The Instruments of the Research and the Technique of Collecting Data

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E. The Instruments of the Research and the Technique of Collecting Data

1. The Instruments of the Research The Instruments of the Research used in this research were: a. Lesson Plan Two different lesson plans were prepared. One of them was for the treatment class with implementation of local wisdom-based scientific approach and the other one was for control class without implementation of local wisdom- based scientific approach. The lesson plan was reviewed by a lecturer, two chemistry teachers, and three peer reviewers. b. Test Instruments The data of prior knowled ge was gotten from students’ mark on first semester and students’ achievement was gotten after the learning. The instruments were used to collect data of students’ chemistry learning achievement. The instrument was multiple choice test instruments with five options of answers, and there was only one right answer. For the data analysis, right answer was scored by 1 and wrong answers by 0. Researcher also took an account of cognitive levels as Bloom taxonomy: remembering, understanding, applying, analyzing, evaluating, and creating. The instrument of essay test was also developed to complete the multiple choice test. The instruments were validated questions which were tested. 31 Table 2. The Indicators to measure the students’ achievement No Indicators Number of questions 1. Differentiating electrolyte and non electrolyte solution based on the experiment. 2 multiple choice 2. Grouping a solution into strong or weak electrolyte 4 multiple choice 3. Explaining the cause of conducting electricity of solution 6 multiple choice 4. Describing that electrolyte solution can be ionic and polar covalent compound 5 multiple choice 5. Writing the reaction of ionization of electrolyte solution 3 multiple choice 6. Explaining the cause of electrolyte solution can conduct electricity based on degree of ionization 4 and 5 a,b,c essay 7. Differentiating oxidation and reduction concept based on oxidation number 1 a,b,c,d essay 8. Determining the oxidation number of an element in a compound or ion 3 a,b,c,d,e,f,g,h,i essay 9. Determining the agent of oxidation and reduction in a redox reaction 2 a,b,c,d essay 10. Naming a compound according to IUPAC based on oxidation state 1 multiple choice c. Questionnaires of Social Maturity and Learning Discipline Two sets of questionnaires were developed to collect data of social maturity and learning discipline. They were validated by some experts lecturers and counseling teacher. This validation is named construct validation. The number of statements in learning discipline questionnaire was 29 and social maturity was 30. The questionnaire was written in Likert Scale with five alternative answers. The alternative choices were: Sangat SesuaiSS, SesuaiS, CukupC, Kurang SesuaiKS, and Tidak Sesuai TS. 32 Table 3. The Indicators of Learning Discipline No Indicators Descriptors Number of statements 1. Working in time Students are in well time management task and presence 1,2, 2. Obeying rules Students do all rules well 3,4,5,6,7 3. Having schedule for activity Students have time management and make schedule to manage time for their activity 8 4. Choosing beneficial activity Students are able to choose beneficial activity for their lives. They also make priority scale of activity. 9,10 5. Working fast Students do activity well and soon. 11 6. Working in responsibility Students have responsibility to learn and search knowledge. 12,13,14 Table 4. The Indicators of Social Maturity No Indicators Descriptor Number of statements 1. Self help Students are able to manage themselves without other’s help 1,2,3,4 2. Interacting well in society Students are able to make communication with other. 5,6,7,8,9,10 3. Appreciating other Students are able to make a solution of their friend’s problem 11,12,13 4. Having awareness to the rule Students are able to be discipline and manage themselves and give suggestions 14,15 5. Having good contribution for the people around them Students do some activities to make their friends happy help others 16 6. Participating in environment Students are able to show that they are able to survive in individual and in group. 17 33 d. Data of Documentation Data of Documentation indicated the prior knowledge of students. The data were collected from the documentation of final examination results on the first semester. e. Data Analysis The analysis of data was carried out for: 1. Item Validity of objective test Objective item validity was analyzed by correlation of biserial point Arikunto, 2003: 79 : Where: R pbis : Biserial point correlation Mp : average score of students who had right answers for tested items Mt : total average score SD : standard deviation of total score p : proportion of students with right answers q : proportion of students with wrong answers 34 The value of r pbis was compared with the value of r table , with significant level of 5. If the value of rp bis r table , the statement item was valid. The analysis was also done by data analysis application of SPSS, and the validity of item by the computer program was shown by the value of rp bis that was positive. 2. The Validity of Essay Test The validity test of essay questions was calculated by the formula of “product moment”, between the score of each question Xp and the total score X t . The formula product moment was used because the data correlated were the interval data and the interval data.  xy x = X - X r xy =  y = Y - Y  x 2  y 2 r xy = correlation of product moment If the value of r xy is more than or the same with r table , the question will be valid. 3. Item Reliability of test instrument The valid items of both objective and essay test instruments were tested or their reliability. The analysis was done by use of Kurt-Richardson 20. 35 On which: r 11 : reliability coefficient k: total number of questions Criteria of instrument reliability were indicated by the value of reliability coefficient r 11 , as listed below Arikunto, 2009. = not reliable = low reliability = medium reliability = high reliability = very high reliability 4. Questionnaires The questioners of learning discipline and social maturity were developed based on indicators that were in Table 3 and 4. Those questionnaires were prepared and validated constructively by three lecturers from Chemistry Education Department of UNY and a counseling teacher. The lecturer validators are senior education practitioners who have capabilities on validating the instruments, and the counseling teacher has been well practicing and researching on social and education measurement. The letters of statements of validation completion from reviewers were attached in Appendix 1. Not only construct validation, empirical validation of both questionnaires was conducted as well by the students of X MIA 1 consisting of 31 students. Fourteen of 29 statements of discipline questionnaire were valid, and 17 of 31 statements of social maturity 36 questionnaire were valid. The score was for positive answers. The scores were 5,4,3,2, and 1. While for negative answers, the scores were 1,2,3,4, and 5. 2. The Technique of Collecting Data Three data were collected; students’ achievement, learning discipline, and social maturity. Students achievement data were collected by use of test instrument. Data of students’ learning discipline and social maturity were collected using questionnaires. a. Students achievement data The students’ achievements data were students’ prior knowledge collected before the treatment of learning process by documentation obtained from the marks on previous semester, and data of students’ achievement were collected after the treatment by test instruments. b. Questionnaire Technique Leaning discipline and social maturity data were collected by using questionnaires. The data of both variables were collected before and after the treatment of the learning process. 37 c. Diagram of Research Design Design of research was illustrated by Figure 1. Figure 1. Diagram of Research Design X MIA 1 X MIA 2 XMIA 3 X MIA 5 X MIA 4 X MIA 6 X MIA 7 Data of Prior Knowledge of Students Chemistry students’ marks of Class X, first semester Choosing Class Treatment class Control Class Questionnaire of Learning Discipline I and Social Maturity I Local Wisdom based- Scientific Approach in Chemistry Learning Scientific Approach in Chemistry Learning Chemistry Learning Achievement Chemistry Learning Achievement Data Analysis Questionnaires of Learning Discipline II and Social Maturity II Questionnaires of Learning Discipline II and Social Maturity II 38 3. The Data Analysis Data analysis was carried out to test the hypothesis of research to compare the control and treatment class. Parametric statistical analysis was done for the purpose. To do the analysis, the normality distribution of the data and homogeneity of the samples were tested. Hypothesis of research was tested using univariate analysis of variance and independents sample t-test. a. The Test of Normality The test of data distribution was done toward the data of prior knowledge, students’ achievement, social maturity, and learning discipline. The test was done by using Kolmogorof- Smirnov methods by the computer program of SPSS V.16.0. According to Nazir 2005: 418, Kolmogorof- Smirnov likes to test the hypothesis that there is not any difference between two distributions. The level of significance of the test was 0.05, from which the index of significance 0.05 indicated the acceptance of H . b. The Test of Homogeneity The homogeneity test was conducted toward the data of prior knowledge, students’ achievement, social maturity, and learning discipline. The computer program of SPSS V.16.0 was used in analysis. The homogeneity of the population was indicated by values of p calculation obtained from SPSS that was greater than 0.05. 39 c. Univariate Analysis of Variance This analysis was to test the difference of dependent variable between two groups by controlling another variable which affects dependent variable. The null hypothesis H was there is not significant difference of students’ achievements between the students that applied and those who did not apply local wisdom based scientific approach when the prior knowledge of students was controlled statistically. H was tested by using menu analyze general linier model univariate in SPSS 16.0. When p 0.05, H was rejected, it meant that there was significant difference. d. Independents Sample t-Test This analysis was to know whether there was the difference of one factor with two samples Burhan Nurgiyantoro, 2000: 171. The test was done toward the score achieved by students. The null hypothesis H were: 1. There is not the difference of learning discipline between the students that applied local wisdom- based scientific approach and those who did not apply local wisdom- based scientific approach. 2. There is not the difference of social maturity between the students that applied local wisdom- based scientific approach and those who did not apply local wisdom- based scientific approach. 40 Table 5. Data Analysis: No Data Kinds of Data Instruments Data Analysis Technique 1. Students’ achievements difference Quantitative Multiple Choice and Essay Questions univariate analysis of variance 2. Learning discipline difference between treatment and control class Qualitative Questionnaire Independent Sample t- Test 3. Learning discipline difference between treatment and control class Qualitative Questionnaire Independent Sample t- Test 41 CHAPTER IV THE RESEARCH FINDINGS AND DISCUSSION

A. The Research Findings