Artikel sule ic 2016 violanty syuhendri hamdi
PREFACE
The present volume contains selected papers of the 2nd Sriwijaya University Learning and
Education-International Conference (SULE-IC) held on October 7 th-9th, 2016 in Palembang,
South Sumatera, Indonesia. The conference, which was organized by the Faculty of Teacher
Training and Education, Sriwijaya University has accepted more than 160 abstracts. After an
initial review of the submitted abstracts, 110 papers were presented at the conference. Finally,
after a rigorous review process, 93 papers were accepted for publication in the 2 nd SULE-IC
Proceedings.
This conference focuses on an overarching theme of “Improving the Quality of Education for
Strengthening the Global Competitiveness.” The topics that are covered in this theme include (1)
improving the educational services to learners of underprivileged families; (2) utilizing the
educational technologies in learning; (3) strengthening the role of counsellors in education; (4)
increasing the competence of language education and/or arts and literature teaching in global
context; (5) increasing the role of the social sciences-humanities education in the development of
multicultural consciousness; (6) improving the quality of mathematics and science teaching and
learning process; (7) improving the development of qualified preschool and primary education,
improving the quality of accountable management education through the development of schoolbased management; (8) enhancing the development of vocational education to meet the global
labour market; and (9) civilizing healthy lifestyle and coaching outstanding athletes.
Reviewing papers of the 2nd SULE-IC 2016 was a challenging process that relies on the goodwill
of those people involved in the field. We were assisted by 12 reviewers from related fields to
review papers for the presentation and the publication in the 2 nd SULE-IC Proceedings. The
published papers have passed the process of the reviewers’ comments who have guided any
necessary improvement.
Finally, we would like to thank to all of the proceedings team who have dedicated their constant
support and countless time to bring these scratches into a book. The 2nd SULE-IC 2016
proceedings is a credit to a large group of people, and everyone should be proud of the outcome.
Palembang, September 2016
Chairman of the committee,
Dr. Rita Inderawati, M.Pd.
i
PROCEEDINGS
The 2 nd Sriwijaya University Learning and Education International Conference
held by Faculty of Teacher Training and Education
Sriwijaya University , October 7 th-9 th, 2016
This paper has been presented at the 2nd SULE-IC
“Improving the Quality of Education for Strengthening the Global Competitiveness”
Editor Board:
1. Prof. Dr. Ratu Ilma Indra Putri, M.Si. (Sriwijaya University, Indonesia)
2. Kathy Cabe Trundle, Ph.D. (North Caroline State University, USA)
3. Dr. L. M. (Michiel) Doorman (Utrecht University, Netherlands)
4. Prof. Dr. Amal Abdel Fatah Suwaidan (Cairo University, Egypt)
5. Beryl Exley, Ph.D. (Queensland University of Technology, Australia)
6. Eiji Fujita, Ph.D. (Kochi University, Japan)
7. Soni Mirizon, M.A., Ed.D. (Sriwijaya University, Indonesia)
8. Dra. Umi Chotimah, M.Pd., Ph. D. (Sriwijaya University, Indonesia)
9. Fiftinova, S.Pd., M.Pd. (Sriwijaya University, Indonesia)
10. Edi Setiyo, S.Pd, M.Pd.T. (Sriwijaya University, Indonesia)
11. Dr. Ketang Wiyono, M.Pd. (Sriwijaya University, Indonesia)
12. Puji Astuti, S.Pd., M.Sc. (Sriwijaya University, Indonesia)
Faculty of Teacher Training and Education, Sriwijaya University,
Palembang, South Sumatra, Indonesia
2016
ii
Table of Content
Page
i
iii
Preface
Table of Content
No.
Paper Title
KEYNOTE PAPERS
Integrating the Arts into Science Teaching and Learning
1.
By: Kathy Cabe Trundle-North Carolina State University, USA
Design-Based Research in Mathematics Education
2.
By: Michiel Doorman-Utrecht University, Netherlands
The Employment of the Technological Innovations in the Educational
3.
Process
By: Amal Abdel Fattah Ahmad-Cairo University, Egypt
Indonesian Education, Pisa Scores and 3 Reading Strategies that
4.
Work
By: Beryl Exley-Queensland University of Technology, Australia
How Can History Learning Contribute to Citizenship Education in
5.
Dual Subjects System? - Case Japan By: Eiji Fujita-Kochi University, Japan
Constructing A Standardized Test
6.
By: Sofendi, Sriwijaya University, Indonesia
PARALLEL PAPERS
Success in Learning English: The Students’ Definition
7.
By: Agus Wahyudi-Sriwijaya University
The Correlation between the Students’ Reading Habit and Reading
Compehension Achievement of 12th Grade Students of MA. PP.
8.
Qodratullah Langkan
By. Agus Wahyudi-STIKA Bina Husada Palembang
English Teaching Implementation in Indonesian Pesantrens:
Teachers’ Demotivation Factors
9.
By: Akhmad Habibi, Muhammad Sofwan, and Amirul Mukminin-Jambi
University
Folklores From South Sumatera in English: Media to Introduce
10.
Indonesian Culture to International World
By: Armilia Sari-Sriwijaya University
iii
Page
1
21
47
65
83
97
107
115
129
145
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
Learning Process of Biology through the Guided Discovery Learning
Based on Local Excellence on the Subconcept of Eubacteria Role in
Life
By: Suratmi, Rida Oktorida, Khastini, and Nur Lali Fauziyah-Sriwijaya
University
Developing Islamic-Based Reading Materials For The Tenth Graders
of Ma Nurul Huda Kasmaran of Babat Toman
By: Susilawati, Tahrun, and Rita Inderawati-SMAN 1 Lawang Wetan Kab.
Muba
The Enhancements of Numeracy Through the Flavell’s Principal in
The Cognitive‘s Development for the Children in TK B Srijaya KM
5,5 Palembang
By: Syafdaningsih-Sriwijaya University
Developing of Conceptual Change Texts (CCTs) Based on Conceptual
Change Model to Increase Students’ Conceptual Understanding and
Remediate Misconceptions Inkinematics
By: Syuhendri-Sriwijaya University
Improving Reading Comprehension and Speaking Achievements of
the Eighth Graders of SMP Negeri 18 Palembang through Shared
Reading Strategy
By: Tiray Febria zananda-Sriwijaya University
Implementation of Character Education Local Wisdom Charged in
Basic Education Level In South Sumatra
By: Umi Chotimah-Sriwijaya University
The Effects of QAR Strategy, Data Chart Strategy, and Critical
Thinking on Reading Comprehension Achievement of the Tenth
Grade Students of SMK Nurul Iman Palembang
By: Uswatun Toiyibah-Baturaja University
Functioning Local Culture in EFL Readings
By: Utami Kusama Ningtyas-Sriwijaya University
Decision-Making In Solving Math Problems on Elementary School
Students
By: Vina Amilia Suganda M-Sriwijaya University
The Effectiveness of Poe (Predict-Observe-Explain) Based Teaching
Strategy in Improving Students’ Conceptual Understanding on Heat
and Temperature in SMAN 9 Palembang
By: Violanti Anarky. Syuhendri, and Hamdi Akhsan-Sriwijaya University
xi
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Proceedings of the 2nd SULE – IC 2016, FKIP, Unsri, Palembang
October 7th – 9th, 2016
THE EFFECTIVENESS OF POE (PREDICT-OBSERVEEXPLAIN) BASED TEACHING STRATEGY IN IMPROVING
STUDENTS’ CONCEPTUAL UNDERSTANDING ON HEAT
AND TEMPERATURE IN SMAN 9 PALEMBANG
VIOLANTI ANARKY, SYUHENDRI, & HAMDI AKHSAN
Department of Physics Education
Sriwijaya University
e-mail: Viofisika@yahoo.co.id, hendrisyukur@yahoo.com
Abstract
The objective of this research is to determine the effectiveness of POE (Predict-Observe-Explain)
based teaching strategy in improving students’ conceptual understanding on Heat and temperature
in SMAN 09 Palembang. The research was conducted on even semester in Academic Year
2015/2016. The research used the quasi experimental method with non-equivalent control group
design. The sample comprising of 80 students was selected by using purposive technique
sampling. The learning process in the experimental group used POE (Predict-Observe-Explain)
based teaching strategy and in the control group used conventional one. The instruments used are
the Thermal Concept Evaluation (TCE) consisting of 20 multiple choice questions to measure
student’s conceptual understanding and observation sheet to observe the students’ activities during
the lesson. Based on the data analysis using Z-test on significance (α) = 0.05, it was found that
= 4.16 and
= 1.645 showed
>
. The result was
was rejected and
was
accepted. The conclusion is the POE (Predict-Observe-Explain) based teaching strategy was
effective to improve learners’ conceptual understanding on Heat and temperature topics.
Keywords: POE, Conceptual Understanding, Heat, Temperature.
1. Introduction
One of aim from physics subject are student capable to understanding the
concepts and physics’s principle and also have a skill to develop their knowledge
as a stocks to continue to higher education (Depdiknas, 2006). From physics aim’s
explanation show that student’s consept understanding become an important key
to reach the aim itself.
Conventional learning model in one class will making a passif class and
meaningless. It can be happen because the student do not have a chance to express
their ideas or doing a demonstration. Then, it will block concept understanding’s
student.
Ndraka (in Wirtha and Rapi, 2007) explain, concept understanding in
learning process should preparing the students to higher education. Moreover,
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Violanti Anarky, The Effectiveness of POE...
preparing the students for: 1) capable to solving the problem with saintific
concepts, 2) capable to taking a appropriate decision with saintific concepts, and
3) having saintific attitude to solving the problem which making them to
thingking and acting saintificly.
A lot of researcher have been researched about concept understanding that
low in some subjects. One of them is heat and temperature. The result, heat is not
energy, heat and temperature are something same, heat can not measured, human
body in cold situation is not contain heat, temperature can be transferred,
temperature is special characteristic which haved a matter or things, water can not
reach in temperature 0°C (Sirait, 2009).
Researcher had an interview with teacher in SMAN 09 Palembang. In there,
teacher teachs with talk method. To raise the concept understanding, teacher need
to staking a strategy. One of factor which being guarantee to make conceptual
change happen according to Posner on Syuhendri (2010) concept that wiil be
substitute must on status dissatisfied and the substitute concept must plausible,
intelligible, dan fruitful.
Developing Science concept understanding can do with develop a special
strategy in learning process. Predict-Observe-Explain (POE) base teaching
strategy is one of teaching strategy that can develop the students’ concept
understanding. Base on the background, researcher want to research about
effectiveness of POE (Predict-Observe-Explain) based teaching strategy in
improving students’ conceptual understanding on Heat and temperature in SMAN
09 Palembang.
2. Theoretical Background
The effectiveness’s word come from effective means there’s an effect
(influence, consequence, impression), powerfull, effective (Purwadarminta, 1986).
Base on Indonesian big dictionary effective’s word means having an
effect,consequence, and can bring a result. Then, we can conclude that
effectiveness is an event that show how far our planning could reach. If there’s so
many decision success, it means the learning process more effective.
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Proceedings of the 2nd SULE – IC 2016, FKIP, Unsri, Palembang
October 7th – 9th, 2016
Base on Depdiknas on Suryono (2012) in learning physics, first demanded
to capable to understanding the concept, principal, laws, then students can
rearrange using their own language base on their intellectual development.
Physics is branch of science that learning and giving quantitative understanding
for some indication or natural process
and matter characteristic and the
application (Mundilarto, 2013).
Rosser in Dahar (2011) declare that concept is an abstraction that
representative a whole objects class, events, activities, and relations which having
same attributes. Someone’s description about one concept according to expert
called conception (Nakhleh in Talakua, 2013). Beside that, misconception is one
of terminology to explain that something that we understand is different with
expert’s understanding, or someone’s conception is different or contradiction with
scientist’s conception (Syuhendri, 2010).
Piaget (In Syuhendri, 2010) look the Conceptual Change Model process
start from assimilation process and then accommodation. According to Piaget,
assimilation happen because the students’s early knowledge linier with the
phenomenon and there’s no scheme change or conceptual change (Posner et al.,
1982). Meanwhile, Posner et al., (1982) has a larger point of view where
aacomodation is conceptual change process because student’s concept is not
suitable with the new phenomenon: different context. According to Posner (In
Syuhendri, 2010) there are four condition to make conceptual change in students
through accommodation process, they are :
1. There’s dissatisfaction for concept which already exist. Student will change
their concept if their feel the old concept can not be using to response new
phenomenon and experience.
2. The new concept must intelligible, rational and can solve the problem or new
phenomenon.
3. The new concept must plausible, can solve the old problem and consistent with
some teories or the knowledge that already exist.
4. The new concept must fruitful on developing the research or new discovery.
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There are two things that have a relation about how this accomodation
happen, 1) in what situation this accomodation can happen, and 2) concept
ecology. As we know, there are five conditions to make conceptual change.
Beside that, connecting with concept ecology, Posne et al explain that there are
five concept ecology, 1) Anomali, 2) Analogy and Metaform, 3) Epistemology
commitment, 4) Believe and metaphysics concept
5) Another knowledge
(Syuhendri, 2014).
There’s so many teaching strategy that developed for conceptual change.
Scott et al., (In Syuhendri, 2010) divide two groups conceptual change. base on
teaching strategy : 1) kognisi conflict base strategi, and 2) students’s early concept
base strategy.
Prediction, Observation and Explanation is one of teaching strategy that
started with giving a problem to students then the students asked to guess or
making a prediction, then continue to doing observation about the case to find the
truth or fact from the early prediction according to explanation (Indrawati and
Setiawan, 2009). Predict-Observe-Explain introduced by White and Gusnstone in
1995 on their book namely Probing Understanding. Strategi pembelajaran PredictObserve-Explain merupakan langkah yang efisien untuk menciptakan diskusi para
siswa mengenai konsep ilmu pengetahuan.
The characteristic of Prediction, Observation and Explanation based
teaching strategy is digging students’s science consept understanding by three
steps, according to Indrawati and Setiawan (2009) :
1. Predict
is one of prosess that making a guess or prediction about some
phenomenon. Students predict the answer of problem that giving by the
teacher, then students write the prediction with the reason. Students arrange the
prediction base on their knowledge
2. Observe is one of process that students doing an observation. Students observe
directly or indirectly. Students record what they observe, then related their
prediction with what they get form observation.
3. Explainis one of process of students that giving an explanation about relation
about prediction and observation result.
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Proceedings of the 2nd SULE – IC 2016, FKIP, Unsri, Palembang
October 7th – 9th, 2016
Figure 1 POE base teaching strategy (Tlala, 2011)
Prediction, Observation and Explanation based teaching strategy is one of
conceptual change domain. Four conditions according to cognisi development
teory (Piaget) to make conceptual change happen should present in teaching
processs.
Figure 2 Relation POE Teahing Process with Four Condition Conceptual change.
3. Method
This research was conducted in senior high school 09 Palembang. This
research was quasi experimental with non equivalent control group design. The
class divided two class which is experimental and control class.
instrument used thermal concept evaluation and student work sheets on
every learning process. Observation in this study used to see student and teacher
activities. The observer of this researcher was physics teacher and researcher
itself.
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Data analyze technique using N-gain and Z-test. According to Hake
(1999) Gain normaliz tion could describe improvement learners’s concept
understanding. The normalized gain (N-gain) was calculated by using the
following equation:
(Hake, 1999)
To know the meaning of N-gain values whether they belonged to high,
medium or low
categories, a criteria proposed was used.
Table 1 N-Gain Criteria
N-Gain
() > 0,7
0,3 ≤ () ≤ 0,7
< 0,3
criteria
High
middle
Low
Beside analyzed N-Gain, data analyze pre-condition testing should do to
know wether hypotheses existing in this study will accepted or rejected (Stalin,
2012.) Data analyze pre-condition testing using normalization test, Homogenity
test, as a requirements to use Z-test parametic statistic. Z-test used because the
sample consist more than 30 students uji Z digunakan (Gunawan, 2005). If
standard deviation exist, the formula used:
Z=
(Gunawan, 2015)
Which,
S x1 x2 =
Information :
s12 and s2 2
= varians values group 1 dan group 2
x1 and x2
= group 1 dan group 2 average
n1 and n2
= students
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Proceedings of the 2nd SULE – IC 2016, FKIP, Unsri, Palembang
October 7th – 9th, 2016
Testing criteria are accepted H0 if Zcount < Ztable , otherwise H0 be rejected if Zcount
> Ztable,.
4. Result and Discussion
The study was carried out for five weeks, starting 09 February, 2016. Two
weeks used for pre-test and post-test. Three weeks used for learning activities. In
the next session, it would explain about students and teacher activities in the
experiment and control class.
4.1. Description of Learning Process
Learning process in this research held three times, the topic is heat and
temperature. Learning time was suitable with KTSP syllabus. The objective in
every learning process attached on learning process planning. Learning process in
experiment class held on every thursday using Predict observe explain based
teaching. Learning process in the control class held on every Friday using
conventional teaching model.
4.2. Description and Discussion of Findings
Based on the analysis orf pre-test and post-test data, the researcher found Ngain values from experiment class and control class. As shown in tabel 2,
Table 2 Pre-test, Post-test, and N-gain Values average
Information
Highest values
Lowest values
Average
Pre-test Data
Experiment
Class
55
15
31,87
Control
Class
55
15
31,75
Post-test Data
Experiment
Class
95
60
76
Control
Class
85
40
64,25
N-Gain Values
Experiment
Class
0,92
0,33
0,63
Control
Class
0,8
0,21
0,47
Based on table 1, in pre-test experiment class and control class almost had
same scores, it showed that they came from same condition. The average score of
pre-test increased from 31,87 become 76 in experiment class. In control class The
score of pre-test increased from 31,75 become 64,25. From that scores, we got the
average of N-gain values 0,63 and 0,47.
After researchers got N-gain values, researchers found normalization test,
Homogeneity test, and hypotheses test to answer our researchers’s hypotheses.
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Violanti Anarky, The Effectiveness of POE...
Based on analyze, the data from both of class was normal and homogeny. The
hypotheses testing showed on table 3.
Table 3 Hypothese test using N-gain values average
4,16
1,645
ioninformat
accepted
Hypotheses test used significance level (
that
bigger than
result was
. From table 4.2 showed
which 4,16 > 1,645. Because
be rejected and
>
The
accepted. So we can conclude that the POE
(Predict-Observe-Explain) based teaching strategy was effective to improve
learners’ conceptual understanding on Heat and temperature topics.
4.3. Observation Data Analyze
Observation divide two activities in experiment class, they are teacher
activities and student activities. Teacher activities observed by colleague and
physics teacher.student activities observed by researcher. The student activities
will show in figure 3.
Figure 3 Student activities percentage
Based on figure 1 showed percentage observation of student activities in
learning process. Each class having 40 students. In experiment class, students
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Proceedings of the 2nd SULE – IC 2016, FKIP, Unsri, Palembang
October 7th – 9th, 2016
divided eight groups which consist of fives students. In the first meeting, the
percentage was 50,3 %. In the next meeting, the percentage was 69,9%. And the
last meeting the percentage reached 77,8%..
5. Conclusions
Based on the analysis above, it can be concluded that (1) POE (PredictObserve-Explain) based teaching strategy was effective to improve learners’
conceptual understanding on Heat and temperature topics, and (2) POE (PredictObserve-Explain) based teaching strategy could raise the student activities in
class.
References
Dahar, Ratna Wilis., 2011. Teori Belajar dan Pembelajaran. Bandung : Erlangga.
Depdiknas., 2006. Permendiknas Nomor 22 Tahun 2006 Tentang Standar Isi
Sekolah Menengah Atas. Jakarta: Depdiknas.
Gunawan, M.A., 2015. Statistik Penelitian Bidang Pendidikan, Psikologi Dan
Sosial. Yogyakarta: Parama Publishing.
Indrawati dan Wanwan Setiawan., 2009. Pembelajaran Aktif, Kreatif, Efektif dan
Menyenangkan. untuk Guru SD. Jakarta : PPPPTK IPA.
Mundilarto., Kapita Selekta Pendidikan Fisika. Jurnal Pendidikan Fisika.
Poerwadarminta., 1986. Kamus Umum Bahasa Indonesia. Jakarta : Balai Pustaka.
Posner, George J., Strike, Kenneth A., Hewson, Peter W., and Gertzog, William
A., 1982. Accomodation of a Scientific Conception: Toward a Theory of
Conceptual Change. Science Education Vol. 88. No. 2, 211-227. John Wiley
and Sons.
Sirait, Judyanto., 2009. Pendekatan Pembelajaran Konflik Kognitif untuk
Meningkatkan Penguasaan Konsep Siswa SMA pada Topic Suhu dan
Kalor. Skripsi. Bandung : Universitas Tanjungpura.
Syuhendri., 2010. Pembelajaran Perubahan Konseptual : Pilihan Penulisan Skripsi
Mahasiswa. Forum MIPA Vol 13 No. 2,133-140. ISSN : 1410-1262.
Syuhendri., 2014. Konsepsi Alternatif Mahasiswa Pada ranah Mekanika: Analisis
untuk Konsep Impetus dan Kecepatan Benda Jatuh. Jurnal Inovasi dan
Pembelajaran Fisika Vol. 1 No. 1, Mei 2014. ISSN : 2355-7109.
Wirtha, I M. dan Rapi, N. K., 2007. Pengaruh Model Pembelajaran Dan Penalaran
Formal Terhadap Penguasaan Konsep Fisika dan Sikap Ilmiah Siswa SMA
Negeri 4 Singaraja. Laporan penelitian (tidak diterbitkan). Jurusan Fisika,
UNDIKSHA Singaraja
1287
The present volume contains selected papers of the 2nd Sriwijaya University Learning and
Education-International Conference (SULE-IC) held on October 7 th-9th, 2016 in Palembang,
South Sumatera, Indonesia. The conference, which was organized by the Faculty of Teacher
Training and Education, Sriwijaya University has accepted more than 160 abstracts. After an
initial review of the submitted abstracts, 110 papers were presented at the conference. Finally,
after a rigorous review process, 93 papers were accepted for publication in the 2 nd SULE-IC
Proceedings.
This conference focuses on an overarching theme of “Improving the Quality of Education for
Strengthening the Global Competitiveness.” The topics that are covered in this theme include (1)
improving the educational services to learners of underprivileged families; (2) utilizing the
educational technologies in learning; (3) strengthening the role of counsellors in education; (4)
increasing the competence of language education and/or arts and literature teaching in global
context; (5) increasing the role of the social sciences-humanities education in the development of
multicultural consciousness; (6) improving the quality of mathematics and science teaching and
learning process; (7) improving the development of qualified preschool and primary education,
improving the quality of accountable management education through the development of schoolbased management; (8) enhancing the development of vocational education to meet the global
labour market; and (9) civilizing healthy lifestyle and coaching outstanding athletes.
Reviewing papers of the 2nd SULE-IC 2016 was a challenging process that relies on the goodwill
of those people involved in the field. We were assisted by 12 reviewers from related fields to
review papers for the presentation and the publication in the 2 nd SULE-IC Proceedings. The
published papers have passed the process of the reviewers’ comments who have guided any
necessary improvement.
Finally, we would like to thank to all of the proceedings team who have dedicated their constant
support and countless time to bring these scratches into a book. The 2nd SULE-IC 2016
proceedings is a credit to a large group of people, and everyone should be proud of the outcome.
Palembang, September 2016
Chairman of the committee,
Dr. Rita Inderawati, M.Pd.
i
PROCEEDINGS
The 2 nd Sriwijaya University Learning and Education International Conference
held by Faculty of Teacher Training and Education
Sriwijaya University , October 7 th-9 th, 2016
This paper has been presented at the 2nd SULE-IC
“Improving the Quality of Education for Strengthening the Global Competitiveness”
Editor Board:
1. Prof. Dr. Ratu Ilma Indra Putri, M.Si. (Sriwijaya University, Indonesia)
2. Kathy Cabe Trundle, Ph.D. (North Caroline State University, USA)
3. Dr. L. M. (Michiel) Doorman (Utrecht University, Netherlands)
4. Prof. Dr. Amal Abdel Fatah Suwaidan (Cairo University, Egypt)
5. Beryl Exley, Ph.D. (Queensland University of Technology, Australia)
6. Eiji Fujita, Ph.D. (Kochi University, Japan)
7. Soni Mirizon, M.A., Ed.D. (Sriwijaya University, Indonesia)
8. Dra. Umi Chotimah, M.Pd., Ph. D. (Sriwijaya University, Indonesia)
9. Fiftinova, S.Pd., M.Pd. (Sriwijaya University, Indonesia)
10. Edi Setiyo, S.Pd, M.Pd.T. (Sriwijaya University, Indonesia)
11. Dr. Ketang Wiyono, M.Pd. (Sriwijaya University, Indonesia)
12. Puji Astuti, S.Pd., M.Sc. (Sriwijaya University, Indonesia)
Faculty of Teacher Training and Education, Sriwijaya University,
Palembang, South Sumatra, Indonesia
2016
ii
Table of Content
Page
i
iii
Preface
Table of Content
No.
Paper Title
KEYNOTE PAPERS
Integrating the Arts into Science Teaching and Learning
1.
By: Kathy Cabe Trundle-North Carolina State University, USA
Design-Based Research in Mathematics Education
2.
By: Michiel Doorman-Utrecht University, Netherlands
The Employment of the Technological Innovations in the Educational
3.
Process
By: Amal Abdel Fattah Ahmad-Cairo University, Egypt
Indonesian Education, Pisa Scores and 3 Reading Strategies that
4.
Work
By: Beryl Exley-Queensland University of Technology, Australia
How Can History Learning Contribute to Citizenship Education in
5.
Dual Subjects System? - Case Japan By: Eiji Fujita-Kochi University, Japan
Constructing A Standardized Test
6.
By: Sofendi, Sriwijaya University, Indonesia
PARALLEL PAPERS
Success in Learning English: The Students’ Definition
7.
By: Agus Wahyudi-Sriwijaya University
The Correlation between the Students’ Reading Habit and Reading
Compehension Achievement of 12th Grade Students of MA. PP.
8.
Qodratullah Langkan
By. Agus Wahyudi-STIKA Bina Husada Palembang
English Teaching Implementation in Indonesian Pesantrens:
Teachers’ Demotivation Factors
9.
By: Akhmad Habibi, Muhammad Sofwan, and Amirul Mukminin-Jambi
University
Folklores From South Sumatera in English: Media to Introduce
10.
Indonesian Culture to International World
By: Armilia Sari-Sriwijaya University
iii
Page
1
21
47
65
83
97
107
115
129
145
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
Learning Process of Biology through the Guided Discovery Learning
Based on Local Excellence on the Subconcept of Eubacteria Role in
Life
By: Suratmi, Rida Oktorida, Khastini, and Nur Lali Fauziyah-Sriwijaya
University
Developing Islamic-Based Reading Materials For The Tenth Graders
of Ma Nurul Huda Kasmaran of Babat Toman
By: Susilawati, Tahrun, and Rita Inderawati-SMAN 1 Lawang Wetan Kab.
Muba
The Enhancements of Numeracy Through the Flavell’s Principal in
The Cognitive‘s Development for the Children in TK B Srijaya KM
5,5 Palembang
By: Syafdaningsih-Sriwijaya University
Developing of Conceptual Change Texts (CCTs) Based on Conceptual
Change Model to Increase Students’ Conceptual Understanding and
Remediate Misconceptions Inkinematics
By: Syuhendri-Sriwijaya University
Improving Reading Comprehension and Speaking Achievements of
the Eighth Graders of SMP Negeri 18 Palembang through Shared
Reading Strategy
By: Tiray Febria zananda-Sriwijaya University
Implementation of Character Education Local Wisdom Charged in
Basic Education Level In South Sumatra
By: Umi Chotimah-Sriwijaya University
The Effects of QAR Strategy, Data Chart Strategy, and Critical
Thinking on Reading Comprehension Achievement of the Tenth
Grade Students of SMK Nurul Iman Palembang
By: Uswatun Toiyibah-Baturaja University
Functioning Local Culture in EFL Readings
By: Utami Kusama Ningtyas-Sriwijaya University
Decision-Making In Solving Math Problems on Elementary School
Students
By: Vina Amilia Suganda M-Sriwijaya University
The Effectiveness of Poe (Predict-Observe-Explain) Based Teaching
Strategy in Improving Students’ Conceptual Understanding on Heat
and Temperature in SMAN 9 Palembang
By: Violanti Anarky. Syuhendri, and Hamdi Akhsan-Sriwijaya University
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Proceedings of the 2nd SULE – IC 2016, FKIP, Unsri, Palembang
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THE EFFECTIVENESS OF POE (PREDICT-OBSERVEEXPLAIN) BASED TEACHING STRATEGY IN IMPROVING
STUDENTS’ CONCEPTUAL UNDERSTANDING ON HEAT
AND TEMPERATURE IN SMAN 9 PALEMBANG
VIOLANTI ANARKY, SYUHENDRI, & HAMDI AKHSAN
Department of Physics Education
Sriwijaya University
e-mail: Viofisika@yahoo.co.id, hendrisyukur@yahoo.com
Abstract
The objective of this research is to determine the effectiveness of POE (Predict-Observe-Explain)
based teaching strategy in improving students’ conceptual understanding on Heat and temperature
in SMAN 09 Palembang. The research was conducted on even semester in Academic Year
2015/2016. The research used the quasi experimental method with non-equivalent control group
design. The sample comprising of 80 students was selected by using purposive technique
sampling. The learning process in the experimental group used POE (Predict-Observe-Explain)
based teaching strategy and in the control group used conventional one. The instruments used are
the Thermal Concept Evaluation (TCE) consisting of 20 multiple choice questions to measure
student’s conceptual understanding and observation sheet to observe the students’ activities during
the lesson. Based on the data analysis using Z-test on significance (α) = 0.05, it was found that
= 4.16 and
= 1.645 showed
>
. The result was
was rejected and
was
accepted. The conclusion is the POE (Predict-Observe-Explain) based teaching strategy was
effective to improve learners’ conceptual understanding on Heat and temperature topics.
Keywords: POE, Conceptual Understanding, Heat, Temperature.
1. Introduction
One of aim from physics subject are student capable to understanding the
concepts and physics’s principle and also have a skill to develop their knowledge
as a stocks to continue to higher education (Depdiknas, 2006). From physics aim’s
explanation show that student’s consept understanding become an important key
to reach the aim itself.
Conventional learning model in one class will making a passif class and
meaningless. It can be happen because the student do not have a chance to express
their ideas or doing a demonstration. Then, it will block concept understanding’s
student.
Ndraka (in Wirtha and Rapi, 2007) explain, concept understanding in
learning process should preparing the students to higher education. Moreover,
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preparing the students for: 1) capable to solving the problem with saintific
concepts, 2) capable to taking a appropriate decision with saintific concepts, and
3) having saintific attitude to solving the problem which making them to
thingking and acting saintificly.
A lot of researcher have been researched about concept understanding that
low in some subjects. One of them is heat and temperature. The result, heat is not
energy, heat and temperature are something same, heat can not measured, human
body in cold situation is not contain heat, temperature can be transferred,
temperature is special characteristic which haved a matter or things, water can not
reach in temperature 0°C (Sirait, 2009).
Researcher had an interview with teacher in SMAN 09 Palembang. In there,
teacher teachs with talk method. To raise the concept understanding, teacher need
to staking a strategy. One of factor which being guarantee to make conceptual
change happen according to Posner on Syuhendri (2010) concept that wiil be
substitute must on status dissatisfied and the substitute concept must plausible,
intelligible, dan fruitful.
Developing Science concept understanding can do with develop a special
strategy in learning process. Predict-Observe-Explain (POE) base teaching
strategy is one of teaching strategy that can develop the students’ concept
understanding. Base on the background, researcher want to research about
effectiveness of POE (Predict-Observe-Explain) based teaching strategy in
improving students’ conceptual understanding on Heat and temperature in SMAN
09 Palembang.
2. Theoretical Background
The effectiveness’s word come from effective means there’s an effect
(influence, consequence, impression), powerfull, effective (Purwadarminta, 1986).
Base on Indonesian big dictionary effective’s word means having an
effect,consequence, and can bring a result. Then, we can conclude that
effectiveness is an event that show how far our planning could reach. If there’s so
many decision success, it means the learning process more effective.
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Base on Depdiknas on Suryono (2012) in learning physics, first demanded
to capable to understanding the concept, principal, laws, then students can
rearrange using their own language base on their intellectual development.
Physics is branch of science that learning and giving quantitative understanding
for some indication or natural process
and matter characteristic and the
application (Mundilarto, 2013).
Rosser in Dahar (2011) declare that concept is an abstraction that
representative a whole objects class, events, activities, and relations which having
same attributes. Someone’s description about one concept according to expert
called conception (Nakhleh in Talakua, 2013). Beside that, misconception is one
of terminology to explain that something that we understand is different with
expert’s understanding, or someone’s conception is different or contradiction with
scientist’s conception (Syuhendri, 2010).
Piaget (In Syuhendri, 2010) look the Conceptual Change Model process
start from assimilation process and then accommodation. According to Piaget,
assimilation happen because the students’s early knowledge linier with the
phenomenon and there’s no scheme change or conceptual change (Posner et al.,
1982). Meanwhile, Posner et al., (1982) has a larger point of view where
aacomodation is conceptual change process because student’s concept is not
suitable with the new phenomenon: different context. According to Posner (In
Syuhendri, 2010) there are four condition to make conceptual change in students
through accommodation process, they are :
1. There’s dissatisfaction for concept which already exist. Student will change
their concept if their feel the old concept can not be using to response new
phenomenon and experience.
2. The new concept must intelligible, rational and can solve the problem or new
phenomenon.
3. The new concept must plausible, can solve the old problem and consistent with
some teories or the knowledge that already exist.
4. The new concept must fruitful on developing the research or new discovery.
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There are two things that have a relation about how this accomodation
happen, 1) in what situation this accomodation can happen, and 2) concept
ecology. As we know, there are five conditions to make conceptual change.
Beside that, connecting with concept ecology, Posne et al explain that there are
five concept ecology, 1) Anomali, 2) Analogy and Metaform, 3) Epistemology
commitment, 4) Believe and metaphysics concept
5) Another knowledge
(Syuhendri, 2014).
There’s so many teaching strategy that developed for conceptual change.
Scott et al., (In Syuhendri, 2010) divide two groups conceptual change. base on
teaching strategy : 1) kognisi conflict base strategi, and 2) students’s early concept
base strategy.
Prediction, Observation and Explanation is one of teaching strategy that
started with giving a problem to students then the students asked to guess or
making a prediction, then continue to doing observation about the case to find the
truth or fact from the early prediction according to explanation (Indrawati and
Setiawan, 2009). Predict-Observe-Explain introduced by White and Gusnstone in
1995 on their book namely Probing Understanding. Strategi pembelajaran PredictObserve-Explain merupakan langkah yang efisien untuk menciptakan diskusi para
siswa mengenai konsep ilmu pengetahuan.
The characteristic of Prediction, Observation and Explanation based
teaching strategy is digging students’s science consept understanding by three
steps, according to Indrawati and Setiawan (2009) :
1. Predict
is one of prosess that making a guess or prediction about some
phenomenon. Students predict the answer of problem that giving by the
teacher, then students write the prediction with the reason. Students arrange the
prediction base on their knowledge
2. Observe is one of process that students doing an observation. Students observe
directly or indirectly. Students record what they observe, then related their
prediction with what they get form observation.
3. Explainis one of process of students that giving an explanation about relation
about prediction and observation result.
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Figure 1 POE base teaching strategy (Tlala, 2011)
Prediction, Observation and Explanation based teaching strategy is one of
conceptual change domain. Four conditions according to cognisi development
teory (Piaget) to make conceptual change happen should present in teaching
processs.
Figure 2 Relation POE Teahing Process with Four Condition Conceptual change.
3. Method
This research was conducted in senior high school 09 Palembang. This
research was quasi experimental with non equivalent control group design. The
class divided two class which is experimental and control class.
instrument used thermal concept evaluation and student work sheets on
every learning process. Observation in this study used to see student and teacher
activities. The observer of this researcher was physics teacher and researcher
itself.
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Data analyze technique using N-gain and Z-test. According to Hake
(1999) Gain normaliz tion could describe improvement learners’s concept
understanding. The normalized gain (N-gain) was calculated by using the
following equation:
(Hake, 1999)
To know the meaning of N-gain values whether they belonged to high,
medium or low
categories, a criteria proposed was used.
Table 1 N-Gain Criteria
N-Gain
() > 0,7
0,3 ≤ () ≤ 0,7
< 0,3
criteria
High
middle
Low
Beside analyzed N-Gain, data analyze pre-condition testing should do to
know wether hypotheses existing in this study will accepted or rejected (Stalin,
2012.) Data analyze pre-condition testing using normalization test, Homogenity
test, as a requirements to use Z-test parametic statistic. Z-test used because the
sample consist more than 30 students uji Z digunakan (Gunawan, 2005). If
standard deviation exist, the formula used:
Z=
(Gunawan, 2015)
Which,
S x1 x2 =
Information :
s12 and s2 2
= varians values group 1 dan group 2
x1 and x2
= group 1 dan group 2 average
n1 and n2
= students
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Testing criteria are accepted H0 if Zcount < Ztable , otherwise H0 be rejected if Zcount
> Ztable,.
4. Result and Discussion
The study was carried out for five weeks, starting 09 February, 2016. Two
weeks used for pre-test and post-test. Three weeks used for learning activities. In
the next session, it would explain about students and teacher activities in the
experiment and control class.
4.1. Description of Learning Process
Learning process in this research held three times, the topic is heat and
temperature. Learning time was suitable with KTSP syllabus. The objective in
every learning process attached on learning process planning. Learning process in
experiment class held on every thursday using Predict observe explain based
teaching. Learning process in the control class held on every Friday using
conventional teaching model.
4.2. Description and Discussion of Findings
Based on the analysis orf pre-test and post-test data, the researcher found Ngain values from experiment class and control class. As shown in tabel 2,
Table 2 Pre-test, Post-test, and N-gain Values average
Information
Highest values
Lowest values
Average
Pre-test Data
Experiment
Class
55
15
31,87
Control
Class
55
15
31,75
Post-test Data
Experiment
Class
95
60
76
Control
Class
85
40
64,25
N-Gain Values
Experiment
Class
0,92
0,33
0,63
Control
Class
0,8
0,21
0,47
Based on table 1, in pre-test experiment class and control class almost had
same scores, it showed that they came from same condition. The average score of
pre-test increased from 31,87 become 76 in experiment class. In control class The
score of pre-test increased from 31,75 become 64,25. From that scores, we got the
average of N-gain values 0,63 and 0,47.
After researchers got N-gain values, researchers found normalization test,
Homogeneity test, and hypotheses test to answer our researchers’s hypotheses.
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Based on analyze, the data from both of class was normal and homogeny. The
hypotheses testing showed on table 3.
Table 3 Hypothese test using N-gain values average
4,16
1,645
ioninformat
accepted
Hypotheses test used significance level (
that
bigger than
result was
. From table 4.2 showed
which 4,16 > 1,645. Because
be rejected and
>
The
accepted. So we can conclude that the POE
(Predict-Observe-Explain) based teaching strategy was effective to improve
learners’ conceptual understanding on Heat and temperature topics.
4.3. Observation Data Analyze
Observation divide two activities in experiment class, they are teacher
activities and student activities. Teacher activities observed by colleague and
physics teacher.student activities observed by researcher. The student activities
will show in figure 3.
Figure 3 Student activities percentage
Based on figure 1 showed percentage observation of student activities in
learning process. Each class having 40 students. In experiment class, students
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divided eight groups which consist of fives students. In the first meeting, the
percentage was 50,3 %. In the next meeting, the percentage was 69,9%. And the
last meeting the percentage reached 77,8%..
5. Conclusions
Based on the analysis above, it can be concluded that (1) POE (PredictObserve-Explain) based teaching strategy was effective to improve learners’
conceptual understanding on Heat and temperature topics, and (2) POE (PredictObserve-Explain) based teaching strategy could raise the student activities in
class.
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