Muhammad Rifqi Rofiuddin, 2014 Application Of Five-Stage Conceptual Teaching Model By Utilizing Cmaptools To
AnalyzeConceptual Change And Cognitive Learning Outcomes On Light And Optics Topic Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
I. Research Scheme
Preliminary study giving questionnaire to students and interviewing Physics teacher
Literature study of conceptual change, concept map, CmapTools utilization, cognitive learning outcomes
Analysing criteria of concept map scoring
and concept map structure
Lesson Plan Arrangement
Research instrument arrangement Cognitive test, Cmap Scoring Rubric, Unstructured Questionnaire, Expert Cmap
Instrument validation Test of discrimination power, difficulty level, reliability and
validity of cognitive test, validity of expert concept map, judgement of scoring rubric and unstructured questionnaire
Preliminary Concept Map
Implementation of conceptual change teaching model by utilizing CmapTools Students’ response
Data Processing and Analysis Result and Conclusion
Revision Analysing Lesson Indicator of
Light and Optics Analysing science content
standard of secondary school Problems are formulated
Analysing conceptual change
teaching model Analysing test item
based on cognitive taxonomy level
Pre test Introducing cmap element
how to construct it
Post Concept Map Post test
Figure 3.2 Diagram of Research Scheme
Muhammad Rifqi Rofiuddin, 2014 Application Of Five-Stage Conceptual Teaching Model By Utilizing Cmaptools To
AnalyzeConceptual Change And Cognitive Learning Outcomes On Light And Optics Topic Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V CONCLUSION AND RECOMMENDATION
A. Conclusion
Research of CmapTools utilization under five stage conceptual change teaching model that is adopted from Driver Odham 1986 in Lin et. al., 2010
has been conducted systematically, based on the research result it is acquired some conclusions as follows:
1. Secondary students’ conceptual change that is analyzed based on
comparison of preliminary and post concept map construction shows significance of 50.92 differences that is elaborated into concept map
element based on Novak and Gowin criteria such as prepositions and hierarchical level in high category, cross links in medium category and
example in low category. 2.
Secondary students’ cognitive learning outcomes after experiencing CmapTools
utilization shows high category improvement based on normalized gain g as 0.86 that under four leveled of cognitive
taxonomy; from C1 until C4. 3.
The implementation of five-stage conceptual change model by utilizing CmapTools as prototyped media in helping students to
construct concept map is capable to improve secondary students’ cognitive learning outcomes based on statistical calculation result that
indicates strong correlation as value of correlation coefficient r
xy
is 0.78.
4. Secondary students’ response towards CmapTools utilization is
positive in all indicators; impression of improvement in learning Physics, interest and motivation towards Physics lesson, improvement
of behavior aspect towards Physics lesson, and cognition towards the benefits of CmapTools feature.
Muhammad Rifqi Rofiuddin, 2014 Application Of Five-Stage Conceptual Teaching Model By Utilizing Cmaptools To
AnalyzeConceptual Change And Cognitive Learning Outcomes On Light And Optics Topic Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
B. Recommendation
Based on the findings of the research that has been conducted and concluded, there are several recommendations that necessary to be conveyed by
the researchers as follow: 1.
It is recommended for the other researcher to make a research about mapping conceptual change by utilizing CmapTools to analyze cognitive
learning outcomes in others topics with higher level of cognitive level at evaluating C5 and creating C6 aspect by integrating it into project
based learning. 2.
Time allocation should be well-arranged in developing the conceptual teaching model so that efficient time with better result can be obtained.
3. Before designing or adapting a learning model, teacher should be able to
adapt with new characteristics of students based on their learning style. 4.
Teacher has to concern with every students’ need in conducting treatment therefore they will be not feel being pressured and learning atmosphere
can be more enjoyable. 5.
In conducting introduction of concept map that describes its elements such as propositions, hierarchical levels, cross links and examples, it is highly
recommended to directly train students how to build concept map by using concept bank in order to stimulate students to classify and organize their
prior conception. Concept bank can be made by using small papers that attached on the whiteboard.
6. For the researchers, it is suggested to build good communication with
related subject teacher at school in order to overcome and minimize obstacles such as providing equipment for experiment and demonstration
using local resources materials if school does not provide it. 7.
For further researchers, it is suggested to distinguish characteristics between concept map and content diagram based on the inclusion of
linking words and cross links.
