Research Method and Design Research Instrument

Reza Taufik Maulana, 2014 NUMBERED HEADS TOGETHER NHT: AN ENDEAVOUR TO IMPROVE STUDE NT’S SCIENTIFIC CREATIVITY AND MASTERY CONCEPT IN LEARNING GLOBAL WARMING Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER III METHODOLOGY

A. Location and Subject

1. Location of Research This research is implemented in Private Junior High School in Bandung on April 2014. The school is using National Curriculum of 2006 Kurikulum Tingkat SatuanPendidikanKTSP 2. Population and Sample Population of this research is all of junior high school students‟ ability in scientific creativity and cognitive achievement. The sample of the student is one class of 7 th grader. The sampling method that is carried out is convenient sampling the sampling technique based on soliciting due to the possibility of sampling availability in the field. Hultsch, Macdonald, Hunter, Maitland, Dixon, 2002

B. Research Method and Design

1. Research Method Research method that is used in this experiment iscombination of pre experimental and descriptive. This is related to the purpose of the research which is to investigate the impact of NHT implementation toward improvement of students‟ scientific creativity and concept mastery in learning global warming. This method is not a method of true experiment, due to the persistence of the effect of other variables on the expected results. Reza Taufik Maulana, 2014 NUMBERED HEADS TOGETHER NHT: AN ENDEAVOUR TO IMPROVE STUDE NT’S SCIENTIFIC CREATIVITY AND MASTERY CONCEPT IN LEARNING GLOBAL WARMING Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 2. Research Design Considering the number of classes that is given treatment is only one class in the absence of comparable classes and control class, the research design used in this study is one group post-test design. the observations made after the treatment given is called the post-test. Hence, the research design will be the effect of a treatment in form of teaching-learning process using Numbered Heads Together NHT, and eventually the results of the treatment will be investigated using the post-test and compare the results with the school standard score.

C. Research Instrument

The research instruments to collect the data in this research was adapted from the scienctific creativity test for secondary school as developed by Hu Adey 2002, mastery concept test both group and individual using the cognitive domain developed by Anderson et. al 2001, unstruced questionnaire and rubrics from Sejati 2013. And It consist of: 1. Scientific creativity test, in form of scientific creativity test for secondary school students to measure students scientific creativity in learning ecosystem. 2. Mastery Concept test in a form of multiple choice question is used to measure students‟ mastery concept before and after treated byNumber Heads Together in ecosystem concept. 3. Problem based test is used to measure students cognitive and scientific creativity in a group as the imp lementation of stage ”heads together” as the part of the implementation of Number Heads Together. 4. Unstructured questionnare form, this instrument also used for analyzing the students‟ response towards implementation of Number Heads Together in ecosystem concept. 5. Rubrics observation of implementation process of Numbered Heads Together both for the teacher and the students. Reza Taufik Maulana, 2014 NUMBERED HEADS TOGETHER NHT: AN ENDEAVOUR TO IMPROVE STUDE NT’S SCIENTIFIC CREATIVITY AND MASTERY CONCEPT IN LEARNING GLOBAL WARMING Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu a Mastery Concept Test Pretest and Posttest The students‟ mastery concept is the quantitative data that will be gained from this research. The data will be collected through mastery concept test in form of multiple choice consist of 20 questions. The students‟ mastery concept that will be measured is only in learning global warming. The result will be collected then analyzed using the normalized gain formula. Table 3.1 Mastery Concept Test Pretest and Posttest Item Specification Concept C1 C2 C3 C4 C5 C6 Total Human Activities Effect toward ecosystem - 1,2,3 - - - - 3 15 Global Warming as effect of human activities toward ecosystem - 4,5,6,7,8 - 9 - - 6 30 Deforestation - 10,11,12 13,14 15 - - 6 30 Effects of Deforestation - 16,17 18,19 20 - - 5 25 Percentage 65 20 15 20 100 b Mastery Concept Test Group Test The second data on this research is the results of group test. The group test data will be gained through four modified essays questions. The answers of students‟ group will be analyzed using revised cognitive level taxonomy. The results will show the resu lts of “heads together” stage in the number heads together. Table 3.2 Mastery Concept Test Group Test Item Specification Concept C1 C2 C3 C4 C5 C6 Total Human Activities Effect toward ecosystem - - 1 - - 1 25 Global Warming as example of effect of human activities toward ecosystem - - 2 - - 1 25 Reza Taufik Maulana, 2014 NUMBERED HEADS TOGETHER NHT: AN ENDEAVOUR TO IMPROVE STUDE NT’S SCIENTIFIC CREATIVITY AND MASTERY CONCEPT IN LEARNING GLOBAL WARMING Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Concept C1 C2 C3 C4 C5 C6 Total Deforestation - - 3 - - 1 25 Effects of Deforestation - - 4 - - 1 25 Percentage 100 100 100 c Scientific Creativity The third data of this research is students‟ scientific creativity. The data will be gained using the adaption of scientific creativity test for junior high school developed by Hu and Adey 2002. Students‟ scientific creativity will be determined using specific table of measurement. This following table below will show the result of students‟ scientific creativity based several specific indicators as shown. Table 3.3 Scientific Creativity Test Item Specification Indicator Number Of Item Percentage Unusual use of object 1 25 Sensitivity to science problem 1 25 Improvement of Technical product 1 25 Science Problem Solving 1 25 d Questionnaire of Students‟ Responses Non-test data collection through questionnaire was used to determine the response of the students towards students‟ learning in ecosystem using Number Heads Together. The data obtained from the questionnaire is a secondary instrument, and it is processed by a percentage calculation. The blue print of students‟ response questionnaire is shown in Table 3.4: Reza Taufik Maulana, 2014 NUMBERED HEADS TOGETHER NHT: AN ENDEAVOUR TO IMPROVE STUDE NT’S SCIENTIFIC CREATIVITY AND MASTERY CONCEPT IN LEARNING GLOBAL WARMING Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Table 3.4 Students‟ Response Item Specification Indicators Category and Number Students‟ response toward team work ability as a group Positive statement: 1, 3 Negative statement: 2, 4 Students‟ response toward Number Heads Together in learning Global Warming. Positive statement: 5, 7,9,11,13 Negative statement: 6, 8,10,12,14 Students‟ response in scientific creativity test Positive statement: 15,17,19 Negative statement: 16,18,20 Students‟ response toward a problem based activity in group discussion Positive statement: 21,23 Negative statement: 22,24 e Rubrics of Numbered Heads Together Implementation Rubrics will be used by observer to observe the implementation process of Numbered Heads Together in learning process from both teacher and students point of view. The data obtained from the rubricis a secondary instrument, and it is processed by a percentage calculation. The rubric will include some indicators such as explained in Table 3.5 Table 3.5 Teacher‟s Numbered Heads Together Implementation Rubric Indicator Item Number Total Item Explaining learning technique to the students 1, 2 2 Create students‟ participation in discussion 9, 10, 11, 13, 17, 18 6 Supervise students‟ discussion session 5, 6 2 Create conducive learning process 7, 8, 12, 14, 15,16 6 Using teaching-learning utility properly 3,4 2 Drawing a conclusion 19,20 2 Reza Taufik Maulana, 2014 NUMBERED HEADS TOGETHER NHT: AN ENDEAVOUR TO IMPROVE STUDE NT’S SCIENTIFIC CREATIVITY AND MASTERY CONCEPT IN LEARNING GLOBAL WARMING Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Table 3.6 Students‟ Numbered Heads Together Implementation Rubric Aspect Indicator Item Number Opening Activity Students pay attention to teacher‟s apperception 1 Students come up with their own opinion regarding the topic 2 Student listen to teacher explanation about Today‟s learning objective 3 Main Activity Students listen to teacher‟s explanation of NHT Implementation 1 Students move to their group accordingly and neatly 2 Students receive the number for each and every member of group accordingly and neatly 3 Main Activity Students pay attention to the video showingteacher explanation 4 Students listen to teacher explanation 5 Students actively discuss and convince that all members of groups know the answer 6 Students raise their hand when teacher call out their number 7 Students actively answer the question 8 Aspect Indicators Item Number Closing Activity Students draw a conclusion from today‟s lesson 1 Students listen to teacher‟s confirmation on class answer 2

D. Data Processing