Proceeding of International Conference On Research, Implementation And Education
Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014
PE-77
THE DEVELOPMENT OF PHYSICS MODULE BASED ON PROBLEM BASED LEARNING FOR GIFTED-TALENTED STUDENTS AT ISLAMIC SENIOR
HIGH SCHOOL OF AMANATUL UMMAH GRADE XI
Mukhayyarotin Niswati Rodliyatul Jauhariyah
1
, Sarwanto
2
, Suparmi
3
1
Physics Department of Surabaya State University, Surabaya, Indonesia mukhayyarotin_87yahoo.com
2
Science Education Program of Sebelas Maret University, Surakarta, Indonesia
3
Science Education Program of Sebelas Maret University, Surakarta, Indonesia
Abstract
This research was aimed at designing and developing the PBL-based Physics module Problem Based Learning for the gifted-talented students. This research used modified 4-D Models from Thiagarajan,
Semmel, Semmel method. The development of the module begins by analyzing students’ and teachers’ need to the PBL-based physics module for the gifted-talented students and defining the developed
teaching materials. The results of the definition of the curriculum and students’ characteristics are used to develop the module for the gifted-talented students adapted with PBL syntax. Review and validation were
conducted in three phases. The first phase was done by linguists and graphics and material experts, the second phase by a Physics lecturer who also assessed other research instruments, and the third by their
peers Physics teachers in accelerated classes in order to make the final module ready to be tested to the students. A post test-only control study design was employed to test the use of the module. The results
showed that the module was appropriate for use with good criteria assessment of experts is at 3.22; assessment of lecturers at 3.45; assessment of teachers at 3.61 with a maximum scale of 4. Students
response to the module was very positive. Students were vastly interested in the use of the PBL-based Physics module and found it easy to use. Based on the statistical tests, the results showed that students
with this module had learning achievements of cognitive, affective, and psychomotor better than those who merely used the school-book in the PBL learning environment. This indicates that the PBL-based
Physics module can effectively be used to improve the learning achievements of cognitive, affective, and psychomotor of the students.
Key words: Development of Physics module, Problem Based Learning, gifted-talented students.
A. Introduction
The concept and idea of accelerated classes in Indonesia came from the Directorate of School Education, Director General Ministry of National Primary and Secondary Education,
with the point that the talented children both hyperior low intelligence and superior higher intelligence need to be given special treatment. This refers to the 1945 Constitution
amendment of Article 31 paragraph 1 which states, Every citizen has the right to education. In addition, the 2003 National Education Law Article 5, paragraph 4 says, Citizens
who have the intelligence and special talents are entitled to special education. The condition is also reinforced by Decree No. 70 Year 2009 on Inclusive Education for students who have
PE - 09
M. N. R. Jauhariyah, Sarwanto, Suparmin The Development of … ISBN 978 – 979 – 99314 – 8 – 1
PE-78 disorders and have the potential of intelligence andor special talents. In the development of the
concept, exceptionally superior children were accommodated in the accelerated classes. These children are often referred to as gifted-talented children.
The gifted-talented students have such characteristics as fast learners, excellent memory, problem-solvers and logic thinkers, high intellectual curiosity, the ability to see relationships,
the ability to maintain concentration, responsibility and independence in work, initiator and innovator, flexible thinkers, observant and responsive to new ideas, able to communicate with
adults using adult way, enjoying the intellectual challenge, delicate flavor, sometimes bizarre humor Thomson, 2006. These characteristics do not appear as a whole, but depending on the
school environment.
Based on the condition of the accelerated classes, there are some gifted-talented students who have difficulty in learning. The cause of the difficulties comes from the children
themselves, curriculum, and the learning environment Ahmadi, et al., 2011. Therefore, there must be a change in the curriculum that is suited to the needs of the students.
Gifted-talented students need depth of the learning materials more as well as opportunities and wider extension of the curriculum in order to develop their skills Thomson, 2006.
Therefore, the material for these students should be differentiated distinguishable from the ordinary students. Differentiations of curriculum include material differentiation, process
differentiation, product differentiation, and learning environment differentiation Davis and Rimm, 1998 cit. Directorate of Extraordinary School, 2009. Thus, the learning materials should
be escalated according to the needs of the students, i.e. the use of high-level cognitive learning, the varied and complex materials, related to solving real-life problems, enabling in-depth
research, and a flexible time limit. Introducing affective attitude was enhaced to characterize the domain of the students.
Watters Diezmann 2003 considered that gifted-talented students were an important contributor toward the technology community in the future. Provision of support for them is
often lacking. Rarely do science teachers provide opportunities for the gifted students to enrich the formal school. Education for the gifted students in science has paid little attention despite
the great progress being designed for the future. Therefore, special attention for the gifted- talented students is needed in learning sciences.
The top-quality learning process of Amanatul Ummah is the
daurah
system.
Daurah
system is an activity to review materials and questions on a particular subject, i.e. the subject tested in the National Examination and the National Selection of State University. The
advantage of this system is that students can get used to the problems with National Examination standard. The principle of repeating learning materials and problems is in line with
the principles of behaviorism. However, based on the nature of Physics, learning undertaken must meet the component of product, affective, and psychomotor. Thus, the learning process
does not only refer to the cognitive domain, but to the development of the affective and psychomotor skills for the students, especially in science.
Bruner cit. Dahar 1989 suggested that students learnt through active participation with the concepts and principles to gain experience and perform experiments that allowed them to
discover the principles themselves. In the view of Dewey cit. Nur 2008, schools should reflect the greater community and the classroom should be a real-life laboratory for investigation and
problem solving.
Piaget cit. Suparno 2007 examined how students built cognitive knowledge. The Students will form a scheme, develop it, and change it. They will construct their own and from their
interaction with the experience and the objects encountered. In Physics learning, the students are free to learn by themselves. Physics is a physical science Piaget cit. Suparno, 2007. This
Proceeding of International Conference On Research, Implementation And Education
Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014
PE-79 underlies the importance of the use of inquiry methods in Physics learning that gives the
students the opportunity to observe, collect, analyze, and conclude the data. Meanwhile, in reality of education, there are many teachers who still use conventional
teaching materials. Conventional teaching materials are the teaching materials instantly, directly purchased, used, and effortless to prepare, plan, and organize Prastowo, 2011.
Until recently, the packaging of Physics teaching materials is still linear, i.e. instructional materials only present concepts and principles, examples of problems and their solutions, as
well as exercises. The teaching materials are less associated with the real-life issue of the students such as the problem of energy crisis, the greenhouse effect, the problems by lightning,
building fire due to short circuit, the high voltage power lines, and so on. According to Liu cit. Sujanem 2009, this linear packaging of instructional materials provides fewer opportunities for
the students to develop skills in formulating problems, solving them, reflect on their learning, and developing understanding. In fact, the interesting, effective and efficient learning process
requires more attractive teaching materials than the conventional ones.
Just as in the selection of instructional materials that prefer instant teaching materials, Indonesian people also have the same mindset. As a result, most of them are more concerned
with the product than the process itself, leading them to get frustrated and stressed. Oftentimes, the news in the media broadcast the case of suicidal, frustrated, and desperate people with the
situation they face. Actually, people will not get stresses or even committed in suicide if they can face and solve their own problems.
The condition indicates that students are less trained in solving problems on the process of education. Consequently, their ability to solve the problems is still weak. Hence, the students
need to get used to solving their own problem since their early age. In order that they can learn about their own thought, the cognitivists suggest that the best way is through problem-based
learning. This type of learning will enable the students to solve their own problems through a structured process. Learning by problem or better known as PBL Problem Based Learning is
the learning that is designed to help the students: 1 develop their thinking skills, problem solving, and intelligence, 2 learn adult roles by comprehending these roles through real-life or
simulated situations, and 3 develop skills for independent learning Nur, 2008.
The aforementioned description shows that in Physics learning for the gifted-talented students, it requires conceptual and contextual Physics teaching materials in a PBL
environment. PBL refers to the learning process in which problems are presented as a stimulus for learning. The issues are complex and structured as well as related
to the students’ life Nur, 2008.
Majid, et al. 2009 researched a series of activities in Math and Science Camp in Malaysia which taught ability to solve problems to the gifted-talented students with the finding that the
gifted-talented students were more effective in developing their problem solving skills through PBL method. Tan, et al. 2009 also concluded that the effectiveness of PBL could develop the
students’ creativity. Therefore, the physics modules for the gifted-talented students should be developed based on PBL model.
The results of the study by Sujanem, et al. 2009 showed that the high school’s physics
module should be developed to explicitly contain the contextual learning materials. The Physics learning process in high schools should be conducted with the problem-based learning model.
The result of the test showed that the developed Physics modules could be effectively used as a learning facility in learning physics. Kampen, et al. 2012 used a single Physics teaching
module through PBL in the lecturing curriculum. This module was effective in improving the
students’ learning motivation so as to replace the lecturing method.
M. N. R. Jauhariyah, Sarwanto, Suparmin The Development of … ISBN 978 – 979 – 99314 – 8 – 1
PE-80 The constructivism learning model can influence the gifted-talented students in middle
school science classroom. Singh 2013 found that the constructivism learning program was valuable for the advanced and gifted-talented students. The extracurricular science program is
also valuable for the teachers who create peer groups due to communication and the resources that support it. Quasi-experimental study of short-term PBL web-based module, self-study, and
a combination of both by Shen, et al. 2007 showed that the significant design was a PBL web- based pedagogical learning for short-term modules in the vocational college students in Taiwan.
Based on those descriptions, it is necessary to develop physics learning modules for the gifted-talented students based on Problem Based Learning PBL and test its practicability. The
purpose of this study is to develop a PBL-based Physics module and describe its practicability and the gifted- talented student
s’ response to the use of the module, in addition to describing the effectiveness of this module.
B. Research Method
