APPLICATION OF FIVE-STAGE CONCEPTUAL TEACHING MODEL BY UTILIZING CMAPTOOLS TO ANALYZE CONCEPTUAL CHANGE AND COGNITIVE LEARNING OUTCOMES ON LIGHT AND OPTICS TOPIC.
APPLICATION OF FIVE-STAGE CONCEPTUAL TEACHING MODEL BY UTILIZING CMAPTOOLS TO ANALYZE CONCEPTUAL CHANGE AND COGNITIVE LEARNING
OUTCO
MES ON LIGHT AND OPTICS TOPIC
RESEARCH PAPER
Submitted as requirement to obtain degree of Sarjana Pendidikan in International Program on Science Education study program
Arranged By:
Muhammad Rifqi Rofiuddin 1002326
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION BANDUNG
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Application of Five-Stage Conceptual Teaching Model by Utilizing
CmapTools to Analyze Conceptual Change and Cognitive Learning
Outco
mes on Light and Optics Topic
Oleh
Miuhammad Rifqi Rofiuddim
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam
© Muhammad Rifqi Rofiuddin 2014 Universitas Pendidikan Indonesia
Agustus 2014
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.
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Muhammad Rifqi Rofiuddin, 2014
APPLICATION OF FIVE-STAGE CONCEPTUAL TEACHING MODEL BY UTILIZING CMAPTOOLS TO ANALYZE CONCEPTUAL CHANGE AND
COGNITIVE LEARNING OUTCOMES ON LIGHT AND OPTICS TOPIC Muhammad Rifqi Rofiuddin
International Program on Science Education
ABSTRACT
Science teachers need to help students identify their prior ideas and modify them based on scientific knowledge. This process is called as conceptual change. One of essential tools to analyze students’ conceptual change is by using concept map. Concept Maps are graphical representations of knowledge that are comprised of concepts and the relationships between them. Constructing concept map is implemented by adapting the role of technological information and communication, as it is suitable with Educational Ministry Regulation No.68 year 2013 that stated the aids of multimedia to support learning process. Institute for Human and Machine Cognition (IHMC) has developed CmapTools, a client-server software for easily construct and visualize concept maps. This research aims to investigate secondary students’ conceptual change and cognitive learning outcomes after experiencing five-stage conceptual teaching model by utilizing CmapTools in learning Light and Optics. Convergent parallel mixed method is implemented in order to collect and assess conceptual change as qualitative data and cognitive learning outcomes as quantitative data. Sample was taken purposively (n= 22 students) at grade VIII in an International School Bandung, West Java. Conceptual change based on comparison of preliminary and post concept map construction is assessed based on rubric of concept map scoring and structure whereas cognitive learning outcomes is assessed based on normality gain in each cognitive level from C1 (remembering) until C4 (analyzing) aspect. Results shows significance conceptual change differences at 50.92 % that is elaborated into concept map element based on Novak and Gowin’s criteria such as prepositions and hierarchical level in high category, cross links in medium category and specific examples in low category. Strong correlation coefficient (rxy = 0.78) illustrates the implementation of five-stage conceptual teaching model by utilizing CmapTools in helping students to construct concept map is capable to improve secondary students’ cognitive learning outcomes in high category that is obtained based on normalized gain value <g = 0.86>. All of the results are supported with the students’ positive response towards CmapTools utilization that indicates improvement of motivation, interest, and behavior aspect towards Physics lesson.
Key words: Five-Stage Conceptual Teaching Model, Conceptual Change, Cognitive Learning Outcomes, Concept Map, CmapTools, Light and Optics
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Muhammad Rifqi Rofiuddin, 2014
Application Of Five-Stage Conceptual Teaching Model By Utilizing Cmaptools To
APLIKASI MODEL LIMA TAHAP PEMBELAJARAN KONSEPTUAL DENGAN PENERAPAN CMAPTOOLS UNTUK MENGANALISIS PERUBAHAN KONSEP
DAN HASIL BELAJAR KOGNITIF PADA TOPIK CAHAYA DAN OPTIK Muhammad Rifqi Rofiuddin
International Program on Science Education
ABSTRAK
Tenaga pendidik sains diperlukan untuk membantu dalam mengidentifikasi dan memodifikasi konsepsi awal siswa berdasarkan pengetahuan ilmiah melalui proses perubahan konseptual. Peta konsep adalah salah satu alat untuk menganalisis perubahan konseptual sebagai representasi grafis yang tersusun atas hubungan antar konsep. Membangun peta konsep dapat diimplementasikan dengan mengadaptasi peran teknologi dan komunikasi, sebagaimana tertuang dalam Peraturan Menteri Pendidikan No. 68 tahun 2013 yang menyatakan penggunaan multimedia dalam proses pembelajaran. Institute for Human and Machine Cognition (IHMC) telah mengembangkan CmapTools, sebuah software berbasis klien server yang memberikan kemudahan dalam memvisualisasi konsep. Penelitian ini bertujuan untuk menginvestigasi perubahan konseptual dan hasil belajar kognitif siswa melalaui implementasi model pembelajaran konseptual lima tahap dengan menerapkan CmapTools pada topik Cahaya dan Optik. Implementasi Mixed method berbasis konvergen parallel dimaksudkan untuk mengumpulkan dan mengevaluasi secara bersama perubahan konseptual sebagai data kualitatif dan hasil belajar kognitif sebagai data kuantitatif. Sampel penilitian diambil secara purposif (n=22) pada kelas VIII di sebuah Sekolah Internasional, Bandung, Jawa Barat. Perubahan konseptual berdasarkan perbandingan konstruksi peta konsep sebelum dan sesudah dievaluasi melalui rubrik skoring dan struktur, sedangkan hasil belajar kognitif dari pretes dan posttes dievaluasi melalui gain ternormalisasi pada tiap tahapan kognitif dari C1 (mengingat) hingga C4 (menganalisis). Hasil menunjukkan perbedaan konseptual yang signifikan sebesar 50.92% yang dielaborasi berdasarkan kriteria peta konsep menurut Novak dan Gowin yaitu hubungan dan struktur hirarki pada kategori tinggi, hubungan silang pada katergori sedang, dan contoh pada kategori rendah. Besarnya nilai koefisien korelasi (rxy = 0.78) menunjukkan bahwa pembelajaran lima tahap perubahan konseptual dengan menerapkan CmapTools mampu untuk meningkatkan hasil belajar kognitif pada kategori tinggi <g=0.78). Hasil ini didukung oleh respon positif siswa terhadap penerapan CmapTools yang mengindikasi peningkatan motivasi, minat dan sikap siswa terhadap pembelajaran fisika.
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Muhammad Rifqi Rofiuddin, 2014
Kata Kunci: Model Pembelajaran Konseptual Lima Tahap, Perubahan Konseptual, Hasil Belajar Kognitif, Peta Konsep, CmapTools, Cahaya dan Optik
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TABLE OF CONTENTS
DECLARATION ... i
ABSTRACT ... ii
PREFACE ... iii
TABLE OF CONTENTS ... vi
LIST OF FIGURES ... viii
LIST OF TABLES ... xii
LIST OF APPENDICES ... xiv
CHAPTER I INTRODUCTION ... 1
A. Background ... 1
B. Research Problem ... 5
C. Research Questions ... 5
D. Limitation of Problems ... 6
E. Research Objectives... 7
F. Research Benefits ... 7
CHAPTER CONCEPTUAL CHANGE, CONCEPT MAP, CMAPTOOLS,COGNITIVE LEARNING OUTCOMES, LIGHT AND OPTICS ... 9
A. Concept, Conception and its Acquisition Process ... 9
B. Conceptual Change ... 11
C. Concept Map for Mapping Conceptual Change ... 16
D. CmapTools for Facilitating Concept Maps Construction ... 20
E. Cognitive Learning Outcomes ... 24
F. Light and Optics ... 28 CHAPTER II
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G. Assumptions ... 37
H. Hypothesis ... 37
CHAPTER III METHODOLOGY ... 38
A. Location and Subject ... 38
B. Research Method and Design ... 38
C. Operational Definition ... 40
D. Research Instrument ... 41
E. Instrument Development and Analysis ... 42
F. Data Collection Technique ... 49
G. Data Processing and Analysis ... 54
H. Research Procedure ... 60
I. Research Scheme ... 65
CHAPTER IV RESULT AND DISCUSSION ... 66
A. Research Results ... 66
B. Research Discussion ... 79
CHAPTER V CONCLUSION AND SUGGESTION ... 128
A. Conclusion ... 128
B. Suggestion ... 129
REFERENCES ... 130
APPENDICES ... 134
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LIST OF FIGURES
Figure 2.1 The Five-Stage Conceptual Teaching Model ... 15
Figure 2.2 Concept Map Structure ... 18
Figure 2.3 CmapTools Interface ... 21
Figure 2.4 CmapTools Utilization for Linking Concept Node to Many Resources ... 22
Figure 2.5 Rectilinear Experiment ... 29
Figure 2.6 Law of Light Reflection ... 30
Figure 2.7 Specular and Diffuse Reflection ... 31
Figure 2.8 Elements of Curved Mirror ... 31
Figure 2.9 Three Special Rays in Curved Mirror ... 32
Figure 2.10 Image formation of concave and convex mirror in front of Focal point ... 34
Figure 2.11 Three Special Rays in Convex and Concave Lens ... 36
Figure 2.12 Image formation of concave and convex lens behind Focal Point .. 36
Figure 3.1 Convergent Parallel Design ... 40
Figure 3.2 Diagram of Research Scheme ... 65
Figure 4.1 Graph of Students’ Conceptual Change based on Percentage Score of Preliminary and Post Concept Map ... 67
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Figure 4.2 Graph of Students’ Conceptual Change based on Percentage Score of Preliminary and Post Concept Map in each Novak and
Gowin’s Criteria ... 68 Figure 4.3 Graph of Students’ Concept Map Structure based on Preliminary
and Post Concept Map ... 69 Figure 4.4 Improvement of Map Structure of Student 15 ... 70 Figure 4.5 The Ability of Student 15 in Visualizing Concept Node by
Linking to Videos and Interactive Flash. ... 71 Figure 4.6 Graph of Students’ Cognitive Improvement in Learning Light
and Optics after CmapTools Utilization. ... 73 Figure 4.7 Graph of Students’ Improvement in Four-Leveled Cognitive
Domain. ... 74 Figure 4.8 Graph of Students’ Response towards CmapTools utilization. ... 78 Figure 4.9 Comparison of Preliminary and Post Concept Map of
Student 3. ... 91 Figure 4.10 Comparison of Preliminary and Post Concept Map of
Student 5. ... 92 Figure 4.11 Comparison of Preliminary and Post Concept Map of
Student 10. ... 93 Figure 4.12 Comparison of Preliminary and Post Concept Map of
Student 13 ... 94 Figure 4.13 Comparison of Preliminary and Post Concept Map of
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Figure 4.14 Comparison of Preliminary and Post Concept Map of
Student 16. ... 96 Figure 4.15 Comparison of Preliminary and Post Concept Map of
Student 22. ... 97 Figure 4.16 Comparison of Preliminary and Post Concept Map of
Student 1. ... 105 Figure 4.17 Comparison of Preliminary and Post Concept Map of
Student 4. ... 106 Figure 4.18 Comparison of Preliminary and Post Concept Map of
Student 9 ... 107 Figure 4.18 Comparison of Preliminary and Post Concept Map of
Student 9 ... 107 Figure 4.19 Comparison of Preliminary and Post Concept Map of
Student 12 ... 108 Figure 4.20 Comparison of Preliminary and Post Concept Map of
Student 17 ... 109 Figure 4.21 Comparison of Preliminary and Post Concept Map of
Student 18 ... 110 Figure 4.22 Comparison of Preliminary and Post Concept Map of
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Figure 4.23 Comparison of Preliminary and Post Concept Map of
Student 2 ... 116 Figure 4.24 Comparison of Preliminary and Post Concept Map of
Student 6 ... 117 Figure 4.25 Comparison of Preliminary and Post Concept Map of
Student 7 ... 118 Figure 4.26 Comparison of Preliminary and Post Concept Map of
Student 8 ... 119 Figure 4.27 Comparison of Preliminary and Post Concept Map of
Student 11 ... 120 Figure 4.28 Comparison of Preliminary and Post Concept Map of
Student 19 ... 121 Figure 4.29 Comparison of Preliminary and Post Concept Map of
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LIST OF TABLES
Table 2.1 Core Competence and Basic Competence of Light and Optics
... 28
Table 3.1 Interpretation of Difficulty Level ... 43
Table 3.2 Interpretation of Discriminator Power ... 44
Table 3.3 Interpretation of Validity ... 45
Table 3.4 Interpretation of Reliability ... 46
Table 3.5 Recapitulation of Test Item for Students’ Cognitive Outcomes ... 47
Table 3.6 Concept Map Scoring Rubric ... 49
Table 3.7 Concept Map Structure Rubric ... 51
Table 3.8 Blueprint of Objective Questions to Measure Cognitive Learning Outcomes ... 52
Table 3.9 Blueprint of Students’ Response Questionnaire ... 54
Table 3.10 Concept Map Scoring Interpretation ... 55
Table 3.11 Category Scale of Students’ Score ... 55
Table 3.12 Criteria of N Gain Improvement ... 57
Table 3.13 Scoring Guideline of Students’ Response ... 58
Table 3.14 Percentage Interpretation of Questionnaire ... 58
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Table 4.1 Recapitulation of Students’ Conceptual Change based on
Preliminary and Post Concept Map Scoring ... 67 Table 4.2 Recapitulation Students’ Score of Preliminary and Post Concept
Map based on Novak and Gowin’s Criteria ... 68 Table 4.3 Recapitulation of Students’ Concept Map Structure ... 69 Table 4.4 Recapitulation of Students’ Cognitive Learning Outcomes based
on Statistical Test ... 72 Table 4.5 Recapitulation of Students’ Cognitive Domain based on
Anderson’s Taxonomy ... 73 Table 4.6 Result of Correlation Between Students’ Conceptual Change
and Cognitive Learning Outcomes after experiencing CmapTools Utilization ... 76 Table 4.7 Recapitulation of Students’ Response towards CmapTools Utilization ... 77
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LIST OF APPENDICES
A. INSTRUCTIONAL TOOLS ...134
A.1. LESSON PLAN ...134
1. Lesson Plan 1st Meeting ...134
2. Lesson Plan 2nd Meeting ...136
3. Lesson Plan 3rd Meeting ...139
4. Lesson Plan 4th Meeting ...142
A.2. WORKSHEET ...144
1. Worksheet 2nd Meeting ...144
2. Worksheet 3rd Meeting ...147
B. RESEARCH INSTRUMENT ...149
B.1. Objective Test of Light and Optics ...149
B.2. Questionnaire towads CmapTools Utilization ...158
B.3. Expert Concept Map ...161
B.4. Observation Sheet ...162
B.5. Preliminary Study Instruments ...169
C. INSTRUMENT JUDGEMENT AND TRIAL ...172
C.1. Analysis of Objective Test ...172
C.2. Analysis of Expert Concept Map ...186
C.3. Objective Test Validation Results ...190
D. RESEARCH DATA RESULTS...192
D.1. Recapitulation of Five-Stage Conceptual Teaching Model Learning Activities ...192
D.2. Data Distribution of Preliminary Concept Map ...196
D.3. Data Distribution of Post Concept Map ...197
D.4. Data Distribution of Pretest ...198
D.5. Data Distribution of Posttest ...199
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D.7. Normalized Gain Recapitulation of C1 (Remembering) Aspect ...201
D.8. Normalized Gain Recapitulation of C2 (Understanding) Aspect ...202
D.9. Normalized Gain Recapitulation of C3 (Applying) Aspect ...203
D.10. Normalized Gain Recapitulation of C4 (Analyzing) Aspect ...204
D.11. Normality Test Result ...205
D.12. Hypothesis Test Result ...206
D.13. Data Distribution of Students’ Worksheet ...207
D.14. Recapitulation of Students’ Response Towards CmapTools Utilization ...208
D.15. Preliminary Study (Questionnaire Results) ...210
D.16. Preliminary Study (Teacher Interview Results) ...211
E. RESEARCH ADMINISTRATION ...213
E.1. Research Permission Letter ...213
E.2. Statement Letter of Research Completion ...214
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CHAPTER I
INTRODUCTION
A. Background
Students are viewed as goal-directed agents who actively seek information as it is stated based on Piaget (1978) that they come to formal education with prior knowledge, skills, beliefs and concepts that significantly influence what they notice about the environment and how to organize and interpret it in order to develop their thinking process. The process of transferring knowledge especially during teaching and learning science is focused on the completion of thinking pattern as stated on Educational Ministry Regulation No.68 year 2013 that involves nine main aspects such based on student-centred approach, interactive learning, network based learning, active learning, team-based learning, multimedia based learning, independent learning based on students’ needs, multidiscipline that integrate essentials knowledge and critical learning.
It is distinctly seen that the basic competence in the science content at secondary level deals with mastering scientific concept through describing, explaining, classifying, applying concepts and formulas, investigating through experiment based on students’ inquiry by using scientific method and communicating the results (Basic Framework and Curriculum Structure for Secondary Level, 2013). The basic competence is not only emphasizes on cognitive and psychomotor, but also affective domain such as showing scientific attitude that covers several aspects such as sceptical, objective, responsibility, creativity, critical, and openness in order to construct an individual with precious behaviour in real society. Basic competence as the minimum requirement must be achieved by each participants of education therefore mastering science concept at secondary level is one of the standard competences which are very essential to be developed and implemented as well as constructing good behaviour and implementing scientific methods. As a good teacher in the future, pre-service science teachers have to mastering scientific concept as the most fundamental aspect in transferring the knowledge to students.
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In the implementation of science teaching and learning, those expectations are not promising. According to preliminary study that is conducted by the researcher that aims to figure out students’ problem in learning Physics, it is obtained that most of students find several obstacles and difficulties that describes by these statements:
1. Based on the average of mid-term Physics exam results, it is obtained that only three students or 13.64% pass the criterion standard at 80 whereas the rest of them or 86.36% have score below.
2. Majority of Students state that physics lesson is extremely difficult that covers 86.36% from total twenty two respondents whereas 13.64% feel also that physics lesson is difficult.
3. Several factors that underlined difficulties in learning Physics such as low motivation in learning is stated by 9.09% of students as well as high achievement standards, inclusion of complicated formulas is stated by 18.18% of students, and mostly students think that lack of learning media involvement is considered as main factor that covers 63.64% of total respondents.
4. Students cannot be independent to construct their own idea because they prefer to learn in group based learning as stated on questionnaire result that covers 59.09%.
5. Students’ motivation in learning is low that is indicated by their response of 72.73% that states willingness to review Physics material only while exam is announced as well as 22.73% of students review only if there is homework or group assignment.
6. The learning environment is not supported as stated by 77.23% students that feel boring to conduct the lesson.
Teacher interview is also conducted in order to figure out the reliability of students’ answer. Teacher realizes that insufficient time for students to construct their own concept is considered as main factor. The statement is align with students’ response because 63.64% respondents recognize that teacher never use
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specific software in order to visualize concept. The role of teacher during instructional process is also dominant because teacher often uses speech with the lack of discussion process that is stated by 59.09% students. After doing self-reflection as stated on interview result, teacher thinks that inappropriate teaching method and media is considered as main factor of lower cognitive outcomes although remedial program is already conducted.
Two main problems underline students’ low achievement results based on preliminary study through questionnaire and teacher interview. These problems are classified into two; the inappropriate method and time for students to construct their own concept and the lack use of learning media in science teaching and learning process. In order to overcome those problems; method based on constructivism is essential in order to improve students’ independence in learning as well as thinking process. Students actively construct new information by making use of their prior knowledge and experience; therefore they construct their own understanding through the interaction with the physical and social environment (Liang and Gabel, 2005). Therefore, learning process develops students strongly held assumptions or ideas that are not consistent with accepted scientific understanding (Posner et.al, 1982). As a result, science teaching and learning must address these ideas.
Science teachers need to help students identify their prior ideas and modify them based on scientific knowledge. This process is called as conceptual change (Aydin and Balim, 2011). One of essential tools to analyse students’ conceptual change is by using concept map. Concept maps are graphical tools for organizing and representing relationships between concepts that is indicated by a connecting line through linking words (Novak and Canas, 2007). Concept map aims to answer focus question related with particular inquiry that the arranger seek to answer. Concepts and propositions are usually arranged in hierarchical structure; from most inclusive to exclusive concepts that represents knowledge organization (Canas, 2003). In particular period, teacher can analyse the existence of conceptual change by viewing prior knowledge, misconception, also the
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acquisition and accommodation of new knowledge as maps are modified over time (Kern and Crippen, 2008).
Constructing concept map can be implemented by adapting the role of technological information and communication, as it is suitable with Educational Ministry Regulation No.68 year 2013 that stated the aids of multimedia to support learning process. Bennett, 2003 (in Qarerah, 2010) explains that as technology has become ever central to schooling, assessing students via technology-based methods will be increasingly required. With the help of ICT tools such as computer and software, complex Physics concepts can be visualized statically or dynamically i.e, graphic animation (Utari et al, 2013).
Institute for Human and Machine Cognition (IHMC) has developed CmapTools, software that provide many capabilities for the creation of concept maps including highly intuitive, modeless editor and the ability to connect links into several trusted resources through serves (Canas et al. 2003). This software is designed based on client-server architecture that allows users to browse and share concept map that is stored in CmapServers distributed throughout the network by supporting synchronous and asynchronous collaboration (Granados, 2003). Synchronous collaboration through CmapTools allows two users to construct concept maps simultaneously in spite of at different place, meanwhile asynchronous collaboration through CmapTools is existed by the role of Concept Map sharing and Knowledge Soups that allow users to add or modify annotations and discussion threads (Canas et al. 2003). The knowledge soups that is stored in CmapServer allows students from distant schools to share claims (propositions) derived from their concept maps regarding with any domain of knowledge being studied (Canas et al. 2003).
CmapTools has been used as effective tool to construct concept maps. A recent study by Carvhalho et al. (2001) states that this software allows user to locate resources and web pages that are related to a concept, facilitating the addition of explanatory resources (pictures, videos, interactive flash) through the CmapServers. This software facilitates users by linking concept propositions through automatic linking words and enabling the navigation from one concept
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map to another (Canas et al. 2003). CmapTools also provide beneficial features that allows user to easily construct knowledge model; a set of concept maps and associated resources about a particular domain of knowledge (Canas et al. 2003). Users can create concept map based on their conceptual understanding by establishing informative linking words and cross links, therefore publish and share them through CmapServers, social media or personal websites.
Based on the statement above, it is essential to implement research that able to investigate students’ conceptual change by optimizing the role of technology through CmapTools utilization. Conceptual change can be investigated under conceptual teaching strategy that involves concept acquisition process by modifying students’ prior conception. Therefore, the researcher has intention to conduct research entitles, “Application of Five-Stage Conceptual Teaching Model by Utilizing CmapTools to Analyze Conceptual Change and Cognitive Learning Outcomes on Light and Optics Topic.”
B. Research Problem
According to the background which has already stated, the problem of this research is formulated into: “How is secondary student’s conceptual change and cognitive learning outcomes after experiencing five-stage conceptual teaching model by utilizing CmapTools in learning Light and Optics?”
C. Research Questions
Based on the research problem that has been stated before, there are several specific questions that come up to be answered by the results of this study, as follow:
1. How is the significance of secondary students’ conceptual change in learning Light and Optics after utilizing CmapTools under five-stage conceptual teaching model?
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2. How is the improvement of secondary students’ cognitive learning outcomes in learning Light and Optics after utilizing CmapTools under five-stage conceptual teaching model?
3. How is the correlation of secondary students’ conceptual change by utilizing CmapTools towards cognitive learning outcomes in learning Light and Optics?
4. How is student’s response towards CmapTools utilization in learning Light and Optics?
D. Limitation of Problem
The problem stated is limited to the aspects as follow:
1. Conceptual change based on students’ preliminary and post concept map is limited on quantitative and qualitative domain. Quantitative domain deals with concept map validity that covers four main aspects; relationship, hierarchy level, cross link, and examples (Novak, 1984 in Karakuyu, 2010) based on scoring rubric that is developed by researcher together with experts, whereas qualitative aspect deals with form of concept map into spoke, chain or net (Kinchin et. al., 2000) as well as indication of misconception including the acquisition and accommodation of new knowledge (Kern and Crippen, 2008).
2. Cognitive learning outcomes that is measured in this research is limited into C1 level (remembering), C2 level (understanding), C3 level (applying), and C4 level (analyzing) based on Anderson’s and Krathwohl's Taxonomy.
3. Students’ response towards CmapTools utilization is limited into four indicators that is arranged based on students’ internal factors towards Physics lesson.
4. Light and Optics content is limited into Light properties that classified as electromagnetic wave and propagates in straight line, law of light reflection including reflection in plane and curved mirror, Snell’s law of
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refraction including refraction in lenses as well as nature of image formation in various distance using geometrical optic formula in curved mirror and lenses, also the application of mirror and lenses in daily life. Deeper comprehension of interference, diffraction pattern and polarization of light waves will not be investigated since those are classified into advance concepts that might produce confusion and further misconception for secondary level.
E. Research Objectives
According to research problems and questions that are stated above, this research aims to investigate several aspects as follow:
1. Investigate significance of secondary student’s conceptual change in Learning Light and Optics by comparing preliminary and post concept map construction through quantitative and qualitative analysis.
2. Investigate secondary students’ improvement of cognitive learning outcomes in learning Light and Optics by comparing pretest and posttest results through quantitative analysis.
3. Analyze the correlation between secondary students’ conceptual change and cognitive learning outcomes.
4. Investigate secondary students’ response towards CmapTools utilization in facilitating concept map construction.
F. Research Benefits
It is expected that the results of this study able to conquer these following benefit aspects:
1. For science teachers, this study may use as precious knowledge how to utilize the aids of supporting software to create innovative ideas during instructional process. CmapTools is considered as one of brilliant prototyped media to help secondary students in enhancing their concept
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comprehension by constructing concept maps with great validity. The role of CmapToolsis possible to improve their interest while learning physics’ concept that deals with daily life phenomena, so that they are able to achieve better result of cognitive outcomes compared to traditional teaching method.
2. For students, along with the existence of this research, they can feel new experience in constructing concept map using CmapTools for making interconnection and interrelation within one concept and another. Students will experience deeper concept mastery that prevents memorizing; because CmapTools provides constructive idea for students to dig scientific concepts as well as benefits in visualizing concepts.
3. For other researchers, this study may use as precious references in analyzing how CmapTools affects the significance of students’ conceptual change and cognitive learning outcomes as well as response towards physics lesson by understanding research treatment and essential instruments in supporting better results such as concept map scoring rubric and physics pretest and posttest questions with good discrimination power, difficulty level, validity and reliability based on Anderson’s Taxonomy. 4. For further research, it is expected to analyze CmapTools utilization for
achieving higher cognitive development; C5 (evaluating) and C6 (creating) so that students’ performance under PISA will be better. It is also expected that further research can optimally use CmapTools for creating collaborative learning atmosphere using networking and global data storage feature through CmapServers.
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CHAPTER III
RESEARCH METHODOLOGY
A. Location and Subject
1. Research Location and Period
The research was conducted at International School in Bandung, West Java that applied 2013 Curriculum during instructional process. Data is obtained in the period of May until June 2014.
2. Population and Sample
Population is defined as generalization consists of objects or subjects that cover whole quality and specific properties; meanwhile sample is a part of whole quality and specific properties of population (Sugiyono, 2008:118)
The population of this research is all of students’ significance in conceptual change and cognitive learning outcomes that belongs to all secondary students in the school. Samplings are selected by purposive sample technique since researcher has the specific objective. The sample is all of students’ significance in conceptual change and cognitive learning outcomes under the topic of light and optics that consists of 22 students of VIII Grade.
B. Research Method and Design
1. Research Method
Method that is applied in this research is weak experimental method since only one treatment group is investigated without the involvement of control group (Arikunto, 2010). There will be no control group since it is not appropriate to compare method of concept map construction using prototype-based media with traditional method. Qualitative analysis of students’ conceptual change by
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mapping the preliminary and post concept map is required in order to analyze its relation towards cognitive learning outcomes that is assessed quantitatively through statistical means; therefore mixed method is developed in this research. Research variables are classified into two; independent variable (X) and dependent variable (Y) that is affected by the treatment process. Five-stage conceptual teaching model by utilizing CmapTools is the independent variable, whereas the dependent variable is students’ cognitive learning outcomes.
2. Research Design
Type of mixed method design that is applied in this research is convergent parallel that simultaneously collect both quantitative and qualitative data, merge the data and use the results to understand research problem. The datasets is analyzed separately based on its own indicator in order to make interpretation as to whether the results support or contradict each other that provides a convergence of data sources (Creswell, 2011).
Students’ preliminary and post concept map will be analyzed qualitatively based on the scoring rubric that is developed by researcher and experts based on Novak’s criteria (1984, in Karakuyu, 2010) including concept map pattern based on Kinchin (1999 in Hay and Adams, 2000). Concept elaboration of each individual that is developed can be analyzed descriptively based on comparison of preliminary and post concept map construction. Qualitative investigation is also concern on students’ ability in linking concept node to various resources by utilizing CmapTools to understand their thinking process.
Quantitative analysis focuses on students’ cognitive learning outcomes that is obtained from pretest and posttest result by statistical calculation in order to investigate achievement in each cognitive domain; from C1 (remembering) until C4 (analyzing).
The interpretation concerns on quantitative measurement of the correlation between conceptual change and cognitive learning outcomes in order to analyze whether significance conceptual change can affect great cognitive outcomes.
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Figure 3.1 below represents the convergent parallel design for better understanding.
Qualitative Data Collection and Analysis
(Preliminary - Post Concept map)
Quantitative Data Collection and Analysis
(Pretest - Posttest)
Figure 3.1 Type of Mixed Method Design; Convergent Parallel (Cresswell, 2012: 541)
C. Operational Definition
Operational definition is required in order to give the clarity of the research that has to be suitable with the expected aims; that described as follows:
1. Conceptual change is the significance change of students’ conception in learning Light and Optics based on comparison of preliminary and post concept map construction that emphasizes on significance changing of concept map criteria into relationship, hierarchical structure, cross link and specific example as well as significance changing of concept map structure into spoke, chain or net under five stage conceptual teaching model consists of orientation, elicitation, restructure, application and review change of ideas. 2. Concept map is a visual set of concepts aims to answer focus question.
According to Novak (1984) concept map is constructed under four elements; Interpretation Five-stage conceptual teaching
model (Driver & Odham) by utilizing CmapTools
Correlation based on statistical calculation
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such as (1) prepositions is the connection among concept node through the inclusion of meaningful an informative linking words that represents students’ understanding, (2) hierarchical structure based on arrangement from inclusive to exclusive concepts represents concept organization and classification, (3) cross links is the interconnection among concepts in different map segments or domain represents mapping complexity and analysis ability, and (4) example of specific concept node represents concept application.
3. Cognitive learning outcomes is the competencies of students to achieve cognitive dimension after utilizing CmapTools that is determined from C1 (remembering) – C2 (understanding) – C3 (applying) and C4 (analyzing) in learning Light and Optics through pretest and posttest that consists of 25 multiple questions.
4. CmapTools that is used in this research is a prototype media developed by IHMC (Institute of Human and Machine Cognition) that aims to mapping students’ conceptual change based on concept map construction. CmapTools has benefits to link concept node into various learning resources that is used for qualitative analysis to investigate students’ visual learning.
5. Students’ response towards CmapTools utilization is classified into four criteria such as; (1) impression of improvement in learning Physics, (2) interest and motivation towards Physics lesson, (3) improvement of behavior aspect towards Physics lesson, and (4) cognition towards the benefits of CmapTools feature.
D. Research Instrument
The research instrument that is applied for collecting data in this research consists of:
1. Significance of students’ conceptual change is analyzed by using rubrics that consists of concept map scoring rubric (Table 3.6) under Novak and Gowin’s criteria that aims to determine quantitative scoring based on four indicators
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and concept map structure rubric (Table 3.7) that aims to analyze changing of map structure that is obtained from preliminary and post concept map construction.
2. Improvement of students’ cognitive learning outcomes is analyzed by implementing objective test (Appendix B.1) in form of multiple questions with four distractors that is obtyained from pretest and posttest.
3. Students’ response towards CmapTools utilization in learning Light and Optics is analyzed based on unstructured questionnaire form (Appendix B.2) that emphasizes on four indicator such as; (1) impression of improvement in learning Physics, (2) interest and motivation towards Physics lesson, (3) improvement of behavior aspect towards Physics lesson, and (4) cognition towards the benefits of CmapTools feature.
E. Instrument Development and Analysis
Research instruments development is initiated with the content analysis of 2013 curriculum that is used in school. Expert concept map as main reference for scoring students’ concept map for investigating conceptual change has to be developed first by the researcher under suggestion from Physics expert (Appendix B.3). The expert concept map is formulated based on the applicable content that has to be suitable with the ability of secondary students.
The research instrument in order to measure secondary students’ cognitive development has to be consulted by the lecturer and some experts in related field in order to modify or revise test items that are not appropriate with the content, distractors, or question statament. After being revised, the instrument will be tested and analyzed first before being used twice as pretest and posttest in the preliminary study. The objective tests will be tested to the group of students that has already given the topic of Light and Optics; therefore it will be tested into secondary level grade IX. Test was carried out to 25 students grade IX in private school Cirebon that apply integrated science with full English teaching in
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accordance with the questions statement. The instrument analysis of objective test requires levels of difficulty, discriminating power validity and reliability.
1. Instrument Test Requirements a. Level of Difficulty
Good quality question has to be arranged in balanced; the proportion should not consist of whole easy or hard questions, since easy question will not stimulate students to spend more effort in answering as well as hard questions will make students desperate and doesn’t have any motivation to solve it (Arikunto, 2013: 222). Consideration of difficulty level is based on proportion of problem categories easy, medium and difficult. The formula to determine levels of difficulty is represented as follow:
.
Where:
P= difficulty level
B = number of students who answer correctly N= Total number of students
(Arikunto, 2013: 224) Classification of difficulty level based on Arikunto is represented on Table 3.1 as follow:
Table 3.1 Interpretation of Difficulty Level
No. Difficulty Value Criteria
1. 0.00 – 0.30 Hard
2. 0.31 – 0.70 Middle
3. 0.71 – 1.00 Easy
(Arikunto, 2013: 225) ……….. (3.1)
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b. Discriminating Power
Discriminating power is defined as the ability of particular question to distinguish students who classified as higher achievement and lower achievement. The amount of higher achievement students who can answer more particular questions compared to lower achievement means that those questions have positive discriminating power index (Arikunto, 2013: 226). Discriminating power index shows the scale from minus one until positive one, with the negative represents lower discriminating power index and vice versa. The formula to determine the discriminating power is represented below followed by criteria as seen on Table 3.2
DP =
Where:
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, 2013: 228)
Table 3.2 Interpretation of Discriminator Power No. Discriminating Power Value Criteria
1. 0.00 – 0.20 Poor
2. 0.21 – 0.40 Satisfactory
3. 0.41 – 0.70 Good
4. 0.71 – 1.00 Excellent
(Arikunto, 2013: 232) ……….. (3.2)
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…….. (3.3) c. Validity
Validity is defined as the extent to which the instrument measures what it is designed to measure that emphasizes not on the test itself, but on the result (Arikunto, 2013: 80). Validity which is used in this study is Construct Validity since each question item is formulated based on Cognitive Taxonomy. Arikunto (2013:83) describe construct validity measures thinking aspect based on logical; such as classified question item into cognitive dimension. The formula to determine validity is shown below followed by Table 3.3 that interprets the classification of coefficient correlation criteria.
∑ ∑ ∑
√{ ∑ ∑ } { ∑ ∑ }
Where:
= coefficient correlation or item validity
∑ = sum of total score of all students for each question’s item
∑ = sum of total score of all students for whole test N = total number of students
X = score of each student for each question’s item Y = total score of each student
(Arikunto, 2013: 87) Table 3.3 Interpretation of Validity
No. Value Criteria
1. 0,80 < r ≤ 1,00 Very High
2. 0,60 < r ≤ 0,80 High
3. 0,40 < r ≤ 0,60 Satisfactory
4. 0,20 < r ≤ 0,40 Low
5. 0,00 ≤ r ≤ 0,20 Very Low
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d. Reliability
Reliability is defined as the extent to which a questionnaire, test, observation or any measurement procedure produces the same results on repeated trials. In short, it is the stability or consistency of scores over time or across raters (Arikunto, 2013: 101). The split-half method using KR 20 equation is used to calculate reliability of the test by giving score one for correct answer and zero for wrong answer (Arikunto, 2013: 108). The equation is described as follow:
r
11= (
)(1-∑
)
Where:
r11 = instrument reliability k = amount of test item
∑pq = multiplication result of p and q s = deviation standard
The reliability interpretation represents on the table below.
Table 3.4 Interpretation of Reliability
(Arikunto, 2013: 109) Reliability coefficient Criteria
0.00 < r ≤ 0.20 Very low 0.20 < r ≤ 0.40 Low
0.40 < r ≤ 0.60 Satisfactory 0.60 < r ≤ 0.80 High 0.80 < r ≤ 1.00 Very high
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e. Recapitulation of Students’ Cognitive Outcomes Instrument
Objective test for measuring students’ cognitive learning outcomes in form of 30 questions has to be tested in terms of difficulty level, discriminating power, validity and reliability that are given to 25 students grade IX who already gained the material of Light and Optics before. Decision based on test requirement result can be used, dropped, or revised with experts related with the probability of particular question item to be used. The recapitulation of objective test as well as specification for each question item is represented on following table and Appendix C.3 for more distinct result.
Test item recapitulation :
Reliability test : 0. 81 (Very High)
Table 3.5 Recapitulation of Test Item for Students’ Cognitive Outcomes
Ques-tion Num ber
INSTRUMENT TEST RESULT
DECISION Diffi-culty Level Cate-gory Discri-minating Power Cate-gory
Vali-dity Category
1 0.52 Medium 0.57 Good 0.61 High Used
2 1 Easy 0.12 Poor Undefined Very Low Dropped
3 0.67 Medium 0.42 Good 0.72 High Used
4 0.44 Medium 0.67 Good 0.64 High Used
5 0.84 Easy 0.14 Poor 0.13 Very Low Dropped
6 0.52 Medium 0.54 Good 0.78 High Used
7 0.67 Medium 0.38 Satisfactory 0.67 High Used
8 0.70 Medium 0.43 Good 0.64 High Used
9 0.28 Difficult 0.84 Excellent 0.45 Satisfactory Used
10 0.67 Medium 0.57 Good 0.74 High Used
11 0.28 Hard 0.27 Poor 0.21 Very Low Dropped
12 0.52 Medium 0.67 Good 0.78 High Used
13 0.28 Difficult 0.89 Excellent 0.67 High Used
14 0.25 Difficult 0.84 Excellent 0.58 Satisfactory Used
15 0.28 Difficult 0.89 Excellent 0.72 High Used
16 0.52 Medium 0.67 Good 0.48 Satisfactory Used
17 0.44 Medium 0.54 Good 0.58 Satisfactory Used
18 0.67 Medium 0.43 Good 0.54 Satisfactory Used
19 0.52 Medium 0.58 Good 0.58 Satisfactory Used
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21 0.52 Medium 0.48 Good 0.78 High Used
22 0.67 Medium 0.77 Excellent 0.54 Satisfactory Used
23 0.28 Difficult 0.74 Excellent 0.67 High Used
24 0.44 Medium 0.48 Good 0.42 Satisfactory Used
25 0.81 Easy 0.10 Poor 0.13 Very Low Dropped
26 0.77 Easy 0.12 Poor 0.19 Very Low Dropped
27 0.44 Medium 0.57 Good 0.78 High Used
28 0.52 Medium 0.57 Good 0.53 Satisfactory Used
29 0.67 Medium 0.71 Excellent 0.67 High Used
30 0.52 Medium 0.87 Excellent 0.75 High Used
2. Instrument Non-Test Requirements
a. Rubrics
Concept map scoring and concept map structure are two main rubrics that are applied in this research. Concept map scoring rubric is designed based on Novak and Gowin (1984) that covers four main elements such as preposition, hierarchical level, cross link and example that aims to analyse significance of conceptual change that is obtained from preliminary and post concept map construction. Concept map structure is adapted based on Kinchin and Hay (2000) that concern on the pattern of concept map into spoke, chain or net that represents the conceptual changing. Concept map scoring rubric is elaborated by the researcher and revised based on related experts’ recommendation that utilizes scale to calculate students’ concept map score compared to expert concept map.
b. Questionnaire
Questionnaire consists of twenty five positive statements and five negative statements is used to illustrate students’ response towards CmapTools utilization in learning Light and Optics. Questionnaire is developed by researcher based indicators that emphasizes on students’ impression of improvement in learning, behavior, cognition, interest and motivation towards Physics lesson. Revision is conducted based on the consultation with experts related with the question statement that seems inappropriate or causing confusion.
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F. Data Collection Technique
Qualitative and quantitative data that is obtained in this research requires different collection technique as well as scoring method. Qualitative data is obtained from preliminary and post concept map construction that empathizes on conceptual change based on significance changing of students’ concept map scoring as well as concept map structure. Meanwhile quantitative data concern on cognitive learning outcomes emphasizes on changing in each cognitive level that is obtained from pretest and posttest. Data collection techniques are explained a follow:
1. Data of Students’ Conceptual Change based on Concept Map Scoring
Students’ conceptual change that is obtained from preliminary and post concept map construction is assessed by Concept map scoring rubric. Scoring based on Novak and Gowin (1984) such valid preposition is one, hierarchical structure is five, cross link is ten, and specific example is one for each meaningful mapping is used as maximum score. Each element is elaborated into four different criteria such as excellent-good-poor-and failing that aims to differentiate each student’s concept map quality after whole preliminary and post concept map is collected. Scoring will be divided by four in order to indicate each indicator that represents different characteristics under discussion with experts.
Table 3.6 Concept Map Scoring Rubric
Element SCORING ELABORATION
Preposi-tions Excellent (1) Good (0.75) Poor (0.50) Failing (0.25) Relationships between concepts are indicated by linking words that is true and informative which represents Relationships between concepts are indicated by linking words that is true but not informative because Relationships between concepts are indicated by linking words with several misconception occurs. The linking words
Relationships between concepts are Indicated or not by linking words that is wrong
conception and not
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essential relationship that can be well
understood.
readers already
knew the
essential information.
are arranged using many words but not informative.
informative or even not using The linking words cannot represent the relationship between each concept node. Hierar-chical Levels Excellent (5) Good (3.75) Poor (2.5) Failing (1.25)
Map includes the important concepts and describes
domain on
multiple levels
which is
arranged consistently
from most
general to specific
concepts.
Map includes most important concepts; describes
domain on
limited number of levels which is arranged
from most
general
concept with inconsistent in several
structure such indication of generalization is made after concept is arranged specifically.
Important concepts missing and/or describes
domain on
only one level, the concept arrangement is mixed with many
generalization occurs.
Map includes minimum concepts with many
important concepts missing, the concept is not arranged from general to specific so it cannot represent meaningful mapping. Cross Links
Excellent (10) Good (7.5)
Poor (5.0)
Failing (2.5) Shows how a
concept in one domain of knowledge represented on the map is related to a concept in another
domain shown based on true, informative, indicates strong
Shows how a concept in one domain of knowledge represented on the map is related to a concept in another
domain shown based on true
but not
informative since readers
Shows how a concept in one domain of knowledge represented on the map is not related to a concept in another
domain due to several
indications of misconcep-tion.
Shows how a concept in one domain of knowledge represented on the map is not related to a concept in another
domain
because of wrong
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relationship based on conceptual knowledge.
already knew the
information, indicates weak relationship. Specific Example Excellent (1) Good (0.75) Poor (0.5) Failing (0.25) The examples
are more given
as the
application of
each most
specific node that clarify
well the
meaning of concept.
The examples are given as the application of each most specific node that cannot clarify well the meaning of concept and sometimes not related with the node.
The examples are less given
as the
application of
each most
specific node that sometimes misconception occurs based on the factual knowledge.
The examples are not given
as the
application of
each most
specific node that indicates wrong
conception
based on
factual knowledge
2. Data of Students’ Conceptual Change based on Concept Map Structure Significance changing of concept map structure that is obtained from preliminary and post concept map structure represents well restructure of ideas that illustrate how students change their conception. Qualitative approach that aims to investigate concept map pattern for analyzing conceptual change is developed by Kinchin and Hay (2000: 48). They classified concept map structure into spoke, chain and net as seen on Figure 2.2.a, 2.2.b, and 2.2.c that emphasizes on hierarchy level, processes, complexity, conceptual development and representation as seen on Table 3.7 as follow:
Table 3.7 Concept Map Structure Rubric
Aspect Map Type
Spoke Chain Net
Hierarchy
Level One level only
Many levels with the inclusion of misconception or incorrect concept
Several justifiable levels
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understanding of processes or
interactions
with no complex interaction or feedback interactions at different conceptual levels Complexity
So little integration that concepts can be
added without consequences for map integrity Map integrity cannot cope additions, particularly near the beginning of
the sequence
Map integrity is high. Adding one or more concepts
has minor consequences as
other routes through the map
are available.
Conceptual Development
Shows little or no word view. Addition or loss a link has little effect
on the overview.
Integrated into a narrow world-view, suggesting
an isolated conceptual understanding. Loss of link can lose meaning of the whole chain.
Can support reorganization to
emphasize different components to appreciate a larger
world-view or to compensate for a
missing link Represents
National Curriculum
Structure
Lesson Sequence Meaningful Learning
3. Data of Students’ Cognitive Learning Outcomes
Students’ cognitive learning outcomes in each cognitive level are obtained two times based on pretest and posttest. Test is carried out with the form of multiple choices using 25 test items under the topic of Light and Optics. Objective test is formulated based on factual and conceptual knowledge in the form of multiple choices using four options with the cognitive dimension as C1 (remembering), C2 (Understanding), C3 (Applying), and C4 (Analyzing). The blueprint of the objective test is shown based on table 3.8 below represents proportion for each cognitive level.
Table 3.8 Blueprint of Objective Questions
No Subtopic
s Learning Objective
Specification
C1 C2 C3 C4
1. Properties of Light
Correlate the properties of
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straight line based on daily life phenomena
Determine that light which is emitted by stars is classified as electromagnetic wave.
2
2. Reflection of Light
Determine the form of diffusion reflection on the rough surface using diagram.
3 Interpret concept of Law of
Reflection and image formation in plane mirror
4,5 Apply geometrical optic
formula in curved mirror 11,12
Analyze nature of image formation in curved mirror
13,14, 15 Exemplify the principle of
curved mirror in daily life phenomena
16 10
3. Refractio n of Light
Correlate the principle of light refraction in daily life phenomena
6,7 Determine ray between two
mediums with different density based on Snell’s Law
8 Analyse the form of
refraction using ray diagram based on refraction index
9 Apply geometrical optic
formula in lenses
18,19, 21,22 Analyse nature of image
formation in lenses 20,23
Exemplify the principle of lenses in daily life phenomena
17,24, 25
Total 3 10 6 6
Percentage 12% 40% 24% 24%
4. Data of Students’ Response
Non-test data instrument using questionnaire is implemented to investigate students’ response towards CmapTools utilization in learning Light and Optics. Questionnaire is developed under four main indicators such as; (1) impression of improvement in learning Physics, (2) interest and motivation towards Physics
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lesson, (3) improvement of behavior aspect towards Physics lesson, and (4) cognition towards the benefits of CmapTools feature. There are 25 statements with the inclusion of 5 questions that states negative statement in order to control students’ answer. This attitude scale uses Likert with four points of type scale (absolutely agree, agree, do not agree, absolutely do not agree) based on Measurement of Successive Interval (MSI) computation. Type of scale which states do not agree is prevented in order to make the clarity of student’s response after experiencing CmapTools. Scoring of positive statement is given point 5 until 1 orderly from strongly agree until strongly disagree criteria; whereas scoring of negative statement is vice versa. The blueprint is represented based on Table 3.9 as follow:
Table 3.9 Blueprint of Students’ Response Questionnaire
No. Indicator Properties Statement
Numbers
1. Students’ i
mpression of improvement in learning Physics after experiencing CmapTools
Positive 1,6,11,16,21 Negative 5
2. Students’ iPhysics after experiencing nterest and motivation in learning CmapTools
Positive 2,7,12,17,22 Negative 10,25 3. Students’ i
mprovement of behaviour aspect towards Physics lesson after experiencing CmapTools
Positive 3,8,13,18,23 Negative 15
4. Students’ cof ognition towards the utilization CmapTools feature
Positive 4,9,14,19,24 Negative 20
G. Data Processing and Analysis
Quantitative and qualitative data that is obtained in this research will be processed in different method of calculation. Qualitative data emphasizes on significance of students’ conceptual change from preliminary and post concept map construction including students’ response towards CmapTools utilization, whereas quantitative data obtained from pretest and posttest emphasizes on improvement of cognitive learning outcomes after CmapTools is utilized. Calculating data procession will be explained as follow:
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………….. (3.6) 1. Data Processing of Students’ Conceptual Change
Students’ concept map that is obtained twice in preliminary and post implementation in order to illustrate significance of conceptual change will be assessed based on concept map scoring rubric (Table 3.6). Expert concept map that is already developed by researcher together with Physics expert is used as maximum score. Concept map scoring is represented as follow including the score interpretation on Table 3.10.
……. (3.5)
Table 3.10 Concept Map Scoring Interpretation
No. Score Criteria
1. 81% - 100% Very High
2. 61% - 80% High
3. 41% - 60% Medium
4. 21% - 40% Low
5. 0% - 20% Very Low
(Syah, 1999 in Sairan, 2008:40) 2. Data Processing of Students’ Cognitive Learning Outcomes
Objective test that consists of 25 multiple questions based on arrngemet of cognitive level from C1 (remember) until C4 (analysing) will be assessed based on scoring. For each correct answer will be given score 1 whereas wrong answer will be given score 0. Scores then will be converted into 0-100 scale value.The score conversion in form percentage (%) represents based on this equation:
Table 3.11Category Scale of Students’ Score
Score Category
S ≤ 40 Very poor
41 ≤ S ≤ 55 Poor
Student’s score (%) =
� � ℎ �
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56 ≤ S ≤ 65 Satisfactory
66 ≤ S ≤ 80 Good
81 ≤ S ≤ 100 Excellent
(Arikunto 2013: 281)\
Gain score (actual gain) was obtained from the difference of pre-test score and post-test score. The difference in pre-test scores and the post-test is assumed as the effect of the intervention. Normalized gain calculations are intended to determine the categories of students’ achievement improvement. According to Hake (1999) normalized gain is calculated by using this following formula:
(Hake, 1999) Where :
G = Gain
= Post-test score = Pre-test score
The improvement of cognitive learning outcomes in learning Light and Optics after utilizing CmapTools for constructing concept maps will be seen from the result of the normalized gain that achieved by students. For the calculation of the normalized gain value and its classification will use equations as follows:
Where:
<g> = Normalized gain
G = Actual gain
G max = Maximum gain possible Sf = Post-test score
Si = Pre-test score
(Hake, 1999)
< �> �
����
� �� ��
………….. (3.7)
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The value of <g> is determined based on criteria below on the table below:
Table 3.12 Criteria of N Gain Improvement N-Gain <g> Improvement Criteria
0,00 – 0,29 Low
0,30 – 0,69 Medium
0,70 – 1,00 High
(Hake, 1999)
3. Data Processing of Students’ Response towards CmapTools Utilization
Qualitative analysis of students’ response is carried out in order to analyze students’ interest, motivation, impression and cognition towards the implementation of using CmapTools in constructing concept map. Processing is executed by calculating Likert scale into score then percentage conversion. The formula of converting score into percentage is seen below followed by scoring guideline of Likert scale that is represented on Table 3.13 as follow:
Score =
x 100%
(Arikunto, 2013: 262) Table 3.13 Scoring Guideline of Students’ Response
Strongly
Disagree Disagree Not sure Agree
Strongly Agree
Negative Statement 5 4 3 2 1
Positive Statement 1 2 3 4 5
(Sugiyono, 2008: 203)
The interpretation of score percentage is categorized into certain criteria according to Arikunto (2013) is represented as follows.
Tabel 3.14 Percentage Interpretation of Questionnaire
Percentage (%) Criteria
0% None
0 %- 25% A few of criteria
26%-40% Almost half of
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41%-50% Half of
51% - 75% Mostly
76% - 99% Generally
100% All of them
(Arikunto, 2013: 263)
4. Data Analysis and Hypothesis Test
a. Normality Test
Parametric statistic is implemented in this research since it aims to measure the parameter of particular sample that has normal distribution. If the distribution is free, non-parametric statistic is used. Parametric statistic is more valid and powerful compared to non-parametric related with interval and ratio data; if the assumptions are reasonably met (Phopan, 1973 in Sugiyono, 2008: 211). Normality test is executed in order to analyze whether samples comes from population that has normal distribution or not. SPSS version 17.0 is used as supporting software to determine normality test for each pretest and posttest based on Kolmogorov-Smirnov. Data is considered as normal distribution if the criterion is higher than assumption of significance in two-tailed.
b. Hypothesis Test
Hypothesis test is measured based on Pearson correlation product moment by utilizing SPSS version 17.0. Since in this research the hypothesis arrangement emphasizes on the significance correlation between conceptual change based on CmapTools utilization and cognitive learning outcomes, it is classified as associative hypothesis (Sugiyono, 2008 : 236). Correlation value that is obtained will be compared to Pearson product moment table at significance 5%. Alternative hypothesis will be accepted if the calculated correlation coefficient is higher than correlation coefficient from table; or represented as: rxy calculated > rxy table and is vice versa for the null hypothesis acceptance. The interpretation of correlation coefficient is developed by Sugiyono in this table as follow:
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Table 3.15 Interpretation of Correlation Coefficient Correlation coefficient (rxy) Interpretation
0,0 – 0,19 Very low
0,20 – 0,39 Low
0,40 – 0,59 Medium
0,60 – 0,79 Strong
0,80 – 1,00 Very strong
(Sugiyono, 2008: 257)
Determination coefficient can be calculated in order to determine the regression equation as represented by the equation as follow:
Where:
R = Determination coefficient r = Correlation coefficient
(Sugiyono, 2008: 259) Regression analysis aims to obtain the equation that is used to investigate the prediction of high or low dependent variable value (Y) if the independent variable is being modified or manipulated (Sugiyono, 2008: 261). The equation is represented as follow:
Where:
Y = Value that will be predicted a = Constanta or if the X value is zero b = Regression coefficient
X = Value of independent variable
(Sugiyono, 2008: 259) ……….. (4.0)
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H. Research Procedure
This research is carried out into three stages; preparation, implementation and final stage under conceptual change teaching model according to Driver and Oldham. The stage description will be explained as follows:
1. Preparation stage
In the planning stages consists of preliminary study, literature study, and design the research instrument.
a. Preliminary Study
Preliminary study aims to identify the problem in real Physics classroom environmental system. It is useful to find out obstacles which students faced, so questionnaires have to be distributed. A questionnaire consists of ten questions is given to each student one week before entering the lesson stage. Teacher also are being interviewed about several problems that she faced during teach physics. By analyzing the results of both questionnaires and teacher’s interview, research problem can be formulated.
b. Literature Review
Reviewing essential theories from trusted recourses is necessary to support the research implementation. Research variables will be discussed in the literature review such as conceptual change including how to develop the teaching model, concept map construction, cognitive learning outcomes based on Anderson’s and Krathwohl's Taxonomy, students’ response towards CmapTools utilization during instructional process as well as previous studies regarding with this research. The core competences as well as basic competences of Curriculum 2013 and learning topic of Light and Optics will also be reviewed for lesson plan arrangement.
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Muhammad Rifqi Rofiuddin, 2014
Application Of Five-Stage Conceptual Teaching Model By Utilizing Cmaptools To AnalyzeConceptual Change And Cognitive Learning Outcomes On Light And Optics Topic Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSION AND RECOMMENDATION A. Conclusion
Research of CmapTools utilization under five stage conceptual change teaching model that is adopted from Driver & Odham (1986 in Lin et. al., 2010) has been conducted systematically, based on the research result it is acquired some conclusions as follows:
1. Secondary students’ conceptual change that is analyzed based on comparison of preliminary and post concept map construction shows significance of 50.92 % differences that is elaborated into concept map element based on Novak and Gowin criteria such as prepositions and hierarchical level in high category, cross links in medium category and example in low category.
2. Secondary students’ cognitive learning outcomes after experiencing CmapTools utilization shows high category improvement based on normalized gain <g> as 0.86 that under four leveled of cognitive taxonomy; from C1 until C4.
3. The implementation of five-stage conceptual change model by utilizing CmapTools as prototyped media in helping students to
construct concept map is capable to improve secondary students’
cognitive learning outcomes based on statistical calculation result that indicates strong correlation as value of correlation coefficient (rxy) is 0.78.
4. Secondary students’ response towards CmapTools utilization is positive in all indicators; impression of improvement in learning Physics, interest and motivation towards Physics lesson, improvement of behavior aspect towards Physics lesson, and cognition towards the benefits of CmapTools feature.
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B. Recommendation
Based on the findings of the research that has been conducted and concluded, there are several recommendations that necessary to be conveyed by the researchers as follow:
1. It is recommended for the other researcher to make a research about mapping conceptual change by utilizing CmapTools to analyze cognitive learning outcomes in others topics with higher level of cognitive level at evaluating (C5) and creating (C6) aspect by integrating it into project based learning.
2. Time allocation should be well-arranged in developing the conceptual teaching model so that efficient time with better result can be obtained. 3. Before designing or adapting a learning model, teacher should be able to
adapt with new characteristics of students based on their learning style. 4. Teacher has to concern with every students’ need in conducting treatment
therefore they will be not feel being pressured and learning atmosphere can be more enjoyable.
5. In conducting introduction of concept map that describes its elements such as propositions, hierarchical levels, cross links and examples, it is highly recommended to directly train students how to build concept map by using concept bank in order to stimulate students to classify and organize their prior conception. Concept bank can be made by using small papers that attached on the whiteboard.
6. For the researchers, it is suggested to build good communication with related subject teacher at school in order to overcome and minimize obstacles such as providing equipment for experiment and demonstration using local resources materials if school does not provide it.
7. For further researchers, it is suggested to distinguish characteristics between concept map and content diagram based on the inclusion of linking words and cross links.
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Muhammad Rifqi Rofiuddin, 2014
Application Of Five-Stage Conceptual Teaching Model By Utilizing Cmaptools To AnalyzeConceptual Change And Cognitive Learning Outcomes On Light And Optics Topic Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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