67 51 %
517
Based on the students cognitive test results on the static fluid concept, the average score of students
is 5.1 (51 %). This shows that the average score of students does not meet the minimum mastery
criteria KKM of 7.0 (70 %). This means that students’ cognitive abilities still low and needs to be done
that can improve students’ cognitive skills. The KKM refers to provisions determined by SMAN 1
Batu Jajar which is equal to 7.0. The percentage of correct answers from each item used is 11 students
in item 1 (29 %), 24 students in item 2 (64 %), 28 students in item 3 (75 %), 18 students on Item 4 (48
%), 24 students on item 5 (64 %), 20 students on item 6 (54 %), 7 students in item 7 (18 %), 29
students in item 8 (78 %), 6 students on item 9 (16 %), and as many as 25 students answer correct item
10 (67 %). Item 9 seems very difficult to answer by the students because there are only 6 students who
answered correctly, while item number 8 looks very easy to answer because there are 29 students who
answered correctly. The average score of students’ cognitive achievement test on static fluid concept
was 5.1 (51%). A total of 25 students from 37 did not meet the minimum completeness criteria
established by the school that is 7.2 (67.56%), meaning that only 12 students who meet the KKM
(32.43%).
3.2. Interview Result to know how the students opinions about learning process
Interview were used to find out the description of the students opinions on the lessons and the physics
learning process that has been done during class X on the static fluid concept. This interview was
conducted after the cognitive ability test to one of the students in class XI IPA 1 SMAN 1 Batu Jajar
selected randomly [7]. The results of this interview is expected to be used as a consideration to
determine the appropriate method in solving problems faced by students.
3.3. Discussion of students’ cognitive abilities on static fluid concept

Based on the results of field research, the following is the exposure and discussion of students’
cognitive abilities on the fluid static concept. Individual student scores based on cognitive ability test
results are given on figure 1 :
9
8
7
6
Score
5
4
3
2
1
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37
Students Number
Skor Siswa Tidak Memenuhi Skor Siswa Memenuhi
Figure 1. Individual Student Score Diagram
Based on the calculation of cognitive ability test data seen in the figure 1, that the overall result of
the students ability test is still not fulfilled the KKM that is 25 students from 37 students who take the
test (67,56 %), while the student who fulfill the KKM which is expected as many as 12 students
(32.43%.). This shows that the cognitive abilities of students is still low so it needs to be done an
action that can improve students’ cognitive abilities. The cognitive abilities of students will be
518
discussed based on sub concepts on the concept of static (hydrostatic pressure, Pascal's law, and the
law of Archimedes).
Hydrostatic Pressure
Benar Salah
30 28
26
24
25
STUDENTS
20
15 13
11
9
10
5
0
soal 1 (C1) soal 2 (C3) soal 3 (C4)
Benar 11 24 28
Salah 26 13 9
Figure 2. Diagram of Sub Hydrostatic Pressure Concept Test Results
Based on the figure 2. In question 1 is about the ability of C1 to mention, there were 26 students get
wrong answer and 11 answered correctly. In question 2 which is about the ability of C3 is determine,
there are as many as 13 students get wrong answer and 24 students answered correctly. This illustrates
that the students simply understand the problem and how to respond appropriately regarding the
determination of the depth of an object that occurs at the hydrostatic pressure. Question 3 is a matter
of ability C4 because choose base on observation or calculation. If students are able to understand the
results of observations or calculations then the students will be able to choose a good picture of
numbers, tables, and graphs presented. There is 28 students answered correctly and 9 students wrong
answer.
Pascal's Law
Benar Salah
30
24
25 20
STUDENTS
20 18 19 17
15 13
10
5
0
Soal 4 (C1) Soal 5 (C3) Soal 6 (C3)
Benar 18 24 20
Salah 19 13 17
Figure 3. Pascal’s Law Concept Test Results Diagram
519
In the sub-concept of Pascal law there are 3 questions. Question 4 which is the ability of C1
(identify) there are as many as 18 students answered correctly and 19 students wrong answer. It is
suggests that some students still have not been able to identify the concepts attributed in daily life.
Question 5 which is the ability of C3 (determine) looks quite capable to be completed. There were 24
students able to answer correctly and 13 students answered wrongly. Students are able to determine
the height of a liquid in a U-tube. In question 6 about the ability of C3 (determine), meaning that
students are able to determine how much force the child needs in a small cross section in order to lift
the existing stone on a large cross section there were 20 students who answered correctly and 17
students answered wrongly.
Law of Archimedes
Benar Salah
35 30 31
29
30 25
STUDENTS
25
20
15 12
10 7 8
6
5
0
Soal 7 (C2) Soal 8 (C3) Soal 9 (C3) Soal 10 (C4)
Benar 7 29 6 25
Salah 30 8 31 12
Figure 4. Law of Archimedes Sub Concept Test Results Diagram
Question 7 deals with the buoyant force on the law of Archimedes with the ability tested is C2
(choose). Students are given several statements and then asked to choose the correct statement
regarding the concept of buoyancy style. 30 students get wrong answer and 7 students answered
correctly. This means that there are still many students who have not been able to understand the
concept of buoyant style intact. Question 8 is a matter of C3's ability to determine the exact concept of
a condition that occurs on a submarine. On this issue there are 29 students answered correctly and 8
students answered wrong. This shows that students understand the concept of a submarine to be able
to perform a drowning, floating, and floating condition. In question 9, 6 students answer correctly and
31 students answered wrongly. It is means that students have not been able to determine the right
answer to a situation that occurs in the matter. Problem 9 is a matter of C3's ability to determine the
density of a liquid. Ability in question 10 is the ability of C4 that is analyzing how many times the
comparison on an object partially floating on the surface of the liquid. There were 25 students who
answered correctly and 12 students who answered incorrectly. In general, it appears that students are
better able to correctly answer questions relating to calculations than the understanding of physics
concepts. This shows students' mathematical ability is good. But physics is not just about the formula
but the application and the benefits of the concepts learned in the school against the students’ daily
life.
Based on these results and discussions, there are several solutions to improve and enhance students'
cognitive abilities, among others: the results showed that there was an increase in cognitive ability and
student argumentation skills in both classes. However, the magnitude of the increase in the
experimental class is more significant than the control class. There is a strong and significant
correlation between arguing skills with the students’ cognitive abilities who received learning with
520
argument generator models using scientific methods [8]. Another results (1) the implementation of
cooperative learning model type TAI can improve cognitive ability with KKM reach 81,25% from
equal to 75; (2) the implementation of cooperative learning model type TAI can improve student
learning activity [9].
Another results (1) Application of cooperative learning model of Snowball Throwing can improve
students cognitive ability. Learning completeness increases from 57.50% to 82.50%. Average student
learning outcomes also increased from 68.75 to 78.63. (2) The application of cooperative learning
model of Snowball Throwing can improve student learning activity [10]. Another results the aims of
this research are (1) investigate the comparison of cognitive ability and critical thinking skills
enhancement between the classes that apply the use of ‘writing to learn’ strategy and the classes that
administer conventional learning, (2) examine the effectiveness of ‘writing to learn’ strategy in
improving cognitive ability and critical thinking skills, and (3) examine the relationship between the
quality of writing and cognitive ability and critical thinking skills [11]. Students’ cognitive ability can
be improve by applying of learning cycle 5e model aided cmaptools - based media prototype. It may
be an alternative solution to this problem, because it can help students learn from his own experiences
so that they can apply the concepts and also by using CT-based media, it is possible to visualize
abstract physics concepts [12].
4. Conclusion
Based on the analysis and discussion of the students cognitive ability on static fluid concept can be
concluded as follows: (1) Students’ cognitive ability still relatively low. This is evidenced by the
average value of 5.1 to the percentage of students 51%. This indicates that the student has not reached
the average value expected in the 7.0 with a percentage of 70%. The number of students who do not
meet the criteria of completeness is expected that as many as 25 students out of 37 students who took
the tests, with a percentage of 67.56%. This means that only about 12 students who meet the
completeness criteria expected. (2) In terms of the ability to answer the question, the concept looks
difficult types of problems answered correctly by students than other types of calculation problems.
This demonstrates the ability of students is not deep in the concept but in mathematical ability.
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Effect of ARCS model using diagnostic test result against

misconception studying physics student class XII SMAN 64
Jakarta Timur
R Purbosaria), and T I Hartinib)

Program Studi Pendidikan Fisika, Universitas Muhammadiyah Prof. DR. HAMKA, Jl.
Tanah Merdeka No. 20, Jakarta 13830, Indonesia
a)
E-mail: ririspurbosari@rocketmail.com b)E-mail: tri.isti@yahoo.co.id
Abstract. We aimed to determine and prove the influence of ARCS learning model using
diagnostic tests through misconceptions in physics learning outcomes. The research was
conducted in SMA Negeri 64 Jakarta Timur in the 2nd half of the school year 2015-2016. The
population of this research were 36 students with a number of 32 students studied. The
sampling technique used is the technique of random sampling with random technical terms.
Method of quantitative descriptive correlational approach used in this study. After the data
were normally distributed and homogeneous based test for normality and homogeneity,
followed by hypothesis testing using t-test. Based on the results obtained by linear regression
calculation regression model ̂ , the results of calculations obtained
, and the calculation results obtained homogeneity testing
. Testing the hypothesis gained ,
suggesting that rejected. Thus, it can be concluded that there are significant ARCS models
using diagnostic tests to misconceptions physics student learning outcomes.
1. Introduction
Learning is a learning process that requires an optimal learning readiness. Especially in learning the
necessary readiness to learn physics by understanding the concept of the students in each material to
achieve the learning objectives. In pursuit of learning, the learning process should be done in a manner
appropriate to the characteristics of the indicators addressed. Through the learning objectives are
achieved, the ability of students can be measured based on the results of students in teaching and
learning. The ability of students is not only based on value alone, but on the ability of the students
after receiving a learning experience, such as changes in attitudes, thinking patterns and skills students
in their environment as seen from physics student learning outcomes.
Through a physics student learning outcomes will be known to students' thinking skills on
cognitive aspects are seen through the prior knowledge of students in the form of a concept that has
been owned from previous learning experience. In the field of physics, the physics characteristics of
abstract and complex learning physics emphasizes providing direct experience to develop student
competencies in order to understand the nature around with a scientific concept. Thus, understanding
the concept of a mandatory capability of the students and should be in accordance with the concept of
learning materials so that learning can take place properly. However, the original concept that has
been owned by the students sometimes less in tune with what is supposed to be presented by experts or
so-called misconceptions. Misconceptions can interfere with learning and subsequently if no
immediate action. Provision of material provided by the teacher and the initial concept that has been
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owned by the students had a great influence in determining the teaching and learning process in the
classroom. So the impact on students' understanding of matter further and if left unchecked will be
misconceptions forever. Hence, misconceptions physics learning outcomes need to be fixed
immediately in order to realize the right of learning physics and in accordance with the learning
objectives to be achieved.
The misconception is something that does not fit with the notion of experts in the field. If the
students had misconceptions and left, then the continuity of the learning objectives at the next material
will be difficult to achieve so that the need for follow-up to determine if the student is experiencing
misconceptions or not, so that educators can provide proper treatment to these students for future
learning. However, misconceptions does not mean that a fault is solely due to the students 'thinking,
but their influence also held misconceptions of previous students' learning experience teaching
materials upon receipt of teachers by students who did not follow up.
Misconceptions that occur in students can be caused by two factors, internal factors and external
factors. Internal factors are factors arising from within the students that influence students' thinking
patterns such as intelligence factors, mental and physical weakness or emotional nature that cause bad
habits of students in learning. Meanwhile, external factors are factors outside the student arising from,
for example, is a learning situation, the method of teaching provided by teachers, learning burden is
too heavy and less supportive home environment for the child to learn. Thus, the best efforts are
required for students and teachers to be able to create the right atmosphere of learning in order to
achieve the learning objectives. Besides the active role of students in learning activities are
indispensable in this learning activity. However, it is difficult sometimes for students to participate
actively in learning. Whereas the basic ability and confidence that has been owned by the students, can
support the success of student learning through his active role in the learning activities.
Based on observations on the Tuesday, November 24, 2015 in class XI MIA 2 upon physics
learning activities, teachers still have to do the commands given in advance to the students to get the
students' active response to the learning provided. Such as answering questions given teachers and in
the delivery of the results of discussions in the classroom, resulting in students' motivation is lacking
due to the learning habits of the students earlier. Moreover, the attitude of students lack confidence led
to doubts in answering questions asked during the learning and in which he remains poorly understood
to ask the teacher. Factors such if allowed would interfere with teaching and learning activities that
can lead to misconceptions physics learning outcomes. Because of such attitudes held by students,
showed indications of support from students who have misconceptions about learning physics.
The importance of choosing appropriate learning models and appropriate needed to overcome
misconceptions physics student learning outcomes with the motivation of students to be more
confident in the study so as to understand the interrelationships every material that goes into learning
to get the maximum learning physics. Many models of learning that can be used in learning activities.
However, not all learning model can be the perfect solution to this problem. The learning model used
should be able to give students an accurate understanding so as to provide satisfaction for students to
learn physics as seen from physics student learning outcomes. One model of learning that could be
expected to overcome these problems is the learning model ARCS (Attention, Relevance, Confidence,
Satisfaction). Model ARCS (Attention, Relevance, Confidence, Satisfaction) is one model of learning
that involves students actively together with teachers to understand the ability itself so that it can be
motivated and more confident. In addition, the use of the learning model ARCS (Attention, Relevance,
Confidence, Satisfaction) also requires teachers to be able to associate any learning materials in
everyday life so that students are able to achieve the satisfaction of learning through learning
outcomes obtained.
Through learning model to address misconceptions ARCS physics student learning outcomes
required indicators of achievement of learning so as to know their misconceptions occur through daily
test scores of students in the form of tests. Many types of tests that can be used to determine the
misconceptions. However, the test to be used in this study is a diagnostic test, which is a test used to
diagnose the presence of misconceptions. By using diagnostic tests, is expected to be easier to see the
student’s answers that indicate misconceptions physics student learning outcomes that occur in
students according to the indicators of expected results. Thus, teachers can provide proper actions in
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future learning activities.

The tests will be used too many forms, but the form which it considers most appropriate test in this
research is to test the description. Because, by using a test description can more easily find out and see
the misconceptions on these students through exposure of the answers given. Thus, it is easier to
identify students who are classified according to the indicator misconceptions diagnostic tests. With
the description given in the form of diagnostic tests to students to diagnose the occurrence of
misconceptions, students are expected to recognize its capabilities so that the problem can be
effectively addressed. Based on the presentation, researchers became interested in conducting research
on "The Effects of Model ARCS Using Diagnostic Tests Against misconception Learning Outcomes
Physics Student Class XI SMAN 64 Jakarta Timur".
The method used in this study is the experimental method, which conducted experiments on the
classes that will be given treatment and one grade test instrument for influence on the administration
of the treatment. This study used Pre-Experimental Designs, because there are external variables that
still take effect on the independent variables using a form of research One-group pretest-posttest
design. This research was carried out in April-May in a two-semester class XI students, the school
year 2015/2016 in SMAN 64 Jakarta Timur with samples of research a number of 32 students.
3.1. Histogram-Polygons Frequency

Figure 1 shows the test results (pretest) before the students are given treatment with the ARCS
learning model to see the student's initial ability.
Figure 1. Histogram-Polygons Frequency Pretest shows the results

of the test before the students given treatment.
Figure 1 shows that the pretest value interval of the diagnostic test. The x-axis is the value and the y-
axis is the number of students. The result is a measurable form of student’s initial abilities. From the
figure, the highest student score is obtained at the interval of 29.5-37.5 and 45.5-53.5 with the number
of students each 8, indicating that the student is still experiencing the physics misconception.
Figure 2 shows the test results (posttest) after the students are given treatment with the ARCS
learning model to see the student's ability used diagnostic test related student’s misconception.
525
Figure 2. Histogram-Polygons Frequency Posttest shows the results

of the test after the students given treatment.
Figure 2 shows the results of the test after the students were given treatment in the form of learning
with ARCS learning model (posttest) to see student’s ability related to misconception. The x-axis is
the value and the y-axis is the number of students. The result is a form of measurable student ability
related to misconceptions that students have. From the picture, the highest student score obtained is at
the interval of 70.5-76.5 with the number of students 12 people. The value interval of the drawing
from the diagnostic test results indicates that the student's physics misconception is reduced after
learning using the ARCS model.
3.2. Hypothesis Test Results
Table 1 shows the results data in hypothesis test of the experimental class with the ARCS learning
model to see the student's ability used diagnostic test related student’s physics misconception. The
calculation of hypoyhesis test used t-test.
Table 1. Hypothesis Test Results shows hypothesis test

after pretest and posttest through diagnostic test.
Information
very significant
Table 1 shows the results of the experimental class hypothesis test after pretest and posttest through
diagnostic tests. The test used in the form of an essay of 15 questions. Using a significant level of α =
0.01 and α = 0.05 stated that the calculation result is very significant, which means learning by ARCS
model using diagnostic test affect student physics learning misconception.
4. Conclusion
This research proved that by using diagnostic test in the form of structured description able to detect
misconceptions of student’s physics learning results through the exposure of answers given by
students at the time of answering questions.
Provision of learning using ARCS model is able to facilitate students in understanding the physics
concept of students through the learning process seen from the student’s physics learning outcomes
have increased and able to overcome the misconception of student physics learning after giving ARCS
model learning. From pretest result got average value 39,75 while from result of posttest got average
value 77,12. This proves that ARCS model learning can be applied well to overcome the
misconception of student physics learning result. From result of t-test calculation, it is concluded that
H0 is rejected and H1 accepted that there is effects of ARCS model using diagnostic test to
misconception of physics learning result of class XI SMAN 64 Jakarta Timur.
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5. Acknowledgments
This research was made possible thanks to T I Hartini, A Kusdiwelirawan, Sunardi, Y Rahmadhar, Y
Soenarto and F A Burhendi to help complete this research through the guidance and direction.
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Effect of discussion method based on socio-scientific issues

with whatsapp application to scientific literacy of pre-service
physics teacher
S N Muhajir1a), V Otaviani2, T Gumilar2, E K Yuningsih2

1
Program Studi Pendidikan Fisika, Sekolah Pascasarjana Universitas Pendidikan
2
Program Studi Pendidikan Fisika, Universitas Islam Negeri Sunan Gunung Djati, Jl.
A.H Nasution No. 105 Bandung 40164, Indonesia
a)
E-mail: sitinurdiantimuhajir@student.upi.edu
Abstract. This study aims to determine the effect of discussion methode based socio-scientific
issues on science literacy conducted in whatsApp application. This study uses true-experiment
method with posttest only control group design, with sample are pre sevice students of physics
education. Sciencetific literacy instrument that used are three questions based on competence
of science literacy according to framework PISA 2015. Based on the hypothesis test using IBM
SPSS Statistics 19, shows that t arithmetic is 0.00005 <0.05 or Ha accepted. Thus discussion
method based socio-scientific issue using WhatsApp application can affect the scientific
literacy of physis students.
1. Introduction
Science is a system for understanding the universe through observation and controlled experiments
[1], according to Harre [2] in his book philosophy of science, science is a collection of theories that
have been tested truth, describes the patterns of regularity and irregularity of symptoms Which is
closely observed. It can be concluded that science is a way of studying natural phenomena that can be
observed by the senses in an organized and verifiable way. Knowledge and ability to use science are
closely related to science literacy. Literacy of science according to PISA [3] is defined as the ability to
engage in problems related to science and with the ideas of science to become a reflective society.
Science and society are inseparable in the present era. Therefore, it is important for all societies to
study science as a whole. The learning of science must have an impact on one's scientific ability so
that society will be more reflective of science. Society is familiar with science products, one of which
is a gadget. Almost every circle has a gadget, especially pupils and students. Students assume that
gadgets with all sophisticated features can make it easier for them to access information and
communicate. Many students have social media accounts that are used to just chat or even share
information. Social media is a tool that facilitates communication services and the relationship
between each other that have the same importance and interest [4].
Social media usually has a message group feature that allows group members to send messages that
can only be viewed by fellow group members only. Students generally create personal groups to
exchange information, such as lecture information, college schedules, college assignments, and also
college holiday schedule. One example of social media that is widely used for group conversations is
the WhatsApp. WhatsApp is a messaging app for smartphones with similar basic BlackBerry
Messenger. WhatsApp messenger is a cross-platform messaging application that allows us to
529
exchange messages without SMS charges, because WhatsApp Messenger uses the same internet data
packets for email, web browsing, etc. [5]. The general benefits of using the WhatsApp app in lectures
such as easy to use, free apps, students can share learning materials easily through comments and
messages, so that student knowledge is more easily built and shared through the WhatsApp application
[6].
Based on observations of the student class of 2013 physics education at the Islamic University of
Sunan Gunung Jati Bandung data showed that the majority of students to discuss in a group discussion
with social topics or chatting. Only a small fraction discussions physics stubs. Though social media
accounts more useful if it is used as a medium of learning, the exchange of information and discussion
by mentioning the source link amplifier in the scientific argument. Discussion using social media
application gives students the opportunity to be able to discuss anywhere and anytime. The topic of
discussion is tailored to the material discussed in the class. The material presented in the classroom
will be used as a discussion material outside the classroom by first being the topic of discussion based
on sociosaintific issues. Sociosaintific issues are concept-based and scientific issues, controversies,
and public discussions that are heavily influenced by socio-politics [7].
The promotion of science literacy can be taught by incorporating sociocictific issues in the teaching
and learning process [8]. Based on research Christine, Facebook applications can be used as a medium
in learning science literacy outside school [9]. This is confirmed by research Rahayu that to improve
the professionalism of teachers in achieving scientific literacy can be done through contextual
learningsocio-scientificissue [10]. Meanwhile, according to Herlanti's research, Blogquest
development based on sociosaintific issues can improve the skill of argumentation and microbiology
literacy of biology education students [11]. Based on the above, researchers interested in conducting
further research on the effects of discussion method based socio-scientific issues with the help of the
WhatsApp application to scientific literacy of physics education student. Because scientific literacy is
an urgency and is becoming a hot topic of research in several countries without exception Indonesia.
In addition, scientific literacy is closely related to the technology currently is no stranger to the people
of Indonesia.
Research conducted at the Department of Physical Education UIN Sunan Gunung Djati Bandung. This
research method is a method of true-experimental design with posttest only control group design, the
respondent actually selected at random and given the treatment and control groups exist. The
population in this research is all students of class A and B of Physics Education class of 2013 which
take course of modern physics. The sampling technique used random sampling where randomly
selected one class as the experimental class and one other class as the control class [12]. The samples
in this study were students of sixth semester Physical Education courses at State Islamic University
Sunan Gunung Djati Bandung as many as 37 students of class A as an experimental class and 37
students of B class as the control class. Class experimental physics lab treated with a form of
structured discussions using WhatsApp application, while the control group did practical work and
conduct discussions without application WhatsApp, discussion for control keas only be the assignment
without any guidance from laboratory assistants and researchers.
However, for the experimental and control groups are equally given the same topic of discussion. The
purpose of this study was to determine the effect ofsocio-scientific issue-based discussion method with
the help of the WhatsApp application against the scientific literacy of physics education student. The
hypothesis of this study is there are significant socio-scientific issue-based discussion method with the
help of the WhatsApp application against the scientific literacy of physics education students.
Hypothesis testing is done by using parametric statistic that is t test because posttest data of second
class is normal distribution by using Shapiro-wilk at IBM SPSS Statistics 19. Whereas the influence of
discussion method based on sociosaintific issue with the help of WhatsApp application to student
science literacy is known from the difference of control class posttest and experimental class value.
PISA 2015 establishes three scientific literacy competencies that explain scientific phenomena,
evaluate and design a scientific inquiry, and interpret data and scientific evidence. The posttest
530
instrument used is a three-dimensional scienctific literacy question that is based on the sciencetific
literacy's competence.
3.1. Contoh Figure

This research was conducted for three times with an online discussion activity using WhatsApp
application in the experimental class outside class. Students are given three topics of socio-scientific
issues related to the experiments that have been done on the activities of Modern Physics practicum
that is mild oil drips with issues concerning the type of oil can be used in milikan oil drip experiments,
photoelectric effect practicum with issues regarding solar cells, and demonstration of cathode ray
tubes With the issue of CRT television (Cathode Ray Tube). While for the control class is not given an
online discussion activity using WhatsApp applications, but they are given the task to search and
discuss socio-scientific issues related to oil drops, photoelectrical effect applications, and CRT
applications, independently without guidance and without using the Whatsapp application.
Table 1 shows the differences in student scientific literacy experimental and control class derived from
the average value of the overall posttest.
Table 1. Average Posttest Value

Competencies of Number of Average
Scientific Literacy Question Experiment Control
Explain phenomena
2 65,76 54,95
scientifically
Evaluate and design
1 58,56 47,74
scientific enquiry
Interpret data and
3 52,25 13,51
evidence scientifically
Total 176,57 116,2
Average 58,86 38,73
Based on the results of data analysis showed Tabel 1 that the average value of science literacy class
students experiment (58.86) was higher than control group (38.73). This is presumably due to the
experimental class conducting a discussion using WhatsApp application, students have more space to
give expression to the arguments, responses, and data to support on issues related to the practical
socio-scientific has done. Discussion is a possible situation to ask, assimilate and analyze information
and formulate their own conclusions [13]. The analysis of posttest in terms of any scientific literacy
competence always indicates that the experimental class value greater than the value of the control
class. The largest posttest difference between the experimental class and the control class is on the
third competence of competence to interpret data and scientific evidence. This is thought to be
because when online discussions use the WhatsApp application experimental class students are
familiarized for discussions by including scientific evidence and analysis of data that support their
arguments against the sociosantific issues provided so that they can work on the competency-related
problem better than students Control class. According to the OECD (Organization for Economic
Cooperation and Development) in Herlanti states that science literacy requires a scientific
understanding of concepts and the ability to apply scientific perspectives based on evidence [14].
Based on the order of value of each competence of science literacy, the first competence has the
highest value, followed by the second and third competencies. Students generally have been able to
achieve competency explain scientific phenomena quite well, because these competencies related to
the content domain knowledge in science literacy. As for the competence of two and three is to
531
evaluate the competence and designing inquiry science, interpret data and scientific evidence is not
only related to the content domain of knowledge, but rather the procedural domain knowledge and
epistemic knowledge. So it requires the right method to perform learning in which there are activities
included designing inquiry-science and data. Therefore, the method based discussion socio-scientific
a suitable method for the socio-scientific broader context involves not only scientific knowledge, but
also ethics and values [8].
Hypothesis testing is done to determine if Ho is accepted or rejected. To perform the test the
previous hypothesis test data normality using the Shapiro-Wilk on IBM SPSS Statistics 19. The
application normality test results for an experimental class posttest value p = 0.098 and value posttest
control group p = 0.067, the value both of posttest are normal distribution .
Posttest data were normally distributed so that the research results of hypothesis testing is done
using parametric statistics that the t test. Based on the test results obtained by the data value t is
0.00005 which is less than the value of t worth = 0.05 or 0.00005 <0.05. Thus Ho rejected and Ha
accepted, so it can be said that there are significant socio-scientific issue-based discussion method
with the help of the WhatsApp application against the scientific literacy of students of Physical
Education.
4. Coclusion
Based on the analysis of posttest both overall and each competency items shows that scientific literacy
of students using socio-scientific aided issue-based discussion WhatsApp application is higher than
the scientific literacy of students who do not perform method socio-scientific aided issue-based
discussion WhatsApp application. Based on a review of three scientific literacy competencies that
have the highest value of the difference is the competence to interpret data and evidence scientifically.
Overall it can be concluded that there are significant effects discussion method based of socio-
scientific issue with WhatsApp application against the scientific literacy students of Physics education
with posttest average value of 58.56.
5. Acknowledgments
The authors would like to thank all those who have provided assistance and support to this research.
Especially the assistant of modern physics laboratory UIN Sunan Gunung Djati Bandung.
6. References
[1] Carin, A. & Robert B. Sund. Teaching Science Through Discovery. 6th ed. 1989. Columbvus,
Ohio: Merrill Publishing Company.
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[3] Garret, Chris, 2015, Science Direct. Available online at www.Chrisg.com.
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p. 100.
[5] Barhoumi, Chokri. 2015. The Effectiveness of WhatsApp Mobile Learning Activities Guided by
Activity Theory on Students' Knowledge Management. Taibah University Saudi Arabia:
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[6] Dowson, V.&Venville, G.J. 2009 High School students informal reasoning and argumentation
about biotechnology: An indicator of science literacy?. International Journal of science
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[7] Herlanti, ddk. Kualitas Argumentasi pada Diskusi Isu Sosiosaintifik Mikrobiologi Melalui
Weblog 2012 Unnes: Jurnal Pendidikan IPA Indonesia.
[8] Christine, Greenhow, Thor Gibbins, M Menzer. 2015. Re-Thinking Scientific Literacy out-of
school: Arguing Science Issues in a Niche Facebook Aplication Elsevier International
Journal of Computers in Human Behavior.
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[9] Rahayu, Sri.2015 Meningkatkan Profesionalisme Guru dalam Mewujudkan Literasi Sains Siswa
Melalui Pembelajaran Kimia/IPA Berbasis isu sosiosaintifik. UNMA. Available online at
www.researchgate.com.
[10] Herlanti, Yanti. 2014. Pengembangan Blogquest berbasis isu sosiosaintifik untuk
mengembangkan keterampilan berargumentasi dan literasi mikrobiologi mahasiswa
pendidikan biologi. UPI.
[11] Sugiyono. 2014 Metode Penelitian Pendidikan:Pendekatan Kuantitatif, Kualitatif, dan R&D
Bandung: Alfabeta. P.114.
[12] Dwikoranto. 2014 Aplikasi Metode Diskusi dalam Mengembangkan Kemampuan Kognitif,
Afektif dan Sosial dalam Pembelajaran Sains. Jurnal Penelitian Fisika dan Aplikasinya
(JPFA).
[13] Herlanti, dkk. 2015 Pengembangan Pembelajaran Berbasis Isu Sosiosaintifik Melalui Weblog
untuk Mendukung Literasi Sains.
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The effectiveness of research-based physics learning

integrated with character values to improve the student’s
competence
Usmeldia)
Jurusan Teknik Elektro, Universitas Negeri Padang, Jl. Hamka, Air Tawar, Padang
25131, Indonesia
a)
E-mail: usmeldy@yahoo.co.id
Abstract. The preliminary survey showed that many students who have not master the concept
of physics. The students are still difficulties in solving the physics problems. In learning
physics teacher must conduct exploration activities and experiments to doing a good learning
physics. Therefore implemented the research-based physics learning integrated of character
values. The learning activities that begin with the build of understanding through real examples
in life, formulate problems, then trained them searching for information, hypothesize, collect
data, analyze the data, and concluded. This research aims to determine the effectiveness of the
research-based physics learning integrated with character values to improving the student’s
competence. The research used a quasi-experiment method with pretest-posttest control group
design. Subjects were students of tenth grade in MAN Lubuk Alung, Padang. Data were
collected using observation sheets, the achievement test, skills assessment sheets, attitude
questionnaires. The results showed that research-based physics learning integrated of character
values effective to improving the students' competence, in terms of (1) There is an
improvement of students' competence in knowledge domain at every face to face. (2) There is
an average difference between the students' learning outcomes of the experiment and the
control class. (3) Average student learning outcomes of experiment class are higher than
control class. (4) The average student’s skill of all aspects of observation is the good category.
(5) Students character is include began to developing category.
1..Introduction
The demands of the 2013 curriculum that students are subjects who have the ability to found actively,
processing, construct and use knowledge. For that learning should be related to the opportunities given
to students to construct the knowledge in the cognitive process. The 2013 curriculum emphasizes the
competence of graduates with good character, have integrated skills and knowledge in learning
materials. Learning using the 2013 curriculum based on scientific activities can be done with a
scientific approach. This approach includes observing, questioning, doing experiment, reasoning and
communicating activities.
Physics developing through observation steps, problem formulation, hypothesis formulation,
hypothesis testing through experiments, conclusions, and the discovery of theory and concepts.
Physics learning activities carried out through process skills activities including exploration (for
information, facts), experimentation, and problem-solving (to strengthen the understanding of
concepts and principles). The exploration activities undertaken aim to provide opportunities for
students in obtaining information, stories, and facts relating to knowledge based on the demands of
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basic competence. Experiments activities conducted in the laboratory with the aim to reinforce
concepts and principles in accordance with the basic competencies in the syllabus. Physics subjects
will never be separated from the above two activities that require students to think scientifically based
on scientific methods. Therefore, in learning physics teachers must conduct exploration and
experimentation activities to realize the goals of physics learning well. Physical learning has a very
important role in order to form a scientific attitude, analytical thinking and foster creativity of
students.
Physics is very important in the development of science and technology. Many technology products
are created as a form of application of the principles of physics. This is an invaluable success because
it can be enjoyed by the community. This success can motivate students to be diligent in studying
physics. The development of students' ability in physics is one of the successes in information
technology. One effort that can be done to realize the goals of national education, especially in the
subject of physics in high school can be done through the implementation of the effective learning
model. Learning model used must be able to develop creativity thinking students.
In order for physics concepts can be achieved students then the teacher can use the teaching
materials in accordance with the 2103 curriculum. Based on the results of interviews with physics
teacher in MAN Lubuk Alung Padang about the implementation of physics learning, teachers have
implemented the 2013 curriculum. The teaching materials used are not in accordance with the 2013
curriculum. Although the 2013 curriculum has been enacted nationally and has conducted training on
2013 curriculum, teachers are still using teaching materials that are inconsistent with the principles of
the 2103 curriculum. The teaching materials used do not show any learning steps with the scientific
approach and the instructional model demands in the 2103 curriculum. In addition, teaching materials
used by teachers have not varied. Teachers only use teaching materials in print. The 2013 curriculum
demands teachers should also utilize information technology to make learning more interesting. In
learning activities, students rarely do experimental activities in the laboratory. Experimental activities
in the laboratory are useful for generating the spirit of researching for students. This affects the
learning outcomes of students that will improve as students are faced with problems they can
researching to obtain an objective solution.
The activity of students in learning is still less because students tend to be passive. Student
motivation in learning is low because there is no variation of the method used by the teacher in
learning. This leads to lower thinking ability of students. Students are less able to solve physics
problems so that the mastery of students about the concept of physics is still low. Mastery learning of
student at tenth grade MAN Lubuk Alung in the midterm exam of the even semester of the academic
year 2016/2017 is 42.9%.
Physics is considered important to be studied as a separate subject with some consideration. First,
in addition to providing the stock of knowledge to students, physics subjects are intended as a vehicle
to foster the ability to think useful for solving problems in everyday life. Second, the subject of
physics needs to be studied for a more specific purpose of equipping students with knowledge,
understanding and a number of abilities that are required to enter higher education and develop science
and technology. As an effort to achieve these objectives, a systematic, integrated, directed and
sustainable process is needed through quality learning activities.
One of the factors that greatly affect the quality of learning is the availability of teaching materials.
Teaching materials is a form of learning process planning in which each teacher is required to make
teaching materials consisting of lesson plan, module as learning resources of students both before
learning and while learning in class, learning media, and assessment instruments that include aspects
of knowledge, character and skills with the answer key and the rubrics.
The selection and use of appropriate teaching materials in a learning process is a very important
factor in directing students to gain a learning experience. A good teaching material is a tool that can
facilitate the realization of interactive, inspirational, fun, challenging learning, motivate students to
participate actively, and provide sufficient space for initiative, creativity and independence according
to the talents, interests and development of student’s psychological. Through good teaching materials,
students are expected to become more active and the learning process will be more meaningful for
students.
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The solution of the problem that has been explained is to implement the research-based learning
integrated character values in physics learning. Research-based learning can train and improve the
critical thinking skills of students. Research-based learning is an integrated implementation of research
and meaningful learning. Research-based learning can stimulate students' scientific thinking. Learning
activities are initiated by building students' understanding through real life examples, formulating
problems, then training them in searching for information, preparing hypotheses, collecting data,
analyzing data and conclusions. Learning activities using this model can help the student gain better
understanding and knowledge so that they are able to solve the problems of physics.
The research-based learning is the learning process which is based on the research approach as a
step in the implementation [1]. Research-based learning gives students the chance to search for
information, hypothesize, collect data, analyze the data, and concluded [1]. The research-based
learning is based on the philosophy of constructivism which includes four aspects: learning that builds
understanding, learning by developing prior knowledge, learning is a process of social interaction and
meaningful learning is achieved through real experience [2]. Research-based learning is a learning
method that uses authentic learning, problem-solving, cooperative learning, contextual (hands on and
minds on), and the inquiry discovery approach which is based on the philosophy of constructivism.
The research-based learning is a system of instruction which is used an authentic learning, problem-
solving, cooperative learning, hands-on, and inquiry discovery approach, guided by a constructivist
philosophy [3].
The research-based learning is one method that integrated the research in the learning process, that
the research-based learning model is integrated into the research process [4]. This applies in learning
activities with the approach of learning by doing. Research-based learning opportunities for the
development of teaching methods, among others: (a) the renewal of learning (enrichment curriculum)
by integrating the results of the research, (b) active participation in the implementation of the research,
(c) learning By using research instrument, (d) development research context inclusively (the students
learn the procedures and results of research to understand the ins and outs of synthesis).
Research-based learning aims to implement the learning process that leads to analysis, synthesis,
evaluations and improves the ability of students and teachers in terms of assimilation and application
of knowledge. These objectives can be described as follows: (a) increase the meaning of the subjects
matter to be more contextual with describing the research results, (b) strengthening the thinking ability
of students as researchers, (c) improve the learning through internalization of research value, practice
and ethics of research by engaging students in research activities, (d) improve the quality of research
with involve students in research activities, (e) improve the students' understanding of the
development of knowledge through ongoing research, (f) improve the understanding of the role of
research in innovation so as to encourage students to think creatively in the future, (g) improve the
quality of education.
The research-based learning is a teaching method that emphasizes research in the learning process
[5]. In this case, the research activities are interlinked in two varieties. The first subject is a situation
where students are directed to use relevant research from the subject (as research results from other
researchers) as part of the teaching material. At higher levels, it can occur circumstances where a
student takes the role and engage in research of teacher. The second variety is the development of
learning activities in which the process of stages of research is designed to be the strategy in the
discovery process. Steps of the research-based learning models, namely (1) the teacher explains the
research procedure, (2) students formulate the problems, (3) literature studies, (4) formulate
hypotheses, (5) collect data through experiments, (6) data analyzing, (7) conclude and (8)
communicating the research results [6].
In the physics learning, the development of character education can be done through the discussion
of physics material that is directed to develop students' ability in understanding natural phenomena,
learn various sources of information, analyzing, and communicating. The teacher gives students the
opportunity to internalize the character. Character education is not just teaching the right and wrong.
Character education develops good habits so that students become aware of what is right and wrong,
are able to feel good values and do it regularly. In other words, character education must involve
moral knowing, moral feeling, and moral action. Integrating character education into subjects, it is
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important to note the selection of appropriate learning methods, developing communication skills
through discussion or presentations. To develop cooperative and team work skills the practicum
method can be applied.
Based on the condition of physics learning that has been described then conducted research on the
effectiveness of research-based physics learning integrated character values to improve student’s
competence. The problem in research is formulated as follows: How is the effectiveness of research-
based learning integrated character values to improve student’s competence? The purpose of this
research is to know the effectiveness of research-based learning integrated character values to improve
student’s competence.
2..Research Method
This research used a quasi-experimental method with pretest-posttest control group design
[7]. Pre-test and post-test given to students of experimental class and control class used the
same test. The research was conducted in tenth grade at MAN Lubuk Alung Padang. The
research phase is: (1) conduct a preliminary survey, (2) develop the teaching material based research
(lesson plan, student worksheets, and assessments) and research instruments, (3) conduct pre-test, (4)
conduct research based learning integrated character values in student of experiment class, control
class implementing learning with lectures, (5) conduct post-test, (6) to analyze the data and interpret
the results. The research instruments are observation sheet, achievement test, skill assessment sheet,
and student attitude questionnaire in learning.
Data were analyzed quantitatively to know student competence in learning. The effectiveness of the
implementation of learning is based on from the improvement of students' competence in physics
learning. Improved the student’s competence in the knowledge domain were analyzed by calculating
the percentage of students' learning mastery of post-test scores. The difference in the students'
competence of the experimental class and the control class was analyzed using the t-test. The data of
students' skill and attitude in learning is analyzed by comparing the average score with score category.
3..Result and Discussion

The effectiveness of research-based physics learning integrated character values to improve student
competence in terms of (1) improving student competence, (2) differences in the average score of
experimental class students and control classes, and (3) students' skills and attitudes in learning.
Further analyzed each of these aspects to determine the effectiveness of the implementation of
learning models.
3.1. Student Competence Improvement

Student competence data in the knowledge domain is obtained from test results at each face to face.
The average learning outcomes and mastery learning of student in the knowledge domain at each face
to face can be seen in Table 1. The average learning outcomes of students in the knowledge domain
improve at each face to face. This is caused by students able to learn well, the research-based learning
model integrated character values like the students because learning begins presenting the problem
that is already known by the student. Problem solutions are implemented through experiments so that
learning becomes fun. The division of study groups is heterogeneous. The head of each group is
selected from the best students in the group to guide their peers with lower levels of learning ability.
Table 1. Results of Knowledge Competence Assessment

Face to Face Average Score Mastery learning (%)
I 75.03 40.63
II 80.21 68.75
III 80.78 78.13
IV 90.14 93.75
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At the fourth face to face, it appears that the students' learning outcomes have improved compared to
the previous face to face. Percentage mastery learning of students at the fourth face to face reached
93.75%, greater than the mastery of learning in the classical that is 85%. Thus it can be said that
learning to use the model of research-based learning integrated character values can improve learning
outcomes of students in knowledge competence.
3.2. Average Differences in Student Learning Outcome of Experiment and Control Class
Before analyzing the data to know the difference between the average of the learning outcome of
experiment and control class, firstly done normality test of data distribution and test of data
homogeneity. The result of normality test of data distribution shows that the learning outcome of
experiment and control class before learning is the normal distribution at significance level α = 0.05.
The same result for student learning outcome after learning. The result of homogeneity test data of
student learning outcome before learning show that data of student learning outcome of experiment
class and control class is homogeneous (α = 0,05), likewise data of student learning outcome after
learning.
Based on normality test of data distribution and homogeneity test of experiment and control class
data, it can be determined that the mean difference test of student's learning outcome can use t-test
(with the formula for normal and homogeneous data). After the mean difference test on the data of
student’s learning outcomes before the learning obtained the average of students' learning outcome of
the experiment and control class did not differ significantly (α = 0,05). Thus it can be stated that the
student's competence before the learning is the same in both classes. The mean difference in the
student’s learning outcomes after the learning shows that the average of the students' learning
outcomes of the experiment and the control class differed significantly (α = 0.05). Thus it can be stated
that student learning outcomes after learning differ in both classes. The average student's learning
outcomes of the experimental class are higher than the control class. The visualization of student
outcomes average before and after learning can be seen in Figure 1.
Eksperimen;
Post-test;
90,14 Kontrol; Post-
test; 81,35
Eksperimen; Kontrol; Pre-

Pre-test; 65,3test; 63,8
Average Score
Eksperimen
Kontrol
Student's Competence
Figure 1. Student Competence Before and After Learning
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3.3. Student Skills

Learning outcomes of students on the competence of skills obtained from the activities of students in
doing the practicum. The analysis result of student skill assessment can be seen in Table 2. The
average of students' skill from all aspects of observation is 83.75 and is in the good category. This
means that research based-learning integrated character values can improve the skills of students in
conducted the experiments.
Table 2. Results of Student Skills Assessment

Aspects of Observations Face to Face
Average Category
1 2 3 4
Preparation of the experimental 75.00 85.00 75.00 76.00 77.75 B-
equipment
Formulate the hypothesis 78.00 78.00 82.00 81.00 79.75 B-
Participation in the experiment 82.00 86.00 79.00 80.00 81.75 B
Accuracy of using tools 85.00 83.00 79.00 81.00 82.00 B
Collecting data of experiments 76.00 85.00 79.00 80.00 80.00 B
Answering questions in the 85.00 84.00 86.00 82.00 84.25 B
experiment
Timeliness of prepare reports 82.00 80.00 83.00 81.00 81.50 B
Presented the report 82.00 81.00 83.00 81.00 81.75 B
Concludes the experiment 84.00 80.00 86.00 83.00 83.25 B
3.4. Student Character

Assessment of the character of students is obtained from the observation of the students during the
learning at each face to face. The result of the character assessment of the students shows that the
character of the student is included in the category of developing (MB), except the religious aspect
including the category of becomes habit (MK). This means that the model of research-based learning
integrated character values can improve the character of students in learning. At the first face to face
until the fourth obtained that the character of students has improved.
Table 3. Results of Students Character Assessment

Characters of Face to Face
observations Average Category
1 4
Religious 86.00 78.00 85.50 84.50 83.50 MK
Curiosity 83.00 77.50 79.00 78.50 79.50 MB
Toil 76.50 77.50 79.00 78.50 77.88 MB
Logical thinking 80.00 78.00 73.00 72.00 75.75 MB
Honest 83.00 78.00 79.00 79.00 79.75 MB
Discipline 79.00 81.50 78.00 76.50 78.75 MB
Courtesy 79.50 79.00 74.50 75.50 77.13 MB
The result of data analysis shows that: (1) There is an improvement of students' competence in
knowledge domain at every face to face. (2) There is an average difference between the students'
learning outcomes of the experiment and the control class. (3) Average student learning outcomes of
experiment class are higher than control class. (4) The average student’s skill of all aspects of
observation is the good category. (5) Students character is include began to develop category. Thus,
research-based learning integrated character values effectively improve the student’s competence.
3.5. Discussion
The results show that research-based physics learning integrated character values is effective to
improve students' competence. Students' competence was included the cognitive, psychomotor, and
539
affective domain. Based on the results of competence analysis of students at the first face to face there
are still many students who have not mastery learning. This is because at the first face to face students
are not familiar with the learning model used. They find it difficult to follow the research-based
learning stage. In research-based learning, students are given problems to be solved through
hypotheses and tested by experiment. Activities like this are able to students' curiosity to learn more
about teaching materials. In addition, in research-based learning, there are experimental activities,
discussions, presentations, and reporting.
The results of this research are supported by research was concluded that the implementation of
research-based learning can improve the activity, process skills, and student learning outcomes in
science [8,9,10,11,12]. Activities that trained students to conduct inquiry into practice activities make
learning more meaningful and can encourage the development of student competence [13]. The
research-based learning model is able to improve the knowledge and skills in the learning process
[14,15,16]. The research-based learning model with guided inquiry approach can improve students'
competence [4]. The research-based learning model can improve students' competence of physics
concept [9]. The research-based learning model influences the learning outcomes of students
[17,18,19]. In the research-based learning, the character values are raised so this value can be grown to
the students. Each face to face character values is constantly trained so that it becomes a habit for
students. The impact is an improved in student character. One of the internal factors in learning is a
habit. Habit of learning is a person's learning behavior that has been embedded in a relatively long
time, so as to provide characteristics in learning activities [20]. Improved student character is the
impact of research-based learning. The research-based learning can foster student character [21].
The process of character building is assessed from the start of the character indicator performed by
the students. From this process can be seen that there is an increasing number of students who showed
the start of the character indicator. The process of character building basically takes a long time, that
character building takes place with several stages to change the personal character that starts from
dissatisfaction, followed by having a logical and rational vision, brave to take risks, be responsible for
arriving at the consistent stage [22]. In the consistent stage, it can be said that there is a change in
character in a person. This is certainly not easy given the various challenges facing students every day.
Therefore, in a few times, face-to-face in learning, the character of students is difficult to know the
level of consistency.
Integrating character education in the learning process is done by introducing values, facilitating
the awareness of the importance of values, and internalizing values into everyday behavior. It is
expected that learning activities can make students master the full competence of physics that not only
master of knowledge but also care, and internalize the values and behavior in everyday life so that
their character.
4..Conclusion
The results showed that research-based physics learning integrated character values was effective in
improving students' competence in terms of: (1) There is an improvement of students' competence in
knowledge domain at every face to face. (2) There is an average difference between the students'
learning outcomes of the experiment and the control class. (3) Average student learning outcomes of
experiment class are higher than control class. (4) The average student’s skill of all aspects of
observation is the good category. (5) Students character is include began to developing category. Thus,
research-based learning integrated character values effectively improve the student’s competence.
Suggestions to physics teachers to apply research-based learning integrated character values.
5..References
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A study on identifying misconceptions of pre-service physics

teacher about the black body radiation and photoelectric
effect before take a modern physics course
Y S Makiyaha), J Maknun
a)
E-mail: yantisofi@student.upi.edu
Abstract. A study identified misconceptions for preparing modern physics learning and
reducing misconceptions. Open-ended black body radiation and photoelectric effect test was
administered to a sample of 48 pre-service physics teacher and have 10 questions. The result
showed that 52% were identified misconceptions. The pre-service physics teacher responses on
the open-ended test were analyzed in terms of their misconceptions. Seven misconceptions in
the black body radiation and photoelectric effect were identified. A study found that pre-
service physics teacher had misconceptions about black body model, characteristic black body
radiation and application in daily activities. Also had misconceptions about photon, energy
voltage source and work function, the kinetic energy of the photoelectric effect, and the
number of photoelectrons. This study showed that open-ended questions are effective but not
efficient in identifying misconceptions in black body radiation and photoelectric effect.
1. Introduction
Assessment has an important role in education to know the achievement of learning outcomes and to
measure the quality of learning that has been implemented and to measure the quality of education. On
the other hand, the benefits of the assessment are provides feedback to the students to know the
strengths and weaknesses in the achievement of indicators and for the lecturers in improving the
learning process undertaken, monitoring progress and diagnosing learning difficulties as a basis for
decision making and providing educational effectiveness [1].
Based on the above explanation, the assessment is not a complement of the learning process but the
integrated part in a learning process that became the foundation of improvement for the next learning
process.
A good assessment is an assessment that is tailored to the character of the course and the material
to be assessed. Physical learning deals with phenomena and concepts. One of the goals of physics
learning is that students understand scientific phenomena scientifically, understand the concept and
apply it in everyday life. The physics that has a spiral knowledge structure will face students
continuously with the concept of physics. Understanding the concept of students is influenced by the
conception or interpretation of students to a concept of physics. If the conception of students is
different from the scientific concept then the students experience misconception [2]. That disclosure of
student misconception becomes important to be implemented as a basis for selection of learning
methodology and furthermore to prepare an effective curriculum [3].
In this field study, the subjects of the study were students as pre-service physics teachers who will
transfer knowledge or knowledge content to students [4]. If the misconception of pre-service physics
542
teachers is not detected then the physics teacher candidate is feared will transfer the wrong conception
to the student [5]. Therefore, the knowledge content of the potential physics teacher needs to be
identified concepts. Previous research has suggested that students have misconceptions on the concept
of black body radiation and photoelectric effects. This is confirmed so that further field studies to
reveal students' conceptions to the concept of black body radiation and the photoelectric effect is
important to know [6].
Based on this background, a field study was conducted to investigate student misconceptions on the
concept of photoelectric effect and black body radiation. Therefore, the researcher develops and
conducts this field study in order to know the problems that occur and find the right solution to solve
the problem [7].
Field studies were carried out aiming to investigate the needs of diagnostic tests for probing
conception misconceptions and students to reduce misconceptions through appropriate learning. Based
on the purpose of field study, the method used in this field study is case study. Case study is a research
method that focuses on an intensive and deep case. The Case study in this field study was conducted
with two different techniques aimed at obtaining a broad and deep overview of the need for diagnostic
tests of misconceptions and student conceptions on the concept of photoelectric effect and black body
radiation.
The field study was conducted on 19 November 2016 at 11.30 am at W10 Hall of Tarbiyah Faculty
Building and Teacher Training at Sunan Gunung Djati State Islamic University of Bandung. Field
studies conducted to third-year pre-service physics teachers of physics education with 48 pre-service
physics teachers. The time allocation for response test is 80 minutes consisting of eight questions of
the concept of black body radiation and the photoelectric effect. The following table presents the
implementation of field studies.
Table 3. Field Study Implementation in VA and VB Classes
Class Number
VA 27
VB 21
Total 48
Before a student answers a misconception diagnostic test about the concept of black body radiation
and photoelectric effect, the researcher gives guidance and filling instructions. Students pay attention
to guidance and direction from researcher. After that, the test begins by distributing tests to students.
The steps of conducting field studies are:
1. Identify which cases will be reviewed and conducted field studies through literature studies.
Develop a field study instrument.
2. Creating a cover letter to conduct a field study.
3. Preliminary observations to the university that will be the site for field study and ensure that the
university allows researchers to conduct field studies and meet the chair of the physics education
program and determine the time of field study with the students.
4. Carry out field studies.
5. Processing and analyzing data of field study results.
6. Make a report of the results of field studies.

Figure 1 shows that the results data in identifying misconceptions. Pre-service physics teachers have
many misconceptions on the concept of black body radiation and photoelectric effect. This is indicated
by 52% of students having misconceptions. The cause of misconceptions on the concept of black body
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radiation and photoelectric effect because students consider the concept difficult to understand and
complicated so that students have a misconception about the actual concept. In addition, students have
never experimented on the concept of black body radiation and photoelectric effect so that students do
not have direct experience of the concept so that learning is not meaningful and tends to be easy to
forget.
3%
Correct
45% Misconception
52%
Empty
Figure 1. Figure percentage of misconception diagnostic test results
There are pre-service physics teachers who do not answer the test so that difficult to identify
conception by 3% so this becomes a problem because it can not be determined the criteria of the
student's conception. Students emptied the answers on the numbers 1, 5, 6 and 8, one about black body
radiation and three about the photoelectric effect. Students may not have an understanding of the
concept so that it empties the test answers.
The number of pre-service physics teachers who have misconceptions on the concept of photoelectric
effect more than the number of pre-service physics teachers who misconception on the concept of
black body radiation. This is because the concept of photoelectric effect is more complicated than the
concept of black body radiation. The photoelectric effect concept involves more complicated
equations and calculations than the equations and calculations on the concept of black body radiation
that many students have misconceptions.
The number of pre-service physics who correct answer more than the number of misconceptions on
numbers 1, 2, 3, 6 and 10. This shows that most students have understood some of the concept of
black body radiation and photoelectric effect. Problems 1, 2 and 3 are about black body radiation,
while questions 6 and 10 are about the photoelectric effect. This means that some students more easily
understand the concept of black body radiation compared to the concept of photoelectric effect.
Students mostly answer the question completely to the concept of black body radiation on the number
3 and number 8 for the concept of photoelectric effect. The data show that students already have a
complete understanding of the characteristics of black objects (number 3) and the number of electrons
larger than the same type of light but of different intensity (number 8).
4. Coclusion
Seven misconceptions in the black body radiation and photoelectric effect were identified.
Misconception diagnostic test results found that pre-service physics teacher had misconceptions about
black body model, characteristic black body radiation and application in daily activities. Also had
misconceptions about photon, energy source voltage and work function, the kinetic energy of the
photoelectric effect, and the number of photoelectrons. This study shows that open-ended questions
are misconceptions in black body radiation and photoelectric effect. This study showed that open-
544
ended questions are effective but not efficient in identifying misconceptions in black body radiation
and photoelectric effect.
5. Acknowledgments
The authors appreciate the support of the physics education majors and the support of the lecturers
concerned in the field study courses.
6. References
[1] Haryati. 2012. Basic evaluation of education. Jakarta: Bumi Aksara.
[2] Kaltakçı, D. 2012. Development and application of a four-tier test to assess pre-service physics
teachers’ misconceptions about geometrical optics. Unpublished PhD Thesis, Middle East
Technical University, Ankara, Turkey.
[3] Caleon, I. S. & Subramaniam, R. 2012. Do students know what they know and what they don’t
know? Using a four-tier diagnostic test to assess the nature of students‘ alternative
conceptions. Research in Science and Technological Education, 40, 313-337.
[4] Akdeniz, Ali Riza. 2015. Turkish Student’s Perception about Black Body Radiation,
Photoelectric Effect and Compton Scattering Phenomena. Journal of Studies in Education, 5
(3), 1-18.
[5] Arslan, Harika. 2012. A Three-Tier Diagnostic Test to Assess Pre-Service Teacher’s
Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, an Acid
Rain. Journal of Education and Future, 10, 71-93.
[6] Taslidere, Erdal. 2016. Development and Use of a Three-Tier Diagnostic Test to Assess High
School Students’ Misconceptions about The Photoelectric Effect. Research in Science and
Technological Education, 10, 1-24.
[7] Nivalainen, Ville. 2013. Open Guided Inquiry Laboratory in Physics Teacher Education.
Journal Science Teacher Education, 24, 449-474.
545
Improving students’ critical thinking and learning outcomes

through inquiry training model on the topic linear motion
M S Zubaidah and S Fatmawati,a)

1
Jurusan PMIPA IAIN Palangka Raya, Indonesia
a)
E-mail: srifatmawati84@yahoo.co.id
Abstract. The purpose of this study was to determine: (1) improving student learning outcomes
after implementing inquiry training model on the subject of linear motion. (2) Improving the
students' critical thinking abilities after implementing inquiry training model on the subject of
linear motion.(3) The relationship between critical thinking skills and student learning
outcomes after implementing inquiry training model.The design of the study was a one-group
pretest-posttest design. The samples were all students of grade X IA-4 MAN Model
Palangkaraya consisted of 38 students. The instrument used were (1) achievement test, (2) the
test of critical thinking skills. The research results obtained were as follows: 1) the value of N-
Gain student learning outcomes after application of inquiry training model of 0.64 and included
in the medium category. Hypothesis testing student-learning outcomes there were significant
differences before and after applied inquiry training model. 2) The value of N-Gain critical
thinking skills of students after implementing inquiry training model applied by 0.55 and
included in the medium category. Hypothesis-testing students' critical thinking skills were a
significant improvement before and after applied inquiry training model. 3) The analysis of
hypothesized test indicate a positive and significant relationship after implementing inquiry
training model.
1. Introduction
Physics is one of the subjects in science to develop the ability to think analytically through inductive
and deductive in resolving issues related to the events surrounding nature, both qualitatively and
quantitatively by using mathematics, as well as to develop the knowledge, skills, and confidence [1].
The essence of physics is the science which studies phenomena through a series of processes known
scientific process built on the scientific attitude and produced the scientific product that is composed of
the three most important components of the concept, principles and theories that apply universally [2].
Various models have been developed in the learning of physics.
Inquiry training model arose from a need to develop a community of independent learners. The
method requires active participation of students in scientific research [3]. Inquiry training model
requires much practice on the part of the student in framing questions, hypothesising and theorising
and it demands a very competent teacher who is capable of creating an effective inquiry episode,
constructing question, assisting student. It also demands content competency on the part of the teacher
[4]. The model was developed by Richard Suchman to teach students to understand the process of
researching and explaining an incident. According Suchman students' awareness of the process of
inquiry can be improved so that they can be taught as a problem-solving procedures scientifically. It
can be also taught to students that all knowledge is provisional and may change with the advent of new
theories. Therefore, students should be made aware that the opinions of others can enrich their
knowledge. In general principle of this inquiry model are students will ask (inquire) if they are faced
546
with a confusing problem /less clear; students can realize and learn to analyze their thinking strategies;
the new model of thinking can learnt directly and can be added to what they already have; inquiry in a
group can enrich the mind and help students to learn about the characteristic of tentativel knowledge
and respect to other opinions [5].
Suchman argued about the importance of bringing the students on the attitude that all knowledge is
tentative. Inquiry learning with this model uses questions posed to students as an alternative for data
collecting procedures. The main difference between Suchman inquiry and the public inquiry are in the
process of collecting data. Suchman developed a new method of discovery that leads students to
collect data through asking [6]. This inquiry practice learning model has five phases as learning
syntax. The five phases are as follows: a) Posing a problem, include: teacher describes the procedures
of research and present a confusing incident; b) The collection of data for verification, include: the
teacher gives an opportunity to the students to discover the nature of the object and conditions and find
problems in an event; c) Collecting data in experiments, include: 1) the teacher divides the students
into some groups, 2) the teacher gives students the chance to identify the relevant variables, and 3)
teacher guides students in formulating a hypothesis and test it; d) Rework, formulating an explanation,
include: Teacher gives students the chance to formulate rules or explanations; e) Analyzing the
research process, include: teacher guides students to analyze strategies of inquiry and develop it being
more effective [7].
Linear motion is one of concept in the physics which is learnt not only through the conceptual
approach but also through an experimental approach. Learning concept of linear motion through
inquiry training encourage students to be more critical in thinking. Basic competence of these
materials that students can conduct investigations and analyse magnitudes physical in rectilinear
motion with constant velocity and rectilinear motion with constant acceleration, presents the results of
measurements of physical quantities using tools and techniques appropriate to scientific inquiry, and
presents the data and charts the results of experiments to investigate the nature of the motion of objects
moving at constant speed straight and rectilinear motion with constant acceleration. The subject of
these lots contain the deepening of the concept, the mathematical formulation and conduct an
investigation through experiment straight motion contained in everyday life, so many things that can
be discussed by the students by asking questions and conducting investigations.
.
2. Method
This type of research is descriptive quantitative research. Research conducted at Madrasah Aliyah
Model Negeri Palangkaraya in the first semester of class X of the school year 2015/2016. Samples
were students of grade X IA-4 consisted of 38 students. The research instrument were the achievement
test and test critical thinking skills. The instrument must be first to be analysed regarding the validity,
reliability, level of difficulty, and different power. Test analysis used SPSS 17.0 for Windows.

Data of students' pre-test and post-test from the results of cognitive learning test and critical thinking
skills are briefly presented in Table 1. The table shown that improvements in student learning
outcomes and critical thinking are included in the medium category.
.
Table 1. The mean learning results and students’ critical thinking
N Source Mean of Learning Mean of Critical
of Data Outcomes Thinking
28 Pretest 21,61 12,57
28 Posttest 71,28 60,29
28 Gain 49,67 47,71
28 N-Gain 0,64 0,55
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The mean of the N-gain cognitive learning outcomes in each of the cognitive aspect can be seen in
Figure 1. The Figure shown the mean value of the N-gain cognitive learning outcomes on Cognitive
Domains. C2 domain (understanding) is obtained N-Gain value was 0.83 which includes high
category. C3 Domain (application) is obtained N-Gain value was 0.58 which includes medium
category. C4 Domain (analysis) was obtained N-Gain value of 0.62 with which includes medium
category. Data enhancement of students' critical thinking skills by indicators based on the answers of
students can be seen in table 2.
N-Gain
1,00
0,83
0,80
0,58 0,62
0,60
0,40
0,20
0,00
C2 C3 C4
Figure 1. The mean of N-gain learning outcomes on cognitive domains
Figure 1 shows the mean value of the N-gain cognitive learning outcomes on Cognitive Domains.
C2 domain (understanding) is obtained N-Gain value was 0.83 which includes high category. C3
Domain (application) is obtained N-Gain value was 0.58 which includes medium category. C4 Domain
(analysis) was obtained N-Gain value of 0.62 with which includes medium category. Data
enhancement of students' critical thinking skills by indicators based on the answers of students can be
seen in table 2.
Tabel 2. Data enhancement of students' critical thinking skills each of indicator

Category of N-
No. Indicator Pretest Posttest Gain N-Gain
Gain
1. Indicator 1 3,57 61,61 58,04 0,59 Medium
Indicator 1: Focusing questions; Indicator 2: Analyzing the question; Indicator 3: Ask and answer a question
about an explanation; Indicator 4: Consider whether the source can be believed or not; Indicator 5: Deducing and
consider Deduction; Indicator 6: Identifying assumptions
Results of Paired Samples T Test of students’ learning outcomes at a significance level of 5%

shows that between pretest and posttest have significant differences, which means their success in
improving the learning outcomes of students who were taught using the inquiry model application
training. Some research results support the success of inquiry learning in improving learning
outcomes. The research result by Betty Turnip et al showed that there are differences in problem
solving capabilities of physics students through learning model Inquiry Training based JITT and
cooperative learning model so that it can be concluded that there is influence learning model Inquiry
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Training based JITT against problem solving ability of students in learning physics General physics II
[8]. Increased of students’ concept mastery of who get learning with experimental methods based on
inquiry is significantly higher than students who get learning by conventional methods on light
reflection concept [9].
Hypothesis testing uses non-parametric statistical tests (Wilcoxon test). Wilcoxon test results at
0.05 level shows that between pretest and posttest have significant differences, which means their
success in improving the learning outcomes of students who were taught using the training inquiry
model. Teaching science by inquiry involves teaching students the science processes and skills used by
scientists to learn about the world and helping the students apply these skills involved with learning
science concepts [10]. This model refers to the curiosity of students, motivating them to continue their
work until they find an answer. Students also learn to solve problems independently and critical
thinking skills, because they must analyze and handle information [11].
Figure 2. The Linearity Relationship between Critical Thinking Skills and Learning Outcomes
Figure 2 shows the relationship of critical thinking skills and learning outcomes is in the formed
linear patterns. Data analysis is the relationship between critical thinking skills and cognitive learning
outcomes uses product moment correlation formula. The result of the calculation showed r = 0.573 (ρ
≠ 0), included in the medium category. Meaning toward a positive correlation means that there is a
correlation clockwise or proportional. Hypothesis test results shows significant correlation between
critical thinking skills and learning outcomes are acceptable and can be applied to a population where
the sample was taken. The use of appropriate learning models can encourage the growth of a sense of
happy students towards learning, growing and increasing motivation in doing the task, makes it easy
for students achieve better learning outcomes. Through the selection of appropriate learning models
which teachers can select or customize the types of approaches and methods of teaching to student
characteristics and the subject matter presented [12].
In the learning process, students were enthusiastic in doing experiment and given treatment to
bring up the critical thinking skills of students where the teacher gave a question relating to the
problems of physics, students gathered information or data, and the students were asked to answer
questions in the Student Worksheet related to the results of the experiment. By the time the students
expressed their ideas along with members of their group, they were more active in answering
questions, doing experiment, and more expressing ideas.
Analysis of product moment correlation results show that there is a significant correlation between
the increase in critical thinking skills and student learning outcomes. Meaning toward a positive
correlation means that there is a correlation directly proportional or unidirectional and includes in the
medium category. Critical thinking skills are positively correlated to the results of learning, this means
that the high value of critical thinking skills is followed by the high of learning outcomes or low value
of the of critical thinking skills is followed by the low value of the learning outcomes. Learning
process with Inquiry Training Model able to create the basics of scientific thinking on students, so in
this learning process students are learning themselves, develop creativity in solving problems and
improving science process skills [13].
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4. Conclusion
Inquiry training model is a learning that requires students to actively conduct an
investigation/experiment to solve physics problems. Inquiry training provides an opportunity for
students to analyze the inquiry phase that have been implemented. The value of N-Gain student
learning outcomes after application of inquiry training model of 0.64 and included in the medium
category. Hypothesis testing student-learning outcomes there were significant differences before and
after applied inquiry training model. The value of N-Gain critical thinking skills of students after
implementing inquiry training model applied by 0.55 and included in the medium category.
Hypothesis-testing students' critical thinking skills were a significant improvement before and after
applied inquiry training model. The analysis of hypothesized test indicate a positive and significant
relationship after implementing inquiry training model.
5. Acknowledgments
Thanks to the principal of MAN Model Palangkaraya who has permitted to do research on MAN
Model Palangkaraya, thanks also to the physics teacher MAN Model Palangkaraya Aris Sutikno, S.Pd
and Nikmah, M.Fis who have provided many suggestions for this research.
6. References
[1] Depdiknas 2003 Subjects Physics High School and Madrasah Aliyah (Jakarta: Depdiknas) p 6
[2] Trianto 2010 Integrated Learning Model (Jakarta: Bumi Aksara) p 137-138
[3] Miftahul Huda 2013 Learning and Teaching Models: Method issue and Paradigmatic
(Yogyakarta: Pustaka Pelajar) p 94
[4] Smitha 2012 Inquiry Training Model and Guided Discovery Learning for Fostering Critical
Thinking and Scientific Attitude (Vilavath Publications:Kozhikode) p 27
[5] Made Wena 2011 Innovative Learning Strategies Contemporary (Jakarta: Bumi Aksara) p 76
[6] Trianto 2010 Designing Innovative-Progressive Learning Model (Jakarta: Kencana) p 170-171
[7] Bruce Joyce. 2009 Models of Teaching (Yogyakarta: Pustaka Pelajar) p. 207
[8] Betty Turnip et al 2016 Journal of Education and Practice Vol.7, No.15 p.177
[9] Sri Fatmawati 2010 The Effect of Cognitive Style on Mastery of Junior Student Concept using
Inquiry-Based Experimental Method on Light Reflecting Concept. (Bandung : UPI)
[10] JohnW McBride et al 2004 Physics Education 39 (5) 1
[11] Jamil Suprihatiningrum 2014 Learning Strategies: Theory and applications (Jogjakarta: Ar-Ruzz
Media) p 244
[12] Aunurrahman 2010 Teaching and Learning (Bandung : Alfabeta) p 140-143
[13] Mara B Harahap et al 2016 Advances in Social Sciences Research Journal Vol.3, No.11
550
The effectiveness of teaching materials using multimode

visualization for the implementation of interactive lecture
demonstrations to improve conceptual understanding
T Nurhuda1,a), D Rusdiana2, and W Setiawan2

1
SMP Daarut Tauhiid Boarding School Bandung, Jl.Geger Kalong Girang Baru
2
Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154,
Indonesia
a)
E-mail : tnurhuda@gmail.com
Abstract. This study focused on the effectiveness of the use of teaching materials on
Kinetic theory of gases using multimode visualization for the implementation of Interactive
Lecture Demonstration (ILD) to improve conceptual understanding. These teaching
materials were used to visualize gas characteristics in closed spaces. The research method
employed here was Research and Development (R&D) by Borg and Gall. The sampling
technique was a class random technique. The two classes selected as samples of this study
were divided into an experiment class and a control class. In terms of data collection, this
research employed pretest and posttest to measure conceptual understanding and level of
understanding. The data of the improvement of conceptual understanding were analyzed
using non-parametric statistics, Mann-Whitney test. The result reveals that there is a
significant difference concerning conceptual understanding improvement between the
group of students who were involved in the Physics instruction with ILD model using
teaching materials supported by multimode visualization and those involved in that
instruction employing the teaching materials without multimode visualization. Moreover,
the teaching materials supported by multimode visualization applied in the implementation
of ILD highly influence students‟ conceptual understanding.
1. Introduction
Physics is a subject that covers microscopic materials whose concepts are hard to understand, Kinetic
theory of Gases in particular. The theory is a key concept in explaining the laws of ideal gas, the
equation of ideal gas that connects several essential concepts—namely temperature, pressure, volume,
even particle movement which is hard to observe directly due to its microscopic characteristic. This, in
result, causes many students to face misconception even not knowing the concept. [1]
Equations in physics are only consequences of statement simplification from a process that
happens in nature. This kind of presentation causes the loss of some vital concepts in physics that are
supposed to invite students to think more deeply. Based on the results of PISA (Programme for
International Student assessment) in 2000, 2003, 2006 and 2009, the science literacy skill of
Indonesian students are respectively at positions 38, 38, 50, and 60, significantly below the
international average [2]. Realising the importance of the ability of conceptual understanding, one of
the ways in examining and developing this ability on students is by encouraging them to construct the
551
ability of conceptual understanding, such as demonstration activity. Active learning and demonstration
approach could help students acquire conceptual understanding and keep knowledge in long term
memory [3]. Therefore, by employing instructional model Interactive Lecture Demonstration (ILD),
either big or small learning environment becomes more effective in improving students‟ involvement
in the instructional activity and the students could obtain understanding significantly [4,5]. The
attempts to provide the real physical facts in presenting a physics‟ concept to students can be done by
direct observation or by a help of teaching materials, in which these teaching materials need
visualisation to explain microscopic concepts, for instance using pictures, videos, simulations, and
other media which are made from various visualisation modes [6]
Based on the consideration of how importance the students to comprehend a concept, which
always be the general problem from time to time, and of the importance of learning material use,
which could maximize students‟ learning activities and develop various students‟ abilities and
characteristics that need to be facilitated by teachers, this study is a continuation from previous
research about analysis of students‟ understanding level of gas kinetic theory [1]. Several previous
studies suggest that the use of teaching materials with multimode with microscopic topic appeals to be
very interesting and the improvement of instructional process for the students can be assisted by
teaching materials or teacher quality improvement, but the choice of teaching materials is regarded
more efficient, easier, and faster also have huge influence on the enhancement of instructional process
[7,8].
Based on the preliminary study and the description above, researchers will develop teaching
materials on kinetic theory of gases using multimode visualisation for the implementation of
interactive lecture demonstration model oriented on the improvement of conceptual understanding. In
this study, conceptual understanding refers to the revision of Bloom‟s Taxonomy framework [9]. The
problems in this research are:
1. What are the characteristics of KTG (Kinetic theory of Gases) teaching materials supported by
multimode visualisation to implement ILD instructional model?
2. How is the understanding improvement of the students who get physics instruction with ILD model
using KTG teaching materials supported by multimode visualisation?
The research method in this study used Research and Development (R&D) which propose a chain of
steps than need to be conducted, namely “research and information collecting, planning, developing
preliminary form of product, preliminary field testing, main product revision.”[10].
The sample selected by researcher in this study was 2 out of 5 classes of ninth grade students in
one Senior High School in Kota Bandung. Sampling technique used was random class technique. Both
selected classes were divided into experimental and control class. Experimental class was given a
treatment using KTG teaching materials supported by multimode visualization to implement ILD
model. Meanwhile, control class was given a treatment using KTG teaching materials but not
supported by multimode visualisation to implement ILD model.
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Step 5:
The teacher asks students to watch a video showing
the phenomenon that is previously predicted.
Step 1:
Step 2-3: Prediction (P1)
The teacher shows pictures in
form of videos on LCD about The students write the first prediction and a
a phenomenon different prediction that are written separately, in
relation to the presented phenomenon. Step 6: Observation (O)
The teacher shows a
demonstration
Step 4: Discussion (D1)

The teacher gives questions to the students and
asks them to discuss their prediction with their
peer.
Step 8:
The teacher discusses the first
experiment result by Step7: Discussion (D2)
synthesizing them with other The teacher re-do the demonstration using a simulation
facts, then gives other shown on LCD and prove students‟ prediction using the
examples about the data of experiment result, then make a note of the
phenomenon that has been students‟ name whose prediction are correct.
explained.
Figure 1. ILD steps using multimode visualisation teaching materials
Figure 1 describes ILD instructional steps in the experimental class that were combined with
multimode visualisation teaching materials, in which the teaching materials on step 1, 5 and 7 were in
form of pictures, videos and simulations, depending on material necessities of gas kinetic theory.
Meanwhile, control class used non-multimode ILD or ILD with a real experiment.
Analysis of data to determine the effectiveness of the use of teaching material was decided by
finding the effect size. The effect size formula used was the formula proposed by Coe and the results
were interpreted by using the criteria of Cohen. In order to determine the improvement of science
literacy skills, the normalized gain value was used and then interpreted by using criteria proposed by
Hake. Meanwhile, the hypothesis was tested by using "Mann-Whitney".[11,12,13]

Figure 1 shows that there is an improvement of students‟ science literacy in the high category in
classes that used teaching materials using multimode visualisation and medium category in the classes
using non-multimode visualisation teaching materials.
Table 1. Gain normality of student‟s conceptual understanding
Interpreting Explaining Exemplifying Comparing Inferring
Experimental 0,70 0,74 0,63 0,73 0,77
Control 0,69 0,40 0,66 0,47 0,65
Table 2 and 3 illustrate profiles of understanding level in the pre-test and post-test with a range of
0-4 in the experimental class. The distribution of subtopics covers ideal gas law, pressure gas and
kinetic energy gases, and equilibrium theorem.
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Table 2. Percentage of understanding level in pre-test
Level of Understanding 0 1 2 3 4
Ideal gas equation 15.9% 17.6% 36.5% 22.3% 7.7%
Pressure and temperature 42.9% 7.6% 25.9% 21.2% 2.4%
based on KTG
Internal energy and 50.4% 14.4% 25.7% 8.8% 0.7%
energy equipartition
Table 3. Percentage of understanding level in post-test
Level of Understanding 0 1 2 3 4
Ideal gas equation 0.9% 2.6% 6.8% 24.4% 65.3%
Pressure and temperature 3.5% 5.3% 14.7% 24.7% 51.8%
based on KTG
Internal energy and 0.4% 1.5% 8.1% 34.9% 55.1%
energy equipartition
Table 4 elucidates the distribution of significance value of hypothesis test result for each and every
aspect of understanding. The hypotheses H0 of all of these understanding aspects, excluding
exemplifying aspect, are rejected, which mean that there is a significant difference of conceptual
understanding improvement between the group of students who got physics instruction with ILD
model using KTG teaching materials supported by multimode visualisation and those who received it
with ILD model using KTG teaching materials without multimode visualisation. This might happen
because exemplifying ability is only developed in the step 8 of ILD.
Table 4. Value of hypothesis tests
Understanding aspects Zh Sig. H0

N-gain of all aspects -4,146 0,000 Rejected
N-gain of Interpreting -2,006 0,045 Rejected
N-gain of Explaining -4,358 0,000 Rejected
N-gain of Exemplifying -2,03 0,839 Accepted
N-gain of Comparing -5,833 0,000 Rejected
N-gain of Inferring -2,764 0,006 Rejected
After obtaining the result of data processing that there is significant difference between
experimental class and control class in conceptual understanding improvement, the effect size of the
treatment—implementation ILD model using teaching materials supported by multimode visualisation
towards the conceptual understanding improvement—is calculated using Cohen‟s formula. The result
shows that all understanding aspects attain 1.19 > 0.8 or in „large effect‟ category.
The improvement of conceptual understanding through the implementation of ILD model using
KTG teaching materials supported by multimode visualisation is an implication of the instruction
which emphasises contextual approach, in which in this case the role of multimode visualisation is
highlighted to support concepts in the kinetic theory of gases that makes the students understand the
concepts easier. Moreover, the phenomenon presentation through demonstration could influence better
on students‟ conceptual understanding, particularly on basic concepts which in this case is ideal gas
law. Without demonstration, knowledge acquisition of the presented phenomenon would be lower
[14]. The demonstration in ILD could enhance students‟ instruction about physics‟ concepts with the
presence of prediction sheets and teacher‟s guidance, so the materials can be presented thoroughly [5].
The students‟ involvement in either experimental or control class was identified from prediction sheets
554
in form of students‟ worksheet. According to the result of instructional activity observation, in the
experimental and control class most of all instructional activities were conducted. Thus, both N-gains
of these two classes are not much different.
Although conceptual understanding in both classes improves, not all activities in ILD could be
understood by the students especially in the first meeting because they were not accustomed to it. This
problem occurred because the students were failed to combine their concepts with the new situations
presented in the first and second demonstration which shows their cognitive conflicts. This result
indicates that there are some students who are unable to relate the new phenomenon provided through
ILD demonstration with their own conception although their conceptual understanding are better [15].
Teaching materials that had been developed in the design provided abstract materials of physics or
the materials that are hard to comprehend directly, so other media are needed as teaching aids. The
presentation of physics materials in these teaching materials is aimed to promote students‟ further
comprehension and to make them able to construct their understanding deeper concerning the physics
materials. The rules developed in the teaching materials of gas kinetic theory using multimode
visualisation refer to these guidelines: (1) Teaching materials is expected to improve students‟
conceptual understanding and comprehension level in the kinetic theory of gases; (2) The developed
teaching materials are adjusted to the macroscopic and microscopic characteristics of gas kinetic
theory; (3) It covers specific instructional goals; (4) It covers specific instructional materials in the
activities and exercises to attain the goals; (5) There is an evaluation as feedbacks (self-evaluation)
and a tool to measure students‟ success corresponding to Mastery Learning approach.
The instruction of gas kinetic theory that these teaching materials is the implication of the
instruction that stresses on contextual approach, where the examples and explanations of KTG
concepts are visualised, so it is easier for the students to understand. So, computer animation can
visualise abstract processes. Besides helping visualise abstract processes, the use of computer
animation can also produce the more scientific student‟s answers and enhance better conceptual
understanding.
4. Conclusion
Based on the research results, it is found that there is conceptual understanding improvement on the
students who received physics instruction with ILD model using KTG teaching materials supported by
multimode visualisation with N-gain 0.74 and it is higher than those who received it with ILD model
using KTG teaching materials without multimode visualisation where the N-gain is 0.58 and the
significance value is 0.000. In addition, in terms of the profile of comprehension level before and after
the treatment to the experimental class, the percentage increases in every sub-material.
Besides helping to visualise abstract processes, the use of teaching materials employing
multimode visualisation such as computer animation can also produce the more scientific students‟
answers and enhance better conceptual understanding. For further research, researchers could explore
other microscopic themes with undeveloped teaching materials, for example thermodynamics and
electricity. Additionally, after conducting the instruction by using teaching materials, there are
students who still experience misconception. Therefore, it is needed to conduct further studies to
unravel the causes of students‟ misconception.
5. Reference
[1] Nurhuda T, Rusdiana D and Setiawan W 2017 Analyzing Students‟ Level of Understanding on
Kinetic Theory of Gases IOP Conf. Series: Journal of Physics: Conf. Series 812 (2017)
012105
[2] Balitbang Kementrian Pendidikan dan Kebudayaan. 2011Survei Internasional PISA. [online].
[3] Pornrat Wattanakasiwich 2012 Interactive lecture demonstration in thermodynamics. Lat. Am.
J. Phys. Educ 6, (4)
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The analysis of student’s critical and creative thinking skills

on temperature and heat
T Sugiartia) D Rusdiana, S Utari

Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi
a)
E-mail: tiarsugiarti@student.upi.edu
Abstract. Critical and creative thinking is 21st century skills related to problem solving. These
skills include into the way of thinking. These skills have not been trained properly in the
learning activities. The purpose of this research is to analysis student’s critical and creative
thinking about the temperature and heat. The method used is a descriptive analysis with 32
students in 11th grade of one public vocational school in Bandung. Profile of critical and
creative thinking students obtained through 5 item essay test, which every number consists of 6
questions. The instrument was used to identify students’ critical and creative thinking skills
was judged by expert judges and empirical test, retrieved 0.7 as validity value and 0.82 as
reliability test value. The Result show profile student’s critical thinking skill on the indicator
using the reasoning of induction and evaluate point of view on developing criteria. While the
indicator draws conclusions on proficient criteria. Creative thinking skill on indicators using a
variety of ways to get an idea on proficient criteria. While on indicator creating new ideas and
elaboration own ideas has developed criteria. This result indicates the need for future research
on the learning process by applying learning instruction, that can improve these skills.
1. Introduction
In this era the international has been change in economy, politics, culture, technology and information.
It encourages change how one’s work and life. 21st century skills are known along this changed. 21st
century skills are “new need” which appears in response to changing of in this era [1]. 21st century
skills defined as skills related to solving non-routine problem [2]. Currently, the tendency of work task
has changed, the routine and manual task decreases as well as non-routine and non-manual task that
requires critical and creative thinking skills has been improved [3]. Learning skills and innovation in
21st century skills divided in the way of thinking which consist of critical thinking and creativity, and
the way of working which consist of communication and collaboration skills [4]. Critical thinking skills
in this research include using induction reasoning, draw conclusions based on the best analysis for the
best solution and evaluate point of view. Creative thinking in this research included using various
ways to get an idea, creating new ideas and elaboration own ideas [5].
The purpose of science instruction is teaching students to get various skills, for example process
skills, communication and collaborative skills [6]. Physics as one of the subjects has an important role
in improving 21st century skills. The core competence of physics is building a society which critical
and creative in problem solving [7]. Moreover the students still difficulties to develop critical thinking
and creative thinking skills, because in class students has focused on solving mathematics problems.
Students didn’t train to critiquing a problem and develop critical and creative thinking skills to solve
the problems. This study focused on analyzing profiles of students’ critical and creative thinking skills
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on temperature and heat. The result of this study can be used for further research to determine the
appropriate treatment for improving students’ critical and creative skills.
2. Methodology
This research aims to get a description of the profile of the student’s critical and creative thinking
skills which include into 21st century skills. Therefore the method in this study is a descriptive analysis
[8] [9]
. The population is 60 students at 11th grade students of one of public vocational schools in
Bandung who has studied temperature and heat in network access engineering major. The sample of
this research is 32 students. The sample was randomly selected, so the number of students has met
criteria for the research.
The instrument of critical and creative thinking is 5 item essay test, every number has six questions
in temperature and heat topics. This instrument has 6 indicators that refer to critical and creative
thinking in 21st century skills. The results analysis of expert judges conducts through triangular
multiple research technique, that every judge are requested to rate the instruments to get validity of the
instruments. After the validity of the expert, then the instrument tested on a group of students in one of
public vocational schools in Bandung. The results of the test are analyzed to see the validity of the
distinguished power, reliability, and difficulty level [10]. Reliability test is determined by calculating
the coefficient of reliability test of the Spearman Brown formula. The criterion of distinguished power
defined as the proportion of the upper group and the proportion of the under group which correctly
answer the problem. Difficulty level categorized based on the number the students who correctly
answered in every item question.
To get to profile of students’ critical and creative thinking skills was determined by calculating
score in every indicator and divided by total score of a student group. The criteria of critical and
creative thinking skills determined the rule in table 1[11].
Table 1. Criteria of critical and creative thinking skills

1
Range of criteria Explanation

≤ 1 limited Students just getting started
1 < developing ≤ 2 Students are growing in this skill, but
hasn’t shown proficiency
2 < proficient ≤ 3 Students have shown competency
repeatedly
3 < advanced ≤ 4 The Student is fully developed and
excels in applying the skills
3.1 Characteristic of instrument
Based on the need for research, Table 2 shows characteristic of item test of critical and creative
thinking skills. The development of instrument follows this rule in Table 2.
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Table 2. Characteristic of item test of critical and creative thinking skills

The context and concept
Item Indicator of critical and
no Context Concept creative thinking skills
1 Creating Bimetal Heat expansion Using reasoning (induction)

Creating Bimetal Heat expansion Using various ways to get an
2.
idea
3. Creating Bimetal Heat expansion Creating new idea
4. Creating Bimetal Heat expansion Elaboration own idea
5. Creating Bimetal Heat expansion Draw conclusion
6. Creating Bimetal Heat expansion Evaluation point of view
7. Creating cooler box Heat Using reasoning (induction)
Creating cooler box Specific Heat Using various ways to get an
8.
Conduction idea
9. Creating cooler box Change of state Creating new idea
10. Creating cooler box Change of state Elaboration own idea
Creating cooler box Specific heat Draw conclusion
11.
Heat transfer
12. Creating cooler box Heat transfer Evaluation point of view
Creating of fish drying Using reasoning (induction)
13. Heat transfer
trays
Creating of fish drying Using various ways to get an
14. Heat transfer
room idea
Creating of fish drying Heat transfer, Creating new idea
15.
room Change of state
Creating of fish drying Heat transfer Elaboration own idea
16
room Change of state
Creating of fish drying Heat transfer Draw conclusion
17
trays
Creating of fish drying Heat transfer Evaluation point of view
18
trays
19 The filling liquid radiator Specific heat Using reasoning (induction)
Using various ways to get an
20 Using Bimetal Expansion
idea
21 Using Bimetal Expansion Creating new idea
22 Using Bimetal Expansion Elaboration own idea
23 The filling liquid radiator Heat Draw conclusion
24 The filling liquid radiator Heat Evaluation point of view
25 Creation of pan Heat transfer Using reasoning (induction)
Creation of pan Heat transfer Using various ways to get an
26
idea
27 Creation of pan Change of state Creating new idea
28 Creation of pan Change of state Elaboration own idea
29 Creation of pan Heat transfer Draw conclusion
30 Creation of pan Heat Evaluation point of view
Table 3 shows validity constructs of instrument validated by 3 expert judges. On average, the
judges decide that 96% of instrument are valid. From 30 validated items 3 questions are not valid. The
unvalid item has revised based on advice from the judges. The item with creating new ideas has
revised.
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Table 3. Result of expert judgjes
Judges Percentage Criteria

Judges I 100% Excellent
Judges II 100% Excellent
Judges II 90% Excellent
Table 4 shows the validity and reliability of the instrument after empirical test. Criteria of validity
and reliability determined by this rule [12]: “≥ 0.9 Excellent, ≥ 0.8 Good, ≥ 0.7 Acceptable, ≥ 0.6
questionable, ≥ 0.5 Poor, < 0.5 Unacceptable. Based on empirical test this instrument has good
reliability and acceptable criteria. Then this instrument can be used as a research instrument.
Table 4. Result of empirical test
Results Value Criteria

Validity 0.70 Acceptable
Reliability 0.82 Good
Table 5 shows profile of critical thinking skills student’s for each indicator. Indicator use reasoning
(induction) and evaluate point of view has developing criteria.
Table 5. Profile of Students’ critical thinking skills
Indicator Percentage Value Criteria

Use 48.54% 1.94 Developing
reasoning
(induction)
Draw 54.79& 2.19 Proficient
conclusion
Evaluation 49.58% 1.98 Developing
point of
view
For further analysis of indicator use reasoning (induction) as in the question number 5.a. In the
problem number 5 students are given a problem about car machine. Then given information table that
contains the value of the specific heat of various liquids. The question number 5.a ask students to use
reasoning (induction) for solving the problem. Students have to choose liquid which can be used to
feeling the radiator machine. The example of the question 2.a is:
“Based on the information in table 1 choose the most appropriate liquid to be used as a filler radiator!
Write your reason, choosing that liquid!”
The student mostly answered: “water, glycerine” without writing the reason or give wrong reason.
Student’s answer show in the figure below:
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Figure1. Students’ answers in use reasoning (induction)

Figure. 1 shows students didn’t use data provided in the problem. The student’s answer leads to the
assumption that owned students. Based on the student’s answer showed students are still not able to
use information. Students cannot use their knowledge in specific heat and related to the need of heat,
so important to be designing an instructional activity for improving inductive reasoning.
Table 6 shows profile of students’ creative thinking skills for each indicator. Based on information
in table 6, indicator creating new ideas and elaboration own idea has developing criteria.
Table. 6 Profile of students’ creative thinking skills
Indicator Percentage Value Criteria

Use various 50.63% 2.03 Proficient
ways to get
ideas
Creating 49.17% 1.97 Developing
new idea
Elaboration 48.33% 1.93 Developing
own idea
For further analysis, indicator creates new idea on question 3.c. On problem 3 students are given a
problem about drying out the fish a fisherman. Problem 3 also equipped with information on thermal
conductivity of various material. On previous question students requested to determine the material of
drying trays, students also asked to use various ways for asking good fish drying trays. At question
number 3.c students get new problem which relates to previous problem as this question:
“Mister Budi want to install the roof on the place of drying salted fish. He avoids if the rain suddenly
come down the salted fish will become wet. Mister Budi also wanted salted fish remain dry quickly
drying out place though was given a roof”. The question for this indicator is “Create the idea to build
a fish drying room!”
Most of the students that are 57.3% of students responded wrong answer or just focused on the
choosing the material of the roof. Most of the students focused on using the heat transfer process. The
answer of the students is:
Figure.2 Student’s answer on creating new ideas

Based on figure 2, students haven’t able to create new ideas with complete and stated the
relationship their idea with their knowledge about heat transfer. This possible because students are still
focused on the data of thermal conductivity provided in the problem. It can be inferred that the student
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just focused on the heat transfer process without adding ideas and relating heat transfer and change of
state. Therefore, it's important to improve creative thinking skills to create new ideas.
4. Conclusion
Based on the discussion, concluded that the average of students’ critical thinking skills has 2.03 values
with proficient criteria. Students’ creative thinking skill has 1.97 values with developing criteria. For
that reason required treatment in learning process to improve students’ critical and creative thinking
skills.
5. Acknowledgments
On this occasion, the author would like to thank to all those who helped to do the testing instrument
and conduct research.
6. References
[1] Silva, E. 2009. Measuring skills for 21st-century learning. Phi Delta Kappa, 90(9), 630-634.
[2] Jerald, C. D. 2009. Defining a 21st century education. Center for Public education, 16.
[3] Griffin, P., McGaw, B., & Care, E. 2012. Assessment and teaching of 21st century skills (p. 36).
Dordrecht: Springer
[4] Partnership 21st century skills. 2011. Framework Definitions.
[5] National Education Association. 2012. Preparing 21st Century Students for A Global Society
[6] National Research Council. 1996. National Education Standards (NSES). Washington, DC.
National Academy Press.
[7] Peraturan Pemerintah No 69. 2013. Kerangka Dasar dan Stuktur Kurikulum Sekolah Menengah
Atas/ Madrasah Aliyah. Pemerintah Republik Indonesia
[8] Nurhuda.T. 2017. Analyzing Student’s Level of Understanding on Kinetic Theory of Gases. IOP
Conf.Series: Journal of Physics. 012105
[9] Frankel, J.R and Wallen, N.E. 2012. How to Design and Evaluate research in Education.( New
York: Mc. Graw Hill)
[10] Nitko, A.J and Brookhart, S.M. 2011. Educational Assessment of Students. (Boston: Pearson
Education, Inc)
[11] Stubbs, Kari. 2011. 21st Century Learning Objective Rubric. 3-7.www.saywire.com
[12] Cronbach L.J (1951). Coefficient alpha and the internal structure of test. Psychometrika, 16 (3)
297-334
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Development of test instruments to measure the competency

of scientific literacy on temperature and heat topics based on
the 2015 PISA framework
N A Solihaha), S Utari, and P Siahaan

a)
E-mail: amalia.ninit@gmail.com
Abstract. Not many questions available in the PISA test meet the topic of physics taught
in the classroom according to the material specified in the curriculum. Therefore it is
necessary to question the standard as a test question for measuring scientific literacy in
several studies aimed at tracing scientific literacy. This research tries to develop a question
of measuring the competence of scientific literacy in accordance with the 2015 PISA test
on the topic of heat and temperature as a standardized test development model. This test
development study was conducted on 30 students who have obtained that topic at randomly
selected. Students are working on two packages of questions, the first package contains 15
PISA problems and the second package contains 15 equivalent problems developed under
the PISA framework. The results showed that the validation and reliability of the questions
developed are 0.65 and 0.76. its means that the equivalent of PISA has validity and
reliability that can be used as a scientific literacy test on that topic, and the result of the
correspondence of the two tests by using pearson product moment test is 0.75, which
means that the equivalent of 2015 PISA test is significant with 2015 PISA test.
1. Introduction
The scientific literacy is defined as the competence in understanding science and applications for
human needs [1].A person who has scientific literacy will be able to read, understand, and have
responsibility in dealing with the problems of daily life [2]. Scientific literacy is one of the most
important competencies to be improved in scientific studies [3]. Because of the importance of
scientific literacy, some educational policies in developed countries lead to scientific literacy, such as:
American K-12 curriculum renews its curriculum with emphasis on scientific literature tracing,
Estonia (Finland), in 2011, adopted new competencies in the curriculum Schools with the goal of
scientific education in promoting scientific literacy, Australia is one of the highest performing states in
scientific literacy in PISA 2006. The Australian K-10 curriculum design for scientific learning is
governed by three interrelated components: Science understanding, Science inquiry skills , And
Science as a human endeavor [5].Likewise in Indonesia, in Permendikbud 2016 no.21 on the 2013
curriculum on basic and secondary education content standards refers to the scientific literacy domain
of PISA 2015 [6], so that Indonesian students need to have facilities to train the competence of
scientific literacy.
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Data on the results of the 2012 PISA (Program for International Students Assessment) study show
that the percentage of Indonesian students in understanding scientific literacy is 41.9% at level 1 and
24.7% below level 1 [7]. PISA test results in 2015 followed by 72 countries, Indonesian students rise 6
ratings from the PISA test in 2012 which is ranked second lowest of 65 countries [8]. This data shows
that many Indonesian students have difficulty in applying their knowledge. Although the instrument
developed by PISA does not have an appropriate context in every country, because it does not have a
corresponding standard in each country, whereas scientific literacy is one of the important objects to
be improved in scientific studies [3]. This PISA study is often used as a benchmark of the readiness of
citizens in facing the era of globalization and serve as the foundation of the curriculum development
policy of a country.
Attempts to tackle scientific literacy have been widely practiced, but we need to develop a strategy
to reveal the characteristics of instruments that fit the context of Indonesia as a medium that can trace
the scientific literacy of Indonesian children. It is therefore necessary to have a review of the
assessments developed both in the context of the intended personalities. The development of physics
scientific literacy instrument can be aimed to know the basic capability of physics scientific literacy in
social life [9]. Relevant research has been done by Fives in developing the SLA instrument (scientific
literacy assessment) that can evaluate the students' scientific literacy ability, that is how the value of
science, self-efficacy and epistemic [10]. Based on previous studies, to measure the level of students
'scientific literacy as a result of high school students' learning, it is necessary to develop a scientific
literacy test instrument based on the PISA framework of 2015 that relates to issues or issues occurring
in the local environment in a personal and local context Indonesia.
The model of development of standardized test instruments has been widely introduced, one of
them by Jacobs and Chase (1992), this model begins with (1) Determining the subject to be tested and
setting up the learning indicator/objectives, (2) Setting the assessment instrument specification (test)
(3) developing test instruments, (4) Examination test with judgement and analyze, (5) Implementation
of tests, and (6) Processing and analyzing test results [11].
The general design of this study uses Research and Development [12]. But in this research design is a
descriptive research that aims to get the characteristics of the instrument developed and get the
correlation of the equivalent test developed with the test of PISA standard. At this stage of
development, researchers undertook several stages in starting with the development of test blueprint
for Heat and Temperature topic in accordance with the competence of scientific literacy and the
context of the issues that can be disclosed for Indonesian children. Followed by developing essays
from the test blueprint to get a picture of Indonesian children's way of thinking as an alternative to the
developed in essay. Furthermore, developing 15 questions with constructs in accordance with the
instrument framework 2015 competence scientific literacy developed by PISA.
Instrument test was conducted through two stages, the first stage was done with expert judgement
and the second stage was done through field test in one of the private high schools in Bandung with
the medium category based on the cluster classification of the middle school with the sample number
of 30 students who have studied the temperature and heat topic,which is obtained randomly with
simple random sampling technique. Judgement experts conducted with triangulation techniques, this
study involves 5 experts with expertise in the field of physics content and physics education.
Experimental test results are analyzed by triangulation multiple research techniques, such an expert is
required to assess the instrument made in accordance with his perspective, which is then collected so
as to obtain the validity of the construct of the test [13].
To obtain the characteristics of test, the data processing techniques used are:
validation of the test instrument by calculating the biserial coefficient of the average point of the
whole question.
The reliability of the test instrument by calculating the test reability coefficient of the spearman
brown formula. Discrimination index item is determined by the proportion of the above group that
answered correctly and the proportion of the underlying group that answered correctly. Difficulty item
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is the number of questions categorized based on the number of students who answered correctly on
each item question. The matching correlation on two packet problems using the pearson product
moment equation, if the coefficient is closer to 1, the correspondence of both packages is better.
To get an idea of the quality question response developed, the researchers conducted interviews /
questionnaires on some students. The results of the analysis and interview were processed by using
likert scale analysis [13].
3.1 Test blueprints of heat and temperature topic

An analysis of the blueprints test scientific literacy on temperature and heat topics can be expressed in
Table 1 below
Table 1 Characteristics of the blueprints test scientific literacy on temperature and heat topics
scientific literacy domain Indicator questions based on the Indonesian
question Competency Knowledge context
Explain phenomena Explain the effect of the conductivity of the
1 epistemic
scientifically object on the temperature change of the object
Interpret data and evidence Determine the effect of thermal conductivity on
2. epistemic
scientifically different objects of the experimental data
Interpret data and evidence Compare the conductivity of two different
3. epistemic
scientifically objects
Evaluate and design scientific Identify the usefulness of the control variables
4. epistemic
enquiry in the experiment
Evaluate and design scientific Identify independent variables and dependent
5. procedural
enquiry variables in the experiment
Interpret data and evidence Determine a temperature graph over time based
6. procedural
scientifically on experiment data
Interpret data and evidence Sorting the thermal conductivity of objects by
7. content
scientifically graph
Interpret data and evidence Analyze the thermal conductivity graph on
8. procedural
scientifically different objects
Interpret data and evidence Determines the time graph of the temperature in
9. procedural
scientifically the object's heating experiments
Interpret data and evidence Summing up the most energy-efficient objects
10. epistemic
scientifically based on an experiments type of object
Explain phenomena Defines the specific heat of the object based on
11. content
scientifically the experiment
Explain phenomena Defines the expansion coefficient of the object
12. content
scientifically
Explain phenomena Explain the effect of the expansion coefficient
13. content
scientifically on the change of the length of the object
Evaluate and design scientific Identify independent variables and dependent
14. procedural
enquiry variables based on experimental object radiation
Explain phenomena Explain the effect of the color of the object on
15. content
scientifically the energy it receives.
Based on test blueprint, the developed instrument has a construct validity that is considered in
accordance with the scientific literacy framework developed by PISA. Context for Indonesian children
developed related to Temperature and Heat topic related to problems in everyday life.
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3.2 Result of essay test

Before the multiple choice test was developed, an essay test was developed based on the test blueprint,
the findings of the essay describe the student's way of thinking which can be seen in table 2 as follows:
Table 2 A description of students' thinking on the developed instrument test

Indicator questions based on the Findings of students' way of thinking on the problems
Indonesian context tested
Explain the effect of the conductivity Students think that temperature changes that occur
of the object on the temperature change are caused by the thermal conductivity of objects,
of the object heat, mass of objects and the specific heat.
Determine the effect of thermal Students think great conductivity, more difficult to
conductivity on different objects of the deliver the heat
experimental data
Compare the conductivity of two Students think that objects with a large conductivity
different objects change in temperature at both ends are smaller
Identify the usefulness of the control Students think that the use of control variables to
variables in the experiment facilitate measurement, accelerate measurement and
examine measurements
Identify independent variables and Students think that the independent variable is the
dependent variables in the experiment quantity generated from the experiment, the
dependent variable is the altered quantity
Determine a temperature graph over Students do not include title, scale, scale on graph
time based on experiment data
Sorting the thermal conductivity of Students think that graph of the highest temperature
objects by graph rise of the object, its conductivity is low
Analyze the thermal conductivity graph Students think that the temperature changes of both
on different objects ends of large objects, then the conductivity is small
Determines the time graph of the Students do not include title, scale, scale on graph
temperature in the object's heating
experiments
Summing up the most energy-efficient The smallest s changes temperature on objects at the
objects based on an experiments type same heating time is the most energy-efficient.
of object
Defines the specific heat of the object Students are exchanged between the definition heat,
based on the experiment heat capacity, specific heat and heat energy changes.
Defines the expansion coefficient of Students think that expansion coefficient is the
the object number, the ratio and the ability to change the length
Explain the effect of the expansion Students think that the greater the coefficient of
coefficient on the change of the length expansion of the length of the object, the object is
of the object more difficult to expand
Identify independent variables and Students think that the independent variable is the
dependent variables based on quantity generated from the experiment, the
experimental object radiation dependent variable is the altered quantity
Explain the effect of the color of the Students think that color of the object does not affect
object on the energy it receives. the radiation energy it receives (not in accordance
with the text reading)
These results show some student thinking that can be used as ananswer for multiple choice questions
developed.
3.3 Result of multiple choice test

The test result on the judgment of expert with triangulation technique get that the whole instrument is
made according to the scientific literacy domain and the indicator on the test blueprint. It states that
the developed instrument has fulfilled the validity of constructs and contents that illustrates the test
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developed measure the competence to be measured. The results of field testing can be expressed
through the Table 3 as follows:
Tabel 3.Distribution of difficulty index about equivalent test of PISA 2015

item difficulty index Analysis result
evaluation range no. of item Percent
Difficult 0,00 ≤TK ≤ 0,30 2 13.33
Good 0,31 ≤TK≤ 0,70 9 60.00
Simple 0,71 ≤TK≤ 1,00 4 26.67
Based on Table 3, it can be argued that the developed instrument testhas been normally distributed,
instrument test that are deemed difficult to relate to the competence of planning and evaluating
research in the local context, and some questions that are deemed to be related to the competence of
interpreting facts and scientific evidence in the personal, As for a matter that is easily related to the
competence of explaining scientific phenomena in the personal context.
The analysis of the discrimination index of the developed instrument can be shown in Table 4 as
follows:
Table 4. Distribution of discrimination index of developed test PISA 2015

discrimination Analysis result
Item evaluation
index range no.of item Percent
Very good 0,70 - 1,00 3 20.00
Reasonably good 0,40 - 0,69 5 33.33
Marginal 0,20 - 0,39 5 33.33
Poor 0,00 - 0,19 2 13.33
Miskeyed -1,00 - 0,00 0 0.00
Based on the acquisition of the results of the test, 13 questions can be found that can distinguish
between groups with high and low ability, but 2 questions have an poor discrimination index is a
matter related to measuring the competence of planning and evaluating experiments on personal
context, things that need to be improved from this instrument is the text of the instrument reading
should be more equipped with information to measure the competence.
Test on the reliability of the problems developed and the question of PISA framework can be
shown through Table 5 as follows:
Table 5. Reliability value about PISA and PISA equivalent test

PISA 2015 test PISA 2015 developed
test
0.65 0.76
Based on the Spearman-Brown statistical test with α = 0.05, both questions have high categorical
reliability coefficients (0.60 <r <0.80). This shows both the PISA test and the developed test have a
high degree of stability, which if tested on several samples will result in the same behavior.
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Testing on the validity of the questions developed can be shown through Table 6 as follows:
Table 6. Biserial coefficients of PISA test and PISA

2015 developed test
rpbi
no PISA 2015 developed
PISA 2015 test
test
1. 0.36 0.49
2. 0.54 0.72
3. 0.24 0.21
4. 0.26 0.31
5. 0.33 0.42
6. 0.72 0.85
7. 0.59 0.63
8. 0.36 0.46
9. 0.62 0.70
10. 0.57 0.60
11. 0.78 0.84
12. 0.52 0.62
13. 0.81 0.81
14. 0.61 0.59
15. 0.35 0.36
Based on the coefficient value biserial point per item question, can be calculated biserial coefficient
point average test. The average point biserial coefficient for the PISA 2015 test is 0.57 and for the
PISA 2015 developed test is 0.63. Both biserial coefficient values are greater than the coefficient
values biserial point table with α = 0.05 ie 0.34. This shows that both the PISA test and the developed
test have good validity.
Test on PISA equivalance between PISA 2015 developed test and PISA 2015 test using pearson
product moment correlation, the scores of each student on the PISA test and PISA 2015 developed
test are shown in Table 7 below:
Table.7 Student scores on PISA 2015 test and PISA 2015 developed test
Student’s PISA 2015
no name PISA test developed test
1 A 13 15
2 B 13 13
3 C 12 12
4 D 9 11
5 E 10 12
6 F 7 11
7 G 7 11
8 H 7 11
9 I 7 11
10 J 8 12
11 K 8 12
12 L 5 11
13 M 6 11
14 N 6 11
15 O 6 11
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Student’s PISA 2015

no name PISA test developed test
16 P 6 10
17 Q 5 10
18 R 5 9
19 S 6 7
20 T 4 7
21 U 5 7
22 V 5 8
23 W 6 6
24 X 5 2
25 Y 3 8
26 Z 4 4
27 AA 3 1
28 AB 4 2
29 AC 4 1
30 AD 2 1
By using statistical test of pearson product moment, the correlation between the two is 0.75. The
correspondence problem has a high correlation with 0.61 <r <8.00. This indicates that the level of
equivalence of the PISA 2015 test and PISA 2015 developed test is high.
4 Analysis of Questionnaire and Interviews Results
To get more accurate data related to the test developed, the researcher tries to do deeper analysis
related to the students' opinion on the developed instrumenttest, the findings from the questionnaire
can be seen in Table 8 below:
Table 8. Results of student opinion questionnaires for clarity of test instruments
No questionnaire 1 2 3 4 5
1. Each question has one correct answer 76% 24%
2. I can answer the questions with the scientific knowledge that 7% 93%
exists in daily life
3. Every question deeply explains scientific knowledge 90% 10%
4. Any text related to the subject is very clear 10% 70% 20%
5. Each data / graph / table on the question shows scientific data 93% 7%
6. I more understand equivalent test rather than PISA standard test 17% 83%
7. I like this test than the usual test at school 17% 50% 33%
8. The language of the question is easy to understand 7% 73% 20%
9. The problems that are on test are very well known in my 17% 73% 10%
environtment and my daily life
Based on the results of the questionnaires in Table 8, an average of 93% of students feel agree about
the clarity of PISA developed test that stimulate students to answer the questions well.
While the results of student interviews can be disclosed below:

1) Students better understand the developed of PISA 2015 test than PISA 2015 standard test
because the equivalence problem is better known
569
2) Difficulties of students in answering the test because the topic tested has not been studied,
they suggest if the material is newly studied they can better answer the question
3) Students are unfamiliar with the text of a rather long reading, they are familiar with the matter
of the count
4) Students can answer the problem well if they do experiments in learning
5 Discussion
Based on the findings of the characteristics of the test developed, then some improvement questions
that need to be done from testing the first trial is :
1) The form of questions to be developed is not just one form, but can vary as a complex multiple
choice form, essay and can be combined with a simple multiple choice. Variations form
questions can facilitate researchers to analyze the competence of students, especially with the
form of subjective questions.
2) The test context with heat and temperature topics that can be developed related to the personal
and local context, such as the phenomena experienced by the day-to-day by the students. As
revealed by Wenning, that the context of the PISA test is not compatible with his country [3].
Therefore each country should adjust the PISA test to the context in its country.
3) Based on the calculation of validity and reliability, the developed test instrument has high
criteria. This is consistent with Adeleke's research on the scientific literacy instrument (P-
SLAT) he made which has a reliability coefficient of 0.7 [9]. Therefore, the instruments
developed in this study can be a standardized test to measure students' scientific literacy
competency.
4) The test of PISA developed that have difficult levels is a matter of competence to interpret data
and facts scientifically, based on experiments and interviews with students, they are not
accustomed to turning data / graphics / phenomena to other forms scientifically.
5) The instrument test that are considered to be commensurate with the PISA 2015 framework are
a matter of competence explaining scientific phenomena, based on test results and interviews.
In the matter of such competence, students are asked to explain their thoughts about the
scientific phenomena contained in the paragraph / text.
4. Conclusion
Characteristics of test instruments to measure students' scientific literacy ability consists of two
domains, namely the domain of competence and domain knowledge, the context of the instrument is
adapted to the problems that exist in the surrounding environment, the questions in the test instrument
is qualitative and contextual, phenomenon or existing problems presented in a personal or local
context in everyday life. Each question contains some information as a student's thought stimulus that
can be text or readings, data, problems, drawings or graphs. The developed PISA 2015 test is
commensurate and equivalence with the PISA 2015 framework instrument, shown by the correlation
of 0.75. The quality of PISA 2015 framework equivalent instruments is valid and reliable to assess
students' scientific literacy capabilities. Reliability coefficient value is 0.76, means that test
instruments created by researchers have reliability with high criteria.
5. Acknowledgments
On this occasion, the author would like to express his gratitude to Mr. Farid Firdaus, S.Pd. As
curriculum head in Alfa Centauri senior high school Bandung that has given permission to the
researchers to conduct test instruments and conduct research.
6. References
[1] Deboer, G.E 2000 Scientific Literacy : Another Look at Its Historical and Contemporary
Meanings and its Relationship to Science Education Reform J. of Research in Science
Teaching37 6
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[2] Keefe, E.B 2011 What is Literacy? The Power of A Definition. Research & Practice for
Pearsons with Severe Disabilities35 3
[3] Wenning, C.J 2006 Assessing Nature of Scientific Literacy as one component of scientific
literacyJ. Phys. Tchr. Educ. Online3(4) 3 – 14
[4] National Research Council 2012 A framework for K-12 science education: Practices,
crosscutting concepts, and core ideas. Committee on a conceptual framework for new K-12
science education standards. Board on Science Education, Division of Behavioral and Social
Sciences and Education.Washington, DC: The National Academies Press.
[5] Australian Curriculum Assesment and Reporting Authority 2010 online :
http://www.acara.edu.au/_resources/ac_info_learning_areas_indonesian.pdf
[6] PERMENDIKBUD 2016 no.21 Tentang Standar Isi Pendidikan Dasar dan Menengah
[7] Fleischman, H.L 2010 Highlights from PISA 2009: Performance of US 15-Year-Old Students
in Reading, Mathematics, and Science Literacy in an International Context. NCES 2011-
2014. National Center for Education Statistics.
[8] OECD. 2015. PISA Result 2015 draft science framework. Framework literasi saintifik
PISA 2015 :http://www.oecd.org/edu/pisa-2015-assessment-and-analytical-
framework-9789264255425-en.htm
[9] Adeleke, A 2015 Development and Validation of Scientific Literacy Achievement Test to
Assess Senior Secondary School Student’s Literacy Acquistion in Physics. J. of Edu.and
Prct. 6 7
[10] Fives, H 2014 Developing A Measure of Scientific Literacy For Middle School Students.
J. Sci. Edu. 4
[11] Jacobs, L.C & Chase, C.I. 1992 Developing and Using Tests Effectively, San Francisco:
Jossey-Bass Inc., Publishers.
[12] Borg, W. R, Gall, M. D., & Gall, P. J 2003 Educational Research An Introduction 7 th Edition.
Boston: Pearson Education Inc.
[13] Creswell, J. W. 2012 Educational Research Planning, Conducting and Evaluating Quantitative
and Qualitative Research 4th Edition. Boston : Pearson Education Inc.
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Implementation of project based learning with science

technology engineering and mathematics (STEM) approach to
improve high school students’ problem solving skills
N H M Iqbala), S Utari, and P Siahaan

Physics Education Department, Universitas Pendidikan Indonesia, Dr. Setiabudi St.
a)
e-mail: nurhabibmuhammadiqbal@gmail.com
Abstract. 21st century skills are skills that need to be taught in science learning that includes
problem-solving skills. However, previous research shows that these skills can not be trained
optimally in learning. This quasi experiment research with one-group pre-test post-test design
that using population of one high school in Bandung City and 30 students as a random sample
aims to find ways to train problem-solving skills through the implementation of problem-based
learning with STEM on the topic of rotational dynamics efectivelly. Worksheets that describe
problem-solving skills and 24 essay questions of problem-solving skills with validity 0.6 and
reliability 0.7 are the instruments used in this study. The results of study through portfolio
analysis show an improvement in some aspects of problem solving skills and analysis of their
effectiveness through normalized gain values obtained in the medium category. This study also
found ways that are effective for the problem identification, the relevance of the physics
concept and the provision of alternative solutions aspects, but have not found ways that are
effective for design improvements aspects.
1. Introduction
Problem-solving skills are part of 21st century skills (way of thinking, way of working, tools for
working and living in the word).Thatis very important skill that every person must have for living in
21st century era [1].Because of the importance of that skill, some of the issues of science learning are
directed to21st century skills [2][3][4]. The education curricula of countries today also provide a
direction of change, to train 21st century skills [5]. Likewise, the direction of the education curriculum
policy in Indonesia that gives the demographic bonus time as a golden opportunity in education so
learning in the classroom can train 21st century skills. [1].
However, the results of some previous studies indicate that students 'thinking skills are still in low
grade[6], work skills are still low grade too [7], both ICT skills and and students' attitudes towards
their environment are still low [8][1]. This suggests that the classes of learning didn’t yet facilitating
the training of the 21st century optimally [8].
The STEM approach is believed to be the way to trill 21st century skills [5]. This is because the
STEM approach can provide a project classes that combine multidisciplinary science (way of
thinking), completing the project by using technology and engginering process (way of working and
tools for working) and project development with contextual problems (living in The word). This
opportunity makes it possible to design learning that finds ways to trill 21st century skills.
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STEM education implementation is very hard to apply to the curriculum in Indonesia, so we need
to create ways to another strategy that can provide opportunit, then one way is to make STEM
education a supplement in our curriculum[6]. This means that we can use STEM approach in science
learning (physics) design that facilitates 21st century skills training. In order for this,the structure of
model stage can be combined with STEM approach structure. The PjBL learning model is deemed
appropriate to trill 21st century skills [2][3][4]. Therefore this study attempts to find ways to trill 21st
century skills through the implementation of the PjBl with STEM approach [9].
The selected STEM Selection design refers to the STEM design as a science-learning supplement
developed by Bybee [5].
Figure 1. Figure about one design that shows the position of STEM in learning.
This design was chosen because the STEM approach was applied to the subject of physics, where
at the beginning of the learning, the concept of equilibrium was built as the basis for sciencethinking
Which is used to complete the project. In completing the project, of course we will need of math,
technology and engginering process.The PjBL stages associated with the learning process and its
relation to the solving of problem solving skills can be expressed through Table 1:
Table 1. PjBL learning model phase combine withproblem solving skills

indicators
Stage of PjBL Problem solving indicator skill
Start With the Essential Identify theproblems
Question Using of literature
Alternative solution submission
Design a Plan for the Solution selection
Project Concept usage in solution
Designing a product
Create a Schedule
Monitor the Student and Usage of math formulas
the Progress of the
Project
Assess the Outcome
Evaluate the Experience Evaluate the result
This study aims to find ways to trill 21st century skills in a small scope, so the research method that
used is quasi experiment with one group pre test postest design [10]. The population that used is 150
first grade of high school students who got the equilibrium topics on the one of high school in the
Bandung city and 30 students as the sample of the study based on random sampling. Based on the
sample and proportional sampling techniques used for this population, the samples that used are
considered to have represent the population [10].
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The instrument used in this research is the observation sheet to see the impementation of learning
that has been validated by the expert. To analyze instructional learning, the following interpretation is
used[11]:
Table 2. Percentage of implementation table with their

criteria.
% Keterlaksanaan Kriteria
KP = 0 Tak Satupun Kegiatan
0 < KP < 25 Sebagian Kecil Kegiatan
25 ≤ KP < 50 Hampir Setengah Kegiatan
KP = 50 Setengah Kegiatan
50 < KP < 75 Sebagain Besar Kegiatan
75 ≤ KP < 100 Hampir Seluruh Kegiatan
KP = 100 Seluruh Kegiatan
To see student response in learning, we use worksheet with it’s rubric that has validated expert by
using technique of interrater reliability. As for to see the quality of the development of the 21st century
trilogy is analyzed by using an overview of improvement through portopolio as follows:
Tabel 3. Assessment criteria based on answer sheets

Score Criteria for Scoring
Blank, or is simply filled by repetition of the problem information that has been presented,
0 no other information based on analysis written, the solution and the information does not
solve the problem.
There is an imprecise solution response but the effort to solve the problem because there are
1 things like; The constraints or variables mentioned and then considered, the basic concepts
of written material and intended to solve the problem, the procedure performed less precise
Students have chosen the right procedure, but the solution is not appropriate because of
2 things like; The existence of some concept errors are considered, the consideration of some
concepts that are not relevant to the purpose, the procedure is not complete.
Students have chosen the right procedure, but the solution is not entirely correct because
there are such things as; The existence of the concept error with a small amount in
3
considering the problem solving, the error considering the situation of the mentioned
problem, the procedure is not complete.
Students have chosen and applied relevant concepts and appropriate procedures, students
4
have considered the constraints experienced, there are only minor errors.
To see the level of problem-solving skills, 24 essay tests problem solving were structured
according to the 21st century skills framework [5]. The essay test instrument has been validated by
expert with triangulation techniques and field testing with a validation value of 0.6 and a reliability of
0.7 so that the instrument can be used [10].The analysis of learning as a way that is seen as effective in
improving 21st century skills is done through a normalized gain analysis [10], the table of normalized
gain criteria is presented in table 4 as follows:
Tabel 4.Tabel kriteria nilai gain

ternormalisasi
N-Gain Criteria
High
Medium
Low
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3.1. Effectiveness of Problem Solving Skills
Based on pretest and posttest of problem solving skills, normalized gain values are obtained as show
in table 5;
Table 5.The value of normalized gain

Number of
Pretest Postest N-Gain
Meet
1 37.73 56.94 0.31
2 32.64 56.48 0.35
3 36.81 62.50 0.41
Table 5 shows that students at the first meeting pretest were able to respond with a mean score of
37.73 from a maximum score of 100, and a mean postest score of 56.94. At the second meeting the
average pretest score was 32.64 and the posttest average score was 56.48. Furthermore, at the last
meeting the average pretest score of students was 36.81 and the mean pottest grade was 62.50.
Improved problem-solving skills are seen from the normalized gain (N-Gain) value, obtained from N-
Gain of 0.31 at the first meeting, 0.35 at the second meeting, and 0.41 at the last meeting. The gain
value at all meetings is categorized as being. The following diagram shows the N-Gain of each
meeting,
N-Gain
0,5 0,41
0,4 0,35
0,31
0,3
0,2
0,1
0
Torsi Titik Berat Kesetimbangan
N-Gain
Figure 2. Diagrams showing normalized gain for each sub-topic
Based on the normalized gain value, it can be said that the ways developed with the PjBl model and
STEM approach are considered effective in the medium category to solve problem-solving skills. But
the value of this gain tends to increase even though still in the medium category. Some of the
increasing issues related to domain problem solving skills are on the identify problem aspects, use of
concepts in solving solutions, and solution selection. While aspects of problem-solving skills that have
not been improved are on the alternative solution aspect and design.
3.2. Improvement on each Aspects of Problem Solving Skills
The developed instrument refers to the problem-solving skill domain. [5]. (1) identifying the problem,
(2) proposing alternative solutions, (3) obtaining the source of readings as the basis of alternative
solutions (4) choosing the most appropriate solution based on the alternative solutions (5) using the
concept of science to explaining the design (6) designing designs according to mathematical
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calculations and concepts of science (7) Designing tools, and (8) Evaluate results based on test
data.Each aspect has different results which presented in table 6;
Tabel 6.The normalized gain value for every aspect of the problem-solving skills.
Indikator N-Gain Category
Identify the problem (IP) 0.59 Medium
Proposing alternative solutions (AS) 0.23 Low
Literature and source of readings (LS) 0.33 Medium
Choose the solution(CS) 0.53 Medium
Using concept to solution (UC) 0.53 Medium
Using math formulation(MF) 0.46 Medium
Designing tools(DT) 0.16 Low
Evaluate the result(ER) 0.19 Low
Based on the findings in table 6, the applied learning has improved some aspects of problem
solving skills in the medium and low categories. This relates to the ways in which the PJBL model and
STEM approach to topic are used. The explanation aspect can be described as follows:
 Identify the problem aspect (IP): The action that given has been deemed effective for improving
the skill of identifying the problem in the moderate category, some action which being
developed is to choose a contextual project with the completion of using the object equilibrium
concept so that some problems are easily recognized by the students, but there is an unfamiliar
project so that in this section contributes to a low increase. Providing a project context is known
to make the learning side feel more meaningful and students can easily identify the problem.
PjBL is considered an appropriate model to be used as a means of providing projects in
learning, while STEM in this case acts as a support for the correlation of learned science
concepts to be integrated with math, engineering and technology.
 Choose the solutions aspect (CS) and proposing alternative solutions (AS) are two different
aspect. The solution selection aspect is the presence of a single solution, while the solution
alternative is a backup solution plan if the initial solution is not successful. In this study, PS
increased higher than US. This is because the problem in the worksheet does stimulate students
to think how to create a solution of the problem. But the learning stage is done once and not
repeated, so to reflect the aspect of the US is a difficult thing to do. So that in the learning,
students have been facilitated to be able to propose solutions but not optimally facilitated to try
new solutions after the initial solution was a failure. Future research should consider this.
 Literature and source of readings aspect (LS) and using concept to solve aspect (UC): the action
that given has been seen as effective for improving the LS and UC aspects in the medium
category, some of the measures developed are direct project giving assuming the students have
done their own study of the material to be taught. Because the given project is contextual,
students are trained to link the concepts they have read with contextual problems.
 Using math formulas aspect (MF) and design tool aspect (DT): The action given has not been
considered effective to significantly improve the MF and DT aspects. This is because the action
of the PjBL model with the STEM approach is still very new to be implemented in the school.
The students were not familiar with the activities of designing and linking mathematical
concepts with designing. The felling of this learning model is expected to serve as the beginning
for future research.
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 Aspek mengevaluasi the result (ER): The role of the model used still has not felt optimal
because the number of hours studied in the school concerned is very limited while this aspect is
seen in the final learning stage.
4. Conclusion
The results of the study through portfolio analysis showed an increase in some aspects of problem
solving skills and analysis of effectiveness through normalized gain values obtained in the medium
category. This research has found ways that are effective for the problem identification aspect (Ngain:
0.59) and the relation to the physics concept (Ngain: 0.53) but have not found the ways that are effective
for designing aspect (Ngain: 0.16).
Further research should first consider the creation of student worksheets so that the questions
contained correctly address the indicator in question.
5. Acknowledgments
I could not have developed the ideas in this article without the ideas and suggestions of many
colleagues and friends. I express a deep and sincere appreciation to Ms Setiya Utari, Ms Irma, and
Ajie Nugraha for our extended discussions during our meetings. For their recommendations about
technology and engineering education, I thank Isti Lestari, Mr Parsaoran Siahaan, Mr Cucu Hidayat,
and Mr Yanuar Asmara.
6. References
[1] Firman H 2015Pendidikan Sains Berbasis STEM: Konsep, Pengembangan, dan Peranan Riset
Pascasarjana (Bogor: Program Pascasarjana Universitas Pakuan)
[2] Bell S 2010 Project-based learning for the 21st century: skills for the futureJ. The Clearing
House pp 39-43
[3] Igballe M 2014 Project based learning: Developing 21st Century collaborative and technology
skills J. European Journal of Research on Education, pp. 52-57
[4] Devkota S P,Giri D R and Bagale S 2017 Developing 21st century skills through project-based
learning in efl context: challenges and opportunities J. The Online Journal of New Horizons in
Education, pp. 47-52
[5] Bybee R W 2013The case for STEM education: challenges and opportunity(Arlington: NSTA
Press)
[6] Utari S 2016 Model Pendidikan STEM(Bandung)
[7] Kyllonen P C 2012Measurement of 21st century skills within the common core state
standards(California: Educational Testing Service)
[8] Lestari I 2016Penerapan Model Pembelajaran Berbasis Pengalaman dengan Pendekatan
Science, Technology, Engineering, and Mathematics (STEM) untuk Meningkatkan Kemampuan
Pemecahan Masalah dan Keterampilan Berpikir Kritis Siswa SMA(Bandung:UPI)
[9] Erdogan N, Navruz B, Younes R and Capraro R M 2016 Viewing how stem project-based
learning influences students’ science achievement through the implementation lens: a latent
growth modelingJ.Eurasia Journal of Mathematics, Science & Technology Education pp. 2139-
2154
[10] Creswell J W 2009Research design; qualitative, quantitative and mixed method approached 3,
(California: SAGE Publication)
[11] Sugiyono 2008 Metode penelitian kualitatif, kuantitatif, dan R&D(Bandung: Alfabeta)
577
The implementation project base learning (PJBL) with

teaching with analogy (TWA) to improve vocational
school student’s science literacy
A Nugraha1,a), S Utari1, and J Maknun2

1
Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr.
2
Departemen Pendidikan Teknik Arsitektur, Universitas Pendidikan Indonesia,
Jl. Dr.Setiabudi No. 229, Bandung 40154, Indonesia
a)
E-mail: ajie.nugraha.87@gmail.com
Abstract. Scientific Literacy (LS) is the use of scientific knowledge and scientific
methods to solve the problem or decision-making. These competencies are considered
important to the teaching of modern science tends to equip these competencies, but
previous research suggests this is not optimal competence in training in learning. Research
quasi-experimental design with nonequivalent (pre-test and post-test) control-group
desigh aims to find ways of coaching competence LS through the implementation model
Project-based learning (PjBL) approach Teaching With Analogy (TWA) with a
population of one vocational school in Bandung city and a sample of 58 students as a
random sample. The instruments used in the form of a 15-test essay on the topic of
dynamic Electrical validity and reliability 0.6 0.5. To get an idea of the effectiveness of
ways to train LS analyzed by the gain ternoormalisasi. The results showed that for ways to
train literacy saintific developed through the application of the model PJBL with TWA
considered effective in the medium category. Ways considered effective and relevant to
explain the phenomenon of design research, but research has not found an effective way
associated with the competence to evaluate the results of research.
Keyword : Scientific Literacy (LS), Project Bases Learning (PjBl), Teaching With Analogi (TWA)
1. Introduction
Scientific Literacy (LS) as a competence to use knowledge and ways of science used to
define questions, solve problems, draw conclusions based on evidence and be able to make
decisions regarding natural phenomena as well as changes in the environment through (11) (8)
.The ability to understand and explain fundamental concepts is central to scientific literature
(4)
.Even at this point LS becomes a goal in science education (17). .The study of TIMSS
measures LS which aims to gain an overview of the success of science learning and serves
as a benchmark for changes in the science education curriculum in country sustu (12),even
one of the PISA studies measuring LS provides an overview of citizens' preparedness in the
578
face of globalization challenges (12). . Therefore, nowadays, curriculum change of education

in developed countries and developing countries focus on trained LS (7) (9)
The result of the research indicates that the existence of LS suspicion has not been
facilitated in science learning in the classroom (16) .For example experimental activities
contained in schools are still verification / cook book (13) The results of classroom
observations indicate that science learning in the classroom is done through a knowledge
transfer explanation which has not facilitated competencies such as explaining scientific
phenomena through observations presented, From making inquiry questions, identifying
and preparing variables, establishing procedures, evaluating procedures, using data to
conclude and evaluate the results of inquiries. Some research related to learning ways to
trained LS, among others, the level of inquiry to trained LS in junior high school shows that
students have not been able to improve the competence of scientific literacy in (1) and level
of inquiry by writing-to-learn to trained student indicating LS Still difficulty in determining
the exact variables, creating experimental procedures that describe appropriate methods in
answering research questions and interpreting data(13).
The results above show some ways have been found to tone LS competencies such as
explaining scientific phenomena, and designing procedures, but research is still needed to
find ways to practice evaluating the results of investigations and interpreting data and facts
scientifically. This research tries to find ways to bring LS in SMK through Project Base
Learning (PjBL) model, PjBL is seen as a very effective way to increase scientific literacy
(3).. The PjBL process facilitates the means for answering questions through the thought
process of a proposed hypothesis, using students' knowledge to solve problems, providing
meaningful learning (15). PjBl reflects the knowledge of scientific knowledge gained
during learning (10), (14). However, in relation to finding ways of interpreting, inferring
and evaluating the data, then in need of strategies in learning PjBL, the use of PjBL with
learning strategy provides an opportunity to strengthen the learning experience of students
(4) Analogy strategy will provide convenience in concept acceptance, giving logical
thinking (5). Therefore, this research tries to find ways to trained LS through application of
PjBL by using Teaching With Analog (TWA) strategy
Given this research aims to find ways of LS through the application of PjBL as a control
class and application of PjBL with TWA strategy as experimental class in SMK where the
group has been formed before class ie this research using quasi-experiment research
method (2) with nonequivalent ( Pre-test and post-test) control-group design where the
results are not generalized (2) The population used in this study is the students of SMK class
XI in one of the private SMK in Bandung with light vehicle engineering (TKR) Physics
curriculum with dynamic electrical topic which amounts to 150 students, the sample used is
58 students obtained by sampling technique which is purposive sampling, that is taking the
sample member from population done with certain consideration). The sample of the
experimental class is 28 students and the control class sample is 30 students, Based on the
comparison of population and sample then this research is considered to meet sampling in
experimental research (2)
To see the effectiveness of the way in tracing the competence of scientific literacy, the
study used a test to measure LS based on LS competencies adopted based on the PISA 2015
framework, as for the characteristics of the developed problem to meet the distribution in
Table1:
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Tabel 1 Distribution Questions LS

Kompetensi LS yang
No soal Konteks
diukur
Competence explains 1.2.11.12.13 Personal/ local
scientific phenomena
Competence evaluates and 3.4.5.8.9. Personal/ local
designs scientific inquiry
Interpret data and facts 10.6.7.14.15 Personal/ local
scientifically
The developed instrument has examined the validity of the content and the validity of the
constructs through expert jugmen with the technique of tianggulasi and field testing which
resulted in the validity value of 0.6 in the medium category and the reogity of 0.5 in the
medium category,
To get an overview of learning literacy analysis using PjBL and TWA strategies and
student responses, use the percentage interpretation to measure learning effectiveness as
follows:
Tabel 2 Presentation interpretation (18)
% Keterlaksanaan Kriteria
KP = 0 No Activities
0 < KP < 25 Small Activity
25 ≤ KP < 50 Nearly Half the Activity
KP = 50 Half the Activity
50 < KP < 75 A Big Activity
75 ≤ KP < 100 Almost All Activities
KP = 100 All Activities
The effectiveness of PJBL model implementation and TWA strategy in improving students'
LS competence is analyzed by the normalized gain obtained from pretest and postes about
LS that have been developed (6).This effectiveness picture is analyzed by using the
effectiveness improvement of scientific literacy, such as the following table:
Tabel 3 Standard of effectiveness (6)

Limitations Category
0.00 ≤ g ≤ 0,30 Low
0,3 < g < 0,70 Medium
0,7 ≤ g ≤ 1,0 High
3.1 PJBL and PJBL with TWA strategy
The result of pretest and post test result of LS test developed in this study obtained the normalized
gain value in two groups as follows:
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Tabel. 4 N-gain normalized control classes and experiments

Stadar
Kelas Pretest Postest N-Gain
efektifitas
Control
(PjBL) 15,78 42.11 0.31 Medium
Eksperimen 15.71 56.93 0.48 Medium
PjBL+ TWA
Based on Table 4 above, it can be said that although the methods developed in the control class
with the experimental class are considered effective in moderate categories, but the value of
monocalized gain in the experimental class has a higher value than the control class, it shows the
contribution of the TWA strategy Get higher gain gain value. If we look at the contribution of this
TWA to the related PjBL steps to trace the competence of scientific literature to explain scientific
phenomena, to evaluate and design scientific inquiry, the TWA strategy used is to use graphical
analogies as conceptual bridges analogous to fundamental concepts (14).
3.2 Effectiveness of LS Aspect Improvement in control class and experiment class.
The results of the analysis on LS competency aspects in both the experimental class and the
control class can be shown by the following table:
Tabel. 5 N gain results On each competency

Kategori
Domain Kompetensi N-Gain
Efektifitas
Kelas kontrol
Competence explains scientific phenomena 0.46 Medium
Competence evaluates and designs scientific Medium
0.31
inquiry
Interpret data and facts scientifically 0.16 low
Kelas ekperimen
Competence explains scientific phenomena 0.57 Medium
Competence evaluates and designs scientific Medium
0.50
inquiry
Interpret data and facts scientifically 0.34 Medium
Based on the above findings, it can be seen that both the control class and the experimental
class do not yet have effective ways of tracing the competence to evaluate the data and design
the investigation scientifically mengintrpretsikan data and facts scientifically still not optimal. If
we observe the problems developed to measure the design and evaluate scientific inquiry are as
follows:
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Figure 1 Sample questions
From the data and facts above that the kebel of the same length of the same material but
different diameters will produce different obstacles then this should be considered by students
in answering this question. But there are still many students who only provide answers without
providing the right reasons.
Figure 2 sample answer
Students still use less scientific reasons to answer questions. In the competence to interpret data
and facts scientifically about the given in the following:
Figure 3 sSample questions
And answer one of the students as follows
Figure 4 sample answer
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Based on these findings students can not interpret the data and facts, well this difficulty is
possible because students who basically rely on their daily memories in school (2). Based on
observation result step which developed at this stage is using strategy so that student more
master fundamental concept hence used an analogy graphical analogy as bridge of abstraction
concept and fundamental concept because with analogy will make student more comprehend a
taught concept (14). And student response results show a considerable improvement in the
competence of designing and evaluating scientific inquiry and interpreting data and scientific
facts this is because analogy strategies will reinforce fundamental concepts according to (14)
explain the use of analogies in learning can improve the understanding of a concept whose
ultimate purpose Scientific literature. This debriefing is deemed to be ineffective in evaluating
competence and designing scientific investigations and interpreting scientific data and evidence.
In this research the ways of PJJL and PJBL with TWA are considered to have been able to
leverage the competence of LS on aspects of explaining scientific phenomena and aspects of
evaluating and designing the research and interpreting data scientifically in the medium
category. The ways that are developed are as follows
Tabel 6 Ways developed
How to develop
The way that developed
Competencies are trained in PjBL with
in PjBL
TWA
Competence explains
scientific phenomena - Star With the Essential At this stage
Question students create
- Design a Plan for the analogy
Project independently
with the stages
(TWA)
Competence evaluates and - Create a Schedule
designs scientific inquiry
- Monitor the Student and the
Progres of the Project
Interpret data and facts - Assess the Outcome
scientifically
- Evaluate the Experiece
4. Conclusion
The methods developed by using PjBL and PjBL with TWA effectively trained the competence
of science literacy in the moderate category, although the normalized gain values in the PJBL
with TWA classes had higher scores. The means trained in the PjBL and PJBl classes with
TWA were considered Effective to tackle the scientific literacy competency aspect explain
scientific phenomenon and design and evaluate scientific investigation, but not yet optimal to
trained LS competence on aspect of interpreting data and scientific fact.
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5. Acknowledgments
I could not have developed the ideas in this article without the ideas and suggestions of
manycolleagues and friends. I express a deep and sincere appreciation to Ms Setiya Utari,
MrJoharmaknun, and NurHabib for our extended discussions during our meetings
6. References
.
(1) Dahtiar agi, (2015) pembelajaran levels of inquiry untuk meningkatkan literasi
sains siswa smp pada konteks energi. Tesis. Universitas pendidikn Indonesia
(2) Creswell, J. W. (2009). Research Design; Qualitative, Quantitative and Mixed
Method Approach. Third Edition. California: SAGE Publication
(3) Guven,Yurdatapan,Sahin. (2014) The Effect of Project-Based Educational
Applications on the Scientific Literacy of 2nd Grade Elementary School Pupils,
International Journal of Education and Research, Vol. 2 No. 1 January 2014
(4) Glynn, S. 1995. Conceptual bridges: Using analogies to explain
scientificconcepts. The Science Teacher 62: 24–27
(5) G. Allan. Harisson, Treagust. 2006 : Teaching And Learning With Analpgies:
Spiringer
(6) Hake, R. (1999). Analyzing Change / Gain Score. Indiana University 24245
Hatteras Street, Woodland Hills, CA 91367 USA
(7) Hobson, A. (2008). The Surprising Effectiveness of College Scientific Literacy
Courses. The Physics Teacher.Vol. 46, October 2008
(8) Holbrook, J. & Rannikmäe, M. (2009). The Meaning of Scientific Literacy.
International Journal of Environmental & Science Education, 4(3), 275-288.
(9) National Research Council. (1996). National Science Education Standards.
Washington DC: National Academy Press.
(10) Marykay Orgill and Megan Thomas (2007), Analogies and the Project Bases
learning model Suggest for using analogios in each phase of the Project Bases
learning model, The science Teacher
(11) OECD. (2003). PISA 2003 Assessment Framework.
(12) OECD. (2013). PISA 2015 Draft Science Framework
(13) Ruhbani Reza (2015) penggunaan levels of inquiry dengan penugasan writing-to-
learn untuk meningkatkan literasi saintifik siswa smk,Tesis. Uneversitas
pendisikan indonesia.
(14) Saksri Supasorndan Vinich Promarakb (2014), Implementation of Project Bases
learning inquiry incorporated with analogy learning approach to enhance
conceptual understanding of chemical reaction rate for grade 11 students.
Chemistry Education Research and Practice
(15) Yore, L. D.,& Treagust,D. F.(2006).Current Realities and Future Possibilities:
Language and science literacy—empowering research and informing
instruction,International Journal of Science Education, 28:2-3, 291-314
(16) Utari S at all (2015), Designing Science Learning for Training Students’ Science
Literacies at Junior High School Level, International Conference on Mathematics,
Science, and Education 2015 (ICMSE 2015)
(17) Wenning C.J. (2006). Assessing nature-of-science literacy as one component of
scientific literacy, J. Phys. Tchr. Educ. Online, (4) 3-14
(18) Arikunto, Suharsimi. (2010). Dasar-dasar Evaluasi Pendidikan. Jakarta Bumi
Aksara
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Preliminary study of student’s cognitive abilities on simple

harmonic motion
D Hadiantia), I Kaniawati, and I Hamidah

a)
E-mail: hadianti.dini @student.upi.edu
Abstract. The aim of this study is to investigate cognitive abilities senior high school students
on Simple Harmonic Motion. A test consisting of 23 items was given to 21 students grade XI
in a private school in Bandung, West Java. Students were asked to choose one correct answer
from five options. This study used the descriptive and analytical approach to identify the
cognitive abilities. The result showed low cognitive abilities with the lowest is 9, the highest is
39, and the average is 26 (scale 100). Based on cognitive abilities result, students can answer
level C1 correctly is 38%, level C2 is 32%, level C3 is 26% and level C4 is 25%.
1. Introduction
Government regulations Number 21, 2016 [1] stated that senior high school students should
have core competences such as spiritual attitudes, social attitudes, knowledge, and skills. In the
knowledge competence, students must be able to understand, apply, analyze, and evaluate factual,
conceptual, procedural, and metacognitive knowledge at the technical, specific, detailed, and complex
levels based on their curiosity about science, technology, art, culture and humanities With the insights
of humanity, nationality, state, and civilization on the causes of phenomena and events, and applying
knowledge to specific areas of study in accordance with their talents and interests to solve problems.
Cognitive abilities are very important because it is the most simple of intellectual ability, so
students can solve problems in their life. Cognitive abilities consist of knowledge dimension and
cognitive process dimension. Knowledge dimension consist of factual, conceptual, procedural, and
metacognitive, whereas cognitive process dimension consist of remember (C1), understand (C2) apply
(C3), evaluate (C5) and create (C6) aspects[2].
The results of preliminary observations in the realm of knowledge (cognitive) for some schools in
Pemalang district are still low [3]. Roza et.al also stated that student cognitive abilities are still low. It
causes by teachers use lectures, demonstrations and experiments more often [4] compare to the
students that get inquiry learning, their cognitive abilities is better. The experiments conducted are
still cookbook and have not implemented laboratory inquiry. As stated by Suaidy, inquiry learning had
enhanced cognitive abilities around 6.94% [5].
This study used descriptive analysis that describes cognitive abilities profile in senior high school.
There are 21 students (11 girls and 10 boys) grade XI in a private school in Bandung, West Java. The
multiple choice instrument was given to students that had learned about simple harmonic motion. It
has 23 items that developed base on basic competences and indicator that had been set. Data is
analysed by basic statistic to find average, minimum and maximum value.
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From the test, the researcher got cognitive abilities result. It explain that students can answer level C1
correctly is 38%, level C2 is 32%, level C3 is 26% and level C4 is 25%. Anugrahwati in her study had
found that there are 81.67% students can answer level C1 correctly, 79.76% students can answer level
C2 correctly, 63.54% students can answer level C3 correctly, and 55.20% students can answer level
C4 correctly [6]. It has similarity between Anugrahwati’s study and this research. The level C1 is the
highest achievement of cognitive abilities and the lowest achievement is level C4.
From the test, the researcher gets some results. Table 1 shows the results percentage data of cognitive
abilities indicators.
Table 1. Percentage of Cognitive Abilities Indicators.
No. Indicator Percentage

(%)
1 Remember definition of oscillation 57
2 Associate the relationship between the spring constant and 57
the force
3 Calculates the car spring constants 48
4 Counting the spring force 33
5 Analyse the spring oscillation experiment step 19
6 Selecting variables that affect the maximum speed of a 29
spring
7 Suggests the energy that occurs in the oscillation motion 29
8 Calculates the amplitude and maximum speed of the spring 10
9 Calculates the mechanical energy of a spring system in a 19
building
10 Mentions the experimental variable to determine the 24
kinetic energy
11 Distinguish data from simple harmonic motion experiments 19
that have the greatest kinetic energy value
12 Selects scale in experiments related to energy on simple 33
harmonic motion
13 Recognizing the definition of amplitude 33
14 Suggests a good shock breaker condition as a spring 29
oscillation application in everyday life
15 Determines the maximum frequency, period, and rate of 29
the wave equation
16 Calculating the rapid wave propagation equation 29
17 Analyse the wave equation 24
18 Interpreting the simple swing amplitudes to an image 5
19 Determines the step of a simple pendulum experiment 43
20 Estimates the frequency of play rides that perform simple 5
swings
21 Set the angle of a simple swing intersection 14
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22 Calculates the restoring force on a simple pendulum 14

23 Determining the amount of the change when the angle of 29
intersection changed
Table 1 shows that students that can answer correctly for each item is less than 50% except number 1
and 2, because they are still have easy concept. Number 1 is about definition of simple harmonic
motion and number 2 is about relationship between the spring constant and the force. Students begin
getting difficulties when apply equation to solve problems, interpreting data to graph, equation to
graph, or image to explanation.
Figure 1. Figure of student’s cognitive abilities
Figure 1 shows that students have low cognitive abilities. Their maximum cognitive abilities are 39
and minimum cognitive abilities are 13. Those results are still in bad and very bad, as explained by
Ridwan that range score from 81 to 100 is very good, 61-80 is good, 41-60 is fair, 21-40 is bad, and 0-
20 is very bad [7]. Compare to the Naufalina’s study [8] that student’s cognitive abilities had good
result. The test is held after treatment (take away learning technique). Students need better learning
that help them to get better cognitive abilities. That process lead students to discover their knowledges,
so they not only remember, but also understand about what they learn.
4. Conclusion
Based on the results of research and discussion, it can be concluded that students had low cognitive
abilities. They had average 27 or they only can give 6 correct answers. As for suggestions from
researchers is the next researchers can do study about implementation learning strategy or other
themes to enhance cognitive abilities.
5. Acknowledgments
In this part, the researcher would like to say thank you very much to everyone that has contributed for
this study.
6. References
[1] Permendikbud 2016 Standar Isi Pendidikan Dasar dan Menengah (Jakarta: Mendikbud)
[2] Anderson, L. W. and Krathwohl, D. R., et al (Eds.) 2001 A Taxonomy for Learning, Teaching,
and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives (Allyn & Bacon.
Boston, MA)
[3] Siswanto, Kaniawati, I., Suhandi, A. 2014 Penerapan Model Pembelajaran Pembangkit
Argumen Menggunakan Metode Saintifik untuk Meningkatkan Kemampuan Kognitif dan
Keterampilan Berargumentasi Siswa. Jurnal Pendidikan Fisika Indonesia 10 (2) (2014) 104
116. (DOI: 10.15294/jpfi.v10i2.)
587
[4] Roza J, Muslim, and Johar M 2016 Identifikasi Kemampuan Kognitif dan Level Argumentasi
Ilmiah Siswa pada Materi Getaran Harmonis (Studi Kasus Di Man 1 Kota Bandung)
(Bandung: SINAFI) p 202
[5] Suaidy H., S Utaya, B E Sutjipto 2016 The Enhancement of Process Skills and Cognitive
Learning Outcomes of Science in Elementary School Through Inquiry Learning IOSR
Journal of Reseach and Method in Education pp 67-71
[6] Anugrahwati K, A Sutiadi, A Jauhari 2015 Profil Kemampuan Kognitif Siswa SMP melalui Seil
Assessment dan Tes Kemampuan Kognitif pada Materi Kognitif (Bandung: repository UPI)
[7] Pratiwi A, B Santoso, B Mulyono 2015 Kemampuan Metakognitif Siswa dalam Pembelajaran
Matematika Menggunakan Model Kooperatif learning Tipe Investigasi Kelompok (Group
Investigation) di SMA Negeri 18 Palembang (Palembang: SNAPTIKA)
[8] Naufalina, R T, I R Suwarma, A Sutiadi 2016 Profil Kemampuan Kognitif Siswa SMA dalam
Pembelajaran Fisika Menggunakan Teknik Pembelajaran Take Away (Jakarta: SNF) DOI:
doi.org/10.21009/0305010308
588
The combination of creative problem solving (CPS) learning

model with if-so approach in learning physics: study of
literature
Hilmiyaha), P Sinaga, and D T Chandra

Program Studi Pendidikan Fisika, Sekolah Pascasarjana Universitas Pendidikan
a)
E-mail: hilmiyahfisika@gmail.com
Abstract. The purpose of this research is to develop Creative Problem Solving (CPS) learning
model by combining multi representation approach so that it would be more effective to
improve the students' skill. This paper discusses how Creative Problem Solving (CPS) learning
model can be combined with multi representation approach. The CPS learning model is a
learning model that train problem-solving skills based on creative thinking skills. In addition,
from a variety of studies that have been conducted showing a multi-representation approach,it
can also improve problem-solving skills. This research can be used as anbasis alternative for
choosing a learning model that aims to trained creative thinking skills and problem solving
skills of students. From the results of this study, it would be possible for teachers to apply the
CPS learning model which is combined with a multi-representation approach to trained
students' creative thinking skills. In addition, the implementation of the CPS model that
combined with the multi-representation approach is also expected to improve students
problem-solving skills. This literature study can be used as predecessors study in research.
Furthermore, further research can be done to prove that the effectiveness of CPS learning
model applicationcombined with the multi-representation approach in physics learning.
1. Introduction
Education is a conscious and planned effort to create an atmosphere of learning and learning process
in order that learners develop their potential actively to have spiritual power, self-control, personality,
intelligence, noble character, as well as skills needed by himself, society, nation and country [1]. This
can be defined that after going through the learning process, students are expected to have the
character as a thinker who has the skills in critical thinking while solving problems, creative,
innovative, productive, able to solve problems, have high motivation, skilled in cooperation and
communication, capable of technology And information as well as have a high faith responsibility.
The 21st century skills that isdeveloped from the implementation of the 2013 curriculum are
expected to develop the thinking skills of learners. Creative thinking skills is one of the 4 Cs skills
needed in the 21st century. Creative human resources are certainly able to solve the problems faced in
the 21st century globalization era. Creative thinking skills will be more easily sharpened if learners are
given problems based on the experience they have Earn.
In school learning is needed to train the skills to the students who support the development of the
era so that students can be ready to face the challenges in this 21st century era. One of the skills that
can be trained is the creative thinking skills and problem solving skills. With this skill students are
expected to have sufficient skills so that they can adapt to daily problems creatively. Beside the
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creative thinking skills, students also need to be trained problem-solving skills. If in a teacher's
learning only trains his students with routine questions or operations, this can limit the intellectual
development of the students and waste his teaching time [2]. Based on these descriptions, it is
necessary innovation in learning to train children in creative thinking skills and problem-solving skills.
To be able to fulfill this case, one of them is with Creative Problem Solving (CPS) learning model
combined with multi representation approach.
2. Creative Problem Solving (CPS)

Creative Problem Solving (CPS) learning model is a learning model that explores problem-solving
skills based on creative thinking and critical thinking skills. The Creative Problem Solving (CPS)
model is a structured methodology for enhancing creative thinking skills either individually or in
groups and emphasizes divergent and convergent thinking in every step of the problem-solving
process [3]. The Creative Problem Solving (CPS) model was first introduced by Alex Osborn in mid-
1953 in a meeting between educators and businessmen at the Annual Creative Problem Solving
Institute forum in Buffalo, New York. Then in 1963 Osborn revised against the steps used. At the
same time, improvements were also made by some Osborn supporters such as Parnes, later known as
Osborn-Parnes's Creative Problem Solving (CPS) model. After Parnes, then developed by Treffinger,
Isaksen and Dorval which became known as Creative Problem Solving (CPS) version 6.1 in 2000.
Figure 1. Stages and phases of Creative Problem Solving (CPS) model [4]
Creative thinking is a process that produces many possibilities while critical thinking is to test the
possibilities then focus on what is being contemplated. Both of these generate-focus are like heart-beat
blood flow in Creative Problem Solving (CPS) [4]. When a heart-beat in Creative Problem Solving
(CPS) integrated at each stage that can be illustrated in Figure 1.
Based on Figure 1, it shows that the Creative Problem Solving (CPS) model has three stages and
from each stage includes several phases. The stages and phases of the CPS are as follows:
a. Stages of understanding challenge: the teacher directs the student in the investigation of the broad
objectives, opportunities, explanations, formulations on a set of leads. At this stage there are three
phases so that students understand the challenges given, namely:
1) Constructing opportunity: in this phase, the teacher conveys challenges, problems, goals that
are still general so that students can find the real goal to be achieved in the process of solving
the problem.
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2) Exploring data: in this phase, the teacher invites students to collect information related to the
given problem.
3) Framing problem: in this phase the teacher invites students to clarify challenges, goals or
problems encountered.
b. Stage of Generating ideas: teachers direct students to find ideas and possibilities to answer specific
problems, challenges and goals based on the understanding they already have.
c. Stages of preparing for action: the teacher directs students to choose and analyze so that they
obtained the best solution.
1) Developing solution: in this phase the teacher invites students to reinforce the ideas that are
considered the most potential in solving the problem.
2) Building acceptance: in this phase the teacher directs students to evaluate the solution that has
been taken.
Based on the stages and phases contained in the CPS learning model there are advantages of this
learning model, as follow:
1) It Can provide an opportunity for students to understand the concepts of physics by solving a
problem.
2) It Can make students learn actively.
3) It Can develop students' thinking skills, because presented problems at the beginning of learning
and gives flexibility for students to seek their own direction of resolution.
4) It Can develop students' ability to define problems, collect data, analyze data, build hypotheses and
build experiments to solve problems.
5) Can make students apply existing knowledge in new situations.
3. IF-SO approach
3.1. Definition and Multiple Representation Functions

Physics as one of the subjects, in mastering that lesson requires understanding and the ability of
different representation or multi representation for the concept being studied [5]. Representation is
something that describes, represents, or symbolizes objects and or processes [6]. Multimodus can be
defined using various modes to represent scientific reasoning and findings [7]. The modus types can
be verbal, graphic, drawing, tables, and mathematical equations. Multimodus representation means re-
representing the same concept with different formats, including verbal, graphics, images, tables, and
mathematics. A multi-representation approach is an approach that uses multiple representations to
convey concepts in the learning process [8].
Some scholars argue that representation is very important for students in learning a concept,
assisting students in the formation of knowledge and understanding and assisting in problem solving
[5] [9]. The use of various good representations can support students' success in the mastery of a
physics concept, in addition to using various representations when solving problems can affect student
performance in problem solving.
3.2. Framework of IF-SO Approach

The framework of IF-SO in a multi-representation approach consists of two main parts: planning in
studying a topic (I and F) and execution involving the roles of students and teachers using
representation in studying a topic (S and O) [7]. Both sections can be applied as a single entity in a
physics study. The explanation of the IF-SO framework is as follows:
a. Planning (I and F)
1) I: Identify key concepts the teacher identifies key concepts from a topic that will be used in
the learning process to make representations and interpret representations.
2) F: Focus on form and function, the teacher should focus on the function and form of
representation.
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b. Implementation (S and O)
S: Sequence, is students get an idea, let students explore and explain their ideas, and provide an
opportunity to integrate their representations they made in order tobe more meaningful. This part
consist of:
1) Student representation: students have opportunity to represent the concept, object, experience
by choosing and combining different representation.
2) Student interest: the activities in sequence part should be focus meaningful learning by
attracting students interest.
3) Student peceptions: the activities in sequence part should have clear context so that students get
guideline to make relationship between object and representation.
O: Ongoing assassment, teachers assess representation done by students to know the way of
thinking and as a proof in learning process. Assessment can be diagnostic, formative, and
summative. In this part consist of:
1) Opportunities for negotiation: discuss between students and teacher understanding explain the
meaning from representation they made.
2) On time: Students have chance to compare representation as a way to understand and to
communicate studied concept.
4. CPS model that combined by IF-SO approach

Creative Problem Solving (CPS) learning use multi-representation approach facilitated students to
solve problem creatively by improving students’ skill in making, explaining and interpreting verbal
modus in form of good word orally or not, symbol modus such physics symbol, mathematics
similarity and visual modus in form of graph, diagram and picture. Description of Creative Problem
Solving (CPS) learning use representation multimodus approach shown by table 1.
Table 1. Stages of CPS model with IF-SO approach

Stages dan fase CPS Stages IF-SO
Learning Activities
Stages Fase approach
Identify key
Determine key idea from a studied concept.
concepts
constructing
Give a challenge in real life to students.
opportunities
eksploring the Guide students to get information from the
understanding
data problem.
the challenge
composing the Guide students to find various problems, find the
structure of most essential problem, deepen and guide
problem students to formulate the problem
 Guide students to submit idea.
Focus on form and  Give understanding to students about
function representation, such as using table, graph,
generating ideas generating ideas
diagram and others.
Representation Guide students in problem solving that completed
challenges by representation.
developing Guide students to strengthen idea, then examine
solutions the chosen solution.
 Evaluate the solution that has been taken dan
 Discuss between
perparing for the make conclusion to problem that faced based
establishing the students and
action on research process does.
base for teacher
 Teacher discusses with students about
acceptance  Representation
representation they made, and continued by
assessment
assessing representation they made
At the stage of understanding the challenge students are given the challenge of the problem to be
solved. A multi-representation approach can help students in the problem-solving process through
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generating ideas, so that students can reinforce ideas and make it easier for students to find solutions in
the stage of perparing for the action. By incorporating the CPS model with this multi-representation
approach, it is possible to train students' creative thinking skills and problem-solving skills more
effectively while learning takes place.
5. Conclusions
Of the several studies that have been conducted, it states that the CPS learning model can improve
problem-solving skills [10] [11] [12]. On the other hand, a multi-representation approach in learning
can improve problem solving [6]. The learning model of CPS is a learning model that explores the
capability of problem solving based on creative thinking skill. Based on this, then to tackle creative
thinking skills and problem-solving skills can use Creative Problem Solving (CPS) learning model
combined with a multi-representation approach.
6. References
[1] Kemendikbud, 2013, Konsep Pendekatan Scientifik. Jakarta.
[2] Liliasari dan Tawll, 2013, Berfikir Kompleks dan Implementasinya Dalam Pembelajaran IPA.
Makasar: Badan Penerbitan UNM.
[3] Puccio, G.J., Mary C.M, 2005, “Current Developments in Creative Problem Solving for
Organizations: a Focus in Thinking Skills and Styles,” Korean J. Think. Probl. Solving.
[4] Treffinger D. J., Isaksen S. G. , 2006, Creative Problem Solving An Introduction, 4th ed.
Texas.
[5] Abdurrahman, Liliasari, A. Rusli, 2011, “Implementasi pembelajaran berbasis multi
representasi untuk peningkatan penguasaan konsep fisika kuantum,” Cakrawala Pendidik., pp.
30–45.
[6] Kohl, D. Rosengrant, and N. D. Finkelstein, 2007, “Strongly and weakly directed approaches
to teaching multiple representation use in physics,” Phys. Educ. Res., pp. 1–10.
[7] Prain and B. Waldrip, 2014, “An Exploratory Study of Teachers ’ and Students ’ Use of
Multimodal Representations of Concepts in Primary Science,” Int. J. Sci., no. November 2014,
pp. 37–41.
[8] Widianingtiyas and F. Bakri, 2015, “Pengaruh Pendekatan Multi Representasi dalam
Pembelajaran Fisika Terhadap Kemampuan Kognitif Siswa SMA,” J. Penelit. dan Pengemb.
Pendidik. Fis., pp. 1–8.
[9] Waldrip, V. Prain, and J. Carolan, 2010, “Using Multi-Modal Representations to Improve
Learning in Junior Secondary Science,” Res Sci Educ, pp. 65–80.
[10] Cojorn, N. Koocharoenpisal, and S. Haemaprasith, 2012, “Enhancing the Creative Problem
Solving Skill by Using the CPS Learning Model for Seventh Grade Students with Different
Prior Knowledge Levels,” J. Korea Assoc. Sci. Edu., vol. 32, no. 8, pp. 1333–1344.
[11] Griffith, 2006, “Fostering Problem Solving & Creative Thinking in the Classroom: Cultivating
a Creative Mind!,” Natl. Forum Appl. Educ. Res. Journal-Electronic, vol. 19, no. 3, pp. 1–30.
[12] Al-khatib, B. A, 2012, “The Effect of Using Brainstorming Strategy in Developing Creative
Problem Solving Skills among Female Students in Princess Alia University College
Department of Psychology and Special Education,” Am. Int. J. Contemp. Res., vol. 2, no. 10,
pp. 29–38.
593
Technology and engineering literacy profile of senior high

school students’ on understanding the newton laws’
S Raharjoa), I Kaniawati, and I R Suwarma

a)
E-mail: sugi_azkiya@yahoo.com
Abstract. This study aimed to investigate technology and engineering literacy profile of
senior high school students’ on understanding the newton laws. The instrument test was
adapted indicator in Technology and engineering (TEL) NAEP in understanding
technological principles. This research methods is descriptive research method were used
to investigate the students’ technology and engineering literacy profiles. The sample of this
research was 21 students of ten grade Senior High School. The results of this study showed
that mean value technology and engineering literacy test respectively of 62,50 and 37,50.
Where as when referring to the percentage of the number of students who answered
correctly known the highest technology literacy on the indicator analyze advantages and
disadvantages of an existing technology and the lowest on the indicator to predict the
consequences of technology. As for the highest engineering literacy on the indicator to
explain the properties of different materials that determine which is suitable to use for a
given application or product and the lowest indicator describe features of a system or
process.
1. Introduction
The rapid development of science and technology shows the modernization in a society in the 21st
century. Technology transformed human life in one-way to another for a thousand years. For instance,
the mechanism of agriculture that changed from using hands and simple tools to sophisticated
machine. These machines help farmers to increase their production and rise up their income. In other
fields, technology creates easier communication internationally. Learning contemporary experience a
paradigm shift. Learning is no longer just a process of transferring knowledge from a teacher to his
students, but rather encouraging students to participate actively in learning [1]. The quality of the
competencies that exist in the students will affect them in welcoming the future when it has completed
the level formal education [2]. Due to the still low achievement of Indonesian students in international
competition such as in PISA 2012, Indonesia is ranked 64 out of 65 countries in terms of science
education. Mean while, the demand for competition in the 21st century is increasingly high, then this
becomes the impetus for science education, especially Physics needs to be adjusted to the demands of
skills that must have students in the 21st century [3]. Along with the development of science and
technology, steps are needed to strengthen students 'competencies by beginning to identify the extent
of the students' technology and engineering literacy. A definition of technology literacy might well
begin with a definition of technology. Technology consists of all the modifications humans have made
in the natural environment for their own purposes [4]. Technology literacy is the ability to use,
understand, and evaluate technology, understand technology principles, and strategies needed to
develop solutions and achieve goals [5]. Technology literacy referring to the NAEP 2014 framework
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on competence to understand the basic principles of technology include analyze advantages and
disadvantages of an existing technology, compare effects of two technologies on individuals, propose
solutions and alternatives, Predict consequences of a technology and Select among alternatives.
Literacy engineering is the ability to understand the processes and systems used to create technology
products. The systematic and creative ability to apply science and mathematical principles in practice
by designing, creating and efficiently making and economically structures, machines, processes and
systems [6]. Likewise for engineering literacy referring to the NAEP 2014 framework for the
competence of understanding the basic principles of technology include describe features of a system
or process, identify examples of a system or process, explain the properties of different materials that
determine which is suitable to use for a given application or product, analyze a need, and classify the
elements of a system. So with the known state of technological literacy and engineering in students,
can later be made efforts to learn these competencies [7]. An engineering design study of effectiveness
significantly affects students' conceptual changes. The engineering design curriculum with targeted
demonstrations was significantly more effective in eliciting desired conceptual change than the typical
instruction and also significantly more effective than the engineering curriculum without targeted
demonstrations. Implications from this study can inform how teachers should be prepared to use
engineering design activities in science classrooms for conceptual change. [8].The hope in the real
world, students not only become consumers or users of technology but can know the basic principles
of a technology, how it works and the ability to innovate with reference to the technology. The
technology literacy is expected to be a process to be developed in the future when they pursue the
world of technology and engineering.
2. Method
The method used in this study is descriptive research method. The subject of this research is class X academic
year 2016/2017. Research subjects amounted to 21 students. The data collection instrument in the form of
technology literacy and engineering literacy adopt indicator of NAEP technology and Engineering Literacy
(TEL) in the form of multiple choice questions as many as 16 questions which contains basic competence to
understand basic technology principles in Newton law’s. Of the 16 (sixteen) test questions, they are grouped into
2, the technology literacy test (1-8) and the engineering literacy test (9-16). In addition, out of 16 (sixteen) test
questions are described based on the indicators, as shown in table 1
Table 1. Distribution of questions based on TEL NAEP indicator
Indicator Number Question

Technology Literacy Test
Analyze advantages and disadvantages of an existing technology 1
Predict consequences of a technology 2,3
Propose solutions and alternatives 4
Select among alternatives 5
Compare effects of two technologies on individuals 6,7,8
Engineering Literacy Test

Explain the properties of different materials that determine which is suitable to use for 9
a given application or product
Identify examples of a system or process 10, 11, 12
Analyze a need 13, 14
Describe features of a system or process 15
Classify the elements of a system 16
595

The results of the technology literacy and engineering literacy test to see the technology and
engineering literacy profile on all questions (questions 1 through 16) can be presented in the following
figure
Value
Student Date
Figure 1. The scoring profile of the tech literacy ability test results for each student for all questions
Figure 1 shows that the value of technology literacy test is relatively variable, the highest value is
76 and the lowest is 50 and the average value is 62,5. Technology literacy test result data can also be
differentiated based on the average value. For students who are above average as many as 6 people
(28.5%), students whose grades are on average as many as 8 people (38%) and students who are below
the average of 7 people (30%). Generally speaking, most students are at average and below average.
Value
Student Data
Figure 2. The scoring profile of the engineering literacy test results for each student for all questions
Figure 2 shows that the value of engineering literacy ability test is relatively variable, the highest
value is 62.5 and the lowest is 37.5 and the average value is 55.36. The results of the engineering
literacy capability test can also be differentiated based on the average value. For students who are
596
above average as many as 10 people (28.5%) and students who are below average as many as 11
people (71.5%). In general, most students can see below average.
Table 2. Percentage of number of students who answered correctly based on each indicator TEL
NAEP
Indicator Number %
Question
Technology Literacy Test
Analyze advantages and disadvantages of an existing technology 1 76
Predict consequences of a technology 2,3 52

Propose solutions and alternatives 4 71
Select among alternatives 5 71
Compare effects of two technologies on individuals 6,7,8 58
Engineering Literacy Test

Explain the properties of different materials that determine which is suitable to 9 76
use for a given application or product
Identify examples of a system or process 10, 11, 12 52
Analyze a need 13, 14 57
Describe features of a system or process 15 43
Classify the elements of a system 16 52
Table 2 shows the results data in measuring literacy literacy test, the percentage of students answer
the problem correctly is highest on the first indicator that is analyzing the advantages and
disadvantages of existing technology and the percentage of students answer the problem correctly the
lowest on the second indicator that predicts Consequences of technology. For the value of engineering
literacy ability test, the percentage of students answer the problem correctly is highest on the 1st
indicator that explains the characteristics of the appropriate material differences to be used as a
product and the percentage of students answer the problem correctly the lowest on the indicator to 4
that describes the features of a system Or process.
Value
Technology Literacy Engineering Literacy
Figure 3. Profile of technological and engineering literacy

On technology literacy, students answer the problem correctly the highest on the 1st indicator that
analyzes the advantages and disadvantages of existing technology. While the percentage of students
answer the problem with the lowest right on the second indicator that predicts the consequences of
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technology. The weakness that occurs because the second indicator because it must relate to the
problem on the indicator to 1 and also there is a matter that contains the concept of Newton's law that
has not been strongly understood students. This can be shown from the relationship of questions that
include the first and second indicator. On the question of the first indicator presented a technology that
must be known shortcomings and advantages both in terms of material, shape and size. While on the
question in the second indicator asked the consequences of what arises due to shortcomings in the first
indicator problem. So it is necessary to associate a fact with other facts and consequences of the
weakness of that fact. In addition to the second indicator is also presented a matter of physics concept
that is newton law in the application of space shuttle technology so that the weakness of the concept of
physics in this issue affects the ability of students to answer questions. For the engineering literacy, the
students answer the problem correctly the highest on the 1st indicator that analyzes the advantages and
disadvantages of existing technology and the lowest on the second indicator that predict the
consequences of the technology.
For the value of engineering literacy test, the percentage of students answer the problem correctly
is highest on the 1st indicator that explains the characteristics of the appropriate material differences to
be used as a product and the percentage of students answer the problem correctly the lowest on the
indicator to 4 that describes the features of a system Or process. The low number of students who
answered correctly about the problem in the indicator to 4 because the indicator is presented features a
series of toy cars that decompose and students are asked to string up properly so that parts of the
sequence can be combined as a whole. Initial knowledge about the features of a system or process of a
technology will allow students to answer questions about the characteristics of the technology.
4. Conclusion
Based on the results of the analysis of the results of research and discussion can be concluded that this
study can describe the profile of technology and engineering literacy on Newton laws’. The
technological literacy finding in this research is the value of technology literacy test of average student
62,5. While for students engineering literacy 37,5. So it is necessary to improve technology and
engineering literacy both in model and learning media.
5. Acknowlegment
The writer wants to thank to all parties that have helped him constructing this work.
6. References
[1]. Sanjaya, W. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana.
(2006)
[2]. Depdiknas, Kurikulum Standar Kompetensi, Mata Pelajaran Fisika, Sekolah Menengah Atas dan
Madrasah Aliyah. Jakarta: Depdiknas, (2006).
[3]. NGSS. Next Generation Science Standards for States, By States. Washinton DC: Archiver, Inc.
(2013).
[4]. Dugger, W. E., Jr. Standards for Technological Literacy.î Phi Delta Kappan 82, no. 7 (March
2001): 513-517.
[5]. ITEA. Standards for Technological Literacy : Students Assesment, Profesional Development, And
Program Standards, Reston, VA: Author. (2010).
[6]. Wonacott. M. E. Technological Literacy. United States: Center on Engineering and Training for
Employment. (2001).
[7]. National Assesment of Educational Progress. 2014 Abridged Technology and Engineering
Literacy Framework. National Assesment Governing Board. (2014).
[8]. Schnittka, C, and Bell, R. Engineering design and conceptual change in science: addressing
thermal energy and heat transfer in eighth grade. International Journal of Science Education, 33
(13), 1861–1887. (2011).
598
Physics workbook using multimodal representation on simple

harmonic motion topic
M Lianaa), P Sinaga
a)
E-mail: metta_19@yahoo.co.id
Abstract. Indonesia has been preparing the rising generation to face the challenges of the 21st
century. One of the efforts in the field of education is preparing the learners to be able to build
a good concept in the learning process, using critical thinking skills and problem solving skills
in learning. The using of multimodal representation can improve learning competence. A
multimodal representation can be displayed in the instructional materials as a workbook. The
study aimed to determine the advisability of physics workbook oriented critical thinking skills
and problem solving skills on simple harmonic motion topic using multimodal representation.
This Study includes Research and Development (R&D) method until the advisability test of
workbook development. The participant of this study was three lecturer, ten teachers and
twenty five students of Senior High School, Bandung. The advisability of developed workbook
is viewed from the quality test and the understanding test of the main idea which scored 76.7%
in the legible category. Thus, This workbook can be used in the learning process at school. So,
it can train learner’s critical thinking skills and problem solving skills using multimodal
representation.
1. Introduction
The 21st century is a century of knowledge, a century where information is widely dispersed and
technology continues to grow. Indonesia made various efforts to face the era of the 21st century,
including preparing qualified human resources by equipping the science of nature that underlies the
development of technology. In the world of education, Indonesia prepares students to have the ability
to think, namely the ability to think logically, critically, problem solving, creative and innovative [1].
Physics is one branch of science that underlies the development of advanced technology and the
concept of living in harmony with nature. Physics learning in schools is a vehicle to foster thinking
skills that are useful for solving problems in everyday life.
But in fact students are still weak in science learning as evidenced by the Organization for
Economic Cooperation and Development's (OECD) data in the 2012 International Student Assessment
(PISA) Program, Indonesia ranks 64 out of 65 countries in science education [2]. It is similar with the
results of one of the International study on the cognitive abilities of learners namely Trends in
Mathematics and Science Study (TIMSS). The results of TIMMS 2011 in the field of physics shows
Indonesia got score 397, and this is below the international average score of 500 [3].
The low results of PISA and TIMSS Indonesian children show that physics learning has not
emphasized on problem solving skills and critical thinking skills. This is also supported by the results
of a preliminary study conducted at one school in Bandung. In the preliminary study, two types of
tests were tested for critical thinking skills and problem-solving skills. The result of critical thinking
skills tested to 30 students is still low. Where the overall maximum score is 69.2, the minimum score
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is 15.8, the average score is 47. So is the total problem solving skills test 68.4, the minimum score is
17.4, the average score is 49, while standard of minimum completeness of mastery learning is 75. This
result is still far from that expected.
The achievement of good learning competence is certainly done by good learning too in order to
build students’ concepts. In this case the mastery of physics content properly can be done through the
mastery of the concept of physics in a multimodal representation. The multimodal representation is to
explain a topic or sub-subject by integrating verbal representation (text / narrative) modes with one or
more visual representation modes, resulting in a comprehensive written description [4]. The use of
good multimodal representation is developed for problem-solving skills and critical thinking skills.
A good multimodal representation can be displayed in instructional materials. Instructional
materials are an important part in the implementation of learning in schools. Workbook is one form of
instructional materials that can be used in learning activities. Through the workbook students are more
active in building their own knowledge so they have ability to think in high level in processing the
existing material. Therefore the students need the ability to think critically, logically and
systematically in processing knowledge. It means that when students are given problems in accordance
with the existing material on the workbook, they should be able to develop and master the
representation (presentation) of different or multi representation skills to solve the problem.
Learning by using workbooks allows students to learn individually, they learn actively without
maximum help of a teacher. Based on previous research, workshop materials reduce teacher-oriented
learning, students are more focused on finding concepts and more active in learning [5]. In addition,
workbook can enhance students' intellectual potentiality which in this case is a learning goal [6]. Thus,
the development of instructional materials in the form of workbooks for students needs to pay
attention to the characteristics and needs of students in answering 21st century challenges. The
researcher tries to create a instructional material in the form of workbook for students who can train
critical skills and problem-solving skills using multimodal representation on simple harmonic motion
topic. These simple harmonic motion materials include material that is considered difficult when its
application is very close in everyday life as well as in this material there are many modes of
representation that can be applied. The development of this workbook uses the development flow of
Design Representational Approach Learning to Write (DRALW) developed by Sinaga, Suhandi,
Liliasari (2014) [7]. The researcher conducted the research entitled "Development of physics
workbook using multimodal representation oriented on critical thinking skills and problem-solving
skills".
2. Method
2.1 Research Method

The purpose of this research is to produce instructional materials in the form of workbook using
multimodal representation which oriented on critical thinking skill and problem solving skills on
simple harmonic motion topic. The specific objective to be achieved through this research is to see the
advisability of workbooks developed by using multimodal representations. This Study includes
Research and Development (R & D) [8]. The stages of this research are preliminary research,
planning, development of initial product type, initial field trial, major product revision, major field
trials, and revisions to operational products. However, in this article will only be described on the
feasibility of the workbook developed at the development stage. The advisability test of the developed
workbook is reviewed through 2 aspects, namely the aspect of quality validity and the aspect of
comprehension of the main idea.
2.2 Research Instrument

Instruments used to test the advisability of developed workbooks are quality test instruments and key
ideas of understanding instruments. The workbook quality test uses a questionnaire instrument
consisting of 20 assessment aspects divided into three components: 1) conformity between basic
600
competencies and indicators, 2) conformity between exposure and content writing; And 3) the
suitability of student activities. This quality test instrument is performed by 3 lecturer and 10 high
school physics teachers who have teaching experience more than 5 years. Quality test instrument is
questionnaire type rating scale with interval answer 1-4. The interval answer of the questionnaire
consisted of a category that was very inappropriate, less appropriate, appropriate and very appropriate.
Then, the comprehension test of the main idea to see the legibility of the workbook developed by
using the legibility test instrument that includes writing the main idea and supporting sentences on the
18 discourses contained in this workbook. The comprehension test is performed by 25 student of
Senior High School, Bandung.
2.3 Analysis Data

Based on quality test data and comprehension test of workbook that has been developed and averaged,
it can be obtained the category of advisability of the teaching materials. Quantitative data obtained in
this study are then analyzed descriptively based on the textbook eligibility categories contained in
Table 1
Table 1. The assessment criteria of workbook legibility
Percentage of assessment Criteria of Legibility

90% < x 100% Very legible
75% < x 90% Legible
60% < x 75% Legible enough
60% Less legible
3.1. Workbook Quality Test

Assessment of the developed workbook consisted of 20 appraisal appraisals that included conformity
between basic competencies and indicators, conformity between exposure and content writing.
The results of this research can be seen in Table 2:
Table 2. Test Results Data Quality Workbook from teacher

No Assessment aspects Percentage
1 Suitability between basic competencies with 80.8
indicator or aim
2 Suitability of each indicator with activity description 80.8
and content
3 Suitability basic competencies with vastness and 80.8
abstruseness of the content
4 Accurate contents, free from misconception 80.8
5 The structure and organization of materials are 82.7
arranged logically and coherently
6 Each concept is represented at least with two verbal 86.5
representation modes and one of the visual modes
7 The style of content exposure and activity is 88.5
interesting to read
8 The writing language used is easy to understand 80.8
9 The scientific terms used are well known to the 73.1
target audience, and the scientific language is used
appropriately
601
10 The description of teaching materials is related to 78.8

previous student's knowledge and experience
11 Description of activity on the workbook encourages 84.6
the development of scientific reasoning
12 The activity description on the workbook builds 82.7
conceptual understanding
13 Description of activity on the workbook allows 82.7
students to delve deeply into the concept of science
14 Description of activity on the workbook trains 80.8
aspects of critical thinking skills
15 Description Activity on the workbook trains 84.6
problem-solving skills using multimodal
representation
16 Learning and evaluation activities are consistent 82.7
with indicators/goals
17 Problem evaluation / exercise questions contained in 76.9
teaching materials in accordance with the subject
18 Examples of problems in this workbook using 84.6
complete troubleshooting steps, sequential and
systematic so as to trap aspects of problem-solving
skills
19 Exercises or evaluation questions are clearly 80.8
formulated so as not to confuse the students
20 Teaching materials (textbooks of science/ workbook) 86.5
use symbols and SI units consistently.
Table 2 shows the percentage of workbook quality assessments in each assessment aspect. The highest
rating on aspects of content exposure styles and interesting activities to read reaches 88.5%. The
lowest judgment on aspects of the term - the scientific terms used are well known by the target
audience, and the scientific language is used appropriately to reach a percentage of 73.1%. Thus in this
aspect it will be even better to use terms that are easily recognized by the audience. Based on the data
in Table 2, the average assessment of the quality of the developed workbook reached 82.0% with very
appropriate criteria. The few aspects that are still not maximized should be improved for better results.
3.2. The Test of Workbook Understanding

The data of understanding main ideas and main supporting ideas are grouped according to subgroups:
spring vibration, swing pendulum, simple harmonic motion equation (deviation, speed, acceleration
and energy), and damped harmonic motion. In this workbook there are 18 discourses. The results of
this research can be seen from Table 3:
Tabel 3. The Results of Understanding Discourse Idea

Discourse Sub subject Percentage (%)
1 Spring Oscillation 80
2 Spring Oscillation 57.5
3 Spring Oscillation 77.5
6 Swing pendulum 72.5
9 Swing pendulum 60
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Discourse Sub subject Percentage (%)

12 Deviation in SHM 60
13 Velocity and acceleration in SHM 60
14 Energy in SHM 80
15 Energy in SHM 80
16 Energy in SHM 82.5
17 Damped Harmonic Motion 60
18 Damped Harmonic Motion 60
Table 3 shows the percentage of understanding the main idea of discourse. The highest ideological
readability level is found in discourse 7, 10, 11 and 16 on pendulum swing material and energy in
simple harmonic motion. While the lowest level of readability is found in discourse 2 on the material
of the spring vibration namely 57.5%. It needs to correct sentences or words that students find difficult
for discourse 2 to be easily understood. Overall, the average understanding of the main ideas for the 18
discourse reached 71.4% in the high category.
Based on the quality test and comprehension test the main idea to the workbook that has been
developed to obtain the advisability of the workbook category. Based on the quantitative data of
quality test and test of workbook readability, the percentage of advisability is 76.7% in the eligible
category.
4. Conclusion
Based on the findings and discussion it can be concluded that the develop workbook is advisability to
be used in the schools as teaching materials for physics learning. To optimize the use of this workbook
is suggested that researchers pay more attention on terms that have not been known by learners. For
teachers who want to use this physics workbook, they are suggested to learn this workbook because of
the unavailability of teacher book in this development result The further research that can be done is a
research to know the effectiveness of workbook that developed toward the achievement of problem
solving skills and student's critical thinking skills. This workbook also can be developed into similar
research with different variables and materials
5. Acknowledgments
Praise and thanks to God for his blessings and grace so that the researcher can finish this research
paper on time. On this occasion I also express my gratitude to Dr. Aloysius Rusli for his input and
suggestions for the writing of this paper. Futher more I would like to thank the teachers and students
that participated in this research.
6. References
[1] Peraturan Menteri Pendidikan Nasional Nomor 23. (2007). Standar kompetensi guru.
Jakarta: Kemendiknas
[2] Organisation for Economic Coperation and Development (OECD). (2013). PISA 2012
Result in Focus : What 15-Years-Old Know and What They Can Do What They
Know. PISA, OECD Publishing
[3] Balitbang. (2011). Survei Internasional TIMSS (Trends In International Mathematics and
Science Study). [ ] http://litbang.kemdikbud.go.id/detail.php?id=214 (2 Januari 2017)
[4] Sinaga, P. (2014). Pengembangan Program Perkuliahan Fisika Sekolah III Untuk
Meningkatkan Kompetensi Menulis Materi Ajar Calon Guru Menggunakan Multi
Modus Representasi (Disertasi, Universitas Pendidikan Indonesia, 2014, Tidak
diterbitkan
603
[5] Wallace, E.D. (2015). Developing Critical Thinking Skils: Assessing The Effectivenerss
of Workbook Exercises. Journal of College Teaching & Learning, Vol 12, Number 2.
[6] Ifeoma, M.M. (2013). Use of Instructional Materials and Educational Performance of
Students in Integrated Science (A Case Study of Unity Schools in Jalingo, Taraba
State, Nigeria). IOSR Journal of Research & Method in Education (IOSR-JRME),
Vol 3, Issue 4.
[7] Sinaga, P., Suhandi, A., dan Liliasari. (2014). Improving the ability of writing teaching
materials and self-regulation of pre-service teachers through representational
approach. International journal of science:basic andapplied research (IJSBAR), 15
(1), hlm. 80-94
[8] Borg, W. R., Gall, M. D., & Gall, P. J. (2003). Educational Research An Introduction 7th
Edition. Boston: Pearson Education Inc, pp.569-572.
604
Identify of student’s misconceptions about heat and

temperature through four tier test
S Fauziah1,a), J Maknun2, and L Hasanah1

1
2
Departemen Pendidikan Teknik Arsitektur, Universitas Pendidikan Indonesia,
a)
E-mail: syifafauziah716@gmail.com
Abstract. This research was held to identify of students' misconception about heat and
temperature through four tier test. The concept of heat and temperature itself is consists the
influence of heat towards the temperature increase, the influence of heat towards changing
forms, expansion, principle of Black, and heat transfer. This four tier test was given to
twenty-four highschool students in Tangerang Selatan. This test has four levels; the first
level is consists of multiple choices in knowledge. The second is confidence rating towards
the answer of the first level questions. The third level is the presentation of the arguments
towards the first level. And the last is confidence rating towards the arguments presented in
the third level. The method of this research is descriptive quantitative. Finally the findings
of this research is the four tier test was able to analyse and classify the students who
understanding the concept which is 14.91%, the students who had partial understanding the
concept which is 11.84%, the students who got misconception which is 37.72%, and the
students who had the chance not understanding the concept which is 31.79%.
1. Introduction
The aim of the learning Physics in the framework of Kurikulum 2013 is to understand the concept and
principle also to be able to improve the students' knowledge and confidence as their guide to continue
their study to the higher level, and to improve science and technology [1]. Based on the aim, therefore,
the learning Physics in highschool should be tools to train the students in order to understand the
knowledge, concept, basic and principle of Physics.
However, the implementation does not meet the aim in the framework of Kurikulum 2013. The
incompatibility showed from the learning process so far have lack of facilities in constructing the
concept for the students, thus it causes problem in basic education. It is connected to wrongly
cultivation in understanding of new concept.
The cultivation of conceptual understanding is often mistake, giving rise to state called
misconception. Thus, the students' bad understanding happens, one of many, due to misconception. It
can impede the process of learning new concept for them. Hence, the misconception should be
identified then reduced so that the students can get rid of it. By identifying, the teachers can
understand their students' misconception. There upon, it can be reduced so that the students can get rid
of it.
Based on literature study, the misconception about heat and temperature in Indonesia happens to
the students, from primary school to university, and teachers [2]. Suparno shows that misconception
case that happens to highschool students mostly is boiling is the highest temperature which can be
605
reached by some material, hot and cold is different, heat and temperature is all the same, heat is a
substance, temperature is a character of some material, material with different temperature and contact
to each other does not reach same temperature.
Misconception according to Hammer (1996) is a wrong concept which believed strongly and
strongly tighted cognitive structure based on the concept stated by experts [3]. Meanwhile, according
to Van den Berg (1991), it is someone's concept that differenr from experts' concept [4]. In general, it
can be caused by the students themselves, teachers, learning context, teaching style, even textbooks.
This misconception should be overcome. In order to overcome it, the first step is identifying or
diagnosing it. If it is identified, then the next step is teachers should help their students overcoming it.
It is needed to identified earlier because it can impede the process of receiving and assimilating new
concept which then can impede the success of the learning process [5].
One of technique to identify or diagnosis students’ misconceptions is by misconception
diagnostic tests. One of the tests for the diagnosis of misconceptions is the four tier test. Four tier test
are the development of three tier tests combined with the Confidence Rating on the reason for the
answer, that is more accurately the level of confidence in the answer and the reason for the answer.
The four tier test instrument for heat and temperature material is based on the Pesman (2005) pattern
that compiles the question instrument with the development of the semi-closed three-tier test in the
choice of part reason answers [6]. The four tier test format is arranged in four levels: the first level is
consists of multiple choices questions in knowledge with five answer options, the second is confidence
rating towards the answer of the first level questions, the third level is the presentation of the
arguments towards the first level with four choices of reasons and a self-imposed blank option, and the
last is confidence rating towards the arguments presented in the third level. The category of
combination four tier test answers is in Table 1.
Table 1. Combination of Four Tier Test Answer

Combination of Answers
Confidence Rating Confidence Rating Category
Answer Reason
of Answer of Reason
Right Sure Right Sure Understand
Right Sure Right Not
Right Not Right Not
Right Sure Wrong Sure
Right Sure Wrong Not
Partial
Right Not Wrong Sure
Understanding
Right Not Wrong Not
Wrong Sure Right Sure
Wrong Sure Right Not
Wrong Not Right Sure
Wrong Sure Wrong Sure Misconception
Wrong Sure Wrong Not
Not
Wrong Not Wrong Sure
Understanding
Wrong Not Wrong Not
If one, two, three or all are not fill Uncode
606
The method of this research is descriptive quantitative. This method is used for data retrieval, then
processed and analyzed so that it can be taken conclusion [7]. Mean while, the instrument used in this
study is a four tier test about heat and temperature. This four tier test was given to 24 highschool
students in Tangerang Selatan which are chosen by random. The procedure of this research are (1)
Reviewing the literature to obtain some misconceptions that occuring in heat and temperature, (2)
Designing four tier test instrument that can identify or diagnose student misconceptions, (3) Validation
of instrument by judgment experts is with lecturers, (4) Testing of instruments performed to
highschool students who have received heat and temperature before, and (7) Identifying of students’
misconception using four tier test instrument.

Four tier test instrument used in this research can differentiate students who have chance to
understanding concept, partial understanding concept, misconception, or not understanding concept.
Based on the research that has been done, got the result percentage with the number of 24 student in
Table 2.
Table 2. Percentage of Misconception Identification Results
Number Percentage of Students Who have Chance to (%)

of Partial Not
Question Understand Misconception
Understanding Understanding
1 4,17 0 70,83 16,67
2 8,33 20,83 50 20,83
3 54,16 12,5 16,67 16,67
4 16,67 12,5 45,83 16,67
5 37,5 20,83 16,67 25
6 8,33 33,33 33,33 20,83
7 0 4,17 58,33 33,33
8 8,33 4,17 45,83 33,33
9 4,17 20,83 37,5 33,33
10 4,17 20,83 50 25
11 4,17 8,33 37,5 45,83
12 0 12,5 29,17 58,33
13 20,83 8,33 41,67 29,17
14 4,17 12,5 25 45,83
15 54,16 0 16,67 29,17
16 4,17 4,17 20,83 62,5
17 20,83 12,5 25 37,5
18 25 0 50 20,83
19 4,17 16,67 45,83 33,33
 283,33 224,99 716,66 604,15
Average 14,91 11,84 37,72 31,79
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Based on the table, obtained values that have the greatest chance of misconception with the
percentage of 70.83% number of students is a matter number 1 on the sub-concept thermal
equilibrium. The number of students who got misconception on the problem because many students
are wrong in answering. Students are less concerned that iron block and wood block that have thermal
contact have the same temperature. Students only notice that the two blocks have different types that
iron have greater heat because iron is a good conductor. This is supported by the students’ reason the
heat of iron flowing into the wood because the iron faster heat than the wood. Whereas it should be,
when two objects having the same temperature and having thermal contact, the two objects have been
in equilibrium where there is no heat flowing or heat transfer.
Next question number 7, obtained 58.33% of students who got misconception. In item 7 it contains
the sub-concept of the influence of heat on the changing form. In the matter, students are asked to
determine the amount of temperature when bubbles of water appear or in a state of boiling. But the
temperature of the bubbles is not 100oC. However, many students who got misconceptions because it
considers water to boil only at 100°C. In addition that two numbers, 50% or half of the number of
students also suffered misconceptions on problem 2 containing the sub-concept of thermal
equilibrium, questions 10 and 12 which contain sub-concepts of the black principle in determining
mixed temperatures.
Based on the results obtained, there are some misconceptions about the heat and temperature
concept, including the following: objects that different in temperature and thermal contact with each
other do not have to go to the same temperature, at the time of changing form/phase followed by
temperature changes that continue to rise, water only boils at 100oC, the amount of heat absorbed is
not equal to the amount of heat received when two different object of temperature have thermal
contact, the mixed temperature is the average of the temperature from two object without considering
the mass and specific heat, when the expansion occurs the solid particles will increase in number from
the original and will increase the volume from the original, and the perfect of black object will absorb
or emit a bad heat
4. Conclusion
Misconceptions that experienced by students is a problem that will impede the process of acceptance
of concepts in students themselves. Therefore, misconceptions that occur in students need to be
reduced so as not embedded strongly in the minds of students. However, to overcome these
misconceptions, it should be identified first so that misconception is clearly known. Based on the
results obtained in this study, the four tier test was able to analyse and classify the students who
understanding the concept which is 14.91%, the students who had partial understanding the concept
which is 11.84%, the students who got misconception which is 37.72%, and the students who had the
chance not understanding the concept which is 31.79%.
5. Acknowledgments
The author thanks the various parties who helped this research.
6. References
[1] Kemendikbud 2014 Materi Pelatihan Implementasi Kurikulum 2013 Tahun Ajaran 2014. Mata
Pelajaran Fisika SMA/SMK (Jakarta: tidak diterbitkan)
[2] Suparno P 2012 Miskonsepsi dan Perubahan Konsep dalam Pendidikan Fisika (Jakarta:
Grasindo)
[3] Hammer D 1996 More Than Misconceptions: Multiple Perspectives on Student Knowledge and
Reasoning, and an Appropriate Role for Education Research Am. J Phys. 64 10
[4] Van den Berg E 1991 Miskonsepsi Fisika dan Remediasi (Salatiga: Universitas Kristen Satya
Kencana)
[5] Klammer J 1998 An Overview of Techniques fo Identifying, Acknowledging and Overcoming
Alternate Conceptions in Physics Education Educational Resources Information Center
(ERIC)
608
[6] Pesman H 2005 Development Of A Three-Tier Test To Assess Ninth Grade Students’
Misconceptions About Simple Electric Circuits Tesis (Middle East Technical University:
tidak diterbitkan) p 171
[7] Sugiyono 2013 Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D)
(Bandung: Alfabeta)
609
Application of performance assessment in physics learning to

facilitate scientific skills
S Siswanto1, 2, a), N Y Rustaman3, P Siahaan3

1
Departmen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi
2
Al Ishlah Islamic Senior High School, Jl. Kompol R. Soekanto No. 1, Semarang
50277, Indonesia
3
Departmen Pendidikan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia,
a)
E-mail: siswantoberhijrah@gmail.com
Abstract. A pre-experimental design study on applying performance assessment was carried

out to facilitate development of scientific skills and ability to make simple equipment on optic
as product on physic learning. A number of tenth grade students even semester of Islamic
senior high school in a city at central Java was involved as research subjects. Task in the form
of student worksheet, observation sheet, and its rubrics was developed and used to assess
students’ scientific skills then prepared to assess simple equipment as their products as well.
There was gradual achievements from each sessions. At the first session the learners can
analyze the working principle of the optical tool, the session of the two learners to practice for
the position of the shadow using a lens, two lenses and three lenses.
1. Introduction
Assessment of learning outcomes is an important activity in the learning process. Assessment of
learning outcomes itself must have a certain standard as a guide for teachers to achieve learning
objectives in accordance with expectations. In assessment activities, it is not enough just the
knowledge aspect to be assessed, but other capabilities such as communication skills, skills or
performance tests should also be given attention to judgment. In addition, the activities of learners
during the learning take place or even outside the learning activities deserve to get an assessment as an
affective value. Project tasks need to be given to train independence and cooperation among learners,
both individually and in groups.
The purpose of this study are as follows: (1) Identify the achievement of students' scientific skills
as the effect of applying performance assessment in physics learning; (2) To identify the achievement
of learners' ability in making simple optical device product as effect of applying performance
assessment in physics learning. (3) Identify students' attitudes during learning based on self-
assessment and peer assessment.
Wether the skills or standar being measured is writing, speaking, scientific mathematical literacy,
or knowledge student actually perform task in volving this skills and the teacher or other rater scores
the performance based upon a set of pre determined criteria, The George Lucas Educational
Foundation (2005) [1]. States that assessment and evaluation have different perspectives, although
often equated in their use. The purpose of this assessment activity is done by a teacher at least to know
(1) the success of the learning that has been done; (2) the ability and ability of students to absorb the
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material that has been learned; And (3) valuable information as feedback for teachers in improving
learning activities that have been done.
In choosing assessment techniques consider the indicator cirri. If the demands of an indicator do
something then the assessment technique is performance (performance). And if the demands of the
indicator are related to conceptual understanding, then the scoring technique is written. Performance
assessment is a procedure that uses various forms of tasks to obtain information about what and to
what extent has been done in a program. Performance assessment prioritizes student performance or
activity in learning rather than paper and pencil test. Performance appraisal is used to accommodate
the students' skills during the Student Worksheet (LKS). The Student Worksheet (LKS) is designed
specifically to generate responses both verbally and in writing, produce works (products), or
demonstrate the application of specific knowledge. They allow teachers to gather information about
what students can actually do with what they are learning—science experiments that students design,
carry out, analyze, and write up. The Student Worksheet (LKS) is designed specifically to generate
responses both verbally and in writing, produce works (products), or demonstrate the application of
specific knowledge. Application of performance assessment instead of using multiple choice tests
Darling et al.,2010 [2]. The form of assessment done in applying performance assessments is to
observe when students perform activities as they occur in the classroom or when students create
specific products that are appropriate to the learning objectives. Demonstration activities need to be
done by the teacher as the initial motivation before students perform performance.
Several studies related to the implementation of performance assessment include research entitled
"The Effects of Implementation of Performance Assessment, Portfolio Assessment and Written
Assessments Toward the Improving of Basic Physics II Learning Achievement". In the study showed
a significant difference in the performance assessment, portfolio assessment, and written assessment of
the improvement of learning achievement in Basic Physics II. The study showed a significant
difference in student learning outcomes in Basic Physics II courses compared with the use of portfolio
assessment, and written test assessments. Performance study of students who were given performance
assessments got an average score of 84.4 higher than students who were given a portfolio assessment
with an average score of 71. Similar results can also be seen in the student learning perstation given
performance assessments scored an average of 71 more High of the students who were given a written
assessment with an average score of only 51 (Dungus, 2013) [3]. Similar research was entitled The
Effects of Performance Assessment-Driven Instruction on the Attitude and Achievement of Senior
High School Students in Mathematics in Cape Coast Metropolis, Ghana " The research result showed
that the implementation of performance assessment can improve students problem solving and
confidence (Arhin, 2015) [4]. In addition to the two researchers above, also conducted a study was
entitled "Approaches to the Assessment of Science Process Skills: A Reconceptualist View and
Option". Other study showed that the scope of the scientific process becomes an approach for the
application of the assessment. In addition, through the assessment implementation can be identified
the balance of teachers in teaching and assessing [5].
2.1. Method
In accordance with the issues raised in this study, the results of research conducted by descriptive
method. In descriptive method, the data collected in the form of description of the keywords that
describes the final results of the study.
2.2. Design
The design used in this research is pre-experimental design [6]. The use of this method is based on the
objective of the research, ie the researcher wants to identify the student's skill and product as the
impact of the treatment given so that the control class or the comparison class is not required.
611
2.3. Participant
Subjects used in this study are students of Level tenth grade students in Islamic Senior High School
Semarang, Indonesia academic year 2016/2017 selected by purposive sampling [6]. The sample used
is 20 students consisting of 9 male students and 11 female students whose average age is 15 - 16 years.
2.4. Procedure
Before the students do activities that are appropriate to the learning objectives, teachers demonstrate in
front of the classroom as a first step to motivate students to learn. After a demonstration of learning,
students are asked to show their scientific skills according to the observation sheet. During the
performance, students are given the opportunity to conduct self-assessment as self assessment. After
assessing themselves students are also asked to make an assessment of friends or other members in a
group as peer assessment.
This study uses an observation sheet to determine the achievement of scientific skills performance
assessment, to identify students' attitudes during learning based on self-assessment and peer
assessment. The application of learning using performance assessment is conducted during two
sessions, each session lasting two hours or 2x45 minutes. At each session, the student activity is
assessed through the examination of the worksheet and the performance performance during the
lesson. At each session, students' activities are assessed through work sheet inspection and
performance performance during learning. Scores on the acquisition of scientific skill observation at
session 1 are presented in Table 1 and Table 2.
Table 1. Score of observation result of scientific skill at session 1

Score obtained by scientific skill indicator Session 1
Gain Max
Group No Resp. (%) Achievement
Score Score
1 2 3 4 5 6 7
3 2 2 3 3 3 2 18 21
85.71 Very good
15 21
2 R2 2 1 3 3 2 2 2 71.43 Enough
I
16 21
3 R3 1 3 2 3 3 2 2 76.19 Good
13 21
4 R4 3 2 1 2 2 1 2 61.90 Enough
Gain Score
9 8 8 11 10 8 8
Max Score
12 13 14 15 16 17 18
Percentage (%) 75.00 61.54 57.14 73.33 62.50 47.06 44.44
16 21
5 R5 3 2 3 2 3 1 2 76.19 Good
15 21
6 R6 1 2 2 2 2 3 3 71.43 Enough
II
15 21
7 R7 3 1 3 2 2 2 2 7.43 Enough
15 21
8 R8 2 1 2 2 2 3 3 71.43 Enough
Gain Score
9 6 10 8 9 9 10
Max Score
12 13 14 15 16 17 18
Percentage (%)
75.00 46.15 71.43 53.33 56.25 52.94 55.56
17 21
9 R9 2 3 3 2 3 2 2 80.95 Good
16 21
10 R10 3 2 2 1 2 3 3 76.19 Good
III
14 21
11 R11 2 3 1 2 2 3 1 66.67 Enough
15 21
12 R12 2 2 3 3 2 1 2 71.43 Enough
Gain Score
9 10 9 8 9 9 8
Max Score
12 13 14 15 16 17 18
Percentage (%)
75.00 76.92 64.29 53.33 56.25 52.94 44.44
612

Gain Max
Score Score
1 2 3 4 5 6 7
15 21
13 R13 3 1 2 3 3 2 1 71.43 Enough
14 21
14 R14 2 3 1 1 3 2 2 66.67 Enough
IV
15 21
15 R15 3 2 2 2 2 1 3 71.43 Enough
14 21
16 R16 3 0 2 2 2 3 2 66.67 Enough
Gain Score 11 6 7 8 10 8 8
Max Score 12 13 14 15 16 17 18
Percentage (%)
91.67 46.15 50.00 53.33 62.50 47.06 44.44
17 R17 2 2 2 1 3 1 1 12 21 Less
57.14
18 21
18 R18 3 2 3 2 3 2 3 85.71 Very good
V
17 21
19 R19 3 2 3 3 3 2 1 80.95 Good
18 21
20 R20 3 3 3 3 1 2 3 85.71 Very good
Gain Score
11 9 11 9 10 7 8
Max Score
12 13 14 15 16 17 18
Percentage (%)
91.67 69.23 78.57 60.00 62.50 41.18 44.44
Based on table 1 above, students' scientific skills at session 1 were achieved fairly well, of which there
were 3 students or 15% had excellent scientific skills, 5 students or 25% had good scientific skills, 11
students or 55% had scientific skills Enough, and 1 student or 5% have inadequate scientific skills.
Table 2. Score of observation result of scientific skill at session 2

Gain Max
Score Score
1 2 3 4 5 6 7
1 R1 3 3 2 3 3 3 2 19 21 90,48 Very good
2 R2 3 3 2 2 3 1 2 16 21 76.19 Good
I
3 R3 2 2 3 3 2 2 2 16 21 76.19 Good
16 21
4 R4 3 2 2 2 3 2 2 76.19 Good
Gain Score 8
9 8 11 10 9 10 11 8
Max Score 12 13 12 13 14 15 16 17 18
Percentage (%) 75.00 61.54 91.67 76.92 64.29 66.67 68.75 47.06 44.44
16 21
5 R5 3 2 3 2 3 1 2 76.19 Good
17 21
6 R6 2 2 2 3 2 3 3 80.95 Good
II
15 21
7 R7 3 1 3 3 2 1 2 71.43 Enough
16 21
8 R8 2 3 2 2 2 2 3 76.19 Good
Gain Score 10
9 6 10 8 10 10 9 7
Max Score 18
12 13 12 13 14 15 16 17
Percentage (%) 55.56
75.00 46.15 83.33 61.54 71.43 66.67 56.25 41.18
17 21
9 R9 3 3 3 2 2 2 2 80.95 Good
16 21
10 R10 2 3 3 1 2 2 3 76.19 Good
III
11 R11 3 2 2 2 2 3 2 16 21 76.19 Good
12 R12 2 2 3 3 2 2 3 17 21 80.95 Good

Gain Score 10
9 10 10 10 11 8 8 9
Max Score 18
12 13 12 13 14 15 16 17
613

Gain Max
Score Score
1 2 3 4 5 6 7
Percentage (%) 75.00 76.92 83.33 76.92 78.57 53.33 50.00 52.94 55,56
16 21
13 R13 3 2 2 3 3 2 1 76.19 Good
16 21
14 R14 3 2 2 2 3 1 3 76.19 Good
IV
15 21
15 R15 2 2 3 2 2 2 2 71.43 Enough
17 21
16 R16 3 2 2 3 2 2 3 80.95 Good
Gain Score 11 6 11 8 9 10 10 7 9
Max Score 18
12 13 12 13 14 15 16 17
Percentage (%) 50,00
91.67 46.15 91.67 61.54 64.29 66.67 62.50 41.18
17 R17 3 2 3 3 3 2 3 19 21 90.48 Very good

16 21
18 R18 3 2 2 2 3 2 2 76.19 Good
V
19 21
19 R19 3 3 3 3 2 3 2 90.48 Very good
18 21
20 R20 2 3 3 2 3 2 3 85.71 Very good
Gain Score
11 9 11 10 11 10 11 9 10
Max Score
12 13 12 13 14 15 16 17 18
Percentage (%) 55,56
91.67 69.23 91.67 76.92 78.57 66.67 68.75 52.94
Based on table 2 above, students' scientific skills at session 2 were well achieved, of which there were
4 students or 25% had excellent scientific skills, 14 students or 70 % had good scientific skills, and 2
students or 10% had scientific skills enough. A description of the scientific skill indicators is shown in
Table 3.
Table 3. Description of scientific skills indicators
Number Scientific skills indicators Number Scientific skills indicators

1 Observing 5 Planing the experiment / research
2 Interpreting 6 Communicating
3 Predicting 7 Applying the concept or principle
4 Asking the question
While the achievement of each student's scientific skills on each indicator is presented in Table 4.
Table 4. Achievement of each student's scientific skills on each indicator
Session 1 Session 2
Scientific Skills
Percentage. Criteria Percentage. Criteria
Observing 81.67 Good 88.33 Very good
Interpreting 60.00 Enough 70.77 Enough
Predicting 64.29 Enough 71.43 Enough
Asking the question 58.67 Less 64.00 Enough
Planing the experiment / research 60.00 Enough 61.25 Enough
Communicating 48.24 Less Once 47.06 Less Once
Applying the concept or principle 46.67 Less Once 52.22 Less Once
Table 4 above shows that students' scientific skills that include performance in observing, interpreting,
predicting, asking questions, planning investigation, communicating, and implementing concepts or
principles have excellent achievements. This suggests that performance assessments can be applied to
supply the scientific capacity of Islamic senior high school students
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4. Conclusion
Based on the results of the research, it can be concluded that the achievement of scientific skills is not
evenly distributed to every student in Al Ishlah Islamic Senior High School. Students who have good
observational skills may not be able to interpret observations well otherwise for other scientific skills.
To improve the application of performance assessments to provide scientific skills in subsequent
research, the thing to be aware of is when asking students to observe, the teacher must really interpret
what he or she is showing students to observe. More important is the explanation of the assessment
rubric. Students must understand the rubric and the rules of the game in applying performance
assessment.
5. Acknowledgments
The author would like to express my deepest appreciation to all those who gave me the possibility to
complete this research. Special thanks go to the Director General of Islamic Education of the Ministry
of Religious Affairs of the Republic of Indonesia, which has contributed to the completion of this
research report. Furthermore, the author would like to convey the deepest appreciation to the
Chairman of Al Ishlah Foundation who always motivate and pray for the success of this research.
Finally, the author also wishes to express his deepest appreciation to the Headmaster of Al Ishlah
Islamic Senior High School Semarang, Indonesia who has given permission and facilitated the need
for completing the research..
6. References
[1] The George Lucas Educational Foundation, (2005), How Should We Measure Student
Learning? 5 Keys to Comprehensive Assessment. Online :
https://www.edutopia.org/comprehensive-assessment-introduction
[2] Darling-Hammond, L. & Adamson. F, (2010),Beyond basic skills: The role of
performance assessment in achieving 21st century standards of learning. Stanford, CA:
Stanford University, Stanford Center for Opportunity Policy in Education,p. 8
[3] Dungus, F. (2013). The Effect of Implementation of Performance Assessment, Portfolio
Assessment and Written Assessments Toward the Improving of Basic Physics II Learning
Achievement. Journal of Education and Practice, 4, 111-116
[4] Arhin, A. K. (2015)The Effect of Performance Assessment-Driven Instruction on the Attitude
and Achievement of Senior High School Students in Mathematics in Cape Coast Metropolis,
GhanaJournal of Education and Practice, 6, 109-116
[5] Oloruntegbe, K. O, Approaches To The Assessment Of Science Process Skills:
A Reconceptualist View And Option. Journal of College Teaching & Learning, VII (6),
(2010), p. 11-18.
[6] Fraenkel, J.R. et.al. How To Design and Evaluate Research in Education. Eighth
edition. New York: McGraw Hill, 2012, p. 100
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Development computer supported creative thinking test

(CSCeT-Test): global warming
Khamida), D Rusdiana , and E A Juanda

Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229,
a)
E-mail: khfalahan@gmail.com
Abstract. Evaluation of creative thinking competence which using the technology of

computer to help teacher in evaluating is still seldom, so the researcher developed the
instrument of test to measure the creative thinking competence of the students. The instrument
developed is called by Computer Supported Creative Thinking Test. CSCeT-Test was made by
the basic of Adobe Flash Player, in order that it could show the real situation with video,
animation, graphic, and audio supporting. The purpose of the research is to get the test
instrument which based of computer to measure the creative thinking competence that had
good validity and reliability. The indicator of the creative thinking competence is measured by
the indicator based on Guilford limited by four indicators, such as fluency, flexibility,
originality, and elaboration. The research design used 4-D Research and Developmen (R&D).
The subjects of the research consisted of 30 male students and 30 female students of XI class
from three high schools in Banjarnegara, Central Java. Average results of the validity content
instrument CSCeT-Test used CVR is 0.741, and the result for media validity is 0.915 in very
good category. The reliably level is 0.850 in very high category. The conclusion of the CSCeT-
Test instrument has good validity and reliably, so it can be implemented by the teacher to
measure the creative thinking competence of the students.
1. Introduction
High order thinking skills must be developed in order to keep with the times up of the 21st century. In
order to develop these skills there must be some evaluation techniques that can be used to measure
them. The Government of Indonesia through the Ministry of National Education conducts an outside
evaluation by following various international assessment programs, among others TIMSS (Trends in
International Mathematics and Science Study) and PISA (Programme for International Student
Assesment). For the assessment in the national scale, the government uses the National Examination.
Questions on TIMSS, PISA and National Examination are able to measure cognitive levels only, it
means these three parameters can not be used to measure creative thinking skills . The process
of assessment and learning outcomes is a parameter of achievement level of minimal competence .
A series of tests used by teachers is generally used to find out whether the learning goals are achieved
or not and whether the knowledge of attitudes and skills are actually owned by learners or not . This
616
is in line with Variations of questions that put forward the logic of thinking and how to solve problems
increased the portion than the questions that measure the rote and skills of counting .
Along with the development of computer technology, it is possible to make computer-based
problems such as government migration that replaces paper and pencil test into computer supported
test in 2015. Bennett (1999), explains that computer-based tests that are able to present test questions
to be more effective that must be accompanied by the addition of multimedia such as animation,
graphic design, clips, video, and audio are included in the editorial question . The development of
the problem model has been applied to the PISA problem in 2015 . In this case, we must be willing
to make student assessment techniques that provide the best opportunity to demonstrate their
knowledge and skills . Therefore, it is necessary to develop a test instrument that capable of packing
test questions more effectively, along with graphics, short video clips, or sounds that can be input in
question bars, responses or feedback .
Most of the questions made in educational research rarely measure the level of students' creative
thinking skills. For example the TIMSS question used measures knowledge of knowing, applying,
reasoning, and problem solving skills . PISA problem used measuring knowing, process, context,
and problem solving skills . The results of national examination analysis show that it only measures
students' cognitive level . So, it is necessary to develop tests to measure creative thinking skills.
Some tests to measure the creative thinking skills that have been developed still do not use
computer sophistication . From the above description, the researcher develops an
instrument used to measure students' creative thinking skills with the help of a computer to apply some
description of the problem that helps the lines in the form of graphics and images, animation and
video, as well as music and songs. This instrument is called the Computer Supported Creative
Thinking Test (CSCeT-Test) used to measure students' creative thinking skills that are limited to four
creative thinking indicators of fluency, flexibility, originality, and elaboration related to global
warming lesson.
The design used is research and development or Research and Development (R & D) from Borg and
Gall . Research and Development is a research method used to produce a particular product and
test the effectiveness of the product . The development model used using 4D model with define,
design, develope, and desseminate . Subjects consisted of 30 male students and 30 female students
of XI class from three high schools in Banjarnegara district of Central Java province who have
received Global Warming lesson.
2.1. Validity of CSCeT-Test

Good instruments must have good validity, so they can be used to measure what should be measured.
Validity of CSCeT-Test is done in four ways:
2.1.1. Validation Content and Constructs

Before the instrument used in the field to measure validity index of validation content and constructs
quantitative of researchers using Content Validity Ratio (CVR) . Validation content and construct
is validated by nine professors of physics. Initially the number of questions used as many as 20
questions, after validated by expert lecturers only 12 questions taken due to consideration of the
adequacy of the instrument questions.
⁄
(1)
⁄
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2.1.2. Media Validation

CSCeT-Test is created using Adobe Flash Player base, after that done media validation is
performed by a multimedia expert in order to improve the appearance, clarity and readability of
writing, the clarity of video and images, and the ease of use of the CSCeT-Test. Validation by a media
expert is done by giving a ready-made CSCeT-Test application in the form of a CD and then the media
expert judges the application in the form of a questionnaire. The number of media experts who do the
assessment of three people.
2.1.3. Validation item

Analysis of the validity of the item using the pearson product-moment correlation coefficient .
then analyzed using SPSS 24.
∑ ∑ ∑
(2)
∑ ∑ ∑ ∑
3.3. Reliability CSCeT-Test

Instrument reliability testing method CSCeT-Test using test-retest method. The instrument reliability
results of CSCeT-Test calculated reliability coefficients using Cronbach Alpha using SPSS 24.
∑
[ ][ ] (3)
4.1. Results Validation Content and Constructs

The results of the validity of contents and constructs using a two-tailed test CVR , the
validation results of the nine expert lecturers are shown in Table 1.
Table 1. Results Validation Content and Constructs with CVR

Number
CTS Indicators
Question
1 0.556
fluency 5 0.556
9 0.778
2 0.556
flexibility 6 0.778
10 0.778
0.548
3 0.778
originality 7 0.778
11 0.778
4 0.778
elaboration 8 1.000
12 0.778
Average CVR value 0.741
Table 1 shows the results of content validity using CVR. If the CVR value is greater than the value,
then the instrument is valid. Conversely, if the CVR value is smaller than the p value, then the
instrument is invalid. In Table 1 shows the CVR value from number 1 to number 12 the result is
greater than the value, so it can be concluded that the CSCeT-Test instrument is valid.
618
4.2. Results Media Validation

The results of media validation by media experts are shown in Table 2.
Table 2. Results Media Validation

Aspect Average score Percentage(%)
Views 3.51 87.75
Operational 3.81 95.25
Average 3.66 91.50
Table 2 shows that the percentage aspect of display given by the validator is 87.75% in very good
category and the operational aspect is obtained by a percentage percentage of 95.25% in very good
category as well. So CSCeT-Test developed can be categorized very well.
4.3. Results Validation item

The result of the item validity analysis using the pearson products-moment corelation coefficient using
SPSS 24 with the result as in Table 3.
Table 3. Results validation item

Nomor Soal
1 0. 717 Valid
2 0. 709 Valid
3 0. 709 Valid
4 0. 703 Valid
5 0. 610 Valid
6 0. 686 Valid
0. 330
7 0. 719 Valid
8 0. 685 Valid
9 0. 578 Valid
10 0. 743 Valid
11 0. 615 Valid
12 0. 718 Valid
Table 3 shows the CSCeT-Test instrument validation results. If the value of , then
the instrument is valid. Conversely if If the value of , then the instrument is invalid.
In Table 3 shows the value of r score from number 1 to number 12 result is greater than r table value,
so it can be concluded instrument CSCeT-Test valid
4.4. Results Reliability CSCeT-Test

Results Reliability CSCeT-Test with results as in Table 4.
Table 4. Results Reliability CSCeT-Test

Indikator CTS
fluency 0. 823 Very high
flexibility 0. 856 Very high
0. 330
originality 0. 837 Very high
elaboration 0. 885 Very high
Average 0. 850 Very high
619
Table 4 shows the results of the CSCeT-Test instrument reliability analysis of each indicator that has
been analyzed using Cronbach Alpha with the results of each indicator satisfying the instrument
reliability ( ) with the average reliability of 0.850 in the Very high category.
5. Conclusion
This research shows that the result of research and development of CSCeT-Test instrument has been
through the step that has been adapted to the research stage that has been designed. The results show
that all of the CSCeT-Test instrument items are valid and reliable. This means that the CSCeT-Test
instrument on Global Warming material developed has fulfilled the terms of validity and reliability in
terms of content and in terms of media in both categories, so as a tool for evaluation of creative
thinking skills that can be used further by physics teachers in High School.
Weaknes in the application CSCeT-Test is the result of student creativity skills analysis can not
appear automatically, so for further research can be developed CSCeT-Test that can display the results
automatically.
Acknowledgments
I would like to thank him for his help to Lutfi and Fatwa in developing the CSCeT-Test application.
References
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Proses Sains dalam Standar Isi (SI), Soal Ujian Nasional (UN), Soal (Trends In International
Mathematics And Science Study (TIMSS), dan Soal Programme For International Student
Assessment (PISA). Jurnal Inovasi Pendidikan Fisika, Vol 02 No 01, 20-25.
[2] Sutiadi, A., & Kurniawati, R. (2015). Analisis Butir Soal Ujian Nasional SMA Bidang Fisika
Tahun 2014 Menggunakan Taxonomy of Introductory Physics Problem. Prosiding
Pertemuan Ilmiah XXIX HFI Jateng & DIY, 306-309.
[3] Permendikbud. (2014). Salinan Peraturan Menteri Pendidikan dan Kebudayaan Republik
Indonesia Nomor 103 Tahun 2015.
[4] Uno, H. B. (2014). Model Pembelajaran Menciptakan Proses Belajar Mengajar yang Kreatif
dan Efektif. Jakarta: Bumi Aksara.
[5] Balitbang. (2014). Retrieved from www.Balitbang_Laporan_Ujian_Nasional_2014.go.id
[6] Bennett. (1999). Using Multimedia in Large Scale Computer-Based Testing Programs.
Computer in Human Behaviour. 283-294.
[7] OECD. (2015). PISA 2015 Assessment and Analytical Framework: Science, Reading,
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[8] Dolan, R. P., Hall, T. E., Banerjee, M., Chun, E., & Strangman, N. (2005). Applying Principles
of Universal Design to Test Delivery: The Effect of Computer-based Read-aloud on Test
Performance of High School Students With Learning Disabilities. The Journal of
Technology, Learning, and Assessment, 3, 5-32. Retrieved from www.jtla.org
[9] Novrianti. (2014). Pengembangan Computer Based Testing (CBT) Sebagai Alternatif Teknik
Penilaian Hasil Belajar. Lentera Pendidikan, 34-42.
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Kuliah Keahlian dan Keilmuan pada Program Studi Teknologi Pendidikan. Jurnal Ilmiah
Ilmu Pendidikan, 106-111
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[22] Azwar, S. (2001). Metode Penelitian. Yogyakarta: Pustaka Pelajar.
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Development of teaching materials with dynamic multiple

representation used android-based applications to improve
student’s cognitive processes ability and critical thinking skills
N Herlinaa), P Sinaga, and W Setiawan

Department Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229,
a)
E-mail: leleninaherlina023@gmail.com
Abstract. The purpose of this study is to develop quality of physics learning at high school in
order to become more fast and effective in improving students’ skill according to demands of
the times. This paper discusses how the effect of teaching materials development with multiple
dynamic representations based on android applications into student’s cognitive process ability
and critical thinking skill. Various studies that have been done related to this method show the
students ability in applying concepts can increase and this methods can attract students to more
interest in physics learning. Furthermore, there is an information that effective workbook can
improve the skills of critical thinking. The result of this study is very possible for teachers to
apply the development of teaching materials with multiple dynamic representations based on
android applications. In the other side, the results of this instructional material development are
expected to be used in physics learning to improve the teaching materials and promote the
ability of cognitive processes and students' critical thinking skills. A study literature was used
in this study as a preliminary study. In the future, the research on development of teaching
materials can be done using the ADDIE development model.
1. Introduction
Development of teaching materials is one of the pedagogic competence and professional competence
of teachers [1]. Academic Qualification Standards and Teacher Competency mentions that teachers as
professional educators are expected to have the ability to develop teaching materials according to
existing mechanisms based on characteristics and social environment of learners. Teaching materials
is a set of learning tools that contain learning materials, methods, limitations and evaluations designed
systematically and interestingly in order to achieve the learning objectives [2]. Teaching materials
have variety types, one of that is textbook that presents the material in full as well as a guide for
teachers and students in learning activities. Textbooks have evolved from paper-based textbooks to
computer-based textbooks that require internet connections [3]. Along with the development of
information technology which make all the processes more practical and fast, also with supported by
the fact that Indonesia is the world's top 5 gadget users, the development of digital textbooks can be
used by hand phone with Android operating system. Because of its practical nature, the digital
textbook can be used in mobile learning.
The development of digital textbooks through mobile learning has a positive effect on learning,
such as the increase of learning outside the classroom [4]. Textbooks through mobile learning, can
also facilitate different student learning styles. Students learn in different ways according to the type of
intelligence and different representations provide optimal learning opportunities for each type of
622
intelligence. Multi representation can serve as a complement between one representation with another
representation [5]. Various types of representational modes such as verbal, visual, symbol, gestural
and direct experiments, coupled with motion representations such as animation, video and simulation,
are multi-dynamic representations. Thus, the use of dynamic multi-representation as an approach in
developing android-based digital textbooks is considered appropriate.
Research in ways to improve critical thinking skills, such as through the use of learning models [6],
virtual lab [7], learning strategies [8] and use of student worksheets [9]. Based on this, in addition to
use strategies or learning models, critical thinking can be built through teaching materials. On the
other hand, the use of multi representation strategies and methods in learning can enhance students'
cognitive and problem-solving abilities with different learning styles [10]. Based on these
explanations, the authors raised research on the development of teaching materials with multi-
representation of dynamic applications based on android to improve the ability of cognitive processes
and students' critical thinking skills.
The method used in this research is literature review, which is the first step in collecting data method.
Literature review in this study is a method to collect the information and documents relevant to the
research. Model of teaching materials development are in the making process, used ADDIE
development model (Analysis, Design, Development, Implantation, and Evaluation) [11]. Ultimately,
teaching materials are used by teachers and high school students in physics learning especially on
static fluid materials. Design research using pretest-posttest control design [12]. In order to see there is
a difference in the ability of the teaching process.
3.1. Teaching Materials Based on Android
Teaching materials are visual and audiovisual learning resources that can be used as an alternative
tools of communication in the learning process [13]. One of the instructional material is interactive
learning materials that combine of two or more media (audio, text, graphics, images, video, animation)
that can be owned by the users. According to the nature of interactive materials is a technology-based
teaching materials.
Technology in hand that can be used whenever and wherever is a mobile phone, with one operating
system called Android. Android with its open source characteristics can be developed by anyone
freely, easily and quickly without waiting for approval from Android Inc first. The Android operating
system uses the application extensions .apk (Android Application Package). Making .apk among
others can use software Eclipse, Android Studio, MIT Android Development and Adobe Flash CS6.
All facilities utilized in education field. One of them is making the teaching materials in the digital
textbooks form that can be accessed byline in a hand phone which has android operating system.
3.2. Multiple of Dynamic Representation
Multiple representations can either help construct abstract representations more concretely or visualize
physical concepts to be easily understood, such as by using video representations or animations. The
video representation, animation and simulation are part of the moving / dynamic representation.
Animation is one form of multi-dynamic representation [14]. Multiple dynamic representations are
divided into three types [15], namely:
623
3.2.1 Time-Persistent Representation
Time-Persistent representation or T-P is a dynamic representation that shown in values obtained after a
few observations and then calculate the persistency. In many ways T-P representations are similar to
static representations, the difference is T-P representation shown in private simulations of static
representation in textbooks. The picture below is an example of T-P representation on android-based
materials for static fluid materials:
Figure 1. Example of Time-Persistent Representation
3.2.2 Time-Implicit Representation
Time-Implicit Representation or T-I shows the range between variables that can be changed except for
fixed time value variables. For example in Hartl's experiment that using two different liquids. The first
liquid is water and the second liquid is oil. When the funnel is inserted into a container containing the
same depth of liquid, but the liquid is different, the water level at the U pipe is higher than the oil level
in the U pipe. The event can be written through the table representation.
If the experiment just on one liquid, but the depth of the funnel is different or in vary, the
experimental results can be visualized by graph, with the Y axis as height of the liquid in the U pipe
and the X axis as the depth of the funnel that inserted into a container containing the liquid. Below is
an example of the representation of T-I on android-based materials for static fluid materials:
Figure 2. Example of Time-Implicit Representation
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3.2.3 Time-Singular Representation
Time-Singular Representation or abbreviated representation T-S displays one or more variables in one
moment. The simulation shown can not be directly controlled by the students, so students are required
to pay close attention to the simulation from the beginning to the end of the simulation because the
simulation can not be repeated. T-S representation is commonly used to describe complex material, as
in the material that explains the simulation of blood pumped from the heart throughout the body. The
simulations shown include sensory content (audio and visual). Below is an example of a T-S
representation on android-based materials for static fluid materials:
Figure 3. Example of Time-Singular Representation
3.3. Design Teaching Material
In the discussion of design teaching materials, I present the design of teaching materials with several
android based dynamic representations in the static fluid chapter and in the pascal’s law sub- chapter.
625
4. Conclusion
Developing digital textbooks with multi represent-based dynamic android has many advantages. In the
end, the textbook becomes an application that can be accessed in mobile phones that has android
operating system by offline and mobile. By using some special representation, dynamic representation
can be made the application display in digital textbook more interesting and not boring. The expected
way after this textbook is used when the learning of physics can improve the ability of cognitive
processes and students' thinking skills.
5. References
[1] Permendiknas No 16 tahun 2007 tentang standar kualifikasi akademik dan kompetensi guru.
[2] Lestari, Ika. (2013). Pengembangan Bahan Ajar Berbasis Kompetensi: Sesuai dengan
Kurikulum Tingkat Satuan Pendidikan. Padang: Akademia
[3] Kantar, Mahmut dan Dogan, Mevlut. (2015). Development of Mobile Learning Material for 9th
Grade Physics Course To Use in FATIH Project: Force and Motion Unit. Department of
Physics, Afyon Kocatepe University, Afyonkarahisar, Turkey
[4] Foti, K Megan dan Mendez, Jomayra. (2014). Mobile Learning: How Students Use Mobile
Devices to Support Learning. Elizabeth: Literacy and Technology. 15, No. 3, 2014
[5] Ainswort, S. (1999). The function of multiple representation. Computer and Education, 33, 131
152
[6] Simon, Nicole. (2015). Improving Higher-Order Learning and Critical Thinking Skills Using
Virtual and Simulated Science Laboratory Experiments. New Trends in Networking,
Computing, E-learning, Systems Sciences, and Engineering
[7] Afiatun, Umu., dan Putra, Ngurah Made Dharma. (2015). Implementasi Model Think Pair Share
(TPS) Berbasis Problem Posing (PP) Pada Pembelajaran Fluida Dinamis. Unnes Physic
Education Journal. 4, 1
[8] Thomas, Teda. (2011). Developing First Year Students’ Critical Thinking Skills. Asian Social
Science 7, No. 4.
[9] Sharma, Rawatee Maharaj. (2014). Teaching integrated science through the use of interactive
worksheets. Caribbean Curriculum, Vol 22, pp 85-103
[10] Joseph, S. F., dan Gayle, N. (1998). Integrating multiple teaching method into a general
chemistry classroom. Journal of chemical Education, 75(2), 210-213
[11] Molenda, M. (2003). In search of the elusive ADDIE model. Pervormance improvement, 42
(5), 34-36. Submitted for publication in A. Kovalchick & K. Dawson, Ed’s, Educational
Technologi: An Encyclopedia. Copyright by ABC- Clio, Santa Barbara, CA
[12] Sugiyono. (2013). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R&D)
Bandung : Alfabeta
626
[13] Opara, Jacinta and Oguzor, Nkasiobi S. (2011). Instructional Technologies and School
Curriculum in Nigeria: Innovations and Challenges. Perspectives of Innovations,
Economics & Business. 7, Issue 1, 2011. ISSN 1804-0519.
[14] Ainsworth, S (2008). The Educational Value of Multiple-Representations when Learning
Complex Scientific Concepts. In (Gilbert, J.K., Reiner, M., Nakhleh, M. Eds) Visualisation :
Theory and practice in science education. Springer. U. K
[15] Ainsworth, Shaaron., Labeke, Nicolas Van. (2004). Multiple forms of dynamic Representation
learning and instruction. Learning and Instruction.14 (3). pp. 241-255
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Improvement in levels of understanding and changes in models

of understanding through the learning of interactive lecture
demonstration conception-construction-oriented in Newton’s
Law concept learning
W A Wiantia), A Setiawan, and P Siahaan

Department of Physics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi
No. 229, Bandung 40154, Indonesia.
a)
E-mail: wiwinayuwianti@gmail.com
Abstract. This study aimed to analyze the students’ improvement in levels of understanding and
changes in models of understanding after taking the learning of interactive lecture demonstration
(ILD) conception-construction-oriented. ILD conception-construction-oriented is conducted in
some stages 1) prediction; 2) experience; 3) reflection. The research method used in this study
was quasi experiment with 22 students of X graders in one of high school in Bandung city as
samples. The instruments used in this study were 4 essay questions of concept understanding in
which each question consists of four sub-questions that measure the ability to explain, decide,
model and define. The results showed the improvement in levels of understanding seen from the
changes in the percentage of students at five levels, namely, No Response (0) decreases from
53% to 9% of students, No Understanding (1) decreased from 13% to 4% of students, Incorrect
Understanding (2) decreased from 16% to 10% of students, Partial Understanding (3) improved
from 16% to 39% of students, and Sound Understanding (4) improved from 2% to 38% of
students. Students’ models of understanding also experienced a positive change where Optimum
model which is the best model has improved from 4.6% to 60.2% of the students.
1. Introduction
Science including physics within, a discipline that studies the phenomena occur in the natural
surroundings as well as why and how it does. The results of observation and analysis of these daily
phenomena are presented in the form of physics concepts. Therefore, mastering and understanding
physics concepts become a part of the learning objectives as written in the framework of the 2013
curriculum. The understanding of concepts is fundamental because it is the basis for developing other
cognitive abilities [1,2]. In addition, understanding of concept is one of the Core Competencies that must
be mastered by the students as clearly written in the framework of the 2013 curriculum [3]. In order to
analyze and illustrate the students’ understanding, it can be seen based on students’ levels of
understanding and models of understanding [4].
Based on the results of preliminary studies on the students’ understanding about the concepts related
to Newton’s laws showed that more than 40% of students fell at incorrect understanding level (level 2)
and showed Inappropriate model of understanding which is the lowest model in the model of
understanding suggested by Saglam-Arslan. Preliminary study results showed that students’ concepts
were lacking. This happened because the facility to trace the ability is considered not optimal. Facilities
for cognitive skills can be said to be optimal if the cognitive processes experienced by students are
628
obtained through appropriate knowledge processes [1]. Thus, the learning process should be made in
such a way that the learning processes that produces these competencies actually occur in learning.
Students are considered as understand when they build relationships between "new" knowledge and
prior knowledge [1]. The students’ understanding of the concept will be good if students construct their
own understanding. In the process of constructing the concepts, students will experience a process
whereby they relate the knowledge they already have with the new information they get. Therefore, the
construction process of conception will work better if the students focus on the information needed for
their analysis so that it can construct a conceptual understanding. The learning process that can be
Applied with the aim of constructing concepts students are the learning process using interactive lecture
demonstration.
Interactive Lecture Demonstration (ILD) is a teaching strategy that involves demonstration activities
conducted interactively where students are closely involved in the demonstration activities. ILD is a
learning ILD is a proven learning that can make students' understanding better [5,6,7,8]. ILD can also
be applied in learning to reduce and change student misconceptions [9]. The use of demonstrations
greatly enhances the interaction process in the classroom because by implementing demonstration,
students’ attention can be more focused on the learning given [10].
The objective of the ILD Lessons in this study are to construct conceptions characterized by
assimilation and accommodation when students connect their initial knowledge and new knowledge.
ILD conception-construction-oriented is conducted through several stages [11] 1) prediction, i.e. the
stage in which students are asked to predict what will happen to a piece of phenomena shown and trained
to explain phenomena according to the knowledge they already possess; 2) experience, is the stage in
which students receive information through demonstration activities. At this stage, students are also
invited to construct their understanding so that they understand the definition of a concept, law or theory
being taught; 3) reflection, is the stage when the students are invited to discuss other situations analogous
to the concepts studied in which it allows students to explore the ability to determine and give other
examples related to the concept. In detail, the ILD steps are compiled by Thornton & Sokoloff [12], as
the teacher describes what demonstration will be done; students will predict the possible outcome and
write their explanations individually. Prediction sheet can also be provided to write down their
respective predictions; students discuss the predictions they made with their friend and agree on one
chosen outcome; the teacher presents a general prediction of the students of the entire class; student
determines the final prediction; teachers perform demonstrations by taking measurements (usually
generated graphs as well); students describe and discuss the results of their demonstration. Students can
also write it on the results sheet; and students and teachers discuss the analogous physical situations
(different events with the same concept).
Quasi experiments were used as a method in this study with a research design using a combination of
one group pretest-posttest design to obtain data on the increase of levels of understanding and change
of models of understanding of students with one shot case study to measure learning implementation as
well as student responses about ILD conception-construction-oriented performed. The sample consisted
of 22 students of class X in one of high school in Bandung taken with random sampling technique. The
instruments used were 3 questions of concept understanding in the form of essay in which each question
consists of 4 sub-questions which measure the ability to explain, determine, provide example and define.
The data obtained were processed respectively. The ILD conception-construction-oriented is
measured its implementation percentage and also analyzed for its implementation quality based on the
percentage of each category of good (G), good enough (GE, and less good (LG), where these three
categories indicate the interaction between teacher/researcher with the students. Meanwhile, in order to
know the students’ response to the ILD conception-construction-oriented, the Likert scale data analysis
adopted from Sugiyono [13] was conducted. The test results obtained from the four indicators in each
sub-material indicating the students’ levels of understanding and models of understanding were
analyzed. The level of understanding is “a suitable analysis method, the which Gives a general view of
academic level of the participant about a subject ...”. The analysis process was conducted using levels
of understanding criteria adopted from Arslan-Saglam as in Table 1.
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Tabel 1. Categories and Characteristics of Levels of Understanding.

Skor Levels of Understanding Characteristics
0 No response (NR)  No answer
 Answer “I do not know”
 Answer “I do not understand”
1 [No understanding (NU)  Repeat
 Inconsistent Answers
 Unclear Answers
2 Incorrect understanding  Unconscious Information
(IU)  Incorrect Information
3 Partial understanding (PU)  Answer only one aspect but not all aspects true
 Answer some aspects truly and some
misunderstanding,
4 Sound understanding (SU)  Answering all aspects properly
The data of Levels of understanding were used to analyze the students’ models of understanding in
each sub-material. “Model of understanding helps to analyze students' answers to all question about a
subject ...” [4]. The students’ models of understanding were analyzed by referring to the categories from
Saglam Arslan, as shown in Table 2.
Table 2. The correlation between Model of Understanding and Levels of Understanding

Model of Understanding Characteristics Patterns of Levels of
Understanding
OM (Optimum Model) Answering all four types of questions at PU 3-4 3-4 3-4 3-4
level or SU level
UM (Uncreative Model) Answering those three questions namely 3-4 3-4 0-2 3-4
defining, using and applying (explaining
case study) at PU or SU level, but for the
question of giving example were at NR, NU
or IU level
TM (Theoretical Model) Answering questions of deciding and 0-2 3-4 0-2 3-4
defining at PU or SU level, but the question
of explaining the cases/applying and giving
example were at the NR, NU or IU level
PM (Practical Model) Answering questions of explaining the 3-4 0-2 3-4 0-2
cases/implementing and giving examples at
the PU or SU level, but the questions of
deciding and defining were at the NR, NU or
IU level
MM (Memorizing Model) Answering questions of defining at PU or 0-2 0-2 0-2 3-4
SU level, but the questions of explaining
cases/applying, defining and giving
examples were at NR, NU or IU level
IM (Inappropriate Model) Answer all four types of questions at NR, 0-2 0-2 0-2 0-2
NU or IU level
630

This study was conducted along five meetings; three meetings were for treatments and two meetings
were for the pretest and posttest. The implementation of learning process in the interactive lecture
demonstration construction-concept-oriented showed that almost all activities were well-implemented.
Meanwhile, the students’ questionnaire data showed that the students gave very positive responses to
the learning process of interactive lecture demonstration conception-construction-oriented as seen from
the average answers of students were in the category of strongly agree to the positive statements related
to interactive lecture demonstration conception-construction-oriented.
3.1. The Improvement of Students’ Levels of Understanding

Based on the research results, the students showed the quite good improvement in the level of
understanding and positive change in their model of understanding as can be seen in their higher
percentage for those who had the highest level of understanding, sound understanding, and the best
model of understanding, optimum model, than before the learning process of interactive lecture
demonstration conception-construction-oriented. The percentage changes are shown in Table 3.
Table 3. Percentage of Students’ Levels of Understanding on Pretest and Posttest

Levels of Understnding Students’ Percentage
Pretest Posttest
No Response (NR) 54% 11%
No Understanding (NU) 13% 3%
Incorrect Understanding (IU) 17% 11%
Partial Understanding (PU) 13% 39%
Sound Understanding (SU) 2% 36%
From the percentage of student data at all levels of understanding in the pretest and posttest (figure
3), it can be seen that there were differences. There were several levels experiencing improvement of
the percentage of students and there were also some levels experiencing decrease of the percentage of
students. The upper levels, sound understanding and partial understanding, experienced improvement
of students’ percentage. Meanwhile, the lower levels, incorrect understanding, no understanding, and
no response) experience decrease of the students’ percentage. It shows that most of the students had
improved their levels of understanding from the lower level to the upper level and the largest
improvement occurred in the students’ level of sound understanding from 2% to 36%.
The percentage improvement of the students’ levels of understanding also occurred in each sub-
material. The following is an explanation of the improvement in the students’ level of understanding in
each sub-material in each indicator.
3.1.1. The improvement in Levels of Understanding about Newton’s First law.
The improvement in the students’ levels of understanding about Newton’s first law can be seen from
the changes in the level of each student which commonly improve to higher level than ever before as
seen in Figure 1.
Moreover, Figure 1 also shows that in each indicator, there is a minority of students who did not
experience the level change as in indicator of describing and remained in the level of no understanding
and no response categories. In the indicator of deciding, a student remained at the level of no response.
Meanwhile, in the indicator of modelling and defining, three were students who remained in the category
of no response.
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20
18
16
14
12 13
10
8 11
7 8
6 4
4 4 3
2 3 3 2
2 2 3 3 1 3 2 3 3
0 1 1 1 1 1 1 1 1
NR NU IU PU SU NR NU IU PU SU NR NU IU PU SU NR NU IU PU SU
MENJELASKAN MENENTUKAN MENCONTOHKAN MENDEFINISIKAN
SU PU IU NU NR
Figure 1. Mapping Improvement in Students’ Levels of Understanding about Newton’s First Law
Moreover, Figure 1 also shows that in each indicator, there is a minority of students who did not
experience the level change as in indicator of describing and remained in the level of no understanding
and no response categories. In the indicator of deciding, a student remained at the level of no response.
Meanwhile, in the indicator of modelling and defining, three were students who remained in the category
of no response
3.1.2. The improvement in Levels of Understanding about Newton’s second law.
In Newton's second Law, there is also an increase in the number of students at a high level. This can be
seen from the diagram of the level of increase experienced by each student in Newton’s figure 2. Based
on figure 2 above, the average students experience an increasing level of each indicator, but a few
students remain at the original level as before the learning and some students experience a decreasing
level on certain indicators. As shown in Figure 2, there is one student on the indicator of “determining”
and there are two students on the indicator of “defining” which remain at the level of No Response.
While on the indicator of “providing example”, there is one student who experiences a decreasing level
which originally included at the level of partial understanding to no response.
The increasing levels of understanding in the indicator of “explaining” was seen from the increasing
number of students at the level of sound understanding which previously only 5 students increased to
11 students. Indicator of “determining” is an indicator that experienced the highest level in this Newton’s
second lawsub-material, in which many students experienced increasing level from partial
understanding (7 students), incorrect understanding (4 students) and no response (4 students) become
the level of sound understanding. Meanwhile, most (7 students) were at the level of incorrect
understanding when asked to provide example of Newton’s second law. While the indicator of
“defining” is an indicator that experienced the lowest increase compared to other indicators because
none of the students moved to the level of sound understanding because most of students which
previously at the level of incorrect understanding and no response increased to the level of partial
understanding.
632
16
14
5
12
7
10
3
8 2
5
1
6 4
1
1 5
4 4 4
1 4 3 7
4
2 2 4
1 1
2 2 2 2 2
1 1 1 1 1 1 1 1 1
0
NR NU IU PU SU
Figure 2. Mapping Improvement in Students’ Levels of Understanding about

Newton’s Second Law
3.1.3. The improvement in Levels of Understanding about Newton’s Third law

Figure 3 show the improvement of students’ level of understanding about Newton’s third law. In the
Newton’s third law, most of the students also experience an increasing level to a higher level. The
biggest level increase occurred in the indicator of “determine”, in which the number of students included
in sound understanding level reached 14 people from previously 8 students from partial understanding
level and 6 students came from no response. In the indicator of “providing example”, initially no students
included in the level of sound understanding then increased to 10 students. While the lowest increase
occurred on the indicator of “defining”, in which only two students were included in the level of sound
understanding and most students were included in the level of partial understanding. Nevertheless, on
average, each student experience increasing level of each indicator. But that there are some students
who experience decreasing level on the indicator of “explaining”, namely a student from incorrect
understanding level and a student from no understanding level become no response level.
16
14
12
6 9
10 5
8 4
6 1
4 2
4 8 4 2
2 1 1
2 2 4 1 4 4
1 3 1 1 3 3 1
1 2 1 1 1 1 1 1 1 1
0
SU PU IU NU NR
Figure 3. Mapping Improvement in Students’ Levels of Understanding

about Newton’s Third Law
633
The findings indicate that increasing levels of understanding of students occurred in each sub-
material, but the increase that occurs in each sub-material cannot be said to be maximal. Factors that are
very influential according to the researcher is the implementation of learning. Although overall concept-
construction-oriented interactive lecture demonstration that have been planned is 100% implemented,
but the category of the implementation quality is not entirely well implemented. According to the
observer's observation, in every meeting there are some activities that only performed quite well. The
percentage of activities performed well enough at the 1st meeting was 6%, the 2nd meeting was 12,5%,
the 3rd meeting was 12.%. The best increasing levels of understanding of students occurred Newton’s
first Law in which only 6% of activities performed quite well and 94% of activities performed well. This
shows that the learning activities that took place at this meeting were the best compared to other
meetings. While the lowest increasing level of understanding of the students occurred in the Newton’s
second law where 87.5% of the activities performed well and 12.5% of the activities performed well
enough.
Furthermore, the researcher analyze the increasing level of understanding of student for every
indicator of understanding at each sub material so that the cause of less optimal increase of level of
understanding of student in this research can be found. And based on the students' data percentage on
each level of each indicator of understanding, it was found that from the four sub-material of Newton's
law, the biggest percentage increase occurred on the indicator of "determining the appropriate laws to
explain the phenomenon shown" in which most of the previous students that were at NR, NU, IU and
even PU level increased to SU level. While the lowest percentage increase occurred in the indicators of
“defining the concepts/laws used in the phenomenon shown”, where most students who previously at
NR, NU, IU levels only increased to PU level and only a small proportion of students could increase to
SU levels. As explained earlier, the ability to define the concept/law is trained and depends heavily on
conception construction activities after the students obtain the data that is in the experience stage, and
also when the activities of concluding the subject matter. According to observations, the implementation
of these two activities on average is categorized well enough with the information that some students
are not focused in constructing and summarizing the material they are learning. This is why that
according to the researcher’ analysis led to the ability to define the concept or law of students less
optimal and complete.
3.2. Change in the Students’ Models of Understanding
The increasing levels of understanding experienced by students lead to a change in the students’ models
of understanding. This change can be seen from the change in the percentage of students in each model
during pretest and posttest that as a whole seen from the diagram in Figure 5.
70 65.9
60.2
60
50
40
30 25
20 13.6
10.2 8
10 4.6 3.4 2.3 5.7
0 1.1 0 0
0
OM UM TM PM MM IM others
PRETEST POSTTEST
Figure 5. Percentage of Students’ Models of Understanding
634
The diagram in Fig. 5 shows that prior to the concept-construction-oriented interactive lecture
demonstration learning, most students of 65.9% had an inappropriate model of understanding in which
Saglam-Arslan placed this understanding model at the lowest list. This indicates that 65.9% of the
students did not understand about this Newton's Law. Meanwhile, only 4.6% of students have optimum
understanding model. According Saglam-Arslan, this optimum model is the most optimum type of
understanding where students who belong to this understanding model is considered to understand a
concept/law as a whole seen from the four indicators of understanding compiled by Saglam-Arslan
which is able to explain the phenomenon, determine the right concept or law, provide an example and
define the concepts or laws.
Meanwhile, data from the posttest result shows percentage changes in most models. Increasing
percentage occurs in the optimum model, uncreative model and also practical model, while theoretical
model and inappropriate model and other models experience a decrease. The highest percentage of
students in this posttest was on the optimum model that was 60.2%. In addition, the optimum model was
also a model of understanding that experience highest percentage increase of students, while the most
decreasing percentage of students occurred in the inappropriate model which was reduced to 13.6% of
students. This shows a positive model of understanding of profile changes.
The positive change of models of understanding was experienced by most students although not all
students were experiencing positive change. This can be seen from the mapping of changes in the model
of understanding of each student as shown by the following diagram in figure 6.
18
16
14 3
5
12
10
8 7
6 13 5
4 1 1
2 4 2 2 5
3 2 3 2 3
0 1 1 1 1 1
OM
OM
OM
OTHER
OTHER
OTHER
UM
MM
UM
MM
UM
MM
TM
TM
TM
PM
PM
PM
IM
IM
IM
HUKUM I NEWTON (3) HUKUM II NEWTON (1) HUKUM III NEWTON (4)
OM UM PM TM MM IM OTHER
Figure 6. Mapping Changed in Models of Understanding
Based on figure 6, it can be seen that the average students experience a positive change of models of
understanding as it changes to a better model than before. This can be seen from the number of students
who were originally categorized as having an inappropriate model and other, change to higher model of
understanding which mostly turned into optimum model. The best changing model of understanding of
students occurred in Newton’s first Law and Newton’s third law sub-material, in which many students
experience a model change to a better model which is optimum model such as in the sub-material of
Newton’s first Law, as many as 13 students who originally had inappropriate model and 3 students who
originally categorized as had ‘other model of understanding’ changed into optimum model. While in the
Newton’s second law experience a less optimum model change because only nine students experience
model change into the optimum model. In addition there are a small number of students who experience
a negative model change that is changed to a lower model than before that can be seen at Figure 6. In
Newton's second Law, two students experience a change of model from the inappropriate model to the
other. This change is said to be poor because it does not change to a better model but also does not mean
635
moving to a worse model. Other models can be defined as models that do not belong to existing model
categories and are not necessarily worse.
4. Coclusion
The result of this research shows that a series of ILD conception-construction-oriented learning proved
to increase the levels of understanding and change the models of understanding of students about
Newton’s Law to become better. This suggests that interactive lecture demonstration can improve
students' conceptual understanding [5,6,7,8]. By implementing concept-construction-oriented ILD
learning, it can deepen students' understanding and also transform their understanding model into a more
scientific understanding. Nevertheless, the increasing level of understanding and the change of models
of understanding that occurred in this research are considered not optimal because the percentage of
students who are at the highest level of understanding and model of understanding has not been close to
100%. Thus the researcher suggests that further research needs to be done by presenting innovations or
even auxiliary media in new implementation related to concept-construction-oriented ILD in order to
increase better levels of understanding and change models of understanding.
5. Acknowledgments
The researcher expresses his gratitude to both advisor, Mr. Andhy Setiawan and Mr. Parsaoran Siahaan
for providing a lot of guidance to the researcher during this research. Researcher is also grateful to the
school researched, either to teachers (Mrs Alia) and students who have helped researcher a lot in carrying
out this research.
6. References
[1] Anderson, L. W. & Krathwol. (2010). The Foundation Framework for Learning, Teaching and
Assessment. Yogyakarta: Pustaka Pelajar.
[2] Sulaiman, Tajularipin. (2009). Effective Teaching Approach Employed by Primary
School Science Teachers. US-China Education. 6 (10).
[3] Permendikbud no 69 tahun 2013 tentang kurikulum SMA-MA.
[4] Saglam-Arslan, Aysegul et all. (2010). Student Teachers’ Levels Of Understanding And Models
Of Understanding abouat Newton’s Laws of Motion. Asia-Pasific Forum on Science Learning
and Teaching. 11 (1).
[5] Mazzolini, A. (2010). Using Interactive Lecture Demonstration to Enhance Student Learning in
Electronics. Proceedings of the 2010 AaeE Conference, Sydney.
[6] Mazzolini, A. (2011). The Use of Interactive Lecture Demonstration to Improve Students’
Understanding of Operational amplifiers in a Tertiary introductory Electronics course.
LAJPE. 5 (1): 147-153.
[7] Slekiene, Violeta. (2010). The Learning Physics Impact of Interactive Lecture Demonstration.
Problem of education in 21st century. 24 :120-129.
[8] Bernhard, J., Lindwall, O., Engkvist, J., Degerman, M. S., Zhu, X. (2010). Helping students to
make sense of formal physics through interactive lecture demonstrations. The council for
Renewal of Higher Education. Hlm -12.
[9] Zimrot, Rachel. (2007). Interactive Lecture Demonstration: a Tool for Exploring and Enhancing
Conceptual Change. Chemistry Education Research and Practice. 8 (2): 197-211.
[10] Roestiyah, N. K. (2008). Teaching and Learning Strategy. Jakarta: Rineka Cipta.
[11] Merritts, D. et al. (2012). Interactive Lecture Demonstrations. [online].
http://serc.carleton.edu/introgeo/demonstrations/index.html.
[12] Sokoloff & Thornton (2004). Interactive Lecture Demonstration (Active Learning in Introductory
Physics). Oregon: Jhon Wiley & Sons, Inc.
[13] Sugiyono. (1999). Business Research Methods. Bandung: CV Alfabeta bandung.
[14] Mackovjakova, Z. dan Zuzana J. (2015). Using interactive demonstrations at Slovak secondary
schools. Faculty of science, University of P.J. Safarik, Srobarova, 2, 040 01.
636
Analysis of simple harmonic spring motion using tracker

software
M S Mu’iza), K M Lestari, D Yulianawati, D Rusdiana, and L Hasanah

Program Studi Pendidikan Fisika, Sekolah Pascasarjana, Universitas Pendidikan
a)
E-mail: syamsulmuiz@student.upi.edu
Abstract. Tracker video analysis is a video-based learning tool for analyzing natural phenomena.
Tracker can help students to analyze natural phenomena, especially in physics education, for to
know motion of objects on the x and y axes, position on the x and y axes, time to time, period
on harmonic motion, etc.. In a specific scenario shown in this paper, harmonic spring motion, in
learning material “simple harmonic motion”. Students are asked to analyze harmonic spring
motion to determine the relationship between object have mass, spring constant, and period of
spring harmonic motion. Students will experiment and take video for analysis using tracker, then
data from experimental results will be compared with data analysis tracker results. The results
of this study is data from the experimental and tracker analysis results based on student activities
have the similar results and the same conslusions.
1. Introduction
Technology in modern era is an activity that cannot be separated from daily life. As students at school,
they are familiar with using personal computers, laptops, mobile phones, picture recorders, voice
recorders, video recorders. etc.. However, the ability of students to use technology will be very
disadvantageous, if mobile phones, picture recorders, voice recorders and video recorders are not
directed to positive activities, such as used in the world of education, especially in physics education.
Open Source Physics is a project that focuses on video analysis and tools model designed to simplify
physics education activities, which the result of the project is a software called Tracker. The software is
simple and could be operated on personal computers or laptops.
As a software that can be used in physics education, Tracker requires video as the material to be
analyzed. The video is a combination of many images, then the images appear alternately so as to form
images as motion. The video as a tracker analysis material, considering to images per second (frame) on
the video, it will be comparable with the results of the analysis. Technology owned by students are
mobiles and/or video recorders have to produce video with a frame quality 10 fps, 20 fps, and 30 fps, it
means that the better frame quality in the video to be analyzed, it will be better for results analysis.
Quality indicators of video material for analysis is frame, video resolution, sharpness of the images in
the video, the video file size, lighting and camera angles.
Image modelling is a video-based teacheing tool, that is a combination of video analysis and image
as an input from learning preparatory [1,2]. Basically, teachers apply this model because it sees that
students are ready to be invited in technology-based learning. Teachers will direct students to understand
the physical concepts of their daily life in using technology, such as camera recorders, mobile phones,
personal computers, laptops, etc.. Learning activities are designed for students to understand the physics
concepts with assisted by technology.
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The simplest form of a vibration (oscillation) can be represented by an object oscillating in the spring
tip. An object can be said to oscillate if (1) it always moves forward and backward (on the z-axis), down
and up (on the y-axis) or to the right and left (on the x-axis), and (2) moves on one axis only [3]. The
motion can also be called periodic motion. If the motion is only influenced by the forces that cause the
object to move periodically, so that it will continue to move periodically, then the motion can be called
harmonic motion.
In a specific scenario shown in this paper, spring hangs vertically, the length increased because the
object has mass (m) depending on the spring, Then, from the equilibrium point that has been achieved,
objects that depend on the springs are disturbed by force on y-axis to away from the equilibrium point,
toward negative y-axis, 1 cm.
Students will not observe the spring oscillation motion, because it is difficult. But students will be
easier to observe the oscillation motion represented by the object. The harmonic motion shown by
objects and springs will have the same characteristics, because they are directly related to each other.
The concept of physics to be observed by students is the magnitude of the object mass, the magnitude
of the spring constant and the period that the object takes for a one-time oscillation.
Students will experiment using the Experimental Set that already provided, it was made in
Pengembangan Ragam Media Pembelajaran Fisika (Development of Variety Media Physics Learning)
lecture. This tool facilitates students to observe the oscillation motion of a vertically spring, measuring
the amount of vibration and measuring the time it takes the object on some vibrations.
This research is an experimental research, the design of this research is pre-experimental design, and the
type of this design is One-Shot Case Study [4]. Samples were not selected randomly [4], there are 31
students became respondents from one class XI in one of the high schools in the district of Bandung.
3.1. Student Activities

Students will experiment to determine the relationship between period, mass object and spring constant,
aided by LKPD, Lembar Kegiatan Peserta Didik (Framework for aiding student). However, LKPD is
not an absolute must for all students, but students are given the opportunity to think, how possible to
obtain the required data. The data to be searched by the students have been determined, so that students
are not walking in the wrong direction.
Figure 1. Set Experiment
Fig. 1 shows the Set Experiment, it will be given to students for experiment. Two springs with constant
by 10 N/m and 25 N/m (silver), both springs are used interchangeably. Three objects of mass 50 grams
and one object of mass of 25 grams, the object can be hung on the spring, and can be combined between
the objects. Stative is specially designed for simple harmonic motion experiments, stative has an arm
638
for spring, which can be altered in height. Students need time-measuring tool, the time measuring tool
is stopwatch on a handphone, and for length measuring tools is a ruler.
LKPD, Students are directed to experiment with the following step by step and seven referred
questions, table 1 is one of the referred questions. Here are the instructions of the experiment: hang the
spring on the stative; hang the object on the spring, measure the length of early spring (xo); when in
equilibrium point; gives force to the object by pulling from a point of equilibrium by 1 cm on y axis;
release your force from the object; teasure the time it takes the object to 10 vibrations, starting from the
object has moved harmonics; repeat c-g step with different objects, for three data; and write the data
obtained into table 1.
Table 1. Data of experimet by students.

Mass Spring
Data Vibrations Time Period
Object Constant
1 ...... ...... ...... ...... ......
2 ...... ...... ...... ...... ......
3 ...... ...... ...... ...... ......
Table 1 shows the list of data that must be obtained by students. To get data in table 1, students can
follow the instructions of the experiment. But there are students who do not follow the step f, students
determine the number of vibrations within 10 seconds. It is not forbidden, because basically to determine
the period, we need time on one vibrations.
3.2. Data on Student Results

Table 1 is the second and third questions on LKPD, students are asked to find out the relationship
between the period and the mass of the object at a constant spring is constantly. Because students are
given two type of springs with different constants, so instructions of the experiment is assigned to the
both springs.
30
The number of
20
students
Question 2
10
Question 3
0
correct answer incorrect answer
Figure 2. The number of students answered correctly and

incorrectly from the second and third questions of LKPD.
Fig. 2 shows the number of correct and incorrect answers from the second question as an experiment for
10 N/m spring and the third question as spring 25 N/m. Both questions successfully answered by the
students, they succeeded in proving the relationship between the period and the mass of the object at a
constant spring.
Successful students in prove the relationship is shown by the answer of filling in table 1 by the
students. Students associate the data obtained, by looking at the tendency of the period to be obtained
from a number of different masses. Until students get a conclusion that "if the mass increases, then the
period increases, at spring constant is constantly [3]". The correct answer is the answer that shows the
magnitude, and the relationship between period and mass, that is true. Based on these criteria, there are
27 and 26 students got the correct score for the second and third questions
3.3. Data on Tracker Results

Tracker analysis can work when the phenomenon that observed has recorded by a digital camera. To
analyze using the Tracker required a personal computer or laptop, Tracker and Java software, and video.
639
If the Tracker software is not already installed, then the Tracker-master file can be downloaded on
the official Tracker website [5]. Similarly, if not already installed Java software, the Java-master file
can be downloaded on the official Java website [6]. While the Tracker manual file can also be
downloaded for free on the official webset Tracker [5].
When the preparation is ready, the core step is to analyze. After opening the Tracker software
supported by the Java software, input the video. Then, the focus of the analysis is done to the motion of
the object. If the recording is good, then it is better to choose an autotrack, so the Tracker will analyze
the motion of the object.
Figure 3. Tracker Results
Fig. 3 shows the Tracker analysis of the video, with 20 fps frame, 1280x720 resolution and the file size
is 241 Mb, was analysis on Laptop with Core i7 and 8 Gb RAM. The blue line indicates the length of
the real situation, 0.3 m, it affects the y-axis and the x-axis, the unit quantity is meter. The mass
magnitude is 175 grams, and the object is the left object in the image. The spring constant magnitude is
10 N/m. There are two graphs x (m) function t (s) and y (m) function t (s). Table shows the time (s), y
position (m) and x position (m).
On the graph it appears that the object moves on the x-axis and the y-axis, but we do not know
whether the object is moving on the z axis. It proves that the real thing does not move simple harmonics
perfectly. However, the motion of the object on the x-axis is smaller than on the y-axis, Ax 0.005 m and
Ay 0.019 m. Assuming Ax is smaller than Ay, the spring motion is still considered to be harmonic. If it
has to present a simple harmonic motion that only moves on one axis it will be difficult.
To know the period in Tracker analysis, we cannot get the results directly, but we need to read the
data. As in the experiment, in step f, determine ten vibrations and then calculate the time that required
to perform the vibrations. Therefore, select the ten vibrations shown on the graph y (t), the requirement
is the magnitude of Ay is constantly. After selecting the 11-point peak, 10 times for up and down motion,
read the magnitude to at the first peak and ta at the last peak. The delta from ta - to is the answer of the
time line in table 1.
Tabel 2. Summary Tracker Result
Spring Constant 10 N/m 25 N/m
Data Mass Object (g) Period (s) Period (s)
1 0,075 0,579 0,365
2 0,100 0,659 0,412
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Tabel 2. Summary Tracker Result

Spring Constant 10 N/m 25 N/m
Data Mass Object (g) Period (s) Period (s)
3 0,125 0,734 0,459
4 0,150 0,797 0,503
5 0,175 0,859 0,543
Table 2 shows the magnitude of the Tracker analysis. The magnitude indicates that, when the mass
increases, the period increases, at spring constant is constantly [3].
Figure 4. LKPD that was filled by students.
Fig. 4 is the second page LKPD was filled by the students. There are two tables on the left side, the first
table is the experimental data applied to the spring 10 N/m and the second table on the spring 25 N/m.
The data in fig. 4 is not much different from the data in table 2, it becomes a reinforcement for students,
that students have proven the relationship between the period and the mass of the object at a constant
spring is constantly.
4. Coclusion
This learning activities will be effective for students when understanding a physics concept. Learning
styles equipped with various methods will result in good conceptual refinement. Facilities and
infrastructure, sets and LKPD that have tested and can lead students to understand the concept is a good
tool. Classroom learning activities should be integrated with technology. Simple experimental flows,
easy-to-find tools around the school, and making use of existing technology, are the key to learning.
5. References
[1] M A Dias, P S Carvalho and D M Vianna, 2016 Using image modelling to teach Newton’s Laws
with the Ollie trick. Phys. Educ. 51
[2] D Brow and A J Cox, 2009 Innovative uses of video analysis. Phys. Teach. 47 145-50
[3] D C Giancoli, 2001 Fisika I Edisi Kelima (Jakarta: Erlangga)
[4] Sugiyono, 2014 Metode Penelitian Pendidikan (Bandung: Alfabet)
[5] http://physlets.org/tracker/ (accessed 10 May 2017)
[6] https://java.com/en/ (accessed 10 May 2017)
641
Development and Validation of Computer Supported Critical

Thinking Test in Heat and Temperature
K Mahbubah1,a), D Rusdiana2, and E A Juanda2

1,2
3
Departemen Pendidikan Elektro, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi
a)
E-mail: mahbubah.andromeda@yahoo.com
Abstract. Critical thinking skill is one of the skills that should be possessed by the students to
compete in the global area. There are many ways to practice and increase critical thinking skills
of the students by using model and media learning. In order to measure critical thinking skills of
the students appropriately, we need the precise test instrument. The purposes of this research are
to develop and validate of Computer Supported Critical Thinking Test (CSCiT Test) instrument
in heat and temperature learning material for senior high school students. CSCiT Test is a test
instrument that optimizes the function of computer by presenting media, simulation, video, and
picture which describe the test that will be done by the students in an interactive dynamic content,
a content that enables the students to feel as if they face the real phenomena in the test. CSCiT
Test is adapted Halpern’s critical thinking framework which was developed by Tiruneh,
involving four different categories, reasoning, hypothesis testing, argument analysis and problem
solving and decision making. The research method employed in this research was the research
and developmental 4-D model method adapted from Thiagarajan, involving four main steps,
define, design and develop. CSCiT Test has been tested in terms of its validity. The validity test
consists of construct and media, the analysis of construct validity was conducted by using
Content Validity Ratio (CVR). And the result of value of CVR all of item in instrument are valid
with value of CVR 0.722.
1. Introduction
To face the challenges of the 21 st century, the students must possess qualified and resilient human
resources, high-level thinking skills to solve problems encountered, international competitiveness in the
development of various fields including the field of education and also are sensitive to the progress of
the field Technology and communication. According Liliasari, there are four high-level thinking
patterns, namely critical thinking, creative thinking, problem solving and decision making [1]. Among
the four high-level thinkings, critical thinking underlies three other patterns of thinking. Critical thinking
skills are deep and reflective in making decisions and solve the problems to analyze situations, evaluate
arguments and conclude precisely [2]. And according to Halpern, critical thinking is using a thinking
strategy that increases the probability of expected outcomes. With five critical thinking indicators
namely reasoning, hypothesis testing, argument analysis, likelihood and uncertainty analysis and
problem solving and decision making [3].
Critical thinking can be developed not only in learning but also must be supported by evaluations
or tests that reflect critical thinking because evaluation or testing is an integral part of classroom learning
[4]. Therefore, appropriate test instruments are needed to evaluate the critical thinking skills of learners.
642
Permendikbud number 104 year 2014 stated that "assessment of learning outcomes by educators
conducted on the mastery of the level of competence as a learning achievement and assessment of
learning outcomes by educators implemented using assessment instruments." The statement shows that
the competence of critical thinking skills as one of the goals of achievement in physics learning should
be assessed during and after The learning process took place, then it takes an instrument that will be
used to assess and obtain quality data or information right and correct about the picture of quality
development and the achievement of students' critical thinking skills.
The use of appropriate instrument or critical thinking skills assessment with continuity training can
sequence and develop students’ critical thinking skills. The assessment is function as feedback for
teachers so that it can improve their learning quality from time to time to achieve students’ achievement.
Additionally, feedback for students is for stimulate the quality of their critical thinking skills [5].
Based on the results of the literature review, the instrument that assesses the critical thinking skills
of Halpern Critical Thinking Assessment (HCTA) students developed by Halpern (1998) is still general.
Therefore, Tiruneh et al (2016) developed a test to measure students' critical thinking with the Halpern
critical category 5 criterion framework developed into several specific domains adapted in physics. The
test developed is physically charged to the material on magnetic material in the form of paper and pencil
test.
The development of information and communication technology, computers become a primary
need in education. The use of computerized technology in judgment became a demand on the assessment
and teaching of the New World of Work in the 21st century [7]. Computerized optimization enables
automated test, fast and objective reporting of results, so that computer functions can be maximized in
education [8]. Therefore, to be effective in its implementation, teachers can use the Computer Supported
Test as a tool in conducting the assessment. It also affects the National Examination in Indonesia,
implementation of conventional test change (paper and pencil test) in 2015 to computer-based test
(CBT) is still in the stage of moving the national exam exams in paper to computer.
Based on the above description, it can be taken by the essence that computer-based assessment has
advantages in presenting information in the matter. The information presented in the computer-based
problem is very varied. With these advantages, the packaging of critical thinking by using CST is a good
choice. Therefore, the position of this research becomes important to be implemented in order to develop
critical thinking test instruments supported by computer (Computer Supported) that is with the context
of dynamic content in the form of animation, the addition of images, graphics, video, audio and
simulation. This article describe the results of development of CSCiT Test in heat temperature material,
the results of expert judgement or review which was developed.
2. Research and Development Method

This research used research and development (R&D) design. The research focused on the
development of instrument test to measure critical thinking skills for physics lesson in high school. The
development step is using 4D stage, including define, design, develop and disseminate, but the steps of
the development in this research is from define until develop [9]. The product which was developed then
tested its feasibility with the validity and tested of the product to know as far as the feasibility of the
instrument. The subjects of this study were the students of senior high school grade X who have obtained
heat and temperature lesson. Data processing techniques CSCiT Test was also tested the validity.
Validity test consisted of collisions and media, to test the validity of constructs analysed using Content
Validity Ratio (CVR) based on assessment result by validator (expert of physics) to obtain the content
and construct validity items, use the formula
�
�� −
�� =
�
ne is number of validator agreeing on item test, N is total number of validator. The category of CVR
according to [10] in Table 1
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Table 1. Index of CVR

Index CVR Criteria
0,00 – 0,33 Not suitable
0,34 – 0,67 Suitable
0,68 – 1,00 Very suitable
Furthermore, CSCiT Test is tested media Validity by expert of multimedia, it is aimed to enhance
the appearance, clarity and readability of writing, video clarity, images, simulation and graphic images
and ease of use of the application CSCiT Test.

CSCiT Test was developed based on the basic competencies of physics of the 2013 curriculum by
Halpern critical thinking framework. The following table is the categories and domain specific critical
thinking which adapted by Tiruneh who developed Halpern critical thinking framework were presented
by Table 2.
Table 2. Elaboration of the domain specific critical thinking targeted in CSCiT Test
Critical Thinking category Domain specific critical thinking outcomes
Reasoning Evaluate the validity of data
Hypothesis testing Draw valid interferences from a given tabular or
graphical information
Argument analysis Criticize the validity of generalizations in an
experiment
Problem solving and decision Identify the best among a number of alternatives
making in solving problems
CSCiT Test have 12 items and two tiers test. Tier I and tier II are closed ended. Following table is
explained codification of rubric in two tiers test
Table 2. Codification of rubric for CSCiT Test scoring guide

Tier I Tier II Code Description of Score
code
True True Excellent High critical 4
True False Very good Medium critical 3
False True Good Low critical 2
False False Poor Poor critical 1
3.1 Result of Content validity

There were nine expert physics to review 12 items. The content experts were requested to review each
item in CSCiT Test based on criteria (a) appropriateness of the items to the purpose of the test and the
population of test takers, (b) accuracy of the information presented in the items, and (c) clarity of the
words/ phrases/diagrams of each item. And the result of content and construct validity was used by
CVR two-tailed test � = . [10], it is show in Table 3.
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Tabel 3. Hasil Validitas Isi menggunakan CVR

Critical Thinking � ��,
Items ��
Category � = 8, � = .
1 1.000
Reasoning 5 0.778
9 0.778
2 0.556
Hyphothesis
6 0.778
testing
10 0.556
0.548
3 0.778
Argument
7 0.778
analysis
11 0.556
Problem solving 4 0.778
and decision 8 0.778
making 12 0.778
Value of CVR 0.722

The table 1 shows result of validity use CVR, if value of CVR is higher than the p, so the instrument is
valid. And the value of CVR is lower than value p, it means that the instrument is not valid. Based on
Table 1, value of CVR all of item in instrument are valid with value of CVR 0.722. The reviewers
reported that most of the CSCiT Test items were appropriate and relevant to measure the targeted critical
thinking skills in heat and temperature. They had also given useful feedback on a few of the items that
they thought required revision. In line with the comments, all the necessary revisions were made.
3.2 Result of Media Validity

Validation by a media expert was done by giving a ready-made CSCiT Test application by macromedia
flash then the media expert gave an assessment of the application in the form of a questionnaire. The
number of media experts who do the assessment are three people. The results from media validation are
shown in Table 4.
Table 4. Result of validity media

Category Average score Presentence (%)
Display 3.67 91.67
Operational 3.51 87.75
Average score 3.59 89.71
The table 2 showed that the display of percentage score category and operational category are very
good criterion. Therefore, the development of CSCiT Test is very good.
4. Conclusion and Suggestion

The main purpose of this study was to develop CSCiT Test in heat and temperature. Results showed that
CSCiT Test is valid in content and media. CSCiT Test can be used to measure students’ critical thinking
on senior high school level. Because this research is still on the validity of the content test and validates
the media, it has not reached the limit of the test stage and wide test. So this article needs to be refined
with test implementation to be tested on high school students.
5. Acknowledgments
I thanks to academic advisors for contributing the idea and suggesting this research and all of validator
help CSCiT Test.
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6. References
[1] Lilisari. 2009. Berpikir Kritis dalam Pembelajaran Kimia Menuju Profesionalitas Guru
[Online]. Tersedia di http://file.upi.edu/ai.php. diakses pada 16 Januari 2017.
[2] Stobaugh, Rebecca.2013. Assessing Critical Thinking in Middle and High Schools. New York :
Routledge.
[3] Halpern, D. F. (2010). The Halpern Critical Thinking Assessment : Manual. Modling,
Austria: Schuhfried GmbH.
[4] Jacobs, L. C., & Chase, C. I. (1992). Developing and Using Tests Effectively. San
Francisko: Jossey-Bass Inc., Publishers.
[5] Ritdamaya, desti.2016. Konstruksi Instrumen Tes Keterampilan Berpikir Kritis Terkait
Materi Suhu dan Kalor. Tesis Magister UPI : Tidak diterbitkan.
[6] Tiruneh.2015. Measuring Critical Thinking In Physics : Delopment And Validation Of A
Critical Thinking Test In Electricity And Magnetism.Internattional Journal of Science
and Mathematic Education.
[7] Griffin, Patrick dan McGaw, Barry. 2012. Assesmen and Teaching of 21st of Century
Skills. New York : Springer.
[8] Bennett. 1999. Using Multimedia in Large Scale Computer-Based Testing Programs.
Computer in Human Behaviour. 283-294.
[9] Thiagarajan, S. Semmel, D.S &Semmel, MI.1974. Intructional Development for
Training Teachers of Exeptional Children. Indiana : Indiana University
Bloomington.
[10] Wilson, et.al. 2012.Recalculation of the Critical Values for Lawshe’s Conten Validity
Ratio.45(3) 197-210.Sage Publication.
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Facilitating conceptual change in students’ understanding on

magnetic poles concept by using CSCCtext
Mukrimatussa’adiyah1,a), A Suhandi1 and E A Juanda2

1
Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi
3
Departemen Pendidikan Teknik Elektro, Universitas Pendidikan Indonesia, Jl. Dr.
Setiabudhi No. 229, Bandung 40154, Indonesia
a)
E-mail: riema307@gmail.com
Abstract. The objective of this study was to construct and test Computer Supported
Conceptual Change Text (CSCCText) for facilitating students’ conceptual change about the
magnetic poles concept. The mixed-method was using as a research method. The study is
based on 32 students at one senior high school in Bandung district. Students' conception and
confidence levels of conception are identified in the first steps of and after CSCCText activity.
CSCCText was designed based on students’ misconceptions by following six-phase
Conceptual Change Model (CCM) synthesized by Joseph I. Stepans. Conceptual change in
students’ understanding of magnetic poles was evaluated by comparing the initial conceptions
of students identified in first steps with the final conception of students identified in step-IV,
while delayed posttest used to see the consistency of a new conception that students
accommodate. Data were analysed both by qualitative and quantitative approach. Both
qualitative and quantitative analyses suggest that CSCCText activities facilitated students’
conceptual change from misconception to scientific conception condition. 100% of students
who initially misconception changed to scientific conception after following CSCCText
activity. Most students (87,5%) still have a scientific conception on delayed post-test,
suggesting that CSCCText activity enabled students to retain their new conceptions in the long-
term memory.
.Introduction
1. Introduction
After following the instruction, students may have both scientifically acceptable ideas and some
alternative conceptions in the same content area in science [1]. Students’alternative ideas can be also
reffered to as alternative frameworks [2] or misconception [3]. Some reasons of misconceptions are as
followed: Teachers and textbooks [4], environment of students [5], students’ insufficient prior
knowledge and their misperception about concepts [6], teaching concepts with traditional methods and
the fact that concepts used in everyday language are different in scientific language [7].
Misconceptions are resistant to change with scientific ones and students may reject accepting new
ideas [8] and they are obstacles for students in learning and to make meaningful understanding of
some concepts in science.
In the physics teaching which using traditional methods, the chances for the occurrence of
misconception are considerable, especially for physical content containing abstract and microscopic
647
phenomena. Misconceptions that occur in students should not be left and must be addressed so as not
to affect the failure of students in understanding the whole concept of magnetism.
Many different methods and strategies have been used in removing misconceptions such as
multiple intelligence theory, meaningful learning, constructivist learning, mind map, semantic analysis
tables, concept network, conceptual change texts, work sheets, computer-assisted instruction,
analogies (simile) and metaphors. Conceptual change texts and computer-assisted instruction have
been used in this research in order to remove misconceptions on the subject of radioactivity.
Conceptual change texts were firstly developed by [9]. After that, many researchers developed and
continued to use these methods, primarily [5]. In conceptual change texts, firstly students are ensured
to be aware of their misconceptions. After that, the reasons of these misconceptions are explained
through examples and reasons. Students feel that their knowledge is insufficient in explaining new
situations that they meet and conceptual change is ensured by showing them the concepts that are
scientifically correct [10] [5].
Until today, there have been different researches on the effect of conceptual change texts on
removing misconceptions. In some researches, effects of conceptual change texts and traditional texts
on teaching concepts and removing misconceptions were compared [11]. At the end of these
researches, it was determined that conceptual change texts are more effective than traditional texts in
teaching concept and removing misconceptions. On the other hand, in their study, Diakidoy, Kendeou
and Ioannides compared the effects of conceptual change texts and traditional method on conceptual
learning [12]. As a result of their study, conceptual change texts were more effective than traditional
methods in terms of conceptual success. Yılmaz made a similar study and found out that conceptual
change texts were more effective than traditional method in removing misconceptions [13].
To give student understanding on the physical contents that contain microscopic or abstarct
phenomena phenomena required a teaching media that can visualize the phenomenon. One of the
media that can be used is a virtual simulation of microscopic physics phenomena [14]. Because the
virtual simulation media microscopic phenomenon can only run on the computer, then CCText and
virtual media must be integratedly packaged in computer format. CCText packaging in computer
format is then given the term Computer Supported Conceptual Change Text (CSCCText). In
CSCCText can also be enriched with other visual impressions such as images (photos) and video.
One of the physical content that contains microscopic objects is the magnetism content. One of the
concepts covered in magnetism content is the concept of bar magnetic poles. The magnetic poles of
the bar magnetic are formed as a result of the alignment of the present elementary magnets in the bar
magnetic material. These elementary magnets are magnetic dipoles on an atomic scale, so they are
microscopic objects that the eye can not observe so that it often causes misconceptions to students.
In this study, development and test of CSCCText terkait konsep kutub magnet has been done.
CSCCText was designed based on students’ misconceptions by following six-steps Conceptual
Change Model (CCM) synthesized by Joseph I. Stepans, consisting of: The first step aims at helping
learners become aware of their own thinking in order to help them commit to a problem or challenge
and make predictions to an outcome before starting any activity. The second step aims at helping
learners expose their beliefs and share ideas with classmates before testing these ideas. The third step
aims at helping learners confront their existing ideas by testing them in small groups. The fourth step
aims at helping learners benefit from class discussions to accommodate the new concept and resolve
any existing conflicts. The fifth step aims at helping learners extend the concept by making
connections between the concept they have learned in class and other related concepts and ideas.
Finally, the sixth step aims at helping learners go beyond the concept through pursuing new ideas
related to the concept they have learned in class [15]. This paper describes the results of CSCCText
development related to the magnetic poles concept and its implementation in the remedial teaching of
magnetism content in senior high school students.
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The method used in this research is the pre-experiment method with the one group posttest only
design. Participants in this study comprised of 32 students (14 boys and 18 girls) at one senior high
school in Bandung district. The sample was chosen purposely. Because of the CSCCText is used in
remedial teaching, then as a sample selected students who have followed the magnetic content
learning regularly in their class. Duration of the CSCCText activity in the remedial teaching was 45-
min periods. To assess students’ conceptual change as effect of CSCCText activity, a Magnetic
Conceptual Test (MCT) consisting of four items, was developed based on the alternative conceptions
in three-tier multiple choice test format. To identify the state of student conception after following
CSCCText activity based on conception test results , the data analysis technique as proposed by
Kirbulut and Geban has been used [16].
3.1. Computer Supported Conceptual Change Text (CSCCText)

In the first steps of CSCCText, students' pre knowledge was elicited. Students are asked to watch the
video about the poles of magnetic bar. Then the students are asked to express their conception about
the magnetic poles when a magnetic bar is cut. In addition, students are also asked to provide an
explanation for their conceptions and the level of confidence in their concepts. At the 2nd step of
CSCCText, a confrontation process of conception takes place, students are asked to observe video
about the poles of the magnetic bar pieces presented in CSCCText. The student is asked to compare
the conceptions he has had with the actual phenomenon that he has seen on the video, allowing for the
occurrence of cognitive conflicts in their minds. And at the 3rd step of CSCCText presented scientific
explanation about the poles of the magnetic bar with explanation down to the microscopic level using
various visual media such as virtual simulation, ficture of object and video. Interactively students
asked to study the scientific explanation presented at CSCCText until there is an accomodation
process of new scientific conception to replace the old false conception (see figure 1)
Figure 1. A virtual simulation of microscopic phenomena of elementary magnetic
Figure 2(a) shows the image of a magnetic bar composed of elementary magnets that are very
numerous and in parallel positions. The position of the north pole and the south pole of the magnetic
elementary at the middle part of the magnetic bar facing each other, so that the two mutually exclude
each other. The middle part of the magnetic bar can be said to be neutral. At both ends of the
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magnetic bar, the elementary magnetic poles are not paired, at one end there is only the north pole
only and at the other end there is only the south pole. Thus at the ends of the magnetic bar are formed
two opposite poles of the north pole and the south pole. Therefore the bar magnet is said to have two
magnetic poles or has a magnetic dipole.
N S N S N S N S N S
N S N S N S N S
N N
N
N
S
S
N
N
S N
S
S
N
N
S N
S
S
N
N
S N
S
S
N
N
S
S
S
S
(a)
N SN S
(b)
Figure 2. (a) Poles of the magnetic bar, (b). Poles of the magnetic bar pieces
Figure 2 (b) shows a magnetic bar cut into two parts. At both ends of the magnetic bar pieces are
also composed of only one type of elementary magnetic pole that is north pole or south pole only.
This shows that both pieces of magnet also have two poles that is the north and south poles, so it is
still a magnetic dipole.
3.2. Conceptual change

Table 1 shows the state of conception of students in first step of CSCCText, at the fourth step of
CSCCText and at the delayed test. It appears that there is a significant change of conception from the
state of misconception and lack of knowledge to the state of scientific conception. Initially 71.9% of
students had a false conception, ie when a magnetic bar with a north and south pole was cut into two
pieces then one piece would have a north pole only and the other would have the south pole only. But
at the fourth step of CSCCText activities all students (100%) are misconception change into a
scientific conception. This suggests that the developed CSCCText has a high effectiveness in
facilitating students’ conceptual change from a misconception into a scientific conception.
In the Table 1 also showed that the majority of students (87.5%) whose have conceptual changed,
have a consistent newly accommodated scientific conception. This suggesting that CSCCText activity
enabled students to retain their new conceptions in the long-term memory. There are about four
students (12, 5%) whose change back to a misconception state at the delayed test. This indicates that
the new conception accommodated by the four students do not strongly attached in their minds, and
they do not yet have a sound understanding, so that when they are faced with a new problem situation
they will be confused and will return to their original state of conception.
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Table 1. The state of students’conception on each step of CSCCText
The state of student The state of student The state of student

conception in the first steps conception in the four steps conception in the delayed
CSCCText (students) CSCCText (students) test (students)
Scientific Conception (4) Scientific Conception (32) Scientific Conception (28)
Misconception (23) Misconception (0) Misconception (4)
Lack of Knowledge (5) Lack of Knowledge (0) Lack of Knowledge (0)
Error (0) Error (0) Error (0)
The success of CSCCText in the remediation of misconceptions is determined by the succes of the
confrontation of conception process presented in the second step of CSCCText in creating cognitive
conflict in the students’ minds who undermine their belief in their conception [17]. CCText aims at
helping readers to replace their misconceptions with scientific conceptions. According to Roth, stages
of CCText direct questions to the relevant individuals with the aim of uncovering their existing
misconceptions (dissatisfaction), challenge to existing misconceptions by using analogies
(intelligibility), give the formal definitions of the concepts (plausibility)and provide new conditions
for applying the new concept (fruitfulness) [18].
First step of Fouth step of Delayed Test

CSCCText CSCCText
Error Error Error
Lack of Lack of Lack of

Knowledgee 5 Knowledgee Knowledgee
Misconcep- Misconcep- Misconcep-

tion 23 tion 4 tion
Scientific Scientific Scientific

Conception Conception Conception
4 28
Figure 3. Map of conceptual change during CCText activity
Figure 3 shows a map of conceptual change that occured during CSCCText activity. It can be seen
that 87,5 % of students have positive conceptual change from first step to fourth step of CSCCText,
but from fourth step to delayed test there are 12,5% of students have negatif conceptual change. These
results are consistent with the result of research conducted by [19] on the use of CSIM (computer
supported instruction material) in learning optical material. The results showed that the learning
activities using CSIM is effective in building scientific conception in students’ minds. However,
despite the alternative conception in the minds of most students can be changed with the help of
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CSIM, it turns out there are a number of students who are resistant to concept modification. Students
have difficulty in changing their former conception into the new scientific conception allegedly due to
the fact or physical phenomena that are presented in the learning process are not so logically
acceptable for them. It is closely related with the fact that each student has a learning style and
intelligence of their own which can differ from one another, so that there is possibility of any
individual cannot get the same results or benefits from the learning process carried out by the lecturer.
The effectiveness of CSCCText in the remediation of misconceptions that occured in the concept of
magnetic poles that are classified as an abstract concept can not be separated from the role of
visualization media used in concreting abstract phenomena to be real. Concretizing concepts that
represent abstract issues is very important in order to understand them correctly. Computer assisted
materials that are used to concretize concepts enable to show many processes to students which are
imposible to show; thus, it becomes possible to remove students’misconceptions and prevent any
possible misconceptions [20].
4. Coclusion
The CSCCText related to magnetic poles concept has been developed. Application of CSCCText in
the remedial teaching can reduce the quantity of students who have misconceptions on the magnetic
bar poles by decrease in high category. It shows that the application of CCText aided with virtual
simulation, ficture, and video in remedial teaaching are highly effective in remediate misconceptions
that occur in senior high school students.
5. References
[1] Palmer D H 1999 Sci. Educ., 83: 639-653
[2] Driver R 1981 European J. Sci. Educ., 3(1), 91-101
[3] Gilbert J K, Watts D M 1983 Studies in Sci. Educ., 10:61-98
[4] Bernhisel S M 1999 (USA: Utah State University: Ph. D Thesis)
[5] Chambers K S, Andre T 1997 Journal of Research in Science Teaching, 34(2), 107-123
[6] Kathleen M S 1994 (USA: University of Massachusetts Lowell: Ph. D Thesis)
[7] Chi MTH 1992 (USA: University of Minnesota Press)
[8] Hynd C R, McNish, M M, Qian G, Keith M, Lay K 2015 Retrieved from:
curry.virginia.edu/go/clic/nrrc/phys_r16.html
[9] Wang T, Andre T 1991 Contemporary Educational Psychology, 16(2), 103-116
[10] Guzzetti B J, Snyder T E, Glass G V 1992 Journal of Reading 35(8), 642-649
[11] Mikkila-Erdmann M 2001 Learning and Instruction , 11(3) 241-257
[12] Diakidoy I A N, Kendeou P, Ioannides C 2003 Educational Psychology, 28(3), 335-356
[13] Yilmaz Z A 2010 (Turkey: Ataturk University/Institute of Science: Ph. D Thesis)
[14] Wibowo F C, Suhandi A, Rusdiana D, Ruhiat Y, Darman D R, Samsudin A 2017 Advanced
Science letters, 23 (2), 843-843
[15] Stephans, S. 2011 Targeting students’ science misconception: Using the conceptual change
model (Sticlound, MN: Saiwood Publications)
[16] Kirbulut Z D, Geban O 2014 Eurasia Journal of Mathematics, Science & Technology Education,
2014, 10(5), 509-521
[17] Madu B C, Orji E 2015 SAGE Open, 1-9
[18] Roth K J 1985 Annual meeting of the American Education Research Association, Chicago.
[19] Cepni S 2009 Energy Education Science and Technology Part B: Social and Educational
Studies 1(2): 51-83
[20] Yumusak A, Maras I, Sahin M 2015 Journal for Education of Gifted Young Scientists, 3(2),
23-50
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The application of inquiry training model using just in time

teaching method in static fluid material for vocational high
school student
S Supriatnaa), I Hamidah and L Hasanah

a)
E-mail: deansupriatna@gmail.com
Abstrak. The purpose of this study is to know: the improvement of ability to understand static
fluid for Vocational High School students with the application of Inquiry Training model using
Just in Time Teaching method(IT-JITT). and the effectiveness of the model The method used in
this study was quasi experiment and the design was non-equivalent groups pretest-posttest. The
sample is two classes, first class of experimental class that is class X Vocational High School
RPL 4(n= 31) students applied IT-JITT model, second class of control class that is class X RPL
3 (n= 30) students. The instrument used in this study the form of multiple choice for 22 terms
that had been validated by the expert. The results the experimental class has an average N-gain
(0.8163) higher than the control class (0.4165). While the difference test of two in average that
is analyzed at significance level α = 0,05 obtained sig value. (0.000) indicates that the students
of the experimental group have improved comprehension skills better than the control class. So
it can be concluded that the IT-JITT model is more effectively used to improve the ability of
how to understand static fluid for students.
1. INTRODUCTION
The Learning process is a form of educational interaction, which has value of education that
consciously put the goal to change the behavior and actions of a person. Educational interactions
should reflect a two-way relationship actively both teacher and student in which knowledge as the
medium between them. In educational interaction, the elements of teachers and students should be
active, educational interactive process may not be possible happened when only one element is active.
In this case, active means sense of attitude, mental, and deed[1]
One of the problems facing our education issue is the weakness of learning process, in the learning
process, children are less encouraged to develop thinking ability. The process of learning in the
classroom is directed into the ability on how to memorize information, the child's brain is forced to
remember and hoard information without being required to understand the information that has been
saved in their mind then connect into the usage of their daily life, ultimately child will be good
theoretically but poor in application or practice[2]
Physics as one element in Natural Sciences (IPA) has a very important and strategic role in
technology development. The role of Physics in technology aspect is everywhere and makes life easier
but physics is considered as one of the subjects that is difficult to understand by some students so that
students are less interested in learning physics.
"There are four principles to improve the ability to understand the material according
[3], namely: (1) Attention: interesting by using varied learning methods, using relevant
media, not monotonous and tense and involve all students in questioning. (2)
Relevance: suggests the relevance of the lesson to the needs and benefits after
653
following the lesson in this case we first clarify the instructional objectives. (3)
Confidence: foster and strengthen self-confidence in students, this can be tricked by
conveying lessons coherently from easy to difficult. Grow student confidence with
praise for its success. (4) Satisfaction: giving confidence to students who have
mastered certain skills to help their unsuccessful friends and use verbal compliments
and feedback on his achievements "
According[18] the understanding consists of seven types, namely interpreting, exemplifying,

classifying, summarizing, inferring, confaring (comparing), and exspaning. Based on the Framework
for K-12 Science Education (2012) developed by the National Academy of Sciences activities
berinkuiri is an activity that needs to be implemented in science and engineering, because through
activities berinkuiri students not only develop cognitive knowledge but also students are required to
develop skills - skills in scientific practices. Skills in scientific practices include determining problems,
planning and executing experiments, analyzing and interpreting data and explaining experimental
results[4].These skills can be performed in experimental activities so that the inquiry activities can’t be
separated from the experimental activities. Its achievement is"
Experimental activity is an important component in the process of physics learning because
through experimental activities students experience directly how a concept can occur so that students
will easily understand the material being taught. Learning gained by students through experimental
activities will be easier to remember in the long run compared with learning by lecture method alone
because the more senses involved the longer the student's memory of the material.
Based on the preliminary study conducted in one of the private SMK in Bandung district, there is a
problem that there is a mismatch between the facts in the field with the expected learning objectives
such as: 1) the average of material mastery achievement has not reached KKM (Minimum Criterion
75); based on the results of interviews with teachers, learning methods that are often used by teachers
in Physics learning in the classroom are lecture and discussion / question and answer method;
These findings indicate the need for active application of learning involving students and
facilitating students to learn meaningfully so that students understand the material they learn
optimally. To improve the ability to understand the material on the subject of physics, a more
innovative learning model is needed, that is learning model that involves the students actively to build
their own concept through scientific activity to solve the problem in real world context.
IT-JiTT model is very close to the information technology because in this model one of the
application used in the preparation of learning with the aim to mengefisienkan time learners in class,
Computer technology applied in the form of multimedia in the form of software (software), which
provides facilities to students To learn a material[16]. The use of learning software applications in
teaching and learning activities will improve the efficiency, motivation, and facilitate active learning,
experimental learning, consistent with student-centered learning, and guide learners better.
Therefore, to overcome these problems, it is necessary a model of learning that can accommodate
students to take an active role of one model of learning that emphasizes the ability to understand the
material and activities of applying the knowledge of students as learners is the model Inquiry Training
using the method Just In Time Teaching is a model that helps students to develop critical thinking
skills, problem-solving skills and in general to develop intellectual skills. Model Inquiry Training
using Just In Time Teaching method has five steps[5][12], namely: 1. confront problem (current
situation to vice versa, explain the research procedure), 2. formulate hypotheses (ask questions that
already contain answers), 3. data collection, 4. experimental, organize, compose and formulate
explanations, 5. analyze the process
Based on the above description, the research has a purpose to get an overview of the ability to
understand the students' static materials with the application of Inquiry Training model using Just In
Time Teaching method. And get a picture of the effectiveness of the application of Inquiry Training
model of learning model using Just In Time Teaching method to improve students' understanding
ability on static fluid material.
654
2. Research Methods
The research was conducted in one of the private vocational high school in Bandung area. The
research method used is quasi experiment. Application of Model Inquiry Training using Just In Time
Teaching method is only given to one experiment class while control class use convensianal model.
Measurement of the ability test to understand the students' static fluid material is done at the beginning
and end of the meeting. So the design research design used is Non-equivalent groups pretest-
posttestt[6][14][15]. The sampling technique is done by random class (cluster random sampling)[6] as
much as two classes that will be used as control class and experiment class. Where from the random
results obtained class X software enginerring(RPL) 4 of 31 students who were subjected to the
experimental class and X class software enginerring(RPL)3 as much as 30 students for the control
class.
The data collection techniques in this study use: (1) pretest and post-test for students’ t methods for
the ability to understand the material, (2) questionnaire method used for student responses to the
Inquiry Training model using Just In Time Teaching method. On the matter of the ability to understand
the material given as much as 22 questions with the problem distribution described in table 1.
Table 1. Distribution of test of comprehension ability on static fluid material
Understanding of Aspect (C2)
Material 1 2 3 4 5 6 7 Total
Hydrostatic Pressure 3 1 1 3 1 9
Law of Pascal 1 1 1 1 1 1 6
The Law of Archimedes 1 1 1 1 1 2 7
Total 4 3 2 2 3 5 3 22
Instrument of research implementation in this research in the form of: test of ability to comprehend
material, questionnaire sheet. Test effectiveness by calculating effect size taken from post test
difference between experiment group and control group
3. Findings and Discussions
How the discussion of the results of data processing on the ratio of ability and comparison of average
gains normalized understanding ability in the experimental class and control class shaw in table 1.
Table 1. Comparison of ability to understand Static fluid material of vocational students between
the experiment class and control class
Understanding Average Score
No Class
Aspect(C2) Pre-Test Post-Test N-Gain
Interpreting
Exemplifying
1 Classifying Experiment 37 91 0.79
Summarizing
Inferring
Comparing
Interpreting
Exemplifying
Classifying
2 Summarizing Control 32 62 0,40
Inferring
Comparing
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100
80
60 1 eksperimen
40 2 control
20
0
pretest postes N-Gain
Figure 3.1 Comparison of n-gain average between the experiment class and control class for improve
to fluida statis material
Differences in the ability to understand the material in the experimental class increased the average
value of pretest value of 37 up to 91, which means that the increase was 54 with a normalized gain
value of 0.79 which is high criterion while in the control class has an average increase of 40, from The
value of pretest 32 rose to 62, with normalized gain value of 0.41 medium criterion, in addition the
mean of posttest produced in the control class only reached 62 value, still less than the minimum
criterion value of KKM with KKM value of 70 The average experimental mastery of student concepts
on the posttest score has exceeded the minimum criterion of completeness criteria (KKM) with the
acquisition of posttest value of 91.
The effectiveness of Inquiry Training model using Just In Time Teaching method implementation
toward students’ improve of fluida statis material could be seen in Table 2. The effectiveness of
instructional model Inquiry Training using the method of Just In Time Teaching has the effect or more
effective use with the value of effectiveness of 1.32 and high categorized for the ability to understand
the material test. This shows that the application of Inquiry Training model model using Just In Time
Teaching method can be applied to help improve the ability to understand the students' material
especially in Physics Fluid Static learning.
Table 2. The effectiveness of Inquiry Training model using Just In Time Teaching method
implementation toward students’ improve of fluida statis material
Result Improving
Average Gain 14
Experimental Class
Average Gain 10
Control Class
Effect Size (d) 1,32
Interpretation High
As for the discussion of the results of data processing about the normalized average gain ratio
comprehension of the material in the control class and the experimental class, there is a difference
between the experimental class and the control class where the experimental class is higher than the
control class. This means that kemampaun understand the overall material better in the experimental
class that apply the Inquiry Training model of learning using Just In Time Teaching method compared
with the control class that apply the Inquiry Training model using Just In Time Teaching method. A
comparison of the increased ability to understand the material between the control class and the
experimental class in more detail is described in the Appendix.
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The results of this study are also supported by some previous research that examines the Inquiry
Training model using Just In Time Teaching method[7] they apply this model to physics education
students to see the problem solving ability of the students in the basic physics course II [8]they apply
this model to students of Vocational high School class XI in the field to see the science process skills
of vocational students[9] Influence of inquiry training model of learning and critical thinking ability to
high school student's science process skill.[9] the effect of learning model inquiry training and The
motivation to learn the results of physics study of high school students.
The differences in the ability to understand the material can not be separated from the learning
process experienced by each group of students. In the experimental class, learning is done by applying
the Inquiry Training model using Just In Time Teaching method which can improve the ability to
understand the material higher than the ability to understand the material in the control class that apply
conventional learning.
In addition, based on the calculation of the effect size or effectiveness of the application of Inquiry
Training model using Just In Time Teaching method has an effect on the improvement of the ability to
understand the material of 1.35 with the high category. This shows that the application of Inquiry
Training model using Just In Time Teaching method is effective in improving the ability to understand
static fluids material. Learning outcomes also show that through Inquiry Training model using Just In
Time Teaching method can train students to understand the material.
Thus, the results of research from the calculations with the results of previous studies have the
same results. In addition, the improvement of the ability to understand the material by applying the
Inquiry Training model using the method of Just In Time Teaching that has been done.
4. Conclusion
The conclusions of this research are: Application of Inquiry Training model using Just In Time
Teaching method on static fluid material can improve the ability to understand better than
conventional learning model. In addition, the application of Inquiry Training model using Just In Time
Teaching method is effective in improving the ability to understand static fluid material of vocational
high school Students.
5. Acknowledgments
We wish to thank D. Rusdiana, I.Hamidah, L.Hasanah who has supported research learning model of
physics. We also wish to thank D.Danis Suara who helped gather data on SMK Bakti Nusantara 666
Cileunyi Bandung in Java west. This work was given to the department of physics education of UPI
Bandung and SMK of Bakti Nusantara 666 Cileunyi Bandung in Java west.
6. Referensi
[1] Djamarah, S. B. 2000 Guru dan Anak Didik dalam Interaksi Edukatif. Jakarta: Rineka
Cipta.
[2] Sanjaya, W. 2010 Strategi pembelajaran berorientasi Standar Proses Pendidikan. Jakarta:
PT.Prenada Media Group
[3] Syayidah, L.2010 Peningkatan Pemahaman Konsep Gerak Menggunakan Media CD dengan
Pendekatan Konstruktivistik Kelas VII B Semester 2 SMP Kesatrian 1 Semarang. Semarang:
JP2F [Diunduh 10 Januari 2016, pukul 20.30 WIB]
[4] Quinn, Helen. Schweingruber, Heidi & Keller Thomas. 2012. A Framework for K-12 Science
Education: Practices, Crosscutting Concepts, and Core Ideas. Washington DC: The National
Academic Press
[5] Fraenkel, J.R Walen, N.E., & Hyun, H.H. 2012 How to de design and Evaluate Research in
Education. New York: McGraw-Hill Companies, Inc.
[6] Sugiyono 2015 Statistika Nonparametris Untuk Peneitian. Bandung.Cv. Alfabeta
[7] Turnif, B.dkk. 2016 The effect of inquiry training model based on just in time teaching for
problem solving skill.Journal of education practice.vol.7 no 15
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[8] Harahap, M.B, dkk, 2016 Effect Model Inquiry Training on Student’s Science Proses Skill.
Advances in Social Sciences Research Journal- Vol.3, No.11, 3(11) 38-42 DoI:
10.14738/assrj.311.2288.
[9] Hutapea, dkk. 2013 pengaruh model pembelajaran inquiry training dan kemampuan berpikir
kristis terhadap proses sains siswa SMA, Journal pendidikan fisika ISSN 2252-732x
[10] Andini V, 2014 Effek model pembelajaran inquiry training dan motivasi belajar terhadap hasil
belajar fisika siswa SMA, journal pendidikan fisika ISSN 2252-732x
[11] Chaudhari, P 2015 A Studi of effectiveness of inquiry traning model for teaching science to
standard VIII Students of Vadodara City. Journal of Horizons of Holistic Education. Volume 2,
hal 222-223.
[12] Suchman. R, J 1962 Inquiry Training Model. The Illinois in Inquiry Training. Journal of
Research in Science Teaching, Vol. 2.PP. 230-232.
[13] KrathwoDavid R. 2002 A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice,
Volume 41, Null, mber 4
[14] Creswell, J W. 2014 Research design : qualitative, quantitative, and mixed methods approaches
4th ed. California: SAGE Publications, Inc.
[15] Fraenkel, J.R Walen, N.E., & Hyun, H.H. (2012. How to de design and Evaluate Research in
Education. New York: McGraw-Hill Companies, Inc.
[16] Gavrin , A D 2006 Just in Time Teaching. Metropolitan Universities 17(4) 9-18
[17] Furqon. (2009). Statistika Terapan untuk Penelitian. Edisi Ke-7. Bandung: Alfabeta
[18] Anderson, L and Krathwoll. 2010 Kerangka Landasan Untuk Pembelajaran, Pengajaran dan
Asessmen Revisi Taksonomi Bloom. Yogyakarta: Pustaka Pelajar
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Reflecting learning process in didactical design research based

on students’ responses: physics lesson
D N Juita1,a) and H Imansyah2

1
Program Studi Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan
Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
2
Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi
a)
E-mail: dessy.n.juita@student.upi.edu
Abstract. Learning debriefing is one of teachers’ thinking process phases. As part of self and
student learning improvement, learning debriefing should be reflective. The paper is purposed
to reflect learning process using students’ obstacle and students’ verbal responses. Learning
process is Physics lesson that has implemented Didactical Design Research whether students’
verbal responses are collected through video-tape and lesson transcript. Obstacle in students’
learning is focused in epistemology and didactical obstacle. Learning obstacle is not only
diagnosed by student that has early experience on distant point and near point concept but also
diagnosed by student that has no experience on distant point and near point concept. All
students that have early experience are come from same school at same class which has been
teaching by the same teacher as well as student that has no experience on distant point and near
point. Every single students’ responses will be analyse using lesson analysis categories. The
result of categorizing students’ responses can be used to determine whole of class interaction
characteristic.
1. Introduction
Basically, the learning in Indonesia did not do de-contextualization and depersonalization. It is
supported by Basar (2004) that Physics teacher in school is often discuss the theory from the book and
give the formulas then the example [1]. The learning process in science especially in Physics tends to
lead on imitative thinking. With this learning process, students are able to solve the question that
similar to the example, but if the student was given different question, they would have some
obstacles. That obstacles is called epistemological obstacle. According to Duroux (Suryadi, 2010),
epistemological obstacle is obstacle that appears as consequence of limited knowledge on certain
context [2]. Epistemological obstacle is appeared from students’ dependence on previous problem
solving experiences. Teacher should anticipate and also decrease the emerged obstacles during the
learning process. The learning obstacle can be decreased with de-contextualization and
depersonalization. According to Brousseau (2002), depersonalization is process that producing concept
as result from scientist concept comprehension that proper with limitation of students’ ability [3].
Furthermore, Brousseau explained that epistemological obstacle can be determined by historical
analysis. Historical analysis talk about students’ method on : explaining the learnt knowledge;
understanding the use of learnt knowledge; looking the relation of learnt concept with other related
concept; identifying situation of the problem and giving the reason of the answer; and repeating the
wrong responses on similar problem and student understanding to every single problem
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Beside of epistemological obstacle, another obstacle that might appear is didactical obstacle.
Didactical obstacle is caused by teachers’ teaching that is not good enough. According to Suryadi
(2010), process of teachers’ thinking occurs on three phases, before the learning process, during the
learning process, and after the learning process [4]. Before learning process, teacher not only prepare
lesson plan, but also prepare the learning sources and predict any students’ response that might appear
along with didactical anticipation or alternative didactical. During the learning process, teacher is
demanded to identify and analyze students’ response while applying learning sources that has been
prepared before. Teacher needs to do the follow up based on result of students’ response in order to
reach the learning purpose. After the learning process, teacher need to analyze back is the learning
process appropriate with the plan. Third of the phases is known as didactical design research. The
learning design is arranged by modifying the understanding that be found through de-
contextualization. Brousseau state that didactical design made based on Theory of Didactical Situation.
For making didactical situation, teacher needs to predict students’ responses that appear along with
anticipation. This anticipation is about didactical relation (HD) between student and matter,
pedagogical relation (HP) between teacher and student, didactical and pedagogical anticipation (ADP)
between teacher and student. Didactical design research consists of three steps, prospective analysis,
metapedadidactical analysis and retrospective analysis. Prospective analysis is analysis of didactical
situation before the learning. Prospective analysis consists of de-personalization and de-
contextualization while in metapedadidactical analysis, teacher implement didactical design and
analysis its students’ response during the leaning. In the other hand, retrospective analysis is analyzing
didactical situation before the learning (prospective analysis) and metapedadidactical analysis. In
retrospective analysis, teacher makes revision of didactical design based on analysis result after
implementing didactical design. Therefore, we need solution to solve the problem. With analyzing
learning process using retrospective analysis based on students’ learning obstacle, we expect that the
next learning become more reflective and the learning obstacle will even decrease.
2. Method
The method that is used in this research is descriptive method. Meanwhile, design that is used is
Didactical Design Research (DDR). Participant on this research consist of two subjects. First, subject
on diagnostic test to find students’ learning obstacle. They come from student that has early experience
on distant point and near point concept. Diagnostic test that used is called Respondent Comprehension
Test (TKR). From that subject, we found obstacle on distant point and near point concept that will be
used to make didactical design. Second subject is coming from student that has no experience on
distant point and near point concept. This second subject is implemented didactical design that made
before. After that, they test using the same TKR to find is the same obstacle still appears or not. Video
and its transcript are used to see students’ responses and didactical obstacle during the learning.
There are several step to analyze the data that is found. In prospective analysis, we should analyze
the matter first to find the essential concept. This step is known as depersonalization and de-
contextualization. After analyze the matter, students is given TKR. In analyzing result of initial TKR,
we analyze students’ learning obstacle and agglomerate every kind of students’ obstacle. This kind of
students’ obstacle is used to make didactical design. After implementing didactical design, in
metapedadidactical analysis, we analyze the result of didactical design implementation using video and
its transcript. From that video and its transcript we are able to find students’ responses during the
learning. After that, we analyze is students’ responses that appear appropriate with the prediction of
students’ responses or not in retrospective analysis. Then, we analyze the result of final TKR and see is
students’ learning obstacle that similar still appears or not. Using that finding on students’ responses
and result of final TKR, we revise back the didactical design called revision of didactical design.

3.1. Identifying Students’ Learning Obstacle
Table 1 show the result data in identifying students’ obstacle. Distant point and near point concept
tested with one question in TKR. Based on that question, we are able to make coding for students’
learning obstacle.
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Table 1. Coding of students’ learning obstacle on distant point and near point
Coding Obstacle
A Hard to determine near point for normal eyes
B Does not know that near point called punctum proximum (PP)
C Hard to determine distant point for normal eyes
D Does not know that distant point called punctum remotum (PR)
E Does not know that distant point is equal with shadow distance
F Does not know that near point is equal with shadow distance
G Does not know if shadow is apparent, distant point will be negative
H Does not know if shadow is apparent, near point will be positive
I Does not know that near point for normal eyes is equal with object
distance
J Does not know that distant point for normal eyes is equal with shadow
distance
Based on coding that has been made before, we got the result of students’ working on TKR.
Student that has experience on distant point and near point concepts’ working on TKR is called initial
TKR. And student that has no experience on distant point and near point concepts’ working on TKR is
called final TKR. Analyzing students’ working on TKR, we got the result that shown on table bellows.
Table 2. Analyzing students’ working on TKR based on coding
Coding Initial TKR Final TKR
A 31 of 36 student that answered 6 of 35 student that answered
B 32 of 36 student that answered 34 of 35 student that answered
C 27 of 36 student that answered 8 of 35 student that answered
D 30 of 36 student that answered 32 of 35 student that answered
E 29 of 36 student that answered 8 of 35 student that answered
F 35 of 36 student that answered 5 of 35 student that answered
G 30 of 36 student that answered 13 of 35 student that answered
H 35 of 36 student that answered 8 of 35 student that answered
I 35 of 36 student that answered 6 of 35 student that answered
J 27 of 36 student that answered 10 of 35 student that answered
3.2. Initial Didactical Design

Based on students’ learning obstacle which is came out from students’ working on initial TKR, we
made an initial didactical design. The initial didactical design is shown on table below.
Table 3. Initial didactical design based on students’ learning obstacle in distant point and near point
concept
Response Prediction Didactical Anticipation
Hard to determine near point for normal  Student see model for normal eyes through kit
eyes demonstration so they are able to make analogy
Does not know that near point called that screen role as retina and lens as eyes’ lens.
punctum proximum (PP)  Student see the object in front of lens (normal eyes)
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Hard to determine distant point for then the object is moved near the lens and
normal eyes positioned just before shadow become blur if more
Does not know that distant point called closer to the lens through kit demonstration so they
punctum remotum (PR) are able to understand that the position of the
Does not know that distant point is equal closest object to the lens whose shadow can still be
with shadow distance seen clearly called distant point and near point for
normal eyes is 25 cm. furthermore, student are able
Does not know that near point is equal
to conclude that near point is the nearest point that
with shadow distance
can still be seen by normal eyes.
Does not know if shadow is apparent,  Student see the scenery which is positioned far
distant point will be negative enough from lens then they see more distant
Does not know if shadow is apparent, scenery through kit demonstration so they are able
near point will be positive to understand that the position of the furthest object
Does not know that near point for whose shadow can still be seen clearly called
normal eyes is equal with object distance distant point and ∞ for the value.
Does not know that distant point for
normal eyes is equal with shadow
distance
Dialogue between teacher and student related with near point is shown bellows.
Teacher : “Is it clear ?”
Student H : “It is blur.”
Teacher : “H said it is blur. Now, I would like to find the nearest position of the object thus
the shadow will be clear.”
Student A : “The object should keep away from the lens.”
Teacher : “Keep away ? Okay, I will keep it away. Now, see. Is it clear ?
Students : “It is clear but so small.”
From dialogue above, student are able to see position of the nearest and clearest object.
Teacher : “Do you know what point is this ? If I move closer, it will be blur.”
Students : “The nearest point.”
Dialogue between teacher and student above means that student already know the near point for
normal eyes. Because student has been understood about near point, therefore student will be easier to
understand distant point concept.
Teacher : “If I put the object far away, could you see that ?”
Student K : “Yes we could, but so small.”
Teacher : “Now, if I put the object further, could you still see that ?”
Students : “Yes.”
From dialog above, student are able to see the image on the screen if the object put away from the lens.
It means that students understand the concept of distant point of humans’ eyes.
3.3. Final Didactical Design

Based on Table 2, the same obstacle still appears on final TKR. So, the initial didactical design that
has implemented before should be revise. The final didactical design is shown on table bellows.
Table 4. Final didactical design based on students’ learning obstacle in distant point and near point
concept
Response Prediction Didactical Anticipation
Hard to determine near point for normal Addition for initial didactical design
eyes  Worksheet that is given should using term puctum
Does not know that near point called proximum and punctum remotum. Therefore
punctum proximum (PP) student are used to the term and number of student
Hard to determine distant point for who has obstacle on coding B and D decrease.
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normal eyes
Does not know that distant point called
punctum remotum (PR)
Does not know that distant point is equal
Does not know that near point is equal
Does not know if shadow is apparent,
distant point will be negative
Does not know if shadow is apparent,
near point will be positive
Does not know that near point for
normal eyes is equal with object distance
Does not know that distant point for
normal eyes is equal with shadow
distance
4. Conclusion
Based on research result, students’ learning obstacle in distant point and near point concept is found
out using TKR instrument. Using that obstacles, we make an initial didactical design which is able to
anticipate obstacle that is shown related with distant point and near point concept. After implementing
initial didactical design, we make a final didactical design for fixing or adding initial didactical design
before
5. Acknowledgments
We acknowledged Physics Education Department of Indonesia University of Education and 4 th
Bandung State High School
6. References
[1] Bassar K 2015 http://io.ppijepang.org/old/article.php?id=45
[2] Suryadi D Didactical Design Research (DDR) dalam Pengembangan Pembelajaran
Matematika (Seminar Nasional (SEMNAS) Matematika Universitas Negeri Semarang,
Semarang, 2010), pp.1-12
[3] Brousseau, Theory of Didactical Situation in Mathematics (Kluwer Academic Publishers,
Dordrecht, 2002).
[4] Suryadi D Metapedadidaktik dan Didactical Design Research (DDR): Sintesis Hasil Pemikiran
berdasarkan Lesson Study. Teori, Paradigma, Prinsip dan Pendekatan Pembelajaran MIPA dan
Konteks Indonesia (FPMIPA UPI, Bandung, 2010), pp. 55-57
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A simple projectile launcher design as learning media of

projectile motion topic for senior high school
PA Wijaya1,a), I Rohman1, and T Firdaus2

1
Fakultas Pendidikan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia,
Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia.
2
Departemen Pendidikan Fisika, STKIP Nurul Huda, Jl. Kotabaru Sukaraja No. 100,
Sumatera Selatan 32161, Indonesia.
a)
E-mail: pradita.a.wijaya@gmail.com
Abstract. Development of physics learning media by designing up an projectile launcher

experiment tool has been conducted to analyze the projectile motion phenomena. A
modification of 4-D model suggested by Thiagarajan (1974) was used in developing learning
media model. The modified 4-D model consist of 3 steps: Define, Design, and Develop steps.
To know the worthiness of the media, experimental tool performance test and validation from
the expert (as the experimental subject) has been done. Forms with fixed criteria were used in
the validation. The result of the research were in the form of experimental tool and manual
book which fulfill worthiness requirements as learning media with value of media criteria 75%
(good) and user’s response value was more than 80% (very good). The results indicate that the
developed media worthy enough to be used as learning media of projectile motion
1. Introduction
The important thing in the history of mechanical science development is determining projectile
motion[1]. Projectile motion described as motion of particle which given initial velocity and then pass
the trajectory where the direction fully affected by gravitational force and air resistance[2]. To
understand the basic concept of projectile motion, simulation was broadly used with various media,
e.g PhET[3] and spreadsheet[4]. An experimental study also used by throwing a ball in specified
angle[5] and by throwing a ball and record the motion using video camera, then analyze the motion
using Tracker software[6]. There were no special tools of projectile motion used in those previous
researches of projectile motion learning.
Based on that condition, it is needed to create an experimental tool of projectile motion that can be
used in experimentally projectile motion learning. The experimental tools of projectile motion
distributed in the market are the product of Vernier (Fig.1.a) and PASCO (Fig 1.b) with high price that
most of the schools could not afford to buy. Therefore, it is important to find a way to create low price,
easy to use, portable, and modifiable projectile launcher without reducing its quality. In this research,
a new projectile launcher made of PVC which is simple and has low price was created, so that it can
be easily made by the readers to understand the basic concept of projectile motion experimentally.
Experimental learning is an important way to present active learning and students can understand the
basic concept independently[7].
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(a) (b)
Figure 1. Projectile launcher by Vernier[8] (a) and Pasco[9] (b)
2.1 Development Model
This research was an effort to solve learning problem, especially experimental learning using product
development. The development of the product has been done by applying modified 4-D model
suggested by Thiagarajan (1974) dalam Trianto (2007)[10]. This model consist of 3 development
steps: Define, Design, and Develop steps. By using this model, a development of learning media and
projectile launcher experimental manual book in parabolic motion topic of Senior High School
curriculum has been conducted.
2.2 Research design.

To start the research, a design of projectile launcher was created. The projectile launcher then made to
test its quality and performance. To validate the worthiness of the projectile launcher, some physics
teacher was asked to try the launcher and give assessment about the launcher based on the forms
prepared by the author.
2.3 Participant
The subjects of the research were the teachers of Taruna Bakti High School (Bandung) and Darul
Hikam High School (Bandung) to know the worthiness of developed media by filling the given forms.
2.4 Data analysis

Given forms were used as the instrument in analyzing data[11]. After the assessment form the experts
(as experimental subject), the detailed next steps were listed as follows:
a. Tabulating and analyzing the data.
b. Calculating the percentage of each sub variables by using equation:
s
P( s )   100 % (1)
N
c. Transforming the obtained percentage into table to make it easy in reading the research results. The
qualitative criteria determined by table 1.
Table 1. Qualitative criteria of learning media

No Interval Criteria
1 0% - 20% Very Bad
2 21% - 40% Bad
3 41% - 60% Enough
4 61% - 80% Good
5 81% - 100 % Very good
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3.1. Launcher
This projectile launchers made of PVC. It has load-unloading parts, so that it is very portable and can
be easily constructed.
a. P1AFF b. P2AFF
Figure 2. The projectile launcher design
Figure 2 shows the development of the projectile launcher design. The P1AFF (figure 2.a) is the first
generation of the launcher, which still uses ball valve as its trigger. The P2AFF (figure 2.b) is the
latest version of the launcher, which uses solenoide valve as its trigger. Solenoid valve used to control
the fluid motion in the chamber. The principal of its work is the coil at the clamp will move when
there is electric current. Then, the coil will transform into magnetic energy from electric energy, which
can move the inside piston so that the pressed air in the chamber will flow out and push the projectile
in the barrel to launch. The trigger not only aimed to increase the projectile launcher’s performance
and accuracy, but also the ease of operation.
Another things that make this projectile launcher design modifiable are the barrel and the angle (figure
3). The barrel can be modified using another diameter of PVC depends on the diameter of the
projectile. The angle can be adjusted by rotating the angle adjustement.
(a) (b)
Figure 3. Detailed size (a) and Load - unloading (b) projectile launcher design
666
The load – unloading part (Fig.3.b) make it practice and portable. The design and size given (Fig.3.a)
make it easier for reader (especially teacher) to copy and develop this projectile launcher.
3.2. Projectile Launcher Testing
The experiment conducted using a projectile which has mass 23 gr and inserted into the barrel.
The projectile then launched with fixed angle and pressure. The result of launch range and theoretical
range then compared to know the different of the range indicating accuracy of the projectile launcher.
The complete result of the experiment is shown in table 2.
Table 2. Result of the experiment by launch angle 300 and air pressure 5 psi
Lauching Velocity (ms–1) Measured R (m) Calculated R (m) ΔR

Angle
300 5.27 2.29 2.41 -0.12
0
30 5.31 2.28 2.43 -0.15
Table 2 shows the result of measured velocity (ms-1), measured R (m), calculated R (m), and
difference of the R (m). The main thing is the value of the Δ R. As shown in the table 2, the value of Δ
R is nearly same and relatively low (0.12-0.15 m). It indicates that the performance of the projectile
launcher was good. The difference value of launch range can be caused by air resistance which was
not included in launch range calculation in this experiment.
3.2 Subject response

The demonstration of the projectile launcher in the class was shown in Figure 4.a. The students as
participant were trying to operate the projectile launcher (change the launch angle, pumping the
launcher to give pressure in it, and launch the projectile) and then give their response and comments
as part of the worthiness learning media assessment which filled by their teacher Figure 4.b.
(a) (b)
Figure 4. Students were operating the projectile launcher (a) and the experts (teacher) give their
assessment of the projectile launcher’s performance (b)
The result of media testing and User’s response assessment were shown in figure 5.a. and 5.b.
respectively. The result of media testing assessment shows an average value of each aspect is 75%. In
addition, the user’s response assessment shows that the manual book reach 81% value and media reach
84% which were included in very good category. The results indicate that the developed media worthy
enough to be used as learning media of projectile motion.
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(a) (b)
Figure 5. The result of media testing (a) and User’s response (b) assessment
4. Conclusion
The result of the research shows that the developed learning media (projectile motion and manual
book) were worthy enough to be used as learning media in projectile motion for Senior High School
student. Hopefully, the provided design can trigger the reader (especially teacher) to copy and modify
the projectile launcher so that it can be beneficial as experimental tool of projectile motion in the
laboratory.
5. Acknowledgments
The author thanks to: Prof. Dr rer nat. Umar Fauzi and Dr. Fourier Dzar Eljabbar Latief for the
discussion, Dr. Ijang Rohman for the advices, Candra Irawan for helping in creating the desain, The
Physics Teachers of SMA Taruna Bakti and SMA Darul Hikam Bandung for the cooperation,
response, and advice for the development of the research object.
6. References
[1] Symon K R 1974 Mechanics 3rd Edition Addison-Wesley Publishing Company, Inc.
[2] Young H D and Freedman R A 2002 Fisika Universitas Jilid 1 Erlangga
[3] Rodrigues M and Carvalho PS 2013 Teaching Physics with Angry Birds: Exploring The
Kinematics and Dynamics of The game. Phys. Educ, 48 431.
[4] Benacka J 2009 Simulating Projectile Motion in The Air With Spreadsheet eJSiE 3
[5] Wong D, Poo S P, Hock N E, and Wee L K 2011 Learning With Multiple Representations : An
Example of a Revision Lesson in Mechanics Phys. Educ. 46 178
[6] Wee L K L, Kwang L T, Tan K K, and Tan C Y 2015 Using Tracker To Understand ‘Toss Up’
and Free Fall Motion: A Case Study Phys. Educ.50 436
[7] Ma J and Nickerson J V 2006 Hands-on Simulated, and Remote Laboratorie: A Comparatie
Literature Review ACM Computing Survey 38 1-24
[8] https://www.vernier.com/products/sensors/vpl/
[9] ftp://ftp.pasco.com/
[10] Trianto 2007 Model Pembelajaran Terpadu dalam Teori dan Praktek Prestasi pustaka.
[11] Arikunto S 2010 Prosedur Penelitian Suatu Pendekatan Praktik PT Rineka Cipta
668
Non traditional writing task announcement in interactive lecture

demonstration model in learning physics: study of literature
N Nurzanaha), P Sinaga, S Feranie
Physics Education Department, Universitas Pendidikan Indonesia. Jl. Dr. Setiabudi
No.229 Bandung 40154 Indonesia
a)
E-mail: zanah@student.upi.edu
Abstract. This study aims to develop the quality of learning in SMA to be more effective in
improving students' skills based on the curriculum 2013. This paper discusses how non traditional
writing tasks are inserted in the interactive lecture demonstration (ILD) mode. A model of learning
that trains and improves cognitive skills, critical thinking skills and student writing skills. The
result of this research is very possible for teachers to insert non traditional writing task in
interactive lecture demonstration to improve cognitive ability. Critical thinking skills, and student
writing skills. A study of literature is used in this study as a preliminary study. On another
occasion, a research can be done to prove the effectiveness of using non-traditional writing tasks
inserted in the interactive lecture demonstration model in physics learning
1.Introduction
Writing is a process that helps students to think deeper about ideas And the information they face through
reading, listening, seeing. And naturally physically about the world around them[10]. The writing team of
Across Curiculum developers from the Michigan Science Teacher Association (MST) and The Office of
School Improvement states that writing can help students discover new knowledge1 sort through previous
knowledge, create relationships and uncover new ideas they write. Science Learning in School today tends
to focus solely on mastering concepts and experiments, but ignoring writing activities[5]. Students 'writing
writing activities can be packed and developed in diverse forms.
Therefore, it takes a way to practice writing in constructing a variety of students' cognitive skills and
abilities. One of his skills is critical thinking. Non traditional writing tasks inserted in the interactive
lecture demonstration model are expected to effect in building students' critical thinking skills and
cognitive abilities to create
2. Interactive Lecture Demonstration (ILD)
Model Interactive Lecture Demonstration (ILD) learning model is one of student-centered constructive
learning so that students actively think about their conception and enable students to build their own
understanding of key concepts through demonstration and discussion with their colleagues [18]. With
active learning, students will be faced with situations in which they must associate their conception with a
new object.
This Interactive Lecture Demonstration (ILD) learning model refers to Sokoloff and Thornton
[16][18]. The developed learning step has five steps of Interactive Lecture Demonstration (ILD) model
learning that is: (a) the teacher explains the class of his demonstration design and what will be done, (b)
students predict what will happen and write his answer on the embed prediction, (3) the teacher does a
demonstration to prove the prediction. Students record the results on the results sheet to be stored, (4) the
teacher displays the correct answer of observation along with the scientific explanation, and (5) the
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teacher discusses the results of the demonstration with a scientific explanation so that students can clearly
understand.
The common sense-oriented Interactive Lecture Demonstration (ILD) is a demonstration that is
designed to illustrate the scientific concepts taught in the classroom visually and to convince students that
the concept The studied can be proved [1]. In other words visualization participates in an effort to improve
students' understanding of the concepts of Physics either through experimental activity or simulated
assistance.
Interactive Lecture Demonstration (ILD) has several advantages including helping students to improve
understanding of basic concepts of physics through real experiments, stimulating student interest by
giving flexibility to predict and post the answers of each demonstration, and provide meaningful learning
opportunities with the group from scientific explanations. While the weaknesses are limited time
effectiveness[1][16].
3. Non Traditional writing Task

Writing is a process that helps students to think deeper about the ideas and information they face through
reading, listening, seeing, and physically experiencing the world around them [12]. One way to develop
knowledge and make it easier for students to understand the concept of science is to write Writing is not
only applicable in language lessons, but can also be applied as a way of learning in other subjects
including Science Writing can stimulate students to remember and understand the concept of science
being taught.
Writing ains is one of the learning alternatives that integrate science-based learning activities and
learning When students write and manipulate and discover, they test what they have done in detail.
Organize his thinking with and sharpen interpretation through argument. According to Glyn & Muth,
writing activities allow students to express intellectual and emotional reactions to the phenomenon of
science in various forms. So with that understanding can be seen the enormous potential of the use of
writing activities in learning
The importance of student writing skills is the concern of all teachers when using science-based
approaches in science[3]. Writing can enhance critical thinking skills and the development of vital
scientific concepts and overcome misconceptions.
According to Enning [8] writing is a unique form of learning that requires action or action, depiction,
and symbolic As a way of representing knowledge. In writing both left and right hemispheres, the eyes
and hands work together when engaged in writing activities by writing allow learners to use various
learning strategies and produce a product that can aid learning. Furthermore, according to Swafford &
Bryan [2] states that writing can help students think about their thinking, build metacognitive skills and
modify conceptual understanding.
According to Galbraith [4], writing can be viewed as a tool Can build knowledge. By writing an
unstructured student understanding will be more fully coordinated, Benefit of writing are also mentioned,
as follows: writing connect previous knowledge, writing helps students in metacognitive, writing
encourages students to play an active role in learning, and writing builds the skills of organizing
information [14]
Non Traditional writing Task offers an alternative viewpoint and broadens perspective. In the
implementation of learning, Non Traditional Writing Task is used as a means to generate scientific
knowledge and knowledge of science, including attitudes and perspectives associated with using processes
to develop knowledge [12]. To achieve this ni Non Traditional writing Task can manipulate enis writing in
accordance with the purpose of writing and writing readers. Non Traditional writing Task is used to
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connect the newly acquired knowledge of students and past knowledge by using the everyday language of
the sis through writing assignments. Conducts Non Traditional writing Tasks in describing meaning,
expressing uncertainty, analyzing comparison and reconstructing understanding to strengthen connections
between new knowledge and past knowledge Non Traditional Writing Task is one of the tasks in the
science class and is characterized by writing laboratory experiments , Various narrative forms and stories
for poetry and brochures[12].
Prain and Hand (2006) suggest that in completing Non Tradition Writing Task students engage in
three specific ways of translating: (1) students must translate the language of science into their everyday
language To understand the concept. (2) students must translate everything that is understood by them into
the language of the reader they are dealing with. (3) students need to translate back into the language of
science when assessment in the classroom.
The three main components of non traditional writing tasks are consistently acknowledged to be highly
beneficial for students consisting of readers / writers, the ability to produce multiple drafts, and the
opportunity to receive k / feedback.
4. Non Traditional Writing Task inserted feedback on Interactive Lecture Demonstration

Non Traditional writing Tasks are inserted in the Interactive Lecture Demonstration (ILD) model
proposed by Sokoloff (2004) with assignments for students in the form of student writing in the
assignment of non traditiona / writing tasks in the Interactive Lecture Demonstration (ILD) learning step is
expected to lead to improvement More active learning in improving students' cognitive skills and critical
thinking skills. The syntactic relationship of Non Traditional Writing Task with Interactive Lecture
Demonstration (ILD) expected in this study is shown in Table 1.
Tabel 1. Non Traditional Writing Task Steps Inserted in Interactive Lecture Demonstration Model
Teacher Activity Student Activity
 Teacher explains in her design demonstration class and Students pay attention to teacher's explanation of
what to do. the demonstration to be performed
 The teacher displays the physical phenomena on Students predict what will happen and write down
temperature and heat matter in the class and poses some the answer on the prediction sheet.
predictive questions that will occur
The teacher performs a demonstration and notes which Students pay attention to the demonstration done
prediction is proven to be true. by the teacher and record the results on the results
sheet to be saved.
The teacher displays the correct observation answers Students pay attention to the observation answers
accompanied by a scientific explanation presented by the teacher.
The teacher discusses the results of the demonstration in Students pay attention to teacher's explanation
accordance with the scientific explanation.
The teacher assigns a non-traditional writing task to re- Students do non traditional writing tasks at home.
explain the material that has been learned to other friends Students may add information about the material
(especially non-entries) in writing. that has been learned from internet or other
sources.
Students collect non-traditional writing task tasks
two days after the assignment is given so that
teachers can check the paper and provide feedback
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5. Conclution
Some relevant studies on the Non Traditional Writing Task with Interactive Lecture Demonstration (ILD)
include: according to a study of the Interactive Lecture Demonstration (ILD) learning model developed by
Sokoloff and Thornton in 1997 suggesting that the influence of Interactive Lecture Demonstration (ILD)
can improve understanding Concept and stimulate student interest actively in every learning especially in
thermodynamic material[16]. Reseach applicated non traditional writing as a learning tool of chemistry
shows that there is a significant difference between the experimental class and the control class for the
concept comprehension aspect [8].
6. References
[1] Ashkenazi G & Weaver GC 2007 Interactive Lecture Demonstration As A Context For Classroom
Discussion: Effectife Design and Presentation. Chemistry education Research and Practice, 8 186-
196
[2] Atasoy, Ş 2013 Effect of Writing-to-Learn Strategy on Undergraduates’ Conceptual Understanding of
Electrostatics. The Asia-Pacific Education Researcher, 22(4), 593-602.
[3] Baker, W. P., Barstack, R., Clark, D., Hull, E., Goodman, B., Kook, J., ... & Weaver, D 2008
Writing-to-learn in the inquiry-science classroom: Effective strategies from middle school science
and writing teachers. The Clearing House: A Journal of Educational Strategies, Issues and
Ideas, 81(3), 105-108.
[4] Chen, Y. C, Hand, B, & McDowell, L 2013, ‘The Effects of Writing-to-Learn Activities on
Elementary Students’ Conceptual Understanding: Learning About Force and Motion Through
Writing to Older Peers’, Wiley Periodicals, Inc.Sci Ed, vol. 97, no. 5, pp. 745-771.
[5] Chuang & Hung 2011. Enchancement of elementary school students’s science learning by web-quest
supported science writing. US China Education Review. A 7, hlm.977-985
[6] Ennis, R.H 1996 Critical thinking. Prentice Hall Inc, Upper saddle River, NJ 07458
[7] Gunel, M., Hand, B., & McDermott, M. A 2009 Writing for different audiences: Effects on high-
school students' conceptual understanding of biology. Learning and instruction, 19(4), 354-
367.
[8] Kingir, Sevgi 2013 Using Non-traditional Writing as a Tool in learning chemistry. Eurasia Journal of
Mathematics, Science & Technology Education 9.2, 101-114.
[9] McDermott, M. A., & Kuhn, M 2011 Using writing for alternative audiences in a college integrated
science course. Journal of College Science Teaching, 41(1), 40-45.
[10] Michigan Science Teacher Association and Office of School Improvement. (tt). Writing across
curriculum. Michigan Science Teacher Association
[11] Peterson, S., & Rochwerger, L 2006 Cross-curricular literacy: Writing for learning in a science
program.
[12] Prain V & Hand 2006 Language, learning and science literacy
[13] Santa, C. M & Havens, L. T 1991, ‘Teaching and Learning Science Through Writing’, Science
learning: Processes and applications, Newark, DE, International Reading Association, pp. 2-9.
[14] Sinaga, P., & Feranie, S 2017 Enhancing Critical Thinking Skills and Writing Skills through
the Variation in Non-Traditional Writing Task. International Journal of Instruction, 10(2).
[15] Sokoloff, D. R., & Thornton, R. K 2004 Interactive lecture demonstrations : active learning
in introductory physics. Hoboken, N.J.: Hoboken, N.J. : John Wiley.
[16] Wattanakasiwich, P., Khamcharean, C., Taleab, P., & Sharma, M 2012. Interactive Lecture
Demonstration in Thermodynamics. Lat. Am. J. Phys. Educ. Vol. 6, N0. 4. Dec. 2012.
http://www.lajpe.org
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[17] Yore, L., & Treagust, D 2006 Current realities and future possibilities: Language and science
literacy– empowering research and informing instruction. International Journal of Science
Education, 28 (2), 291–314.
[18] Zimrot, R., & Askenazi, G 2007 Interactive Lecture Demonstrations: A Tool for Exploring and
Enhancing Conceptual Change. [Online]. Chemistry Education Research and Practice, 2007, 8 (2),
197-211.
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Development computer supported critical thinking test

(CSCiTTest) in physics for high school students: a literacy
study
I N Syama), D Rusdiana, and W Setiawan

a)
E-mail: imanurmilahsyam.ins@gmail.com
Abstract. Results of preliminary study on several high schools in South Tangerang City
showed that no validated instruments to measure critical thinking skills are available,
especially in learning physics. Instruments to measure critical thinking skills have a complex
problems. To facilitate communication between questions and students, and help student to
describe the real situation in questions, it is better to provide more variative questions by
adding images, animations, videos, and simulation. Based on this background, this study aims
to study literacy of development instruments computer supported critical thinking test related
to the content of physics.
1. Introduction
Critical thinking skills is one of the fundamental skills in 21st century learning [1]. Critical thinking
skills has become an increasingly important feature of the curriculum in many parts of the world
especially in Indonesia. In the UK there are popular high school qualifications in critical thinking [2].
By perfecting the ability of critical thinking skills, students will be able to think in filtering out the
wrong informations and receive useful and sensible information, so it can take logical and appropriate
decisions in solving problems. Embedding critical thinking skills in the curriculum helps sustain an
educated citizenry; prepares students for college, future careers, and life situations; and primes
students to meet mandates of state and national tests and standards [3].
Critical thinking skills is not only developed in learning, but should also be supported by
evaluations or tests that reflect critical thinking indicators, because evaluation or testing is an integral
part of classroom learning [4]. One way to train critical thinking skills is to familiarize learners with
critical thinking skills [5]. In addition, trained critical thinking skills can be done by providing routine
questions related to the real world and related to everyday life, provided that the presentation is
adjusted to the cognitive development of learners [6].
Based on the results of literature review, has been developed a lot of learning critical thinking
skills, but research in developing instruments to trill and measure critical thinking skills, especially in
physics learning is not available.
Results of preliminary study at several schools in South Tangerang City by conducting interviews
with physics subject teachers, showed that the making of instruments and assessment/assessment of
critical thinking skills of learners in physics learning has never done. Most assessments made by
teachers only measure cognitive abilities to C3, and refer to tests in the national examination based
conceptual mastery.
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Based on the report of national examination 2014 by Puspendik Balitbang, there are still many
reviews from the media or teacher organizations that criticize the UN, one of which is very
memorizing or "recalling". In fact, higher order thinking issues are already in the national examination
test package, but the proportion is still small. Therefore, it is recommended that the diversification of
national examination problems be improved. The number of questions that test the cognitive level of
applying and reasoning to be multiplied. The types of problems that put forward the logic of thinking
and how to solve problems increased the portion than the questions that measure the rote and skills of
counting.
With the development of information technology, communication, and computerization, the use of
computers at this time has become a primary requirement, especially in education. The use of
computerized technology in assessment became a demand on the assessment and teaching of the New
World of Work in the 21st century [2]. Even in recent years, computer-based assessments or tests are
very popular and will be the primary choice for future test models [7].
Today, the use of computer-based test is very popular in Indonesia. Recruitment of CPNS, teacher
competence assessment, even the implementation of computer-based National Exam has been
implemented since 2015. Furthermore, on the basis of the need for equal distribution of education
covering the National scale, the implementation of computer-based National Exam will gradually be
implemented simultaneously in the following years [8]. The implementation of conventional test
change (pencil and paper test) of national exam in 2015 to computer-based test is still in the process of
transferring test questions on paper to computer.
Computer-based tests that are capable of presenting exam questions become more effective must be
accompanied by the addition of multimedia such as animation, graphic design, clips, video, and audio
are included in the editorial problem [9]. In addition, computer-assisted assessment is a high-quality
science assessment. Excess use of computer-aided assessment may integrate content with scientific
inquiry [10].
The use of Computer Supported Test has been implemented also by PISA for students' science
ability assessment. Stimulus about the problem is more varied. PISA developed the problem with
dynamic content in the form of animation and interactive simulation. An interactive simulation is a
natural system model or a technology system. Learners work with simulations designed as if the
learners are running the actual system [11].
2. Method
The method of this study is literature study. The data used from journals, scientific articles, literature
review, textbook, which contains about the material to be studied. The data analysis begins with the
research material from the most relevant, relevant, and relevant enough. Read the summary of each
study. Records important and relevant parts of the research problem.
3.1. Critical Thinking Skills

Thinking can be interpreted as a cognitive process involving mental activity to gain knowledge. The
thinking process is divided into two, namely basic thinking and complex thinking. Basic thinking is
the result of rational thought processes. Activities in rational thinking include memorization, grouping,
generalizing, comparing, concluding, and others. The process of thinking complex is a high-level
thinking process. Including high-level thinking include critical thinking, creative thinking, problem
solving, and decision making. [12].
Robert H. Ennis defines critical thinking “reasonable reflective thinking focused on deciding what
to believe or do” [13]. Critical thinking is a deep-rooted thinking that focuses on deciding what to
believe or do. The definition explains that critical thinking does not mean being suspicious and not
trusting any information, but not deciding attitudes toward anything, before the information is true.
Thus, the critical conception of critical thinking is the ability to think reasonably and to investigate in
depth in decision making.
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Another definitions, critical thinking is a rational response to questions that cannot be answered
definitively and for which all the relevant information may not be available [14]. Critical thinking is a
rational response to questions that cannot be answered definitively and for which all relevant
information may not be available.
Fisher and Schriven expressed that critical thinking is a skillfull and active interpretation and
evaluation of observation and communication, information and argumentation. Fisher himself
concludes that critical thinking is a skillful activity, which can be done better or vice versa, and good
critical thinking will meet various intellectual standards, such as clarity, relevance, adequacy,
coherence, and so on. Critical thinking clearly requires interpretation and evaluation of observation,
communication, and other sources of information. It also demands skills in thinking up assumptions,
in asking relevant questions, in drawing implications [15].
The definitions, characteristics, and cognitive processes involved in critical thinking are: “Critical
thinking is analytical and deliberate and involves original thinking. Critical thinking is deeply
processing knowledge to identify connections across disciplines and find potential creative solutions to
problems. Critical thinkers use reflective decision-making and thoughtful problem-solving to analyze
situations, evaluate arguments, and draw appropriate inferences. Critical thinkers have a passion to
seek the truth even when the truth may contradict long-held beliefs” [3].
Critical thinking is analytical thinking, deliberate and involving original thinking. Critical thinking
is the processing of deep knowledge to identify relationships across disciplines and to explore
potential creative solutions for problem solving. Critical thinking uses reflective thinking in decision
making and is wise in analyzing situations, evaluating arguments, and drawing appropriate
conclusions to solve problems. Critical thinkers have a passion for seeking the truth, even when the
truth may conflict with long-held beliefs.
Halpern defines critical thinking using a thinking strategy that enhances the possible outcomes
[16]. In line with its definition, Halpern identifies five main categories of critical thinking is reasoning,
hypothesis testing, argument analysis, likelihood and uncertainty analysis, and decision making-and
problem solving (Decision making and problem-solving) [16][17]. The causes of critical thinking is
very important to be trained according to Facione because critical thinking is a thinking ability that can
create powerful thinkers and reliable problem solvers [18].
Based on the opinions of experts can be concluded that critical thinking is a complex high-level
thinking through the process of reasoning and analysis of deep thinking in a decision-making. Critical
thinking requires some skills that also involve mental activity to be able to explore all cognitive
abilities. Certain characteristics that indicate critical thinking include logical thinking activities in
analyzing and synthesizing relevant information, collecting, assessing and translating them
thoroughly, explaining the results of his reasoning to clarify, selecting the right solutions and actions
in taking a decision on the issues Faced, and able to apply concepts in different situations.
Critical thinking is one of the 21st century skills that must be trained and owned by learners. As
formulated in the 21st century learning framework [19]. Figure 1 shows that the Partnership for 21st
Century Learning program explains that critical thinking skills are part of the skills that demand in the
21st century. Learning in the 21st century is oriented to these skills. Critical thinking skills that are
part of higher-order thinking include innovation and learning skills. Learning and innovation skills
consist of creativity and innovation, critical thinking skills and problem solving, and communication
and collaboration skills. These skills are termed as 4Cs (critical thinking skills, communication skills,
collaboration skills, and creativity).
To support that, the paradigm shift of learning becomes inevitable. Learning should always be
oriented to higher order thinking skills. Learners should be trained in high-order thinking skills as they
will face a more competitive life in the 21st century. This paradigm shift will be followed by various
changes in various aspects of learning.
The component of the assessment of learning is equally important. The paradigm shift of learning
process not followed by improvement of assessment will be unequal. Because assessment plays an
important role in learning to make innovations and improvements in learning. Without the assessment,
there will be no known shortcomings and advantages of learning so it will be difficult to innovate and
improve. The principle that should be used in the learning assessment should always be in favor of the
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learner who should be able to measure authentically all the skills and skills of learners. Ultimately this
assessment becomes an integral part of the learning process to continue developing the skills of
learners.
Figure 1. Framework for Learning of the 21st Century
3.2. Assessment of Critical Thinking Skills

There are much of critical thinking assessment were developed. Based on several definitions of critical
thinking skills according to experts, the author will use Halpern Critical Thinking Assessment (HCTA)
which developed by Tiruneh.
The HCTA is based on critical thinking skills that are commonly mentioned in various definitions
of critical thinking, and it includes adequate and well-structured items that appear to measure each of
the identified critical thinking skills [20]. In its application, Tiruneh was elaborated five category of
Halpern Critical Thinking Assessment as shown in Table 1 [20].
Table 1. Elaboration of the domain-specific CT outcomes targeted especially in physics

Critical Thinking
Domain-specific critical thinking outcomes
Category
Reasoning Evaluate the validity of data
Hypothesis testing Recognize the need for more information in drawing
conclusions
Argument analysis Identify key parts of an argument
Likelihood and Predict the probability of event
uncertainty analysis
Problem-solving and Identify the best among a number of alternatives in
decision-making solving problems
Table 1 shows that critical thinking category and domain specific critical thinking outcomes is
appropriate with the opinions of experts that can be concluded critical thinking is a complex high-level
thinking through the process of reasoning and analysis of deep thinking in a decision-making. Critical
thinking requires some skills that also involve mental activity to be able to explore all cognitive
abilities. Certain characteristics that indicate critical thinking include logical thinking activities in
analizing and synthesizing relevant information, collecting, assessing and translating them thoroughly,
explaining the results of his reasoning to clarify, selecting the right solutions and actions in taking a
decision on the issues faced, and able to apply concepts in different situations.
In applications, the general characteristics of questions that can measure critical thinking skills are
as follows: a) Problems are based on 8 critical thinking elements : 1) Purpose : the need in accordance
with the objectives or outcomes to be achieved, through the process of inquiry for the identification of
goals; 2) Question at issue: awareness to question what is needed; 3) Assumption: a basic assumption
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that does not need to be verified; 4) Point of view: the difference in a person's point of view in
reasoning and thinking as part of critical thinking which, involves the process of interpretation and
meaning; 5) Information (Information): answering questions based on appropriate information to
develop ideas and synthesize new thinking; 6) Concept (Concept): is a theory, definition, rule, and law
that directs the mind / action; 7) Interpretation and drawing conclusions (Interpretation and inference):
conclusions obtained based on interpretation results. 8) Implication and concequences: the results of
reasoning and thinking; b) Problem equipped with relevant information c) Problems have validation
and reliability with more than enough interpretation[5].
The specific characteristics of the problem that can measure the critical thinking skills are as
follows: 1) information in the form of science comics; 2) information in the form of graphs; 3)
information in the form of tables 4) information in the form of pictures 5) information in the form of
articles; 6) information in the form of pictures and articles; 7) information in the form of role play; 8)
information in the form of scientific method [5].
3.3. Computer Supported Test

A computer is an electronic device capable of performing several tasks, which are receiving inputs,
processing inputs in accordance with instructions given, storing commands and processing results, and
providing output in the form of information [21].
The use of computers as learning media aids tool is an effort to facilitate or bridge the
communication between problems with learners. Frequent communication barriers arise between
problems and learners. As a result, learners are not understood the meaning and understanding
presented in the questions, so the answer is not in accordance with the expected [22].
There are several obstacles in communication including: a) verbalism, b) invisibility, and c)
referent confusion (reference to confusion) [23]. The reference to confusion is generally on reading
comprehension. The author tries to express his intentions by choosing words that describe his
matching experience. How the reader believes that he came to the same understanding so as to
understand each other when interpreting the words chosen by the author. Therefore, another bridge
(media) is needed to assist this delivery process.
Some of the advantages of computers as a means/learning media, among others (1) learners can
learn according to the ability and speed of each in understanding the knowledge and information
displayed; (2) learners' learning activities can be controlled; (3) learners have the facility to repeat if
necessary, where in the repetition of free learners develop their creativity; (4) learners are assisted to
obtain immediate feedback; (5) creating an effective learning climate for slow learners (slow learner),
but also can stimulate the effectiveness of learning for learners faster (fast learner); (6) feedback and
reinforcement of learning outcomes can be programmed; (7) examination and scoring of learning
outcomes can be automatically programmed; (8) provide a means for learners to undertake certain
activities can be designed; (9) information and knowledge with a high degree of realism can be
delivered because of its ability to integrate components of the colour, music, animation, and graphics
[24].
The use of visual aids in the form of drawings, models, objects, or anything else in the preparation
of computer supported test can present a concrete experience for learners aiming at: a) recognizing,
building, enriching, or clarifying abstract concepts; Desired, c) simulate activity [23].
The use of computer-based tests has also been implemented by PISA for the assessment of
students' science abilities. PISA conducted a field study on the use of the Student Delivery System
(SDS). SDS is a complete set of applications for PlSA 2015. SDS can be run from a USB flash drive,
and can also be run from a local hard drive. Each SDS includes all national language versions of the
CBA and question tests. In addition, the stimulus problem that is displayed becomes more varied ".
PISA developed the problem with non-static content context in the form of animation and interactive
simulation. An interactive simulation is a natural system model or a technology system. Learners work
with simulations designed as models as if students are educating the actual system [11]. Here is an
example of the implementation of the computer supported test questions such as the problem of
science literacy PISA 2015:
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Figure 2. Sample of Literacy Science Test PISA 2015
In accordance with the implementation of computer based test by PISA, there are four important
factors in developing Computer Supported test so that it becomes a good product. The four factors are:
a) Quality of design and appearance, the aspect of design and display quality consists of two main
aspects of ease of use and design; b) Interesting, the attractiveness of a software can be seen from how
the quality of companion music, video displayed, and the quality of animation displayed is able to
motivate users; c) Software interaction with users, the quality of software interaction to the user is
emphasized on how the form of software operation that tends to be easy and does not complicate the
user; d) Content compliance, this aspect is more emphasis on the suitability of the content, how the
material is displayed and the accessibility of the material in the software to support a good learning
experience so that learning objectives can be achieved [25].
Overall, critical thinking has mainly been linked with every day problem-solving, and there is a
general lack of experience among researches and educators when it comes to testing for domain
critical thinking skills. To the best of knowledge, there are no available critical thinking tests in the
domain of physics that build on students’ mastery of physics.
So, in terms of utilizing communication technology, information, and computerization in physics
assessment, then made the Computer Supported Critical Thinking Test or CSCiTTest. CSCiTTest in
pysics is an instrument test for measuring the critical thinking skills of physics learners based on
critical thinking skills indicators supported by computer applications. The contents of the test
instrument from CSCiTTest are different from the existing critical thinking tests. In CSCiTTest test
formats are presented in computers with the addition of images, animations, graphics, video, and
simulations.
4. Conclusion
Based on the discussions above, research and development of this assessment becomes important to
implement, in order to develop an instrument for measuring critical thinking skills in related of physics
content. The critical thinking is a complex high-level thinking through the process of reasoning and
analysis of deep thinking in a decision-making. Computer supported test has an advantage in
presenting information in the questions, be able to display animations, images, graphics, video, and
simulation, so it can support the assessment of critical thinking skills in physics that have a more
complex level questions.
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Educational Sciences, 3, 172-192.
[11] OECD 2015 PISA 2015 Released Field Trial Cognitive Items. 2015: OECD.
[12] Presseisen B Z 1991 Thinking Skills: Meanings and Models Revisited. in A L Costa,
Developing Minds: A Resource Book for Teaching Thinking (hal. 70). Virginia: Association
for Supervision and Curriculum Development
[13] Ennis R H 1993 Critical Thinking Assessment Ohio: College of Education, The Ohio
University.
[14] Kurfis J G 1988 Critical Thinking: Theory, Research, Practice, and Possibilities. Washington:
ASHE-ERIC Higher Education Reports
[15] Fisher A 2008 Berpikir Kritis; Sebuah Pengantar Jakarta: Erlangga
[16] Halpern D F 2014 Thought and Knowledge New York: Psychology Press
[17] Halpern D F 2010 The Halpern Critical Thinking Assessment : Manual. Modling, Austria:
Schuhfried GmbH
[18] Facione P A 1990 The California Critical Thinking Skills Test : College Level Technical Report
#1- Experimental Validation and Content Validity. ERIC
[19] Partnership for 21st Century S 2011 Framework for 21st Century Learning. Washington DC,
Massachusetts
[20] Tiruneh D T, DeCock M, Ataklti W, Jan E & Rianne J 2016 Measuring Critical Thinking in
Physics: Development and Validation of a Critical Thinking Test in Electricity and
Magnetism Journal of Science and Math Education
[21] Blissmer R H 1985 Computer Annual, An Introduction to Information System New York: Jhon
Wiley & Sons
[22] Saukani M 2015 Pengembangan dan Validasi Virtual Test Untuk Mengukur Kemampuan
Pembuatan Keputusan Pada Materi Larutan Asam-Basa. Bandung: Tesis UPI
[23] Abdulhak I 2013 Teknologi Pendidikan Bandung: Rosdakarya
[24] Kartadinana S 1992 Teknik Pengukuran dan Penilaian Hasil Belajar Bandung: CV Andira
[25] Geissinger H 1997 Diambil dari http://perth97/paper/Geissinger/Geissinger.html
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Profile of requirements on instructional materials as a

preliminary studies in developing physics workbook oriented
to science process skilss and critical thinking skills
L R Lestaria), P Sinaga, and I R Suwarma

Department of Physics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setia
a)
E-mail: lutfi.rindang@gmail.com
Abstract. In the 21st century, the need for technology and information is needed, this is
supported by a very rapid transformation process, resulting in changes in human lifestyle. In
21st century education, one of the concept of learning emphasized on the approach of science
and technology. Field studies have been conducted related to the need of teaching materials
through non-test instruments of questionnaire to students and interviews to physics teachers at
two different schools in Bandung area. The data obtained is 60.67% in the sufficient category
in Senior High School A and 65% in a good categories in Senior High School B. Mastery about
content of physics can be done properly with multiple representation,such as verbally, images,
and graphics. With the help of representation given during the lesson, the students will learn
independently to construct their knowledge. It also adheres to student-centered concepts, can be
done through learning strategies using teaching materials. The teaching materials that are made
is a type of workbook oriented to science process skills and critical thinking skills.
1. Introduction
Teaching materials are a collection of both subject material which written and unwritten systematically
used by teachers / instructors on the process of teaching and learning in the classroom. One type of
written teaching materials is a workbook, a workbook is a kind of workbook used by students to help
understand a concept / principle through practicum activities and answer questions about the exercises
given in the workbook. According to the Cambridge English English dictionary, the workbook is a
book used in writing. So it can be interpreted that the workbook is a book containing the material (text)
and some questions and there are answer sheets for students to answer.
The workbook also provides a set of lesson plans and assists on the process of teaching and
learning in the classroom [3]. In a case study conducted by [1] found that the usefulness of the
workbook is that if the teacher is absent in the class, the student is asked to complete the given
workbook. Workbooks can help teachers to provide some of the material that has been learned into the
workbook that includes of concept. Procedures, and exercises related to daily problems and how to
overcome them to be done by students. Research that has been done to improve the science process
skills and critical thinking skills can be through the process of learning and in terms of teaching
materials. Based on research by Bagci, Kılıç, Haymana & Bozyılmaz (in [1]), at the primary school
level, designing science literacy and science processing skills in a textbook. They concluded that
students' science process skills in the coursebook are still low.
Wallace & Jefferson (2015) [6] conducted a study on "Developing Critical Thinking Skills:
Assesing the Effectiveness of Workbook Excercises", a sample of student research by providing
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iCritical Thinking Skills Test. The results show that students using iCritical Workbook have higher
scores than students who do not use iCritical Workbook. They conclude that, with the provision of a
Critical Thinking Workbook based workbook can improve students' Critical Thinking Skills. Based on
previous research, it can be concluded that the workbook-oriented science process skills and critical
thinking skills was a student workbook in which contains the subject matter organized systematically
with the contents of the material refers to the science process skills and critical thinking skills, with the
aim that students are able to understand concepts / principles which be learned in the classroom. The
design of this workbook also aims to improve the scienc process skills and critical thinking skills of
students.
2. Method
The research method used was survey method. The survey method aims to obtain data from a certain
place naturally (not artificial), but researchers do the treatment in collecting data for example by
distributing questionnaires, tests, interviews, etc [5]. Research subjects used in the preliminary study
were in 11 grade of Senior High School A and 12 grade of Senior High School.
In research on developing workbook, the research method used is research and development
method which developed by Borg and Gall (1989) [2] and Dick and Carey (1985; 1990; 2004) (in [4]).
The R & D model has been used extensively, especially in the industry when the current product being
developed must pass through trials, evaluations and improvements in order to obtain a practical and
functioning product [4]. The research and development process has been used to predict the tests
effectively and develop learning interventions that have been used to enhance classroom learning
activities (Gall et al, 1996 in [4]).
3.1. Result of Material Requirement Questionnaire

Data analysis of non-test used to find out how big the students response to the needs of teaching
materials used in schools. Questionnaire in this research consist of four scales that is scale 1 to 4.
Category of questionnaire assessment is given in Table 1.
Table 1 Questionnaire assessment criteria
Value Categories
0%-20% Very less
21%-40% Less
41%-60% Sufficient
61%-80% Good
81%-100% Very Good
Table 2. Results of Questionnaire in Senior High School A

Percentage 60.67308
Category Cukup
Table 2. shows the results of questionnaires of students in Senior High School A on teaching materials,
which has a percentage of 60.67% in the enough category.
Table 3. Results of Questionnaire in Senior High School B
Percentage 65
Category Baik
Table 3. shows the questionnaire results in Senior High School B on teaching materials, which has a
percentage of 65% in either category. From the results of both schools, it shows that both schools still
need good quality teaching materials as supporters and assist students in studying physics.
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3.2. Results of Interview with Physics Teacher

Researchers conducted field studies by collecting data by interview, was unstructured interviews.
Interviews were conducted to physics teachers in both schools. The results of interviews with high
school physics teacher in Senior High School A suggests that the existence of teaching materials used
in schools as a requirement in the learning process. The teacher who has been teaching for 26 years
also thinks that he is not too focused on teaching materials, he uses the material for about 25% only
and the rest he explained without books. The result of interview with physics teacher in Senior High
School B suggests that there are already teaching materials used, but the teaching materials are not
from the government, but from BSE and the school has a kind of software called S2DLS. According to
the the teacher said that the school does not facilitate the teaching materials used, especially in the
subject of physics.
3.3. Design of Physics Workbook on Static Fluid Matters

The development of workbooks designed by researchers was oriented towards the science process
skills and critical thinking skills, using multimodus representational approaches, ie text mode, images,
data tables, graphs, and mathematical equations. The design of this physics workbook refers to aspects
of science process skills and critical thinking skills. Below is shown the design result of high school
physics workbook on static fluid matters with Hydrostatic Pressure subject.
(a)
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(b)
Picture 1. Design of Workbook
4. Conclusion
Based on preliminary study that has been done by the researcher, it was found that the requirement of
teaching materials equal to 60.67% in sufficient category in Senior High School A and 65% in good
category in Senior High School B. It also indicated that the need of teaching materials still
indispensable, especially when physics matters taught in the classroom. The results of the interview by
the teacher also revealed that there are still schools that do not received teaching materials from the
government, thus requiring teachers to find solutions such as asking students to read their own books
as a reference in learning. Therefore, researchers develop a book with a workbook type that is oriented
to science process skills and critical thinking skills in which there are experiments and solving various
cases in everyday life. This book also has advantages, which using multimodus representation, so that
the book will be more interesting and not boring for students.
5. References
[1] Aslan O 2015 How Do Turkish Middle School Science oursebooks Present the Science Process
Skills?Necmettin Erbankan University International Journal of Enviromental &Science
Education, 10 (6), 829-843
[2] Borg M & Gall W 2003 Educational Research on Introduction Boston: Pearson Education Inc
[3] Sharma 2001 The Workbook —is it still effective? Pacific Curriculum Network Volume 10
Number 1
[4] Simoneau C L B 2007 Communities of Learning and Cultures of Thinking: The Facilitator’s
Role in the Online Professional Development Environment Collage of Education Kansas
State University, Manhattan
[5] Sugiyono 2014 Metode Penelitian Pendekatan Kuantitatif, Kualitatif, dan R & D Bandung:
Alfabeta
[6] Wallace E D & Jefferson R W 2015 Developing Critical Thinking Skills: Assessing the
Effectiveness of Workbook Exercises The Citadel: Millitary Collage of South Carolina USA
Journal of Collage Teaching & Learning Vol 12 No 2.
684
Inquiry laboratory worksheet on the extraction of dragon

fruit peel waste for developing students’ creativity
A Meristina), H Sholihin, M Arifin

Departemen Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229,
a)
E-mail: ameristin@gmail.com
Abstract: This study aims to develop teaching material in the form of inquiry laboratory
worksheet on the extraction of dragon fruit peel waste for developing student creativity on the
make of natural dye enhancer foods. This study is development research with ADDIE models.
However, this research was only done until development step. In the need analysis steps, it was
analyzed the curricula, study of literature, inquiry laboratory model learning, dragon fruit peel
waste, and extraction. This step is done through interviews with high school teachers. In design
steps, it was optimized the experiment of an addition of dye of foods making by using dragon
fruit peel waste. The results show that the best of practical design consists of secure materials
and equipment, that is used water and citric acid solvent with ratio10:1 and with heating during
5 minutes. Furthermore, the draft of the worksheet with inquiry laboratory models was
constructed and was validated by the expert. The suggestion of validators are one article about
yellow rice should be revised and be replace with jelly of suji leaves, one question omitted, and
six questions should be revised. After revised the student worksheet is ready to implement in
chemistry teaching.
1. Introduction
Vocational High School is the competency-based secondary education in Indonesia aims to make
graduates ready to work so that the learning process in schools not only emphasizes the mastery of the
concept but also must be able to explore the creativity of students [1]. Creativity is the imaginative
activity produce outcomes that are both original and of value where is every human being has creative
potential, which can be discovered, developed and promoted [2]. Creativity has three features that is
cognitive (creative thinking), affective (creative attitude), and psychomotor (creative action that
produces a real product) [3]. Study found that creativity associated with student experiences [4].
Creativity development is expected to improve the productivity of someone's life, so that be able to
compete in the global sphere. Therefore, it is important to integrate aspects of life with learning and
also needs active, innovative, creative, effective and fun learning.
Implementation of chemistry learning in the vocational high school majoring in agribusiness and
agrotechnology only emphasizes the theory. In addition, the content of the given chemistry subjects is
not directly related to the needs of skill program subjects so that many students do not realize its
meaning. In fact, meaningful learning with involving students actively is an important factor for
successful learning [5]. One of the methods that can be used for meaningful learning is a practical
method. A practical method is a learning method where students are given the opportunity to
experience themselves, follow the process, observe an object, analyze, prove and draw their own
conclusions about an object [6]. However, based on interviews with one of the vocational chemistry
teachers in Bandar Lampung, it was found that the chemistry practice in vocational high school is
usually used a cookbook instruction so that student creativity not so much to developed.
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One of constructivism philosophy model learning that provides an opportunity for students to
develop their creativity is the inquiry learning model. Based on the National Science Education
Standard, the inquiry is a multi-disciplinary activity where students observe, ask questions, collect
information, plan and conduct investigations, explain questions, search and collect data, propose
questions, answers, predictions, and communicate findings [7]. The inquiry is not only done in
classroom learning but can also be done in laboratory activities [8] that are inquiry laboratory. The
inquiry laboratory model is a learning based on scientific inquiry, thinking skills, and develops
longlife learning skills [9]. The research show that students' enthusiasm, interest, inquiry skills and
scientific understanding improved significantly with inquiry-based laboratory [10]. In addition,
learning with lab inquiry through the beverage packaging theme is also proven to develop students'
creativity [11].
Developing students' creativity can be done on chemistry material learning that is extraction. If
associated in daily life then the extraction can be done by utilizing dragon fruit peel waste. Dragon
fruit is one of the abundant fruit in Lampung, Indonesia. Due to the growing of dragon fruit
plantations in the area, dragon fruit consumption is also increased so there are many peel dragon fruit
that is thrown away. Even though, besides the fruit, dragon fruit skin has many benefits specifically as
a natural dye because it contains anthocyanin. Anthocyanins are a group of colored pigments from red
to blue that dissolves in water and are scattered very widely in flowers, skins, and leaves [12].
Extraction by utilizing dragon fruit peel waste is suitable for developing Basic Competence 4.7 that is
separating various types of mixture by using certain separation technique based on mixed properties,
as well as experimental measurement of an element or compound by using certain measurement
technique [13]. But, it is necessary to provide the inquiry-based laboratory activity about extraction
with learning material. Nowadays, most of the learning material used in the extraction practicum in
vocational school still not applicative and could not provide the students with real life aspect about the
skill they learning, especially on agribusiness and agrotechnology program. In addition, the learning
material which presents in school mostly cookbook type, so that cannot improve students' creativity.
Based on that reason, this study conducted with purpose developing learning material in form of
student worksheet integrated with inquiry-based laboratory activity by using waste of dragon fruit peel
as a natural dye.
This study is development research with ADDIE models. This model consisted of five steps, (i).
Analysis; (ii) Design; (iii) Development; (iv) Implementation and (v) Evaluation. In this study, we
only conducted the research until development steps.
2.1 Analysis
The first steps for this study are analyzing the curriculum for separation method and analysis learning
needs by interviewing the vocational high school chemistry teacher in Bandar Lampung. This step is
done, in order to obtain insight into learning model and methods used in the school. We also analyzed
literature related to creativity, inquiry laboratory, dragon fruit peel, and extraction.
2.2 Designing
In this step, optimize the procedure for making natural dye from dragon fruit peel waste. Optimization
was conducted in ten times until obtained the best result including the procedure, tools, and amount of
the raw material. Based on the optimization steps, we constructed the student worksheet by
considering some aspect such as inquiry steps, indicator and learning goals for learning extraction
skill.
2.3 Development
In this step, the draft of student worksheet has been constructed and validated by seven validators
which consisted by five lecturer of chemistry education study program and two chemistry teachers.
Validation was conducted to gather insight from the expert about student worksheet constructed.
Validation was conducted by asking suggestion from the expert in aspect about learning indicator,
686
inquiry steps, creativity indicator and content presented in the student worksheet like text, instruction,
and question. Based on the validation, the student worksheet then revised according to expert
suggestion so that could be implemented in real learning environment.
3.1 Analysis
The first step in this study was analyzing curriculum which is explaining about extraction method.
Extraction is one of topic in chemistry subject based on 2013 curriculum which learned by the students
in the second semester of grade 11 in agribusiness and agrotechnology programs. Extraction was
chosen as the object of this study because it is needed by the students in that two program which could
provide the students with knowledge and skill to process agricultural products. Basic competence for
these topics based on 2013 curriculum are 3.7 Comparing techniques for separating mixture and
measuring in quantitative and qualitative analysis of elements, 4.7 Performing separation of some
mixtures by using certain separation technique based on the mixture characteristic, and measure
elements using certain measurement technique.
Beside curriculum analysis, we also conducted learning needs analysis by interviewing one of
chemistry teacher in the vocational high school. Based on the interview, we get the insight that
learning methods used in the school in separation topics were practicum, in other word laboratory
activity by extracting cassava leaves. To support the laboratory activity the teacher used learning
material in form of student worksheet which could be found in common bookstore. Those learner
worksheet was known as cookbook type learner worksheet without developing students' creativity.
The last analysis we have done in this study was analyzing the basic competence to construct learning
indicator and learning goals of the student worksheet designed in this study. Based on the analysis the
first basic competence was then developed to nine indicators and the other basic competence was then
developed to three indicators.
3.2 Designing
Dragon fruit or red pitaya belongs to the Cactaceae family from the subfamily Cactoidea of the tribe
Cactea [14]. Dragon fruit have plentiful of nutrition, not only its fruit the leaves and peel have some
advantages for human health. Dragon fruit peel has potency to be used as natural dye because the
presence of flavonoid compound called anthocyanin [15]. An anthocyanin is a group of red or blue
colored pigment which has characteristic as water soluble compound and can be found in flower, peel,
and leaves [16]. Anthocyanin level in dragon fruit peel is very high, if we dissolve it in water we can
obtain 1.1 mg/100 mL anthocyanin [15]. The structure of anthocyanin compound shown in figure 1.
Fig 1. Structure of anthocyanin compounds
Figure 1 shows that this compound is indeed a derivative of single aromatic compounds by addition
or deletion of hydroxyl function group or by methylation or glycoside. Anthocyanins belong to a
pigment called flavonoids that are generally soluble in water. Flavonoids contain two benzene rings
connected by three carbon atoms. In designing steps, we optimize the procedure for fabrication natural
dye from dragon fruit peel. The optimization was done in ten times experimentation, however, the first
experiment until the third experiment could not be documented. The resulted dye from the
optimization experiment shown in figure 2.
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Fig 2. Optimization results of dragon fruit peel wastes' dye (a) with water solvent 50 ml
heating in 5 min, (b) with 50 ml water solvent+2 ml acetic acid heating in 5 min, (c) with
50 ml water solvent heating in 10 min, (d) with 40 ml water solvent+citric acid 0,2 g
heating in 10 min, (e) with 40 ml water solvent+citric acid 0,4 g heating in 5 min, (f) with
40 ml water solvent+0,2 g citric acid heating in 5 min, (g) with 40 ml water solvent+0,4 g
citric acid heating in 10 min.
Figure 2 shows that the best natural dye used water solvent + citric acid. Optimization was done to
get the best natural dyes and can long-lasting save by varying the amount and type of solvents used
such as water, citric acid and acetic acid. In addition, extraction time was varied between 10 minutes
and 5 minutes. From the optimization result, the best dye using 40 ml water solvent and 0,4 g citric
acids with 5 minutes extraction time or the ratio is 10: 1. Based on the optimization result, the dye
produced is able to survive more than 10 days at room temperature. On heating 10 minutes, the
temperature indicated is 900C while in extraction 5 minutes temperature 800C. The anthocyanin
aqueous extracts present in the skin of the dragon fruit will present greater stability and, in
consequence, will behave best for natural consumption at low temperatures; the lower the temperature,
the more stable will be the pigment [17]. In addition, the pH resulting from the optimization of water
solvent and 10: 1 citric acid was 2,6. That pH is the lowest pH of the resulting optimization results.
The increasingly acidic condition causes more and more extracted anthocyanin pigments due to the
many broken vacuole cell walls so that increases the contact surface of the particles in the solvent [17].
The anthocyanin aqueous extracts present in the skin of the dragon fruit will present greater stability
and, in consequence, will behave best for natural consumption at low temperatures; the lower the
temperature, the more stable will be the pigment.
Table 1. Practical design of natural food dye making from dragon fruit peel waste
Equipments Materials Steps activity
Knives, beaker glass 20 g dragon 1. Wash dragon fruit peel waste
100 ml, burner, fruit peel waste, 2. Cut into small pieces of dragon fruit peel waste,
tripod and wire 40 ml water, puree with mortar and pestle
netting, mortar and and 0,4 grams 3. Weigh 20 grams of dragon fruit skin and 0,4
pestle, strainer, citric acid grams citric acid
analytical balance, 4. Put the dragon fruit skin into a 100 ml glass of
thermometer, ph- water containing 40 ml of water and 0.4 grams of
meter, stopwatch citric acid
5. Heat using burner for 5 minutes, then measure the
temperature
6. Strain dragon fruit peel extract that has been
cooked by using a tea strainer
7. Chill for a few moments, then observe the color
and measure the pH
8. Cap and store at room temperature or refrigerator
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After the optimization, then the next is drafting student worksheet. Student worksheet is structured
based on the inquiry laboratory phase which will be used as teaching materials to develop students'
creativity. The draft student worksheet consist of 20 contents, 2 articles and 18 questions and
instructions.
3.3 Development steps

At the development steps, the draft of student worksheet has been compiled validated by seven
validators. The student worksheet validity data was analyzed by using Gutman scale with alternative
answers "yes" and "no". Each "yes" answer is 1 and the answer is "no" worth. The total score of each
question on student worksheet was analyzed using CVR. The critical CVR value for the seven
validators at the 0.05 significance level based on the Schipper Table is 0.622. Each content is said to
be valid if the calculated CVR value obtained is higher than the critical CVR value. The CVR values
obtained for each content in student worksheet is shown in table 2.
Table 2. Validation results of the students’ worksheets

Content Validator Number of validators
CVR Category
Number 1 2 3 4 5 6 7 that state Yes
1 1 1 1 1 1 1 1 7 1,00 Valid
2 1 1 1 1 1 1 1 6 0,71 Valid
3 0 1 1 0 1 1 1 5 0,43 Less Valid
4 0 1 1 1 1 1 0 5 0,43 LessValid
5 1 0 1 1 1 1 1 6 0,71 Valid
6 1 1 1 1 1 1 1 7 1,00 Valid
7 1 0 1 1 1 1 1 6 0,71 Valid
8 1 1 1 1 1 1 1 7 1,00 Valid
9 0 1 1 1 1 1 1 6 0,71 Valid
10 0 0 1 1 1 1 1 5 0,43 Less Valid
11 1 1 1 1 1 1 1 7 1,00 Valid
12 0 1 1 1 1 1 1 6 0,71 Valid
13 1 1 1 1 1 1 1 7 1,00 Valid
14 0 1 1 1 1 1 1 6 0,71 Valid
15 1 1 1 1 1 1 1 7 1,00 Valid
16 1 1 1 1 1 1 1 7 1,00 Valid
17 0 1 1 1 0 1 1 5 0,43 Less Valid
18 0 1 1 1 1 1 1 6 0,71 Valid
19 1 1 1 1 1 1 1 7 1,00 Valid
20 0 1 1 1 1 1 1 6 0,71 Valid
Table 2 explains that the student worksheet must be revised. Based on the suggestion given by
validator, one article about yellow rice should be revised and be replace with jelly of suji leaves, one
question omitted, and six questions should be revised. Worksheet that have been validated is ready to
be implemented in learning activities.
4. Conclusion
This research has succeeded in developing the practice of making natural dye enhancer foods from
dragon fruit peel waste and developing instrument of students' creativity measurement in the form of
student worksheet material of separation/extraction method in new and validated.
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5. Acknowledgments
The researchers would like to extend their gratitude to the validator of instruments from Universitas
Pendidikan Indonesia and University of Lampung. Also, thanks to teacher who was validate the
instruments and give information about teaching in vocational high school.
6. References
[1] Dewi R 2016 Verifikasi penguasaan konsep dan kreativitas siswa SMK melalui pendekatan
PBL pada materi zat aditif Tesis (Bandung: Sekolah Pascasarjana Universitas Pendidikan
Indonesia)
[2] Munandar 2012 Pengembangan kreativitas anak berbakat (Jakarta: Rineka Cipta)
[3] Yu-Lin C, Hsueh-Chih C, I-Chen W, Jen-Ho C, and Ching-Lin W 2017 Developmental trends
of divergent thinking and feelingacross different grades for Taiwanese adolescence between
1990’s and 2010’s J. Thinking Skills and Creativity Elsevier 23 112–128
[4] Pachucki M A, Lena J C, and Tepper S 2010 Creativity narratives among college students:
Sociability and everyday creativity J. Sociological Quarterly 51 122–149
[5] Smith K C and Nakhleh M B 2011 University students’ conceptions of bonding in melting and
dissolving phenomena J. Chemistry Education Research and Practice 4 398-408
[6] Sagala S 2005 Konsep dan makna pembelajaran (Bandung: Alfabeta)
[7] Van Hook, et al 2009 Developing an understanding of inquiry by teachers and graduate student
scientists through a collaborative professional development program Electronic Journal of
Science Education 13 2
[8] Sulistiana D A 2016 Pengaruh model inquiri terbimbing pada praktikum analisa kualitatif
protein terhadap keterampilan proses sains dan keterampilan berpikir kreatif mahasiswa
Tesis (Bandung: Sekolah Pascasarjana Universitas Pendidikan Indonesia)
[9] Wenning C J 2006 A generic model for inquiry-oriented labs in postsecondary introductory
physics. Journal of Physics Teacher Education 3 24-34
[10] Nitza B, Yehudit J D, and Avi H 2010 J. Chem. Educ. Res. Pract. 11 218–228
[11] Sari 2014 Laporan studi pendahuluan (Bandung: Sekolah Pascasarjana Universitas Pendidikan
Indonesia)
[12] Winarno F G 1992 Kimia pangan dan gizi (Jakarta: PT. Gramedia)
[13] Kementerian Pendidikan dan Kebudayaan 2013 Kurikulum 2013 (Kompetensi Dasar SMK/MK)
(Jakarta: Kemendikbud)
[14] Raveh E J, Weiss A N and Mizrahi Y 1993 Pitayas (genus Hylocereus): A New Fruit Crop for
the Negev Desert of Israel (New York: New Crops) p 491-495
[15] Saati E A 2009 Identifikasi dan uji kualitas pigmen kulit buah naga merah (Hylocareus
costaricensis) pada beberapa umur simpan dengan perbedaan jenis pelarut (Malang:
Universitas Muhammadiyah Malang)
[16] Aishah B 2013 Anthocyanins from Hibiscus sabdarifa, Melastoma malabathricum and Ipomoea
batatas and its color properties International Food Research Journal 20 827-834
[17] María de L V V, Jorge A T C, Enrique S D, Andrés P L and Carlos H H M 2013 Extraction and
Stability of Anthocyanins Present in the Skin of the Dragon Fruit (Hylocereus undatus) J.
Food and Nutrition Sciences 4 1221-1228
690
Development of chemo entrepreneur (CEP) - Based Teaching

Material on Acid-Base
D Y Sihitea), S Anwar, and H Sholihin

a)
E-mail: dewiyulianasihite@student.upi.edu
Abstract. This research aims to develop teaching material chemo entrepreneurship-based on

the topic of acid-base. The method used in this research is development research consisted of
three stages starting from design, development and evaluation of four step teaching material
development method (selection, structuring, characterization and didactic reduction ). This
article is result of implementation of first step (selection) and second step (structuring). In the
selection step, the chemo entrepreneurship-based teaching materials draft developed by (1) the
selection of curriculum analysis, development indicators, and the identification of the concept;
(2) preparation of concepts that is scientifically referred to in the text book; and (3) the
integration of skills and chemo entrepreneurship to material acid-base. The concept selection
step resulted a basic competency, sixteen learning indicators chemo entrepreneurship-based,
seven label concept chemo entrepreneurship-based, concept based explanation from five text
books and obtained eleven values of chemo entrepreneurship-based. On the concept structural
step was developed concept map, macro-structure, and multiple representation of chemo
enterpreneurship-based. Meanwhile, chemo enterpreneurship integration step produce teaching
material draft and worksheet students’ draft which is arranged based on phenomenon, students’
creativities, cognitive conflict, questions, and concept. The next step will be identified the
characteristic stage of the hard and easy concepts.
1.Introduction
Chemistry is a discipline of science that studies the matter and energy in terms of the properties, the
structure, composition and energy changes accompanying reactions. The studying of chemistry
requires students to understand why and how natural phenomena’s, in particular [1]. Explanation of
concepts based on the chemical structures, materials, and chemical bonds make the chemistry difficult
for students to understand the material chemistry of the abstract. In fact, the abstract concepts in
learning is important to understand the chemical to a higher level [2]. The difficulties to understand
concepts can be solved by the application of the teaching material.
Teaching materials help teachers different learning styles of students in the classroom by using
interesting tools for all the senses which are different and complementary oral explanations of
concepts or any information that could be concreted [3]. Teaching material is extremely important for
students to hear what can be easily forgotten but what the students do not see that can be easily
forgotten and last longer in the memory of students[4]. Choosing teaching material determine
effectiveness of learning[5]. Teaching materials optimize learning of students, facilitate of teachers
more effective, improving knowledge and skills of student abilities to monitor level of assimilation of
information, also contribute to the development of information and students' overall education [6].
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Teaching material is object that needs special attention, because there are many teaching materials
that understanding and depth inappropriate with level of development so that students have difficulty
in understanding concepts of chemistry [7]. The development of teaching materials based on the
philosophical foundations, psychological and didactic methods which are completed so that is
developed the 4S-TMD method (Four Steps Teaching Material Development). Four steps of
processing teaching material are selection, structuring, characterization and didactic reduction.
Information is selected and compiled in form draft of the concept, law, theory, graphics, images, lab
instructions, and demonstration structure [8]. Teaching materials are developed by teachers which
should be able to increase the understanding of the concept, to solve the problems by learners, to
create good atmosphere for students to learn independently and to optimize the potential usefulness of
learners in science learning. In learning science, [9] the best way help students in learning which bring
students phenomenon in the concepts learned. The contextual concepts help teachers to connect
between teaching material with real situations phenomenon with the result until to motivate student in
process learning [10]. Contextual approach constructs knowledge and skills of students’ of them owns
and a basis for the problem solving in their lives[11]. The most principles of contextual approach have
some components like doing meaningful relationships between concepts and phenomena in life, self-
learning and critical thinking and creativities [12]. Developing concept of contextual approach make
learning chemistry more interesting, fun and more meaningful for motivating students to connect with
the concept of chemical phenomena of life [13].
The chemical nature of process and product can increase of understanding chemistry concepts and
increase creativity of students. Education plays an important role to develop creativity [14]. In line
with the Craft stated that creativity is important as a fundamental life skill because creativity needs to
be emphasized [15]. In addition, the 21st century education is faced with complex problems for
relating to the movement of globalization which is rapidly increasing with the result until need for
development of students' creativity [16]. Thus, contextual approach is needed in order to can improve
creativity of students through concept approach chemo entrepreneurship CEP. Approach CEP in
development of teaching material links between the real object in the phenomenon life of students
with the concepts of chemistry with the result until students understand concepts based on the
processing and using of the product [17]. The concepts contribute to improve creativity, skills,
attitudes and scientific knowledge of students in the use of the phenomenon of life. Using chemo
entrepreneurship-based in chemistry will be more fun, meaningful, and will give students the
opportunity to maximize of potential students in order to produce a product [18]. The chemo
entrepreneurship-based concept expect to grow spirit of entrepreneurship for students in learning.
Therefore, teachers should choose and improvise on the teaching material that are suitable to facilitate
an effective learning process and motivate learners [19] with development teaching materials (CEP)-
based.
Materials acid-base is developed important because the acidic-alkaline is found in many health
products. The acid-base materials are extremely close with lives of students. Conceptual acid-base
concept is basis for studying the chemical to the next level like such buffer solution, salt hydrolysis,
and solubility [20]. Many misconceptions experienced learners in German on the subject of acid-base
because less linked with the phenomenon life [21]. The subject of the acid-alkaline level education
more widely is used as a laboratory school, research and industry. Acid-base materials show most of
the acid solution containing the internal difficulties in abstract concepts [22].
The method used in this research is the development research (DR) consisted of three stages starting
from design, development and evaluation of four step teaching material development method.
2.1 Design Stage
Design stage is begun literature review based on the concept of the difficult which is process of
learning for students through observation in school. It was in high school laboratory UPI Bandung in
Bandung. The result of study literature is found that students got difficulties in understanding the
concepts of acid-base materials for studying of chemical which is still centered on teachers so that
students tend to be passive and teaching material being studied is not fully connected to the
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phenomenon that occurs daily.Next step, interviewing teachers is done for knowing some of the
causes of students' learning difficulties. The analysis results is gotten that one of the causes of
difficulties students learning chemistry is teaching materials that are used.
2.2 Development stage
Stage development begin concept for selection which will be in review by faculty members. Learning
indicators and label concept developed by the basic competencies that exist in the curriculum and
reviewed by two faculty members. Label concept was analyzed and developed concepts from five text
books. Next step, arrange concepts through concept mapping, macro structural and macro multiple
representations. The concept structural step is reviewed by expert lecture chemistry and pedagogic.
Map concept was designed from the most general until the most particular. Next stage, map concept
was reviewed by two expert lecturers. Macro structure was prepared based on learning trilogies
mechanism to reduce the build up of knowledge that is reviewed by two expert lectures. Multiple
representations are prepared to connect between the macroscopic, microscopic and symbolic.

3.1 Design Stage
The first step is doing study literature on the concept of a chemical that students often encounter
difficulties when studying. Based on the results of interviews with high school students in class XI
SMA laboratory UPI Bandung states that students have difficulty understanding the concept of acid-
base material. Learning chemistry is still centered on the teacher so that students tend to be passive
and the material being studied is not fully connected to the phenomenon that occurs in daily life. The
next step, analyzing is done means of interviewing some chemistry teacher. Based on the interview
section, it showed that the teaching material is used only as a set of concepts of chemistry and
mathematical calculations. In fact, the nature of the chemical processes and products should be not
only the concept but also should be understood more creativity students' through the phenomenon.
3.2 Development stage
Development stage is begun from the selection concepts that include analyzing of curriculum,
development of learning indicators. Selection concepts is reviewed by chemistry lecture and pedagogy
lecture. In acid-base materials, there are two competences developed in table 1.
Table 1. Result selection concepts
Basic Indicators
Competencies
3.10 Understanding Mentioned physical and chemical properties acid-base based on phenomena life
the concept of acids Exhibits an acid-alkaline solution by changing the color of litmus
and bases as well as Demonstrate an acid-alkaline solution by changing the pH scale
its strength and Comparing the acid according to the third theory Arrhenius acid-base theory, acid-
equilibrium base and Brønsted-Lowry acid-base theory Lewis and concluded
ionization in Classifying a strong acid with a weak acid
solution Classifying a strong base with a weak base
Mention understanding acidity
Explaining the concept of pH (acidity)
Determine the pH of a solution of a strong acid and a strong base
Determine the pH of a solution of a weak acid and weak base
pH calculated mixture of strong acids and strong bases
Mention understanding the degree of ionization
Compute understanding degree of ionization
Explain the relationship degree of ionization with a concentration
Calculate the pH of weak acid based on value of the ionization constants acid
Table 1 shows that basic competency 3.10 chosen as basic competencies will be developed teaching
materials. Basic competency 4.10 is done for learning activities because of experimental. The results
of analyzing develop learning indicators. In the beginning, twenty learning indicators developed at KD
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3.10. However, after expert lecture review of learning indicators with until that the learning indicators
become twenty-three and arranged based on a hierarchy of learning curriculum. KD 4.10 is developed
to be practical learning activities.
Indicator study analyzed and determined label concept. Label concept derived from the analyzing
of the curriculum of the twenty-based. Yet, chemo entrepreneurship-based label concept is seven label
concepts, consist of acid base; acid-base theory Arrhenius; strong acid and weak acid; a strong base
and a weak base; acidity, pH, the degree of ionization; ionization constants acid and pH; and language
settings ionization and pH. The next step, label concept is identified concepts from five international
standard text books that in order to compilation acid-base of material. Material selection begins with
choosing the material source material from text books. The text books used reference :
Table 2. References text books
Place Volume, Page
Authors, Date Book title Editors
Publisher Number
James E B, John R H Chemistry The Nedah R Canada 540-dc20 459
1993 Study of Matter and
Its Change
Richard H 2009 Chemistry Ansari New Delhi 978-81-7596-157-9
126
Rose M G, Paul I 2007 Chemistry for New York 978-0-19-915135-6
IGCSE. 14
Kenneth W W, Chemistry Lisa L Canada 13-978-1-133-61066-
Raymond E D, Larry 3 710
P,George G S 2009
Brian R, Helen E 2008 Chemistry 2. Brian R New York 978-0-521-79882-2
130
Table 1 show that international standard text book as source reference because result research by .
Concepts analysed values chemoentrepreneurship. Based on the result of analysis of the values were
eleven values related chemoentrepreneurship–based consists of religious, environmental, patriotic,
creative, curious, love to read, appreciate performance, prudent innovative meticulous, tolerance, hard
work, care social. Next step, structuring are done according to the material hierarchy of learning that
includes (1) making concept map; (2) macro structure; and (3) multiple representations. This stage is
done to facilitate the students position to know that the concept is being studied and can connect
concepts with one another so that learning does not occur partially, if the student's knowledge
structured in cognitive structure. Map concept developed then reviewed by two expert lecture in
education and chemistry. The concept map showed in figure 1.
Figure 1. Concept map Acid-Base

Figure 1 shows that map concept associated with weight different, the concept is the most important at
the top and give the identity of the concept map. On the topic of acid-base concept is the most
important is "acid-base". More down the concepts developed by the same proportion and connected by
694
the words in a semantic unit. For example, a map of the acid-base has the same proportion as is the
theory of acid-base proposed the theory of acid-base Arrhenius theory, acid-base Bronsted-Lowry, and
the theory of acid-Lewis base is connected with the word "theory of acid-base according to".
Macro structure associated with learning models trilogies mechanism to reduce the build up of
knowledge created by the teachers based on practical knowledge in the classroom to inform
instruction (informing), dig deeper into the subject matter (eliciting) and directing) for learners. Macro
structure serves to maintain the accuracy and clarity of the relationship between the text so as to
facilitate the writing material. Macro structure in figure 2.
Figure 2. Structure macro Acid-Base topic
Table 2 Multiple Represents acid-base

Mate
Macroscopic Submikroskopik Symbolic
rial
�2 �
Neutr Have you ever stung by Neutralization reaction HCOOH(aq) →
�
H+(aq) + HCOO-(aq)
alizati bee? How does it feel? is occurs when the �2 � �
on it sick? How do overcome solution acid mix NaOH(s) → Na+(aq) + OH-(aq)

reacti the pain of bee sting? Bee solution alkaline,
ons sting contains formic acid which resulted in the Neutralization of HCOOH and NaOH
(HCOOH) with the result H+ ions from the acid can be expressed by the equation ionic as
until it treat that can be will react with OH- die follows:
H+ (aq)+ HCOO-(aq) + Na+ (aq) + OH-(aq) →
washed with soap. Why? when forming the salt
Na+ (aq) + HCOO-(aq) + H2O(l)
Because soaps containing and H2O neutral. For
alkaline compounds, example, as general
reactions to bee stings to solution formic acid
treat with soap called (HCOOH) is mixed an
neutralization reaction of alkaline solution of
acid-base. sodium hydroxide
Sabun (NaOH), the H+ ions
cair from the acid will react
with OH- die when
forming the salt and
H2O neutral. (pH = 7 at
the stoichiometric
ratio).
Chemistry is science that deals change that occur at the molecular level that can not be observed.
Though students will be more easily understood explanation of the observations through either direct
or indirect. Therefore, the chemistry made phenomenon representation chemical in molecular level in
order to facilitate students. According Chittleborgh stated that multiple representations are
695
representation of something described in other formats. (Johnston, 1982) divided representation of the
chemical into three aspects, namely the representation of macroscopic (observed), symbolic (symbol
and images) and sub-microscopic (explanation in molecular form). Representation is known as
multiple representations. In chemical materials, selection of material from the text book is represented
to the three levels. Here is an example of multiple representations are made.
Evaluation stage of chemo entrepreneurship-based of material teaching is done through reviewer
expert lecture chemistry and pedagogic which involved two lectures. Review is done by asking expert
lecture to read, criticize and comment on the draft that has been prepared with regard to various
aspects such as the suitability of the indicators of learning, label concepts, values, multiple represents
science and truth. Integration stage on the draft teaching materials are reviewed by two expert lecture.
Reviewed carried out to obtain conception and feedback from two lectures regarding the truth of the
matter teaching material has been prepared. Improving students' creativity is important to develop
teaching materials CEP-based which linked concept of phenomena chemical in life associated with
products that are acid-base.
4. Conclusion
This development research had been arranged chemo entrepreneurship-based teaching material of
acid-base topic with 4-STMD method that develop creativities student based of phenomena chemical
in life associated with products that are acid-base.
5. Acknowledgments
I would like to thank Allah the Almighty, Who has given us Mercy and Blessing and also let’s deliver
to our prophet Muhammad SAW. Foremost my sincere appreciation goes to all the teacher to
interviewing and SMA Laboratorium UPI allow to observation.
6. References
[1] Milenkoví D D Segedinac M D and Hrin T N 2014 J. Chem. Educ. 2014 91 1409−1416
[2] Harison and Treagut 2009 J. Sci. Educ. 2000 22 (9) 1011-1026
[3] Morohunfola P I 1983 American Journal of Educational Research 3 1592-1596
[4] Abimbola A A Udonsoro VN 1997 International Journal of Research in Education 24 34-78
[5] Swanepoel, S 2010 International Journal of Educational Research and Technology 1 99-111
[6] Megbo and Saka 2015 International journal of multidisciplinary research and development.
Vol : 2, 9
[7] Aina, Jacob K 2013 Physics Department College Education (Tech.) 2 38-42
[8] Anwar S 2014 Pengolahan Bahan Ajar (Bandung: Program Pasca Sarjana Universitas
Pendidikan Indonesia) p 23
[9] Omosewo I A 1980 Vocational Education in Nigeria Lagos Longman Publication
[10] Nurmasari N Supartono and Sedyawati S M R 2014 Riset dan praktik pendidikan kimia 45 12
[11] Suharyadi Permanaari A Hernani 2013 Riset dan praktik pendidikan kimia 1 2301-721
[12] Munandar U 2012 Pengembangan Kreativitas Anak Berbakat (Jakarta : Rineka Cipta)
[13] Komalasari, K. 2010. Pembelajaran Kontekstual Konsep dan Aplikasi (Bandung: Refika
Aditama
[14] Craft A 1999 Curriculum journal 10(1), 135-150
[15] Supartono. 2006 Riset dan praktik pendidikan kimia 1 13
[16] Supartono 2005 Riset dan praktik pendidikan kimia 9 23-46
[17] Kusuma K Ersanghono G and Siadi, K Riset dan Pendidikan Kimia 65 1311-3037
[18] Sa‟adah and Supartono 2012 Chemistry in Education 34 95-112
[19] Prilliman, S G 2015 J. Chem. Educ 91 1291−1298
[20] Barke H D Hazari A Yitbarek S 2009 Misconceptions in Chemistry vol. 21 (Berlin: Springer)
134-324
[21] Ikerionwu J C 2000 J Chem. Educ 34 106-132
[22] Shaffer A A 2006 J Chem. Educ 83 (12) 1746−1749
696
Development and Validation of Diagnostic Tests

Misconceptions of Chemical Bonding
D Andriyantia), H Firman, and N Nahadi

Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi
a)
diniandriy@gmail.com
Abstract. The purpose of this study is to develop of misconception diagnostic tests by using a
valid and reliable two-tier multiple choice to know the conception of students in chemical
bonding materials. The research method used is development and validation. The development
stage consists of three stages included identification for content determination, identification of
concept and construction of diagnostic tests misconception. Diagnostic tests in the form of two
tier multiple choice developed is 23 items. The first tier aims to measure the knowledge and the
second tier measure about the reasons for the answer on the first tier. In the validation stage of
the instruments, judgment has been done by 7 experts, and analyzed using CVR index (Content
Validity Ratio). The results showed that the misconceptions diagnostic tests are valid indicated
by a range of values 0.71-1.00, but there is one item that should be revised based on the advice
has given by the validator. After which, then instrument tested for reliability in one senior high
school with 59 participants who came from grade 10 and 11 students. The results of reliability
test processed by using SPSS 24.0 showed that the instruments is reliable indicated by value of
Cronbach Alpha 0.795.
1. Introduction
Learning is a process of interaction between learners and educators with learning resources and
conditions that enable the process of teaching and learning in order to achieve a defined competence [1].
In the process of teaching and learning will require evaluation or assessment with the aim to know the
success of students during the teaching and learning process. In addition, the evaluation of learning aims
to determine the difficulties of students in the learning process and find solutions to minimize the
difficulty [2].
In general, the chemistry of learning materials in the form of abstract concept that makes many
students have difficulty in learning. One of abstract matter is chemical bond, because the concept of
chemical bond can not be found in everyday life, students can not see atom, atom's structure and how
among the atom can react [3]. So the students in understanding this abstract concept often caused
difficulties and sometimes even misconception, while the chemical bond is the basic material that must
be understood in chemistry learning because it is a liaison between concepts such as thermodynamics,
chemical reactions and chemical equilibrium [4].
One of the tests used to identify misconceptions is a two-tier multiple choice test. The two-tier
multiple choice test consists of a first tier containing a question with two answer choices and a second
tier asking the reason of the first tiered answer with five choices of answers that already include correct
answers and checkers [5]. The two-tiered test has the advantage of the usual multiple-choice test that
has been considered an effective assessment tool for determining student conceptions and alternative
697
conceptions [6]. In addition, the advantages of two-tier multiple choice test is a test that is easier to use
and easier for scoring so as to avoid subjective assessment
The two-tier test has the advantage of the usual multiple-choice test that has been considered an
effective assessment tool for determining student conceptions and alternative conceptions [6]. In
addition, the advantages of two-tier multiple choice test is a test that is easier to use and easier for scoring
so as to avoid subjective assessment.
The development of a two-tier test to identify students' misconceptions has been done by other state
researchers on chemical bonding [7][8][9], chemical equilibrium [10], chemical reactions [11],
ionization energy[12], chemical equilibrium [13], acid base [14] and kinertic particle [15].
The purpose of this research is to produce misconception diagnostic test with two-tier multiple
choice type that meets the criteria of validity and reliability.
The research method used is the method of development and validation. The development stage is to
develop a grain of question with two-tier multiple choice types and validation assessed by 7 experts used
to assess the test developed whether it is feasible to use and can measure the aspect to be measured [16].
The sample used for reliability test is the students of one of high school in Ciamis with the number of
students 59 who come from grade 10 and 11 composed by 35 females and 24 males.
In this study, a misconception diagnostic test with a two-tier question type was developed through
three stages based on the Treagust method [6].
2.1. Determining content

Determining and limiting the content tailored to the purpose of research. Content restrictions in chemical
bonding materials are determine the type of bond that occurs based on the Lewis structure, determine
the formation of covalent bonds, ionic bonds, metal bonds, classify more metallic elements, distinguish
between polar and nonpolar covalent and determine the shape of the molecule
2.2. Determination of student conception

Student conceptions on chemical bonding materials were reviewed based on the literature, then
interviewed several students about the difficulty in chemical bonding material.
2.3. Construction two-tier multiple choice

At this stage, the test developed is a two-tier multiple choice diagnostic test. In the question of two tier
there are two levels (tier) is the first tier of a question that asks the concept or knowledge to be measured,
then the second tier is the reason of the answer at the first level. The first tier is a stem with three, four,
or five answer options. In the second tier a choice of scientific answers with three, four or five answers,
but there is only one correct answer.
2.4. Validity and Reliability

Item two-tier multiple choice which have been developed will judged by an expert. If an expert declaire
the item is valid the score is 1 and if is not valid the score is 0. Hereinafter the CVR score for each item
can be count based on equation CVR. Having known the CVR value on each item, then calculated the
value of CVI which is the average of the CVR value for each item.
The reliability test for the item which has been used is a technic of Cronbach’s Alpha using
computer SPSS statitistic 24.0 program. According to Cronbach’s for counting the reliability can use
Alpha equation.
3.1. The validation result of the item is two-tier multiple choice by 7 experts.
The two-tier multiple choice problem developed 23 items validated by 7 experts. Validation is validated
content. 22 items are valid stated with CVR score 0.7-1.00. The CVR value is calculated based on the
698
Lawshe equation. The CVI value obtained based on the score CVR value is 0.899. CVR values are listed
in Table 3.1
Table 3.1. Validation results
Result Expert Value

Item of Category
Yes No
CVR
1 6 1 0,71 Valid
2 7 0 1 Valid
3 7 0 1 Valid
4 7 0 1 Valid
5 6 1 0,71 Valid
6 7 0 1 Valid
7 7 0 1 Valid
8 7 0 1 Valid
9 7 0 1 Valid
10 6 1 0,71 Valid
11 6 1 0,71 Valid
12 7 0 1 Valid
13 7 0 1 Valid
14 7 0 1 Valid
15 7 0 1 Valid
16 7 0 1 Valid
17 7 0 1 Valid
18 7 0 1 Valid
19 7 0 1 Valid
20 6 1 0,71 Valid
21 4 3 0,14 Not valid
22 7 0 1 Valid
23 7 0 1 Valid
Based on the data table 3.1 it can be explained that the item of validity is very low there is one problem
in item 21, which validity is five items, and the validity is high as many as 17 questions. Overall, the
validity of the two-tier instrument is considered to have met the validity criteria stated that the items
developed are valid. A CVR value of 1 is obtained because all validators rate suitable for each item. The
CVR value between 0 and 0.99 indicates that half of the number of validators says accordingly. There
is one item that is declared invalid, because as many as 3 validators judge that the developed problem is
not in accordance with the indicator and can not measure the kognitif aspect to be measured.
3.2. Reliability Test Results

Reliability test 22 problems that have been developed and meet the validation criteria then tested to 59
students grade 10 and 11 in one school in Ciamis. Calculation of reliability using SPSS 24.0 software
by determining the value of Cronbach Alpha developed by Cronbach. The reliability calculation results
are listed in Table 3.2.
Table 3.2 Reliability Test Results

Cronbach's Alpha N of Items
0,795 22
In addition to the results table 3.2 of Cronbach's Alpha calculations obtained reliability value 0.795
which states that the item is reliable, because reliability value > 0,50. 22 item two-tier multiple choice
699
reliable and can be used for diagnostic misconception on this chemical bonding. there is also an overall
reliability value for each item of two-tier developed. The result of grain processing matter is contained
in Table 3.3.
Table 3.3 Overall Test Reliability Results
Cronbach's Cronbach's
Test
Alpha if Item Test Alpha if Item
Deleted Deleted
Item 1 ,815 Item 12 ,816
Item 2 ,799 Item 13 ,803
Item 3 ,794 Item 14 ,787
Item 4 ,797 Item 15 ,792
Item 5 ,806 Item 16 ,813
Item 6 ,802 Item 17 ,790
Item 7 ,799 Item 18 ,788
Item 8 ,784 Item 20 ,793
Item 9 ,800 Item 19 ,806
Item 10 ,796 Item 21 ,797
Item 11 ,805 Item 22 ,790
4. Conclusion
Validity test is done to the validity of the content with the CVR value range of 0.71-1. Then the reliability
test is done by testing the two-tier multiple choice that has been developed to 59 high school students of
grade 10 and 11, the calculation of reliability test results Cronbach Apha value of 0.806. Based on data
from the results of research, states that the item of misconception diagnostic test with two-tier multiple
choice type developed is a valid and reliable item.
5. Acknowledgments
Researchers would like to thank the validators who have helped in the validation process of the two-tier
multiple choice instrument.
.
6. References
[1] Arifin, Z. 2012 Evaluasi pembelajaran Bandung Rosdakarya
[2] Departemen Pendidikan Nasional 2003 Evaluasi Pembelajaran Jakarta Depdiknas
[3]Tan, K.C.D. dan Treagust, D. F. 1999 Evaluating Students’ Understanding Of Chemical Bonding.
School Science Review 81(294), 75-83
[4] Geban, Ö. dan Pabuçcu, A. 2006 Remediating misconceptions concerning chemical bonding
Through conceptual change text Journal of Education 30, 184-192
[5] Tüysüz, C. 2009 Developmentof two-tier diagnostic instrument and assess students’ understanding
in chemistry Science Research and Essay 4(6), 626-631.
[6] Treagust, D. F. 1988 Development and use of diagnostic tests to evaluate students’ misconceptions
in science International Journal of Science Education 10(2), 159-169.
[7] Peterson, R. F., Treagust, D. F. & Garnett, P. 1989 Development and application of a diagnostic
instrument to evaluate grade-11 and -12 students’ concepts of covalent bonding and structure
following a course of instruction Journal of Research in Science Teaching 26(4) 301-314
[8] Barker, V. & Millar, R. 2000 Students’ reasoning about basic chemical thermodynamics and
chemical bonding: what changes occur during a context-based post-16 chemistry course?
International Journal of Science Education 22(11) 1171–1200
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[9] Harrison, A. G. & Treagust, D. F. 2000 Learning about atoms, molecules, and chemical bonds: A
case study of multiple model use in grade 11 chemistry Science Education 84, 352–381
[10] Tyson L., Treagust D.F.and Bucat R.B. 1999 The complexity of teaching and learning chemical
equilibrium Journal Chemical Education 76 554-558
[11] Chandrasegaran, A.L., Treagust, D.F., Mocerino, M. 2007 The development of a two-tier multiple-
choice diagnostic instrument for evaluating secondary school students’ ability to describe and
explain chemical reactions using multiple levels of representation Chemistry Education Research
and Practice 8, (3), 293-307
[12] Tan, K.C.D., et al 2005 The ionisation energy diagnostic instrument: two-tier multiple-choice
instrument to determine high school students’ understanding of ionisation energy Chemistry
Education Research and Practice 6, (4), 180-197
[13] Voska, K. W., & Heikinnen, H. W. 2000 Identification and analysis of student conceptions used to
solve chemical equilibrium problems Journal of Research in Science Teaching 37(2), 160-176
[14] Chiu, M. H. 2007 A national survey of students’ conceptions of chemistry in Taiwan International
Journal of Science Education 29(4), 421-452
[15] Adam, W.K. dan Wieman, C.E. 2011 Development and Validation of Instruments to Measure
Learning of Expert-Like Thinking International Journal of Science Education 33(9). 1289-1312.
[16] Bhatnagar, R., Kim, J.. & Many, J.E 2014 Candidate surveys on program evaluation: Examining
instrument reliability, validity and program effectiveness American Journal of Educational
Research 2(8), 683-690.
[17] Gliem, J.A. & Gliem, R.R. 2003 Calculating, Interpreting and Reporting Cronbach’s Alpha Reliability
Coefficient for Likert-type Scales Proceedings of The Midwest Research to Practice Conference in
Adult, Continuing, and Community Education Ohio
[18] Goh, N. K. & Chia, L. S. 1991 A practical way to diagnose pupils’ misconceptions in science
Teaching and Learning 6(2), 66-72
[19] Mutlu, A. dan Burcin, A.S. 2014 Development of a two-tier diagnostic test to assess
undergraduates’ understanding of some chemistry concepts. Science Direct 174, 629-635
[20] Lawshe, C. H. 1975 A quantitative approach to content validity Person-nel psychology 28(4), 563-
575
701
Integrated science and technology through techno-science

activity :the synthesis of room-temperature ionic liquid-
assisted microwave of cationic fatty imidazolines
H Gozalia), A Mudzakir, M Arifin and D Pratiwi

a)
E-mail: haris14gozali@gmail.com
Abstract. This study was conducted problems related to low Indonesian students` scientific
literacy as reflected on the study of PISA (Program for International Student Assessment) since
2000-2015. As one of the formal means, schools should be able to guide students to improve
their scientific literacy. It can be achieved if student was taught about the nature of science
(NOS). In addition to understanding NOS, in this rapidly growth of technology, the students
also should understand about nature of technology (NOT). To develop both of this knowledge
(NOS and NOT) to the students, it is necessary to integrate both science and technology, by
means techno-science activity, so that the students could understand more about nature of
science and technology (NOST). One of technology which is recently take a spot light is ionic
liquids (ILs). The purpose of this study was to construct an intructional techno-science activity
for fabrication of ILs based on model called guided inquiry. This sudy was carried by using the
method from model of educational reconstruction (MER) in order to design laboratory
activities worksheet this study employs only the first component of MER. Based on the
optimalization we could synthesis ILs by assisted microwave irradiation.The optimization
result in the first stage obtained the mole ratio between oleic acid and diethylentriamine is 2: 1,
microwave irradiation on 800 watt for 30 seconds, optimum temperature 160-169 oC. In the
quaternization reaction, the cis-oleil-imidazoline mole ratio with methyl iodide was 1: 1.5, the
reflux process at 37-40 ° C, evaporated at 60 ° C and homogenated for 4 hours.In the reaction
reaction anion mole cis-oleil-imidazolinium acetate and silver acetate 1: 1, homogenization for
4 hours, and generated yield was 89.09%.
1. Introduction
The 21st century is called the era of technology.The rapid technological advances have permeated the
various aspects of people's lives, which depending on use of technology products.Although technology
has positive benefits not least from the advancement of this technology will cause things that are
negative and problems that become a threat to society and the environment, if not based on the
knowledge and ability to use the technology.
As one of the formal means, schools should be responsible for preparing the generation of
knowledgeable and knowledgeable society to adapt to the development of science and technology so
as to be able to face real life challenges both in local and global scope.Science education has the
potential and strategic role in the effort to prepare these qualified human resources [1]. This will
happen if the school through science education can produce learners who have science literacy that
learners who are able to understand science, communicate, and apply science knowledge to solve
problems in the environment [2,3].
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The existence of schools that are required to produce learners who are literate science have not
fully materialized. This is reflected in the results of the PISA study (2000-2015) which shows that
science learning in Indonesia is concerned. In 2015 Indonesia's rating for Science is 62 rd place out of
72 Countries. This result has particularly demonstrated that there was an increase of the students’
scientific literacy average score than in PISA 2012 (increase in average science score is 22.1) [4]. The
increase of PISA achievement should be appreciated and give rise to optimism, but behind it all there
are still problems that must be improved if the quality of education wants to be better, considering the
achievement of scientific literacy was still the lowest among other southeast countries that also
participated in this program.
The low scientific literacy ability of Indonesian students may be due to the gap between the aspects
that must be achieved in the PISA science literacy assessment study with the curriculum used in
Indonesia today.During this education process in Indonesia only focuses on the ability to remember
facts, concepts, theory or law (knowledge of science)Without knowing how the nature of science and
relate it to the empirical experience in real life (knowledge about science) [5]. The findings are
reinforced by the achievement of Indonesian student literacy in the latest PISA study (Figure 1).In the
PISA study, an assessment of the science literacy capability is represented on seven levels, starting at
1b, 1a, to level 6 [6]. Based on the data in Figure 1, the highest achievement of Indonesian students is
only able to reach level 5, whereas most of our students are only able to answer below level 2, which
means most of them are only able to answer the problem with the context they know and related
directly with what student learned and with the type of questions written clearly.
40 %
31.61%
14.19 %
10.65 %
1.29 % 1.61 % 0.65 %
Below level 1b level 1a level 2 level 3 level 4 level 5

level 1
Scientific Literacy Level
Figure 1. Indonesian Students` Performance in Scientific Literacy Achievement
The low achievement og scientific literacy of Indonesian student should be faced as a serious
problem and thus it could discover the solution to improve the students’ ability and the education
quality. In order to improve the scientific literacy ability Then science literacy needs to be related to
the competence of life [7]. One of them is mastering epistymological competence, which is related to
philosophy and the nature of science (NOS).Knowledge based on NOS will further help students to
understand the basic idea of a taught concept [8,9]. In addition, with rapidly technological
developments it is also important for students to understand the nature of technology (NOT) and its
relationship not only with science but also with empirical experience in real life [10].
In order to understand both science and technology (NOS and NOT) it requires an integrated
learning between science and technology called as technoscience activity. The technoscienci activity is
a way to guide students in developing an understanding of how so close is the relationship of science
and technology. In an effort to develop an understanding of the nature of science and technology
(NOST), students are required to think and work like a scientist.
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Chemistry as one of the part of science is based on laboratory activities (experiment)[11]. A

laboratorium activities can be appropriate menas of learning for technoscience, because in lab
activities student are actively involved in the process of inquiry, problem solving and inquiry which is
similar with what scienctist do. A laboratorium activities involves not only the content of science but
also simultaneously involving the processes of science, application context, and values and attitudes
toward science and technology in its activities.
One of technology which is recently take a spot light and that are closely related to school chemical
content are ionic liquids (ILs).Ils are a compound of salts composed entirely of ions (cations and
anions), containing neither certain neutral molecules and liquid at room temperature [12]. ILs have
unique properties such as non-flammable, thermal stability, electronic conductivity, high
electroelastic, environmentally friendly (recyclable), and non corrosive, which can be adjusted
depending on the combination of cations or anions. Based on its properties Ils has a wide range of
potential applications, such as biocatalysts, nanoparticle synthesis and polymerization, as electrolytes
in devices, fuel cells, sensors, batteries, supercapasitors, coatings, lubricans, “green” solvents and heat
storage [13].
Technnoscience activities through laboratoium experiment which integrated science and
technology is expected to improve awarness of the relationship of science-chemistry and technology, it
will certainly occur if the supporting factors in the activity are fulfilled, one of them is the worksheet
activities [14].The purpose of this research is to create a worksheet based guided inquiry on fabrication
of ILs. Research design to create a guided inquiry worksheet a framework called Model of Educational
Recunstruction (MER) is used
The method of this study is of Educational Design Research Methods with framework model called
MER..MER is content based framework to design a new learning environment [15-16]. One of the
basic ideas of MER is that the content structure for teaching can not be taken directly from the
structure of the scientific content, but must be specifically reconstruct by adjusting the cognitive,
affective, and educational aspects. In MER, there are 3 components. However, this study employs only
the first component of MER to design laboratory activities. Worksheet called clarification and analysis
of science content. This process is done by analyzing related texts about ILs so that the basic ideas of
related chemistry concept are obtained.
The worksheet in this study is designed based on guided inquiry. This approach is based on the
learning cycle (Figure 2), whichconsists of three phases: exploration (data collection), concept
invention,and application. Guided inquiry or discovery experiments are designedto lead students to
hypothesis formation and testing [17]. Thestudent begins by collecting data and looking for trends
orpatterns. Ideally, a hypothesis is formed and then tested. Thegoal is to make connections between
observation and principles. Thus, guided inquiry approach focused on learning process.
Exploration
Concept Invention
Aplication
(Introduction)
Figure 2. Learning Cycle in Guided Inquiry
In this study, worksheets comprise three basic parts [17], the first part is Model, Data and/or
Information. The model can be a figure, an equation, a table, text, or any combination of these. It is
designed to define or develop some chemical concept dalam hal ini yang berkaitan dengan teknologi
ILs. This component is the Exploration Phase of the learning cycle, they would be given a chance to
observe the picture, graph and table to answer the questions following the facts.
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The second part is Critical Thinking Questions (CTQs). Answers to critical thinking questions
reveal fundamental relationships or concepts inherent related to ILs or elicit interpretation of the
information. The questions are crafted to lead the student to make inferences and conclusions. These
questions also provide a model for the types of questions scientists ask in an effort to understand new
information. This is the Concept Invention (or Term Introduction) Phase of the learning cycle.
The third part is Applications. These exercises are designed to give the students additional practice
in working exercises and solving problems using the chemical concept(s) discovered through ILs and
the CTQs. They should design an experiment for making ILs based on their knowledge from previous
steps. This is the final phase of the learning cycle.
The worksheet designed in this study would be started by several introduction activities before the
participants asked to design an experiment and proposed a hypothesis. The introduction activities
given to the participant would lead the participant to fact, concept and theory for making ILs in
laboratory. Based on the introduction activities presented in this worksheet, the participantsare hoped
to be able to use their knowledge to design their experiment for synthesis ILs.
3.1. Analysis of Science Concept Related to ILs Technology
The first component in MER is the clarification and analysis of the literature on the context of ILs,
especially on the manufacturing procedure. The purpose of this component is to obtain information on
the manufacture of ILs and clarify the concept of chemical science related to the context of ILs. In this
stage, five articles were selected to describe ILs technology as the basic text of ILs. The results of the
analysis of all the articles, then selected the concept or related chemical theory associated with the
basic ideas of ILs technology, such as chemical bonds, lattice structure, carbon compounds, and
metathesis reactions. The concepts and theories are also contained in the school chemistry teaching
curriculum. The matrix of analysis results can be seen in table 1.
The concepts and theories contained in the original text on ILs are the basic concepts and theories
used to describe and model the physical and chemical properties of ILs so they can be used for various
applications. Chemical bond theory is used to explain how ILs are formed and can be a liquid at room
temperature. ILs are formed from cations and anions through ionic bonds, the resulting compound of
ionic bonds has a co-lattice structure because the cations and anions used are larger, so the lattice
structure (crystal structure) is easily damaged resulting in ILs having different properties. The concept
of organic compounds is concerned about the cations used to construct ILs, through the context of ILs
then there is an extension of the notion of cations that are not only of metal atoms but can also be
positively charged organic molecules (larger than metal cations) [19]. The characteristics of ILs can be
adapted to specific combinations of cations and anions using the concept of metathesis reaction and
the Acid Base theory of Lewis in the synthesis of ILs.
Based on the results of the original ILs text analysis, a simple fabrication procedure is obtained.
This procedure involves two stages, namely the formation of desired cations and anion turns to form
the product. The reactions used to synthesize ionic liquids include quaternization reactions and anion
shift reactions [19]. The type of cation used is the synthetic fatty-imidazolinium cation synthesized
from fatty acids (oleic acid), the rich natural resources of plantation products (palm oil) into promising
potential materials, allowing the ILs synthesis method to be simple, cheap and easy.
The context of ILs can be directly used to teach related concepts and theories to students, otherwise
this will not support the development of an understanding of the nature of science and technology
(NOST). A direct explanation of concepts and theories will not give students the opportunity to know
how these concepts and theories are formed and how the application of concepts and theories in the
context of ILs (our daily lives). The designed learning design will provide an opportunity for students
to think and analyze, thus they can recognize how the concept is gained and how it applies to certain
technologies.
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Table 1. Chemistry concept and theories relted to ILs [20,21,22,19,24].

Applications of Dissolution of Synthesis and Microwave Synthesis of
An Introduction
ionic liquids in the cellulose with Purification of Cationic Fatty
to Ionic Liquid
chemical industry ionic liquids Ionic Liquid Imidazolines and their
Characterization
 Lattice  Chemical  Chemical  Chemical  Chemical bond
structure bond bond bond  Interactions
 Chemical  Interaction  Lattice  acid theory between molecules
bond s between structure  Interactions  acid theory
 Interactions molecules  Metathesis between  Metathesis reaction
between  acid theory reaction molecules  Carbon compounds
molecules  Metathesis  Interactions  Metathesis  Complex
 Metathesis reaction between reaction Compound
reaction  Carbon molecules  Carbon
 Carbon compounds  Electrolyte compounds
compounds  Macromole solution
cules  Redox
3.2. The Structure and Design of Worksheet Activity
The purpose of using inquiry approach is to develop systematic, logical, and critical thinking skills, or
develop intellectual ability as part of mental processes [17]. Thus there are two objectives of the
inquiry activity, namely the content objectives and the purpose of the process. The purpose of the
content relates to understanding the concepts and theories of chemistry associated with the context of
ILs. But not all concepts or theories are included in the worksheet. The purpose of the process relates
to the ability of students to use their potentials and abilities to adjust to all problems they face, both in
the classroom and in the environment in which they are located, so that the purpose of the process is
related to NOST understanding.
In the designed worksheet, every activity on the worksheet is always started with the main
question, which is the question for leading them to their impression about the activity. In the beginning
of every worksheet it will be provided with a model of picture, graph and equation. The last part of
every activity is giving them some CTQs which are related to the model provided. The question was
arranged in certain ways like: (i). Question that directly related to the model provided; (Ii). Questions
which related to the concept and theory are shown in the model and (iii). Question about the
application of the concept and theory related to the model. In the fourth activity which is the main
experiment of this worksheet, there are several instructions that led to their designing experiments.
The worksheet we constructed in this study were five activities. In the first stage, students are
directed to understand the potential of ILs production through analysis of oil palm plantation products
in Indonesia, students are given related information in the form of graphic images and graphs. In this
activity the students are expected to be able to realize the potential of easy-to-obtain raw materials that
enable the synthesis of ILs to be simple, and inexpensive.
In the second activity, students were guided to understand the chemical characteristics of fatty
acids and were given several chemical reactions related to ILs synthesis and the characteristics of the
chemicals involved. Students are expected to understand the basic idea of ILs synthesis, and its
characteristics so as to have basic knowledge to perform the synthesis of ILs.
In the third step, students are directed to model how ILs can be liquid and have unique properties.
At the beginning of this stage, students are given microscopic images or molecular animations of the
cations and anions used.
The fourth step is the experimental stage, students are asked to construct the theoretical ILs
synthesis knowledge so that students can make experimental steps, determine the appropriate tools and
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materials. Then the students are asked to experiment in accordance with the procedures made and
write down the observations. The teacher as a facilitator is tasked with directing and correcting the
steps taken by the students.
The fifth step is the application stage of the technology context ILs, it is expected that students can
realize the benefits of ILs related technology in everyday life. At this stage information is provided in
the form of images or videos of ILs related research, and areas that apply ILs technology.
In the last part of the worksheet designed, there is one reflection activity aimed for reviewing
participant view of how technology and science related one another. The reflection was conducted
based on previous research which stated that explicit reflection about NOST would lead to better
participants’ understanding of NOST [10].
The worksheet we constructed in this study was validated by several expert to ensure that this
worksheet can match the need of developing NOST understanding. The validation was carried by
matching the constructed worksheet with the NOST aspect which consist of (i). Characteristic of
science and technology; (ii). Characteristic of scientific knowledge and theory; (iii). How to obtain
scientific knowledge and theory; (iv). Purpose of scientific research and (v). Relationship between
science and technology [25].
3.3 Optimization of Standard Procedure for Synthesis ILs
Laboratorium activities based on guided inquiry approaches do not have standard procedures. Students
as participants can freely explore methods based on peneuan results. Although there is no standard
procedure, the teacher as a facilitator in the learning process must know one standard procedure that is
valid. In making standard procedure some optimizations are done by the method found in the article,
step experiment as shown in figure 3.
Dietilenatriamina
Oleic Acid
(DETA)
Assisted Microwave
Cis-Oleil-Imidazolin
Anion Test
+ CH3 I
Boilling Point Test
Cis-Oleil-
Imidazolinium Iodide
+ AgCH3 COO
Cis-Oleil-
Boiling Point Test
Imidazolinium Acetate
Figure 3. Preparation of cis-oleil-imidazolinium acetate synthesis
First stage optimization is the formation of cations (protonation reactions) and salt formation
reactions (quartenerization methylation). The cation type used was the synthetic fatty-imidazolinium
cation synthesized from fatty acids (oleic acid). The cis-oleil-imidazoline synthesis was carried out by
heating method with microwave irradiation [24], while the methyl-alienation reaction was used reflux
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method [26]. The second stage is anion replacement reaction which utilizes the principle of anionic
metathesis and LewisAcid Base [27].
Some attributes of different conditions have been optimized such as temperature, reaction time,
power and time of homogeneity. The optimization result in the first stage shows that the mole ratio
between oleic acid and diethylentriamine is 2: 1, using microwave irradiation with 800 watt for 30
seconds, the reaction is optimal at temperature range 160-169oC.
In the quartenerization reaction process, the optimized yield of the cis-oleil-imidazoline mole ratio
with methyl iodide was 1: 1.5, using the reflux method at 37-40°C, evaporated at 60°C and
homogenated for 4 hours, and yielding a rendement Cis-oleil imidazolinium iodide equal to 81,85%
4. Coclusion
In this study we found a worksheet of laboratory activities used guided inquiry approach for ILs
synthesis. This worksheet is designed with Educational Design Research Methods with a framework
model called MER. In MER, there are 3 components but this study employs only the first component
of the MER to design laboratory activities worksheet called clarification and analysis of science
content. This process is done by analyzing related texts about ILs so that the basic ideas of related
chemistry concept are obtained. The results of concept analysis or related chemical theories associated
with ILs are chemical bonds, lattice structures, carbon compounds, and metathesis reactions.
The guided inquiry worksheet consists of five stages: orientation, hypothesis, designing
experimental procedures, experimenting and collecting data, and applying conclusions. This
worksheet is also equipped with reflection activity to review about NOST based on the activities
conducted by the participants.
In making standard procedures some optimizations are done by the methods found in the article,
the optimization results obtained two stages to synthesize ILs, ie cation formation (protonation
reaction) and salt formation reaction (quaternization methylation). With cis-oleil-imidazoline cation, a
method of heating by microwave irradiation, a quasiternerization-methylation reaction with reflux
method and anion replacement reaction according to the theory of the acid-base of lewis.
The optimization result in the first stage obtained the mole ratio between oleic acid and
diethylentriamine is 2: 1, microwave irradiation 800 watt for 30 seconds, optimum temperature 160-
169 oC. In the quartenerization reaction, the cis-oleil-imidazoline mole ratio with methyl iodide was 1:
1.5, in reflux at 37-40 o C, evaporated at 60 o C and homogenated for 4 hours. In the reaction reaction
anion mole ratio of cis-oleil-imidazolinium acetate and 1: 1 acetate silver, homogenization for 4 hours,
and yield yield of 89.09%.
The worksheet designed in this study has not been tested in real condition of pre-service chemistry
teacher course yet. However, based on the suggestion of the experts, they said that this worksheet
could be used for developing pre-service chemistry teachers’ understanding of several aspect of
NOST. But still, the testing of this worksheet to pre-service chemistry teacher would give better
insight about NOST understanding change among the pre-service chemistry teachers using the
worksheet designed in this study.
5. Acknowledgments
We are grateful to the staff and laboratory labs of the Chemical Education Department of UPI who
have facilitate this research, as well as to members of the research team headed by Mr. Ahmad
Mudzakir..
6. References
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Problem Solving and Financial Literacy (OECD, 2013), pp. 3.
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[5] Semiawan C 2004 Relevansi kurikulum masa depan (Yogyakarta: Kanisius)

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Literacy : From Theory to Practice. J.Research in Science Education – Past, Present, and
Future (Dordrecht: Springer Netherlands) pp.61-70
[8] McComas W 2002 A textbook case of the nature of science: Laws and theories in the science
of biology J. Science and Mathematics Education, I(2), 141-155.
[9] National Research Council 1996 National Science Education Standards (Washington DC:
National Academy Press)
[10] H. Tairab, Res. In. Sci. & Tech. Edu. 19, 235-250 (2001).
[11] Limniou M2007 The Integratiom Of A Viscosity Simulator In A Chemistry Laboratory.
J.Chemistry Education Research And Practice, 82, 220-231.
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[13] Natalia V Plechkov and Kenneth R Seddon 2007 J. Royal society of chemistry.
[14] Hofstein A, O Navon, M Kipnis, R Mamloko-Naaman 2005 J.Research in Science Teaching,
42 (7): 791-806.
[15] Duit R 2007 .J.Mathematics, Science and Technology Education, 3(1), 3–15.
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Research and Practice in Europe: Retrospective and Prospective (pp. 13–37). John J Farrell,
Richard S [17] Moog, James N Spencer 1999 . A guided inquiry general chemistry
course. Departement of chemistry, franklin and marshall collage, lancaster, PA 17604 pp.570
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709
Development of multiple intelligences (MI)-based teaching

material on chemical equilibrium
H R Permatasaria), S Anwar , and Hendrawan

Pendidikan Kimia SPs, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.
a)
E-mail: harryrizka@yahoo.com
Abstract. Due to its important role in learning process, teaching material has atracted many
education experts on developing an appropriate teaching material. Recent progress on
intelligence paradigms and achievement on information technology have given strong influence
on the mode of teaching, and hence on the form and characteristics of teaching material. This
study aims to develop MI-based e-learning teaching material on chemical equilibrium. This
article presented the progress report of the first phase whitin the whole research scope. In this
stage we have developed the draft of teaching material by performing : (1) concept selection,
covering curriculum analysis, indicator development, and concept identification; (2) concept
structuring, including concept mapping and organizing; and (3) MI integration into teaching
material. In the concept selection step, two basic competencies have been selected, and generated
ten indicators covering these were reversible reaction, chemical equilibrium, homogen and
heterogen equilibriums, Le Chatelier principles, equilibrium constant, and disosiation reaction.
On the concept structuring step, we have generated a concept map, macro-structure, and multiple
representation of chemical equilibrium topic. Meanwhile, the MI integration step came to
conclussion that there were seven intelligences which can be integrated into chemical
equilibrium topic, they were intelligence of linguistic (text); logic–mathematic (inference and
calculating); spatial (colour, animation and symbol); kinesthetic (experiment); intrapersonal
(personal task); interpersonal (discussion); and naturalistic (natural phenomenon).
1. Introduction
Gardner [1] introduced the meaning of intelligence in different way. According to Gardner,
intelligence is not only for children who get the first rank or the highest mathematics score in the class
but more than it. Based on Gardner’s, human have many intelligences, known as Multiple Intelligences.
There's some intelligence that more superior than others. Gardner divided it into seven, namely spatial,
linguistic, spatial, logical - mathematical, interpersonal, intrapersonal, and kinaesthetic. Six years later,
Gardner added the Naturalistic to those intelligences. Integrating MI into learning process tend to have
a positive impact ([2], [3], [4]).
However, research about integrating MI into the learning process is mostly done to activities in the
classroom that is interaction between student and teacher. Though the learning process is not only
involving student and teacher but also teaching materials. Student interaction with teaching materials is
unlimited and can take longer than interaction with the teacher. However, students seldom interact with
teaching materials except in the classroom, one of the reasons is that most teaching materials only
providing the mathematical and linguistic intelligence so that students with other intelligences are not
so interested.
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On the other hand, the development of technology makes the learning process growing. To answer
these challenges, the government also strives for distance learning process or known as e-learning [5].
But unfortunately government efforts in developing e-learning system is not supported with e-learning
materials. Currently the government publish e-book in the form of of pdf that it don't optimize the
technology. Therefore it is a needed to create e-learning materials that optimize technology capabilities.
Teaching materials optimizing technology are very useful for abstract subjects and require representation
in the form of images or animations such as chemistry. The technology allows students to know events
at the molecular level. One of the chemical topics that require explanation at the molecular level is
chemical equilibrium. Some studies have also mentioned that students still have difficulty in studying
chemical equilibrium ([6], [7], [8]) so this study aims to develop teaching materials of MI-based teaching
material on chemical equilibrium.
2. Method
Development of teaching materials in this article through three steps which were selection, structuring,
and integration. The first step was concept selection covering curriculum analysis, indicator
development and concept identification. In the curriculum analysis was selecting of four Basic
Competencies (KD) on chemical equilibrium topics. Then was the development of indicators on two
selected KD. Because of the chosen KD is about analyzing and determining, so the development of the
indicator used operational verbs that are analytical and decisive. Furthermore, the concept labels were
identified from indicators that have been developed then selecting the material based on four books. The
result was then compiled in draft 1.
The second step was the structuring through organizing concepts and materials into concept maps,
macro structures, and multiple representations. The type of concept map created is a network tree. The
more general concept lied above the specific concept. The title of the material was organized into a
macro-structure. Kind of reactions, Le Chatelier principle, application of equilibrium, and equilibrium
constant are arranged vertically, while the material structure was made horizontally. Then the
information about the chemical equilibrium material was categorized into three tables which were
macroscopic (phenomenon of chemical equilibrium in everyday life), submicroscopic (explanation in
molecular level), and symbolic (symbol and picture).
The third step was MI integration that was integrating the MI components into the chemical
equilibrium topic. Before integrating the MI component into the teaching material, an analysis of the
characteristics of each intelligence belonging to MI, i.e. linguistic, logic - mathematic, spatial,
interpersonal, intrapersonal, kinesthetic and naturalistic intelligence, has been done. Each character of
the intelligence was applied to the material on the teaching materials. Linguistic intelligence was
performed in the text and sound, spatial intelligence was displayed in the form of animation, video,
images and graphs, logic-mathematic intelligence was presented in formulas and symbols, interpersonal
intelligence was appeared in the form of individual tasks, intrapersonal intelligence was provided in the
form of interaction with friends, kinesthetic was put on experiment and naturalistic intelligence was
shown in the form of Natural phenomena in daily life. A draft of MI-based teaching material on chemical
equilibrium was then developed by developers in the form of application, .swf, through Adobe Flash
Player 11 program.
3.1. Concept Selection

The concept selection step included three steps, those were development of indicators, material
selection, and value selection. Indicator development begins with analyzing the curriculum. The
curriculum analysis began with the selection of Basic Competencies. Basic competence (KD) is a
minimal ability that must be owned by students. On the topic of chemical equilibrium there are four KD
given by government, that is
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3.8. Analyzing factors affect position of equilibrium applied in the industry.

3.9. Determining the quantitative relationship between the reactants and the reaction product of an
equilibrium reaction.
4.8. Designing, executing, concluding and presenting experimental results of factors affect position
of equilibrium.
4.9. Solving the problem of the quantitative relationship between the reactants and the products of
an equilibrium reaction
KD 3.8 and KD 3.9 were selected as Basic Competencies that was developed into teaching materials
because KD 4.8 is experimental so it is more appropriate for learning activities. While KD 4.9 is actually
an evaluation of KD 3.9. Indicator was needed to measure achievement of the KD therefore the next
step was the development of indicators. The indicator uses an operational verb, i.e. a measurable verb.
Indicators are also a guide in developing learning materials. In KD 3.8 was developed 10 indicators.
Indicator about "analyzing the relation of pressure and volume based on ideal gas equations" was
omitted, because students had studied the material in stoichiometry topic.
The next stage was identifying the concept label based on the indicators developed. The concepts
were then defined based on textbooks to obtain a compilation of chemical equilibrium materials.
Material selection was begun by selecting the material source. In this study the source material used
were text books and high school books for school A level. Books used as a reference that is: (1) Bradi,
J. Et al. (2015). Chemistry, Seventh Edition. New York: John Wiley & Sons. (2) Gallagher, R., Ingram,
P. (2009). Chemistry IGCSE Revision Guide. Oxford University Press. (3) Norris, R, Ryan L., Acaster
D. (2011). Chemistry Coursebook. Cambridge: Cambridge University Press. (4) Ramsden, E.N. (2000).
Chemistry A-Level Fourth Edition. United Kingdom: Nelson Thornes Ltd. After the three stages have
been done, the results obtained from the selection stage are listed in the table 1.
Table 1. Result of Selection Stage
KD Indicator Concept
3.8. 1. Defining reversible and irreversible reaction 1. Reversible
Analyzing 2. Explaining equilibrium state reaction
factors affect 3. Comparing homogeneous and heterogeneous equilibrium 2. Irreversible
position of 4. Analysing the effect of concentration on shifting direction of reaction
equilibrium equilibrium. 3. Equilibrium
applied in the 5. Analysing the effect of temperature on the shift in equilibrium state
industry. direction. 4. Homogeneous
6. Analysing the effect of pressure on the shift in equilibrium direction. equilibrium
7. Analysing the effect of volume on the shift in equilibrium direction. 5. Heterogeneous
8. Describing the Le Chȃtelier principle. equilibrium
9. Analysing the effect of catalysts in the chemical equilibrium process. 6. Equilibrium
10. Describing the industrial process conditions of NH3 and H2SO4 based shifting
on equilibrium reactions.
3.9. 1. Stating the definition of equilibrium constant (K). 1. Equilibrium
Determining 2. Expressing the equilibrium constant in concentration (Kc). constant on
the 3. Stating the equilibrium constant in pressure (Kp). concentration
quantitative 4. Explaining the relationship of Kc and Kp through the ideal gas (Kc)
relationship equation 2. Equilibrium
between the 5. Determining the equilibrium constant value of the related reactions constant on
reactants and 6. Determining the value of equilibrium constants of plural equilibrium pressure (Kp)
the reaction 7. Calculating the degree of dissociation (α) of an equilibrium reaction 3. Degree of
product of an 8. Calculating equilibrium constant through dissociation (α) dissociation
equilibrium 9. Explaining the trend of equilibrium position based on the equilibrium
reaction. constant (K)
10. Predicting whether the reaction is in equilibrium or not based on
comparison of Kc and Qc
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3.2. Structuring Concept

Structuring concept is a step in preparing the concepts that have been obtained by mapping the
concept, organization of concept hierarchy and analysis of multiple representation on the concept
developed. This step was done to facilitate students in knowing the position of the concept. Through this
step students are also expected to relate the concepts so there will not occur partial learning process. If
students' knowledge is structured in their cognitive structure, it will make it easier for students to
remember new information [9]. Figure 1 shows the result of concept mapping.
Figure 1. Concept Mapping
The next phase in this step of the structuring concept was creating of macro structures. The function
of Macro structure is to keep the accuracy and clarity between the texts so that it can simplify the
development of teaching materials. While the concept mapping that only contains label concepts, a
macro structure included material on selected topics. These materials are mapped in two-dimensional
models, namely the dimensions of progression and elaboration. The dimension of progression or vertical
dimension in the form of a downward plot indicates macro precision, whereas the dimension of
elaboration or horizontal dimensions, from left to the right, are a wideness level of the topic. There were
four main macros made in the progression dimension, i.e. kinds of equilibrium, the sifting of equilibrium
position, the application in the industrial, and the equilibrium constant. Some part of the macro structure
has been created is shown in Figure 2.
Figure 2. Macro structure of Chemical Equilibrium made

Chemistry is a subject discussing about changes that occur at the molecular level which cannot be
observed. Though students will more easily understand the explanation through observation either
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directly or indirectly. Therefore, chemistry representations were made in the molecular level to facilitate
students. According to Chittleborgh [10] representation is describing something into another format.
Johnstone [11] divided chemical representations into three aspects of representation: macroscopic
(observable), symbolic (symbols and images) and submicroscopic (explanations in molecular form). The
representations is known as multiple representation. In the material of chemical equilibrium, the results
of material selection from textbooks are represented on these three levels. The following is an example
of multiple representations made.
Table 2. Multiple Representation Chemical Equilibrium
Material Macroscopic Submicroskopic Symbolic

Position of If the equilibrium of At the beginning before the N2O4(g)  2 NO2(g)
equilibrium N2O4 gas that turns equilibrium occurs, there is only
colourless brown
into NO2 disturbed, N2O4 (colorless), when the NO2
the system will becomes yellow, the N2O4
attempt to return the molecule changes to NO2. Over
equilibrium. time when the rate of NO2
formation is equal to the rate of
formation of N2O4, the solution
changes into dark brown.
Microscopically, the rate of
product formation and reactants
still occurs, but macroscopically
there is no change that can be
observed.
3.3. Multiple Intelligences Integration

The third stage is the integration of MI through integrating the MI component into each of these
concepts. Integration of MI was done by analysing the characteristic of components of MI (linguistic,
logical - mathematical, spatial, interpersonal, intrapersonal, kinesthetic, and Naturalistic). The books on
MI in circulation mostly discuss about MI integration in learning activities. Therefore, integration was
done by adjusting the MI component on the teaching materials so that in one material did not cover all
the components of MI. Table 3 shows the integration of MI on chemical equilibrium topics.
Table 3. MI Integration
Material Integrated MI Material Integrated MI
Reversible reaction Spatial The effect of catalyst Spatial
Linguistic Linguistic
Naturalistic
Irreversible reaction Spatial Habber bosch process Spatial
Naturalistic
Intrapersonal
Equilibrium stated Spatial Contact process Spatial
Naturalistic
Intrapersonal
Homogennous Spatial Action mass law Spatial
Equilibrium Linguistic Linguistic
Naturalistic Naturalistic
Intrerpersonal Logic - mathematic
Heterogenous Spatial Quotient reaction Spatial
Equilibrium Linguistic Linguistic
Naturalistic Logic - mathematic Interpersonal
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Material Integrated MI Material Integrated MI

Le chatelier Principle Spatial Equilibrium constant on Spatial
Linguistic concentration Linguistic
Naturalistic Logic - mathematic Intrapersonal
Kinesthetic Interpersonal
Logic - mathematic
The effect of Spatial Equilibrium constant on Spatial
concentration Linguistic pressure Linguistic
Logic - mathematic Interpersonal
The effect of pressure Spatial Degree of dissociation Spatial
or volume Linguistic Linguistic
Interpersonal Logic - mathematic Interpersonal
Intrapersonal
The effect of Spatial
temperature Linguistic
Naturalistic
Linguistic intelligence was showed not only in text form but also in audio form [13]. It aims to train
the linguistic intelligence as well as the spatial students so that the focus of the student is not only to the
text but also the image or animation shown. Audio is also useful to train the concentration of students
so that they should keep their concentration in order to understand the main idea of the material presented
[14]. Spatial intelligence can be treated through images, colors, and graphs, then in this teaching
material, spatial intelligence is made in the form of video, animation, graphics, and images of chemical
equilibrium. Intrapersonal skills are generated with some tasks that the student must solve personally.
Then the students compare answers that have been made with his friend, and written in the fields that
have been provided. In this teaching material, students are also required to conduct experiments that will
reach their kinesthetic and interpersonal intelligence. The material of equilibrium constant is a material
that relies heavily on logical-mathematical intelligence. So there are symbols, formulas, and numbers
that will provide the intelligence. Naturalistic intelligence is presented through natural phenomena
related to the topic of chemical equilibrium [15]. In everyday life there are some phenomena about the
principle of chemical equilibrium, such as the making of fertilizer, the impact of ammonia waste,
detergent materials, dyes, body dizziness when climbing mountains, mood rings, the use of the concept
of pressure on the world of health and the impact showed.
The collection of material that has been integrated into MI were made in a draft of teaching materials.
The draft was made into application by developer through Adobe Flash Player 11 program and its output
was .swf so it can be used as teaching material for e-learning. Each material on the teaching materials
began with a daily phenomenon. Figure 3 is a display of e-learning materials that have been created by
integrating MI into it on the topic of chemical equilibrium.
(a) (b)
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(c) (d)
(e) (f)
Figure 3. Display of MI-Based E-Learning Teaching Materials on Chemical Equilibrium
4. Conclusion
In the concept selection step, two basic competencies, “analysis and determination”, have been
selected, and generated ten indicators covering six concepts, they were reversible reaction, chemical
equilibrium, homogenous and heterogeneous equilibriums, Le Chatelier principles, equilibrium
constant, and dissociation reaction. Second step, the concept structuring step, have generated a concept
map, macro-structure, and multiple representation of chemical equilibrium topic. Meanwhile, the MI
integration step came to conclusion that there were seven intelligences which can be integrated into
chemical equilibrium topic, they were intelligence of linguistic (text); logic–mathematic (inference and
calculating); spatial (colour, animation and symbol); kinesthetic (experiment); intrapersonal (self-
reflection and personal task); interpersonal (discussion); and naturalistic (natural phenomenon). The
form of teaching material was an application running on computer. MI-based teaching material was
needed because student in a class have various intelligences. However, the teaching material should be
have a test to assure that it have MI in it.
5. Acknowledgments
Author wants to say thank you to lecturer of chemistry education of Indonesia University especially for
Mr. Sjaeful Anwar and Mr. Hendrawan.
6. References
[1] Gardner H 1993 Frames of Mind:The Theory of Multiple Intelligence (New York: Basic Books)
[2] Bas, G., & Beyhan, O. (2010). Effect of multiple intelligences supported project-based learning
on student's achievement levels and attitudes toward english lesson International Electric
Journal of Elementary Education, 2(3) pp 365-386
[3] Ogretmen-MEB 2015 A meta-analytic study regarding the effect of mit on achievement, attitude,
and retention International Periodical For the Languages, Literature and History of Turkish
or Turkic, 197-218
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[4] Temur O 2007 The effects of teaching activities prepared according to the multiple intelligence
theory on mathematics achievements and permanence of information learned by 4th grade
students International Journal of Environments and Education 2(4) pp 86-91
[5] Peraturan Menteri Nomor 109 2013 Penyelenggaraan pendidikan jarak jauh pada pendidikan
tinggi (Jakarta: Menteri Pendidikan dan Kebudayaan)
[6] Adaminata M A, & Marsih I N 2011 Analisis kesalahan konsep siswa SMA pada pokok bahasan
kesetimbangan kimia Bandung Simposium Nasional Inovasi Pembelajaran dan Sains 2011
(SNIPS 2011)
[7] Maharani E S 2012 Identifikasi kesulitan dalam memahami materi kesetimbangan kimia pada
siswa kelas XI IPA SMAN 2 Pasuruani Malang: http://library.um.ac.id/
[8] Kumalasari M 2013 Identifikasi miskonsepsi kimia di MAN Yogyakarta II pada materi pokok
kesetimbangan kimia kelas XI IPA Tahun AJaran 2012/2013 Yogyakarta: Skripsi Unpublished
[9] Anwar S 2015 Pengolahan bahan ajar (4 steps teaching material development) [Hand Out
Perkuliahan] Bandung: Unpublished Manuscript
[10] Chittleborough G D 2004 The Role of Teaching Models and Chemical Representations in
Developing Student's Mental Models of Chemical Phenomena Retrieved from
www.espace.curtin.edu.au: http://espace.curtin.edu.au/handle/20.500.11937/763
[11] Johnstone A H 1982 Macro- and micro-chemistry school science review 227 (64) pp 377-379
[12] Armstrong T 2013 Kecerdasan multipel di dalam kelas edisi ketiga translated by: Prabaningrum
(Jakarta: PT Indeks)
[13] Jasmine J 2016 Metode Mengajar Multiple Intelligences translated by: Purwanto (Bandung:
Penerbit Nuansa)
[14] Said A and Budimanjaya A 2015 95 Strategi Mengajar Multiple Intelligences (Jakarta:
Prenadamedia Group)
[15] Yaumi M 2012 Pembelajaran berbasis multiple intelligences (Jakarta: Dian Rakyat)
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Profile of high school students’ learning motivation towards

chemistry
I G E D Adiputra
Departemen Pendidikan Kimia, Sekolah PascaSarjana, Universitas Pendidikan
E-mail: ekadarma@student.upi.edu
Abstract. This research aims to determine the students' learning motivation profile of
chemistry seen from intrinsic and extrinsic motivation, and gender differences. This research is
a cross-sectional surveys design. Data were collected from samples a total of 146 students from
237 science students of grade X at SMAN 1 Narmada academic year 2014/2015 using
questionnaires and documentation methods. Samples were selected using proportional random
sampling technique and data were analyzed using descriptive statistic. The results showed that
(1) the students' intrinsic motivation (53%) was greater than the students' extrinsic motivation
(47%); (2) the learning motivation of female students (69.19%) was greater than the learning
motivation of male students (69,04%); (3) Most of students were in “high” (50,68 %) and
“moderate” (34,24 %) level of motivation. Student learning motivation is considered to change
at any time depending on the stimulus obtained and in accordance with the level of
psychological development of students. Therefore, teachers are expected to always provide a
stimulus in the form of rewards to students' class behaviours and create appropriate learning
situations for students.
1. Introduction
The failure of students in achieving educational goals, in general is influenced by many factors, both
internal factors and external factors. Internal factors, the namely factor derived from the self-learners,
for example talent, motivation to learn, interest in learning, and attitude. External factors are factors
that come from outside the learner, for example family, learning environment, the attention to parents,
educators interaction patterns, methods of learning, and so on [1]. All of this factor randomly affect
the student learning outcome and will affect differently to each student.
The learning motivation towards chemistry benefits all young students by fostering their chemical
literacy, which is the capability to recognize chemical concepts as such, define some key-concepts,
identify important scientific questions, use their understanding of chemical concepts to explain
phenomena, use their knowledge in chemistry to read a short article, or analyze information provided
in commercial ads or internet resources [2]. Chemical literacy is considered as a component of
scientific literacy and the importance of all students becoming scientifically literate is advocated
internationally [3].
Motivation has an important role in learning. Student’s achievement is related to the way of
thinking, feeling and behavior of students [4]. Students who have problems at school, they show low
motivation. Teachers need to seek an increase in student’s achievement motivation by providing
support in the form of awards/reinforcement for his achievements, paying attention to awareness,
giving feedback and making students have felt the ability [5].
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Based on the interview with chemistry teacher at SMAN 1 Narmada, students' learning motivation
were vary, there were students who have high learning motivation, moderate and also low, but most
students had low and moderate learning motivation. This can be seen from the lack of enthusiasm for
students to follow chemistry lessons, passive in learning activities and not pay attention when the
teacher is explaining the subject matter. So, it was needed to determined the students’ learning
motivation towards chemistry. The learning motivation can be show as a profile of students’ learning
motivation.
The purpose of this research is to determine the profile of high school students’ learning motivation
towards chemistry. This data will be used as a consideration to choose the best way in teaching and
learning process.
The specific problems in this research are: How the level of students’ learning motivation?; How
students’ learning motivation toward chemistry based on intrinsic and extrinsic motivation?; How
students’ learning motivation toward chemistry based on gender differences?
2. Method
This research is a cross-sectional survey. According to Frankel [6], a cross-sectional survey collects
information from sample that has been drawn from predetermined population and the information is
collected at just one point in time although the time it takes to collect all of the data may take
anywhere from a day to a few weeks or more. The research subject is X grade science student of
SMAN 1 Narmada, located in west Lombok, Nusa Tenggara Barat (NTB). The population in this
study consisted of 237 students with the sample of 146 students. A sampling technique that used is
proportional random sampling. The assessment instruments used questionnaire of learning motivation
which validated by 2 expert and using correlation product moment. The learning motivation
questionnaire is "fit for use" and 0,877 value of alpha cronbach. The likert scale with five options,
strongly agree, uncertain, agree, disagree, and strongly disagree is used to measure the learning
motivation.

Based on learning motivation questionnaire, we can determine the level of students’ learning
motivation, intrinsic and extrinsic motivation and motivation based on gender differences. The
following section will discuss it more deeply.
3.1. Level of students’ learning motivation

Level of students’ motivation can show the condition or can show how the learning motivation
towards chemistry. Most of students were in high and moderate level of learning motivation. It
indicate that most of student were have a good respond to chemistry. The result of data calculation to
determine the level of learning motivation can be seen in table 1.
Table 1. Level of students’ learning motivation
No Criteria Category Frequent Percentage (%)

1 125 < X ≤ 160 Very High 20 13,69
2 105 < X ≤ 125 High 74 50,68
3 85 < X ≤ 105 Moderate 50 34,24
4 65 < X ≤ 85 Low 2 1.36
5 32 ≤ X ≤ 65 Very Low 0 0
Total 146 100
Data shown that student more than 120 students had a good motivation (motivation in high and
moderate level) to learn chemistry. Most of students have the desire to success in learning chemistry
and have an ambition in learning whether they want to work at chemistry field in the future or be a
chemist. Students who have high motivation also like the activity and they think that the activity is
interesting.
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The percentage of learning motivation indicator of students is shown in figure 1. The highest
indicator is “the desire to success” as 20,91%. It means that student think that to be success in learning
chemistry is the most important thing. On the other hand, the lowest is reward in learning. It means
that student seldom receive reward in learning process. It becomes the factor from extrinsic motivation
and the key person who can give a reward is the teacher. Teacher should give student a reward in
learning process whether it is in the form of stimulus, gift or punishment.
apropriate learning situation 15.58

indicator of leaning
interesting activity 19.36

motivation
rewards in learning 12.45
hope and ambition 17.18
e courage e t a d eed… 14.51
the desire to succes 20.91
Figure 1. Percentage of indicator of learning motivation
3.2. Students’ learning motivation based on intrinsic and extrinsic motivation

Other data that can be shown from the learning motivation questionnaire is the intrinsic and extrinsic
motivation of students. The intrinsic motivation is a motivation that comes up from inside of students
like the desire to success, there is hope and ambition in learning and there is encouragement and need
to learning. On the other hand, extrinsic motivation is a motivation that comes up from outside of
students like rewards in learning, there is an interesting activity, and appropriate learning situation [7].
The result of students’ learning motivation based on intrinsic and extrinsic motivation can be seen in
figure 2.
47% Intrinsic
53% Extrinsic
Figure 2. Percentage of intrinsic and extrinsic motivation
Figure 2. show that the intrinsic motivation is greater than extrinsic motivation. It means that the
will of student to learn chemistry were dominant from themselves and the factor from outside the
student (extrinsic) are less. The lower extrinsic motivation is shown from the indicator “rewards in
learning” only have 12,45 % and become the lowest indicator.
3.3. Students’ learning motivation based on gender differences

Students’ learning motivation also can be seen from the gender differences and the results can be seen
in figure 3. The student motivation is influenced from some factor one of them is gender and
Motivation can be different between male student and female student [2].
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Female (%)
69.04 69.19
Male (%)
Figure 3. Percentage of learning motivation based on gender differences
Figure 3 show that the learning motivation of female students is greater than the learning
motivation of male student. It is 69,19 % than 69,04 %. However the differences were small, but it can
indicate that female student had better desire to success in learning chemistry, hope and ambition to
learn chemistry. This data also tell us that female students were think that the learning activity was
more interesting.
Although not well understood, gender differences in the motivation to learn chemistry are
attributed to socialization by parents, teachers, peers, media, and role modeling rather than to ‘‘innate
or natural differences’’ between female and male [8].
4. Conclusion
The results show that most of student were in “high” and “moderate” level of learning motivation and
those students mostly had high desire to success and had interesting activity in learning. The intrinsic
motivation was greater than extrinsic motivation and female student had greater motivation than male
students. Students’ learning motivation is one of the important factor in learning process, teacher and
other stakeholder should aware and always have an attempt to improve the students’ learning
motivation towards science especially in chemistry. Then teachers are also expected to always provide
a stimulus in the form of rewards to students' class behaviours and create appropriate learning situation
for students.
5. References
[1] Shwartz Y, Ben-Zvi R, and Hofstein A 2006 Journal of Chemical Education 83 1557-1561.
[2] Slameto 2010 Belajar dan Faktor-Faktor Yang Mempengaruhinya (Jakarta: Rineka
Cipta)
[3] Feinstein N 2011 Science Education 95 168 – 185.
[4] Mokhtar MZ et al 2013 International Journal of Asian Social Science 3 1999-05
[5] Mushawwir T, Arsad B and Rezky B R 2012 Jurnal Bionature 13 77-82
[6] Jack R F, Norman E W, Hellen H H 2012 How to Design and Evaluate Research in
Education (New Yok : McGraw-Hill)
[7] Hamzah B U 2014 Teori Motivasi dan Pengukurannya: Analisis di Bidang Pendidikan
(Jakarta: Bumi Aksara)
[8] Xie Y & Shauman K 2003 Women in science: Career processes and outcomes (Cambridge,
MA: Harvard University Press)
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Development and validation of performance assessment

rubric foriodometrictitration
R T Permatasaria), N Nahadi, and H Firman

Departement of Chemistry Education, Universitas Pendidikan Indonesia, Jl.
a)
E-mail: radentiara@gmail.com
Abstract. The purpose of this study was to develop a performance assessment rubric for
assessing the practical skill of vocational students in iodometric titration experiment. The
method of development and validation conducted with three steps, there were study literature,
development of rubric and validation of rubric. In first step, it was conducted study literature of
performance assessment, rubric, task, and practical skill on iodometric experiment. It also
analyzed the curricula and depth of iodometric material. Then, performance assessment rubric
was constructed which consist of 31 aspects of performance and each aspect has a score ranged
4-1. Score 4 for the highest grade and score 1 for the lowest grade. Thisrubric was validated by
five expert validators. Validation was analyzed using CVR (Conten Validity Ratio) index. The
result of instrument validation are shown that 26 aspects of performance valid. Based on
suggestion given by validator, five aspect of performance should be revised. After revised, the
performance assessment rubric is ready to use as a trial test in order to get the inter-rater
agreement reliability of this instrument.
1. Introduction
Vocational education is aimed at prepare the students to have a job with particular applied skills [1].
To achieve that purpose, eight national education standards were arranged as the base for educational
design, implementation, and supervision according to the regulation of Ministry of Research,
Technology, and Higher Education (Permenristekdikti) number 44year 2015. One of these national
education standards is graduate competency standards.
Graduate competency standards are minimum criteria about the qualification of a graduate
covering attitude, knowledge, and skills which are described in the formulation of graduate’s learning
achievement. Graduate competency of vocational education is oriented towards working proficiency
appropriate with the development of applied science and technology and the demand of employment
needs. The learning process which is carried out should be in line with the orientation of vocational
education and also, one of the characteristics of vocational education learning is doing vocational
practice in workshops/laboratories/field.
Learning in laboratory gives a direct experience to interact with the object or to cope with the real
situation so that the acquired knowledge can be stored much better in students’ mind [2]. Practicum in
laboratory is effective to achieve the purpose of cognitive, affective, and psychomotor aspects[3]. The
success of learning process using practicum depends on several aspects, which are the learning
approach and the assessment.
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The assessment which can be utilized in practicum is performance assessment, because it is able to
evaluate both process and result, and has a comprehensive criteria to describe the performance [4].
This is in line with the regulation of Ministry of Research, Technology, and Higher Education number
44 year 2015 article 19which states that performance assessment should measure the
students’standard competency according to the learning process and learning outcome.
Based on the problem identification, generally the students were assessed based on the learning
outcome, not based on the learning process which was conducted during the practicum. A research
shows that the assessment of practicum was focused on the result of the activities achieved by the
students, or midterm test and final sementer test which are commonly used for measuring students’
cognitive aspect and are conducted with paper and pencil test [5]. The result happened as a result of
the teachers’ lack of understanding about what and how to carry out the performance assessment, so
the teachers did the traditional assessment [6] [7]. Furthermore, the lack of literary review about
performance assessment and the lack of examples of assessment instruments which may become the
reference for teachers are the other factors that make teacher unable to change the assessment.
Meanwhile, if this phenomenon–using paper and pencil test for assessing practicum–continues to
happen, students’ competency level in practicum may not be measured, so that it will decrease
students’ competency in practicum.
Many research related to the development of performance assessment in practicum of chemistry
have been conducted, among others the development of valid rubric in assessing basic practicum [8],
the development of performance assessment rubric in practicum about gravimetry and acid-base
titration [5], the development of performance assessment in practicum about electrolyte and non-
electrolyte solutions [9]. Due to the limited performance asessment instrument for chemistry
practicum especially in colleges, the researcher proposed to develop the valid performance assessment
rubric for practicum in iodometric titration.
The reason for choosing the practice on iodometri material is the practical skills on iodometri is
one of the competencies which should be acquired by graduate of vocational collegesespecially for
textile chemistry major. Besides, the skill of iodometri is demanded in the working field of textile
industry. This skill is used for analyzing level of certain substance, for instance hydrogen peroxide as
bleaching agent and formaline which is used as antibacterial agent on cloths.
2. Research Method
This research used development and validation method. This method is used for evaluating the
eligibility of the proposed measuring instrument or assessment instrument, and for evaluating the
measured aspects. This method is conducted in three stages; literary review, development, and
validation. In this research, the assessment instrument developed is performance assessment rubrics
for iodometric concept.
2.1Literary Review
This stage is started with literary review regarding the performance assessment rubrics. In this stage,
the data were collected to gather the information about the problems related to the implementation of
performance assessment in practical activities. Furthermore, the researcher analyzed the curriculum
and the material about iodometry.
2.2.The stage of rubrics development

The stage of rubrics development was conducted with optimizing the practicum of iodomatric titration
in order to obtain the best practical activities design, starting from the use of the tools and materials
until the work steps. Iodometric titration is carried out to know the formaldehyde level in formaline
solution. After the optimization was done, the draft of performance assessment rubrics was arranged
with regard to performance aspects which could be assessed during iodometric titration practicum. In
addition, the researcher prepared the research instrument in the form of validity test sheet.
2.3.Validation stage
At validation stage, the draft of performance assessment rubrics which had been arranged was
validated by five lecturers of chemistry department. The validation was done to obtain the opinion and
suggestion for the draft. The validation was conducted by inviting the validators to analyze and give
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comment on the appropriateness of performance aspects and the score. Validation was calculated
using CVR, so that validity score for each performance aspect could be obtained [10]. Then, each
score was interpreted valid or not valid based on the CVR critical value with significance level 0.005
[11]. Based on the validation result, the researchersrevised the draft with regard to the suggestion so
as to obtain a valid and ready-to-use performance assessment to identify the reliability of interrater
agreement.
3.Results and Discussion

3.1 Literary Review Stage
In this stage, the observation was carried out in a vocational college in Bandung. The observation
result showed that the assessment for practicum was only limited to written test and report made after
the practicum. This is not in line with the theory which requires a performance assessment to evaluate
the students’ competence [4]. A performance assessment is an assessment which demands the
students to do certain activities under the surveillance of supervisor or tester who obeserves their
performance and make an evaluation about the quality of their learning outcome. The performance
assessment consists of list of tasks and rubrics [12]. Both of the components should be well arranged
to be able to measure students’ performance properly.
The task in this research was determining the level of formaldehyde in formaline solution using
iodometric titration. The rubric should correspond with the task. Before creating the rubric, the
analysis of the curriculum, the materials about iodometry, and practicum optimization about
iodomatry was completed.
The first step done before making the rubric was analyzing the curriculum. A vocational college
applys competence-based curriculum which is based on the learning outcome. The graduate of
vocational college is expected to have skills on planning and executing certain activties as well as
solving problems responsibly at certain level, having managerial skills, and having the ability to cope
with the development in science and technology. Students of vocational college have 144-160 credit
units in 4-year study duration. As an example, in textile chemistry study program, the students must
accomplish 90 credit units on theory and 56 credit units on practicum. According to the regulation, 1
credit unit equals to 50 minutes on theory class, while on practicum class, I credit unit equals to 160
minutes. This information implied that practicum class has more minutes that theory class although
the theory class has more credit units.
One of the practicum classes in textile chemistry major is general chemistry practicum. In this
class, there are some materials, such as oxidation-reduction reaction, stoichiometry, colloid, and
thermochemistry. In oxidation-reduction reactions, there are three practicums that have to be taken by
the students: determination of hydrogen peroxide level using iodometry, determination of
formaldehyde level using iodometry, and determination of sodium hydrogen sulfate using iodometry.
By doing all of those practicums, students are expected to differentiate the used principles, ways of
working, and materials in doing the practicum. These practicum skills are what are going to be
evaluated using the developed rubric.
3.2 Rubrics Development Stage

The first step taken in this stage is optimization. The optimization to determiningformaldehyde in
formalin solution with iodomatrcic titration was done to obtain well-developed practicum design from
the tools, materials, and practicum steps. This optimization brought about the practicum steps that
need to be followed by the students. The practicum design from the optimization is shown in the
Table 1.
Based on practicum steps in Tabel 1, 31 performance aspects were designed which can be assessed
using the developed assessment rubric. The Table 2 shows the 31 performance aspects. Each aspect
has its own score to evaluate students’ performance during the practicum. The combination of the
aspect and the score is the rubric of performance assessment in this research.
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Table 1. The practicum design for determiningformaldehyde level in formaline

dehyde with iodometric titration
Tool Material Practicum Steps
 Pipette volume 1 ml  Formaline sample  Preparing the tools and
 Pipette volume 25 ml  I2 0,05 N materials needed in the
 Volumetric flask 100 ml  Na2S2O3 0,05 N practicum.
 Erlenmeyer flask with  NaOH 4 N  Diluting the formaline
glass stopper  HCl 4 N solution
 Measuring cylinder 10 ml  Aquadest (distilled  Preparing the sample
 Burette 50 ml water) solution
 Stand and clamp  Filter paper  Preparing burette
 Determining the level of
formaldehyide with
titration
 Processing and concluding
the practicum result
Table 2. Practicum steps and performance aspects in practicum of determination of

formaldehyde level in formaline solution with iodometric titration
Practicum Steps Performance Aspects
1. Preparing the 1.1. Using the Personal Protective Equipment (PPE) for doing
tools and practicum
materials 1.2. Preparing the tools that will be used in the practicum
needed in the 1.3. Preparing the working steps and the table of observation
practicum result
2. Diluting the 2.1. Rinsing the pipette with formaline solution
formaline 2.2. Rinsing the volumetric flask with distilled water aquades
solution 2.3. Pipetting 1 ml of formaline solution into the pipette
2.4. Dripping the formaline solution into the volumetric flask
2.5. Homogenizing the solution in dilution process
3. Preparing the 3.1. Pipetting 25 ml of diluted formaline solution
sample 3.2. Dripping the formaline into erlenmeyer flask
solution for 3.3. Pipetting the iodine solution using pipette 25 ml
being titrated 3.4. Dripping the iodine into the erlenmeyer flask which has
been filled with formalinen
3.5. Preparing 3 mL of NaOH
3.6. Pouring NaOH into erlenmeyer flask
3.7. Keepng the solution in erlenmeyer flask
3.8. Preparing 6 mL of HCl
3.9. Pouring HCl into the erlenmeyer flask
4. Preparing the 4.1. Rinsing the burette with standard solution of sodium
burette thiosulfate
4.2. Putting the burette into the stand and clamp
4.3. Filling the burette with Mengisi buret dengan standard
solution of sodium thiosulfate
4.4. Reading the initial volume of the burette
5. Determining 5.1. Titrating the solution inside the erlenmeyer flask using
the level of sodium
formaldehyde 5.2. Stopping the titration for a while when the solution turns
with 5.3. Adding the starch indicator for a while before end point of
titration
5.4. Continuing the titration until the end
5.5 Reading the final scale on the burette correctly
5.6 Taking note of the titration volume
725
Practicum Steps Performance Aspects
5.7 Doing the next titration

6. Processing 6.1. Filling the observation table completely
and 6.2. Calculating the levels of formaline solution
concluding 6.3. Making a conclusion from the practicum
the data from
the
observation
3.3Validation Stage
In the validation stage, the developed rubric was validated by five validators. The validity data of the
rubric was analyzed using Guttman scale with alternative options “yes” and “no”. Each “yes” was
calculated 1 point, while “No” was calculated 0. The total score of each performance aspect was
analyzed using CVR. The critical value for CVR of five validators at significance level of 0.05 is
0.736. Each performance aspect is said to be valid if the calculated CVR score is higher that CVR
critical value, The obtained CVR score for each performance aspect is displayed in Table 3.
Table 3. Validation result of performance assessment rubric

The The
number of number of
Perfor- validator CVR Category Perfor- validator CVR Category
mance choosing mance choosing
Aspect “Yes” Aspect “Yes”
1.1 5 1 Valid 3.8 5 1 Valid

1.2 5 1 Valid 3.9 4 0.6 Not Valid
1.3 5 1 Valid 4.1 5 1 Valid
2.1 5 1 Valid 4.2 5 1 Valid
2.2 5 1 Valid 4.3 5 1 Valid
2.3 5 1 Valid 4.4 5 1 Valid
2.4 5 1 Valid 5.1 5 1 Valid
2.5 5 1 Valid 5.2 3 0.2 Not Valid
3.1 5 1 Valid 5.3 5 1 Valid
3.2 5 1 Valid 5.4 5 1 Valid
3.3 5 1 Valid 5.5 5 1 Valid
3.4 5 1 Valid 5.6 4 0.6 Not Valid
3.5 5 1 Valid 5.7 5 1 Valid
3.6 5 1 Valid 6.1 5 1 Valid
3.7 3 0.2 Not Valid 6.2 4 0.6 Not Valid
6.3 5 1 Valid
The Table 3 depicts the CVR value for each performance aspect, in which there are 26
performance aspects classified into valid, and five aspects classified into not valid. Based on the
suggestion from the validators, an aspect should be added in preparing the sample solution, that is
adding tha distilled water until the limit mark on volumetric flask before homogenizing the solution in
performance aspect in 2.5. For performance aspect 3.7 and 5.2, validators suggested that the score is
made clearer by adding the end color of the solution. In performance aspect 3.9, a validator sugeested
that the the use of measuring cylinder to measure HCl is replaced by volumetric pipette. The
researcher used measuring cylinder because HCl worked to condition the acid. Therefore, the
researcher did not consider the measuring tool with high accuracy. For aspect 5.6., validators
suggested to make clear the size of the burette, for instance using burette 50 ml because different size
726
of burette can also make differences in tolerance between the volume of the first and the second
titration. Meanwhile, in aspect 6.2, validators suggested that the performance aspect is added by
writing the equation reaction.
After revising the invalid performance aspects based on the validators’ suggestion, the rubric was
proposed to be reviewed again. After that, it is utilized for testing reliability of inter-rater agreement.
The inter-rater agreement test will be taken with the sample of 20 students from chemistry major. The
first group will consist of five students, the second group will consist of 7 students and the third group
will consist of 8 students. Every student from each group will do the practicum of determination of
formaldehyde level in formaline with iodometric titration. The students’ performance will be assessed
by the five raters using the developed rubric at the same time. The test will be carried out to find out
the effective number of students who can be assessed using the rubric in one test.
4.Conclusion
This research has successfully created a valid performance assessment for iodometric titration which
is ready to test the inter-rater agreement reliability.
5.Acknowledgements
All the praisesand thanks be to Allah Swt, because of His blessings, the researcher could finish this
paper. The researcher would like to thank all validators who have given suggestions and advice for the
betterness of the developed performance assessment.
6.References
[1] Badan Standar Nasional Pendidikan 2010 Standar Isi Pendidikan Tinggi (Jakarta: BNSP)
[2] Firman H 2000. Penilaian hasil belajar dalam pengajaran kimia (Bandung: UPI)
[3] Rahayuningsih E and Dwiyanto D 2005 Pembelajaran di laboratorium (Yogyakarta: Pusat
Pengembangan Pendidikan UGM)
[4] Slater T F 1998. Performance assessment Online Tersedia: flaguide.org
[5] Sudrajat A 2013. Pengembangan perangkat asesmen kompetensi praktikum kimia analitik
dasar berbasis task with student direction (TWSD) bagi maahsiswa calon guru (Disertasi
Doktor pada SPS UPI: tidak diterbitkan)
[6] Nahadi 2009 Efektivitas pembekalan kemampuan asesmen pembelajaran bagi mahasiswa calon
guru kimia (Disertasi Doktor pada SPS UPI Bandung: tidak diterbitkan)
[7] Wulandari D, Sugianto, Haryoto D 2013 Pengembangan instrumen penilaian autentik berbasis
kinerja dalam pembelajaran fisika model REACT di SMA kelas X semester 2. Online
Tersedia: fisika.um.ac.id
[8] Sudria I 2009 Pengembangan rubrik penilaian keterampilan dasar praktikum dan mengajar
kimia pada jurusan pendidikan kimia(Bali) vol 3 (Jurnal Pendidikan dan Pengajaran
UNDIKSHA) pp 222-233
[9] Purwanti A N 2014 Pengembangan Instrumen Penilaian Otentik Untuk Menilai Pengetahuan
dan Keterampilan Praktikum Siswa SMK pada Konsep Larutan Elektrolit dan Non
Elektrolit (Tesis Magister pada SPS UPI Bandung: tidak diterbitkan)
[10] Lawshe C H 1975 A quantitative approach to content validity vol 16 (Personel Psychology) pp
563-575.
[11] Wilson F R and Schumsky D A 2013 Recalculation of the critical values for Lawshe’s content
validitiy ratio vol 15 (Meansurment and Evaluation in Counseling and Development) pp
197-210
[12] Ruiz P M and Halvenson R J 1996 Rhetoric and reality science performance assessment: an
update vol 10 (Jurnal Of Research In Science Teaching) pp 1045-1063.
727
Students’ attitude scale towards chemistry lessons of

vocational secondary school
S Pujiani 1,a), H Firman2, Nahadi2

1
Graduate School, Indonesia University of Education, Jl. Dr. Setiabudi No. 229,
2
Chemistry Education Program, Indonesia University of Education, Jl. Dr. Setiabudi
a)
E-mail: eci.sri@gmail.com
Abstract. One of the functions of chemistry learning in secondary school is to develop a

positive attitude towards chemistry lessons, of which students are interested to learn chemistry
which has impact on academic achievement and students’ behaviour. Therefore, it was
necessary to have an instrument to evaluate such positive attitude. This research aimed to
develop an attitude scale based on an attitude scale instrument of Attitude Toward Chemistry
Lessons Scale which has been developed by Derek Cheung (2009) with a seven-point Likert-
type format on the basis of a theoretical model with four attitude dimensions. This research
were conducted by using methods of development and validation. The result of the
development of ATCLS instrument is 29 items of statement which further its validity and
reliability were examined. Validation test of the instrument content was conducted by five
experts, whereas the reliability test were conducted by tested the instrument to 129 vocational
secondary students grades X, XI, and XII. The results revealed that the attitude scale instrumen
developed has good criteria, valid and reliable with value of CVR 0.92 – 1.00 and CVI 0.986.
The result of reliability test also showed that the instrument is very reliable with Cronbach
Alpha values of 0.864.
1. Introduction
Chemistry is the foundation of science, technology and industry as well as supporting materials for
any disciplines and one of the lessons that has an important role in socio-economic development in
various industries. Chemistry lessons has three dimensions of reasoning: (1) macroscopic dimension
associated with what is observed, (2) submicroscopic dimension such as atoms, molecules, ions,
molecular structures, and (3) symbolic dimension that deals with elemental symbols, chemical
formulas and chemical reaction equations [1].
However, due to both the chemistry subjects’ nature which is abstract and its concepts which are
gradual, many students found difficulty in learning chemistry. According to Slameto that to ensure
good learning outcomes, students must have an attitude towards the subject matters they studied. If the
subject matters do not attract students’ attention, it will lead to boredom that causes the declining of
students’ interest in learning. This condition will affect students’ academic achievement. In addition,
the facts that chemistry are closely connected with our daily life and the contribution of chemistry to
several areas of our life make it important for students to have a positive attitude towards chemistry.
Such positive attitude will encourage students’ to be able to adapt to the changes they will likely to
encounter in their lives and encourge students to give their contribution in the development of science
and technology [2].
728
Another important reason for developing students’ positive attitude towards chemistry lessons is
related to two things. First, attitudes related to academic achievement. Second, attitude can predict
behavior. Attitudes can build a psychology that has components of cognition, affective and behavior.
Meanwhile, according to Koballa and Cranwey, attitude is viewed as positive and negative feelings
toward science that can summarize a wide variety of beliefs about science. Therefore, an accurate
acquisition of attitude will improve the quality of chemistry teaching [3, 4].
Based on literature study, only a few researchers that had created and evaluated attitude
measurement instruments. One of those measurement of attitude assessment generally used a Likert-
scale questionnaire that requires respondents to give their respond based on five choices such as
"strongly agree/agree/not sure/disagree/strongly disagree". Adams and colleagues developed a
students’ belief measurement toward chemistry and chemistry learning, while Bauer developed an
inventory to measure chemistry students' self-concept, distinguishing self-concept from other
constructs related to attitudes including beliefs, interests, values, self efficacy and self-esteem. Faser
based on Klofper scheme explained seven components of attitudes toward science by categorizing it as
a sub scale of the scale of scientific attitudes, Test of Science-Related Attitudes (TOSRA) [5].
In chemistry education, Dalgety used a differential semantic format to develop items in measuring
attitudes toward chemistry and self-efficacy against chemistry in Chemistry Attitude and Experiences
Questionnaire (CAEQ) while The Attitude toward Science of Chemistry Inventory (ASCI) was
developed by Bauer to measure students attitude towards chemistry as a discipline also has a
differential semantic format and includes 20 pairs of adjectives. The earlier version of ASCI was
recently used to measure the chemical attitudes of college-level students in the Pacific Islands. In
2011, ASCI was enhanced by Xu and Lewis by reducing the number of items and performing
reliability and validity work. The revised version of ASCI is referred to as ASCIv2 (The Attitude
toward Science of Chemistry Inventory version 2) with eight pairs of adjectives [6,7].
Many researchers criticize the attitude researches in the field of science education from three
aspects: (1) many studies have been conducted without a theoretical framework, (2) the
multidimensionality of the attitude data is rarely tested with confirmatory factor analysis approach, (3)
there are many imitating works with regard to the development of attitude scales. Therefore, we need
appropriate instrument to assess the attitude aspects toward chemistry lessons [8,9,10]
Attitude is an intrinsic condition, and therefore it cannot be directly observed, the existence of an
attitude may only be inferred from the observation of the questions oriented towards that attitude.
Attitudes can be both unidimensional and multidimensional. As attitude is a multidimensional
construct, therefore the instrument to measure such attitude should be developed on the basis of a
theoretical framework which already clearly predefined.
This research developed an attitude scale from Attitude Toward Chemistry Lesson Scale (ATCLS)
by Derek Cheung in 2009 which is the result of modification of original version of ATCLS with
TOSRA. TOSRA has been used extensively in research in the field of science education. The ATCL
revision consists of 12 items using a Likert Scale with a rating scale of 7 points (strongly disagree,
quite disagree, slightly disagree, not sure, slightly agree, quite agree, strongly agree). The four
instruments and items of the original instrument and its validation results can be seen in the following
Figure 1.
Adaptation of one of the instrument of attitude scale, namely Attitude Toward Chemistry Lessons
Scale by Cheung with a seven point of Likert scale was conducted on the basis of a theoretical model
with four dimensions: liking for chemistry theory lessons, liking for chemistry laboratory work,
evaluative beliefs about school chemistry, and behavioural tendencies to learn chemistry [11, 12]
2. Method
This research aimed to develop an attitude scale based on an attitude scale instrument of Attitude
Toward Chemistry Lessons Scale which has been developed by Derek Cheung with a seven-point
Likert-type format on the basis of a theoretical model with four attitude dimensions.that accustomed to
the learning conditions/culture at the school where the research were conducted. Correspondingly, this
research is a part of both development and validation. This research was conducted by using survey
method. The survey was conducted by distributing questionnaires to 129 SMK students grades X, XI,
729
and XII consisting of male and female students in SMK Bina Putera Nusantara Kota Tasikmalaya. The
questionnaire use a seven-point Likert scale (strongly disagree, quite disagree, slightly disagree, not
sure, slightly agree, quite agree, strongly agree).
Figure 1. Dimensions and Items of Original Version of ATCLS.(8)

There are four stages in this research: (1) Analysis, this stage was conducted by performing a
theories synthesizing in accordance with the concept of variables to be measured, assessing and
translating items of ATCLS instrument with 12 items of statement which divided into four dimensions
of attitude consisting: liking for chemistry theory lessons, liking for chemistry laboratory work,
evaluative beliefs about school chemistry, and behavioural tendencies to learn chemistry, (2) Planning,
making the instrument concept containing both dimensions and indicators of expected attitude
evaluation, (3) Development, conducted by developing attitude statement items from the four
dimensions that have been set on ATCLS, which is adapted to local learning culture so that produced
29 items of statemen, (4) Evaluation is the last step performed by evaluating the quality of the
instrument developed by testing the validity (validity of the content by the experts) and reliability
using Cronbach Alpha calculations.
Content Validity Ratio (CVR) was obtained from a validation test by using a calculation of validity
ratio by Lawshe which is based on match ratio of experts, the assesment is based on valid (Yes) or
invalid (No), Content Validity Index (CVI) is the means of CVR values obtained.
The calculation formula of content validity used in this research according to equation 1.
�
�� −
�� = ��
�
Note : Ne : Number of experts who declared valid (Yes)

N : Number of experts who validate
The CVI values obtained from the means of CVR have to meet the criteria according to Lawshe in
which CVR and CVI calculations are sort of ratio of the numbers of 0-1. Criteria of critical CVR
values according to Lawshe with a number of different validators. Minimun CVR value for five expert
with significant level (α ) 0.05 is 0,736.(22)
730
Testing of instrument reliability performed by tested the instrument and tested its internal
consistency by using Cronbach Alpha to examine the consistency of respondents' answers on an
instrument. The limits of reliability value with Cronbach Alpha techniques are influenced by the
number of items and the relevance of the items and dimensions that affect them. The Cronbach Alpha
value criteria can be seen as folows: α ≥ 0,90 (Excellent); 0,90 > α ≥ 0,80 (Good); 0,80 > α ≥ 0,70
(Acceptable); 0,70 > α ≥ 0,60 (Questionable); 0,60 > α ≥ 0,50 (Poor) and 0,50 > α (Unacceptable).(17)

This research was initiated by analysis stage where reviewing both ATCLS attitude scale and other
supporting theory performed by researcher, and translating of statement items of ATCLS performed
by linguist using double translation method. The results obtained become a reference in the making of
attitude statement items concept that will be developed for next stages.
Questionnaire preparation is performed by preparing first the concept of statement items based on
four dimensions of attitude which have been determined. The concept of attitude scale instruments can
be seen in Table 1.
Table 1. The Concept of Attitude Scale Instruments
No Attitude Dimensions Statement Items

1 Liking for chemistry theory lessons 8
2 Liking for chemistry laboratory work 8
3 Evaluative beliefs about school chemistry 6
4 Behavioural tendencies to learn chemistry 7
Table 1 shows the development of 12 items ATCLS attitude scale was conducted based on the four
dimensions of attitude into 29 statement items according to the concept planned. The quality of this
instrument of attitude scale towards chemistry lesson was then examined by both validity and
reliability test. The instrument validation sheets was provided to test its validity through experts
jugdement. There were five experts in the field consisting of two lecturers of assessment experts, one
science lecturer, and two vocational secondary chemistry teachers. The CVR values obtained ranged
between 0.92 - 1.00 and the CVI values of 0.986. The CVR values used for analysis of content validity
of statement items is presented in Table 2.
Based on CVR and CVI values shown in Table 2, the item that has a CVR value of 1.00 is the item
which its relevance were agreed by all experts while the item that has a CVR value of 0.92 is the item
which its relevance agreed only by 4 experts. Meanwhile, for the CVI value of 0.986 or 98.6% experts
stated that the instrument is very relevant.
The next stage in the evaluation stage is reliability test of the instrument that has been developed to
determine the level of reliability and consistency of the measuring instrument used with Cronbach
Alpha technique. Reliability testing was conducted by tested the instrument to 129 SMK students
through questionnaire survey. The calculation of the questionnaire results was conducted by using
SPSS.21. The criterion of reliability value with acceptable Cronbach Alpha technique is more than
0.70. In this research, the reliability value of Apha Cronbach of each dimension and reliability value of
Alpha Cronbach as a whole is presented in Table 3.
From Table 3 shows that based on the reliability test results, the grain of statements on each
dimension and the Cronbach Alpha value as a whole can be accepted with the Cronbach Alpha value
of> 0.70. This shows that the instrument of attitude scale on the chemistry lesson that has been
developed meet the criteria of good, valid and reliable.
731
Table 2. Results of Statement Items Analysis and CVR Value

Dimensions Statement Items CVR
Liking for chemistry theory I like chemistry more than any other school 1.00
lessons subjects
I feel comfortable following chemistry lessons to 1.00
completion
I like have more chemistry lessons each week 0.92
Chemistry is one of my favourite subjects 1.00
I feel lost, if I did not attend chemistry lessons 1.00
Chemistry lessons are interesting 1.00
I feel it is not necessary to fulfil chemistry 1.00
homework on time
I feel depressed when I learn chemistry 0.92
Liking for chemistry laboratory Chemistry experiments is challenging 1.00
work
I like to do chemistry experiments 1.00
When I am working in chemistry lab, I feel I am 1.00
doing
something important
Doing chemistry experiments in school is fun 1.00
I do not like touching chemicals in laboratory 0.92
I got new experiences through lab work in 1.00
chemistry labs
I do not understand what work to do in a chemistry 1.00
laboratory
Evaluative beliefs about school Chemistry is useful for solving daily life problems 1.00
chemistry
Many benefits are gained through the learning of 1.00
chemistry
Chemistry has an important role in other scientific 1.00
fields
People must understand chemistry because it 1.00
affects their lives
I believe chemistry lessons are easy to understand 1.00
Chemistry is one of the most important subjects for 0.92
people to study
Behavioural tendencies to learn I like trying to solve new problems in chemistry 1.00
chemistry
I am trying to have more chemistry textbooks for 1.00
reference
I enjoy doing chemical experiments overtime 1.00
After graduated, I will work in a field related to 1.00
chemistry
Chemistry is very important to get a good job 1.00
I am willing to spend more time reading chemistry 1.00
books
If I had a chance, I would do a project in chemistry 0.92
I try to apply my chemistry knowledge in daily life 1.00
CVI Value 0.986
Table 3. Reliability Test Results

Dimension Cronbach's Alpha N of Items
Dimension 1 0.776 8
Dimension 2 0.715 8
Dimension 3 0.765 6
Dimension 4 0.767 7
Total Items 0.864 29
732
4. Conclusion
Educational researchers are generally weak in empirical research in the field of attitude assessment,
therefore it is necessary to develop a standardized attitude scale instrument so that teachers can use it
to evaluate students' attitude towards chemistry lessons. The development of the attitude scale of
ATCLS has been conducted in this research. The 12 items ATCLS attitude scale which spread into
four dimensions of attitude has been developed into 29 items of attitude statements spread into four
dimensions of attitude as the theoretical framework.
The effectiveness of the developed attitude scale instrument was tested for its validity and
reliability. Validity test is done to the validity of content by determining the CVR and CVI value. The
CVR range ranges from 0.092 to 1,000 and CVI of 0.986 resulted from the content validity test.While
the reliability test was conducted by tested the instrument attitude scale developed to 129 SMK
students and using Cronbach Alpha technique. The data calculation was performed by SPSS 21
program. The Cronbach Apha reliability value obtained is 0.864. The results revealed that this
instrument of attitude scale towards chemistry lessons developed has good criteria, valid and reliable.
5. Acknowledgments
Researchers would like to thank the linguist who assist in the translation process, validators who have
validated the instruments and Harry Firman and Nahadi as assessmen experts in this research.
6. References
[1] Firman, H. 2007. Ilmu dan Aplikasi Pendidikan. Bandung: PT. IMTIMA.
[2] Slameto. 2003. Belajar dan Faktor-faktor yang Mempengaruhinya. Jakarta: Rineka Cipta.
[3] Eagly, A. H., Chaiken, S. 2005. Attitude Research in The 21st Century: The Current State of
Knowledge. In Albarracin, D,. Johnson, B. T & Zanna M. P. (Eds), The Handbook of Attitudes
(pp. 743-767). Marwah, NJ: Lawrence Erlbaum Associates.
[4] Kelly, A. 1988. Option Choice for Girls and Boys. Research in Science & Technological
Education, 6(1), 5-23.
[5] Fraser, B. J. 1981. Test of Science – related Attitudes. Camberwell, Victoria, Australia:
Australian Council for Educational Research.
[6] Bennett, J. 2003. Teaching and Learning Science. New York: Continuum.
[7] Bennett, J., Rollnick, M., Green, G., & White, M. 2001. The Development and Use of an
Instrument to Assess Student’s Attitude to The Study of Chemistry. International Journal of
Science Education, 23(8), 833-845.
[8] Lawshe, C. H., A Quantitative Approach to Content Validity. Personnel Physichology, 28: 563-
575
[9] Mayer, V. J., Richmond, J. 1982. An Overview of Assessment Instrument in Science. Science
Education, 72, 407 – 421.
[10] Munby, H. 1997. Issue of Validity in Science Attitude Measurement. Journal of Research in
Science Teaching, 34(4), 337-341.
[11] Cheung, D. 2007. Developing an Instrument to Measure Student’s Attitudes Toward Chemistry
Lesson for Use in Curriculum Education. Paper presented at The 38th Annual Conference of
The Australasian Science w7Education Research Association, Fremantle, Australia.
[12] Cheung, D. 2009. Developing a Scale to Measure Students Attitude Towards Chemistry
Lessons. International Journal of Science Education, 3(16), 2185-2203.
733
Student worksheet development of project-based laboratory

on producing colloid by using kepok banana peel waste
W Wiranataa), H Sholihin, M Arifin

a)
E-mail: windawiranata23@gmail.com
Abstract. This study aims to develop teaching material in the form of student worksheets on
producing jam experiment as colloid product by using kepok banana peel waste. The method
used in this study is development research with ADDIE models (Analysis, Design, Development,
Implementation, Evaluation), which only done until development step. Analysis curricula of
colloid topic was conducted in the first step and found that project-based laboratory work is the
best learning method which can be used to achieve basic competency of colloid topic. It also
interviewed high school teachers and found that there is not student worksheets for supporting
these laboratory work yet. In design steps, the experiment of jam-producing using kepok banana
peel was optimized and found the best laboratory work design, such as materials, tools and
procedures. Then, student worksheets draft which consisted of 16 contents were constructed and
validated. Content validity ratio (CVR) analysis showed that 11 contents are valid and 5 contents
are invalid. Based on the suggestion given by validators, 1 article about kepok banana was added,
1 content was eliminated and 5 contents were revised, consisted of addition of instruction and
editing of sentences. After revising, the student worksheets is ready to implement.
1. Introduction
Colloid is one of the topics taught in the second semester of second grade senior high school.
Revision of 2013 curricula for colloids topic shows that the basic competence of 4.14 is requiring
students to be able to produce food or other colloid products or involving colloid principles [1]. This
competence can be clearly realized by using laboratory work method. Based on our preliminary
interview result to chemistry teachers, it was known that they have used laboratory work method for
explain properties of colloid sub-topics. However, to achieve the competence of 4.14, teachers have not
used the laboratory work method and only use discussion method.
Laboratory work is one of the learning methods that gives opportunity for students to follow the
process, experience, observe, analyze, prove and conclude something by themselves [2]. However,
preliminary interview showed that laboratory work in learning process does not always require students
to work independently. In this case, students just follow the instructions that have been prepared by
teachers. Therefore, it is necessary to choose an laboratory work alternative that can truly require
students to work independently.
Project-based learning is a constructivist-based instructional approach that uses “projects” to engage
learning, encourage student motivation, and provide a method for explaining and demonstrating
understanding [3, 4]. In project-based learning, students create and produce projects [5] by actively
involved through an in-depth inquiry process over a period of time to prove hypotheses related to
authentic and complex questions or issues that are real and relevant to their lives [6]. The culmination
of project-based learning is to produce well-designed products [7]. It shows that project-based laboratory
work can be used to achieve the competence of 4.14 on colloid topic.
734
Banana is the most widely produced holtikultura fruit in Indonesia than other horticultura fruits.
Indonesia is even one of the largest producer of banana in Asia [8]. Banana consist of several types, one
of which is kepok banana. Kepok banana is included as plantain banana [9], which is very often used as
main ingredients of some foods, for example as main ingredient to cook fried bananas, boiled bananas,
grilled bananas, chips and other traditional foods. Producing and consuming banana results a lot of
banana peel waste. It will become a source of pollutants if it is not processed or utilized properly [10].
One of alternative to ulitize it is using it as main ingredient to produce jam as one example of colloid
products.
Teaching material has important role in learning process. In order to support project-based laboratory
work activities on producing colloid by using kepok banana peel waste, it requires an appropriate student
worksheets. Preliminary interview result also showed that there is not student worksheets for supporting
these project-based laboratory work activities yet. Therefore, this research conducted to develop student
worksheets which is integrated with these project-based laboratory work.
Experimental Method
This study was development research (DR) with ADDIE model. It consists of five steps : analysis,
design, development, implementation and evaluation. This research was only done until development
step.
2.1 Analysis Step

The first step was need analysis through interview to high school chemistry teachers to get information
related to the model and teaching method, laboratory work type and teaching materials which they
usually used to explain colloid. In addition, analysis of the curricula for colloid topic was conducted,
which consisted of basic competences analysis, development of learning indicators, determination of
learning objectives and the sequences of learning process.
2.2 Design Step

The design of jam-producing laboratory work was optimized in this step. Experiments of jam-producing
were conducted regarding to optimization of materials and its amount, optimization of heating
temperature and optimization of heating time. It succesfully obtained the best laboratory work design,
consisted of the best materials, tools and laboratory work steps. After the optimization, the draft of
student worksheets was constructed by considering the suitability of various aspects, such as the project-
based laboratory work steps, indicators and learning objectives, sequences of colloid topic and content
of student worksheets.
2.3 Development Step

In development step, the student worksheets draft was validated by 7 validators, consisted of five
lecturers and two chemistry teachers. Validation was done to obtain feedback and suggestion against the
draft. Validation was done by asking the validators to read, criticize and comment on the validation
form. Based on the validation result, the draft was revised and ready to be implemented in the learning
of colloid topic.
3.1 Analysis Step

Colloid is one of the topics which contained in 2013 curricula and taught in the second semester of
second grade senior high school. Its sub-topics includes system of colloid, properties of colloid,
classification of colloid, formation of colloid and role of colloid in daily life. It has slightly different
caracteristics from other topics. It greatly emphasizes the application of colloids in everyday life. It can
be seen from its basic competencies in the 2013 curricula :
3.14 Categorize different types of colloidal systems, and explain the usefulness of colloids in daily life
according to its properties
4.14 Making food or other products in the form of colloids or involving colloidal principles
735
Furthermore, needs analysis was done through interview to high school chemistry teachers. Based
on the interview, it was known that the learning method commonly used by teachers to explain colloid
is laboratory work, discussion and question-answer. However, the laboratory work conducted is related
to properties of colloid topic. Meanwhile for basic competency of 4.14, teachers do not use laboratory
work method. They only use discussion method.
In laboratory work case, teachers often use it in instruction, even almost in each topics. To support
laboratory work activities, they use teaching materials in the form of student worksheets which adopted
from some sources, such as books or internet. They have never developed student worksheets and
laboratory work design themselves. This condition causes the type of student worksheets used to be
diverse, inquiry and guided inquiry.
Tabel 1. Learning Indicators for colloid topic using project-based laboratory work model on the use of
kepok banana peel waste into jam
Basic Competencies Learning Outcome Indicators
3.14 Categorize different Students have ability to :
types of colloidal 3.14.1 Explain the notion of colloidal system
systems, and explain 3.14.2 Describe the properties of colloid
the usefulness of 3.14.3 Explain the classification of colloid based on dispersed phases
colloids in daily life and dispersing medium
according to its 3.14.4 Explain the formations of colloid
properties 3.14.5 Identify the examples of foods or products that apply colloid
principles which commonly encountered in dayli activities
3.14.6 Analyze the type of colloid concept in jam based on its
dispersed phase and dispersing medium
3.14.7 Analyze the ingredients used in jam-producing and its
functions related to colloid principle
3.14.8 Identify the process of jam-producing based on the concept of
formation colloid
3.14.9 Analyze the possibility of kepok banana peel waste utilization
on jam-producing based on chemical compound contained in
kepok banan peel
4.14 Making food or other 4.14.1 Design jam-producing procedures by using kepok banana peel
products in the form waste
of colloids or 4.14.2 Produce jam by using kepok banana peel waste
involving colloidal 4.14.3 Communicate the product of jam-producing through
principles presentation and report
Table 1 shows the development of learning outcome indicators on colloid topic based on its basic
competencies. In this case, basic competency of 3.14 was developed into nine learning indicators, and
basic competency of 4.14 was developed into three learning indicators. The last step was determination
of instruction sequences on colloid topic based on project-based laboratory methods. Project-based
learning consists of three steps : planning, creating and evaluation [11,12].
1) Planning
Planning step is the inisial step of project-based learning which consists of standard step of introduction
in instruction process. In this step students will be given an apperception related to the project. Students
were directed to identify the system of colloid and type of colloid contained in jam, collect information
related to formation procedure of jam-producing and analyze the possibility of producing jam by utilize
kepok banana peel waste.
2) Creating
Creating is the main step of project-based learning. It includes activities related to preparation and
important steps in the execution of a project. In this step, students collect information about jam-
producing using kepok banana peel waste, design the procedure of jam-producing laboratory work,
736
consisted of tools, materials and laboratory work steps, communicate the design and implement it as the
design that has been made.
3) Evaluation
The final steps of project-based learning are project presentation and evaluation. In this study, each
group of students was required to present their project result, including the findings or problems they
experienced in laboratory work. Furthermore, an evaluation of the kepok banana peel jam and the
learning process was constructed.
3.2 Design Step

Banana consist of several types, one of which is kepok banana. Kepok banana peel can be used as the
main ingredient for jam-producing as it contains pectin. It has roles as gel forming agents, thickeners,
stabilizers and water binders. It is about 10-21% of pure banana peel [13].
Figure 1. Kepok banana
The amount of pectin in bananas is bigger than other fruits or vegetables, which is about 52.4% of
its dry weight. Pectin is a polymer of α-D-galactaconic acid bound to α-glycosidic bond (1-4). The
structure of pectin compound is shown in Figure 2. The pectin compound is a negatively charged
hydrophilic colloidal particle. When pectin is dispersed into water, there will be an electrostatic bond
between the negative charge of pectin molecule and the positive charge of water molecule so that the
pectin will coagulate to form the jam [14].
Figure 2. Structure of pectin compound
In design step, the jam-producing procedure using kepok banana peel is optimized. It is done by
conducted 8 experiments. Figure 3 shows the jam produced of every experiment. Kepok banana has
thicker peel than other types of bananas [15]. The first optimization was done to find out the ratio of the
amount of jam produced from kepok banana peel and other banana peels. In this case, it used siam
banana peel as it has relatively same size with kepok banana. The result showed that the volume of jam
which made using 10 siam banana peels was equal to the volume of jam which made using 5 kepok
banana peels. It proved that kepok banana has thicker peel than siam banana. Further optimization was
done to get the best taste by varying the amount of additional ingredients such as sugar and salt.
Jam-producing experiment was also conducted to obtain the best-textured of jam by adding different
additive ingredients such as gelatin, coconut milk and oil. The result showed that the best texture of jam
was obtained by adding oil. However, these result was still not maximal because the kepok banana peel
and water was not too fused. It also conducted other experimen to maximize the texture by varying the
heating temperature. The experiment showed that the best texture of jam was produced by using low
heating temperature, ie below 80OC. It can be explained because high heating temperatur will damage
the stucture of pectin.
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Figure 3. Optimization result of (a) jam of siam banana peel, (b) jam of kepok banana peel, (c) jam
of kepok banana peel by adding coconut milk, (d) jam of kepok banana peel by adding jelly, (e) jam of
kepok banana peel by adding jelly dan pasteurisation process, (f) jam of kepok banana peel by adding
gelatine, (g) jam of kepok banana peel by adding oil, (h) jam of kepok banana peel by adding oil, low
heating temperature and pasteurisation process.
Optimization was also conducted to obtain the best form of packaging to produce the most durable
jam. It was done by comparing the durability of jam with some conditions, ie by addition of sodium
sorbate, using pesteurization process and low temperature of storage. Pasteurization was done by boiling
jam bottle for 30 minutes. Based on the results, it was known that the jam can last up to 3 weeks by
adding a half teaspoon of sodium sorbat, pasteurized and stored under low temperature conditions. The
best result of laboratory work design is shown in the table 2.
Table 2. Laboratory work design of jam-producing experiment using kepok banana peel
Tools Materials Prosedure
 1 Knife  100 mg kepok banana peel Cooking process
 1 Blender  15 mL oil  Wash kepok banana peel.
mechine  0,05 mL banana essence  Slice it into smaller pieces.
 1 Pan  70 mg sugar  Boil it using salt water for 10 minutes.
 1 Jam bottle  10 mg salt  Put kepok banana peel and other materials in
 1 analytical  250 mL of water blender mechine, then blend it.
scales  5 mg sodium sorbate  Prepare the pan, heat it and put the dough into it.
 1 measuring cup  Cook it at low temperature (below 80 oC) until
 1 Stove thickened
Packing process
 1 Thermometer
 Prepare the bottle and its lid. Wash it.
 1 Refrigator
 Sterilize it by boiling it in boiling water for 25-35
minutes, then dry it.
 Put the jam as it hot into the bottle and close it by
the lid.
 Boil the bottle in boiling water for 30 minutes
 Store it on refrigator
After the optimization was done, the draft of student worksheets was constructed by considering the
suitability of various aspects, such as the project-based laboratory work steps, indicators and learning
objectives, sequences of colloid topic and content of student worksheets. In order to support project-
based laboratory work, the student worksheets prepared was inquiry worksheets. It was composed of 16
contents, including 2 articles, 14 questions and instructions. In detail, the components include: 1)
information of basic competencies, indicators and learning objectives should be achieved by students;
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2) article about application of colloid in everyday life as apperception for students; 3) instruction that
direct students to discuss the main concepts of colloid; 4) article about jam as apperception to students
about jam; 5) instruction and questions that direct students to identify the tools, materials and procedures
of jam-producing and concepts of colloid contained in jam; 6) instruction and questions that direct
students to analyze the possibility of the use of kepok banana peel waste into jam based on the chemical
compounds contained in it and to design the procedures of jam-producing; 7) instructions for practicing
the jam-producing; 8) instruction that direct students to communicate the results of the laboratory work
through presentation and report.
3.3 Development Step

In development step, the draft of student worksheets was validated by seven validators. Its validity was
analyzed by using Gutman scale with alternative answers "yes" and "no". Each "yes" answer was scored
1 and the answer "no" was scored 0. The total score of each content was analyzed using Content Validity
Ratio (CVR). The critical CVR value for the seven validators at the 0.05 significance level based on the
Schipper Table is 0.622. Each content was clasified valid if the calculated CVR value is higher than the
critical CVR value.
Table 2. CVR results of each content of student worksheets draft
Conten Validator Total of validator

CVR Category
Number 1 2 3 4 5 6 7 who choose “yes”
1 1 1 1 1 1 1 1 7 1,00 Valid
2 1 0 1 1 1 1 1 6 0,71 Valid
3 1 0 1 1 1 1 1 6 0,71 Valid
4 1 0 1 1 1 1 1 6 0,71 Valid
5 1 0 1 1 1 1 1 6 0,71 Valid
6 1 0 1 1 0 1 1 5 0,43 Invalid
7 1 0 1 0 1 1 1 5 0,43 Invalid
8 1 0 1 1 1 1 1 6 0,71 Valid
9 1 0 1 1 1 1 1 6 0,71 Valid
10 1 0 1 1 1 1 1 6 0,71 Valid
11 1 0 1 1 1 1 1 6 0,71 Valid
12 1 0 1 1 1 1 1 6 0,71 Valid
13 1 0 1 1 1 1 1 6 0,71 Valid
14 1 0 1 1 0 1 1 5 0,43 Invalid
15 1 0 1 1 0 1 1 5 0,43 Invalid
16 1 0 1 1 0 1 1 5 0,43 Invalid
Table 2 explains the CVR value of each content. It shows that 11 contents was classified as valid and
5 contents was invalid. Based on the analysis and suggestions given by validators, the draft was revised.
An article about kepok banana was added before instructions and questions that direct students to analyze
the possibility of the use of kepok banana peel waste into jam. The article should be added to give
students apperception about kepok banana. Content number 14 was eliminated because it contained
unrelevant instruction. An instruction was added for content number 2. Explanation was added for
content number 15 and 16. Sentence editing was done for content number 5 and 6. Those revising was
done to give more specific questions, instruction and information for students on preparing, doing and
comunicating the result of their laboratory work activities. After revising, the final student worksheets
was constructed and ready to be implemented in learning activities. It can be seen in attachment.
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4. Coclusion
This study has succeeded to develop laboratory work design of jam-producing by using kepok banana
peel waste and constructed student worksheets to support these laboratory work on colloid topic.
5. Acknowledgments
I would like to thank you to Lembaga Pengelola Dana Pendidikan (LPDP) as my research funder.
Thanks also to all validators who have provided suggestions for our student worksheets.
6. References
[1] Kementerian Pendidikan dan Kebudayaan 2014 Peraturan menteri pendidikan dan kebudayaan
no 59 tentang kurikulum SMA (Jakarta : Kemendikbud)
[2] Sagala S 2005 Konsep dan makna pembelajaran. (Bandung : Alfabeta)
[3] Barron B and Darling-Hammond L 2008 Teaching for meaningful learning: A review of
research on inquiry-based and cooperative learning (San Fransisco : The George Lucas
Educational Foundation)
[4] Savery J 2006 Overview of problem-based learning: Definitions and distinctions
Interdisciplinary Journal of Problem-Based Learnin 1 9-20
[5] Wurdinger S and Qureshi M 2015 Enhancing college students’ life skills through project based
learning Innovative Higher Education 40 279-86
[6] Mayer K and Wurdinger S 2016 Students’ perceptions of life skill development in project-based
learning schools Joutnal of Education Issues 2 91-114
[7] Okudan G E and Sarah E R 2004 A Project-Based Approach to Entreprenurial Leadership
Education Journal Technovation 25 195-210
[8] Badan Pusat Statistik 2015 Produksi tanaman buah-buahan [online]
https://www.bps.go.id/site/resultTab
[9] Desnilasari D and Lestari N 2014 Formulasi minuman sinbiotik dengan penambahan puree
pisang ambon (Musa paradisiaca var sapientum) dan inulin menggunakan inokulum
Lactobacillus casei. Agritech 34 257–65
[10] Kumalaningsih S 1993 System Penanganan dan Pengolahan Pisang Segar Modern (Malang :
Sekolah Tinggi Pertanian Tribhuwana)
[11] Munandar U 2012 Pengembangan kreativitas anak berbakat (Jakarta : Rineka Cipta)
[12] Thomas J W, Margendoller J R, and Michaelson A 1999 Project-Based Learning: A. Handbook
for Middle and High School Teachers
[13] Srivastava P and Malviya R 2011 Source of pectin and its applications in pharmaceutical industry
: an overview Indian Journal of Natural Products and Resources 2 10-18
[14] Mohapatra D, Mishra S, Sutar N 2010 Banana and it’s by-product utilisation : an overview
Journal of Scientific & Industrial Research, 6 323-29
[15] Atun S, Arianingrum, Handayani S, Rudyansyah and Garson 2007 Identification and antioxidant
activity test of some compounds from methanol extact peel of banana (Musa paradisiaca
Linn.) Indo. J. Chem 7 83-87
740
Techno-science activity for high school students – fabrication

of surface conductive glass using bunsen burner
Y Nugrahaa), A Mudzakir and Hernani
Departemen Pendidikan Kimia, Sekolah Pascasarjana, Universitas Pendidikan
a)
E-mail: yoganugraha@student.upi.edu
Abstract 1: This study was conducted based on the problem of students’ low score on
scientific literacy on PISA 2015. Every people which is involved in Indonesian education
should pay attention on the fact that most of Indonesian students could not integrate their
knowledge on science in real context. In order to overcome that problem, it is important for
teacher to deliver science content by integrating it with real context, in techno-science activity.
The using of surface conductive glass has become an interesting subject in recent technology.
This technology could be implemented on photovoltaic cell (solar cell) and organic light-
emitting diodes (OLED), which are very close to our needs today. This study aims to construct
a chemistry laboratory activity for making surface conductive glass based on Fluorine-doped
Tin Oxide (FTO). This study was conducted by using educational design research methods by
using framework from Model of Educational Reconstruction (MER). Conductive Transparent
Glass FTO (Fluorine-doped Tin Oxide) has been created using spray deposition technique
/Spray Pyrolysis using a Bunsen burner, the result of the optimization were several surface
conductive glass with sheet resistance around 1 – 10 kΩ. This result was obtained by
implementing ten times deposition SnO2.F on the glass, three times spraying, and heating time
about five minutes at 250 – 300 °C. This procedure was obtained by using common laboratory
tools like Bunsen burner, which is available in common school laboratory to implement NOST
(Nature of Science and Technology).
1. Introduction
Indonesia's participation in the International Program for International Student Assessment (PISA)
study shows that the achievements of Indonesian learners are not very encouraging in the PISA report.
Indonesia can only rank 69 out of 76 countries [1]. One of the causes of the low level of science
literacy Indonesian students allegedly because the curriculum, learning process, and assessment did
not support the achievement of science literacy. They still focus on the memory dimension of
knowledge (memory of science) that is memorizing and forgetting other content dimensions
(knowledge about science), process / competence (thinking skills) and the context of science
applications [2].
One way to improve the quality of the learning process, science teachers must understand the
NOST (Nature of Science and Technology) to help their students explain scientific phenomena
correctly in understanding some concepts in the learning process. To apply scientific concepts in a
particular context, students must have an understanding of the whole scientific concept [3]. Partial
understanding of concepts will make students not get the main idea of the concept of learning. In the
process of learning in the classroom, teachers have an important role to provide the concept to
students. Some studies believe that in order to provide students with a strong understanding, teachers
must understand the nature of science (NOS) [4,5]. In addition to the understanding of NOS, in this era
741
of rapid development it will also be very important to develop an understanding of the Nature of the
Technology (NOT) and its relationship to science and with society [6].
With the modernization of learning content that integrates aspects of the content of the subject
matter and aspects of the context that exist in everyday life that are closely related to technological
advances. It is expected to attract interest and improve students' learning comprehension in studying
science-based technology (technosains). One context of new and cutting-edge technologies is
conductive glass that can be used in Dye-sensitized solar cells (DSSC).
Conductive glass in solar cell context choosen because the availability of solar energy is very
abundant but its use as a source of energy is still limited because one of the energy utilization into
electrical energy requires a solar cell device is still expensive. Currently it has developed dye-based
solar cells / Dye (Dye-sensitized Solar Cell / DSSC). The main component of this DSSC device is a
transparent / conductive glass that is used as a substrate for the active electrode and the inverting
electrode. Other applications of this conductive glass is as a component of OLED (Organic Light
Emitting Diode), Display Components, smart window and others [7].
The material used as a conductive glass currently include ITO (Indium Tin Oxide) and FTO
(Fluorine-doped Tin Oxide). FTO is widely used because raw materials are more easily obtained, and
also they are more chemically resistant and to heating [8].
The methods are commonly widely used in the manufacture of surface conductive glass, are Spray
Pyrolysis Deposition (SPD) [9], Chemical Vapor Deposition (CVD), and Flame Spray Assisted
Deposition [10]. Spray pyrolysis method is the easiest method among them [11]. This device is made
by using easily accessible tools and materials so that it can be used as a teaching material practise in
High School or equivalent even at home with consider the safety procedure.
One of the teaching materials that can facilitate students to create an environment that motivates
students to learn and build their own meaning and develop an in-depth understanding is by Guided
inquiry experiment [12] that can be applied to this experiment to be poured into the Student Worksheet
NOST-based knowledge.
The Model of Educational Reconstruction (MER) is used as a reference for the steps in the
development of this Student Worksheet. MER has three components: clarification and analysis of
science content, teaching and learning research, and the design and evaluation of teaching and learning
environment [13] which can be seen in the figure 1.
(1)
Stage Analysis of Context and Content Structure: The Perspective of Scientist
1. Analysis of the Context of the Saintist Perspective of Review and Research
Articles on conductive glass
2. Content Analysis Science related chemistry
(2) (3)
Research in Learning: Development of Learning Design:
Pre-Conception of Learners and Construction of Conductive Glass
Teachers about conductive glass Student Worksheet
Figure 1. MER model research design

The developed NOST aspect refers to Tairab [6] which is modified by considering the scope of
the ontology, epistemic and axiological aspects of science in order to generate questions to be
developed in the Student Worksheet so that they can understand : The true science and technology,
Characteristics of science knowledge and the scientific theories, How to obtain knowledge
742
and theory scientific, The aim of science and scientific research, and The relationship between
science and technology.
The guided inquiry self-developed method developed in this learning activity refers to Domin [14]
adapted to the following steps:1. Presenting questions, 2. Make a hypothesis, 3. Designing
experiments, 4. Conducting an experiment, 5. Collecting, processing and analyzing data and 6.
Making a conclusion.
The participants of the study were students of SMK YPIB Majalengka 11th grade Department of
Chemical Analysis (3 years) as many as 15 people who are located at Jl. Gerakan koperasi No.003,
Majalengka District. The equipment used in the manufacture of this conductive glass comprises a
Bunsen burner as a substrate glass heater with a ceramic base (lid of kruss plate) that reached
temperature above 300° C, Spray perfume that produces a smooth mist spray and magnetic stirrer and
heater to make SnCl2 .F solution.
Figure 2. Measurement of glass temperature with Bunsen ceramic

heater base.
Figure 2 shows the measurement of glass surface temperature by using AVO (Ampere, Volt, Ohm)
Meter with Thermocouple (maximum temperature 750 ° C) showing temperature 308 ° C. So this
equipment can be used to deposition SnO 2.F where in the required glass surface temperature for
deposition process is between 250 - 420 ° C [15].
The materials used to make the FTO is a microscopical slide, Sn granule / Tin, concentrated HCl
(technical), concentrated HNO3 (technical), dopant NH4F and ethanol 95%.
SnCl2.F solution made by dissolving 7 gram Sn granules into 20 mL of concentrated HCl and 5 mL
of HNO3 as a catalyst. After completely dissolved, then 95% ethanol is added until it reached of 50
mL solution to remove the residual HCl. Dopant NH 4F 10% in HCl 0,5 M then added to a solution
of SnCl2 until completely dissolved [15].
The solution SnCl2 .F then be sprayed with a spray angle of 45° with a distance of 5-10 cm to the
glass that has been heated to the deposition temperature between 250 – 300 °C with a bunsen burner
ceramic base which can be seen in the Figure 3.
Figure 3. The set of SnO2.F deposition tools using a Bunsen

burner
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Figure 3 shows the SnO2F deposition set on the glass using a Bunsen burner with a ceramic base
with porcelain triangle and three foot triangular supports.

3.1 Guided Inquiry Experiment Worksheet
The results of the analysis phase of the context and content structure with the MER model on the
concept of conductive glass related to the manufacturing process. Can be seen in table 1.
Table 1. Chemistry Concepts and Theories Related to Conductive Glass [15, 16, 17, 18]
High Performance Surface CdS Quantum Dots- Polyaniline as A
FTO film Prepared Conductive Glass Sensitized TiO2 Transparent
by Flame Assisted By. J. Tanaka and Nanorod Array on Electrode for
Spray Deposition, S. L. Suib Transparent Polymer Light-
by Purwanto, A., Conductive Glass emitting Diodes:
Windiyandari, H., Photoelectrodes Lower Operating
and Jumari, A By. H. Wang, Y. Voltage and Higher
Bai, H. Zhang, Z. Efficiency
Zhang, J. Li, and L. By. Y. Yang and
Guo A.J. Heeger
 Semiconductor  Inorganic  Semiconductor  Semiconductor
semiconductor
 Transmittance  Metallic  Band theory  Polymer
conduction
 Resistance  Insulator  Molecular  Molecular
Orbital Theory Orbital Theory
 Photo electro  HOMO and
chemical LUMO
Table 1 shows the results of an article analysis showing the concepts used in conductive glass, namely
semiconductors, molecular orbital theory, band theory and resistance. This concept has been adapted
to the content taught in high school and then applied into the student worksheet.
The resulting worksheet consists of two objectives of the activity they were the process
objectives and the content objectives [19]. The purpose of the content is based on the analysis of
concepts and theories related to conductive glass. Not all concepts and theories are embodied in the
worksheet. The purpose of this part of the process is to develop understanding of NOST and
improvising information processing capabilities and building ideas. Both of these selected learning
skills in this worksheet are closely related to NOST understanding.
The aspect of NOST understanding that is poured into the worksheet is expected to understand
students:
1. The true science and technology
By conducting scientific experiments related to the latest technologies such as conductive glass in the
worksheet, students will be able to understand the true science and technology.
2. Characteristics of science knowledge and the scientific theories
By given the content contained in the conductive glass experimental worksheets containing science
knowledge and theories, students will better understand the characteristics of science knowledge and
scientific theories.
3. How to obtain knowledge and theory scientific
From a series of experiments in worksheets with variables affecting conductive glass making, students
will be able to know and experience how to acquire the knowledge and scientific theories undertaken
and built by previous scientists.
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4. The aim of science and scientific research

After students conduct conductive glass making experiments, students will know the purpose of
science and scientific research built which are needed to solve local and global problems related to the
current energy crisis.
5. The relationship between science and technology
By incorporating the chemistry concept in conductive glass in the worksheets and the latest solar cell
technology, students are expected to know the relationship between science and technology whether
influencing or being influenced in a particular context.
There are six inquiry activities in the worksheet, where the first three activities are pre-
experimental activities, followed by one experiment activity and the last two activities are post-trial
activities, the activities are:
1. Presenting questions
Students are given facts in the form of pictures or tables related to conductive glass, (energy crisis,
renewable energy, examples of alternative energy applications in life) and then given questions related
to the facts that lead to the purpose of practicum that is making conductive glass that can be used in
solar cells.
2. Make a hypothesis
Students are asked to write hypotheses about the questions given about the conductivity of materials
that can be conductors, insulators and semiconductors (glass, gold, tin, carbon and related materials for
conductive glass making) and estimate how if the glass that was originally an insulator was given a
conductive material.
3. Designing experiments
Students write the tools, materials and procedures that will be done to prove the hypothesis. The test
variables such as the concentration of SnCl 2.F solution, NH4F dopant concentration, the time of
deposition, the amount of deposition, the amount of spraying, the spraying angle, spray spacing and
other variables correspond to the tools and materials used.
4. Conducting an experiment
Students perform experiments based on procedures that have been made with the division of different
variables from each group
5. Collecting, processing and analyzing data
Students create observation tables, record data, create graphs and analyze the relationship between the
data with the variables tested.
6. Making a conclusion
Students make and explain the conclusions from the results of the lab and match them with the
hypotheses that have been made then report them in a class discussion to exchange information on
optimization results.
3.2. Optimization of Standard Procedure for Making Conductive Glass
The results of Optimization for making conductive glass by using ceramic Bunsen burners
consider to the time variables of deposition, the amount of deposition and the amount of spraying can
be seen in the table 2.
Table 2. The influence of deposition time on the sheet resistance
Deposition Deposition Number
Sheet resistance
Sample time amount of sprays
(K Ω / sq)
(minute) (time) (time)
FTO 1 3 10 1 -
FTO 2 5 10 1 50 - 100
FTO 3 10 10 1 50 - 100
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Table 2 shows the effect of SnO2F deposition time on the glass which results in optimal deposition
time for 5 minutes and it has no effect on sheet resistance when the deposition time becomes 10
minutes with other fixed variables. Even with a longer deposition time will cause the glass to break
easily.
Table 3. Number deposition influence the deposition of the sheet resistance
Sheet resistance
(K Ω / sq)
FTO 4 5 5 1 > 100
FTO 5 5 10 1 50 - 100
FTO 6 5 15 1 50 - 100
Table 3 shows that the optimal number of repositioning occurs at 10 repetitions and does not reduce
the sheet resistance if the repetition is increased to 15 times. Only add white crust to the glass surface
resulting in non-transparent glass (small transmittance) that can block the absorption of sunlight when
applied to the solar cells.
Table 4. Total Spraying influence on the sheet resistance
Sheet resistance
(K Ω / sq)
FTO 7 5 10 1 50 - 100
FTO 8 5 10 2 20 - 50
FTO 9 5 10 3 1 - 10
FTO 10 5 10 4 1 - 10
Table 4 shows the optimal amount of spraying of SnCl 2.F solution on glass 3 times, depending on the
size of the spray nozzle perfume used. The larger the size of the spray mist, the fewer sprays required.
If the amount of spraying is added from the optimum conditions, then the glass will break easily
because the process of shrinking the glass is too fast by the solution SnCl2.F and will only add the
white crust on the glass.
The authors has also conducted the experimented by using another equipment that easily
accessible equipment such as gas stoves to replace Furnace and bunsen as well as asbestos and non
asbestos cassa base to replace ceramic base (5 minute deposition time, 10 times deposition and 3 x
spray / spray, With a 45° spray angle and a spray spacing of 5-10 cm with a deposition temperature of
250 - 300°C). The results can be seen in Table 5.
Table 5. Another heater and glass base on the sheet resistance
Optimum
Glass
Sheet
Sample Heater Glass base Temperature Glass surface
resistance (K
(°C)
Ω / sq)
FTO 11 Gas stove Asbestos cassa 225 - White patch
FTO 12 Gas stove non asbestos cassa 215 5 - 100 Glass breaks / melts
FTO 13 Gas stove Ceramics 275 5 - 20 Shine like rainbow
FTO 14 Bunsen Asbestos cassa 230 - White patch
FTO 15 Bunsen Non asbestos cassa 220 5 - 100 Glass breaks / melts
FTO 16 Bunsen Ceramics 300 1 - 10 Shine like rainbow
FTO 17 Furnace Ceramics 400 1-5 Shine like rainbow
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From Table 5 shows that the use of the best tools for the manufacture of conductive glass with a spray
pyrolysis method is by using a furnace with a ceramic pedestal. But not every highscool have a
furnace, by using a Bunsen or gas stoves with using ceramic base, it will produce conductive glass
with a sheet resistance of 1 -10 KΩ / sq shown in Figure 4.
Figure 4. Measurement of sheet resistance of the FTO glass

produced by using the AVO meter.
Figure 4 shows the measurement of FTO glass sheet resistance by using the AVO meter on a KΩ scale
indicating a sheet resistance value of 2.63 KΩ.
4. Conclusion
In this study we developed a laboratory worksheet activity based on a guided inquiry experiment to
make conductive glass using Bunsen burner to implement NOST knowledge. This worksheet is
designed using MER design research methods.
Based on the original text analysis of conductive glass, the chemical content taught in laboratory
activities is semiconductor, molecular orbital theory, band theory and material resistance. In the
worksheet, there are five guided Inquiry activities consisting of three pre-experiment activities, one
experimental activity, and two post-experimental activities. This worksheet is also equipped with
reflection activities in the form of questions to understand NOST based on activities undertaken by
students.
The worksheets designed in this study have not been tested in real conditions. However, based on
the advice of experts, they say that this worksheet can be used to develop students' understanding of
some aspects of NOST.
The FTO (Fluorine-Doped Tin Oxide) conductive glass produced by spray pyrolisis method using
Bunsen burner has 1 to 10 KΩ / sq sheet resistance with 5 minute deposition time treatment, 10 times
deposition and 3 spray with 45° spray angle and spray spacing of 5-10 cm with a deposition
temperature of 250 - 300°C.
The structure of SnO2 can be analyzed using XRD (X-Ray Difractometry) which will show the
tetragonal structure so it is expected this conductive glass can be used to make solar cell electrode.
5. Acknowledgments
We are grateful to the Ministry of Chemistry of FPMIPA UPI for the facilities of Basic Chemistry
Laboratory and Teaching Laboratory and SMK YPIB Majalengka facility for Chemical Laboratory
facilities used by the author to perform the optimization.
6. References
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[2] Firman, H. 2007 Laporan Hasil Analisis Literasi Sains berdasarkan hasil PISA Nasional tahun
2006, Puspendik.
[3] K. Garthwaite; B. France and G. Ward 2014 Int. J. of Sci. Edu. 36, 1568-1587.
747
[4] W F McComas MP Clough and H Almazroa 2002 The Role and Character of The Nature of
Science in Science Education inThe Nature of Science Education edited by WF McComas
Kluwer Academic Press New York pp 3-39.
[5] RS Schwartz N.G. Lederman and BA Crawford 2004 Sci. Teach. Edu. 88, 610-645.
[6] Tairab, H 2001 How do Pre-service and In-Service Science Teachers View the Nature of
Science and Technology ? Research in Science & Technological Education Vol. 19 No. 2.
[7] Kumar R, Zhou, C 2010 The Race To Replace Tin-Doped Indium Oxide: Which Material Will
Win ?, ACS Nano Vol. 4, No.1 pp 11-14.
[8] Sima C, Grigoriu, Antohe, S 2010 Comparison of the dye sensitized solar cells performances
based on transparent conductive ITO and FTO Thin Solid Film Vol. 519 No. 2 pp 595-597.
[9] Adnane M, Cachet, H, Folcher G, Hamzaoui S 2005 Beneficial effect of hydrogen peroxideon
growth structural and electrical properties of spayed fluorine-doped SnO films Thin Solid Film
Vol.492 No. 1-2 pp 240-247.
[10] Purwanto A, Widiyandari H, Hidayat D, Iskandar F, and Okuyama K 2009 Facile Method for
the Fabrication of Vertically Aligned ITO Nanopilars with Excellent Properties Chemistry of
Materials Vol. 21 pp 4087-4089.
[11] Choi KH, Kim JY, Lee YS, Kim HJ 1999 ITO / Ag / ITO Multilayer Films for the Application
of a Very Low Resistance Transparent Electrode Thin Solid Films Vol. 341 pp 152-155.
[12] Fakayode Sayo O 2014 Guided-inquiry laboratoru experiments in the analytical chemistry
laboratory curriculum Anal. Bioanal. Chem. 406 pp 1267-1271.
[13] Duit R, Gropengießer H, Kattmann U, Komorek M and Parchmann I 2012 The Model Of
Educational Reconstruction – A Framework For Improving Teaching And Learning Science.
Sci. Educ. Res. and Pract. in EuropeRetrospective and Prospective, 5, 13–37.
[14] Basey JM and Francis CD 2011 Design of Inquiry-oriented science labs: impacts on students
attitude Research in Science & Technological Education 29 (3) pp. 241-255.
[15] Purwanto A, Windiyandari H, and Jumari A 2012 High Performance FTO film Prepared by
Flame Assisted Spray Deposition Thin Solid Films Vol. 520 No.6 2092-2095
[16] Tanaka Jand Suib LS1984Surface Conductive Glass, Journal of Chemical Education, Vol. 61,
No. 12, pp. 1104-1.
[17] By. H. Wang, Y. Bai, H. Zhang, Z. Zhang, J. Li, and L. Guo 2010 CdS Quantum Dots-
Sensitized TiO2 Nanorod Array on Transparent Conductive Glass Photoelectrodes,J. Phys.
Chem. C 2010, 114, 16451–16455
[18] Y. Yang and A.J. Heeger 1994 Polyaniline as A Transparent Electrode for Polymer Light-
emitting Diodes: Lower Operating Voltage and Higher Efficiency App. Phys. Lett. 64 (10)
[19] R. Abdul-Kahar, TK Gaik R. Hashim MN Idris and N Abdullah 2015 Process Oriented Guided
Inquiry Learning (POGIL) in Discrete Mathematics,” in 7 th International Conference on
University Learning and Teaching (InCULT 2014) Poceedings edited by C.Y. Fook G.K. Sidhu
S. Narasuman and L.L. Fong Springer, pp. 423-438
748
Analysis of multiple representation of molecular geometry

concepts in various general chemistry textbooks
Z Zulfahmia), Wiji, and S Mulyani

Departemen Pendidikan Kimia, Sekolah Pascasarjana, Universitas Pendidikan
a)
E-mail: fahmis2kimia@student.upi.edu
Abstract. This study aims to analyze multiple representations contained in five General
Chemistry textbooks on the molecular geometry concepts. The method was used descriptive
research. Research instrument used is table analysis of multiple representation on the molecular
geometry concept in General Chemistry textbooks. The analysis results showed that all General
Chemistry textbooks analyzed generally contain two or three levels of chemical representation
to explain the VSEPR theory, molecular polarity and valence bond theory for determine
molecular geometry. In the General Chemistry textbooks by author Whitten, et al. and Silberberg
more clearly and interconnecting at three levels of chemical representation in comparison with
other three General Chemistry textbooks. Furthermore, the other three textbooks use a chemical
representation more focused on submicroscopic and symbolic levels. There are several General
Chemistry textbooks provide an interconnected chemical representation, however the description
when determine molecular geometry not shown in sequence. There are also to explain VSEPR
theory, molecular polarity, and valence bond theory within determine molecular geometry
inadequate, caused not provided in detail of chemical representation on molecular geometry.
1. Introduction
Chemical basically involves knowledge of chemistry can be represented in three levels of representation
also known as "triplet" chemistry are macroscopic, submicroscopic and symbolic [1]. However,
chemistry were often considered difficult for student because in chemistry concepts are abstract at
submicroscopic and symbolic levels. In addition, students also have difficulty in relating three levels of
chemical representation so that students are not able to understand the chemical concept correctly [2, 3].
Researchers in chemistry have discussed the existence of three levels of chemical representation,
which have changed terms from year to year. Beginning with the opinion expressed by Johnstone in
1982 that chemistry could be represented at three levels of chemical representation consists of
descriptive and functional, representational, and explanatory. Descriptive and functional levels are
chemical representations obtained from observable phenomena and to explain chemical properties, such
as density, flammability, colour and so on. Representational level are used to represent chemical
substance and communicate concept such as chemical formulas and graphs, whereas explanatory level
used to explain phenomena such as electrons, atoms, molecules, structures, isomers, and polymers [4].
Along the development progresses of the terms three levels of chemical representation consists of
macroscopic, submicroscopic, and symbolic levels. The macroscopic level to explain the observable
chemical phenomena of the laboratory as well as the experience of everyday life and therefore able to
measured. Example of such properties are mass density, concentration, pH, temperature and osmotic
pressure. The submicroscopic level is used to explain the macroscopic phenomena in terms of particle
movement such as electron, molecule and atom, whereas the symbolic level is used to explain in terms
749
of chemical symbols such as chemical formulas, chemical equations, graphs, diagrams, and
mathematical manipulations [5, 6, 7, 8].
These three levels are interconnected and contribute to the understanding of student concepts that
must be achieved in studying the chemistry concepts. Based on the above theoretical views, three levels
of chemical representation can be described as shown in the Figure 1.
Figure 1. Three levels of representation used in chemistry [8]
In addition, through interconnecting the three levels of representation, students more easily
understand the chemistry concept that has a low ability. One of the concept in chemistry learning that
has a low ability such as molecular geometry. In the concept of molecular geometry there are many
concepts abstract that tend to be not easily understood with students. It is a lot of misconceptions on
students as well as found in research by Furio dan Calatayud that students have difficulties in
comprehending dot Lewis structure, bond angle, molecular polarity and determine molecular geometry
based on VSEPR theory [9].
Student difficulties in studying chemical concepts are not only due to the learning process, but also
can be influenced by used the textbooks. Chemical of representations such as physical and chemical
properties, text, symbols and picture in General Chemistry textbooks has become one of the caused of
frequent problems of student misconceptions. So, it is necessary to analyze the chemical representation
in General Chemistry textbooks, in order to the students and pre-service teachers can be choose the
General Chemistry textbooks correctly.
The role of the General Chemistry textbooks is important as a guide for teachers in the learning
process. textbooks are important not only as a reading material and as a mediator of knowledge, they
also provide three levels of representation in the concept of chemistry. Moreover, the textbook as the
most widely and used teaching aid. In the perspective of the students, the textbooks role in representing
a source of information [10]. The aim of this study is to analyze interconnected three level of
representation on the concepts molecular geometry contained in five General Chemistry.
This study was used descriptive method that aims to describe results analysis of multiple representation
on the concept of molecular geometry contained in five General Chemistry textbooks. Description of
chemical representation of each General Chemistry textbook to linkage macroscopic, submicroscopic,
and symbolic levels. At the macroscopic level are includes boiling point, melting point, molecular
polarity [11]. The submicroscopic level are includes molecular models, the most common types of which
are the ball and stick, space filling and stick-structure, whereas symbolic level includes Lewis structure,
chemical symbols such as arrows ( ) for the dipole moment, and hybridization of atomic orbitals
concepts [12, 13, 14]. Selection of General Chemistry textbook, because it is common source textbook
often used by students in Indonesia [15, 16, 17, 18, 19].
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3.1. General Chemistry Textbooks by Whitten, et al.

This textbooks provides macroscopic, submicroscopic, and symbolic level representations clearly and
orderly. Macroscopic representations showed the physical properties of a substance such as melting
point of the molecule, molecular polarity and bond angles. It is also widely provided submicroscopic
representations with molecular models such as ball and stick, and explanation of valence bond theory
for each molecular geometry. Furthermore, for an explanation of symbolic representations are the
chemical symbols, such as drawing dot Lewis structure, arrows ( ) for the dipole moment, and
explaining hybridization of atomic orbitals concepts.
One of the macroscopic representations shown in this textbook is on the tetrahedral molecular
geometry. Methane (CH4) has a melting point (mp = -182°C), CF4 (mp = -184°C), CCl4 (mp = -23°C),
SiH4 (mp = -185°C), and SiF4 (mp = -90°C). All of these molecules are tetrahedral molecular geometry
and nonpolar molecules with bond angles = 109.5°. Furthermore, for submicroscopic and symbolic
representations described with use ball and stick models and Lewis structure on CH4 and CF4 as in
Figure.2.
(a)
(b)
Figure 2. symbolic representation: Lewis structure CH4 and CF4 molecule (a) submicroscopic
representaion: 3D ball and stick molecular models on CH4 and CF4 (b)
Figure 2a shows that the linkage of submicroscopic and symbolic representations begins with drawing
the Lewis structure for CH4 and CF4 molecules. Furthermore, this textbooks provides the molecular
geometry and bond angles shown in Figure 2b. Conventionally, the central atom C is surrounded by four
pairs of bonded electrons. The bonding electron pair will repel to each other. Based on VSEPR theory,
CH4 will be stable if the electron pair's repulsion as minimal as possible. It is will happen when four
electrons pairs will position themselves as far apart as possible to minimize repulsion, thus form a bond
angle 109,5°. So, methane (CH4) has a tetrahedral molecular geometry. Similarly, CF4 molecule has a
tetrahedral molecular geometry with a bond angle of 109.5°.
In addition, the linkage of three levels of representation describe the tetrahedral molecular geometry
appropriate and directed so that meaning the chemical of representation becomes clearly. Using of
picture was usually done to concrete concepts abstract. The presence of picture expected to provide a
clear the concept of molecular geometry. In this General Chemistry textbook, drawings of ball and stick
molecular models are displayed with relevance associated with symbolic representations.
The results obtained from the analysis of these three levels of chemical representation in General
Chemistry textbooks showed interrelationships of these three levels of representation to explain
molecular geometry concept. Moreover, for molecular geometry interrelated three levels of chemical
representation and therefore making the explanation of the molecular geometry concept to be
meaningful, clearly, and conveyed.
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3.2. General Chemistry Textbooks by Silberberg

The second General Chemistry of textbook, it presents macroscopic, submicroscopic, and symbolic
representations ones quite clearly. Macroscopic representations presented in this textbook only generally
it explains the molecular polarity and bond angles for each molecular geometry. In contrast to the
General Chemistry textbook of Whitten author describes the fact of the experiment (macroscopic),
which includes the melting point of a molecule, molecular polarity and bond angle for each molecular
geometry.
Macroscopic representations presented in this textbook is “the geometry of Boron trifluoride (BF3)
is trigonal planar, which has a bond angles = 120° and nonpolar molecule”. This General Chemistry
textbook explaining the molecular polarity is inadequate. In other words it does not explain the polar
and nonpolar properties of a compound for each molecular geometry. Molecular polarity explained how
to determine bond polarity and dipole moment. In addition, there are only a few examples of a compound
having polar or nonpolar properties.
This textbook is broadly presents submicroscopic representations describe with use ball and stick
molecular models, then for symbolic representations presented with chemical symbols such as drawing
Lewis structure, as shown in Figure 3. However, in association with the valence bond theory described
in separate chapters. So, to understand the concept of molecular geometry with valence bond theory as
if it were a different context.
(a) (b)
Figure 3. symbolic representations: Lewis structure on BF3 molecule (a) submicroscopic
representations: 3D ball and stick molecular models on BF3 (b).
Figure 3a. shows that the linkage of submicroscopic and symbolic representations begin with writing
the lewis structure for BF3 molecule, furthermore showing the molecular geometry and the bond angles
shown in Figure 3b. The central atom B is surrounded by three pairs of bonded electrons. Based on
VSEPR theory, BF3 will be stable if the electron pair's repulsion as minimal as possible. This will happen
when three electrons pairs will position themselves as far apart as possible to minimize repulsion,
forming a bond angle 120°. So, molecular geometry for BF3 is trigonal planar.
The linkage of three levels of representation in explain the molecular geometry is appropriate but not
yet directed, so that the meanings conveyed by the chemical representations become less clear. Using
of picture to concrete of molecular geometry concept is very interesting and orderly. The results obtained
from the analysis of these three levels of chemical representation in General Chemistry textbook at the
macroscopic, submicroscopic, and symbolic level representations are quite relevant to explain the
molecular geometry concept.
The linkage between representation of the macroscopic, submicroscopic and symbolic on the trigonal
planar molecular geometry looks obvious. When molecular polarity and bond angles provided can also
explained throught submicroscopic representation with used a picture ball and stick molecular models.
Furthermore, symbolic representation is provided with use chemical symbols to explain the
hybridization process and understand drawing Lewis structure on BF 3 molecule.
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3.3. General Chemistry Textbooks by Jespersen, et al.

The third General Chemistry of textbooks provides a representation of the macroscopic, submicroscopic
and symbolic representations was quite clearly. However, macroscopic representations such as bond
angles and molecular polarity are not described in detail and only generally explain for each molecular
geometry. It is for understanding the molecular geometry concepts to be confused, for example the
macroscopic representations shown in this textbook "PCl5 molecule has a the trigonal bipyramidal
molecular geometry. The angle between any two equatorial bonds is 120°. The two vertical bonds
pointing along the north and south axis of the sphere are 180° apart and are called axial bonds. The bond
angle between an axial bond and an equatorial bond is 90°”.
Molecular polarity explained how to determine bond polarity and dipole moment. In addition, there
are only a few examples of a compound having polar or nonpolar properties. Likewise in terms of
explaining the theory of valence bonds are not presented for each molecular geometry, but only a few
examples of compounds.
This textbook focuses more on submicroscopic and symbolic representations for each molecular
geometry. In this textbook it broadly represent submicroscopic representations used ball and stick
molecular models and then symbolic representations presented with chemical symbols such as describe
the Lewis structure. In addition, just explain the molecular geometry of a particular. There are several
examples of molecules not showing the Lewis structure, making it difficult to determine the molecular
geometry, as in Figure 4.
Figure 4. submicroscopic representations: trigonal bipyramidal molecular geometry with 3D ball and
stick models on PCl5 molecule
Figure 4 shows in the PCl5 molecule a central atom P is surrounded by five pairs of bonded electrons.
The pair of bonded electrons repel to each other. Based on the VSEPR theory, the PCl5 molecule will
be stable if the electron pair's repulsion is as minimal as possible. To minimize the repulsion force among
the five electron pairs is to arrange the PCl5 bond in the form of trigonal bipyramidal. This form can be
produced if the P atom lies at the trigonal center of bipiramid and is surrounded by five other atoms in
the five trigonal angles of bipyamidal. The atoms that are above and below the triangular plane are said
to occupy axial positions, and those that are in the triangular plane are said to occupy equatorial
positions. The angle between any two equatorial bonds is 120°; that between an axial bond and an
equatorial bond is 90°, and that between the two axial bonds is 180°. In addition, Lewis structure is not
shown in explaining phosphorus pentachloride (PCl5) molecular geometry.
The results analysis of chemical representations in this book are interconnected, but the
corresponding description of molecular geometry not sequentially. Thus, for each molecular geometry
do not simultaneously representing the three levels of chemical representation and make it difficulties
to understand the message conveyed to the General Chemistry textbook.
3.4. General Chemistry Textbooks by Chang & Overby

In the fourth General Chemistry of textbook, it focuses only submicroscopic and symbolic levels.
Furthermore, for an explanation of symbolic representations presented with chemical symbols, such as
753
drawing dot Lewis structure, arrows ( ) for the dipole moment, and explaining atomic orbitals in
the hybridization concepts.
In this textbook the molecular polarity and the hybridization of the atomic orbitals are not presented
for each molecular geometry, but rather in outline explain the polar or nonpolar molecule and the
hybridization of the atomic orbitals. Later in explaining molecular geometry not sequentially, making it
difficulties to understand the message conveyed to the General Chemistry textbook.
(a) (b)
Figure 5. symbolic representations: Lewis structure on SF6 molecule (a) submicroscopic
representations: 3D ball and stick molecular model on SF6 (b).
Figure 5 shows that the correlation of the submicroscopic and symbolic levels begins with writing the
Lewis structure for the SF6 molecule shown in Figure 5a, further explaining the molecular geometry and
bond angles shown in Figure 5b. Atom S is surrounded by six pairs of bonded electrons. The pair of
bonded electrons repel each other rejects each other. Based on the VSEPR theory, SF6 molecules will
be stable if the electron pair's repulsion is as minimal as possible. To minimize the repulsive force
between the six pairs of bonds by arranging the SF6 molecule bond in form octahedral geometry. This
form can be generated if the S atom lies at the base of the rectangular base and is surrounded by six
other atoms located in the six octahedral angles. Minimum effort is reached if the angular position of
the bond is equal to 90°.
The results analysis of chemical representations in this book are interconnected and clearly between
the submicroscopic and symbolic representations, but macroscopic representations are not shown in the
textbook.
3.5. General Chemistry Textbook by Reger, et al.

The last General Chemistry of textbook, focusing only on submicroscopic and symbolic representations.
This textbook it broadly presents submicroscopic representations with use molecular models of ball and
stick, then for symbolic representations presented with chemical symbols such as describe the Lewis
structure, shown in Figure 6. This textbook presents simultaneously submicroscopic and symbolic
representations. However, there are several examples of molecules not showing Lewis structure for each
molecular geometry, so it looks not directional in determining the molecular geometry of a compound.
In this textbook the molecular polarity and the hybridization of the atomic orbitals are not presented
for each molecular geometry, but rather in outline in explaining the polar or nonpolar molecule and the
hybridization of the atomic orbitals. Later in explaining molecular geometry not sequentially and
therefore making difficulties to understand message conveyed to the General Chemistry textbook.
754
(a) (b)
Figure 6. symbolic representation: the Lewis structure ammonia molecule (NH3) (a)
submicroscopic representations: 3D ball and stick molecular models (b)
Figure 6 shows that the ammonia molecule (NH3) contains three pairs of bonding electrons and
nonbonding electrons pair. The overall arrangement of all four electron pairs is tetrahedral. But in NH 3
one of nonbonding electrons pair, so the geometry of NH3 is a trigonal pyramidal. The form occurs
because of the rejecting force between the free electron pair and the bonding electron pair. Because the
free electron pair rejects the stronger bonding electron pair, the three N – H bonds are pushed to get
closer to each other. The bond angle of H – N – H in ammonia is smaller than the tetrahedral angle of
109.5°, therefore NH3 molecule has a bond angle of 107.3°.
The result analyzed in General Chemistry textbooks are related to the explanation of VSEPR theory,
molecular polarity and valence bond theory determining the molecular geometry not adequate, because
it does not present in detail the chemical representation for molecular geometry concept.
The results of the analysis of the five General Chemistry textbooks showed that it generally focuses
only on submicroscopic and symbolic representations. However, macroscopic representation not clearly
defined and there is no linkage between three levels of representation. Submicroscopic and symbolic are
commonly used of five General Chemistry textbooks on molecular geometry concepts. Based on the
results analysis of multiple representation that there are two General Chemistry textbooks that linkage
three levels of chemical representation. Both of them General Chemistry textbook from Whitten et al.
and Silberberg. The two books also explain the VSEPR theory, molecular polarity and valence bond
theory clearly and adequately.
4. Conclusion
Generally the chemical representations used in General Chemistry textbooks are submicroscopic and
symbolic levels. General Chemistry textbooks as a learning resource that is considered important in
presenting content to be able to integrate the three levels of representation. These three levels of
chemical representation are important for students, which not only study the formula derivatives in
chemistry but could understand a phenomena. Finally, they can understand to the molecular level [20].
Most of the chemical representations analyzed are still widely contained in General Chemistry
textbooks that have not interpreted the three levels of representation. The results of the General
Chemistry textbook analysis showed that the textbooks of the author by Whitten, et al. and Silberberg
contains three levels of chemical representation are well integrated, therefore making it easier to
understand the concept of molecular geometry. In addition, other textbooks use a chemical
representation that focuses more on submicroscopic and symbolic levels.
5. Acknowledgments
Author wants to say thank you to lecturer of chemistry education FPMIPA Universitas Pendidikan
Indonesia.
6. References
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Gilbert, De Jong O, Justi R, Treagust D, and Van Driel J (Dordrecht: Kluwer) p 213–34
[11] Bucat B, and Mocerino M 2009 Multiple Representation in chemical education vol 4 ed J K
Gilbert and Treagust D (Dordrecht: Springer) p 11
[12] Gkitzia V, Salta K and Tzougraki C 2011 Development and application of suitable criteria for the
evaluation of chemical representations in school textbooks Chem. Educ. Res. Pract 12 5–14
[13] Hoffman R and Laszlo P 1991 Representation in Chemistry Angew. Chem. Int, Edit 30 1-16
[14] Taber K S 2009 Multiple Representation in chemical education vol 4 ed J K Gilbert and Treagust
D (Dordrecht: Springer) p 75
[15] Chang R and Overby J S 2011 General Chemistry The Essential Concepts Sixth Edition (New
York, USA: McGraw-Hill Higher Education)
[16] Jespersen N D, Brady J E and Hyslop A 2012 Chemistry The Molecular Nature of Matter Sixth
Edition (New York, USA: John Wiley & Sons, Inc.)
[17] Reger D L, Goode S R and Ball D W 2010 Chemistry: Principles and Practice Third Edition.
(New York: McGraw-Hill Higher Education)
[18] Silberberg M 2009 Chemistry The Molecular Nature of Matter and Change (New York, USA:
McGraw-Hill Higher Education)
[19] Whitten K W, Davis R E, Peck M L and Stanley G G 2014 Chemistry Tenth Edition. (USA:
Brooks/Cole, Cengage Learning)
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chemistry textbooks Chem. Educ. Res. Pract. 15 274-92
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Experiment laboratory design to improve conceptual

understanding on organic chemistry II: structure and
reactivity of organic polyfunctional compounds
S Mulyantia), R Sardjono, and A Kadarohman
Departmen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.
a)
E-mail : riechem_87@yahoo.com
Abstract. The experiment laboratory activity is a strategy to improve students' understanding on

organic compounds concepts. This study aimed to investigate how The Organic Chemistry
Laboratory Experiment II characteristics design implementation in strengthening the conceptual
understanding of organic polyfunctional compounds structure and reactivity. The subject of this
study was 40 students in one university in Bandung. The Experiment Laboratory of Organic
Chemistry II applied guided inquiry model with Science Process Skill approach. It was found that
there were differences on experiment laboratory implementation in applying Science Process Skill
approach. The experiment laboratory topics were less appropriate with lectures course of Organic
Chemistry II, such as predicting mechanism and designing the synthetic of organic heterocyclic
compounds and organic polyfunctional compounds. The statistical calculation with 2-tailed
Pearson correlation was obtained (r: 0,373), the correlation value showed the relation between
lecture course's score and experiment laboratory course's score. Then, the influence of experiment
laboratory course toward the students' understanding was calculated with t-test, it was obtained
0.018 (<0.05), thus there were significance influences between lectures and experiment laboratory
of Organic Chemistry II. The significance influences happened due to the five experiment
laboratory topics, they were consisted of three topics related with polyfunctional compounds.
1. Introduction
An activity needed in a lecture to improve students’ understanding on polyfunctional compounds is an
experiment laboratory of Organic Chemistry II. The Organic Chemistry II experiment laboratory is
conducted after the students has finished the lecture or Organic Chemistry II at previous semester,
thus the students are eligible enough to have the concept of organic polyfunctional compounds.
Indeed, organic chemistry involves various reactions which have to be demonstrated as a fact
happened in a laboratoryand then the students understand not only the reaction by its theory, but
alsoits practicality in laboratory. The theory on Organic Chemistry can be improved through its
experiment laboratory so that the students are able to apply their ability in organic laboratory after
finishing their study [1]. Through Organic Chemistry learning involving students’ active participants
in the lecture, it has been proven that the students can apply their conceptual understanding of organic
chemistry in experiment laboratory, thus they conduct the experiment with a good performance [2].
The understanding of organic chemistry is based on the concept and experiment learning in laboratory
[3].
Organic chemistry is identic with various reactions of organic compounds, including the process
of its polifunctional compounds synthesis, that there are some obstacles faced by the students in
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understanding the polyfunctional compounds, such as in synthetic process the students are required to
understanding any terms in organic chemistry including electrophile (E+) or nucleophile (Nu-), the
students need to understand the reaction mechanism before they are able to decide whether the
reaction will involve nucleophile and electrophile or not [4].The students generally had low levels of
understanding of concepts relating tofunctional groups, and they exhibited a considerable number of
misconceptions, it was determined that students have remarkable misconceptions and low levels
ofunderstanding about certain topics regarding functional groups, including the physical properties
offunctional groups, intermolecular bonds, acidity and basicity, reduction and oxidation,
stereoisomerismand structural isomerism, and aromaticity and aliphaticity, as well as other organic
chemistry concepts(e.g. decarboxylation, oxyacide, and phenol) [5].
One learning method in organic chemistry experiment laboratory is applying problem-based
learning on aldol condensation reaction, by modifying the guidance to investigate the relative
reactivity from various ketone or aldehyde compounds. By applying problem on experiment, the
students are motivated to be literate toward information finding to accomplish the problem discussed
on experiment implementation [6].
Chemistry learning in university needs experiments conducted in laboratory. The experiments
can be a medium for students to prove the chemistry concepts empirically, and also learning the
techniques in chemistry experiments. The experiment was conducted through several stages,
including: pre-experiment exercise, experiment, and post-experiment exercise. Pre-experiment is
needed by students to link the concept with the experiment design conducted, meanwhile post-
experiment is a measuring process of students’ ability in conducting experiment [7].
The experiments conducted in science are identic with scientific experiment or learning
experiment [8]which is called as inquiry learning model. Inquiry learning model is developed by
Suchman, which is consisted of five phases which are as under: 1) encounter with the problem, 2)
data gathering – verification, 3) data gathering – experimentation, 4) formulating an explanation, 5)
analysis of the inquiry process [9].
An organic chemistry experiment with guided inquiry method can improve students’ conceptual
understanding compared with expository or lecturing methods, there are four primary categories of
guided-inquiry experiments in the literature: 1) inferring principles such as determining the pathway,
mechanism, or stereoselectivity of a reaction, 2) solving an unknown, 3) solving the structure of an
unanticipated product, and 4) determining trends from multiple data collection [10]. Guided inquiry-
based experiment on organic chemistry learning material was applied on extraction experiment of
benzoate acid, p-nitroanilin, and naphthalene, thus it can improve students’ conceptual cognitive[11].
Organic chemistry experiment laboratory with inquiry model application is also conducted with
semi micro scale to minimize the high cost of experiment, by using this model the students’
conceptual understanding on organic chemistry was improved [12]. Guided inquiry-based experiment
is accurate to be applied in introducing the basic techniques of organic chemistry experiment, such
deciding melting point, recrystallization, and extraction [13]. Guided inquiry can be applied on
organic synthetic experiment consisting of three experiment process: 1) literature-based proposal, 2)
experimentation and analysis, and 3) communicating of research [14].
Conducting organic chemistry experiment with collaborative and guided inquiry learning, the
students conduct the experiment through several steps: collecting information as the sources in
designing experiment, presenting any possible experiment design, choosing two best designs,
conducting both two experiments designed, and reporting the experiment result. Through those
experiments, the students can criticize what they have designed and can give positive suggestions
their friends [13]. The students were involved in an investigation-based experiment project to
synthesize the organic compounds had. The students collect the literature as their sources to design
and conduct the synthetizing the target compounds. Through this process, the students develop their
critical thinking, problem solving, and data analyzing ability in laboratory. The students were guided
through three experiment steps: (1) literature-based proposal, (2) experimentation and analysis, and
(3) communication of research [14].
One applicable approach on inquiry learning model is science process skill, it includes 7 steps:
1) defining problem, 2) hypothesis/estimation, 3) deciding variables, 4) fair testing, 5) collecting data,
6) presenting data, and 7) explaining the result. By applying this approach, it was obtained the result
that students’ creativity improved significantly compared with unapplied approach students [15]. This
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approach has been also proven to increase students’ ability on chemistry experiment [16].The ability
achieved by the students on conducting experiment with inquiry model, including: 1) doing
experiment, 2) documenting observation data, 3) proposing questions and hypothesis, 4) designing
experiment, 5) conducting experiment designed, 6) analyzing result, answering hypothesis questions
and presenting the experiment result scientifically [17]. The students, who enrolled on experiment
laboratory class without following previous lecture class, thought that experiment laboratory class
focuses on improving ability, meanwhile on experiment laboratory with lecture class on organic
chemistry concept before, helped students to understand the concepts on organic chemistry, on all
experiment laboratory class both with or without conceptual lecturing, made an significant
improvement on experiment laboratory experience of organic chemistry [18].
Assessing the experiment in laboratory can be done in two ways, written assessment and
practical test. Written assessment, including the lecturer who assesses the students’ performance using
written report during the experiment, is categorized as a traditional assessment, because the
assessment can be conducted in a form of written test on students’ understanding related with the
experiments techniques and principles regarding laboratories’ procedures. Practical testing is an
assessment on students’ performance on how they design and design the observation steps in an
experiment [17]. One aspect which is assessed in experiment is how the students communicate in their
experiment group and how their communication ability in which both are possibly to be assessed by
the lecturer during the experiment [17].
Based on the literature discussed above, it is needed an experiment laboratory design which can
improve conceptual understanding of Organic Chemistry II (organic polyfunctional compounds), how
the experiment laboratory conducted, and its influence on students’ understanding on experiment
laboratory of Organic Chemistry II character design implementation in improving the understanding
on organic polyfunctional compounds structure and reactivity concepts, whether there is a difference
on students’ ability on experiment laboratory with Organic Chemistry II lecture, and whether
experiment laboratory gives influence toward students’ conceptual understanding onstructure and
reactivity organic polyfunctional compounds.
2. Instrumentation Methods
This study was a descriptive and explanatory correlational study [19]. The study was conducted on
lecture and experiment laboratory of Organic Chemistry II on 40 chemistry education university
students in one university in Bandung. The observed students were those who enrolled on Organic
Chemistry II lecture at fourth semester and Organic Chemistry II experiment laboratory at fifth
semester. The data was collected through conceptual understanding testing on organic polyfunctional
compounds, unstructured interview with the lecturers and students, observation on pre-test and
experiment conducted, experiment report, experiment progress, and experiment progress test on
Organic Chemistry II. This study had been conducted for one semester on experiment laboratory
Organic Chemistry II.
3. Resut and Discussion
3.1. Experiment Design

Experiment laboratory of Organic Chemistry II was conducted in several linked activities,
constructing journal, pre-testing, conducting experiment, and constructing report. Looking up at its
linked experiment activity and experiment guidelines for students, the experiment laboratory of
Organic Chemistry II applied guided inquiry model [14,17] with science process skill approach [16].
The students construct the journal based on experiment guidelines, as its theory foundations,
methods, and pre-experiment questions investigated. Each group with the same topic was tested on
their experiment preparation through pre-test conducted by student’s assistant/ laboratory assistant.
Then, the students conducted the experiment once in each meeting for one topic.
Each experiment group was consisted of two-three people, thus they had to divide their duties
and conducted the experiment efficiently. However, during the experiment, both before and after
writing report, it was found there were less discussion conducted among the members of the groups,
particularly during preparation and writing the experiment report. In dividing duties on experiment or
discussing on preparation and writing report, the students should conduct a discussion as a medium to
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reflect and unite themselves in accomplishing each topic during the experiment, and the discussion
session can be assessed as cooperativeness and communicativeness values in a group [17].As the
result, some groups have no turn in dividing duties, such arranging the means or in measuring
chemical liquid used, thus also happened in cleaning the desk after conducting the experiment. In
students’ journal, it was recorded all characteristics of chemical liquid used, both its quantity or
toxicity, though in its application, many students did not wear any safety aids, such as masks and
gloves, and there was no warning sign given by the laboratory assistant or lecturer. It also happened
when they arranged the means which were not in a correct order, even though the lecturer had
explained how to arrange the experiment means on organic chemistry experiment laboratory correctly,
such as distillations and reflux. During the experiment, the monitoring was mostly conducted by
laboratory assistant, thus also on assessing students’ progress, the student assistant decided the final
score on their progress.
Some of students’ assistants rechecked students’ experiment findingsat the end of the
experiment. Though, in some experiment topics, there were no rechecking and reflecting on
experiment conducted, and thus the students wrote the report without any further discussion with their
lecturer, and also with the member of the group. One important aspect in an experiment is how the
lecturer can confirm the experiment’s findings and give feedbacks for the students in having reflection
activity [20], and thus the experiment becomes more meaningful in confirming a theoretical concept
learned [1,3,7].
One assessment used in assessing students’ experiment is the report written by the member of
the group in each topic and the score will be the same for the rest of the member of the group, and this
kind of assessment is still categorized as a traditional assessment [17]. Even though at the beginning
of the experiment the students were pre-tested, there was no written post-test to identify the students’
improvement after having the experiment [17], because the final score was measured by practical
testing at the end of the semester. From all experiments conducted, the score measured on students’
experiment progress included: pre-test, progress, report, and final semester practical test, which
valued students’ performance on how to design and decide the observation steps in an experiment
[17].
Based on the reviewed literature on experiment conducted using science process skill
approach, including: 1) defining problem, 2) hypothesis/estimation, 3) deciding variables, 4) fair
testing, 5) collecting data, 6) presenting data, and 7) explaining the result, it can be concluded that in
implementing science process skill approach with guided inquiry model, there was some differences
in implementing science process skill approach during the experiment.
3.2. Learning Topic on Lecture and Experiment Laboratory of Organic Chemistry II
The experiment topic included isolation and synthesis techniques. Isolation included: isolationof
miristatacid from nutmeg, isolation of caffeine from coffee ,and isolation of p-metoksi sinamat from a
root crop. Synthesis included: synthesis of etilasetat and dibenzalaseton.
Miristat acid isolation experiment which was a grup of fatty acid (polyfunctional compounds)
and also p-metoksisinamat experiment which was also polyfunctional compounds group, the students
learn how the structure and character of polyfunctional compounds are and it was relevant with one
outcome which had to be achieved by the students on Organic Chemistry II lecture, which is
understanding the relation between the structure and characteristic of polyfunctional compounds
(carbohydrate, protein, and lipid (fatty acid) ). When the students understood the characteristic of
miristat acid, they would be able to isolate it correctly. On caffeine isolation experiment, the students
were required to learn how the characteristics of heterocyclic compounds are, and thus the learning
they gained during Organic Chemistry II lecture can be confirmed through this experiment.
Dibenzalacetone synthesis includes the topic of polycyclic compounds synthesis. On this experiment,
the students learned how the structure and characteristics of polycyclic are and how to design an
experiment on synthesizing polycyclic compounds which had been learned on Organic Chemistry II
lecture.Therefore, if it was compared with the students’ outcomes expected on Organic Chemistry II
lecture, these experiment topics were less relevant with the topic discussed on Organic Chemistry II
lecture, such as predicting the mechanism and products, and also designing organic heterocyclic
compounds and organic polyfunctional compounds.
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3.3. Influence of Experiment Laboratory toward Conceptual Mastery of Organic Chemistry II
Based on statistical calculation using SPSS 20, it was obtained the standard deviation from the final
score of Organic Chemistry II lecture was 13.298 and Organic Chemistry II experiment laboratory
was 3.5. The final score of lecture which was gained from middle semester test and final semester test
had high value of standard deviation which showed the students’ understanding on Organic Chemistry
II lecture were not equal, some of them have better understanding, but some of the rest have low
understanding on it. Meanwhile the experiment laboratory score was gained from the mean score of
pre-test, progress, report, and practical test at the end of the semester. The low value of standard
deviation showed that the students’ understanding were equal on Organic Chemistry II experiment
laboratory. From statistical calculation using 2-tailed Pearson correlation between lecture’s score and
experiment laboratory’s score, it was obtained that r: 0.373. This correlation value showed a strong
relationship between lecture’s score and experiment laboratory’s score, with the total number of
subject was 40 students, thus the correlation value r: 0.373 showed a strong correlation between
lecture and experiment laboratory of Organic Chemistry II. Then, the influence of experiment
laboratory course toward the students' understanding on organic polyfunctional compounds
conceptual understanding was calculated. Using t-test with the significance value 0.05, it was
obtained the t-observed value was 0.018 (<0.05), thus there were significance influences between
lectures and experiment laboratory of Organic Chemistry II. The significance influences happened
due to the five experiment laboratory topics, they were consisted of three topics related with
polyfunctional compounds. Therefore, the students' understanding on polyfunctional concept could be
increased by having experiment laboratory implementation.
4. Conclusion
The implementation of Organic Chemistry II experiment laboratory can improve students’
understanding on the basic techniques of organic compounds isolation and synthesis, especially by
applying guided inquiry model with science process skill approach. Though, it is still needed many
revision on experiment conducted, thus it can be a medium to strengthen students’ understanding on
organic polyfunctional compounds structure and reactivity.
5. Acknowledgement
The author would like to thank to Indonesia Endowment Fund (LPDP) which founded this research.
6. References
[1] Glover S. R et al 2013 The Implementation of a Service-Learning Component in an Organic

Chemistry Laboratory Course
[2] Paulson D. R 1999 Active Learning and Cooperative Learningin the Organic Chemistry Lecture
Cl ass Chem. Educ. Res., vol. 76, pp. 6–10,.
[3] Sanjay D and Singh G. S 2005 University students. Performance in Organic Chemistry at
Undergraduate Level: Perception of Instructors from Universities in The SADC Region14 pp.
25–36
[4] Anzovino M. E and BretzS. L 2015 Research and Practice Organic chemistry students ’ ideas
about nucleophiles and electrophiles : the role of charges and mechanisms Chem. Educ. Res.
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[5] Akkuzu N and Uyulgan M. A 2016 Research and Practice An epistemological inquiry into organic
chemistry education : exploration of undergraduate students Chem. Educ. Res. Pract 17 pp.
36–57
[6] Shultz G. V and Li Y 2016 Student Development of Information Literacy Skills during Problem-
Based Organic Chemistry Laboratory Experiments pp. 413–422
[7] Reid N and Shah I 2007 The role of laboratory work in university chemistryChem. Educ. Res.
Pr., vol. 8, no. 2, pp. 172–185
[8] Joyce B, Weil M, and Calhoun M 2009 Models of Teaching. New Jersey: Pearson Education
[9] Hasan Siddiqui M 2013 Inquiry Training Model of Teaching : A Search of LearningRes. Pap.,
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[11] Supasorn S 2012 Enhancing Undergraduates Conceptual Understanding of Organic Acid-base-
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Chemistry Using Inquiry-based Semi-small Scale Experiments (SSSEs)Procedia - Soc.
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Implementation of problem based learning approach on

corrosion topics to achieve student’s cognitive at vocational
school majoring in industrial chemical engineering
J Irtinaa), Kurnia, and W Wahyu

a)
E-mail: julisairtina@gmail.com
Abstract. This study aims to obtain information about the implementation of learning with
Problem Based Learning (PBL) on students' cognitive abilities on corrosion topics. The method
used is quasi experiment with pretest-posttest one group design. The research subjects
consisted of 30 students of class XI majoring in Industrial Chemical engineering in one of
SMK in Cimahi . The instrument used is the assessment sheet of the learning implementation,
the LKS assessment format, the item, the creative action observation sheet, the interview guide
and the questionnaire. The results showed that teaching plan and learning process took place
well. Increased cognitive ability after learning process with N-gain of 47.84%. The average
value of N-gain, in the low group of 41.90%, the moderate group of 46.92%, and in the high
group of 65.65%. Based on the results of questionnaires students give positive responses to
learning PBL. Lessons learned can attract students' interests and motivation.
1. Introduction
The twenty-first century is an era of complex problems associated with climate change; technological
development; and the rapid transport of goods, people, and ideas. A seemingly simple act is needed to
solve a complex problem requiring both local and global solutions. The problems are often unique,
some are unclear, and their solutions uncharted. This has led for a call from leaders of science and
industry for a new generation of innovators capable of finding creative solutions for the problems [1].
Student conditions where students only receive material from teachers, record and memorize
should be converted into knowledge sharing, seek and find knowledge actively so that there is an
increase in understanding not memory. To achieve that goal a teacher can use innovative approaches,
strategies and models or methods of learning [2,3].
In this recent years, the creativity should be an integral part of our education systems has been
eloquently championed by the likes of Robinson in his TED conference talk of 2006. He refers to a
form of creativity that is innate in children, which he calls “divergent thinking”, that is defined as the
ability to multiple find novel solutions to given problems. He argues that young children possess this
capacity to a greater extent than educated adults, and blames the industrial revolution era
standardization of basic education for the decrease in divergent thinking capabilities in young adults.
In spite of the proliferation of enthusiastic advocacy on the topic, the debate on creativity has been
somewhat challenged by scholars‘ struggle to clearly define the concept [2].
he ability to develop thinking skills is something that is important to teach in school. Learning that
improves cognitive abilities is a tedious learning with varied and fun student activities. The
implication of good learning is to encourage discussion of new knowledge, the emergence of divergent
763
thinking, bringing out different kinds of overflowing thoughts, emphasizing critical thinking, and
linking information to personal experiences or to the knowledge that students already possess [4].
Corrosion is one of the process of destruction of material, especially metal, due to the occurrence of
metal reactions with the surrounding environment. Therefore, materials made of metal or alloys can be
damaged by corrosion. Corrosion must therefore be prevented or controlled. As a result of the
corrosion-induced damage, it can be roughly estimated that the cost of combating corrosion reaches
1.5% of the overall cost [5].
To overcome the problem of corrosion requires adequate knowledge of the processes that occur in
the formation of corrosion. Corrosion assessment involves various disciplines, including chemistry,
physics, electricity, metallurgy, machinery, civil, thermodynamics and others. Also required adequate
laboratory equipment, sophisticated enough in order to help control corrosion. Chemistry is very close
with corrosion problems, where corrosion events involve chemical reactions in them. Corrosion
prevention and control also requires chemical knowledge to inhibit or stop the reaction [6].
The use of PBL method is considered appropriate to teach the topics of corrosion on the subjects of
chemical industry tools in vocational students majoring in Chemical Engineering. Learners are
required to master the concept first about the process of corrosion. Basic knowledge of corrosion
reactions will provide students with basic knowledge on how to find solutions for corrosion
management. Characteristics of students learning with PBL strategies are (1) being present and active
in all meetings, (2) having knowledge of the PBL process, (3) being committed to student-centered
learning or student-directed learning. (4) participating actively in discussions , thinking critically and
giving some contribution in a friendly and non-intimidating environment, and (5) having ability to
conduct constructive evaluations by themselves, group and tutor [7].
This research was conducted in a vocational school in Cimahi with research subjects as many as 30
students of class XI majoring in Industrial Chemical Engineering. The research method used is pre-
experimental research with one group pretest postest design. In this design, pretest was given to the
students to know the initial knowledge of learners. While the posttest was used to know the
improvement of cognitive ability and creative thinking of student. The differences betwen pretest and
posttest become the results of treatment effect. The instrument’s used are test, observation sheet,
questionnaire and interview guide.
The adoption of PBL refers to the PBL instruction which was developed by Tan. In the first stage,
students are given illustrations about the phenomenon of corrosion damage and are asked to make
questions related to the corrosion problems that exist in everyday life. At this stage, students observe
corrosion phenomena and the damage or losses caused by corrosion. Teachers showed the picture of
corrosion phenomena on different types of materials.
The second stage: Analysis of issues and learning issues. Students were asked for making
question related to corrosion. Students worked on the worksheet and filled it according to the learning
steps in the PBL. Students were asked for searching as many as problems they can find about
corrosion issues, then looked for references to the questions they have asked. Based on these
references, students were looking for a way out of the corrosion problem that becomes a learning issue
to be solved.
Third stage: Invention and Report, students choose tools and materials for corrosion experiments,
find ways to solve problems on corrosion, stringing different methods of corrosion prevention.
Students start to think in detail the steps that will be done next. Students construct a series of
experiments, determine the materials to be used in the experiment, develop experimental steps and
formulate hypotheses from the experiments they compile. At this stage students choose the right
method to prevent corrosion. Students then conducted experiments on corrosion and did some test
whether the corrosion prevention methods they have made worked well.
Fourth stage: Presentation and Reflection Presentation. At this stage students are asked to present
the results of experiments that have been done in front of his friends. Students provide a rationale that
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can be justified for explaining the experiments they are doing. Students present the methods they
choose in preventing corrosion and the reasons under consideration in choosing the method.
Stage 5: Conclusion and evaluation. Students compared their experimental results with
experiments from other groups. After comparing and looking at the differences, students look for the
answer that causes the difference. Students then look for the advantages and disadvantages of the
experimental design. Furthermore, students are required to make research reports based on
experiments and corrosion testing which they have done.
1.1. Improvement of cognitive abilities.

To see the extent to which PBL learning on corrosion materials can improve cognitive abilities, use
pretest and postest with multiple choice questions of 30 questions.. The calculation of the gain and N-
gain is obtained from the test conducted before and after the learning to see whether there is an
increase in cognitive ability in this learning.
Table 1. The results of students 'cognitive ability measurement on

corrosion learning using PBL for each category of students'
cognitive abilities
Category of cognitive abilities Measurement value

high Pretest average 32.18
Posttest average 67.01
N-gain (%) 65.65
medium Pretest average 33.14
N-gain (%) 46.92
low Pretest average 33.33
N-gain (%) 41.60
Total N-gain (%) 47.84
The increasing of students' cognitive abilities for high, medium and low categories are shown by
table 1. All three groups exhibit relatively equal pretest values. The posttest average of the three
groups increased with varying gain and n gain values. The highest gain and N-gain values are in the
high group and the lowest is in the low group.
Students generally find some difficulties when learning with models that require them to
understand the concepts before solving the proposed problem, but gradually students begin to enjoy
the learning stages. The process of learning by using discovery and problem solving will make
students provide a memorable experience. Guidance from teachers is necessary to achieve the
instructional goal [8].
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Table 2. Students' cognitive abilities based on concepts
Concepts Correct answer (%)

Oxidation Reduction Reaction 59
Electrochemistry 65
Deffinition of corrosion 70
Corrosion process 70
Types and factors causing corrosion 69
Effort to overcome corrosion 61
Table 2. Demonstrate posttest results after analysis based on concepts contained in test questions
of cognitive ability. The overall number of correct answers to each concept is not much different. The
concept with the highest number of correct answers is the concept of corrosion understanding and
corrosion process that is 70% and the concept with the lowest correct number of answers is the
concept of oxidation reduction reaction of 59%. Problem-based learning is very good for developing
enhanced transferable skills in students and the investigations before have no exception to that.
Another reported enhanced communication, group work and problem solving skills [9].
1.2. Student respons about learning model.
The responses given by the students about this learning model were measured using a questionnaire
containing 18 statements relating to student responses to learning process. Students generally respond
positively and feel motivated by the PBL learning model. Students' responses are very agree (score 4),
agree (score 3), disagree (score 2) and strongly disagree (score 1) with the statement given if the
statement is a positive statement. As for negative statements, score 4 for choice strongly disagrees,
score 3 for option disagrees, score 2 for agree statement and score 1 for statement strongly disagree.
The score of each statement is then summed and converted to a scale of 0-100. The questionnaire
results are shown in table 3.
Table 3. Student respose on learning model on ascale of 1-100
Response Score average

PBL learning increases students'
77.50
learning interest
Learning PBL improves learners'
79.58
motivation
Learning with PBL improves
understanding of the concepts of 78.33
learners' corrosion.
Learning with PBL improves the
74.16
creative thinking ability of learners.
Learning with PBL enhances the
78.05
creative ability of the learners.
Table 3. Demonstrates that students respond very positively to learning using the PBL method.
Students are enthusiastic in carrying out learning, students who initially silent and timid to express his
opinions become more bold and enthusiastic in the next stages. Students are passionate when
formulating problem solving and experimenting on corrosion.
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Teachers can not force their desires to make all students understand concepts of chemistry in the
lessons. There are other things that are more important than just understanding the formulas and
getting good grades. Interest in learning that arises after students use the learning experience of
material concepts and issues is more valuable to guide students in gaining a more meaningful learning
experience. Meaningful and fun learning can not be accomplished if students do not have the attention,
the sense of belonging and love chemistry [8].
4. Conclusion
Learning for corrosion materials using problem-based learning models provides improved cognitive
abilities of students. Students become more enthusiastic and enthusiastic in carrying out learning.
From the responses given by the students, it appears that students give positive responses to learning
using PBL.
5. Acknowledgments
The authors would like to thank SMK Negeri 2 Cimahi for the use of their students and laboratory
as subjects of the research to develope this paper.
6. References
[1] Galllagher S A 2015 The role of problem -based learning in developing creative expertise Asia
Pasific Educ. Rev 16:225-235
[2] Servant V.F.C, Noordzij G., Spierenburg E.J., Frens M, 2015 JPBLHE: VOL. 3, NO. 1,
[3] Listiowati, A D dan Antonius, T W 2013. Penerapan model Belajar PBL Dengan Pendekatan
Predict-Observe-Explain. Jurnal Inovasi Pendidikan Kimia.
[4] Degeng, 1998, Mencari Paradigma Baru Pemecahan Masalah Belajar. Pidato Pengukuhan Guru
Besar Universitas Negeri Malang
[5] Pattireuw, K.J et al. 2013 Analisis Laju Korosi Pada Baja Karbon Dengan Menggunakan Air
Laut dan H2SO4. Jurnal Teknik Mesin Universitas Sam Ratulangi.
[6] Supardi, H.R. 1997. KOROSI. Bandung . Tarsito p. 22
[7] Rusmono 2014 Strategi Pembelajaran dengan Problem Based Learning Itu Perlu.
Bogor : Ghalia Indonesia
[8] Hake 1998 Am.J.Phys. 66 (1), 64-74
[9] Overtoon T L and Randles C A 2015 Beyond problem-based learning: using dynamic PBL in
chemistry Journal of Chemistry Educ.and Research Practice
767
Development of a two-tier diagnostic model mental test to

identify chemical reaction concepts
W Hasanaha), Wiji, and T Widhiyanti

a)
E-mail: hasanah_wirdatul@yahoo.co.id
Abstract. The research was developed to produce a two tier diagnostic instrument that can
detect student misconceptions of chemical reaction. The method used in this research is
Research and Development method. This research is done through two stages: preliminary
study and model development. The quality of a two-tier diagnostic instrument is tested with
content validity and reliability test. The test was developed as much as 3 item two-tier
multiple-choice diagnostic instrument and then it was administered to 30 high school students
of class XI. The validation results obtained state all valid questions with some improvement
notes to improve the quality of the questions. The developed test has high category reliability
with reliability coefficient of 0.659. The results showed that a diagnostic test model mental
two-tier instrument of a chemical reaction is feasible to be used to identify the misconceptions
of a chemical reaction.
1. Introduction
Mastery of concepts is important in learning, especially in chemistry[1] Students are able to
understand the concept of chemistry intact if students can connect the three levels of representation, ie
macroscopic, submicroscopic and symbolic levels. This is because the three levels of chemical
representation (macroscopic, submicroscopic and symbolic) are related to each other and all three have
a role in the formation of a student's model mental [2]. The model mental is an internal representation
of ideas during the student's cognitive thinking process. Students use their mental models to reason,
describe, explain, and predict a phenomenon based on the knowledge they have [3]. To explore the
mental models held by students, it can be done with a model mental diagnostic test. This test is
different from the general written test that is only glued to the theoretical knowledge of the content on
textbooks.
Several ways are used to add students' concept of understanding, using concept maps, interviews
and two-tier diagnostic tests [4]. Mutlu & Sesen said that a diagnostic test model mental two-tier is an
effective assessment tool for determining student conceptual understanding and misconceptions of
student achievement [5]. Bayrak also said that the two-tier mental test model has two functions, first
can be used as a pretest for the prevention of student misconception [6]. Second, students can be
motivated to find the right answer after completing this test. Diagnostic tests of two-tier mental models
are one of the two-tiered diagnostic tests. At the first question level is a matter of being made into
multiple choice that contains knowledge of the content or concept to be measured and has a distractor.
The second tier is the reason of the first tier. In the first tier consists of a premise called stem and a
number of answer choices consist of two, three or four or even five answer choices. On the second tier
of each item contains five or more justifications for the answer of the first part, but there is only one
answer that is most correct, while the other answer is misconception. Each distractor is taken from
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literature review of various literatures, interviews or students' free statements, incorrect but correct
information by students is included in the answer option as distractor [4].
Two-tier diagnostic tests have advantages over other forms of questioning. The advantages of two-
tier diagnostic tests are compared with the usual multiple-choice test, one of which is reducing Erorr in
the measurement, using the usual multiple-choice test with five choices of answers have a correct
answer chance by guessing is 20% whereas if using a diagnostic test two-tier the chance to answer
correctly by guessing is 4% [4]. Besides that, the other advantages possessed by diagnostic test the
two-tier is that it provides ease of scoring and application, the concept-related structure in the minds of
students can be evaluated in a valid and reliable way [4]. It is also revealed by Tan and Treagust,
which states that two-tier diagnostic tests are easier to implement and easier to scan than other
diagnostic tools, thereby providing more benefits for teachers in diagnosing their students'
understanding [7].
Research on two-tier diagnostic tests has been developed on several chemical subjects, such as
covalent and structural bonding subjects by Peterson and Treagust [8], qualitative analysis by Tan
et.al. [9], chemical reactions by Chandrasegaran et.al. [10], And elemental ionization energy by Tan,
et al. [11]. In Indonesia, research on developing two-tier diagnostic tests on chemical reaction
materials has not yet been developed in Indonesia.
Information from interviews with high school teachers in some schools in Bandung shows that
teachers generally do not use diagnostic tests to measure students' conceptual understanding. In
general, teachers obtain information about students' conceptions of the concepts of daily examination
and measuring instruments used in the form of questions about multiple choice or the usual essay.
Given the importance of understanding the concepts of students in learning, it should be developed
diagnostic tests in schools.
Research method used in this research is R & D method (Research and Development) or research and
development. R & D method is a process or steps to develop a new product or refine existing products
that can be accounted for [12]. Broadly speaking, the research and development step of the modified
product developed by Sukmadinata et al consists of three stages: preliminary study, model
development and model test. However, in this study only carried out until the stage of development of
the model that is until the step of the trial is limited.
a. Preliminary studies
The development of a diagnostic test model mental two-tier of a chemical reaction begins with a
preliminary study of a literature study on the psychic perception often experienced by students in the
chemical reaction material. Then performed the analysis of core competencies and basic competencies.
The results of literature studies that fit the core competencies and basic competencies are presented in
table I below:
Table 1. Result of Misconception Research on Chemical Reaction concept
Misconception Referral Source
1. The ionic compounds are formed of cations and molecules Katmiati [13]
(example: CaCO3 Ca+ + CO or CaCO3 Ca+ + CO3)
2. Wrong to write the chemical formula (Write the chemical Katmiati [13]
formula of calcium chloride to be CaCl)
3. The cations will bind to the positively charged atom hydrogen Naah & Sanger [14]
of the water molecule and the anions will bind to the negatively
charged atom oxygen.
4. The aqueous and solid product (precipitate) is present as ions in Kelly, et.al. [15]
solution by having the distance between the ions
5. The compound in solution will be a neutral atom or a non-cation Yitbarek [16]; Naah &
or anion molecule. Example: LiCl(s) Li(aq) + Cl(aq) Sanger [14]; Kelly et.al. [15]
6. Writing monoatomic ions with index, writing diatomic Yitbarek [16]
molecules with single ion charges. Example: H2+, Br2-, K2+
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Misconception Referral Source

7. Write the ions with the wrong charge. Contohnya: Li2+, Cl2-, Yitbarek [16]; Naah &
Ca+, CO3-, Ba+, Br2-, K-, SO42+ Sanger [14]
8. Unable to distinguish the meaning of the phase symbols solution Katmiati [13]
(aq), liquid (l) and solid (s)
9. Particle spacing in solids and adjacent solutions Researcher assumptions
10. The ionic compounds in the solids are present in the form of Researcher assumptions
molecules not as their ions
11. Not able to equate the equation of chemical reactions Researcher assumptions
b. Development of diagnostic test model mental two-tier

After the literature study as described previously, the next step is to develop some diagnostic test
model mental two-tier problem in the chemical reaction material. At this stage the validity and
reliability test are performed. Validation is done by six validators who are doctors in the field of
chemistry education. Test reliability using cronbach alpha method. The two-tier diagnostic test is a
matter of two-tiered. The first level consists of questions with five choices of answers obtained from
essay answers, interviews or literature. While the second level consists of five choices of reasons that
refer to the answer at the first level.
The number of questions developed is as much as 3 items to explore student misconceptions. After
being assessed validly by content, the test was tested in a class of 28 students. The research flow is as
follows: study literature, making lattice matter, preparation of the initial product, test content
validation, revised item, and limited trial. Data processing test results of diagnostic tests of two-tier
mental models include calculating the value of validity and reliability. Understanding students
'concepts on the chemical reaction material is known by interpreting the percentage of students' scores
and analyzing student response patterns on two-tier multiple choice diagnostic tests.

From the results of the literature review and analysis of core competence and basic competencies
of the curriculum 2013, we found some misconceptions on the chemical reaction material presented in
table 1. Furthermore, the question of two levels is developed, the choice of the answer requires
students to associate macroscopic, symbolic and submicroscopic representations. Examples of
questions to explore misconceptions on the chemical reaction material can be seen in figure 1.
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1.
2.
3.
4.
Figure 1. Sample questions to identify misconceptions on the chemical reaction material
Figure 1 is an example of a diagnostic test model mental two-tier chemical reaction to the concept
of a reaction that produces precipitate. In the first tier given one correct answer is option C and one
other answer option leads to misconception. Then on the second tier contains various options that
illustrate the reason of the first choice answer, and only one correct choice to describe the correct tier
one answer is no.8 while the other leads to misconception.
Diagnostic test model mental two-tier has been declared valid with some improvement notes and
some input from validators for quality improvement. A two-tiered diagnostic test that has been
declared valid when the validity test of the content by the validator is then tested. From the results of a
limited trial obtained data pattern answers and student scores on two-tier diagnostic tests. The data is
used to calculate the reliability that is then used to determine the quality of the questions developed.
The overall reliability value for the test developed was 0.659. Based on the reliability
interpretation guidelines advanced by Arikunto, the tests fall into the high reliability category. The
following test results reliability for each concept presented in table 2:
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Table 2. The Cronbach Alpha Coefficient for Diagnostic test model mental two-tier in the
chemical reaction material
Concept Cronbach Alpha
The reaction that produces the precipitate 0, 640
The reaction that produces gas 0,687
The reaction that produces discoloration 0,650
From the table it is known that the value of the problem that has the lowest reliabiltas degree on the
reaction concept that produces the precipitate is 0.640 which is classified, while the concept that has
the highest degree of reliability on the reaction concept that produces the gas is 0.687 which is high.
4. Conclusion
Based on the results of research that has been done to obtain conclusion that diagnostic test model
mental two-tier on the chemical reaction material developed as a whole included into the category of
good questions in terms of validity of which is said to be worthy of use by experts and the reliability is
quite high at 0, 694.
5. References
[1] Stojanovska, M. I., Soptrajanov, B. T., Petrusevski, V. M. (2012) Addressing misconceptions
about the particulate nature of matter among secondary-school and high-school students in
the republic of macedonia. Bulgarian Journal of Science Education, 21(6), 829-852
[2] Jansoon, N., Coll, R. K., & Somsook, E. (2009) Understanding mental models of dilution in
thai students. International Journal of Environmental & Science Education, 2(4), 147-168
[3] Wang, C. Y. (2007) The role of mental-modeling ability, content knowledge, and mental
models in general chemistry students’ understanding about molecular polarity.
(Dissertation) Faculty of the Graduate School, University of Missouri, Columbia.
[4] Tuysuz, C. (2009) Development of two-tier diagnostic instrument and assess students’
understanding in chemistry. Scientific Research and Essay, 4(6), 626-631
[4] Mutlu, A. & Sesen, B. A. (2014) Development of a two-tier diagnostic test to assess
undergraduates’ understanding of some chemistry concepts. Procedia - Social and
Behavioral Sciences, 174, 629 – 635
[6] Bayrak, B. K. (2013) Using two-tier test to identify primary students’ conceptual understanding
and alternative conceptions in acid base. Mevlana International Journal of Education, 3(2),
19-26
[7] Treagust, D. F. & Tan, K. C. D. (1999) Evaluating students’ understanding of chemical bonding.
school science review, 81(294), 75-84
[8] Peterson, R.F., Treagust, D.F. and Garnett, P. (1989) Development and application of a
diagnostic instrument to evaluate grade 11 and 12 students’ concepts of covalent bonding
and structure following a course of instruction. Journal of Research in Science Teaching, 26,
301–314.
[9] Tan, D.K-C., Treagust, D.F., Goh, N-K. and Chia, L-S. (2002) Development and application of a
two-tier multiple choice diagnostic instrument to assess high school students’ understanding
of inorganic qualitative analysis. Journal of Research in Science Teaching, 39(4), 283–301
[10] Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007) The development of a
two-tier multiple-choice diagnostic instrument for evaluating secondary school students’
ability to describe and explain chemical reactions using multiple levels of representation.
Chemistry Education Research and Practice, 8(3), 293-307
[11] Tan, D.K-C., Taber, K.S., Goh, N.K. and Chia, L-S. (2005) The ionisation energy diagnostic
instrument: a two-tier multiple-choice instrument to determine high school students’
understanding of ionisation energy. ChemicalEducation Research and Practice, 6(4), 180–
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[12] Sukmadinata, N. S. (2012) Metode Penelitian Pendidikan. Bandung: Remaja Rosdakarya
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[13] Katimati, S. (2017) Identifikasi Miskonsepsi, Troublesome knowledge, dan Treshold Concept
Berdasarkan Profil Model Mental Siswa pada Materi Reaksi kimia Menggunakan Tes
Diagnostik Metode Prediksi-Observasi-Eksplanasi (TDM-POE) Beserta Sumbernya.
(Tesis). Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Bandung
[14] Naah, B. M. & Sanger, M. J. (2012) Students misconceptions in writing balanced equations for
dissolving ionic compounds in water. Journal Chemistry Education Research and Practice,
13, 184-194
[15] Kelly, R. M., Barrera, J. H., & Mohamed, S. C. (2010) An analysis of undergraduate general
chemistry students’ misconceptions of the submicroscopic. Chemical Education Research,
7(1), 113-118
[16] Yitbarek, S. (2011) “Chemical reaction: diagnosis and towards remedy of misconceptions,”
Asian Journal of Civil Enggineering. 5(3), 162-170
[17] Arikunto, S. (2010) Dasar-dasar evaluasi pendidikan. Jakarta: Bumi Aksara
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Analysis of pre-service chemistry teacher view toward nature

of science and technology as a base for integrated techno-
science course: fabrication of organic light-emitting diodes
S Jauhariansyaha), A Mudzakir, and T Widhiyanti

Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. SetiaBudhi
a)
E-mail: septian.j@gmail.com
Abstract. In classroom learning, it is believed that in order to guide their students to construct
a scientifically accurate understanding, science teacher should understand the nature of science
(NOS). In other hand, in this rapid growth of technology the teachers also need to understand
the nature of technology (NOT). However, learning both of them (NOS and NOT) separately
could be very difficult because of their abstract nature. Both of them should be learn in
integrative fashion. This where come the idea of techno-science, which brought new concept
about nature of science and technology (NOST). This study aims were to analysis pre-service
chemistry teacher toward science and technology using a questioner to probe pre-service
chemistry teachers understanding about NOST as well as suggested a form of techno-science
course for developing NOST of pre-service chemistry teachers. According to the questioner,
we found that most of the pre-service teachers realized that both of science and technology are
a distinct subject. However, most of them (70%) stated that technology is a simply
implementation of science, instead of having bidirectional relationship with science. Organic
light-emitting diodes (OLED) is a technology which can be found around us such as in a
smartphone display. From the result of texts analysis about this technology (OLED), we found
that this technology related to science concepts such as semiconductor, molecular orbital theory
and band theory. In order to achieve the understanding of those concepts and understanding
bidirectional relationship of OLED technology and science, we should construct a techno-
science course which showed that OLED need science to work and science also need OLED
for some experiments.
1. Introduction
Science education has come to new state where it need some reformation in order to match the needs
of this modern era. The rapid growth of technology, even we realized it or not, has influenced the
society demands about science education’s outcome [1]. These demands shown in the form of science
education evaluation program, such as PISA and TIMSS, which ask the students not only mastering
the contents of science but also mastering the implementation of those contents in some context such
as technology [2]. It was believed that in order to guide their students to form an accurate conception
of science, the teacher should understand about nature of science (NOS) and in order to guide the
students to understand how science and technology related each other, the teacher should understand
the nature of technology (NOT) as well [1].
Even though most of researcher agreed in the importance of understanding NOS and NOT by
science teachers. The concept of both NOS and NOT remain in debate in the field of philosophy [3].
Those concepts are difficult to define and most of the researchers do not have common consensus
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about those two concepts. This condition make learning of both of them even more difficult because
there is no commonly agreed definition of those two concepts (NOS and NOT) and because their
abstract nature [3, 4]. However, beside the difficulty to define both of them, we can still use come
conceptual framework related to those concepts (NOS and NOT) which has been suggested by some
educational experts.
According to Laderman NOS can be referred to the epistemological aspect of science which
referred to the thinking about science as the way of knowing. In other hand, NOT can be defined as
every perspectives which offer a common characteristics about technology and can be used as a
consistent definition of technology [3]. The definition of NOS emphasis on how we can use science in
our life, while the NOT definition mostly stated on what exactly technology is. However, still it is
difficult to understand both of them separately [4]. In order to understand both of them could not be
done with learning both science and technology separately, instead we need to integrate both of this
subject in one type of course [5, 6].
The idea of integrating science and technology in one course has arisen since 1970’s. There are
several program in many country that purposed to integrate both science and technology [5]. However
this integration program was not come without problem, the main problem about integrating science
and technology is coming from their (science and technology) basic point of view and purpose. As we
already know, both science and technology was two distinct subject, besides their close relationship to
each other. The deference and relationship of science and technology could be shown in figure 1.
Science Technology
(Originates in question (Originates in problem
about the natural world) of human adaptation in
environment)
Method: inquiry Method: problem

solving
Purpose: Purpose: solution

explanation
New question New problem
Social application
of both explanation
and solution
Personal application
of both explanation
and solution
Figure 1. Distinction and relationship of science and technology [7]
Figure 1 shows us that both science and technology have different method and purposes, while science
use inquiry and aims to provide an explanation, technology tends to use problem solving strategies and
aims for a solution. Beside their difference origin, both of them are related closely for example, some
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inquiry process of science could not be done without some product of technology, on the other hand
some technology could not be made if the explanation of phenomenon has not been established by the
science. As we see both science and technology, they can be seen in four position which reflect our
thought about science and technology, they are (i). Technology as application of science; (ii). Science
and technology has no relationship; (iii). Technology caused science; and (iv). Science and technology
related in bidirectional ways [8].
On his article, Gardner stated that the first point of view for science and technology was not able to
describe the relationship of science and technology, because this point of view tends to give us a one
sided insight about science and technology [9]. From four point of views that have been stated by
Gardner, the fourth point of view was able to show the relationship of science and technology. To
come to this point of view, it is necessary to provide the pre-service science teacher with integrated
science and technology course. The integration of science and technology could not only like putting
coffee and sugar on the cup without consideration, we should consider the ratio of both of them in
order making a meaningful knowledge [5]. This unification of science and technology, brought us to
the new field of knowledge which could be called techno-science [6].
The concept of techno-science is used to show that science and technology is distinct subject yet
could be integrated as one subject. In this concept, the knowledge construction from both of science
and technology was combine to form a new kind of enterprise which is different with both science and
technology [6]. The concept of techno-science could be used to solve the separation of science and
technology which has been faced by educator for some years. The first simple example which show
how science and technology support each other (as a techno-science field) in one case of machinery
which utilized the Carnot law. This act of techno-science was then reformed the constructing of
machineries including in civil and military context [10]. The example gave us a brief image how
science and technology was different from techno-science. The field of techno-science come when the
finding of an inquiry process presented as its capability to solving the human problem [11].
The concept of techno-science, like other field of knowledge such science and technology, come
with its own nature which called nature of science and technology (NOST) [4]. The concept of NOST,
just like the techno-science, it was an integration of NOS and NOT. This concept was focused on
characteristic of science and technology, how we get the scientific knowledge and theory, the purposes
of scientific knowledge and theory, and how science and technology related [1].Understanding of this
concept could be achieved by using an integrative course of science and technology. Because,
understanding such concept (NOST) was also important for science teacher, it is necessary for the
science education study program to provide its students with an integrative techno-science course.
To design the techno-science course for pre-service science teacher, the first thing we need to do is
to gather their perspective toward science and technology [12]. The insight of how the pre-service
thought about science and technology could help us in designing a course so that they could
understand NOST clearly. While how the course designed based on the knowledge of the pre-service
teacher about science and technology, the content of the course should be chosen from the technology
which can be found near the pre-service teacher. This idea bring us to the technology about organic
light-emitting diodes (OLED) which is a technology utilized the ability of organic compound to
emitting light while applied by electrical current [13]. This technology quite interesting, since its
application broaden from daily needs to scientific needs, such as micro display, smartphone display,
light area lightning panel, and biochemical sensor [14-17].This brought us to the aims of this study
which were analyzing pre-service chemistry teacher about nature of science and technology and using
that analyzing to suggest a techno-science course about OLED for developing the understanding of
NOST of pre-service chemistry teachers.
2. Method
The methods which was used in this study were quantitative survey methods and descriptive
qualitative methods. The quantitative survey methods was used for gathering the insight of pre-service
chemistry teacher toward NOST, while the descriptive qualitative methods was used to analyse the
chemistry concepts and theory related to OLED. The participants on quantitative survey part of this
study were the pre-service chemistry teacher from one of state university in Bandung, Indonesia.
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2.1. Gathering the pre-service chemistry teacher understanding about NOST

In order gathering the insight of pre-service chemistry teacher we used a nature of science and
technology questioner which has been developed by Tairab [1]. This questioner was originated from a
view of science technology society (VOSTS) questioner which developed by Aikenhead and Ryan
[18]. The NOST questioner then modified in order to match three aspect of philosophy which are
ontology, epistemology and axiology of science and technology. To modify NOST questioner, we
looked into VOSTS questioner to find the matching items for the needs of philosophical aspect of
science and technology. The final questioner then administered to pre-service chemistry teacher which
is taking school chemistry course and practicum.
2.2. Analyzing of pre-service chemistry teacher understanding about NOST

The result of NOST questioner then tabulated and the percentage of every choice which has been
chosen by the participants was counted. The analysis was done by looking into the percentage of the
choice, since every items on the questioner is focused on one aspect only, we could get the insight
about how participants, in this case pre-service chemistry teacher, thought about every aspect included
in this questioner. The aspects in this questioner were related to the NOST aspect, so that we could
make a conclusion about how the participants view toward science and technology which could be
used for purposing the learning course.
2.3. Analyzing of chemistry concept and theory related to OLED

The analysis of chemistry concept and theory related to OLED was carried by analysing several
original texts which explained about OLED. From those texts, then we construct a basic text about
OLED and finally conclude some concepts and theories related to OLED. In this study the original text
used for analysing the concept and theory come from two books and two article.
3.1. Pre-service Chemistry Teachers View toward Science and Technology

The answer given by the participant for the questioner was counted and percentage in order to make an
easy analysis of the result. The result of the NOST questioner was presented on table 1-5.
Table 1. Percentage of respondents’ views on what is science

Point of View Percentage
Science is
Knowledge, law, principle, theory which explain the 68%
world around us.
Exploring and inventing new thing about the world, 11%
universe and how they work.
Involving experiments for solving problems around us. 5%
Exploring and inventing new knowledge to make the 8%
world a better place.
Characteristic science
Involving experiments for solving problems around us. 3%
A systematic inquiry and resulting knowledge 27%
Exploring and inventing new knowledge to make the 19%
world a better place.
jika A knowledge which explain the world around us 35%
Exploring the unknown and finding new thing about 8%
the world
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Table 2. Percentage of respondents’ views on what is purpose of science

and purpose of scientific inquiry
Purpose of science
Making sure what have been discover is right 3%
Understanding, explaining and interpreting the 68%
continued change in the nature and its characteristics
Finding, collecting and grouping the fact about nature 14%
Inventing new way to make human life better 14%
Purpose of scientific inquiry
To explain why several things could happen 57%
To make new things which can help human life 14%
To collect as much as data and conclude it as scientific 19%
law based on the data
Table 3. Percentage of respondents’ views on what is scientific knowledge

and scientific theory
Scientific knowledge
A set of facts which are well organized 46%
Today’s scientific knowledge based on the idea, 35%
scientific perspective and interpretation in the past
Today’s scientist find today’s scientific knowledge 3%
Scientific theory
Idea about what will happen in the future 8%
The accurate interpretation and explanation which has 73%
been proofed by the scientist
Fact that has been proofed by many experiments 14%
Table 4. Percentage of respondents’ views on what is technology and how

does the scientific knowledge obtained
Technology is
Implementation of science for improving human life 46%
Artefact, technique, process and people related to tools, 35%
devices and scientific instruments
Inventing, designing, developing and testing things like 3%
tools, devices and scientific instrument
How does the scientific knowledge obtained
It is obtained like putting brick by brick to build a wall 5%
It started by checking previous inquiry results to find if 27%
those results right or not. The new inquiry will be
checked by another scientist
The scientific knowledge obtained from a set of logical 19%
inquiry. However, science is not completely logic,
some of the finding obtained coincidentally
Some of scientific knowledge obtained coincidentally. 14%
However, most of the scientific knowledge come from
a logic interpretation and reasoning
Some of scientific knowledge obtained coincidentally. 8%
And some of the scientific knowledge come from a
logic interpretation and reasoning
Scientific knowledge was not related each other firstly. 14%
However it is proofed as related by the scientific
inquiry
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Table 5. Percentage of respondents statement about science and technology

Technological innovation and/or developing of science 12%
could cause some of environmental problem
Science and technology often make our live healthier, 24%
easier and more comfort
A country prosperity based on development of science 19%
and technology
Science and technology rarely harm human life 1%
We could not solve our daily problems using science 14%
and technology
On one side, science and technology influence the 30%
society, but on the other hand society also influence
development of science and technology
Table 1-5 only shown the most options chosen by the respondents. Those options show us how the
respondents (pre-service chemistry teacher) view toward science and technology. As for the meaning
of science and its characteristics, the respondents have clear view that science is indeed used for
explaining the world and they also stated that one of characteristic of science is systematic both in its
inquiry and knowledge as the inquiry process (table 1 and 2). This result show that the respondent
agreed that science is the way to explain the phenomenon in the world [19].
Generally speaking, most of the respondents have better insight about science and its components
such as scientific knowledge, theory and inquiry. They realized that scientific knowledge is systematic
and growth as the development of the era and resulting new knowledge (table 3). They also realized
that scientific theory is the most accurate explanation about the inquiry result and tends to change as
new proof obtained. This could be concluded by the option they choose on aspect of meaning scientific
theory (table 3) and how the scientific knowledge obtained (table 4), most of them choose the point of
view which show science as something which can be evolving according to the findings [20].
As the relationship between science and technology (table 5), most of the respondents also realized
that science somehow related to technology and both of them influenced human life (society). This
point of view has matched to the relationship of science and technology shown in figure 1. Figure 1
shows us how science and technology related to each other and both of their outcome can be applied in
society needs or personal needs [7]. This better insight of pre-service chemistry teachers’ view toward
science actually not coherent to their view toward technology. Even though they do realize that science
and technology related to each other, they still thought that technology simply an implementation of
technology. As stated above, the perspective of technology as applied science only shows one side
relationship between science and technology. This perspective only sees that technology is the product
of science, even though in some of scientific inquiry, science need technological help even in early
developing era of science [9].This inaccurate perspective about science and technology is indeed
common among people even for someone who learn science and technology, but this need to be
overcome so that the pre-service chemistry teachers have better view toward science and technology
relationship.
3.2. Chemistry Concepts and Theory Related to OLED

As the analysis has been done with the steps described on the method part above. We obtained the
chemistry concept related to OLED technology as shown in table 6. Since the main material in OLED
is organic compound, so the concept of organic compound then become the first main basic of OLED.
Just like commonly known about organic compound, this kind of compound constructed by covalent
bonding mainly between carbon atoms [21]. In order to explain the formation of covalent bonding in
organic compound, several approaches have been provided which bring us to the concept of valence
bond theory and molecular orbital theory. Several characteristic should matched for material used in
OLED technology, the molecule with conjugative double covalent bonding seems feasible for this
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need. Two kind of organic molecule have been used for fabrication, they are small molecule and
polymer [21, 22].
Table 6. Chemistry concept and theory related to OLED technology [13, 20,
21, 22, 23]
No Aspect of OLED Concept
1 Material used in OLED Organic compound
Semiconductor
Polymer
Covalent bonding
Conjugative double
covalent bonding
Valence bond theory
2 Structure and mechanism of OLED Molecular orbital theory
Band theory
Highest occupied orbital
molecule (HOMO)
Lowest unoccupied orbital
molecule (LUMO)
Electroluminescent
Electron-hole
recombination
The technology of OLED is actually an electrical technology which utilized the ability of organic
compound to conduct electrical current. This phenomenon is explained by the concept of organic
semiconductor [13]. The conception of semiconductor brought us to the concept of band theory, which
is coherent with concept about HOMO and LUMO in organic chemistry. The mechanism of light
emission in OLED technology is called electroluminescent, which actually a phenomenon where hole
and electron were recombined [13, 20, 21, 22]. Even though electroluminescent was caused by
electron-hole recombination, not all electron-hole recombination cause light emission. The reason is
due to band gap between HOMO and LUMO of the molecule and transfer energy mechanism occurred
in OLED [21].
Most of the concept discovered on OLED technology was taught in pure chemistry and chemistry
education study program course. However, the course usually separated from technology. The idea of
techno-science suggest that in order to understand NOST especially how science and technology
related each other the science course should be designed in integrated fashion [6]. How we designed an
integrative course so that the participant (in this case pre-service chemistry teacher) could understand
easily science concept, how technology utilized it, and how the resulted technology then used to help
science inquiry, was based on the pre-service chemistry teachers’ view toward science and technology
itself.
3.3. Suggestion for Techno-science Course

As described in the subsection 3.1, the pre-service chemistry teachers have already built clear insight
about science. Most of them have known the purpose and characteristic of science, how the scientific
methods play its role in scientific inquiry and how the scientific knowledge obtained, however they
tend to have perspective technology as applied science, which could distract them from the idea of
bidirectional relationship of science and technology [8, 9]. As the technology of OLED has been
shown as a potential subject for learning science in integrative techno-science course for pre-service
chemistry teacher, the main consideration then is how we deliver those course to them.
Integration of science and technology to form a techno-science in a science course could not be
done by just simply put the science and technology in the class, it need to be a coherent between the
proportion of science and technology [6]. The coherence of science and technology in techno-science
course could be achieved by aligning the third component of education, macro; meso and micro. The
macro level of education which is every institution involved for making educational policy, curriculum
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and providing material for learning process in classroom such as education ministry and educational
publisher should support the integration of science and technology in techno-science course by
providing suitable curriculum, teaching material and activity kit for learning process [5].
The meso level, which is the department of science (in this case chemistry) teacher development
program also need to decide to use the appropriate textbook to support the techno-science course.
Finally the micro level, which is the instructor who need to design the learning process in a way to
show how science and technology related. One way was using process oriented guided inquiry
(POGIL), which is consisted by three components, exploration; concept invention and application [24].
This learning approach described in POGIL provide the pre-service chemistry teacher to find what
science concept need to use for making a product (in this case OLED technology) as well as making
them realize how the resulted product could be applied in other aspect such as scientific inquiry. The
role of the instructor is to guide and make sure that the POGIL participant could achieve the concept of
science and the insight about how technology used in science and vice versa. To achieve this ideal
application of techno-science course the coherent between three levels on educational system is needed
[5]
4. Conclusion
From the study that we have done, we can conclude that basically pre-service chemistry teachers have
a clear insight about science, purpose of science, way to obtain scientific knowledge and purpose of
scientific knowledge. Indeed they also realized that science and technology were distinct subject,
however they still have the perspective about technology as applied science which did not completely
describe how science and technology related. To address this problem we suggested an approach for
integrated science and technology in techno-science course using POGIL. However, still the coherence
of three level in education was important. To make integration of science and technology easier in
science education program, it is necessary to use the technology which utilized the common science
concept in science education program, such as OLED which related to concept like semiconductor,
molecular orbital theory and band theory which are commonly discussed in science (chemistry)
education program.
5. Acknowledgments
Authors wishing to acknowledge for full course education allowance from Indonesia Endowment Fund
for Education (LPDP). Also authors wishing to acknowledge for the help of every member of
discussion group on nature of science and technology (K2-VNOST) and guidance from every lecturer
in chemistry education study program of post graduate School of Indonesia University of Education.
6. References
[1] Tairab H H 2001 Res. Sci. Tech. Edu 19 235-50
[2] Bybee R W and Fuchs R 2006 J. Res. Sci. Teach 43 349-52
[3] Rocha Fernandes G W, Rodrigues A M and Ferreira C A 2017 Res. Sci. Edu 47 1-36
[4] Tala S 2013 The Nature of Technoscience (NOTS) The Nature of Technology – Implication for
Learning and Teaching ed Clough M P, Olson J K and Niedeshauser (Rotterdam: Sense
Publisher) chapter 4 pp 51-83
[5] Geraedts C, Boersma K T and Eijkelhof H M C 2006 J. Curric. Stud 38 307-25
[6] Tala S 2009 Sci. Edu 18 275-98
[7] Bybee R W, Buchawald C, Crissman S, Heil D R, Kuerbis P J, Matsumoto C and Melnerney J
D 1989 Science and Technology Education for Elementary Years: Frameworks for Curriculum
and Instruction (Washington) pp 11-14
[8] Gardner P L 1994 Stud. Sci. Edu 24 1-28
[9] Gardner P L 1994 Int. J. Tech. Des. Edu 4 123-53
[10] Pisano R 2015 A Bridge between Conceptual Framework (London: Springer) p xlv
[11] Bensaude-Vincent B, Loeve S, Nordmann A and Schwarz A 2011 J. Gen. Philos. Sci 42 365-83
[12] Aikenhead G S 1996 Stud. Sci. Edu27 1-52
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[13] Tsujimura T 2012 OLED Display Fundamental and Application (New Jersey: John Wiley &
Sons) pp 1-35
[14] Buckley A 2013 the Technology and Manufacturing of Polymer OLED on Complementary
Metal Oxide Semiconductor (CMOS) MicrodisplaysOrganic Lightemitting Diodes (OLEDs):
Materials, Devices and Applicationsed Buckley A (Cambridge: Woodhead Publishing) pp 459-
511
[15] Laaperi A 2013 Active Matrix Organic Light-emitting Diodes (AMOLEDs) for
DisplaysOrganic Lightemitting Diodes (OLEDs): Materials, Devices and Applications ed
Buckley A (Cambridge: Woodhead Publishing) pp 445-58
[16] Woon Park J 2013 Large Area OLED Lighting Panels and Their Applications Organic
Lightemitting Diodes (OLEDs): Materials, Devices and Applications ed Buckley A (Cambridge:
Woodhead Publishing) pp 572-608
[17] Prasad S 2013 OLED-based Biochemical Sensors Organic Light-emitting Diodes (OLEDs):
Materials, Devices and Applications ed Buckley A (Cambridge: Woodhead Publishing) pp 548-
71
[18] Aikenhead G S and Ryan A G 1992 Sci. Edu 76 477-91
[19] McComas W F, Clough M P and Almazroa H 2002 The Role and Character of The Nature of
Science in Science Education The Nature of Science in Science Education ed McComas W F
(New York: Kluwer Academic Publisher) pp 3-40
[20] Hodson D 2002 J. Philos. Edu 20 215-25
[21] Gaspar D J and Polikarpov E 2015 OLED Fundamentals. Materials, Devices, and Processing of
Organic Light-Emitting Diodes (Florida: Taylor & Francis Group)
[22] Mitschke U and Bauerle P 2000 J. Mater. Chem 10 1471-507
[23] Banerji A, Tausch M W and Scherf U 2013 Edu. Quimica 24 17-22
[24] Abdul-Kahar R, Gaik T K, Idris M N and Abdullah N 2016 Process Oriented Guided Inquiry
Learning (POGIL) in Discrete Mathematics7th International Conference on University
Learning and Teaching (InCULT 2014) Proceedings(Springer Singapore) pp 423-38
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Pre-service chemistry teacher’s 4th semester and 6th semester

view nature of science and technology
D Pratiwia), A Mudzakir, and Hernani

a)
E-mail: pratiwidevispskimia@student.upi.edu
Abstract : The paper aims to look at the prospects of chemistry teacher semester four and
sixth semester on the nature of science and technology and the relationship of both. The
research method used in this study using survey methods and measuring tools in the form of
quesioner. It was found that semesters four and six have almost the same scientific and
technological views on the views of science, scientific research, scientific theory, science and
technology as well as the way to gain knowledge. Based on the following data survey about
view nature and technology, that it appears that potential pre chemistry teachers have a
scientific and technological view. So that it has the potential to gain learning that is able to
integrate between science and technology so as to have chemical literacy skills to be teach
students.
1. Introduction
The rapid development of science and technology today both directly and indirectly affect the
way of science learning. Therefore, learning science, especially physics and chemistry, if not
associated with the development of science and technology at this time will feel bland and
less desirable, because what is taught looks can not be easily applied to the things encountered
in daily life human.
The UNESCO World Science Conference in 2000 shows that science lessons are less
popular in science and technology. The science literacy assessment study on the PISA
(Program for International Student Assessment) on UNESCO exposure. The PISA Study is a
three-year study (2000-2012) organized by the Organization for Economic Cooperation and
Development (OECD) on 15-year-old students as high as in the final year of Junior High
School and the first year of Senior High School (SMA). Mastery of science literacy of
Indonesian students in 2000-2012 is still at a low level. The results of the 2012 PISA
(Program for International Student Assessment) assessment show that the average score of
science education literacy in Indonesia is 382 from the international average score of 501 [2].
While in 2015 the average score of students in Indonesia 386 of the average international
score reached 490 [3].
Science teachers play an important role in educating students to develop the science
literacy skills. They are required to provide an effective way for students to develop: 1)
knowledge and nature of scientific investigations, 2) verbal and written vocabulary needed to
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understand and communicate science and, 3) the relationship between science, technology and
society [4].
Chemistry is a part of science, a science of nature in which it specifically studies how
matter in nature can be transformed from a structure with certain properties into different
structures different from the original. Chemistry certainly can not be separated from the
development of science and technology that continues to progress. One aspect that learners
must possess in chemical literacy capabilities is to use their daily chemistry knowledge, as
consumers of new technological products, and participate in the debate of social issues related
to chemistry [5].
According Gurses et al (2015), the low scientific skills of prospective chemistry teachers
are still difficult in terms of problem solving, critical thinking, doing research and making
decisions that can be improved by the habituation of science-based literacy learning [6].
According Tairab (2001), teachers ability to teach science will be greatly influenced by
teachers' understanding of the nature of science and technology. Teachers who do not
understand the nature of science will have difficulty in explaining the concept of science to
students. The importance of understanding the nature of science has some consequences in the
preparation of science teachers (such as chemistry teachers), so as to explain emerging
technologies as the implementation of the concept of law and science [7]. For that teachers
must be equipped with the ability to understand the nature of science and technology. In order
to integrate between the concept being studied and the context of life. The paper aims to look
at the prospects of chemistry teacher semester four and sixth semester on the nature of science
and technology and the relationship of both.
The research method used in this study using survey method [8], with this survey method
researchers want to know the phenomenon of opinion of prospective chemistry teachers to
science and technology in semester 4 and semester 6. Data for this study was collected using
instruments made by Aikenhead and Ryan [9] which was later developed by Tairab [7] and
modified, there are nine questions raised in the form likert scale. The research was conducted
on 50 chemistry students of one of the universities in Bandung such as the fourth semester
students (N = 25) and the sixth semester students (N = 25) who were doing field practice.

3.1.View of the Nature of Science and Technology (VNOST)
Research on the views of science and technology in education has been done by several
researchers including Aikenhead and Ryan (1992), Gardner (1999), Abd El-Khalick and
Lederman (2000), McGinn (1991), Tairab (2001), Fernandez (2017). Aikenhead and Ryan
(1992) showed that the nature of science can be viewed from various perspectives (e.g. public
versus private, theory versus practice, and ontology versus epistemology). Argued further,
that these dichotomies and the various perspectives on the multidimensional nature of science
might have contributed to the development of alternative views of the nature of science held
by students and teachers [9].
In essence the View of Nature and Science (VNOST) is a merger of Nature of Science
(NOS) epistemology of science, science as a way of knowing, Values and beliefs inherent in
the development and validation of scientific knowledge and Nature of Technology (NOT) the
understanding of technology and its relation to society [10]. According to Gardner there are four
connections between science and technology, namely 1) technology is seen as an applied science and a
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person's technological skills greatly depend on the acquisition of expert knowledge 2) science and
technology are seen as something independent and scientists and technology are people who have
different goals, use different methods and produce results different 3) technology historically before
science, that is science depends on technological progress 4) technology and science are involved in
complex and interactive two-way interaction. Such an interactionist view will help interpret the
dependence of science and technology as well as its relationship to one another [11].
3.2.Pre-service Chemistry Teachers’ views about NOST
Definition of Science: Fourth semester as much as 40% choose that science is a systematic inquiry and
generate knowledge, while sixth semester 40% choose the field of study that helps explain about the
world around us. The aim of Science:In instrument number four on the purpose of science both have
the same view that the goal of science to understand, explain, and interpret the continuous changes of
nature and characteristics.
Table 1. Frequencies and percentages of respondents' views on what is science, its aim and
nature scientific research
4th 6th All
semester semester
f % f % F %
(2) Science is :
A study of Fields such as biology, chemistry, and physics 3 12 1 4 4 8
Carrying out experiments to solve problems of interest 6 24 3 12 9 18
A systematic investigative process and the resulting knowledge 10 40 9 36 19 38
Inventing and designing things 0 0 0 0 0 0
Finding and using knowledge to make this world a better place 2 8 2 8 10 20
A body of knowledge that explains the world around us 3 12 10 40 13 26
Exploring the unknown and discovering new things about the 1 4 0 0 1 2
world
An organization of people called scientists who have ideas and 0 0 0 0 0 0
techniques for discovering new knowledge
Do not know 0 0 0 0 0 0
I do not have enough knowledge to make a choice 0 0 0 0 0 0
None of the above options are consistent with my views 0 0 0 0 0 0
25 100 25 100 50 100
(3) Aim of Science:
To ascertain reality 6 24 1 4 7 14
To understand, interpret and explain the continued change in nature 12 48 20 80 32 64
To discover, collect and group facts about nature 6 24 3 12 9 18
To find ways to make people’s lives better 1 4 1 4 2 4
Do not know 0 0 0 0 0 0
25 100 25 100 50 100
(4) Scientific research:
To make new discoveries 3 12 1 4 4 8
To try out scientists’ explanations for why things happen 11 44 20 80 31 62
To create something that can help human life 2 8 3 12 5 10
To collect as much data as possible, and conclude a scientific law 9 36 1 4 10 20
based on data
Do not know 0 0 0 0 0 0
25 100 25 100 50 100
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Technology is : table 2 shows that 40% of participants in semester 4 choose that technology is
a useful application of science to improve life while 40% of semester 6 chooses to create,
design, develop and test objects such as tools, tools, and scientific instruments.
Table 2. Frequencies and percentages of respondents’ views on technology

4th 6th All
semester semester
f % f % F %
Technology is:
The application of science to enhance life 10 40 6 24 16 32
Manufactured artifacts such as appliances, tools and scientific 4 16 4 16 8 16
instruments
The hardware, techniques, processes, people associated with items 2 8 3 12 5 10
such as tools, appliances and scientific instruments
Inventing, designing, developing and testing things such as 8 32 10 40 18 36
appliances, tools and scientific instruments
Very similar to science 0 0 0 0 0 0
The process of manufacturing and the underlying know-how 0 0 0 0 0 0
Do not know 0 0 0 0 0 0
25 100 25 100 50 100
Scientific Knowledge: table 3 shows that semester 4 has the view that scientific knowledge is
a collection of well-organized facts of 48%, while the 6th half of 52% choose that scientific
knowledge is based on scientific perspectives, ideas, and interpretations of scientists in the
past. Scientific Theory: based on the data show that scientific theory is the most appropriate
interpretation that has been approved by scientists
Table 3. Frequencies and percentages of respondents’ views of the nature of scientific

knowledge and scientific theory
4th 6th All
semester semester
f % f % F %
(5) Scientific knowledge:
Is a well-organised collection of facts 12 48 10 40 23 46
Is based on scientific perspectives, ideas, and interpretations from 9 36 13 52 21 42
the past
Today’s scientists produced today’s scientific knowledge 0 0 0 0 0 0
Scientific knowledge consists only of 100% true facts 0 0 0 0 0 0
Do not know 0 0 0 0 0 0
25 100 25 100 50 100
(6) A scientific theory:
An idea about what will happen 1 3 3 12 4 8
The most appropriate interpretation that has been approved by 12 32 12 48 24 48
scientists
A fact that has been proved by many experiments 11 10 9 36 20 40
Do not know 0 0 0 0 0 0
25 100 25 100 50 100
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The relationship between science–technology–society: Table 4 shows the view of the

relationship between science and technology both of which point the majority that, On the one
hand, science and technology affect society, but on the other hand society also influences the
development of science and technology. Although participants, the view of the relationship
between science, technology, and society is relatively realistic [12], they tend to exhibit a
negative image of science and technology. Participants agree with the view that technology
can bring environmental problems and science and technology can harm our lives.
Table 4. Frequencies and percentages of respondents’ views of the relationship between
science–technology–society
4th 6th All
semester semester
f % f % F %
(8) Statement
Technological innovations bring about environmental problems 9 17 9 14 18 15,6
such as pollution and acid rain
Science and technology often make our lives healthier, easier and 8 15 9 14 17 14,6
more comfortable
The prosperity of a nation depends to a great extent 13 25 15 23 28 24,2
on science and technology
Science and technology rarely do harm to our lives 0 0 2 3 2 1,7
We cannot solve the problems we face by the power 6 12 8 13 14 12
of science and technology alone
Science, technology and society are mutually 0 0 0 0 0 0
independent· They do not affect each other
Science and technology affect society and society 16 31 21 33 37 31,8
affects science and technology
Do not know 0 0 0 0 0 0
52 100 64 100 116 100
Table 5. Frequencies and percentages of respondents’ views toward how to acquire scientific
knowledge and scientific theory
4th 6th All
semester semester
f % f % F %
(9) Statement
Because research is developed like building a wall 3 12 4 16 7 14
Because the study begins with a review of previous research 6 24 8 32 14 30
results, to know the truth. The new research will be examined by
other scientists
Scientific findings are usually obtained from a series of logical 9 36 10 40 19 38
studies. However, science is not entirely logical. Some parts of
science are discovered by chance in the process
Some scientific discoveries are a coincidence. However, most 2 8 1 4 3 6
research results are obtained based on logical reasoning
Some scientific discoveries are a coincidence. Some scientific 2 8 0 0 2 4
findings are obtained based on logical reasoning
Because scientific discoveries are often obtained by linking 1 4 0 0 1 2
previous information that are related to each other
Because scientific discoveries were obtained as a result of various 1 4 2 8 3 6
studies that were not interconnected at first. However, it later
proved to have a relationship.
Do not know 0 0 0 0 0 0
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25 100 25 100 50 100
4. Conclusion
This study explores the views held by pre-service chemistry teachers 4th semester and 6th
semester toward the characteristics of science and technology and the relationship between
science and technology. It was found that semesters four and six have almost the same
scientific and technological views on the views of science, scientific research, scientific
theory, science, and technology as well as the way to gain knowledge. The nature of science
and technology so that this teacher can develop a richer understanding nature of technology.
The nature of the technology needs to be explicitly explained and discussed so that chemistry
teachers develop an appropriate view of the nature and characteristics of technology. Based
on the folloeing data survey about view nature and technology, that it appears that potential
pre chemistry teachers have a scientific and technological view. So that it has the potential to
gain learning that is able to integrate between science and technology so as to have chemical
literacy skills to be teach students.
5. References
[1] Holbrook, J 2005 Making Chemistry Teaching Relevant Chemical Education
International 6 (1), 1-12.
[2] OECD 2013 PISA 2012 results: What students know and can do OECD Publishing
[3] OECD 2016 PISA 2015 results: Excellence and equity in education OECD Publishing
[4] Martinez-H, Kermin., Ikpeze., Chinwe and Kimaru, I 2015 Perspectives on Science Literacy: A
comparative study of the United States and Kenya Educational Research International 4.2, 25-34
[5] Shwartz,Y., Ben-Zvi, R., Hofstein, A 2006 The Use of Scientific Literacy Taxonomy for
assessing the development of chemical Literacy among high-shool Students Chemical
Education Research and Practice, 7(4), 203-225
[6] Gurses 2015 Relation Between Pre-Service Chemistry Teachers’ Science Literacy
Levels And Their Some Scientific Process Skills. Science Direct 2395 – 2402
[7] H. Tairab 2001 How do Pre-service and In-service Science Teachers View the Nature of
Science and Technology? Res.In.Sci & Tech Edu 19, 235-250
[8] Wiersma, W 2009 Research Methods in Education. PEARSON : United States of America
[9] Aikenhead, G., Ryan, G 1992 The development of a new instrument “Views on Science–
Technology–Society” (VOSTS) Science Education 76 pp 477–491
[10] Abd El Khalick, F and Lederman 2000 Improving Science Teachers’ conception of
science a critical review of the literatur, International Journal of Science Education, 22 pp
665-702
[11] Garder, P 1999 The representation of science-technology relationships in Canadian
physics textbooks International Journal Science Education 21 329-347
[12] Rubba, P., Schoneweg, C and Harkness,w 1996 A new scoring procedure for the Views
on Science–Technology Society instrument, International Journal of Science Education,
18, pp. 387–400
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An analysis view of nature of science and technology of pre-

service chemistry teacher in case of dye-sensitized solar cells
S Ramadani1 a), A Mudzakir2, and T Widhiyanti2

1
Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229,
2
Departemen Pendidika Kimia, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi
a)
E-mail: anika.ramadhani@gmail.com
Abstract. Nowadays, development of technology in entire world very quickly. However, Its’
not integrate with instructional at school, particularly in chemistry subject. Result Program of
International Student Assessment (PISA) from 2000-2015 show that Indonesian student achieve
in 5th and 6th level which focus in application of science and technology in daily life is very low.
The problem is content of learning process focus in knowledge of science and neglect knowledge
about science. Dye-sensitized solar cells (DSSC) is a new technology that develop contain of
chemistry topic. This research aims to analyses view of nature of science and technology
(VNOST) of pre-service chemistry teacher. The instrument arranged based on philosophy aspect;
ontology, epistemology and axiology. Data analyze according VNOST aspect; characteristic of
science and technology, aim of science and scientific research, characteristic of scientific
knowledge and scientific theories, and relationship between science and technology. The method
that used in this research is quantitative method. Result show that most of pre-service chemistry
teacher has same viewed about science in order to ontology aspect, mixed viewed both of
epistemology and axiology. Implications of instructional regarding to DSSC technology to
explain quantum theory of atomic, electrolyte, conjugated covalent bond and reduction and
oxidation are presented.
1. Introduction
Disappointed result on Program of International Student Assessment (PISA) which organize by
Organization for Economic Cooperation and Development (OECD) since 2000 until 2015, Indonesian
students’ performance in scientific literacy particularly in 5th and 6th level that focus in application of
science and technology in daily life very low. Although science and technology are closely in daily life,
in fact chemistry teaching still focus on content dimension such as concept and number, so students’ has
a problem to solve the case that related to the phenomenon in daily life [1]. According to the statement
from Odja and Payu, the ability of scientific literacy of Indonesian students can’t reach the step to
understand science concept and technology and can’t connect it to the phenomenon in daily life [2].
According to the statement from Firman [3], and Hayat and Yusuf [4] the problem in scientific literacy
performance of Indonesian student caused by the content of curriculum (such as experimental activities
and teaching materials), learning process and assessment does not support to the goal of scientific
literacy. It’s still focus in knowledge of science that related to concept, fact, law, and neglect in
knowledge about science that related to how to understand science based on the nature.
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To assess students’ scientific literacy, PISA has 3 aspect; content of science, process of science, and
application context of science [5].The content aspect of science classified into knowledge of science that
related to concept, fact, law, and knowledge about science that related to how to understand science
based on the nature. According to Gräber, its’ important to used epistimology aspect in order describe
about science [6].
To understand about science, particularly in chemistry subject, its’ important to understand the subject
through the nature of science [6] and the nature and technology [7]. View of nature of science and
technology (VNOST) can assess in 4 aspects; (a) the characteristic of science and technology, (b) the
aim of science and scientific research, (c) the characteristic of scientific knowledge and scientific
theories, and (d) the relationship between science and technology. According to Byee, philosophy of
science and technology for supplementation has a conceptual work to enhance program in achievable
innovation [8].
One of the technology that can used is dye-sensitized solar cells (DSSC). Because its’ appropriate
with the standard of PISA such as related to daily life, the concept relevant until in one decade, and the
concept related to the competition of process [4]. In the other hand, DSSC context has chemistry concept
such as quantum theory of atomic, electrolyte, conjugated covalent bond and reduction and oxidation.
The method that used in this study is quantitative method. The data in this study collected using
instrument of view the nature of science and technology (VNOST) which was developed by Tairab [7]
and instrument of view of science, technology and society (VOSTS) which was developed by Aikenhead
and Ryan [9], and then modified in order to complete the philosophy aspect such as ontology,
epistemology and axiology.The instrument were modified contain of 10 question regarding to the 4 type
of VNOST aspects; (a) the characteristics of science and technology; (b) the aim of science and scientific
research; (c) the characteristics of scientific knowledge and scientific theories; and (d) the relationship
between science and technology.The subject consist of 56 respondent (pre-service chemistry teacher) in
6thsemester, in one of University at chemistry education departmentin Jakarta.
Generally, the result of this research contain of the modified VNOST instrument based on the philosophy
aspect (Table 1) and the view of pre-service chemistry teacher regarding to the nature of science and
technology (Table 2-4).
3.1. The Philosophy Aspect of View of Nature of Science and Technology Questioner
Table 1 show the philosophy aspect of view of nature of science and technology (VNOST) Questioner.
The philosophy aspect contain of ontology, epistemology, and axiology [10]. The modified VNOST
instruments in order to complete the philosophy aspect in epistemology. The question of epistemology
aspect were used in this instrument selected from the items that develop by Aikenhead and Ryan [9].
Table 1.The philosophy aspect of view of nature of science and technology questioner
VNOST Question Philosophy Aspect
Defining science is difficult because science is complex and does many things. Ontology
But MAINLY science is….
In your opinion, what does science aim at…. Ontology
Why do you think scientist do scientific research…. Axiology
Which of the following statement about scientific knowledge would match your Ontology
understanding of scientific knowledge….
A scientific theory is…. Ontology
Technology is…. Ontology
Scientific discoveries occur as a result of a series of investigations, each one Epistemology
building on an earlier one, and each one leading logically to the next one, until
the discovery is made.
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Base on table 1, VNOST instrument were developed contain of five question in ontology aspect (what
science is, technology is, scientific knowledge is, and the aim of science), one question of epistemology
aspect (scientific discoveries), and one question of axiology aspect (why scientist do scientific research).
Epistemology is one of philosophy aspect. Base on Aikenhead and Ryan, epistemology aspect can
described the view of nature of science [6] and nature of technology. So, to investigate about the nature
of science, epistemology is one of philosophy aspect which can used.
3.2. The View of Nature of Science and Technology Pre-service Chemistry Teacher
Generally, the result on view of nature of science and technology from pre-service chemistry teacher
spread in all of the items’.
Table 2. Frequencies and percentage of respondents’ view on what is science, its aim, and the nature
of scientific research.
Statement f %
Defining science is difficult because science is complex and does many things. But
MAINLY science is….
A study of field such as biology, chemistry and physic. 1 1,79
A body of knowledge, such as principles, laws and theories, which explain the world 36 64,29
around us (matter, energy and life).
Exploring the unknown and discovering new things about our world and universe and 6 10,71
how they work.
Carrying out experiments to solve problems of interest about the world around us. 5 8,93
Inventing or designing things (for example, artificial hearts, computers, space vehicles)
Finding and using knowledge to make this world a better place to live in (for example, 7 12,50
curing diseases, solving pollution and improving agriculture).
An organization of people (called scientists) who have ideas and techniques for
discovering new knowledge.
I don’t understand.
I don’t know enough about this subject to make a choice.
None of these choices fits my basic viewpoint.
Defining science is difficult because science is complex and does many things. But
MAINLY science is….
A study of fields such as biology, chemistry and physics. 2 3,57
Carrying out experiments to solve problem of interest. 8 14,29
A systematic investigative process and the resulting knowledge. 11 19,64
Inventing and designing things 1 1,79
Finding and using knowledge to make this world a better place 18 32,14
A body of knowledge that explain the world around us 15 26,79
Exploring the unknown and discovering new things about the world 1 1,79
An organization of people called scientists who have ideas and techniques for
discovering new knowledge.
In your opinion, what does science aim at….
To make sure that what has been discovered about the world is really true 4 7,14
To understand, explain and interpret the continued change in nature and its 39 69,64
characteristics
To discover, collect, and group fact about nature 4 7,14
To find ways to make peoples’ live better 7 12,50
I don’t know enough about this subject to make a choice. 1 1,79
None of these choices fits my basic viewpoint. 1 1,79
791
Why do you think scientist do scientific research….

To make new discoveries 4 7,14
To try out their explanation for why things happen 19 33,93
To make something which will help people 17 30,36
To collect data as much as possible, and to draw out scientific laws from data 24 42,86
Table 2 showed the view of pre-service chemistry teacher on what science is, its’ aim, and the
nature of scientific research. According to the table 2, about 64,29% pre-service chemistry teacher
describe science as a body of knowledge, such as principles, laws and theories, which explain the
world around us (matter, energy and life), this viewed about science describe about content oriented
nature of science [7]. 12,50% describe science as finding and using knowledge to make this world
a better place(for example, curing diseases, solving pollution and improving agriculture), this
viewed about science describe about the application of science.
In the other hand, According to the table 2, about 32,14% pre-service chemistry teacher describe
science as a Finding and using knowledge to make this world a better place, this viewed about
science describe about the application of science. 26,79% describe science as a body of knowledge
that explain the world around us, this viewed about science describe about content oriented nature
of science [7] 19,64% describe science as a systematic investigative process and the resulting
knowledge, this viewed about science describe about process oriented nature of science [7].
According to items about definition of science, mostly of pre-service chemistry teacher viewed
about science focus on the application of science, content oriented and process oriented. Just a few
(5 in question number 1 and 8 in question number 2) of pre-service chemistry teacher view that
science is carrying out experiments to solve problem.
According to the table 2, about 69,64% of Pre-service chemistry teacher view to the aim of science
is to understand, explain and interpret the continued change in nature and its characteristics, its’
related to Tairab that this viewed explain that the perspective of pre-service chemistry teacher focus
on explanatory and interpretative of nature [7].
The view of pre-service chemistry teacher on the reason of why scientist do scientific research are
42,86% is to collect data as much as possible, and to draw out scientific laws from data. In the
second position, about 33,93% describe it as to try out their explanation for why things happen, this
viewed show the instrumentalist perspective which explain science as instrument for change with a
more instrumental end [7].
Table 3. Frequencies and percentage of respondents’ view on Technology
Statement f %
Technology is….
The application of science to enhance life 21 37,50
Manufactured artefacts such as appliances, tools and scientific instruments 1 1,79
The hardware, technique, processes, people associated with item such as tools, 15 26,79
appliances and scientific instruments
Inventing, designing, developing and testing things such as appliances, tools and 17 30,36
scientific instruments
Very similar to science
The process of manufacturing and the underlying know-how 2 3,57
792
Table 3 showed about view of pre-service chemistry teacher on technology. According to the table 3,
37,50% viewed that technology is an application of science to enhance life, its’ same with research of
Tairab, this items can describe characteristic as naïve [11], its’ also related to Gardner view about
technology that technology is dominant as applied science and science as a core subject [12]. 30,36%
Inventing, designing, developing and testing things such as appliances, tools and scientific instruments,
26,79% the hardware, technique, processes, people associated with item such as tools, appliances and
scientific instruments, a few of pre-service chemistry teacher view technology as the process of
manufacturing and the underlying know-how and also manufactured artefacts such as appliances, tools
and scientific instruments. The result about definition of technology explain about the nature of
technology. According to the result on the table 3, most of pre-service teacher viewed that technology
is application of science. Basically, science affect technology on the one hand, and technology affect
science on the other hand. To make clear, its’ important to integrated science and technology in the
curricular topic.
Table 4. Frequencies and percentage of respondents’ view on nature of scientific knowledge,
scientific theory and scientific discoveries
Statement f %
Which of the following statement about scientific knowledge would match your
understanding of scientific knowledge….
Scientific knowledge is a well-organized collection of fact 25 44,64
Today’s scientific knowledge is based on scientific perspectives, ideas and 30 53,57
interpretations from the past
Today’s scientists have produced today’s scientific knowledge 2 3,57
Scientific knowledge contains only statement that are 100% true 1 1,79
A scientific theory is….
An idea about what will happen 2 3,57
A most appropriate interpretation and explanation which has been approved by scientists 25 44,64
A fact which has been proved by many experiments 26 46,43
Scientific discoveries occur as a result of a series of investigations, each one building on
an earlier one, and each one leading logically to the next one, until the discovery is made.
Because experiments (for example, the experiments that led to the model of the atom, or 8 14,29
discoveries about cancer) are like laying bricks onto a wall
Because research begins by checking the results of an earlier experiment to see if it is 20 35,71
true. A new experiment will be checked by the people who come afterwards.
Usually scientific discoveries result from a logical series of investigations. But science is 5 8,93
not completely logical There is an element of trial and error, hit and miss, in the process.
Some scientific discoveries are accidental, or they are the unpredicted product of the 9 16,07
actual intention of the scientist. However, more discoveries result from a series of
investigations building logically one upon the other.
Most scientific discoveries are accidental, or they are the unpredicted product of the 2 3,57
actual intention of the scientist. Some discoveries result from a series of investigations
building logically one upon the other.
Because discoveries often result from the piecing together of previously unrelated bits of 3 5,36
information.
Because discoveries occur as a result of a wide variety of studies which originally had 4 7,14
nothing to do with each other, but which turned out to relate to each other in
unpredictable ways.
I don’t understand. 1 1,79
793
Table 4 present the view of pre-service chemistry teacher on nature of scientific knowledge, scientific
theory and scientific discoveries. At the point of scientific knowledge, about 53,57% of them viewed
that today’s scientific knowledge is based on scientific perspectives, ideas and interpretations from the
past, 44,64% viewed that scientific knowledge is a well-organized collection of fact, 3,57% viewed that
today’s scientists have produced today’s scientific knowledge, and 1,79% viewed that scientific
knowledge contains only statement that are 100% true.
The perspective about today’s scientific knowledge is based on scientific perspectives, ideas and
interpretations from the past related to Tairab. This viewed describe about support the tentativeness of
science knowledge [7]. From this viewed can describe that pre-service chemistry teacher perspective
brick the another viewed, likes researcher do scientific knowledge to collect data as much as possible,
the aims of science to understand about nature, and definition of science as a body of knowledge.
According to table 4, view of pre-service chemistry teacher on the scientific theory; about 46,43%
showed that it is a fact which has been proved by many experiments, its’ related to Tairab, According
to Rubba and Harkness this viewed interpret that pre-service chemistry teacher focus on relation between
low and fact relationship, its’ indicate that learning focus on knowledge of science.44,64% showed that
it is the most appropriate interpretation and explanation which has been approved by scientists, 3,57%
showed its’ as an idea about what will happen.
The view of pre-service chemistry teacher on the scientific discoveries based on the table 4 showed
that 35,71% research begins by checking the results of an earlier experiment to see if it is true and a new
experiment will be checked by the people who come afterwards, 16,07% viewed some scientific
discoveries are accidental, or they are the unpredicted product of the actual intention of the scientist,
however, more discoveries result from a series of investigations building logically one upon the other,
14,29% viewed because experiments (for example, the experiments that led to the model of the atom,
or discoveries about cancer) are like laying bricks onto a wall, 8,93% viewed Usually scientific
discoveries result from a logical series of investigations, but science is not completely logical, there is
an element of trial and error, hit and miss, in the process, 7,14% viewed because discoveries occur as a
result of a wide variety of studies which originally had nothing to do with each other, but which turned
out to relate to each other in unpredictable ways, 5,36% viewed because discoveries often result from
the piecing together of previously unrelated bits of information, 3,57% viewed most scientific
discoveries are accidental, or they are the unpredicted product of the actual intention of the scientist,
some discoveries result from a series of investigations building logically one upon the other.
Table 5.Frequencies and percentage of respondents’ view of the relationship between science-
technology-society
Statement f %
Circle all the statements that you agree with!
Technological innovations and/or development of science bring about environmental 10 8,85
problem such as pollution and acid rain
Science and technology often makes our lives healthier, easier, and more comfortable 21 18,58
The prosperity of the notion depends to greater extend on science and technology 31 27,43
Science and technology rarely do harm to our lives 2 1,77
We cannot solve all the problem which we are facing only by the power of science and 9 7,96
technology
Because science, technology and society are independent mutually, they do not affect 1 0,88
each other
Science and technology affect society on the one hand, society affect science and 36 31,86
technology on the other hand
Most of pre-service chemistry teacher viewed scientific discoveries in mixed view, the data in the
table 4 showed that pre-service chemistry teacher have more perception to explain epistemology of
science through the scientific discoveries question. Its’ indicate that pre-service chemistry teacher not
794
have a specific way to describe scientific discoveries, in the other hand the view of pre-service chemistry
teacher focus on content (knowledge of science) that related to scientific explanation.
According to table 5, most of pre-service chemistry teacher viewed on the relationship between
science-technology-society in 31,86% thinks science and technology affect society on the one hand,
society affect science and technology on the other hand, 27,43% thinks the prosperity of the notion
depends to greater extend on science and technology, 18,58% thinks science and technology often makes
our lives healthier, easier, and more comfortable. In the other hand 8,85% thinks technological
innovations and/or development of science bring about environmental problem such as pollution and
acid rain, 7,96% thinks cannot solve all the problem which we are facing only by the power of science
and technology, 1,77% thinks science and technology rarely do harm to our lives, its’ related to Rubba
and Harkess statement that there is a negative image of science and technology [11].
3.3. Modernization of Chemistry Education through Dye-Sensitized Solar Cells Context

While there is a mixed perspective about science, technology and the effect, its’ important to explain
the relationship of science, technology in order to make it clear and appropriate to the aims of science
and technology. To understand chemistry better and in deeper understanding, its’ important to provide
chemistry in scientific explanation and chemical explanation [13] and also teach chemistry using
knowledge in chemistry and knowledge about chemistry [14]. So, the content oriented and process
oriented can use to design curriculum content in chemistry.
Dye-sensitized solar cells (DSSC) is one of technology in energy field that develop nowadays,
particularly in low cost, more design, flexible, large scale, and performance [15]. Modernization DSSC
instructional in practical result that DSSC has a low cost experiments, used natural dyes, and conducted
chemistry concept [16].
According to concept analyze in DSSC technology, there are some chemistry concept can conduct in
the instructional learning; such atomic theory of quantum mechanic that explain about conductive glass,
conjugated covalent bond that explain about the bond in dyes, electrolyte that explain about an electron
that conduct electricity and reduction and oxidation that explain about the redox electrolyte from iodine
(I-) and triiodine (I3-)
4. Conclusion
Generally the view of pre-service chemistry teacher in ontology aspect same, but its’ mixed in
epistemology and axiology aspect. In other hand, the view of nature of science and technology of pre-
service chemistry teacher about science and technology almost same in the one concept. Use of sections
to divide the text of the paper is optional and left as a decision for the author. Where the author wishes
to divide the paper into sections the formatting shown in table 2 should be used.
According to the view of pre-service chemistry teacher that present in table 2-5, it’s important to
explain about science and technology particularly in chemistry subject, not only in knowledge of science
but also in knowledge about science. One of the technology that can used in the instructional is Dye-
sensitized solar cells (DSSC), because its’ appropriate in the standard of PISA such as related to daily
life, the concept relevant until in one decade, and the concept related to the competition of process [4].
Despite of this DSSC context has chemistry concept such as quantum theory of atomic, electrolyte,
conjugated covalent bond and reduction and oxidation.
5. Acknowledgments
Thanks to Dr. rer. nat. Ahmad Mudzakir and Dr. TuszieWidhiyanti for guided, give advice and reviewed
of this paper. And also to VNOST group Mr Yoga, Ms Devi, MrSeptian, and MrHaris thanks for
discussion.
6. References
[1] Avargil S Bruce, Mitchell R M A, Francois G, and Bruce A E 2015 Student’s understanding of
analogy after a core (chemical observations, representations, experimentation) learning cycle,
795
general chemistry experiment. School of Education, Faculty of Social Science, Bar-Ilan

University, Ramat-Gan, Israel 5290002 danDepartement of Chemistry University of Maine
Orono Maine
[2] Odja A Hand Payu C S 2014 Analisis kemampuan awal literasi sains siswa pada konsep IPA.
Prosiding Seminar Nasional Kimia Jurusan Kimia FMIPA UniversitasNegeri
SurabayaSurabaya: UNS
[3] Firman H 2007Laporan Hasil Analisis Literasi Sains berdasarkan hasil PISA Nasional tahun
2006 Puspendik
[4] Hayat dan Yusuf 2010Mutu Pendidikan Jakarta; Bumi Aksara
[5] OECD 2016PISA 2015 results Excellence and Equity in Education Volume I OECD Publishing
[6] Gräber W and Peter N 2001 Scientific Literacy; From Theory to Practice Research in Science
Education-Past, Present and Future, Kluwer Academic Publisher
[7] Tairab H H 2001How do Pre-service and In-service Science Teachers View the Nature of Science
and Technology. Journal of Research in Science & Technological EducationVol 19 No 2 200
Taylor & Francis Ltd
[8] Bybee Rodger W, Janet C Powell, James D. Ellis, et all 1991Intergration The History and Nature
of Science and Technology in Science and Social Student Curriculum Journal of Science
Education; John Willey
[9] Aikenhead G& Ryan G1992 The development of a new instrument Views on Science and
TechnologySociety (VOSTS) Science Education, 76
[10] SuriasumantriJujun S 1997 Ilmudalamperspektif. Jakarta; YayasanObor Indonesia
[11] Rubba P &Harkness W 1993 Examination of pre-service and in-service belief about science
technology and society interactionScience Education 77
[12] Gardner P 1999The representation of science-technology in Canadian physics text books
International journal of science and education 21
[13] Scerri Eric R 2001 The New Philosophy of Chemistry and Its Relevance to Chemical Education.
Chemistry Education; Research and Practice in Europe Vol 2, No 2, pp 165-170
[14] Enduran Sibel 2013 Philosophy, Chemistry and Education; and Introduction. Journal of Science
and Education; Springer
[15] Hagfeldt A, Gerrit B, Licheng S, Lars K, and Hendrik P 2010 Dye sensitized solar cell Journal of
American Chemical Society
[16] Bohrmann L C and Michael W T 2003 Photogalvanic cells for classroom investigations: A
contribution for ongoing curriculum modernization Journal of Chemical Education
796
The profil of appearance understanding items based on aspect

knowledge of revised bloom taksonomy in electronic school
book (BSE) Biology SMA class X
A Juhandaa) and Suhendar
Departemen Pendidikan Biologi, Universitas Muhammadiyah Sukabumi, Jl. R.
Syamsudin SH No. 50, Sukabumi 43113, Indonesia
a)
E-mail: aajuhanda@gmail.com
Abstract. This study aims to describe the appearance of understanding items based on
aspect knowledge of Bloom taksonomy revision in Electronics School Book (BSE)
Biology high school class X. Subject was a collection of items contained in BSE Edition
2009 as many as 148 items. The research instrument consisted to analyze document sheet
in which includes a table format with columns of numbers, codes matter, matters, and the
type of knowledge levels of Bloom's taxonomy revision. The Data were analyzed
quantitatively and qualitatively. The results showed that the percentage of appearance of
the highest understanding items on the conceptual aspect of 57% with enough category;
Factual aspects of 37% with less categories; Metacognitive aspects of 4% with less
category once; And procedural aspects are the lowest aspects of occurrence of 2% with less
category once. The existence of these findings expected to contribute in the preparation of
understanding items on aspects of knowledge Revised Bloom taxonomy in BSE Biology
class X next.
1. Introduction
The book has been an important and strategic role in efforts to improve the quality of education. The
book was a medium of communication between teachers and students [1]. From any circle either
teachers or students inside or outside learning will not be separated from the book. There are many
books that circulate in the market such as textbooks of school lessons that have an important role in
learning. Public complaints about the price of the book expensive and difficult to obtain in remote
homeland, need to find an alternative book that can reach to the entire region. One of the government's
efforts to ensure the availability of quality textbooks in accordance with Article 43 Paragraph (5) of
Government Regulation Number 19 Year 2005 on National Education Standards, National Education
Standards Agency (BSNP) and book center has conducted the assessment of textbooks on school
Elementary, junior high school, and high school with the publication of electronic school books (BSE).
BSE is one type of electronic textbook designed by the Ministry of National Education
(DEPDIKNAS) to be used by several schools in Indonesia. This book according to the Regulation of
the Minister of National Education No. 46 of 2007 and No. 12 of 2008 has been said to meet eligibility
requirements to be used in the learning process at school. As alternative, this book reform is one of the
efforts made by the government in ensuring the availability of textbooks of quality, cheap and easily
accessible so that students and teachers throughout Indonesia as well as Indonesian schools abroad can
obtain and utilize learning resources that are good.
The BSE includes practical exercises to deepen students 'understanding and test students' skills in
understanding the material presented. These issues will play an important role for students in facing
tests or exams. Test activities can be done, if available a task device, items, or exercise [2]. The task,
items, or exercise device is then known as a test instrument or test instrument. In everyday reality in
school, it is rare for teachers or students to call it a test or a test instrument, but as items.
One of the factors that influence the achievement of the learning objective is the quality of the
items have given as an exercise. The training items have given in BSE books need to be compiled
797
based on the Bloom Revision's taxonomy. The use of the new learning taxonomy of goals also greatly
assisted teachers in devising items to measure students' success rates [3].
The results showed that most of the BSE class X only able to penetrate the mindset of students at
the level of understanding that is equal to 50.51% [4]. Students are satisfied only by answering what
the items is asked without considering the possibilities of other situations that can be eliminated or
added to the problems situation. Though the level of understanding of students in mastering the
material IPA (Natural Sciences), especially biology becomes one of the problems is quite crucial. This
is because the empirical conditions indicate that the level of students' understanding of the material
being learned is less than optimal. Therefore, students are required to improve understanding of
concepts. Because without understanding, students can not apply procedures, concepts or processes
and students do not understand the relationship or correlation what he learned with real life. By
mastering the concept, students will be able to classify and know the nature according to the concept.
Students were said to understand if they can construct the meaning of learning messages, whether
spoken, written (verbal) or graphic (non verbal) delivered through teaching, books, or computer
screens [5].
This research used descriptive method. Subjects used in this study is a collection of items contained in
BSE class X Edition 2009 as many as 148 items [6]. Subject selection is done by using purposive
sampling technique. This research was conducted for three months starting from February to May
2016. The data were collected by using the document analysis sheet which contained the table with the
number column format, question code, items and knowledge aspects of revised Bloom Taxonomy. The
processing of test data using the formula percentage Arikunto (2013) as follows [7].
% Appearance = ∑ The apperance of certain aspects of knowledge

∑ all items of understanding
The next stage is categorized based on the Arikunto formula (2008) as follows [8].
Table 1. Categories Percentage of Occurrences Problem

Understanding Aspects of Knowledge Bloom's Taxonomy Revision
Percentage Predicate
81-100% execelent
61-80% good
41-60% enough
21-40% less
≤ 21 % very less

Based on the results obtained from the analysis of the items contained in the sample problems and
exercise items on the BSE class X then obtained as many as 148 items about the type item of C2
(understand). The items are scattered in aspects of knowledge covering the factual aspects of 55 items;
Conceptual aspects of 84 items; Procedural aspects of 3 items; and metacognition aspects of 6 items.
The results obtained can be seen in table 2.
Table 2. Percentage of Appearance Items Understanding Aspects of

Knowledge Bloom's Taxonomy Revised on BSE Biology Class X
Knowledge Number of Percentage Category
Aspect Understanding Item (%)
Factual 55 37 less
conceptual 84 57 enough
Procedural 3 2 very less
metacognition 6 4 very less
798
Based on Table 2 known that on the items of understanding (C2), the percentage value of the
appearance of the knowledge aspect of Bloom Taxonomy Revised in BSE X class shows different
results. The more details can be presented in the form of Figure 1 below.
Figure 1. Percentage of appearance of Knowledge Aspects of Revised Bloom's

Taxonomy
In Figure 1 show that the conceptual aspect that has the highest percentage value is 57% (enough).
This suggests that in the BSE, the developed items is more concerned with the knowledge of
categories, classifications, and relationships between two or more more complex and organized
categories of knowledge. Conceptual knowledge includes schemes, models, mental, and theories that
present the human knowledge of how a review material is organized and structured, how parts of the
information are systematically interrelated, and how these parts function together [9].
On the factual aspect, the percentage value gained is 37% (less). This indicates that in the BSE
book students are only trained to understand the basic elements used by experts in explaining,
understanding, and systematically managing their disciplines. Factual knowledge as knowledge of
terminology, detail section, and elements [5]. Therefore, the example of factual knowledge is the term
science, symbols of numbers, mathematical symbols, musical symbols, chemical symbols, etc. [10].
In metacognition aspect get percentage value equal to 4% (very less). This aspect includes
knowledge of cognition in general and knowledge of self. The presence of very less value in this
aspect indicates that the BSE book does not elicit students' attitudes to be more aware of their own
knowledge, but this is important for students as it will encourage them to better learn. One of the
conditions for students to become independent learners is their ability to know where the advantages
and disadvantages and how to overcome these shortcomings [11]. Meanwhile, procedural aspect has
the lowest percentage value compared with other aspects that is equal to 2% (very less). Though this
aspect relates to the knowledge of how to do something, so that students are expected to have skills
about techniques / methods related to a particular field. Procedural knowledge contains steps or steps
to be followed in working out a particular thing [11]. With the rise of procedural knowledge, biology
teachers (and science in general) will be more inclined to develop items to measure students' process
skills that are still often overlooked [3]. Therefore, it is necessary in the preparation of the problems in
the BSE adjusted to Bloom's taxonomy Revision with the aspect of knowledge more evenly. By
paying attention to the type of knowledge and type of cognitive process then the teacher will be easier
in developing the problem, because the kind of knowledge and cognitive process demanded is more
clear [3].
4. Conclusion
Items understanding based on knowledge aspects of revised Bloom taxonomy on BSE Biology High
School grade X has different percentage values. The appearance of the highest percentage of
knowledge was obtained in the conceptual aspect with the sufficient category and the lowest on the
procedural aspect with the category very less. Therefore, the appearance of the items of understanding
with various knowledge aspects of revised Bloom taxonomy of the Biology BSE needs equity in order
to be able to process student skills.
799
5. References
[1] Freire P 2007 Pedagogy of the oppressed (New York: Continuum)
[2] Suwandi J 2011 Penelitian Tindakan Kelas (Surakarta : Universitas Muhammadiyah Surakarta)
[3] Widodo A 2005 Didaktis 4 61
[4] Juhanda A 2016 Jurnal Pengajaran MIPA 21 61
[5] Anderson L W and Krathwohl D R 2010 Kerangka Landasan Untuk Pembelajaran
Pengajaran dan Asesmen. Penerjemah: Agung Prihantoro (Yogyakarta: Pustaka Belajar)
[6] Subardi, Nuryani, Pramono S 2009 BSE BIOLOGI Kelas X Untuk SMA dan MA (Jakarta: Pusat
Perbukuan Departemen Pendidikan Nasional)
[7] Arikunto S 2013 Prosedur Penelitian Suatu Pendekatan Praktik (Jakarta: Rineka Cipta)
[8] Arikunto S 2008 Evaluasi Program Pendidikan-Pedoman Teoritis Peraktis Bagi Mahasiswa dan
Praktisi Pendidikan Edisi Kedua (Jakarta: Bumi Aksara)
[9] Gunawan I and Palupi A R 2016 Premiere Educandum 2 16
[10] Sukmadinata N S 2004 Landasan Psikologi Proses Pendidikan (Bandung: PT Remaja
Rosdakarya)
[11] Widodo A 2006 Buletin Puspendik 3 18
800
Improving teacher profesionalism through training writing of

scientific works as supporting sustainable proffesionalism
development
M Halimah1,a), M Nurkanti1, T Nurhayatin2

1
Program Studi Pendidikan Biologi, FKIP Universitas Pasundan, Jl. Tamansari No 6-8
40116 Bandung, Indonesia
2
Program Studi Pendidikan Bahasa, Sastra Indonesia dan Daerah,
FKIP Universitas Pasundan, Jl. Tamansari No 6-8 40116 Bandung, Indonesia
a)
e-mail: mimi@unpas.ac.id
Abstract.Teacher certification program is one of the government's efforts in improving the

quality of teachers. Through the teacher certification program is expected to have four main
competence ie: pedagogic competence, personality, social, and professional competence.
Teacher’s Professional competence which is still not well developed is writing scientific papers
because in field, activities are still focused on teacher education and teaching while scientific
activities such as writing and scientific publications are often overlooked. This study aims: 1) to
determine what factors are causing trouble the teacher in writing scientific papers, 2) How the
training activities of scientific writings become an approach, or an effective strategy to increase
the professionalism of teachers and fostering sustainable. The research method was quantitative
methods through training, interviews, observations, and analysis of journal articles document
training products. Research conducted on 44 teachers of various subjects such as Science
Teachers, Teacher of Biology, Professor of Chemistry, and Math teacher who was in the city of
Bandung and Cimahi. Based on the research results and calculations using inferential statistical
mean of the ability of teachers before and after the training is the similar. Meanwhile, if using
direct calculation, especially for the knowledge, attitudes and experiences of each increased by
20%, 23.1% and 25% while for motivation decreased by 17, 4%. Furthermore the responses of
participants of the training, the mean score of the teacher's response was less than or equal to
2.50. The conclusion is, in general, the scintific writing training program to teacher has a
adequate score. Data analysis of journal articles that have been created by the teachers do a
party t-test using One-Sample T-Test in SPSS version 17.0 for Windows. P value-valued = 0.00
<α = 0.05, then H0 rejected and Ha accepted, so it can be concluded that there is a positive
attitude of the teachers in making a statement against the manufacture of products of journal
articles.
1. Introduction
Education is undeniably essential in improving human resources including in Indonesia,
particularly to make them better, more educated and more competitive both nationally and
internationally. Eventually, it is expected that the improvement would lead to the accomplishment of
the nation’s ultimate goal: to educate the nation, as mentioned in the fourth paragraph of the Preamble
of Constitution 1945. The responsibility to accomplish this goal lies on all related parties including the
government and academics.
801
A study from United Nation and Development Program (UNDP) on Indonesia’s Development
Index, however, shows that the country’s rank has continued to decrease since 1995. Of 175 countries,
Indonesia ranked 104th in 1995, 109 in 2000, and 110 and 112 in 2002 and 2003 [1]. The developed
countries have shown that quality education that is relevant to the countries’ needs has triggered the
countries’ development in all aspects. Although the countries have limited natural resources, they have
been able to provide quality education, which in turn produces quality human resources that enable the
countries to lead the global competition. In this framework, it can be seen that education is the core of
a country’s development.
Teachers, in this case, has an important role in determining the quality of education. The presence
of qualified teachers are strategic in improving education quality; it entails continuous professionalism
improvement. Therefore, the improvement of education quality should start from teacher quality
improvement as teachers are the locus of education improvement. Demirkasimoglu [2] defined teacher
professionalism as efforts on meeting required standards in education, which are related to their field.
Professional teachers can also be defined as proficient teachers. They are required to master several
competences, including cognitive competence, affective competence and psycho-motoric competence.
In addition to those competence is personality competence [3]. Several strategic steps have been taken
by the government as a response to the need for teacher improvement; one of which is certification
program. It is a program that is aimed at certifying teachers and lecturers and giving acknowledgement
of their professionalism. The efforts, however, should not stop on getting such acknowledgement.
Instead, it should be maintained and improved progressively.
In that sense, the government through the Ministry of National Education facilitate teachers to
develop their professionalism through continuous professional development program (which
henceforth is referred as PKB due to its name in Indonesian). This program is aimed at reducing the
gap between teachers’ current knowledge, skills, and competences and the requirement of their
profession. The Ministerial Regulation of State Apparatus Empowerment and Bureaucracy
Reformation no. 16, 2009 on Teacher’s Functional Position and Credit Number stated that PKB is
major component in teacher career development, along with teacher’s education degree and teaching
and relevant administrative tasks. In the regulation, it is also stipulated that PKB consist of three
components: self-development, academic publication and innovative works.
Of the three components, the second component—academic publication—has been the
government’s center of attention as many teachers still find it difficult to accomplish. Kompas
(December 14, 2007) reported that many teachers were stagnant at IVA career level; to get to the next
level requires them to write academic writing, which they were reluctant to do. Furthermore, National
Employment Bureau published statistical data in 2005 showing that of 1.461.124 teachers then, there
were only 22.87% at IVA level, 0.16% at IVB level, 0.006% at IVC level, 0.001% at IVD level, and
0.00% at IVE level. The statistic shows that teachers’ academic writing is relatively low [1].
Moreover, from the assessment on participant teachers of Teacher Professional Training (PLPG)
between 2007 and 2012, it was found that teachers’ works on writing action research proposal were
unsatisfactory. The data from the interview support the fact they have difficulties in making and
publishing academic writing. The major causes are their incapability and lack of skills in academic
writing. This fact is also supported by the absence of any published academic writing among the
requirements they fulfilled for the teacher certification program. Therefore, academic writing training,
particularly on making scientific paper, is necessary in improving teachers’ professionalism.
Scientific paper is an attempt to convey and research particular problem through certain empirical
approach. The methodology involve the use of scientific techniques, formal language, and scientific
principles, such as objectivity, logic, empirical, systematic, clear and consistent [3].
Based on the elaboration above, the foci of the research was investigating 1) the factors that
hindered teachers in writing scientific paper and 2) the effectiveness of academic writing training as an
alternative solution to deal with the problem in academic writing.
The approach to the research was quantitative, involving a series of training, interview, observation
and analysis on documents (participant teachers’ writings as the products of the training). The research
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involved 44 teachers from different fields of subjects (science, math, biology, chemistry and math)
who taught in Bandung and Cimahi.
There were two stages in this research. The first stage was conducting analysis on teachers’ needs
to improve their writing skill. It covered analyses on teacher’s mastery of aspects in academic writing,
namely systematics and procedures of writing scientific papers. It also investigated teachers’ interest
and motivation in writing scientific paper. In addition, questionnaires were administered to the
research participant. 42 respondents returned the questionnaires to the researcher. The questionnaires
were analyzed statistically.
The second stage, following up the first stage, was conducting a training series for the teachers.
The training consisted of three sessions, with each focusing on discussing academic writing theory,
writing scientific paper guided by the facilitators, and analyzing their works. At the end of the training
series, questionnaires were given to analyze the participants’ progress in terms of motivation and
interest in writing scientific paper.
The data from both stages were those of participants’ preliminary data, the their works and
responses on the training.
3. Result and Discussions

The data from the first questionnaire shows that the participants’ motivation to be able to improve
their professional competence, particularly to write scientific paper was relatively high (56%).
However, their motivation was not in line with their enthusiasm towards academic writing (15,5%).
Such low enthusiasm was presumably due to the lack of skill and lack of knowledge in academic
writing, which was supported by the percentage from the questionnaire for each aspects (7,8% and
20,7% respectively). After conducting research, another set of questionnaires was given, which
addressed the participants’ knowledge, attitude towards academic writing, experience and motivation.
The result of the questionnaires are shown in Table 1.
Table 1. The participants’ data before and after academic writing training (%)
No Observed aspects Before After Improvement
1 Knowledge 20,7 40.7 20
2 Attitude 15.5 38,6 23,1
3 Experience - 25 25
4 Motivation 56 38,6 17,4
60
50
40
Sebelum
30
20 Sesudah
10 Kenaikan
0
Pengetahuan Sikap Pengalaman Motivasi
1 2 3 4
Chart 1. The participants’ data before and after academic writing training (%)
Comparative hypothesis testing on the participants’ ability before and after the training was done
using t-test. The formulation of the hypothesis is as follows:
Ho: 1   2 (Participants’ average scores before and after training are the same.)
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H1: 1   2 (Participants’ average score after training is better than the same.)
�� ( − ��
The test on the hypotheses is based on the criteria of P-value of α = 0,05; if < α, then H0 is
�� ( − ��
rejected and if ≥ α, then H0 is accepted,[4]. The result of the tests are showed in Table 2.
Table 2. Paired Samples Test

Paired Samples Test
Paired Differences
95% Confidence
Interval of the
Std. Difference Sig. (2-
Mean Deviation Std. Error Mean Lower Upper t df tailed)
Pair 1 Sebelum - -12.67500 20.15562 10.07781 -44.74710 19.39710 -1.258 3 .297
Sesudah
From the tale above, it can be seen that the value of sig (2-tailed) is 0,297. It means that the value
�� ( − ��
of = 0,148 > 0,05; so Ho is accepted. It suggests that the participants’ ability in academic
writing before and after the training are the same. Further analysis on the result found that the
participants’ motivation decreased. If motivation were excluded from the variables, the participants’
score would be better, which means that their academic writing ability is better after taking the
training.
In Table 1, the participants’ knowledge about academic writing increases by 20% after taking the
training. The increase is due to the participants’ lack of knowledge on what a scientific paper is and on
how to write scientific paper before taking the training. It is in line with the participants’ responses
toward the training, who perceived that writing was not as difficult as they thought it was. Their
attitude toward scientific paper also increases by 23,1%, as well as their experience (25%)—although
for the experience was not observed in the beginning of the training. The opposite trend occurs in the
motivation aspect, which decrease by 17,4%. In general, the participants believed that academic
writing is a difficult and daunting task. This is also affected by their lack of creativity in finding a
topic to be researched. Although the researchers had suggested them to use their paper in
undergraduate study, it did not seem to improve their motivation. It suggests the researchers to
consider particular topic in which teachers’ are interested and motivated, which is consistent with the
participants’ response in the questionnaire in which they expected to have academic writing in specific
context, for instance action research.
The result is also consistent with(3) who found that teachers at SMAN 1 Kauman found difficulties
in writing scientific paper, particularly in the following aspects: (a) the low motivation, (b) less time to
write the paper, (c) incomprehensive understanding about academic writing, (d) difficulties in
collecting data, (e) less adequate ability to use technology, (f) the lack of resources, (g) the teachers’
preference to use academic writing service, (h) the lack of encouragement from schools to conduct
research. The teachers, however, have started to develop academic writing skills by: (a) taking
academic writing courses/trainings, (b) studying how to make academic writing autodidactically, and
(c) joining academic writing contest. The next set of data is the participants’ response on the training
given by the researchers as displayed in the following table.
Tabel 3. Participants’ response on the training program
No Indicator (%) Average score
1. Training method 100 4
2. Infrastructure 51.8 2.5
3. Process 51.8 2.5
4. Core material 77.7 3
5. Supporting equipment 40.7 2.25
6. Continuity 44.4 2.25
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With 3,51- 4,00 = excellent, 2,76-3,50 = good, 2,01-2,75 = fair, and <2,00 = poor. To identify how the
participants’ responses determine the quality of the training, one sample t-test was carried out. The
hypothesis is formulated in statistical hypothesis (right side test) based on Sugiyono (2012:102) as
follows: H0 : µ 0 ≤ 2,50, Ha : µ 0 > 2,50. Note: H0 : if the validated mean score is less or equal to 2,50.
Ha: if the validated mean score is more than 2,50. 2,5 is the mean score of 1-4. Based on the formula
�� ( − ��
of P-value with α = 0,05, and < α, then H0 is rejected.
The next analysis was of the participants’ writings as the products of the training. The scores for
their works are displayed in Table 3.
Table 3. The analysis of the participants’ writings
Participants journal article Average
Journal article components
(%) score
1 Title 85,71 3,42
2 Author 71,42 2,85
3 Author’s affiliation and e-mail 57,14 2,28
address
4 Abstract 71,42 2,85
5 Introduction (background, research 100 4,00
questions, aims of the research)
6 Research methodology 100 4,00
7 Research results 85,71 3,42
8 Discussion 100 4,00
9 Conclusion 100 4,00
10 References 100 4,00
With 3,51- 4,00 = excellent, 2,76-3,50 = good, 2,01-2,75 = fair, and <2,00 = poor. Normality test was
carried out to identify whether the data is normally distributed or not. The test employed Shapiro-Wilk
test in SPSS 17.0 for Windows. The testing criteria were that of[4], described as follows: If the
significance is ≥ 0,05 then the data is normally distributed, and If the significance is < 0,05 then the
data is not normally distributed. The result of the data analyzed is displayed in Table 4.
Tabel 4. Normality Distribution of Attitude Scale of Experimental Group

Tests of Normality
Shapiro-Wilk
Statistic df Sig.
total .824 7 .070
a. Lilliefors Significance Correction
Chart 2. Normality of Q-Q Plot of Statement Data
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The result of the Shapiro-Wilk test shows that the significance value is 0,070, more than 0,05.
Therefore, it can be concluded the data is normally distributed. A more detailed data display is
illustrated in Chart 2. The chart above displays straight line from bottom left to top right. As the dots
spread along the line, it can be concluded that the data is normally distributed [4].
One sample mean test. As the data is normally distributed, the next step is to analyze the data using
one sample t-test descriptive hypothesis testing (parametrical statistics). The result of the test
determines whether the result of the research can be generalized or not [5]. The test carried out in
SPSS 17.0 was employed to the data from the questionnaire. Since there is only one set of data, the
significance value of the test is divided by two [4]. Based on Uyanto’s [6] testing criteria, the
following statements are formulated: If of the significance value is > 0,05, then H 0 is accepted and
Ha is rejected. If of the significance value is < 0,05, then H0 is rejected and Ha is accepted. The
hypothesis formulation then is translated into the following statements H0: there is no positive attitude
within the participants towards writing scientific paper. H a: there is positive attitude within the
participants towards writing scientific paper. The result of the testing is presented in Table 5.
Tabel 5. Statement Data T-test
One-Sample Test
Test Value = 0.5
95% Confidence Interval of the
Mean Difference
t df Sig. (2-tailed) Difference Lower Upper
total 9.369 6 .000 15.357 11.35 19.37
In the table above, it can be seen that the p-value for 2-tailed is 0.000. In accordance to
,
Uyanto’s statement above, the number should be divided by two ( = 0,000). Since the p-valued =
0,00 < α = 0,05, H0 is rejected and Ha is accepted. Therefore, it can be concluded that there is a
positive attitude within the participants towards writing scientific paper.
4. Conclution
Based on statistics calculations, it can be concluded that Ho accepted. This means that the average
ability of teachers before and after training is the similar. This occured because the percentage of
motivation decreases, if the motivation factor is eliminated then the average ability of the teacher after
training is better than the average of the teacher before the training. Nevertheless, when looking at
calculations, especially for knowledge, attitudes and experience each experienced an increase of 20%,
23.1% and 25% while for motivation decreased by 17, 4%. Furthermore, for the participant's response
to the received H0 training, it means that the mean teacher response score is less than or equal to 2.50.
The conclusion that the population of teachers have a good enough score in providing training
response to capability of writing. Data analysis of journal articles that have been made by teachers
conducted one-party test-t using One-Sample T-Test on SPSS version 17.0 for windows. Obtained p-
valued = 0.00 <α = 0.05, then H 0 rejected and Ha accepted, so it can be concluded that there is a
positive attitude of teachers in making a statement on the manufacture of journal article products.
5. Acknowledgments
We would like to thank’s to DRPM Kemenristek DIKTI because this research is Funded from 2014-
2016, and thank’s to Faculty of tecahing and education Pasundan University Which Suport This
research.
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6. References
[1] Suandi, N.I. (2008). Gerakan Menulis Karya Ilmiah (Sebuah Upaya Peningkatan
Profesionalisme Guru). Jurnal Pendidikan Dan Pengajaran Undiksha, Edisi Khusus Th.
Xxxxi. ISSN 0215 - 8250
[2] Demirkasimoglu, N. (2010). Defining “Teacher Professionalism” from different perspectives.
Procedia Social and Behavioral Sciences 9 (2010) 2047–2051
[3] Noorjannah, L. (2014). Pengembangan Profesionalisme Guru Melalui Penulisan Karya Tulis
Ilmiah Bagi Guru Profesional Di Sma Negeri 1 Kauman Kabupaten Tulungagung. Jurnal
Humanity, ISSN 0216-8995 Volume 10, Nomor 1.
[4] Uyanto. S. S. (2006). Pedoman Analisis Data dengan SPSS. Yogyakarta: Graha Ilmu.
[5] Sugiyono. (2008). Metode Penelitian Kuantitatif, Kualitatif dan R & D. Cet-5. Bandung: CV
Alfabeta.
[6] Sugiyono. (2010). Statistika Untuk Penelitian. Bandung: CV Alfabeta.
[7] Kementrian Pendidikan Nasional. (2010). Pedoman Pengelolaan Pengembangan Keprofesian
Berkelanjutan (PKB). Kementerian Pendidikan Nasional Direktorat Jenderal Peningkatan
Mutu Pendidik Dan Tenaga Kependidikan 2010
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Identification of student’s misconception on digestive system

concepts through CRI (certainty of response index)
H Febrianaa), Riandi, and Hernawati

Departemen Pendidikan Biologi, Sekolah Pascasarjana Universitas Pendidikan
a)
E-mail: Harlis.Febriana@gmail.com
Abstract. This research aims to identify senior high school students’ misconception in human
digestive system, and to find out the sub-concept on human digestive system where
misconception often happens. The study used the descriptive method. Subjects of the study
were 64 students majoring in Science Education of SMA Negeri 4 Jambi academic year
2016/2017. Data were obtained by using multiple choice tests which were completed by CRI
(Certainty of Response Index). The result shows that the student misonception on digestive
system concept were categorized as moderate (53,32%). The highest percentage of
misconception was on mecanism digestive system sub-concept group 57.03%. The main factor
caused students’ misconception was from self-thought (intuition) and text book.
1. Introduction
The background of this study is the lower quality of biology learning on various education levels [1].
One of the factors cause the lower quality is students’ difficulty in absorbing and understanding what
teacher has taught. Learner’s absorption in learning process is still low [2]. The similar suggestion is
stated by Afnidar that the current problem in biology learning is the lack of students’ understanding
which causes lower achievement in biology [3].
Some researches about students’ difficulties in learning biology conducted by some researchers
around the world find that many concepts or materials in biology are considered as difficult to be
learnt by students [4,5,6,7]. The hormone, gene and chromosome, mitosis and meiosis, nerve system,
and genetics are considered as difficult concepts [8]. A research conducted by Dewi shows that there
is learning difficulty faced by students in studying human digestive system material [9]. The
difficulties faced by students negatively influence students’ motivation and achievement [10].
Students’ difficulties in understanding these biology concepts can implicate the lower of students’
concept understanding. Depdiknas suggests that there are students who have high rote rate but
sometimes they have less understanding and comprehending the knowledge deeply [11]. The lower of
students’ understanding on the concepts will also cause a condition where students have different
understanding with scientific concept from researchers in common. One of education weaknesses in
Indonesia is students’ understanding level which is still very low [12]. The lower of concept
understanding in learning process can cause or trigger misconception.
Misconception is a phenomenon which shows the different view between a person and scientific
facts [13,14,15,16]. Misconception is caused by students’ initial understanding on wrong initial
concepts or students’ initial concepts are correct, but students are wrong in linking those concepts
[17]. Concepts in a material are linked with concepts on the next material, so that students need correct
conception [18].
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Some results related to misconception in biology materials show that most of biology materials
have potential to cause students to make misconception, including research on animal classification
concepts; genetic concepts; flower plant growth and development concepts; plant transportation
system and human circulatory system by Wang in Treagust; and human digestive system concepts
[19,20,21,22].
In biology learning process students’ ability in following and receiving concepts needed to be
concerned, given that biology concepts cannot be separated each other. Biology concepts
systematically arranged from the simplest material to the most complex one so that it needs high
intellectual ability for students to understand them. Therefore, review of this issue is needed, which
can be done with one of the ways, identifying students’ misconception on human digestive system so
that the error can be found particularly in human digestive system concepts. The importance of this
identification of misconception cannot escape from benefits that can be reference and benchmark of a
process in learning biology, given that biology is a subject which has wide range of materials that are
linked in each material.
Misconception can be known by asking some questions designed specially to examine the
definition of a material which has been learnt. Misconception can be used as a benchmark to develop
effective learning method and strategies.
Based on the background, researchers were interested in conducting descriptive research with the
title: Identification of Students Misconceptions on Digestive System Concepts Through CRI
(Certainty Of Response Index) on the Sma Negeri 4 Jambi. This study aims: to know about the level
of student’s misconceptions on the digestive system concept, and to know about the concepts of
Digestive system those are wrongly understood by students. Trought this study it is expected to get
information about the level of misconceptions on the digestive system concept, and to notice the
teachers to be aware of things that are allow the misconceptions during the lecture.
The population in this study was all students of SMA Negeri 4 Jambi who had taken courses of
biology
in the second semester academic year 2016/2017. Samples were 64 students of XII Science 6 and XII
Science 7. The method used in this study was descriptive analysis methods which restricted the
generalization on certain individuals in the group were observed. To get an idea about the revealed
problems, data was collected by the test technique. The written test were arranged in the form of
multiple choice test with options of certainty level of student answers to determine the level of
Certainty of Response Index (CRI). The multiple choice test was made and designed to identify
student’s misconceptions on digestive system concepts.
Achievement test in this study consisted of questions that contain the essential concepts of
digestive system. Achievement test was multiple choices with number of questions 20 with 5 options.
This achievement test requires student’s answers and also their certainty of the answer they choose.
From these test are expected, firstly, can show whether the student’s choices were based on the correct
concept, and then the certainty that useful to capture student’s misconceptions.
For the data of achievement test results performed steps of data processing as follows:
a. On each student answer sheet, the answer choice combines with levels of certainty that the students
presented on each number.
b. Assessment for achievement test, for student’s answers is given score 1 if they are correct
and 0 (zero) if they are incorrect.
c. The criteria of doing guess well (lucky guess) is if the answer given by students on the
answer sheet is correct but The CRI is low or under 2,5.
d. The criteria of knowing the concept well is if the student’s answer that was given contain
the correct answer and the CRI is high or above 2,5.
e. The criteria of not knowing the concepts is if the student’s answer that was given contain
the incorrect answer and the CRI is low or under 2,5.
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f. The criteria of misconception is if the answer given by students on the answer sheet is
incorrect but the CRI is high or above 2,5.
Operation of CRI in this study used a grading scale as follows:
Table 1. The Matrix of Provisions for Individual Students and for each question were
given, based on a combination of correct and incorrect answer and high or low CRI
Criteria of answer Low CRI (<2,5) High CRI (>2,5)
Correct answer The answer is correct but the The answer is correct and the
CRI is low means student CRI is high means student
guess well (lucky guess) understand the concept well
Incorrect answer The answer is incorrect and The answer is incorrect but the
the CRI is low means student CRI is high means there is a
doesn’t understand the concept misconception
For the categorization of misconception levels the criteria used as follow:

Table 2. The Misconception Categorizations
Percentage of Misconceptions Category
0,00 – 0,30 Low
0,31 – 0,60 Moderate
0,61 – 100 High

The result is by using CRI (Certainty of Response Index) test and it shows that there was
misconception on the eleventh Science grade students of SMA Negeri 4 Jambi. From the result of CRI
test analysis, it was found that almost all of students had misconception. The average percentage of
students who had misconception level for digestive system concepts is 53.32% (moderate category).
Besides misconception, the result of CRI test shows other categories of answers, they are Guess, Do
Not Understand the Concept, and Understand the Concept Well. The four categories have different
categories (Table 1).
Table 3. Percentage of understand the concept, do not understand the concept,

guess and misconception on four Sub-concepts of human digestive system
Sub-concept Percentage
U NU G M
Mechanism of digestive system 25,78 12,50 4,69 57,03
Function of organ and gland 17,45 17,97 9,89 54,69
Food digestion process 22,61 20,30 6,04 51,07
Disorders on human digestive 33,20 13,67 5,47 47,66
system
Exp:
U = understand concept well
NU = do not understand the concept
G = guess
M = misconception
Based on Table 1, misconception happened in all sub-concepts of human digestive system. The
highest percentage was in sub-concept of mechanism of digestive system which was 57.03%. Besides
that, the highest percentage of do not understand the concept in sub-concept of food digestion process
which was 20.30%. The result shows that the students of SMA Negeri 4 Jambi still did not understand
the content of materials from human digestive system concept. Based on the result of CRI test, the
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comparison of percentage between Science grade students’ understanding of SMA Negeri 4 Jambi
on four sub-concepts of human digestive system concept can be seen in Figure 1.
60
57,03 mechanism of
54,69 digestive system
55
51,07 function of organ
percentage
and gland
50 47,66
food digestion
45 process
disorders on
40 human digestive
Misconception system
Figure 1. Student’s misconception on each sub-concept of human digestive system
Figure 1 shows that students had misconception in sub-concept of mechanism of digestive system
which was 57.03%. Misconception in sub-concept of function of organ and gland was 54.69%.
Misconception in sub-concept of food digestion process was 51.07% and sub-concept of disorders on
human digestive system was 52.61%. It shows that students had misconception in all sub-concepts of
human digestive system based on Table 1 it was also found that concepts of human digestive system
were still difficult to be understood. It was appropriate with Prokop and Fancovicova’s suggestion
who say that respondents’ understanding is still low, particularly in digestive, respiration, endocrine,
urinary, reproduction and nerve concept [23]. Generally, in each test item there were students who had
misconception, particularly in sub-concept of function of organ and gland, food digestion process, and
disorders of human digestive system. Misconception level from each item number tested for students
were presented with basic study of human digestive system is shown on Table 4 as follows.
Table 4. Students’ misconception level percentage on each Sub-

concept
No Sub-concept Test Item Percentage

misconception
1 Mecanism of digestive system 1 42,18%
17 71,87%
2 Function of organ and gland 2 51,56%
6 64,06%
7 57,81%
10 40,62%
13 43,75%
14 70,31%
3 Food digestion process 3 35,93%
8 57,81%
11 50,00%
12 62,50%
16 54,68%
18 56,25%
19 59,37%
20 32,81%
4 Disorders on human digestive 4 31,25%
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No Sub-concept Test Item Percentage

misconception
system 5 53,12%
9 43,75%
15 62,50%
Table 4 shows the percentage of misconception of the whole item. It is known that on the subconsep
of mechanism of the digestive system the highest percentage in item number 17 is 71,81%. In the sub-
consept fuction of organ and gland, the highest percentage on item number 14 is 70.31%. On the sub-
consept of food digestion process, the highest percentage on item number 12 is 62.50% and on the
sub-consept of disorders on human digestive system, the highest percentage on item number 15 is
62.50%.
3.1 Students’ misconception in understanding the mecanism of digestive system

Based on Table 2, it can be found that in sub-concept of mechanism of digestive students who had the
highest misconception was in test item number 17 which was 71.87%. Almost students still did not
understand the mechanism of digestive chemically. It can be proved by students’ answers which
thought that chemical digestive happened when food passed the pharynx, either inside the stomach or
small intestine. In fact, chemical digestive process is started in mouth with the assistance of amylase
enzyme. It is in line with a research conducted by Oztas who states that almost students think that
digestive process is started when food is in stomach [24].
3.2 Students’ misconception in understanding function of organ and gland

Based on Table 2, it is found that in sub-concept of function of organ and gland students who had the
highest misconception was in test item number 4 which was 70.31%. It means that students still felt
difficult in understanding function of organ and gland in human digestive system. Students still did not
understand the function of gall bladder. Students’ error in understanding the function of gall bladder is
marked by false answer chosen by them. It is similar with other study finding that students feel
difficult to differentiate function of duct and gland in human digestive system [9]. The secondary
school students usually know the names of organs, but they still feel difficult about their functions,
locations and shapes. Students’ difficulty in understanding the function of tools of human digestive
system causes misconception [25]. Then, in a study conducted by Aydin, finds that most students have
difficulty in explaining the function of organs which are similar each other such as colon, small
intestine, and anus. Besides that students’ error is also found in identifying the function of colon, small
intestine, and anus, they considered that those organs were parts of excretion system [26].
3.3 Students’ misconception in understanding food digestion process

Based on Table 2, it is found that in sub-concept of food digestion process students who had the
highest misconception was in test item number 12 which was 62.50%. Students did not understand the
function of digestion enzymes. So that students often exchanged the answers in correlating an enzyme
with food substance described when answering question related to enzymes, such as digestion process
of carbohydrate, protein and fat. It shows that students did not understand food digestion process
started from mouth to be feces. This condition can be caused by learning difficulty that may be faced
by students in learning abstract concepts. Misconception can be happened because of the weak and
superficial of information caused by difficulties of concepts which has been taught or the concepts
cannot be learnt directly/they are abstract [20].
3.4 Students’ misconception in understanding disorders on human digestive system
Based on Table 2, it is found that in sub-concept of disorders on digestive system, students who
had the highest misconception were in test item number 15 which was 62.50%. Students’ difficulty in
answering the question was the range of cognitive which was in high level. Test item number 12 was
questions which needed high ability of thinking to analyze the correct answer. But, in fact all this time
students were accustomed to answer low cognitive level questions such as C1 (memorizing) and C2
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(understanding). Students were not accustomed to answer high cognitive level questions such as C3
(application), C4 (analyzing), C5 (evaluating) and C6 (creating). It can be seen when students
answered the test, most of them complained about the narration of question and the options of answers
which were too long. That condition made them to attempt to relate concepts which had been taught
before to find solution or conclusion as the expected answer of the question. One of the factors causing
lower students’ concept comprehension is test items which are in high cognitive level [27].
The result of this research shows how important the good and true concept mastery is for
students, if students’ understanding of basic concepts from a topic or material is not good then it will
influence the more complex materials. Besides that, consistent error in understanding concept will
cause misconception for students and will influence their mindset and response to other materials in
biology.
4. Coclusion
Based on the explanation above it can be concluded that students still had misconception in concept of
human digestive. From four sub-concepts tested, it was identified that the highest misconception in the
first sub-concept of mechanism of digestion was 57.03%. Then in the second sub-concept was
function of organ and gland was 54.69%. The third sub-concept was food digestion process was
51.07%. And the last sub-concept was disorders on human digestive system was 47.66%. Of the
average percentage which was 53,32 it is known that students’ misconception level in human digestive
system is categorized moderate.
Based on the result of the research, the researcher suggests some suggestions as the efforts to
improve students’ understanding of human digestive system as follows: (1) Teacher should be able to
realize biology learning situation especially in human digestive system material effectively by using
appropriate methods or strategies so that students can understand the concept correctly and thoroughly
(2) Teacher should give reinforcement of deeper concept of materials which cause misconception to
students.
5. References
[1] Kusrupartiningrum, A.A. (2013). Pengelolaan pembelajaran biologi di SMP Negeri 1
Boyolali. final project. Surakarta: UMS.
[2] Trianto. (2007). Model-model pembelajaran inovatif berorientasi kontruktivistik. Jakarta:
Prestasi Pustaka
[3] Afnidar. (2012). Pengaruh strategi pembelajaran inkuiri dan kepercayaan diri terhadap hasil
belajar biologi dan keterampilan proses sains biologi siswa pada topik pencemaran
lingkungan di SMA Negeri 1 Mutiara Pidie. Thesis, unpublished. Medan: Postgraduate
Program Medan State University.
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Identification of local pedagogy in TPACK of high school

biology teachers
K Hasibuan1,a), and R Riandi2

1
Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Pendidikan
2
Departemen Pendidikan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.
a)
E-mail: khoirunnishasi2212@gmail.com
Abstract. The aim of this paper was to identification local pedagogy in TPACK of high school
biology teachers. Design the study used a qualitative method. Results will be interpreted
descriptively. Research subjects are some people of high school Biology teachers, in
Malangbong area. Research data collected through several instruments, namely: questionnaires
and interviews. The teacher-based ability of pedagogic local has been good. Examples of local
pedagogy applied by the teacher are typical examples of students. Such as praying before they
start learning. Then the students also greet teachers when entering and returning from
school. Such cultural values can foster good character for students. Local pedagogy that
appears in the theoretical knowledge of teachers is visible from the way teachers approach
students when teaching. The teacher also implemented TPACK on local pedagogy in biology
learning, and used suitable technology to support their teacher with relevant example, based on
student experience. Teachers prefer to explain the material by applying examples close to the
life of students and teaching students in groups with technology in suitable material.
1. Introduction
Biology learning in high schools is in dire need of an actualizing power that focuses on curriculum
adjustment approaches, learning variations, and high school teacher quality. The results show that the
way biological thinking systems can be understood through concrete objects, processes, systems and
the characteristics of the theories conveyed [1]. In the delivery of biological materials, one of the
strategies that teachers can use is to use locally-based learning. Local wisdom-based learning is a
learning that combines the values of God and the various wise score that exist in their area so that
students get a reflection as an individual, as well as his identity as a member of the community [2]. In
order to implement biology learning based on local wisdom, teachers who have pedagogic
competencies that internalize the values of local wisdom in the learning process as a whole. Culture
can cause students to grow from their cultural environment. If students become foreign to their local
culture, students will not recognize themselves as members of the nation's culture. So as to cause
vulnerable students affected and accept the outside culture without considering the risks.
The application of local pedagogic will make the learning process more relevant and
meaningful. There are several advantages for teachers to apply this local pedagogy [3]: (a) students
can develop an understanding of other knowledge related to science such as history, religion, art, and
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others, (b) students develop an attitude of appreciation and pride in their own culture / others, (c)
students can link the importance of science to culture, and (d) learning with local pedagogics can
stimulate students' enjoyment and motivation in developing the concepts, processes, and skills of
science.
TPACK is the basis of effective teaching with technology that requires an understanding of the
representation of concepts using technology, pedagogic techniques in a constructive way to teach
knowledge in order to help students' learning problems [4]. A teaching model that emphasizes and
develops TPACK, teachers can understand and transform knowledge of subject matter for teaching
purposes, then teachers evaluate and reflect on the material being taught [5]. TPACK proposed by
Mishra is not yet complete because the teacher needs another knowledge that is the understanding of
student culture, so that the teacher can adjust and become an example for the student s [6]. In addition
there are factors that affect the learning process of understanding the concept, knowledge of teachers
and students, as well as the form of pedagogic and social interaction.
Classroom social interaction is done by the teacher through learning activities. Learning
activities provide a great influence for students in developing cognitive, affective and psychomotor
aspects accompanied by daily habituation based on local culture. This can be done by teachers who
integrate local cultural values through their pedagogic competence. In addition, teachers should also
be able to apply appropriate learning strategies to TPACK components that already exist. This is
because the learning process is inseparable from the aspects of technology used, pedagogic owned
teachers and materials taught. So the teacher must prepare learning strategies that are in harmony with
the potential of students and integrate the value of local wisdom and in accordance with TPACK
knowledge that already exists.
This research includes qualitative research methods. Designs have been selected according to the
purpose of the study to describe aspects of locally applied pedagogic teachers in teaching, explaining
the integration of local pedagogic teachers in the Technological Pedagogical Content Knowledge
(TPACK), as well as see the enforceability of local pedagogical aspects of teacher in TPACK. The
approach used in this research method is case study method. Case studies were selected because the
aim was to study the observed events of a research subject. In addition the aim is to gain an in-depth
understanding and analysis of the pedagogic aspects of teachers implemented in classroom learning.
The subjects of the study were some high school Biology subject teachers with different backgrounds.
The subjects were chosen purposively. In purposive technique, it means that the researcher has his
own consideration in choosing the research subject to be studied, to provide accurate information
about the research.

Identification Local pedagogical knowledge of biology teachers can be seen through aspects of
teachers' teaching abilities and theoretical knowledge of teachers.
3.1 Recognize teachers' teaching abilities

Data were analyzed to find the specific context of teachers in teaching practice. Components in
recognizing the teacher's teaching ability include the introduction of student characteristics, methods /
approach / learning media, assessment of learning. Based on the results of the questionnaires that have
been analyzed, the average teacher responded that facing student behavior in the classroom is a
challenge. Because students are different individuals with different backgrounds, so they have
different ways of dealing with it. If the student's behavior has diverged, then the teacher is looking for
a solution to avoid the behavior of other students in the class. In addition, the teacher also tries to give
a sense of opinion so that students feel appreciated opinion. Before entering the classroom, teachers
apply the students to always read the prayer before learning so that science is given the ease in
learning knowledge.
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In using the learning method, the teacher adjusts to the material to be delivered. In using the
method of learning, teachers also use learning resources to support the material to be delivered. In
addition, teachers also use apperception and pretest to test prior knowledge of students before
learning. When explaining learning, teachers use examples related to the daily life of students using
local language. It aims to make it easier for students to understand what has been explained by the
teacher. It also shows that teachers also apply existing local potentials related to the material already
described. After doing the learning, the teacher conducts an evaluation and assessment Teacher's
learning assessments are tailored to the material presented. The average teacher to evaluate the
learning with the test and the forms are essay test and multiple choices. The teacher believes that the
assessment is objective. Sometimes teachers also use portfolio assessment. This is because in biology
learning, students are asked to collect pictures related to biology learning. So the teacher is easier to do
the assessment in the form of portfolio. Based on this it can be concluded that the teacher-based ability
of pedagogic local has been good. Examples of local pedagogy applied by the teacher are typical
examples of students. Then the students also greet teachers when entering and returning from
school. Such cultural values can foster good character for students.
3.2 Teacher's theoretical knowledge

Data were analyzed to find teacher-specific context in applying local pedagogy in the classroom. This
is adapted to the environmental conditions of the school culture where the teacher teaches. These
components include student learning needs, learning objectives, and understanding of learning
difficulties experienced by students.
Based on the results of questionnaires that have been analyzed, the average teacher answers to
understand the learning needs of students, teachers add knowledge insight by delivering the latest
findings related to the material being taught. Then the teacher ensures the level of students'
understanding by doing questioning while teaching the material. Through it the teacher adds some
learning resources in order to further improve the knowledge to be taught. The teacher also links the
latest issues related to the material taught to the students. Increased knowledge of teachers is also
accompanied by creating a comfortable learning environment so as to support student
understanding. The way that teachers do is to manage classroom learning atmosphere as comfortable
as possible so that students do not feel bored. Students prefer to do learning in groups. Through group
learning, students more easily interact with peers to exchange thoughts. Teachers also argue that it is
easier to teach students in groups than individually. Students find it difficult to understand the material
when working alone. So the teacher has a solution if students have learning difficulties, then the
teacher will provide a more simple example or by adding learning resources and using learning media
and explain the material in more detail. This is can’t be separated from the learning objectives that
have been set and adjusted to the selection of existing materials starting from the easiest material to
the most difficult material.
It can be concluded that the local pedagogy that appears in the theoretical knowledge of teachers
is visible from the way teachers approach students when teaching. Teachers prefer to explain the
material by applying examples close to the life of students and teaching students in groups. This is
reflected from the ethnic wisdom of mutual help.
3.3 Local Pedagogical Aspects Applied to Teachers in Biology Learning Process

Teachers in Malangbong carry out local pedagogy in the form of advising on the importance of prayer
before learning begins. Teachers from Malangbong focus more on the element of spiritual health. This
is because teachers in Malangbong use the 2013 curriculum that prioritizes aspects of attitude, so that
teachers also focus the beginning of learning towards the formation of religious attitudes on students.
While teachers from Malangbong not all of teacher master of teaching materials. Some teachers
stillsee textbooks when delivering the subject matter. Judging from the use of media and learning
resources, it was found that teachers generally use whiteboards, markers, source books, laptop
computers, and LCD and using HP as a learning medium. Students are also allowed teachers to use HP
as a source of learning at the time of learning. Generally teachers in Malangbong look to master the
817
class. At the time of learning, students follow the learning in an orderly manner and pay attention to
the teacher well. Teachers from Malangbong use more local language in delivers teaching materials.
Teachers from Malangbong also carry out local pedagogy in the core activities by assigning students
to make images of animals found around the environment both good and complete with explanations.
3.4 Implementation of Local Pedagogy In TPACK In Biology Learning

Teachers in Malangbong generally have been implemented local pedagogy in TPACK in learning. In
the preliminary activities, teachers generally prepare students, communicate learning objectives, and
provide apperception as a means of integrating the pedagogical dimensions of knowledge of TPACK
on learning. There are also teachers who apply local pedagogic aspects to apperception activities by
giving advice that by praying before learning, so students will be given the ease in receiving
knowledge. In the core activities, only a teacher gives examples of local pedagogy. While the closing
activities of teachers generally do not do evaluation after the completion of learning whereas in the
subsequent assignment, the teacher only gives the task in the form of reading the next material that is
in the book.
4. Conclusion
This research can be a real picture which is an integrated learning implementation in the local
pedagogical Technological Pedagogical Content Knowledge (TPACK) on the biology of learning.
Identification local pedagogy in TPACK of high school biology teachers research can be taken into
consideration for the teacher to develop an pedagogical abilities of teachers in the Technological
Pedagogical Content Knowledge (TPACK) on the biology of learning and a solution in resolving the
problems with pedagogical abilities of teachers in the Technological Pedagogical Content Knowledge
TPACK on biology learning in school.
5. Acknowledgments
Authors wishing to acknowledge assistance or encouragement from colleagues, special work by
technical staff or financial support from organizations should be so in an unnumbered.
6. References
[1] Boersma, Kerst,. Arend Jan Waarlo. (2011). The Feasibility of Systems Thinking in Biology
Education. Journal of biological education, vol 45(4), pp. 190-197
[2] Fransyaigu. (2014). Foreign English Language Teachers’ Local Pedagogy. English
Language Teaching, vol 8(5), pp. 82-95
[3] Berlin, Dona. (2015). Using A Cultural Context To Integrate Mathematics And Science
Education. International Journal Of Education, pp. 84-88
[4] Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A
Framework for Teacher Knowledge. Teachers College Record, vol 108 (6), pp. 1017-1054.
[5] Lestari, Suci. (2016). Analisis Kemampuan technological content knowledge (TPACK) Pada
Guru Biologi SMA dalam Materi Sistem Saraf. (Tesis). Sekolah Pascasarjana, Universitas
Pendidikan Indonesia. Bandung.
[6] Akmal. (2017). Local Cultural And Morality Attachment To TPACK Framework Of Presevice
English Teachers Within The Chalenge Of The 21st Century Skills. International Journal Of
Education, vol 9(2). Pp 113-119.
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Implementation of STEM As a learning innovation at the

school for preparing the future generation of the 21st century
E A Mardiansyah1,a), I Yohana2, and Susanti1

1
Departemen Pendidikan Biologi, Universitas Negeri Semarang, Jalan Sekaran,
Gunung Pati, Sekaran, Gn. Pati, Kota Semarang, Jawa Tengah 50229
2
Departemen Pendidikan Kimia, Universitas Negeri Semarang, Jalan Sekaran,
Gunung Pati, Sekaran, Gn. Pati, Kota Semarang, Jawa Tengah 50229
a)
E-mail: ekaaprilia7.sip@gmail.com
Abstract. Education-based STEM (Science, Technology, Engineer, and Mathematic) is key

for 21st century education. Integration of science, technology, engineering, and mathematics an
important role in our life. Prepare the younger generation by STEM approach for Indonesia's
future success. Generation of STEM can be solutive generation on facing the challenge of
nation. The approach STEM in schools made binding on lesson or interlesson by engaging,
creative collaboration, critical thinking, computerization, cultural understanding, self learning,
and career. Implementation of STEM learning used in the curriculum 2013 should pass by
students for observing, asking, thinking, trying, and communicating. Implementation of STEM
as a model of innovative taught our generations about solving problems with technology
(computational thinking). Innovation STEM served as a model for building exploration,
completed the challenge in the real world. In 2026, STEM presented take into consideration the
issues of race, culture, and gender differences and identities. STEM form interdispliner which
prepare the future generation of the 21st century in Indonesia. STEM is front guard Indonesia's
future generation of the 21st century.
1. Introduction
At the end of 2015 Southeast Asian countries (ASEAN) agreed on the establishment of the ASEAN
Economic Community (AEC) as a form of economic integration of ASEAN which aims to spur
economic growth in each country [3]. The implementation of the ASEAN Economic Community
(AEC) gave birth to a new challenge for Indonesian to improve the competitiveness of the nation.
Strategic efforts are needed to improve the competitiveness of products and labor of Indonesia which
is sustained by the quality of education. For that educational innovations are expected to contribute in
the implementation of the ASEAN Economic Community (AEC). The concept of STEM education
(science-technology-engineering-mathematics) that is growing in developed countries present can
become a ' framework ' for a new innovation education of chemistry in Indonesia in the global era. The
STEM education adopted in different countries. In Taiwan, an increase of curriculum 9 years has
begun the integration of the curriculum STEM and make students as a center of learning activities [4].
Malaysia do cooperation with America to engage learners with aged 13-14 years in the field of STEM
in order to compete in the economy 21st century. In addition, CS STEM-education system was also
introduced in the schools in Malaysia as a complement present curricula.According to education
expert Indra Charismiadji on Daily Online [1], the countries which use STEM education since 10
819
years ago, among others, Finland, the USA, Australia, Vietnam, China, Malaysia, and the Philippines.
STEM has been developed in several countries over the past decade and ± 3 increasingly significant in
the last years [7].
Ritz and Fan (2014) revealed that the application of STEM education have taken place in several
countries, and each has the form of diverse in terms of its application. In Indonesia's own integration
as an approach of learning STEM has not been so popular. However, the concept of integration
between scientific fields have started appearing in our educational curriculum is voiced. STEM
education should be actively engaging learners with issues that occurred at this time, which means
education STEM in schools should integrate various disciplines with an active process and connect it
to complete the solution of the problems of economic and social issues [6].
In STEM education lessons, students are given many opportunities to develop their thinking skills.
Implementation of education STEM in the classroom provides an opportunity to the students
tounderstand the importance of the integration of different disciplines and applications. In addition, the
education of STEM can increase the interest of students in science lessons.
2. Method
Library research is a method of writing using the object of research studies that focus on library-
reader. The library can be either printed or electronically valid, relate to each other, are relevant to the
study of the writing as well as supporting the description or analysis of a discussion, and it can be
scientifically justified. The place to research about STEM are generally all of school in Indonesia.
Components of the STEM, science is the study of natural phenomena that involve observation and
measurement, as a vehicle to explain objectively the ever-changing nature. The science of Scientific
Literacy: the ability to use scientific knowledge and processes to understand the world and nature as
well as the ability to participate in taking decisions to affected him.
The technological Literacy: knowledge of how to use new technologies, understand how new
technologis developed, and have the ability to analyze how the new technologies affect individuals,
society, nation, and world. Technology refers to the innovations of mankind used to modify nature to
meet human needs and desires, so make life better and safer. Technology make humans can travel
quickly, communicate directly with people in distant places, obtaining healthy foods, and safety tools.
Engineering Design Literacy: understanding of how technology can be developed through a
process of engineering/design use the theme of project-based learning by way of integrating several
different subjects (interdisciplinary). Engineering (engineering) is the knowledge and skills to acquire
and apply the knowledge of scientific, economic, social, and practical for designing and constructing
machinery, equipment, systems, materials, and processes that will benefit mankind economically and
environmentally friendly.
The mathematics of mathematical Literacy: a collection in the analyze, reason, and communicate
ideas effectively and of how to behave, formulate, solve, and interpreting solutions to math problems
in applying the various situations. Furthermore, with regard to mathematical patterns and
relationships, and provides language for technology, science, and engineering.
STEM learning, learners at primary education level, need to be more encouraged to connect science
and engineering. Next on the level of higher education need to be given the challenge to perform
engineering tasks as complement of authentic science learning through project activities which
reminds science, technology, engineering, and mathematics.
In connection with the implementation of Education STEM, Bybee (2013) stated that in STEM
learning, learners at primary education level, need to be more encouraged to connect science and
engineering. Next on the level of higher education need to be given the challenge to perform
engineering tasks as complement of authentic science learning through project activities which
reminds integrated science, technology, engineering, and mathematics. Here is an overview of the
STEM approach in Figure 1
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Figure 1. STEM approach relationships in the learning
Assessment of learning outcomes in the context of science-based STEM learning need to be more
authentic assessment focuses, in particular, the assessment of performance (performance assessment).
Science-based learning education STEM demanding assessment methods, shifting from conventional
assessment that is based on an exam with the test towards authentic assessment based on performance
assessment during the learning process, not just at the end of learning. Performance assessment using
rubrics that are tailor made to do good, friends, educators and learners themselves against the
performance of learners for learning activities as well as collaborative work to uncover the
achievements standards of learning outcomes.
4. Conclusion
The development of STEM education requires teachers to design models of STEM-effectivebased

learning units. Through the support of scientific research conducted related purpose STEM can
support the application of STEM in Indonesia so as to support the preparation of the younger
generation in the face of future challenges
5. Acknowledgments
The authors gratefully acknowledge thank you to Allah SWT, our parents and all those who have
helped to make this complete.
6. References
[1] Beritasatu.com 2016 Pendidikan Berbasis STEM Jawaban Tantangan Global 75 2017
[2] Bybee, R. W 2013 The case for STEM education: Challenges and opportunity Arlington, VI:
National Science Teachers Association (NSTA) Press
[3] Firman, Harry 2016 Stem Education As Framework For Chemical Education Innovation To
Strengthen The National Competitiveness In The Era Of Asean Economic Community
Prosiding Seminar Nasional Kimia dan Pembelajarannya Surabaya
[4] Lou, S.J., Shih, R.C., Diwz, C.R and Tseng, K.H 2010 The Impact Of Problem Based Learning
Strategies On STEM Knowledge Intergration And Atitudes; An Exploratory Study Among
Female Taiwanese Senior High School Students International Journal Of Technology And
Design Education vol 21 pp 195-215
[5] Ritz, J. M., & Fan, S 2014 STEM and technology education: International state-of-the-art
International Journal of Technology and Design Education vol 25(4) pp 1-23
[6] Thomas Bibi and Watters James 2015 Perspectives on Australian, Indian and Malaysian
approaches to STEM education International Journal of Educational Development pp 42–53
[7] Winarni, Juniaty 2016 STEM: apa, mengapa, dan bagaimana Semnas Pendidikan IPA
Pascasarjana UM vol1 p 12
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Probiotic: aplication of project biology basic android system

based pre-learning to grow student pattern on project based
learning implementation
P Indrawati1,a), Susanti2, and A S Almajid2

1
Departemen Biologi, Universitas Negeri Semarang, Jl. Taman Siswa, Sekaran,
Kec. Gunungpati, Kota Semarang 50229, Indonesia
2
Departemen Ilmu Komputer, Universitas Negeri Semarang, Jl. Taman Siswa,
Sekaran, Kec. Gunungpati, Kota Semarang 50229, Indonesia
a)
E-mail: putrindrawati@gmail.com
Abstract.Project Based Learning is an instructional strategy by empowering learners to gain

their own knowledge content and show new understanding through various modes. Middle
schools are an ideal time to integrate project-based learning. The project encourages students to
recognize important and big ideas, so that students can thrive in creative and independent
skills. Students are required to play an active role in learning by use different types of media.
Therefore, the authors make educational application "Probiotic" with the android operating
system as a learning media independently to prepare students before the learning activities in
the classroom with the teacher. Application "Probiotic" is very useful to foster the mindset of
students on biological materials in support the implementation of Project Based Learning.
"Probiotic" presents a variety of educational videos that are appealing to the curriculum. Video
is presented to make it easier for students to learn audio-visual so as to stimulate the brain to
capture the subject matter. In addition, "Probiotic" also presents some basic projects that can be
used as a reference in project development by students and teachers. The material is presented
specifically for biology subjects in high school and mapped by class.
1. Introduction
Education becomes a medium for superior generation. The learning process in education has a very
important role. The learning process is done interactively and fun so that learners participate actively
in the development of creativity and other self-ability, both academic and non-academic. Learning
puts students as subject of learning and teacher as facilitator1. Students are expected to be active in
the learning process and teachers as facilitators who are ready to provide direction to students.
In this regard, project based learning is the instructional strategy of empowering learners to pursue
their knowledge on their own and demonstrate their new understandings through a variety of
presentation modes. Middle schools are an ideal time to integrate project-based learning. The project
encourages students to recognize important and big ideas, so that students can thrive in creative and
independent skills2. Project based learning is often applied through active presentations by students.
Based on the development of the Dale experience cone, it can be seen that students using presentation
methods have 70% recall. Presentation clearly uses multimedia as a learning medium that involves the
senses of the listener and visionary so that it can facilitate students with visual and verbal learning
styles. According to the phrase that approximately 80% of a person's learning outcomes are obtained
through the sense of sight, 15% is obtained through the listener's senses, and 5% of the other sense3.
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However, in reality it is often found that project based learning through presentation by students is
done with less mastery of the presented material, so that most students feel bored. Coupled with the
lack of activeness of students to notice and ask when the presentation is going on or after the end. As a
result, the subject matter is not well conveyed and the students' understanding is lacking. It indicates
that the learning process is ineffective.
Ideally, students learn first before the learning process in the classroom, so that students have
provision of knowledge on the lesson and the knowledge will develop after following the learning
process in the classroom. However, most of the learning media in the form of text reading causes
students to be lazy to learn, especially in biology lessons known as rote learning. Although there is
internet especially youtube, students will still feel saturated spend time to look for the subject matter
because the video-video is not all guaranteed quality.
Based on the above, it is necessary media that can help students to learn independently or in
groups. This is very important because through the media is expected to increase students' interest to
learn so that students are active in the class and the ability of students to grow. Therefore, the authors
make the learning application Probiotic with android system as a medium of help students before
studying in the classroom. The Probiotic application displays various videos about curriculum and
project materials that can be used as a provision of student knowledge on the implementation of
project based learning. So the benefits of the Probiotic application can be perceived by the students as
the subject of learning to gain knowledge before the classroom learning process as well as the
advantage for the teacher as a facilitator to provide direction such as the basic project to the students.
This paper is an idea of student learning aids media, especially for high school biology. Therefore, the
authors use the method of observation and analysis of literas. Observation of the reality is done to see
the actual events in the field and the problems that are there. While the literacy analysis is used to find
a way out of the problem in reference books, journals and thesis that at the same time can be the basis
of problem solving.

Probiotic is a basic biology project application as a learning aid media for students using android
system. The purpose of Probiotic application to change the pattern of student learning is boring
because the teaching materials that mostly in the form of text into a learning aid media students are fun
and still educative. Probiotic application is very supportive of Project based learning because it
provides convenience to students in finding material according to the curriculum independently for the
provision of knowledge before studying in the classroom and provide convenience to teachers to
provide basic projects for students.
Probiotic displays various videos on basic biology materials and projects that have been adapted to
the curriculum. The materials and projects are displayed in the form of video because it is more
attractive and easy to learn to learn so that students are not easily bored. In addition, video which is
audio-visual will also stimulate the brain more quickly capture and will be stored in the long term. In
addition, audio-visual media can improve students' motivation and learning outcomes. This is in
accordance with research on students on the subjects of history showed that the motivation of students
who taught without audio-visual media has an average score of 3.83 increased to 3.95 when using
audio-visual media, while student learning outcomes also increased from 8.05 without audio-visual
media to 9.95 when using audio-visual media4. The videos will continue to change in accordance
with the development of science and technology so as not to be left behind by the times.
The Probiotic app uses the android system of mobile devices such as PDAs, mobile phones, laptops,
and tablet PC. Characteristics of this mobile device has a high degree of flexibility and portability5.
This allows students and teachers to access materials and projects related to learning wherever and
whenever. Therefore, Probiotic applications can be used in the classroom or outside the classroom.
When in the classroom, Probiotic can be used as a reference project by teachers to students. While out
of the classroom, Probiotic can be used as a learning resource for students independently before
attending classroom learning.
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The advantages of Probiotic application as follows: increase the effectiveness of project learning
learning process, improve student's learning motivation,improving students' understanding of the
lesson, improve student learning outcomes, increase student activity in class, assist teachers as
facilitators for students, and enabling a fun learning environment, both in the classroom and outside
the classroom
Here is a Probiotic Activity Diagram Application:
Figure 1. Figure Activity Diagram Probiotic Application
Figure 1. shows the activity diagram of the Probiotic application. First, users in this case students
and teachers open the application Probiotic and directly displayed main menu consisting of
Introduction menu, Learn menu, Project menu, and Quit menu. The Introduction menu contains
Probiotic application information including an overview of the application, quality assurance, and
application usage instructions. The Learn menu is a menu for students that contains subject matter
according to class grouping. Students can learn independently outside the classroom wherever and
whenever. While the Project menu contains various projects that can be used as the basis of project
development on the learning process, so that helps teachers in project based learning. After performing
various topics of learning, users can choose one of these topics according to the class then it will
appear various videos that fit the curriculum. Users can choose one of these videos. If you want to exit
or close the Probiotic application then select the Quit menu on the main menu.
Here is an example of multiple display designs on Probiotic apps:
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Figure 2. Figure Display Probiotic Main Menu
Figure 2. shows the main menu design picture of Probiotic application. The main menu consists of
Learn and Project menu. The Learn for student learning menu contains the basic biology material
videos in high school that have the appropriate curriculum. While Project menu contains videos of
basic biological projects that can be used as a reference for doing project development on the
implementation of project based learning. In addition, there is a menu option, the Instruction menu and
Quit menu. The Instruction menu will show instructions for using this Probiotic application. While the
Quit menu is used to exit the application.
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Figure 3. Figure Display Options Menu Learn
Figure 3. shows a menu of the Learning menu options that are grouped by class at high school. Not
only in the Material menu, the Project menu also shows the same view. The menu has an option of
Class X, Class XI, and Class XII. Students and teachers can choose materials and projects according to
the intended class.
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Figure 4. Figure View Selection Topic Learning
Figure 4. shows the choice of learning topics according to the selected class in the previous menu.
The materials have been adapted to the curriculum. Objectives are made grouping the material to
facilitate users to find video as needed.
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Figure 5. Figure Display Video Options
Figure 5. shows a selection of videos that match the selected material on the previous menu. The
videos have been adapted to the curriculum and contain basic biological materials as a stock of
students to learn before the learning process in the classroom. The videos are displayed attractively
and still pay attention to the educational value. Students can choose in accordance with the desire to
various video. Likewise with the Project menu to be displayed the basic biological project video in
accordance with the material of choice.
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Figure 6. FigureView of Video
Figure 6. shows the video display to be played according to the options in the previous menu. The
video is not just about material, as is the basic biology project according to the material chosen. Video
can be played in landscape or portrait view.
4. Coclusion
Probiotic is an application for student learning aids on basic biology projects, especially for high
school students. The purpose of Probiotic application to change the pattern of student learning is
boring because the teaching materials that mostly in the form of text into a learning aid media students
are fun and still educative. Probiotic application is very supportive of Project based learning because it
provides convenience to students in finding material according to the curriculum independently for the
provision of knowledge before studying in the classroom and provide convenience to teachers to
provide basic projects for students. The use of Probiotic applications is believed to have a positive
impact on the success of the learning process.
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5. Acknowledgments
Thank you authors say to all lecturers of Biology, Faculty of Mathematics and Natural Sciences,
Semarang State University which has provided motivation to the author to finish this writing. Not to
mention our thanks also convey to all bureaucrats dean of Faculty of Mathematics and Natural
Sciences, Semarang State University who has provided support to the author to make this writing.
6. References
1 Sarbiran, Sudira P and Priyanto Pembelajaran Inovatif di SMK PLPG
[2] Kein J I, Taveras S, King A H, Commitante A, Curties-Bey L and Stripling B Project-Based
Learning: Inspiring Middle School Students to Engage In Deep and Active Learning NYC
Department of Education
3 Oktaviany E F 2013 Pengaruh Penugasan Presentasi Dengan Multimedia Terhadap Kemampuan
Retensi dan Motivasi Belajar Siswa pada Konsep Alat Indera Skripsi
4 Irfan A, Mashudi T and Murtiningsih 2016 Perbedaan Media Audio Visual dan Bukan Audio
Visual Tterhadap Motivasi dan Hasil Belajar IPS Siswa Kelas IV Wahana Sekolah Dasar 24 1
5 YuniatiL 2011 Pengembangan Media Pembelajaran Mobile Learning Efek Doppler Sebagai
Alat Bantu Dalam PembelajaranFisika yang Menyenangkan JP2F 2 2 92-101
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The implementation online tutorials and the level of reflective

thinking of students of biology education study program on
the open and distance education
M Sekarwinahyu,1,2a), N Y Rustaman1, A Widodo1 and Riandi1

1
2
Program Studi Pendidikan Biologi, Universitas Terbuka, Jl. Cabe Raya Pondok
Cabe, Pamulang Tangerang Selatan 15418, Indonesia
a)
E-mail: tika@ecampus.ut.ac.id
Abstract. This paper discusses the results of online tutorial implementation analysis and
reflective thinking level of biology education students who participated in online tutorial.
Participants are students who are biology teachers, therefore they should already have the
skills as professional teachers that can be obtained through lifelong learning process. In order
for the lifelong learning process to be effective, the teachers must also get used to reflective
thinking that will assist them to improve professional skills. This research was conducted on
2015.2 term and 2016.2 term. The procedure of this study consisted of observation of student
activities in the online tutorials and measurement of the level of student reflective thinking.
The instruments used were the online tutorial program evaluation questionnaire and the
reflective thinking questionnaire of Kember et al. The results showed that online tutorial
sections that need to be improved: the interaction between students and tutors, initiation
material, the interaction among students and the assesment. The student's reflective thinking
level in 2015.2 term is at the level of understanding, followed by reflection, critical reflection,
and habitual action, while in 2016.2 term is at the reflection level, followed by understanding,
critical reflection, and habitual action.
1. Introduction
Distance education is an educational system that has the characteristic of separation between
individual learners and teachers [1][2]. Therefore, in interacting with one another, they depend on
several forms of communication technology. In order to succeed in using communication technology,
they must understand various messaging techniques related to the technology.
Along with the development of information technology, since 2002, Universitas Terbuka provided
learning assistance services in the form of online tutorials using moodle as a learning management
system (LMS), in addition to a face-to-face tutorial (TTM) which was first known.
Student of Biology Education Program at the Faculty of Teacher Training and Educational
Sciences, Universitas Terbuka (FKIP-UT) are students who have become Biology teachers, thus they
already have teaching experience. Therefore, the tutorial approach used should pay attention to their
experience and or knowledge both in the field of learning and in material of biology. A teacher must
has the skills as a professional educator. One such skill is reflective thinking skills that will help learn
advanced, improve professional skills and other skills. Reflective thinking is a part of the critical
thinking process that specifically refers to the process of analyzing and making decisions about
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something that has happened. Reflective thinking is an active, persistent, and cautious consideration of
the belief or form expected of knowledge, of the reasons that support that knowledge, and the further
conclusions leading to that knowledge [3].
Problem Based Learning (PBL) encourages the development of reflective thinking [4]. The
evaluation of prospective teachers in using reflective thinking skills to solve problems indicates that in
all dimensions of scale, significant differences are not determined between the teacher's skill level in
reflective thinking on problem solving [5]. The reflection model using video based on the Gibbs cycle
concept in electronic portfolio can improve the students' reflective thinking level [6]. The Effect of e-
Portfolio on Development of Reflective Thinking and Self-Directed Learning Readiness, shows that
there are significant differences between the two groups regarding reflective thinking and self-directed
learning [7]. Blogs can play an important role in fostering the development of reflective thinking skills
[8]. The e-service learning program delivered to interdisciplinary students provides an extensive
opportunity for reflective and collaborative learning [9]. Reflective thinking encourages learners to be
more active and helps them to express their opinions in a more democratic environment, and lays the
groundwork for student-centered learning [10].
Online tutorial model with approach the concept map assignment shows that concept maps can be
used as an online tutorial task in generating meaningful learning for students [11]. The ICARE model
in online learning is effective in maximizing the quality of participation and achievement of student
learning outcomes [12]. Implementation of PBL in the online tutorial of mathematics curriculum
course can improve students' critical thinking ability [13]. In online tutorial activities using the PBL
approach, although the online Chemistry Environment tutorial activity has been built by discussion
and is turned on by active interaction, but if the discussion does not go completely, it can not provide a
thorough understanding for students [14].
To improve the reflective thinking skills of Biology Education students through an appropriate
model of online tutorial program, preliminary research is needed to obtain data related to the general
profile of online tutorial on Biology Education study program of FKIP-UT, online tutorial
implementation on Biology Education study program of FKIP-UT, and the level of reflective thinking
of students who participated in the online tutorial on Biology Education study program of FKIP-UT.
2. Methodology
This research was conducted in South Tangerang, in 2015.2 term and 2016.2 term. The research
method is qualitative research, by observation, document study, and questionnaire. Observation and
document study is used to get information about general profile of online tutorial of Biology
Education Study Program, observation, study document and online tutorial evaluation questionaire is
used to get information about the implementation of online tutorial on Biology Education program of
FKIP-UT in 2015.2 term and 2016.2 term , and the reflective thinking questionnaire of Kember et al
(2000) is used to get the information about the level of reflective thinking of FKIP-UT Biology
Education students who participated in online tutorial in 2015.2 term and 2016.2 term. Data type in
this research is qualitative and quantitative data. The research data is sourced from the document of
the online tutorial implementation and the questionnaire answer from the student. Data collection
techniques in this study in the form of a questionnaire implementation of online tutorials and
questionnaires reflective thinking and observation. Further data is processed descriptively qualitative.
3.1. General Profile of Online Tutorial of Biology Education Study Program

The online tutorial consists of 8 initiates and 3 tasks. At each initiation there is giving of material and
discussion. It is generally material in the form of material to clarify the material descriptions contained
in the Basic Material Book (known as Modules) and discussions on the topic given by the tutor. In this
case, it appears that the discussion of materials and the initiation of discussion material is dominated
by tutor. In fact, when viewed from the essence of online tutorials is a learning assistance service for
students where the tutor acts as a facilitator. Tutorials should discuss the things that are considered
difficult and very important for students to understand. The materials covered in the tutorial activities
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include essential competencies or important concepts, problems students find in studying modules,
problems related to the application of science in everyday life. Thus, it should be more dominant to
initiate the material to be discussed is derived from the problems of students in studying the material.
The assignment given to the students is in the form of an essay where students are asked to provide
answers to the questions given. From the answers received describes the student answers according to
the assigned task and the student answers tend to have the same answer pattern, and there are often
some students who give the exact same answer, so this does not reflect the actual student's
understanding of the material being studied.
3.2. Implementation of Online Tutorial of Biology Education Study Program

3.2.1. Number of students who participated in online tutorials
The number of students of online tutorial participants in the 2015.2 term as many as 1244 students and
in the 2016.2 term as many as 1549 students. The number of students active in online tutorials in the
2015.2 term is 795 students or 64%, while the number of students active in online tutorial in the
2016.2 term is 679 students or 44%. The online tutorial participants are said to be active when they
read initiation, respond by asking questions or responses, discussing and doing tasks. The online
tutorial participants are categorized as inactive if they only activate online tutorials at the time of
registration of online tutorials without following the initiation of online tutorial. Assignment is given
to find out to what extent the students understanding of the concepts that have been studied.
3.2.2. Log-in Student On Online Tutorials
Figure 1. Average Scale of Likert Scale Student's Opinion on Online Tutorial Log-In for 2015.2 term
and 2016.2 term
At the time of implementation, students expected can use the applications provided for the
implementation of online tutorials, including can do "log-in" online tutorials and access to classes
taken courses. Figure 1 shows that students of online tutorials in the 2015.2 term and 2016.2 term
strongly agree that they understand how to log-in into online tutorials. This proves that the students
have fully understood how to log in and without the help of others. They generally have no trouble in
logging in online tutorial activities
3.2.3. Student Access In Class Courses

Figure 2 shows that students of online tutorials in the 2015.2 term and 2016.2 term in accessing online
tutorial courses strongly agree that they understand how to access to the course classes that are
followed and access the class of courses followed without the help of others, and they do not find it
difficult to access the classes that are followed.
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Figure 2. Average Scale of Likert Scale on Access to Classroom Online Tutorials in 2015.2 term and
2016.2 term
3.2.4. Initiation Materials
Figure 3. Average Scale of Likert Scale Student's Opinion on Initiation Material of 2015.2 term and
2016.2 term
Figure 3 shows the student's opinion of initiation materials. In accessing initiation materials, both
students of online tutorial in the 2015.2 term and 2016.2 term strongly agree that they understand how
to access initiation materials and can access initiation materials without the help of others. In addition,
they do not find it difficult to access initiation materials. Students disagree on the claim that online
tutorial initiation materials match their needs and understand the initiation materials of online tutorials.
In other words, the online tutorial material doesn’t suit their needs and they don’t understand the
initiation materials.
3.2.5. Discussion Forum
Figure 4 shows students' opinions about the discussion forum. Students agree that they understand
how to access discussion forums, access discussion forums without the help of others, do not find it
difficult to access discussion forums, they seek answers to tasks and engage in online discussions.
Students are not hesitate to express their opinions in online discussions and they understand how to
comment on discussion forums. However, in contacting the tutor for consulting the student feels it is
not easy to do so.
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Figure 4. Average Scale of Likert Scale Student's Opinion on Discussion Forum
3.2.6. Online Tutorial Tasks
Figure 5. Average Scale of Likert Scale Student's Opinion on Online Tutorial Tasks
Figure 5 shows student opinions about online tutorial tasks. Tutorial tasks are given at week 3, 5 and
week 7. Both students in the 2015.2 term and 2016.2 term agree to understand how to access
assignments given in online tutorials and access assignments without the help of others. Students of
the online tutorial in the 2015.2 term agree that they have difficulty accessing this task, but the
students of the online tutorial in the 2016.2 term have no difficulty in accessing the assignment.
Nevertheless, they still understand how to upload task answers and they do not find it difficult to
upload tasks and upload task answers without the help of others. Students agree that they understand
the assignment and always upload the answer to the task on schedule. However, they do not agree that
the provision of feedback from the tutor is clear and the tutor provides feedback on the answer to the
task immediately. In other words, the provision of feedback given by the tutor is unclear and the tutor
does not immediately provide feedback on the answer to the task.
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3.2.7. Access Open Educational Resources (OER)
Figure 6. Average Scale of Likert Scale Student's Opinion on OER in Online Tutorial
In giving initiation, tutor adds OER to increase student insight. Figure 7 shows that students have not
really understood how to access the OER provided by the Tutor, they find it difficult to access
available OERs and lack of understanding of OER material Students agree that they access available
OERs with the help of others.
3.2.8. Utilization of Online Tutorial Facility
Figure 7. Average Scale of Likert Scale Student's Opinion on Online Tutorial Facility Utilization
Figure 7 shows students' opinions about the utilization of online tutorial facilities. Students agree that
they understand how to take advantage of the other facilities available in online tutorials, and utilize
other facilities in online tutorials without the help of others. However, they still find it difficult to take
advantage of other facilities in online tutorials.
3.2.9. Learning Resources For Completing The Assignments
Figure 8 shows the learning resources used by online student participants in the 2015.2 term and
2016.2 term in completing online tutorial tasks. The three most commonly used sources of learning by
students are websites, modules, and books. Meanwhile, only 1% utilize the tutor as a learning
resource. This is in line with student answers that they find it difficult to contact the tutor for
consultation.
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Figure 8. The Learning Resources Used To Complete The Assignments.
3.2.10. The Online Tutorial Sections Need To Be Fixed
Figure 9. Online Tutorial Section Needs Fixed

There are several online tutorial sections in the 2015.2 term and 2016.2 term that need to be improved
as shown in Figure 9. In the 2015.2 term, the interaction between students and tutors is the highest
order to be improved (34%), followed by content (21%), interaction between students (18%),
assessment (14%), feedback (10 %), Assignments (2%), and greetings (1%). In the 2016.2 term it
appears that interaction between students and tutors is the highest order for improvement (32%),
followed by assessment (19%), material (18%), interaction among students (13%), 10%), greetings
(7%), and feedback (1%). The interaction between students and tutors is the highest order for
improvement, in line with students' opinions that they find it difficult to contact the tutor for
consultation.
3.2.11. The Average Value of Online Tutorials

Figure 10 shows the average value of online tutorials obtained by online tutorial students in the
2015.2 term and 2016.2 term. The average value of online tutorials in 2015.2 term is 59 and the
average value of online tutorials in the 2016.2 term is 63. The highest average online tutorial score in
the 2015.2 term is in the Environmental Education course which is 96, and the lowest average online
tutorial score is in the Biology Learning Renewal course of 30. Meanwhile, for the 2016.2 term, it is
seen that the highest average online tutorial score is in the subject of High School Biology Curricular
Material course which is 81, and the lowest average online tutorial score is in the Biometri course
which is 42.
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Figure 10. The Average Value of Online Tutorials
3.3. Reflective Thinking Level of Online Tutorial Students In Biology Education Study Program
The reflective thinking level is measured by using questionnaire to measure students' reflective
thinking level from Kember et al (2000). Students' reflective thinking levels can be grouped into four
levels: Habitual Action, Understanding, Reflection, and Critical Reflection. Figure 11 shows a general
overview of the reflective thinking level of Biology Education Study Program students by using
Likert scale (1-4).
Figure 11. Overview of Student Reflective Thinking Levels Using the Likert Scale
Figure 11 shows that in general the refletive thinking level of students of online tutorials in the 2015.2
term consecutively occupy the level of understanding, followed by reflection, critical reflection, and
habitual action. Meanwhile, the reflective thinking level of online tutorial students in the 2016.2 term
consecutively occupy the level of reflection, understanding, critical reflection and habitual action. In
detail the sub-scale of each level can be studied in Figure 12 to 15.
Figure 12. Level of Habitual Action
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Figure 12 shows the opinion of online tutorial students in the 2015.2 term and 2016.2 term on the sub
scale of the habitual action level. They generally disagree that when they work on some activities, they
do so without thinking about what they are doing. In doing things on the online tutorial, they start
doing it by thinking about it. Students disagree that for exam material they do not need to think too
much. They also disagree that if they follow what the tutors explain they do not have to think much
about the courses they follow.
Figure 13. Level of Understanding
Figure 13 shows the opinion of students of online tutorial participants in the 2015.2 term and 2016.2
term on the sub scale of the level of understanding. Students of online tutorial participants in the
2015.2 term strongly agree that the online tutorials they follow require them to understand the
concepts taught by the tutor and to pass on the courses they follow they must understand the contents.
Students agree that they must understand the material taught by the tutor to do practical tasks, and in
the tutorial they must constantly think about the material being taught. Meanwhile the students of
online tutorial in the 2016.2 term agree that the online tutorials they follow require them to understand
the concepts taught by the tutor and to pass on the courses they follow they must understand the
contents. They also agree that they must understand the material taught by the tutor to perform
practical tasks, and in the tutorial they must constantly think about the material being taught.
Figure 14. Level of Reflection
Figure 14 shows the student opinions of online tutorial participants in the 2015.2 term and 2016.2 term
on the sub scale of the reflection level. Students in the 2015.2 term and 2016.2 term agree that they
sometimes question the way other people do things and try to think of a better way. Students also
agree that they like to think about what they have done and think of other ways to do it. Students agree
that they often reflect on their actions to see whether they can improve what they have done, and also
often reassess their experience so they can learn from it and improve their next performance.
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Figure 15. Level of Critical Reflection

Figure 15 shows the student's opinion on the sub-scale of the critical reflection level. Students in the
2015.2 term and 2016.2 term agree that as a result of the tutorials they have followed have changed
their perspective in looking at themselves. The tutorial challenged some of their ideas, and as a result
of the tutorial they have changed their habit of doing things. They also seem somewhat agree that
during the tutorial they discovered faults what they previously believed to be right. When viewed from
the average value of online tutorials, the level of reflective thinking does not seem to be related to the
average value of online tutorials that are generally still low, 59 in the 2015.2 term and 63 in the 2016.2
term.
From the results of this preliminary study, obtained some things that need attention are:
a. Initiation materials of online tutorials do not suitable with the needs of students;
b. Students need the immediate feedback to their assignments’ answers from the tutor and the
clear feedback from the tutor;
c. OER and other facilities in the online tutorial have not been optimized utilized by students;
d. The three most commonly used learning resources for students to do the task: 1) Website; 2)
Module; and 3) Books. While the use of tutors as a source of learning is in the last sequence
e. Online tutorial sections that need to be improved: 1) Interaction between students and tutors; 2)
Initiation materials; 3) Interaction between students; and 4) assessment
f. Reflective thinking level of students of online tutorials in the 2015.2 term consecutively
occupy the level of understanding, followed by reflection, critical reflection, and habitual
action. Meanwhile, the reflective thinking level of online tutorial students in 2016.2 term
consecutively occupy the level of reflection, understanding, critical reflection and habitual
action.
g. The level of reflective thinking does not seem to be related to the average value of online
tutorials.
4. Conclusion
Based on the research findings, several theoretical developments can be proposed:
a. The initiation materials based on the assumptions of the tutors required to clarify the material
on the module do not always match the needs of the students. Students will feel the need of
material if the material discussed comes from the problems that come from the students.
b. The tutors who difficult to contact by students may cause tutors not to be considered as a
source of learning even the tutor's function as a facilitator becomes invisible.
c. The student's reflective thinking level does not affect the average value of online tutorials.
This happens because reflective thinking of students is not directed in this online tutorial
activity.
5. Acknowledgments
The authors would like thank to the head of Biology Education study program of FKIP-UT who
has allowed authors to access all the online tutorials of courses on Biology Education study program.
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6. References
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educative process (Boston: D. C. Heath)
[4] Lim, LY. 2011 A Comparison Of Students’ Reflective Thinking Across Different Years In A
Problem-Based Learning Environment. (Instructional Science, 39) pp 171 – 188.
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Thinking Skills To Solve Problems. (Procedia - Social and Behavioral Sciences, 51),pp 666
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[9]. Guthrie, L.K. & Mc Cracken 2014 Reflection: The Importance Of Making Meaning In E-
Service-Learning Courses. (Journal Computer High Educ. 26) pp 238 – 252.
[10]. Tican, C. & Taspinar, M 2015 The Effects of Reflective Thinking-based Teaching Activities on
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Pendekatan Penugasan Peta Konsep Sebagai Upaya Menumbuhkan Belajar Bermakna
Pada Mahasiswa S1 Pendidikan Biologi. Laporan Penelitian Kelembagaan Lanjut. LPPM-
Universitas Terbuka.
[12] Yumiati, dkk. 2015 Model Pembelajaran ICARE dalam Tutorial Online untuk Meningkatkan
Kemampuan Pemecahan Masalah dan Komunikasi Matematis, Serta Partisipasi Mahasiswa
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Using worksheet based on multimode representation to facilitate

classification skills of student in animalia
T Maesaroha), Riandi, and R Solihat

Departemen Pendidikan Biologi, UniversitasPendidikan Indonesia, Jl. Dr.Setiabudi
a)
E-mail: tima_asyh@yahoo.co.id
Abstract. This research & development aims to determine the use of worksheet based
multimodus representation in facilitating classification skill of students in Animalia, especially
of invertebrates. The subjects were high school of X IPA school year 2016 as many as 67
students, consisting of 35 students in the experimental class and 32 students in the control. In
the early phase of research, conducted literature reviews about components of worksheet. Then
it compiled based on multimodus representation. Worksheet has been prepared and then
validated by subject matter expert and media expert. In the implementation phase, worksheet
multimodus based representation used by students in the experimental class during three
meetings. Students in control class using worksheets that usually used in schools.
Classification skills data of students get through science process skills test of classification
which includes indicators: 1) identify the characteristics of animals appropriate classification
key description; 2) identify similarities and differences in characteristics; and 3) classify
animals based on the similarities and differences of the characteristics, and cognitive tests on
dimensions of the classification skills, which are given at the end of the lesson. Additionally,
students fill in the questionnaire to determine the responses about learning using worksheet
based on multimodus representation.
1. Introduction
Process skills in biology are part of the science process skills. Scientific process skills are the
development of students' basic skills including intellectual skills, manual skills, and social skills
(Rustaman, et al., 2005). One part of the skill of this process is the classification skill. In the process of
classification, students try to find the regularity of the pattern of an object, event, living things, and so
on by considering the relationship among others so they earn the equation and difference of the object
(Kilic, 2016).
In biology, this classification skill is very important skill for student as a basic skill in study of
biology, especially biological matter that related to the basic grouping of living things. Of course, this
material is closely related to the classification skills because the diversity of living things is grouped in
a certain classification based on similarities and differences in the characteristics of one another, like
example the subject about diversity of animalia. According to Yockey (2013), students at the
elementary-secondary level are more likely to classify animals based on artificial classification
systems, grouping animals based on common knowledge and what are easily seen as groupings based
on body colors, body shapes, and animal's living place. This is a form of classification skill but does
not indicate a high level of thinking, since grouping on this basis is usually taught to primary school
students. In fact, based on the results of literature studies, the level of classification skills of students in
animalia material is still not well developed (Kurniadi, et.al, 2015). This indicates that there is a need
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for an appropriate learning process in facilitating the skills of high school student classification,
especially in Animalia subject.
The use of student worksheets in Animalia lessons at school still does not fully facilitate
classification skills because students only answer questions based on existing book sources. It mean,
students only transfer the answers that are in the source book into the worksheet. Additionaly, the
worksheet only contains a summary of material equipped with questions with lower level cognitive
demands only. So, based on this fact, development of worksheet can be done to overcome this which
considers multimodus representation. According to Lemke (in Hand, Gunel & Ulu, 2009), science can
not be done and communicated only through verbal language only. He was added that the scientists
combine, connect, and integrate verbal texts with mathematical formulas, quantitative graphs,
diagrams, concept maps, images, photos, and other visible visuals. Science uses multimodal
representation as a set of cultural tools that facilitate students to 'do', know and understand science.
The method used in this research is development research known as Reseaerch and Development (R &
D). The research design used was the type of test Pre-test Post Randomized Control Group Design
(Furchan, 2007). In this design, there are two groups that selected randomly. The group one will be a
control group, which using a worksheet that usually used at school by teacher, while the experimental
group using worksheet with multimode representation. Both of classes applied the same method of
learning; lecture and group discussion methods.

The effectiveness of multimodus representation worksheets as a media that improving students'
classification skill can be determined by looking at the data of pretest, posttest, and also difference
value of posttest and pretest is named as the gain value. The data obviously is shown in Figure 1.
80 68,8
60,3
Average Value
60
39,3 38,2 Control Group
40
20 Experimental Group
0
Pretest Posttest
Figure 1. Comparison of Average Value of Pretest and Posttest from

Students’ Classification Skill between Control Group and
Experimental Group
To see an increase classification skill in both classes can be seen from the N-gain value.
Comparison of the average value of N-gain in both of classes are shown in Figure 2. Results of the
average N-gain in the experimental group is about 0,49 which are in the medium category, while in the
control group is about 0,34 which are in the low category.
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0,6 0,49
Average Value
0,4 0,34
Control Group
0,2
Experimental Group
0
N-gain
Figure 2. Comparison of Average Value of N-Gain between Control

Group and Experimental Group
The average value of N-gain in experimental group that using worksheet by multimode
representation is greater than the control group that using worksheet in school. This shows that
learning using worksheet by multimode representation is more effective in improving students'
classification skill of the Animalia concept than using conventional worksheet. The use of multiple
representations plays an important role in the successful resolution of problems in science (Kohl,
Rosengrant, and Finkelstein, 2007). Other studies that support the results of this study suggest that
multiple formats or modes of representation in studying a concept can provide a good enough
opportunity for understanding concepts and communicating concepts, as well as assisting students in
learning a particular science concept (Meltzer, 2005).
Multimodal representations have three main functions: complementary, interpretive, and
knowledge-forming (Ainswort, 1999). The first function of representation is to complement, or help
complete the cognitive process in solving the problem of a concept. A concept can be explained
verbally with text or sentence that can explain the concept, so that a concept can be understood and
mastered by a student. The concept will be easier to understand if it comes with images, mathematical
equations that describe the relationship between variables or concepts.
The second function is to limit the possibility of error in interpreting other interpretations. The third
function of multi-representation that can be used to build a deeper understanding includes improving
abstraction, building relationships between representations, and assisting generalizations. A concept
that is abstract can be made more concrete in the presentation of pictures and tables.
A text-shaped description in biology will be difficult to understand without explanation using
analogies, drawings, charts or tables so that the relationship between representational modes becomes
one of the keys to understanding scientific explanations in biology (Lemke, 2004). Science uses
multiple representation modes to provide instruction, explore ideas and communicate.
Often multimodal representations are used in scientific investigations to translate the results of
activities (eg experiments) and observations into data that can then be compared and contrasted with
existing scientific knowledge and conceptual understanding, so that new knowledge can be built
(Latour, 1999). Based on research conducted by Ainsworth (1999), Lemke (1998), and Russell &
McGuigan (2001), the use of multimodal representation can assist students in learning and improving
understanding of science concepts.
4. Conclusion
Based on research data and its analysis, it can be concluded that the use of worksheet by using
multimode representation can effectively improve the classification skill of the Animalia concept. This
is shown by the average of N-gain for the experimental group, that is about 0,61, is greater than the
average of N-gain for the control group is about to 0,34. Worksheet by using multimodes
representation can be used for improve classification skill and student concept about basic
classification.
5. Acknowledgments
The researcher said thank you very much to the Labschool UPI High School in Bandung which has
provided support in the implementation this research.
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6. References
[1] Ainsworth S 1999 The functions of multiple representations Computers & Education 33 pp.
131-152
[2] Furchan A 2007 Pengantar Penelitian dalam Pendidikan Yogyakarta Pustaka Pelajar
[3] Hand B, Gunel, Murat, and Ulu C 2009 Sequencing Embedded Multimodal Representations in a
Writing to Learn Approach to the Teaching of Electricity Journal of research in science
teaching 46(3) pp 225-247
[4] Kilic 2016 Pre-service Teachers’ Conceptual Structures and Reasoning Patterns on Animal
Classification Journal of Educational Research 4(4) pp 830-841
[5] Kohl P B, Rosengrant D and Finkelstein N D 2007 “Strongly and weakly directed approaches
to teaching multiple representation use in physics” Physical Review Special Topics-Physics
Education Research 3, 010108
[6] Kurniadi 2015 Multi representasi sebagai alternatif pembelajaran dalam biologi [Online]
Diakses dari http://ejournal.iainradenintan.ac.id/index.php
[7] Lemke J. L 1998 Metamedia Literacy: Transforming Meanings and Media. In D. Reinking L,
Labbo M, McKenna & Kiefer R (Eds.), Handbook of literacy and technology:
Transformations in a post-typographic world (pp. 283-301). Hillsdale, NJ: Erlbaum
[8] Lemke J. L 2004 The literacies in science In E.W. Saul (Ed.), Crossing borders in literacy and
science instruction: Perspectives in theory and practice (pp. 13-32). Newark, DE:
International Reading Association/National Science Teachers Association
[9] Meltzer D E 2005. Relation between students’ problem-solving performance and
representational mode Am. J. Phys. 73, pp. 463-478
[10] N Rustaman, S Dirdjosoemarto, SA Yudianto, Y Achmad, R Subekti 2005 Strategi Belajar
Mengajar Biologi Malang UM Press
[11] Russell T & McGuigan L 2001 Promoting understanding through representational redescription:
an illustration referring to young pupils’ ideas about gravity In Psillos D, Kariotoglou P,
Tselfes P, Bisdikian G (Eds.) Science Education Research in the KnowledgeBased Society.
Proceedings of the Third International Conference of the ESERA pp. 600-602 Thessaloniki,
Greece: Aristotle University of Thessaloniki
[12] Yockey J A 2013 Science & Children 38(7) 36-41
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Development and application of a three-tier test to assess

upper secondary students’ interdisciplinary thinking skill
about plant reproduction
S Wulandari1,2,a), N Y Rustaman1,b), and A Rahmat1

1
Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi
2
Darul Hikam International School, Jl. Maribaya No. 89 Lembang, Bandung Barat
40391, Indonesia
a)
E-mail: susantiwulandari86@yahoo.com b)nuryanirustaman@upi.edu
Abstract. The main purpose of this study was to develop and administer a three-tier test for
assessing upper secondary students’ interdisciplinary thinking skill about plant reproduction.
Interdisciplinary thinking skill is explained in three components, which are disciplinary
grounded, advancement through integration, and critical awareness. Instruments in the form of
multiple choice and essay questions were made based on indicators of the third and fourth
learning dimensions by Marzano. Thirteen students of grade twelfth, who were selected by
maximum variation and convenience sampling methods from one of a private school in
Bandung, were interviewed in the contexts of plant reproduction. The response of each item
was categorized in order to determine the alternatives of multiple-tier multiple-choice test. It
was administered to 26 students of grade eleven selected by purposive sampling as a
descriptive study. The result of Anates analysis of the three-tier test was used to revise the test
items that will be used in the major research. The validity and reliability of the test item was
established. The Cronbach aplha reliability coefficient was calculated for the test scores which
is 0.67. Those for the total correct score and misconception scores were found to be 44.94%
and 22.54%, respectively.
1. Introduction
The usual measures of assessment such as the ability to state correct definitions, reproduce proofs,
solve standard problems cannot provide sufficiently detailed information to determine students’
scientific understanding [1]. In stead, in order to measure students’ conceptions on several concepts,
different diagnostic tools have been developed and used by reseachers. Interview, concept maps [2],
open-ended of free response questionnaires, word association, drawings, essays, multiple-choice tests
[3] and multiple-tier tests [4] are used to diagnose students’ conceptions in science education.
Multiple-choice tests can be administered to a large number of individuals. They are easy to
administer and analyze but cannot probe the students’ response deeply [5]. In traditional multiple-
choice tests the investigator cannot differentiate correct answer due to correct reasoning from those
due to incorrect reasoning [6]. With the two-tier diagnostic tests, more valid and reliable multiple-
choice diagnostic tests to identify misconceptions became possible. Hence, two-tier tests provide the
opportunity to detect and calculate the proportion of wrong answer with the correct reasoning (false
negative) and the correct answer with the wrong reasoning (false possitive). However, two-tier tests
cannot discriminate lack of knowledge from misconceptions, as well as from scientific conception,
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false possitive or false nagative. Three-tier diagnostic tests (3TDT) eliminated this problem since, in
addition to the first two tiers, the confidence level or students’ credibility about the response in the
first two tiers is asked in the third tier. In this way, misconceptions that are eliminated from lack of
knowledge and errors can be assessed [7,8].
Based on the interview result to the interview result to the florist at Lembang, West Java, it was
stated that from about a thousand cutting plant, approximately one hunderd plants were died because
of spoiled or parasite infections. It requires special treatment and a set of skill to minimize this failure.
So that, the materials of plant reproduction is improtant to deliver to students. The problem that will be
focused in this reserach is as follow “How is the development and application of three-tier test about
plant reproduction? This gerenal questions will breakdown into several reserach questions which are:
a) How is quality test items of plant reproduction?; b) How is students’ disciplinary gounding level (in
biology and mathematics) about plant reproduction?; and c) How is students’ argumentation level
about plant reproduction. This research in this respect will provide valuable information for the school,
teachers and also students related with good quality assessment that probably applied in the school.
The information obtained can be used to design the learning proces that make into account student
conceptions in plant reproduction topic. The main purpose of the study is to develop a valid and
reliable 3TDT on plant reproduction topic, because there is almost no questions in 3TDT form given
to upper secondary students in this school. The second and the last purposes of the study are to
diagnose interdisciplinary thinking skill and argumentation level of upper secondary students who
have learnt about plant reproduction.
2. Method
Research method used in this study is descriptive research. Descriptive research refers to the type of
research question, design, and data analysis that applied to this topic[9]. The development of the 3TDT
instrument on plant reproduction involved a modified version of a procedure outlined by [10]. The key
stages in the development of the instrument are as follows:
 Defining the content boundaries of the study: the propositional statements that define the content
boundaries of the study were drafted by referring to two standard Biology textbook and Biology
syllabus for grade 10. This study focused on the flowering plant and asexual plant propagation.
 Exploratory Phase: did the interview to thirtheen students of grade 12 who already learnt about
plant kingdom and plant cells. From these interviews and studies of the litareture in the context of
plant reprodurction, the two-tier questions was developed. The response of each item were
categorized in order to determine the alternatives of the multiple-tier test. Then, for the third tier
was added the confidence level or credibility (sure and not sure).
 Content validation and revision: the 3TDT instrument was evaluated by four biology educational
experts from Indonesia University of Education and two biology secondary teachers (with at least
4 years of teaching experience). In general, the evaluators found the materials reviewed to be in
good order, accurate and relevant to upper secondary plant reproduction. There are almost 5
options of the reasonin each itemand a blank space was provided for the students to write their
own reason , in case they could not find a suitable explanation for their answer among the choices.
 Piloting: the 3TDT pilot test was administered to 26 students (61.5% males and 39.5% females)
who already learnt about plant reproduction. They are as participant of this study and they are
upper secondary grade 11 of one of private international school at Lembang, Bandung Barat. The
time allocated for the test was 120 minutes.
 They were told that the test is a diagnostic test and not an achievement test. Further, they were
informed that the results of the test will not affect their school grade, but would be used by their
teachers in planning their clinic class.
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3.1. The Result of Test Item Analysis
After pilot testing, the instrument were analyzed using the ANATES version 4.0.7 9 and IBM
SPSS V.20, the analysis itself encompassed these aspects: validity, reliability, degree of difficulty, and
index of discrimination. The table 1 show the result of factor analysis for 3TDT.
Table 1. Result of Factor Analysis for the Multiplechoice Questions
Previous New Index of Degree of Corre-
Reliability Validity Information
No. No. Discrimination Difficulty lation
1 1 0.00 Medium -0.010 - Item revised
3 3 14.29 Medium 0.116 Very Low Item revised
4 4 42.86 Medium 0.338 Low Item used
5 5 42.86 Medium 0.313 Low Item revised
6 6 57.14 Medium 0.562 Very Item used
significant
7 7 42.86 Difficult 0.499 Very Item revised
significant
9 9 57.14 Medium 0.418 Significant Item used
11 11 28.57 Difficult 0.389 Significant Item used
significant
significant
14 14 14.29 0,67 Difficult 0.150 Very low Item revised
15 15 28.57 Medium 0.126 Very low Item used
19 19 14.29 Difficult 0.244 Low Item used
20 20 14.29 Difficult 0.226 Low Item used
21 21 14.19 Easy 0.154 Very low Item used
significant
28 28 57.14 Very 0.417 Significant Item used
Easy
significant
28 28 0.00 Difficult 0.057 Very low Item revised
The factor analysis of 3TDT showed that 3TDT have a high reliability (α=0,67). It could also be
reported that majority of test items are valid, some of the item were revised based on judgment. While
for essay questions, the reliability index was also high (α=0,70). The validity analysis showed that all
of 3TDT were having a low significance; on the contrary all of the essay items are valid. 3TDT is an
instrument designed to assess students’ disciplinary grounding. In the table 2. Shows the result of
factor analysis for the essay questions. Essay questions is an instrument designed to assess students’
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advancement through integration and critical awareness. It was also categorized into argumentation
level [11].
Table 2. Result of Factor Analysis for the Essay Questions

Previous New Index of Degree of Corre-
Reliability Validity Information
No. No. Discrimination Difficulty lation
1 1 50.00 Difficult 0.762 Very Item used
significant
significant
3 3 42.86 0,70 Medium 0.527 Significant Item used
4 4 37.14 Difficult 0.628 Significant Item used
6 - 14.29 Very 0.360 Sufficient Item unused
Easy
3.2. Students’ Disciplinary Grounding Level

Result of the research discussed are the scores of each student which are converted into value in
the scale of 100. Before conducting significance test, the conditional test which is called normality test
is held. The data then averaged as presented in the following table.
Table 3.Average Value of Three-Tier Test
Component Average Score
Disciplinary Grounding 44.11

 Biology 40.07
 Mathematics 31.73
Interdisciplinary thinking skill consist of three components according to [12], they are
disciplinary grounding, advancement through integration and critical awareness. In this research,
disciplinary category is divided into two disciplines, they are biology and mathematics. For those
biology and mathematics questions used the third and fourth indicators of learning dimensions.
Students learning do not stop only on acquiring and integrating knowledge, but must develop their
comprehension deeper through making differences, deleting misconception and making a conclucion.
The indicators used from this 3rd dimensions are; comparing, classifying, abstracting, inductive
reasoning, deductiove reasoning, constructing support, analyzing error, and analyzing perspectives of
an information or knowledge. Each indicator assessed by two questions from biology subject about
plant reproduction. Beside that, five reasoning processes have been identified and defined within
dimension 4 (use knowledge meaningfully) that comprise of these indicators: decision making,
problem solving, experimental inquiry, investigation and systems analysis. Each indocator also
comprise of two questions, except problem solving indicator is consist of four mathematics questions
[17]. The mathematics questions of linear programming standard competency is used to explore
students’ disciplinary grounding in the context of plant.
Disciplinary grounding including to the category of ‘middle’ score are investigation (61.5%);
system analysis (53.6%); analyzing perspectivesand comparing of each (48.1%); decision making
(44.2%); deductive reasoning (40.4%); abstracting (38.5%); classifyijng and analyzing error of each
(34.6%); constructing support (32.7%) and problem solving (30.8%). Meanwhile, the indicators that
including to ‘low’ category are inductive reasoning (28.8%) and experimental inquiry (21.1%).
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Then, conducted statistical test they are normality and significance test. The result of normality
test of disciplinary grounding data showed in the table 4.
Table 4. Result of Disciplinary Grounding Normality Test
Component Asymp.Sig Conclusion (Asymp.Sig>α Value)
Disciplinary Grounding 0.200* Normal

Biology 0.200* Normal
Mathematics 0.000 Abnormal
Note: significant in the level of trust of 95% (p>0,05)
As presented in the table 4, based on the result of normality test Kolmogorov-Smirnov in the
category of biology grounding it is obtained that the value significance is 0.200 (p> 0.05), so it can be
concluded that data distribution of biology grounding has a normal data distribution. On the contrary,
in the category of mathematics grounding it is obtained that the value significant is 0.000 (p < 0.05),
so it can be concluded that data distribution has abnormal data distribution. Meanwhile, the result of
total normality test disciplinary grounding (biology and mathematics), it is obtained the value
significant 0.200 (p>0.05), so it can be conclude that data distribution of disciplinary grounding has
normal data distribution.After normality data is known, significant test is conducted suit to the fulfilled
condition. Disciplinary grounding data as a result of significant test are presented as follows.
Table 5. Result of Significant Value Test Disciplinary Grounding
Component Sig (2-tailed) Decision
Disciplinary Grounding 0.000 Reject the null hypothesis

Biology 0.000 Reject the null hypothesis
Mathematics 0.000 Reject the null hypothesis
Based on the result of normality test disciplinary grounding, all data have normal distribution,
except the mathematics component, so parametric test is conducted for both disciplinary grounding in
general and biology grounding. Based on the one-sampel test, it is obtained value significance 0.000 in
all components (p< 0.05), so it can be concluded that there is significant difference of average
students’ value of the test. From all 26 participants, they came from two different classes and the
students’ placement was based on students’ learning style and preparatory program score in fisrt
month of learning process. According to Dunn and Dunn (1987) write that learners are affected by
their; 1) immediate environment (sound, light, temperature and design); 2) own emotionally
(motivation, persistance, responsibility and need for structure or flexibility); 3) sociological needs
(self, pair, peers, team, adult or varied) and 4) physical need (perceptual strengths, intake, time, and
mobility). The claim that not only can students identify their preferred learning styles, but that students
also score higher on tests, have better attitudes, and are more efficient if they are taught in ways to
which they can more easily relate [13]. As information, preparatory program was conducted during 6
weeks in first fresh-students learning process at this school. Based on the interview result with the
principal, stated that this program has function as habituation for the students to learn in the new
school with all new cultures, such as language, teaching style and also ground concepts that must them
know in certain subjects such as biology, chemistry, physics, mathematics, english and ICT.
Based on the analysis of 3TDT of students answer toward the third option, reason, and credibility,
found that only 14.56% students who have adequate understanding; 29.38% students have partly
understanding; 22.54% students get misconception and 36.01% students indicated that they do not
know or just chop off the answer. In fact, students have learnt about plant reproduction materials.
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Based on the interview with some students, they stated that they have forgotten about the materials
because of it is full of concepts and they taught by lecturing. It indicates that requiring the new
strategy of teaching about plant reproduction which can facilitate students to maintain their memories
of the materials.
3.3. Students’ Argumentation Level
Essay questions is an instrument designed to assess students’ critical awareness and it is also indicate
students’ argumentation level by using the Argumentation Level by Lee (2013). From six questions,
only one questions that will be unused based on the judgment. The complexity of the arguments
obtained from the data five questions of plant reproduction. The whole of the students’ answer to each
questions are identified and categorized based on six categories of levels: level 1, level 2, level 3, level
4, level 5 and level 6. Here are the result of data analysis based on the complexity of the arguments
upper secondary students on plant reproduction topic.
Figure 1. Level of argumentation expressed in statements by students in Upper

Secondary
Figure 1 shows thatthe complexity of the arguments at upper secondary in the category of level 2-3.
These result acquired by 5 esssay questions about plant propagation,specially asexual propagation.
According to [11] in level 2, students think scientific claims can be made without support of evidence.
This a as the example of students’ answer that categorized as level 2: “Adventitious root isgrowth in
an unusual part”. These sentence shows the claim of students about the perspectives of adventitious
root. Another students’ respons which categorized as level 3 of argumentation is “Adventitious means
growing in other than usual place or arising in other place. It influence the plant’s adaptiveness to
find minerals and water in soil”. The first sentence shows the claim and the second sentence is data or
ground aspect. So in this category of level 3, students recognize that adequate evidence is needed to
support a claim. Another example of students’ arguments about the utilizing of fertilizer in plant
cuttings which showed level 4 is “True, because as we know that the fertilizer helps to increase the
rate of the plant’s growth. It is also applied during the cutting propagation. The fertilizer affects the
quality of the root system that is produced”.True word show a claim, because ... show the data and the
fertilizer affects ... show the warrant. There are reasoned coordination between claim and evidence. In
this level, students recognize the uncertainty of claim given the strength of warrant.
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Argumentation require student to explore critically the coordination of evidence and theory that
support or refute an explanatory conclusion [3]. Students’ argumentation represent their thinking
complexity in order to respon and arrange explanation about scientific phenomena which presented in
learning process. Deep understanding of a phenomena just acquired by study some informations
related then, the explanation informed using constructive language [14].
In today;s changing world and society, the necessity to prepare students for the varying demands
such as 21st century skill of society have become crucial [7,15]. In developing new educational
theories that offered new insight into the way students learn and retain knowledge. By the 1950s,
learning theories began to shift away from behaviorisms to the constructivisms. As a result of both
learners and the teacher in the classroom have changed [16].
4. Conclusion
The 3TDT which has developed showed good validity and reliability with some revision based on the
judgment. The 3TDT can be eliminate the lack of the two-tier test of traditional multiple-choice
because it can explore students understanding clearly. Upper secondary students’ show the variations
understanding of materials which have learnt and showed the different kinds of retention. There is no
high score achieved by the students in this test item but the indicators of investigations, system
analysis and analyzing perspectives are categorized as middle score. The level 2 and 3 are dominate
the complexity of arguments of all six levels. Students’ argumentation affect by various factors such as
good of cognitive development, language development, and the development of critical thinking.
5. Acknowledgments
The design, implementation and research of the development of application of a three-tier test has
been a collaborative effort. We would like to acknowledge the contributions of the staff an the owner
Rumah Bunga Rizal who gave some informations about plant propagation and give us some
inspirations to make the questions. Special thanks to Rizky Restiani and Zulfa Nasurlloh who help us
and took a part were as observer of this research. Thanks also to the students of secondary 5 of Darul
Hikam International School of this participations.
6. References
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gap. American Journal of Physics 61(4) pp 295-298
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high school students’ understanding-the formation of images by plane mirror Proc Natl Scie
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[4] Caleon I S and Subramaniam R 2010a Development and application of a three-tier diagnostic
test to assess secondary students’ understanding of waves International Journal of Science
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[5] Fraenkel B J and Wallen N E 2000 How to design and evaluate research in education (4th ed.)
US: McGraw-Hill Company
[6] Pesman H and Eryilmaz A 2010 Development of a three-tier test to assess misconception about
simple electric circuits The Journal of Educational Research 103 pp 208-222
[7] Kaltacki D 2012 Development and application of a four-tier test to assess pre-service Physics
teachers’ misconceptions about geometrical optics Thesis of the Graduate School of Natural
and Applied Sciences of Middle East Technical University
[8] Grover A, Twell D and Schleiff E 2016 Pollen as a target of environmental changes Plant
Reproduction (29) pp 1-2
[9] Knupfer N N and McLellan H 1994 Descriptive Research Methodologies [Online] Available:
httpp://www.aect.org [26 September 2016]
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[10] Caleon I S and Subramaniam R 2010 Do Students Know What They Know and What They
Don’t Know? Using a Four-Tier Diagnostic Test to Assess the Nature of Students’
Alternative Conceptions Res Sci Educ 40 pp 313-337
[11] Lee H et al 2013 Measuring Students’ Scientific Argumentation Associated with Uncertain
Current Science. Rio Grande: Puerto Rico
[12] Mansilla B V and Duraising E 2007 Targeted Assessment of Students’ Interdisciplinary Work:
An Empirical Grounded Framework Proposal Journal of Higher Education 78(2) pp 215-137
[13] Gilakjani A P 2012 Visual Auditory Kinaesthetic Learning Styles and Their Impacts on English
Language Teaching Journal of Studies in Education (2) pp 104-113
[14] Driver R, Newton P and Osborne J 2000 Supporting and Promoting Argumentation Discourse in
Science Education Studies in Science Education (38) pp 39-72
[15] Duschl R A and Osborne J 2002 Supporting and Promoting Argumentation Discourse in
Science Education Studies in Science Education (38) pp 39-72
[16] Ullman E 2008 Partnership in Action Education Update (11) pp 3-4
853
Profile of critical thinking disposition of preservice teachers in

general biology course: a case study at Universitas
Muhammadiyah Bengkulu
J Syahfitri
Departemen Biologi, Universitas Muhammadiyah Bengkulu, Jl. Bali Kota Bengkulu
38119 Po Box 118
E-mail: jayanti_syahfitri@yahoo.co.id
Abstract. The purpose of this study was to seen an overview of critical thingking disposition
of preservice teachers in general biology course. It was conducted using case study. Collecting
data in this study were through the questionnaire and study document. The questionnaire sheet
which contains the student’response to learning general biology course. Study document were
involving instrument of assessment in general biology course, learning indicator and units of
learning events. Participants in this study were students who was following the general biology
course. The results showed that the instruments used in general biology course only
emphasizes the understanding of the concept and showed no aptitude critical thinking skills. It
means that the general biology course has not shown the development of critical thinking
disposition which is a requirement for someone to able to have the ability to think critically.
1. Introduction
Education is the heart of the development of a nation because the goal is to focus on improving the
quality of human resources. As the development of science and technology to enable world changes
very quickly, which means the competitiveness of human resources will be more stringent so, requires
human beings to be able to have the ability to think critically. Refence [1] described that critical
thinking is needed on the current reform era.
One of the challenges faced in the world of education is the learning process that still renders
the teacher as the center of teaching, so that students are less motivated to think critically. Therefore,
critical thinking become one focus in the development of an education, who need to be trained and
owned by students. Conditions rapidly growing world requires people to have critical thinking skills to
address the global challenges that exist. Critical thinking is one aspect of thinking, which is accepted
as a way to overcome the problem. Someone who has the ability to think critically is able to select,
organize, analyze and use the information they need [2].
A teacher or educator should have the critical thinking skills in order to perform teaching
properly, because the teacher has a very large role in the printing graduates reliable. Teachers become
one determinant in the development process of the disposition of critical thinking and critical thinking
skills of students [3] Before developing the critical thinking skills students should first see how the
disposition of critical thinking as an initial requirement to have the ability to think critically [4]
854
Disposition of critical thinking as "internal motivation consistent to act on or respond to a

person, event, or circumstance, but potentially forged. The disposition of critical thinking is an attitude
that develops over time and is influenced by the environment, social norms, peer and significant
adults, and it is difficult to change in the short term [5]
General biology is a subject which should be taken at the beginning of the semester in the first
year of college. This course is the basis of knowledge as a provision that should be possessed by
students before getting the lecture material that is more specific in the top half. General biology is a
subject which consists of a broad and complex concept, so that students are required to have the ability
to think critically. Of course, before seeing critical thinking skills possessed students need to see the
extent of critical thinking disposition. Several studies have been done related to the disposition of
critical thinking states that there are not enough studies on specific disposition of critical thinking in
students [6]. Importance see the extent of critical thinking dispositions that possessed by students as a
first step to see the development of their critical thinking skills. This is the reason for this study was
conducted to see how far the picture of the development of students' critical thinking dispositions in
general biology course.
The method used in this research is a case study that aims to see the real situation that occurs in the
process of learning and teaching general biology course. Participants in this study were students who
was following the general biology course in academic year 2015/2016, totaling 32 students. The focus
of observation in this case study was to analyze the disposition of critical thinking of students about
the general biology through the questionnaire and study document. The questionnaire sheet which
contains the student’response to learning general biology course.

Table 1 shaws that almost the majority of respondents gave negative responses to general biology
learning. For example item 1 with the highest percentage result is in very less responses that is
53.12%, so based on the below table as a whole it can be concluded that general biology subject study
is less desirable.
Table 1. Responses Of Respondents
Responses Of Respondents
Item
No SK (1) KB (2) B (3) SB (4) N Categories
Questions
F % F % F % F %
1 1 17 53.12 10 31.25 6 18.75 0 0 32 Low
2 2 3 9.38 23 71.87 6 18.75 0 0 32 Low
3 3 9 28.12 23 71.87 0 0 0 0 32 Low
4 4 5 15.62 15 46.87 13 40.62 0 0 32 Low
5 5 8 25 20 62.5 4 12.5 0 0 32 Low
6 6 5 21.88 10 31.25 17 53.12 0 0 32 High
7 7 10 31.25 14 43.75 8 25 0 0 32 Low
8 8 1 3.13 13 40.63 17 53.12 0 0 32 High
9 9 5 21.88 24 75 1 3.13 2 6.25 32 Low
10 10 3 9.38 10 31.25 15 46.87 4 12.5 32 High
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Based on the findings of field study on general biology learning at the Bengkulu University Of
Muhammadiyah could be summarized that there was less effective learning that accepted students.
There were several factors that affect the ineffectiveness of which this general biology learning was
methods used less attractive (only lecture-asked questions) that do not require students to actively
participate in the learning and the absence of stimulus to provoke students develop critical thinking
skills. Of course, this had no effect or impact on the students' interest and learning responses of
general biology course, where the findings showed that for the interest and response of students to the
course is still very lacking.
Learning that merely transfer knowledge from lecturers to the students so that critical thinking
skills in terms of not developed, applied learning just focuses on understanding the concept alone.
Based on study document, there were some evidence to suggest that among them are seen on the
instrument questions used in teaching general biology not indicate that the question can stimulate
students to think critically or development of critical thinking skills. Another thing was also shown
from the analysis of indicators of learning in which the learning indicators to be achieved has not
emphasized the critical thinking skills but more emphasis on the ability of understanding the concept.
Given this reality, it becomes a thought on how to dispositions of critical thinking of students taking
general biology course, whether already established or is not from the beginning.
4. Conclusion
From the results of field studies with some of the findings it could be concluded that: Implementation
of the learning of general biology was generally done with the lecture method-asked questions.
Interest and response/responses of students to study general biology still tends to be low. Instrument
questions used in learning of general biology had not led to an increase in critical thinking skills. It is
shown from the question of who has not shown the existence of questions that stimulate students to
think critically. Judging from the units of learning events and learning indicators of general biology
was only the emphasis on mastery of concepts rather than on the achievement of critical thinking. In
general, students have little motivation, interest was lacking, and less response to following and
understanding of learning general biology, so needs improvement efforts lecture at universities, have
focused on critical thinking skill and teaching method is right for can stimulate students' ability to
think critically not only emphasized on skill mastery of the concept alone. As well as the need to see /
check how the disposition or students’s tendency to think critically who take this general biology
course.
5. References
[1] Kirmizi S C and Ibrahim H 2015 Determine the relationship between the disposition of critical
thinking and the perception about problem solving skills; Procedia - Social and Behavioral
Sciences 191 657 – 661
[2] Demirhan E, Besoluk and Ismail O 2011 The change in academic achievement and critical
thinking disposition scores of pre-service science teachers
[3] Facione P A 2000 The disposition toward critical thinking: Its character, measurement, and
relation to critical thinking skill. Informal Logic, 20 (1), 61-84
[4] Facione P A and Carrol A G 2013 Think Critically Prentice Hall
[5] Kirmizi S C and Ibrahim H 2015 Determine the relationship between the disposition of critical
thinking and the perception about problem solving skills; Procedia - Social and Behavioral
Sciences 191 657 – 661
[6] Beşoluk Ş and Önder İ 2010 Investigation of teacher candidates' learning approaches, learning
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Performance assessment implementation in STEM-based

learning to investigate students’ creativity on the cell topic
E Afianti1,2,a), N Rustaman1, and I R Suwarma1

1
2
SMPN 52 Bandung, Jl.Bukit Raya Ciumbuleuit, Bandung 40142, Indonesia
a)
E-mail: evatqiya@gmail.com
Abstract. A descriptive study on performance assessment implementation in STEM-based

learning had been conducted to investigate students’ creativity in designing and making
animal/plant cell models. The research method used is weak experiment. Seventh grade
students from one junior high school in Cianjur area were involved as research subjects by
using purposive sampling technique (n=34). The main instrument was rubric on creativity
design and product of animal/plant cell models. The indicator of creativity included fluency,
flexibility, originality, and abstractness. The instrument for creativity rubrics was validated by
expert judgment with CVR value in valid category. Data was analyzed using average score.
Research findings showed that creativity in cell design model (individually) is in expressing
category (animal cell : 76.63%, plant cell : 76.88%) with the lowest score on the originality
indicator. Creativity in cell design model (group) is in expressing category (animal cell :
81.56%, plant cell : 82.06%) with the lowest score in fluency indicator. Creativity in cell model
product is in expressing category (animal cell: 75.63%, plant cell : 76.06%) with the lowest
score in flexibility indicator. This result indicated that performance assessment implementation
in STEM-based learning could investigate students’ creativity.
1. Introduction
Education is an important element in preparing excellent and skillful human resources in the face of
scientific and technological advancements. The 21st century is indicated by the fusion of science and
technology. There are certain knowledge-skills that the 21st century human resources should have, that
consist of critical thinking and problem solving, communication, collaboration, creativity and
innovation skills (the “Four Cs") [1]. Creativity involves the implementation of various idea-
generating techniques, such as brainstorming, creation of new and valuable ideas, elaboration,
definition, and analysis and evaluation of original ideas, to maximize the creative efforts [1].Torrance,
who has developed tests of creative thinking, describes creativity as the process of sensing problems or
gaps in information, forming ideas of hypotheses, testing and modifying these hypotheses, and
communicating the results. [2]. Strong creative skill is the most prominent leadership competency in
the future work places [3]. Therefore, creativity is an important skill for students to have, to prepare
themselves in the face of future challenges. However, creative skill is still seldom accessed in
education because the curriculum puts more emphasis on knowledge and does not give enough space
for creative projects. Paper and pencil test (multiple-choice testing) is still the primary assessment
procedure that teachers use to collect the students’ learning achievement [4]. A focus on multiple-
choice testing gives false assurances about what students know and are able to do. This is why a
growing number of educators and policymakers have argued that new assessments are needed [5]. We
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are interested to assess student performance in STEM-based learning based on the indicator of
creativity.
STEM education is an approach in Science learning that may develop students’ creativity [3].
STEM-based learning develops an education approach that integrates science, technology,
engineering/design, and mathematics, focusing the learning process on solving problems in daily life
or professional life [6]. STEM-based learning begins with identifying problems, followed with
brainstorming, designing, constructing, testing, and redesigning model. It ends with sharing the
solution [7]. Evaluation of learning achievement in STEM-based Science learning should focus on
authentic assessment, particularly on performance assessment [6]. Performance assessment is an
authentic assessment because it requires students to perform tasks in real situation, thus demonstrating
their implementation of skills and meaningful essential knowledge [8]. Assessing students’
performance could be performed during the learning process and/or based on the products of students’
collaborative work. The assessment aims to investigate students’ learning achievement. The target of
performance assessment includes students’ knowledge, reasoning (application of knowledge to solve
problems), skill, product (students’ creations), and affect (attitude) [9]. Performance assessment is
conducted when the teacher wishes to observe and assess students’ skills in completing a task or
creating a product [8].
There are several ways to assess the creativity. Creativity is assessed through a design in the
engineering fields. One of the critical ways to get information on creativity through assessing
behaviors or performance, including creative products [10]. This study describes performance
assessment implementation in STEM-based learning to investigate students’ creativity in designing
and producing animal/plant cell models.
2. Method
Research methodology implemented in this study is weak experiment. It employs the one shot case
study design. In this design, the treatment is administered and then measured/observed. The result of
the observation will provide descriptive information [11]. Seventh grade students from one junior high
school in Cianjur area were involved as research subjects by using purposive sampling technique
(n=34). The main instrument was rubric on creativity design and product of animal/plant cell models.
The indicator of creativity included fluency, flexibility, originality, and abstractness. The instrument
for creativity rubrics was validated by 6 (six) expert judgment. The criteria for achievement of the
developed creativity indicator refer to assessment guidelines [12]. Levels of creativity performance
from the highest to the lowest score is excelling, expressing, emerging and not yet evidence [10].
Creativity achievement category is showed at Table 1.
Table 1. Creativity Achievement Category

No Achievement Criteria
1 86-100 % Very good/Excelling
2 76-85 % Good/Expressing
3 60-75 % Fair/Emerging
4 55-59 % Poor/Not yet evidence
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The steps of the study are :

Designing Validating STEM-based
performance performance
Sample Data
assessment Learning
assessment Analysis
instrument instrument Selection
based on based on
creativity creativity
indicator indicator
Assessing students’
performance based on
creativity indicator
Drawing Discussion
conclusion

Performance assessment is an effort to improve and complete the standardized test. Performance
assessment requires students to show their ability to do, both in learning process and in learning
product. Teachers observes and makes a judge about students’ skill in carrying out an activity or
producing a product.
There are several characteristics of performance assessment [8]. The first characteristic is define the
purpose of performance assessment. The purpose of performance assessment in this study is to
observing student performance in making design and cell model product based on creativity indicator.
The second characteristic is identify performance criteria. Performance criteria define those specific
behaviors a student should do to carry out an activity properly. Criteria are needed to judge the
product of performance [8]. In this study, cell model design and product of the student’s will be
observed. Specific criteria was formulating into creativity rubric for animal/plant cell model and
design. The rubric was developed based on creativity indicators, i.e. fluency, flexibility, originality,
and abstractness [2]. The fluency refer to the amount of idea related to the concept, flexibility refer to
rigid or not rigid idea related to the concept, originality refer to common or uncommon ideas among
the group, and abstractness refer to logic or not logic idea and suitability title and design/product. The
third characteristic is set up a situation which will elicit the performance. In this study, student
performance observed as they naturally occur in the classroom through STEM based learning on the
cell topic. The last characteristic is to rate or score the student’s performance through creativity rubric.
Rating scales is used in this study to recording observation of student’s performance. Rating scales
allow the observer to judge performance along a continuum from adequate to inadequate. The rubric
consisted of creativity aspects to be assessed in a gradation of scores, from the highest score (4) to the
lowest score (1). Six (6) expert have validated the creativity rubric for cell model design and product.
The CVR (Content Validity Ratio) calculation show that CVR critical (.900) > CVR table (.672), α =
.01, two tailed. This result indicated that the instrument was valid [13]. Validated creativity instrument
are used to evaluate students’ performance in STEM-based learning on the cell topic. Table 2 displays
students’ performance to be assessed during the STEM-based learning.
Table 2. Performance Assessment in STEM-based Learning
STEM-based Learning Stage Assessed Performance

Problem identification -
Brainstorming -
Design Creativity in animal/plant cell model design
Construct Creativity in animal/plant cell model product
Test Creativity in animal/plant cell model product
Solution sharing -
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In the problem identification stage, students observed animal/plant cell using microscope. The
identified problem was that not all part of the cell was visible under a microscope. Generally, only the
cell membrane was visible. The students were then given a challenge to solve the problem, i.e. how to
display complete cell parts without using microscope. This was in line with the criteria of proper task.
A task should be challenging and ignited curiosity [8]. In the design stage, students began to design
the model individually, followed by a group session of drawing the design. The designing process was
the step employed by engineers to find a solution [7]. The next stage involved students constructing
the animal/plant cell model based on the design they had made. The next stage was testing the product
of animal/plant cell model, followed by sharing the solution.
In every stage of STEM-based learning, students were encouraged to actively participate in the
learning process. Students’ performance assessed in this STEM-based learning was their creativity in
constructing animal/plant cell model design in individually, constructing animal/plant cell model
design in group, and constructing animal/plant cell model product. The targets of performance
assessment in this study were students’ application of knowledge to solve a problem and product
(creation). One of the performance assessment targets was product [9].
Performance assessment was implemented on animal/plant cell model design that students made
individually .Table 3 displayed the achievement of students’creativity in personal model design, for
each indicator.
Table 3. Creativity in Animal and Plant Cell Model Design (Individual)
Creativity Animal Cell Plant Cell

Indicator Achievement Category of creativity Achievement Category of creativity
(%) (%)
Fluency 74.25 Emerging 76.75 Expressing
Flexibility 83.75 Expressing 77.75 Emerging
Originality 61.75 Emerging 72 Emerging
Abstractness 86.75 Excelling 81 Expressing
Average 76.63 Expressing 76.88 Expressing
Table 3 showed that the highest creativity indicator were the abstractness. The abstractness in animal
score get higher score (86.75% : excelling categories) than score of plant cell (81 % : expressing
categories). In this indicator, students were required to create a title and a description. The title should
suitable with the design (picture) they made. Meanwhile, the lowest creativity indicator was the
originality (emerging category). In this indicator, students had to create a cell model design that
differed from other students’ design because originality was the ability to generate out-of-the-box
ideas [2]. The low score of originality was due to many students designing similar cell shape. The
high similarity percentage lowered originality score. The result showed that the average of animal and
plant cell model design is at expressing category. It’s means the student's products, projects, or
performance include evidence of fluency, flexibility, originality, or abstractness that are consistently
spontaneous in individual work [10]. This is indicating that student were able to do the design process.
Similar result was found that in STEM-based learning, students had possessed the potentials to create
design and redesign [14]. Through the design process, the students were involved in the first
engineering process, where they could carry out their STEM knowledge. Teacher’s guidance was
critical for improving the design to be more detailed.
The students then constructed animal/plant cell model design in groups. Each group constructed
an animal cell design and a plan cell design in small group. Working in teams will develop student’s
collaborative skills. Collaborative is one of the 21st century skills [1]. Collaborative work is one of the
characteristics of STEM based learning. The detail of each creativity indicator’s score in group design
could be seen in Table 4.
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Table 4. Creativity in Animal and Plant Cell Model Design (Group)

(%) (%)
Fluency 81.25 Expressing 78.25 Expressing
Flexibility 80.00 Expressing 79.25 Expressing
Originality 80.00 Expressing 83.25 Expressing
Abstractness 85.00 Expressing 87.50 Excelling
The indicator with the highest score in animal and plant cell design was abstractness. In this indicator,
students were required to create a title and a description. The title should suit the design (picture) they
made. In animal cell design, originality indicator had the lowest score. The low score of originality
was due to many group designing similar cell shape. The high similarity percentage lowered
originality score. In plant cell design, fluency indicator had the lowest score. In this indicator, students
were able to show all parts of the cells, however some cell parts were not to scale. The result showed
that the average of animal and plant cell model design (in group) is at expressing category. It’s means
the student's products, projects, or performance include evidence of fluency, flexibility, originality, or
abstractness that are consistently spontaneous as part of a team or group [10].
After constructing cell model design, the students had to build animal and plant cell model based
on the design they had made. The average score of each creativity indicator in cell model product
could be seen in Table 5.
Table 5. Creativity in Animal and Plant Cell Model Product (Group)

(%) (%)
Fluency 82.50 Expressing 79.25 Expressing
Flexibility 55.00 Not yet evidence 55.25 Not yet evidence
Originality 80.00 Expressing 83.25 Expressing
Abstractness 85.00 Expressing 87.50 Excelling
The assessment on the cell model product showed that the abstractness indicator had the highest score.
It was because in the cell model product, the students were able to give suitable title and description of
the model; for example Rhoeo discolor cell model, onion’s epidermis cell model, Paramecium sp cell
model, heart muscle cell model, and Hydra sp cell model. The high score of abstractness indicator
was also due to the congruence (suitability) of the model product with the design. The indicator with
the lowest average score was flexibility. In the student's products we do not see indications of flexible.
This was because students did not use other materials and tools in constructing the cell model product.
They only used the provided materials and tools. In addition, no group made a cell model in bigger
scale; they made the product in the same scale as the design. This indicated that the students were
unable to think flexible. Overall, the average achievement of cell model products in expressing
category. It’s means the student's products include evidence of fluency, flexibility, originality, or
abstractness that are consistently spontaneous as part of a team or group [10].
A previous study on performance assessment implementation in STEM-based learning indicated
that Senior High School students’ soft skills and hard skills in Yogyakarta were low [15]. Another
study showed that science process skills of Vocational High School students can be revealed through
the implementation of performance assessment in STEM-based learning [16]. This study show that
students’ creativity in designing and creating animal/plant cell models was in expressing/good
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category, indicating that performance assessment could be implemented to investigate students’

creativity in STEM-based learning. Creative project activities could be an alternative assessment
method to evaluate students’ achievement, instead of conventional assessments such as traditional
tasks and summative examinations [3]. Performance assessment might give the students with
opportunities to prove their implementation of skills and meaningful knowledge.
4. Conclusion
Performance assessment in this study focused on assessing the process (design) and product of cell
models that students made, based on creativity rubric. Based on the findings and discussion, it could
be concluded that performance assessment implementation in STEM-based learning was able to
investigate students’ creativity. The student’s creativity in designing and making cell model is in
expressing category that’s mean the student's products, projects, or performance include evidence of
fluency, flexibility, originality, or abstractness that are consistently spontaneous in individual work or
as part of a team or group. The student’s creativity should continue to be trained to get better results.
5. Acknowledgments
We would like to extend gratitude to the Directorate General for Teachers and Educational Staff, the
Ministry of Education and Culture who has provided the scholarship for the Improvement of Teacher
Qualifications for Basic Education 2015, and SMP Negeri 1 Sukaresmi Cianjur which fully support
this research.
6. References
[1] National Education Association (NEA) 2012 Preparing 21st Century Student For a Global
Society ; An Educator’s Guide to The “Four Cs” (USA: National Education Association) p.
24-26
[2] Torrance, E.P 1977 Creativity in the Classroom (Washington DC : National Education
Association) p.6-16
[3] Katanski D 2013 Bridging the Creativity and STEM Crisis ASQ Advancing the STEM Agenda
Conference Session 4-2 p.1-4
[4] Larkin T 2016 Creativity in STEM Education : Reshaping the Creative Project Proceedings of
2015 International Conference on Interactive Collaborative Learning (ICL) ; 2015 Sep 20-24,
Italy : Florence 2015
[5] Hammond L D Adamson F 2010 Beyond basic skills: The role of performance assessment in
achieving 21st century standards of learning (Stanford, CA:Stanford University, Stanford
Center for Opportunity Policy in Education).
[6] Firman, H Pendidikan Sains Berbasis STEM : Konsep, Pengembangan dan Peranan Riset
Pascasarjana. Paper presented at : Seminar Nasional Pendidikan IPA dan PKLH ; 2015
August 22; Indonesia: Bogor 2015.
[7] Suwarma, I R A Research on STEM Education Theory and Practices Method in Japan and
Indonesia Using Multiple Intelligence Approach Thesis: Shizuoka University 2014
[8] Airasian P W 1991 Classroom Assessment (United States: McGraw-Hill.Inc) p.251-304
[9] Stiggins, R.J.M 1994 Student Centered Classroom Assessment (New York: McMiller College
Publishing Co)
[10] The National Research Center on The Gifted and Talentes ( NRC G/T) 2002 Assessing
Creativity:
A Guide for Educators (U.S: NRC G/T) p.41-51
[11] Fraenkel,J.P & Wallen N.E 2008 How to Design and Evaluate Research in Education (New
York: McGraw-Hill Companies.Inc)
[12] Purwanto N 2003 Prinsip-prinsip dan Teknik Evaluasi Pengajaran (Bandung : Remaja
Rosdakarya)
[13] Wilson,F.R, Pan W, Recalculation of the Critical Values for Lawshe’s Content Validity Ratio.
Measurement and Evaluation in Counseling and Development 45(3) p.197–210
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[14] English L D, King D T 2015 STEM learning through engineering design: fourth-grade students’
investigations in aerospace. International Journal of STEM Education (2015) 2:14
[15] Supahar, Istiyono I, Pengembangan Asesmen Kinerja Berbasis STEM Untuk Meningkatkan
SoftSkill dan HardSkill Peserta Didik pada Pembelajaran Fisika SMA [serial online] 2015
[cited 2016 Oct 31] Available from: URL: http://www.eprints.uny.ac.id
[16] Septiani A 2016 Penerapan Asesmen Kinerja Dalam Pendekatan STEM Untuk Mengungkap
Keterampilan Proses Sains Isu-Isu Kontemporer Sains, Lingkungan dan Inovasi
Pembelajarannya p. 654-659
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Teacher's dificulties in implementing authentic assessment in

learning biology
S Martini1,a), N Y Rustaman2
1
SMA Angkasa Husein Sastranegara Bandung, Jalan lettu Subagio No. 22
2
Program Studi Pendidikan Ilmu Pengetahuan Alam, Sekolah Pascasarjana,
Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229 Bandung 40154
a)
E-mail: susinasserwan@gmail.com, susi_martini@yahoo.com
Abstract. Curriculum 2013 needs the use of authentic assessment which is inseparable from
authentic instruction and authentic learning. The Science teachers, especially the biology
teachers in Senior high school (SHS) have difficulties in implementing authentic assessment
due to the dense of topics based on the syllabus and ministry regulation about the need for the
fulfilment of teacher professional standards, therefore it is badly needed to find out SHS
biology teacher’s competency in terms of knowledge, understanding and skills about
alternative or authentic assessment within the instruction. This study was designed to
investigate the obstacle and difficulties experienced by SHS biology teachers in implementing
authentic assessment. Data were collected through survey questionnaire and interview. A
number of SHS biology teachers was involved as research subjects. Research finding shows
that the respondents did have appropriate knowledge about authentic assessment but not the
skills to apply during the instruction in their classroom. They have difficulties to assess each
student, time allocation limit, tasks and rubrics administered. Based on these findings, it is
suggested that competence based teacher improvement should involve teacher association on
subject matter (MGMP), stake holder (supervisor, school manager) and relevant university
lecturers in collaborative training on authentic assessment.
1. Introduction
Education in 21st century prepares student to be successful in their academic, career, and life. To
accomplish that, students must be supported with knowledge and skill. Support toward successful
learning in 21st century can be done through implementing three concepts of education for 21st
century which are 21st century skills [13], scientific approach [2] and authentic assessment [14].
Those three concepts are adapted by the Ministry of Education and Culture to develop education
toward Creative Indonesia 2045 through implementing curriculum, which is 2013 Curriculum.
Curriculum 2013 needs the use of authentic assessment which is inseparable from authentic
instruction and authentic learning. Student’s assessment in junior and senior high school level which is
based on Permendikbud number 53 year 2015 [11]about Learning Outcome Assessment and
Permendikbud number 23 year 2016 [9]about education assessment standard must be based on several
principles of assessment including validity, objectivity, and fairness. Validity means assessment is
864
based on data which reflects measured ability; objectivity means assessment is based on clear
procedure and criteria, unaffected by scorer’s subjectivity; and fairness means assessment is not biased
because of special needs and issue of religion, ethnic, culture, custom, social economy status, and
gender.
Classroom assessments can take many forms, including observations of student performance during
instructional activities; interviews; formal performance tasks; portfolios; investigative projects; written
reports; and multiple choice, short-answer, and essay examinations. An alternative and more authentic
method is to ask the student to locate such information and develop an annotated bibliography and a
judgment about the scientific quality of the information [7].Teachers need an authentic assessment that
can perform holistic cognitive, affective, and psychomotor assessments. The types of authentic
assessment vary greatly, so teachers need to adjust what criteria and aspects will be measured for
meaningful penalization so as to reflect students' abilities. Schools and government should provide
facilities for teachers to conduct an authentic assessment of either physical material or policy [9].
Working as colleagues, teachers are responsible for designing and implementing the on going
professional development opportunities they need to enhance their skills in teaching science, as well as
their abilities to improve the science programs in their schools [7]. The development of teacher
professionalism in authentic assessment can be done through teacher training.
Implementation of training model can help teacher to understand and applying authentic assessment
[12] to improve learning quality and student’s learning outcome [3]. Teacher’s training for class
assessment needs teaching experience and assessment practice during teacher’s education and during
teaching. The scope of this research is to find out how far biology teachers of senior high school stay
consistent in implementing authentic assessment in biology learning. To know that, factors that affect
the implementation of authentic assessment in biology learning of senior high school need to be
analyzed. This research is expected to find out teacher’s difficulties in implementing authentic
assessment which used as a parameter that need to be prepared to implement assessment. The
difference between assessment training that teachers usually given with training which will be
developed is that teachers are given holistic training program. The said holistic training is a thorough
program. Aside from in class training, the training is followed by observation of implementing
assessment design to see the effectiveness of assessment instrument which designed by teacher during
the training.
Assessment training for teachers has to undergo a paradigm change from traditional training toward
innovative training. Model of assessment training for teacher is better be preceded with preliminary
study to collect information about teacher’s need [1]. Collecting data at the beginning of the research
can use questionnaire [8]. For the result to be more complete, however, it is better if the questionnaire
is combined with in-depth interview [8], direct observation in class [15], and video recording [12]
which then analyzed to provide better feedback for learning and assessing process.
The development of ICT has given innovation for assessment [4]. It enables on-line training and
reporting [5] in order to improve teacher’s professionalism [13]. Teacher’s training in assessment
should consider collaboration between experienced teacher and newly teacher in the form of either
collaboration training [3] or counselling between senior and intern teacher [8]. Different knowledge
and ability between teachers in authentic assessment can be used in teacher’s training through
implementing collaborative training [3]. That way, teachers can share their experiences regarding the
same competency, knowledge, skill, and attitude that need to be applied in learning process.
High demand of work and learning objectives accomplishment tend to force teachers to ignore
variety assessment to measure every competency and skill of students. Science teachers, in particular
biology teachers of senior high school, have difficulties in implementing authentic assessment or in
this case performance assessment because of the density of syllabus, teaching demand, and
requirement of teacher profession standard fulfillment. Thus, the attempt to improve knowledge,
understanding, and skills of biology teachers in high school about alternative assessment in particular
authentic assessment which is applicable in class is needed.
Teacher’s training to date is in the form of creating assessment instrument, simulation, making a
report, and filling questionnaire. Assessment training activity is not included with interview and direct
observation in class to know how the instrument is implemented and give feedback toward the
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student’s learning process and outcome. Therefore, training activity is unable to measure teacher’s
ability and skill in designing authentic assessment. The Science teachers, especially the biology
teachers in Senior high school (SHS) have difficulties in implementing authentic assessment due to the
dense of topics based on the syllabus and ministry regulation about the need for the fulfilment of
teacher professional standards, therefore it is badly needed to find out SHS biology teacher’s
competency in terms of knowledge, understanding and skills about alternative or authentic assessment
within the instruction.
The purpose conducting this field study is to obtain data and information related to aspects
teachers’ knowledge in implementing authentic assessment of biology learning in class, teachers’ skill
in planning authentic assessment of biology learning in class, teachers’ skill in implementing authentic
assessment of biology learning in class, and teachers’ skills in managing authentic assessment
outcomes of biology learning in classroom.
2. Method
This study was designed to investigate the obstacle and difficulties experienced by SHS biology
teachers in implementing authentic assessment. Data were collected through survey questionnaire and
interview. A number of SHS biology teachers was involved as research subjects (n=14). The subject of
this research are senior high school biology teachers in Bandung who have variety of teaching
experience. They are divided into two categories, teachers with teaching experience more than 5 years,
, and teachers with experience of teaching less than 5 years. Each teacher comes from different schools
with their own experience of joining training on assessment. Bagaimana instrument untuk koleksi data
dan analisis data?
3.1 Table 1 Performance Assessment of The Teacher

Data in Table 1 shows the results of participant answers toward question number 2 and 3 about
performance assessment of the teachers. This table illustrates how knowledge about teacher
performance assessment and teacher knowledge about the characteristics of the performance
assessment of senior high school (SHS) biology teachers. Teachers’ knowledge about assessment
performance is already in good (85.71%) category and they stated that they do not need [require
longer] further development through teacher training on assessment. Nevertheless, when they were
asked about their understanding on various performance assessment, the result shows a good
understanding (66.67%) and still require development through training (14.29%).
Table 1. Performance Assessment of The SHS Teachers.

No. Indicator Category f (Frequency) % Percentage
2 Definition of Good 12 85.71
performance assessment
Average 2 14.29
Need Improvement 0 0
3 Characteristics of Good 8 66.67
performance assessment
Average 4 28.57
Need Improvement 2 14.29
3.2 Table 2 shows the teacher's knowledge about various performance assessment
Data in Table 2 shows that SHS biology teachers have already knew the assessment through
questionnaire and check list is (100%), generally some teachers already know scoring through
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observation, interview, portfolio, essay scoring, practice examination and peer rating (85.71%), and a
good enough teacher knowledge about assessment using the project about scoring, discussion,
scientific work assessment (71.43%)
Table 2. Various performance assessment

Type of Performance Assessment N (number) % Percentage
Observation 12 85.71
Interview 12 85.71
Portfolio 12 85.71
Essay Scoring 12 85.71
Practice Examination 12 85.71
Written Examination 12 85.71
Project Scoring 10 71.43
Product Scoring 10 71.43
Questionnaire 14 100
Checklist 14 100
Peer Rating 12 85.71
Discussion Scoring 10 71.43
Scientific Work Assessment 10 71.43
Based on data analysis on assessment in general, respondents state that they have already
understood attitude assessment, knowledge assessment, and skill assessment. In accordance with that,
data collection of teacher’s understanding regarding performance assessment describe that in general
respondents already have sufficient knowledge related toperformance assessment, its characteristics,
and its types for biology learning in classroom.
However, respondents also state their difficulties in implementing performance assessment for
biology learning in classroom. Their difficulties are time limitation, administration task, complex
rubrics, uniqueness of each student, and lack of teacher’s skill on implementing assessment.
4. Conclusion
Several conclusions which can be taken based on research findings are as good learning can be
accomplished as long as the learning process is accompanied by assessment with authentic
characteristic, authentic assessment functions as feedback toward learning process and outcomes of
students. Thus, it needs to be mastered and implemented by teachers during learning process in
classroom, and training activity can develop SHS teacher’s knowledge and skills about the theory and
practice of performance (authentic) assessment on learning process in the classroom. Based on the
study, some aspects can be delivered as a recommendation for the good of science (IPA) education in
school in Indonesia such as teacher’s training is better to be conducted based on teacher’s competence
about authentic assessment and implemented through collaborative training involving MGMP (teacher
association on subject matter), stake holders (supervisors, school management) and LPTK (lecturer).
5. References
[1] Charoenchai 2015 Teachets’Development Model to Authentic Assessment by Empowerment
Evaluation Approach. Academic Journals Vol. 10 (17), pp.2524-2530, 10 September 2015..
[2] Dyer, Jeffrey H and Harbir Singh. "The relational view: Cooperative strategy and sources of
interorganizational competitive advantage." Academy of management review 23.4 (1998):
660-679.
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[3] Gottheiner 2012 Experienced Middle School Science Teachers’ Assessment Literacy:
Investigating Knowledge of Students’ Conceptions in Genetics and Ways to Shape
Instruction. J Sci Teacher Educ 2012 23:531–557, DOI 10.1007/s10972-012-9278-z.
[4] Gulikers 2015 Aligning formative and summative assessments: A collaborative action research
challenging teacher conceptions. Studies in Educational Evaluation 39 2013 116–124
[5] Hubert 2014 A Framework for General Education Assessment: Assessing Information Literacy
and Quantitative Literacy with ePortfolios. International Journal of ePortfolio 2014, Volume
4, Number 1,61-71 http://www.theijep.com ISSN 2157-622X.
[6] Kemendikbud 2015 Materi Pelatihan Guru Implementasi Kurikulum 2013 Mata Pelajaran
Biologi.
[7] National Science Education Standards. Available at http://nap.edu/4962
[8] Nicolaou 2014 Assessment of the modeling competence: A systematic review and synthesis of
empirical research. Educational Research Review 13 2014 52–73.
[9] Pantiwati Y 2016 Hakekat Asesmen Autentik dan Penerapannya Dalam Pembelajaran Biologi.
Jurnal Edukasi Matematika dan Sains, Vol. 1 No. 1
[10] Permendikbud Nomor 23 Tahun 2016, Standar Penilaian Pendidikan.
[11] Permendiknas Nomor 53 tahun 2015, Standar Penilaian Pendidikan.
[12] Raymond 2012 Learning through authentic assessment: An evaluation of a new development in
the undergraduate midwifery curriculum. Nurse Education in Practice (2012) 1e6.
[13] Trilling B & Fadel C 2010 21st Century Skills, Learning for Life in Our Times. San Francisco,
CA: Jossey-Bass.
[14] Wiggins, G 1990 The Case of Authentic Assessment. ERIC Digest ED238611 (online). Tersedia:
http:/www.ed.gov/databases/ERIC Digests/ed238611.html.
[15] Xiong 2013 A Potential Approach to Support Pre-service Teachers’ Professional Learning: The
Video Analysis of the Authentic Classroom. US-China Education Review B, ISSN 2161-
6248 March 2013, Vol. 3, No. 3, 149-161.
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Student mental representation (MR) when face learning

media of biology and its relation with learning style
R Ramdhan1,b), A Rahmat.2,a), E Nuraeni2

1
Program Studi Pendidikan Biologi, Sekolah Pascasarjana, Universitas Pendidikan
2
E-mail: a)adirahmat@upi.edu, b) rifkiramdhan92@gmail.com
Abstract. In implementing a lesson in the classroom, teachers often use the media in the form
of picture and/ or video. This study aims to reveal the students mental representation (MR)
based on learning styles when faced with media learning both in video and picture. This
descriptive research was conducted in one of the State Senior High School in Bandung
involving 76 students of class eleven who have followed the learning of excretion system
assisted video and picture media. MR measurement instrument is developed based on MR
measurement patterns using CNET-protocol packaged in student worksheet, and student
learning styles are known to use standard measurement instruments learning style. Video and
picture in the MR measurement have the same content. The results of the analysis show the
difference students MR generally when watching video and picture, with average scores are
40.74 for the video and 46.70 for the picture. However, when the students are exposed to both
video and picture, it is found only two patterns of MR, Markov chain pattern and repeated
feedback control with multiple measurement pattern. Further analysis suggests that the
difference of MR students is related to the learning style that the student has.
1. Introduction
In the process of biology learning, teachers often use the media to explain biological concepts. because
it can help to visualize abstract concepts. In the processing information from the presented media,
students need to have an ability called mental representations. Representation allows students to
visualize the relationship among different concepts and improve them to develop a deeper
understanding of scientific phenomena [1]. The use of the representation has the advantage to provide
information in a way which is more cohesive and efficient [2]. Futhermore, learning outcomes can be
improved by the use of representations, although it has not revealed about the learning strategies used
by students in increasing their understanding [3].
Mental representation is the ability to create a depiction of an object which is obtained through the
activity of the cognitive system established based on information processing result of interaction with
visual and verbal object [4]. The processing of information in the mental representation of verbal and
nonverbal mental is called dual coding theory. Structural representation of dual coding theory refers to
the suitability of the long-term memory information which relatively stable in the perception of
identifying both verbal and nonverbal objects and activities.
Sternberg explains that mental representation is a depiction of cognitive scheme through
representation or interpretation in any other form, both orally and written of the knowledge that
arrange and construct the cognitive scheme [5]. Cognitive schema contains information that is
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interconnected, and its formation is very dependent on working memory that play a role in receiving
and processing information [6]. So, if there is interference on working memory, it may result in the
processing of such information will not be maximized.
Information processing is also related to the way people receive information. In receiving the
information, each individual has its own character which is quite typical. This will affect every
individual in receiving and processing information. As stated by Plass et al., that the difference in
presentation format (eg. oral, pictorial) or modality (auditory, visual, haptic) influence on the ability to
receive and process information [7]. Then, suitability of learning styles in receiving information would
provide comfort in learning [8]. Which is that the student’s cognitive load will decrease interference
on working memory will decrease and processing of information will be maximized.
Individuals in the study had a variety of ways, some are learning by auditory, some are learning
with visual and kinesthetic learning manner [9]. Baugh stated that approximately 90% of one's
learning outcomes obtained through the sense of view (sight), 5% is obtained from the sense of
hearing (hearing) and 5% more is obtained from other senses [10]. The acquisition of learning
outcomes through the senses of sight ranges from 75%, by hearing about 13% and through other
senses about 12% [11]. So, in this case the sense of sight is the potential sense to be stimulated so that
students can understand the material well. Therefore, it is necessary to study how students in exposing
media with visual form.
In studying the concepts which are quite abstract such as the excretory system, teachers in schools
quite often use the media as a tool of learning material delivery. One of the solutions to overcome
difficulties in learning biology is the use of visual media [12]. So the mental representation is very
important for students in processing information from learning resources in the form of visual media.
Urgency of this research is to help teachers in planning and seeing the students' ability in shaping
knowledge through learning media by promoting the cognitive processes to achieve a better affective
and psychomotor. By knowing the pattern of mental representation of students in reading visual
media, the teacher can see the extent to which the media can help students in constructing thier
knowledge.
2. Method
This study is a descriptive, study aims to reveal the mental representation of students when faced the
learning media and its relationship with the student's learning style. Subjects of this study amounted to
76 people, determined conveniencely in one high school in Bandung who have studied the excretion
system concept by the same teacher. The subjects were divided into two groups; 39 people is video
media group and as many as 37 people is picture media group. Instruments for measuring mental
representations using CNET-protocol worksheet developed by Arentze [13]. The instrument
encompasses student’s ability score to rediscover the elements of information based on four aspects:
(1) specify the appropriate information elements; (2) determine the accuracy of the order of
information elements; (3) determine the relationships between information elements; and (4)
determine the tendency pattern of network causal relationship which is formed on each stage.
Whereas, to know the student's learning style the writer used the standard instrument. Scores are
grouped by the grouping of student’s ability as shows in table 1.
Table 1: Categorization of the student's ability
Category Score interval

Excellent 81-100
Good 61-80
Adequate 41-60
Inadequate 21-40
Very Inadequate 0-20
And the pattern of mental representation formed of causal networks is tailored to the causal network
870
using topological order developed by Ito as can be seen in table 2 [14]:

Table 2. Patterns of mental representations based on causal networking
Topological order
No. Sample pattern
causal network
1 Markov chain,
Shows that the main information elements is
similar with other information elements, are not
separated into two elements which is
interconnected, so it looks like groove.
2 Feedback Control with a Single Measurement,

Shows the existence of two separate information
elements which are interconnected.  and m is
part of different information elements. M
information elements is one, while  which
amounts depend on the needs.
3 Repeated Feedback Control with Multiple
Measurements,
Shows the existence of two separate information
elements parts which are interconnected.  and m
is part of different information elements.
Information element m amounted to more than
one, while  which amounts depend on the needs.
4 Coupled Langevin equations,
Showing among each element of information in a
particular amount, and there is a reciprocal
relationship between them.
5 Coupled Dynamics with a Time Delay,

Shows causal relationship between each element
of the information, with the addition of some
more information elements.
6 Complex Dynamics,
Shows causal relationships in which generally
looks complex with a causal relationship to each
element of the complete information.

The research data was analyzed based on the answers of the subject in completing the worksheet. The
pesented video and picture relate to the relationship of nephron structure and the process of urine
formation in excretion system materials. The concept was selected because it contains some
components that can be represented that is the nephron structure and process of the formation of urine.
The pattern of mental representations formed based on a causal relationship networks from the
871
student’s answers that are tailored to the basic pattern of the development of Ito [14].
Some of the things revealed in this study are the first one, there are differences in the acquisition of
a mental representation scores when students are exposed to video and picture media. Score earned
from group of video and picture can be seen in figure 1 below:
60% 46%
36%
40% 28%
21%24% 19% 15%11%
20% Video Group
0% 0%
0% Picture Group
Excellent Good Adequate Inadequate Very
Inadequate
Figure 1. Distribution of scores of mental representations of video media group

and picture media gorup
From figure 1 we can see that the picture group has a higher score than video group, though in both
group there is no group achieves very good category. This is because students obtain the difficulty in
finding a relationship between elements. As can be seen from the average group, group of picture has
a higher average (46.70) compared with a group of video (40.74) though they only in the category of
enough. The difference is due to difference levels of media complexity. If it is compared, video media
element contains more information than the picture media. Picture media tend to have limited
information elements. Besides video also require more attention in understanding it because the
information contained elements not only in the form of picture and text that can be seen visually but
also from the narrative in the form of sound. This condition corresponds to the research results of
Andres and Petersen indicating that the information has a high level of complexity that can limit the
cognitive process and reduce the level of comprehension of the students [15].
Second, it was revealed on the concept of relationship nephron structure and process of urine
formation, the patterns of mental representations in connecting causal networks is only formed in
pattern 1 (Markov chain) and patterns 3 (Repeated Feedback Control with Multiple Measurements)
with the distribution of the data as follows in figure 2 and figure 3:
30% 23% 21%

20% 15% 13% 13%
5% 8% Pattern 1
10% 3%
0% 0%
0% Pattern 3
Inadequate
Figure 2. Distribution of mental representations pattern in video media group based

on grouping of student’s MR score
30% 24%22%
20% 14%11% 11%8% 11%
10% Pattern 1
0% 0% 0%
0% Pattern 3
Inadequate
Figure 3. Distribution of mental representations patterns in the picture media group

based on grouping of student’s MR score
872
The form of mental representation pattern shows the difference in student’s understanding of the
presented media. In this case, it can be said that the pattern 3 (Repeated Feedback Control with
Multiple Measurement) shows a more complex representation compared with the pattern 1 (Markov
Chain). In the pattern 1, the scheme was only in the form of a straight groove that still can not be seen
a clear relationship between the structures and processes in the formation of urine. While in the pattern
3 structure and the relationship have been seen. Subject was able to distinguish elements of the
structure and elements of the process and can connect between the two.
Arentze et al., explain that patterns variation formed in each student is not only depend on the
completeness of the information elements in the picture, but also the student’s understanding in
reading the picture and the knowledge they have previously [14]. The more information students have
correlated with the greater network of causal formed. When it is viewed from the distribution patterns
of representation in figure 2 and figure 3, it is shows that the pattern of 3 tend to form groups with a
category score well and fairly. Thus, it can be said that the subject who has a good understanding of
the picture can further develop the scheme in the pattern of representation.
Besides that, the establishment of causal networks is determined by the working memory in
information processing. According to Mayer, prior knowledge related to the speed of information
processing in working memory [8]. But in this study prior knowledge is assumed to be the same
because the students have studied the excretion system concept by the same teacher. From these
explanations, it is alleged that process information related to the learning styles. Plass et al., also
explained that the difference in presentation format (eg. oral, pictorial) or modality (auditory, visual,
haptic) influence on the ability to receive and process information [8]. Based on data obtained from 76
people (39 video group and 37 picture group) which become the subject of the study, 51% of them
have a type of visual learning style. If seen from figure 4 and figure 5 from the 51%, it is dominant
(33% for video media group and 43% for the group of picture) dispersed in either category of group
and enough on the MR score. It can be concluded a visual learning style is better able to process the
information contained in the video and picture media. Thus, the alleged influence of learning styles on
student’s mental representations is getting stronger. But in this case, it needs a further discussion and
elaboration.
20% 18%
15%
15% 13%
10%
8% 8%8% 8% Visual
10%
5% 5%
5% 3% Auditory
0%0%0% 0%
0% Kinesthetic
Inadequate
Figure 4. Distribution of student learning styles in video media group based on

grouping student’s MR score
30% 27%
20% 16%
11% 11% Visual
8% 8%
10% 5% 5%5% Auditory
3%
0%0%0% 0% 0%
0% Kinesthetic
Inadequate
Figure 5. Distribution of student learning styles in the picture media group based
on grouping student’s MR score
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4. Conclusion
Based on the research findings, it is found that the student’s MR score is higher when they face the
picture media compared with the video. This shows the difference in the complexity of both media.
The picture media has a lower complexity than video media because it has less information element
and focused information. So the selection of media in learning should have less and focused
information elements. The MR pattern which is formed is the pattern 1 and pattern 3. These
differences show the difference of the student's understanding in processing information. Student
understanding in information caused by the prior knowledge and student's understanding of the
picture. Thus, the factors that affect mental representations can be concluded, that are the complexity
of the media, student understanding of the media that affect the working memory. The relationship
with the learning style is quite influential on mental representation, especially in the way students
understand the media. However, this study needs further analysis.
5. Acknowledgments
The authors would like to thank the headmaster of the 26 senior high schools Bandung and the
teachers who have allowed the author to do the research.
6. References
[1] Treagust DF, Chittleborough G, Mamiala, TL 2003 International Journal of Science Education
25 1366-1367
[2] Kalyuga S 2013 Social and Behavioral Science 23 28
[3] Won M, Yoon H, Treagust DF 2014 Sceince Education 98 863
[4] Paivio A 1990 Mental Representation: A Dual Coding Approch (New York: Oxford University
Press, Inc.)
[5] Sternberg RJ 2008 Cognitive Psychology (Yogyakarta: Student Library)
[6] Rahmat A et al. 2016 Laporan Penelitian Penguatan Kompetensi Universitas Pendidikan
Indonesia
[7] Plass JL, Moreno R., Brünken, R 2010 Cognitive Load Theory (Cambridge: Cambride
University Press)
[8] Ikitde, GA & Edet, U B. 2013 Learning Styles and Teaching Strategies in Biology 1 12
[9] Tanta 2010 Journal of Basic Education 1 8
[10] Achsin A. 1986 Media Pendidikan dalam Kegiatan Belajar Mengajar (Ujung Pandang: IKIP
Ujung Pandang)
[11] Dale, E 1969 Audiovisual Methods in Teaching (New York: The Dryden Press, Holt, Rinehart
and Winston, Inc.)
[12] Cimer A 2011 Educational Research and Reviews 7 70
[13] Arentze T, Dellaret BGC, Timmersman HJP 2008 Environment and Behavior 40 6
[14] Ito S 2016 Information Thermodynamics on Causal Networks and its Application to
Biochemical Signal Transduction Springer Theses (Singapore: Springer Science + Business
Media)
[15] Andres and Petersen 2002 J. Educational Technology Systems 30(3) 240
874
A mental representation of biology teacher when interpret

convention picture
N Sunarya1,a), A Rahmat2,, and R Solihat2

1
Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Pendidikan
2
Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr.
Corresponding: *adirahmat@upi.edu
a)
E-mail: nanasunarya@upi.edu
Abstract. When delivering information, teacher often use picture as a media. Teachers
working memory in representing the image is an important factor that will affect the teacher's
explanation. This study aimed to describe mental representation of teachers when interpret the
picture in preparation for teaching and learning activities in class. This study involved four
biology teacher in class XI senior high school from four schools in Tangerang Indonesia.
Sample is determined by convenience sampling technique. Each teacher is faced with
conventions picture of vision process. Teacher mental representations was measured using the
instrument in the form of a worksheet developed by CNET protocol. The data is obtained and
analysis qualitatively. The result shows that each teacher have different way when interpret
information in the convention picture. The first pattern mention all the main elements and sort
them properly. The second pattern mention a few elements and less precise in sequencing. The
mental representation of biology teacher when interpret the convention picture can be
categorized sufficient and very less criteria. Sufficient criteria, able to select, sort and deliver
basic ordering but aren’t able to find relationships between elements of information. Very last
criteria, aren’t able to select, sort, provide the basis and determine the relationship between
elements of information.
1. Introduction
Learning of biology concept not only in the form of narration or text but must be represented visually
for example in the form of picture. The picture is one component that is always present in the biology
concept of, the use of picture as a media of learning can be help teachers to communicate information
from abstract concepts [1]. The picture have a role in helping understanding the concept of science
including the concept of the system on biology learning, the ability to interpret, understand and read
the image becomes very important in education, especially teaching and learning activities [2].
Representation of a concept by using picture plays an important role in learning activities,
especially communicating knowledge by teachers. Generally the form of representation that appears in
textbooks is in the form of picture and teacher are required to be able to communicate and interpret to
students [3]. There are two events in presenting information through images, namely picture in the
form of convention representation and spatial isomorphism. Conventional representation images relate
to the use of colors, arrows, and notations contained in the drawing, representational picture of
conventions describe the structure, relationships and functions of a process that occur. While the
875
spatial isomorphism image is related to the representation showing the spatial relationship between the
information elements [3].
Teacher ability of communicating a biology concept is obtained through the activity of the
cognitive system formed based on the information processing of the interaction with visual and verbal
objects, this ability is known as mental representation [4]. Mental representation describes
information, knowledge and individual understanding of an object or event, the depiction of
information will be produce a thinking pattern that will be applied in the form of decision-making and
action. The description of information that shapes the mindset is based on causal relationships between
elements of information (causal network) that is formed only at certain times and conditions [5].
This descriptive research aims to get an information about the mental representation of biology’s
teacher when reading the convention picture. The subjects of this study were four biology teachers in
class XI from four schools in Tangerang. The subject was selected by the convenience sampling. The
subject of this research will be seen from the ability to interpret pictures; the pictures are conventions
picture which is relating to the structure and the process of eyesight. Data in this research was
collected by using worksheets which was developed based on the CNET protocol [5]. The
development stages of the worksheets include the preparation and judgment stage by the expert of this
study or the lecturers. The implementation of the judgment have an aim to determine the validity of
the content, to decide the appropriateness between the picture with questions and scoring rubric. The
scoring rubric worksheet by CNET was modified based on the research [6]. The CNET’s worksheet
will get the mental representations value of biology’s teachers in exposing the element of the
information in the pictures by four stages: (1) determining the information elements of the pictures, (2)
determining the accuracy of the information elements in the pictures, (3) determining the relationships
between each information elements in the pictures and (4) determining the tendency of causal network
relationship which was formed in each stages. The data is obtained and analysis qualitatively.

The measurement results of the metal representation by the biology teacher when interpret picture
using a CNET worksheet shows some interesting things regarding how teachers uncovers back every
information of the element on the pictures for every stage of CNET measurement.
Figure 1. component that make up the eyeball and the mechanism of the visual process
876
Figure 1 shows the components or the structure of eye ball and the mechanism process of sight; it
starts from light entering the eye and translating by the brain into a real object. Some questions in the
worksheet guides respondents to define and to sort the information elements that have a role in the
process of sight. Determining the accuracy of the information elements is by sorting the order of the
information elements and finding the circuited information of elements in each image. Here, it will be
presented the findings of the measurement at each stage of mental representation.
3.1. Determining the information elements of the picture

In this stage, the respondents were asked to choose which main information of the elements in the
picture and to sort the information elements which can explain the process of sight. Based on the
answers for four respondents in the CNET worksheet, only one respondent is able to select and to sort
the 16 major information of elements appropriately so it can be useful in explaining the whole process
of sight. While the three other respondents are not able to select and to sort the elements in incomplete
arrangement and therefore it can’t explain the process of sight correctly.
Table 3.1 Main information element on the picture visual process and responden answere
Selection and sorting of key information Responden answere
elements of the visual process
Light – cornea – aqueus humor – pupil – lensa 1. Light – cornea – pupil - aqueous humor –
– viterus humor – fovea – rod/cone – lensa – vitreous humor- retina – optic nerve
horizontal cell – bipolar cell – amacrin cell – fibres – brain
ganglion cell – optic nerve fibres – brain – 2. Light – sclera - aqueous humor – pupil -
visual cortex – object lensa - vitreous humor – retina –
fotoreseptor - optic nerve fibres – brain
3. Light – pupil – cornea - aqueous humor -
lensa - vitreous humor – brain - visual cortex
- optic nerve fibres – retina – object
4. Light – cornea – aqueus humor – pupil –
lensa – viterus humor – fovea – rod/cone –
horizontal cell – bipolar cell – amacrin cell
– ganglion cell – optic nerve fibres – brain –
visual cortex – object
Table 3.1 show that the respondents' answers on the CNET worksheet, it can be seen that each
respondent has a different point of view in determining and sorting the information elements which
involved in the sight process. The differences can be seen from the completeness and the accuracy of
the information elements. The differences answer could be due to the accuracy of respondents in
seeing each information elements in the picture and identifying the information elements which
involved in the process of sight. In figure 1 there is a lot of information elements in the picture, but not
all the information elements involved in the process of sight. There are only 16 main information
elements that are directly involved in the process of sight.
3.2 Determining the accuracy of information elements

At this stage the respondents were asked to determine the accuracy of the information elements that
have been answered and giving the reasons on the judgment of sequencing information element. Based
on the answers for four respondents in the CNET worksheet, only one respondent is able to give a
logical reason as the basis for sorting the information of the elements. While the three other
respondents could not provide a logical reason as the basis for sorting the elements of information.
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Table 3.2 Reasons for sorting the information elements

Answere Basic reason
1 Light – cornea – pupil - aqueous humor –lensa – Based on eye structure
vitreous humor- retina – optic nerve fibres – brain
2 Light – sclera - aqueous humor – pupil -lensa - Base on the reflection of light from
vitreous humor – retina – fotoreseptor - optic nerve the structure of the outer eye to the
fibres – brain brain
3 Light – pupil – cornea - aqueous humor - lensa - Based on the order of the inclusion of
vitreous humor – brain - visual cortex - optic nerve light and the part of the eye that plays
fibres – retina – object a role
4 Light – cornea – aqueus humor – pupil – lensa – The sequence of incoming light until
viterus humor – fovea – rod/cone – horizontal cell – translated by the brain involves only
bipolar cell – amacrin cell – ganglion cell – optic the element of that information
nerve fibres – brain – visual cortex – object
Table 3.2 show that the respondents' answers in the first stage in selecting and sorting the 16
elements which have a role in the process of sight precisely, the reasons in underlying the information
elements should be logic. However, when the respondents are less precise in selecting the primary
information element in the process of sight. Then the sequence of the processes and the basic reasons
that the respondents gave to the information elements would not be true. It is because the convention
picture is representing a structure or process, if one of the important elements in the process was not in
proper way or in incomplete then the process will not be able to run properly. When the teacher
describing the picture in the process of learning activities, and the teachers are not able to interpret the
information elements in the image with the right way, it will makes wrong understanding for the
students because the information is incomplete.
3.3 Determining the relationships between each information elements in the picture
At this stage the respondents were asked to determine the possible relationship exists between each
elements of the main information in the picture.
Table 3.3 Possible relationships between the main information elements

Relationship bettwen information elements Responden answere
1. The cornea receives light and transmits light 1. Pupils and lenses serve to focus light
to the Aqueous humor to be refracted to fit 2. Aqueous and vitreous humor contain fluid
right into the eye that serves as a layer of separation of the eye
2. Pupils regulate the light entering the lens so 3. Fovea contains rod and cone
that the lens can adjust the shape based on
the incoming light
3. The lens continues the light so it falls right
on the fovea
Table 3.3 show that the answers from four respondents in the CNET worksheet, the respondent has
not been able to explain the relationship between each elements of the main information. The answer
that given by the respondent is more likely to explain the function of the parts in the eyeball. The
ability to find relationships in each information elements related to the understanding of the material
that are taught.
878
3.4 Determining the tendency of causal network relationship formed in each stages
Based on the findings, there are two patterns of mental representations when reading a convention
picture. First, all main elements of information on the process of sighting and sorting the key
information elements is correct. The second pattern, citing part the main information elements in the
process of sight and less appropriate in sorting the main elements. The relationship between the main
elements in the process of visual information describes one way direction. One main element of
information only relates to other element of information without any feedback from any information
elements.
The mental assessment of teacher when facing the images obtained from the accumulative value from
the respondents at each stage. Based on respondents' answers in the CNET worksheet, teacher’s mental
representation when reading images can be classified into the sufficient and very less criteria. In the
sufficient criteria, the teacher able to select, sort, and provide basic sorting correctly but they are not
able to find a relationship in each elements correctly. While in very less criteria, teachers have not
been able to select, sort, provides basic ordering information elements properly and unable to
determine the relationship in each the elements with the appropriate information.
Different patterns when interpreting convention picture that occur because each individual has their
own perceptions and interpretations of an object based on their own understanding [7]. Understanding
is closely related to knowledge, knowledge will be affect the ability of interpretation picture [8]. The
process of information processing on a person's mental representation consists of a verbal and a
nonverbal system, when faced with a picture and asked to interpret it will happen the process of
transforming information from objects in the form of images into the form of words or narration to
describe a picture. Information from visual or verbal objects will be processed in the components of
the cognitive system consisting of working memory and long term memory [9]. A person who has had
initial knowledge stored in long term memory and then combined with new information in working
memory will then form the appropriate mental activity [10].
4. Conclusion
Each respondents have different way when reading information elements in the convention picture,
there are two patterns that are formed when reading the image of the convention. The first pattern
mention all the main elements and sort them properly. The second pattern mention a few elements and
less precise in sequencing. Different patterns when interpreting convention picture that occur because
each individual has their own perceptions based on their own understanding. A mental representation
of teacher's when interpreting picture can describe individual information, knowledge and
understanding of picture or concept.
5. Acknowledgments
Researchers say thanks to the supervisors Dr. rer. nat Adi Rahmat, M. Si. and Dr. Rini Solihat, M. Si
which has helped researchers from planning a research proposal to prepare research as well as the
writing of this article. Researchers are also very grateful to the four biology teacher from senior high
schools in Tangerang who have been willing to be a part of this study. And thank you very much for
Medina Fatiha, Rifki Ramdhan, Arie Wiguna and Fitra Ramadhan has been a tremendous partner.
6. References
[1] Kragten, M., Admiral, W., & Rijlaarsdam, G. 2015. International Journal of Science Education,
37 12
[2] Frek, V., Vrtacknik, M., Blejec, A., & Gril, A. 2003. International Journal of Science
Education 25 10
[3] Cheng, M. dan Gilbert, J. 2015. International Journal of Science Education. 37 1
879
[4] Paivio, A. 1990. Mental Representation: A Dual Coding Approch. New York: Oxford
University Press, Inc
[5] Arentze. T., Dellaret, B.G.C., & Timmersman, H.J.P. 2008. Environment and Behavior, 40 6.
[6] Rahmat, A., Soesilawati, S.A., Nuraeni, E. 2016. Laporan Peneltian Penguatan Kompetensi.
[7] Ametller, J & Pinto, R. 2010. International Journal of Science Education. 24 3
[8] Novick, L. R & Catley, K. M. 2014. Science Education. 98 2
[9] Sweller, J. 2010. Cognitive Load Theory. Cambridge: Cambridge University Press.
[10] Kalyuga, S. 2011. The International Journal of an Emerging Transdiscipline. 14 1
880
Improving students’ characters, cognitive achievement, and

attention span through RQA (reading, questioning and
answering) strategy on cell biology subject
A M Amin1,a), E Rosmiati2
1
Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan Universitas Pejuang
Republik Indonesia (UPRI) Makassar, Jl. Baruga Antang Makassar, Indonesia.
2
Sekolah Pascasarjana, Universitas Negeri Malang, Indonesia.
a
E-mail:astutiamin@gmail.com
Abstract. Education is a conscious effort to develop students’ potential optimally. This study
belonged to Classroom Action Research. It was aimed to (1) observe students’ characters
improvement as the result of the implementation of RQA strategy on cell biology subject; (2)
investigate students’ cognitive achievement as the result of the implementation of RQA
strategy on cell biology subject; (3) learn the extension of students’ attention span as the result
of the implementation of RQA strategy on cell biology subject. There were 32 students
participating in this study. They consisted of 12 male and 20 female students who were
enrolled in Cell Biology subject at Universitas Pejuang Republik Indonesia (UPRI) Makassar.
The results of the research revealed that (1) students’ characters improved from 2.15 on average
at cycle I to 3.07 on average at cycle II; (2) students’ cognitive achievement increased from
64,89 on average at cycle I to 78,63 on average at cycle II; (3) students’ attention span
advanced from 77,70 at cycle I to 80,79 at cycle II. In conclusion, the implementation of
Reading Questioning and Answering (RQA) strategy can improve students’ characters,
cognitive achievement, and attention span.
1. Introduction
Education is a conscious effort to develop students’ potentials optimally. The development of learners’
potentials is expected to build their strong characters as they survive in the globalization era. As a
result of the strong foundation, the students will be more likely to grow and continue living as a good
citizen. At the culmination point, collective norms and cultural values at macro level will eventually
evolve to become national norms and cultural values. Therefore, the students are going to have
knowledge, mindset, behavior patterns, and problem solving strategies which suit the norms and
values [1]. This character education is expected to generate an Indonesian generation whose characters
are based on the goals of education [2].
The social and national life of the people in Indonesia have recently indicated demoralization or
degradation of the values and characters of Pancasila. Many youngsters are addicted to drugs and
pornography acts, becoming violent, and engaged in brawls and fights with guns [3].Thus, it is
necessary to integrate character education into curriculum.
Character education at the university level is as important as character education at the schools
level. It manifests the continuation of character building in schools. Therefore, every university is
881
suggested to create a pattern to build the students’ characters based on the missions, the goals and the
characteristics of the university. Character education at the university level should be designed
thoroughly through the implementation of innovative strategies in learning process.
Retention is a crucial component that students need to improve. This will lead to a meaningful
learning where the students can understand biology concepts. Defines retention as knowledge that can
be kept in students’ memory for a certain period time and can revive at any given time [4]. Memory or
retention refers to an effort to keep information from time to time by saving, coding, or recalling the
information [5]. Someone can retain information in his/her memory not only in the form of facts, but
also learning strategies that can be accessed easily [6].
Students’ cognitive achievement has a positive correlation with concepts understanding which is
vital to a learning process. In line with this, [7] argues that materials mastery (cognitive) aims to
measure students’ expertise and selection of scientific basic concepts including essential materials as
the key concepts and main principles. Memory or retention can be interpreted as how long information
or concepts which have been learned earlier can be stored. According to [8], learning without retention
cannot be categorized as a learning process and without a learning process, nothing can be
remembered.
Students’ low retention and poor characters in Cell Biology subject is one of the problems that
should be solved by the lecturer. Students are mostly undisciplined, intolerant, dependent, and not
communicative. Meanwhile, their retention of the subject is categorized low. This has been proven bu
the fact that the students face difficulties in answering some questions and recalling the materials.
Seven percent of the students who passed Cell Biology subject in academic year 2015/2016 got A,
23% of them got B, and 36% of them got C. Therefore, a learning strategy can be useful to build the
students’ characters and improve their retention, particularly on Cell Biology subject.
One of the active and innovative learning strategies is RQA (Reading, Questioning and
Answering)strategy.The strategy which is built on the constructivism philosophy has been developed
by Corebima since 2007. [9] explains that the RQA strategy requires students to read a material,
understand it and answer questions made by themselves. The students need to make relevant and
substantial questions and the number of the questions is adjusted to the circumstances. Questions made
in group are to be presented and responded by other groups. Learning steps using this strategy have a
potential to improve students’ characters and retention.
Based on the rationales above, this study, thus, aimed to (1) observe students’ characters
improvement as the result of the implementation of RQA strategy on cell biology subject; (2)
investigate students’ cognitive achievement as the result of the implementation of RQA strategy on
cell biology subject; (3) learn the extension of students’ retention as the result of the implementation
of RQA strategy on cell biology subject at Universitas Pejuang Republik Indonesia (UPRI) Makassar.
This study belonged to Classroom Action Researchof which purpose is to improve learning. It was
conducted in the academic year of 2015/2016 at Biology Education department, Faculty of
Mathematics and Sciences, FKIP Universitas Pejuang Republik Indonesia (UPRI) Makassar. The
participants of the research were 32 students enrolled in cell biology subject. They consisted of 12
male and 20 female students.
Every corrective action was done collaboratively with the lecturer who was teaching in the
classroom. This research was made up of two cycles. Each cycle consisted of five meetings and four
main activities. They were (1) planing; (2) acting; (3) observing; (4) reflecting.
882
Figure 1. Spiral Model of Classroom Action Research
Data of this research were (1) learning activities; (2) students’ characters; (3) students’ cognitive
achievement; (4) students’ retention. Instruments used to collect the data were described in Table 1 as
follows.
Table 1. Instruments of Data Collection

No Data Instruments
1 Learning activities Observation sheet
2 Students’ characters questionnaire
3 Students’ cognitive achievement Written test
4 Students’ retention Written test
A test was administered to measure students’ achievement in mastering delivered materials.

Another test was also conducted to examine students’ retention. The test contained 50 multiple choice
items. The validation of the test was performed beforehand. The test validity examined consisted of
content validity, construct validity, and item validity.
Students characters were revealed through a questionnaire. Observed characters comprised honesty,
discipline, responsibility, creativity, and care. The questionnaire contained 34 items of Likert scale
survey questions of strongly agree, agree, disagree, and strongly disagree. Prior to the study, the
questionnaire was validated by some experts. Students’ characters were also observed using an
observation sheet. They were analyzed descriptively and described qualitatively through words. Score
1 (not visible) means that the students have not yet performed the character, score 2 (visible) means
that the students start performing the character, score 3 (developing) represents the inconsistency in
the students’ action, score 4 (becoming a character) presents the stage where the students perform the
character constantly [10].
Criteria of success identified in this study were (1) the improvement of the students’ characters
scores; (2) the improvement of the students’ cognitive achievement; and (3) the improvement of the
students’ retention.

3.1 Students’ Characters
The recapitulation of learning activities at cycle I and cycle II is depicted by Table 2.
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Table 2. Recapitulation of Learning Activities

Learning Stages Average Score at Cycle I Average Score at Cycle
II
Pre activities 90% 100%
Whilst 80% 100%
Post activities 90% 100%
Table 2 shows that the highest average score of learning activities is learning stages at cycle II.
Educator or lecturer is the one that has the main role in learning process. Lecturer and educator as
motivator should improve educational interaction pattern so it can grow and improve learning
motivation so the learning achievement can be reached optimally. A lecturer should able to improve
some innovative learning model because the students learning success is also influenced by the
lecturer strategy to manage the learning process. The recapitulation of students’ characters scores is
Table 3. Recapitulation of Students’ Characters Scores

Cycle I Cycle II
Students’ Characters
Average Score Average Score
Honest 2,21 3,04
Disciplined 2,09 3,10
Responsible 2,23 3,28
Creative 2,03 2,90
Caring 2,20 3,02
Average Score 2,15 3,07
Table 3 shows that average score of students characters has increased from 2,15 in cycle I to 3,07
in cycle II. Students’ improved characters from the first cycle to the second is strongly related to the
effectiveness of RQA learning strategy. The reading section provides an opportunity for the students
to be more disciplined and responsible. Points out that each group member has a responsibility to read
the materials and then discuss them in a group [11]. Therefore, every student is trained to be
disciplined in making use of time and responsible for their learning tasks and learning activities.
Students’ responsibility is also reflected in the questioning and answering stage.This stage is useful to
promote self-directed learning in which students can control their own learning. This kind of learning
makes students able to recognize their learning burden and as a result perform positive behaviors [6].
These positive behaviors have a correlation with students’ motivation to learn. The strong character
can change the students’ negative habits into positive independent learning [12].
Character building is necessary at every level of education. It is intended to generate more mature
learners. Its sustainability is, therefore, vital to humans life. In addition, it hopefully can create
learners who have good quality, think positively, and disregard negative thoughts [13]. The goals of
character education, however, can only be achieved through moral discipline which is embedded into
family, university, and society life [14].
3.2 Students’ Cognitive Achievement

The recapitulation of students’ cognitive achievement at cycle I and cycle II is described in Table
4. Table 4 shows that average score of students’ cognitive achievement has increased from 64,89 in
cycle I to 78,63 in cycle II. Memory functions to retain information from time to time by saving,
coding, or recalling [5]. The mechanism of retaining information has been explained by [15]. They
argue that humans brain could create a meaningful pattern from received information. University
students are able to make an association to manage the information pattern prior to collecting new
884
information. The level of university students’ retention has something to do with how their brain
processes information. If the process is meaningful, their retention is elevated [16].
Table 4. Recapitulation of Students’ Cognitive Achievement

Cycle I Cycle II
Research subjects 32 32
Highest scores 80 93
Lowest scores 40 70
Range of scores 40 23
Average scores 64,89 78,63
Standard of deviation 10,93 6,89
Reading in RQA provides the basis of obtaining knowledge for university students. The students
can be trained to understand ideas in reading [17]. Dimension of knowledge consists of factual,
conceptual, procedural, and meta-cognitive knowledge. Meanwhile, dimension of cognitive processes
comprises memorizing (C1), understanding (C2), applying (C3), analyzing (C4), evaluating (C5), and
creating (C6) [18]. Concepts form basic essence from the cognitive structures and the university
students are able to make learning much easier by generalization of new situation and interpretation of
experiences and humans perceptions [19].
[20] states that learning which can make students more active is the one that can provide an
effective environment to achieve the goals. Besides, it can also improve students’ conceptual
understanding significantly [21].
3.3 Students’ Retention

The recapitulation of students’ retention at cycle I and cycle II can be found in Table 5.
Tabel 5. Recapitulation of Students’ Retention Scores

Cycle I Cycle II
Research subjects 32 32
Highest scores 80 90
Lowest scores 52 70
Range of scores 28 20
Average scores 77,70 80,79
Table 5 shows that average score of students’ retention has increased from 77,70 in cycle I to 80,79
in cycle II. RQA has a potential to promote cooperation among students which results in solidarity,
sympathy, and empathy. The RQA learning strategy makes it possible for the students to avoid unfair
competition and have a willingness to work together with other people. The implementation of this
strategy has been proven to be able to encourage university students to read learning materials and
complete their tasks so that learning activities can be carried out properly and students’ understanding
can be maximized to 100% [9].
Teacher, parents, and the community members can help students understand the significance of a
healthy, positive character. To have students understand character, they must first recognize what
forms a healthy, positive character [22]. [23] want students to model caring, honesty, airness,
responsibility, and respect for self and others though classroom discussions, and everyday encounters
with other students and adults. It is important that these core ethical values and traits be incorporated
into academic lessons and though real-life experiences [24].
885
4. Conclusion
Based on the results of the research and data analysis, it can be concluded that (1) students’ characters
improved from 2.15 on average at cycle I to 3.07 on average at cycle II; (2) students’ cognitive
achievement increased from 64,89 on average at cycle I to 78,63 on average at cycle II; (3) students’
retention advanced from 77,70 at cycle I to 80,79 at cycle II. In conclusion, the implementation of
Reading Questioning and Answering (RQA) strategy can improve students’ characters, cognitive
achievement, and retention.
5. Acknowledgments
Thanks to the head of department, the head of study program and all lecturers at Biology education
program Universitas Pejuang Republik Indonesia (UPRI), for the participation as respondents and help
in data collection.
6. References
[1] Kementrian Pendidikan Nasional 2010 Pengembangan Pendidikan Budaya dan Karakter
Budaya Bangsa Badan Penelitian dan Pengembangan Pusat Kurikulum
[2] Khusniati M 2012 Pendidikan Karakter Melalui Pembelajaran IPA Jurnal Pendidikan IPA
Indonesia, 1 (2) pp 204-210
[3] Husen A, Japar M, Kardiman Y 2010 Model Pendidikan Karakter Bangsa (Jakarta: Universitas
Negeri Jakarta)
[4] Pranata M 2006 Pengaruh Desain Pesan Multimedia dan Tipe Literasi terhadap Kemampuan
Retensi dan TransferDisertasi Tidak Diterbitkan (Malang: Pascasarjana Universitas Negeri
Malang)
[5] Santrock J W 2007 Psikologi Pendidikan (Terjemahan) Edisi Kedua (Jakarta: Kencana Prenada
Media Group )
[6] Slavin R E 2000 Educational Psycology: Theory and Practice Sixth Edition. (Boston: Allyn and
Bacon)
[7] Sofiani E 2011 Pengaruh Model Inkuiri Terbimbing (Guided Inquiry) terhadap Hasil Belajar
Fisika Siswa pada Konsep Listrik Dinamis (Online),
(http://repository.uinjkt.ac.id/dspace/bitstream/123456789/1468/1/101069-
ERLINA%20SOFIANIFITK. pdf), diakses pada15 Februari 2017
[8] Supriyatna Y 2012 Pengaruh Strategi Questioning terhadap Penguasaan Konsep dan Retensi
Siswa Kelas VIII SMP pada Konsep Gerak Tumbuhan (Online),
(http://repository.upi.edu/operator/upload/sbio0801314chapter2. pdf) diakses pada15
Februari 2017
[9] Corebima A D 2009 Metacognitive Skills Measurement Integreted in Achievement Test.
Makalah disajikan dalam Third International Conference on Science and Mathematics
Education (CosMed) Malaysia, 10-12 November
[10] Hasan 2010 Bahan Pelatihan Penguatan Metodologi Pembelajaran Berdasarkan Nilai-Nilai
Budaya Untuk Membentuk Daya Saing dan Karakter Bangsa (Jakarta: Pusat Kurikulum,
BadanPenelitian dan Pengembangan, Kementerian Pendidikan Nasional)
[11] Arends R I 2008 Learning To Teach (Yogyakarta: Pustaka Pelajar)
[12] Berg C A R 2005 Factor Related to Observed Attitude Change Toward Learning Chemistry
among University Students Chemistry Education Research and Practice, 6 (1) pp 1-18
[13] Silay N 2013 Character Education at Universities Journal of Educational and Social Research,
3 (1) pp 44-50
[14] Hartshorne H and May M A 2006 The Character Education, Inquiry, Teacher College,
Columbia University Religious Education, 22 (9) pp 958-961
[15] Ozden and Gultekin 2008 The Effects of Brain-Based Learning on Academic Achievement and
Retention of Knowledge in Science Course Electronic Journal of Science Education, 12 (1)
[16] Listawati R, Mahanal S, Sarwono 2015 Pengaruh Metode Pembelajaran Inkuiri Terbimbing
(Guided Inquiry) terhadap Hasil belajar Kognitif dan Retensi Siswa Kelas XI IPA SMA
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Laboratorium UM Malang Prosiding Seminar Nasional Biologi/IPA dan Pembelajarannya,

Universitas Negeri Malang
[17] Sumampouw H M, Rengkuan M, Siswati B H, Corebima A D 2016 Metacognition Skill
Development in Genetic Lecture at the State University of Malang Indonesia International
Journal of Educational Policy Research and Review, 3 (3) pp 36-42
[18] Anderson L W and Krathwohl D R 2001 A Taxonomy for Learning, Teaching, and Assessing, a
Revision of Bloom’s Taxonomy of Educational Objectives (New York: Addison Wesley
Longman, Inc)
[19] Yılmaz K and Colak R 2011 Investigation of Concepts and Concept Maps from Pedagogical
Perspective Ataturk Universitesi Sosyal Bilimler Enstitusu Dergisi, 15 (1) pp 185-204
[20] Wright G B 2011 Student-Centered Learning in Higher Education International Journal of
Teaching in Higher Education, 23 (3) pp 92-97
[21] Knight J K and Wood W B 2005 Teaching More by Lecturing Less Cell Biology Educatio, 4
(4) pp 298-310
[22] Larson K 2009 Understanding the Importance of Character Education The Graduate School
University of Wisconsin-Stout
[23] Lickona T, Schaps E and Lewis C 2007 Character education partnership (CEP): Eleven
Principles of Effective Character Education. www.forcharacter.com/page12. diakses pada15
April 2017
[24] Pearson Q and Nicholson, J 2000 Comprehensive Character Education in the Elementary
School: Strategies for Administrators, Teachers, and Counselors Journal of Humanistic
Counseling, Education & Development, 38 pp 243
887
STEM PjBL toward abilities of creative tinking with theme:

calories in indonesian traditional food
L Nurfitriaginaa), N Y Rustaman, and S Sriyati

a)
E-mail: nurfitriaginaliska@gmail.com
Abstract. A quasy experimental study about the implementation of Science-Technology-

Engineering-Mathematics (STEM) learning through project based learning (PjBL) was
conducted to investigate the profile of eleventh grade students creativity in generating product
in the form of Indonesian food in accordance with the calories needed by teenagers. The
product being assessed on their creativity dealing with fluency, flexibility, originality,
elaboration and sensitivity in human digestive system. A number of student involved in this
study (n= 58) were divided into ten groups of 4 or 5 students, five for each class (experimental
and control) in Health Vocational School in Bandung. Data were collected using an instrument
derived from Parnes about product creativity. In the STEM learning, students design a typical
Indonesian food in accordance with the calories needed by the body with food arrangement in
accordance with the general balanced nutrition guidelines, as a means to understand the
concept of the human digestive system. N-Gain test results indicate that there is an increase in
the value of pre-test and post-test, experimental class worth 0.71 with high criteria and control
class is worth 0.26 with low criteria. The results of this study indicate that STEM- learning
through PjBL can improve students ability to think creatively.
1. Introduction
Entering the 21st century, the national education system faces a very complex challenge in preparing
the quality of human resources that can compete in the global era. Through future human resources,
education will be a key role in shaping and building every human's way of life[1]. For 20 years, the
National Science Foundation (NSF), the National Academies of Science (NAS), and the Accreditation
Board for Engineering and Technology (ABET) have expanded policies for basic and applied research
in Science, Technology, Engineering, and Mathematics (STEM). It is aimed to improve the quality of
teaching to students and to learn students in these disciplines, but in the field, there found to be
decreasing which will have an impact on the social and economic consequences of the current
educational trend [2].
Education reform that have been undertaken in some developed countries, such as the United
States. They developed STEM (Science, Technology, Engineering, and Mathematics) education as a
solution to the challenges of the 21st century [3]. In Indonesian context, STEM refers to four areas of
knowledge, called sains (science), teknologi (technology), teknik (engineering), and matematika
(mathematics) [4]. STEM become an important issue in the current education trend, and STEM is
newly introduced in Indonesia’s education world. The STEM integration initiative in the school
education curriculum is one of the efforts to increase or encourage students to be interested and
involved in STEM fields. At this time, student interest in STEM fields in countries such as the United
States, Britain, Malaysia and Indonesia is decreasing, while the state and industry requirements for this
888
STEM field background are increasing [5]. Current student’s interest in the STEM topic is diminishing
and leading to a lack of trained human resources, so STEM teaching needs to be improved and
developed [6]. Learning STEM will creates a path to a bright future, because there are more and more
jobs require STEM skills, as United States need STEM as a means of generating world-class
manpower to tackle great challenges in the 21st century [7].
In addition to enhancing student interest, the idea of integrating STEM is also the brainchild of the
view that between science, technology, engineering, and mathematics in the development of the world
of education and job of the 21st century are mutually requiring each other [8]. Therefore, in facing the
challenges of education and jobs, we need tough learners to prepare themselves in these areas. One of
the way is to introduce and make them proficient with STEM field skills, through integration of STEM
education in the primary and secondary education curriculum [9].
Previous research suggests that integrated STEM education has several benefits, including making
students better at solving problems, innovators, inventors, independent, logical thinking, and
technology literate. The research also shows that integrating math and science has a positive impact on
students' attitudes and interests in school, their motivation for learning and achievement. The National
Academy of Engineering and the National Research Council have expressed the benefits of
incorporating techniques in schools, there are improvements in mathematics and science
achievements, technical awareness raising, capable of engineering design, and improved technology
literacy [8].
In the United States there are schools that implement STEM since the early twentieth century, and
there are movements around the world to develop schools that focus on STEM. Currently, Australia,
the UK, Scotland and the United States have published national recommendations to support the
STEM development movement, and many countries have developed special programs and schools
focusing on STEM. Australia, China, UK, Korea, Taiwan, and the United States are developing a
STEM curriculum that incorporates a multidisciplinary focus, with project-based pedagogical
principles. The United States utilizes project-based learning (PjBL) as an instructional vehicle [10].
STEM education will have benefit from the difference between educational topics and empirical
evidence that ensures execution without additional research, such as project-based learning [2].
Trilling and Fadel in their book, 21st Century Skills, which much inspired by the publication of
Partnership for 21st Century Skills, said that one of the world-changing features of the twenty-first
century is the need for better ways of managing time, people, resources and projects [1]. It can be
trained through project-based learning, specifically project based learning model that refers to
performance, project, and using various forms of media according to the characteristics of learning in
the 21st century [1].
The application of PjBL's steps in solving the problem is called creative action [11]. The conditions
that enable a person to create meaningful creative products are personal and environmental conditions,
that is how far they both encourage someone to involve themselves in the process of creative activity.
Some studies also show that project-based learning is one of the learning strategies that can help
students to have the creativity of thinking, problem solving, and interaction and assist in the
investigation that leads to the settlement of real problems [12].
Based on the research, project-based learning can help students to have creativity of thinking or
creative thinking. Implementation of the 2013 curriculum, which states that project-based learning is a
learning model that focuses on creativity [13]. This is in line with the learning objectives of dealing
with a much more complex life and work environment in the 21st century with the skills of learning
and innovation skills focused on creativity [1].
STEM with related topics has social and economic value that encourages students to be free to
choose in educational activities, so that students' interest is involved in STEM and can make it creative
[6]. Graduates who have competitiveness, characterized by a number of high skills, both hard skills
and softskill and knowledge in the field of spiritual, emotional, and creativity [14].
Creativity is an important component, without the creativity, the learner will only work on a narrow
cognitive level [15]. Everyone has the ability to think creatively [16]. Permendiknas No. 23 of 2006
on the competency standards of graduates, stated that SMK (Vocational High School) graduates, is
required to produce creative work, both individual and group. This is important for SMK students
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which will enter the workforce. SMK students are at the stage of adolescent development, one of the
tasks of adolescent development is to prepare for a career and its future [17].
The implementation of research using experimental method (experimental research). The type of
experimental method used in this study is quasi experiment, where the selected sample is truly
representative and can represent the population [18].
This study uses two classes, from the population data taken two sample groups, namely the
experimental group and the control group. The first measurement (initial test) is intended to obtain an
overview of the students' basic abilities before being treated. The second measurement (final test) is
intended to see how improvements in student learning outcomes. Both classes were given different
treatment and both were given initial and final test, so the research design used was static group
pretest-posttest design. The static group pretest-posttest design enforces a pretest score compared to
the posttest score to calculate the increase or change of score obtained [19].
This experiment uses two classes of class XI academic year 2016-2017 as the subject. There are as
many as 58 students with each class of 29 students. Sampling research conducted by purposive
sampling method. This technique is a determining samples technique with certain considerations, the
considerations in question is the average value of academic ability of two samples almost the same.
The school does not class its classes by level of ability (no pre-eminent class). In other words, the
spread of students in this school is heterogeneous so that it can represent students of high, moderate,
and low levels of ability. The sample used in this study was an experimental class using STEM-based
learning through PjBL, and one control class using non STEM PjBL.
The location of this research is Health Vocational High School Bhakti Kencana Bandung. This
location was chosen because of problems encountered in accordance with the research topic. The
school is one of the schools that have not implemented STEM in teaching and learning activities.
The research procedure covers the planning, implementation and final stages. The planning
stage is the making of learning devices and research instruments. Implementation phase by providing
STEM-based learning treatment through PjBL. While the final stage by doing data analysis, discussion
and draw conclusions.

The students' creative thinking ability on the concept of the digestive system is measured by a
description test. This test is done twice before the treatment (pretest) and after treatment (posttest).
The result of data analysis of pretest, posttest, and N-Gain values obtained from the experimental class
using STEM-based learning through PjBL and control class using PjBL non STEM learning on the
concept of digestive system can be seen in Table 1,
Table 1. Recapitulation of Pretest, Posttest, and N-Gain Scores of Creative Thinking Skills
Average Average
Pretest 40,14 Experiment Pretest 40,82
Control Class
Posttest 45,66 Class Posttest 80,14
N-Gain 0,26 N-Gain 0,71
Based on the data in Table 1 can be seen the ability of creative thinking in both classes with pretest
score can be expressed almost the same. It shows that both classes have the same initial ability before
any treatment in the learning process. While the ability of creative thinking for both classes that learn
by using STEM and non STEM experience improvement that can be seen on posttest score, but the
value of improvement is different. Improvement in the STEM class is higher compared to the non-
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STEM class. It can also be expressed by category N-Gain in STEM class having high interpretation,
while non STEM class has low interpretation.
The result of the analysis shows that the improvement of creative thinking ability of the experiment
class students is bigger than the control class. Therefore, it is necessary to do a statistical test to find
out the difference of significancy the ability of creative thinking. From the data that has been obtained
then need to do statistical testing to know the normality and homogeneity. The test was done by using
SPSS Statistics 20 software. The result of normality and homogeneity test obtained that pretest and
posttest data of creative thinking ability is normally and homogenous distributed. Normally distributed
and homogeneous data leads to the type of hypothesis testing performed by statistic using t test, this
test is done by using independent sample t-test which results are presented in Table 2, with the
following hypothesis,
H0: There is no significant Means difference between the two groups
H1: There is a significant Means difference of mean between the two groups
Table 2. Test Results Difference Means of Creative Thinking Ability

Data Levene’s Test for Equality t-test for Equality of Means
of Variances
Sig. t Df Sig. (2-tailed)
N-Gain Creative 0,023 7,957 56 0.000
Thinking
Based on hypothesis testing, Levene's Test significance value is 0,023. The value is less than 0.05
(0.023 <0.05), so H0 is rejected and H1 is accepted. In addition, the significance of t-test shows that the
value obtained is 0.000 which means that 0.000 <0.05, so H0 is rejected and H1 accepted. In addition to
the value of significance, can be seen based on tcount obtained value 7,957 when compared with ttable
value 1.672 then tcount> ttable which means that H0 is rejected and H1 is accepted. Thus it can be
concluded that at the 95% confidence level with a significance of 0.05 states that there are significant
improvement differences in the creative thinking ability after learning with STEM-based learning
through PjBL and PjBL non STEM.
The creative thinking capabilities analyzed by product in this research include the ability to
thinking smoothly (fluency), flexible thinking skill (flexibility), original thinking skill (originally),
detailed thinking skill (elaboration), and sensitivity. The assessment of creative thinking ability on the
product is done by the researcher and two observer using the product scoring rubric with score 1-3.
The percentage comparison based on the indicator of creative thinking ability in the experimental class
and control class is presented in Table 3,
Table 3. Percentage of Creative Thinking Ability Indicators by Product in Experiment Class and
Control Class
Ability of Creative Thinking Skor (%)
Indicator Control Class Experiment Class Gain
Fluency 53,22 100 46,67
Flexibility 73,33 93,33 20
Originally 33,33 93,33 60
Elaboration 60,00 93,33 33,33
Sensitivity 86,67 100 13,33
The product assessment component that students have made on smoothly thinking skill (fluency) is
shown by using the number of calories contained in the food according to the energy requirements in
kilocalories. Flexible thinking skills (flexibility) are demonstrated by using healthy and nutritious
foodstuffs in accordance with the Common Guidelines of Balanced Nutrition consist of three groups
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of food structures i.e. building substance, regulators subsstance, and energy substances. Original
thinking skills (originally) are demonstrated by proportionally combining foodstuffs using various
colors and shapes of the foodstuffs, so that they look appealing and also using combination from pre-
existing foodstuffs. Detailed thinking skill (elaboration) are demonstrated by adding or detailing the
details of the product so that it becomes interesting by utilizing the available space as much as possible
by arranging the food with detail so that the appearance of the dish is more interesting. Sensitivity is
demonstrated by presenting appropriate foods in terms of three sensory properties of the product:
texture (sense of touch), smell (sense of smell), and taste (taste senses).
Table 3 shows that each indicator of creative thinking ability in the experimental class has a higher
percentage than the control class. Sequentially from the highest-to-lowest gain are the original
thinking skill indicator, the ability to think smoothly, detailed thinking skills, flexible thinking skills,
and sensitivity. The average obtained by the experimental class is 96% with the rating category
categorized very well, while the control class obtained an average of 61.3% with sufficient category.
This can be interpreted that the ability of creative thinking in the experimental class has improved
better than the control class. Based on the description, it can be concluded that the implementation of
learning using STEM can improve the ability of creative thinking compared with the non-STEM class.
The results are corresponded with statements that STEM learning prepares students to develop the
creative thinking skills that required to compete in the 21st century such as problem-solving with
creative thinking [20] [21]. Project based learning can help students to have creativity of thinking or
creative thinking, because project-based learning is a learning model that focuses on creativity [13].
Several studies have shown that project-based learning is one of the learning strategies that can help
students to have the creativity of thinking, problem solving, and interaction and assist in the
investigation that leads to the settlement of real problems [12].
The difference of creative thinking ability between the experimental class and the control class in
sequence from the highest to the lowest are original thinking skill (originally), smoothly thinking skill
(fluency, detailed thinking skill (elaboration), flexible thinking skills (flexibility), and sensitivity. The
highest difference is the original thinking skills that shows that STEM learning can increase higher,
This is due to the STEM class emphasizing the design process that trains students to develop solutions
from problems and allow students to freely interpret problems, constraints, and criteria based on their
knowledge to formulate diverse solutions to achieve good results [22]. In addition, engineering
integration within STEM allows students to apply science ideas to solve problems in engineering
design activities [23].
Creative thinking skills based on the results of statistical tests that have been analyzed with
normality test, homogeneity test, and t-test at 95% confidence level with a significance of 0.05
indicates that there is a significant difference in the ability of creative thinking after learning to use
STEM based learning through Project based learning and project based learning non STEM. Based on
the results of statistical tests revealed that learning by using project based learning can improve
students' creative thinking ability, although the improvement is lower than the application of learning
using STEM PjBL. This is in line with assertion that PjBL is an effective educational approach
focused on thinking creativity[12]. And also this is in line with view that the implementation of PjBL's
steps in solving the problem is called creative action [11]. Using STEM knowledge to solve real life
problems can increase knowledge and skills [24]. Through project-based learning, students become
more actively encouraged in learning and the creativity of students are developed [25].
The study of the effect of using the integration approach of STEM subjects suggests that the
integrated STEM approach among the components has an influence on student learning [21]. In line
with research on science learning based on STEM by using balloon powered car as media, able to
improve student creation and understanding so that can improve student achievement [26]. STEM
education can improve student achievement and make them more aware and understand the relevance
of the science knowledge they learn in the classroom with their daily lives [9]. STEM with related
topics has a social and economic value that encourages students to freely choose in educational
activities, so it can make students more creative [27].
The result of data analysis shows that learning STEM PjBL can improve the ability of creative
thinking higher than non-STEM class. This is in line with the opinion that learning with STEM
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approach can improve the creative thinking skill, critical thinking skills, collaborative skills, and
communication skills [28].
In a class that uses STEM-based learning through PjBL has significantly different gain because in
that class is used the engineering aspects of the project it create. This is in accordance with the
statement that STEM PjBL is closely related to engineering, engineering is the heart of STEM PjBL
which required creativity so that engineering is able to connect directly with real-world problems, it
provides a good context for illustrating concepts that visualized by students [22]. One way to make
STEM teaching materials successfully is to make engineering a driving force for STEM [29]. It is also
reinforced by statement that the engineering aspect can train creativity, subject matter knowledge,
good experimental skills, communication, interdisciplinary cooperation, and perseverance [30].
Enggineering activities have been proven in students with high education dimensions, STEM is
very effective in increasing skill level and interest in enggineering concept [31]. In addition, The
National Academy of Engineering and the National Research Council expressed the benefits of
combining techniques in schools that include improvements in achievements in mathematics and
science, increased technical awareness, capable of engineering design, and improved technology
literacy [8].
The advantages of integrated multiple disciplines learning based on the results of the study are
learners become a good problem solvers, show positive respones and motivated, and improve student
learning outcomes in math and science [32]. This is in line with the learning objectives, how to deal
with a much more complex life and work environment in the 21st century with the skills of learning
and innovation skills focused on creativity [1].
4. Conclusion
The improvement of students' creative thinking ability on the concept of digestive system using
STEM-based learning through project based learning is significantly better than the students who
received non-STEM project based learning. The average N-Gain students' creative thinking ability in
the experimental class is 0.71 (high category) and control class 0.26 (low category) indicates that the
implementation of STEM learning through project based learning is more effective than non-STEM
project based learning
5. Acknowledgments
The researcher said thank you very much to the Bhakti Kencana Health Vocational High School in
Bandung which has provided support in the implementation of STEM education.
6. References
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Rosdakarya)
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Education, National Research Council, The National Academies, Washington, DC 1-31
[3] Bybee R 2013 The case for STEM education: Challeges and Opportunity (Arlington, Virginia:
NSTA press)
[4] Henderson C and Dancy M H 2011 Increasing the impact and diffusion of STEM education
innovations. In Invited paper for the National Academy of Engineering, Center for the
Advancement of Engineering Education Forum, Impact and Diffusion of Transformative
Engineering Education Innovations
[5] Atkinson R D and Mayo M J 2010 Refueling the US innovation economy: Fresh approaches to
science, technology, engineering and mathematics (STEM) education The Information
Technology & Innovation Foundation, Forthcoming 66-87
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[6] Mataric M J Koenig N P and Feil-Seifer D 2007 Materials for Enabling Hands-On Robotics and
STEM Education In AAAI spring symposium: Semantic scientific knowledge integration. 99-
102
[7] Williams J 2011 STEM education: Proceed with caution. Design and Technology Education: An
International Journal 16 26-35
[8] Stohlmann M, Moore T J and Roehrig G H 2012 Considerations for Teaching Integrated STEM
Education Journal of Pre-College Engineering Education Research 2 28-34
[9] Syukri M, Halim L and Subahan 2013 Pendidikan STEM dalam Entrepreneurial Science
Thinking “ESciT” Aceh Development International Conference 26-28 Maret 2013 105-112
[10] Slavit D, Nelson T H and Lesseig K 2016 The Teachers’ Role in Developing, Opening, and
Nurturing an Inclusive STEM-Focused School International Journal of STEM Education 1-
17
[11] Astuti R 2015 Meningkatkan Kreativitas Siswa dalam Pengolahan Limbah Menjadi Trans
Fashion Melalui PjBl Jurnal Bioedukasi 8 37-41
[12] Al-Tabany T 2015 Mendesain Model Pembelajaran Inovatif, Progresif, dan Kontekstual
(Jakarta: Prenadamedia Group)
[13] Kosasih E 2016 Strategi Belajar dan Pembelajaran Implementasi Kurikulum 2013 (Bandung:
Yrama Widya)
[14] Suranto 2012 Competency Based Training Kewirausahaan Peningatan Mental Wirausaha
Mahasiswa Industrial Engineering Faculty of Engineering, Universitas Muhammadiyah
Surakarta 8 1-8
[15] Beetlestone F 2013 Creative Learning: Strategi Pembelajaran untuk melesatkan Kreatifitas
Siswa (Bandung: Nusa Media)
[16] Johnson E B 2011 Contextual teaching & learning: Menjadikan kegiatan belajar-mengajar
mengasyikkan dan bermakna (Bandung: Kaifa)
[17] Kadiyono A L 2014 Efektivitas Pengembangan Potensi Diri dan orientasi Wirausaha dalam
meningkatkan Sikap Wirausaha. Jurnal Intervensi Psikologi 6 25-38
[18] Creswell J W 2013 Research Design Qualitative, Quantitative, and Mixed Methods Approaches
Third Edition (Yogyakarta: Pustaka Pelajar)
[19] Fraenkel J R and Wallen N E 2007 How to Design and Evaluate Research in Education (New
York: McGraw-Hill)
[20] Sanders M 2009 STEM, STEM Education, STEM mania The Technology Teacher 68 20-26
[21] Becker K and Park K 2011 Effects of Integrative Approaches among Science, Technology,
Engineering, and Mathematics (STEM) subjects on Students’ Learning: A Preliminary Meta-
analysis Journal of STEM Education 12 23-37
[22] Capraro R M Capraro M M and Morgan J R 2013 STEM Project-Based Learning: An
Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach 2nd
Edition 1–27 (Rotterdam: Sense Publishers)
[23] Huang S 2015 High School Physics: An Interactive Instructional Approach that Meets the next
Generation Science Standards Journal of STEM Education 16 31-40
[24] Brophy S 2008 Advancing Engineering Education in P-12 Classrooms. Journal of Engineering
Education 28 369-372
[25] Susilowati I, Iswari R S and Sukaesih S 2013 Pengaruh Pembelajaran Berbasis Proyek
Terhadap Hasil Belajar Siswa Materi Sistem Pencernaan Manusia Unnes Journal of Biology
Education 2 82-90
[26] Suwarma I R, Astuti P and Endah E N 2015 Ballon Powered Car sebagai Media Pembelajaran
IPA Berbasis STEM (Science, Technology, Engineering, ans Mathematics) Prosiding
Simposium Nasional Inovasi dan Pembelajaran Sains 8-9 juni 2015 373-376
[27] Mataric M J, Koenig N and Feil-Seifer D 2007 Material for Enabling Hands-On Robotics ang
STEM Education. Journal of STEM Education, University of Southern California. 941 1-4
[28] Beers S Z 2011 21st Century Skills: Preparing Students for Their Future 17 desember 2016
[29] English L D and King D T 2015 STEM Learning through Engineering Design: Fourth-grade
Students Investigations in Aerospace International Journal of STEM Education 2 18-23
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about Engineering Preparation Exhibited by High School STEM Teachers Journal of
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School Science and Mathematics 109 152-160
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Effects of portfolio assessment toward student’s habits of

mind of SMAN in Pekanbaru
Nurkahairo Hidayatia), Tengku Idrisb)
Deparment of Biology Education, Universitas Islam Riau, Jl. Kaharudin

Nasution No. 113, Pekanbaru, Riau, Indonesia
E-mail: a)khairobio@edu.uir.ac.id, b)idrisbio@edu.uir.ac.id
Abstract. This study, entitled "Effects of Portfolio Assessment toward Student’s Habits of
Mind of SMAN in Pekanbaru". The study was conducted in classes IX IPA SMAN in
Pekanbaru consisting of six schools, they are SMAN 2, SMAN 4, SMAN 6, SMAN 7,
SMAN 12 and SMAN 14, the number of students as many as 211 people. This study aims
to determine how much improvement habits of mind through the implementation of
portfolio assessment, as well as the responses of students after participating in learning by
using assessment portfolio. Data is collected as much as seven meetings in two materials,
namely the nervous system and the excretory system or the excretory system and the
respiratory system. The instrument used in this study was a questionnaire habits of mind
and a student questionnaire on the application portfolio assessment. The results showed
that the increase in HoM equal to the standards set by an increase of 0.42 in the medium
category as well as in the category of self regulation and creative thinking while critical
thinking in the low category. Overall the students respond positively to the material
application portfolio assessment excretory system and the nervous system.
1. Introduction
Education is a conscious effort to develop an individual toward maturity. Maturity includes
intellectual, social and moral maturity [1]. Educational Objectives not only develop cognitive aspects,
but also must be balanced with attitudes and skills. This is in line with the nature of science that
concerns and balances processes, products and attitudes (values) [2].
The habits of mind developed by [3] as one dimension of learning outcome includes dimensions (1)
attitudes and perceptions of learning, [2] acquire and integrate knowledge, [3] expand and refine
knowledge, [4] and [5] take advantage of habits of mind. The first and fifth dimensions are the most
decisive part of success from the dimensions of the other dimensions. Students' attitudes and
perceptions of a knowledge will affect how students acquire and deepen their knowledge. Students
who do not have a positive attitude towards a science, then will not give good results. Habits of mind
in dimension 5 underlie students in deepening the knowledge and solve problems in it.
Habits of mind of a student can be extracted and enhanced by learning that supports the
development of it. Research conducted by [1] and [4], there is increasing habits of mind of students
in medium category by using formative assessment. The use of formative assessments has the greatest
impact on self-regulation categories of students compared to other categories. [5] research shows that
habits of mind can be improved through formative assessment in the form of perfomance assessment
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on environmental concept learning. According to [6] self-regulation and openness in habits of mind
can be explored through student participation in online learning compared to other indicators.
Portfolio assessment is one of the class-based assessment (assessment for learning) on a collection
of student work systematically arranged and organized during the learning process in a certain period
of time used to determine the development of knowledge and attitude of students [7]. The most
dominant component of the assessment on the use of a portfolio assessment is feedback and self
assessment.
Development of habits of mind in schools is still rare, including in SMAN (Senior High School) of
Pekanbaru. Habits of mind can be developed through a carefully designed portfolio assessment.
Teachers at SMAN of Pekanbaru have not been able to design a portfolio assessment that can
improve students' habits of mind. In addition, the implementation of the portfolio assessment assists
teachers in understanding the portfolio assessment that is mandatory in the 2013 curriculum, thus
providing insight into the correct use of the portfolio assessment.
This research is an experimental research with weak type of experiment with The One-Group Pretest-
Posttest Design [8]. The sampling technique used is purposive sampling and cluster random sampling.
Purposive sampling is used to determine the school while to determine the class using cluster random
sampling. Of the 17 schools located in Pekanbaru, six selected schools were selected, consisting of
SMAN 2, SMAN 4, SMAN 6, SMAN 7, SMAN 12 and SMAN 14 with a sample of 211 students.
Variable in research there are two that is free variable of portfolio assessment while dependent
variable habits of mind. The main instrument of this study is the HoM questionnaire developed by [9]
and [1] . Data analysis technique used is inferential statistic by using SPSS 23 for windows with test
one sample t test with value 0,31. The data used in the significant test is the N-gain data of habits of
mind.

Based on the analysis of HoM data in Table 1, it can be seen that there is a significant increase in HoM
equal to the standard set at students in SMAN Pekanbaru with a moderate increase of 0.42 or 42%.
The highest category of HoM was found in the self-regulation category of 0.39 followed by creative
thinking 0.38 in the medium category, while the lowest increase was in critical thinking category with
n-gain of 0.29.
Table 1. N-gain HoM, Self Regulation, Critical Thinking dan Creative Thinking
SMAN Self R Critical T Creative T HoM Conclusion
2 0,36 0,18 0,34 0,29 Low
4 0,55 0,41 0,40 0,49 Medium
6 0,44 0,34 0,34 0,45 Medium
7 0,32 0,01 0,22 0,45 Medium
12 0,29 0,32 0,46 0,38 Medium
14 0,36 0,45 0,51 0,49 Medium
Average 0,39 0,29 0,38 0,42 Medium
Conclusion Medium Low Medium Medium
Of all the samples of each school HoM experienced an increase in the category of only one
school that experienced an increase in the low category of SMAN 2 Pekanbaru with n-gain sebesasr
0.29. To find out whether the increase is significant then test significance and the results can be seen in
Table 2.
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Table 2. Ho-Sign significance test results HoM

N-gain df Sig. (2-tailed) Conclusion
HoM 211 0.101 = 0.31
Self Regulation 211 0.426 = 0.31
Critical Thinking 211 0.284 = 0.31
Creative Thinking 211 0.491 = 0.31
Based on Table 2 we can see that the significance value of N-gain HoM, self regulation, critical
thinking and creative thinking> ½ α value (0.025), so it can be concluded that the value of N-gain
HoM, self regulation, critical thinking and creative thinking 0.31 (Value). This means that the
improvement of HoM, self regulation, critical thinking and creative thinking after the students of the
assessment of portfolio assessment is the same as the predefined standard that is in the medium
category.
In addition to the increase in HoM, students of SMAN in Pekanbaru also respond positively to
the implementation of learning by using the portfolio assessment. Student response can be seen in
Figure 1.
Respon Pembelajaran
Learning Response
100
80
persentase
60
40
20
0
SMA 6 SMA 2 SMA 4 SMA 7 SMA 12 SMA 14 Rata-Rata
Feedback 70,11 90,44 85,87 81,15 88,21 79,91 82,62
SA 71,56 93,1 90,44 90,08 90,42 81,23 86,14
Skenario 90,15 67,31 77,7 72,06 71,62 79,84 76,45
Figure 1. Recapitulation of Pretes, Postes and N-gain Mastery Concepts
Based on the above data it can be seen that students respond very well to learning by applying
the assessment of portfolio with percentage of 76,4% while as much as 82,62% and 86,14% student
stated that feedback and self assessment help them in learning.
Portfolio assessment is one of the class-based assessment (assessment of learning) on a
collection of student work organized systematically and organizedly taken during the learning process
within a certain period of time used to determine the development of knowledge and attitude of
students [8]. The most dominant component of the portfolio assessment in this study was written
feedback and self assessment. Provision of tasks and giving feedback feedback with reference to
rubric made to help students realize the mistake in doing those tasks so they understand the concept
being studied. Self assessment provided helps students evaluate how they work and think. The effects
of giving writen feedback and self assessment, such as being aware of the mistakes in the test, are
open, able to work independently, accustomed to assess the advantages and disadvantages so that it
can be directly repaired, continuously and continuously will become a habit (habits of mind).
[10] and [11] suggest that feedback given on tests or other assessment tasks should guide
students on how they should improve and each student individually gets help and opportunities to
improve. The use of self assessment helps students find weaknesses and solutions to accomplish
difficult tasks, so they are able to apply what they already know after giving feedback and they plan in
self assessment for the next task.
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The highest category of habits of mind is self-regulation and creative thinking in the medium
category, while scritical thinking has the least increase with the low category. Enhancement followed
by self regulation whereas the lowest increase was the category of creative thinking. The high increase
in self-regulation is one of the contributing factors is the presence of written feedback and self
assessment. This is in line with [1] and [9] findings that self regulation can be improved by using
formative and portfolio assessments in the moderate category.
The components of the formative assessment have different effects on almost all HoM
indicators. This is in line with the findings of [6], [1] and [9] stating that overall the formative and
portfolio assessment contributes to the improvement of HoM as in all the following indicators (1)
aware of their own thinking, (2) (4) sensitive to feedback, (5) evaluating the effectiveness of the
action, (6) accurate and finding accuracy, (7) clear and seeking clarity, (8) evaluating the effectiveness
of the action, (9) being able to position oneself when there is a guarantee, (10) being sensitive and
knowing the ability of a friend and (11) doing the best possible effort according to knowledge and
ability, (12) can engage in the task even though the answers and solutions are not immediately
apparent , (13) making an effort to maximize his or her ability and knowledge, (14) produce a new
way of looking at situations different from the usual way of prevailing in general.
Critical thinking category has the lowest increase this is due to the student's prity in critical
thinking more so that the lowest increase. This means students are already trained in critical thinking.
This is proven from postes self regulation, critical thinking and creative thinking in both good and
good category.
4. Conclusion
Based on the above data it can be concluded that the assessment of the portfolio can improve the
habits of mind of SMAN students in Pekanbaru City is significantly the same as the established
standard with an increase of 0.42 in the medium category. Overall students respond positively to the
application of the portfolio assessment.
5. Acknowledgments
I would like to acknowledgments my institution, Islamic University of Riau, that’s always support us
to do some reseach. To our family, relatives, and all friends in Department of Biology Education
Islamic University of Riau.
6. References
[1] Sriyati, S. 2011. Penerapan Asesmen Formatif Untuk Membentuk Habits of Mind Mahasiswa
Biologi. Sekolah Pascasarjana UPI. Thesis. Tidak diterbitkan.
[2} Rustaman, N.Y., dkk. 2003. Strategi Belajar Mengajar Biologi. Bandung: FPMIPA UPI.
[3] Marzano, R.J. 1992. Different Kind of Classroom. Teaching with dimensions of learning.
Alexandria: ACD (Association for Supervision and Curriculum Development).
[4] Idris, T., Sriyati., Rahmat, A. 2013. Penerapan Asesmen Portofolio Untuk Meningkatkan HoM
dan Penguasaan Siswa Kelas XI SMA. Tesis: Prodi Pend, Biologi UPI, Bandung.
[5] Anwar, C. 2005. Penerapan Penilaian Kinerja (Performance Assessment) Dalam Membantuk
Habits Of Mind Siswa Pada Konsep Lingkungan. Sekolah Pascasarjana Pendidikan IPA UPI.
Thesis; tidak diterbitkan.
[6] Cheung & Hew. 2008. Examining Facilitator’s habits of mind and learners’ Participation.
Meulbourne: Proceedings Ascilite Melbourne. (Online). Tersedia:
http://portal.acm.org/citatiom.cfm?id= 13838446. (28 November 2012).
[7] Surapranata, S. dan Hatta, M. 2004. Penilaian Portofolio Implementasi Kurikulum 2004.
Bandung: PT Remaja Rosdakarya.
[8] Frankel, J. R. and Walen, N. E. 2009. How to Design and Evaluate Research in Education 7th.
New York: The McMraw-Hill Company, Inc.
[9] Idris, T., Sriyati., Rahmat, A. 2014. Pengaruh Asesmen Portofolio Terhadap HoM Siswa Kelas
XI. Jurnal Pendidikan Biologi 6(1) 671-678
899
[10] Orsmond, P., Merry, S. & Reiing, K. 2005. Biologi students’ utilization of tutors’ formative
feedback: a qualitative interview study. Assesment and Evaluation inHigher Education. 30,
369-386.
[11] Black, P. and William, D. 1998. “Inside The Black Box: Raising Standart Throught Clasroom
Assessment”. Phi Delta Kappan, 80(2). (Online). Tersedia: http://www//collegenet.
co.uk/admin/ dowload/inside the black box_23_do.pdf. (23 Desember 2012).
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Profile of competency content of biology teachers of Madrasah

Aliyah in West Java
H Hanurani1,2,,a), A Widodo2 , A Fitriani2, R Riandi2

1
Balai Diklat Keagamaan Bandung , Jl. Soekarno – Hatta No. 716, Bandung 40294,
Indonesia
2
Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr Dr. Setia
a)
E-mail: hikmawati.hanurani@yahoo.com
Abstract. One of the competencies that must be mastered by teachers is professional

competence. Professional competence is a mastery of learning content widely and deeply. This
Study aim to know competency profile of Madrasah Aliyah teachers in West Java Province.
Competence content of Biology Madrasah Aliyah teachers measured in this study is the ability
of teachers in mastering biological content on virus content and prokaryotes. The data were
collected through biological content tests on viral and prokaryotic. The test question consists of
45 items of multiple choice questions. The research subjects consisted of 30 teachers of
Biology Madrasah Aliyah in West Java Province. The research was conducted at the Religious
Training Center of Bandung on Distance Training Biology MA. Descriptive statistics was used
to determine mean value of competency content of Biology teacher. From the results of
Biological content tests on viral content obtained mean value of 37.02 ( in the category of
failed). The mean value of biological content test results on prokaryotic content is 43.38 (in
the category of defcient). The results showed that teachers of Biology MA in the province of
West Java are still lacking in content of Virus and Prokaryotes in depth.
1. Introduction
Based on the standard of professional competence of teachers as stipulated in Permendiknas No 16 of
2007 [1], Biology teachers must master the Biology’s dicipline both in structure and concept and also
able to develop creative learning contents. Especially for Biology teachers, they must have the
proficiency to understand the concepts, laws, and theories of Biology and also all of its application.
This ability is very useful when teachers have to develop teaching contents based on characteristics of
learners.
Virus and Prokaryotes content is one of the standard competence of Biology subject which must be
mastered by the learner as stated in Regulation of The Minister of Education and Culture N0 16 of
2016 [2]. The standard competence includes analyzing the structure, replication and role of virus in
human life (KD 3.4) and identifying the structure, way of life, reproduction and the role of bacteria in
life (KD 3.5). Teachers of course must have a deeper understanding than the KD set for learners so as
to facilitate learners in understanding more advanced biological contents. In comparison, teachers in
the United States must have a higher competence to guide their students in understanding higher level
Biology contents in addition to core content. For example, one of the core competence in terms of
biological content that must be mastered by teachers is to guide students to understand the similarities
and differences between animals, plants, mushrooms, microorganisms and viruses. The competence to
be mastered in relation to the above content is that teachers should prepare themselves to guide
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students in understanding the causes, characteristics, and how to avoid diseases caused by viruses,
bacteria and diseases caused by parasites [3].
Training can improve the competence of teachers in mastering biology disciplines. In order to find
training that is suitable with the teacher’s requirement, it is necessary to have information about the
teacher’s proficiency in biology’s disciplines, in this case on virus and prokaryote’s subjects. Based
on this matter, researcher do study to know competency profile of teacher of Madrasah Aliyah in
West Java Province.
Competence content of Biology Madrasah Aliyah teachers measured in this study is the ability of
teachers in mastering biology’s discipline on virus and prokaryote’s subjecs. The data were collected
through tests on viral and prokaryotic subjects. The test question consists of 45 of multiple choice
questions. The research subjects consisted of 30 teachers from Biology Madrasah Aliyah in West Java
Province. Desciptive statistics was used to determine mean value of competency content of Biology
teacher. The research was conducted at the Religious Training Center of Bandung on Distance
Learning Biology MA. To see the categories of participant’s ability in mastering biology’s discipline
on virus and prokaryote’s subject, predicate by Arikunto [4] is used. The predicate range can be seen
in Table 1. below:
Table 1. Assessment of biological content tests using

predicates.
Number Alphabet Predicate

80-100 A Excellent
66-79 B Good
56-65 C Sufficient
40-55 D Deficient
30-39 E Failed
3.1. Content Competency Profile On Virus

The results from tests on viral’s subject obtained an average value of 37.02. The viral’subject that is
tested consists of virus structure, viral reproduction, viral genetics, baktriofage, and the role of virus in
life. Figure 1 Shows the mean values on each subject on viral content.
100
80
60
value
47,44
38,46
40 30,77
19,23
20
0
0
structure reproduction genetics bacteriofage role of virus
subject
Figure 1. Average value of participants on virus
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Based on figure 1, the highest score was found on the subject of viral reproduction as much as 47.44,
while the lowest on the subject of viral structure with zero average value. From the test results it
appears that the mastery of the concept of viruses in Madrasah Aliyah biology teacher is still low, or in
the category of failed [4], especially on the subject of viral structure. The same result on this virus’s
subject test can also be found on students, such as research results reported by Survani [5]. From the
research, students' understanding on the content virus has not been optimized, due to the abstract of
the virus’s subject. Other research results show that students' ability in answering test questions on
viral content, are limited to the concept of understanding, characteristic, structure, lytic and lisogenic
cycle, and the role that has been commonly exemplified from elementary to high school, when
confronted with the analysis of physiological and structural application of the virus, the average of the
students weren’t able to complete the task[6]. According to Klinckman in Lazarowitz and Penso [7]
difficulties in understanding biological concepts may be caused by character of biology’s subject that
cover a wide range of topics at different levels of life organization starting at the molecular level, cells,
tissues and organs, organisms, populations, communities, biomes, organisms, populations, and
communities. Young or low-achieving students may get high scores if they are taught biology topics at
the organism, population and community level, while they may find it difficult to learn concepts
related to the molecular, cell, tissue, and organ levels. The scope of viral content discussed in Distance
Training of Bio MA includes structure and function of virus, viral reproduction, viral genetics, viral
metabolism, viral role in human life, virus utilization in biotechnology. Reviewed from the viral
structure, the virus is a subcellular organism that, due to its very small size, can only be seen using an
electron microscope [8]. The smallest virus has a diameter of only 20 nm (smaller than the ribosome),
whereas even the largest virus is difficult to see under a light microscope [8]. By looking at the
character of the virus, the discussion of the concept of the virus is in the organization of the cellular
level, so the cause of the low value of pre-test participants on viral content can be caused due to the
character of the virus’s subject.
Other causes of difficulty can be attributed to the abstract concept (Walker, Hendrix, and Mertens,
1980 in Lazarowitz and Penso [7] ). Concepts such as photosynthesis, respiration, enzyme activity,
dominant and co-dominant, and sex linkage are identified in abstract levels. According to Johnstone
[9], the cause of the difficulty of learning science, including biology in it, is due to the very nature of
science itself. A common type of concept that children and adults can recognize are real examples,
and this will be easy to understand. But for concepts whose example is indirectly perceived by the
senses such as the concept of compounds, there is no sense of sensation that can immediately grasp
the idea. Furthermore, Johnstone [9] explains that most concepts of science have the same essence as
electrons, energy bonds, photons, structures and molecules. These ideas exceed our sense capabilities
to capture them and students have little or no experience to construct such concepts. It maybe happen
to the teachers themselves. The concept of viral content is generally not directly captured by the
senses, and this is thought to be the cause of the low pre test scores obtained by teachers.
In addition to the nature of the content itself, students' difficulties in studying biology can also be
caused by a lack of content resources to be mastered [10]. This may also happen to teachers, in
general teachers only use the books provided by the school . The Test questions given at Distance
Learning of Biology MA base on a book written by Madigan et al.[11] . Books used by teachers so
far as a source of information on viral contents are generally only based on the book of packages
available in schools. In the book the package generally only describes the viral structure in a concise
and about the replication of the virus. By the time the teachers carried out the test, it was found that
the test was too difficult for them, as they assumed the content was not the same as the knowledge
they had gained previously from the usual books. For example, in Madigan et al. [11] describes the
various types of nucleic acids making up the virus, whereas the book not explained it. This is evident
from the results of tests on the structure of the virus, no participants can answer correctly on the
matter. For the matter of the structure of the virus is presented picture of three types of viruses
following parts, based on the results of interviews with participants note that according to their viral
structure that has been studied only bacteriophage structure, not studying the structure of other types
of viruses. The viral structure presented is considered unfamiliar to them, not the content they
903
normally teach in school. So the low value, is allegedly because indeed the participants have never
studied the subject matter.
3.2. Content Competency Profile on Procariotic
The subject matter on prokaryotic content that is tested consists of prokaryotic structure, prokaryotic
reproduction, prokaryotic genetics, prokaryotic metabolism and prokaryotic role in life. The average
value of biological content test results on prokaryotic content is 43.38. Figure 2. Shows the average
value on each subject on prokaryotic content.
100
90
80
70
60 51,92
value
47,01
50 42,31
38,46 37,18
40
30
20
10
0
structure genetics reproduction metabolism role
subject
Figure 2. Average value of participants on prokaryotic
Based on the bar chart in Figure 2. it appears that the subject of bacterial genetics, bacterial
metabolism, and the role of bacteria in life have the lowest values, respectively as many as 38.46,
42.31, and 37.18. It seems that in viral content, the average of pre test value of participants on
prokaryote content also has a low value. This shows that the proficiency of the concept of prokaryotes
among teachers is still low. The same result is also found in research conducted on students. From the
results of research conducted by Utom [12], it is known that students have difficulty in the concept of
bacteria. Other research results, which is done by Muhaemin [13], shows that students have difficulty
in understanding the concept of prokaryotes related concepts that combine scientific name and its role
in the contemporary technologies, as well as related to chemical mechanisms carried out by bacteria in
performing its functions.
Cimer [10] conducts research on biological topics that are difficult for students to study, the
reasons why high school students have difficulty in studying biology, and how to improve students'
effectiveness in biology. From his research, Cimer [10] explains that the causes of difficulties in the
subject of biology are the essence of the topic itself, the style of teachers teaching biology, the ways
and habits of student learning, feelings of dislike and attitude towards the topic, and lack of resources.
Some of these reasons may also be the cause of low teachers in mastering a concept in biology. Lack
of sources of information about prokaryotes may be the cause of teachers lacking in the concept of
prokaryotes.
As well as viral content, the test questions given at Distance Learning of Biology MA base on a
book written by by Madigan et al. [11]. The content learned by the teacher as a teaching preparation is
limited to the structure of bacteria, the way of life of bacteria, and the role of bacteria in human life.
Based on interviews with several teachers, they consider that the content tested is new. The content
that has been mastered is the content taught in high school level. For example, for bacterial structures,
904
it generally does not explain the parts of the cell membrane. While in the tested question, there are
questions related to the structure of prokaryotic membranes, and this is a content that is rarely studied
by the teacher.
4. Conclusion
Based on the results of research that has been done, it can be concluded that the proficiency of the
virus and prokaryotes concept among teachers from Biology MA West Java Province is still low, there
are still concepts that have not mastered by the teacher.
5. Acknowledgments
The authors express their highest gratitude and appreciation to Dr. Ari Widodo, M.Ed., Dr. Any
Fitriani, and Dr. Riandi who has taken the time to provide guidance, help and thought contribution to
the completion of this paper.
6. References
[1] Permendiknas No 16 Tahun 2007
[2] Permendikbud No 16 Tahun 2016
[3] National Science Teachers Association 2003 Standar for Science Teacher Preparation
[4] Arikunto S 2006 Dasar-dasar Evaluasi Pendidikan (Jakarta:Bumi Aksara)
[5] Survani R 2011 (Bandung: Pendidikan Biologi Universitas Pendidikan IndonesiaI)
[6] Mutmainnah IS 2009 (Bandung: Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri
Sunan Gunung Djati)
[7] Lazarowitz R and Penso S 1992 J.of Biol.Edu 26(3) 215-223
[8] Campbell NA Reece JN and Mitchell LG 2008 Biologi 8th edition (San Francisco: Pearson
Benjamin Cummings) p 1465
[9] Johnstone AH 1991 J. of Comp. Assist. Learn. 7 7583
[10] Cimer A 2012 Educ. Res. Rev. 7(3) 6171
[11] Madigan MT, Martinko JM, and Parker J 2003 Brock Biology of Microorganismes 10th edition
(New York:Prentice Hall) p 1019
[12] Utom 2010 ( Bandung: Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sunan
Gunung Djati)
[13] Muhaemin A 2008 (Bandung: Bandung: Fakultas Tarbiyah dan Keguruan Universitas Islam
Negeri Sunan Gunung Djati)
905
The define stage of practical work guidance development of

animal structure course by using the free-modified inquiry
Nurhadia) and M M Zural

Department Pendidikan Biologi, Sekolah Tinggi Keguruandan Ilmu Pendidikan
(STKIP) PGRI Sumatera Barat, Jl. GunungPangilun Padang 25137, Indonesia.
a)
E-mail: plg.nurhadi@yahoo.com
Abstract. Animal structure course is a compulsory subject in Biology Education Studies

Program at STKIP PGRI Sumatera Barat. The learning outcomes of this course require the
students to be active and creative to find knowledge independently so that they are able to
explain the basic principles of the body structure of vertebrates from the tissue to the organ
levels, as well as being able to try, explain, and arrange some vertebrates’ body structure in
practical work. One strategy to achieve that learning outcome is by doing a practical work
using a guidance based on free-modified inquiry developed by 4-D models. This research aims
to determine the guidance instructional requirements developed in define phase, in the form of
curriculum analysis and student needs analysis. This research is a descriptive research using
questionnaire and the data is analyzed by using percentage formula. From the result of
curriculum analysis, it can be concluded that the practical work activity has not yet in
accordance with the goal and the learning outcome. From the result of student needs analysis,
it can be concluded that students need practical work guidance of animal structure using the
free-modified inquiry.
1. Introduction
Animal structure course is a compulsory subject in Biology Education Studies Program at STKIP
PGRI Sumatera Barat, with subject code BIO10016. This course discusses the body structure of
vertebrates from tissue level to organ level, including: basic tissue, integument system, skeletal
system, muscular system, digestive system (organ and accessories), respiratory system, circulatory
system (blood and lymphatic), urogenital system (urinary and reproductive system), nervous system,
endocrine system, and sensory system. Animal structure course weighs 3 credits, with 2 credits for
face-to-face activities and 1 credit for practical work activities.
The learning outcomes of this course require the students to be active and creative to find
knowledge independently so that they are able to explain the basic principles of the body structure of
vertebrates from the tissue to the organ levels, as well as being able to try, explain, and arrange some
vertebrates’ body structure in practical work. One way to achieve these outcomes is by doing practical
work activity. Practical work has an important role in the learning process. These roles include:
shaping attitudes, practicing dexterity in using a skill, practicing precision, practicing patience,
learning to manage time, shaping a scientific attitude and as a measuring tool [1].
Practical work activity is an effort to improve students’ skills in the learning process. It is an
activity of trying, proving hypotheses, and answering questions that have been studied. This activity
can be done in the laboratory. In order to achieve the practical work learning outcome, practical work
guidance is necessary. The practical work guidance is a guideline for the implementation of a
practical work containing procedures, preparation, implementation, data analysis and reporting. [2].
Based on the survey results on even semester of academic year 2015/2016 conducted with
some students who have taken the animal structure course, there are some obstacles in the
906
implementation of the practical work, such as 1) practitioners do not yet understand the concepts, the
principles, and the processes of animal structure practical work because they are not explained in the
practical work guidance, 2) the absence of comparisons between the vertebrate organs because at each
meeting, only one practice object is brought, so the learning outcome of the animal structure course
cannot be achieved through practical work activities, 3) practical work guidance has not had a specific
approach, so that the practical work activities have not been directed maximally.
One way to improve the students' competence is to develop a practical work guidance of
animal structure using a free-modified inquiry approach. An inquiry approach is a series of learning
activities that maximally involves all students' ability to search and investigate systematically,
critically, logically, and analytically, so that they can find their own finding with confidence [3]. The
ability of scientific thinking will develop through curiosity-driven inquiry activities. Curiosity is a
thinking activity that must be stimulated and trained on a regular basis [4].
The practical work guidance using free-modified inquiry is designed to enable practitioners to
actively solve problems through observation, exploration and practical work procedures. The steps in
inquiry are as follows: 1) Orientation is a step to foster a responsive learning atmosphere 2)
Formulating the problem, is a step to bring students to a problem. 3) Formulating a hypothesis is a
temporary answer to a problem under study. As a temporary answer the hypothesis needs to be
verified. 4) Collecting data is the activity of obtaining the information needed to test the proposed
hypothesis. 5) Testing the hypothesis is the process of finding answers that are considered acceptable
based on the data or information obtained in data collection process and 6) Formulating conclusions
[5].
According to the result of the research [6] there is an influence of analytical thinking ability to
student cognitive achievement, and there is an interaction between free modified inquiry learning with
creativity in cognitive achievement. Another research [7] also reported that (1) there is an effect of
using free-modified inquiry learning strategy to students science skill, (2) there are differences in the
'science processes skills of students that have high problem solving skills compared to those with low
problem solving skills, and (3) there is an interaction between the use of free-modified inquiry
learning strategies and the students’ problem solving skills on science process.
This research aims to establish and determine instructional requirements of guidance
developed with front-end analysis at define phase, in the form of curriculum analysis and student
needs analysis. By doing this front-end analysis, it can be seen how the guidance criteria is suitable
with the demands of the curriculum and student needs so that the learning process can take place
properly and efficiently.
This research uses Four-D models (Define, Design, Develop and Disseminate). It consists of four
stages: 1) Define phase: The purpose of this stage is to stipulate and define instructional requirements.
2) Design phase: The purpose of this stage is to design prototype instructional material. 3) Develop
phase: The purpose of this stage is to modify the prototype instructional material. Although much has
been produced since the define stage, the result must be modified before it can be an effective final
version. In the development stage, feedback is received through formative evaluation and the
materials are suitably revised: a) expert appraisal, and b) developmental testing, 4) Disseminate
phases: Instructional materials reach their final production stage when developmental testing yields
consistent results and expert appraisal yields positive comments: a) validation testing, b) final
packaging, and c) diffusion and adoption [8].
This research is conducted at the define phase to analyze the curriculum and the student needs
by using descriptive method. The subject of this research is the students of Biology Education Study
Program who have taken animal structure course at STKIP PGRI Sumatera Barat. For curriculum
analysis, learning outcome of Biology Education Studies Program at STKIP PGRI Sumatera Barat
and learning outcome of animal structure course are analyzed. Then, the objective, the material, and
the practical work evaluation on the lectures are analyzed. For student needs analysis, it is stated in
the questionnaire of the student's need to practical work guidance of animal structure.
907
3.1. Curriculum Analysis

The result of curriculum analysis shows that the Biology Education Study Program uses Semester
Program Plan (RPS) as a learning process planning. In the RPS, the identity of the course, learning
outcome, teaching materials, teaching strategies, time allocation, academic ethics, learning resources
and evaluation assessment has been compiled. The planning of the learning process includes syllabus
(RPS) which contains the identity of the course/lectures, teaching materials, time allocation, learning
methods, learning activities, assessment of learning outcomes and learning resources [9].
Biology Education Study Program has set the learning outcome that must be achieved by
students after graduating from STKIP PGRI Sumatera Barat. From the learning outcome of the Study
Program, the learning outcome of the course is formulated. To realize the learning outcome, face-to-
face learning activities in the classroom and practical work activities as a form of educative
interaction have been done. The learning process is an interactive activity that has educative value.
This educational interaction occurs between educators and students, among students, and between
students and their environment [10].
Learning interaction needs to be designed in such a way as to achieve optimal results in
accordance with defined learning objectives. To design an educational and interactional learning
process, an appropriate and varied learning strategy is used in each meeting to establish a conducive,
effective, and fun learning atmosphere. In general, a strategy is defined as a way, tips to act to achieve
goals or targets that have been determined. When related with the learning process, strategy can be
interpreted as a general way or pattern of educator and students in the realization of learning activities
to achieve goals or objectives that have been determined or outlined (learning outcome) [10].
In RPS, the form of learning used has varied, namely lecture method, question and answer
classical discussion, group assignment and self-assignment assigned in the lectures process in the
classroom. And for the method of practical work, practical work of animal structures is conducted out
of face-to-face time, which is in zoological laboratories, conducted as many as 8 meetings.
In the implementation of practical work activities, practical work guidance that guides
students in the work is used. However, according to the results of curriculum analysis that can be seen
in Table 1, the objectives of the practical work and the material in the practical work guidance are not
yet in accordance with the learning outcome that has been set so that the expected ability of the
student is not shown properly.
Table 1. The result of curriculum analysis

Analysis result
Indicator Statements
yes no
Goal The goal of practical work is in accordance √
with the goal of animal structure course.
Content The practical work materials are in √
accordance with animal structure course
syllabus.
Evaluation Evaluation given is in accordance with √
animal structure course learning outcome.
In Table 1, it can be seen that the goal of the practical work has not been suitable (different)
with the learning outcome that has been determined because the practical work activity is not
comparative, that in the dissection activity to see the organ structure of vertebrata, there is only one
species brought for all groups so the ability of students in analyzing the differences of the organ
structure cannot be realized. Learning process is essentially directed to teach students to achieve the
goals set. In the context of education, the goal is a matter of mission and vision of an educational
institution [11].
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3.2. Student Needs Analysis

Practical work activities require guidance/handout/practical modules that are able to direct students in
finding information independently in order to realize learning outcome. Guide/handout/module is a
standard or a measuring unit; the standard units that are used together; free units that are part of the
overall structure; component of a stand-alone system, but it supports the program of the system; a
small unit of one lesson that can operate on its own; learning activities that can be learned by the
students with minimal assistance from the mentor teacher, including planning goals that will be
achieved clearly, the provision of learning materials, tools needed, and tools for assessors, measure
the success of students in the completion of the lesson [12].
Practical work guidance is a learning media included in printed media type used in practical
work activities so that the content of learning, like the theories and the process of practical work
activities, can be delivered well to the students. Printed-based text requires six elements to consider
when designing, namely consistency, format, organization, attractiveness, font size, and the use of
blank spaces [13]. Therefore, the practical work guidance of animal structure used as a practical
guidance should contain these elements.
The practical work guidance used by the lecturers of animal structure of Biology Education
Study Program has contained these elements. The format of the contents of the practical work
guidance has been in accordance with the stipulated requirements. But it still does not support the
learning process because it has not used the learning approach, and it is also necessary to know how
the practical guidance is appropriate with student needs so that they can work independently or in
groups and able to analyze the results of the practice because they are supported by the learning
approach suitable with the expected learning outcome. Therefore it is necessary to know the students
need in the learning process.Needs analysis is a constructive and positive tool for making changes.
What is meant by change here is not radical and fundamental change, but changes based on rational
logic, functional changes that can meet the student needs. This change shows a systematic formal
effort to determine and bring closer the gap between "what is" and "how it should be". To perform
needs analysis, it should be done from students, and what associated with it, that is educators [14].
Table 2 shows the results of student needs analysis of the practical work guidance of animal structure.
Table 2. The results of student needs analysis of the practical work guidance
No Component Total %
1 A lecturer / guidance counselor has used a practical guide 68 97,14
2. Students agree with the need of the development of practical work 65 92,86
guidance of animal structure
3 Students agree if the practical work guidance of animal structure is 68 97,14
developed by using inquiry approach or learning model
4 Students are interested in practical work guidance of animal structure 68 97,14
developed by using free-modified inquiry
5 Students agree if each practical work activity consists of some 58 82,86
components containing free-modified inquiry
6 Students agree that practical work guidance of animal structure 69 98,57
consist of:
 Cover
 Editorial page
 Attendance card
 Foreword
 Table of content
 User manual
 Code of conduct
 Schedule of practical work
 Introduction and function of practical tools
 Practical work activity
 References
consist of summary
909

consist of supporting images and its caption
9 Students agree that practical work guidance of animal structure 70 100
consist of practical tips and guidance
10 Students agree and choose times new roman as the font style of 50 71,42
guidance
From Table 2, it can be seen that the students strongly agree with the animal structure
practical work guidance using a free-modified inquiry approach.
4. Conclusion
From the results of curriculum analysis and student needs analysis, it can be concluded that the
development of practical guidance of animal structure using free-modified inquiry approach is needed
so that the learning outcome that has been formulated in animal structure course can be achieved well.
5. Acknowledgments
Thanks to AuliaAfza, M.Pd. who has provided many ideas in the research.
6. References
[1] Tarmizidan N Naim. 1993. Kimia Organik (Padang: Angkasa Raya)
[2] Keputusan Menteri Pendidikan Nasional Nomor: 36/D/O/2001 Tentang Petunjuk Teknis
Pelaksanaan Penilaian Angka Kredit Jabatan Dosen. https://www. unm.ac.id/ files/surat/
kepmen36 -D-O-2001penilaiankredit.Pdf (Online) Akses 18 April 2017.
[3] Trianto. 2011. Pengantar Penelitian Pendidikan Bagi Pengembangan Profesi Pendidikan
Tenaga Kependidikan (Jakarta: Kencana Prenada Media Group)
[4] Jufri A. 2013. Belajardan Pembelajaran Sains (Bandung: Pustaka Rineka Cipta).
[5] Sanjaya W. 2011. Media Komunikasi Pembelajaran (Jakarta: Kencana Prenada Media Group)
[6] Susanti R, W Sunarno, danHaryono. 2012. PembelajaranPembelajaran Kimia Menggunakan
Siklus Belajar 5 E dan Inkuiri Bebas Dimodifikasi Ditinjaudari Kemampuan Berpikir
Analisis dan KreativitasSiswa. JurnalInkuiri, 1 (1): 60-68.
[7] DamopoliiI, A Hasan dan N Kandowangko. 2015. Pancaran, Vol 4, No 3, p 191-200
[8] Thiagarajan, S, DS Semmel, dan MI Semmel. 1974. Instructional Development for Training
Teacher of Exceptional Children (Indiana: Indiana University)
[9] Badan Standar Nasional Indonesia, 2007. Peraturan Menteri Pendidikan Nasional Republik
Indonesia Nomor 41 Tahun 2007, Tentang Standar Proses Untuk Satuan Pendidikan Dasar
dan Menengah. (Jakarta: BNSP, Badan Nasional Standar Pendidikan).
[10] Lufri, Arlis, Yulidar Y, dan Sudirman. 2007. Strategi Pembelajaran Biologi (Padang: PMIPA
UNP)
[11] Sanjaya W. 2010. Perencanaandan Desain Sistem Pembelajaran (Jakarta: Kencana Prenada
Media Group)
[12] KBBI Daring. 2008. Kamus Besar Bahasa Indonesia. Pusat Bahasa Departemen Pendidikan
Nasional Republik Indonesia. (Online) http://kbbi.web.id/modul, diakses18 April 2017.
[13] Arsyad A. 2009. Media Pembelajaran (Jakarta: Raja GrafindoPersada).
[14] Arikunto S dan CSA Jabar. 2014. Evaluasi Program Pendidikan-Pedoman Teoretis Praktis Bagi
Mahasiswa dan Praktisis Pendidikan (Jakarta: BumiAksara).
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The correlation of self-concept and ways of learning toward

students’ learning biology outcomes at students science senior
high school sub-district Pujud Rokan Hilir regency academic year
2016/2017
S Ferazona
Biology Study Program. Faculty of Education and Teacher Training

Islamic University of Riau
Jl. Kaharudin Nasution No.113, Kota Pekanbaru, Riau 28284
sepitabio@edu.uir.ac.id
Abstract.The aimed of this research to know whether there is a correlation between

self-concept and way of students learningtoward students’ learning
Biologyoutcomes at students science senior high school sub-district
PujudRokan Hilir regencyacademic year 2016/2017. The research was
conducted from January to February 2017. Research design of this research was
quantitative research using correlational approach and data collection using
questionnaires, documentation and interviews. The sample in this researchall the
students in senior high school at sub-district PujudRokan Hilir regency. Analysis
of the data in this study using correlation analysis Pearson Product Moment. The
results showed that (1) there is a a fairly strong correlation between self-concept
(X1)by learning (X2), For test value of significance class X t count (13,027)> ttabel
(1,66), class XI titung (19,520)> Ttable (1.68), class XII tcount (17.923)> ttable
(1.68). Indicates that there is a significant correlation between self-concept and way
of students learning toward students’ learning Biology outcomes at students
science senior high school sub-district PujudRokan Hilir regencyacademic
year 2016/2017.
1. Introduction
The quality of learning determines successful in learning. Success in learning process becomes the
goal of every students. Success to get good results from every subject was studied especially Biology
is one of very difficultsubjects for most students. Meanwhile, Biology needs to be studied to all
students start from elementary school level until university level to make students have critical
thinking ability, logical, systematic, analytical and cooperative ability.
The ability must be appropriate to the developmental steps of the learners. According to Santrock
in Prabadewi and Widiasavitri (2014: 262), adolescence is a period of transition from childhood.
phenomenon in childhood will affect adolescence to adulthood. From childhood to adolescence,
abandoning childishness, old behavioral patterns such as physical changes, emotional patterns, social,
interests, morals and personality. Ali and Asrori (2014: 9), adding that, actually teenagers do not have
911
a clear place. They have not included the children's misery, but have not yet been fully accepted for
adolescence. Teenagers are between children and adults.
The concept of adolescents also changed, to determine the behavior will be done, will affect to
the process of learning activities at school that in the learning prosess have several difficulties.
Students' learning difficulties, barriers to achievement, psychological, sociological, and physiological,
and finallylearning achievement of students in low level(Mutmainah in Solihin, 2011: 3).
When the process of change takes place the problem that should get attention is the problem of
student learning. Given the success of the achievement of learning objectives is also determined by
the factors of learning that determine the success or failure of educational activities. The problem of
how to learn today, need to get attention because the quality of student learning is quite apprehensive.
High school students (SMA / MA) are adolescents who need to get serious handling as the next
generation of the nation. Because self concept is developing and is the basis for the development of
adult phase. As the developmental task of self-concept development is acceptable, stable and
functional. Students who are high self-concept will use all their potential and ability as optimal as
possible by way of following the process of teaching and learning well, establishing good
relationships with classmates that can affect learning activities. Contrastly, students who have low
self-concept will not use their potential and ability optimally because they do not understand all their
potential to disturb friends, deliberately seeking attention that can disturb the learning process
(Solihin, 2011: 4).
This research has several objectives and significant of the research, while the goal to be achieved
in this research are: (a) to know the relationship of self concept and way of learning with the result of
biology student learning in SMA Negeri Pujud Districts academic years 2016/2017, and to describe
the concept of self, how to learn and biology learning outcomes in SMA Negeri Pujud Districts
academic years2016/2017.
The significant of this research is expected to provide for various aspects, including as follows:
a) schools, knowing the relationship between self-concept and the way of learning with learning
outcomes are expected to improve learning outcomes and foster self-reliance in learning, and can
position itself as an active learning subject in learning, and can encourage self-concept and how to
learn students that can improve Student achievement, and as inputs to improve the learning system in
a particular school, (b) eachers, as input materials to improve the learning system forImprove student
learning outcomes, (c) students, by knowing the self concept relationship and way of learning of
student with result of learning which is expected to improve student activity in SMA Negeri Pujud
Districts especially Biology subject, so that can improve student achievement satisfactory, (d)
researchers, adding knowledge and insight to deepen the knowledge about the relationship of self
concept and way of learning with student biology learning outcomes and can be used as a reference in
the field of research of the like.
Research design of this research is a double correlation research, to reveal the relationship between
variables. The researcher use involves at least two variables in this research. According Arikunto
(2010: 161) variable is the object of the researcher, or what the point of attention of a study.
Independent variable or independent variable (X), while the variables are called dependent variables,
dependent variables, dependent variable (Y).
The simple pattern of relationship between variables studied by Sugiyono (2013: 68) can be
described as follows:
Picture 1. Risearch Design
Information: X1: Self Concept, X2: How to Learn, Y: Learning Outcomes
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Location and Time of the Research

This research has been conducted in SMA Negeri Pujud Districts academic year 2016/2017 from
January to February 2017.
Sample
Table 1.Sample of Research
School Class X No of Class XI No of Class XII No of
Students Students Students
SMA Negeri X1 8 person XI IPA1 9 person XII IPA1 10 person
1 Pujud X2 9 person
X3 10 person
XI IPA2 9 person XII IPA2 9 person
X4 9 person
X5 10person
X6 10 person
XI IPA3 9 person XII IPA3 10 person
X7 9 person
SMA Negeri X1 8 person XI IPA1 8 person XII IPA1 8 person
2 Pujud X2 8 person
X3 8 person 8 person 8 person
2 2
X4 8 person XI IPA XII IPA
X5 8 person
Jumlah 105 Jumlah 43 Jumlah 46
Data collection technique

Data collection in this research using the following techniques: 1) Observation, 2) Questionnaire
(quesionaire) 3) Documentation 4) Interview
Table 2. Modification of Self Concept Question Score
No Score Category
1. 77% - 100% High
2. 52% - 76% Enough
3. 27% - 51% Low
Source: Widoyoko (2012: 105).
Table 3. Modification of Questionnaire Score How to Learn
No Score Category
1. 75% - 100% Very Good
2. 50% - 74% Good Enough
3. 25% - 49% Less Good
Length interval =Range/No of Class, and Length interval =26/3=9
Table 4. Criteria of Learning Outcomes

No Score Category
1. > 87 High
2. 80 – 87 Medium
3. < 80 Low
Source: Modified in Widoyoko (2012: 105)
Inferential Analysis Technique

Sugiyono (2013: 209), inferential analysis is a statistical technique used to analyze sample data and
the results are applied to the population. While Sudijono (2012: 5) inferential analysis is a statistic
913
used as a tool in drawing conclusions that are general, from a set of data that has been prepared and
processed.
Significant Test
Significant tests were performed by t test. This test aims to determine the magnitude of the influence
of each variable (Sugiyono, 2012: 230). Calculate the value of t on the PPM correlation using the
formula:
√
Tcount =
√
Information:
T count: Value t
R : Value of correlation coefficient
N : Number of samples
Coefficient of Determinance
The amount of self-concept contribution (X1) and way of learning (X2) to learning achievement (Y)
can be determined by determinant coefficient formula according to Riduwan and Sunarto (2012: 110)
as follows:
Coefficient Determinance = r² x 100%
Source: Riduwan and Sunarto (2012: 110).
Where:
KD = Determinant Value
R² = Value of correlation coefficient

Analysis of Class X Study Results
Correlation Analysis
Correlation analysis is used to know the existence of relationship of self concept (X1) and way of
learning (X2) with result of student Biology (Y), in this case researcher use Pearson Product Moment
formula. Based on the results of calculations that have been done, the correlation of self concept (X1)
and way of learning (X2) with students Biology learning result (Y) is 1,583. The results of correlation
analysis can be seen in the following table:
Table 5. Results of Correlation Analysis

Correlation between Variables r count
Self Concept (X1) with Learning Method (X2) 3,162
Self Concept (X1) with Biology Learning Results 0,470
Learning Method (X2) with Biology Learning Result (Y) 0,011
Self Concept (X1) and Learning Method (X2) with Biology Learning 1,583
Results (Y))
Interpretation is done using tables. Then there is the conclusion that between the self concept
and the way of learning with the results of Biology of students of class X in SMA Negeri Pujud
Districts Academic Year 2016/2017 there is a very high correlation.
Significant Test
Significant test performed to find out whether there is a significant relationship between self-concept
(X1) and way of learning (X2) with student Biology learning outcomes (Y). The result of data
analysis for significance test can be seen in the following table:
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Table 6. Significant Test Results

Variabel rcount(X1X2 tcount Ttable Ket
Y)
Self Concept (X1) thitung> ttabel, Hypothesis accepted
Learning Ways 1,583 13,026 1,66 (Ho rejected, Ha accepted)
(X2)
Outcomes (Y)
Based on Table 6, it can be seen that thitung (13.026)> ttable (1.66), then Ho is rejected and Ha
accepted. This means there is a significant relationship between conceptsSelf and how to learn with
the results of Biology of students of class X in SMA Negeri Pujud Districts Academic Year
2016/2017.
The amount of contribution (contribution) of self concept variable (X1) and way of learning (X2) to
learning result variable (Y), stated by coefficient of determinant that is equal to 16,97%.
Analysis Research Result of Class XI

Correlation analysis is used to know the existence of relationship of self concept (X1) and way of
formula. Based on the results of calculations that have been done, the correlation of self concept (X1)
and way of learning (X2) with student Biology learning result (Y) is 3,754. The results of correlation
analysis can be seen in the following table:

Correlation between Variables rhitung
Self Concept (X1) with Biology Learning Results (Y) 0,003
Way of Learning (X2) with Biology Learning Outcomes (Y) 1,747
Outcomes (Y)
Interpretation is done using Table. Then there is the conclusion that between the self concept and the
way of learning with the results of Biology of students of class XI in SMA Negeri Pujud Districts
Academic Year 2016/2017 there is a very high correlation.
Significant Test
A significant test was conducted to find out whether there is a significant relationship between self-
concept (X1) and way of learning (X2) with student biology learning outcomes (Y). The result of data

Variabel rcount tcount Ttable Ket
(X1X2Y)
(X2)
Outcomes (Y)
Based on Table 8, it can be seen that thitung (19,520)> ttable (1.68), then Ho is rejected and Ha
accepted. This means there is a significant relationship between self-concept and learning with the
Biology of students in SMA XI Negeri Pujud Districts Academic Year 2016/2017.
915
The amount of contribution (contribution) of self concept variable (X1) and way of learning (X2) to
learning result variable (Y), expressed by determinant coefficient that is equal to 38,10%.
Analysis of Class XII Study Results

Correlation analysis is used to know the existence of self concept relationship (X1) and way of
formula. Based on the results of calculations that have been done, the correlation figures of self
concept (X1) and way of learning (X2) with student Biology learning (Y) is 4,237. The results of
correlation analysis can be seen in the following table:

Correlation between Variables rhitung
Self Concept (X1) with Biology Learning Results (Y) 0,002
Way of Learning (X2) with Biology Learning Outcomes (Y) 5,304
Outcomes (Y)
Interpretation is done using tables. Then there is the conclusion that between the self-concept and
the way of learning with the results of Biology students learning grade XII science majors in SMA
Negeri Pujud Districts Academic Year 2016/2017 there is a very high correlation.
Significant Test
Significant test performed to find out whether there is a significant relationship between self-concept
(X1) and way of learning (X2) with student Biology learning outcomes (Y). The result of data
Variabel rcount tcount Ttable Ket

(X1X2Y)
(X2)
Outcomes (Y)
Based on Table 10, it can be seen that thitung (17,923)> ttable (1.68), Ho is rejected and Ha
accepted. This means there is a significant relationship between self-concept and learning with the
biology student's learning outcomes X grade science majors in SMA Negeri Pujud Districts Academic
Year 2016/2017.
The amount of contribution (contribution) self concept variable (X1) and way of learning (X2) to
learning result variable (Y), expressed by determinant coefficient that is equal to 32,12%.
DISCUSSION
Thus, the results of this research are in line with the opinion of Maknunatin (2010: 10) which states
that students who have positive self-concept will have confidence that he is able to overcome the
problem, eager in learning, diligent, diligent, and not easily despair so motivated to learn. From the
results of research obtained, that the self-concept affects students' Biology learning outcomes, where
the lower one's self-concept the lower the learning outcomes, and vice versa if the concept of a person
is high, then the learning result will also be high.
916
Thus, the results of this research are in line with the opinions of The Liang Gie in Mappeasse
(2009: 1) a good way of learning will lead to successful learning, otherwise poor learning will lead to
less success or failure to learn. From the research results obtained, that the way of learning is basically
a way or learning strategy applied by students as a learning effort in order to achieve the desired
learning outcomes. Assessment of either the poor way of learning a person will be seen from the
learning results obtained by these students. So that good learning outcomes are also influenced by a
good way of learning as well.
The Relationship between Self Concept and How to Learn with Learning Outcomes
The relationship between self-concept and way of learning with learning result is done Pearson
Product Moment correlation analysis obtained correlation coefficient result (rhitung) equal to 1.033
with 5% significant level, it shows that self concept and way of learning with result of Biology
student learning SMA Pujud Districts academic year 2016/2017 has a very good correlation. From
the hypothesis testing obtained tcount (13.026)> ttable (1.66). This means Ho is rejected and Ha
accepted, which reads there is a significant relationship between self-concept and way of
learningWith the result of biology student learning in SMA Negeri in Pujud sub-district Teachings
Year 2016/2017.
4. Conclusion
Based on the results of processing and analysis of research data that has been described, it can be
concluded that there is a significant relationship between self-concept and how to learn biology with
the results of biology students in SMA Negeri Se-Kecamatan Pujud Year Teaching 2016/2017.
5. Acknowledgments
Authors wishing to acknowledge assistance or encouragement from colleagues, Islamic University of
Riau, that’s always support us to do some reseach. To our family (special Husband, children),
relatives, and all friends in Department of Biology Education, Faculty of Education and Teacher
Training Islamic University of Riau.
6. References
[1] Ali, M &Asrori, M. 2014. Psikologi Remaja. Jakarta: PT BumiAksara.
[2] Arikunto, S. 2010. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
[3]Maknunatin,E.2010. Pengaruh Konsep Diri Terhadap Motivasi Belajar Mahasiswa Tunanetra
Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta. Skripsi
Diterbitkan. Yogyakarta: Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sunan
Kalijaga Yogyakarta.
[4]Mappeasse. Y.M. (2009). Pengaruh Cara dan Motivasi Belajar Terhadap Hasil Belajar
Programmable Logic Controller (PLC) Siswa Kelas III Jurusan Listrik SMK Negeri 5
Makassar. Jurnal MEDTEK, Vol: 1.
[5]Prabadewi, K.D.L &Widiasavitri, P.N. (2014). Hubungan Konsep Diri Akademik dengan Motivasi
Berprestasi pada Remaja Awal yang Tinggal di PantiAsuhan di Denpasar. Jurnal Psikologi
Udayana, Vol :1.
[6] Riduwan & Sunarto. 2012. Pengantar Statistika Untuk Penelitian. Bandung: Alfabeta.
[7] Solihin. M. 2011. Hubungan konsep Diri Dengan Prestasi Belajar Fisika Siswa
Melalui Pembelajaran Inkuiri Pada Konsep Tekanan. Skripsi Diterbitkan. Jakarta: FITKA
Uin Syarif Hidayatullah Jakarta.
[8] Sudijono, A. 2012. Pengantar Statistik Pendidikan. Jakarta: Rajawali Pers.
[9] Sugiyono.2012. Statistika Untuk Penelitian. Bandung: Alfabeta
[10] Sugiyono. 2013. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D.
Bandung: Alfabeta.
917
[11] Widoyoko, E.P. 2012.Teknik Penyusunan Instrumen Penelitian. Yogyakarta: PustakasBelajar.

[12] Widoyoko, E.P. 2016. Evaluasi Program Pembelajaran. Yogyakarta: Pustaka Belajar
918
The validity of modules learning models material based on

constructivism in the course of learning strategy and design of
biology
E Rosbaa), Zikra, and MM Zural

Program Studi Pendidikan Biologi, STKIP PGRI Sumatera Barat, Jl. Gunung
Pangilun, Padang 25173, Indonesia
a)
E-mail: rosba.evrialiani@gmail.com
Abstract. One of theaching materials used in strategy lectures and biology learning designs is
textbooks. Lectures using textbooks are not able to engage students actively in making
discoveries to build a conceptual understanding of the material they are studying. As a result
students easily forget the material. This has implications for low learning outcomes. Therefore
it takes a lecture material that can help students in the form of modules. The purpose of this
research is to produce material module of biology learning model based on contructivism on
valid the course of biology learning strategy and design. This research type is research of
development, this research use 4-D model which consist of 3 stages that is definition stage
(define) or requirement analysis design and development. Module validation is one part of the
develop stage. In this activity the module validation in volves 3 valiators and the validity of the
module covers 4 aspects. Data is obtained from validation sheet filled by validator. The data is
processed quantitatively and analyzed descriptively based on the results of the study got an
average score of 3,65 with value 91,25%. The conclusion of this study is to produce material
models of learning based contructivism courses in biology learning strategies and design in
verry valid.
1. Introduction
The course of biology learning strategy and design is one of the compulsory courses that must be
taken by students and this course as well as the provision for prospective teachers. The subjects in this
course discuss the scope of strategy (approarch, method, model) and make learning tools (syllabus,
annual program, semester program and RPP). For that students are required to be able to master the
strategy of learning and skilled in making learning tools. Based on the results of the reflection of
lecturers team of biology strategy and learning during this time the students difficulties in
understanding the material learning models because of the lack of learning resources, the books used
so far learning resources is a textbook that can be found easily by students understanding of the lecture
material they learn. Other than that the text used is not in accordance with the expected learning
achievement.
Addressing the problem, it is very necessary teaching materials that can assist students in
understanding the material. Teaching materials in accordance with the learning achievement expected
on of them is teaching materials in the form modules. Modules are teaching materials that are
systematically designed based on a particular curriculum and packaged in the form of the smallest
learning unit and allow to be studied independently in a certain time unit [1]. Through the module,
919
students can do independent learning activities without experiencing many difficulties. Learning
module is a systematic and compelling teaching material that includes the content of materials,
methods and evaluation that can be used independently to achieve the expected competencies [2].
Module teching is an effort to organize individual teaching that allows students to master a unit of
lesson material before he or sheoves on to the next unit. To train students to find and arrange their own
knowledge, the module presented is based on contructivism. A module based on contructivismis is a
teaching material that enables students to learn actively and develop their own knowledge through
developed modules, thus making learning more viable and students becoming more active in learning.
in the module directs students actively involve in finding concepts and learning to facilitate students to
get the concept. Materials based on ism-based knowledge models designed for students to discover
and arrange their own. The purpose of this research is to produce material module of learning model
based on contructivism on strategy course and biology learning design.
Module development models based learning contructivism using four-D models ( define phase,design
phase, develop phase and dessiminate phase). With the description of the following is 1) define phase,
aims to determine the basic problem is needed in developing module. Steps done in this stage the
analysis of the curriculum and analysis of students, 2) design phase is,designing prototype subjects in
the form of module-based contructivism, that is in the material models of learning. Design made based
analysis of the curriculum and analysis of students, 3) develop phase, after designed then performed
stage validity. This stage aims to produce already invalid. At this stage assessment products by
validator.
As for that will note is that a) material adapted to the curriculum, indicators, learning objectives,
the truth of the concept that can be in accountability responsible, description of the material full and
clear assist the understanding of students, b) presentation adapted to the learning materials, referring to
the approach contruktivism, c) language use the rules of Indonesian good and fit spelling enhanced
(EYD). Enter from validator used to improvethe module will be revised if stated invalid by validator.
Study site development this is in the course of education biology STKIP PGRI Sumatera Barat
Techniques collection and analysis of data that is used is sheet validation modified. Data obtained
from the results of sheet observation described descriptively. Data analysis of validation results done
with several steps :
a. Provide scoreanswers with the following criteria :
STS = Strongly disagree with weight 1
TS = Disagree with weight 2
S = Agree with weight 3
SS = Strongly agree with weight 4
b. The number of values obtained is divided by as many indicators.
c. The maximum score on this validity test is 4.
Data collected from the module validation results were analyzed using descriptive statistics.
Techniques of data analysis validator assessment results are adjusted with the formula [3] as follows :
X 100
Based on the price of validity obtained, the validity category of material modules of biological
learning models based on contruktivism with provisions such as Table 1.
Tabel 1. Category of validity module of biological learning models based on constructivism

No Validity Values (%) Category
1 0 – 20 Invalid
2 21 – 40 Less valid
3 41 – 60 Just a valid
4 61 – 80 Valid
5 81 – 100 very valid
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Based on the validation of material module of learning models based oncontructivism by 3 validator of
the assessment can be presented in table 2 form below.
Table 2. Result of validation of material module of biology learning

model based on contructivism
No Aspect Score % Category
1 Didaktik module requirements 3,6 90 Very valid
2 Requirement contructivism 3 75 Valid
3 Technical/graphic requirements 4 100 Very valid
4 Language requirement 4 100 Very valid
Average 3,65 91,25 Very valid
If seen from table 2 shows that the validation of material module of learning models based on
contructivism very valid, this can be seen from the results in the first aspect of didaktik module score
of 3,6 with the value of 90% category is very valid, the requirement of contructivismscor 3 with the
value of 75% category valid, requirement graphic score 4 with a value of 100% as well as with
language requirement score 4 with 100% value. Tus the overall average of the score module of 3,65
with a value of 91,25% category is very valid. This indicates that the module developed has been in
accordance with [4], which includes the content aspect and presentation aspect. Therefore the module
gets the category very valid.
Previous research by [5] describes a module based on contructivism showing module feasibility
outcomes based on expert review in terms of content, presentation, and language dominate the overall
aspects of the assessment with very valid categories. According to [6] added that teaching using
modules to improve student achievement should be widely used in the classroom. The module
contains at least about instrutional guidance, accomplished competencies, supporting information,
exercises and evaluation
4. Conclusion
This research produces material module of learning model based on contruktivism on strategy course
and biology learning design which is very valid based on expert review result which include module
dictation requirement, terms of chart, linguistic requirement, and condition on contructivism.
5. Acknowledgments
The research team expressed their gratitude to all those who have assisted this research, namely the
lecturer team of strategy and biology teaching design that also act as the validator, and to DIKTI who
has funded this research so that it can be completed.
6. References
[1] Khabibah A Elok 2015, The Theoretical validity of module based on guided descovery on the
respiratory system matter. ejournal.unesa vol 3 no 3 agustus 2014
[2] Kulldell, Natalie. 2007. Journal of biological Engineering autenthic teaching and learning
through synthetic biology vol1 2014
[3] Prastowo, Andi. 2013. Panduan kreatif membuat bahan ajar inovatif. Yogyakarta : Divapres
[4] Riduwan. 2012. Pengantar Statistika Untuk Penelitian Pendidikan, Sosial, Ekonomi,
Komunikasi, dan Bisnis. Bandung: Alfabeta.
[5] Purwanto dkk, 2007. Pengembangan Modul. Jakarta: Pustekom
[6] Hamdunah 2015, Praktikalitas pengembangan modul kontruktivisme dan web pada materi
lingkaran. Jurnal Lemma Program Studi Pendidikan Matematika STKIP PGRI Sumatera
Barat.
921
Science literacy ability of junior high school students in

Padang
F Arsiha), R Sumarmin, and H Putra

Departemen Pendidikan Biologi, Universitas Negeri Padang , Jl. Prof. Dr.
Hamka, Padang 25131, Indonesia
a)
E-mail: fitriarsih1979@gmail.com
Abstract. The purpose of this research is to know about ability science literacy of
student in junior high school at VIII class in Padang based on aspect of literacy science
and questioning formating teks.This research is descriptive research. This research was
do at SMPN 8 Padang, SMPN 12 Padang and SMP SIMA Padang that used 2013
curricullum with 600 population. The methode that used in this research is
proportional sampling. Instrument that used to collect the data is literacy science teks
from PISA that take from Take The Test: Sample Question From OECD’s PISA
Assessment book that will be translate. To analize this data was do with describe the
answer of literacy science teks and determination value. The result of this reseacrh is
ability science literacy of student at VIII class in SMP at Padang was low with the
average value is 26,6.
1. Introduction
Natural science can be defined as a science built on observation, classification of data, compiled
and verified in quantitative laws, which involves applications of mathematical reasoning and data
analysis of natural phenomena. IPA is a science that explains the process of natural phenomena
scientifically and systematically. According to [1] Science has three dimensions, the first
dimension of scientific attitude (scientific attitude) includes a very high curiosity, critical, creative,
honest, loving environment, acknowledging the order of nature is God's omnipotent creation. The
second dimension is a scientific process that deals with problem-solving procedures with scientific
methods such as problem identification, hypothesis or predictions, analyzes data, draw conclusions.
Third, science as a product of knowledge, both factual knowledge, procedural and conceptual in the
form of principles, laws, and theories. According [2] Natural science contains four things: content
or product, process or method, attitude and technology. This needs to be considered in accordance
with the applicable curriculum.
Through the subjects of natural science students are expected to develop the ability of analytical
thinking inductive and deductive in solving problems related to natural events around. Students are
said to be literate to science or to science literacy when ability to apply concepts or facts obtained
in school with natural phenomena that occur in everyday life. Literacy Science is important to
922
master students relating to how students can understand the environment, Health, economic and
other problems faced by modern society that are highly dependent on technology and the
advancement and development of science.
Science literacy is the knowledge of key science concepts and the understanding of science
processes. This includes the application of science in cultural, political, social, and economic
issues. All of these areas are ever-changing landscapes in today's world. For example, on the
subject of climate change, someone who is scientifically literate (1) is knowledgeable on basic
Earth science and natural history facts, (2) understands atmospheric, geological, and biological
processes pertaining to climate, (3) understands how climate research is conducted, and (4) is
aware of the current geopolitical landscape pertaining to climate change.
Based on the results of observations of researchers at SMPN 12 Padang through interviews with
teachers of natural science studies, obtained information that the problem tested by teachers in
schools is not too demanding reasoning students are only general and memorized. Sometimes
students also do not like to read about a long and straight course To the question about that. The
researcher also showed about the science literacy of PISA to the teacher of IPA response received
from the teacher that is, the students do not like to read the problem which is too long because the
reading interest of the student is very low. Usually the problems that are tested in schools generally
do not directly use long text.
Success in science learning can be obtained if students have good science literacy skills. Survey
results show that the quality of education in Indonesia is still relatively low, as evidenced by the
results of TIMSS (Trendsin Interntional Mathematics and Science Study) study of 2011, a study
International on mathematics and science achievement of first grade students. Indonesia's position
is ranked 41 out of 43 countries with an average score of 406.As under Indonesia Morocco and
Ghana [3], as shown in Table 1.
Table 1. Indonesian Science Literacy Position Based on TIMSS Study

Rank Country Average Scale Score
40 Lebanon 406
41 Indonesia 406
42 Maroco 376
43 Ghana 306
This is also evidenced by reports from OECD through PISA in 2009 that relate to literacy skills
of science, reading, and mathematics which only puts Indonesia in the order of 57 out of 65
countries. While in 2012 the position of science literacy Indonesia compared to other Asian
countries, Indonesia is still very low. Indonesia ranks 64th out of 65 countries [4]. The purpose of
OECD's evaluation of education through PISA is to improve the quality of education focused on
reading and mathematics literacy. Improving the quality of education will affect the economic level
of regions and countries.
Indonesian students have limited abilities that can only be applied to some familiar situations.
The results of the 2012 Program for International Student Assessment (PISA) study show that
Indonesia's education system is still very low. Of the 65 member countries of PISA, Indonesia's
education is ranked 64th. Indonesia's reading level ranks 61th out of the 65 member states of PISA.
Indonesia only collects a reading score of 396 points. Indonesia's reading rate is lagging behind
neighboring Thailand (50) and Malaysia (52). The science literacy score is ranked 64 with a score
of 382.Pada this year, the score and the highest position achieved Shanghai, China, Singapore, and
Hong Kong. And the bottom three places achieved Qatar, Indonesia, and Peru.
According [5] science literacy ability of high school student of X class in Solok City revealed
that the science literacy ability of high school student of X class in Solok City is still low with
average percentage 27,94%. [6] also concluded that the achievement of PISA SMA in Kota
Padang is still low, with the average score of 48.82%.
923
Factors causing the low literacy skills of science in Indonesia is the IPA is still a product.
Another factor that causes low literacy ability of science students is not yet trained students in
solving problems with the characteristics of PISA, so students were not able to develop thinking
skills and reasoning science literacy [7].
The Municipal Government in the field of education has the potential to improve the quality of
education, in line with the strategic plan of national education programs such as the improvement
of competence and competitiveness of the nation. One way to improve students' literacy skills. For
that, we need early data about science literacy of junior high school students in Padang City, with
knowledge of science literacy ability will be traced in the science literacy development program for
students in Padang City. Based on the background of the problem, conducted a study of Literacy
Skills of Science Students of Class VIII The Junior High School in Padang City
The type of this research is descriptive research by analyzing the ability of science literacy of SMP
class VIII students in Padang City. This research was conducted in the second semester of academic
year 2015 / 2016. The location of the research was conducted in 8 accredited A Junior High
Schools in Padang City. Registered in 2015/2016 school year. The sample is selected by
Proportional sampling technique. Data by using data analysis techniques as follows:
2.1 Analysis of answers about science literacy, consists of
2.1.1.Scoring, Scoring is done on all students' answers on PISA tests. The answer scoring
system is 1 if true and 0 if it is wrong for objective and compound problems. Problem
description of correct answer given score 2, true, partially given score 1, and wrong all
given score 0. The number of objective problem there are 48 items and compound matters
5 grains, while the description is 10 items [4].
2.1.2 Score completeness, The PISA completeness score is 50% of the maximum score. In this
study, the completeness score will be calculated based on:
 the total score of the student, the maximum score of the student if the correct answer is
73, so the total score based on the total score is 36.5 with the number of questions 63.
 Aspects of science competence (the process of science) consists of aspects of
identifying scientific problems amounted to 18 questions, maximum score 23. Aspects
explain the phenomenon scientifically numbered 28 questions, maximum score 31.
Aspects of using scientific evidence amounted to 17 questions, maximum score 19.
 Content aspect amounted to 22 questions with a maximum score of 26. Aspects of
context amounted to 41 questions with a maximum score of 47.
 The number of objective problems amounted to 48 questions with a maximum score of
48. Compound questions amounted to 5 questions with a maximum score of 5.
Problem description of 10 questions with a maximum score of 20
2.1.3 Tabulation, The tabulation is done by writing the student code along with the score into the
table. For the objective question if answered correctly, it is coded (1), while the wrong
answer is coded (0) and for the description problem, if it is correctly coded (2), if half is
correctly coded (1) and if either coded (0). The tabulation was made to illustrate the
achievements of students' science literacy from PISA test results on SMP in Padang City
based on:
 Total student scores
 Score of science literacy based on competency aspects of science / science process
 Score of science literacy based on content aspect
 Score of science literacy based on context aspect
 Scores are based on the question format
 Average score
The mean score to describe the average. Average score to describe the average
achievement of students' science literacy from PISA test result. Average score calculated
924
using formula. Achievement of student science literacy from PISA test result. Average
score calculated using Formula according [8]
2.1.4. Highest score, The highest score can describe the highest achievement of student science
literacy on the test using PISA problem. The highest score is calculated by sorting the
score from the highest to the lowest, then the highest score is calculated on the data based
on the total score, the score based on the question items, the score based on the
competence of science, and the score based on the format of the question.
2.1.5. The lowest score, The lowest score can represent the lowest achievement of science
literacy on the test using the PISA problem. The lowest score is calculated by sorting the
score from the low to the highest, then the highest score is calculated on the data based on
the total score, the score based on the question items, the score based on the competence
of science, and the score based on the format of the question.
2.2. Determination of value
The data obtained by researchers from tests that have been scared to be converted into a value.
Based on the criteria specified.
PISA set the value of mastery that is 50% of maximum score 36.5. Once obtained the next
value is converted into the following categories:
Table 2. Conversion Score of Science Literacy Test Results by PISA

Grade The Criteria
36,5 Complete
< 36,5 Not Complete
.

Based on research conducted on junior high school students in Padang City, obtained a data
achievement of science literacy students as follows:
3.1 Science Literacy Test Results Students

Based on the research that has been done by the students of class VIII SMP in Kota Padang
obtained data of students' science literacy ability is 26.6 with the lowest category. The maximum
score of science literacy is 73, while the PISA completeness score is 50% of the maximum score of
36.5.
Based on literacy ability of student science that is generally not yet completely either from
process of science, content, and context with a value (26,04,26,68,25,37). Students are said to be
complete if students get a score of ≥ 50% of the maximum score.
Lower literacy of students' science is due to several factors. Firstly, some of the material that was
tested on the problem of PISA science literacy has never been studied by the students of one
example on problem 14.1 on the theme of sleeping sickness, on the matter number 14.1 appendices
1. The material in this study in high school class X, so that students have difficulty In answering
the matter on the material.
The second factor causing the low literacy of science students is a matter of PISA using a lot of
discourse. From the results of interviews with some students who complain because of the amount
of discourse on the given problem. The low ability of students in analyzing discourse or text is a
picture of the low ability of students thinking.
925
According [9] critical thinking ability is based on thinking process to analyze arguments and bring
insight into each meaning of a problem. The third factor is the high level of difficulty in the PISA
problem. According [10] the quality of test item items can be known first from the level of
difficulty, a test should not be too easy and also should not be too difficult.
3.2 The achievement of student science literacy based on the format of the question
The average score of student achievement of Junior High School class VIII in Padang City based on
the low grade questionnaire with an average grade of 25,78 low category. The average score of
student achievement based on the question format can be seen in Table 3.
Table 3. Achievement of Science Literacy of VIII Junior High

School Students in Padang City by Format Problems
Format Problems Average Criteria
Objective 29,38 low
Compound 31,72 low
Essay 16,36 low
27,78 low
The question format used in the science literacy question of PISA consists of three formats,
IE objective with the number of 48 questions, compound with the number of questions 5 and the
description with the number of questions 10. Achievement of science literacy of junior high
school grade VIII students in Padang is 25.78 with the lowest category. The achievement of
students' science literacy based on the format of the problem aims to find out the problems that
are easier to work on and students who are difficult to work.
The cause of the lowest average score on the description and objective problem is that
students are difficult in reasoning given problems and added the students of Junior high school
grade VIII in Padang City have never gained experience in answering the science literacy
question of PISA. On objective matters students are required to be more careful in working on
the problem, because the option is a fool On objective matters is almost identical, so that the
student is difficult to distinguish which one is correct and which wrong answer consequently the
student guesses the answer that the student thinks is correct. According [8] the objective test
also has a weakness that is the possibility of students guessing a big enough answer and the
students' thinking process can be seen clearly. On the matter of description of students is
expected to be able to analyze questions based on the discourse given to the problem, so that
reasoning ability is required in the format of this matter. The low ability of students in the
reasoning of PISA literacy causes the achievement of low student science literacy. According
[11], reasoning is an activity, process or activity of thinking to draw conclusions or make a
statement based on some of the questions known to be true or rightly called the premise.
Students gain higher values on a plurality of questions and objectives because on a plurality
the students only have an option Yes or No, other than that the question asked in the plural
question is general knowledge, So that it is easier for students to answer the compound problem
than the description and objective.
3.3.Literacy Achievement of Student Science Based on the Process of Science, Aspects of Content
and Aspects of Context
Based on the results of research and literacy analysis of science students on the process of
science, content aspects, aspects of junior high school context in the city of Padang are still
categorized as low from the results of data analysis. Factors that cause low mastery of science
literacy students are less teachers to familiarize the learning process that supports students in
926
developing science literacy. From the observation of the learning process conducted
during the learning process, it is generally seen that teachers in teaching less support the
development of literacy skills of science students. Teachers in the learning process does not
present anything that can spur the students to think like text introduction, images, case scenarios
or examples of problems that occur around him, then in the process of learning, teachers also
seen less invite students in analyzing the causes of the occurrence of problems so less build
aspects of science literacy Students. It has also been expressed by [5] that the science or science
learning process tends to emphasize aspects of memory-based understanding and rarely builds
analytical skills to translate, link, explain and apply information based on scientific data. The
next factor that causes the low literacy ability of students' science is, according to the students
the questions given on the science literacy test are more difficult than the usual teacher test
questions. This is because students do not know about the PISA problem and also the lack of
knowledge of teachers about the development of science literacy so that students do not know
the information about PISA and the characteristics of the PISA problem.
According [12] it is found that very little knowledge of science literacy leads to a very
low achievement in science literacy. The questions of PISA are very demanding in
understanding, reasoning and problem solving. A student is said to be able to solve problems
if he can apply the knowledge he has gained into a new unknown situation [13].
4. Conclusion
Based on the results of research and analysis of science literacy test of Junior high school class VIII
students in Padang City, it can be concluded that the achievement of science literacy shows the
ability of science literacy in junior high school students in Padang low with an average value of
26.6.
5. Acknowledgments
The research is tightly by funding from the Universitas Negeri Padang. With the kindness of
Rector, especially Lembaga Penelitian dan Pengabdian masyarakat (LP2M) of Universitas Negeri
Padang.
6. References
[1] Poedjiadi, Anna. 2007. Pendidikan Sains dan Sains Terpadu dalam Ilmu dan Aplikasi
Pendidikan (Mohammad Ali dkk,ed). Bandung: Pedagogiana Press.
[2] Rustaman, Nuryani. 2005. Strategi Belajar Mengajar Biologi. Malang: Universitas Negeri
Malang.
[3] Balitbang. 2013. Survei Internasional PISA.Online,(hhtp://litbang.kemendikbud.go.id/
index.php/survei-internasional-timss, diakses pada 16 Januari 2016).
[4] OECD. 2013. PISA 2012 Assessment and Analytical Framework: Mathematic, Reading,
Science, Problem Solving and Financial Literacy. Online, (http://dx.doi.org/10.1787/
9789264190511-en, diakses pada 16 Januari 2016).
[5] Angraini, Gustia. 2014. Analisis Kemampuan Literasi Sains Siswa SMA Kelas X di Kota
Solok. Jurnal Prosiding Mathematics and Science Forum 2014. Jurusan Biologi FPMIPA:
Universitas Pendidikan Indonesia.
[6] Huryah, Fadhilatul. 2016. Analisis Literasi Sains Biologi Siswa SMA Kelas X Se Kota
Padang. Tesis. Padang. Universitas Negeri Padang.
[7] Ekohariadi. 2009. Faktor-faktor yang Mempengaruhi Literasi Sains Siswa Indonesia Berusia
15 Tahun. Jurnal Pendidikan Dasar. Diakses Pada Tanggal 20 Januari 2016.
[8] Sudjana. 2005. Metode statistika. Bandung: Tarsito.
[9] Johnson, D.W & Johnson, R.T. (2002). Meaningful Assessment. Arlington Street Boston: Ally
& Dacon A Pearson Education Company.
[10] Nurkancana, W. 1986. Evaluasi Pendidikan. Surabaya: Usaha Nasional
927
[11] Shadiq, Fadjar. 2007. Penalaran atau Reasoning. Perlu Dipelajari Para Siswa di
Sekolah?.http://prabu.telkom.us/2007/08/29/penalaran-atau-reasoning/ [Online] diakses 7
Agustus 2016.
[12] Azzumarito, D.2014. Pengembangan Instrumen Tes Literasi Matematika Model PISA. Jurnal
Of Educational Research and Evaluation Universitas Negeri Malang Vol. 3 (2).
[13] Wardhani, Sri. 2005. Pembelajaran dan Penilaian Aspek Pemahaman Konsep, Penalaran dan
Komunikasi, Pemecahan Masalah. Jogjakarta:Materi Pembinaan matematika SMP di Daerah
Tahun 2005 (PPPG Matematika).
928
Analysis of readability of integrated science teaching

materials in the topic of integrated type of animal migration
navigation
M. Yusup1,2,a), Saefudin1, and H. Firman1

1
Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No.229,
2
SMP Negeri 5 Sindangbarang, KP. Cigarogol Desa Jayagiri Kecamatan
Sindangbarang, Kabupaten Cianjur 43272, Indonesia
a)
E-mail : maulanayusup1228@yahoo.co.id
Abstract. Teaching material is the material or subject material that is arranged systematically,
be used by teachers and students in the learning process. Teaching material is usually arranged
by teachers. Teaching material arrangement needs the knowledge of author to align
vocabularies when arranging the text. Good teaching material has high readability level, which
is more than 60 %. This study used descriptive method. The purpose of the study was to
analyze the readability of threaded integrated science’s teaching material. Readability test was
conducted by using cloze test Informal Cloze Readability Inventory (ICRI) type and interview
10 (ten) junior high school students class 9 (nine) at one of schools in Sukabumi district. The
results of this research revealed the largest score of 92% obtained on visions of human and
insects sub-section. The smallest score of 82% on light characteristics subsection. The average
readability test results of threaded integrated science teaching material was 90%. The
percentage showed that the materials are in independent category. It means that threaded
integrated science teaching material of light material can be used in learning. Readability level
is generally influenced by words or terms used in teaching materials.
1. Introduction
Students are expected to be able to master the concept of science comprehensively as the essence of
Integrated Science [1]. The essence of science is the knowledge presented comprehensivelyto learn the
universe and its symptoms on the basic elements of attitude, process, product, and application in which
those elements are a unity [2].
Integrated Science is a combination of different fields of science studies, namely Physics, Earth
Space, Chemistry and Biology which are presented comprehensively. The combined materials at least
consist of two studies, such as Biology-Physics, Physics-Chemistry or Chemistry-Biology or include
three science studies namely, Physics-Biology-Chemistry become a single integrated material or
include the four science studies based on predetermined topics [3].
This suggests that science learning should be integrated in the Integrated Type. Integrated
learningis an integrated type of learning that uses a cross-sectional approach by determining the
curricular priorities and finding overlapping skills, concepts and attitudes in several fields of study [4].
Integrated Science learning in the integrated type is not easy to do especially related to its
supporting learning activities. The weakness found in the integrated science learning is the availability
of Integrated Teaching Materials [5]. The limitation of integrated teaching materials causes difficulty
929
forthe educational practitioners, especially educators, to arrange their own teaching materials.
Teachers are the most required domain to develop the teaching materials. The development of
teaching materials is a fundamental task of a teacher. Teachers complain about their lack of knowledge
about integrated science and the teaching materials provided do not yet fully include integrated
science. In fact, science teachers in junior high school have not yet taught science in integrated ways
[6].
The teaching materials of Integrated Science developed are the Integrated Science in the Integrated
Type. These teaching materials are a new concept; however, they are also expected to improve the
concept mastery comprehensively. The teaching materials of Integrated Science in the Integrated Type
are highly expected in its development in accordance with the standards of Integrated Science
curriculum. Therefore, the teaching materials which are in accordance with the standards of the
Integrated Science curriculum and the achievement of educational quality expected in 2030 will be the
same as other OECD countries.
In the revised edition of the 2013 curriculum, there are basic competencesrelated to the topic of
Animal Navigation and Migration, i.e. Basic Competence 3.6 stating “Implement the concept of
magnetism, electromagnetic induction, and utilization of magnetic fields in everyday life including
animal movement/navigation for food and migration,” and Basic Competence 4.6 stating “Create
simple works that utilize the principles of electromagnet and/or electromagnetic induction”.
The topic of animal navigation and migration is chosen as the topic in teaching materials. It is
because thatteaching materials of Integrated Science in the Integrated Type should be a topic as a
learning base. This phenomenon is the basic knowledge for students in learning science. The teaching
materials of science presented by conveying real and contextual problems will facilitate the
implementation of science learning [7]. Therefore, these teaching materials are called the teaching
materials of Integrated Science in the Integrated Type in the topic of Animal Migration Navigation.
Teaching materials developed in the readability testwill be easy to be understood by the students.
The good teaching materials are teaching materials that have more than 60% of readability [8].
Teaching materials with a high level of readability will support the achievement of education quality
[9].
The method used in this research was descriptive research method. Descriptive method waschosen
since this study was merely to see the readability of teaching materials that have been prepared. The
teaching materials development used 4 Steps Teaching Materials Development (STMD). The teaching
materials making process was divided into four stagesnamely, the process of selection, structuration,
characterization, and reduction [10]. At the stage of characterization, the readability test of teaching
materialdraft need to be conducted. The research design can be described as follows.
Teaching material Readability test Data Discussion

arrangement analysis
(stage of
selection,
structuration, Teaching material Decision
products
Figure 1. Research Design
The methods of readability test used were cloze test and interview. Cloze test was conducted by
filling in the gaps in the text with the appropriate words to complete the sentence in the text [11]. The
omitted words can be conducted by omitting the nth syllable by a certain multiple [12] or random
deletion without looking at the contextual relationships or certain word classes [13]. The cloze test
type used was Informal Cloze Readability Inventory (ICRI) [8]. ICRI is a cloze test on a small sample
930
of less than 10 samples. The readability test was given to 10 students of grade 9 of State Junior High
School 5 Sindangbarang. Random sampling was conducted from all grade 9 students [14].
The instruments used in this study was 6 filling the gap texts with 20 missing words. Meanwhile,
to reveal the main idea of each paragraph, students were asked to read the paragraph. Afterwards, they
were asked to present the main idea of each paragraph of teaching materials verbally. At the time of
the interview, in addition to presenting the main idea of the paragraph that has been read, students
were also asked about terms that have not been understood and offered other words that were more
easily understood by students. Therefore, it found a direct solution to address the terms that students
did not understand. The main idea is presented verbally by the students to the researcher. Students
were also required to filling the gap textsin the teaching materials that have been provided.
After all the calculation results were tabulated, the qualitative data were analyzed. The test score
was presented as a percentage [9]:
∑
∑
100 %
The percentage of reading material readability by Rankin and Chulhane (in Cunningham) is
shown in Table 1.
Table 1. The Percentage of Teaching Material Readability
Percentage achieved (%) Level of readers

more than 61 Independent
41 up to 61 Instructional
less than 40 Frustration

The results obtained from the readability test of teaching materials of Integrated Science in the topic of
animal migration navigation are shown in Figure 2.
Percentage of Readability
90
88
86
84
82
80
78
76
74
72
70 percentage of Readabiity
68
Figure 2. The percentage of Teaching Material Readability
In the sub-chapter of the animal migration phenomena, there is a mistake about the image of animals
presented, i.e. groups of caterpillars coming to the houses which cannot be included into migration
phenomena, butlife cycle. In the sub-chapter of animal migration, there are cicadas which are not
included into migratory animals. Cicadas move from one place to another is just a cycle of life. This
931
concept error confused students. There is a difference between information that has been obtained with
the information brought in the discourse.
The readability of Migration Phenomenon was 80%. Most of the students do not understand the
phenomena picture of many caterpillars living in villagers’houses. The students wondered whether this
was included into migration or not. The foreign words or terms become one of the factors affecting the
readability of discourse [15]. Therefore, the students found difficulty when they had to read the
discourse containing these terms. From the interview results, it is known that the term
magnetosomewas replaced by the term magnetic organ.
The readability of Animal magnetism sub-chapter was 88%. In this sub-chapter, students were very
interested since they had to practice with rare animals, i.e. tortoise. The problem was that there were 2
students who were difficult to focus on these activities. Student activity was very active since there
were so many questions about animals compared to tortoises that can detect magnetism.
In the sub-chapter of object magnetism, a lot of students found difficulty especially in analyzing the
characteristics of magnetism and make conclusions. In this sub-chapter, students were actually very
enthusiastic in understanding it, but the material presented in support of the image was lack.
Therefore, the information was added using other books in the library.
In the sub-chapter of the relationship of animal and object magnetism, students did not find
difficulty in reading and understanding the materials. There was only one student who was less
understood, but after asking and explained by the teacher, the student could understand it.
The cloze test to measure the teaching material readability obtained score at % overall. This cloze
test was a readability test with higher validity than other readability tests [9]. The percentage achieved
indicates that the teaching materials of integrated science is included into the Independent category
since it is more than 60% [9]. The independent teaching materials are self-teaching materials. The use
of this materials can be done individually by the students.
4. Conclusion
The results showthat the result of readability test of the teaching materialsis 82%. The percentage
indicate that the teaching materials are in the independent category, meaning thatteaching materials of
Integrated Sciencein the Integrated type for the topic of animal migration navigation are worthy of use
in learning activities.
5. Acknowledgments
The authors would like to thank to the GTK Directorate of the Ministry of Education and Culture who
has given P2TK scholarship program in 2015. The great gratitude is also delivered for all academic
civitas of State JHS 5 Sindangbarang who gave supports during the research. May Allah repay all the
goodness.
6. References
[1] Departemen Pendidikan Nasional (Depdiknas) 2008 Manajemen peningkatan mutu berbasis
sekolah buku pembelajaran dan pengajaran kontekstual (Jakarta: Direktorat Jenderal
Pendidikan Dasar Dan Menengah Direktorat Sekolah Lanjutan Tingkat Pertama)
[2] Depdiknas 2008 Panduan pengembangan bahan ajar (Jakarta: Depdiknas)
[3] Arlitasari, Pujayanto, and Budiharti 2013 Pengembangan bahan ajar IPA terpadu bebasis saling
topik dengan topik biomassa sumber energi alternatif terbarukan (Jurnal Pendidikan Fisika,
vol 1) pp 81-89
[4] Fogarty R 1991 Ten ways to integrate curriculum (Pallatine: III Skylight Publishing, Inc)
[5] Al-Tabany, Trianto, and Ibnu B 2014 Mendesain model pembelajaran inovatif, progresif dan
kontekstual (Jakarta: Prenadamedia Group)
[6] Helfidayati 2016 Peran bahan ajar ipa terpadu tipe integrated padatopik pemanasan global
terhadap penguasaan konsep siswa. Tesis UPI Bandung
[7] Lang M and Olson J 2000 Integrated science teaching as a challenge for teachers to develop
new conceptual structures (Research in Science Education vol 30) pp 213-224
932
[8] Cunningham J W and Tierney R J 1979 Evaluating cloze as a measure of learning from reading.
(JournalofReadingBehavior vol 11 ) pp 287-292
[9] Rankin E P 1970 Grade level interpretation of cloze readability scores (Prosiding at the
national reading conference at marquette university) pp 1-12
[10] Anwar K 2015 Pengembangan Bahan Ajar IPA Terpadu Menggunakan Four Steps Teaching
Material Development dengan Topik Pemanasan Global (Tesis UPI Bandung)
[11] Ajideh P and Mozaffarzadeh S 2012 C-test vsmultiple-choice clozetest as tests of reading
comprehension iran: iranian EFL context: learners' perspective (English language teaching
vol 5) pp 143-150
[12] Farr R and Roser N 1979 Teaching a child to read (New York: Harcourt Brace Jovanovich)
[13] Jongsma E A 1980 Close instruction research: a second look (Delware: IRA)
[14] Fraenkel J R and Wallen N E 2005 How to design and evaluate research in education (New
York: McGraw-Hill)
[15] Crossley S A, McCarthy P M, Dufty D F and McNamara D S 2007 Toward a new readability: a
mixed model approach pp 197-202 [online] available at:
ftp://129.219.222.66/Publish/pdf/p197.pdf
933
Profile of inquiry aspects contained in science book grade VIII
M Fadilaha), F Arsih, Helendra, H Alberida

Jurusan Biologi, Universitas Negeri Padang, Jl. Prof.Dr.Hamka Kampus UNP Air
Tawar, Padang 25131, Indonesia
a)
E-mail: muhyifadilah@fmipa.unp.ac.id
Abstract. Inquiry aspect is one of component, which construct competency of science literacy.
Generally, level of science literacy of Indonesian students is relatively under average score.
That is why inquiry should be integrated in all science-learning dimension, include presented
in learning media such science book for junior high school level. As main learning resource,
presentation of inquiry aspect should be sufficient for guiding students during the lesson. This
study aimed to describe inquiry aspects contained in science book grade VIII. The sample was
determined as total sampling from all learning materials presented in science book grade VIII.
The data collected by using book analysis instrument then analysed using agreement
coefficient and percentage. The result shows that in totally science book grade VIII contained
75,2% of inquiry aspects, which directed the students to formulating question and/or
hypothesis, collecting data, analyse and/or interpreting data, discuss the finding and/or making
conclusion, and reflect the knowledge. The most frequent inquiry aspect is directing student to
collect data and the least inquiry aspect is reflection knowledge. It can be concluded that
science book grade VIII has contained inquiry aspects sufficiently and provide a structured
inquiry. However, improvements are needed to complete phase of inquiry.
1. Introduction
Indonesia students participation in PISA has been started from PISA 2000. Generally, the students
performance was under averages. According to Indonesia Science Literacy Team, the weakness of
Indonesia students is on identifying scientific problem, using scientific approach, and interpreting data
likes picture, table and others diagram type. These skills are included inquiry component.
There are four framework components to measure students’ science literacy, are context,
knowledge, competency and attitude. In PISA 2015 framework, inquiry ability composed
competencies aspect, which indicated by skill in evaluation and design scientific inquiry. Around
twenty to thirty percent of test item measure this ability. The proportion for skill interpreting the data
is around 20-40% [8]. There has been improvement of students performance in PISA 2015, around 21
points. Unfortunately the overall score stay stable under average.
The facts reflect that science learning quality needs immediately improvement. According to
Rocard et al (2007) cited in [3], science learning reformation can be applied through inquiry based
learning, which develops intellectual skill and science literacy ability. [5] and [7] informed that inquiry
process contribute to science literacy.
There are numerous definition of inquiry. [6] determined definition for inquiry, are learning
approach which direct students to formulating question/hypothesis, collecting data (experiment and
references study), analyse and interpret finding, discuss finding and making conclusion and reflect
toward knowledge found. Bybee (2000) cited in [9] suggested that inquiry in terms of skills and
abilities includes the following components identifying and posing scientifically oriented questions,
934
forming hypotheses, designing and conducting scientific investigations, formulating and revising
scientific explanations, and communicating and defending scientific arguments.
2. Analysis Method
The descriptive study apply analysis technique. Before, we choose research object, is students science
book grade VIII which published by National Education Ministry (Kementerian Pendidikan
Nasional). There are two reasons, first, this book are the legal learning resources which has been
adapted with the latest curriculum. Basically, the book was developed to response trends in science
learning, include science literacy and has been revised in 2014. Second, it is the most common
learning resources which freely available in almost government and private school. The population is
all af learning materials presented in science book. Directly, sampling technique is total sampling.
Further, we arrange list of inquiry aspect indicators refer to inquiry coverage determined by Ong and
Borich (2006) cited in National Education Ministry (2014). There are five indicators, book direct
students to ; 1) formulating question or hypothesis, 2) collecting data (experiment and reference
analysis), 3) drill to analyse and interpret finding, 4) to discuss finding and making conclusion, 5) to
reflect toward knowledge found. Procedure of data collection consist of; read chapters, map the
subtopic, telly the presence of indicators in each subtopic by using check list, determine the score,
confirmation to get expertise agreement coefficient (refer to categories provide by Altman D.G, 1991
cited ini [10]), and determine its percentage.

Table 1 shows score given by researcher toward inquiry aspect contained in eleven chapter of science
book grade VIII.
Table 1 : Score distribution for inquiry indicator

Inquiry
Indicator Chapter %
VII
I II III IV V VI VII I IX X XI
I 3 3 3 3 3 3 1 1 1 2 1
II 3 3 2 3 3 3 3 2 2 3 3
III 3 3 3 3 3 3 2 2 2 1 1
IV 3 3 3 2 3 1 3 2 1 2 1
V 3 3 3 3 3 1 1 1 1 1 1
75.2
Table 2 shows the agreement coefficient between researcher and expert for judgement score valued
toward level of inquiry aspect presence. Scores from researcher are compared to experts score and it
can be explained that all of researcher judgement score are relatively similar to experts’ score,
therefore, researcher analysis is acceptable judgement.
Table 2: Agreement coefficient (KK) for researcher judgement score toward the presence of inquiry
aspects
Chapter I II III IV V VI VII VIII IX X XI
KK 0.6 1 1 1 1 1 0,80 1 0.8 0.8 0.8
Category Neutral Highly Highly Highly Highly Highly Agree Highly Agree Agree Agree
agree agree agree agree agree agree
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Figure 1 shows that percentage of inquiry aspects present in 11 chapter of science book grade VIII.
Composition of Inquiry Aspect in

Science Book Grade VIII
100,0 90.9 %
72.7 % 78.8 %
80,0 72.7 %
60,0 60.6 %
40,0
20,0
0,0
Formulatin Analysing
Reflection
g question Gathering and
Discussion the
or data interpretin
knowledge
hypothesis g data
Series1 72,7 90,9 78,8 72,7 60,6
Figure 1. Percentage of presence inquiry aspect in all book chapter.
Figure 2 shows that the presence of inquiry aspect distribute in each book chapter. Five chapters (I-V)
presented near to hundreds percent of inquiry aspects. Others four chapters presented more than 50%
of inquiry aspect. The last two (chapter IX and XI) contained the smallest percentage, under 45%.
Percentage of Inquiry Aspect (Per

Chapter)
100,0
100,0 100,0
93,393,3
73,3
66,7
53,3 60,0
46,7
40,0
Figure 2. The proportion of inquiry aspects distribute in each chapter

of science book grade VIII
936
Overall, percentage of inquiry aspect gained 75.2%. It can be stated that science book grade
VIII has contained inquiry aspects and relevance to inquiry recommendation in Curriculum
2013. The similar value are shown by aspect formulating question or hypothesis and analysing or
interpreting the data, 72.7%.
The first inquiry indicators, formulating question or hypothesis, mostly found in the form of
question which is answerable by the reader. The questions are commonly dispersed widely in all of
chapters’ subtopic. But, this indicator is lesser presented in Chapter VII, VIII. IX, X, and XI.
Questioning is important part inquiry learning [4], that is why a book should integrate questioning
stimulus adequately. As students seek out evidence to support their inquiry, they are likely to ask and
need to answer questions such as these: Why collect data? Who collects data? When should data be
collected? What counts as scientific evidence? and How should scientific data be collected and
analyzed?
The highest percentage of inquiry indicator (second inquiry indicator) is to direct students
collecting data (Figure 1). The possible technique of data collection by students are doing
experiment, observing object/phenomena, interview, and literature study [6]. In science book grade
VIII, the inquiry indicator mostly stimulated through doing experiment. Deden (2015) support the
inquiry learning emphasize on finding by students.
The third indicators, drill to analyse and interpret finding, is relatively less presented in Chapter
VII-X. Data interpretation only stimulated through question, not table or diagram.
The fourth, discuss the finding and making conclusion is clearly less presented in Chapter IX. Only
4 chapters (I, II, III and V) which stimulate students to discuss the finding. Making decision indicator,
present after several practical activity.
The smallest percentage is reflection the knowledge, the fifth inquiry indicator. It is clearly seen in
Chapter VII, VIII, IX, X, and XII.
Based on the pattern of inquiry indicator performed, type of inquiry applied is structured inquiry.
The reason is the book provide the question and procedures. The inquiry profile in science book shows
relevance with [6] suggestion that structured inquiry is fit fo junior high school because it allow
students to develop their ability to inquiry toward the higher level of inquiry, open inquiry.
Students books have to propose inquiry and rational thinking, besides the knowledge for cognitive
aspects [1]. Students with strong inquiry ability will have more opportunity to complete their science
literacy. Different view argued by [2] that Scientific literacy, when it was addressed by teachers, was
approached mainly though class discussion, not reading.
4. Conclusion
Overall, percentage of inquiry aspect gained 75.2%. It can be stated that science book grade
VIII has contained inquiry aspects and relevance to inquiry recommendation in Curriculum
2013. The similar value are shown by aspect formulating question or hypothesis and analysing or
interpreting the data, 72.7%.
The profile of science book grade VIII can be described in two points. Firtsly, it has implemented
inquiry aspect at adequate level. The most frequent inquiry indicator is collecting and interpreting data
while the least percentage shown by reflection toward finding. The research implied that some
improvement needed to direct student develop skill of reflection toward finding. Second, it applied
structured inquiry type. However, not all structured inquiry phase presented completely.
5. Acknowledgments
The research is tightly contributed by funding from the Ministry of Research and Technology and
Higher Institution (Kemenristik Dikti). With the kindness of Rector, especially Lembaga Penelitian
dan Pengabdian Masyarakat (LP2M) of University of Padang, and Dean of Science and Mathematics
Faculty, the researchers have large opportunity to conduct the study. We also thanks to 12 Junior High
School in Padang for preparing information in pre-research.
937
6. References
[1] Adisendjaja, Y I 2007 Analisis Buku Ajar Sains Berdasarkan Literasi Ilmiah Sebagai Dasar
Memilih Buku Ajar Sains (Biologi) Makalah. Yang disampaikan pada Seminar Nasional
Pendidikan Biologi dan Biologi FPMIPA UPI (Bandung: Universitas Pendidikan
Indonesia)
[2] Cooper S J 2004 Addressing Scientific Literacy Through Content Area Reading and Processes
of Scientific Inquiry What Teacher Reports.Dissertation.( University of Central Florida)
[3] Calado, Florbela., Franz and Bogner 2013 A Reflection on Distorted Views of Science and
Technology in Science Textbooks as Obstacles to the Improvement of Students’ Scientific
Literacy European Journal Of Educational Research. Vol 2 No 2
[4] Direktori Sertifikasi Guru 2012 Pembelajaran IPA Terpadu Pendidikan Latihan Profesi Guru.
(Online) http://educloud.fkip.unila.ac.id/index.php accessed on 02/08/2016 23:34:31
[5] Erniati 2010 Membangun VOIP Secara Sederhana. Journal Kependidikan Vol 20 No 2
Kemendikbud 2014 Buku Guru Ilmu Pengetahuan Alam untuk SMP/MTS Kelas VIII
(Jakarta: Kementrian Pendidikan dan Kebudayaan)
[6] Kemendikbud. 2014. Buku Guru Ilmu Pengetahuan Alam SMP/MTs Kelas VIII. Jakarta:
Kementrian Pendidikan dan Kebudayaan.
[7] Lukito, D. 2015Pengembangan Bahan Ajar IPA Terpadu Berbasis Literasi Sains Bertema
Perpindahan Kalor Dalam Kehidupan Unnes Physics Education Journal Vol 3 p 1
[8] OECD 2016 PISA 2015 Assesment and Analytical Framework Science Reading Mathematics
and Financial Literacy (Paris: OECD Publishing)
[9] Petroselli C L 2008 Science Education Issues and Developments (New York: Nova Science
Publisher, Inc)
[10] Sudiyatno. 2010. “Pengembangan Model Penilaian Komprehensif Unjuk Kerja Peserta didik
Pada Pembelajaran Berbasis Kompetensi di SMK Teknologi Industri”. Disertasi.
Universitas Negeri Yogyakarta.
938
The effect of combining classification-based new instruction

design, note card and learning material to enhance concept
mastering and classification of animalia
I Annisaa), S.Saefudin, and B Supriatno

a)
E-mail: indriannisa92@gmail.com
Abstract. Classification is one of the higher-order thinking and fundamental cognitive

processes. The purpose of this study is to find out the effect of the application of classification-
based new instruction design, note card media and learning materials on mastery of concepts
and classification competence. This research uses quantitative approach with the type of
research is quasi experimental method and research design is pretest-posttest, nonequivalent
multiple-group design, in 3 classes of research with different treatment. The test instrument
refers to Bloom's taxonomy and science process skills. Score from pre test and post test are
analysed using 2x2 MANOVA and one sample t test. Based on the manova test, the use of
media A (note card and teaching materials) yields a larger average value when integrated with
method B (presentation), both for concept mastery and classification competence.
1. Introduction
Animals or often known as animalia is a study in Biology, in addition to plants and humans. However,
based on the review of articles and surveys in the field, many obstacles faced by teachers and students
while studying the material animalia itself.
In addition to teacher dependence on the use of power points (PPT), another problem is teachers
tend to indifference to students' notes whereas the role of the notes in the lesson is very important
because the notebook is a "window" to see what students understand and as the thinking tool (Gilbert
& Kotelman, 2005) [4]. Moreover, in the book "What works in classroom instruction" (Marzano, et
al., 2000) stated that summarizing and taking notes occupy the second position as a good learning
strategy after identification of similarities and differences. Other problems in Animalia learning are
described in a study that teachers behave negatively to reptiles, amphibians and invertebrates rather
than mammals, (Wagler, 2010) [19] and children (especially girls) showed more negative attitudes
toward spiders (Prokop & Tunnicliffe, 2008) [15]. There are still pros and cons of using real animals
and doing dissection in learning and teaching nationally and internationally (Edwardsa, et, al., 2014)
[3]. Beside that, knowledge of the classification of invertebrate animals is still low (Cinici, 2013;
Heong, et, al., 2011) [2][6] and more frequently misclassified invertebrates (Prokop, et, al., 2008)
[16].
To overcome the above problems, required a learning device in the form of learning media and
teaching materials that can replace the function of PPT as well as make students and teachers can learn
animalia without fear, without having to perform dissection and the media can be used as note taking
tool. And it would be better if the learning media and teaching material can practice the classification
competence without disregarding the mastery of student concepts because identify of similarity and
939
differences is the best strategy of learning (Marzano, et al., 2000) [12]. The suggestion to combine
these 2 tools (media and materials) are correspond with a statement that if using only one medium will
not affect learning (Thompson, et al., 1992; Clark 1983; in Smaldino, 2002) [17]. Learning media that
the researcher intended is a note card.
However, the use of learning media in learning can not stand alone. Required an appropriate
method or model of learning for the expected competence to advance and generate an effective
learning (Smaldino, et, al., 2002) [17]. Based on the preliminary survey, the methods used by teachers
in animalia learning are only about lectures, presentations and discussions, no specific learning
strategy, even though in fact teachers in schools require new learning innovations.
Therefore, through this research, researchers necessary to integrate media and teaching materials in
a new instructional design and find out the influence of both on the classification competence and
mastery of student concepts.
This research uses a quantitative approach with the type of research is quasy experimental. The
research was conducted at SMA Negeri 1 Sumedang, Jalan Prabu Geusan Ulun no 39, for
approximately 1 month in 3 classes, with total students 101.
There are 3 main stages. The preliminary stage includes literature studies and field surveys. The
preparation stage consists of three activities, namely the making of note-card, teaching materials and
instructional design. In the experimental stage, 3 experimental studies were performed, in a quasi-
experimental research, with pretest-posttest, nonequivalent multiple-group design, which did not
involve the control group (Wiersma, 2009) [1].
Table 1. Comparison of treatments in 3 experimental classes

Class Pre test Treatment Post test
Experiment 1 O1 X1 O2
Pretest and post test are conducted to measure the classification competence and mastery of student
concepts. Code of X1 is learning using specific strategies (characterizing, comparing, classifying,
communicating, concluding, reading, reorganizing and rewriting) assisted note card and learning
materials which developed by researchers, X2 is learning using strategies (characterizing, comparing,
classifying, communicating, concluding, reading, reorganizing and rewriting) and aided by power
point media plus textbook. X3 is learning using presentation method supported note card and learning
material.
To find out the influence of learning and use of media developed by researcher toward ability of
classification and mastery of student concept, quantitative data obtained from pretest-posttest result in
3 experimental group is analyzed quantitatively through MANOVA statistic with SPSS program
version 16.0.
In this MANOVA test are used 2 independent variables, that are method A, method B, and 2
dependent variables are media A and media B. Method A mean is learning with strategy of
characterizing, comparing, classifying, communicating, concluding, reading, reorganizing, and
rewriting, method B is learning without strategies of characterizing, comparing, classifying,
communicating, concluding, reading, reorganizing, and rewriting. Media A is a note card media and
teaching materials, whereas media B is a power point media (PPT) and textbook.

Experimental class 1 uses the Characterizing-Comparing-Classifying-Communicating-Concluding-
Reading-Reorganizing-Rewriting strategy, aided with note-card media and learning materials. The
940
first five phases focus on using note cards while the next 3 stages use the teaching materials at the
beginning, then at the end the students record what they have learned on the note cards.
In the experimental class 2, the stage implemented is the same as the experimental class 1, namely
Characterizing-Comparing-Classifying-Communicating-Concluding-Reading-Reorganizing-
Rewriting, which in first five phases operate PPT and 3 stages later use textbook. And then, student
note taking on book.
In the experimental class 3, applied presentation methods are integrated with the note cards and
learning materials as class 1. Application of note card and learning material are complement each
other. The learning steps in the experiment class 3 is more simple than class 1 and 2, namely
discussions, presentations and reinforcements by the teacher. For note taking, student write on note
card same as class 1.
To know the effect of combination all the learning device in animalia learning, can be found out in
following.
3.1. Multivariate test

From multivariate test, we can determine whether the learning method and the learning media have the
same capability in influencing the mastery of concepts and classifications or not.
Table 2. Result of multivariate test on manova test

Effect Value F Sig Partial eta
squared
Learning (method A&B) Wilks’ Lambda 0,931 3,596 0,31 0,069
Media of learning Wilks’ Lambda
(media A&B) 0,846 8,811 0,00 0,154
In Table 2, significance values for each of independent variables are smaller than the 0.05
significance level, it can concluded that the learning and learning media used have an effect on the
concept mastering and the students' classification competence. Hence, Ho is rejected and Ha accepted.
Based on a research, lesson design was significantly correlated with levels of technology use and
lesson implementation was significantly correlated with levels of technology use. And then teachers’
beliefs about effective ways of teaching (conceptions) was significantly correlated with technology
integration practices (Kim, et al., 2013) [11].
3.2. Between subject effect test

From this test we will find out difference between variable from significance value
Table 3. Result of between-subject effect test on manova test

Source Dependent variable Mean df F Sig Partial Eta
squares squared
Learning Concept mastering 428,790 1 6,625 0,012 0,063
(method A&B) Classification 107,911 1 1,147 0,287 0,012
competence
Media of learning Concept mastering 842,857 1 13,023 0,000 0,117
(media A&B) Classification 615,846 1 6,547 0,012 0,063
competence
If we notice the learning column in the Table 3, Significance value of mastery of the concept is
smaller than the 0.05 level of significance, while the Sig value of the classification is greater. It can be
concluded that the learning is only significantly different in the mastery of the concept, not for
classification. In other words, implementation strategy of characterizing, comparing, classifying,
941
communicating, concluding, reading, reorganizing, rewriting and without strategy of characterizing,

comparing, classifying, communicating, concluding, reading, reorganizing, rewriting, in this case
presentation method, only differ significantly on concept mastery. Regarding to instructional design,
McArdle (1991 in Ozdilek & Ozkan, 2009) [14] reported that an efficient instructional design greatly
increases students’ success. Thus, if the learning stages are too many, it can make the learning
inefficient and give negative impact to expected competence.
Nevertheless, in the learning media column, the Sig value of the conceptual and classification
variable are smaller than the 0.05 level of significance. Thus, the learning media (note card and PPT)
used are significantly different both on mastery of concept and classification competence.
The use of visual media in learning is supported by research that through visual materials, the
level of student attention and significantly improve student retention and understanding (Paivio, 1971,
1986; Dwyer & Baker, 2001; Carney & Levin, 2002; Hoban & Ormer, 1970; Katsioloudis, 2007 in
Newby et, al., 2011) [13]. However, researchers have not found a study that examine the effect of
media on classification competence. But, in this research, significantly difference of classification
competence because supported by appearance of note card media.
3.3. Estimated marginal

To find out which learning and learning media make mastery of concept and classification is higher, it
is necessary to do post hoc test. Nevertheless, the test can not be performed. But, we can find out in
the Table 4, the result of estimated marginal means.
Table 4. Result of estimated marginal on manova test

Dependent Media of Learning Mean Std Error
variable learning
Concept Media A Method A 76,471 1,380
mastering Method B 81,613 1,445
Media B Method A 69,528 1,341
Method B * .
Classification Media A Method A 75,324 1,663
competence Method B 77,903 1,742
Media B Method A 69,389 1,616
Method B * .
From the Table 4, using of media A (note card and teaching material) yields a larger average value
than PPT when integrated with method B (presentation), both for concept mastery (M = 81,613) and
classification (M = 77,903).
In research paper Halley, et, al., (2013) [5] say that a collaborative learning technique, such as
discussion and presentation method, challenge students to become actively involved in the learning
process through shared responsibility with classmates. Choe and Drennan (2001, in Halley, et, al.,
2013) [5] found that the cooperative learning approach helpful and believed make a better
understanding of the course material.
In addition, when the learning is supported by note card media, students are encouraged to note
taking. Based on the review conducted by Graham & Hebert (2011) [8] through metaanalysis research,
it is explained that “writing about material read enhances reading comprehension, as 94% of studies
produced a positive ES (effect size)”.
Furthermore, when the learning is assisted with learning materials, students' cognitive loads are
reduced because the concept in it is not as much as common textbooks (Kim, et al., 2016) [10].
And then, when reinforcement that carried out by the teacher interspersed with the presentation by
students, it has potential to keeps the students' concentration awake, since students have the
opportunity to move their body to note taking. Brain research confirm that physical activity can
enhance learning process (Jensen, 2000) [9]. The use of media note cards also make students indirectly
carry out activity of identify similarities and differences, that affect the classification competence.
942
Regarding power point media, Szabo and Hasting (2000) [18] found little effect of Power Point on
students’ achievement.
3.4. One sample t test

One sample t test is carried out to compare students value with standard value (KKM). For this test,
the researcher uses a one-tailed hypothetical hypothesis.
Table 5. Comparison of T test results in 3 experimental classes

Class One sample t test
t hitung Sig. (2-tailed)
Experiment class 1 X science 4 1,108 0,276
Experiment class 2 X science 6 -4,300 0,000
Experiment class 3 X science 5 4,182 0,000
Based on the output of one-sample t test in the experimental class 1, sig.value is larger than 0.05, so
that hypothesis H0 is accepted. It can be said that the average value of post test students ≤ 75.
However, the one-sample t test output in the experimental class 2 and 3 obtain sig.value is smaller
than 0,05. Then hypothesis H0 rejected or Ha accepted. Therefore it can be said that the average value
of post test students in experimental class 2 and 3 > 75.
Explanation of the results of manova and one sample t test before, correspond with questionnaire
that given to the students, as follows.
3.5. Questionnaire
The following is supporting data about the students' assessment regarding the learning and learning
media used
Figure 4 & 5. Assessment of students on learning media (right)

and learning method (left)
Figure 4 illustrates the students' assessment toward the learning media and the learning materials
used. It can be noticed that the students in the experimental class 1 & 3, which use the note-card media
and teaching materials mostly give score 3 on the learning media used. It means, the students in class 1
& 3 assume the use of learning media note card and teaching materials in learning animalia is highly
recommended. This is different from the experiment 2 class that majority gives score 2 and 1 to the
power point media (PPT) and textbook.
Based on the figure 5, students in 3 experimental classes respond positively to the instructional
design that is implemented. This is evident from the absence of students who give score 1. However,
from all experimental classes, the students in the experimental class 1, who studied with specific
learning strategies, namely Characterizing-Comparing-Classifying-Communicating-Concluding-
Reading-Reorganizing- Rewriting, along with experiment class 3 using presentation method, give the
most score 3, or excellent although both are treated differently.
943
So that, it indicate that appropriate media selection needs to be considered (Gillespie & Spirt,
1973) [7].
4. Conclusion
The combination of classification-based new instructional design with media note card and learning
material is not as good as presentation methods integrated with note cards and learning material.
However, a lesson that is integrated with a learning media affects the mastery of concepts and
classification competence.
5. Acknowledgments
Thank you for my lecturers (Mr Saefudin and Mr Bambang Supriatno) who provided insight and
guidance that greatly assist the researcher. I am also immensely grateful to my family and friends for
the support.
6. References
[1] Wiersma W and Jurs G S 2009 Research Methods in Education-An Introduction (United States
of America, USA: Pearson Education)
[2] Cinici A 2013 International Journal of Environmental & Science, 8 pp 645-661
[3] Edwardsa A, Jonesa S, Birdb F and Parry L 2014 International Journal of Innovation in Science
and Mathematics Education 22(2) pp 35-54
[4] Gilbert J and Kotelman M 2005 NSTA Science and Children pp 28-32
[5] Halley J, Heisermann C, Felix V, and Eshleman A 2013 Learning Communities Research and
Practice 1(3) pp 1-20
[6] Heong M Y, et al 2011 International Journal of Social Sciences and Humanity 1(2) pp 121-125
[7] Gillespie T and Spirt L D 1973 Creating a school media program (New York & London: A
Xerox Education Company)
[8] Graham S and Hebert M 2011 Harvard Educational Review 81(4) pp 710-744
[9] Jensen E 2000 Educational Leadership 58(3) pp 34- 37
[10] Kim S, Lim S, Kim E and Yang I 2016 Universal Journal of Educational Research 4(3) pp
570-575
[11] Kim C M, Kim M K, Lee C, Spector M, and DeMeester K 2013 Teaching and Teacher
Education, 29 76-85
[12] Marzano R, Gaddy B and Dean C 2000 What works in classroom instruction (United of States:
McREL)
[13] Newby J T, Stepich A D, Lehman D J and Russell D J 2011 Educational Technology for
teaching and learning fourth edition (New Jersey USA: Pearson Prentice Hall)
[14] Ozdilek Z and Ozkan M 2009 The Turkish Online Journal of Educational Technology 8(1) 84-
96
[15] Prokop P and Tunnicliffe S D 2008 Eurasia Journal of Mathematics, Science & Technology
Education 4(2) pp 87-97
[16] Prokop P, Prokop M and Tunnicliffe S D 2008 International Journal of Science Education
30(4) 431–449
[17] Smaldino E S, Russell D J, Heinich R and Molenda M 2002 Instructional Media and
Technologies for Learning 7th edition (New Jersey: Pearson Education)
[18] Szabo A and Hastings N 2000 Computers and Education 35 175–187
[19] Wagler R 2010 International Journal of Environmental & Science 5(3) pp 353-375
944
Detail engineering design (DED) in STEM learning at high

school science class
A Arlingga1,a), A Widodo1, Zulheri2, S Rahayu1, Y I Shofwati1

1
Program Studi Pendidikan IPA, Sekolah Pascasarjana Universitas Pendidikan
2
Departemen Pendidikan IPA, Universitas Bengkulu, Jl. W. R. Supratman,
Kandang Limun, Muara Bangka Hulu, Bengkulu, Bengkulu 38371, Indonesia
a)
E-mail: agus_arlingga@student.upi.edu
Abstract. STEM learning is not only significantly strengthening educational praxis in the
STEM fields separately, but also develop an educational approach that integrates science,
technology, engineering and mathematics education with process focusing on solving real
problems in everyday life as well as professional lives. DED is a form of designing a project in
the architecture, and in this study, DED is inserted in STEM learning that has design process
contained in it. This research is a qualitative descriptive study that aims to demonstrate how
STEM learning that focuses on the design of the DED is occurred and performed on small
samples that grade in school Indonesia at science lessons. The study participants were students
from the eighth grade in Bandung, Indonesia. The STEM learning will be taught by their
teacher and researcher will become an observer to observe the course of STEM learning.
Observation of activities undertaken in the form DED process consisting of design 2D
drawings, design drawings P&ID, create a RAB and Create a RKS; and learning activities
record in the form is video. The results of this research is a result of design DED made the
study participants to create a product.
1. Introduction
The 2013 curriculum launched by the Government of Indonesia will not be able to overcome the
problems of quality and quantity of Indonesian human resources with global competitiveness, if not
systematically prepare them to develop the knowledge, skills and attitudes set forth in the 21 st century
workplace. The objectives of the 2013 curriculum will be realized when accompanied by STEM-based
education in the classroom, because the vision of the 2013 curriculum is to develop the knowledge,
skills and attitudes required by the 21st century workplace is closely related to that embodied in STEM
Learning [1,2,3,4]. English [5,6] also said that there is growing concern in the international world
today, in order to develop STEM education to prepare students with scientific and technologically
advanced character in society. And also according to Becker [7] that students need STEM knowledge
to be ready for college and work. In addition, according to Bybee & Feinstein [7] today, the world is
changing rapidly, so the development of the ability to apply STEM knowledge to personal and
environment must be done immediately.
To fix this problem, education with the STEM approach can be key to creating the next generation
of nation that can compete in the global arena. And also according to the experts that science
education, technology, engineering, and mathematics (STEM) is important in the current education
trend [8,9,10,11]. Therefore, STEM Learning needs to be a framework for the future education process
in Indonesia although the discipline and career associated with STEM has not become something of
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interest to American students who are the originators of the STEM, so that the crisis of workers in
STEM field, nationally has been felt [12,13,1,14]. STEM is an acronym of science, technology,
engineering, and mathematics. The word STEM was launched by the US National Science Foundation
in the 1990s as the theme of the educational reform movement in all four disciplines to foster the labor
force of the STEM fields, as well as develop STEM-literate citizens, and enhance US global
competitiveness in science and technology innovation [15], thus impacting the number of teacher
education programs in the United States focusing on quality teaching-learning programs and
integrating STEM [15] disciplines.
In learning STEM, there is an Engineering process which means knowledge and skills [3] or
according to Accreditation Board for Engineering and Technology [9] Engineering is a profession
where knowledge of mathematics and nature is acquired by learning, experience, and Practices applied
with consideration to develop ways that utilize the economic and natural forces for the benefit of
mankind. And also Dugger [16] says that technology and engineering have a strong relationship.
Supports the previous question [17,18,19], Bryan et al [17], Lucas et al [18], Next Generation
Science Standards [19] say that engineering design and thinking, is recognized as a major component
of K-12 engineering education. And according to the US Department of Education [20] noted that one
of the objectives of K-12 education, to avoid decreasing STEM So when drawn the conclusion of
some questions above, that in STEM there is a technology created that always depends on engineering
(design) and Designing is essential in making a product [20], and also by Krajcik [20] Plan is a unique
way of thinking and is very important for students in this society. Please note that in research Adams
et al [21] state universities have been working with natural schools related to K-12 relationships and
students.
So in 2015, in research conducted by English and King explained that to apply STEM education
discipline must be in the learning process, students are involved in the design process or redesign and
eventually produce a product model aircraft with varying degrees of sophistication. Similarly,
Krajick's research [20], Krajick said that design or plan is the main idea in STEM learning and also
Krajick says that design / planning will involve learners in finding solutions to problems. However,
the problem solved in this research is still very simple goal is to design a tool to light the bulb, or hear
the bell rang.
When examined, that in the two studies above is not clear and not yet specification of what kind of
design is used and good design in STEM learning and also the products produced by the two studies
above have not touched with the social realm that is able to be useful for the community. So the goal
of STEM education is one of them is to create acitizens who are literate STEM not yet achieved [15],
but that is achieved only individuals who are literate STEM. Therefore, it is indispensable learning
that produces a product in which students can be a solution in society.
Therefore, it is important to understand how students learn the concept of engineering design and
subsequent instructional interventions aimed at improving their performance also depends on
understanding how experts in various engineering disciplines solve engineering problems [22].
According to Munro [23] Detail design and engineering is a well-designed, plan design and if Detail
Engineering Design follows a process that requires conceptual design, design and detail of the
embodiment of the design and, when professionally performed, ultimately results in solutions/
products designed Well [24].
So, in this research we try a design called Detail Engineering Design to be implemented in STEM
learning to know how the student's engineering stage in learning.
This study belongs to a descriptive study, which describes the overall natural condition in learning
based on STEM learning. The study in this study is a natural condition that occurs in the classroom,
not a treatment because there is no control that binds this learning. The learning on the research aims
to see the cause of the consequences that occur so this research becomes intact, not just see the
condition of the beginning and end only. With this research design is expected to get a picture of the
Detail Engineering Design students ninth grade at junior high school in learning based on STEM
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Learning on Application of Eco-Friendly Technology. Participants in this study involved students of

Junior High School Laboratorium Universitas Pendidikan Indonesia in ninth grade. Number of junior
high school students amounted to 22 people. In addition, Subject teachers are also involved in this
research to familiarize STEM-based learning in this class. This research, will pass 4 stages of research
such as:
1. Preparations phase
This research begins with the preparation phase by identifying the problem to be studied. This
preparatory stage is divided into two general stages, namely literature study and field study.
This literature study was conducted by conducting studies on research journals of the series. It
aims to obtain a picture of the development of variables in research that has been done. During
the study phase of the literature conducted correspondence with expert lecturers. Furthermore,
field studies were conducted with a survey to teachers at high schools in Bandung who are
willing to be participants in this study. Teacher survey activities conducted to determine the
population and sample research, obtain information about the material to be discussed in the
classroom, adjusting the time of research data with material submitted in accordance semester
program.
After the teacher survey activity, the teachers get training on ways and strategies to
familiarize STEM learning in the classroom. Furthermore, teachers draw up the design of
learning activities that familiarize with STEM learning. With the preparation stage and
theoretical studies, determined the type of data needed in answering the formulation of the
proposed problem. In this study, data collection is done through information derived from
student performance questionnaires. Furthermore, an instrument comprising includes student
performance questionnaires. Student performance questionnaire instrument that will be prepared
will see how the students' performance in designing a product to be made.
2. Implementation phase
In the implementation stage, students who attend are given problems to solve in the form of
making a technology product that is environmentally friendly. Students are then given STEM-
based learning habits with group discussion methods, Q & A, and design a DED-based product
for 2 x 40 minutes. During the activity, the observer wrote field notes that occurred during
STEM-based learning habits, whether conducted by teachers or by students. In addition to
writing field notes, observers also interpret the field notes, whether the activities that occur
during the habitation of STEM-based learning that becomes essential and support the
establishment of the expected learning atmosphere. In the following week, students are provided
with STEM-based learning habits with the method of creating a DED-based product design and
result of product.
3. Analysis phase
In the analysis stage, all of data during in implementation phase are analysed. The analysis
obtained is the result of product quality analysis of the students on STEM learning.
4. Write phase
The last stage in this research is the writing phase of research report.
3.1. Quality of Detail Engineering Design’s student

Classification of Detailed Engineering Design about design of eco-friendly tool making is analyzed
based on Munro's [23] theory of Detail Engineering Design which states that DED is a well-designed
design, plan, specification and estimation so that DED covers several things, that is : (1) there are 2D
images, (2) there are P & ID images, (3) there are work plans and requirements, and (4) there is a draft
budget.
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In this study, students will do learning activities with STEM-based learning brought by science
subjects teachers. In this learning the students will do DED activities. By doing DED activities,
teachers and students have been confirmed to have STEM learning activities, because in this activity,
there are STEM learning stages in the form of delivery of science materials on environment-friendly
themes, introduction and introduction of technology concepts used in learning, doing activities
Designing (engineering) using DED type engineering, and doing mathematical activities in the form of
measurement, addition, scale reduction and others.
As Hanover pointed out in his research [15] that STEM is an acronym of science, technology,
engineering and mathematics. The result of classification of Detail Engineering Design by students is
presented in Figure 4.1. Indicates that the DED process that is part of the STEM learning process has
been implemented with very good category with the percentage of 90.25%
120
100
100 100
80
79 82
60
40
20
0
Desain 2D Desain P&ID RAB RKS
Figure 1. Main of DED (Detail Engineering Design) are two

dimension design (2D), piping & instrument diagram design (P&ID),
estimate of cost (RAB), and work plan (RKS).
3.2 Result of 2D design
The learning process that gave rise to 2D design activities is the first learning process in the process of
DED activities in STEM learning. So that both teachers and students still look very confused what to
do. This cannot be separated from less time lesson is 120 minutes, so in the stage of explanation of the
theory of lessons and explanations of things to be done in DED activities, teachers seem impressed
rush and pursue time. The learning process begins with implementing the 2D design stage of drawing
a product design or a tool with a two-dimensional drawing model. In this case, 2D design is the ability
of students in drawing design according to the original size that has been reduced according to the
calculation of each student is not seen in terms of aesthetics. Based on Figure 4.2 shows that the
percentage of the average design of 2D students in a good categorized group is 79%.
3.3 Result of P&ID design
The learning process that gave rise to the P & ID design activities is the learning process done after
completion of the first stage in the DED activities process in STEM learning. In the second stage,
students should be easier in drawing P & ID designs, because in drawing P & ID only based on 2D
design and only changing the shape of each material into P & ID symbol form. However, due to the
lack of time in the DED process, students appear to be in a hurry in pursuing all DED activities
including the depiction of P & ID design. Based on Figure 4.3 shows that the average percentage of P
& ID designs grouped in a very good category is 100%.
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3.4 Result of cosy estimate
In the third process, followed by carrying out the design stage of budget cost is to design a budget to
make a product. In this case, RAB is the student's ability to calculate the budget spent in buying the
materials used in making the desired product. At this stage, students appear to have difficulties in
designing the necessary budget. In addition to very little time in completing all the DED stages
including the RAB stage, students also look very hard at performing math calculations for their cost
budget design. Based on Figure 4.4 shows that the average percentage of RAB students in a group
categorized either 82%
3.5 Result of work plan
In the fourth process, followed by carrying out the design stage of RKS is designing work plans and
requirements in making the product. In this case, RKS is the ability of students in predicting and
setting standards in making a product or tool. At this stage, students also appear to have difficulties in
plotting the Work Plan in making the product to be created and determining the terms as the standard
in making the product. In addition to the time at the end of the lesson very little and also the students
look very difficult in predicting things done in making products or tools. Even so, the average
percentage of observation result of student activity making process in student group is very good, that
is 100%.
4. Conclusion
The results showed that all of DED’s characters have been understood by students. It can be seen,
main of DED’s categories have very good with 90.25% percent.
5. Acknowledgments
The authors acknowledged to Mr. Dr. Ari Widodo, M.Ed. as my adviser and also acknowledgments
for my motivator is ZulHeri, M.Pd.Si. and also acknowledgments for Septri Rahayu and Yayan Inayah
Shofwati.
6. References
[1] Cachaper C, Spielman L J, Soendergaard B D, Dietrich C B, Rosenzweig M, Tabor L, and
Fortune, J C 2008 Universities as Catalysts for Community Building among Informal STEM
educators: The Story of POISED. Paper Presented at the American Educational Research
Association Conference
[2] Cullum J, Childress V, Dorward J, Hailey C, Householder D, & Maurizio D, 2007 Infusing
engineering design into the technology education curriculum professional development
model. Unpublished internal research report. NCETE
[3] Firman H 2015 Pendidikan Sains Berbasis STEM: Konsep, Pengembangan dan Peranan Riset
Pascasarjana. Bogor Seminar Nasional Pendidikan IPA dan PKLH Program Pascasarjana
Universitas Pakuan.
[4] Hynes M M and Santos A D 2007 Effective teacher professional development. Middle school
engineering content. International Journal of Engineering Education 23(1) 24–29
[5] English L D 2016 STEM education K-12 perspectives on integration. English International
Journal of STEM Education 3(3) 1-8
[6] English L D and King D T 2015 STEM learning through engineering design. fourth-grade
students’ investigations in aerospace. International Journal of STEM Education 2(14) 1-18
[7] Becker K and Park K 2011 Effects of integrative approaches among science, technology,
engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-
analysis. Journal of STEM Education 12 5-6
[8] Berlin D F and Lee H 2005 Integrating science and mathematics education. Historical analysis.
School Science and Mathematics 105(1) 15–24
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[9] Kuenzi J J 2008 Science, Technology, Engineering, and Mathematics (STEM) Education.
Background. federal policy, and legislative action. Congressional Research Service Report
for Congress (RL33434)
[10] Reiss M and Holman J 2007 S-T-E-M working together for schools and colleges 1–8. The Royal
Society
[11] State Educational Technology Directors Association 2008 Science, Technology, Engineering &
math. Glen Burnie. MD. Author.
[12] Apedoe X S, Reynolds B, Ellefson M R, and Schunn C D 2008 Bringing engineering design into
high school science classrooms. The heating/cooling unit. Journal of science education and
technology 17(5) 454–465
[13] Basalyga S 2003 Student interest in engineering is on decline. Daily Journal of Commerce.
Retrieved Feb 24. 2017 from http://findarticles.com/p/articles/mi_
qn4184/is_20030611/ai_n1004581/
[14] Lam P, Doverspike D, Zhao J, Zhe J, and Menzemer C 2008 An evaluation of a STEM program
for middle school students on learning disability related IEPs. Journal of STEM education
9(1&2) 21–29
[15] Hanover Research 2011 K-12 STEM education overview
[16] Dugger W E 2010 Evolution of STEM in the United States. Virginia Tech
[17] Bryan L A, Moore T J, Johnson C C, and Roehrig G H 2015 Integrated STEM education. In
Johnson C C, Peters-Burton E E, and Moore T J. STEM roadmap A framework for
integration pp. 23–37 London Taylor & Francis.
[18] Lucas B, Claxton G, and Hanson J 2014 Thinking like an engineer: implications for the
education system. Royal Academy of Engineers
[19] Next Generation Science Standards 2014
[20] Krajcik J and Delen I 2016 How to support learners in developing usable and lasting knowledge
of STEM. International Journal of Education in Mathematics, Science and Technology 5(1)
21-28. DOI:10.18404/ijemst.16863
[21] Adams A E, Miller B G, Saul M, and Pegg J 2014 Supporting Elementary Pre-Service
Teachers to Teach STEM Through Place-Based Teaching and Learning Experiences.
Electronic Journal of Science Education 18(5) 1-22
[22] Dixon R A 2014 Selected Core Thinking Skills and Cognitive Strategy of an Expert and Novice
Engineer. Journal of STEM Teacher Education 48(1) 36-67
[23] Munro A and Sandy 1995 Is Your Design A Life Sentemce?. Ohio Penton Publishing
[24] Http://www.projen.co.uk/info-centre/why-is-detailed-design-engineering-important/ accessed at
10th February 2017.
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Appropriate product in STEM learning at junior high school
A Arlingga1,a), A Widodo1, Zulheri2, N P Hikmatunisa1, Y I Shofwati1

1
2
Departemen Pendidikan IPA, Universitas Bengkulu, Jl. W. R. Supratman, Kandang
Limun, Muara Bangka Hulu, Bengkulu, Bengkulu 38371, Indonesia
a)
E-mail: agus_arlingga@student.upi.edu
Abstract. Based on Curriculum 2013, students are required to be active in learning, aware with
the situations and can be a solver problem in the environment. To be a solver problem, it can
occur in many ways, one of them is making appropriate technology product, that defined as a
product which is environmentally friendly. In addition, materials that used in technology are
relatively simple, inexpensive and readily available. In this study, Appropriate Technology
Product is a variable in the STEM learning. This research is a qualitative descriptive study that
aims to demonstrate how the products produced by STEM learning. The participants were
students from the eighth grade in Bandung, Indonesia. The STEM learning will be taught by
their teacher and researcher becomes observer in this study. Observation focused on the
assessment of products and learning activities in the form of video recording. The result of this
study is following the characteristics of Appropriate Technology Product.
1. Introduction
Many modern lives changing as a result of Science, Technology, Engineering and Mathematics
(STEM) that steadily accumulates. In recent years, policy makers, researchers, and educators have
focused on the STEM field to pursuing the demands of digital era. To prepare that, Indonesia
government arranged curriculum 2013 to get higher quality and quantity of human resources since
young age, it can be seen by the demands of curriculum which is create people who productive,
innovative and creative [1]. STEM field is include science as one of the subject that learned to achieve
deepness of the understanding, Chiappeta [2] said that there are four ways to learn science; 1) science
in the view of thinking, 2) science in the view of investigating, 3) science in the view of knowledge, 4)
science in the view of interaction either technology or society.
Creating science product that notice technology and society it can find in appropriate
technology product, that defined as a technology that meet with social necessary, can solve the
problem, environmentally friendly, useful, easier to maintain by society and resulting additional value
in economy and environment aspects [3]. Hence, this study if focus on STEM field that create
appropriate technology product that can be a solution to solve the problem that exist in the
surrounding, can be an applicative learning and also cntextualize the activity in STEM learning.
This study is aimed to investigate current situation of appropiate technology product through STEM
learning. Based on this aim, descriptive study method is used to investigate problems and explain why
something is occurred. There was no given treatment or manipulation on object research. Instead,
natural setting condition is captured as report [4]. Research design is Non-experimental design with
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natural descriptive design is used in this research as purposed to provide a description of phenomena.
Current situation of research variables are elaborated descriptively and classified based on its types,
characteristics or condition, then draw into conclusion [4]. Participants involved in this study are the
students in one of Junior High School, 9th grade in Bandung. The Number of participants amounted to
22 students. In addition, Subject teachers are also involved in this research to familiarize STEM-based
learning in this classroom. There are 4 stages to implement this study:
a. Preparation stage
In this stage, researcher focused on all of the preparation to conduct and support the research.
The activities consist of several steps, they are:
1. Conducting literature research. This part is an initial step to gain actual information related
to the theories and research problems. These data could be taken from compatible
resources, such as the latest books, journals, articles, and etc.
2. Choose the topic for implementing research. After did literature review and analyze some
sources, the topic has been choosing to begin the topic of this study
3. Determine the school as the place to conduct the research. Finding the school that has the
similar problem with the topic
4. Contact the schools and science teacher
5. Make a permission letter
6. Conducting prior study
7. Determine the research sample as convenience class based on school
8. Construct and justify the instruments.
b. Implementation Stage
This is the plan process of data collecting in the school, when the treatments to students’ are
implemented.
1. Administration of the instrument
2. Conduct this study
3. The teacher taught the student
4. Researcher observe the stuation in the classroom
5. Do the data analysis. In the analysis stage, all of data during in implementation stages are
analysed. The analysis obtained is the result of product quality analysis of the students on
STEM learning.
6. Draw conclusion
7. Give suggestion for further research
8. Consult it with the lecture.

In this research the researcher provides the result and discussion of the present study, there will be data
analysis and present some result of research instrument of Technology Appropriate Product
3.1 Quality of Appropriate Product that created by student
Result of quality Appropriate Product which created by student can be seen at table 1.
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Table 1. Criteria and result of Appropriate Product’s Quality

Team 1
Criteria of Appropriate Product
Student’s answer
Appropiate technology with necessary Yes, because the quality of water in environment still much
of community dirty.
The technology can solve problems in
Yes, because it can change from dirty water into pure water
community
The technology will not damage the Yes, because it made using material that environmentally
environment friendly
The technology has benefit and easy
Yes, using filter that have made by me.
to use by society
The technology has additional value Yes, because it can help people by selling to other people that
both economics or environment need pure water.
aspect
Related with Table 1. It was found that the tools made by 1st group have met all criteria of the tools
that are technologically appropriate. However, the explanation of students related to water purifier
based on technology appropriate product is still not enough. As with the third criteria, the students
should explain in more detail, it can be the instruction factor, tools and materials and produce waste or
not.However, students have understood that one of the factors of water purifier,do not damage the
environment because the materials they used in making the water purifier are environmentally friendly
materials. Thus, on the fourth criterion, the students are able to know that the water purifier has
benefits and it is easy to use in society. However, the explanation expressed by 1st group on the fourth
criterion the answer is still not enough, it should be answer the way how the tools work that make the
users easy using the water purifier.

Team 2
Student’s answer
Appropiate technology with necessary Yes, because still many people that use dirty water in their
of community daily life, hence this water purifier is still needed.
The technology can solve problems in
Yes, because it is really help the society
community
The technology will not damage the
Yes, because it help dirty water becoming pure water
environment
The technology has benefit and easy It is really to used, with filtering the dirt in water with dakron,
to use by society sand, charcoal and fiber
The technology has additional value This tool can result the money (economic aspect) because it
both economics or environment can sell to others
aspect
Reffers to Table 2. It was found that the tools made by 2 nd group have met all criteria of tools that are
technologically appropriate. However, students' explanations regarding water purifiers based on
technology appropriate products are still not enough explanation. As with the second criterion of
appropriate technology, on the second criterion should students explain in more detail, such as the
factors of the tools to overcome the problems in the society. For example, it produces pure water.
Thus, on the fourth criterion, students should also explain in more detail the factors that make the 2nd
groups’ water purifier not detrimental to the environment, whether the user's mode of factors, the tools
and materials used, and whether or not to produce waste. However, students have understood one of
the factors of water purifier that they make is not damaging the environment that is the product of
clean water result of 2nd group that is pure water.
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Team 3
Student’s answer
The technology that appropriate with His tool can cange the dirty water into clean and pure water,
necessary of community hence, it can use by society
The technology can clear problems in Yes, water needed in the dry season because the amount water
community would be decrease, the benefit came by the present of this tool.
The technology is not damage the
No, this tool made with easy and simple
environment
Yes, use container and make hole in the container and put the
The technology is has benefit and
tube inside, inside the container put the sand and small stone
easy to use by people
as filter water.
The technology is has value-added It can result money, because the tool made with really simple,
from economics and environment the impact is many society will use this tool.
aspect
Reffers to Table 3. It was found that the tools made by 3rd group have met all criteria of technology
appropriate product. However, the explanation of students related to water purifier based on products
is still not enough explanation. In the second criterion, the students should explain causing factors,
such as: the tool made by the student is able to solve the problem, but the explanation given relate to
the water dryness factor so it is less precise explanation given from the 3rd group. in the 3rd criterion,
students should explain the factors that cause the purifier not to damage the environment, but the 3rd
group explains the difficulty level in making the tools they make, so the explanation they give related
criteria 3rd is not appropriate. And on the fourth criterion, the students are able to know that the water
purifier has benefits and is easy for the community to use. However, the explanation expressed by
team 3 on the fourth criterion is still not close to the right answer, 3rd group should explain how tools’
work easily.
4. Conclusion
The results showed that all of product that created has been matched with criteria of appropriate
product. Although, the explanation from all group were not matched but the explanation has not
influence to the assessment research.
5. Acknowledgments
The authors acknowledged to Mr. Dr. Ari Widodo, M.Ed. as my adviser and also acknowledgments
for my motivator is Zul Heri, M.Pd.Si, Nenden Permas Hikmatunisa as one of my best partner and the
last acknowledgments for Yayan Inayah.
6. References
[1] Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 68 tahun 2013 tentang
Kerangka dasar dan struktur kurikulum sekolah menengah pertama/madrasah tsanawiyah
[2] Chiappetta, E.L. &Koballa T.R. (2010). Science Instruction in The Middle and Secondary
Schools: Developing Fundamental Knowledge And Skills. United State of America: Pearson
Education Inc.
[3] Peraturan Menteridalam Negeri Nomor 20 tahun 2010 tentang Pemberdayaan Masyarakat
Melalui Pengelolaan Teknologi Tepat Guna.
[4] Arikunto, S. (2010). Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
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Implementation of problem-based learning approach to

improve student’s academic achievement on the topic of
electrolyte and non-electrolyte solutions at vocational school
R S Syaadaha), W Wahyu, and Kurnia

a)
E-mail: rika0909@student.upi.edu
Abstract. The purpose of this study was to investigate the implementation of Problem-based
Learning (PBL) to improve student’s academic achievement whom studying about electrolyte
and non-electrolye solutions. This study was conducted as a pre-experiment method with one
group pre-test post-test design. Subject of this study consisted of 30 students in the class X one
of the vocational school in Bandung. The data of this study collected by test and
questionnaires. Academic Achievement changes is calculated based on differences between
score pre-test and post-test using N-gain formula, the data that have been processed then
analyzed descriptively. Results showed that academic achievment of students has increased
indicated by the value of N-gain (0,667).Students of high group (N-gain = 0,76) has greater
academic achievement than medium and low group. Based on the findings, it was
recommended that PBL can be used in various learning of other chemical topics that have
suitabilitycharacteristics between learning materials with PBL stages to develop academic
achievment of students.
1. Introduction
In recent learning approach believed can affect students activities in the process of teaching and
learning, therefore research on learning approach continues to be developed by educational experts.
Thus aligned with Sanjaya's opinion [15], which states that a learning goal can be achieved effectively
and efficiently with implementation a supports of learning approach. Grady [3] stated that PBL has
been widely recognized as one of the approach for effective learning. PBL is a learning approach that
has the characteristics to solve problems in daily life, these characteristics make students learn more
actively while developing their potential [18]. PBL is also one of learning approach based on
contructivism theory. Problem solving activity in PBL can enhance students high-level understanding
and thinking skills on learning a material [13].
Chemical learning in general still done conventionally, therefore it is often bored in addition
chemistry is also considered as difficult lesson [10]. PBL is a solution for that problem has mentioned
because PBL is one of the student-centered learning approach, in PBL students are divided into several
small groups who are required to find solutions through discussions surrounding phenomena related
with the material they are studying. Implementation of the PBL provides an opportunity for students to
explore their abilities during the learning activities [2]. Futher more [1] explained that the activity
provides a separate experience for students to be actively involved problem solving activities during
learning process.
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Related research about PBL has been done (5, 11, 17, 18 , 20, 21, 22, 3, 6, 1, 2) their studies
showed that the implementation of PBL influences students' activities that have an impact on the
mastery concept changes, creativity development, and their attitude as significant. Th effect of PBL on
student's academic achievement on acid-base material has been conducted [21].The results showed
that the students' learning achievement of the experimental class using PBL had a significant
improvement than students of control class. Based on his results, [21] suggested that research on PBL
should be done more broadly by used PBL as an approach that can develop and improve academic
achievement. It is an opportunity for researchers to conduct a research on the implementation of PBL
to improve student achievement on the topic of electrolyte and non-electrolyte solutions at vocational
school.
The formulation of the problem to be studied in this study is "How Implementation of Problem
Based Learning to Improve Students Academic Achievementon the Topic of Electrolyte and Non-
Electrolyteat Vocational School?". These general issues are outlined into several specific study
questions as below:
1. How the enhancement academic achievement of high, middle and low grade students through the
PBL model on the topics of electrolyte and non-electrolyte solutions at vocational school?
2. What is the student's response about implementation of PBL on the topics of electrolyte and non-
electrolyte solutions at vocational school?
The purpose of this research is to analyze the implementation of PBL to improve student's academic
achievement on the topic of electrolyte and non-electrolyte solutions at vocational school.
2. Experimental method
This study conducted as pre-experiment method with one group pre-test post-test design. Design of
research is a plan or strategy in conducting a research [24]. Furthermore [14] describe the purpose of
the design of research are; providing to answers the research questions and controlling variance.
The subject consisted of 30 students in the class X one of the vocational school in Bandung,they are
is studying electrolyte and non-electrolyte solutions. The data on this study colleted by test and
questionnaires. Academic Achievement changes is calculated based on differences between score pre-
test and post-test using N-gain formula. N-gain was obtained from the calculation then translated
according to criteria proposed [12] as below:
Table 1. N-Gain Score Classification
N-Gain Score Interpretation

N-Gain > 0.70 High
0.30 < N-Gain > 0.70 Medium
N-Gain < 0.30 Low
Student responses on the application of PBL in learning activities obtained through a questionnaires
consisting of 10 items. Intrepretation students response percentage according to[19] is shown in the
following table:
Table2. Interpretation of Student Responses on Questionnaires
Precentage (%) Interpretation

0-20 Very Low
21-40 Low
41-60 Medium
61-80 Strong
81-100 Very Strong
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The initial stage of this study started by giving the students a pre-test of electrolyte and non-
electrolyte solutions, the question of pre-test is15 questions of multiple choice. 15 items test is devided
to four concept, are : electrolyte and non-electrolyte, classification of strong and weak electrolyte
solution, degrees of dissosiation and ionization reaction. Thus questions before being given to the
subjects was first validated by 5 expert judgments who work as lecturers and senior chemistry
teachers, based on the validation obtained that the questions is valid. The questions was tested on 30
students of class XI who have done learning about electrolyte and non-electrolyte solution to test the
reliability of questions. Reliability question is calculated by using the Cronbach Alpha, based on the
calculation obtained questions reliabilityis 0.82 it is indicated that the questions has a high level of
reliability. The second stage of this study is implement PBL in learning. Furthermore, in the final
stages of this study, students are given a post-test to measure their potential development and lastly
students are given a questionnaires. Quesioner is containing the students responses about the
implementation of PBL in learning, thus devided into three indicators are is shown in the following
table:
Table3. Indicators of Each Items on Questionnaires
Indicators No Questionnaires
PBL facilitates students to 1-3
understand matterial easily
PBL facilitates students to 4
improve their academic
achievement
PBL facilitates students to 5-10
improve their scientific nature
3.1. Academic Achievemnet

The academic achievement of the students who were subjected in this study was measured using
multiple-choice test. The differences in pre-testand post-test score of students are used to describe
students' academic achievement after learning through PBL applied, whether their academic
achievement has increased significantly or not. Based on the calculation using the formula N-gain is
known that the academic achievement of student generally has increased shown in table 4 as bellow:
Tabel 4. N-gain of Students on Each Category
Student Category N-gain

High 0,76
Medium 0,67
Low 0,55
Total 0,667
Based on above data can be observed that academic achievement of student generally has increased
with high category indicated by N-gain 0,667 [12]. Besides that the above data also explained that
each group has a high N-gain value. N-gain of high group ≤ low group ≤ medium group. Thus it can
be concluded that PBL is one of effective instruction. This is aligned with [2] which states that a good
learning approach is able to motivate their students to understand the content of the material they are
studying. PBL is a learning approach that provides a positive impact on increasing student motivation
[22]. Beside that, the sequence of activities contained in the PBL also plays a role in improving
students' academic achievement [6]. Students activities during implementation of PBL process such as
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reading, filtering and evaluating various sources of information, assessing others opinions from
different perspectives, applying abstract concepts to real situations, finding solutions of problems in
groups it has made students more active [1]. Furthermore [25] suggest that students' activiness in PBL
provide a great opportunity for these students to maintain their knowledge over the long term.
Tabel 5. The Average of Students Correct Answer on Each Concept
Concept Score
Electrolyte and Non- 86,67
electrolyte
Classification strong and 91,67
weak of electrolyte solutions
Degrees of Disossiation 76,67
Ionization reaction 33,33
Table 5 shows that scores for concept of electrolyte & non-electrolyte, classification of strong and
weak of electrolyte solution, and degrees of disossiation generally more than 75. It is indicated that
students academic achievement has improved. It also indirectly showed the student's ease of
understanding the materials, is due to the many phenomenon in daily life related to electrolyte and
non-electrolyte solutions that can be observed. Besides that, the topic of electrolyte and non-electrolyte
solution is required experiment activities such a electrical conductivity test. Electrolytes are substances
that can ionize and conduct electricity when dissolved in water[8].In experiment activities amount of
ions are produced on ionization process can be observed through flame of the lamp during electrical
conductivity test as shown below [26]:
Figure 1. Electrical conductivity test of electrolyte and non-electrolyte solutions
Meanwhile concept of ionization reaction has low score is caused students difficult to understand
that concept it is aligned with the statement [8] which suggests that many students difficult to write the
equation of ionization reaction. Besides that, other reasons for the difficultyis ionization reaction
come from the Arhenius acid-base theory and the students who were subjected had not studied the
material yet. Acid-base is the basic concept of chemistry [9]. Student of high school who have studied
acid-base material said that acid-base is one of the most matter that difficult to understand [4].
958
3.2. Students Responses about Implementation of PBL

Student responses about the implementation of PBL were collected through a questionnaires consisting
of 10 items, thus devided into three indicators. Based on the calculation obtained the average
percentages student response is 80%. The average of student response on each indicators can be seen
in Table 6 below:
Tabel 5. N-gain of Students on Each Category
Indicators Score
PBL facilitates students to 83,33
understand matterial easily
PBL facilitates students to 84
improve their academic
achievement
PBL facilitates students to 78,3
improve their scientific nature
Based on above data can observed that the first and second indicators has score more than 80, is
indicate that significant student academic achievement changes is facilitated by PBL approach. It is
caused students are helped by phenomenon has presented in the learning activities. PBL is identical
with appointment of various phenomenon as a problem in learning activities [5].The phenomen in
daily life has related with electrolyte and non-electrolyte solutions are numerous, therefore student
gave a good responses on that indicators.
While the third indicator gets a lower response than other indicators. The third indicator
consisting of six item, item no 9 is one of six items has a lowest score in this indicators. That item is
required students self-reportabout the presentation activities in a group. Based on the resultsof the
students responses collected through the questioner75% of students stated that they did a good
presentation with their group, while 25% stated that their presentation was not good. Presentation is
4th stage activities based on PBL model according to [20]. Futher more [18] suggest that PBL is a
learning approach based on constructivism theory that serves to build basic knowledge, solve
problems, develop critical thinking skills and reflection. Learning activities in PBL are student-
centered and learning activities are conducted in small groups. 25% of students who said they didn’t
do good presentation with their group caused by the ineffectiveness of group work done during the
learning activities.The ineffectiveness of the group work may be due to the weakness of the PBL
which calls fora long-term implementation process [23], so the implementation of PBL on the topic of
electrolyte and non-electrolyte solution that not long enough then is cant fostered groups cooperation
as maximum.
4. Conclusion
The conclusionof this study is academic achievement of students generally has increased with medium
category. High group has greater increased academic achievement than medium and low groups. The
implementation PBL in learning got good responses from students.
5. Acknowledgments
I would like to thank to all staff and students of SMK Tamansiswa Rancaekek for their participated
and support on this study.
6. References
[1] Komalasari K 2010 Pembelajaran Kontekstual; Konsep & Aplikasi (Bandung: Refika Aditama)
[2] Alejandro R M, Rosario, C R and Juan B G 2010 Problem Based Learning (PBL): Analysis of
Continuous Stirred Tank Chemical Reactors with a Process Control Approach International
Journal of Software Engineering & Applications (IJSEA) Vol.1 pp 54-71
959
[3] Overton T L and Randles C A 2015 Beyond Problem-based Learning: Using Dynamic PBL in
Chemistry Royal Society Of Chemistry pp 251-259
[4] Hajric Z, Sabeta A, and Nuic I The Effect of Problem-based Learning on Students
Achievment in Primary School Chemistry Bosnia:Bulletin of the Chemist and Technologists
Bosnia and Herzegovina pp 17-22
[5] Chang R and Overby J 2011 General Chemistry The Essential Concepts Sixth Edition
[6] Aidoo B, Boateng S K, Kissi P S, and Ofori I 2016 Effect of Problem-based Learning on
Students Achievment in Chemistry Journal of Education and Practice Vol 7 pp 103-108
[7] Abanikannda M O 2016 Influence of Problem-based Learning In Chemistry On Academic
Achievment Of High Students in Osun State Nigeria International Journal of Education,
Learning and Development Vol 4 pp 53-64
[8] Belt S T, Evans E H, Creedy T M, Overton T L and Summerfield S 2002 A Problem Based
learning approach to Analytical and Applied Chemistry Royal Society of Chemistry Vol 6 pp
39-89
[9] Gallahger S A and Workman D 2010 Implementing Problem-based Learning in Science
Classrooms Research Gate pp 136-146
[10] Lylod M and Kowalske 2015 The Influence of PBL on Students’Self-efficacy Beliefs in
Chemistry Journal of Chemistry and Education Practice Vol.16 pp 929-938
[11] Overton T L and Randles C A 2015 Beyond Problem-based Learning: Using Dynamic PBL
in Chemistry Royal Society Of Chemistry pp 251-259
[12] Tan O S 2009 Problem Based Learning Innovation: Using Problem to Power Learning in the
21st Century Singapore: Cengage Learning Asia Pte Ltd
[13] Tarhan L and Sesen B A 2013 Probelm Based Learning In Acids And Bases: Learning
Achievments And Students Beliefs Journal of Baltic Science Education Vol 12 pp 565
578
[14] Tosun C and Taskenenligil Y 2012 The Effect of Problem-based Learning on Student
Motivation Towards Chemistry Classes an on Learning Strategies Journal of Turkish Science
Education Vol 9 No 1 pp 126-131
[15] Benli E dan Sarikaya M 2012 The Investigation of The Effect of The Problem-based Learning
to the Academic Achievment and The Permanence of Knowledge of Prospective Science
Teacher: The Problem of The Bolier Stone Elsevier Ltd Vol 46 pp 4317-4322
[16] Wiersma W and Jurs S G 2009 Research methods in education:an introduction (Peason:
Boston)
[17] Kerlinger F N and Lee H B 2000 Foundation of Behavorial Research:Fourth Edition (USA:
Holt, Reinnar, & Wiston, Inc)
[18] Hake R R 1999 Analyzing Change/Gain Score (American Educational Research
Association’s Division Measurement and Research Mehodology)
[19] Riduwan 2003 Skala Pengukuran Variabel-variabel Penelitian (Bandung: Alfabeta)
[20] Woods, D F 2003 ABC of Learning and Teaching in Medicine: Problem-based Learning (BMJ)
Vol 326
[21] Coe A and Jesine P G 1999 An Investigation of Electrolyte Solutions Using a Simple
Conductivity Apparatus New York Book Croosle
[22] Zumdahl S and Zumdahl S S 2015 Chemistry An Atoms First Approach 2nd Edition
(Springer Chem Education) Vol 4 pp 171-172
[23] Cetingul P I and Geban O O 2005 Understanding of Acid-Base Concept by Using Conceptual
Change Approach Journal of Education pp 69-74
[24] Artdej R T, Ratanaroutai R K, Coll, and Thongpanchang T 2010 Thai Grade 11 Students’
Alternative Conceptions for Acid–Base Chemistry (Research in Science & Technological
Education) pp 167-183
[25] Warsono and Hariyanto 2012 Pembelajaran Aktif Teori dan Asesmen (Bandung: Remaja Rosda
Karya)
960
Development of earthquake and tsunami module based on

SETS approach and aceh local wisdom as supplement
material for junior high school sciences
A Mustari1,a), H Sholihin2, and T R Ramalis3

1
2
Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr.
3
a)
E-mail: andimustari6@gmail.com
Abstract. The aim of this research is to develop integrated teaching module about disaster
(focus on earthquake and tsunami) for junior high school sciences teaching. The
development of module is based on SETS approach and Aceh local wisdom. The
development method is PPE (Planning, Production, and Evaluation) model. Module has
got an expert judgment in content and properness before implemented. Module
implementation done to 50 students to see student understanding about earthquake and
tsunami after they study with the module. Student understanding data is analyzed by using
Parameter Logistic based on Item Response Theory (IRT). The result shown that students
understanding about earthquake and tsunami is high enough after they study with the
module But their understanding about tsunami is still low compared to their understanding
about earthquake.
1. Introduction
Indonesia is one of the countries in the world that has huge potency of disaster. The definition about
disaster can be defined in several ways, but in many cases it is a destructive event that overwhelms all
resources. Disaster may originate as a natural or manmade and may be intentional or accidental [1].
One of reasons for high potency of natural disasters in Indonesia is because it location within the Ring
of Fire, it causing Indonesia susceptible to earthquake and tsunami.
Natural disasters are an event that is possible explained through science learning in an integrated
form to the student in formal school. It has been widely acknowledged that education takes on a
pivotal role in reducing disasters and achieving human security in the attempt to achieve sustainable
development. Previous experiences have shown positive effects of education in disaster risk
management. Children who have been taught about the phenomenon of disasters and how to react to
those situations have proved to be able to respond promptly and appropriately, thereby warning others
and protecting themselves during times of emergencies [2].
During the same Indian Ocean tsunami, only seven people were killed out of the total population of
about 83,000 on the Simeulue Island, located off the coast of Sumatra that was only 100 km away
from the epicenter of the massive earthquake that caused the catastrophic event [2]. The small number
of victim in Simeulue is a positive impact of disaster education taught through local wisdom.
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As an effort to teach disaster education to students, teachers must prepare teaching materials that
integrate science with other aspects that closely related to student daily life such as environment,
technology, and society. One appropriate approach to this goal is the Science, Environment,
Technology, and Society (SETS) approach. Through the SETS approach students will gain meaningful
and useful learning in order to survive from the nature and society hazard. This is in line with Widi
Wisudawati and Sulistyowati [3] “SETS learning model aims to create a meaningful learning process
of science so that learners can survive in the environment”.
The Indonesian government has begun a program of disaster risk reduction through education as a
disaster education. The program done by government is reflected in the activities undertaken by the
Centre for Curriculum (Puskur) Research and Development of the Ministry of Education as the agency
responsible for the development of curriculum models as a reference unit in the development of
educational curriculum. Puskur has developed a series of teaching modules and training modules for
integrating disaster risk reduction into education unit level in 2009, however that modules only
applicable for 2006 curriculum. But some of these modules are used in this research as a reference [4]
[5].
The current curriculum in Indonesia (revision of the 2013-edition curriculum) allows junior high
school science teachers to teach disaster education through his/her science class. Based on done
literature studies [6], 36% of the total basic competencies in junior high school science subjects can be
integrated with disaster education. The development of earthquake and tsunami modules discussed in
this article is based on the basic competencies that exist in Grade VII of the 2nd semester in junior
high school. The development of earthquake and tsunami modules will be based on Aceh local
wisdom with earthquake and tsunami focused content discussed through the SETS approach.
The module will be a supplement material completed main teaching material used in the school so
that teacher can taught the earthquake and tsunami hazard to student in Aceh in complete form in
meaning to be integrated with science, technology, and society.
Based on the description above, the aim of this study is to develop earthquake and tsunami module
integrated with science, technology, and society based on Aceh local wisdom. In this article also
included implemented report done to 50 junior high school student to see their understanding about
earthquake and tsunami.
This research uses Research and Development (RnD) method. According to Sugiyono, RnD is a
research method used to produce the product and test the effectiveness of the product [7]. The type of
Rnd used follows the model developed by Richey and Klein. Research development is usually
composed of several stages like analysis, design, development, and evaluation [8]. The RnD model
developed by Richey and Klein have 3 stages. The stages are Planning, Production and Evaluation
(PPE) stages as in the figure 1 [7]. In detail, PPE stages done in this research are shown in figure 2.
Planning Production Evaluation
Figure 1. RnD Stages according to Richey and Klein
The planning process produces a draft of teaching materials containing a collection of materials on
natural disasters of earthquakes and tsunamis in terms of science, technology, and society. Production
process produces earthquake and tsunami modules complete with exercise / activity and final
evaluation. In the evaluation process, the module is assigned to 5 validators to be assessed using a
questionnaire developed by the researcher. In detail, 3 validators are lecturers (as an academics) and 2
validators are junior high school sciences teachers who have teaching experience in Aceh (as a
practitioners).
Implementation of the module is done in SMP N 1 Calang Aceh Jaya in grade VII in two classes
with total 50 students. The school chosen is based on purposive sampling technique in consideration
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that the students in that school are more vulnerable to earthquake and tsunami hazards, thus requiring
adequate understanding of the hazard and the disaster risk reduction measures for earthquake and
tsunami. SMP N 1 Calang was chosen because it was locate in the city hit by the 2004-earthquake and
tsunami and its distance less than 1 km from the seashore.
Planning Production Evaluation
 Preparation of disaster  Development of teaching

material based on done materials in form of teaching  Expert judgement for content and
curriculum analysis module properness of teaching materials
 Preparation of a module
teaching materials
framework
Figure 2. PPE Stages in this Research
3.1. Developmental Result

From planning and production phases, the earthquake and tsunami modules: according to local Aceh
reality (Modul Gempa Bumi dan Tsunami: Sesuai realitas lokal Aceh) formed. From this module,
students learn about earthquake and tsunami hazard potency in Aceh and how they should act if
earthquakes and tsunami occur. The module consists of two chapters, Chapter that talked about
earthquake and Chapter that talked about tsunami. Each chapter discusses earthquakes and tsunamis
from aspects of science, environment, technology, and society. In addition, in each chapter also
provided activities that must be done by students to better understand about the earthquake and
tsunami and the action should be done if it really happen. Cover and module contents are shown in
figure 3.
Figure 3. Cover and module contents
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From the evaluation stage we got an expert opinion from 5 experts in terms of content feasibility,
and properness (language and display). The questionnaire contains 15 questions with 5 options each.
Item 1-6 for content feasibility and items 7-15 for properness (language and display). The result is
presented in the graphs below.
5
Validator A
4
Validator B
3
Validator C
2
Validator D
1
Validator E
item 1 item 2 item 3 item 4 item 5 item 6
Figure 4. Feasibility of content in module
Overall, Figure 4 shows the validation of the contents feasibility of the module is good /
appropriate to be taught to junior high school children. However, some parts of the module are
corrected in accordance with expert advice because they may lead to misconceptions and some of the
content incompatible to junior high school students.
5
4 Validator A
3 Validator B
2
Validator C
1
Validator D
0
item 7 item 8 item 9 item item item item item item Validator E
10 11 12 13 14 15
Figure 5. Properness of module in term of language and display
Overall, Figure 5 shows the validation of the properness in term of language and display of the
module is good / appropriate to be taught to junior high school children. But some words in the
module are replaced because they do not match the spelling and some terms are simplified because
they are too abstract to teach to junior high school students. In addition, some images are also added
and replaced to make it easier for students to understand the text explanations contained in the module.
All of these are suggestions from experts who as a whole provide input to pay more attention to the
suitability of language and images to the cognitive level of junior high school students.
Based on evaluation result, that is based on the content feasibility and the properness in term of
language and display, the researcher concludes that the teaching materials have been suitable for use in
classroom learning. So this research continued to implementation stages after doing some
improvement according to expert suggestions.
3.2. Implementation Result

Graphs 3, 4 and 5 show the total score of 50 students in the final test given after the students are
studying with the module. The test is designed to understand students' understanding of earthquakes
and tsunamis from aspects of science, environment, technology, and society as they have learned from
the module.
964
The graphs based on the Item Response Theory for dichotomous data are three-parameter logistic
(3PL), two-parameter logistic (2PL), and one-parameter logistic (1PL). The model is named based on
the number of item parameters used in functions that connect between θ and item responses (0 or 1).
Three parameters are distinguishing discrimination, difficulty, and lower asymptote (guess factor).
These three parameters are often denoted as a, b, and c. In this study, the researchers chose 1PL model
as a main data analysis because want to focus on the difficulty level (parameter b) of item question.
Data dichotomy shows the chance of an item getting a response in two types of options. In the
academic test, the correct answer is given a score of 1 and incorrectly given a score of 0. This is in line
with the opinion of Demars [9], dichotomous models show the probability of a score of 1; The
probability of a correct answer is expressed as P (θ).
The graph below is the value of the total information function. The value of the total information
function is the sum of all values of the information function of the item contained in the test. The
information function graph gives an overview of the analysis of the characteristics of the test. Good
information function of course has a high value. Total information function of 1PL model used as
analysis of the test is shown in Figure 6.
Total information function
3
2,5
2
Information
1,5
0,5
0
0,399 2,399 4,399 6,399 8,399 10,399
Score
Figure 6. Result of final student test based on 1PL model of IRT
In 1PL model, the parameter value of c is considered zero and the parameter value a is set has the
same value for all items. Thus, the 1PL model has an equation [9]:
Because the guess factor is omitted (c = 0) and the discrimination of each item is considered the
same, the test analysis of the student's understanding only done to difficulty level. Figure 7 shows the
information function of 12 items / questions contained in the final test.
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Information functions
0,3
ITEM1
0,25 ITEM2
ITEM3
0,2
ITEM4
Information
ITEM5
0,15
ITEM6
ITEM7
0,1
ITEM8
0,05 ITEM9
ITEM10
0 ITEM11
0,399 2,399 4,399 6,399 8,399 10,399 ITEM12
Score
Figure 7. Result of final student test based on 3PL model of IRT
Figure 7 shows that item / question number 7 has the highest difficulty level while item / question
number 6 has the lowest difficulty level. In detail, the order of difficulty levels from the highest to the
lowest is 7, 11, 10, 4, 8, 2, 12, 9, 3, 5, 1, 6. Each item represents a matter derived from learning
indicators. Distribution of items based on indicators can be seen in Table 1.
Table 1. Item distribution based on indicators of learning

Indicators Item No
1. Students can distinguish types of earthquakes based on their causes. 1
2. Students can deduce the type of earthquake at risk in their area. 2
3. Students can plan for self-rescue measures during the earthquake in 3, 4, 5
accordance with the social and technological conditions of their society.
4. Students can describe the causes of tsunami and tsunami propagation phases. 6, 7
5. Students can identify areas at risk of tsunami in their area. 8
6. Students can plan for tsunami self-rescue measures in accordance with the 9, 10, 11,
social and technological conditions of their society. 12
The interesting thing is that the question number 7 which has the highest difficulty lies in the same
indicator as the number 6 which has the lowest difficulty level. Question no 7 requires students to
distinguish the phase of the tsunami wave while the problem no 6 requires students to distinguish the
phenomena that can cause tsunami. The vast difference in difficulty level in these two questions can
mean that the information contained in the module has not been able to provide students with a good
understanding of the tsunami.
966
The three problems that have the highest difficulty levels are in the indicators of the tsunami. While
the three problems that have the lowest difficulty level (except no 6) are on the indicator of the
earthquake. This could mean that earthquake information is more understandable and familiar with
students than tsunami information. This is also consistent with the most of the students claim in the
class when researcher ask them about tsunami that they have never been told about a tsunami that had
occurred in 2004 by family or other relatives even though the family or relatives are an eye witness of
the tsunami.
This finding could mean that most tsunami-affected communities have not yet realized the
importance of providing information about tsunamis to their children and grandchildren. This is a
concern for researchers that the story about the tsunami will slowly fade from the community as the
turn of the generation and in the end the society no longer aware of high potency of earthquake and
tsunami in their area.
4. Conclusion
The development of teaching materials based on the SETS approach can produce a good integrated
sciences teaching materials. Teaching disaster education through science lessons is one of goods
alternative as an effort to construct students' knowledge. This developed earthquake and tsunami
module can be used to teach the earthquake and tsunami potentcy in Aceh to junior high school
students by focusing on science, environment, technology and society. So that, researchers recommend
the use of this earthquake and tsunami module in Aceh as an additional materials.
Student knowledge about earthquake and tsunami after studying module is high, but students'
understanding on tsunami material is still lower than their understanding on earthquake material. This
is because the module has not been able to provide information that students can understand well and
the students are still unfamiliar with the tsunami
5. Acknowledgments
This research was supported by LPDP as the financial support in my study. We thank our colleagues
from Universitas Pendidikan Indonesia who provided insight and expertise that greatly assisted the
research, although they may not agree with all of the interpretations or conclusions of this paper.
We thank to School principal of SMP Negeri 1 Calang and all the teacher for all the big help in
implemented step and also all the students for the participation.
6. References
[1] Beach M 2010 Disaster preparedness and management (Philadelphia: F. A. Davis Company) p
1
[2] Rajib S, Yukiko T, Qi Ru G, and Koichi S 2011 Disaster Education Community, Environment
and Disaster Risk Management Volume 7 1–22 Chapter 1: Disaster Education: An Introduction
(UK: Emerald Group Publishing Limited) p 1-2
[3] Widi W and Sulistyowati 2014 Metodologi Pembelajaran IPA (Jakarta: PT Bumi Aksara) p 73
[4] Etty S 2009 Modul Ajar Pengintegrasian Pengurangan Risiko Gempa Bumi: Bahan Pengayaan
Bagi Guru SMP/MTs (Jakarta: Pusat Kurikulum Badan Penelitian dan Pengembangan
Kementrian Pendidikan Nasional)
[5] Surya M and Marga 2009 Modul Ajar Pengintegrasian Pengurangan Risiko Tsunami: Bahan
Pengayaan Bagi Guru SMP/MTs (Jakarta: Pusat Kurikulum Badan Penelitian dan
Pengembangan Kementrian Pendidikan Nasional)
[6] Andi M and Hayat S 2017 Opportunities to Integrate Disaster Education in Junior High School
Science Learning (Yogyakarta: Article presented in 3rd International Indonesian Forum for
Asian Studies 8th and 9th of February)
[7] Sugiyono 2016 Metode Penelitian & Pengembangan: Research and Development (Bandung:
Alfabeta) p
967
[8] Richey R C and Klein J 2004 Developmental Research Methods: Creating Knowledge from
Instructional Design and Development Practice Journal of Computing in Higher Education
Spring 2005 Vol. 16 (2) p 23-38.
[9] DeMars C 2010 Item response theory (New York: Oxford University Press) p 10
968
Characteristics of science teaching material “ season in

Lombok culture ”
D Pebriyanti1,a), S Anwar2, and T R Ramalis3

1
2
Departemen Kimia, Universitas Pendidikan Indonesia, Jl Dr. Setiabudi No. 229
Bandung, 40154, Indonesia.
3
Departemen Fisika, Universitas Pendidikan Indonesia, Jl Dr. Setiabudi No. 229
Bandung, 40154, Indonesia.
a)
E-mail : dwipebriyanti.physic@gmail.com
Abstract : The purpose of science learning in the classroom is to make students understand
about their environment. Therefore, the science learning in the schools should utilize the
materials that close to the students such as local culture, local conditions, and local potential.
Thus, science learning can be more meaningful for students where they can understand the
culture, the condition and the potential of their environment. One of the efforts to achieve that
goal is by developing the integrated science teaching material which is connecting the science
materials to the culture, condition and the natural potential of Lombok Island. This study aims
to explore the characteristics of the integrated science teaching material themed "Season in
Lombok Culture" developed by the 4STMD method. This is a descriptive study with 168
samples of junior high school students. The results show that this teaching material is included
in the category of easy and medium. Based on students’ opinion, 81.6% of this teaching
material is easy to understand whereas based on the results of the writing test, the main idea is
known that 65.2% part of this resource is easy to understand, the rest as much as 34.8% is
categorized into the medium category.
1. Introduction
The purpose of learning based on the government regulation of education and culture (permendikbud)
no.58, in 2014 is in order that students can understand the environment and nature around including its
wealthy that need to be preserved and maintained in the biology, physics, and chemistry perspective
[1]. In order to fulfill the science learning objective, the science learning should adapt the material
about the culture, the condition, and the potential of the certain area which close to the students. This
is in line with the didactic principles where the learning begins with the simple one into the difficult
one, from the closest one into the farthest one, from the easiest one into the difficult one, from the
concrete one into the abstract one [2].
The materials, among others; the culture, the condition and the natural potential around the
students can be created as the integrated science teaching material. Teaching material is the overall
form of the material in the form of a set material arranged systematically which is used to help the
teacher in conducting the teaching activity and allows the students to learn [3]. Teaching material is
969
one of the components in the teaching and learning process which has the important role in creating
the successful of the learning. Through integrated science teaching material which adapts the local
content, students are able to understand the nature and the environment around them especially the
local wisdom and the local excellence related to the science which they need to preserve and develop.
The local wisdom is crops, art creation, tradition, culture, service, natural resources, human resources
or the other things which can be the special quality of the region [4], [5].
The research on the development of the teaching material which adapts the special quality and
the local wisdom has been conducted by some researchers and it shows the positive results, among
others; Hikmawati, Kesipudin & Rahayu conducted the research and the development of the teaching
equipment of physically based on the local excellence in the form of the tourism such as the Gili
Islands, the waterfall, and the beaches in the Lombok Island. The result is the teaching equipment that
can be used in the senior high school level with the minor revision [6]. The developmental research of
the biological teaching material based on the local wisdom in the West Nusa Tenggara Province
conducted by Ardan shows that there is the improvement of the understanding and the positive attitude
of the students towards the biology and the environment [7]. Another research conducted by Sya’ban
& Wiluejeng about the development of the teaching equipment based on the local excellence of
Banjar, South Kalimantan. The result can improve the science literacy and the concern of the
Madrasah Tsanawiyah’s (Islamic junior high school) students toward the environment [8]. The
research by Kurniawati, Wahyuni & Putra shows the understanding and the motivation of the students
is increase after using the teaching material based on the comic and the local wisdom of Jember as the
integrated natural science teaching material [9].
Lombok is an island in West Nusa Tenggara Province which is rich in culture and the natural
resources. The owned natural condition, the potential, and the culture can be used as the integrated
natural science teaching material. In this current research, the Lombok culture used as the teaching
material is the cultural calculation of the seasons related to bau nyale tradition and the natural potential
of Lombok. The teaching material mentioned is integrated with the theme “The season in Lombok
Culture”. The Lombok community recognizes two seasons (mangse); rainy season (ketaun) and dry
season (kebalit). These two seasons are divided into 12 small seasons. The rainy season (ketaun)
occurs from mangse 7-12 and the dry season (kebalit) occurs from mangse 1-6.
Bau nyale is the tradition of Lombok community to catch the marine worm type polycaheta
which appears every 10th in mangse 10. The calculation of mangse and bau nyale tradition is counted
by using a tool called papan warige which the calculation is based on the natural phenomena [10]. The
teaching material “The seasons in Lombok Culture or Musim pada Budaya Lombok” is expected can
add the students’ knowledge about the culture, condition, and the potent of the Lombok Island related
to the natural science material (chemistry, physics, biology, and IPBA). Thus, the students’ attitude
can be wiser toward the environment in the future.
The method used to develop this teaching material is 4STMD (Four Steps Teaching Material
Development) method. This method consists of four phases; selection phase, structurilization phase,
characterization phase, and didactic reduction phase. In every phase passed, it was implemented a
good quality control in the form of expert review and the field testing. This is conducted to minimalize
the weaknesses of the teaching material thus the adequate and feasible teaching material can be
created [2]. The characterization is conducted to know the character of the teaching material, is it
categorized easy, medium, or difficult for the students. Based on the characteristics test, there will be
found the data about the material in the easy, medium, or difficult to be understood by the students.
The difficult items will be reduced thus it can be easy to understood by the students.
The focus of this current research is to know the characteristics of the science teaching material “the
seasons in Lombok Culture or Musim pada Budaya Lombok” developed by the 4STMD method. The
character in question in this research is the level of understanding of the teaching material (easy,
medium or difficult). This research is the third phase of the 4STMD method to identify the
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understanding level whether it is categorized into easy, medium, or difficult level. The method used is
the descriptive method. The descriptive research is a form of research to describe the existing
phenomena, the natural phenomena, and the man-made phenomena. The phenomena can be in the
kind of form, activity, characteristics, changing, relation, similarity, and differentiation between one
phenomenon and the other phenomena [11]. The descriptive research not only uses to describe a
condition but also to describe the condition in the phases of the developmental research.
The data gathered by using the comprehension test of the teaching material which consists of
two types of questions; 1). The questions related to the students' comprehension of the teaching
material, and 2). The main idea written test. The material in the teaching material is divided into 6
parts and it is divided into 43 texts which made into 6 text scripts (every test consist of 7-8 texts). This
is to avoid the students pressured by the dense questions. The samples of this research are 168 students
of junior high school 1 Cimaung (Bandung).
The data analysis is conducted by giving the score for each student's answer. The students'
opinion of the text is given score 1 and 0. The score 1 is given for the student who answer it as easy
and 0 if the students said difficult. The students' answer to the main idea is given the score; 2, 1 or 0.
The score 2 is the answer which consists the overall or the half of the keywords. The score 1 2 is for
the answer which consists the small parts of the keywords. The score 0 is the answer which does not
consist the keywords. The each text item score (x) is:
From the obtained score, the categorization of the text comprehension is conducted based on Rankin
and Culhane as in table 1 below [12].
Table 1. The score percentage and the text comprehension level

The Obtained Percentage The Reader Level Interpretations
above 60% Independent (free) Easy Text
41% up to 60% Instructional Medium Text
Lower than 41% Frustration (failed) Difficult Text

The result reveals that the teaching material “The Seasons in Lombok Culture or Musim pada Budaya
Lombok” developed by the 4STMD method is included into easy and medium categories. The result of
the writing the main idea shows that there is no difficult text or material, 65% of the material in the
teaching material is categorized as easy and the rest 45% is categorized as the medium. Meanwhile,
based on the students' opinion, 86% of the material in the teaching material is easy to be understood
and the rest 14% is difficult to be understood. The complete information can be seen in table 2 below:
Table 2. The characterization result of the teaching material “The Seasons in Lombok Culture”
No. Texts The Students’ Opinions about The Writing of the Main Idea
(Material) the Text
Easy (%) Difficult (%) Total Score Percentage (%) Criteria
1 95,2 4,8 32 76,19 easy
2 76,2 23,8 32 76,19 easy
3 81 19 21 50 medium
4 90,5 9,5 29 69,05 easy
5 90 10 33 78,57 easy
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No. Texts The Students’ Opinions about The Writing of the Main Idea
(Material) the Text
Easy (%) Difficult (%) Total Score Percentage (%) Criteria
6 38,1 61,9 18 42,86 medium
7 47,6 52,4 24 57,14 medium
8 81 19 21 50 medium
9 73,08 26,92 24 46,15 medium
10 84,6 15,4 29 55,77 medium
11 53,8 46,2 40 76,92 easy
12 53,8 46,2 35 67,31 easy
13 65,4 34,6 40 76,92 easy
14 69,2 30,8 33 63,46 easy
15 73,1 26,9 24 46,15 medium
16 70 30 45 75 easy
17 83,33 16,67 46 76,67 easy
18 83,33 16,67 51 85 easy
19 20 80 45 75 easy
20 36,7 63,3 48 80 easy
21 83,33 16,67 42 70 easy
22 100 0 35 67,31 easy
23 100 0 30 57,69 medium
24 85 15 39 75 easy
25 100 0 41 78,85 easy
26 38,5 61,5 31 59,62 medium
27 26,9 73,1 33 63,46 easy
28 92,3 7,7 33 63,46 easy
29 77,4 22,6 31 50 medium
30 74,2 25,8 35 56,45 medium
31 77,4 22,6 38 61,29 easy
32 90,3 9,7 35 56,45 medium
33 67,7 32,3 36 58,06 medium
34 90,3 9,7 37 59,68 medium
35 93,5 6,5 49 79,03 easy
36 77,8 22,2 38 70,37 easy
37 63 37 32 59,26 medium
38 59,3 40,7 37 68,52 easy
39 74,1 25,9 36 66,67 easy
40 85,2 14,8 35 64,81 easy
41 70,4 29,6 38 70,37 easy
42 63 37 33 61,11 easy
43 85,2 14,8 46 85,19 easy
The material considered difficult by the students (>50%) is found in the text no. 6, 7, 26 and 27
about the local content in Lombok Island, it is about the seasons in the Lombok communities’
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perspectives, the condition and the crops of Lombok Island. These materials are considered difficult
since they are unfamiliar with them. These materials are expected to be comprehended easily by the
students since the materials are near and exist around them. The materials in the texts 26 and 17 talk
about the agriculture climate and the climate change, these two materials are considered difficult
because they are complex. These complex materials will be reduced thus the students can understand
easily. The result of the writing main idea shows that the 28 texts are classified into easy and the rest
15 texts are included into medium category.
4. Conclusion
Most of the teaching material “The Seasons in Lombok Culture or Musim pada Budaya Lombok”
developed by the 4STMD method are easy to be understood by the students. Based on the result of
writing the main idea, 65,2% of the material in the teaching material are classified into the easy level
and the rest 34,8 % are classified into the medium level. Based on the students' opinion, 86 % the
material in the teaching material are classified into the easy level and the rest 14% are classified into
difficult level because those materials are too complex for them. These complex materials will be
reduced thus the students can understand easily. These materials are expected to be comprehended
easily by the students since the materials are near and exist around them.
5. Acknowledgments
The special thanks sent to Mr. Dr. Paed. Sjaeful Anwar and Mr. Dr. Taufik R. Ramalis, M.Si. Who
guide and give advice to the researcher in conducting this research. Besides, thank you is also given to
the students and the teachers of SMPN 1 Cimaung and everyone who has helped to conduct this
research.
6. References
[1] Peraturan Menteri pendidikan dan Kebudayaan No.58 tahun 2014 Tentang Kurikulum 2013
SMP/MTS.
[2] Anwar, S. (2014). Pengolahan Bahan Ajar Bahan Perkuliahan SPS UPI. Bandung: Tidak
Diterbitkan.
[3] Depdiknas, Direktorat Pembinaan SMA. (2010). Juknis Pengembangan Bahan Ajar SMA.
Jakarta : Depdiknas.
[4] Asmani, M Jamal. (2012). Pendidikan Berbasis Keunggulan Lokal. Jogjakarta : Diva Press.
[5] Ahmadi, K. dkk. (2012). Mengembangkan Pendidikan Berbasis Keunggulan Lokal dalam KTSP.
Jakarta : Prestasi Pustaka Publisher.
[6] Hikmawati, kesipudin & Rahayu, S. (2015). Pengembangan Perangkat Pembelajaran Berbasis
keunggulan Lokal Pada Matapelajaran Fisika SMA. Jurnal Pengkajian Ilmu dan
Pembelajaran Matematika dan IPA “PRISMA SAINS”. 2 (1), 206-214.
[7] Ardan, A. S. (2016). The Development of Biology Teaching Material Based on the Local
Wisdom of Timorese to Improve Students Knowledge and Attitude of Environment In
Caring the Persevation of Environment. International Journal of Higher Education 5 (3),
190-200.
[8] Sya’ban, M., F., Wiluejeng, I. (2016). Pengembangan SSP Zat dan Energi Berbasis Keunggulan
Lokal untuk Meningkatkan Literasi Sains dan Kepedulian Lingkungan. Jurnal Inovasi
Pendidikan IPA, 2 (1), 66-75.
[9] Kurniawati, A., Wahyuni, S., & Putra P.D.A. (2017). Utilizing of Comic and Jember’s Local
Wisdom as Integrated Science Learning Materials. International Journal of Social Science
and Humanity, 7 (1), 47-50.
[10] Irawan, A. L. dkk. (2014). Mengenal Kalender Rowot Sasak. Mataram : Penerbit genius.
[11] Sukmadinata, S. Nana. (2012). Metode Penelitian Pendidikan. Bandung : Remaja Rosdakarya.
[12] Hardjasujana, Ahmad S. & Yeti Mulyati. (1996). Membaca 2. Jakarta: Depdikbud.
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Integrated science teaching materials development themed

“soil as the source of life” by using Four Steps Teaching
Materials Development (4STMD)
E Prastiyanto1, a) and S Anwar2

1
Program Studi Pendidikan Ilmu Pengetahuan Alam, Sekolah Pascasarjana UPI
2
Departemen Pendidikan Kimia, FPMIPA UPI, Jl. Dr. Setiabudi No. 229, Bandung
40154, Indonesia
a)
E-mail: prastiyanto.eka@gmail.com
Abstract. Teaching and learning is interaction among three components of teachers, students,
and teaching materials. One of these components that needs more attention in science
education is teaching materials. Based on preliminary study, there are lots of teaching materials
that do not meet curriculum demand in constructing the integration of scientific concept. This
study aims to develop the integrated science teaching materials for junior high school in theme
of Soil as source of life. The research method of this study is Developmental Research (DR).
Teaching materials development method that is used is Four Steps Teaching Materials
Development (4STMD), which consists of selection, structuralization, characterization, and
didactic reduction. This article is the first section of teaching materials development that
includes selection and structuralization. At the selection step, teaching materials development
is begun with the scope development of soil as source of life theme based on curriculum
demands. Then, the development of basic concepts. Structuralization step produced a concept
map as a part of teaching materials which show concepts relationship; macro structure which
provides systematic guidance in writing of teaching materials; and multiple representation that
connects among macroscopic, microscopic, and symbolic level representations. The result of
these two steps is teaching materials draft.
1. Introduction
The natural science is the systematic study of nature and how the nature influencing our life [1].
Learning natural science means learning about nature, it is interpreted as reviewing the natural
phenomena and how nature influences the life. A learning process of the natural science should not be
separated from the natural phenomena that happen around us. Besides, the educational curriculum in
Indonesia demands the natural science in the school to develop the scientific understanding about the
overall environment and nature. In addition, the natural science in the junior high school level is
developed in the form of the integrated science with the physical, chemical, biological or IPBA
contents. Thus, the teachers are demanded to create the integrated natural science learning and involve
the material based on the natural phenomena around the students.
The learning is the interaction between three components, such as teachers, students, and the
teaching material. One of the component needs more attention is the teaching material. In a learning
activity, the teaching material has the irreplaceable role. The teaching material is the set of systematic
information used in the educational process to gain the purpose [2]. The teaching material is the source
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information for the students to grow the knowledge and their thinking skills. This is caused by the
information provided in the teaching material in the form of texts, activities, explanations, and many
others [3]. The good teaching material can be the good learning medium for the students. The teaching
material which has the pedagogical structure and content also potent to support the learning
development [4]. The learning without the relevant teaching material will not optimally happen
because the learning is the process to deliver the teaching material from the teacher to the students [5].
Besides, without the teaching material, it will be difficult to accommodate the students’ attitude [6].
In the reality, the natural science teaching material which exists right now is not yet fulfilling the
curriculum which demands the natural science to be taught in the form of the integrated science. The
result of the preliminary studies reveals that there are much unintegrated natural science teaching
materials for junior high school found, as the result, the teachers have no many resources when they
want to develop the integrated learning. This is supported by research which shows the books do not
show the integrated yet between the physic, biology, chemistry, and the earth science and space (Ilmu
Pengetahuan Bumi dan Antariksa [IPBA])[7].
The existing teaching material recently tends to emphasize on the content and there are still
weaknesses found in the pedagogical aspect. Besides, it is still found the left behind material from the
latest science development [8]. Some books still explain the wrong concept scientifically. The
inappropriate between the curriculum demands and the condition of the existing teaching material
causes the teaching material become less effective to be used in the learning process. The less
effective teaching material causes the students’ learning outcomes become low [9]. To create the
learning process based on the curriculum demands, thus it is needed the feasible teaching material.
Therefore, it is needed to develop the integrated natural science teaching material based on the
curriculum demands and the correct scholarship.
The purpose of this research is to develop the integrated natural science teaching material themed
“Soil” as the source of life. The method of teaching material development used is Four Steps Teaching
Materials (4STMD). This method is the result of the Anwar's idea since 1995 about how to develop
the teaching material effectively and based on the curriculum in the school. In the 4STMD method, the
teaching material is developed through four steps, such as; selection, structuralization,
characterization, and didactic reduction steps. Through four steps mentioned, the relevant information
is filtered and arranged based on the learning needed, identifying the level of difficulties, and the
difficult material will be reduced its level of difficulties. The product resulted from the four steps is
ready-to-use teaching material by the teacher as the material to teach or learned by the students as the
independent teaching material [5].
The advantages of the 4STMD method are the developed teaching material is adjusted to the
cognitive ability and the psychological condition of the students. In this method, the teaching material
is arranged didacticly. The arrangement of the teaching material depends on the learning needed.
Therefore, it is possible to get the little bit different teaching material from the science field. Besides,
there is a deduction reduction in the 4STMD method. The deduction reduction is the specific teaching
strategy in which the aspect of the learning content is simplified [10]. The didactic reduction aims to
reduce the level of difficulties (complexities, abstractness, and intricate) of the teaching media to
become easy teaching material (simple, concrete, and plain)[5]. In this step, the teaching material is
reduced didacticly by considering the psychology and the scientific thus the teaching material become
easy to understand by the students.
In this research, the theme “Soil as source of life” is chosen to be developed as the teaching
material. The theme “soil as source of life” is chosen because soil is close to the life, but it existences
are often neglected. The soil is the important support in life. The soil becomes the habitat of some life
creatures including human. The soil provides the nutrition for the plant to grow which then becomes
the food sourced for the other life creatures. The soil also saves the water reserves, there also some
useful elements for life in the soil. In addition, there are many phenomena related to the soil to be
studied, such as some plants which only can grow in certain place, the different color of the soil in
some places or studying the technological product from the elements in the soil. Based on the
mentioned phenomena, there can be leaner the element and the compound of the soil. Furthermore, we
can study the physical and chemical character of the soil which determine the fertility of the soil,
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therefore, we can differ the fertile soil and non-fertile soil. In short, the study on the soil can integrate
some natural sciences fields including physics, chemistry, or biology.
Through this theme, the students can be asked to know the soil as the part of the environment and
its solid relationship with the human activities. The students are invited to learn the soil contamination
begins from the causes and the impacts for the human life. The students also introduced with some
efforts to protect the soil sustainability. Therefore, it is expected to grow the students’ sensitivity
towards the environment around them.
2. Method
This research utilizes the developmental research. It is a systematical study towards the design,
development, and the evaluation program. The process, and product that should fulfill the validity and
the effectivity criteria [11]. This current research refers to the Design model, Development dan
Evaluation developed by Richey dan Klein [12]. The developmental steps of this teaching material
used Four Steps Teaching Materials Development (4STMD) which consists of selection,
structuralization, characterization, and the didactic reduction steps as shown in figure 1.
Figure 1. Flowchart of 4STMD
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Figure 1 shows that 4STMD method has its own specific task. In the selection step, it begins with
the development of the teaching material scope based on the curriculum. The next is main concepts
development from the textbooks. In this step, also, the values and the skills are also developed to be
integrated into the material.
In the structuralization step, the compiled material in the selection step is arranged didacticly, based
on the structural characteristic of the teaching material [5]. The result of the structuralization step is
the concept map which shows the relation between the concepts, the macrostructure which becomes
the systematical writing guide of the teaching material, and multiple representations which connect
some representations. The result of this two steps is the draft of the teaching material.
In the structuralization, the draft of the teaching material is tested to the students to measure the
level of students‟ comprehension towards the teaching material developed by the main idea writing
test. Based on the testing result, it can be gained the difficulty level of the teaching material. After
that, the result is used to arrange the blueprints of didactic reduction.
The material that is difficult to be understood needs to be reduced its level of difficulties through
the didactic reduction procedure. The didactic reduction can be done by utilizing some ways, such as;
back to the qualitative step, neglecting, using the explanation in the form of the images, symbol, and
sketch, testing, using the analogy, using the historical development level, generalization,
particularization, or neglecting the concepts‟ statement.
The last step is developing the last draft of the teaching material. Furthermore, the last draft of the
teaching material is tested its feasibility and tested to the students to see the level of the students'
comprehension of the developed teaching material.

This article is the first description of the teaching material development through the selection and the
structuralization steps. The first step of the 4STMD method is the selection step. It begins with the
scope development of the “soil’ material as the life source based on the curriculum. In this step, the
curriculum analysis needs to be conducted to decide the basic competence, the indicator, and the
relevant concept to the theme. The result of the curriculum analysis is presented in table 1.
Table 1. The result of the curriculum analysis which support the theme “Soil as the life source”.
Basic Competence Concept
3.3 Explaining the mixture concept and the single substance (the element
and the compound), physical and chemical characteristics, physical and
the chemical changes In daily life
Indicator:
3.3.1 Explaining the definition of the „element‟
3.3.2 Identifying the elements of soil used as the basic material of the
technology
3.3.3 Explaining the definition of the “compound”
element,
3.3.4 Identifying the compound contains in the soil
compound,
3.3.5 Explaining the definition of the “mixture”
mixture,
3.3.6 Explaining the differentiation between the homogeny and heterogeneous
physical
mixture
characteristic,
3.3.7 Differing the physical and the chemical characteristic
the chemical
3.3.8 Writing the example of the physical and chemical soil
characteristic,
3.3.9 Explaining the relationship between the soil color and the level of
fertility
3.3.10 Explaining the influences of the soil structure towards the soil fertility.
3.3.11 Explaining the functions of the soil nutrient for the plants.
3.3.12 Differing the acid and alkali characteristics.
3.3.14 Explaining the influence of the acid level and the soil fertility
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3.7 Analyzing the interaction between the living things, the environment, Ecosystem,
and the dynamic population of the interaction biotic and
Indicator: abiotic factors,
3.7.1 Explaining the definition of ecosystem producer,
3.7.2 Explaining the components of the soil ecosystem consumer,
3.7.3 Explaining the role of the living things in the soil ecosystem decomposer
3.8 Analyzing the occurrence of the environmental population and its
effects on the ecosystem Pollution, waste,
Indicator: the pollution
3.8.1 Explaining the definition of “the soil contamination” effect, the effort
3.8.2 Identifying the causes of the soil contamination to preserve the
3.8.3 Explaining the effect of the soil contamination soil
3.8.4 Explaining the effort to preserve the soil
Furthermore, the concepts are integrated one another by using the webbed model. The integration
of the webbed model uses the thematic approach to integrating the themes [13]. Integration of
concepts is illustrated as a spider web as shown in Figure 2.
Figure 2. Webbed integration in theme soil as source of life
Figure 2 shows that the theme in the webbed model becomes the main integration and ties the
concepts from many subjects. This model also uses the theme to select the concept, topic, and the
supporting ideas [13]. The use of the webbed integration model gives the advantages for the students.
The theme chosen can increase the motivation and help the student to see how some different concepts
and ideas link each other [13].
The next step, the main concepts developed based on the formulated indicators. In this case, the
theme used is to tie the concept in the same context. Therefore, the concept description developed
leads to the theme “the soil as the source of life or “Tanah sebagai sumber kehidupan”. The main
concepts development sourced from the 14 different textbooks. The result of the first step is the draft 1
that consists of the teaching material compilation.
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In the structuralization step, there are 3 things to do; arranging the concept map, macrostructure,
and multiple representations. The concept map is the hierarchical representation of the concept design
[14]. The concept map is developed based on the main concepts as shown in figure 3.
Figure 3. Result of concept map in structuralization
The concept map in figure 3 as the part of the teaching material roles as the relationship guide
between the concepts in the theme “the soil for the life”. The concept map can give some advantages
for the learning both the teacher and the students. The concept map gives the general description to the
students about how the concept and integrated into the cognitive [14, 15]. The concept map helps the
students to learn how to study [16] and helps the teacher to arrange the teaching and facilitate the
creative work [17].
After that, we compile the macrostructure which shows the preposition description which describes
the relationship between the topics [18]. The macro structure functions to describe the systematical of
the teaching material by considering the didactic factor thus the students can easily understand [19]. In
the macro structure, the population is written hierarchical as shown in figure 4.
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Part 1 Part 2 Part 3

Figure 4. Macro structure that used as guide in teaching materials writing
Figure 4 shows that the theme “soil as the life source” can be described some proposition which
will be taken as the topic or the subtopic in the teaching material. In the topic and the subtopic
themselves, there are some supporting concepts. The result of the macro structure is used as the
guidance to write the systematical of the teaching material.
Another result of the structuralization step is the multiple representations. When someone
understands an idea, the mental involvement is needed by adjusting their representation and the linked
phenomena [20]. One of the ways to assist that thing is using representation [21]. The representation
used is multiple representations based on Treagust, Chittleborough, & Mamiala, among others: (a)
macroscopic: the phenomena can be observed, including the thing related to students’ daily
experience, (b) submicroscopic: based on the appropriate theories, used to explain the phenomena in
the macroscopic, and (c) symbolic: the characteristics description from the theory uses some medias
like image, algebra, or certain symbol [22]. The example of the multiple representations can be seen in
table 2.
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Table 2. The example of the multiple representations which relates the microscopic, sub microscopic,
and symbolic levels.
Macroscopic Sub microscopic Symbolic

Look at this The soil contains the useful The writing of the
image! What is chemical elements for the life. The element using the
the cable made element is the single substance that element symbols.
from? How is cannot be deciphered anymore  Aluminium (Al)
the form of the becomes the smallest substance by  iron (Fe)
Images 5. The cable copper found in the usual chemical process (Chang,  copper (Cu)
made from copper e nature? Where 2010). Some elements found in the  Scandium (Sc)
(source: is the copper soil can be processed becomes the
ilmuelektro.com)  Yttrium (Y)
found? The useful technology for the human.  Europium (Eu)
copper can be  Terbium (Tb)
found in the soil in the certain area. Of
course, the copper is not found in the
form of string just like in the image
above. The copper is found in the form
of the copper ore. The copper ore is
formed of the copper elements.
In table 2, the concept element can be represented at the macroscopic level by presenting the
phenomena related to the technological product which uses element found in the soil. In the
microscopic level, the explanation related to the element given. The symbolic level explains the
writing of the element can be written by using the element symbol. The multiple representations
consist of the three functions; (1) give the representation contains the complementary information to
help the cognitive process, (2) the representation is used to reduce the possibilities in interpreting, (3)
leads the students to develop the deep understanding towards the situation [23]. The important point of
the multiple interpretation arrangements is the explanation of each level of the representation mush be
linked one another. When the observable phenomena become the basic ideas, the explanation in this
level usually based on the microscopic and the symbolic representation. To evaluate the result of the
multiple representations, the reviews by the experts need to be conducted. After that, the draft of the
teaching material is arranged based on the result of the selection and the structuralization steps.
The thing which differs the current teaching material and the others is the method used to develop
which has the systematic steps, therefore, it resulted in the good teaching material scholarly and has
the systematic structure. Besides, this current teaching material also developed by considering the
psychology and the cognitive of the students. This is observable in the systematic arrangement of the
macrostructure which is appropriate with the learning needs thus it is expected to be easy-understood
teaching material.
4. Conclusion
The theme “the soil as the life source” can be developed as the integrated natural science teaching
material based on the existing curriculum. The development of this teaching material is based on the
4STMD method that consists of the selection, structuralization, characterization, and the didactic
reduction steps. Based on the selection result, it gained some main material such as the element,
compound, mixture, physical and chemical characteristics and the environmental contamination can be
integrated into the theme “the soil as the life source”. In the structuralization step, it resulted in the
concept map which shows the relationship between the concepts, macro structure used as the
systematic guidance to write the teaching material and the multiple representations which connect the
representation in microscopic, sub microscopic, and symbolic levels. The result of these two stages of
this research is the draft of the teaching material. By the existence of the developed teaching material,
it is expected that the students understand the importance of the soil for the life. Therefore, it grows
the students‟ sensitivity towards the soil preservation in their environment.
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5. Acknowledgments
Acknowledgments given to Dr. paed. Sjaeful Anwar as research supervisor and developer of 4STMD
method which has provided input and guidance on this research. Acknowledgments are also given by
academic advisor, reviewers, and civitas academica of Science Education program of Postgraduate
school, Indonesian University of Education that give support for this research..
6. References
[1] Ibrahim, M., Dasar-Dasar Proses Belajar Mengajar. 2010, Surabaya: Unesa University Press.
[2] Khutorskoi, A.V., The Place of the Textbook in the Didactic System. Russian Education &
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[3] Hutchinson, T. and E. Torres, The Textbook as Agent of Change. English Languange Teaching
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[4] Dunne, J., A.E. Mahdi, and J. O'Reilly, Investigating the Potential of Irish Primary School
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[5] Anwar, S., Pengolahan Bahan Ajar: Bahan Perkuliahan SPS UPI. 2014, Universitas
Pendidikan Indonesia: Bandung.
[6] Yanti, H., N. Rustaman, and W. Setiawan, Strategi Baru dalam Pengolahan Bahan Ajar Ilmu
Pengetahuan Alam (Hasil Kajian Ter-hadap Teori Reduksi Didaktik dan Pedagogi Materi
Subyek). Edusains, 2008. 1(1): p. 26-38.
[7] Noeraida, Penggunaan Bahan Ajar IPA Terpadu Tipe Integrated dalam Pembelajaran Tema
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[8] Adisendjaja, Y., Analisis Buku Ajar Biologi SMA Kelas X di Kota Bandung Berdasarkan
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[15] Novak, J.D. and D. Musonda, A Twelve-year Longitudinal Study of Science Concept Learning.
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[16] Novak, J.D. and D.B. Gowin, Learning How to Learn. 1984, New York: Cambridge University
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[17] Novak, J.D., Learning, Creating, and Using Knowledge: Concept maps as facilitative tools in
schools and corporations. Journal of e-Learning and Knowledge Society, 2010. 6(3): p. 21-
30.
[18] Britt, M.A. and J. Sommer, Facilitating Textual Integration with Macro-Structure Focusing
Tasks. Reading Psychology, 2004. 25(4): p. 313-339.
[19] Hasyim, A., Rancangan Pengembangan Bahan Ajar IPA Tema Laut untuk SMP Melalui Four
Steps Teaching Material Development. Prosiding Simposium Nasional Inovasi dan
Pembelajaran Sains (SNIPS) 2015, 2015 p. 605-608.
[20] Gilbert, J.K. and D. Treagust, Multiple Representations in Chemical Education. 2009: Springer
Science+Business Media B.V.
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[21] Johnstone, A.H., The development of chemistry teaching: a changing response to a changing
demand. Journal of Chemical Education, 1993. 70(9): p. 701–705.
[22] Treagust, D.F., G. Chittleborough, and T. Mamiala, The role of submicroscopic and symbolic
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Early mental model analysis of fifth grader on science
L Jasdilla1,a), A Widodo2, and W Sopandi3

1
Pendidikan Dasar, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229,
2
Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl.
3
Departemen Kimia, UniversitasPendidikan Indonesia, Jl. Dr.Setiabudi No. 229,
a)
E-mail: azzam.zatu@yahoo.com
Abstract. Student’s mental model developed by experience, interpretation, and explanation

when they study science. Mental model developed by necessities in making prediction and
solving problem in science congruently. Mental model of students classified by known,
misconception, and unknown. This study aims to describe early mental model analysis of fifth
grader on science. Analysis of early mental model was done on radiance material. This study
uses quantitative approach within descriptive method. Samples of this research are 27 students
of fifth grader at one primary school in Kuningan Subdictrict and selected purposively.
Technique of collecting data uses three tier test. Therefore, data analysis uses descriptive
statistic. This study result shows that early mental model of fifth grader on low category. Study
result proved by three tier test shows that 21,1% students on know category; 12,9% students on
don’t know category; and 66% students on misconception category. Three tier test result shows
that the students can choose right answer but they can not choose the reason well. Then, the
students agree with their reason that’s why the students is going on misconception category.
The conclusions of this research are the students is going on misconception category and early
mental model students on low category. The researcher suggests for the next researcher to do
treatment to improve mental model of students.
1. Introduction
Student's understanding of a concept can be identified through mental model analysis. A mental model
is an idea that represents a person's thinking to understand and explain a phenomenon or storage of
prior and incomplete basic knowledge that arises from previous experience and then develops when a
person can improve his knowledge through the process of cognition [1], [2], [3], [4], [5], [6]. In
science learning, students' mental models are built on experience, interpretation and explanation.
Mental models usually develop according to their needs in making predictions and solving problems in
learning science. When students have a complete mental model, students will be able to make a good
explanation of the problems in science. Whereas, if students have a mental model that is wrong or
incomplete, then students will have difficulties in solving science problems or even have
misconceptions.
Talking about mental models, there are four characteristics of mental models that include: (a) the
mental model is generative; Mental models can lead to new information through their use to predict
and produce explanations; (b) mental models involve tacit knowledge: individuals reason with their
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mental models to solve a problem or understand a new information, but they may be unaware of the
metal model they use and how they use it; (c) the mental model is synthetic: a mental model is
dynamic and continues to be modified by the incorporation of new information into it, and (d) the
mental model is inhibited by the view of the world: the development and application of mental models
is influenced by previous individual knowledge, experience and beliefs [7].
To form a complete student mental model, teachers should be able to dig up existing information
on students by helping students activate students' initial knowledge such as: first, teachers can discuss
material content before starting in order to ensure that students have important initial knowledge and
enable such knowledge. Second, often the initial knowledge of students is incomplete or there is false
belief or misconception. Third, teachers can recover important prerequisite materials or ask students to
prepare for their own work. Fourth, teachers can ask questions with types that help students see the
connection between what they read and what they already know.
The importance of knowledge about the mental model of the student can also be seen from the
many studies that have been done in analyzing the mental models of students as previous research
mentions that the experience of a child is a very decisive initial way of thinking as a mental model of
something observed, and the mental model associated with the cognitive change experience by the
students later [8]. In addition, the mental model is important as an individual's internal representation
of external phenomena. This is supported by various research results which show that there is a
variation of students’ ideas on a science phenomenon they observed [9], [10], [11], [12]. Therefore,
teachers should see it as a great potential for the development of thinking students.
Science is one of the most important lessons in school, especially in elementary schools that
present contextual concepts that should appeal to students if teachers can relate them to the social
context of each student. But, the fact is still there are many misconceptions found in learning science
[13], [14], [15]. This is because the teacher has not optimally involved the previous student experience
as the foundation of the new knowledge builder.
From the above exposures and comparing with the studies that have been conducted with respect to
the mental model, in which identification is done partially [16], [17], [18]. [19], [20], [21], so the
research has not given a complete picture of how to analyze the initial mental models that students
have in primary school. In addition, in relation to the mental model reality in Indonesia, there has not
been much research on the mental model of students in learning science [22]. Therefore, the question
that arises is how to analyze the students' early mental models on science learning in Primary School.
Regarding the question, diagnostic tests of mental models of students in the form of three tier test
through quantitative approach with descriptive method is used to analyze the initial mental model
students.
This type of research used quantitative approach through descriptive method. Quantitative descriptive
research is proposed to describe the phenomena as they are. Quantitative descriptive research does not
provide treatment, manipulation, but describes the condition as it is and the description uses size,
number or frequency [23]. The study was conducted in Elementary School 2 Windu Haji Kuningan
with a sample of 27 students of class V. To measure the initial mental model of students, researchers
used three tier tests. This refers from previous studies which describe that the mental models studied
from the learning process of children are dynamic and generative representations that can be
manipulated mentally to provide a causal explanation of physical phenomena and make predictions
about the physical world. The researchers used the multiple choice test of a three-course diagnostic
test to look at the student's mental model before learning [24]. In addition to these reasons, it is also
mentioned that the formation of a mental model can be constrained by one's high-level fundamental
beliefs. Therefore, a diagnostic test of three-their test is appropriate because not only the students
answer the questions given, butalso they must answer what the reason for the answer is and how their
mental state in a form of a confidence level choice.
The student's mental model mental diagnostic test consists of a series of questions in the form of a
three-tier test that includes four choices of answers, four choices of reasons and the confidence level of
student's answers [25]. The choice of answers is an early representation of the students' answers to the
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questions that are developed based on the concepts related to real life and always begin with a
problem. The choice of reasons was developed in the form of questions that contain the truth of the
concept so that later the answer of the reason choice can be categorized whether students really
understand the concept, do not know or misconception. Analysis of the answer of three-tier-test used
adoption combination analysis [26]. Below is a combination analysis table of three tier test answers:
Table 1. Combination Analysis of Three-Tier Test Answers

Category Answer Type
Know The Concept Correct answer + correct reason + sure
Do not Know Concept Correct answer + correct reason + not sure
Wrong answer + correct reason + not sure
Correct answer + wrong reason + not sure
Wrong answer + wrong reason + not sure
Misconception Wrong answer + correct reason + sure
Correct answer + wrong reason + sure
Wrong answer + wrong reason + sure

This study aims to measure the initial mental model of students by using three tier test. The three tier
test results are listed in table 2 below:
Table 2. Results three tier test

Code Mental Model Clasification
Know The Do not Know Misconception
Concept Concept
HE 0 0 10
SH 2 2 6
JM 3 1 6
NI 7 0 3
RA 4 4 2
NA 2 0 8
RT 1 0 9
ZA 4 3 3
SN 5 0 5
IS 2 1 7
RL 1 1 8
RW 3 1 6
AN 1 2 7
AR 1 6 3
AP 3 1 6
TA 1 1 8
MA 2 0 8
MI 1 0 9
DA 4 3 3
OS 2 0 8
ZE 2 0 8
LN 0 4 6
FR 1 0 9
NI 2 0 8
TA 1 0 9
NH 0 4 6
IM 3 1 6
Sum 58 = 21,1 % 35= 12,9% 177 = 66%
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Based on the above table can be seen calculating the percentage of mental models of students
through the item by using three tier test that is 21.1% who can answer the problem with the category
of knowledgeable, 12.9% next to the category unknowlegable and 66% are misconception.
Here is one example of a question answered by students in the category of knowledgeable.
Which of the following objects is the source of light?

Answers:
A. Battery
B. Earth
C. Lamp
D. glass
Reasons:
A. Because light sources are objects that can emit light themselves
B. Because the light source is the colored objects
C. Because the light source is a bright object
D. Because the source of light is objects that can be seen by the eye
How confident is your answer!
A. Sure
B. Very Sure
C. Not sure
D. Very unsure
The above question is one of the problems of 21.1% of the number of questions answered students
with categories of knowledgeable. This category measurement is based on both the accuracy of the
students in choosing answers and their reasons and beliefs are answered correctly. Here is one
example of questions answered by students in categories unknowledgeable.
Read the following discourse carefully!

One day Doni feeds the fish in his grandmother's pond. Because the fish is very much, Doni wants to
catch the fish. Doni thinks the fish pond is very shallow. When Doni puts his feet into the pond, Doni
is shocked it turns the pool inside. Which statement is correct from the above event?
Answer:
A. The bottom of the pond with clear water looks shallower than the actual depth
B. The bottom of a fish pond with clear water looks deeper than it really is
C. Doni is not careful to catch fish, therefore Doni is shocked and fell
D. The bottom of the pond with clear water looks the same as the actual depth
Reason:
A. Because light travels from a denser substance to a denser substance, so the light gets biased toward
the normal line.
B. Because light travels from a dense substance to a substance that is less dense, so light will be
biased near the normal line.
C. Because light travels from a denser substance to a denser substance, so light will be refracted away
from the normal line.
D. Because light travels from a dense substance to a substance that is less dense, so light will be
refracted away from the normal line.
A. Sure
B. Very Sure
C. Not sure
D. Very unsure
Example of the above is one of the problems of 12.9% of the number of questions answered
students with categories unknowledgable. Category unknowledgeable is seen from the answer reasons
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and levels of confidence of students such as: (1) correct answer + correct reasons + not sure, (2) wrong
answer + correct reason + not sure, (3) correct answer + wrong reason + not sure, (4) wrong answer +
wrong reason + not sure. Here is one example of a question that students answered in the
misconception category.
To make it easier for the driver to drive a vehicle, he uses a rearview mirror. So that the driver see the
vehicle behind clearly and thoroughly. What should the driver do?
A. The driver must replace his rearview mirror with a concave mirror
B. The driver must replace the rearview mirror with a more convex mirror
C. The driver keeps using the rearview mirror
D. The driver must replace the rearview mirror with translucent glass
Reason:
A. Because the more convex mirror the more clearly visible and thorough objects that are behind him,
because the convex mirror is virtual, upright and reduced so as to facilitate the driver in driving
B. Because the concave rearview mirror has a reflective surface of the reflecting surface so that the
shadow is virtual, upright and enlarged and facilitate the driver in driving
C. Because the flat rearview mirror can see the vehicle behind him in parallel to make it easier for the
driver in driving
D. Because the translucent rearview mirror can penetrate the shadow of objects that are behind and
and make it easier for motorists in driving
A. Sure
B. Very sure
C. Not sure
D. Very unsure
Examples of the above questions is one of the problems of 66% of the number of questions that
students answered with misconception category. These are seen from answers, reasons and levels of
student confidence: (1) Wrong answer + correct reason + sure, (2) correct answer + wrong / sure
reason, (3) wrong answer + wrong / sure reason. Based on the results of three tier tests, many students
respond accurately, but the reason is wrong and sure so that many students experience misconception.
Misconceptions are concepts that are inconsistent with scientific concepts [27]. This is related to
previous research which states that the many misconceptions found in science learning [13], [14], [15.]
Similarly, it was found that the initial mental model of students is still low so that there are many
students who experience misconception.
4. Conclusion
Based on the research and data research results, it can be concluded that the initial mental model of
students is still low. This is proven based on the results of three-tiers test showed that as many as 66%
of the students’ answers are misconceptions. Therefore, the researcher suggested to the next researcher
to do more research related to mental model of elementary school students.
5. Acknowledgments
The researcher would like to thank Dr.Phil Ari Widodo and Dr. paed Wahyu Sopandi as the
supervisors who has given further directions to teachers and elementary school students who have
participated in this research.
6. References
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interaction training for team adaptation to novel environments Journal of Applied
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[7] Wang C Y 2007 The role of mental-modeling ability, content knowledge, and mental models in
general chemistry students; understanding about molecular polarity (Disertation) Faculty of
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[8] Johnson-Laird P N 2013 Mental models and cognitive change Journal of Cognitive Psychology vol
25 chapter 2 pp 131-138
[9] Kucukozer H and Bostan A 2010 Ideas of kindergarten students on the day-night cycles, the
seasons and the moon phases Journal of Theory and Practice in Education vol 6 chapter 2
pp 267-280
[10] Azaiza I, Bar V, Awad Y, and Khail M 2012 Pupils’ explanation of natural phenomena and their
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[12] Harman G, Aksan Z, and Celikler D 2015 Mental models with influence the attitudes of science
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[14] Criado A M, and Garci’a-Carmona A 2010 Prospective teachers’ difficulties in interpreting
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[16] Kurnaz M A and Eksi C 2015 An analysis of high school students’ mental models of solid friction
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[17] Kurnaz M A and Emen A Y 2013 Mental model of the high school students related to the
contraction of matter International Journal of Educational Research and Technology vol 4
chapter 1 pp 1-5
[18] Meng-Fei Cheng, et al 2014 Developing explanatory models of magnetic phenomena through
model based inquiry Journal of Baltic Science Education vol 13 chapter 3 pp 351-360
[19] Aydeniz M 2010 Measuring the impact of electric circuit kitbook on elementary school children’s
understanding of simple electric circuits Electronic Journal of Education vol 14 chapter 1 pp
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[20] Ravanis K, Pantidos P, and Vitoratos E 2010 Mental representations in science education
(Visualization in science education) ed John K, Gilbert (Netherlands: Springer) pp 43-60
[21] Fleer M 2001 Determining childrens’ understanding of electricity Journal of Educational
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[22] Ekapti R 2016 Model mental dan pemahaman konsep tekanan siswa smp melalui problem based
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[23] Syaodih N 2006 Metode penelitian pendidikan (Bandung: PT Remaja Rosdakarya)
[24] Mansyur J 2010 Kajian fenomenografi aspek-aspek model mental subjek lintas level akademik
dalam problem solving konsep dasar mekanika (Bandung: Universitas Pendidikan Indonesia)
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[25] Treagust D F 1998 Development and use of diagnostic test to evaluate students’ misconception in
science International Journal of Science Education vol 10 chapter 2 pp 159-169
[26] Kaltacki D, et al 2005 Identifying pre- service physics teachers’ misconception with three-tier
test. On behalf of Departement of Secondary Science/ Math Education, Kocacli University,
Kocacli, Turkey pp 1-8
[27] Suparno, P 2005 miskonsepsi dan perubahan konsep pendidikan fisika (Jakarta: Grasindo)
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Development of integrated science teaching material energy

theme for VII grade junior high school by using four steps
teaching material development (4STMD)
M I Juarsaa, S Anwar, P Siahaan

Department of Science Education, School of Postgraduate Studies, Universitas
Pendidikan Indonesia, Jl Setiabudi no.229 Bandung
a)
E-mail: juarsaisha@gmail.com
Abstract. Science as a subject should be teached intact or integrated, not separated as biology,
physics chemistry, and earth and space so that students are able to know science integrally as a
knowledge. In this research, researcher developed integrated science teaching material by using
integrated model energy theme for VII grade. This teaching material developed by using
4STMD (Four Steps Teaching Material Development). The steps is consist of selection phase,
structuration phase, characterisation phase, and didacic reduction phase. The aim of this
research is to: develop this teaching material by using 4STMD; verify understanding aspect of
teaching material; and verify properness aspect of teaching material. Method of this research is
Research and Development (R&D). The result of this research is a teaching material with good
comprhension aspect and feasibility aspect.
1. Introduction
The subject matter of science in Junior High School (SMP / MTs) is an integrated science. Science as
a subject should be taught as a whole or integrated, not separated between Biology, Physics,
Chemistry, and Earth and space. Such a thing is intended so that students are able to know science
integrally as a knowledge [1].
Science learning which is presented in scientific discipline is considered too early for children aged
7-14 years, because children at this age are still in transition from the level of concrete operational
thinking to abstract thinking [2]. In addition, learners see the surrounding world holisticaly. Therefore,
science learning should be presented in an intact form and not partial. Energy and its changes material
is presented separately [2]. It allows for overlapping and repetition, thus requiring more time and
energy, as well as boring for learners. When overlapping and repeatable concepts can be integrated,
learning will be more efficient and effective.
Integrated science learning has 10 types of integration, those are: 1. Fragmented; 2. Connected; 3.
Nested; 4. Sequenced; 5. Shared; 6. Webbed; 7. Threaded; 8. Integrated; 9. Immersed; and 10.
Networked [3].
Intergrated model is one of the appropriate integration models to develop in Indonesia [2].
Integrated model is an integrated learning model that uses an approach of inter-field of study. This
model is attempted by combining the field of study by setting curricular priorities and finding
overlapping skills, concepts and attitudes in some subjects. To create a theme, the teacher must first
select the concept of several subjects, then link it in a theme to cover several subjects, in a themed
learning package [3].
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In the process of developing teaching materials, there are four steps that must be taken before the
material is worth presenting to the students. The four stages of developing the teaching materials are
Selection, Structuring, Characterization, and Didactic Reduction [4]. These four stages are referred as
4STMD (Four Steps Teaching Material Development). The selection stage is the process of sorting
and selecting the information required in the preparation of teaching materials. The selected
information is related to the selection of content or teaching materials materials from public or basic
textbooks which are then adapted to the curriculum. In addition, there is also a selection of value
aspects that are adapted to the concept presented. In the stage of structuring, a concept map, macro
structures, and multiple representations of pre-selected materials materials are created. Then at the
characterization stage, teaching materials materials are tested to a number of students to find out the
difficulty level of the text presented by the text that is considered difficult then enter into the next stage
of didactic reduction. At this stage, level of difficulty of teaching materials is reduced in a certain way
by considering the psychological and scientific aspects.
Based on these background, the research questions are: how to develop energy theme teaching
material for VII grade by using four steps teaching material development (4STMD)?; how is the
comperhension aspect of this teaching material?; and how is the feasibility aspect of this teaching
material? To solve these problem, researcher need to develop an integrated science teaching material
energy theme for VII grade junior high school by using 4STMD. This research focuses on developing
integrated science materials with energy theme for VII grade. The aim of this research is to: develop
this teaching material by using 4STMD; verify comprehension aspect of teaching material; and verify
feasibility aspect of teaching material.
2. Method
Research method used in this research is Research and Development (R & D). Research and
Development is a research method used to produce a specific product and test the effectiveness of the
product [5]. This research method is in accordance with the needs of researchers because this study
aims to produce and test the teaching materials of energy for VII grade. This research was conducted
at SMP 2 Panongan, Tangerang District with class VII 8 students as a subject.
By using the method of research and development (R & D), the research steps were done as
described below:
Data Design of Design

Problems
Collection Product Validation
Product Product Product

Usage Trial
Revision Revision Trial
Learning
Material
Figure 1. Figure of Steps of Research and Development Method [5].
2.1. Problems
Problems encountered include learning of energy and its change presented separately. This allows for
overlapping and repetition, which requires more time and energy, and is boring for learners. When
overlapping and repeatable concepts can be integrated, learning will be more efficient and effective.
So the researchers intend to create integrated teaching materials Integrated type of integration with the
theme of energy for Junior High School VII grade.
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2.2. Data Collection

In collecting this information, the first step of 4STMD (selection) is simultaneously performed. After
the presentation of the problem, then the next step the researchers collect various information to plan
products that are expected to solve the problem. The researcher conducted a literature review on
integrated science teaching materials, then did a literature review on the development of 4STMD
teaching materials and analyzed the step of making teaching materials using 4STMD. After that
researchers analyzed the content of Junior High School science subjects related with energy. Further
information will be used to design the product into a design of teaching materials.
2.3. Design of Product

After the collection of information which is also in line with the 4STMD selection step, a product
design is created based on the information collected. The product design was done in accordance with
the second process of 4STMD that is structuring. The design includes the making of concept maps,
macro structures, and multiple representations that the order of the material is in line with integrated
method. The teaching materials at the next stage will be validated.
2.4. Design Validation

Design validation is done by presenting experts to assess the products that have been designed. Design
validation is done in the discussion forum. After the design of teaching materials are discussed with
the experts, weaknesses in the teaching materials can be seen. So at this stage the design is improved
in order to reduce the shortcomings obtained during validation.
2.5. Product Trial

After being validated and revised, the teaching materials can be made in the form of teaching materials
designs. This stage is an activity to assess whether the design of teaching materials can be understood
by students or not. This stage is done in harmony with the third stage of 4STMD which is
characterization where at this stage students are given material per sub subject, after that the students
are asked to find the main idea and determine whether the material is easy or too difficult. After that
the data is collected for further refinement at the design improvement stage.
2.6. Product Revision

Once the design of the teaching materials is tested in the classroom, it can be seen whether the material
is understandable or too elusive. In tune with the last stage of 4STMD, that is didactic reduction. For
the learning material that is too difficult, the difficulty level was reduced in an appropriate way. There
are 8 ways to do didactic reduction include: Back to qualitative stages; Neglect; Use of explanations of
images, symbols, sketches, and experiments; Use of analogy; Use of historical development level;
generalization; Particularisation; And waiver differences in concept statements [5]. After the didactic
reduction stage is done, the instructional material design was made into the prototype of teaching
materials.
2.7. Usage Trial

After doing didactic reduction, the prototype of the teaching material is tested on the aspect of
comprehension and feasibility. Aspects of comprehension are tested by dividing the prototype into
sub-subjects contains of several paragraphs. Then the students are asked to write down the main idea.
While the feasibility aspects of teaching materials are tested with instruments based on the criteria of
the feasibility of teaching materials made by BSNP. The instrument is then given to teachers and
experts.
2.8. Product Revision

The usage trial result shown that the prototype of teaching material still have flaws and weaknesses.
This revision aims to determine the weaknesses that exist when testing aspects of understanding and
feasibility of teaching materials, so that they can be used for refinement and for further research.
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2.9. Learning Material (Finished Product)

If the prototype of the teaching material has been declared effective in its application, then the finished
product can be printed and used in any educational institution.
3.1. Development of teaching material based on 4STMD

Teaching material that was developed is an Integrated model based on Fogarty. The integrated model
represents a cross-disciplinary approach [3]. The integrated model blend some major disciplines by
setting curricular priorities in each and finding the overlapping concepts [3]. Meanwhile the
development of teaching material based on 4STMD was done through four steps.
In selection step, researcher did selection of content standard (standar isi) based on science curricula
and value related to to science content. The result of this step is two standart competency and 9
indicator suitable with energy theme.
Meanwhile the result of structuration step is a concept map, macro structure, and multiple
representation based on energy theme. Concept map made was a tree network type. Macro structure
made was consist of 31 proportion. And multile representation show macroscopic, submicroscopis,
and symbolic aspects.
In characteristic phase, based on 16 parts of teaching material, 13 of them are understandable and
the rest of them was difficult material.
Didactic reduction phase was done by reducting dificulty level of 3 difficult material. Carbohydrate
and protein part was reducted by neglection, meanwhile photosynthesis part was reduced by using
picture, symbol, and experiment.
3.2. Comperhension Aspect

The data was collected by using an instrument contains text of separated sub-subjects, students then
asked to write down the main idea of the text. The result of the understanding aspect of energy
teaching material which was developed through 4STMD was good understanding criteria with a
number of 76%.
3.3. Feasibility Aspect

Meanwhile the result of the properness aspect of energy teaching material which was developed
through 4STMD concludes that the component of content properness was 90%, language properness
was 100%, presentment properness was 100%, and printing properness was 75%. As a whole result,
the properness aspect was 90% with good criteria of properness.
4. Conclusion
The result of this resarch is an integrated science teaching material of energy that was made through
4STMD which consist of selection step, structuration step, characteristis step, and didactic reduction
step. Based on the discussion, this teaching material got a score of 76% that is included into good
understanding criteria, and got a score of 90% that is included into good properness criteria.
5. Acknowledgments
Authors would like to thank to author’s supervisor, Mr. Sjaiful Anwar and Mr. Parsaoran Siahaan for
guidance to conduct this research.
.
6. References
[1] Muji L 2012 Pengembangan Perangkat Pembelajaran IPA Terpadu di SMP. Journal of
Innovative Science Education. Vol 1.
[2] Pusat Kurikulum Balitbang Depdiknas 2007 Kajian Kebijakan Kurikulum Mata Pelajaran IPA.
(Jakarta: Depdiknas)
[3] Fogarty 1991 How To Integrate the Curricula. (USA: Skylight Publishing)
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[4] Anwar S 2014. Pengolahan Bahan Ajar, (Bandung: Program Pascasarjana Universitas
Pendidikan Indonesia)
[5] Sugiyono 2011 Metode Penelitian Pendidikan. (Bandung: Alfabeta)
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STEM approach based environmental to improving learning

outcomes and student character
S Nurkhalisaa) D E Mastura
Departemen of Integrated Science, Universitas Negeri Semarang, Jalan Sekaran,
Gunungpati, Semarang 50229, Indonesia
a)
E-mail: septialisa.sl@gmail.com
Abstract. The educational system needs to be made directed, guided, and there is continuity in
each system so that education can develop the potential of learners both in the affective,
cognitive, and psychomotor areas. Nowadays, the condition of education in Indonesia based on
the results of Trends in International Mathematics and Science Study (TIMSS) and Program
for International Student Assessment (PISA) is still far behind even with other countries in
Asia. Various approaches to learning have different effects in the learning process. The 2013
Indonesian curriculum provides teachers with the choice to choose appropriate learning
methods with student and student centre development. One of them are STEM aproach that can
improve learning outcomes. The purpose of this paper is to integrate STEM learning with
Environmental approach. This is qualitative study that used library research (literature). Based
on study, environmental-based STEM approach is one of the methods that can improve the
quality of education in Indonesia.
1. Introduction
Education is a conscious and planned effort and has a goal to materialise the learning process that
makes learners be active in developing themselves so as to be a useful person for the interests of many
people [1]. The purpose of National Education of Indonesia is stipulated in Undang-Undang Nomor 20
Year 2003 which describes the national education which aims to develop human beings as a person of
faith and cautious to God, having noble character, healthy, knowledgeable, capable, creative,
independent, and become citizen which is democratic and responsible through planned and systematic
educational activities. The educational system needs to be made directed, guided, and there is
continuity in each system so that education can develop the potential of learners both in the affective,
cognitive, and psychomotor areas [2].
The development of potential learners can be done during the learning process through the
development of hard skills and soft skills in accordance with the four pillars that are declared by
UNESCO there are learning to know, learning to do, learning to be, learning to live together [3].
However, the condition of education in Indonesia is still far behind even with other countries in Asia.
Based on the results of Trends in International Mathematics and Science Study (TIMSS) Indonesia
ranked 45 out of 48 participants with a score below the average score of 397 in the field of science and
mathematics when surveyed in 2015 [4]. In addition, the Program for International Student
Assessment (PISA), which is a study of science literacy students in various countries in the world in
2016 reported the results of science literacy students in Indonesia who ranked the bottom 10 of all
countries in the world who follow PISA with a score of 403 [5]. From the scores that have been
obtained indicates that Indonesian students in learning only able to remember scientific knowledge
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such as facts, scientific names, formulas and simple terms, to evaluate an event, to recognise simple
concepts but not yet able to apply in phenomena in everyday life [6 ], [7].
The ability of students in the learning process that has not been optimally influenced by several
factors both derived from students self-interest in learning, student motivation to follow the lessons or
external factors from one of them is the learning approach that used by teachers. A learning approach
that does not attract students to be active in the learning process and more dominated by teachers
makes student learning outcomes relatively low [8] [9], [10]. This causes students not to develop and
train their active thinking skills [11].
A variety of learning approaches can be used in the science-learning process but based on [1] study
comparing the Science Environment Technology and Society (SETS), Science Technology and
Society (STS) dan Science Technology Engineering and Mathematic (STEM) approach, the average
student is higher when using the STEM approach [1]. In addition, Ceylan (2014) states that learning
using the STEM approach improves scores on student tests. Education not only focuses on improving
learning outcomes that are cognitive and psychomotor aspects but also attention to the affective
aspects depicted in the character of students [12]. In this study will be discuss about how STEM-based
learning can affect student learning outcomes and how to implement environmentally-based STEM
learning.
2. Method
The author of this paper uses library research (literature). Research library is a writing method using
an object of research library is a writing method using an object of research studies that focus on
literatures.
Data processing is done by combining some of the information to be used as an
argument and perspective problems. Because of that, it can be said of data and information
processing techniques performed by the argumentative descriptive, with writing that is
descriptive, describing STEM and environmental learning.
3. Discussion
Various approaches to learning have different effects in the learning process. The 2013 Indonesian
curriculum provides teachers with the choice to choose appropriate learning methods with student and
student centre development [13]. Students will be more interested in following their learning to
participate in problem-oriented activities so that students will conceptualise effectively [17]. Learning
outcomes is terms used to find out which courses are in learning [9]. According to Hamalik (2001), the
learning outcome is a change of person after the learning process [14]. Based on Bloom's Taxonomy
the learning outcomes are divided into three spheres there are affective, cognitive, and psychomotor.
The cognitive domain includes six aspects of remembering, understanding, applying, analysing,
evaluating, and creating. Affective domains include attitudes, traits, feelings, interests, emotions, and
judgments about a thing or event, and in the psychomotor realm related to one is ability after fixing
something [10], [15]. In the world of education, learning results are usually affixed in the form of
symbols and numbers [9].
In addition to likes in the form of numbers and symbols, the character owned by students is also
one of the results of student learning. The character that must be owned by Indonesian students is
listed in the Regulation of the Minister of Education and Culture of the Republic of Indonesia No. 53
of 2015 on Student Passing Standard. The character is in line with education so that as a requirement
of graduation students must have a character that is incorporated in the Core Competence (Kompetensi
Inti) so that a learning is said to be successful students have a positive character in themselves [18].
Science for character development is very important considering the progress of products and
technology based on the development of science [19]. According Khusniati (2012) implements
character education in the learning process is done through three stages of implementation, planning,
until the evaluation stage. The planning stage is the earliest stage in character learning so that at this
stage it is also a learning model that can enable students to achieve the knowledge, attitude, and skills
to be achieved [20].
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The STEM approach is a learning approach that integrates science, technology, engineering and
mathematics so that STEM integrates several learning techniques and curriculum [1], [22] so that in
the STEM learning process students will be able to construct knowledge because of the STEM
learning process.
From the context of self-education, STEM as a science that is part of science which is a
phenomenon and phenomenon in it; Technology, transformation, innovation, modification of the
natural environment to facilitate human work; Techniques that applied knowledge in practice that to
assemble materials and natural forces to meet human needs; Mathematics is a branch of science
consisting of patterns, relationships and relationships [21].
STEM approach has steps in its implementation that are, (1) observation step; (2) asking
questions (science); (3) make a hypothesis; (4) analyzing and interpreting hypotheses, providing
innovations based on mathematical data; (4) wake up explanation (technology) and create (technique)
[1], [13], [22]. Several studies on STEM in Indonesia show that student learning outcomes have
improved as in table 1.
Table 1. STEM research in Indonesian

Source Result
Suwarna et al., (2015) STEM learning with Balloon Powered Car media
is able to increase student's motivation and
outcomes in final school examination because of
direct experience in engineering process
Afriana et al., (2016) Learning outcomes using STEM-based learning
model PJBL improve the science process of both
male and female students as well as increase
students' motivation and interest in learning
Ismail et al., (2016) STEM-based virtual lab with the theme of water
pollution can improve students' literacy skills.
Women's literacy rate is higher than that of men
[24].
Pertiwi et al., (2017) Critical thinking skills appear in students using
STEM-based student worksheet [23]
STEM application in Indonesia is still rarely done while learning using STEM can improve
student learning outcomes [21]. Suwarna et al., In 2015 conducted interviews to students after doing
STEM learning using Balloon Powered Car as a medium in learning. The result of the student
interview expressed the pleasure of following the learning. This indicates that with the learning
students are motivated to learn and have a good interest in the subject matter Motion Straight.
The Afriana et al. (2016) study found that there was an increase in the students' science literacy
during the learning using STEM-based PJBL model on Air Pollution material even in male and female
students getting different results. Female students tend to be higher in attitude and science literacy
because female students tend to be interested in the themes raised in the learning materials. This is in
line with Ismail et al's (2016) study which found that female students' literacy rates were higher than
men because female students tended to be superior to men in matters containing information recall
indicators, hypotheses, While male students are superior in matters that contain indicators of
remembering information in texts and raising scientific reasons.
The development of STEM-based student worksheet is done by Pertiwi et al., In 2017 which put
forward the character of critical thinking to the students. STEM-based student worksheet able to
improve the character and critical thinking skills in students are indicated by the fulfilment of critical
thinking indicators that are flexible thinking, thinking detailing, original thinking, thinking smoothly
improved. All of these indicators have been met by the students who have been able to interpret the
images, think of new applications on Static Fluid materials, be able to answer the questions of the
steps, as well as the students, are able to design their own design and step activities in an experiment.
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By using STEM approach in the learning process not only able to improve student learning
outcomes but also remain concerned about the characters to students, especially the environmental
cares. Environmental-based STEM learning can be done by selecting materials related to the
ecosystem and the environment. When implementing STEM with environment-based learning, it is
expected to instil an environmentally caring character in the students. The environmental character is
usually based on contextual learning methods because students will recognise the immediate
surroundings but with STEM learning teachers are expected to be able to insert an environmental
caring character in conveying learning and habituation in school activities.
To implement an environment-based STEM approach is done by inserting a student project that
aims to address problems in the student's environment. In the create stage, students are directed to
create a project that aims to address environmental problems so students will think about how to solve
environmental problems with the projects that students create.
4. Conclusion
Environmental-based STEM approach is one of the methods that can improve the quality of education
in Indonesia because not only to improving learning outcomes can also bring up a variety of characters
according to the goals of Indonesian education.
5. Acknowledgments
This research was conducted aspart ofthe professional development from reseacher that concern in
STEM learning and Department of Integrated Science, Faculty of Mathematic and Natural Sciences
Universitas Negeri Semarang.
6. References
[1] Ferdiansyah, I, 2015 Perbedaan hasil belajar peserta didik menggunakanpendekatan STS, SETS,
dan STEM pada pembentukan konsep virus Skripsi. (Jakarta: Universitas Islam Negeri Syarif
Hidayatullah)
[2] Triyanto E, Anitah S, dan Suryani N, 2013 Peran Kepemimpinan Kepala Sekolah dalam
Mengembangkan Media Pembelajaran sebagai Upaya Peningkatan Kualitas Proses
Pembelajaran. Jurnal Teknologi Pendidikan. 1(2): 226-238
[3] Yokhebed, Titin, Wahyuni E S 2016 Peningkatan Life Skill melalui Pembelajaran berbasis
Keunggulan Lokal Proceeding Biology Education Conference (Surakarta) 13(1): 455-460
[4] Provasnik S, Malley L, Stephens M, Landeros K, Perkins R, and Tang J H 2016 Highlights From
TIMSS and TIMSS Advanced 2015: Mathematics and Science Achievement of U.S. Students in
Grades 4 and 8 and in Advanced Courses at the End of High School in an International Context
(NCES 2017-002) (Washington, DC: U.S. Department of Education, National Center for
Education Statistics. Retrieved (31 Maret 2016) from http://nces.ed.gov/pubsearch)
[5] OECD, 2016 PISA 2015 Result in Focus https://www.oecd.org/pisa/pisa-2015-result-in-focus.pdf
(diakses secara online pada 31 Maret 2017)
[6] Wulandari N and Sholihin H, 2016 Analisis Kemampuan Literasi Sains pada Aspek Pengetahuan
dan Kompetensi Sains Siswa SMP pada Materi Kalor EDUSAINS. 8(1): 67-73
[7] Pratiwi Y I, Budiharti R, Ekawati E Y, 2014 Pengembangan Media Pembelajaran IPA Terpadu
Interaktif dalam Bentuk Moodle untuk Siswa SMP pada Tema Matahari sebagai Sumber Energi
Alternatif Jurnal Pendidikan Fisika. 2(1): 26-30
[8] Supardi U S, Leonard, Suhendri H, Rismurdiyati 2012 Pengaruh Media Pembelajaran dan Minat
Belajar terhadap Hasil Belajar Fisika Jurnal Formatif. 2(1): 71-81
[9] Mutakin T Z, 2013 Analisis Kesulitan Belajar Kalkulus 1 Mahasiswa Teknik Informatika Jurnal
Formatif. 3(1): 49-60
[10] Verada P F, 2016 Efektivitas Model Pembelajaran SPICS (Student Centered, Problem Based,
Interest, Confident, and Satisfication) terhadap Kemampuan Berpikir Rasional dan Hasil Belajar
IPA-Biologi Siswa Kelas VIII SMP Negeri 2 Gumukmas Jember Skripsi (Universitas Jember)
[11] Suparno 2011 Membangun Kompetensi Belajar (Jakarta: Dirjen Dikti Depdiknas)
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[12] Ceylan S, Ozdilek Z, 2015 Improving a Sample Lesson Plan for Secondary Science Courses
within the STEM Education Procedia - Social and Behavioral Sciences 177: 223 – 228
[13] Afriana J, Permanasari A, Fitriani A, 2016 Penerapan Project Based Learning Terintegrasi STEM
untuk Meningkatkan Literasi Sains Siswa Ditinjau dari Gender Jurnal Inovasi Pendidikan IPA.
2 (2): 202 – 212
[14] Hamalik O, 2001 Porses Belajar Mengajar (Jakarta: Bumi Aksara)
[15] Suparno 2001 Membangun Kompetensi Belajar (Jakarta: Dirjen Dikti Depdiknas)
[16] Marjan J, Arnyana I B P, Setiawan I G A N, 2014 Johari Marjan (2014). Pengaruh Pembelajaran
Pendekatan Saintifik Terhadap Hasil Belajar Biologi dan Keterampilan Proses Sains Siswa MA
Mu’allimat NW Pancor Selong Kabupaten Lombok Timur Nusa Tenggara Barat e-Journal
Program Pascasarjana Universitas Pendidikan Ganesha. 4: 1-12
[17] Ganyaupfu E M, 2013 Teaching Method and Students’ Academic Performance International
Journal of Humanities and Social Science Invention. 2(9): 2319-7714
[18] Ramadhana N, Ibrahim M, Agustini R, 2014 Perbandingan Hasil Belajar Biologi Melalui Model
Pembelajaran Kooperatif Tipe Make A Match dan The Power of Two pada Konsep Sistem
Ekskresi Siswa Kelas XI IPA SMAN 1 Sungguminasa Makassar Pendidikan Sains
Pascasarjana Universitas Negeri Surabaya. 4(1): 452-458
[19] Widiyatmoko A, 2014 Implementasi Modul Pembelajaran IPA Tema “Konservasi” untuk
Menumbuhkan Karakter Siswa. Proceeding Seminar Nasional Konservasi dan Kualitas
Pendidikan 2014 (Semarang/Universitas Negeri Semarang)
[20] Khusniati M, 2012 Pendidikan Karakter melalui Pembelajaran IPA. Jurnal Pendidikan IPA
Indonesia. 1(2): 204-210
[21] Suwarma I R, Astuti P, Endah E N, 2015 Baloon Powered Car sebagai Media Pembelajaran IPA
Berbasis STEM (Science, Thechnology, Engineering, and Mathematics) Proceed Simposium
Nasional Inovasi dan Pembelajaran Sains 2015 (Bandung)
[22] Syukri M, Halim L, Meerah T S M, 2013 Pendidikan STEM dalam Entrepreneurial Science
Thingking “EsciT” Satu Perkongsian Pengalaman dari UKM untuk Aceh. Aceh Development
International Conference (Kuala Lumpur: University of Malaya)
[23] Pertiwi R S, Abdurrahman, Rosidin U, 2017 Efektivitas LKS STEM untuk Melatih Keterampilan
Berpikir Kreatif Siswa Jurnal Pembelajaran Fisika. 5(2): 11-19
[24] Ismail I, Permanasari A, Setiawan W, 2016 Efektivitas Virtual Lab Berbasis STEM dalam
Meningkatkan Literasi Sains Siswa dengan Perbedaan Gender Jurnal Inovasi Pendidikan IPA. 2
(2): 190-201
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The development of test instruments to measure students’

scientific argumentation based on toulmin’s argument pattern
(TAP) indicators
U T Kurniasiha), Muslim, and Y Sanjaya

Program Studi Pendidikan IPA Sekolah Pascasarjana, Universitas Pendidikan
a)
E-mail: usthyanitinikurniasih@gmail.com
Abstract. The research aims to develop instruments for measuring scientific argumentation in
light topic. Students’ scientific argument is measured by using Toulmin’s Argument Pattern
(TAP) which includes claim, data, warrant, and backing. The method that is used in this
research is the Research and Development (R & D). The subject of this research is Junior High
School students of class IX D in Subang, West Java. The instrument of this research is written
test of scientific argumentation, in essay form as much as 32 items. Test analysis is performed
on the discrimination, difficulty, validity, and reliability aspect. The analysis result shows that
based on its difficulty, 87,50% is included into medium and 12,50% is easy. Meanwhile based
on its discrimination, 6,25% is included into excellent criteria, 71,87% is good, 12,50% is
satistifactory, and 9,37% is poor. The validity is 100% valid and reliability is 0,96 which
included into very high criteria. The result shows that this instrument can be used to measure
students’ scientific argumentation.
1. Introduction
Argumentation has important role on science because using scientific argumentation on science
subject is able to help student on building their own knowledge. Argumentation is an effort that is
done by a person to convey an argument with fact to strengthen the argument [1]. On delivering an
argument, student needs to give evidences (data) and an accurate theory to support their claim on the
problem. The aim of argumentation is to get the best idea between claim and clear evidence.
Argumentation is a thinking process that can be developed on intellectual activity. On developing the
ability of argumentation, there are process/stages that must be done to describe the relationship
between idea and evidence, that is a basic tool so student can validate the idea and evidence that is
pound [2]. Argumentation is a thinking process that can be developed on group discussion of
intellectual activity. On delivering an argument, student needs to give evidences (data) and theory to
support their claim through a problem. The student’s thinking ability is needed on analysis the
evidence and theory that have been given, so their argument could be accepted by others.
The student’s argumentation ability can be measured using instrument test on scientific
argumentation based on Toulmin’s argument Pattern (TAP). Regarding to Toulmin, the basic
components on scientific argumentation ability consists of claim, data, warrant, backing, rebuttal and
qualifier. Claim is a statement that is delivered by students through existing on scientific phenomenon.
Data is the unique evidence to support a claim. Warrant is the justification reason with knowledge of
claim. Backing is a support through a claim to make trust reason. Rebuttal is a protest through a claim.
Qualifier is a clarification that shows a reliance/dependence through a claim [3]. From six components
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on Toulmin’s argumentation, there are three components that is basic component such as claim, data
and warrant. The strong argument consists of backing that describe how does the authority of
argument give the validity to the core argument. The additional component that maybe appears on
argument is rebuttal or protest through a claim and qualifier or limited statement that describe a right
condition [4].
The aim of this research is to develop an instrument test to measure the student’s scientific
argumentation ability on light material. The ability aspect of argumentation consists of claim, data,
warrant and backing. The test instrument is developed based on the indicator of scientific
argumentation ability based on Toulmin’s Argument Pattern (TAP). On this research, the indicator
that is used on developing instrument are 1) making claim based on the problem, 2) writing and
analyzing data to support the claim, 3) describing the relationship data with claim, 4) justification to
support a claim. The scientific argumentation ability that is developed on this research is described.
The describing test is a test on question or command that is demand for sentence on description,
assessment, interpretation, etc. Making this test is easy relatively, but the result investigation need long
time period. The result from two persons or more will have variation. So, the result test on this
research is assessed from the rubric result on scientific argumentation ability that is adapted [5].
The instrument ability of scientific argumentation must be analyzed before to know the quality.
The analysis that is used is difficulty item, discrimination item, validity and reliability. In other words,
those instruments must be measured before. The question item which has low quality must be revised.
Question item that has high quality can be used to measure the scientific ability argumentation is to
have not too difficult and not too easy on their criteria, has good criteria, good validity and high
reliability.
2. Method
The method uses on this research is research and development (R & D) method by adapting 3D model
from 4D Thiagarajan model that is Define, Design, and Develop [6]. The procedure consists of: 1)
Devine is a preliminary stage aimed at establishing developmental requirements that include literature
studies, preliminary studies, establishing research objectives, and establishing competence. The
literature study is carried out by examining theories about the development of scientific argumentation
tests, science materials and previous relevant research. The purpose of the test assessment developed is
to measure students' scientific argumentation. The development of those instruments is doing based
on criteria and item test of Toulmin scientific argumentation that is called Toulmin’s Argument
Pattern (TAP) such as claim, data, warrant and backing. 2) The design stage is the stage that aims to
design the items of test questions including the preparation of the grille and the item. 3) The develop
stage aims to test the quality of the test. Test quality is tested by means of expert validation, revision
of improvement results, trials, analysis of test results and conclusions. The instrument on this research
is a written test of scientific argument ability for 32 items in light topic such as light reflection on
mirror (16 questions), refraction on lens (8 questions) and eyesight sensory (8 questions). The research
subject is students of class IX D in 2016-2017 at one of junior high school in Subang, West Java. The
population is 34 students.
3.1. Item Difficulty

Item difficulty on a question is proportion from all students who gives right answer on the question.
Item difficulty analysis means that to know the easy, medium and difficult item.
First stage to calculate the index difficulty is calculating mean on each question. Next stage is
calculating difficulty index on dividing mean with maximal item score. The high difficulty index
between 0.00 and 1.00 shows that the difficulty level on the question that he question with index 0.00
describes the question is too difficult, and index 1.00 illustrates that the question is too easy [7]. The
analysis result on difficulty item can be seen on figure 1.
.
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Item Difficulty
Easy Medium
12,50%
87,50%
Figure 1. Diagram picture with the result of analysis difficulty item

Figure 1 show that the analysis results of difficulty item. From 32 questions of argumentation
scientific ability test gotten the difficulty on 28 question (87.50 %) have medium criteria and 4
question (12.50 %) have easy criteria is number 5, 7, 19 and 29. Criteria is easy to be gotten if the
students or research subject answer more the item test and it can be seen that there are 4 items belongs
to easy criteria.
Difficulty item test results indicate that 87% of items are included in medium criteria. The item can be
used to measure scientific argumentation. This is in accordance with arikunto's statement that a good
item is a matter that is not too easy and not too difficult [7]. The overly easy items do not stimulate the
students to enhance the effort to solve them. Conversely items that are too difficult will cause students
to be discouraged and have no passion to try again because it is out of reach. Items that are considered
good are the items being. Easy items that are too easy or too difficult does not mean should not be
used.
3.2. Item Discrimination
Table 1 describes the result of discrimination of instrument ability on scientific argumentation.

Distinguishing capacity on question is the ability on question to differentiate between participate test
that have high ability with low student participate ability [8]. Distinguishing analysis means that to
know differentiate of students whom master the material or not.
Table 1. Data of Item Discrimination Test Result
Item Discrimination Item Discrimination Decission
Criteria Decission Criteria
No Index No Index
1 0,56 Good Used 17 0,61 Good Used
6 0,43 Good Used 22 0,38 Satisfactory Used
7 0,39 Satisfactory Used 23 0,40 Good Used
8 0,44 Good Used 24 0,75 Excellent Used
9 -0,05 Loosing Do not 25 0,58 Good Used
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Item Discrimination Item Discrimination Decission

Criteria Decission Criteria
No Index No Index
Upon Used
Do not Good Used
10 0,29 Satisfactory 26 0,50
Used
Do not Good Used
11 0,08 Poor 27 0,64
Used
Do not Good Used
12 0,03 Poor 28 0,53
Used
13 0,61 Good Used 29 0,72 Excellent Used
15 0,47 Good Used 31 0,31 Satisfactory Used
Table 1 shows that the result of distinguishing data. From 32 questions of the ability of scientific
argumentation is gotten 2 questions (6.25 %) has excellent criteria, 23 questions (71.87 %) is good, 4
questions (12.50 %) is satisfactory, 3 questions (9.37 %) is poor. From 32 questions of the scientific
argumentation ability can be used as instrument for 28 questions, meanwhile can not be used for 4
questions is number 9, 10, 11 and 12.
3.3. Validity
The quality on ability of scientific argumentation instrument is measured through validity test based
on the Content of Validity Ratio (CVR). CVR is a validity approach to know the question appropriate
with the component that is measured from expert’s judgments [9]. After all questions get score, then
the score is calculated with formula below:
where n2 is the amount of respondent with N as respondent total. If less than half of total respondent
states appropriate, so CVR is negative. If half from respondent total states appropriate, so CVR has
zero calculation. If all respondent states appropriate, so CVR has 1.00. If the amount of respondent
whom states appropriate more than respondent total, so CVR is between 0 until 0.99[10].
Instrument can be valid if the validation result bigger than CVR result. Based on the result of
validation analysis on instrument test of scientific argumentation ability, five experts gives result that
questions related to the concept that match with the scientific argumentation ability and indicator.
From those explanations above, it can be concluded that the instrument ability on scientific
argumentation consists of 32 questions and all is valid. The revision through some of questions has
been done on correction and comment by five experts such as: 1) fixing redaction and problem; 2)
checking the right answer; and 3) fixing unclearly picture.
3.4. Reliability
Reliability test is a consistency on a test as long as the test can be believed to get consistent score. The
reliability test of scientific argumentation ability uses Alpha formula below:
∑
Where r11 is wanted reliability ∑ is a variety score on each item and is a total variety. Then, the
counting result is consulted with table r product moment. If r calculate is bigger than r table so the
instrument is claimed reliable. Based on the result of reliability, r calculate is 0.96 and the result of r
table on significant is 0.05 of 0.32 so the instrument result of scientific argumentation ability is
reliable with the high criteria.
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4. Conclusion
Based on the analysis data and discussion, it can be concluded that written instrument test that is
developed is able to be used to measure the student’s ability on scientific argumentation on light topic.
It has been proved by the validity result and reliability with high criteria at 0.94.
5. Acknowledgments
The researcher delivers thanks to validator team for the discussion and suggestion toward the
instrument that developed by researcher also tall parties who have helped on this research.
6. References
[1] Yun S M and Kim H B 2014 Changes in Students’ Participation and Small Group Norms in
Scientific Argumentation Research Science Education Springer
[2] Berland and Hammer 2012 Framing For Scientific Argumentation Journal Of Research in
science Teaching 49 (1) pp 68-94
[3] Gray R Kang N H 2014 The structure of Scientific Arguments by Secondary Science Teachers:
Comparison of Experimental and Historical Science Topics International Journal of Science
Education.
[4] Kutalunga U et. al. 2013 Argumentation and Participation Pattern in General Chemistry Peer –
Led – Sessions Journal of Research in Science Teaching 50 (10) pp 1027-1231
[5] Muslim and Suhandi A 2012 Pengembangan Perangkat Pembelajaran Fisika Sekolah untuk
Meningkatkan Kemampuan Kognitif dan Keterampilan Berargumentasi Jurnal Pendidikan
Fisika Indonesia 8:174-183
[6] Thiagarajan S et.al. 1974 Instructional Development for Training Teachers of Expectional
Children (Minneapolis Minesotta Leadership Training Intstitute/Special education)
[7] Arikunto S 2012 Dasar-Dasar Evaluasi Pendidikan Edisi 2 (Jakarta: Bumi Aksara)
[8] Matlock S and Hetzel 1997 Basic Concept in Item and Test Analysis Paper Presented at The
Annual Meeting of The Southwest Educational Research Association
[9] Lawshe C H 1975 A Quantitative Approach to Content Validity paper Presented at Content
Validity II (Bowling Green State University: United States of America)
[10] Wilson F Robert et al. 2012 Recalculation of The Critical Values for Lawshe’s Content Validity
Ratio
1005
Integrated science teaching materials development themed

“Pameutingan river” by using four steps teaching materials
development (4STMD)
Y I Shofwati1, a) and S Anwar2
1
2
a)
E-mail: yiyanish@gmail,com
Abstract. Reaching the optimal educational process needs the optimal efforts of each main
component including the attention on the materials. Based on the preliminary studies, the
breadth and the depth of some teaching material are still inappropriate with the curriculum and
still improper to the scientific concepts. The developmental method used is the Four Step
Teaching Materials Development (4STMD) consisting selection, structuring, characterization,
and didactic reduction stages. This article is the first stage of it covering the selection and the
structuring stages. The selection stage begins by developing the scope of the material themed
“Pameutingan” River based on the curriculum. Next, developing the main concept sourced
from 10 national and international textbooks. The last, the values and the skills are developed
through those textbooks. The results of the first stage are the materials; the element,
compound, mixture, acid, alkali, physical and chemical properties, ecosystem and the
environment contamination. Besides, the results of the structuring stage are; the concept map,
macrostructure and the multiple representations. The result of these two stages is the teaching
material‟s draft. The research method used is the Developmental Research developed by
Richey and Klein.
1. Introduction
The learning process of the natural science based on the 2013 curriculum is an integrative or integrated
learning process that is applicative oriented, developing the thinking ability, learning ability, curiosity,
and developing the caring attitude and responsibility towards the social and the natural environments.
The achievement of the optimal teaching and learning process needs the optimal of each main
component of the learning process. One of the components which needs the special attention is the
teaching material because there are still amount of the teaching material which its depth and its breadth
are inappropriate with the level of the students thus it is difficult to be understood by the students [1].
The teaching material becomes the information source for the students to develop the knowledge and
their thinking skills. The number of the teaching material found in the field used by the teachers and
the students in the teaching and the learning process tend to refer to one science field only, thus the
presentation is separated from one field and the others. The limitation of the integrated teaching
1006
material demands the teachers to make their own teaching material based on the government
regulation of education and culture (permendikbud) no.16 in 2007. It states that teachers as the
professional educators have the ability to develop the teaching material based on the existing
mechanism by paying attention to the characteristics and the social environment of the students.
Four Steps Teaching Material Development (4STMD) is one of the methods to process the teaching
material to create the good quality of the teaching material based on the curriculum demands. It
consists of four stages, among others; selection, structuralization, characterization, and didactic
reduction[1]. It is compared to the other models of teaching material development, there is a stage
which differs them, a deductive reduction. The deductive reduction is an effort to reduce the level of
difficulties (complexity, abstractness, and the subtly) of a teaching material becomes easy teaching
material (simple, concrete, unpretentious). Since the successful of the students in understanding the
concept in the teaching material is determined by the students’ ability to save the abstraction concepts
in their cognitive structure, deductive reduction needs to be conducted psychologically. It means that
the material of the certain subject is processed based on the level and the ability of the students.
Some teaching materials resulted from the 4S TMD method shows the positive results, among
others ; the teaching material themed “the sea” developed by the 4S TMD method has the large effect
category of the effectiveness use as the teaching material[2]. The next, the teaching material themed
“the air” based on the religious value developed by the 4S TMD method is feasible to be used as the
companion science teaching material[3]. The similar result is also showed by the teaching material
themed “ the weather” developed by the 4S TMD method wich has a very feasible category[4].
Another result gathered using the teaching material themed “the global warming” developed by the 4S
TMD method that has the medium understanding of the text[5]. The presentation of the integrated
natural science teaching material begins with the phenomena around the students and describes it
based on the review from the biological, chemical, and the physical fields and the earth science and
space (Ilmu Pengetahuan Bumi dan Antariksa [IPBA]). One of the phenomena close to the students is
the Pameutingan River. Some main material in the junior high school grade VII that can be linked one
another, such as element material, mixture, environment, and ecosystem thus the Pameutingan River
teaching material can be created. This is the reason why the researcher conducted this current study to
develop the integrated natural science teaching material that the expected result can be used as the
companion book of the integrated natural science teaching material in the teaching and learning
process.
2. Method
The research and development conducted are based on the research development model developed by
Richey dan Klein [6]. In this case, the focus on the research and development consists of three stages,
among others; the design (the plan) means the activity to make the product design to be made. This
activity begins by analyzing the requirement needed by conducting the research and the literature
study. In this stage, the theme is decided, the Pameutingan River. The developmental stage is the
activity to create the product based on the design has been made. Besides, in this stage, the researcher
will develop the teaching material by using 4S TMD (Four Steps Teaching Material Development)
method which consists of four stages; selection, structuralization, characterization, and didactic
reduction stages.
The evaluation is the testing activity and assessing how high the product has been made, is is
fulfilling the decided specification or not? In this stage, the researcher will conduct the test of the
teaching material to be developed and conducting the revised on the result of the test. The trial of the
teaching material will be done by the students of the junior high school or MTS grade VII. The
students will be given the teaching material to be learned then will be given the test to evaluate the
level of their understanding of the teaching material given. Besides the students, the natural science
teachers will be asked to evaluate the feasibility of the teaching material developed. The stages of the
research and development can be seen in the image below:
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Figure 1. The flow of the teaching material developed by 4S TMD
The selection stage begins by continuing the choosing stage of the basic competence or Kompetensi
Dasar (KD) by developing the indicator from KD-KD chosen. To test the feasibility of the indicator
developed of the KD, the reviews by some experts are conducted. After gaining the KD and indicator
reviewed, the concept selection is based on the indicators is conducted. The concept selection is taken
from the sourced basic textbooks and the general text. In addition, the value integration to the concept
is also conducted. The integrated value is presented in the form of interesting information or
illustration for the students. To test the appropriateness between the concept, the indicator, and the
integrated value, the experts’ reviews are needed.
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The structuralization stage includes the preparation of the concepts map, macrostructure, and
multiple representations. The concept map as the part of the teaching material takes the role as the
relation guidance between the concepts in the theme of the Pameutingan river. The concept map
provides the general description about concepts integration [7]. The next, the arranged macrostructure
which shows the description of relationship among the topics [8]. The macro structure functions to
describe the systematic teaching material by considering the deductive elements thus the students are
easier to understand [9]. In the macro structure, the prepositions to be the topics of the teaching
material are written hierarchical.
The last task of the structuralization stage is arranging the multiple representations. One of the
ways to facilitate mental involvement in understood an idea is using the representation[10]. The
representation used is multiple representations [11]:
a. Macroscopic: the observable phenomena, including those related to the students’ daily experience.
b. Submicroscopic: based on the appropriate theories, it is used to explain the phenomena in
macroscopic.
c. Symbolic: the characteristics description of the theory using some medias such as pictures,
algebra, and certain symbols.
The structuralization of the teaching material has been done is reviewed by the experts. After that,
in the characterization stage, it begins by creating the characterization instruments in the form of main
idea and opinion/reaction of the students. The instrument created is tested in the field to some junior
high school students. From the characterization stage, it can be seen that the level of the difficulties of
the teaching material presented. The didactic reduction stage is conducted towards the difficult
concepts categorized. The difficult concept then categorized into involute, abstract, and complex
concepts. From the three categories, it is analysed and choose the appropriate way or the didactic
reduction technique to reduce the level of difficulties of the teaching material.
The object of the current research is the teaching material of the integrated natural science subject
in the junior high school themed “Pameutingan River”. The research subjects are the students of junior
high school grade VII who learn the integrated natural science teaching material by implementing the
2013 curriculum. The research is conducted in the SMPN 1 Bojongsoang, Bandung District. This
article describes the early stage of the teaching material development, the selection, and the
characterization stages. The next stage is still in progress.

The first stage in the selection process is deciding the basic competency and the indicator based on the
content standard and the 2013 curriculum that relates to the theme “Pameutingan River”. Based on the
basic competency, the identification of the needed concepts is conducted and to decide the appropriate
integration. The theme “Pameutingan River” is the result of the concepts integration based on the
result of the basic competency selection by using webbed integration model. The webbed model is one
of the teachings and learning patterns in the integrated learning which uses the topic of the theme to
integrate and link some linked concepts to be a set of learning [12]. The central theme can be taken
from the interesting and the challenging daily life of the students, thus it can attract the students‟
interest. The result of the basic competence analysis and the concept supporting the theme
“Pameutingan River” is presented in table 1.
Table 1. The result of the basic competence analysis and the concept supporting the theme
“Pameutingan River”
Basic competency Concepts

3.3 Explaining the mixture concept and the single substance  Element
(element and compound), physical and chemical  Compound
characteristic, the physical and chemical changes in daily  mixture
life.  Acid
 alkali
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Indicator:  physical characteristics

3.3.1 Identifying the existing elements in the water of  chemical characteristics
“Pameutingan River”  Physical change
3.3.2 Explaining the way to write the symbol of the element  Chemical change
3.3.3 Explaining the name and the simple chemical formula
3.3.4 Identifying the compound in the water of “Pameutingan
River”
3.3.5 Explaining the water of "Pameutingan River” as the
mixture
3.3.6 Identifying the acid level of the water in “Pameutingan
River”
3.3.7 Identifying the physical and chemical characteristics of the
water in “Pameutingan River”
3.3.8 Explaining the chemical and physical changes of the water
in the “Pameutingan River”
4.3 Presenting the result of the investigation or creation about
the nature of the solution, physical and chemical change,
or the mixture isolation.
Indicator:
4.3.1 Conducting the test on the acid level of the water in
“Pameutingan River”
4.3.2 Conducting the trial on the mixture isolation of the water
in “Pameutingan River”
3.7 Analyzing the interaction between the living things and the  Ecosystem
surrounding, also the dynamic population as the effect of  Biotic and abiotic
the interaction. factors
Indicator:  The interaction of the
3.7.1 Explaining the environmental concept of the living things with their
“Pameutingan River” surrounding
3.7.2 Identifying the components in the “Pameutingan River”
3.7.3 Identifying the interaction between the components in
the “Pameutingan River”
3.7.4 Explaining the human activity which can change the
environment in the “Pameutingan River”
4.7 Presenting the result of the observation towards the
interaction of the living things and their environment.
Indicator:
4.7.1 Making the interaction poster between the living things
and their environment.
4.7.2 Making the observation report about the environmental
damage in the “Pameutingan River”
3.8 Analyzing the occurrence of the environmental population  Water pollution
and its effects on the ecosystem.  The causes of Water
Indicator: pollution
3.8.1 Explaining the definition of “pollution”  The effect of the water
3.8.2 Identifying the pollution happening around the pollution
“Pameutingan River”  Countermeasures
3.8.3 Mentioning the sources of the pollution and the against the water
circulating pollutants in the “Pameutingan River” pollution
3.8.4 Analyzing the effect of the pollution occurs around the
“pameutingan River” for the health of the surrounding
community
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4.8 Making paper about the ideas to solve the pollution

problem in the surrounding based on the result of the
observation
Indicator:
4.8.1 Arranging a simple paper about how to fix the
environmental damage as an effect of pollution.
4.8.2 Designing the ideas on how to solve the environmental
damage in the „Pameutingan River”
The alignment between the concepts is illustrated by the spiders' web as in figure 2 below:
KD. 3.7 Analyzing

the interaction
between the living
things and the
surrounding, also
the dynamic
population as the
effect of the
interaction.
Pameutingan
KD. 3.3 Explaining the
mixture concept and the
River KD.3.8 Analyzing the
single substance (element occurrence of the
and compound), physical environmental
and chemical population and its
characteristic, the physical effects on the
and chemical changes in ecosystem.
daily life.
Figure 2. The Webbed model themed “Pameutingan River”
After selecting the gathered information, then digging the value related to the material so that the
developed teaching material not only presents the material knowledge but also can give the
meaningfulness towards the social life and the environment. In this stage, the collected information is
created or called as the Draft 1 of the teaching material, then it is reviewed by the experts. The reviews
include the appropriateness between the basic competence and the indicator, between the indicator and
the concept description, and between the material description and the related values. The collected
information or material then structuralized deductively according to the characteristics of the teaching
material. The purpose of the structuralization process is to lead students to learn partially from one
concept to the others, therefore, the students can understand the relation between the concepts.
In the structuralization, there are three stages must be done, such as; the first step is making the
concepts map. The concepts map created to give the relationship between the concepts in the teaching
material for the students. The concept map of the “Pameutingan River” is presented in figure 3 below:
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Figure 3. The concept map of the “Pameutingan River”
The second stage is making the macro structure. It is to describe the systematic presentation of the
teaching material by considering the deductive elements on the teaching material thus the students can
understand easily. The macrostructure in the "Pameutingan River” is presented in table 2 below:
Table 2. The macrostructure in the "Pameutingan River”
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After that, the multiple representation stages to present the concept in the form of (1) macroscopic
is the close phenomena and observable by the students, (2) Submicroscopic is the explanation of the
concepts theoretically to describe the present phenomena, (3) Symbolic is the concept explanation
related to the similarities, symbol, and images. The example of Multiple Representation of the
Pameutingan River is presented in table 3 below:
Table.3 The example of Multiple Representation of the Pameutingan River
Macroscopic Submicroscopic Symbolic
Have you ever observed the water The Element
in “Pameutingan River”? Is it look The element is the inseparable
clear or cloudy? What are the substance to be other
causes? substances by using the
Of course, you can observe the ordinary chemistry. The
recent condition of the water in the element is the pure substance.
“Pameutingan River” is cloudy and Until now, it is known about
smelled. This is caused by the 118 elements identified. The
mineral or the compound which ninety-three of them is found
consist of some elements in the naturally on the earth. The rest
water of the “Pameutingan River”. are made by the scientists. Of
It is coming from the waste the many elements, just five
produced by the human (industry, elements; oxygen, silicon,
household, and the agriculture). aluminum, iron, and calcium
which more than 90% as the
earth‟s constituent elements
including the oceans and the
atmosphere and just three
elements which more than 90%
contain in the human body;
oxygen, carbon, and hydrogen.
The result of the structuralization is used to arrange the systematic teaching material so that the
draft 2 of the teaching material is created. The systematics of the teaching material based on the
structuralization result can be seen in table 4 below:
Table 4. The result of structuralization stage
Topic Sub Topic Concept
Pameutingan River The constituent components of the element, the element
“Pameutingan River” symbols, the chemistry
formula and the
The Pameutingan River as the compound
mixture
The mixture, the kinds of
the mixture and the mixed
The characteristics of the water in separation.
the “Pameutingan River”
The physical characteristic,
the chemical characteristic
(the acid level), the
physical change, and the
chemical change.
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Topic Sub Topic Concept

Ecosystem of the The ecosystem components of the The biotic and the abiotic
“Pameutingan River” “Pameutingan River” components and the
interaction of the living
things with the
environment
The contamination od The ecosystem components of the The biotic and the abiotic
the “Pameutingan “Pameutingan River” components and the
River” interaction of the living
things with the
environment
The environmental
pollution, the kind of the
environmental pollution
The causes,the effect, and

thec ountermeasures
against the water pollution
4. Conclusion
The teaching material development themed “Pameutingan River” used the 4STMD method, different
from the teaching material development which used the other methods that are in the systematic gained
and good teaching material seen from the scholar side. It is caused by the development which follows
the structuralized and good stages. Besides, it also concerns to the cognitive and the phycological level
of the students. in addition, the theme “Pameutingan River” is developed specifically based on the
geographic condition where the students live and attend the school around the river area.
5. Acknowledgments
The author says thank you to Dr, Sjaeful Anwar,M.Si as the advisor and the developer of the 4S TMD
theory who has given the input and the direction in conducting this research. Thank you is also given
to Dr. Riandi, M,Si as the academic advisor who always gives support.
6. References
[1] Anwar S Pengolahan Bahan Ajar Bahan Perkuliahan SPS UPI 2014 Universitas Pendidikan
Indonesia Bandung p 1-5
[2] Hasyim A Pengembangan Bahan Ajar IPA Terpadu Tema Laut untuk Siswa SMP Melalui 4S
TMD in Science Education 2015 Indonesia University of Education Bandung
[3] Arifin Pengembangan Bahan Ajar IPA Terpadu Pada Tema Udara Berbasis Nilai Religius
Menggunakan 4S TMD in Science Education 2015 Indonesia University of Education
Bandung
[4] Inayah N S Pengembangan Bahan Ajar IPA Terpadu Dengan Tema Cuaca Menggunakan 4S
TMD in Science Education 2015 Indonesia University of Education Bandung
[5] Anwar K Pengembangan Bahan Ajar IPA Terpadu Menggunakan 4S TMD dengan Tema
Pemanasan Global in Science Education 2015 Indonesia Unversity of Education Bandung
[6] Richey R C, J D Klein, and W A Nelson Developmental research Studies of Instructional
Design and Development Handbook of Research for Educational Communications and
Technology 2004 2 p 1099-1130
[7] Novak J D A Theory of Education 1977 Ithaca NY Cornell University Press
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[8] Britt M A and J Sommer Facilitating Textual Integration with Macro-Structure Focusing Tasks.
Reading Psychology 2004 25(4) p 313-339
[9] Hasyim A Rancangan Pengembangan Bahan Ajar IPA Tema Laut untuk SMP Melalui Four
Steps Teaching Material Development Prosiding Simposium Nasional Inovasi dan
Pembelajaran Sains (SNIPS) 2015 p 605-608
[10] Johnstone A H The development of chemistry teaching a changing response to a changing
demand Journal of Chemical Education 1993 70(9) p 701–705
[11] Treagust D F, G Chittleborough, and T Mamiala The role of submicroscopic and symbolic
representations in chemical explanations International Journal of Science Education 2003
25(11) p1353–1368
[12] Fogarty R The Mindful School How to Integrate the Curricula 6 ed 1991 Palatine Illinois
IRI/Skylight Publishing Inc
1015
The use of interactive multimedia for increasing concept

mastery, critical thinking, and retention of the human
reproductive system concept at senior high school students
I Aripin
Program Studi Pendidikan Biologi, Universitas Majalengka Jl. KH. Abdul Halim No.
103 Majalengka 45418, Indonesia
a)
E-mail: i.arifin85@gmail.com
Abstract. The aims of this study were to examine the effectiveness of the use of Interactive
Multimedia in improving the mastery of concept, critical thinking, and student retention on the
concept of human reproduction system. The research design in this study was "pre test-post-
test control group design" with sampling technique of cluster random sampling, involving 82
students of class XI IPA. The data collected was the mastery of concepts, critical thinking, and
retention on the concept of the human reproductive system that use dynamic multimedia and
static multimedia. Instruments include objective test questions, questionnaires, observations,
and interviews. The Z test results and the Mann-Whitney test at α = 0.05 indicated a significant
difference in mastery of student concept with N-gain 0.50 in dynamic multimedia class and N-
gain 0.34 in static multimedia class. The students' critical thinking skills improved with N-gain
of 0.51 in dynamic multimedia class and 0.21 N-gain in static multimedia class. There was no
significant difference in retention of learners with dynamic multimedia and static multimedia.
The results of the questionnaire show that multimedia-assisted learning is favoured by students.
Observation analysis of dynamic classroom in learning activities was more active in learning
than static multimedia. Some of the obstacles encountered in computer-based learning include:
the limited number, the completeness of computers available in schools, the skills of teachers
and students using computers, as well as software resilience.
1. Introduction
The learning process is an interaction between the components of education. According [1] the main
components are; 1) students; 2) content / subject matter; and 3) teachers. In the interaction between
these components required facilities, infrastructure and environmental arrangement so that the learning
process can achieve the learning objectives that have been determined.
One of the teacher's duties is to deliver the subject matter to the students. Even though, [2] states
that the task of teachers not only deliver the knowledge but he must be able to transform to the
children in order to they able to think integral and comprehensive, to form the competence and
achievement of the highest meanings. Good teachers play a role in providing, showing, guiding, and
motivating the students to interact with the various learning resources [3].
The success of teachers in delivery of the material is very dependent on the smooth interaction
between teachers and their students. To overcome the limitations in the interaction requires an
intermediary / media. Computer-based or known as multimedia is a type of media that combines text,
sound impressions, vocals, music, animation and video with interactive software [4], [5].
1016
The results of [6] research concluded that the media has shown its role in helping teachers in
delivering learning messages to be faster and more easily captured by students. The media also has
positive and synergistic forces that are able to change the student attitudes and behaviour toward
creative and dynamic change.
Biology is a visual subject that often involves a complex sequence of events [7]. Therefore, it
needed the media to visualize, be heard, and able to describe complicated processes to be more easily
understood, and that role is possible with the use of multimedia. Edgar Dale at [8] predicts that the
acquisition of learning results through the sense of vision is about 75%, the sense of hearing is about
13% and the other senses are about 12%.
The process of biology learning conducted by teachers at the level of Senior High School is still
dominated by lecture method. Whereas the lecture method does not involve students actively in
learning, and the pattern of learning with the method is still a teacher centre, by conditioned the
students as the recipient of the lesson passively. The tendency of biology learning so far is that
learners only study biology as a product, memorize of the concepts, theories and the laws. This
situation is exacerbated by experimental or test-oriented learning. As a result the biology lessons as
processes, attitudes, and applications were not touched in learning [9]. The learning process that still
oriented to the mastery of theory and memorization will limit the development of his thinking [10].
[11] states that the aim of education is to develop a mature thinker who can use the knowledge in
real life. Education should be one of the rides in a process of forming a reliable thinker. One of the
effort can be done is to prepare a learning process that can train learners to develop high-level thinking
skills. Learning strategies should be able to facilitate learners to develop understanding, critical and
creative thinking skills, as well as problem solving and decision making.
Critical thinking is one of the skills that can be developed in the learning process. Critical thinking
is a reasoning and reflective thinking skill that is focused on determining what is believed and what to
do [12]. According to [13] critical thinking underlies three other pattern high-level thinking (creative
thinking, problem solving and decision making), it is mean critical thinking needs to be mastered
before reaching the other three high-level thinking patterns.
The results of the research [14], [15], [16], [17], and [18] show that learning using multimedia can
improve the mastery of concepts, generic thinking skills, critical thinking, and student retention. The
study’s of [19] about the use of animation in biology learning toward long-term retention shows that
the use of animation can help students retain information over the long term.
Biology lessons contain many abstract concepts such as reproduction system concepts. For
example, the process of ovulation and fertilization in the female reproductive organs is difficult to
study in detail because no direct object can be studied. Such conditions can cause difficulties for
students to master and understand difficult-to-observe concepts that can ultimately lead to
misconceptions [20]. Therefore, the concept of human reproduction is considered necessary to be
assisted by using animated illustrations for the concepts that are difficult to learn directly can be
simulated in the form of animation in multimedia programs. The use of animation in interactive
multimedia program is also expected to assist students in maintaining their retention, so that the
learning process is more meaningful in the students’ memory.
The advantages of multimedia include the involvement of organs such as the ears (audio), eyes
(visual), and hands (kinetic). The involvement of these organs makes information easier to understand
[21]. Multimedia excellence is expected to help the effectiveness of the learning process and delivery
of messages and content of the lesson at that time, but it will also provide the real concept of the
concept realistically.
The use of interactive multimedia in biology learning with all its advantages is expected to provide
a tangible contribution in an effort to improve understanding of concepts, critical thinking, and
retention of students especially on material about the human reproductive system. This research is
expected to be a model in the development of multimedia teaching materials that are effective in
improving the quality of biology learning at the high school level.
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The method used in this research is "Quasy experimental design" and design "pre test-post-test control
group design" [22], [23].
The subjects of this study are Senior High school students of class XI IPA SMAN I Jatiwangi,
which consists of two classes, with the number of each 41 students. Where class XI IPA 1 as a class of
comparison and class XI class IPA 3 as the experimental class.
Research data was collected by using the instrument, that: test in the form of concept
comprehension test and critical thinking in the form of objective test, questionnaire, observation and
interview. Test data were analyzed using Z test and Mann-Whitney test. In addition, observations,
questionnaires and interviews were analyzed qualitatively.

3.1 Result
In this research using two types of multimedia, they are dynamic and static multimedia. The
composition of these two types of multimedia can be seen in the following table.
Tabel 1. Comparation Dynamic Interactive Multimedia and Static Interactive Multimedia
Dynamic Interactive Static Interactive
No. Components
Multimedia Multimedia
1 Text 25% 50%
2 Animation 30% -
3 Audio 5% 5%
4 Video 10% -
5 Static image 7% 20%
6 Graphic 2% 1%
7 Symbol 6% 10%
8 Narration 10% 4%
9 Navigation 5% 10%
Table 1 shows the conclusion that the main component of dynamic multimedia is animation,
while static multimedia is a text narration. This multimedia is then implemented in different
classroom learning to analyze the impact of the application of both media.
The results of pre-test and post-test classes that are studied using dynamic multimedia
(experimental class) and static multimedia (comparison class) can be seen in Figure 1, which
shows that the concept comprehension in the experimental and comparative classes is not
significantly different. But the post-test experienced a significant difference in which the
experimental class obtained an average post-test of 64.93 and a grade class of 53.92. This is
reinforced by Mann-Whitney test results obtained by Z = -4.465 and A sym. Sig. 0.000 means
the two classes show significant differences in learning outcomes. From the N-gain test
obtained an increase value for the experimental class 0.50 and in the class of 0.34.
The results of the analysis on the improvement of student learning outcomes can be seen in
Figure 1. To find out that improvement of critical thinking ability is captured by using
multiple choice test grounded, the use of reason in each student's answer aims to show
students' reasoning ability in critical thinking on the concept of human reproduction system.
Thus the students do not answer the question by selecting the options that have been provided
but also able to describe the selected answer. The result of the students' critical thinking
ability test on the concept of human reproduction system can be seen in Figure 2.
1018
64,93
70
53,92
60
50
Average
40 29,07 30,39
30
20
10
0
Pre-test Post-test
Experiment Class Comparison Class
Figure 1. Bar chart of mean score of pre-test and post-test comparison
78,05
80
57,77 57,77
60
40,4
40
20
0
Pre-test Post-test
Experiment Class Comparison Class
Figure 2. Bar chart of mean score of critical thinking test
Figure 2 shows that the students' initial ability in the experimental class is better than the comparative
class based on the statistical test with the Z test obtained by the value of Z count ≥ Z table (5.56 ≥
1.96) which shows the difference of critical thinking ability in the experimental class and the
comparison class. Post-test the data indicate an increase of students' critical thinking skill score with
experimental class get average score of post-test equal to 78,05 and comparison class get average test
Ascore equal to 57,77. From the Mann-Whitney test obtained values Z = -6.205 and Asym. Sig 0,000
means the two classes show different test results where the experimental class gets N-gain (0.51)
better than the control class (0.21).
The use of dynamic multimedia and static multimedia does not have a significantly different impact
on student retention. From statistical test of Mann Whitney test with SPSS 18 obtained value of z = -
0.946 and A sym. Sig. 0.344, meaning there is no significant difference in retention of students who
learn with dynamic multimedia as well as static multimedia.
3.2. Discussion
From the results of this study, it is found that the use of dynamic multimedia is more effective in
improving conceptual understanding and critical thinking of students, it is same with the opinion of
[24] and Chia (2003) at [25] stated that the use of animation and video is more informative and
interesting for students, So students more able to interpret and remember the material presented in the
learning program.
1019
The advantages of dynamic multimedia, which is able to explain the changes of execution each
time more explicitly helps students in explaining the procedure sequence of events [26]. In static
multimedia understanding of concepts, as well as critical thinking of students is less developed so this
possibility occurs because students have difficulty understanding the material they learn. [27]
concluded from his research that the use of interactive animation (the step by step version) is more
effective and preferable to students than the continuous version of the animation in the study of PCR
(Polymerase Chain Reaction) method.
The superiority of mastering the concept and critical thinking of the experimental class is also
related to the motivation factor of learning as revealed by [28] that there are two influence factors of
learn, they are internal and external factors. Animation with all its advantages is able to attract
attention and motivate students [29].
The enhancement of critical thinking skills of dynamic multimedia classes is in accordance with the
opinion of Uhlig in [30]. That states that critical thinking that includes high-order thinking requires a
lot of cognitive resources. In addition, the characteristics of animation are also able to expand the
critical thinking horizon of students is important to improve students' critical thinking.
There is no significant difference in the retention rate of students who are learning with dynamic
multimedia or static multimedia, this is influenced by the type of media used in which the two classes
are equally using interactive multimedia is just that the display presented is different although the
material content remains the same.
Based on the results of interviews and questionnaires, students provide a positive response to the
application of biology learning using interactive media. Students also feel happy and helped by the use
of computer media in learning.
4. Conclusion
Mastery of student concepts about the human reproductive system that learn using dynamic
multimedia is better than the students who learn by static multimedia. Critical thinking skills in classes
that are learning by dynamic multimedia are more developed than the classroom learning by static
multimedia. There is no significant difference in using of multimedia on student retention in the
concept of the human reproductive system between students who studying with dynamic multimedia
and static multimedia. Students respond positively and they are pleased with the application of
computer-assisted in biology learning.
5. Acknowledgments
The authors would like to thank all who have supported in the publication of this paper, especially to
the Rector of Majalengka University. Prof. Dr. Ir. Sutarman, M.Sc and the Dean of Faculty of Primary
and Secondary Education Dr. Titien Sukartini, M.M.Pd for his support in publishing this paper, and
also for my beloved family.
6. References
[1] Ali M Guru dalam Proses Belajar Mengajar (Bandung: Sinar Baru Algesindo) p 4
[2] Mulyasa E 2007 Kurikulum Tingkat Satuan Pendidikan (Bandung: Remaja Rosda Karya) p 204
[3] Depdiknas 2007 Pendidikan Sains di Indonesia Berdasarkan Hasil PISA. Retrieved February, 7,
[4] 2011 from www.blogwordpress.com//Pendidikan Sains di Indonesia Berdasarkan Hasil PISA//
[5] Wahidin 2006 Metode Pendidikan Ilmu Pengetahuan Alam (Bandung: Sangga Buana)
[6] Munir 2008 Kurikulum Berbasis Teknologi Informasi dan Komunikasi. (Bandung: Alfabeta)
[7] Suhadah B 2003 The Rule Of IT/ICT Supporting The Implementation Of Competency-Based
Curriculum (Bandung: JICA)
[8] O’Day D H 2007 The Value of Animations in Biology Teaching: A Study of Long-Term
Memory Retention CBE-Life Science Education. 26, pp 217-223.
[9] Arsyad A 2007 Media Pembelajara ( Jakarta: Grafindo Persada) p 10
[10] Puskur 2007 Pelatihan Kurikulum Tingkat Satuan Pendidikan. Retrieved December, 20, 2010
from http:www.puskur.net
[11] Depdiknas 2007 Pendidikan Sains di Indonesia Berdasarkan Hasil PISA. Retrieved February, 7,
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2011 from www.blogwordpress.com//Pendidikan Sains di Indonesia Berdasarkan Hasil

PISA//
[12] Marzano R J 1988 Dimensions of Thinking: A Frame work for Curriculum and Instruction.
Alexandria (Virginia USA: Assosiation for Supervision and Curriculum Development)
[13] Costa A L 1985 Developing Minds: A Resource Book fot Teaching Thinking (Alexandria
: ASCD) p 54
[14] Liliasari 2009 Berpikir Kritis dalam Pembelajaran Sains Kimia Menuju Profesionalitas
Guru (Bandung :Proceeding Seminar UPI)
[15] Herlanti K 2005 Analisis dan Pemahaman Retensi Siswa SMP, Penggunaan Wacana
Multimedia “Berpetualang Bersama Mendel”. (Kajian Terhadap Teori Reduksi Didaktif dan
Pedagogi Materi Subyek) (Thesis SPS UPI Bandung: Not Published)
[16] Tapilouw F and Setiawan W 2008 Meningkatkan Pemahaman dan Retensi Siswa Melalui
Pembelajaran Berbasis Teknologi Multimedia Interaktif (Studi Empirik pada Konsep Sistem
Saraf” Jurnal Pendidikan Teknologi Informasi dan Komunikasi 1, (2), pp 19-26.
[17] Puspita G N 2008. Penggunaan Multimedia Interaktif pada Pembelajaran Konsep
Reproduksi Hewan untuk Meningkatkan Penguasaan Konsep, Keterampilan Generik, dan
Berpikir Kritis Siswa Kelas IX. (Thesis SPs UPI : Not Published)
[18] Sekarwinahyu M 2006 Pengaruh Pembelajaran Berbantuan Komputer (PBK) Interaktif
terhadap Pemahaman dan Retensi Mahasiswa Pada Konsep Subtansi Hereditas dan Sintesis
Protein. (Thesis SPs UPI Bandung: Not Published)
[19] Faizin M N 2009 Penggunaan Model Pembelajaran Mulitmedia Interaktif (MMI) pada
Konsep Listrik Dinamis untuk Meningkatkan Penguasaan Konsep dan Memperbaiki Sikap
Belajar Siswa (Thesis SPS UPI Bandung: Not Published)
[20] O’Day D H 2007 The Value of Animations in Biology Teaching: A Study of Long-Term
Memory Retention (CBE-Life Science Education). 26, pp 217-223.
[21] Puspita G N 2008 Penggunaan Multimedia Interaktif pada Pembelajaran Konsep Reproduksi
Hewan untuk Meningkatkan Penguasaan Konsep, Keterampilan Generik, dan Berpikir Kritis
Siswa Kelas IX. (Thesis SPs UPI : Not Published) p 2
[22] Arsyad A 2007 Media Pembelajaran (Jakarta: Grafindo Persada) p 172
[23] Fraenkel J C and Wallen N E 2006 How to Design and Evaluate Research in Education
(New York: McGraw-Hill, inc)
[24] Sugiyono 2009 Metode Penelitian Kuantitatif dan Kualitatif dan R&D. (Bandung: Alfabeta)
[25] Lowe R K 2003 Animation and Learning: Selective Processing Of Information in Dynamic
Graphics. Learning Instruction 13, 157–176.
[27] Lowe R K 2003 Animation and Learning: Selective Processing Of Information in Dynamic
Graphics. Learning Instruction 13, 157–176
[28] Yarden A 2006 Supporting Learning Biotechnological Methods Using Interactive and
Task Included Animations Earli. (30) pp 33-35
[29] Slameto 2003 Belajar dan Faktor-faktor yang Mempengaruhinya (Jakarta: Rineka Cipta) p 60
[31] Puspita G N 2010 Penggunaan Program Multimedia Interaktif dalam Pembelajaran Biologi
Retrieved Februay, 10, 2011 from:www.gitabiology@blogspot.com
1021
STEM-based learning to facilitate conceptual changes of

middle school seventh grade students in matter of
organization of living system
S Maryati1,2,a), N R Rustaman1, and L Hasanah1

1
Prodi Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl.
2
SMPN 1 Sukaresmi, Jl. Mariwati Km. 08 Desa Cikanyere Kec. Sukaresmi- Cianjur
Jawa Barat, 43254, Indonesia
a)
E-mail: maryatisri89@yahoo.com
Abstract. A study using weak experiment method on organization of living system topic was
carried out to investigate students’ conceptions, and to analyze the patterns of conception that
were occured in STEM-based learning. A number of seventh grade students in Cianjur district
was involved as research participant (n=17). Data were collected by using multiple choice tests
with multiple choice reasons for tracing changes in student conception before and after the
application of STEM-based learning, and then data obtained were analyzed qualitatively by
calculating the percentage. To determine the improvement of students’ conceptions, the pre test
scores and the student post test were analyzed quantitatively by using paired t test parametric
statistics. The patterns of students’ conceptions about organization of living system were
analyzed based on students’ conceptions of each sub-concept. Research findings have shown
that there were changes on students’ conception which varies for each sub concept; there was a
significant improvement of preliminary conception and final conception of students (Sig. 2
tailed = 0.00); four patterns of conceptual changes with percentage ranged from pattern
IV/changed into negative (7%) to pattern II/last positive (12%) to pattern I/changed into
positive (38%) up to pattern III/last negative (43%).
1. Introduction
The integration of Science, Technology, Engineering and Mathematics (STEM) has been an area of
interest since firstly discussed on education in the United States in the early 1990s [1]. This integration
is considered a solution to educational reform in the United States as people need good quality
workers with complex technology and skills engineering to be involved in high technology-based
economics. The main focus of STEM education is to prepare multi-disciplinary competencies for
students to meet labor requirements in the 21st century [1]. Effective STEM Education is critical to the
future success of students [2].
Currently, students’ interest in STEM fields in some countries such as the United States, United
Kingdom, Malaysia, and Indonesia has decreased, while the state and industry requirements for this
STEM field background are higher [3]. In addition, between science, technology, engineering, and
mathematics in the development of education and employment of the 21st century are mutually
required each other. Therefore, in facing the challenges of education and employment, we need tough
1022
learners to prepare themselves in these areas. One of ways is to introduce them to the STEM fields
through the integration of STEM education in primary and secondary education.
The development of science curriculum is conducted in order to achieve the dimensions of
knowledge competence, scientific work, and scientific attitude as daily behavior in interacting with
society, environment and technology utilization [4]. Assessment of knowledge competence is done on
the mastery of factual, conceptual, procedural, and metacognitive knowledge. The concept is a
packages of meanings that capture order (equality and difference), patterns, or relationships between
objects, events and other concepts [5]. Individual conceptions can change in many different ways. In
order for a concept to be mastered properly, students experience two kinds of adjustments. If a new
concept is learned by the student according to the concept he has already learned, then the student will
apply that knowledge to a new situation, whereas if the new concept is completely different from the
one the student already has, it needs to be changed so that the process of conceptual change occurs[6].
Conceptual change is the alteration of knowledge a person possesses with another new knowledge [7].
The instructional activity chosen to encourage this change of conception is an effective instructional
and student-centered activity [8]. Students' understanding of the concept of science in depth requires a
change of thinking pattern from applying conventional learning to innovative learning. Therefore, in
science learning the teacher should be able to act as a guideline to guide students to begin the learning
process [9].
Learning is the process of interaction of learners with educators and learning resources in a
learning environment [10]. The curriculum 2013 develops two learning processes, namely direct
learning process and indirect learning process. The process of direct learning is a learning process that
develops students' knowledge, thinking skills and psychomotor skills through direct interaction
learning resources that are designed in syllabus and lesson plans in the form of activity-based learning
activities [4]. One of the activity-based learning practices that can be developed is learning by
integrating Science, Technology, Engineering, and Mathematics (STEM).
There are several findings on STEM-based learning that have been implemented in Indonesia.
STEM-based science learning by using ballon-powered car as a medium can increase motivation and
creativity in learning science and students' understanding of the concept of linear motion and uniform
linear motion [11]. STEM-based learning can also increase students' scientific literacy. This is in line
with Afriana's finding that there was an increase in scientific literacy of students who were applying
the PjBL model with the STEM approach significantly higher than the learning model without the
STEM approach [12]. In addition, STEM learning on temperature material and its alteration with the
model 6E learning by designTM can improve students' scientific literacy [13].
One of findings on changes of students’ conception was students' conception profiles after learning
through CILS model was varied increased [14]. It is in accordance with Septiani’s findings that the
final conception of students after learning to use the phenetic approach was hugely increased in each
sub-concept [15]. Conceptual changes occurred to students taught by experienced teachers and
students taught by trainee teachers. In addition, the analysis results also indicated that a pattern of
conceptual changes in students that are change into positive, change into negative, last positive, and
last negative [8]. Another finding was that the process of learning based on bioinformatics has been
adequate to change the preliminary understanding of students into a varied final understanding
resulting varied levels of conceptual change as well [16].
In curriculum 2013, revisions regarding basic competencies that related to the theme of living
organization system was on the basic competence (3.6) Identifying living organization system ranging
from cell level to organism and the main composition of cell compiler, and basic competence (4.6)
Creating model of human/animal cell structure. Both competencies contain in the third and fourth core
competencies of seventh grade in middle school. Organization of living system material is one of
abstract materials. Moreover, there is a tendency for students to experience a wrong preliminary
conception of the material. To understand the difference between cell, tissue, organ, and organ system
in animals and plants, an adequate understanding of the properties and characteristics of the cell,
tissue, organs and system organ of animals and plants is required. Such understanding can be
cultivated by STEM-based learning through constructing structure model of animal or plant cells using
materials that are easily available in the environment so that students' understanding increases. There
1023
has been very little conducted on STEM-based learning in Indonesia, especially in relation to student
conception changes.
Based on those problems, it is needed to conduct the research on the use of STEM-based learning
to facilitate students’ conceptual changes.
The research method that used in this research was weak experimental where control group is not used
as treatment comparison [17]. The independent variable in this research was STEM-based learning on
living organization system material, and the independent variable was students’ conceptual changes.
The current research involved 1 (one) class of students who were exposed to STEM-based learning.
Student selection was not done by cluster random sampling; it was based on recommendation of the
classroom teacher who perceives the sample students used to have a wrong preliminary conception.
Therefore, the sampling technique that used was purposive sampling.
The research design was The One-Group Pretest-Posttest Design. In this case, there was one group
that was measured or observed before and after the treatment. The research was carried out in one of
middle schools in Cianjur district with the sample of seventh grade students academic year 2016 /
2017. The participants were one class of students in class VII A. In total, there were 17 students were
participated to the study.
The research instrument was the form of multiple choice items with included reasons amounted 30
questions. The test items were used to track students’ conception changes before and after applying
STEM-based learning on living organization system material. Before being used, the instrument was
validated by 5 experts who are researchers and lecturers; and 2 school teachers who have been
applying STEM-based learning. Afterward, the instrument was tested to students who have studied the
organizational of living system material.
To identify the preliminary concept and final concept of students on organization of living system
material, the data that obtained from pre-test and posttest results were analyzed qualitatively by
counting percentage (the amount of students with right answer in every item/ a total number of
students x 100 %). Every relevant concept of students to science concept was marked + (positive) and
- (negative) for irrelevant ones. The students’ answer is correct if both multiple choice item and its
reasons’ answers were correct [18].
To determine whether there are any differences and improvements on preliminary and final
students’ conceptions on organization of living system material after applying STEM-based learning.
The score of each student obtained from pre-test and post-test was analyzed quantitatively by using
parametric statistics because the data were normally distributed. Normality test of the data used
liliefors test. Scores of each student obtained from pre-test and pos-test were paired, then paired t-test
was conducted.
To analyze the conception patterns that might occur, students’ answers and reasons in each test
were analyzed based on pairs of students’ conceptions pairs on each test result. The patterns of
students’ conception about organization of living system were analyzed based on students’
conceptions in each sub-concept. The categories of student conception patterns are presented in table 1
below.
Table 1. Patterns of Students’ Conceptions

No. Conception Pair (X,Y) Pattern Annotation
Changed into positive
1 (-,+) I
(conceptual change)
2 (+,+) II Last positive
3 (-,-) III Last negative
4 (+,-) IV Changed into negative
1024

The application of STEM-based learning on organization of living system material was conducted for
6 (six) meetings. Before research participants were given the treatment, they were given pre-test
beforeh and which aimed to determine students’ preliminary conceptions. After pre-test was given, the
participants was treated STEM-based learning for 6 (six) meetings. The learning process was done by
using PjBL model that integrated STEM in cell model making. STEM based learning with PjBL
model consists of 5(five) steps, namely Reflection, Research, Discovery, Application and
Communication [19]. After given a treatment, post-test was conducted to determine their final
conceptions and students’ conception changes.
Students’ preliminary conceptions and final conceptions regarding organization of living system
material after STEM-based learning was analyzed qualitatively and quantitatively. The data were
firstly analyzed qualitatively (percentage). Students’ conceptions for each sub-concept of organization
of living system material are presented in the graph below:
100
90
80
70
60
50 Preliminary Cenception
40 Final Conception
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Note:
No. Sub concept No. Sub concept
1 Cell characteristics 9 Animal tissues
2 Prokaryotes and eukaryotes cells 10 Organ characteristics
3 Unicelluler dan multicelluler organisms 11 Plant organs
4 Structure and functions of parts of cell 12 Human and animal organs
5 Animal and plant cell structure 13 Organ system characteristics
6 Tissues characteristics 14 Human and animal organ systems
7 Plant tissues 15 Plant organ systems
8 Plant tissues systems 16 Organism
Figure 1. Students’ conception of every sub concept on organization of living system material.
Figure 1 shows students’ conceptions before and after STEM-based learning on organization of
living system material. The percentage of students who answered the answers according to the
scientific conception of all sub-concepts tended to increase from the preliminary conceptions to the
final conceptions. This is in line with findings from previous researchers that "... there was a tendency
to increase the number of students’ conceptions according to the scientific conceptions of pre-test and
post-test on each sub-concept of world of plants material" [15]. The same thing was also expressed by
Muhyar, "... the number of answers that students answered in accordance with the scientific
conceptions of almost all concepts tends to increase from the preliminary conception to the final
conception" [8]. This indicates that students experienced conceptual changes.
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The occurred improvement in every sub concept was not the same, because each sub concept has
varied difficulty level and material complexity, so that the increased understanding of students on
every sub concept was also different. The highest conception changes happened in animal tissues sub
concept. In this sub concept, the average percentage of students’ preliminary conception was 12 %,
then after STEM-based learning. Students’ final conceptions were increased significantly of 88 %.
This conception improvement occurred because, in learning process, every group observed the
difference in muscle tissues and draw it. Afterward, they explored further both from books and
internet about the each characteristic of tissues to strengthen the observation result. After that, the
groups presented the results, so that the concept can be obtained completely.
The lowest conception changes happened in cell characteristics sub concept. In this sub concept,
most of students had irrelevant preliminary concept with scientific concept. Only 24 % of students had
relevant concept with scientific conception. Students’ final conception had no significant increase,
only 29 % added. It is because most of students were still in the level of concrete thinking, so big
effort is needed to deliver the material with abstract characteristic such as cell concept. Based on
cognitive development by Piaget, it is known that an individual will be easier to understand concrete
concept than abstract concept. Therefore, the application of learning activities will be better if the
learning material served started from the concrete material to abstract material so that student will be
easily understand the material given [21].
To determine the significance of STEM based learning concept towards students’ conceptions, the
statistics test was applied. The result of normality test showed normal distributed in both preliminary
and final conceptions. The results of paired t test obtained value (-t count) -8.8999 which smaller than
(-t table) -2.120 and (sig.2 tailed) obtained 0.00 which lower than alpha 0.05. There was a significant
difference of students’ conception before and after STEM-based learning on organization of living
system material. In other words, after STEM based learning applied, students tended to experience
conceptual changes about organization of living system material. It is line with other previous findings
that “… students after learning by CILS model tended to experience conceptual changes about light”
[14]. The chosen instructional activity to encourage conceptual change to be happened is effective and
student-centered instructional activities [8]. STEM based learning is one of approaches with student
centered characteristic, so it can facilitate students’ conceptual changes. One of the advantages in
applying STEM approach in learning is to help students not only in developing their skills but also
building the awareness on the scientific concept and technique through experimental learning method
[1].
The conceptual patterns of students consisted to 4 (four) patterns as follows; pattern 1 (changed
into positive/conceptual changes), pattern II (last positive), pattern III (last negative), and pattern IV
(changed into negative). Students’ conception pattern organization of living system with STEM- based
learning stated in table 2. The highest average of students’ conceptions pattern was pattern III (last
negative) of 43 %. The data showed that still many students maintained irrelevant conception to
scientific conception even though STEM based learning has been applied. Pattern 1 (changed into
positive/ conception changes) was in the second order with the percentage of 38 %. The data showed
that students’ conceptual changes occurred although the amount was still under pattern III where
students preserved their irrelevant conceptions. Conception changes are related to the process to
overcome the difference between commonsense conception and scientific theory [20]. Conception
changes only happen when students have been started to see the world and developed their knowledge
framework based on scientific core concept in nature [7]. Hence, although there has been a change of
conception in general, but still needed to work harder to change the conceptions of students who keep
maintaining the concept that is irrelevant to scientific conception.
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Table 2. Recapitulation percentage of students’ conceptions pattern of each sub concept on

organization of living system
Conceptual Changes Pattern
(Preliminary-Final Conception)
No. Concept Sub Concept
IV
I (%) II (%) III (%)
(%)
1 Cell Cell characteristics 24 6 53 18
Prokaryotes and eukaryotes cells 29 3 68 6
Unicelluler and multicelluler organisms 50 9 35 6
Structure and functions of parts of cell 35 29 24 12
Animal and plant cells structure 48 17 29 7
2 Tissue Tissue characteristics 41 0 47 12
Plant tissues 39 2 57 2
Tissue systems of plant 53 0 47 0
Animal tissues 76 12 12 0
3 Organ Organ characteristics 24 6 71 0
Plants organ 18 12 65 6
Animal and human organ 41 21 32 6
4 Organ Organ system characteristics 18 12 65 6
system Human and animal organ systems 29 12 47 12
Plant organ systems 47 35 0 18
5 Organism Organism 32 12 44 12
Average 38 12 43 7
Conception patterns are explained in detail as follows.

Pattern of Conceptual I : Changed into Positive (-,+). Based on table 2, sub concept that has the
highest percentage of conception I pattern was animal tissues sub-concept of 76%. In sub concept, the
percentage of students’ preliminary sub concept was 12 %, then it was increased after learning to be
88 %. The lowest percentage of sub concept in plant organs and organ system characteristics was 18
%. Even though the average of conception 1 pattern was not as high as conception III, its amount was
not far (38 %). It was different with Septiani’s finding where this pattern earned the highest percentage
amongst others [15]. It happened because every student experienced different stimulus. Students
formed the conception that was appropriate to stimulus grouped by particular ways. The conception
leads to individual’s personal concept that was obtained after receiving and processing the new
information in his cognitive structure. The form of this conception cannot be received after getting
formal lesson only, but along with his experience. Therefore, there are relevant and irrelevant
conceptions to what the experts meant [21].
Pattern of Conception II: Last Positive (+,+). Conception II pattern is students’ conceptions
pattern that has characteristic of last positive, students’ conception which is relevant to scientific
concept is determined. The average percentage of conception pattern II was 12 %, percentage of
pattern II was not too high because students’ preliminary concept generally was irrelevant to scientific
conception. Sub concept which has the highest percentage for pattern II that is sub concept of plant
organ system of 35%. In this sub-concept, the preliminary conception of students has been much
relevant to the scientific conception. So, students can keep it after the learning process. The lowest
pattern for conception II was tissues characteristics and tissues systems sub concept of 0%. In both
sub-concepts, students tended to retain the concepts that are irrelevant to the scientific conception.
Pattern of Conception III: Last negative (-,-). The pattern of conception III was negatively
defensive. In this pattern of conception, students’ conceptions which are irrelevant to scientific
conceptions were retained in the final test. This pattern of conception earned the highest average of
43%. The high percentage of this pattern of conception showed that there were still many students
who answered wrong both on pre test and post-test. This happens because this material consists of
several abstract concepts. Kristianti reveals that the abstract concepts that exist in molecular biology
require multiple representations to help provide a picture of a concept from various schemes [16].
STEM-based learning has also made various representations, including through images, video and
1027
even modeling of cells. The results achieved cannot be separated from the level of students’
development who are mostly still in the concrete category. So, they were still experience difficulty in
understanding the abstract concepts.
Pattern of Conception IV: Changed into Negative (+,-). There was the conception change of
students’ conceptions with negative characteristic. The scientific conception of students turned into
irrelevant to scientific conception in post test. The average of this pattern was the lowest among other
patterns of 7%. The sub-concept that has the highest percentage for this pattern was cell characteristics
and organ systems sub-concept of 18%. While the lowest percentage obtained by plant tissues system,
animal tissues and organ characteristics of 0%.
4. Conclusion
Based on the findings and discussion, it can be concluded that there were changes of conceptions in
students varied for each sub-concept from preliminary conceptions to the final conceptions after
STEM-based learning on organization of living system material. There was a significant increase in
preliminary conception and final conception of students (Sig. 2 tailed = 0.00). This means that after
STEM-based learning, students tended to experience conception change on organization of living
system material. The pattern of conception found in sequence is pattern III (last negative) of 43%,
pattern I (changed into positive/conceptual change) of 8%, pattern II (last positive) of 12%, and
pattern IV (changed into negative) of 7%.
5. Acknowledgments
The author would thank to Directorate General of GTK Ministry of Education and Culture which has
been facilitating the author to study in Master’s Degree in Universitas Pendidikan Indonesia through
master’s degree qualification improvement for basic education teacher scholarship.
6. References
[1] Quang L X, Hoang L H, Chuan V D and Nam N H 2015 Integrated science , technology ,
engineering and mathematics (stem) education through active experience of designing
technical toys in vietnamese schools (British Journal of Education, Society & Behavioural
Science vol 11) pp 1–12
[2] Stohlmann M, Moore T J and Roehrig G H 2012 Considerations for teaching integrated stem
education (Journal of Pre-College Engineering Education Research (J-PEER) vol 2) pp 28–
34
[3] Syukri M, Halim L and Meerah T S M 1990 Pendidikan stem dalam entrepreneurial science
thinking “ escit ”: satu perkongsian pengalaman dari ukm untuk aceh (Aceh Development
International Conference 2013) pp 105–112
[4] Kementrian Pendidikan dan Kebudayaan 2016 Silabus Mata Pelajaran Sekolah Menengah
Pertama/Madrasah Tsanawiyah (SMP/MTs) Mata Pelajaran Ilmu Pengetahuan Alam
(Jakarta: Kemdikbud)
[5] Pines A L 1985 Toward a taxonomy of conceptual relations and the impilcations for the
evaluation of cognitive structures (Cognitive Structure and Conceptual Change) ed L H T
West and A L Pines (Florida: Academic Press INC) pp 101-116
[6] Rustaman N R 2000 Konstruktivisme dan pembelajaran ipa/biologi (Makalah disampaikan
pada Seminar/Lokakarya Guru-guru IPA SLTP Sekolah Swasta di Bandung 7 - 15 Agustus
2000) pp 1–10
[7] Ruhf R J 2003 A general overview of conceptual change pp 1–16
[8] Muchyar L D H, Widodo A and Riandi 2015 Profil perubahan konsepsi siswa pada materi
kependudukan dan pencemaran lingkungan (J Pengajaran MIPA vol 20) pp 65–75
[9] Sadia I W, Suastra I W 2014 Pengaruh model pembelajaran perubahan konseptual (e-Journal
Program Pascasarjana Universitas Pendidikan Ganesha Program Studi IPA vol 4)
[10] Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan
Nasional
1028
[11] Suwarma I R, Astuti P and Endah E N 2015 “ Ballon powered car ” sebagai media
pembelajaran ipa berbasis stem (science , technology , engineering , and mathematics)
(Prosiding Simposium Nasional Inovasi dan Pembelajaran Sains 2015) pp 373–376
[12] Afriana J 2016 Penerapan Model Pembelajaran Berbasis Proyek Dengan Pendekatan STEM
Untuk Meningkatkan Literasi Sains Siswa SMP Pada Tema Pencemaran Udara Dissertation
(Universitas Pendidikan Indonesia)
[13] Khaeroningtiyas N 2016 Pembelajaran STEM Pada Materi Suhu dan Perubahannya dengan
Model 6E Learning by DesignTM Untuk Meningkatkan Literasi Sains Siswa Dissertation
(Universitas Pendidikan Indonesia)
[14] Tomo 1995 Metode Konstruktivis untuk Membangkitkan Perubahan Konseptual Siswa dalam
Pengajaran IPA Dissertation (PPS, IKIP, Bandung.)
[15] Septiani L E S 2016 Perubahan Konsepsi Siswa pada Materi Dunia Tumbuhan Melalui
Pembelajaran Menggunakan Pendekatan Fenetik Dissertation (Universitas Pendidikan
Indonesia)
[16] Kristianti T 2016 Representasi Multipel Bioinformatika dalam Memfasilitasi Coceptual Change
Konsep Biologi Molekuler Dissertation (Universitas Pendidikan Indonesia)
[17] Fraenkal J R, Wallen N E and Hyum H H 2011 How to Design and Evaluate Research in
Education 8.ed. (New York: Mc. Graw Hill)
[18] Tsui C Y and Treagust D F 2010 Research in science & technological conceptual change in
learning genetics : an ontological perspective (Research in Science & Technological
Education) pp 37–41
[19] Laboy-rush D 2010 Integrated stem education through project-based learning. pp 1–10.
[20] Lappi O 1983 Conceptual change in cognitive science education - towards understanding and
supporting multidisciplinary learning (Cognitive Science)
[21] Dahar R W 2011 Teori-teori Belajar dan Pembelajaran (Bandung: PT Gelora Aksara Pratama
Erlangga)
1029
Profile of the system thinking skills of junior high school

students on the living organization system topic
I Sembiring1,2 a), N Rustaman1, and I Rohman1

1
2
SMP Negeri 15 Kabupaten Tebo, Jalan Padang Lama, Km 18 Desa Teluk
Singkawang, Kec. Sumay, Kab. Tebo 37273
a)
E-mail: ivasembiring@gmail.com
Abstract
Understanding complex living organization system required system thinking skills. Therefore,
analysing students’ system thinking skills on living organization system topic is an important
to research. This study involved 56 (Fifty-six) students from two junior high schools in
Bandung city. All of them have been acquired living organization system lesson. This study
was used a descriptive method. There were 20 (twenty) multiple choice items were used to
obtain the average of students’ system thinking skills. The research instruments were arranged
based on System Thinking Hierarchical (STH) model, which is divided into 3 (three) main
levels in a gradual difficulty level that is: 1) analysing system components; 2) synthesizing
system components; 3) implementing system thinking. Research findings show that the
average of students’ system thinking level belongs to very low category (average score = 51).
The results reveal that learning in schools has not been able to train students to think systems.
Therefore, there is a need for new approach to train the system thinking skills to the students.
1. Introduction
System thinking is a high-order thinking skill which requires the fulfilment of the demands of social,
environmental, technological and scientific progress [1, 2]. It involves the ability to observe systems at
various scales [3] and the ability to understand the root causes of complex problems [4]. With the use
of these skills, one can hope to better predict complex behaviors and, eventually, be aware to their
outcomes. Based on this reasoning, it could be strongly argued that all people in decision-making roles
should have a solid grasp on system thinking.
The field of science has many complex systems which are the core objects of investigation and
analysis in science. However, most science textbooks has been failed to help students in developing a
systematic and integrated understanding of complex phenomena [5, 6]. Science education should focus
on teaching complex systems because it represents a unified approach to understanding natural
phenomena. In addition, a complex system also contains important ideas that provide an alignment of
the context of the various fields of science [7]. However, most students do not develop such systems
of thought because their learning is focused on the components that make up the system rather than the
integrated process that builds the system [8].
As a biological system, living organization system has characteristics including: organization,
interaction, some hidden components, and dynamic processes. Organizations exist at various levels.
1030
Each level has a group of components acting in coordination among them. The interaction between
components allows a biological system to achieve balance. Without interaction, a system will not be
able to act more than the sum of its parts. Life systems are structured in such a way that structures and
processes occur at different levels of the organization. The organizational level is connected in the
cycle of mutual relations, creating a hierarchical system [9]. Thus, as a biological system, the living
organization system is an appropriate means of looking at students' systems of thinking.
Considering the importance of system thinking skills, this study intended to determine the profile
of students' system thinking skills. The results of this research are then used as a guideline in choosing
the appropriate model or strategy in the implementation of science learning that can train students’
system thinking skills. Students’ system thinking skills was explained by the Systems Thinking
Hierarchy (STH) [9, 10]. These models suggest that system thinking can be categorized according to
eight hierarchical characteristics or abilities, which were evidenced by students in an ascending order.
The characteristics are as follows: 1). identifying the components and processes of a system; 2)
identifying simple relationships among a system’s components; 3) identifying dynamic relationships
within a system; 4) organizing systems’ components, their processes, and their interactions, within a
framework of relationships; 5) identifying matter and energy cycles within a system; 6) recognizing
hidden dimensions of a system (i.e. understanding phenomena through patterns and interrelationships
not readily seen); 7) making generalizations about a system; 8) thinking temporally (i.e. employing
retrospection and prediction). The model’s eight characteristics are arranged into three sequential
levels: (A) analysing the system components (characteristic 1); (B) synthesizing of system components
(2, 3, 4, 5); and (C) implementation (6, 7, 8). Each lower level is the basis for developing the next
level’s thinking skills.
Fifty-six students from two junior high schools in Bandung city were participated to the study. All of
them have been acquired living organization system lesson. In this study, a descriptive method was
used in order to reveal the profile of students’ system thinking skills.
Twenty multiple choice items of system thinking skills have been used as the tool of data
collection. It was prepared by the researcher, have been examined by four professional educators in
this field and have been redesigned by the researcher in accordance with these professionals. The
reliability of the test was high and was measured to be 0.7. Those items test were adapted from System
Thinking Hierarchical (STH) model [9,10] and were distributed into three levels of system thinking
skills with increasing difficulty levels. These levels are: 1) analysis of system components), 2)
synthesis of system components, and 3) implementation. Each level is further divided into indicators
i.e.: the ability to identify the components of a system and processes within the system (4 questions)
(level 1); the ability to identify relationships among the system’s components (3 questions) (level 2);
the ability to identify dynamic relationships within the system (2 questions) (level 2); the ability to
organize the systems’ components and processes within a framework of relationships (3 questions)
(level 2); understanding the hidden dimensions of the system (2 questions) (level 3); the ability to
make generalizations (2 questions) (level 3); and the ability to predict the consequences that arise from
changes that occur in the system (4 questions) (level 3).
Students’ answers were analysed based on the system thinking level, 1 point is given for each
correct answer and 0 to either false. The raw scores were converted to a scale of 100, and the average
was categorized into very low to very high predicates according the following rules in the table 1 [11].
1031
Table 1. Students’ system thinking skills category.

System thinking skill score Category
86-100 Very high
76-85 High
60-75 Fair
55-59 Low
≤54 Very low

From the table 2, it can be seen that the highest average is level of analysis of system components
(average score = 56) and the lowest average is level of implementation of thinking skills (average
score = 45). It indicates that students’ knowledge of a system is based on understanding components
of the system, without an enough understanding of the causal relations between them. This is in line
with findings from previous researchers who also posed that students’ tendency to concentrate on
system parts, with little understanding of the way such parts interact within the system [2, 8, 9].
Although, understanding structures is a necessary prerequisite to perceiving function, knowledge of
the former does not guarantee understanding of the latter.
Table 2. The average score of the levels of system thinking skills.
Level of system thinking Item number Score per Score per level of
Indicator
skill indicator system thinking skill
a. The ability to identify the
A. Analysis of system components of a system
1, 2, 3, 4 56 56
components and processes within the
system
b. The ability to identify 51
relationships among the 5, 6,7
system’s components
c. The ability to identify 53
dynamic relationships 8, 9
B. Synthesis of system
within the system 51
components
d. The ability to organize 50
the systems’ components
and processes within a 10, 11, 12
framework of
relationships
e. Understanding the 58
hidden dimensions of the 13, 14
system
C. Implementation of f. The ability to make 44
15, 16
system thinking generalizations 45
skills g. The ability to predict the 35
consequences that arise 17, 18, 19,
from changes that occur 20
in the system
Average 51
1032
However, all average levels of students' system thinking skills still fall into the low category
(analysis of the system components) and very low (synthesis of system components and
implementation of system thinking skills). As the system thinking level increases, the number of
students possessing systems thinking skills decreases. The average of students’ system thinking skills
was still very low. These results indicated that teaching and learning materials used in school are still
not able to train students' system thinking skills. This is in line with findings from previous researchers
that “... junior high school students, who studied in traditional program, had very low system thinking
skills” [10]. If we want such skills to improve, it needs to be learned [12]. In other word, system
thinking skills cannot be developed without any particular approaches to train it [13].
4. Conclusion
Equipping students with system thinking tools is a powerful means of tangibly preparing students for
today’s complex interconnected world. The average result of students' system thinking skill was still
very low. It indicates that existing teaching materials and curriculum have not been able to train
students’ system thinking skills. Finally, it is important to consider effective ways of fostering system
thinking skills among students in more creative environments.
5. Acknowledgments
The authors would like to thank the Directorate of GTK Ministry of Education and Culture for P2TK
scholarship program 2015. All lecturers who validated the instruments, thanks to Mr. Suhara, Mrs.Lilit
Suryati, Mrs. Hernawati, Mrs. Meilinda Rolasmi. And, teachers of two schools which were being
studied, thanks to Mrs. Wiwin and Mrs. Rissa for giving the space and time to conduct this research.
6. References
[1] Constantinide K, Michaelides M & Constantinou C P 2014 Development of an Instrument to
Measure Children’s Systems Thinking (online: www.esera.org)
[2] Kali Y, Orion N & Eylon B 2003 Effect of knowlegde integration activities on students’
perception of the earth’s crust as a cylcic system Journal of Research in Science Teaching
40 545-65
[3] Plate R & Monroe M 2014 A Structure for assessing systems thinking The Creative Learning
Exchange 23 1-12
[4] Wiek A, Withycombe L, Redman C & Mills S B 2011 Moving forward on competence in
sustainability research and problem solving Environment Magazine 53 2 3–13
[5] Liu L & Hmelo-Silver C E 2009 Promoting complex systems learning through the use of
conceptual representations in hypermedia Journal of Research in Science Teaching 46 1023–
40
[6] Verhoeff R P 2003 Towards Systems Thinking in Cell Biology Education (Utrecht: Proefshrift
Universeit Utrecht)
[7] Goldstone R L & Wilensky U 2008 Promoting transfer by grounding complex system principles
The Journal of the Learning Sciences 17 465-516
[8] Hmelo-Silver C E & Pfeffer M G 2004 Comparing expert and novice understanding of a
complex system from the perspective of structures, behaviors, and functions. Cognitive
Science 28 127–138
[9] Assaraf O B, Dodick J & Tripto J 2013 High school students’ understanding of the human body
system Res Sci Educ 43 33-56
[10] Assaraf O B & Orion N 2005 Development of system thinking skills in the context of earth
system education Journal of Research in Science Teaching 42 518-60
[11] Purwanto M N 2008 Prinsip-Prinsip dan Teknik Evaluasi Pengajaran (Bandung: PT Remaja
Rosdakarya)
1033
[12] Assaraf O B & Orion N 2010 System thinking skills at the elementary school level Journal of
Research in Science Teaching 47 5 540-63
[13] Connel K Y, Remington S M and Armstrong C M 2012 Assesing systems thinking skills in two
undergraduate sustainability courses: a comparison of teaching strategies Journal of
Sustainability Education 3 ISSSN 2151-7452
1034
Survey about analysis of learning creativity as knowledge

material to increase the result of student’s learning
P L Y Kristian1,a), W Sunarno1, Cari2, and N S Aminah1

1
Departemen Pendidikan Sains, Universitas Sebelas Maret, Jl. Ir. Sutami No.
36A Kentingan, Jebres, Surakarta 57126, Indonesia
2
Departemen Ilmu Fisika, Universitas Sebelas Maret, Jl. Ir. Sutami No. 36A
Kentingan, Jebres, Surakarta 57126, Indonesia
a)
E-mail: piesoglotta@gmail.com
Abstract. The purpose of this research is to know how far the students of grade XI have
creativity as a reflection material to increase the students learning creativity. The method used
in this research is survey method. The research was performed on the students of grade XI of
SMA N Kebakkramat with forty students as the sample used. The technique of collecting data
used a test instrument of standard creativity which is free material. The survey result shows
that the creativity accomplishment of XI grade students for every framework is the curiosity
73%, imaginative 64%, challenged with complexity 71%, dare to take a risk 74%, and
respecting character 74%. This accomplishment is said as a medium category.
1. Introduction
Education basically is a process to help develop oneself, in order to be able face every change that
happens. To build Indonesian people, development in education is a good media and idea in creating
human resources. Therefore, it’s necessary to give a good attention, handling, and management in
education sector [1]. It is the important role of education sector to produce human resources who re
ready to take part in advancement to compete with other countries.
The students’ creativity is to plan or make a product [3]. The creativity in physics is needed to
observe-choose the tools and materials, to string up the tools and materials, to analyse data, to
conclude in solving problems in physics. For example, a high creative student, if he is given
applicative questions, he will be more adroit in deciding the steps to solve the questions [1][5] .
Creativity is a capability to imagine, interpret, and give ideas and an effort which has a creative power
to combine the previous exist elements so that the increasing of students’ quality in developing
themselves is achieved. A creative student is a student who has curiosity, is interesting to complex
assignments that give challenge, dares to take a risk, and doesn’t easily surrender [4]. Therefore, if
there’s a difficult enough problem in learning, a creative student can handle it. Several indicators of
learning creativity, they are: (1) having curiosity;(2) being imaginative; (3) challenged with
complexity; (4) daring to take a risk; (5) respecting [4]. If in teaching-learning process a student is
interested to a lesson and a teacher can deliver the material well, so the student’s interest will result in
a taught material comprehend.
The result of the research about learning creativity that was performed in SMA N Kebakkramat
shows that: 1) the learning is two courses but active students are still less than 40%. 2) the students
have discussed in a simple problem. 3) the study of physics is performed to use unlimited experiment
1035
and literature on knowledge and psychomotor. From the explanation, it’s known that a skill of
thinking, experience of learning and a student’s skill in solving a problem are not used maximal.
Based on the condition, the purpose of this survey research performed: 1) to know how far the students
have a creativity.2) to know the aspects of learning creativity which is not optimal.
Aspects which become the knowledge research in measuring the students’ learning creativity refers
to [4] about creativity development of a talented student are: curiosity, imaginative, challenged with
complexity, daring to take a risk, and respecting.
This research uses a survey research. The research was performed at SMA Negeri Kebakkramat. The
research was performed in May to April 2017. The technique of collecting data used observation about
students’ learning creativity. The research used standard test instrument made up by the researcher.

Figure 1 shows that There are five indicators in aspect of students’ creativity. They are curiosity,
imaginative, challenged with complexity, daring to take a risk, and respecting. The biggest percentage
is for the indicator of daring to take a risk and respecting. The smallest percentage is for the indicator
of imaginative. Attitude of a student who dares to take a risk and uphold his ideas although gets
challenges or critics, admits his mistakes, dares to accept a difficult assignment although there’s a
chance to fail, dares to question and puts forward a problem which the others don’t do, is not easily
influenced by other people, does believed things although other people disagree, dares to try a new
thing, dares to admit a failure and try again. The students’ behaviour who respects his own rights and
others’, himself and his achievements, other people, family, school and other education institution, and
friends, freedom but he knows that a freedom needs a responsibility, knows what really important in
life, respects the given chances, feels glad with appreciation on him. Imagination power is a reflection,
ideas, and unique thoughts that expand through the limit of human’s logical, and the final result is
aesthetics values that are processed by the brain to be something different that can be seen by the eyes
then can be felt by the internal sense (feeling). The seen behaviour of students is something thinking or
imagining things that are not occurred yet, thinking what if doing something that other people haven’t
done it yet, predicting what people say and do, having a feeling about something that is never
happened before, seeing things in a picture that other people don’t see, making a story about places
that have never been visited or occurrences that have ever been experienced. Based on the research
result, the aspects of students’ creativity of grade XI got percentage for indicator of imaginative is
only 64% which is medium. An effort is needed in increasing the students’ imaginative power for it’s
an important indicator in students’ learning creativity. To increase students’ imaginative power can be
started and trained from education institutions, creation, understanding and practices which are
creative, independent, complete with study and understanding that exacerbate imagination that is
frequently done agree with someone’s hobby, interest, and talent that can be developed [2].
76% 74% 74%

73%
74%
71%
72%
70%
68%
66% 64%
64%
62%
60%
58%
Curiosity Imaginative Challenged Daring to Respecting
with take a risk
complexity
Figure 1. Aspects of Students’ Creativity of SMAN Kebakkramat of Grade X1
1036
4. Conclusion
This research result shows that the students’ creativity achievement of grade XI for every framework
is curiosity 73%, imaginative 64%, challenged with complexity 71%, daring to take a risk 74%, and
respecting 74%. This accomplishment is medium category. This accomplishment is maxima less
because it’s influenced with some factors that are students’ experimental experience are still less, the
minimum of literature knowledge that is mastered by the students, the updated information had by the
students about scientific issues is still limited and the students’ skill in scientific behaviour is still
limited.
5. Acknowledgments
Thank you grant postgraduate 2017 PNPB UNS
6. References
[1] Birgili, B. 2015 Creative and Critical Thinking Skills in Problem-based Learning Environments
Online Submission, 2(2) 71-80
[2] Eckhoff, A., & Urbach, J. (2008). Understanding imaginative thinking during childhood:
Sociocultural conceptions of creativity and imaginative thought. Early Childhood Education
Journal, 36(2), 179-185.
[3] Ghufron and Rini 2011 Teori-teori Psikologi (Yogyakarta: AR-RUZZ MEDIA)
[4] Munandar, Utami. 2009 Pengembangan Kreativitas Anak Berbakat (Jakarta : Rineka Cipta)
[5] Türkmen, H., & Sertkahya, M. (2015). CREATIVE THINKING SKILLS ANALYZES OF
VOCATIONAL HIGH SCHOOL STUDENTS. Journal of Educational & Instructional
Studies in the World, 5(1).
1037
Transcendent science: a strategy model of inculcating

rububiyyah1*) value in the concept of light learning
A Supriatna1,a), S A Yudianto2, and W Sopandi3

1
Departemen Pendidikan Umum, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi
2
3
a)
E-mail: Ajat.Supriatna@student.upi.edu
Abstract. Based on the findings of a survey of 190 students at Islamic junior high school,
that level of students’ religiosity development at the lowest point that is 2.932 on a scale of 1-5
while the curriculum and the national education goals are making learners to have faith and
piety of God. The gap between that finding and the curriculum objective is a result of
disintegration (disunity) educational value of learning, especially in science learning. To
minimize that gap, value education, is aimed to produce such a product of value education
strategy to inculcate students’ values of rububiyyah on science learning. The effectiveness of
this strategy is measured using a scale of attitudes. It is illustrated the significance or the
degree of students’ needs in rububiyyah for science learning. Based on results using different
test shows that acquisition of rububiyyah value inculcation is significantly greater achieved by
the experimental group than the control. This study occupies research and development.
1. Introduction
The educational goal in Indonesia has focused on values, either on social, cultural, religious or
spiritual values. Among the documents of education policy, it is always emphasizing in value building
(Education Law No. 20 of 2003, Section 1 of Article 1, paragraph 1). In addition, the Education Law
No. 20 of 2003, Chapter II, article 3 confirms that the goal of national education, makes learners faith
and piety of God, noble, healthy, knowledgeable, skilled, creative, independent, and become citizens
of a democratic and responsible, it means that education has inherently oriented to value, and must be
ingrained and growing in awareness of teachers and students. To equip students with life skills and a
positive attitude, then education must even prepare values as guidelines.
It is also written in the curriculum in madrasah (Islamic school) that is integrated on each subject
included in science learning. Where this learning serves to increase students' awareness of the natural
order and beauty so compelled to love and glorify God as the Creator, through: (1) developing skills,
(2) developing attitudes and values, (3) inculcating scientific attitudes, (4) stimulating students
awareness of the importance of the preservation of nature and its resources, (5) drawing attention to
Refers to tawhid-ul-Rububiyyah (Oneness of Allah’s Lordship)

*
1038
the orderliness of nature and its beauty [1].

However, inculcating values in science learning into students’ mind is not easy. Survey of 190
students at MTs (Islamic junior high school) shows that the level of students’ religiosity development
at the lowest rank with a value of 2.932 on a scale of 1-5. This was followed by other aspects:
intellectual maturity at 3.08; knowledge and career preparation at 3.42; awareness of the
responsibilities at3.43; ethical foundation of life at 3.44; and the lowest is student's social role as a
man or a woman with a score of 3.48. Yet on the other hand, there is a lot of school activities aimed at
inculcating and developing values [2]. The survey also found that low level of students’ religiosity
development occurred in MTs, where incidentally had knowledge of divinity on the subjects of moral
theology. In fact, from the preliminary study, the teachers have a strong commitment to religion, and
are confident about the legitimacy of their role in inculcating values for life.
The crisis in science education emerged from the gap between the achievement of meaning and
social function of modern science, with the character of science learning is now more subject-matter
oriented [3]. In result, the teaching of science in schools failed to introduce the principles of value
especially with regard to the religious values. Science is finally seen as a single object, stand-alone
detached, subject only to the mechanism of natural laws. Science is about how nature works, not about
how to understand and interpret the facts of science. Science is not about the law of God in nature.
Based on the study above, it needs the right strategy for integrating science and students’ value of
rububiyyah in science learning. It is a way of formulating both educational value as the quest for
meaning and purpose as the core of the educational process. The strategy is designed to add depth and
breadth of understanding, acceptance of rububiyyah value and rububiyyah spirituality in students’
behavior. This strategy was later called as values education program on science learning, in which
students present the facts of science and encourage them to make connections between knowledge of
science with their religious experiences in life.
Theoretically, this study reinforces the theory for those who think that science and religion do not
contradict, do not walk alone (secularism) and also do not side by side (dualism). Science and religion
are integrated to form transcendental values. Nowadays, strengthening the theory of integration of
science and religion is very important when particular local values collide with each other as a result
of the globalization process. The theory of integration of science and religion is considered more
fundamental than the theory of science plus religion. Theory of science plus religion considered to be
vulnerable due to the religious values only in the form of attachment to science. Besides in schools,
these same religious values are also accepted by students outside the school with different orientations.
Conflicts of this value orientation could be offered or weaken the values which has been built at
school.
Practically, the study is useful for science teachers or social subject teachers and other
humanities. As known in the curriculum 2013, things are assessed on the students not only their
cognitive but also affective and psychomotor side. Spiritual attitude is for affective assessment. This
study could serve as a model for teachers to guide and develop the instruments of the spiritual and
social attitude research.
The method used in this study is the Research and Development (R & D) from Gall, Borg, and Gall. A
dissertation with R & D method should be tested with specific processes, and done thoroughly. This
process requires an outline step of the field tests, assessments, and modification to create products and
good educational programs. R & D process in this case worked to create guidelines for science
teachers in developing strategies to inculcate students’ values of rububiyyah. The steps are as follows:
1) Analysis of the study, the test needs, and the evidence concept, 2) Planning and design of the
product, 3) Preparation of product development, 4) Preparation of field test, 5) Revisions products, 6)
Test the pitch (playing field), 7) Revision of the final product and dissemination [4]. There are two
types of data generated, namely quantitative and qualitative data. The qualitative data generated from
interviews, observation and documents. The quantitative data resulting from the questionnaire at the
1039
time of the preliminary study and the results of significance test value through a Likert scale.
3.1. The process of Transcendent science education

To find a solution for some weaknesses in the implementation of the curriculum on science subject,
then this study is attempted to develop educational value strategies in accordance with the demands of
the curriculum, and based on theories. The first one is integration theory. Second, in that integrating
process used Kant's theory of the concept of the pure ratio with knowledge of apriori synthetic as the
basis of science. It is used as a bridge to connect the scientific knowledge with rububiyyah [5], and the
last theory from Phenix concerns about realm of meaning. The use of integration theory as the strategy
of value educational development is to emphasize that science is not value-free and reasonable
because the connection between science and religion can take the ways which called independence and
dialogue or integration way [6]. Integration tries to assimilate science and religion. According to this
way, the integration of science and religion lies at the point of the metaphysical basis so generally it is
theological. In addition to those two ways there is another way called Systematic Synthesis. This way
is for those who are trying to create a more coherent worldview elaborated within the framework of a
more comprehensive metaphysics [7].
To get rational knowledge, the ratio is divided into three stages of reflection [8]. First, at the stage
of sensory, knowledge is a synthesis of apriori elements (which precedes the experience) and
aposteriori elements (based on experience). The apriori is space and time, which shaped an empirical
data into a known reality. Tafsir says this stage as transcendental aesthetic [9]. Here, the students are
able to discover the facts and scientific concepts about light as the 'impression', or it simply called as
the stage of sensation.
Second, stage of intellect (verstand), knowledge is in the order of sensory data. In Linguistic, this
knowledge is a proposition or a decision. In logic, the decision is a proposition that consists of three
elements; subject, predicate, and copula. An apriori synthetic judgment is disputed by Kant. It would
be synthesized if the predicate adds something new to the subject, and becomes apriori if that new
things derived not from an experience. This apriori synthetic is often found in the natural sciences and
enable our cognitive progress. However we did not examine all the new events to certify this valid
decision. Is that possible? That may be for Kant, because in the reason there are some apriori elements
which he called as sensory-synthesized categories as an element of aposteriori. And this understanding
simply called as perception.
The last, stage of pure kindness (vernunft), knowledge is the decisions synthesis from the intellect
(verstand). It results the order of propositions or arguments. Tafsir named it as the idea or conception.
In this stage, aposteriori elements are not directly accepted, but indirectly from the intellect. Apriori
element at this stage is the idea that regulate proposition into an argument. This idea is only an
aspiration, just to ensure the unity of all forms of knowledge. Thus what we understand and describe
from empirical data cannot be touched, but only conceptions alone. At this stage, the idea that became
reference is synthesized with a proposition to produce a rational argument. This is a purely theoretical
knowledge.
This conception process does not just happened. For Kant, the ratio of concluding something
influenced by three ideas; the soul, the world, and God [10]. The soul idea states all the inner
symptoms, the world ideas expresses all physical symptoms, and the idea of God states all the
symptoms, everything that exists, both inner and physical. These transcendental ideas are apriori,
excluding our experience. Transcendental ideas are purely functioning regulative idea [11].
Because the ratio gets supplies from the intellect, and the intellect only transmit sensed-data, the
ratio can only produce conclusions from things that are visible only in the physical sense. The ratio
just takes the visible things into its focus. The ratio cannot reach things in themselves (noumena). The
world of the ratio is the physical world, not a metaphysical. If the ratio is used in science to assess
noumena, it will be misguided in antinomy. If the ratio is used in philosophy to analyze noumena area,
1040
Tafsir concludes that it will get lost in paralogism.

As for the discussion, researchers designed a treatment presentation begins with an opening slide
with giving title “Knowing God Through the reflection of light”. Considering the importance of a
graphic, then here researchers put someone in silhouette who stands and sees the universe. The graphic
is assumed would immediately give rise to the meaning of the graphic itself. As Phenix described,
graphic is different from the meaning of aural or contained in the art of music. Visual art is not
temporary. It will last long in the memory and keep repeating. The similarity with other art is a visual
art creates a single object that describes a significant pattern of subjective feelings. Finally, the
meaning of the visual arts emerged from the individuality and uniqueness [12]. By putting an image
like that one on slide 1, researchers assume that these images will last a long time in the students’
memory and will be able to bring meaning when one watches a sky full of twinkling stars, will soon be
associated with God as the creator.
Continued to slide 2, the researchers put two important points related to the material world and
one point for audio-visual media: What we see in nature is material. And this material is merely the
reflection of light featured with video 1 minute 36 seconds. In this second slide, researchers
deliberately only put up two important points related to the material world. For some students,
understanding the material would be difficult to comprehend and especially associated with the
reflection of light. A word 'material' may be studied using everyday and ordinary language that all
objects are visible and can be processed in the sensory. Understanding everyday language for Phenix
is to understand the rules of the language and is able to compile them into a discourse in conversation.
To ease the difficulties of using ordinary language (in this case the use of the term material),
researchers at the third point include a video about the material world. A short video with full-colored
illustrations and sounds will really help bring out the meaning related to the understanding of the
material world. It will be at least one more level up compared to understand written language.
Followed by the third slide, researchers focus on the reflection of light and the vision process. In
this slide, researchers also include instructional audio-visual media. With the video 1 minute 24
seconds, students are expected to understand and gather some scientific concepts that can be sensed by
them. It also includes an explanation of brain’s working can be described as the next slide (slide 4).
At this stage, students have been able to follow the stages of learning by giving them scientific
impressions. The students’ sense approach realize that light has some characteristics of scientific or
bound to the laws of nature which further affects the human visual sensory. What is seen by students
and all mankind’s in this world are just material things and the material is just a reflection of a light.
At this stage also students discover the science concepts about the mechanism of vision. From the
visual material provided to students, it appears they could easily collect scientific information about
how the sense of vision. Beginning with a collection of light called photons moving from the objects
(viewed) to the eye and penetrate the eye lens in which the photon is deflected and focused onto the
retina at the back of the eye. Here the light is converted into electrical signals and transmitted by nerve
cells to the visual cortex at the back of the brain.
After the first visual learning media which lasted for 01 minute and 24 seconds, students can
receive that light can be reflected all the objects, scenery, including a video that they have been
watched is directed to their eyes. At this stage, the researchers believe that the receiving process is
running. The process of receiving or also called rational abstraction stage informs that students are
trying to leave the impression of factual material things (imaterialization). They are invited to get out
of the habit of seeing process that was initially eye-tasked, it turns out that the light is important to be
processed by the eye. Explanation of the process of seeing had even become a metaphysical process, at
this stage still measurable or observable.
The students’ acceptance of seeing process would not be separated from the audio-visual media
that they saw when treatment delivering. Researchers deeply focus on this activity, there are two
things that can be drawn into the realm of meaning which will further simplify the analysis in this
study. The first thing about watching activity, the researchers try to dig deeper meaning of this
activity. There is empirical meaning, where meaning is made up of knowledge about the physical
1041
world, objects and human life. Through this meaning, one can examine the possibilities of empirical
truth is assessed based on the evidence, corroborated by certain data, and supported by a number of
specific analysis. The specific analysis here is certainly strengthened with regard to the second thing
that is media watched or visual media.
Not only the activity of watching that contains of meaning, the media object is also full of
meaning. For Phenix, there is meaning for each visual media, such as in his book Realm of Meaning,
Phenix categorizes visual into an aesthetic meaning. Researchers are purposely planned to categorize
visual learning media into the media which contains full of aesthetic meaning. Researchers are
intentionally select Harun Yahya movie [14] (highlighted into 1 minute 24 seconds) as a medium of
learning, some short videos were selected and used as learning materials for all of them represent a
meaning; ranging from color, illustration, motion, and language as a signal, all of the meaning
contained in this visual media is impromptu or refer directly to the object that comes to mind. Students
will instantly find scientific facts and suddenly absorb or accept what is described by the video. In
short, the meaning contained on the first visual video captured simultaneously with the process of
receiving or abstracting rational [13].
Followed by the video on the fact that almost all of the material that sensory/sensation processes
into the brain, then is the brain material? This video also makes clear that the brain is a material object,
or in other words, objects that can be seen, touched, kissed and felt. A simple example is to
take/dissect the human brain and the lifting of the head and keep it on the table, then the brain is only
material things were no different from any other material objects.
So when we look at the brain on the table, it means that the brain is being viewed by the brain or
anyone who saw anyone. Students finally were able to respond to questions at the end of the video
which lasted 01 minutes 21 seconds, if the brain is able to see the brain, and it was not brain where the
end place for material things, "who he is seeing, hearing, touching and feeling the taste and smell?
Who are these beings who think, reason, have feelings, and even said I was I?
They tried to respond the question with non-scientific response like ghosts, spirits, God and other
magical objects. Researchers are not surprised by the responses given by students, because this video
helps researcher to attract students behavior of rububiyyah, or this condition brings students at one
level above from receiving level, out of the sensory facts and try to bring out their apriori, or
researchers categorize knowledge on the slides 5 and 6 in the stage of conceptual transcendence.
Bakker says there are three results of the analysis of this stage, first, transcendental or ability to find
the notions that apriori synthesis of phenomena and in accordance to the demands of the moral,
second, transcendental deduction or ability to expand notions of apriori synthesis to other phenomena
and third, transcendental dialectic or reasoning ability to find a regulation for another [15].
Their response about the unseen world, or there is a dimension behind the material universe
would nearly reach the peak of the disclosure process values of students’ rububiyyah in learning
science. Before demonstrating the final video on the answer to that question, researchers deliberately
give a brief example of the link between the human as part of nature or not? If human are part of the
nature, anything contained in man is completely dependent on the laws of nature or scientific theory.
Most of students answered humans are part of the nature, or at least human and natural are
synergized/having mutual need. Researchers in this case quickly describe sleeping activity. If human
beings are part of nature with various explanations, including inhaled oxygen for living (conscious)
man, then how when they fall asleep (unconscious)? or with another example who set the rhythm of
the heart when asleep?
They smiled and responded by calling the name of God. Likewise also the final video with the
question who was I? The ending place for all material is God. The King of universe, Ruler of heaven
and earth, the absolute essence. Everything other than God is the shadows that He created. The
student's final response to the name of God would be based on a production ratio of conclusions.
According to Kant, in producing conclusions influenced by three ideas; the soul, the world and God.
This stage is called as meaningful learning. This learning approach combines conceptual structures
into a higher unity. The existence of the meaning behind the properties of light as a fact of nature is
1042
the values of rububiyyah in science. The significance of both science and students’ rububiyyah were
also quantitative measured using tests reasoned attitude.
Understanding of the slide 7 and 8 slide containing the concluding video is a final response of a
syntax strategy to inculcate students’ values of rububiyyah in science learning or there is an
integration of the students’ values of rububiyyah in science. The students finally have the depth and
breadth of insight about the values of rububiyyah in learning science. This phase can be said also as a
stage holding (or embracing). It is intended to further confirm the relation of God on science learning,
especially the properties of light. With this understanding and awareness, students admitted to the
existence of God as a form of monotheism. Students are able to respond there essence/beings that
everything, including the brain that is classified as material things. They realized that this material
world is only a shadow and of course there are set.
3.2.The significance and importance of value (Meaning of Students’rububiyyah)

The effectiveness of the strategy to inculcate students’ values of rububiyyah in science was calculated
by examining the difference between two averages through t-test on the level of significance of their
rububiyyah values. In addition to test the difference in rates meaningfulness students’ values of
rububiyyah in science learning, the data processing is also used N-Gain calculations with the aim of
comparing based on the categorization of the significance of the difference between the
meaningfulness of students is less, sufficient, and high.
Table 1. Comparison of N-Gain

Significance level of students’ Values of Rububiyyah In Science Learning
between Experiment Group and Control Group.
Experiment Comparison of N-Gain Control Group
Group (EG) N-Gain N-Gain (CG)
EG 01 0,47 0,18 CG 01
EG 02 0,38 0,20 CG 02
EG 03 0,36 0,19 CG 03
EG 04 0,33 0,20 CG 04
The table above showed that the point of N-Gain in the experimental class is between 0.30 and
0.70 [16]. It means that the level of significance of the treatment strategy model to inculcate students
values of rububiyyah in science learning come to the category of enough. As for the control class, N-
Gain is obtained entirely under 0.32. That is the level of significance of strategy models in control
class is significantly less.
The validation test of the significance level of rububiyyah values in the students between the
experimental group and the control group can be seen in Table 2 as follows:
Table 2. Test Results Validation Score Maximum, Minimal, and Average Experiment Group And
Control Group on Level of Meaning Values Rububiyyah Students On Science Learning.
V
ali
Control Score Score dit Experiment Score Score
N Mean N Mean
Group Min Max y Group Min Max
Te
st
Pretest 1 124 139 132,5333 Pretest 1 131 150 140
30 1 30
Posttest 1 138 158 145,8 Posttest 1 154 165 159,7333
Pretest 2 30 130 150 139,4667 2 Pretest 2 30 137 154 144,7333
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Posttest 2 137 163 150 Posttest 2 152 170 164,9667

Pretest 3 136 156 145,1667 Pretest 3 140 156 147,1333
30 3 30
Pretest 4 137 158 149,8333 Pretest 4 148 163 156,1333
30 4 30
From Table 2 above, after four validation tests, 124, 130, 136 and 137 were obtained for the
control group, and the scores were 131, 137, 140 and 148 for the experimental group. Then proceed to
see the difference of significance level between experimental class and control class. For that matter,
then tested t test statistic on control and experiment group which result will be seen as table 3 below.
Table 3. Test Result t in Control Groups (CG).

Std.
N Mean t Df Sig.
Deviation
Pretest 1_CG 132,5333 3,95434
30 -16,597 29 0,000
Posttest 1_CG 145,8 4,27019
Pretest 2_CG 139,4667 4,86177
30 -9,637 29 0,000
Posttest 2_CG 150 5,45831
Pretest 3_CG 145,1667 5,44618
30 -7,781 29 0,000
Posttest 3_CG 153,9667 5,6476
Pretest 4_CG 149,8333 5,21988
30 -11,775 29 0,000
Posttest 4_CG 158,9667 4,59748
Table 3 above shows that there is a difference between the pretest and posttest control groups.
The statistically significant (Sig) calculation results from the four validations yields a value of 0.000
less than the alpha level of 5% or 0,000 <0.05, then there is a less significant change between prettest
and posttest control group in the class that does not use the strategy model Instilling students
rububiyyah values on science lessons. To know t test of experiment group score (EG) can be seen in
table 4 below.
Table 4. Test Result t in Experiment Group (EG).
Variable N Mean Std. Deviation T Df Sig.
Pretest 1_ EG 140 3,74166
30 -23,965 29 0,00
Posttest 1_ EG 159,7333 3,21562
Pretest 2_ EG 144,7333 4,79895
30 -18,115 29 0,00
Posttest 2_ EG 164,9667 4,38244
Pretest 3_ EG 147,1333 4,90414
30 -20,13 29 0,00
Posttest 3_ EG 168,5333 4,00632
Pretest 4_ EG 156,1333 4,09990
30 -18,858 29 0,00
Posttest 4_ EG 176,8333 4,01792
Table 4 shows there is a significant difference between pretest and posttest experimental group.
The statistically significant (Sig) calculation result of the four validations yields a value of 0.00 is less
than the alpha level of 5% or 0,000 <0.05, then there is a significant change / difference between the
prettest and the experimental group posttest on the strategy model of embedding the value - student
1044
rububiyyah value in science lesson. While knowing t test of combined pretet score between
Experiment Group (EG) and Control Group (CG) can be seen in table 5 below.
Table 5. Test Results t Pretest Score Experiment Group (EG) and Control Group (CG).
Variable N Mean Std. Deviation t Df Sig.
Pretest 1_CG 132,5333 3,95434
30 -7,512 58 0
Pretest 1_EG 140 3,74166
Pretest 2_CG 139,4667 4,86177
30 -4,223 58 0
Pretest 2_EG 144,7333 4,79895
Pretest 3_CG 145,1667 5,44618
30 -2,934 58 0,005
Pretest 3_EG 147,1333 4,90414
Pretest 4_CG 149,8333 5,21988
30 -5,199 58 0
Pretest 4_EG 156,1333 4,0999
Table 5 above on the t test of the pretest score of the control group and the experimental group,
based on the statistically significant (Sig) results from the four validations yielding a value of 0.000
less than the alpha level of 5% or 0,000 <0.05, there is a change Which is significant between the
pretest of the control group and the experimental group on the strategy model of instilling student
rububiyyah values in science lessons. To know the t test the combined posttest scores between
Experiment Group (EG) and Control Group (CG) can be seen in the following table 6:
Table 6. Test Results t Posttest Score Experiment Group (EG) and Control Group (CG).
Std.
N Mean t Df Sig.
Deviation
Posttest 1_KK 30 145,8 4,27019 -
58 0,000
Posttest 1_KE 30 159,7333 3,21562 14,277
Posttest 2_KK 30 150 5,45831 -
58 0,000
Posttest 2_KE 30 164,9667 4,38244 11,711
Posttest 3_KK 30 153,9667 5,6476 -
58 0,000
Posttest 3_KE 30 168,5333 4,00632 11,522
Posttest 4_KK 30 158,9667 4,59748 -
58 0,000
Posttest 4_KE 30 176,8333 4,01792 16,027
Table 6 above on the t test of the control group's posttest scores and experimental group, based on
the statistically significant (Sig) calculation results from the four validations yielding a value of 0.000
less than the alpha level of 5% or 0.000 <0.05, there is a change Which is significant between the
control group posttest and the experimental group on the strategy model of instilling student
rububiyyah values in science lessons.
In the theoretical framework has been mentioned that there are 10 rububiyyah values inherent in
the name of God as Rabb. On the basis of rice, these values are contained in the instrument, at least
three important values are contained: 1) the value of God as the Ruler, 2) the value of God as the
Ruler, and 3) the value of God as the Sustainer.
1045
1. Based on the picture, the proper order of the light path is:
Sun - tree – child, so that a child can see the tree. This is
because some of the light that is reflected by the tree falls
right in the child's eyes.
1
The fact of light can be reflected is evidence of the value of God's maintenance of rububiyyah
on the process of someone’s seeing.
SA A N D SD
That is because
A. Nothing to do with Religion (rububiyyah values)
B. Nothing to do with science
C. Science and Religion are two separate things
D. Science and Religion are two aspects of different studies
E. Science and Religion are two things in accordance
Researchers need to explore more deeply about the meaning of students' responses to the
experimental group. With this analysis, it is expected that the development of strategies to inculcate
students' rububiyyah values in science learning will be more comprehensively reviewed and enrich the
value education treasures that is the core of general education.
As in the statement of number 1 above, the subject of light in the process of seeing starts from the
position of the sun - tree - girl. Researchers include a statement of the value rububiyyah that is God's
Arrangement and Maintenance on the process of someone’s seeing. From the treatment given in the
classroom, the researchers assume that the students are able or will re-emerge their rububiyyah
attitudes when responding to the statement. The assumption is certainly born from the condition of
students, schools, teachers and related materials. As Phenix pointed out that the scope of the general
education curriculum (which applies equally to value education) should take into account the
uniqueness of student's personality, the cultural social context in where they live, the appropriateness
of the teaching-learning resources, and how recent education is developed whether the technical model
or model thinking process.
In this first statement, besides researchers believe about the presence of depth and breadth of
rububiyyah’s students, here also researchers include a picture that will bring other meaning than just a
symbol of verbal meaning in the classroom. For some students, the mastery of a matter of sensory
facts that propagates through rational abstraction, conceptual transcendence to the existence of
integration/holding of divine values in science learning is certainly not a remarkable thing. It is
common because they are in a syntactic circle of strategy integration of rububiyyah values.
What is interesting to researchers and become something extraordinary is when there are some
other students who do not understand or are unable to find the scientific facts about light as an
'impression'. Here researchers investigate the workings of Phenix sensory objectivism arising from
subjective statements. This objectivism is present in non-discursive discussions or acquired meanings
not through the communication of consecutive, connected, and following common logic principles
such as mathematics or plain language. There are nine types of sensory objectivism, but by presenting
the picture above, the researchers rely on one kind of meaning carrier that exceeds the usual logic
boundaries, i.e. graphics or symbol objects. For example, with a picture of the moon, people will be
1046
able to interpret the meaning of the night situation.

From their understanding of God's nurturing and regulating involvement in the process of seeing,
with their comprehensive responses to the conformity of religion to the laws of nature will certainly
make the attributes of God that govern, nourish, help, and nurture as the importance values that have
to believe. They will not damage the eyes with something painful, or they will consult to the optical
world when their vision is troubled, and further they will be grateful to have been helped by God
through the optical world. Some human efforts in maintaining their sense of sight of course is driven
by attitudes rububiyyah long and long residing when they are in the womb.
Our nafs (soul) is already there even before the universe exists. The soul is also the one who will
continue to live in the afterlife worlds after the future of our bodies with thoughts, memorization and
all the accompanying ideas - and all the psychic dynamics associated with them-will die, vanish, break
down into earth.
4. Conclusion
In brief, the value of education strategies developed in this
study is an integrative or value education strategy can be
called science education strategy rububiyyah that is a
working step model in values education as an effort to
inculcate students’ religious values of rububiyyah in science
learning.
More explicitly, the education strategy of rububiyyah
science has the syntax as the picture on the right side.
5. Acknowledgments
Researchers would like to say gratefully thanks to the late of Abdul Majid, Suroso Adi Yudianto and
Wahyu Sopandi, Dasim Budimansyah, Kama Abdul Hakam and Encep Syarief Nurdin, all of them as
chairperson of general education along this writing process period. Our beloved family for any
supports in this writing completion, the last but not least, college friends who have been giving
supports till the end of this writing completion.
6. References
[1] Depag RI 2005 Kurikulum 2004: Pedoman Khusus Pengetahuan Alam Madrasah Tsanawiyah
[Jakarta: Dirjen Binbaga Islam Depag RI]
[2] Kartadinata et al 2001 Inventory Tugas Perkembangan Siswa SMP/MTs (Bandung: LPPB-FIP
UPI)
[3] Hurd P D 1986 Perspectives for the Reform of Science Education Phi Delta Kappa v.67 n.5, p
353-58
[4] Gall M D, Borg W R, and Gall J P 2003 Educational Research: An Introduction, 7th Edition.
(Boston: Allyn-Bacon)
[5] Hardiyarso 1999 Pengetahuan Sintetik Apriori Sebagai Dasar Ilmu Pengetahuan: Kajian
Filosofis terhadap Epistemologi Immanuel Kant 1724-1804 (Thesis) (Semarang: Universitas
Katolik Soegijapranata) p 12
[6] Barbour I 1990 Religion in An Age of Science (Aberdeen: Harper One) p 26
[7] Waston Hubungan Sains dan Agama: Refleksi Filosofis atas pemikiran Ian G. Barbour,
Profetika: Jurnal Studi Islam, Vol. 15, No. 1, Juni 2014, p 76-89
[8] Hardiman F B 2010 Kritik Ideologi (Yogyakarta: Kanisius) p 121
[9] Tafsir A 2002 Filsafat Umum (Bandung: Tiara Garis Creative) p 162
[10] Bertens K 2011 Ringkasan Sejarah Filsafat Cet. 25 (Yogyakarta: Kanisius) p 62
1047
[11] Siswanto J 1998 Sistem-Sistem Metafisika Barat dari Aristoteles sampai Derida (Yogyakarta:
Pustaka Pelajar) p 64
[12] Phenix P H 1964 Realms of Meaning (New York: McGraw-Hill Book Co) p 152-153
[13] Poespoprodjo W 1985 Logika saintifika (Bandung: Remaja Karya) p 57
[14] Yahya H 2001 The Secret Beyond Matter (Motion Picture)
[15] Bakker A 1986 Metode-metode Filsafat (Jakarta: Ghalia Indonesia) p 87
[16] Hake R R 1999 Analizing Change/Gain Scores, Dept. of Physics, (Indiana University)
1048
The utilization of bagendit lake in learning to measure the

environmental literacy junior high school students
A Hidayat1, a), H K Surtikanti2, Hernani3
1
Program Studi Ilmu Pengetahuan Alam, Pasca Sarjana Universitas Pendidikan
2
3
a)
E-mail: ariefhidayat200@gmail.com
Abstract. The aim of this study is to obtain some information about the influence of the use of
the local environment in Bagendit lake in a model of cooperative learning type investigation
towards the ability of the environmental literacy of junior high school student. The method in
this study used quasi-experiment which the design is the matching only pretest posttest control
group design. The group of the experiment was given the learning that used model cooperative
learning type group investigation with direct research in the ecosystem environment of
Bagendit lake, while the group of control was given the learning that used model cooperative
type of group investigation with indirect research in the ecosystem environment of Bagendit
lake. The research instrument used pretest-posttest question in multiple choices form and
questionnaire amounted to 75 question. Data analysis was done by using Mann-Whitney test,
which average value N gain of group experiment is 51,65 and group control is 16,45. These
result showed that the ability of environmental literacy of experiment group design is better
than the control group design, Besides the experiment group design activeness processing
learning is a very good category.
1. Introduction
The result of environmental research from Enviromental Performance Index ( EPI) place the Indonesia
of rank to 107 from 158 accurate states and reside in the sequence to 14 from Asian 28 state is East
And Pacific. Environmental assessment from the EPI, measuring nine indicators which is merged into
two big issue that is: (1) environment health covering ; health impact, air quality, irrigate and hygiene,
and ( 2) Vitality ecosystem covering ; climate and energy, variously involve the & habitat, fishery,
forest, agriculture & wellspring. The result of this research shows that of lack of policy of republic
government of Indonesia to environmental development [1].
Environmental problems have become an emergency since the human domination of the
environment, this is exacerbated by rapid technological advances [2]. The role of teachers as the main
actors in education is very important in overcoming this problem, so the creativity and innovation of a
teacher are needed in determining the learning strategy. One study that applies cooperative learning
suggests that students environmental literacy can improve, in addition, cooperative learning can help
students to communicate knowledge, improve students understanding effectively, increase
responsibility for what they answer and improve environmental responsibility [3].
1049
One of the way of to can to improve the student caring to mortal in the environment is local
environmental use as source learn [4]. Bagendit lake is a local environment located in subdistrict
Banyuresmi Garut regency West Java Province. Bagendit lake has the potential to be a source of
learning because it has a variety of flora and fauna [5].
Environmental utilization as source learns important conducted the teacher of because can develop
the student ability in an optimal fashion [6]. Local environment exists in about student represent the
knowledge of early owned by them. With the knowledge early owned by the student will facilitate
them in comprehending knowledge, on the contrary student will find difficulties in comprehending
certain knowledge if them not yet owned the knowledge of early [7]. The best way to learn science is
by guiding students to seek information about science and asking questions based on their
environment, making use of locally available resources in the environment, making direct observations
of the surrounding environment, creating a good learning environment and learning actively that gives
rise to creativity, Innovation and curiosity as the basis of science learning [8].
Based on this background, the purpose of this study is to obtain information about the influence of
local environment use Bagendit lake in Cooperative Learning model type of group investigation on the
ability of environmental literacy of junior high school students.
The research method used in this research is quasi-experiment, with research design in the form of
Matching Only-Pretest Posttest Control Group Design [9]. In this design is done pretest first in both
groups. Furthermore, the experimental group was given treatment using cooperative type model of
group investigation with direct research on the ecosystem to Bagendit lake, while for the control class
was given treatment using cooperative type model of group investigation without descending directly
to Bagendit lake.
This research was conducted at SMPN 1 Banyuresmi located in subdistrict Garut West Java
Province. The subjects used are students of class VII-A and VII-H in the second semester of the
academic year 2016-2017, determined by random sampling. This research was conducted on 19-29
April 2017.
In this study applied cooperative learning type investigation group. The syntax of learning uses the
syntax developed by Slavin, the syntax is: (1) Identifying the topic and organizing the students into
groups, (2) planning the tasks to be studied, (3) conducting the investigation, (4) preparing the final
report, (5) Present the final report, and (6) evaluation. [10]
In the experimental class, group investigation activities were carried out in Bagendit lake. In this
activity, students are invited to study the components of the ecosystem, interaction pattern in the
ecosystem, the effect of human interaction on the ecosystem, and analyze environmental issues. Five
groups of students conducted investigations in five locations (Figure 1), which had different hue areas,
ie area A landfill, B area where fisherman, area C and D tourist spot and area E where sand dredging.
Figure 1. The division of the investigation site of the experimental group
1050
The data retrieval technique is by written test using the MSELS (Middle School Environmental
Literacy Instrument / Survey) instrument which has been validated by the expert [11], and the
observation sheet. In this study the data process is calculated based on the normalized gain values with
the formulas proposed by Hake [12]. To know the level of significance of gain value used statistical
test with SPSS 22, with significance test using Mann-Whitney U Test.

Based on the result of data analysis of N-gain value from environmental literacy skills of students,,
obtained the result of improvement environmental literacy skills of students. The average of N gain of
the experimental group and the control group showed the improvement of students' literacy ability.
The average value of N gain in the ability of environmental literacy is presented in the following table
3.
Table 3. The average N Gain value and the classification of environmental

literacy capability
Group Average value of N Gain Classification

Control 51,65 Medium
Experiment 16,45 Low
The results in table 3 show that experimental group with Bagendit lake use with cooperative
learning type of group investigation has higher average N gain value compared to control group. It
also shows that the utilization of Bagendit lake with the cooperative learning of group investigation
type gives a good contribution in improving students' environmental literacy ability. However, to
ensure that the increased environmental literacy ability of students receiving baggage utilization by
cooperative learning of group type investigation is better than and cooperative learning model of group
investigation without direct research into Bagendit lake requires further statistical tests. The statistical
test required to prove the hypothesis of students environmental literacy skills in experimental group
environment is better than control group that is by testing the average value of N gain. To determine
what statistical methods are suitable for testing the hypothesis, a normality and homogeneity test of the
N-gain is done first. The normality test of N gain values was performed using Kolmogorov-Smirnov
test with SPSS 22. The test results are presented in table 4:
Table 4. Normality Test of N-Gain Value

Group Kolmogorov-Smirnov Conclusion
Statistic df Sig.
Value Control .150 35 .045 Data do not normal of distributed
Experiment .082 36 .200* Data normal of distributed
Table 4 shows that the N Gain score of the students environmental literacy skills in the control
group has Sig. <Ǹ = 0.05. It means Ho is rejected. This shows that N Gain data of control group is not
normal distribution. While the N gain experimental group has Sig. > Ǹ = 0.05, meaning Ho is
accepted, this shows that the N value of the experimental group gain is normally distributed.
To prove that the gain value of the experimental class is better than the control class, a significance
test with non-parametric statistics (Mann-Whitney U-test) is performed. The hypothesis proposed in
this study is that there is a significant difference in the increase of environmental literacy between the
experimental group and the control group.
1051
 Ho: = , there is no significant difference in the increase in environmental literacy

between the experimental group and the control group
 H1: , there is a significant difference in the increase in environmental literacy
between the experimental group and the control group
Here are the results of the significance test of the value of N gain with Mann-Whitney U-test
Table 5. Test the significance of N gain values with Mann-Whitney U-test

Statistics Value Description Conclusion
Z -6.764
Asymp. Sig. (2-tailed) .000 Ho is rejected There is a difference
Based on Mann-Whitney test, p-value or sig. (2-tailed) obtained is 0,000 <= 0.05, meaning Ho is
rejected. Thus improving the environmental literacy ability using cooperative model type study of
group investigation with direct research on the ecosystem to bagendit lake is better than the students
who learn to use cooperative type model of group investigation with research without descending
directly to bagendit lake ecosystem.
The result of observation on student activity in learning in experimental group showed that 80-
100% of students in active group with very good activity quality, while in control group 60-80%
active students with good activity quality.
The results above show that the utilization of bagendit lake in cooperative learning type of group
investigation gives a good impact on experimental group learning. The improvement of students
environmental literacy and the differences of students' activeness in the experimental and control
groups occurred because by bringing students directly to the location of learning, students are more
interested and deeply learning lessons because of learning directly in the real-life environment,
learning in the environment helps students in understanding learning materials in direct observation
[13]. Direct learning activities in nature or the environment, as well as out-of-class activities linked to
the environment, can increase knowledge, attitudes, and behaviors towards the environment (students'
environmental literacy) [14]. Concrete activities in the form of a direct practicum to the Bagendit lake
ecosystem conducted by the experimental group provide a recalling force of 90%, and this is greater
than the control group that only performs activities without direct practice to the Bagendit lake
ecosystem which gives only the recall power of 20 % [15].
4. Conclusion
Based on the result of data analysis and discussion, it can be concluded that the utilization of bagendit
lake in cooperative type study of group investigation proved to help improve students literacy skills.
Environmental literacy skills of students learn by utilizing the lake bagendit in cooperative learning
type group investigation showed a significant difference in improvement, the experimental group is
better than in the control group and the experimental group of students learning activity is better than
the control .
5. Acknowledgements
Many thanks to the Ministry of Education and Culture who have provided educational scholarships to
study at post-graduate Universitas Pendidikan Indonesia. Thanks also to the academic community of
SMPN 1 Banyuresmi, a team of observers who have provided support during the research. May your
kindness get the best reward from Allah Subhanahu Wata’ala.
1052
6. References
[1] Hsu A, Johnson L, and Lloyd A 2016 Environmental Performance Index (New Haven: Yale
University)
[2] Karatekin K 2012 Environmental Literacy in Turkey Primary School Social Studies Textbooks
(Procedia Social and Behavioral Sciences vol 46) pp 3519-3523
[3] Kostova K and Vladimirova E 2010 Development of Environmental Literacy by Interactive
Didactic Strategies (Chemistry Vol 19) pp 50-70
[4] Sezek F 2013 A New Approach in Teaching the Features and Classification of Invertebrate
Animals in biology Course (Mevlana International Journal of Education Vol 3) pp 99-111
[5] Hidayat A 2017 Uji Kelayakan Situ Bagendit sebagai Sumber Belajar Pada Konsep Ekosistem
(Bandung: UIN Sunan Gunung Djati Bandung)
[6] Mulyasa 2014 Menjadi Guru Profesional Menciptakan Pembelajaran Kreatif dan
Menyenangkan (Bandung: PT. Remaja Rosdakarya)
[7] Trianto 2008 Mendesain Pembelajaran Kentekstual (Contextual Teaching and Learning) di
Kelas (Jakarta: Cerdas Pustaka Publisher)
[8] Aina Kola J Philip and Joseph Y 2013 Imperative of Environment in Science Learning (Open
Science Journal of Education Vol 1) p 1-6
[9] Fraenkel J R, Wallen N E, and Hyun H H 2012 How to Design and Evaluate Research in
Education 8th Edition. (New York: Mc Graw Hill Companies. Inc)
[10] Slavin R E 2005 Cooperative Learning: Teori, Riset dan Praktik (Bandung: Nusa Media)
[11] McBeth B Hungerford H Marcinkowski T Volk T Cifranick K Howell J and Meyers R 2011
National environmental literacy assessment, phase two: measuring the effectiveness of North
American environmental education programs with respect to the parameters of
environmental literacy (US Environmental Protection Agency) p 19-20
[12] Hake R 2002 Relationship of Individual Student Normalized Learning Gains in Mechanics with
Gender, High-School Physics, and Pretes Score on Mathematics and Spatial Visualization
(Physics Education Research Conference vol 8) p 1-14
[13] Djamarah S 2005 Guru dan Anak Didik dalam Interaksi Edukatif (Jakarta: Rineka Cipta)
[14] Erdogan M 2015 The Effect of Summer Environmental Education Program (SEEP) on
Elementary School Student’s Environmental Literacy (International Journal of
Environmental & Science Education Vol 10) pp 165-181.
[15] Davis B and Summers M 2015 Applying Dale's Cone of Experience to increase learning and
retention: A study of student learning in a foundational leadership course ( USA: Qscience
proceedings) p 2-7
1053
The profile of students’ argumentation skill in a secondary

school on the topic of disaster mitigation
R Rasyidah1,2a), S Utari1, and R Riandi1

1
Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229,
Bandung 40154
2
SMPN 1 Calang, Jl Koramil, Desa Gampong Blang, Kecamatan. Krueng Sabee,
Kabupaten. Aceh Jaya, Provinsi Aceh 23654
a)
E-mail: rasyidahmzain@yahoo.com
Abstract: Students’ argumentation skill is highly important to be trained so that students are
able to explain science phenomena based on evidence and relevant science concept.
Argumentation skill is the ability to deliver idea or thought about science phenomena based on
data and evidence. Therefore, students’ argumentation needs to be trained at school. The
current descriptive study was trying to figure out the profile of argumentation skill of research
population is one of secondary schools in Bandung City, and 34 students as sample was chosen
randomly. The instruments were 9 (nine) essay that fulfil 3 (three) levels of argumentation
criteria. The instrument has met construct validity and content through judgment interrater
judgment and observation with validity value 0,52 and reliability 0,69. The results were
obtained by using interpretation, the percentage showed 79,4 % meaning most of students who
were placed in level 1only could deliver argumentation, but a few of them (11,8 %) were in
level 1 where argumentation is completed by data and concept support. Therefore, it needs the
methods which can train students’ argumentation skill.
1. Introduction
The ability of scientific argument is very important to be trained in science learning so that learners
have logical reasoning, clear view and rational explanation of the things learned [1]. Scientific
learning has the opportunity to train the ability to argue. Therefore, science as a process is an
important condition that facilitates this effort to reveal the observed results. Obtaining data, and
analyzing findings of the investigation. It is supported by the existing policy in the curriculum, that is:
one of the objectives of science learning in the curriculum 2013 is for students to have competence to
develop reasoning abilities in thinking inductive and deductive analysis by using the concept and
principles of science to explain natural events and solve problems both qualitatively and quantitatively
[2].
Thus, it is necessary to develop ways to improve students' thinking ability through science learning.
One of ways that can be done is to train the ability to argue. There are some reasons on the importance
of argumentation skill applied in science learning are: (1) scientists use arguments in developing and
increasing their scientific knowledge; (2) society uses arguments in scientific debates; (3) learners in
learning require arguments to strengthen their understandings [3].
1054
As the purpose of this study was only to obtain the picture of argumentation skill profiles on the topic
of disaster mitigation, the research method used was descriptive method [10]. The The population in
this research was students in class VIII (eight) of secondary school in Bandung City, who have learned
natural disaster mitigation material, 11 (eleven) classes in total class sample of the research amounted
34 students which obtained randomly by cluster random sampling technique. Based on the description,
the research has been fulfilled the requirement in sampling [11].
To obtain the argumentation profile, the study used 9 essay items which were developed by using
argumentation criteria and argumentation level developed by Toulmin [4]. The indicators of test items
include 3 levels of argumentation skill, as follows (1) statement (claim), (2) claim statement supported
by evidence (data) and (3) statement (claim) supported by evidence (data) and reasons included (
Warrant). The item construction that has been developed is explained in Table 1 below:
Table 1. Item construction
Distance (m) No item Disaster mitigation context

1 Layer of earth
2 Earth’s shifting plates
3 Earthquake mitigation
1. Claim
4 Earthquake proof building
2. Data
5 Ring of Fire
3. Warrant
6 Volcanic eruptions
7 Disaster mitigation in volcanic eruptions
8 Landslide
9 River pollution
The above instruments have been tested by the expert both in construct validity and content
validity. The validity is based on triangulation technique [10]. The result of observation through
validity and reliability test [12] showed that the validity value was 0.52 and the reliability was 0.69, so
that this instrument meets the instrument’s requirements to be used. A test is valid if the material is
truly representative of the materials given [13]. To obtain a profile of students' argumentation skill, the
data will be obtained by using these following presentation interpretations [14]:
Table 2. Interpretation of students’ skill

Students’ argumentation
Score Students’
Argumentation
Skill
86-100 Level 3
71-85 Level 2
≤ 70 Level 1
1055

Based on the results of this research, the profile of students’ argumentation skill was obtained as
shown in diagram in Figure 1
P (%) 100
80
60
40
20
0
level 1 level 2 level 3
argumentation levels
Figure 1. The profile of students’ argumentation skill
Based on picture in diagram 1 and presentation interpretation in table 2, it can be considered most
of students (79.4%) were in the level of argument1, only can express claim. But, only a few amount of
students (11.8%) were in level 2 where student can express claim with supported data, as well as in
level 3, the argumentation was only a small amount (8.8%), which means students had argument that
is supported by data and explanation of the concept (warrant). Based on the findings of students'
argumentation skill on the topic of disaster mitigation, there are several issues that need to be
discussed as they are mentioned below:
• The instrument that describes the level of argument 1: the ability to express a claim (statement) is as
follows:
Look at the following picture!
https://images.google.com
The strength of earthquake in Hendry’s village is measured 6.5 Ricther Scale (SR). Hendry
concluded that, the house is badly damaged by the earthquake because the building is not solid.
How do you respond? Do you agree with Hendry's conclusion?
The example of student’s answer: I agree with Hendry's conclusion, the house which collapsed
due to the earthquake is because the building was not solid.
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This description shows that the question has facilitated the student to express the claim, the
phenomenon presented in the instrument easily understood by the student. Since the phenomenon
is shown easily digested by students, students can express the claim logically [1].
The instrument that describes the level of argument 2: the ability to express statements supported
by evidence (data) are as follows:
 What data can you propose to support your statement?
The example of student’s answer: The collapsed building, after a magnitude 6.5 earthquake.
This illustration shows that students were unable to disclose data on the issues raised. Or the
question still needs to be fixed because it is not yet completed. Problem needs to be refined, or
how students can use the existing data to clarify the claim. It is therefore necessary to practice or
exemplify it as well as to use the data to give an argument. [15]
 Instruments that illustrate the level of argument 3: the ability to express claims (statement)
supported by evidence (data) and explanation (warrant) are as follows:
Describe the relationship of your described data to your statement! Is there any theoretical
explanations underlying your opinion? Mention it!
The example of students’ answer: the collapsed buildings should be cleaned and a new one can be
built. It shows that the student have not been able to perform the data relationship with his
explanation. Other while, the pictures of collapsed building and standing upright building have been
provided in the question. It indicates the two buildings are not the same in the building reconstruction
techniques. The question has provided the data, but the student’ answer is only about the collapsed
building.
Students did not use their knowledge. In answering, students did not give enough support why the
there is a collapsed building and there is standing still building. The wrong concept of students was
identified when they answered changing the collapsed building into a new one, without discussing
how buildings should be constructed in vulnerable Earthquake area. So, to train students'
argumentation skill, it is necessary to design learning actions that can increase the level of student
argumentation. [16].
4. Conclusion
Based on the findings, it can be concluded that: Most students had the level of argument 1, but only a
small amount of students had the level of argument 2 and the level of argumentation 3. Level 2
capability is caused because by students could not relate the claim to the available data. Level 3
appeared because students did not have enough conceptual knowledge to support their argument.
5. Acknowledgments
The author would thank to the school which has given the permission and opportunity to the author to
conduct this research.
6. References
[1] Sukma W G, Utari S, and Muslim 2015 J. penerapan model argument-driven inquiry dalam
pembelajaran IPA untuk meningkatkan kemampuan argumentasi ilmiah siswa SMP :
Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam Universitas Pendidikan
Indonesia (FPMIPA UPI) Vol 20, No 1, hlm 32-37.
[2] Kementrian Pendidikan dan Kebudayaan 2013. Peraturan Mentri Pendidikan Dan Kebudayaan
Repoblik Indonesia Nomor 65 Tahun 2013 Tentang Standar Proses Pendidikan Dasar dan
Menengah. Jakarta: Kementrian Pendidikan dan Kebudayaan.
1057
[3] Erduran S, Simon S, and Osborne J, 2004 J. TAP ping into Argumentation: developments in
TheApplication of Toulmin’s ArgumentPattern for Studying Science Discourse. Wileyinter
Inter Science: pp 915-933.
[4] Toulmin S E, 2003. The Uses of ArgumentUpdated Edition. USA: Cambridge University Press.
[5] Sampson V, dan Clark D B, 2008 J Assessment of the ways students generate arguments in
science education:current perspectives and recommendations for futuredirections. Science
Education, 92, hlm. 447-472.
[6] Kemendikbud 2013. KompetensiMata Pelajaran Ilmu Penegatahuan Alam Sekolah Menengah
Pertama (SMP)/Madrasah Tsanawiyah (MTS). Jakarta: Kementrian Pendidikan dan
Kebudayaan.
[7] Sofyatiningrum E, dan Paripurno T E, 2009. ModulAjar Pengintegrasian Pengurangan Risiko
Gempa Bumi Bahan Pengayaan Bagi Guru SMP/MTs. Jakarta: Pusat KurikulumBadan
Penelitian dan PengembanganKementerian Pendidikan Nasional
[8] ADRRN, 2009. Terminologi Pengurangan Resiko Bencana. Asian Disaster Reduction and
Response Network.
[9] Nirmalawati, 2011. pembentukan konsep diri pada siswa pendidikan dasar dalammemahami
mitigasi bencana.Jurnal SMARTek, Vol. 9 No. 1. hlm 61 – 6
[10] Musfiqon, 2012. Panduan Lengkap Metodologi Penelitian Pendidikan. Jakarta:PT. Prestasi
Pustakaraya.
[11] Fraenkel J R, Wallen N E, dan Hyun H H, 2012. How todesigh and evaluate research in
education. New York: MCGraw-Hill.
[12] Creswell J W, 2013. Research Design: pendekatan kualitatif, Kuantitatif, dan Mixed.
Jogyakarta: Pustaka Pelajar.
[13] Nurkancana, Wayan dan PPN, Sunartana, 1990. Evaluasi Hasil Belajar. Surabaya: Usaha
Nasional Baru.
[14] Purwanto M N, 2008. Prinsip-Prinsip dan Teknik Evaluasi Pengajaran. Bandung: PT Remaja
Rosdakarya.
[15] Foong C C, and Daniel Ester G S, 2013. Student’s argumentation skills across two socio-
scientific issues in a confucian classroom: is transfer possible?. International journal of
Science Education, 35 (14), hlm 2331-2355.
[16] Hasnunidah N, Susilo H, Irawati M H, dan Sutomo H, 2015.Argument-Driven Inquirywith
Scaffolding as Development Strategis of Argumentation and Critical Thinking Skill of
Students in Lampung, Indonesia. American Journal of Education Research. 3(9), 1185-1192.
1058
An analysis of scientific literacy of secondary school students

on the topic of global
F D S Pertiwi1, 2 a), Hernani1, I Kaniawati1

1
Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudhi No. 229,
2
SMP Alkarim, Jl. Budi Utomo ,Kel. Beringin Raya, Kec. Muara Bangkahulu, Kota
Bengkulu, Indonesia
a)
E-mail: fizadoraselpa@yahoo.co.id
Abstract. The aim of this study is to inform the scientific literacy ability of secondary school
students on the topic of global warming. The research method used was descriptive method
with the instruments were 31 items in the competency test and 13 items of student’s scientific
literacy attitudes which are appropriate to the PISA 2012 framework. The aspect of
competency involves: identifying the science problems, explaining the phenomenon through
science, and using the scientific data. The attitudes of scientific literacy contain these aspects:
responsibility to the environmental resources, the interest on science issues, and supporting
science inquiry. The content of science were related to the materials: heat tranfer, chemical
changes, and global warming effects. Science context involves local, national, and global.
Based on the analysis and data category, it was obtained that the ability of student’ scientific
literacy competency were: 29,4 of sufficient, 26,5% of low, and 44,1% of very low/poor. In
addition, the aspects of students’s scientific literacy attitudes were: 94,1% of sufficient and
5,9% of low. Those obtained data show that the students’ scientific literacy competency was
far behind from the expected categories. Also, the aspect of students’ scientific literacy
attitudes were fair.
1. Introduction
The PISA (Programme of International Student Assessment) in 2003 defines scientific literacy as the
capacity to use scientific knowledge and ability, identify questions and draw conclusions based on
existing evidence and data in order to understand and assist researchers to make decisions about the
world and human interaction with nature. PISA (2015) establishes three major dimensions of scientific
literacy in its measurements, namely science competence/process, science content / knowledge, and
the context / application of science. Students with high scientific literacy skills are expected to
understand the issues that occur and be able to link and apply the knowledge they use in daily life.
The scientific literacy comes from a combination of two latin words; literatus, which means
literacy, or education and scientia, meaning having knowledge. Basically, literacy of scientific
includes two main competencies. First, long life education competencies, including equipping students
to study in further education. Secondly, the competence in using the possesed knowledge to full fill
students’ life that is influenced by the development of science and technology [1].
The characteristics of a person who has scientific literacy according to the National Science
Teacher Association (1998), as follows: (1) using the concepts of science, process skills and values
when he makes responsible decisions in life; (2) determining how society influences science and
technology as well as how science and technology influences society; (3) determining how society
1059
controls science and technology through the management of natural resources; (4) recognizing the
limitations and uses of science and technology through the management of natural resources; (5)
understanding most of the concepts of science, hypotheses, and theories of science, and be able to use
them; (6) appreciating science and technology as its intellectual stimulus; (7) determining scientific
knowledge that depends on inquiry processes and theories; (8) distinguishing between scientific facts
and personal opinions; (9) determining the origin of science and understanding tentative scientific
knowledge; (10) determining the application of technology and decision-making in using technology;
(11) determining the sources of information from science and technology that are trusted and using
these resources in decision-making [2].
The results of the Indonesian scientific literacy assessment by PISA conducted since 2000 showed
the average score of Indonesian students was still far below the international average. The PISA
results in 2012 showed that the average score of Indonesian students' scores was 382 from the overall
average of 501, which places Indonesia at 64 out of 65 participating countries. In other words,
Indonesia was ranked second lowest of all PISA participating countries [3]. The result of PISA 2015,
Indonesia earned position 69 out of 76 countries [4].
The scope of science subjects in secondary school Indonesia emphasizes the observation of natural
phenomena and their application in daily life, issues of natural phenomena associated with productive
competence with extensions to abstract concepts which include the following aspects: 1) Living
organisme and living process; 2) Material / substance / material and its characteristics; 3) Energy and
its changes; and 4) Earth and the universe. In general, these aspects are found in the subjects of
Physics, Earth Space, Biology, and Chemistry. In other words, science in Indonesia secondary school
should be taught integratedly [5].
Global warming is one of the main subjects that should be taught in science subjects in Indonesia
secondary schools. One of the causes of global warming is the green house effect caused by human
activities, including the burning of fossil fuels and deforestation causing increasing concentrations of
green house gases in the atmosphere. Green house gases trap heat energy so that the earth's
temperature rises rapidly. Scientists predict that the complex ecosystems that have been developed and
diversified for tens of millions of years can not be sustained [6].
In this study, the topic of global warming is chosen because it is closely related to life and included
in the topics taken into account in PISA and TIMSS. Awareness of the importance of preserving the
environment needs to be instilled to students from an early age as a preventive measure in dealing with
environmental issues that occur. One of the materials of science that is very close to the context in
everyday life is the problem of environmental pollution. Global warming is a very important
environmental issue faced by society and an important topic for students to instill environmental
education. Based on this background, the aim of this study is to get an overview of the students'
scientific literacy related to global warming issues.
The method used in this study is descriptive research method [8]. This method is used for the purpose
sampling obtaining a description of competency information and student scientific literacy attitude in
global warming topic without the treatment. Participants in this study were grade VIII students in a
Indonesia secondary school in the city of Bandung. Instruments used in this study is a test of scientific
literacy, amounting to 44 tests consisting of 31 items about science literacy competence test and 13
items related to the attitude of scietific literacy according to the PISA 2012 frame work.
Test were in the form of multiple choice with 4 (four) options ie: a, b, c, and d. Students were asked
to choose one of the most appropriate answers, both competence and attitude test items. Scientific
literacy attitude tests consist of: 5 items of positive statements, 5 items of negative statements, and 3
items about the most appropriate statement. This instrument has been validated by three expert
lecturers who are competent in their fields so that they are the eligible ones. A test can be declared
valid, if the material is truly representative of the actual material [9].
The data was processed with simple descriptive statistics. The processing data for the test of
scientific literacy competence as follows:
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1. Scoring ie: the highest score of each question is marked 1 for the correct answer and the lowest
score is 0.
2. Calculating total score of the correct answer (A) and dividing the number of test (B) x 100 to
convert into a scale of 100.
3. Analyzing the test results data to determine the mean final score and then converted into qualitative
data to determine the category of students' scientific literacy level [10].
4. Determining the proficiency profile of students’ scientific literacy in total, with criteria according
to table 1.
Table 1. Categories of Scientific Literacy
Student Scores Scientific Literacy

86-100 Very High
76-85 High
60-75 Sufficient
55-59 Low
≤ 54 Very Low
The processing data for scientific literacy attitude test as follows:

1. Scoring ie: positive statements given the score ST/SS = 4, T/S = 3, TS/TT = 2, and STS/STT = 1.
Conversely for negative statements given the score ST/SS = 1, S/T = 2, TS/TT = 3, and STS/STT =
1. In the last three tests there are scores of answers: a = 1, b = 2, c = 3, d = 4.
2. The score is then calculated in total and divided by number of test to be categorized according to
table 1.

Based on the data analysis, it is found that most students are scattered into three scientific literacy
competence groups and two scientific literacy attitudes groups. The following table shows the results
of the science literacy competence test and the percentage of science literacy competence bar charts of
the total sample.
Table 2. Result of Scientific Literacy Competency Test
Aspects of Indicator Content of Context of Scores of
Scientific Science Science Test Each Aspect
Literacy Number
Competency
Heat transfer Global 1,3
Identify key words to obtain
Chemical changes Global 16,17
scientific information
Global warming Global 31
Identifying Identify problems through Chemical changes Global 18
the science scientific investigation. Global warming Global 25 55.15
problems Heat transfer Global 8
Identify key features in Chemical changes Global 19
scientific investigation. Global warming Global 26
Explaining Local, 2, 4, 5, 6,
Heat transfer
the Identify descriptive global 12, 21
phenomenon descriptions, and precise Global 10, 11, 52.35
through predictions Chemical changes 13, 14,
science 15
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Aspects of Indicator Content of Context of Scores of

Scientific Science Science Test Each Aspect
Literacy Number
Competency
Global,
Global warming 23, 24
national
Heat transfer Global 7
Chemical changes Global 22
Apply science knowledge in
Global,
given situations. 28, 29,
Global warming local,
30
national
Using the Interpreting scientific data, Heat transfer National 9
scientific making and communicating Chemical changes Global 20 35.35
data conclusions. Global warming Local 27
Average 47.62
Table 2 shows that the attitude aspect of scientific literacy which has the smallest average value
among other aspects is using the scientific data. Two questions in this aspect contain data of study
results in the form of tables and a question that is interpreting an explanation and conclude it. In this
type of problem most students have difficulties in understanding the meaning of tables and concluding
based on existing data. As in reading the temperature in the table, students were still confused in
determining the temperature of the heat whether it was low or high on the thermometer scale in
question number 9.
P (%) 100
90
80
70
60
50
40
30
20
10 44,1 26,5 29,4 0 0
0
Very Low Low Sufficient High Very High Q
Figure 1. Distribution of Percentage Categories Students’ Scientific Literacy

Competency
Information:
P: Percentage of students
Q: The categories of students’ scientific literacy competency
Here are also presented results table of scientific literacy attitudes and bar charts percentage of
scientific literacy attitudes from the total sample.
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Table 3. Result of Scientific Literacy Attitude Test

Test Average
Aspects of Scientific Literacy Attitudes
Number Score
Responsibility to the environmental resources 32-36 70.3
Interest on science issues 37-41 72.4
Supporting science inquiry 42-44 72.55
Average 71.75
Table 3 shows that the scientific literacy attitude that has the smallest average value among other
aspects was the responsibility to the environmental resources. Test in this aspect contains statements
relating to actions against knowledge they already know. Some students did not seem care to
environmental problems, whereas in science lesson is not only required to know a concept but also
must be able to apply to the environment. As in the following statement in question 32: "When
traveling, I always invite parents to use their own vehicle (motorcycle or car)". Most students chose to
answer in agreement. Whereas if applied in real life, this will cause more CO2 emissions that trigger
global warming.
P (%) 100
90
80
70
60
50
40
30
20
10 5,9
0 94,1 0
0
Q
Very Low Low Sufficient High Very High
Figure 2. Distribution of Percentage Categories Students’ Scientific Literacy

Attitudes
Information:
P: Percentage of students
Q: The categories of students’ scientific literacy attitudes
Based on the figure 1 and 2, students' scientific literacy competences were still very low while the
scientific literacy attitudes were sufficient. This is also in line with previous study using Scientific
Literacy Assessment (SLA) in Biology for upper secondary school [11]. The low students scientific
literacy of secondary school is caused by different learning objectives applied in schools with the
target of scientific literacy. Science learning in schools refers more to material or science content,
whereas literacy test items is more applicable for scientific thinking in real life [12], [13] and focusing
on practical knowledge as well as measuring the ability to use scientific principles in non-academic
contexts [14]. Science materials delivered especially in the global warming topic tend not to be
accompanied by experimental activities to train students' analytical skills, such as identifying variables
and drawing conclusions. This is also consistent with observational results and interviews study on the
topic of global warming [15]. In addition, students are not accustomed to test that are in the form of
discourse and contain information in tabular form. Scientific literacy test in PISA requires accuracy,
1063
ability to understand content, and reasoning ability [16]. But the ability of one's scientific literacy can
evolve throughout life by continuing to practice [17]. Therefore, the most appropriate action is to start
promoting learning of scientific literacy since early.
4. Conclusion
Based on the results of data analysis and discussion above, obtained conclusion as follows the
categories students’ scientific literacy competency were very low and the categories students’
scientific literacy attitudes were sufficient in topic global warming.
5. Acknowledgments
Acknowledgments submitted to the school that has given permission and opportunity to do this study.
6. References
[1] Toharudin U, Hendrawati S and Andrian R 2011 Membangun Literasi Sains Peserta Didik
[2] Poedjiadi A 2005 Sains Teknologi Masyarakat: Model Pembelajaran Konstektual Bermuatan
Nilai (Bandung: PT. Remaja Rosdakarya)
[3] OECD 2014 PISA 2012 results in focus what 15-year-olds know and what they can do with
what they know Avalable from: http://www.oecd.org/pisa
[4] OECD 2015 PISA 2015 results in focus Avalable from: http://www.oecd.org/pisa
[5] Kemendikbud 2013 Kompetensi Mata Pelajaran Ilmu Penegatahuan Alam Sekolah Menengah
Pertama (SMP)/Madrasah Tsanawiyah (MTS) (Jakarta: Kementrian Pendidikan dan
Kebudayaan)
[6] Hewitt P G, Lyons S, Suchocki J and Yeh J 2013 Conceptual Integrated Science (Second ed)
(USA: Pearson Education)
[7] Jickling B 2001 Climate change, global warming, and education with uncertanties Canadian J.
Environmental Education 6 5
[8] Musfiqon 2012 Panduan Lengkap Metodologi Penelitian Pendidikan (Jakarta: PT Prestasi)
[9] Nurkancana W and PPN Sunartana 1990 Evaluasi Hasil Belajar (Surabaya: Usaha Nasional)
[10] Purwanto M N 2008 Prinsip-Prinsip dan Teknik Evaluasi Pengajaran (Bandung: PT Remaja
Rosdakarya)
[11] Diana S, Rachmatulloh A and Rahmawati R S 2015 Profil Kemampuan Literasi Sains Siswa
SMA berdasarkan Instrumen Scientific Literacy Assesments (SLA) (Semarang: Seminar
Nasional XII Pendidikan Biologi FKIP UNS 2015)
[12] Pusat Kurikulum Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional 2007
Kajian Kebijakan Kurikulum Mata Pelajaran IPA Unpublished Naskah Akademik
Departemen Pendidikan Nasional
[13] Fives H, Huebner W, Birnbaum A S and Nicolich M 2014 Developing a measure of scientific
literacy for middle school students Science Education 98 549
[14] OECD 2013 PISA 2015Draft Science Framework OECD Publishing
[15] Arief M K 2015 Penerapan levels of inquiry pada pembelajaran IPA tema pemanasan global
untuk meningkatkan literasi sains. Edusentris Jurnal Ilmu Pendidikan dan Pengajaran 2 166
[16] Rustaman N Y 2006 Literasi Sains Anak Indonesia 2000&2003 (Bandung: Unpublished
Makalah Diklat Guru)
[17] Shwartz Y, Ben-Zvi R and Hofstein A 2006 The use of scientific literacy taxonomy for
assessing development of chemical literacy among high-school students Chem. Educ. Res.
Pract. 7 203
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Characteristics of critical thinking skills test instruments

about ecosystem
F Faujia1,2,a), T Rahman1, and M Muslim1

1
Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229,
Bandung 40154, Jawa Barat, Indonesia
2
SMPN 1 Solear, Perum Bukit Cikasungka, Kec.Solear Kab. Tangerang 15730,
Banten, Indonesia
a)
E-mail: zeea84@gmail.com
Abstract. Critical thinking skill is one of the skills students need to have in realizing the
demands of 21st- Century Skills. The objectives of this study were to know the characteristic of
critical thinking skill test instrument and to know the early ability of critical thinking skill of
junior high school students about the ecosystem. The samples of this study were 37 students of
grade 7 in academic year 2016/2017 in one of State Junior High Schools in Tangerang District.
The instrument used in this study was arranged in a multiple-choice test with reasons referring
to the five indicators of Ennis’ critical thinking skills. The test instrument was analyzed with
Content Validity Ratio (CVR) and classical test analysis. The test instruments that have been
arranged and analyzed were used to derive initial ability of the students’ critical thinking skills.
The results of this study indicate that the test instruments fall into the appropriate category and
deserve to be used to measure students’ thinking skills. The ecosystem theme needs to be
learned by choosing appropriate strategies and learning methods in order to generate and
improve students’ critical thinking skills.
1. Introduction
Critical thinking skill is one of the 21st- Century Skills students need to have to face the challenges of
education today [1]. This is in accordance with the formulation of graduate competency standards for
primary and secondary education in which the students must possess graduate competencies including
attitudes, knowledge, and skills [2]. Critical thinking is an intellectual process that involves
conceptualizing, implementing, analyzing, synthesizing and evaluating, and skilfully gathered from, or
generated by, observation, experience, reflection, reasoning, or communication as a guide to trust and
action [3]. According to Ennis, critical thinking skill is a process which aims at making sensible
decisions about what to believe and what to do [4]. Critical thinking can build the students’ sensibility
in keeping and preserving the environment for sustainable use [5]. One of the science materials that is
closely related to the environment is ecosystem. The ecosystem materials can reveal the phenomena
that are close to the students’ environment. Through the environmental approach, students can
improve their critical thinking skills [6].
Based on observations and interviews of science teachers at schools, it can be seen that the learning
processes are still teacher-centred dominated with lecturing method. In the learning assessment, the
teacher only provides concept mastery tests and has never provided critical thinking skills tests to
students in learning processes.
Therefore, based on aforementioned explanation, it is necessary to conduct a study to know the
description of critical thinking skills of junior high school students. The objective of this study was to
1065
determine the characteristics of the test instrument and critical thinking skills of junior high school
students about ecosystems.
The method used in this study was a descriptive method. The samples of this study were 37 students of
grade 7 in academic year 2016/2017 in one of State Junior High Schools in Tangerang, Banten. The
samples were selected using purposive sampling techniques for the ecosystem themes studied in the
7th grade at the second semester. The critical thinking skill test used was 28 items in the multiple-
choice test with reasons. The maximum score for each item was 2.
The distribution of question items on each indicator of critical thinking skills about the ecosystem is
shown in Table 1.
Table 1. Distribution of critical thinking test items
Indicator test item Total

Elementary 4,7,8,9,18,21,22 7
clarification
Basic support 1,2,12,19 4
Inference 11,14,15,17,20,25 6
Advanced clarification 3,5,6,10,13,23 6
Strategies and Tactics 16,24,26,27,28 5
Total test items 28
Table 1 shows the distribution of test items on the critical thinking skill indicator. There are five
indicators and 12 sub-indicators of critical thinking skills. The indicators are: (1) elementary
clarification, with its sub-indicators: focusing on a question, analysing argument, asking and
answering question of clarification and challenge, (2) basic support, with its sub-indicators: judging
the credibility of a source, observing and judging observation Reports, (3) inference, with sub-
indicators: deducing and judging deductions, inducing and judging inductions, making and judgment
judgments, (4) advanced clarification, with sub-indicators: defining terms and judging definitions,
identifying assumptions, (5) strategies and tactics, with its indicators: deciding on an action,
interacting with others [7].
The critical thinking skills test was constructed based on five indicators of Ennis’ critical thinking
skills, basic clarification, basic support, conclusions, advanced clarification, strategy & tactics. Before
given to the subject of study, the test instrument was validated in advance by five experts (lecturers).
The next data was processed by using Content Validity Ratio (CVR) analysis with the following
formula:
CVR = [8]
ne is the number of validators that declare a feasible item; N is the number of validators.
Furthermore, an instrument try-out was conducted which included the level of difficulty,
discriminating power, and reliability test using anatest V4 software to obtain test instrument
characteristics and the profile of students’ critical thinking skills.

3.1. Characteristics of Critical Thinking Skills Test Instrument
The CVR test results based on five validators, value obtained is 0,6 with the percentage of 52,4% and
1 with the percentage of 47,6%. This means the test instrument is suitable to use [9]. There were
several improvement suggestions given by the validators related to the choice of answers, and
1066
improvements in the writing of questions or placements of critical thinking skill indicators which were
in line with the question indicator.
The characteristics of students’ critical thinking skills were obtained after a limited trial was
conducted on a sample of 37students in the 7th grade in one of the State Junior High Schools in
Tangerang. The whole analysis results of the test instrument showed the test reliability was 0.79 and
the deviation standard was 8.55, meanwhile the average score was 23.11. From these results, it can be
categorized that the test reliability was high.
The difficulty level of this instrument fell into the moderate category. The analysis results of the
difficulty level of each test items can be seen in Table 2.
Table 2. The Level of Difficulty Item Test.
Category Item test Total item

Easy - 0
Moderate 1,3,4,5,6,7,8,9,10,11,14,15,1 22
6,18,19,20,21,22,25,26,27,28
Difficult 12,17,23,24 4
Very 2,13
Difficult 2
Table 2 shows that 78.6% of the test items are in the moderate category, 14.3% test items are in the
difficult category, and 2% test items are in the very difficult category. The test items in the easy
category are 0%. This indicates that the difficulty level of this test instrument falls into the moderate
category.
The analysis results of the discriminating power of each item can be seen in Table 3.
Table 3. Discriminating Power Item Test.
Category Item test Total item

Bad 8 1
(≤ 0,00)
Ugly 4,13,16,23 4
( 0,00<x≤ 0,20)
Moderate 1,2,3,5,7,11,12,14,17,18 10
(0,20<x≤ 0,40)
Good 6,9,10,15,19,20,21,22,24,2 13
(0,40<x≤ 0,70) 5,26,27,28
Very Good 0
(>0,70) -
Table 3 shows that test items included, good, enough, and bad discriminating power. Test items in a
good category were 46.4%, the test items in enough category were 35.7%, and the test items in a bad
category were 14.3%, the test items in a very bad category were 3.6%. The test items that had good
and enough discriminating power can be used; the test items in bad category can be revised; the items
in a very bad category should be discarded.
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3.2. Trial Results of Test Instrument

The achievement of students’ critical thinking skill can be seen in each indicator presented in
Figure 1.
100
90
80
70
Average score
60 52,5
50 46,7
38,4
40 31,4 31,4
30
20
10
0
Elementary Basic support Inference Advanced Strategies and
clarification clarification Tactics
Indicator of critical thinking
Figure 1. Students Critical Thinking Skills
Figure 1 shows the average achievement scores of students’ critical thinking skills in each indicator.
The indicator that got the lowest average was basic support consisting of sub-indicators such as
observing, assessing observation results, and considering credibility. The highest average achieved
was merely 52.5. This shows that students’ critical thinking skills are still low and students still have
difficulty in mastering critical thinking skills.
The basic support indicator got the lowest average score, i.e. 31.4. This shows the students’ ability
to observe and give a reason is still very low. The lack of students’ critical thinking skills is due to
students have not been familiarized and trained in critical thinking skills while learning, and at the
time of assessment, students are poorly trained to express the reasons for answering the questions.
The students’ critical thinking skills can be improved through the training process to be a habit [10].
Both academic and non-academic experience can influence the change of students' critical thinking
skills [11]. In the materials related to the ecosystem, many phenomena occurring in the surrounding
environments that can be explored by students through observation or experiment. The selection of
appropriate strategies and methods on science learning for the materials related to the ecosystem is
expected to train and bring up the critical thinking skills in students.
4. Conclusion
The characteristics of the test instrument had good quality and feasible to be used to measure the skills
of junior high school students about the ecosystem. This test of critical thinking skills can explore
students’ critical thinking skills on all aspects developed by Ennis. From the results of the study, it can
be concluded that the materials of science subject about ecosystem need to be delivered in the proper
strategies and methods in order to generate and improve students’ critical thinking skills.
5. Acknowledgments
The author would like to give thank to the GTK Directorate of the Ministry of Education and Culture
who has given P2TK scholarship program in 2015. The great gratitude is also delivered for all parties
who have helped this article completed.
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6. References
[1] Binkley M, Erstad O, Herman J, Raizen S, Ripley M, Miller-Ricci M, Rumble M 2012
Assessment and Teaching of 21 st Century Skills ed Grifin P et al (London: Springer)
Chapter 2 p 18
[2] Kemendikbud 2016 Peraturan Menteri Pendidikan dan Kebudayaan Nomor 20 Tahun 2016
Tentang Standar Kompetensi Lulusan Pendidikan Dasar dan Menengah (Jakarta:
Depdikbud)
[3] Filsaime D K 2008 Menguak Rahasia Berpikir Kritis dan Kreatif (Jakarta: Prestasi Pustaka)
[4] Ennis R 1996 Critical Thinking (New Jersey: Simon&Schuter/A Viacom Company) p xvii
[5] Mu’minah I H 2016 Pengaruh Pendekatan Lingkungan Terhadap Kemampuan Berpikir Kritis
dan Sikap Ilmiah Siswa (Thesis: Pascasarjana UPI Bandung)
[6] Simbolon E R 2015 Pengaruh Pembelajaran Berbasis Masalah Dan Pembelajaran Kontekstual
Terhadap Penguasaan Konsep Dan Berpikir Kritis Siswa Smp Pada Interaksi Makhluk
Hidup Dengan Lingkungan (Thesis: Pascasarjana UPI Bandung)
[7] Costa A L 1985 Goal for Critical Thinking Curiculum In Costa A L (ed) Developing Minds: A
Resource Book for Teaching Thinking (Alexanderia: ASCD) pp 54-57
[8] Ayre C, Scally A J 2014 Critical Values for Lawshe’s Content Validity Ratio: Revisiting the
Original Method of Calculation Measurement and Evaluation in Counselling and
Development Vol 47(1) p 79
[9] Muslim, Suhandi A, Nugraha M D 2017 Development of Reasoning Test Instruments Based on
TIMSS Framework for Measuring Reasoning Ability of senior High School Student on the
Physics Concept IOP Conf. Series: Journal of Physics 812(2017) 012108 p 3
[10] Johnson E 2011 Contextual Teaching & Learning: Menjadikan Kegiatan Belajar-Mengajar
Mengasyikkan dan Bermakna (Bandung: Penerbit Khaifa) p 191
[11] Terenzini P T, Springer L, Pascarella E T, Nora A 1995 Influences Affecting the Development
of Students' Critical Thinking Skills (Research in Higher Education vol 36 No.1) pp 23-36
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Development of virtual test features to assess students’ STEM

literacy
T Qodaruddin1,2a), Riandi1
1
2
SMP Terpadu Al Muttaqin, Jl. Cirebon – Kuningan km 12, Cirebon 45172, Indonesia
a)
E-mail: qodaruddintegar@gmail.com
Abstract. The objective of this study was to develop a virtual test to assess students’ STEM
literacy. In this study, the aspects of virtual test developed were the features required in a
computer-based test that meet the needs of science teacher. The method used in this study was
a descriptive research. The respondents involved in this study were 25 science teachers
randomly selected. The data collected from respondents were the questionnaires filled out after
they used the virtual test. The results show that the features of virtual test have: (1) the
composition of colors, images and font size in accordance with the layout of the screen, (2) the
clearly visible stimulation of videos, pictures, and diagrams, (3) the ease of inputting the
answers in the available space, (4) the test scores can be quickly obtained, (5) easy installation
of the software. The development of these features is made for further research, i.e. the
development of virtual test to assess students’ STEM literacy about the energy and changes felt
can be more effectively conducted by the computer-based test than the paper-based test.
1. Introduction
Entering the 21st century, some developed countries have developed STEM (Science, Technology,
Engineering and Mathematics) education. STEM learning encourages students to create products
stimulating them to think creatively, innovatively based on the science concepts they understand to
find and design solutions to the real-life problems. The main focus of STEM education is to prepare
multi-disciplinary competencies for students to meet labor requirements in the 21st century [1].
The assessment of learning is needed to measure student learning outcomes in a particular subject.
Generally, the assessment of learning is conducted manually, i.e. paper-based test. This assessment
type requires the attendance of students and exam supervisors at a specified place and time. The paper-
based assessment is also limited to test questions that can be presented in text form.
The development of technology and information recently has influenced various areas of life
including the process of learning assessment and led to an innovation in the form of learning
assessment process integrated with computer applications known as Computer-Based Test (CBT). The
use of CBT is one alternative that can be used in the education world in the countries that have a very
large population [2]. According to Thompson [3], the computerbased testing has been called the “next
frontier in testing” as educators, testing companies, and state departments quickly work to transform
paper/pencil tests into technology-based formats. These efforts have occurred in a variety of ways and
for a variety of tests. Some educators have transferred all of their classroom quizzes and tests into a
computer-based format. With the dramatic increase in the use of the Internet over the past few years,
and the considerable potential of online learning, assessment will need to undergo a complete
1070
transformation to keep pace. Experts suggest that the Internet will be used to develop tests and present
items through dynamic and interactive stimuli such as audio, video, and animation.
From the aforementioned explanation, this study was conducted with the aim to develop a virtual
test that can assess students’ STEM literacy about energy and the changes that may be more effective
to do with the computer-based test than paper-based test.
2. Research Method
This research method used in this study was descriptive method. The instrument used in this study was
a questionnaire created using Google form and then distributed to the respondents through some
communities in social media groups of science teachers in Indonesia. The respondents involved in this
research were 25 science teachers randomly selected. The data collection was obtained from the
questionnaires that have been made using google form and filled out by the science teacher after they
installed the software and used the virtual test.

The virtual test application developed with the iSpring Suite was used to get the virtual test features
required by a computer-based test to assess STEM literacy. The use of virtual test was conducted by
the teachers through their personal computer and smartphone. In the virtual test, there are 8 questions
presented with different variations of video, animation, and text. The test takers could see their scores
directly and check the selected answer after the test.
The main characteristic of this virtual test is the questions presented with different types of
information displays. The information displays in the virtual test were in the form of video, animation,
and chart as shown in Figure 1.
a b c
Figure 1. Virtual test in the form of: (a) video (b) animation (c) chart.
After the respondents completed the test, they could immediately see the test results just performed
on the screen display. Some screens showed results and quiz reviews as shown in Figure 2.
a b c
Figure 2. (a) results (b) quiz reviews (c) score answers.
The respondents’ responses to features in virtual tests are shown in Figure 3.
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Figure 3. The teachers’ responses to the virtual test features

Notes: (1) the composition of colors, images and font size in accordance with
the layout of the screen, (2) the clearly visible stimulation of videos, pictures,
and diagrams, (3) the ease of inputting the answers in the available space, (4)
the test scores can be quickly obtained, (5) easy installation of the software.
The results of data analysis from the questionnaire showed that at the time the respondent installed
virtual test software, 96% of them did not experience difficulties. 84% of respondents stated that the
composition of color, image and font size has matched the screen layout. In terms of stimulants in the
form of videos, pictures, and diagrams, 76% of respondents stated they were clearly visible. 96% of
respondents also felt the ease when they provided answers on the available column in the virtual test.
In terms of presenting the final score on the virtual test, only 4% of respondents thought that the test
results were displayed slowly.
4. Conclusion
Based on research conducted to 25 respondents, it can be concluded that the features designed to
develop a virtual test that can assess students’ STEM literacy have very good category.
5. Acknowledgments
The author would like to express gratitude to the Direktorat GTK Departemen Pendidikan dan
Kebudayaan who has given P2TK scholarship program in 2015. The author would also like to thank to
the Kemristek Dikti that has contributed through the post-graduate grant in 2016-2017.
6. References
[1] Quang L X, Hoang L H, Chuan V D and Nam N H 2015 Integrated science, technology,
engineering and mathematics (STEM) education through active experience of designing
technical toys in vietnamese schools (British Journal of Education, Society & Behavioural
Science vol 11) pp 1–12
[2] Jimoh R G 2012 Students' Perception of Computer Based Test (CBT) for Examining
Undergraduate Chemistry Courses (Journal of Emerging Trends in Computing and
Information Sciences vol. 3, No. 2) pp 125-134
[3] National Center on Educational Outcomes 2003 Using Computer based Tests with Students with
Disabilities. Available from
https://nceo.info/Resources/publications/onlinePubs/Policy15.htm. Accessed April 25, 2017
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Profile of physics learning assessment in optical wave physics

courses: a field study
T F Dholo
Program Studi pendidikan Fisika, FKIP, Universitas Flores, Jl. Sam Ratulangi, Ende
86318, Indonesia
E-mail: theresiaflorentina@gmail.com
Abstract. The development of assessment’s student learning outcomes in line with the
development of the curriculum used. This is because assessment is one component that is
directly related to the curriculum. The writing of this paper aims to determine the profile of
physics learning outcomes in the physics of optical wave physics education study program at
one of the LPTKs in NTT. The method used is descriptive survey method. The result of the
study shows that: 1) assessment of learning outcomes in optical wave physics courses is still
too simple (more emphasis on knowledge aspect); 2) an assessment model is needed that can
measure the three aspects of student learning outcomes in optical wave physics courses.
1. Introduction
The development of assessing method for student learning outcomes is in line with the development of
the curriculum used. This is because assessment is one of the components that is directly related to
curriculum. The curriculum itself is a set of plans and arrangements concerning objectives, content,
and lesson materials, as well as guidelines for the implementation of learning activities to achieve
specific objectives. To measure the level of success in the curriculum at school or university level,
especially those that covers the objectives and content, assessment of learning outcomes should be
done.
Assessment of learning outcomes ideally can reveal all aspects of learning domains, i.e. cognitive,
affective and psychomotor aspects [1]. The demands on the existing curriculum is that the assessment
should refer to student competence, in accordance with the competence that the curriculum demands.
Competence in the curriculum meant the ability that can be done by the learners / students that
includes knowledge, skills and behaviour. Assessment should refer to the achievement of student
competency standards [1].
All this time the study of physics, especially those that relates to the course optical wave in physics
that is usually done by emphasizing the understanding of the concepts so that students can understand
the material presented by the lecturer easier, in fact there is still difficulty in understanding the
material taught especially optical wave course in physics. Therefore, in order for the student
achievement score to be obtained properly, assessment tool that is suitable for the type of student
learning that has been applied throughout the lectures that has taken place should be used. In the
learning of optical wave course in physics not only cognitive assessment is applied but the expected
learning assessment of optical wave course in physics later on is expected to be able to measure how
learners/ students convey the knowledge resulted from problem solving or as a form of accountability
so that they learn to deliver results of their assessment or responses in various forms, such as verbally,
written reports, or as other formal presentation.
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Physics elaborate and analyse the structure and phenomenon that happens in nature, technique and
the environment around us. According to Duxes, in that process, several rules or laws is found in
nature that can explain the natural phenomenon logically and rationally. That process of elaborating
and analysing is based on the application of structured logic of causal and effect (causality). On their
turn, that process of elaborating and analysing aim to understand natural phenomenon, which also
means to be able to adjust the picture in human mind with physics experience. The understanding of
these physical natural phenomenon is needed for the development progress for humanity welfare.
Physics as one of Science subject that studies about natural phenomenon as a concept, law and
theory that is partly abstract, really need skills to study those concepts. One of the concept in physics
that is still difficult to study by physics students is wave and optic [2], [3]. Wave and optic course in
physics is a course of expertise study program that discuss about: basic of waves, mechanical waves,
electromagnetic waves, standing wave, moving wave, transversal waves, longitudinal waves, waves
superposition, sound wave, resonance, Doppler effect, geometric optics: light reflection, light
refraction, formation of image in mirrors and lenses, physical optics: light dispersion, light diffraction,
and light interference [4].
Based on early observation on one of the LPTK in NTT that has been received, is that the learning
of wave and optic course in physics there are 16 meetings and 2 tests in 1 term and during that 16
meetings, the type of assessment used is just assignments i.e., paper and other question type of
assignments. Therefore, the assessment tools for this physics course of waves and optics needs to be
developed, because so far there has not been any full-fledged assessment tools that can be used by
lecturers as the reference for assessing students’ performance. The expected result is that this
assessment tool is able to assess students’ activity not only from tests.
All this time, assessment tools that are available is only in the form of a set of formative values
without any full-fledged assessment tools. Therefore, it is important to conduct measurements to the
concept of the materials that is studied by the students about wave and optic course in physics after
learning process needs to be measured, so a suitable assessment tools (evaluation tools) is needed,
where the evaluation tool will later on be made according to the concept of learning wave and optics
course in physics that is based in problem solving, and is able to measure and assess all result or
picture the development in students’ progress (performance).
The development of these research tools is very important to be developed in Physics Education
Study Program because in learning Physics there is a lot of learning that demands students to study
more actively, innovatively, and progressively and all of that can be assessed by using an assessment
tool. Especially on learning wave and optics course in physics that can help students to develop critical
thinking skills and problem solving skills towards one material. Certainly, will be able to complete
assessment tool that is available previously, that has not been full-fledged to become full-fledged with
this assessment tools later on. Therefore, would ease lecturers or teachers in giving grades to the
students. Based on this founding and early observation, study is needed to be done to the assessment
for learning result in wave and optic course in physics in one of the LPTK NTT.
2.1 Method
The method used in field study is descriptive survey method. Field study activities is directed to
describe or elaborate the assessment of the results of physics learning in the physics course of optical
wave physics education study program at one of the LPTK in NTT.
Quantitative and qualitative data in the field study were obtained by using questionnaires, interviews,
documentation of optical wave physics course study result in academic year 2014/2015 and
documentation of final exams in optical wave physics course in academic year 2014/2015.
Place and Time of Data Retrieval
Field study activity was conducted in Physics Education Study Program in one of LPTK in NTT on
November 20, 2015.
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2.2 Research Subject

Research subjects in the field study are: 1 (one) lecturer in the subject of Physics of Optical Waves and
semester V students of academic year 2015/2016 Physics education amounting to 46 people.
2.3 Data Collection Techniques
Field study data obtained by questionnaire technique given to students fifth semester of physics
education study program, interviewed with a lecturer from optical wave physics course.
2.4 Data Collection Instruments
The instrument used for data collection in this field study activity is questionnaire and interview guide.
2.5 Research Steps
Field study activity is divided into three stages, namely pre-research stage, implementation stage, and
post-research stage. Details of activities undertaken at each stage are as follows:
2.5.1 Pre-research stage
1) Deciding groups of students to become research subject.
2) Organisation of field study instruments.
2.5.2 Implementation stage
At the stage of implementation carried out data retrieval activities based on the formulation of
problems that have been established, namely:
1) Giving out questionnaires to students of semester V physics education study program.
2) Interview with lecturers to find out information about the assessment of learning outcomes
conducted in optical wave physics courses.
3) Conduct a study on the documentation of optical wave physics course study result of academic
year 2014/2015.
4) Conduct a study on the final exam of optical wave physics course academic year 2014/2015.
2.5.3 Post-research phase
1) Conducting a descriptive analysis of the data obtained.
2) Organisation of field study report.
3.1 Result
3.1.1 Data Results of Questionnaires on the Result of Learning Physics of Optical Waves Description
Description of the results of questionnaires on assessment of learning outcomes of Optical Waves

Physics course obtained from semester V students of physics education program study that are
currently programming optical wave physics courses are as follows.
3.1.1.1 Respondents Answers to The Difficulty Level of Optical Waves Physics Course
Table 1 shows the respondent's(student’s) answer to the degree of difficulty of optical wave physics
material. The result shows that optical wave physics material is a difficult physics material to learn by
the students (63%).
Table 1 Student Response to FGO Material Difficulty Level
Respondent’s answer Frequency Percentage (%)
Really difficult 8 17
Difficult 29 63
Easy 9 20
∑ 46
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3.1.1.1 Respondents' answers about the assessment of lecturers

Table 2 Shows the respondent's(student’s) answer about the lecturer's assessment. Assessment of
lecturers to optical wave physics learning courses results by students mostly only on aspects of
knowledge alone. This shows that the cognitive aspect has become the focus of lecturer’s assessment.
Table 2 Student Response to the Assessment of Lecturer
Respondent’s answer Frequency Percentage (%)
Knowledge aspect alone 38 83
Complex 8 17
∑ 46
3.1.1.1 Respondent’s answer about the satisfactory on lecturer’s assessments

Table 3 Show student’s (respondent’s) answer to the satisfaction of lecturer appraisal. The results
show that 67% of respondents are not satisfied with the assessment of optical wave physics lecturer.
Table 3 Student Response on the Satisfaction Upon Assessment of Lecturer
Response Frequency Percentage (%)
Satisfied 6 13
Not yet satisfied 31 67
Not satisfied 9 20
∑ 46
3.1.2 Description of Interview Result with Lecturer of Optical Wave Physics Lectures
Description of interview results with lecturers of optical wave physics course obtained that is: 1)
Lecturer of new subject to take care of optical wave physics course for two consecutive years; 2) The
assessment used is the average value of the task, the midterm exam, the final exam of the semester, the
activity in the group discussion: the ability to ask and answer the questions. The task consists of group
assignments (paper) and self-task (completion of practice questions At the end of each subject); 3) The
form of midterm exam and final exam of semester is extended essay only on cognitive aspect; 4)
Criteria for determining the final score is a combination of the value of the assignment, midterm exam
and final semester exam and follow the applicable university academic guidelines (table 4) i.e. the
student is declared to have passed the course if they have a minimum score of C (≥ 60).
Table 4 Assessment Criteria
Score Score Range
A 80 – 100
B 70 – 79
C 60 – 69
D 50 – 59
E 0 – 49
3.2 Discussion
Assessment is a statement based on a number of facts to explain the characteristics of a person or an
object [5]. Assessment of learning activities is used to determine the achievement of student
competence that includes knowledge, skills, and attitudes. Assessment is done during the learning
process and / or at the end of the lesson. The focus of the assessment of education is the success of
student learning in achieving the specified competency standards.
Based on the results of interviews of lecturers and questionnaires given to the students, the data
obtained is that the assessment of student learning outcomes in optical wave physics courses is still too
1076
simple. Obtained as an outline that the assessment of learning outcomes in the material Physics
Optical Wave is on the aspect of knowledge or cognitive only. While the three aspects that must be
developed in learning is not only on the aspect of knowledge alone but also on psychomotor aspects
and affective aspects. Whereas the complexity of the optical wave physics material and the level of
material difficulty requires a variety of judgments. Each sub-material of optical wave physics strongly
emphasizes the ability and skill of physics pre-service teacher who study it. This is in line with the
research of Kryjevskaia [2] and Tongchai [3] which states that optical wave physics material is one of
the most difficult material to be studied so that assessment in this course requires complex assessment.
Assessment of learning outcomes by lecturers should be done continuously, aims to monitor the
process and progress of learning in improving the effectiveness of learning activities of various types
of requirements implemented by using techniques and instruments that suits the needs. Assessment is
done by using various test and non-test or assignment instruments developed in accordance with the
characteristics of the teaching materials in the Optical Wave Physics lectures.
4. Conclusion
The conclusions drawn from this paper are: 1) assessment of learning outcomes in optical wave
physics courses is still too simple (more emphasis on knowledge aspect); 2) an assessment model is
needed that can measure the three aspects of student learning outcomes in optical wave physics
courses.
5. Acknowledgments
The writers are grateful to the University of Flores especially to the Chairman of the physics education
study program that has allowed authors to conduct this field study.
6. References
[1] Basuki I and Hariyanto 2014 Asesmen Pembelajaran (Bandung: PT Remaja Rosdakarya)
[2] Kryjevskaia M, Stetzer M K R and Heron P R L 2013 Student Difficulties Measuring Distances
In Terms Of Wavelength: Lack Of Basic Skills Or Failure To Transfer Physical Review
Special Topics - Physics Education Research 9, 010106
[3] Tongchai A, Sharma M D, Johnston I D, Arayathanitku K and Soankwan C 2011 Consistency
Of Students' Conceptions Of Wave Propagation: Findings From A Conceptual Survey In
Mechanical Waves. Physical Review Special Topics - Physics Education Research 7,
020101.
[4] Tipler P A 2001 Fisika Untuk Sains Dan Teknik (Jakarta: Erlangga)
[5] Griffin P and Nix P 1991 Educational Assessment And Reporting: A New Approach (Sydney:
Harcourt Brace Jovanovich)
1077
The readibility analysis of threaded integrated science’s

teaching material on light subject
A A Muasir1,2,a), A Fitriani1, and H Firman1

1
2
SMP IT Al Araf Boarding School,Jl. Pasir Datar, Sukabumi 43212, Indonesia
a)
E-mail : muasir21@yahoo.co.id
Abstract. Teaching material is the material or subject material that is arranged systematically,
be used by teachers and students in the learning process. Teaching material is usually arranged
by teachers. Teaching material arrangement needs the knowledge of author to align
vocabularies when arranging the text. Good teaching material has high readability level, which
is more than 60 %. This study used descriptive method. The purpose of the study was to
analyze the readability of threaded integrated science’s teaching material. Readability test was
conducted by using cloze test Informal Cloze Readability Inventory (ICRI) type and interview
10 (ten) junior high school students class 9 (nine) at one of schools in Sukabumi district. The
results of this research revealed the largest score of 92% obtained on visions of human and
insects sub-section. The smallest score of 82% on light characteristics subsection. The average
readability test results of threaded integrated science teaching material was 90%. The
percentage showed that the materials are in independent category. It means that threaded
integrated science teaching material of light material can be used in learning. Readability level
is generally influenced by words or terms used in teaching materials.
1. Introduction
In 2015, the measurement of science literacy by PISA has not been satisfied. Indonesia was ranked
69th from 76 countries [1]. Asyari admitted that learning activities in curriculum 2013 which prioritize
on scientific learning can improve students‘ science literacy ability [2]. There was a significance in
science literacy improvement of students who participated to guided inquiry based learning compared
to students who participated in traditional or lecture in science learning [3]. If teachers and students
are able to improve scientific literacy, there is a need for another component to be studied. The
component is the teaching material that supports curriculum 2013.
The learning material used by teachers literally has not been oriented on scientific literacy domain
[4]. In improving science literacy, threaded integrated science teaching material is designed for light
material. The designed teaching material is asequence of fact, concept, principle, procedure, or the
generalization that is specifically designed to make teaching easier [5]. Teaching material is the
material or lesson material that is designed systematically, be used by teachers and students in learning
process [6]. Teaching material has an important role in the learning process. Teaching material is
usually arranged by teachers. Teaching material arrangement needs the knowledge of author to align
vocabularies when arranging the text [7] so that it is suitable to the level of students’ language
development. Good teaching material has readability level more than 60 % [8]. Teaching material with
high readability level can support the accomplishment of education quality [9]. To determine the
1078
readability level of teaching material, the measurement should be conducted previously towards the
arranged teaching material.
This study aimed to analyse readability level of threaded integrated science teaching material that
has been arranged. The readability in teaching material emphasizes on the understanding of text
elements that consist of words, idiom, and main idea of the text [10]. The readability level of
integrated science teaching material will be the guideline to revise threaded integrated science teaching
material.
The method used in this research was descriptive method [11]. Descriptive method was used only to
determine the readability of the arranged teaching material. The arranged teaching material was tested
its readability. After being determined, the readability data of teaching material was analyzed to be
interpreted. Finally, it was concluded as the guideline for revision of threaded integrated science
teaching material. The product in the form of teaching material can be used by teachers later on.
Readability test was conducted by cloze test and interview. Cloze test was carried out by filling
uncompleted text to the correct words in order to complete a sentence in the text [12]. The missing
word can be done by removing n with certain multiple [13] or randomly removed by not concerning
on the contextual connection or certain word form [14].
The type of cloze test that used was Informal Cloze Readability Inventory (ICRI)[9]. ICRI is a
cloze test for a few amount of sample which is less than 10 people. Interview was conducted to
discover the readability of the text from the understanding of readers to main idea of the text. Students
explained main idea of the text orally. Text readability was administered to 10 (ten) students in grade 9
(nine) of SMPIT (junior high school) Al Araf Boarding School. Sample was selected randomly from
all students in grade 9 [11].
The instruments used in this research were 9 (nine) uncompleted text with 25 (twenty five) missing
words. Students were also asked to read the paragraph to find the main idea of each paragraph. Then
students were asked to utter the main idea orally. In the interview, besides uttering the main idea from
the paragraph read, students were also asked about terms that have not been understood. Teachers
offered other terms which easily be understood by students instead. So, the solution was immediately
discovered the terms which were not understandable. The main idea was told by students to the
researcher. All results were tabulated and analyzed qualitatively. Test score was shown in percentage:
∑
∑
100 %
The interpretation of teaching material readability percentage according to Rankin and Chulhane (in
Cunningham)[8] in table 1.
Table 1. the percentage of teaching material readability

Obtained percentage (%) Reader level
Above 61 Independent
41 to 61 instructional
Less than 40 Frustrated

The results of readability test were grouped based on sub section of teaching material. The percentage
of readability test in every sub section was the result of combination between cloze test and interview.
Readability test result of threaded integrated teaching material in every section in light material is
shown in figure 1.
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The percentage of readability

92
90
88
86
84
82
80
78
76
the title of suc-section
Figure 1. The percentage of teaching material readability
In the source of light subsection, there was a mistake regarding energy changes. The text told that the
energy is destroyed. On the other hand, the lawof conservation of energy states that energy can neither
be created nor destroyed; rather, it transforms from one form to another. The mistake of this concept
caused confusion for students. There was a difference between the information received previously
and the new information from the text.
The readability of light characteristics subsection showed the percentage 82 %. It means most of
students did not understand polychromatic and monochromatic terms, which are unfamiliar to
students. Unfamiliar word or term is one of influencing factors in readability level of the text [15].
Therefore, when students meet the text with unfamiliar words, they experience difficulty. The
interview result showed that if the term polychromic is changed into the term white light, for example
sunlight, students could understand, as well as the term monochromatic. The term monochromatic can
be changed into term colorful light, for example red LED lamp and green LED lamp.The explanation
about the changing process of white light dispersion into colorful light was more understandable for
students than changing process of polychromic into monochromic. When discussing about the
rainbow, there were terms reflection and dispersion. Those terms were also new for students. But,
because the terms belong to light characteristics and frequently used, the solution was recognized by
adding reflection and refraction into glossary. There were 2 (two) students still not being understood
the term ‘medium’.
The readability of image in the mirror sub section was 89 %. A students questioned about concave
mirror. When concave mirror was mentioned, students could not imagine the picture of that thing. But,
when the use of convex mirror and concave mirror were offered, students directly understood and
could imagine the thing.
The readability of images in the mirror subsection was 89 %. In the lens material, students
understood all terms used in teaching material. It is because the lens use is familiar to students. Many
optical tools can be found such as eye glasses, loop, and binoculars toy. Therefore, when convex lens
and sunken lens were mentioned, students could imagine the shape of those lenses immediately.
Human’s vision part has no much difficulty. There was no difficult term in the text for students. A
student asked about the meaning of role-play. After being explained that role play is the activity of
students who involve in a drama. Students played their own roles such as doctor and patient. Those
students suggested using the term ‘drama play”. But, even though the used term was understandable,
students were still wondering the truth of image formation by eyes. The text explained that the shadow
falls to the retina upside-down, but brain did not interpret it as upside down or erect relative to the
object.
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In insect eyes sub section, the terms were understandable. It has been known that there were ‘area
of cropping and sticky trap in students’ terms in students’ worksheet (LKS). Sticky trap is a term that
is often used in agricultural science. Sticky trap is an insect trap. The students perceived the term of
planting area too general. In order to make students directly understood, a more specific term was
used, for example, using word of garden, farm, cornfield, chilli field, or others.
As well as insect eyes vision subsection, the term on optical tools sub-section could be understood
by all students. However, in the instructional text, students were still not able to follow instruction in
accordance with the text given. There was an instruction 'Write the distance between loop and the
object when the object is seen: a) clear and erect b) invisible c) clearly reversed'. In the interview,
students were asking the meaning of the word 'clear'. After the solution was made, it was finally
known that the most appropriate instruction to replace the old one was 'Write the distance between
loop and the object when: a) the image of the object is clear and erect, b) No visible images of the
object, and c) the object's image is clear and inverted.
From cloze test and interview overall, readability level of teaching material was 90 %. The
obtained percentage indicates that teaching material of integrated science belongs to independent
category because it was above 60 % [9]. Independent teaching material is the teaching material that
has been autonomous. The cloze test is a readability test which the validity is higher than other
readability tests [5].
4. Conclusion
From the research of study, the score obtained was 92 % in human and insect visions subsection. The
lowest score was 82 % in light characteristics subsection. The average result of readability test of
threaded integrated science teaching material was 90 %. The percentage showed that the teaching
material was in independent category. It means threaded integrated science teaching material can be
used in learning.
5. Acknowledgments
Many thanks go to GTK directorate in Education and Culture Department for providing researcher the
P2TK 2015 scholarship. Thank you very much to the academic community of SMPIT AL Araf
Boarding School Sukabumi for the support during the research. May your kindness get the best reward
from the Almighty Allah.
6. References
[1] OECD 2015 PISA 2015 result in focus [online] available at: https://www.oecd.org
[2] Asyhari A and Hartati R 2015 Profil peningkatan kemampuan literasi sains siswamelalui
pembelajaran sainstifik (Jurnal ilmiah pendidikan fisika ‘al-biruni’ vol 04) pp 179-191
[3] Puspitasari A D 2015 Efektifitas pembelajaran berbasis guided inkuiri untuk meningkatkan
literasi sains siswa (Jurnal fisika dan pendidikan fisika 2015 vol 1) pp 1-5.
[4] Zakiya H, Sinaga P, and Rohyani E 2015 review bahan ajar fisika sma berdasarkan cakupan
literasi sains dan penggunaan multi representasi (Simposium nasional fisika (SINAFI)UPI
2015) [online] available at:
https://www.researchgate.net/profile/Parlindungan_Sinaga3/publication/303922667_
Review_Bahan_Ajar_Fisika_SMA_Berdasarkan_Cakupan_Literasi_Sains_dan_Peng
gunaan_Multirepresentasi/links/575e629208ae414b8e4f5697
[5] Abidin Y 2014 Desains sistem pembelajaran dalam konteks kurikulum 2013 (Bandung: PT.
Refika Aditama)
[6] Prastowo A 2012 Panduan kreatif membuat bahan ajar inovatif (Yogyakarta: Diva Press)
[7] Nurlaili 2011 Pengukuran tingkat keterbacaan wacanadalam lks mata pelajaranbahasa indonesia
kelas 4–6 SD dan keterpahamiannya (Portal jurnal universitas pendidikan indonesia vol 1)
pp 167-177
1081
[8] Cunningham J W and Tierney R J 1979 Evaluating cloze as a measure of learning from reading
(Journal of reading behavior vol 11) pp 287-292
[9] Jatnika A W 2007 Tingkat keterbacaan wacana sains dengan teknik klos (Jurnal Sosioteknologi
vol 10) pp 196-200
[10] Janan D and Wray D 2012 Readability: the limitation of an approach through formulae.
(Prosiding at the british educational research association annual conference) [online]
available at: http://www.leeds.ac.uk/educol/documents/213296.pdf
[11] Fraenkel J R and Wallen N E 2005 How to design and evaluate research in education (New
York: McGraw-Hill)
[12] Ajideh P and Mozaffarzadeh S 2012 C-test vs. multiple-choice cloze test as tests of reading
comprehension in iranian EFL context: learners' perspective (English language teaching vol
5) pp143-150
[13] Farr R and Roser N 1979 Teaching a child to read (New York: Harcourt Brace Jovanovich)
[14] Jongsma E A 1980 Close instruction research: a second look (Delware: IRA)
[15] Crossley S A, McCarthy P M, Dufty D F and McNamara D S 2007 Toward a New readability:
a mixed model approach. pp 197-202 [online] available at:
http://129.219.222.66/Publish/pdf/p197.pdf.
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Design of human vision-interactive multimedia with

pedagogical agent (HV-IMPA) for enhancing creatif thingking
skill of junior high school students
M S K Maubuthy1,a), A Fitriani2, and W Setiawan3

1
2
3
Departemen Pendidikan Ilmu Komputer, Universitas Pendidikan Indonesia, Jl. Dr.
a)
E-mail: maksi@student.upi.edu
Abstract. The aim of this study is developing and testing HV-IMPA as a medium of science
learning for improving students’ creative thinking skill. This study used adaptation of research
and development model by Borg and Gall, Dick and Carey, and Allesi and Trollip devided into
four main stages: needs analysis, model designing, product development, and product
evaluation. However, in this paper just discuss about the design of HV-IMPA as the result of
product development and validation by experts as the result of product evaluation. The results
of this research show that: the HV-IMPA, a learning multimedia equip with a pedagogical
agent called Maksi, have been developed. It presents material about the light and human vision.
The aspects of widening, connecting, and reorganizing are integrated into HV-IMPA to
improve creative thingking skill of students. Based on validity by the material expert, average
value 4,48 (very good category), and by media expert, average value 4,45 (very good
category), it can be concluded that the HV-IMPA is feasible to be science learning multimedia
for improving student creative thinking skill.
1. Introduction
Ausubel classifies learning in two dimensions. The first dimension relates to the way in which the
information or subject matter is presented to the student through acceptance or exploration, while the
second dimension concerns on how students can relate that information to their existing cognitive
structures [1]. So the underlying process of learning is the information delivery and absorption process
from resources to the recipient.
In the process of delivery information, materials is presented by the teacher into communication
symbols, such as, verbal symbols or non-verbal symbols, then the students interpret those symbols in
order to obtain the information. Sometimes the interpretation is successful, but sometimes fails.
Interpretation fails mean the failure of students in understanding what they heard, read, or seen. The
interpretation fails due to the obstacles in the communication process known as barriers, or noise [2].
Therefore the selection of appropriate media as transfer tools of knowledge is needed so that students
not only hear what is conveyed by the teacher, but also capture through the sensing process.
Furthermore related to the process of information absorption, students need to experience a higher
mental process called thinking. Thinking is manipulating data, facts, and information to make
1083
decisions behave. Students need to recall, invite previous experiences into the working memory, and
begin to form associations related to the cognitive structure they already possessed [3]. Students who
are skilled in thinking will make them literate to science, able to understand the subject, able to utilize
information, and able to be creative [4]. Besides that, it is absolutly clear that the high-order thinking
skills are needed in the era of knowledge [3, 5, 6].
One of the thinking skills is creative thinking skill. Creative thinking is the ability to uncover new
relationships, see a subject of the new perspective, and form new combinations of two or more known
concepts [7, 8, 9]. Skilled creative thinking can stimulate students to form their own conception of a
phenomenon to be a true concept and stored into their memory. This of course helps students to
assimilate their knowledge so that one of the thinking ability that needs to be trained is creative
thinking. Therefore science learning needs to be empowered to achieve that goal.
For years educational researchers have been trying to find ways to create learning environments
that can help develop students' creative thinking skills especially if their curriculum structures do not
include creative thinking learning [10], one of them through the use of technology, the use of
computers. Clements [11] study suggests that computers can serve as potential catalysts in the
development of creative thinking. These findings are supporting the opinions of Jonnasen and
Sheinggold [10] which suggest that computers, if used as cognitive tools, can broaden the human mind
because of their ability to visualize ideas through multimedia and the ability to facilitate organizing
and association of information.
However, the effectiveness of multimedia on learning outcomes depends on how the media is used
and how the learning environment is built in multimedia [12]. Lee & Osman [13] states that although
the use of multimedia can help students visualize abstract concepts, the existing multimedia design
generally causes students to lack metacognitive awareness and skills to make effective decisions in
computer-mediated learning environments. They lack the skills to find, process and use information
and ideas. Students as novice learners also do not always connect their initial knowledge with prior
knowledge or daily experience in a productive way to learn [14]. Therefore, Pedagogical Agent (PA)
is designed to facilitate learning in a computer-based learning environment primarily to improve
pedagogic aspects in the media [13, 15].
PA is a character in multimedia that can be designed as an expert who understands a specific
knowledge to provide guidance for students [16, 17, 18], as study friends [19] or motivators [16, 17,
20] who accompany students and motivate them to engage in the learning process. PA in multimedia
learning can be useful for increasing students' metacognition awareness of what they know and what
they should know for the topic studied [14]. PA in multimedia can remind students about the concepts
that are interconnected with the concept that has been studied previously so that students can make
connections between concepts learned with new concepts. It is expected to assist students in practicing
their thinking skills as well as motivating them in the learning process.
Some of the current research on PA in multimedia tends to be directed to targeted cognitive
learning outcomes where the test is factual recall and simple problem solving [21], so it is
recommended to develop design of multimedia with a variety of targets one of which is related to
creative thinking. Therefore we intended to design and develop an interactive multimedia embedded
pedagogical agent to improve students' creative thinking skills. From the need analysis stage, we found
out that one of the difficult materials faced by students and teachers is about the light and optics then
we design a multimedia that will present materials about that with topic of human vision, called
Human Vison-Interactive Multimedia with Pedagogial Agent (HV-IMPA). So, the purposes of this
study are to develop the desain and test the feasibility of the HV-IMPA as a medium of science
learning to improve students’ creative thinking skill.
2. Method
The HV-IMPA was developed by researcher using a combination of three models: Borg & Gall model
of research and development [22] , Allessi & Trollip model of multimedia development [23], and Dick
and Carey instructional design model [24] that categorized in four main syntaxes: needs analysis,
model designing, product development, and product evaluation. All syntaxes are continuously and
cannot be skipped.
1084
At the product evaluation we conducted two form evaluation: formative evaluation, consist of
alpha test and beta test, and summative evaluation/program validation. Alpha test involves experts to
validate the product, and the beta test is a small gorup test involving teacher and students, and the
sumative evaluation is the last test where the product is used in the actual learning activity. However,
this paper just presents about the design of this produt and the validartion by experts.
In alpha test, the HV-IMPA was judged by two experts: the content expert on aspect of learning
and materials/content, and the media expert on aspect of programming and display. Data was collected
using a questionnaire for each expert with indicator based on multimedia assesment criteria by Walker
& Heiss [25], Thorn [26], and SEG Research [27] shown in Table 1 and Table 2.
We collect two kinds of data in this process: qualitative data in form of criticism and suggestions
from media and content experts, compiled and abstracted as a guideline to improve the HV-IMPA; and
quantitative data, analyzed using descriptive qualitative. So, the average score of assesment results by
experts are converted into qualitative data scale of five [28] to determine feasibility of the product. In
this study, the HV-IMPA is feasible to be a medium of science learning if the average score of
assesment at least is “good” level.
Table 1. Indicator of multimedia assesment for content aspect

Aspects Indicators
Learning 1. Clarity and consistency of learning objectives to materials
and tests
2. The order of material presentation
3. Clarity of description and easiness of students understand
the material
4. Allocation examples, drills, sumaries, and test
5. Quality of giving motivation
6. Clarity of learning instruction
7. Quality of handling of other special learning objectives
Content/Materials 1. Suitability of content to curriculum
2. The truth, breadth, depth, and order of material descriptions
3. Exactness of images/animations/videos to reinforce the
content
4. Quality of test
Table 2. Indicator of multimedia assesment for media aspect

Aspects Indicators
Programming 1. Media interactivity
2. Ease of use of navigation buttons and serving
menus
3. Opennes to run the menu
4. Availability of media responses to every student
action
5. Clarity of instructions for use
6. Efiiency of media
Display 1. Layout
2. Quality of type and size of letter and spaces
3. Text readibility
4. Display quality and placement of images/
animations/videos
5. Suitability of the content of each slide
6. Suitability of the color
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Table 3. Interactive Multimedia Feasibility Level

Score
Value Category
Formula Extrapolation
5 Very good ̅̅̅
4 Good ̅̅̅ ̅̅̅
3 Average ̅̅̅ ̅̅̅
2 Below average ̅̅̅ ̅̅̅
1 Poor ̅̅̅
Mean ideal score ̅ : 1/2 (max score + min score)
Ideal standard deviation : 1/6 (max score – min score)
X : Empirical score
3.1. Overview of HV-IMPA

HV-IMPA was developed using Adobe Flash Professional CS6 and published as an executable (.exe)
software that is not required any supported aplication to be runned. The HV-IMPA uses a branching
tutorial presentation model where students can choose which material will be studied [29]. This model
is similar to tutorials by teachers or instructors [30] so that the entire instructional sequence is similar
to that of a teacher related to a topic [29]. Therefore in learning using HV-IMPA, students must be
able to master prior material before proceeding to the next material. At the end of each material, there
is a quiz consist of several questions about material students have just learned. If they can pass the
quiz they will get a password to continue their learning to the next material.
There is a single PA in HV-IMPA, namely Maksi. Maksi is a young man who acts as an expert in
human vision as well as a learning companion in HV-IMPA. He gives information to students, makes
connection between information, and provides motivation and encouragement to the students to learn.
This product is intended for grade VIII student of junior high school. The material presented in
HV-IMPA is science materials which is integrated using the connected model by Fogarty [31] with
topic of human vision process. The material was taken from KD 3.12. Analyzing the properties of
light, the formation of images on plane and spherical surface and its application to explain the process
of human vision, insect eyes, and the working principle of optical instruments. However, the materials
are limited to analyzing the properties of light to explain the process of human vision due to the topic.
The materials presented in HV-IMPA are divided into three main subtopics: the eye, the human
vision process, and the eye defects. Subtopic of eye contains the materials of the parts of eye and their
function. Subtopic of human vision contains materials about the properties of light and its role for
vision. In this subtopic HV-IMPA comes about the nature of light, the light sources, the propagation of
light and the formation of the shadows, the reflection of light, plane and spherical mirrors, the
refraction of light, the formation of image on the eye, and the lenses. The eye defects discuss about
myopia and hypermetropia and their corrections.
There are eight main menus in HV-IMPA: curriculum, contains Kompetensi Inti (KI) and
Kompetensi Dasar (KD) as well as indicator of material presented; eye, presents subtopic of the eye;
vision process, presents subtopic of human vision; eye defect, presents subtopic of eye defects;
summary, contains summaries of the entire materials; evaluatio, contains questions to measure
students' abilities; Instructions for use, aims to provide guidance to facilitate learners in operating this
interactive multimedia product; and team developer, shows information about the developer and
bibliography.
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Figure 1. Character of Pedagogical Agent in HV-IMPA
The creative thinking skill integrated in HV-IMPA is based on three mental mechanisms suggested by
Antonieti, et al. [8] those are: widening, the ability to have an open mind, to aware of the great number
of elements that can be identifed in a given situation; connecting, refers to the capacity to establish
reciprocal relationship between different elements, and to synthesize the multiplicity of disparate
elements into an overall structure; and reorganizing, consist of changing the perspective and imaging
what should happen if unsual condition occured. To enhance such creative thinking skills, the
presentation of IMPA uses learning activities as proposed by Torrence [32]: stimulating curiosity and
desire to know, building to learners' exiting knowledge, provocative questioning to make the learner
think of information in new ways, predicting from limited information, and relating one information to
another information.
For example, to improve the aspect of widening, we stimulate student’s desire to know and build
information into the student's initial knowledge. It is based on the assumption that in order for a person
to be creative there must be a desire to know [32], and knowledge needs to be built into the students's
early knowledge as it is capable of making the students aware of things beyond their comprehension
that they might find if they are willing to open their mind [8, 33]. In the presentation of IMPA, when
discussing about the eyes students is reminded by PA about the material that has been studied in
elementary school. Students are given a task containing eye pictures and asked to choose description
suitable to such part of eye to have students recover the knowledge they already possessed before
entering into the core material. Another example in the material about the vision process, preceded by
providing interactive questions by raising the case of the invisible hand theory to make students aware
that there is another element needed in the process of seeing, the light. HV-IMPA also provides games
for enhancing widening aspect, those are "Am I a light source?" and "Am I translucent?" The use of
the word games itself is only intended to increase student motivation. Although this presentation
model is in the same way as drill & practice, games differ in connotation where students are happier
when they know they are going to play a game [29, 30].
In term of enhance the connecting aspect, HV-IMPA stimulates student curiosity by presenting a
reflection experiment in Let Be Scientist section of reflection and asked "Is there a relationship
between the incidence angle and the reflection angle? Why does the incidence angle of 35° produce a
reflection angle of 35° too?” Then HV-IMPA asks students to predict the relationship between the
incidence angle and the reflection angle. HV-IMPA gives students a question what will happen if
incident angle is enlarged and ask them selecting several hypothetical options presented. After that
HV-IMPA showed reflections for several different angles and students were asked to fill in the
observation table on HV-IMPA and make conclusions based on the observations. Another activity
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provided for student is in Let Be Scientist section of reflection. HV-IMPA present a case about whalers
where students are asked to help the whalers determine the exact shooting direction to hit the whale
targeted and to finish that case they must solve another case, shallow pond. In the second case students
learn about refraction to explain why a student, Robin, drowned in a pool that he thought was shallow.
This is the activities where students are demanded to predict from limited information and relate and
construct information to established relationship between two different elements based on given
information. Actually, most of the material presented in this multimedia supports the improvement of
this connecting aspect. Students learn about the properties of light to explain the process of human
vision which is a structure. They learn to synthesize the multiplicity of disparate elements into an
overall structure.
Meanwhile to enhance aspect of reorganizing, multimedia not only deliver the material but also
presented the question to provoke students to think if an unusual condition occurred. The presentation
is in the form of quiz questions or interactive questions. For example when learning about the eyes,
students know that the lens of the eye is flexible, then HV-IMPA gives a question what will happen if
the eye lenses are rigid? Or when they learn about forming image in eyes the students are given
information that the eye lenses are convex lens, then what would happen if the eye lenses was a
concave lens? All the questions are intended for the students to see something in different point of
view and think information in new ways. Through this activity the students' creative thinking skills are
expected to increase as one of the creative thinking characteristics is able to repurpose an information
to create a novel that has its own value [9].
3.2. The result of assesment of the content expert

Table 4 presents the results of assesment by the content expert.
Tabel 4. Recapitulation of content expert assesment result
No. Aspects Average Score Category

1. Learning 4,35 Very good
2. Contents/Materials 4,61 Very good
Mean 4,48 Very good
Suggested improvements from content expert are: 1) use the Indonesian language consistently; 2) add
information about the property of the virtual image that cannot be captured by screen on the
explanation of the image properties of a plane mirror; 3) clarify light sources on the material of light
sources. The content expert stated that overall the HV-IMPA is good and feasible to be used as a
science learning multimedia for junior high school student.
All suggestions from the content expert were used for revising this product. Then, based on the
material expert's judgment it can be concluded that in terms of learning and content HV-IMPA is
feasible as science learning multimedia for enhancing student’ creatif thinking skill.
3.3. The result of assesment of the media expert

Table 5 presents the results of assesment by the media expert. Suggested improvements from media
expert are: 1) fix some error spelling; 2) consistently use credit for picture/animation/video used; 3) fix
some part that text is stucking; 4) Reconsider the location of the back button; 5) Consider an audio as
alert feedback for correct/incorrect answers of students when they do the quiz. The media expert stated
that overall the HV-IMPA is feasible to be used as a science learning multimedia for junior high
school student after revision according to the suggestion.
Tabel 5. Recapitulation of media expert assesment result
No. Aspects Average Score Category

1. Programming 4,57 Very good
2. Display 4,33 Very good
Mean 4,45 Very good
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All sugestions from media expert were used for revising this product, except suggestion about
location of back button because in HV-IMPA almost all button we located in the right side so that we
put the back button in the letf side. Then, based on the media expert's judgment it can be concluded
that in terms of programming and display HV-IMPA is feasible to be a science learning multimedia.
4. Coclusion
The HV-IMPA has been developed and is feasible to be science learning multimedia to improve
students’ creative thinking skill both in terms of content and media aspects with very good level. This
HV-IMPA is design to improve student creative thinking skill by embedded aspects of widening,
connecting, and reorganizing into its presentation.
5. References
[1] Al Tamini 2017 The Effect of Using Ausubel’s Assimilation Theory and the Metacognitive
Strategy (K.W.L) in Teaching Probabilities and Statistics Unit for First Grade Middle
Schools Students’ Achievement and Mathematical Communication European Scientific
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[2] Sadiman A S, Rahardjo S, Haryono A, Rahardjito (2010). Media Pendidikan: Pengertian,
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[3] Tawil M, and Liliasari 2013 Berpikir Kompleks dan Implementasinya dalam Pembelajaran IPA
(Makassar: Badan Penerbit Universitas Negeri Makassar)
[4] Rindell A J A 1999 Applying Inquiry-Based and Cooperative Group Learning Strategies to
Promote Critical Thinking Journal of College Science Teaching 28 203-207
[5] Trilling B, and Hood P 1999 Learning Technologi, and Education Reform in the Age of
Knowledge or “We’re Wired, Webbeb, and Windowed, Now What?” Educational
Technology 1-25
[6] Clarke I, Flaherty T B, and Mottner Sandra 2001 Student Perceptions of Educational
Technology Tools Journal of Marketing Education 23 169-177
[7] Evans J R 1991 Creative Thinking In the Decision and Management Science (Cincinnati:South-
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[8] Antonietti A, Colombo B, and Pizzingrilli P 2011 The WCR Model for Creativity. From
Concept to Application The Open Education Journal 4 80-89
[9] Goodwin M, and Sommervold C 2012 Creativity, Critical Thinkinh, and Comunication:
Strategies to Increase Students’ Skill (Lanham: Rowman & Littlefield Publisher, Inc)
[10] Liu M 1998 The Effect of Hypermedia Authoring on Elementary School Students’ Creative
Thingking Journal Educational Computing Research, 19 27-51
[11] Clements D H 1995 Teaching Creativity with Computer Educational Psychology Review 7 141-
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[12] Liu M 1998 The Effect of Hypermedia Authoring on Elementary School Students’ Creative
Thingking Journal Educational Computing Research 19 27-51
[13] Lee T T, and Osman K 2012 Interactive Multimedia Module with Pedagogical Agents:
Formative Evaluation. International Education Studies 5 50-64
[14] Land S M 2000 Cognitive requirements for learning with open-ended learning environments.
Educational Technology Research and Development 48 61–78
[15] Schroeder N L, Adesope O O, Gilbert R B 2013 How Effective are Pedagigical Agents for
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[17] Kizilkaya G, and Askar P 2008 The effect of an embedded pedagogical agent on the students’
science achievement. Interactive Technology and Smart Education 5 208–216
[18] Moreno R, and Mayer R E 2005 Role of Guidance, Reflection, and Interactivity in an Agent-
Based Multimedia Game Journal of Educational Psychology 97 117–128
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[19] Maldonado H, and Hayes-Roth B 2004 Toward Cross-Cultural Believability in Character

Design. http://www.angelfire.com/ab8/ arindamifs/1.pdf
[20] Kizilkaya G, and Askar, P 2008 The effect of an embedded pedagogical agent on the students’
science achievement. Interactive Technology and Smart Education 5 208–216
[21] Clark R E, and Choi S 2005 Five Design Principles for Experiments on the Effects of Animated
Pedagogical Agents Journal Educational Computing Research 32 209-225
[22] Borg W R, and Gall M D 1983 Educational Research: An Introduction (New York: Longman
Inc)
[23] Alessi S M, and Trollip S R 2001 Multimedia for Learning: Methods and Development
(Massachusetts: A Pearson Education Campany)
[24] Dick W, Carey L, and Carey J O 2009 The Systematic Design of Instruction 7th Ed (New
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[25] Arsyad A 2011 Media Pembelajaran (Jakarta: Rajawali Pers)
[26] Munir 2013 Multimedia: Konsep & Aplikasi dalam Pembelajaran (Bandung: Alfabeta)
[27] SEG Research. (2008). Understanding Multimedia Learning: Integrating multimedia in the K-
12 classroom. http://s4.brainpop.com/new_common_images/files/76/76426_BrainPOP_
White_Paper20090426. pdf.
[28] Idris H 2008 Pengembangan Media Pembelajaran Berbantuan Komputer IQRA 5 48-58
[29] Roblyer M D 2006 Integrating Educational Technology into Teaching 4th Ed (New Jersey:
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[30] Daryanto 2013 Media Pembelajaran: Peranannya Sangat Penting Dalam Mencapai Tujuan
Pembelajaran (Yogyakarta: Gava Media)
[31] Fogarty R 1991 How To Integrate The Curicula (Illionis: Skylight Publishing)
[32] Lawson, A E 1979 Yearbook The Psyology of Teaching for Thinking and Creativity.
Clearinghouse for Science, Mathematics, and Environmental Education: The Ohio State
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[33] Simonton D K 1999 Origins of genius: Darwinian perspetive on creativity (New York: Oxford
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Increase the ecoliteracy student in planting through project

based learning (PjBL)
D Widiania), and N Supriatna

Departemen PendidikanDasar, UniversitasPendidikan Indonesia, Jl. Dr.Setiabudi No. 229,
a)
E-mail: dianwidiani13@gmail.com
Abstract. This study aims to improve the ecoliteracy of students in the planting grade IV
SDN 2 MulyaMekarPurwakarta. The design of this study used a classroom action
research consisting of four stages: planning, implementation, observation, and reflection.
The subjects of this study were 23 students of grade IV SDN 2 Mulya Mekar Purwakarta.
Technique of collecting data using test. Data analysis technique using quantitative
descriptive technical analysis. The results showed that there was an increase in aspects of
knowledge, awareness, and application of students' ecoliteracy in planting. Initial data of
ecoliteracy knowledge aspect in planting student obtained class average that is 59,7,
increase in cycle I by obtaining average of class 74,7, then in cycle II increase by getting
mean of class 82,1, and at cycle III increased to 85.74. The conclusion of this research is
the model of Project Based Learning (PjBL) can improve aspects of knowledge,
awareness, and application of students' ecoliteracy in planting grade 4 students of SDN 2
MulyaMekarPurwakarta.
1. Introduction
Based on the results of reflection conducted by researchers together with the guardians of class IV
showed that the knowledge, awareness, and application of ecoliteracy of students in planting in grade IV
SDN 2 MulyaMekarPurwakarta less than the maximum, that is indicated by the still uncovered plants
(wilt and crop arrangement) Neatly), students picking plants without any benefit, and many students step
on plants. As well as the initial data of students' knowledge shows the average student score of 59.7. The
value is still below the KKM that is 71. Based on the problems that arise the researcher applied one of the
contextual learning model of Project Based Learning (PjBL).
Ecoliteracy is a student's concern for the environment characterized by awareness, knowledge,
attitudes, skills, and action [1]. In this study focuses on aspects of knowledge, awareness, and application
of ecoliteracy in planting
Project based learning has great potential to make the learning experience interesting and meaningful.
Project based learning is an innovative learning model or approach, which emphasizes contextual learning
through complex activities[2]. The present age of knowledge, wanting a project-oriented learning
paradigm, problems, inquiry, discovery and creation [3] This means giving students the opportunity to
navigate across the learning sphere (cognitive, affective, and psychomotor). According the learning
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process as an interactive activity should be able to work on all the cognitive, affective, and psychomotor
domains as a learning act in the framework of the personal wholeness of the learner [4]
Rais 2010 Indicates that the activities developed between the project groups are vigorous, the students
through observations seen enjoying the way learning is developed based on project based learning
scenarios [5].
Buck Institute for Education (1999) mentions that project-based learning has characteristics, namely:
(a) students as decision makers, and frameworks, (b) there are problems whose solutions are not
predetermined, (c) students as process designers to achieve (D) the student is responsible for obtaining
and managing the information collected, (e) continuously evaluating, (f) the students regularly reviewing
what they are doing, (g) the product's final product and its quality evaluated, and ) Classes have an
atmosphere that gives fault tolerance and change [6]
The steps of project based learning according to Gabriela and Thomas 2000 are: First stage of
preparation of problem formulation (choosing project theme, questioning, list making, and project
decisions). The second phase of integration, is a process step consisting of a number of activities related
to the activity with regard to the preparation and important steps of a project. The third stage is evaluation
that is interpretation and make comparisons, conclude and make project report)
The quality of teaching is always associated with the optimal use of learning strategies, this means that to
achieve a high teaching every subject must be organized with appropriate organizing strategies too. One
of the learning strategies that is believed to empower and improve intelligence Ecological learners are
Project Based Learning (PjBL)[8]. It takes a solution to answer all questions, this is the most important
process in project based learning, that is finding the solution of all problems. In this research is to find
solution of environmental problem in the form of planting.
Application of project based learning model is an alternative to improve the ecoliteracy aspects of
students in planting. Based on the description, the researcher conducting classroom action research with
the title "Improvement of ecoliteracy of students in planting through the application of model Based
Project Learning (PjBL)".
The formulation of the problem in this research is: how to increase the ecoliteracy of students in
planting in class IV SDN 2 MulyaMekar?
The purpose of this study is to improve the ecoliteracy of students in planting in grade IV SDN 2
The method used in this research is Classroom Action Research methods. Study that combines research
procedures with substantive action, an action performed in the inquiry discipline or one attempt to
understand what is happening while engaging in a process of improvement and change [9]. The research
design used in this research is the spiral model of Kemmis and MC. Taggart. This model is the
development of Kurt Lewin model, which consists of four stages of planning, action, observation and
reflection. The subjects of the research are the fourth grade students of SDN 2 MulyaMekar as many as
23 students. The data source of the students' ecoliteracy knowledge comes from the data of the student
evaluation test result, while the awareness and application data obtained by the researcher from the
interview with the local teacher and observation. Technique of collecting data using test technique. Data
analysis uses descriptive analysis which includes quantitative data. The variable in this research is the
ecoliteracy of students in planting through Project Based Learning in fourth grade students of SDN 2

Learning on this research is by applying the model of Project Based Learning. The project-based learning
model is a learning model that focuses on the main principles and concepts of a discipline, engages
students in problem-solving, and other meaningful tasks, encourages students to work independently to
build learning and ultimately produce works [10] . Students work in teams to solve environmental
problems by planting activities. In addition, this is also consistent with the statement of the Research and
1092
Development Center of the Curriculum and Book Center that strategies for developing environmental
literacy characters can use problem based learning models in learning activities [11].
Aspects of ecoliteracy assessed in this study are aspects of knowledge, awareness, and applications
that are components of ecoliteracy [12]. And is one of the goals of environmental education according to
UNESCO is to provide opportunities for everyone to gain the knowledge needed to solve current
environmental problems and prevent new problems [13].
Result of evaluation of knowledge of ecoliteracy of student in planting before applying model of
project based learning in fourth grade student of SDN 2 MulyaMekarPurwakarta that get average class
59,7. Comparison of the acquisition of knowledge evaluation results of students' ecoliteracy before using
the model of Project Based Learning with after using the model of Project Based Learning can be seen in
the following table:
Table 1.The Result of Student Ecoliteracy Knowledge
Cycle Mean Cycle’s Completenes

Average Presentation
Cycle I Action I 64,2 76,52

Action II 78,2
Action III 80,8
Action IV 82,9
Cycle II Action I 82,3 84,05
Action II 83,8
Action III 84,45
Action IV 85,65
Cycle III Action I 85,1 89
Action II 86,7
Action III 89,5
Action IV 92,7
The calculation of the scores of the students' ecoliteracy knowledge is based on five indicators,
1) Understanding the crop problems in the surrounding environment, 2) Understanding the cultivation
process, 3) Analyzing the impact of cultivation, 4) Analyzing the problem of planting, and 5) Creating the
solution of the problem of greening the school by cultivating
Table 2.The Result of Student Ecoliteracy Awareness

Cycle I Action I 40 45,93

Action II 44,8
Action III 47,82
Action IV 51,1
Action II 70,7
Action III 73,47
Action IV 75,4
Cycle III Action I 78,26 82,01
Action II 81,1
Action III 83,47
Action IV 85,2
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The calculation of the result score of the students' ecoliteracy knowledge is based on the five indicators,
1) the students are aware to plant, 2) the students are aware to water the plants, 3) the students are aware
of the cultivation of the plants, 4) the students are aware not to damage the plants, and 5) keep the
environment clean.
Table 3. The Result of Student Ecoliteracy Application

Cycle I Action I 39,3 45,7

Action II 44,8
Action III 47,8
Action IV 50,9
Action II 58,26
Action III 62,4
Action IV 65,7
Cycle III Action I 71,3 78,5
Action II 77,8
Action III 80,7
Action IV 84
The calculation of the result score is based on five indicators, 1) the students are able to plant, 2) the
students are able to water the plants, 3) the students are able to plant, 4) the students are able to not
damage the plants, and 5) the students are able to keep the environment clean .
4. Conclusion
The conclusions of this research are the knowledge, awareness, and application of the students'
ecoliteracy in planting increases from the condition of each action in its cycle. It has fulfilled the success
indicator that is at least 80% of fourth graders of SDN 2 Mulya Mekar Purwakarta experience individual
learning completeness ≥71.
Based on the conclusion that has been described above, shows that the proposed hypothesis has
been proven true that the project based learning model can increase knowledge, awareness, and
application of ecoliteracy in the planting grade IV SDN 2 Mulya Mekar Purwakarta.
5. Acknowledgments
Based on the conclusions of classroom action research conducted on IVC SDN 2
MulyaMekarPurwakarta, the researcher can give suggestions as follows.
1) For Master
Teachers are expected to apply the latest / innovative approaches, methods, models, or learning strategies
in learning as one way to improve the quality of student learning in schools. In addition, teachers can use
project-based learnig model to improve students' ecoliteracy in planting.
2) Divide the School
The learning-based project-based learning model of school facilities and infrastructure can be used as a
model in IPS learning and as an alternative to improve the quality of learning.
6. References
[1] UNESCO-UNEP 1978 The Tbilisi Declaration Connect: UNESCO-UNEP Environmental
Education Newsletter 3:1–8
[2] Cord, 2001. Contextual Learning Resource. http;//cord.org
[3] Thomas, J. W 2000 A Review of Research on Project Based Learning. California: The Autodesk
Foundation
1094
[4] Dimyanti, M 2000 Demokratis Belajar pada Lembaga Pendidikan dalam Masyarakat Indonesia
Transisional: Suatu Analisis Epistimologi Keindonesiaan. Makalah disajikan dalam Seminar
dan Diskusi Panel Nasional Teknologi Pembelajaran V. IPTPI Cabang Malang: Malang.
[5] Rais, M. 2010 Project Based Learning: Inovasi Pembelajaran yang Berorientasi Soft Skills.
Makalah. Di Sajikan dalam Seminar Nasional Pendidikan Teknologi dan Kejuruan Fakultas Teknik
Universitas Negri Surabaya
[6] Buck Instituete for Education. 1999. Project Based Learning. http://www.bgsu.edu/organizations/
etl/proj.html.
[7] Gabriella Bodnar dan Judit Hazy. 2000. Experinces of Project Based Teaching Applied In The
Field of Psychology. Journal Social Management Science. 2000. Volume VII. p 173-190
[8] Prayekti. 2006. STM dan Pembelajaran IPA.[Online]. Tersedia: http://www.duniaguru.com
[9] Wiriaatmadja, R 2005. Metode Penelitian Kelas. Bandung:Rosdakarya
[10] Komalasari, Kokom. 2011. Pembelajaran Kosntektual Konsep dan Aplikasi. Bandung : PT Refika
Aditama p 63
[11] BPPPKP 2011 Panduan Pelaksanaan Pendidikan Karakter Kementrian Pendidikan Nasional p 15
[12] Ramdas, M., & Mohamed, B 2014 impact of Tourism on Environmental Attributes, Environmental
Literacy, and Willingness to Pay: A conceptual and Teoritical Review Journal of Procedia –
Social and Behavioral Sciences 144 2014 p 378-391
[13] UNESCO-UNEP 1978 The Tbilisi Declaration Connect: UNESCO-UNEP Environmental
Education Newsletter p 4
1095
The profile of environmental literacy students in science

learning
D Suryanti1,2,a), P Sinaga1, and W Surakusumah1

1
Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.
2
SMPN 14 Dumai, Jl. Tanjung Jaya, Kel. Tanjung Palas, Kec. Dumai Timur,
Dumai, Riau 28816
a)
E-mail: desi.suryanti@yahoo.com
Abstract. This research is motivated that the students' literacy ability is less attention so
that the development profile is less well known. This study aims to determine the profile of
environmental literacy ability of junior high school students in science learning
environmental pollution topics. The research method used is descriptive research method.
The subjects of the study were Junior High School students in Bandung which amounted to
35 people (20 male and 25 female). The research instrument is in the form of
environmental literacy test kit in essay form. Indicators of the problem include 4
components of environmental literacy, namely (1) knowledge, (2) affective about the
environment, (3) competence (cognitive skills), and (4) behavior. Based on data analysis,
each question number is dominated by the low ability of environmental literacy on each
component. The average student's literacy ability as whole is including low category. The
conclusion of this research is the need to improve students' literacy ability.
1. Introduction
In the 21st century we are faced with the demand for the importance of quality human resources and
able to compete. The way it is done is through improving the quality of education that is focused on
the quality of learning in school. There are four strategies undertaken in the success of 21st century
education, namely: first learning to learn, loading how students are able to dig up information around;
Second, learning to be, students are expected to be able to recognize themselves and adapt to the
environment; Third, learning to do, in the form of action or action, to bring up ideas related to science
and technology; Fourth, learning to be together, which contains how to live in an interdependent
society from one to the other [1]. One of the main goals of 21st century learning is to produce students
who are literate in the environment.
The environmental literature is very important for the students in order to prepare people who
understand and can solve environmental problems, so that environmental agents can be prepared with
positive attitude and actions to the environment [2]. The basis of the consistency of environmental
literacy is emphasized in secondary schools mainly through the curriculum of science education. This
is consistent with the objectives of the 2013 curriculum in science subjects, namely to develop
attitudes, knowledge, and skills and apply them in various situations in schools and communities. The
science lesson in the 2013 curriculum is oriented towards applicative skills, the development of
thinking ability, learning ability, curiosity, and the development of caring and responsible attitude
towards the social and natural environment [3].
1096
In the learning process, the development of students' potentials must be done thoroughly.
Therefore, teachers are not sufficient only with knowledge related to the field of study that is taught,
but need to master the aspects of learning as a whole that supports the realization of the development
of student potentials [4]. When viewed from the point of view of interaction in learning that occurs
between teachers, students and teaching materials, teaching materials affect the learning directly as
well as the selection of learning models. The influence of teaching materials on students is huge
because between students and teaching materials have important interactions in the learning process,
meaning students have frequent interaction frequency, not only in the classroom but also outside the
classroom [5].
Based on the observation of one junior high school in Bandung revealed that: 1) learning done in
the classroom is more centered on the teacher so that understanding of concept and ability of student
inquiry is rarely trained; 2) teachers rarely measure students' literacy abilities either in writing or
orally; 3) assessments made by teachers tend to mastery of concepts and have not assessed all aspects
in a balanced manner both attitudes and skills that suit the curriculum demands; 4) the teacher's
questions are closed and allow only an alternative answer and not yet display the knowledge of
environmental issues. This shows that the literacy ability of the students' environment is less attention
by the teacher when teaching in the class. To evaluate whether the curriculum demands are related to
the environmental literacy ability of the students already implemented in the learning process in
school, it is necessary to evaluate.
The problem of this research is how is the profile of the level of literacy ability of the junior high
school students in the integrated science lesson on the topic of Environmental Pollution? ". From the
formulation of the problem can be formulated some research questions as follows:
1. How is the environmental literacy of junior high school students on the knowledge aspects of
integrated science lesson on environmental pollution theme?
2. How is the environmental literacy of junior high school students on skills aspect of
3. How is the environmental literacy of junior high school students on the attitude aspect of
4. How is the environmental literacy of junior high school students on behavioral aspects of
2. Experimental Methods
The method used in this research is descriptive research method. Descriptive research is research
directed to extract data from actual conditions. The data in question is the profile of the students'
literacy ability in the aspects of knowledge, attitude, skills and behavior on science lesson on
environmental pollution. Descriptive method is used because it only aims to determine the profile of
students' literacy ability in writing without accompanied by the treatment. The research design can be
seen in Figure 1 as follow [6]:
Sample Data
Selection Test Analysis
Conclusion Discussion
Figure 1. Research Design

The sample used in this research consists of 35 students of SMP VII class in one of the state Junior
High School in Bandung that has been taught the topic about environmental pollution. The sampling
technique in this study using Purposive Sampling with the purpose of certain purposes.
1097
The instrument used in this research is the literacy test instrument of students' written environment
in the form of essay problem which includes four components of environmental literacy namely the
components of knowledge (cognitive), competence (cognitive skills), disposition (affective), and
behavior toward the environment according to the NAAEE framework. Grid test questions to find out
the description of students' environmental literacy capability contained in table 1.
Table 1. Grid about student's literacy test
Component of Question
Environmental Sub Component Question Indicator Number
Literacy
a. Knowledge Ecological Knowledge of environmental 1
(cognitive) knowledge pollution issues
b. Competence Issue investigation Formulate research objectives 2a
(cognitive skills) planning Formulate inquiry questions 2b
Formulate hypotheses 2c
Analyze data 2d
Draw a conclusion 2e
c. Affective about Verbal Responsibility 3

the environment commitment Locus of control 4
d. Behavior A real Behavior responsible 5

commitment (pro-
environmental
action)
The data obtained in this study is descriptive data in the form of percentage. This quantitative data
in the form of student answers in working on environmental literacy questions modified with
environmental pollution material.
Based on the results of data analysis, the students' literacy capability profile in writing for each
indicator of environmental literacy capability covering the components of knowledge (cognitive),
competence (cognitive skills), disposition (affective), and behavior, can be explained as follows:
3.1. Knowledge Components

Components of knowledge unearthed during observation are early knowledge of students on
environmental issues as well as ecological principles related to the topic of environmental pollution.
Knowledge of environmental issues related to pollution topic owned by students is presented in figure
2.
Based on the data presented in Figure 2, it can be seen that the most students knowledge about
environmental issues is water pollution, followed by waste and waste issues, soil contamination and air
pollution. This means that learning activities contribute positively to students' understanding of this
content. While the lowest achievement is acid rain content and ozone damage. The reason is because
the teacher gives less explanation of the concepts due to insufficient time.
1098
Soil pollution
Global warming
21,2%
2,9% Air pollution
6,6%
5,1% Garbage and waste
19,0%
1,5% Ozone damage
Water pollution
18,2%
16,8% Population density
8,8%
Natural resource exploration
Acid rain
Figure 2. Students' knowledge of environmental issues
3.2. Competency Components (Cognitive Skills)

The cognitive skills unearthed in the study are basic cognitive skills in planning investigations to
investigate environmental issues that include: skills in formulating research objectives, formulating
research questions, formulating hypotheses, analyzing research data, and drawing research
conclusions. The basic cognitive skills students possess are presented in Table 2.
Table 2. Early cognitive skills of students
The right Incorrect answer

No Components answer
n % n %
1. Formulate research objectives 22 62.9 13 37.1
2. Formulate inquiry questions 13 37.1 22 62.9
3. Formulate hypotheses 10 28.6 25 71.4
4. Analyze data 9 25.7 26 74.3
5. Drawing conclusions 8 22.9 27 77.1
Average 35.4% 64.6%
n = Number of Students
Based on the data presented in Table 2, it is revealed that the student's initial competence for the
aspect of the investigation plan is as follows; Skill of formulating research purpose indicate equal to
62,9% student have been able to formulate objectives appropriately. Among the skill components of
the investigation plan being excavated, this component is the most controlled by the students. As for
the other components of cognitive skills, the average percentage of students who can answer
appropriately less than 40%. The overall percentage of the average number of students who can
answer all components of cognitive skills in planning an investigation is 35.4%.
The low cognitive skills of students in planning this investigation may be due to students
accustomed to practicum activities that are only based on a series of activities that have been guided
completely in the worksheet and not yet accustomed to plan their own activities so that the skills of
planning the investigation still showed low results, especially in formulating the hypothesis, Analyzing
research data, and drawing conclusions of the study. Even most students do not know what is meant by
research hypothesis.
1099
3.3. Component Disposition (Affective)

The environmental literacy affective component unearthed in the study is about aspects of
environmental responsibility (question no 3) and locus of control (question no 4). Students' opinions
about the party responsible for dealing with environmental pollution issues are listed in Figure 3.
[CATEGORY
NAME]
[PERCENTAG
E] [CATEGORY
NAME]
[PERCENTAG
E]
[CATEGORY
NAME]
[PERCENTAG
E]
Figure 3. Students' opinions about the party responsible for solving environmental pollution issues
Based on the data presented in Figure 3, it is seen that overall students believe that the
responsibility for dealing with environmental problems is 44% of all citizens. Then for the locus of
control aspect of question 4, do you think you can help the environment through your actions? The
result is 100% of students answered “yes”. This shows that overall students think that students can
help the environment through the actions they take. Locus of Control is an important aspect that affects
one's responsible behavior. A person who feels he or she is not able to influence or help his or her
environmental situation or feels no responsibility to help improve his environment, he will not take
pro-environment action [6]
3.4. Behavioral Components

Question 5 about the actions students have taken to help preserve the environment is intended to
explore the components of responsible behavior that students have undertaken. The results of the
students' answers to responsible behavioral components are presented in Figure 4.
3%
3% 1%
Tree planting
4%
23% Throw garbage in its place
8%
Cleaning up the environment
Make compost
14%
16% Reuse,reduce,recycle
Rebuke the person who

damages the environment
28% Provide a trash can in public
places
Clean the river
Figure 4. Responsible behavior that students have done to the environment.
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Based on the data presented in Figure 4, the most environmentally responsible behavior of students
is cleaning up environment (28%). In general, the responsible behavioral components that have been
done by the students are included in the eco-management aspect, only one behavior that shows the
persuasion aspect of reprimanding others that damage the environment, for consumer / economic
action aspect none of the students answer in that aspect.
4. Conclusions
Based on the results of the study found that each question number is dominated by the low ability of
environmental literacy on each component. It show the profile of students' environmental literacy ability on
the topic of environmental pollution still needs to be improved.
The implications in this research so that the students 'literacy ability is improved, it is necessary to
improve on the learning process for example by applying the appropriate learning model or the right
teaching materials so that it can increase the students' environment literacy.
5. Acknowledgments
The authors would like to thank for teacher and students who have partisipant on this research.
6. References
[1] A. R. Saavedra and V. D. Opfer, “Teaching and Learning 21st Century Skills Lessons from the
Learning Sciences,” 2012. p 13.
[2] K. S. Hollweg, J. R. Taylor, R. W. Bybee, T. J. Marcinkowski, W. C. McBeth, and P. Zoido,
“Developing a framework for assessing environmental literacy,” Washington, DC North Am.
Assoc. Environ. Educ., 2011. p 11.
[3] “Permendikbud No. 68,” 2013. p 3.
[4] Aunurrahman, “Belajar dan Pembelajaran.” Alfabeta, Bandung, 2009.
[5] M. M. Chingos and G. J. R. Whitehurst, “Hoosing lindly,” no. April, 2012. p 4
[6] A. Busyairi and P. Sinaga, “Profil Keterampilan Pemecahan Masalah Secara Kreatif Siswa
SMA Pada Pokok Bahasan Listrik Dinamis,” vol. IV, pp. 23–28, 2015.
[7] A. Kollmuss and J. Agyeman, “Mind the Gap: Why Do People Behave Environmentally and
What are the Barriers to Pro-Environmental Behaviour,” Environ. Educ. Res., vol. 8, no. 3, pp.
239–260, 2002.
1101
An analysis of scientific literacy of secondary school student

on topic energy and energy tranformation
E Kandungan1,2,a), DT Chandra1, and AR Wulan1

1
Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudhi No. 229,
2
SMP Negeri 2 Kuala Batee, Jl. Meulaboh-Tapak Tuan, Km. 16, Aceh Barat Daya, Prov. Aceh
23766, Indonesia
a)
E-mail: edwarkhand@gmail.com
Abstract. The aim of this study is to inform the scientific literacy ability of secondary
school students on the topic of energy and energy transformation. The research method
used was descriptive method with the instruments were 17 questions. The indicator of
competency involves: identifying the science problems, using scientific evidence and
explaining the phenomenon through science. The attitudes of scientific literacy contain
these indicators: the responsibility to the natural resources as a source of energy that can be
utilized for the necessities of life, interest on science issues, and using supporting science
inquiry.The content of science were related to the materials: energy, work, power and work
relationship, and transformation of energy on organism. Based on the analysis and data
category, it was obtained that the ability of student’s scientific literacy competency were:
30% of low, 4,3% of fair, and 65,7% of very low/poor. Those obtained data show that the
students’ scientific literacy competency was far behind from the expected categories, and
need improvement.
1. Introduction
The literacy of science (science literacy, SL) is derived from a combination of two Latin words,
literatus, meaning marked with letters, literacy, or education) and scientia, which means to have
knowledge. Basically, science literacy includes two main competencies. First, lifelong learning
competencies, including equipping learners to study in more advanced schools. Second, the
competence in using the knowledge it possesses to fulfill the life of its life is influenced by the
development of science and technology[1]. Fives et al., Says that, science literacy is the ability to
understand the scientific process in everyday life[2]. The definition of PISA science literacy can be
characterized by four interrelated aspects: context, knowledge, science / competence and science[3].
Based on the above understanding, we can explain that science literacy is the ability to understand
science in the true that includes four aspects. Achieving this is not an easy thing to do without going
through the stages of learning science that supports the creation of an atmosphere of learning that can
make students teransang and sensitive in science learning. IPA is a family of knowledge, having
special characteristic that is studying factual factual phenomena, whether it is reality or event and its
cause and effect[4].
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The average score of Indonesian science literacy based on the results of successive PISA studies
in 2000, 2003, 2006, 2009, and 2012 is presented in Table 1. The table proves that the ability of
students science literacy in Indonesia is still far from the expected standard. Therefore, it is necessary
to make improvements in science learning. One of them is by applying the learning model of Project-
Based Learning. Astawa in Rahman mentions that project based learning is developed on the basis of
constructivist philosophy. The famous German mathematician, Leopod Kronecker, was the first
constructive. Then Piaget, Vygotsky, and other scientific researchers. Why do we call constructivism
when talking about Project-based learning? Because the essence of PjBL is a process that involves
students in discovering and constructing their knowledge. The process is based on research, design,
and all things that are intellectually meaningful and physically involved[5]. The process involves mind
and skill[6]. Based on this understanding, it is appropriate that the project model is used in science
learning, because science should be a lesson that requires direct practice to make students understand
more about the theories studied.
Table 1 Literacy Capability of Indonesian Student Science PISA Study Results

Year of Average Score Average score Indonesia Number of
Study Indonesia International Ratings Study
Countries
2000 393 500 38 41
2003 395 500 38 40
2006 393 500 50 57
2009 383 500 60 65
2012 382 501 64 65
The method used in this research is descriptive research method [7]. Descriptive method is used
because it only aims to get a picture of competency information and students' literacy attitude in the
topic of energy and energy transformation without accompanied by the treatment. The sample of this
study is students of SMP class VII SMP Negeri 1 Jeumpa Regency of Southwest Aceh. The sampling
technique in this study using purposive sampling technique. Purposive sampling is a technique used
when researchers have consideration in determining the sample in accordance with the objectives of
the study[8].
Instrument used in this research is about PISA which have been released, especially energy
related material. Research data is processed descriptively. Step data processing on the subject of
competence as follows:
1. Scoring: the highest score of each question is 1 for the correct answer and the lowest score is
0, then calculated the total total score on each item.
2. Maximum score is score 1 for correct answer and score 0 for wrong answer. After that the
calculated total score of the correct answer (A) and divided the number of questions (B) x 100
to convert into a scale of 100.
3. The test result data is then analyzed to determine the mean final score and then converted into
qualitative data to determine the category of science literacy grade [9].
4. Preparation of students' literacy literacy competency profile as a whole, with the following
criteria:
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Table 2. Category of Literacy of Student Science Based on Competency Problem

Literacy
Competency of
Student Scores
Student
Science
86-100 Very High
76-85 High
60-75 Fair
55-59 Low
≤ 54 Very Low

After doing the analysis of experimental data, then the results are in getting very alarming. Literacy of
students' science especially on energy matter is very far from expected. This is shown in the following
table.
Table 3 Distribution of Percentage of Student Category on Science Literacy Competency
Kategori siswa Persentase (%)
Very High 0
High 0
Fair 4,3
Low 30
Very Low 65,7
Persentase %
80
60
40
20 Persentase %
0
Sangat Rendah Cukup Tinggi Sangat
Rendah Tinggi
Figure 1. Distribution of Percentage of Student Category on Science Literacy Competency
Based on the tables and graphs above, it can be explained that the litarsi ability of science
students are still below the average. This condition is very concerning about the progress of science
achievement of junior high school students. This bias alone occurs due to the absence of a blend of
learning between theory and practice, as well as the use of inappropriate models and methods in
learning activities. Educators should be able to make a scientific approach in delivering the material of
subject. The scientific approach is characterized by the exposure of the dimensions of observation,
reasoning, discovery, validation, and explanation of truth[10]. In addition, the problem is that students
do not understand the discourses given to the PISA problem, because the customs in schools are only
given questions in the form of theories without mentioning how the application in life. So is the
1104
delivery of matter. Science learning in schools refers more to the subject matter or IPA content,
whereas on the question of literacy is more on the application of scientific thinking in real life [11]. If
the above problems continue to occur, consequently the achievement of science students never
progress. Therefore, it is very necessary understanding to educators to be able to improve learning
conditions, especially science.
4. Conclusion
Based on the results of data analysis, it can be concluded that: (1) the ability of science literacy of
junior high school students is still very low so it needs improvement, (2) learning science in schools
should be done using appropriate models and methods, and (3) learning science should integrate
theory with practice to enable students to understand the true nature of science
5. Acknowledgments
Thanks to P2TK Kemdikbud who have given scholarships to carry out this study.
6. References
[1] Toharudin U, Hendrawati S, Andrian, R 2011 Membangun Literasi Sains Peserta Didik.
[2] Fives H, Heubner W, Birnbaum, A S, Nicolich, M 2014 Developing a measure of
scientific literacy for middle school students Science Education, 98(4), pp. 549-580
[3] OECD 2013 PISA (2012) Assessment and analytical framework: mathematics, reading, science,
problem solving and financial literacy OECD Publishing
[4] Wisudawati, Asih Widi dan Eka Sulistyowati 2015 Metodologi pembelajaran IPA Jakarta:
Bumi Aksara
[5] Astawa I M W, Sandia W, Suastra W 2015 Pengaruh Model Pembelajaran Inkuiri
Terbimbing Terhadap Sikap Ilmiah Dan Hasil Belajar IPA e-Journal Program Pascasarjana
Universitas Pendidikan Ganesha. Vol 5 hlm. 1-11
[6] Zajkov O, B Mitrevski 2012 Project-based learning: dilemmas and questions! The
Journal of Macedonian Physics Teacher. 48, p. 1-11
[7] Musfiqon 2012 Panduan Lengkap Metodologi Penelitian Pendidikan Jakarta: PT Prestasi
Pustakaraya
[8] Sudjana Nana, Ibrahim 1989 Penelitian dan Penilaian Pendidikan Bandung: Sinar Baru
[9] Purwanto MN 2008 Prinsip-Prinsip dan Teknik Evaluasi Pengajaran Bandung: PT Remaja
Rosdakarya
[10] Majid Abdul 2014 Pembelajaran tematik terpadu Bandung: Rosdakarya
[11] Pusat Kurikulum Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional
2007 Kajian Kebijakan Kurikulum Mata Pelajaran IPA Unpublished Naskah Akademik
Departemen Pendidikan Nasional
1105
Mapping the use of student science workbooks to improve

critical thinking skills for secondary school in Palu
N Putu Satya1,a), and S Parlindungan2

1
Jurusan Pendidikan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229,
2
Jurusan Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi
No.229, Bandung 40154, Indonesia
a)
E-mail: satya03nara@gmail.com
Abstract. Workbook holds important role in student learning. Workbook as supporting of

textbook, contains task for practising certain skills. This descriptive study aims to determine
the use of workbook by student to improve critical thinking skills and mastery concept in
science subject. Data collections through observation, questionnaires and interviews conducted
on 25 science teacher and 30 students class VIII in Palu. The results showed that 22 of teachers
claim to have never used workbook in science learning, while 2 teachers claim to have ever
used. This is due to several reasons such as 20% unavailability of the workbook, 20% the lack
ability of teachers to develop workbook and 60% teacher is perception about function of
workbook. Many more teachers are using student worksheets because it is considered more
practical and readily available from the publisher. We conclude that the use of science
workbook in secondary school in Palu is still unemphasized. Therefore, it needs the
development of student workbook in science subject to improve students critical thinking and
mastery of concepts.
1. Introduction
Student learn principally through interactions with people (teachers and peers) and instructional
materials (textbooks, workbooks, instructional software, web-based content, homework, projects,
quizzes and tests) There is strong evidence that the choice of instructional materials has large effects
on student learning-effects taht rival in size those that are associated with differences in teacher
effectiveness. But whereas improving teacher quilty through changes in the preparation and
profesional development of teachers and the human resources policies surrounding their employment
is challenging, expensive and time consuming, making better choices among available instructional
materials should be relatively easy, inexpensive and quick [1].
Instructional materials also have a strong indirect path of influence on student learning via their
effects on teachers [2]. The evidence suggest that choice of instructional materials can have an impact
as large as or larger than the impact of teacher quality [3].
Workbook can provide opportunities for students to be actively involved in contextualising
informatuon around them. Further development such as reflective question can encourage students to
consider their learning needs and achievement [4]. The existence of the student workbook is essential
and necessary considering that so far the student worksheet has besome the only source used in the
school. In addition, the independence of learning is essential to be provided to students to prepare
students to a higher level [5].
1106
The use of student worksheet in science learning almost dominates in student learning activities.
Student worksheets are done after the students get the material explanation from the teacher by using
the lecture method. Student work on the student worksheets independently in working on the questions
and the will be corrected and assessed by the tacher. In its use, student worksheet are the only source
use in learing besides textbooks because the student worksheets do not provide direction for students
to use a variety of learning resources. This is why students tend to wait for instructions on what to do
in each lesson. Therefore in the development of the workbook the student mus provide a variety of
reference learning resources that should be used by students in the solution of the problem or the
training project.
The purpose of this research is to (1) knowing how far the use of student workbooks eriented
ctitical thinking skills in schools, (2) knowing factors that cause low use of student workbook oriented
critical thinking in schools, and (3) knowing teacher and student responses about student workbook.
Based on previous research, eg research by Danczal (2016) student workbooks can complement
student’s knowledge. Workbooks need to be content and visual development. Finding from a larger
study indicated that the workbook was a useful adjunct to facilitate this learning [6]. While the
workbook originally focused on supplementing students knowledge of occupational therapy theory,
during the action research cycles the focus shiffted to consider how educational theory informed
workbook design and content. The development of student workbook is dtill very need to be
improved. In this case the researchers tried to map the extent to which the use of student workbooks in
schools.
2. Method
This research is a survey with descriptive approach. This study used a sample of 25 science
teachers who have taught science lessons 5 to 10 years in the City of Palu. Data collection techniques
through observation, questionnaires and interview. A total of 10 questionnairess were given to science
teachers. As for 11 questionnaires given to the teacher, among others, as follows: (1) Are science
learning in your schools integrated? (2) In your opinion, what is a student workbook? And what does it
do in learning? (3) Have you ever used a student worksheet or workbook in the classroom learning
process? If yes, what kind of worksheet is used? If not, why? (4) Is the worksheet created by yourself
or purchased from the publishher? If made by yourself, what is the development model? (5) According
to the your experience, how is the effectiveness of the sheets that are usually used in learning? (6)
What science materials are most difficult to teach and understand by students? (7) Why is the material
difficult to teach and understand by students? (8) If you want to create student workbook, like what do
you want to develop? (9) According to your opinion, how impoetant is the role of worksheet or
workbook in a science lesson? (10) A good worksheet or workbook is like what? (11) Does the
curriculum now require students to think critically? Answer with proof.
3.1. The current scienve lesson in some schools in Palu

As is known, science subjects are subjects that must be followed by junior high school students form 7
to grade 9. Based on the results on field observations in some schools in Palu City, science learning is
still using learning models lectures, discussion and tentative. Teachers usually use the students, they
say that science study only in the classroom and in the laboratory whereas for field studies or
something like it has never been done. They also admitted often given homework through the student
worksheet.
Science is concerned with how to systematically find out abaout nature, so science is not only the
mastery of a collection of knowledge in the form of facts, concepts or principels but also a process of
discovery [7]. This become emphasis that science learning is not limited to using textbooks or
worksheets only but workbooks also need to be applied. The workbook contains general information
about models of practices, types of assessment and intervention approaches [8].
1107
3.2. Teacher and student responses about workbook

Teachers perspective. Based on surveys in the field, some teachers think the student workbook is a
textbook companion book used to hone student skills. Some other teachers suggest that the workbook
is like a student worksheet. Of the 25 participant, 22 teachers admitted that they had nerver used
workbook in science learning. They prefer to use worksheet that have been available in bookstore.
Student worksheets are used very often and used as workbooks or as homework assignments. From the
results of the researcher’s observasions, the workbooks in exist today are currently old edition
workbooks that have not been revised. This junior high school workbook also has not demonstrated
the integrity of science materials. Currently there are still many school that have not used tha student
workbook in learning.
Student perspective. According to the interviewa of junior high school students, many of them
like science lessons. In addition, they also complained about the student worksheets that thet have
been wearing. The student worksheet is judged to have poor quality od paper, unattractives visuals and
only uses as a home workbook. When asked about workbooks, most of them claimed to have never
used them in class so they did not know exactly what the student workbook.
Student worksheet is sheets contains task to be done by learners. Worksheet are usually consists
of instructions, the steps to complete a task. Tasks contained in the worksheet should be has clear
basic competence to be achieved [9]. Although the worksheet still has other weaknesses such as those
found in the field, the worksheets has not been able to trained certain skills on students such as critical
thinking skills and creative thinking. The use of worksheets is currently very high because it is
considered more practical and available very much in the markert.
3.3 Factors that led to the low use of student workbooks oriented critical thinking skills in schools
The use of student workbook in junior high school in Palu is very still low. Many teachers provide the
excuse that ther never know what a student’s workbook is lika and what the particular function is for
learning. In Palu City itself, student worksheets circulate very much even publishers usually come to
school destination to sell the student wroksheet. In the student worksheet it contains a summary of the
material, practice questions and lab exercises. However, this student worksheet still has come
drawbacks such as unattractives visuals and practice questions that only require mastery of the concept
only. Many teachers use this student worksheet because it is consideres more pratical and easy to
operate. Another reason that led to the low use of student workbooks in junior high schools in Palu is
the lack knowledge of teachers to create their own student workbook or worksheet. The availability of
student worksheets in strores makes in difficult for teachers to develop their own procduct and rely
more in publisher. Student workbooks that the cuurently circulating almost found no other in
bookstore or shoppng areas. Researchers found sales of student workbook through online store and
that too with limited stock.
The workbook essentially contains exercises that can guide or coordinate a particular students
skill. The examples provided in the workbook formed procedural knowledgewhich is consisten with a
novice practitioner’s preference for following established routines within competency theory [10].
4. Conclusion
Mapping the use of student workbooks in schools in Palu City area is still very low. Many factors
influence such as unavailability of workbook in the market. In addition to that need to be emphasized
is no development of the student workbook and is currently very necessary. Most teachers and
students do not yet know the nature of the workbook so in classroom learning it is more likely to use a
worksheets only.
5. Acknowledgments
Thank you to mentors, peer support, junior high school science teachers at school and 8th grade
students.
1108
6. References
[1] Chingos M and Whitehurst G 2012 Choosing Blindy: Instructional Materials, Teacher
Effectiveness and the Common Core (Washington: The Brooking Institution) p1
[2] Moulton J 1997 How Do Teacher Use Textbooks? A Review of Research Literature (U.S:
Association Recources Analysis for Africa Project technical)
[3] Whitehurt G 2009 Dont Forget Curriculu,, Brown Center Letters on Education (Washington:
The Brooking Institution)
[4] Dancza K et al 2016 Development of Theory-Informed Workbook as an Additional Support for
Students in Role-Energing Placement British Journal of Occupational Therapy p 240
[5] Fisher A 2009 Occupational Therapy Intervention Process Model (Fort Colins: Three Star
Press)
[6] Dancza 2015 Development and Evaluation of Role-Emerging Occupational Therapy Student
Placement in School (University of Queensland)
[7] Dreyfus H and Dreyfus S 1989 Mind Over Machine: The Power of Human Institution and
Expertise in the Era of the Computer (New York: The Free Press)
[8] Moon J 2004 Handbook of Reflective and Experiental Learning: Theory and Practice (London,
England: Routledge Falmer)
[9] Departemen Pendidikan Nasional 2008 Panduan Pengembangan Bahan Ajar (Jakarta:
Direktoral Jenderal Pendidikan Dasar dan Menengah)
[10] Unsrorth C A 2001 The Clinical Reasoning of Novice and Experct Occupational Therapists
Scandinavia Journal of Occupational Therapy pp 163-173
1109
Development of teaching material with problem-based

learning to improve the student competency in elementary
school
R Aminia)
PGSD, FIP, Universitas Negeri Padang, Jl.Hamka, Air Tawar, Padang 25131,
Indonesia
a)
E-mail: risdamini@yahoo.co.id
Abstract. The 2013 curriculum guides the students to be active, creative, and innovative in
learning so that scientific characteristic is developed in the students. Teachers should be able to
plan learning that can activate students, motivate, and help students learn independently. The
purpose of research to develop the teaching materials with problem based learning that valid,
practical, and effective. The model of research was research and development with the 4D
model consisting of stage define, design, develop, and disseminate. In the define stage,
curriculum analysis, material analysis, and student analysis are performed. In the design stage
is done designing teaching material as the lesson plan, module, and student worksheet. In the
developing stage tested the validity, practicality, and effectiveness. In the disseminate stage,
the dissemination of teaching materials in SD Negeri 06 Lapai Kota Padang. The results of the
research on the define stage obtained the analysis of curriculum, students, and materials on the
subtheme of Healthy and Nutritious Foods. Results in the design stage obtained lesson plan,
module, and student worksheet in accordance with the steps of problem-based learning. The
result of validity test obtained data that lesson plan was valid category, module was very valid
category, students worksheet was very valid category. Practicality the implementation of
instructional was very practical base on the teacher and student response. The average of
knowledge was excellent category, skill was good category, attitude was good category, and
student activity was active category. The teaching materials with problem-based learning have
included the valid, practical, and effective category.
1. Introduction
Elementary school learning is currently running the 2013 Curriculum at all levels in the hope that
students have integrated basic skills between attitudes, knowledge and skills. The curriculum of 2013
has been applied in the learning process in elementary school which is hoped the students will have
the basic ability which is integrated in to attitude, knowledge and skills. It is based on the regulation of
government which is stated in Permendikbud No. 81A tahun 2014. The regulation states that the
learning process in elementary school is implemented as integrated thematically.
Teachers as stakeholder, the quality of them need to be improved. Since teachers as stakeholders in
designing the instructional program, they have to be able to apply the appropriate methods and
strategies. Then, teachers are prosecuted to be more creative and innovative in preparing the teaching
materials such as Lesson Plan and module. The lesson plan is developed from Syllabus which is to
guide the activity in the class to reach basic competency (Kompetensi Dasar). Every teacher need to
make their own Lesson Plan completely and sytematically in order to do the process of teaching and
1110
learning occur interactive, inspiration, fun, full of challenge, efficient, motivated the students to
participate, and will, creative and dependent based on talent, interest and physics development
psychologically. Lesson plan is made based on the basic competency or subtheme that is implemented
in the meetings. One of the most important elements in preparing the lesson plan is teaching materials
provided. The materials should give the operational information or description in learning process. It is
based on the materials prepared as guidance for the students for self learning and also learning in the
class room.
The learning in 2013 Curriculum is applied thematically integrated by managing the learning by
integrating the materials from some subjects in one topic which is called theme. In the practice, this
thematic learning departs from a theme chosen and developed by the teacher with due regard to its
relevance to the subject content. The involvement of students in the learning actively is more
emphasized in directed learning so that students gain meaningful experience from various knowledge
learned holistically.
Curriculum of 2013 requires the use of learning models in accordance with the established one.
One of it is Problem-based Learning (PBL) model. Colliver [1], Sanjaya [2] and Sudarman [3]
explains that problem-based learning is very effective in the learning process of students because it
reinforces the characteristics of learning. Students are provided with a wide range of topics, learning
methods, and presentations that make it possible to build meaningful learning and encourage for better
understanding. Besides that, PBL helps to connect the learning with problems faced in daily life
environment of the students, in order to make the students understand the contents of the lesson easily,
and connect the content of learning with the context of the the students environment around so that it
makes the process of meaningful learning (Muhson [4], Suci [5]).
The teaching materials by using problem-based learning model, it is hoped to solve the problems in
doing analysis of the students such as the analysis of the prerequisite of understanding the material,
learning skill, means and infrastructure, personal and social environment Akker [6]. This model of
learning is expected the students will be more active in finding the problems, solving the problems,
and finding the solution so that the learning gives learning experience naturally, concretely, and
integrated. Based on the description that has been described it is necessary to do research to develop
teaching materials of problem-based learning to improve the competence of students. The research
problems were how to develop the teaching materials of problem-based learning that valid, practical,
and effective to improve the student’s competence?
2. Research Method
Research and the develop of teaching materials (lesson plan, module, worksheet) using 4 D model of
Thiagarajan (Trianto) [7] have four stages: define, design, develop, and disseminate. In the first stage,
define, it is to analyze the problems in learning in elementary schools, analyze teaching materials and
literature study. In the design stage, draft of teaching materials designed for learning materials
(subtheme) Type of Healthy and Nutritious Food of fourth grade. In the develop stage, it is
implemented the teaching materials. The implementation of learning, use quasi experiment method
with one group posttest design (Creswell) [8]. The indicator of successful implementation of learning
is learners' complete learning achieved 85% minimum in the classically.
The subject of this research is teaching materials where the respondents were the fourth grade
students and teachers of SD Negeri 06 Lapai Kota Padang. The instruments used in this research are;
Interview guides, observation sheets, validation sheets of teaching material, the response
questionnaires of teacher and student, skill assessment sheets, and achievement tests. Interviews and
observations were used to obtain information about the conditions of learning in Elementary school
during the preliminary study and the implementation of learning. The data were analyzed using
descriptive and inferential statistics to reveal the validity, effectiveness, and effectiveness of developed
teaching materials.
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3.1. Define Stage

This stage was conducted by looking at the aspects of the analysis: curriculum, needs, and the
characteristics of the students. The analysis of curriculum aims to know the appropriate range of
materials, indicators, and leaning objectives as a basis for developing teaching materials. The analysis
of curriculum of science for elementary school is contained in Permendiknas No. 22 tahun 2006.
Based on needs analysis, it seemed that the required teaching materials that can lead the learners to
be active in learning and can develop the concepts they get and train the students in developing their
scientific attitude. One of teaching materials that can help learners to be active in learning is a teaching
material based on PBL. The characteristics of module based on PBL is based on characteristics of
students. Presentation of module is included with interesting images and supports learning so that
students do not get bored in learning.
Based on the observation, some of students showed the attitude that is not based on the positive
characteristics, such as they were not polite in speaking, they did not appreciate their friends’ opinion,
they were not responsible, they lacked self-confidence in expressing their ideas, and they were not
able to master the skill and material given yet.
3.2. Results Design Phase

Based on curriculum analysis and students analysis conducted, the teaching materials based on PBL
to be designed. Lesson plan, module and the worksheet used by fourth grade of SDN 03 Alai, seconde
semester, 2015/2016 academic year, purposed that students can encourage belief toward Tuhan Yang
Maha Esa, develop the understanding of concept and scientific attitude. students were also expected to
develop process skills to investigate the environment.
Related to the analysis conducted on the fourth grade of elementary school students, science
teaching materials PBL developed based on student needs. In the worksheet, PBL activities were
designed in which students learned to build their own knowledge through interesting experimental
activities, thereby increasing the curiosity of their participants to the lessons.
3.3. Results of Develop Stage
3.3.1. Validity of Teaching Material

Experts and practitioners are asked to assess teaching materials that have been made (lesson plan,
module, and students worksheet). Lesson plan that has been developed will be validated by validitor
(expert and practitioner). The result of the validity of lesson plan is presented in table 1.
Tabel 1. Validity of Lesson Plan

Score and expert judgment
No Aspects total
V1 V2 V3 V4 V5
1. Identity 8 8 6 8 8 38
2. Formulation of learning purpose 12 12 9 12 10 55
3. The choice of teaching materials 7 7 6 8 8 36
4. Methods and stages of learning 20 20 15 19 17 91
5. The choice of source of learning 14 15 12 16 16 73
6. Assessment 8 8 6 8 7 37
Based on table 1, the average score of the overall score for lesson plan validation is 3.7 with valid
category. Thus, it can be concluded that the steps prepared in the lesson plan can guide teachers to
facilitate learners perform various learning activities in accordance with the steps PBL was valid in its
use. The assessment of module included feasibility content, construction, and language, as shown in
table 2.
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Table 2. Validity of Module

Score
No Aspects Category
Expert Practitioner Average
1 Feasibility of content 3.8 3.9 3.9 very valid
2 Feasibility of construction 3 3.7 3.4 valid
3 Feasibility of language 3.8 3.7 3.8 very valid
Average 3.7 very valid
Based on table 2, the total of the average score for the validity of module was 3.7 include the vary
valid category. It can be concluded that module of science has already valid and it can be used as
source for other students in learning process. In fact, the module can help the students in learning
about kind of healthy and nutritious food. The result of students worksheet validity from four of expert
judgment as in table 3. The average score of validity of students worksheet was included the vary valid
category.
Table 3. Validity of Students Worksheet
Aspects Expert Judgment
Average v1 Average v2 Average v3 Average v4 Average
Feasibility of content 90.05 85.20 82.00 86.32 85.89
Feasibility of construction 91.10 83.75 83.58 89.27 86.93
Feasibility of language 91.46 87.50 91.66 90.43 90.26
3.3.2. Practicality of Teaching Materials

The observation of the use of teaching materials was done by looking at the activities of students when
using the developed teaching materials. There are several aspects observed, such as (1) Students easily
understood the concepts contained in teaching materials, (2) Students easily understood the steps of
activities contained in teaching materials, (3) Students were interested and motivated to read the
teaching materials, (4) active and enthusiastic of Students in doing the tasks contained in the teaching
materials. In general, the results of observations provide good score. It suggests that the developed
learning modules are not too difficult to use. Thus it is stated that the use of teaching materials based
on observations made can be said to be practical. This is supported by Akker [6] opinion which states
that a teaching material is said to be practical if the teaching materials can be used easily by teachers
and students. The practicality of teaching material obtained data practicality teacher response as in
table 4.
Table 4. Results of Practical Analysis of Teacher's Response Questionnaire
No Teacher's Response Average score of Observer Average (%) Category
Questionnaire VET SA IT
1 Lesson Plan 90.62 87.5 89.08 89.06 very practical
2 Teaching material 91.66 88.88 90.30 90.27 very practical
3 worksheet 83.75 93.75 83.58 83.54 practical
Average 87.62 very practical
The practicality of teaching material obtained the data practicality students response as in table 5.
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Table 5. Results of student's Response Questionnaire

No Statements Average score (%) Average Category
Module Worksheet response (%)
1 1 76 82 79 practical
2 2 80 81 80.5 very practical
3 3 76 80 78 practical
4 4 78 89 83.5 very practical
5 5 78 84 81 very practical
Average 77.6 83.2 80.4 very practical
Based on the results of the practical test of teaching materials, it is found that course book is higher
than material in teaching materials, although course book position is under the teaching materials.
From the average of practicability analysis shows a significant value (80,4%) which means very
practical to use.
3.3.3. Effectiveness of Teaching Materials

To see the effectiveness of teaching materials being tested seen from the assessment of knowledge,
skills, attitudes, and student activities of each meeting as in table 6.
Table 6. Result of Effectiveness of Learning Assessment

Face to Average score
Face Knowledge Skill Attitude Activity
1 85.0 72.8 65.5 74.5
2 87.4 76.9 73.8 80.8
3 89.0 78.9 79.9 83.5
Average 87.1 76.0 74.5 80.2
Category Excellent good good active
Table 6 describes that the average of student learning outcomes in the reality of knowledge is
categorized as excellent. Students who scored above the KKM (75) at the 1st and 2nd face-to-face
were 16 people and 18 persons. At the third face to face, all students complete the study. This is
because the teaching materials developed using PBL can be easily used in the learning process.
Teaching materials developed can also facilitate teachers to help learners in understanding the subject
matter. This is in accordance with the opinion Akker [6], Ertmer [9], Gijbels [10], and Ratnaningsih
[11] that the teaching materials provide convenience and can help teachers in preparing and
implementing the learning process in the classroom.
3.4. Results of Disseminate Stage

Dissemination of teaching materials based on PBL was conducted in class IV-B SDN 06 Lapai Kota
Padang. The result of disseminate stage can be concluded the average score of 83,4 with very good
category. Teaching material on subtheme 9 using PBL model can be used as an alternative to the
development of students' scientific thinking patterns. The learning process of PBL can work well in
line with the objectives and learning indicators, because the teaching materials on subteme 9 using the
PBL model can generate student activeness, improve the knowledge, the students' skills through a
structured process, through real collaboration experience designed through the stage of scientific
thinking (Chung [12] and Hmelo-Silver]).
4. Conclusion
The results of the development of PBL model on subtheme 9 (Type of Healthy and Nutritious Foods)
can be concluded that: PBL model on subtheme 9 included valid categories based on the expert and
practical assessment based on teacher and student response. Beside that, PBL on subtheme 9 has been
1114
included in the category of effective in improving student competence. Student competence in the
reality of knowledge is very good category, skill area is good category. The students' competence in
the stance of attitudes is categorized as entrenched. Student activity in learning includes active
category.
5. References
[1] Colliver, J. A. (2000). Effectiveness of Problem-Based Learning Curricula: Research and Theory.
Acad. Med. 75(3), 259–266.
[2] Sanjaya, Wina (2007). Kajian Kurikulum dan Pembelajaran. Bandung: SPs UPI.
[3] Sudarman. (2007). Problem-based Learning: Suatu Model Pembelajaran untuk Mengembangkan
dan Meningkatkan Kemampuan Memecahkan masalah. Jurnal Pendidikan Inovatif, Vol 2 (2).
[4] Muhson, A. (2009). Peningkatan Minat Belajar dan Pemahaman Mahasiswa Melalui Penerapan
Problem-based Learning. Jurnal Kependidikan. Vol. 39, No. 2. p. 171-182.
[5] Suci, N. M. (2008). Penerapan Model Problem-based Learning Untuk Meningkatkan Partisipasi
Belajar dan Hasil Belajar Teori Akuntansi Mahasiswa Jurusan Ekonomi Undiksha. Jurnal
Penelitian dan Pengembangan Pendidikan. Vol. 2 no. 1. p. 74-86.
[6] Akker, Jan Van Den, dkk. (1999). Design Approaches and Tools in Education and Training.
Dordrecht: Kluwer Academic Publishers.
[7] Trianto (2010). Model Pembelajaran Terpadu. Jakarta: Bumi Aksara.
[8] Creswell, J.W. (2008). Research Design: Qualitative and Quantitative Approaches. New Delhi:
SAGE Publications.
[9] Ertmer, P. A., & Simons, K. D. (2006). Jumping the PBL implementation hurdle: Supporting the
Efforts of K–12 Teachers. Interdisciplinary Journal of Problem-based Learning, 1 (1), p.40-54.
[10] Gijbels, D., Dochy, F., van den Bossche, P., and Segers, M. (2005). Effects of problem-based
learning: a meta-analysis from the angle of assessment. Rev. Educ. Res., 75(1), p.27–61.
[11] Ratnaningsih, N. and Herman, T. (2006). Developing the Mathematical Reasoning of High
School Students through Problem-based Learning. Transaction of Mathematical Education for
College and University, Japan Society of Mathematics Education, Vol.9 No.2. Division for
College and University.
[12] Chung, J. C. C. and Chow, S. M. K. (2004). Promoting student learning through a student-
centered problem-based learning subject curriculum. Innov. Educ. Teaching Int. 41(2), p.157–
168.
[13] Hmelo-Silver, C. E. (2004). Problem-based Learning: What and How do Students Learn?
Educational Psychology Review, 16(3), p. 235-266.
1115
Modeling poverty data in Aceh Province using generalized

linear mixed models with region and time effects
A Khairia), K A Notodiputro, and A Kurnia

Department of Statistics, Faculty of Mathematics and Natural Sciences, Bogor
Agricultural University, Bogor, Indonesia
a)
E-mail: alfkc@yahoo.com
Abstract. Poverty is an important issue in Indonesia, especially in Aceh Province. Nowadays,

the poverty rate in Aceh is much higher than the national figure. This study discusses the
indices, trends and patterns of poverty in Aceh during 2010 to 2014. Factors affecting poverty
were also assessed by using the generalized linear mixed models (GLMM) accounting for
region and time effects. The response variable is one of poverty indicator used by The
Indonesian Central Bureau of Statistics (BPS), namely the headcount index (P 0). Meanwhile,
the explanatory variables represent various sectors, namely the economy, employment,
education, health, and environmental sectors. The results showed that the movement of the P 0
indicator in Aceh decreased from year to year, which was also better than the national rate
movement. Exploration of the poverty data in 2014 showed that 22 of the 23 regencies in Aceh
experienced poverty worse than the national average, where 13 of them were also worse than
provincial average. Moreover, based on the GLMM, it was found that the effect of any
explanatory variables varied in each region. The average length of school was the most often
significant variable in regions, which were in the south, southeast, east, and north regions.
1. Introduction
Generalized Linear Models (GLM) is an approach that can be used to model data with non normally
distributed responses. GLM is used to model data with responses that have exponential family
distributions, such as Poisson, binomial distribution, and others. If a random effect was added in the
GLM, then the model is called a Generalized Linear Mixed Models (GLMM) [1].
Zeger and Liang [2] introduced an approach as an extension of GLM to handle autocorrelation
cases in data with repeated observations. This approach is called generalized estimating equation
(GEE). In GEE, the autocorrelation of the data is handled by correcting the variance-covariance matrix
by adjusting a particular matrix called the working correlation matrix.
In this research, the problem studied was about poverty. Data used in this research was panel data
of poverty, which contained poverty indicator variable and some other variables that were suspected to
affect poverty. The response variable used was the headcount index (P0). The P0 variable is the
proportion of the number of poor people to total population. The number of poor people is the
cumulation of the individuals of the poor who each has Bernouli distribution (poor or not). Hence, P 0
variable has binomial distribution.
Poverty is one of the concern issues in Indonesia, especially in Aceh Province. In 2015, the poverty
rate in Aceh was at 17.08%. This figure was much higher than the national rate and became the second
worst number on Sumatra Island after Bengkulu Province [3]. This becomes an irony, considering
Aceh is one of the provinces that have abundant natural resources, including petroleum reserves,
natural gas, gold, silver, and others. In addition, the total revenue of Aceh Province is also quite high.
1116
In 2015, the total revenue of Aceh Province reaches Rp 12.01 trillion, and becoming the fifth highest
in Indonesia after Jakarta, West Java, East Java, and Central Java [4]. This contradiction shows the
government's failure to overcome poverty in Aceh. Therefore, more serious efforts by local and
national governments to overcome these poverty problems are needed.
Combating poverty is a crucial part in efforts to improve the welfare of society. The goverment of
Aceh, in Medium-Term Development Plan of Aceh (RPJMA) 2012-2017, targets to decrease the
poverty rate in Aceh Province to 9.5% by 2017. To achieve the RPJMA targets including the reduction
of poverty, government of Aceh undertook a regional development strategy with the establishment of
four strategic areas, including the central areas of trade and distribution, agro-tourism, historical sites,
and special areas.In determining the area of trade and distribution center, government of Aceh
classifies 23 regencies into six regions, namely the central region with its central location in Aceh
Besar Regency, northern region with its central location in Bireuen Regency, the eastern region to the
central location in Aceh Tamiang Regency, southeastern region with the central location in Southeast
Aceh Regency, southern region with central location in Southwest Aceh Regency, and western region
with central location in West Aceh Regency [5].
Poverty is measured by per capita expenditures. There has been intensive research regarding per
capita expenditure [6,7]. Although these researches were related to the Small Area Estimation issues
but the results was relevant to the topic of this paper.
This study aimed to examine the pattern of distributions and factors affecting poverty in Aceh
Province. The assessment of the pattern of poverty distribution was carried out descriptively along
with thematic mapping of poverty conditions. Meanwhile, assessment of factors affecting poverty was
carried out through modeling poverty data using GLMM and GEE accounting for time and region
effects (based on the grouping of trade and distribution centers)..
2. Data and Analysis
2.1 Data Source

The data in this study were obtained from various publications of The Indonesian Central Bureau of
Statistics (BPS). The observed data related to some variables in each regency (23 regencies) in Aceh
Province in the period of 2010 to 2014, where the 23 regencies were grouped into six zones (based on
trade and distribution center) of the west, southeast, center, south, east, and north. The response
variable used was the headcount index (P0) with binomial distribution.The explanatory variables used
were variables representing various sectors that may affect poverty, such us the sector of the economy,
employment, education, health, and environment. The economic sector was represented by the
Regional GDP per capita (X1). The employment sector was represented by the unemployment rate
(X2). The education sector was represented by the average length of school (X3). The health sector was
represented by the variables of morbidity (X4). Meanwhile, the environmental sector was represented
by the percentage of latrine ownership (X5).
2.2 Analysis
Data analysis method used in this research was modeling using GLMM and GEE. The stages of the
analysis includes the following:
1. Descriptive analysis to see the general description of the data.
2. Multicollinearity detection on the independent variables.
3. Modeling for each response variable with two alternatives as follows:
a. GLM with region as a fixed effect
The respon variable values have a binomial distribution, that is,
P0it ~ Binomial ( N ,  it ) , where  it is the expected value of P0it . The link function
used in the model is a logit function as follow:
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  
it  ln  it  (1)
 1   it 
The model specification can be written as follow:
5 5 5 5
 it   0    k X kit  l Dlit    kl Dlit * X kit (2)
k 1 l 1 l 1 k 1
where  ij is the proportion of the number of poor people in the i-th regencies and j-th
time, D is the dummy variables. Due to 6 zones of the region, then there are 5 dummy
variables required. Meanwhile  kl is the interaction effect of dummy variables on i-th
region with k-th explanatory variables. Thus, this model assumes that intercepts and
slopes were varied. In this varied slope model,  k is the parameter value of the effect of
the k-th explanatory variables on the base region ( k 0 ) . Meanwhile, the parameter
value of the effect of the k-th explanatory variables in the other region was equal to
 k   kl , where l = 1, 2, ..., 5 (areas other than the base region).
b. GLMM with region as a random effect.
The respon variable values assumed to have a binomial distribution conditional on the
random effect of region, that is, P0it |  l ~ Binomial ( N ,  it |  l ) , where  l is the
random effect of l-th region, and  it is the expected value of P0it |  l . The link function
used is the same as equation (1). Thus the model specification can be written as follows:
5 5 5
it   0    k X kit    kl Dlit * X kit   l (3)
k 1 l 1 k 1
where  l is the value of the random effect of the l-th region.  l is assumed to be
normally distributed (  l ~ N (0, S) ), where S is the variance-covariance matrix for  l .
Thus, this model assumes the intercepts were varied and random, while the slopes were
also varied.
Each of the above alternative model was analyzed in two ways considering whether the effect
of time correlation was involved or not. Thus, there were actually four alternative models. The
effect of time correlation was calculated using the GEE approach with the working correlation
matrix of autoregressive structured (AR (1)) as follows:
 1   4 
 
 1  3 
  (4)
     
4 3  1 

4. Evaluating each alternative model and select the best model by comparing the RMSE value of
each model alternative.
5. Interpreting the best model.
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3.1 Data Exploration

Generally, the poverty condition in Aceh could be seen in Figure 1. The movement of P0 indicator
value decreased from year to year. Decreasing of P0 indicator value in Aceh Province tended to be
better than the national value, where from 2010 until 2014 the value of indicator P0 of Aceh Province
decreased by 2.57%, while the national value of P0 indicator only decreased by 2.08%. Until 2014, the
P0 indicator value in Aceh Province was at 16.98%.
Headcount Index (P0)

20
18
16
14
12
10
2010 2011 2012 2013 2014
National Aceh
Figure 1. The development of P0 indicator value from 2010 to 2014
< 9.48
[9.48, 13.23)
[13.23, 16.98)
[16.98, 20.73)
[20.73, 24.48)
>=24.48
Figure 2. Thematic map of poverty conditions based on the P0 indicators values of each
regency in 2014
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The condition of poverty at the regency level in 2014 could be observed through the thematic map
of Figure 2. The intercellular barriers on the thematic map were determined by summing the P 0
weighted average ( P0 w ) (provincial average) with k times standard deviation
( ̂ P0 ), where k = {-2, 2}, thus it would form six classes. Based on the thematic map, Banda Aceh was
w
the regency with the best poverty condition, with P0 value more than 2 ̂ P0 lower than the provincial
w
average. While, there were five regencies that had very poor poverty conditions, with P0 values being
more than one times higher than the provincial average. These regencies were West Aceh, Bener
Meriah, Pidie Jaya, Gayo Lues, and Nagan Raya. In general, 22 out of 23 regencies in Aceh Province
had worst poverty conditions than the national average, where 13 regencies were also worse than the
provincial average. Meanwhile, only Banda Aceh had better conditions than the national average.
3.2 Multicollinearity Detection

Multicolinearity detection was performed to check whether there was a linear combination among the
independent variables to be used in the modeling. One way to detect multicollinearity was to calculate
the value of variance inflation factor (VIF) for each variable.
Table 1. VIF value of each explanatory variable

Variable VIF
X1 1.678
X2 1.037
X3 1.900
X4 1.085
X5 1.425
Based on Table 1, it could be noted that the VIF values of all explanatory variables tended to be
small (VIF < 5). This showed that there was no multicollinearity among the independent variables.
3.3 Modeling
Table 2 displayed the RMSE values of each alternative model. Based on the table, it could be noted
that the alternative model with the smallest RMSE value was the model with the region as a random
effect and without involving the effect of time, that was with RMSE value of 0.0897. Thus, the model
with the region as a random effect and without time effect was chosen as the best model.
Table 2. RMSE value of each model alternative

Zone Effect Time Effect RMSE
Fixed - 0.0902
Fixed GEE (AR(1)) 0.1526
Random - 0.0897
Random GEE (AR(1)) 0.1567
Figure 3 showed the plot of the expected value of the actual value P0 indicating the prediction
accuracy of the selected model. Based on the plot, it could be noted that most of prediction value
points were spreading around the diagonal line, although there were some outliers at the points. This
means, in general, the selected model had produced a fairly accurate prediction.
1120
30
25
Predicted (%)
20
15
10
10 15 20 25
Poverty Rate (%)
Figure 3. Expected value Plots of the actual value P0
3.4 Interpretation of the Best Model

Table 3 presented the results of parameter estimation of explanatory variables in each region. Based on
these results, it could be noted that at 5% significant level, there were two explanatory variables that
had a significant effect on the western region, those were the unemployment rate (X 2) and the
percentage of latrine ownership (X5). In the southeastern and eastern regions, the average length of
school (X3) was the only variable that had a significant effect, while in the southern region, there were
two explanatory variables that had significant effect, namely the average length of school (X 3) and the
percentage of latrine ownership (X5). Furthermore in the central region, only the regional GDP per
capita (X1) was significant. Meanwhile, in the northern region, there were four explanatory variables
that had a significant effects, namely the regional GDP per capita (X1), unemployment rate (X2),
average length of school (X3), and morbidity (X4).
Table 3. The estimated value of parameters of explanatory variables in each region

Region Variable
Region (l) Intercept random
X1 X2 X3 X4 X5
effect
West (1) -0.1027 -0.0071 -0.0545a 0.1780 -0.004 -0.0147a
Southeast (2) 1.0526 -0.0006 -0.0114 -0.1958a -0.0003 -0.0016
a
Central (3) 0.0777 -0.0337 -0.0128 0.0321 -0.0022 -0.0010
-0.8783
South (4) -2.6872 0.0172 0.0095 0.3214a -0.0089 -0.0122a
East (5) 0.6437 -0.0333 -0.0059 -0.0751a 0.0037 -0.0027
North (6) 1.0159 -0.0043a -0.0129a -0.2155a 0.0088a 0.0036
a
Significant at the level of 5%
The variable X2 which had a significant effect on the negative direction in the west and north
regions showed a contradiction. The negative sign implied that when unemployment rate increases, the
poverty level decreases. Similar contradictions also occured in the effect of X 3 . In the southern region,
the predicted value of poverty risk change was positive. This suggested that in the southern region,
when the average length of school increases, the poverty rate increases, and vice versa. These
contradictions indicated a serious problem in terms of education or employment in the corresponding
areas.
1121
The best model based on the previous description can be written as follows:
îj  0.8783  ˆ1l X1ij  ˆ 2l X 2ij  ˆ 3l X 3ij  ˆ 4l X 4ij  ˆ 5l X 5ij  ˆl (5)
where ˆl was the estimated value of parameter of the random effect for the region l. In this model, the
values of the random effects parameter of this region showed the difference of intercept of each
region. While ̂ kl was a prediction parameter value of k-th explanatory variables in region l. Values
ˆl and ̂ kl could be considered in Table 3.
Table 4. Estimated value of odds ratio for explanatory variables in each region and the corresponding
95% confidence interval
The predicted value of the odds ratio (95% confidence interval)

Region (l)
X1 X2 X3 X4 X5
0.993 0.947a 1.195 0.996 0.985a
West (1)
(0.980, 1.006) (0.915,0.980) (0.937,1.523) (0.987,1.005) (0.977,0.994)
0.999 0.989 0.822a 1.000 0.998
Southeast (2)
(0.968,1.032) (0.970,1.007) (0.743,0.909) (0.987,1.012) (0.993,1.003)
0.967a 0.987 1.033 0.998 0.999
Central (3)
(0.950,0.984) (0.966,1.009) (0.848,1.257) (0.992,1.003) (0.994,1.004)
1.017 1.010 1.379a 0.991 0.988a
South (4)
(0.991,1.045) (0.981,1.039) (1.174,1.620) (0.980,1.002) (0.983,0.993)
0.967 0.994 0.928a 1.004 0.997
East (5)
(0.919,1.018) (0.965,1.024) (0.891,0.966) (0.996,1.011) (0.990,1.005)
0.996a 0.987a 0.806a 1.009a 1.004
North (6)
(0.992,0.999) (0.979,0.996) (0.768,0.846) (1.005,1.013) (1.000,1.007)
a
Significant at the level of 5%
Interpretation of parameter estimates for each explanatory variables were carried out by looking at
the estimated value of the odds ratio. The estimated value of the odds ratio of the k-th explanatory
variable in region l-th ( ˆkl ) was equal to e ̂ kl . Table 4 presented the results of estimated odds ratios for
explanatory variables in each region and the corresponding 95% confidence intervals. The magnitude
ˆkl indicated a change in the value of poverty risk. When the k-th explanatory variable value increases
one unit, the value of poverty risk in the l-th area will be ˆ times the previous value, while the other
kl
explanatory variable values remain. In the other words, due to the increasing of k-th variable value in
the l-th region by one unit, the large of change in the value of poverty risk is ˆ 1 100%. In
kl
general, if the k explanatory value in the l-th region increases by p units, then the estimated value of
 
poverty risk will be ˆkl times or changes by ˆkl 1  100% from the previous value. For example,
p p
based on the results in Table 5, the value of ˆ32 which is 0.822 meant that, in the southeastern region,
when the average length of school (X3) increases one year, the estimated poverty risk value will be
0.822 times or 17.8% lower than its previous value. Meanwhile, if the X3 value rise by two years, then
the estimated poverty risk value will be 0.676 (0.8222) times or down 32.4% from the previous value.
Other estimated values of ˆkl can be interpreted in the same way as value interpretation of ˆ32 .
1122
4. Conclusion
The Headcount index value (P0) of Aceh Province has decreased from year to the year. Its apparent
that the decrease for P0 indicator value of Aceh Province tended to be better than national figure.
Based on the thematic mapping of poverty condition of Aceh in 2014, it was found that 22 out of 23
regencies in Aceh Province experienced worse poverty condition than the national average, whereas
13 regencies were also worse than the provincial average. Meanwhile, only Banda Aceh had a better
condition than the national average. Furthermore, there were five regencies experienced severe
poverty conditions with P0 values of more than one standard deviation higher than the provincial
average. These regencies were Aceh Barat, Bener Meriah, Pidie Jaya, Gayo Lues, and Nagan Raya
regencies. Moreover, it was found that the best model for modeling the poverty data was the model
with the region as a random effect and without the effect of time. At 5% significance level, the effect
of each explanatory variables varied in each region. The average length of school (X3) was the most
commonly influential variable in the regions, namely in the south, southeast, east and north.
5. References
[1] Jiang J 2007 Linear and Generalized Linear Mixed Models and Their Applications (New York:
Springer)
[2] Zeger S L and Liang K Y 1986. Longitudinal Data Analysis for Discrete and Continous
Outcomes Biometrics 42 121-30
[3] BPS of Aceh Province 2016 Aceh Province in Figures 2016 (Banda Aceh: BPS of Aceh
Province)
[4] Kemendagri 2015 Postur APBD Tahun Anggaran 2015 (Jakarta: Kemendagri)
[5] Government of Aceh 2013 Qanun Aceh Number 12 of 2013 About the Aceh Mid-Term
Development Plan (RPJMA) for 2012-2017 (Banda Aceh: Government of Aceh)
[6] Wahyudi, Notodiputro K A, Kurnia A and Anisa R 2016 AIP Conference Proceedings 1707
080017
[7] Susianto Y, Notodiputro K A, Kurnia A and Wijayanto H 2017 IOP Conference Series: Earth
and Environmental Science, 58 012017
1123
Analysis of structural disorder of reduced graphene oxide
B N Kumila1,a) and C P Liu2

1
Jurusan Fisika, Fakultas Sains dan Teknologi, Universitas Islam Negeri Walisongo,
Jl. Walisongo No. 3-5 Semarang 50185, Semarang, Indonesia
2
Jurusan Ilmu dan Teknik Material, Fakultas Teknik, National Cheng Kung
University, No.1, University Road, Tainan City 701, Taiwan (ROC)
a)
E-mail: bnkumila@walisongo.ac.id
Abstract. The aim of this research is to analyse the structural-defect of reduced graphene oxide
at various reduction temperatures. Graphene oxide thin film synthesized by Hummers method
was thermally reduced at the temperature of 200 0C, 3500C, 5000C and 8500C for 2 hours in
vacuum condition (~10-3 Torr). The presence of defects was characterized by Raman
spectroscopy while the material’s microstructure was characterized by SEM (Scanning
Electron Microscope). A measure of defects existing on graphene oxide was represented by a
ratio of D peak intensity and G peak intensity (ID/IG). The ID/IG value of graphene oxide before
thermal reduction is ~0.958 while the ID/IG value of reduced graphene oxide which is
thermally reduced at those mentioned reduction temperatures is 0.831, 0.823, 0.825 and 1.102,
respectively. Those ID/IG values indicated that the quantity of defect was diminished after
thermal reduction up to 3500C, yet it was increased after severe thermal reduction at 500 0C and
8500C. SEM images of samples convinced the presence of structural defect on reduced
graphene oxide after thermal reduction by showing the wrinkled graphene oxide thin film after
thermal reduction up to 5000C and it formed a porous stacked-graphite like material after
severe thermal reduction at 8500C.
1. Introduction
Graphene is the promising and rising star among the materials science. Discovered in 2004, graphene
is the only zero-gap material [1]. Graphene has structure of a flat monolayer of carbon tightly packed
into a two dimensional (2D) honeycomb lattice and is a basic building block for graphitic materials for
all dimensionalities. It can be wrapped up onto 0D fulleneres, rolled into 1D nanotubes or stacked into
3D graphite (Figure 1.1). The reason why graphene has grown rapidly fast is due to its excellent and
sophisticated properties. Rather, it was easy and cheap to obtain high quality graphene in laboratory’s
procedure [2]. Many graphene properties measured with the agreement of experiments has exceeded
those properties obtained from any other materials. It has room-temperature electron mobility of
2.5 [3], a Young modulus of 1 TPa and intrinsic strength of 130 GPa, very high
thermal conductivity (above 2000 W m ), high specific surface area (theoretically 2630 m2/g for
single layer graphene) [4][2].
Graphene can be synthesized through CVD grown-graphene with CH4 gas source or mechanically-
exfoliated graphene from graphite material. Another method to synthesize graphene is from reduction
of solution-based graphene oxide. Graphene oxide was first reported over 150 years ago, has re-
emerged as an intense research interest due to its role as precursor for the cost-effective and mass
production of graphene-based materials. Graphene oxide has similar layered structure to graphene, but
the plane of carbon in graphene oxide is heavily oxygenated by oxygen-containing functional group.
1124
Figure 1. Mother of all graphitic forms. (Graphene is a 2D building

aterial for carbon materials of all other dimensionalities. It can be
wrapped up into 0D buckyballs, rolled into 1D nanotubes or stacked
into 3D graphite. [4])
Figure 2. Scheme of structural model of graphene and graphene

oxide [5]
Figure 2 showed that graphene oxide (GO) is a two-dimensional material derived from graphene by
introducing covalent C-O bonds such as with phenol, hydroxyl, and epoxide groups on the basal plane
and carboxylic acid groups at the edges while graphene consists of only sp2-bonded carbon atoms.
Graphene oxide typically has been synthesized by chemically exfoliation of graphite oxide. Graphite
oxide was first synthesized by Brodie in 1855. Graphite oxide is synthesized by either Brodie,
Staudenmaier, or Hummers method, [6] or some variation of these methods. All three methods involve
oxidation of graphite to various levels.
Bonded with various types oxygen-functional group makes it highly hydrophilic and more
insulative compared to graphene [7]. Therefore, graphene oxide must be reduced using chemical
and/or thermal reduction to restore its electrical property, called reduced graphene oxide (rGO). rGO is
widely produced by partial reduction of graphene oxide which means to partially reduce the amount of
oxygen-functional groups contained on graphene oxide structure. The reduction of graphene oxide is
performed to restore graphene oxide properties back to graphene-like material.
To convert graphene oxide back to graphene, thermal reduction of GO is so far the most attractive
procedure because of its simplicity, reliability, high yield and low cost method. Chemical treatment,
especially exposure to hydrazine is the most widely used method to reduce graphene oxide. However,
the chemically rGO suffers from a toxicity and a relatively low C/O atomic ratio due to presence of
amount of residual oxygen contamination and . Exposure graphene oxide to hydrazine will also form
the carbon-nitrogen bond through graphene oxide beside of its toxicity. Therefore in this research,
thermal reduction was selected to restore the amount sp2-carbon bond of reduced graphene oxide.
1125
Electronic properties of graphene oxide are strongly depending on their chemical and atomic
structure. Moreover, the degree of structural disorder arose from the presence of sp 3 bonded carbon are
the major factor affecting the electronic properties of graphene oxide . As prepared thin film graphene
oxide electronic behavior shows an insulating material. That intrinsic insulating nature of graphene
oxide is strongly correlated to the amount of sp3 C-O bonding [8]. Recently, it has become popular to
explore electrochemical properties of graphene oxide. Due to its favorable electro mobility and high
specific surface area, graphene oxide can accommodate their electron transfer (ET) at electrode
surfaces. Also, due to its large number of oxygen-containing functional groups and structural defect,
graphene oxide enhanced the ability of chemical activity compared with pristine graphene[9]. As well
known, graphene oxide is a formation of planar configured sp2 carbon bond which has large amount of
oxygen functional groups. Every atom in graphene oxide sheet contributed as one surface atom. Thus,
electron transport through these ultrathin materials can be highly sensitive to adsorbed molecules [9].
Chemically derived graphene or reduced graphene oxide was also a best choice to be used as
defective sensor based on graphene material. Reduced graphene oxide can be prepared at relatively
low cost, ease fabrication and large scale production with high possibility to tune its properties because
of its hydrophilicity rendering it dissolvable in water and any other solvents. Moreover, the oxygen-
functional group on reduced graphene oxide provide reactive sites for further functionalization and gas
absorption. Therefore, the study of the evolution of structural defect during thermal reduction is
appreciable in order to formulate the highest adsorption sites with sufficient sp2-bond for electrical
transfer in aplication of sensing material which was studied in this research.
2. Method
2.1. Fabrication of reduced graphene oxide thin film

Reduced graphene oxide was obtained by thermal reduction of graphene oxide while graphene
oxide was synthesized by Hummers method which was prepared by Professor Ruey-Chi Wang’s
research group from Department of Materials Science and Engineering, National University of
Kaohsiung. They made such highly dense graphene oxide diluted in deionized water.
Figure 3. Scheme of thermal reduction process of graphene oxide at

different reduction temperatures for 2 hours
Graphene oxide solution was then further diluted in methanol solvent to achieve better surface
interaction with any substrate surface. One of the popular methods to deposit graphene oxide solution
onto substrate is spin coating. 10 μL drops of graphene oxide solution were coated to 1 cm2 silicon
1126
oxide substrate for 2 times coating cycles with coating rate of 1500 rpm. There were some available
methods to reduce the oxygen contained in graphene oxide and recover its sp2-carbon bonded in
graphene oxide. Thermally reduced graphene oxide was found to be the most reliable, simple, low-cost
and non-toxic reduction method.
In this research, thermal reduction was varied in the range of 200-8500C i.e 200, 350, 500 and
8500C for 2 hours in vacuum (~10-3 Torr). After deposition, graphene oxide samples were then inserted
to the cold side of furnace tube. After temperature was achieved to desired reduction temperature,
samples were then pushed by induction of magnetic wheel on the bottom into hot side of furnace tube
(Figure 3). Graphene oxide thin film was annealed for 2 hours then cooled to room temperature.
2.2. Materials Characterization

a. Scanning Electron Microscope (SEM)
Morphology of graphene oxide thin film was observed through SEM image. The SEM image was
captured by SEM, Hitachi SU-8000, operating at 1 kV.
b. Raman Spectroscopy
Raman spectroscopy was used to detect the existence of structural disorder of reduced graphene
oxide. Raman spectra of reduced graphene oxide were taken using green laser source with wavelength
of 532 nm.
3.1. Analysis of reduced graphene oxide microstructure

Analysis of graphene oxide (GO) and reduced graphene oxide (rGO) sheets microstructure was carried
out by Scanning Electron Microscopy (SEM).
Figure 4. SEM images of graphene oxide thin film before (a) and after
(b) reduction at 2000C for 2 hours
As mentioned, deposition of graphene oxide film was carried out by spin- coating method. The
white contrast appeared in those SEM images correspond to a wrinkled and folded graphene oxide
layer. The wrinkled layer appeared may be due to the overlapping of two or more graphene oxide
sheets.
After reduction at 2000C for 2 h, the amount of wrinkled layer increased. That might be due to the
folding of graphene oxide sheets layer during the heating. While heating, residual solvent and water
started to evaporate followed by removing of oxygen moieties containing functional groups on
graphene oxide structure. Since graphene oxide film is not perfectly single layer graphene but bilayer
even multilayer graphene oxide, oxygen moieties located on the edges or basal plane between two
layers also tend to evaporate and be removed during heating process. Therefore, in order to remove
oxygen moieties between two layers, the first layer located on upper surface tend to fold and wrinkle
helping oxygen and any other functional groups to easily evaporate.
Further thermal reduction at higher temperature than 2000C was also performed to observe the
effect of various reduction states on microstructure, . Figure 4.3 are SEM images of graphene oxide
thin film reduced at 350, 500 and 8500C for 2 h in vacuum.
1127
Figure 5. SEM images of graphene oxide thin film reduced at (a) 3500C,
(b) 5000C and (c) 8500C for 2 hours
The microstructure and the number of wrinkled sheets of graphene oxide thin films reduced at the
reduction temperature of 3500C and 5000C are in similar to each other, except for 8500C in Figure 5
(c). An obvious microstructure change of graphene oxide thin film after reduction at 850 0C was
observed by its SEM image. It showed a porous-like structure of graphene oxide sheets rather than a
flat or wrinkled film. Upon thermal reduction at high temperature, intercalated water in between layers
of graphene and oxygen group was supposed to be completely removed away, leaving behind the
stacked few layers graphene forming graphite-like material. This state of reduction, namely 8500C
reduction, seems like a poor quality of porous graphite-like material with the presence of structural
defects due to the cracking of carbon bond.
In such a high heating temperature, many reactions could happen between graphene oxide
containing carbon with its substrate or with any other elements or oxygen residue in the chamber
during thermal reduction process. Carbon atoms might decompose upon a severe heating at high
temperature and react with either residual gas in the system or its substrate forming a silicon carbide.
3.2. Analysis of reduced graphene oxide structural disorder

Raman spectroscopy is non-destructive technique that is widely used to characterize the structural
information of carbon-based materials [5]. As mentioned in the Chapter 2, Raman peaks of graphene
oxide was assigned to G peak, D peak, 2D peak located at ~1350 cm-1 , ~1580 cm-1 and ~ 2680 cm-1,
respectively [10].
The G peak corresponds to optical phonon that is due to bond stretching of sp2 carbon bond pair in
both rings and chains. D peak intensity is therefore often used as a measure for the degree of disorder
presented in graphene oxide. Thermal reduction was attempted to be able to control the degree of
reduction in graphene oxide. Here, we report the Raman spectra of graphene oxide before and after
thermal reduction with different temperatures shown in Figure 6.
In Figure 6, the D peak of the as prepared graphene oxide thin film (black line) located at ~ 1360
cm-1, which is mentioned as a measure of the degree of disorder existing in graphene oxide structure, is
in comparable with its G peak in intensity located at ~ 1595 cm-1. This is due to presence of large
amount of structural disorder caused by oxygen-containing functional groups in the as-prepared
graphene oxide film before thermal reduction. After thermal reduction at 2000C for 2 h in high
vacuum, the D peak intensity decreased with respect to G peak.
1128
1100
G GO
1000 D 0
200 C
900 0
350 C
0
800 500 C
0
700 850 C
Intensity (a.u) 600
500
400
300
200
100
-100
1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000
-1
Wavenumber (cm )
Figure 6. Raman Spectra of GO and rGO at different reduction

temperature (2000C, 3500C, 5000C and 8500C) for 2 hours
The ratio of the D and G peak intensity described the measure of disorder in graphene oxide
structure. Figure 7 shows the ratio of ID and IG of reduced graphene oxide at various reduction
temperatures. ID/IG decreased after thermal reduction at 2000C for 2 h from ~0.958 (before reduction)
to ~0.831 and further decreased to ~0.823 after thermal reduction at 2000C and 3500C for 2 h,
respectively. However, the ID/IG starts to slightly increase after thermal reduction at 5000C to ~0.825
and drastically increase after thermal reduction at 8500C to the value of ~1.102.
1,11
1,08
1,05
1,02
0,99
ID/IG
0,96
0,93
0,90
0,87
0,84
0,81
-100 0 100 200 300 400 500 600 700 800 900 1000
0
Reduction Temperature ( C)
Figure 6. Raman Spectra of GO and rGO at different reduction

temperature (2000C, 3500C, 5000C and 8500C) for 2 hours
The ID/IG peak ratio decreased after thermal reduction at the reduction temperature of 200 0C,
3500C, implying that the degree of disorder become less after thermal reduction supposedly due to the
recovery of sp2-carbon bond along with its removal of oxygen-containing functional groups. However,
the slight increase in ID/IG value upon thermal reduction at 5000C is apparently due to the introduction
of new structural defects such as wrinkle layers, pores or vacancies.
The drastic increase of ID/IG has surprisingly appeared after thermal reduction at 8500C for 2 hours.
This indicates either the breaking of sp2 carbon bonds of graphene oxide or creation of vacancies after
1129
severe thermal reduction at high temperature causing a structural disorder of graphene which will also
give rise to defect signals in Raman spectra. After breaking its bonds, carbon atom might be further
interacting with residual functional groups, for example hydroxyl group in reaction with carbon atom
forming CO gas which will be further sucked by the vacuum pump. If the CO gas comes from
disordered C-C structure, the D/G ratio will be unchanged. However, if the CO gas comes from
ordered C=C structure, D/G will be increased.
4. Conclusion
The thermal reduction of graphene oxide was successfully performed to restore its conductance
leading to be applicable in gas sensor device application. Thermal reduction of graphene oxide (GO)
was performed at various reduction temperatures, i.e., 2000C, 3500C, 5000C and 8500C for 2 h in the
vacuum condition (~10-3 Torr). The amount of defects in graphene oxide gradually decreased with
thermal reduction at 2000C to 3500C. It was apparently due to the removal of oxygen containing
functional groups. Upon thermal reduction at 5000C and 8500C, there is an indication of carbon bond
cracking and presence of structural defects such as vacancies and pores as shown on SEM images.
It can be concluded that mild thermal reduction at low temperature will remove the oxygen
functional groups along with the restoration of sp2 conjugated carbon. The sp2 restoration will
gradually increase with increasing thermal reduction temperature. However, structural defects such as
vacancies and pores will be introduced upon thermal heating at high temperature.
5. Acknowledgments
Authors would like to acknowledge the Ministry of Science and Technology (MOST) Taiwan who
fully donate the financial support for this research and Professor Ruey-Chi Wang’s research group
from Department of Materials Science and Engineering, National University of Kaohsiung, Taiwan
who have synthesized the graphene oxide solution.
6. References
[1] Novoselov K S, Geim A K, Morozov S V, Jiang D, Zhang Y, Dubonos S V, Grigorieva
I V and Firsov A A 2004 J. Source Sci. New Ser. Gene Expr. Genes Action 306 666
[2] R. . Park, Sungjin and Ruoff 2009 J. Nat. Nanotechnol. 4 217
[3] A. K. G. Alexander S. Mayorov, Roman V. Gorbachev, Sergey V. Morozov, Liam Britnell,
Rashid Jalil, Leonid A. Ponomarenko, Peter Blake, Kostya S. Novoselov, Kenji Watanabe,
Takashi Taniguchi 2011 J. NANOLETTERS 11 2396
[4] A. K. Geim and K. S. Novoselov 2007 J. Nat. Mater 6 183
[5] D. Chen, H. Feng, and J. Li 2012 J. Chem. Rev.112 6027
[6] W. S. Hummers and R. E. Offeman 1958 J. Am. Chem. Soc. 80 1339
[7] Punckt, Christian, Muckel, Franziska, Wolff, Svenja, Aksay, Ilhan A., Chavarin, Carlos
A., Bacher, Gerd, Mertin and Wolfgang 2013 J. Appl. Phys. Lett. 102 1
[8] G. Eda and M. Chhowalla 2010 J. Adv. Mater 22 2392
[9] S. Mao, K. Yu, G. Lu, and J. Chen 2011 J.Nano Res 4 921–930
[10] Zhu Yanwu, Murali Shanthi, Cai Weiwei, Li Xuesong, Suk Ji Won, Potts Jeffrey R, and
Ruoff Rodney S 2010 J. Adv. Mater. 22 3906
1130
Classification of breast nodules on digital ultrasound images

based on shape feature with information gain algorithm
feature selection
H K N Yusufiyah1 a), H A Nugroho2
1
Departemen Fisika, Fakultas Sains dan Teknologi, Universitas Islam Negeri
Walisongo, Semarang, Indonesia
2
Departement of Electrical Engineering and Information Technology, Faculty of
Engineering, Universitas Gadjah Mada, Yogyakarta, Indonesia
a)
E-mail: hkyusufiyah@walisongo.ac.id
Abstract. Nodule identification from ultrasound images is the stage to assesment malignancy
of breast cancer. One of the malignancy parameter in ultrasound imaging is the shape of the
nodule (round, oval, and irregular) images. The purpose of this research is to compare the
classification results, before and after using the information gain algorithm for selecting the
feature.The feature extraction obtained nine (9) features from Hu’s moment features and
roundness, slimness parameter. The feature selection is done to reduction the features. The
results of feature selection using information gain algorithm obtained five (5) features, that
consist of three (3) from Hu’s moment features and two (2) from roundness and slimness
parameter. The classification result indicated that the result with nine features is better than five
features (after selecting the feature). The classification result achieve 94.92 % for accuracy,
82.67 % forsensitivity, and 95.84 % for specificity.
1. Introduction
Based on the data from WHO and Kemenkes RI, breast cancer is the cancer with high prevalence,
around the world and Indonesia[1][2]. Ultrasonography (USG) is the early examination for breast
cancer. But, the reading of examination results is low, because of there are mis-intepretation among
radiologyst. The nodule features in ultrasound images can not read clearly because of speckle
noise[3][4][5][6][7].
Breast cancer nodule can be observed from several features such us nodule’s shape, orientation,
edge, and texture, so, it can be known the malignancy of breast cancer[5][7][8]. The various
characteristic parameters in the image of breast nodules, can be utilized to make a support system
decision for radiologyst, that capable to analyze a nodule in mathematically. This system is well
known as Computer Aided Diagnosys (CAD). This system can be used to provide a second opinion for
radiologist in providing a decision on the reading of ultrasound image results[4][5][6][9].
From the previous research, nodule’s texture, edge, and shape have been apllied to classification
the nodule of breast cancer[5][7][10]. However, in the previous research of shape nodule parameter,
still deficiences, because the research used many features, and it made the computational’s not
optimal[5].Therefore, the information gain algorithm is used to reduction the feature, so that the
classification result is better then before.
1131
The nodule classification based on shape feature have been done by previous researchers, where
that research used pra processing method, segmentation, feature extraction, feature selection, and
classification stage[4][5][6]. The previous research, filtering stage used the adaptive median filter and
SRBF filter. This filter claimed that this method is capable to filtering the speckle noise[5]. Therefore,
this research use adaptive median filter and SRBF filter for preprocessing stage.
The next stage is segmentation, in the previous research, active contour is claimed that is capable to
perform the best segmented images[5][7][10]. Then, in this research use that method to segment the
images. The previous research used Hu’s moment, Zernike’s moment, roundness, and slimness
parameter feature. That methods is claimed that is capable to provide the data for better classifying
result[5]. So, this research use Hu’s moment, roundness, and slimness parameter features to extract the
feature.
The feature selection stage is requaired to reduce the feature, in order to have faster computation
than before selecting the feature. In this research used the information gain algorithm to select the
feature, because in the previous research, this method is claimed that is capable to reduction the
feature[10]. The last stage is classification, at this stage the research use multilayer perceptron (MLP)
algorithm, because from the privious research, this algorithm is the best algorithm to classification the
nodule shape of ultrasound images[5][7][10][11]. This research aims to compare the classification
results after using the feature selection algorithm, namely the information gain, and before using that
algorithm.
2. Method
2.1. Feature Selection

The Information gain is feature selection algorithm used to choose the attributes that would be effected
in the classification result based on entrophy value[10][12]. The value of information gain with A
attribute and Subset ( S ) is
(1)
That formula would be worked if subset ( S) that consist of s sample data and attribute for class has the
value of the difference m, Ci (for i=1,2, ... I) and si became the number of S sample in the Ci class,
then the number of information is :
(2)
with is the probability from sample data that categoried as Ci class. Example A attribute has the
value of the difference V is {a1, a2, ..... av}. The A attribute could be used to devide S to be V subset,
{S1, S2, ...Sv}, where S1contain s samplethat has aifrom A.
If the choose one’s A to be the best attribute, so the subsets would be related with the branch that
consist of S. The value of Sij as the number of Ciclass sample in the subset Si, so, the entrophy or the
value of information gain is
(3)
where is the weight from subset jthand the number of the subsets sample’s devided by the
number of S sample. For subset Si, then ,
(4)
With is the probability from Sj sample that has Ci class.
1132
Feature selection process have done with calculate the information gain values from the feature
atrributes toward classification class (round, oval, and irregular). The classification process use the
information gain values greater than zero (0) from the feature attribute shape[10][12].
2.2. Multi Layer Perceptron

Multi layer perceptron (MLP) is the classifier of artificial neuron network (ANN). This algorthm need
supervised learning to get the optimal weight. The MLP also well known with backpropagation
method, because the weight results will always renewable, since the weight’s calculated. The MLP has
three layer, namely input layer, hidden layer, and output layer, that shown at Figure 1[5][13].
Figure1 1Ilustration of MLP Architecture[14]
2.3. The Measuring Indeks

The accuracy value indicates the accuracy of the classification result. This was calculated by counting
the correct number of target classifications divided by the number of different classifications with the
targets in all classes[5]. The accuracy could be formulated by :
(5)
The sensitivity value indicates prediction toward the data that is assumed to be true, or namely TPR
(True Positive Rate)[5].
(6)
The specificity value indicates prediction toward the data that is assumed tobe false, or namely TFR
(True False Rate)[5].
(7)
1133

At this research used nine ( 9 ) features, consist of seven ( 7 ) Hu’s moment features and two ( 2 )
features from roundness and slimness feature. At the feature selection stage with information gain
algorithm obtained five ( 5 ) feature, consist of three ( 3 ) Hu’s moment features and two (2) features
(roundness and slimness). Table 1 shown the results of feature selection stage.
Table 1.The Feature Selection Based on Information Gain
No Feature Attributes Gain
1 Hu’s Moment 1 (M1) 0.197
2 Hu’s Moment 2 (M2) 0.273
3 Hu’s Moment 3 (M3) 0.194
4 Hu’s Moment 4 (M4) 0
8 Roundness 0.402
9 Slimness 0.385
Based on Table 1 shown that four ( 4 ) Hu’s Moment features have zero ( 0 ) information gain, then
there are five (5) features to be used in classification stage.
Table 2.The Classification Results (Round vs. Oval vs. Irregular)

The Number
The Number of Accuracy Sensitivity Specificity
of Feature
Data (%) (%) (%)
Attributes
9 105 94.92 82.67 95.84
5 105 93.65 81.28 94.33
As seen in Table 2, the classification results with five (5) features doesn’t change significantly than the
classification result with nine ( 9 ) features. It means that the selection feature with information gain
algorithm didn’t increased the classifiation results. The value of accuracy, sensitivity and specificity
shown decreased than before selected features.
The accuracy percentage for two cases are high, this indicate that the capability to prediction
classification results are good. The specificity percentage is better than the sensitivity percentage, this
indicate that the capability system to prediction the false data is better than prediction the true data.
4. Conclusion
Based on the classification results, we obtained that the result of accuracy, sensitivity, and accuracy
with nine (9) features (Hu’s moments, roundness, and slimness) is better than five (5) features after
selected using information gain’s algorithm. By using 105 data, we obtained 94.92 % for accuracy,
82.67 forsensitivity, and 95.84 % for specificity. Based on this study, the next research can be
improved by changing the otherfeature selection algorithm or the other feature extraction and classifier
to obtain maximum accuracy results.
1134
5. Acknowledgments
Thanks to radiologists at the Department of Radiology, RSUP Sardjito for providing fruitful discussion
and data.
6. References
[1] WHO 2013 Latest world cancer statistics Global cancer burden rises to 14.1 million new
CASES IN 2012 (Geneva: WHO) 1
[2] Kemenkes RI 2015 Situasi Penyakit Kanker di Indonesia (Jakarta : Kemenkes) 1
[3] Sellami L, Sassi O B., Chtourou K., Hamida A B 2015 J IEEE Trans. Nanobioscience 1241
740
[4] Yusufiyah H K N, Nugroho H A, Adji T B, Nugroho A 2015 Proc. The 2nd Int. Conf. on
Information Tech., Comp. and Electrical Eng. vol 2 (Semarang: UNDIP) pp 105–9.
[5] Yusufiyah H K N, Nugroho H A, Adji T B 2016 Klasifikasi Nodul Payudara Berbasis Ciri
Bentuk Pada Citra Ultrasonografi (Yogyakarta: UGM) pp 6-100
[6] Yusufiyah H K N, Nugroho H A, Adji T B, Nugroho A 2015 Proc. The 7th Int. Conf. on
Information Tech. and Electrical Eng. vol 7 (Chiang May: KMTH) pp 458-63
[7] Chen C, Chou Y, Han Y, Tiu C, Chiou H, Chiou S 2003 J Radiology 226 pp 504-14
[8] Husna D A, Nugroho H A, Soesanti I 2015 Proc. The 2nd Int. Conf. on Information Tech.,
Comp. and Electrical Eng. vol 2 (Semarang: UNDIP) pp. 79–83
[9] Nugroho A, Nugroho H A 2015 Proc. Int. Conf. on Science Information Tech. (Bandung: UPI)
pp 36-40
[10] Nugroho A 2015 Klasifikasi Nodul Tiroid Berbasis Ciri Tekstur Pada Citra Ultrasonografi
(Yogyakarta: UGM) pp 6-100.
[11] Rouhi R, Jafari M, Kasaei S, Keshavarzian P 2015 J Expert Syst. Appl. 42 990–1002,
[12] Karegowda A G, Manjunath A J, Ratio G, Evaluation C F 2010 Int. J. Inf. Technol. Knowl.
Manag., 2 271–7
[13] Maysanjaya I M D 2016 Identifikasi Fase Parasit Plasmodium Vivax Pada Citra Mikroskopis
Digital Sediaan Darah Tipis (Yogyakarta: UGM) pp 6-99
[14] Duda R O, Hart P E, Stork D G 1973 Pattern Classification. (New York: John Wiley and Son)
pp 540-640
1135
Development of a mathematical understanding instrument

about quadrilateral for junior high school students
T Panglipura), S Prabawanto and ENurlaelah

a)
E-mail: tuwiningpanglipur@student.upi.edu
Abstract. The aim of this research was to find reliability and validity of instrument to
measure the mathematical understanding of Junior High School students about
quadrilateral topic. The result will be used as a means to collect data deal with the students’
mathematical understanding. This research used development research method. The subject
of this research were students of eighth graders in West Bandung in the second semester of
the academic year 2016/2017, as many as 34 students. The data collection instrument
consists of 4 items of essay. Based on data processing by using SPSS V23 and Microsoft
Excel 2010, it showed that instrument is reliable and each items are valid at α = 0.05, the
difficulty of the items are moderate, and the discrimination of theitems are fair. Therefore,
it can be concluded that the instrument had been developed can be used to measure
students’ mathematical understanding.
1. Introduction
Mathematics is one of the compulsory subjects in elementary and high school.The role of mathematics
learning is very important to support the development of students’ thinking abilities, such us logical,
systematic, critical, careful, creative, confident, objective, and honest. These abilities are certainly very
useful for students in their lives as individual and social beings and greatly support their success in the
future.
If a student learns mathematics, he is constructing an understanding of concepts, facts, procedures,
and ideas [1]. This means that the learning mathematics requires the knowledge and understanding that
the prerequisite knowledge to be able to construct a new understanding. In accordance with Hanggarty,
Pirie, and Stratton, the understanding is a measure of the quality and quantity of an idea’s connection
with pre-existing ideas [2].In Indonesia, this competency is also explicity stated in the first objective of
mathematics learning [1]. In accordance with the principle of learning according to the National
Council Of Teachers Mathematics also states that effective mathematics teaching requires an
understanding of what students know and need to learn and then challenge and support them to learn
well [2]. It means that if the students have not succeeded to construct understanding of a particular
topic, then the student will have difficulty to construct a new understanding that related to the previous
topic, because mathematics has systematically, logically, and hierarchically concepts from the simplest
to the most complex. Thus, the ability of mathematical understanding is important; the basis of
mathematics learning is to construct understanding.
The students’ mathematical understanding is most likely to be improved, because according to Pirie
and Kieren, it is not a static process, but a dynamic, growing, and ever-changing process [3]. This
means that students’ mathematical understanding is still low or not optimal, it is possible to be
1136
improved or developed. To improve this ability is not easy, and requires effort and the right way based
on the analysis of the factors that cause low ability. One possible way to improve that competence is
by applying an appropriate learning strategy. However, before applying ofit, the important thing to do
is create a reliable and valid instrument, which will be used to know how the achievement of students’
mathematical understanding ability after learning. Therefore, the purpose of this study is to find a
reliable and valid instrument or meet the expected quality standards. The result will be used as a means
to collect data deal with the students’ mathematical understanding.
The method the be used in this research was development method. The steps consist of 7 stages. The
steps are: set test goals, curriculum analysis, make the grille, write items,
theoretically/qualitativeinstrument review, testing the instrument to students, analysis of testresults,
and revise the instrumentif the task items that still lack the quality standards [4].
The purpose of this instrument is to measure students’ mathematical understanding of eighth
graders about quadrilateral topic. Curriculum analysis should be done so that the instrument
development process always refers to the curriculum being used (Level of Education Unit
Curriculum). The instrument was made in essay form, which refers to 4 indicators, which were
adapted to the Basic Competencies in the Content Standards. These indicators are: apply formulas or
concepts in simple calculations, explain things based on their characteristics, transform information
from one form to another, and relate a concept or principle with other concepts or principles correctly.
The instrument consist of 4 task items; task 1 was based on the first indicator, task 2 was based on the
second indicator, task 3 was based on the third indicator, and task 4 was based on the fourth indicator.
The writing of each items were based on the grille that had been made. After all items have been made,
the next step was to make scoring guidelines, which was used as the basis for scoring.
The theoretical/qualitative instrument review was conducted to see the truth of the instrument of
content, construction, and language. That was done by 2 experts and a math teacher.From the review,
there were some of the items that were suggested to be improved. After the instrument had been
revised according to experts advices, the test could be done. In this study, the instrument test was
given to 34 students of eighth graders in West Bandung. The results of data were analyzed
quantitatively to know the validity, the difficulty of items, the discrimination of items, and the
reliability of the instrument. The process of data analysis used SPSS V23 to calculate the coefficients
of reliability and validity, and used Microsoft Excel 2010 to calculate the indexes of items difficulty
and items discrimination. Based on the results of the analysis, the all items are good anddid not need to
be improved, because they meet the expected quality standards.

The instrument that were developed consist of 4 task items. Those are presented in table 1 below.
Table 1. The students’ mathematical understanding instrument.

Item
Numbers Indicators of mathematical understanding Task items
1 Aplly the formulas or concepts in simple Look at the parallelogram image
calculations below. What is the lenght of ?
D C
A B
cm
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2 Describe something based on the its Look at the following images!

characteristics
(a)
(b)
(c)
Which images are included as

parallelogram? Please explain!
3 Transform information from one form to A quadrilateral ABCD, , and
another . Draw the 3 possibilities of
it!
4 Relate a concept or principle with another The area of rectangle is 144 cm2.
concept or principle correctly Look for 3 possibilities of the
circumference of the rectangle!
There were many types of students’ answers deal with the tasks, some of those arepresented in
figure 1 to 8 below.
Figure 1. The a student’s answer on task 1 that is almost complete.
Figure 2. The a student’s answer Figure 3. The a student’s

on task 1 that is not true. answeron task 4 that
isalmost complete.
Figure 4. The a student’s answer on task 2 that is almost complete.
1138
Figure 5. The a student’s answeron task 2 that is not true.
Figure 6. The a student’s answeron task 3 that isincomplete.
Figure 7. The a student’s answer that on task 3 that isnot true.
Figure 8. The a student’s answeron task 4 that isnot true.
Figure1 to 8 show that there were many types of the students’ answers from the low to high
understanding. These mean that the instrument can difference between high and low understanding
students, then it is not too easy and not too difficult. Figure 1, 3, 4, and 6 show that they had higher
mathematical understandingthan otherstudents about the topic although their answers were not perfect.
Figure 2 shows that he did not understand how to do the simple calculation correctly. Figure 5 shows
that he did not understand about the concepts of angle and line so he could not explain about
parallelogram definition, many students knew the parallelogram image but could not describe of it.
Figure 7 shows that the quadrilateral image was false, it means he did not understand about line and
angle characteristics so he could not make the true images.Figure 8 shows that he did not has
understanding about area and circumference concepts, he confused what had to do, he only thought the
symbols of area and circumference, then he could not relate the area and circumference. The student
answers show that the all task items can measure students’ mathematical understanding deal with
indicators were used.
Based on the calculation used SPSS V23 on the test results of mathematical understanding
instrument, it showed that the reliability coefficient of Cronbach’s alpha is . Then, it was
compared with r table value . If r count is higher than r table, then the
instrument is declared reliable. This criterion also applies to validity test criteria [5]. The value of r
table is 0.339, then the reliability coefficient Cronbach’s Alpha is higher than r table. It means that the
students’ mathematical understanding instrument that has been developed is reliable at . As
for the validity test results are presented in table 1 below.
1139
Table 1. The result of items validity.

Pearson’s
correlation
Item number coefficient (r)
1 0.629
2 0.626
3 0.703
4 0.834
Table1 shows that the Pearson correlation coefficient for each items are higher than r table
. These mean that all students’ mathematical understanding items that have been
developed are valid at . As for the results of the calculation of the items difficulty index used
Microsoft Excel 2010 are presented in Table 2 below.
Table 2. The result of items difficulty.

Item difficulty
Item number index
1 0.317
2 0.313
3 0.308
4 0.358
Table 2 shows that the difficulty index for each items are moderate
[6]. As for the results of the calculation of the items
differentiation index used Microsoft Excel 2010 are presented in Table 3 below.
Table 3. The result of items

discrimination.
Item difficulty
Item number index
1 0.224
2 0.206
3 0.289
4 0.280
Table 3 shows that the itemsdiscrimination index for each items are fair
[6].
Based on the results above, each items are valid at . These mean that they can be used to
measure what should be measured [7]. This instrument also reliable at . It means that it can
be used to measure subjects in other situation and give the same result [8]. Thedifficulty of the items
are moderate. These mean that each items are not too easy and not too difficult [6]. Furthermore, the
discrimination of items are fair. These mean that all items can difference between students with high
and low ability [9].
1140
4. Conclusion
Based on the analysis of data, it can be concluded that the instrument had been developed has met the
expected quality standards, it can be used to measure students’ mathematical understanding about
quadrilateral topic for Junior High School.
5. Acknowledgments
Thanks to Ferra for having helped to correct some sentences in thisarticle.
6. References
[1] Kemendikbud 2014 Lampiran III Peraturan Menteri Pendidikan dan Kebudayaan Nomor 58
tentang Kurikulum 2013 Sekolah Menengah Pertama/Madrasah Tsanawiyah
(Jakarta: Kemdikbud RI)
[2] Walle J A V D 2006 Matematika Sekolah Dasar dan Menengah (Jakarta: Erlangga)
[3] Martin L, Tower J, Pirie S 2006 Collective mathematical understanding as improvisation
Mathematical Thinking and Learning 8 pp 149-183
[4] Ekawati E and Sumaryanta 2011 Pusat Pengembangan dan Pemberdayaan Pendidik dan
Tenaga Kependidikan (PPPPTK) Matematika Ed. E Prajitno (Yogyakarta: PPPPTK) p 30
[5] Suharsaputra U 2014 Metode Penelitian Kuantitatif, Kualitatif, dan Tindakan
(Bandung: Refika Aditama)
[6] Lestari K E and Yudhanegara M R 2015 Penelitian Pendidikan Matematika
(Bandung: Refika Aditama)
[7] Arikunto S 2015 Dasar-Dasr Evaluasi Pendidikan (Jakarta: Bumi Aksara) p 73
[8] Arikunto S 2013Prosedur Penelitian(Jakarta: Rineka Cipta) p 221
[9] Hamzah A 2014 Evaluasi Pembelajaran Matematika (Jakarta: RajaGrafindo Persada) p 240
1141
Ability of mathematical representation based on

habits of mind students
E Komalaa), D Suryadi

a)
E-mail: elsakomala@gmail.com
Abstract. Thinking of a mathematical idea that is then communicated requires an

external representation that manifests what students do internally or internally. The goal
is to find out the ability of internal representation that is how the students think in
solving mathematical problems and external representation, how new constructions are
poured students in the form of solving the problem description obtained from internal
representation. This study used descriptive qualitative research, by giving three
problems of mathematical representation capability given to three high school X
students on Trigonometry materials based on different initial capability. The data in this
research is about test of mathematical representation ability and questionnaire habits of
minds to each student to know and check student's answer based on his thinking habit.
The result shows that high-ability students have high internal mathematical
representation and positive internal mathematical representation, while medium-ability
students with moderate external repsesentation and internal representation are positive,
whereas students with low external representation ability and internal representation are
negative.
1. Introduction
In Indonesia On the curriculum of 2013 SMA puts mathematics as the subject with the most
hours of the hour, meaning to develop students' mathematical abilities not only to solve
problems in mathematics, but students are trained on how to develop their thinking skills to
solve problems related to other subjects and Problems in daily life, so that in the future when
students have been in the community they can use the habit of thinking to solve real problems
more complex in the world of work and in everyday life.
Mathematics as one of the disciplines has an important role in developing the ability of
students including the ability to think. Thinking habits as a tendency to behave intellectually or
intelligently when faced with problems, especially problems that are not immediately known to
the solution [1]. When faced with problems, students tend to form certain intellectual behavior
patterns that can encourage individual success in solving the problem.
In mathematics learning with the curriculum of 2013 high school level all the problems and
materials presented on the student's books have linked the material and the problems related to
real problems. However, students have not been able to present the problems given by the
teacher to different contexts, meaning that students are only able to understand knowledge but
have not been able to apply the knowledge they have maximally into other contexts such as in
everyday life and can not choose alternative answers or Dissolution is considered the most
1142
effective to use in accordance with its ability. In line with [2] states that teachers often
emphasize only aspects of mathematical processes compared to their application in everyday
life. Students can not predict the phenomenon given by the teacher to be interpreted, to
understand the information given, so that the concept of students who previously owned as if it
can not be used and maximized during the process. Based on constructivist theory, learning is
seen as the compilation of knowledge from concrete experience, activity, collaborative,
reflection and interpretation [3].
The ability to read math problems to understand the problems that the real world context of
the students and the story is still not as good as when they read mathematical problems in the
context of algebra or direct count, in this case reading math done the students while thinking
how to understand the problem, then translate the understanding Into the form of symbols /
symbols of mathematics, as well as tell / write back the contents of the matter with his own
words. This happens not only in low-ability students, even high-grade students when faced with
this become the same problem.
A model or a substitute form of a problem situation or aspect of a problem situation used to
find a solution is a representation. In general all mathematical material requires the ability of
mathematical representation, ie the way one uses to communicate answers or mathematical
ideas in question [4]. In line with representation is also a kofiguras (form or arrangement that
can describe, represent or represent something in a way.For example a contextual problem can
be represented by a mathematical image or symbol)[5]. It appears that the actual representation
not only refers to the result Or products that are embodied in new or different configurations or
constructs but also the thought processes undertaken to acquire and understand the concepts,
operations and mathematical relationships of a configuration.
Thomas and Hong (2002) Representation can be seen as a multi-faceted construction that
assumes different roles depending on how the students interact with the representation [6].
Objects in mathematics are objects that can only be accessed through their representation and
mathematical thinking requires the use of multiple representations [2]. The statement indicates
that in learning mathematics requires the ability to interpret and construct a representation.
The representations generated by the students are expressions of the mathematical ideas or
ideas that students display in their quest to find a solution to the problem they are facing [7].
According to Pape & Tchoshanov [8] there are four ideas used in understanding the concept of
representation, namely: (1) representation can be viewed as an internal abstraction of
mathematical ideas or cognitive schemata constructed by students through experience; (2) as a
mental reproduction of an earlier mental state; (3) as a structural presentation through images,
symbols or symbols; (4) as knowledge of something that represents something else.
The actual representation not only refers to the results or products embodied in new or
different configurations or constructs but also the thought processes undertaken to capture and
understand the concepts, operations, and mathematical relationships of a configuration. That is,
the process of mathematical representation takes place in two stages (Hiebert and Carpanter) ie
internally and externally. In line with Hiebert and Wearne [9] that the development of
relationships between external representations will foster a more integrated understanding of
concepts and internal representations of mathematical ideas.
Internal representation can not be observed visually and can not be judged directly because
it is a person's mental activity in his mind. In other words, a person who performs an internal
representation process in learning mathematics will think about the ideas, ideas, or mathematical
concepts he is studying in order to clearly understand and understand the problem, linking and
linking the problem with the knowledge it already possesses, and strategizing the solution . To
understand the more important mathematical concept is not the storage of past experiences but
how to recover the knowledge that has been stored in the memory and relevant to the needs and
can be used when necessary. Furthermore, it is also explained that the process of gaining
relevant knowledge and its use is closely related to the coding of the past experience.
Thinking of a mathematical idea that is then communicated requires an external
representation that manifests what students do internally or internally. The results of the
1143
embodiment are expressed in the form of words, graphs, tables, and statements which are an
approach which gives a thought in the free translation by the students to learn mathematical
concepts[10].
The use of appropriate and adequate representations will have a very large contribution to
the formation of understanding (understanding or meaning) concept. Appropriate in a sense
suitable to represent the concept, and adequate in the sense of sufficient quantity to enable
students to find the interconnection, either between representation or in one type of
representation.
Based on the problems described earlier, students are still lacking in mathematical
representation and solving contextual problems, representing mathematical symbols,
representing spoken or verbal language. In line with the problem. [11] divides the
representations used in mathematics education in five types, including representations of real-
world objects, concrete representations, representations of arithmetic symbols, oral or verbal
language representations and image or graph representations. Therefore, it seems important to
see the ability of both internal mathematical representation of how students think in solving
mathematical problems as well as external representation, how the new construction that pour
students in the form of solutions to problems obtained from its internal representation.
This research is a qualitative descriptive research, with the aim to see the ability of students'
mathematical representation in the form of external representation that can be seen based on the
results of answers poured students in solving the problem in the form of description based on
internal representation that is how their thinking habits in pouring ideas to solve the problem
Can not be seen in the naked eye and can not be judged directly because it is a person's mental
activity in his mind. In other words, someone who performs an internal representation process
in learning mathematics will think about ideas, ideas, or mathematical concepts can be revealed.
The subjects consist of six high school students with high mathematical ability (KAM)
students, namely high, medium, and low. The scores used to determine the KAM category of
students are derived from some of the student's daily test scores. The reason for choosing High
School in this study is that students at that level already have a broader way of thinking even
already have a habit of thinking in solving a problem based on experience in the previous level
of primary and secondary schools.
In this case presented about mathematical representation on Trigonometry material which
can be seen in table 1.
Table 1. Test the Ability of Mathematical Representation
No Soal
1 Seorang anak dengan tinggi 160 cm berdiri di depan menara dan melihat puncak menara
dengan sudut elevasi 30°, kemudian ia berjalan sejauh 20 meter mendekati menara dan
melihat kembali puncak menara dengan sudut elevasi 60°, tinggi menara tersebut adalah
2 A dan B titik-titik ujung sebuah terowongan yang dilihat dari C dengan ACB = 45°. Jika
jarak CB = p dan CA = 2p 2 , maka panjang terowongan itu adalah ....
3 Pada latihan mengendarai suatu kapal cepat di perairan, lintasan latihan didesaian seperti
yang diberikan pada Gambar 1. Pengemudi harus mulai dari titik A, dan bergerak ke arah
barat daya dengan membentuk sudut 52o ke titik B, kemudian bergerak ke arah tenggara
dengan membentuk sudut 40o ke titik C, dilanjutkan kembali ke titik A. Jarak titik A ke C
sejauh 8 km. Hitung panjang lintasan si pengemudi kapal cepat tersebut.
1144
Figure 1. Ilustrasi Lintasan Latihan Kapal Cepat
The given problem is designed based on indicators of the ability of mathematical

representation ie: visual representation, equations or mathematical expressions and written
words or text. The three students were asked to answer three representational questions. Then
each student fill the questionnaire habits of mind consisting of 14 positive statements to see the
internal representation of students that is how to think and find ideas in solving problems given
based on habits of mind indicators.
Questionnaire data collection is taken after the student has finished answering the question.
Think according to Clune in [1] consisting of 7 aspects: 1) doing accuracy (Always doing the
best, setting high standards, checking and finding ways to improve continuously); 2) manage
conscience (think before acting, stay calm); 3) habits of survival (Diligent in the task through
completion, remembering focused, finding ways to achieve goals when trapped, not giving up);
4) metacognitive thinking habits; 5) to listen with empathy (To devote mental energy to the
thoughts and ideas of others, to make an effort to understand other points of view and emotion);
6) dare to take risks (try new things constantly); And 7) applying past knowledge to new
situations (Accessing prior knowledge, transferring knowledge outside of the situations in
which he is studying). Questionnaire results are calculated tendency of his choice and described
in the form of descriptive or words to describe the facts that exist, the meaning or answers to the
questions then taken the point only.

Based on the results of the test score of mathematical representation ability to know the ability
of external representation of each student obtained data:
Table 1. Results of External Representation
No Code KAM Skore (Max = 9) Interpretation
1 S1 High 8 High
2 S2 Medium 6 Medium
3 S3 Low 3 Low
Table 2. Results of Questionnaire Habits of Mind

No Kode KAM Score (Max = 56) Interpretation
1 S1 High 52 = 93% Positive
2 S2 Medium 42 = 75 % Positive
3 S3 Low 24 = 43 % Negative
Based on table 2 the ability of internal representation of mathematics of students is seen from
the habits of mind, the students whose initial ability is high percentage habits of mind 93%
positive, whereas the students whose initial ability is the percentage habits of mind 75% positive
and the students whose initial ability is low percentage habits of Mind 43% positive means that
students tend to negative thinking habits.
1145
So the solution of student representation which is poured in the form of description problem
is very dependent from the internal representation owned by students in this case habits of
maind students. It appears that the actual representation not only refers to the results or products
that are presented in new or different configurations or constructs but also the thought processes
undertaken to acquire and understand the concepts, operations and mathematical relationships of
a configuration. Because the students who kemmapuan initially being. Here his habit of thinking
is positive but the hasildeness of its external representations is being, because the time in
working on the problem is not well organized and the carelessness in casting the writing of its
external representation is still lacking.
4. Conclusion
The results obtained that students with high initial ability of high external mathematical
representation ability and ability of internal mathematical representation positive. Students
whose initial abilities are moderately external and external representations are positive. While
students with low external representation ability and negative internal representation.
5. References
[1] A. & K. Costa, “Habits of Mind: Across the Curriculum, Practikal and Creative Strategis
for Teacher,” 2009.
[2] R. Duval, “Representation, Vision and Visualization: Cognitive Functions in

Mathematical Thinking. Basic Issues for Learning,” Twenty First Annu. Meet. North Am.
Chapter Int. Gr. Psychol. Math. Educ., vol. 25, no. 1, pp. 3–26, 1999.
[3] M. G. Brooks, Grennon, “the case for Constructivist Classrooms,” 1993.
[4] J. Cai, M. Jakabcsin, and S. Lane, “Assessing students’ mathematical communication,”

Sch. Sci. …, vol. 96, no. 5, pp. 238–246, 1996.
[5] G. A. Goldin, “Representation in Mathematics Learning and Problem Solving . Dalam

L.D English (Ed).,” p. 209, 2002.
[6] M. O. J. Hong, Y. Y., & Thomas, “Representational versatility and linear algebraic
equations. In Kinshuk, R. Lewis, K. Akahori, R. Kemp, T. Okamoto, L. Henderson, &
C-H. Lee (Eds.),” Proc. Int. Conf. Comput. Educ., pp. 1002–1006, 2002.
[7] NCTM, “Principles and Standars for School Mathematics.” NCTM, Reston, V.A, 2002.
[8] B. C. Luitel, “Representation of Mathematical learning: A short discourse,” 25th Conf.

Organised by West. Aust. Sci. Educ. Assoc. Cann. Coll., 2002.
[9] E. al. Mulligan, J., “Representation and Comprehension of Numeral by Children.,” Int.
Conf. Math. Educ. ., p. 14, 2002.
[10] J. S. Bruner and H. J. Kenney, “Representation and Mathematics Learning,” Monogr.

Soc. Res. Child Dev., vol. 30, no. 1, pp. 50–59, 2014.
[11] T. P. and M. B. Lesh Richard, “Representations and Translations among Representations

in Mathematics Learning and Problem Solving.” pp. 33–40, 1987.
1146
The implementation of accelerated learning for enhancing

students’ the mathematical communication
N Zuharaa), S Prabawanto , Suhendra

a)
E-mail: nidia.zuhara92@gmail.com
Abstract. This paper was aimed to to explain about the application of accelerated learning to
increase students’ ability of the mathematical communications. The ability of the mathematical
communications was an important component in the study of mathematics and it was contained
in Regulation of Minister of National Education RI Number 58 Year 2014 which related to
curriculum 2013 explained that one of mathematics subject interest that had to be reached by
students was to communicate mathematical ideas clearly and effectively. But in reality, today,
the ability of mathematical communications students’ were still low. The ability of
mathematical communications students have to be improved. Applying accelerated learning
was one of the way of to increase students’ ability of mathematical communications students’.
Accelerated learning could shorten the study time. This was what needed the most by students
today, fast and interesting learning method. Acceleratedlearning is conditionedso that students
always feel happy when learning how to motivating her mind, acquiring the information,
searching out the meaning, triggering the memory, exhibiting what you know, and reflecting
how you've learned.
1. Introduction
One of the mathematical ability to be possessed by the students is the ability of mathematical
communication. Communication is an important component in the learning process is no exception in
mathematics. One of the goals of mathematics teaching is to develop students 'mathematical
communication skills, which develop students' ability to communicate ideas with symbols, tables,
diagrams and others. The idea of someone in solving a mathematical problem can be expressed with
words, numbers, pictures, mathematical symbol, or tables.
Mathematics is a very powerful communication tool, precise and unambiguous. Many problems or
information submitted with a mathematical language, for example, presents a problem or a problem
into a mathematical model in the form of diagrams, mathematical equations, graphs or tables [1].
Therefore, communicating the idea or ideas with tables, diagrams, mathematical language, and so is
very important and a goal in mathematics. As stated in the Ministry of Education in mathematics
learning goals fourth point is that students are able to communicate ideas with symbols, tables,
diagrams, or other media to clarify the situation or problem.
In addition, the curriculum in 2013 one mathematical competence students must achieve is to have
the ability to communicate mathematical ideas clearly and effectively [2]. Least two important reasons
1147
why communication in mathematics learning need to be fostered among students, such as:
mathematics was not just tools of thinking, tools find patterns, resolve problems or draw conclusions,
but the math is also as a social activity in learning; mathematics as a vehicle for interaction among
students and between teachers and students. This shows that the mathematical communication is one
of the important capabilities that must be developed in students [3]. The importance of mathematical
communication skills also revealed Sumarmo, that the mathematical communication is an important
component in learning mathematics, tool to exchange ideas, and to clarify the mathematical
understanding [4].
The current reality shows that students' mathematical communication ability is not good. Based on
the results Zulkarnain on the implementation of cooperative learning model based cognitive conflict,
it is known that the student has not been able to communicate ideas well, there is a wrong answer to
the problem of students who were awarded and performed the calculation step has not been well-
organized students and inconsistent. Students are not fully able to provide arguments based on
principles and mathematical concepts [5]. Examples of students' responses in this study can be seen in
Figure 1 below.
Figure 1
Examples of the first student answers explaining that the equation can be solved by finding the
variable values of ฀ but the value peubahnya not a member of the set of real numbers. Likewise with
the second student who understand that the set of real numbers, the equation has no solution, with
specific mention of their number. Solutions provided the student is not yet complete. This problem
requires an answer that is supported by tools such as graphs to make it clear that these equations do
not have solutions. The achievement of the communication ability of junior high school students
learning mathematical approach brainstorming technique. round-robinIt is caused by a number of
students who did not answer the questions provided. Many students are fixated on the problems that
they find difficult. So they do not heed other matters that may be easier for them [6].
Based on the previous description, it is known that the ability of students' mathematical
communication is not good and is still low. So that these problems can be solved, it needs a math
learning model that can make learning meaningful, so that students' mathematical abilities can be
increased. Therefore, beenlearning model acceleratedlearning to overcome the problems mentioned
above. Accelerated learning is a method of learning that enables students to learn naturally by using
the learning techniques that match the characters themselves so that they will feel that learning is
easier and faster [7]. The model accelerated learning emphasizesto create learning conditions
comfortable and enjoyable so that the interaction between students and teachers are active so that
1148
learning to work effectively and optimally. Moreover, the principle of cooperation between learning
and contextual learning can help optimize student learning achievement and learning will be
embedded with a better and longer in the mind of the student.
in teaching Accelerated Learning students to be actively involved in order to achieve acceleration
in the know and master math concepts taught. Acceleration is cultivated by teachers to students
through: provision of duty at home to read and understand the subject matter will be studied next,
giving the opportunity to ask questions, answer questions, and explain any answers, as well as their
interactions, discussions and cooperation with friends, so that students' mathematical communication
skills can be improved.
2. Discussion
2.1. Mathematical Communication Ability
Communication Generally understood as a form of information delivery activity in a particular
community. Communication can take place in one direction, that of a messenger to the message
recipient. In this kind of communication activity can have many of the transmitter and receiver of the
message, so that this communication is to share ideas and activities, brainstorming, brainstorming and
cooperation in this kind. According Kusida, communication is a process or event the exchange of
ideas, views, thoughts and feelings among fellow person of communicators and komunikan.Ketika a
concept of mathematical information given by a teacher to the student or students to get themselves
through reading, then when it is going transformation of the mathematical information from the
communicator to communican [8]. Respon given an interpretation communicant communicant of
mathematics tadi.Dalam information, quality of interpretation and the response was often a problem
istimewa.Hal this as one result of the characteristics of mathematics itself laden with terms and
simbol.Karena it, the ability to communicate in mathematics became special demands.
Communication is the process mathematically represent and interpret mathematical gagasaan
orally, evaluation, or demonstrate [9]. Mathematical communication is a way of students to express
mathematical ideas, either orally, in writing , drawings, diagrams, use objects, presents in the form of
algebra, or using mathematical symbols [10]. Students who earn the opportunity and encouragement to
speak, write, read, and listen in mathematics get two things at once, which communicates to learn
math and learn to communicate mathematically .
Ability mathematical communication is the students' ability to deliver something that is learned
through dialogue or mutual relations events that occurred in a classroom environment, where there is a
transfer. Mathematical communication is the process of conveying or expressing mathematical
information or messages in the form of ideas, ideas , drawings, diagrams, tables, symbols, or algebra
either in writing or orally. There are several reasons the importance of students' mathematical
communication skills developed in the study of mathematics. Communication skills required
untukmengekspresikan mathematical ideas, learn the language and symbols of mathematics. Besides,
mathematical communication is also beneficial to train students to express ideas honestly based on
facts, rational, and convince others in order to gain an understanding together.
Stated communication in mathematics can help sharpen the thinking of learners and improve the
ability of learners to see the various linkages matter of mathematics and be able to reflect the
understanding of mathematics learners, able to organize and consolidate the mathematical thinking of
students, for pengkontruksikan mathematical knowledge, the development of problem-solving and
reasoning improvement, foster self-confidence, improved social skills, as well as being a very
significant tool untukmembentuk inclusive mathematics community [11].
States there are at least two important reasons why communication in mathematics learning need
to be developed among students, that mathematics was not just tools of thinking, tools find patterns,
resolve problems or draw conclusions, but mathematics as well as social activities in the learning of
mathematics; mathematics as a means of interaction between siswadan also between teachers and
students [3].
1149
Meanwhile, communications can support students learn math concepts new example they
understand the situation, describe, using objects, provides a count orally and explain, using diagrams,
write and use mathematical symbols. By having a good mathematical communication, help students
express what he thinks like the idea, mathematical ideas to others both orally and in writing [10].
Mathematical communication includes written and verbal communication or verbal. To see
mathematical communication skills of students in mathematics, many opinions were expressed about
the indicators matematis. Standard capabilities should be mastered by students is as follows [10]:
a. Organize and consolidate mathematical thinking and communicating to other students.
b. Expressing mathematical ideas in a coherent and clear to other students, teachers, and others.
c. Improve or expand students' mathematical knowledge by thinking about other students thinking
and strategy.
d. Using mathematical language appropriately in various mathematical expressions.
Mathematical communication students should be able to [3]:
a. Create a mathematical model menggunakanlisan, text, images, graphics, and algebra.
b. Describing their own thinking about the situation and mathematical ideas.
c. Develop a common understanding of mathematical ideas.
d. Read, listen, interpret and evaluate mathematical ideas.
e. Discuss mathematical ideas, make conjectures and convincing arguments.
f. Making the value of the mathematical notation and develop mathematical ideas.
Includes mathematical communication ability of students in [4]:
a. Linking real objects, drawings, and diagrams into mathematical ideas.
b. Stating a situation or problem in the form of language, symbols, ideas, or a mathematical model
(can take the form of drawings, diagrams, graphs, or mathematical expression).
c. Declare a daily occurrence in the language or mathematical symbols.
d. Listening, discussing and writing about mathematics.
e. Understanding a mathematical representation.
f. Make a conjecture, make arguments, a definition, and generalization.
g. Explain and make inquiries about the mathematics being studied.
h. Revisits a mathematical description in their own language.
2.2. Accelerated learning model

Suggested that an effective way of learning is as a way of learning in childhood: fun and not easily
discouraged. A little boy wakes up every day with great passion discover new pleasures that are stored
by the world for her. Every day, she started a new adventure and will continue to try again when it
fails (for example, when learning to walk or ride a bicycle). Thus, the learning process will be more
effective if students are conditioned to always feel happy when learning, so learning does not become
something that made him wary. Nicholl and Rose then simplify the application of the Accelerated
Learning into the learning into 6 stages abbreviated MASTER, is as follows [7].
1. Motivating Your Mind
Lozanov found that by calming the psychiatric patients with baroque music and give them positive
suggestions about their recovery, many of these patients progressed besar.Lozanov feel this method
can also be applied to education. After doing research on the influence of music and positive
suggestions on learning, using a foreign language as a subject matter, he found that the combination of
music, suggestions, and a kiddy game enables students to learn much faster and much more
effectively. While the Oregon University education professor, Sylwester says that emotions are so
important to the educational process because of the emotional pull and push the attention that
encourage learning and memory strengthening.
2. Acquiring the Information
In learning, we need to take, acquire, and absorb the basic facts on the subject of the lesson in a
way that best suits us. DePorter and Hernacki describes the three styles of learning, that is visual,
which is given based on what is seen; auditory, who remember things based on what is heard or
1150
spoken; and kinesthetic, who remember things based on what was done (movement). With a third
identifying learning styles, we are able to play a strategy that makes the acquisition of information
easier than ever before. Nicholl & Rose explained that the concept maps, wall posters, charts,
diagrams, and pictures can be used as a lure visual. While Ornstein states that the thinking process is a
complex combination of words, images and colors. As for the auditory learner, the teacher can
facilitate discussions between students, either in pairs or in kelompok.Bagi kinesthetic learners, the
teacher gives the opportunity to play a role. In other words, students are asked to actively move. For
example, by utilizing the simple teaching tool that can be used for teaching students.
3. Meaning Out searching the
most important thing in learning is not when we are able to recall about something, but when we
are able to understand the meaning of tersebut.Ketika able to understand the meaning about
something, a memory we will work better. Transform facts into meaning is the arena in which the role
of human intelligence eighth aktif.Setiap kind of intelligence is a resource that can be applied when
exploring and interpreting the facts of the subject of the lesson. Eight intelligences is linguistic,
logical-mathematical, visual-spatial intelligence, musical intelligence, body kinesthetic intelligence,
interpersonal intelligence, intrapersonal intelligence and naturalist intelligence. In this stage, the
teacher helps students to understand the theory. For example, the teacher introduces a formula to
students. Teachers should explain the origin of the formula and how it is used in the matter. By
understanding, students will be able to work on the problems diverse than just memorizing formulas
that lead to students not able to do the questions modification.
4. Triggering the Memory
Often, there are many things to remember in a particular subject. Although we understand the
subject we are studying, sometimes we need a certain way to keep it in our memory. Windura decay
theory that memory is becoming more and more "washed" or shrink.
5. Exhibiting What You Know
One way to measure how much we know certain information is to explain again what we know to
others. Sometimes, we think we know a lot of things, but in fact we have difficulty explaining it or
teaching it to others. When we are able to retell what we know, it means that we have to understand it.
Ruseffendi states that the understanding of the concept will be more stable if the concept was
understood it was presented in the form of exposition (exhibition, discussion, etc.).
6. Reflecting How You've Learned
In this step, the learner examine and test how their own learning. Then conclude the techniques and
ideas are best for himself. Gradually, she developed an approach to learn the most appropriate manner
with a unique brain. So in the end he became an independent learner. Daily study journal is a way to
reflect how to learn on their own.
3. Conclusion
Based on the above discussion it can be concluded that the study of mathematics by the model
accelerated learning is a method of learning that enables students to learn naturally by using the
learning techniques that match the characters themselves so that they will feel that learning is easier
and faster, so the ability students' mathematical communication can be improved.
4. References
[1] Shadiq M 2011 Penerapan Teori Belajar dalam Pembelajaran Matematika di SD (Kementrian
Pendidikan Nasional)
[2] Departemen Pendiidkan Nasional 2006 Kurikulum Tingkat Satuan Pendidikan (Jakarta: Pusat
Kurikulum Balitbang Depdiknas)
[3] Baroody A 1998 Fostering Chldren’s Mathematical Power (New Jersey: Lawrence Erlbaum)
[4] Sumarmo U 2010 Berfikir dan Disposisi Matematik: Apa, Mengapa, dan Bagaimana
dikembangkan Pada Peserta Didik (FPMIPA UPI) [5] Mahmudi A 2009 Komunikasi dalam
1151
Pembelajaran Matematika. Jurnal MIPA UNHALU Volume 8 Nomor 1 Februari 2009 ISSN
1412-2318
[5] Zulkarnain 2013 Kemampuan Pemahaman dan Komunikasi Matematis Siswa dalam
Pembelajaran Kooperatif Berbasis Konflik Kognitif Disertasi (PPs UPI Bandung)
[6] Rohmah 2013 Pendekatan Brainstroming Teknik Round-Robin untuk Meningkatkan Kemampuan
Penalaran, Komunikasi Matematis dan Self Awareness Siswa SMP Tesis (PPs UPI Bandung)
[7] Rose C Nicholl M.J 2009 Accelerated Learning For the 21th Century (Bandung: Nuansa)
[8] Nasikhah Q 2010 Eksperimentasi Model Pembelajaran TPS (Think Pair Share)Terhadap
Prestasi Belajar Matematika Ditinjau dari Kemampuan Komunikasi Matematik Siswa Kelas
VII SMP Se-Kecamatan Purworejo ( FKIP UniversitasMuhammadiyah Purworejo)
[9] Tim PPPG Matematika Yogyakarta 2005 Materi Pembinaan Matematika SMP di Daerah
(Yogyakarta : Depdiknas)
[10] National Council of Teachers of Mathematics (NCTM) 2000 Principles and Standarts for
School Mathematic (Reston Virginia)
[11] Asikin M 2001 Komunikasi Matematika dalam RME Makalah Seminar Seminar Nasional RME
in Universitas Sanata Darma Yogyakarta 14-15 Nopember 2001
1152
The analysis of mathematical students ability in studying

english for mathematic through worksheet accompanied by
the powerpoint at STKIP PGRI West Sumatera
A Cesaria
Departemen Pendidikan Matematika, STKIP PGRI Sumatera Barat, Jl. Gunung
Pangilun, Padang, Indonesia
Email: annacesaria13@gmail.com
Abstract. This research has generally intended to know the lecturers' role in studying English
for Mathematics through worksheet accompanied by the powerpoint in creating learning
atmosphere which can improve the students mathematical ability. This research was descriptive
study with One shoot-case study designed in studying English for Mathematics through
worksheet accompanied by the powerpoint. The data collection has been done through
observation and test.The observation sheet was a checklist test which used to obtain the
lecturer's role data in the class. Based on the observation by the observer showed that, by using
Student Worksheet accompanied by the powerpoint, has increased the learning scene every
week. The Students’ mathematical data ability was acquired from the final test.The final test
result data was analyzed by using variance analysis to show the differences of students'
mathematical ability. The lecturer's role data in teaching was obtained through the class
observation. The data was analyzed by using simple linear regression analysis to see the
influence of lecturers' role on students’ mathematical ability who studying with different
models.
1. Introduction
English language skills is required in Mathematics subject since many textbooks in english are used in
learning process. Therefore, the subject that introduces English terminology is required. English
Language Subject for Mathematics is one of the compulsory subjects which has to be taken by the
students of Mathematics Education Department STKIP PGRI West Sumatra. This study includes in
Curriculum of Shared Life (MBB) with quality of 2 credits. It learns and involves the concepts and
terms in the field of geometry, algebra, arithmetic, statistics, etc.
Considering the importance role of this subject, the students are expected to study seriously. They
are also expected to be active, motivated, and able to master the competency standard of this subject.
The purpose of this subject was to make the students have no difficulty in understanding English
textbooks which are used in other subjects that tend using English textbooks. In addition, the
mastering of Mathematics in English can help students to teach international classes that have been
encourage by the government.
Studying process that can develop student's mathematical ability is needed in order to improve
student's mastery for mathematical concepts. The selecting of the appropriate models and teaching
materialscontribute well towards students' mathematical abilities. The implementation of English for
Mathematics class has been going on conventionally. In the last one year, there has been done the
variation of using student worksheet to two classes as objects of research by Cesaria (2013), She
1153
stated that the use of worksheet in English For Mathematics class can be said to be practical and
effective.
Using worksheetin English For Mathematics should be accompanied by good writing and
pronunciation. To adjust between writing and pronunciation was done well in power point media.
Through power point media, writing in English can be seen more clearly in harmony by its
pronunciation. It will also involve students to be more active in doing exercises in front of the class
and discussing more in English for Mathematics.
Therefore, there will be a follow-up study of worksheet in English For Mathematics class
accompanied by power point media and without power point media. Based on the background
described above, the researcher was interested in conducting research entitled The Analysis of
Mathematical Students Ability in Studying English For Mathematic Through Worksheet Accompanied
by the Powerpoint At STKIP PGRI West Sumatera.
This research was an experimental research with One Shot Case Study design. Accordance with the
research problem, the design was extended into two different variables as shown in Table 1 below.
Table 1. Research Design
Kelas Sampel Perlakuan Tes Akhir
Eksperimen X T
Source: Suryabrata (2004: 106)
In this experimental research has X is variable English for Mathematics using worksheet with power
point and T is final test. This research was conducted at STKIP PGRI West Sumatera with student
population of PSPM who followed English for Mathematics on even semester of the academic year
2013/2014.
Table 2. The Distribution of Student Class Participants
in English for Mathematics On Even semester
2013/2014
Sesi A B C D
Jumlah
38 38 39 38
Peserta
The Normality test results using Mini-tab program was obtained the data as follows:
Table 3. PvalueClass Population with Mini-tab Program
Sesi A B C D
Pvalue 0,442 0,759 0,204 0,208
Based on the table above, it was discovered that Pvalue> 0,05 for each class population.
Thereby, it can be concluded that the population was distributed normally. With the normal
distributed population, it was followed by testing the homogeneity variance using the Bartlett test. The
tested hypothesis as follows with Ho : The population has a homogeneous variance and H1 : The
population has a non-homogeneous variance.
The test results of homogeneity variance in this study was using Barlett test with the Mini-tab.
Syafriandi (2001: 5) suggests that, "If the confined hose interval was empty, the group deal was not
homogeneous, it was said to be homogeneous instead. Based on the results of homogeneity test
analysis, there were slices on each confidence interval. It can be said that the population has a
homogeneous variance.
Based on the variance analysis result obtained that P-value was 0,965 which indicated P-value was
bigger than = 0,05 and it can be concluded that the population data had the same equality. Since the
population in the study had the same average, the samples could be taken randomly, which the
experimental class was Section C.
1154
The instruments used were lecturers' role observation sheet in teaching and the final test of
mathematical concept comprehension. The test was used forming in essays and the tested material
were customize to the material during research. The analysis item was done as follows. First, Validity
of items. The validity of the items showed using the product moment correlation formula as follows:
∑ ∑ ∑
√ ∑ ∑ ∑ ∑
The formula regression analysis are : Correlation coefficient between variable X and Y ,
N: the number of the test takers , X: score item and Y: total score. The Criteria of the item was said to
be valid if > , otherwise if < rtabel then the item was categorized invalid. Iits showed that
< rtabel so that, all items can be categorized as valid items. Thus, the test question used could
measure the ability of each test participant.
Second, The index of items difficulty, The item that has been answered by the test takers was said
to be difficult if the total score was less than 30% of the ideal score. An item was said to be easy if the
total score 70% bigger than the ideal score.
The Differential item power, The Differential power was the ability of the item to distinguish
between high-ability students and low-ability students. The number of students who belonged to high
and low group were same, they were 27% of the test participants. The results of the differential item
power calculation can be classified on the item used, corrected, and discarded.
Reliability relates to the test results constancy, it means that the problem can give relatively the
same results whether its given on the same subject although its done at different times and places. The
results of the reliability test calculation obtained that r 11 = 0,9421 With r table = 0,487 Based on this
calculation results were known that r 11 > r table So that, the test trial items were categorized reliable
at 95% confidence interval. The Data collection was done through observation and test. The
Observations was being done by two observers. The observation sheet used a checklist to obtain the
lecturers' role data in teaching. The test was given to research sample after giving a deal to obtain the
student mathematical data.
The results data were analyzed to test whether the proposed hypothesis was accepted or rejected.
Before testing the hypothesis, firstly there was the requirements test analysis to determine whether the
data was normally distributed and had a homogeneous variance. The requirements test analysis which
will be done was the test of normality and homogeneity test of variance.

The Description of data was aimed to describe the differences of mathematical students ability who
follow English for Mathematics class using Student Worksheet with power point and lecturers' role
influence as a moderator variable in creating learning scene. The data collected during the research
was the data of the students' final test scores and the lecturer observation results in the teaching each
sample group.The following data presents
3.1 The Data of Lecturer's Role
The Lecturer's role data was obtained from the observations made by two observers. The Observer was
in charge to observe the lecturers' role in the class according to the observation sheet conducted. Based
on the observations obtained that, at the first meeting, the lecturers have been good in the teaching
accordance with the results of the observation sheet. And they also have been able to make an
interesting powerpoint media. Here's the powerpoint result:
1155
Figure 1. The first meeting powerpoint
At the first meeting, there were still many theories given in powerpoint was shown. So there were still
many students asked about other examples questions. At the second meeting until the third meeting the
lecturers have been able to create an interesting power points and used them in the learning process.
Here's an example:
Figure 2. The second meeting Powerpoint
At the fourth meeting the learning process lasted only reviewing the previous three meetings, so the
powerpoint for the fourth meeting only contained of exercises.
1156
Figure 2. The fourth meeting Powerpoint
Based on the observation sheet of the lecturer's role in creating the learning scene, it consists of 6
(seven) points of statement. Each statement was scored 1 (one) for less, 2 (two) for enough, and 3
(three) for good. The following presents an observer who gave a score for the lecturers' role in creating
a learning scene in the sample class.
Table 7. The Results from observer based on the Lecturers'

Role Score In Creating Learning scene
Skor Hasil Lembar Observasi
Dosen Eksperimen 1
Pertemuan 1 2 3 4
Observer 1 15 15 17 18
Observer 2 15 16 17 17
Based on the observation by observer showed that the experimental class using Student Worksheet
accompanied by powerpoint increased of learning scene every week. The Data analysis was done to
test whether the hypothesis was accepted or rejected, the hypothesis of this research was studying in
using worksheet with power point, and also the lecturers' role in creating a learning scene which can
lead to the differences of students mathematical ability. Firstly, there has been a requirement test
analysis to determine the statistical approach used in testing the hypothesis. The requirements test
analysis performed was the normality test and homogeneity test variance.
3.2 Normality test
The data normality test was performed using chi square test. The Test results can be seen from the
table below.
Kelompok
Nilai Eksprimen I
 2hitung 0,950
 2tabel 7,81
(dk = 3,  = 5 %)
Kesimpulan Normal
Tentang
Distribusi
1157
3.3 Homogeneity test of variance

To test the homogeneity of barlet test. From the homogeneity test result, its obtained  2hitung = 0,5017
While  2tabel with degrees of freedom dk = 3 - 1 = 2 at the error level  = 0,05 was 0,95  2 2 = 5,591
then the value  2hitung <  2tabel . its concluded that the variance of the scores test, the prerequisite
materials in the three research groups was homogeneous.
4. Conclusion
Based on observations by the observers it can be concluded that in the experimental class using
Student Worksheet accompanied by powerpoint showed increasing of the learning scene every week
and there was significant influence in English for Mathematics studying process by using Student
Worksheet with powerpoint.
5. Acknowledgments
This research can't be apart from DIKTI assistance, thanks to DIKTI and all academic community of
STKIP PGRI West Sumatra.
6. References
[1] Astuti, Bekti Ratna Timur. 2009. “Penggunaan Media Pembelajaran Power Point untuk
MeningkatkanHasil Belajar TIK Materi Pengolah Kata dengan Ms.Word Siswa Kelas XF
SMAN 1 Sragen pada Semester 2 Tahun 2008/2009. Jurnal Ilmiah. Universitas Negeri
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[2] Ansari, B.I. 2004. “Kontribusi Aspek Talking dan Writing dalam Pembelajaran untuk
Mengembangkan Kemampuan Pemahaman dan Komunikasi Matematik Siswa”. Disajikan
pada Seminar Nasional Matematika: Matematika dan Kontribusinya Terhadap Peningkatan
Kualitas SDM dalam Menyongsong Era Industri dan Informasi, 15 Mei 2004, Bandung.
[3] Bekti, Didit Setyo. 2012. “Pengaruh Penggunaan MediaPowerPointTerhadap Prestasi Belajar
Ilmu Pengetahuan Alam Pada Siswa Kelas V SD Negeri Ngebung BeranTahun ajaran
2011/2012”. Skripsi. Yogyakarta : Universitas Negeri Yogyakarta.
[4] Cesaria, Anna dan Dewi Yuliana Fitri. 2013. “Pengembangan Lembar Kerja Mahasiswa
(LKM)pada Perkuliahan English for Mathematicsdi STKIP PGRI Sumatera Barat”. Laporan
Penelitian Pemula. Padang: STKIP-PGRI Sumatera Barat.
[5] Rusman. 2011. Model-Model Pembelajaran Mengembangkan Profesionalisme Guru. Jakarta:
Rajawali Press.
[6] Sugiyono. 2011. Metode penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D.
Bandung: Alfabeta.
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Implementasi Kurikulum 2004. Bandung: Remaja Rosdakarya.
[8] Suryabrata, Sumadi. 2004. Metodologi Penelitian. Jakarta: PT RajaGrafindo Persada.
[9] Tarigan, Elieser & Fitri Dwi Kartikasari. Cara Brilliant Pengucapan Matematika dalam
Bahasa Inggris. Surabaya. Brillian Internasional.
[10] Trianto. 2009. Mendesain Model Pembelajaran Inovatif-Progresif, Konsep, Landasan, dan
Implementasinya pada Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Kencana.
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Comparison of enhancement mathematical problem solving

ability between model situation based learning metacognitive
techniques with scientific approach
S.Yulandaa), Turmudib), and J A Dahlanc)

a)
E-mail: syerli.yulanda@gmail.com b)E-mail: turmudi@upi.edu
c)
E-mail: jarnawia@upi.edu
Abstract. This research is motivated by the important and still not optimal ability to solve
problem mathematically Students in Junior High School. This research is quasi experiment
with control group pretest-postest design. The sample in this research using the technique
of purposive sampling so the samples used were two classes of the 8 th grade students of
SMPN Kabupaten Bandung Barat in the academic year 2016/2017. The experiment group
using the model of situation based leaning with metacognition techniques (SBLTM) and
control group using scientific approach (PS). The instruments used to collect data were test
problem solving ability. Data were analyzed using average difference test that were t-test
or Mann-Whitney. The result showed that: a) overall, the achievement of mathematical
problem solving ability of students who obtain SBLTM learning better than students who
obtain PS; b) overall, the enhancement of mathematical problem solving ability of students
who obtain SBLTM learning better than students who obtain PS.
1. Introduction
In the learning process, the emergence of difficulties to solve mathematical problems is a natural
thing, it illustrates that children are in the process of thinking, they are trying to integrate new
information into the cognitive structure that students have. States that thinking process is a process that
starts from the discovery of information (from outside or student self), processing, storage and recall
information from student's memory[1]. The thinking process of the students will be structured based
on the knowledge possessed by the student. Each student's initial knowledge is not the same so that the
difficulties faced by each child is not the same. A particular situation can be a problem for a particular
person, but not necessarily a problem for others. A a situation is a problem for someone at a certain
time, but not necessarily a problem for someone at a different time [2]. States that learning
mathematics should start with a dish of problems that presents a challenge for students to think, a
problem usually contains a situation that encourages someone to solve it, but does not know directly
what to do to solve it, the problem is also not only Can be solved by one way of completion, so there is
no special algorithm to solve the problem [3].
Branca argues that problem-solving skills are the heart of mathematics [4]. The importance of
problem solving skills by students in mathematics according to Branca is as follows: (1) the ability to
solve problems is a general goal of teaching mathematics, (2) solving problems that include methods,
procedures and strategies are core and major processes in the mathematics curriculum, and (3)
problem solving is a basic ability in learning mathematics.
1159
Indonesia has evidence from the data obtained by the International Association for the Evaluation
of Educational Achievement [5], which puts students aged 15 years and over, stating that Indonesia is
located In the 64th rank of 65 participating countries by obtaining a mean score of 375 students, while
the average international score is 494 [6]. The scores obtained are significantly below the international
average. The Institute for International Student Development (PISA) survey institute demonstrates the
low ability of students to solve problems and compare the extent to which students are ready to solve a
problem (problem solving), from recognizing and analyzing problems , Formulating his reasoning, and
communicating his ideas. In the small scope of the authors also make observations in one of SMPN
West Bandung regency about the ability of problem solving mathematical students, the authors get
still low ability of students in solving non-routine problem given [7]. Research conducted states that
the problem solving ability of students is still low despite obtaining quantum learning[8]. Similarly,
research [9] students' mathematical problem solving skills are still in the low category, both in the
experimental class and control class. Improved student problem-solving abilities in the experimental
class and control classes did not differ significantly. Based on the measured mathematical problem-
solving indicator, the enhancement of the capability of the drafter, the implementation of the plan and
the re-examination are in the lower classification. States the low ability of problem solving students
who learn with learning that is usually carried out by teachers [10].
To improve the problem solving ability of mathematics, constructivism based learning model
Situation Based Learning has 4 stages of learning that is (1) creating mathematical situations; (2)
posing mathematical problem (3) solving mathematical problem; And (4) applying [11]. The purpose
of this learning model is to improve the ability to present the problem, develop the ability in problem
posing, problem understanding and problem solving mathematically. Creating mathematical situations
is a prerequisite, posing mathematical problem is the core, while solving mathematical problems is the
goal while applying mathematics is the application of new situations. In other words applying
mathematics can be interpreted as a habit that students can apply when solving new problems. This
habit is expected to be the character of self-regulation (self-regulation) of student learning. The
independence of learning here is not only when students are in math class, but wherever they are,
when students face a situation then the way the learning process perspective as in Situation Based
Learning is always used.
Situation Based Learning Stages required empowerment of students' metacognition to control and
control the learning or thinking process that occurs at every stage of the SBL model. Metacognition is
a term introduced. States that metacognition is a person's awareness of his cognitive processes and the
ability of self-regulation to achieve goals [12]. Metacognitive ability is useful to control what is known
to students and what students have done or student thinking. This is particularly useful in the process
of solving problems or in decision-making. The importance of empowerment, metacognition of
students disclosed [13]), if one is not aware of the process and cognitive ability, we will not improve
its performance, but based on the results of research [14], [15], [16], and [17] conclude that
metacognitive empowerment supports student academic achievement. Meanwhile [18] concludes the
problem-solving, reasoning and self-esteem skills of junior high school students who receive learning
with metacognitive strategies better than ordinary classroom learning. Thus it can be concluded that
empowerment of metacognition will assist in developing problem-solving skills, and student self-
regulation.
One of the techniques based on constructivism in an effort to improve the process of thinking
ability and how to think best to solve mathematics problems so that students make more active and
creative in learning is learning with metacognitive learning, because with this learning students are
directed by teachers through the questions asked to students, so that students can finally realize and
optimally use cognitive strategy [19]. Cognitive strategies obtained by students through this learning,
students can ask themselves questions related to the material and the specific problems about solving
student problems so that students can choose a suitable strategy to solve these problems.
In addition to the Situation Based Learning model with metacognitive techniques, learning with a
scientific approach is a basic concept that inspires or lays behind the formulation of teaching methods
by applying scientific characteristics. Learning with a scientific approach is a learning process
designed in such a way that learners actively construct concepts, laws or principles through scientific
1160
stages such as: observing (to identify or finding problems), formulating problems, filing or
formulating hypotheses, collecting data with various Techniques, analyzing data, drawing conclusions
and communicating the concepts, laws or principles that are "discovered". The scientific approach is
intended to provide an understanding to learners in knowing, understanding various materials using a
scientific approach, that information can come from anywhere, anytime, regardless of teacher's in-line
information. Therefore, the expected learning conditions are created to encourage learners to find out
something from various sources through observation, rather than just being notified.
Thus the purpose of this study is to examine the achievement and improvement of problem solving
skills mathematically between students who learn by using model Situatio Based Learning
Metacognition Technique and Scientific Approach.
This study aims to examine a treatment that is Situation Based Learning with metacognitive
techniques to the effect of solving mathematical problems. However, because the situation in the
process of school education does not allow authors to choose students randomly to be placed in the
research class then the authors choose only classes that already exist, thus the condition makes this
research including quasi experimental (Quasi Experimental). This research is done by giving treatment
to research subject in the form of different learning, so that the influence of Situation Based Learning
model of metacognitive technique is seen more clearly then the researcher compare with the usual
learning done in school so that used two classes that is experiment class and control class. The
experimental class gets learning with Situation Based Learning model with metacognitive technique
and control class gets learning with scientific approach.
Subjects in this study were all students of class VIII one of SMPN in Lembang West Bandung
West Java Province academic year 2016/2017. The selected school level is a moderate-level school
because it has a heterogeneous academic level, so it can represent high, medium and low ability.
Students in this school are grouped with similar characteristics and abilities in each class. Each class
consists of students whose heterogeneous characteristics and abilities, from the design chosen then
taken two classes of samples based on purposive sampling (certain considerations). This technique is
used for the research can be carried out effectively and efficiently, especially in terms of the condition
of the research subject, the condition of the study site, the timing of the study, and the licensing
procedure.
There are ten classes VIII in SMPN Lembang, will be selected two classes to be sampled
research. One class will be used as a group of control students who use learning with scientific
approach in accordance with the school's learning habits with 41 students and one learning class with
Situation Based Learning model with metacognitive technique with 39 students, the total sample of 80
students. The selection of the group was obtained on the basis of the principal's consideration as well
as the mathematics teacher at the school, but to determine the control and experiment classes the
authors randomly assigned, VIIID was elected as the control class and VIIIE experimental class with a
statement from the school principal that the two classes had homogeneous.
The instrument in this research is a test used to measure problem solving ability. Problem solving
abilities test amounted to six description questions. Test problem solving skills are tested twice, pretest
and postes. From the predetermined pretest and posttest score, achievement score and problem solving
ability are obtained.

The purpose of this study is to compare the improvement and achievement of problem solving skills of
students between students who learn through the model Situation Based Learning Metacogntif
Techniques and students who learn with scientific approach. The instrument in this research is a test
used to measure problem solving ability. Problem solving abilities test amounted to six description
questions. Test problem solving skills are tested twice, pretest and postes. From the predetermined
pretest and posttest score, achievement score and problem solving ability are obtained. The following
describes the pretest, postes and N-gain data of mathematical miscellaneous abilities in experiments
and controls.
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Table 1. Descriptive statistics of mathematical problem solving abilities
Data SBLTM Scientific approach
Pretest Postest N-gain Pretest Postest N-gain

̅ 9,84 40,76 0,73 7,80 36,87 0,65
s 6,10 10,05 0,24 7,12 5,22 0,12
% 18,93 78,40 24,01 15,90 73,17 65,00
n 39 41
Based on Table 1., it is pointed that the average pretest score in the SBLTM class is higher
than the PS class, the difference is 2.04. In Table 4.4 also shows the percentage of pretest score of
SBLTM class higher 3.03% than class PS. As for the postest score data, the mean of SBLTM class is
higher than the class of PS and the difference is 2,72. In addition, there is also an increase of average
of problem solving of mathematical problem between before and after implemented learning both for
experiment class (SBLTM) and control class PS).
Table 2. Test Result Difference Rate Scale Postes Ability Splitting
Pretest Decision Conclusion

Mann-Whitney U 562,500 H0 denied There is a
difference
Z -2,286
Asymp Sig. (2-tailed) 0,022
From Table 2. it can be seen that the significance value (sig. 2-tailed) is 0.022, but because this
study uses one-party test, the sig value. 1-tailed is 0.5 × 0.022 = 0.011 is smaller than α = 0.05. It can
be concluded that the null hypothesis which states there is no difference in mean score of problem
solving ability of mathematics between two classes, rejected. Means the problem solving ability of
mathematically students who get SBLTM better than the mathematical solving ability of students who
gain learning PS. Thus, the overall achievement of mathematical problem-solving skills of students
who received SBLTM learning (40.77 out of 52 or 78.40%) was better than the achievement of
mathematical problem-solving skills of students receiving PS learning (36.87 out of 52 or 70.90 %).
Improved students' mathematical problem solving skills that get SBLTM learning and PS learning
seen from N-gain scores obtained by students. However, to find out whether the improvement of
mathematical problem-solving ability of students who received SBLTM learning was better than
students who received learning with PS learning, it is necessary to test the difference in the average
score of N-gain. Prior to testing the difference in the average score of N-gain must be tested
prerequisite normality and homogeneity to the score of N-gain in both classes first.
Table 3. Test Results Difference N-gain Mathematical Problem Solving Ability

T-Test for Equality of Means
T Df Sig. (2-tailed) 95% Confidence Interval Of
The Difference
Lower Upper
N-gain 1,767 55,49 0.083 -0,01016 0,16177
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From Table 3. above it shows that the significance value (sig-2-tailed) is 0.083, but since this study
uses one-party test, the value (sig 1-tailed) is 0.5 × 0.083 = 0.0415 more Small from α = 0.05. It can be
concluded that the null hypothesis which states there is no difference of N-gain mathematical problem
solving ability between two classes, is rejected. Means the improvement of mathematical problem
solving ability of students who gain learning with SBL model with metacognition technique better
than the improvement of problem solving ability of students who get learning with scientific approach.
In both research samples of SBLTM and PS class it is known that there is no difference of early
mathematical ability between them. The information was obtained from a mathematics teacher who
taught in both classes. This is supported by statistical analysis that is done against the average daily
test score of students in both classes. Based on the statistical analysis, it is found that there is no
difference of early mathematical ability between both SBLTM and PS classes. This information can be
the basis of the level of confidence in the research results. It can be believed that the achievement and
improvement of problem solving skills obtained are indeed caused by the effect of the SBLTM model.
Furthermore, when examined in more depth, it is seen that the average score of pretest of both
research samples as an indicator of early ability to solve mathematical problems looks very far from
the ideal score 52, namely 9.84 and 7.80, Based on these findings can be concluded that the two
classes The research sample did not get the circle material as the material that the researcher will teach
in this research, and need to be improved its ability. In addition, the information obtained that at the
beginning of the research, before the treatment process took place, the ability of solving mathematical
problems of both classes is relatively the same, so through the research process done will be seen how
the end ability and increase students in terms of mathematical problem solving ability after given
different treatment In both classes.
Data analysis of mathematical problem solving ability showed that the average of posttest
score of students of SBLTM class was higher than the mean of posttest score of PS class student, that
is class of SBLTM 40,76 and class of PS 36,87 difference 3,89, student got learning by model of
SBLTM Have significant different problem solving abilities from students who have learned by
scientific approach. The mean score of the second post-grade scores indicates that the achievement
and improvement of students' mathematical problem-solving skills that obtained the SBLTM model
was better than the students receiving the lessons in the PS class.
Better achievement and improvement of students' mathematical problem solving skills is caused in
the learning process of SBLTM, students are required to be more active while the teacher acts as a
facilitator in the learning process. The learning stages of SBLTM require students to be able to probe
and guess at any situation with new information to be presented in the learning so that meaningful
learning occurs. Meaningful learning is very important in the process of learning mathematics, as
proposed by Brownell [20] who says that learning mathematics should be a meaningful learning. In
parallel, Ausubel [21] put forward his theory that meaningful learning is related to how the mind
works in processing new information (learning).
In addition, the stages of the implementation of learning SBLTM also guide students to perform an
activity in the process of finding a concept and solve the problems of math in groups with scientific
methods. A series of activities, contained in activities of student learning activities that use Student
Worksheet (LKS). LKS is done in groups during the learning process. Discussion allows students to
interact with each other, ask questions, collect information, present opinions, and respond to other
students' opinions. As expressed by Vygotsky [22] which says that students form knowledge and new
ideas through the process of interaction between individuals that work with teachers or other students
who have more ability. These ideas are solved by problems with previously learned materials in the
form of concepts, definitions, or rules that can solve the problems given.
In the process of solving mathematical if students experience deadlock in solving a problem
or less understanding of a concept then the students are guided to build ideas of what is dipikirannya.
They are directed to ask questions, gather information, and discuss the information with the group. If
the student is still deadlocked, then the teacher directs the students by giving some questions of
stimulation, guidance, warning, encouragement, giving examples of problems related to students'
mathematical problem solving skills to develop Zone of Proximal Development (ZPD) in students
[23]. As Vygotsky (1978) argues that student achievement in solving a problem can be successful with
1163
the help of others (teachers, parents, or peers with more ability). If all the problems given have been
done then the students communicate or deliver their work in front of the class. It aims to evaluate the
work of students so that teachers can give affirmation and reinforcement of what has been learned.
4. Conclusion
Based on the results of the analysis and discussion conducted in the previous chapter, it can be
concluded that. (1) Overall achievement of mathematical problem solving ability of students who
obtained learning with Situation Based Learning model metacognitive technique better than students
who received learning with scientific approach; (2) Overall improvement of mathematical problem
solving ability of students who obtained learning with Situation Based Learning model metacognitive
technique better than students who received learning with scientific approach.
5. References
[1] Siswono T 2007 Upaya meningkatkan kemampuan berpikir kreatif siswa melalui pengajuan
masalah jurnal terakreditasi. Jurnal Pendidikan Matematika dan Sains Tahun X, No. 1, Juni
2005. ISSN 1410-1866, hal 1-9 (Yogyakarta: FMIPA UNY)
[2] Sujono 1988 Pengajaran matematika untuk sekolah menengah (Jakarta: Departemen
Pendidikan dan Kebudayaan Dirjen Dikti Proyek Pengembangan Lembaga Pendidikan
Tenaga
Kependidikan)
[3] Suryadi D 2010 Metapedadidaktik dan didactical design research (DDR): Sintesis Hasil
Pemikiran Berdasarkan Lesson Study (Bandung : FPMIPA UPI)
[4] Branca N A 1980 Problem solving as a goal, prosess and basic skill. problem solving
in school mathematics (Reston, VA: NCTM.)
[5] IEA 2012 TIMSS 2011 international result in Mathematics.
[6] TIMSS 2012 TIMSS 2011 International result in mathematics (Chestnut Hills: TIMSS &
PIRLS Internatinal Study Center)
[7] Yulanda S 2014 Pengaruh penggunaan model anchored instruction terhadap peningkatan
kemampuan pemecahan masalah matematika pada siswa SMP (Bandung: Skripsi UPI)
[8] Inayah S 2013 Peningkatan kemampuan pemecahan masalah dan representasi multiple
matematis serta self-esteem siswa sekolah menengah pertama dengan menunggunakan
model
pembelajaran quantum (Bandung: Tesis SPs UPI)
[9] Ruswana M A 2013 Pendekatan pembelajaran peer intruction with structured inquiri (pisi)
untuk meningkatkan kemampuan pemahaman dan pemecahan masalah matematis siswa.
(Bandung: Tesis SPS UPI)
[10] Sari N M 2013 Kemampuan metakognisi dan pemecahan masalah matematis siswa SMP
dalam pembelajaran matematika dengan metode eksplorasi (Bandung: Tesis SPs UPI)
[11] Isrok’atun 2014 Situated-based learning untuk meningkatkan kemampuan creative problem
solving matematis siswa (Bandung: Disertasi SPs UPI)
[12] Lioe L T, Fai H K and Hedberg J G 2006 Students’ metacognitive problem solving strategies
in solving open-ended problem in pairs
[13] Panaoura A and Philippou G 2005 The measurement of young pupils metacognitve ability in
mathe,atics: the case of self-representation and self-evalution. Bosch, M. Dkk.
Proceeding The Cerme 4, p 255-264
[14] Camahalan S M G 2006 Effects of self-regulated learning on Mathematics achievement on
selected Southest Asian Children Journal of Instructional Psychology 33(3), p 194-205.
[15] Schraw G, Crippen K J & Harley K 2006 Promoting self-regulated in Science education:
Metacognition as part of a broader perspective on learning. (Research in Science Education)
36(1), p 111-139
[16] Paris S G and Winograd P 2004 The role of self-regulated learning in contextual teaching:
Principles and practices for teacher preparation
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[17] Ozcan Z C and Erktin 2015 Enhancing Mathematics Achievement of elementary School
Student
through Homework Assignments Enriched with metacognitive questions Eurasia Journal of
Mathematics, Science & Technology Education, 11(6) p1415-1427.
[18] Manik K 2016 Kemampuan Pemecahan Masalah, Penalaran, dan Self-Esteem Matematis
Siswa SMP Melalui Strategi Pembelajaran Metakogntif (Bandung: Tesis SPs UPI)
[19] Schoenfeld 1992 Learning to think mathematically: Problem solving, metacognition, and sense
making in mathematics. Handbook of Research on Mathematics Teaching and Learning pp.
334-366 (New York: Macmilan Publishing Company)
[20] Suherman E 2003 Common text book dalam Strategi Pembelajaran Matematika Kontemporer
(Bandung:JICA UPI)
[21] Joyce et al 2009 Model of teaching (8th Edition) (Yogyakarta. Pustaka Pelajar)
[22] Danoebroto S W 2015 Teori belajar kontruktivis Piaget dan Vygotsky. Indonesian Digital
Journal of Mathematics and Education 2(3) p 191-198.
[23] Fauzi M A 2011 Peningkatan kemampuan koneksi matematis dan kemandirian belajar siswa
dengan pendekatan pembelajaran metakognitif di Sekolah Menengah Pertama (Bandung:
Disertasi SPs UPI)
1165
Identification of Teacher’s Technological Pedagogical Content

Knowledge (TPACK) Through Lesson Plan Analysis
R Riandia), Suci Lestari

Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229,
a)
E-mail: rian@upi.edu
Abstract. Representation of teaching materials/contents should be mastered by teachers so that

learners are helped to actualize their competence as a learning achievement. The form of
representation can be described in the lesson plan. This study aims to identify TPACK ability
of teachers through lesson plan analysis that has been developed by the teachers. Research
participants consisting of six biology teachers who were recruited through companion sampling
techniques. The instrument for identifying TPACK aspects was adapted from the TPACK
instrument developed by Srisaswadi. The result of the research generally shows that high
school teacher's TPACK ability who are involved as a participant in this research based on
LESSON PLAN analysis included in the level category of perception (Pn) and level category
of conception (Cn). This indicates that teachers have difficulty in identifying the suitability of
the content and teaching methods in accordance with the available technology. However,
participants cannot explain how to use technology to change content to support the students’
learning process.
1. Introduction
Shulman (Park & Chen, 2012) frames teachers' knowledge related to the context of learning in the
concept of PCK. Shulman acknowledges how important the transformation of one's subject matter
knowledge into the content knowledge to teach. PCK is described as a mix of content and pedagogic
demonstrated by an understanding of how to translate subject matter knowledge "in strong
pedagogical form and new variations to students' understanding and background" or "forms that are
pedagogically powerful and yet adaptive to the variation in ability and background presented by the
students”. This knowledge distinguishes the knowledge of a scientist from a teacher who relies on the
content and pedagogy, including knowing aspects of content that can be taught to students at a
particular stage of development, how to communicate it to them, and how to guide them in various
conceptual understandings. Shulman explains the interaction between the content and pedagogic
components, regardless of the role of technology when technology has been used in the classroom.
Thus, although Shulman's approach is still valid, however, what has changed since the 1980s when
technology has come to the forefront of education. Discourse is changing primarily because of the
availability of new technologies, such as digital technology and how it is necessary to learn to apply it
in the teaching-learning process. The new technology combines hardware and software such as
computers, educational games, and the internet supported by tons of applications (Koehler & Mishra,
2009). Content knowledge, pedagogical knowledge, and technological knowledge form the core of the
content, pedagogy and technology knowledge framework (TPACK). This perspective is consistent
with other researchers and the approach has sought to extend Shulman's idea of pedagogical content
knowledge (PCK) to include educational technology (Koehler & Mishra, 2009). The TPACK
1166
framework illustrates how teachers' understanding of technology is integrated into their PCKs to
produce effective teaching. Figure 1 shows the linkage between technological knowledge, knowledge
of teaching materials/contents and pedagogical knowledge as TPCK framework.
The definition of technological knowledge within the TPACK framework is related to Fluency of
Information Technology (FITNESS), as proposed by the Literacy Information Technology Committee
of the "National Research Council" (Koehler & Mishra 2006). They argue that Fluency of Technology
Information goes beyond traditional thinking about computer literacy to require a person to understand
the information technology large enough so that they can apply it productively in the workplace and in
everyday life, recognizing when information technology can help or hinder the achievement of goals,
and to continue to adapt to changes in the field of information technology.
Figure 1. TPACK Framework (Mishra & Kohler, 2009)
Fluency of Technology Information requires a deeper understanding and mastery of information

technology for information processing, communication, and problem solving than just the traditional
definition of computer literacy. The utilization of technological knowledge in this way enables one to
accomplish different tasks using technology (in this context, information technology) to develop
different ways to accomplish a given task.
Content knowledge (CK) is the teachers' knowledge related to the subject matter that must be
learned or taught. The content to be discussed in high school science differs from content to be
discussed in undergraduate study programs on art appreciation or seminar graduates on
astrophysics. According to Shulman (1986), Content knowledge includes knowledge of concepts,
theories, ideas, organizational frameworks, knowledge of facts and evidence, also practices and
approaches to develop that knowledge. Between the field of knowledge and investigation is very
different, therefore teachers must understand more fundamentally about the disciplines they teach.
Pedagogic knowledge is an in-depth knowledge of the processes and methods of teaching and
learning. Pedagogical knowledge encompasses the overall educational objectives, both values and
objectives. The general form of pedagogical knowledge plays a role to understand how students learn,
classroom management skills, learning planning, and student evaluation of learning outcomes. The
other definition of pedagogical knowledge within the TPACK framework described in Cox & Graham
(2009), is simplified to focus on the teacher's knowledge of general pedagogical activities that they
may be utilizing. Certain pedagogical activities include some contents, but certain pedagogical
activities can be generally used for several topics in various disciplines.
2. Methods
The study participants consisted of six Biology Senior High School teachers in Tangerang City. The
six teachers are biology subject teachers in the XI class MIA (Mathematics and Natural Sciences).
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Teaching materials/content used in this research is the nervous system. The first participant, LS, 16
years of teaching experience, education background S1 biology education, and has been a certified
educator. The second participant, ANW, teaching experience for 16 years, the last education is S1
Education Biology, and has been a certified educators. The third participant, BT, teaching experience
for 15 years, the last education is S1 biology education, and has been a certified educator. The fourth
participant is EN, teaching experience for 15 years, last education is S2 Biology education, and has
been a certified educator. The fifth participant, RDT, teaching experience for 15 years, educational
background of S2 biology education, and a certified educator. Participant sixth, RN, teaching
experience for 15 years, last education is S1 biology education, and has been a certified educator.
Participants are requested to submit a lesson plan according to the topic / teaching materials to be
taught. The TPACK component in the lesson plan developed by teacher is analyzed by using TPACK
instrument. TPACK instrument used is adapted from Srisaswadi (2012). The instrument is in the form
of a table with eight columns. The columns consist of the concept aspect column, the reason for the
selection of the given concept (content), the pedagogic aspects and the technological aspects used, as
well as the description column. Instruments in the form of tables are as follows.
Tabel 1. Rubric of instrument TPACK
Basic Reason for Teaching Method Given Technology Notes
Concept the (Pedagogic used) Contents Used
Selection
The data results are grouped according to the level in the TPACK component. The category level
consists of Perception level (Pn), Conception level (Cn), No Perception (Nn) and Action level (An).
The categories are categorized for each aspect of CK, PK and TK aspects.

Based on the lesson plan analysis using TPACK instrument (Srisawasdi, 2012) obtained data as
Table 2. Teachers’ TPACK data according to the lesson plan
Technology Used (Media and
Parti Teaching method, according to..
Sources)
cipan Concept
Lesson Plan TPACK Lesson Plan
t TPACK Instrument
Instrument
Neuron a. Project Laptop and
LS b. Group - LCD Projector -
Discussion
Neuron a. Discussion Discussion Laptop and a. Laptop and LCD
b. Information a. Giving task LCD Projector Projector
AN Nervous Systemc. Introduction b. Students CD player b. VCD player
W d. Giving task presentation Nervous c. Nervous system
Division
c. Experiment system charta charta
Neuron a. Group discussion Laptop and

based on students LCD Projector
BT Mechanisms of worksheets and - Internet -
Impulse books Students
Distribution b. Showing animation worksheet
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Technology Used (Media and

Parti Teaching method, according to..
Sources)
cipan Concept
Lesson Plan TPACK Lesson Plan
t TPACK Instrument
Instrument
Nervous System or video of nervous
Division system
Abnormalities in
the Nervous
System
Neuron Presentation a. Class a. Laptop and a. Worksheet*
discussion LCD Projectorb. Scoring sheet*
Mechanisms of b. Presentation b. Nervous c. Ruler, marker,
Impulse system figure whiteboard
EN charta d. Laptop and LCD
Distribution
Nervous System Projector
Division
Neuron a. Students Students c. FlashMedia* a. Laptop and LCD

presentation presentation d. Laptop and Projector
Mechanisms of b. Teachers Class LCD Projectorb. VCD player*
Impulse presentation discussion
Distribution c. Discussion Experiment*
Nervous System Quiz*
RDT Division
Abnormalities in
the Nervous
System
Neuron Picture observationa. Discussion a. Laptop and a. Media flash*

b. Group work* LCD Projectorb. LKS*
Mechanisms of a. Environment c. Discussion b. Laptop c. Laptop and LCD
Impulse observation c. Whiteboard Projector
Distribution b. Discussion d. Marker d. Whiteboard
e. Marker
RN Nervous Systema. Picture Observation
Division b. Class Discussion
Abnormalities ina. Environment

the Nervous observation
System b. Class discussion
c.
Notes*: Teaching method/media are incompatible with the lesson plan/ TPACK instrument.
Based on Table 2 (TPACK instrument) there were 83.3% of participants using the same
learning method for different materials and 16.7% using different methods for different materials, but
there are several methods written on the TPACK instrument not in accordance with the methods used
in the lesson plan. This shows that 83.3% of participants have not understood the important
relationship between the application of teaching methods (pedagogic aspects) and content
characteristics (content aspects) as well as the kind of technology to be implemented. There were also
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identified participants who did not implement TPACK on the lesson plan into teaching and learning
activities.
Based on the data in Table 2, it can be interpreted that most of participant LS's TPACK
components are classified into perceptual categories. The capability of TPACK in participant ANW,
most of its TPACK components fall into the category of perception (Pn), although there is one
TPACK component, that is, the content knowledge aspect for the concept of parts of the nervous
system can be classified into the category of conception (Cn). It was shown by ANW participants in
dividing the concept of the nervous system into several simple sub-concepts. The ability of TPACK
BT participants, most of its TPACK components fall into the perceptual level and the other part is the
content knowledge component for the concept of neurons, Nervous System Division, and
Abnormalities in the Nervous System and knowledge of technology is classified into the category of
conception level. As for technological knowledge, in addition to using a projector to support group
discussion activities in the classroom, BT participants also broadcast an animated video to support
students' conceptual understanding. The ability of TPACK of EN participant, its TPACK components
fall into the category level of perception (Pn).
TPACK capability of RDT participants, some of his TPACK components are helped into the
perception level (Pn), while the content knowledge component consisting of Neuron, Nervous System
Division, and Abnormalities in the Nervous System concepts is categorized as conception (Cn)
technological knowledge enters the level of conception category (Cn). This is demonstrated by RDT
participants when outlining concepts in simple sub-concepts for the concept of neurons, Nervous
System Division, and Abnormalities in the Nervous System, whereas in knowledge technology, RDT
participants write LCD projectors to support group discussion activities in the classroom. TPACK
ability of RN participant belong to perception category (Pn) level, but for component of content
knowledge have entered level of conception category (Cn). To support the learning process of RN
participants write the LCD projector and the device.
It was revealed that direct presentation is one of the teaching approaches chosen in the lesson
plan. One of the direct presentations is the presentation with multimedia. This type of learning activity
can help students achieve learning goals. Students are highly motivated to learn the subject matter
more thoroughly because they are required to design a presentation and present it to others (Arends,
2007). Based on Harris and Hofer (2009), the learning method corresponds to the technology used to
focus powerpoint slides. Powerpoint media can represent content in the form of graphics, animations,
or video impressions (Nouri and Shahid, 2005).
The use of this teaching media can make it easier for students to understand the difficult
concept in nervous system material that is in the form of Mechanisms of Impulse Distribution process
in axons or synapses. In addition, the complex material characteristics associated with complex
physics and chemical concepts can be explained significantly using animated or video images.
Meanwhile, the discussion method is a method of teaching in which the teacher gives a problem to the
students, then the students are given a chance together to solve the problem with his friends. In the
discussion, students can express opinions, deny the opinions of others, propose suggestions, and
propose suggestions for problem-solving in different ways (Ulfa, 2013).
In general, TPACK capability based on the lesson plan analysis included into perception (Pn) and
conception (Cn) level. This suggests the participants have difficulty in identifying the suitability of the
content and teaching methods in accordance with the existing technology. However, participants can
not explain how to use technology to change content to support student learning. This is because the
material characteristics contained in biology subjects are very different. Many students have difficulty
understanding biology especially in abstract physiology concepts (Lazarowitz in Mulyani, 2009). In
addition, the method and behavior of teachers in teaching biology also affects students' learning
motivation. If students do not like the behavior and methods of teachers in teaching can have negative
effects and even make students do not like biology lessons (Cimer, 2011). One of the biological
material that is considered difficult is the concept of physiology in the nervous system. The concept of
physiology in the nervous system is one of the abstract concepts in Biology lessons in high school. In
addition, the cause of the difficulty of the nervous system for students to learn because it deals with
complex physical and chemical mechanisms (Michael in Mulyani, 2009).
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The complex material characteristics of the nervous system encountered by the participants can
be overcome with the use of technology. All forms of technology, including learning technology, are
systems created by humans for a particular purpose. Some of the objectives are to facilitate human in
effort, increase yield, and save energy and resources that exist (Isjoni, et al., 2007). Based on this, a
number of suitable learning technologies used to study the nervous system is information and
communication technology.
Niess in Kocoglu (2009), describes TPACK as (1) an overall conception of how to teach certain
subjects and integrate technology in learning; (2) knowledge of instructional strategies and
representations for teaching certain topics with technology; (3) knowledge of students' understanding,
thinking, and learning with technology in a particular subject; (4) knowledge of curriculum and
curriculum materials that integrate technology with learning in the subject area. Based on the
description, teachers are required to be able to integrate various technologies into their teaching, learn
new skills to work with technology in the classroom, and learn to tackle the pedagogical problems that
arise when using technology in teaching.
4. Conclusion
Based on the research data obtained through lesson plan analysis related to TPACK ability of high
school biology teacher, it can be concluded that TPACK teacher's ability is generally in perception
category (Pn) and a small category of conception (Cn). The category level of Pn is dominated by the
pedagogical component and most of the technology, whereas for the category level Cn is generally
achieved in the translation of the content and a small number of technologies. Based on these results,
TPACK ability of biology teachers selected as the participants are still not optimal. The results of this
research are likely to be caused by the demand of a new curriculum that is the 2013 curriculum. In
addition to the learning observations, there are a number of participants who demonstrate TPACK's
better ability compared to what they write in the lesson plan.
5. References
Arends, Richard I. (2007). Learning To Teach : Belajar untuk Mengajar. Edisi ketujuh. Dalam H.
Prajitno & S. Mulyantini (Penyunting). Yogyakarta: Pustaka Pelajar.
Cimer, Acilla. (2011). What makes biology learning difficult and effective: Students’ views,
Educational Research and Reviews. [Online],Vol. 7(3). Halm. 61-71. ISSN 1990-3839.
Isjoni, dkk,. (2007). Pembelajaran Terkini: Perpaduan Indonesia-Malaysia. Yogyakarta: Pustaka
Pelajar.
Kocoglu, Z. (2009). Exploring The Technological Pedagogical Content Knowledge of Pre-service
Teachers in Language Education, Procedia Social and Science [Online], Vol. 1 (2734-2737).
DOI: 10.1016/j.sbspro.2009.01.485.
Koehler, M. J., and Mishra, P. (2009).What Is Technological Pedagogical Content Knowledge ?
Contemporary Issues in Technology and Teacher Education [Online], Vol. 9 (1). 60-70.
Mishra, P., and Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework
for Teacher Knowledge, Teachers College Record [Online].Vol. 108 (6).1017-1054.
Mulyani, Asep. (2011). Pembelajaran Sistem Saraf Berbasis Teknologi Informasi untuk Meningkatkan
Penguasaan Konsep, Keterampilan Generik Sains, dan Keterampilan Kritis Siswa. (Tesis).
Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Bandung.
Nouri, H., dan Shahid, A. (2015). The Effect of Powerpoint Presentations on Student Learning and
Attitudes, Journal Global Perspectives on Accounting Education [Online]. Vol.2 (1). 53-73.
Park, Y. and Chen, Y. C. (2012). Mapping out the Integration of The Component of Pedagogical
Content Knowledge (PCK), Examples from high School Biology Classrooms, Journal of
Research in Science Teaching [Online]. Vol. 49 (7). 922-941.
Srisawasdi, N. (2012). The Role of TPACK in Physics Classroom: Case Study of Preservice Physics
Teachers. Thailand Procedia Social and Behavioral Sciences.
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Ulfa, A. (2013). Metode Pembelajaran Diskusi [Online]. Tersedia di

http://ulfiaatm.blogspot.co.id/2013/06/metode-diskusi.html. Diakses tanggal 11 November
2014
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The development of mathematics curriculum to increase the

higher order thinking skills
Yogi Anggraena1,a), , Iip Ichsanudin2, Siti Aisah3, Mukhidin4
1. Puskurbuk, Balitbang, Kemdikbud, Jl. Gunung Sahari Raya No. 4 Jakarta Pusat
2. P4TK Pertanian, Jl. Jangari Km 14 P.o Box 138 Sukajadi, Karangtengah, Cianjur
– Jawa Barat 43201
3. SD Bekasi
4. Pendidikan Teknik Elektro, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.
a)
Email: yogi_anggraena@yahoo.com
Abstracts The Australian Council for Educational Research (ACER) stated that higher order
thinking skills comprise into several processes such as analyzing, reflection, reasoning
(argumentation), applying concepts within different situations, assembling, and creating. The
Higher Order Thinking Skills (HOTS) is not the abiity to remembering, knowing, or repetition.
It includes various skills like the ability to solve the problem which we have particularly know
as problem solving skills, critical thinking, creative thinking, reasoning, and decision making.
Those skills are important competencies in the 21 century skills.
Mathematics education has been developing in line with learning theories development,
changing of technology, and life demands as well as the using of mathematics within the
globalization era in the 21st century. Nothing almost left from math when we are using our
skills and interpreting in overcoming and solving the problem. Student must have the capabilty
of mathematics literacy. Matematics literacy concept is addressed to individual skills for
formulating, applying, and interpreting math in various context, including mathematical
reasoning and the using of several concept of mathematics procedures, facts, and tools to
figure out, describing and predicting an event or phenomenon.
Indonesia has attended TIMSS and PISA study many times asnd the study reported that
students have not been able to develop their thinking abilities optimally in mathematics subject
at school. They are lacking of competencies in the ability of : (1) understanding complex
informations; (2) Theory, analysis, and problem solving; (3) the using of tools, procedures of
problem solving, and (4) problem investigations. Therefore, in the development of
mathematics curriculum needs prioritizing the essential skill aspects which is the higher order
thinking skills that necessity to increase students quality in the 21st century.
Keywords : mathematics, higher order thinking skills
1. Introduction
One of the external challenges in curriculum development of mathematics is based on the fact from
Indonesia’s involvement to the International study of TIMMS (Trends in Mathematics and Science
Study) and the Program for International Student Assessment (PISA) since 1999. The result shows the
average score of student’s achievement from Indonesia is still below the expected average. TIMSS and
PISA have become a new standard for mathematics learning. Meanwhile, one of the purposes of these
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standards is to know student’s achievement in reasoning, identifying, and understanding, also using
basics of math which are needed in daily life. In other words, students must be able to own
mathematics literacy. The concept of mathematics literacy is objectively defined as an individual
ability to formulate, to use, and to interpret mathematic in many ways and contexts. Including
mathematical reasoning and using mathematics concepts, the procedures, the fact, and tools for
drawing, explaining, and predicting the events or phenomenon (OECD, 2013).
TIMSS survey was done by the International Association for the Evaluation and Educational
Achievement (IAE), Amsterdam. It is aimed to see how the curriculum which designed by every
country have been implemented and the student’s achievement in mathematics and sciences, the
results are particularly able to be seen. The content domain includes number, algebra, geometry, data
and opportunities. While the cognitive domain includes knowledge, application, and reasoning. The
survey is conducted every four years since 1999, and specifically is intended for fourteen years old
students. Further analysis resulted that study of TIMSS has concluded that questions given to measure
the student ability are divided into four categories, i.e. low category, to measure the ability up to
knowing level; intermediate category to measure the ability up to applying level; high category to
measure the ability up to reasoning level; and advance category to measure the ability up to reasoning
level with incomplete information. Meanwhile the PISA study, which was held by the Organization
for Economic Cooperation and Development (OECD), a UN council located in Paris, has the main
reasons to evaluate the educational system from 72 countries around the world. Every 3 years, the 15-
year-old-students randomly chosen to attend mathematics and science testing. These kind of testing
are diagnostic and aimed to provide useful information for educational system reforms.
Based on the 2015 TIMSS result, that the elementary school grade IV has not satisfied yet (although
Indonesia is no longer at lowest position), where some influencing factors are curriculum, instructions,
teacher, parents/families, student’s behavior, social and economic background, and facilities. As we
know, mathematics in the elementary school is one of the longest learning times provide particularly
in Indonesia rather than other countries, but the quality still needs to be increased. Approximately 75%
of the items tested in TIMSS have been taught in the IV grade (it is higher than South Korea which
only has 68%), but still lacks of learning depth and comprehension. The PISA resulted in 2015 shows
Indonesia gained significant achievement though still under the average of OECD. If this situation
maintained to be developed, Indonesia will get the similar level with the average of OECD in the year
2030. The most important thing is how we are going to make follow up action based on the diagnostic
result from PISA whereas students must be very common with the higher order thinking skills (HOTS)
questions.
The student’s achievement measurements from the National Examinations (UN) has proven that it is
quite similar with the achievement of PISA and TIMMS. Students are still weak in higher order
cognitive skills such as reasoning, analyzing, evaluating. So, classroom assessment should be
familiarized with the HOTS items so the students are encouraged to their critical thinking skills. The
mathematics learning weaknesses today particularly students cannot create the links of math concepts
to be connected to their daily experiences. The other side, the mathematics instruction becomes very
formal, less correlation to the meaning, comprehension, and application of the concepts, also failure in
providing enough attention to the ability of reasoning and solving problem skills (NCTM, 2014).
Therefore, it is urgently required to develop curriculum ability to increasing the higher order thinking
skills.
2. Theoretical Review
The Australian Council for Educational Research (ACER) stated that higher order thinking skill is a
kind of process of analyzing, reflecting, arguing, applying concepts in different situations, arranging,
and creating. This HOTS is not the ability to memorize, know, or repeat. Thus, the answers of HOTS
questions are not explicitly written within the stimulus.
Bloom stated that HOTS included analysis, synthesize, evaluation and need mastery of prior
knowledge. Lower order thinking gave the foundation of higher order thinking to students learning.
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Student uses valuables information like abstracts, pattern, equation, or algorithm in the newest
application and situation.
Anderson & Krathwohl (2001) has classified a thinking process dimension as shown below
Table 1. Thinking Process Dimension

• Creating ideas
Verbs : to construct, design, create, develop, write,
Creating • formulate.
• Making decisions
Verbs : to evaluate, assesst, deny, choose, decide,
HOTS Evaluating • support.
• Specifying aspects/elements
Analyzing • Verbs : to compare, examine, criticize, test.
• Using informations different domains

Applying • Verbs : to use, demonstrate, illustrate, operate.
MOTS
• Explaining ideas/concepts.
Verbs : to explain, classify, accept,
Understanding • report.
Knowing or • Recalling.
LOTS Memorizing Verbs: remember, register, repeat, mimic.
•
Source : Anderson & Krathwohl
(2001)
The higher order thinking skills are based on problem solving, critical thinking, creative thinking,
reasoning, and decision making. The skill is one the important skills in this modern world, so that is
necessity for students to have that. Complex problem in the real life demands complex solution as well
which can be gained through the process of higher order thinking. Teaching higher order thinking,
then giving students relevant life skills and giving additional benefits such as increasing knowledge,
lower order thinking, and pride.
Florida Sunshine State Standard (Florida DOE, 1996) with regards to the higher order thinking skills
explained that Mathematics is : “Using and correcting different estimation strategy in the real life
problem and determining the suitable counting in the problem given”.
Several major concepts which relevant to the ability of higher order thinking based in three
assumptions of thinking and learning.
 First, thinking level cannot be related form learning level; it involves interrelated, many levels
and components.
 Second, do thinking and unthinking cannot be learned without material subject only depends
on theoretical points. In the real life, students learn content both in school and experience, no
matter what theory concluded. Some concept and vocabularies that the have learned as a prior
knowledge will be helpful for them to learn higher order thinking and the new content in the
next year.
 Third, higher order thinking involves several thinking processes which must be applied into
more complex situation while it has some variables in it.
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Higher Order Thinking Skills Development

Level 1 : Conditions
How far students develop the ability of higher order thinking will be depending on the level of
contents and contexts interaction, with collaboration of lower order thinking, dispositions and abilities.
Within the lesson plan, teacher sometimes finds difficulties to differentiate the higher lever category in
“lower order thinking” and the lowest level in “higher order thinking”
Level 2 : Bridge
Connecting operation and network support giving the bridge into higher level of thinking. Overall
content and context dimensions, lower order thinking, and disposition and the ability to assist for
developing scheme, connections, in order to the operation and network get connected.
Level 3 : Higher Order Thinking
Situations, skills, and results are challenging components to the thinker to do higher thinking. Some
interpretation already put the metacognitive thinking as part from network connection.
3. Discussions
According to Tyler, there are four things considered to be important in curriculum development.
Firstly, the correlation of educational objectives which needs to be achieved; Secondly, in terms of
learning experiences heading to achieve the objectives; Thirdly, leraning experiences organizations;
and Fourth, it relates to the evaluations.
Mathematics curriculum in many countries nowadays, basically align with the United States of
America hopes as similar with the National Council of Teachers of Mathematics Standards, a very
influential professional organization of mathematics education in the US. Since 1980s, the
organization has suggested the overall reformation of learning practices in the USA. Some of the ideas
in reforming learning practices are encouraging to shift the learning instructions from teacher-centered
to student-centered, and transforming students from passive learners into active learners (NCTM,
1989, 2000). In learning mathematics, students are expected to increase their abilities in dealing with
reasoning, problem solving, mathematical communications, mathematical connections, and in using
mathematical representations. NCTM standards (2000) explained that mathematics instruction should
be pointed into the thinking ability, like : (1) using and noticing mathematical connection in relation to
some mathematical ideas; (2) understanding how mathematic ideas become connected from one to
another for creating comprehension; (3) noticing and using mathematics within and outside contexts of
math. (Didi Suryadi, 2011).
Mathematics curriculum standards should emphasize connection as one of the important processes in
mathematics instructions. Learning must create students able to recognize and apply math in the
context of outside mathematics. This includes creating relationships to the “real world” i.e the world
outside classroom. For that reason, teachers are expected to prepare the real world situation and its
context for students in order to make mathematics make sense or acceptable to them. So, students are
able to get a chance to recognize and appreciate the relationships of mathematics and their life.
Teachers are forced to assist students in creating more realistic correlation between mathematics and
life as making the meaningful mathematics. Even connecting mathematics into the real life is not
always be easy. That is why teachers need abilities to recognize and understand about the
mathematical relationships and applications which can be used to develop mathematical instructions.
Students establish knowledge through the investigation process by themselves.
Mathematics skills and expertise are parts of the life skills which must be owned by the learners
especially in the development of reasoning, communication, and problem solving that facing up by the
learners daily. Therefore, the subject of mathematics is necessarily to be given to all students started
form the elementary school to provide abilities in logical thinking, analytical, systematical, critical,
innovative and creative, and cooperative competencies. These competencies are needed in order
students able to gain ability of gaining, managing and using information for the better life in the very
much changing situations, uncertain, and very competitive. In doing the learning of mathematics,
students can embrace the benefit of learning mathematics.
Mathematics education at school can contribute in achieving competency of elementary and secondary
education through learning experiential, in order to :
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a. Understand the concepts and apply the procedures of mathematics in the daily real life;
b. Conduct mathematics operation to simplify and analysis available components;
c. Conduct the mathematical reasoning which includes creating generalization based on patterns,
facts, phenomenon, or existed data, predicting and verifying on it;
d. Solving problems and communicating ideas which represented by symbols, tables, figures,
diagrams, or the medias, to clarify problems or situations;
e. Raise up positive attitudes such as logical, critical, and never give up easily in solving the
problem.
In relation to the way of overcoming the situations above, the reformation within curriculum 2013 has
constructed the unlimited competency by taxonomy level of thinking process. It is started from
elementary school, junior high school and senior high school, the broaden and deepen of knowledge
dimensions like factual, conceptual, procedural, metacognitive, and thinking process dimensions such
as remembering, understanding, applying, analyzing, evaluating, and creating. In the subject of
mathematics, there will be explained into the map of competency as follow.
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Table 2. Map of Competencies in Each Level of Education.
Elementary School Elementary School Senior HIgh School

Aspects Junior High School Senior HIgh School (options)
(grade I-III) (grade IV-VI) (statutory)
Numbers Using numbers, Using integers, primes, Using integers, fractional numbers, - -
simple fractions in fractions, multiples and rank and roots, number patterns,
solving daily life factors, ranks and simple sequences and series in problem
problems roots in solving daily life solving daily life
problems
Algebra - - Using the set, algebraic Using linear equations and Using the system of equations
expressions, relationships and inequalities one variable and linear and quadratic
functions, comparisons, social contains absolute values, inequalities of two variables, the
arithmetic, equations and linear three-variable linear system of equations and quadratic
inequalities of one variable, two- equations, functions, inequalities of two variables,
linear system of linear equations, mathematical logic, exponential and logarithmic
straight-line equations, equations mathematical inductions, functions, absolute inequalities,
and quadratic functions in solving two-linear linear fractions, irrational, operations
problems of everyday life programming, matrices, and properties of vectors in
sequences and series in the space, operations on polynomials
problem solving of in problem solving
everyday life
Geometry and Using two- Using two-dimentional Using lines and corners, two- Using a matrix on the Using cone slices (circles, ellips,
Measurement dimentional figure figure and simple dimentional figure (quadrilateral transformation of geometry, parabola, and hyperbole), the
and simple geometry, geometry, the and triangular), building flat side plane, geometry relationship between the circles, the
the concept of unit relationship between space, widening curved sides, circles, transformation, space tangent alliance, and the area of the
(weight, length, and lines, measurements congruence and congruence, and geometry in problem solving two-circle slice in problem solving
time), in solving (weight, length, area, Pythagoras theorem, transforming in
problems of everyday volume, angle, the problem solving of daily lifei
life Time, velocity, and
debit), the location and
coordinates of an
object in solving daily
life problems
Statistics and Presents simple Collect, present and Processing, presenting and Using descriptive statistics Using inferential statistics, binomial
Opportunities single data in image interpret sole data in interpreting data, and using of group data, enumeration and normal distributed data in
form problem solving opportunities (empirical and rules, and opportunities in solving daily life problems
everyday life theoretical) in problem solving solving daily life problems
daily life
Trigonometri - - - Using the comparison of Using trigonometric equations, the
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Elementary School International
Elementary SchoolConference on Mathematics and Science Education,
Senior2017
HIgh School
Aspects Junior High School Senior HIgh School (options)
(grade I-III) (grade IV-VI) (statutory)
trigonometry on right sum and difference of sine and
triangles and related angles, cosine formulas in problem solving
identities, sine and cosine
rules, trigonometric
functions in solving daily life
problems
Calculus - - - Using limit, derivative, and Using the Riemann amount for the
indefinite integral algebraic area covered, and the basic
functions in problem solving theorems of calculus, integral of
course and integral, algebra limits,
trigonometric limits, infinity limits,
partial derivatives, trigonometric
derivatives in problem solving
(MOEC, 2015)
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Summarizing the map to get very well implemented, learning mathematics uses scientific approach
which can be strengthened by learning models such as cooperative learning, guided inventory
learning. Project-based learning, and problem-based learning. The scientific approach is aligned with
existing materials in mathematics to develop knowledge, thinking abilities, and skills through direct
interactions with learning resources which has been designed in Syllabus and lesson plan. In learning
activities, students observe the occasion, event, situation, pattern, phenomenon relate to Mathematics
and afterwards start to introduce mathematics modelling in several forms; asking or questioning why
and how the phenomenon can be happened; collecting and digging information through trying,
experimenting, reviewing, discussing to deepening the concept that relates to the phenomenon; and
associating or analyzing critically in explaining the relationship between concepts and algorithm
choosing which appropriate to conceive reasoning, and generalizing, also communicating what have
been found in analysis activities.
In learning mathematics, several things to be emphasized as follow.
a. Learning activities under teacher guidance and supervision with using the concept and procedure
correctly and systematically by prioritizing comprehension rather than memorizing the
procedures.
b. Training thinking abilities to make generalization of facts, data, existing phenomenon.
c. Training skills in doing mathematical manipulation to solve the problems.
d. Training mathematical reasoning skills.
e. Problem solving based learning.
Curriculum 2013 updated and revision has been done to the content standards by decreasing irrelevant
materials which is in reverse the deepening and broadening relevant materials for students. It is also
enriched with the needs of student to critical and analytical thinking in line with international
standard. Another revised also applied in assessment standard by providing space in the development
of assessment instrument which measure the higher order thinking. Learning assessment and
evaluation also expected can help students to increase their capability in dealing with higher order
thinking skills, because the higher order thinking can encourage students to think broaden and deepen
about learning materials.
Reasoning level is HOTS, because to answer some reasoning questions students must be able to
memorize, understand, and apply the factual knowledge, conceptual, and procedural whereas also
having high logical and reasons to solve the contextual problems. Reasoning level includes thinking
process in analyzing (C4), evaluating (C5), and creating (C6). In the analyzing process dimension
(C4), it demands the ability of students to make specification of aspects/elements, describing,
organizing, making comparisons, and finding and explicit meaning. Then, in the thinking process
dimension of evaluating (C5), it demands the ability of students to assemble, hypothesis, criticize,
prediction, judgment, testing, providing right or wrong values. , In the thinking process dimension of
creating (creation) (C6), it demands the ability of students to design, build, plan, produce, find,
renewal, strengthen, and change.
Questions on the level of reasoning are not always the difficult questions. We can identify the
questions by knowing that this level demands the ability of using reasoning and logic to make
decision (evaluation), predict and reflect, also the ability to plan the new strategi in solving the
contextual problems which are not routines. The ability of interpreting, looking for the relationship
between concepts, and ability to transferring concpets from one to another, are the important
capabilities to answer the questions of reasoning. Operational verbs (KKO) which are often used such
as describing, organizing, comparing, arranging, hypothesis, criticizing, predicting, judging, testing,
concluding, designing, building, planning, producing, finding, renewing, polishing, strengthening,
flourishing and changing.
Creativity in solving problem of HOTS are as follows.
a. The ability to solve unfamiliar problems;
b. The ability to evaluate strategy which is used to solve the problems from various and different
perspectives;
c. Finding new solving models and a bit different with the prior models.
Higher order thinking skills can be trained through learning process and activities inside the
classroom. Therefore, to get higher order thinking skills for the students, the learning process must
provide plenty spaces to students to find knowledge based activities concept. Learning activities can
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support students to establish creativities and critical thinking. For example, Math learning to build a
model of a certain equation by taking the case of piston movement on the machine. Mathematics is
not just done for the sake of mathematics. Mathematics can be used for technology and industry.
Mathematics is used for the purpose of building the automotive industry. How mathematics
participates contributes in understanding automotive construction and one aspect is how the rate of
change of x to the angle of t.
Pistons in automotive engines, fueled by the energy of fuel combustion, so as to move the piston to
move along the x, and affect the flywheel motion controlled by the AP bar. This is the movement of
the piston that affects the motion of the flywheel. What is the rate of change of x to the angle of t
below.
A piston (car) moves as a result of the pull of an AP rod tied to a rotating wheel with a radius of 1
meter. AP = 2 meters. P has coordinates (cos t, sin t).
===============================================================
===============================================================
a. Point A (-x, 0). Show that x = (4 - sin2t) - cos t
b. Find the rate of change of x against the angle, at the moment of the angle
(I). T = 0 (ii) t = π / 2 (iii) t = (2π / 3)
When students are faced with situations like the above, they try to look at some car components. We
will not discuss the parts of the moving machine and the setting, but we will see the position of the
point, the position of the line when the angle formed by the point on the circle and how the
instantaneous velocity of the point when the angle particular t.
After the students explored how a machine works, and explored how the movement of the point and
the instantaneous speed of the point, then the students mathematically process how the mathematical
model, and how to solve the mathematical model.
1181
a. To show that x = (4 - sin2t) - cos t, students are first required to determine the distance between
two points A (-x, 0) and P (cos t, sin t) using existing knowledge. Have them recall how the
distance of these two points was formulated. Furthermore, with the fact that the distance AP is
fixed that is equal to 2 units, then the student is expected to be able to determine the equation
requested.
b. How to determine the instantaneous velocity, with the student-proven equation x = (4 - sin2t) -
cos t. The elaboration is done by students to determine the instantaneous velocity with the
equation x = (4 - sin2t) - cost, ie by determining the dx / dt value at the time t value requested for
(i). T = 0 (ii) t = π / 2 (iii) t = (2π / 3)
Different forms of questions in a test kit (HOTS questions) aim to provide more detailed and
comprehensive information about the testers' abilities. It is important to note by the teacher that the
assessment can guarantee the objective principle. This means that the results of assessments made by
the teacher can describe the ability of learners in accordance with the real circumstances. An objective
assessment can ensure accountability of the assessment. High-level thinking can be done through: (1)
choice (multiple choice, matching); (2) generation (short answer, essay, performance); And (3)
explanation (providing reasons for selection or response generation).
1) Multiple Choice
Leading researchers of critical thinking have supported the use of multiple choice Formats in
measuring at least some higher skills. Paul and Nosich (1992) recommend using multiple choice,
multi-rating, and short essay items in building instruments for high-level national thinking
assessment. Multiple choice items can be used to assess "micro-dimensional critical thinking skills,
such as identifying the most reasonable assumptions, acknowledge the author's goals, select the most
sustained conclusions
2) Performance tests
Performance tests, hand-duty performance (eg, laboratory problems), essays, short-response response
responses, and portfolios have been widely recommended for measuring high-order thinking skills.
They have been proposed as a substitute for multiple choice tests
3) Portfolio
A portfolio is a collection of student and project tasks (essays, performance tasks, etc.), collected over
a period of time, usually one academic year. Depending on its purpose, the portfolio also contains
teacher evaluations, standardized test scores, and student reflection on their accomplishments.
4. Conclusion
In order for Indonesian students to compete in the 21st century, especially in the field of mathematics,
the students need to get used to solving problems that are high-order thinking skills. It is hoped that
with the structuring of competencies that are not limited by the deception of the taxonomy of thinking
processes where the breadth and depth of competence of knowledge dimensions for elementary,
junior high school levels include: factual, conceptual, procedural, metacognitive and the dimensions
of thought processes include: remembering, understanding, applying, analyzing, , creating, so that
with the formulation of mathematics competence that can develop high-order thinking skills and
learning not just memorize the formula, but done by training students 'reasoning and solving problems
that relate to daily problems are expected to increase students' ability in reasoning and problem
solving in Order to improve the quality of Indonesian students in this global era. High-level thinking
skills can be trained in classroom learning. Therefore, for learners to have high-level thinking skills,
then the learning process also provides space to learners to discover the concept of activity-based
knowledge. Activity in learning can encourage learners to build creativity and critical thinking.
Assessments made by the teacher can describe the ability of learners in accordance with the real
circumstances. An objective assessment can ensure accountability of the assessment.
1182
References
Brookhart S.M., How To Assess Higher Ordet Thinking Skills in Your Classroom. ASCD Alexandria,
Virginia USA
Gollub, J.P., Bertenthal,M.W., Labov, J.B., & Curtis, P.C. (2002) Learning and Understanding
Improving Advanced Study of Mathematics and Science in U S High Schools. NRC:
Washington.
King, et all. Higher Order Thinking Skils: Definition, Teaching Strategies, Assesment. A publication
of the Educational Services Program, ow known as the Center for Advancement of Learning
and Assessment www.cala.fsu.edu
Kemdikbud. (2015). Modul Materi Pelatihan Kurikulum 2013. Jakarta: Kementerian Pendidikan dan
Kebudayaan
McNeill, John D. 2006. Contemporary Curriculum in Thought and Action. John Wiley & Sons. New
Jersey.
National Council of Teachers of Mathematics (2014, Principles to Actions: Ensuring Mathematical
Success for All, Reston: nctm.org
National Reseach Council (1989). Curriculum and Evaluation Standards for School Mathematics.
Reston, VA: Author.
National Council of Teachers of Mathematics (1991). Professional Standards for Teaching
Mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics (2000). Principles and standards for school
mathematics. Reston, VA: USA.
OECD. (2013). PISA 2015 Draft Mathematical Framework, Paris: OECD.org
Oliva, Peter F et al. 2013. Developing The Curriculum.United States of America : Pearson Education
Inc.
Sri Wardhani. (2014). Implementasi Kurikulum 2013 dalam Pembelajaran Matematika SMP/MTs.
Bahan E-Training Guru Matematika SMP/MTs Tahun 2014. Yogyakarta: PPPPTK Matematika
Suryadi, Didi,. (2011). Pendidikan Matematika. Bandung. Universitas Pendidikan Indonesia
Turmudi. (2009). Buku Panduan Pendidik: Matematika SMA/MA. Jakarta: Pusat Perbukuan,
Departement Pendidikan National.
Zais, Robert S. 1976. Curriculum Principles and Foundation. New York: Harper & Row Publisher
1183
Krulik-rudnick strategy: an alternative learning strategy in

math teaching
N Kurniati1,a), E Cahya2, and Suhendra2

1
Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229,
2
Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229,
a)
E-mail: nidakurniati@student.upi.edu
Abstract. Recent educational curriculum development with its scientific approach requested a
change in learning process, from teacher centered learning to student centered learning. For
this reason, some alternative learning strategies are needed in facilitating student to develop
their knowledges. The purpose of this study was to introduce Krulik-Rudnick strategy as one of
learning strategy which can used in mathematics teaching. To achieve this aim, some
information of Krulik-Rudnick learning strategy such as its definition and its process, were
presented.
1. Introduction
Educational curriculum in Indonesia was developed because there’re many changes in educational
paradigm, such as from teacher centered to student centered. Teaching should facilitate students to
find out, direct students to think analytically, and teaching should develop collaborative and
cooperative skill [1].Therefore, a proper learning strategy / model is needed to conform to the 21st
century learning paradigm.
The structure of teaching mathematical concepts should develop skills to solve problems[2].
However, the process of solving the problem must be a fun activity for students because problem
solving is a part of their daily lives. Math teaching should allow student to explore, explain, extend,
and evaluate their progress [3]. In addition, instruction at the middle grades should build on students’
emerging capabilities for increasingly abstract reasoning, including: thinking hypothetically
comprehending cause and effect, and reasoning in both concrete and abstract terms [4]. One of the
learning strategies that can be used to enable students to think and reason is the Krulik-Rudnick
strategy.
2. What is learning strategy?

Learning, in the perspective of constructivism theory is a process to build a new competence based on
student’s prior competencies, while from the perspective of behaviorism theory, learning was defined
as a process of changing individual behavior through the process of habituation [5]. The characteristic
of a learning is physical or mental activity. Learning and teaching are interrelated activities. Teaching
is the teacher’s effort in order to get student to learn. Mathematics teaching can be interpreted as a
teacher’s effort in order to get student learn mathematics. Van de Walle [6] suggested some principal
things that must be realized by the teacher in teaching mathematics to students: (a) everyday, students
must get experiences that math is reasonable, (b) students must believe that they are capable of
1184
understanding mathematics, (c) teachers should not positioning themselves as the superior, they should
give students the opportunity to understand what they learn, and (d) teachers must believe in students'
abilities.
Mathematics teaching should not only teaches students about mathematical concepts, but also how
they learn about positive values, behavior, and attitude contained in mathematics teaching. Teachers
need to employ a wide variety of strategies to develop understanding of mathematical concepts and
encourage positive attitude. In order to make teaching more meaningful, mathematics teaching should
be based on the four pillars of universal education : learning to know, learning to do, learning to be,
and learning to live together [7]. Teaching should not only be focused towards learning outcomes, but
it is also important to be focused on how the learning process should be done, what things can be done
with the knowledge and skills achieved during and after learning, how to become a real human with
the knowledge and skills possessed , and how to be a good social human with the knowledge and skills
possessed.
Based on Bruner's theory, mathematics teaching should pay attention to the principles of learning
and teaching mathematics, they are the principles of construction, the principle of notation, the
principle of contrast and variation, and the principle of connectivity [5]. In order to well understand
mathematical concepts, mathematics teaching should facilitate students to construct their own
knowledge based on the their prior knowledge, using notations corresponding to their cognitive level,
using examples and not examples to identify a concept, and linking relevant ideas in mathematics.
Mathematical concepts are linked each other, so teachers should always connect the concepts either in
mathematics itself or with daily life.
To achieve the purpose of mathematics teaching, it needed an approariate strategy. The term
"strategy" means "tactic" or "way". The selection of the right strategy is very important in order to
achieve learning objectives. The views of experts on learning strategies vary widely. According
Kozma [8] learning strategy is any chosen activity to facilitate students achieving learning objectives
that have been set. While Gropper [8] argue that the learning strategy is the selection of various types
of specific exercises that match with the learning objectives. Suherman [9] explained that the learning
strategy is a well planned strategy by the teacher to achieve the maximum learning objectives.
3. What is Krulik-Rudnick strategy?

While teach mathematics, teachers generally provide mathematical tasks in the form of questions,
exercises, or problems to students. Krulik and Rudnick [10] define the question as a situation that can
be solved by recalling a thing, an exercise as an activity to reinforce the student’s prior learned skill or
algorithm, and the problem as a situation requiring thought and a synthesis of prevously learned
knowledge to be solved. The mathematical tasks were solved by the students through appropriate steps
or procedures. It is important to give the students mathematical tasks in form of problem solving or
word problem, because they shows the relationship between mathematical concepts. Further, problem
solving enables student to learn and think heuristically.
Heuristics is a process consisting of a series of linked tasks and processes to solve a problem that
someone haves [10]. In other words heuristic is a strategy used to solve a problem. Heuristics is
different with algorithms. The algorithm procedure can only be used on one issue and if it done
correctly it will arrive at the right final answer, whereas the heuristic applies more generally and does
not guarantee obtaining the right answer, it just guide to find the solution. To solve the problem,
someone need a strategy to get the right solution.
4. How the process?

Krulik and Rudnick [10] described the five steps of problem solving as a continuum of thought that
someone should use when solving a problem. The five steps to solve the problems of Krulik and
Rudnick are as follows:
a. Read
Reading a problem to be understood is different from merely reading words. In this step the student
must identify the anatomy of the problem : a setting, a question, facts, and distractors. To identify the
1185
anatomy of the problem, students do the following activities Identify facts, identify questions,
understand the keywords and restate problems in their own words, and visualize the problem
b. Explore
Students explore the problem to analyze and synthesize existing information on the problem. The
activities that students do in this step are: (a) heck the information, is there enaugh information? Is
there too much information? Is there any other information required?, (b) rganize and represent
information in the form of tables / graphs / charts / algebraic forms, (c) dentify operational concepts
c. Select a strategy
After exploring the problem, the next step is select a strategy that most appropriate with given
problems. The selection of each student's strategy will vary, and may be a combination of several
selected strategies. Some of the strategies that are often used are make patterns, work backwards,
guess and test, simulation or experimentation, simplify the problem, create a sequential list, and
logical deduction
d. Solve
To get a solution, of course, the selected strategy must be executed. The ability to find answers or
solutions is important. In this step, the students do activities such as: use computational skills, use
geometric skills, use algebraic skills, and use elementary logic
e. Look back and extend
According to Krulik and Rudnick [10] an answer was not a solution, but a solution was the process by
which the answer was obtained. It is important for someone to check is the answer have answered the
given questions or not, and is the answers obtained make sense or not. In this step students do
activities such as heck or verify the answers, check the procedures that have been done, extend
answers to other situations, discuss solutions, and create variations of problems from previous
problems.
5. Conclusion
Based on the discussion above, it is necessary to facilitate the student constructing their own
knowledge in mathematical teaching. Krulik-Rudnick strategy could be one of alternative learning
strategy to make students involved more activelly in learning mathematics. There are five steps in this
strategy that can enable student to learn and think heuristically. Moreover, this strategy enables student
to develop long term knowledge and interpersonal skill. The effectiveness of this strategy depends on
student characteristics and classroom culture as well as the problem tasks. Teacher should consider
some challenges in the implementation such as time consuming and student unpreparedness.
6. References
[1] BSNP 2010 Paradigma Pendidikan Nasional Abad XXI
[2] Wood T and Sellers P 1996 Assessment of a problem-centered mathematic program:3rd grade
Journal for research in mathematics education vol. 27 p 337
[3] NRC 1999 How people learn: Brain, mind, experience, and school. Ed J. D.
Bransford, A. L. Brown and R. R. Cocking. (Washington, DC: National Academy Press)
[4] Protheroe N 2007 What Does Good Math Instruction Look Like? Principal 7(1), pp. 51 – 54
[5] Shadiq F 2009 Psikologi Pembelajaran Matematika (Yogyakarta:PPPPTK Matematika)
[6] Van de Walle J (2007) Matematika Sekolah Dasar dan Menengah:Pengembangan dan
Pengajaran Jilid II (Jakarta:Erlangga)
[7] UNESCO 1996 Learning:The Treasure within:Report to UNESCO of the International
Commision on Educatation for the 21 Century (Paris:UNESCO Publishing)
[8] Hamruni 2012 Strategi Pembelajaran (Yogyakarta:Insan Madani)
[9] Suherman E 2001 Strategi Pembelajaran Matematika Kontemporer (Bandung:JICA)
[10] Krulik S and Rudnick J 1988 Problem Solving:A handbook for elementary teachers (Boston:
Allyn and Bacon)
1186
An analysis of non traditional writing task interpolation in

interactive lecture demonstration model in learning physics:
study of literature
S Sulastri1,a), P Sinaga2, and A Setiawan3
1
Physics Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi
No. 229, Bandung 40154, Jawa Barat, Indonesia
2
Physics Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi
No. 229, Bandung 40154, Jawa Barat, Indonesia
3
Physics Department, Universitas Pendidikan Indonesia, , Jl. Dr. Setiabudi No. 229,
Bandung 40154, Jawa Barat, Indonesia
a)
Email: iiesulastri32@gmail.com
Abstract. The purpose of this study is to develop the quality of learning in junior high schools
to be more effective in improving students' skills based on the 2013 curriculum. This research
discussed how non-traditional writing task interpolated in interactive lecture demonstration
(ILD) model. Learning model that train and improving cognitive skill, scientific explanation
and students writing skill. The result of this study it is very possible to the teacher interpolated
non-traditional writing task in interactive lecture demonstration to improve cognitive skill,
scientific explanation and students writing skill. The literature study that use in this research is
an introduction study. On the other hand, a study could be done to prove the effectiveness of
using non-traditional writing task interpolated in interactive lecture demonstration model in
scientific explanation in physics learning.
1. Introduction
Development team from Writing Across Curriculum of Michigan Science Teacher Association
(MSTA) and, The Office of School Improvement states that writing can help students discover new
knowledge, sort out previous knowledge, create relationships and uncover new ideas they write.
Science learning in schools today tends to focus solely on mastery of concepts and experiments, but
ignores writing activity [1]. Student's science writing activities can be packaged and developed in
various forms.
Therefore, it needs a way to train writing skill in built various skills and students cognitive skill.
One of the skills is scientific explanation. Non traditional writing task that interpolated interactive
lecture demonstration model was expecting to be effective in building scientific explanation and
cognitive ability with the result that to create innovative physics learning and can develop existing
abilities in students.
2. Interactive Lecture Demonstration (ILD) Model

This Interactive Lecture Demonstration (ILD) model learning referring to Sokoloff and Thornton [2],
[3]. The step of developed learning has five steps of learning model Interactive Lecture Demonstration
(ILD) as follow: teacher explained to the students the demonstration design and what they should do;
students predict what would happen and write the answer in the predict sheet; teacher did the
demonstration to prove the prediction. Students take note the result in result sheet to be saved; teacher
shows the correct answer of observation result with scientific explanation, and teacher discussed the
demonstration result with scientific explanation to make students clearly understand.
Interactive Lecture Demonstration (ILD) oriented common sense was the ordinary demonstrations
were made in an effort to portray scientific concepts taught in the classroom visually and to convince
students that learned concepts can be proven [4]. Interactive Lecture Demonstration (ILD) oriented
1187
common sense could help students in understanding the concept. In other words, visualization
participates in an effort to improve students' understanding of the concepts of Physics either through
experimental activity or simulated assistance.
According , Interactive Lecture Demonstration (ILD) have some advantages among others, helps
students to improve understanding of the basic concepts of physics through real experiments,
stimulates students' interest by allowing them to predict and write their answers from each
demonstration, and provide meaningful learning opportunities by group from scientific explanations.
While, the weaknesses were the effectiveness limited of time.
3. Non Traditional Writing Task

One way to develop knowledge and make it easier for students to understand the concept of science is
to write. Writing can not only be applied in language lessons, but can also be applied as a way of
learning in other subjects including science. Writing can stimulate students to remember and
understand the concept of science being taugh.
Write a science journal is one of the learning alternatives that integrate science-based writing and
learning activities inquiry. When students write, manipulate and discover, they test what they have
done in detail, organize their thinking well, and sharpen interpretation through arguments. According
Glyn and Muth, writing activities allow students to express intellectual and emotional reactions to the
phenomenon of science in various forms. Therefore, with that understanding it can be seen the
enormous potential of the use of writing activities in learning.
The importance of student writing skills are the concern of all teachers when using a science-based
approach in science. Writing can enhance critical thinking skills and develop vital scientific concepts
and overcome misconceptions [5].
According to Enning [6] writing is a unique form of learning that requires action or action,
depiction, or symbolically as a way of representing knowledge. In writing, both left and right
hemispheres, eyes and hands work together when engaged in writing activities, writing allows learners
to use different learning strategies and produce a product that can aid learning. Meanwhile, according
to Swafford & Bryan [7] states that writing can help students think about their thinking, build
metacognitive skills and modify conceptual understanding.
Non Traditional Writing Tasks offer alternative viewpoints and broaden perspectives. In the
implementation of learning, Non Traditional Writing Task is used as a means to generate scientific
knowledge and knowledge of science, including the attitudes and perspectives associated with using
processes to develop knowledge [8]. To achieve this Non Traditional Writing Task can manipulate the
type of writing in accordance with the purpose of writing and writing readers. Non Traditional Writing
Task is used to connect the newly acquired knowledge of students and past knowledge by using the
students' language that they use everyday through writing assignments [9]. Non Traditional Writing
Task study in outlining meanings, expressing uncertainty, analyzing comparisons, and reconstructing
understandings to strengthen connections between new knowledge and past knowledge [8]. Non
Traditional Writing Task is one of the tasks in the science class and it characterized by writing
laboratory experiments, various forms of narration and stories for poetry and brochures.
Non Traditional Writing Task, students engage in three specific ways of translating; students
should translate the language of science into their language they use everyday to understand the
concept, students should translate everything that is understood by them into the language of the
reader they are dealing with and students need to translate back into the language of science when
assessment in the classroom [8]. Three main components of non traditional writing tasks are
consistently recognized to be very favorable to students, consisting of; readers / writers, the ability to
produce multiple drafts, and the opportunity to receive feedback.
4. Non Traditional Writing Task Interactive Lecture Demonstration

Non Traditional Writing Task that interpolated in Interactive Lecture Demonstration (ILD) model [10]
with assignments for students in the form of students' writing results. Non-traditional writing task
assignment in interactive Lecture Demonstration (ILD) learning step is expected to lead an active
learning that will enhance in repairing cognitive skill and students scientific explanation. In addition,
1188
the relationship of Non Traditional Writing Task with Interactive Lecture Demonstration (ILD) syntax
that expected in this research will show in Table 1.
Table 1. Steps of Non Traditional Writing Task interpolated in Interactive Lecture Demonstration
Model
Teacher Activity Student Activity
● Teacher explained in the class about the Students pay attention to teacher explanation
demonstration design and what will they do. about the demonstration that they will do next.
●
● Teacher shows physic phenomenon at heat Students predict what would happen and write the
material in the class and then ask some question answer in predict sheet.
about what would happen next.
Teacher did the demonstation and writes which Students pay attention to the teacher
prediction that was wrong. demonstration and wtite the result in resutl sheet
to be saved.
Teacher shows the correct answer of observation Students pay attention the observation answers
result with scientific explanation that served by teacher.
Teacher explained the demonstration result Students pay attention how to write scientific
compatible with the scientific explanation. explanation.
Teacher gives non traditional writing task to re- Students do the assignment of non traditional
explain the material that had been taught to their writing task in their home.
friends. (for student who do not come to the class Students could add information from the internet
particulary) in writing. ao other source.
Students collect the assignment of non traditional
writing task two days after the assignment was
given to receive feedback from teacher.
5. Conclusion
Some relevant research about Non Traditional Writing Task with Interactive Lecture Demonstration
(ILD) such as: based on the research toward Interactive Lecture Demonstration (ILD) model learning
which was developing by Sokoloff and Thornton in 1997 states the influence of Interactive Lecture
Demonstration (ILD) can improve understanding concept and stimulate student’s interest actively in
each learning and thermodynamics learning particularly [2]. Research applicated non traditional
writing as a tool for learning chemistry showed that, there are significant differences between
experiment class and control class for aspect of understanding concept [6].
6. References
[1] Chuang & Hung 2011 Enchancement of elementary school students’s science learning by web-
quest supported science writing US China Education Review A 977-985
[2] Wattanakasiwich P, Khamcharean C, Taleab P & Sharma M 2012 Interactive Lecture
Demonstration in Thermodynamics Lat. Am. J. Phys. Educ 2012 6(4)
[3] Zimrot R & Askenazi G 2007 Interactive Lecture Demonstrations: A Tool for Exploring and
Enhancing Conceptual Change [Online] Chemistry Education Research and Practice 2007 8(2)
197-211
[4] Ashkenazi G & Weaver GC 2007 Interactive Lecture Demonstrations As A Context For
Classroom Discussion: Effective Design and Presentation. Chemistry Education Research and
Practice, 8 186-196
1189
[5] Baker W P, Barstack R., Clark D, Hull E, Goodman B, Kook J & Weaver D 2008 Writing-to-
learn in the inquiry-science classroom: Effective strategies from middle school science and
writing teachers The Clearing House: A Journal of Educational Strategies Issues and Ideas 81(3)
105-108
[6] Kingir, Sevgi 2013 Using Non-traditional Writing as a Tool in learning chemistry Eurasia Journal
of Mathematics, Science & Technology Education 9(2) 101-114
[7] Atasoy Ş 2013 Effect of Writing-to-Learn Strategy on Undergraduates Conceptual Understanding
of Electrostatics The Asia-Pacific Education Researcher 22(4) 593-602
[8] Prain V & Hand B 2006 Language, learning and science literacy
[9] Rowell PM 1997 Learning in school science: The promises and practices of writing
[10] Sokoloff D R & Thornton R K 2004 Interactive lecture demonstrations : active learning in
introductory physics Hoboken NJ: John Wiley
1190

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PROCEEDING

Auditorium FPMIPA UPI

Auditorium FPMIPA UPI Bandung,

Bandung, August 2017

The ICMScE Organizers

1. A problem analysis of constructivism based-workbook development to introduction 1

International Conference on Mathematics and Science Education, 2017

A problem analysis of constructivism based-workbook

Z Aimaa) and Rahima

3. Result and Discussion

Active-reflective method for improving student mathematical

N Yeni,a), K Kusnandi, and J A Dahlan

problem-solving experiences that require different strategies. To develop student problem-solving

3. Result and Discussion

Table 1. Descriptive statistics of mathematical problem solving abilities

Table 3. Results of Difference Test of N-Gain Ability Mathematical Problem Solving

[9] Suherman E 2003 Evaluasi pembelajaran matematika (Bandung: JICA)

Analysis of mathematical learning of fractional concept on

D. A. Arini 1, D. A Maharbid1, Y. Gumala1and Al Jupri2

2. Result and Discussion

Tabel 1.Recapitulation of student test result on fractional concept

2.1. Introducing symbol of numerator and denominator

1.Which fraction represents the figure above?

Figure 1. Problem number 1 assesing the concept of numerator and

P: Fraction, how did you know about fraction for the

Figure 2. An interview with the student

3.2 Introducing media

P = For learning mathematic in class,

Figure 3. Student learn math without media

3.3 Learning to emphasize material achievement, not about student understanding

P = For the very fist time, when learning fraction in the

Figure 4. Students are not emphasized on the achievement of the

Authentical assessment and mathematical values to

Abstract. The purpose of this research: Describe the preparation of authentic

1.1 Authentic assessment

1.2 Character education

1.3 Math values of characters

3. Results and Discussion

System of Assessment is:

Input proces Product outcomes

Knowledge Plan Assessment Authentics - Teacher

Case study of mathematics teacher perceptions toward

Abstract. As a practitioner in educational field, having a deep understanding in assessment

3. Result and Discussion

penilaian autentik pada kurikulum 2013 jurnal pendidikan UNY

Correlation among mathematics with physics and economics

M Rivaldi,a), R Marlina, B H Priyanto

The linear regression equation used in this research are as follows:

3. Result and Discussion

Figure 1. Figure plotting Mathematics with Physics

Figure 2. Figure plotting Mathematics with Economics

Table 1. Pearson correlation with SPSS 21 between Mathematics and

Table 2. Residuals Statistics

Minimum Maximum Mean Std. Dev N

Table 3. Regression Coefficients in Mathematics and Physics

Table 4. Pearson correlation with SPSS 21 between Mathematics and

Table 5. Residuals Statistics

Minimum Maximum Mean Std. Dev N

Table 6. Regression Coefficients in Mathematics and Economics

Creative thinking ability viewed from the aspect of adversity

D Wahyunia), S Prabawanto, and B A P Martadiputra

3. Result and Discussion

Figure 1. Problem of creative thinking ability