Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Physics Education Page 353
the student should reflect on why the data did or did not support the hypothesis. This is also a good place to suggest the next steps the researcher might take to further
explore the topic. As stated earlier, further sessions in designing experiments are a skill that needs to be introduced in a simple manner and practiced frequently. The
instructor may want to spend a session on one step at a time but if the students are familiar with the experimental design, one session of the four-step strategy may be
enough to get them going. For a follow-up session, students as a group may be given a topic, which may be run through the described steps in order to reach a research
question and a hypothesis.
2.2. Method
Students‟ performance was assessed by the administration of a diagnostic test for experiment design skills on the first and last day; only students who took both pre-test and post-tests are
part of the sample. The diagnostic instrument was the experiment design skills. This is the13- item Liker-scale related to experiment design ability evaluation. The experiment design skills
evaluation is almost entirely on a qualitative scale. The evaluation was adapted from Karelina and
Etkina 2007
and Science
Pioneers http:www.sciencepioneers.orgsitesdefaultfilesdocumentsExperimentalDesignvsScientifi
cMethod_0.pdf and modified to measure the students‟ performance. The test contained thirteen indicators with a maximum score of 52. The instrument was given for validation to
four experts in physics education. The reliability of test was ascertained by control-testing it using a class of physics education students at State University of Surabaya Unesa,
Indonesia, which was not been included in the study but had similar characteristics as the sample classes.The reliability coefficient was calculated using that described in Kolen etal.
1996. This method is suitable when a performance scale can be scored. The reliability
coefficient of the performance assessments instrument was 0.84 which rounds of to α=0.76. According to Fraenkel and Wallen 2000, an alpha value of 0.7 and above is considered
suitable to make group inferences that are accurate enough. On the pretest, students were given enough time to demonstrate their experiment design skills on a format that consisted of
the 13 indicators. On the last day of class, the same evaluation was administered as a pos-test to assess experiment design skills after training by use of Four Questions Strategy, as a
General Gravitional. The content used in class instruction was developed based on the revised 20112012 physics syllabus of the Physics Department, Mathematics and Science Faculty, of
UNESA. A guiding manual was compiled for the lecturers in administering learning using Four Questions Strategy as a General Gravitional Learning for the purpose of improving the
students experiment design.
3. Result and Discussion
From this research, we get the pretest and posttest data for design experimental skills of students. Pretest data got from the design experimental skills of students before gave Four
Questions Strategy, and the posttest data got from the design experimental skills after FQS treatment. All of data analysed by using PASW 18 version and used the Kolmomgorov-
Smirnov statistics to get the normality of data. The pretest data have significance of 0.016, lower than 0.05, that is show that the distribution of pretest data was unnormal. The posttest
data have significance of 0.200, greater than 0.05, that is show that the distribution of posttest data was normal. There are unnormalized data for part of these data, so we used non
parametric statistics to know the significance of paired sample of pretest and posttest data for design experimental skills. The result of the comparable data for pretest and posttest by using
Wilcoxon Signed Ranks Test showed the significance difference of 0.000, lower than 0.05.
Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Physics Education Page 354
That means, there are significance difference between design experimental skills for pretest activity and posttest activity. It is thought provoking to see that the students scientific abilities
improve significantly.This data shows that the student‟s scientific abilities were found enhancement ability of experimental design. The posttest data interpret that: students can
identify patterns of relationshipexplanation to be tested properly, students can use the pattern of relationships explanations to make predictions hypotheses in the experimental design
that is well made, students quite able to identify and understand the meaning of any additional assumptions made in making predictions hypotheses in the design of experiments are made,
students can decide on what is observed and to identify independent variables and the dependent variable in the experimental design that is well made, students better understand
the repetition of experiments to be performed in the experiments, students can design experiments to test the relationship patternsexplanationspredictionshypotheses in
experimental design that is well made, students are quite capable of using a strategy of four questions for generating experimental design, students can design experiments to test the
relationship patternsexplanationspredictions hypotheses in experimental design that is well made, students are quite capable of writing correctly guide activities in the design lab
experiments are made.
Table 2. Wilcoxon Signed Ranks Test
4. Conclusion
