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percentage of achievement for this competency is equal to 54.33. On item number 4, teachers were asked to calculate the maximum benefit is gained if a trader bought food cake
donuts at a price of IDR 2,500.00 per piece and sold at a profit of IDR 500.00 per piece, while the trader bought sponge cake at IDR 4000.00 per piece and are sold with a profit of IDR
1000.00 per piece. The trader mempuyai capital of IDR 1,450,000.00 and donut shop and can accommodate as many as 400 pieces of sponge cake.
The difficulty level of teachers in math problem solving steps for item number 4 is presented in Table 5 below:
Table 5. Percentage of Teachers Difficulty in Problem Solving Steps for Problem Number 4
More clearly, the following is a diagram of the difficulty level in solving problem number 4, so it can be seen on the stage where teachers had the highest difficulty.
Figure 6. The Difficulty Levels of Social High School Mathematics Teacher in Mathematical Problem Solving Item Number 4
Based on the diagram, the largest difficulty level in solving the problem at step interpret the results or make conclusion is 76.74. The difficulty level for the carrying out the plan as
much as 66.95 of teachers is still having trouble on the third stage. A total of 62.34 of teachers had difficulty in understanding the problem. Then, as many as 53.09 of teachers
had difficulty in devising plan to solve the problem.
3.5. Difficulty Levels of Social High School Mathematics Teacher in Problem Solving for
Number 5
Items number 5 according to competency standard calculating measures of central tendency of the data groups in the form of tables or diagrams. Based on absorption of
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mathematics in National Exam 2011, the percentage of achievement for this competency is equal to 64.28. On item number 5, teachers were asked to determine the mean, mode,
and median of grouped data in Table 6 below.
Table 6. Table Frequency of Problem Number 5
Value f
i
31 – 40
41 – 50
51 – 60
61 – 70
71 – 80
81 – 90
91 – 100
4 3
11 21
33 15
3 The difficulty level of teachers in math problem-solving steps for item number 5 is presented
in Table 7 below. Table 7. Percentage of Teachers Difficulty in Problem Solving Steps for Problem Number 5
More clearly, the following is a diagram of the difficulty level in solving problem number 4, so it can be seen on the stage where teachers had the highest difficulty.
Figure 7. The Difficulty Levels of Social High School Mathematics Teacher in Mathematical Problem Solving Item Number 5
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Based on Figure 7 that as many as 99.54 of teachers had difficulty to interpret the results or make conclusion. The next difficulty level is at the third stage as many as 43.27 of
teachers had difficulty in carrying out the plan. Furthermore, many as 24.47 of teachers had difficulty in understanding the problem and 24.35 of teachers had difficulty in devising
a plan or strategy to solve the problems.
Based on the analysis, not only known the level of difficulty but also known the error of mathematics teachers in solving problems for each number. The locations of errors made by
teachers in math problem solving are: 1.
Errors in understanding the problem Co
o istakes ade tea he s at this stage is that the tea he did t ite a data necessary nor required in writing of data due to any problem in understanding the
se te e. I additio , o o istake ade is the tea he did t ite the o e issues
to be searched. 2.
Errors in devising plan Common mistakes made in devising plan are the teachers did not write the requirements
that must be completed to resolve the problem. The error in devising plan for competency standar calculate the operating results of algebraic roots of quadratic
equation is the requirement that the length and width of the land is always positive. The errors in devising plan for competency standard calculates the chance of occurrence are
at fault to write the formula used for chance events or opportunities combined two events. The error in devising plan for competency standard resolve an inequality in terms
of the root is the root sign must be greater than or equal to zero. In addition, the error in devising plan for competency standard finish inequality is the root form error resolution
strategy selection inequalities that form the root of both sides must be squared. The error in devising plan for competency standard resolve issues related to the linear program is
teachers did not write constraint token
in the linear programming problems and errors in modeling sentence into math models. The error in devising plan for competency
standard calculate measures of central tendency of the data groups in the form of tables or diagrams dominated median error in the formula, determine the mean errors, discern
and calculate d deviation or median value with a deviation between the average count while with u = 0, ± 1, ± 2, .... Another mistake in this stage is the teacher did not use
existing data in a matter of sentences that should be used for problem solving.
3. Errors in carrying out the plan
Mistakes made by teachers in carrying out the plan due to an error in the previous steps. The error in devising plan for competency standard resolve issues related to the linear
program is the teacher did not to test the corner points to determine the greatest profit. The teacher just looking for the second intersection graphs and only the cut off is
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100.300 is used to find the maximum profit. Generally, the errors in this step are the calculation errors.
4. Errors in making conclusion
Errors this step because teachers did not make conclusions to answer the core of the problem nor teachers made mistake in interpreting the results obtained due to errors in
the earlier stages of completion.
Factors that cause errors in solving math problem are 1 the teacher was unusual to encounter a specific problem because they did not familiar with the material, 2 the teacher
forgot to certain materials, 3 teachers was useless in solving the problem, 4 psychological conditions burdened, and 5 the ability and physic condition.
Conclusion
From the results of this study concluded that the biggest difficulty level teachers in mathematics is problem solving is at the stage to interpret the results obtained as many as
89.38. This stage includes the level of difficulty is very high category. The difficulty level of carrying out the plan belongs to medium category 60.03. The level of difficulty of devising
plan includes medium category 46.64 and the level of difficulty in understanding the problem is low category 39.46. The errors in mathematics problem solving were reading
and comprehension errors, transformation errors, process skill errors, and encoding errors. Reading and comprehension errors were led by the failure of the teacher to write the
requirement information. Transformation errors were led by the failure to formulate or strategy to solve math problems. Process skill errors were led by the transformation errors.
Encoding errors were led the failure of the teacher to write the conclusion. In conclusion, the factors l
eadi g to tea he s diffi ulties i “le a a d Yog aka ta e e ps holog o ditio , tea he eadi ess, a d tea he s is o eptio of athe ati s.
REFERENCES
Adams, D. Hamm, M., Demystify Math, Science, and Technology: Creativity, Innovation, and Problem-Solving, Plymouth, UK: Library Materials, ANSI NISO, 2010.
Djemari Mardapi Nuchron, Analisis Kelemahan Kompetensi Siswa pada Tingkat KabupatenKota Berdasarkan Hasil UN Rendah Wilayah 3 Kalimantan, Sulawesi, dan NTB.
Yogyakarta: Kerjasama PEP Pascasarjana Universitas Negeri Yogyakarta dengan Puspendik Balitbang Kemendikbud, 2011.
Djohar, Guru, Pendidikan Pembinaannya, Yogyakarta: Grafika Indah, 2006.
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Ingvarson, L., et. al., Investigation of Effective Mathematics Teaching and Learning in Australian Secondary Schools, Canberra, Australia: ACER Australian Council for
Educational Research, 2004. Killen, R., Effective Teaching Strategies Lessons from Research and Practice, South
Melbourne, Victoria: Cengage Learning, 2009. Moh. Uzer Usman, Menjadi Guru Profesional, Bandung: Remaja Rosdakarya, 2006.
Polya, G., How to Solve It: A New Aspect of Mathematical Method, 2nd ed., Princeton, New Jersey: Princeton University Press, 1973.
Polya, G., Mathematical Discovery: on Understanding, Learning, and Teaching Problem Solving, Combined Edition, Toronto, Canada: John Wiley Sons, 1981.
Samsul Hadi Agus Hadi Widiyantoro, Analisis Kelemahan Kompetensi Siswa pada Tingkat KabupatenKota Berdasarkan Hasil UN Rendah Wilayah 1 Jawa. Yogyakarta: Kerjasama
PEP Pascasarjana Universitas Negeri Yogyakarta dengan Puspendik Balitbang Kemendikbud, 2011.
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta, 2003.
Sunarto Heri Retnowati, Analisis Kelemahan Kompetensi Siswa pada Tingkat KabupatenKota Berdasarkan Hasil UN Rendah Wilayah 2 Sumatra. Yogyakarta:
Kerjasama PEP Pascasarjana Universitas Negeri Yogyakarta dengan Puspendik Balitbang Kemendikbud, 2011.
White, A. L., A ti e i athe ati s lass oo s fi di g out h hild e ake istakes and the doi g so ethi g to help the , i The Jou al of P i a Asso iatio fo Mathe ati s,
University of Western Sydney, Square One, Vol 15, No. 4, December 2005. p. 15-19, 2005.
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The Development and its Impact of Java 2 Micro Edition Based Media for Mobile Chemistry Encyclopedia
To Senior High School Student Learning
1
Amallia Nugrahaeni and
2
Jaslin Ikhsan
1,2
The Department of Chemistry Education
The Faculty of Mathematics and Science Yogyakarta State University
Karang Malang, Yogyakarta, 55281 INDONESIA
1
amallianugrahaeniyahoo.com and
2
jaslinikhsangmail.com
Abstract
The development Information and Communication Technology ICT has changed the way of working and learning as well as their implementation in many fields. Education is dramatically
influences by the development digital technology such as e-learning and mobile learning. In Indonesia, the development is also supported by large numbers of mobile appartus that are easily
accessed by mobile students. This research developed Java 2 Micro Edition based mobile chemistryencyclopedia called
Che ist lopedia on the topic of Hydrocarbon and Petroleum for Senior High School students and it is trial.
The product of Che ist lopedia was tested to 50 students of Senior High School at Sedayu,
Bantul, Yogyakarta. The data were collected to gain information on the effect of the use of the Che ist lopedia on the students learning interested, motivation, independence, flexibility, attitude
, and style. The data was collected using a set of questionnaire and analyzed using statistics of descriptive.
From the analysis, it can be concluded that students learning were affected significantly by the implementation of J2ME
ased he ist edia of Che ist lopedia The development of this study produced a mobile application called Chemistclopedia that
can be played by mobile phone. The learning topic in the application was Petroleum and Hydrocarbons , topic for senior high school students. Assessment from students showed that the
media is very good in quality with the percentage of ideality of 85.25. The results indicated that
Chemistclopedia was eligible to be used as learning media for enrichment purposes on the topic of Petroleum and Hydrocarbons for senior h
igh s hool stude ts. “tude ts espo ses to the appli atio was very positive, in which 84.78 of 50 students stated that the use of the application
Chemistclopedia a affe t a d ha ge stude ts lea i g i te est, oti atio , i depe de e,
flexibility, attitudes, and styles.
Keywords:
o ile lea i g, J ME, Che ist lopedia
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1. Introduction
a Background
The rapid development of the information in the era of globalization provides an opportunity to improve the quality of education based Information and Communication
Technology ICT, which has advantages in terms of flexibility, efficient, and effective. Electronic learning and mobile learning media are used as learning resources that are now
widely used by chemistry teachers to help learning process in the classroom of chemistry. Unfortunately, chemistry learning media especially the mobile ones have yet been
developed. Given the large number of students who already have a mobile phone, then the media is essential for the development of media-based learning materials.
M-Learning mobile learning is an learning approach that involves mobile devices such as mobile phones, PDA, laptop and tablet PC, where learners can access materials, referrals
and applications related to the subject without being limited by space and time, wherever and whenever they located. Mobile learning is a learning model that utilizes information and
communication technology. On the concept of learning, mobile learning brings the benefits of the availability of teaching materials which can be accessed at any time, and the
visualization of interesting material. This will increase the focus on learning materials, making learning becomes pervasive, and can encourage learners motivation to lifelong
learning. In addition, compared to conventional learning, m-learning allows for more opportunities for direct collaboration and informal interaction among learners. Mobile
learning models are not only used during the development process, but it is used continuously to maintain the continuity of the adoption of e-learning programs.
Mo ile lea i g is suppo ted o ile te h ologies a d i ol es o ilit of hu a subjects who can be physically far from each other and far from formal educational physical
spaces, such as classrooms, training graduation qualification rooms or workplaces. Mobile learning can be used as handheld devices to provide access to learning content and
information resources. Therefore, mobile learning builds on the advantages that users can carry with them for learning on-the-move.
Mobile learning for learning on the move is not just about the delivery method, but is also about learning across contexts. The aspect of learning contexts in a more thought
provoking definition of mobile learning for the needs of instructional designers include not just the mobility of the technology and learner, but also the mobility of the learning, which
allows for the context of the learning to be highly individualized.
Traditional instructional methods can no longer be exclusively utilized and new thinking must be incorporated in order for learning goals to be achieved. Mobile devices offer
potential for multimedia learning experiences. However models for using and developing
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learning with mobile applications are somewhat lacking. As such, educators and instructional designers face a challenge of determining how to use these powerful new tools in learning
appli atio s. I o de to effe ti el suppo t Che ist lopedia , i st u tio al p i iples ust be identified that are both pedagogically sound and address the mobile learning context in
terms of usability.
Java 2 Micro Edition is a Java platform that developed on mobile devices. Java 2 Micro Edition has been defined in two configurations, Configuration is a java library and a
minimum in accordance with the capabilities of a mobile device to be able to run the application optimally namely CLDC Connected Limited Device Configuration for small
devices with memory and processing power are small. While the CDC Connected Device Configuration to a larger device.
Traditional instructional methods can no longer be exclusively utilized and new thinking must be incorporated in order for learning goals to be achieved. Mobile devices
offer potential for multimedia learning experiences. However models for using and developing learning with mobile applications are somewhat lacking. As such, educators and
instructional designers face a challenge of determining how to use these powerful new tools in learning applications. In order to effectively support
Che ist lopedia , instructional principles must be identified that are both pedagogically sound and address the mobile
learning context in terms of usability While instructional strategies focus on the transmission of knowledge and describes
the general components of a set of procedures used to enable student mastery of learning outcomes, cognitive learning strategies are methods used to help learners link new
information to prior knowledge. To that end, cognitive strategies focus on how the learner processes knowledge and provides a structure for learning through mental strategies, and
these are used to facilitate the activation and retention of prior knowledge by integrating active and exploratory learning techniques into the design process[1].
This study develops the media that can be played using mobile apparatus. The media is called
Che is lopedia . Che is lopedia is Chemistry encyclopedia that support Chemistry mobile learning. It is known that encyclopedia is one of the types of books that
raise a description of the phenomena of the various branches of knowledge or a particular field of science in separate articles. Generally materials in the encyclopedia are arranged
alphabetically or by category brief and concise.
b Formulation of Problem
Can J2ME used as an application to develop good mobile Chemistry Learning Media, and
how are the responses of senior high school students at Sedayu, Bantul to the media?
