Description: I = difficulty index for every question
B = total of students who answered true N = total of students who answered to the questions
Nana Sudjana, 2013: 137 The criteria was used to assess multiple choice question difficulty
and essay are as follows: – 0,30 = difficult,
0,31 – 0,70 = medium,
0,71 – 1,00 = easy
Nana Sudjana, 2013: 137 b.
Formula to measure essay is:
The criteria used to estimate the level of difficulty of essay are as follows:
1. Total of students who failed over 27, easy.
2. Total of students who failed between 28 till 72, medium.
3. Total of students who failed over 72, difficult.
Zainal Arifin, 2012: 273 4.
Discrimination Index Calculation of discrimination index is a measurement of how far a
question can be able to distinguished by students who have mastered the competency of the learners who have not less mastered the competencies
based on certain criteria Zainal Arifin, 2012: 273. a.
Formula to measure discrimination index every questions of multiple choice test is:
Description:
J = total of students
J
A
= total of upper group J
B
= total of lower group B
A
= total of upper group who answered true B
B
= total of lower group who answered true P
A
= proportion of upper group who answered true P
B
= proportion of lower group who answered true Suharsimi Arikunto, 2012: 228-229
The classification of discrimination index are: D : 0,00 - 0,19 : poor
D : 0,20 - 0,29 : adequate D : 0,30 - 0,39 : good
D : 0,40 - 1,00 : excellent
Zainal Arifin, 2012: 274 b.
Formula to measure discrimination index of essay is:
√∑ ∑
Description: X
1
= averages from upper group X
2
= averages from lower group ∑
= sum of squared deviation individual from upper group ∑
= sum of squared deviation individual from lower group n
= 27 x N for upper group or lower group To distinguish upper group to lower group, the t calculation is
obtained by comparing with the t table of 1. Zainal Arifin, 2012: 278-279
H. Research Procedures
In practice, the research was conducted through the cooperation with teacher of subjects which was conducted in two cycles. Each cycle included
the planning stages, the stages of implementation, phase observations, and phase reflection, are:
1. Cycle I
a. Planning
Steps to start this research was to make plans that researcher and teacher would explained the material about what was taught to
students and making plan what the researchers did in cycle I. 1
Making lesson plan RPP basic competence adjustment entries in trades company.
2 Making accounting material that used in learning process.
3 Making class group in Edmodo
4 Preparing material and excercises that uploaded in Edmodo.
5 Making pre test dan post test to measure students’ accounting
learning achievement grade X Ak 2 6
Making students’ assessment sheet 7
Making field notes to record events that occured during thee learning process.
8 Preparing questionnaire to measure students’ motivation.
9 Discussing with teacher about activities related to the
implementation of the learning process.
b. Implementation
At this stage the teacher carried implementation of the contents of the lesson plan RPP, and in their implementation is flexible and open to
changes. During the process of learning, researchers assisted by two observers. Implementation before learning is by teacher explains how to
create an account as a student and how to joined in group class edmodo. After that first meeting on implementing the cycle I and II, the teacher gave
pre test and post test to know the level of student achievement. While to know the learning motivation of students, teacher and researcher were
assisted by observers to share the questionnaire before implementation blended learning and in the end of each cycles. At the learning session in
the classroom, the teacher gave assignments uploaded via group classes edmodo and the students were asked to answer them directly in the group
classes that have been provided at edmodo. In addition students were also welcome to ask or discuss with teachers and their friends learning about
the material in the group. c.
Observation Observations made during the learning process. The observation
was done by researcher and assisted the observers that recorded in the field notes. The field notes contains the learning time later began, the
number of students in attendance, the implementation of blended learning, the situation of the class, and others.
d. Reflection
Reflection is an attempt to look back on all that happened during the learning. These activities was carried out between researcher and
teacher to discuss the learning implementation plan had been implemented. Then found the sollution of the problems that may arise
in order to repair the plan cycle II. 2.
Cycle II Implementation of cycle II was conducted after the cycle I. This stage
was carried out to improve the deficiencies that existed in cycle I. After
reflection activities was conducted in cycle I, then researcher and teacher designed a better blended learning model based on social media edmodo.
In this cycle, the stages of the same with the stages in the cycle I, i.e. planning, implementation, observation, and reflection. At this stage of
reflection in cycle II was used to see if there was an increase in motivation and learning achievements in cycle I and cycle II. If there was increase
then these results could strengthen the outcome of cycle I reflection. If the increase has not occurred, then it can be carried out at cycle III.
I. Data Analysis Techniques
Data and information on this research obtained were analyzed using the following data analysis techniques are:
1. Analysis of Qualitative Data
Qualitative data analysis was done based on the Miles and Huberman analysis model, that is achieved by collecting data within a
certain period Sugiyono, 2012:338. The data analysis techniques of the research as follows:
a. Data Reduction
The reduction is done by selecting, focusing and abstracting raw data in to the simpler and more meaningful data. The data
which is relevant each others are reduced to the more focus and meaningful data to earn beneficial information.
b. Data Presentation
Data presentation in this research is presenting the data in a simpler appearance which is in the form of narrative exposure,
including the chart, flowchart, the relationship between categories and so on. It is intended to make it easier to understand the data and
make plans based on what have been understood. c.
Conclusion Withdrawal Conclusion withdrawal is the process of retrieving the important
part of the organized data that has been presented. The conclusion is in the form of statements to answer the problem formulation that
has been formerly formulated. 2.
Analysis of Quantitative Data a.
Data from Questionnaire Data obtained from questionnaire was measured by using the
formula:
Sugiyono,2012: 144
