Proceeding of ICERD 2015

Preface

Dear all ICERD participants, welcome to Surabaya, Indonesia. Welcome also to Universitas Negeri Surabaya.We are very glad to have you all, to participate in this conference.

In celebrating its 51st anniversary, The State University of Surabaya/Universitas Negeri Surabaya,proudly presents "The 2015 Internasional Conference on Educational Research and Development". Theconference is conduction to bring together diversed ideas of researchers, educators, lecturers, teach-ers, students, and those who have interests in research on education and its development as well as onscience and technology.

We are very honored to have Prof. Dr. Muhammad Nuh, DEA (former Republic of Indonesia Ministerof Education and Culture, 2009 – 2014), Prof. Dr. Muchlas Samani (Universitas Negeri Surabaya, Indone-sia), Prof. Dr. Fou-Lai Lin (National Taiwan Normal University), Prof. Dr. Bill Atweh (Adjunct Professorof Curtin University, Australia, and visiting Professor at Philippines Normal Univesity), and Prof. Dato’Abdul Rahman B. Abdul Aziz, Ph.D (Universiti Utara Malaysia), and Dr. Zeny Reyes (Philippines NormalUniversity) as keynote and plenary speakers.

To all our sponsors for this conference, Bank Tabungan Negara (Universitas Negeri Surabaya branch)and Telkom Divre 5 Surabaya, our thanks are also for you.

On behalf of the Organizing Committee and Steering Committee, I wish you all a blessed and pro-ductive time in our ICERD conference. God bless you all.

December 1, 2015Surabaya

Arie Wardhono

The State University of Surabaya iii

Proceeding of ICERD 2015

Ibrahim, Muslimin 1Ikhsan, Fahrudi 91Imaroh, Ummu 586Indarwati, Tias Andarini 420Ismail, 621Ismawati, Rita 723

Jahja, Mohamad 58Juniati, Dwi 106

Karyaningrum, Anneke 655Khasanah, Uswatun 713Kristiastuti, Dwi 318Kudrat, Masri 58Kuntariati, Utik 311Kurnianto, Fahmi Arif 230Kurniawan, Riza Yonisa 361Kusumawardhani, Rahardian 510Kusumawati, Yuly 280

Lailiyah, Malikhatul 346Laily, Nur 156Latifah, Lyna 402Listiadi, Agung 295

Maf’ulah, Syarifatul 106Mangil, Muhaji 732Marlena, Novi 522Martikasari, Kurnia 369Martoprawiro, Muhamad Abdulkadir 280Megasari, Dindy 336Miftah, M. Zaini 574Mujibur, Akhmad 808Muksar, Makbul 130Munandar, Kukuh 486Murniasih, 174Mustajab, Quwwatun Azimah 704Musthofiyah, Uning 346Mustofa, Ali 433Musyarofah, Lailatul 11

Nugroho, Arif 264Nugroho, Him’Mawan Adi 643Nur Rokhmah, Sakinah 586Nurlaela, Luthfiyah 140Nurul Iffah, Jauhara Dian 147Nusantara, Toto 32, 46, 353

Padmanabhan, Meeta Chatterjee 422Paramita, Sista 420Patrikha, Finisica 445Pauportè, Thierry 280

vi The State University of Surabaya

Proceeding of ICERD 2015

Developing Instructional Program of Public Economic Subject Using Exelsa Moodle . . . . . . . . . . . . . . . . . 319

Kurnia Martikasari

Peer Response in an Indonesian EFL Writing Class: A Case Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320

M. Zaini Miftah

Use of Project Based Learning Model to Improve Creativity Class XI Subject to the Installation ofElectricity 5 SMKN in Surabaya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332

Akhmad Mujibur, Mohammad Taufiq, Ainur Rois and Nisa Rahmaniyah

Biology Teachers’ Self Perception on Pedagogical Competence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339

Kukuh Munandar and Tanzil Huda

A Critical Review of Empirical Research in Enviromental Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345

Uning Musthofiyah and Malikhatul Lailiyah

Toward a Bright Future of Socio-Political Trends in Literary and Cultural Studies in Asia: ItsDevelopment and Impacts In Asian Educational Backgrounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352

Ali Mustofa

Facilitating Authentic Language Learning Through Theatrical Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357

Lailatul Musyarofah and Muhammad Fadeli

"Let’s Speak!": Utilizing Voxopop to Enhance Speaking Skill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365

Arif Nugroho

Exploring Students’ Use of Communication Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373

Him’Mawan Adi Nugroho and Nur Chakim

Prosocial and Risk-Taking Level on Teaching Intentions in Remote Areas (A Study on Students ofElemantary School Teacher in East Java) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385

Sakinah Nur Rokhmah, Suciatma Umiasih and Ummu Imaroh

The Implementation of Metacognition-Based Information and Communication Technology (ICT)In Vocational Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391

Luthfiyah Nurlaela and Igp Asto Buditjahjanto

Zone of Promoted Action (ZPA) of Elementary School Teacher in Mathematics Learning . . . . . . . . . . . . . 398

Jauhara Dian Nurul Iffah, Akbar Sutawidjaja, Cholis Sa’Dijah and Subanji

The Urgency of Gen Z Economic Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407

Finisica Patrikha

Board Game as a Media to Increase Students’ Speaking Skill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412

Fitra Pinandhita and Rahardian Kusumawardhani

Developing Taxation Learning Model by Using Animated Media to Enhance Students’Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424

Dewi Prastiwi, Made Dudy Satyawan and Eko Wahjudi

"Let’s Write a Caption!": Utilizing Instagram to Teach Generation Y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 448

Dian Pratiwi and Miftachul Rohmah

Social Studies Teacher Role in the Development of Pattern Learning System Facing AEC 2015. . . . . . . . 456

Jossapat Prijanto

Developing Language Games for Teaching English to the Eighth Grade Students of SMP Negeri 1Tulungagung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 467

Anik Purwani

A Proposed Syllabus for Computer and Networking Technology Students of Vocational HighSchool at Jember . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475

Areta Puspa and Pebrina Pirmani

xviii The State University of Surabaya

Proceeding of ICERD 2015

Abstrrcl: This anicle presents lhe rosults ofstudies conductcd by a numbcr of gaduat'c students oftcchnical

aral vocational cducalion study pro$am who applicd innovativc lcaming models and ICT to improvc thc

quality of tcaching and leaming oulcomcs in the areas oftclhnical vocational leaming. They are onc sludent

;fElectronics Engine€ring Education, one ofMcchanical Engincering Education, and onc ofCulinary An ofHome Econorics Education. These tbrcc sludies were under the umbrclla of thc gaduate research glant

cntitled "lmplcmcnlation of Mctacognition-Bascd Information and Communication Techlology in the Ficld

of Vocational Education Sector". The rcsearchcrs were a faculty tcam of thc graduatc program. One of thc

objecrivcs ofthe research Fanls is to hclp acceleratc thc complction oflhc sludcnts' thcscs. The usc of ICT

media is vcry imporlant in thc field of vocalional leaming. ICT Mcdia thal has been devclopcd based_on

mctacognition helped to irnprove the quality of teaching and leaming outcomes. There are lhrce research

quesrions: l) Does thc dcvelopment o[ blcnded lcaming_based on inslructional plan cnhance the studcnB'

skills in cooking the continental cuisine? 2) Docs thc dcvclopmcnt ofinteractivc boolc improvc the leaming

ourcomcs of the microprocessor subject at vocational schools in Surabaya? and 3) Is thcrc any significanl

cffcct of CAl-bascd CNC Basics lcaming on thc studcnts' intcractivc thinking skills on lhe subject ofoperating CNC machinc basics in thc vocational high schools. Thc studies wcrc cxpcrimmkl rcscsrch using

tJss, obscrvation, and qucstiomaires as the dats collcction lcchniqucs. Thc dau analysis techniques used

wcre perc€ntages and infcrential statistica u3ing t-lest. The .esul6 showed that ICT medio based_on

metaaogDition dcveloped was able to improvc students' lcaming outcomcs and metacogrilion skills. Thc

meta.oglitive skills include: critical thinldng skills, self-dircctcd skills, and repcat themsclvcs and leam in

morc depth. Thc implicatiod of this study was that thc usc of ICT media bascd on metacognrtion was

csscntial in imprcving the process and learning outcomcs.

Keya,ods: ICT Melia, Metacognition, yocational Learning

Implementing ICT Based on Metacognitionin Vocational Education

Luthfiyah Nurlaelar, I.G.P. Asto Buditjahjanto?

'UnivcEir"s Ne8eri Surlbays, 52 PTK, Lurhfiyahn@yahoo.@m?Univcrsitas N€gd Surabaya 52 PTK Esto@]lm.q ac id

1. IntroductionThese last few years, the Govemment of Indonesia gave more attention to vocational

education. It can be seen that the Govemment of [ndonesia has been programming the ratio between

vocational high school and senior high school at 70:30. The number of vocational high schools

increased greater than the number of high school in order to prepare the need for middleJevelmanpower.

Meanwhile, the leaming composition of the vocational high school is more emphasis on

practice rather than theory with the ratio 60:40. Therefore, the suitable leaming for vocational high

school is active leaming, in which students demanded an active role (student-centered). With active

leaming, students will increase their ulderstanding about the mate al better, both theory and

practice, through leaming by doing. Active leaming can help students to develop knowledge in a

flexible, ability of problem solving in effectively, self-directed leaming, collaboration capabilities

and an effective intrinsic motivation ! ]. Active leaming also emphasizes leaming through solvingthe problem through activity [2, 3].

It is important to provide teachers to have the competence to manage teaching and leaming

more meaningful. teaming skills and innovation are more recognized as skills that distinguish

students who are ready for environments of life and work that become increasingly complex in the

2lst century with students who are not ready. Focus on creativity, critical thinking, problem

solving, learning strategies, communication and collaboration are essential in preparing students forthe future.

l.r0 The State University of Surabaya

Proceeding oIICERD 2015

The problems of this research include: l) Does the iNtructional plan development based onblended leaming caD improve leaming outcomes? 2) Does the development of interactive booksimprove the leaming outcomes? and 3) Is there any effect ofthe implementation of leaming basedon CAI towards increasing the level of interactive thin-king ofstudents?

There are several forms of leaming with ICT, such as: teachers and students use localtelevision programs and video to slrengften the understanding ofa materiai being studied; teachersand students use digital cameras to prepare tle content and leaming materials; administrators usecomputer-based leaming management systems to deliver eJeaming and set learning with students.'leachcrs can also use the intemet on a project-based learning and to web-quests. In addition, theuse ofonline communication tools such as skype, blogs and fomm network can be used by sludents,teachers, schools, experts and community.

Some researchers have been utilizing of ICT in leaming. Nurlaela [4, 5j developed ICT in theform of multimedia by using CAI for the socialization of knowledge of foodstuffs in elementaryschool srudents, and research findings indicate an imponant result. Buditahjanto and Ha1rmeMiyauchi [6] have used tCT in the fofm ofa computer game to leam tbe decision on the amount ofemissions that must be produced by a power plant. Ekohariadi [7] has conducted research oncomputer-based learning by measuring the ability ofstudents to learn computer progrartuning.

Some studies have used and developed ICT in education media leaming. Yvonne Rogers andMike Scaife [8] in theinesearch used interactive multimedia for leaming. Their multimedialeaming and edulainment shaped in CD-ROM with various leaming topics that have a level ofdifficulty. Their research was to develop how to support leaming activities through interactivedesign effectively. The use of ICT for leaming in the form ofcomputer Assisted Instruction (CAI)has also been developed in the form ofcomputer-assisted leaming- As it is known that the naturc ofthe use of ICT is mobile. Therefore, this CAI package also has the advantage that the Ieaming can

be used anl,where. Sultan, et.al [9] also used the advantages of CAI in packages so that it can beused in leaming via PDA.

The use of ICT in education can be used widely. Several private and public schools in largecities have developed school websites. This website is a media campaign and communicationbetween the school with the students, teachers, parents and the wider community. However, lhe useof ICT for teaching and leaming is still inadequate, although some schools have been commonlyused it, especially intemational schools or lianchise branch ofa foreign school system [l01.

Ihe use of ICT media based on metacognitive is more influencing the quality ofteaching andleaming outcomes. The use of metacognition in the field of ICT has been carried out by Quamrulll l] by using a web-based to measure the capacity of students to self-assess their understanding, theregulation of student leaming (level of fust). the class dlaEmics (reaction), and method ofinstructor. The purpose ofthe study was to evaluate how students regulate their own learning and

improve their ability to self-assess their ulderstanding for more fiitical. The results show the

students become better leamers with the self-assessment and can evaluate their own knowledge.

Lawanto [2] evaluated the change in metacognition in studens majoring in engineering who

were divided into three groups. By using two features, such as metacosrritlve, cognitive, self-

appraisal and self-management was to indicate the level of students' metacognition The lesults

showed a significant change ofmetacognition students in studying the project design

Metacoglition has two componeflts: knowledge ofcognition and mechanisms ofself-control

such as controi and cognitive monitoring. Knowledge of coglition consists of information and

understanding that possessed a leamer about the process ofthinling itself, in addition to knowledge

of various learning strategies to be used in specific leaming situations The second component ofmetacognition is monitoring the cognitive, namely the ability of leamers to choose, use, and

monito; the study stsategie; that suitable. Based on this, then some of the main indicators ofmetacognition are: l) leamers understand their leaming styles; 2) leamers being able to select

specific" leaming strategies for specific situations;3) leamers use specific leartring strategies to

certain situationi; +) learners monitor leaming strategies used; 5) leamers are able to measue the

achievement of leaming, and 6) Ieamers are able to apply self-directed leaming'

I4]Tho State Ufliversity ofSurabaya

Proceeding of ICERD 20I5

This research is to develop leaming media based on ICT that consists of three sub-research'

namely: l) Development of instructional plan based on blended leaming in standard of competence

p.o"",.ini "ortin"ntul

cuisine to improve leaming outcomes; 2) Development ofinteractive e_book

media wiih the subjects ofmicroprocessor technique at SMK Negeri Surabaya; and 3) The effect ofimplementation CNC learning based on CAI toward to the Enhanced of the level of interactive

fii;king ofstudeDts on Material Basic Operating ofCNC machines in SMK.

2. Research methodsThis research consists of three sub-researches, and each sub-research will be presented the

method briefly. The first sub-research is Development of Instructional Plan Based on Blended

Leaming using method 4D Models that adopted iiom [13]. The method consists of four stages,

na.elybefine, Design, Develop, and Disseminate. This research did not do in the disseminate

sta8e. -Because

the de-velopment results only applied limited to school where the research was do-

n#ely SMKN I Dlanggu. The subjects were students of vocational high school with expertise

Program Culinary, XI class in academic year 20l3l2}l4 al SMK Dlanggu' The Standard ofCompetence was continental cuisine. Ten students were involved in this pilot test' Tests were

canied out 3 times. Collecting data used the technique of questionnaires, observation and tests The

research design at this stage used the one-group pretest-posttest desiSn [14]. Data analyze technique

used descriptive qualitative-In ihe seiond sub-research was the Development of Interactive E-Book Media, the

development model also used 4D models. The subjects werc students of X-TAVI and X-TAV2

class at SMK Negeri Surabaya- This research was conducted in SMK Negeri Surabaya and held on

even semester 2}l3l21l4. Collecting data used the technique of questionnaires, obsewation and

tests. The design oftrials used aD intact group comparison, such as by comparing the control group

with the expedmental class. [n the experimental class, students were given an ebook teaching

media, while in the control class did not use e-book media but using power point media. To

measure the differences of leaming outcomes between conrol class and experimental class was

based on the posttest. Data analyze technique used descriptive qualitative analysis to anal,ze the

fe$ibility ofthe media and post-test items, as well as to analyze the students' response to the use ofinteractive e-book media. To determine differences of leaming outcomes of students behveen

control class aod experiments class was analyzed using t_test.

Itr the third sub-research was The Effect of Implementation CNC Leaming Based on CAItoward the Improvement of Level lnteractive Thinking of Students. This research used analysis

descriptive method with quantitative approach. The population was all students of class Xll SMKAntarctica I Sidoarjo with TPM expertise program. The sample was determined by random clustetsampling consisted of 59 students. Collecting data used observation and test technique. Data

analyze techlique used simple regession-

3. Results and DiscussionResults ofresearch and discussion respectively described as follows:

3,1 Development oflnstructional Plao based on Blended LearningOnline leaming model used in this shrdy was a weblog. A weblog is a website that will

contain an individua|s personal record on the intemet and web-based application that allows anyoneto create and develop a dynamic website without having to understand programming languages andprovides a free weblog without costs. The use of weblogs in education facilities is to improveinformation sharing. It makes easy to publish information and allows teacherc to monitor_ Teacherscan upload leaming materials, assigrments and evaluations in the media weblogs. Meanwhile,sfudents can download it as a reference lesson while providing convenience to students to deepenstudents' knowledge through link a variety ofwebsites that supporting material.

Weblog that deve]oped by the researcher was at the address: http:/,6elaiarkontinental.con ib.The Ieaming was held tbrce meetings with two different basic competencies. The first basic

The State University of Surabayat42

ProceedinB oi ICERD ,!r5

competence was "Basic Principles olContinental" and the second basic competence was "Procesing

llot and Cold APPetizer"."- -il";rl; rliia"tlon of instructional plan included lesson plars' worksheets' Weblog and

a..."..In"ni'srr""t. rrrose were categorized as very feasible to implem€ot. Feasibility percentage of

r"..." ,f", based on blended learnrng while on ih" ttiul test showed improvement fiom the first

;;;;;;;;;;;ili;"",'"e, ."'p"",i,-"rv '"

ached 82 23Y'; e\Yo otd e3 33o%. For student activities'

"iii" i?ri -*irr*, irr" .ole"Lf teu"h". io t"aching was still dominate in.leaming' ln the second and

ifri.J*""ti"g., OJiole ofstudents werc more dominating and teacher simply reminded and guided

,i" rrra".,r:pt**otions and students'practice. In tlre pilot testing. the hiShest grade ofstudenl

".i';;;;;; dt.ng aa assign-ent (LKS) iJ?.s%). Student responses^indicated a positrve resPonse

iso.:"ir. Itau.taty of.tude-nt leamilg ourcomes included mastery of cognitive psychomotor and

affectrre showed complelion both individually and classically------s*lJon,i," ."*lts of data analysis, it can be concluded that the development of instructional

ot"n Uasei on btenaed Iearning in rhe competency standard ofprocessing the continental culinary is

;;;l;;i;;; ;p;li; and ci help to complete $e stude't leaming outcomes' Relevart to the

ooinron ofshinie I l5l, lhal tle rmplementarion ofblended leaming rn school education in Indra can

'i.,.'"-'*I""i ri#,n* ou,"orn.r. The positive response of students to the blended leaming

i"al."i"a ii."i1*a""i. wlre happv wrth the teaming' In line with the oprnion of Harriman ll6l rhar

blended leaming has the advantage, such as: the siudents not only leamed more during an online

.".rio". S,ua"n"O not only leamJd one direction sequentially, but also tlis.learning can impro\e

int"iu.l* ona *rirf"ction of students. With blendedleaming students have the opporx,nity to leam

the material desired."- '_i, ir," blended leaming merhods, studenrs of vocarional high school in culinary Program

*"r" "iujf"ng"a

to implemeni collaborative leaming between class teaching and online learning

;r;;;; ;;i;;, ,o thui ,t.d"nlr' skills in using media of information and communication and the

;1;;; .; t""i-p."ved. ln addition, it also can improve their learning outcomes' In this wav the

"at'""i"g* J-ff'aU"rative between class teaching and weblog can be maximized- It enriches the

ii"ai"gT"f i.t.irr"r fl71 that stated classroom blogging can improve the process of critical

itlirLiig, "ottuUo.atioo,

-d cao b" applied to the study of science with various leaming modcls'

ii" ,"iL"t in blended learning showid that leaming weblog can stimulate the activity ofstudents

i,, ,f," ur.ign.".t (LKS). lt i; in line with tlre opinion of Quinn et.al [18] that stated the

imolementaiion of blended leamrng, sludents showed behavioral changes more effective leaming'

;;:;;;;; tt"na"a t"a-ing-;t.o improves shrdenrs' metacognitior' because there is an

upponunitv foi the students to s;t up their-own leaming strategies and deliver them to leam the

material they want.

J.2 Developm€nt of Interactive e Book Media- - r. *;. i"."-"ft. vatidation leaming media canied out by five experts consisting of4 Lecturer

Slate University of Surabaya and I ieacher SMK Negeri Surabaya . Media validators were

"o.po."a of"ont"nt

"xperts;instmctional media experts and linguists This validation purpose was

r.r'nial" i"a,iUf" for media leaming that to use foi ttris research' Data obtained ftom validation

,"ruii, .r,o*"a _ ,r"ru ge score of 79.2o/o.lt means that leaming media in the category of feasible

io *" it"."rutt. ofthivalidation items obtained an average score of76 5olo' It means these items

"""g"*a ^ i""tiUfe to use. While for test result of leaming outcome obtained with the average

ruirZofgz.f: for the experimental class and 77.15 for control class Student leaming outcomes of

,i"i*o ".orr.

were then aralyzed using t_tesr. From the resulrs obrained 1.",d of J 924 while rhe

'"]* "Uil,*tli,*- r 658. By mmpanngfthe values between r..-r and tuu'' then it is krown that the

1.-, i1,"., tr,"*i"." can be conciudei$at rhe results ofstudent leammg usrng interactive e-book

."f,iu i. il"tt", tt- ttte results ofstudent leaming using power point media The results ofstudenls'

,;;;";;; i; ,nte.acrive e_book media obtained an average score of 85.42olo and categorized as very

*"'n-,fr* ii" ,"r""iive e-book media feasible to use in the leaming process. Research results

showed that tle student leaming outcomes who used interactive e-book media is befter than the

The Slate University ofSurabaya l.t3

Proceedint of ICERD 20 I s

student leaming ourcomes using power poi[t media thst is supported by previous studies. Binas

[9] found that the delivery ofinformation by using the e-book is very effective. E-book supports toprovide feedback to studens about their qualities and skills.

The leaming model used to implement the media e-book was a model of problem-basedleaming (PBL). PBL has common characters which provides to the students on the subject ofauthentic and meaningful that will provide convenience to dre students to carry out the investigationand inquiry [20]. This model also has some sp€cial characters, such as $e submission of questions

or problems, focus on the linkages between science disciplines, authentic investigation, produce

products / works, shows these pDducts and cooperation. Authentic problems are problems that exist

in our life everyday and to be beneficial directly if we can how lo solve the problems. Authenlicproblems can attract stude[ts as a subject to study, as they relate to their daily lives and beneficial

for him. Based on this, problem-based leaming model and implementation ofan e'book media was

feasible to develop the ability of students' metacognition. Metacognitive thinking skills are

indispensable in problem solving, and therefore, the use of problem-based leaming model is

appropriate. Ebook that provides opponunities for studerts to leam independently as well as

messue the success rate of learning it is also very useful in the development of metacogritionskills. Referring to the above description, students were encouraged to direct themselves to begin

the leaming process, and be able to evaluate themselves to assess questions aod solving problems.

Both ofthese are characteristic ofmetacognitive skills 0 l,l2l.

3,3 The Efiect of tmplemertstion CNC Lcrrritrg Brsed on CAI Torvtrd to The Erhrnced ofIntersctive Thioking Level ol Student.Problems are ofter encountered in teaching, especially teaching operate a basic CNC machine

is how to present m8terial to studenls well in order to obtain effectivc and elficient results ormaximurn results. Another problem frequently encountered is the lack of attention of productiveteachers to the variation of the using of learning methods in an effon to improve the quality ofteaching is good. Computq Numerically Conuol (CNC) is a machine which is controlled by a

computer using numerical language (movement commands that use numbers, leners, and symbols).

A basic level ofCNC machioe that exist now is cunendy divided into two groups, such as CNCmachine Two Axis or better known as lathe machine and CNC machine Three Axis or better known

as a milling machine.The research results ofapplicatiol of leaming media based on CAI obtained an average score

of 3:48, which means learning performed well. The ability of interactive thinking of studens

achieved an average score of 3:20, which means enough. The leaming outcomes of students

achieved an average score of 79.7, which means good. Correlations between these two variables,

interactive thinking ability ofstudents with leaming outcomes derived value Sig. (2-tailed) of0.027.Compared with a probability level of 0.05, then the level was greater than the significance value

(0:05 > 002?). This means interactive thinking sbility of students has a significant relationship to

the learning outcomes.The media learning CNC simulator wete applied by using direct leaming model. With

rel'erence to information processing theory and the theory ofdual coding [21]. who believes that in

order to transfer and remind information, heading into and out oflong-term memory, it is necessary

to repeat the exercises. Repe$ed practice in growing mastery of practical skills can only be done

with a hand-on activitiy. Media CNC simulator applied in this study provide an oppornrnity forstudeDts to be able to repeat themselves and to leam more material being taught, so that the

memorizing of information into long-tem memory can be performed. Repeating by themselves alld

studied in greater depth is one ofthe metacognitive skills, in which one goal is student able to direct

themselves to begin the process of learning, as well as reflecting on themselves by reviewing goals

and objectives (Quamrul 20101 kwanto,2009).Based on tle description in the above results, metacognilive skills have been developed

through this research, which include: l) critical thinking skilts, the skill to anallze the arguments

and give inrerpretations based on legitimate perceptioo in the thinking process; 2) self-directed

l{.1 The State Univercity ofSurabaya

skills to initiate the leaming process, and be able to evaluate thern selves to assess questions and

solving the problems encountered; 3) repeating themselves and leam in more depth' as well as

reflect on themselves by reviewing goals and objectives, However, lesearch result does not

erplrcrtly ro lin-k the processes and fiodiogs on metacognition.

Procaedin8 oI ICERD 20Is

4. ConclusionThe conctrsion of this study includes: I ) lnsructional plan Based on Blended Leaming in

Competence Standards of Processing Continenul culinary carl Improve student leaminS outcomes.2) Media interactive ebook can improve learning outcomes with subjects microprocessor techniquesin SMK Negeri Surabaya: and 3) There is an effect the impleheDtation of learning CNC based onCAI towards increasing the level interactive thinking of students io the material of basic operateCNC machine in SMK.

5. References

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140 The State University of Surabaya