Application of thematic assignment for critical strengthening amplification and democratic attitude

in learning

(J. Raturandang)

Introduction

Earlier survey (Raturandang, 2013) shown that learning in Sangihe Isles is centered toward teachers
(Medellu, 2013; Marpaung, 2014), in addition to concentrate on concept that appears in textbooks
(Tumangkeng, 2013; Rende, 2013). This contributes to learning orientation in overcoming UAN (Me-
dellu, 2013; Raturandang, 2013). Scientific learning that make use of environment was never done
before (Tumangkeng, 2013; Rende, 2013). Students are not being confronted to science facts around
them. The learning materials and assignments is only concept-related. Homework is not being done
(Raturandang, 2013). Survey has shown that problem with learning in Sangihe Isles not only stems
from learning material and method, but also from the students’ way of studying.

Thematic learning make students face facts and phenomenon around them. The learning materials
allow students to conduct a more interesting science process, due to its relation with problems and
experience in daily life. Planning of thematic-instructed learning material is done by choosing theme
that is related with students’ life that will ensure them to love and give the material more attention.
Thematic instruction that is integrated among course subjects accommodates teachers to design in-
structions to fit the student’s needs with the use of multi-sourced learning. Thematic instruction can
develop multiple intelligence by incorporating multiple skills, such as reading, thinking, remembering
and writing real life context that pushes creative exploration (Fogarty, 1997). Barton and Smith
(2000) stated that thematic instruction that integrates with unit theme allows it to be authentically
assessed.

Thematic learning uses real life objects around students, focusing learning activity outside class-
room. Instruction for a thematic learning outside classroom can be designed for a variety of observa-
tion (Pendrill, 2005). With outside thematic instruction, students can analyze the relation of facts
and conceptual knowledge (Bransford et al, 1999), exchanging experience with other students, as a
complex and complete constructive knowledge development. Higgins (2002) states that learning
outside classroom increase knowledge and understanding about system and how nature works,
which in turn instill sense of responsibility towards environment.

Our team developed a thematic learning research in form of thematic assignment instruction for use
outside school hour. The stages of this research includes (1) basic instruction plan, (2) plan develop-
ment with regards from teachers, students and parents, (3) plan implementation with help from par-
ents, and (4) evaluation. This method is done flexibly. Thematic assignment instruction is modelled
and developed based on democratic learning principal. Schools or democratic learning requires sup-
port from involved personnel within school management (Ozcan, 2005). Parents have important role
in children’s democratic learning process (Bekore and Quartey, 2013). There are six categories of in-
volvement of parents/society to learning: reinforcement, partnership, interaction, consultation, in-
formation sharing and manipulation (Aref et al, 2009). Teachers act as organizer and facilitator that
push communication, group discussion and other kind collaboration to develop critical thinking.
Fettes (2013) states that the practice of democratic learning can strengthen the relation between
experience and imagination. Principal of democratic learning such as multi-sourced learning, open-
ness in developing personal potential, carrying out learning collaboration, etc., push the develop-
ment of capability and intuition of critical thinking. Environmental learning collaboration within small
groups is a most promising plan in environmental learning (Heller et al, 1992). Surrounding environ-
ment as learning objects allows development of students’ group collaboration learn science through
science procedure. According to Kazempour (2014), learning about the environment collaboratively
can be focused to a scientific practice, critical thinking and problem solving. Part of thematic assign-
ment instruction activity is done together with parents/society. Parents and society can take part as
facilitator or student’s learning partner, according to their aptitude in the material. The duty of par-
ents and society answering the challenge in the social dynamic of science learning, to turn them into
a citizen who is responsible to social problem related with science. Teacher take part as facilitator
that intensively interact with students. According to Moswela (2010), collaborative interaction be-
tween teachers and students can elevate intellectual activity and accommodate learning task.

The reflection of thematic assignment is developed through assessment process of intragroup as-
signment and intergroup assessment. Reflection of thematic assignment is a process that integrates
experience with imaginative critical thinking. Nicholas et al. (1997) in Akseron et al. (2000) states
that reflective science learning practice enables teachers develop source of learning so that students
can think critically about science learning material that related with their own experience. Thematic
assignment instruction integrates student’s experience about facts and phenomenon in surrounding
environment with related concept in the course subject. Category of reflection of thematic assign-
ment material in our research includes description of local facts/issues, description of concept-con-
text relationship, description of science process, description of concept networks and description of
social implication. Evaluation of development of reflection of thematic assignment product can show
improvement in skill for reflecting as well as showing the good and bad of students in reflecting the-
matic assignment instruction material.

Objective

Research of instruction thematic assignment reflection process is special part from school’s thematic
assignment development research. General objective of this research is to establish democratic sci-
ence learning in school with sponsored by Universitas Negeri Manado (Unima). This objective is
spread over five-year objectives:

Development and establishment of thematic assignment model for school learning that synergizes
with development of competent, prospective teacher, in Unima.

Improvement of creative and innovative thinking for lecturers, collage students and teachers interac-
tively through planning and implementation of thematic assignment that holistic in nature, towards
cognitive, psychomotor and affective improvement.

To encourage the role of parental and society in the development of learning material and activity,
so that it gradually elevates participative – democratize learning climate.

First year (2014) objectives are: (1) to plan a sourced-learning material from issues from student’s
surrounding environment, with parents and society participating (2) implement instructional plan
with participation from parents and society, and (3) develop and implement an evaluation that con-
versational between schools, students, and parents. This article describes thematic assignment re-
flection process as part of students’ learning democratization process and critical and imaginative
thinking. Specifically, this research describes the cause of peer assessment process (intragroup and
intergroup), followed by reflection of assignment material classification: fact and phenomenon de-
scription, concept and context relationship, science process, network concept summary and social
implication of water cycle thematic assignment.
Method

Thematic assignment reflection research is a part from research scheme that is about thematic as-
signment development in schools (in North Sulawesi Region), sponsored by Universitas Negeri Ma-
nado. First year research (2014) was done in three sub districts of Kabupaten Sangihe, those are
Kecamatan Manganitu, Kecamatan Tamako and Kecamatan Tabulan Tengah. Thematic assignment
instruction implementation was done for two months (January 2014 – February 2014). Instruction
material include five themes: water cycle, erosion, energy, beach abrasion and mangrove. The the-
matic assignment instruction material integrates science concept – math with social problem related
such as society behavior, local discernment, response from society of government program about
natural resources processing and transforming environment to become learning object. Thematic
instruction can be developed to build cognitive skills such as reading, thinking, remembering and
writing about real life context and improve creative exploration (Fogarty, 1997). According to Barton
and Smith (2000), integrated instruction also allows for authentic assessment. Thematic assignment
implementation is done in small groups to push students to acquire basic cooperation attitude, and
what is necessary to think independently inside and outside classroom (Borich, 2004). Ajaja and Era-
vwoke (2010) affirm that cooperative learning as instructional strategy significantly improve science
learning target.

Reflection process is a specific part of thematic assignment instruction implementation. The process
is done by students in groups after they do their peer assessment based on their own assignment
(intragroup assessment), after their assignment reviewed by other groups (intergroup assessment).
Schematically, peer assessment mechanism and reflection is depicted as picture 1.

- Thematic as- Intragroup

→ →
Thematic assignment instruc- signment form assessment Reflection pro-
tion that was developed ac- (group) cess assessment
→
cording to local characteristic and assignment
and condition of students. - Group activity Intergroup revision
→ →
report/portfolio assessment
Picture 1. Reviewing mechanism reflection process and thematic assignment review.

Peer assessment is done to acquire input (identification result) of assignment components that
needs completion or modification. Those inputs are coming from intragroup members or intergroup
members. Peer assessment research by group of students is for example done by Falchikov (2003)
and Kritikos et al (2011). Kritikos et al (2011) developed peer assessment process that triangulates
with input from facilitator. Thematic assignment reflection is done by group of students after they
assessed their own assignment or after they receive assessment from other groups. Reflection is
done to revise, analyze assessment input and redefine the integrated result of experience,
knowledge with those inputs. Ires and Cakir (2006) quotes Tann (1993) and shown that critical re-
flection is necessary to look for alternative analysis and compares them to work by others or another
theory to do another formulation and testing.

Van Leuween et al (2009) developed reflection method for student group in two phases. First phase
is inclusion of actual experience and reflection of those experience. Second phase is abstraction of
experience and attempting the experience to a new behavior. In this research, reflection of the first
phase is a reflection to description of facts/phenomenon from local issues (actual experience inclu-
sion) and reflection concept-context relationship. First phase reflection is a feedback from peer as-
sessment (intragroup or extra group). In our research, second phase reflection is science process re-
flection, dependent network concept summary and social implication description. In assessment and
reflection process, teachers acts as facilitator while parents, in some activity, become as partner for
students to do the reflection. Learning is done in two schools. Reflection process in first school (SMA
Negeri Tamako) is done through assignment assessment stages by own group. Reflection process in
second school (SMA Negeri Manganitu) is done through assessment between groups.

Data of reflection of product and process is served quantitatively. Assessment and reflection process
is done on each sub-theme/activity according to instructional plan of water cycle thematic assign-
ment. Subtheme/activity, material classification and form of activity of student group within instruc-
tional plan of water cycle thematic assignment is provided in Table 1 (appendix). The checkmark (✓)
shows classification and form of activity that conform to subtheme or sub activity. Format (Table 1)
is used to analyze data in thematic assignment instruction form and revision (reflection result) from
the first encounter to the next can show process improvement and reflection productivity. Reflec-
tion percentage according to assignment material classification can show peer assessment produc-
tivity and reflection process according to said material classification.

Result

Table 2 (appendix) serve percentage form data from lowest to highest of thematic assignment in-
struction form, and lowest to highest percentage reflection result (through intragroup assessment
and intergroup assessment), according to water cycle thematic assignment material classification.
Thematic assignment classification includes: fact and phenomenon description, concept and context
relationship, science process, concept network and social implication of water cycle thematic assign-
ment. Result of data interpretation and its description is as follows.

- Reflection process give significant impact to percentage of thematic assignment form data, for
material classification of facts/phenomenon description, science process and social implication
of water cycle learning. This can be seen due to the difference in group data of range of percent-
age (a) or data without reflection with group data (b) or data as a result of reflection through as-
sessment in group, and group data (c) or data from the result through assessment between
groups. Cause of reflection is insignificant to material classification: concept and context rela-
tionship, and concept network summary. Interview result from student group shown that stu-
dents does not understand the concept well enough to make them difficult to relate concept
with context and summarize concept network. Part of the result of this research is similar to the
research by Akerson et al (2000), while the rest is different. The similarity with the research by
Akerson et al (2000) is in scientific material knowledge about nature (fact/phenomenon) and ob-
servation (relation with science knowledge). The different part of the result is related with law
and theory. In this research, reflection does not have significant effect to concept and network
concept summary (in accordant to law and theory). Basic knowledge and experience about fact
and phenomenon, knowledge of social implication and direct knowledge in field activities (ob-
servation, measurement, and field condition comparison) improves the ability of student to
comprehend. As student group instructed to reflect on the assignment, a significant improve-
ment (assignment correction) occurred. Assimilation of assessment processes (within group or
among groups) in identifying parts of assignments that needs correction, further followed up by
group reflection is a good mechanism to improve knowledge and ability to perform critical think-
ing. According to research by Schwarts et al (2004) concludes that experience in doing science
process only do so much to align understanding of students, but those experiences is important
to prepare context where students can do reflection naturally and process science. The research
 by Schwarts et al (2004) is in accordance with this research, especially which is related with sci-
ence process material classification. Research by Khishfe (2002) shown that within science pro-
cess need, there is need to integrate reflection with science process, to improve understanding
by student about the nature of science.
- Impact of significant reflection against material classification related directly with experience,
and insignificantly against more abstract material classification (concept and context relationship
and concept network summary), consistent with research by van Leeuwen et al (2009). Research
by val Leeuwen et al (2009) shown that experience inclusion process and the reflection towards
the experience develop significantly, while experience abstraction process does not shown a sig-
nificant result. Analyzing the low in percentage range form, within the low material classification
science process affected by lack of science concept mastery. Interview with students’ show that
they understand the science procedure, but they cannot perform deeper analysis due to the lack
of concept mastery. This result is in accordance to the research by Clough (2006) that stated that
students must be given chance to evaluate known concept to help them understand the nature
of science process. Lack of understanding in concept make student not able to fathom science
process and concept network that related to the phenomenon. Research by Arrieta et al (2005)
state science procedure learning or procedural ability improvement is harder compared to con-
ceptual learning, because the need for skill to apply cognitively, which increase learning dura-
tion. Student group assignment evaluation concludes that science process reflection significantly
make the student group understand steps in procedural science, but the material description
cannot be explained in depth because the lack of concept understanding. The lack of science and
math concept understanding also causing low percentage in thematic form in concept network
material classification. Impact of insignificant reflection to concept network material summary is
caused by lack of understanding in scientific and mathematic concepts related to context or fact
elements and phenomenon of water cycle. The result of this research can reflect the weakness
in material learning and understanding related with understanding concept and context relation-
ship which in turn affect science process understanding and concept network summary between
course subjects. Understanding course subject concept network become the indicator of com-
prehensive understanding (cognitive) to fact and phenomenon, and relationship between phe-
nomenons within water cycle theme.
- Significant reflection impact of increasing of thematic assignment form percentage for social im-
plication material classification. This is caused by understanding of student towards social prob-
lem (society behavior), local discernment and response of government program about water
treatment. Experience inclusion process with understanding about water cycle that developed
through peer assessment mechanism then reflection can build positive attitude in student, as
well as responsibility commitment towards water treatment. Ires and Cakir (2006) states that in
the end, reflection will be oriented towards character building by asking student about their
idea, belief and values about science learning, and with expressing their opinion to help them
clarify, confront, and maybe correct the theory they own.
- Generally, the research show that peer assessment mechanism continued with reflection gives
positive result in knowledge construction, skill (science process), and affection (social implica-
tion) if the student have adequate experience and knowledge. According to Krotikos et al (2011),
peer assessment process make students interested, confidence and motivated to develop pur-
pose and long term learning skill. Experience of student make a productive student group in
identifying and assessing oneself assignment form or form from another groups. Adequate expe-
rience also decide the organizational ability of student to deepen and revise assignment material
in reflection stage. This research claim the importance of material continuity and learning activ-
ity. Learning material and activity that was designed for students must be adapted with real life
 understanding of previous learning. Basic material understanding need early evaluation and if
necessary need deeper mastery to make student perform instructional activity. The weakness of
student to summarize concept network become a challenge in interdisciplinary inspired the-
matic learning. Motivation of student and group interaction in discussion and observation activ-
ity, assessment process and assignment reflection, shows that implementation water cycle the-
matic assignment instruction (and other thematic assignment) have the potential to improve
knowledge, skill and affection of student in water treatment. Student interaction within group
also show a development in democratic learning attitude. Result from observation research
team towards activity of student starting from activity implementation to assignment reflection
shows a developing climate of democratic learning. Students is more active to communicate
(questioning, answering, explaining to other students and accepting critique), delegate task in
observation activity, help group member that is having difficulties in learning, motivate other
student to apply assessment and reflection, etc. According to Kazempour (2014), student collab-
oration in science learning pushes them to ask questions, explore idea, and perform science
steps that in the end the learning activity can improve critical thinking ability and learning skill
independently. Motivation from individual student or group needs to be maintained in the pro-
cess of knowledge construction. Grandmontagne and Villamor (2005) bring up that motivation
and knowledge acquisition is related to each other. Continuity of material and activity in science
learning (thematic) become a prerequisite in constructive learning strategy (Ugarte, 2005).

Conclusion

Water cycle thematic assignment assessment and reflection give a positive effect to assignment cor-
rection and quality improvement if the assignment material is related with experience and base or
basic knowledge the student have. Result of reflection have significant effect to assignment im-
provement/adjustment related with fact and phenomenon material description, science process and
social implication in water cycle thematic assignment. Reflection does no significant effect in im-
provement of understanding concept and context relationship and concept network summary. The
lesser effect is caused by the lack of understanding related concept with water cycle fact and phe-
nomenon. This research indicates challenge in thematic learning that is understanding the concept
and context relationship and concept network summary among course subject (interdisciplinary).
This research also recommends the importance of material continuity and learning activity to allow
students building knowledge based on their own experience, while developing the ability of critical
thinking. Thematic assignment plan implementation by small group of students, starting form the-
matic assignment instruction implementation up to assignment reflection can provide democratic
learning climate.

Acknowledgement

Research team would like to thank the college students from undergraduate, graduate and post
graduate students and alumni that are involved in this research. Another gratitude to Bupati
Sangihe, Kepala Dinas Pendidikan Kabupaten Sangihe and its members, headmaster and teacher, as
well as the people that facilitates and accommodate the research team for the duration of this re-
search in Kabupaten Sangihe.

Reference