GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS.

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS

Universitas Pendidikan Indonesia | repository.upi.edu

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA

ON OPTIC TOPICS

RESEARCH PAPER

Submitted as requirement to obtain degree of Sarjana Pendidikan in International Program on Science Education study program

Written by: Annisa Nurramadhani

0902175

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION BANDUNG

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS

Universitas Pendidikan Indonesia | repository.upi.edu

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA

ON OPTIC TOPICS

Oleh

Annisa Nurramadhani

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam

© Annisa Nurramadhani 2013 Universitas Pendidikan Indonesia

Agustus 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS

Universitas Pendidikan Indonesia | repository.upi.edu

APPROVAL FORM OF RESEARCH PAPER ANNISA NURRAMADHANI

0902175

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON

OPTIC TOPICS

APPROVED AND AUTHORIZED BY: Supervisor I

Dr. Setiya Utari, M.Si. NIP: 196707251992032002

Supervisor II

Dr.Phil. Ari Widodo, M.Ed. NIP: 196705271992031001

Head of Study Program of

International Program on Science Education

Dr. Diana Rochintaniawat, M.Ed. NIP: 1967091911991032001

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS

Universitas Pendidikan Indonesia | repository.upi.edu

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL

LABORATORY MEDIA ON OPTIC TOPICS Annisa Nurramadhani

0902175

International Program On Science Education Indonesia University Of Education

ABSTRACT

Based on previous research, virtual laboratory or multimedia interactive can improve students conceptual mastery and boys students has outperformed in physics subject than girls, boys also outperformed than girls in multimedia interface. So, this research is done to investigate gender differences and junior high school students conceptual mastery by using virtual laboratory media on optic topics. Based on the purpose of this research, the method that is used in this research is quasi experiment with the subject are two classes, VIII A (Boys class) and VIII B (Girls class) in Pribadi Bilingual Boarding School Bandung and the research design is matching pretest-posttest comparison group design. The research instrument that is used is item test for conceptual mastery, interest in physics questionnaire, and virtual laboratory learning media which is developed by the researcher. To develop virtual laboratory learning media, storyboard of media should be developed then, it should be judged. After that, virtual laboratory can be made by using macromedia flash. Data processing was done by independent sample t-test using Microsoft Office Excel 2010 and SPSS 18. The result of this research shows tcomputation value > ttable, tcomputation value is 3,348 > 2,020 that there are significant differences conceptual mastery improvement between boys class and girls class by using virtual laboratory in optic topics. The level cognitive between girls class and boys class are different and interest in physics also has differences between boys class and girls class. For whole result, boys has outperformed in conceptual mastery and level cognitive than girls class. Also boys have more interest in physics than girls class.

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS

Universitas Pendidikan Indonesia | repository.upi.edu

TABLE OF CONTENT

DECLARATION... i

ABSTRACT ... ii

PREFACE ... iii

ACKNOWLEDGEMENT... iv

TABLE OF CONTENT ... vi

LIST OF TABLES... ix

LIST OF FIGURES... x

CHAPTER I INTRODUCTION A. Background………... 1

B. Research Problem……… 4

C. Research Question ………... 4

D. Limitation of Problem………... E. Research Variable………... F. Research Objective………... G. Research Benefit………... 4 4 5 5 CHAPTER II LITERATURE REVIEW AND HYPOTHESIS A. Learning and Instruction………... 6

B. Learning Media………... 10

C. Virtual Laboratory as Learning Media………... 13 D. Achievement and Conceptual Mastery... E. Different gender...

19 21

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS

Universitas Pendidikan Indonesia | repository.upi.edu

F. Optic Material... 1. Analysis of Material... 2. Description of Optic Topics... G. Hypothesis………...

23 23 24 25

CHAPTER III RESEARCH METHOD

A. Research Method and Design…………... 26

1. Research Method………. 26

2. Research Design………... 26

B. Operational Definition………... 27

C. Population and Sample………... 28

D. Research Location………... 28 E. Research Instrument...

1. Objective Test... 2. Questionnaire... 3. Virtual Laboratory Learning Media... F. Instrument Analysis... 1. Discriminating Power... 2. Level of Dificulty... 3. Validity... 4. Reliability... G. Research Procedure... 1. Planning... 2. Implementation... 3. Final Steps... 4. Research Flow...

29 29 30 31 31 31 33 35 37 41 41 42 42 43

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS

Universitas Pendidikan Indonesia | repository.upi.edu

H. Data Analysis and Hypothesis Test... 1. Normality Test... 2. Homogenity Test... 3. Hypothesis Test... 4. Flow of Data Analysis...

44 44 44 44 46

CHAPTER IV RESEARCH RESULT AND DISCUSSION

A. Concept Mastery... B. Students Interest In Physics... C. Discussion...

47 52 55

BAB V CONCLUSION AND SUGGESTION

A. Conclusion ... B. Suggestion………...

64 64

BIBLIOGRAPHY……….. 66

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS

Universitas Pendidikan Indonesia | repository.upi.edu LIST OF TABLES

Table 2.1 Comparison Between Virtual Laboratory and Real Laboratory... 16

Table 2.2 Instructional Objective and Indicator of Learning... 20

Table 2.3 Standard Competences and Basic Competences of Optic... 23

Table 3.1 Research Design: Matching Pretest-Posttest Comparison Group Design.. 27

Table 3.2 Blueprint of Objective Question Before Doing Instrument Analysis Item Test... 29

Table 3.3 Blueprint of Objective Question After Doing Instrument Analysis Item Test... 30

Table 3.4 Blueprint of Interest in Physics Questionnaire... 30

Table 3.5 Discriminating Power... 32

Table 3.6 Discriminating Power Result... 33

Table 3.7 Difficulty Level... 34

Table 3.8 Difficulty Level Result... 35

Table 3.9 Validity Interpretation... 36

Table 3.10 Validity Test Result... 36

Table 3.11 Reliability Interpretation... 38

Table 3.12 Recapitulation of Instrument Data Analysis Result... 39

Table 3.13 Criteria of N gain Improvement... 46

Table 4.1 Recapitulation of conceptual mastery Score in Boys Class and Girls Class... 48

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS

Universitas Pendidikan Indonesia | repository.upi.edu LIST OF FIGURES

Figure 1. 1 Flow of Dependent Variable and Independent Variable of

Research... 5

Figure 2. 1 Essential component of Learning and Instruction... 8

Figure 2. 2 Media Grouping ... 12

Figure 2. 3 Communication Process in Learning Activity... 12

Figure 3. 1 Flow of Research... 43

Figure 3. 2 Flow of Data Analysis... 46

Figure 4. 1 N-Gain Value of Boys Class and Girls Class Level Cognitive... 50

Figure 4. 2 Percentage Result Interest In Physics Questionnaire... 52

Figure 4. 3 Percentage Results of Interest in Physics Based on Indicator... 53

Figure 4. 4 Light Rays in Different Medium Simulation... 56

Figure 4. 5 Light Rays in Thin Lens Simulation... 58

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS

Universitas Pendidikan Indonesia | repository.upi.edu CHAPTER I INTRODUCTION

A. Background

Science deals with how to find out about the systematic nature, so science is not just the acquisition of knowledge in the form of facts, concepts, or principles, but also a process of discovery. As stated in the Education Unit Level Curriculum who have goals in each subject area to produce a product of quality education. One of these subjects is science, it allows learners to develop an understanding of a wide range of natural phenomena, science concepts and principles that are useful and can be applied in everyday life (Badan Nasional Standar Pendidikan, 2006). Education Unit Level Curriculum or can be called as KTSP has goals that has to be reached by each subject, so that it can be produced the qualified education. One of the science subject goals is develops the understanding of nature phenomena, concept, and science principals that advantages for apply in daily life (BSNP, 2006).

In reality and implementation, that expectation is not happened. Because, science in implementation is delivered on by one way direction means that teacher give science material only lecturing. This statement is in a line with the result of preliminary observation in the school that becomes experiment schools. The students learn science especially physics only by lecturing and they rare to do experiment activity because of lack the equipment, a lot of equipment are broken. Then, teachers is not search about the alternative for doing the experiment or enable physics learning becomes more active and fun for the students. This is strengthen by the data taken from interview with teacher subject of physics. Actually, if the experiment activity want to take a place it will take a long times, so the times is not enough for that and some of the equipment are broken. Teacher also said that they do not know about laboratory virtual that can be easily taken from the internet or interactive CD. Because of that, there is bad impact to the conceptual mastery result of students in physics subject. This is the data from final

2 examination in physics lesson year 2012-2013 of Pribadi Bilingual Boarding School students grade VIII. The data shown that students achievement above graduation standard, boys class has 29,4% out of 100%, while girls class got 21,7% out of 100%. It is shows that their achievement in physics lesson still low.

So, to overcome all of the obstacle that occurs in physics lesson at Pribadi Bilingual Boarding School Bandung is develops a media that provides students to get their self-learning activities, construct their understanding of physics concept by themselves, and also media that can make them easier to comprehended the physics concept, especially in optic topics that tends to cumulative and contains abstract concept. The media is virtual laboratory as multimedia interactive.

Virtual laboratory as simulation program using computer that more specific to the science experiment activity such as, biology, chemistry, and physics. This program provide the material and substance as like in laboratory, then students do the experiment based on the objective of experiment. After that, students can develop that experiment based on the clue or objective of experiment itself. And students are expected can explain certain concept or phenomena based on virtual experiment that has been done by them (Warsita, 2008). After that, students can improve their achievement. Because the instruction using computer can improve students motivation to improve students comprehension in concept of material (Warsita, 2008) especially in physics. When there is a motivation inside a students, so the students minds will be opened to receive a concept that is given during an instructional process. This also in a line with the research which is told that virtual laboratory can overcome the remote observations and remote experiments to be used to update information and motivate students, e.g. in the form of virtual experiments to be applied in interpretation of real experiments (simulators of laboratory activities, predicting and verifications of results in experiments) and experiments which cannot be made in schools (dangerous, requiring demanding instruments, unobtainable, etc.) (Bilek and Skalicka, 2009).

This cases also has already researched by other researcher, which is stated that virtual laboratory or multimedia interactive can improve students conceptual mastery (Yahya et al, 2008; Hutagalung et al, 2007;Tuysuz, 2010; Herga and

3 Dinevski, 2010; Putri et al, 2013). So, actually this solution has already done by other researcher and it is proven this solution is effective to overcome the obstacle in learning science especially in experiment activity.

This research is very important to carry out because in this research there is differences with other research that has been explained before. Therefore this research is quite similar with the research that has been done by Tuysuz (2010), it has uniquely different with that.

This research use two classes with different gender or we can called single sex class. This research use boys class and girls class. Both of class got the same treatment using virtual laboratory in optic topics. And this research is conducted in international schools that has different curriculum. Also characteristic of students is different also because they placed in single sex class.

So, this research would investigate about differences of students improvement in conceptual mastery by using virtual laboratory between boys class and girls class at that schools. Then, teachers can know the appropriate media to overcome in different characteristic of students during physics learning. Also the can know the appropriate way to make physics learning become meaningful in different class based on gender.

This research also very important to do because it can develop a model that can use virtual laboratory learning media inside in order to improve learning outcomes of students especially conceptual mastery of students based on gender in optic topics. So, this research has the tittle about Gender Differences and

Junior High School Students Conceptual Mastery by Using Virtual Laboratory Media on Optic Topics.

4 B. Research Problem

The research problem of this research, “Is there any differences of student’s conceptual mastery improvement based on gender differences by using virtual laboratory learning media in optic topic?”

C. Research Questions

1. How is the differences of conceptual mastery improvement between boys class and girls class by using virtual laboratory learning media in optic topics?

2. How is the differences of students interest in physics lesson especially on optic topics between female and male students?

D. Limitation of Problem

In order to this research more focused, so to limit the problem as follows: 1. The differences of conceptual mastery improvement can be meassured if

the results of statistical test (independent sample t-test) from posttest, tends to tcomputation is greather than ttable.

2. Students' interest in physics lesson will be determined from the percentage of students' answers to the questions in the questionnaire.

E. Research Variable

In this research there are independent variable ( X ) that can be applied to the object of research, students. There is Virtual laboratory learning media as independent variable in this reasearch. While, dependent variable (Y) is variable that can be changed because of the treatment of independent variable. The dependent variable in this research is Students conceptual mastery. The flow of diagram according to Sugiyono (2007) as follow:

5 Figure 1.1

Flow of Dependent Variable and Independent Variable of Research

F. Research Objective

This Research objective is to investigate gender differences and junior high school students conceptual mastery by using virtual laboratory media on optic topics.

G. Research Benefit

The results of this study are expected to provide the following benefits: 1. For teachers, this study may add insight teachers about using innovative

media or multimedia computer-based learning as an alternative learning model and media that can be used in teaching at schools, so that learning is done more innovative and varied in order to increase students' skills and concepts. Also teacher can know the characteristic and ability of students based on gender, so that the teacher ca apply the appropriate learnig media in his or her teaching learning activity.

2. For students, the existence of this research, students can have new experience in learning physics lessons at school in particular optical material implemented using virtual laboratory learning media, so that they can improve their understanding of science and improve their achievement.

X Variable Virtual Laboratory

Learning Media

Y Variable Students Conceptual

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS

Universitas Pendidikan Indonesia | repository.upi.edu CHAPTER II

LITERATURE REVIEW AND HYPOTHESIS

A. Learning and Instruction

Learning by Dimyati and Mudjiono (2009) is an action and interaction. As a student behavior, learning only experienced by students. While, according to Sagala (2010: 11) learning is a component of science education with respect to the purpose and reference materials interactions, both be explicit or implicit (hidden).

It is often said that teaching is organizing student activities, learning in its broadest sense means any activity that is designed to help a person learn new ability and value. The learning process was originally asked teachers to learn basic skills, motivation, academic background, social background, and so forth. Readiness of teachers to get to investigate the characteristics of students in learning is the main capital delivery of learning materials and an indicator of the success of the implementation of learning (Sagala, 2010: 9).

According Dimyati and Mudjiono (2009: 7) "learning is an activity programmatically teachers in instructional design, to make the students learn actively, which emphasizes the provision of learning resources." Article 1 of Chapter 1 of the Law on National Education System No. 20 of 2003 states learning is the process of interaction with educators and learners learning resources in a learning environment. Learning as a learning process that was built by the teachers to develop creative thinking can improve students' ability to think, and to improve the ability construct new knowledge as an effort to improve a good mastery of the subject matter. This shows that the learning process is a fundamental process in educational activities in schools.

7 From the learning students get the learning outcomes that are the result of an interaction that is undergoing a process of action learning to improve their mental and follow teacher that teaching students. To clarify the interaction, based on Gagne cited Dimyati and Mudjiono (2009: 11) described that learning has three essential components, there are external condition, internal condition, and learning outcome. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning. For example, for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be exposed to a credible role model or persuasive arguments. Internal condition include motivational states and previously acquired knowledge and skill stored in long-term memory that are accessible for new learning. External condition, when deliberately planned and instituted, make up a set of events collectively called instruction (Gagne, 1977: 339). The components as an essential component of teaching and learning based on Gagne, condition of learning in the form of a scheme or the following chart.

8 Figure 2.1

Essential Component of Learning and Instruction

According to Warsita (2008: 62), instruction is one of the effort to make a students learn about something or make them learn in some activity. In other words, instruction is an effort to create one condition in order learning activity can be happened. Based on UU No.20 Year 2003 about Sisdiknas Chapter 1 article 20, instruction is process of students interaction with teacher and learning sources in one of learning environment. Instructional activity are designed to give learning experiences that involve mental process and physical through interaction between students, students and teacher, environment and other learning sources to reach

Cognitive Motoric skills

Attitude Verbal

Intellegent skill Learning outcome

Learning Activity Internal condition of Learning

Internal condition and cognitive condition of students

Interaction with

External condition of Leraning Stimulus from The

9 basic competences (BSNP, 2006). Learning experiences can be reached through a varieties of using learning approaches and focused on students condition and ability or we can called it leaner centered. Learning activity can be done if the students learn actively and has their own experiences . It will become meaningful for students if it is done in comfortable environment for them (Warsita, 2008:65).

Instructional activity should based on the learning theory that perspective on problem solving in difficulties of learning or learning problem, it should can overcome the problem in learning. Based on the problem that has been told about learning media, learning theory that appropriate with it are cognitivism theory and constructivism theory. Cognitivism theory reflects from behaviorism theory that has been dominated by information processing model in human memories. This theory according to Good & Brophy cited Warsita (2008: 69) see that instructional activity involve comprehension and reorganize from cognitive structure through information process and saving.

Different from cognitivism theory, constructivism theory as knowledge construction. This theory stated about responsibility of learning is on students hand. Thinking process is one of important things and as a main tools in learning activity. According to Warsita (2008: 78), The basic principals of learning based on constructivism theory are: 1) construct interpretation of students based on learning experiences; 2) build a learning as active process in knowledge construction, it is not only knowledge communication process; 3) objective of learning activity is problem solving; 4) Students Centered leaning; and 5) push the students to reach higher order thinking.

10 B. Learning Media

Learning media comes from latin language and prular from medium words, so it can be define as medium and transfer a message (Sanjaya, 2011: 204). Learning Media according to Sadiman cited Warsita (2008: 122) is combination between materials and tools or combination of software and hardware. Learning media can be called as media that is used in goals and process of learning. Accorrding to Heinich, Molenda, and Russel cited Sanjaya (2011: 204) media is a channel of communication. Derived from the Latin word for “between”, the term refers, “to anything that carries information between a sources and receiver”.

Actually, learning process also as communication process, where the teachers as a messenger and students as a recipients. A message that is sent by the teachers is learning material as a communication symbol either verbal or nonverbal, this process called encoding. The translation of those communication symbol by students called decoding. Nevertheless, there are some obstacle in communication process. It means that not all the message can be delivered by messenger successfully to the recipient and recipient can understand what recipient said. This is called the mistake in communication process. According to (Sanjaya, 2011: 205) there are several factor that causes communication mistake, first the lack of ability in messenger to deliver the information so the message that delivered is not clear for recipient. Second, the lack of ability in recipient for receive the message, so there is a mistake in message interpretation. So that, in communication process is needed a medium that has function to make delivery information process easier. That is a nature of learning media ,so learning media can be called as communication media that is used in learning contextual to reach the learning goals.

Learning media can be classified as several categories depend on point of view. Based on Sanjaya (2011: 211) learning media can be classified first, from its properties, such as: a) auditory media, the media that has only sound unsure or it can be only heard. For example, radio and recorder; b) visual media, learning media that can be only seen, it is not contain audio .For example, slide, picture, graphic media, photo, and etc; c) audiovisual media, learning media that contains

11 audio unsure and visual unsure that can be seen as like video recorder, film, audio slide. Second, from its ability to reach the recipient, learning media can be classified as: a) media that has large and simultaneously broadcasting ability as like radio and television. Through this media, students can learn material actually and simultaneously without using specific room; b) media that has limited broadcasting ability by spaces and times, as like slide film, video, film, and etc. Third, from the way or technique to use it, learning media can be classified as: a) media that can be projected, for instance film, slide, stripped film, and etc. This kinds of media is needed a special tools. For example film projector, slide projector, over head projector (OHP). Without supports from those tools, this media can‟t work properly; b) media that cannot be projected, as like pictures, photo, painting, radio, and etc. Beside those classification of media, there are media classified according to Rudy Brets cited by Sanjaya (2011: 212), there are seven classification of media: 1) audiovisual movement media, as like audio film, tv film, and etc; 2) audiovisual static media, for example film audio; 3) semi moving audio, for instance far audio; 4) visual movement media, as like silent film; 5) static visual media, for example printed pages, photo, microphone, silent slide; 6) audio media, as like radio, telephone, audio tape; 7) printed media, for example books, modular, and etc. Those learning media are classified based on its function and role in multimedia interface.

Besides that, the media can be classified as big media means that complex expensive and little media means that simple cheap. Learning media that include in big media are computer, film, slide, video program. While, for little media are sketch, picture, simple reality, and etc. From Klasek cited (Sanjaya, 2011: 212) classified learning media as visual media, auditory media, display media, real experiences and simulation, printed media, learning program, and learning trough computer or it often called computer Aided Instruction Program (CAI).

According to Anderson cited (Warsita, 2008: 124) media is divided into two categories. There are instructional aids and instructional media or learning media. In order make more detailed about the grouping of media will figure out on the diagram below.

12 Figure 2.2

Media Grouping

Nowdays, Learning media is not as instructional tools for teacher anymore, but it has a function to carries message, chosen and developed systematically and used integrate in learning process. Based on Heinich & Molenda cited Warsita (2008: 128) media means as communication tools that carried out a message from sources to the recipient. Media contains message that has possibility for students interact with it directly. As figure out in the diagram below based on Wijaya cited Warsita (2008: 128):

Figure 2.3

Communication Process in Learning Activity Media

Instructional Tools

Instructional Media

OHP,slide,map,picture, poster, flip chart, and

reality tools in environment

Television, Film, CAI, Modul, Sounds Slide,

Audiovisual Program.Multimedia

Interactive

Instructional method

Information receive Information sources Media information

Information sources Information receives

13 Learning media as part of learning system has simple value as like has ability to: 1) make abstract concept become concrete; 2) brings the impossible object and dangerous, also hard to find out to the classroom; 3) Shows the object that has big or small size that cannot be seen by naked eyes; 4) shows the fast motion into slow motion or vice versa; 5) possibility in varieties observation; 6) Provide consistent information that can be repeated and saved; 7) Overcome the obstacle about time and rooms; 8) Give a chance to the user that they can control the speed of learning.

Based on research Sovocom Company from America, found that there is relationship between type of media with human memory to absorb and save a message, type of media with brains‟ ability in memorize of message. For instance ability of memorize in audio media 10%, visual (visual text) 40%, and audiovisual 50%. While, the ability to save the message based on audio media less than three days is 70%, more than three days is 10%, media visual (visual text) less than three days is 72%, more than three days is 20%,and audiovisual media less than 3 days is 85%, more than three days is 65% (Warsita, 2008: 126).

C. Virtual Laboratory as Learning Media

Learning media usually use technology based computer. According to Seels & Richey cited Warsita (2008: 33) Computer technology is the way to produce and transfer sources of learning by using a tools that comes from microprocessor. Computer technology either hardware or software has a characteristic as follows: students learner centered; principals of cognitive knowledge are applied during development of this media, and etc. Computer technology also gives an opportunity for students to do self-learning in conceptual mastery. That is possible because computer technology has an ability to save and manipulate the alphanumeric data; shows some operation in right way; combine text, color, animation, sounds, video, and has an ability to provide interactive activity.

Using computer in learning as covered Computer Assisted Instruction (CAI) that using computers as one of integral parts of the learning system,

14 students generally involve in two ways interaction with computers through one terminal. While, the other one is Computer Aided Learning (CAL) that the use of computer in delivery of learning material, students actively involve giving a feedback. Some research has already done to measure how the interest of computer as learning media in learning process. Computer Assisted Learning (CAL) is learning helped by computer through computer-aided instruction, computer simulation, and etc. In a line with that, there are research from Kulik, Bergert, and William, 1983 cited from Munir (2012: 178) about how far the interesting of students in computer during learning process trough 48 students. The result is 39 students that using computer gain higher score than the students that using traditional method. This research also said that CAL has level of confidence 0.5 compare with learning process that using traditional method.

According to Chaeruman cited Warsita (2008: 35), computer technology or learning activity helped by computer media can possible the process of learning as follow: Students can active, Constructive means that students can combine the new experiences with their previous experiences, collaborative means that students can work together share the idea in one group of learning, Enthusiastic, dialogue activity, contextual learning, reflective means that students realize what they have already learnt and think what they have got as learning process inside them, multisensory learning can be delivered by using of 5 senses there are audio, visual, or kinesthetic; the last is higher order thinking means that train them to think in higher order thinking level.

Multimedia interactive is one of learning media based computer technology that combine and integrate all the media which consist of text, graph, photo, video, animation, music, narration, and interactivity that programed by using principal and theory of learning. The characteristic of this media based on Warsita (2008: 36) are: The idea is often delivers realistically in students contextual experiences, relevant with condition of students, and under controlled of user, also leaning is emphasize and organize according to the cognitive knowledge thus, the knowledge construct during students use the media.

15 One of multimedia interactive is simulation virtual laboratory that simulation program that more specific to the science experiment activity such as, biology, chemistry, and physics. This program provide the material and substance as like in laboratory, then students do the experiment based on the objective of experiment. After that, students can develop that experiment based on the clue or objective of experiment itself. And students are expected can explain certain concept or phenomena based on virtual experiment that has been done by them (Warsita, 2008: 141).

After that, students can improve their achievement. Simulation are most commonly used at secondary level that provide the students opportunities for observation, the development of concept, logical thought, posing of question and the selection of answer (Harlen, 1993: 146).According to Munir and Halimah Badioze zaman, simulation laboratory also include in one of the using CAL. In science learning, using of CAL can improve the students motivation twice rather than in traditional method (Munir, 2011: 179).

Virtual laboratory also was defined as "laboratory experiment without real laboratory with its walls and doors. It enables the learner to link between the theoretical aspect and the practical one, without papers and pens. It is electronically programmed in computer in order to stimulate the real experiments inside the real laboratories” (Babateen, 2011).The virtual lab can be defined as virtual studying and learning environment that stimulates the real lab. It provides the students with tools, materials and lab sets on computer in order to perform experiments subjectively or within a group at anywhere and anytime.

These experiments are saved on CDS or on web site (Herga and Dinevski, 2012). According to Munir (2011: 179), simulation laboratory or we can called it virtual laboratory is provide the easiness for students that will do the experiment activity based on real model that has already programmed by computer. Computer itself is not only as learning tools but also as learning sources.

Professionals confirmed certain characteristics of the virtual lab. Based on Babateen (2011), creating new intellectual model in education better than the real, and more beautiful than the imagination.

16 1. Knowledge-building and inculcate information.

2. Encouraging and guiding students.

3. Registering students' information and evaluating them automatically. 4. Performing experiments, which are difficult to be performed in the

traditional lab due to its danger and high cost.

5. Reducing the learning time spent in the traditional lab.

6. Develop an exploration based on scientific assumptions and processes. 7. Permanently updated.

The characteristic of virtual experiment with real experiment are so different. There are the differences between virtual experiment and real experiment based on Saepuzaman (2011: 26).

Tabel.2.1

Comparison Between Virtual Laboratory and Real Laboratory Category Virtual Experiment Real Experiment

Abstract concept

Can be figured clearly

through modeling Can‟t be figured out clearly

Learning Process

Beside can understand a concept through experiment, it can be also develop science process skill and higher order

thinking

can understand a concept through experiment, it can

be also develop science process skill Process and

Implementation of Experiment

Students can work individually and need a faster

times

Students can work in group and need longer times Mobility and

Range

Mobility and range are unlimited in times and spaces

Mobility and range are limited in times and spaces Psycomotoric

Aspect

Lack to practice psycomotoric aspect of

students

Can practice psycomotoric aspect of students Evaluation

Aspect

It is only evaluate cognitive aspect and thinking skill

students

It can evaluate cognitive, affective, and psycomotoric

aspect of students. Cost that is

Needed

Need a high cost to make learning software(virtual lab)

but it is needed low cost for maintenance.

Need a high cost for buying experiment tools and

17 Students use virtual laboratory to overcome some dangerous experiment, requiring demanding instrument, unobtainable, and etc (Bilek and Skalicka, 2009). Based on Andaloro (1991) cited in Roblyer (2006: 90), the field of science seems to include more simulation than any others area. However, more simulations are currently in developments to combine the control, safety, and interactive features of computer simulation with visual impact of picture of real-life devices and process. The following benefits of virtual laboratory or laboratory simulation for students based on Roblyer (2006: 91-92) are: 1) compress time, means that a simulation can make something happen in seconds that normally takes days, month, or longer. So, students can cover more variation of the activity in a shorter time; 2) slow down process, conversely a simulation can also model processes normally invisible to the human eyes because they happen so quickly; 3) get students involved, simulation can capture student‟s attention by placing them in charge of things and asking. It also allows users to interact with the program instead users seeing its output; 4) make experimentation safe, whenever learning involves physical danger, simulation are the strategy of choices. They can experiment with strategies in simulated environments that might result in personal injury to themselves or others in real life; 5) make the impossible possible, very often, teachers simply cannot give students access to resources or the situation that simulation can. By simulation, the students can see the light that is formed in lens so that they know the form of image comes from; 6) save money and other resources, simulation can save the cost to do the experiments but it depends on the subject. A simulated experiment may be just as effective as a learning experience, but at fraction of the cost; 7) allow repetition with variation, unlike real life, simulation let students repeat events as many times as they wish and with unlimited variation; 8) allow observation of complex process, real life events often so complex that they are confusing, especially to those seeing them for the first time. Simulation can control the complex process and this make it easier for students to see what is happening later when all the parts come together in the actual activities.

18 Interactive 3D virtual environments have great educational potential because they enable the active participation of students, research and management of virtual objects. Virtual laboratories reproduce the conditions of a real physics laboratory and enable learning through an interactive simulation and are a valuable tool for distance learning and lifelong learning of physics. Virtual laboratories allow the execution of experiments without teacher‟s presence; therefore students have a major role in their learning process.

According to Dalgano cited Herga et al. (2012) studies have shown that virtual laboratory is an appropriate tool with which physics students prepare for practical work. Virtual laboratory exercises are held in the virtual world. Virtual lab brings many advantages. We can perform dangerous experiments without endangering ourselves or others. Cover the time overlap for using laboratory room. Students can repeat the laboratory activity wherever they want. Simulations are affordable. Once developed, they can be done at no extra costs as many times as we want.

The results are always the same Herga and Dinevski (2012), in a line with the characteristic multimedia that learning media as part of learning system has simple value as like has ability to: 1) make abstract concept become concrete; 2) brings the impossible object and dangerous, also hard to find out to the classroom; 3) shows the object that has big or small size that cannot be seen by naked eyes; 4) shows the fast motion into slow motion or vice versa; 5) possibility in varieties observation; 6) provide consistent information that can be repeated and saved; 7) overcome the obstacle about time and rooms; 8) give a chance to the user that they can control the speed of learning (Warsita, 2008: 124-125). So, virtual laboratory is appropriate with physics subject that its scope comes from macroscopic until microscopic. Especially in optics topics that has microscopic scope is about ray of light and particle of things, something that cannot be seen by naked eyes.

19 D. Achievement and Conceptual Mastery

According to Gange cited (Dahar, 2006: 3), learning can be define as a process where an organism change their attitude as the impact of their experiences. In learning there is a differences indicator as knowledge, attitude, skill, information skill, and value. Those are called as achievement in students as an impact from learning activity. So, Learning is very important to form those indicator inside of the students.

Achievement of students generally can be categorize become 3 indicators, as follows: 1) learning effectiveness that can be identified from the conceptual mastery or achievement of students. 2) efficiency of learning activity can be measured from the time management and cost for this learning. 3) learning interest can be measured from the activity of students during learning process. Thus, achievement is a performance that indicated as capability that has been gained.

In Educational Indonesia Curriculum System, instructional or curricular objective using Benyamin Bloom classification for students achievement. Bloom cited Dimyati & Mudjiono (2009: 174) classify the students achievement becomes three, there are cognitive, affective, and psycomotor. For example, if students before learning has 25% of their ability, after then they receive learning or treatment so they ability will be improved until 100%. Those cognitive, affective, and psychomotor are suitable with the objective of instruction. According to Blooom et.al, those indicators of learning have a strata. Emphasis to the content and process, for instance it emphasis fact, concept, and theory in certain subject. Also emphasis to the how students can solve the problem, tools of learning, and discover with process skill approach. Here there are the table with content and process in each indicator of learning (Dimyati & Mudjiono, 2009: 177).

20 Tabel.2.2

Instructional Objective and Indicator of Learning

Instructional objective Content Process

Cognitive Subject in the school and knowledge

Problem solving, discovery, and ect

approaches Affective _{Value education} The value based on

attitude

Psycomototric _{Skill education Psycomotoric movement}

Affective indicator is about ability to control the emotional, attitude, value, passion, appreciation, and social. There are affective steps from the lowest to the highest or from the simplest to the complex, there are ability to receiving, ability to responding, ability to valuing, organization, and characterization by a value complex.

Psychomotor indicator is about skill achievement of students either manually or individually. The steps are perception, readiness, mechanism, guided responses, skill ability, adaptation, and organization. According to Dimyati & Mudjiono (2009: 175) psycomotoric indicator has six aspect, there are: 1) reflective movement, 2) fundamental movement, 3) perceptual ability as like hearing, seeing, 4) physical ability, 5) motoric ability, 6) non-verbal activity.

Cognitive indicator relates with students achievement in intellectuality. One of the students achievement in cognitive indicator is conceptual mastery. Mastery itself is comprehension and ability to use the knowledge. While, the word “Concept” according to Rose cited Dahar (2006: 62) is an abstraction that represent the objects, phenomenon, activities, and relation that has the same attribute. Based on Dahar (2006: 63) concept is mental abstraction that represents one of stimuli class.

Conceptual mastery is the strata where the students is not only know about knowledge itself but they has to be comprehended about it. It is indicated by their ability when they try to solve the problem, even it relates with the process itself or relates with new contextual situation. According to Bloom taxonomy that has

21 been revised, conceptual mastery covers a cognitive indicators C1 (Remembering), C2 (Understanding), C3 (Applying), C4 (Analyzing), C5 (Evaluating), C6 ( Creating). The indicator of remembering and understanding can be called as lower thinking, while applying, analyzing, evaluating, and creating can be called as higher order thinking (Widodo, 2005).

Students achievement has influenced by some factor. According to Dimyati & Mudjiono (2009: 94), there are:

1. Internal Factor

Internal factor comes from students itself. There are two internal factor inside the students. Physiology that is nature aspect and physicology that is in soul aspect. Physiology aspect relate with body organ and healthy, while for physicology aspect relates with intelegency, passion, talent, students motivation. According to Gagne said that the students who are learning has to be given a motivation in order the knowledge that has already received by them are very useful for them.

2. External Factor

External factor comes from outside of students. This factor has two aspect, i.e. social environment and non-social environment. Social environment of school are, teacher, school staff, classmates that can give a student‟s motivation for learning. Non-social environment are school building, houses, learning equipment, weather condition, and learning time that is used by students.

E. Different Gender

Gender is defined by FAO as „the relations between men and women, both perceptual and material. Gender is not determined biologically, as a result of sexual characteristics of either women or men, but is constructed socially. It is a central organizing principle of societies, and often governs the processes of production and reproduction, consumption and distribution‟ (FAO, 1997). If we talk about gender, we also talk about the sex in human that cannot be changed, that is female and men.

22 Those are female and male has the stereotype, according to Harlock cited Putri (2010: 24) that male or boys has a characteristic more masculine, ambitious, aggressive, competitive, has the high analysis ability, also leadership, and high confident. Beside that, the characteristic of women are more feminist, loves, peaceful, sensitive, and high ability in communication. Those are proven by the research from University California in Los Angles said that, women has more than 30% corpus callosum. corpus callosum itself connects the right part of brain to the left part of brain and it possible has a communication between them. If the corpus callosum has more in amount, so it make a possibility to the women has a good ability in communication. Estrogen hormone in women can activate the cell to work and produce more.

Both men and women use their lobes of their brain but in different composition. Men tends to use his left hemisphere of brain. Left hemisphere of brain in men develops more than women. Left hemisphere of brain here controlled the logical thinking, abstract things, numerical arrangement, analytical thinking. That is why male doing better in multimedia interface than women or girls in learning (Chuang, 2008). dr Camilla Benbow and colleague dr Julian Stanley tested a group of gifted children and found that boys good at math outnumbered girls by 13 to 1. Boys can construct a block building from two-dimensional plans easier and quicker than girls, they can estimate angles accurately and can see whether a flat surface is level. These ancient hunting skills are the reason men dominate areas like architecture, chemistry, physics, building, and statistics (Pease and Pease, 2008:124). According to Carter (2005), the perception of the subject of leaning especially in physics. That physics can be called as “Boys subject” because physics contain analytical, numerical, logical thinking that more tends to male students. While women has better develops in her right hemisphere of brain. Right hemisphere of brain that controls the intuitive, artistic, imaginative, holistic, and others task and visual (Wood, 2009).

Using computer in education for learning, in this cases girls students consider that computer is used to do something useful for them. Girls in multimedia interface or computer tends to visual design of multimedia itself,

23 while boys is tends to navigation and control the multimedia or computer itself (Passig and Levin, 2000). This statement is in a line with Turkle et. Al cited Johnson (2006) that boys consider the computer is something that has to be comprehended, while girls use a computer as tools to reach a goal or doing their task, and expected that computer can make them comfort. Also the research told male in learning using media or multimedia demonstrate better than female users did (Chuang, 2008). So, even female or male students has differences in multimedia interface, they actually construct their mind and develop their thinking. Besides that, The research said 84% of girls consider computer as a tools to reach their goals or tools to give them a freedom in creativity, while boys that agree with that, only 33% (Pease and Pease, 2008: 142).

Women brain is arranged to do the some tasks in the same time, can handle works or activity that needs a smooth movement in the small area, one of them is when she reads in computer screen (Pease and Pease, 2008: 121). In hearing activity, generally women has better ability than men, because women brain has an ability to separate and grouping the type of sounds and they can recognize it (Pease and Pease, 2008: 121). Not only that, but women and men has differences in receiving of visual information (Passig and Levin, 2000).

F. Optic Material

1. Analysis of Material

In KTSP curriculum, Optic topic placed on VIII Grade of Junior High School second semester with standard competences and basic competences below on the table:

Table 2.3

Standard Competences and Basic Competences of Optic

Standard Competence Basic Competence

Understand a concept and application of waves and optic in daily product of technology

Investigate properties of light and its relationship with the shape of mirror and lens.

24 Junior High School of Pribadi Bilingual Boarding School has a special curriculum as called national plus. Means that, they use KTSP as standard but they combine it with developed country curriculum as Turkey and Cambridge curriculum. So, there is a rich in content delivery. For instance, the teacher tells about the ray of refraction until detailed.

2. Description of Optic Topic

Optic topic as one of abstract topic that is taught in junior high school students. The material covers reflection, refraction, converging lens, and diverging lens. In this research the material that will be taught is refraction, converging lens, and diverging lens.

Refraction is the phenomena of change in direction, or bending of light when it passes from one medium to another is called refraction. Refraction also has laws of refraction there are ; 1) the incident ray, the refracted ray , and the normal at the point of incidence all lie in the same plane; 2) light passing from a less optically dense medium into denser medium toward the normal; 3) light passing from an optically denser medium into a less dense medium bends away from the normal. The ray is refracted from one substance to the other substance with different refracted index and density of its particle, so it causes the form of image in every substance that rays refract.

Converging lenses is a thin lens that is able to converge (bring together) to a point parallel beam of light passing through it. Some rays will pass without deviation, through the center C, of the lens. C is called its optical center. The line which is pass symmetrically through the optical center of the lens is known as the parallel axis of the lens. All rays close to and parallel with the principal axis, converge to a point of F on the axis called focal point or the principal focus. The distance between the focal point and the optical center, C is termed the focal length f of the lens. Ray diagram of converging lens are: 1) the incident ray parallel to the principal axis passes through the focal point, F1. 2) the incident ray which passes through the optical center, C is not deviated. 3) the incident ray passing through F2 becomes parallel to the principal axis. While, the diverging

25 lens is the lens that has ability to diverge(spread out) the light beam. The special ray of diverging lens are: 1) light ray parallel to the principal axis is refracted so that it appears to come from the principal focus behind the lens. 2) a ray directed towards F on the other side of the lens bends, so that it becomes parallel to the principal focus. 3) a light ray passing through he optical center travels without changing its direction. The special image that is formed by diverging lens is Virtual, upright, diminished.

An optic topic that is explained has relationship with other subject in science. For instance in biology, optic topics can be integrated with the human body, there are the structure of human eyes. Also in chemistry, optic topics can be integrated with the structure of particle that arranged in each substance. It can causes the differences of image which is formed by light rays that travels from two different medium.

G. Hypothesis

The research hypothesis in this result as following:

H0 : There is no differences of students conceptual mastery improvement between boys class and girls class by using virtual laboratory media on optic topic.

H1 : There is differences of students conceptual mastery improvement between boys class and girls class by using virtual laboratory media on optic topic.

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS

Universitas Pendidikan Indonesia | repository.upi.edu CHAPTER III RESEARCH METHOD

A. Research Method and Design 1. Research Method

In general, the research method is defined as a scientific way to get the data with the purpose and specific uses. How meaningful scientific research activities are based on the characteristics of science, namely rational, empirical, and systematic (Sugiyono, 2007: 1). Various methods can be used to obtain research data. However, taking into account the objectives of this research are to determine the differences of students conceptual mastery based on gender differences through virtual laboratory learning media in optic topic. The method is used method of Quasi experiments. In this method, the research carried out on two groups of students VIII Grade, girls class (VIII B) and boys class (VIII A)

2. Research Design

The design used in this research are two groups pretest-posttest design (Fraenkel and Wallen, 2007: 253), it can be called matching pretest-posttest comparison group design (Sukmadinata, 2011: 208), because in this design, there is no control class. Both of class become experiment class by non-random taken a group.In this design, both of class are given a pretest before learning. Pretest in this research can become as statistical control and also can be used to see the effect to the gain score.

Here is the study design matching pretest-posttest comparison group design are illustrated in tabular form (Sukmadinata, 2011: 208).

27 Table 3.1

Research Design: Matching Pretest-Posttest Comparison Group Design Class Pretest Treatment Posttest Experiment class

(Female) O1 X O2

Experiment class

(Male) O3 X O4

O1 = Pretest for female class O2 = Posttest for female class O3 = Pretest for male class O4 = Posttest for male class

X = Using virtual laboratory learning media

B. Operational Definition

In order to avoid misconception about this research, so in this research will be explained about some operational definition. Those terms are:

1. Conceptual mastery in this research is the competences of students when they answer the conceptual question that is measured by multiple choices question for about 30 questions. Type of question consist of level cognitive from C1 (Remembering), C2 (Understanding), C3 (Applying), C4 (Analyzing), C5 (Evaluating).

2. Virtual laboratory that is used in this research is software that consist of animation, simulation, sound in one package. This software is given to the students in each computer on computer laboratory.

3. Interest in physics is how far the students interest in physics lesson. It is measured by questionnaire that 20 statements which is given to the students.

28 C. Population and Sample

The population is the totality of all the values which can be complicated, the results of counting and measurement, quantitative, and qualitative characteristics of certain of the set of objects is limited by a certain criteria or restrictions, while the sample is a part of the population (Kumar, 2005: 165).

The population in this study was VIII Grade Junior High School students Pribadi Bilingual School year 2012/2013. After observation, the sample was taken two classes in the eighth grade, there are VIII A and VIII B as single-sex class. As follow, VIII B is Female class and VIII A is Male class both of them are given the same treatment that is virtual laboratory learning media. Sampling were selected by purposive sample technique. Purposive sampling technique is the sampling that is used by the researcher if the researcher has the specific objective in the research (Kumar, 2005: 179).

D. Research Location

The location of this research is Junior High School of Pribadi Bilingual Boarding School. This school is very special. First, this school has a word “Bilingual” but not in usual terms. Bilingual in usual terms is the teaching learning process using dual language i.e. Indonesian Language and English Language, but in this school, the terms bilingual means that system of teaching and learning itself. When students learn Science, Mathematics, and Computer the language of learning is English, while for the other subject such as Indonesia Language, Civic education, sports, and etc are using Indonesia language. The second is this school very appropriate being a location of research because they do the separating classes based gander, so this school is single-sex school. Means that Female students and Male students has different classes.

29 E. Research Instrument

To obtain primary data in this study, the use of test instrument was for measure conceptual mastery of students on the topic optics and questionnaires for students interests in physics subject.

1. Objective Test

Test was used to evaluate the conceptual mastery of students in learning physics, especially optics topics using virtual laboratory. Conceptual test is multiple-choice with 4 options with the cognitive value as C1 (Remembering), C2 (Understanding), C3 (Applying), C4 (Analyzing), C5 (Evaluating). The test is for about 30 questions. It was tested two times to the students as pretest and posttest.

Blueprint of objective question before doing instrument analysis item test is shown in table 3.2:

Table 3.2

Blueprint of Objective Question Before Doing Instrument Analysis Item Test

Concept Theme Conceptual mastery

C1 C2 C3 C4 C5

Concept of refraction(law of

refraction)

2,5,7 1,6,4 - 12, 13 11

Refraction index 10 3,9 8 41 -

Characteristic of

converging lens 15,16

14,17,18,19,

49,50 - 25 24

Image formation

of converging lens - 20,22

21,23,26,

42,43,44 - 27 Characteristic of

diverging lens 40 29,30,34,36,37 - 28 - Image formation

of diverging lens - 32

31,35,38,

45,46,47,48 33 39

Total 7 19 14 6 4

After doing instrument analysis item test, so blueprint of conceptual mastery objective questions are shown in this table below:

30 Table 3.3

Blueprint of Objective Question After Doing Instrument Analysis Item Test

Concept Theme Conceptual mastery

C1 C2 C3 C4 C5

Concept of refraction(law of

refraction) 2,9 4,3,1 - 8,10 7

Refraction index - 5,6 - - -

Characteristic of converging

lens 12,11 13 - 18 19

Image formation of converging

lens - 20,14 15,16,17 - -

Characteristic of diverging lens 21 22,23 - - - Image formation of diverging

lens - 24

25,26,27

,28,30 29 -

Total 5 11 8 4 2

2. Questionnaire

Questionnaire is used to determine students' interest in physics lesson especially on optic topics. How the interest of girls students and boys students is. There are 20 statements, 5 statements in this questionnaire include in negative statement to control students answer. The questionnaire using Likert scale. The blueprint of interest in physics questionnaire is:

Table 3.4

Blueprint of Interest in Physics Questionnaire

No Indicator questions

1 Indicate interest in physics learning through virtual

laboratory learning media. 1,2,4,16,19 2 Indicate student’s interest toward layout and

facilities of virtual laboratory in physics learning. 3,5,17,18,20 3 Indicate students interest and optimistic in learning

physics. 6,7,8,12,14

4 Indicate students are not interested and pessimist in

31 This questionnaire uses likert scale form. That consist of 5 category of scale, Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), Strongly Dissagree (SD). The computation of questionnaire using MSI (Measurement Successive Interval). Point of the scale in this questionnaire are divided into two. First, positive statement from Strongly Agree (SA) until Strongly Disagree (SD) are given point 5 until 1 orderly and vice versa for negative statement.

3. Virtual Laboratory Learning Media

Virtual laboratory learning media that is used is a software which is developed by the researcher. First, storyboard should be made based on curriculum, optic topics material, and characteristic of junior high school students. Then, the storyboard is judged. After revision, virtual laboratory learning media can be made by using macromedia flash helped by animator based on the storyboard. After that, it trial first and judged by the expert. Then, make it in one package software to apply at school for the treatment in the research.

F. Instrument Analysis

In the preliminary study, the research instrument for cognitive test that is construct to know how far the conceptual mastery of the students will be tested before used as pretest and posttest. It will be tested to the students that has already got the material or the topic that will be taught in this research, optic topic. So, it will be given to the IX B and IX A. The analysis of instrument covers validation, discriminating power, level of difficulty, reliability using Microsoft Excel.

1. Discriminating Power

Analysis discriminating power is to examine whether such questions have ability to distinguish between students who fall into the category that have a high achiever and low achiever. Thus, the question that have discriminating power, if

32 given to high achiever students, results show higher than if given to students who lower achiever (Arikunto, 2010: 211).

The formula that is to analyze discriminating power as follow:

DP = Discriminating Power

Ba = The number of upper group that answer correctly . Ja = Total of students in upper group

Bb = The number of upper group that answer incorrectly . Jb = Total of students in lower group.

(Arikunto, 2010: 213)

Table 3.5

Discriminating Power

Value Criteria

0,00 – 0,20 Poor

0,20 – 0,40 Satisfactory

0,40 – 0,70 Good

0,70 – 1,00 excellent

(Arikunto, 2010: 218) DP =

33 This is the following of discriminating power result from instrument analysis test:

Table 3.6

Discriminating Power Result

Frequency

Category Sum Precentage(%) No.question

Negative 10 20 5,18,19,27,28,29,31,39,42,44 Poor 8 16 4,10,14,21,23,41,49,50 Satisfactory 12 24 2,7,8,12,13,20,30,34,36,40,43,45

Good 19 38

1,3,6,9,11,15-17,22,24,25,32,33,35,337,38,46-48

Excellent 1 2 26

Total 50 100

2. Level of Difficulty

The assumptions used to obtain good quality problem is to balance the difficulty level of questions. Difficulty level of ability or seen about the student's ability to answer questions, not from the perspective of a teacher.

There are some basic considerations in determining the proportion of problem categories easy, medium and difficult. The first consideration is the balance, which is about the same amount for all three categories. That is, the number of questions is easy, medium, and hard numbers balanced. The second consideration for the proportion of about three categories based on the normal curve. Means that, most of the problems are in the medium category, some are included into the category of easy and difficult with balanced proportions (Arikunto, 2010: 207).

34 The formula that is used in this research to determine the level of dificulty in the question is :

P = difficulty level

B = number of students who answer correctly N= Total number of students

(Arikunto, 2010: 208)

The criteria used when smaller index obtained, more difficult questions. Conversely, the greater index gained, the easier of question . The difficulty index criteria as follows:

Table 3.7 Difficulty Level

Value Criteria

0 – 0,29 difficult

0,30- 0,69 middle

0,70 - 1,00 easy

(Arikunto, 2010: 210) P =

35 This is the following of difficulty level result after instrument analysis test:

Table 3.8

Difficulty Level Result

Frequency

Category Sum Percentage(%) No. question

Easy 3 6 3,4,30

Medium 41 82

1,2,6-26,28,31-38,40,42-48,50

Difficult 6 12 5,27,29,39,41,49

Total 50 100

3. Validity

Validity test is a measurement that confirm an instrument is valid and it can measure what it will be measured (Arikunto, 2010: 64 ). Validity test that is used is content validity, so validity test is done by comparing between content with subject material that has been taught. To know the suitability of instrument with the material, it is done by correlation product moment equations.

rxy = items correlation coefficient. X = items scores

N = amount of subject

(Arikunto, 2010: 72) Here is the interpretation of validity criteria comparing the result to this table.

36 Table 3.9

Validity Interpretation

Correlation Coeficient Validity Criteria 0,80 < r ≤ 1,00 Verry high 0,60 < r ≤ 0,80 High 0,40 < r ≤ 0,60 Enough 0,20 < r ≤ 0,40 Low 0,00 ≤ r ≤ 0,20 Verry low

(Arikunto, 2010: 75)

This is the following of Validity test result after instrument analysis test: Table 3.10

Validity Test Result Frequency

Category Sum Percentage(%) No.question

Not valid 4 8 10,19,29,42

Verry low 7 14 5,18,31,39,44,47,50

Low 15 30 4,8,13,14,20,21,25,27,28,34,36,41,45,48, 49

Enough 15 30 2,3,6,7,11,12,15,17,23,24,26,32,33,35,43 ,

High 7 14 1,16,22,30,37,40,46

Very high 2 4 9,38

Total 50 100

37 4. Reliability

Reliability test is a measurement which stated about consistence of the measurement tools that is used. Arikunto (2010: 86) stated that reliability tends to a definition about trusted instrument which is used as collecting data tools because of that instrument has already good. The technique that is used in this research is used Alpha Cronbrach method because this equation can be used in the answer that has scale or dicotomic scale as like true (1), wrong (0). The split-half method formula as follow:

Notes :

r11 = Instrument reliability n = Amount of question

= Amount of Varian score in each item

= Varian total

(Arikunto,2010:109) The instrument can be called reliable in this technique, if coefficient reliability (r11 ) > 0,6 or it can be compared with r table (product moment). If Alpha Cronbach reliability coefficient value higher than r table, so that this

r

11 =

[

] [

∑

38 instrument is reliable and vice versa. Here is the table of reliability level to interpreted reliability calculation result :

Table 3.11

Reliability Interpretation

Correlation Coefficient Reliability Criteria 0,80 < r ≤ 1,00 Very high 0,60 < r ≤ 0,80 High 0,40 < r ≤ 0,60 Enough 0,20 < r ≤ 0,40 Low 0,00 ≤ r ≤ 0,20 Very low

(Arikunto, 2010: 75) The result of reliability test in instrument analysis test is 0,87. It means that the items test are reliable. The criteria of reliability interpretation is very high. For recapitulation of all instrument data analysis is displayed in table below:

39 Table 3.12

Recapitulation of Instrument Data Analysis Result

No

Instrument Test Result

Decision Difficulty

Level Category

Discriminating

Power Category Validity Category

1 0,63 M 0,4 G 0,69 H Used

2 0,6 M 0,27 S 0,42 En Used

3 0,8 E 0,53 G 0,56 En Used

4 0,77 E 0,2 P 0,39 L Used

5 0,17 D -0,2 Neg 0,13 VL Dropped

6 0,4 M 0,47 G 0,47 En Used

7 0,47 M 0,33 S 0,42 En Used

8 0,5 M 0,33 S 0,28 L Dropped

9 0,6 M 0,4 G 0,88 VH Used

10 0,67 M 0 P -0,58 NV Dropped

11 0,6 M 0,67 G 0,49 En Used

12 0,43 M 0,33 S 0,42 En Used

13 0,43 M 0,33 S 0,37 L Used

14 0,3 M 0,2 P 0,26 L Dropped

15 0,4 M 0,47 G 0,47 En Used

16 0,43 M 0,6 G 0,77 H Used

17 0,67 M 0,53 G 0,42 En Used

18 0,7 M -0,06 Neg 0,04 VL Dropped

19 0,43 M -0,47 Neg -0,28 NV Dropped

20 0,6 M 0,27 S 0,39 L Used

21 0,3 M 0,2 P 0,29 L Dropped

22 0,67 M 0,47 G 0,7 H Used

23 0,5 M 0,2 P 0,43 En Used

24 0,33 M 0,6 G 0,58 En Used

40

26 0,47 M 0,93 Ex 0,42 En Used

27 0,1 D -0,2 Neg 0,31 L Dropped

28 0,37 M -0,07 Neg 0,25 L Dropped

29 0,2 D -0,4 Neg 0,13 NV Dropped

30 0,73 E 0,33 Sy 0,65 H Used

31 0,53 M -0,27 Neg 0,01 VL Dropped

32 0,5 M 0,47 G 0,44 En Used

33 0,67 M 0,4 G 0,57 En Used

34 0,47 M 0,27 S 0,28 L Dropped

35 0,5 M 0,47 G 0,4 En Used

36 0,3 M 0,33 S 0,21 L Dropped

37 0,37 M 0,4 G 0,73 H Used

38 0,53 M 0,4 G 0,96 VH Used

39 0,17 D -0,2 Neg 0,13 VL Dropped

40 0,67 M 0,33 S 0,7 H Used

41 0,27 D 0,13 P 0,31 L Dropped

42 0,37 M -0,33 Neg -0,4 NV Dropped

43 0,6 M 0,27 S 0,56 En Used

44 0,53 M -0,27 Neg 0,17 VL Dropped

45 0,57 M 0,33 S 0,37 L Used

46 0,67 M 0,4 G 0,7 H Used

47 0,33 M 0,53 G 0,05 VL Dropped

48 0,47 M 0,53 G 0,42 L Used

49 0,27 D 0 P 0,31 L Dropped

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS Universitas Pendidikan Indonesia | repository.upi.edu

c. Problem

 How is the refraction in 2 different medium?  How is light travel forms from optically less dense

medium to denser medium, and vice versa?  Which direction that lights travels?

 So, how is the light beam that travels in 2 similar medium?

Manipulation

 Could you explain where the image will be formed and the real coin object from activity above?

 Actually what variable that we will observed?

 Light will be deflected when it is travels in two different medium.  Light travels from denser medium

to the less dense medium will be refracted bends away from normal line.while light travels from less dense medium to denser medium will be refracted bends toward to normal line.  If light travels in 2 similar

medium, the light will be

continued and the real object will be seen.

 Coin Image position that is formed is bends toward to water surface.and real coin object is placed on glass based.

 Variable that is observed is light beam.

Explain refraction phenomena,

Gives an example of refraction phenomena, Observe beam of light

CORE ACTIVITY: Generalization

 Now, if light travel from air to water,  Students do all experiment activity in virtual laboratory media and write the result on their worksheet.

 After they have already find their 40

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS Universitas Pendidikan Indonesia | repository.upi.edu

when refract in 2 different medium, Define refraction

phenomena, Classify the beam of light

characteristic which refracts, Stated

refraction law based on beam of light travels

through 2 medium

 Can you describe the light beam that is formed?  Where is the image that is formed?

 Why it could be happend?

 If the refraction index drag to the right(water),

 How is the particle arrangement of water?

 Could you explain if light beam travels from water to water?

 Where is the image that is formed?  Why it could be happend?

 If the refraction index drag to the right (crown glass),

answer, some of them share with their friends by writing the

answer on greenboard,the rest of them write in their worksheet

 Light beam bends toward normal line.

 Image formed toward water surface.

 Because light travels from less dense particle to the denser particle.

 Density of air particle is less dense

 Light beam is continued.  There is no image formed  Because light travel in the same

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS Universitas Pendidikan Indonesia | repository.upi.edu

 How is the particle arrangement of crown glass?

 Could you explain if light beam travels from crown glass to water?

 Where is the image that is formed?  Why it could be happend?

 If the refraction index drag to the right (Diamond),

 How is the particle arrangement diamond?

 Could you explain if light beam travels from Diamond to water?

 Where is the image that is formed?  Why it could be happend?

medium.

 Density of corwn glass is denser than water.

 Light beam bends away from normal line.

 The image formed is in the deep of water.

 Because light travels from denser medium to the less dens medium.  Density of dimond is denser than

crown glass

 Light beam bends away from normal line.

 The image formed is in the deep of water.

 Because light travels from denser medium to the less dens medium.

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS Universitas Pendidikan Indonesia | repository.upi.edu

Verification

 Teacher do the discussion with students to make conclusion about this activity. If there is different answer, teacher make a verification and do the disscusion.

 Students do the discussion and make a conclusion about the activity that has already done and do verification when there is different answer.

CLOSSING ACTIVITY: Aplication

Strengthening

Teacher gives strengthen to the students about variables:  Rays of light that passes through less dense medium

to denser medium, the refraction of light beam that is formed will be close to normal line if travels from air to the water.

 Rays of light that passes through denser medium to less dense medium, the refraction of light beam that is formed will be bends away from normal line if travels from crown glass to the water and diamond to water.

 Ray of laight that travels in the same medium, the real object will be appear.

Give the example of application

 Students pay attention to the teachers.

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS Universitas Pendidikan Indonesia | repository.upi.edu

Apply refraction law in daily physics refraction phenomena, Apply refraction law in simple cases of physics about refraction.

Teachers give the example of application in daily life.  One of the application of refraction is when in the

night we can see the stars, Stars that we see is the image from the real stars. Because light travels from denser medium (Vacum area) to the less dense medium( atmosphere).

Evaluation

 Ali is camping in the jungle and he has to read a map ith litle thi y ords, ut he does t ri gs magnifying glass. What should Ali do inorder he can read the map?JExplain!

 Teacher gives posttest to the students Tasks

This tasks is the requirement for following the next lesson

 Students pay attention to the teachers.

 Students do evaluation from the teacher

Annisa Nurramadhani, 2013

GENDER DIFFERENCES AND JUNIOR HIGH SCHOOL STUDENTS CONCEPTUAL MASTERY BY USING VIRTUAL LABORATORY MEDIA ON OPTIC TOPICS Universitas Pendidikan Indonesia | repository.upi.edu

next week.So, do it positively!

1. What is the meaning of refraction?

2. Draw the ray of light that traves from glass to water! 3. Explain why the ray of light that is formed in no.2 as

like that?

4. Draw the ray of light that travels from Air to glass! 5. Explain why the ray of light that is formed in no.4 as

like that?

6. Explain the law of refraction! Information

 Today we have already done about some material, The most active students in this activity today is:..., The reward is performance score. Please gives applause to your firends!

 The taskt is collected next week, and next week we will learn about converging lens. You can read first from books or internet

 That is enough for today, thank you.

 Students do posttest

 Students noted task for next week.

 Students gives applause to their firends that earn the rewards .

 Students pay attention to the teachers and greetings.