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exchange of information. Students may discuss material more in depth, share insights and experiences, and answer questions. As while, visual media can enable effective discussions,
hands-on learning, small group learning, projects, colaborative and case studies Damavandi Kashani, 2010. Further, the attitude of the students is affected by the experience of
teachers in developing instructional media so that the media used in the learning process of students is designed according to the daily life Ozdamli, 2011.
Physics is the basis of light vehicles placed as subjects vocational high school on adaptive program. Physics lesson is expected to provide a foundation competencies into
vocational competence to applied physics in the field of technology as a lesson in productive program. However, the reality in the learning physics for vocational during this take place
without effort linking these subjects with productive fields. As a students experiences not able to apply the learning outcome to solve problems of daily life, including problems in the
field of technology or productive so that learning outcomes less than the maximum.
Appropriate of learning methods and learning media needed to facilitate understanding of the concept and application. Varied instructional method and media
needed to facilitate learning styles of students. Through methods and media used will be able to attract attention, interests, thoughts, and feelings of students in the learning process. To
help students who lack motivation and interest to learn physics can use instructional media. One of the presentation forms of vocational physics materials is poster as visual media. These
posters are used to help students understanding the vocational physics materials. Poster as a media of learning has a role to motivation, warnings and presentation of creative
experience.
2. Methods
Experimental design used in this work was Quasi Experimental research design using pretest posttest Control Group Design. Test and questionnaire were used as an instrument
of research. Tests were given before and after the learning process, while questionnaire was given after learning process and made the Likert model for measure attitude. Scores average
of test before and after learning process was analyzed using t-test. Increasing of concepts mastery is measured using the formula of gain normalized average, while the students
attitudes toward learning process are measured using analyzing the answers of the questionnaires. Measurement of students attitudes toward learning process is calculated
with total answer every question that has been filled respondents were then given a score corresponding weights have been calculated using a Likert scale.
Table 1. Pretest posttest control group design.
Group Sample
Pretest Treatment
Posttest
Experiment R
O
1
X
1
O
2
Control R
O
1
X
2
O
2
Note: X
1
: learning to use vocational poster, X
2
: conventional learning, O
1
: pretest, O
2
: posttest
3. Results and discussion
The results of pretest, posttest and N-gain average score of concepts mastery of experiment group and control group can be shown in Table 2.
The use of poster on thermodynamics for concept mastery and students attitude in Vocational High School
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Table 2. Concept mastery of students for experiment group and control group. Aspect
Experiment group Control group
pretest posttest
N-gain pretest
posttest N-gain
Mean 28.00
72.50 0.6
29.00 52.50
0.3 Standard Deviation
3.21 4.65
1.2 3.45
4.51 1.2
Normality 0.262 normal
0.521 normal Homogenity
0.651 homogen t-test
t
count
= 2.889 significant level p = 0.000 significant
The average of N-gain of the experiment group and control group includes in the medium and low-grade categories respectively. There increased concept mastery of the
experiment group is higher than that of the control group. The measurement results of students attitude are shown in Table 3.
Table 3. Students attitude after treatment.
No. Category
After treatment Frequency
Persentage
1. Strongly disagree
2. Disagree
2 5.4
3. Agree
29 78
4. Strongly agree
6 16
Total 37
100 Mean
3.05 Increased concept mastery of the experimental group affected by the use of posters
in the learning process. The poster containing the concepts and applications in the field of engineering of light vehicles that could add to the thermodynamic concept mastery for
vocational students. The use of posters provides the opportunity for students to perform navigation, interaction, creativity and communication. According Matlin 1994 concept
formation will be easily remembered and understood when studied in the form of images.
Students attitudes toward the use of poster media in teaching of vocational physics on vehicle engineering department obtained are positive that shown by the average of 3.05
on agreed categories. Through the posters, a guided discussion is carried to provide an opportunity for students in expressing ideas, improving the skills of leading the group,
process skills, ability to communicate effectively, and learning to criticize an information Hande et al., 2015. It also assist students in making observations, translate, propose
hypotheses, identify variables, and concluded Phang Tahir, 2012. Visual media based learning effectively improves the ability in interpretating by the observation, active and
reflective learning activities and enables to be durable information for students Alias et al., 2013; Alias Siraj, 2012.
Development of visual media in form a durable information in the memory of the student enables if often observed continuously and supported with online facilities
Alias et al., 2013. The use of the poster as a media of learning in the classroom provide some impact,
among others: a for motivation as the driving force or motivation of student learning activities, discussion activities can be carried out after shown a poster which contains subject
matter, knowledge and additional skills; b as a warning and c creative experiences, as teaching aids, poster gives opportunities for creative and participation on learning process.
Poster in the learning process gives students the chance to paint a picture of what is learned.
Susilawati, C. Huda, S. Linuwih, I M. Sudana
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This vocational posters used to stimulate student motivation, facilitate teachers to present material and facilitate students in learning, attract more students, practical and easy to use.
The use of posters can attract more students making it easier for students to understand the material detail because some students often run into difficulty when described with lecture
method. With the help of vocational poster, students can more easily understand the material presented through images, students better understand the material and the
average increase on student learning outcomes. The use of instructional media as posters facilitate vocational teachers to guide students in follow to learned. The level of students
knowledge is built in such a way to develop the mindset of the students. This is consistent with the notion that activity and the results of student learning using learning media as
posters better than using conventional or traditional learning with not use posters media. Learning process in control group does not use the poster vocational media but using
conventional learning so that the control group looks inactive and less enthusiasm in participating in learning. It leads to different categories of students learning outcomes.
Student experience gained from the learning process will form a certain attitude. Experience is the basis of the attitudes formation. This leads to an experience should give a
strong impression. This attitude formation is also influenced by the interaction between students and student interaction with the media. In this study, students are exposed to
recurrent events. Students are trained to be optimistic, objective, tenacious, cooperation and critical. One of the dominant attitude in this study are optimistic part of emotional
competence level affect on the person in making decisions Onen Ulusoy, 2015. Attitudes, mental, emotional, and behavioral aspects of the behavior of individuals is seen as an
important and one of the affective features that are subject to educational research Capri et al., 2012. Palic Pirasa 2012 significant relations were not found between physics
laboratory attitude and tendency for imprudent behavior. The effect of teaching the direct current concept with analogy technique has been determined that increases have been
observed in students attitudes towards physics lessons Cibik Yalcin, 2011.
Other factors that favor the formation of students attitudes are teachers. In the process of learning, the teacher gives an opportunity to express their opinions and discuss in
groups. Thus, students are trained to be objective, resilient, optimistic, respect the opinions of others, responding to other peoples opinions and critical of the topics of discussion.
Attitudes are slowly will affect on the students attitude of innate earlier.
4. Conclusion
