Proceedings of the IConSSE FSM SWCU 2015, pp. SC.136–140 ISBN: 978-602-1047-21-7
SWUP
SC.136
The use of poster on thermodynamics for concept mastery and attitude students in Vocational High School
Susilawati
a
, Choirul Huda
a
, Suharto Linuwih
b
, I Made Sudana
c
a
FPMIPATI, Universitas PGRI Semarang
b
FMIPA, Universitas Negeri Semarang
c
FPTK, Universitas Negeri Semarang Email:
a
susilawati.physicsgmail.com
Abstract
The purpose of this study was to measure the effect of the use media such as vocational posters for concepts mastery and attitudes towards vocational students on the subject
of thermodynamics. This study uses a quasi experimental design of pretest and posttest control group design. The study population was grade X on light vehicle engineering and
samples are 2 group as an experimental group and control group. Techniques of data collection using tests and questionnaires. The test used as main instrument to measure
concepts mastery related thermodynamics premises vocational understanding. Questionnaire used to measure positive attitude towards the use of vocational poster.
Analysis of data using the N-gain test and t-test. Analysis of questionnaire using the percentage of the quantitative description. Based on the results of data analysis showed
that concepts mastery in the experimental group is higher than concept mastery in the control group. Students on experiment group gives a positive attitude towards the use
of posters for vocational subjects thermodynamics.
Keywords vocational poster, thermodinamics, concepts mastery, students attitudes
1. Introduction
Common problems in the learning process is the student tend to be passive and failed to give a positive response to understand the material. Students do not really to learn
because learning methods and media that are less help students to understand the material and less provide significant benefits for students. The teaching of physics material containing
a mathematical formula that must be memorized make physics isn’t interesting. Problem solving skills are characteristic for study physics not experienced by students so that when
faced with a different problem, the students difficult to resolve. The habit of memorizing without understanding the concept is less required by vocational high school students.
Student of vocational high school require an understanding of a concept applied physics as it relates to the problem that will be faced in the world of work. Therefore, physics is very
important to develop the mindset of students in solving problems when faced with a case.
Instructional strategies for physics learning are narration, demonstration, guided discussion, simulation, illustration, modeling, brainstorming, drill and practice Holden et al.,
2010. For the teaching strategies, it can be helped by learning media such as posters. Learning process based on vocational should use demonstration and guided discussion
strategies. Demonstration is skill for transfer through the depiction of procedural tasks, events and processes of physics for vocational, while guided discussion are supports a
synchronous, dialectic learning environment through the spontaneous and free flowing
Susilawati, C. Huda, S. Linuwih, I M. Sudana
SWUP
SC.137
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
