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1. Descriptive Text Learning
Descriptive text has the following generic structure:
a.Identification: it identifies noun, people or something will be described.
b. Description: it describes the characteristic the noun described such as where was it from, the color,
the size, the favourite, etc. The description gives information about the subject, or people discussed.
The descriptive text learning is a process of knowledge
development to
get higher
understanding by using spoken and written text.
2. Learning motivation
Syamsudin said that motivation is a power or forces or energy or a complex condition and
preparatory set inside individu to move forward into certain destination. Whether it is realized or
not, the motivation grows up by the following ways: 1 instrinsictly, 2 extrinsictly.
It can be said that there are two kinds of motivation:
a. intrinsict motivation: the motivation is brought since the human was born. It can not be
learnt because someone who has high curiosity to know, heshe will learn, as a result, the knowledge
and activities based on intrinsic motivation will stay longer.
b. extrinsict motivation: the motivation that underlies the individu participant. The extrinsict
motivation can be an honour, a compliment, a reward, a punishment. Extrinsict motivation is
highly used to achieve the result of the study. Petri dan Helbert said that Motivation is the
concept we use when we describe the force action on or within an organism to initiate and direct
behaviour. Motivation can be an aim and tool in the learning and teaching process. Motivation as a
factor which can determine the succeed of the students learning in the field of knowledge, skill,
and value. Dimyati and Mudjiono stated that there are
three main components in motivation. They are as follows: 1 need, 2 encourage, dan 3 aim. The need
happens when there is unbalance between what is needed and what is expected. Encourage is a mental
power oriented to fulfill the expectation or reach the goal. Encourage which is oriented to the goal
belongs to the core of motivation. Whereas, the goal is something needed to be reached by the
individu. Dimyati expressed that learning motivation
consists of some functions of learning motivation, they are: supporting to act, determining the way of
the action toward the expected goal. Motivation can give direction and activities must be done based
on the formulated goal. Learning motivation is encouraging appeared from the intrinsict and
extrinsict toward certain ways started by the need existence which create efforts to achieve the need
satisfaction or the expected goal. The measurement of learning motivation is scored continoumly from
the highest to the lowest, in the form of code, VR very good with the score 86-100, code G good
with the score lai 81-85, code A Average with the score 71-80, code UA under average with the
score 61-70, and code P Poor with the score 51-60.
3. Paired Retelling
There are some meaning of retelling, they are as follows:
1. Retelling is away to help learning that can be used with listening, reading, writing.
2. In discourse analysis, a measure of comprehension. In miscue analysis the process in
which the reader, having orally read a story, describe what happened in it. The purpose of
retelling is miscue analysis to gain insigt into the reader’s a ilit to i tera t ith, i terpret, and draw
conclusions from the text and retell.
Retelling can be said that research indicates that retelling increases both the quantity and the quality
of what is comprehended. Teacher can use retelling as a way to build silent reading fluency and to
measure comprehension. Having student retell allo s a tea her to assess a stude t’s u dersta di g.
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Retelling allows teacher to gain insight into what a student views as important and also how the
students organize the information. Retelling can determine whether the students knows the main
idea, can make Based on above explanation, retelling can be
used in English learning based on the following reasons: 1 students can understand generic
stucture and word meaning, 2 increasing the discourse text, and 3 being able to cooperate with
listening, reading, and writing assignments.
4. Pictures media
Nana Sudjana and Ahmad Rivai said pictures media is a media which combine the fact and the
idea clearly and strongly through the combination of expressing words and pictures. Picture is a media
which have function to distribute the message from the source of message to the message receiver.
Specifically, picture has function to attract people, stresses on the idea, illustrate or give variation to
the fact. Picture is a simple media, easy to made, cheaper media.
The use of media in the process of teaching and learning will arise the desire and the new interest,
increase the motivation and the stimuli of learning activities, even it can bring psycological effect
toward students. Besides, media can increase the learning motivation, enable to learn independently
based on the interest and the skill.
DISCUSSION PLANNING
In this research, the researcher prepared everything needed in the process of teaching
development. Here are some steps prepared: The population of this research is the first
semester Law Faculty students of Semarang State University. Because English is taught in the first
semester. Whereas the sampling is random sampling.
The teaching instrument is a method of picture paired retelling to improve the process of English
teaching and learning. There are three instruments used in this
research. The instruments are as follows: 1 the instrument of Speaking score. The instrument is
used as a tool of collecting data. The process of data collecting was done in the teaching and learning
process. In this case, the teacher is an observer and also facilitator in the process of teaching and
learning. As the observer, the teacher will observe the cycle and give the intervention needed in every
cycle, so that it will influence the process and the result of learning. As the facilitator, the teacher has
function as the source of information in the process of teaching and learning. The learning process
based on the system of student learning center, where the focus is on the students. The teacher as a
facilitator will help students in the process of teaching and learning. 2 questionnare form which
reveal the result of students motivation. 3 the instrument of students opinion about cooperative
learning using a method of picture paired retelling.
ACTIVITY 1.Research Characteristic
The research was done in the class of 50 Law Faculty students as the subject of the research, one
English teacher, and two other teachers as the collaborators. In generally, the plot of the research
can be described in the following steps: Assessing the English material
Field Orientation Interview
Action Early reflection
Identify the problems and the action plan Assessing the theory and research relevance
between Picture Paired Retelling and motivation The action plan using Picture Paired Retelling in
increasing the learning motivation The implementation of using Picture Paired
Retelling
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Data
The ways of collecting data: a. Interview after the process of teaching and learning, b.
Quesstionnaire, is used to used to explore other aspects such as student opinion on the use of PPR
and student motivation towardlearning English, c. Field notes, to record important events related to
materials research, especially at the time of the learning process takes place, d. Instruments
Learning MotivationMotivation to learn is the encouragement that comes from within and outside
the self impetus for learning. The indicators for variable learning motivation is curiosity, love to
learn, desire to excel, pengghargaan existence, the existence of sanctions or punishment, as well as the
attention of the competition, so it will achieve the expected learning objectives to obtain maximum
results.
RESULT
Aspect of
learning outcomes
To view the student learning outcomes,assessment is divided into 5 categories. Very good 85-100,
good 81-85, average 71-80, under average 61- 70, and poor 51-60. Aspects speaking on the
condition before treatment has average value average of 62.06 including the poor category, the
first cycle of the average value of students increased to 71.74 including category average, and the two-
cycle rise higher to 83.72 including good category. Aspects of the structure of the text on the condition
before treatment
has average value of 60.94 including the poor category,
the first cycle of the average value of students increased to 75.16 including category average, and
in the second cycle structure of text rising higher to 82.72including good category.
Aspects of vocabulary on the condition before treatment
have value
average of 61.44 including under the category average, the average value of the first cycle.
average students increased to 76.88 including good category,
and thesecond
cycle rise higher to 85.64 including very good category.
Aspects of Fluency on the condition before treatment have an average value of 57.98 including
the poor category, the first cycle of the average valuestudents increased to 73.02 including
category average, and the cycleThe second rise higher to 84.03 including good category.Aspects of
pronunciation in the state before treatment hasaverage value of 66 including under the
category average, the first cycle valueaverage student increased to 76.64 including category
average, and theThe second cycle of increased higher to 83.38 including good category.Overall
there is a good improvement from the aspects of the spoken aspects of assessment before treatment
the average of each aspect of the category of poor and average but has increased in the first cycle to
the second cycle categories of good and also in the good category.
Students motivation Students motivation in the first cycle has a
number of scores of 79.00 with average motivation category.This means that the students motivation
in the first cycle are categorized high enough. Learning motivation will be high when there is a
boost in both the student and the outer self In the second cycle has a number of scores of 91.43 with
very good motivation category. This suggests that there is an increase in the relative motivation of
students become very good average.
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The Result of cooperative learning Aspects
of assessment
cycle 1
cycle 2
Avera ge
The use of images to help the monologue
100 100
100 Lecturers
use the
images for
descriptions 98
98 98
Pictures make
learning more happy 100
100 100
Application of
descriptive text
images in monologue 98
100 99
Image according to the
learning descriptive text
100 100
100 The use of images
according to age 98
100 99
The use of images in accordance with the
thinking ability 98
98 98
Cooperative learning is helpful
100 100
100 The method of paired
retelling help
the monologue
100 100
100 It isdelightful retelling
paired method
applied 100
100 100
From the above data it appears that the average cooperative learning outcomes are very high. This
suggests that cooperative learning is relatively beneficial to the students and help their learning
process. Does not appear to have a significant increase of cycles one and two, but on average the
results showed very good results. CONCLUSION
From the research that has been done can be taken severalconclusions as follows :
1. Models developed in this study is the use of cooperative learning PPR Picture Paired retelling
combined with four stages of learning English is Building knowledge of field BKOF ; Modelling of
text MOT ; Joint construction of text JCOT ; and Independent construction of text ICOT.
2. Findings on the second cycle of the entire student otherwise completed passing grade.
There is a growing mastery learning in the second cycle and an increase in the average value of the
first cycle category 74.68 Good to 83.93 category Very Good on the second cycle. Therefore, there is
an average increase significant value of the first cycle.
3. Motivation to learn in the first cycle has a number of 79.00. In the second cycle has a number
of scores of 91.43 with very high motivation category. So there is an increased motivation to
learn significantly. 4 Opinions of students aboutcooperative
learning using PPR in the second cycle an average of99.6 . So there is an increase of 0.4 when
compared with the opinions of students on the first cycle, because the picture used in the second cycle
sought by students, so the percentage of the second cycle of the opinion of the use of PPR has increased
SUGGESTION
1. Use
ofthe images
usedtodescribesomethingshould be soughtby studentsin order tobe better and more
interestingaccording to theability of thinking.
2. Divisionincooperative learninggroupsshould
beheterogeneous, in
accordance with theability to thinkthat variesand is
determined bythe lecturer. 3.
.At the
stage JCOTguidingthe
activitiesofbothfaculty andstudentpeersto
be more
intensiveespecially whencollaboratingfillretellingrecordsheet.
REFERENCES [1]
A. MuchlisdanEndangSusilowati. Speak English Handout for Teacher. Jakarta:
PT. GramediaPustakaUtama, 2003 [2]
Allen, Stannard
W. Living
English Speech.London: Longman Group Limited,
1967 [3]
Anderson, Mark and Kathy Anderson. Text Types In English. Kuala Lumpur: Macmilan,
1997
331
[4] Anita Lie. Cooperative Learning. Jakarta: PT.
Gramedia, 2005
Depdiknas. MateriPelatihanTerintegrasiBahasaInggris.
Jakarta :Depdiknas, 2004 [5]
_________English K-6 Moduls. News South Wales : B. Guard of Studies, 2001
[6] _________MateriPelatihanTerintegrasiBa
hasaInggris ING-03:Pembelajaran Text Deskriptif. Jakarta: Depdiknas, 2004
[7] DimyatidanMudjiono.
BelajardanPembelajaran.Jakarta: RinekaCipta, 2006
[8] I
WayanSukarnyana. PenelitianTindakanKelasBahanPenataranu
ntukInstruktur..Jakarta: Depdiknas, 2002 [9]
Maslow, Abraham
H. MotivasidanKepribadianI.
Alihbahasa: NurulImanBandung:PBPressindo, 1994
[10] Mc. Clelland, David C and David H.
Burnham.Power is the Great Motivator. Cambridge, Harvard: Business Review, 1976
[11] RobertusAngkowodan
A. Kosasih.Optimalisasi
MedianPembelajarannMempengaruhiMot ivasi, HasilRelajardanKepribadian. Jakarta: PT
Grasindo, 2007
[12] Sardiman
A.M. InteraksidanMotivasiRelajarMengajar.
Jakarta: PT. Raja GrafindoPersada, 2007 [13]
SyaifulBahriDjanarah. StrategiBelajarMengajar.
Jakarta: PT.
RinekaCipta, 2002 [14]
WinaSanjaya. StrategiPembelajaranBerorientasiStandar
Proses Pendidikan.
Jakarta: KencanaPredana Media Group, 2007
332
QUESTIONING SKILLS OF PGSD STUDENTS IN SEMARANG STATE UNIVERSITY
Trimurtini
Lecturer of PGSD Semarang State University e-mail : trie_unnesyahoo.co.id
Abstract
PGSD students as candidate of elementary teachers are required to master basic teaching skills. There are nine teaching skills, and one of it is questioning skills. The questioning skills become very important, because of the
regulation of Education and Culture Minister Permendikbud 81a, 2013 about implementation of 2013 curriculum. There are five learning experiences in the learning process: observed, questioning, gathering
information, associate and communicate. In this paper will be describe the acquisition of questioning skills of PGSD students and discussed about the importance of questioning skills and its relation in the learning process.
Keywords: questioning skills, learning process, Curriculum 2013, teaching skills
Introduction
Classroom interactions can be seen as a good approach in order to deliver the lesson in more
effective way. The two-way interaction could also raise stude t’s a are ess i thi ki g out on every
idea or new information that comes to their mind
during the learning process. Delivering questions is one among several ways on enhancing a classroom
interaction. Questioning is among the oldest and most commonly used in teaching and learning
strategy[1]. Questioning is another form in classroom
interactions, teachers here poses some questions dealing with the lesson delivered and requiring
students to give their response at the moment. There are many ways to pose questions. Thus in
particular there are also levels in questioning. In this case, the leveling technique of the question is by
appl i g Bloo ’s ta o o . Here Bloo ’s taxonomy helps teachers clarify their intentions in
teaching and testing, make their tests more challenging by teaching and testing to higher levels.
The quality of the question determines the ualit of the stude t’s a s ers. The uestio a
provoke students to think more complex or not, it is also can bring students to think on low or high level
of thinking. Questioning skills is one of teaching skills. According to Rusman[2], teaching skills is
common characteristics of a person that associated with knowledge and skills in an action. This skills
perform fundamental behavior that is owned by a teacher as initial capital in carrying out learning task.
PGSD students as the candidate of elementary teachers are required to master teaching skills.
There are nine teaching skills, and one of it is questioning skills.
The questioning skills is become more important because of the regulation of the Minister of
Education and Culture about the implementation of 2013 curriculum. In the 2013 curriculum developed
two modes learning process: direct learning and indirect learning. The direct learning process guide
students to have learning experiences through five activities:
observe, questioning,
gathering information, associate and communicate[3].
In this paper will be describe about the acquisition of questioning skills of PGSD students,
and discussed about the importance of questioning skills and its relation in the learning process.
1. Questioning Skills
Teaching skills according to Rusman is common characteristics of a person that associated with
knowledge and skills in an action. There are nine
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teaching skills that must be possessed by teachers. One of nine teaching skills is questioning skills.
Delivering question is one way in which teacher assist students in receiving information or develop
high-level cognitive skills. Things that need to consider in order to deliver question are: 1 the
purpose of the question, 2 phrasing, 3 the structure of the question, 4 the scope of the
question, 5 move shifts, namely the provision of questions to some students respectively, 6
random distribution question, 7 giving time pausing to the students to think of an answer, 8
nature warm and enthusiastic teachers in response to students answers, 9 guided prompting
students to answering questions properly, and 10 the conversion of questions based on the cognitive
level[4]. There
are several
types of
questions 1questions that focus on the teaching process,
2questions that focus on the learning process, 3questions that focus on specific objectives[1].
While some things that need to be avoided when the teacher deliver question, for example: 1repeat
the question using the same words, 2 repeating the stude t’s a s er, a s er his o uestio ,
4 require an answer simultaneously[4]
According to Djamarah [4] there are two questioning skills: basic questioning skills and
advanced questioning skills. How to ask for a whole class, in groups, or to individuals, have a very
significant impact, not only on student learning outcomes, but also on the social and emotional. By
asking the teacher can help students learn with his friend, can help students in receiving more
information, or can develop a high-level cognitive skills.
2. Questions that Develop Higher Level
Thinking One of the commonly used questioning
techniques is to employ the 5W and 1H questions: Who, What, Where, When, Why and How. While
this questioning technique is useful to some extent, most of the 5W questions tend to be close ended
and elicit factual responses. Although factual responses are necessary, as good teachers we need
to promote higher level thinking skills as well. One a to address this ould e to use Bloo ’s
taxonomy of thinking skills as a guideline to ask questions. The following table gives some examples.
For instance, to test if a student is able to evaluate what has been learned, the teacher could ask the
student to critique a hypothetical problematic situation. Here table 1 shows the level of thinking
that o sider o Bloo ’s ta o o . Table 1 shows that higher level thinking is
related with creating, evaluating and analyzing skills but lower level thinking connected with applying,
understanding and remembering skills.
Table 1. Level Thinking Consider o Bloo ’s
Taxonomy [6]
Skill Sample
Prompts Purpose
Level Creating
design, construct,
plan, produce
combine elements
into a new pattern or
product Highe
r
Evaluating check,
critique, judge,
hypothesize , conclude,
explain judge
or decide
according to a set of
criteria Highe
r
Analyzing compare,
organize, cite
differences, deconstruct
break down
or examine
informatio n
Highe r
Applying implement,
carry out,
use, apply, show, solve
apply knowledge
to new
situations Lower
Understandin g
describe, explain,
estimate, predict
understand and
interpret meaning
Lower
Remembering recognize,
list, describe,
identify, retrieve,
name memorize
and recall facts
Lower
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3. Questioning Skills of PGSD Students
The Cambridge Dictionary defines question as a se te e or phrase used to fi d out i for atio
a d to test a perso ’s k o ledge of a ilit . This definition might work well in out of class settings
among people since they usually exchange questions to get factual information. However,
classroom teachers have a great number of reasons to pose questions to the students. A variety of
possible reasons for teacher pose question, as follow: to check or test understanding knowledge or
skill, to get students to be active in their learning, to direct attention to the topic being learned, to
provide a model for language or thinking, to find out something from students facts, ideas, opinions, to
provide weaker students with an opportunity to participate[5]. This various kinds of questions entail
teacher to formulate different types of questions. The observation have been done to nine PGSD
students in the teaching practise program. The results are as follows: the description of questioning
skills of PGSD students is first about basic skills of questioning skills and second is about advance skills
of questioning skills are in table 2 and 3. Table 2. The Components of Basic Skills
of Questioning Skills
No. Components of basic
skills lesson 1
lesson 2 1
Disclosure question
clearly and concisely 8
9 2
Giving reference 7
7 3
Concentration to the requested answer
6 7
4 Turns of answering
8 8
5 Spreading question
7 8
6 Giving time to think
8 7
7 Giving guidance
7 7
Table 3. The Components of Advance Skills of Questioning Skills
No. Components
of advance skills
lesson 1 lesson 2
1 Changing the level of
cognitive demand
questions 5
6 2
The order of questions 6
6 3
Keep track of the answer
7 5
4 Encourage
student- student interaction
6 6
From table 2, almost all of the questions that had been delivering by nine PGSD students stated
clearly and concisely. Only two people that did not give references before posed questions. References
sometimes are needed to give clue before students answer the question. The difference between giving
reference and giving guidance is if students had difficulty to answer a question, teacher can guide
student by deliver question in simpler sentence or give another simpler question. Focus on the open-
ended question, students can produce many right answers, but if the teacher wants to border the
answer so teacher need to concentration to the requested answer. Turns of answering is related
with spreading question. Teacher turns from one student to another to answer the same question.
But spreading question it also mean teacher can deliver question for whole students or one student.
Teacher had give time to think for students before ask one student to give answer.
From table 2 and table 3, that almost all of the nine PGSD students had been exhibiting seven
components of basic skills in questioning skills, but more than half of it had been exhibiting four
components of advance skills of questioning skills. From this data, the acquisition of questioning skills
of PGSD students is fine. Although they still need to practice their questioning skills especially in
advance skills. One of the goals of teaching is not only to
evaluate learning outcomes but also to guide students on their learning process. Hence it is
i porta t that tea her uestio s stude t’s thi ki g and learning process. To this end, teacher could ask
students to explain how they arrived at their conclusion answer and in doing so, what sort of
resources they had used and whether the resources had provided sufficient evidence etc.
There are two types of questions: open and closed. Open questions are those that require more
extensive responses from students. For instance, what did you do last night? On the other hand,
closed questions demand limited amount of response from the respondents, and normally only
one answer is required. To illustrate, where are you
335
from? However, yes-no questions frequently posed in classrooms have not taken much attention[5].
Going one step further it would be really engaging and motivating for the students as well as
the teacher to have the whole class participate in a discussion, which would allow cross fertilization of
ideas. This is in contrast to having a one- to- one, teacher to student question-answer session in the
class. To initiate a class discussion, a good starting point would be to pose a question or make a
statement that would elicit divergent responses, which could then be used to build further lines of
discussions. In this case, planning the type of questions ahead of class would help to ensure that
discussion is managed well within the allotted time.[6]
To plan the questions, it is not just the type of questions that is important, but also the timing,
sequence and clarity of questions. Answering takes time to think and it is therefore necessary to give
students sufficient waiting time before going on to modify the question or asking other students to
respond. If a student is not able to answer, then it is necessary to understand if the issue is with the
clarity of the question. In that case, one could rephrase the question or try to understand which
aspect of the question is difficult for the student and why. If the question is too difficult for the student
due to lack of prior knowledge, it may be useful to ask a more factual question to bridge the gap and
help lead the student toward the solution. In the learning process of 2013 curriculum, there
are five stages: observe, questioning, gathering information, associate and communicate. Focus on
questioning, in this stage students ask questions a out Pi for atio that the did ’t u dersta d
from what they have observed. The aim of asking
question is to get more information about what they have observed. It begins from factual to
hypothetic question. The competences that can be developed from questioning stage are develop
creativity, curousity, and critical thinking [3]. From this statement there is a relationship
between questioning skills and the questioning stage of learning process in 2013 curriculum. It is
clearly stated that students will not produce factual into hypothetical questions if they never hear these
questions from their teacher. Thus, teacher that can deliver good question with good questioning skills
could help students in questioning stage of the learning process.
Conclusion
Almost all of the nine PGSD students had been exhibiting seven components of basic skills in
questioning skills, but more than half of it had been exhibiting four components of advance skills of
questioning skills. From this data, the acquisition of questioning skills of PGSD students is fine. Although
they still need to practice their questioning skills especially in advance skills. Teachers not only need
to have a clear intent for questioning, but also learn to ask the right questions. To guide students on the
learning process, it is essential to question on lear i g out o e o te t as ell as stude t’s
thinking and learning processes.
REFERENCES [1]
Jarolimek, John and Foster, Clifford D. 1976. Teaching and Learning in the Elementary
School. United States of America: Macmilan Publishing Co, Inc.
[2] Rusman. 2011. Model-model Pembelajaran
Mengembangkan Profesionalisme
Guru. Jakarta: Rajagrafindo Persada.
[3] Permendikbud 81a tahun 2013 lampiran IV
[4] Djamarah, Syaiful Bahri. 2010. Guru Anak
Didik dalam Interaksi Edukatif. Jakarta: Rineka Cipta.
[5] Karakas, Ali. The Role of Questions Posed to
Young Learners in Classroom Interaction. http:www.developingteachers.comarticles
_tchtrainingquestionspf_ali.htm
[6] Sockalingam, Nachaamma. 2011. Questioning
Skills to
Engage Students.
http:www.facultyfocus.comarticlesteachi ng-and-learningquestioning-skills-to-engage-
studentssthash.kyWlIVal.dpuf
336
DEVELOPING INTEGRATED ASSESSMENT OF ATTITUDE, SKILLS, AND COGNITIVE IN PHYSICS SENIOR HIGH SCHOOL
Mustika Wati, Yetti Supriati, Gaguk Margono
FKIP UNLAM Banjarmasin Universitas Negeri Yogyakarta
mustika_bjbyahoo.co.id Abstract
This research was aimed to develop an integrated assessment of attitude, skills, and cognitive competency in physics objects of senior high school. The research method was research and development by Borg and Gall. The
developed assessment constituteda literature review about attitude, skills and cognitive competencies.The result of interim report from this research was an integrated assessment of attitude, skills and cognitive physics
competencies draft. In the next period there will be the expert judgement and assessment trial to senior high school students inSouth Kalimantan.
Keywords: integrated assessment, attitude, skills, cognitive
Introduction
Science, including physics, is a process of inquiry, research, exploration, and overall discovery. But, in
the present school environment, we often heard stude ts sa that the ’re hated i s ie e. The
conventional lecture are felt something that was
bored by students Sutman, FX. 2008. I order to tea hi g a d lear i g ph si s, it a ’t
be spared to talk about knowledge transfer, scientific attitude acceptance and skill training. The
instructional of lecture that usually describe on lesso pla , a ’t e separated ith the e aluatio .
We need to evaluate the process of knowledge
transfer from teacher to students, or by students to another one. We need also to evaluate if the
student have reached the goal of learning. Incompliance
with 2013
curriculum implemented
in Indonesia,
the integrated
assessment of attitude, skills and cognitive o pete
a solutel re uired. Ph si s is ’t just talki g a out theor a d e uatio e orizi g. It’s
all about how we can prove the theory or how we can get that theory. It also about how students
acceptance to valuing their knowledge, and of course that about how students skills to adopted
the theory in the real world problems. This research aim is to develop an integrated
assessment of attitude, skills, and cognitive competency in physics objects of senior high school.
The focus is Metric and Units Topic formative assessment for 10
th
grade of senior high school. This topic is the first object on physics senior high school.
Study of Literature
From the objective view, physics is the study of light and matter. On the other hand, from the
instructional view, physics is the use of the scientific method to find out the basic principles governing
light and matter, and to discover the implications of those laws Crowell, B., 2002.
Many students approach a science course with the idea that they can succeed by memorizing the
formulas, so that, when a problem is assigned on the homework or an exam, they will be able to plug
numbers in to the formula and get a numerical result o their al ulator. That’s ot hat lear i g
science is about. Science is not about plugging into
formulas Crowell, B., 2002.
337
The process of collecting, observing, and summarizing information especially numerical data,
is effective in stimulating lesson discussions and for developing the desired critical thinking skills.
Students need to experience scientific conclusions based on precise observations and collected data,
and that these conclusions can have greater accuracy and validity than those based on other
types of evidence Sutman, F.X., 2008. Attitudes are characteristics of persons that
describe their positive and negative feelings toward particular objects, situations, institutions, persons,
or ideas. When discussing attitudes and using the results of attitude inventories, you should keep in
mind the following points mehrens Lehmann in Nitco A.J., 2001:
1 A student learns attitudes, and once learn
their dire t or guide the stude ts’ a tio s. 2
We a ot o ser e a stude t’s attitudes directly; we must infer them from the
stude t’s a tio s or fro respo ses to a attitude questionnaire.
3 Different ways of constructing attitude scale
include Thurstone, Guttman, Likert, Semantic Differential, and Item Response Theory. These
methods are not interchangeable.
4 Because it is difficult to construct an attitude
scale, we may need to look seriously into the validity and reliability of the results before we
use one.
5 Because students can fake their responses to
attitude questionnaires, we should interpret the results very cautiously.
6 Whe i terpreti g stude t’s attitudes, keep i
mind that they differ in both direction and intensity. Two students may hold the same
positive attitude direction, but the students may differ greatly regarding the strength of
feeling intensity they attach to that attitude.
7 Students will also differ in the affective
saliency or emotionality with which they hold particular attitudes. Two students may have
the same positive attitude, but one may become much more emotional than the other
regarding it. The attitudes of older students and adults are
chageable, but it is much easier to change the attitudes of younger students.
Method
The research method is research and development by Borg and Gall. The assessment that
develop are constitute of recite on literacy about attitude, skills and cognitive competencies. The
steps on Borg and Gall R and D models are: 1 introduction studies literacy studies and early
survey, 2 planning the research, 3 early product developing, 4 preliminary field test, 5 revision of
preliminary field test result, 6 main field test, 7 revision of main field test, 8 operational field test,
9 revision of operational field test, 10 dissemination an socialization the product result.
Result and Discussion
The result of interim report from this research is an integrated assessment of attitude, skills and
cognitive physics competencies draft. In the steps of Borg and Gall models, it has passing the third steps.
Introduction studies literacy studies and early survey,it has been studied about theory of
cognitive, attitude and skills in science. It also has studied about assessment and relevance researches.
Early survey of research location to know the profile and possibilities if the instrument as the result of
developing is applied.Research plan including formulate of research aims, estimate of funds,
power and duration of research; arrange positions that have match qualification and the participation
in the research. Design developing includeproduct design
determination that
will developed
hypothetical design, determination of facilities and infrastructures that will required on during R
and D process going on. Determine the steps of preliminary field test result and description of
personal duties that involved. Figure 1, is shown the identifying appropriate
assessment task that will be developed. This not completed phase, there still a few phase in the
future works.
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Figure 1. Identifying Appropriate Assessment Task Butler and McMunn in Sutman, F.X., et al, 2008
On the next periods will be conduct the experts judgement and assessment trial to senior high
school students on Kalimantan Selatan. This R and D research still leaves phases are: preliminary field
test, revision of preliminary field test result, main field test, revision of main field test, operational
field test, revision of operational field test, dissemination an socialization the product result;
that will conduct as soon as possible.
REFERENCES [1]
Crowell, B. 2002. Newtonian
Physics. California: Fullerton.
[2] Gall, M.D., Gall, J.P., Borg, W.R. 2003.
Educational Research; An Introduction. 7
th
eds. USA: Pearson Education, Inc.
[3] GlencoeMcGraw Hill. ----. Performance
Assessment; In The Science Classroom. USA: McGraw-Hill Companies, Inc.
[4] Keeley, P. 2008. Science Formative Assessment.
USA: Corwin Press NSTA press. [5]
Nitko, A.J. 2001. Educational Assessment of Students. 3
rd
eds. USA: Merrill Prentice Hall. [6]
Sutman, F.X., Schmuckler, J.S., Woodfield J.D., The Science Quest; Using InquryDiscovery to
Enhance Student Learning. San Francisco: Jossey-Bass Teacher.
[7] Wiersma, W. 1986. Research Methods in
Education: An Introduction. 4
th
eds. USA: Allyn and Bacon, Inc.
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IMPLEMENTATION OF COLLABORATIVE LEARNING PROJECT – WORK FOR
MANUFACTURE VOCATIONAL STUDENTS
Widarto and Noto Widodo
Faculty of Engineering, Yogyakarta State University
Email: widartomsaidgmail.com
; widartouny.ac.id
; notowidodo80yahoo.com
ABSTRACT
This research has suceeded to 1 find out the required academic culture of the workforce for manufacturing vocational students, and 2 explore the learning strategies applied for institutions of vocational education-
related to manufacturing development of the required academic world culture. The purpose of this study was to produce a learning model suitable for the soft skills of vocational students of manufacturing in order to build an
academic culture.The research used a survey method. In the early stages, the research was conducted to find the required academic culture of the workforce for manufacturing vocational students. In the next stage, the
research was aimed at exploring suitable learning strategies applied to vocational education students in manufacturing-related development of the academic culture of the world of work required.The results showed
that the academic culture that needs for graduate diplomas program employees includes four issues such as discussion, reading, researching, and writing. However, the academic culture of reading and discussion was
important, while researching and writing did not really matter. In this context reading SOP Standard Operating Procedure is closely related to the job, whereas the discussions were about discussing the efficiency of the work,
discussing the work, discussing work stepsproducts, and discussing the case of faulty work. To develop the academic culture of learning strategies applied to vocational education students is more suitable using
manufacturing strategy than Collaborative Learning Cooperative Learning.
Keywords: cooperative learning, academic culture, vocation, manufacturing, collaborative learning
Introduction
Background Changing world characterized by globalization
requires a competent workforce. They must have the ability to work in the field hard skills or
technical skills and able to think logically and systematically academic ability to deal with
change. Especially for the graduate diploma program that will plunge in the workforce.
Manktelow 2009 showed not only hard skills or technical skills, academic abilities a person has a
strategic role in determining a persons success in the work place. Development of technical skills
aspect needs to be balanced with academic skills such as the habit of thinking rationally, do not
accentuate the emotional attitude, arguing based on data and facts, respect differences of opinion,
and others. However, in fact there are many educational
institutions or vocational diploma programs are not aware of its importance. Therefore, it becomes a
challenge to integrate vocational education competencies both kinds of components in an
integrated and balanced to be able to set up a complete human resources that have the ability to
work and thrive in the future. Academic ability will flourish when familiarized
in academic
culture. Manymodels
ofdevelopingstudents academicculturethatcan be broadlythroughintra-and extra-curricularactivities,
in example: student leadership training, outbound, seminar, etc. In addition, many ways for students to
familiarize academic culture through intra- curriculum, for examples the relevant research
subjects, discussion,
problem solving,CLoP-
Work,etc.
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Understandingacademicculturein this
studyincludeat leastfive things, namely: alwaysthink logically, reading habits, accustomeddiscussion, the
spirit ofresearch,andused towrite. Therefore, theframeworkconstructedin this studyas shown in
figure.
Frame ofthe
development ofthe
academicculture
Institutions of higher education, especially vocational education, which is the last formal
educational institutions before individuals enter the workforce need to anticipate this. The application
needs to reorient the learning set learning strategies that students can develop academic
culture. The strategy should be implemented directly in the learning process in the classroom or
in the lab. It is expected the vocational education institutions can develop the academic aspects of
student competence.
Therefore, vocational
education institutions as providers of the diploma program needs to create policies that lead to
habituation academic culture directly implemented in the course of practice.
From the table above it is clear that the academic culture in vocational education is an
important aspect in producing graduates who have adequate
academic abilities.Therefore,
itis necessary
to study,
formulation, and
implementation of
integrationp atterns
in thedevelopment ofthe academiccultureof learning
practices with a variety of strategies. Problems
The problems are: 1 how the formulation of the academic culture of the workforce needed for
manufacturing a vocational student? and 2 how relevant learning strategies to build students
academic culture manufacturing vocation?
Theory 1. Cooperative learning
In the book cooperative learning structures for teambuilding Miguel Kagan, 2006 cooperative
learning is an approach to organizing classroom activities into academic and social learning
experiences. Students must work in groups to complete the two sets of tasks collectively.
Everyone succeeds when the group succeeds. Cooperative learning is an approach to organizing
classroom activities into academic and social learning experiences. Learners must work in groups
to complete tasks collectively. Here each person is successful if the group successfully.
Cooperative learningisdependent
onsmall groupsof learners.Although the content and the
instructions given by the characterizing part of the teaching faculty, but cooperative learning carefully
combining small groups so that the members can work together. Each group member is responsible
to lear hat is ei g ser ed a d helpi g frie ds’ members to learn. When this cooperation takes
place, the team created an atmosphere of achievement, and subsequent enhanced learning
Medsker and Holdsworth, 2001. Cooperative learning refers to the method of
teaching in which students work together in small groups to help each other in learning. Mostin this
caseinvolvethe learnerswere
dividedinto groupsof4four people who havedifferent abilities.
The distinctive featurecooperative learningis studentsplaced in cooperative groups and stays
together in a group for some period of time. Previously these students were briefed or trained
on how to work together, be a good listener, gives a good description, and how to ask questions
correctly.
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Cooperative learning activities can play many roles in the lesson. In particular lesson of
cooperative learning can be used three 3 different purposes. For example, a group of students
attempting to find something, then after a time -out college students can work as discussion groups.
After that the students will have the opportunity to work together to ensure that all members of the
group have mastered everything he had learned. According to Slavin 2005 cooperative learning
is learning that is done in groups. Students in the class used small groups consisting of 4 to 5 people
to understand the concept facilitated by lecturers. Cooperative learning is learning by setting small
groups by taking into account the diversity of the student members of the group as a forum for
collaboration and problem solving through social interaction with their peers. They give each other a
chance to learn something well at the same time and be a resource for other friends. So cooperative
learning is a learning model that promotes collaboration among students to achieve learning
goals. Cooperative learning has the following characteristics: 1 to complete the learning
materials, students learn cooperatively in groups, 2 a group formed of students who have the
capability of high, medium and low, 3 if the class contained students which consists of several races,
tribes, cultures of different genders, it is necessary that in each group consisted of race, ethnicity,
culture, different genders, and 4 the award is preferred to work on a group of individuals.
The purpose of cooperative learning are: 1 results-oriented academic learning, which is to
improve student performance academic tasks. This model of learning is considered superior in helping
students understand
difficult concepts;
2 acceptance of diversity, namely that students
receive their friends who have a variety of backgrounds; and 3 the development of social
skills, which is to develop the social skills of students include: sharing tasks, actively inquire, respect
other peoples opinions, fishing friend to ask, want to express their ideas, and work in groups.
2. Collaborative learning Cooperative and collaborative by several
researchers in the field of education often means almost the same collaboration. Cooperative means
involving the joint activity of two or more; done with or working with others for a common purpose
or benefit. While collaborative means accomplished by
collaboration, while
the definition
of collaboration is defined act of working jointly: they
worked either in collaboration or Independently. Therefore, collaborative learning is learning
meaningful cooperation. As a collaborative learning process to realize course this is done is to familiarize
students with cooperative learning. Scharge in Herlanti 2011 says that exceed
collaborative learning cooperative activity, since the collaborative partnership is not end, but a means to
achieve the learning objectives. The result of the collaborative is a new discovery.
Such as cooperative learning, in Ruhcitra Jonassen 2008 states that collaborative learning
can also assist students in developing the knowledge that is more meaningful when compared
to individual learning. Activity in this collaborative learning indirectly conditioned the way students
learn. The other thing is that the class managed collaboratively students are more motivated, have
a curious nature; there is a feeling of helping others, and work more focused.
The basic concept of collaborative learning departed from the philosophy that a person needs
to learn to have a partner. John Dewey in his monumental democracy and education illustrates
that the class is an actual picture of society. Therefore, the class can serve as a laboratory for
learning about real life. Principles of Deweys thinking about education, among others, 1 in the
study students should be active, learning by doing; 2 learning should be based on the motivation of
the students themselves intrinsic; 3 knowledge is something that is dynamic, not static; 4 the
learning activities should be tailored to the needs and interests of the students themselves; 5 the
study carried out by the principle of mutual understanding and mutual respect for one another;
342
and 6 learning activities should be linked to the real world.
3. Academic culture students
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