The Impact of Peer Led Team Learning on Students' Cognitive and Leadership Skills in Learning Global Warming.
Rizky Nur Lestari, 2015
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CHAPTER V
CONCLUSION AND RECOMMENDATION
A. Conclusion
According to the result of the impact of peer led team learning method
towards students’ cognitive and leadership skills of students can be
concluded as follow:
1. The implementation of Peer Led Team Learning is not able to improve
students’ cognitive on Global Warming concept, it can be proven by the
result of analysis which shown the significance value is 0.529 that is higher than 0.05 so that Ho is accepted, meaning that there is no
difference between of students’ cognitive after the implementation of peer led team learning. in line with students’ improvement analysis which shown 30.42% students’ improvement in experimental class that
is lower than control class.
2. The roles of team leader towards team during the implementation of Peer Led Team Learning is also influenced the improvement of the team. It can be noticed by the result of the aspects of leadership skills that can be achieved by each team leader. The highest percentage of team leader in fulfilling the leadership skills aspect is team leader in group 1, which got 77.77% yet able to reach the highest percentage of team improvement which got 40%
3. The respond of students towards the implementation of peer led team learning shows positive respond in all indicators; Learning leisure in using Peer Led Team Learning, The Usefulness of Peer Led team Learning, and Preference of Learning.
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B.Recommendation
Based on the research that has been conducted and concluded, there are several recommendations that should be suggested by the researchers, some of them are
1. Peer Led Team Learning can be used as a model can be implemented as an alternative of teaching strategy in science concept to improve
students’ leadership skills.
2. Leadership Skills test that is used in this research can be modified according to the concept that will be taught, so that the result will be
appropriate with the subjects’ requirement
3. During the implementation of Peer Led Team Learning, it is necessary for teacher to keep guide the students in enhancing the concept. It is necessary for students to have better understanding by the guidance from both teacher and team leader.
4. More training and session can be considered in implementing Peer Led Team Learning. Thus the result of leadership skills aspects can be obtained based on the exact result.
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CHAPTER III
RESEARCH METHODOLOGY
A. METHODOLOGY
1. Research Method and Research Design a. Research Method
Research method that use in this paper is quasi experiment. Quasi experiment includes assignment, but not random assignment of participants to group it is due to experimenter cannot create groups for experiment (Creswell, 2012).This method is appropriate with the purpose of the research which is investigate the impact of peer led team learning method towards students’ cognitive and leadership skills. Hence, there are 2 groups that involved in the experiment, control and experimental groups. The control group is the group which not given any treatment meanwhile the experimental group is the group which given experimental treatment (Creswell, 2012). In this research this method gives different treatment to two different classes, 7th grade students. Both of them assessed with the same questions, but given different treatment.
b. Research Design
Research design that use in this paper is one group pretest posttest design. Based on Creswell (2012) in this research design, two groups group measured or observed before and after treatment. This design compares two groups and the result may also be present. Pretest design provides a measure on participants before given any treatment and posttest measure some attribute of participant after given treatment (Creswell, 2012).
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Here are the diagram of this design is as follow:
Table 3.1 Research Design: The One Group Pretest-Posttest Design
A O1
Pretest
X
Treatment
O2 Posttest
B O1
Pretest
____________ O2 Posttest
(Creswell, 2012)
Note:
A : Experimental group which given project “how to reduce greenhouse gases” by the guidance of peer leader
B : Control group which given experiment “reducing greenhouse gases”
O1 : Pretest O2 : Posttest X : Treatment
Pretest and Posttest which as dependent variable and the treatment given is the method that Author would like to implement on this study, pretest and posttest item are the same item, which is depend on certain scale that Author measure toward groups.
B. Participants
The participants in this research were students in 7th grade in one international school in Bandung. There were 20 students that involved in this research, 10 students for each control and experimental class. Those two classes were chosen based on purpose. Before conducting the treatment, both classes were observed in order to know which classes that has good leadership skills and able to learn with peer led team learning.
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C. Population and Sample
The location of this research is International Junior High School in Bandung which uses English as their main language, and National Curriculum 2013 and one of International curriculum.
The population in this research will be 7th grade students. The sample of this research is two classes which are Secondary 1a as experimental group and given treatment project learning, about how to decrease greenhouse gases by guidance of peer leader and Secondary 1b as control group and given treatment experiment about reducing greenhouse gases.
The technique of sampling will be Purposive Sampling. According to Fraenkel and Wallen (2007) stated that purposive sampling which researcher choose the sample based on some consideration, which compare cognitive achievement. Meanwhile, the researcher choose sample based on leadership skills that the students’ have.
D. Assumption
The assumptions as the foundation of this study as follow:
1. Peer led team learning can convince under-represent students, provide experience for students in leadership and enhance students’ cognitive (Horwitz and Rodger, 2009).
2. Peer led team learning is proven can increase students’ attitude towards science, build students’ confidents, and develop some skills of students (Bramaje and Espinosa, 2013).
3. Peer led team learning is able to gain students’ critical thinking in science course and it also able to improves students’ performance especially in female (Quitadamo, Brahler, and Crouch, 2009) 4. The implementation of peer led team learning is proven can
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5. Peer led team learning can improve retention of students and motivate students to learn better, students are more responsible, and gain more retention (Lewis, 2011).
E. Hypothesis
Null Hypothesis that is tested in this study are as follow:
Ho : There is no difference of students’ cognitive and leadership skill in learning global warming through Peer-Led Team Learning method H1-1: There is difference of students’ cognitive in learning global warming
through Peer-Led Team Learning method.
H1-2: There is difference of students’ leadership skill in learning global warming through Peer-Led Team Learning method.
F. Operational Definition
In order to avoid misunderstanding in this research, therefore the operational definition that needs to be explaining as follow:
1. Peer-Led Team Learning is one of learning method which involves students working in small groups which facilitate by a trained leader. Learning process is conducted by using group project in order to create a product which is in line with global warming concept. there are two things that will be measured after conducting this learning method, there are leadership skills which can be measured by observing how peer leader manage the team and cognitive level of students which is measured before and after the treatment given by giving 20 multiple choice questions which covers C1-C5. The syntax of this approach are: a. Teacher tells students about what peer led team learning is,
including the rules to implement peer led team learning
b. Teacher observe students in order to choose peer leaders for the team
c. Students that is compatible to be a leader then chosen by the teacher
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d. Teacher trains the team leader about the concept and leadership skills that they should have like responsibility, the urge of domination, consistency and perseverance, physical energy, success-oriented, articulate and persuasiveness, planning skills, determination and courage, self-confidence, empathy with the group, and emotional balance and control. Those several aspect of leadership skills measured by using observational sheet which is done by the teacher in order to assess the quality of peer leader e. Teacher implement the peer led team learning by using group
project the team should create a product which is in line with the concept by guidance of peer leader.
f. Teacher then observe the classes, the teams and peer leader, teacher still guide them but not as much as the peer leader
2. Cognitive that is measured in this research involves from Bloom’s taxonomy revision level cognitive of C1 (remember), C2 (understand), C3 (apply), C4 (analysis), and C5 (evaluate) based on Bloom’s Taxonomy Revision. This competence is measured by using multiple choice questions (pre-test and post-test), where consist of 20 items. Pretest done when students have not given any treatment meanwhile posttest done after students given the treatment. These test items will cover validity, reliability, difficulty level and discriminating power. 3. Leadership skill is the skills to influence other people, the indicators of
leadership skills is needed in order to be more focus in measuring students’ leadership skills. Teacher observes each of the team during the workshop, observes how team works and how peer leader manage the group by using observational sheet that is developed with some indicators of leadership skill.
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G. Research Instrument
Instrument is necessary to be used for gaining data; there are two instruments that are used in this research. Those instruments are described below:
1. Objective Test
Objective test that is use in this research is multiple choice questions which covers some cognitive level; C1 (remembering), C2 (understanding), C3 (applying), C4 (analyzing), and C5 (evaluating) that can be measure students’ cognitive in learning global warming in both experiment class which use peer led team learning as learning model and control class. By conducting objective test, it can indicates how effective the implementation of peer led team learning is for students’ cognitive. Here are the Objective Test Specification before validity test that has been judged and revised by expert and ready to be tested to students that have learnt global warming concept to check the validity of the questions
Table 3.2 Objective Test (pretest and posttest question) before validity test
No Concept Cognitive Domain ∑ %
C1 C2 C3 C4 C5
1 Greenhou se Gases
1,2,1 5
8,9,11 4,13, 14, 17,1 9
- 3 10 25
2 Greenhou se effect
12 - 10, ,29,3 3
6,21 39 7 17.5
3 The Effect of Global Warming
- 16
22,3 0 18,3 4,38 20,2 7,40
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No Concept Cognitive Domain ∑ %
C1 C2 C3 C4 C5
4 The Solution to decrease global warming
- 7 24 23,2 8,31 5,25, 26,3 2,35, 36,3 7
14 35
Total 4 5 11 8 12 40 - Percentage (%) 10 12.5 27.5 20 30 - 100
Here are the table shown the distribution of cognitive level in some subchapter of global warming concept after being tested by using ANATES
Table 3.3 Objective Test (pretest and posttest question) after validity process
No Concept Cognitive Domain ∑ %
C1 C2 C3 C4 C5
1 Greenhouse Gases
2 1 4 - - 3 15
2 Greenhouse effect
- - - - 20 1 5
3 The Effect of Global Warming
- 3 6,1 3
5,16 11 6 30
4 The Solution to decrease global warming
- 8 9,1 8 7,10, 12,1 4 15,1 7,19
10 50
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No Concept Cognitive Domain ∑ %
C1 C2 C3 C4 C5
Percentage (%) 5 15 25 30 25 - 100
The multiple choice questions were analyzed by using ANATES. Here are the requirements that analyzed in order to get the validity results are:
a. Validity
A test that can be said it is valid when it can measure what it purposes to measure (Arikunto, 2011). It provides the information to the researcher about how is the object that is measure. The validity of the test is influenced by the item of the test (Arikunto, 2011). The equation to measure the validity of test items as follow:
∑ [ ∑ ∑ ]
√[ ∑ ∑ ][ ∑ ∑ ]
Where,
rxy = items correlation coefficient. X = items scores
N = amount of subject
(Arikunto, 2011)
The validity of test item can be calculated by using ANATES software the value of it can be interpret in the table of validity interpretation as shown below.
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r11 = ( )(1-∑ ) Table 3.4 Validity Interpretation Correlation Coeficient Validity Criteria
0,80 < r ≤ 1,00 Very high
0,60 < r ≤ 0,80 High
0,40 < r ≤ 0,60 Enough
0,20 < r ≤ 0,40 Low
0,00 ≤ r ≤ 0,20 Very low
(Minium et al., 1993)
b. Reliability
A reliable test is the test that is able to provides the stability and consistency of the result of a certain character (Arikunto, 2011). The equation that is use to measure the reliability is shown in the next page:
Where,
r11= Instrument reliability n =Amount of question
∑ = Amount of Varian score in each item = Varian total
The reliability of test item can be calculated by using ANATES software the value of it can be interpret in the table of reliability interpretation as shown below
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Table 3.5 Reliability Interpretation Correlation
Coefficient
Reliability Criteria
0,80 < r ≤ 1,00 Very high
0,60 < r ≤ 0,80 High
0,40 < r ≤ 0,60 Enough
0,20 < r ≤ 0,40 Low
0,00 ≤ r ≤ 0,20 Very low
(Minium et al., 1993)
c. Difficulty level
A good test item is the test item which has balance the difficulty level of each problem that stated in the test item, the categories of difficulty level are: easy, difficult, and medium, those categories should balanced in the test item. The equation to measure difficulty level is shown below (Arikunto, 2012):
P =
P = Difficulty level
B = Number of students who answer correctly N= Total number of students
The difficulty level of test item can be calculated by using ANATES software the value of it can be interpret in the table of difficulty level interpretation as shown in the next page.
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Table 3.6 Difficulty Level
Value Criteria
0 – 0,29 Difficult
0,30- 0,69 Middle
0,70 - 1,00 Easy
(Arikunto, 2012)
d. Discriminating power
Discriminating power is use to determine students in higher achiever or lower achiever. Test item which has a good discriminating power can differ students in higher achiever and lower achiever (Arikunto, 2010). A good question is a question that can’t be answered by higher achiever is also can’t be answer by lower achiever. The equation to analyze discriminating power is shown below.
Dp = - =PA-PB
D = Discriminating power JA = Amount of high achiever JB = Amount of low achiever
BA= Amount of high achiever who answers question with the right answer
BB= Amount of low achiever who answers question with the right answer
PA = Proportion of high achiever who answers question with the right answer
PB = Proportion of low achiever who answers question with the right answer
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The discriminating power of test item can be calculated by using ANATES software the value of it can be interpret in the table of discriminating power interpretation as shown below.
Table 3.7 Classification of Discriminating Power
D Classification
0,00 – 0,20 Poor
0,21 – 0,40 Satisfactory
0,41 – 0,70 Good
0,71 – 1,00 Excellent
(Arikunto, 2010)
2. Observation Sheet
Observational sheet that used in this research is used to observed how team leader dominating the group and guides the team. Observational sheet that is used by the teacher to check how the quality of peer leader in each team . Observational sheet is arranged based on eleven of indicator of leadership like responsibility, the urge of domination, consistency and perseverance, physical energy, success-oriented, articulate and persuasiveness, planning skills, determination and courage, self-confidence, empathy with the group, and emotional balance and control, then those indicators adjusted with the activities that they do during project making.
Observational sheet for team leader during arranging the project based on Landau and Weissler (1991) and John (2007) will be attached on the appendix.
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3. Questionnaire
Questionnaire in this research is used to investigate students’ impression after learning global warming through peer led team learning. This questionnaire is based on Likert Scale. This is used to investigate the weakness of teaching learning activity. This questionnaire is given in the end of the lesson. Here is the blueprint of questionnaire that is used in this research
Table 3.8 Blueprint Students’ impression Questionnaire
No Student’s
Response Indicator
Number
Positive statement
Negative statement
1 Students Response toward Learning Leisure in Using Peer-Led Team Learning
Feel enjoy while they are learning in using Peer-Led Team Learning
1,2 3,4
Feel comfortable while they are learning in using Peer-Led Team Learning
5,6 7,8
2 Students Response toward The Usefulness of Peer-Led Team Learning
Face a difficulties in using Peer-Led Team Learning
9,10 11,12
Feel helpful using peer-led team learning, the existence of peer leader can guide the member of the group
15, 16 13, 14
3 Students Response of
Learning
Prefer learn using peer-led team learning to a conventional
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No Student’s
Response Indicator
Number
Positive statement
Negative statement
Method Preference
learning method
Total 10 10
There are four students’ response questionnaire, and 5 indicators to know students’ responses, each of indicators will be assessed by positive and negative statements. Each statement will be given four choices, there are strongly disagree, slightly disagree, slightly agree, and strongly agree. Data that obtained will be interpreted into some categories the categories based on Arikunto (2013) are
Table 3.9 Scoring Guideline of Students’ Response
Strongly Agree
Slightly Agree
Slightly Disagree
Strongly Disagree
Positive Statement 4 3 2 1
Negative
Statement 1 2 3
4
Arikunto (2013)
H. Instrument Analysis Result
1. Recapitulation of validation result of objective test
Objective test that used to measure students’ cognitive is 20 multiple choice questions about global warming concept, before conducting pretest and posttest, these instruments are tested by using ANATES tested in terms of validity, discriminating power, reliability, and difficulty level. These instruments were tested to 13 students of
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eight grader students who have learnt global warming concept before. The result of validation test would be displayed on the table below.
Test item Result
Reliability of these test item result: 0.97 (Very High)
Table 3.10 Recapitulation of Validation Test Result by using ANATES
Questi on Numb
er
Discrimina ting Power
Validity Difficulty Level
Status
1 Poor Invalid Easy Rejected 2 Poor Invalid Easy Rejected 3 Poor Invalid Easy Rejected 4 Satisfactory Very low Middle Rejected 5 Satisfactory Low Easy Rejected 6 Satisfactory Low Easy Rejected 7 Poor Invalid Easy Rejected 8 Poor Invalid Easy Rejected 9 Satisfactory Enough Easy Accepted 10 Satisfactory Very Low Easy Rejected 11 - - Difficult Rejected 12 Poor Invalid Easy Rejected 13 Satisfactory Very Low Easy Rejected 14 Satisfactory Low Middle Rejected 15 Satisfactory Low Middle Accepted 16 Good High Easy Accepted 17 Satisfactory Very High Easy Accepted 18 Good Enough Middle Accepted 19 Poor Invalid Easy Rejected 20 Good Enough Easy Accepted 21 Poor Invalid Difficult Rejected 22 Good Very High Easy Accepted 23 Excellent Enough Middle Accepted 24 Good Very High Easy Accepted 25 Excellent Very High Easy Accepted 26 Good Very High Easy Accepted
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I. Instrument Non Test Requirements 1. Observational Sheet
Observational sheet that used in this research is use to know how peer leader guides their team in making project. The criteria for leadership skills is based on Landau and Weissler (1991); John (2007). Observational Sheet filled by observer that observed how the team works, and how team leader guides the team in making project. Observer gives checklist on the observational sheet when team leader did during the project making.
2. Questionnaire
Questionnaire is used to investigate students’ response in learning global warming through peer led team learning. In some questionnaire, attached some questions that is used to investigate the quality of peer leader that can’t be observed directly by using observational sheet.
Questi on Numb
er
Discrimina ting Power
Validity Difficulty Level
Status
27 Good Very High Easy Accepted 28 Good Very High Easy Accepted 29 Satisfactory Low Easy Rejected 30 Good Very High Easy Accepted 31 Satisfactory Very High Easy Accepted 32 Satisfactory Very High Easy Accepted 33 - - Difficult Rejected 34 Good Enough Easy Accepted 35 Satisfactory Enough Easy Accepted 36 Satisfactory Very High Easy Accepted 37 Satisfactory Very High Easy Accepted 38 Poor Invalid Difficult Rejected 39 Satisfactory Very High Easy Accepted 40 Poor Invalid Easy Rejected
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a. Peer Leader Selection and Training
A qualified team leader is the one who has good cognitive understanding in the concept, and good leadership skills. Researcher first observed the condition of the class and each student in order to investigate which students that have good cognitive understanding yet good responsibility during teaching learning process in class. This observation was done 1 – 3 meetings before conducting the research. The team leader that chosen and the team are giving training on leadership skills. Since the character of the students is very active, researcher choose game of leadership to trained them in leadership skills by attaching some concept of global warming in the games. The leadership training implementation will be attached on the appendix.
J. Data Processing
In this research, there are two kinds of data that processed differently. Objective test processed by using SPSS software quantitatively; meanwhile observational sheet processed qualitatively. The explanation of processing data quantitatively will be shown below
1. Quantitative Data Processing
Quantitative data processed is done by using Microsoft excel in order to calculate the gain score and normalized gain by analyzing pretest and posttest result. Besides Microsoft excel, SPSS is also used to analyze the result in order to know the hypothesis H1 of this research is accepted or rejected by doing t-test. The process of how data calculated will be explained below.
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a. Score of Test Item
Test item consist of 20 multiple choice questions about global warming and subchapter of global warming. This test items that used for both control and experimental class is the questions that already tested by using ANATES, and validation process. Each correct answer will be given 5 score, and incorrect answer will be given 0 score. So that the final score for those who can answer all the questions correctly will be 100.
b. Gain Score and Normalized Gain
After processing the data and get the score from test item, data then processed through gain score and normalized gain score these score determined from pretest and posttest score. Based on Hake (1999) define that gain score comes from different result between pretest and posttest. This different result indicates the students’ improvement after giving treatment. Meanwhile, normalized gain is able to determine students’ achievement improvement. When gain is increase, so does normalized gain <g>
Here are the formula to calculate Gain score based on Hake (1999)
G = S
f -S
iWhere:
G = Gain score Sf = Post-test score Si = Pre-test score
(Hake, 1999)
The effect of implementing Peer Led Team learning can be seen in the result of Gain score that calculated by using Microsoft excel. These Gain score indicates how effective peer led team learning is towards students’ conceptual understanding. Furthermore,
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normalized gain is use to see students’ improvement, in both lower achiever and higher achiever. The formula of normalized gain based on Hake (1999) will be shown below
Where,
<g> = Normalized gain
G = Actual gain
Gmax = Maximum gain possible
Sf = Post-test score
Si = Pre-test score
(Hake, 1999)
The normalized gain which already obtained can be interpreted by using these criteria based on Hake (1999)
Table 3.11 Normalized Gain score classification
Value Category
<g> ≥ 0,7 High
0,7 ><g> ≥ 0,3 Medium
<g>< 0,3 Low
c. Normality Test
Normality test is done in order to know whether posttest data of test items is normal distribution or not (Ghasemi and Zahediasl, 2012). In this research, normality test will be used statistic and analyzed by using SPSS 20.0, Saphiro-Wilk with significance level (α) 0.05, for the data that is distributed normally parametric statistic can be used to analyzed the data and find its homogeneity. Meanwhile, for data that is not normally distributed, nonparametric statistic is used to analyze
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homogeneity and hypothesis test. The criteria of this parametric statistic are when significance value > 0.05. Hence, Ho will be accepted and H0 will be rejected or denied if significance value < 0.05 (Sudjana, 2005). The hypotheses are:
H0: Sample comes from population that has normal distribution. H1: Sample comes from population that has not normal
distribution.
d. Homogeneity Test
Homogeneity test is used in order to investigate whether the sample of population comes from the same variance or not. In this research, homogeneity test that used is Levene’s test by using significance level 5%, which analyzed by using SPSS 20.0. if two sample is homogenous, the next test that will used is t test, if both test is not homogenous, then it will used t’ test. The data will be considered as homogeny as if it’s significance value has higher or equal with 0.05 so that t test can be used to analyzed the data for the next step.
e. Independent T test
T test is used to analyzed whether the students who given treatment peer led team learning get some improvement or not. This improvement can be seen by analyzing the posttest score after implementing peer led team learning method. Here are the criteria of significance level of t test:
i. As if significance level (sig.) is higher or equal with 0.05 so that Ho is accepted
ii. As if significance level (sig.) is lower or equal with 0.05 so that Ho is rejected.
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In this research, there are two kinds of data that processed differently. Objective test processed by using SPSS software quantitatively; meanwhile observational sheet processed qualitatively. The explanation of processing data quantitatively will be shown below
2. Score of Test Item
Test item consist of 20 multiple choice questions about global warming and subchapter of global warming. This test items that used for both control and experimental class is the questions that already tested by using ANATES, and validation process. Each correct answer will be given 5 score, and incorrect answer will be given 0 score. So that the final score for those who can answer all the questions correctly will be 100.
3. Gain Score and Normalized Gain
After processing the data and get the score from test item, data then processed through gain score and normalized gain score these score determined from pretest and posttest score. Based on Hake (1999) define that gain score comes from different result between pretest and posttest. This different result indicates the students’ improvement after giving treatment. Meanwhile, normalized gain is able to determine students’ achievement improvement. When gain is increase, so does normalized gain <g>
Here are the formula to calculate Gain score based on Hake (1999)
G = S
f -S
iWhere:
G = Gain score Sf = Post-test score Si = Pre-test score
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(Hake, 1999)
The effect of implementing Peer Led Team learning can be seen in the result of Gain score that calculated by using Microsoft excel. These Gain score indicates how effective peer led team learning is towards students’ conceptual understanding. Furthermore, normalized gain is use to see students’ improvement, in both lower achiever and higher achiever. The formula of normalized gain based on Hake (1999) will be shown below
Where,
<g> = Normalized gain
G = Actual gain
Gmax = Maximum gain possible
Sf = Post-test score
Si = Pre-test score
(Hake, 1999)
The normalized gain which already obtained can be interpreted by using these criteria based on Hake (1999)
Table 3.12 Normalized Gain score classification
Value Category
<g> ≥ 0,7 High
0,7 ><g> ≥ 0,3 Medium
<g>< 0,3 Low
K. Qualitative Data Processing
1. Descriptive Analysis of Students’ Cognitive Improvement
Descriptive analysis of students’ answer improvement is used to analyse the result of statistical analysis. Since the number of sample is not
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required to use statistical procedure, so that the data processed descriptively by analyzing the changing of each students’ answer from pretest to posttest in order to see the improvement of the students’ cognitive. Thus there are three criteria of students’ answer analyzing. Criteria:
+ : There’s improvement in student answer, student change the answer from pretest to posttest into the correct answer
* : Students keep on answering the correct answer from pretest to posttest
- : There’s no improvement at all, student answer the wrong answer
Students that experienced the improvement (students change the answer from wrong answer to correct one) in answering pretest to posttest will given plus sign (+), students that keeping the correct answer from pretest to posttest will be given star sign (*) and students that experienced no improvement which means students keep answer the wrong answer from pretest to posttest will be given minus sign (-). The way to calculate those criteria is that the amount of those signs in each student’s answer analysis divided by the total amount of the questions. The formula to calculate the sign will be given below.
+% =
x 100%
Another formula to calculate the percentage of students’ that keeping the correct answer from pretest to posttest will be explain below
*% =
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The last formula to calculate the percentage of students’ that no improvement from pretest to posttest will be explain below
-% =
x 100%
2. Students’ Questionnaire
The questionnaire interpreted to know how students’ response toward learning global warming by using peer led team learning method. The data was processed from the raw score to the percentage. It calculated based on each response and indicator of students. The formula that used to processed the data as follow:
P = x 100%
Where:
P : Percentage
f : score from frequency of the answer n : score from total response
(Sugiyono, 2008)
The questionnaire result was obtained based on the real situation that respond by the students right after learning through peer led team learning method in order to know the weakness of this learning method.
L. Research Procedure
In order to make the research focus and arranged systematically there are 3 stages that had been conduct, the stages including preparation stage, implementation stage, and completion stage
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1. Preparation Stage
In this step, researcher focus on determining the variable that will be use to conduct the research, prepare the information in order to support the research, the steps in preparation stage are:
a. Determine the independent and dependent variable of research b. Analyze the science content of secondary school
c. Literature study of peer led team learning d. Literature study of students’ leadership skills e. Analyze the indicators of students’ leadership skills f. Design the implementation
g. Designing the lesson plan, including teaching sequences and method to teach
h. Designing the instruments as tools to collect data (pretest-post test in form of test item, and questionnaire of students’ impression and students’ leadership skills
i. Revise the instrument after having suggestion by the experts
2. Implementation Stage
This stage is the stage where researcher implement the peer led team learning then collect the data of the research. Here are the steps of implementation stage:
a. Determine the experimental class
b. Give pretest to the experimental class in order to know students’ prior knowledge
c. Collect pre test result
d. Implement peer led team learning in learning global warming e. Give post test to the class to see the changing of the result
f. Give questionnaire about leadership skills and impression towards the implementation of peer led team learning
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3. Completion Stage
Completion stage is the final stage of this research the steps that should be done in this research are:
a. Collect the data based on the result of objective test and questionnaire
b. Analyze and discuss the result
c. Conclude the result based on result analysis
M.Research Scheme
Research scheme is a diagram that shows how the research conducts in systematic way from the preparation stage, implementation stage and completion stage. The scheme is shown in figure 4 in the next page
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Figure 3.1. Research Scheme Preparation Stage Implementation Stage Completion Stage
Design the instrument, test item and questionnaire
Experimental group (project + PLTL)
posttest Control group (experiment) Expert judgment Research implementation revision Design the implementation
Conduct Pre test Design Lesson Plan Analyze dependent
and independent variable of the
research
Analyze science content of secondary
high school in both national curriculum and cambridge Analyze the indicator of leadership skills Literature
study of Peer Led Team Learning Literature study of students’ leadership skill Validation test
Analyze the result Draw the
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CHAPTER I
INTRODUCTION
A. Background
The rapid growth of science and technology nowadays is insisting people to improve both skills and knowledge in order to be able to move forward facing the world. Science and Technology play some important roles in all level of community. In other words science and technology is a key to face the global era. Therefore, educators need to prepare students by modifying some teaching strategy in order to enhance students in skills, knowledge, the way students’ think, and attitude.
Factually most of teachers still use traditional method which is no longer appropriate with the condition nowadays. The old fashion teaching method is not eligible to be applied since this method force the students to memorize the concept by telling them the whole information about the concept, without giving them an opportunity to explore their skills, to have their own ideas, and construct the concept by their own way. This situation will lead the students to have less interest in learning science which can bring them to have low understanding in science (Boumová, 2008).
Cooperative learning is one of the learning approach that is should be implemented for students in secondary level (Cracolice et al., 2001). This type of learning is able to build students to be active in teaching learning process by giving them opportunity to explore themselves in how the way they thinking, how they communicate with others and how they involve in class. Teacher should guide students to explore themselves in finding the concept by their own in order to avoid passive learning yet provide long term memory effect for students while learning the concept.
Furthermore other advantage in using discussion in group is enable students to develop their social relation. There are some values which can be gain by the students while doing discussion in group learning in group
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provides students in developing their social relation, some values that can be enhance, learning in group train students to be more open minded in facing various opinion from others, it also helps students to interact and communicate each other, furthermore it helps students to pick out some social values that can be a fundamental aspect from the group that students’ have (Ali and Asrori, 2011). Meanwhile, based on Bramaje and Espinosa (2013) one factor which influenced students’ cognitive is that grouping students, small group is utilized to enhance students in discussion session by interact each other without hesitation. In other words, students with small group discussion experienced less hesitation to ask the concept thus, the discussion will lead students to have better understanding about the concept.
One of the cooperative learning is peer-led team learning, which developed by chemistry educators in 1990s which can be said as a better method that is able to challenge students to take responsibility for their own learning, while at the same time it is able to give them necessary guidance more than traditional learning.
Based on Horwitz and Rodger (2009) Peer-led team learning provides some advantages: improved leadership skills, opportunity to try out leadership, increase confidence of students, enhance in conceptual understanding and strengthen friendship among students, including other peer-leader. Other study also found that Peer-led team learning also provides learning situation where students can enhance both conceptual understanding reasoning abilities. Peer-led team learning exposed students in different areas such as exposure in teaching different strategy of teaching, confront new colleagues, build self confidence, exchange ideas with group, and develop different skill (Bramaje and Espinosa, 2013). Besides, the skills that can be developed by using Peer Led Team Learning are also stated in Indonesian National Curriculum, which is curriculum 2013 that stated on basic competence 2.1 Respect individual works in group, as the implementation on their daily life, in doing the experiment.
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Thus, the statement is correlate with the implementation of peer led team learning since peer led team learning is able to improve students’ leadership skills of students (Horwitz and Rodger, 2009), peer led team learning also able to improved students in small group discussion (Bramaje and Espinosa, 2013), by involving in small group discussion, students is able to respects other’s work, and opinion as requested in national curriculum 2013.
Nonetheless, a learning method can be considered success when those learning method can increase conceptual understanding and skills of students. According to Bloom taxonomy on Krathwohl (2002) the conceptual understanding can be measured in how students understand the concept, retrieving the relevant knowledge from long term memory, implementing the concept, analyzing how one part connect each other, critiquing on something based on several criteria, and producing an original product.
Author would like to enhance the conceptual understanding of students, and quality of teaching learning process by implementing peer-led team learning that elaborate with project making. By making the project, students are able to implement the concept that they learned in class then implement into the real situation which relate with their daily life. So that students not only learn the concept but also learn how to implement the concept and create something to face the problems in the daily life.
One of the skill that can be improve by using peer led team learning is leadership skills (Howirtz and Rodger, 2009) since the workshop of peer led team learning will run by a trained peer leader. Nowadays, people need the increasing number of effective leader in the future (Ogurlu and Emir, 2013) which means that teacher should not emphasis the students only in cognitive aspects but also in skills and personality since those aspects will be used in order to prepare them in the future to face the society. In fact, most of students in an International School in Bandung where the
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researcher did the research have ability to be a good leader by showing some indicators of leadership skills such as some students can show their responsibility to their work, and able to communicate and share their ideas to others.
Based on Winston and Patterson (2006) a leader is one people or more who has abilities, skills, and gifts to influence or trains the follower. Hence, a leader is the one who can bring the team to the success by giving a good influenced to the team. Meanwhile, Alalfy, Al-Aodah, Shalaby (2013) define some aspects that should be examine the leadership skills in academic purposes which stated that leadership skills in educational setting is able to examine some aspects from the leader, there are four distinct categories such as cognitive, interpersonal, business and strategic skills.
Other research was done by Bramaje and Espinosa (2013) defined that a leader should have better understanding than group member since the knowledge is necessary for the leader to interact within groups and able to play important role in group dynamic. Thus, intellectual ability is an important thing that a leader should have to help group member to understand the concept since the team will full guided by the team leader.
Those statement means that a leader that leads the team not only has good strategy in guiding the team, but also team leader should have high intellectual skills and good personality in order to be capable in guiding the team in a proper way.
The demands of the effective leaders are increasing day by day, so that teacher should provide opportunity for students to develop leadership skills for students, in order to fulfill future demand. Through peer-led team learning, teacher can provide opportunity for students to explore their leadership skills.
Refer to the curriculum 2013, Global warming is one of the concept that should be learn by students, based on core competence 3 Understand, implement, and analyze factual knowledge, conceptual, procedural, and
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meta cognitive based on his curiosity about science, technology, arts, culture, and humanities with an insight into humanity, national, state, and civilization-related causes of phenomena and events, applying procedural knowledge in a specific field of study according to their talents and interests to solve the problem and core competence 4 Processing, reasoning, and provide in the real of the concrete and abstract domains associated with the development of the learned at school independently, act effectively and creatively, and be able to use the method according to the rules of science. Hence, the concept is quite challenging for students to be used in implementing peer-led team learning. Since students demanded to have better reasoning skills in core competence 4 in curriculum 2013 and implemented what they have learnt to the real condition which is suitable with this result that will implemented project based learning combined with peer led team learning, since this concept will rise several problems that should be solved by the students through peer-led team learning workshop by guidance of peer leader and teacher.
Peer leader should facilitate and draw the opinions and beliefs of the followers so that followers can move from ambiguity to the clarity of understanding (Winston and Patterson, 2006). So that peer leader should act as a bridge for group member to help them gain the concept in easier way by guiding them in discussion session, the key of the success in the team is that how is the roles of peer leader during project making and how the presence of peer leader influenced cognitive understanding of the team. According to the result of the study about the implementation of peer-led team learning and leadership skills above, the author would like to analyze the effect of peer-led team learning implementation in students’ conceptual understanding and the roles of peer leader in each team during the learning by observing the leadership skills aspects that can be done by each peer leader.
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B. Research Problem
Based on the background above, the problem that arises in this research is stated in the question as follow: “How is The Impact of Peer -Led Team Learning Towards Students’ Conceptual Understanding and Leadership Skills in Global warming?”
C. Research Questions
There are several research questions guiding the study noted as follows:
1. How is the impact of Peer-Led Team Learning method towards students’ conceptual understanding in learning global warming concept?
2. How is the roles of all peer leader during the implementation of Peer Led Team Learning?
3. How is the students’ impression in learning global warming towards Peer Led Team Learning?
D. Limitation of Problems
In order to make the research become more focused, the problem is limited as follow:
1. Peer-Led Team Learning is one of learning method which involves students discussing in small groups, the groups meetings are designed and run by undergraduate students leaders, who are trained to facilitate groups learning (Horwitz and Rodger, 2009). Researcher would like to conduct the research by peer-leader students from the same class with member of the groups, and the workshop will be a group project which is in line with global warming concept.
2. Students’ Conceptual understanding that is measured in this research involves from Bloom’s taxonomy revision level cognitive
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of C1 (remember), C2 (understand), C3 (apply), C4 (analysis), and C5 (evaluate) based on Krathwohl (2002).
3. Students’ Leadership skills are the skills that should have by the leader to influence the follower (Winston and Patterson, 2006). This leadership skill is an essential ability to solve the conflict in group, risk taker, the ability of communicate with other (Spears, 2010). Skills that measured in this research based on Landau and Weissler (1991) are: responsibility, the urge of domination, consistency, physical energy, success oriented, articulate and persuasiveness, planning skills, determination and courage, self-confidence, empathy with the group, and emotional balance and control.
4. In this research, Global Warming concept as stated in curriculum 2013 for 7th grade, based on Core Competence number 2, and Basic Competence number 1, 2, 3 and 4
E. Research Objectives
These research objectives specified as follow:
1. To analyze the impact of peer-led team learning towards students’ conceptual understanding in learning global warming
2. To analyze the roles of each team leader in the team in learning global warming through peer-led team learning
3. To identify the students’ impression in learning global warming through peer led team learning
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F. Research Benefit
The results of this study are expected to provide the following benefits:
1. For teacher:
a) Provide the information about the influence of one of cooperative learning method which is peer-led team learning method towards students’ conceptual understanding
b) Teacher can enhance the method in teaching science in order to improve the teaching learning process especially in global warming concept both by implementing peer led team learning and project making
c) Teacher can improve both cognitive and skills of students through peer-led team learning method especially leadership skills of students, by assessing several leadership skills indicators and aspects from the team leader during project making.
d) Provide the data about how students’ impress this learning through questionnaire. This would provide the information the strength and weakness of peer led team learning.
e) As a reference for teacher about the method of teaching science in order to enrich teacher’s ability in teaching science concept 2. For Students:
a) Students have more opportunity to enhance their leadership skills by leading a group discussion and act as facilitator to the group in order to enhance cognitive of the team through peer-led team learning method
b) By using peer-led team learning method, hopefully students can enhance the quality of teaching learning process by actively involved in group discussion and brave to share their ideas c) Students will be able to learn how they interact each other
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Rizky Nur Lestari, 2015
discussion session and able to increase their critical thinking while defending their opinion in discussion session
d) Through peer-led team learning method, students can improve both cognitive and skills in joyful way. Students can explore themselves in discussion session by sharing the ideas with the guidance of the peer leader.
3. For other researcher:
a) As a reference for other researcher, how to conduct one of the cooperative learning called as Peer-Led Team Learning
b) Hopefully this research can contribute in other research as important data about the impact of Peer-Led Team Learning towards students’ conceptual understanding and leadership skills.
G. Organization Structure of Research Paper
In order to get the research paper systematically ranged, this research paper arranged based on the following organization structure as follow:
1. Chapter I: Introduction
This chapter explained the background of this research, the aimed of research why does the researcher conduct this research, continued with the benefit of the research in the same field of the research.
2. Chapter II: Literature Review
This chapter explains some literature review and theories which support the research. The explanation of this chapter include in Peer Led Team Learning, Conceptual Understanding and Cognitive, Leadership Skills and Global Warming.
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Rizky Nur Lestari, 2015
This chapter explains the research method, research procedures, the instruments that used how to process the data, and research plot. 4. Chapter IV: Result and Discussion
In this chapter, the research result are shown and followed by the discussion. It analyses the result and connect the result appropriate with some theories
5. Chapter V: Conclusion and Recommendation
Chapter V in this chapter is the last chapter that explained the conclusion based on the data and its analyses that has been processed in chapter IV. The suggestion is a necessary to minimize the difficulties yet obstacle to conduct further research.
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Rizky Nur Lestari, 2015
COGNITIVE AND LEADERSHIP SKILLS IN LEARNING GLOBAL WARMING
RESEARCH PAPER
(SKRIPSI)
Submitted as requirement to obtain degree of Sarjana Pendidikan in
International Program on Science Education
By
Rizky Nur Lestari
1100173
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION
FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
UNIVERSITAS PENDIDIKAN INDONESIA
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Rizky Nur Lestari, 2015
Leadership Skills in Learning Global Warming
Oleh Rizky Nur Lestari
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Matematika dan Ilmu Pengetahuan
Alam
© Rizky Nur Lestari 2015 Universitas Pendidikan Indonesia
Juli 2015
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.
(48)
Rizky Nur Lestari, 2015
THE IMPACT OF PEER LED TEAM LEARNING ON STUDENTS’ COGNITIVE AND LEADERSHIP SKILLS IN LEARNING GLOBAL
WARMING
By:
Rizky Nur Lestari
Approved and Authorized by, Supervisor I
Dr. Phil. H. Ari Widodo, M.Ed. NIP.196705271992031001
Supervisor II
Rika Rafikah Agustin, M.Pd. NIP. 198308032011211001
Perceive,
Head of International Program on Science Education Study Program
Dr. Diana Rochintaniawati, M.Ed. NIP.196709191991032001
(1)
8
Rizky Nur Lestari, 2015
F. Research Benefit
The results of this study are expected to provide the following benefits:
1. For teacher:
a) Provide the information about the influence of one of cooperative learning method which is peer-led team learning
method towards students’ conceptual understanding
b) Teacher can enhance the method in teaching science in order to improve the teaching learning process especially in global warming concept both by implementing peer led team learning and project making
c) Teacher can improve both cognitive and skills of students through peer-led team learning method especially leadership skills of students, by assessing several leadership skills indicators and aspects from the team leader during project making.
d) Provide the data about how students’ impress this learning
through questionnaire. This would provide the information the strength and weakness of peer led team learning.
e) As a reference for teacher about the method of teaching science in order to enrich teacher’s ability in teaching science concept 2. For Students:
a) Students have more opportunity to enhance their leadership skills by leading a group discussion and act as facilitator to the group in order to enhance cognitive of the team through peer-led team learning method
b) By using peer-led team learning method, hopefully students can enhance the quality of teaching learning process by actively involved in group discussion and brave to share their ideas c) Students will be able to learn how they interact each other
(2)
9
discussion session and able to increase their critical thinking while defending their opinion in discussion session
d) Through peer-led team learning method, students can improve both cognitive and skills in joyful way. Students can explore themselves in discussion session by sharing the ideas with the guidance of the peer leader.
3. For other researcher:
a) As a reference for other researcher, how to conduct one of the cooperative learning called as Peer-Led Team Learning
b) Hopefully this research can contribute in other research as important data about the impact of Peer-Led Team Learning
towards students’ conceptual understanding and leadership
skills.
G. Organization Structure of Research Paper
In order to get the research paper systematically ranged, this research paper arranged based on the following organization structure as follow:
1. Chapter I: Introduction
This chapter explained the background of this research, the aimed of research why does the researcher conduct this research, continued with the benefit of the research in the same field of the research.
2. Chapter II: Literature Review
This chapter explains some literature review and theories which support the research. The explanation of this chapter include in Peer Led Team Learning, Conceptual Understanding and Cognitive, Leadership Skills and Global Warming.
(3)
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Rizky Nur Lestari, 2015
This chapter explains the research method, research procedures, the instruments that used how to process the data, and research plot. 4. Chapter IV: Result and Discussion
In this chapter, the research result are shown and followed by the discussion. It analyses the result and connect the result appropriate with some theories
5. Chapter V: Conclusion and Recommendation
Chapter V in this chapter is the last chapter that explained the conclusion based on the data and its analyses that has been processed in chapter IV. The suggestion is a necessary to minimize the difficulties yet obstacle to conduct further research.
(4)
THE IMPACT OF PEER LED TEAM LEARNING ON STUDENTS’ COGNITIVE AND LEADERSHIP SKILLS IN LEARNING GLOBAL
WARMING
RESEARCH PAPER (SKRIPSI)
Submitted as requirement to obtain degree of Sarjana Pendidikan in International Program on Science Education
By
Rizky Nur Lestari 1100173
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
UNIVERSITAS PENDIDIKAN INDONESIA 2015
(5)
Rizky Nur Lestari, 2015
The Impact of Peer Led Team Learning on Students' Cognitive and Leadership Skills in Learning Global Warming
Oleh Rizky Nur Lestari
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Matematika dan Ilmu Pengetahuan
Alam
© Rizky Nur Lestari 2015 Universitas Pendidikan Indonesia
Juli 2015
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.
(6)
SHEET OF LEGITIMATION
THE IMPACT OF PEER LED TEAM LEARNING ON STUDENTS’ COGNITIVE AND LEADERSHIP SKILLS IN LEARNING GLOBAL
WARMING
By:
Rizky Nur Lestari
Approved and Authorized by, Supervisor I
Dr. Phil. H. Ari Widodo, M.Ed. NIP.196705271992031001
Supervisor II
Rika Rafikah Agustin, M.Pd. NIP. 198308032011211001
Perceive,
Head of International Program on Science Education Study Program
Dr. Diana Rochintaniawati, M.Ed. NIP.196709191991032001