RESULT AND DISCUSSION

III. RESULT AND DISCUSSION

Practical activities carried out during the fourteen meetings with eight modules. Learning activities begins with learning contracts, assistance materials practical to explain learning scenarios, preparation, role playing learning implementation, evaluation and reflecting on learning. Implementation of role playing learning scenario refers to the learning module on the project environmental quality parameter testing. The first stage of each group do the learning role playing on the module testing water quality parameters include COD testing, total chromium, surfactant, and water hardness; C-organic and phosphorus to the soil; oxidant and nitrogen dioxide testing in ambient air.

During role playing recorded so that it will produce a video that will be used as the recording process of learning and achievement of competencies. The video produced by each group presented the results of practical seminars. Another group tasked to observe and evaluate the role of each group so that through this process the students can reflect learning together.

During the instructional role playing, students can show the testing process carried out in the laboratory that can be evaluated by other groups so that students can reflect learning together. The seminar and learning reflections may arouse the enthusiasm of students in listening role playing video produced by

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In general, students could play the stages of making a working solution and sample test is well. During play the role as a chemical analyst who tested the consistency in using volumetric apparatus, especially in flushing the pipette, measuring flask and burette, adjust the volume of the solution, as well as reading the burette volume needed a process for maintaining the consistency of the student. The procedure is becoming

a common procedure in all teaching practical course before. The standard procedure has been studied in a previous practical course. Competence is expected to have been achieved in the first half so that the lab module other academic subjects do not write these procedures in detail with the assumption that the next practical students such procedures remain employed. The analysis lab module course Water, Soil and Air force have been equipped with the complete procedures on these competencies, but the work that has been entrenched attitudes will become more difficult to change so that the necessary process of habituation and commitment to standardized work culture while working in the laboratory.

A. The influence of role playing learning on the achievement of competence The implementation of role playing in teaching Practical Analysis of Water, Soil and Air assist in measuring student achievement of competence independently by students. Figure 1. signify the results of the self-assessment against the attainment of the performance criteria of each element of competence on the unit competency certification schemes referred to in the basic package.

Fig. 1. The percentage achievement of competence of the self assessment

Base on Figure 1. the measurement results with the self-assessment evaluation showed that the average achievement of competence before the role playing in the base package is 69.07%. The measurement results with the self-assessment be a measurement to describe the achievement of competence which can be proved in a trial assessment.

Based on the research that has been done, the method of role playing is helping students understand the standards of competency achievement. Students can measure and provide an assessment in accordance with self assessment system standard certification. The self assessment method is a competency certification process steps to obtain recommendation that students could follow the performance test.

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Fig. 2. The percentage achievement of competence of the trial assessment

Figure 2 shows that based on the results of the trial assessment using written tests, oral and practical exams recommended just over 68% of the students are competent. The results showed that students competencies in the basis of chemical testing certification scheme can be reached 68.58%.

The measurement results with the achievement of competence assessment trial were generally similar to the results of an independent assessment. Self assessment results indicate attainment of a higher class than the class B, but based on the results of the trial assessment, the attainment of a class B greater than class A. This suggests that the measurement of self assessment can not be used to measure the achievement of competence but can only be used as assessor recommendation that students can follow the process of the competency test.

A Written

Oral

Practice

Competence test

Fig. 3. The percentage contributor graduation competency tests

Role playing method can train the grasp of students to learning materials, practice concentration in acting assignments and fantasy as well as increasing interest in learning [2] so as to delivering students to the achievement of competence. Role playing learning method makes students have working attitude and skill above 90% but have the ability considerable knowledge about 60%. Figure 3 shows that the level of achievement of competencies of practice test results on average 94%, but the results of tests of knowledge through a written test and oral average of 61%. Written test is a performance test to see direct evidence that students are competent in their field, while the written test and oral constitute additional evidence. Nevertheless the results of written test and an oral assessment is competent to measure the performance of students based on performance criteria in each element of competence within the competence of the tested units.

Figure 3 indicate where role playing learning achievement of competence is able to provide a good attitude and skills [4,5] but necessary to increase knowledge aspect. Students have the ability to express

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B. The influence of role playing learning on learning Application of role playing learning in Practical Analysis of Water, Soil and Air with the trial assessment be able improve the achievement of learning outcomes. Base on Figure 4. the percentage of the value of A in the course Practical Analysis of Water, Soil and Air on the class A and class B respectively

81.81 and 94.12%. The achievement of learning outcomes based on an assessment of learning process that includes pre-test, lab, preparation of log book, seminar lab results and the official report lab results. The achievement of learning outcomes can be achieved with an A average of 87.96%.

A B Class

Fig. 4. The results of competency tests basic chemical testing scheme

The contribution final grades of students consists of four components that include pretest assessment, assessment of performance criteria and seminars, logbook and reports as well as trial assessment.

The learning method to make students motivated to understand [5] the working procedures in the lab module before playing a role as a chemical analyst who will carry out testing in the laboratory. During role playing, students are required to have independence in playing a role so that students have a higher enthusiasm for asking [2].

Trial assessment

Component rate

Fig. 5. The percentage contribution of final grades

Figure 5 shows the contribution of final grades of students consists of four components which include the value pretest, performance criteria, and trial assessment report. The learning process with a module that

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