proceeding internatioan seminar on mathematics,...

Proceeding

Internatioan Seminar on Mathematics, Science, and Computer Science Education

i | Indonesia University of Education

Proceeding

International Seminar on Mathematics, Science, and Computer Science Education

ii | Indonesia University of Education

PREFACE

The Seminar under the theme “Turning Dreams into Reality: Current Trends in Mathematics,

Science and Computer Science Education” is conducted by Faculty of Mathematics and Science

Education, UPI at October 19, 2013. The aim of the seminar is to provide a forum where teachers and

researchers can exchange didactical, pedagogical, and epistemological ideas on mathematics, science, and computer science education which is expected to stimulate research in those areas. The seminar

also provides an exceptional opportunity for all participants to contribute to the world of mathematics,

science, and computer science education. Some of outstanding scientists and educators from Germany, Australia, Hongkong, Malaysia,

Singapore, Netherland, and Indonesia joined in this seminar made the seminar trully international

inscope. There were 485 participants, had many fruitful discussions and exchanges that contributed to the success of the seminar. 153 papers discussed in the parallel session. The papers were distributed in

6 fields. 42 papers in mathematics or mathematics education, 19 papers in physics or physics education,

23 papers in chemistry or chemistry education, 25 papers in biology or biology education, 9 papers in computer science or computer science education, and are 18 papers in science education. Of the total

number of presented papers, 153 included in this proceeding.

Genereus support for the seminar was provided by SEAMEO QITEP in Science and Himpunan Sarjana dan Pemerhati Pendidikan IPA Indonesia. The support permited us to gave an

opportunitiy for a significant number of young scientists and persons from many universities and other

institutions brought new perspectives to their fields. All in all, the seminar was very seccessfull. We expect that these future seminar will be as

stimulating as this most recent one was, as indicated by the contribution presented in this proceeding.

Chief of Organizing Committee ,

Dr. Sufyani Prabawanto, M.Ed.

Proceeding


iii | Indonesia University of Education

Proceeding


iv | Indonesia University of Education

TABLE OF CONTENT

PREFACE .......................................................................................... .......... i

TABLE OF CONTENT ....................................................................................... ............. iii

PHYSICS .......................................................................................... .......... vi

1. AVERIFICATION ON KASTNER VISIBILITY MODEL PREDICTION:CASE OF

HILAL OF RAMADAN AND SHAWWAL 1434 HIJRI Judhistira Aria Utama .................................................................................................... 1

2. EFFECT OF CRYSTAL ORIENTATION ON ELECTRON TRANMITTANCE OF

SI/SI0.5/GE0.5/SI ANISOTROPIC HETEROJUNCTION BIPOLAR TRANSISTOR Agus Danawan, Ahmad Aminuddin, Hikmat, Endi Suhendi, Hana Susanti,

Yuyu Rahmat Tayubi and Lilik Hasanah ........................................................ 8

3. DEPOSITION OF ZNO THIN FILM BY SPIN COATING TECHNIQUE AS ANTI-REFLECTION COATING FOR SILICON SOLAR CELL

A. Suhandi, D. Rusdiana, F. C. Wibowo ......................................................... 13

4. DISLOCATIONS CHARACTER OF ZNO FILMS GROWN BY PLASMA-

ASSISTED MBE ON Α-AL2O3 WITH MGO BUFFER LAYER Agus Setiawan, Ida Hamidah, Haipan Salam, Takafumi Yao ............................ 17

5. FABRICATION OF SOLAR CELL PN JUNCTION USING CHLOROPHYLL AND

POLYTHIOPHENE MATERIAL Dadi Rusdiana, Andi Suhandi and Lilik Hasanah ........................................... 25

PHYSICS EDUCATION ................................................................................... .... 28

6. THE REQUIREMENT ANALYSIS RESULT OF TEACHING A LIFE SKILLS IN A LEARNING PHYSICS

Nur Khoiri, Susilawati ....................................................................................... 29

7. DESIGNING PHYSICS LEARNING BASED ON CHARACTER THROUGH THE PROJECT METHOD

Intan Irawati ..................................................................................................... 33

8. ASPECTS OF "CEPS" AS BASIS THE DEVELOPING INSTRUMENT OF PHYSICS LEARNING MOTIVATION

Elok Sudibyo, Budi Jatmiko, Wahono Widodo ............................................ 40

9. IMPROVEMENT THE QUALITY OF LEARNING PROCESS OF JUNIOR HIGH SCHOOL PHYSICS TEACHERS IN KIT UTILIZATION

Bambang Wijatmoko, Kartika Hajar Kirana, Kusnahadi Susanto ............................... 49

10. THE USE OF WEB-BASED INQUIRY SCIENCE ENVIRONMENT (WISE) ON

SIMULATION LEARNING TO IMPROVE THE STUDENTS’ DRAWING

GRAPHIC SKILLS IN MOTION CONCEPT Iing Mustain, Ida Kaniawati , Setya Utari .......................................................... 53

11. THE IMPACT OF TEAM GAMMES TOURNAMENT WITH READING

INFUSION TOWARDS THE IMPROVEMENT OF STUDENTS’ LEARNING ACTIVITIES AND ACHIEVEMENT IN WAWES TOPIC

Setiya Utari, Rini Solihat , and Fitri Nuraeni ............................................................ 58

12. ABILITY OF COLLEGE STUDENTS PROFESSIONAL TRAINING PROGRAM IN MAKING TESTS PHYSICS DOMAIN OF SCIENCE PROCESS SKILLS IN

THE FORM OF MULTIPLE CHOICE AND ESSAY

Asep Sutiadi ...................................................................................................... 64

13. EFFECT OF INQUIRY LEARNING STRATEGIES TO IMPROVE DECISION-

MAKING SKILLS OF STUDENTS IN CLASS XI OF SMAN 1 SOUTH SINJAI

Muh. Tawil, Gilang Permatasari ......................................................................... 68

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v | Indonesia University of Education

Institute of AdvancedEngineeringandScience

14. DEVELOPING PROGRAM OF BASIC TECHNOLOGY EDUCATION COURSE

FOR PRESERVICE TEACHERS BASED ON TEACHERS COMPETENCIES

IN INDONESIA Parsaoran Siahaan, Nuryani R Rustaman, Andi Suhandi, Wawan Setiawan ............... 73

15. IMPROVING THE ABILITY TO WRITE TEACHING MATERIALS AMONG

STUDENTS OF PRE-SERVICE PHYSICS TEACHER PROGRAM THROUGH LEARNING TO WRITE ACTIVITY USING MULTIMODAL REPRESENTATION

IN THE SUBJECT OF SCHOOL PHYSICS III

Parlindungan Sinaga, Andi Suhandi, Liliasari ............................................. 80

16. DEVELOPMENT OF BLENDED LEARNING MODEL FOR IMPROVING

STUDENTS COMPETENCE IN THE ENGINEERING PHYSICSLEARNING

Usmeldi ..................................................................................................................... 87

17. REFLECTIVE THINKING SKILLS IN PROSPECTIVE PHYSICS TEACHERS

Ellianawati; Rusdiana, D; and Sabandar, J ............................................................ 95

18. DEVELOPMENT OF TEACHING MATERIAL OF ENGLISH FOR ACADEMIC PURPOSE WITH CLUB EMBEDDED TO IMPROVE PHYSIC PROSPECTIVE

TEACHERS SKILLS

Heni Rusnayati, Arif Hidayat ...................................................................................... 99

19. THE PROFILE OF PHYSICS TEACHER CANDIDATES’ MASTERY ON BASIC

MATHEMATICS

Cicylia Triratna Kereh and Jozua Sabandar ............................................................ 101

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vi | Indonesia University of Education

Institute of AdvancedEngineeringandScience ste of AdvancedEngineeringandScience

1. PHYSICS

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1 | Indonesia University of Education

AVERIFICATION ON KASTNER VISIBILITY MODEL

PREDICTION:CASE OF HILAL OF RAMADAN

AND SHAWWAL 1434 HIJRI

Judhistira Aria Utama

Faculty of Mathematics and science Education Indonesia University of Education

Article Info ABSTRACT Article history: Received April 4,2013

Revised

Accepted

Kastner visibility function model for near-Sun objects has been used to make predictions on visibility of hilal of Ramadan and Shawwal 1434 H for a

number of locations within the National Hilal Observation Network.

Predictions made for the mode of visual observation both using naked eye and telescope-aided observation. Due to weather constraints, the model predictions

for the case of the beginning of Ramadan 1434 H (July 8, 2013) did not obtain confirmation from the entire sites.Meanwhile, for the case of Shawwal 1434 H

(August 7, 2013) there were confirmations on hilal visibility from several

places. We consider only the witness from Makassar that provide authentic evidence of a digital picture of hilal. Based on this, Kastner model proved

capable of providing predictions in good agreement with the observational result. Interestingly, prediction of Odeh model, which is the more established

one, was in opposite results with prediction of Kastner model.

Keywords : Hilal

Visibility, Kastner Visibility

Function Model

CorrespondingAuthor:

Judhistira Aria Utama

Dept. of Phys. Edu.

Jl. Dr. Setiabudhi 229

62 22 8112224036

[email protected]

1. INTRODUCTION

Babylonian stargazers have had criteria to predict the appearance of hilal (lunar crescent can be observed after conjunction), known as the Babylonian criteria. According to them, hilal can

be observed if the age of the Moon since conjunction is more than 24 hours and the time difference

between Sunset and the Moonset on the day of observation greater than 48 minutes. The above criteria can be understood as follows. Requirement that the age of the Moon more than 24 hours

since the conjunction is to make the fraction of lunar disk that reflect sunlight thick enough to make

it bright enough to be observed. Meanwhile, the time difference between Sunset and the Moonset must be greater than 48 minutes is meant to make the sky become dark enough to make hilal can be

observed easily. The first point is related to object illumination, while the second one with the

contribution of brightness of the twilight sky. Kastner [1] have constructed a mathematical model to calculate the brightness of the

twilight sky based on graphic of the actual brightness of the twilight sky were obtained by

Barteneva and Boyarova [vide [1]] at 90 degrees zenith distance as a function of Solar depression angle and relative azimuth. Based on this model, the visibility curve for objects near to the Sun can

be generated. Although the model is for celestial objects such as stars, planets, and comets, this

model has been adopted also for hilal according to its characteristics that can be a point-source as well as an extended-source. The model is adapted to accommodate a mode of observation using

binocular / telescope in addition to the naked eye observation. Reliability studies of Kastner model

based on data of hilal and old lunar crescent can be found in Utama [2] and Utama & Efendi [3].

mailto:[email protected]

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For Muslims, the observation of hilal is part of worship. The successful of hilal

observation determines whether the new month is begun in the Islamic calendar system or Hijri

system. Unfortunately, positive reports of hilal observation in Indonesia gained critics from astronomers related to the difficulty of hilal observation with certain physical parameters to be

observed using naked eye. By using Kastner model this work has predicted the earliest hilal

appearance of Ramadan and Shawwal 1434 H. Then the model predictions are confronted with the observation reports from the 21 observation sites within in the National Hilal Observation Network

under coordination of Bosscha Observatory and the Ministry of Communication and Informatics of

the Republic of Indonesia.

2. METHOD This work was conducted utilizing the physical parameters data of the Moon and the Sun

for specified date of observation. The observation time was chosen on the day when the conjunction

occurs before Sunset or on the next day when the conjunction occurs after Sunset. In the case of the

beginning of Ramadan and Shawwal 1434 H, the observation was conducted on the same day as the day of conjunction. Predictions are given for several locations joined the consortium.

The Moon physical parameter data (zenith angle, azimuth, elongation, apparent visual

magnitude and semidiameter) as well as the Sun (depression angle and azimuth) required for calculations were obtained using MoonCalc software version 6.0 of Monzur Ahmed [4] with

topocentric (observers are located on the Earth's surface) and taking into account the effect of

atmospheric refraction setting. Calculations were performed following the procedure and equations in Kastner [1]. Predictions are given for clear atmospheric conditions by using visual extinction

coefficient k = 0.20 for both the naked eye and use an optical instrument (telescope) observation

mode. Next the predictions are confronted with observation reports from each location and compared with the prediction which is given by Odeh [5].

3. RESULT AND ANALYSIS Figure 1 shows the prediction of hilal visibility curve for the beginning of Ramadan 1434

H, while Figure 4 shows the predictions for the beginning of Shawwal 1434 H for observers in

Bandung and Makassar. Each of these predictions include naked eye visual observation and telescopic observations that produces an angular magnification of 50x and 100x. Positive and

negative visibility function values are interpreted as hilal can be observed and can not be observed

respectively. Based on Figure 1, the prediction for the observer in Bandung for both naked eye visual

observation or using a telescope, hilal can not be observed after Sunset. This can be seen from the

negative values of visibility function. Eventhough hilal is predicted can be observed with the 100x angular magnification telescope just before Sunset, there were no reports from this location. On the day

of observation, the Moon was only for 3 minutes above the horizon after Sunset. A similar prediction

applies to the location in Makassar. From Makassar hilal was predicted to be observed at the time of Sunset until 1 minute later with the help of 100x angular magnification telescope. Even in Makassar the

Moon was only about 1 minute on the horizon after Sunset. However if there were positive reports on

hilal observation before Sunset, the testimonies can not be used in the istbat assembly at the Ministry of Religious Affairs, as based on Shari'a, change of the month based on the appearance of hilal after

Sunset.

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Figure1.Visibility curve (Monday July 8 2013) for observer in Bandung (top) and Makassar (bottom)

In fact , from the 21 observation sites within the National Hilal Observation Network there were no

positive reports on hilal of Ramadan 1434 H. The bad weather was the biggest obstacle factor at that

time. According to the Meteorology, Climatology, and Geophysics Agency (BMKG) prediction for Monday, July 8 2013, almost all observation sites was interrupted by cloudy or rainy conditions with

varying intensity. Thus, istbat assembly led by minister of religious affairs set month of Shaban to

be 30 days, so that 1 Ramadan 1434 H coincides with Tuesday, July 9 2013 at the time of Sunset. Then observation activity on Tuesday, July 9 2013 was no longer in a crucial position because the

http://www.thejakartapost.com/news/2013/09/28/bmkg-warns-flood-october.html

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number of days in the Islamic calendar month can not be more than 30 days. Nevertheless, observers

in Kupang obtained the digital image of hilal (figure 3) as an authentic evidence for Kastner model

prediction on Tuesday evening on local time within the time window had been predicted (figure 2).

Figure2.Visibility curve (Tuesday July 9 2013) for observer in Kupang The time when the image captured is indicated by the arrows.

Figure3.The digital image of hilal captured with camera and telescope

on Tuesday July 9 2013 from Kupang on 18:09 local time (Credit: Bosscha Observatory)

In figure 4 are shown the predictions of hilal visibility for Shawwal 1434 H. Although the

weather remained bad as at the beginning of Ramadan, observers from Makassar reported the

appearance of hilal of Shawwal 1434 H succesfully. Observers were equipped with a camera that was attached to the telescope tube to record the hilal in digital format as an authentic evidence.

Based on Figure 4, the model predicts the impossibility of observing hilal using naked eye (negative

visibility function), but it is still possible with the help of telescope (positive visibility function). Negative visibility function corresponds to the contrast value less than 1. Contrast is defined as the

ratio between the hilal illuminance over twilight sky brightness. Only when this ratio is larger than 1

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(object illuminance is more dominant than the brightness of the sky), the object is likely to be

observed. Eventhough the available time window to figure out hilal of Shawwal 1434 H was

relatively longer than in case of Ramadan 1434 H, weather disturbances (cloud cover around the horizon and rainy condition) makes not all locations predicted can observe hilal have the

opportunity. The only positive report came from Makassar along with authentic digital image (figure

5) and had been used in the istbat assembly. This report verified the Kastner model prediction. Indeed there are also reports through visual observation of other places (Semarang and Tegal), but

since there were no authentic evidence obtained, those reports are not used in this paper.

Figure4.Visibility curve (Wednesday August 7 2013) for observer in Bandung (top) and Makassar

(bottom)

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Eventhough Kastner model predicts hilal could be observed by using a 100x angular

magnification telescope, the fact was that the group of observers in Makassar did not try direct visual observation through the eyepiece. They only recorded the hilal images digitally. To date, Kastner

model predictions for cases with high challenge (such as observations in the same day as the day of

the conjunction) is difficult to obtain even with positive visibility function value, because the required necessary condition is not met, those are the clean atmospheric conditions (minimum

aerosol and pollutants), there were no adverse weather (cloud cover in the line of sight of hilal or

rainy condition) and the use of telescope with certain angular magnification.

Figure5.The digital image of hilal captured with camera and telescope on Wednesday August 7 2013 from Makassar on 18:11 local time (Credit: Bosscha Observatory)

It is interesting to know the prediction from other model such as Odeh. Odeh model are developed based on 737 reports compiled from various sources from tropics and sub-tropic region.

The appearance prediction is given by two variables, namely the altitude difference between the

Moon and the Sun (no atmosphere condition) and the width of the crescent. Both of these variables are topocentric condition (calculated for an observer on the Earth's surface). Comparison between

Kastner and Odeh predictions are given for each case with the same time and location. Predictions

are given limited to hilal appearance after Sunset. Comparing the predictions of both models and confront to the reports, it appears that in the case of the beginning of Shawwal 1434 H Kastner

model has better performance in accordance with the available evidence than Odeh.

Table1.Models Prediction for Makassar

Cases Kastner (1976)

Odeh (2006)

Ramadan Visible Easily visible with

(July 9) naked eye

Shawwal Possible with Not possible even with (August 7) optical

aid

optical aid

4. CONCLUSIONS Predictions had been made for the case of the earliest appearance of hilal of Ramadan and

Shawwal 1434 H by using Kastner model that accommodates atmospheric contribution and twilight

sky brightness. No confirmation reports for prediction on Ramadan 1434 H for the day when the

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conjunction occured in Makassar (Monday, July 8, 2013 with telescopic observation) because of the

weather constraint. Model prediction for one day after conjunction was confirmed by report from

Kupang. For the case of Shawwal 1434 H, prediction of Kastner model required the use of telescope with certain angular magnification to be able to observe hilal. Contrary to this, Odeh model stated

that hilal could not be observed even using optical aid.

ACKNOWLEDGEMET The author would like to thank the Department of Physics Education FPMIPA UPI for the support to

attend this scientific meeting. A big appreciation also goes to the observers within the National Hilal Observation Network for sharing their observational data.

REFERENCES

[1] Kastner, S.O. “Calculation of the Twilight Visibility Function of Near-Sun Object,” The Journal

of The Royal Astronomical Society of Canada, vol.70, No.4, pp. 153 – 168, 1976.

[2] [2] Utama, J.A. “Analisis Visibilitas Hilal Penentu Awal Ramadhan dan Syawal 1433 H dengan Model Fungsi Visibilitas Kastner,” Proceeding of 3rd National Seminar in Physics,

Eds. Sarwi, M., Khanafiyah, S., Hindarto, N., et al., Semarang: Jurusan Fisika, pp. FT101-1 –

FT101-6, 2012.

[3] Utama, J.A. & Efendi, R. ”Reliability Test of Kastner Visibility Function Prediction on Lunar

Crescent Observational Data in Indonesia,” Paper presented in 4th South East Asian Astronomy Network (SEAAN) Meeting, Institut Teknologi Bandung, 2012.

[4] hmed, M. “Documentation of MoonCalc 6.0”, 2001.

[5] Odeh, M.S. “New Criterion for Lunar Crescent Visibility,” Experimental Astronomy, vol. 18, pp. 39 – 64, 2006.

[6] Leslie Lamport. LATEX – A Document Preparation System, 2nd edition. Addison-Wesley, Reading, MA, 1994.

Proceeding



EFFECT OF CRYSTAL ORIENTATION ON ELECTRON

TRANMITTANCE OF SI/SI0.5/GE0.5/SI ANISOTROPIC

HETEROJUNCTION BIPOLAR TRANSISTOR

Agus Danawan, Ahmad Aminuddin, Hikmat, Endi Suhendi, Hana Susanti,

Yuyu Rahmat Tayubi and Lilik Hasanah

Jurusan Fisika, FPMIPA Universitas Pendidikan Indonesia

Article Info ABSTRACT Article history:

Study analytical of electron transmittance modeling on Si/Si1-xGex/Si heterojunction bipolar transistor anisotropic is done by including the coupling

between transversal and longitudinal components of electron motion. The effects of crystal orientations to electron transmittance of transistor were

studied. The results show that transmittance will be higher when the incoming

energy Ez higher.

Keywords : Anisotropic

crystal orientation heterojunction

tunneling current

CorrespondingAuthor: Lilik Hasanah Jurusan Fisika, FPMIPA Universitas Pendidikan Indonesia

Jl.. Dr. Setiabudhi No 229 Bandung 40135 [email protected]

1. INTRODUCTION

Nowadays, Si/Si1-xGex/Si heterojunction bipolar transistor has gained wide attention among

scientists and gave impressive results. This is because Si/Si1-xGex/Si heterojunction bipolar transistor has made it possible to obtain higher amplification, higher speed performance. Theoretical studies of

Si/Si1-xGex/Si heterojunction bipolar transistor have been done by using carrier transport model.

Several researchers had done theoretical studies about tunneling phenomena in Si/Si1-xGex/Si hetero-structure. Kim and Lee had derived electron transmittance that tunnel through anisotropic Si0.5Ge0.5

barrier grown on Si(110) substrate by solving effective mass equation which taking into account the

elements of effective mass tensor, except its diagonal elements, without giving bias voltage to potential barrier [1],[2].. Furthermore, we had calculated electron transmittance in anisotropic Si/Si0.5Ge0.5/Si

hetero-structure when bias voltage given into potential barrier by using Airy function [3]. On the other

side, Mao had shown that coupling between transversal and longitudinal components of electron movement in nano-scale metal-oxide-semiconductor field effect transistors (MOSFETs) affect it

leakage current significantly [4]. In this research, the relationship between substrate orientation and

coupling effect and its effects to electron transmittance and tunneling current of anisotropic Si/Si1-xGex/Si heterojunction bipolar transistor will be studied.

2. METHOD Theoretical Model

Calculation of current in solar cell analytically was done by solving Schrodinger equation in

semiconductor n-p junction, referring to previous work [5]. Schrödinger equation has to be solved to obtain electron behavior in anisotropic heterostructure. From there, we can obtain the coupling between

transversal and longitudinal components of electron movements which will affect effective potential

value in region 2 as shown in below equation [5] :

)()(12

)(

2 ),(,

2

2

2

,

2

zEzkkm

zVz

z

mzI

yxji

ji

ijI

ijII

ijI

o

lIzz

o

.

(1)

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Anisotropic Material’s Effective Mass Effective mass tensor elements, which shows anisotropic material, is depend on material’s

type and orientation. This effective mass tensor elements can be obtained because the formulation of

general effective mass equation is done by defining three orthogonal coordinat systems as shown

schematically in Figure 1. These coordinate systems are device, crystal, and ellipsoid coordinate system

[6]. Three unit vectors

1k ,

2k , and

3k stretch the device coordinate system and form its base.

2k is

taken along its body thickness (that is inversion carrier of quantum barrier),

3k is taken along the

direction from emitter to collector (that is transport direction) and

1k taken along its width. Device

coordinate system depends on its fabrication choice, for example layer orientation and direction from

emitter to collector in chips design layout. Second coordinate system is crystal coordinate system

where it defined by three unit vectors

'

1k ,

'

2k dan

'

3k oriented along three crystalography directions

100 orthogonal to base material. Crystal coordinate system is unique for every simulation. The last

coordinate system, ellipsoid coordinate system consists of unit vectors

//k ,

1k , dan

2k that

choosen along main axis of each ellipsoid energy constant. Ellipsoid coordinate system depends on

base material specifications and unique for every ellipsoid.

Emitter Base Collector

DeviceY

Z

X

(001)(k3')

(100)

(k1')

(111)

(110) (010)

(k2')Crystal

(k3)

(k1)

(k2)

Ellipsoid

Figure 1. Three orthogonal coordinate system: device, crystal, and ellipsoid coordinate systems [6]

Table 1 shows effective mass inversion tensor for (100) orientation (Yi, et al., 1983; Rahman, et al., 2005).

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Table 1. Effective Mass Inversion Tensor for (100) orientation

Valley 1

t

o

m

m 0 0

0

t

o

m

m 0

0 0

l

o

m

m

Va

lley 2 t

o

m

m 0 0

0

l

o

m

m 0

0 0

t

o

m

m

Va

lley 3 l

o

m

m 0 0

0

t

o

m

m 0

0 0

t

o

m

m

3. RESULT AND DISCUSSION In tunneling current calculation for Si(100)/Si1-xGex structure, only valleys with lowest energy

that used in the calculation. This can be explained from the fact that only valleys with lowest energy

that filled with electron while high energy valleys are not filled with electron [7]. Other Si/Si1-xGex orientations are also have six valleys as shown in Table 2. Differences are on which valleys that has

low energy.

Table 2 . Tensor elements αijfrom Si(100) and Si0,5Ge0,5.

Valley Region I (E) and III (C)

Si(100)

Region II (B)

Si0,5Ge0,5

1 (L1)

1,02 0 0 0,76 0 0

0 5,26 0 0 6,45 0

0 0 5,26 0 0 6,45

2 (L2)

5,26 0 0 6,45 0 0

0 1,02 0 0 0,76 0

0 0 5,26 0 0 6,45

3 (L3)

5,26 0 0 6,45 0 0

0 5,26 0 0 6,45 0

0 0 1,02 0 0 0,76

Tunneling current is produced because the presence of electron that move from emitter through base to collector, so it is impossible that there is collector current when no electron moves from

emitter to collector. The number of electrons that tunnel through base to collector is called

transmittance.

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Figure 2. Electron transmittance in Valley 1 (V1), Valley 2 (V2), and Valley 3 (V3) as function to

incoming energy Ez for various electron velocity withoug coupling, 1x105 m/s, 3x105 m/s, and 5x105

m/s through barrier thickness of 25 nm.

Figure 2 shows graph between electron transmittance in Valley 1 (V1), Valley 2 (V2), and

Valley 3 (V3) as function of electron incoming energy (longitudinal), Ez. It is clear that transmittance will be higher when Ez gets higher. When electron has higher energy, then electrons are more easily to

tunnel through barrier so that the probability of electron to reach region 3 is also higher. When coupling

effect between transversal and longitudinal movements are ignored, then electron velocity at that time is equal to zero. From Figure 2, transmittance when coupling effect is ignored is almost the same with

transmittance when electron thermal velocity at 1x105 m/s. At low incoming energy Ez, electron

transmittance will be lower when electron velocity is faster. When incoming energy Ez is higher than the height of potential barrier, then its electron transmittance will osilate between value one. Thus, the

faster electron velocity the higher the incoming energy Ez that will make the electron transmittance to

osilate between value one.

4. CONCLUSION It has been discussed about theoretical study of electron transmittance in

Si(100)/Si0.5Ge0.5(100)/Si (100) heterojunction bipolar transistor anisotropic by including the coupling

between transversal and longitudinal components of electron motion. This calculation only use valleys

with lowest energy. It is clearly shows that transmittance will be higher when the incoming energy E z higher.

REFERENCES [1] Kim, K.-Y. and Lee, B. (1998) : Transmission Coefficient of an Electron through a

Heterostructure Barrier Grown on Anisotropic Materials, Physical Review B,58, 6728-6731.

[2] Kim, K.-Y., and Lee, B. (1998) : Tunneling Time and the Post-Tunneling Position of an Electron through a Potential Barrier in an Anisotropic Semiconductor, Superlattices and Microstructures,

24, 389-397 .

[3] Hasanah, L., Khairurrijal, Abdullah, M., Winata, T. and Sukirno (2006) : An Improved Analytical Method Based on Airy Function Approach to Calculate Electron Direct Transmittance

in Anisotropic Heterostructure with Bias Voltage, Indonesian Journal of Physics, 17, 77-81

[4] Mao, L. (2007) : The Effects of the Injection-Channel Velocity on the Gate Leakage Current of Nanoscale MOSFETs, IEEE Electron Device Letters, 28, 161-163.

1.00E-70

1.00E-63

1.00E-56

1.00E-49

1.00E-42

1.00E-35

1.00E-28

1.00E-21

1.00E-14

1.00E-07

1.00E+00

0 0.1 0.2 0.3 0.4

Incident energy (eV)

Tra

nsm

itta

nce

without coupling V1v=1x10^5m/s V1v=2x10^5m/s V1v=3x10^5m/s V1without coupling V2v=1x10^5m/s V2v=2x10^5m/s V2v=3x10^5m/s V2without coupling V3v=1x10^5m/s V3v=2x10^5m/s V3v=3x10^5m/s V3

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[5] Hasanah, l., Abdullah, M., Sukirno, Winata, T., and Kharurrijal, Model of a tunneling current in

an anisotropic Si/Si1−xGex/Si heterostructure with a nanometer thick barrier including the effect

of parallel–perpendicular kinetic energy coupling, Semicond. Sci. Technol, 23 (2008) 125024 [6] Rahman, A., Lundstrom, M. S. and Ghosh, A.W. (2005) : Generalized Effective-Mass Approach

for n-Type Metal-Oxide-Semiconductor Field-Effect Transistors on Arbitrarily Oriented Wafers,

Journal of Applied Physics, 97, 053702 (1-12) [7] Paul, D. J.(2004) : Si/SiGe Heterostructure : from Material and Physics to Devices and Circuit,

Semiconductor Science and Technology, 19, 75-108


Proceeding



DEPOSITION OF ZNO THIN FILM BY SPIN COATING

TECHNIQUE AS ANTI-REFLECTION COATING

FOR SILICON SOLAR CELL

A. Suhandi1)

, D. Rusdiana1)

, F. C. Wibowo2)

1) Department of Physics, Indonesia University of Education (UPI),

2) Science Education Programe, Indonesia University of Education (UPI),

Article Info ABSTRACT

Article history:

ReceivedSeptember

30,2013

Revised

Accepted

Zinc oxide (ZnO) film was deposited on a silicon substrate by spin coating

technique as a antireflection coating (ARC). The ZnO layers were found to be an excellent ARC for silicon solar cells, exhibiting exceptional light

trapping at wavelengths range from 400 to 800 nm because of their lowest effective reflectance. Zinc acetate dehydrate, 2-methoxyethanol and

monoethanolamine were used as a starting material, solvent and stabilizer,

respectively. Dropping coating solution into silicon substrate was rotated at 1500 rpm for 30 sec by using a spin coater. After the spin coating process,

the film was allowed to dry at 623 K for 15 min in a furnace to evaporating the solvent and to remove organic residuals. The XRD and SEM

measurements confirmed that the thin films were deposited by spin coating

technique, have good crystalline structure and low surface morphology quality. The reflected light by Silicon surfaces layered by ZnO ARC was

characterized by reflection UV-VIS spectroscopy.In order to investigate the effect of ZnO ARC thickness on the reflected light by front surface of

Silicon, the thickness of ZnO ARC was varied through variation of rotation

speed of spin coater. The Results indicated that there is presence optimum thickness of ZnO ARC which will result in minimum percentage of reflected

light by silicon surface

Keywords : Silicon Solar cell

Zinc oxide Anti-reflection

coating


A. Suhandi, D. Rusdiana, F. C. Wibowo

Indonesia University of Education (UPI)

Jl. Dr. Setiabudhi No. 229, Bandung, Indonesia

08157014263/ [email protected]

1. INTRODUCTION

Photovoltaic (PV) devices based on silicon are the most common solar cells currently being

produced, and it is mainly due to silicon technology that the PV has grown by 40% per year over the last decade. Cost, sustainability, and environmental issues are at the core of actual PV industry

activities [1]. The conversion efficiency of a solar cell is limited by optical absorption, carrier

transport, and carrier collection. For a silicon solar cell the maximum theoretical efficiency is 29%, limited by losses due to the excess energy of above-bandgap photons, transparency to photons below

the bandgap, and radiative and Auger recombination. For many years the efficiency of commercially

available wafer-based silicon solar cells was stagnated at 14% to 15%. The industry manufactured a “generic” solar cell with multiple loss mechanisms: a 3.6% efficiency loss from incident solar

radiation either reflected at the front surface or absorbed unproductively at the back contact; a 2%

loss due to bulk recombination of carriers; and another 8.6% loss from recombination at the contacts and resistive loss.The 29% efficiency potential is thus reduced to below 15% in a standard silicon

cell [2].

A number of high-efficiency concepts were developed to reduce these losses and more

closely approach the 29% ideal. One of concepts is the use of an anti reflection coating to reduce reflected light by solar cells surface. ZnO has attracted attention as one of the materials for the ARC

of solar cells because it has good transparency and an appropriate refractive index [3, 4, 5].

ZnO thin films are currently fabricated by chemical vapor deposition, pulsed laser

deposition, Molecular beam epitaxy, chemical spray hydrolysis, or other high-temperature and in

Proceeding



some cases capital- and equipment intensive methods. Amongst the different available techniques,

the spin coating technique has the advantage of coating on large areas with easy control of the

doping level, solution concentration and homogeneity, without using expensive and complicated equipment compared with other methods.

This technique of film preparation is a low-cost process and is attractive as the film

properties can be tailored conveniently for a given application. This process, thus, becomes a

preferred option for exploratory studies where a large number of candidate materials require

screening for their compositions and properties prior to their applications in devices [6].

In the present work, we report the structural, morphology and optical properties of ZnO/Si

thin films prepared by sol-gel method using spin coating technique.

2. RESEARCH METHOD

Zinc acetate dehydrate is first dissolved in mixture of 2-methoxy ethanol and

monoethanolamine at room temperature. The sol is prepared by dissolving 8.23 grams (0.75 moles)

of zinc acetate and the molar ratio of monoethanolamine to zinc acetate is kept at 1:1 [6]. The resultant solution is stirred for 1hr at 333 K to yield a homogeneous, clear and transparent solution

using a magnetic stirred. This solution was used for the deposition of ZnO films by spin-coating

technique on single crystal Silicon (001) substrate.

The Silicon substrate was placed on a spin coater. One to two drops of the solution was

placed on the substrate and then the substrate was rotated at 1500 rpm for 30 sec. The films were

dried at 373-423 K on a hot plate and decomposited at 623 K for 15 min to evaporate the solvent

and remove the organic component in the film. The films obtained were placed on a programmable furnace. The furnace was ramped to 973 K from room temperature at a heating rate of 10 K/min. The

films were maintained at 973 K for a period 3 h and then cooled until reach room temperature to get

the crystalline ZnO films. The rotation speed of the spin coater was varied at 1500, 2000, and 2500 rpm to investigate the effect of ZnO ARC thickness on the percentage of reflected light by Silicon

surfaces.

Structural properties of the films were characterized by X-ray diffraction (XRD), the surface morphology of the films were examined using scanning electron microscope (SEM), and for the

optical properties of the films were examined by UV-Vis reflectance spectroscopy to determine the

percentage of reflected light by silicon surfaces

3. RESULT AND ANALYSIS

Figure1 shows the diffraction pattern of deposited film on Silicon. It can be seen that the

deposited film has diffraction peak at 34.40 corresponds to the (002) plane of the ZnO film,

indicating that the ZnO crystalline film was highly oriented along the c-axis vertical to the Si layer

[7]. The sharp diffraction peak from the ZnO film with a weak FWHM of 0.31 (2) indicates the

high quality of the ZnO crystal.

Figure1.XRD of ZnO on Silicon substrate

Figure 2 shows the SEM image of as grown ZnO film deposited on Silicon substrate. In Figure 2,

it can be seen that the quality of the surface morphology of ZnO film still low. It was indicated by the

roughness of the surface morphology of the film.

0

100

200

300

400

500

600

700

800

30 35 40 45 50 55 60 65 70

Inte

nsi

ty (A

.U)

2-Theta

Si (001)

ZnO (002)

Proceeding



Figure 2. SEM of ZnO on Silicon substrate

Figure 3 shows the reflection spectra of the ZnO/Si layers for varied ZnO thickness. In Figure

3, it can be seen that the percentage of reflected light by Silicon surface layered by ZnO ARC depends

on incident wavelength. As the wavelength increase from 400 to 800 nm, the percentage of reflected

light. This shows the tremendous light traps in the wavelength range 400 to 800 nm because of their

lowest effective reflectance [8]. Additional the ZnO layer on the Silicon substrate, it was decreasing the

percentage of reflected light significantly from 36 to 10 %. The reflected light by silicon surface

decreases as ZnO ARC layer thickness increase.But it return increases when the thickness of the ZnO

ARC enhance again. This indicates presence of optimum thickness of ZnO ARC which will result in

minimum percentage of light reflection by the silicon surface.

Figure3. The Reflection spectra of the ZnO/Si layers for varied ZnO thickness

4. CONCLUSIONS The ZnO films was successfully deposited on the Silicon substrate using spin coating

technique. The ZnO film was highly oriented with the c-axis perpendicular to the Si layer. These layers

were found to be an excellent anti reflection coating in decreasing the reflected light by front surface of

Silicon. The ZnO ARC thickness could affect to the light reflection by silicon surface. The reflected

light by silicon surface decreases as ZnO ARC layer thickness increase.But it return increases when the

thickness of the ZnO ARC enhance again. This indicates presence of optimum thickness of ZnO ARC

which will result in minimum percentage of reflected light by the silicon surface.

REFERENCES

[1] S. Binetti, M. Acciarri, A. Le Donne, M. Morgano, and Y. Jestin (2013). Key Success Factors and Future Perspective of Silicon-Based Solar Cells, International Journal of photoenergy

volume tahun 2013.

0

10

20

30

40

50

60

70

380 430 480 530 580 630 680 730 780 830

Re

fre

ltio

n (%

)

wavelength (nm)

without ZnO

ZnO (112 nm)

ZnO (124 nm)

ZnO (133 nm)

Proceeding




[2] S. Eglash (2009). PHOTOVOLTAICS: Competition improves silicon-based solar cells, tersedia :

http://www.laserfocusworld.com/articles/print/volume-45/issue-12/features/ photovoltaics-

competition-improves-silicon-based-solar-cells.html. [3] L. Yun-Ju, D. S. Ruby, D. W. Peters, B.B. Mckenzie, and J. W. P Hsu (2008). ZnO

Nanostructures as efficient antireflection layers in solar cells. Nano Lett. 8, 1501–1505.

[4] M. Kawakami, A. B. Hartanto, and Y. N. T. Okada (2003). Synthesis of ZnO nanorods by nanoparticle assisted pulsed-laser deposition. J. Appl. Phys. 42, 33–35.

[5] K. S. Kim, H. W. Kim, H.W (2003). Synthesis of ZnO nanorod on bare Si substrate using metal

organic chemical vapor deposition. Phys. B 328, 368–371. [6] K. Balachandra Kumar, and P. Raji (2011). Synthesis and Characteristic of Nano Zinc Oxide

by Sol Gel Spin Coating, Recent Research in Science and Technology 2011, 3(3): 48-52

[7] J. Y. Chen, and K. W. Sun, (2010). Growth of vertically aligned ZnO nanorod arrays as antireflection layer on silicon solar cells. Sol. Energy Mater. Sol. Cells 94, 930–934.

[8] K. A. Salman, K. Omar, and Z. Hasan (2012).Effective conversion efficiency enhancement of

solar cell using ZnO/PS antireflection coating layers, Solar Energy vol. 86, 541-547.


http://www.laserfocusworld.com/articles/print/volume-45/issue-12/features/%20photovoltaics-competition-improves-silicon-based-solar-cells.html

http://www.laserfocusworld.com/articles/print/volume-45/issue-12/features/%20photovoltaics-competition-improves-silicon-based-solar-cells.html

Proceeding



DISLOCATIONS CHARACTER OF ZNO FILMS GROWN

BY PLASMA-ASSISTED MBE ON Α-AL2O3

WITH MGO BUFFER LAYER

Agus Setiawan

1), Ida Hamidah

1), Haipan Salam

1), Takafumi Yao

2)

1)

Department of Mechanical Engineering Education Indonesia University of Education

2)

Center for Interdisciplinary Research, Tohoku University.


-

Al2O3 by Plasma-Assisted Molecular Beam Epitaxy (P-MBE) with and without MgO buffer. The ZnO films were characterized by transmission

electron microscopy (TEM) and high-resolution x-ray diffraction (HRXRD). ZnO films with MgO buffer were grown two-dimensionally while ZnO films

without MgO buffer were grown three dimensionally. We found that the MgO

buffer growth involves three important steps including 2D growth (wetting layer), 2D-3D growth transition, and 3D growth of the MgO buffer. The

mechanism of MgO buffer growth can be attributed to three inter-related effects. They are lowering surface energy through a wetting process, creating

nucleation sites through a 2D-3D growth transition, and reducing the defect

density by introducing dislocation interactions. Issue on rotated domains in the ZnO films was also discussed. TEM and HRXRD experiments revealed that

major threading dislocations (TDs) in the ZnO films are edge dislocations running along c-axis with Burgers vector of 1/3<11-20>. Threading

dislocations and mosaic spreads (tilt and twist angle) in the ZnO films have

been reduced by dislocation reactions enhanced by introducing the MgO buffer. Screw dislocation densities are dramatically reduced from 6.1x10

8 cm

-2

to 8.1x105 cm

-, while edge dislocations are slightly reduced from 1.3x10

10 cm

-2

to 1.1x1010

cm-2

. Reduction of dislocations depends on the growth conditions

of MgO buffer and ZnO films.

Keywords : Dislocations,

Plasma_Assisted MBE,

TEM, HRXRD,

ZnO films,

MgO buffer


First Author,

Department of Mechanical Engineering Education Indonesia University of Education

Bandung 40154, Indonesia Email :[email protected]

Second Author,

Center for Interdisciplinary Research, Tohoku University.

Aramaki, Aoba-ku, Sendai, 980-8578, Japan

1. INTRODUCTION ZnO is a direct band gap semiconductor (Eg=3.37 eV at RT) with a wurtzite structure [1]. The

most outstanding feature of ZnO is its large exciton binding energy of 60 meV, which is about three

times larger than thatof ZnSe or GaN. Consequently, excitonic emission at room temperature [2] at elevated temperatures up to 550K [3] and biexciton emission at 77K [4] have been demonstrated. All of

those features indicate that ZnO is promising material for devices in the wavelength ranging of blue to

ultraviolet. C-plane sapphire has been widely used as substrate for ZnO epitaxy by several growth

techniques such as chemical vapor deposition [5, 6], pulsed laser deposition [7, 8] and P-MBE [9, 10].

Among these growth techniques,P-MBE has shown high controllability as well as the abilityto grow very high-crystal quality ZnO layers. Because of the large lattice misfits between ZnO and -

Al2O3(18%), ZnO layers grown on -Al2O3showed a rough surface morphology and poor crystalline

quality [5-11].


Proceeding



The use of MgO buffer has many advantages. Since MgO belong to II-VI oxide compound,

there is no need to use additional chamber to grow buffer or to develop some special surface protection

process. Also there are no additional problems in device design caused by a thin MgO layer, which is completely transparent at the wavelength where ZnO based devices work. The purpose of this study is

to investigate effects of MgO buffer layers on structural quality of P-MBE grown ZnO layers on -

Al2O3, as well as character of dislocations in the ZnO films.

2. RESEARCH METHOD ZnO layers were grown on Al2O3by P-MBE. The substrate was degreased in acetone and

methanol in an ultrasonic cleaner followed by rinsing in DI-water. The substrate was then chemically

etched in a H2SO4 (96%): H3PO4 (85%)= 3:1 solution for 15 minutes at 160 oC. Prior to growth, the substrate was thermally cleaned at 750 oC in the preparation chamber for 1 hour. The substrate was

then treated in oxygen plasma at 650 oC for 30 minutes in the growth chamber to produce an oxygen

terminated Al2O3surface. The sample structure was as follows. Firstly, a MgO buffer layer was grown on cleaned Al2O3 sequentially at 700o and at 490 oC. Then, a LT-ZnO buffer layer was

grown at 490 oC followed by annealing at 750 oC for 5 minutes. After that, a high temperature (HT)-

ZnO layer was grown at 700 oC. For the case of ZnO layers without MgO buffer, a LT-ZnO buffer layer was grown at 490 oC followed by annealing at 750 oC for 5 minutes. After that, a high

temperature (HT)-ZnO layer was grown at 700 oC. [12]. The thickness of HT-ZnO layers was about

800 nm. ZnO layers were then characterized by high resolution x-ray diffraction (HRXRD), and cross-sectional transmission electron microscopy (TEM). HRXRD experiments were carried out with a

Phillips X’Pert MRD diffractometer. Cross sectional TEM experiments were carried out with a JEOL

JEM 2000 EX II operated at 200 kV.


. Morphology evolution Figure 1 provides in-situ RHEED observation during growth of ZnO on -Al2O3with and

without MgO buffer layer. ZnO sample without MgO buffer was grown three dimensionally as

indicated by spotty RHEED pattern at the end of the growth [1(d)], while ZnO sample with MgO buffer was grown two-dimensionally as indicated by streaky RHEED pattern at the end of the growth

[2(h)]. Furthermore, the growth of MgO buffer involves three important steps including two-

dimensional (2D) growth or wetting layer [2(b)], 2D-3D growth transition [2(c)], and 3D growth of the MgO buffer [2(d)] [4, 13]. The six-fold symmetry and rod spacing of the patterns [2(b)] indicate that

rocksalt MgO grows along the [111] crystal orientation on -Al2O3with the following epitaxial

relationships: MgO [1-10] //-Al2O3[2-1-10] and MgO [-1-12] //-Al2O3[01-10]. The 2D-3D transition naturally results from the 8% lattice mismatchbetween MgO(111) and -Al2O3.Low temperature ZnO

buffer growth is started after fully developedspotty pata tern of MgO buffer [2(d)]. Spottypatterns of

ZnO [2(e)] immediately appear, superimposing on theMgO patterns with the rod spacing about 9% smaller. After 5 min annealing at 750 oC, sharp streaky RHEEDpatterns of ZnO [2(g)] appear, which

marks the completionof the buffer growth process. The growth of ZnO layersis then restarted at 700

°C. After only a few minutesgrowth, an intense RHEED specular spot appears and a (3×3)reconstruction pattern evolves. These features hold until theend of growth [2(i)]. According to the

RHEED patterns, the epitaxial relationships were determined as ZnO [01-10] //MgO [1-10] and ZnO[2-

1-10] //MgO[-1-12]. Here, we have shown how to achievea flat and ordered surface of ZnO layers, in which the key step isdeposition of a thin MgO buffer.

Proceeding



Figure 1. Evolution of the RHEED pattern during growth of P-MBE ZnO. For ZnO/-Al2O3 sample;

[1(a)] Al2O3(0001) surface after O-plasma treatment, [1(b)] after 3 min growth of LT-ZnO,

[1(c)] after annealing, and [1(d)] after the end of growth. For ZnO/MgO/-Al2O3 sample;

[2(a)] -Al2O3 surface after O-plasma treatment, [2(b)] after 2D growth MgO (wetting

layer), [2(c)] 2D-3D growth transition, [2(d)] 3D growth MgO, [2(e)] after 30 sec growth of

LT-ZnO, [2(f)] after 90 sec growth of LT-ZnO, [2(g)] after annealing, and [2(h)] after the

end of the growth.

3.2. Structural Quality accessed by HRXRD

In order to address the defect structures of wurtzite ZnO by HRXRD, 0002 - and 10-11 -

and - rocking curves measurements were performed. Note that the broadening of 0002 - and 10-

11- rocking curves represent lattice disordering along the growth direction (out of plane) and in-plane

disordering, respectively [.

Figure 2 provides a comparison of (a) 0002 and (b) 10-11 rocking curves of ZnO layers

grown with and without MgO buffer. FWHM values of 0002 scans are 565 arcsec and 18 arcsec, for

ZnO grown without and with MgO buffer, respectively. FWHM values of 10-11 scan are 1346 arcsec and 1076 arcsec, for ZnO films grown without and with MgO buffer, respectively. It should be noted

here that FWHM of the 0002 scan was greatly reduced by employing an MgO buffer layer. This

directly indicates a small tilt in the c-plane because of the extreme ordering along the growth direction of ZnO (0001) as a consequence of well-controlled layer-by-layer epitaxial growth. Significant

broadening of the 10-11 reflection as compared to the 0002 is an indicative of the presence of high

edge dislocation density. Note that all type of dislocations (edge, screw, and mixed) broaden the 10-11 reflection, whereas the 0002 reflection is only sensitive to screw and mixed type of dislocations [14].

Furthermore, the FWHM value of the 10-11 scan of the ZnO grown with MgO buffer is smaller than

that without MgO, indicating a much lower edge dislocation density.

1. ZnO/-Al2O3

(a)

2. ZnO/MgO/-Al2O3

(b)

(a)

(c) (d)

(ｂ) (ｃ) (ｄ)

(e) (f) (g) (h)

Al2O3[1-100]

ZnO [1-210]

MgO [1-10] MgO [1-10] MgO [1-10]

ZnO [1-210] ZnO [1-210] ZnO[1-210]

ZnO [1-210] ZnO [1-210] ZnO [1-210] Al2O3[ 1-100]

Proceeding



Figure 2. - dotted

curve) and with (solid curve) MgO buffer.

3.2 Issue on rotated domains It is well known that the the most plausible in-plane orientation relationships between ZnO

and -Al2O3are (1) [2-1-10]-Al2O3// [2-1-10] ZnO, i.e., crystallography aligned, which results in 32%

lattice misfit, and (2) [1-100]-Al2O3//[2-1-10] ZnO, i.e., 30o rotated, which results in 18% lattice

misfit. Even with the 30o rotated configuration, the lattice misfit is as large as 18% and a further problem is the formation of mixed domains of 30o rotated and non-rotated [15, 16].

Next, let’s discuss the issue of the formation of rotated domains. Figure 3 shows a typical

10- o rotation of sample along the surface normal. In Figure 3(b), only 6 peaks separated by 60o appear, which implies that the sample has

6-fold symmetry along the surface normal. This directly indicates that there are no rotated domains in

the ZnO layer with MgO buffer. In contrast, in ZnO without MgO buffer (Fig. 3(a)), two low intensity peaks appear between every two high intensity peaks. The low intensity peaks are separated 20o each,

indicating formation of 20o rotated domain. This feature was also detected by the diffraction pattern of

plane view TEM samples, the small and low intensity diffraction patterns. It is the first time the formation of 20o rotated domain has been observed in ZnO grown on -Al2O3. The mechanism of

formation of 20o rotated domains is still not well understood. However, this is probably caused by the

combination of 30o rotated domains and lattice mismatch between ZnO and -Al2O3. It should be noted here that the formation of rotated domains has decreased the quality of

ZnO films, because the presence of the rotated domains caused both in-plane and out of plane lattice

disordering.

-1.6 -1.2 -0.8 -0.4 0.0 0.4 0.8 1.2 1.6

0.0

0.2

0.4

0.6

0.8

1.0

1.2

(b) ZnO/-Al

2O

3 (FWHM = 1346 arcsec)

ZnO/MgO/-Al2O

3 (FWHM = 1076 arcsec)

Norm

alize

d inte

nsity (

a.u

.)

(degree)

-0.4 -0.2 0.0 0.2 0.4

0.0

0.2

0.4

0.6

0.8

1.0

1.2

(a)

0002 ZnO

ZnO/-Al2O

3 (FWHM = 565 arcserc)

ZnO/MgO/-Al2O

3 (FWHM = 18 arcserc)

No

rmalized

in

ten

sit

y (

a.u

.)

(degree)

10-11 ZnO

Proceeding



Figure 3. 10- -Al2O3(upper figure) and ZnO/MgO/ -Al2O3sample (lower

figure). Corresponding diffraction patterns along the [0001] zone axis are given to the

right.

Figure 4 shows possible atomic arrangement at the ZnO/-Al2O3 interface for the cases (a)

non-rotated domain (b) with 30o rotated domain, and (c) with 20o rotated domain. Here, the topmost atom of Al2O3 is O atom while the lowermost atom of ZnO is Zn atom. The presence of a rotated

domain influences lattice disordering of ZnO films.

Figure 4. Possible atomic arrangements of the ZnO/Al2O3 interface for the cases of (a) without rotated

domains, (b) with 30o rotated domains and (c) with 20o rotated domains.

30o

20o

: Zn atom of ZnO : O atom of Al2O3

(a) (b) (c)

-60 0 60 120 180 240 300 360

1.0x103

1.0x104

ZnO/c-sapphire

Inte

nsit

y (

arb

. u

nit

)

scan (degree)

-60 0 60 120 180 240 300 360

1.0x103

1.0x104

1.0x105

Inte

nsit

y (

arb

. u

nit

)

scan (degree)

ZnO/MgO/c-sapphire

10-11ZnO

10-11ZnO

Proceeding



3.3. Dislocation characterization by TEM Now let discuss the dislocations in ZnO films grown with and without MgO buffer. The types

of dislocation in the ZnO samples were characterized by cross-sectional TEM with invisibility criterion under two beam conditions, as shown in Figure 5. The samples were observed near the [2-1-10] zone

axis with diffraction vectors g = 0006 (Figure 5(a) and Fig. 5(c)) and g = 03-30 (Figure 5(b) and Figure

5(d)). By the invisibility criterion, screw-type dislocations should be visible under g = 0006 but invisible under g = 03-30. In the contrast, edge-type-dislocations should be invisible under g = 0006

but visible under g = 03-30. While mixed type dislocations should be visible under both of the g [17].

By averaging several pictures, for ZnO layer without MgO buffer, threading dislocations were roughly distributed as 31% of screw-type (Burgers vectors b = [0001]), 61% of edge-type (Burgers vectors b =

1/3 <11-20>, and 8% of mixed-type (Burgers vectors b = 1/3<11-23>) dislocations. While for ZnO

layer with MgO, threading dislocations were distributed as 98% of edge-type and 2% of screw-type and mixed type dislocations. Here, major threading dislocations running along c-axis are edge-type

dislocation with Burgers vector of 1/3<11-20> in both the samples. Comparison of Figure 5(a) and 5(c)

revealed that the screw dislocations were greatly reduced by introducing MgO buffer [18]. Screw dislocation densities are dramatically reduced from 6.1x108 cm-2 to 8.1x105 cm-, while edge

dislocations are slightly reduced from 1.3x1010 cm-2 to 1.1x1010 cm-2.

Figure 5 shows another important fact. at the interface region, a high density of interfacial threading dislocations was observed. Surprisingly, the dislocation density rapidly decreases beyond 50

nm. Furthermore, the density of these threading dislocation decrease faster in ZnO layer with MgO

buffer than without MgO buffer. It can only be understood if these threading dislocations are not along the c-axis so that they strongly interact with each other and annihilated quickly [19]. Since favorable

dislocation in MgO with fcc lattice is not along c-axis, much stronger interaction between dislocations

might be introduced when ZnO initially nucleated on a MgO which lead to a reduction of the dislocation density. Furthermore, lattice misfit between ZnO and MgO (9%) is smaller than between

ZnO and -Al2O3 (18%). Therefore, the density of interfacial defect in ZnO with a MgO buffer is

smaller than that without a MgO buffer.

Proceeding



Figure 5. Two beam bright-field cross-sectional electron micrographs of the ZnO/-Al2O3and

ZnO/MgO/-Al2O3 near the [2-1-10] zone axis with g = 0006 ((a) and (c)) and g = 03-30 ((b)

and (d)).

4. CONCLUSIONS P-MBE ZnO on -Al2O3with and without MgO buffer was evaluated. ZnO films with MgO

buffer was grown two-dimensionally while ZnO without MgO buffer was grown three dimensionally.

The MgO buffer growth involves three important steps including 2D growth (wetting layer), 2D-3D

growth transition, and 3D growth of the MgO buffer. The mechanism of MgO buffer growth can be attributed to three inter-related effects. They are lowering surface energy through a wetting process,

creating nucleation sites through a 2D-3D growth transition, and reducing the defect density by

introducing dislocation interactions. HRXRD and TEM experiments revealed that threading dislocations and mosaic spreads (tilt and twist angle) in the ZnO layers have been reduced by

dislocation reactions enhanced by introducing the MgO buffer. Screw dislocation densities are

dramatically reduced from 6.1x108 cm-2 to 8.1x105 cm-2. Edge dislocations are slightly reduced and it has been determined that the reduction of dislocations depends on the growth conditions of MgO buffer

and ZnO layers.

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220000

nnmm

g

220000

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gg

(c)

(d)

ZnO

ZnO

Al2O3

Al2O3

220000

nnmm

g

220000

nnmm

gg

(a)

(b)

ZnO

Al2O3

ZnO

Al2O3

ZZnnOO//AAll22OO33

Proceeding



ACKNOWLEDGEMEN The author would like to thank Dr. Soon Ku Hong and Dr. Hang Ju Ko, former Yao Lab

member, for their help during MBE and TEM experiments. The author also would like to thank Directorate General of Higher Education, Ministry of Education and Culture of Republic of Indonesia

for financial support through PKKBK research scheme 2013.

REFERENCES [1] K. Takahashi, A. Yoshikawa, A. Shandu. Wide Bandgap Semiconductors (Fundamental Propersies

and Modern Photonic and Electronic Devices). Springer. 427-432. (2007). [2] D.M. Bagnall, Y.F Chen, Z. Zhu, T. Yao, S. Koyama, M. Y. Shen, and T. Goto, Appl. Phys. Let.

70, 2230 (1997)

[3] D.M. Bagnall, Y.F Chen, Z. Zhu, T. Yao, M.Y. Shen, and T. Goto, Appl. Phys. Lett. 73, 1038 (1998)

[4] H. J. Ko, Y. F Chen, K. Miyajima, A. Yamamoto and T. Goto, Appl. Phys. Lett. 77, 537 (2000)

[5] S. Bethke, H. Pan, and B. W. Wessels, Appl. Phys. Lett. 52, 138 (1998). [6] K. Kobayashi, T. Matsubara, S. Matsushima, S. Shirakata, S. Isomura, G. Okata, Thin Solid Films

266, 106 (1995).

[7] S. Hayamizu, H. Tabata, H. Tanaka, T. Kawai, J. Appl. Phys. 80, 787 (1996). [8] R. D. Vispute, V. Talyansky, Z. Trajanovic, S. Choopun, M. Downes, R. P. Sharma, M. C. Woods,

R. T. Lareau, K. A. Jones, and A. A. Iliadis, Appl. Phys. Lett. 70, 2735 (1997).

[9] Y. F. Chen, D. M. Bagnall, H. J. Ko, K. T. Park, K. Hiraga, Z. Zhu, and T. Yao, J. Appl. Phys. 84, 3912 (1998).

[10] M. A. L. Johnson, S. Fujita, W. H. Rowland, Jr., W.C. Highes, J. W. Cook, Jr., J. F. Schetzina, J.

Electron. Mater. 25, 855 (1996). [11] P. Fons, K. Iwata, A. Yamada, K. matsubara, S. Niki, K. Nakahara, T. Tanabe, and H. Takasu,

Appl. Phys. Lett. 77, 1801 (2000).

[12] A. Setiawan, H. J. Ko, S. K. Hong, Y. F. Chen, and T. Yao,Thin Solid Films, 445-2, 213 (2003). [13] A. Setiawan, T. Yao, Jurnal Ilmu Dasar (JID). Vol. 12 No. 2. 114 – 122 (2011).

[14 ] J. E. Ayers. J. Crystal Growth 135, pp. 71-77. (1994).

[15] H. Morkoc, S. Strite, G. B. Gao, M. E. Lin, B. Sverdlov, and M. Burns, J. Appl. Phys. 76, 1363 (1994).

[16] P. Fons, K. Iwata, A. Yamada, K. Matsubara, S. Niki, K. Nakahara, T. Tanabe, H. Takasu, Appl.

Phys. Lett. 77, 1801 (2000). [17 ]D. Hull, D. J. Bacon. Introduction to Dislocations, 3rd edn., Butterworth-Heinemann Co..Oxford.

p.182 (1997).

[18 ] B. Pécz, A. El-Shaer, A. Bakin, A.-C. Mofor, A. Waag, and J. Stoemenos. J. Appl. Phys. 100, 103506(2006)

[19] Y. F. Chen, S. K. Hong, H. J. Ko,V. Kirshner H. Wenis,T. Yao, K. Inaba, and Y. Segawa. Appl.

Phys. Lett. 78, 3352 (2001).

http://link.aip.org/link/?APL/52/138/1


http://link.aip.org/link/?JAP/84/3912/1

http://link.aip.org/link/?JAP/84/3912/1



Proceeding



FABRICATION OF SOLAR CELL PN JUNCTION

USING CHLOROPHYLL AND POLYTHIOPHENE MATERIAL

Dadi Rusdiana, Andi Suhandi and Lilik Hasanah

Indonesia University of Education


Electronic polymers for photovoltaic energy applications may lead to the use

of inexpensive materials with power conversion efficiencies that, though not as

great as silicon photovolataics, compare favorably with other thin film technologies. The main advantages of organic polymers is low productions

cost for devices manufactured with the help of printing technology. The solar cell pn junction using Chlorophyll and Polythiophene material has been grown

by sol gel method. The main advantage of sol gel method is low production cost.The performance of the cell was`studied by recording the photocurrent

voltage characteristic of the cell under an illumination of 4,36 x 10-4

mW/cm2

. Results of this characterization were the open circuit voltage Voc and short current Isc. The cell with 0,6 cm

2 active area showed that conversion

efficiency was 1.8 %, Isc was 1 x 10-3

mA/cm2 and Voc was 70 mV for

annealing time 20 minute.

Keywords : Solar cell

Organic materials

Sol gel spin coating method

CorrespondingAuthor: Dadi Rusdiana


Jl. Dr.Setia Budi no.229 Bandung Telp. (022)2004548

[email protected]

1. INTRODUCTION

A solar cell or photovoltaic cell is a device that converts solar energy into electricity by the photovoltaic effect. Photovoltaic is the field of technology and research related to the application of

solar cells as solar energy. Sometimes, the term solar cell is reserved for devices intended specifically

to capture energy from sunlight, while the term. Organic electronic materials are of interest for future applications in solar cells. Although results

for single layer organic materials have been disappointed, high photocurrent quantum efficiencies can

be achieved in composite systems including both electron donating and accepting components. Efficiencies of over 2% have now been reported in four different types of organic solar cells.

Performance is limited by the low red absorption of organic materials, poor charge transport and

low stability. These problems are being tackled by the synthesis of new materials, the use of new materials combinations, and optimization of molecular design, self-assembly, and processing

conditions to control morphology. Power conversion efficiencies of over 5% are within reach, but the

fundamental physics of organic donor-acceptor solar cells remains poorly understood. Organic materials are attractive for photovoltaics primarily because of the prospect of high

throughout manufacture using sol gel deposition. Additional attractions are the possibilities for flexible

devices, which may be integrated into appliances or building materials, and tuning of color through chemical structure. The field has made impressive progress in the last five years. Solar power

conversion efficiencies of over 2% have now been reported for four distinct classes of organic solar

cell, a growing range of new photovoltaic materials have been studied, and an increasing number of academic research groups and companies have declared an interest in ‘soft’ solar cells.

In this study, solar cell of pn junction structure using Chlorophyll and Polythiophene material will

be made. In this work, we focus on the influence of the different annealing time to the conversion efficiency of the solar cell.


Proceeding



2. METHODOLOGY Figure 1 shows the structure of solar cell sample of ITO/ Chlorophyll/ Polythiophene /ITO

that had been prepared and used in this study.

Figure 1: The structure of ITO/ Chlorophyll/ Polythiophene /ITO solar cell.

2.1 Deposition of Chlorophyll/ Polythiophene by Spin Coating Technique

Chlorophyll/ Polythiophene thin film was be prepared using spin coating technique. In this study, Spin coating is a procedure used to apply uniform Chlorophyll/ Polythiophene thin films to ITO

substrates. In short, an excess amount of the solvent is placed on the substrate, which is then rotated at

high speed in order to spread the fluid by centrifugal force. A machine used for spin coating is called a spin coater, or simply spinner. Rotation is continued while the fluid spins off the edges of the substrate,

until the desired thickness of the film is achieved. The applied solvent is usually volatile and

simultaneously evaporates. 2.2. Evaluation of solar cell

The convertion efficiency of the solar cell was will measured under the light intensityaround

4,36 x 10-4 mW/cm2 using equation:

%100%100max xA

FFIVx

P

P SCOC

in

Figure 2 shows the systemmeasurement of solar cellefficiency.

3. RESULT AND DISCUSSION

Figure 3 shows the profile of efficiency of solar cell under illumination. Here, the effect of annealing time of efficiency solar cell was studied.

Figure 3. The profile of solar cell efficiency with different annealing time.

0

0.5

1

1.5

2

0 10 20 30 40Efic

ien

cy s

ola

r ce

ll (%

)

annealing time (minute)

ITO

Chlorophyll

ITO

Polythiophene

Proceeding



Tabel 1 Parameter of performance Solar cell

No Sampel Isc (A) Voc (V) Im (A) Vm (V) FF Efficiency (%)

1 10 mnt 7 x 10-7 0,0542 104,348 x

10-8 0,024 0,660 9,36 x 10-1

2 20 mnt 1 x 10-6 0,0710 143,478 x

10-8 0,033 0,667 17,70 x 10-1

3 30 mnt 1 x 10-5 0,0655 117,391 x

10-8 0,027 0,048 11,80 x 10-1

The graph showed that the efficieny of solar cell increased with the increasing of annealing time. It means that the annealing time of sel was affected to performance efficiency of solar cell.

The efficiency of solar cell simultaneously increased with the increasing of the annealing time.

The solar cell with annealing time 20 minute in this study has the highest conversion efficiency in a low intensity of light. The cell with 0,6 cm2 active area showed that conversion efficiency was 1.8 %,

Isc was 1 x 10-3 mA/cm2 and Voc was 70 mV for dipping time 70 minute.

4. CONCLUSION The preparation of pn junction solar cell with e Chlorophyll/ Polythiophene material using

spin coating method is successfully done with the different annealing time. The conversion efficiency of solar cell under illumination was increased with the increasing of

annealing time. While, with the increasing of annealing time, Conversion efficiency under illumination

is consecutively change. The annealing time of TiO2 is affected to the thickness of Chlorophyll/ Polythiophene thin film. Under illumination condition where absorption of light occurs, The thickness

of Chlorophyll/ Polythiophene thin film affects the performance of solar cell, which the ability of the

thin film to conduct electricity.

ACKNOWLEDGMENTS The authors would like to thank Rektor UPI for support by grants from DIPA UPI 2013.

REFERENCES

[1]. Grätzel, M., 2003, Dye-Sensitised Solar Cells,Journal of Photochemistry and Photobiology,

Vol.4, hal. 145-153.

[2]. O’Regan, B., Lenzmann, F., Muis, R., dan Wienke. J.,2002.A Solid-StateDye-Sensitized Solar Cell Fabricated withPressure-Treated P25 TiO2 and CuSCN: Analysis ofPore Filling and IV

Characteristics, Solar Cells and Modules, Energy Research Center of the Netherlandsu.

[3]. P. Chou, T., Zhang, Q., Cao, G.,2007. Effect of Dye Loading Conditions on the Energy Conversion Efficiency of ZnO and TiO2 Dye-Sensitized Solar Cells,J.Phys. Chem., No. 50, Vol.

111, hal. 18804-18811.

[4]. Heidel, T.D., 2010.Photosyntesis-inspired Device Architectures for Organic Photovoltaics, DEECS, Massachusetets Institute of Technology: tidakditerbitkan

[5]. Gadisa, A. 2006.Studies of Charge Transport and Energy Level in Solar Cells Based on

Polymer/Fullurene Bulk Heterojunction. Linkoping Studies in Science and Technology Dissertation No. 1056. Linkoping University: tidakditerbitkan

[6]. Nuay, Villary. 2009. Thiophene Linked PorphirinDervatives for Dye Sensitized Solar Cell .Bull.

Korean Chem. Soc No. 12 (30),hal 2871-2872.

Proceeding



2. PHYSICS EDUCATION

Proceeding



Institute of AdvancedEngineeringandScience Institute of AdvancedEngineeandScience

THE REQUIREMENT ANALYSIS RESULT OF TEACHING

A LIFE SKILLS IN A LEARNING PHYSICS

Nur Khoiri, Susilawati

Program Studi Pendidikan Fisika

IKIP PGRI Semarang


The research examined the requirement analysis result of teaching a life skills in a learning physics. This study was conducted in senior high school in

Semarang. There were 15 physics teacher involved in this study. A questionnaire was utilized to collect data on students’ interest towards

learning physics. Data were analyzed using t-test. This paper also provides a

theoretical review of self-rated competences physics teacher. This topic is influenced by the on going world-wide reform of learning physics, which has

led to a focus on the learner outcomes of senior high school. Consequently, questionnaires on self-rated competences have increasingly been employed.

However, self-ratings are often criticised for their lack of validity. Our

intention is to outline some principles of good questionnaire design and to use these principles to contrast questionnaires on self-rated competences. We

begin with an overview of research about questionnaire design. On the positive side, all of the questionnaires that were examined provide reliable sub-scales

covering important facets of physics teacher competences. The program

focused on setting goals and making plans for achieving goals. Students were assessed on physics, knowledge about life skills, and beliefs about effective

use of life skills.

Keywords : Requirement Analysis

Life Skills Learning Physics


Program Studi Pendidikan Fisika IKIP PGRI Semarang

Jln Sidodadi Timur No. 24 Semarang

Email: [email protected]

1. INTRODUCTION

It is recognised that physical education has the potential to have a significant impact on

public as it is an arena where sport and physical activity are presented to almost all student (Haywood, 1991). The belief that just the act of participating in sport and physical activity may result

in youth developing positive future expectations, and as a result diminishing the incidents of health-

compromising behaviors, is based on the integration of mind and body. Although several authors have acknowledged that participation in sports and physical

activities may have the potential to enhance personal development (Danish et al, 1992; Smoll & Smith, 2002). Being on the field or the court does not contribute to positive youth development. It is

the experience of sport that mayfacilitate this result.

Therefore, it has been proposed that skills that integrate mind and body must be taught in conjunction with and through sport and other physical activities (Anderson 1997; Laker,

2000). In other words, there has been a call for an “education through the physical” as opposed to an

“education of the physical” orientation. As Siedentop (1980) has distinguished these two orientations, the latter has physical and skills as its primary goal; the former has general education as the primary

goal.

Danish, Forneris, and Wallace (in press) have argued that that the skills needed to enhance performance of two sets of skills, skills to enhance physical performance and skills to succeed in life

are basically the same. Unless both are taught, performance suffers. Moreover, when skills are taught


Proceeding



so that the learner understands that they are transferable and knows how to transfer them from one

domain to another, the effect can be very powerful.

Life skills can be physical (e.g., taking a right posture), behavioral (e.g., communicating effectively), or cognitive (e.g., making effective decisions) (Danish & Donohue, 1995; Danish &

Nellen, 1997). According to World Health Organization (1999), teaching life skills is essential for the

promotion of healthy child and adolescent development, and for preparing young people for their changing social circumstances. School physical education is a particularly suitable context for

teaching life skills for several reasons: First, life skills are learned in a similar way, through

demonstration and practice. Second, many of the skills learned in transferable to other life domains. These skills include: the abilities to perform under pressure, to solve problems, to meet

deadlines and/or challenges, to set goals, to communicate, to handle both success and failure, to work

with a team and within a system, and to receive feedback and benefit from it. Third, lifeskill is a pervasive activity throughout our society and most students are acquainted with it. The program is

designed to teach adolescents a sense of personal control and confidence about their future so that

they can make better decisions and ultimately become better citizens. Danish (1997) reported an initial evaluation of GOAL that combined different samples that had received the program at different

times.

Among the major findings were: participants learned the information the GOAL program taught; they were able to achieve the goals they set; they found the process easier than they expected;

and they thought they had learned quite a bit about how to set goals. O’Hearn and Gatz (1999, 2002)

conducted two studies using GOAL with mostly Hispanic students. In one study, participating students, as compared to a wait-list control group, gained knowledge about the skills being taught and

were able to attain the goals they set. In the second study, in addition to the above stated goals they

also improved their problem solving (means – end thinking) skills.

2. RESEARCH METHOD

2.1. Participants Fifteen of physics teacher from MGMP (group of physics teacher) participated in the study.

2.2. Description of the life-skills program Learning objectives were introduced in combination with practice. The intervention itself

included discussion, group learning, and written worksheets. In the beginning of the program,

students were evaluated. In the first two sessions of the program, in addition to practice, students discussed their performance on the tests and the importance of setting goals with the physical

education teacher. They also learned about the characteristics of reachable goals and how to set goals

for themselves that were positively-stated, specifically-stated and achievable in one month. In session three they learned how to make a plan to reach their goal. Having this goal in mind, they learned how

to have positive thought about reaching their goal and make plans to achieve it.

Knowledge test. A life skills knowledge test, developed by Papacharisis (2004) based on the work of Hogan (2000), was used. The10-item multiple-choice test evaluates knowledge of how to set

goals, achieve them and think positively. For example, “In order to make a dream come true: (a) I

should dream more and more, (b) I must turn the dream into a goal, (c) I must sit and wait for something to happen, (d) I don’t have to do anything. If I want it, it will happen.” Papacharisis et al.

(2005) reported satisfactory difficulty and discrimination indices for all the items.

2.3. Self-beliefs for the ability of goal setting, problem solving and positive thinking .A

10-item scale measuring self-beliefs for goal setting and positive thinking, was administered.

The scale was developed by Papacharisis et al. (2005) who reported satisfactory internal consistency and structural validity results. Five items were used to assess students’ perception of goal setting

ability (e.g., “I am very good at setting goals for myself”); and five items were used to assess

individuals’ perception of positive thinking (e.g., “I am very good at thinking positively for myself”). A 7-point scale was used (1=strongly disagree to 7=strongly agree). Cronbach’s alpha for goal setting

was 0.70, 0.73, and 0.76 for the three measurements while alphas for positive thinking were 0.76,

0.87 and 0.88 respectively.


3.1. Knowledge test Hypothesis 2 concerning knowledge about life skills was examined by means of a repeated

measures ANOVA, with group as the independent variable and time1 versus time 2 as the repeated

measure. The effect of time was significant, F(1,74)=54.50, p<.001) as well as the group by time

Proceeding



interaction, F(1,74)=60.39, p<.001). Next, repeated measures analysis of variance, with knowledge as

the dependent variable, was conducted over all three times of measurement separately for the

experimental and control/replication groups. The original experimental group showed significant performance improvement over time, F(2,72)=70.64, p<.001. Planned comparisons with Bonferonni

adjustment indicated that there were significant differences for knowledge between time 1 and time 2,

t(36)=9.93, p<.001, as well as between time 1 and time 3, t(36)=9.62, p<.001), but not between time 2 and time 3, t(36)=.64, p<.05. For the wait-list control, the overall effect of time was significant,

F(2,76)=36.81, p<.001) and planned comparisons showed no difference between time 1 and time 2,

t(38)=.30, p>.05), but significant differences between time 1 and time 3, t(38)=6.4, p<.001), and between time 2 and time 3, t(38)=7.21, p<.001.

A repeated measures MANOVA with goal setting and positive thinking as the dependent

variables, time 1 versus time 2 as the within-subject factor and group as the between subjects factor revealed a significant multivariate group by time interaction, F(2,73)=4.84, p<.05. Univariate tests

showed a significant interaction effect for goal setting, F(1,74)=9.23, p<.05, and a non-significant

interaction effect for positive thinking, F(1,74)=.54, p>.05. Repeated measures multivariate analysis of variance with goal setting and positive thinking as dependent variables was also conducted over all

three times of measurement separately for the experimental and wait-list control groups.

For the original experimental group the multivariate effect of time was significant, F(4,142)=3.19, p<.05, with univariate tests showing a significant effect for goal setting,

F(2,72)=6.06, p<.05 and a non-significant effect for positive thinking, F(2,72)=1.17, p>.05. Post hoc

comparisons with Bonferoni adjustment for goal setting showed a significant difference between time 1 and time 2, t(36)=3.16, p<.05, a significant difference between time 1 and time 3, t(36)=2.24, p<.05

and no difference between time 2 and time 3, t(36)=.77, p>.05. For the wait-list control group the

multivariate effect of time was not significant, F(4,150)=.71, p>.05.

The present study examined the effectiveness of a life skills program delivered thorough

physical education. Considering that the intervention was only eight 15-minute sessions, the results are very encouraging and in agreement with the findings of the applications of the

GOAL program in school setting (Danish & Nellen, 1997; O’Hearn & Gatz, 1999, 2002) and

with respective results regarding the application of SUPER in sport settings (Danish et al., 2002; Papacharisis et al., 2005).

Previous research on the application of GOAL reported significant increases on participants’ knowledge about life skills and perception of their competence to achieve the goals they have set

(Danish & Nellen, 1997). Brunelle et al. (2002) have also reported significant changes on social

responsibility, emotional intelligence, goal knowledge and social interest, as a result of implementing an abbreviated version. The present study replicated and extended these results to include students’

performance skills. Students who received the program demonstrated enhanced knowledge about life

skills and higher self-beliefs for personal goal setting. It is important that life skills training resulted in an improvement in sport skills relative to the control group. Studies that had applied SUPER and

GOAL (Brunelle et al., 2002; Danish & Nellen, 1997) have not focused in this potential benefit of life

skills. The result of the present study, together with those of Papacharisis et al. (2005) denote that

when life skills training is appropriately embedded in physical education practice, the life skills

learned are not at the expense of learning sport and fitness skills. On the contrary, students can improve their performance by applying the life skills they are taught. It is also noteworthy, that the

effects of life skills training were retained one month after the intervention. Similarly, O’Hearn and

Gatz (2002) reported an important limitation of this study is that part of the outcome data was students’ selfreport measures.

Future studies may in addition employ behavioral measures of students’ use of life skills

perhaps in settings other than physical education. Finally, another potential limitation is that intact classes were assigned in the experimental and in the control replication conditions. Nevertheless, this

resembles a real-life situation since the program would normally be provided to normal classes of

students. Moreover, the results showed that the two groups did not differ before the application of the program.

4. CONCLUSIONS In conclusion, the present study supports a life skills program that integrates physical and

life skills training. Physics teacher, who participate in such a program, can improve their physical

skills, while at the same time, the inclusion of life skills training in practice may serve as an effective

Proceeding




model for learning life skills. Physical education teachers may facilitate students’ learning if they

place it within the context of goal setting for a specific measurable learning goal and positive

thinking regarding the achievement of this goal. Moreover, the life skills program equips students with knowledge and skills that are necessary for successful coping with a complex reality of life.

Therefore, youth with improved life skills and enhanced goal setting and positive thinking abilities

have an increased chance of becoming better students and concerned and productive community members.

REFERENCES [1]. Anderson, A. (1997). Learning strategies in physical education: Self-talk, imagery, and goal

setting. Journal of Physical Education, 68, 30-35.

[2]. Brunelle, J., Danish, S.J, & Fazio, R. (2002). The impact of community service Project on Adolescent Volunteers Prosocial Values. Unpublished manuscript.

[3]. Danish, S.J. (1997). Going for the goal: A life skills program for adolescents. In G. Albee &

T. Gullota (Eds.), Primary prevention works (pp. 291-312). Thousand Oaks, CA: Sage. [4]. Danish, S.J., & Donohue, T. (1995). Understanding media’s influence on the development of

antisocial and prosocial behavior. In R. Hampton, P. Jenkins, & T. Gullota (Eds.), Preventing

violence in America (pp. 133-156). Thousand Oaks, CA: Sage. [5]. Danish, S.J., & Nellen, V.C. (1997). New roles for psychologists: Teaching life skills. Quest,

49, 100-113.

[6]. Danish, S.J., Forneris, T., & Wallace I. (in press). Life skills programming in the schools. Journal of Applied School Psychology.

[7]. Danish, S.J., Petitpas, A., & Hale, B. (1992). A developmental education intervention model

of psychology. The Psychologist, 4, 403-415. [8]. Danish, S.J., Fazio, R, Nellen, V.C., & Owens, S. (2002). Community-based life skills

programs: Using teach life skills to adolescents. In J.V. Raalte & B. Brewer (Eds.), Exploring

psychology (2nd ed., pp. 269-288). Washington, DC: APA Books. [9]. Laker, A. (2000). Beyond the boundaries of physical education. New York: Routledge.

[10]. Mosston, M., & Ashworth, S. (2002). Teaching physical education (5th ed.). Boston, MA:

Benjamin Cummings. [11]. O’Hearn, T.C., & Gatz, M. (1999). Evaluating a psychological competence program for urban

adolescents. Journal Prevention, 20, 119-144.

[12]. O’Hearn, T.C., & Gatz, M. (2002). Going for the goal: Improving youth problem solving skills through a school-based intervention. Journal of Community Psychology, 30, 281-303.

[13]. Siedentop, D. (1980). Physical education: Introductory analysis (3rd Edition). Dubuque,

Iowa: Wm. C. Brown.


Proceeding



DESIGNING PHYSICS LEARNING BASED ON CHARACTER

THROUGH THE PROJECT METHOD

Intan Irawati

MAN 15 Jakarta, Indonesia


Character education has become very common in recent year, partly because

of many school findings of character education have impacted on high academic performance, attendance, reduced violence, fewer disciplinary

issues, reduction in substance abuse, and less vandalism. Character is a

potential factor in parenting and education to guide students into success in life. The development of character in schools has conducted through the

various activities of learning and habituation. In learning activities, each subject matter has internalized the values of character in teaching-learning

process both inside and outside the classroom. Physics teacher can design the

learning activities based on character approach through various methods, and one of them is the project method. This study aims to improve student

competences in physics and developing their character. The research was conducted in State Islamic Senior High School (MAN) 15 Jakarta with

classroom action research design. The participant of this study was 24

students of science 1 eleventh grade (XI IPA 1). This study found that character approach improves students’ competences in physics. Creativity,

responsibility, honestly, moderation, cooperation, self reliance, discipline, orderliness, confidence, and enthusiasm are among of characters which

developed while this learning process by using project method.

Keywords : character education

learning physics

the project method.

CorrespondingAuthor: Email: [email protected]

1. INTRODUCTION

1.1. Backgrounds We realize that students spend so much time in school, the ideal idea that the schools give

the support for all students and help they need to reach their full potential. Many things could be

studied in learning time such as science, matter, character, idea, live philosophy, social ethics,

religiosity, etc. Teachers constantly deal with disruptive students’ behavior in classroom, thereby taking away from the teaching time.Students need guidance the areas such as moral, respect and

integrity. Schools that embrace character education become places people want to be because they

bring out the best in everyone. Character education has become very common in recent year, partly because of many school findings of character education have impacted on high academic

performance, attendance, reduced violence, fewer disciplinary issues, reduction in substance abuse,

and less vandalism.Character is a potential factor in parenting and education to guide students into success in life. Character education can be hidden curriculum embrace all activities at school. The

development of character in schools has conducted through the various activities of learning and

habituation. In learning activities, each subject matter has internalized the values of character in teaching-learning process both inside and outside the classroom. When it’ll implement, the teachers

must develop principles which apply all of students. They have to develop a list of behaviors which

exhibit by students. Teacher has to dedicate consistent time to teaching character education in lesson time. The researcher believes through character education students will grow into mature and

respectful individuals, thinking about their actions before resolving problems in the appropriate

manner. In teaching process, teachers can develop students’ character through various learning

methods. The different subjects have different methods. The science curriculum should include real-

world problems that tie physics, chemistry, and biology together. It also should explore aspects thinking such as theory, prediction, skepticism and method for assessing evidence. There are many

methods for teaching physics in high school. The project method of teaching physics creates an ideal


Proceeding



situation for teaching science subjects and specially Physics [1]. Activities that help students learn how

science works will motivate them in subject. Some projects help students think about and visualize

how scientific principles work. In the project method of teaching Physics class, students are actively involved in hands-on experiences and get chance to relate abstract ideas and theories with concrete

observations which helps them to make deep understanding of scientific knowledge and concepts. In

this method knowledge skills are learnt by students through practical handling of problems in natural setting. Students’ group discussion about scientific concepts and theories after observation of

concrete facts enables them to reconstruct and refine their scientific knowledge. Thus project method

of teaching Physic is very effective for constructing scientific knowledge, developing deep understanding of scientific concepts and application of scientific knowledge in various situations in

our daily life.

The Muriithi [2]study found that there was a significant difference in academic achievement between the learners who were exposed to project method and those who were not. This implies that

the use of project method improves learners’ achievement and is a better way of teaching.This

involves knowledge of multiple methods or activity sequences that lead to successful student learning of a specific concept or process skill. The teacher should be able to employ a variety of concrete and

abstract representations and experimental procedures to appeal to the variety of ways students learn.

The teacher should always encourage students to arrive at an answer by reasoning rather than by memorization and recall.

The role of teacher in project method is to facilitate advice, guide and monitor the students.

The role of students is to be an active learner who contributes to learning process. The classroom is a dynamic learning environment in which roles constantly change, the teacher becomes a facilitator,

guider, teacher and partner. During presentations of students’ project work, the teacher listens and

learns about students’ science process and product. In this method lessons planning focus on area of study, identifying the learning environments and process, selecting resources. In the project method

teacher develop the ability to “find what physics will be useful” for a problem, the skill to take apart

and solve complex problems, the ability to evaluate the result of a solution and know whether it makes sense[3].

Lickona said that character education is the deliberate effort to help people understand, care

about and act upon core ethical values [4]. The best way to implement character education is through a holistic approach that integrates character development into every aspect of school life. Cooperation

and collaboration among students are emphasized over competition. The values such as fairness,

respect and honesty are part of everyday lessons in and out of classroom. The methods for directly teaching character occurred through questioning and logic, stories, and discussion specifically

designed to shape character. When teachers bring the character to the curriculum, they enhance the relevance of subject matter to students’ natural interests and questions, and in the process, increase

student engagement and achievement.

The researcher has assumption that the students’ character becomes much better if physics teacher can insert character education into his subjects. The physics teacher practices character

through various methods. In physics project method, students making a product based on physics

concepts and apply them into project.

1.2. Research Objectives The purpose of study was to examine the effect of project method, as an instructional

approach on academic achievements students in subject of Physics.The study was guided by the following objectives:

a. Establish if there is any significant difference in physics achievement learners before exposed

to project methodand after. b. Establish if there are any positive character before learnt physics through project method and

after.

1.3. The Advantage of Research This research has several advantages such as:

a. Improving physics teaching learning process in classroom

b. Developing students’ character c. Increasing physics learning outcomes

2. RESEARCH METHOD 2.1. Kind of research

This study is a classroom action research(CAR). Action research is used to solve a specific

classroom or school problem, improve teaching, and other educational practices immediately in one or two classrooms, at one school or at several schools [5]. Swinglehurst, Russell, and Greenhalgh

Proceeding



(2008) assertthat “action research is becoming a popular approach to studying complex social

situations suchas those found in educational settings, where the focus is on simultaneous [inquiry]

into practice(generating knowledge) and action to improve situations (e.g. designing new curricula orlearning activities)” (p. 385).Action research is a process of investigation, reflection and action

which deliberately aims to improve or make an impact on, the quality of the real situation which

forms the focus of the investigation. It is a form of inquiry which involves self-evaluation, critical awareness and contributes to the existing knowledge of the educational community.

2.2. The subject of research The subject of this research is the eleventh grade students of MAN 15 Jakarta. This study

chooses the students of the eleventh grade, because the age level of these students supposed to be able

to physics competences better than others. Students in this class have average score physics lower

grade and they are hard to be controlled than the other class.

2.3. Instrument The instruments which used to collect the required data in this study were observation

checklist. There were: a. Students’ observation sheet

b. Teachers’observation

c. Students test sheet and scoring guide

2.4. Hyphothesis Action. The hyphothesisof this research is:There is significant difference between achievement

scores of students in the subject of physics after taught through project teaching method (PTM) and before taught by PTM.

2.5. Research Procedure This research applies procedure classroom action research (CAR). This research employed

classroom action research and was divided into three cycles. Every cycle applies four steps that are

planning, acting, observing, and reflecting. In this study, source comes from students, a teacher and a

collaborator. At the cycle 1, each group students choose physics project to make product that it has to be presented in front of the class. Cycle 2, the students made product and showed how it worked.

Then, the cycle 3, the students repaired their product by themselves and presented them. Procedures

of Action Research for each cycle are: a. Planning

The researcher determined the research subject and schedule, designed lesson plan, prepared

students’ worksheet, research instrument. He decided the indicator of success: minimum of mastery learning is 65 and 80% of all the students are categorized as classical mastery learning.

b. Acting

The students’ worksheet and lesson plan were used to teach fluid and thermodynamics to the subject research, the teacher made a group of 4-5 students to do the task given.

c. Observing

The collaborator used students’ observation sheet to observe the students’ activity during the lesson of fluid and thermodynamics

d. Reflecting

The reflection from first cycle, the writer got advantages, disadvantages, and recommendation. When the result was successful, the action was stopped and when was unsuccessful,

the second cycle was conducted.

2.6. Indicators of Research Achievement Determining the research achievement is the changing in students’ character and

improvement in post-test.

2.7. Data Analysis This step is to assess the effects of the intervention to determine if improvement has

occurred in the study.Data will be both quantitative and qualitative, and quantitative data will present

in written, tabular and graphical form to compare the results from the pre and posttest.

3. RESULT AND ANALYSIS 3.1. Observation Of Teaching Learning Process

During the study, the researcher accompanied by a collaborator, partner of this research who

observed this study. She observed the researcher perform as teacher in the classroom, observed the

students activities and the changing students’ character. Collaborator gave assessment to teacher activities from cycle to cycle as follow:

Proceeding



Table1. Teacher Activities Observation

No Teacher Activities Score

Cycle 1 Cycle 2 Cycle 3

1 Apersepsion 4 4 4

2 Convey the learning goal 4 4 4

3 Motivating student 4 4 5

4 Guiding to explore 4 4 4

5 Guiding to elaboration 4 4 4

6 Guiding to confirm 4 4 4

7 Assessment planning 3 4 5

8 Increasing students' thinking skills 4 5 5

9 Managing learning resources 4 5 5

10 Increasing students' collaboration 4 5 5

Physics learning process with the classroom action research conducted in three cycles. From

table 1, we can show that there is some changing in teaching process. Teacher activities in cycle 2 better than cycle 1 and cycle 3 better that cycle 2. Teacher assessment planning and managing

learning resources rated increased from cycle to cycle. Motivating student, Increasing students'

thinking skills and Increasing students' collaboration also progressed. Students had a project for each group. The projects were hydraulic pump, water rocket, flood detector and steamboat.

Learning physics in the first cycle is started by pre-test to measure students’ competences in

matter. After three times learning, students’ competences were examined by post test. This test conducted to know the students’ changing and improvement in physics competences. Test result was

showed in figure 1.

Figure 1. Students Scores Tests

The project method is based on the strong conviction that learning by doing raises mastery

ofphysics concepts by the learners. We can see from the Figure 1. The students’ score has increased

significantly from pre test to post test in cycle-1 until cycle-3. These scores had analyzed with t-test analysis and the result has showed in table. Pre test and post test each cycle have different mean. It

means that project method has influenced to increase the physics students’ competences significantly.

Table2. T-Test Score Test 1

One-Sample Test

Test Value = 0

t df Sig. (2-tailed)

Mean

Difference

95% Confidence Interval of the

Difference

Lower Upper

pretes1 35.132 24 .000 60.00000 56.4752 63.5248 postest1 43.734 24 .000 75.20000 71.6511 78.7489

Score test 1 change has showed in the table 2, it has increasing 25% from mean score 60 to

75,2. It has difference 15,2 point from pre-test to post test 1. Physics topic in this cycle was The

Proceeding



Fluids Pressure. This matter is comprehensible for students. They could understand faster after

researcher give treatment in the class. Project method drove students more creative and motivate in

physics learning.


One-Sample Test

Test Value = 0

t df Sig. (2-tailed) Mean

Difference

95% Confidence Interval of the Difference

Lower Upper

pretest2 9.624 24 .000 51.00000 40.0626 61.9374

posttest2 15.681 24 .000 74.70000 64.8679 84.5321

Score test 2 change has showed in the table 3, it has increasing 46,5 % from mean score 51 to 74,7. It has difference 23,7 point from pre-test to post test 2. The score increasing in cycle-2 was

higher than cycle-1. It was evidence that the method had gone according lesson plan, even though the

score was lower than before. Researcher guesses that it occurred because the matter more difficult for students. In this cycle, researcher explained Archimedes law and students hard to understand this

matter.


One-Sample Test

Test Value = 0

t df Sig. (2-tailed)

Mean

Difference

95% Confidence Interval of the

Difference

Lower Upper

pretest3 7.808 24 .000 22.44000 16.5082 28.3718 posttest3 25.259 24 .000 60.28000 55.3546 65.2054

Score test 3 change has showed in the table 4, it has increasing 62,7 % from mean score 22.44 to 60,28. It has difference 37,84 point from pre-test to post test 3. The increasing score in this

cycle is bigger than increasing in cycle-2. But, test score is lower than cycle-2 test score. This finding

can explain by analyze the difficulty level of physics matter which had taught was Dynamics Fluid. This topic is harder to understand by students. Project teaching method has proven in improving

students’ competences although in hard topic.

These findings give us information that the project method had affected students’ physics competences. Content of test 1 is about Pressure, test 2 is about Archimedes Law and test 3 is about

Bernoully’s Law. The increasing of score grows more from cycle 1 to cycle 2 and cycle 2 to cycle 3.

This finding presents the proof that activities in project physics based matter Static fluid and Dynamic fluid can improve students’ competences.

Table 5. Students Activities Observation

No Students Activities Score

Cycle 1 Cycle 2 Cycle 3

1 Making work planning 4 4 4

2 Planning procedur 4 5 4

3 solving the problem 4 5 4

4 collecting information 4 5 4

5 Using information 4 5 4

6 Doing the project based on planning 4 5 4

7 Presenting the product 4 5 4

During the lesson, collaborator observed students’ activities and table 5 showed us what they

did in the class. They participated enthusiastically along the lessons and collaborator they got

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involved discussing and finding the compatible project which the topics in physics. Quality students’

activities had increased from cycle-1 to cycle-2, but quality activities return to beginning at cycle-3.

This was due several factors like hard of subjects and difficulty repairing product. The changing of Students’ character in learning process can we see in table 6. Observer

found that students’ behavior in theirs’ group had changed. When they worked together in group for

the first time, theirs’ cooperation and creativity didn’t developed yet. In the next cycle, researcher and observer could see progress of theirs’ cooperation and creativity.

Table 6. Observation of students’ character

No Character Cycle-1 Cycle-2 Cycle-3

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 creativity v v v v v v

2 responsibility v

v v

v v v v v v

3 honestly v

v v

v

v v

v v v v 4 moderation v

v

v

v

v v v v v

5 cooperation

v

v

v v v v

6 self reliance v

v

v

v v v

7 discipline v

v

v

v

v

v v v

8 orderlines

v

v

v

v v 9 confidence

v

v

v

v

10 enthusiasm v v v v v

Presentation process described how students’ character affected their performance and

their product. Teacher and collaborator could see the changing some students’ behavior in group.

Their responsibility to the project, creativity to the product, confidence, discipline, moderation and cooperation in group were better from cycle-1 to cycle-2 and cycle-3. These characters could not

visible in all of the groups. One group had showed good cooperation in making product but didn’t

creative yet. One group presented creative product but didn’t in moderation. The changing of their characters presented in table 6.

3.2. Reflection Researcher implemented lesson plan from planning, acting and observing, observer

recommended repairing process teaching learning in reflection. Result of cycle-1 observation that

students were active and enthusiastic in learning process. They were good in discuss and presentation theirs’ product although they did not compose it yet. However, teacher had taught according to the

planned and did the guidance to students for repair projects. Observer gave the recommendation to set

the time better in order to give the chance to all of students in asking and getting more information about physics matter.

After cyle-2, observer suggested to make individual assessment in addition group

assessment. She contended that teacher had taught well as facilitator project for students. The students were excited and their motivation could support their thinking process. Observer feels very

proud of increasing students’ activity and creativity. The cooperation and collaboration all of the

groups appear more clear than cycle-1. In the last cycle, observer suggest to researcher to give an assignment task for strengthening

understanding of physics matter. However, observer assessed that teaching learning process was done

well and this method can develop students’ character and physics competences.

4. CONCLUSIONS Teacher learns a lot from the process as well as the results of his own action research. Also,

by doing his own action research we could gain a better perspective into our own teaching and the

students’ learning and confidence in our work. This study showed an example of how to connect

science method courses with actual classroom practices which character education. The character such as cooperation among students, students’ responsibility, and creativity emerge after physics

project method. This method provides the benefits for the teacher (a) improving their knowledge and

views about the types and uses of the implementation of physics project methods by the student

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teachers, (b) increasing their experience and confidence with a collaborative clinical approach to

supervision

REFERENCES [1]. Shafqat Hussain et.al, The Effectiveness of Teaching Physics through Project Method on

Academic Achievement of Students at Secondary Level -A Case Study, Journal of Education and Practice, Vol 2, No 8, 2011, p. 28-35.

[2]. Evanson M. Muriithi et.al, Project Method and Learner Achievement in Physics in Kenyan

Secondary Schools, International Journal of Education and Research, Vol. 1 No. 7 July 2013, p.1-12.

[3]. Carrie Eunyoung Hong and Salika A. Lawrence, Action Research in Teacher Education:

Classroom Inquiry, Reflection,and Data-Driven Decision Making, Journal of Inquiry & Action in Education, 4(2), 2011, p. 1-17.

[4]. Thomas Lickona, Educating For Character, New York: Bantam, 1991

[5]. John W. Santrock, 2006, Educational Psychology , Classroom Update Preparing for PRAXIS and Practice, Second Edition, Mc Graww Hill, p. 23.


Proceeding



ASPECTS OF "CEPS" AS BASIS THE DEVELOPING

INSTRUMENT OF PHYSICS LEARNING MOTIVATION

Elok Sudibyo, Budi Jatmiko, Wahono Widodo

State University of Surabaya


This paper describes the steps in the developing instrument of physics learning

motivation, particularly with respect to determining the motivational aspects of learning physics that can be used as a basis to formulate indicators of

motivation to learn it. The motivational aspects of learning are used as the

basis for the development of an instrument of motivation, include: Choice of tasks, Effort, Persistence, and Self-confidence (CEPS). Based on the four

aspects of motivation, then they are formulated to indicators motivation for learn physics. Finally, the indicators that are used as the basis for formulating a

statement items in a questionnaire as an instrument to measure motivation for

learn physics. The motivation instrument is questionnaire using Likert scale. Based on the test results, it was an instrument that was developed motivation

to learn physics has legibility Good value, content validity was also good, it can even be said Very Good, which is the value of 4.52 of the maximum value

of 5. The degree of reliability Very High, which is indicated by a correlation

coefficient of 0.948. The degree ofreliability of the instrumentwas obtainedbytest-retestmethodwith atime lag betweendatacollectionI andIIarefor

twoweeks.

Keywords : choice of tasks effort

persistence

self-confidence learning motivation.


1. INTRODUCTION

Motivation is one of the most important elements that must be considered by the teacher

when learningprocess, so that learning can be run effectively (Arends, 2012; Brophy, 2004; Palmer, 2005). Students are motivated to learn something to use higher cognitive processes in learning the

material, so that students will absorb and precipitate with better material (Driscoll, 2000; Jetton &

Alexander, 2001; Pintrich, 2003; cited by Slavin, 2009). Many studies have shown that students' motivation to learn something is a factor affecting student performance on learning outcomes

(Anderson II, 2007; Christidou, 2011; Kang, 2010; Palmer, 2005; Schunk et al., 2010; Sudibyo, 2008

). Therefore, the task from the teacher is not simply deliver the subject matter, but important task for teachers is to guide, enhance and sustain students' motivation to learn, and engage in activities that

lead to learning.

Motivation is usually defined as a process that stimulates our behavior or move us to action (Arends, 2012). Santrock (2008) defines motivation as a process that gives the spirit, direction, and

persistence of behavior. The motivated behavior is behavior that full of energy, focus, and last a long

time. While Maehr & Meyer (Brophy, 2004) states that motivation is a concept used to describe the initiative, direction, intensity, persistence, and quality of behavior, especially behavior towards a

goal. Schunk et al. (2010) noticed that the motivation comes from the Latin verb movere and refers to

"what makes people move" toward certain activities and tasks. Furthermore, Schunk et al. (2010) defines that motivation is a process that affects activity towards the goal and continuous nature.

Meanwhile, psychologists define motivation as a process of internal (from within oneself) that

enable, guide, and maintain a person's behavior over time (Murphy & Alexander, 2000; Pintrich, 2003; Schunk, 2000; Stipek, 2002; cited by Slavin, 2009). In line with the definition of experts,

Woolfolk (2010) defines motivation as well as the internal state that arouse, direct, and sustain

behavior. Based on the various definitions of motivation above, it can be concluded that the

motivations are internal processes that drive someone to do a particular activity or task to achieve the

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goal and place in a certain time frame. Thus, the motivation to learn is an internal process that

encourages learners to conduct or academic tasks to achieve learning objectives and are able to

survive within a certain time frame. It is up to the learners achieve learning goals. Furthermore, especially motivation to learn physics, the activities or academic tasks chosen by learners are

activities or tasks with the learning of physics.

Although motivation is one of the most important elements that must be considered by the teacher in the learning, but teachers often find it difficult to assess the level of students' motivation to

learn. Therefore, it is necessary to develop an instrument that can be used by teachers to assess their

students' learning motivation. In this paper, the researchers describe the steps that have been made in establishing a motivation to learn physics. The instrument was developed and presented in this paper

is a form questionnaire using Likert Scale.

2. RESEARCH METHOD In outline, the steps that have been done in the development process of this instrument

include: (1) determining the motivational aspects of learning, (2) formulation of indicators of motivation to learn physics, (3) the preparation of a grain statement motivation questionnaire study

physics, (4) readability test, (5) testing the validity of the content, and (6) reliability testing

instruments. Step-by-step development of the instrument is done in order to produce a standardized instrument. Thus the motivation to learn physics instruments produced is expected to be used to

collect the data, and the data collected is no longer questionable validity.

Aspects of Learning Motivation

We can not directly assess motivation because motivation is an internal process, which is

occurs in a person. Nevertheless, we can conclude that someone is motivated or not the behaviors of them (e.g: the choice of a job, or the work done effort, perseverance or persistence in activities) or

verbal expressions (e.g, "I really want to work on this task"). In addition, students are motivated in a

course, the student will gain value or a satisfactory learning outcomes in these subjects. Thus, the study results can also be used as an indicator of whether the student is motivated or not on a

particular subject. The expression on the line with that presented by Schunk et al. (2010) which states

that the assessment of motivation can be seen from behavioral indicators of motivational aspects of what they call Indexes of Motivation. The indexes of motivation, ie choice of tasks, effort,

persistence, and achievement.

Maehr & Meyer identified at least five aspects of motivation, which is associated with initiation, direction, intensity, persistence, and quality of a behavior (Brophy, 2004). The four aspects

of motivation by Schunk et al. (2010) referred to as an index of motivation, basically not different

from that is presented by Maehr & Meyer (Brophy, 2004). Motivational aspects related to initiation and direction by Maehr & Meyer, but Schunk et al. (2010) categorized the aspects of choice of tasks.

While aspects of the intensity in the category of effort, and quality aspects categorized as aspects of

achievement. Some psychologists who study motivation (Graham & Weiner, 1996; Pintrich et al., 1993;

citedby Woolfolk, 2008) focuses on five basic questions to judge a person is motivated or not. The

five questions are: (1) What are the choices someone about his behavior? Why some students, focused on the homework while others would rather watch television, (2) How long a person to start

doing it? Why some students immediately began work on homework, while others put off, postpone,

(3) How high intensity or level of engagement of a person in the activities chosen? Once students open textbooks, whether the student is directly focused tasks or doing what is not clear, (4) What

causes a man to survive or surrender? Will a student worked through physics tasks or just do a few

chores alone, and (5) What is thinking and feeling person for engaging in an activity? Do students enjoy doing physics tasks, feeling competent, or worrying about an upcoming test.

Based on the above, the researchers categorize the four (4) aspects of motivation which

would then be formulated indicators from every aspect. The four aspects of motivation, among others: (1) selection or interest in the task/activity, (2) efforts or the efforts to succeed, (3) persistence

or perseverance, time spent on a task, and (4) a sense of confidence for engaging activities.

The first aspect of motivation is the choice of tasks. When students are faced with a variety of activities or tasks that can be done, and the students decided to specify an option on a particular

task, then the choice of the students on the task indicates that the student is in a state motivated by the

task. Students showed their interest in the selected task by doing the job either inside or outside the school, including when they have free time. Students can choose among a variety of activities.

The second aspect of motivation is the effort. Learning is often not easy. Students are

motivated to learn are students who have a tendency to make efforts to succeed. Physics effort

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required on motor tasks, whereas cognitive effort required for academic learning. Students are

motivated to learn likely expend more mental effort during learning and using cognitive strategies.

Cognitive strategies, such as: repetition of information, organizing, monitoring the level of understanding and connecting with new material to prior knowledge. Students believed that the use of

cognitive strategies will enhance their learning.

The third aspect of motivation is persistence. This aspect is related to the students' time spent on a task. Students are motivated to learn likely to persevere, especially when they are facing

hurdles. Persistence is important because a lot of learning that takes time and the success is not

possible in a short time. Perseverance mostly means for learning and when students face obstacles. Students with high persistence will work longer on a challenging task than students who have low

persistence.

Finally, the fourth aspect of motivation is self-confidence. This aspect is related to what he was thinking and feeling during the students are engaged in a learning activity. Students who feel

themselves competent will enjoy while working on the tasks given by the teacher. In addition,

students who believed that he had a competency, the student never worried when the tests will come.

Indicators of Physics Learning Motivation Indicators of motivation is a more specific elaboration of a motivational aspect that has been described previously. In formulating these indicators, in addition to referring to the motivational

aspects of the foregoing, the researchers also conducted a preliminary study, which is to capture

student responses related behaviors they exhibit when they are "motivated" to follow a particular subject. Preliminary study was conducted on a freshman class of 2011 S1-Science Education Program

of Unesa, totaling 85 students. Student behaviors are used as a reference in developing indicators of a

motivational aspect that has been determined by the researcher. To ensure that respondents gave responses (answers) to the questions that have been given

are actually correspond to reality (whatever they are) or not, the researchers provide a question-

statements and should be answered (response) by the respondents were twice within different. In this case, the response I and II Response intermittent for 2 weeks. Behaviors (motivation indicators) that

has the consistency, which is written by the same respondent on Response I and II, then organized by

the researchers to be used as a reference in formulating indicators of motivation. Some behaviors (indicators) were identified and reflects a person motivated students in a

particular subject, based on the analysis of the consistency of responses written by respondents

include:

Always try to sit in front line

Always learning and working on the problems that have not been taught (for next meeting)

Enthusiastic listening and attention the lesson

Active, if not understand ask the teacher

Want to try and try although not success

Like do the task although the teacher give a lot of task

When the teacher ask to do the task, always ready

When asked, always trying to answer

Always try to understand the information from the teacher in front of class

There is a willingness to learn without being ordered

Likes to discuss with the teacher

Feelings of pleasure, during school hours arrived

Do the task with happily

More early to do the task or homework

Getting a good value, and satisfied with the value obtained

Often reading the textbook

Trying to understand (learn extra)

Active during the learning, study at home, not sleepy during lessons

Do not want a lesson ends and always look for interesting tasks

On time in collecting the tasks set by the teacher

Some of these indicators are the result of an analysis of student responses, and the response

has been providing consistently. These indicators are then used by the researcher as a "reference" to formulate indicators of motivation to learn physics, and then based on the indicators which will have

been formulated, will be used as the basis for preparing the statement of items in a questionnaire

(Instrument Motivation physics). However, some indicators have not been included in this

Proceeding



preliminary study, further defined by the researcher with reference to motivational aspects that have

been studied based on various studies literature.

Based on the literature review and preliminary studies have been conducted by the researcher, then the researcher formulate motivational aspects and indicators of motivation to learn

physics as shown in Table 1.

Table 1. Aspects and indicators of physics learning motivation

No Aspects Indicators

1 choice of tasks 1) Interested to follow the activities of learning of physics.

2) Decide to select tasks related to learning physics than other

tasks. 3) Immediacy in doing physics tasks.

4) Use the free time to do activities related to physics.

2 Effort 1) Having a tendency to make efforts to succeed.

2) Conduct a greater mental effort during learning physics. 3) Using cognitive strategies in learning physics.

3 Persistence 1) Do not be easily discouraged in learning physics when get a

problem.

2) Spent a lot of time when do the task or challenging activity in physics lesson.

4 self-confidence 1) Believing that he has the capability of physics.

2) Enjoy while working on physics tasks.

3) Do not feel afraid when the physics test will come.

Questionnaire Statement Points of Physics Learning Motivation

Motivation can be assessed in various ways, such as: direct observation, assessment by

others, and self-reports, as shown in Table 2 (Schunk et al., 2010).

Table 2. Methods for Assessing Motivation (Schunk et al.; 2010, h. 13).

No Categories Definitions

1 Direct observations Behavioral instances of choice of tasks, effort, persistence

2 Ratings by others Judgments by observers of students on characteristics

indicative of motivation

3 Self-reports People’s judgments of themselves

Questionnaires Written ratings of items or answers to questions

Interviews Oral responses to questions

Stimulated recalls Recall of thoughts accompanying one’s performances at various times

Think-alouds Verbalizing aloud one’s thoughts, actions, and emotions

while performing a task

Dialogues Conversations between two or more persons

The various methods can be used to assess the learning motivation, learning motivation in developing instruments of physics, the researchers used a questionnaire method. Therefore, the writer

must formulate a statement items of the questionnaire.

However, other considerations in choosing the questionnaire as a method of data collection, among others: (1) to collect data from a large number of subjects at the same time than the method of

observation and interviews, (2) data collected using more objective than interviews because

respondents could give more response freely, without being influenced by the mental attitude of the relationship between researchers and research subjects, or the time available to think of an answer,

(3) to capture information related to the processes of cognitive and affective, that can not be obtained

through observation, and (4) data more easily collected for analysis, because the written statements in the questionnaire are fixed and submitted to the same between the respondent and submitted to other

respondents.

In Table 1 has been formulated aspects and indicators of motivation to learn physics. Based on the aspects and indicators are then formulated statement items of the questionnaire. The formulation

of the statement questionnaire items is shown in Table 3.

Proceeding



Table 3. Formulation of Questionnaire Statement Items of Physics Learning Motivation

No Indicators Statement Items

1 Interested to follow the activities of

learning of physics.

There is a sense of excitement in my self when

arriving at college physics.

I always try to find a seat in the front, every

learning process physics.

I always pay attention to the explanation of physics lecturer during the learning process

physics.

If I do not understand the explanation from lecturer, I will ask him.

I never forgot to bring my physics books including instructions practicum when learning

process physics.

I always follow the learning process physics with enthusiasm and never sleepy.

2 Decide to select the tasks related to

learning physics than the other tasks. I will work physics tasks before doing other

activities.

3 Immediacy to do physics tasks. When given the task of physics, I immediately started working on these tasks.

I always on time to collect assignments that

given by lecturer of physics.

4 Use the free time to do activities related to physics.

I often use my free time to do activities that related to physics.

5 Having a tendency to make efforts to

succeed.

I always worked on the whole physics tasks

that given from the teacher.

When doing physics tasks, I always check

every step because I want to do it perfectly.

6 Conduct a greater mental effort during

learning physics.

Answers to the questions that given from the

lecturer by process thinking.

7 Using cognitive strategies in learning

physics. I always repeat information that has been

acquired in the learning process.

To understand the relationship between the concepts of physics, I like to make concept

maps.

I often study early the material to be studied on campus as early knowledge.

8 Not easily discouraged in learning

physics when get the problem.

I never despair while working to finish the

problems of physics even though the solution need extra hard to thinking.

9 Work a long time on the task or a

challenging physics activity. I often do the physics tasks for a long time.

I often a long time read books about physics.

When do physics experiments, I often a long

time.

10 Believing that he has the capability of

physics.

When asked about the matter physics lecturer,

I am willing to answer questions voluntarily lecturer.

I never nervous when answer the questions in

class.

11 Enjoy while work on the physics tasks. I do the tasks physics gladly.

12 Not feel afraid when the physics test

will come. I never felt fear when will do the physics tests.

I do not have to study too hard when nearing

the physics exam.

Proceeding



Formulation items statements have been prepared based on the indicators of motivation to

learn physics is, then used to develop an instrument to assess student motivation to learn physics S1

Sport Science to physics lectures.

Testing of Readability and Contents Validity Motivation to learn physics instruments that have been arranged then tested the legibility and

validity of its contents. Test readability and content validity was conducted in two phases. The first

phase, readability and content validity testing of the instrument is carried out through the presentation

and discussion of subjects Instrument Development in Science Education courses S3, Graduate UNESA. In this activity, the researchers present and distribute instruments to the audience which

consisted of 10 students S3 Science Education 2011 generation and two lecturers of the course

builder Instrument Development. Through discussions, after the presentation session, both students and lecturers S3 Science Education Development Instrument builder courses provide inputs and

provide an assessment of the readability and content validity of the instrument. Based on the

evaluation conducted by 10 students and 2 S3 Science Education faculty adviser, the legibility of the instruments got good value. Likewise, the content validity Both instruments are also categorized.

Inputs at the first stage is used to revise the instrument and then the second stage of testing.

In the second stage, readability and content validity testing is not done by the same people as in the first phase. Test legibility in the second stage was performed on S1 Science Education 2011

generation, which amounted to 85 students. The results of the assessment conducted by 85 students of

the legibility of the instrument can be categorized as good, even nearing Quite Good. Meanwhile, in order to test the validity of the content on this second stage, the writer

involves three experts in the Science Education. Content validity testing to ensure that the statement

items that have been formulated by the researcher is in accordance with the indicators and motivational aspects are used as a reference. Based on the results of the validation performed by a

third person is apparently validator motivation to learn physics instruments that have been developed

have value content validity were considered good, and even can be said is Very Good, with an average value of 4.52 of the maximum value of 5.

Testing of Instruments Reliability Testing reliability of the instrument is intended to test the stability of the score and

conducted by repeating the implementation of the provision of questionnaires to the respondents. This

test is based on a concept which holds that if the questionnaire is reliable, then the repetition of the same provision of questionnaires to the respondents of the same, will not affect the score obtained by

the respondents (Ali, 2010; Gronlund, 2003). Implementation of the repetition is done in a reasonable

period of time did not allow respondents to recall statements filed and memorize the answers to the attitude scale in the provision of the first questionnaire. However, respondents to the substance of a

rational retention statements in the questionnaire has not been diminished or lost. This means that the

implementation must attention the range repetition time implementation questionnaire administration. In addition to be attention span repetition, repetition implementation must consider there is any

additional experience related to the subject of the statement items in the questionnaire. This means

that in the implementation of repetitions to be assured that the subject had been ruled out additional experiences related items in the questionnaire statements.

Having regard to the implementation of the criteria of reliability testing instrument, the

researchers decided to carry out data collection, both Data I and Data II (repetition), conducted after a series of physics process learning ended. Thus, the decision Data I and Data II lecture no physics

activity can influence the attitudes of students in response to the statements in the questionnaire.

While interval between collection Data I and Data II later for 2 weeks.

Data Collection-I Data Collection-I done by the researcher. In this case, the researcher as well as lecturer the physics at the Department of Sport Science UNESA S1. The time for collect the Data I was held on

June 2012, after the students do the final exam physics lesson. The researcher chose to distribute the

questionnaire together with the final exam schedule because the researcher wants to make sure that the respondents did not experience additional related statement items in the questionnaire.

Respondents in this trial is the S1 Sport Science UNESA, 2011 Generation, which consists

of four parallel classes, which is Class A, B, C, and D, as well as each class totaled 35 students, so the overall number of respondents was 140 students.

In outline, the implementation of data collection-I was using the following procedure.

Proceeding



1) The researcher requested that all students remain in the exam room, after they finished

working on the problems of physics are tested and have been collecting their work.

2) The researcher distribute the questionnaire helped by other supervisors. 3) Before the students give response to the statement of items listed in the questionnaire, the

respondents were asked to read the instructions on the questionnaire.

4) The researcher provide additional instructions that have not been written in the questionnaire, asked the students to write the ID number questionnaire responses on the back.

5) Students are given a maximum of 15 minutes to provide a response to the items in the

questionnaire statements. 6) Students who have finished giving the response is welcome to collect questionnaires and

allowed to leave the room in an orderly manner.

Furthermore, data has been obtained on Monday, June 4, 2012 is tabulated and scored. The data then is coded as a variable X, and the data obtained later when the repetition (Data II) is coded as

a variable Y. It is required because it will be calculated the correlation between the variables X and

Y.

Data Collection-II Data Collection II was held on June 18, 2012 (2 weeks ago after taking Data I). In the implementation of this repetition researcher observe relevant criteria repetition period. Taking

repetition period for 2 weeks because according to the researcher that the time period does not allow

the subject rationally recall the statements that have been filed and memorize the answers to the questionnaire giving attitude scale at first. Instead, a rational retention substances subject to the

statements in the questionnaire has not been diminished or lost. Criteria related repetition time span

should be because the techniques used by the researcher to test the reliability of the instrument is the technique of repetition by using the same questionnaire to be administered in a different time.

Data retrieval Implementation II, as well as data retrieval I, conducted in the activities of

final exams. However, if the decision I made when data subjects Physics exam schedule, the second data collection was conducted as scheduled exam courses, which coincide with the schedule of

Pancasila Education lesson. Because the researcher uses repetition technique to test the stability of

the scores (reliability), the subject of Data II when shooting the same subject when taking data I, that is S1 Sport Science class of 2011, amounting to 140 students..

3. RESULT AND ANALYSIS As has been mentioned before that the implementation of this motivation instrument

reliability testing using repetition techniques giving questionnaires. Scores obtained from the

questionnaire administration time data retrieval I (X) and decision-Data II (Y) is then calculated index correlation, using Pearson Product Moment Correlation formula (rxy), (Irianto, 2004: 137). The

correlation coefficient is obtained that describes the degree of reliability of the instrument.

Furthermore, using the calculation formula to determine the value of rxy. And, based on calculations using the program Microsoft Office Excel 2007, the value of rxy of 0.948.According

Vockell (1995), rxy value of 0.948 is in the category of very strong positive correlation (but not

perfect). Vockell (1995) categorizes the correlation coefficient 0,80 ≤ rxy< 1.00 as a very strong positive correlation. In line with Vockell (1995), Arikunto (2008) also categorize rxy value of 0.948 is

in the category of very high positive correlation. According Arikunto (2008), a positive correlation

was very high category, which rxy values between 0.81 to 1.00. This means that the motivation to learn physics instruments that have been developed using the steps as outlined previously has had a

very high degree of reliability.

High degrees of reliability of the instrument indicates that the high consistency of the scores obtained by the respondents when taking Data I and Data II. It also shows that the consistency of

students in providing responses, relatively very high. The degree ofreliability of the instrumentwas

obtainedbytest-retestmethodwith atime lag betweendatacollectionI andIIarefor twoweeks. The researcher attention to the repetition period and the "control" of the additional

experience of the respondents are also factors that can influence the degree of reliability of the

instrument. It is as expressed by Ali (2010) that the error scores can be caused by the implementation of the delivery time frame repetition or because of the additional questionnaire subject experiences

related items in the questionnaire statements. Therefore, assuming that the variable repetition time

and experience the subject is constant, then the score obtained by the respondents of the first responses given will be relatively the same as the score obtained by the respondents on the responses

given during the second repetition.

Proceeding



4. CONCLUSIONS The steps done in the development of motivation to learn physics instruments, including: (1)

determining the motivational aspects of learning, (2) formulation of indicators of motivation to learn physics, (3) the preparation of the items studied physics motivation questionnaire statements, (4 )

readability test, (5) testing the validity of the content, and (6) reliability testing instruments.

Four aspects of motivation used in formulating the indicators motivation to learn physics, namely: (1) aspects of the choise of task or interest in the task/activity, (2) aspects of the efforts to

succeed, (3) aspects of persistence in completing tasks, and (4) aspects of self-confidence for

engaging activities. Instruments developed the motivation to learn physics has legibility Good value, content

validity was also good, it can even be said Very Good, the value of 4.52 of the maximum value of 5.

While the degree of reliability Very High, which is indicated by a correlation coefficient of 0.948. The degree ofreliability of the instrumentwas obtainedbytest-retestmethodwith atime lag

betweendatacollectionI andIIarefor twoweeks.

Testing the validity and reliability of the instrument can be performed on a larger sample, and using different data analysis techniques and more sophisticated.

ACKNOWLEDGEMEN The authors wish to thank you for my Supervisor Prof. Erliza Noor and Prof.Dr.Ir. Dr. Tun

Tedja Irawadi, MS, (Department of Chemistry Faculty MIPA of IPB Bogor) on thinking and writing

that produces innovative research. authors of many thanks and high appreciation of facilities and infrastructure in research to Prof. (R).Dr.Gustan Pari, M.

REFERENCES [1]. Ali, Mohammad. 2010. Metodologi dan Aplikasi Riset Pendidikan. Bandung: Pustaka

Cendekia Utama.

[2]. Anderson II, James C. 2007. Effect of Problem-Based Learning on Knowledge Acquisition, Knowledge Retention, and Critical Thinking Ability of Agriculture Students in Urban Schools .

Dissertation Doctor of Philosophy. University of Missouri-Columbia. Email:

[email protected] [3]. Arends, Richard I. 2012. Learning to Teach,Ninth Edition. New York: McGraw-Hill.

[4]. Arikunto, Suharsimi. (2008). Dasar-dasar Evaluasi Pendidikan. Jakarta: Bina Aksara.

[5]. Brophy, Jere. 2004. Motivating Students to Learn. Second Edition. New Jersey: Lawrence Erlbaum Associates (LEA).

[6]. Christidou, Vasilia. 2011. Interest, attitudes and images related to science: Combining

students’ voices with the voices of school Science, teachers, and popular science. International Journal of Environmental & Science Education (IJESE). Vol. 6, No. 2, April

2011, 141-159. ISSN 1036-

http://www.ijese.com/. [7]. Gronlund, Norman E. 2003. Assessment of Student Achievement. Seventh Edition. Boston:

Allyn and Bacon.

[8]. Irianto, Agus. 2004. Statistik, Konsep Dasar & Aplikasinya. Jakarta: Kencana. [9]. Kang, H., Scharmann, L. C., Kang, S., & Noh, T. 2010. Cognitive conflict and situational

interest as factors influencing conceptual change. International Journal of Environmental &

Science Education (IJESE). Vol. 5, No. 4, October 2010, 383-IJESE. Tersedia: http://www.ijese.com/.

[10]. Palmer, David. 2005. A Motivational View of Constructivist-informed Teaching. Research

Report. International Journal of Science Education. Vol. 27, No. 15, December 2005, pp. 1853-1881. ISSN 0950-0693 (print)/ISSN 1464-

Francis. Email: [email protected].

[11]. Santrock, John W. 2008. Educational Psychology, Third Edition. Boston: McGraw-Hill. [12]. Schunk, Dale H., Pintrich, Paul R., & Meece, Judith L. 2010. Motivation in Education.

Theory, Research, and Applications. Third Edition. New Jersey: Pearson Education.

[13]. Slavin, Robert E. 2009. Educational Psychology Theory and Practice,Ninth Edition. New Jersey: Pearson Education.

[14]. Sudibyo, E., Anisjak, I. N., & Iksan, M. 2008. Penerapan Pembelajaran Kontekstual untuk

Meningkatkan Motivasi dan Hasil Belajar Fisika Siswa SMPN 3 Porong . Surabaya: Jurnal Pendidikan Dasar. Vol 9, No. 1, Maret 2008, 7 – 15. ISSN: 1411-285X.

[15]. Vockell, E. L., Asher, J. W. 1995. Educational Research. Second Edition. New Jersey:

Prentice Hall.


http://www.ijese.com/

http://www.ijese.com/


Proceeding



[16]. Woolfolk, A., Hughes, M., & Walkup, V. 2008. Psychology in Education. England: Pearson

Education Limited.

[17]. Woolfolk, Anita. 2010. Educational Psychology, Global Edition, Eleventh Edition. New Jersey: Pearson Education.

Proceeding



IMPROVEMENT THE QUALITY OF LEARNING

PROCESS OF JUNIOR HIGH SCHOOL PHYSICS

TEACHERS IN KIT UTILIZATION

Bambang Wijatmoko, Kartika Hajar Kirana, Kusnahadi Susanto

Geophysics Study Program, Facultyof Mathematics and Natural Sciences,

Universitas Padjadjaran


Teachers must have a good quality and skill in every learning process

especially learning based on discovery of the concept itself by students in lab

activities, because teachers should know and be able to operate equipment

and lab materials than students itself. In fact, many teachers are not having a

good skill in using the kit in the learning process. This is due to the

educational background of junior high school teachers who teach physics not

only from physics department, but also from chemistry, and even biology.

The nonlinearity thus making teachers relies on rote learning concept to be

explained to the students. Limitations because of the teacher’s educational

background make learning kit utilization not maximized to use. Therefore,

seminars and workshops held to improve the quality of the learning process

in the classroom by kit utilization.

Seminar and Workshop on Junior High School physics teachers in kit utilization has reached their intended target, which can increase

understanding and motivate teachers to do lab work in class is better to

improve the quality of the learning process, especially for teacher education background instead of physics.

Keywords :

Quality of learning

process

Kit utilization


Bambang Wijatmoko

Jl. Raya Bandung-Sumedang Km. 21 Jatinangor bambang.wijatmoko

@phys.unpad.ac.id

1. INTRODUCTION

The results of observations in the training of teachers who are members of Forum for

Science Teachers (MGMP) Bandung, obtained the following information: (1) There are junior high

school physics teachers who not have physics educational backgrounds, (2) In general, teachers are not familiar with the kit for learning process, (3) In general, teachers have difficulty in connecting

the lab results using the kit with physics concepts in the learning process in the classroom.

Education Curriculum implements student-centered learning concept with teacher as a facilitator [1]. Students were guided to find their own concepts related to physics by exploration

through practice, known as effective teaching [2]. Therefore, teachers must have the ability to be

able to guide students in the exploration process. One way is the teacher must learn about the tools, knowing the function of tools, know how to assemble equipment, and skilled use of tools and

materials so that the exploration process in lab activities done quickly, precisely, and can find the

correct physics concepts. Therefore, to facilitate the teachers in order to improve the quality of the learning process

in the classroom by way of demonstration as well as a facilitator in practical activities, then

seminars and workshops in the kit utilization conducted at the Junior High School (JHS) teacher who joined in MGMPs Bandung.

Proceeding



2. RESEARCH METHOD Seminar and Workshop on Junior High School physics teachers in the kit utilization held

on Saturday November 24, 2012 in SMP Negeri 11 Bandung. A whole series of events begins at 08.00 and ends at 16.30 pm. This activity is a series of seminars and workshops. To streamline the

implementation of the workshop, participants were divided into four groups according to the

amount of prepared material. Allocation of time provided approximately 1 hour 15 minutes for each material. Each group carry out workshops in parallel, while the material changes made to the rolling

system is guided by an instructor. So that all participants can practice well, then each group is

divided into three small groups. Therefore we need three sets of kit for each material. Each group was accompanied by an assistant and equipped with Lab Activity Sheet (LAS), LAS material

consisting of uniformly accelerated motion [3], LAS of reflection and refraction [4], LAS of

Pascal's principle [5], and LAS of Lorentz Force [6] which is used as a guide in exploring any lab material.

Figure 1. show the ambience of the workshop sessions during exploration the materials.

Workshop sessions took place smoothly in an atmosphere of intimacy between participants, instructors, or assistant. Motivation and enthusiasm of participants remained awake until the end of

the workshop

Figure 1. Kit exploration during workshop for uniformly accelerated motion (a), reflection and

refraction (b), Pascal's principle (c), and Lorentz Force (d)


In the list of teachers who were invited by MGMP IPA SMP Bandung, there were 59

participants representing every institution of junior high school. From the number of participants

enrolled, only 46 people (80%) who participated in this event. Distribution of participants based on

several categories can be seen in Table 1. The data was obtained from the questionnaire distributed

to 46 participants.

By looking at the distribution of the data as shown in Table 1, it can be stated that the goal

of the activities have reached their intended target, the majority of participants educational

background in not from physics education (72%). However, when seen from the distribution of

school of origin category, may need to be increased accessibility for private junior high teachers,

because of involvement in this event is only 7%. Then when viewed from the teaching period as

physics teacher, this activity apparently dominated by older teachers with teaching experience more

than 15 years (43%).

a b

c d

Proceeding



Table 1. Distribution of participants by category of educational backgrounds, school of

origin, and teaching period

Main Category Additional Category

Distributions of

Participants

Amo

unt

Percent

age

Educational Background Physics 13 28 %

Non Physics 33 72 %

School of Origin State JHS 43 93 %

Private JHS 3 7 %

Teaching Period

< 5 years 16 35 %

5 – 15 years 10 22 %

> 15 years 20 43 %

In addition, achievement of the implementation of seminars and workshops based on the

results of interactive discussion in seminar sessions, interviews on the spot with some of the

participants on the sidelines of the activities, as well as a questionnaire distributed at the end of the

event. In general it can be stated that this activity has been going well and meet the expected target

achievement

At the seminar session, the material presented by the guest speakers considered beneficial

to increase knowledge and insight. Material well presented and attractive so not bores. Beside that,

the material is also perceived to be quite motivating and inspiring. It was indicated by the

enthusiasm of the participants in interactive discussion. A lot of input in the form of questions

raised by participants. The most prominent issues related to teaching science are consists of

Physics, Biology and Chemistry. Teacher feel overwhelmed if they have to teach Physics, Biology,

and Chemistry, because of the educational background. Therefore, this activity has been very

useful, especially for non-science Physics teachers. However, there are some suggestions proposed

are associated with the addition of time, seminar materials, and resources. It was also suggested that

this seminar conducted on an ongoing basis. Comments and suggestions on the result of the

questionnaire in detail shown in Table 2.

Table 2. List of comments and suggestions on the process during seminars and workshops

based on the results of questionnaires

Comments to The Process during Seminar Amount

Guest speaker presented the material well 20

Materials is useful to increase knowledge and insight 10

The material is able to motivate and inspire 7 The content presented in an interesting and not boring 4

No comment 5

Suggestions to The Process during Seminar Amount

The addition of time to the seminar sessions 20

Seminars are conducted on an ongoing basis 12 Seminar materials need to be added and more varied 8

Guest speaker needs to be added 3

No comment 3

Comments to The Process during Workshop Amount

The workshops conducted well 28 The timing of the workshop was too short 8

In accordance with school materials 3

Motivate to do in lab 2 No comment 5

Suggestions to The Process during Workshop Amount

The lab materials need to be added and more varied 23

Workshops conducted on an ongoing basis 15

Special training for non physical science teachers 3 Equipment kit should be prepared by the participants 1

No comment 4

On workshop sessions, participants were given Lab Activity Sheet (LAS) guidelines four

Proceeding




materials. This guideline has been very helpful in practical implementation, so that the workshop

can be run properly. The material selected in accordance with school material, so it can be

motivating to do lab work in class. However, the time for seminar and workshop is too short. It was

revealed from the questionnaire as shown in Table 2. Some suggestions proposed are the addition

of the material as well as the implementation of sustainable event. It was also suggested that held

special events for science teachers’ from non-physics educational background and in the technical

implementation all kits assembled by the participants.

Questionnaires were used to estimate performance implementation contains some open

questions, so that the information obtained from the participants was very diverse. From the

diversity of answers, it grouped into several categories as shown in Table 2. Grouping sorted by the

number of participants who gave feedback. Then at the end of the questionnaire included questions

about the other similar activities conducted on a routine. All respondents (100%) agreed.

Participants' responses in the form of comments and suggestions by questionnaire were in line with

the results of the interview on the spot to some participants. The same response was also delivered

by representatives of the participants as well as chief from MGMP.

4. CONCLUSIONS

Seminar and Workshop on Junior High School physics teachers in kit utilization has reached

their intended target, which can increase understanding and motivate teachers to do lab work in

class is better to improve the quality of the learning process, especially for teacher for non-physics

educational background.

ACKNOWLEDGEMEN

1. DP2M Ditjen Dikti, as a funders. 2. LPPM Universitas Padjadjaran.

3. MGMP IPA SMP Kota Bandung, as program partners.

4. SMP N 11 Bandung, as the venue. 5. Guest speaker, instructor, and assistant.

6. All participants.

REFERENCES [1]. Dirjen Dikdasmen, 2007, Kurikulum Tingkat Satuan Pendidikan, Jakarta.

[2]. Dahar, Ratna Wilis. (1989). Teori-teori Belajar. Jakarta: Erlangga.

[3]. Pudak Scientific, 2008, Panduan Contoh-Contoh Percobaan Mekanika Untuk Sekolah Menengah Pertama. Bandung.

[4]. Pudak Scientific, 2008,Panduan Contoh-Contoh Percobaan Optika Untuk Sekolah Menengah Pertama. Bandung.

[5]. Pudak Scientific, 2008,Panduan Contoh-Contoh Percobaan Panas dan Hidrostatika Untuk Sekolah Menengah Pertama. Bandung.

[6]. Pudak Scientific, 2008,Panduan Contoh-Contoh Percobaan Listrik dan Magnet Untuk Sekolah Menengah Pertama. Bandung.


Proceeding



THE USE OF WEB-BASED INQUIRY SCIENCE ENVIRONMENT

(WISE) ON SIMULATION LEARNING TO IMPROVE THE

STUDENTS’ DRAWING GRAPHIC SKILLS

IN MOTION CONCEPT

Iing Mustain 1)

, Ida Kaniawati 2)

, Setya Utari3)

1)

Junior Secondary School of PUI Cilimus. 2) & 3)

Faculty of Mathematics and Science Education



Use of the technology has supported in science education for recent years. The Web-based Inquiry Science Environment (WISE) support the design of

learning science like in graph of motion. Graph representation has essential in motion concept but Indonesia students have difficulties to answer the graph

questions like in TIMMS test. So, Indonesia students have low grade than

others. This study is to acquire the description of the graphing skill of junior secondary school and the usage of Web-based Inquiry Science Environment

(WISE) on simulation learning to improve the students’ graphing skill especially in Drawing Graphic (DG) of motion concept. Amount of 66

students in 7th grade as the sample where experiment students class (N = 33)

and control students class (N = 33). The result that the achievement of DG of motion concept was significantly higher for experiment students class than

control students class. Meanwhile, the gain normalized of DG of motion concept both are experiment class and control class were in middle categories

as Hake’s factor as the result of gain normalized of DG score was 0.59 for

experiment class and 0.33 for control class.

Keywords : Graphing skill

WISE Achievement and Gain

Normalized



1. INTRODUCTION The representation of graphic has been attention in mathematic (NCTM, 2000) and sciences

(NRC, 1996, AAAS, 1993) especially in physic concept (Glazer, 2011). The teaching of graphic

representation has not developed in the curriculum context (Monteiro & Ainley, 2003). Moreever, the Trends in International Mathematics and Science Study (TIMSS) was include 20% of questions about

the graphic representation. Several studies have highlighted the important role that the teacher plays

in developing students’ understanding of graphical representations (Diezmann & Lowrie, 2006). The NCTM argues in the “Principles and Standards of School Mathematics” that students should be

exposed to a repertoire of representations that include complex pictures, graphs and visual

representations (Lowrie & Diezmann, 2007). Competent interpretation of graphs requires that students develop skills both in decoding graphs and in applying that information to a specific task.

Several countries have included the teaching of graphs as a curriculum topic in primary

schools, e.g. England and Wales in National Curriculum (DES, 1989). The reality in most school contexts is still associated with conventional classroom settings in which the teaching of graphing

emphasises several sub-skills by a succession of tasks, such as scaling, drawing axes and plotting

points (Ainley, 2000). With the growing use of information and technology, and accordingly an increasing use of some tools of technology. The use of microcomputer-based laboratory (MBL) (Linn

et al, 1987) as instructional methodology in learning like for visual data presentation in the form of

graphs and table. Students have difficulties making connections among graphs of different variables, physical

concepts, and the real world, and they often perceive graphs as just a picture (Linn, Layman &

Nachmias, 1987). Indonesia students also have difficulties to solve the graphic question as the result


Proceeding



in TIMSS questions. Because of that, in 2007 the average score of Indonesia students' science

achievement for TIMMS position was 35 from 49 participant countries and were decreased in 2011,

they become 40 positions from 42 participant countries (TIMSS&PIRLS, 2011). The Web-based Inquiry Science Environment (WISE) (Slotta, et.al, 2009) support the

student to learn and design of curriculum materials (Linn, et.al., 2010). WISE curriculum and

assessments feature powerful, interactive scientific visualizations to illustrate unobservable phenomena. The WISE units are designed using the knowledge integration framework (Linn &

Eylon, in press; Slotta & Linn, 2009). By the draw tools in WISE encouraged students to attend to the

point-by-point details of graphs (Gerard. et.al., 2012). Web-based learning is the instructions that combine the technologies and process learning on

web activities. It can be said that all learning using Internet technology and perceived learning occurs

during the process which followed the activities. The the use of the web at Junior secondary students with aged 12-14 years, it can support student capabilities, increases student engagement to learn,

providing opportunities for smart and talented students, and develop students' ability to learn

independently through individualized experience (Boulton & Trent, 2008). This research use of WISE for specific tools (e.g., drawing tools) for draw the grap from motion stories, and the design of

all curriculum and assessments.

2. RESEARCH METHOD This Sampling techniques was conducted by cluster sampling technique (Sugiyono, 2011). It

Intake of two random sampling which the assumption that the students have the same ability. The purpose of this study was to get the description of students’ achievement when undertaking graphing

tasks. This investigation which we are monitoring the development of students’ skill to draw the

graph from motion stories. The aims of the study were: a. To acquire the description of students’ skill achievement of DG skills using WISE on

simulation learning for experiment class.

b. To identify the improvement of students’ skill achievement of DG skills using WISE on simulation learning for experiment class.

2.1. Participants Two cohorts of students participated in this study. Cohort 1 involved class experiment which

group was used the WISE in simulation learning effort (N = 30). Cohort 2 involved class control

which group wasn’t used the WISE in simulation learning effort (N = 30). These students were in graded 7 of junior secondary school.

2.2. Instrument The story of motion essay test is contain two questions. First is the position story of motion

essay test and second is the velocity story of motion essay test. Both stories was conducted motion

and velocity as function of time. This instrument investigate the students’ achievement and gain of five components of DG. There are (1). Tittle of graph, (2). Determine the scale, (3). Determine the

axis labels and numbers, (4). Plotting data to the graph, and (5). Graph the line.


Since intact classes participated in this study, there was a possibility that difference in

student capabilities and pre DG skills. Pre-test data were analyzed to compare the equivalence of two groups. Tabel 1 represents summary statistics of pretest and posttest mean score. T-test technique

were used to determine differentially capabilities and skill between two groups. Table 2 show the

result of students’ DG skills which is no different capabilities between control class and experiment class. Table 3 show the posstest the students’ achievement in DG skills between control class and

experiment class.

Table 1. Summary Statistic of Pretest and Posttest Mean Score

Test

Control Class

(N=33)

Experiment Class

(N=33)

Mean SD Mean SD

Pretest 56 12 58 14

Posttest 71 8 83 7

Proceeding



Table 2. Students’ DG skill Pretest

T-test Equality of Means

Pretest of DG skills N df Sign

66 64 0.29

Table 3. T-test of means score of students’ achievement posstest

T-test Equality of Means

Posttest of students’ DG

skills

N df Sign

66 64 0.00

Table 3 show the result that the significant value was 0.000, it lower than level significant (α

= 0.05). We accepted mean that the average score of posttest for the experimental class students on

DG skills is significantly greater than the mean score of posttest for control class students’ skills. The conclusion can be derived from the results that the attainment of DG skills on the experimental class

students (use of Web-based Inquiry Science Environment (WISE) on simulation learning) was

significantly greater than the control class students (simulation learning without use WISE).

3.1. N-gain of Students’ DG Skill While the average pretest, posttest, and N-gain scores of DG skills on experiment class and

control class as in Table 4. From the table 4. can be seen that the gain on the experimental class

which N-gain percentage score is 59% (0.59), this score was in medium category (Hake, 1998).

While the increase in skills graph control class N-gain percentage score is 33% (0.33), it was in medium category. Although the percentage of N-gain scores were medium but both classes of

experiments grade higher than the control class. Difference percentages of N-gain scores showed that

the use of WISE on simulation learning can further improve the DG skills than the simulation learning without the use of WISE.

Table 4. N-Gain DG skills

Experiment class Control class

N %

Average

% SD N %

Average

%

SD DG Pretest 33 58 14 33 56 12

DG Posttest 33 83 7 33 71 8

DG N-

Gain

59% 33%

3.2. Improvement of DGSkillsBased Five Indicators DG students’ Skills were examined in this study includes five indicators, there are: (1) Write

a title of graph, (2) Determine the scale of data on the graph axes, (3) Determine the axis labels and numbers, (4) Plotting data to the graph, and (5) Graph the line. Therefore, gain of DG skills are

translated into the five indicators. N-gain scores for each indicator both control class and the

experimental class is described as in table 5 and described in image 1.

Proceeding



Tabel 4.14. N-gain score of DG based on five indicators

Class Test N Five indicators of DG

1 2 3 4 5

Control

class

Pretest

(%)

3

3

25 87 52 59 58

Posttest (%)

33

46 88 62 78 78

N-Gain

(%)

28 9 21 47 48

Experiment

class

Pretest (%)

33

25 88 61 58 59

Posttest

(%)

3

3

58 97 76 91 91

N-Gain

(%)

44 78 38 79 78

Image 1. Graphic of N-gain score for each indicators DG

N-gain percentage scores for all indicators on experimental class has increased significantly

than control class. Difference percentage of N-gain scores showed that the use of WISE on

simulation learning can be improved DG skills than simulation learning with out the use of WISE. Experiment classstudentsearn a percentagescore ofN-gain highest in item4 that with a

percentage score of each N-gainis 79% (0.79), an increase in the lowest skill at item 3with each N-

gain percentage score of 38% (0.38), it was in medium category. While the percentage of students gained control class scores highest N-gain indicator on item 4with N-gain percentage scoreis 48%

(0.48), and increased the lowest is item 2with each N-percentage score N-gain is 9% (0.09) is low

category. The increasing of DG skills as to determine and labels ofthe axis of the graph for the

experimental class showed is lowest than other indicators, because that students are more focused to

the shape of the curve than todetermine and labels the name of the axis of the graph that has been made.

4. CONCLUSIONS From these result that we have concluded:

a. Posttest achievement DG skills for the experimental class students is significantly greater than the control class students. This is showed by the significant value was obtained 0.000

significantly less than level(α) at 00.05.

b. The improvement of DG skills for experimental class improved more than the control class students. it was shown that the experimental clas sN-gain is 59% (0.59), meanwhile the

control classis 33% (0.33).

Proceeding




REFERENCES [1]. Ainley, J. (2000). Constructing purposeful mathematical activity in primary classrooms. In C.

Tikly, & A. Wolf (Eds.) The maths we need now: Demands, deficits and remedies. pp. 138-53.

London: Institute of Education - University of London.

[2]. American Association for the Advancement of Science [AAAS]. (1993). Benchmark for Science Literacy. New York: Oxford University Press.

[3]. Boulton, Helen. (2008). Managing e-Learning: What are the Real Implications for

Schools.Electronic Journal e-Learning. Vol. 6(1). pp.11-18. available on http://www.ejel.org/Volume6/v6i1/Boulton.pdf.

[4]. DES. (1989). Mathematics in the national curriculum. London: HMSO

[5]. Diezmann, C. M., & Lowrie, T. (2006). Primary students’ knowledge of and errors on number lines. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Identities, cultures and

learning spaces. Proceedings of the 29th conference of the Mathematics Education Research

Group of Australasia . Vol. 1. pp 171-178. [6]. Gerard, et.al. (2012). Learning to Graph: A Comparison Study of Using Probe or Draw Tools

in a Web-Based Learning Environment. ICLS. Vol.2.

[7]. Glazer Nirit . (2011). Challenges with graph interpretation: a review of the literature.Studies in Science Education. 47(2), P.183–210.

[8]. Hake R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student

survey of mechanics test data for introductory physics courses. Am. J. Phys. 66, p.64–74. [9]. Linn C. , Slotta D.,et.al. (2010). Designing Science Instruction using the Web-based Inquiry

Science Environment (WISE). Asia-Pacific Forum on Science Learning and Teaching, 11,

(2), p.1-23 [10]. Linn, M.C., Layman, W.J. & Nachmias, R. (1987). Cognitive consequences of microcomputer

based laboratories: graphing skills development, Contemporary Educational Psychology, 12,

244–253. [11]. Lowrie, T & Diezmann, C. M., (2007). Middle School Students’ Interpretation of Graphing

Tasks: Difficulties within a Graphical Language. EARCOME4, LS061. p.611-617.

[12]. Monteiro, C., & Ainley, J. (2003). Developing critical sense in graphing. In M.A. Mariotti (Ed), European research in mathematics education 3. Proceedings of the 3rd conference of

the European Society for Research in Mathematics Education. Bellaria, Itally: ERME.

[13]. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: Author.

[14]. National Research Council [NRC]. (1996). The National Science Education Standards.

Washington DC. National Academic Press. [15]. Slotta, J. D. & Linn, M. C. (2009). WISE Science. New York: Teachers College Press.

[16]. Sugiyono (2011). Metode Penelitian Kombinasi. Bandung; Alfabeta.

[17]. TIMSS&PIRLS, (2011). TIMSS Science Achievement. International Study Center. Lynch school of Education, Boston Colledge.


http://www.ejel.org/Volume6/v6i1/Boulton.pdf

Proceeding



THE IMPACT OF TEAM GAMMES TOURNAMENT WITH

READING INFUSION TOWARDS THE IMPROVEMENT OF

STUDENTS’ LEARNING ACTIVITIES AND ACHIEVEMENT

IN WAWES TOPIC

Setiya Utari

1, Rini Solihat

2 , and Fitri Nuraeni

3

1Department of Physics Education

2Departementof Biology Education

3Departement of International Program on Science Education

Faculty of Mathematics and science Education



As one of alternative solution for the lack of activities and low achievement in

science learning, Team Games Tournament (TGT) with reading infusion is implemented through pre experiment research in which the samples are

fourteen low-achiever-students in secondary-2 level in one of private school in

Bandung who are chosen through availability sampling. It is found that is medium improvement of students’ achievement as the average normalized

gain value is 0.43. The highest improvement is in remembering, and the lowest improvement is in applying. Moreover, students’ activities also improve in the

second cycle of lesson implementation, which is seen from the increasing

percentage of students who did visual, oral, motor and writing activities that promote learning. The implementation of TGT with reading infusion also give

positive impact toward the learning interaction among students, where symmetric interaction more likely appear on the second cycle of lesson

implementation. Yet, the implementation of reading infusion is still very poor

where according to questionnaire result it is found that most of the students did not want to read the science text because they want teacher explain the concept

later and most of them taught that reading science text before coming to science lesson is useless.

Keywords : TGT Reading Infusion Activity Achievement

Corresponding Author: Setiya Utari,

Email : setiyautari @yahoo.co.id

1. INTRODUCTION

The teaching and learning process of science lesson should be conducted in an interactive, inspiring, fun and challenging way that also motivate students to actively participate, and provide

opportunity for students to build innovation, creativity, and independence according to their talents,

interests, as well as physical and psychological development [1]. Science lesson also need to be well-designed to stimulate curiosity, interest and enjoyment in science and its methods in enquiry [2].

Based on the preliminary study done in secondary 2 – low achiever class in one Cambridge

based school, it is found that most of the students did not pay attention to teacher explanation and did not show active participation during the science lesson took place. Moreover, based on the results

from questionnaire filled by students, it is found that generally, students are not enjoy and feels

frustrated in learning science. From opened questions given, it is found that most of the students regard science as difficult, not interesting and complicated subject especially when they deal with

formulas, calculations and various terminologies which are hard to understand. This condition does

not challenge and motivate students to learn science. Consequently, it results in low students’ achievement where the average of previous physics chapter test score is still below the minimum

completeness criteria.

To cope with this problem, applying instructional model that stimulate their interest to learn and

Proceeding



makes them enjoy during learning science is done in this research that is by applying one of

cooperative learning type, Team Game Tournament (TGT). TGT is believed can improve students’

achievement by building positive interaction among students [3].Some other researchers have proved that the use of TGT can improve students’ motivation to learn and learning achievement [4],[5].[6],

students’ learning achievement [7]; [8]; [9]) and students’ learning activity as well as learning

achievement [10]. In this research the topic will be used to implement this learning model is waves topic. This topic is

chosen because it comprises of many terminologies, formula and calculation that might be difficult to

be understood by low achiever students in secondary-2 level. In contrast with previous research, in this research TGT will be integrated with reading infusion. This is done to prepare students with prior

knowledge before instructional process takes place. It is necessary to make students possessing ability

to analyze, synthesize and critique the information that has critical role in learning process and production of learning achievement [11]. It is hoped that integrating TGT with reading infusion can

give positive impact toward students’ learning activity and achievement Thus, this research attempts

to investigate the impact of TGT with reading infusion toward the improvement of students’ learning activities and achievement in waves topic.

The research issues are given as follow:

1. The impact of Team Games Tournament with Reading Infusion towards the improvement of students’ learning activities in waves topic

2. The impact of Team Games Tournament with Reading Infusion towards the improvement of

students’ learning achievement in waves topic 3. The impact of Team Games Tournament with Reading Infusion towards students’ learning

interaction pattern?”

4. Students’ response toward Team Games Tournament with Reading Infusion implementation?” As an effort to improve students’ learning activities and learning achievement, TGT as one

type of cooperative learning model will be implemented in this research. Slavin stated that in TGT

students are not accustomed to interact each other, communicate one to the other and work together only, but students also have to understand the concept and compete to be the best [12]. According to

the relevant research, it is found that TGT has advantages such as Increase academic achievement,

improve students attitudes toward learning, create students peer tutoring, stimulate the outside world, and dissolve social barrier [13]. Therefore, students will be motivated, have sense of responsibility to

be the best for the sake of team success because the main idea behind TGT is to motivate students to

support and help each other in mastering concept being taught [14]. Basically, TGT is belonging syntax that derived from its components. The syntax are: 1) class presentation, 2) study team, 3)

tournament, 4) team recognition, and 5) bumping.

Moreover reading activity will be infused before the lesson takes place. [15] suggest that if students are provided time to read science texts and taught how to use reading strategies, they not

only become more proficient readers, but also learn science content more effectively. One of the

reading techniques that can be used to study the particular scientific text is Survey, Question, Read, Recite and Review technique (SQ3R) which is developed by Francais P Robinson [16] that will be

conducted by students. The reading infusion can prepare students with prior knowledge before

coming to science lesson while TGT can create a learning condition which is challenging, exciting, make students enjoy in learning but still prioritizing mastery of concepts being learned, and make

peer tutoring possible since students will be assigned into heterogeneous team composition. High

academic ability students are expected to help other member to mastery the concept and also give motivation to teammates to contribute good score for team success. On the other hand, low academic

ability students are expected to ask for help from other teammates to understand the concept. The

interaction among team members will make students participate more actively in the lesson, thus improving their learning activity and as a result, learning achievement also will be improved.

2. RESEARCH METHOD This research adopted pre-experimental research with one group pretest posttest design.

Prior to treatment, pretest was done, while post test was done after the treatment given. The treatment

that will be given to the subject is TGT with reading infusion that will be implemented in two cycles.The implementation of Team Games Tournament (TGT) with reading infusion is this research

regards to the syntax of TGT where before students involved in TGT, they were given homework in

form of reading task to read articles related to the concept that will be taught. The reading technique used to understand the article is SQ3R (Survey, Question, Read, Recite and Review) where students

are given 5 questions which are constructed according the steps of this technique. The home work

aims to prepare students with adequate knowledge before following the lesson.

Proceeding



Subjects The subjects of this research are 14 low achiever students in secondary-2 level in Cambridge based

school who are chosen through availibility sampling. The selection of subject with this method is not regarding to the aspect of strata, random or region, but subjects are selected based on its availability.

Tools To evaluate achievement, test that consists of 30 multiple choice questions with four choices were used in pretest and posttest. The achievement test is limited to the aspects of the cognitive abilities

that correspond to the learning objectives in the syllabus used in schools where the research took

place that is from remembering (C1) domain until applying (C3) domain. The tools used to record interaction pattern is observation sheets adopted from [17] study. The aspects that will be observed

are students’ interaction, type of interaction, task completion method, attention of students,

orientation of task completion, and helping or problem solving. The observer is asked to fill in the observation sheet by choosing criteria which appear in teams which are being observed.

Teacher and students’ activities during lesson implementation were recorded in an

observation sheet that constructed according to the syntax of TGT. The students’ activities which are observed and recorded are visual, oral, motor and writing activities. This observation sheets will be

filled in by the observer who observed during the lesson. Observation sheet is not tested first, but

fairly coordinated with the observer in order to avoid misunderstandings during filling process. Observer will be asked to fill in the columns in observation sheet using checklist, which will then be

processed by the percentage interpretation.

This instrument will be used to record the students’ response toward the implementation of TGT with reading infusion that focus on three indicators: response toward working as a team,

response toward games in science instruction and response toward reading infusion. Each indicator

comprises of ten statements. Students are required to choose one out of five scale (stongly disagree, disagree, undecided, agree and strongly agree) for each statement.

3. RESULT AND ANALYSIS The results is discussed by focusing on the improvement of learning achievement and

learning activity where the data results of TGT with reading infusion implementation and the data

results of students’ response are used as supportive data. It is found that TGT with reading infusion, indeed have impact on the improvement of

students activities and achievement. Generally, the learning achievement improve with medium

category while the learning activities improves as much as 18.35% on the second cycle of lesson implementation compared to the first cycle of lesson implementation, although in both cycles its

indicator completion is on the same criteria in which most of the learning activities criteria are obtain.

The improvement of learning achievement and learning activities will be discussed further below.

Learning Activities As shown on figure 1, there is improvement in each type of learning activity which is

measured.

Figure 1. The average of students’ learning activity percentage in each type of learning activity

There is the improvement of students’ visual activity where on the second cycle of lesson

implementation, visual activity indicators are generally fulfilled. Nevertheless, the number of students who pay attention to teacher explanation or information reduce as much as 10.71%. It happens

Proceeding



because according to the implementation data results, on the second cycle of lesson implementation

there are some activity indicators that are not fulfilled by all of the students. It is because teacher did

not perform any activity in bumping stage and skip some activity in closure stage. Teacher did not inform the new composition of tournament table during bumping stage because there will be no more

tournament. Moreover, teacher also did not give reading task to students during closure since the

implementation of team games tournament with reading infusion has already finished. As a result, students did not do any activities, including pay attention to teacher explanation or information as the

respond to teacher activities.

Similarly, students’ oral activities also improved from almost half of to most of indicators are fulfilled on the second cycle of lesson implementation. The highest average percentage of oral

activity is discuss with teammates during study team stage. This finding is in line with the fact of

interaction pattern changing that appear on the second cycle of lesson implementation, in which the asymmetric interaction pattern is no longer exist which indicates that there is no more team members

who dominates discussion thus all of the member participate actively during study team, including

participate in discussion. It is because there is team competition element which builds positive interaction among students, so that they are motivated to support and help each other in mastering

concept being taught [14]. The lowest average percentage in oral activity is posing question or

opinion related to the concept being taught. It is because during the lesson took place, teacher rarely provide chance for students to pose questions or opinion as it is seen on the learning scenario, where

the one who actively pose question is teacher.

It is also found that there is improvements of students’ motor activities from most of to generally indicators are fulfilled. The motor activity that improved the most is sit in appropriate team

or tournament table during study team and tournament stages. During the first cycle of lesson

implementation, students are still difficult to be controlled since this kind of lesson is new for them, moreover in the beginning some students do not accept the arrangement of team member assigned by

teacher, so most of them reject to sit in appropriate team. The rejection is also happen during

tournament stage where it is especially done by students who are assigned in low tournament table. But, in the second cycle of lesson implementation, students are easier to be controlled. Nevertheless,

students activity in playing game decrease as much as 14.29% because in the second cycle of lesson

implementation there is one students who absent and there are two students who come late to class. Still according to the learning activity data results, it is found that there is the improvement of

students’ writing activities. Complete or give correction to the worksheet activities is the highest

improvement compare to the other as it improves as much as 35.71%. It is because in the second cycle of lesson implementation, the number of students activity during study team increase including

students who pay attention to teacher explanation during confirmation.

Learning Achievements There is the improvement of students’ achievement after TGT with reading infusion has

been implemented where the improvement itself is categorized as medium. This finding is in line

with one of TGT advantage stated by [13] where the implementation of team games tournament can improve students’ achievement. It is because the implementation of TGT enables students’ to perform

better on task [13] as there is the improvement of students’ worksheet completion percentage that can

promote the improvement of academic achievement, including cognitive achievement. Moreover, TGT also builds positive interaction among team members [3] where students are belonging sense of

responsibility to be the best for the sake of team success in tournament so that students support and

help each other in mastering concept. This statement is proved by the finding of interaction pattern in which symmetric interaction pattern is more frequently appear.

However, the students’ achievement improvement is not optimal yet. It is found that most of

the students (57.14%) experience high improvement in learning achievement. Only a few of them (14.29%) experience high improvement, and almost half of students (28.57%) experience low

improvement in learning achievements. The improvement in each cognitive domain also not

distributed equally as it is seen on the figure 2 below. It indicates that there are some inadequacies of TGT with reading infusion implementation that will be discussed further.

Table 1. Students achievement improvement in each cognitive aspect

Cognitive domain % Score

Category Pretest Posttest Gain <g>

C1 28.57 76.19 47.62 0.67 Medium

C2 30.80 57.59 26.79 0.39 Medium

C3 18.75 49.11 30.36 0.37 Medium

Note: <g>= normalized gain average

Proceeding



According to the data results, it is found that remembering (C1) domain has the highest

improvement compare to the other cognitive domain, where the improvement is categorized as

medium. It is because, in this cognitive domain students just need to remember the concept that has been learned to be able to answer question associated to this cognitive domain. However the medium

improvement illustrates that in this domain, some students are still having difficulties in promoting

retention of information that he knows in some concept, such as in recognizing amplitude of wave. It is because during the lesson implementation, according to worksheet indicator completion results,

only 64.29% students can complete the indicator in this concept. However, most of remembering

domain indicator has been obtained since the implementation of TGT with reading infusion much emphasizes remembering (C1) domain.

Similarly, students’ ability in understanding (C2) domain improved with medium category

after the TGT with reading infusion has been implemented. It indicates that in this domain, students are still difficult to build connection between new knowledge to be gained and their prior knowledge

especially in describing what is meant by vibration; explaining the relationship between period and

frequency of vibration; and in explaining waves frequency and its relation to wavelength. It is because, according to the students’ worksheet completion, only almost half of students complete the

indicator of describing what is meant by vibration. In contrast, most of the students actually has

obtained the indicator of explaining period and frequency of vibration but the relationship among them is not really emphasize, so that students have difficulty in answering question related to

relationship between frequency and period. Moreover, according to the students’ worksheet

completion, it is seen that there is only a few number of students who are able to explain the concept of wavelength and only half of the students able to explain the frequency of waves, thus it is still

difficult for most of the students to explain the relationship between wavelength and frequency of

waves. On the other hand, the improvement of students’ ability in applying (C3) domain is included

into medium category. Although the improvement of this domain is included into medium category,

actually it is the lowest improvement among the other domain. It means that students still having many difficulties in applying formula or concept into a new case or problem although the concept

which is used is still the same especially in calculating the period of longitudinal and transversal

waves. Actually, according to students’ worksheet completion, most of students able to use the formula for calculating period in both longitudinal and transversal waves, but when the problem is

different, they cannot apply their knowledge into the new problems. It is because students are often

remembering the formula without knowing how to apply the formula into other problems or cases since the lesson implementation students’ ability in applying (C3) domain are not sufficiently

emphasized. It is strengthened by the fact that the average C3 indicator fulfillment seen on the

students’ worksheet completion is only 59.82%. To overcome this, the students’ ability in applying (C3) domain should be more emphasized during the lesson implementation especially in class

presentation. The reading task also needs to emphasize applying (C3) domain, especially in the text

given and on the question in review stage of SQ3R reading method. However, according to the pretest and posttest distribution for each indicator fulfillment, the

implementation of TGT with reading infusion has a good impact in improving students’ concept

mastery in specific concept, such as characteristics of transversal waves, characteristics of longitudinal waves, and concept of waves in general where the indicator for those concept are

generally fulfilled after the lesson has been conducted.

Other factor that resists the optimal improvement of learning achievement and learning activity is the very poor implementation of reading infusion. There are only two students who did the

reading task while in the second cycle of lesson implementation there are three students who collect

the worksheet, including those who did the first reading task. It happen because, according to questionnaire results, most of the students did not want to read the science text because they want

teacher explain the concept later so that most of them taught that reading science text before coming

to science lesson is useless. This finding illustrate that students are lack of motivation to read. It is because students lack the requisite literacy skills and reading method that allow them to access the

texts that might otherwise interest them. The reason behind this is before the lesson implemented the

teacher explanation about how to do the reading method after pretest implementation is not adequate for the students. It will be better if students are habituated with SQ3R reading method before the

implementation of team games tournament with reading infusion is done.

4. CONCLUSIONS According to the results and discussion in previous chapter it can be concluded that after the

implementation of team games tournament with reading infusion, there is medium improvement of

Proceeding




students’ achievement in cognitive aspect where the improvement of remembering (C1),

understanding (C2) and applying (C3) domain is in medium category. The highest improvement is in

remembering (C1) domain, while the lowest improvement is in applying (C3) domain. Students’ learning activity also improved in which the most improvement is in visual activities and the less

improvement is in oral activity.

There are three types of interaction pattern appear, those are symmetric, shifting asymmetric and asymmetric interaction pattern, where the most interaction pattern that appear is symmetric

interaction pattern while the less interaction pattern that appear is asymmetric interaction pattern.

Students tend to have positive response toward the implementation of team games tournament withreading infusion, where the highest to lowest positive response is found in response

toward working as a team, toward games in science instruction and toward reading infusion

respectively.

REFERENCES [1] Badan Standar Nasional Pendidikan. (2007). Peraturan Menteri Pendidikan Nasional Republik

Indonesia Nomor 41 Tahun 2007 Tentang Standar Proses Untuk Satuan Pendidikan Dasar

Dan Menengah.Jakarta: BSNP.

[2] UCIES. (2012).Cambridge IGCSE Combined Science Syllabus code 0653 For examination in June and November 2012.UCIES.

[3] Slavin, R.E. (2008). Cooperative Learning: Theory, Research, and Practice. London: Allyman

Bacon (terjemahan). Bandung: Nusa Media. [4] Fadhilah, G. A. (2011). Pengaruh Model Pembelajaran Teams Games Tournament (TGT)

Terhadap Hasil Belajar Dan Motivasi Belajar Siswa Pada Materi Sistem Indera. Research

Paper S1 Biology Education UPI. Unreleased. [5] Hulten, B. H. (1974). Games and Teams: An Effective Combination in Classroom. . [Online].

Available at: http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno.ED123955 [June

6th, 2013] [6] Edwards, K. J. (1972). Games and Teams a Winning Combination. [Online]. Available at:

http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno.ED123825 [June 6th, 2013]

[7] Ismoyo, H. (2012). Penerapan Model Cooperative Learning Tipe Teams Games Tournaments (TGT) Untuk Meningkatkan Hasil Belajar Siswa SMA Dalam Pembalajaran Fisika . Research

Paper S1 Physics Education UPI. Unreleased.

[8] Yuliani H, F. (2011). Penerapan Model Pembelejaran Teams Games Tournament (TGT) Dalam Pemebelajaran Fisika SMP (Suatu Studi Eksperimen Terhadap Siswa Kelas VII SMPN

12 Bandung). Research Paper S1 Physics Education UPI. Unreleased.

[9] Slavin, R. E and Karweit N. L. (1979). An Extended Cooperative Learning Experience in Elementary School. [Online]. Available at:

http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno.ED128965 [June 6th, 2013]

[10] Kusmiati, E. (2011). Upaya Meningkatkan Aktivitas Dan Hasil Belajar Fisika Siswa Kelas Ix B SMP Negeri 1 Parongpong Melalui Model Pembelajaran Kooperatif Tipe Teams Games

Tournament. Research Paper S1 Physics Education UPI. Unreleased.

[11] Fang, Z. et.al. (2008). Integrating Reading into Middle School Science: What we did, found and learned. International Journal of Science Education. Vol.30, No.15, December 15th 2008,

pp. 2607-2089

[12] Lang, H. R & Evans, D. N. (2006). Models, Strategies, and Methods For Effective Teaching. Pearson Education.Inc (USA).

[13] DeVries, D. L. (1980). Teams-Games-Tournament: The Team Learning Approach. The

instructional design library v:37. Educational Technology Publication. [14] AEA267. (2007). Teams-Games-Tournaments (TGT). [Online]. Available at:

http://www.aea267.k12.ia.us/pdf [February 18th, 2013]

[15] Fang, Z & Wei, Y. (2010). Improving Middle School Students' Science Literacy Through Reading Infusion. The Journal of Education Research. June 1st, 2010.

[16] Depdiknas. (2008). Kegiatan Belajar Mengajar yang Efektif. Jakarta. Departemen Pendidikan

Nasional. [17] Roychoudhury, A and Roth, W. M. (1996). Interaction in an Open Inquiry Physics

Laboratory. International Journal of Science Education. 4 (18), 423-445.


http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno.ED123955



http://www.aea267.k12.ia.us/pdf

Proceeding



ABILITY OF COLLEGE STUDENTS PROFESSIONAL

TRAINING PROGRAM IN MAKING TESTS PHYSICS DOMAIN

OF SCIENCE PROCESS SKILLS IN THE FORM OF

MULTIPLE CHOICE AND ESSAY

Asep Sutiadi

Department of Physics Education

Faculty of Mathematics and science Education Indonesia University of Education


The purpose of this study is describes the ability of student physics teacher candidates who has been carrying out professional training programs (PPL) in

making tests physics domain of science process skills (DSPS) in the form of multiple choice and essay. The selected research method is descriptive-

exploratory. Subjects were 12 students physics education program who had

completed PPL in the junior high school and high school level, Odd and Even semester of 2012/2013. In this study the PPL students had been treated

workshops and given teaching materials. Data collected in the form of products tests before and after the workshop. Product tests were analyzed

qualitatively using a test product analysis guideline; the criteria include

materials, construction, language, general characteristics and specific characteristics of DSPS. Increased ability to create tests was analyzed using

the normalized gain. Questionnaires were analyzed using percentage rule. The results showed that (i) the ability of college students PPL in making tests

physics DSPS are high categories, acquisition of normalized gain about

multiple choice and essay, is 0.794 and 0.727 respectively; (ii) weaknesses of college students PPL in making tests item specially in the aspects of

construction, language, and specific characteristics of DSPS, and (iii) students responded positively to the program and workshop materials.

Keywords : PTP students

DSPS test item multiple choice and essay

Corresponding Author:

1. INTRODUCTION Assessment is an integral part of a learning process (Miller, 2008). One measure of the quality of

learning is determined by the ability of educators to assess learning outcomes (Mardapi, 2008). In

Indonesia, the spirit of assessment learning related to the set out in Ministerial of Educational

Regulation Number 16 of 2007 concerning Standards of Academic Qualifications and Competence of Teachers and Ministerial of Education Regulation Number 20 of 2007 on the Standard Assessment of

Education. These regulations guide the process of planning, designing, and implementing learning

assessment at various and educational levels. Supervision and evaluation results by Directorate of high school in 2009 and 2010 reported that

teachers tend to make the assessment items by taking on the question bank or copy and paste from

books teaching materials. Nahadi (2009) explained that the items are made of teachers and prospective teachers have not varied. The work of the authors in PLPG activities (2011 and 2012) and the

observation of the activities of PPL Physical Education students in the last two years also indicate that

items are made more cognitive domains than domain of science process skills (DSPS). Coverage of assessment of learning outcomes that reflected in the physical domain objectives

includes assessment of cognitive domain, affective domain, and psychomotor domain. Actual

assessment area or domain in physics is not just three. However, as we understand, area or domain most favoriteis cognitive domains.

Start in 1984 curriculum introduced process skills approach, which gave birth to the domain skills

assessment process. Measurement process skills continue to be developed because of the demands of

Proceeding



educational assessment and spirit of compatibility between items, learning experience and learning

objectives (Rustaman et al, 2005). Winkel (1996) and Bundu (2006) add that the measurement process

skills can be done with multiple choice tests andessay. Therefore, this study tries to reveal the ability of prospective physics teachers who implementing

PPLin making tests physics domain of science process skillsas learning outcomes in form multiple

choice and essay descriptions. Previously respondents participated in the workshop, which includes 4 main steps, namely the presentation of lecturer, discussion and exploration, presentation, and reflection

and revision.

Commission on Science Education (Rustaman et al, 1992) defines science process skills (SPS) as a component of scientific inquiry, the procedures that lead to the acquisition of knowledge and give

meaning definition. Through SPS students are expected to learn to develop concepts and processes as

well. In physics education, science as a process intended to test things done by physicists (what

physicist does). A skill is basically the process of developing inquisitive attitude. Thus it can be

formulated that skill is an overall process of targeted scientific skills (cognitive and psychomotor) that can be used to find a concept / principle / theory, in order to develop a concept that has been there

before (verification), or to perform a denial of a discovery (falsification).

In compiling SPS items should consider the general characteristics and specific characteristics, so that the skill domain items can be distinguished from the cognitive domain items. General

characteristics compiled of four categories (Rustaman, 2010): First, SPS items should be distinguished

from cognitive items. In construction should not be burdened concept. Process skill items do not measure mastery of concepts. Second, the skill items contain certain information that must be

processed by the student. Information about the skills in the process may include images, graphs, data

tables or description. Third, aspects of process skills to be measured must be clear and contain only one aspect, such as interpretation. Fourth, the image should be displayed to help bring an object.

Special characteristics of process skills, namely (Rustaman et al, 2005): ( i) planning the

experiment, (ii) hypothesize; (iii) observations, (iv ) prediction, (v ) classification, (vi ) apply the concept; ( vii ) interpretations; ( viii ) asking questions, and ( ix ) communicate. In the preparation

DSPS, who want to measure the aspects / components of each skill, should pay attention to the

characteristics / special characteristics of each type of skill that process. Process skills in lab activities can be divided into three parts, namely (i) prior to practicum; (ii)

current practicum, and (iii) after the practicum. Conditionings into three sections have implications for

(i) the division of the special characteristics of the process skills into three sections, and (ii) how to make the subject matter. Before the lab activity can be interpreted that the subject matter does not

include the data, so special characteristics that might is planning research and hypothesize. In situation

of practicum new means of data displayed halfway, special characteristics that match are observation, prediction, and classification and apply the concepts. After practice means that the data displayed is

complete, the special characteristics of the process includes interpretation skills, ask questions, and

communicate.

2. RESEARCH METHOD This descriptive-exploratory study involving 12 respondents physics student teachers who

have completed professional training program (PTP) at the high school and junior high levels, Odd -

Even semester of 2012/2013. In this study students get treatment given workshops and teaching

materials. Workshop process lasted for 6 meetings, each meeting duration 100 minutes. Stages workshop consists of four steps, namely (i) the presentation of faculty related items

making domain material science process skills (DSPS) multiple choice and narrative form, (ii)

discussion and exploration is done in groups to explore the process of making items DSPS (iii) presentation, which presents the results of a discussion group representatives, and (iv ) reflection and

revision of the discussions when needed. Meanwhile, the workshop content is written in the form of

teaching materials associated with the manufacture of items DKPS divided into 4 parts, namely (i) analysis of domain process skills; (ii) surgical skills of process indicators; (iii) preparation of

framework a domain process skill items; and (iv) development of process skills domain items in the

form of examples of faculty and students made directly by PPL prospective physics teachers. Data collected in the form of student-made product items PPL before and after treatment are

workshops. Respondents were also given questionnaires. Product items were analyzed using analysis of

product signs items with the material aspects of the criteria, construction, language, general characteristics and specific characteristics of process skills. Criteria for multiple-choice items, there are

23, while the criteria for item no description 17. Analytical procedures using appropriate rules when

Proceeding



given a score of 1, and when it is not appropriate given a score of 0. Increased ability to create items

was analyzed using normalized-gain. Questionnaires were analyzed using percentage rule.


Multiple Choice Question Items PPL student ability in creating learning outcomes assessment instrument skills domain physics

multiple choice process before and after the workshop process shown in Figure1.

Figure 1. Score PPL student ability inmake multiple choice items of DSPS

Based on Figure 1, it mean scores procurement capabilities before making a particular

question multiple choice workshop process is 87.68% and after the workshop is 97.46%. Percent including high pretest scores, but not strange because before they ever get SPS material in lectures

Physics Learning Evaluation. Posttest result shows there are five percent of respondents who achieved

optimal.

Essay Question Items. PPL student's ability in making DSPS instruments in form of essay before and after the design

workshop process shown in Figure 2. Based on Figure 2, the mean scores ability to make particular

procurement matter before the workshop description is 89.22% and after the workshop is 97.06%.

Access percent pretest scores ability to make particular question description is higher than the ability to make access percent score multiple choice particular question. Likely respondents are accustomed to

make particular the question of the form description. Evaluation of Learning Physics lectures. Posttest

Results showed that there were six percent of respondents who achieved optimal. Other problems arise between (i) the absence of tables, charts, graphs, and maps in the tree question, (ii) the use of the

Indonesian language yet raw and true, and (iii) the specific characteristics have not been well

understood.

Figure 2 Score PPL student ability in make the items essay of DSPS

Normalized gain. Results are normalized gain calculations related to the ability of PPL students to make multiple choice

(MC) items and essay (E) items of DSPS shown in Figure 3.

94

94

94

82

94

82

88

94

88

88

82

88

100

94

100

94

100

100

100

100

94

94

94

94

0 20 40 60 80 100 120

P-001

P-003

L-005

P-007

P-009

L-011

Percentage

Res

on

den

t

Posttest

Pretest

Proceeding




Figure 3 Results of normalized gain

Based on Figure 3 can be stated that the results were normalized gain included in the high

category. It is enough to conclude that the workshop process, which consists of four steps, is very effective in improving students' ability PPL prospective physics teachers in making learning outcomes

assessment instruments MC of DSPS shapes and descriptions. Content workshop consisting of four

phases also run very efficiently, i.e. domain analysis, surgical indicators, preparation of items frameworks, and development items in the form of examples and making items directly. Training

process of making DSPS items directly provide new insights and experiences to the student PPL

prospective physics teachers. Case where such activities cannot be performed in the Evaluation of Learning Physics lectures that they went through.

Questionnaire. Questionnaire results obtained from PPL student physics teacher responses consist of three

categories, namely (i) the program content (the content of the workshop), (ii) workshop process, and

(iii) teaching materials. The mean response to the student PPL program content was 78.33% (high category). It also means that nearly all gave a positive response to the workshop program content is

presented. The mean response to the workshop was 90% (high category). It also means that nearly all

responded positively to the implementation of the workshop process. The mean response to instructional materials is 91% (high category). It also means that nearly all responded positively to the

teaching materials prepared.

4. CONCLUSIONS Conclusions derived from the results of this study are:

1. Ability students professional training program (PPL Students) in a domain making process skill items were multiple choice and category descriptions are on high, successive acquisition

normalized gain multiple choice and description, namely 0.794 and 0.727;

2. Weaknesses in making items DKPS PG shapes and descriptions still spread to the construction aspects, aspects of the language, and aspects of the special characteristics. Weaknesses in aspects of

language becomes its own record, which is not optimal use of raw language and correct, so it is still

ambiguous in structuring sentences consisting of subject-predicate-object, and 3. Students responded very positively to the content of the workshop program, the workshop, and

teaching materials.

REFERENCES [1]. Bundu, P. (2006). Penilaian Keterampilan Proses dan Sikap Ilmiah dalam Pembelajaran Sains-

SD. Jakarta: Direktorat Ketenagaan Dirjen Dikti Depdiknas. [2]. Mardapi, D. (2008). Teknik Penyusunan Instrumen Tes dan NonTes. Yogyakarta: Mitra Cendekia

Press.

[3]. Miller, P.W. (2008). Measurement and Teaching. Indiana: Patrick W. Miller and Associates. (www.pwmilleronline.com).

[4]. Nahadi. (2009). Efektivitas pembekalan Asesmen Pembelajaran bagi Mahasiswa Calon Guru

Kimia. Disertasi Doktor Kependidikan, SPs UPI (Unpublish). [5]. Rustaman, N. Y. (1992). Pengembangan dan Validasi Alat Ukur Keterampilan Proses Sains pada

Pendidikan Dasar 9 Tahun sebagai Persiapan Pelaksanaan Kurikulum 1994. Laporan Penelitian.

Bandung: IKIP Bandung. [6]. Rustaman, N. Y. dkk. (2005). Strategi Belajar Mengajar Biologi . Malang: UM

[7]. Rustaman, N.Y. (2010). Pengembangan Pembelajaran Sains Berbasis Kemampuan Dasar Bekerja

Ilmiah. Dalam Taufik Hidayat dkk (Editor). Teori, Paradigma, Prinsip, dan Pendekatan Pembelajaran MIPA dalam Konteks Indonesia. Bandung: FPMIPA UPI

[8]. Winkel, W.S. (1996). Psikologi Pengajaran. Jakarta: Grasindo Institute of AdvancedEngineeringandScience

0.794

0.727

0.68 0.7 0.72 0.74 0.76 0.78 0.8

PG

Uraian

Normalized Gain

Form

of

Ite

ms

Proceeding



EFFECT OF INQUIRY LEARNING STRATEGIES TO IMPROVE

DECISION-MAKING SKILLS OF STUDENTS IN CLASS XI

OF SMAN 1 SOUTH SINJAI

Muh. Tawil, Gilang Permatasari

Progran studi Pendidikan IPA

Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Makassar


This study aims to: (1) To determine the increase in decision-making skills of students of class XI SMA Negeri 1 South Sinjai taught using inquiry learning

strategies, (2) To determine the decision-making skills improvement class XI

students of SMA Negeri 1 South Sinjai who taught without the use of inquiry learning strategies and (3) to know the difference between a class taught using

inquiry teaching strategies and classroom being taught without the use of inquiry learning strategies. This study is a real study (True experiments ) using

pretest - posttest design Control Group Design . The population in this study is

the class XI students of SMA Negeri 1 South Sinjai and samples selected at random . Data processing results of this study using two statistical techniques,

namely: (1) Descriptive Analysis Technique to describe the characteristics of decision-making skills of the students of class XI Sinjai SMAN 1 South, (2)

inferential analysis techniques to test the research hypothesis . Based on the

descriptive analysis showed that the average score of decision skills that learners taught using inquiry learning strategy is at 119.81 and the standard

deviation of 12:19 and an average score of decision skills of learners who are taught without the use of inquiry learning strategy is at 95.35 and the standard

deviation of 14.67. Inferential analysis results indicate that there are

differences between the decision making skills of students who are taught using inquiry teaching strategies with students who are taught without the use

of inquiry learning strategies . This suggests that learners are taught using inquiry learning strategies capable of making decisions skills class XI students

of SMA Negeri 1 South Sinjai better .

Keywords : Inquiry Learning Strategy

Decision-Making Skills


Jl. A.Pangeran Petta Rani Makassar

Telp: 081341885984


1. INTRODUCTION

Education is an important sector in improving the human resources of a nation. Therefore the implementation of learning any subject as one of the important aspects of education should be

given serious attention. Physics as one of the elements in the IPA has a very important role in the

development of technology and strategic future. Therefore, in the spur science and technology learning physics should receive better attention .

One is the physical characteristics of the object has to be real. Most students have difficulty

in applying physics to real life situations. Another thing that makes it difficult for students of physics is that physics is less meaningful learning. Teachers in the learning in the classroom is not linked to a

scheme which has been owned by the students and the students are given less opportunity to discover

and construct their own ideas of physics so that children quickly forget and can not apply. Familiarize inquiry learning strategies teachers can ask a question or encourage students to ask questions of their

own , giving students the opportunity to direct their own research and find the answers that may be of

their own , and take on more of the other questions.


Proceeding



Some research results that are relevant to this study include: Research conducted by Yunus (

2008) suggests that there are significant differences between the learning outcomes of students who

were taught physics through inquiry techniques with less approach to the outdoors physics students taught with conventional learning on the learner class XI IPA 1 SMAN Tinambung . Nur ( 2011)

suggested that the ability of class X students of SMAN 1 Watampone in solving physics problems

through guided inquiry approach to achieve a minimum level of completeness criteria established school . Muhiddin ( 2011) suggests that there is a significant increase in the average score of creative

thinking ability of students in class X SMAN 1 Takalar after the inquiry approach to learning is

applied to increase the level of being based on normalized gain test. From the results of relevant research that motivated the author examines how the influence of inquiry learning strategies to

improve decision-making skills of the students of class XI of SMAN 1 South Sinjai " .

2. RESEARCH METHOD

2.1. VariabletypesandResearch This study is a real study (True experiments) were carried out in the control class and the

experimental class. Which in this study there are two variables, ie, variables and variable action

problem: 1) Variable actions are inquiry learning, and 2) Variable decision problem is skill.

2.2. Research Design The study design usedwas apretest-posttest controlgroupdesign.

R O1 X O2

R O3 - O4 Description: R is Rambang ; X is an inquiry learning ; O1 is performed before the

experimental observations; O2 is Observations made after the experiment; O3 is the initial observations

made on classroom control, and O4. Observations made at the end of class control

2.3. Operational Definition of Variables a. Inquiry learning is a series of learning activities that involve the entire maximum ability of

learners to explore and investigate in a systematic, critical, logical, analytical, so that they can formulate their own inventions with confidence by looking at indicators of learners namely: maximum

involvement of learners in learning process, the directionality of activities in a logical and systematic

learning objectives, develop a confidence about what was found in the inquiry process . ( Trianto , 2010:166 ) .

b. Decision making skills is a process that begins and definition of the problem and ended with

the selection of alternative solutions with respect to how learners in making inquiries, gather information, make choices, analyze information, and make decisions, which is measured by using a

decision-making skills test ( Basyaib , 2006: 3).

2.4. Population and Sample Population in this research that all students of class XI IPA 1 SMAN South Sinjai in the

academic year 2011/2012, which consists of 3 class as a whole amounted to 95 people. The samples

in this study come from the study population taken by using random class (simple random sampling ). Two classes will be taken at random , and was elected class XI IPA 3 as the control class and class XI

IPA 1 as a class experiment.

2.5. Data Collection Techniques Skills test execution control decisions in the class and the experimental class (pretest).

Experimental treatments with classroom teaching experiment with using inquiry learning strategies.

Skills test execution control decisions in the class and the experimental class ( posttest ). a. Data Analysis Techniques

Improvement that occurred before and after the learning gain is calculated with the formula

normalized ( N - Gain ) as follows ( Meltzer , 2002; Collecta & Philips , 2005)

premaks

prepost

SS

SSg

Table 1. Category Level N Gain (Meltzer,2002)

Interval categori

g > 0,7 high

0,3 ≤ g ≤ 0,7 medium

g< 0,3 low

Proceeding



3. RESULT AND ANALYSIS The results obtained by analysis of N-gain shows to test decision-making skills in class XI

IPA 3 no increase from the previous. Where the decision-making skills test results obtained gain valuesby an average of-0.02.

For more details, here are presented Table 2. The frequencydistribution of pre-test score

relationship with post-test scores take decisions learners skills class XI IPA 3 SMA Negeri 1 South Sinjai.

Table 2.FrequencyandPercentageDistribution ofDecision-MakingSkillsLearnersClassXIIPA3byN-gain range

No

. frequency percentage (%) categori

1 0 0 high

2 0 0 medium

3 31 100.00 low

sum 31 100.00

Table 2 shows that the pre-test and post-test, of the 31 learners who become research subjects there is 0 % of students in the high category , which means no learners have high skills that

decision after being taught without the use of inquiry learning strategies . Percentage of students in

the moderate category is 0%, which means that there are no students who have decision-making skills were once taught without the use of inquiry learning strategies and the percentage of students in the

low category is 100% which means that all learners have low decision making skills after being

taught without the use of inquiry learning strategies . Based on the description and the data in Table 3.1 shows that the students in class XI IPA 3 have lower decision-making skills , which are shown in

the lower categories of percentage value is greater than the percentage of high and medium value .

The results obtained by analysis of N - gain shows to test decision-making skills in class XI IPA 1 has increased from the previous . Where the decision-making skills test results obtained gain

values by an average of 0.303 . It shows the results of tests in middle category to increase N -

decision gain skills students of class XI IPA 1 SMAN South Sinjai. There is a growing skills test taking decisions on classroom learning in experimental physics

as taught with inquiry learning strategies . At the lowest pre-test score of 60 , the highest score is 124

and the average score is 92.95 with a standard deviation of 16.93 , while the lowest post-test score of 86 , the highest score is 138 , and the average score is 119.81 with a standard deviation 12:19. Results

of the analysis estimates the average skill score decision Table 3 shows that the experimental class

scores for the population mean is in the interval with limits up Table 4; Table 5, Table 6; Table 7 and Table 8. In the experimental class analysis estimates the average score skills take decisions learners

associated with the scores achieved on the samples showed that the skill scores for students taking the

same high category with the skills to take decisions learners are viewed from the frequency categories For the analysis of decision-making skills of each indicator are presented in the following

table.

Table 4. Average N-gain Decision Making Skills Every indicator

No. Indicator

The averageN-gain Decision MakingSkills

Kelas control class experiment class

T S R T S R

1. Makesthe questionof

what the group - -

-

0.03 - - 0.1

2. Gatherinformation - -

-

0.04 - 0.6 -

3. Determinethe choices - - -0.4 - - 0.1

4. Listagreeand disagree - - -0.4 - 0.4 -

Data obtained from this study were analyzed descriptively besides also use dinferential

statistical analysist-test aimed at testing the hypothesis. Prior to use the t-test, first tested the

normality and homogeneity. Results of testing normality, homogeneity, and the t-test using thevalue of α= 0.05 level. In

detail, the results of statistical tests described.

Proceeding



Table 5. Summary of Results Normality Control Class Skills Decision Making

Test N Average Standart

Deviasi X2

hitung X2(0.95;3) conclusion

Pre-

test 31 96.97 13.89 3.8396 7.81 Normal

Post-test

31 95.35 14.67 7.0425 7.81 Normal

Table 6.Summary ofResultsNormalityDecision MakingSkillsClassroomExperiment

Test N Average Standart Deviasi

X2hitung X2

(0.95;3) conclusion

Pre-

test

3

2 92.59 16.93

5.602

6 7.81 Normal

Post-test

32

119.81 12.19 7.472

5 7.81 Normal

Table 7.Summary ofResultsHomogeneityControlClass andClassExperiment

Test Fhitung Ftabel conclusion

Pre-test 1.49 F(0.05;31:30)=1.80 Homogen

Post-test 1.45 F(0.05;30:31)=1.83 Homogen

Table 7.t-TestResultsControlClassandClassExperiment

categori t(0.975;61) thitung conclusion

Decision-MakingSkills 1.98 7.57 there are differences

Based on the results of the study revealed that the decision-making skills scores eleventh grade students of SMAN 1 South Sinjai academic year 2011/2012 is taught using inquiry learning

different strategies with skill scores take decisions learners who are taught without the use of inquiry

learning strategies. The results in the form of scores of students were then analyzed descriptively using statistical formulas to determine how much improvement skills including decision making

indicator questions , gather information , make choices , and make 4.

4. CONCLUSIONS To see the improvement criteria decision-making skills, the N-gain analysis ( normalized N-

gain ) in the control class and the experimental class . In the experimental class average of N-decision gain skills in fluid materials included in the medium category. In the control class is included in the

low category . Thus it can be said that the inquiry learning strategies can improve decision-making

skills . This finding is consistent with that proposed by Basyaib (2006 ) that the decision-making skills is a process that begins and definition of the problem and ended with the selection of

alternative solutions with respect to how learners in making inquiries, gather information, make

choices, analyze information, and make decisions, which is measured using the skills test decision. In the experimental class was found that all four indicators of increased decision-making

skills. The biggest indicator is gathering information than indicators make inquiries, make choices,

and make conclusions. Two of the four indicators with the low category saw strong improvement in the indicators that make questions and make choices, while collecting indicators informing and

making inferences increased with the medium category. Difference is due to an increase in the time

students gather information and make inferences needed skills that can be obtained from inquiry learning strategies used. In the control class found that the average N -gain decision-making skills of

the four indicators are in the low category. This is due to the use of inquiry learning strategies in the

classroom so that students do not get more information than conventional learning used in the classroom.

To strengthen the results of the descriptive analysis above , the inferential analysis to prove

the hypothesis. Thus the analysis of the results obtained using the two -party test and prove H0 is rejected and H1 is accepted which means that there are differences in decision-making skills that

students taught using inquiry teaching strategies with students who are taught without the use of

inquiry learning strategies in the classroom SMAN 1 South Sinjai academic year 2011/2012 . Based on the results, it can be obtained that inquiry learning strategies can improve decision-

making skills . This makes learning strategies learners are motivated to learn according to their

Proceeding




learning styles . This fact is in line with the study of theory and hypotheses that have been put

forward that inquiry learning strategies can improve decision-making skills of learners . Unlike the

conventional learning (lectures, discussion, assignments ) which tend to be dominated by the teacher where the teacher gives as much information and learners receive the information conveyed by the

teacher. As a result, students become passive in learning and learners somewhat less enthusiasm.

Based on the above , it can be revealed that the inquiry learning strategies when applied properly of course the students will have a greater opportunity to learn more about physics . Thus

creating a meaningful learning process is a learning process in which new information is connected

with the structure already owned learners is through learning , which in turn acquired skills will make a decision in physics . Therefore one of the efforts made so that students have the skills take better

decisions by providing learning using inquiry pembelajran strategy especially for students of class XI

SMA Negeri 1 South Sinjai. Conclusions and Suggestions: 1) Improved decision-making skills of the students of class XI SMA Negeri 1 South Sinjai taught using inquiry learning strategies in middle

category; 2) Improved decision-making skills of the students of class XI SMA Negeri 1 South Sinjai

taught without the use of inquiry learning strategies are in the low category; 3) There is a difference between the students in the class were taught using inquiry teaching strategies with students in classes

taught without the use of inquiry learning strategies. In connection with the conclusion of research

results mentioned above , the researchers propose suggestions 1 ) The results of this study should be able to be a lesson for educators, particularly physics subjects to improve decision-making skills of

learners in the learning ; 2 ) For the subjects of physics educators presumably can implement inquiry

learning strategies on topics that are considered appropriate and proper use of this learning; 3) for schools to better equip the tools that can support the implementation of an optimal learning; 4) in

order to obtain results more than the results of this study should further research using better tools

that can further support the experiments conducted.

REFERENCES [1]. Basyaib, Fachmi. 2006. Teori Pembuatan Keputusan. Jakarta: Grasindo [2]. Collecta,V.P & Philips, J.A. 2005. Interpreting FCI Scores: Normalized Gain Preinstruction

Scores, And Scientific Reasoning Ability. Departement of Physics, Loyola.

[3]. Harris, Robert. 2009. Introduction to Decision Making. Tersedia: http:// www.virtualsalt.com /bioblurb.htm. Diakses 5 November 2011http: //xpresiriau.com/ artikel-tulisan-

pendidikan/hakiki-pembelajaran-inkuiri/).

[4]. Meltzer, D.E. 2002. The Relationship between Mathematics Preparation and Conceptual Learning Gains In Physics. American Journal of Physics. 70 (7)

[5]. Muhiddin, Mutia.A. 2011. Penerapan Pendekatan Inkuiri dalam Meningkatkan Kemampuan

berpikir Kreatif Siswa Kelas X SMAN 1 Takalar. [6]. Nur, Muafiah. 2011. Penerapan Pendekatan Inkuiri Terbimbing dalam Pencapaian

Kemampuan Memecahkan Masalah Fisika pada Siswa Kelas X SMAN 1 Watampone.

[7]. Sanjaya, Wina.2006.Strategi Pembelajaran Berorientasi Standar Proses Pendidikan . Jakarta: Kencana.

[8]. Sudjana. 2005. Metode Statistika Edisi ke 6. Bandung: Tarsito

[9]. Tiro, Arief. 2007.Statistika Terapan. Makassar: Andira Publisher [10]. Trianto.2010. Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta: Kencana

[11]. Trianto.2010.Model Pembelajaran Terpadu. Jakarta: Bumi Aksara

[12]. Wena, Made.2010. Strategi Pembelajaran Inovatif Kontemporer. Jakarta: Bumi Aksara [13]. Yunus,Sitti.R. 2008. Analisis Hasil Belajar Fiska melalui Teknik Inkuiri dengan Pendekatan

Outdoors Physics pada Siswa kelas II IPA SMAN 1 Tinambung.


http://xpresiriau.com/artikel-tulisan-pendidikan/hakiki-pembelajaran-inkuiri/

http://xpresiriau.com/artikel-tulisan-pendidikan/hakiki-pembelajaran-inkuiri/

Proceeding



DEVELOPING PROGRAM OF BASIC TECHNOLOGY

EDUCATION COURSE FOR PRESERVICE TEACHERS

BASED ON TEACHERS COMPETENCIES IN INDONESIA

Parsaoran Siahaan, Nuryani R Rustaman, Andi Suhandi, Wawan Setiawan

Faculty of Mathematics and Science Education



Research and Development method was carried out to to find a solution for

providing pre service teachers with competencies of BTE qualify as well as

BTE teachers. The R&D Method using in this study are 3-D: define, design and develop. From the define phase identified issues followed by making

devices to be used for trial in the develop phase. Design phase activities conducted by the pre service teachers through workshops, which are preceded

by modeling (modeling) by the researcher. Subsequent modeling conducted on

the develop phase before peerteaching. Data obtained from this study in the form of quantitative data and qualitative data. Qualitative data was then

converted into quantitative data using a 1-4 grading scale for student workbooks, lesson plans, peerteaching, and performance of pre service

teachers. The results obtained from this study showed that more than 80% of

participants P3TD-BKG scored more than3 (scale 1-4) associated with the ability to create student workbooks, lesson plans, peerteaching and

performance. More than 80% of participants P3TD-BKG able to master the material exceeds 80%. From these results it can be said that the lecture

program developed PTD effective in preparing preservice teachers BTE has a

decent competency as a teacher of BTE.

Keywords : Preservice teachers

competencies modeling 3-D

effective


1. INTRODUCTION

One of the government's efforts in preparing students to have ability related to technology

literacy is through formal education by opening program study of Basic TechnologyEducation

(BTE) in the junior school. Indonesian government in cooperation with the Dutch government openned BTE program

since 1997 in four junior high school, one of which is a private junior high school located in the city

of Bandung. Until year 2003 BTE has been implemented in 39 secondary schools (29 public junior hign school and 10 Private Junior High School), and since year 2005 BTE has been integrated into

ICT subjects. BTE give opportunity for students to experience the process of acquiring knowledge related

to technologies necessary to solve the problem critically and wisely which in turn can be applied to

solve problems in their everyday lives. Through the learning process-oriented problem solving, BTE is expected to equip learners in

technological literacy. Thus students will be trained to be critical in dealing with technology products

even in a wider scale Indonesian people expected more sensitive and less consumptive of technology products produced in other countries.

Currently there are onlya few people are qualified teachers who are trained as BTE teachers

int he first batch, 3x3 month training period for a period of 3 years. BTE ongerasi both teachers trained for 3x1, 5 months, and the next generation of trained through technical guidance program for

3x5 days. Reduced training time minimal impact on the competency of teachers PTD which in turn

decreasing the quality of learning in BTE. Referring to UU-RI. Number 20 year 2003, which confirmed again in Permendiknas no. 41

year 2007 about process standard, and Permendiknas number.16 year 2007 about standard academic

Proceeding



qualifications and competence of teachers, teachers are expected to plan and organize an educational

learning process. . But this expectation still not yet fufilled in learning BTE. Teachers' ability to plan

and organize learning is a form of teacher competence, namely: pedagogical competence, personal competence, social competence, and professional competence.

Competencies of teachers can not be separated from the educational process through before

becoming a teacher. In the formal education prospective teachers trained through higher education institutions that have met the requirements in accordance with applicable regulations. In the

curriculum a tone of the study program in one of the colleges inWest Java are subject BTE. BTE

lecture program was opened in 2007as acompulsory elective courses with 2 credits load. The Standard Competency Graduation (SKL), for the course is "Students have adequate capacity and

skills in designing, implementing and managing learning TechnologyEducation Association in

accordance with the development of Science and Technology". The ability to designing, executing and managing learning represent the ability of every teacher as told in permendiknas Number.16

year 2007.

The ability of prospective teachers related to SKLof BTE, which has been presented above has not been achieved since the opening BTE lecture program. Prospective teachers still not trained

to have the opportunity to make the teaching aids and implementing of BTE. This fact indicates that

the BTE lecture programs have not been effective yield Prospective teachers’BTE have the appropriate competencies in accordance with a SKL. Therefore there needs innovation to develop

PTD lecture program. For it was through this research has been conducted development program of

Basic Technology Education Course with competencies based Oriented for teachers of Basic Technology Education.

2. RESEARCH PROBLEM Referring to the background of the problem, the problem posed in this research are How to

develop a program of Basic Technology Education oriented teacher’s competencies of Basic

TechnologyEducation (BTE). To answer the above question formulated the following research questions:

1. How dothe characteristics of the BTE lecture program was developed?

2. How the effectiveness of the BTE lecture program in producing graduate swho have skills indesign (plan) and implementing BTE in learning?

3. RESEARCH METHOD Prospective teachers who become subjects in this study were students taking courses with

the BTE lecture program with requirements: pass in the subjects of Physics Learning Evaluation and

Teaching-LearningPhysics (BPF), and at least are following course of Physics Lesson Planning (PPF). The number of Prospective teacher involved and completely following this research are 15

students

Associated with the process of data collection and analysis performed in this study, using quantitative and qualitative approaches, the method used in this study are included in the mixed

method. Creswel(2007) suggested that: "Mixed methodsresearch ....As a method, it focuses

oncollecting, analyzing, and mixing both quantitative and qualitative data is in a singles tudy or series of studies".

The development of the research program used cevelopment model 3-D that refer to the 4-D

models proposed by Thiaragajan. The stages 3-D models are: Define, Design, Develop.

Define stage Define the stage in this research is a preliminary study to obtain in formation related to BTE

learning problems. Activities undertaken at this stage are: field studies, literature study to BTE

program, observation to activities olearning-process of BTE, interviews with teachers and students.

Sampling techniques performed in this study was purposive sampling that schools offer learning programs BTE. Define the stages of this study identified the problems associated with BTE.

Based on identification and needs analysis determined the main problem is the teachers BTE has

nothadadecent competences a BTE’s teacher. Supply of qualified teachers can not be donein an instant, but it requires a relatively long

time. Taking into account the time factor and the Provision of teacher effectiveness BTE program, the

current program that allows teachers to provide BTE candidates who have a decent competency is through basic technology education classes. But of course the evaluation of BTE has been done

before, still need edimprovement efforts to the lecture .BTE lecture programs need to be developed to

produce teacher candidates who have the appropriate competence as a teacher BTE. Necessary for the

Proceeding



purposes of the lecture model of BTE programs are oriented competence of prospective teachers in

BTE, here in after referred P3TD-BKG. Through P3TD-BKG expected available prospective

teachers who are expected as well have competencies as teachers of BTE.

Design Stage To generate BTE prospective teachers in line with expectations, the model needs to be

designed P3TD-BKG expected to meet that goal. In designing P3TD-BKG to prior studies related to

the factors that will achieve P3TD-BKG. First determine the effectiveness criteria P3TD-BKG;

Second determine the criteria which prospective teachers followed BKG P3TD; Third determine the product to be produced P3TD-BKG; Fourth determine the strategy used in P3TD-BKG.; Fifth

determine which media will be used in P3TD-BKG.

Reference used to know effectiveness of P3TD-BKG competence of prospective teachers PTD ownership shown by: (1) The ability of student teachers make teaching aid of BTE in the form

of a workbook and Lesson Plan to be implementing later, (2) mastery learning materials, (3) ability to

perform simulations to teach through peer learning, (4) the performance of the prospective teachers during theprocess of P3TD-BKG.

Physics Learning Evaluation and Learning Physics Education (BPF)

Criteria for prospective teachers who follow P3TD-BKG is a student who has passed the Physics learning evaluation courses and teaching-learning Physics courses and at leastare following

course of Physics Lesson Planning (PPF). The criteria associated with the prerequisite skills in

making the BTE learning that involves the abilityto analyze standards and basic competencies and to formulate an indicator, which is used in developing the students' textbook. Besides the necessarys

kills in designing learning strategies requires knowledge of methods and approaches to learning.

In oder to prospective teachers get more freely to expresstheir ideasand collaborative working in groups. So the strategy used in P3TD-BKG was done through workshops. Through

workshop the activities are expected from prospective teachers are able to share with the member of

their group and other groups that will be intertwined interaction between participants, and the togetherness has responsibilityin achieving goals.

Before the workshops held, conducted modeling associated with BTE learning and learning

tools. Modeling is done along with P3TD-BKG developed. After modeling did discussion. The material includes adiscussion of the teaching material sused in the BTE with the characteristics of the

learning.

At the design stage is also made research instrument consisting of a six packages instrument accompanied with rubric. The sixth packeges of instrumen are: :(1) Assessment for Module of

Worksheet book 0f BTE, (2) Assessment for Lesson plan of BTE, (3) Assessment for PeerTeaching,

(4 )Assessment for Mastery of content EnergyandIts Application; (5) Assessment for performance during workshop; (6) Assessment for the responseof prospective teachers during the parogram.

DevelopStage The principle of the develop stage is the stage for product resulting from define stage. There

are two types of products resulting from define stage: (1). Learning devices (Workbook, Lesson Plan,

and Media), (2) The research instruments and the rubrics, both were validated by expert and practioners who are experienced in managing BTE program. From validation found suggestion for

improvement untill obtaining final result that ready for trial.

On the develop stage also conducted simulation by prospective teachers through peer teaching but preliminary by modeling conducted by the researcher.

Experiments performed on the stage of develop is learning through peerteaching simulation.

But before learning peermodeling conducted by the researcher. Modelingis intended to give an overview on the prospective teachers related to peer teaching

that will be performed by the prospective teachers. Peertearning is done four times according to the

number of learning activities on student workbook each ended with reflection as well as principle used "Learning from the lessonso f others". The design is presented in the following figure below.

Proceeding




The results of research as follows: 1. Characteristics of the program developed

a. P3TD-BKG development based on needs analysis gathered from observation BTE program at

school, interview with teachers and students as well as schools principals, followed by

planning a program to prepare prospective teachers who are competent teachers of BTE. Planning program includes products, research instruments and rubrics.

b. Teaching aids of products made through workshops. The resulting product consists of

Student workbook of BTE and Lesson Plan. c. Modeling conducted before workshop.

2. a. Acquisition scores in making student workbook: The mean score = 3.61 category of "very

high". Over 80% of participants P3TD-BKG scored above b. Acquisition scores making Lesson plan: The mean score = 3.36(very high). More than 80% of

participants scored above 3.

Research design

Teaching aid, instrument and rubrics is validated by expert and practitioners.

Revised teaching aid until get the final teaching aid, instrument and rubrics to be test.

Implement the teaching aid, instrument and rubrics in peer teaching. (Before trial conducted modeling).

Planing the BTE lecture program for preparing prospective BTE teacher owning competency as eduqate to expected competency.

Modeling teaching aid of BTE

Worhshop made teaching aid of BTE program : Workbook and Lesson Plan

Study for pilar and domain of technology, determine the content of BTE, formulating Conpetency Standard, Basic of Competency standard, and indicators to achieve

competency, planing product, determine material and tool used in making product, making and testing the product, making workbook and lesson plan.

Develop research instrumen : PMBKS; PPRPP; PPSB; PMEP; PKWS;

Making rubric.

DEF

IN

E

DE

SI

GN

DE

VE

LO

P

Field Study

Observed BTE program at school:

Modul and other teaching aid of BTE not be used at all.

There is no modul of BTE develop by school

The background of BTE teachers highly varied

Traing for BTE teachers candidat not yet adequate

Wawancara pada guru PTD

Evaluation to BTE Lecture Program

The result of the BTE Lecture Program not yet fulfilled the

competency Standar of graduation (SKL)

Hasil perkuliahan PTD belum memenuhi Standar Kompetensi

Lulusan (SKL)

The Studyof Literatur

UU-RI No.14 thn 2005

PP RI Nomor 19 tahun 2005

Permendiknas No. 16 thn 2007

Permendiknas No. 41 thn 2007

Kurikulum PTD SMP

Silabus perkuliahan PTD

Referensi terkait dengan teknologi

Analisis Kebutuhan

Perlu meyiapkan

calon guru PTD

yang memiliki kompetensi yang

layak sebagai calon

guru PTD

Ada Permasalahan

terkait dengan

kompetensi guru

PTD

Proceeding



c. Acquisition scores in peertearning. Mean score = 3.22(high category). Over80%

participantsscoredinthe top3.

d. Acquisition performance scores of participants: mean score = 3.78(very high). More than80% of participants had ascore above3.

e. Acquisition mastery score: mean score = 23.4 out of a maximum score of 25 or 93.6%. More

than80% of participantsscoredabove20or80%.

5. CONCLUSIONS From theresults obtainedin this studycan be summarized asfollows:

1. Lecture-oriented BTE programhas thecharacteristicsof teacher competence:

a. Developmentprogrambeginswith an analysis ofthe needs(needsanalysis)

b. BTE prospective teachers are given the freedom to create and innovate through workshops c. Modeling eligible to serve as an examplein developing teaching aid and peerteaching

d. Peer tearning can be used as a vehicle to develop teacher competence of BTE program.

2. Class Program developed PTD effective in developing teachers' competencies PTD 3. Prospective teachers of BTE program is benefit to develop lectures associated with the

addition of an insight into the technology, learning experience, experience in teaching practice

through peertearning, and opportunities to create and innovate.

Sugestion From the results of this research can be submitted several suggestions as follows:.

1. Products produced from P3TD-BKG should be tested and disseminate atschool. 2. In addition to student workbooks, prospective teachers should be able to develop other

instructional materials

3. Still need to develop an instrument that can measure as many aspects related to the competence of prospective teachers of BTE

Recommendation Somerecommendations can bemadefromthe results ofthis study: 1. P3TD-BKG models developed can be used for other classes.

2. Prospectiveteachers shouldbe givenas many opportunities aspossibleto practice simulated

teaching. 3. Sustainable development needs to be done in developing competencies possessed

prospective teachers.

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Institute of AdvancedEngineeringandScience IMPROVING THE ABILITY TO WRITE TEACHING

MATERIALS AMONG STUDENTS OF PRE-SERVICE PHYSICS

TEACHER PROGRAM THROUGH LEARNING TO WRITE

ACTIVITY USING MULTIMODAL REPRESENTATION IN THE

SUBJECT OF SCHOOL PHYSICS III

Parlindungan Sinaga, Andi Suhandi, Liliasari

Faculty of Mathematics and Science Education Indonesia University of Education


A good teacher needs to be a good writer of teaching materials. The research aimed to develop a teaching and learning strategy that could improve the

ability to write teaching materials for teacher candidates of pre-service physics

teacher program. The issue under research was how Learning to Write activity using multimodal representation in the subject of school physics III could

improve the ability to write teaching materials among pre-service physics teachers. The method employed was quasi-experiment, the data were

processed quantitatively using The Kruskal–Wallis non parametric statistical

analysis; the normalized gain was then determined, and effect size was calculated. Based on the results of data processing, it can be inferred that:1)

There was a significant difference in the ability to write teaching materials between students treated with Learning to Write activity using multimodal

representation and those who were treated with expository approach.; 2) The

ability to write teaching materials of students who were treated with Learning to Write activity using multimodal representation with the percentage of the

average normalized gain <g> = 31% was categorized to be in the medium criterion; 3) The treatment of Learning to Write activity using multimodal

representation was effective in improving the ability to write teaching

materials among pre-service physics teachers with an already corrected effect size of (unbiased estimate of d) 0.76, which can be classified as strong.

Keywords : multimodal representation

pre-service physics teachers

learning to write



Jl.Dr.Setiabudhi 229 Bandung [email protected]

1. INTRODUCTION

Writing lessons in higher education are usually embedded in the subject of language, which

is categorized into a general subject. But, when the knowledge gained from the subject is applied into writing a topic in students’ particular field of study, difficulties are frequently experienced. The same

is true for pre-service teachers: On the one hand, they are required to have the professional

competence of selecting, arranging, and developing learning materials of the subject that they teach according to the level of their students’ development, both written and orally conveyed; on the other

hand, the curriculum of Teachers Training Institutions has not well accommodated the emergence of

such competence among students. The condition is also common in the United States, where National Commission on Writing (2003) has recorded that the majority of pre-service English teachers there

"receive only a little instruction on how to teach writing”. Therefore, in some states a new strategy

has been sought for, namely Writing across the Curriculum (WAC). According to RobertBangert-Drown (as cited in,[1] )WAC seeks for three things: improving the frequency of students’ exercise,

integrating and elaborating all writing strategies in different content areas, and promoting the use of

writing instrument. As it is, WAC is more than just writing instruction or how to make students write


Proceeding



more or even write better. This program is an integration of strategies for planning a writing

assignment with carefulness, authentic communication, personal engagement, and reflective writing.

WAC strategies for classroom use of writing practice can be categorized into two: Writing in the Discipline (WID) and Writing to Learn (WTL). Writing in the Discipline (WID) is based on the

idea that students will become better readers, thinkers, and learners of a certain discipline, if they

work with the special forms and conventions that they are already familiar with. A biology teacher, for example, can ask students to write a lab report, while an art teacher can ask his or hers to write a

review of a gallery. Writing to Learn (WTL) rejects the idea that writing ultimately functions to

translate what is known into the writing on a piece of paper. Proponents of Writing to Learn suggest that teachers use writing to help students gain new knowledge to sort out their previous knowledge,

make various connections out of it, and express new ideas when they write . WTL activities can also

be used to encourage reflection on teaching and learning strategies and to improve students’ metacognitive skills.

Emig (cited in [2]} has characterized writing as a unique way of learning because “process-

and-product” simultaneously leave traces of materials and are tangible not only in the form of product, but also in the form of process, namely, the continuously reviewed draft. Hence, writing

depends on self-feedback, process and product at every level of formal writing. A writer has to reread

and learn from the text being written in an attempt of producing writing. Ackerman [3] has reviewed research on Writing to Learn and concluded that writing can cultivate learning as long as it is

responsive to the process of knowledge production concerning certain community discourse.

Bazerman [4] recorded that research on Writing to Learn has shifted from the emphasis on writing as a learning skill to writing in a certain discipline.

The process of writing focuses on various steps taken by the writer when producing texts. A

model of writing developed for the teaching of English is Hayes-Flower’s model (1981) “A Cognitive Process Theory of Writing”. The model was further developed by Hayes in 1996. By referring to

Hayes dan Flower, Unger and Fleischman have explained the writing process as consisting of the

following stages: “planning and organizing ideas, translating ideas into text and reviewing and revising the result". Cushing Weigle as cited in Emelie Ahlsén and Nathalie Lundh [5] noted that the

central focus of Hayes-Flower’s model is that each individual part of the writing involves

“interactions among four components: working memory, motivation and affect, cognitive processes and long-term memory”. Another author writing about writing process, Strömquist (cited in [5]) has

explained that writing involves different phases that have to be experienced by a writer. He further

stated that the level of awareness on when and how these phases occur can also be different. This is a special knowledge that shapes the basic of pedagogic writing under the name of writing process.

Strömquist revealed that writing process provides students with opportunities to use expressive

writing as a tool to learn and think. The competence that a pre-service teacher has to master is the ability to make a set of

teaching and learning instrument, which among other, consists of writing teaching materials

according to the subject s/he teaches. Written teaching materials, which are representation of content, either in the forms of teaching notes, modules, or textbooks, have to be made in such a way that they

can accommodate students’ needs. Students’ ability to well comprehend explanations of learning

materials is highly varied. Content representation contained in the text has a great impact on students: their cognition, ability to solve problems, and ability to express their understanding to other [6].

According to the perspective of social semiotics, learning is a constructive, recurrent process where

students translate and synthesize visually forms of linguistic communication they encounter in order to arrange information and “reshape” the meanings [7]. A representation mode refers to the structure

of representation used to describe content information. A table of data, graphic and diagram can all

realize the same information, but the behaviour of each description is highly disparate as a result of changes in modality. Each representation mode triggers different resources; for example, writing or

text has syntactic resources, such as font type, font size, and resources to frame, such as punctuation;

and possibly an exploitation of other selections of designs, such as color, to help learners select certain package of information to process [6].

Similar to the function of multiple representation, the use of multimodal representation,

which is an integrated representation combining some representation modes of cohesive content presentation to students, can help students in conceptualizing and synthesizing the relations between

principles of physics and the new ways because they process the newly offered information in various

modalities activated by the selection of curriculum designers by combining modes of representation [6],[8]. Multimodal representation is the integration of various types of modes of representation in a

presentation or representation or re-representation: Concept, law, research data, ideas, and knowledge

Proceeding



all become a unity, with the aim of facilitating the varied audiences in understanding the explained

contents.

Previousresearchon WID and WTL focused on writing assignment to improve students’ conceptual understanding [9],[10][11]. Conceptual understanding in the curriculum for pre-service

teacher program has been accommodated by a number of subjects. The competence needed the most

by pre-service teachers is how to use conceptual knowledge stored in their long-term memories to be able to be presented or represented or re-represented, both orally and in written, to their future

students. Research on the use of multimodal representation that is combined with Writing to Learn

activity in physics teaching and learning has also been done ,[12],[13] but it mostly focused on improving conceptual understanding of the studied content.

The existing teaching strategies for writing used in the teaching of language, such as WTL

and WID, are not completely appropriate for teaching writing for pre-service teachers, but WAC is still appropriate. Teaching strategies for writing that have to be developed by pre-service teachers are

those whose processes focus on improving the ability and skills of writing teaching materials;

meanwhile, the writing products are in the forms of content presentations of a subject matter addressed to their future students. This research attempts to design strategies for Learning to Write

(LTW) using multimodal representation. The issue under research is how Learning to Write activity

using multimodal representation in the subject of school physics III can improve the ability of writing teaching materials among pre-service physics teachers. The question is formulated into the following

research questions: 1) Is there any significant difference in the ability to write teaching materials

between students who are treated with Learning to Write activity using multimodal representation and those treated with expository approach in the teaching and learning?; 2) How is the improvement

in the students’ ability to write teaching materials before and after the treatment of Learning to Write

activity using multimodal representation?; and 3) How effective is the treatment of Learning to Write activity using multimodal representation in improving students’ ability in writing teaching materials?

2. RESEARCH METHOD The method used in this research was quasi-experiment with firs and second assigment

control group design. The sample for this research was 17 even-semester students taking the class of

school physics III of the school year of 2012-2013. The control group consisted of students taking the class of optical waves in the same school year. The experimental class was treated with Learning to

Write activity using multimodal representation embedded in the subject of school physics III during

the discussion of waves; meanwhile, the control class taking waves and optic class was treated with expository approach in their teaching and learning. Stepswerecarried outon the approach

tolearningtowriteis: The firststudentmakesa subjectdescripsiofphysicsthatwouldbe

written.Secondthemarrangethe contenton the subjectchosenbythe hierarchy, from general to specificorvice versa, the third studentscreateconcept mapsofthesubjectwouldwriting, the

fourconceptsof physicstoexplain theconceptscoveredinthe subject, studentsare introducedtothe types

ofmoderepresentationandmulti-representation andthe fifthtorepresenta subjectin writingstudentrepresentationintroduced in. in the experimental class for the discussion of waves, each

student was given a structured assignment of writing teaching materials for two times, which was

done before and after the treatment. In the first assignment, students of the experimental class had previously received learning materials on the types of modes of concept representation and multiple

concept representations. The control class was given a structure assignment once, which was at the

end of the course. Each assignment was assessed using a rubric of teaching material writing. The aspects assessed were: the correctness and clarity of concept, the accuracy in selecting representation

mode and its integration into writing, the breadth and depth of subject matter, the conceptual

hierarchy and writing organization, the clarity of subject matter explanation in writing, the rules of writing and punctuation, and the ability to influence the audience through writing. The data gained

were processed statistically for difference test using The Kruskal – Wallis statistical test [14]; further,

to determine the improvement of writing ability, percentage of the average normalized gain was used and interpreted using Hake’s criteria [15]. Meanwhile, to determine the effectiveness, the activity was

analyzed to determine effect size. The formula used to calculate effect size was the one proposed by

Robert Coe [16]. Because of the small number of sample, correction was done using the correct effect size formula by Hedges and Olkin [17] and interpreted using Hopkins’ criteria [18].


The structured assignment of writing teaching materials for the subject matter of waves

intended for senior high school students were given to students of the experimental class in their

Proceeding



second assignment and to those in the control class. Each student’s assignment was assessed using the

rubric previously made. The two set of data were tested for difference using The Kruskal–Wallis non-

parametric test. The hypothesis proposed is that: H0 where there is no significant difference in the ability of writing the teaching materials of waves between students treated with Learning to Write

activity using multimodal representation and those treated with expository approach. The results of

analysis showed that Hcal = 22.77. The value was then compared to Hcriris on the table of Chi Square (χ2) distribution at the degree of freedom (df) = 1, for the value of α = 0.005, where Hcriris = 7.88.

Based on the obtained data, it was found that Hcal> Hcriris, which means Ho is rejected. The results of

the analysis demonstrate that there was a significant difference between students treated with Learning to Write activity using multimodal representation and those treated with expository

approach.

The improvement in the ability of students to write teaching materials, who were treated with learning to write using multimodal representation, was determined by calculating the normalized

gain between the first and second assignment. The results can be observed in picture 1.

0

10

20

30

40

50

60

70

80

90

assigment 1assigment 2 gain

Persentase

75%

Picture 1: The percentage of the average normalized gain

The percentage of the average students’ ability to write teaching materials before treated

with Learning to Write using multimodal representation was 75%. Before they received their first

assignment, they had already been given knowledge on the types of modes of concept representation

and multiple concept representations. The percentage of the average students’ ability to write

teaching materials after treated with Learning to Write using multimodal representation was 83%.

The percentage of the average normalized gain of the data was <g> = 0.31, or % <g> = 31%. Based

on these data, it can be inferred that the treatment of Learning to Write using multimodal

representation has demonstrated improvement in the students’ ability to write teaching materials,

where the percentage of the average normalized gain according to Hake’s criteria can be put into the

category of medium.

To decide whether the improvement in the ability to write teaching materials in the

experimental class was really caused by the treatment of Learning to Write using multimodal

representation, the treatment’s effectiveness needs to be analyzed. The effectiveness of a treatment is

determined by calculating effect size. Based on the result of analysis, it was found that the value of

corrected effect size was as much as 0.76, which is categorized to be strong. Therefore, Learning to

Write treatment using multimodal representation had a strong or high effectiveness in improving the

students’ ability to write teaching materials.

The strong or high effectiveness of the strategies for Learning to Write using multimodal

representation in improving pre-service physics teachers’ ability to write teaching materials was

supported by the difference in the ability to write teaching materials between the control and

experimental classes, and the improvement of the ability to write teaching materials among students

83%

31%

Proceeding



of the experimental class with a medium percentage of average normalized gain. This finding

demonstrates that the stages in the strategies for Learning to Write using multimodal representation

could be understood and comprehended by students, so that their knowledge in making presentation,

representation or re-representation of concepts was improved. LTW strategies using multimodal

representation involve the following components: content understanding of the subject matter to be

represented, knowledge of the types of representation modes, skill to translate types of representation

modes, and skill to make multi concept representation, knowledge and skill to determine the depth

and breadth of content explanations appropriate for certain audiences, and knowledge and skill of

multimodal representation.

The outcomes of the assessment of writing teaching material assignment submitted by

students from the experimental class, when compared to those of students of the control class,

showed that students from the experimental class have already understood that the writing products

should be suitable to their intended audiences, which in this case were students of senior high school.

This finding can be proven by their attempts to determine the depth and breadth of the content of the

subject matter written. For example,a studentwhowritesteaching materialon the subject ofwave

reflection, theydecomposethe wavereflectiononwater waves, wavesthat propagateon the ropes,

thelightreflection, andreflectiononthe soundwaves. Itwasdifferentwithproductposts madeby

studentsinthe controlclass, studentswriteteaching materialson the topic ofwave reflectionmostly

justoutlinesreflectionof lightwavesandthewaves of string Knowledge concerning the fact that their

future senior high school students will have varied skills triggered the awareness among them that the

teaching materials written should accommodate the variety of skills. The condition can be observed

by how these students represented or re-represented the content of the sub-subject matter of waves.

There were efforts to select types of representation modes that they thought to be most suitable to

represent concepts of physical laws in an attempt of helping their audiences understand their writing.

Type of mode of representation that are integrated in their writing teaching materials for use

vary widely, but at least three types of modes, namely mode representatio ns of text, images and

mathematical equations. Even though the ability to integrate various modes of representation of a

sub-subject matter was not solid; in other words, the written teaching materials produced were not

cohesive, the basic ability to do that has been shaped in each individual student of the experimental

class. Mode of representation of images, graphsormathematical equations thatare integrated in the

writings of the teaching material sused to support that concept is explained more easily understand

their audience. Each image is mentioned in the text and described in the narrative link between

images with concepts described, the case when thes elected mode is graphic then integrating form

with the chart mentioned in the text and described in the narrative what is represented by the graph in

relation to the concept being discussed. This was in contrast to the writings of teaching materials

created by students of grade control. A small portion of them still use a single representation of them

odetextmode (narrative), most have to use two or three modes of representation, but still separate

from each other. Pictures or graphics modechosen is not mentioned in the text and not explained what

the pictures show the connection with physics concepts are under discussion, there is even a small par

to the student writing teaching materials choose modeimage but there is absolutely norelation to the

topics discussed.

Students of the experimental class largely succeeded in making teaching materials writings

indicate afairly clear conceptual hierarchy, where the organization of writing in general to specific or

vice versa. Most ofhis writings began to show natural phenomena well by displaying photos, images,

or invitereaders to observe something that occurs in nature. He also explained the concept of concepts

covered in the topics covered by a proposition that is used to connect the concept with other concepts

quite clearly. It happened as a resultof the assignment to create a concept map of a subject that would

be made into teaching materials. Writing teaching materials created bystudents of grade control most

of his writing show sa hierarchical conceptual descriptionis still not well ordered, there still existsthe

concept of non-contiguous sequences.

Similarity writing teaching materials created by students of the experimental class and the

control class is structured sentences have not been able to invite the audience to read expressively,

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there are many mistakes in typing words, use punctuation and sentence elusive. Although they are

aware of who will be the reader of the writings of material of which they are made, but his writings

have not be enable to encourage and invite readers to think and draw conclusions.

This kind of research has not been frequently conducted that it is difficult to find other

research for comparison. Good research on both WTL and WID should focus on using writing

activity in learning and observing its influence on the improvement of students’ conceptual

understanding.

4. CONCLUSIONS Based on the data processed, the following conclusions can be drawn: 1) There was a

significant difference in the ability to write teaching materials between students who were treated

with Learning to Write activity using multimodal representation and those who were treated with

expository approach, where Hcal > Hcriris using Chi Square (χ2) distribution at the degree freedom (df) = 1, for the value of α = 0.005; 2) The ability to write teaching materials of the students who were

treated with Learning to Write using multimodal representation improved with a percentage of the

average normalized gain <g> = 31%, which is considered to be in medium criterion; 3) The treatment of Learning to Write activity using multimodal representation was effective in improving the ability

to write teaching materials among pre-service physics teachers with a corrected effect size (unbiased

estimate of d) equals to 0.76, which is categorized as strong.

REFERENCES

[1]. Cori Brewster & Jennifer Klump (2004) Writing to Learn, Learning to Write: Revisiting Writing Across the Curriculum in Northwest Secondary Schools. Northwest Regional

Educational Laboratory Portland Oregon.

[2]. Ann Whitney (2008). Teacher Transformation in the National Writing Project. Research in the Teaching of English Volume 43, Number 2, November 2008.

[3]. Ackerman, J. M. (1993). The promise of writing to learn. Written Communication, 10, 334-

370. [4]. Bazerman, C., Little, J., Bethel, L., Chavkin, Whitney T., Fouquette, D., & Garufis, J.

(2005).Writing to learn. In C. Bazerman, J. Little, L.Bethel, T. Chavkin, D. Fouquette, & J.

Garufis (Eds.), Reference guide to writing across thecurriculum (pp. 57-65). West Lafayette, IN: Parlor Press.

[5]. Emelie Ahlsén and Nathalie Lundh.(2007).Teaching Writing in Theory andPractice A Study

of Ways of Working with Writing in the 9th Grade. Stockholm Institute of Education Department of Curriculum Studies and Communication

[6]. Jeff Bezemer, Gunther Kress (2008). Writing in MultimodalTexts A Social Semiotic Account

of Designs for Learning. Written Communication Volume 25 Number 2 April 2008 166-195 © 2008 Sage Publications

[7]. Kress, G., Jewitt, C., Ogborn, J.,& Tsatsarelis, C. (2001). Multimodal Teaching and Learning:

The Rhetorics of the Science classroom, London:ContinumNational Writing Project & Nagin, C. (2003). Because writing matters: Improving student writing in our schools.San Francisco,

CA: Jossey-Bass.

[8]. Kress, G. (2005). Gains and losses: New forms of texts, knowledge and learning. Computersand Composition, 22, 5-22.

[9]. Prain V (2006). Learning from writing in secondary science: some theoretical and practical

implications. International journal of Science Education, 28, 170-201. [10]. Gunel M., Hand B., & Prain V. (2007). Writing For learning In science: A Secondary analysis

of six studies. International Journal of science and Mathematics Education, 4(5), 615-36

[11]. Hand B., Gunel M., & Ulu C. (2009). Sequencing Embedded multimodal representation in writing to learn approach to the teaching electricity. Journal of Research in science Teaching,

3(460).

[12]. Brian Hand, Murat Gunel, & Cuneyt Ulu.(2009). Sequencing Embedded Multimodal Representation of writing to learn apprach to the teaching electricity. Journal of research in

Science Education, vol.46. No.3

[13]. M.E.Atila, Murat Gunel, & Endrogan Buyukkasap. (2010). The Effect of Using Multimodal Representation Within Writing to Learn Activities on Learning force and motion Unit at the

Midle School Setting. Journal of Turkish Science Education. Vol.7, Issue. 4

[14]. Edward W. Minium, Bruce M. King & Gordon Bear (1993). Statistical Reasoning In Psychology and Education. John Wiley & Sons, Inc.

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[15]. Hake R. R,. (2002). Relationship of Individual student Normalized gains in Mechanics with

gender, High school Physics, and pretest scores on mathematics and spatial visualization.

Departmen of Physics, Indiana university, submitted to the Physics education research conference; Boise idaho. Available at: http://www.arxiv.org.

[16]. Robert Coe (2000). What is an Effect Size ?.A Guide for User. Draft version. Unger.J. &

Fleischman.S. (2004). Is Process Writing the “Write Stuff” – Research Matters. Printed in Educational Leadership, issue: October 2004, pages 90-91..

[17]. Hedges L. and Olkin I. (1985) Statistical Methods for Meta-Analysis. New York: Academic

Press [18]. Hopkins, W. G. (1997). New view of statistics: Effect magnitudes. Retrieved November

12,2001, from http://www.sportsci.org/resource/stats/effectmag.html


http://www.arxiv.org/

http://www.sportsci.org/resource/stats/effectmag.html

Proceeding



DEVELOPMENT OF BLENDED LEARNING MODEL

FOR IMPROVING STUDENTS COMPETENCE

IN THE ENGINEERING PHYSICSLEARNING

Usmeldi

Faculty of Engineering

State University of Padang


Engineering Physics at the Faculty of Engineering,State University of Padang

is supporting courses for expertise courses. The courses material of Engineering Physics is adapted to the needs of expertise courses in every

department. The fact showed that the ability of students to master the concepts of physicsis still low. Thus, they face difficulty in applying physics concepts to

the relevant expertise courses. Therefore, the students are demanded more to

be active and the lecturers are applying a variety of learning methods. The obstacles, face to face time in the class room to be insufficient to meet these

demands. One of learning model that can be applied is a blended learning model. This research aimed to develop a model of blended learning to improve

student competencies in engineering physics learning. Research and

development of research methods were refer to Borg and Gall models with four stages: a preliminary study, planning, development, and implementation.

The development model of learningis done by combining face-to-face learning with aweb-based learning (e-learning), so that students have the competence to

master and apply the concepts of physics. E-learning programs are developed

to support blended learning using e-learning software from Moodle, because it has a complete facility needed. The results showed that the developed learning

model was valid, practical, and effective to improve the competence of physics and applied the physics concepts.

Keywords : blended learning

physical competence.


1. INTRODUCTION

The development of information and communication technology veryquickly has influenced

the education. Basically education is a process of communication and information from teachers to

students that contain educational information, which has elements of teachers as a source of information, the media as a means of presenting ideas and subject matter, as well as the students

themselves (Oetomo and Priyogutomo, 2004). Teachers can obtain a variety of information required

to meet the needs of the learning materials on-line. Text, photographs, videos, animations, and simulations are some examples of instructional materials and media available on the websites of

learning. By utilizing a variety of media, teachers can present subject matter in a variety methods that

facilitate the students understand a subject matter. Internet technology makes it easy for students to get information in order to meet the demands of competence and enrichment. Availability of e-

learning facility allows students attend classes on-line. Thus the development of information and

communication technology has the potential to improve the quality of education and learning. Expected learning paradigm has shifted from teacher centered to student centered. Learning process

that teacher centered no longer relevant with the rapid development of information and

communication technology. Teacher need to provide opportunities for students to explore them by utilizing on-line technology. Besides being able to improve the dynamics of the learning process, the

use of information and communication technology can train students to learn how to learn.

Engineering Physics courses in Faculty of Engineering, State Universityof Padang (FT UNP) serves as support courses for the relevant skills courses. Students are expected to master the concepts

of physics and be able to apply it to the skills courses. To improve students' ability in mastering the

Proceeding



concepts of physics, research and development model of learning has been done, such asactivity-

based learning model laboratory (Usmeldi, 2008) and a model of activity-based learning laboratory

with SAVI approach (Usmeldi, 2011). Application of the learning model can improve students' ability to master the concepts of physics. Limitations of the implementation of this learning model

takes more time to discuss the subject matter, so the time is taken up to discuss other subject matter.

Results of a survey of engineering physics course for students in Electrical Engineering Department FTUNP in semester January-June 2013 show that: (1) Theoretical learning in engineering

physics implemented in the first semester. (2) Practical engineering physics implemented in the third

semester. (3) Lecturer of physics still tends to implemented conventional learning (teacher centered) because the limitations of time todiscuss the learning materials. However, there are some learning

materials carried by laboratory activity based learning model. (4) The computer with power point has

been used as the media of learning. (5) Exercises and tasks that must be done by students is still delivered manually (on the board, screen, orpaper). (6) The internet net works to support the learning

process engineering physics area vailable. (7) The practicum of engineering physics is like

verification (testing theory or the laws of physics), because the material of physics already covered in the first semester. (8) The students mastery of physics concept is still low. This is demonstrated by

the average value engineering physics of studentsis 49. 48. (9) The student takes a long time to be

able to master the physics concepts and applied physics concepts to solve the problem. To improve students' ability in mastering the physics concepts, required a variety of learning

methods. Application of a variety of learning methods require a longer time than the lecture method.

To overcome the limitations of time in face-to-face learning, a learning model thatcan be used is a model of blended learning. Blended learning is a combination of internet-based learning with face-to-

face learning. The use of blended learning aims to provide effective and efficient learning experience

(Harriman, 2004; Williams, 2003; Vesisenaho, 2010). According to Graham(2005) blended learning has two types of learning environments, namely, traditional face-to-face learning environment and

distributed learning environment that has begun to distribute communication and interaction.

From the perspective of course design, blended learning can be between fully-face learning and online learning (Singh, 2003). Kerresand DeWitt(2003) states that 3C frame work for teachers

who want to design blended learning, which includes the content (learning materials), communication

(communication between students and lecturer and among students), and construction (creation of student mental condition to help map their position in learning). From the perspective of lecture,

blended learning models requires learning skills that students can absorb as many lessons are given.

Martyn (2003) states that a successful blended learning which consist of an initial meeting wholly face to face, a weekly online assignment accompanied by communication (consultation) online and

closed with a final exam in the form offace-to-face or a written test in class with the examsofficer.

Thus students will have more opportunities to develop themselves and be responsible for themselves (Saunders and Klemming, 2003), increasing social competence, increase student confidence(Byers,

2001), increased information skills and achievement (Kendall, 2001). Lecturer appreciates the

differences in style and pace of learning of each student (Piskurich, 2004) as well as encourages communication, both between students themselves and between students and lecturer(Joliffe, 2001).

Blended learning can train students' ability to adapt to the internet-based learning.

Hadjerrouit (2008) and Alonso (2005) in their study showed that blended learning has advantages compared to the face-to-face learning and e-learning. Blended learning can diversify learning and

meet the learning characteristics of students. For example, students who are reluctant to discuss

inclass may be more active discussion in writing. Blended learning can enhance students' understanding in learning languages (Motteram and Sharma, 2009). Blended learning characteristics

by Huang (2006) are: (1) provide a flexible learning resource, (2) supporting diversity learning, (3)

enrich the e-learning experience. Based on engineering physics course conditions outlined above it is necessary to do research

to develop a model of blended learning in the engineering physics learning. Problems in the research

are formulated as follows: How blended learning models that can enhance students' ability in mastering the physics concept? This research aims to develop a model of blended learning in

Engineering Physics courses for students of FT UNP. This learning model is expected to improve the

abilityof students to master the physics concepts. With the masteryof physics concepts, students can apply the physics concepts to relevant course.

2. RESEARCH METHOD The research used research and development methods which refer to the model of Borgand

Gall(2008) with four stages: preliminary study, planning, development, and implementation. This

research phase begins with a preliminary study of aliterature study and field surveys. Preliminary

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study results are used to plan the design of the draft model, then developed through validation and

trial. Trials are conducted on students Electrical Engineering Department FTUNP. Development

model based on the results of validation and the findings in thedraft model trial in every face to face. The next is revision of the draft model until obtainable the final model, the model used in the

implementation phase of learning. The limited implementation ofthe final model using quasi-

experimental methods to the design of pretest-posttest single-group (Creswell, 2008). Indicators of the success of the implementation of learning are there is an increasing student mastery of physics

concepts, and students can implement learning models.

Instruments used in the research were; observation sheet, interview, validation sheet, psychomotor assessment, test mastery of physics concepts, lecturer and student questionnaires on the

implementation of learning. Data analysis was performed to determine the validity, practicality, and

effectiveness of the learning model. The results of validation of the expert judgement on learning model was analyzed with the percentage and compared with the validity criteria. Data of the

practicality the learning model were analyzed with the percentage and compared with practicality

criteria. Effectiveness of the learning model in terms of student competencies included cognitive and psychomotor domains. Learning outcomes in the cognitive and psychomotor seen from the

percentage of students who achieved criteria for success in learning (scored minimum66). Classically

percentage of students who succeed in learning expected of 85%.

3. RESULT AND ANALYSIS This research has developed model of blended learning in the engineering physics course. Development learning model consists of three stages: design of draft model, validation of draft

model, and trial of model. Trial of model was conducted to determine the practicality and

effectiveness of the learning model. Trial was done 9 times the face to face. During thetrial, researchers is assisted by physics lecturer of FTUN Pas an observer. Observer has duty to observe

teaching practices and student activities in face-to-face learning.

3.1. Designed Draft Model Draft model of blended learning is designed with a combination of proportional aspect

between face to face learning (70 %) and e-learning (30 %). This learning model consists of four

phases: (1) presenting information, (2) guiding the learner, (3) practicing, (4) assesing learning. Presenting information, guiding the learner, and assesing learning is conducted in face-to-face. The

learning method used in face-to-face learning is problem solving, inquiry, experiment and discussion.

Practicing (drills and exercises ) is conducted online. Martyn (2003) states that a successful blended learning consists of the initial meeting is completely face to face, assignments online along a weekly

with online consultations and closed with a final exam in the classroom.

E-learning to support blended learning models is designed by using an open source software, namely, Moodle (Modular Object-Oriented Dynamic Learning Environment). Moodle is a Course

Management System (CMS), also known as a Learning Managment System or Virtual Learning

Environmental (Pusdiklat, 2010). CMS uses internet technology to manage the interaction between users and learning resources (Rivai dan Murni, 2009). Moodle provides a complete software package

(Moodle +Apache+MySQL+PHP). The design of e-learnings itecalledE-LEARNING JTEFTUNP, as

shown infigure 1. Course categories for Electrical Engineering Department contain subjects courses of

Technical Physics. Learning materials for each course is based on meeting each week (weekly

outline) as shown infigure 2.

Preparation of learning materials based e-learning includes the program maps, handouts,

assignments, discussions, quizzes, and evaluation. Program map for internet-based learning is

analogous to the outlines of the syllabus in face to face learning. Program map is a manifestation or result of instructional design activities. Format of program map includes several components: (1)

identity of the course (name, code, SKS). (2) Learning objective (competency standards, basic

competencies, and indicators). (3) Instructional design results are presented in tabular form, including the columns of the basic competencies, indicators, learning materials, media (textbook, images,

photo, video, animation, simulation, test), communication/interaction of lecturer-student and student-

student, student learning activities, learning resources, and time allocation.

Proceeding



Figure 1. E-learning Design

Figure 2. E-learning Display for Weekly Outline

Instructions for program map: (1) Name of course: write the names of the courses according to

the curriculum. (2) Course code: write code according to the curriculum subjects. (3) SKS: write subject SKS according to the curriculum. (4) Competence courses: write competency courses (goals

to be achieved by the students after completion of the course). (5) Basic competence: write a list of

Proceeding



basic competencies to achieve the course learning objectives. (6) Columns of KD numbers: write the

number of basic competence. (7) Column of indicators: write the indicators related to the

achievement of basic competencies. (8) Column of material: write down the subjects and sub subjects related to the topic of learning to achieve basic competency. (9) Text column: write the title or

content of learning materials and the site address of text. (10) Column of images/photos: write a short

description of image/photo will be used in the study to the topic concerned, and the title and address of the site from the image (if the picture is taken from another site). (11) Columns of audio: write a

short description of the audio or sound to be used in the study to the topic concerned, and the title as

well as audio clips from the site address (if the audio clip is taken from another site). (12) Columns of video/animation: write a brief description of the video/animation to be used in the study to the topic

concerned, and the title and address of the site from the video/animation (if the video / animation is

taken from another site). (13) Columns of simulation: write a short description of the simulation (such as simulated process induced emf in the electric generator) that will be used in the study to the topic

concerned. (14) Columns of assessment: write a brief description of the form/type of assessment

(type, number of questions, content questions) that will be used for the assessment of learning (as quizzes, assignments, or tests) on the topic in question. (15) Column of interaction (communication):

write a short description of interaction and communication (eg. email, forums, chat) that will be used

in the study to the topic concerned. (16) Columns of student learning activities: write a short description of learning activities for students who do study the topic in question. For example; read,

do assignments, answering quizzes, look for learning materials on the internet. (17) Columns of

learning resources: write learning resources on the internet that was relevant to the topic concerned. (18) Columns of time allocation: enter the time allocation required by students to study topics

relevant.

3.2. Validity of Learning Model Model of learning, e-learning design, unit lesson, labsheet that designed based on learning

modelis validated by three expert judgment. The aspects assessed by the experts judgment are the

content feasibility, construction feasibility, and language feasibility. The validation results of learning model and learning materials can be seenin Table1.

Table1. The ValidationResultsof Learning Model and Learning Materials

No Aspects assessed Expert Judgement Average MaximumScore Percentage(

%)

Category

1 2 3

1 Contents feasibility 51 42 54 49 60 81.7 Veryvalid 2 Constructionfeasibility 44 45 46 45 55 81.8 Veryvalid

3 Language feasibility 35 35 33 34.3 40 85.8 Veryvalid

The validation results show that learning model and learning materials are very valid category.

3.3. Practicality of Learning Model Practicality of the learning model and learning materials gained through the trial. Practicality

learning model assesed from the learning feasibility and student responses to learning. From observation of the learning feasibility shows that the model of face-to-face learning in blended

learning was practical category (average75.3%). The response of students to the implementation of

learning was practical category (average79.5%). This may imply that the developed learning model can be implemented by students.

3.4. Effectiveness ofLearning Model Learning outcomes in the cognitive domain showed a good progress. The average of student

learning outcomes in the cognitive domain was 75.52 and the percentage of success was 86.7%. The

average of student learning outcomes in the psychomotor domain was 78.9 and the percentage of

success was 88.5%. More than 85% of students have met the success criteria value. Thus it can be stated that the developed learning model is effective in improving student competence in engineering

physics learning.

3.5. Discussion Implementation of blended learning models in engineering physics learning does not mean

reducing then umber of face-to-face in the classroom, but to overcome the limitations of time to

discuss the subject matter in the classroom of face-to-face learning. Students can learn and interact with lecturer or their friends by online. The results of research showed that blended learning is more

effective than face-to-face learning. This results are consistent with the research blended learning

Noraharja (2011).

Proceeding



The results revealed that the blended learning model contributed more to the students’

achievement than traditional teaching methods. Thanks to blended learning model: (1) The students

get prepared for the course before coming to the class. They found the opportunity to make revision at any time as much as they wanted and understood the subject better via such activities as videos and

animations. (2) They were allowed to test themselves and to determine the subjects they were

inefficient in via the quizzes in the web site. (3) They tried to overcome their inefficiencies by directing questions via the web site that they could not ask to the teacher during the lesson and by

discussing with their friends. (4) They found the opportunity to learn on their own pace.It can be

stated that all of these opportunities increased the achievements of the students. In a number of studies (Tuckman, 2002; Boyle et. al.,2003; Dowling, Godfrey and Gyles, 2003; O’Toole and

Absalom, 2003; Garrison and Kanuka, 2004; Pereira et. al., 2007; EL-Deghaidy and Nouby, 2008;

Aladejena, 2009) similar findings were obtained. It can also be stated that blended learning has positive effect on the students’ attitudes towards the internet; especially use of the internet for

education, research and information sharing.

Blended learning endeavors to purposefully integrate online and traditional learning in order to create an innovative approach with its own merits (Allen, Seaman, & Garrett, 2007). According to

the Centre for Educational Research and Innovation (CERI, 2005) blended learning courses are

becoming increasingly significant to complement, not replace, traditional forms of teaching (Mitchell & Forer, 2010). While blended learning has been recognized as having a number of advantages,

insufficient learning satisfaction is still an obstacle to its successful adoption (So & Brush, 2008). It

has been suggested from the literature review that interaction between student and student through tasks, and activities in and out of class would be increased in a blended learning. inovative approach

with its own merits. Results indicated that the levels of students’ perceived course interaction was

quite high. Students seemed to have quite positive perceptions of their interaction in this course. Specifically, when implementing the blended learning, lecturers should motivate the positive

interaction publicly to encourage collaborative learning interaction. This increase in the inte raction

could lead to higher level of satisfaction and learning (Swan, 2001; Chen et al, 2007). In conclusion blended learning environment has been presented as a promising alternative learning approach

(Graham, 2006) and may be capable of improving, expanding and even transforming face to face

learning (Donnelly, 2010). Teachers should embrace it and help students develop the necessary skills in order to demonstrate higher levels of interaction. Furthermore, obtaining student feedback about

student’s perceptions of blended learning is crucial for the successful design and implementation of

the educational process. Some ofthe advantages of the blended learning are:(1) students are free to study the course

materials independently use the materials available on-line. (2) Students will have discussions time

with teachers or other students outside the face-to-face learning. (3) Student’s learning activities that conducted outside the hours of face-to-face learning can be properly administered and controlled by

the lecturer. (4) Lecturers can add enrichment materials through the internet facility. (5) Lecturers

may ask students to read the materials or work performed prior to the learning test. (6) Students are able to share files with other students.

4. CONCLUSIONS Development of blended learning models in order to meet the needs of lecturer and students

to vary way students learn, overcome the shortage of time to deliver learning materials, and help

students understand the learning materials by utilizing the facilities available. Based on the development model that has been done, it can be concluded that the model of blended learning (a

combination of 70 %face-to -face learning and 30 % e-learning ) can be used as an alternative

learning effective and engage the student because there is intensive interaction between lecturer and students , students and students , lecturer / student with learning materials . E-learning to support

blended learning models developed using moodle software because according to the learning needs of

engineering physics. Blended learning model has four phases: (1) presenting information in face to face, (2) guiding the learner in face-to-face and e-learning, (3) practicing face-to-face and e-learning,

(4) assesing learning in the face to face.

Blended learning model developed in the Engineering Physics courses is very valid, practical, and effective to increase student competence. The validity based on the opinion of expert

judgment. Practicality of the model was seen from learning feasibility and student response to

blended learning models. The effectiveness of blended learning model was seen from student learning outcomes in the cognitive and psychomotor domains. Recommended to the lecturer of physics to

apply this learning model. Further research may apply to develop a model of blended learning

according to the facilities available.

Proceeding



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c.org/publications/ survey/pdf/Blending_In.pdf

[3]. Alonso, F. et al. (2005). “An instructional model for web-based e-learning education with a blended learning process approach”. British Journal of Educational Technology, Vol. 36(2), p.

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[6]. Byers, C. (2001). “Interactive Assessment: an Approach to Enhance Teaching and Learning”.

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[8]. Centre for Educational Research and Innovation (CERI). (2005). E-learning in tertiary education: Where do we stand? Paris: OCDE Publishing.

[9]. Collins, B. (2003). “Course Redesign for Blended Learning: Modern Optics for Technical

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[10]. Creswell, J.W. (2008). Research Design: Qualitative and Quantitative Approaches. New Delhi:

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[13]. Garnham, C. & Kaleta, R. (2002). “Introduction to Hybrid Courses”. Teaching with Technology

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http://www.aare.edu.au/06pap/lui06159.pdf

Proceeding




[27]. Motteram,G. and Sharma,P. (2009). “Blending Learning in a Web 2.0 World”. International

Journal of Emerging Technologies & Society. Vol. 7, No. 2, 2009, p. 83 – 96

[28]. O’Toole, J.M. & Absalom, D.J. (2003). “The Impact of Blended Learning on Student Outcomes: Is There Room on the Horse for Two?” Journal of Educational Media, 28(2-3), 179-190.

[29]. Pereira, J.A., Pleguezuelos, E., Merı ,́ A., Ros, A. M., Carmen, M., Toma´s, M. & Masdeu,

C.(2007). “Effectiveness of Using Blended Learning Strategies for Teaching and Learning Human Anatomy”. Medical Education, 41, 189-195.

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to-FaceInstruction in Hybrid Courses”. Teaching with Technology Today, 8 (6). http://www.uwsa.edu/ttt/articles/sands2.htm

[33]. Saunders, G., & Klemming, F. (2003). “Integrating technology into a traditional learning

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[35]. So, H. J., & Brush, T. A. (2008). “Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors”. Computers

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[36]. Swan, K. (2001). “Virtual Interactivity: Design Factors Affecting Student Satisfaction and Perceived Learning in Asynchronous Online Courses”. Distance Education. 22(2), 306-331.

[37]. Tuckman, B.W. (2002). “Evaluating ADAPT: A Hybrid Instructional Model Combining Web-

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[42]. Woods, R. H. (2002). “How Much Communication is Enough in Online Courses? Exploring the Relationship between Frequency of Instructor-Initiated Personal Email and Learners' Perceptions

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Seeks-to/18487 Institute of AdvancedEngineeringandScience

http://www.uwsa.edu/ttt/articles/sands2.htm

Proceeding



REFLECTIVE THINKING SKILLS

IN PROSPECTIVE PHYSICS TEACHERS

Ellianawati, Rusdiana D, and Sabandar J

Program Pascasarjana, Universitas Pendidikan Indonesia.


Reflective thinking skills were very important to prospective physics

teachers, especially in solving of physics problems. To be a reflective thinker meant they had to have the ability to perform self-assessment by carefully

considering all possibilities so as to make a valid decision in solving of

physics problems.One of the subjects that characterized by its reflective thinking skills was Mathematical Physics lecture. This research had revealed

pattern of reflective thinking skill of prospective physics teachers based on a qualitative study of 6th semester students who have taken Mathematical

Physics and other advanced physics courses. Collecting data in this study

include distributed questionnaires to 39 students and interviewed with 12 students. Based on findings from field study, it can be informed that the

prospective physics teachers still adopted conventional procedures in solving of physics problems. There were 6 patterns of solving physics problems arise

and approximately 15% of the students applied the process of reflective

thinking as expected. Based on the finding it can be concluded that the students were tend to perform the application of concepts to new situations

through a process of adaptation patterns of problems and to apply it to the case they faced.

Keywords :

reflective thinking

physics teachers

physics problems

self assessment

critical and creative

thinking

Correspondin gAuthor: Name Ellianawati Affiliation Universitas Pendidikan Indonesia

Address Jl. Dr. Setiabudhi No.229 Bandung-Indonesia

Phone 6281575404750 Email [email protected]

1. INTRODUCTION Reflective thinking skills is the thought process with active consideration, persistent

(continuous), and conscientious about belief or form of knowledge that is taken for granted in accordance with the reasons that support it and the further conclusions to be made as a tendency [1].

Tishman [2] describes three types of reflective thinking, they are: 1) metacognition, which is critical

self-reflection on one’s own learning process; 2) consolidative reflection, which involves reflecting on the big messages and understandings from the learning experience; and 3) active connection

making, which involves actively seeking connections between newly learned information and

existing knowledge. The reflective thinking skills have developed by John Dewey, a philosopher, a psychologist, and an American educator, who is known as the "father" of modern tradition of critical

thinking. According to Dewey [3], reflective method in solving a problem is an active and careful

thinking process, which is based on the thought process toward definitive conclusions. He explained that this process can be done by applying five strategic steps: recognize or felt difficulty of problem;

location and definition of the problem; suggestion of possible solution; rational elaboration of an

idea; as well as test and formation of conclusion. It can be summarized that the main points of the systematic component of reflective thinking skills consist of activities compiled framework (logical

construct); formulate hypotheses (rational answer to the problem); empirically test hypotheses;

discussions; and draw conclusions. Based on the main ideas above, a simple conclusion can be drawn that reflective thinking skills were parts of the critical and creative thinking. Skills as parts of critical

thinking are rules of decision-making based on careful consideration and reexamine the results of

applying the solution to the problem. Reflective thinking characteristics which are considered as parts


Proceeding



of creative thinking are the availability of alternative solutions to solve problems and the opportunity

to apply the concepts to new situations.

Mathematical Physics lecture for prospective physics teachers requires them to have reflective thinking skills. When explaining the physics concepts to the students, the teachers should have

sufficient experience to be able to make decisions with careful consideration in concocting and uses

mathematical equations that fit with students' thinking skills [4]. Similarly, when explaining the physics problem solving, experience in solving of physics problems with a variety of alternative

solutions; applying physics concepts to new contextual situations; as well as retesting the application

of the results are processes that will help students learn physics as a whole [5]. Therefore in this study the pattern of reflective thinking skills that the prospective teachers of physics must be revealed.

2. RESEARCH METHOD The qualitative study approach was conducted in attempt to explore information about the

patterns of reflective thinking skills in student teachers of physics in learning Mathematical Physics.

Data were collected through 39 students of 6th semester at the State University of Semarang who were randomly selected and asked to complete a questionnaire. Member checking was conducted by

interviewing 12 students from those students who responded to the questionnaire. The subject’s

selection was based on the premise that the 6th semester students have taken the course of Mathematical Physics. They also have the experience of taking a number of advanced physics

courses. Thus, they can explain about the sustainability regarding Mathematical Physics as well as

advanced physics lectures they have learned. The results of the study were based on the disclosure of the facts that was investigated by

using the research questions as follows:1) what are the students' perceptions about the relationships

between mathematics and physics in Mathematical Physics lectures?; 2) how do the students think about the application of mathematical analysis in solving physics problem?; and 3) what are the

patterns hold by the students in solving of physics problems?


3.1. Students' perceptions of the relationship of mathematics and physics in Mathematical

Physics lecture In general, mathematics is the language used to systematically analyze the problems related

to the concepts of physics. The same opinion was expressed by Olteanu & Olteanu [6] in their

research that the ability to master a theory will greatly affect learners' understanding of mathematical concepts that have implications for the ability of solving problem in different situations. In the series

of the historical development of physics has shown that modeling physical phenomena into

mathematical equations have given a lot of convenience to perform physical analysis of the physical phenomena. Thus it can be said that the position of the relationship is very important in mathematical

physics. From a question about the importance of mastering physics problem solving techniques

using mathematical analysis posed in the questionnaire, the data obtained is as follow.

Figure1. The importance of mathematical analysis techniques in solving physics problems

Proceeding



The above diagram shows that the students' perceptions are so diverse in terms of the

relationship of mathematics and physics in Mathematical Physics lectures. However, as a whole it can

be summarized that the students are well aware of the importance of mastering physics problem solving techniques using mathematical analysis leading to a strengthening of the concept to solve

physics problems. This was convinced by confirmation through interviews that mathematics plays an

important role in mastering the advanced concepts of physics such astranscripts of interview with Bekti

“... for example it's mm.. okay ... like the Lagrange in mechanics, it let me even more “understand” (she raised two fingers of her hands beside her ears) when the

formula is applied in mechanics, like that, but in previous Mathematical Physics,

e ... honestly in what situations are these equations applied for, I just get the point after taking mechanics lecture, it also happen with the Hamiltonian equation, and

so forth ...”

When they were asked to answer the second question about the possibility of settlement of

physics problems by using more than one way, all students said yes. It means that every problem can

be solved by using more than one method with the following three reasons. First is depending on the preference of methods, approaches, as well as point of views chosen by the students, was delivered

by 31 respondents or 79.49%; second reason is depending on the individual intelligence, was

answered by 6 respondents or 15.39%; and the last is depending on the result of the ability to translate the formula in suitable situations was addressed by 2 respondents or 5.12% of them all.

Figure 2. The most difficult phases in mathematical modeling of physical phenomena

Generally, student difficulties in modeling problems can be categorized into three major

groups, namely the identification of the problem, mathematical operations, and develop ideas to solve the problem. So, basically the students understand a strong relationship between mathematics and

physics but still have difficulties in modeling physical phenomena [7]. Similar opinion was expressed

by M. Planinic, et al.[8] that the weakness in translating mathematics into physics is the inability to see the similarities in the cases of the two contexts.Nguyen & Rebello [9] found that the error that

generally occurs when students solve problems in the electrical operation is completion of integral.

The most difficult processes in completion of integral are in developing equations involving infinitesimal scale; determining the integral limit; linking variables in the integral; and computing

integral algebra. That is, in general, the basics operational of integral is not only an issue among the

students in Indonesia, especially Unnes but also in the other hemisphere.The third question about the problem solving steps, in general there are six usual patterns proposed by students as follows.

Proceeding



Table1.Theperformance of problem solving steps proposed by students

Patterns Steps Respondents Percentage

A 1) Problem analysis

2) Identification 3) Calculation

23 58,97 %

B 1) Concept analysis 2) Calculation

3) Confirmation

5 12,82%

C 1) Identification 2) Problem analysis

3) Calculation

4 10,26%

D 1) Concept analysis

2) Identification 3 7,69%

E 1) Identification 2) Calculation

2 5,13%

F 1) Problem analysis 2) Identification

3) Calculation

4) Confirmation

1 2,56%

The six patterns above show the conventional physics problem-solving procedure which

usually use in many level of education in Indonesia. They are: analysis the problem of what is known

and asked, identify the scales and units, convert them if needed, draw the formula and ended by mathematical calculations without reconfirmation. However, there are two patterns, B and F, which

have a tendency to confirm the result or reflection. The interesting fact is that this pattern just owned

by 6 of the 39 students, or about 15%. It can be summarized that the trend of reflective thinking skills has appeared and only one student who meets the criteria for reflective thinking skills with different

syntax proposed by Dewey.

4. CONCLUSIONS According to the findings from the questionnaires and interviews, it can be formulated that

critical thinking that the student teachers of physics of the State University of Semarang have so far still tend to reflect the four stages of reflective thinking based on the framework of Dewey, namely :

to feel and to identify problems, to limit and to formulate problems, to propose some possible

alternative solutions to solve the problems, and to develope ideas to solve the problem by collecting the required data. One thing is not widely practiced by students in problem solving is the fifth step,

which is a test to investigate the problem solving solution and use it as a material consideration to

make a conclusion. Thus, efforts should be made and further assessment to allow students to develop reflective thinking skills to the maximum, especially for the ability to perform self-assessment in

depth study and determine the best solution in solving physics problems.

REFERENCES [1]Fisher, A.Berpikir Kritis:Sebuah Pengantar. Translation. Jakarta: Erlangga, p.2, 2007. [2]Tishman, S, presentation given at the NAEA Museum Education Division Pre-Conference

Seminar, March 23, 1999, Washington. http://omega.cc.umb.edu/~cct/artmuseum.html.

[3]Dewey, J. How We Think. Lexington, Mass: D.C. Health and Company, 1993. [4]Marsh, Colin J. Becoming a Teacher: Knowledge, Skills and Issues. Pearson Education, 2008.

[5] Sabandar, J. “Berpikir Reflektif dalam Pembelajaran Matematika,”

http://file.upi.edu/Direktori/FPMIPA/JUR._PEND._MATEMATIKA/194705241981031-JOZUA_SABANDAR/KUMPULAN_MAKALAH_DAN_JURNAL/Berpikir_Reflektif2.pdf.

[6] Olteanu, C and Olteanu, L. “Equations, Functions, Critical Aspects, and Mathematical

Communication,” International Education Studies, vol. 5, no. 5, 2012, pp.69-78. [7] Saingan, R.C. & Lubrica, J.V. “Demonstration Strategy and Achievement of Physics Students

Based on Higher Order Thinking Skills,” Research Journal, vol. 16, 2008, pp. 129-136.

[8] M. Planinic. et.al.“Comparison of Student Understanding of Line Graph Slope in Physics and Mathematics,”International Journal of Science and Mathematics Education, 2012. Published

online 31 May 2012.

[9] Nguyen, D. H. & Rebello, N.S. “Students’ difficulties with integration in electricity,”Physics Education Research, vol.7, 2011, pp. 010113-1 – 010113-11.

http://omega.cc.umb.edu/~cct/artmuseum.html

http://file.upi.edu/Direktori/FPMIPA/JUR._PEND._MATEMATIKA/194705241981031-JOZUA_SABANDAR/KUMPULAN_MAKALAH_DAN_JURNAL/Berpikir_Reflektif2.pdf

http://file.upi.edu/Direktori/FPMIPA/JUR._PEND._MATEMATIKA/194705241981031-JOZUA_SABANDAR/KUMPULAN_MAKALAH_DAN_JURNAL/Berpikir_Reflektif2.pdf

Proceeding





DEVELOPMENT OF TEACHING MATERIAL OF ENGLISH FOR

ACADEMIC PURPOSE WITH CLUB EMBEDDED TO IMPROVE

PHYSIC PROSPECTIVE TEACHERS SKILLS

Heni Rusnayati, Arif Hidayat

Department of Physics Education

Faculty of Mathematics and science Education



Department of Physical Education curriculum UPI FPMIPA English is one of

the compulsory subjects, 2 credits of 145 total credits curriculum load to be taken by students in the first year of study. With a 2% share of the total

curriculum English languages still less, especially in equipping students lack the ability to communicate in English language and in writing as well as in the

understanding of physics apply. This study aims to obtain the design and

development of learning English for Academic Purpose Integrated Club to improve the English language skills of students verbally or writing that will

follow students in the English Language Course with material he taught. Results of operations or output produced products are: 1. Textbooks and

teaching materials Matter Physics in English for discussion and besides

Mechanics , 2.Revisi Description, Syllabus and Sap for the course and for the club, 3. Implement Physics English Club and Content Development Physic

English Club, 4. Evaluation of English Course

Keywords :


1. INTRODUCTION

Linguistic competence in academic setting has significant position in supporting knowledge

and therefore instrument for students to understand their scientific level by which they grappled. Without the exception of physics, the linguistic competence, particularly international language,

English, have strategic role in developing physics and delivery in internationally learning.

Beside as tool to understand the science of physics , the linguistic competence is significant media for prospective physics teachers to supporting knowledge and therefore support their activities.

By 2001, the Applicant of Civil Servant for educative staff(CPNS) in West Java province is required

to have English ability. While the Faculty of Mathematics and Sciences Education ( FPMIPA ) UPI . gradually presuppose English competence certificate of TOEFL type for students who will pass an

exam session.

In curriculum of Physics Department (FPMIPA) UPI , the English is one of obligatory subjects, 2 credit from total 145 credit in curriculum load must be taken by students in first year of

lecture. In portion 2% of total curriculum, the subject of English is less, particularly provision of competence to communicate in English, both oral and written, and apply them to comprehension of

physics.

Introductory study for support of English by conducting interview s with students who adopt this subject suggest that difficulties, in general, facing students are: Reading, less number of session,

listening, writing, less training of speech, and application of physics.

Cardill (2007) explained that alternative English learning indicated for academic purpose is particularly effective if topic appropriate to study level is applied, stressing aspect of student

presentation in a certain paper, and establish sustainable linguistic group inside and outside the class.

Proceeding



Indeed, the organized, routinely establishment of English Club outside the class can support

successful English program in the class for academic purpose (White: 2007).

The Object Of Research

This research, generally, is designed to obtain English Learning Development and Design

for Academic Purposes Integrated Club in order to improve English ability, both oral and written, by involving students in lectureof English and its study material.

Resultant products

1. Video Study and Physics Textbook Materials Main focus of study material arrangement is on make study material available that able to

train physics student listening and writing capabilities for case directly related to either content of

physics or physics learning. Selection of video is directed to basic physics lecture process for the first students at one of universities in US.

2. Revision of Description, Syllabus, and SAP for English lecture and club

Based on curriculum standard, the revision of Description, Syllabus, and SAP for English for Academic Purpose was developed in standardized competence contributing to the Graduation

Competence Standards.

3. Perform Physics English Club and Development of Physics English Club Content As formal part of English lecture, the Physics English Club is obligatory activity for students

contracting English lecture. The content developed in the Physics English Club is based on both

description of syllabus of Physics English Club directed to more relaxed club learning and presented in peer interaction; thereby it is anticipated to improve generally English competence and

later support English for Academic competence in regular class.

4. Evaluation of English lecture Evaluation of English lecture is used on presence for requirement necessary in attending a

test, student worksheet in observing video, student presentation using English; perform in English

Club, Middle Test, and Final Test.

Benefit of Activity Benefit of English for Academic Purpose-Integrated Club learning and development activity

in increasing student English competence, both oral and written, at physics Department of Mathematical and Sciences Education is supporting majors to prepare prospective physics teachers

concerning intended competence.

Institutional benefit is for efforts to bring nearer Majors of Mathematical and Scientific Physics Education in particular and UPI in general to go international in the direction of World Class

University other than for leading in the light of no LPTK in Indonesia to perform English Club

integrated to subject. Also, this activity may make partnership grow between Majors of Physics

Education in particular and UPI in general and native speaker of foreign university.

2. CONCLUSIONS English for Academic Purposes Integrated Club Learning activity to improve generally

English competence was fulfilled in supporting majors to improve student English competence

related to content of physics and learning in terms of feasibility, thereby improving bilingual class

performance.

REFERENCES

[1]. Cardill. (2007). English and Bilingualism: How to Bring in the Classroom. Thomson. New York

[2]. Chunpin Luo,. (2008). An Action Research Plan for Developing and Implementing the students

Listening Comprehension Skills..English Language Teaching Journal,1(1)25-28.

[3]. Ly Sonita et al,. 2007. Guide Individual Learning Centre. CamTESOL Conference on English

Language Teaching: Cambodia

[4]. Nunn,. (2006) The Pragmatics of Cooperation and Relevance for Teaching and Learning. The

Linguistics Journal. 1(1), 5-16.

[5]. Yu. (2008). An Analysis on How to Improve University Student’s Hearing Ability of English.

Journal of English Language Teaching. 1(1), 105-106.

[6]. Yusuf, Q. (2009). A Pragmatics Analysis of a Teacher’s Code-Switching in a Bilingual Classroom.

The Linguistics Journal, 4(2). 6-39.

Ins

Proceeding



THE PROFILE OF PHYSICS TEACHER CANDIDATES’ MASTERY

ON BASIC MATHEMATICS

Cicylia Triratna Kereh

1 dan Jozua Sabandar

2

1Physics Education ProgramFKIP – Pattimura University Ambon

2Mathematics Education Program SPS – Indonesia University of Education Bandung


This study was a part of a research on developing an Introductory Nuclear

Physics course program for students with low abilities in math. It had been done in order to find the answer of the question: “Can students’ mastery in

basic mathematics be increased by Physics lectures?” Therefore, the aim of this study was to see the mastery of physics teacher candidates on basic

mathematics before and after taking an Introductory Nuclear Physics course.

The data had been obtained from the assessment of the students’ test worksheets (pre-test and post-test). There were two groups of students. The

first group (the control group) had been taught by applying direct instruction, and the second (the experiment group) by applying an online teaching as well

as by providing a two face-to-face tutorials for this group. The data had been

analyzed by using descriptive-quantitative statistics and normalized gain index formula. The results showed that there were an increasing of students’ mastery

in mathematics through the given physics lectures.

Keywords : Basic mathematics

Direct instruction

Online teaching.


Cicylia Triratna Kereh Physics Education Program

FKIP Universitas Pattimura

Jln. Ir. Putuhena Ambon 97233 Phone: 08114700944


1. INTRODUCTION

Introductory to Nuclear Physicscourse is an advancedcourseinphysicseducation program. The substance ofthis courseis astudyof microscopicmaterial that cannot be observedbyhuman senses.

Since thecontent of the course is abstract, mathematicalskills are highly needed in order to understand

its mathematicalmodels. The abstract content of this material causes it poorly absorbedby studentsespecially those withlow mathability. This course had beenchosenas the study of this research

because of thefindingsinprevious years. Students’ mid testworksheets showed that they have some

difficultiesin solvingproblemrelated toarithmeticoperations using integers, fractions, and more over negative exponential numbers. In addition, there wereindications that students relied more in using a

calculator. This indicated also the students are not very skilful in handling mathematical

computations. This situation is very apprehensive, since the students are physics teacher candidates. Based on the background, this paper examines students’ mathematics skills before and after a physics

course performed. One objective of the present study is to determine which basic mathematics

contents are related to Introductory Nuclear Physics content. Another objective is to determinewhether students’ learning gains can be enhanced by the physics course. The learning gain

is assessed through pre- and post-testing using a quantitative of mathematics’ conceptual and

procedural knowledge test.

2. THEORETICAL BACKGROUND Physics is a difficult subject to many students. This impression is commonly acknowledged

by students from generation to generation. Angell et al. (2004) conducted a research and found that

students find physics difficult because they have to deal with multiple representations and tasks such

as memorizing formulas, applying the formulas in calculations, doing experiments, making graphs,


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and giving conceptual explanations at the same time. What make physics more difficult is students

feel uneasy to make transformations among those representations. Redish (1994) concluded that

physics is difficult for students since it demands the ability to go from the specific to the general and back and to use mathematics (algebra and geometry). Knowing students’ difficulties with physics can

provide beneficial information to the instructors in preparing the course curriculum, choosing the

appropriate textbooks and media, and implementing the curriculum in a way that lessens students’ difficulties of understanding and learning of physics (Ornek, et. al, 2008). One way to know students’

difficulties in physics is by analyzing their worksheets such as the mid test or final test worksheets,

focusing to the parts, which related to the students difficulties or procedures of problem solving. In learning physics, there is an assumption that one of the factors that affect the learning

process and results of physics is mathematics mastery of learners. This assumption appears because

of the nature of mathematics as a "tool" in a variety of disciplines. Indeed, mathematics plays an important role in representing physics phenomena and solving problems. Not only it is a tool for

logically and expressing developing physical concepts and theories of physics, but also it often

uncovers a large extent content and meaning of them. Otherwise, in mathematics, physical concepts, arguments, and ways of thinking have been used. Thus, physics not only is a domain of mathematics

application, but it also provides ideas, concepts, and methods for the development and innovation of

new mathematical concepts, methods, or theories. The assumption above is supported by several studies showing a positive correlation between the values obtained physics in college with a math

pre-test score - which includes algebra and trigonometry material (Hudson and McIntire, 1977;

Hudson and Rottmann, 1981). There were also similar studies found that there is a positive correlation between the values of college physics with mathematics test scores on college entrance

exams (Blumenthal, 1961; Cohen, Hillman & Agne, 1978; Halloun and Hestenes, 1985). However,

all these correlations showed no direct evidence that there is a causal relationship between the two. Hence, it could not be concluded that a student needs to practice and improve his/her math skills

before taking college Physics so that he/she can get well performance on this course.

To see the causal effect relationship between mathematics and physics, Meltzer (2002) conducted a study of student math skills and conceptual knowledge of basic physics as the factors

that can influence student-learning variations. Three of the four sample groups of his research showed

that there was a significant correlation between the mathematical skills of students with their gain in physics conceptual scores. Students with higher level in mathematics skills before having physics

materials obtain higher increase substantially in conceptual physics regardless of their prior

knowledge of the concept than those with low mathematics skills. This phenomenon is true for both men and women.

Other opinion about factors that can influence students’ learning physics came out from a

resource perspective. Brekelmans et. al (1997) identified three types of resources. Those are: (1) characteristics of students when they enter the classroom, (2) student’s individual perceptions of the

learning environment, and (3) class-level characteristics of the learning environment. The first order

resources are such as the ability and gender of the students. The second order, for example is student’s satisfaction with mathematics or physics education, while the effect of class perceptions of

the learning environment (mean of the students’ perceptions) and the effect of treatments are the third

order resources such as the type of curriculum used and class perception of teacher quality

3. RESEARCH METHOD

Experiment Setting The research design is an experiment comprises of two groups of students. The first group

had been taught by direct instruction in regular classes, while the second one by online teaching.

There were eight face-to-face meetings for the first group, two and half hours each. The students in the second group freely managed their own time of studies. However, they had been asked to access

the website three times a week, two hours at least for each access. There were two face-to-face

tutorials provided to the second group. These tutorials had been arranged in order to clarify and to give feedback of what students had learned.

Web-based learning had been chosen as an alternative ways of teaching in this study based

on the following considerations. Firstly, a large room is not required for students in an online learning. Each student can access the lecture materials anywhere and anytime. Therefore, this

learning strategy is electable alternative to address the needs of a large classroom. Secondly, a lot of

materials can be accessed by students via internet. Every student can learn independently of the resources available online in accordance with their needs. In other words, a web-based learning

accommodates the needs of each student, which is different from the others. Moreover, by providing

the appropriate links in web-based learning, an instructor can personally help students with low math

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abilities. By accessing these links, the students’ lack of knowledge hopefully can be completed

independently or with the help of a friend.

The research subjects were senior students and a junior student who were enrolled in that semester and taking the Introduction to Nuclear Physics course. In the first group, there were 36

students registered. However, in the pre test session, there were only 31 students showed up. During

the course, three students were unsuccessful to complete their tasks. The same situation occurred in the second group. There were 43 students registered, nine students did not attend the pre test session

and six students failed to complete their tasks. Since the observations and evaluation covered the

whole process of the course, those students had not been included in the data. Hence, there were only 28 students’ worksheets of each group examined.

Research Instrument In this study, we used a test to measure students’ mastery of basic mathematics that related

to nuclear physics content. Basic mathematics in this case is mathematics content that is learned from

elementary school to secondary school. There were 30 questions that had been used in the pre- and post-test. The test content covered numbers, fraction, logarithm, exponential, and some problems

about story problems in daily life. It spread from simple problem such as to solving

a variable of two simultaneous exponential equations ( and . There were

two problems that connected directly to nuclear physics content. The first one asked about nuclear

mass, and the second about half life formula. Both problems had been carefully chosen in order to identified whether students can evaluate the sufficient of the data in a problem solving, and solving a

story problem related to exponential number.

The essay questions were used in order to evaluate the students process of thinking. The instruments had been tried out to 54 of students and the result showed that the instrument are reliable

and valid. Prior to the try out process, the instrument had been validated by two experts. Both of

them have strong background in mathematics education.


Descriptive of Students’ Mastery Table 1. demonstrates the students’ mastery of basic mathematics. The scores of the two

groups are slightly different, except the minimum. From the mean scores, it is seen that there are an

enhancement in the average value of both groups, 7.5 and 6.8 respectively.

Component Group I Group II

Pre Post Pre Post

Mean 11.4 18.9 16.3 23.1

Median 8.5 15.5 12.0 21.5

Standard Deviation 7.8 11.6 10.9 15.4

Minimum 4.0 7.0 4.0 7.0

Maximum 36.0 55.0 41.0 67.0

Range 32.0 48.0 37.0 60.0

Tabel 1. Descriptive of the two group results

Since the data is not normal and the scores of the second group are a little bit higher, so we used the analysis of normalized gain, proposed by Hake (1998):

The individual gain of the students for the basic mathematics test are represented by Graph

1. and Graph. 2. Graph 1 is representing the raw scores while graph 2 using the formula. In graph 2, it

can be seen that the individual normalized gain learning of the students in the first group are mostly scattered below 0.1, and half of the students in the second group are in the same states. Five students

(2 in regular class and 3 in online class) have zero gain scores. The average normalized gain of the

regular class and the online class are around 0.1, which 0.105 and 0.122 respectively. Since the gain scores here are less than 0.3, the courses are cathegorize as low gain courses.

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Graph 1. Pre and Post Test Results of Group I and Group II

The unchanging scores of the two students in the first group is due to the students customs in

copying others’ homework. They do not do the tasks by themselves. Moreover, those students never raised question during the meetings. This students’ habits leads to ”zero learning”, eventhough they

always present in class regularly. On the contrary in online learning group, the tutorials played an

important role as an opportunity for having feedbacks. It means class attendance is still necessary to be fullfilled by students. When students were absent in those tutorials, they missed the chance to

improve their skills. Students with high gain showed a specific characters, namely they are active in

asking questions (both online and offline). They also have a positive attitude by confidently showing what they know or not.

The small average normalized gains implied that the course needs more improvements. The

instructor needs to be innovative in creating or designing personal students’ tasks or homework, since some students just copied the homework from others. Other implication, even the score is small, the

positive normalized gain score indicates the posibility of enhancing the students’ mastery of basic

mathematics. As the first step to improve thequalityof existinglearningphysics, instructor should design lectures that emphasizing on students’ difficulties on mathematics.

(a) (b)

Graph 2. Individual Normalized Gain of Group I (a) and Group II (b)

Students’ Difficulties In students’ pre test, some students’ common difficulties were detected. Their difficulties

covers from simple arithmetic problems such as finding the ”n” in the equality problem: 19 + 25 = n + (-5) to solving two exponential equations simultaneously. Here are some patterns of the students’

answer of the problem 19 + 25 = n + (-5):

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(a) (b)

(c) (d)

Figure 1. Examples of Students’ Answers Before Lectures

The examples in Figure 1 shows that the students did not know the concept of equality or

how to solve such kind of problem. The first student performanced two difficulties: (1) misidentified

the ”addition” in the left side as ”substraction” and (2) doing an incorrect procedure by continued ”adding” the former result with (-5) (Fig.1a). This false procedure may be done by the student

because she accustomed to solve a problem in a line. Similar to the first student, the wrong answer of

the second one is the result of her habit in solving a problem in a line. Another patterns that had been found is shown in Fig.1c. and 1d. Both answers showed that the students were not careful in

calculation and misidentified the operation sign of the problem.

Even in the simplest problem in the test, some students showed their difficulties. Here are some patterns of their answer of the problem: 12 - (-7) = ........

(a) (b) (c)

Figure 2. Patters of Students’ Answers of Problem: 12 - (-7) = ........

Clearly, the three students do not know how to do the substruction using a negative number.

This difficulty has been internalized and rooted. It is hard to change the way of thinking of the students. What the instructor can do is to fill the lack of knowledge of the students by giving similar

problems during the meetings. For example, students never faced a problem such as solving two

exponential equations simultaneously. However, by doing the similar problem in nuclear physics (finding the half life of a radioactive element from data experiment), they can attain the answer

correctly. This research confirms the variety of students difficulties in mathematics that proposed by

Garneth (1998) and Kereh et. al (2013).

5. CONCLUSIONS This paper describes some ways to help students with low abilities in mathematics to have a

better understanding of nuclear physics. Some students’ way of thinking are rigid and difficult to

change, even in simple problems. However, it is possible to enhance students’ mastery of basic

mathematics by physics lectures. This can be accomplished by giving the students similar problems based on physics context related to the mathematics concept. Other ways to achieve it are

familiarizing the studentstoworknotin a line, leading the students to read the problems carefully, and

determining the “operation sign” correctly. Hopefully, these findings and ideas can help other instructors to cope the problem in similar situation.

ACKNOWLEDGEMEN I would like to give thanks to DIKTI, The Rector and the Research Institute of Pattimura

University for the Doctoral research-grant. It is really helpful.

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Pupils’ and teachers’ views of physics and physics teaching [Electronic version]. Science Education, 88, 683-706.

[2]. Blumenthal, R. H. (1961). Multiple instruction and other factors related to achievement in college

physics. Sci. Educ. 45, 336–342 ~1961!.

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[3]. Brekelman, M. et. al. 1997. Student characteristics and learning environment interactions in

mathematics and physics education: A resource perspective. International Journal of Educational

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http://www.sciencedirect.com/science/journal/08830355

http://www.sciencedirect.com/science/journal/08830355

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