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8th International Conference on Educational Research and Innovation ICERI 2020 i

ii ICERI 2020 8th International Conference on Educational Research and Innovation
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WORDS FROM THE RECTOR

Assalamualaikum wr. wb.

Dear speakers and participants.

Welcome to The International Conference on Educational Research and Innovation 2020 (8th ICERI
2020) in Universitas Negeri Yogyakarta (UNY).

The outbreak of the Covid-19 pandemic from earlier this year has affected many aspects of life, in-
cluding education globally. Students cannot go to schools, and lessons have been conducted online.
Online learning becomes the most visible mode of learning. There are a lot of work need to be done to
prepare and implement online learning. Apart from various learning modes and management systems,
teachers and students need to adjust to the new classrooms, the virtual classrooms. New alternatives of
learning need to be supported, and choices should be provided. Covid-19 has led to the emergence of a
new era where freedom of learning is inevitable. Particularly in the higher education, the government
of Indonesia has responded to this new era of learning by initiating a policy called Merdeka Belajar
Kampus Merdeka (MBKM) to support the freedom of learning.

MBKM is a policy aims, among others, to provide students new experiences of learning that can en-
rich their perspectives about world outside their campuses. MBKM is set out on the basis of the beliefs
that learning can be everywhere, not only in campuses. Learning in the real life will give students
hand-on experiences that enable them to have more comprehensive understanding and knowledge, as
well as better skills. As a program MBKM is also supported by cooperation between universities and
industries. This is also believed to be able to equipped university graduate abilities that are relevant
with the development of society, technology and industries. MBKM, however, requires students to be
creative and innovative. Students need to have a set of skills that are needed as true leaners.

UNY as one of the biggest universities in Indonesia, ranks 12 of more than 4000 universities, has also
evolved in accordance to MBKM policy and program. UNY has revised the curriculum to response to
and support the freedom of learning. An example of program that has run in UNY is the implementa-
tion of a community based 20-credit package of education practicum (PK), Community Service Pro-
gram (KKN), and thesis writing conducted in the society or industries. UNY has also conducted dis-
cussions and seminar to sharpen the formulation of ideas and practices as efforts to support the imple-
mentation of MBKM. This 8th International Conference on Educational Research and Innovation is
among the efforts. We hope that it can be a good forum for teachers, researchers, and practitioners to
share ideas, research findings, and best practices in the implementation of freedom of learning.

Finally, I wish all the speakers and participants a fruitful discussion. For all members of the commit-
tee, I would like to express my gratitude for making this conference happens.

Wassalamualaikum wr.wb.

Acting Rektor
Prof. Dr. Margana, M.Hum, M.A.

8th International Conference on Educational Research and Innovation ICERI 2020 iii
 REMARKS BY CONFERENCE CHAIR

Assalamu’alaikum warrahmatullah wabarakatuh.

May peace and God’s blessings be upon you all.

First of all allow me to extend my warmest greetings and welcome to the 8th International Conference
on Educational Research and Innovation, organized by Universitas Negeri Yogyakarta. The confer-
ence is virtually held for two days – November 4 and 5, 2020 due to the condition of the pandemic
Covid-19 which does not allow us to meet face to face.

This year “The Freedom to Learn” is raised as the conference theme. The theme is raised to bring en-
lightenment, triggers of fresh ideas that can be applied, and other alternatives in order to make the
implementation of Freedom to Learn - Freedom Campus run smoothly.

The eighth ICERI is aimed at spreading the ideas, experience, and findings of the researches conduct-
ed by lecturers, teachers, and researchers to improve the quality of research in determining and devel-
oping knowledge.

For your information, we proudly present one keynote speech, two plenary presentation sessions and
two parallel presentation sessions. Stefanie A. Lindquist, JD, PhD. from Arizona State University, the
US speaks as the keynote speaker. A special gratitude is addressed to Dr. Bradley Horn from RELO
US Embassy as the middle man who has facilitated the committe to invite the keynote speaker. Five
outstanding speakers in their fields have been invited. They are Wikan Sakarinto, S.T., M.Sc., Ph.D.
(Directorate General of Vocational Education, Ministry of Education and Culture of the Republic of
Indonesia), Associate Professor Dr. Vijay Kumar Mallan (University of Otago, New Zealand), Prof.
Suwarsih Madya, M.A, Ph.D. (Universitas Negeri Yogyakarta), Dr. Norwaliza Abdul Wahab (Uni-
versiti Pendidikan Sultan Idris, Malaysia) and Assoc. Prof. Dr. Minako Sakai (The University of New
South Wales, Australia).

We have done our best to prepare this conference. So, my highest appreciation and heartfelt thanks go
to all committee members. As to err is human, shortcomings may occur here and there. On behalf of
the committee, I would therefore like you all to accept our apologies.

To conclude, let me wish you a productive discussion and a fruitful conference.

Wassalamu’alaikum warrahmatullah wabarakatuh.
May peace and God’s blessings be upon you all.

Yogyakarta, November 4, 2020

Conference Chair
Pangesti Wiedarti, M.Appl.Ling., Ph.D.

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WELCOME MESSAGE FROM THE ORGANIZING COMMITTEE

Assalamu’alaikum warrahmatullah wabarakatuh.

May peace and God’s blessings be upon you all.

On behalf of the Institute of Research and Community Service of Universitas Negeri Yogyakarta, I am
pleased to welcome you to the International Conference on Educational Research and Innovation. It is
with great pride, pleasure and honour that we have been successful in organizing the 8th International
Conference on Educational Research and Innovation in a challenging situation of the Covid-19 pan-
demic we are currently facing. No matter how difficult the situation is it is often said that in the mid-
dle of every difficulty lies an opportunity and it is true. With the support of the university, speakers,
and many other parties the organising committee has collectively made this event a reality.

The ICERI 2020 theme is different from the previous ICERIs which generally emphasized the re-
search results. This year it provides an opportunity for participants to express opinions, in addition to
the results of research because ICERI 2020 discusses FREEDOM TO LEARN - FREEDOM
CAMPUS which is a new concept presented by Minister of Education and Culture of the Republic of
Indonesia - Nadiem Makarim.

Therefore, this conference can be expected to facilitate the contribution of ideas and research results so
that participants get enlightenment, triggers of fresh ideas that can be applied, and other alternatives in
order to make the implementation of Freedom to Learn - Freedom Campus run smoothly. I believe we
will have a great opportunity to network, discuss and understand how the Freedom to Learn - Freedom
Campus is implemented through the discussions and ideas presented at ICERI 2020.

I wish to thank our keynote speaker - Stefanie A. Lindquist, JD, PhD. - and the invited speakers -
Wikan Sakarinto, S.T., M.Sc., Ph.D., Associate Professor Dr. Vijay Kumar Mallan, Prof. Suwarsih
Madya, M.A, Ph.D., Dr. Norwaliza Abdul Wahab and Assoc. Prof. Dr. Minako Sakai - for accepting
our invitation to share their wealth of expertises.

Our local researchers have also contributed oral presentations that will provide engaging and informa-
tive sessions highlighting the issue of Freedom to Learn being carried out in the today. We are greatly
appreciative of their commitment to our conference. Finally, a warm welcome to all our speakers and
participants, thank you for your participation in what promises to be a great forum to share knowledge
and grow valuable collaborations.

Warm regards,
Head of Research Institute and Community Service of Universitas Negeri Yogyakarta
Prof. Dr. Siswantoyo, M.Kes.

8th International Conference on Educational Research and Innovation ICERI 2020 v

 TABLE OF CONTENTS

WORDS FROM THE RECTOR ........................................................................................................................... iii

REMARKS BY CONFERENCE CHAIR ............................................................................................................. iv
WELCOME MESSAGE FROM THE ORGANIZING COMMITTEE ................................................................. v
TABLE OF CONTENTS ....................................................................................................................................... vi
WEB LEARNING STRATEGY THROUGH THE PANEL CONTROL MANAGEMENT IN VOCATIONAL
MIDDLE SCHOOL ................................................................................................................................................ 1
THE EXTERNAL FACTORS OF TEACHERS 'WELL-BEING' IN REGULAR TEACHER’S TEACHING:
IMPLEMENTATION OF INCLUSIVE ELEMENTARY SCHOOLS .................................................................. 8
EFFECTIVENESS OF REALITY GUIDANCE PROGRAM FOR DEVELOPING CAREER CHOICE
ABILITY OF HIGH SCHOOL STUDENTS ....................................................................................................... 13
IMPLEMENTATION OF ONLINE LEARNING IN COVID-19 PANDEMIC FOR THE DYSLEXIA
STUDENT ............................................................................................................................................................ 20
EFFECTIVENESS OF CORRESPONDENCE LEARNING THROUGH GOOGLE CLASSROOM AS ONE OF
THE DISTANCE LEARNING MEDIA IN THE COVID-19 PANDEMIC ERA ............................................... 23
BIMA FOLKTALES AS TEACHING MATERIALS TO INCREASE STUDENTS’ CREATIVITY AND
LEARNING INTEREST ...................................................................................................................................... 28
COMMUNITY ECONOMY LECTURE BY USING LOCAL ECONOMIC POTENTIAL OF VILLAGE
TOURISM LEARNING RESOURCES ............................................................................................................... 36
DEVELOPMENT OF ANDROID-BASED MULTIMEDIA APPLICATIONS TO INCREASE STUDENT
ACTIVENESS IN MUHAMMADIYAH LEARNING AT SMK MUHAMMADIYAH 3 WATES................... 39
THE EFFECTIVENESS OF USING MULTI-REPRESENTATION E MODULES AS A TEACHING
MATERIAL FOR ELECTROLYTE AND NON-ELECTROLYTE SOLUTIONS MATERIAL IN SMA
NEGERI 1 TUNTANG ......................................................................................................................................... 44
FACTORS THAT AFFECTS PARENTS' DECISION TO CHOOSE PRIVATE ELEMENTARY SCHOOLS IN
THE NEW NORMAL AGE: EXPLORARTORY FACTOR ANALYSIS .......................................................... 48
E-CALCULUS: DEVELOPMENT OF ONLINE-BASED CALCULUS TEACHING MATERIAL ................. 58
DEVELOPMENT OF OCEAN THEMED STEM LEARNING MATERIALS FOR MIDDLE SCHOOL
SCIENCE LEARNING......................................................................................................................................... 64
A FEASIBILITY STUDY SCRAPBOOK OF CHILD STORIES AS WRITING AND STORYTELLING
TEACHING MEDIA ............................................................................................................................................ 72
E-LKPD (ELECTRONIC-WORK SHEET FOR STUDENTS) TO GROW HIGH ORDER THINKING SKILLS
STUDENTS ON SOLUTION EQUILIBRIUM MATERIALS............................................................................ 77
TOXICOLOGY BOOK AS A TOOL TO IMPROVE INTERNAL TRY OUT SCORES FOR STUDENT
COMPETENCY TEST IN CLINICAL TOXICOLOGY CORE .......................................................................... 84
THE EFFECT OF BLENDED LEARNING ON HIGHER ORDER THINKING SKILLS AND SELF-
REGULATED LEARNING STUDENTS .......................................................................................................... 100
IMPLEMENTATION OF EVALUATION VOCATIONAL EDUCATION IN APPLYING LEARNING FROM
HOME IN COVID-19 ERA ................................................................................................................................ 107
C-HERO (CULTURE HERITAGE BOARD): EDUCATIVE GAME MEDIA USING AUGMENTED
REALITY FOR Z-GENERATION .................................................................................................................... 113
COMMUNICATIVE COMPETENCE ASSESSMENT FOR TEACHER PROFESSIONAL DEVELOPMENT
............................................................................................................................................................................ 125
THE TRADITION OF PREGNANCY AND BIRTH IN BANJAR AND LAMAHOLOT TRIBES ................ 129

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UTILIZING FLIPPED CLASSROOM LEARNING MODEL IN GRAMMAR CLASS VIEWED FROM

STUDENTS’ PERSPECTIVE ............................................................................................................................ 137
WHAT STUDENT NEEDS IN ONLINE LEARNING AT HIGHER EDUCATION ....................................... 142
THE TREND OF STEM PROJECT BASED LEARNING PUBLICATION: A BIBLIOMETRIC STUDY .... 147
THE FEASIBILITY OF DEVELOPING INTERACTIVE MULTIMEDIA LEARNING WITH CONTEXTUAL
APPROACH TO IMPROVE THE CONCEPTUAL UNDERSTANDING AND INTEREST IN LEARNING
MATHEMATICS ............................................................................................................................................... 154
A MOBILE LEARNING BASED – SCIENCE-MATH STORY TO IMPROVE PROBLEM-SOLVING SKILLS
AND RESPONSIBILITIES ................................................................................................................................ 167
VIRTUAL LABORATORY BASED GAME LEARNING: HOW TO DEVELOP THE GAME FOR SCIENCE
LEARNING? ...................................................................................................................................................... 176
DISTRIBUTION OF ATTRIBUTIVE ELEMENTS OF NOUN PHRASE IN INDONESIAN ........................ 182
THE EFFECT OF USING REFLECTIVE MODUL ON ECOLITERACY FOR ELEMENTARY SCHOOL
STUDENTS’ ....................................................................................................................................................... 187
IMPROVE PROBLEM BASED LEARNING TO INCREASE CADETS' SATISFACTION........................... 199
THE ANALYSIS OF SCIENTIFIC LITERACY ON STUDENTS’ COMPETENCY AT ELEMENTARY
SCHOOL TEACHER EDUCATION PROGRAM OF UNIVERSITY OF MUHAMMADIYAH TANGERANG
............................................................................................................................................................................ 205
THE NEEDS OF THE COMMUNITY'S SPORTS INFORMATION SYSTEM IN THE INDUSTRIAL 4.0 .. 217

8th International Conference on Educational Research and Innovation ICERI 2020 vii
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WEB LEARNING STRATEGY THROUGH THE PANEL CONTROL

MANAGEMENT IN VOCATIONAL MIDDLE SCHOOL

M. Fuaddunnazmi, Pardjono, Putu Sudira, Ibnu Siswanto()

Yogyakarta State University, Yogyakarta, Indonesia

[email protected]

Abstract

Entering the industrial revolution 4.0, students are required to be able to master the use of information technolo-
gy which continues to grow rapidly to be able to adapt to the competitive world of work. Web-based information
technology is built on 2 elements, namely management panel and software administration system. An infor-
mation system administrator is required to be able to understand well the use of these two elements. This study
aims to find feasible strategies to use in integrating web-based learning and management control panel so that it
can facilitate students to learn and develop information systems independently. The methodology in this study is
divided into three stages: 1) reviewing the literature on learning information systems, panel management, and e-
learning, 2) modifying the structure so that a feasible strategy is produced to teach the information system by
integrating moodle and panel, and 3) acceptance test strategy to the expert. The findings show that one of the
strategies that can be used to teach web learning and panel management in learning information systems to stu-
dents is to use 15 steps starting from creating a domain and choose hosting services according to the desired disk
space requirements and ends with periodically evaluating information systems. The proposed strategy has been
assessed by ten IT experts and practitioners and declared to be suitable for use in the development of information
technology learning tools at the Vocational Middle School.

Keywords—industrial revolution 4.0, panel management, moodle

INTRODUCTION also be considered [6]. TAM is oriented to the

number of users, attractiveness, technological fa-
The modern economic world requires workers cilities, and sometimes even coercion so as to create
who are reliable and highly dedicated to be able to the value of usefulness and convenience for users of
create new findings and be able to act as a solution information systems [7]. TAM uses the theory of
to the problem [1]. To anticipate this, students are reasoned action to determine the causal relationship
required to be able to master the use of information between two basic beliefs namely perceived useful-
technology that continues to evolve in order to ness and perceived ease of use [8]. Thus TAM
adapt to the competitive world of work in the era of requires an integrated relationship between users,
the industrial revolution 4.0. Most information tasks, technology and structure.
system management failures are caused by lack of Information systems must pay attention to socio-
flexibility of the information technology used or technical factors and their suitability and ongoing
developed [2]. Therefore skills using information evaluation [9]. This needs to be built because user
technology must be supported by theoretical under- satisfaction with information systems that are de-
standing of information systems supported by prac- veloped will greatly affect the loyalty and interest
tical mastery of management of application pro- of users to be able to use information systems in a
grams to be used. Building information systems sustainable manner [10]. Therefore, in building
must also pay attention to the needs of existing information systems, a developer must pay atten-
organizations [3]. The most difficult component in tion to the acceptance of culture, sociological is-
a series of information system development cycles sues, organizational structuring, technology as a
is in the communication section. Fault in communi- strategy, the use of science and technology as cul-
cation can result in misinterpretation by users of the ture. Software acceptance must include technology
information system developed [4]. acceptance and also social acceptance based on
Delone and McLean (D&M) information system psychology including: system quality, information
success models are oriented to the quality of the quality, and service quality that can lead to user
system, the quality of information, and the quality satisfaction and interest which leads to benefits for
of service that has an impact on the intensity and information system developers [11].
satisfaction of the use of information systems by At present there are many Internet Service Pro-
customers which leads to profits in building net- viders (ISPs) that provide information system usage
works [5]. In addition, external variables based on services. This provider offers domain and hosting
the Technology Acceptance Model (TAM) as a test products that can be managed and monitored
standard for developing information systems must through panels and are equipped with technical

8th International Conference on Educational Research and Innovation ICERI 2020 1

support facilities for user consultation with provid- include increasing interest in learning, building
ers if there are things that are not or have not been collaboration, eliminating boredom and increasing
understood by users of web services. The panel motivation, and stimulating students to think initia-
plays an important role in the process of planning, tive, creative, and innovative [24] - [27]. As for
implementing, analyzing and reporting data [12]. teachers, learning using e-learning is very helpful
Various studies have been conducted to determine for evaluating learning outcomes with a high level
the factors that can influence the development of of examination security for objectivity of results
information systems, one of which is the perspec- [28].
tive of emotional intelligence between users and However, from various existing literature studies
web service providers [13]. Among the advantages there has not been found research results that de-
of using e-learning for students are increased acces- scribe in more detail how the sequence of steps is
sibility of information, more perfect data transfer, effective for beginners to be able to work inde-
personal learning, accountability, interactive, and a pendently starting from the planning, procurement,
combination of technological elements and other and management panel management to the execu-
user behavior [14]. tion of the moodle program as an e-platform learn-
One of the application programs in panel man- ing. Therefore, the aim of this research is to find an
agement that can be utilized for e-learning is the effective sequence of steps for beginners to be able
moodle program. Moodle is an e-learning software to work independently from the planning, procure-
based on virtual learning environment (VLE) that ment, and management panel management to the
uses php and mysqL programs in the preparation of execution of the moodle program as an e-learning
program syntax and can be developed open source platform so that it can be used as an alternative
as an online learning media or e-learning [15]. VLE strategy in learning information technology in voca-
is often associated with the Learning Management tional high schools.
System (LMS). LMS is defined as online interac- The purpose of this research is to find a feasible
tive learning accompanied by learning process strategy to use in integrating e-learning moodle
feedback from students [16]. Moodle has been learning and management panel so that it can facili-
proven to be very supportive of the success of col- tate students to learn and develop Information
laborative learning [15]. Success in creating an e- Technology independently.
learning system is determined by three factors,
namely the suitability of the use of technology, ease METHOD
of access to end users, and program execution in the
system [17]. This research is divided into three stages: 1) re-
Seeing the synchronization demands of learning
viewing the literature on learning information sys-
in the era of the industrial revolution 4.0 that direct
tems, panel management, and e-learning moodle, 2)
students to be able to design web-based learning
modification of the structure so that a feasible strat-
tasks, it is necessary to integrate the understanding
of information systems, panel management, and e- egy is produced to teach information technology by
learning moodle management in teaching infor- integrating moodle and panel, and 3) acceptance
mation technology to students, especially in voca- strategy test to the expert. The proposed strategy
tional high schools. Meaningful learning steps can were assessed by ten IT experts and practitioners.
be created through a sequence of processes of con- The data analysis technique used is descriptive
structing theory, finding the proportion of theories, statistics to see averages, standard deviations, and
explanations for justification of the theory, the the level of agreement of expert judgments on the
scope of the theory, and testing the theory through order of structural modification steps and sequence
empirical research [18]. There are 4 components of strategies in learning information technology.
total quality management information systems that
can be used to teach e-learning in schools, namely: RESULTS
the principles of model development, information
systems development based on the principles of Based on the results of the literature study, the
system development life cycle, information on constituent components of the information system,
practice results, and assessment of information panel, and e-learning moodle are as follows:
system results [19]. In order to obtain optimum 1. Components of the preparation of information
results, information technology learning in the 21st systems. Includes Information Systems defini-
century must be able to combine the availability of tions, portrayals at the level of abstraction,
physical devices (hardware, software, and network communication, modeling, testing, deployment,
systems) with practical and advanced skills, includ- SI success models, and Technology Acceptance
ing feedback to evaluate students, teachers, and
Model (TAM).
technology systems as tools [20] - [23]. The ad-
vantages of learning to use e-learning for students

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Fig 1. Basic components of the preparation of information systems

2. Panel drafting component. Includes hosting and summaries, invoicing, identity review and
domain services, server, SSL, online technical checkout, DNS propagation, index file storage,
support, e-mail accounts, MySQL, FTP ac- IP server, file management, jetbackup, billing
counts, data transfers, park/ addon/ sub do- and support, databases, metrics, security, prefer-
mains, registers, quota, uptime, features, typical ences, and softaculous app installer.
packages, extensions, configurations, order

Fig 2. Panel management

3. The main components of the e-learning play at students, lecturing and student,
moodle. Includes setting full site name, add a resource, download material, quiz,
front page description, topic section, print marks, Id users, txt format, assign
courses & new items, categories, add a roles, define roles, and user accounts.
new course, course editting, course dis-

Fig 3. Moodle E-learning

8th International Conference on Educational Research and Innovation ICERI 2020 3

 The structure modification to teach Information found; (3) Design, namely students are able to ap-
Technology is then done by integrating the three ply the use of e-learning and modify provider-
component partitions above in the form of learning assisted panels; (4) Develop, namely students are
activities so that students have practical skills using able to solve problems faced with the ability of the
the six stages of the Scientific Imagineering application of information technology that has been
through Augmented Reality (SIGAR) learning owned, (5) Present namely students are able to
process developed by Techakosit and Nilsook's communicate to others about how to use infor-
SIGAR [29] as following: mation technology to solve relevant problems; and
(1) Imagine ie students are able to identify learn- (6) Evaluation, namely students are able to make
ing problems using e-learning moodle and correlat- decisions or final conclusions from a series of pro-
ed panel management; (2) Study and Research, cesses using information technology.
namely students are able to find new ideas or ideas
that continue to develop to solve the problems

Table 1. Structural modification steps

Learning stages Mean S.D. Level of agreement
Identification of learning problems 4.70 0.52 Strongly agree
Found new ideas 4.90 0.32 Strongly agree
Apply the use of e-learning 5.00 0.00 Strongly agree
Solve the problem 5.00 0.00 Strongly agree
Communicating ideas 4.70 0.52 Strongly agree
Make conclusions from a series of processes 4.90 0.32 Strongly agree

Based on the results of the existing literature re- identity, invoice number and status, invoice des-
view and development methods, strategies were tination, description and payment transaction,
developed to teach Information Technology as and deadline payment.
follows: 6. Payment acceptance and agreement. Payment
1. Create a domain and choose a hosting service reporting is required for domain activation pur-
according to the desired disk space needs. This poses.
stage begins with planning the domain name 7. Propagation info. Propagation info is related to
along with the extension options desired by the DNS propagation and the use of temporary
learner and selecting the desired provider as an URLs, uploading files to the PUBLIC_HTML
ISP, analyzing the disk space data needs to be directory, saving index files, and downloading
stored (storage) by considering the hosting ser- FileZilla.
vices provided by the provider. Communication 8. FTP access and control panel. Contains domain
with online technical support can also be done data identity, username, password, web hosting
from this initial stage. package, and IP server.
2. Study the list of available menu package offers. 9. Management panel. It includes a file manager
The list of available menus is usually adapted to that accumulates directory privacy, web disks,
the user's situation whether students, business file managers, directory privacy, web disks, FTP
needs, professionals, or experts. Each package connections, backup wizards, file and directory
has different qualifications for sub menus of- restoration, images, disk usage, FTP accounts,
fered, namely disk space, FTP accounts, servers, backups, and version control; Jetbackup which
quota, uptime, and typical packages. Qualifica- accumulates the use of full account backups,
tions offered depend on the price paid. cron job backups, database backups, SSL cert
3. Place an order. Before making an order, it is backups, snapshots, file backups, DNS zone
necessary to reconsider the domain extension backups, e-mail backups, queues, and settings;
chosen because it also has implications for the Billing & Support that accumulates the use of
requirements for requesting personal/ institu- news & announcements, download resources,
tional documents from the provider. view invoice history, check network status,
4. Perform hosting configuration. The hosting manage profiles, transfer a domain, view sup-
configuration is required for the final order port tickets, manage billing information, view
summary justification needs to be asked before email history, search our knowledgebase, view
sending the invoice and proof of physical pay- billing information, register new domain, open
ment, identity review and checkout. ticket, and upgrade/ downgrade; databases man-
5. Invoice issuance and online invoice payment via agement includes phpMyAdmin, MySQL Data-
bank. Payments at the bank include provider base Wizard, MySQL Databases, Remote

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MySQL; Domains consisting of addon domains, erally in the form of open tickets online, peer
aliases, zone editors, subdomains, and redirects; teaching, and testimonials.
Metrics namely visitors, bandwidth, awstats, 12. Moodle display management. It can be done
webalizer, metrics editor, errors, raw access, an- through setting full site name, front page de-
alog stats, FTP webalizer, CPU and concurrent scription, topic section, couses & new items.
connection usage; Security consists of IP block- 13. Course management. It can be modified through
ers, hotlink protection, SSL/ TLS wizard, SSL/ categories, add a new course, editing courses,
TLS status, SSL/ TLS, leech protection, mod- display courses at students, lecturing and stu-
security, two-factor authentication; and Prefer- dent, add a resource, download material, quiz,
ences that have password & security, change and print grades.
style, user manager, change language, and con- 14. User management. Includes user id, txt format,
tact information features. assign roles, define roles, and user accounts.
10. Download moodle on softculous app. For the 15. Evaluate the information system regularly. Peri-
purposes of downloading the moodle applica- odic evaluations are used to find out which ver-
tion program it can be done through the softacu- sion of the application program is updated and
lous apps installer function. Apart from that file to test for information system vulnerabilities
management can also be done through this item. that can be caused by system provider problems
11. Building relationships with technical support. or user and administrator information system er-
The forms of relations that can be done are gen- rors.

Table 2. Sequence learning strategies for Information Technology

Learning stages Mean S.D. Level of agreement
Create a domain and hosting service 4.70 0.52 Strongly agree
Study the menu package list offers 4.90 0.32 Strongly agree
Place an order 5.00 0.00 Strongly agree
Perform hosting configuration 5.00 0.00 Strongly agree
Issuance of invoices and payment of invoices 4.70 0.52 Strongly agree
Payment acceptance and agreement 4.90 0.32 Strongly agree
Propagation info 4.70 0.52 Strongly agree
FTP access and control panel 5.00 0.00 Strongly agree
Panel management 5.00 0.00 Strongly agree
Download moodle on the softculous app 5.00 0.00 Strongly agree
Building relationships with technical support 4.70 0.52 Strongly agree
Moodle display management 4.90 0.32 Strongly agree
Lecture Management 5.00 0.00 Strongly agree
User Management 5.00 0.00 Strongly agree
Evaluating information systems regularly 4.90 0.32 Strongly agree

CONCLUSION & practitioners and declared appropriate to be used

for the development of IT learning tools at the
The findings in this study indicate that one of the Middle Vocational School.
strategies that can be used to teach e-learning moo-
dle and panel management in teaching Information ACKNOWLEDGEMENT
Technology to students is to use 15 steps as fol-
lows: (1) create a domain and choose hosting ser- This study is part of the dissertation project, so
vices according to the needs of the disk space desir- we would like to thank the Yogyakarta State Uni-
able, (2) study the list of available menu package versity Graduate Program for agreeing to select this
offers, (3) place an order, (4) perform hosting con- dissertation topic. Also, we thank the Ministry of
figuration, (5) issue invoices and online invoice Research, Technology and Higher Education of the
payments via bank, (6) payment acceptance and Republic of Indonesia for supporting this research
agreement, (7) info propagation, (8) FTP access and funding through scholarship funds (Grant no.
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8th International Conference on Educational Research and Innovation ICERI 2020 7

 THE EXTERNAL FACTORS OF TEACHERS 'WELL-BEING' IN
REGULAR TEACHER’S TEACHING: IMPLEMENTATION OF
INCLUSIVE ELEMENTARY SCHOOLS
Dwi Kencana Wulan, M.Psi1, Fitri Lestari Issom, M. Si.2, Vinna Ramadhany Sy, M.Psi3

1,2,3
Faculty of Psychology Education, State University of Jakarta
1
[email protected] , 2 [email protected] , 3 [email protected]

Abstract
This study aims to obtain an overview of The external factor of teachers’ well-being from the phenomenon of
regular teachers who teach in an inclusive elementary school. The external factors are teacher stress, job
satisfaction, teacher employment, and sociodemographic characteristics. This research uses a Qualitative-
Phenomenological approach, and the data collection methods are Interviews and Observations through
WhatsApp. The subjects of this study are two regular teachers who teach in an inclusive elementary school. In
one class that they teach, there are more than two students with special needs. This study shows that both regular
teachers felt stress because their workload is getting higher, and the class condition if the special needs students
are tantrum. However, because of their training experiences and teaching experiences for many years, they can
reduce stress because they can handle special needs students. EA and WS did not think those special needs
students as a burden, but they love them and regular students. They give their best to teach them well. Both of
them felt satisfied with their job because being a regular teacher in an inclusive school taught them to be more
patient and sincere and love them. Both of them also felt well-being of themselves because they always are
optimistic in their life.

Keywords: The external factor of teachers’ well-being, Regular teachers who teach in an inclusive elementary
school, There are more than two students with special needs in one class.

INTRODUCTION school, which was initially a regular elementary

school, then changed its shape to an inclusive
Education for children with special needs (ABK) school so that the teachers are teachers who have
is not only available in special schools (SLB), but graduated from the study program.
also at regular schools which offer inclusive educa- Changing the form of a regular school to an in-
tion. The PLB Directorate describes education as an clusive school makes regular teachers experience
educational program that requires children with difficulties when faced with students with special
special needs to be studied in a regular school near- needs. Regular teachers have limited knowledge
est to their home (Handayani & Rahadian, 2013). about children with special needs. So that some-
The integration of regular schools is one way for times, there are teachers who do not understand the
children who have special needs to attend school, to characteristics of children with special needs and
learn with normal students without noticing the think they are stupid children. This will undoubted-
difference in care. Elementary school is the first ly have an impact on students with special needs
step that will be taken by children with special because they will not advance. Regular teachers
needs. need to collaborate with GPK to treat students with
In recent years, according to Article 4(1) of the special needs since GPK has academic credentials
Regulation of the Minister of National Education of relevant to the control of children with special
the Republic of Indonesia (Permendiknas) No 70 of needs. GPK does not go to school every day and
2009, the Government has made it compulsory for does not routinely accompany teachers to teach so
regular schools to recognize children with special teachers must have a unique opportunity to under-
needs. Therefore, regular schools must prepare stand each student's characteristics.
various aspects related to the implementation of A regular teacher has an important role in the
inclusive education programs. One of them is the progress of all students. The teacher must be able to
teaching aspect of the teacher. Teachers who teach make the students reach the next level of education
in inclusive implementation primary schools consist with a considerable amount of workload and re-
of two types, namely regular teachers and special sponsibility. This is not easy because teachers fre-
guidance teachers (GPK). Regular teachers who quently encounter difficulties in teaching. Accord-
teach are usually teachers who have graduated from ing to findings from interviews and observations,
the Elementary School Teacher Study Program regular teachers in primary and inclusive schools
(PGSD). It is also because the initial form of the are having some difficulties: there are no specific
8 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

guidelines for children with special needs, no par- which if the teacher can not understand positively,
ticular instructions for teachers to treat children then the teacher can experience stress, these three
with special needs; lack of guidance to deal with external factors are essential to study. In order to
children with special needs, no particular tools to teach well at school, the teacher must also feel
deal with children with special needs. Besides, satisfied and well-being. Teachers' experiences are
there are no exceptional teaching staff who are something that must be viewed positively by the
capable and competent to assist regular teachers in teacher so that they can escape the tension and can
educating children with special needs. The teacher feel the presence of well-being in themselves.
must also be able to provide understanding to other Based on the description above, the researcher is
regular children that they have special friends so interested in how regular teachers in inclusive ele-
that regular students can develop closeness with mentary schools can represent the external factors
children with special needs in class. of the well being of the teachers.
A regular teacher has an important role in the
progress of all students. The teacher must be able to METHODS
make the students reach the next level of education
with a considerable amount of workload and re- This research employs a phenomenological
sponsibility. This is not easy because teachers fre- approach with a qualitative method. The method of
quently encounter difficulties in teaching. Accord- sampling used was Non-probability sampling in the
ing to findings from interviews and observations, form of Purposeful sampling. The study's subject
regular teachers in primary and inclusive schools requirements were: daily teachers who have taught
are having some difficulties: there are no specific in primary schools for inclusion, there are more
guidelines for children with special needs, no par- than two special needs students in one class. The
ticular instructions for teachers to treat children study requirements are in line with two topics. The
with special needs; lack of guidance to deal with two subjects taught at the Implementation of
children with special needs, no particular tools to Inclusive Elementary School in South Jakarta
deal with children with special needs. Besides, which was appointed by the Government as one of
there are no exceptional teaching staff who are the inclusion pilot schools in Setiabudi District in
capable and competent to assist regular teachers in 2006/2007. The methods of data collection used
educating children with special needs. The teacher were online interviews and observations from the
must also be able to provide understanding to other WhatsApp application in July 2020. Data analysis
regular children that they have special friends so proceeded by typing the results of the conversation
that regular students can develop closeness with to form a text (verbatim interview), then reading the
children with special needs in class. These difficul- entire text while highlighting and summarizing
ties are jobs that teachers have to face every year. If relevant words, and then coding and classification
the regular teacher is not able to face and interpret it to produce a summary of the data collected. The
well, then he cannot feel the Well-Being in the Triangulation Method and Source Triangulation
school where they teach. Collie et al. (2015) de- were used to verify the validity of the results.
scribed teacher welfare (teachers' well-being) well-
ness perceived by teachers in the workplace (in this RESULTS
case the school) as the outcome of perception of
interactions, as a result of being open, involved and EA and WS have differences when considering
fully functioning. Collie also explained that several from socio-demographic parameters. Gender, age,
factors can increase or decrease the well-being of tenure of teachers, teaching position, school setting,
teachers in schools. There are three factors, namely, and school level are socio-demographic parameters.
Workload Well-Being, Organizational Well-Being Their age gaps in which EA is 11 years older than
and Student Interaction Well-Being. WS. EA is 48 and WS is 37 years old. Then in
Apart from the three factors above, other factors terms of tenure, EA has taught in private
are external factors of Teachers' Well-Being, name- elementary and inclusive implementation
ly the stress felt by the teacher (Teachers Stress) elementary schools for 27 years and has various
(described as negative well-being), Job Satisfaction experiences, while WS has taught at inclusive
(described as positive well-being related to satisfac- elementary schools for 16 years, and thus WS
tion, teacher employment, absence of teacher reten- wants to explore new experiences about teaching.
tion), general well-being and sociodemographic Furthermore, in terms of a teaching position,
characteristics (such as gender, age, teacher tenure, both of them are homeroom teachers in different
teaching position, school setting and school level). classes. In the 2019-2020 school year, EA became
Collie et al. selected these three factors. Conceptu- the homeroom teacher in first grade with 29
ally assist in the extraction of factors which are children ( 5 children with special needs and 24
connected to the well-being of teachers (e.g., Collie regulars) while WS was the homeroom teacher for
et al . 2012; Duckworth et al. 2009). Taking ac- grade 6 with 16 children (11 children with special
count of the massive workload of the teacher, needs and 5 regulars). By paying attention to the

8th International Conference on Educational Research and Innovation ICERI 2020 9

children with special needs held by EA, it is indeed easy and does not comply with the provisions
less and more controllable. However, the number of where there should only be a maximum of two
students in their class is quite large, besides that EA students with special needs in the class.
also has to learn the behaviour of all students Along with her increasing experience at primary
themselves because they are all new students, school, she felt influenced by inclusion in her class
different from WS who can get information from for students with special needs. Thus, EA's attitude
teachers in grade 5. EA said that in first grade, has steadily shifted. She grew more affectionate and
students were very excited about learning, so she did not make children with special needs a class
enjoyed teaching. burden. EA is increasingly trying to provide
Contrary to the WS case, where there are still appropriate teaching for children with special
fewer students in her class than EA. However, there needs, such as providing additional hours for
are more students with special needs with three students who cannot read yet, to learn to read after
different disabilities, namely Mild Disabilities, school for approximately 1 hour.
Borderline and Slow Learner. Particular attention EA has its satisfaction with her job as a teacher;
should be given in sixth grade since there are one of the reasons is that being a teacher is her goal.
special needs for puberty students, one of whom is She explained that after becoming a teacher in an
16 years old, and the WS needs to concentrate their elementary school, the implementation of inclusion
actions better so that uncomfortable circumstances made her a more patient and sincere teacher. A
do not arise. Being a homeroom teacher in the better comprehension of their students' condition
upper class (4th - 6th grades) must pay full from an economic standpoint, families and so forth.
attention because based on information obtained Because before she taught at private elementary
during interviews with the principal at the school. schools, the situation was different.
Students with special needs experience puberty Subject II (WS) is a 37-year-old teacher who has
faster than regular students due to age differences taught for 16 years in implementation of inclusive
so that sometimes complaints arise from people. It elementary schools. In her first teaching years, she
can lead to complaints from regular student parents felt overwhelmed because of the increased
concerning the actions of children with special workload and because she had never experienced
needs who tend to "touch" or "dab" and speak with the teaching of those students of Autism or Down
inappropriate words or "rude" occasionally. Syndrome. She was also surprised and exhausted in
the face of children with special needs. The
DISCUSSION presence of government and private-sector training
helped her feeling so that she could eventually learn
Based on research carried out and reviewed from the characteristics of children with special needs. In
external factors of the well-being of teachers, the 2019-2020 school year, she teaches in sixth
regular teachers who taught the implementation of grade with 16 students, of which 11 students are
inclusive elementary schools were found to be students with special needs with the criteria of
overwhelmed by a massive workload at the Mild, Borderline and Slow Learner. While she has
beginning of their teaching period. been teaching at inclusive elementary school for 16
Subject I (EA) is a 48-year-old teacher who has years, it still finds it challenging because of her
23 years of experience in private elementary students' limited ability. Not only students with
schools, and in 2016 he was appointed as a civil special needs, but all students can not force the
servant and transferred to an inclusive results according to her standards.
implementation primary school where this research She did not expect more students with special
was carried out. EA explained that there were needs in inclusive elementary schools than regular
differences in workloads. She explained that her students in a one class.
workload increased because she had to pay WS has satisfaction with her job. Despite
attention to regular students and children with difficulties when she taught, she always tried her
special needs simultaneously, not to mention best to get her students to graduate from elementary
having to learn the characteristics of each child with school and wished for the best for all her students.
special needs in her class. At first, she was The successful partnership between all school
surprised by the tantrum behaviour of children with members also encourages their job satisfaction in
special needs, which was very different from the order to teach in elementary schools for 16 years.
tantrums of the regular students where she used to The EA and the WS addressed the three
teach. She is also exhausted because there are nine questions regarding General Wellbeing that they
children with special needs in her class with various lived with optimism and enthusiasm. They always
disabilities. Not to mention that in that year the have to remember to pray to Almighty God because
selection of students with special needs was not as life is a struggle.
strict as this year. In the 2019-2020 school year, she
also held five children with special needs in first
grade. As a regular teacher, of course, this is not

10 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

ACKNOWLEDGMENT [14] Purnomo, E. (2016). Kebutuhan Guru Sekolah Dasar

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“Electron spectroscopy studies on magneto-optical 1982].
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J. Magn.Japan, vol. 2, pp. 740-741, August 1987 Valley, CA: University Science, 1989.

12 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

EFFECTIVENESS OF REALITY GUIDANCE PROGRAM FOR

DEVELOPING CAREER CHOICE ABILITY OF HIGH SCHOOL
STUDENTS
Sugiyarlin1, Yaya Sunarya2, Mamat Supriatna3
1,2.3
Postgraduate School of the Indonesian Education University, Jalan Dr. Setiabudhi No. 229 Ban-
dung 40154 West Java – Indonesia
1
[email protected], [email protected], [email protected]

Abstract
This study aims to produce a reality guidance program to develop the career choice abilities of high school stu-
dents. The study uses a quantitative approach and a quasi-experimental method with a nonequivalent (pre-test
and post-test) control group design. The study population was students of grade XI SMA X Bandung academic
year 2019/2020 as many as 246 students, and the study sample was 58 students. The instrument used was a stu-
dent career choice ability questionnaire. Based on the results of the effectiveness test, there is a change in ability
before and after the treatment is given in the form of reality guidance. The change in ability is characterized by
an increase in the aspects of knowledge and the skills in the indicators: 1) understanding of self-interest and
talent; 2) self-strength and weakness analysis; 3) gathering information about the continuation of study and
work; 4) self-development; and 5) planning further studies. Whereas the indicators for identifying challenges and
obstacles in the environment did not increase significantly. This means effective reality guidance to develop the
career choice abilities of high school students.
Keywords: career choice ability, high school students, reality guidance

INTRODUCTION obstacles in determining future career decisions and

have an impact on the mismatch of the chosen job
A person's ability to choose a career will in-
with their potential.
fluence success. A person can be said to be success-
Research conducted by the Indonesian Career
ful in a career if someone feels proud of a job that
Center Network (ICCN) in 2017, it is known that a
matches expectations. Meanwhile, decisions made
number of 87% of Indonesian students admit that
by a person regarding career aspects to be pursued
the major they take does not match their interests.
cannot be separated from the consideration of vari-
Meanwhile, 71.7% of workers have a profession
ous factors that exist in the order of community life,
that is not suitable for their education. In this case,
where society is a source of values and a place
high school students experience confusion,
where various things are available that can be used
especially in choosing a major or study program at
by someone to develop themselves. In achieving a
a college and planning a future career. Confusion in
good career, careful career planning is needed [1].
understanding the role of the environment as one of
Most individuals have an interest in or affinity
the factors influencing one's ability to make career
toward certain career fields or occupations. Career
choices [5], [6], [7], [8].
choices result when individual aspirations and pref-
Career development at the age of 15-24 years
erences are reexamined in light of the constraining
is included in the exploration stage, where
forces imposed by the social environment in which
adolescents develop new awareness about
that individual lives. Career decisions are complex
themselves and the world of work and begin to try
ones, influenced by myriad factors, including fami-
new roles related to further study and career
ly background, peer group achievement, cultural
choices. Super argues that the success and readiness
norms, personal aptitudes and educational attain-
of adolescents to fulfill the organized tasks
ment [2].
contained in each stage of career development is
When teenagers prepare for further study and
referred to as career maturity. A person's career
choose a job, they often experience many problems.
maturity is also influenced by age [9]. The age
The importance of self-understanding, the ability to
conformity referred to in this definition is based on
make career choices and career insights will deter-
the Life-Span theory, Life-Space of Super, which
mine one's career maturity [3]. Career maturity is
says that each individual at a certain age level has a
needed in choosing and planning the right career,
role according to the developmental stage. Career
including self-knowledge, knowledge about work,
maturity at adolescence is important and necessary
ability to choose jobs, and the ability to plan ex-
to support career development in the future.
pected career steps [4]. Students who do not opti-
This research is motivated by the phenomenon
mize themselves for career choices will experience
of the large number of students in high school who

8th International Conference on Educational Research and Innovation ICERI 2020 13

experience confusion in choosing study programs in The pre-test and post-test are giving tests
tertiary institutions as well as ignorance of their using career choice instruments to reveal the career
future careers. Meanwhile, the ability to choose a choice ability profile of students. Whereas the
study program and know the career direction treatment in question is in the form of reality
according to one's potential can determine a guidance services to improve the career choice
person's success. The focus of the problem in this abilities of high school students. The treatment was
study is the inability of high school students in only given to the experimental group, while the
choosing study programs in higher education and control group was not given treatment. The
planning future careers. If students can plan their experimental design of the nonequivalent control
careers well, then at a later stage they can make group was used to determine how much influence
their decisions to prepare for a better future. the reality guidance has on developing the career
Conversely, if students cannot plan a career well, choice abilities of high school students. The
then at a later stage they cannot make career research method used in this study was a quasi-
decisions, and cannot realize their decisions to experimental design with a nonequivalent (pre-test
prepare for a better future. For high school students, and post-test) control group design.
determining the choice of study program in college The quasi experimental research design
is important to determine future careers. The consists of four stages, namely: 1) determining the
suitability in choosing a study program in higher control group and the experimental group, 2) giving
education according to their potential and interests a pre-test to the control group and the experimental
will determine the job they will take, and affect group, 3) giving treatment to the experimental
their subsequent career development. By knowing group while the control group is not given
the profile of the development of career choice treatment, 4) giving post-test to the control group
abilities, it can be the basis for formulating and the experimental group.
guidance services. The reality guidance program in The study population was 246 grade XI
Senior High Schools aims to develop students' students for the academic year 2019/2020. This
skills in the ability to choose careers, especially in population was chosen based on the consideration
the selection of study programs in higher education. that the students were adolescents aged 15-17 years
Through the reality guidance program who in their career development were included in
provided to all high school students, it is hoped that the exploration stage, where adolescents developed
it can facilitate the career development of students new awareness about themselves and the world of
so that they have preparedness and careful planning work and began to try new roles related to choosing
in determining the choice of further study programs more studies and careers. Continued. In addition,
and career choices in the future. students of grade XI should be able to prepare
themselves and determine the choice of study
METHOD programs in higher education to be taken after
graduating.
This study aims to produce an effective reality
The development of instruments is intended to
guidance to develop the career choice abilities of
obtain accurate data, so that a viable career choice
high school students. This study uses a quantitative
instrument is developed. The stages of instrument
approach with an experimental research design.
development include: 1) formulation of a conceptu-
Experimental research design is research to test a
al definition of career choice according to experts,
thought or practice in order to find out whether it
2) formulation of operational definition of career
affects the dependent variable. The experimental
choice, 3) formulation of career choice instrument
research design is divided into 6 types, namely: 1)
grid, 4) determination of scoring and interpretation
true experiment, 2) quasi experiment, 3) factorial,
guidelines, 5) testing judgment statement items
4) time series, 5) repeated measure, and 6) single
instrument; and 6) the results of the judgment in-
subject. This study used a quasi-experimental
strument.
research design [10].
Testing the validity of the statement items was
Quasi experimental design is a type of
carried out using the product moment correlation
experimental research that does not provide
formula with rough numbers, namely by looking for
opportunities for all members of the population to
the correlation between the item scores and the total
become research samples. In quasi experimental
score. The instrument in this study was a question-
research, there is a control group, but it does not
naire compiled from a developed grid. Based on the
fully function to control the external variables that
results of the validity test calculations on the under-
affect the implementation of the experiment. The
standing variable, it is known that of the 50 valid
research sample was taken nonrandom sampling,
questions and 8 invalid questions. Measurements
but was selected based on class members who have
were made using the correlation coefficient be-
the same characteristics as the population. The class
tween each item and the total item, the value was
selected as the control group and the experimental
then compared with the r table (at a significance of
group is called the natural (non-formal) group.
0.05 with a 2-sided test and N = 246). If r count < r

14 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

table then it is declared invalid, or vice versa. The strengths and weaknesses; can obtain information
value of r table obtained is 0.166. about continuing studies and work; can identify
Measurement of instrument reliability using challenges and obstacles in the environment, can
SPSS 21 and using Cronbach's Alpha formula, the develop themselves; and can plan follow-up
career choice instrument reliability coefficient was studies. In other words, students who are in the high
obtained of 0.661. It can be concluded that the ca- category are students who are able to make career
reer choice instrument is reliable and is in the good choices. The career choice ability in the medium
category. This shows that the instrument of career category means that students are sufficiently able to
choice ability in this study is reliable with a high understand their interests and talents; sufficiently
level of reliability. The high level of reliability able to analyze one's strengths and weaknesses;
indicates that the instrument used is good and can sufficiently capable of obtaining information about
be trusted as a measurement and data collection tool continuing studies and work; sufficiently able to
for the career choice abilities of high school identify challenges and obstacles in the
students. environment, sufficiently capable of self-
The development of a reality guidance development; and sufficiently capable of planning
program is carried out to develop career guidance further studies. In other words, students who are in
services that can be used to develop the career the medium category are students who are
choice abilities of high school students. The sufficiently capable of making career choices. Then
development of reality guidance includes: 1) in the low category, it means that students have not
theoretical studies; 2) structuring the reality been able to understand their interests and talents;
guidance; and 3) reality guidance trials. The reality not able to analyze their strengths and weaknesses;
guidance activities include: 1) understanding unable to obtain information about continuing
interests and talents; 2) analysis of strengths and studies and work; unable to identify challenges and
weaknesses; 3) collection of information about obstacles in the environment, not able to develop
continuing studies and work; 4) identification of themselves; and have not been able to plan further
challenges and barriers in the environment; 5) self- studies. In other words, students who are in the low
development skills and further study planning. category are students who have not been able to
The reality guidance trial was carried out on make career choices.
grade XI students as a sample of the experimental Reality guidance is formulated based on
group. The first stage in the program trial was considerations in accordance with theoretical and
carried out by providing a pre-test to reveal the practical views. The concept of reality guidance is
initial conditions of students who became the derived based on the concept of reality counseling.
control group and the experimental group. Reality counseling is a system that focuses on
Furthermore, providing reality guidance to the current behavior and is a form of behavior
experimental group, while the control group in this modification. This functions so that the counselee is
study was not provided reality guidance. able to help himself in facing reality and fulfilling
The reality guidance provided follows the basic needs without harming himself or others and
procedure for implementing reality guidance to is brave enough to take responsibility for all his
develop the career choice abilities of high school behavior [12]. The reality counselor teaches the
students that have been designed. The procedure counselee the skills to make choices and at the
consists of three stages, namely: 1) initial stage or same time encourages the counselee to take
orientation, 2) core stage or intervention; and 3) the responsibility for making choices that will meet the
final stage or evaluation basic needs of the counselee [13].
Glasser [14] defines reality counseling as an
RESULTS effort of assistance provided by the counselor to the
counselee to be able to face reality and meet their
The results showed that in general, the career
needs. Reality counseling is a short-term, present-
choice ability profiles of grade XI students of SMA
day therapy that emphasizes personal power in
X Bandung academic year 2019/2020, in the
learning behavior and is more realistic. Reality
medium category. In the knowledge aspect, as
counseling focuses on actions and thoughts that are
many as 29.7% (73) of students were in the high
carried out now, not on things in the form of
category, as many as 48.8% (120) of students were
understanding, feelings, past experiences, or
in the medium category, and as many as 21.5% (53)
unconscious motivations. The main technique of
of students were in the low category. In the aspect
reality counseling is to teach the counselee how to
of skills, as many as 37.4% (92) of students were in
use choice theory to meet his basic needs in
the high category, as many as 42.7% (105) of
responsible ways.
students were in the medium category and 19.9%
The hypothetical design of the reality
(49) of students were in the low category.
guidance program to develop students' career
The ability of career choice in the high
choice abilities is based on the development results
category means that students are able to understand
which include: 1) theoretical studies; 2) structuring
their interests and talents; able to analyze their
8th International Conference on Educational Research and Innovation ICERI 2020 15
the reality guidance; 3) reality guidance feasibility Homogeneity test is used to determine the
test; and 4) reality guidance trials. similarity of the population. The homogeneity test
The hypothetical design of the reality was performed as a prerequisite for the Mann
guidance program to develop students' career Whitney U Test analysis. As a test criterion, if the
choice abilities is defined as a unit of service significant value is more than 0.05, it can be said
activities provided by counseling teachers to that the variants of two or more data groups are the
facilitate the needs of students who are responsible same.
for making career choices, developing positive a. If the significant value (sig) Based on Mean >
behaviors and evaluating the effectiveness of 0.05, the data variance is Homogeneous
behaviors that are useful for students in daily life. b. If the significant value (sig) Based on Mean <
The effectiveness of reality guidance in 0.05, the data variance is not homogeneous.
developing the career choice abilities of grade XI The results of the pre-test data homogeneity test in
students of SMA X Bandung academic year the experimental class and control class can be seen
2019/2020 using the anakova technique. Anacova is in the following table.
a statistical technique used in experimental
research. The stages include: 1) normality test; 2)
homogeneity test; 3) Mann Whitney difference test.
The normality test is carried out to determine
the normality of the normal data distribution or not,
as one of the requirements to determine the two- Based on the results of the calculation of the
difference test mean of the pre-test data for the homogeneity test with a level of α = 0.05, the pre-
experimental class and the control class. The test in the experimental class and the control class
calculation of the normality test uses the SPSS 20 is 0.056, which means that the pre-test data for the
program with the Shapiro-Wilk statistical test. The experimental and control classes have the same or
results of the normality test can be seen in the homogeneous variants.
following table.

Based on the results of the calculation of the

homogeneity test with a level of α = 0.05, the pre-
test in the experimental class and the control class
is 0.063 which means that the pre-test data for the
The results of the normality test on the test of
experimental and control classes have the same or
29 data show that the pre-test results are normally
homogeneous variants. Based on the results of the
distributed (significance above 0.05). This is
pre-test and post-test data analysis using the Mann
indicated by the significant value of the
Whitney statistical difference test on each indicator
Kolmogorov-Smirnov test of 0.857 > 0.05.
of students' career choice ability, there are five
Whereas in the pre-test control class a significant
indicators that have increased. The indicators
value of 0.433 > 0.05, meaning that in the control
referred to: 1) understanding of interests and
class the data were normally distributed
talents; 2) analysis of weaknesses and strengths of
themselves; 3) collection of information about
continuing studies and work; 4) self-development
and 5) further study planning.

The results of the normality test on the test of

29 data show that the pre-test results are normally
distributed (significance above 0.05). This is
indicated by the significant value in the
Kolmogorov-Smirnov experimental class of 0.450
> 0.05, which means that the data is normally
distributed. Whereas in the post-test control class
the significant value was 0, 147 > 0.05, meaning
that the data in the control class were normally
distributed. Based on data, average score of the career
choice ability indicator score in the experimental
16 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

class and control class to strengthen the description One indication that students have readiness to
of the effectiveness of reality guidance to develop make career choices is an effort to seek information
students' career choice abilities, a comparison of the about careers and have a positive view of the
average score of the career choice ability indicators opportunities and challenges in choosing advanced
in the experimental class and the control class was [23]. This is in accordance with the opinion
carried out. The trial results showed an increase in expressed by Jordaan who stated that being
the average score of the experimental class and the responsible for obtaining information is one of the
control class on each indicator, meaning that reality tasks of adolescent career development [24].
guidance was effective in developing career choice Meanwhile, external factors that influence
abilities on indicators: 1) understanding of self- adolescent career development include: social
interest and talent; 2) analysis of weaknesses and environment, state or regional socio-economic
strengths of themselves; 3) collection of conditions, family socio-economic status, influence
information about continuing studies and work; 4) of extended family members and nuclear families,
self-development and skills aspects with indicators school education, peer interaction and other
of further study planning. However, reality demands attached to the position or study program.
guidance is not effective for developing career Yusuf stated that students have a developmental
choice skills on indicators of identifying challenges environment that will affect their development
and obstacles in the environment. including career development. The development
environment concerns the family environment,
DISCUSSION school, peer group and community [25].
Making decisions about the chosen career
Super, Crites, Hummel, Moser, Overstreet, &
must be combined between the desired job and
Warnath stated that career development during high
career with personal potentials [26]. Decision
school is an exploration stage that starts at the age
making students in the specialization are assumed
of 15 to 24 years [15]. At this stage, adolescents
to have broader knowledge of career information,
develop awareness of themselves and the world of
so that they have better attitudes and abilities in
work, and begin to try new roles, so in this case
making decisions [27]. Glaize and Myrick
career maturity is needed. The accuracy in choosing
concluded that students who were given complete
advanced study programs according to their
job information saw the world of work more
interests and potentials will determine the work
realistically and were increasingly trying to develop
they undertake, and will have an effect on further
their careers [28].
career development [16]. Jaffe and Scott explain
In one's career planning, there are significant-
that career planning has stages of self-assessment,
other influences. Such a very meaningful person is
exploring opportunities, compiling career plans,
especially influential on individuals in identifying
implementation, and evaluation [17].
career planning and selection. According to several
Meanwhile, Shetzer and Stone state that
studies put forward by Okiishi, other people
differences in adolescent career development are
referred to are teachers, peers and parents who have
influenced by two factors, namely internal factors
a significant influence on the development and
and external factors [18]. Internal factors that affect
career expectations or expectations of adolescents
the development of adolescent careers such as life
[29]. Other people who are significant (significant-
values, level of intelligence, special talents,
other) to someone can be a tool in planning and
interests, traits, knowledge, physical condition. In
career selection. In other words, when someone
connection with these internal factors, Roe and
identifies and makes career choices, it is influenced
Hoppock state that a person's career choices are
by other people who mean a lot to him.
motivated by the needs that drive them to choose
Student counselors are included as one of the
[19] [20]. Supriatna explains that interest is
significant-other influences that can help students in
different from intelligence and talent, therefore
the career selection process. The role and duties of
interests tend to change according to environmental
student counselor in schools are not only guiding
demands. In addition, adolescents tend to be
students in making career choices, but also guiding
unstable and easily influenced by the environment
students to understand themselves and their
in which they are located. Simpson, in Gabbidon,
environment in the context of career planning and
et. al., found that among adolescents in African
career determination in future life which includes
Americans, the sex of the student determines the
career planning and appropriate decision making.
choice of major; female students tend to prefer
with the abilities they have.
engineering majors, while males prefer to choose
Guidance is aimed at students so that they are
science majors [21]. Therefore, to be able to make
able to make appropriate and responsible career
appropriate career choices students need to develop
decisions so that the career that has been chosen
self-understanding, career exploration, and career
can match their abilities, interests and talents.
choices through strategies in career guidance as an
Mondy argues that career planning is a process for:
effort to help them [22].
1) self-awareness of various opportunities,

8th International Conference on Educational Research and Innovation ICERI 2020 17

opportunities, constraints, choices and use choice theory to meet his basic needs in
consequences, 2) identifying career-related goals, responsible ways [34].
3) preparing work, education, and relating to Overall, the core stage (intervention) carried
experiences that are developmental and the out during the provision of reality guidance to
sequence of steps taken to achieve career goals develop students' career choice abilities is to adapt
[30]. Each individual evaluates his abilities and to reality counseling techniques. The main
interests, considers alternative career opportunities, technique of reality counseling is to teach the
sets career goals, and plans practical development counselee how to use choice theory to meet his
activities. The main focus of career planning is to basic needs in responsible ways. There are four
match personal goals and realistically available stages of counseling, which are given the acronym
opportunities. WDEP [35] which are as follows:
The existence of guidance and counseling W – want: the desire, need, or perception of
services in schools as a process of continuous the counselee. In this first stage, the counselor helps
development in an effort to help individuals prepare the counselee to find his wants and hopes.
for careers through activities related to career Researchers applied this technique in the second
planning, decision making, development of and third sessions, where students were given the
problem-solving skills, career information and self- task to better understand and analyze their strengths
understanding, understanding positive attitudes and weaknesses, so that it becomes a necessity in
towards all types of work, and develop positive developing career choice abilities.
living habits. Guidance and counseling services in D – direction and doing: what the counselee
the career field aim to help students gain does or does to achieve what he wants. Researchers
understanding and adjustment in relation to work applied this technique in the fourth and fifth
problems. Holland argues that guidance in a career sessions, where students were given the task of
is very important for students in making career analyzing, exploring and identifying challenges and
choices, preparing to enter the world of work and obstacles in the environment. Researchers also help
knowing job information in the form of job direct students to be able to develop career choice
recruitment and selection, job placement, career abilities.
management, and job design [31]. E – self evaluation: this stage is the main
Reality guidance is formulated based on concept in reality counseling. Self-evaluation
considerations in accordance with theoretical and involves the counselee to test the direction of
practical views. The concept of reality guidance is behavior, special activities, thoughts, feelings,
derived based on the concept of reality counseling. desires, perceptions, and other psychological
Reality counseling is a system that focuses on components as a whole behavior within the scope
current behavior and is a form of behavior of the counselee's responsibility. Researchers
modification. This functions so that the counselee is applied this technique in the sixth session, where
able to help himself in facing reality and fulfill his students were given the task of evaluating what
basic needs without harming himself or others and they had done. Researchers also direct students to
has the courage to take responsibility for all his improve their skills so that students are able to
behavior [32]. develop career choice abilities.
In reality counseling, the counselor functions P – planning: this last stage helps the
as a teacher and a model who teaches the counselee counselee plan meaningful changes to meet his
to control his life [33]. At the heart of reality needs more effectively. Effective planning has the
counseling is the acceptance of personal characteristics of being simple, achievable,
responsibility as equated with mental health. The measurable and can be done immediately.
reality counselor teaches the counselee the skills to Researchers apply this technique in the seventh
make choices and at the same time encourages the session, where students are expected to be able to
counselee to take responsibility in making choices control their lives effectively with planning that is
that will meet the counselee's basic needs [32]. easy to do responsibly and in accordance with their
Glasser defines reality counseling as an effort own potential so that students are able to develop
of assistance provided by the counselor to the career choice abilities.
counselee to be able to face reality and meet their
needs. Reality counseling is a short-term, present-
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Refika Aditama, 2010, p. 263. Counseling”. in Journal of Counseling and Devel-
[13] Corey, G. “Teori dan Praktik Konseling dan opment. Vol. 66. November 1987, 139147. 1987.
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Koswara. Bandung: Refika Aditama, p. 269. 2010. rier Orang Tua, dan Kesempatan yang Tersedia di da-
[14] Glasser, W. Reality Theraphy “A new Approach to lam Masyarakat”. Tesis. Universitas Pendidikan In-
Psychiatry.” New York: Herper & Row Publisher donesia. Bandung. 1992.
Inc, p. 75. 1975. [31] Donohue, R. “Holland’s constructs in relation to
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H. P., Overstreet, P. L., & Warnath, C. F. Vocational Australian managerial and professional workers”.
development: A framework for research. New York: Australian Journal of Management. p.1-23. 2013.
Bureau of Publications, Teachers College, Columbia [32] Corey, Gerald. “Teori dan Praktek Konseling dan
University. 1975. Psikoterapi”. Bandung. PT. Refika Aditama, p. 263.
[16] Agustini, N.L.R., Sulastri, M. & Sedanayasa, G. 2003.
“Efektivitas Konseling Trait and Factor dengan [33] Yusuf, S. “Konseling Individual Konsep Dasar dan
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Siswa Kelas X SMA Negeri 1 Sukasada Tahun aja- [34] Glasser, W. “Reality Theraphy (a new approach to
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[17] Jaffe, D. T., & Scott, C. D. “Career development for [35] Glasser & Wubbolding. 1995 in Yusuf, p. 248. 2016
empowerment in a changing work world”. in
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planning. Palo Alto, California: CPP Books. p. 35-
39. 1991.

8th International Conference on Educational Research and Innovation ICERI 2020 19

 IMPLEMENTATION OF ONLINE LEARNING IN COVID-19
PANDEMIC FOR THE DYSLEXIA STUDENT
Reflina Sinaga1, Ester Julinda Simarmata*

1,*
Chatolic University of Saint Thomas
1
[email protected],[email protected]*

Abstract
This type of research is a research development (Research and Development) with quantitative and qualitative
descriptive methods. The research was carried out to determine the extent to which online learning was
implemented in the Covid-19 situation in students with dyslexia. The data analysis in this research will be
divided into two stages, namely, data analysis validation of online learning through two stages, namely
qualitative and quantitative descriptive analysis. The score for the percentage of display aspects given by the
validator is 85.70%. For the operational aspect, the percentage score data is 92.12% and the interaction aspect of
the validator gives a percentage score of 91.22%. Based on these data, the developed online learning media can
be categorized as good and suitable for use as supporting analysis.
Keywords: Online Learning, Covid-19 Pandemic, Dyslexia Student

INTRODUCTION The COVID pandemic situation requires students to

study online without being able to meet face to face
The main symptoms of students experiencing with the teacher.
dyslexia are marked by difficulty in recognizing The COVID-19 pandemic outbreak has present-
printed words that are not seen accurately, spelling ed unique challenges for all academicians, especial-
difficulties that affect the fluency of reading, under- ly in the field of education. Social distancing that
standing and expressing writing. According to the prevents students and teachers from gathering caus-
International Dyslexia Association, 10-15% of the es a crisis in education, especially for students who
world's population is dyslexic. In line with that, the have learning difficulties. The COVID-19 pandem-
Chief Executive of the Indonesian Dyslexia ic situation happened unexpectedly, therefore edu-
Association also said that 5 million of the 50 cation must also quickly change to online learning
million school children in Indonesia are dyslexic so that dyslexia does not worsen the condition of
with an average of 2 million cases each year[1]. students who experience it[4]. A teacher is certainly
The characteristics of dyslexia can include a mis- not uncommon to find students who have difficulty
match between intelligence possessed with learning learning, both in reading, writing and arithmetic.
abilities, memory skills with retrieval of words in Sometimes the teacher feels confused in seeing the
memory, speed of reading and solving words mor- student's condition where in life and other things
phologically. Examples of misrepresentation of the student's interaction looks normal but when
sounds experienced by dyslexia include "run" with learning signs of learning difficulties appear and
"search", errors in pronouncing letters such as "b" become an obstacle to the student's academic pro-
becomes "d", "a" becomes "e", and "m" with "n". gress. In addition, many parents also feel confused
Dyslexic difficulties also affect their social life with and think it will definitely disappear by itself. In
their peers because they cannot follow simple in- cases like this, students are labeled as lazy and
structions in the form of rules which for others is “stupid” children even though in other fields the
easy[2]. The results of the study in children with the child appears skilled and masters other fields[5].
same chronological age obtained data that the abil- Dyslexia as a specific learning difficulty that pri-
ity of visual fixation in dyslexia has visual disturb- marily affects the development of reading and lan-
ances which is influenced by the deficit in atten- guage skills[6]
tional involvement when reading[3]. The attention It is not practical if the teacher checks every stu-
deficit experienced by dyslexia will affect their dent who has just entered the school to check and
academic life and social environment. This must be assess responses to reading activities whether they
a serious concern for a teacher if a student has dys- have dyslexia. But even so, it is also necessary for a
lexia. Direct teacher-student interaction is very teacher to pay attention and have an accurate under-
important so that the teacher can be close and face standing of the behavioral and cognitive difficulties
to face providing direction and guidance. However, in the occurrence of dyslexia so that later they can
what is happening to students who have been dis- identify and improve the symptoms associated with
sected during the current COVID-19 pandemic is of dyslexia [4]. Dyslexia is defined as a developmental
course a special concern for teachers and schools. disorder associated with significantly lower reading
20 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

abilities in dyslexics than would be expected from Tabel 1. Expert assessment of instructional media
normal intelligence[7]. Number Aspect
Number
Average
Score
Learning with an online system is not a new of items Percentage
phenomenon nowadays because most people have 1 Display 14 3,12 85,70
2 Operational 5 3,34 92,12
done it during the Covid -19 pandemic. Covid-19 3 Interaction 6 3,72 91,22
has changed the landscape of education around the Total 25 3,65 89,68
world [8] Changes in the learning system do not
necessarily provide more benefits than face-to-face The activity data of students who experience
learning. Hope for the Covid-19 situation is brief,
student dyslexic are presented in the following
despite the fact that it is still ongoing. Students who
table, namely:
study online certainly have a different impact, espe-
cially for students who experience dyslexia. The
Tabel 2. Data on student dyslexic activity at
assistance that is expected from the role of teachers
and other supervisors is less for students who expe- Padamu Negeri School
rience dyslexia [9] No Respondents Score Category
Online learning is described as access to a learn- 1 Respondents 1 4,24 Good
ing experience through the use of the Internet and is 2 Respondents 2 4,12 Good
considered a newer version of distance learning. 3 Respondents 3 4,23 Good
Online learning has historical roots in distance 4 Respondents 4 4,34 Good
education and educational programs for non- 5 Respondents 5 4,12 Good
traditional learners. Average 4,21 Good

METHOD Tabel 3. Data on student dyslexic activity in SD

Negeri 060910
This type of research is a research development No Respondent Score Category
(Research and Development) with quantitative and (Student)
qualitative descriptive methods[10]. The location of 1 Respondents 1 4,22 Good
this research was conducted in Medan Denai Sub- 2 Respondents 2 4,12 Good
district, namely SD Padamu Negeri Medan and SD
3 Respondents 3 4,02 Good
Negeri 0609011. The trial for multimedia develop-
4 Respondents 4 3,89 Good
ment was carried out first at SD Negeri 0609010
which is located in Medan Denai District. This data 5 Respondents 5 3,78 Good
analysis technique was carried out by grouping 6 Respondents 6 4,23 Good
information from qualitative data in the form of 7 Respondents 7 4,11 Good
input, response, criticism, and improvement using a 8 Respondents 8 4,22 Good
budgetary scale, and for media validation, two stag- Average 4,07 Good
es were used, namely a) review by content experts
and design experts, b) testing individual, small From the data above, the results show that the
group trials and field trials. The subject of the prod- use of on line learning can help the learning process
uct trial results of this research and development is for dyslexia students. On line learning can help
students who experience dyslexic, one person field learning that is used as a digital media assisted
trials. The data collected through the implementa- learning process in the learning process. On line
tion of formative evaluation are grouped into two learning is learning that develops on the basis of
parts, namely; 1) data from the first stage evalua- conventional learning that is unable to understand
tion is in the form of expert review data from the the circumstances and needs of students. The
teacher and 2) data from the results of individual development of technology using digital devices
trials, group trials and field trials in the form of began to be used in schools to help students who
reviews from students. have learning disabilities experienced by dyslexic
students who are affected by impaired function of a
RESULTS person's language development.

Students were tested by giving examples and DISCUSSION

doing it themselves. After students use this online
learning media, it is carried out by measuring the The results of the research on the implementa-
media by giving a questionnaire that is filled in by tion of online learning in the Covid-19 situation can
the student. From the results of the questionnaire be used as a medium that helps students experienc-
given, it was found that the average result of ing dyslexic students. The results of this study can
students expressed their interest in using online be used as input and reference for schools to over-
learning media. come students who have learning difficulties. The
results of this study need to be applied in elemen-

8th International Conference on Educational Research and Innovation ICERI 2020 21

tary schools where students have difficulty https://doi.org/10.24114/jgk.v3i4.15078.
learning. The research plan in the next stage is to [2] M. Leseyane, P. Mandende, M. Makgato, and M.
design software so that it is able to overcome Cekiso, “Dyslexic learners’ experiences with their
problems in online learning for students who have peers and teachers in special and mainstream
primary schools in North-West Province,” African
dyslexia. The aim is to make it easier for students J. Disabil., vol. 7, Mar. 2018, doi:
who have learning difficulties to use it easily so that 10.4102/ajod.v7i0.363.
it can be resolved as early as possible. [3] A. Tiadi, C.-L. Gérard, H. Peyre, E. Bui-Quoc, and
The use of online learning can help the M. P. Bucci, “Immaturity of Visual Fixations in
learning process for dyslexic students (students who Dyslexic Children,” Front. Hum. Neurosci., vol. 10,
have dyslexia). Online learning is learning that is Feb. 2016, doi: 10.3389/fnhum.2016.00058.
used as a process using digital media in the learning [4] H. C. Rhim and H. Han, “Teaching online:
process. Online learning is learning that develops foundational concepts of online learning and
on the basis of conventional learning that is unable practical guidelines,” Korean J. Med. Educ., vol.
32, no. 3, pp. 175–183, Sep. 2020, doi:
to understand the circumstances and needs of stu- 10.3946/kjme.2020.171.
dents. In line with the times, technological devel- [5] Reflina Sinaga and Ester Julinda Simarmata,
opments using digital devices began to be used in “MEDIA GAMBAR TERHADAP
schools. The learning disabilities experienced by DISKALKULIA DI SEKOLAH DASAR,” J.
dyslexic students involve severe impairments in Tunas Bangsa, vol. 7, no. 2, pp. 219–234, Aug.
reading ability that affect and interfere with the 2020, doi: 10.46244/tunasbangsa.v7i2.1135.
function of a person's language development. For [6] R. Kamala and E. Ramganesh, “Difficulties in
example, when reading a word, a dyslexic student Identifying the Dyslexics in Multilingual Context,”
experiences spelling incompleteness of the word, vol. 4, no. 1, pp. 2319–7722, 2015.
[7] Z. Kapoula et al., “Education Influences Creativity
such as the word "sad" reads "desih" or the word in Dyslexic and Non-Dyslexic Children and
"eye" is read "tama". Dyslexia children cannot Teenagers,” PLoS One, vol. 11, no. 3, p. e0150421,
pronounce whole words and always face confusion Mar. 2016, doi: 10.1371/journal.pone.0150421.
between letters which have the same shape. In the [8] Arfan Ul Bari - Bahria University, “Dermatology
cognitive theory, the messages given in Online Residency Training in COVID-19 Pandemic:
learning are divided into small parts so that they are Transition from Traditional to Online Teaching,” J.
younger to be managed and follow users so that Coll. Physicians Surg. Pakistan, vol. 30, no. 1, pp.
they can be sustainable. 63–66, Jun. 2020, doi:
10.29271/jcpsp.2020.Supp1.S63.
[9] M. S. C. Thomas and C. Rogers, “Education, the
REFERENCES science of learning, and the COVID-19 crisis,”
Prospects, May 2020, doi: 10.1007/s11125-020-
[1] Reflina Sinaga and D. S. Tanjung, “Efektifitas 09468-z.
Penggunaan Interactive Educational Multimedia [10] Sugiyono, Metode Peneelitian kualitatif Kuantitatif
Learning Berbasis Teori Kognitif Terhadap dan R&D. Bandung: Alfabeta, 2010.
Dyslexic Student di Sekolah Dasar,” JGK (Jurnal
Guru Kita), vol. 3, 2019, doi:

22 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

EFFECTIVENESS OF CORRESPONDENCE LEARNING THROUGH

GOOGLE CLASSROOM AS ONE OF THE DISTANCE LEARNING
MEDIA IN THE COVID-19 PANDEMIC ERA
Siti Nurjanah1, Pujiriyanto2

Universitas Negeri Yogyakarta, Yogyakarta, Indonesia

1,2
1
[email protected], [email protected]

Abstract

This study aims to describe the effectiveness of the use of google classroom in the learning process for corre-
spondence subjects in the era of covid-19 pandemic. The type of study used in this study is quantitative descrip-
tive research with the design of One Shot Case Study. The subjects in this study were grade X students of the
Department of Automation and Office Governance of SMK Muhammadiyah 2 Yogyakarta which numbered 22
people. The research was conducted in the odd semester 2020/2021. Instrument data used is the analysis of stu-
dent learning test results and analysis of the effectiveness of the use of google classroom as one of the distance
learning media. The results showed that the google classroom application was considered quite effective in the
distance learning of correspondence subjects as evidenced by the results of the study tests of students who
achieved grades above 70 as much as 19 children or 86% and who were still under 70 as much as 3 children or
14% with an average grade score of 76.22 with a high category. Meanwhile, the survey results show that google
classroom application is considered quite effective. The 3 variables provided showed the results of the first vari-
able showing an average of 4.05, the second variable showed an average of 4.04 and the third variable showed
an average of 4.02 and was rated effectively used in distance learning in the covid-19 pandemic era.
Keyword: Google Classroom, Correspondence, Distance Learning

INTRODUCTION pected to break the chain of the spread of corona-

virus.
The world is currently being shocked by the Online learning can be done through many
outbreak of a disease derived from a virus called media and forms. Online learning has its own
corona with the term known today as Covid-19 strengths, challenges and obstacles. Through tech-
(Corona Virus Diseases-19) is no exception to In- nology that is now growing rapidly will make it
donesia. The virus, which started in the Chinese easier to deal with the current situation [1]. Tech-
city of Wuhan, began to horrify the world in De- nology and media can play a big part in learning
cember 2019 and began to enter Indonesia around [2]. Research conducted shows that the use of the
March 2020 with the identification of 1 covid-19 internet and multimedia technology is able to
positive person from Depok City in West Java. The change the way knowledge is delivered and can be
virus has spread to almost every country in the used as an alternative to learning implemented in
world and has infected millions of people.This led traditional classrooms [3]. If the teaching is cen-
the WHO as of March 11, 2020 to designate the tered on teachers, technology and media play a role
outbreak as a global pandemic. as a support for teaching, whereas if the teaching is
Transmission through unpredictable human centered on the learner then the learner as the main
contact causes the virus to spread so quickly and is user of technology and media. One of the technolo-
difficult to avoid. Vaccines that have also not been gies and media that can be used in learning is E-
found are also a high cause of death. Social distanc- Learning.
ing policy is an option that is considered effective Elearning stands for elektronic learning,
enough to prevent the spread of coronavirus. But in where the learning process of teaching that uses
reality the policy has a considerable influence on electronic media specifically the internet as its
the wheels of life such as the economy, health and learning system [4]. E-Learning can be utilized in
education. the learning process and increase the learning activ-
Education is one of the areas affected by ities of students for distance or online learning.
covid-19. To prevent the spread of the virus, the E‐learning as instruction delivered on a digital
Ministry of Education and Culture (Kemendikbud) device (such as a desktop computer, laptop com-
issued a circular on the prevention of Covid-19 in puter, tablet, or smart phone) that is intended to
the education unit by applying online learning support learning [5]. Thus, the use of technology in
(online) both at the higher level, secondary schools learning can be more effective by using E-
and elementary schools.The online study is ex- Learning. One of the e-learning media that can be

8th International Conference on Educational Research and Innovation ICERI 2020 23

utilized easily is to use Google Classroom as one of A method can be said to be effective if the de-
the online learning applications. sired learning achievement can be achieved using
Google classroom is a mixed learning foyer the right method [12]. The effectiveness of learning
for educational scope that can make it easier for can be measured using the following four indica-
teachers to create, share and classify each assign- tors: 1) The quality of learning, how much infor-
ment without paper [6]. Google classroom can also mation is presented so that students can easily learn
be used to share materials, upload tasks and even it or the error rate is smaller. The smaller the level
assess exams as learning evaluations. Google class- of mistakes made means the more effective the
rooms are designed to make it easier for teachers to learning. 2) The suitability of the learning level is
share materials, manage classes and improve com- the extent to which the teacher ensures the level of
munication with their students [7]. Google Class- readiness of students in receiving new materials. 3)
room makes it easy for students and teachers to Incentives are how much effort teachers motivate
connect with each other both inside and outside of students to complete or do tasks and learn the mate-
school. E-learning can be used as a tool for learning rials provided. The greater the motivation given, the
in vocational schools that have a percentage of greater the activeness of students thus learning will
learning in vocational schools between theories be effective. 4) Time, which is the time it takes
with a fewer percentage than practice [8]. students to complete the learning activities [13].
Learning through E-Learning is one of them Learning will be effective if students can complete
by using the Google Classroom app is learning by the lesson according to the specified time.
utilizing the internet network to improve the learn- Learning is said to be effective when achiev-
ing environment and enrich the content and wider ing the desired goals, both in terms of learning
scope of materials. objectives and maximum student achievement.
Through google classroom is assumed that There are several indicators in determining the
learning objectives can be more easily conveyed to effectiveness of learning: 1) Achievement of learn-
students and have more meaning. Google Class- ing completeness. 2) Achievement of the effective-
room has several benefits, including: 1) classes can ness of student activities (i.e. the achievement of
be set up easily, teachers can set up classes and the ideal time that students use to perform each
invite students and teaching assistants. As well as activity included in the learning plan). 3) Achieve-
being able to share information such as assign- ment of the effectiveness of the teacher's ability to
ments, announcements, and questions. 2) save time manage learning, and the student's response to
and paper, teachers can create classes, provide positive learning [14].
materials, give assignments, communicate and
manage classes in one place. 3) Better management METHODS
in which case students can view assignments on the
assignment page. 4) improved communication and The type of research used is quantitative de-
feedback, teachers can create assignments, send scriptive research. This research is used to describe
announcements, and start classroom discussions the effectiveness of using google classroom as one
directly. 5) can be used with applications you use of the distance learning media in the covid-19 pan-
such as google document, calendar, gmail, google demic. The design of the study used is one shot
drive and google form. 6) safe and affordable, clas- case study, i.e. the subject is given a certain treat-
ses through google classroom are available for free ment followed by observation at the time of appli-
[9]. The advantages of Google Classroom are easy cation of the treatment and take measurements on
to use, time-saving, cloud-based, flexible, and free the consequences of the treatment. The treatment
[10]. This is a consideration that google classroom referred to in this study is distance learning using
is suitable for one of the learning media. Although google classroom and seeing the effectiveness of
it still has drawbacks such as the absence of exter- learning using google classroom.
nal services such as automated bank questions and This research was conducted in the odd se-
private chats between teachers for feedback [11]. mester of the 2020/2021 school year in class X
The importance of implementation in E- Automation and Office Governance SMK Mu-
Learning-based learning with google classroom, hammdiyah 2 Yogyakarta as many as 22 people.
this research aims to identify the effectiveness of This study only tested the effectiveness of the use
google classroom-based learning in the covid-19 of google classroom in correspondence learning,
pandemic, among others: therefore the questionnaire was distributed to grade
a. Know the effect of google classroom implemen- X Vocational High School Department of Automa-
tation on the learning process of teaching online tion and Office Governance who had used google
b. Identify the effectiveness of distance learning classroom in distance learning during the covid-19
through google classroom pandemic period at home. Data collection tech-
c. Know student’s responses to learning using niques in this study are two, namely the test of
google classroom applied to distance learning student learning results and the effectiveness of

24 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

using google classroom which is described as fol- classroom applied as a medium of distance learning
lows: during the covid-19 pandemic period. The scores of
Study Results Test the student's study results can be seen in table 4
Data on student learning outcomes is descrip- below:
tively analyzed. The data of the study results is
obtained from the value of The Odd Midterm As- Table 4 Results Of Student Learning Outcomes
sessment in 2020/2021. Data is descriptively Test Analysis
spelled out on the frequency table so that students Data Result
will see achievements in certain scores. The criteria The subject of research 22
used determine the category of student learning The Ideal Value 100
outcomes. This research points to the scale shown Mean 76,22
in the following table: Maximum Value 91
Minimal Value 65
Table 1. Learning Outcome Criteria Median 75
Mastery Level Category Mode 75
85 – 100 Very High Std. Deviation 7,55
70 – 84 High Variance 57,041
56 – 69 Medium Range 26
45 – 55 Low
0 – 44 Very Low Table 5 Results Average of Effectiveness of Google
Classroom Usage Questionnaire
The use of google classroom in this study is First variable: Ease of google classroom in correspond-
said to be effective if the student's learning results ence learning
have reached a grade of 70. Furthermore, the score No Statement Average Average
scoring of the study results is categorized in the Value Each
form of a completed percentage with the following Variable
formula: 1 Using google class- 4,00 4,05
𝑓𝑓 room allows me to get
𝑃𝑃 = 𝑥𝑥 100% things done faster
𝑁𝑁 2 Google classroom 3,55
Description: improves my corre-
P : Percentage spondence learning
f : Frequency sought percentage skills
N : Number of Subjects (sample) 3 Use google classroom 3,82
Source: Tiro (2004: 242) [15] efficiently in corre-
spondence learning
The questionnaire 4 Google classroom 3,68
The questionnaire is divided into three varia- improves my produc-
tivity in learning
bles where each variable consists of 5 questions,
5 Google classroom is 4,09
namely the variable of students' opinions about the very useful in my cor-
ease of google classroom as a correspondence respondence learning
learning in the covid-19 pandemic, students' ac- process
ceptance of the ease of google classroom as a dis- Second variable: Student acceptance of the ease of
tance learning medium, and students' expectations google classroom as a distance learning medium
about the use of google classroom.The score used is 6 Google classroom is 4,05 4,04
with the following likert scale: easy to learn and use
7 The look of google 4,02
Table 2. Likert Scale Instruments classroom is very clear
and easy to understand
Rating Score 8 Easy for me to use 3,95
Very Agreed (SS) 5 google classroom as
Agree (S) 4 desired
Less Agreed (KS) 3 9 With google classroom 4,05
Don’t Agreed (TS) 2 it's easy to get instruc-
So Do Not Agree (STS) 1 tions, materials, and
task collection
Source: Sugiyono (2016: 132) [16] 10 It's easy for me to use 4,15
google classroom
RESULTS Third Variable: Expectations about using google class-
room
Based on the results of the study assessment 11 The google classroom 4,05 4,02
students obtained the results after using google application is very
useful in distance

8th International Conference on Educational Research and Innovation ICERI 2020 25

 learning Based on the results of research and discus-
12 The look of the google 3,95 sion, it can be concluded that the use of google
classroom app is very classroom is effective enough to be used as one of
clear and easy to un- the distance learning media in the era of covid-19
derstand
pandemic because of some advantages of google
13 Google classroom is 4,09
easy to use classroom that allows students and teachers easy to
14 Google classroom is 3,95 use and access and easy in learning the applica-
easy to learn tion.The effectiveness of google classroom as one
15 Google classroom is 4,05 of the distance learning media is characterized by
easy to access the results of the student learning test that has
achieved an average KKM score of 70 with an
DISCUSSION average grade of 76.22 and the results of the survey
that stated that most students expressed agree with
Based on table 4 above, it can be noted that the positive statement of the survey that has been
the average score of student learning results after given regarding the use of google classroom.
using google classroom obtained 76.22 with a Based on the research that has been done, the
standard deviation of 7.55. The grades achieved by researchers suggested for further research that is to
students are scattered with the highest score of 91 develop google classroom learning with a more
and the lowest score of 65 with a range of 26 attractive and organized view so that it makes it
grades. easier for students to access the materials and tasks
Many students who have completed or scored provided by the teacher.
above 70 are as many as 19 children with a per-
centage of 86% and who have not completed or ACKNOWLEDGMENT
scores below 70 as many as 3 children with a per-
centage of 14%. While the average grade of student The author would like to express his gratitude
learning is 76.22 with a high category. to Yogyakatya State University, headmaster and
Furthermore, the results of the student re- productive teacher of grade X majors Automation
sponse using the questionnaire through the google and Office Governance from Muhammadiyah 2
form application given to 22 Grade X students Vocational High School who gave permission,
majoring in Automation and Office Governance for criticism, and suggestions during the research so it
correspondence subjects show the following results: could have been done as planned.
The results of a descriptive survey of the use
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from 5 statements that are questionnaires can be pandemik Covid-19 pada calon guru: hambat-
said students agree with each statement related to an, solusi dan proyeksi. LP2M.
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spondence learning medium where it can be said J.D.,.2008. Instructional technology and me-
that google classroom is already effective in corre- dia for learning.
spondence learning. [3] Zhang, D., Zhao, J. L., Zhou, L., & Nunamak-
In the second variable, the average result was er, J. F. (2004). Can e-learning replace class-
4.04, meaning that from the 5 statements in the room learning? Communications of the ACM.
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easy to use, easy to learn and easy to access. Pembelajaran Google Classroom Bagi Guru
Man 2 Model Pekanbaru. Jurnal Pengabdian
CONCLUSION UntukMu NegeRI, 3(1), 18-23.

26 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

[7] Class Alexa. 2018. Google Classroom: 2018 classroom-review-pros-and-cons-of-

User Manual To Learn Everything You Need usinggoogle-classroom-in-elearning.
To Know About Google Classroom. Cre- [12] Surachim, Ahim. 2016. Efektivitas Pembelaja-
atespace Independent Publishing Platform. ran Pola Pendidikan Sistem Ganda. Bandung:
[8] Hanum, N.S., (2013). Keefetifan E-Learning Alfabeta.
sebagai Media Pembelajaran (Studi Evaluasi [13] Ali Eryılmaz Assoc. 2015. Psikologi Positif di
Model Pembelajaran E-Learning SMK Kelas: Efektivitas Metode Pengajaran Ber-
Telkom Sandhy Putra Purwokerto). Jurnal dasarkan subjektif Kesejahteraan dan En-
Pendidikan Vokasi, 3(1). gagement Meningkatkan Aktivitas. Interna-
[9] Brock Annie. 2015. Introduction To Google tional Journal of Instruction . Vol.8, No.2 e-
Classroom: An Easy-To-Use Guide To Taking ISSN: 1308-1470
Your Classroom Digital.Createspace Inde- [14] Nguyen, G. N. 2015. Designing and using
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[11] Pappas, Christopher (2015). "Google Class- ad/299/133 .
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https://elearningindustry.com/google- tatif, Kualitatif dan R&D. Bandung: PT
Alfabet.

8th International Conference on Educational Research and Innovation ICERI 2020 27

 BIMA FOLKTALES AS TEACHING MATERIALS TO INCREASE
STUDENTS’ CREATIVITY AND LEARNING INTEREST
Annisah1, Samsudin2, Waliyudin3

1,2
STKIP Taman Siswa Bima, 3 STKIP Taman Siswa Bima
1
[email protected], [email protected], [email protected]

Abstract
The purpose of this study is to develop English teaching material by using Bima folktales to increase students’
creativity and learning interest. English teaching material products being developed are include in listening,
speaking, reading, writing, vocabulary, and structure. This research used research and development models;
analysis: in this steps the researcher did an observation, and collect the initial data. Design: this steps researcher
design the English teaching material by using Bima Folktales as product. The design of English teaching materi-
al developed by use Bima Folktales. Next steps were implementation. The product implemented by try it out at
the class as teaching material, and then the researcher collaborate with the English teacher to evaluate the im-
plementation of this product. This research was conducted at XI MIA grade students of SMA Muhammadiyah
Bima. The instrument used to gain the data were creativity and learning interest observation sheet, test to know
the students ability in English, and validation sheet to assess the teaching material. The result of this research
was English teaching material by using Bima folktales product are good to be implemented by teacher in teach-
ing learning process in local area Bima, this product also can be used to increase the students’ creativity and
learning interest in English subject.
Keywords: Bima Folktales, English Teaching Material, Creativity, Learning Interest.

INTRODUCTION of teaching can be measure by the students’ partici-

pation, interest and creativity during teaching learn-
Education is a conscious and deliberate effort ing process in the class. That aspect will lead the
to create an atmosphere of learning and learning students to get achievement in learning.
process so that students are able to actively develop One of development or innovation is the use
their potential to have the spiritual power of reli- of Bima Folktale as teaching material. Bima
gion, self-control, personality, intelligence, charac- Folktales is local story from Bima, which this story
ter, and skill which can be useful for themselves, can make students enjoy the teaching learning pro-
society, nation, and state [1]. The important of edu- cess at the class, because it contains social value,
cation quality is one of the national development culture value, religion value, and they can partici-
programs which are largely determined by the in- pate to make this culture heritage exist. A folktale is
creasing of learning process. The improvement of one of national culture heritage and it contains
education quality is the key to success in improving moral message, and value, and it can be develop or
the quality of education, while the qualified teach- use to educate the learner [5]. Folktales had existed
ers and educators are the main key to improve the since a long time as one of way to make society
quality of learning [2]. One of the improvement understand about good or bad values. So, folktales
need in education is teaching materials. Teaching are familiar and easier to be understood by society
material is essential for teaching learning process in or students. Based on the description, it can be
the class, because it is like tools for teacher, to help conclude that folktales is one of familiar part for
in deliver instructions. Material is used to refer to society, likewise when it used as teaching material
anything which is used by teachers or the learner to for students, it can give positive impact to the stu-
facilitate the learning of a subject [3]. dents characters’, moral value, learning interest,
Teacher must provide the good and suitable students creativity, and increase the students
teaching materials to get best students achievement. achievement in learning English. The design of
This material should design based on curriculum teaching material by using Bima’s folktales also
and syllabus, but the teacher must develop it based can give the students authentic and contextual
on the students need. To design a good material for learning experience.
teaching learning process, the teachers should do an Based on the description above, the purpose of
observation about the students’ need and condition. this study is to design English teaching material
Teaching materials should help the students to learn through Bima folktales for students of Senior High
or as part of the activities of instruction learning in School. The design of this teaching material is
the class that help both teachers and learners [4], made by developing the previous teaching material
and by developing of the teaching material it hope from English teacher at the school. The step began
can give impact to the quality of teaching. Quality by did need analysis of the students, measure the

28 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

students achievement, learning interest, and creativ- Technique of collecting data in this research
ity. This research is important to have innovation in was: 1) giving essay test to measure the students’
English teaching material design by using Bima achievement and creativity; 2) did an observation to
folktales to enrich the students’ knowledge and get know the students’ creativity and learning interest
achievement. during teaching learning process conducted by
using Bima Folktales as teaching materials.
METHOD The data was analyzed from the result of vali-
dation analysis, and the techniques were: (a) Tabu-
This study is used research and development lation of data obtained from the assessment items,
learning model, specially learning through Bima (b) Calculating the average score, (c) Converted the
folktales as English teaching material to XI grade total average score into a criteria score.
MIA students of SMA MuhammadiyahBima, which
this material also design to make students’ creativi- Tabel 2. Conversion of score to scale
ty and learning interest increase during teaching No Score Range Category
learning process. In this research there are 3 steps 1 X > M + 1,5 s Very high
namely pra-model development, model develop- 2 M + 0,50 s < X ≤ M + High
ment and model implementation, and evaluation, 1,5 s
which this model refers to R & D “ADDIE” theory; 3 M - 0,5 s < X ≤ M + Moderate
analysis, design, development, implementation, and 0,5 s
evaluation, with the description that have been
4 M - 1,5 s < X ≤ M - Low
modified and connected with purpose and actual
0,5 s
research condition.
5 X ≤ M – 1,5 s Very low
The stages and steps Research and develop-
ment method consist of 5 steps, which the steps and (Azwar 2010)
the description have been modified and connected
with purpose and actual condition of research. It Ket: M: average ideal score = ½ (max score + min
describe in the Table 1. score)
S: Standard deviation = 1/6 (max score - min
Table 1. Stage and steps score)
Stages Steps Activity X: The number of scores obtained by students
Analysis 1 Observation, initial
data collection, prelim- The data was analyzed from Students Creativi-
inary research, compi- ty observation sheet. There are 12 characteristics
and indicator of creativity listed on the table to be
lation the result of
observed.
preliminary research,
conducted need analy-
Table 3. The indicator of students creativity
sis, and design the
No Creativity charac- Indicator
model of product (Eng-
teristics of stu-
lish teaching material
dents creativity
by using Bima
1 Students have a Students give full attention to
Folktales) great curiosity the teacher explanation
Design 2 Design the English
teaching material 2 Students fre- Students asking question to
Development 3 Developed the English quently asking a the teacher explanation in
teaching material questions relevance with Bima
(LKPD) students by Folktales material
using Bima folktales 3 Offering a lot of Students offering suggestion
Implementation 4 Conducted field trial to ideas and sugges- and ideas when discussion
the sample XI MIA tion time or when teaching learn-
grade students of SMA ing process conducted by
Muhammadiyah Bima using Bima Folktales as ma-
Evaluation 5 Discuss, consult, and terial
review the result of
field trial with expert 4 Able to express Students express their opin-
(English lecture, and spontaneously ion in related with explana-
English teacher) to get their opinion and tion or response of teacher or
revision not bashful classmate when teaching
learning process
5 Have a sense of Students are able to express

8th International Conference on Educational Research and Innovation ICERI 2020 29

No Creativity charac- Indicator RESULTS
teristics of stu-
dents creativity After implementing the English teaching ma-
beauty verbally or written the values terial by using Bima Folktales in XI MIA grade
contained in folktales students of SMA MuhammadiyahBima, students
were given an essay test. The function of the test is
6 Have personal Students have personal opin- to evaluate the product, and the result of students
opinion and not ion when discussion or teach- score can be seen on the Figure 1.
easy to be influ- ing process conducted, they
enced by others are not easy to be influence
by others’ opinion, stay con-
fident of the answer of ques-
tion or task that have been
done even there are many
criticism from others
Figure 1. Description of students’ final score
7 Has a great sense Students attend the class look
of humor enjoy Based on observation during conducted the re-
search, the students’ creativity shown on the table.
8 Have a great Students complete or answer In the table there are 12 characteristics and indica-
imagination question in different way tor of creativity, all of them calculate and percent-
with example and it is based age based on students creativity that occurs in the
on their imagination, they are class.
easy to identify incomplete
answer or solution of a ques- Table 5. Students creativity percentage
tion Creativity characteris- Percentage
tics of students crea-
9 Able to Students can answer ques- tivity
propose thoughts tions or assignments verbally Students have a great 81,7%
and ideas that are or in writing that are different curiosity
different from from other students
Students frequently 80%
others (original)
asking a questions
10 Can work alone Students can complete the Offering a lot of ideas 58,4%
questions or assignments that and suggestion
are given individually with-
out help from others Able to express spon- 90%
taneously their opin-
11 Enjoys trying Students dare to accept diffi- ion and not bashful
new cult assignments, students are Have a sense of beau- 83,4%
things enthusiastic about new in- ty
formation
12 Can develop an Students can develop an idea Have personal opinion 80%
idea or ideas related to the ongo- and not easy to be
ing learning material influenced by others
Has a great sense of 76,7%
Students learning interest categories shown on humor
the Table 4.
Have a great imagina- 73,3%
Table 4. Students learning Interest tion
No Learning Interest Indicators
Able to propose 66,7%
1 Focus of attention, feeling, and thoughts on thoughts and ideas that
learning because of the interest, show from are different from
attitude and enthusiasms of students during others (original)
teaching learning process
2 Feeling pleasure in learning which is shown Can work alone 74,4%
by participation during learning activities
3 Willingness or tendency of the subject to be Enjoys trying new 90%
actively involved in learning and to get best things
result Can develop an idea 66,7%
30 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

for local Bima students. Folktales can make stu-

While the result of students learning interest dents know the culture and a lot of information
can be seen on the table above. about their local place [12].

Table. 6. Students learning interest percentage ACKNOWLEDGEMENT

Learning Interest Indicators Percentage
Focus of attention, feeling, 83,3% The Tim Researcher would like to express
and thoughts on learning gratitude to Kementrian Research and Technology /
because of the interest, Badan Research and Inovasi Nasional, LLDIKTI
show from attitude and Wilayah 8, and STKIP Taman Siswa Bima
enthusiasms of students
during teaching learning REFERENCES
process
[1] Abidin Yunus. (2012). Pembelajaran Bahasa Berbasis
Feeling pleasure in learning 73,3% Pendidikan Karakter. Bandung Reflika Aditama.
which is shown by partici-
pation during learning ac- [2] Mei Wulan Kurniawati, Sri Anitah, Suharno. 2017.
tivities Developing Learning Science Teaching Materials
Based On Scientific To Improve Students Learning
Willingness or tendency of 78,4% Outcomes In Elementary School. European Journal of
the subject to be actively Education Studies Volume 3. ISSN
involved in learning and to [3] Fitriah. 2015. Teaching Material . Jurnal Itqan, vol.
get best result VI, No 2, pp. 129-1134. juli- Desember 2015
[4] Burkill Bob & Eaton Ray. 2011. Developing Teach-
DISCUSSION ing and Learning. Cambridge University Press.
[5] Nunung Fatimah. 2017. Penggembangan buku cerita
On the table or figure 1 shown the description of rakyat Bima berbasis kearifan local. Jurnal NOSI
final score students’ after implementing Bima Volume 5, nomor 3, pp.267-268.
Folktales as teaching materials.Based on the score [6] Machmuda Ayu. 2013. Penggembangan bahan ajar
obtained by the students after implementing English membaca cerita anak berbasis cerita rakyat Jawa Ti-
teaching material using Bima folktales product’s to
mur untuk siswa kelas V MI Nurul Huda Mulyorejo
the XI MIA grade students’ of SMA Muhammadi-
Malang. Skripsi. UIN Maulana Malik Ibrahim Ma-
yahBima the minimum score that students’ get is
lang.
42, maximum score is 77, range the score 35, mean
[7] Masnur Muslich. 2010. Text Book Writing. Ar-ruzz
score 52,95, and the standard deviation is19,98. The
Media Yogyakarta.
data description were converted into criteria score
were included into high category. It means the [8] Agustinasari & Endang Susilawati. 2018. Pemanfaa-
product of English teaching material using Bima tan potensi lokal dalam pembelajaran fisika untuk
folktales can be used as teaching material in the meningkatkan keterampilan berpikir kritis siswa
class and it quite effective to make the students SMA. Prosiding ISBN
creativity and learning interest increase. [9 & 10] wilda, salwah, shindy Ekawati. 2016. Pengaruh
While, the students’ creativity from 12 indica- Kreatifitas dan Minat Belajar Terhadap Hasil Belajar
tors, there were 2 categories of the students’ crea- Matematika siswa. Jurnal vol. 2 nomor 1. Diunduh
tivity which dominant and it shown by the high dari jurnal.uncp.ac.id
percentage is 90%. Therefore, students’ learning [11] Azwar. 2010. Tes prestasi fungsi pengembangan dan
interest, based on the table, it can be conclude that pengukuran prestasi belajar. Yogyakarta: pustaka
there is one category of learning interest students belajar.
get high percentage is 83,3%, which the students [12] annisah, samsudin, waliyudin. 2020. Peningkatan
focus during teaching learning process conducted kreatifitas dan minat belajar siswa pada mata pelaja-
by using English material with Bima folktales ran bahasa Inggris dengan menggunakan cerita rakyat
product. Bima. journal ISSN
This is indicated that Bima folktales can be
developed as English teaching material especially

8th International Conference on Educational Research and Innovation ICERI 2020 31

 BUILDING CREATIVITY THROUGH FREEDOM TO LEARN IN
DIGITAL DISRUPTION ERA
Diana Ellyza Ema Fitri1 and Herman Dwi Surjono2

1,2
Educational Technology Department, Yogyakarta State University, Yogyakarta, Indonesia
1
[email protected], 2 [email protected]

Abstract
Creativity is an important skill for every individual to possess. Starting from a creative idea will produce innova-
tion. In other side, Education is the agent production of creative human resource. Consequently, alteration in the
learning process is required in building creativity. In addition, creativity also has an impact on digital disruption
where humans can survive by developing new products and even creating new digital-based products. This study
provides a literature review of building creativity through freedom to learn in digital disruption era. Then, the
comprehensive led to the constructing a conceptual framework that discuss the three main highlight about Pro-
cess of Creativity, Creating Freedom to Learn Environments to Build Creativity, and The impact of Creativity on
Digital Disruption. The result indicates a gap the implementation of freedom to learn in learning process by
teacher and education system, Rogers person center model – freedom to learn environment can be adapt as strat-
egy for freedom to learn and build creativity, various technology-based resources and facilitation from teachers
encourage students to be more creative, and creativity as new trend job and competence that required in future to
encounter digital disruption.
Keywords: creativity, freedom to learn, digital disruption

INTRODUCTION concept of learning which beginning with full con-

text and teacher centered into freedom to learn and
The creativity becomes important skill that student centered [7]. Conversely, in the reality, the
necessary to have in individuals. Moreover, Indone- teachers is still using old method in learning pro-
sia's global creativity index data in 2015 was in cess such as memorizing, chapter completing, and
position 115 out of 139 countries in the world [1]. testing. Furthermore, the concept of freedom to
Besides, In 2020 the number of unemployed people learn in learning process is still confusing for teach-
in Indonesia reach 6.88 million people. Record er. According [8], every individual has full poten-
level of education with the largest number of un- tial which can be actualized in a deliberately creat-
employed is Vocational High School 8.49 percent. ed situation. Then, learning mode should implement
Followed by Senior High School 6.77 percent, freedom to learn. In addition, the freedom to learn
Diploma 6.76 percent, Universities 5.73 percent, is the ideas of the father of education in Indonesia
Junior High School 5.02 percent, and Elementary which is essential to give freedom of thinking and
High School and below 2.64 percent [2]. Moreover, how to shape human beings must start from devel-
it is possible that the data will escalate due to Covid oping talents and building creativity. Therefore, this
19. Consequently, job opportunities have become paper will discuss about how does the creativity
increasingly narrow and competitive. In addition, process in individuals happen? How does the teach-
there are other causes such as skill are not in ac- er role in creating freedom to learn environments to
cordance with the needs, limited work field provi- build creativity? And how the impact of creativity
sion, and high income expectation [3]. Furthermore, on digital disruption?
digital disruption present a new market based on
sophisticated technology, be required for those who METHOD
are skilled in utilizing technology. On other hand,
education is a production of quality human re- A literature review was carried out, which fo-
sources with global adaptive competence. One of cused on describing and discussing the topic from
the goals of education is to produce a creative gen- theoretical and conceptual viewpoints. Furthermore,
eration [4]. Accordingly [5], creativity becomes the this study utilize the British Educational Research
main point for discussion because it will be the 3rd Association’s guidelines for conducting a review
most required skills for 2022 job landscape which [9] which comprise: First, an initial search for pre-
are all digital technology based. In addition, crea- cise sources was carried out using Google Scholar
tive human resources can contribute to improving and electronic databases from several academic
the country's economy [6] Nevertheless, digital fields to identify Creativity and Freedom to Learn-
Disruption provides the education sector a defiance related articles. The seeking strategy included the
to develop a learning process that aims to have terms “Building Creativity in Learning Process”
creative skills. Then, the efforts are to change the and “Freedoom to Learn”. Second, the abstracts

32 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

were read to screen the initial list of articles for the process (preparation, incubation, illumination, veri-
three main topics (Definition of Creativity and fication, elaboration), and environment.
Creativity Process in Individuals, Concept of Free-
dom to Learn and Creating Freedom to Learn Envi- Concept of Freedom to Learn and Creating Free-
ronments to Build Creativity, and The impact of dom to Learn Environments to Build Creativity
Creativity on Digital Disruption). Then, these three The concept of freedom to learn has been in-
topics were used to form the base of the conceptual troduced by Carl Rogers, he state that Freedom is
framework of the present study. Third, a conceptual essentially an inner thing, something which exists
framework was designed, which summarised the in the living person, quite aside from any of the
main arguments among the researchers in this field. outward choice of alternatives which we so often
A systematic search focusing primarily on theoreti- think of as constituting freedom [15]. Besides, edu-
cal and empirical review studies on building crea- cation can encourage creativity through conditions
tivity and freedom to learn was carried out accord- that are deliberately created for the development of
ing different databases, including Education Full creativity namely freedom [16]. A student who acts
Text, Researchgate and Sciencedirect. Finally, a in an without freedom condition never dares to
comprehensive review was conducted in terms of propose a new idea, initiates a project that the
the conceptual framework of the research. school system had not planned before or asks a
question in a way that has not been asked before.
RESULT AND DISCUSSION Consequently, a student without freedom is limited
to develop only on the axis determined by his edu-
Definition of Creativity and Creativity Process in cational system. They will be able to reach consid-
Individuals erable achievement in gathering knowledge and
A concept of creativity has been discussed by mastering information processing techniques, but
multiple authors. they will never be competent to create ideas or raise
There are similarities in terms related to crea- new problems. Then, Rogers place the students at
tivity and various perspectives from experts on the the center of learning which has alternative ways to
definition of creativity. [10] Define creativity as the actualize their potential and to reach their learning
ability to encounter a given problem in an original goals. It means they are as active learner who fol-
way which involves the capacity to look problem low the learning process while the teacher as facili-
from a different perspective. In line with [11] state tator who provides a variety of processes and re-
that creativity is the capacity to come up with new sources to students for achieving learning goals.
ideas that are surprising yet intelligible, and also Consequently, the students have freedom to explore
valuable in some way which involves various types their potential by utilizing the facilities provided or
of thinking such as combinational, exploratory and utilizing other sources that are more appropriate to
transformational thinking. Furthermore, the author their learning speed. Furthermore, to make freedom
agrees to define creativity as the interaction among to learn environment we can adapt and utilize the
aptitude, process, and environment by which an person center model by Rogers [15] which illustrat-
individual or group produces a perceptible product ed in figure 1.
that is both novel and useful as defined within a
social context [12]. Besides, the definition of crea-
tive thinking is the thinking that sustains students to
apply their imagination to producing ideas, ques-
tions and hypotheses, experimenting with alterna-
tives and to evaluating their own and their peers’
ideas, final products and processes [13]. Then, how
the creative process happened? The creative process
is a sequence of minds and actions leading to origi-
nal and appropriate productions. There are five
stage of creativity processes: (a) Preparation, initial
actions to find the gap, (b) Incubation, perception
taking hold which in turn leads to an idea, (c) Illu-
mination, experiencing various possibilities and Figure1 the person center model – freedom to
having a creativity leap via clear insights and intui- learn environment
tion, (d) Verification, this is where the analytical,
convergent thought processes jump into action, and
(e) Elaboration, this is where we add to and connect Based on the schema, Rogers illustrating the
our ideas, where we build upon an idea with rele- environment of freedom to learn like atomic struc-
vant information and details [14]. Those statement ture which are three part involves: core, electron
lead a conclusion that creativity is ability to con- and orbit. The electron that always move in the
front the problems by interaction among aptitude, orbit reflected student as active learners and they

8th International Conference on Educational Research and Innovation ICERI 2020 33

capable to gain advantage of a variety of learning disruption. All sectors undertake digital transfor-
facilities both from teachers and from outside. Con- mation to produce products that can be distributed
versely, there is a core in the middle which de- effectively, efficiently and affordably. The emer-
scribed teacher as facilitator holding core condition gence of artificial intelligence, MOOCs, big data
of realness, acceptance, and empathy. Then, the has colored the digital environment. Consequently,
orbit as the track movement of students. Notwith- it is possible that in the future human services will
standing, the students are given the freedom to take be replaced by robots. However, there is one human
advantage of various facilities to achieve their service that is still maintained, namely creative
learning goals. They still have to a learning contract services. The existence of some of the above prod-
as support responsible freedom. In line with the ucts is a creative idea from the creator. Then, crea-
statement Ki Hajar Dewantara that independent tive skills are very important for everyone to have
human is personal freedom limited by responsibility in the future. Digital disruption will continue to
[18]. Besides, [15] state that Freedom is also im- spread in all sectors. So the current generation
portant for developing responsibility. One cannot needs to prepare for the challenges of global
appeal responsibility from someone who is not free change. Creativity is an important asset to create
to decide his or her actions. When a student gets new innovations. By having creative skills, individ-
some freedom in their learning process, they are uals are not dependent on one field to work. They
actually taking upon themselves some responsibil- can become multitalented individuals in the future
ity for the educational process. and survive in an era of disruption.
In the outside of orbit, there is resources that The environment that is deliberately condi-
can utilize by students to solve the problem in tioned to provide freedom of learning will provide
learning process. Nevertheless, related with the space for creativity for students. Moreover, today
rapid development of digital technology today, a students live in digital environment which the tech-
wide variety of sources that are very easy to acquire nologies allow them to exploration of new areas of
and distributed quickly and flexibly. Ordinarily, in learning and thinking. Consequently, it could be
these sources there are various media such as imag- support creative learning and innovative teaching
es, videos, sounds, and animations which are basi- and foster individual potential. Besides, diverse of
cally made to communicate knowledge in various online applications could be utilized to sustain
forms according to student learning styles. They teachers to become more innovative in their teach-
can view, read, watch, and even download through ing styles, as well as students to develop their ana-
internet access. Consequently, utilize of different lytical, creative skills, and think creatively.
learning materials and various resources enables
students with various principal learning styles to The impact of Creativity on Digital Disruption
understand information in the most effective way. Digital disruption is the rapidly unfolding pro-
In line with [17] that learning is fostered by multi- cesses through which digital innovation comes to
dimensional interactions between students and fundamentally transform historically sustainable
teachers. Besides, students can also build a network logics for value creation and seize by unbundling
in a community in utilizing the open access re- and recombining linkages among resources or gen-
source platform. They can connect directly with erating new ones. Then, there are three fundamental
experts and writers. In addition, they can also de- characteristics of digital disruption. First, digital
velop their own skills by join open courses and disruption processes came from digital innovations
taking multidisciplinary subject that provided by and quickly erode competitive positions. Second,
the MOOCs platform. On other side, teacher design they impact systems of value-creating actors by
the instructional based technology and using prob- breaking and recombining linkages among re-
lem based learning in learning process can help sources, often facilitating more direct interactions
build creative thinking skill in student. According and transactions. Third, the originating digital inno-
to the stage of creative processes, the decisions in vation processes are orchestrated by one or multiple
choosing resources is one of stage in creative pro- firms, but effects on value creation and capture are
cess. Students have a control for students have systemic [19]. In the future, digital disruption will
control within themselves to explore various kinds have an impact on the development of the creative
of knowledge in certain ways by utilizing digital industry (business, economy, advertising and mar-
technology according to their learning speed. It is keting). Explore how robotics, artificial intelli-
possible through the learning process freedom to gence, blockchain, global digital platforms and
learn and stage processes creativity they can pro- autonomous systems will shape the design, produc-
duce novel technology in the future. Furthermore, tion and consumption of culture. These innovations
the goals of national education can be achieved [4]. are the result of creative thinking of creators.
The importance of producing a creative gener- Hence, creativity is a very influential skill in terms
ation is to prepare quality human resources in the of the production of technological innovations that
future who are able to adapt to global changes. The has led to the expansion of digital disruption [20].
global change that has occurred today is digital

34 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

CONCLUSION [8] M. Greene, “The Dialectic of Freedom”, 1988. New

York. Teachers College, Columbia University.
Creativity process happened when there is in- [9] Cohen, L., Manion, L., & Morrison, K. Research
teraction between aptitudes, process, and environ- methods in education (7th ed.), 2011. USA and
ment produce a novel product. Beside, in the con- Canada: Routledge.
cept freedom to learn, student as active learner that [10] Sternberg, R., & Lu b a rt, T. Cre a t i ve giftedness:
have a full potential. Therefore, they can actualize T h e o ry, speculation, and data. In N. Colangelo, S.
their potential in learning process by utilize various G. Assouline, & D. L. Ambroson (Eds.), Talent deve
resource. Then, teacher as facilitator, motivator, and l o p m e n t : Proceedings from the 1991 He n ry B.
student learning partner. They also giving trust to and Jocelyn Wa l l a c e Symposium on Talent De-
students as independent learner to build their re- velopment (pp. 66–89), 1992. New York: Trillum
sponsible and creativity. On the other hand, sophis- Press
ticated technology has colored digital disruption [11] Boden, M. Creativity and knowledge. In A. Craft, B.
which affect in creative industry. The contribution Jeffrey, & M. Leibling (Eds.), Creativity in educa-
of artificial intelligence, big data, open resources, tion (pp. 95-102), 2001. London: Continuum Pub-
MOOCs, and global platform will shape the design, lishing.
production and consumption of culture. All the [12] J.C. Kaufman and R.J. Strenberg, The Cambridge
product is the creativity idea from creator. That’s Handbook of Creativity, 2010, USA. Cambridge
why having creative skill important to face global University Press.
change in the future.
[13] P. Kampylis and E. Berki, Nurturing creative think-
ing. [pdf] International Academy of Education,
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[2] Central Bureau of Statistics (BPS), Open Unem-
[14] M. Botella, F. Zenasni and T. Lubart, “What Are the
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Students Are Saying,” Front. Psychol., 21 November
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Graduates Increases, 2019 access on: [15] C. R Rogers and H. J Freiberg, “Freedom to Learn: a
https://katadata.co.id/ariayudhistira/infografik/5e9a5 View of What Education Might Become”, 1969.
1911b282/angka-pengangguran-lulusan-perguruan- [16] Ronny Erez. “Freedom and Creativity: An Approach
tinggi-meningkat to Science Education for Excellent Students and Its
Realization in the Israel Arts and Science Acade-
[4] Depdiknas, “Undang-undang RI No.20 tahun 2003
my’s Curriculum,” The Journal of Secondary Gifted
tentang Sistem Pendidikan Nasional”.
Education, Vol. XV, No. 4, pp. 133–140, 2004.
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Freedom of Learning,” Eruditio, 2012
[6] S. Setiawan, “Prospects and Competitiveness in
Creative Economy: Evidence from Indonesia,” In- [18] E. Yanuarti, “Ki Hajar Dewantara Thoughts and Its
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[19] D. A. Skog, H. Wimelius, and J. Sandberg,”Digital
[7] G. D. Catalano and K. C. Catalano, "Transfor- Disruption,” Springer, Business & Information Sys-
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Cheltenham, 2020

8th International Conference on Educational Research and Innovation ICERI 2020 35

COMMUNITY ECONOMY LECTURE BY USING LOCAL ECONOMIC
POTENTIAL OF VILLAGE TOURISM LEARNING RESOURCES
Kiromim Baroroh 1, Wahjoedi2, Hari Wahyono 3, Sugeng Hadi Utomo 4

1
Postgraduate Student of UM, Lecture of FE UNY, 2,3,4 Postgraduate Lecture Economics Faculty of UM and
Lecture of Post Graduate UM
1
[email protected], [email protected], [email protected], [email protected]

Abstract
Conventional economic learning tends to focus on formal and large economic activities that prioritize
competition, always focusing on liberal and capitalist economic theories and systems. There also always use
learning resources on large and global economic activities, in the context of global economic competition, it is
rarely using local learning resources. The presence of populist economic courses by national economic ideology
is required to play a role in supporting local economic activities, which are non-formal and small and medium-
sized economies (SME). Through the results of this research in Yogyakarta can be concluded that local
economic activities combined with the rural economic potential of the natural environment, cultural arts, works
of community products both culinary, entertainment, lodging, and transportation framed in a tour package, has
effectively become a learning resource for the learning of public economy lectures. The popular economy course
is very important to build knowledge, attitude, and the tendency of students to love local economic activities in
the surrounding area, love the national economic system. Support from stakeholders to support populist
economic activities is indispensable, the role of partnerships between governments, universities, and the local
businesses community.
Keywords: Local economic activities, Community Economy lectures, rural tourism economic activities.

INTRODUCTION of Community Economy now is expected to

provide important benefits, in growing rural
In the study of conventional economic systems, local economic activities in the new era
the implementation of lectures emphasizes more on
situation. Local economic activities in the
strengthening theory and the liberal market
economic system. Learning resources are often form of SME are still an alternative to
directed at foreign and global contexts, so students addressing the national economic crisis,
often lose their national context. As a result in especially those in the formal and large-scale
understanding the theory associated with its sectors.
national context is often unrelated. So the theory The purpose of this research is to know
studied is in wishful thinking. Such conditions the effectiveness of utilizing the economic
required an economic learning model based on
theory and learning resources that fit the local
activities of local people as a tourist village
context. An alternative is an economic learning for the source of people’s economic learning
effort based on the Community Economy or local- in the faculty of economics. Effectiveness
based economy. can be based on the process of changing
During this time, the Community Economy students' behavior, attitudes, and tendencies
lectures are dominated by the source of learning in towards the love of the nation, and
the form of books. The literature book is a foreign environmental care.
economic book, whose ideology is different from
the national economic system. More learning is
METHOD
done in the classroom through cooperative learning
methods type TGT, STAD, Role-Playing [1]
[2].Learning resources in the form of books and Using a qualitative research approach. The
modules. Learning methods and resources have not research aims to understand how the process of
utilizing tourist villages as a learning resource for
been able to give a real picture of the problems that
Community Economy lectures at universities. The
exist in society. [3].), suggest that students research was conducted in the odd semester for the
should expand their knowledge with a Community Economy subject.
variety of other learning resources. The respondents as well as the research
Digging into the learning resources derived informants were 66 students and management of
from local economic activities for the study the Tourism Village. Students got the task of

36 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

creating learning media by using the learning Model of people’s economic development; 4)
resources of the tourist village. Research data were economic policy models of populists and tourist
collected through observation, in-depth interviews, villages; 5). poverty reduction; 6). tourism village
and documentation. The stages of research were: development strategy as a solution to alleviate
data collection, data reduction, data presentation, poverty; 7 and 8). study of the example of tourist
and conclusion. villages in Sleman as an effort to develop SME and
its various problems; 9 and 10). Problems of
RESULTS cooperatives and tourist villages in Pulesari
Sleman; 11 and 12). Economic empowerment of
The problem-based learning process begins with local people in tourist villages; 13 and 14). Kelor
learning in the classroom. Classroom learning was tourism village as a study material in terms of a
attended for 14 meetings. Among them are basic partnership.
competencies and interconnectedness about: 1)&
2). development of tourist villages and villages; 3).

Figure1. Conditions and Attitudes of Student Behavior after learning.

In the process of learning with the learning about the problems or problems of people eco-
resources of the tourist, the village has improved nomic lives, and environmental issues.
the insight, skill attitude, and positive behavior of Here are the results of the achievement of
students towards the nationality and care for the attitudes and behaviors between before and after the
environment. In the learning process, students learning of the Community Economy with the
become more active in classroom discussions, more tourist village as a learning resource.
creative and innovative in solving problems in the
environment. Students become more concerned

Figure 2. Conditions and Attitudes of Students' Behavior after learning

DISCUSSION form of positive change of insight, and attitude of

the behavior of love of the nation and environmen-
Changes in the high category increased by tal concerns
27.9%, the very high category increased by 18.3%. Based on the table above it is known that there
Thus, there is an increase in the character of the has been an increase for high, and low categories.
love of the nation before and after the utilization of While the low category becomes none. This signi-
the learning resources of the tourist village, as a fies efforts to improve the value of the love of the

8th International Conference on Educational Research and Innovation ICERI 2020 37

nation that has already shown improvement. This is The local community is tasked with carrying out
demonstrated by student activities in learning activ- production, distribution, and consumption activities
ities such as: by their respective roles optimally. Universities are
a. students think positively after seeing various tasked with creating innovations that can be used by
sources when compared to other village the tourism industry and providing input on gov-
tourism villages in Indonesia. ernment policy.
b. proud of the rich culture, nature, history in
the village CONCLUSIONS
c. proud to work in the village
d. the positive attitude of environmental care Learning community economy by utilizing tour-
ism villages encourages students to have the char-
Through this model, students are invited to love acter of loving the country, working hard, being
the country through a tourist village that they can creative and caring for the surrounding environ-
observe. The love of this homeland is important to ment. This is a learning model that can be applied
prove student nationalism. They are the generation to integrate classroom learning and local potential.
of the future that will hold the country's leadership.
Changes at the beginning and end in high cate- ACKNOWLEDGMENT
gory categories increased by 23.4%. Thus, there is
an improvement in the character of hard work at the Gratitude and appreciation for the
beginning and end of learning. implementation and success of this research for
Based on the table above it is known that there students and fellow lecturers and leaders of FE
has been an increase for the high, and medium UNY, Yogyakarta Provincial Government, and
categories. While the low category becomes zero. rural communities as rural tourism business in
This signifies efforts to improve the value of Hard Yogyakarta.
Work already showing improvement. This is
demonstrated by student activities in learning activ- REFERENCES
ities such as:
a. Students thinking of developing a tourist [1] Baroroh, Kiromim.,Lestari, Barkah., Suwarno.
village in their hometown. Implementasi Metode Simulasi Dan Pemanfaa-
b. Proud to be able to advance the village tan Barang Bekas Sebagai Media Pembelajaran
(Strategi Meningkatkan Nilai-Nilai Karakter
After visiting the tourist village students will try Dalam Mata Kuliah Ekonomi
to develop a tourist village in their residence. Kerakyatan)(2011). Laporan Penelitian.FE
These findings are in line with Arantes do Am- UNY
aral, JA, & Lino dos Santos, RJR [4]., which shows [2] Baroroh, K. (2009). Efektivitas pembelajaran
that PBL directly develops skills such as critical kooperatif dalam meningkatkan aktivitas dan
thinking, the ability to work in groups effectively, prestasi belajar mahasiswa. Jurnal Ekonomi
and the capacity to solve real-world problems. dan Pendidikan, 6(2).
Overcoming obstacles in developing rural tourism, [3] Wijiningsih, N., Wahjoedi, W., & Sumarmi, S.
Trying to convince villagers to be willing to devel- (2017). Pengembangan Bahan Ajar Tematik
op rural tourism and projects for students to pro- Berbasis Budaya Lokal. Jurnal Pendidikan:
mote their achievements [5]. Teori, Penelitian, dan Pengembangan, 2(8),
Through this model, students are invited to work 1030-1036.
hard through tourist villages that they can observe. [4] Arantes do Amaral, J. A., dos Santos, L., &
This hard work is capital for them to progress. With Rodrigues, R. J. (2018). Combining Project-
hard work, the goal of producing a better life will Based Learning and Community-Based Re-
be achieved. They also witnessed how the tour search in a Research Methodology Course: The
village administrators worked hard in building this Lessons Learned. International Journal of In-
tourist village. struction, 11(1), 47-60.
Support from stakeholders to support people's [5] Kizkapan, O., & Bektas, O. (2017). The Effect of
economic activities is indispensable, the role of Project Based Learning on Seventh Grade Students'
partnerships between governments, universities, Academic Achievement.International Journal of In-
and local economic enterprise communities. Local struction, 10(1), 37-54.
governments are tasked with providing regulation
for the creation of a conducive business climate.

38 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

DEVELOPMENT OF ANDROID-BASED MULTIMEDIA

APPLICATIONS TO INCREASE STUDENT ACTIVENESS IN
MUHAMMADIYAH LEARNING AT SMK MUHAMMADIYAH 3
WATES
Apri wulandari1, Hendro Widodo2, Lailan Arqam

Magister Pendidikan Agama Islam Universitas Ahmad Dahlan Yogyakarta

1
[email protected], [email protected], [email protected]

Abstract
This study aims to determine the development process and effectiveness of Android-based multimedia applica-
tions to increase student activism in learning kemuhammadiyahan at Muhammadiyah 3 Wates Vocational High
School. This research uses research and development or Research and Development (R & D), which is a research
method used to produce certain products, and testing the effectiveness of these products uses needs analysis
research (survey or qualitative methods are used).The results of the study through several stages, namely the
material expert validation test and the media expert validation test, namely that the media is suitable to be used
to increase learning activity. kemuhammadiyahan students at SMK Muhammadiyah 3 Wates.

Keywords: development, applications, multimedia, android, activity, learning.

INTRODUCTION students are less interested in Muhammadiyahan

subjects.
Education is one of the containers for develop- The problem above is caused by learning in
ing the potential of students. In facing competition the classroom which tends to be monotonous, pas-
in this globalization era, the wheels of education sive, boring both from the method which is still
must be designed in such a way that the educational using the lecture model and the facilities of books.
process can go hand in hand with the development Inadequate support and teacher-centered learn-
of advanced technology. ing, the absence of attractive learning media results
Teaching and learning activities in educational in a lack of student interest in learning Muham-
institutions are activities that must be supported, madiyah material, so that the learning outcomes in
both from learning media, places, teachers and class are not optimal.
students. Therefore, in addition to schools provid- Therefore, teachers need to foster student mo-
ing complete facilities for students, students must tivation. To obtain optimal learning outcomes,
also be well conditioned so that learning can be teachers are required to be creative in arousing
effective. The success in the learning process can student motivation. According to SupRYin (2015:
be seen in learning achievement. 73), a teacher must be able to design learning in
Kemuhammadiyahan is a subject in SMK such a way that it is interesting for students to un-
Muhammadiyah 3 Wates, this subject has an im- derstand later.
portant role in relation to the vision and mission of Demands and civilization have experienced a
vocational high schools as a characteristic of Mu- shift from the analogue world to the digital dimen-
hammadiyah schools which are required to not only sion through the rapid advancement of information
understand the material, but Muhammadiyah sub- technology. At the same time teachers are chal-
jects are expected to be able to produce Muham- lenged to combine traditional learning models and
madiyah cadres. advances in information technology to keep up with
One of the obstacles that causes low student the diverse learning styles of students. (syarif 2012:
knowledge is that students feel bored and less en- 235).
thusiastic in studying the history of Muhammadiyah In the author's observation at SMK M 3
(Griha indra: 2017) learning kemuhammadiyahan is WATES it can be said that 90% of students are
a subject that most students do not like comes from already using an Android cellphone, then here the
backgrounds that are not from Muhammadiyah, so teacher's task is how to use the cellphone then it can
the level of student interest in studying low kemu- be used as a tool or media for delivering learning in
hammadiyahan school in the hope that students are interested in
Less active learning atmosphere, and students' learning.
difficulties in understanding Muhammadiyah mate- Therefore, researchers are interested in solving
rial. This can be seen in the passive classroom at- these problems, making multimedia applications of
mosphere when learning takes place. Most of the Muhammadiyah Muhammadiyah by the author as a
8th International Conference on Educational Research and Innovation ICERI 2020 39
learning medium to facilitate users and students in 6. Product Revisions
learning Muhammadiyah lessons, namely MKCHM Revisions are made if in real conditions the
material which is more interesting and fun. use of deficiencies and weaknesses

METHOD Borg & Gall (1983: 775) developed 10 stages in

developing a model, namely:
This study uses research and development or Re- 1. Research and information collecting, including
search and Development (R & D). Sugiyono argues in this step include literature studies relating to
that the research and development method is a the problems studied, measurement of needs,
method research on a small scale, and preparation to
Research used to produce certain products, and formulate a research framework;
testing the effectiveness of these products. To be 2. Planning, including in this step, compiling a
able to produce certain products, research that is research plan which includes formulating skills
needs analysis is used (survey or qualitative meth- and expertise related to the problem, determin-
ods are used). (Haryati Sri 2012: 13) ing the objectives to be achieved at each stage,
This study used 3 validation experts namely ma- design or research steps and if possible / neces-
terial expert validation, IT material expert valida- sary carrying out a limited feasibility study;
tion and learning media expert. Material experts 3. Develop preliminary form of product, which is
focus on MKCHM material on Muhammadiyah to develop the initial form of the product to be
lessons, IT experts focus on the quality of the prod- produced. Included in this step is the prepara-
ucts produced, then media experts focus on aspects tion of supporting components, preparing
of the media used for learning. The product testing guidelines and manuals, and evaluating the ap-
will be conducted twice, namely large group trials propriateness of supporting tools. Examples of
using instruments in the form of questionnaires, developing learning materials, learning pro-
observation sheets and interviews. cesses and evaluation instruments;
1. Potentials and Problems 4. Preliminary field testing, namely conducting
The research that was carried out started from initial field trials on a limited scale, involving 1
a potential or problem. The potential in ques- to 3 schools, with a total of 6-12 subjects. In
tion is that if research is carried out it will this step, data collection and analysis can be
provide added value and be utilized appropri- done by means of interviews, observations or
ately. The problem is a situation where there is questionnaires;
a deviation between expectations and reality. 5. Main product revision, namely making im-
Potentials and problems in a study can be tak- provements to the initial product produced
en from empirical data and can also be taken based on the initial trial results. It is very pos-
from previous research which is still new. sible for this improvement to be done more
2. Product Design than once, according to the results shown in a
At this stage the researcher carries out a new limited trial, so that a broader draft of the main
work plan based on the old work plan so that product (model) is ready to be tested.
weaknesses are found in the system. The re- 6. Main
sulting product design is still hypothetical be- Main field testing, which is usually called the
cause its effectiveness has not been proven. main test involving a wider audience, namely 5
Each new design needs to be shown in a work- to 15 schools, with 30 to 100 subjects. Data
ing drawing or chart so that it is easy for the collection is carried out quantitatively, espe-
other party to understand. cially on the performance before and after the
3. Design Validation implementation of the trial. The results ob-
This stage is an activity to assess whether the tained from this trial are in the form of evalua-
new product design is more effective than the tion on the achievement of trial results (model
old one or not. Design validation is carried out design) compared to the control group. Thus, in
by bringing in experienced experts or experts general, this step uses an experimental research
to assess the design. design;
4. Product Trials 7. Operational product revision, namely making
Testing is done by comparing the effective- improvements / enhancements to the wider trial
ness and efficiency of the old work system results, so that the product being developed is
with the new one. Experiments were carried already an operational model design that is
out by comparing the conditions before and ready to be validated.
after using the new system. 8. Final product revision, namely making final
5. Trial of Use improvements to the developed model in order
After successful testing of the product, the to produce the final product (fi-
product can be applied in real conditions and nal);Dissemination and implementation, name-
in a wider scope. ly the step of disseminating the product / model

40 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

that was developed to the public / the wider The questionnaire is intended for:
community, especially in education. The main a. Questionnaire for material expert responses.
step in this phase is to communicate and dis- Questionnaire for material expert responses
seminate the findings / models, either in the is what researchers use to be given to mate-
form of research seminars, publication in jour- rial experts to assess or provide responses
nals, or exposure to stakeholders related to the and suggestions for material in learning me-
research findings. Haryati Sri (2012: 13). dia according to the curriculum or not. Re-
searchers also conduct discussions and sub-
Penelitian This research on the development of mit products and material designs made and
learning media was carried out at SMK Muham- evaluation sheets for expert review, and ask
madiyah 3 Wates Kulon Progo, which is located at for comments and suggestions for improving
Jalan Kedunggon, Wates Kulon Progo Regency, the developed application.
Yogyakarta 55661. SMK Muhammadiyah 3 Wates b. Questionnaire for responses from media ex-
was founded in 2004 One of the SMKs in Kulon pertsnamely a questionnaire that researchers
Progo accredited A with a field of expertise, name- use to be given to media experts to assess or
ly : mechanical engineering, automotive mechanical provide responses and suggestions from the
engineering, information and communication tech- design in learning media whether or not it is
nology, with computer network engineering exper- feasible
tise programs, pharmacy and nursing and multime- c. Students,to assess the content, appearance,
dia expertise programs. In this study, the authors and clarity of the developed application.
took a sample of class XI in vocational MM (Mul- And to give an assessment used a question-
timedia class) as research, when the research was naire using a Likert or standard scale (scale
carried out on the initial observations made by the five).
author in the last semester then continued in the odd
semester. RESULTS
To obtain data that is relevant to the research ob-
jectives, the following data collection techniques The research data was obtained from the process
are used: of developing an android-based multimedia appli-
1. Observation is systematic observation and re- cation through several stages, namely:
cording of the phenomena being investigated.
This technique is used to determine the initial Potential problems
conditions of the research site, namely SMK This research is motivated by the potential
Muhammadiyah 3 Wates and the possible prob- problems found in Muhammadiyah learning class
lems. In addition, observations are also carried XI at SMK Muh 3 Wates. The main problem in this
out to see the attractiveness of students when study is the lack of student interest in Muhammadi-
testing the products developed. yah subjects. students are students who feel bored
2. Documentation and less enthusiastic in learning the history of Mu-
Documentation is a method used to find data hammadiyah (Griha indra: 2017) learning kemu-
about things in the form of notes, book tran- hammadiyahan is a subject that is less desirable.
scripts, newspapers, magazines, minutes, and so From students who come from backgrounds that
on. This method is used to obtain data about the are not from Muhammadiyah, resulting in a low
general description of SMK Muhammadiyah 3 level of student activity in learning Muhammadiyah
Wates, and to capture each stage of the research which ultimately affects the value of subjects that
process carried out. are far from KKM,
3. Uestionnaire From the above problems, the researcher is in-
Questionnaires are a number of written ques- terested in developing learning media for Muham-
tions that are used to obtain information from madiyah based learning to attract student,activity.
respondents in the sense of reports and known In making this application of Muham-
results. The questionnaire used is an open ques- madiyah learning media, the writer hopes that it
tionnaire (answers are filled in by the reviewer will add color to learning so that learning runs
himself), as well as a closed questionnaire (the smoothly and students are more enthusiastic and
answer is there, just needs to be selected by the not bored. The prepared guide contains a brief de-
reviewer). Which questionnaire is used to assess scription that is in the multi-media application, both
products that have been developed. material, manuals for use, and evaluation in the
form of practice questions which will then show the
score or value.

8th International Conference on Educational Research and Innovation ICERI 2020 41

 Figure 1. Research Stages

Product Design
From the results of product design related to the
development of Android-based multimedia applica-
tions as follows:

Figure 3. User Manual

1) This application consists of 2 parts, name-
ly material and evaluation
Figure 2. Initial View Of Aplication 2) To move between sections please select the
menu button on the main page
The main screen is the initial display of the 3) In the material section, please select the
application which consists of several sub menus material you want to study. To go to the
including next page, please click the button to return
1) Guide menu is a menu that contains appli- to the previous page, please click the but-
cation guides ton
2) Settings menu is a menu that contains ap- 4) The evaluation section contains multiple
plication settings consisting of Audio set- choice questions. Answer the questions by
tings and display setting choosing the most appropriate choice
3) The exit menu is a menu that functions to 5) To return to the main menu page please
exit the application click the button
4) The material menu is a menu that functions 6) To open the manual page please click the
to display material materi MKCHM ( button
(Matan Beliefs and Aspirations of Mu- 7) To open the settings page, please click the
hammadiyah Life) button. To adjust the music volume, please
5) The evaluation menu is a menu that func- slide the slider to adjust the screen display,
tions to display evaluation questions relat- please select window or fullscreen display
ed to the material 8) To close the application, please click the
User guide Name naming display button. To enter the
naming menu, select the settings menu,
The procedure for using Android-based multi- then a display will appear as above Click
media applications is as follows: the name button then type the student's
name for example: (SITI) then click save.

42 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

DISCUSSION

From the results of data analysis, it can be

found that it combines traditional learning models
and advances in information technology to compen-
sate for the diverse learning styles of students.
(Syarif 2012: 235) can increase student learning
Figure 4. Name Giving activity. This can be seen from the various positive
activities of students in the learning process.
Menu material
On the material menu there is a discussion of REFERENCES
material about MKCHK which includes:
A. Understanding MKCHM [1] Arsyad Ashar, Media Pembelajaran. Depok. Kha-
B. History of the Formulation of the MKCH risma Putra utama Offset. 2019
C. Isi Contents of Muhammadiyah's belief and [2] Arqom Lailan, Pengembangan Multimedia Pembela-
life aspirations jaran Pada Mata Pelajaran Kemuhammadiyahan
D. The essence of MKCHM Bagi Siswa Kelas I Madrasah Mu’allimin Muham-
E. Fungsi MKCHM function madiyah Yogyakarta. 2019.
F. Systematics and guidelines for understand- [3] Budi Permana1, Aplikasi Ensiklopedia Pakaian
ing the MKCHM formulation. Adat Dunia Berbasis Android. Jurnal Informatika:
G. Understanding MKCHM Jurnal Pengembangan IT (JPIT), Vol.03, No.02, Mei
2018.
To select the desired material, please click on the
display in accordance with the desired material, for [4] Fitriani Atika, Yanuatika Eka, Upaya Guru Pendidi-
example: selecting material MKCHM function then kan Agama Islam Dalam Menumbuhkan Kecer-
clicking it will appear material understanding dasan Spiritual Siswa, Jurnal Pendidikan Islam, Vol.
MKCHM. 3, No. 02, 2018
[5] Haryati Sri. 2012 Research And Development
(R&D) Sebagai Salah Satu Model Penelitian Dalam
Bidang Pendidikan, Vol. 37 No. 1, 15 September.
[6] Kurniawati diah Inung. Media Pembelajaran Ber-
basis Multimedia Interaktif untuk Meningkatkan
Pemahaman Konsep Mahasiswa. Journal of Com-
puter and Information Technology E-ISSN: 2579-
5317 Vol.1, No. 2, Febuary 2018.

Figure 5. Content Menu [7] Muhson Ali, Pengembangan Media Pembelajaran

Berbasis Teknologi Informasi. , Jurnal Pendidikan
Akuntansi Indonesia, Vol. 2 . 2010.
Evaluation Menu
Select the Evaluation menu, then a display of [8] Gumilang Tyas akbar .usaha guru PAI dalam
question instructions will appear as shown above. meningkatkan religiusitas siswa melalui pendekatan
To start the evaluation exercise, select or click the multiple intelegences. 2013.
start button, then a display of 20 questions will [9] Griha indra. Game Edukasi Sejarah Gerakan Kemu-
appear in the form of multiple choice a, b, c, d hammadiyahan dengan Metode Picture and Picture
questions, after finishing working on the question, berbasis Android. Jurnal Buana Informatika, Vol-
click the save button, the scores will automatically ume 8, Nomor 3, Juli 2017: 171-180
appear along with the competent or incompetent [10] Sukmawat Fatma. Pengembangan Aplikasi Pem-
results. belajaran Biologi Smp Berbasis Android Untuk
Bekal Menghadapi Uan Di Smp Islam Bakti 1 Sura-
karta. Jurnal Teknologi Informasi Vol . XI Nomor
31 Maret 2016.
[11] Wibowo nugroho. Upaya Peningkatan Keaktifan
Siswa Melalui Pembelajaran Berdasarkan Gaya
Belajar Di Smk Negeri 1 Saptosari. Jurnal Electron-
ics, Informatics, and Vocational Education
(ELINVO), Volume 1, Nomor 2, Mei 2016

Figure 6. Evaluation Menu

8th International Conference on Educational Research and Innovation ICERI 2020 43

 THE EFFECTIVENESS OF USING MULTI-REPRESENTATION E
MODULES AS A TEACHING MATERIAL FOR ELECTROLYTE AND
NON-ELECTROLYTE SOLUTIONS MATERIAL IN SMA NEGERI 1
TUNTANG
Endang Susilaningsih1, Hestin Wirasti2

Department of Chemistry at Fmipa Universitas Negeri Semarang, Madrasah Aliyah Negeri 2 Kebumen
1
[email protected], [email protected]

Abstract

Modules are learning resources that aim to make the students feel easier in learning the materials. Electrolyte and
noneletrolite solution is one of the material in X class that requires elaboration on macroscopic, symbolic and
microscopic aspects. This research aims to determine the effectiveness of using multi-representation e-modules.
The subjects in this research were X MIPA 1 class and X MIPA 3 class. This research used a descriptive qualita-
tive method. The steps in this research begin from the observation and interview stage, making the instrument
stage, instrument validation stage, data analysis stage, and finally concluding the research results. The data col-
lection method was carried out by test and questionnaire method. Detection test reliability was analyzed using
R11, obtained a score of 0.72, so that the test instrument fulfilled reliable criteria. The results obtained by the use
of e-module in learning was effective to be used. This can be seen from the classical completeness of electrolyte
and non-electrolyte solution material which was 89%. The results of student responses to the multi-
representation e-module were good and very good. The use of multi-representation e-modules can help the stu-
dents understand the material.
Keywords: Modules, Electrolyte and Non-Electrolyte Solutions, e-module

INTRODUCTION material (Novianti et al, 2014), hydrocarbon com-

pounds and their derivatives (Febriana, et al, 2014),
All kinds of materials used by educa- mole concept (Sunaringtyas, et al. 2015) and chem-
tors/instructors in carrying out the learning process ical equilibrium (Yerimadesi, et al. 2016). The
are called teaching materials (MONE, 2008). results also show that the use of e-modules can also
Teaching material is needed in learning as a guide stimulate students' intrinsic motivation to study
for the educators, student learning guidelines, and chemistry, intrinsic motivation of students who
evaluation guidelines. Teaching materials are used study chemistry using e-modules is significantly
by the teachers to provide material and facilitate higher compared to conventional learning (without
their thoughts in teaching and to know the students' e-modules) (Vaino, et al. 2012) .
cognitive achievement objectively. Teaching mate- Learning Chemistry means learning with ab-
rials are used to help the teachers and the students stract concepts and topics. Chemistry is difficult
and encourage learning process in various fields. because it consists of microscopic, macroscopic,
The use of teaching materials in teaching science is and symbolic aspects (Santos, 2016). Three catego-
very important because it provides a foundation for ries of representation put forward by Johnstone in
conceptual thinking, motivates people to learn and (Anwar, 2010) are defined as follows: (1) Macro-
captures the imagination that is used correctly scopically interpreted as observable chemical phe-
(Nwike, 2013). One type of teaching material is e- nomena including those relating to everyday expe-
module. rience, (2) Microscopic
The e-module is a systematic and interesting is an explanation in the form of microscopic par-
teaching material that includes material content, ticles that cannot be seen directly such as electrons,
methods and evaluations that can be used inde- molecules, and atoms, (3) symbolic is a chemical
pendently (Setyowati, 2012). The making of e- phenomenon using a variety of symbols including
modules in learning activities has three main objec- images, algebra and computational forms. Electro-
tives, namely 1) that students can learn inde- lyte and non-electrolyte solution material is materi-
pendently without or with minimal teacher guid- al containing theory and practicum, so it needs to be
ance, 2) so that the role of educators is not too dom- fully spelled out in multi-representation aspects.
inant and authoritative in learning activities, 3) so The use of multi-representation e-modules is
students are able to measure their own levels mas- expected to be able to have a positive effect on
tery of the material learned. The use of e-modules student learning outcomes. Based on observations
in learning chemistry can improve the student at SMA 1 Tuntang, learning only uses worksheets
learning outcomes, such as electrochemical analysis that do not describe microscopic aspects. Macro-
44 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

scopic and symbolic explanation without regard to if the learning outcomes obtained by students have
microscopic aspects will lead to misconceptions a classical completeness above 75%. Minimum
(Shui-Te, et. Al. 2018). Referring to these prob- completeness criteria of Tuntang 1 Public High
lems, it is necessary to do research on the effective- School is 70. A total of 45 students from a total of
ness of using multi-representation e-modules to 72 students have grades above the KKM, so the
determine the effectiveness of learning using multi- classical completeness obtained is 89%. This figure
representation e-modules. is obtained by analyzing students who answered
correctly in the first tier of the three tier test ques-
METHOD tions. Student learning outcomes were measured
using three tier multiple choice tests of 18 questions
This research is a qualitative descriptive re- containing macroscopic, microscopic and symbolic
search conducted at SMA 1 Tuntang. The popula- problems. The distribution of items at the macro-
tion in this study were class X in the 2018/2019 scopic level, symbolic level, and microscopic level
school year consisting of 4 classes, while the sam- are listed in Table 4.1.
ple were X IPA 1 and X IPA 3 class. Sampling
using a cluster random sampling is a sample taken Table 4. 1 Macrosopic, Symbolic, and Microscopic
at random. The research design used was post-only Level Item Distribution
design. The steps in this study began from the ob- Level Question number
servation and interview stage of the problem, the Macrosopic 2 4 5 17 18
stage of making the instrument, the stage of instru- Symbolic 7 8 9 11
ment validation, and the stage of data analysis, and Microsopic 10 12 13 14 15 16
finally the conclusion of the research results The
method of data collection was carried out by the Student responses to e-modules
test and questionnaire method. The test uses three There are 15 statements in the questionnaire.
tier multiple choice tests to determine student learn- The results of the acquisition scores of each valida-
ing outcomes, while the questionnaire is used to tor are 24, 25, and 29 of the total score of 30. The
determine student responses to multi-representation average obtained on the validation of the student
e-modules. One of the criteria for learning effec- questionnaire responses is 26 with a very decent
tiveness is classical completeness above the stand- category. Each validator provides suggestions and
ard of 75%. The formula to find out the complete- comments in order to achieve a better instrument. A
ness of classical learning as follows. total of 15 questionnaires were tested for reliability
using Conbrach-α. This is because the item scores
𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇 𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 in the questionnaire use a Likert scale of 4, 3, 2, and
KBI = 𝑥𝑥 100% 1. The response questionnaire has a reliability num-
𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀 𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆!
ber of 0.875 with a reliable category. This shows
KBK that the questionnaire sheet can be used in research
∑𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼 𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶 at any time. Student responses to multi-
= 𝑥𝑥 100%
∑𝐴𝐴𝐴𝐴𝐴𝐴 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 representation e-modules are good and very good.

KBI = Individual Study Mastery DISCUSSION

KBK = Classical Learning Completeness
Multi-representation e-module was compiled
against the background of the writer's observation
RESULTS at SMA 1 Tuntang. Previous learning sources only
contain macroscopic and definitive aspects, where-
E-module Validity Test as microscopic aspects are less emphasized. Multi-
The e-module validity test was conducted by representation emphasis, especially at the micro-
two chemistry teachers and one expert lecturer. The scopic and symbolic level is important because
results obtained from each validator of the media misconceptions are generally caused by a lack of
experts were 27, 35, and 38 from a total score of 40. understanding at that level (Wardhani et al., 2016).
The average score obtained was 33 in the category e-modules used for research include definitive,
very feasible to use. The e-module is also validated macroscopic, symbolic and microscopic levels.
by material experts. The results obtained from each The preparation of multi-representation e-
material expert validator are 50, 61, and 62 from a modules aims to minimize the occurrence of mis-
total score of 70, so that an average of 58 is ob- conceptions among students. The making of e-
tained with a category suitable for use. modules was compiled by linking the multi-
representation aspects of the sub material, then
Effective use of e-modules validated by 3 validators, namely 1 expert lecturer
The effectiveness of using multi- and 2 Chemistry subject teachers. At the validation
representation e-module can be said to be effective stage, the score obtained was 58/70 in the material

8th International Conference on Educational Research and Innovation ICERI 2020 45

validation, and a score of 33/40 in the media valida- Figure 2. Examples of Symbolic Aspects
tion, so the teaching material was categorized valid 4. Microscopic Level
from the material and media aspects. e-modules are The microscopic level in the e-module con-
uploaded to Google Classroom to make students tains an explanation of why macroscopic phenome-
easier to learn. The following is the multi- na can occur. The sub-microscopic picture is ab-
representation explanation contained in the e- stract so it needs to be visualized (Dewi et al.,
module. 2016). In the electrolyte and non-electrolyte solu-
tion material to help students understand concepts,
1. Definitive level the teacher provides animation and video to stu-
The definitive level contained in the e-module dents to illustrate the microscopic level.
is to explain the meanings of electrolyte solutions
including strong electrolytes and weak electrolytes,
and non-electrolyte solutions.

2. Macroscopic level
The macroscopic level contained in the e-
module contains phenomena that can be observed
by students during the practicum. An example is an
electrolyte solution that has a bright lamp and there
is a bubble of the electrode, while the non-
electrolyte solution of the lamp does not turn on
and there are no bubbles on the electrode
Gambar 1. Example of Microscopic Aspect

Chemistry learning should be emphasized at

the macroscopic, symbolic, and microscopic levels,
so that it can help students understand concepts.
The advantages of using the first e-module are
effective, students can download at any time, mak-
ing it easier for students to learn. Almost all stu-
dents already have an android mobile phone. This
makes it very easy for students to use multi-
representation e-modules. The use of e-modules
means students utilize science and technology in
the form of mobile phones as learning tools. Both
are efficient, e-modules uploaded through Google
Classroom will save students money and save on
paper usage because e-modules are in electronic
Figure 1. Examples of Macroscopic Aspects form that can be used without using print media.
The third is multi-representation because the e-
3. Symbolic Level module used contains definitive, macroscopic,
At the symbolic level contained in the e- symbolic, and microscopic levels. The use of
module material electrolyte and non-electrolyte google classroom can help teachers in the delivery
solution is the ionization reaction of several exam- of material or announcements related to subjects.
ples of strong electrolyte solutions, weak electro- The difficulty faced during the study was the use of
lytes and non-electrolyte solutions. google classroom because not all students were
active in using e-mail so only a few students were
active in google classroom.
The effectiveness of e-modules in research can
be seen from the results of student learning. There
are 62 students with grades above KKM out of the
total number of students, 72 students. The classical
completeness obtained in electrolyte and non-
electrolyte solution material by giving multi-
representation e-module is 89%. This classical
completeness already meets the classical complete-
ness standard of 75%, so that the use of e-modules
is effectively used as learning. Student responses to
the multi-representation e-module are very good,
good and quite good. A total of 27 students gave

46 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

very good responses to multi-representation e- [4] Jansoon, N., R. K. Coll, & E. Somsook. 2009. Un-
modules, 43 students gave good responses, and 2 derstanding Mental Models of Dilution in Thai Stu-
students gave sufficient responses to multi- dents. International Journal of Enfironmental & Sci-
representation e-modules. ence Education, 4(2): 147-168.
[5] Novianty I, Oktavia S, dan Neena Z. 2014. Efektivi-
tas Penerapan Modul Materi Analisis Elektrokimia
CONCLUSION Berbasis Inkuiri Terbimbing Terhadap Hasil Belajar
Dan Persepsi Siswa Kelas XI Semester 1 Kompeten-
Based on the research, it can be concluded that si Keahlian Kimia Analisis SMKN 7 MALANG.
the use of e-modules in learning is effective. This Universitas Negeri Malang: jurnal-online.um.ac.id.
can be seen from the classical completeness of [6] Nwike, Matthew C. 2013. Effect Of Use Of Intruc-
electrolyte and non-electrolyte solution material tional Materials On Stundent Cognitive Achivement
In Agricultural Sciences. Journal Of Educational
which was 89%. From 62 students out of 72 stu-
And Social Research, 3(5), 103-107.
dents scored above the standard. The first ad- [7] Philipp, S. B., D. K. Johnson & E. J. Yezierski.
vantages of using e-module were effective, students 2014. Development of a Protocol to Evaluate the
can download it any time, making it easier for the Use of Representations in Secondary Chemistry In-
students in learning. Both are efficient, e-modules struction. Chemistry Education Research and Prac-
uploaded through Google Classroom will save tice, 15: 777-786.
students money and save on paper usage because e- [8] Santos, V.C. & Agnaldo, A. The representational
modules are in electronic form that can be used levels: influences and contributions to research in
without using print media. The third is multi- chemical eduation. Journal of turkish science educa-
tion, 13(1), 3-18.
representation because the e-module used contains
[9] Setyowati, R., Parmin, Arif, W. 2012. Pengem-
definitive, macroscopic, symbolic, and microscopic bangan Modul IPA Berkarakter Peduli Lingkungan
levels. Tema Polusi Sebagai Bahan Ajar Siswa Smk N 11
Based on the conclusions above, the sugges- Semarang. Unnes Science Education Journal, 2(2),
tions that can be conveyed are as follows. 65-75.
1. Multi-representation electronic module (e- [10] Shui-Te, L., Irene, W.K., Sri, W., & Harjito. Hasil
module) can be developed for other learning Identifikasi Miskonsepsi Siswa Ditinjau Dari Aspek
materials. Makroskopis, Mikroskopis, Dan Simbolik (MMS)
2. Teachers should emphasize the microscopic Pada Pokok Bahasan Partikulat Sifat Materi di Tai-
wan. Jurnal Inovasi Pendidikan Kimia, 12(1), 2019-
aspects so that misconceptions do not occur in
2030.
electrolyte and non-electrolyte solution materi- [11] Sunaringtyas K, Sulistyo S, Mohammad M. 2015.
als and can improve the effectiveness of learn- Pengembangan Modul Kimia Berbasis Masalah pa-
ing so as to improve the quality of Indonesian da Materi Konsep Mol Kelas X SMA/MA Sesuai
education Kurikulum 2013. Jurnal Inkuiri. Vol. 4. No.2 . Hal:
36-46.
REFERENCES [12] Vaino K, Jack H and Miia R. 2012. Stimulating
students’ intrinsic motivation for learning chemistry
through the use of context-based learning modules.
[1] Dewi, R., Titin, S., & Gebi, D. 2016. Analisis Pen-
Chemistry Education Research and Practice. Vol.
guasaan Konsep Larutan Elektrolit-Nonelektrolit
13, 410– 419.
Siswa Menggunakan Siklus Belajar Hipotesis [13] Wardhani, N.K., Pratitno., & Fauziatul, F. 2016.
Deduktif. Jurnal Kimia Dan Pendidikan, 1(2), 98- Studi Pemahaman Konsep dan Miskonsepsi Calon
109. Guru Kimia Pada Topik Struktur Atom
[2] Eilks, I., W. Torsten, & P. Verena. 2012. The Role Menggunakan Instrumen Diagnostik Two Tier.
and Potential Dangers of Visualisation When Learn- Jurnal Pembelajaran Kimia (J-PEK),1(2), 38-41.
ing about Sub-microscopic Explanitions in Chemis- [14] Yerimadesi, Bayharti, Fitri H, dan Wiwit FL. 2016.
try Education. CEPS Journal, 2(1): 125-145. Pengembangan Modul Kesetimbangan Kimia Ber-
[3] Febriana, BW., Ashadi, dan M. Masykuri. 2014. basis Pendekatan Saintifik Untuk Kelas XI
Pengembangan Modul Kimia Berbasis Problem SMA/MA. Journal of Saintek. Vol. 8. No. 1 Hal: 85-
Based Learning (PBL) Pada Materi Senyawa Hidro- 97.
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Ngawi. jurnal.fkip.uns.ac.id

8th International Conference on Educational Research and Innovation ICERI 2020 47

 FACTORS THAT AFFECTS PARENTS' DECISION TO CHOOSE
PRIVATE ELEMENTARY SCHOOLS IN THE NEW NORMAL AGE:
EXPLORARTORY FACTOR ANALYSIS

Uly Mar’atu Zakiyah1, Dr. Risky Setiawan2, Dr. Raden Rosnawati3

1
Student of Graduate School Yogyakarta State University, Indonesia, 2,3 Lecturer of Graduate School Yogyakar-
ta State University, Indonesia
1
[email protected], [email protected], [email protected]

Abstract

Currently, the majority of private schools are considered by parents as an alternative school choice, especially at
the elementary level. In many terms offered by this kind of school can greatly influence or even do not affect the
parents' decision to prefer the school. The aim of this recent study is to investigate further points about what are
the main considerations of parents in the middle of the New Normal age. The study was conducted in June in 4
cities with a fairly high spread of COVID-19, namely Jakarta, South Tangerang, Surabaya, and Semarang with
226 samples of parents who would register their children at the beginning of the 2020 and 2021 academic year.
Data collection employed a questionnaire with 29 questions which were analysed using EFA. The reliability
employed was Cronbach Alpha with a value of 0.943. Whereas, the KMO and Bartlett's Test values were 0.924>
0.05 and Sig. 0.0001 <0.05 accordingly. There were 5 factors formed by eliminating 7 statements, resulting in a
total variance of 72.012%. These factors were categorized as (1) School Services, (2) Facilities, (3) Additional
Activities, (4) Promotions, and (5) International Curriculum.
Keywords: Elementary School Choice, New Normal Age, EFA.

INTRODUCTION

The contagion of Novel Coronavirus conducted again at school so that their children can
(NCov-19) around the world has not yet shown be more controlled.
signs of ending. In Indonesia, the increasing num- The elementary school-age student defines
ber of cases are still happening every day. Indeed, it an age group identified as an active characteristic.
will affect the world of education. The government Parents will absolutely make a lot of considerations
is currently compiling a health protocol to imple- regarding their decision in choosing a school for
ment the new normal age, such an age of prevalent them. Research on the factors which affect parental
condition, to be executed in schools [1]. The gov- decisions has also been conducted in recent years.
ernment's plan to reopen schools and to begin a new However, changes to the new normal age may lead
academic year in July 2020 also reaps the pros and to changes about parental decisions for now. There
cons of parents. Therefore, an initiative action has needs to be a renewal of research in the midst of the
emerged such an online petition regarding postpon- current new era, namely the Covid-19 pandemic
ing the new school year on the Change.org website condition.
[2]. It is due to the parents' lack of confidence in the There are four factors may influence decision mak-
protocol that the government will implement in ing [3], namely cultural factors, social factors (ref-
schools later. Nevertheless, based on interviews erence group, role, social status, and family), per-
conducted with 10 parents of students who had sonal factors (life cycle, occupation, economic
undergone School From Home activities, 7 of them conditions), and psychological factors (motivation,
admitted that they were turning to be overwhelmed perception, learning process, beliefs, and attitudes).
by these activities. Admittedly, they wanted the The four factors are general decision-making fac-
school to reopen immediately. Some parents will tors. In terms of deciding to choose a school, there
also return to work outside the home, so they think identifies which are more specific than school as a
of the need for teaching and learning activities to be choice. Other studies conducted specifically on
school selection are summarized in Table 1.

Table 1. Influencing Factors in the Previous Research

Previous Studies Factors
Rakhmanita (2012) Price, promotion, place, and facilities.
Murdopo (2013) Condition school, finance, and the location of school.

48 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

Previous Studies Factors

Bokings, dkk. (2013) The socio-economic background of parents, location, teachers, school
status, environment, school condition, and cost factor.
Tangkilisan, dkk. (2014) Price, promotion, facilities, process, product, and people.
Yaacob, dkk (2015) Parents' income level, school syllabus, school facilities or environment,
achievement, location, teacher quality, and distance.
Kristiani (2016) Promotion, services, product (Graduates/Alumnae), fees, and accredita-
tion status.

In contrast to the research conducted by The East Java Education Office presents
Yacoop, Murdopo, Bokings which stated that loca- the draft health protocol that will be conducted in
tion was an influential factor, other studies have schools later. The health protocol implemented is
shown the opposite [4, 5, 6]. Kristen, Tangkilisan, divided into 6 parts including the public health
and Rakhmanita stated that location did not have a protocol in schools, facilities and infrastructure,
positive effect on factors that affected parents [7, 8, teachers and education personnel, the health proto-
9]. The same thing was revealed by several people col going from home to school, while in school, and
who were interviewed before conducting this re- from school to home. This health protocol may
search. Those in metropolises said that they did not affect parental factors in choosing a school. There-
have a problem with the location of the school fore, some of the health protocols that could be
which was far from home. Some of their children observed prior to KBM started will be included in
can take a pick-up car or use a private vehicle this study. By using the Exploratory Factor Analy-
(driven by the driver or driven by the mother be- sis, this study has the objective to determine what
cause they were not working). factors influence parents' decisions in choosing
Prior to conducting further research, the private primary schools for their children.
researcher interviewed 10 parents. Five of them
planned to enrol their children in school this aca- METHOD
demic year and the next year and the remaining had
their children attend private elementary schools. The population of this study was all par-
The intended interview was to gain deeper infor- ents of students who would enrol their children in
mation about the indicators representing factors that private elementary schools in Java. Java Island has
had previously been studied by other researchers. the highest distribution compared to other islands.
The research was listed in Table 1. Overall, no one The sample was random (random sampling) total-
had included the indicators they took, so the indica- ling 226 people. The number of samples was de-
tors appeared could vary widely. It was due to the termined based on Hair which stated that the mini-
many indicators which can be considered by par- mum sample size for EFA Analysis was 100 sam-
ents who certainly had different preferences regard- ples [10].
ing the school need of their children. The retrieval data used a questionnaire
The government has not announced a defi- which the factors were adapted from previous re-
nite date regarding the return of teaching and learn- search. They included price, promotion, facilities
ing activities (KBM) to schools. Nonetheless, some and infrastructure, teachers, school status, syllabus,
provinces have begun to prepare the KBM scenario accreditation status, and school environment. These
in the new normal age. Amid those who have re- factors were then developed to fit the current pan-
leased the KBM mechanism is East Java Province demic condition. Thus, it conducted interviews with
[19]. The mechanism is not yet official since it is 10 parents of students to find out the indicators that
still waiting for direct directions from the Central affected the factors. The results were as shown in
Education Ministry. With the mechanism that has Table 2. The research instrument employed a Likert
been designed, it hoped that it can be immediately scale. The scale consisted of 1 - 5 category, which
evaluated by the centre of government then the represented very insignificant (1) to very important
revisions can be carried out soon. (5). All statement items used were positive.

Table 2. The Blueprint of Questionnaire Instrument

Factor Indicator Item Number
Promotions - Through offline media (pamphlet, banner in the centre of the P1
crowd, etc.).
- Through online media ( TV, radio, social media, etc). P2
- Promotion gotten from friends, relatives, kin, family (mouth to P3
mouth)

8th International Conference on Educational Research and Innovation ICERI 2020 49

 Factor Indicator Item Number
Fees - School fees are proportional to the quality, service, school facil- P4
ities and infrastructure, etc.
- School fees do not exceed the family's planned education budg- P5
et. P6
- Deductions for certain circumstances (e.g., when an early bird
of registration, scholarships for the learner achievement, gifted
learner, etc.).

Services - Parenting activities. P7

- Student’s progress report. P8
- Paying attention to individual potential, interests and talents. P9
- Student development counselling. P10

Facilities and Infra- - Classroom circumstances. P11

structure - Conditions of school facilities (playground, sports field, toilet, P12
parking area, etc.).
- Shuttle facilities. P13
- The canteen sells healthy food and refreshment. P14
- Learning media. P15

School Syllabus - School’ vision and mission. P16

- The curriculum is integrated with religion. P17
- International curriculum or international standard lessons. P18
- Varied Extracurricular. P19
- Various additional activities (such as community camps, study P20
tours, performing arts, etc.).

Teachers’ Quality - Teachers’ image at schools. P21

- The availability of foreign teacher. P22
- Handling student delinquency. P23
- Understanding the diversity of students' abilities. P24

Health Protocol - The total number of students in the class and the spacing in the P25
classroom as well as in the school environment.
- The readiness of a good distance learning system if at any time P26
you have to run the school from home again.
- There are health workers. P27
- The optimization of the School Health Unit and its equipment. P28
- Hygiene facilities (hand washing station, hand sanitizer, spray- P29
ing disinfectant, etc.).

The reliability evidence of this instrument attributes that are measured largely enough or not
used Cronbach Alpha. Meanwhile, for the validity [13], it requires the value around Sig. <0.05.
construct, the analysis factor was used in the form The use of EFA aims to explore data and it
of Exploratory Factor Analysis (EFA). Data were does not seek data validation. Therefore, it leads to
analysed using Social Science Software (SPSS) many things to be considered. These include the
version 25 to form the new form of factors. The value of Anti-Image Correlation and the value of
number of factors based on the Eigenvalue which Communalities. The minimum value for Anti-image
has a value of more than 1. Correlation is > 0.5 [10]. As for the value of Com-
In EFA, the first test executed is the as- munalities, experts have different minimum values.
sumption test using the KMO-MSA (Kaiser-Meyer- Tabachnick & Fidell and Field suggested that the
Olkin Measures of Sampling Adequacy) value. The minimum value of Communalities is> 0.3 [12, 13].
value used is to see the adequacy of the sample. It is Osborne, Costello, & Kellow and Gaskin recom-
indicated by the value of KMO MSA> 0.6 [10, 11, mended a higher value > 0.4 [14, 15]. Meanwhile,
12]. In the table of results from the same SPSS Heir proposed a value > 0.5 [10]. The value shows
Software, it can also be seen the level of signifi- the amount of variance in the attribute which is is
cance (Sig.) of Bartlett's Test of Sphericity. This taken into account by two factors taken together
kind of value used is to test the correlation between [10]. In this analysis, the calculation uses the Vari-
max rotation.

50 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

are different. The values formed uses Varimax

extraction ranging from 0.432 - 0.754. If we use the
minimum value suggested by Heir et.al, there will
be 4 items that can be eliminated.

RESULTS The purpose of eliminating an item is not

only to fulfil the preliminary requirements analysis
The result of the overall reliability (KMO and Bartlett's Test), but also to affect the
Cronbach's Alpha analysis using resulted in a value factors that are formed later. This factor is formed
of 0.943. The type of this test was carried out prior from the Eigen value which has a value> 1. By
to the EFA analysis. The average answer from the analysing 29 items, 5 factors are formed based on
respondents was 4.22 with a standard deviation of the Eigen value. Table 5 shows that factor 1 can
0.84. explain 23.937% of the variance after the data is
As shown in Table 4, it can be summarized rotated, while Factor 2 can explain 14.947% after
that the instrument has met the initial requirements rotation, etc. This means that if it is only formed
of the EFA analysis by the explanation that the into 1 factor, then the instrument is able to explain
KMO value of 0.924> 0.05 and Sig. 0.0001 <0.05. 23.937% to measure the influence factor of parents
Then, the Anti-image Correlation value found in choosing private primary schools. However, if
the calculation result ranges from 0.580 - 0.960. All formed into 5 factors, the instrument can measure
these values have met the minimum value> 0.5. 65.711% of the variable to be measured. The re-
What stands out in the table leads to a little difficult maining are factors that have not been measured in
to predict which items will be the target of elimina- this instrument.
tion if needed later. The results of Communalities

Based on the Rotated Component Matrix, ables. Nevertheless, by considering the opinion of
the Loading Factor that is formed ranges from experts regarding the value of Communalities and
0.390 - 0.851. A total of 13 items skew into a factor Loading Factors, the Total Variance previously
of 1; 4 items skew to a factor of 2; 6 items skew to obtained can have a better value by eliminating
a factor of 3; 3 items skew to a factor of 4, and 2 items. Based on the Communalities value, 4 items
other items skew to a factor of 5. Several experts can be eliminated. They are P6, P7, P13, and P17.
claimed that Loading Factors that have a value of> Meanwhile, based on the Loading Factor, the items
0.5 are considered to provide better results [16, 17, that can be eliminated are P3, P6, and P13. These
18]. It was also conveyed by Hair that the estimated two consideration values refer to P6 and P13 to be
Loading Factor should be greater than 0.5, but if the eliminated. Next, we will try to do elimination in
value is greater than 0.7, it will give even better stages to see the changes in Total Variance that
results [10]. occur.
As previously explained, the instrument Evidently, from the item elimination trial
was able to explain 65.711% of the measured vari- shown in Table 7, by eliminating the Communali-

8th International Conference on Educational Research and Innovation ICERI 2020 51

ties value <0.5 and Loading Factor <0.5, it can The items eliminated represent 7 indica-
increase the Total Variance. From these results, it tors, in the form of discounted fees (P6); parenting
shows that if one elimination of the item carries out, activities (P7); shuttle (P13); vision and mission of
the value of Communalities will only experience a the school (P16); integrated religious curriculum
small alteration. Conversely, the Loading Factor (P17); the good figure of teachers in schools (P21);
value may experience significant change if there is and the total number of students in the class (P25).
an elimination of items. The reduction in items was able to incline the Total
Variance up to 72.012%.

Table 6. Rotated Component Matrix

Table 7. The Effect of Item Elimination to the Total Variance

Item Elimination Results Total Variance
P6 Communalities P7, P13, P17 < 0,5 66,859%
Loading Factor P13 < 0,5
P6 and P13 Communalities P7, P17 < 0,5 68,170%
Loading Factor P25 < 0,5
P6, P13, P7 Communalities P17 < 0,5 69,153%
Loading Factor P25 < 0,5
P6, P13, P7, P17 Communalities all items > 0,5 70,264%
Loading Factor P16, P21, P25 < 0,5
P6, P13, P7, P25 Communalities P17 < 0,5 69,403%
Loading Factor all items > 0,5
P6, P13, P7, P17, P25 Communalities all items > 0,5 70,553%
Loading Factor P16, P21 < 0,5
P6, P13, P7, P17, P25, P16, P21 Communalities all items > 0,5 72,012%
Loading Factor all items > 0,5

Table 8. Factors and Items Formed

Factors Items
Factor 1 Promotion gotten from friends, relatives, kin, family (mouth to mouth). (P3)
(24,856%) School fees are proportional to the quality, service, school facilities and infrastructure, etc. (P4)
School fees do not exceed the family's planned education budget (P5)
Student’s progress report (P8)
Paying attention to individual potential, interests and talents. (P9)
Student development counselling. (P10)
Handling student delinquency. (P23)
Understanding the diversity of students' abilities. (P24)
The readiness of a good distance learning system. (P26)

Factor 2 Classroom circumstances (P11)

(19,416%) Conditions of school facilities (P12)

52 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

Factors Items
The canteen sells healthy (clean) food and refreshment (P14)
Learning media (P15)
There are health workers (P27)
The optimization of the School Health Unit and its equipment (P28)
Hygiene facilities (P29)

Factor 3 Varied Extracurricular (P19)

(11,665%) Wider ranges of additional activities (P20)

Factor 4 Through offline media offline (P1)

(8,272%) Through online media (P2)

Factor 5 International curriculum or international standard lessons (P18)

(7,802%) The availability of foreign teacher (P22)

CONCLUSION

Exploratory Factor Analysis (EFA) had a025-11ea-869f-

been done on the response of 29 item statements 5963e688d366&utm_source=share_petition&
regarding the factors which affect parents' decision utm_medium=copylink&utm_campaign=psf_
in choosing schools. The result gained was that the com-
instrument was able to explain 65.711% of the bo_share_initial&utm_term=psf_combo_share
variables studied. However, to further improve the _abi
test result, 7 items were reduced. The reduction [3] Kotler, Philip. 2003. Manajemen Pemasaran.
resulted in an increase in variance up to 6.301%, to Edisi Kesebelas. Jilid 1 dan 2. Jakarta : PT Er-
72.012%. The higher the Total Variance, the better langga.
the instrument can measure the variables being [4] Yaacob, N. A., Osman, M. M., Bachok, S.
measured. 2015. “An Assessment of Factors Influencing
There were 5 factors formed based on the Parents’ Decision Making When Choosing A
Eigenvalues> 1. From the analysis using 29 items Private School for Their Children: A Case
to the reduction to 22 points, the number of factors Study of Selangor”. Elsevier: Procedia Envi-
formed was still 5 factors. What changes were the ronmental Sciences 28 (2015) 406 – 417.
items which were inclined towards these factors. [5] Murdopo, L. 2013. “Analisis Preferensi Siswa
Nevertheless, the 5 factors that are formed from 22 Dalam Memilih Sekolah Madrasah Aliyah di
items can be categorized as (1) School Services, (2) Pulang Pisau”. Jurnal Sains Manajemen.
Facilities, (3) Additional Activities, (4) Promotion, ISSN, 2302-1411.
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The Total Variance result obtained indi- yang Memengaruhi Orangtua dalam Memilih
cated that there were still 27.988% that could not be Sekolah TK Bagi Anak”. Jurnal Matematika
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during the pandemic still causes a lot of anxiety Mempengaruhi Keputusan Orang Tua Siswa
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their children. Manajemen Maranatha, Vol.16, No.1, No-
vember 2016.
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2014. “Bauran Pemasaran Jasa Pendidikan
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Susun Protokol Pendidikan & Transportasi”. lam Memilih Sekolah Di Smk N 1 Manado”.
Tirto News. Terbit 27 Mei 2020. Diunduh dari Jurnal Riset Ekonomi, Manajemen, Bisnis
https://tirto.id/fDaj. Dan Akuntansi, 2(4).
[2] Handoko, Hana. 2020. “Bagaimana Nasib [9] Rakhmanita, A. 2012. “Pengaruh Harga, Pro-
Anak Sekolah ditengah Pandemik Covid-19”. mosi, Lokasi dan Sarana Terhadap Proses
Petisi Online: Change.org. Diunduh dari Keputusan Memilih Sekolah Pada Sekolah
https://www.change.org/p/joko-widodo-tunda- Alam Tangerang”. Widya Cipta,Vol. VII,
untuk-tahun-ajaran-baru-sekolah-selama- No.2 September 2012.
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[10] Hair, J. F., Black, W. C., & Babin, B. J. 2010. sumption”. Journal of Retailing and Consum-
RE Anderson Multivariate data analysis: A er Services, vol. 18, issue 6, 555-561.
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tice Hall. nation Image and Evaluative Factors Affect
[11] Pallant, J. F. 2007. “Development and valida- Behavioral Intentions. Tourism Management,
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internal states”. Journal of Personality As- [18] Hulland, J. 1999. “Use of Partial Least Square
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[12] Tabachnick, B. G. & Fidell, L. S. 2007. Using Review of Four Recent Studies”. Strategic
Multivariate Statistics. 5th edition. Boston, Management Journal, vol. 20, no. 2, pp. 195-
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SPSS, 3rd Edition. London: Sage. “Hadapi 'New Normal', Dispendik Jatim Siap-
[14] Osborne, J. W., Costello, A. B., & Kellow, J.T. kan Skenario Masuk Sekolah”. Kumparan
2008. Best Practice in Exploratory Factor News: terbit 1 Juni 2020 5:28. (Diunduh dari
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[15] Gaskin, J. 2012. “Exploratory Factor Analy- us-hadapi-new-normal-dispendik-jatim-
sis”. Gaskination’s StatWiki. Diunduh dari siapkan-skenario-masuk-sekolah-
http://statwiki.kolobkreations.com 1tWQWwWdCOO/full).
[16] Truong, Y., McColl, R. 2011. “Intrinsic moti-
vations, self-esteem, and luxury. goods con-

54 ICERI 2020 8th International Conference on Educational Research and Innovation

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PREDICTING OF READING DIFFICULTIES: COULD IT BE FROM

TEACHER KNOWLEDGE OF READING?
Mohammad Arif Taboer1, Bahrudin2, Endang Rochyadi3, Sunardi4

1,2
Universitas Negeri Jakarta, 3,4Universitas Pendidikan Indonesia
1
[email protected], 2 [email protected] , 3 [email protected], 4 [email protected]

Abstract
Difficulty reading at the beginning is a phenomenon that occurs in almost every school year in elementary
schools. One of the allegations of this phenomenon is developing early reading skills carried out by teaching
reading. This research was conducted to obtain a description of the teacher's knowledge of the concept of early
reading and its teaching procedures. The researcher can 33 schools be accessed of this research, and all teacher
teaching reading was being respondent. It is 33 teachers being respondent. All the teachers gave an online ques-
tionnaire validated with an expert before. The result is that all the teachers have scored under 60. All the teachers
had minimum knowledge regarding reading skills
Keywords: reading difficulties, teacher knowledge

INTRODUCTION 1997). It is not like the language, which develops

naturally. Children can read because of design.
Taboer et al. (2019) found that 15 students from Reading skills has development stages (Chall,
31 students who indicated by teachers have prob- 1983). Languages are the first stage to develop in
lems in early reading didn't have difficulties in reading development. Awareness of the sound of
phonological awareness and visual perceptions. In language to be phoneme is development after that.
contrast, Stanovich (2005) (Lyytinen & Erskine, It develops in conjunction with visual perception.
2016) argues that reading problems became because The decoding stage is developed after phonetical
of phonological awareness. Reading questions be- awareness and visual perception. In the develop-
came visual perception events. It didn't have a ment of reading, phonological awareness is a criti-
cal stage (Lyster, 1999) (Stanovich, 2005).
strong correlation (Rochyadi, 2010). On another
Graphonics symbol is a representative phoneme in
side, Baylis and Snowling (2011) found that phono-
visual shapes. Without awareness regarding the
logical awareness practice, the student with down
segmentation of the word in speech, it will be a
syndrome, can be read. In reality, we can discover struggle for the student.
that students with intellectual disabilities can read.
It means that IQ doesn't have a strong predictor to Reading and Bahasa
be read. The question is, why they can't read? Reading is one aspect of language. The visual
One's of the reading problems predictor is teach- symbol represented phoneme in the local language.
ing and curricula (Westwood, 2001). McGuiness Bahasa, Indonesia, is different from English. Pho-
(1998) argues that" children fail to learn to read in neme /x/ and /v/ is not natural in the Bahasa Indo-
school because they aren't being taught correctly." nesia event. There is an alphabet in Indonesian
Nbina (2012), Nor, Yunus, and Embong (2019) letters. It means that there are different principles in
prove that teachers' knowledge contributes to stu- the alphabet between English and Indonesian.
dent achievement. It could be a rationale because Word in Bahasa Indonesia is formed by sylla-
difficulties in learning could be happening from ble. It differs from English is formed by phoneme
internal or external factors or both of them. This (Soewargana, 1971). Laubach (2013) report that
research aim is to finding teacher knowledge in- before use alphabets, the Malayan script is used in
formation regarding early reading in elementary Malayan-Arabic. Malayan script base on Arabic
school. letters but there is some modification to represent
Malayan. According to Laubach (2013) reported
Early Reading that people in Malaya could not read Romans be-
cause it is separated.
Reading is the process of finding information
from the text. Before known a message which Teaching Reading
comes from the text, the reader has to "crack the The teaching reading method in Indonesia has
code." Early reading is converting graphonics sym- many various ways. As an explanation that reading
bol to be sound of the language (Lyster, 1999) is a partial aspect of language skills. Therefore, a
(Beck & Juel, 2002). Reading is not natural (Lyon,
suitable method of teaching reading should be the

8th International Conference on Educational Research and Innovation ICERI 2020 55

imminent characteristic of language itself. Word in tors of student learning success. Nor, Yunus, and
Bahasa Indonesia is formed by syllable Embong (2019) found that teacher knowledge of
(Soewargana, 1971). The method of teaching con- the subject being taught is closely related to the
tained language, and the letter is a syllable method. acquisition of student abilities. This was also found
In practically, SAS (Analytic Structure Synthesis) by Nbina (2012) that teachers who have knowledge
as a method can be combined with the syllable of what is being taught are closely related to the
method. Teaching starts from the sentence, split up achievement of student abilities.
to be the word, and split up into syllable. The stu- This condition is directly proportional to read-
dent will be learned of a sequence of the letter ing skills. Teachers who have knowledge of reading
which representative of syllable will learn by the skills will essentially affect the success of reading
student. for their students to develop reading skills. Howev-
er, Westwood (2001) suggests that one of the pre-
METHOD dictors of students having difficulty reading is the
learning process. Although on the other hand, the
The research aims are to finding information predictor factor can be caused by the underdevel-
about teacher knowledge regarding early reading, oped condition of phonological awareness (Sta-
according to 32 teachers who responded. It means novich, 2005) and visual perception (Rochyadi,
that the result of this research is not to generaliza- 2010).
tion. The instrument for collecting the data is a Bahasa Indonesia script has a long story. All
non-formal instrument. The researcher constructs script that exists in Indonesia in the past was differ-
the instrument from the theory of early reading. The ent from letters which use today (Raffles, 2014)
instrument's validity with construct validity con- (Roza, 2017). Laubach (2013) reports that Malayan
sulted with three experts, Bahasa Indonesia, evalua- people can’t if the messages are Romans. This in-
tion, and special education.
formation explains that naturally, Indonesian script
is the letters with auxiliary characters (Raffles,
RESULTS
2014) because the word in Bahasa Indonesia
formed base on the syllable. From history, we learn
According to data found, the score of teacher
that should be differentiation teaching reading in
knowledge about early reading is shown in figure 1.
Bahasa Indonesia and English. All the teacher who
The ideal score should be achieved above 50, ac-
teaches reading should be known.
cording to the table.1 there is 25 teacher who has a
Westwood (2001) argue that one predictor is the
score below of it. It is mean that 78% teacher has a
curriculum. The curriculum is driving teachers to
problem in early reading knowledge.
teach what they should have to teach. There is a
method in teaching reading in Bahasa Indonesia,
class Score F which calls the syllable method. But unfortunately,
1 28 – 33 3 it is not covered in the curriculum of Bahasa Indo-
2 34-39 6 nesia in elementary school (Kementerian
3 40-45 9 Pendidikan dan Kebudayaan, 2016). It made guid-
4 46-51 7 ance for the teacher to teach reading, and the teach-
5 52-57 5 er will be developing the curriculum if there is
6 58-63 3 something that doesn’t cover in the curriculum
Figure 1. Score of teacher answer regarding early- before.
reading The question is, why other students can read?
Stanovich (2005) argues, is phonological aware-
Figure 1 shown that 12% or 8 persons who
ness. Children have different developmental times.
passed the test. But with the maximum score which
Development of human being it depends on the
should achieve in the test is 100, table.1 shows that
no one teacher has a score above 2/3 of the test social environment on one side (Vygotsky, 1978)
score. It means that no one respondent mastery in (Bronfenbrenner, 1994). According to Stanovich
early reading. Propitious, All the respondent has a argue, phonological awareness develops in the
score above 25, and it means that no one teacher children depend on the social environment gave
hasn’t knowledge about early reading. Table title. learning experiences. Finally, phonological aware-
ness conditions in the children will be different
DISCUSSION when they enter the school for the first time. The
student can read the student who developed their
Teachers' knowledge about the substance of the phonological awareness, but the student who has a
material and learning methods are important things problem in reading is the student who didn’t devel-
to have before the teaching and learning process is op their phonological awareness yet. The teacher
carried out. These two things are one of the predic- must know about it.

56 ICERI 2020 8th International Conference on Educational Research and Innovation

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ACKNOWLEDGEMENT PERFORMANCE IN SENIOR SECONDARY

SCHOOLS CHEMISTRY: IS THERE ANY
This article is supported by Education Faculty of RELATIONSHIP?. GLOBAL JOURNAL OF
EDUCATIONAL RESEARCH, 15-18.
Universitas Negeri Jakarta. We would like to take
[9] Nor, N. M., Embong, R., & Yunus, K. (2019).
this opportunity to thank you for the full support to Effects of Teachers' Teaching Competencies on
authors. Students' Academic Performance Mediated by
Holistic Centered Learning Style Based on SUMUR
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(penelitian pengembangan pada anak tunagrahita di Khazanah Intelektual. Tsaqafah, 177-204.
sekolah luar biasa. Bandung: -. [18] Kementerian Pendidikan dan Kebudayaan. (2016).
[5] Baylis, Pamela; Snowling, Margaret J;. (2011). PERATURAN MENTERI PENDIDIKAN DAN
Evaluation of a Phonological Reading Problem for KEBUDAYAAN NOMOR 24 TAHUN 2016
Children with Down Syndrome. Child Language TENTANG KOMPETENSI INTI DAN
Teaching and Therapy, 39 -56. KOMPETENSI DASAR PELAJARAN PADA
[6] Westwood, P. (2001). Reading and Learning KURIKULUM 2013 PADA PENDIDIKAN
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Victoria: The Australian Council for Education K. P. Kebudayaan. Jakarta: Kemdikbud.
Research Ltd. [19] Vygotsky, L. (1978). Mind In Society the
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[8] Nbina, J. B. (2012). TEACHERS� COMPETENCE Human Development. International Encyclopedia of
AND STUDENTS� ACADEMIC Education.

8th International Conference on Educational Research and Innovation ICERI 2020 57

 E-CALCULUS: DEVELOPMENT OF ONLINE-BASED CALCULUS
TEACHING MATERIAL
Sugama Maskar1, Putri Sukma Dewi2

1,2
Universitas Teknokrat Indonesia
1
[email protected], [email protected],

Abstract
At the time of the Covid-19 pandemic, online learning became the only alternative learning model that was
relevant and safe to implement. Previously, the Indonesian government has also start to direct learning towards
an online model. However, one of the problems in the online learning process is the lack of teaching materials
availability that can be accessed online, especially quality teaching materials. The shortage of teaching materials
is one of the reasons for not optimal online learning in Indonesia at this time. The purpose of this paper is to
develop calculus teaching materials based on online learning (e-calculus) to optimize online mathematics
learning in calculus material. The e-calculus process of developing uses research and development (R&D)
method with stages: 1). data collection; 2). teaching material design; 3). development of teaching materials; 4).
tests, evaluations, and revisions; 5). implementation. The results indicate that e-calculus teaching materials are
valid, effective and practical so that it can be used as an alternative to online learning teaching materials in
Calculus courses.
Keywords: Calculus- Online learning, Teaching material

INTRODUCTION improve problem-solving abilities [3]. Furthermore,

internet-based teaching materials can improve stu-
Online learning in Indonesia begin with the In- dents' additional skills including analysis, technolo-
donesia open and integrated online learning pro- gy, presentation, and communication [4]. Based on
gram (PDITT) in 2014 by Budiono, the vice presi- Lestari [5], one of the positive effects of the use of
dent of the Republic of Indonesia at that time. After teaching materials is that teachers will have more
that, on September 18 2018 the program changed time to be able to guide students during the learning
its name to the online learning system (SPADA) process and help students to improve their inde-
with the aim of improving the quality of online pendent learning skills by acquiring new knowledge
learning and as a means of equitable quality educa- from various sources or references on the teaching
tion throughout Indonesia [1]. materials used. As a result, learning will focus on
SPADA is a program of the Indonesian govern- students not only on teachers.
ment through the ministry of education and culture The development of an era that develops inter-
(Kemendikbud) to face the era of the industrial net-based and robotic information technology with
revolution 4.0 in the field of higher education. One the theme of industrial revolution 4.0, the learning
of the factors that can optimize the program is by process should be carried out anywhere and any-
providing teaching materials that can be accessed time via the internet [6]. Internet users at the youth
and used online. Teaching materials are a collection level currently reach 98 percent, meaning that al-
of learning resources that support the learning pro- most all teenagers in Indonesia can use the internet
cess in the form of printed or audio-visual materi- [7]. The development of electronic-based teaching
als. Teaching materials include modules, student materials has been carried out before by several
worksheets, brochures, videos, pictures, interactive researchers, one of which is the development of
CD, or internet-based teaching materials [2]. GeoGebra-based electronic teaching materials by
Technology-based teaching materials reflect the Amri [8] with test results showing that the teaching
progress of education and bring benefits to the material can effectively improve student learning
learning process. The use of teaching materials also outcomes on integer material compared to conven-
has a direct effect on the realization of educational tional models with comparisons mean 70 and 61.43.
goals in the learning process, including making In addition, teaching materials with the help of
students more interested in the material, more ac- flipbooks can also improve problem solving skills
tive, can do a lot of exercises according to the with an increase of up to 92.9%. Teaching materials
quality of individual students, improve learning with the help of flipbooks also get good responses
outcomes, experience contextual learning, provide based on students' perceptions with a percentage of
opportunities to collaborate, critical thinking, and 74.05% for very good and good statements using

58 ICERI 2020 8th International Conference on Educational Research and Innovation

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the Likert Scale [9]. In addition, electronic teaching The next step is designing teaching materials..
materials can also help students with disabilities to The product standards used to ensure that this
learn numbers as is done by Saputra and Febriyanto teaching material is suitable for use refer to
[10] by developing multimedia-based teaching Nieveen's standards in Rusnilawati & Gustiana
materials through an Android application for men- [9] which are valid, practical, and effective.
tally retarded people about recognizing numbers
from 1 to 100 and calculating 1 to 20. The test re- c. Development of Teaching Materials
sults showed that students with mental retardation This online calculus teaching material is
became more enthusiastic and active in learning equipped with interactive media to make it easi-
numbers. er for users to simulate calculus material. The
material will also be complemented by
In this paper, the author tries to explain the de-
GeoGebra software, a video linked to
velopment of calculus teaching materials that can
YouTube, and online evaluations via online
be accessed online. The teaching material is made
quizzes.
using blog media via www.math-tekno.blogger.com
page. The advantages of this teaching material apart d. Test, Evaluation, and Revision
from being accessible online can also be integrated The last stage is content testing. Content testing
with other relevant media such as links that link was carried out by several expert validators in-
material with other relevant sources, videos that can cluding content experts and experts in the field
be accessed directly while reading material, simula- of online learning medi. Decisions on the feasi-
tions on interactive functions using GeoGebra's bility of teaching materials can be implemented
help, and evaluation interactive online. according to Widoyoko's standards in Rusni-
lawati & Gustiana [9] as follows:
METHOD
Table 1. Criteria for Feasibility Testing of Teaching
The method in this study uses a type of research Materials
and development (R&D). The R&D research Score Score Interval Category
method is used to produce a product by testing the A 𝑋𝑋 > 𝑋𝑋�𝑖𝑖 + 1.8 𝑠𝑠𝑠𝑠𝑖𝑖 Very Good
B 𝑋𝑋�𝑖𝑖 + 0.6 𝑠𝑠𝑠𝑠𝑖𝑖 < 𝑋𝑋 ≤ 𝑋𝑋�𝑖𝑖 + 1.8 𝑠𝑠𝑠𝑠𝑖𝑖 Good
validity, practicality, and effectiveness of the C 𝑋𝑋�𝑖𝑖 − 0.6 𝑠𝑠𝑠𝑠𝑖𝑖 < 𝑋𝑋 ≤ 𝑋𝑋�𝑖𝑖 + 0.6 𝑠𝑠𝑠𝑠𝑖𝑖 Enough
product [11]. The development of teaching D 𝑋𝑋�𝑖𝑖 − 1.8 𝑠𝑠𝑠𝑠𝑖𝑖 < 𝑋𝑋 ≤ 𝑋𝑋�𝑖𝑖 − 0.6 𝑠𝑠𝑠𝑠𝑖𝑖 Less
materials in this study was carried out by adopting E 𝑋𝑋 ≤ 𝑋𝑋�𝑖𝑖 − 1.8 𝑠𝑠𝑠𝑠𝑖𝑖 Very Less
the development of the Plomp model in Ahmar and
1
Rahman [12] as follows: Information: 𝑋𝑋�𝑖𝑖 = average ideal score = (max-
2
imum score + minimum score), 𝑠𝑠𝑠𝑠𝑖𝑖 = ideal standard
1
deviation = (maximum score – minimum score),
6
𝑋𝑋 = actual score. Teaching materials are
categorized as feasible if they meet the valid criteria
with a minimum category of good quality score.

RESULTS

There are two research results in this paper in-

cluding: 1) an overview of e-calculus as an online-
based calculus teaching material with the help of
GeoGebra; 2) the results of the validity test were
carried out by two experts, material experts and
Figure 1. Plomp R&D Research Design online learning media experts.

The following is an explanation of the Plomp Overview of E-Calculus

R&D research design: The beginning of E-Calculus. This teaching
material is developed with online learning standards
a. Data collection (case study) and contains material descriptions, general
The first step in developing online teaching objectives (graduate learning outcomes), and
materials starts from collecting data about specific goals (course learning outcomes). In
problems in online learning and choosing addition, e-calculus teaching materials also contain
relevant solutions to overcome these problems a list of references that can be used by students to
so that online learning can run optimally. study Calculus material in depth. The initial view of
b. Design of Teaching Materials e-calculus teaching materials contained on figure 2.

8th International Conference on Educational Research and Innovation ICERI 2020 59

 The purpose of having learning outcomes and lus material using e-calculus and can also measure
learning indicators is so that users can find out what their learning achievement.
competencies can be achieved after learning calcu-

Figure 2. Initial view of E-Calculus

E-Calculus Content Section. The content on e- order to describe functions in real time, besides that
calculus consists of basic calculus materials there are also videos embedded from YouTube so
including; numbers, functions and their graphs, that they can be accessed directly on teaching
function limits, function derivatives, and function materials. The video serves to help the narrative
integrals. The delivery of this material on e- explanation so that it is easier for users to
calculus, apart from being explained in a understand. Figure 3 is an overview of how content
descriptive narrative, is also assisted by several or content displays on e-calculus.
interactive media including GeoGebra software in

Figure 3. Display of E-Calculus Content

E-Calculus Evaluation Section. The last part of to provide experience to students, and exercises per
this calculus online teaching material is evaluation material to test and improve readers' understanding.
with the aim of increasing students' understanding The following is an overview of the evaluation
and adding experience in solving basic calculus section on the e-calculus material containded on
problems. In general, evaluation on e-calculus figuer 4.
consists of activities contained in the sub-material

60 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

Figure 4. Display of E-Calculus Evaluation

Validity of E-Calculus materials or online-based calculus teaching

E-Calculus has been tested on material experts materials are considered feasible to be implemented
and online learning media experts. The test aims to in students to measure their practicality and
check the validity of e-calculus as a teaching mate- effectiveness.
rial before it can be implemented in practitioners or Table 3 shows the distribution of e-calculus
students as online-based calculus teaching materi- validity assessments per indicator:
als. The validity questionnaire instrument consisted
of 18 statements with four assessment indicators Table 3. Distribution of E-Calculus Validity Scores
among them; material substance, learning design, per Indicator
visual communication display, and media utiliza- No Idicator Average Score
tion. In addition, there are also two open questions 1 Learning Subtance 4.63
regarding strengths and weaknesses as well as sug- 2 Learning Design 4.90
gestions for improvement or development of e-
3 Visual Communication 4.67
calculus in the future.
Display
The following is a table of criteria for testing the
4 Media Utilization 4.50
validity test based on an assessment make by two
experts regarding online-based calculus teaching Average 4.70
materials:
Based on table 3, the highest mean lies in the
Table 2. Criteria for Feasibility Testing of E- learning design indicator with a mean score of 4.90
Calculus Teaching Materials and the lowest is on the media utilization indicator
Score Scor Interval Category with an average score of 4.50. This is the author's
attention to make improvements to e-calculus in
A 𝑋𝑋 > 4.6 Very Good
order to produce a significant effect on improving
B 4.2 < 𝑋𝑋 ≤ 4.6 Good students' understanding and learning outcomes of
calculus. In addition, this revision is also expected
C 3.8 < 𝑋𝑋 ≤ 4.2 Enough
to increase the mean score of e-calculus validity.
D 3.4 < 𝑋𝑋 ≤ 𝑋𝑋�𝑖𝑖 − 0.6 𝑠𝑠𝑠𝑠𝑖𝑖 Less
E 𝑋𝑋 ≤ 3.4 Very Less DISCUSSION

The results of the e-caculus validity test based on Based on the results of the validity test, it shows
the results of the two packets test got the actual that e-calculus is valid and feasible to be
value = X = 4.7. This means that based on table 2, implemented and further testing its practicality and
the validity of the online-based calculus teaching effectiveness. But before that, there are several
materials has a very good quality result value. things that need to be improved in e-calculus based
Based on Widoyoko's assessment standards in on the assessment of the validation questionnaire
Rusnilwati & Gustiana [9], e-calculus teaching that has been filled in by material experts and

8th International Conference on Educational Research and Innovation ICERI 2020 61

online learning media. The assessment on the of the Beginner Lecturer Research (PDP) grant with
questionnaire with closed statements on the four contract number 078/SP2H/LT/DRPM/2020,
indicators resulted in several notes, including: 1). e- 839/SP2H/LT/MONO/LL2/2020,050/UTI/LPPM/E
calculus gets the lowest score on the media .1.3/VII/2020 (July 2020) so that the author can
utilization indicator. Therefore, it is necessary to conduct research on making calculus teaching
improve the use of media by optimizing some parts materials online to produce this paper. In addition,
of the teaching material so that the media can be the authors also thank the Universitas Teknokrat
inserted as a tool to explain the material so that Indonesia through the Institute for Research and
students understand the material more easily. One Community Service (LPPM) for their assistance
of the tools that can be optimized is GeoGebra, with and support so that this research can run well and
the GeoGebra program, abstract geometric objects produce published articles.
can be visualized and manipulated quickly,
accurately, and efficiently [13]. In addition, REFERENCES
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results of their research that learning calculus with [1] __________. Sistem Pembelajaran Daring
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[2] Maulydia, S.S. dkk. The Develpoment of
there needs to be a deepening of the material on e- Mathematics Teaching Material Through Realistic
calculus. The depth of the material becomes an Mathematics Education to Increase Mathematical
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by Ulfa & Puspaningtyas [15] that the online Developed by Prospective Mathematics Teachers
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Furthermore, based on the results of open-ended [4] Busljeta, R. Effective Use of Teaching and Learning
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suggestions of this online-based calulus teaching [5] Lestari, I. Pengembangan Bahan Ajar Berbasis
material, it produces some important notes. Based Kompetensi. Akademi Pertama: Padang, 2012.
on calculus material experts, e-calculus teaching [6] Maskar, S. & Anderha, R.R. Pembelajaran
materials need improvement in adding content Transformasi Geometri dengan Pendekatan Motif
regarding the application of calculus material in Kain Tapis Lampung. Mathema: Jurnal Pendidikan
everyday life and its benefits. This is considered Matematika, (1): 40-47, July 2019.
very important, considering that the content on e- [7] Dewi, P.S. & Sintaro, S. Mathematics Edutainment
calculus is a basic calculus that can be used by dalam Bentuk Aplikasi Android. Triple S (Journals
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addition, based on the assessment of online learning Elektronik Berbasis Geogebra dengan Model
media experts, e-calculus needs to experience Penemuan Terbimbing pada Materi Bilangan Bulat.
improvements in terms of online learning design. Prosiding Seminar Nasional Matematika, PRISMA:
792-795. Universitas Negeri Semarang. Ocotber 21,
Media experts suggest that e-calculus can improve
2017:
the layout of teaching materials to make them
simpler and more attractive to practitioners. [9] Rusnilawati & Gustiana, E. Pengembangan Bahan
Considering that e-calculus is an online-based Ajar Elektronik (BAE) Berbantuan Flipbook
berbasis Keterampilan Pemecahan Masalah dengan
teaching material, media experts suggest giving Pendekatan CTL pada Pembelajaran Matematika
more media space to the teaching material. Kelas V Sekolah Dasar. Jurnal Profesi Pendidikan,
Acknowledgment 4(2): 190-201, December 2017
The author would like to thank the Directorate of
[10] Saputra, V. H. & Febriyanto, E. Media Pembelajaran
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62 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

[11] Hikmah, Y.P. & Maskar, S. Pemanfatan Aplikasi [14] Machromah, I.U. dkk. Learning Calculus with
Microsoft Powerpoint pada Siswa SMP Kelas VII GeoGebra at College. Proceeding International
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8th International Conference on Educational Research and Innovation ICERI 2020 63

 DEVELOPMENT OF OCEAN THEMED STEM LEARNING
MATERIALS FOR MIDDLE SCHOOL SCIENCE LEARNING

Widia Kemala Sari1, Insih Wilujeng2, Tri Suci Yolanda Putri3

Universitas Negeri Yogyakarta
e-mail: [email protected]

Abstract
STEM as a science learning innovation is still relatively new for teachers. Hence, it is necessary to develop
learning materials as teaching guidelines. This research aims to develop a learning material on environmental
pollution, stated as feasible and practical by expert and teacher judgment. This product is used to enhance the
student's critical thinking and ocean literacy. It is a Research and Development (R & D) that adapts eight stages
of the Borg & Gall development model. Product consist of the syllabus, lesson plans, student worksheets, and
assessment instruments. The feasibility and practicality data obtained from the questionnaire filling by experts
and science teachers. This study showed that 1) products are feasible and practical; 2) the readability of student
worksheets are in the category of Very Good (3.2); 3) the average percentage of the learning implementation is
90%, and 4) there are 9 items from a total of 14 items of critical thinking test items that are declared valid and
reliable (0.82) based on empirical tests on 250 students.
Keywords: learning materials, STEM, critical thinking, ocean literacy, environmental pollution

INTRODUCTION STEM learning has characteristics, including

the material provided related to problems in the real
The vast advancement of technology has re- world, doing many hands-on activities, and
sulted in the emergence of a need for new skills that emphasizing process engineering design. By giving
must be possessed by workers. The demand for new real-world issues, students are taught to think
skills urges changes in education, including changes critically and creatively. Hands-on STEM activity
in the science teaching process (Bybee, 2013, pp. facilitates students to work together and improve
their communication skills. Therefore, STEM is seen
34–40). In the past, science's learning goals are to
as an innovation in science learning to train 21st-
emphasize the knowledge aspect by giving modified
century skills to students (Stehle & Peters-Burton,
class setting problems to students; on the contrary, 2019, p. 12).
now the learning goals of science emphasize the Critical thinking as part of the 21st-century
process aspect by giving real-world problems in skills (Franco et al.,2014, p. 2) is still relatively low
class to be solved to students (Bybee, 2014, p. 217). (Nuryanti et al., 2018, p. 158). STEM learning is an
Besides that, the science learning process also innovative way to instill student’s critical thinking
changes to be integrated not only between science- (Soros et al., 2018, p. 7). Ardianti et al. (2020: 29)
conducted a study with students in rural area. The
related disciplines but also other fields. The teaching
study results indicated the treatment group who
process science like this is known as STEM learning received instructional STEM activities performed in
(Kelley & Knowles, 2016, p. 2) which aims to form critical thinking compared to control group. STEM
a STEM literate. There are four characteristics of a combined with learning model 5E learning cycle
STEM literate: give positive impact to students critical thinking
1. Gaining STEM knowledge and using it to (Duran & Şendağ, 2012, p. 247). A recent study of
Mutakinati et al. (2018: 61) stated that by designing
identify the related issues,
a wastewater could improve critical thinking of
2. Having good understanding about charac- middle school students.
teristic, features and processes each STEM In the context of educational literature, critical
disciplines thinking is a cognitive ability that can be trained
3. Recognizing the role of STEM disciplines (Franco et al., 2014, p. 6; Halpern, 2014, p. 14) and
for society. is closely related to science learning (Osborne, 2014,
4. Captivating about STEM-related issues and p. 57). Critical thinking is needed by a scientific
literate to make decisions in their daily life (Vieira &
with the ideas of STEM which reflect as
Tenreiro-vieira, 2014, p. 667). The ability to make
concerned, affective, and constructive citi- decisions is one of the important factors influencing
zens (Bybee, 2010, p. 31) environmental conservation.

64 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

One of the real-world problems that students constrained by the learning facilities in school and
must know from an early age through STEM is STEM teaching guidelines. Therefore, it is necessary
environmental damage that threatens human to developed learning materials in STEM for science
existence. The sea is one of Earth's largest learning. The learning materials can be as guidelines
ecosystems, which has various problems, including for a teacher to achieve learning goals. There are
marine debris, microplastics, and ocean various ways of applying STEM to science learning.
acidification. Ocean literacy is an essential aspect STEM can be used as a learning approach and then
that must be possesed by students in order to combined with different learning model.
conserve the sea (Ghilardi-Lopes, Kremer, & The purposes of this research is to develop
Barradas, 2019, p. 5). Someone who is ocean-literate science learning materials, especially for the topic of
will always intend to make wise decisions regarding marine pollution. learning materials developed are
his/her daily activities by considering its impact to based on STEM which are combined with different
ocean (Uyarra & Borja, 2016, p. 1). Recent studies learning models such as discovery learning
found that STEM can improve student's ocean (Hapizoh, 2019), learning cycle 5E (Ahmad et
literacy (Brill et al.2019, p. 241; Weiss & Chi, 2019, al.,2018; Dass, 2015), and project-based learning
p. 27). (Capraro & Slough, 2013).
The national curriculum of Indonesia supported METHOD
STEM education (Suwarma & Kumano, 2019, p. 5). It is a Research and Development (R&D) that
Teachers also have a positive perception of STEM adapted the development model by Borg & Gall.
(Nugroho et al., 2019, p. 420). However, this does The procedure of this research can be seen in Figure
not mean that the implementation of STEM in 1.
Indonesia is without obstacles. Teachers were still

Figure 1. The research procedure

The learning instruments developed in this questionnaire to two expertise. The practicality data
study consist of: the syllabus, lesson plans, student obtained from three science teachers. The
worksheet, and assessment instrument. There are questionnaire is in the form of a dichotomous
three data obtained in this study: 1) data on the statement. Each product has a number of different
feasibility by expert judgement and practicality by aspects and items (see Table 1). The product rating
teacher judgement; 2) data of worksheet readability; score is determined by the number of ticks in Yes
and 3) the percentage of learning implementation, column for each item. Futhermore, the product is
and 4) data assessment empirical validation declared valid based on the calculated percentage
The product feasibility data (syllabus, lesson value referring to Arikunto (2011: 235).
plan, and student worksheet) is measured by giving a

8th International Conference on Educational Research and Innovation ICERI 2020 65

Table 1. Feasibility criteria of products
Product Aspect (n) Item (n)
1. Syllaby identity
2. Conformity with KI (Core Competency)
3. Conformity with KD (Basic Competency)
4. Subject matter
5. Learning activities
Syllaby 6. Conformity with IPK (Achievement Competency Indicator) 16
7. Assessment aspect
8. Time allocation
9. Learning Sources

1. Lesson plan features

2. Conformity with KI (Core Competency)
3. Conformity with KD (Basic Competency)
4. Conformity with IPK (Achievemen Competency Indicator)
5. Learning objectives
6. Subject matter
Lesson plan 7. Time allocation 30
8. Pedagogical aspect
9. Learning media
10. Learning activities
11. Assessment aspect
12. Learning Sources

Student 1. Didactic
worksheet 2. Technical
3. Construction 20

The worksheet readability data is obtained study. The questionnaire consist of 18 items which
from the results of the readability questionnaire by has positive and negative statement.
the students. The questionnaire consist of 18 item
which given to 18 students. They were chosen RESULTS AND DISCUSSION
purposively by their ability category (low-middle-
high). The completeness of learning process was The learning materials developed to drill ocean
measured based on two observer judgement for each literacy and students' critical thinking skills in 7th
meeting. The assessment empirical validity from test grade when studying environmental pollution. The
results of 250 students, and data was analyzed using learning objective of these products are to achieve
Anates v.4. The students responses about the KD (basic competency) 3.8 and KD 4.8 of the
products was measured by calculating the score of national curriculum. There are five critical thinking
questionnaire which given to students after the indicators and seven ocean literacy aspects of these
learning materials, as shown in Table 2.

Table 2. Indicator/aspects of critical thinking and ocean literacy

Component Aspect/Indicator
Critical Thinking 1. Analyzing
2. Inferring
3. Evaluating
4. Explaining
5. Interpreting
Ocean Literacy P1 Marine characteristics and its components
P2 The sea is the constituent of the Earth.
P3 Oceans and climate change
P4 The role of the sea for humans
P5 Biodiversity in ocean
P6 Ocean and human are interconnected
P7 Ocean in largely unexplored

66 ICERI 2020 8th International Conference on Educational Research and Innovation

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Product feasibility and practicality worksheet, are assessed by experts and science
The feasibility and practicality of the learning teachers, respectively. The detailed information
instruments, i.e., lesson plan, syllabus, and about it can be seen on this table below.

Table 3. Feasibility and practicality of products

Expert and Practitioner
Product Judgement (%) Average Category
1 2 3 4 5
Syllaby 100 98 98 98 100 98,8 Feasible
Lesson Plan 98 96 98 98 96 97,2 Feasible
Student Worksheet 100 96 98 96 94 96,8 Feasible

Learning implementation previous research. This tes was conducted for

The learning implementation percentage data measuring critical thinking, which forms an essay
using the STEM-based marine theme science test. The test is given to 250 grade eight students
learning instruments can, as shown in Figure 2., from SMPN 1 Kretek, SMPN 2 Kretek, and SMPN 1
which stated that the learning process using the Sanden Yogyakarta. The data was analyzed using
STEM-based marine theme science learning Anates v.4. Of 14 question items, nine items were
instruments has been successfully implemented. declared valid, as shown in Table 5.
Table 5. Assessment Validity
120
No R Difficulty Correlation
100 1st 1 Low 0.515
Percentage

80 2 Moderate 0.672
2nd
60 3 Moderate 0.521
40 3rd 4 Moderate 0.624
5 0.82 Moderate 0.512
20 4th
6 Moderate 0.504
0 7 High 0.489
Figure 2. Percentage of learning implementation 8 Low 0.561
9 Moderate 0.577
Worksheet readibility
DISCUSSION
Table 4. Worksheet readability
Aspects Mean The product feasibility test stated that the
1. STEM Content 3.3 learning materials consisting of the syllabus, lesson
plan, and worksheet are categorized as feasible (see
2. Ocean Literacy 3.7
Table 3) to be used for the learning process on envi-
Content
ronmental pollution topics based on expert judgment
3. Additional component 3.0
and teachers as practitioners. The assessment in-
4. Language aspects 3.1 strument products for measuring critical thinking are
5. Font type and size 2.9 also declared valid by empirical test (see Table 4).
6. Size and quality of the 3.1 The syllabi and lesson plan in this learning materials
picture are developed according to the Ministry of Educa-
7. Layouting 3.0 tion and Culture Regulation No. 22 of 2016, while
Total 3.2 the student worksheet is developed by taking into
Category Very Good account the three worksheet quality requirements,
i.e., didactic, constructive, and technical. The learn-
Table 4 showed that students' average score of ing activities consist of four meetings with different
the worksheet readability is in a Good category, with STEM activities and different learning models are
a score of 3.2 of 4.0 as maximum score. used at each meeting. Discovery Learning (Hapizoh,
2019), learning cycle 5E (Ahmad et al.,2018; Dass,
2015), and project-based learning (Capraro &
Assessment validation
Slough, 2013) models can be integrated with STEM
The ocean literacy test is not given empirical
as other studies have done so. The learning process
validation because the items used were adapted from
is complemented by the practicum worksheet, which

8th International Conference on Educational Research and Innovation ICERI 2020 67

serves as a guide for student activities. The learning improve student learning outcomes (Ningsih et
process takes three weeks. The details of the STEM al.,2013; Saleha et al.,2014). The marine theme used
activities and a description of the STEM frameworks is objects that are near or around the students from
are explained in Table 6. the coast. The study object that can be found in
This learning materials used ocean-themed and students' daily lives makes learning more
focus on its polution. Previous study stated that meaningful because it is taught contextually (King &
learning materials using specific themes can Henderson, 2018).

Table 6. Learning activity

Ocean Critical
Meeting Activity Literacy Thinking STEM Framework
Principles Indicators
1st Making the P1, P5, P6 Analyzing  Ocean features, marine de-
Discovery ocean in a Explaining bris
S
bottle Inferring  Concept of pollution and
pollutant
Generating idea to reduce marine
T
debris
Calculating the velocity of plas-
tic dispersion in the ocean and
M
the extent of the closure of ocean
areas by plastics
2st Making a P2, P3, P4, Analyzing Ocean circulation or biogeo-
Learning watershed P6 Interpreting S chemical cycle (heat, carbon,
Cycle 5E Evaluating water)
Explaining E Building a watershed
M Geometry – net of solid
3st Investigating P4, P3, P5 Analyzing  Ocean acidification
Discovery the ocean P6 Evaluating  Air pollution (global
acidification Explaining warming)
S
 ocean circulation biogeo-
chemical cycle (heat, car-
bon, water)
T pH indicator
E Conduct an experiment
4st Making a P3, P6, P7 Analyzing S Ocean pollution
Project- water garbage Interpreting T Garbage truck
based truck Evaluating E Building a garbage truck
learning Calculate the design
(PBL) M
(measurement and geometry).

Ocean pollution is a real-world environmental polluted sea which given pollutans (plastics and oil
problem that students will face in the future as part waste). This activity encouraged students to get to
of the community. Ocean environment problems know the concept of microplastics. Based on the
given in the form of STEM activities can increase pretest results, it is known that 76% students did not
students' environmental awareness. Activities that know yet that plastics can be degraded by light into
are directly observed and investigated by students small pieces. Anderson et al. (2016) and Henderson
make them aware of the role of the ocean for & Green (2020) found the same result of their study,
humans. which stated that people knowledge about micro-
The first STEM activity that was conducted by plastic is still low. In this activity, students also
students is made an ocean in bottle. Students make instill to think analytically by answering the
two bottle to compare sea condition that have not worksheet assignment (see Figure 3). By this
and been polluted. In the first bottle the students activity, Students were taught about the concept
made healthy ocean while in the second made a pollution and learn about ocean diversity.

68 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

Figure 3. Sample question in student worksheet

The second meeting, students was made a wa- ACKNOWLEDGEMENT

tersheds. They learn about the concept of water
cycle and taught about the fact that all objects or We would like to show our gratitude to the
substances that are disposed carelessly from what- Ministry of Cultural and Education of Indonesia for
ever origin will end up in the ocean. This certainly funding this research under Research and
gives the students an understanding that wherever Community Service Funds in 2020 with a contract
they come from (even though they are far from the number T/9.39 /UN34.21/PT.01.03/2020.
coast) can have an impact on the marine ecosystem.
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8th International Conference on Educational Research and Innovation ICERI 2020 71

 A FEASIBILITY STUDY SCRAPBOOK OF CHILD STORIES AS
WRITING AND STORYTELLING TEACHING MEDIA
Fetty Fellasufah1, Ali Mustadi2

1,2
Yogyakarta State University
1
[email protected], [email protected]

Abstract
This study aims to determine the feasibility of children stories scrapbook media on writing and storytelling learn-
ing activities. This study is a Research and Development (R&D) study using the Borg & Gall model. Data col-
lection is done by questionnaires addressed to media expert and material expert. Data obtained is in the form of
score and is concluded to determine the product feasibility. The results of study show that scrapbook of child
stories obtains the validation score of 119 from the material expert and is then categorized “Feasible”. In addi-
tion, it is scored 149 by the media expert and is categorized “Most Feasible”. Based on these two results, it is
concluded that scrapbook of child stories is feasible to use as writing and storytelling teaching media designated
for students.
Keywords: teaching media, scrapbook of child stories, writing skill, storytelling skill

INTRODUCTION The application of teaching media can be var-

ied, depending on teacher’s creativity and the pur-
Teaching media is an inseparable item in the pose to be achieved. As a tool, teaching media has a
teaching-learning activity. In order to attain the particular function. (5) stated that the media has
learning objectives, a teacher frequently uses vari- four functions: 1) attention function; 2) affection
ous media. Media choosing and application be- function; 3) cognitive function; and 4) function
comes essential considering the components desired compensatory.
to be achieved. If applied properly, a teaching me- Basically, the application of teaching media is
dia can create an effective and enjoyable environ- originated from teacher’s initiative in dealing with
ment. Also, a teaching media can be a helpful de- the learning problems occurred in class. It is in line
vice for the students in gaining better knowledge with the opinion (6) stating that if a teacher has a
during the learning process (1). pedagogic quality, they will encourage their stu-
A teacher, at the very least, should understand dents to learn effectively by using various teaching
how to apply the media to convey the message as media. That is why pedagogic character should be
well as to support in achieving the optimal learning implanted in all teaching sectors—specifically
objectives. The messages mentioned earlier are the teachers, so that they have initiative and intuition in
material contents for each subject. (2) which stated developing learning activities.
that “learning media is a tool that can be used to Various teaching media can be chosen to be
convey the message to the students for the purpose developed and used in various learning activities.
of learning can be achieved.” It means that a teach- (6) stated that there are three kinds of media prod-
ing media is a tool which is purposely arranged to uct which have been customized to be fitted the
deliver the material in teaching-learning activity. recent technology, in which: 1) audio-visual (cine-
Teachers can apply the teaching media in the ma, television, radio, music videos, animation); 2)
activities they arrange. It is necessary to note that printed (newspaper, magazine, and comics); 3)
the success rate of learning activities is determined digital media/e-media (internet, mobile phones,
by two main components in which teaching meth- computer games, and video games). Those media
ods and teaching media (3). That is why an appro- can be developed and applied to support the stu-
priate media is needed to support the students in dents in comprehending the materials during learn-
effectively comprehending the learning material. ing activities.
A teaching media is often associated with a Those various media can be chosen based on
physical tool (4). Media are usually used to facili- the learning activities that will be implemented in
tate the teaching-learning activity so generally they class. Besides its types, media can also be seen
can be physically seen and used by the students to from its content. A media which still uses text, for
help them study the material. A teaching media example, still needs a help in its delivery. They
offers various methods to make learning environ- should use proper language and corresponds with
ment more exciting. This, however, still needs the the students’ ability so it will help them to under-
teachers’ initiative to willingly teach valuable stand the material. Several feasibility in terms of
knowledge to their students. the contents seen from the use of language for low-
er grade of primary school students, as stated by

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(7), include: 1) simplicity; 2) sentence effective- research aimed to develop new products or to
ness; 3) word accuracy; 4) standard terms; 5) com- improve the existed products. This research model
municative; 6) dialogic; 7) motivational ability; 8) applies (13). There are ten stages of this research
conformance to Indonesian Spelling System Gen- model, including 1) research and information
eral Manual (PUEBI); and 9) the use of terms, collecting, 2) planning, 3) developing primary form
symbols, and icons. of product, 4) preliminary field testing, 5) main
The printed teaching media is easy to use for product revision, 6) main field testing, 7)
students which can be used everywhere and any- operational product revision, 8) operational field
time. Scrapbook is one of the printed teaching me- testing, 9) final product revision, 10) dissemination
dia. It is a collection of pictures which are cut and and implementation.
arranged in such a way into one whole book, with This study has its limitation in developing
some additional interesting designs. This is sup- primary form of product. This stage includes the
ported (8) who stated that scrapbook is a book con- material arrangement and preparing the designs for
taining some precious moments’ pictures which are the scrapbook as well as doing the validation based
arranged neatly and beautifully. Each picture has its on media and material experts. The validation score
own caption describing the feelings or emotions is needed to determine whether or not a product is
which interpret the picture itself. The pieces of the feasible to use in learning activities.
pictures are deliberately and neatly arranged so they The analysis of product feasibility is done by
create a storyline. That is why a scrapbook can be data tabulation using the experts’ validation
developed as one of teaching media which contains instruments. In this study, data collection is done by
story addressed for children. questionnaire with response scale of 1-4. The
However, in using a story as a teaching media, determination of score range and conclusion
it should be noted that the story given must be suit- drawing use score counting (14) which can be seen
able for children. Children stories are story that will below:
be loved by children. (9) stated that children stories
are the story which positions children as the main Table 1. Score intervals
character with childhood as its focus. In this kind of Score Score Intervals Category
stories, there is a children’s world depicted by A X > Xi + 1,8 SBi Excellent
words and pictures. That is why a children story B Xi + 0,6 SBi< X ≤ Xi + 1,8 Very
should contain all needed aspects which is suitable SBi Good
for child’s characteristics and provides moral val- C Xi – 0,6 SBi< X ≤ Xi + 0,6 Good
ues. SBi
Learning through story is often associated D Xi – 1,8 SBi< X ≤ Xi – 0,6 Fair
with the activities addressed to lower grade stu- SBi
dents. Besides using interesting pictures, a story
E X ≤ Xi – 1,8 SBi Poor
uses a practical language that, when verbally-
spoken, will give specific emotions to the listeners.
This study only uses the minimum score of
Based on the findings on the field, storytelling ac-
“B” or “Very Good”. Therefore, if the media and
tivity can be advantageous in supporting the teach-
material experts’ validation obtain the minimum
ing-learning activity (10).
score of “B” or “Very Good”, Scrapbook of Child
Scrapbook is then developed as a teaching
Stories is considered feasible to use as a media in
media for enhancing writing and storytelling skills
teaching-learning activities
designated for the second graders of primary
school, assuming that the arranged pictures with
chronological storyline could encourage the stu- RESULT
dents’ creativity in those two skills. This is also
supported by the story cards (11). As well as the The development of product design is
story cards, scrapbook is also a development of a arranged based on the introductory and planning
story path. Story path is a media used in the writing studies. The product contains the subject of Bahasa
activity by describing something scene-by-scene Indonesia, particularly writing and storytelling
(12). According to the mentioned description, a skills, which is specifically addressed to the second
development scrapbook of child stories as a teach- graders of primary schools. The development
ing-learning media to enhance the writing and sto- scrapbook of child stories is referred to the
rytelling skills of the second graders of primary objectives of study, curriculum 2013, Competency
school should be well-conducted. Standards, Core Competencies, Basic
Competencies, study indicators, and learning
METHOD material.
The product is developed in accordance with
This study applies Research and Development the arranged material and lesson plan. After that,
(R&D) model. The developmental study is a the product is designed by Corel Draw X15 and

8th International Conference on Educational Research and Innovation ICERI 2020 73

several supporting programs to make the Media expert’s validation
illustrations. The product outlines three main The product validation based on media expert
sections, in which introduction, body, and closing. aims to determine whether or not the scrapbook of
Introductory page consists of the identity, child stories is feasible to use as a teaching media
description, introduction, instructions, table of to enhance writing and storytelling skills for the
content, core competencies mind map, basic second graders of primary school. The feasibility in
competencies, learning indicators, and introduction terms of media is scored using questionnaire
to characters’ in the book. In the body part, there is scoring consisting of several aspects, including
a material presentation and worksheet that is set introduction (title page, introduction, competencies
according to the subject content and self-assessment mind mapping, instructions, table of contents),
sheet. The last, in the closing part, there is a body (material content, worksheet, reflection,
glossary, references, author’s biography, and summary, evaluation), closing (glossary, references,
illustrator’s biography. developer’s profile), and graphic (layout and
format, illustration, design, legibility, paper quality,
Material expert’s validation and physical endurance). The score occurs in the
The validation done by material expert aims to scale of 1 to 4, which is then measured and
determine the feasibility scrapbook of child stories converted into the feasibility score scrapbook of
as teaching media in terms of its contents. The child stories media done by media expert. The table
media feasibility is scored from scoring instruments below shows the converted score done by media
consisting of several aspects, including material expert:
substance, linguistic aspects, and presentation. The
scoring occurs in the scale of 1 to 4, which is then Table 4. Converted score (media expert)
measured and converted into the feasibility score No Interval Score Category
scrapbook of child stories by material expert. 1. x > 139,4 A Most Feasible
Below is the converted score done by material 2. 114,8 < x ≤ 139,4 B Feasible
expert, presented in the table: 3. 90,2 < x ≤ 114,8 C Less Feasible
4. 65,6 <x ≤ 90,2 D Least Feasible
Table 2. Converted score (material expert) 5. x ≤ 65,6 E Not Feasible
No. Interval Score Category
1. X > 119 A Most Feasible The scrapbook of child stories media is
2. 98 < X ≤ 119 B Feasible categorized feasible according to media experts
3. 77 < X ≤ 98 C Less Feasible when reaches more than 114,8 and is scored “B”. If
4. 56 < X ≤ 77 D Least Feasible the validation number of media expert does not
5. X ≤ 56 E Not Feasible reach or not exceeding the stated number, the
scrapbook media cannot be categorized feasible and
According to the table above, scrapbook of thus needs to be revised. The validation score of
child stories as a teaching media can be media experts is presented in the table below:
categorized feasible when it reaches more than 98
with the score of B. If the score obtained is lesser Table 5. Media expert’s questionnaire analysis
than or is equal to 98, it is categorized less feasible No. Aspects Score
and thus needs revision. After the analysis, the data 1. Introduction 39
obtained can be seen below: 2. Body 28
3. Closing 11
Table 3. Material expert’s questionnaire analysis 4. Graphic 71
No. Aspects Scores Total 149
1. Material Sub- 65
stances According to the table, the total score of the
2. Linguistic 31 media expert’s validation is as much as 149. This
3. Presentation 23 number has exceeded the score of 139,4; hence, the
Total 119 scrapbook of child stories media can be scored “A”
and is categorized ‘Most Feasible’.
According to the material expert’s
questionnaire analysis, the score obtained is 119. It DISCUSSION
can be concluded that the scrapbook of child stories
as a teaching media has been fulfilled the feasibility Scrapbook of child stories media is developed
standard in terms of material content with the score as a teaching media, particularly for writing and
of “B” and is categorized feasible. storytelling, designated for the second graders of
primary school. Scrapbook media has been tested
74 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

using feasibility test done by both media and communicative, 6) dialogic, 7) motivational ability,
material experts. Media is categorized feasible if 8) conformance to Indonesian Spelling System
the validation score from both experts reach the General Manual (PUEBI), and 9) the use of terms,
minimum score of “B” with the category of symbols, and icons.
“feasible”. According to media expert’s validation, total
The product validation from material expert score scrapbook of child stories reaches the amount
shows that the total value in terms of material of 149. It means that the scrapbook media is scored
contents reaches 119. This score has fulfilled the “A” and is categorized “Most Feasible”. Besides
feasibility standard in terms of material with the scoring the scrapbook media in terms of media, the
score of “B” and is categorized “feasible”. experts also give several suggestions for future
Although the number shows a feasible result, the improvement. They suggest several things, in
material expert suggests that the sentences used in which: the logo of UNY is better to be included and
the book should not be too long and are made as printed on the cover page, the word ‘absence’ is
simple as possible so the students can comprehend mistyped, the background color for the fonts should
the material better. complement the theme of the page, the fonts used
The development scrapbook of child stories as should be even, the characters should be introduced
a teaching media is deliberately arranged to support sequentially from the older to the younger, and the
teaching-learning activities. Innovation of teaching illustrator’s biography should be included. Based
media can provide more information for students on the given suggestion, the revision is done and a
and can improve learning outcomes (15). In the better result is obtained.
arrangement process, the scrapbook should contain Scrapbook of child stories is a printed
learning material, story application samples, teaching media. In its process, printed media should
student’s worksheet, and systematic evaluation. It pay attention to the visual presentation so it will
aims to facilitate the students to easily use the attract students’ interest. According to the media
media which will also affect their learning expert’s analysis, the scrapbook has met the
comprehension. It is in line with (2) who stated that requirements for attractive display which is seen
the development of teaching media should be neatly from layout, illustration, design, legibility, paper
arranged hence it can be properly used to deliver quality, and graphic. These aspects are in line with
the material in the teaching-learning activity. the essential points of developing printed media
On the other hand, seen from its body, a stated by (18), which includes: 1) format and
scrapbook should provide some pictures which layout, 2) script text, 3) arts and photography, and
support the story of the students’ daily life. Pictures 4) colors.
have advantages that can explain concepts to In its arrangement process, the scrapbook of
facilitate students in learning (16). Some of the child stories also pays attention to the systematic
stories are used to help delivering the materials to storyline. It starts with introduction section
the students in a simple, understandable way. It consisting of title page, introduction, competencies
means that media should contain children stories. mind mapping, instruction, and table of contents. In
Depdiknas (9) stated that children stories are the body section, there are material contents,
story positioning children as the main character. worksheet, reflection, summary, and evaluation;
From the stories scrapbook, the students will learn whereas in closing section, there are glossary,
about the story elements with an exciting, references, and developer’s profile. All of the
understandable presentation. media development sections are systematically
Scrapbook of child stories presents learning arranged and thus gaining the excellent validation
activities by using stories. It aims that students can from the media experts. This supports (19) who
understand the materis easily. Writing a story with stated that media development should involve
picture and keywords before, can help students several criteria, including: 1) clear learning
learning storytelling (17). objectives, 2) relevance between learning objectives
In the scoring process, scrapbook of child and the Competency Standard /Basic Competencies
stories has met the feasibility requirements in of curriculum, 3) learning motivation, 4) accuracy
linguistic aspects. Material expert states that the of learning strategy application, 5) interactive, 6)
scrapbook is linguistically arranged in accordance learning motivation encouragement, 7) contextual,
with Indonesian Spelling System General Manual 8) conformance of materials and the learning
(PUEBI), simplicity, coherence, and objectives, 9) material depth, 10) understandability,
communicative and interactive aspects. It is in line 11) systematic; clear logical plot, 12) clear
with (7) who stated that a teaching media should be description, discussion, sampling, and exercise, 13)
arranged in accordance to material contents, evaluation consistency toward learning objectives,
including 1) simplicity, 2) sentence effectiveness, 14) evaluation accuracy, and 15) feedback towards
3) word accuracy, 4) standard terms, 5) the evaluation.
8th International Conference on Educational Research and Innovation ICERI 2020 75
ACKNOWLEDGMENT [9] Departemen Pendidikan Nasional, Pedoman pembu-
atan cerita untuk taman kanak-kanak, Jakarta:
The authors would like to thank all those who Depdiknas, 2006
have helped with the research and development [10] N. Hidayati, Manfaat cerita bagi anak, Jakarta:
scrapbook of child stories media, particularly Dr. Prenada Media Group, 2009
Haryanto, M. Pd, as the media expert, and Dr. [11] L. Mayawati, N. N. Garminah, and N. Kusmariyat-
Kastam Syamsi, M. Ed as the material expert, and ni, “Penerapan media kartu cerita untuk meningkat-
also to all academics of Yogyakarta State Universi- kan kemampuan menulis karangan narasi pada siswa
ty (UNY). kelas v Madrasah Ibtidaiyah (MI) Nurun Najah
Sumberkima,” Mimbar PGSD Universitas Pendidi-
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[12] S. Bowket, Countdown to creative writing: Step by
[1] Z.-G Ge, “Does mismatch between learning media step approach to writing techniques for 7-12 years,
preference and received learning media bring a neg- New York: Routledge, 2009
ative impact on academic performance? An experi-
[13] W. R. Borg, and M. D. Gall, Educational research:
ment with e-learners,” Interactive Learning Envi-
An introduction, 5th ed. New York: Longman, 1983
ronments, pp. 1– 17, 2019
[2] S. A. Widodo, and Wahyudin, “Selection of learning [14] E. P. Widiyoko, Evaluasi program pembelajaran:
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[15] A. Lutfi, “Motivating Students to learn science by
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kuliah bahasa inggris di PGSD,” unpublished. pp.152-159, 2013
[4] D. Indriana, Ragam alat bantu media pengajaran, [16] M. I. J. Nazir etc, “Skill development in multimedia
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[5] A. Arsyad, “Media pembelajaran,” Jakarta: PT Raja mation and Communication Technology Research,
Grafindo Persada, 2011 vol.2, pp. 820-828, 2012
[6] E. Scarratt, and J. Davison, The media teachers’s [17] Fikriah, “Using the Storytelling Technique to Im-
handbook, New York: Routledeg Taylor & Francis prove English Speaking Skills of Primary School
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[7] A. W. Purnanto, and A. Mustadi, “Analisis ke- 7(1), pp. 87-10, 2016
layakan bahasa dalam buku teks tema 1 Kelas I
[18] J. E. Kemp, and D. K. Dayton, ” Planning and pro-
sekolah dasar kurikulum 2013. Profesi Pendidikan
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Dasar,” vol. 3(2), pp. 102 – 111, 2016
per & Row Publisher, Inc, 1985
[8] T. L. Live, and T. L. Live, Digital scrapbooking
[19] R. S. Wahono, Aspek dan kriteria penilaian media
technology, Washington, D.C: Thomson Course
pembelajaran, 2006, unpublished.
Technology, 2005

76 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

E-LKPD (ELECTRONIC-WORK SHEET FOR STUDENTS) TO GROW

HIGH ORDER THINKING SKILLS STUDENTS ON SOLUTION
EQUILIBRIUM MATERIALS
Tri Padila Rahmasari1, Gesty Mika Juwani2, Lani Dwi Kurnia3, Roza Linda4
1,2.3.4
Chemistry Education of Riau University
1
[email protected], [email protected], [email protected], [email protected]
2

Abstract
21st century learning as technology-based learning requires students to have life skills that are in accordance
with the demands of the times, one of which is the ability to critical thinking. Critical thinking is the ability to
think at a high level (High Order Thinking Skills) because it includes the ability to analyze and evaluate. During
a pandemic, Distance Learning (PJJ) is enforced. The success of learning is determined by several factors, one of
which is the teaching material. Electronic-Student Worksheet (E-LKPD) is the right solution in optimizing the
Distance Learning (PJJ) program in Chemistry lessons, namely on solution equilibrium material. The use of E-
LKPD is expected to be able to grow the HOTS of students. This research uses literature study method or litera-
ture review. Journal identification using the ProQuest search engine, Research Gate, and Schoolar, which is then
analyzed and continued using Mendeley. Based on the inclusion criteria, there were 41 journals that matched the
criteria from the 2010 - 2020 publications. From the results of the study, it was found that E-LKPD was one of
the effective teaching materials in learning, especially in solution equilibrium material which required students to
be able to solve HOTS-based questions. The research design with the Plomp model is considered suitable in
developing a teaching material. E-LKPD is designed using the Adobe Acrobat 11 Pro Extended application to
provide students with opportunities to practice technology skills and the ability to solve HOTS problems in
chemistry.

Keywords: E-LKPD, 21st Century Learning, HOTS, Solution Equilibrium

INTRODUCTION that they will be able to provide students with the

ability to continue their life after studying at school
Technological advances in the era of the in- (Utami & Aznam, 2020).
dustrial revolution 4.0 presented a significant chal- Based on PISA research conducted in 2018,
lenge for the Indonesian people. The development out of 80 countries evaluated, the average achieve-
of telecommunication technology, including com- ment scores of Indonesian students for science,
puter networks, is happening very rapidly. Various reading, and mathematics were ranked 70, 75, and
technologies and scientific support applications are 74. Of course these results are very concerning
developing in various fields including education (Schleicher, 2019). These results indicate that Indo-
and teaching (Azhar et al., 2020). If you want to nesia has quite a tough job if PISA is still used as a
compete in this digital era, Indonesia needs to im- standard for the government for education devel-
mediately improve the capabilities and skills of its opment. To overcome this problem, Indonesia
human resources through education that can form a needs to prepare the younger generation through
creative, innovative and competitive generation education who can master 21st century skills.
(Syamsuar & Reflianto, 2019). Chemistry has a high level of urgency in sci-
Partnership for 21st Century Skills emphasizes ence learning. Chemistry subjects are a group of
that 21st century learning must teach 4 competen- specialization subjects in the 2013 curriculum that
cies, namely communication, collaboration, critical must be taken in the Mathematics and Natural Sci-
thinking, and creativity (Hidayah et al., 2017). ences major (Rahmasari et al., 2020). Chemistry
Therefore, students not only have the ability to subjects need to be taught for a more specific pur-
memorize, but also critical thinking skills, creative pose, namely to equip students with the knowledge,
thinking skills, and the ability to solve problems in understanding and a number of abilities required to
everyday life. 21st century humans in the age of enter higher education levels and develop science
information are very fast, not only enough to master and technology. Chemistry learning can be carried
the three basic abilities (reading, writing, and out well if there are interesting learning interactions
arithmetic) but more abilities are needed, one of between teachers and students. Success in achiev-
which is critical thinking. Critical thinking is the ing learning objectives is strongly influenced by
ability to think at a high level (high order thinking teaching and learning strategies, learning methods
skill) because it includes the ability to analyze, and approaches, and learning resources used.
evaluate. By mastering these abilities, it is hoped
8th International Conference on Educational Research and Innovation ICERI 2020 77
 In addition, recently, the world has been METHOD
shocked by a pandemic, namely the novel corona-
virus (CoVid-19), including Indonesia. This pan- This research uses literature study method or
demic also has an impact on the world of education. literature review. Literature review is a form of
The learning system in schools is now being trans- literature search and research by reading books,
ferred through an online or online system known as journals and other publications related to research
Distance Learning (PJJ). This of course provides a topics to produce writing on one specific topic
big enough challenge for educators in providing (Marzali, 2017).
learning that is conducive, interesting and easily In preparing a literature review, it is necessary
understood by students. The challenges that must be to pay attention to systematic procedures. (Suhar-
resolved by educators in providing conducive learn- tono, 2017) explains that systematic procedures for
ing in this pandemic period is to present a PJJ con- conducting literature reviews include (a) formulat-
cept that is in accordance with the policy of inde- ing problems, (b) collecting data, (c) evaluating the
pendent learning based on what was declared by the appropriateness of data, (d) analyzing and interpret-
Minister of Education and Culture of the Republic ing relevant data and (e) organizing and presenting
of Indonesia, Nadiem Makarim to present learning the result. (Yuliana & Kusumawati, 2019) compile
that more characterizes students. Concept inde- steps in carrying out a literature review starting
pendent learning is an effort to change the score with collecting data relevant to the topic under
oriented student paradigm, so as to create a condu- study, noting important points and their relevance
cive learning atmosphere without being burdened to research problems, making notes and quotations
with achieving a certain score. arranged systematically, and make conclusions that
The challenges that must be resolved by edu- describe the topic of discussion.
cators in providing conducive learning during this The data used in this study were obtained from
pandemic are presenting a PJJ concept in accord- the results of research that have been conducted and
ance with the policy of independent learning based published in national and international online jour-
on what was declared by the Minister of Education nals. In conducting this research, researchers con-
and Culture of the Republic of Indonesia, Nadiem ducted a search for research journals published on
Makarim to present learning that more shapes the the internet using the ProQuest, Research Gate, and
character of students. The concept of independent Schoolar seach engines with keywords: student
learning is an effort to change the score oriented worksheets, critical thinking, e-learning in chemis-
student paradigm, so as to create a conducive learn- try. Articles and journals are understood by reading
ing atmosphere without being burdened with them, especially in the abstract section and all arti-
achieving a certain score. cles and journals. Key concepts obtained from arti-
The success of education during this pandem- cles and journals about "e-learning in chemistry
ic, especially in chemistry, is largely determined by learning", "HOTS-based E-LKPD development"
several factors. One of them is by selecting teach- and "Misconceptions on ion equilibrium and pH of
ing materials in accordance with the conditions of salt solution" are recorded and formulated into an
the PJJ. Electronic-Student Worksheet (E-LKPD) is "E-LKPD to grow HOTS in solution equilibrium
an interactive IT-based teaching material that not material ”.
only presents material, but is also equipped with Each journal that has been selected must be
videos and animations that can strengthen students' based on certain criteria, namely inclusion criteria.
understanding in learning the material presented. E- Inclusion criteria are general characteristics of re-
LKPD is also expected to be able to grow the search subjects from a target and affordable target
HOTS of students. E-LKPD can be developed using population to be studied (Setiyadi, 2013). Mean-
various applications, one of which is the Adobe while, according to Notoadmojo, S, (2010), inclu-
Acrobat 11 Pro Extended application. sion criteria are criteria that must be met by each
(Linda et al., 2018) stated that two of the member of the population who will be sampled.
toughest discussions based on the difficulties of The inclusion criteria in this paper are:
students in learning chemistry, namely about ionic
equilibrium and pH of buffer solutions, and the Table 1. Journal Inclusion Criteria
other is solution equilibrium. Thus, the subject Criteria Inclusion
matter is considered as the right material for E- Period of The maximum period of time for publica-
LKPD content. Based on the problems that have time tion of the journal is 10 years (2010-2020)
been described, it is deemed necessary to research Language Indonesian and English
the development of interactive IT-based teaching Subject Student, Teacher
materials used in chemistry learning on ionic equi- Type of Original articles that have been published
librium and the pH of salt solutions. The proposed article and indexed and available in full text
development is in the form of E-LKPD to foster Theme of E-LKPD for growing HOTS in the solu-
high order thinking skills by using the Adobe Acro- journal tion equilibrium material
bat 11 Pro Extended application.

78 ICERI 2020 8th International Conference on Educational Research and Innovation

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Journals that match the inclusion criteria are Table 2. E-LKPD Development Stages
then collected and summarized to make it easier to No Research Sources Procedures
analyze the content contained in the research objec- 1 LKPD develop- Chemistry teacher interviews
tives. The analytical method made using journal ment Interactive and deployment questionnaire;
content analysis and continued writing using Men- Hydrolysis Mate- KD adjustment, GPA based on
rial Salt (Indriani 2013 curriculum; media selec-
deley.
& Lavulza, 2020) tion; draft early; media visual-
ization; arrangement of in-
RESULTS AND DISCUSSIONS struments research; validation
of questionnaires and instru-
Development of E-LKPD (Electronic Student Work- ments research
sheets) 2 Worksheet De- The defining stage (curriculum
One of the efforts to make learning activities velopment Elec- analysis, student analysis, task
more optimal is to provide LKPD for student activi- tronic Learners analysis and objective specifi-
Project Based On cations); designing test ques-
ties (Mutia & Prasetyo, 2018). LKPD is a learning Material Ther- tions; media selection; create
process activity sheet to train thinking skills and mochemistry in storyboards; validation; small
science process skills in completing tasks according Class XI SMA group trials; testing large
to the learning indicators to be achieved (Firdaus & (Andriyani et al., group
Wilujeng, 2018). LKPD can make it easier for 2018)
teachers to direct students to discover science con- 3 Development of Initial-final analysis (curricu-
cepts through experiments or investigations either E-LKPD with lum, students, assignments and
individually or in groups (Hermanto & Prastiwi, Scientific Ap- goal specifications); media
2013). LKPD is deemed necessary to be developed proach to Elec- selection, format, initial de-
trolyte and Non- sign; compilation of material
because LKPD is a complete teaching material with electrolyte Solu- into the media; validation;
a concise form and rich in questions to practice tions (Apriyanto expert assessment; product
(Diani et al., 2019). et al., 2019) trial
Teachers using LKPD aim to support students
in learning, carry out active learning, increase stu- Based on the sources analyzed, the LKPD de-
dents' interest in learning science (Lee, 2014); al- velopment stages were taken as an effective step,
ternatives for teachers to direct teaching or intro- namely: preliminary interview techniques and ques-
duce activities as learning activities; provoke stu- tionnaires to see the problems and target needs;
dents to be active (Andriyani et al., 2018); and curriculum review in the form of KD analysis, GPA
serves as an assessment (Utami & Aznam, 2020). based on the 2013 revised 2017 curriculum; early
The LKPD category that should be developed is E- product development; initial product trials; revision
LKPD because it allows students to access digitally of initial product trial results; second product trial;
by pressing a button on an available application second product revision; and implementation.
(Herawati et al., 2017). Validation carried out in the development of
The use of Electronic Student Worksheets is e-LKPD products includes validation of media
closely related to the application of E-Learning. E- experts and material experts. The sources used as a
Learning refers to the use of the internet to increase comparison were three journals for chemistry learn-
knowledge and skills. The advantage of E-Learning ing E-LKPD development, namely; IPA Learning
is that it can force students to show an active role in Cycle based LKPD 7E (Utami & Aznam, 2020),
learning (Farkhati & Sumarti, 2019). E-LKPD in Entrepreneurship Oriented Small Chemical Industry
general must meet the requirements, namely di- LKPD (Diniaty & Atun, 2014), Interactive LKPD
dactic requirements, construction requirements, and with Scaffolding Approach on Salt Hydrolysis
technical requirements (Lestari et al., 2019). Di- Material (Indriani & Lavulza, 2020).
dactic requirements regulate the use of universal
LKPD that can be used properly by all students and
are expected to prioritize the development of social,
emotional, moral, and aesthetic communication
skills, and invite students to be active in the learn-
ing process. The construction requirements relate to
the use of language, sentence structure, vocabulary,
level of difficulty, and clarity of the E-LKPD so
that it is easily understood by students. The tech-
nical requirements emphasize the presentati on of Figure 1. Validation Diagram for Media Experts
the E-LKPD which includes writing, pictures and and Validation of Material Experts
appearance.

8th International Conference on Educational Research and Innovation ICERI 2020 79

Table 3. The valid criteria used are: competencies, relevant for second semester class XI
No Interval Criteria students, the substance of the teaching materials is
1 81%-100% Very valid correct and according to chemical references, al-
2 61%-80% Valid ready contains HOTS indicators, physical appear-
3 41%-60% Quite valid ance and illustrations are interesting to look at and
4 21%-40% Less valid the constituent components of the E-LKPD are
5 0%-20% Invalid complete (Prasetya et al., 2019).

The following figure 1.2 display of the LKPD High Order Thinking Skills (HOTS)
that has been developed by Indriani & Lazulva. Higher order thinking skills are considered
Based on the average results of the media expert's necessary to increase the creativity and motivation
assessment for the three categories, the Interactive of students in implementing learning. Critical think-
LKPD with the Scaffolding Approach has a higher ing is related to reflective thinking that decides
overall assessment of 88.33%. If this value is con- what to do (Schulz & FitzPatrick, 2016). has been
verted based on the guidelines for the conversion of described as complex skills without simple algo-
quantitative data to qualitative data, the interactive rithms for problem solving (Sasson et al., 2018).
LKPD learning media products are included in the This thinking is based on research conducted by
very valid criteria. This LKPD consists of a front (Heong et al., 2012). that critical thinking skills will
page, an identity page, study instructions, basic support students to find ideas in completing their
competencies, GPA, and a core page. Revisions assignments. This is a demand for educators to
given by media experts include the use of icons for present a learning that is able to foster students'
each command, animated videos must be in accord- critical thinking skills through media, teaching
ance with the material presented and the choice of materials or learning models.
words. The ability to think critically is an important
requirement to be responsible for one's activities so
that it allows students to think rationally over prob-
lems (Sumarni & Kadarwati, 2020). HOTS is need-
ed to make the objective of careful, reflective and
fair-minded judgments about what to believe or
practical problems in the future (Putra et al., 2018).
According to (Suryawati et al., 2020) critical think-
Figure 1.2 Front Page (Indriani & Lavulza, 2020)
ing and empathy when applied simultaneously will
According to (Indriani & Lavulza, 2020) for help a person adapt to an unsafe environment. Crit-
material expert validation, after the entire revision ical thinking skills relate to the cognitive abilities of
process was carried out and corrected again, the students in active learning in learning to select
validity of the material from the interactive E- acceptable information and determine the truth in
LKPD was being researched and developed. Fur- creating new ideas (Wijayanti et al., 2019).
thermore, a further assessment is carried out in the Critical thinking skills are cognitive processes
form of a second stage assessment of the E-LKPD carried out as concepts, applications, synthesis and
which is developed through a validity test question- information obtained from observation, experience,
naire. E-LKPD that has been valid is then conduct- reflection, thinking, or communication as a basis
ed a limited trial at schools until finally an E-LKPD for believing and taking action and focusing on
is obtained that fits the valid criteria. what must be done (Jatmiko et al., 2018). Critical
The trials conducted on the E-LKPD results thinking requires someone to be able to involve
include one-on-one trials and limited trials. One-on- activities in analyzing more specific, different,
one trials were carried out to see the practicality of renting, selecting, identifying, assessing, and devel-
the teaching materials developed including the oping ideas in a more perfect direction (Usmeldi et
suitability of E-LKPD with learning objectives, the al., 2017). Critical thinking involves analysis and
material presented was easy to understand and the evaluation, not just accepting ideas or information.
assignment given could be done. Limited trials Advanced critical thinking skills require a person to
were carried out to find out the criteria for the ques- analyze and reflect on the results of their thoughts
tions given were in accordance with the learning (Sumarni & Kadarwati, 2020).
objectives, E-LKPD had sufficient information Indicators of critical thinking that have been
regarding the material provided and the order of the carried out in several studies include research
material was appropriate (Diani et al., 2019). (Rahma, 2012), namely: (1) interpretation (classifi-
cation and detection of information), (2) evaluation
An E-LKPD product will enter the next trial
(assessing arguments), (3) analysis (analyzing ar-
phase if it meets the good category, including; The
guments, experimental data and considering the
composition and content are relevant to each com-
credibility of the information evidence), (4) expla-
petency standard, are in accordance with basic
nation (stating the results and justifying proce-

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dures), (5) inference (analyzing conclusions, deter- No Research Specied Model

mining hypotheses and drawing conclusions) and 2 Irfandi, et al., 2018 Teaching ADDIE
(6) self-regulation (reviewing results, self-control). materials
The ability of critical analysis in this learning is the 3 Saraswati, et al., Teaching Plomp
2019 materials
ability of students to decipher information so that
4 Sa’adah, et al., 2019 Asesmen Plomp
the intended meaning can be obtained through sev- 5 Fitriani, et al., 2020 Learning Plomp
eral indicators, namely: organizing, connecting media
parts, interpreting data, evaluating information,
reflecting processes and making decisions related to Based on the journal analysis for the last 3
relevant concepts (Fitriani et al., 2020). years on several chemical subjects of SMA / MA
through the Research Gate, it can be concluded that
E-LKPD to help HOTS the Plomp model development method is the model
One of the things behind the importance of most often used in research. The Plomp model is
growing student HOTS is the fact that teachers still considered effective as a model for developing
provide C1-C3 level questions for students so that learning media and teaching materials. The author
students are less trained to work on questions that determines that in developing e-LKPD to grow
require critical thinking (Utami & Aznam, 2020). HOTS in solution equilibrium material, the Plomp
Learning activities will be more optimal if work- development model will be used.
sheets are used that are adjusted to the requested The Plomp development model is a develop-
targets (Sudarmin et al., 2019). Therefore, to pre- ment model consisting of 6 phases (Saraswati et al.,
sent a learning that is able to improvw the thinking 2019), namely: the preliminary investigation phase,
skills of students, HOTS-based worksheets need to the design phase, the realization / construction
be developed. phase, the validation phase. phase), the trial and
revision and the implementation phase.
Adobe Acrobat 11 Pro Extended as an Electronic From the discussion of literature studies, the
Worksheet Application for Students development of E-LKPD to grow students' HOTS
E-LKPD is a learning tool designed electroni- can help implement learning in the form of E-
cally, containing material in a systematic and inter- Learning. However, from several related studies, it
esting manner to achieve the expected competen- was found that the E-LKPD developed was less
cies. E-LKPD is presented in an electronic format attractive with the least animation used. According
which includes animation, images, videos, more to (Pralisaputri et al., 2016) students prefer learning
interactive navigation (Pursitasari et al., 2020). The media or interesting teaching materials, namely
applications used include Ispring Suite 8 Software little descriptions, explanations in the form of im-
(Indriani & Lavulza, 2020); 3D Pageflip Profes- ages that are easy to understand because in essence,
sional (Apriyanto et al., 2019). images can increase students' interest in learning.
The Adobe Acrobat application has never E-LKPD based on HOTS student must include
been researched and developed for E-LKPD in analysis, evaluation and synthesis skills. By devel-
chemistry learning, therefore researchers are inter- oping E-LKPD HOTS, it will help students’ think-
ested in using this application based on several ing skills. HOTS is not only about ability to re-
advantages that have been analyzed. The ad- member and memorize but also relates to critical
vantages of Adobe Acrobat 11 Pro Extended have thinking skills, creative thinking skills and prob-
an online and offline platform usage format, can lem-solving abilities in everyday in life (Sa’adah, et
create files that can be typed directly, documents al., 2019).
can look the same on any computer and PDF files
can include interactive multimedia to help create an ACKNOWLEDGEMENT
attractive appearance (Adobe Systems Team,
2014). Education in the 21st century is learning
through the use of technology where students are
Plomps’s R&D Development Model required to master learning using computers or the
The development model is one of the elements internet. E-LKPD is one of the effective teaching
that must be determined before carrying out a prod- materials in the Distance learning program (PJJ). E-
uct development research. The author conducts LKPD has many benefits and uses.
journal analysis in selecting a suitable model to be The authors hope that E-LKPD in the future
applied in this study by paying attention to journals will be more effective along with the development
that match the established inclusion criteria. of technology and learning methods used. This
article can be a reference for future researchers in
Table 4. Relevant Product Development Research developing E-LKPD, especially in chemistry learn-
No Research Specied Model ing and other subjects in general.
1 Linda, et al., 2017 Learning Plomp The author would like to thank the Ministry of
model
Education and Culture of the Republic of Indonesia
8th International Conference on Educational Research and Innovation ICERI 2020 81
who has helped in material terms so that this narra- [12] Hidayah, R., Salimi, M., & Susiani, tri saptuti.
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cepts and Indicators. Garden Scholar Journal, 4 (2),
1–11.
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8th International Conference on Educational Research and Innovation ICERI 2020 83

 TOXICOLOGY BOOK AS A TOOL TO IMPROVE INTERNAL TRY
OUT SCORES FOR STUDENT COMPETENCY TEST IN CLINICAL
TOXICOLOGY CORE
SRN. Aeni1, D. Aliansy2
12
Rajawali Health Institute, 38 West Rajawali Street. Bandung, Indonesia
1
Corresponding author’s e-mail: [email protected]

Abstract
The globalization era is increasingly challenging because competition between nations is increasingly fierce. To
be ready and survive this condition, Indonesia must have human resources that qualified to international stand-
ards. At 2018 Medical Laboratory Technologist Graduates required a competency test by Ristek Dikti, AIPTLMI
and PATELKI. Unfortunately the passing competency test rate in national level is still relatively low, reaching
only 43%. Clinical toxicology is one of the areas tested during the competency test. This research aims to gener-
ate Clinical toxicology Book to improve internal try out scores. The application of this approach gave positive
influence to students score. Internal try out scores increased so that it can be said that developed Clinical toxicol-
ogy book is effective and feasible.
Keyword: Book, Clinical toxicology, competency test Try out

INTRODUCTION understand and can help students improve compe-

tency test scores.
Free market and globalization give rise to Clinical toxicology is a field of study that is
fierce competition between nations. To fight this tested on competency test questions. It is necessary
condition, every country mustly have human re- to compile Clinical toxicology book because the
sources according international standards and are competency test questions refer to the mastery of
able to generate products / services towards interna- knowledge and skills, the ability to think (high
tional standards[1]. level) and refers to character building (attitudes).
Effort to shield this effect of globalization This research aim to produce a Toxicology
PATELKI dan AIPTLMI organizing a competency Textbook as a Tool to Improve the internal try out
test (Ujikom) for graduates of the Health Analyst score of Student Competency Test in the field of
Diploma Three Study Program. A national compe- Clinical Toxicology at Rajawali Health Institute.
tency test is needed to answer the challenges of
globalization that are currently being faced in the METHODS
effort to standardize and guarantee the quality of
higher education graduates in the health workers. Research methodology
The competency test is carried out so that graduates This research used Research and Development
can be registered as health analysts and are allowed (R&D) study which is a type of research used to
to carry out their practice / professional work in the produce a product[4] The subjects of this research
territory of Indonesia as health workers in carrying are 3 Toxicology lecturers. It applies non-
out their duties. The level of passing the 2018 randomized system of selecting the subject and is
Ujikom has not been satisfactory, it has only based on certain characteristics; those are (1) Toxi-
reached 43%. cology lecturer; (2) permanent and active staffs in
The results of student competency tests are Technology Laboratorium Medic higher school;
obtained by external factors, include: Try Out, cur- (3)Lecturer having three year period of work or
riculum / learning methods, lecturer factors, other more; and (4) male or female. Beside that the re-
influencing factors[2]. In accordance with what was search subject to try utilization toxicology textbook
reported by previous researchers, learning material is 80 health analyst students who will do competen-
during college is a factor that affects to passing cy test agenda of this 2020. The sampling technique
competency tests. Students' difficulties in under- was simple random which found 80 students as the
standing the material are probably caused by the samples.
existing textbooks were is too contextual and the Materials
explanations of content are too complicated[3]. More There are three laptop (Acer, Lenovo, and
students easier to understand textbooks than other MacBook Air) was used to write text book. Papper
learning resources because they can be read, and Printer (EPSON L380) was used to printing
checked and discussed repeatedly. Books must be draft of book, reference, and all hard documents.
of high quality and be able to convey a complete Office stationery to research support tools. Labora-
message so that books need to be written, designed, tory materials, substance and equipment to try
and presented in a more attractive visually, easy to practicum procedure. The ‘IM3 ooredoo’ data

84 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

pulse. Cellphone or Leptop to fill out a question- as utilization of Clinical toxicology book. Almost
naire. Computer instalation at Computer Based Test all of students was an increase in score after treat-
(CBT) room eas used to try out internal. Camera ment. The data analysis result by Wilcoxon Signed
phone (Oppo Reno 2F) to capture all picture during Ranks Test using SPSS software shown at Table 1.
research. Google form online facilities to field try
out competency test questions. Table 1 Influence of utilization of Clinical toxicol-
Prosedure ogy book treatment by Wilcoxon Signed Ranks
This research first begin with the Literature Test analysis
review for Clinical Toxicology reference according
to the blue print Competency test (Ujikom). Based
on first step then continue to analysis all of litera-
ture have been carried out at the beginning of the
compilation of various textbooks were used at this
stage. ‘Wacana’ Analysis (writing paragraphs based
on literature) to produce text. Try the practice
prosedures entered in the book is important step
before book validation step. Next step is validation
of macro proportions (text), discourse reconstruc-
tion of text and layouting the design. The feasibility
test on textbooks is carried out by giving question-
naires to lecturers who teach clinical toxicology
courses on several campuses. Last step is Internal
Exam Tryout Pretest, the use of textbooks in the
strengthening of Ujikom, Ujikom's internal posttest DISCUSSION
tryout uses the same questions as the questions
during the pretest. Then analysis data on the in- On learning study proccess has many
crease in the internal tryout score by Wilcoxon component necessary to prepare. One of them is
Signed Ranks Test using SPSS. teaching materials. Teaching materials are all forms
of material used to assist lecturers / instructors in
RESULTS carrying out teaching and learning activities in
class[5]. Teaching materials in the form of printed
This section explained the results of research teaching materials such as Textbooks. The good
and at the same time is given the comprehensive books are arranged in the right rules in order to
discussion. The data and discussion can be made in produce good quality books. A good quality book is
several sub-chapters. able to convey messages precisely and according to
purpose. According to the textbook functions as
[6]
follows :
1. Reflects a clear perspective on teaching and
learning to demonstrates its application in the
teaching materials presented.
2. Reflecting a rich knowledge, easy-to-read and
varied source of subject matter according to
the interests and needs of students, as a basis
for learning activity programs.
Figure 1. List of Toxicology textbook reference and 3. Provide an organized and sequential resource
percentage for skills.
4. Presenting methods / materials of teaching to
The instrument used is a validation form. Val- motivate students.
idation form has been tested for validity and relia- 5. Presents the necessary initial fixations (deep
bility Validation is conducted to know the feasibil- roles) as well as support for practical exercises
ity of learning outcome and textbook content. From and assignments, dan
three validator all of textbook is valid. From this 6. Presenting the evaluation and remedial mate-
step got the suggestion and recommendation from rials / tools.
all validators. Almost all them applied to the text-
book to be best textbook ever. Practicum procedure The process of producing textbook combine
also treat the feasibility test have form tested the various references. Literature review do for this
procedures in the laboratory. step. One reference and another completed each
This step produce score pretest and posttest in- other. Discourse analysis usually call ‘Analisis
formation. Pretest and posttest question has been Wacana’ did to produce beautiful text. Critical
valid and reliable. Treatment was given to students discourse analysis is necessary developed and used

8th International Conference on Educational Research and Innovation ICERI 2020 85

as a tool to dismantle interests, ideologies, percep- ACKNOWLEDGMENT
tions and practice in language and discourse activi-
ties.[7] Step to got textbook is discourses analysis Kemenristek-Brin Sponsorship which has
that are in accordance with the needs of lectures provided funding assistance for Beginner Lecturer
and ukom question tutoring, namely adjusted to the Research Grants with contract number:
learning objectives and the character of the dis- 097/SP2H/AMD/LT-MONO/LL4/2020
course for clinical toxicology learning..
Producing textbook step have designing and REFERENCES
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pp. 127-131, June 2018.

86 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

THE KNOWLEDGE SHARING BEHAVIOR AMONG FACULTY

MEMBERS BASED ON DIFFERENT ACADEMIC DISCIPLINES IN
HIGHER EDUCATION
Suwito Eko Pramono1, Inaya Sari Melati2, Atika Wijaya3

1,2,3
Universitas Negeri Semarang
1
[email protected], [email protected], [email protected]

Abstract
This study aimed to compare the knowledge sharing behavior from faculty members of science department and
social counterparts as well as the impact of leadership and normative beliefs on the knowledge sharing behavior
of both academic disciplines in higher education. The data collection method in this study was a closed ques-
tionnaire with a scale of 1-5 intervals distributed to 130 Indonesian lecturers and was analyzed by using Inde-
pendent T-Test and WARP-PLS statistics. The study indicated a high intention in knowledge sharing behavior
among both groups, however there were some difference results in details. Leadership in both disciplines affect-
ed the knowledge sharing behavior. The normative beliefs on knowledge sharing of science lecturers were higher
than their social sciences counterparts. However, the normative beliefs on knowledge sharing of science lecturers
failed in influencing the knowledge behavior among them. This research has implication that the knowledge
sharing behavior can be controlled more by organization leaders than by normative beliefs. It means the leader
plays an important role in shaping knowledge sharing as a part of the culture in higher education.
Keywords: knowledge sharing, knowledge sharing behavior, normative beliefs, leadership, higher education

INTRODUCTION changes; (4) utilizing new knowledge; and (5) mak-

ing effective decisions in business [5]. Knowledge
Knowledge as intellectual capital is the main management is beneficial for all sectors, both in
resource of an organization. This makes knowledge manufacturing, banking, telecommunications, edu-
a strategic resource in achieving competitive ad- cation and the public sector [6].
vantage and organizational success. The use of Previous studies on knowledge sharing are
knowledge resources can be done more effectively still dominated by knowledge sharing activities in
and efficiently through a knowledge management business organizations [7], there is little empirical
system [1]. Knowledge management includes the research that examines the intention of sharing
process of creating, using and sharing knowledge knowledge of academic staff in universities, espe-
and information within an organization. Knowledge cially in Indonesia [8], [9]. Even so, the issue of
sharing is one of the main processes in knowledge knowledge sharing is equally important for
management [1], [2]. knowledge-based institutions, such as universities,
Knowledge sharing is the process of providing in which knowledge is created, distributed and
or receiving information about tasks or knowledge applied. In higher education, the intention and atti-
and feedback about certain products or procedures tude of academic staff (lecturers) in conducting
[3]. Knowledge sharing allows individual knowledge sharing is a major component of suc-
knowledge to be converted into organizational cessful knowledge management. Good knowledge
knowledge. In the process, knowledge sharing pro- sharing practices will help develop quality educa-
vides benefits to the organization, namely (1) tion and improve organizational performance.
knowledge can be disseminated effectively and Leaders certainly play an important role in
efficiently in the organization; (2) enhancing the controlling organizational performance. Therefore,
ability of individual knowledge to recognize the the role of leadership is one of the factors that can
value of knowledge, assimilate, and apply it to influence the creation of a culture of knowledge
commercial purposes. It is supported by research sharing in an institution, including universities.
[4] which also reveals that knowledge sharing is However, the results of research [10] revealed that
very important in the process of knowledge crea- leadership had no effect on satisfaction and was less
tion, organizational learning, and performance effective in building individual commitment to
achievement. knowledge-sharing activities. On the other hand,
There are several things that make knowledge there are contradictory studies that have found a
sharing behavior important in an organization, in- positive relationship between empowering leader-
cluding: (1) the distribution of knowledge from ship and knowledge sharing [11]. Based on this
sender to receiver; (2) expanding employees' ability research gap, the first hypothesis is compiled in this
to organize; (3) better respond to environmental
8th International Conference on Educational Research and Innovation ICERI 2020 87
study, namely leadership affects knowledge sharing important for organizations to understand the
behavior. knowledge sharing behavior of their employees
Knowledge sharing activities are influenced [20].
by several factors. Perceived self-efficacy and an- Knowledge sharing behavior in the academic
ticipated reciprocal relationship have a positive and profession can be identified by applying the theory
significant effect on the intention to share of planned behavior [1]. Theory of planned behav-
knowledge while expected extrinsic awards have no ior is a psychological model that examines individ-
effect [2]. The results of the study [12] explained ual behavior and states that the best predictor of a
that three of the Big Five Personality aspects affect- person's behavior in certain situations is their inten-
ed individual knowledge sharing behavior, namely tion to perform the behavior. In this theory, a per-
neuroticism, extroversion, and agreeable. Mean- son's behavioral intention is based on attitude to-
while, conscientiousness and openness had no ef- ward the behavior, subjective norms, and perceived
fect. behavioral control. Attitude toward the behavior
Furthermore, subjective norm is a variable that refers to the evaluation of the intended behavior
influences knowledge sharing behavior. This is also that leads to certain favorable or unfavorable out-
supported by the results of research [13] and [14] comes or consequences. Normative beliefs are indi-
where subjective norms and attitudes positively and vidual beliefs about the extent to which other peo-
significantly affected knowledge sharing behavior. ple who are considered important to them think that
[15] Adding normative belief as one of the factors they should or should not do certain behaviors [21].
influencing knowledge sharing behavior after atti- In this case it means that the feelings of the lectur-
tudes and intentions towards knowledge sharing. ers towards their leaders and colleagues to do the
However, the results differ in [16] that normative same thing as what they do, in this case is
belief had no effect on intention and behavior in knowledge sharing. This variable is a variable de-
knowledge-sharing activities. Based on the research rived from subjective norms in Theory of Planned
gap, the second hypothesis is compiled in this Behavior. Indicators in normative belief in
study, namely normative beliefs affect knowledge knowledge sharing are (a) support from superiors
sharing behavior. (b) support from colleagues
Attitudes towards knowledge sharing have a A person's attitude toward knowledge sharing
strong effect on one's research productivity [17]. is influenced by empowering leaderships, where
This is because they value the role of research and team members tend to see themselves as an im-
knowledge-sharing activities with colleagues. In portant part of the decision-making process so that
addition, the normative structure embedded in the they are more motivated to share their knowledge
environment is indirectly able to encourage some- [20]. Empowering leadership is able to stimulate
one to communicate and create new knowledge and maintain knowledge sharing behavior in the
through knowledge sharing activities [18]. work environment. Empowering leadership is a
In higher education, the intention and attitude way for leaders to share power with subordinates
of academic staff in conducting knowledge sharing and be involved in every action to increase intrinsic
is a major component of successful knowledge motivation to foster better performance [22]. Em-
management. Good knowledge sharing practices powering leadership emphasizes the importance of
will help develop quality education and improve the work of their subordinates; in this case, lectur-
organizational performance. Research [6] stated ers are related to their important role in the formu-
that knowledge sharing among academic staff is lation of solutions and decisions with the aim of
important to improve the quality and quantity of minimizing the boundaries between leaders and
knowledge possessed by individuals, resulting in members so as to improve knowledge sharing be-
knowledge creation and improving the overall per- havior [23].
formance of the institution. Several previous studies examining
There is a significant positive relationship be- knowledge sharing behavior, especially in the aca-
tween knowledge sharing and the productivity of demic environment, only focused on members in
scientific publications [19]. This reveals that general without identifying differences in each
knowledge sharing can help academic staff increase field. This research describes the role of empower-
the number and quality of publications so as to ing leadership and normative belief as a component
improve research performance in universities. of Theory of planned behavior in influencing the
Knowledge Sharing is the practice of exchang- knowledge sharing behavior of exact science and
ing and disseminating ideas, experiences and social science lecturers.
knowledge with others to ensure the sustainability
of knowledge in organizations. In principle, METHOD
knowledge sharing is a process intended to gain
experience from other people [5]. As social behav- This research was a quantitative research. This
ior, knowledge sharing is vulnerable to social influ- research was conducted by using a cross-sectional
ences that arise from other people. Therefore it is design. The reason for using this design was be-

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cause the application of the cross-sectional model changes, overload information, competitiveness,
focused on variation. The variations consisted of uncertainty and, sometimes, organizational decline
gender, age, length of work, and group of fields of [23]. For higher education institutions, this means
study. higher levels of competition, scarce resources and
The study population included all active lec- new fees, and unexpected fluctuations in student
turers at UNNES by determining the sample rate enrollment and institutional earnings. For academ-
using the Slovin formula with an error of 5%. In- ics, this sometimes means the need to seek new
formation from both the field and respondents re- positive identities and new roles to find refuge from
quired techniques to collect information which was the storms of change [24].
then converted into data. This study used primary The widespread diversification of the system
data and secondary data. Primary data were ob- causes higher education institutions to become
tained from questionnaires filled out by lecturers. more diverse internally. The academic culture
Meanwhile, secondary data were obtained from among faculty members in women's studies, busi-
literature studies related to research problems. Data ness studies, fashion design and medical-related
collection techniques in this study used among professions has a very different nature and origin
others: literature study and questionnaires. The [25]. The multicultural configurations found in
research questionnaire was presented with a Likert universities are much more complex and diverse
scale. In this study, researchers used a type of ques- today than 15 years ago.
tionnaire instrument with a score of 1-5. The re- Therefore, this study sought to reveal differences
search data analysis was carried out by descriptive in academic life between two different disciplines
analysis and path analysis, besides that it was also to determine their motivation for knowledge shar-
equipped with a different test to compare the pat- ing. Descriptive analysis was conducted by compar-
terns of academic culture at Universitas Negeri ing leadership variables, normative beliefs and
Semarang, Indonesia. knowledge sharing from 65 faculty members from
the Engineering and Mathematics and Natural Sci-
RESULTS ences faculties as representatives of the exact
“group” and 65 faculty members from the Faculty
This study further examined the Theory of of Economics and the Faculty of Social Sciences as
Planned Behavior model to assess the extent to representatives of the Social science “group” from
which leadership and normative belief variables Universitas Negeri Semarang. Apart from being
affected the knowledge-sharing behavior of lectur- analyzed descriptively, the data were also analyzed
ers with a background in exact science and social by using WarpPLS to test the effect of leadership
science. and normative beliefs on knowledge sharing among
The new system of higher education in a post- faculty members of higher education.
industrial environment is characterized by volatile

Table 1. Results of Homogeneity Test and Independent T Test

Levene’s Test T-Test
Variable Mean Criteria Std. Error Result
Sig. Homogeneity Sig.
Science Social Science Social
Leadership 0.465 Homogeneous 0.000 29.08 34.62 Medium Medium 1.02709 Different
Normative Homogeneous Not
0.527 0.379 18.06 17.55 High High 0.57509
beliefs different
Knowledge Homogeneous
Not
Sharing 0.366 0.187 13.21 12.92 High High 0.22014
different
Behavior

Table 2. Model Fit and Quality Indices for Social Science Lecturers
Analysis
No Model Fit and Quality Indices Criteria Fit Information
Results
0,325
1 Average Path Coefficient (APC) p < 0,05 Accepted
p = 0,001
0,241
2 Average R-Squared (ARS) p < 0,05 Rejected
P= 0,010
Average Adjusted R-Squared 0,217
3 p < 0,05 Accepted
(AARS) P=0,016
Average Block Variance Inflation
4 Acceptable if <= 5, ideally <= 3,3 1,020 Ideal
Factor (AVIF)
8th International Conference on Educational Research and Innovation ICERI 2020 89
 Analysis
No Model Fit and Quality Indices Criteria Fit Information
Results
5 Afvif Acceptable if <= 5, ideally <= 3,3 1,061 Ideal
Small >= 0,1, medium >= 0,25,
6 Tenenhaus Gof (Gof) 0,384 Large
large >= 0,36
7 Sympson’s Paradox Ratio (SPR) Acceptable if >= 0,7, ideally =1 1,000 Ideal
R-Squared Contribution Ratio
8 Acceptable if >= 0,9, ideally = 1 1,000 Ideal
(RSCR)
9 Statistical Suppression Ratio (SSR) Acceptable if >= 0,7 1,000 Accepted
Nonlinear Bivariate Causaly Direc-
10 Acceptable if >= 0,7 1,000 Accepted
tion Ratio (NLBCDR)
Source: Data processed, 2020

Table 2 shows that the overall fit and quality in- lecturers can be continued because the accepted
dices of the sample of social science lecturers had APC and AARS scores are added with the ideal
not met the criteria. The research model must have value of other factors. While testing the quality of
a fit model that is all included in the category (ac- the model for exact science lecturers can be seen in
cepted), especially for APC, ARS and AARS val- the following table.
ues. The inner model of research in social science

Table 3. Model Fit and Quality Indices for Exact Science Lecturers
No Model Fit and Quality Indices Criteria Fit Analysis
Information
Results
0,153
1 Average Path Coefficient (APC) p < 0,05 Accepted
p = 0,050
0,060
2 Average R-Squared (ARS) p < 0,05 Rejected
P= 0,156
Average Adjusted R-Squared 0,217
3 p < 0,05 Good
(AARS) P=0,016
Average Block Variance Inflation
4 Acceptable if <= 5, ideally <= 3,3 1,459 Ideal
Factor (AVIF)
5 Afvif Acceptable if <= 5, ideally <= 3,3 1,363 Ideal
Small >= 0,1, medium >= 0,25,
6 Tenenhaus Gof (Gof) 0,193 Small
large >= 0,36
7 Sympson’s Paradox Ratio (SPR) Acceptable if >= 0,7, ideally =1 1,000 Ideal
R-Squared Contribution Ratio
8 Acceptable if >= 0,9, ideally = 1 1,000 Ideal
(RSCR)
9 Statistical Suppression Ratio (SSR) Acceptable if >= 0,7 1,000 Accepted
Nonlinear Bivariate Causaly Direc-
10 Acceptable if >= 0,7 0,500 Rejected
tion Ratio (NLBCDR)
Source: Data processed, 2020

Table 3 shows that the overall results of the fit

model and quality indices of the exact science lec-
turer sample had not met the criteria. The research
model must have a fit model that is all included in
the category (accepted), especially for APC, ARS
and AARS values. The inner model of research in
exact science lecturers can still be continued be-
cause the APC value is accepted plus the value of
other ideal factors. There are several factors that are
not accepted, namely the ARS, AARS and
NLBCDR values which indicate that the inner
model is acceptable but not significant.
The relationship between variables for social
Figure 1. Research Data Analysis for Social Sci-
science lecturers in this study can be seen in Figure
ence Lecturers
1.

90 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

Based on the test results in the image above, it such as physics and mathematics; (b) soft-pure,
can be seen that the leadership variable had a posi- namely pure social sciences such as history, sociol-
tive direction on the behavior regarding knowledge ogy and anthropology; (c) hard-applied covering
sharing with a coefficient of 0.241 and a value mechanical and medical engineering and the like;
requirement of 0.001 where the leadership variable and (d) soft-applied covering education, law, ad-
had a strong effect on behavior regarding ministration and the like. Each of these categories
knowledge sharing, meanwhile, the normative be- has different characteristics, including in terms of
lief variable about knowledge sharing on leadership.
knowledge sharing behavior showed a coefficient Orientation and work systems in each of the dis-
of 0.309 and a p value of 0.004, which means that ciplines are such as teams in sports [26]. The exact
normative beliefs about sharing knowledge had a field is like a sprinter. Researchers work in a team
moderate effect on behavior regarding knowledge and compete intensely against other teams. Maybe
sharing. for the field of Biology and Ecology it will tend to
The direction of the relationship and the magni- be gentler because some of the objectives are to
tude of the coefficient between variables for exact observe natural phenomena, but time and budget
science lecturers can be seen in Figure 2. constraints in the end still force them to increase
their speed.
On the other hand, social science (both pure and
applied) is like a person doing jogging, where work
can be done alone or in a small team. They are not
tied to one big team and do not have to have the
same goal. Each individual is free to choose the
preferred path, there will even be individuals who
choose not to enter any competition, but only be-
come a commentator.
The positions and duties of the 'coach' and 'cap-
tain' (in this context are academic leaders) are re-
sponsible for the performance of the teams that
differ these characteristics. The output of each team
also differs according to the "competition" they are
participating in. This is in accordance with the re-
Figure 2. Research Data Analysis for Exact Science sults of research in this study that the role of the
Lecturers leader is more dominant for lecturers with a social
science background because the work culture is
The test results showed that the leadership varia- more dynamic and varied so that it requires a great-
ble had a positive direction on behavior regarding er role and control of the leader. In contrast, faculty
knowledge sharing with a coefficient of 0.222 and a members in the faculty of exact sciences already
requirement of p value 0.029 where the leadership have large teams with clearer projects and work
variable had a moderate effect on behavior regard- targets so that the role of the leader tends to be
ing knowledge sharing, meanwhile the normative simpler.
belief variable about sharing knowledge had no
effect on behavior regarding knowledge sharing. H1: Leadership affected knowledge sharing behav-
This is because the p value of the normative belief ior
variable is > 0.05 that exceeds the understanding
limit of the p value, namely 0.10 or 10%. Although the role of leaders in the faculties of
exact and social sciences is different, leadership
DISCUSSION still plays an important role in influencing individu-
al knowledge sharing behavior. Individuals who
Descriptively, Table 1 showed that in general feel that they are an important part of decision mak-
there were no significant differences in normative ing will be more motivated to share knowledge.
beliefs and knowledge sharing behaviors of lectur- The existence of high leadership abilities can in-
ers in the exact sciences and social sciences. Both crease loyalty not only to individuals but also to
were in the high category. On the other hand, there colleagues in an organization which in turn affects
were significant differences between the two in the the behavior in sharing knowledge [27].
leadership variable, even though they were in the The results showed that leadership affected
same category, namely medium. The role of leader- knowledge sharing behavior for both lecturers with
ship was seen more prominently in the academic backgrounds in exact science and social science.
community who were engaged in social science. This result contradicted the results of research [28]
In general [25] classifies knowledge and disci- and strengthens previous studies [29], [22], [28]
pline groupings into four categories, which include: and [29] that leadership is a key role in maintaining
(a) hard-pure in the form of pure exact sciences
8th International Conference on Educational Research and Innovation ICERI 2020 91
knowledge-sharing behavior, both individuals and are in accordance with the previous explanation that
groups. The results of this study are also in line the salient characteristics in exact science are the
with the results of research [30] which stated that intense competition between teams to achieve the
leadership is a very important factor in increasing same goals so that it affects knowledge sharing
the knowledge sharing behavior of stakeholders in behavior which is only limited to teammates.
hospitals in Jordan.
Based on the discussion above, it can be con-
Leadership increases individual commitment cluded that leadership had a significant effect on
and motivation which impacts on the desire to im- knowledge sharing behavior both to lecturers with
prove the quality of performance, especially in the social and exact science backgrounds, but with
field of knowledge sharing [27]. In addition, [31] different levels of influence. Leadership has a
stated that leadership is necessary in providing greater effect on the knowledge sharing behavior of
appropriate knowledge and networking in that envi- social science lecturers than exact science lecturers.
ronment and has an impact on opportunities for The normative belief variable affected the
knowledge sharing. The importance of leadership in knowledge sharing behavior of social science lec-
influencing the culture of sharing knowledge in turers, but it did not affect the exact science lectur-
organizations is also supported by [32]. ers. Therefore, in order to revive the spirit of
knowledge sharing among faculty members in dif-
H2: Normative belief affected knowledge sharing
ferent scientific backgrounds, a leadership role is
behavior
needed who is able to flexibly direct faculty mem-
Normative belief is defined as the lecturers' bers regardless of their normative beliefs.
feelings towards their leaders and colleagues to do
the same thing as what they do, in this case ACKNOWLEDGMENT
knowledge sharing behavior. Thus, the higher the
normative belief a lecturer has, the higher the inten- Authors would like to thank to Universitas
tion of knowledge sharing that is carried out. Negeri Semarang for the Research Grant given to
The results showed that normative beliefs affected finish the research and to facilitate authors to pub-
knowledge sharing behavior for lecturers with a lish the research article.
social science background. [33], [15] and [34] sup-
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Journal of Knowledge Management. 9 (4). Page 33- Thesis. Liverpool John Moores University for De-
50. 2013. DOI: 10.4018/ijkm.2013100103 gree of Doctor of Philosophy. 2017.
https://pdfs.semanticscholar.org/b109/5c616f42a9f1
[34] Chennamaneni, Anitha. Determinants of Knowledge cd7debb5b1a4733b9e0f3878.pdf
Sharing Behaviors: Developing And Testing An

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FEASIBILITY OF LEARNING INSTRUMENTS INNOVATION BASED

ON PATROL MUSIC TO IMPROVE STUDENTS’ LOVE THE
HOMELAND ATTITUDE
T D Purwita1, D Rosana2

1
Physics Education, Graduate Schools, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
2
Science Education, Graduate Schools, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
1
[email protected] , [email protected]

Abstract
The aim of this research is to (1) determine the feasibility of physics learning instruments based on patrol music,
and (2) measure students' responses to the readability of local knowledge-based physics learning instruments.
This study uses a 4D research and development model but it is specifically reviewed at the development stage
only. The technique of data collection in this study uses feasibility assessment sheets and questionnaire items.
These assessment sheets are given to three lecturers and questionnaire items are given to 15 students from class
XI as research sample subjects. The research places were conducted in Public High School 1 Turen, Malang.
This learning instruments consisted of the syllabus, lesson plans, student worksheets, handout and questionnaire
of love the homeland attitude. The results of this study were analyzed with analysis quantitative descriptive.
Based on the analysis result, the physics learning instruments based on patrol music have the feasibility in the
excellent category to be implemented in the classroom for improving students’ love the homeland attitude.
Meanwhile, based on students' response analysis results, for the readability students’ worksheets has students’
response with the value of 78.75% while the readability handout has students’ response with the value of
87.41%.
Keywords: feasibility, learning instruments, local knowledge, patrol music, love the homeland

INTRODUCTION sharpen the various characters possessed by indi-

viduals, especially positive characters [12]. The
Since the beginning of the 21st century era, first president, Ir. Soekarno once stated that charac-
globalization gives a mixed effect that affects socie- ter building for every citizen can make the country
ty from the younger generation until the older gen- more character and dignified. Character building is
eration. Globalization can challenge the application very important for citizen to obtain and learn char-
of self-identity element [4]. One of the affects self- acter education to build better character for them-
identity elements is caused by the heterogeneity selves and their environment.
information. The development of heterogeneity in One of positive characters that can be developed
the information flow can come from an increasingly by students is love the homeland. The love the
competitive national civilization. It has an impact homeland character is very needed to get generation
on easier some foreign cultures to entry and devel- that can know, understand, and appreciate the local
op in a country [2],[8]. This impact can destroy culture around them [2],[12]. But many students as
slowly the noble values of the Indonesian people well as the community prefer to modernize their life
that have been develop since a long time ago [1]. without appreciating the local culture belonging to
The growing heterogeneity of society in Indone- the local region. Based on the results of student
sia because pluralism generally provides many observations in Public High School 1 Turen before
perspectives on solving problems, even it can lead implementation activities, there is also evidence
to conflicts between people [5]. Cultural diversity that many students prefer foreign cultures and they
with globalization influence can causes Indonesian do not know their unique regional culture; they
culture to become increasingly complex. This com- often violate school regulations, and speak disre-
plexity can also make noble values of Pancasila spectfully to teachers. So, the loving the homeland
increasingly faded [2],[3],[9]. The cause is the attitude must be instilled in students from an early
comparison between modern culture and local cul- age [11].
ture that makes the modern culture has more attrac- Therefore, an integration of learning instruments
tive point than local culture [7]. So, students also can be carried out with one of the typical cultures.
need an attitude that is in accordance with the in- In Malang, there is one of the music cultures that
creasingly rapid distribution of data information in often known as patrol music. Patrol music activities
globalization era. This attitude can be applied are generally carried out once a year during the
through character education [6]. month of Ramadan. It is because the activity comes
Character education can determine the progress from the habit of the village community to wake up
of the nation [2]. It because character education can the sahoor meal for Muslims who are fasting in the

8th International Conference on Educational Research and Innovation ICERI 2020 95

month of Ramadan [13]. However, along with the Table 1. Converting a Score to 4 Categories
modernization carried out, the patrol music activity
developed into a celebration until it was contested Range Value Category
[10]. Music patrol uses "kentongan" made of bam- 3.25 < 𝑥𝑥 ≤ 4.0 Very Feasible
boo which makes sounds with various rhythm. The 2.50 < 𝑥𝑥 ≤ 3.25 Feasible
sound produced from "kentongan" becomes an 1.75 < 𝑥𝑥 ≤ 2.50 Moderate
image of the sound wave application in physics 1.0 < 𝑥𝑥 ≤ 1.75 Less Feasible
subject. So, the integration of local culture (art of
patrol music) with physics material (sound waves)
For students’ response result to readability prod-
can be carried out easier to improve the students’
uct, the questionnaire score result was changed into
character of love for the homeland.
percentage form and converted into category as
qualitative analysis descriptive according to Table 2
METHOD [15].
This study has purpose to determine the feasibil- Table 2. Converting Percentage Results into Five
ity of physics learning instruments based on patrol Categories
music and measure students' responses to the read-
Percentages Category
ability of the learning instruments product. The
80 ≤ 𝑥𝑥 ≤ 100 Very Good
learning instruments' feasibility is very important
for this learning instrument before it can be imple- 60 ≤ 𝑥𝑥 < 80 Good
mented for improving students’ love the homeland 40 ≤ 𝑥𝑥 < 60 Moderate
attitude. 20 ≤ 𝑥𝑥 < 40 Low
This research has specifically focus on the de- 0 ≤ 𝑥𝑥 < 20 Lowest
veloping stage from 4D research and development
by Thiagarajan. The technique for data collection in RESULTS
this study uses feasibility assessment sheets and
questionnaire items for students’ responses. This This developing stage of the learning instrument
data collection used 3 expert judgments (lecturers) product need to be observed by expert judgments as
and 15 students of XI grade in school year a validation stage. This validation activity is very
2019/2020. This study was conducted in Public important due to physics learning instrument must
High School 1 Turen, Malang, East Java. have credibility and feasibility to be used in the
This physics learning instrument based on patrol classroom. This research was integrated with patrol
music has consist of the syllabus, lesson plans, music as local knowledge that have been known
student worksheets, handout and questionnaire of well in Malang, East Java; especially in Turen. This
love the homeland. All of the product has many music patrol present application of sound wave
information that integrated with music patrol art. subject because of students know about this music
The design of learning instrument uses discovery in their life society. This physics learning instru-
learning that have been integrated with patrol music ments consists of the syllabus, lesson plan, stu-
activity. dents’ worksheet, handout and questionnaire of
The data analysis for data collection uses quanti- students’ love the homeland attitude. All of the
tative and qualitative descriptive. For assessment product was integrated with patrol music as local
sheets has been form to range value of one to four knowledge. Fig. 1 presents the information on pa-
(4-Likert Scale), meanwhile and questionnaire trol music that integrates into one of the students’
result were form in percentages. All the result was worksheets pages.
analyzed with Ms. Excell 2013 application. The
mean score (Z) for each aspect following equation
(1).

∑𝒙𝒙
𝒁𝒁 = 𝒏𝒏
(1)

with 𝑛𝑛 is the number of expert judgments that have

been determined. Equation (1) can obtain the mean
value (Z) for each aspect in the feasibility assess-
ment and it was converted to qualitative descriptive
as category according to Table 1 [14].

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Figure 2. Feasibility Graph of Physics Learning

Instrument based on Patrol Music

Table 3. Feasibility Category of Physics Learning

Instrument based on Patrol Music
Figure 1. Information on patrol music in student
students’ worksheets at the stimulation stage Learning Instrument Mean Category
Product Value
Before the learning instrument can be imple- Syllabus 3.29 Very Feasible
mented into a classroom for improving students’ Lesson Plan 3.40 Very Feasible
love the homeland attitude, the product must be
Students Worksheet 3.60 Very Feasible
checked about its feasibility. This study has been
analyzed the feasibility result of the learning in- Handout 3.56 Very Feasible
strument product. In Fig. 2 and Table 3, it presents Questionnaire of Love 3.24 Feasible
analysis mean value and its category for each prod- the Homeland
uct.
Meanwhile, the students’ responses result for
readability product was presented in Table 4 and 5.

Table 4. Result of the Local Knowledge-based Student Worksheets Readability Questionnaire

Percentage
No. Statements (%)
Yes No
1. The appearance of the students’ worksheets is attractive and makes me interested in 76.67 23.33
reading it
2. The size of the text and images is clear and comfortable to read 100 0
3 The layout of images/graphics in the students’ worksheet looks proportional (appropri- 96.67 3.33
ate) so that I can easily read the sequence of activities in the students’ worksheet
4 By reading the students’ worksheet at a glance, I can immediately distinguish the parts of 76.67 23.33
the students’ worksheet, such as stimulation stage, data collection stage, etc.
5 The instructions/questions in the students’ worksheet are easy to understand 90 10
6 The material description/questions in students’ worksheet use language that is easy to 100 0
understand
7 The questions in the students’ worksheet are easy to understand 90 10
8 After reading the students’ worksheet, I was interested in taking part in discovery learn- 76.67 23.33
ing activities
Mean Value 78.75 8.75

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Table 5. Results of the Local Knowledge-based Handout Readability Questionnaire
Percentage (%)
No. Statements
Yes No
1. The appearance of the handout attracted me to read it 83.33 16.67
2. The size of the text and images is clear and comfortable to read 96.67 3.33
3 The layout of the images/graphics in the handout looks proportional (appropriate) so
86.67 13.33
that I can easily read the sequence of activities in the handout
4 The purpose of the learning material in the handout is clear and easy to understand 76.67 23.33
5 The material described in the handout is easy to understand because it uses daily
83.33 16.67
activities
6 The concept of the handout material is presented systematically 90 10
7 The description of the language used is easy for me to understand 90 10
8 The use of symbols in handouts certainly don't confuse me 83.33 16.67
9 Text and image size are clear and easy to read for me 96.67 3.33
Mean Value 87.41 12.59

DISCUSSION content of the material, handouts require the display

(presentation) of illustrations and images that are
From Fig. 2 and Table 3, all the product has attractive and easy to understand by students. So, in
mean value greater than 3. First, expert assessment the handout, there are some information and illus-
of the syllabus includes 11 assessment indicators. tration of patrol music to attract student and give
The feasibility aspect of the contents of the syllabus them more knowledge about their local knowledge.
is guided by 4 indicators, i.e. the suitability of indi- In this research, the feasibility value of the handout
cators against basic competencies; development of developed has a value of 3.56 which is in the very
learning activities based on basic competencies and feasible category.
the students’ potential; the description suitability of The questionnaire of students’ loving the
learning activities with discovery learning models; homeland attitude in this study consists of 24
and the suitability of the sound wave sub-material statements. These statements are divided into 12
to the integration of local knowledge. From the positive statements and 12 negative statements.
overall assessment based on Table 3, the syllabus Based on expert judgment, from 24 questions there
developed has a mean value feasibility of 3.29. This are some revisions to correct the statements. So, the
value is in the very feasible category. statement in the questionnaire can deliver the mean-
The lesson plan’s feasibility assessment con- ing of love the homeland attitude directly to the
sists of 15 assessment indicators. The lesson plan students. Based on Table 3, the feasibility value of
can present the integration of local knowledge (mu- the questionnaire developed has a value of 3.24
sic patrol art) with learning activities at each meet- which is in the feasible category.
ing through the steps of learning activities, media, From the readability product of physics learn-
tools, and learning resources. Based on Table 3, the ing instruments based on patrol music, 15 students
mean value in the lesson plan's feasibility assess- give mixed responses. Their responses were divided
ment according to experts is 3.40. This value is into two answers, i.e. “yes” for agreement and “no”
included in a very feasible category. for disagreement about the statements that be given.
The feasibility assessment of the students’ These responses were changed into percentage
worksheets has many aspects including the feasibil- value so it more easily to be read about how they
ity of content, didactic, presentation (appearance), give advice about students’ worksheets and
language, and local knowledge. Students’ work- handouts based on patrol music art.
sheets include several sections (columns) that are Based on Table 4, students’ responses about
adapted to the discovery learning model and the the readability of students’ worksheets has mixed
integration of patrol music art knowledge. The responses. For the display of student worksheets, it
students’ worksheets assessment consists of 15 is known that only 76.67% of students' interest in
assessment indicators. Based on Table 3, the stu- reviewing this worksheet has an interest in learning
dents’ worksheets feasibility assessment has a value it. It is because they can distinguish parts of the
of 3.60 which is included in the very feasible cate- worksheet and understand it at first glance. Howev-
gory. er, from all statements, this student worksheet has a
The handout assessment has 12 assessment in- mean percentage value of 78.75% which is in the
dicators. The assessment of handout content based good category. It presents the student worksheets
on local knowledge is guided by the concept analy- based on patrol music has a good readability level.
sis that has been carried out in a defined stage. In From students’ responses about readability of
addition to integrating with local knowledge in the handout based on music patrol has mixed responses

98 ICERI 2020 8th International Conference on Educational Research and Innovation

 ISSN: 2443-1753

too. From all the statements that has been given, [3] N.T. Atika, H. Wakhuyudin, and K. Fajriyah.
students still cannot clear and easy to understand “Pelaksanaan Penguatan Pendidikan Karakter
the handout at first glance. It can be present in Ta- Membentuk Karakter Cinta Tanah Air”. Mimbar
ble 4 with mean percentage value of 76.67%. It is Ilmu. 2019. 24(1):105-13.
because students need more time to understand and [4] D. Budimansyah. “Tantangan Globalisasi Terhadap
practice sound wave lessons while using handouts Pembinaan Wawasan Kebangsaan dan Cinta Tanah
based on music patrols that have been developed. Air di Sekolah”. Jurnal Penelitian Pendidikan. 2010.
But, from all statements, this handout has a mean 11(1):8-16.
percentage value of 87.41% which is in the very [5] L. Fatmawati, R.D. Pratiwi, and V.Y. Erviana.
good category. It presents the handout based on “Pengembangan Modul Pendidikan Multikultural
patrol music actually has a very good readability Berbasis Karakter Cinta Tanah Air dan Nasionalis
level to be implemented in the classroom for im- pada Pembelajaran Tematik”. Scholaria: Jurnal
proving students’ love the homeland attitude. Pendidikan dan Kebudayaan. 2018. 8(1):80-92.
[6] Y.T. Ismawati, and T. Suyanto. “Peran Guru PKn
CONCLUSION dalam Membentuk Sikap Cinta Tanah Air Siswa di
SMA Negeri 1 Mojosari Kabupaten Mojokerto”.
Based on the analysis of quantitative descrip- Jurnal Kajian Moral dan Kewarganegaraan. 2015.
tive results, physics learning instruments based on 2:887–91.
patrol music as local knowledge has a feasible cate- [7] M. Kamisi, and R. Hasyim. “Peranan Guru dalam
gory to be implemented in a classroom for improv- Membangun Kesadaran Cinta Tanah Air Pada Siswa
ing students' love the homeland attitude. It is be- Sekolah Dasar (Telaah Teoritik)”. Pedagogik. 2016.
cause all the learning instrument product has great- 4(1):29–39.
er value than 3.0 in feasibility assessment sheets [8] A. J. Mahardhani AJ. “Pemberdayaan Masyarakat
results. Melalui Pendidikan Nonformal Berkarakter Cinta
Based on the result of the readability ques- Tanah Air”. Jurnal Pancasila dan Kewarganegaraan.
tionnaire for students in the XI grade school year 2018. 3(2):56-63.
2019/2020, it can be known that the learning in- [9] I. Mardhiah, and R.N. Aulia. “Menumbuhkan Rasa
strument product has a good readability level for Cinta Tanah Air Melalui Pengembangan
the student. So, it can make the teacher easier to Ekopesantren”. In Seminar Nasional Tahunan
teaching on sound wave subjects with integrated Pendidikan Ilmu-Ilmu Sosial 2017 Oct 20.
patrol music as local knowledge.
[10] A.S. Maftuchin, and A. Budiyanto. “Tradisi Seni
Patrol dan Identitas Budaya Kampung Bandulan di
ACKNOWLEDGMENT Kota Malang”. Studi Budaya Nusantara. 2017.
1(1):46-54.
The writer would like to thank the Directorate [11] I.A. Nugroho, and H.D. Surjono. “Pengembangan
of Research and Community Service, Directorate Multimedia Pembelajaran Interaktif Berbasis Video
General of Higher Education, Ministry of Educa- Materi Sikap Cinta Tanah Air dan Peduli
tion and Culture and Institute and The Institute of Lingkungan”. Jurnal Inovasi Teknologi Pendidikan.
Research and Community Service for their financial 2019. 6(1):29-41.
support. It is also special thanks to Universitas
[12] B. Subali, Sopyan, and A. Ellianawati. “Developing
Negeri Yogyakarta for management assistance on Local Wisdom Based Science Learning Design to
this research project; with Public High School in Establish Positive Character in Elementary School”.
Malang Regency that supports this study. Jurnal Pendidikan Fisika Indonesia. 2015. 11(1).
[13] A.T. Wulandari, and N. Mariana. “Eksplorasi
REFERENCES Konsep Matematika Sekolah Dasar pada Seni
Tradisi di Desa Trowulan Mojokerto”. Jurnal
[1] E.N.C. Asih, N. Zuriah, and B. Budiono. “Peranan Penelitian Pendidikan Guru Sekolah Dasar. 2018.
guru PKn dalam meningkatkan wawasan 6(7).
Kebangsaan dan Cinta Tanah Air (Wangsa Cita) di
Era Globalisasi pada Siswa SMA Muhammadiyah 1 [14] E.P. Widoyoko. Teknik Penyusunan Instrumen
Penelitian. Yogyakarta: Pustaka Pelajar. 2012. pp.
Malang”. Jurnal Civic Hukum. 2018. 3(1):9-17.
15:22.
[2] S.D. Ardianti, and S. Wanabuliandari.
“Implementasi Pembelajaran Berbasis Ethno- [15] E.P. Widayoko. Evaluasi Pembelajaran Panduan
Edutainment untuk meningkatkan Karakter Cinta Praktis Bagi Pendidik dan Calon Pendidik.
Tanah Air Siswa Sekolah Dasar”. Refleksi Yogyakarta: Pustaka Pelajar. 2009.
Edukatika: Jurnal Ilmiah Kependidikan. 2019. 9(2).

8th International Conference on Educational Research and Innovation ICERI 2020 99

 THE EFFECT OF BLENDED LEARNING ON HIGHER ORDER
THINKING SKILLS AND SELF-REGULATED LEARNING STUDENTS

Reza Zulvikor1, Endang Danial²,

1
Students of Civics Department SPS UPI
Email: [email protected]
2
Lecturer of Civics Department SPS UPI
Email: [email protected]

Abstract
Advances in information technology provide challenges to the world of education, especially in the learning
process in schools. The implementation of education is not only in closed spaces with books and educators, the
information technology revolution has changed the way people work, from how to communicate, how to coordi-
nate, how to think, to how to learn and teach. The research method applied in this research is quantitative. The
design used by the authors in this study is Quasi Experimental Design. The population in this study were stu-
dents of class VIII at SMP Negeri 57 Bandung, while the sample in this study were class VIII A 32 person and
VIII B 32 people so that all of them became 64 person. Based on the results of processing data calculations and
data analysis, the authors can draw the conclusion that the effect of using blended learning at SMP Negeri 57
Bandung does not have a significant effect. The conclusion is that there is no significant difference between
students who are treated with blended learning and students who are not given treatment. Although the applica-
tion of blended learning does not have a significant effect on the ability of Higher Order Thinking Skils (HOTS),
at least this learning trains students to learn independently and find their own learning resources. This means that
the use of blended learning in the learning process can improve students' self-regulated learning.

Keywords: Blended Learning, High Order Thinking Skills (HOTS), Self Regulated Learning

INTRODUCTION work compared to only learning through robotic

tutors.[3] Based on this opinion, the major implica-
Today we have entered an era of disruption. tions of the fourth industrial revolution for educa-
Disruption is an innovation that will replace the tion will require changes in educational governance
entire old system with new ways. Disruption has starting from facilities and infrastructure, teacher
the potential to replace old players with new ones. quality, curriculum, and learning systems so that
Disruption replaces the old, all-physical technology outcomes are in accordance with the needs of the
with digital technology that produces something world of work.
completely new and more efficient and more useful. A student's success depends on 21st century
There are six causes of disruption including, skills, so students must learn to have them. The
first, the rapid development of technology. Second, Partnership for 21st Century Skills identifies 21st
the emergence of a new generation (millennials). century skills including: critical thinking, problem
Third, the microprocessor speed which requires solving, communication and collaboration. [4]
humans to move faster. Fourth, the symptoms of Apart from the educational revolution, an in-
disrupted society that give rise to a disruptive mind- depth understanding of the special characteristics of
set. Fifth, new ways of exploring victory through students as input in education also determines the
technology. Sixth, technology has entered the third quality of educational outcomes. Generation z stu-
wave (Internet of Things).[1] dents tend to be free, individualistic, and highly
World changes that are entering the era of the dependent on technology and the speed of obtaining
industrial revolution 4.0 or the fourth world indus- information through digital media and the internet.
trial revolution in which information technology [5]. Of course, this character must be facilitated in
has become the basis of human life. The fourth the educational process so that students get the
industrial revolution has emerged as a new era in education that suits their needs.
the development of civilization. The fourth indus- The level of human resource development
trial revolution is marked by the development of (Human Development Index-HDI) Indonesia ranks
Artificial Intelligence (AI) which has the impact of 102nd (1996), 99th (1997), 105th (1998), 109th
digitalization and automation in various sectors of (UNESCO, 1999), 108th (UNDP, 2007), and the
life such as in trade, industry, mining, tourism, 121st of 187 (2012) countries in the world. Then
education, to the use of digital money in commerce. the level of competitiveness of Indonesian human
[2]. resources ranks 50 in the competitiveness of the
Learning must prioritize literacy and in-depth 144 countries surveyed by the World Economic
understanding of how various systems in the world Forum through the Global Growth Competitiveness

100 ICERI 2020 8th International Conference on Educational Research and Innovation
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Index (2012). This position is below the position of online learning, structured face-to-face activities,
other ASEAN countries such as Singapore which is and real-world practice. Online learning systems,
in 2nd place, Malaysia at 25th, Brunei at 28th, and classroom exercises, and on the job experiences
Thailand which is at 38th. The downgrade is a will provide valuable experiences for them. Blend-
cause for concern because it reflects the technologi- ed learning consists of a combination of e-learning
cal capability of a country so that it must be en- and traditional educational approaches, and is very
couraged so that our technological capabilities are suitable for the transition process towards e-
capable. parallel to other countries.[6] learning from traditional forms of learning and
Constructivism theory [7] “the way learners teaching. [13]. Blended learning is a must so that
construct knowledge, think, reason, and reflect on is learning can be fun as well as a satisfying experi-
uniquely shaped by their relationship with other. He ence for students and instructors [14]
argued that the guidance given by more capable To develop Blended Learning, mentions five
other, allows the learner to engage is levels of activ- keys; (1). Live-Event, (2). Self-Paced Learning, (3).
ity that could not be managed alone.”. Collaboration, (4). Assessment, (5). Performance
Advances in information technology provide Support Materials [15]. Furthermore, one of the
challenges to the world of education, especially in learning objectives expected in the current era is
the learning process in schools. In the National higher order thinking skills.[16]. Higher order
Education System Law No. 20 of 2003, it turns out thinking skills include problem-solving skills, crea-
that the acceptance of recognition is not the time to tive thinking skills, critical thinking, argumentation
rely on conventional approaches in the administra- skills, and decision-making abilities.
tion of the national education system. The imple- In addition to this learning model, it can be
mentation of education is not only in closed spaces used to take students to higher order thinking but
with books and educators, the information technol- [17] Blended Learning learning model is also very
ogy revolution has changed the way people work, suitable for increasing student learning activeness
from how to communicate, how to coordinate, how and independence in the learning process. That is
to think, to how to learn and teach. The role of because the Blended Learning learning model uti-
information technology in human activities today is lizes technology in its learning, where technology
very large. Information technology has become the in the world is currently developing very rapidly.
main facilitator of various activities, including the Character development in schools must be car-
world of education. ried out systematically and continuously.[18] says
Students can obtain a wide range of infor- “character building must be carried out systemati-
mation from various sources through cyber space or cally and continuously involving aspects of
virtual space that uses computers or the internet.[8]. knowledge, felling, loving, and action." And then
Taking into account the trends that are developing [19] explained that "the character is developed
in the world and the condition of education in Indo- through the knowing stage, acting, towards habit).”
nesia, the reasons for online learning are needed as Character education is a mission in education
follows educational capacity in Indonesia, distribu- supported by the government through Presidential
tion not justice for education most education units Regulation of the Republic of Indonesia Number 87
do not yet have adequate and quality educational of 2017 concerning Strengthening Character Educa-
resources, has not been able to realize quality edu- tion Article 1 paragraph 1 states that: Strengthening
cation and training services, not yet able to guaran- Character Education, hereinafter abbreviated as
tee the fulfillment of the needs and demands for PPK, is an educational movement under the respon-
quality education and training. [9] sibility of the education unit to strengthen the char-
So far, Citizenship Education learning tends to acter of students through the harmonization of
only emphasize aspects of cognitive development, sports, feelings, sports and involvement and coop-
ignoring affective and psychomotor aspects, so it eration between educational units, families and
seems that citizenship education is used as an in- communities as part of the Gerakan Nasional Revo-
doctrination tool and learning targets that focus on lusi Mental (GNRM)"
rote learning and only limited to strengthening Regulation of the Minister of Education and
material so that students are fast. feeling bored and Culture of the Republic of Indonesia Number 20 of
bored [10]. intellectual skills which are essential for 2018 concerning Strengthening Character Educa-
a knowledgeable, effective, and responsible citizen tion in Formal Education Units Article 2 paragraph
are known as critical thinking skills [11] (1): “PPK is implemented by applying Pancasila
Based on this, the teacher should use learning values in character education, especially including
that can lead students to higher order thinking skills religious values, honesty, tolerance, discipline, hard
and fun learning for students so that students be- work, creative, independent, democratic, curiosity,
come active in the learning process. One of the national spirit, love for the country, respect for
learning models that teachers can use is the Blended achievement, communicative, love. peaceful, fond
Learning model. Semler [12] Blended Learning is a of reading, caring for the environment, caring so-
learning model that combines the best aspects of cially, and being responsible”.

8th International Conference on Educational Research and Innovation ICERI 2020 101
 Furthermore, the character that will be focused METHODS
in this research is the independent character. The
character of independence is a process that involves The research method applied in this research
normative elements, meaning that independence is is an experimental method with a quantitative ap-
a directed process because the development of in- proach. "Experimental research can be defined as a
dependence is in line with the existential nature of research method used to find the effect of certain
humans, independent students must have their own treatments on others under controlled condi-
creativity and initiative, and be able to work alone tions".[21] This method tries to find something new
by referring to the guidance they receive.[20] ar- that can be a solution to various existing problems.
gued that the character of independent learning is The design used by the authors in this study is
self-awareness, driven by oneself, the ability to Quasi Experimental Design,[21] In this design,
learn to achieve its goals. neither the experimental group nor the control
Based on the understanding of the character of group were chosen randomly. This design uses two
learning independence above, it can be concluded sample classes. The first sample is used as an ex-
that independent learning is a condition of inde- perimental class where teaching using Blended
pendent learning activities that does not depend on Learning will be applied. Meanwhile, the second
others, has the will and is responsible for itself in sample will be used as a control class, where con-
solving learning problems. Learning independence ventional teaching will be applied.
will be realized if students actively control every- The population in this study were students of
thing they do, evaluate and then plan something class VIII at SMP Negeri 57 Bandung, while the
deeper in the learning that is passed and students sample in this study were class VIII A 32 person
also want to be active in the learning process and VIII B 32 person, so that all of them became
Based on the results of preliminary observa- 64 people. Data collection techniques in this study
tions made by the author at SMP Negeri 57 Kota include, observation, documentation study, litera-
Bandung which has implemented blended learning, ture study, quesionaire in the form of tests. The
the results show that conventional learning is con- instrument in this study was carried out by testing
sidered less attractive, boring, and does not improve the validity and reliability testing. Statistical analy-
students' independent character in learning, besides sis is needed to test the significance of the differ-
that it also does not improve thinking. Higher Order ence in the average gain between the experimental
Thinking Skills (HOTS) students. group and the control group through the normality
Looking at the data that has been described and homogeneity test of varians.
above, the writer is interested in conducting re-
search with the title The Effect of Blended Learning RESULTS
on Higher Order Thinking Skills (HOTS) and Stu-
dents' Independent Character (Quasi Experiments Data recapitulation of the pre-test and post-test
on Class VIII Students at SMP Negeri 57 Kota results for the control class and experimental class
Bandung). This research is considered important to Based on the data on the pretest and posttest
see the extent of the success of learning using this scores of student learning outcomes, a data fre-
method and as a solution in facing challenges in the quency distribution table can be made. Data fre-
industrial revolution era with the increasingly rapid quency distribution is the grouping of data into
development of science and technology. several classes. The pretest frequency distribution
table for student learning outcomes in the experi-
mental and control groups can be read in the table:

Tabel 1. Instrument Test Results

No Item r XY t count t table Ket Different test level of difficulty
question DP Criteria TK Kriteria
1 1 0.493 3.001 2.048 valid 0.375 Enought 0.700 Hard
2 2 0.425 2.486 2.048 valid 0.500 Good 0.700 Medium
3 4 0.373 2.127 2.048 valid 0.250 Enough 0.467 Medium
4 5 0.407 2.361 2.048 valid 0.375 Enough 0.767 Easy
5 6 0.561 3.584 2.048 valid 0.750 very good 0.467 Medium
6 7 0.487 2.951 2.048 valid 0.250 Enough 0.900 Easy
7 8 0.469 2.811 2.048 valid 0.375 Enough 0.833 Easy
8 9 0.385 2.210 2.048 valid 0.375 Enough 0.833 Easy
9 14 0.665 4.712 2.048 valid 0.500 Good 0.867 Easy
10 15 0.464 2.769 2.048 valid 0.500 Good 0.667 Medium
11 19 0.362 2.056 2.048 valid 0.250 Enough 0.500 Medium
12 20 0.437 2.572 2.048 valid 0.375 Enough 0.667 Medium
13 23 0.403 2.329 2.048 valid 0.500 Good 0.800 Easy

102 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

No Item r XY t count t table Ket Different test level of difficulty

question DP Criteria TK Kriteria
14 24 0.589 3.853 2.048 valid 0.625 Good 0.700 Medium
15 28 0.384 2.203 2.048 valid 0.500 Good 0.700 Medium
16 29 0.426 2.493 2.048 valid 0.375 Enough 0.867 Easy
17 30 0.452 2.684 2.048 valid 0.375 Enough 0.700 Medium
18 32 0.536 3.363 2.048 valid 0.375 Enough 0.867 Easy
19 33 0.407 2.361 2.048 valid 0.375 Enough 0.767 Easy
20 35 0.573 3.701 2.048 valid 0.500 Good 0.867 Easy
Source: Processed by Researchers 2020

Table 2 Frequency Distribution of Pretest and Posttest Values

Pretest Posttest
Eksperiment Group Control Group Eksperiment Group Control Group
Interval f (frequen- Interval f (frequen- Interval f (frequen- Interval f (frequen-
value cy) value cy) value cy) value cy)
40 - 46 4 45 - 52 3 50 - 56 3 60 - 65 7
47 - 53 3 53 - 60 6 57 - 63 3 66 - 71 6
54 - 60 9 61 - 68 6 64 - 70 8 72 - 77 5
61 - 67 5 69 - 76 7 71 - 77 6 78 - 83 4
68 - 74 7 77 - 84 2 78 - 84 5 84 - 89 2
75 - 81 4 85 - 92 1 85 - 91 7 90 - 95 1
Total 32 Total 25 Total 32 Total 25
Average 61.41 Average 66 Average 73.13 Average 72.8
Source: Processed by Researchers 2020

Based on the table above, it can be seen that the ue is 0.163. The significance value is greater than
pretest interval value in the experimental group 0.05, so it can be stated that the data in the experi-
starts from the range 40 - 46 while in the control mental class is normally distributed.
group, it starts from the range 45 - 52. The highest Control Class
value in the experimental group is 80 while the Based on the test results, it is known that the var-
control group is 90. Meanwhile, the second lowest iable significance value of the pre-test value for the
value is the group is the same, namely 40 for the experimental class is 0.200 * while the variable
experimental group and 45 for the control group. significance value of the post-test value for the
The average value in the experimental group was control class is 0.107 *. The significance value is
61.41 and in the control group 66. The posttest greater than 0.05, so it can be stated that the data in
interval values in the experimental group started the control class is normally distributed.
from a range of 50 - 56, while in the control group Homogenity Test
the interval values started from the range of 60 - 65. Based on the test, it is known that the signifi-
The highest and lowest values for the two groups cance value of the F test from the pre-test and post-
the same, namely 90. The lowest score in the exper- test results of the experimental class is 0.957 and
imental group was 50, while the control group was the data from the pre-test and post-test results of the
60. The average value in the experimental group control class is 0.342. It is clear that the signifi-
was 73.13 and 72.8 in the control group. cance value is greater than 0.05. So, it can be stated
Normality Test that the data on student learning outcomes in this
Experiment Class study are homogeneous.
To find out whether the data is normally distrib- Hipotesis Test
uted or not, it can be done by looking at the signifi- Based on the tcount = -4,476 and a significance
cance value (Sig.) In the Kolmogorov-Smirnova value of 0,000. Based on these calculations, it can
column. As a testing criterion, if the significance be seen that tcount <ttable (-4.476 <2,000). In addi-
value is greater than 0.05, then the student learning tion, it is known that the significance value ob-
outcome variable data is declared to be normally tained is 0.000, so that 0.000 <0.05. Based on the
distributed. Conversely, if the significance value is provisions in hypothesis testing, then the conclu-
less than 0.05, then the student learning outcome sion is μ1 = μ2 in the sense that there is no signifi-
variable data is declared to be not normally distrib- cant difference between students who are treated
uted. with blended learning and students who are not
Based on the test results, it is known that the var- given treatment.
iable significance value of the experimental class
pre-test value is 0.107 while the variable signifi-
cance value of the experimental class post-test val-

8th International Conference on Educational Research and Innovation ICERI 2020 103
DISCUSSION online teaching techniques as the implementation of
this blended learning
In essence, the learning model can help teach- Making syllabus and lesson plans
ers communicate information, knowledge, skills The learning media that is made will be more
and experiences of students in a more attractive optimal if the results are previously based on the
way to achieve learning goals with a well-prepared syllabus and lesson plans.
plan or pattern. The learning model is a way for Application of Blended Learning
teachers to accelerate the process of transcribing The mission carried by the school that sup-
learning material. This is based on the understand- ports the development of global information sys-
ing that the teacher's ability to deliver learning tems and technology is in line with what the re-
material has certain limitations. The learning model searchers will develop. The sample that the re-
chosen in this study is a learning model that com- searcher chose was two classes divided into the
bines face-to-face and online learning called blend- control class and the experimental class.
ed learning. From the results of the calculation of the pre-
This research is an experimental research in test and posttest values, there are differences in the
the form of a Quasi Experimental Design type Non- thinking skills of the experimental class and the
equivalent Control Group Design which uses two control class. In more depth, it can be described as
groups, namely the experimental group and the follows: first, the average initial pretest scores in
control group. The determination of the experi- the experimental class were 61.4 and 66 in the con-
mental group and the control group was carried out trol class. The average initial test score between the
by dividing the superior and non-superior classes in experimental class and the control class can be
class VIII of SMP Negeri 57 Bandung. described by:
In this study, both the experimental group and
the control group were previously given a pre-test
in order to determine the high-order thinking skills
(HOTS) and independence of students before the
treatment was given. The pre-test was carried out
by conducting HOTS test questions and observa-
tions using the student independence observation
sheet guidelines in the experimental and control
group classes.
After the pre-test was carried out, the experi-
mental group was given treatment. The experi-
mental group was given treatment using the Blend- Source: Processed by Researchers 2020
ed Learning model while the control group was not
given any treatment, meaning that they continued to Image 1. The mean of the initial test of the experi-
use learning that is usually used by teachers in mental and control classes
teaching, namely lectures, questions and answers or
class discussions. The different treatment between The two values have a significant difference in
the two groups was intended to determine the effect which the control class has a higher score than the
on HOTS thinking ability. experimental class score. This shows that the think-
After being given treatment, both the experi- ing ability of the control class is higher than the
mental and control groups were given a post-test by experimental class.
looking at HOTS thinking abilities and students' Then after the experimental class and control
independence in Civics subjects. class were given different treatment, namely in the
The steps that are prepared in applying this form of teaching in the experimental class using
blended learning media include: blended learning while the control class used con-
Material Selection ventional methods or lectures, the average of the
The selection of material in Civics learning is two classes had increased. The average posttest
a stage that needs to be prepared. The material final test score obtained an average score of 73.1
prepared is taken from student books used in SMP for the experimental class and 72.8 for the control
Negeri 57 Bandung. The content of the material is class. The average final test score between the ex-
adjusted to the syllabus and lesson plans that have perimental class and the control class can be de-
been made previously. Apart from student books, scribed by:
material can be taken from several other references
as teachers' references in material preparation.
Making Learning Media
In making this learning media, researchers
collected learning materials, illustrations, audio and

104 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

CONCLUSION

Based on the results of processing data calcu-

lations and data analysis, the authors can draw the
conclusion that the effect of using blended learning
at SMP Negeri 57 Bandung does not have a signifi-
cant effect. Although the application of blended in
learning does not have a significant effect on the
thinking ability of Higher Order Thinking Skils
(HOTS), at least this learning trains students to
Source: Processed by Researchers 2020 learn independently and find their own learning
resources. This means that the use of blended learn-
Image 2 The mean post test eksperimental class and ing in the learning process can improve students'
control class self-regulated learning.

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Proceedings, 2019. Strengthening Character Education

106 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

IMPLEMENTATION OF EVALUATION VOCATIONAL EDUCATION

IN APPLYING LEARNING FROM HOME IN COVID-19 ERA
Olivia Laras Sati1, Puteri Anggieta Cahyani2, Widarto Widarto3

1,2
Graduate School, Yogyakarta State University, Indonesia, 3 Dapertment of Mechanical Engineering, Yogya-
karta State University, Indonesia
1
[email protected], [email protected], [email protected]

Abstract
This study aims to determine the form of assessment of theoretical and practical learning online and offline, and
to find out the competencies developed by mechanical engineering vocations in the Covid-19 pandemic era. The
3 domains of assessment and competency forms are cognitive, psychomotor, and affective. The research method
used is quantitative, descriptive short using a questionnaire. The questionnaire statement is equipped with answer
choices and open answers to competencies in order to provide freedom according to the actual situation. Re-
spondents in this study were 41 mechanical engineering vocational educators. The results obtained is: first, the
form of assessment of theoretical learning in the cognitive realm using quizzes (online learning) and assignments
(offline learning), the psychomotor domain of assessment through assignments, the affective domain by observa-
tion. Meanwhile, the form of assessment of practical learning in the cognitive realm through assignments, psy-
chomotor assessment using assignments (online learning), and the form of assessment reports (offline learning),
for the affective realm through observation. Second, competencies that tend to be developed by educators: (1)
cognitive competence, understanding of students, (2) psychomotor competencies developed by machining
practicum, and (3) affective competence, prioritizing cooperation between students.
Keywords: Learning from Home, Forms Assessment, Competence

INTRODUCTION However, the face-to-face classroom approach

was always the most desirable and perceived to be
The covid-19 pandemic affected the political, more affective. Face-to-face learning builds intima-
economic, social, and psychological dimensions cy between educators and students and makes the
(Michael B. Cangkapay). The Covid-19 pandemic application of offline learning easier (Deepika
has a crisis impacting education in various parts of Nambiar). Online learning provides evidence of
the world. 33.1% of the world's student population inequality between students who have internet ac-
is affected by school closures which resulted in 579 cess and can adapt to the implementation of learn-
million students dropping out of school and 35 ing, but not students who are blocked by network
countries affected by school closures [1]. The Indo- access [5]. The implementation of vocational edu-
nesian government still has the same policy in the cation learning also applies online and offline sys-
field of education, namely learning is still carried tems to theoretical and practical learning.
out from home. This is considered because it is still Vocational education is closely related to edu-
difficult to implement health protocols. Therefore, cation and training, hard skills and soft skills. In
learning activities are carried out from home [2]. improving the quality of training and student satis-
However, areas that are already in the green zone faction, three factors are needed, namely human
can apply face-to-face learning. This paradigm shift resources, training equipment and technological
provides an opportunity to reevaluate various ap- capabilities [6]. The purpose of vocational educa-
proaches, such as a student-centered educational tion is to prepare students for the world of work [7].
approach, an independent learning approach, a However, excessive graduates cause the quality of
lifelong learning approach [3]. vocational education in Indonesia to decline.
There are 2 methods of implementing learning Meanwhile, other countries have succeeded in
from home, namely online distance learning using providing vocational education in accordance with
cellphones/computers and offline learning using their goals, and are constrained by a shortage of
television, radio, self-study modules and work- labor [8]. Therefore the need for the role of educa-
sheets, printed teaching materials, props and learn- tion in creating holistic education for students by
ing media from objects in the environment ([4]. integrating all learning domains, such as affective,
Online learning is increasingly a part of education cognitive and psychomotor.
systems around the world. The implementation of Learning in the 21st century requires students
learning becomes comfortable because it is easily to have skills, knowledge and abilities in the fields
accessible anytime and anywhere. of technology, media and information, learning and
innovation skills as well as life and career skills [9].
Competencies that students in the 21st century must
8th International Conference on Educational Research and Innovation ICERI 2020 107
have are called 4C, namely Critical Thinking and cognitive, psychomotor, and affective domains in
Problems Solving, Creativity, Communication implementing learning from home in the Covid-19
Skills, and Ability to Work Collaboratively [10]. pandemic.
Abdulloh Hamid & Putu Sudira (2013, p.39), stated
that "character education can instill habits (habitua- METHOD
tion) about which things are good so that students
understand (cognitive) about what is right and This research uses quantitative methods with a
wrong, able to feel (affective) values. good and descriptive approach. The descriptive approach is
used to do it (psychomotor)” [11]. The decline in carried out by the steps of collecting data,
student achievement scores in the cognitive and classifying, processing data, and making
psychomotor domains, the lower the affective val- conclusions about an objective state in a descriptive
ue, and vice versa [12]. Therefore, the authors in- one. Respondents in this study were 41 mechanical
tend to examine the forms of assessment used by engineering vocational educators.
educators and the competencies developed from the

Table 1. Respondens Data

No Indicator Frequency (f) Percentage (%)
1 Province
Central Java 18 44
Special Region of Yogyakarta 8 20
East Java 5 12
West Java 4 9
North Sumatra 2 5
South Sumatra 1 2
South Borneo 1 2
2 Background Education
Bachelor 33 80
Magister 7 17
Doctor 1 2
3 Teaching Experience
1 - 5 Years 26 63
6 - 10 Years 4 10
11 - 15 Years 5 12
>15 Years 6 15
4 Institution
Public School 22 54
Private School 19 46
5 Subjects
Basic Mechanical Engineering Expertise Program (C2) 8 20
Mechanical Engineering Competency (C3) 25 61
Others 8 20

The data collection technique uses a question- cognitive, psychomotor, and affective. The ques-
naire by giving a set of questions to respondents tionnaire questions are equipped with answer
[13] which is designed to obtain information about choices and open answers to questions related to
a subject [14]. The questionnaire questions, namely: competence in order to provide freedom according
first, related to the form of assessment used when to the actual situation. Questionnaire data collection
learning from home by implementing online and via Google form. The data obtained were processed
offline learning in the implementation of theoretical and categorized according to the topic of discus-
and practical teaching and learning. Second, dis- sion. data are interpreted, dialogued and supported
cussing the competencies developed by educators in by relevant studies. Furthermore, the conclusions
the Covid-19 pandemic era. its domains include obtained from the results of research data.
108 ICERI 2020 8th International Conference on Educational Research and Innovation
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RESULTS provides an opportunity to re-evaluate the

appropriate forms of assessment. and competencies
Era of the Covid-19 pandemic requires that can be developed by educators in the subject of
learning to be carried out from home by expecting basic mechanical engineering expertise program
online and offline learning. The learning system (C2) and mechanical engineering expertise (C3) in
the implementation of learning from home.

Figure 1. Research Findings

Based on data obtained from 41 vocational CAM machining techniques, (2) 3 respondents
educator respondents. 8 respondents from basic from milling machine engineering, (3) 12 respond-
programs include: (1) 2 respondents on mechanical ents of lathe machining engineering, and (4) 4
engineering drawings, (2) 4 respondents from me- manufacturing engineering respondents . Further-
chanical engineering jobs, and (3) 2 respondents more, 8 respondents from other subjects contributed
from the field of basic mechanical engineering in mechanical engineering. There is an important
design. 25 respondents from the expertise program finding that not all educators apply both online and
consisting of: (1) 6 respondents of NC, CNC and offline systems to theoretical and practical learning.

Table 2. Implementation of Mechanical Engineering Vocational Learning

No. Implementasi of Learning Frequency Persentage
1. Online theory learning 39 95
2. Offline theory learning 11 22
3. Online practice learning 15 37
4. Offline practice learning 14 29

DISCUSSION observation. Improved learning outcomes in the

affective domain through observational and
Forms of Theoretical Learning Assessment psychomotor assessment forms are obtained
according to skills, and products produced by
Forms of assessment that tend to be used by students during practical learning activitie [15].
educators in theory learning, based on the results of Another form of assessment on psychomotor is
the questionnaire obtained from the cognitive making Work Preparation (WP) and products.
realm, namely quizzes in learning online and offline Another affectic assessment is discipline.
learning assignments, the psychomotor domain uses
assignments, while the affective is with

8th International Conference on Educational Research and Innovation ICERI 2020 109
 Table 3. Forms of Theoretical Learning Assessment Learned from Home
Online Learning Offline Learning
Theoretical Learning Frequency (f) Persentage (%) Frequency (f) Persentase (%)
1. Forms of Cognitive Assessment
Quiz 30 77 4 36
Assignment 24 62 8 73
Multiple choice tests 29 74 5 45
Description test 16 41 6 55
Oral tests 2 5 2 18
Performance tests 3 8 2 18
Report 6 15 5 45
Non Test 2 5 1 9
2. Psychomotor Assessment Form
Assignment 35 90 8 73
Performance tests 7 18 6 55
Report 12 31 4 36
Others 2 5
3. Affective Assessment Form
Observation 30 77 10 91
Interviews 4 10 2 18
Friends 4 10 1 9
Teacher 11 28 4 36
Self Assessment 8 21 1 9
Others 3 8

Forms of Practical Learning Assessment tion [16]. The results obtained from the form of
practical learning assessment that tend to be used
Assessment of the cognitive domain involves
by educators to support learning in the Covid-19
knowledge, understanding, theory application, and
pandemic era, namely: (1) cognitive by using as-
analytical skills to solve the given problem. As-
signments, (2) psychomotor using assignments in
sessment of the psychomotor domain is measured
online learning, while offline with report assess-
by conducting laboratory tests, and assessment of
ment forms, (3) affective by observation.
the affective domain is carried out through observa-

Table 4. Forms of Practical Learning Assessment Learned from Home

Online Learning Offline Learning
Practical Learning Frequency (f) Persentage (%) Frequency (f) Persentase (%)
1. Forms of Cognitive Assessment
Assignment 13 87
Description test 7 47
Oral tests 1 7
Performance tests 2 13
Report 3 20
2. Psychomotor Assessment Form
Assignment 14 93 4 29
Report 5 33 9 64

110 ICERI 2020 8th International Conference on Educational Research and Innovation
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Online Learning Offline Learning

Practical Learning Frequency (f) Persentage (%) Frequency (f) Persentase (%)
Performance Tests 1 7 7 50
3. Affective Assessment Form
Observation 13 87 12 86
Interview 1 7 3 21
Teacher 6 40 6 43
Friends 1 7 2 14
Self Assessment 3 20 4 29

Competencies Developed by Educators education [19]. Based on the results ofdata compe-
tencythat tend to be developed by educators: (1)
Competence is found if the ability is really
Cognitive domains, students' understanding, (2)
successful in relation to socio-moral [17]. Compe-
psychomotor competences developed by machining
tence includes theoretical knowledge, practical and
practicum. Psychomotor competence will increase
applied knowledge and knowledge, personal attrib-
if educators design learning strategies, compile
utes, and social dispositions [18]. Theoretical
lesson plans based on syllabus and taxonomy levels
knowledge competencies also support democratic
to achieve teaching goals [20], and (3) the affective
participation in society, social inclusion, and social
domain, prioritizing cooperation between students.
mobility as a basis for advancement of work and

Table 5. Cognitive, Psychomotor, and Affective Competencies

Cognitive f % Psychomotor f % Affective f %
Understand 12 29 Machining practicum 5 12 Cooperation 24 59
Analyze 11 27 Write a simple program 3 7 Responsibility 18 44
Know 8 20 Set the cutting tool 3 7 leadership 18 44
Apply 8 20 Test the program 3 7 Mandiri 13 32
Evaluate 7 17 Using software 3 7 Discipline 12 29
Synthesis 6 15 Demontation 3 7 Creativity 11 27
Assessment 6 15 Drawing skills 2 5 Accuracy 8 20
Designing assembly
Thorough 6 15 work objects 1 2 Honesty 8 20
Activities (ability to
Creating 5 12 act/skilled) 1 2 Optimistic 7 17
Compose 5 12 Sure 7 17
Think 5 12 Responsive 7 17
Conceptualization 5 12 Perseverance 6 15
Application 3 7 Innovative 6 15
Rational 3 7 Active 6 15
Empathy 5 12
Communication 5 12
Never give up 2 5
Insirative 1 2
Solutive 1 2
Collaborative 1 2
Respect for others 1 2

8th International Conference on Educational Research and Innovation ICERI 2020 111
ACKNOWLEDGMENT kompetensi-siswa-abad-21, 2020.
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The author would like to thank the respond- nilai karakter siswa SMK Salafiyah Prodi TKJ
ents, namely vocational educators and to the Yog- Kajen Margoyoso Pati Jawa Tengah,” J.
yakarta State University research and service team. Pendidik. Vokasi, vol. 3, no. 2, pp. 138–152,
2013, doi: 10.21831/jpv.v3i2.1592.
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/06/pendidikan-karakter-dorong-tumbuhnya-

112 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

C-HERO (CULTURE HERITAGE BOARD): EDUCATIVE GAME

MEDIA USING AUGMENTED REALITY FOR Z-GENERATION
Dimas Aldi Pangestu, Murti Wandari
Universitas Negeri Yogyakarta, Ministry of Law and Human Rights Yogyakarta
[email protected], [email protected]
Abstract
This research aims to develop an educative media based on augmented reality for the Z generation.
Method of the research was using Research and Development, from Borg and Gall, deal with ten steps that are
research and information collecting, planning, develop preliminary of product, preliminary field testing, primary
product revision, main field testing, operational product revision, operational field testing, final product revision,
and dissemination and implementation. C-Hero developed to become an attractive education media that can be
implemented into courses. An augmented reality-based media is suitable as teaching material for generation Z to
study of social science in junior high school. The educative media of C-Hero developed using boards, unity app,
and cards, which then will be validated. C-Hero can be used to learn about the history and culture of Indonesia in
and out of the class. The development of C-Hero as an educative media can be an alternative method to teach the
generation Z in the study of social science in junior high school.

Keywords: C-Hero, Media Edukatif, Z Generasi

INTRODUCTION One of the negative impacts of this depend-

ency is that Generation Z would become "the silent
The development of technologies also carry- generation." It occurs because the Gen Z were pre-
ing potencies to develop the education sector. The occupied with the electronic devices for more than 8
potencies of technology development nowadays can hours per day. The frequent use of the electronic
be utilized to simplify the teaching process. Accord- device may imply that the platforms on the
ing to Smaldino, Lowther, Mims & Russell (2015, smartphone play a significant role in the daily habit
p.12), the current trends of teachers is to change the (Turner, 2015, p.106). While the fact is, in some
strategy and teaching method into digital swiftly. To decades ahead, Gen Z would make up to 18% of the
be more specific, it will come in the form of the world population. Along with that, in 2045, Gen Z
implementation of educative media. It believed to be would become the people who will lead the country.
the most feasible approach that meets the students' Therefore, there are precautions needed to guide this
need in the 21st century, which also known as Gen- generation to utilize technology with true wisdom.
eration Z (Gen Z). One of the methods is to harness the benefit
The educative media that commonly used in of inseparable technology. The primary purpose is to
the learning process is through games. According to improve the quality of human life, conducting the
some sources (Yonekura & Soares, 2010; Prensky, revolution of character, and maintain a strong bond
2003), a game-based educative media can encourage with the culture, using something already available
a strong motivation, communication, and increasing within reach of the Generation Z. They are supposed
the selective visual attention of the students. It can to lead into a more refined future by optimizing the
also prevent the students from being bored to the utilization of smartphones, an integral part of their
course itself, as opposed to the more conventional- lives.
passive learning class (Admiraal, Huizenga, Akker- The utilization of a smartphone could be a
man & Dam, 2011, p.1187). wise solution to improve knowledge and strengthen
The digital approach is the most suitable the cultural bond. A smartphone wields considerable
method to fulfil the students' needs in the 21st centu- amounts of features, particularly in the learning
ry, which also known as the Generation Z era. Ac- process. According to Anshari, Almunawar, Shah-
cording to Tapscott (2008, p.5), Gen Z is the genera- rill, Wicaksono & Huda (2017), Yamamoto (2014),
tion born between 1998 into 2009. This generation is Arista & Kuswanto(2017), Rambitan (2015),
widely known to be gravely attached to technologies Puspitasari & Ishii (2016), a smartphone could use to
in their daily lives. They tend to believe that tech- transfer a wide variety of media, sharing the
nologies are there to assist them in their activities, knowledge and creates dynamic learning. It also
despite the negative stereotypes about the technolo- simultaneously, can help students to look forward to
gy itself. Though, it known that the immersive some interactive courses which then could boost
amount of dependency towards technology may their learning motivation, self-learning, and critical
harm Generation Z (Csobanka, 2016, p.66). thinking skill.

8th International Conference on Educational Research and Innovation ICERI 2020 113
 The previous research using smartphone and ers. This game could become an alternative way to
paper-based successfully carried out. According to introduce the Indonesian culture through the utiliza-
Huang, Wu, & Chen (2012), the combination of tion of technology, which in this case is a
smartphone and paper-based can provide benefits for smartphone. This game can also be used to reintro-
the student. These benefits are students’ group dis- duce and revitalize the character and nation values,
course levels, individual levels, individual learning which seems to degrade in the present time. Along
outcomes, and group learning outcomes, initial re- with that, Gen Z, who lives with their attachment to
sponses to the given questions, experience a new smartphones, could strengthen their identity and help
approach to group problem solving and can help them as the successor of the golden age of Indonesia
teachers monitor students’ engagement in group in 2045, in a more appealing manner.
discussions.
Observations at SMPN 1 Wonosari show poten- METHOD
tial and problems. There are potential exists in the
use of smartphones by students. Many students use This study carried in the form of Research
smartphones in school so that they have the poten- and Development (R&D). According to Borg &
tial for smartphone-based media development. Gall (1983, p.772; Effendi, & Hendriyani, 2018,
Students have problems with knowledge of Indone- p.64-66), Educational Research and Development is
sia's diversity. They are still not maximal in under- a process used to develop and validate educational
standing the material on Indonesia's diversity in products. There are ten (10) steps in Borg & Gall's
social studies subjects. (1983; Effendi, & Hendriyani, 2018, p.64-66) re-
Many previous studies have done on utilizing search, including research and information collect-
smartphone-based media. Research from ing, planning, develop a preliminary form of prod-
Wahyutama, Samopa, and Suryotrisongko (2013) uct, preliminary field testing, main product revi-
uses Augmented Reality technology on an android sion, main field testing, operational product revi-
smartphone. They conducted research using aug- sion, operational field testing, final product revision
mented reality with a smartphone via a barcode. and dissemination, and implementation.
Meanwhile, this study, it does not use barcodes but The subjects of this study are 33 students at
directly on the image so that the symbols in the Wonosari 1st Junior High School. The first step is
image can represent each region in Indonesia. to conduct a field and literature study for research
Research from Oktaliva (2015) uses an An- and information collecting. The field study carried
droid smartphone as an educational medium in out by analyzing the courses in the Junior High,
social studies learning in grade VII SMP. He de- interview with the teacher and the students, and
veloped an interactive mobile learning application school observation. The literature study aims to find
for geography on social studies subjects. Applica- theories related to Indonesian culture. The next step
tion media in smartphones is promoting visualiza- is planning to determine the software design and the
tion in Geography material. The difference with mapping of the content, which refers to the vast
this study is that the author uses an augmented diversity in Indonesian culture. The third step is to
reality-based application so as cultural videos can develop the preliminary form of the product by
display on the application. gathering video resources, audio recordings, photos,
Research from Ashari, Kridalukmana, and or articles. Then the data would be combined and
Windasari (2016) examines the application of processed to create a digital software that can be
provincial recognition games in Indonesia. They distributed. The fourth step is preliminary field
researched learning media in the form of android- testing which used to validate the liability of the
based games. The difference with this study is that software. The test will be done by the experts in the
the author uses educational media based on mo- respective field with the questionnaire, while the
nopoly games with augmented reality. parameter of liability is using the criteria from
A study from Pramono (2013) researched sup- Sutimin, Joebagjio, Sariyatun, dan Abidin (2018).
porting media for learning traditional houses of
Indonesia using augmented reality. This study using Tabel 1. Parameter of liability
image media as a form of visualization of augment- Range Criteria
ed reality. Meanwhile, the author's research uses 3.26-4.00 Very Feasible
video-based augmented reality as visualization. 2.51-3.25 Feasible
The main focus of this research is to offer the 1.76-2.50 Quite Feasible
scenes of Indonesian cultures, in the form of an inter- 1.00-1.75 Infeasible
active game that can be played on a combination
game using smartphone and paper-based. The desired
outcome is that it would arouse the curiosity of the The fifth step is the main product revision, where
players, which mainly consist of children and teenag- the assessment and suggestions come from the

114 ICERI 2020 8th International Conference on Educational Research and Innovation
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media experts. The next step is the main field test- cultures in various regions of Indonesia, the soft-
ing, which done in a small group consisting of 5 ware that will be used to develop the game (in this,
people to examine the operational flaws. Following the developers are using Unity ver. 5.0.2fl, fuvoria,
the previous step is the operational product version, and Java), video and image editing software (movie
in which the main focus is to revise the operational maker/photoshop), and the pictures of various
product's flaws. Furthermore, a final product revi- landmarks of several regions of Indonesia as the
sion carried out in the larger group of subjects, game build data.
consisting of 28 people with the main focus is to
find out the product legibility. After that, a final
product revision carried out to validate the liability Picture 1. Flow Chart C-Hero
of the product. Furthermore, the last step is dissem-
ination and implementation, where the finalized
product is given out to the social science teacher to
use it in his/her classes.

FINDINGS AND DISCUSSION

The data that gathered in Junior High School

shows that the subject of cultural diversity in Indo-
nesia poorly acknowledged in the classes. The sub-
ject of the cultural diversity of Indonesia can be
found in the third grade of Junior High, in the first
term. One of the factors that cause this misunder-
standing is the conventional method of teaching
that is implemented by the respective teacher. The
teacher also tends to develop fewer interactive me-
dia for the classes. While in this advanced technol-
ogy era, it is more common and easier to develop
some interactive-playable media to help the stu-
dents understanding more about the subject of a
course. According to the survey, numerous students
in Wonosari 1st Junior High School have a
smartphone with them. It could be a potential factor
for this matter to create a successful outcome.
Planning created according to the problems and
issues that have been gathered from the research
and information collecting. From the problems and
issues, the given solution is to develop this educa-
tive game to assist the social science studies, espe-
cially for the subject of cultural diversity in Indone-
sia. The educative game created using a particular
software which the desired outcome is to be able to
play on various smartphone devices. The main As an educative game, C-Hero is using not only
reason for this solution is because of the familiarity software as its basis but also using hardware. This
of smartphone towards the Junior High students. combination will include the application of the
This game will be called C-Hero (Culture Heritage following software like Corel Draw X6, Unity,
Board), a game based on augmented reality. C-Hero Fuvoria, Movie Maker, Java, Java Development
(Culture Heritage Board) is a combination of con- Kit, as well as several additions in-game material
ventional and digital games. The combination con- like pictures and videos about the cultural diversity
sists of a board game, a clue card, and audio-visual of Indonesia. The concept design of C-Hero then
software to liven up the gameplay. C-Hero built created using the Unity software as the software
using the software and hardware based on the ob- for augmented reality. Along with that, Fuvoria
servation results in the field. The game will be and Java will use as the source of the material. Its
combined with other resources to enhance the expe- as well as decoding the game so it can be played on
rience of the learning process. Other resources that a smartphone. After the framework is done, the
will add to the game is about the cultural diversity game data (the media related to the cultural diver-
of Indonesia. Several videos regarding the various sity of Indonesia) will be introduced to the game.

8th International Conference on Educational Research and Innovation ICERI 2020 115
As the following software is done, the hardware be concluded that the quality of the content within
part (the game board) will be built. the C-Hero Application is proper enough. It appro-
priates to be tested to the students as well as the
C-Hero using a Monopoly-related board that
public in general.
contains the names of Provinces in Indonesia, in-
cluding their local culture. It also equipped with a
Tabel 2. Validation Content.
hint card, which is revealing a video about the
cultural diversity of Indonesia when scanned using
Total Skor Ques-
a smartphone. The hint card also integrated with Formula Criteria
tionnaire
audio-visual software, Metaio. This software act as
a bridge to combine two different media. This (N : 56) x 4 (42/56) x 4 = 3 Feasible
software works by scanning the hint card that con-
tains information about the cultural diversity of Max Value = 56
Indonesia, then processing the image and insert the N = Value Obtained
related video. After its process is done, the soft-
ware finished its process by converting the video The validation of the software and hardware
and save it so that it could be used on the is done by the teacher of Computer Application and
smartphone. the Learning Media of Social Sciences from the
Social Sciences Study Program. The media valida-
After all, the development process of the tion count gives total score 3, as mentioned before.
software is done created; the next steps is the test It means that according to the category, this game is
run. If the hint card containing the information included in the feasible category. According to the
about the cultural diversity of Indonesia is scanned feasibility of the media, the C-Hero can be tested
through a smartphone, the screen should show the either on children or people in general.
related video about the content of the card. It
should work for every card with various infor- Tabel 3. Validation Media.
mation about cultural diversity in every region.
Each card would possess their unique information Total Skor
about the province and the culture so that the in- Formula Criteria
Questionnaire
formation could depict each card correctly. The C- (N : 84) x 4 (63/84) x 4 = 3 Feasible
Hero game offers such advantages, as follow the Max Value = 84
combination of two media would be more efficient N = Value Obtained
to introduce the cultural diversity of Indonesia, the
overall media would be more interactive, in com- The researcher revises the flaws and sug-
parison to other kinds of media. C-Hero can also gestions about the software and hardware based on
be played either inside or outside the school. It the results of the content and media validation test.
created by combining the Monopoly game which is After the bugs fixed, the C-Hero then can be
already familiar for the children, which considered brought to the field testing.
to be more captivating to play so that the introduc- In the preliminary field testing, the C-Hero
tion of the cultural diversity of Indonesia would be tested to five students at Wonosari 1st Junior High
captivating as well. School. The developer team chose the students
The validation process is including content randomly and prompted them to try playing the
and media proofing. The content proofing is done game. At this phase, the five students were ex-
by an expert who is a lecturer in Tradition and Lo- plained how the game works. It starts by introduc-
cal Wisdom subject from Social Sciences Study ing the parts of the C-Hero and the gameplay. Sup-
Program. The college teacher himself validate the posedly, the C-Hero game is already familiar to the
consistency of the subject by the content and the students, because generally, this game is closely
subject related with the introduction of Indonesia's related to the Monopoly game. The part that differs
cultural diversity as well as the goals to conserve the C-Hero from the Monopoly is just the names on
and optimize the cultural majesty of the archipelago the board, and C-Hero tends to be more interactive
through the inspection on the hint cards, the cultural because of the involvement of visualization from
Monopoly board game, and the video in the C- the smartphone. Though, the preliminary field test-
Hero. The suggestion on this first validation test is ing showed that the students were still unfamiliar
to focus more on the fading culture of the less re- with the gameplay.
nowned ones. The problem found during the preliminary
The content expert was giving the content field testing, where the students are getting con-
validation total score three from the questionnaire, fused with the gameplay of C-Hero. Therefore, the
which means that this game is feasible, according to developer team then simplifies the gameplay by
the mentioned figure beforehand. Therefore, it can

116 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

classifying the hint cards according to the region so media, which is the board and the app that offer
that it should put the player in more ease. some exciting advantages towards the students. The
The operational field testing is the second observation results from the operational field test
phase of the whole field testing. The experiment shows that the students are quite happy about the C-
runs on a bigger group of a class. In this phase, the Hero game. The board used in the game could
experiment is run on 28 students of Wonosari 1st provide a representative function towards the
Junior High School. In this large group experiment students, and they were able to obtain some
phase, the students are divided into smaller groups. information regarding the endangered cultures of
The goal is to create a more convenient game ses- Indonesia from the board. The researcher
sion. One group consists of five students. Each recognizes that the students were actively acquiring
student was given an equal chance to play the C- the information about the Indonesian cultures and
Hero. The five students that were participating in understand them as when the class is over, they
the first field testing were scattered into the existing were able to answer the given questions. The C-
groups. The main purpose is to make sure that each Hero software strengthens the acquired information
group has the leader who already understands about by using audio-visual stimulation. Along with
the gameplay of C-Hero. In this phase, the game is Mathew & Alidmat (2013), the utilization of audio-
already adjusted to be user-friendly. The students visual media in class could stimulate the brain and
can understand the gameplay and enjoying the improving the learning process in class.
game as well as understanding the concept of intro- The second is that C-Hero exists as an
ducing the charm of cultural potency of the archi- interactive learning media. As an interactive
pelago. The course becomes more enjoyable and learning media, C-Hero meets the criteria like was
more convenient. At the end of the class, the re- stated by Dede (2009, p.66) as a tool to improve
searcher verbally asked some questions about the education by creating possibilities for various
Indonesian culture, and the students were able to perspectives, learning conditions, and transfer.
answer properly. The C-Hero can be used easily by Various perspectives could conduct by using the
the students in the operational field-testing phase. image and video media where the students in the
However, there are still some contents that were not class could observe from multidimensional
able to be used yet. It includes the video sound that viewpoints. C-Hero could serve as a medium to
went missing and some glitch on the videos. control the behaviour of the students in a class.
In the final production phase, the inopera- They could voluntarily be occupied with the class
tive contents fixed until it can be properly operated. and happily cooperating with the learning process.
The developer fixes the glitch on the sound and the As an interactive media, C-Hero could be exploited
videos. There are also some improvements to the as a teaching material, especially for the subject of
graphic and animation aspect. The C-Hero fixed Social Sciences to transfer the information as a part
until it came out as a final product. of reality through the audio-visual features.
After the operational product revision is The third one is that C-Hero created by
done, the C-Hero then introduced publicly. The adapting the commonly known Monopoly game, so
application itself already introduced towards the it could be more convenient to be used to
Social Science teachers in Wonosari 1st Junior introducing information about the cultural diversity
High School by inviting them in a forum group of Indonesia. The Indonesian children were likely
discussion. There, the developer team explains the familiar with the game since the Monopoly is a
new media that can be used by Social Science worldwide game (Whitehill, 1999, p.133).
teachers in their class. Many of the teachers were Therefore, it can be assumed that they will be more
interested in using the C-Hero as their teaching likely to understand the innovative gameplay of the
instrument. C-Hero. In the first main field test and the
C-Hero is a product that combines manual operational field test, the students seem to quickly
and digital games. C-Hero can be played by five understand the gameplay and the Social Science
people using the board and the app. It contains class could progress more interactively.
certain information about the endangered cultures Fourth, the C-Hero could be implemented in
of Indonesia. It has acquired its feasibility through either inside or outside the class. It could be played
the validation from the content and media experts. anywhere as long as the board and the app is
From the experiments that have been carried out, accessible. Furthermore, the players could play
the C-Hero game shows that it got several casually with their friends, just like a regular board
advantages. game would do. According to Bassiouni & Hackley
First, C-Hero is a combination of two (2014, p.125), Generation Z needs a face-to-face
different media which is considered to be more interaction to maintain their social capabilities,
effective and efficient in its effort to introduce the which is provided by the C-Hero game. The players
cultural diversity of Indonesia. C-Hero is using two will run the game in groups, and as they play, they
8th International Conference on Educational Research and Innovation ICERI 2020 117
would interacting and socializing with the other ports to hone them to be able to collaborate by
players as well. Moreover, this game also provides interacting with each other among students.
cognitive aspects from the media and the content C-Hero accommodates social studies learn-
itself which makes this game is genuinely ing that does not provide internet. C-Hero is de-
convenient to be used as the medium to transfer the signed in a monopoly game to accommodate
knowledge about the Indonesian cultures schools that have poor internet access, do not use
everywhere, anywhere, as the more they play the the internet, and when they are not powered, alt-
game. hough further research needs to be done to deter-
C-Hero uses in social studies in Indonesian cul- mine its effectiveness in social studies learning. C-
tural diversity materials. Students can use their Hero supports various school conditions as educa-
smartphones as media learning. They can use tional game media. C-Hero has weaknesses besides
smartphones to learn white media in class. They are the absence of the internet as a learning medium
actively using smartphones for social studies learn- that combines traditional and digital games. These
ing. Students and their friends play C-Hero using a weaknesses include the use of boards and cards that
smartphone as a learning medium. Students use are prone to damage because they are made from
smartphones as a positive impact because they can paper. C-Hero boards and cards are prone to water,
actively and comfortably use smartphones for learn- and prolonged use will fade the colour and crease
ing to use C-Hero. C-Hero keeps them from bore- the paper. The solution to this weakness is the use
dom in studying. Interacting students do not discuss of a board that is printed on paper that is strong
things outside of learning but are actively partici- enough and covered with plastic so that it is water-
pating in learn using C-Hero by making better use proof.
of smartphones.
C-Hero has a positive impact by providing com- CONCLUSIONS
fort in social studies learning. C-Hero also prevents
students from using smartphones for bad things. The development of the C-Hero, which
Students can use smartphones to play online games based on the augmented reality is considered to be
and access social media in some cases. Students do able to stimulate the players' interest in the cultures
not appear to be playing online games and access- of Indonesia. The main concept of C-Hero is a
ing social media when learning to use C-Hero. C- Monopoly board with Indonesian province names
Hero becomes a medium that makes them actively printed on, as well as the local cultures and
discuss, compete, and interact actively with fellow equipped with the hint card which can be scanned
students. C-Hero makes it easier for teachers to with a smartphone to reveal the audio-visual media
transfer material to them. The teacher guides stu- about the cultural diversity of Indonesia. The im-
dents not to cheat and supervises if there are stu- plementation of the C-Hero game is to be utilized
dents who ask questions. for Social Sciences class in the 3rd grade of Junior
The teacher uses C-Hero as an educational game High School. The comprehension of fascinating
media with a student center learning approach. The cultures of the archipelago can be seen from the
student center promotes students to be active in approval of the content and media experts. Accord-
learning so that they can support inquiry and scien- ing to their examinations, C-Hero is eligible to be
tific learning. C-Hero supports inquiry, and scien- tested to the public. Testing delivered especially for
tific learning methods can actively provide students the young generation in order to introduce the
to find material independently. C-Hero supports charms of the cultures in the archipelago. There-
scientific and inquiry methods because C-Hero fore, it is hoped that the young generation could
prepares learning materials for the diversity of In- optimize their cultural charms even more and be
donesian cultures. Students can be active as in ob- ready to embrace the Golden Age of Indonesia in
servations in large classes where students look for 2045, by creating a strong foundation of Indonesian
their learning material while playing C-Hero. The culture through a small step in the C-Hero game.
teacher guides and supervises when they are look-
ing for information so that the teacher's task in the REFERENCES
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118 ICERI 2020 8th International Conference on Educational Research and Innovation
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120 ICERI 2020 8th International Conference on Educational Research and Innovation
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DEVELOPMENT OF LEARNING DEVICES BASED ON STUDENT

COMPETENCE INDUSTRY REVOLUTION (IR) 4.0

Lisa Nurfatmawati1, Ani Widayati2, Arief Nurrahman3

Universitas Negeri Yogyakarta

1,2,3
1
[email protected], [email protected], [email protected]

Abstract
This is a research and development, which aims to develop a Problem Based Learning (PBL) model based on
Student Competence IR 4.0. Learning devices are developed by using the Four-D development model. Expert
validation was carried out by 2 principle and 2 teachers. The results show that the development of learning de-
vices is declared valid with an average rating above 90 percent. Therefore, the learning devices is ready for field
trials.
Keywords: Learning Devices, Problem Based Learning, Student Competence IR 4.0

INTRODUCTION will not run smoothly and learning objectives can-

not be achieved. Learning tools need to be devel-
Student competence in Industry Revolution oped to produce learning innovations and adapt to
(IR) 4.0 refers to the development of society and the times.
the economy which requires that the education The Ministry of Education and Culture em-
system equip students with new competencies and phasizes that learning strategies and techniques
skills [1]. The skills possessed by students are ex- must focus on students, take advantage of digital
pected to contribute actively to economic develop- technology, and use innovative approaches [8]. The
ment. Student competence at IR 4.0 puts forward 2013 Curriculum emphasizes student competencies
skills to adapt to the environment. to have Higher Order Thinking Skills (HOTS). This
Schools are educational institutions that sig- ability encourages students to be able to analyze
nificantly influence the development of children's problems and find solutions. This ability encour-
behavior [2]. The change in the learning process ages students to be able to analyze problems and
from being originally teacher-centered is now being find solutions. Besides, students are effectively
changed to being student-centered. On developing encouraged to have the values of Strengthening
learning effectiveness students can take responsibil- Character Education (Penguatan Pendidikan Karak-
ity for their own learning with the required learning ter/PPK). PPK consists of the values of integrity,
styles and skills [3]. The learning process devel- religious, nationalist, independent, and cooperation
oped aims to make students able to solve daily [9]. Adjusting to the conditions in the 21st century,
problems [4]. So that the context in learning refers students are required to be more skilled. Student
to problems in the real world. characters must meet the Student Competencies IR
Adaptive learning systems can help individual 4.0 by developing the implementation of learning
students improve their learning performance by that supports the achievement of these competen-
presenting educational materials according to stu- cies.
dent needs [5]. Students have a democratic voice to Integrated learning and assessment initiatives
feel free and safe, to be able to discuss and form for Student Competence IR 4.0 have been initiated
opinions about their and others' ideas. Students who from OECD countries such as Australia, Austria,
are able and likely to participate in discussions are Belgium, etc. [1].
more likely to develop their views on social life. In this study, Student Competence IR 4.0 re-
Students who have positive relationships with fers to Gleason [10]. Gleason developed the main
classmates and feel safe in class will have the abil- competencies that students must have, namely Top
ity and willingness to discuss [6]. Ten Skills, consisting of (1) complex problem solv-
In supporting the implementation of learning, ing; (2) critical thinking; (3) creativity; (4) people
the teacher must prepare learning devices. Ref. [7] management; (5) coordinating with others; (6) emo-
states that the preparation of teachers as educators tional intelligence; (7) judgment and decision mak-
will greatly affect the success of learning. Before ing; (8) service orientation; (9) negotiation; and
learning is carried out the teacher arranges good (10) cognitive flexibility. In addition to the Top Ten
learning devices. Without good planning, learning Skills, Student Competence IR 4.0 also looks at the
8th International Conference on Educational Research and Innovation ICERI 2020 121
aspect of student literacy skills which refers to the learning steps is based on the PBL syntax with the
new literacy idea published by the Ministry of Re- content of Student Competencies IR 4.0.
search, Technology, and Higher Education (Ke- The purpose of this study was to develop
menristek Dikti) on January 17, 2018. In welcom- learning devices with the Problem Based Learning
ing the disruption era, Kemenristek Dikti raises (PBL) model based on the Student Competencies
literacy new, namely digital literacy, data literacy, IR 4.0. This development is the first step in prepar-
and humanist literacy. ing for a new future in education and assessment
In [11], digital literacy is important so that standards.
students can be integrated with the world of educa-
tion outside of school. Students are expected to METHOD
make breakthroughs in innovation by increasing
their ability to use the internet, expanding access, This research is the development of learning
and increasing cyber security protection. Data liter- devices. The development uses the Four-D model
acy provides learning reinforcement for students in developed by Thiagarajan, S., Semmel, D., &
understanding both qualitative and quantitative data Semmel, M. The development model uses four
and understanding the information obtained. Hu- stages [16]: 1) define, 2) design, 3) develop, and 4)
manist literacy emphasizes the communication disseminate. In this study, the development stage of
skills of students both directly and through digital learning devices was carried out until the develop-
intermediaries. ment stage. The learning devices developed are the
The development of integrated learning devic- subjects of the Practicum Accounting for Service,
es with a Problem-Based Learning (PBL) model Trade and Manufacturing Companies, grade 11
and integrated with Student Competencies IR 4.0 is Vocational High School. The focus of learning is
expected that students can be actively involved in Basic Competence 3.4 analyzing adjustment trans-
exploring information to improve cognitive under- actions for service companies. Learning devices
standing and have a personality that encourages consist of learning identities, steps for implement-
students to compete globally. The implementation ing learning, teaching materials and media, and
of PBL is based on theoretical principles that com- assessments.
bine real-life problem-solving skills with basic The learning device developed was tested for
knowledge for decision making [12]. PBL is formu- validity. Data were analyzed through an assessment
lated into a social constructivist where learning by three experts (expert judgment) consisting of 2
takes place through cooperative activities that pro- principals and 2 accounting teachers. They assess
mote deep cognitive, social, and emotional learning the lesson plan (RPP) in terms of content, language
to real applications [13]. and construction. The measurement results are
Ref. [14] emphasize that the PBL approach calculated using the Aiken formula with the Delphi
has main pedagogical principles consisting of three method. The content validity formula of Aiken V
clusters, namely the learning approach, the social [17] as follows:
approach, and the content approach. Implementing
𝑉𝑉 = � 𝑆𝑆/[𝑛𝑛(𝑐𝑐 − 1)]
learning by providing personalized learning content
or being briefed is one of the most important fea- Formula description:
tures in the education system [5]. The teacher ac- S = r - lo
tively shapes students 'capacity to be independent r = the number given by the appraiser
and effectively integrate students' knowledge, emo- lo = the lowest validity score
tions, and behavior [2]. n = number of appraisers
Self-learning with group discussion refers to a c = the highest number of validity assessors
social approach that symbolizes collective owner-
ship of the learning process and problem identifica- RESULTS
tion [14]. In addition to achieving PBL competen-
cies, it can overcome problems between individuals The results of the development of learning de-
in the class. Ref. [15] revealed that the learning vices are described as follows.
process is hampered and student achievement de-
creases if the climatic conditions of the class inter- Define Stage
fere, whether influenced by certain students or as a This first stage aims to identify the problems
whole. that are the basis for developing learning devices in
The PBL model supports the soft skills stu- Vocational High Schools. The results of the analy-
dents must have when entering the world of work. sis identified from the problems that exist in SMK,
This study integrates the PBL model with the Stu- namely: most teachers do not understand in arrang-
dent Competencies IR 4.0. In designing a learning ing learning devices according to the 2013 Curricu-
model considering the competency principles of lum, and the implementation of learning is still
Student Competencies IR 4.0. This can be seen in dominated by teachers so that students are not en-
the implementation steps of learning. The design of

122 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

couraged to be active, independent in seeking in- DISCUSSION

formation and critical thinking.
Design Stage This learning device development research
uses the Four-D development procedure. The
The design of learning devices is based on the product developed is a learning devices containing
2013 Curriculum. In learning devices, assessment a Learning Implementation Plan (Rencana
instruments are arranged based on indicators of Pelaksanaan Pembelajaran/RPP). RPP in outline
student competency achievement which are then contains basic competencies and learning objectives
translated into question indicators. The assessment achieved by students, steps for implementing learn-
includes cognitive, affective, and psychomotor ing, and assessment instruments.
aspects.
The development of learning devices is based
Develop Stage on the characteristics and learning styles of stu-
dents. The characters of adolescence tend to be
The aim of the develop stage is to produce val-
more active so that the implementation of learning
id and practical devices. The validity test was con-
is adjusted by involving students actively both in
ducted by subject teachers and school principals. To
seeking information, discussions, and presentations.
assess the readability of the learning devices devel-
The development of learning devices arranges stu-
oped, a readability test was carried out.
dent tasks and activities during the learning process
Validity test to achieve the stated goals. During the learning
process students are encouraged to be active in
The learning device model developed has ful-
finding material sources, expressing opinions
filled the content validity with the results of the
through group discussions, and presenting the re-
assessment showing valid criteria. The validation
sults of the discussion.
results are presented in Table 1. The results of the
validity if a percentage will show a score: the com- Design stage is done by dividing into four
ponent of the subject's identity is 100%, core com- parts. The first part is constructing the assessment
petency components is 93.75%, basic competency with the criteria reference test. The preparation of
components is 93.75%, competency achievement test instruments is based on indicators of competen-
indicator components is 93.75%, the component of cy achievement. The assessment instrument is ar-
learning model is 93.75%, the learning objectives ranged based on the indicators of achieving student
component of 93.75%, the components of learning competence which are then translated into question
activities is 95.83%, the learning material compo- indicators. Second, the selection of learning media
nent is 93.75%, the components of the media tools, that supports learning objectives. The learning me-
materials and sources of 93.75%, the learning as- dia used in this learning tool is a learning video
sessment component is 95.83%, the research in- about service company adjustment journals. The
strument is 95,83% and the component of student video is shown at the beginning to bring out stu-
competency IR 4.0 was 93.75%. dents' digital literacy competencies and provide
material perceptions. Third, the selection of the
Table 1. Validation Results
learning device format which contains the material
Expert
Total design, scientific approach, and the appropriate
No Component Validity
(%) learning model. Fourth, do the initial design. This
Score
section aims to design learning tools based on the
1 Subject’s identity 16 100 analysis carried out at the define stage and based on
2 Core competency 15 93,75 predetermined criteria in selecting the appropriate
3 Basic competency 15 93,75 media and format.
4 Competency achieve- 15 93,75
ment indicator The develop stage aims to produce valid, prac-
5 Learning model 15 93,75 tical, and effective learning tools. This stage is
6 Learning objectives 15 93,75% carried out by testing the validity and legibility test.
7 Learning activities 15,33 95,83 The validity test is carried out to validate the learn-
8 Learning material 15 93,75 ing tools of the experts with expert judgment so that
9 Media tools, materials 15 93,75 they get input in the development of learning devic-
and sources es. The validity test is used to determine the level of
10 Learning assessment 15,33 95,83 validity / feasibility of learning devices before test-
11 Research instrument 15,33 95,83 ing. The validation sheet was developed from
12 Student Comepetency 15 93,75 Anugraheni [18] which contains subject identity,
IR 4.0 formulation of objectives / indicators, material
selection, learning models, learning activities, se-
lection of media / learning resources, and develop-
ment of RI 4.0 Student Competencies.

8th International Conference on Educational Research and Innovation ICERI 2020 123
 Basically, the development of learning tools is [8] The Ministry of Education and Culture (Kementeri-
carried out in order to innovate in the implementa- an Pendidikan dan Kebudayaan/Kemendikbud).
tion of learning. Preparation for teaching by the (2018). Simposium Internasional Pendidikan 4.0 un-
teacher by arranging learning devices makes it easy tuk Indonesia Hasilkan 20 Rekomendasi. Gerakan
Literasi Nasional. https://gln.kemdikbud.go.id.
for teachers to achieve learning objectives. The
development was carried out with the Problem [9] The Ministry of Education and Culture (Kementeri-
Based Learning (PBL) model based on the Students an Pendidikan dan Kebudayaan/Kemendikbud).
Competence in the Industrial Revolution 4.0. The (2018). Panduan Penilaian Hasil Belajar dan
development results were validated by four experts Pengembangan Karakter pada Sekolah Menengah
Kejuruan. https://psmk.kemendikbud.go.id.
through expert judgment with valid results. All
components of learning equipment are at a percent- [10] Gleason, N.W. (Ed). (2018). Higher Education in
age above 90%. Therefore, the learning devices that The Era of The Fourth Industrial Revolution. Singa-
have been developed are ready for field trials. pore: Springer Published.

This research was conducted using a Four-D [11] Muliastrini. (2019). Penguatan Literasi Baru (Lit-
erasi Data, Teknologi, dan SDM/Humanisme) pada
development model but did not carry out all stages.
Guru-guru Sekolah Dasar dalam Menjawab Tan-
The development stages carried out are define, tangan Era Revolusi Industri 4.0. Jurnal Ilmu Sosial
design, and develop. Future research is expected to dan Humaniora, 2(2-1), 88-102.
develop learning tools up to the disseminate stage.
[12] Wade, M. (2020). Problem-Based Learning In Phy-
sician Assistant Education At A University In East-
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Volume 1, No.2.

124 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

COMMUNICATIVE COMPETENCE ASSESSMENT FOR TEACHER

PROFESSIONAL DEVELOPMENT
Heny Hartono1, Cecilia Titiek Murniati2, Rosita Herawati33

1
Faculty of Language and Arts, Soegijapranata Catholic University
2
Faculty of Language and Arts, Soegijapranata Catholic University
3
Faculty of Computer and Science, Soegijapranata Catholic University
1
[email protected] , 2 [email protected] , [email protected]

Abstract
A comprehensive review on all aspects of education can improve the quality of education particularly in Indone-
sia. The Indonesian Ministry of Education and Culture has designed a roadmap which can be used as a guidance
to achieve the qualified education. The Sustainable Development Goals (SDG) Document signed by 160 coun-
tries in the World Education Forum 2015 has set a strong foundation for Indonesia to determine its goal, includ-
ing the strategic goals in education. One of the educational strategic goals is teacher professional development
through international collaboration and trainings [3]. To realize the goal, teachers as one of the most determinant
factors must continuously improve and develop themselves. This paper is particularly focused on teachers of
bilingual or immersion programs whose tasks also include preparing students to be a part of global society. This
study was designed as an environment and needs analysis which included knowing the existing assessment tools
to measure the teachers’ target language competence and the needs for communicative competence assessment.
The results of the study reveal that in general the existing assessment tools found in the field have not yet ac-
commodated those six aspects of communicative competence.

Keywords: teacher professional development, communicative competence assessment, environment and needs analysis

INTRODUCTION development. One among other reasons for the

absence of such training is the fact that mostly, the
A well-planned design of qualified education language assessment is only focused on the lan-
must be prepared to embrace the 2045 megatrend. guage proficiency. In fact, to be a communicative
A comprehensive review on all aspects of education speaker, teachers need to have communicative
can improve the quality of education particularly competence. Based on the issues outlined
in Indonesia. The Indonesian Ministry of Education above, this paper presents the results of environ-
and Culture has designed a roadmap which can be ment and needs analysis of communicative compe-
used as a guidance to achieve the qualified educa- tence assessments for teachers who use English as
tion. The Sustainable Development Goals (SDG) the delivery language in the classroom. This re-
Document signed by 160 countries in the World search is aimed to find out the existing teacher
Education Forum 2015 has set a strong foundation assessments and the needs of communicative com-
for Indonesia to determine its goal, including the petence assessment tool. The results of this research
strategic goals in education. One of the educational are beneficial for teacher professional development
strategic goals is teacher professional development in the future.
through international collaboration and trainings
[3]. METHOD
In relation to teacher professional develop-
This study was designed as an environment
ment, teacher trainings must be well designed and
prepared. This paper is particularly focused on and needs analysis which included knowing the
teachers of bilingual or immersion programs whose existing assessment tools to measure the teachers’
tasks also include preparing students to be a part of target language competence and the needs for
global society. In other words, those teachers are communicative competence assessment. Qualitative
challenged to provide comprehensible input for approach was applied in this phase. Creswell [2]
students through the target language as well as defines qualitative research as a means for explor-
transferring the knowledge of the subject matters ing and understanding the meaning individuals or
to the students. Therefore, their communicative groups ascribe to a social or human problem. This
competence in the target language is crucial. Ap- method is meant to dig and gain data from natural
parently, teachers have received some training but setting.
they hardly trained in communicative competence

8th International Conference on Educational Research and Innovation ICERI 2020 125
 The study involved bilingual or immersion provide comprehensive report of teachers’ commu-
programs school principals and teachers of eight nicative competence.
primary schools. The total respondents were sixty Interview is effective to measure teachers’ aural
participants. The data were collected through inter- productive skills. During the interview, teachers’
views and focus group discussions. communicative competence can be assessed. How-
ever, this kind of assessment requires either skillful
RESULTS trained assessor or experienced interviewer who can
assess teachers’ communicative competence as-
From the results of interview and focus group
pects.
discussion, it was found out that there were several
One of the schools under this study assigned
assessment tools used by schools to measure teach-
teacher candidate to do translation work during the
ers’ English proficiency especially during the
recruitment process. This form of assessment does
teacher recruitment process. Those assessment tools
not assess teachers’ oral productive skills which
included TOEFL, micro teaching, interview, and
were vital for teaching profession. Teachers’ lin-
translation. Proficiency tests like TOEFL was use-
guistics and written competence can be portrayed
ful to assess the linguistic competence of the teach-
through this kind of assessment. However, other
er candidates. In fact, this proficiency test was rec-
aspects of communicative competence cannot be
ommended for those who planned to continue their
captured. In 2014, Hartono’s study produced a
study abroad and this kind of proficiency test was
communicative competence assessment kits (CCA)
under the category of norm-referenced test (NR).
which accommodate the six aspects of the commu-
The use of TOEFL to assess teacher’s language
nicative competence. The CCA is a paper-based
competences could give a description of teachers’
assessment which requires a lot of paper work. In
linguistic competence level. However, TOEFL
2019, a digital CCA (DCCA) was developed by the
could not precisely measure the other communica-
writers but the DCCA has not been widely used and
tive competence aspects.
still under a try-out project.
Another assessment which was used by the
From the results of the interview and focus
schools was micro teaching. Micro teaching is a
group discussion above, it can be said that each
form of performance-based assessment. This kind
kind of assessment tool used by the schools has its
of assessment is potential to describe teachers’
own strengths and weaknesses. Table 1 below
communicative competence. However, some fac-
summarizes the strengths and weaknesses of each
tors such as the unnatural discourse and limited
assessment tool used by the schools under this
assessment time, micro teaching alone does not
study.

Table 1. The existing Assessment Tool

Assessment tool Strength Weakness /limitation
TOEFL Its validity and reliability has Only covers the linguistic
been admitted internationally. competence aspect

Micro-teaching It can give description of teach- The discourse is not natural

ers’ communicative competence

Interview It is effective enough to access Only experienced assessors

teachers’ communicative com- who have enough knowledge
petence background about communica-
tive competence can do the
assessment.

Limited on the assessment of

linguistic and written discourse
competence
The materials are flexible

Translation

Communicative Competence It covers the six aspects of Need a lot of paper work
Assessment Kits Communicative Competence

126 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

The results of the needs analysis suggest the languages. It is not enough just to know the lan-
need of more practical Communicative Competence guage or the rule of the foreign language. Learners
Assessment which is paperless, technology user must also know how to use the language in real
friendly, and practical. communication. In the practice of teaching and
learning the foreign language in Indonesia, in this
DISCUSSION case English, there are some challenges which have
Competency is a highly valued to be faced by both teachers and students.
qualification that accounts for the effective use of One of the challenges faced by the educational
one’s knowledge and skills in a specific, usually institutions in Indonesia which offer immersion or
complex context [6]. The competence can be bilingual program is the quality insurance of the
observed from the performance. Therefore, if teachers. Teachers are demanded to meet some
someone is labelled as a competent person, his expected qualities. Considering the position of
performances are supposed to come up to a English as a foreign language in Indonesia, the role
standard [6]. This study tried to see teachers’ of teachers as the target language role-model is very
competencies in teaching with English which can significant. Another consequence of having English
not be separated from teachers’ performances. In as a foreign language is the limited exposure to the
relation to teaching competencies and professional- target language. Students are mostly exposed to
ism, the government of Republic Indonesia, through English in the classroom. Although classroom dis-
the Ministry of National Education gives great course may not be able to create as natural dis-
concern on the teacher’s competencies and profes- course as the real discourse outside the classroom,
sionalism. According to the Laws of the Republic teachers are demanded to provide ‘natural’ dis-
Indonesia Number 14, 2005 Chapter 8 which is course through the classroom interaction. The abil-
known as The Teacher Law, teachers are labeled as ity of handling a discourse is the core of communi-
professional educators who are supposed to have cative competence as suggested by Celce Murcia,
academic qualification, competencies, teaching Dornyei and Thurrel [5]. The concept of communi-
certificate, physically and spiritually healthy, and cative competence is comprising by five aspects
the ability to realize the national education goals. what so called as linguistic competence, sociocul-
Further, the competencies mentioned in Chapter 8 tural competence, strategic competence, actional
of The Teacher Law are explained in chapter 10. competence, and discourse competence. In 2007,
Those competencies refer to four standard compe- Celce-Murcia renewed the concept with an empha-
tencies which include the pedagogic competency, sis on teacher’s competence. The new concept of
personal competency, social competency, and pro- communicative competence has six aspects in it
fessional competency. These are the cores of Indo- namely the linguistic competence, sociocultural
nesian teacher’s competencies. competence, strategic competence, discourse com-
In more detailed explanation, the pedagogic petence, interactional competence, and formulaic
competencies in the Indonesian Teacher Law are competence. The communicative competence
understood as the ability to understand the learners. framework is described in the following figure.
Based on the attachment of the rules of the national
education ministry number 16, 2007, the compo-
nents of pedagogic competencies include the ability
to understand the characteristic of learners from
physical, moral, sociocultural, emotional, and intel-
lectual; the ability to understand the learning de-
signs and practices, assessment, and the ability to
facilitate leaners to develop and actualize all of
their potentials.
Personal competencies are understood as com-
petencies which reflect stable, mature, and wise
personality who can be the role model for the learn-
ers. Social competencies are referred to the teach-
ers’ ability to communicate and socialize effective- Figure 1. Communicative Competence aspects
ly with the learners, educational staff, parents, and [4]
society. Meanwhile, professional competencies are
the wide and deep mastery of teaching materials, In relation to teachers’ professional develop-
curriculum, knowledge within the field of the study, ment, an appropriate English training which pro-
and the structure and methods of the knowledge. motes communicative competence starts with a
Communicative competence is considered as the communicative competence assessment. The as-
key component of teaching and learning foreign
8th International Conference on Educational Research and Innovation ICERI 2020 127
sessment tool should accommodate the six aspects REFERENCES
of communicative competence as proposed by Cel-
ce-Murcia [4]. [1] H. Hartono, “Developing English training
Conclusion course for communicative competence en-
Generally, the existing assessment tools found hancement of bilingual primary school teach-
in the field have not yet accommodated those six ers”, unpublished dissertation, 2017.
aspects of communicative competence. To support [2] J.W. Cresswell, Research Design: Qualitative,
teacher professional development, a communicative Quantitative, and Mixed Methods Approaches.
competence assessment is needed. The communica- 3rd Edition. California: SAGE publication,
tive competence assessment instrument is important 2009.
to as the first step to prepare a professional training [3] Kementrian Pendidikan dan Kebudayaan
in communicative competence development for Republik Indonesia, Peta Jalan Generasi Emas
teachers. By knowing the level of teachers’ compe- Indonesia 2045, 2017.
tence, an effective and appropriate teacher training [4] M. Celce-Murcia, “Rethinking the
can be designed. communicative competence in language
Acknowledgement teaching”, in E. A. Soler, & M. P. Jorda,
Intercultural Language Use and Language
This research is a part of multi-year research Leraning, Dordrecht: Springer, 2007, pp. 41-
supported by the Indonesian Ministry of Higher 57.
Education (Dikti). The writers would like to extend [5] M. Celce-Murcia, Z. Dornyei, & S. Thurrell,
their gratitude to DIKTI which has financially sup- “Communicative competence : a pedagogically
port this research. motivated model with content specifications”,
Retrieved November 1, 2013, from
http://www.zoltandonyei.co.uk/uploads/1995-
celce-murcia-dornyei-thurrell-ial.pdf, 1995.
[6] W.Westera, “Competencies in education : a
confusion of tongues” in Journal of
Curricullum Studies Vol.33(1), 2001, pp.75-81

128 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

THE TRADITION OF PREGNANCY AND BIRTH IN BANJAR AND

LAMAHOLOT TRIBES
Anita Febiyanti 1, Yeni Rachmawati 2

Indonesia University of Education 1, Indonesia University of Education 2

[email protected] 1, [email protected] 2

Abstract

Indonesia is one of the most densely populated countries in the world. It also has culture groups and diverse
ethnicities of more than 1,340. Each has held cultural values and forms a belief persisted down throughout gen-
erations. These cultural values form a local wisdom that struggles to survive. This article aims to discuss the
traditions and ritual ceremonies related to pregnancy and birth of Banjar tribe in Borneo and Lamaholot tribe in
East Nusa Tenggara. This study used a literature review discussing life and traditions existing in Borneo and in
East Nusa Tenggara. Furthermore, the writer examined the local wisdom and preservation of a natural environ-
ment in various regions in Indonesia. In addition to the data collection, the interviews with traditional leaders of
Borneo and East Nusa Tenggara were carried out in a workshop. The main outcome of this paper is to highlight
the need of better understanding on how the ritual stages of pregnancy and birth in those two regions are still
preserved and carry deep meaning for their communities.

Keywords: Banjar Tribe, Lamaholot Tribe, Pregnancy Tradition, Ethno parenting

INTRODUCTION Amirudi, 2017), an effort of natural environment

preservation by paying attention to the local wis-
A cultural system existing in a society is cre- dom (Niman, 2019), and a forest management in
ated with the values it adheres to. A culture can be Dayak Kanayatn community (Soni, 2012). This
interpreted as a unique information system believed article is going to focus on description of the local
to provide benefits, and become a life goal as well wisdom with regard to the rituals and ceremonies of
as a guideline for regulating and controlling a daily pregnancy and birth moments of Banjar tribe in
life in a particular group or community (Zahran, Borneo and Lamaholot tribe in East Nusa Tenggara.
2011; Bornstein 2012). The cultural values existed
in an area tend to influence a parenting method RESEARCH METHOD
(Bornstein, 2012). This results in differences of the
parenting patterns in each region due to their di- This study used a qualitative approach
verse cultural value systems. Indonesia is one of through a literature review analyzing the data and
Southeast Asia countries forming an archipelago information related to the rituals and ceremonies
with approximately 17,000 islands. According to throughout the pregnancy of the Banjar tribe in
the 2010 BPS census, Indonesia has its diversity of Borneo and the Lamaholot tribe in East Nusa
around 250 indigenous ethnic groups with 1,340 of Tenggara. The data analysis process was started by
them living side by side. The more ethnic groups in describing traditions and rituals of pregnancy
Indonesia, the more local wisdoms we would find. heldby the Banjar tribe in Borneo, followed by
Rahyono (2009) confirms the local wisdom is describing the traditions and rituals of pregnancy
obtained through experiences from society in a held by the Lamaholot tribe in East Nusa Tenggara.
certain ethnic group. The local wisdom takes place The next stage was a comparison between the two
very strongly over a long interval. Even though this tribes and a discussion based on the perspective of
era is modern, several regions in Indonesia still ethno parenting theory. Apart from reviewing some
adhere to their local wisdom, including East Nusa literature, the writer carried out interviews with
Tenggara and Borneo. The writer did not obtain representatives from Borneo and East Nusa
much data regarding the existing parenting in Bor- Tenggara regions in a workshop of Ethno parenting
neo and East Nusa Tenggara. Some of its infor- in 2019.
mation regarding the local wisdom obtained include
the research related to natural management in the
two areas such as a whaling in Lamalera (Kurniasa-
ri & Reswati, 2011), a management of protected
forests in Kampung Wae Rebo (Uju, Bhuja, & Lete,
2019), a local culture in natural resource manage-
ment in Lembata Regency (Firdaus, Djatmika, &

8th International Conference on Educational Research and Innovation ICERI 2020 129
RESULT AND DISCUSSION with the aim of protecting pregnant woman, her
baby and family against calamities to be always
People and Culture of Borneo safe (Syarifuddin, 1982).
Borneo is one of the five biggest islands in In-
donesia. This island has an area of 743,330 km2, "At three months of pregnancy, a Batapung-
three state areas, and consists of five provinces. tian tawar ceremony is performed, which is
Based on the 2010 BPS census, there were two held on a day that has been determined as a
major ethnic groups in Borneo; the Dayak Tribe good day for performing the ritual. It is on Fri-
and the Banjar Tribe. Furthermore, there are many day at 07.00 AM. In this ceremony, the elder
other tribes with a small population, such as the woman gives a prayer of salvation while sprin-
Kutai, Paser, Tidung, and Berau tribes. kling oil on the pregnant woman's head. The oil
Of all the tribes in Borneo, the Banjar Tribe or used is made from wanyi wax, coconut oil, fra-
well known as "Urang Banjar" in Southern Borneo grance wood, and blood from the crests of
is discussed in this study. The majority of the peo- boiled chickens, known as baboreh likat oil”
ple are Muslims, reaching more than 97%. They are (Hairina, 2016).
quite devout in worship which can be seen from the
active mosque constructions for praying, the num- Furthermore, at the age of seven months of
ber of useful activities during a very solemn fasting pregnancy, a mandi tian mandaring ceremony
month. They always share zakat and try to be able known as bapagar mayang is performed which is
to go on pilgrimage (Daud, 1997). especially for pregnant woman for the first time.
The Banjar people still hold various traditions
including the ceremony performed when someone "This ceremony requires several items such
is married, pregnant, and giving birth. Those are as a fence, mayang areca, sugarcane stalks
commonly referred to "life cycle ceremony" (Hadi, and spears for fence posts, flower water, asai
2015). This ceremony is held once in a lifetime temu giring, mayang water, and a glass of wa-
called a tradition. ter that has been recited a prayer. The water is
The life cycle ceremony is not only performed splashed into the mother's body by the elder
by the Banjar tribe which is dominant with its Is- "(Hairina, 2016)
lamic belief, but this ceremony is also performed by
people in Bali whom hold Hindu belief (Suardana, The Birth Tradition of Banjar Tribe
2019). The life cycle of Hindu went through several A ritual of welcoming a baby is a manifesta-
stages, starting from newborns, weaning, child- tion of the prayers offered. This ritual is held in
hood, adolescence, puberty, post-marriage, preg- accordance with child development (Ideham, 2005).
nancy, ageing and death (Koentjaraningrat, 1976). When the baby is born, the father immediately calls
In addition, the Sundanese and Javanese tribes for prayer (adzan) and iqamat with the hope that his
hardly recognize the life cycle ceremony. The Sun- child always obey the religion. Meanwhile, a
danese life cycle ceremony is divided broadly into child’s placenta is placed in banana leaf stem and
five stages, starting from pregnancy, birth, child- saved in a basket made of salted clay. The basket is
hood, and death (Hadiati, 2016). The same as in the planted in the burial ground, and then a small piece
Banjar tribe, the Sundanese rituals are closely relat- of bamboo is attached to the top of the ground pile.
ed to Islam. Meanwhile, the life cycle ceremony of The people hope that the child will be healthy,
Javanese is a definite sign of a person's maturity dignified, and respected (Hairina, 2016). The ritual
starting from birth, marriage, and death (Ekowati, was then continued to perform at night by inviting
2008; Sedyawati, 2006). close relatives to recite Al-Qur'an together. If the
Although the process of performing life cycle baby is a male, the chapter recited is Surah Yusuf;
ceremonies in Banjar, Bali, Sunda and Java tribes while if the baby is female, the chapter recited is
shows considerable differences, its purpose in per- Surah Maryam. Calling for prayer (adzan) and
forming this ceremony remains the same such as an iqamat as well as reciting Surah Yusuf or Surah
expression of gratitude towards God (Rachmawati, Maryam in this tradition is the influence of Islam,
2017), asking for prayers to run the birth well and because the majority of Banjar community are
avoiding the accidents and bad luck for family life. Muslims. Therefore, it is not surprising that Islam
influences the traditions (Hiliadi, 2016).
The Pregnancy Tradition of Banjar Tribe After the previous ceremony is performed, it
The pregnancy tradition of Banjar tribe is held continues with a bapalas bidan ceremony. This
when the pregnancy turns three months and seven ceremony is performed as a sign of gratitude to the
months (Hairina, 2016). According to its belief, a paraji (child shaman) who has helped the birth
pregnant woman smells good, so the evil spirits process of the mother. Even though the birth deliv-
continue to harass the mother and the baby. Even ery process is not assisted by the paraji, this cere-
the odd numbers such as three, seven, and nine are mony must still be performed to avoid children
times considered sacred. This tradition is performed getting sick (Daud, 1997).

130 ICERI 2020 8th International Conference on Educational Research and Innovation
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The same is also held by the Baduy communi- called Rera Wulan Tana Ekan for protecting the
ty after assisting the birth of a mother, the paraji or pregnant woman in the pregnancy through the birth
indung beurang will get some food such as process with the hope to run well. This ceremony is
tumpeng (Indonesian ceremonial dish of yellow rice held in the three months pregnancy.
served in a cone shape), chicken, and the others as
gifts from families that they have been assissted of “Several food preparations in this ceremo-
the childbirth process (Supriatna, 2012). ny are tumpeng (Indonesian ceremonial dish of
The next ritual is giving the name for the child yellow rice served in a cone shape) and chick-
known as mangarani anak ceremony (Hairina, en, coins, brass bracelet, tobacco, arrack, betel
2016). The name is a very fundamental aspect due nut, one or two days old chicks, and chicken
to a child’s identity, a prayer and hope for a good eggs that are about to hatch”. If the ceremoni-
and happy life. This causes parents often ask for al time is agreed by the tribal leader, the hus-
help to the tribal leader or the elder to determine it. band of the pregnant wife goes to the roke or
This mangarani anak ceremony is usually per- holy pillar in a traditional house called korke
formed in the ceremony of aqiqah and tepung ta- to put the coins or brass bracelet which has
war. It is a process to wipe a child's forehead with been prepared as a symbol of binding a prom-
tutungkal water. It is a form of water mixture, spic- ise with Rera Wulan Tana Ekan. Also, the hus-
es, and pulp oil as a symbol of giving blessings to
band prays to safe his wife and his child in the
the child (Shapiah, 2015). The instinct of parents is
birth process (Ministry of Education and Cul-
to protect their children against the harms. The
ture, 1984).
parents in Banjar perform the activities believed to
be able to drive away the evil spirits to avoid the The prayer is a great deal of effort to prepare
disturbance for their children, including keeping for welcoming and providing children’s indirect
several items placed near by the baby's head for 40 educational provisions, since the true process of
days such as surah yasin, onions, limes, mirrors, children's education begins in the womb (Abdullah,
and jeringau leaves (Ideham , 2005). 2017). The parents are trying to provide various
educational stimuli even though the children are
The Community and Culture of East Nusa Tengga- still in the womb.
ra The next ceremony is maring hapeng requir-
East Nusa Tenggara is one of 34 provinces in ing the blood of a rooster to be rinsed in several
Indonesia. Located in the eastern part of Indonesia, corners of the house. Then, the ceremony of makan
it has about 550 islands with an area of sirih pinang and boa is held. It is delivering dishes
approximately 48,718 km2. The majority of the served for the ancestors in the form of the chicks or
people in this area are Christian, around 90.51% chicken eggs kept in several sacred places such as
(Central Bureau of Statistics, 2019). Flores Island, forests and large rocks (Ministry of Education and
West Timor Island and Sumba Island are the three Culture, 1984).
main islands in East Nusa Tenggara. Several people The next ceremony is huke. It is served with a
hold the belief of supernatural spirits and their an- wonderful meal for the spirits of the ancestors
cestors powers (Adonis & Djoko, 1997). (Darnys, 1991) such as tumpeng (Indonesian cere-
Of several ethnic groups in East Nusa Tengga- monial dish of yellow rice served in a cone shape),
ra, one discussed in this paper is the Lamaholot chicken meat, betel nut, and tobacco.
tribe in East Flores. For the people in East Nusa When the pregnancy turns nine months old,
Tenggara; "Children are a great hope and blessing hoing temodok ceremony is held to admit all the
from the ancestors" (TB PM interview, 04 Decem- past mistakes of family. This is a self-purification
ber 2019). They see children are entrusted by God ceremony for pregnant woman from all her past
who are a source of fortune for the family. Thus, it mistakes, while the hope to not make the same
is an obligatory for the family to celebrate the pres- mistakes when having children (Solot, 2018). The
ence of children as the manifestation of immeasur- husband should be ready for a table full of specially
able gratitude. Also, the birth of a child is courte- prepared food for the next ceremony. It consists of
ously greeted with several rituals consisting of cotton tied with red threads called braha brika, a
various stages with their own philosophies. rooster, betel nut, arack, candlenut, brown rice, the
hatched chicken eggs or chicks, and tobacco. The
The Pregnancy Tradition of Lamaholot Tribe tribal leader in this ceremony determines a good
In the regional cultural documentation regard- morning for the husband to beg for forgiveness for
ing the traditional ceremony of East Nusa Tenggara all his sins to the Rera Wulan Tana Ekan in the
(1984), the two ceremonies were held by the traditional house called korke. The next is hoing
Lamaholot Tribe related to the pregnancy tradition. teinodok ceremony held by the Marang (ceremonial
They are maring hapeng and hoing teinodok cere- priest) taking place at the tribal leader's house. The
monies. The maring hapeng ceremony is held to Marang (ceremonial priest) takes the braha brika
ask to the highest form name of community’s belief and sweeps it over the mother's body while reciting

8th International Conference on Educational Research and Innovation ICERI 2020 131
a prayer. The braha brika then is thrown away nial dish of yellow rice served in a cone shape),
outside the village. Meanwhile, The Marang brings eggs and chicks, a goat or pork (Darnys, 1991).
the hatched eggs or chicks as offerings to the ances-
tors to the sacred places. After serving the dishes in Third, the ceremony of helet kebote
several places, the place where the mother gave This is a ceremonial form held to protect the
birth called warada is rinsed with the blood of the placenta. It is hung at a tree in the forest near by the
rooster. It continues with food preparation of the village usually engaged in the afternoon. The
candlenuts to be chewed together with betel nut Lamaholot tribe does not bury the placenta, yet puts
which will later be attached to the forehead and it in a high place, the higher the better (Ngebu,
limbs of the pregnant woman. It keeps the mother 2018). If the baby is a male, the family prepares the
to be strong and safe in delivery time (Ministry of bow, arrow and man weaving sarong; however, if
Education and Culture, 1984). the baby is a female, what is needed is a weaving
A closer look at the aforementioned explana- tool called a menuhu and a women's woven sarong.
tion, the process is remarkably similar to prenatal After the placenta is hung, the fourth ceremony is
education, but in the local version. At this time, the held, called tali gelang (bracelet) ceremony intend-
amount of efforts are required to educate parents to ed to give a gift for a newborn baby. This ceremony
encourage a growing awareness of starting life with is performed in the afternoon and in a large scale
the children. When the children are born, they look since it involves all villagers. The important things
their parents as role models in the future, while the for preparation are a lontar leaf mats basket to save
parents educate them properly to be useful and wajak nemu (betel nut), tobacco, rice, arrack, goat
expected by the community (Abdullah, 2017). and pork. In addition, the family prepared keleka (a
woven palm leaves basket) as a place to save a gift
The Welcoming Baby Tradition of Lamaholot Tribe set of bracelets, beads, or coins received from the
Coming from the same source in the regional villagers to baby families (Ministry of Education
cultural documentation regarding the traditional and Culture, 1984).
ceremony of East Nusa Tenggara (1984), there are
six stages of the ceremony when the baby is born: Fifth, the ceremony of ohong
This ceremony is performed by washing the
First, the ceremony of tilu kebekek hair of the baby’s mother according to customary
After the baby is born, the paraji cuts the ba- procedures. It aims for self-purifying and regaining
by's umbilical cord and then bathes and wraps the the newly born mother’s strength in order to pro-
baby carefully in a cloth. The parents will prepare a duce a lot of breastmilk. It is usually performed in
place made of woven palm leaves to save the baby's the morning. The food preparation needed are co-
placenta. conut fruit, medicinal ingredients, brown rice, dried
The food preparations needed for this ceremo- fish, coconut shell, pot made of clay (Ministry of
ny are brown rice, a pot, and a shell spoon. In the Education and Culture, 1984).
morning, the eldest brother of the baby's father
known as opu weruin cooks a porridge for four Sixth, the ceremony of lodong a na
days every morning and evening to the new mother. This ceremony is held when the baby turns 40
In the first day, there is a little ritual called toto days old to be inaugurated as a new member of the
dulat held by giving the porridge to the mother, the religion or belief. The food preparation needed are
forehead of the child, and the placenta in the pot. rice, fish, chicken, and fresh coconut (Ministry of
The porridge was made previously at the tribal Education and Culture, 1984).
leader's house. The mother and the baby must stay
at home for these four days, while the family must The comparison between Pregnancy Tradition and
still prepare pandanus leaves to make doko. It is Birth Tradition of the Banjar Tribe in Borneo and
used for the mother to provide shelter from an ur- the Lamaholot Tribe in East Nusa Tenggara
gent situation that requires her to get out of the Of the information relating to the rituals of
house (Ministry of Education and Culture, 1984 ). pregnancy and birth in the Banjar and the Lamahol-
ot Tribes, we can see that the local wisdom is still
Second, the ceremony of agu-at being preserved in several regions in Indonesia.
This ceremony is held when the baby turns They perform the rituals as a form of obedience and
four days old. It is as an expression of gratitude for belief to the custom and belief they adhere to. Fur-
the mother giving birth to her baby safely. Also, it thermore, the tradition preservation is held as a
marks the appointment of Rera Wulan Tana Ekan considerable effort to save the children and be pro-
made by the husband when he was in the korke tected by God.
during the mother's pregnancy. This ceremony The expression of Gratitude
requires a variety of food preparations such as betel It is fairly easy to find forms of birth ceremo-
nut, arrack, tobacco, tumpeng (Indonesian ceremo- nies expressed in various cultural forms throughout
the Indonesian archipelago (Soebadyo, 2002).

132 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

While the majority of people of the Banjar Tribe in area take turns watering the mother's body (Hadiati,
Borneo are Muslims and the Lamaholot Trribe of 2016). According to the beliefs of the Sundanese,
East Nusa Tenggara are Christians, both show a Javanese and Banjar people, if the ceremony is
sense of gratitude towards God Almighty. This is held, the mother is predicted to give birth safely,
clearly seen from several kinds of ceremonies per- and get a beautiful and kind child as expected. In-
formed to be grateful for everything God gives. terestingly, the involvement of the community and
Interestingly, the tradition of thanksgiving, Selame- the elders is clearly seen in this ceremony. The
tan (the expression of gratitude to God) or pregnan- tribal leaders, parents or elders generally lead this
cy and birth ceremonies is found in several areas ceremony. The community involvement process
such as in Banda Aceh (Fajri, 2020), Lampung takes place in it. Parenting is not only a concern for
(Alimah, 2017), the Sunda area (Prawiro, 2015), parents but also for the elders and the local com-
Java area (Widyaningrum, 2017), South Sulawesi munity. It can easily be found in many cultures,
(Ramli, Getteng, Amin, & Susdiyanto, 2017), Bali including in the Sundanese tribe living in Kampung
(Swastika, 2012), Dayak (Kuenna, 2015) and the Naga, West Java, where the pregnancy ceremony
other areas in Indonesia. process involves the elders (Rachmawati, 2017).
The Banjar and the Lamaholot tribes have pre-
The Education of Unborn Baby pared the education of unborn baby known as pre-
The comparison between the pregnancy tradi- natal education. Prenatal period is also well known
tion held by the Banjar and the Lamaholot Tribes as the period before giving birth (Ministry of Na-
bears similarities and differences. They believe an tional Education, 2000). The tradition of praying
odd gestational age is quite sacred. It is clearly seen for pregnant woman carried out by the local com-
by performing various kinds of existing rituals. The munity, as well as the tradition of the pregnant
Banjar tribe holds the ceremony when the woman woman encouraged to pray a lot, wishing the best
turns three months and seven months pregnant, for her children. The atmosphere of silence, ac-
while the Lamaholot tribe holds it when the woman ceptance, gratefulness and serenity in the moment
turns three months and nine months pregnant. of praying build positive emotions towards chil-
When the pregnancy reaches three months, they dren. According to Bornstein (2012), it is needed
share the same food preparation-chicken blood. The for the parents to continue socializing positive val-
Banjar tribe uses blood from a chicken crest to mix ues since the children are in the mother's womb up
with likat baboreh oil which will be sprinkled on till growing into adulthood. It aims particularly for
the pregnant woman. Meanwhile, the Lamaholot the children having social provisions to participate
tribe uses the blood of a rooster used to rinse the in life. In addition, the pregnant woman always tries
sacred pillar in the warada (a place where the to maintain their food. Therefore, her children can
mother gives birth). This animal blood is generally be healthy and strong. The maintenance, provision,
used in traditional ceremonies as a symbol to neu- and arrangement of these foods are generally con-
tralize the relationship between creatures and hu- trolled by the traditions in villages holding strongly
mans from bad things (Kuenna, 2015). the customs (Rachmawati, 2017).
As the aforementioned explanation, at the age
of seven months pregnancy, the Banjar tribe bathes The joy of Welcoming a Baby
the pregnant woman by using several prayer recited The Banjar and the Lamaholot tribes welcome
objects, such as flower water, asai temu giring, the baby with joy and happiness. The community
mayang water and a pot of water. Unlike what the also takes part in looking after children, as what the
Lamaholot Tribe perform, they merely wash the people of Kampung Naga perform in West Java
hair of a mother who has given birth by using coco- (Rachmawati, 2018). The tradition held in the Ban-
nuts and medicinal ingredients. Both are the sym- jar and the Lamaholot areas is a form of respect and
bols aimed to purify, refresh and regain the moth- gratitude towards God as well as the reception of
er's strength. Apparently, the ceremony for bathing humans who will be born. The parents hope their
a mother who is seven months pregnant is also held children are supposed to bring good fortune and
in the Sundanese and Javanese Tribes (Suliyati, benefit for many people. The tradition held is be-
2017; Hadiati, 2016). In the Sundanese tribe, the lieved to be able to build children's lives good when
water is mixed with seven kinds of flowers. First, they are born in the world.
the mother is bathed by the indung beurang fol- Many people believe that the placenta of a
lowed by the female elders in turns. The water was born baby is its magical sibling. Hence, a ceremony
poured out seven times, and there were seven piec- should be performed to treat it equitably (Putra,
es of cloth provided. Each splash of the cloth are 1988). The two tribes show quite striking differ-
replaced with the dry one ”(Rusnandar, 2017). A ences in terms of how to save the placenta. The
quite same as the Sundanese people, Javanse per- Banjar tribe keeps the placenta in the basket then
forms this ritual bathing for pregnant women by plants it in the burial ground and sticks a small
using the water from seven sources added seven piece of bamboo over the pile of land. This is the
kinds of flowers. Seven women respected in the same as what Javanese and Sundanese people usu-

8th International Conference on Educational Research and Innovation ICERI 2020 133
ally carried (Widyaningrum, 2017; Isnendes, 2016). closely related to the ancestral traditions. Another
In contrast to the customs of the Banjar Tribe, the interesting aspect is the tradition of hunting, weav-
Lamaholot Tribe does not bury the placenta, instead ing, farming, gardening, opening land or harvest,
saves it in a basket and places it in a high place, for even making weapons and any items from metal or
example hanging on a tree such the tradtion of peo- clay (Uju, Bhuja, & Lete, 2019), the Lamaholot
ple in Bayung Gede Traditional Village in Bali tribe has complex and magical rituals.
(Arta, 2011). This puts in a considerable effort to
keep the baby healthy and avoid a state of disor- CONCLUSION
ders.
The last but not least is giving the The findings of this paper reveal that in the
name,because it is a prayer,hope,and child’s identi- current era of globalization, traditional culture is
ty. The parents in the Banjar and the Lamaholot still preserved. This is indicated by the existence of
tribes often ask for help to the elders to give the areas holding traditions or traditional rituals related
name for their children to build a fairly good life to parenting starting from pregnancy to the birth of
quality for children. baby. These traditions or traditional rituals are an
obedience and belief hereditary. The rituals held
The Belief of Islamic Religion certainly varied since the culture, environment, and
Islam influences the culture existing in the history of each region is different. However, all
Banjar community, because as previously explained parents basically always hope the best for their
the majority of people are muslims. In line with children in the future. The local wisdom maintained
Abbas and Muchtar (2013), Urang Banjar, Islam, is a proof that the community still adheres to sever-
and Indonesia are three quite strongly interrelated al matters relating to customs to have a good quali-
things. The number of religious activities in the ty and blessed life.
community such Baayun Mulud (Hiliadi, 2016) has
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136 ICERI 2020 8th International Conference on Educational Research and Innovation
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UTILIZING FLIPPED CLASSROOM LEARNING MODEL IN

GRAMMAR CLASS VIEWED FROM STUDENTS’ PERSPECTIVE

Berlinda Mandasari1, AchmadYudi Wahyudin2, Rosita Ambarwati3

1,2,3
Universitas Teknokrat Indonesia
1
[email protected], [email protected], [email protected]

Abstract

The aim of this study is to describe the students’ perception on the use of Flipped classroom learning model in
grammar class. The participants of this study were 48 students majoring English Education Study Program in
one of private universities in Lampung province. Those students enrolled intermediate grammar class. The re-
search design used in this study is qualitative. The instrument used is questionnaires in the form of Likert Scale
in the level of Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD). The
results of questionnaire then were analyzed qualitatively. Based on the analysis, it can be found that most stu-
dents respond positively toward flipped classroom learning model. Flexibility, accessibility, easiness to conduct
learning that results improvement on students’ academic achievement and performance become the major
strengths of utilizing flipped classroom in grammar class. It is recommended that flipped classroom is an alterna-
tive teaching model that supports the students’ success in learning English.
Keywords: Flipped Classroom, Grammar class, Students’ perception.

INTRODUCTION by lecturers was static. The students coming to the

class are given explanation about the materials. No
In Indonesia, English as a foreign language teaching innovation is applied. This condition puts
is a compulsory subject in all schools and universi- students having no motivation in learning grammar.
ties. Several studies have uncovered the fact that Having lack of motivation makes students difficult
students have a weak tendency to master English in to improve their grammarknowledge. Consequent-
all skills, namely listening, speaking, reading and ly, English communication practiced by the stu-
writing. In fact, they are also weak in vocabulary dents leads them to the misunderstanding. There-
and grammar knowledge. Research conducted by fore, it is notified that mastering grammar
Mandasari, B &Aminatun, D [1] found that stu- knowledge is important.
dents at universities have difficulty in speaking In an effort to solve the problem above, in-
skill. This is due to a lack of exposure to English novation in English learning is needed. One of the
and a lack of variation in teaching English so that efforts to improve students' abilities in grammar
students feel not motivated to learn. Another study learning is by using technology. Applying technol-
suggests that Indonesian students also experience ogy in English language learning and having face-
difficulties in learning writing skill. This is due to a to-face meeting in the classroom are part of blended
lack of time to practice writing (Al-Badawi,2011). learning. It is confirmed that blended learning has
Instead of mastering four skills of English, it is also successfully conducted. Some studies conducted
notified that grammar knowledge is considered as by researchers toward the use of blended learning
important knowledge. It is the basic foundation have been administered. A study conducted by Sari,
when students are going to master a language F. M., & Wahyudin, A. Y. [4] found that blended
(Wang, F) [3]. However, the preliminary study learning using Instagram in English for business
conducted at Universitas Teknokrat Indonesia, it is class results positive perception on the students in
found that some students enrolled in Grammar class term of motivation, learning engagement, and atti-
got problem in grammar knowledge. The lecturers tudes. In addiiton, blended learning using Vlog
and students have limited time to discuss and prac- successfully improve students’ speaking ability
tice grammar materials in the classroom. Thus, it (Mandasari, B & Aminatun, D) [5]. On the other
makes them having less exposure toward grammar hand, Powtoon helps students improve their inter-
practice. On the other hand, teaching method used national culture understanding (Oktaviani, L., Man-

8th International Conference on Educational Research and Innovation ICERI 2020 137
dasari, B., &Maharani, R. A.) [6]. Lastly, blended toward the materials on the online learning and
learning using Memrise enhances students’ vocabu- offline learning platform is the key point to enhance
lary mastery as well as promote independent elarn- flipped classroom learning Bergmann &Sams)
ing (Aminatun, D., & Oktaviani, L) [7]. In short, [11].
blended learning brings success for students inside The researchers have implemented flipped
and outside classroom. classroom in teaching intermediate grammar
As we know that blended learning contrib- classstarted on September-December 2019. Consid-
utes for successful English learning, the researchers ering the previous reseach on blended learning, the
try to implement it as a solution to solve problem in reserchers are interested in uncovering the fact of
learning grammar by using other technological conducting flipped classroom in langugae learning
tools. One of the technologies officially launched and identify the students’ perception. This is wahat
by the government is the Moodle Learning Man- makes this present study different from others.
agement System or better known as the Online Thus, this paper describes the students’ perception
Learning System (SPADA). This online learning toward flipped classroom learning model in Gram-
platform has been used by most universities in mar class.
Indonesia, one of which is the Indonesian techno-
crat university where researchers conduct research. METHOD
The learning model that can be used is the flipped
classroom learning model. The design of this research is a descriptive
Flipped classroom learning model is a learn- qualitative. This research involves 48 students as
ing model that supports pedagogical process involv- the participants majoring English Education study
ing technology. It is part of blended learning. This program of Universitas Teknokrat Indonesia. The
learning model provides two modes of learning; students were selected as the participants in this
face-to-face (inside classroom activities) and online research with some reasons. First, the students en-
learning (outside classroom activities). It enables rolled Intermediate Grammar class in which one of
lecturers to provide video lectures that can be put in the researchers was the one who responsible for the
the online platform. The students play role as the lecture. She is in charge for Intermediate Grammar
main actor who are responsible in both inside and class. Second, the students have encountered Moo-
outside classroom activities. In inside classroom dle Learning Management System (SPADA) as a
activities, the students have to learn independently mean to learn English Grammar. So, it eases the
by watching the video lectures, read the book, and researchers to conduct the research. In addition, the
browse other supporting references as an effort to university provide facilities that support the teach-
understand the materials given. These materials are ing and learning by using technology.
provided on the online learning platform. What they The instrument of this study is question-
have found is better noted on their notebook. In naire. The questionnaire was used to dig infor-
outside classroom activities, the students discuss mation about the students’ perception after using
what they have learnt from the video lectures and SPADA in learning intermediate grammar. The
other sources. In this case, lecturers play as a facili- questionnaires were developed by using Likert
tator that creates an interactive learning activity in Scale consisting 20 statements in the level of
the form of pair works, group discussion and prac- Strongly Agree (SA), Agree (A), Neutral (N), Disa-
tices for students. In other words, it can be said that gree (D), and Strongly Disagree (SD). The results
flipped classroom replaces what face-to-face activi- of the questionnaires were analyzed by finding the
ties done (Alsowat, H) [8]. Moreover, flipped class- percentage on students’ response in each statement.
room is considered as individual learning where the When the percentage of strongly agree and agree
teacher/lecturers implement instruction, project- statement is more than 50%, it can be said that
based learning, inquiry-based study, and other students have positive perception and attitude to-
method that characterize this learning model as ward the learning model, and vise versa.
student-center learning (Bergmann &Sams) [9].
The successful flipped classroom learning model is RESULT
characterized by some points, they are collabora-
The result of questionnaires about the students’
tion, student-centered learning, optimized learning
perception toward flipped classroom learning mod-
space, a great deal with time, support from adminis- el varies. It can be presented on the following table.
trator (Alsowat, H) [10]. In other words, access
138 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

Table 1. The result of questionnaires about the students’ perception toward flipped classroom learning model
varies
No Questionnaire SA A N D SD
1 Flipped classroom learning model uses video lectures to replace face-to- 45% 27% 17% 11% -
face learning
2 The material is organized in a flexible way 67% 24% - 9% -
3 Flipped classroom enables me to discuss the materials with my friends 44% 39% - 12% 5%
and lecturers
4 Flipped classroom learning model enables me to share my knowledge 37% 43% 15% 5% -
5 Flipped classroom enables me to gain access to other users’knowledge 56% 32% 8% 4% -
6 The use of SPADA enables the discussions withother students 16% 65% 17% 2% -
7 The system in SPADA is secured 27% 57% 14% 2% -
8 I can easily comprehend the materials presented on the video 12% 57% 16% 15% -
9 I seldom encounter problem during the online learning 65% 24% 8% 3% -
10 Flipped classroom makes learning easier 69% 29% - 2% -
11 The quality of my task improved 56% 24% 10% 10% -
12 Use of the flipped classroom learning model enhanced the effectiveness 29% 54% 16% 1% -
of my tasks
13 The use of SPADA enabled me to complete task quickly 56% 24% 15% 5% -
14 I am satisfy with the learning model 26% 54% 14% 6% -
15 Flipped classroom is recommended to implement 32% 49% 15% 4% -
16 Flipped classroom provides successful for my study in grammar class 16% 61% 17% 6% -
17 Flipped classroom enables me with up-to-date information 17% 53% 19% 11% -
18 My academic achievement improved 43% 41% 16% - -
19 My learning performance improved 37% 38% 17% 8% -
20 Flipped classroom learning model supports independent learning 27% 65% 8% - -

DISCUSSION that flipped classroom enables students to discuss

the materials with friends and lecturers. In the
Based on the result of the questionnaire, there flipped classroom model, the roles of the teacher
were various responses from the students. Each are guide, facilitator and organizing of the students
statement has difference percentage. From the table (Basal) [15]. So, from this model encourage the
above, it can be seen that the students showing students to be an active learner and make students
positive responded toward flipped classroom learn- easier to discuss the materials with friends and
ing model. For the first statements there were 45% lecturer. Next, there were 37% of students who
of students who strongly agreed and there were strongly agreed and 43% of students who agreed
27% of students who agreed that flipped classroom that flipped classroom learning model enables stu-
model it can be used in order to replace face-to-face dents to share their knowledge with other students.
learningusing video lectures. Video lectures, is one In flipped classroom model, students can share their
of the effective tool to support the learning process knowledge or opinion trough discussion section in
in flipped classroom which brings an innovative SPADA, and also students can use of online chat
perspective (Basal) [13]. For the second statements, and newsgroup as method that allow students to
there were more than 90% of students give positive interact and learn from others (Berger and Topol)
responded (67% strongly agree and 24% agree) that [16]. For the next statements, there were more than
the material is organized in a flexible way. Teachers 80% of students agreed that flipped classroom ena-
can deliver their material trough creating videos of bles students to gain access to other us-
teaching, recording and narrating screencast the ers’knowledge it was 56% of students who strongly
material using their computers (Hamdan et al.) [14]. agreed and 32% of students who agreed. According
So, from this classroom model offers the students a to Zhang, Leon, Lina Zhou and Nunamaker [17],
great deal of flexibility in terms of when they study, state that networking technologies are providing a
how the study and how quickly they master and diverse means to support learning in a more person-
cover the material. alized, flexible, portable, and on-demand manner.
Furthermore, there were 44% of students who In flipped classroom model, especially learning
strongly agreed and 39% of students who agreed trough SPADA it enables the discussions withother

8th International Conference on Educational Research and Innovation ICERI 2020 139
students. It means, this model not only makes for using this learning model give students sense of
easier discussion with the lecturer, but also makes satisfaction, it means that more than 70% of stu-
for easier discussion with other students, it showed dents are likely to use this learning model, because
that 16% of students strongly agreed and 65% stu- the student more control over their learning experi-
dents who agreed with that statement, it occurs ence (Brown) [21]. Next statements, more than
because students as social learners usually prefer to 80% of students agreed that flipped classroom is
learn in groups and interact with their peers (Weav- recommended to implement it is because this learn-
er) [18]. ing model is the good way in teaching and learning
Furthermore, there were more than 70% of stu- process beside traditional way. This flipped learn-
dents who trust the security system on LMS espe- ing model may eliminate the ineffectiveness of face
cially on SPADA. It means that SPADA can be a to face lessons and also support the lecturers and
reliable online learning tool for students in learning learners to use technology (Enfield) [22].
process. Related to flipped classroom model, there There were 16% of students who strongly agreed
were 12% of students who strongly agreed and 57% and 61% of students who agreed that flipped class-
of students who agreed that students can easily room model provides successful for the study in
comprehend the materials presented on the video, grammar class, it means that more than 70% of
because to keep up with the changing times, the students are successful in learning the material
content and format of an online course is easily especially in grammar class. It showed, 17% of
updated (Patricia C. and Keith) [19]. Next state- students strongly agreed and 53% of students who
ments, there were 65% of students who strongly agreed that flipped classroom enables students with
agreed and 24% of students who agreed that stu- up-to-date information for the student studies, it
dents seldom encounter problem during the online means that more than 70% of students agreed that
learning. e-learning provides a up-to-date or new infor-
Furthermore, for the next statements there were mation. Next, there were 43% of students who
69% of students who strongly agreed and 29% of strongly agreed and 41% of students who agreed
students who agreed that flipped classroom makes that students academic achievement improved, it
learning easier. It can be seen from the question- means that this learning model improves students
naire, more than 90% of students agreed. In terms grade for grammar class, it is indicated that the
of accessibility, the students can access the video of students really serious in studying. There were 37%
online learning at any time whether they are at of students who strongly agreed and 38% of stu-
home or on the road. The students can access the dents who agreed that students learning perfor-
internet or online learning trough the laptop and mance improved, It is indicated that only 25% of
hand phone, and some fortunate people or students students choose neutral and disagree. For the lastly,
can access it without network connection (Kruse) there were 27% of students who strongly agreed
[20]. Next, there were 56% of students who strong- and 65% of students who agreed that flipped class-
ly agreed and 24% of students who agreed that room learning model supports independent learn-
flipped classroom model can improve the quality ing. From this statement only 8% of students
of the student’s task especially using SPADA, be- choose neutral.
cause lecturer gives clear explanation of the materi-
al and the task. So, the students can improve their ACKNOWLEDGEMENT
quality of the task. There were 29% of students who
strongly agreed and 54% of students who agreed The author would like to thank the Directorate
that use of the flipped classroom learning model of Research and Community Service (DRPM) of
enhanced the effectiveness of student tasks it can be the Ministry of Research and Technology-National
seen from the questionnaire that only 16% of stu- Research and Innovation Agency (Kemenristek-
dents choose neutral. There were 56% of student Brin) of the Republic of Indonesia for the assistance
who strongly agreed and 24% of students who of the Beginner Lecturer Research (PDP) so that the
agreed that the use of SPADA enabled students to author can conduct research on describing the
complete task quickly, it is because in SPADA students’ perception on Flipped Classroom learning
there is direct task with the limitation of the time. model. In addition, the authors also thank the
So, it can make students quickly to complete the Universitas Teknokrat Indonesia through the
task. Furthermore, 26% of the students who strong- Institute for Research and Community Service
ly agreed and 54% of students who agreed that (LPPM) for their assistance and support so that this

140 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

research can run well and produce published dent engagement and satisfaction. Journal of
articles. Education and Practice, 7(9), 108-121.
[11] Bergman, J., &Sams, A. (2014). Flipped
REFERENCES learning. Flipped Learning Netwoks.
[12] Borstorff, Patricia C. & Keith L.
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covering Students’ Attitude toward Toward E-Learning in The Collage Envi-
Vlogging Activities in Improving Stu- ronment.Academy of educational leadership
dents’ Speaking Ability. Premise: Jour- journal.Vol 11, no 2.
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[2] Al-Badwawi, H. S. Q. (2011). The percep- aFlipped Classroom in Foreign Language-
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[3] Wang, F. (2010). The Necessity of Grammar Arfstrom, K. M.(2013). The flipped learn-
Teaching. English Language Teaching, 3(2), ingmodel: A white paper based on the litera-
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[4] Sari, F. M., & Wahyudin, A. Y. (2019). Un- ing.Flipped Learning Network.
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[5] Mandasari, B., & Aminatun, D. (2020, Feb- [16] Berger, K.A. &Topol, M.T.
ruary). VLOG: A TOOL TO IMPROVE (2001).Technology to Enhance Learning:
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ABILITY AT UNIVERSITY LEVEL. In ses and distance learning. Marketing educa-
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R. A. (2020). IMPLEMENTING Jr. (2004).Can E-Learning Replace Class-
POWTOON TO IMPROVE roomLearning?.Communication of the acm.
STUDENTS’INTERNATIONAL [18] Weaver, P. (2002). Preventing E-Learning
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ENGLISH CLASS. Journal of Research on 51.
Language Education, 1(1). [19] Borstorff, Patricia C. & Keith L.
[7] Aminatun, D., & Oktaviani, L. (2019). (2007).Students Perception and Opinions
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Learning Skill through Language Learning ronment.Academy of educational leadership
Application. Metathesis: Journal of English journal.Vol11, no 2.
Language, Literature, and Teaching, 3(2), [20] Kruse, K. (2006). Measuring e-learning’s
214-223. benefits.Learning guru.
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[10] Alsowat, H. (2016). An EFL flipped class- CSUN. Techtrends, 57(6), 14-27.
room teaching model: Effects on English
language higher-order thinking skills, stu-

8th International Conference on Educational Research and Innovation ICERI 2020 141
 WHAT STUDENT NEEDS IN ONLINE LEARNING AT HIGHER
EDUCATION
Refiona Andika1, Sherlyane Hendri2

Padang State University, West Sumatra, Indonesia

1,2
1
[email protected] , [email protected]

Abstract
The use of information and technology is inevitable in the world of higher education. Moreover, it is supported
by the spread of the coronavirus, which forces educators and students to prepare and carry out online learning in
Indonesia. The purpose of writing this article is to detect schedules, methods, and learning media that can in-
crease student activeness in online learning, so that online learning can be carried out optimally. The data ob-
tained from the first stage of the design development method, namely preliminary research. From these results, it
is found that, the platform used in online learning is 98.2% using LMS and 96.4% using Whatsapp, the desired
implementation time is scheduled within the appropriate credit limit, the learning method used was the guided
discussion learning method, and the media used is a learning video equipped with a reference book.
Keywords: online learning, higher education, learning management system, guided discussion, distance educa-
tion

INTRODUCTION activities are not limited to modules and discussion

forums. Long distance education now includes a
Prior to the spread of the Covid-19 virus,
wide range of programs such as multimedia tech-
learning activities at universities in Indonesia were
nology, streaming video, graphics, voice communi-
generally conducted face-to-face. Indeed, there
cation, applets, and other advanced technologies
have been several universities trying to use tech-
that may have to be installed and configured to
nology and the internet as an alternative medium of
meet course objectives [4].
learning to enter the era of the 4.0 revolution. How-
To support these online learning activities, it is
ever, face-to-face learning is still favored by every-
necessary to analyze the needs of online learning
one. This is not without reason, face-to-face learn-
activities for students. This is to design an online
ing activities can be monitored in real terms and
learning that can answer students' needs for learn-
any misconception by learners can be detected
ing success virtually. Students who take online
quickly, so that even the delivery of feedback on
learning are entitled and deserve a high-quality
concepts, especially mathematics materials, be-
learning experience [6]. The intended needs analy-
comes even more precise and faster [1],[2],[3].
sis is limited to three important points, namely: 1)
However, it was eventually forced to switch to
Platforms or applications that students are profi-
virtual learning. Immediately, everyone is turning
cient in using; 2) Learning strategies that make
to online learning. The lesson plan that was made
students learn optimally; 3) supporting learning
beforehand is no longer suitable for the situation.
media so that online learning runs optimally.
Learning strategies, methods, and media that have
been planned for face-to-face learning, obviously,
METHOD
will not be applicable to virtual learning as a whole
[1]. As a result, online learning is only a forced
cosmetic change of face-to-face learning to virtual Research Subjects
learning, in order to meet the course objectives [4]. The identification of online learning needs
The sudden changes in learning approach, was carried out in two classes in the elementary
from diect teaching to online learning, forces edu- school mathematics learning course at Padang State
cators and learners to quickly adapt to the wonder University, majoring in primary school teacher
of technology [4]. Online education does face sev- education. The subjects of this study had previously
eral challenges in student satisfaction including carried out online learning. So that they can assess
issues such as quality of teaching, a clearly defined their needs for future online learning. The number
/well-written syllabus, faculty meetings with stu- of respondents in assessing needs was 55 students.
dent needs, education that should be equal in value The results of the identification of these needs will
of tuition paid, and clear program requirements [5]. be applied again to them. So in this study,
Advances in technology have made it even more respondents and research subjects were the same.
complicated for novice users to reach and partici- Data Collection Techniques
pate in online classes. Currently, online learning Questionnaire

142 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

The data was collected by distributing Data Analysis Techniques

questionnaires to two classes in mathematics for The data was analysed by using percentage
elementary school courses. The questionnaire given analysis. This technique was used to see how much
aimed to: 1) evaluate ongoing online learning; and the frequency of respondents' answers and
2) to identify student needs for online learning for phenomena in the field tends to be. This step was
subsequent meetings in mathematics for elementary also carried out to see the size of the proportion of
school courses. each answer to each question so that the data that is
processed is easy to analyze.
Literature Study
Literature study is a data collection method RESULTS
that is directed at finding data and information
through documents, written documents, The survey that was conducted identified five
photographs, images, and electronic documents that things, namely: 1) The platform used; 2) Class
can support the writing process. Data in literature schedule; 3) Learning Methods; 4) Learning Media;
studies are secondary data. Secondary data is a and 5) Availability of feedback. Padang State Uni-
source of research data obtained by researchers versity (UNP) has developed their own e-learning
indirectly through intermediary media, namely platform via a learning management system (LMS),
obtained and recorded by other parties. This namely MOODLE From the survey results it was
literature study is carried out by reading and found that 98.2% of online lectures used the UNP
studying books, journals, and newspapers related to e-learning portal and were equipped with the
the research topic. WhatsApp application as a medium for communi-
cation. In addition, the zoom application was also
used by most of the online lectures, even though an
LMS was already available as seen in Figure 1.

Figure 1. Online Platforms Used in Online Lectures

Respondents in this survey were students who scheduled basis. This, based on the results of the
studied in semester 2, so their credits in this semes- evaluation of online learning that had taken place,
ter were quite a lot, namely between 20 and 21 showed that more than half of the courses did not
credits. Because of this, 81.8% of respondents pre- follow the schedules that have been decided.
fer online learning activities to be carried out on a

8th International Conference on Educational Research and Innovation ICERI 2020 143
 Figure 2. Result of Choosing a Learning Methods for Online Lectures

There were several methods used by lecturers plete this method, students picked learning videos,
in online learning, including online presentations, reference books, and power points as online learn-
independent assignments, and discussions. The ing media. As seen in Figure 3. As a complement to
results, however, showed that students prefer guid- these learning methods and media, 98.2% of stu-
ed discussion methods for their online classroom, dents wanted feedback for every online learning
which is as much as 81.8%, as in Figure 2. To com- activity they do, see Figure 4.

Figure 3. Result of Selection of Learning Media for Online Learning

DISCUSSION the main issues are discussed and their opinions

about how the real world works, so that they can
The main task of the lecturer is to teach stu- reach a higher level of understanding.
dents, namely to condition them to learn actively, Guided discussion strategy is one of the strat-
so that their potential (cognitive, affective, and egies that can relate learning to classroom situa-
conative) can develop optimally. From the research tions, where each student is a unique individual,
results of [7], found that teaching and learning in who is endowed with the intellectual ability to think
higher education is a joint process, with responsibil- and act both as an individual and as a group mem-
ity on students, and teachers contributing to their ber [8]. Students have the ability to meaningfully
success. In this joint process, higher education must conform to each other and to their world. Their
involve students in questioning their ideas before togetherness to solve social problems as a group

144 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

can give them stimulation to actively contribute to authors of answers, and serve as agents of responsi-
learning. bility for change [7]. That means, students need to
The best teaching helps students to question be exposed to problems that they consider im-
their preconceptions, and motivates them to learn portant. Also, they believe that most developed
by placing them in situations where existing models countries are trying to use new teaching methods,
don't work and where they see themselves as the such as active student-centered methods.

Figure 4. Results of Selection of Online Lecture Activity Feedback

The literature shows that student participation methods and media, but also provides useful feed-
in online discussions can be enhanced by mixing back to students so that learning activities are truly
audio or video discussions with online text discus- executed [6]. When providing feedback, time man-
sions [9]–[12]. The audio or video component im- agement is important for teachers. Providing timely
proves communication and relationships with peers, feedback to each student and group is essential in
encourages students to participate in discussions, an online environment. The LMS will have a built-
and supports students to elaborate on their respons- in feature to provide feedback such as exams, quiz-
es, because it facilitates communication that takes zes, or fields. This type of assessment is automatic
less time compared to texts discussion [9]– and simple [6]. Complex assignments that require
[10],[13]. writing will take longer to assess and provide vital
Teachers must have a positive attitude towards and time-consuming feedback. Providing immedi-
technology and a good understanding of how to use ate feedback on downloaded papers or into an LMS
technology, so that online learning becomes a posi- text box is a suitable method of providing direction
tive learning experience for students [6]. In addi- to students. Videos can be made to provide feed-
tion, the teachers must be able to answer basic back to students for any type of work, but they are a
questions about how to navigate the LMS and use good idea when assessing group work.
the necessary technologies [6]. A good course de- The main purpose of feedback is to enable
sign that includes tutorials on LMS and other nec- students to know if they are making sufficient pro-
essary technologies will be of great help with tech- gress towards achieving learning objectives [6]. It is
nology issues. very important in online learning to provide stu-
Content can be developed based on strategies dents with a varied and frequent type of formative
such as integrating multimedia to enhance the assessment. Otherwise, students may not be able to
learning experience using constructivist theory correct problems encountered in the assignment
principles [14]. Some examples of multimedia in- prior to summative assessment.
clude games, videos, and simulations. It is im- Giving feedback to students occurs in a varie-
portant to note that simply incorporating multime- ty of ways including more authentic types of as-
dia into online course designs is not always the sessment such as problem-based learning which
appropriate answer. Teachers need to ask them- allows input to be given to dispositions, knowledge,
selves what technologies will add to the learning and skills related to critical thinking, problem solv-
activity. Multimedia, if used in the wrong way, may ing, and group work [6]. Another type of authentic
implicate the learning process [15]. assessment that is effective in online learning is
As a teacher who develops the most extraordi- collaborative learning which allows groups of stu-
nary online learning, it is not enough with qualified

8th International Conference on Educational Research and Innovation ICERI 2020 145
dents to work together for shared learning out- [7] Shirani Bidabadi N, Nasr Isfahani A,
comes. Rouhollahi A, Khalili R. Effective Teaching
Portfolios and self-assessments are useful in Methods in Higher Education: Requirements
an online environment [6]. A portfolio can be used and Barriers. J Adv Med Educ Prof. 2016
during the entire course of study or during an in- Oct;4(4):170-178. PMID: 27795967; PMCID:
ternship as the cornerstone of the degree program PMC5065908.
[6].. Portfolios allow students the opportunity to
[8] Olukayode OJ. Inquiry Method, Teacher
incorporate technology and add depth to assessment
Guided Discussion Method and Student’ s
that would not be possible on paper. With online
Attitude and Performance In Social Studies.
learning having a large focus on student-centered
Global Journal of Management and Business
learning, there must be a heavy focus on self-
Research. 2012 Sep 4;12(15).
reflection for students [6]. In an authentic learning
experience, it is important for students to know [9] An, Y.-J., & Frick, T. (2006). Student
where they are in the learning process. Self- perceptions of asynchronous computer-
reflection helps students focus on online learning mediated communication in face-to-face
outcomes. courses. Journal of Computer-Mediated
Communication, 11, 485–499.
ACKNOWLEDGMENT
[10] Ching, Y., & Hsu, Y. (2015). Online graduate
students’ preferences of discussion modality:
I would like to thank everybody who was im-
Does gender matter? Journal of Online
portant to the successful realization of this little
Learning and Teaching, 11(1). Retrieved from
research. This article is far from perfect, but it is
http://ezp.waldenulibrary.org/login?url1⁄4http://
expected that it will be useful not only for the re-
search.proquest.com/docview/1700641543?acc
searcher, but also for the readers. For this reason,
ountid1⁄414872
constructive thoughtful suggestion and critics are
welcomed. [11] Ice, P., Curtis, R., Phillips, P., & Wells, J.
(2007). Using asynchronous audio feedback to
REFERENCES enhance teaching presence and students’ sense
of community. Journal of Asynchronous
[1] McAvinia, C. (2016). Online learning and its Learning Networks, 11(2). Retrieved from
users: lessons for higher education. Kidlington, http://olc.onlinelearningconsortium.org/jaln/v1
UK: Chandos Publishing/Elsevier. 1n2/using-asynchronous-audio-
[2] Kebritchi M, Lipschuetz A, Santiague L. Issues feedbackenhance-teaching-presence-and-
and challenges for teaching successful online students’-sense-community
courses in higher education: A literature [12] Olesova, L. A., Richardson, J. C., Weasenforth,
review. Journal of Educational Technology D., & Meloni, C. (2011). Using asyn-chronous
Systems. 2017 Sep;46(1):4-29. instructional audio feedback in online
[3] Vallade JI, Kaufmann R. Investigating environments: A mixed methods study. Journal
instructor misbehaviors in the online of Online Learning and Teaching, 7(1).
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[4] Dumford, A.D., Miller, A.L. Online learning in
higher education: exploring advantages and [13] Hara, N., & Hew, K. F. (2007). Knowledge-
disadvantages for engagement. J Comput High sharing in an online community of health-care
Educ 30, 452–465 (2018). professionals. Information Technology &
People, 20, 235–261.
[5] Ruffalo Noel Levitz (2017). 2017 National
student satisfaction and priorities report. Cedar [14] Almala, A. H. (2005). A constructivist
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from RuffaloNL.com/Benchmark environment. Distance Learning, 2, 9–12.
[6] Dalton MH. Online Programs in Higher [15] Yue, C. L., Bjork, E. L., & Bjork, R. A. (2013).
Education: Strategies for Developing Quality Reducing verbal redundancy in multi-media
Courses. FOCUS on Colleges, Universities & learning: An undesired desirable difficulty?
Schools. 2018 Jan 1;12(1). Journal of Educational Psychology,105, 266–
277.

146 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

THE TREND OF STEM PROJECT BASED LEARNING PUBLICATION:

A BIBLIOMETRIC STUDY
Rahmad Prastiyan, Endang Purwaningsih*, Supriyono Koes Handayanto, Ahmad Suryadi

1,2,3,4
Jurusan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Malang Jl. Semarang
No. 5, Sumbersari, Kecamatan Lowokwaru, Kota Malang, Jawa Timur, 65145, Indonesia
* Corresponding Author : [email protected]

Abstract
This study analyzes trends in Science, Technology, Engineering, and Mathematics-Project Based Learning
(STEM-PjBL) literature with a bibliometric study. This study was conducted using the Publish or Perish search
software in the Scopus database. After the search results were obtained and sorted, the literature search results
were aggregated, and the titles and abstracts analyzed using Microsoft Excel and VOSviewer. In this study, 22
articles were analyzed. The results of the analysis show that STEM-PjBL is starting to attract the attention of
researchers, even though the numbers are still relatively small. Asian countries contributed the most to the
STEM-PjBL literature on the databases investigated. Other results indicate that there is a potential to relate
STEM-PjBL performance to 21st century skills other than creative thinking. In addition, this research also sug-
gests the study of the relationship between the engineering design process, creative thinking, and metacognitive
in STEM-PjBL learning, which has rarely been encountered so far.
Keywords: bibliometric, scientometric, STEM, project, STEM-PjBL

INTRODUCTION During its development, STEM education

develops and synergizes with learning that has long
Research related to STEM in the last decade existed. STEM is combined with project-based
got a lot of attention in a science education study. learning (Chen, 2019; Han, Capraro, & Capraro,
STEM believed can borderline pipeline students 2016a; Y. Lee, Capraro, & Bicer, 2019; S. J. Lou,
carrier since the beginning, STEM integrated with Liu, Shih, & Tseng, 2011; Tseng, Chang, Lou, &
science activity based inquiry cab lead a larger Chen, 2013), STEM with inquiry(Birney & Cronin,
participation STEM-related career in 2019; Callaghan, 2020; Ibrahim, 2017; Psycharis,
future(Knezek, 2019). The purpose of STEM 2016; Schmidt, 2016), and STEM with problem-
education is for growing 21st-century skills based learning (Estes, Liu, Zha, & Reedy, 2014; S.-
(Shelley & Kiray, 2018). STEM can improve J. Lou, Shih, Ray Diez, & Tseng, 2011; Newhouse,
students' mastery of concepts, higher-order thinking 2017).
skills, and project design activities (Fan & Yu, Toma and Greca used inquiry-based STEM
2017). In the United Arab Emirates, STEM learning learning in integrated school students to see the
emphasizes education because science, technology, effect of student attitudes towards science. The
engineering, and mathematics reflect the economic results of his research strengthen the excellence of
development (Eltanahy, Forawi, & Mansour, 2020). inquiry-integrated STEM learning. In general, the
The application of STEM in education impacts learning carried out improves students' attitudes
student learning, which can be seen as driving the towards science and helps them develop science
country's progress in science, engineering, learning content(Toma & Greca, 2018).
innovation, economics, and international The combination of STEM and Project
competitiveness (Kuo, Tseng, & Yang, 2019). Based Learning provides students with a contextual
Several review studies have been conducted and authentic experience that strengthens students'
to review STEM literature. Margot conducted a concepts of science, technology, engineering, and
literature review on teacher perceptions of STEM mathematics. (Capraro, 2013). Projects in PjBL are
integration(Margot, 2019), Schreffler synthesized usually complex and consist of seven components:
empirical literature using universal designs for identifying objectives and constraints, conducting
learning in STEM (Schreffler, Vasquez III, Chini, research, finding ideas, analyzing ideas, building
& James, 2019), Simpson and Bouhafa synthesized models, testing and improving, and communicating
empirical identity studies in STEM (Simpson & and reflecting (Han, Rosli, Capraro, & Capraro,
Bouhafa, 2020), Lee identified trends in integrative 2016). The complex process provides teachers with
approaches in technology education in South Korea opportunities and opportunities to incorporate
(H. Lee, Ham, & Kwon, 2020), systematically STEM components into learning (Wan, So, &
analyzed articles related to STEM learning to see a Zhan, 2020). PjBL learning usually requires a long
picture of its development (Li, Wang, Xiao, & duration and is carried out collaboratively so that
Froyd, 2020a). students can work together with sufficient time to

8th International Conference on Educational Research and Innovation ICERI 2020 147
solve challenges when integrating STEM Although it has been carried out in various
components (Education Bureau, 2016). These contexts, investigations carried out to identify
variations provide an alternative for the teacher in trends and possible fields of study in the PjBL
choosing learning according to the topic or material STEM field are still rare. This study aims to
being applied. describe the STEM-PjBL research trend in the
One of the variations of STEM learning, credible literature. In addition, this study is to
STEM-PjBL, has been explored by several present opportunities for the PjBL STEM research
researchers. Wilson researched by applying STEM- field that can be carried out in the future
PjBL to secondary schools in Australia located in
diverse and socially disadvantaged communities METHOD
and found that schools were capable and dedicated
to promoting sustainable STEM-PjBL programs By using a bibliometric study, we explored
(Wilson, 2020). Elsewhere, Morrison explored how some peer-reviewed articles indexed by Scopus.
teachers engage and support students in STEM- Bibliometric studies are commonly used to
PjBL to identify five key elements that define investigate and to characterize some scientific
student learning experiences in a project-based literature in a particular field (Andrés, 2009). This
environment (Morrison et al., 2020). study followed five steps of the bibliometric study,
as shown in Figure 1.

Determine Bibliographic Refining

Compile Data Data Analysis
Database Search Search Result

Figure 1. the step of a bibliometric study

The first step was conducted by determining published using Microsoft Excel. After that,
the database. Scopus was used as a database in this country contributions were counted based on author
study. The Scopus database is one of the peer- affiliations are also counted. The formula used is
reviewed article databases with many journals the formula introduced by Howard et al. (Howard,
covered (Neuhaus & Daniel, 2008). Therefore, this Cole, & Maxwell, 1987).
database will provide a lot of 'credible' articles. The
second step is a bibliographic search. Publish or �1.5𝑛𝑛−𝑖𝑖 �
Perish (PoP) Program (https://harzing.com/) was 𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 =
∑𝑛𝑛𝑖𝑖=1 1.5𝑛𝑛−𝑖𝑖
used to search for some literature related to the
topic investigated. According to Setyaningsih and
Indarti (Setyaningsih & Indarti, 2018), Publish or While (n) is the number of authors in the
Perish software can query some databases in a article and (i) is the order of an author in the article.
bibliometric study. In October 2020, we conducted The results obtained are ranked and presented in
a searching article with the title word "STEM- tabular form.
PjBL" OR "STEM PjBL" OR "STEM Project To explore the topic of study in this field, we
Based Learning" OR "science, technology, investigated the data network based on the co-
engineering, and mathematics project based occurrence network and co-occurrence of the author
learning." We used Boolean logic to improve the with the VOSviewer software
quality of the search. Boolean logic is used for (http://www.vosviewer.com/). The Vosviewer
systematic literature searches that cannot be carried software is quite powerful in analyzing and
out in the usual way (Gusenbauer & Haddaway, visualizing bibliometric or scientometric analysis
2020). In this case, there are several ways of data (Hosseini et al., 2018; Karakus, Ersozlu, &
writing STEM-PjBL, which we try to accommodate Clark, 2019)
the search with the operator 'OR.' After collecting
the initial database, we refined the initial search RESULTS AND DISCUSSION
result through some criteria. We exclude the
duplicate article and chapter or book chapter. The The initial search results using the PoP
next step is compiling the data; we compile the data program found 35 literature on the topic
by using Zotero software. We checked and added investigated from 2011 to 2021. The search result
incomplete metadata then extracted it to RIS format was refined by excluding chapters or book chapters
by using this software. The last step is analyzing the (13 works of literature). Therefore, 22 articles were
data. We used Microsoft Excel to analyze the data. analyzed in this study. The general metric data
We counted and visualized the type of literature present in Table 1.
148 ICERI 2020 8th International Conference on Educational Research and Innovation
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Table 1. Comparison matrices

Matrices Data Initial Search Refinement
Search
Publication years 2011-2021 2015-2021
Citation years 9(2011-2020) 5(2015-
2020)
Papers 35 22
Citations 408 240
Cites/year 45.33 48.00
Cites/paper 11.66 10.91
h-index 10 7
g-index 20 15
hI,norm 10 7
hI,annual 1.11 1.40

From a database of 22 articles, we analyzed The journal article is the most studied literature in
and visualized the data. According to the literature, this review. The percentage of literature based on
there were two kinds of literature in this review, the the type of publication shown in Figure 2.
original research article and the conference paper.

Figure 2. The distribution of database based on the type of literature

The publication trend in the STEM-PjBL publications each year. The trend presents in Figure
topic could be seen by exploring the number of 3.

9
8
7
Number of Articles

6
5
4
3
2
1
0
2014 2015 2016 2017 2018 2019 2020 2021 2022
Year

Figure 3. the number of STEM-PjBL publication from 2015 to 2021

Figure 3 indicates that the number of significantly. Publications have already been
publications rose marginally from 2015 to 2019. published for the period released in 2021. These
However, from 2019 to 2020, the trend has risen findings suggest that STEM-PjBL learning is

8th International Conference on Educational Research and Innovation ICERI 2020 149
starting to attract interest among science education Table 1 shows that Indonesia is the country
researchers. This can happen because STEM-PjBL that published the most STEM-PjBL study findings
is known to be able to boost student achievement in the Scopus database. This showed that
(Han, Capraro, & Capraro, 2016b). The scope for Indonesian researchers are concerned about STEM-
further exploration is open to the STEM-PjBL PjBL. For the ASEAN region, Indonesian publica-
study theme. tions in the STEM field are generally ranked third
By using the equation from Howard et al. under Malaysia and Thailand (Ha et al., 2020). The
(Howard et al., 1987), the contribution of each countries in second and third places are Taiwan and
country to the STEM-PjBL research study can be South Korea. Similar to Indonesia, both countries
observed. The results of each country's contribution are located in the Asian zone. It is noteworthy that
measurement are shown in Table 2. authors dominate publications in the Scopus
database with affiliations from Asian countries. Li
Table 2. The country contribution to STEM-PjBL et al. (Li, Wang, Xiao, & Froyd, 2020b) carried out
Research area a systematic literature review and found that the
Country Score United States and other western countries
Indonesia 7,92 contributed the most to STEM studies and
Taiwan 4 publications. This is very different from the results
Republic of Korea 2,36 of this current study. The explanation for this con-
United State 1,94 dition is the probability that STEM-PjBL research
Malaysia 0,96
will require research in learning, not
Australia 1
South Africa 1 conceptualization or policy.
Spain 1 To analyze the co-occurrence keywords of
Turkey 0,41 titles and abstracts, VOSviewer is used to analyze,
Iran 0,4 explore, and visualize data. The results of the
mapping are shown in Figure 4.

Figure 4. Title and abstract network visualization of STEM-PjBL literature

Figure 4 shows the ties between terms which methods (6), and students (75). The fourth yellow
often appear simultaneously in the literature being cluster consists of class (12), implementation (13),
studied. The results of the quest indicate that there and student metacognition skills (5). The last
are five clusters. The first cluster in red consists of cluster is purple, i.e., curriculum (7) and
keyword operation (13), engineering design phase improvement (10). The value in the back indicates
(6), project (45), technology (22), and the co-occurrence value of the word. It is
comprehension (5). The second green cluster noteworthy that PjBL literature has been studied in
consists of four objects, namely creation (9), skills combination with creative thinking skills,
(31), instructor (23), and video (5). The blue color engineering design processes, and metacognitive
is the third cluster of creative thinking skills (6), skills. This is in line with several that STEM-PjBl
150 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

can be used to develop the creative thinking skills and Sciences, 9(3), 322–326.
of students as one of the 21st-century skills (Land, https://doi.org/10.1007/s13412-018-0530-5
2013; Sumarni & Kadarwati, 2020); the findings of [3] Callaghan, N. I. (2020). Discovery: Virtual
the exploration indicate that other 21st century Implementation of Inquiry-Based Remote
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process. Even though all three have been studied, Sense Publ.
the results of the VOSviewer exploration show that [5] Chen, C.-S. (2019). A Practical Action
there is no connection between the engineering Research Study of the Impact of Maker-
design process, metacognitive skills, and creative Centered STEM-PjBL on a Rural Middle
thinking. This will be an opportunity and a School in Taiwan. 24.
challenge to explore the relationship between these [6] Education Bureau. (2016). Report on
variables in STEM-PjBL learning. Promotion of STEM Education: Unleashing
As a preliminary study, this study at least Potential in Innovation. Education Bureau.
has shown how the development of STEM-PjBL [7] Eltanahy, M., Forawi, S., & Mansour, N.
research. It is important for further research to (2020). Incorporating Entrepreneurial
expand the database, perhaps not only using one Practices into STEM Education: Development
database but using several databases so that the of Interdisciplinary E-STEM Model in High
results can provide a wider reach. However, this School in the United Arab Emirates. Thinking
study actually shows how attention science Skills and Creativity, 37, 100697.
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STEM learning. [8] Estes, M. D., Liu, J., Zha, S., & Reedy, K.
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TechTrends, 58(6), 90–98.
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that STEM-PjBL research is starting to get attention integrative STEM curriculum can benefit
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8th International Conference on Educational Research and Innovation ICERI 2020 153
 THE FEASIBILITY OF DEVELOPING INTERACTIVE MULTIMEDIA
LEARNING WITH CONTEXTUAL APPROACH TO IMPROVE THE
CONCEPTUAL UNDERSTANDING AND INTEREST IN LEARNING
MATHEMATICS
Vianida Etyarisky 1 *, Marsigit 2

Yogyakarta State University, Colombo Street No. 1, Sleman, Yogyakarta, 55281, Indonesia
E-mail: *[email protected], [email protected]
* Corresponding Author

Abstract

This study aims to produce interactive learning multimedia with contextual approaches that are appropriate for
fourth grade elementary school students in mathematics learning activities to improve understanding of concepts
and interest in learning. The research method used is research and development which refers to the Borg and
Gall development model. The subject of the trial was fourth-grade elementary school students in Kotagede dis-
trict. Data collection uses interview guidelines, scales, and questionnaires. The data analysis technique used is
descriptive analysis. The results showed that interactive learning multimedia with a contextual approach was
declared appropriate to be used to improve the understanding of concepts and learning interests of fourth grade
elementary school students in angular measurement material. Based on the results of the validation by the mate-
rial and media experts stated that the product developed meets the eligibility criteria in the "feasible" category,
and the questionnaire responses of students and teachers in the "very feasible" category.
Keywords: Interactive Learning Multimedia, Contextual Approach, Concept Understanding, Learning Interest.

INTRODUCTION develop logical thinking skills and be able to solve

daily problems.
Mathematics is one of the sciences that is the In addition to the importance of the ability to
basis of various scientific disciplines. In the field of understand concepts, one thing that is no less
education, mathematics is a compulsory subject that important for achieving learning objectives is
students must study from elementary to tertiary student interest in learning. Gusniwati (2015: 28)
levels. The implementation of mathematics learning reveals that interest in learning is one of the most
at the elementary school level is the initial founda- important factors affecting students' conceptual
tion for being able to apply and develop further understanding, where students who have an interest
concepts at a higher level, so that it requires under- in learning will try harder and pay attention to the
standing and mastery of correct and strong mathe- lesson than students who do not have interest in
matical concepts since elementary school (Booker, learning. This can enable students to have high
2004). learning achievement. However, the fact that occurs
According to Hudojo (2005: 13) that learning is that students' interest in learning in mathematics
mathematics requires an understanding of concepts, is still low. This was revealed by HØgheim (2017:
where with understanding these concepts students 3)) that mathematics is one of the subjects most
will find it easier to interpret and remember the prone to decline in interest other than science.
subject matter so that mathematics learning In addition, the achievement of learning
outcomes can increase. This statement was also mathematics in Indonesia is still low. This is shown
expressed by Priyambodo (2016: 10), which states from the results of a survey from Trends in
that the low learning outcomes of students are due International Mathematics and Science Study
to the low understanding of mathematics concepts. (TIMSS). Based on the results of TIMSS Survey
In research conducted by Novitasari & Leonard (2015), it was found that Indonesian students
(2017: 765) it also proves that the ability to obtained a math score of 397, which is in the 45th
understand concepts can significantly influence rank of 50 countries, and is included in the lower
student learning outcomes. Where the results of rank. So it can be seen that the mathematics
student mathematics learning get better when learning achievement of students in Indonesia is
students can understand mathematical concepts still low. There are many factors that influence the
well. Widyastuti & Pujiastuti (2014: 184) also success of learning mathematics, one of which is
reveal that students who have a good understanding the availability of learning media to support the
of concepts can be better trained to be able to teaching and learning process.

154 ICERI 2020 8th International Conference on Educational Research and Innovation
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Shadiq (2014: 3) reveals that some students the situation and conditions. In line with this,
consider mathematics to be a difficult subject. This Widyastono (2015: 88) also reveals that
is also supported by the results of interviews with information and communication technology is
fourth grade elementary school teachers at SD expected to be utilized in developing the quality of
Negeri Kotagede 1 stating that a difficult subject for learning, one of which is using computer-based
students is mathematics. Based on the data from the learning media.
questionnaire results of the fourth grade student There are several categories of skills that
needs analysis in 4 SD in Kotagede district, it was teachers must have in teaching in the 21st century,
found that 68.10% of students stated that one of which is that teachers must be able to design
mathematics was a difficult subject. In addition, the and develop learning experiences and assessments
results of the Mid-Semester Assessment (PTS) and in the digital era (Daryanto & Karim, 2017: 4). In
Final Semester Assessment (PAS) obtained data this case, the teacher should be able to take
that the scores for mathematics subjects were below advantage of technology in the implementation of
other subjects. One of the maths material that is the teaching and learning process that allows all
difficult for students is angle measurement. Based students to actively participate in learning. With the
on the results of research conducted by Mariyana, use of this technology, it is hoped that it can
Rosady, & Latifah (2018: 98) it was found that the encourage students to be more interested and
material for measuring angles in fourth grade serious in learning.
elementaru school was difficult because more than Therefore, learning media that utilize
half of the students still had difficulty using the technology and contextual are needed to encourage
protractor and had not completed the KKM. students to actively participate and help students
Crompton (2015: 19) also states that the concept of improve conceptual understanding according to
angles is difficult for elementary school aged student learning needs and interests to create an
students to understand. effective and fun learning process.
Based on the results of interviews with several One of the learning media that can be used as
fourth grade elementary school teachers in an alternative is interactive learning multimedia.
Kotagede District, it was found that most of the SD Surjono (2017: 2) states that multimedia is a
in Kotagede Yogyakarta sub-district already had combination of various media such as text, images,
learning support facilities such as LCDs, projectors, sound, animation, video, etc. which are integrated
and computers. However, its utilization is not by utilizing computers or electronic equipment to
optimal because it is only used for learning achieve certain goals. In this case, the combination
Information and Communication Technology (ICT) of various media refers to the use of computers or
and is rarely used to teach mathematics subjects. technology as information channels. She & Chen
The same thing is also found in SD Negeri (2009: 1297) which states that multimedia offers
Gedongkuning, where the use of learning media to great potential as a powerful learning technology to
teach mathematics is also still limited. teachers improve human learning. In addition, research
rarely use learning media to support the conducted by Novitasari (2016: 8-18) also revealed
implementation of mathematics learning. that the use of interactive multimedia in learning
Based on these problems, it is necessary to mathematics can increase students' ability to
make improvements or improvements in learning to understand mathematical concepts.
support student learning success. In accordance Interactive learning multimedia can be
with current curriculum developments, Indonesia is designed by linking subject matter with students'
implementing the 2013 curriculum in which the daily lives or contextual in nature. Through
learning process is more student-centered (student interactive multimedia learning with a contextual
centered learning). Given the development of approach, students can build knowledge from their
science and technology that has progressed rapidly experiences so that the learning process takes place
and affects all aspects of human life, the use of more meaningfully and students find it easier to
technological developments is also used in the remember the material. According to Lotulung,
learning process. This is in accordance with the Ibrahim, & Tumurang (2018: 40) state that the
learning principles contained in permendikbud learning process that links material with students'
nomor 22 tahun 2016, concerning Basic and real-world situations will encourage students to
Secondary Education Process Standards, which make connections between the knowledge they
states that the learning process must utilize have and the environment around them. In order to
information and communication technology to create meaningful learning, students need to be
increase the efficiency and effectiveness of given the opportunity to do, try, and experience for
learning. The government plans to implement themselves so that students are not only passive
creative and innovative learning by utilizing the listeners who only accept all the information
application of advances in information and provided by the teacher. Therefore, the contextual
communication technology in an integrated, approach can be an alternative approach to learning
systematic and effective manner in accordance with mathematics so that it can make it easier for

8th International Conference on Educational Research and Innovation ICERI 2020 155
students to understand mathematics material. Research by Li (2016) in the International
Selvianiresa & Prabawanto (2017: 2) also explained journal of Information and Education Technology
that in mathematics there are indirect concepts, so a with the title Transforming Conventional Teaching
process is needed to interpret these concepts. Classroom to Learner-Centered Teaching
Students can learn these abstract mathematical Classroom Using Multimedia-Mediated Learning
concepts through various real activities, where Module shows that learning that uses technology in
learning is directly linked to students' daily lives. the form of multimedia can increase student
Therefore, it would be better if interactive learning motivation and retention. In addition, students'
multimedia contains learning steps with a understanding of learning using multimedia
contextual approach so that the learning process assistance in learning is higher than conventional
becomes more meaningful for students. learning. The similarity between this research and
The purpose of this research is to produce this research is that both develop multimedia to be
product development in the form of interactive used in the learning process to improve student
learning multimedia with a proper contextual understanding.
approach to improve the conceptual understanding Research from Shah & Khan (2015) entitled
and learning interest of fourth grade elementary "Impact of Multimedia-aided Teaching on Students'
school students in mathematics, especially angle Academic Achievement and Attitude at Elementary
measurement material. Level", resulted in the finding that the experimental
The development of interactive learning group, namely those who used multimedia in
multimedia products is carried out based on learning, showed more positive achievement and
references from several studies that have been attitudes compared to the group. control, which is
carried out. Some of the relevant research includes not using multimedia in learning. So that the
research conducted by Shi (2017) in the conclusion is the use of multimedia in effective
International Journal of Emerging Technology in learning to improve student achievement and
Learning with the title Application of Multimedia attitudes. The relevance of this study to this study is
Technology in Vocabulary Learning for to both test the effectiveness of multimedia to
Engineering Students. The purpose of this study improve students' cognitive abilities and attitudes.
was to determine the effectiveness of using In this research, what you want to improve is the
multimedia in improving learning outcomes and the understanding of concepts and student interest in
ability to remember in English vocabulary lessons. learning.
The results of this study found that learning using
multimedia assistance was more effective than METHOD
traditional methods, where students accepted
learning more quickly with a higher average score The type of research applied to this research is
acquisition. In addition, students also take longer to development research which refers to the
remember the material. The similarity between this development model from Borg & Gall (1963: 772)
research and this research is to both test the as shown in Figure 1. This development research
effectiveness of multimedia learning. The was conducted in March-April 2019 and was
difference is that in this study, the ability to carried out until the seventh stage due to limitations
understand concepts and student interest in learning time and cost.
will be improved.

Figure 1. The Borg and Gall Development Procedure

(Source: adapted Borg & Gall, 1963: 772)

Borg and Gall's development model is as elementary school students and teachers related to
follows: (1) a preliminary study in the form of an mathematics learning; (2) planning, namely
analysis of the initial needs of fourth grade compiling product designs and research

156 ICERI 2020 8th International Conference on Educational Research and Innovation
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instruments; (3) initial product development, quantitatively. Qualitative data in the form of
namely making products in the form of interactive comments and suggestions obtained from media
learning multimedia using Adobe Flash experts, material experts, teachers and students and
Professional CS6 and validating by material and in the form of interviews. While quantitative data is
media experts and making revisions according to used to convert the results of student response
expert input; (4) the initial field test was conducted scores, teacher responses and product rating scales
to determine the responses of students and teachers by material experts and media experts.
to the product. In this study, the initial field test was Data to assess the feasibility of a product were
conducted at SDN Gedongkuning involving fifteen analyzed by the following steps: (1) tabulating the
fourth grade elementary shool students and one data on the assessment items for each component
teacher; (5) major product revisions are developed contained in the instrument sheet; (2) calculate the
based on teacher and student suggestions and input; total score for each component, calculated using the
(6) the main field test was carried out on a broader following formula:
scale, namely at SDN Rejowinangun 1 and SDN
Baluwarti as many as 30 students and 2 teachers;
and (7) operational product revisions. The data X=
collection techniques used in this study were
interview, questionnaire, and assessment scales. (Source: adapted from Sugiyono, 2012: 49)
Interviews and questionnaires were aimed at fourth
grade elementary school teachers and students to Information :
obtain information regarding the needs of teachers X = average score
and students in the learning process. The scale is ∑x = total score obtained
used to validate the product based on the judgment n = number of evaluators
of the experts to determine the feasibility of the (3) converting the total score in the form of
product being developed. a score with four scale criteria according to the
The data obtained through interviews, categorization guidelines from Mansyur, Rasyid, &
questionnaire sheets and product appraisal sheets Suratno (2015: 409) as follows.
were analyzed statistically qualitatively and

Table 1. Guidelines for Product Feasibility Assessment Scores Categorization

Interval Score Value Category

Ri + 1,5 Sdi < score ≤ maximum total score A Very Feasible
Ri < score ≤ Ri + 1,5 Sdi B Feasible
Ri – 1,5 Sdi < score ≤ Ri C Less Feasible
Total minimum score < score ≤ Ri – 1,5 Sdi D Not Feasible
(Source: adapted from Mansyur, Rasyid, & Suratno, 2015: 409)

Information:
Ri: ideal average = (maximum score + minimum score)
Sdi: ideal standard deviation = (maximum score - minimum score)

RESULTS AND DISCUSSION other subjects. Students' interest in learning

mathematics is still low. This is due to the lack of
The resulting product is in the form of understanding of students' concepts and the lack of
interactive learning multimedia with a contextual availability of learning media that can be used to
approach that can be used for fourth grade support the implementation of the teaching and
elementary school students developed with the learning process in mathematics, so that learning
development procedure from Borg and Gall. The tends to be monotonous and boring for students.
initial product development steps are as follows. Students are more excited when the teacher delivers
lessons using LCD. This is also in accordance with
Needs Analysis Results the results of the student needs analysis
Based on the results of interviews with several questionnaire which shows that 81.90% of students
fourth grade teachers related to mathematics are more interested in learning by using LCD /
learning, it was found that mathematics is a subject computer / laptop.
that is considered difficult by students. This is also In this case, teachers and students need
in accordance with the results of the student learning media that utilize technology and are
questionnaire which showed 68.10% of students contextual so that interactive multimedia learning
answered that mathematics was difficult. The with a contextual approach is needed that can
average score for mathematics is lower than that of improve conceptual understanding and student

8th International Conference on Educational Research and Innovation ICERI 2020 157
interest in mathematics. This is supported by multimedia was developed with a tutorial and drill
research conducted by Shah & Khan (2015) which and practice model, with several parts including the
shows that groups of students who use multimedia competencies achieved, materials, simple games,
in learning show more positive achievement and practice questions, reference lists, and profiles. The
attitudes than those who do not use it. In addition, language used is Indonesian. The colors used are
the results of research conducted by Li (2016) also bright and sharp colors and do not interfere with the
show that the understanding and motivation of readability of the writing. The images used in
students in class who use multimedia in the multimedia interactive learning are used to connect
implementation of the learning process is higher the material with students' daily lives so that the
than conventional learning. material becomes clearer and more meaningful.
Animations in this interactive learning multimedia
Preliminary Product Development show the process of measuring angles to clarify the
There are several steps taken in the initial concept of angles. The sound used in multimedia
product development, namely: 1) Analyzing Core interactive learning is in the form of a narrative
Competencies, Basic Competencies, and voice to provide an introduction to learning,
formulating indicators; (2) Collecting material, background music, and sound effects to provide
images and videos related to angle measurement feedback to students.
material in class IV curriculum 2013. (3) Designing In addition, interactive multimedia learning is
the flow and design of interactive multimedia learn- adapted to a contextual approach which includes
ing in the form of flowcharts and storyboards. several components, namely constructivism,
Interactive learning multimedia with a contextual inquiry, quetioning, learning community, modeling,
approach is designed and developed using Adobe reflection, and authentic. The following are some
Flash Professional CS6 with the storage of results pictures of the development results of interactive
in exe type files so that users do not depend on learning multimedia with a contextual approach to
Adobe Flash software to run it. This multimedia angle measurement material for fourth grade
can be run on a laptop or computer. The learning elementary school students.

Figure 2. Front page view

(Source: author's document)

Figure 3. Example of Constructivism Display

(Source: author's document)

158 ICERI 2020 8th International Conference on Educational Research and Innovation
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Figure 4. Example of Inquiry Views

(Source: author's document)

Figure 5. Example of Questioning Display

(Source: author's document)

Figure 6. Example of Learning Community Display

(Source: author's document)

FFigure 7. Example of Modeling Display

(Source: author's document)

After making interactive multimedia learning experts provide an assessment of the appearance of
is complete, then it is validated by material experts the media. The input and suggestions provided by
and media experts. Material experts provide an material experts and media experts are used as
assessment of the content of the material and media material for revising interactive learning

8th International Conference on Educational Research and Innovation ICERI 2020 159
multimedia with a contextual approach so that the aspects of the assessment get a minimum score of B
media can be declared worthy of being tested. or the category "feasible".
Assessment of the feasibility of the material
Product Feasibility Test Results consisting of aspects of the quality of content and
The results of the feasibility test consist of learning objectives as well as aspects of
data from the validation results of material experts instructional / learning quality in interactive
and media experts to state that the product multimedia learning with a contextual approach is
developed is suitable for use for fourth grade carried out by material experts. The following is a
elementary school students. Interactive learning summary of the assessment results from material
multimedia products are declared feasible if all experts.

Table 2. Results of the Material Expert's Product Assessment

No. Aspect Score Value Category

1. Quality of content and learning objectives 47 B Feasible
2 Instructional / learning quality 56 B Feasible
Jumlah 83 B Feasible

Table 2 shows the results of material experts on aspects of the quality of content and learning objectives
based on the value of B and is included in the feasible category. Furthermore, in the aspect of instructional /
learning quality, it got a score of 56 with the predicate B value and was included in the feasible category. The
total result of interactive learning multimedia research from material experts got a score of 83 with the predicate
B value and the category "feasible".
Furthermore, the results of the feasibility of the media which consisted of several aspects, namely
appearance, suitability of presentation, navigation, interactive, and media access were carried out by media
experts.
Tabel 3. Hasil Penilaian Produk ahli Media

No Aspect Score Value Category

1. Display 48 B Feasible
2. Serving suitability 15 B Feasible
3. Navigation 14 A Very Feasible
4. Interactive 13 B Feasible
5. Easy of media acces 10 A Very Feasible
Jumlah 100 B Feasible

Table 3 shows the results of the assessment of the results of the interactive learning multimedia
media experts on the display aspect, getting a score assessment from media experts got a score of 100
of 48 with a value of B and is included in the with the predicate B value and the category
feasible category. In the aspect of presentation "feasible".
suitability, it obtained a score of 15 with the Based on the assessment given by material
predicate B value and was included in the feasible experts and media experts, mulimedia interactive
category. In the navigation aspect, it gets a score of learning with a contextual approach is declared
14 with the predicate A value in the very feasible feasible to be used at the next stage, namely at the
category. In the interactive aspect, it got a score of initial trial stage according to the revised
13 with a predicate of value B in the feasible suggestions that have been given by the experts.
category, and in the aspect of easy media access, it The following is an example of displaying
got a score of 10 with a predicate of value A which interactive multimedia learning before and after
was included in the very feasible category. Overall being revised.

Before Revision After Revision

160 ICERI 2020 8th International Conference on Educational Research and Innovation
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Perbaikan mengenai penjelasan konsep sudut

Repaire of material content

Figure 8. Examples of Results Before and After Revisions from Material Experts

Before Revision After Revision

Repair of color selection

Give line at the image that forms an angle

Repair of font size

Figure 9. Examples of Before and After Revision Results from Media Experts

8th International Conference on Educational Research and Innovation ICERI 2020 161
Product Field Testing Results 15 fourth grade students and classroom teachers.
The results of product trials in this study This stage is carried out to determine the responses
consist of data from initial trial results and data of students and teachers to interactive multimedia
from field trials. learning with a contextual approach. The following
Preliminary Field Testing is an analysis of the results of the teacher response
The preliminary field testing was carried out questionnaire.
on a small scale at SDN Gedongkuning involving

Table 4. Teacher Response Results in the Preliminary Field Testing

No Aspect Score Value Category
1. Presentation of material 40 A Very Feasible
2. Media Quality 42 A Very Feasible
Jumlah 82 A Very Feasible

Based on table 4, the results of the teacher's medium for learning mathematics and is ready to be
response to interactive learning multimedia with a tested at the main trial stage.
contextual approach got a score of 82 with the The teacher's comments on interactive
predicate of an A and included in the "very multimedia learning with a contextual approach are
feasible" category. Feasibility assessment based on good and interesting learning media, the material is
teacher response questionnaires consists of two in accordance with current teaching and learning
aspects, namely the material and media aspects. activities. Advice from the teacher is to improve the
Based on the table, it is known that in the aspect of command sentences contained in interactive
presenting the material obtained a score of 40 with learning multimedia to make it more appropriate
the predicate of value A and is included in the "very and clear. The follow up of these suggestions is to
feasible" category, and then in the aspect of media make revisions according to teacher input.
quality, it has a score of 42 with the predicate A Revisions were made according to the teacher's
value and is included in the "very feasible" suggestions by correcting the command sentences
category. Based on the data obtained from the to make them clearer and more precise.
teacher's response to the initial trial, interactive Furthermore, the student response
multimedia learning with a contextual approach questionnaire analysis can be seen in the following
fulfills the very criteria suitable for use as a table

Table 5. Results of Student Responses to the Preliminary Field Testing

No Aspect Score Value Category

1. Presentation of material 7,2 A Very Feasible
2. Media Quality 27,8 A Sangat Layak
Jumlah 35 A Very Feasible

Based on table 5, the results of students' Students responded that interactive

responses to interactive learning multimedia with a multimedia learning with a contextual approach
contextual approach got a score of 35 with an A was very interesting because they could use it
predicate and was included in the "very feasible" directly using computers. Some of the students'
category. Feasibility assessment based on student comments include: 1) interactive learning
response questionnaires consists of two aspects, multimedia is very interesting and I like to use it to
namely the material and media aspects. Based on learn mathematics, 2) interactive learning
the table, it is known that in the aspect of presenting multimedia is easy to use, 3) interactive learning
the material obtained a score of 7.2 with the predi- multimedia makes me excited about learning.
cate A value and is included in the "very feasible" Some students suggested that there were
category, and then on the aspect of media quality it sentences that were unclear. In addition, it is also
scores 27.8 with an A grade predicate and is better to add all subject matter to be included in
included in the "very feasible" category. ". Based interactive learning multimedia. The follow-up of
on the data obtained from student responses in the the suggestions given by students in the initial trial
initial trial, interactive multimedia learning with a was to make improvements to sentences that were
contextual approach fulfills the very criteria unclear according to student input. But to add all
suitable for use as a medium for learning subject matter to be included in multimedia is not
mathematics and is ready to be tested at the main done because of time and cost limitations. This is
trial stage.

162 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

the documentation during the preliminary field testing.

Figure 10. Documentation of preliminary field testing

Main Field Testing This stage is carried out to determine the responses
The main field testing was carried out on a of students and teachers to interactive multimedia
broader scale involving 15 grade IV C students at learning with a contextual approach. The following
SDN Rejowinangun 1 and 15 grade IV students at is an analysis of the results of the teacher response
SDN Baluwarti as well as two classroom teachers. questionnaire.

Table 6. Teacher Response Results in the Main Field Testing

No Aspect Score Value Category
1. Presentation of material 44,5 A Very Feasible
2. Media quality 43 A Very Feasible
Jumlah 87,5 A Very Feasible

Based on table 6, the results of the teacher's category. Based on the data obtained from the
response to interactive learning multimedia with a teacher's response to the main trial, interactive
contextual approach got a score of 87.5 with the multimedia learning with a contextual approach
predicate of an A and was included in the "very fulfills the very criteria suitable for use as a
feasible" category. Feasibility assessment based on medium for learning mathematics and is ready to be
teacher response questionnaires consists of two tested at the operational test stage.
aspects, namely the material and media aspects. The teacher responded that interactive
Based on the table, it is known that in the aspect of multimedia learning with a contextual approach
presenting the material obtained a score of 44.5 was interesting and appropriate and suitable for use
with the predicate of A value and is included in the by students. Furthermore, the student response
"very feasible" category, and then in the aspect of questionnaire analysis can be seen in the following
media quality it has a score of 43 with an A grade table.
predicate and is included in the "very feasible"

Table 7. Student Response Results in the Main Field Testing

No Aspect Score Value Category
1. Presentation of material 7,57 A Very Feasible
2. Media quality 28,3 A Very Feasible
Jumlah 35,87 A Very Feasible

Based on table 7, the results of student of "very feasible", and then in the aspect of media
responses to interactive learning multimedia with a quality it gets a score of 28.3 with the predicate of
contextual approach scored 35.87 with an A grade value A and is included in the category "very
predicate and were included in the "very feasible" feasible. ". Based on data obtained from student
category. Feasibility assessment based on student responses to the main trial, interactive multimedia
response questionnaires consists of two aspects, learning with a contextual approach fulfills the very
namely the material and media aspects. Based on criteria suitable for use as a medium for learning
the table, it is known that in the aspect of presenting mathematics and is ready to be tested at the
the material obtained a score of 7.57 with the operational field testing. This is the documentation
predicate of value A and is included in the category during the main field testing.

8th International Conference on Educational Research and Innovation ICERI 2020 163
 Figure 11. Documentation of the main field testing

The research findings obtained from the initial approach is more fun and meaningful for students.
and main trials were that students expressed that In line with these findings, Fatra & Zulkifley (2017:
they felt more interested and excited about learning 59151) also revealed in their research that a
mathematics using interactive multimedia learning. contextual approach can improve student
In addition, the learning process is more enjoyable achievement because learning mathematics with a
and easier to understand. As stated by Novitasari contextual approach can provide opportunities for
(2016) in his research which states that multimedia students to be directly involved in the learning
learning can improve students' understanding of process and students can also build their own
mathematical concepts. In line with this, research knowledge.
by Arham & Dwiningsih (2016) also reveals that Based on several product feasibility trials
the use of interactive multimedia learning is which include material expert validation tests,
effective for improving student learning outcomes. media expert validation tests, initial trials, and main
As expressed by She & Chen (2009: 1297) which trials, the results show that interactive learning
states that "Multimedia offers great potential as a multimedia products with a contextual approach are
powerful learning technology to enhance human declared feasible to be used as learning media to
learning". Multimedia provides great potential as a support learning implementation. mathematics,
learning technology to enhance human learning. especially in the material of measuring angle for
This is also confirmed by Cairncross & fourth grade elementary school.
Mannion (2010: 156) who also state that
multimedia has the potential to create a quality CONCLUSION
learning environment. With the implementation of a
fun learning process it will also increase student Based on the results of the development of in-
interest and interest in learning in participating in teractive multimedia learning with a contextual
learning activities. This is supported by research approach, it can be concluded that interactive learn-
conducted by Paseleng & Arfiyani (2015: 147) ing multimedia with a contextual approach is a
which found that the use of interactive multimedia suitable medium to use to support the implementa-
learning can increase the learning interest of tion of mathematics learning, especially the angle
elementary school students. measurement material for fourth grade elementary
The teacher's comment on interactive learning school. This is in accordance with the validation of
multimedia is that the use of the product is material experts and media experts with a decent
appropriate to increase student interest in learning category, as well as student responses and teacher
in mathematics because students look very students with a very decent category.
enthusiastic and eager to learn using interactive
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TIMSS Advanced 2015: Mathematics and 26
Science Achievement of U.S.Students in Grade [26] Widyastuti, N. S., & Pujiastuti, P. (2014).
4 and 8 and in Advanced Courses at the End Pengaruh Pendidikan Matematika Realistik
of High School in an International Context. Indonesia (PMRI) terhadap Pemahaman
United States. Konsep dan Berpikir Logis Siswa. Prima
[25] Widyastono, H. (2015). Pendayagunaan Edukasia, 2(2), 183–193.

166 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

A MOBILE LEARNING BASED – SCIENCE-MATH STORY TO

IMPROVE PROBLEM-SOLVING SKILLS AND RESPONSIBILITIES

Chandra Adhi Putra1, Muhammad Nur Wangid2

1,2Department of Primary Education, Yogyakarta State University
E-mail: [email protected], [email protected]

Abstract

Education needs to be supported by renewal that utilizes technological developments to maximize results, one of
which is through innovative supporting media of digital learning. This research aims to develop a mobile learn-
ing based - science math story as digital literacy media that can improve problem-solving skills and character of
elementary school students’ responsibility. The Borg & Gall Research and Development model used in this re-
search uses 5 stages simplified by the Puslitjaknov Team. Data were collected using interviews, observations,
expert judgment, and response scales. The media feasibility test is carried out through expert judgment and the
assessment of teachers and students as media users. The research and development that has been carried out have
resulted in applications with content in the form of realistic fiction adventure stories, two-dimensional cartoon
illustrations, summaries of science-math content materials, theme songs, and storytelling supported music. The
resulting product meets the eligibility criteria based on the validation of media experts and material experts as
well as the response of teachers and students in very feasible categories.
Keywords: Science-math story, mobile learning, elementary school student, problem-solving skills, responsibili-
ties.

INTRODUCTION vices. So it can be assumed that it is easier for

teachers to use mobile devices to support learning
Education has an important role in preparing for students.
students to face global competition based on infor- An important part of mobile learning is that
mation and technology [20][37]. Development in learners are mobile and not limited to certain loca-
various matters related to education, including the tions [38]. In the use of the support media of mobile
development of learning support media, is im- learning-based, media designers must consider
portant in the midst of current developments and various characteristics of mobile devices and mo-
conditions by considering technology, management, bile learners to design good media [42]. Cellular
and effectiveness of learning using media [33]. technology is a supporting medium that has the
Learning support media are all things that potential to be used in learning and is easily
have a supporting function in delivering material adapted and made according to student characteris-
and communicating learning resources to students tics.
during learning in class and outside the classroom Mobile learning-based media can be devel-
[18][34]. The use of media to support digital learn- oped as interactive multimedia that combines sev-
ing is one of many ways to increase abilities in an eral types of media into a more attractive unit with
effort to develop student potential in the global era a variety of content. As stated by Deliyannis, mul-
with all technological developments. timedia is a series of various media in a display
The development of modern learning support concept or independent learning program, usually
media is carried out by considering several things combining text, audio, and still or moving images
for the functioning of the media in general and [11]. Multimedia as a form of presenting material
continuously. These considerations include the uses words and pictures, with the aim of increasing
ability of educators to use technological media, interest in learning. With a series of words, the
student management skills related to the use of material is presented in a verbal form such as using
technology, and the ability to teach using these printed text or directly orally. Whereas by using
technological devices [33]. One of the technologi- images, the material is presented in a pictorial form
cal devices that can meet these needs and according such as using illustrations, graphics, photos, maps,
to these considerations is cellular technology or or even animation and video [26].
mobile technology. The interactive concept on mobile learning-
Learning media that utilize cellular technology based media is intended so that students as media
with the concept of mobile learning or mobile users can choose what to do next using the media
learning allows students to create a dynamic, visual created. Interactive multimedia is equipped with a
representation of the situation they faced [6]. In control device and can be operated by the user, so
addition, both students and teachers now can oper- that users can do what they want in a more interac-
ate and even own personal mobile technology de- tive and interesting manner [9]. Interactive multi-
8th International Conference on Educational Research and Innovation ICERI 2020 167
media also engages and enhances their interest in material obtained in the implementation of learning
learning in a student-centered environment [24]. So [21].
that the media developed in this study is interactive Innovation in media development with science
multimedia with a mix of content in the form of and mathematics material was also supported by the
text, images, and music that can be operated inter- results of interviews with teachers and students
actively as desired and centered on students as showing that on average most of the fourth-grade
users. students experienced problems in participating in
In the age of Elementary school students have learning mathematics and then learning science,
unique characteristics. According to Piaget, ele- especially when working on problem-solving anal-
mentary school-age students ranging from 7 to 11 ysis questions. The lack of the character of respon-
years are at the concrete operational thinking ability sibility is also the cause of the students being less
stage [32]. The thought process at this stage in- maximal in carrying out their roles and duties as
volves the use of the reasoning stage. Logical rea- students. In addition, the need for mobile learning
soning replaces intuitive reasoning, but only in based - science math story is also supported by
concrete situations. Have the skills to do classifica- measurement results using a needs scale, analysis of
tion, but have not been able to solve abstract prob- student needs includes aspects of scientific thinking
lems. At this stage, students need learning media skills, learning responsibilities, and characteristics
that has interesting content that is concrete. of innovative learning media that students want.
According to the characteristics and needs of The story developed in this study is a tool
elementary school-aged students, the media devel- used to make it easier for children to understand the
oped is a mobile learning based - science math material as well as a form of literacy activity. As its
story. The media is an application that contains function, stories for children are made as an effort
science math stories with two-dimensional illustrat- to teach and spread religious, moral, and education-
ed images with the help of children's songs as the al values [40]. Stories for elementary school stu-
theme song and accompanying music as an inter- dents are literary works that play an important role
mediary or a medium that is in accordance with the in their life and character development. Stories can
stage of concrete operational development in the lead readers to explore the three components of
age of elementary school students. character, namely knowing, feeling, and doing
The concept of science math comes from an moral deeds or behavior [29]. In addition, the right
effort to integrate the contents of science and math- story can also help students improve their thinking
ematics as a whole and comprehensively. The con- skills. As stated by Ozsezer & Canbazoglu, stories
struction of sciencematics learning will involve should be designed with an environment that will
students in various skill improvements. Science help students think at a higher level [31].
process skills for the elementary school level in- There are several elements that make up a sto-
clude skills in observing, classifying, measuring, ry, namely the storyline, characters and characteri-
communicating, predicting, and concluding [5]. zations, story settings, story themes, and points of
Meanwhile, basic math skills lead to students' abil- view [4]. In addition, there is also a mandate which
ity to connect mathematics with various disciplines, is one of the goals of the story. The story must have
think critically about the content, and communicate a message in the form of a mandate that gives val-
key components of mathematical concepts [10]. ues to children as readers [28]. This mandate is a
Basic mathematical abilities are also the basis for marker of success or failure of a story to shape
students to build good procedural skills so that they personality and increase students' knowledge. The
can and are able to solve mathematical and contex- story is expected to bring happiness to students'
tual problems [3]. lives through building physical health, mental intel-
Students involve content and process skills in ligence, and moral virtue. A good story also con-
the construction of sciencematics learning. The tains character enhancement content for children
basic mathematical concepts for comparing, classi- [23]. Stories can also help develop imagination and
fying, and measuring are basic process skills of gain new, satisfying experiences [30].
science. Science is learning that contains Based on the problems and potentials in the
knowledge (content) and how to find out (process). explanation above, a development in the form of
Science process skills such as observing, communi- science math-based stories based on mobile learn-
cating, inferring, and controlling for important ing is initiated as a learning support medium that
variables are to solve problems in both science and utilizes technology according to the times and con-
mathematics [17]. The media is developed to con- tains a substance for grade IV at the elementary
tain science and mathematics material that is inte- school level. The media developed is a supporting
grated into thematic learning. Sciencematics mate- media that students can use independently in their
rial that is presented and associated with real-life literacy activities. This media is expected to be a
students will stick and last a long time, explaining concrete step in improving thinking skills and as a
that learning activism has a positive impact on means of character education in a meaningful and
students' ability to maintain and understand new

168 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

fun way. The questions that will be discussed in this using a purposive random sampling technique,
research are: namely determining the subject by considering the
1. What kind of mobile learning-based science expertise of each subject [35]. The research was
math story needs can increase the problem- conducted at elementary schools in the city of Yog-
solving skills and responsibilities of fourth- yakarta
grade elementary school students through litera- Research data obtained from several data
cy activities? collection techniques. Data collection was carried
2. How is the mobile learning-based science math out by interview, observation, expert judgment, and
story appropriate to increase the problem- response scale. The preliminary research study was
solving skills and responsibilities of fourth- conducted data collection using in-depth interviews
grade elementary school students? and needs scale analysis. Meanwhile, the feasibility
of the media is known from the scale data for as-
sessment by material experts and media experts on
METHOD the feasibility of the media, as well as the responses
of teachers and students after the use of mobile
The research and development model used
learning-based science math story media. Especial-
in this research is the adaptation of the Borg & Gall
ly for the student response instrument, the scale
model, which has been simplified by the Puslitjak-
used was only the "yes" and "no" scales to facilitate
nov Team [36] into 5 stages, namely: 1) Conduct-
filling and the others used a Likert scale. By using a
ing product analysis, 2) Developing initial products,
scale, data is obtained in the form of numbers
3) expert validation and revisions, 4) initial/ small
which are then interpreted in a qualitative explana-
scale field trials and revisions, 5) large/ main scale
tion. The data obtained were then searched for the
field trials and final products). The approach used is
average score for each aspect and categorized into a
a mixed method by combining quantitative and
score with the criteria of a scale of four, following
qualitative research [7]. Determining the research
the scoring categorization guidelines used [25]:
sample for the feasibility test of this product design

Tabel 1. Guidelines for Product Feasibility Assessment Scores Categorization

Interval Score Score Categorization

Ri + 1,5 Sdi < score ≤ the maximum number of scores A Very Feasible
Ri < score ≤ Ri + 1,5 Sdi B Feasible
Ri – 1,5 Sdi < score ≤ Ri C Less Feasible
the minimum number of scores < score ≤ Ri – 1,5 Sdi D Not Feasible

Based on the data analysis technique, the material sources; 7) make a product design; and 8)
feasibility of the product is categorized by the anal- planning trials for the product.
ysis results. Material and media experts provide an An analysis of the needs and characteristics
overall assessment covering various aspects of the of the media that support the learning process
feasibility of cheerful sciencematics based on mo- standard is carried out before media development.
bile learning as a product developed followed by an The needs analysis was carried out in three schools,
assessment based on teacher and student responses namely SD N Bangunrejo 1, SD N Blunyahrejo,
to product trials. The score obtained based on the and SD N Pingit using the method of observation,
assessment is then categorized as feasible. The interviews, distribution of needs scales, and Focus
eligibility criteria for cheerful sciencematics based Group Discussion (FGD) with teachers. The results
on mobile learning are deemed feasible if they meet of observations made at SD N Bangunrejo 1, SD N
the minimum criteria or category of "feasible". Blunyahrejo, and SD N Pingit on August 19, 20,
and 21, 2019 show that in general, the learning
RESULTS AND DISCUSSION carried out has not maximized the increase in solv-
ing skills and the character of responsibility. The
Product development is carried out through
use of digital media facilities is still lacking due to
several stages, namely: 1) analyzing the needs and
limited numbers in schools.
characteristics of the media that support the learn-
The results of interviews with teachers and
ing process standards; 2) analyzing the material
students showed that on average the majority of
according to the mapping of basic competencies in
fourth-grade students had problems in following
science and mathematics content in the applicable
mathematics learning and then science learning,
curriculum; 3) identify the ability to solve problems
especially when working on problem-solving anal-
in grade IV elementary school students; 4) identify
ysis questions. The lack of student ability is due to
the character of responsibility for fourth-grade
the lack of responsibility attitude of students in
elementary school students; 5) identify media char-
carrying out their roles and duties as students.
acteristics for elementary school students, 6) collect

8th International Conference on Educational Research and Innovation ICERI 2020 169
 In grade IV of primary school for the The first media feasibility test is carried out
2019/2020 school year, from the results of inter- through expert judgment. The assessment was car-
views, almost every student has a mobile device in ried out by two material experts and one media
the form of an android type cellphone which is used expert. The assessment by science and mathematics
to access various information, especially playing material experts aims to determine the feasibility of
games. Misuse of mobile devices is also a factor in the product developed in the form of mobile learn-
the lack of students in carrying out their responsi- ing-based science math stories in terms of science
bilities as students. From the measurement using and mathematics content as a medium that can
the scale of the needs, the analysis of student needs improve problem-solving skills and the character of
includes aspects of the ability to think sciencemati- responsibility based on student needs.
cally, learning responsibilities and the characteris- The feasibility of product design is deter-
tics of innovative learning media that students want, mined by three experts according to their fields.
the results of the need for supporting media for The subjects of the feasibility test for the product
scientific stories based on mobile learning are are: (1) a mathematics subject matter expert, a lec-
80.10%. The percentage value of this need scale turer in the field of mathematics education exper-
reinforces the need for supporting media in increas- tise, (2) a science subject matter expert, a lecturer in
ing problem-solving skills and the character of the field of science education expertise, and (3) a
student responsibility is a science-based mobile media expert, a lecturer in the field of educational
learning story. technology expertise. However, before testing the
Product development begins with the devel- feasibility of the product, a lecturer in the field of
opment of scientific stories as the core content of educational research and evaluation expertise is
the product being developed. Science content is first tested for the instrument's feasibility
packaged in the form of a realistic fictional adven- Aspects assessed by material experts include
ture story entitled "Pengeran Nara dan Penjelajah learning objectives and the quality of media content
Waktu" which raises environmental issues. In each as well as the quality of instructional media. These
section of the story, there is a "Tahukah kamu?" aspects are developed into several indicators ac-
which contains learning material according to the cording to theoretical studies, namely: the availabil-
needs of students in increasing their competence ity of learning objectives, presentation of learning
Media is also supported by supporting content in material, the suitability of media content with basic
the form of a theme song that encourages students competencies, motivating students, directing the
to learn. improvement of science skills, using media in in-
The science-math story consists of 3 parts creasing problem-solving skills, and using media in
containing science and 2 parts containing mathe- improving responsible character. The indicators are
matics. Science-math stories and other supporting then formulated into 15 statement items. The as-
contents are made in the form of application soft- sessment is also accompanied by giving sugges-
ware with the ".apk" format titled "Petualangan tions/comments in writing for media improvement
Citraloka" which can be used on Android type mo- on the assessment sheet. The following is a sum-
bile devices. mary of the results of the assessment obtained from
science and mathematics material experts.

Tabel 2. Results of Product Assessment by Natural Science and Mathematics Experts

Score Value Categorization

Aspects
I M I M I M
Media quality 23 20 A B Very Feasible Feasible
Effectiveness of media content 28 27 A A Very Feasible Very Feasible
Number 51 47 A B Very Feasible Feasible
Information
I: Science material
M: Mathematics material

The table shows that the results of the as- a summary of the material on the interest section is
sessment of science stories based on mobile learn- completed; and 3) the writing system of story de-
ing by science and mathematics material experts get scriptions needs to be improved according to cor-
a total score for all aspects that meet the minimum rect writing rules. Meanwhile, based on the results
eligibility criteria. Thus, it can be concluded that of the assessment by Mathematics material experts,
the product being developed is "feasible" for use. the following suggestions for improvement are
Based on the results of validation by science mate- obtained: 1) verbs on indicators need to be made
rial experts, the following suggestions for im- more operational; and 2) the level of interactivity
provement are obtained: 1) the story description is needs to be added and make the appearance clearer.
adjusted to the material (the level of rationality); 2)
170 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

Assessment by media experts is carried out of display screens, use of icons and guides, direct
with the aim of knowing the feasibility of mobile feedback, direct manipulation, interface metaphors
learning-based science stories in terms of media in for users, availability of features and their func-
improving problem-solving skills and the character tions, segmentation, simplicity of application pack-
of responsibility. The media expert's assessment aging, and suitability of age and user experience.
uses a media expert assessment questionnaire on a The indicators are then formulated into 20 state-
scale of 1-4. Aspects assessed by media experts ment items. The following is a summary of the
include the effectiveness of mobile learning and results of the assessment obtained from media ex-
technical media development. perts.
This aspect develops into several indicators
according to theoretical studies, namely: suitability

Tabel 3. Results of Product Assessment by Media Experts

Aspects Score Value Categorization
Mobile learning Effectiveness 44 B Feasible
Media development techniques 18 A Very Feasible
Number 62 A Very Feasible

The table shows that the results of the as- support the concept of realistic fiction. In the mate-
sessment of science stories based on mobile learn- rial summary, sentences are used that describe the
ing by media experts get a total score for each as- material in a sufficiently deep and complete manner
pect that meets the minimum criteria for the feasi- as a summary. The material description is conveyed
ble category. It can be concluded that from the as necessary to avoid student boredom because the
media aspect, the product developed has met the material in the application is also presented in the
eligibility standards. Media experts also provide teacher's book and student's book. Other improve-
suggestions for improvements to the revision pro- ments were made to the writing of sentences and
cess before it is used at the next research stage. words that were less operational. Furthermore, a
Based on the results of the assessment by media pop-up display is added as confirmation of true or
experts, the following suggestions for improvement false after the answer is selected before continuing
are obtained: 1) audio back sound accumulates so the display of the answer explanation. The develop-
that the sound is not clear; 2) it is necessary to add er created a pop up using a 2-dimensional cartoon
technical instructions for use and media information character. Then the display of technical manuals
and 3) to add video or animation elements. was added.
The media was then revised according to After revisions to the product according to
suggestions for improvement from material experts expert advice, the media was then tested twice to
and media experts. Some improvements have been find out the feasibility based on the assessment of
made to mobile learning-based science stories, media users, namely teachers and students. The
including 1) the description of the story is adjusted subjects used to determine the appropriateness of
to the material (the level of rationality), 2) com- the application of the media in this study were 64
pletes the material summary, especially the interest elementary students of grade IV from SDN
section, 3) makes verbs on indicators more opera- Bangunrejo 1 and SDN Tegalpanggung. Measure-
tional, 4) increases their interactivity and clarifying ment of teacher and student responses is based on
the appearance of the material summary, 5) adding two aspects, namely the quality of the media and
technical instructions for use and media infor- the effectiveness of media content. The results of
mation, and 6) adding video or animation elements the initial field trials on the product being devel-
to the media. oped obtained the following results:
Revisions made to some media content. Sen-
tences in the story are converted into sentences that

Tabel 4. Results of Teacher and Student Responses in Initial Field Trials

Score Value Categorization
Aspects
G S G S G S
Media quality 59 6,05 A A Very Feasible Very Feasible
Effectiveness of media content 22 9,30 B A Feasible Very Feasible
Number 81 15,35 B A Feasible Very Feasible
Information
G: Teacher’s Response
S: Student’s Response

Based on the data obtained from the re- trials, mobile learning-based science stories have
sponses of teachers and students in the initial field met the eligibility criteria as learning support media

8th International Conference on Educational Research and Innovation ICERI 2020 171
that can improve problem-solving skills and the ing to input from students, namely improving story
character of responsibility of fourth-grade elemen- descriptions, rearranging music sessions on story
tary school students and can be retried at the trial descriptions, and adding questions to the quiz.
stage main field. The follow-up to student respons- Meanwhile, the results of the main field trials on
es in this initial trial was to make revisions accord- the products developed were as follows:

Tabel 5. Results of Teacher and Student Responses in the Main Field Trial

Score Value Categorization

Aspects
G S G S G S
Media quality 64 7,41 A A Very Feasible Very Feasible
Effectiveness of media content 25 10,34 A A Very Feasible Very Feasible
Number 89 17,75 A A Very Feasible Very Feasible
Information
G: Teacher’s Response
S: Student’s Response

Based on the data obtained from the re- The follow-up to student responses in this
sponses of teachers and students in the main field initial trial was to make revisions according to stu-
trials, mobile learning-based science math stories dent input, namely improving the application pro-
have also met the eligibility criteria as a learning gram system so that it was not error-free and easy
support medium that can improve problem-solving to use. The following is an overview of the results
skills and the character of responsibility of fourth- of the final revision of the science math story based
grade elementary school students and can be tested on mobile learning as digital literacy to improve
at the main field trial stage. problem-solving skills and the character of respon-
sibility.

Figure 1. Final Revision of Mobile Learning Based - Science-Math Story

Based on various feasibility tests and im- story deserves to be a digital literacy medium that
provements to the products developed, it can be can improve problem-solving skills and the charac-
concluded that a science-based mobile learning ter of responsibility.

172 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

The development of supporting media used Sciencemath stories based on mobile learn-
in literacy activities is in accordance with one of the ing are made with a complex variety of content
stages of implementing the literacy movement, containing various activities that improve problem-
namely the development stage. This stage is an solving skills. As stated by Zheng & Zhou (2006),
effort to improve students' abilities through re- media that can be used as a support in increasing
sponding to media containing enrichment to support problem-solving skills are also complex in nature,
learning activities [13]. Science stories based on containing all the competencies needed by stu-
mobile learning provide learning experiences for dents[43]. Critical thinking often involves the abil-
students in addition to conventional learning carried ity to interpret information and make decisions in
out by teachers in class. The media also contains the form of solutions based on that information
enrichment materials and questions that are suitable [22]. Thus, it can be interpreted how to condition a
for learning at school and can be studied again to conducive learning environment in increasing prob-
support student literacy activities. As intended by lem-solving skills by providing information to stu-
McCann (2015) that with the concept of mobile dents to be studied in the process of finding solu-
learning it is possible for students to record their tions.
reflections on something through text, images, and Efforts to increase the character of responsi-
audio, the product developed also contains text bility through mobile learning-based science math
content in the form of stories and material summar- stories are carried out through strategies that in-
ies, illustration images in the form of two- clude the physical environment, learning materials,
dimensional cartoons, and theme songs [27]. As and activities related to learning [16]. Improving
well as accompanying music as audio content to the character of students is effectively carried out
support media. through planting in terms of inclusion, namely
This media is interactive support that can be dialogical planting, through exemplary, namely
used independently containing pictorial stories providing good examples [12]. Through story char-
about realistic fictional adventures about environ- acters who show the character of responsibility,
mental problems supported by theme songs and students are directed to learn and interpret the im-
music to accompany stories as well as quizzes or portance of behaving and being responsible. Re-
exercises in problem-solving. Through a series of sponsibility is very important in behaving ethically
stories with the support of practice questions or and being sensitive to social, cultural, economic,
quizzes, students are given examples and directions and environmental problems so that helping stu-
in solving problems. One way to provide learning dents have a positive impact on their lives[15]. So
that can improve student abilities is to use sto- that this character is enhanced through media that
ries[14]. The process of character internalization, gives students sensitivity to social problems and the
especially the character of responsibility, is shown natural environment.
through the role models of the characters in the A series of activities, content, and features in
story[1]. This concept is in accordance with the a mobile learning-based science math story directs
assumptions of Uzunboylu, Cavus, & Ercag (2009) the improvement of problem-solving skills accord-
that mobile learning has the potential to facilitate ing to the indicators of problem-solving stages,
and increase collaboration between students to namely 1) formulating problems, 2) developing
access, discover, discuss, share concerns for the problem-solving strategies, 3) exploring possible
environment through its features and argue about strategies, and 4) evaluating their effects or effects
environmental problems [39]. Media is developed of the problem solution. The storyline and examples
in the form of native apps, which are applications of how the story characters solve the problems
that are created and compiled with a programming faced in the story are the main factors causing in-
language to run specifically on a particular OS, in creased problem-solving skills.
this study the Android OS [19]. Meanwhile, increasing the character of re-
The ability to solve problems is one of the sponsibility according to the behavioral indicators
key competencies developed in this media because and attitudes are shown by students, namely 1)
it is needed by students with regard to change, un- understanding self-needs, 2) fulfilling self-
certainty, and phenomena that exist in the world[8]. obligations, and 3) contributing to the environment.
By increasing the ability to solve problems through The characters of the story "Pangeran Nara" and
this media, students can meet their needs in increas- "Aldino" provide direct examples of behavior and
ing their competencies, especially in the field of responsibility towards oneself, family, and even the
science. Because basically sciencematic material is natural and social environment which are the main
based on conditions, events, and phenomena that factors in increasing the character of student re-
occur in nature. Meanwhile, the character of re- sponsibility.
sponsibility is part of the value and character educa-
tion that must be developed in the learning process CONCLUSION
as a type of social skills ability [41].
Science-math stories based on mobile learning
that are needed to improve problem-solving skills
8th International Conference on Educational Research and Innovation ICERI 2020 173
and responsibility characters are multimedia in the [7] Creswell, J. W. (2012). Educational Research:
form of applications with content in the form of Planning, Conducting, and Evaluating Quan-
realistic fictional adventure stories, two- titative and Qualitative Research (4th ed.).
dimensional cartoon illustrations, summaries of Boston: Pearson Education Inc.
sciencematics material content, theme songs, and
[8] Csapó, B., & Funke, J. (2017). The Nature of
musical support to the story.
Problem Solving: Using Research to Inspire
Increased problem-solving skills are directed
21st Century Learning. Paris: OECD Publish-
by describing the problem in the story and various
ing. https://doi.org/10.1787/9789264273955-
alternative solutions based on the material studied
en
in the application. Meanwhile, the increase in the
character of responsibility is directed by giving [9] Daryanto. (2010). Media Pembelajaran. Yog-
examples of responsible attitudes and behaviors yakarta: Gava Media.
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ematics. Proceedings - Frontiers in Education
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trials, and main field trials in improving problem-
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8th International Conference on Educational Research and Innovation ICERI 2020 175
 VIRTUAL LABORATORY BASED GAME LEARNING: HOW TO
DEVELOP THE GAME FOR SCIENCE LEARNING?
Suyanta1, Insih Wiludjeng2, Jumadi3, Anggi Ristiyana Puspita Sari4, Sri Rejeki Dwi Astuti5

Graduate School, UNY

1,2,3,4,5

[email protected]

Abstract

Trends for perspective teaching and learning are changing resulting from the technologies of the fourth industrial
revolution (4IR) and the pandemic era. The technologies take an impact on two of the most important subjects
for students in today's schools that are technological and digital literacy. Because it leads to changes in the edu-
cation landscape including learning media and teaching methods, teachers require sustained effort at improving
the quality of education as a core priority. To support secondary school students for better understanding science,
building mobile learning incorporating with virtual laboratory becomes our focused research. Unfortunately,
constructing such mobile learning is being a heavy burden for a teacher. However, mobile learning incorporating
virtual laboratory is still limited in number whereas this initiative could be one of the best learning media as an
embodiment of the digital age. In addressing these goals, the research aimed to develop game-based learning
incorporating virtual laboratory as a learning media on electrical conductivity for secondary school. The research
model is procedural research that described the procedure of product development and adapted the ADDIE mod-
el. This research involved two experts (subject materials experts and media experts) to assess product quality and
to provide suggestions for product improvement. The research instruments used product quality questionnaires
and suggestion sheets. The result showed that the product has been successfully developed and has a good quali-
ty according to the experts' judgment. So, the product can be implemented in further research and can be used as
a science learning media in secondary school.
Keywords: game-based learning, electrical conductivity, virtual laboratory, 4IR.

INTRODUCTION connected with the internet, such as a notebook,

smartphone, and tablet [3].
Technological headways in the fourth industrial Amid the covid-19 pandemic era, learning activi-
revolution (4IR) have affected the development in ties in schools, colleges and universities have been
various fields including education. Technology suspended without any clear indicators for
becomes meaningful when it has a contribution to 2020/2021 [6] [7]. It is done to prevent the spread
enhancing education [1]. Trends for perspective of covid-19 in schools. So, e-learning resources,
teaching and learning are changed resulting from virtual teaching, and simulated labs work based on
the technologies. Utilizing technology in education the online learning approach could be the best al-
has an important role in improving teaching and ternative ways for learning from home as a result of
learning activities [2][3]. It supports the teacher in the rapid progress in information and communica-
explaining learning materials and for evaluating the tion technologies.
learning process efficiently and effectively. Moreo- In science education, especially in secondary
ver, it helps the student to understand the learning schools, virtual teaching is applied to conduct
content. online learning using zoom or google meet the
Utilizing technology in the learning process application. Using these applications, teachers can
called e-learning or electronic learning. It is learn- interact with students directly. But, using these
ing material delivery through various electronic applications is not sufficient for science learning
devices [4]. It means that electronic media such as because it cannot provide adequate skills and
the internet, computer, video/audiotape, CD room knowledge concerning experiments or data analysis
can be used to support the learning process. E- [6]. It caused by, conducting experiments that are a
learning has a broader meaning than mobile learn- vital part of science that students can gain meaning-
ing. Mobile learning is the use of an installed appli- ful knowledge and skills [7]. So, mobile learning is
cation on a mobile device to gain, to communicate, applied to facilitate students' online investigation
and to share information or knowledge in learning and online simulations by using video and virtual
activity [5]. With mobile learning, students can labs; to exercise students' achievement and personal
access learning materials everywhere and every relevance, and to enhance students' participation in
time. The difference between e-learning and mobile the learning process [8]. Therefore, the application
learning lies in the device used. Mobile learning of mobile learning in science education can be
uses a portable mobile device that can be used eve- carried out by applying virtual labs and game appli-
rywhere and every time. It uses a mobile device cations in the learning process. Using game-based

176 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

learning and virtual labs in science education are higher-order thinking skills, motivation, and self-
considered to be an enjoyable learning environment regulated.
and a powerful instructional approach [2][9]. On the contrary, developing such mobile learn-
Virtual labs are web-based platform designs to ing is being a heavy challenge for the teacher who
enhance the learning approach by presenting a se- has many administration tasks. However, mobile
cure and interactive laboratory environment for learning incorporating virtual laboratory is still
students [2]. It is a virtual environment that simu- limited in number whereas this initiative could be
lates the real laboratory and sets on-screen to per- one of the best learning media as an embodiment of
form experiments subjectively [10]. By applying the digital age and distance learning. In addressing
virtual labs in the learning process, students can these goals, the research aimed to develop game-
experiment without a real laboratory and can con- based learning incorporating virtual laboratory as a
nect between practical skills and theoretical aspects learning media on electrical conductivity for sec-
without papers and pens [11]. The laboratory envi- ondary school.
ronment in the virtual labs can be defined as a play-
ground for experimentation setting tools that can be METHOD
used to control relevant objects to a specific domain
(such as chemicals in a chemistry lab) [12]. It visu- The research model is procedural research that
alized using a real-time animation technique, so the describes the procedure of product development.
students can receive instant feedback, repeat the ADDIE model was adapted to develop the product
experimental activities, and draw a conclusion from that consists of three steps of the ADDIE model i.e.
the data [7][10]. The implementation of virtual labs analysis, design, and development. In this research,
in the learning process has a significant influence we focused on developing the product and validat-
on students' learning process and leads them to ing the product according to experts' judgment
higher quality learning. [13]Using virtual labs, whereas the implementation and evaluation will be
students can do practicum anytime and anywhere discussed in the next research. The validating pro-
without worrying about materials and tools. There- cess of the product involved one subject material
fore, virtual labs are one of the low-cost alternatives expert and one media expert.
solutions to experiment with the covid-19 pandem- The instruments of the research are a product
ic. quality questionnaire and suggestion sheet for sub-
Besides virtual labs, game-based learning can be ject material expert and media expert. The product
used to support the online learning process in sci- quality questionnaire is used to validate and to
ence. It is the development and the application of evaluate product quality based on material and
the game for educational goals [14]. In game-based media aspects. It is composed based on the result of
learning, the content materials are designed into the a literature study about quality learning media indi-
game to set learning environment scenarios and the cators and experts' judgment. There are two types
learning evaluation uses 3D game development of product quality instruments, i.e. subject materials
tools related to the content materials level [9]. The aspect questionnaire and media aspect question-
game is developed by illustrating the daily naire. The subject material aspect questionnaire
phenomena related to the science content. By ap- consisted of 14 statements which are described
plying game-based learning in the learning process, from two aspects namely the learning aspect and
students can enhance higher-order thinking skills subject materials aspect. The media aspect ques-
such as critical thinking skills, problem-solving tionnaire is composed of 16 statements which are
skills, and learning motivation when facing the explained from two aspects namely the audio-visual
challenges provided by the enjoyable game aspect and soft engineering aspect. Besides, to as-
[1][9][14]. sess product quality, experts are provided sugges-
Developing virtual labs and game-based learning tions for completing the final product.
must be appropriated with content materials and The research data consisted of two types of data,
incorporated with media aspects including such as the product development process data and
interaction design and visualization such as design product quality data. The product development
and production of texts, images, 3D environment process data are descriptive data according to prod-
and interactivity, and animation [12]. Therefore, the uct development steps while the product quality
development of a virtual lab integrated with game- data are data category which is then converted into
based learning (virtual-game based learning) must a score using a Likert scale. The data is tabulated in
be planned properly. Virtual-game-based learning is the form of a score, then the average score of the
consists of a virtual lab to conduct experimentation validating results are calculated. Determining quali-
virtually and game-based learning to present the ty criteria for the product can be seen in Table 1.
science content and to test students' knowledge
understanding. So, by applying virtual-game based
learning, students can enhance their practical skills,

8th International Conference on Educational Research and Innovation ICERI 2020 177
 Table 1. Ideal Assessment Criteria before the lightning strike occurs. The product is
named Amazing Science. This product has been
No Range of Score (i) Category
revised four times according to experts’ sugges-
1 X i + 1,8SBi < X Very Good tions.
2 X i + 0,6SBi < X ≤ X i + 1,8SBi Good
3 X i − 0,6 SBi < X ≤ X i + 0,6SBi Adequate
4 X i − 1,8SBi < X ≤ X i − 0,6 SBi Poor
5 X ≤ X i − 1,8SBi Very Poor

RESULT AND DISCUSSION

Product Development Process Data

The research started from analysis steps for per-
forming need analysis to prepare the development
of the product. The researcher conducted interviews
with the science teachers to discover learning prob-
lems in secondary school especially on electrical
conductivity subjects. The result of the teacher
interviewed showed that because of the pandemic,
the learning process is conducted online learning. Figure 1. Hompage Screen and Information Screen
So, the selection of learning media must be appro- of The Product
priate with the characteristic of the subject. Particu-
larly in the electrical conductivity subject, the learn-
ing process not only explaining the theoretical As seen in Figure 1, the homepage screen con-
knowledge but also doing the experiment. Howev- sisted of six buttons namely start, subject content,
er, if the learning process is conducted online learn- virtual laboratory, evaluation, information, and exit.
ing, the student could not conduct experimentation. When the user pressed the button, he or she will
To solve the problem, the researcher offered enter the introduction story. The subject, vlab, and
suggestions to the teacher to use game-based learn- evaluation button were still locked. These buttons
ing as learning media for assisting the students in will be unlocked when the user finished the mission
the learning process and to use a virtual laboratory of each level. The subject button will be unlocked
for conducting experimentation virtually. Besides, when the user finished the first level mission.
the research conducted to develop learning media Moreover, the vlab button will be unlocked when
consisted of game-based learning incorporated with the user completed the second level mission. Fur-
virtual laboratory. thermore, the evaluation button will be unlocked
After the need analysis steps are completed, the when the user entered the third level mission. When
product design is conducted. The product design the user pressed the information button, he or she
was the storyboard of the game and the design of will go to the information screen of the game. It
the virtual laboratory. The storyboard consisted of consisted of the developer team and the explanation
the overview story of the game (game figures, mis- of the mission of each level.
sion in each level, and feedback) and electrical When the user pressed the start button, he or she
conductivity content included in the game. The will go into the introduction story. The story told
design of the virtual laboratory consisted of the about the character who entered the mysterious
electrical conductivity of solution experimentation book to enjoy the real experience. After finished
overviews like the aim, materials and tools, proce- reading the introduction story, the user will go to
dures, and results. the first level mission. In the first level, the user is
Having finished the product design, then it is re- given the mission to save the citizens of Galvanic
alized into a game and virtual laboratory. The game village from the lightning strike. The user must
is developed using Adobe Animate CC 2017 soft- avoid the lighting to save the citizens, then all of
ware. The product was not only game-based learn- them are taken to the hospital. Having completed
ing but also it was a combination of games and the first level mission, the user would receive the
virtual laboratory. Thus, the user will be asked to reward. It is a chance to access electrical conductiv-
conduct experimentation at one of the game levels. ity content materials. The content consisted of static
In every level of the game, the user will be given a electricity, dynamic electricity, electrical conductiv-
mission related to daily phenomena about electrici- ity, and advanced material about electrical conduc-
ty. In the first level, the user is asked to rescue the tivity (electrochemistry). In these steps, we did
citizens from the lightning strike. In the next level, three times revision to revise the content materials
the user is asked to save the citizens from floods like adding detailed content of electricity, adding

178 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

animation and video to provide more information rect answers. After the user completed the mission,
about the content, and refining the language for the character will return to his or her world. The
easy understanding by the user. After the user has story ended with the character getting the best score
finished learning about these subjects, they contin- on the assignment. Illustrated scenes of the third
ued to the next level. The first level display can be level were presented in Figure 4.
seen in Figure 2.

Figure 3. The Virtual Laboratory Screen

Figure 2. The First Level Screen

In the second level, students are provided the

mission to save the citizen of Volta city from the
flood. The citizen must be moved to a higher build-
ing before hit by a lightning strike. After finishing
the mission, the user would receive the reward to
play the virtual laboratory. This level is the main
part of our product because students can do the
practicum as if they were in the laboratory. We
focused a lot on constructing the storyboard of the
virtual laboratory. In this step, we did many revi-
sions than other parts. In the beginning, we deter-
mined that students should examine 12 solutions,
but after the researchers' meeting and the experts’
advice, we revised that only 6 solutions are tested
the electrical conductivity. The students can choose
freely the solutions. We chose the solutions that are Figure 4. The Evaluation in Third Level Screen
easily found in everyday life so that the students do
not confused. At first, the instruction of the virtual Product Quality Data
laboratory did not clear. There was no instruction to After the initial product is completed, it will be
click the button which can make the user confused. validated by the experts (subject expert and media
So we revised the virtual laboratory instructional to expert). Besides, the experts also give suggestions
the detail. We added an explanation to describe the for revising the product. The subject expert validat-
function of each button. Figure 3 illustrates the ed the product based on the learning aspect and
screen of the virtual laboratory. subject material aspect. The learning aspect in-
In the third level, the user is given a mission to cludes the suitability of materials presented on the
answer the question as an evaluation process of the product with the learning objectives and learning
study. The evaluation process is designed like a indicators. The subject material aspect covers the
game, where the user must find the question. Fif- correctness of concepts, coherent concepts, and
teen questions are hidden in the pandora box. If the good unambiguous language. Furthermore, the
user can give a correct response, he or she will get media expert assessed the product based on the
the diamond. However, if the user gives an incor- audiovisual aspect and software engineering. The
rect response, he or she will get the broken dia- audiovisual aspect covers layout proportion (texts,
mond. Thus, the number of diamonds that students figures, and animations), the proportion of color
earned shows the correct answer. Otherwise, the selections, the selection of sound effects, the suita-
number of broken diamonds shows the users' incor- ble animation and figure with the content, and the

8th International Conference on Educational Research and Innovation ICERI 2020 179
smooth animation movement. The software engi- further research and can be used as a science learn-
neering consisted of easy media operation, creativi- ing media in secondary school.
ty, and innovation of developing media, operating
system compatibility with the program, and devel- ACKNOWLEDGMENT
oping media opportunities for science and technol-
ogy developments. The initial product validated The authors thank to Graduate School of Univer-
results by the experts are given in Table 2. sitas Negeri Yogyakarta for financial support dur-
As seen in Table 2, The initial product has a ing this research via the project grant of Interna-
good quality based on the subject and media aspect. tional Collaboration Research.
The learning aspect and the subject material aspect
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8th International Conference on Educational Research and Innovation ICERI 2020 181
 DISTRIBUTION OF ATTRIBUTIVE ELEMENTS OF NOUN PHRASE
IN INDONESIAN

Heny Sulistyowati1, Agung Kesna Mahatmaharti2, Muh Fajar3, Diana Mayasari4

1
Department of Indonesian Language Education, STKIP PGRI Jombang, Indonesia
2Departmentof Civic Education, STKIP PGRI Jombang, Indonesia
3
Department of English Language Education, STKIP PGRI Jombang, Indonesia
4
Department of Indonesian Language Education, STKIP PGRI Jombang, Indonesia

Corresponding author. Email: [email protected]

Abstract

The structure of Indonesian narrative discourse has complex elements, namely words, phrases, clauses and
sentences. In a phrase there is attributive functioning as an explanatory constituent that describes a noun in a
noun phrase, a verbal phrase, an adjective phrase or another class of words that has an explaining function. The
attribute location can be to the left of the core, to the right of the core or to the side of the core. Based on this,
research on the distribution of attributive elements of noun phrases in Indonesian is important because it is based
on the reasons for knowing the distribution of attributive elements for each phrase, especially noun phrases. This
research used a qualitative approach. The data were written text of Indonesian discourse obtained through
recording techniques. Data were analyzed using a distributional study. The data analysis procedure was carried
out through four stages of activity, namely (1) data collection, (2) data reduction, (3) data presentation, and (4)
concluding research findings and verification. Attributive distributions of noun phrases include: attributive nouns
to the right (post attributive nouns) and attributive nouns left (pre attributive nouns). The attributive distribution
of nouns to the right (post attributive nouns) has the following elements: a) noun + noun (N1 + N2), b) noun +
adjective (N + A), and c) noun + verb (N + V). The attributive distribution of nouns to the left (pre attributive
nouns) has the following elements: a) numeral + noun (Num + N) and b) article + noun. These findings are
expected to be useful for the formation of appropriate phrases to coherent and coherent narrative discourse.

Key words: attributives, phrases, nouns, post-noun attributives, pre-noun attributives

INTRODUCTION coordinative (which combine equally), subordinate

(which combine in stages).
Language as a phenomenon that combines Attributive is unique because as an attribu-
sound and meaning is not sufficiently described and tive modifier has an important role in phrases.
described based on the lexicon, grammar and pho- Judging from its position, it can be attached to the
nology subsystems, but the description of language left (preceding) and sticking to the right (ending)
is also based on syntactic and pragmatic principles. and even both can be used to flank the core if it
The grammatical approach, especially syntax, is not functions as a comparison (Sulistyowati, 2013: 9).
only recognized by the closeness of the grammati- Phrases are generally defined as a combination of
cal subsystem to the lexicon subsystem but is based two or more words which are not predicative
on the grammatical structure, namely: structure, (Kridalaksana, 2008: 66) and in sentences fill syn-
categories, and functions. In Indonesian there are tactic functions. Discourse is the highest grammati-
four main syntactic categories, namely: (1) verbs, cal unit above phrases, clauses, and sentences. Nar-
(2) nouns, (3) adjectives, and (4) adverbs. Nouns, rative discourse is a type of discourse that contains
verbs, adverbs, and adjectives are often developed stories, be it folk tales, fairy tales, fables or legends.
with the addition of certain delimiters. The exist- Previous research on narrative discourse has been
ence of certain delimiters on each word or phrase in viewed from a literary aspect, but in this study,
a sentence has the function of relating to other narrative discourse will be viewed from a linguistic
words or phrases in the sentence. The function is aspect. This is based on the fact that there are still
syntactic meaning that it relates to the order of many mistakes in writing phrases, be it noun
words or phrases in a sentence. The main syntactic phrases, verbs and adjectives. The results of re-
functions in language are predicate, subject, object, search by Alber (2018) state that there are still
complement and description. In addition, there are many errors in writing phrases in the editorial plan
other functions such as attributive (explaining), of the Kompas newspaper. In addition, Sapanti
(2019) states that the error in writing the structure

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of phrases in Indonesian language essays for stu- tive). The results of the distribution analysis of
dents who come from China (the language mastered attributive elements can be in the form of various
in Mandarin) is due to a misunderstanding of the structures that are characteristic of each phrase. It is
level of phrases, namely nouns and verbal. The hoped that these findings can contribute ideas in
distribution of the attributive elements of the phrase determining attributive phrases, especially noun
has a big role in determining the use of the phrase. phrases and generally all types of phrases to form
The results of Karyaningsih's research (2018) state grammatical sentences.
that attributive endocentric noun phrases with ad-
jectives are one of the types of productive phrases METHOD
in Russian and Indonesian. However, in the phrases
of these two languages there are differences due to This research used a qualitative approach as
different grammar systems. This can be a problem stated by Bogdan and Biklen (1982: 2) that qualita-
when the two languages are used simultaneously, tive research as an umbrella has certain characteris-
such as in translation. This research is a form of tics. The data source were folklore discourse in
contrastive analysis of Russian and Indonesian. The Jombang district in the form of phrases used in the
results of this study are to minimize the constraints context of narrative discourse. The data were utte-
of using phrases when the two languages are used, rences indicating attributive structures used in every
namely Russian and Indonesian. folklore discourse in the form of distribution cons-
Based on previous studies, this study aims to truction of noun phrases. The data collected by
describe the distribution of attributive elements of recording, transcribing, reducting, codificating, and
noun phrases in Indonesian. By knowing the distri- verifying. Data were analyzed using a distributional
bution of attributive elements, it can be seen the study. The data analysis procedure was carried out
distribution of attributes that precede the core struc- through four stages of activity, namely (1) data
ture or follow the core. The distribution of the at- collection, (2) data reduction, (3) data presentation,
tributive elements in each phrase has various struc- and (4) summarizing research findings and verifica-
tures. Based on the distribution of elements, it is tion.
found that there is a distribution to the right (post
attribute) and a distribution to the left (pre attribu-

RESULTS AND DISCUSSION

Table 1. Distribution of Attributive Elements of Indonesian Noun Phrases

Distribution Elements Data
The connector to the right Noun +noun Kaki kerbau
The connector to the right Noun+noun Pohon jarak
The connector to the right Noun +adjective Badannya lepek
The connector to the right Noun+adjective Pengantin baru
The connector to the right Noun +verb Orang kepercayaan
The connector to the right Noun +verb Cincin kawin
The connector to the left Numeral+noun Seorang anak
The connector to the left Numeral+noun Beberapa rumah
The connector to the left article +noun Si perempuan
The connector to the left article +noun Sang laki-laki

Distribution of Indonesian Noun Phrases’ Attribu- element. The distribution of nouns with extended
tive elements can be described as follows.
The noun phrase is an arrangement of two or
more words that has a Head element in the form of Attributive nouns to the post modifier position (post
a noun and an attribute in the form of attributes. attribute nouns)
Categorically noun phrases in Indonesian have The distribution of noun attributes to the
distribution / expansion of nouns as the post- post modifier position means that noun phrases
modifier position, as the pre modifier position, and (NP) consist of nouns as the Head followed by
both. other nouns as attributes. Nouns that have expanded
Attributive distribution of noun phrases is to the post modifier position have the following
the distribution of noun attributes in various struc- elements.
tures. By knowing the distribution of noun phrases,
it can be seen that there was an expansion of each

8th International Conference on Educational Research and Innovation ICERI 2020 183
Noun + Noun (N1 + N2) tions as the Head and noun 2 (N2) which functions
The noun phrase with the distribution to the as attributes showing all the elements forming
post modifier position means that it consists of two phrases in the form of words or noun phrases. This
noun elements, namely noun 1 (N1) which func- can be seen in the following data:

(1) Dan untuk kelengkapan ilmu Liring Kuning harus melakukan puasa yang ditutup dengan
Telasan Pati Geni. Pada pagi harinya menjelang subuh Liring kuning keluar berjalan-jalan
karena mengantuk secara tidak sengaja telah menginjak jejak kaki kerbau dan akhirnya
terjatuh.(CRA 3.8)

(2) Tanpa menunggu lebih lama lagi, Ki Gedong segera memrintahkan warganya untuk segera
menanam pohon jarak di

sepanjang batas-batas desa temasuk wilayah yang baru saja dibabat.(CRA 6.25d)

Based on the elbow arrow connector to the proves the distribution of nouns to the post modifier
right in datum (1) and (2), it can be explained that position of the Head noun. A noun that functions as
the distribution of nouns with post modifier posi- a Head has not been limited by other nouns as an
tion. In examples (1) and (2) there is a distribution attribute indicating that identity is still indefinite.
of noun phrases to the post modifier position of a
noun with the order N1 (Head) + N2 (attribute). Nominal + Adjective
The noun occurred at the beginning of the sequence The noun phrase has a Head element with an ad-
is the Head followed by another noun (N2) which jective attribute. The adjectives in noun phrases
functions as an attribute of the previous noun. In the have the structure N + Adjective which generally
data (1) phrase kaki kerbau showed a distribution functions to modify nouns. The distribution of
of nouns to the post modifier position of the Head nouns with this adjective attribute is like the follow-
noun. Likewise in data (2) the distribution of J ing data:
pohon jarak is composed of N1 + N2 with the
distribution to the post modifier position. Thus, it

(3) Sumini yang merasa badannya sudah sangat lelah dan merasakan bahwa badannya lepek dan

berbau karena mandi keringat, melihat air sendang yang bening dan menggiurkan, terdorong
niatnya untuk mandi dan membersihkan diri di sendang tersebut. (CRA 5.8)

(4) Karena Ki Jaga Karya memang mulai menyinggung-nyinggung bahwa pengantin baru tidak
boleh meninggalkan rumah dalam hitungan lima hari (CRA 5.12)

Based on the elbow arrow connector to the Noun + Verb (N + V)

right in examples (3) and (4), it can be explained Noun phrases have Head elements with verb
that the distribution of the noun phrases to the post attributes. Attributes as constituents on the noun
modifier position is composed of N (Head) + Ad- phrase structured N + Verb which generally func-
jective (attribute) in the sense that the noun oc- tions to modify nouns. The distribution of nouns
curred at the beginning of the sequence is the Head with this verb attribute is like the following data:
followed by the adjective that functions as an at-
tribute of the previous noun.

(5) Rombongan ini terdiri dari sepasang pengantin itu sendiri dan beberapa pelayan serta
pengawal yang berjumlah kurang lebih 40 orang yang dipimpin oleh
orang kepercayaan orang tua Rara Sumini,bernama Ki Jaga Karya.(CRA 5.6)

(6) Dengan tidak diakui bahwa ayam itu bukan miliknya buaya putih berwujud manusia itu
menyembelih ayam tersebut memasak dan menghidangkan setelah jam 12 tepat, sang laki-
laki menyantap makanan dengan lahap hingga ia memakan kaki ayam itu lalu ia melihat ada
cincin kawin di kaki ayam tersebut.

184 ICERI 2020 8th International Conference on Educational Research and Innovation
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Based on the elbow arrow connector to the Attributive Nouns to the pre modifier position (pre
right existed in examples (5) and (6), it can be ex- attributive nouns)
plained that the phrase orang kepercayaan and The distribution of nouns to the pre modifier
cincin kawin with the distribution of noun phrases position means that the distribution of noun phrases
to post modifier position is composed of N (Head) consists of nouns as Head preceded by attributes as
+ verb (attribute) in the sense that the noun that is constituents. Distributed nouns have expanded to
located at the beginning of the sequence is the Head the pre modifier position which has the following
followed verbs that function as attributes of previ- elements:
ous nouns. Therefore, it proves the distribution of
nouns to the post modifier position of the Head Numeral + Noun
nouns. A noun that functions as a Head has not The distribution of nouns to the pre modifier
been limited by other nouns as an attribute indicat- position is indicated by the existence of a barrier
ing that identity is still indefinite. which is an attribute of the noun phrase in the form
of numeral. This is seen in the following example:

(7) Di sanalah lahir seorang anak perempuan yang diberi nama Wandan Manguri.(CRA 3.1)

(8) Dahulu kala desa Jarak Kulon masih terdiri dari beberapa rumah saja dan belum memiliki

nama yang pas, tidak seperti sekarang yang relatif padat dan terdiri dari tiga dusun, yakni
dusun Jarak, dusun Dongeng, dan dusun Santren.(CRA 6.1a)

Based on the elbow arrow connector to the number while the level numeral is behind the noun.
left existed in the data (7) and (8), it can be ex- Indonesian has a group of words which divide
plained that the distribution of the noun phrases to nouns into certain categories. Thus, it is clear that
the pre modifier position is composed of N2 (attrib- in phrase (7) and (8) the Head is a noun with a fixed
ute) + N1 (Head) in the sense that the noun oc- attribute distribution meaning the order cannot be
curred at the end of the sequence is the Head pre- changed, that is preceded by numerals and then
ceded by the noun (N2) which functions as an at- classed.
tribute of the previous noun. In this case the attrib-
ute in the noun phrase is numeral. In the phrase The article + noun
seorang anak, beberapa rumah , are phrases that The distribution of nouns to the left is indi-
are distributed to the left with various numerals, cated by the existence of a barrier which is an at-
namely seseorang, beberapa. Thus, it proves the tribute of the noun phrase in the form of the article.
numerical distribution to the left of the Head noun. The use of article functions to determine nouns and
Basically in Indonesian there are two kinds substantive words other than nouns. This is seen in
of numeral, namely: (1) main numeral and (2) level the following data:
numeral. Principal numeral refers to the principal

(9) Suatu ketika si perempuan ini sedang mandi di sungai brantas dekat desa itu.(CRA 4.2b)

(10) Sedang beberapa jam kemudian sang laki-laki (mas nganten)

mencari pinggiran sungai setelah tidak akan menemukan kemudian mencari di rumah-
rumah tangga hingga sampailah ke rumah buaya putih berwujud manusia menanyakan di
mana keberadaan istrinya (CRA 4.6a)

Based on the data (9) and (10), it can be ap- noun structure on the right while the article as an
parently explained that there are attributes in the attribute is occurred on the left.
form of articles. This is seen in the data phrases of
si perempuan and sang laki-laki. Data (9) shows CONCLUSIONS
that the use of the article ‘si’ is used as a personal
pronoun for the names of people and animals. In Based on the results of the study it can be
contrast to the data (10) the use of the article ‘sang’ seen that there are two attributive distributions of
is widely used in ancient literary times, although in noun phrases, namely: a) attributive nouns showed
reality there is still some use. Thus, it appears that by the elbow arrow connector to the right (post
the distribution of the word N + to the left with the attributive nouns) and b) attributive nouns showed
by the elbow arrow connector to the left (pre attrib-

8th International Conference on Educational Research and Innovation ICERI 2020 185
utive nouns). Attributive distribution of the right- [7] Givon,T. (2001). Syntax Volume 2. Amster-
side of a noun (post attributive noun) has the fol- dam: Philadelphia
lowing elements: a) Noun + Noun (N1 + N2), b) [8] Huddleston, Rodney.(1985). Phrase Structure.
Noun + Adjective (N + A), and c) noun + verb (N + Cambridge: Cambridge University Press.
V). The attributive distribution of nouns to the left- [9] Karyaningsih, Tri Yulianti. (2018). Frasa
side noun (pre attributive nouns) has the following Noun Endosentris Atributif Berpewatas
elements: a) numeral + noun (Noun + N) and b) Adjektiva dalam Bahasa Rusia dan Bahasa
article + noun. Indonesia: Aplikasi Analisis Kontrastif dalam
penerjemahan. Jurnal Linguistik Terapan.
ACKNOWLEDGEMENTS 2018. Jlt.polinema.org
[10]Kridalaksana, Harimurti.(1988). Beberapa
The researchers would like to thank very Prinsip Perpaduan Leksem dalam Bahasa
much to RISTEKBRIN for providing the 2020 Indonesia. Yogyakarta: Kanisius.
PDUPT grant, so that this research could run well [11] Kridalaksana, Harimurti.(1993) Kelas Kata
and be contributed to the development of language dalam Bahasa Indonesia. Jakarta: PT
studies in the form of the distribution of phrase Gramedia.
attributive elements. Hopefully it can motivate [12] ___________________. (2008). Kamus lin-
researchers to work on future studies. guistik. Jakarta: PT Gramedia Pustaka Utama.
[13] Sapanti, Intan Rawit. (2019). Analisis Struktur
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[3] Chamettzky, Robert.A. (2000). Phrase Struc- [16] Suhardi. (2005). Verba Berpreposisi Dalam
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[4] Djajasudarma, T.Fatimah (1999). Analisis [17] Verhaar, J.M.W. (Ed.) (1978). NUSA
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French: Cornell University.

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THE EFFECT OF USING REFLECTIVE MODUL ON ECOLITERACY

FOR ELEMENTARY SCHOOL STUDENTS’

Santy Dinar Permata 1, Ali Mustadi 2

1,2
Postgraduate, Yogyakarta State University
1
[email protected], 2 [email protected]

Abstract
Ecoliteracy is a person's ability to understand and be aware of the surrounding environment concerning
environmental sustainability. These literacy skills include analytical skills and problem-solving processes to
students' knowledge and understanding of the concept of the ecological environment. This study aims to
determine the effect of the reflective thinking process integrated into the child-friendly learning module on
students' ecoliteracy abilities. This study used a quasi-experimental research method with a non-equivalent
comparison group design. Data collection techniques used were interviews, observations, and tests involving 78
students. The credibility of the research data was tested based on the t-test while the data collected were analyzed
inferentially. The results showed that the use of reflective module based child-friendly schools had a positive
effect on students' ecoliteracy abilities. A reflective module based on child-friendly school facilities to explore
students' ecoliteracy skills through various reflective activities in the form of stories and questions so that it can
motivate students to learn and understand ecological concepts, analysis of environmental problems, and
problem-solving. The t-test results show a significance value of 0.00 <0.005 so that H0 is rejected and states that
the use of child-friendly schools based on the reflective module can affect students' ecoliteracy abilities.
Keywords: reflective module based child-friendly school, reflective module, child-friendly school, ecoliteracy, literacy,
learning module, elementary school, reflective thinking, ecology. Indonesia Literacy Program.

INTRODUCTION interview conducted by the teacher, the teacher

stated that there was a desire that this literacy
Literacy programs in Indonesia began to be
program would be the initial provision for students
implemented in 2015 following Permendikbud
before entering the thematic learning process. So it
Number 23 of 2015 concerning Character
is hoped that there will be continuity of material
Development. The existence of this literacy
that is carried out during student literacy hours and
program is intended to improve one's skills in
thematic learning. In this regard, one type of
processing and analyzing information[1]. The 2018
literacy that can be linked is ecoliteracy.
PISA results reported on the www.kemdikud.go.id
Ecoliteracy is a sub-part of scientific literacy that
page on 4 December 2019 stated that the reading
discusses one's awareness of the natural
ability of Indonesian students reached an average
environment and living sustainably with nature[2][3].
score of 389 with an OECD average score of 489.
As it is known that Indonesia has the
This score still shows a low literacy score. in
nickname the emerald of the equator. The forest
Indonesia. Especially with the high population and
area of 128 million hectares (reported from
productive age in Indonesia, it explains that the
www.lokadata.beritagar.id) has earned Indonesia
country is currently experiencing a literacy crisis.
the title as one of the world's lungs. This enormous
The school literacy program is implemented at
wealth is regretted by the people's indifference to
every level of education in Indonesia, especially
the natural environment. Based on the findings of a
elementary schools. As carried out in the initial
survey by the Ministry of Environment (KLH) in
study at elementary schools in Tegalrejo District,
2012, it was stated that 50% of Indonesia's
Yogyakarta. SDN Bener, SDN Bangunrejo 1, SDN
population did not know the environment. It is
Tegalrejo 1, and SDN Petinggen said that they have
stated that 61.4% of the people have not been able
carried out school literacy activities. Based on the
to innovate on the problems of the natural
observations it was found that these four schools
environment around them. Considering the
were still focused on literacy. According to the
importance of forests and the natural environment
2015 World Economic Forum, it is stated that basic
as a human habitation, it is necessary to increase
literacy consists of literacy, numeracy, scientific
literacy skills in this field.
literacy, digital literacy, financial literacy, and
The survey results are in line with findings in
cultural literacy for citizenship.
the field about the knowledge and care of students
The focus of this research is on grade V SD
in schools regarding the natural environment. There
students. By the material in the 2013 curriculum,
were still students who littered in random places
class V has a lot of environmental themes. In the
8th International Conference on Educational Research and Innovation ICERI 2020 187
and class conditions that were not neat. In the development so that students can learn
learning process students also show a lack of independently[7][8]. The learning module has
knowledge in analyzing natural environmental characteristics that include self-instructional,
problems or providing solutions to these problems. independent, independent, adaptive, user friendly,
The teacher said in the interview that he had consistency[9]. The characteristics of various
not specifically introduced ecoliteracy to students. learning modules indicate that the use of modules
Knowledge of the natural environment is given in can make students more independent and serious in
learning materials and related to giving students understanding the material. Also, reflective module
awareness of the natural environment given through product development is different from other
advice during the learning process. The observation modules in the integration of reflective thinking
process shows that the environment around the processes.
observation school (SDN Bener, SDN Petinggen, The reflective thinking process is synthesized
SDN Tegalrejo 1, SDN Bangunrejo 1) is close to as an in-depth thinking process that includes
natural features such as large rivers and rice fields. activities of analysis, evaluation, and problem
Seeing the condition of the school which is very solving[10][11]. Reflective thinking processes can
close to these natural appearances, students must develop higher-order thinking processes for
learn more and have more concern for the natural students so that students become more insightful,
environment. have good analytical and problem-solving skills.
Students at SDN Bener mentioned in Activities that can integrate the reflective thinking
interviews that when it rains heavily, schools are process in the learning module include reflective
often flooded because the river is located near the journals, daily journals, and self stories[12]. In
school. This has forced schools to suspend the product development for Permata and Mustadi[6],
learning process until conducive conditions return. reflective activities are implemented in reflective
Students at SDN Bangunrejo also explained that the story activities, reflective journals, observation
school was a Disaster Prepared School (SSB). The activities, and self-stories.
location which is directly adjacent to a large river A child-friendly basis is used in this study as a
requires students to have knowledge and form of fulfilling children's rights in learning. The
preparedness related to disasters that can occur form of child-friendly learning modules in
around them. reflective module based child-friendly school refers
Ways that can improve ecoliteracy skills in to the principles of a) absence of pornography,
elementary schools, first understanding the concept radicalism, violence and racial violence, b)
of ecology. One needs to know a concept first informative content for students related to
before being able to analyze or solve a problem. ecoliteracy material, c) providing opportunities for
Understanding the concept of ecoliteracy is very students to participate through work activities in
important so that later students have a lot of modules[13][14].
knowledge and insight so that they can apply it in One of the child-friendly concepts is that
everyday life[4]. Therefore, in this study analysis children/students participate in the learning process.
was carried out related to ecoliteracy ability which That way students will develop an active attitude in
consisted of indicators a) having a basic knowledge learning and motivate students to communicate, ask
of ecological principles, b) being able to analyze questions, and discuss with friends and teachers[15].
environmental problems, c) being able to provide Active students will find it easier to understand
solutions to environmental problems. material and will continue to try to dig up their
Facilities and infrastructure are needed to knowledge.
support increased ecoliteracy capability. Regarding The form of child-friendly learning modules is
this ability support, Mustadi et al. [5] stated that the to adapt this learning media to student
use of reflective picture storybooks media was able characteristics. Students at the age of class V have
to improve students' social literacy through the high objectivity towards the period of investigating,
development of picture book media. Based on this trying, and experimenting. They have a high
study, further research conducted by Permata and curiosity. Grade V students will be happy with
Mustadi[6] explained that the development of things related to physical activity and concrete
products reflective module based child-friendly objects[16]. To facilitate this, this reflective module
school is suitable for improving student literacy based child-friendly school product presents the
skills based on the results of the scale of responses "Let's Observe, Let's Practice, I Want to Know and
from media experts, material experts, teachers, and Let's Play" activity.
students. Departing from this research reference, a This reflective module based child-friendly
study was conducted on the effect of using a school product has been subjected to feasibility
reflective module based child-friendly school on tests based on material and media. Assessment of
students' ecoliteracy abilities. product feasibility is carried out by material
Learning modules are teaching materials that experts, media experts, and then field trials are
are arranged systematically, adjusted to student carried out on students and teachers. Based on the

188 ICERI 2020 8th International Conference on Educational Research and Innovation
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results of material validation, a total score of 127 obtaining information related to the process of
was obtained in the feasible category. Meanwhile, literacy activities. The open interview guide grid for
the media validation got a total score of 145 in the teachers and students consists of the following.
very feasible category. The results of limited field 1. Implementation of literacy activities
trials based on the results of the teacher's response 2. The process of evaluating literacy activities
questionnaire obtained a score of 19 in the very 3. The supporting facilities for literacy activities
feasible category and a score of 13.14 in the very 4. Description of students' literacy skills
feasible category based on the results of the student 5. Types of literacy being developed
response questionnaire. The product was continued Observation activities are also carried out to
at the main field trial stage with a teacher response observe the implementation of teacher and student
questionnaire score of 20, the category was very learning activities. Literacy activity observation
feasible and the students gave a questionnaire score indicators consist of:
of 14.22, the category was very feasible. The results 1. Literacy activities at school
of the product testing became a reference in this 2. Reflection after literacy activities
study to determine the effect of reflective module 3. Literacy support facilities used by students
based child-friendly school products on the 4. The learning atmosphere in the classroom
ecoliteracy ability of grade V SD students in 5. Students' abilities
Tegalrejo Regency, Yogyakarta. The form of test questions used is a limited
description of the questions arranged based on the
METHOD following indicators. Based on the test results, it
will be known about the differences that occur in
This study used a quasi-experimental research
students' ecoliteracy abilities before and after taking
method. The type of research design used was the
action in the control class and the experimental
nonequivalent comparison group design[17]. This
class. The indicators used in this study are.
type of research method involves the existence of
1. Basic knowledge of ecological principles
an experimental class and a control class to
2. Analyze environmental problems
determine the difference in the effect that occurs in
3. Provide a solution to environmental problems
classes that use child-friendly school-based
reflective modules and those that do not on
The data analysis used was inferential
students' ecoliteracy abilities. The experimental
statistics. This is intended to analyze the sample
class used a reflective module based child-friendly
data and the results can be applied to the
school when school literacy activities were carried
population. The standard N-gain test is used to
out while the control class used the 2013
determine the increase in the value of ecoliteracy
curriculum theme 8 student book about "Our
ability in the experimental class and control class,
Friends' Environment". The material in reflective
while the t-test with a significance <0.05 is used to
module based child-friendly school has been
determine the significant effect that occurs on
adjusted to the material contained in theme 8. The
students' ecoliteracy ability using a reflective
research was carried out in the 2018/2019 academic
module based child-friendly school in the
year on grade V students.
experimental class and control class.
This study involved 78 grade V students at
SDN Petinggen, SDN Bangunrejo 1, and SDN
RESULTS
Tegalrejo 1, Tegalrejo District, Yogyakarta City
who were selected based on a simple random The experimental class and the control class in
sampling technique. The variable assessed in this this study showed different results before and after
study is the ecoliteracy ability of elementary school the use of reflective module based child-friendly
students. school. More clearly, the test results of ecoliteracy
The research instruments used were ability per indicator in the control class and
interviews, observation, and tests. Interviews were experimental class are shown as follows.
conducted with students and teachers aimed at

Table 1. Ecoliteracy test results for the control class

Indicator Pretest Postest Skor Max Ngain Cate-gory
Basic knowledge of ecological principles 71 99 168 0.289 Low
Analyze environmental problems 60.5 74,5 112 0.272 Low
Provide a solution to environmental problems 80 105 168 0.284 Low
Mean 47.21 62.16 100 0.283 Low

The control class when the research was given table that the three indicators show improvement
treatment carried out literacy activities using the even though they have low criteria. Overall, as
2013 curriculum student book. It appears in the

8th International Conference on Educational Research and Innovation ICERI 2020 189
shown in table 1, the value of the increase in the The results of the ecoliteracy ability test in the
control class is 0.28. experimental class are shown in the following table.

Table 2. Ecoliteracy Test Results for Experimental Class

Indicator Pretest Postest Skor Max Ngain Cate-gory
Basic knowledge of ecological principles 118.5 242 300 0.680 Medium
Analyze environmental problems 94 146 200 0.491 Medium
Provide a solution to environmental problems 155 239 300 0.579 Medium
Mean 45.93 78.37 100 0.600 Medium

In contrast to the results shown in the control of a learning module by applying a child-friendly
class, the experimental class gave test results with a basis.
medium increase. The three indicators improved Ecoliteracy material is presented clearly and
well after treatment using a reflective module based combined with activities such as reflection journals,
on child-friendly school products. Before the paired reflection stories, self stories, and questions related
sample t-test, the data were tested for normality to reflective thinking processes. The delivery of
using the Kolmogorov-Smirnov test and the clear and straightforward material in the module
homogeneity test using the Levene test. The results can have an impact on students' ecoliteracy
of the normality test at the significance level (p)> abilities[18]. The learning module consists of various
0.05 in the control class showed a significance components that can provide flexibility for students
value of 0.478 at pretest and 0.450 at the posttest. in exploring a material. The use of learning
While the experimental class showed a significance modules can practice learning independently,
value of 0.262 at pretest and 0.077 at the postest. making it easier to understand the material[19].
All of these values indicate that the value is greater This statement is following the results of
than 0.05 so that the data is declared to be normally research which clearly shows that the product
distributed. The homogeneity test results also show affects increasing students' knowledge of the
that the data is homogeneous with a significance ecological environment. In the experimental class,
value of 0.079> 0.05. the basic knowledge of students' ecological
The results of the normality and homogeneity concepts increased by 0.680 in the moderate
tests were then carried out by paired sample t-tests category compared to the results in the control class
to determine differences in students' ecoliteracy which only showed an increase of 0.289 and in the
abilities before and after participating in literacy low category. This proves that the existence of
activities using a reflective module based child- material that is clear, straightforward, contains real
friendly school. The following are the results of the examples and the integration of a reflective
paired sample t-test shown in Table 3. thinking process in a learning medium has a
positive impact on the development of student
Table 3. The Results of Paired Sample t-test knowledge.
In a study conducted by Sadeh and Zion[20], it
Condition Significance Value was stated that the various reflective activities
Pretest 0.000 presented in the learning module provided an
Postest 0.000 increase in students' thinking processes. Students
become more active so that the material being
Paired sample t-test results show a studied can be received well. Furthermore, research
significance value of 0.000 <0.005, it can be conducted by Zulfah and Aznam[21] also proved that
concluded that H0 is rejected. Based on these the integration of reflective thought processes in the
results, it shows that the use of reflective module learning module improved students' abilities related
based child-friendly school products have a positive to natural environment material. Students become
effect on increasing the ecoliteracy ability shown in more concrete and able to analyze well.
each research indicator. Child-friendly schools are applied in the
contents of this reflective module. Through
DISCUSSION materials and modules that pay attention to
children's rights, it will provide more support for
The reflective module based child-friendly
students to construct knowledge concepts[22].
school is a product of developing literacy activities.
The essence of this product development is to Learning modules that pay attention to children's
support the school literacy program launched by the rights will help students in constructing concepts
because they provide experiences to students so that
government and to improve students' ecoliteracy
they can help the process of developing their
skills. Through increasing ecoliteracy, students are
thinking. In developing a reflective module based
expected to be more concerned about and able to
child-friendly school, the content is adjusted to the
preserve the natural environment. This product
integrates a reflective thinking process in the form characteristics of students. Concrete examples in

190 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

modules such as articles, pictures are presented so experimental class showed a significant increase
that students better understand the material based with the results of an increase in the medium
on real forms. category. The visible results from the experimental
These statements are also proven in the results class prove that the feasibility of reflective module
of this study where the process of integrating based child-friendly school is not only on the
reflective thinking and fulfilling children's rights in feasibility of the product but also has a positive
learning provides an increase in student analysis effect on students. The thinking ability of students,
regarding natural environmental problems. From especially in the ability of analysis and problem
the test results, it shows that the students' analytical solving as a form of higher-order thinking
skills towards natural environmental problems in processes, increases. So it is clear that this product
the control class increased by 0.272 and were can be used by the general public or can be a
categorized as low. Meanwhile, the experimental reference for further research.
class showed better results, namely 0.491 in the
medium category. These results explain that REFERENCES
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192 ICERI 2020 8th International Conference on Educational Research and Innovation
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IMPROVE PROBLEM BASED LEARNING TO INCREASE CADETS'

SATISFACTION

Abstract
User satisfaction is one thing that becomes a measuring tool in the success of a system. One system that can
be measured to assess the systems' success is the application as a medium for spreading information and is
very easily accessed. The learning model applied is Problem Based Learning. The subjects in this study were
the Air Navigation Engineering Cadets of the XI Surabaya Polytechnic, totaling 23 cadets. Data collection
techniques are through documentation and questionnaire techniques. Data analysis techniques use data from
product reviews and trials as a basis for media improvement. Furthermore, the respondent's assessment ques-
tionnaire related to instructional media's effectiveness on the satisfaction of using Radio Aids Navigation
learning media. Measurement of user satisfaction on this issue uses the Creative, Effective, Efficient, Attrac-
tive, and Interactive Individual Learning Media Assessment (KEEMI) method. Based on research that has
been done, the value of the evaluation results of the Creative Aspect is 3.4528; the Effective Aspect is
3.4456, the Efficient Aspect is 3.4022, the Attractive Aspect is 3.8405, and the Interactive Aspect is 3.4582.
Following the evaluation result, it was found that the evaluation value of the five indicators> 3.1; these find-
ings show that overall, Cadets was very satisfied with the Macromedia Flash 8 application that was imple-
mented in Surabaya Aviation Polytechnic.
Keywords: Problem Based Learning, Media Improvement, Learning Media, Macromedia Flash 8, and Satis-
faction

INTRODUCTION To minimize the obstacles that arise during

The shift of perspective in learning towards the interpretation process and so that learning can
constructivism has occurred lately. The lecturer take place effectively, it is endeavored to deliver
can't just convey knowledge obtained from learn- messages (the content or teaching material) using
ing to Cadets, but the knowledge is constructed the learning media. With the use of learning re-
into the mind of the Cadets themselves. Lecturers sources in learning media, communicating com-
are not the only learning source for students munication in the learning process takes place
(teacher-centered), but what is expected is that more effectively and efficiently. The media can be
learning is student-centered. In this case, the lec- used as a tool to convey messages to students
turer functions more as a facilitator in learning. So, (Crichton & Kopp, 2006).
students actively interact with learning resources in The media can convey messages from the
the form of the environment. The environment in sender to the recipient to stimulate the thoughts,
question is the lecturer itself, other cadets, school feelings, concerns and interests, and attention of
principals, library staff, teaching materials or mate- students so that the learning process occurs
rials (in the form of textbooks, learning media, (Sadirman, 2009). Learning media also functions
magazines, video recordings, or audio, and the as a tool to convey learning messages. Learning is
like), and various learning resources and support- also defined as a process of communication be-
ing facilities that are others (Arsyad, 2002). tween learners, instructors, and teaching materials.
In essence, the teaching and learning process Communication will not work without the help of
is a communication process, namely delivering a means of delivering messages or the media.
messages (the content or teaching material) from The media has a function as a tool that has an
the message's source through certain chan- important role. The development of technology
nels/media to the recipient of the message (cadets now allows students to learn from anywhere and
or maybe also lecturers). In certain situations, the anytime by utilizing information technology re-
interpretation process is successful and sometimes sults. Therefore, the teacher's role and task shifted
fails. Several factors can cause this failure, for from its original role as a learning resource shifted
example, psychological barriers (concerning inter- to a manager of learning resources.
ests, attitudes, beliefs, intelligence, and Much research has been done to examine the
knowledge), physical barriers in the form of fa- effect of developing interactive multimedia media.
tigue, limited sense power, and the recipient of the Muhammad (2011) and Kingsley & Boone (2008)
message (Sadirman, 2009). Other factors that also used the same variable, which is the development
affect are cultural barriers and environmental bar- of interactive multimedia media. The findings
riers that are obstacles that are caused by the situa- show no significant difference in student learning
tion and conditions surrounding conditions. outcomes between classes using animated film

8th International Conference on Educational Research and Innovation ICERI 2020 199
learning media after treatment. Furthermore, other success of students in developing learning materi-
results were found. Namely, the obstacles encoun- als because they have variations in solving prob-
tered related to the use of animation film learning lems together. Each opinion is combined into
media in the learning process. problem-solving, which is a shared responsibility
Previous research related to the development in becoming an agreement to find common ground
of interactive multimedia, namely Lin & Dwyer on the problems.
(2010) and Thatcher, (2006), showed significant From the above background, research will be
differences in student learning outcomes between conducted to measure the user's satisfaction using
classes using and not using animated computerized the Macromedia Flash 8 application at Poltekbang
learning media after treatment with the average Surabaya. This study will later analyze user satis-
age of the population in research is 16-21 years. faction using Macromedia Flash 8 applications,
The quality of the application will greatly af- which have an important role in the college. The
fect the level of user satisfaction itself. The higher obstacle that has occurred so far is the lack of
the quality of an application, the more users will measurement of user satisfaction with the system
access the application. User involvement in the use that has been implemented, which impacts the
of information system technology will determine a success rate of an unmeasured system and un-
quality system's success and the information it known system weaknesses. It becomes an obstacle
produces. By users' needs and needs, the quality of in the development of the Macromedia Flash 8
the information will foster satisfaction for the users system.
themselves. The level of user satisfaction with Some components that will assess user satis-
Macromedia Flash 8 applications is important in faction in this study are the interface design, user
assessing the usability and success rate of a sys- convenience in using Macromedia Flash 8 applica-
tem's quality. tions, fast access to information, and availability of
Problem-Based Learning (Problem Based material. This study will measure user satisfaction
Learning) or in the future, referred to as PBL, is with an analysis model of the Five Aspect of Indi-
one of the learning models centered on students by vidual Learning Media Assessment, namely Crea-
confronting the students with various problems tive, Effective, Efficient, Attractive and Interactive
encountered in their lives. With this learning mod- (KEEMI), to evaluate user-level satisfaction with
el, students from the beginning face various life the application. This study will illustrate user satis-
problems that they may encounter later after grad- faction with Macromedia Flash 8 applications and
uating. Problem-Based Learning (PBL) is a learn- become a measure of application success. This
ing approach that uses work world problems as a evaluation will be a guideline to fix the system's
context for students to learn about critical thinking weaknesses and weaknesses to increase user satis-
and problem-solving skills and obtain essential faction.
knowledge and concepts from lecture material or
subject matter (Sadirman, 2009). RESEARCH METHOD
The main purpose of Problem Based Learn-
ing is to direct students to develop collaborative This type of research is development re-
learning abilities (Masek & Yamin, 2011), think- search. The development carried out is a flash-
ing abilities, and learning strategies to learn with based interactive multimedia learning media for
their abilities without others or learners (self- Cadets.
directed learning strategies). So, the purpose of
problem-based learning is very influential in the

Figure 1. Macromedia Flash 8

200 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

The development of instructional media used in area consisting of objects/subjects with certain
this study uses modifications from the Borg & Gall qualities and characteristics determined by re-
(2003) development model, including (1) Prelimi- searchers to study them and draw conclusions. The
nary studies; (2) Planning; (3) Initial product de- subjects sampling in this study were the Air Navi-
velopment; (4) Initial (limited) field trials; (5) gation Technique Cadets XI Surabaya Polytechnic,
Revision of limited field test results; (6) wider totaling 23 cadets. The development carried out is
field test; (7) Revision of field test results; (8) due a flash-based interactive multimedia learning me-
diligence; (9) Revision of the results of the due dia for Cadets
diligence; (10) Dissemination and dissemination of
final products. The ten development research ac- Data Collection Techniques
tivities, in general, can be grouped into five devel- Data collection techniques in this study were
opment procedures, namely: (1) a preliminary carried out through documentation and question-
study; (2) planning; (3) development; (4) product naire techniques. Data analysis techniques in this
trials; and (5) dissemination. The following is a study are (1) data from product reviews and trials
model for developing flash-based learning media. for responses and suggestions that form the basis
Based on the Borg and Gall development of media improvements, which produce qualitative
model, the composition in learning media consists data,; (2) Questionnaire evaluations of respondents
of teacher profiles, instructions for use, learning that produce quantitative data. The assessment
objectives, material, and evaluation, according to questionnaire was to determine the effectiveness of
figure 1. instructional media on the level of satisfaction of
Population and Sample cadets during the middle of the semester, using the
The population in this study is the area that level of satisfaction as a reference for the success
the researchers want to study. According to rate of products in the form of flash-based learning
Sugiyono (2016), the population is a generalization media.

Figure 2. Implementation of Media Applications

RESULTS AND DISCUSSION "new experiences" due to two-way interactions

with their students.
Analysis of Macromedia Flash 8 Satisfaction Indi- 3) Efficient
cators Efficiency is a concept that reflects the best
The satisfaction indicators using the Individ- comparison between business and results
ual Learning Media Assessment Method Five (Phillips et al., 2019).Efficiency has meaning,
Aspects are as follows: improve the quality of learning and mastery of
1) Creative learning material; shorten learning time;
According to Syah & Kariadinata (2009) , improve teacher skills; reduce costs without
Creative means using a new creation/creation reducing the quality of learning.
or different from before. Learning seeks the 4) Interesting
ability to create, imagine, innovate, and do According to Uno & Nurdin (2012),
other creative things in students. interesting learning is a holistic educational
2) Effective process. It aims to motivate students to
According to Syah & Kariadinata (2009), understand the meaning of the subject matter
learning can be said to be effective they learn by linking the material in their daily
(effective/effective) if it reaches the target or at lives so that they can flexibly apply from one
least reaches the basic competencies that have problem to another problem.
been set. Besides, what is also important is the
amount of experience and new things "gained"
by students. Teachers are also expected to gain 5) Interactive

8th International Conference on Educational Research and Innovation ICERI 2020 201
 According to Syah & Kariadinata (2009), This table is using equation (1). Meanwhile,
interactive learning is a learning process in to determine the level of satisfaction using the
which interactions occur between teachers, model defined by Kaplan and Norton with the
students, and students. Interaction between following levels:
teachers and students is not only done through
face-to-face relationships but also done using (4𝑥𝑥129) + (3𝑥𝑥111) + (2𝑥𝑥14) + (1𝑥𝑥0)
𝑅𝑅𝑅𝑅 =
media. Students can obtain information in a 129 + 111 + 14 + 0
broad scope with learning media, which is the
interaction between teachers and students, 516 + 333 + 28 + 0
𝑅𝑅𝑅𝑅 =
students with students, and learning resources 254
to support learning objectives.
877
𝑅𝑅𝑅𝑅 =
Results of Data Calculation and Data Analysis 254

Table 1. Results of Data Calculation and Data 𝑅𝑅𝑅𝑅 = 3,45 (𝑉𝑉𝑉𝑉𝑉𝑉𝑉𝑉 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠
Analysis
Score Satisfaction Level Effective Aspect
0-1 Very Dissatisfied
1.1-2 Dissatisfied Table 3. Tabulation of Domain Questionnaire
2.1-3 Sarisfied Aspects of Effective Media Interface
3.1-4 Very Satisfied Learning
RESP VS S D VD
Based on Table 1, the satisfaction level SCORE 4 3 2 1
scale above, the study was carried out by EK1 9 11 3 0
distributing questionnaires to 23 Cadets of D3 Air EK2 8 15 0 0
Navigation Engineering Force XI. users of this EK3 13 7 3 0
application use the Likert scale to find out the level EK4 13 10 0 0
of satisfaction according to the choice of answers EK5 12 9 2 0
and scores, then to get an average level of EK6 10 13 0 0
EK7 11 12 0 0
satisfaction using the formula:
EK8 15 7 1 0
TOTAL 91 84 9 0
𝑅𝑅𝑅𝑅 = 𝐽𝐽𝐽𝐽𝐽𝐽/𝐽𝐽𝐽𝐽 (1)
This table is using equation (1).
Equation (1) on (Wibowo, 2005).
RK = Average Satisfaction, JSK = Number of
Meanwhile, to determine the level of
Questionnaire Scores, JK = Number of satisfaction using the model defined by
Questionnaires. Kaplan and Norton with the following levels:

Creative Aspect
(4𝑥𝑥154) + (3𝑥𝑥128) + (2𝑥𝑥17) + (1𝑥𝑥0)
𝑅𝑅𝑅𝑅 =
Table 2. Tabulation of Questionnaire Domains on 154 + 128 + 17 + 0
the Creative Aspect of Learning Interface
616 + 384 + 34 + 0
Media 𝑅𝑅𝑅𝑅 =
299
RESP VS S D VD
SCORE 4 3 2 1 1034
𝑅𝑅𝑅𝑅 =
KR1 12 11 0 0 299
KR2 12 11 0 0
KR3 11 11 1 0 𝑅𝑅𝑅𝑅 = 3,46 (𝑉𝑉𝑉𝑉𝑉𝑉𝑉𝑉 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠
KR4 12 9 2 0
KR5 11 10 2 0 Table 4. Satisfaction Evaluation Results
KR6 12 11 0 0
KR7 10 11 2 0 Indicator Evaluation Score Description
KR8 11 9 3 0
KR9 14 8 1 0 Creative Aspects 3.4528 Very satisfied
KR10 11 11 2 0 Effective Aspects 3.4456 Very satisfied
KR11 13 9 1 0 Efficient Aspects 3.4022 Very satisfied
TOTAL 129 111 14 0
Interesting Aspects 3.8405 Very satisfied
Interactive Aspects 3.4582 Very satisfied

202 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

Based on the evaluation of the five [2] Crichton, S., & Kopp, G. (2006). Multimedia
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3.1. This finding shows that overall, cadets
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ACKNOWLEDGMENTS [10] Syah, M., & Kariadinata, R. (2009). Bahan
Pelatihan Pembelajaran Aktif, Inovatif,
I am grateful to our research guide for his Kreatif, Efektif, dan Menyenangkan
support in overcoming several obstacles (PAIKEM). UIN Sunan Gunung Djati
throughout the research. I want to thank our Bandung.
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data collection procedure. The authors are further science concepts. Journal of the American
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suggestions to improve the quality of this piece of [12] Uno, H. B., & Nurdin, M. (2012). Belajar
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Aktif, Inovatif, Lingkungan, Kreatif, Efektif,
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204 ICERI 2020 8th International Conference on Educational Research and Innovation
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THE ANALYSIS OF SCIENTIFIC LITERACY ON STUDENTS’

COMPETENCY AT ELEMENTARY SCHOOL TEACHER
EDUCATION PROGRAM OF UNIVERSITY OF MUHAMMADIYAH
TANGERANG
Candra Puspita Rini1, Saktian Dwi Hartantri2, Aam Amaliyah3
Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Tangerang
1,2,3
1
[email protected], [email protected], [email protected]

Abstract
The skills of scientific literacy is one of the main aspects that must be mastered by students that will affect
the science learning process in elementary schools. This study aims to analyze the ability of scientific literacy
seen from the aspect of scientific competence of students at elementary school teacher education program of
University of Muhammadiyah Tangerang. This study used a descriptive qualitative approach, which aims to
describe the nature of the events that took place during data collection in the form of a scientific narrative.
The subjects of this study were 100 students of elementary school teacher education program of University of
Muhammadiyah Tangerang. The sources of data were obtained directly using instruments of scientific litera-
cy tests, questionnaires, and interviews. The data analysis techniques consists of data reduction, data presen-
tation, and conclusion drawing. The results showed that the ability of scientific literacy in the competency
aspects of elementary school teacher education program of University of Muhammadiyah Tangerang students
obtained the “sufficient” category. Each indicator on the science literacy abilities of students showed a differ-
ent result. A “low” category on the indicator of explaining scientific phenomena, and the “sufficient” catego-
ry on the indicator of identifying scientific questions or issues and uses scientific evidence. Based on the
research results obtained, it shows that the scientific literacy skills of elementary school teacher education
program of University of Muhammadiyah Tangerang students have not showed satisfying results, so it needs
to be improved. The efforts to overcome the scientific literacy skills of PGSD students in competency aspects
that are still unsatisfactory carried out in various ways including: lecture must make detailed and more struc-
tured scope of the material provided and systematic process, lecture must choose the right media, and use
learning models that in line with the concept of Science.

Keywords: scientific literacy, competency aspects, PGSD students.

INTRODUCTION the assumption that as long as learning accommo-

dates many facts and theories, the students will
Science education has a significant role in
consider to have literacy skills so that learning is
providing children a solid stepping stone of their
successful. Regardless of how effective students
life. Science is essentially a product and a process.
are in the inquiry process of the problem at hand. It
The result of scientific products is in forms of
is the opposite of the framework regarding scien-
facts, concepts, principles, theories, and laws.
tific literacy proposed by PISA (2013) that learn-
However, in the scientific process it includes ways
ing science requires knowledge of concepts and
of obtaining, developing, and applying knowledge
theories, also requires knowledge of general and
on how to work, how to think, how to solve prob-
practical procedures related to scientific investiga-
lems, and how to behave. Therefore, science is
tion and how to integrate them.
formulated systematically, mainly based on exper-
Originally, the literacy science terminology
imental and induction observations. Mudzakir (in
comes from the word “literacy” which means
Hernani, et al., 2009) states that science education
literacy/illiteracy eradication movement. While the
has great potential and a strategic role in preparing
word science comes from the English language
quality human resources to face the era of industri-
means science. According to the National Science
alization and globalization. This potential shall
Education Curriculum, scientific literacy is the
develop if science education can produce students
awareness and comprehension of scientific princi-
who are competent in their fields and succeed in
ples and processes necessary for personal decision-
cultivating logical thinking, creative thinking,
making, civic and cultural involvement. Scientific
problem-solving skills, being critical, mastering
literacy is a knowledge and understanding of sci-
technology, and adaptive to changes and develop-
entific concepts and processes that will enable a
ments. A common problem in science learning is
person to make decisions with the knowledge they

8th International Conference on Educational Research and Innovation ICERI 2020 205
have, and be involved in matters of state, culture, cally, what needs to be considered is the ability to
and economic growth. Scientific literacy according apply scientific knowledge in a given situation,
to the Program for International Student Assess- describe phenomena, predict changes, and be able
ment (PISA) is defined as the ability to use scien- to identify appropriate descriptions, explanations,
tific knowledge, identify questions, and draw con- and predictions. The third indicator is to use scien-
clusions based on evidence, to understand and tific evidence. This indicator requires a person to
make choices by human actions about nature and be able to interpret scientific findings as evidence
improvements made to nature. This definition of in concluding and be able to identify evidence and
scientific literacy views scientific literacy as mul- communicate the reasons behind the conclusion.
tidimensional, not just an understanding of scien- Besides, it also states evidence and decisions in
tific knowledge, but has broaden views. PISA also words, diagrams, or other forms of representation.
assesses students’ understanding of the characteris- The second aspect of scientific literacy is
tics of science as a scientific investigation, aware- content or knowledge. Scientific knowledge refers
ness of how science and technology shape the to the key concepts of science needed to under-
material, intellectual and cultural environment, and stand natural phenomena and the changes made to
the desire to be involved in science-related issues, nature through human activities. The criteria for
as reflective human beings. PISA also defines selecting science content are relevant to real situa-
three major dimensions of scientific literacy in its tions and are important knowledge and long-term
measurement, namely: the science process, science use. Three aspects of knowledge are assessed on
content, and the context of science application. scientific literacy skills including content
In 2015, PISA determined that scientific lit- knowledge, procedural knowledge, and epistemic
eracy consists of four aspects including compe- knowledge, which are explained as follows: a)
tence (scientific process), knowledge or content, content knowledge which is knowledge relevant to
context, and attitude. The first aspect is the compe- real-life; b) procedural knowledge is knowledge
tency aspect, also known as the scientific process, that explores knowledge in identifying experi-
which is a dimension of scientific literacy that has mental variables; c)epistemic knowledge is the
an understanding of the process of answering a knowledge that relates to identifying scientific
question or solving a problem. Cognitive processes aspects, justifying data, and providing scientific
involved in scientific competence include induc- arguments.
tive/deductive reasoning, critical and integrated The third aspect is the aspect of the scien-
thinking, changing representations, constructing tific context, which is a dimension of scientific
explanations based on data, thinking using models, literacy that contains an understanding of situa-
and using mathematics. To build scientific inquiry tions that have to do with the application of sci-
abilities of students based on logic, reasoning, and ence in everyday life, which is used as material for
critical analysis, scientific competence in PISA the application of processes and understanding
divided it in three aspects. PISA defines three scientific concepts. The PISA context includes
aspects of the components of scientific competence fields of science application in personal, social,
or scientific processes that measures in scientific and global settings, namely: (1) health; (2) natural
literacy. resources; (3) environmental quality; (4) danger;
In the aspect of scientific competence (sci- (5) the latest developments in science and technol-
entific process), it measures scientific literacy ogy. The last aspect of scientific literacy is the
which consists of three indicators, namely identify- attitude aspect, the main goal of science education
ing scientific issues or questions, explaining phe- is to develop students' interest in science and sup-
nomena scientifically, and using scientific evi- port scientific inquiry. Attitudes towards science
dence. The first indicator is to identify scientific play an important role in the decisions of students
questions or issues, scientific questions are ques- to develop further scientific knowledge, pursue
tions that in answering them must be based on careers in science, and use scientific concepts and
scientific evidence. In identifying these scientific methods in their lives. PISA’s view of scientific
questions, students are required to be able to rec- abilities is not only skills in science, also how their
ognize questions that may be scientifically investi- attitude towards science. A person’s scientific
gated in a given situation, seek information, and ability includes certain attitudes, such as belief,
identify keywords and recognize features of scien- motivation, self-understanding, and values. The
tific investigation. For example, what things to components of attitude in scientific literacy include
compare, what variables should be changed, and independence in learning science, the ability to
what additional information is required or what think scientifically, curiosity, and the ability to
action must be taken to collect relevant data. The think critically. Another opinion states that aspects
second indicator is to explain phenomena scientifi- of attitudes to scientific literacy include supporting

206 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

scientific inquiry, self-confidence, interest in sci- reflection and consideration for policymaking to be
ence, and responsibility for science. applied.
In science learning process on the higher
METHODS
education level especially in the Elementary
Teacher Department of Education Faculty at Uni- The research approach used is a qualitative
versity of Muhammadiyah Tangerang, it has been approach with descriptive analysis method. De-
observed that the literacy skills of students were scriptive research is a study that seeks to describe
still very low. It can be seen that there are still or observe problems systematically and accurately
many students who have difficulty understanding regarding the facts and nature of certain objects.
the learning material and also have difficulty ana- Descriptive research is to describe and map facts
lyzing learning material, especially science learn- based on a certain perspective. This research is
ing. The low literacy skills of students will have an carried out according to a predetermined schedule.
impact on the occurrence of misconceptions in Making the research schedule intended so that the
students so that it can decrease learning outcomes research steps can be carried out completely and
both in terms of cognitive, affective, and psycho- thoroughly and systematically so that the research
motor. Teachers specifically as the science teach- time can be carried out effectively and efficiently.
ers must have adequate knowledge of science so There are two types of sources used in this study,
that elementary students have a better ability to namely primary data sources and secondary data.
learn science, especially those related to basic Primary data were obtained from the results of
science concepts. In addition to mastering the basic students 'scientific literacy tests, the results of
concepts of science theoretically, teachers must questionnaires regarding students' scientific litera-
also have a good knowledge of the application of cy abilities, and the results of student interviews
the theory of basic scientific concepts in science during the lecturing process in class, while second-
practicum. In the learning process in elementary ary data came from document studies in the form
schools, the teacher most often interacts with stu- of documentation and other supporting documents.
dents, so that the role of the teacher greatly deter- Data collection techniques used were in the
mines student learning outcomes. form of a scientific literacy test in the form of
Teachers, as educators, must be able to in- multiple-choice tests, questionnaires, and inter-
tegrate concepts and processes in learning and also views. The data analysis model in this study fol-
teach attitudes to their students on how they re- lows the concepts given by Miles and Huberman.
spond on the materials that cannot be replaced by Miles and Huberman (1984), suggest that activities
any media. The vital role of the teacher makes the in qualitative data analysis are carried out interac-
teacher one of the most important components in tively and continue to be completed, so that the
determining the success of this learning. Sagala data is saturated (Sugiyono, 2016). The activities
(2008) in his view stated that teachers often given in data analysis namely data reduction, data dis-
task to plan and to implement the learning process, play, and verification. The data reduction in ques-
assessing students’ result, giving guidance and tion is that the researcher summarizes, chooses
training, do research and study, and making con- main things, focuses on important things. and look
tact with the community. Given the very important for patterns. Presentation of data in qualitative
role of the teacher in learning, a teacher must pos- research can be done in the form of brief descrip-
sess more ability than others to improve the quality tions, charts, relationships between categories, and
of education. Learning carried out by the teacher the like. Data verification is the initial conclusions
must also be able to arouse students’ interest in that are stated to be temporary, and will change if
learning, so that learning becomes more meaning- strong supporting evidence is found at the next
ful. Not only teachers but prospective elementary data collection stage. This research has the follow-
school teacher students must also have better abili- ing flow:
ties so that later they can carry out their duties as
teachers as well as possible. Therefore, students
need to have in-depth knowledge of science. In
other words, students must have good scientific
literacy. Based on this assumption, it is very im-
portant to map or analyze students' scientific liter-
acy abilities, especially the competency aspects of
elementary school teacher education program of
University of Muhammadiyah Tangerang, the
results of the analysis obtained can be used as a

8th International Conference on Educational Research and Innovation ICERI 2020 207
 carrying out learning activities, giving scientific
literacy test questions according to related material
that students had studied, the next stage interview-
ing several students related to indicators of scien-
tific literacy skills in the aspects of competence
and material to be taught, and in the last stage
giving a questionnaire. After taking data and ana-
lyzing data from the results of the science literacy
test for 100 students, it was found that there were
still students who had not reached scientific litera-
cy, although based on the average science literacy
test results were in the moderate or moderate cate-
Picture 1. Research Flow gory with a percentage value of 63%. In each indi-
cator on the science literacy ability of students, it
shows a “low” category in the indicator using
RESULT AND DISCUSSION scientific evidence with a percentage of 49%, and
the “sufficient” category on the indicator identifies
This research aim is to analyze scientific lit- scientific questions or issues with a percentage of
eracy skills of elementary school teacher education 71% and explains scientific phenomena with a
program of University of Muhammadiyah Tange- percentage of 69%, as shown in the table below:
rang, especially in the competency aspect. The
initial activity of this research was carried out by

Tabel 1. Percentage in Science Literacy on Students’ Competency at elementary school teacher education
program of University of Muhammadiyah Tangerang

Indicator Science Literacy Skills (%)

Use scientific evidences 71%
Explain scientific phenomena 49%
Identify scientific issues or questions 69%

Based on students’ scientific literacy abilities stand regarding the concept of heat. Analytical
in the aspect of scientific competence, it can be questions on literacy items connected to the cogni-
seen that the highest competency indicators tive aspects of students with phenomena common-
achieved by students in this study are indicators ly encountered in their lives. Based on cognitive
using scientific evidence which is then followed by learning theory, students use their initial
indicators of identifying scientific issues/questions knowledge to process new information by connect-
and indicators of explaining scientific phenomena. ing the new information with their initial
The achievement of literacy skills on indicators knowledge (Lyle & Robinson, 2001). The level of
using scientific evidence of 71% or “sufficient” is cognitive aspects contained in student memory
reflected in the ability of students to interpret sci- affects students' ability to identify scientific issues.
entific evidence and draw conclusions by interpret- The competency indicator aspect explains the
ing the data contained in several tables and pic- scientific phenomenon achieved by 49% with the
tures on the instrument of scientific literacy test “low” achievement category indicated by the stu-
questions used in this study. Also, the ability to use dents' ability to apply the scientific knowledge
scientific evidence is demonstrated by identifying they have understood in solving scientific literacy
the assumptions, evidence, and reasons behind the problems to the concept of material. The concept
conclusions drawn in solving problems surround- of knowledge possessed by students affects their
ing the concept of matter (OECD, 2013). ability to describe or interpret scientific phenome-
The ability to identify scientific issues na. The "low" category obtained on the indicators
achieved by 69% or “sufficient” shows that stu- of explaining scientific phenomena illustrates the
dents with the ability to recognize issues and key inadequate ability of students to explain scientific
features of the phenomena contained in instru- phenomena which are triggered by several factors
ments of literacy questions that may be scientifi- that will affect the results of achieving scientific
cally investigated. The ability of students to identi- literacy skills.
fy scientific issues is certainly closely related to The mastery of science literacy skills is influ-
the aspects of scientific knowledge they under- enced by several factors, based on the analysis of

208 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

the questionnaire used in the study, the factors that petence), aspects of science attitudes are also im-
affect students’ scientific literacy skills include: (1) portant aspects that affect students' scientific liter-
interest in science, (2) learning motivation, (3) acy skills. One of the goals of science education is
lecturer approach to learning/lectures. and (4) to develop participant attitudes that make them
available facilities and infrastructure. The science interested in scientific issues and then acquire and
learning approach or method used by lecturers in apply science and technology knowledge for per-
building learning concepts. Learning that can sonal, social, and global benefit (OECD, 2006).
arouse students 'curiosity regarding learning topics One of the factors that affect the results of this
and encourage students' enthusiasm to solve prob- scientific literacy study is the aspect of scientific
lems presented by lecturers is believed to be able attitudes related to emotional factors which include
to build science process skills which are part of the interest and comfort in learning science and the
aspects of scientific literacy competencies. One of involvement of students in learning science
the learning methods suitable for learning science (Huang, et al., 2012).
is the practicum method that uses scientific method Science literacy skills possessed by students
steps in building knowledge concepts. Science are a complex problem and must be addressed
literacy skills also include the ability to understand immediately because scientific literacy is very
the Nature of Science which is in line with the important in everyday life which has a direct ap-
concept of science inquiry skills such as designing plication for life. As prospective elementary school
experiments, collecting and analyzing data, and teachers, students must also have high scientific
drawing conclusions drawn based on scientific literacy skills. The low level of scientific literacy
evidence (Mc. Donald & Dominguez in Salamon, among students greatly affects science learning in
2007). elementary schools. If the science literacy of stu-
Inquiry-based science learning provides op- dents is still in the sufficient category, it is feared
portunities for students to continue to develop their that the science learning carried out in elementary
potential optimally, both cognitive, affective, and schools is not good enough, so that later the chil-
psychomotor in discovering scientific concepts dren's ability to understand science material is also
(Toharudin, et al., 2011). Inquiry learning is also low and only oriented to final grades. Even though
in line with constructivism-based learning which scientific literacy is related to various aspects of
also has the potential to encourage the emergence life in society, it is related to the activities of peo-
of various skills needed to master scientific litera- ple of all ages, both young and old.
cy skills. Constructivism-based learning facilitates Lin (in Sujana, 2014) argues that scientific
students to be able to construct their knowledge literacy is related to people of all ages, so it needs
concerning the real world. One of the science to be improved to achieve higher chemical literacy.
learning activities that encourage students to be Therefore, students as elementary school teacher
able to construct their knowledge is to apply learn- candidates must have high literacy because the
ing methods based on practicum activities. teacher's role is very important in implementing
Through practicum activities carried out in inte- learning. The very vital role of the teacher makes
grated science learning, students will get used to the teacher one of the important components that
being able to plan their learning, carry out learn- determine the success of students. A teacher must
ing, and evaluate their learning independently. have a high ability in scientific literacy, as well as
Scientific investigation is a multidimensional ac- another knowledge. Saud (2008: 33) suggests that
tivity which includes observation, finding prob- teachers are required to have a set of teaching
lems, investigating books and other sources, plan- knowledge and technical skills in addition to mas-
ning investigations, conducting experiments, col- tering the knowledge or material to be taught. The
lecting data, analyzing data and interpreting, pro- success of students in learning is largely deter-
posing solutions, explaining and presenting the mined by the ability of the teacher to teach. On the
results of investigations (National Research Coun- other hand, teachers also need to guide and direct
cil in Tatar, 2011). So, students’ scientific literacy their students so that they have high scientific
skills in aspects of scientific competence can be literacy. This is according to what Shwartz, et al.
optimized through the application of practicum- (2005) stated that as a teacher, they must support
based learning. the development of scientific literacy, to provide
Science is the knowledge about the natural- opportunities for students to build the meaning of
ness of the universe systematically, namely by scientific literacy. With the results obtained, the
using scientific methods to observe, identify, de- science literacy skills of students in the competen-
scribe and investigate natural phenomena (Fang & cy aspect which is still in the sufficient category
Wei, 2010). In addition to aspects of knowledge indicates that there are still many processes in the
and aspects of science process skills (science com-

8th International Conference on Educational Research and Innovation ICERI 2020 209
basic concepts of science that have not been material provided and the lecture process, choos-
achieved. ing the right media, and using learning models that
The competency of scientific literacy refers are under the concept of Science. To improve
to the mental processes involved when answering a students’ scientific literacy is through the im-
question or solving a problem such as identifying provement of the learning process carried out,
and interpreting evidence and explaining conclu- which not only emphasizes mastering concepts,
sions. This includes recognizing the types of ques- but also pays attention to other aspects. Based on
tions science can and cannot answer, recognizing the research results, the researcher suggests that it
what evidence is needed in a scientific investiga- is necessary to identify the scientific literacy skills
tion, and recognizing conclusions according to the of students to make their learning process to be
available evidence. PISA views science education more meaningful.
as a function of preparing future citizens. There-
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tary school teacher education program of Universi- Paris: OECD Publishing.
ty of Muhammadiyah Tangerang students obtained Permendiknas. 2006. Peraturan Menteri Pendidi-
the “sufficient” category. In each indicator on the kan Nasional Republik Indonesia No. 23
science literacy ability of students, it shows a tentang Standar Kompetensi Lulusan untuk
“low” category on the indicator explaining scien- Satuan Pendidikan Dasar dan Menengah.
tific phenomena, and the “sufficient” category on Jakarta: Depdiknas.
the indicator identifies scientific questions or is- Sagala, Syaiful. 2010. Supervisi Pembelajaran
sues and uses scientific evidence. Based on the dalam Profesi Pendidikan. Bandung:
research results obtained, it shows that the scien- Alfabeta.
tific literacy skills of students have not shown Salamon. 2007. Scientific Literacy in Higher Edu-
good and satisfying results, so it needs to be im- cation. University of Calgary: Tamarat
proved. The efforts to overcome the scientific Teaching Professorshing.
literacy skills of students in competency aspects Schwartz, Yael; Ben-Zvi, Ruth; Hofstein, Avi.
that are still unsatisfactory are carried out in vari- (2005). The importance of involving high-
ous ways including structuring the scope of the school chemistry teachers in the process of

210 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

defining the operational meaning of 'chemi- Pendidikan Indonesia (UPI), Bandung dan
cal literacy'. International Journal of Sci- melanjutkan studi S2 di Program Pascasarjana
ence Education, 27(3), p.323-344. Doi Program Studi Pendidikan Dasar, Universitas
10.1080/0950069042000266191. Negeri Jakarta (UNJ)lulus tahun 2012. Saat ini
Sugiyono. 2016. Metodologi Penelitian Kuanti- penulis bekerja sebagai dosen tetap di program
tatif, Kualitatif Dan R&D. Bandung: studi Pendidikan Guru Sekolah Dasar (PGSD)
Alfabeta. FKIP Univeristas Muhammadiyah Tangerang
Sujana, A, dkk. 2014. Literasi Kimia Mahasiswa (UMT).
PGSD dan Guru IPA Sekolah Dasar. Jurnal Saktian Dwi Hartantri, M.Pd. sebagai
penulis kedua lahir di Trenggalek, 01 Oktober
Pendidikan IPA Indonesia Vol 3 No.1
1989. Penulis lulus S1 tahun 2012 dari program
(2014).
studi PGSD Universitas Negeri Surabaya,
http://journal.unnes.ac.id/nju/index.php/j pii
Bandung dan melanjutkan studi S2 di program
(Diakses 20 Januari 2020).
studi Pendidikan Dasar Universitas Negeri
Tatar, E. and Oktaym M. 2011. The Effectiveness Surabaya lulus tahun 2014. Saat ini penulis bekerja
of Problem Based Learning on Teaching sebagai dosen tetap di program studi Pendidikan
the First Law of Thermodynamics. Re- Guru Sekolah Dasar (PGSD) FKIP Univeristas
search in Science and Technological Educa- Muhammadiyah Tangerang (UMT).
tion, 29, (3): 315-332. Aam Amaliyah, M.Pd. sebagai penulis ketiga
Toharudin, Uus., dkk. 2011. Membangun Literasi lahir di Tangerang, 17 November 1991. Penulis
Sains Peserta Didik. Bandung: Humaniora. lulus S1 tahun 2013 dari program studi PGSD
Zuriyani, Elsy. 2012. Literasi Sains dan Pendidi- Universitas Pendidikan Indonesia (UPI), Bandung
kan. Sumatera Selatan: Kemenag. dan melanjutkan studi S2 di program pascasarjana
program studi Pendidikan Dasar, UNJ lulus tahun
PROFIL PENULIS 2017. Saat ini penulis bekerja sebagai dosen tetap
di program studi Pendidikan Guru Sekolah Dasar
Candra Puspita Rini, M.Pd. sebagai penulis (PGSD) FKIP Univeristas Muhammadiyah Tange-
pertama lahir di Jakarta, 22 Maret 1989. Penulis rang (UMT).
lulus S1 tahun 2011 dari Program Studi
Pendidikan Fisika FPMIPA Universitas

8th International Conference on Educational Research and Innovation ICERI 2020 211
 STUDENT GESTURES DURING THE DISCUSSION PROCESS IN
CORRECTING PROCEDURAL ERRORS OF CALCULUS PROBLEM
SOLVING

Nur Qomariyah Nawafilah1, Ayu Ismi Hanifah2

Universitas Islam Lamongan

1,2
1
[email protected], [email protected]

Abstract
This study aims to determine the effect of student gestures during the discussion process in correcting proce-
dural errors of calculus problem solving and to examine the types of getures they use to correct these proce-
dural errors. This research is a qualitative research with a descriptive type. The data obtained were described
based on the actual situation, then inductive data analysis was carried out and matched with the existing theo-
ry in order to obtain the characteristics of the gesture variation used by students and the role of gesture in
correcting mathematical procedural errors. The results showed that the gestures used by students with high
abilities during the discussion process could correct procedural errors in calculus problem solving by students
with medium and low abilities. The types of gestures used by high-ability students in correcting the proce-
dural errors of medium and low-ability students during the discussion process include: pointing gestures,
writing gestures, and representational gestures. These three types of gestures can make it easier for students
with medium and low abilities to understand the language and information presented.
Keywords: gesture, procedural errors, calculus

INTRODUCTION teacher needs to design a good strategy or proce-

dure so that it can be used to analyze the mistakes
The inclusion of mathematics into a subject
made by students. The error is then corrected by
that is always tested for graduation requirements at
providing the right solution, one of which is group
every school level, shows that mathematics is an
discussion.
important subject. Even mathematics is also in-
Group discussion is an appropriate way to
cluded in the college level curriculum even though
develop students' mathematical communication
it is not a mathematics major. This statement of the
skills (LACOE, 2004). Through group discussions
importance of mathematics is reinforced by the
all group members are actively involved to express
opinion of Hudojo (2005) that mathematics is
their opinions. The process of correcting each
indispensable in everyday life and in the face of
other's mistakes during a discussion can occur
advances in science and technology. Therefore,
because when one student makes a mistake, the
mathematics learning must be attractive to stu-
other students will control how to correct it. In the
dents.
process of group discussion, when one student
Assessment and improvement of the quality
corrects another student's mistakes, it must not be
of mathematics learning must continue to be car-
separated from the role of various gestures.
ried out in accordance with the circumstances of
Gesture is defined as arm and hand move-
the students. Mathematics, which has been feared,
ment that corresponds to the release of speech
needs to be redesigned so that it becomes a subject
(McNeill, 1992). Gestures are all body movements
of interest so as to increase students' confidence in
that are integrated with speech or not which are
mathematics. Wilson (2008) states that self-
intended to communicate something (A. Becvar, J.
confidence can increase achievement, convince
Hollan, & E. Hutchins, 2008). According to Ibra-
abilities, develop internal motivation, and enable a
heem & Khan (2012) gesture can be defined as a
person to achieve the goals to be achieved. There-
meaningful physical movement of the fingers,
fore, the demands of teachers to innovate in math-
hands, arms or other parts of the body that accom-
ematics learning need to be done, for example by
pany verbal communication with the aim of rein-
analyzing student errors, especially procedural
forcing the information conveyed. While the ges-
errors.
ture referred in this study is the hand movement
According to Bray (2011), teachers or lectur-
that accompanies verbal or non-verbal communi-
ers will benefit from the results of their analysis of
common mistakes made by their students. The

212 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

cation to correct mathematical errors made by consisting of high, medium, and low ability stu-
students during the discussion process. dents in each group.
Gesture is very needed in learning and teach- 3. Group Discussion
ing mathematics. This is in line with Núñez's In each heterogeneous group that has been
statement (2004) that the use of appropriate ges- formed, students carry out discussions about calcu-
tures can construct mathematical knowledge. Cook lus problems.
& Goldin-Meadow (2006) states that children in 4. Making observations during the group discus-
school imitate their teacher's gestures in solving sion process
mathematics problems. Thus, it is clear that ges- The observation center is aimed at gestures
tures are needed in mathematics, both when teach- made by students with high abilities in correcting
ers or lecturers teach mathematics or when stu- procedural errors made by students with medium
dents solve mathematical problems, such as prob- and low abilities.
lems in calculus courses. 5. Interviews
Based on the description above, researchers To obtain complete information or data in the
are interested in conducting a study on informatics group discussion process that had been observed,
engineering students at the Universitas Islam interviews were conducted with high-ability stu-
Lamongan with the title: Student Gestures during dents.
the Discussion Process in Correcting Procedural The research instrument is the researcher
Errors of Calculus Problem Solving. himself. Because the research data was taken from
The main purpose of this study is to deter- video recordings or photos of student activities
mine the effect of student gestures during the dis- during the discussion, this research instrument also
cussion process in correcting procedural errors of used a camera. Furthermore, as a supporting in-
calculus problem solving and to examine the types strument used individual test and interview guide-
of getures they used to correct these procedural lines.
errors. Individual test are used to obtain data on the
level of student ability which is then used as a
METHOD reference in forming heterogeneous groups.
Interview guidelines are used to guide re-
This study is a qualitative research with de-
searchers in revealing the role of gestures when
scriptive type. The data obtained were described
high ability students correct procedural errors
based on actual conditions to obtain a natural pic-
made by medium and low ability students.
ture of the gestures used by students during the
discussion process. Furthermore, inductive data
RESULTS
analysis was carried out and matching with exist-
ing theories was carried out in order to obtain the Some of the procedural errors that the re-
characteristics of the gesture variations used by searcher got from the students' answers in working
students and the role of these gestures in correcting on individual test were found at MF’s answer for
mathematical procedural errors. question number 4 as shown in Figure 1 below.
The subjects of this study were students of
Informatics Engineering at the Universitas Islam
Lamongan who were taking calculus courses. In
group discussions, of course students use many
gestures as a form of communication. The groups
formed are designed so that they consist of high,
medium, and low ability students (heterogeneous
groups). From the gestures made by high-skilled
students, it will be used as data and analyzed.
The procedure in this study was carried out
according to the following steps:
1. Give Individual Test
To find out which students have high, medi-
um, and low abilities, the researchers make indi-
vidual test about calculus to be given to students.
After being corrected, finally the student data was Figure 1. MF’s Error in Working Individual Test
obtained based on the level of ability or under- Number 4
standing of the concept.
2. Forming Heterogeneous Groups In his work, MF understands that after ob-
After obtaining student data based on their taining the zero maker points, namely -5, -2, and 1,
level of ability, a heterogeneous group was formed the next step is to test the points on a number line
to determine which areas satisfy the inequality in

8th International Conference on Educational Research and Innovation ICERI 2020 213
question number 4. However, in the number line and 1 and the sign "-" in the area more than 1 on
test process MF made an error when testing area the number line. This is meant by AK so that MF
between -2 and 1 and area more than 1. MF did not understands that these parts are wrong. If MF did
test these areas because he thought that the test the number line test process correctly, of course
results must form a pattern of +, -, +, -, even the area between -2 and 1 would be worth “-”
though it doesn't always happen. Must be tested in while areas more than 1 would be worth “+”.
each area to get the correct areas. Due to the wrong The AK movement can be seen in Figure 3
steps, MF finally got the wrong answer. below.
MF's answer above is said to be a procedural
error because MF did not take the right steps when
doing a number line test. MF did not test for area
between -2 and 1 and area greater than 1 because
he thought that the test results would form a +, -,
+, - pattern. Even though MF understands that to
find the set of solutions for an inequality is to look
for the zero maker points then find the area that
satisfies them by doing a number line test, MF has
missed a step. This is appropriate with the opinion
of Seah (2005) which states that procedural or
algorithmic errors are errors that arise from failure
to carry out manipulations or algorithms although
have understood the concept behind the problem.
The next error was made by student AO for
question number 3 as shown in Figure 2 below.
Figure 3. Student AK doing Pointing Gesture by
Pointing Sign "+" in Area between -2 and 1 and
Sign "-" in Area More than 1 on the Number Line

AK pointed using a pen on the wrong MF’s

answer sheet as an object to be understood. This
movement performed by AK is included in the
pointing gesture category. This is appropriate with
the opinion of Alibali and Nathan (2007) which
states that pointing gestures are movements used to
Figure 2. AO’s Error in Working Individual Test show objects, locations, inscriptions, or students.
Number 3 Most of the pointing movements are done with the
fingers or hands, but some are done using the pen
In his work, it can be seen that AO has not as a "pointer".
understood the steps after obtaining the zero-maker The writing gesture performed by AK during
points, namely 2 and 3. The points should be tested discussed the individual test number 4 is when
using a number line to find out which areas satisfiy drawing the numbers line again and testing each
area with the correct process. For the area between
the requested inequality, not directly concluding
-2 and 1 AK takes the number that is easy to test,
that the Solution Set is (2,3). The results obtained
namely 0 and turns out to be -20 which means it is
by AO are wrong because when a number between negative. Whereas for areas more than 1 AK takes
2 and 3 is substituted for the inequality it turns out the number 2 to be tested and the result is 112,
to be negative, even though what is requested is which means this area is positive. Writing the
positive or > 0. Because the results obtained by number line test process correctly can make MF
AO are wrong and there are steps that AO has understand that the test results do not always form
missed, it can be said that AO made a procedural a +, -, +, - pattern, because it could be the correct
error. result are +, -, -, +. This movement can be seen in
Figure 4 below.
DISCUSSION
In correcting the procedural error made by
student MF when working on individual test num-
ber 4, gestures used by student AK included point-
ing gesture, writing gesture, and representational
gesture. Pointing Gesture performed by AK is
when pointing the sign "+" in the area between -2

214 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

dents are thinking or trying to explain something

both to themselves and others.

CONCLUSION
Based on the results of this study it can be
concluded that: 1) Gestures used by high-ability
students during the discussion process can correct
procedural errors in calculus problem solving per-
formed by students with medium and low abilities.
2) The types of gestures used by high-ability stu-
dents to correct procedural errors for medium and
Figure 4. Student AK Performs Writing Gesture by low-ability students during the discussion process
Writing Process of Number Line Test of solving calculus problems include: pointing
gesture, writing gesture, and representational ges-
ture. These three types of gestures can make it
The movement performed by AK is said to be easier for students with medium and low abilities
a writing gesture because AK makes a writing to understand the language and information pre-
movement and leaves a permanent mark. This is sented.
appropriare with the opinion of Shein (2012)
which states that "writing gestures occur when ACKNOWLEDGEMENT
gestures leave permanent marks on new media (for Thanks to those who have helped in the
example, worksheets, whiteboards, or visual repre- smooth running of this research so that it can be
sentations)". resolved properly. Especially thanks to DRPM
Representational Gesture performed by AK Kemenristekdikti who has funded this research, the
when discussing the individual test number 4 is Chancellor of Universitas Islam Lamongan, and
when AK crossed out a "+" sign in area between -2 LITBANG PEMAS of Universitas Islam
and 1 and a sign "-" in area more than 1 accompa- Lamongan.
nied by a statement that these parts are wrong. It
shows that, these parts that make the result wrong. REFERENCES
After being given the correct number line test
process, MF finally understood that he had missed [1] Alibali, M, W & Nathan, M, J. 2007. Teach-
a procedure when working on this individual test ers’ Gestures as a Means of Scaffolding Stu-
number 4. This movement can be seen in Figure 5 dents’ Understanding: Evidence from an Early
below. Algebra Lesson. In press in R. Goldman, R.
Pea, B. Barron, & S. J. Derry (Eds.), Video
Research in the Learning Sciences. Mahwah,
NJ: Erlbaum.
[2] Becvar, A., Hollan, J., & Hutchins, E. 2008.
Representational Gestures as Cognitive Arti-
facts for Developing Theories in a Scientific
Laboratory. Ackerman, M.S., (eds) Resources,
CoEvolution and Artifacts: Theory in CSCW.
Hal: 117-143.
[3] Bray, W. S. 2011. A Collective Case Study of
the Influence of Teachers’ Beliefs and
Knowledge on Error-Handling Practice Dur-
Figure 5. Student AK Performs Representational ing Class Discussion of Mathematics. Journal
Gesture by Crossing "+" and "-" Signs on Numbers of Research in Mathematics Educations, 42
Line (1): 2- 38.
[4] Cook, S, W & Goldin-Meadow, S. 2006. The
The movement of crossing and accompanied Role of Gesture in Learning: Do Children Use
by statement carried out by AK is included in the Their Hands to Change Their Minds? Journal
representational gesture category. This is appropri- of Cognition and Development, 7(2), 211–
ate with the opinion of Thompson (2014) that 232.
representational gestures can be accompanied by
speech and without speech. Representational ges- [5] Hudojo, H. 2005. Kapita Selekta Pembelaja-
tures that coincide with speech occur when stu- ran Matematika. Malang: UM Press.

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[6] LACOE (Los Angeles Country Office of Edu- tor, 9 (1): 39-59,
cation). 2004. Communication. (Online)(http://math.nie.edu.sg/ame/matheduc
(Online)(http://teams.lacoe.edu/documentation /tme/tmeV9_1/Seah%20FK.pdf)
/classrooms/amy/algebra/56/teacher/guide/co
[10] Shein, P, P. 2012. Seeing With Two Eyes: A
mmun.html)
Teacher’s Use of Gestures in Questioning and
[7] McNeill, D. 1992. Hand and Mind: What Revoicing to Engage English Language
Gesture Reveal about Thought. Chicago: Chi- Learners in the Repair of Mathematical Errors.
cago University Press. International Journal of Research in Mathe-
matics Educations, 43 (2): 182-222.
[8] Núñez, R, E. 2004. Embodied Cognition and
The Nature of Mathematics: Language, Ges- [11] Soedjadi, R. 2000. Kiat pendidikan matemat-
ture, and Abstraction. Mathematical Represen- ika di Indonesia. Jakarta: Dirjen Dikti Diknas.
tation at the Interface of Body and Culture
[12] Thompson, J.M. (2014). Teachers’ Percep-
(pp. 309-328). Charlotte NC: IAPInformation
tions of Other Teachers’ Spontaneous Hand
Age Publishing. (Online)
Gesturing in The EFL Classroom. Novitas-
(http://www.cogsci.ucsd.edu/~nunez/web/Cog
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8(2), 119-135.
[9] Seah, E, K. 2005. Analysis of Students’ Diffi-
[13] Wilson, J. A. R. 2008. Psychologycal Founda-
culties in Solving Integration Problems. Inter-
tion of Learning and Teaching. New York:
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McGraw-Hill Book Company.

216 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

THE NEEDS OF THE COMMUNITY'S SPORTS INFORMATION

SYSTEM IN THE INDUSTRIAL 4.0
Glady Sukma Perdana 1, Widiyanto 2

Yogyakarta State University

1,2
1
[email protected], [email protected]

Abstract
The importance of sports activity to public fitness must be supported by way of available sports facilities and
infrastructure. This study was a descriptive research with mixed methods. Access facilities and sports infra-
structure are essential factors as key to increasing people's interest in practicing to enhance the community's
physical health. The purpose of this study is to recognize the needs of the sports information system in the
city in industrial 4.0 that require human beings to improve their physical condition and health to stay produc-
tive. It has a shut connection with the availability of information systems and sports activities infrastructure
accessible around the residence. The subjects of this research were 137 public of Yogyakarta city by conven-
ient sampling. Data analysis techniques using descriptive and correlation among indicators-item themselves
with Software SPSS.25. The results showed TCR in the Good category in each item that these indicate that
there was a lack of a productive sports activities information system to locate the capability and sports activi-
ties infrastructure around the public, which affect the lack of public interest and participation in the exercise
knowledge became strong management tools that help physical education, sports medicine, coaching training
managers to decide how to improve peak of performance, to maintain the excellent quality of public health:
This study is the first to apply to evaluate the needs of the Community's Sports Information System In The
Industrial 4.0.
Keywords: Information system in sport, sports facilities, public health, sports activity participation

INTRODUCTION communicable illnesses is due to an unhealthy

lifestyle and rarely to regular exercise [4], [5].
Sports activities have health benefits that are
The importance of activity for public health
an important factor in a healthy lifestyle. (Brinkley
ought to of path be supported with the aid of an
et al., 2017; Downward & Rasciute, 2011; Phillips
adequate sports infrastructure [4], [6]–[9].
& Young, 2009) Exercise is recommended for
Providing get admission to sports facilities is a
human health, specifically to keep the physique
critical element of the success of a developing
active to keep away from various diseases. To
pastime in high-quality sports participation [10].
prevent some diseases, of course, exercise is the
The availability of sports activities infrastructure
main answer in life, so that fitness is maintained
or infrastructure is one of the government's
properly. Besides being top for health, exercise is
obligations and insurance policies, which is based
also regarded to reduce depression, stress, and
on the Law of the Republic of Indonesia (2005)
anxiety, increase self-confidence, make bigger
regarding the countrywide sports activities system,
energy, improve the quality of sleep, and improve
particularly Article 67, factor (2). the availability
the ability to concentrate ( Downward & Rasciute,
of sports activities infrastructure under the
2011; Jaarsma et al., 2015). Exercise as a form of
requirements and needs of authorities and regional
sports activity can help minimize fitness care costs
government. Looking at sports activities policy in
for human beings with obesity, cardiovascular
Europe, in general, implies that access to sports
disease, high blood pressure, hypertension, diabe-
activities facilities influences growing sports
tes, stroke, from diarthcersekute (2011) Basic
activities participation in quite many sports
Health Research facts (2018) which shows the
activities [5], [10]–[12].
prevalence of non-infectious diseases increased
In a country like China, by using developing
compared to 2013 data, the prevalence of most
sports infrastructure, research has confirmed the
cancers increased from 1.4% to 1.8%; The stroke
dependency relationship between the provision of
prevalence increased from 7% to 10.9%; chronic
sports infrastructure and facilities and sports
renal failure decreased from 2% to 3.8%; diabetes
activities participation (Guo et al., 2014; Gratton &
mellitus fell from 6.9% to 8.5%; and hypertension
Jones, 2010). In the UK, public sports insurance
increased from 25.8% to 34.1% (Ministry of
policies and non-public funding in sports activities
Health RI, 2018). The increase in non-
facilities have succeeded in balancing provide and

8th International Conference on Educational Research and Innovation ICERI 2020 217
demand [15], [16]. And in the Netherlands, the Yogyakarta, was once not conducted. Therefore,
growth in the provision of sports activities this study aims to determine sport in society
infrastructure and facilities helped to increase the through an efficient and easy-to-use sports
level of sports activities participation until the information system in the industrial 4.0 era.
threshold for participation was reached in the
1980s. But in the decades considering Following MATERIAL AND METHOD RESEARCH
this, the growth of recreation participation slowed
The method used in this research is quantita-
down and eventually declined (Van Bottenburg
tive research with a case study graph [23]. Data
dan de Bosscher, 2011). With the availability of
collection techniques using observation techniques
sports activities facilities, it can increase sports
were collected using a sports information system
participation in the community. And public fitness
requirement instrument that had been carried out
will improve with the enlarge in activity
validity and reliability in the past. The data in this
participation or physical activity which is
study uses primary data taken directly by research-
supported by the availability of necessary sports
ers in the field; data collection is carried out. Re-
facilities.
search subjects can be individuals, groups, institu-
With the development of Industry 4.0, the
tions, or communities. The researchers discovered
development of sports facilities has to of path be
that there is still no effective and adequate sports
balanced with an appropriate sports information
information system in Indonesia, especially in the
system, as it provides facts to the public to be able
special area of Yogyakarta province.
to understand the sports services available. The
The residents of this study were all residents
purpose of the sports activities information device
of the city of Yogyakarta. Participants had been
is to collect, store, maintain, process, and provide
taken using a stratified random sampling tech-
essential information for all segments related to
nique, with the criteria that the participants were a
sport (Miocic et al., 2019: 1363). so that sports
certain population group: age, sex (Gratton &amp;
activities information is on hand and useful to all.
Jones, 2010). Participants in this study, ie N = 139.
Therefore, it is necessary to understand the
Data collection used to be done online using a
objectives and means of all ranges of sports
survey form on the website. Respondents can re-
facilities as well as systematic planning and
ceive questionnaires via whatsapps, forums, Face-
method to build a sports information system [18]–
book, and other social media. A brief description
[21]. It was explained through a review of the
of the study is directed to the online questionnaire
literature and lookup outcomes on the importance
link posted on the web. The questionnaire is avail-
of the availability of sports activities facilities to
able online through google shape for one month
promote sports participation in society, it is not
from August 1, 2020, to September 1, 2020.
enough to cover the truth that there are still
To analyze sports activities in society, several
stereotypes on the lack of developing and
aspects are defined by using the effects of age,
increasing sports information systems. Community
period, and cohort/group (Breuer &amp; Wicker,
Sports Participation in the Industrial 4.0 Age
2009). In this study, the sample criteria were
Public awareness of recreation contributes to the
drawn according to the period, category, active
development of smart, healthy, skilled, tough,
participation of sports in the community in the
competitive, prosperous, and dignified individuals
exercise of recreational sports (Moens &amp;
and societies [6]–[8], [21], [22].
Scheerder, 2016). To determine the respondent's
Based on the relevant information above,
socio-economic background, numerous social
according to the Rikesdas 2018, which shows that
characteristics are also used. At the level of educa-
the prevalence of non-communicable diseases has
tion, the professional situation, the level of sports
increased compared to the Riskesdas of 2013,
facilities in the area, and sleep habits are also con-
which includes cancer, stroke, chronic kidney
sidered.
disease, diabetes sweet and cancer prevalence
The data collection instruments used in this
improved from 1.4% in 2013 to 1.8% in 2018 with
study were the observational technique and the
the very best prevalence in Yogyakarta Special
questionnaire guidelines prepared through the
Region (DIY). For this, public participation in
researcher based on the data series need to aid the
sports activities has to increase, as indicated with
interpretation of the research results. Before use,
the aid of an increase in community participation
the observation guidelines and the questionnaire
in the Sports Development Index or the Sports
recommendations were checked by the expert
Development Index (SDI).
judgment to guide elements of the ques-
In this case, research to see the need for
tions/statements that were not biased or deviated
sports activities information systems in the
from the research objectives.
community in Indonesia, particularly in

218 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

With the SPSS.25 application, the validation The reliability of the instruments used in this
(Pearson correlation product-moment) and reliabil- study obtained a value of 0.756 in Table 2. There-
ity (Cronbach, 1951) were decided. If the statistic fore, these results indicate that the questionnaire
inferential result shows how that well, a variable for the need for sports information systems is reli-
can explain a factor. Item 1 with a value of each able.
element, where all the elements are> 0.05, we can
conclude that all the elements can explain the fac- With the SPSS.25 application, the value of
tor. TCR (Tingkat Capaian Respondent) Communalities explains that the table above shows
(Sugiyono, 2012) is used to decide categorically of how well a variable can explain a factor. Item 1,
The Needs of the Community's Sports Information with a value of (0.558) means item 1 can account
for a factor of 55.8%. Likewise, with other ele-
System in The Industrial 4.0.
ments, where all the elements are>50%, we can
conclude that all the elements can explain the fac-
RESULTS
tor.
The validity of the instruments used in this Table 6 above explains that the TCR results
study using the correlation of the moment of the show the excellent categories for each item. Thus,
product analyzed using the program SPSS.25 was all the elements constituting a questionnaire as-
declared valid. sessing the public's need for a sports activities
information system are of precise value.
Table 1. The results of the analysis of the ques- The excellent category in every object sug-
tionnaire's validity to measure the need for an gests that a sports information system's need is
information system on sports venues. genuinely crucial to make it easier for people to
Item V R table Information locate sports activities sites for the community.
1 0.736 0.497 Valid CONCLUSION
2 0.728 0.497 Valid
It can be concluded from the TCR obtained
3 0.712 0.497 Valid from each item of the correct category of the ques-
4 0.748 0.497 Valid tionnaire, so the need for the sports information
5 0.689 0.497 Valid system in Yogyakarta city is quite necessary. Thus,
6 0.740 0.497 Valid this becomes the basis for further research to de-
velop an information system that can be used to
7 0.712 0.497 Valid identify sports venues for people to play sports.
8 0.748 0.497 Valid
9 0.749 0.497 Valid DISCUSSION
10 0.750 0.497 Valid We are dwelling in the midst of one of those
11 0.588 0.497 Valid very unusual activities that occur once every few
12 0.500 0.497 Valid generations: a societal paradigm shift. The end of
the last millennium noticed a critical trade that
13 0.573 0.497 Valid
brought society from the industrial age to the rec-
14 0.556 0.497 Valid ords [20], [24]. The foreign money in this new
15 0.576 0.497 Valid emerging society is statistics, and the medium of
16 0.500 0.497 Valid alternate is called IT (and every so often IT - CT).
Computing is sincerely the tools and strategies
Based on the decision making, if the score r> r used to identify, organize, and manipulate facts
table (0.497), we can confirm that the instrument is that we name data.
valid. Based on Table 1, all items have a value The excellent category of TCR confirmed the
greater than 0.497, therefore, it can be concluded previous argument. The need for a sports infor-
that the instrument is valid. mation system is more excellent and extra funda-
mental in the industrial 4.0 era, thinking about that
Table 2. Reliability analysis results of the ques- every person is inseparable from an increasingly
tionnaire to measure the need for a sports venue practical science [19], [24], [25]. Information
information system. technology (in the future, referred to as IT) has
become a benchmark for human civilization devel-
Cronbach's Alpha N of Items
opment in today's information age [17], [26].
0.756 21
Those who live in large cities that have benefited
from the presence of technology modern world-
wide depended on some of his activities technolo-

8th International Conference on Educational Research and Innovation ICERI 2020 219
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8th International Conference on Educational Research and Innovation ICERI 2020 221
 NEEDS ANALYSIS OF STORY CALENDAR MEDIA TO IMPROVE
NARRATIVE WRITING SKILLS AND RESPONSIBILITY
CHARACTER OF GRADE IV ELEMENTARY SCHOOL STUDENTS

Tri Astuti Rokhmani1, Suhardi2

1,2
Universitas Negeri Yogyakarta
1
[email protected], 2 [email protected]

Abstract

This study aims to analyze the the need for story calendar media to improve narrative writing skills and the char-
acter of the responsibility of fourth grade elementary school students in Srandakan, Bantul, Yogyakarta. This
research is a preliminary study in the form of qualitative research. Data were collected through questionnaires
and interviews with 74 students and 4 teachers as the subject. The problems in students' narrative writing skills
are: 1) difficulty finding and pouring story ideas, 2) difficulty starting writing stories, 3) not understanding the
elements of narrative composition, 4) repetition of sentences in the story, 5) less coherent writing of stories, and
6) limited vocabulary. Meanwhile, the difficulties faced by the teacher were: 1) limited supporting learning me-
dia, 2) limited teaching time for students to write narratives. The character of student responsibility needs to be
improved. The problems encountered, namely: 1) not doing assignments on time, 2) not carrying out pickets, 3)
helping parents not because of their own awareness, 4) not implementing health protocols consistently during the
pandemic, 5) underestimating the duties of the teacher. The teacher feels that the media used to develop the
character of student responsibility is still lacking and the character of students is different, so it needs consisten-
cy and continuous efforts. Thus, the development of story calendar media to improve narrative writing skills and
character responsibility is needed. This is also due to the lack of variety in the available learning media and the
unavailability of story calendar media.

Keywords: needs analysis, story calendar media, narrative, writing skills, responsibility character

ters, and printed concepts (books) in these two

INTRODUCTION skills.
Learning to write requires real media that is
The literacy ability of students in the 21st
in accordance with the material and motivates
century is closely related to the demands of read-
students. Johnson (2008) states that the books that
ing skills that lead to the ability to understand
are read must generate a sense of comfort and
information analytically, critically, and reflective-
interest in students. Students can learn vocabulary
ly. Literacy skills are manifested in various activi-
and sentences through reading activities. When
ties at school. Literacy activities in schools include
students have understood a vocabulary, it will be
developing language skills.
easier for students to write it down. Therefore,
Language skills include six things which in-
writing requires an intermediary so that the learn-
clude listening, speaking, reading, writing narra-
ing process runs smoothly.
tives, seeing, and interpreting visual displays
A smooth and enjoyable learning process will
(Tompkins, 2009). The six skills in the curriculum
have an effect on improving the quality of educa-
in schools are only known for four skills, namely
tion and achieving educational goals. This state-
listening, speaking, reading, and writing narratives.
ment is in accordance with the national education
Johnson (2008) states that the four language skills
objectives contained in the National Education
work together and are interrelated. This shows that
System Law No. 20 of 2003 which states that the
each skill is related to other skills. These skills
purpose of national education is to develop the
show an orderly sequence. Initially, a person learns
potential of students to become human beings who
to listen, then speaks, and only after mastering
believe and fear God Almighty, have noble charac-
these skills can learn to read and write narratives.
ter, are healthy, knowledgeable, capable, creative,
Reading and writing narrative are two aspects
independent, and become democratic and respon-
of language skills that are interrelated and insepa-
sible citizens.
rable. When the teacher teaches narrative writing,
Educational goals can be achieved by creating
students will of course read the writing. Trehearne
a fun and student-centered learning atmosphere.
(2011) states that the initial capital in teaching
Therefore, teachers should design learning to write
reading and writing narratives is the development
well, so that students like it and get used to it be-
of knowledge of letters and words, sound of let-
222 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

cause it is a fun activity (USAID, 2014). This can never heard of it, I don't know." Meanwhile stu-
be achieved by using media in learning. dent A said, "Never before." Likewise, student L
In practice, learning in elementary schools, said, "I don't know yet." This shows that students
especially learning to write and character devel- are not specifically familiar with the term narrative
opment, encountered many obstacles and difficul- essay. However, they know it better as a 'story'.
ties. These obstacles and difficulties need to be This was stated by student L who said that he had
researched and analyzed in order to find the best read and written stories.
solution. Therefore, it is necessary to carry out a Regarding the difficulty in writing narrative
needs analysis related to the learning process, in essays, based on the results of the interviews, data
this case learning to write a narrative, the character that supports the data from the questionnaire were
of responsibility, and the needs of story calendar obtained. Student N said that, "It's hard to come up
media in State Elementary School in Srandakan, with an idea." This is similar to what Fa students
Bantul, Yogyakarta. said, the difficulty in writing stories is to look for
ideas. Student F also said so, "It's difficult." Ac-
Method cording to him, the difficulty experienced was
difficulty starting the story.
This research is a preliminary study in the
Based on the questionnaire given to the
form of qualitative research. The research was
teacher, four teachers also stated that the students
carried out in three elementary schools, namely SD
were less skilled in writing narratives. In fact,
Negeri Godegan, SD Negeri Gunungsaren, and SD
based on the interview, regarding the students'
Negeri Srandakan 1. The three schools were locat-
narrative writing skills, the WP teacher said, "It is
ed in Srandakan District, Bantul Regency, Yogya-
still very lacking, due to the limited media used."
karta. The research was conducted in July 2020
The difficulties faced by the WP were: inadequate
with the subjects of 74 grade IV SD students and 4
learning media so that students were bored, stu-
grade IV SD teachers. The things examined in this
dents had difficulty arranging words, and students
study were about students 'skills in writing narra-
had difficulty arranging sentences into a coherent
tives, the character of student responsibility, and
essay.
the need for supporting learning media to improve
According to teacher W, the difficulties faced
students' skills in writing narratives and character
by students in writing narratives were conveying
of responsibility. The data collection methods used
ideas, starting writing, and writing stories that
were questionnaires and interviews.
were less coherent.
The obtained data were analyzed using data
Teacher AW said that during the learning of
reduction techniques, data presentation, and data
writing narrative, "It does take a special time, it
conclusion or verification. The data were validated
can't be in class hours because in the 2013 curricu-
using the technique triangulation and source trian-
lum the system is rather fast. So there must be a
gulation.
separate time. It needs guidance and it takes long-
Results er. " The difficulty of students that AW teacher has
encountered is, "Students just repeat sentences so
Narrative Writing Skill that their essays look long." In addition, there were
A total of 74 students filled out a question- students who were slow to write because according
naire related to the needs analysis of story calendar to the teacher AW, these students did not read,
media to improve narrative writing skills and char- their writing was not good enough, and they lacked
acter responsibility. Several findings related to letters in writing words.
narrative skills are obtained. Meanwhile, from the teacher's point of view,
As many as 40 students or 54.1% of 74 stu- the difficulty is "How to increase vocabulary.
dents said that they had understood the meaning of There are children who ask, "Mom, what Indone-
a narrative essay. However, 51.4% also stated that sian is this?".
they had difficulty starting writing when given an Based on the data obtained, it can be con-
assignment by the teacher to make a narrative cluded that students and teachers experienced
essay. some difficulties in learning to write narratives.
As many as 35 students or 47.3% stated that The difficulties experienced by students were: 1)
they did not understand the elements in a narrative difficulty finding and pouring ideas into writing
composition. stories, 2) difficulties starting to write stories, 3)
The data based on the questionnaire above is not understanding the elements of narrative com-
supported by data obtained through interviews. position, 4) repetition of sentences in the story, 5)
When asked about students' knowledge regarding less coherent story writing, and 6) limited vocabu-
the term narrative essay. Student N said that, "I've lary. Meanwhile, the difficulties faced by the

8th International Conference on Educational Research and Innovation ICERI 2020 223
teacher were: 1) limited supporting learning media, er said that the problems encountered were, "Lack
2) limited teaching time for students to write narra- of media and less supportive facilities."
tives. Teacher W "For example, there is a friend
who wants to start writing, there are students who
Responsibility Character interfere, so they do not focus on their own as-
The results of the questionnaire that were signments." The number of student characters is
filled in by the students related to the character also a challenge for teachers in helping students
points of responsibility showed the circumstances develop a character of responsibility. In terms of
experienced by the students. the implementation of picket assignments, it can-
As many as 31 students or 41.9% said that not be said to be maximal, because some students
sometimes they help their parents at home. This have not been obedient to carry them out. Mean-
shows that the responsibility in the home environ- while, the problem in fostering a character of re-
ment for students needs to be improved. During sponsibility according to the teacher AW was,
the pandemic situation, 32 students or 43.2% stat- "There are children who, when given the task,
ed that they sometimes bring a hand sanitizer when daydream or play."
going out of the house. As many as 44 students or Based on the description of data from ques-
59.5% of students felt the need to improve the tionnaires and interviews conducted with students
character of their responsibility. and teachers, it can be concluded that the character
Based on the results of the interview, students of student responsibility needs to be improved.
have understood the concept of responsibility. In The problems encountered, namely: 1) not doing
general, they say that responsibility is something assignments on time, 2) not carrying out pickets,
we have to work on. However, regarding the punc- 3) helping parents not because of their own aware-
tuality of assignments, student An said, "Some- ness, 4) not implementing health protocols consist-
times on time, sometimes not." In connection with ently during the pandemic, 5) underestimating the
the corona pandemic situation, students were also duties of the teacher. From the teacher's point of
asked whether they brought a hand sanitizer when view, the teacher feels that the media used to de-
they left the house. Student An said, "Never, just velop the character of student responsibility is still
wear a mask." This is also said by the Fa. He said, lacking and the characteristics of students are dif-
"No. Just wash your hands in tap water. " Student ferent, so it needs consistency and continuous
N said that he sometimes forgets to keep his dis- efforts.
tance when meeting people.
In terms of the responsibility for doing picket The Need for Story Calendar Media
assignments at school, according to An, some of According to students based on a question-
his friends did not carry it out. This was also con- naire given to students, as many as 40 students or
veyed by student L. 54.1% agreed that in school they need more learn-
Responsibility also needs to be carried out ing media to learn narrative. Furthermore, as many
within the community. According to student L, he as 41 students or 55.4% stated that they strongly
never participated in community service activities agree that in school they need the development of
in the neighborhood where he lived. However, he learning media to improve the character of respon-
helps the parents at home, although sometimes sibility. They strongly agree that illustrated and
they have to be asked first. Meanwhile, the Al colorful learning media will be attractive. This was
student said he never helped his parents while at stated by 43 students or 58.1%. A total of 35 stu-
home, except when told by the parents. dents stated that they had never seen or heard the
The data obtained from students was support- term story calendar media and 46 students said
ed by data from the teacher. Based on the ques- they agreed that they were curious about the story
tionnaire given to the teacher, four teachers said calendar media. Meanwhile 27 students said they
that the character of student responsibility needed strongly agreed.
to be improved. This supports the data obtained Regarding the need for media story calendar
from questionnaires and interviews conducted with development, 40 students agreed and 33 students
students. strongly agreed. Meanwhile, based on the inter-
Meanwhile, based on the interview, the WP view, student An said, "Never heard of it," when
teacher said, "Enough", but there were problems asked about the story calendar. He also said he
encountered, namely: there were students who likes colored and pictorial media because it is more
underestimated their assignments and students attractive. This was also conveyed by student L.
tended to be silent. Regarding supporting media to The results of the questionnaire and student
teach the character of responsibility, the WP teach- interviews were supported by the results of the
questionnaire given to the teacher and the results

224 ICERI 2020 8th International Conference on Educational Research and Innovation
 ISSN: 2443-1753

of the interviews with the teacher. Based on the Writing activities are not just an activity to
questionnaire given to the teacher, four teachers convey messages to the interlocutor, but also an
said that it needed the development of new learn- activity that is very important for education be-
ing media to improve narrative writing skills and cause it makes it easier for students to think criti-
the character of student responsibility. The learn- cally. Writing can also make it easier for students
ing media developed should be colorful and picto- to feel and enjoy relationships, deepen responsive-
rial. ness or perceptions, solve problems faced, and
Teacher WP said that seen from the results of arrange a sequence of experiences.
the students' narrative essays, the instructional Writing is a language skill. According to
video media and the books used to teach students Langan (2005), writing can be described in three
to write narratives were not optimal. The drawback ways, namely writing as a skill, writing as a pro-
is, "The kinds of learning media used do not vary." cess of discovery, and writing as a way to com-
Thus, new media is needed because students some- municate with others. Writing as a process of dis-
times get bored when using commonly used me- covery means that writing is a long and gradual
dia. In schools where WP teachers teach, story process to produce final writing as a product, so it
calendars are not available. Therefore, teacher WP can be said that writing is a productive skill.
said that a new media was needed in the form of a The product of writing activities is called
story calendar. writing. There are several types of writing from
Teacher W said that so far, the media used to writing activities in elementary school. According
teach students to write narratives and character of to Donoghue (2009), there are four main genres or
responsibility were story books in the classroom types of writing for elementary school children,
and in the library. However, according to teacher namely narration, exposition, persuasion, and poet-
W the media was not yet effective. According to ry. One type of writing in elementary schools is
him, "Maybe I was the one who delivered it not narrative essay.
well and the media was limited." So, a media with According to Keraf (2010), narration is a
pictures is needed. "Yes, students do need a lot of form of discourse that tries to describe as clearly as
pictures. From the most indirect pictures attracted. possible to the reader about an event that hap-
At least there is a desire to observe. The picture pened. The main elements of a narrative composi-
story means. " tion are actions and a series of events that occur
New media are needed that can be used to (flow).
teach students to write narratives and develop a Writing a narrative essay needs to pay atten-
character of responsibility, "It is needed, but I don't tion to the structure of the essay. According to
know what kind of it is." When asked about the Tompkins and Hoskisson (1995), narrative stories
media story calendar, teacher W said, "Not yet." have an elemental structure that is different from
Teacher W has never heard of story calendar me- other essays. In fact, the structure of a narrative
dia and the media is deemed necessary to be de- story is quite complex, which includes: plot (plot),
veloped. characters, settings, themes and points of view that
Based on the description of the results above, interact to produce a narrative composition. Writ-
it can be concluded that the development of story ing in narrative essays at the elementary level is of
calendar media to improve narrative writing skills course different from writing at the advanced level.
and character responsibility is needed. This is due At the elementary level, narrative writing is still
to problems related to students' skills in writing carried out simply by containing an intrinsic ele-
narratives, it is necessary to improve the character ment to children's stories.
of student responsibility, the lack of variety in Narrative writing skills need to be taught to
available learning media, and the unavailability of students with careful preparation, so as to mini-
story calendar media in schools. mize the difficulties that might be faced, such as
the results of the preliminary studies that have
DISCUSSION been described. Therefore, media is needed as a
tool to improve students' writing skills.
One of the skills of the four language skills is
Arsyad (2015) explains that one of the bene-
writing. Ahn (2012) argues that writing is often
fits of media is to clarify the presentation of mes-
considered one of the most challenging aspects
sages and improve student learning processes and
because the writer must understand the linguistic
outcomes. With the existence of the media, it is
features of different types of texts. Writing, like
hoped that students can get more leverage in learn-
the other three language skills, is a developmental
ing and get meaning from what they learn. In rela-
process (Tarigan, 1986). Thus, writing demands
tion to learning to write, story calendar media is an
experience, time, opportunity, and practice.
alternative that can be used.

8th International Conference on Educational Research and Innovation ICERI 2020 225
 Story calendar media is a pictorial story- letta and Irene (2015) said that media in the form
based learning media that has a shape like a calen- of literature containing stories can add to one's
dar. According to USAID (2014), a story calendar experience of responsibility.
is an arrangement of several sheets of paper con- Based on the description above, it can be in-
taining messages or teaching materials that are terpreted that the media containing stories, in this
neatly arranged and made like a calendar. The form of narrative, can develop the character of
paper on the story calendar contains a different student responsibility. The content of these charac-
activity each day. Activities with a story calendar ters is contained in the contents of the story pre-
make it easier for students to understand stories sented. The media in the form of literature can be
and write narrative essays. realized in the form of a story calendar media
The story calendar media is also a literacy which contains narrative stories with a load of
medium that can be used to improve character. responsibility characters. Thus, it is necessary to
This is based on the opinion of Hermanto and develop a media story calendar that can improve
Anisyah (2017) saying that a story calendar filled narrative writing skills and the character of respon-
with character values can be used as a strategy to sibility of fourth grade elementary school students.
strengthen mental revolution because it tries to
instill a supporting character for mental revolution ACKNOWLEDGEMENT
in elementary school students. One of these char-
Researchers would like to thank the Direc-
acters is the character of responsibility. Thus, this
torate of Research and Community Service, Minis-
medium is suitable for enhancing the character of
try of Research, Technology and Higher Education
student responsibility.
for providing the opportunity and funding for this
One of the problems related to the character
research.
of student responsibility is that students have not
done their assignments on time until they are fin-
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