The Effectiveness Of The Icar Learning Model To Increase

The Ability Of The Problems In Dynamic Electrical Material

Giyono1,*, Budi Jatmiko2, Endang Susantini2

1
High school 2 Muara Enim South Sumatera
2
Post-graduate Education Science Study Program of Surabaya State University
*
Corresponding author : [email protected]

Abstract. This research aims to improve the problem solving ability of dynamic electrical
matter physics. Dynamic electricity is a material that is difficult enough for students to
understand because it is abstract. The ability of dynamic electrical problem solving with an
ICAR model is important to be practiced by teachers in the learning process. Because the
ICAR model is suitable for solving problem-solving abilities in students, the steps of the ICAR
model need to be mastered by the teacher so that the teacher is increasingly understanding the
innovative model of physics learning. Problem solving ability is the ability to find answers to
problems encountered based on prior knowledge and understanding of students. This research
was conducted on the 12th grade students of Natural Science High School of State 2 Muara
Enim South Sumatra in 2016. This study uses the educational research development approach
that has been modified into three steps, namely: 1) preliminary study; 2) development of initial
product draft; And 3) major product trials. Data troubleshooting capabilities on dynamic
electrical materials are collected using tests. Data were analyzed and calculated using a
normalized N-gain score. Based on the result of experimentation of ICAR learning model, it is
known to increase the ability of dynamic physics problem solving problem, on: 1) showing
model with N-gain = 0.7 high category; 2) analyze the model with N-gain of 0.6 medium
category; And 3) interpreting and validating with N-gain 0.7 high categories.

1. Introduction

Problem solving is part of Higher Order Thinking Skills (HOTS) or high-level thinking. According to
[1] high-level thinking skills are divided into four groups, namely problem-solving, decision-making,
critical thinking, and creative thinking. Problem-solving skills are an important part of the scientific
method [2]. In the process of learning physics students are trained to have the ability to solve problems
well [3]. If students have the ability to solve problems, then students are expected to compete in his
life for the future. This is in accordance with the demands of 21st century learning, namely: a)
problem-solving and critical thinking skills; B) creative and innovative; c) the ability to communicate
and d) the ability to collaboration.
The problem in general can be interpreted as a gap between reality and hope. In the study of
physics in the mean of the problem is also called a problem. The problem is the state of a thing or

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event that we must replace in a way to get what we want. [4] argues that a problem is a state of a gap
between what is known now and what is wanted. When there is a gap between what we are facing and
what we want and we do not know how to solve it then we are facing a problem.
Students often have difficulty in solving problems / problems. Problem solving is defined as
formulating a new answer, which is more than just a simple application of previously learned rules to
achieve a goal [5]. Problem solving is the ability to develop previous learning principles, procedures,
preliminary knowledge, specific strategies for solving problems. Based on the above definition,
solving that problem is a basic thinking process to solve a difficulty, finding the right strategy or
method to formulate a new answer to achieve a goal. There are two ways of solving problems, ie,
heuristics and algorithmic.
Heuristic problem solving is the problem solving based on the reproduction of knowledge and
activities that are needed directly and associatively. Heuristic problem solving can lead to confused
and unfocused students, resulting in no result. An algorithmic problem solving where to solve
problems through specific procedures, following step by step steps with appropriate rules. In solving
problems students must be able to identify and understand the problems and skilled in choosing, using,
organizing rules or high-level rules to solve the problem.
The problem solving model is known by the name of problem solving that develops from ideas [6].
Dewey wrote in a general science journal quartely as follows. The method of science-problem solving
through reflective thinking-should be both the method and valued outcome of science instruction in
America's schools. Dewey states that the problem-solving model in science learning in American
schools is done through reflective thinking both in terms of methods and meaningful results in
scientific teaching.
[7] Problem solving is one of thought processes. There are eight thinking processes, namely: (a)
concept formation; (b) principle formation; (c) comprehension); (d) problem solving; (e) decision
making; (f) research; composition; and (h) oral discourse. According to [8], in solving the problem
there are several stages, namely: 1) understanding the problem); 2) make a devising plan; 3)
implement the carrying out plan; and 4) reinterpret the results (looking back). [7] proposed problem
solving consists of five stages: 1) definition; 2) recognition; 3) formulation; 4) test; and 5) evaluation.
[9] states that for solving the physics problem there are three steps, namely: 1) display the model; 2)
analyze the model; and 3) validation and verification [5] There are five stages in solving physics
problems: 1) identify the problem; 2) define the represent the problem; 3) define possible strategies; 4)
act on the strategies; and 5) look back and assess your actions.
In this research, the problem solving ability is the ability of students to find the answers to
problems encountered based on the knowledge and understanding that have been previously owned.
While to solve the physics problem by following the model of steps proposed by [9], with indicators,
namely: 1) display the model, with the rubric: (a) display the image according to the problem; (b)
describes known variables in the form of drawings, graphs and descriptions; and 2) analyze the model,
with the rubric: (a) analyzing the problem; (b) to examine the formulas to be used; and (c) solve the
problem sequentially; and 3) validate and verify, with the rubric: (a) interpreting and validating; and
(b) make interpretations or conclusions. For more details, indicators, rubrics, syntax and problem
solving scores are listed in Table 1

Table 1
Indicators, Section, syntax and Problem Solving Ability Score

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 Problem solving
Rubric Problem solving ability Syntax Score
ability Indicator
Show images according to the problem
1 1
Describe the known variables in the form
model displays
of pictures, graphs and descriptio 1 2

Analyze the problem 2 1

model analyzes Review the formulas to be used 3 2

Resolve the issue in sequence 3 3

Interpret and validate 4 1
validation and
Make interpretations or conclusions
verification 4 2
Maximum Score 12
Source: Savage, M. & Williams, J. (1990: IV). Mechanics in Action: modeling and practical Investigation. Cambridge university Press New
York port Chester Melbourne Sydney.

Activities undertaken for each of the following learning stages.

1. Identification of problems
a. Students try to identify problems by doing literature review and experience carefully on the
given problem.
b. The teacher presents the issues raised from the background of the student's daily life, the
problem given is not clearly defined (ill-defined).
c. Students review facts as a basis for identifying problems.
d. The teacher gives a little fact around the context of the problem.

2. Collecting data
a. Students collect data according to experimental activities/experiment/
demonstration/exploration of learning resources in accordance with the instructions on the
student worksheet.
b. The teacher guides the students to collect data through experimental activities /experiments
/demonstrations / exploration of learning resources in accordance with the instructions on the
student worksheet.
c. Students search information in various ways and use the skills of the science process they
have.
d. Teachers guide students to search information in different ways or methods.
e. Students manage information management (information management) based on: what
information is known, what information is needed, what will be done with the information.
f. The teacher guides the students to manage the information.

3. Analyze problems
a. Students collect information according to the problem found.
b. Teachers help students to sort the steps in solving problems.
c. Students sort the steps to resolve the problem.
d. Teachers help students to gather information that matches the problems found.
e. Students collect information to explain and solve problems.
f. Teachers help students gather information to explain and solve problems.

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 g. Students perform validation and analysis of data and information obtained.
h. Teachers help students to validate and analyze

4. Reflection and follow-up

a. Teachers help to generate student ideas in utilizing learning materials in everyday life.
b. Students convey the idea of the benefits of learning materials in everyday life.
c. Teachers help students to convey ideas through a presentation.
d. Students present the work / work in groups, and other groups respond.
e. Teachers together with students summarize the subject matter.

For more details, the syntax of ICAR learning model can be seen as in Figure 1.

4. Reflection and follow up

3. Analyze problems

2. Collecting data

1. Identification of problems

Figure 1. Syntax Learning Model ICAR

2. Methods

This research is classified in educational research and research. [10] states that educational
development research is a systematic activity in developing, developing, and evaluating an
intervention aimed at increasing knowledge of the characteristics of interventions and the process of
designing and developing interventions. Intervention in question can be a learning program, learning
and teaching learning strategies, learning materials, and products and education systems. This
development research aims to develop the ICAR learning model as a valid, practical, and effective
product, in line with [11] to teach the ability to solve the physics problems of senior high school. This
research was conducted on the tenth graders at state senior high school 2 Muara Enim South Sumatera
in the academic year 2016. Research by developing the learning tools needed to help realize the ICAR
model which includes syllabus, learning implementation plan, student activity sheet, student's book,
physics learning outcomes, problem solving skills tests and key test answers.
Implementation the research was conducted in two stages, namely 1) the development stage of the
learning model and 2) the implementation phase of the learning model to teach the ability of solving
the physics problem. Stage of model development include: 1) preliminary study by applying
qualitative descriptive approach and 2)the development stage of model design and supporting learning
tools that refer to the model design. The model development stage according to [10] is:

Investigation phase: a) conducting a study of the curriculum; b) studying student characteristics; c)

analyze the material; d) conduct a literature review; and e) to formulate learning objectives, ie the
objectives to be achieved in dynamic electrical learning.

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Design and construction phase. Based on preliminary analysis, a draft learning model comprised of
model book, learning implementation plan, assessment, media, observation sheet, questionnaire, and
Student Worksheet). The product produced at this stage is called the main product.
Test, evaluation, and revision phase. Once the model product meets the criteria of content validity,
and constructs, the research continues at the field test stage, ie performing a limited trial.
The design used in this large-scale trial is the one-group pretest-posttest [12]. The shape of the
design can be seen in Figure 2.

O1 X O2
pretest treatment posttest
Figure 2. Pretest-posttest one-group design (Fraenkel, et.al., 2012)

Description
O1, O2 : the ability to solve problems that are
measured by using a high school physics
problem solving test
X : the ICAR model is equipped with learning
tools in the form of lesson plans, student
books, and student worksheets

3. Results and Discussion

The development research aims to develop the ICAR learning model as a valid, practical, and effective
product, in line with [11] to teach the ability to solve the problems of upper Secondary physics. The
validity level of the ICAR model is included in valid categories, supported by learning theories, such
as constructivism learning theory, information processing, and cognitive, ie learning theory that places
students as learning centers (student centers). The ICAR learning model meets the characteristics of
the learning model. According to [13] a minimal learning model has four distinctive features, namely
the theoretical rationale, the learning objectives to be achieved, the teaching behavior, and the learning
environment. Besides having the characteristics mentioned above, the ICAR model also has 5 main
elements as described by [14] namely: (1) having learning steps (syntax), (2) social system, (3)
reaction principle, ( 4) support systems, and (5) instructional and accompanist impacts. Based on the
theory after validated experts, the ICAR model can be used as a reference in preparing learning tools
to membelajarkan the ability of problem solving physics.
The ICAR model is practically used to teach the ability to solve the problem of high school physics
over. The practicality or implementation of the ICAR model is measured through syntax conformity
indicators, social systems, reaction principles, support systems, and instructional impacts
In line with the objectives of the study on the report of this study only to determine the
effectiveness of the ability to solve physics problem solving with ICAR model .. The ability of
problem solving physics in accordance with Table 1 obtained an increase in the ability of physics
problem solvers as in Table 2.
Based on table 2 shows that the indicators validate and verify in class B and class C are still
categorized as low. However, the N-gain in class A, B and C is categorized high. Thus the ICAR
model is effective to teach students the ability to solve physics problems. To improve the problem
solving ability / problem solving needs to be trained on students continuously. According to [9] in the
process of physics learning students need to be trained to be able to validate and verify so that students
are expected to be able to draw conclusions. Problem-solving model needs to be developed as an
alternative model in physics teaching because it can traverse thinking ability and high-order thinking
ability.

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 Table 2. Enhancement Problem Solving Ability
Class A Class B Class C
Indikacor
N-gains category N-gains category N-gains category

0,7 high 0,8 high 0,7 high

Showing models
Analyze the model 0,8 high 0,7 high 0,8 high
Validating and
0,7 high 0,6 medium 0,6 medium
verifying
average 0,7 high 0,7 high 0,7 high

4. Conclusion

The ICAR model is effectively used to teach students the ability to solve physics problems,
because it can improve the problem solving / problem solving skills. Problem-solving model needs to
be developed as an alternative model in teaching physics because it can train the ability to think and
high-order thinking especially on problem solving.

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