THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT.
Tita Yartini, 2014
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON
CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT
IN SYMBIOSIS CONCEPT
RESEARCH PAPER (SKRIPSI)
Submitted as requirement to obtain degree of Sarjana Pendidikan in International Program on Science Education study program
Arranged By: Tita Yartini
(1002339)
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
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Tita Yartini, 2014
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON
CREATIVE SKILLS AND STUDENTS’ACHIEVEMENT
IN SYMBIOSIS CONCEPT Oleh
Tita Yartini
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan di Fakultas Pendidikan Matematika dan Ilmu Pengetahuan
Alam
© Tita Yartini 2014 Universitas Pendidikan Indonesia
Juli 2014
Hak Cipta dilindungi undang-undang
Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan mencetak ulang, difotokopi, atau cara lainnya tanpa ijin dari penulis
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Tita Yartini, 2014
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu MOTTO
“ Sesungguhnya sesudah kesulitan ada kemudahan. Maka apabila
kamu telah selesai dari suatu urusan, kerjakanlah sungguh-sungguh
urusan yang lain, dan kepada Tuhanlah hendaknya kamu berharap”. (
Q.S. Al Insyiroh: 6-8 )
“Allah akan meninggikan kepada orang-orang yang beriman diantara
kamu dan orang-orang yang berilmu beberapa derajat”.
( Q.S. Al Mujadalah :11)
Bandung, July 2014 The Author
Tita Yartini 1002339
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Tita Yartini, 2014
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu DECLARATION SHEET
I did hereby declare that every respect which is written in research paper
entitled “THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON
CREATIVE SKILLS AND STUDENTS’ ACHIEVEMENT IN SYMBIOSIS
CONCEPT” is genuinely pure result of my own original ideas, efforts, research, work and not copy or plagiarized from other papers. The opinions or findings of others which is contained in this research paper have been quoted or referenced based on scientific code of conduct and accordance with an ethical science that applies in scholarly society. This declaration is created truthfully and consciously, when subsequently it is violation towards scientific ethics, or if there is a claim of any others towards the authenticity of this research paper, hence I am willing to responsible and accept academicals sanctions correspond to applicable rules.
Bandung, July 2014 Declarant,
Tita Yartini 10023
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Tita Yartini, 2014
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu i
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Tita Yartini, 2014
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON
CREATIVE SKILLS AND STUDENTS’ ACHIEVEMENT
IN SYMBIOSIS CONCEPT
Tita Yartini
International Program on Science Education 1002339
ABSTRACT
An active and enjoy full in learning such as implementing role playing and creating scenario design product touted as one of effective learning method that provides students alot of activities to solve the challenging problems that involve students' in learning process in the classroom. This research was investigated the impact of Role Playing with Scenario Design on Creative Skills and Student Achievement in Symbiosis Concept. The method which is used in this research was used combination of pre experimental and descriptive method. The sample was taken purposively (n= 21 students) 7th grade in Bilingual Islamic School at Bandung Barat. The quantitative data of this research was gained through objective test, while the qualitative data gathered through rubrics and questionnaire. The research procedures generally are: 1) Preparation study that analyzes literature review that becomes research problem 2) Implementation role playing with scenario design and collecting the data. 3) Analysis and discussions. The analysis of the result in this research, there are significance differences that
obtained improvement on students’ achievement with normalized gain 0.75 those
results categorized into high improvement. Creative skills measured that consist of process and product. Creative skills in process that will be seen during implementing role playing with scenario design while creative skills product that will measure by scenario design product. All of the results are supported with the response of students towards role playing with scenario design as treatment which showed positive response in all indicators. This research indicated that role playing with scenario design as method that can implement in teaching learning process to become meaning full and enjoy full in learning
Key words: Role Playing with Scenario Design, Creative Skills, Students’ Achievement, Symbiosis.
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Tita Yartini, 2014
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
DAMPAK METODE ROLE PLAYING DENGAN MERANCANG SKENARIO PADA KETERAMPILAN KREATIF DAN PRESTASI
BELAJAR SISWA DALAM KONSEP SIMBIOSIS
TitaYartini
International Programon Science Education 1002339
ABSTRAK
Dalam belajar diperlukannya seperti menerapkan yang menjadikan siswa aktif dan menikmati pembelajaran. Metode Role Playing dan merancang skenario adalah sebagai salah satu metode pembelajaran yang efektif yang melibatkan siswa memiliki banyak aktivitas untuk memecahkan masalah yang menantang yang melibatkan siswa dalam proses pembelajaran di kelas. Penelitian ini meneliti dampak dari Role Playing engan Skenario Design pada Keterampilan Kreatif dan Prestasi Belajar Siswa di Simbiosis Concept. Metode yang digunakan dalam penelitian ini digunakan kombinasi metode pre eksperimen dan deskriptif. Sampel diambil secara purposive (n=21siswa) kelas 7 di Sekolah Bilingual Islam di Bandung Barat. Data kuantitatif penelitian ini diperoleh melalui tes objektif, sedangkan data kualitatif dikumpulkan melalui rubrik dan kuesioner. Prosedur penelitian pada umumnya adalah: 1) studi Persiapan yang menganalisis literatur yang menjadi masalah penelitian peran 2) Pelaksanaan bermain dengan desain skenario dan mengumpulkan data. 3) Analisis dan diskusi. Analisis hasil dalam penelitian ini, ada perbedaan signifikan yang diperoleh perbaikan pada prestasi siswa dengan normalisasi gain 0.75 hasil tersebut dikategorikan tinggi. Keterampilan kreatif diukur yang terdiri dari proses dan produk. Keterampilan kreatif dalam proses yang akan terlihat selama melaksanakan peran bermain dengan desain skenario sementara produk keterampilan kreatifyang akan mengukur dengan desain produk skenario. Semua hasil yang didukung dengan respon siswa terhadap peran bermain dengan desain skenario sebagai menunjukkan respon positif disemua indikator. Penelitian ini menunjukkan bahwa peran bermain dengan desain skenario sebagai metode yang dapat diterapkan pada proses belajar mengajar menjadi lengkap dan sangat dinikmati siswadalam belajar
Kata kunci: Role Playing dengan Skenario Desain, Keterampilan Kreatif, Prestasi Siswa, Konsep Simbiosis.
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Tita Yartini, 2014
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
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Tita Yartini, 2014
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
A. Background... 1
B. Research Problem... 3
C. Reseach Objective... 4
D. Limitation of Research... 4
E. Significant of Research... 5
F. Structure of Research Paper... 6
CHAPTER II LITERATURE RIVIEW A. Role playing with Scenario Design... 7
B. Creative Skills... 11
C. Student Achievement... 14
D. Symbiosis Concept... 19
E. Hypothesis... 21
CHAPTER III METHODOLOGY A. Location, Population, and Sample of Study... 22
B. Research Method and Design... 23
C. Operational Definition... 25
D. Research Instrument... 26
E. Research Procedure... 31
F. Data Collecting... 37
G. Research Schedule... 38
H. Research Analysis... 39
CHAPTER IV RESULTS AND DISCUSSION A. Results of Implementation RolePlaying with Scenario Design Learning Process... 43
B. Result of Creative Skills... 49
C. Result of Students’ Achievement... 72
D. Result of Students’ Response... 81
E. Discussions... 95
CHAPTER V CONCLUSION AND RECOMMENDATION A. Conclusions... 103
B. Recomendations... 104
REFERENCES... 105
APPENDICES... 108
AUTHOR BIOGRAPHY... 265 TABLE OF CONTENTS
DECLARATION... ABSTRACT... PREFACE... ACKNOWLEDGEMENT... TABLE OF CONTENT... LIST OF TABLE... LIST OF FIGURES... LIST OF APPENDIX ... CHAPTER I INTRODUCTION
i ii iii iv vii viii x xii
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Tita Yartini, 2014
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu vii
LIST OF TABLE
Table 2.1 Categories of Role Playing... 8
Table 2.2 Component of Scenario Based Design... 11
Table 2.3 Affective as A Process of Creative Skills... 13
Table 2.4 Cognitive Aspect as A Product of Creativity... 14
Table 3.1 Blueprint of Pretest – Posttest Question Objective Test... 27
Table 3.2 Blueprint Rubric of Performance... 28
Table 3.3 Blueprint Rubric of Scenario Design Product... 30
Table 3.4 Blueprint of Questionnaire... 31
Table 3.5 Classification of Difficulty Level... 34
Table 3.6 Summary of Difficulty of Level... 34
Table 3.7 Classification of Discriminating Power... 35
Table 3.8 Summary of of Dicriminating Power... 36
Table 3.9 Research Schedule Implementation... 38
Table 3.10 Categories of Average Normalized Gain... 40
Table 3.11 Categories of Creative Skills... 41
Table 3.12 Students’ Response of Scoring Guideline... 42
Table 4.1 Summary of Creative Skills in Process... 49
Table 4.2 Result of Dare to Take Risk Criterian in Teacher Direction... 51
Table 4.3 Result of Dare to Take Risk Criteria in Scenario Design... 51
Table 4.4 Result of Dare to Take Risk Criteria in Role Playing Practice... 52
Table 4.5 Result of Dare to Take Risk Criteria in Role Playing Show... 53
Table 4.6 Result of Feel the Challenge Criteria in Teacher Direction... 54
Table 4.7 Result of Feel the Challenge Criteria in Scenario Design... 54
Table 4.8 Result of Feel the Challenge in Role Playing Practice... 55
Table 4.9 Result of Feel the Challenge Criteria in Role Playing Show... 56
Table 4.10 Result of Curiosity Criteria in Teacher Direction... 56
Table 4.11 Result of Curiosity in Scenario Design... 57
Table 4.12 Result of Curiosity in Role Playing Practice... 57
Table 4.13 Result of Curiosity in Role Playing Show... 58
Table 4.14 Result of Imagination in Teacher Direction ... 59
Table 4.15 Result of Imagination in Scenario Design ... 59
Table 4.16 Result of Imagination in Role Playing Practice... 60
Table 4.17 Result of Imagination in Role Playing Show... 61
Table 4.18 Summary of Creative Skill Product... 61
Table 4.19 Product of Scenario Design... 63
Table 4.20 Summary of pretest and posttest of students’ achievement... 73
Table 4.21 Summary of Cognitive Aspect in the Concept of Symbiosis 74 Table 4.22 Summary N-Gain value... 75
Table 4.23 Summary of Psychomotor Students’ Achievement... 80
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THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu viii
Table 4.25 Audiences’ Responses toward Role Playing Performance Group.... 83
Table 4.26 Audiences Responses toward Actor in Performance... 84
Table 4.27 Audiences Responses toward Story Plot... 85
Table 4.28 Audiences Responses toward Music... 86
Table 4.29 Audiences Responses toward Body Languange... 88
Table 4.30 Audiences Responses toward Expression... 89
Table 4.31 Audiences Responses toward Voice, Intonation, Articulation... 90
Table 4.32 Audiences Responses toward Costume... 91
Table 4.33 Audiences Responses toward Properties in Performance... 92
Table 4.34 Audiences Responses toward Science Content... 93
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LIST OF FIGURE
Figure 2.1 Creativity Scope 12
Figure 2.2 Bloom’s Taxonomy Revised... 15
Figure 3.1 Design Illustration of One Group Pretest-Posttest... 23
Figure 3.2 Research Plot... 24
Figure 3.3 Result of Reliability Test for Multiple Choice Questions... 33
Figure 3.4 Result of Reliability Test for Essay Questions... 33
Figure 4.1 Classroom Layouts in 1st Meeting During Lecturing... 43
Figure 4.2 Classroom Layouts in 1st Meeting During Discussion... 44
Figure 4.3 Classroom Layouts in 2nd Meeting Scenario Design... 44
Figure 4.4 Classroom Layouts in 3th Meeting Scenario Design Product... 45
Figure 4.5 Classroom Layouts in 4th Meeting Role Playing Practice... 45
Figure 4.6 Classroom Layouts in 5th Meeting Role Playing Show... 46
Figure 4.7 Implementation Material in the class... 47
Figure 4.8 Implementation of Scenario Design... 47
Figure 4.9 Implementation of Role Playing Practice... 48
Figure 4.10 Implementation Role Playing Performance... 48
Figure 4.11 Comparation Creative Skills in Process... 50
Figure 4.12 Comparation of Creative Skills Product... 63
Figure 4.13 Product of Scenario Design from Mutualism Group Part 1... 64
Figure 4.14 Product of Scenario Design from Mutualism Group Part 2... 65
Figure 4.15 Product of Scenario Design from Mutualism Group Part 3... 66
Figure 4.16 Product of Scenario Design from Mutualism Group Part 4... 67
Figure 4.17 Product of Scenario Design from Mutualism Group Part 5... 68
Figure 4.18 Product of Scenario Design from Parasitism Group Part 1... 69
Figure 4.19 Product of Scenario Design from Parasitism Group Part 2... 69
Figure 4.20 Product of Scenario Design from Parasitism Group Part 3... 70
Figure 4.21 Product of Scenario Design from Parasitism Group Part 4... 70
Figure 4.22 Product of Scenario Design Commensalism Group Part 1... 71
Figure 4.23 Product of Scenario Design Commensalism Group Part 2... 71
Figure 4.24 Product of Scenario Design Commensalism Group Part 3... 72
Figure 4.25 Comparation of pretest-posttest in students’ achievement... 73
Figure 4.26 Comparation of Cognitive Aspect in Symbiosis Concept... 75
Figure 4.27 Result of Receiving in Teaching Learning Process... 77
Figure 4.28 Result of Responding in Teaching Lerning Proccess... 78
Figure 4.29 Result of Valuing in Teaching Learning Proccess... 78
Figure 4.30 Result of Organization in Teaching Learning Proccess... 79
Figure 4.31 Result of Characterization in Teaching Learning Proccess... 80
Figure 4.32 Student Responses for Students who involve in Treatment... 82
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Performance Group... 84 Figure 4.34 Percentages of Audiences’ Responses toward Actor in
Performance... 85
Figure 4.35 Percentages of Audiences’ Responses toward Story Plot... 86
Figure 4.36 Percentages of Audiences’ Responses toward Music during
Performance... 87
Figure 4.37 Percentages of Audiences’ Responses toward Body Language... 88
Figure 4.38 Percentages of Audiences’ Responses toward Expression... 89
Figure 4.39 Percentages of Audiences’ Responses toward Voice, Intonation,
Articulation... 90 Figure 4.40
Figure 4.41
Percentages of Audiences’ Responses toward Costume... Percentages of Audiences’ esponses toward Properties during
91 Performance... 92
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ix
LIST OF APPENDICES
A LESSON PLAN
1. Lesson Plan 1st Meeting... 110
2. Lesson Plan 2rd Meeting... 115
3. Lesson Plan 3th Meeting... 120
B C WORKSHEET... OBSERVATION SHEET 124 1. Observation Sheet Teaching Learning Process... 137
2. Observation Sheet Students’ Learning Activities... 141
D 3. Observation Sheet Teacher Performance... OBJECTIVE TEST 143 1. Pretest Questions... 144
2. Posttest Questions... 151
E RUBRIC 1. Rubric of Creative Skills in Process... 166
a. Summary of Creative Skills in Process... 170
b. Result Data of Creative Skills in Process... 171
2. Rubric of Creative Skills in Product... 172
a. Summary of Creative Skills in Product... 174
F b. Result of Creative Skills in Product... QUESTIONNARE 175 1. Questionnare for Students’ in Role Playing with Scenario Design... 2. Summary of Questionnare for Student’s in Role Playing with 176 Scenario Design... 182
a. Data Result of Questionnare for Student for Criteria 1... 184
b. Data Result of Questionnare for Student for Criteria 2... 185
c. Data Result of Questionnare for Student for Criteria 3... 186
d. Data Result of Questionnare for Student for Criteria 4... 187
3. Questionnare for Audiences... 188
4. Summary of Questionnare for Audience... 190
a. Data Result of Questionnare for Audience Criteria 1... 193
b. Data Result of Questionnare for Audience Criteria 2... 196
c. Data Result of Questionnare for Audience Criteria 3... 200
d. Data Result of Questionnare for Audience Criteria 4... 202
e. Data Result of Questionnare for Audience Criteria 5... 204
f. Data Result of Questionnare for Audience Criteria 6... 206
g. Data Result of Questionnare for Audience Criteria 7... 208
h. Data Result of Questionnare for Audience Criteria 8... 210
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j. Data Result of Questionnare for Audience Criteria 10... 214
G INSTRUMENT ANALYSIS 1. Data Result Pretest... 216
2. Data Result Posttest... 217
3. Data Result N – Gain... 218
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H STATISTICAL ANALYSIS... 221
I VIDEO TRANCRIPT... 224
J MEDIA PRESENTATION... 247
K L STUDENT BIODATA... DOCUMENTATION 249 1. Student Name Card... 250
2. Properties in Symbiosis... 251
3. Scenario Design Product... 254
4. Properties Product... 257
5. Layout Class Management... 258
6. Implementing LearningMaterial... 259
7. Implementing Scenario Design... 260
8. Implementing Role Playing Practice... 261
9. Implementing Role Playing Performance... 262
2 M RESEARCH ADMINISTRATION... 263
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Tita Yartini, 2014
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I
INTRODUCTION
A. Background
In early 21st century, globalization has becoming hottest issue phenomena as its impact which all aspects of life are changing such as economical, technological, and science aspects (Green et.al in Nitko et.al, 2007). Because of that so many competition and challenge for human that be ready to face this phenomenon. So every country in the world should preparing human resources to develop more in economics, technology, and science aspects.
Based on Permendikbud Nomor 68 about the curriculum 2013. In external challenges that related with globalization and several issues such as environmental issues, information technology, creative skills, and also the improvement level in education. Based on Munandar, (2009) the improvement level in education has an important role to determine individual skills that responsible for improving the talents and optimal abilities that related with creative skills. It will fully functional if personal needs and society that already fullfilled.
Creativity is one aspect that support human resourses too face in 21st
centuries. Creativity that will be taken from some skills from process and result. So creative skills for students that needed to support learning process to reach our educational system outcomes for development in the era of globalization. Therefore, it takes a lot of aspects that support each individual students’ to be able to understand the concept of the learning process in the classroom such as teaching method that involves many students’ to participate actively in the learning process.
According to Patterson, et al (2012) said that learning method is one
aspect that knowing students’ achievement during learning process. Because
students’ achievement are not only the final cognitive scores obtained in 1
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Tita Yartini, 2014
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
students’ learning but also capable trained students’ for creative, logical, systematic, and objective outcomes so that support students’ to think from abstract concepts to the facts. Therefore students’ should be consider as social skills and ability high skills as result in students’ achievement. Because
students’ who have social skills and ability high skills will be able to answer
the challenge in real life that require students’ to interact with others and answer the problems that exist in daily life.
In the learning process especially for junior high school in science class usually sometimes students’ feel not enjoy, it was becoming less effective to constraint learning in the classroom. Some causes that make students’ boring in the class, because of learning process that make students’ lack to involve, it only one way communication that makes students’ didn’t want to follow the learning process in class. So, it should have a lot of things needed to make the students’ understand and fun to learn science that can
make learning process for students’ to become more effective (Graves, 2008).
In learning science actually not only the result in cognitive students’ achievement but also students’ should have some skills in the learning process, students’ are able to develop ways to learn by theirself, students’ participate in plan and implement learning activities. Learning science that be able to do assessment that more priority to students’ experiences and make students’ enyoyfull and meaningfull in learning. Therefore according to Mc Sharry & Jones, (2000), one the alternative method that support active learning in science class for students that can involve in learning process is role playing.
Role playing as an alternative method provide a powerful way to develop social skills and creative skills (Craciun, 2010). So, students’ should have hands on experience to understand the concept. Scenario design is also one of the alternative indicators to improve creative skills. Because the scenario based design belongs to these complementary approaches that learners are given the opportunity to construct their own meaning by way of creativity based on their experience participating in the scenario. Because
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THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
scenario design that make students’ will have the ability to illustrates that how people make the design as a representation of the result of think creatively (Rosson & Carroll, 2002).
According to the explanation above, creative skills is one of higher order thinking skills stated in 21st century skills to help these young people be prepared for dealing with the challenges (Ananiadou et al, 2009). Students’ should be prepare to develop their creative skills, because learning in 21st century should have tendence to students’ center, collaborative dan cooperative learning, emphasize in skill dan practice, oriented to process minded, discussion in the group and learning for future. So, In order to fullfill creative skills of students’ in the 21st century the best way to develop the skills of creativity, initiative, communication, problem solving, self awareness, and working cooperatively in a team is to play the role (Craciun 2010).
In this research, reasercher using symbiosis in ecosystem is one science content in learning science because symbiosis concept an understanding of the concepts that necessary to understand more deeply. Therefore, in the teaching and learning process, students’ are encouraged to think of how to build an understanding and creativity. So this concept, students’ can explore their ideas, their imagination to understand the concept easier, and also gives students’ the opportunity to develop their skills and awareness to make their own conclusions to understand that the importance of this concept in daily life situation.
Based on the various description above, resercher decided to observe the impact of role playing with scenario design on creative skills and
students’ achievement in symbiosis concept.
B. Research Problem
According to the explanation in background that has been described, problem that is stated in this following question: “How does the impact of
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THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
in symbiosis concept?”. Further, the research problem will formulate and state as the following questions:
1. How does the implementation role playing with scenario design on learning process?
2. How does the impact of role playing with scenario design on students’
creative skills in symbiosis concept ?
3. How does the impact of role playing with scenario design on students’
achievement in symbiosis concept?
4. How does the students’ response and impression after implementing role playing with scenario design on creative skills and students’ achievement in symbiosis concept?
C. Research Objective
According to the research problem proposed, therefore the aim of this research is arranged as follows:
1. To indentify the implementation of role playing with scenario design
on creative skills and students’ achievement in symbiosis concept
2. To investigate the impact of role playing with scenario design on
creative skills and students’ achievement in symbiosis concept
3. To analyze creative skills and students’ achievement after implementation role playing with scenario design
4. To identify students’ response and impression after implementing role
playing with scenario design in symbiosis concept.
D. Limitation of Research
In this research, in order to avoid missunderstanding and misconception some of term will used therefore some of the term need to be exp lained as folowing explanation:
1. Role Playing with scenario design in this study as alternative method is measured creative skills and students’ achivement. Role playing as process of learning method in science class while scenario design as product of learning.
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THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
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2. Creative skills in this study is measured to analysis based on William (in Munandar 2009), there are aspect in creative skills such as affective aspect such as dare to take a risk, feel the challenge, curiousity and imagination as process of creative skills and cognitive aspect as a product of creative skills such as fluency, flexibility originality and elaboration as a product of creative skills.
3. Students’ achievement in cognitive aspect is measured from objective
test. So it will to know how far students’ understand about the concept
of in symbiosis concept. While measuring affective and psycomotor aspect is measured by a process during teaching learning process. 4. The concept only described the meaning, the type, the example and
the role in symbiosis concept such as mutualism, commensalism, and parasitism.
E. Significant of Research
This research is expected to be advantageous and give the contribution to meet the needs of these following:
1. For students’: Through the implementation of role playing with scenario design is expected that students’ will be able to build interest in learning, giving impact positive to develop students’ attitude and build students’ creative skill, students’ are able to reach meaningful and enjoyfull in learning process and also be aware that the concept influence in daily life situation
2. For teacher: This activities can give new perception and knowledge to develop teaching learning process and one of alternative method to
measure students’ creative skills in teaching learning process as well as
the innovative material which is appropiate with students’ competence expectation that will apply in teaching learning process in science class. 3. For other researcher who has the same focus of study, it is expected to
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THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu F. Structure of Research Paper
In order to get systematic structure of paper, this research paper is arranged based on the following organization structure:
1. Chapter I Introduction
This chapter consists of sub chapter which include: background, research problem, research question, research objective, limitation of research, significant of research and structure of research paper.
2. Chapter II Literature Review, and Hypothesis
This chapter consists of result of literature review from the experts about the concept related with the research, including: Role playing
with scenario design, creative skills, students’ achievement, and
symbiosis concept, assumptions and hypothesis. 3. Chapter III Methodology
This chapter is composed by the arrangement of research methodology and the hierarchy of research which describes about: location, population and sample of study, research design and method, operational definition, research instruments, research procedure, data collection and data analysis
4. Chapter IV Results and Discussions
This chapter reports the result of research implementation. It is divided into parts which generally describe about: results and discussions
5. Chapter V Conclusions and Recommendations
This chapter consists of two parts including conclusions, and recommendations
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THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III
METHODOLOGY
This chapter will describe the arrangement of research methodology and the hierarchy of research which describes about: research location, population and sample of study, research design and method, research instruments, research procedure, collecting data technic and procedure of analysis data.
A. Research Location, Population, and Sample of Study
This research divided into research location, population and sample of students’ as described the implementation of research about role playing with scenario design on creative skills and students’ achievement in symbiosis concept
1. Research Location
The research was conducted at Al-Azhar Syifa Budi Parahyangan that one of private Islamic Bilingual School at Bandung Barat which applied Indonesia Curriculum 2013 as teaching learning process.
2. Population and sample of study
Based on Arikunto (2010) stated that population is a set or collection of all element processing one or more attributes of interest all subject in
research. The data population was conducted from all students’ school in
7th grade that investigating the teaching learning process in the classroom. The sample of this research is one class of 7th grade IBNU BATUTAH that consists of 21 students in science class using purposive technic sampling. Purposive sampling often used in educational research, purposive sampling is determined sample by several considerations which give better probability in research.
B. Research Method and Design
The research method is defined as a scientific way to get the data with the purpose and specific uses. How meaningful scientific research activities are
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THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
based on the characteristics of science, namely rational, empirical, and systematic that will describe in following as:
1. Research Method
This research was used combination of pre experimental and descriptive method (Fraenkel, 2007). The data was taken only one group from pretest and posttest without control group, so it only one class that implement the role playing with scenario design as treatment. The variables are role playing with scenario design as independent variable when students’ creative skills and students’ achievement as dependent variables.
2. Research Design
The research design was used one group pretest ad posttest design. It research design data was taken that can be seen in the Figure 3.1
Pre- Experimental Group O1 X1 O2
Figure 3.1 Design Illustration of One Group Pretest-Posttest Notes:
O1 : Pre test O2 : Post test
X1 : Treatment (Role Playing with Scenario design
Based on the Figure 3.1 described that pretest – posttest applied without control variable using one class as experiment variable using a test to know students’ prior knowledge or pretest (O1), role playing with
scenario design (X) as a treatment, and the final posttest (O2) to know the
result after implementation the treatment. Research design was taken during a process and product result of creative skills and student achievement in implementation role playing with scenario design. In a way of knowing the procedure research design, it will represent in the following chart which illustrates the framework of research.
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THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
1st Stage: Preparation Literature Review
Analysis of learning method (Role Playing with scenario design)
Analysis of Creative Skill
Analysis of Students Achievement
Research Problem Identification
2nd Stage:
Research Question Making
instrument & implementation
Preparation for making
Instrument Research
Objective Test
Rubric of Creative Skills
Observation Sheet
Students’
Questionnaire
Lesson Plan Worksheet
Judgement Trial Validation
Revision
3rd Stage : Final
Qualified and Valid Instruments
Quantitative
Qualitative Observation
Treatment
Pre-test
Post-test
Collecting Data
Conclusion Discussion Data Analysis Result
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THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu C. Operational Definition
Operational definition was described every definition have indicator that can be measured from every variable in this research that included:
1. Role playing with scenario design is an alternative method that will implement in the class activities. It is advantages for students to become active learner and to develop their communication and creative skills. In order to implement of role playing with scenario design, one class of experimental group will choose. Class will divide into 3 groups, one group consist of 7 students. They have to discuss about in symbiosis concept and create scenario design. After that they perform role playing based on scenario. Rubric and observation sheet used to measure scenario design and role playing performance for process and product.
2. Creative skills were the ability to find something new and valuable. It created new combinations from several ideas, direct communication, and other things. There are some indicators that can measure creative skills based on William (in Munandar, 2009) such as in process of creative skills that included: dare to take risk, feel the challenge, curiosity, and imagination while in product of creativity that included: fluency, flexibility, originality, and elaboration. So using observation sheet and rubric as an instrument that measure creative skills from scenario design as a product of creativity and role playing performance as process.
3. Students’ achievement in this research consists of cognitive aspect, affective aspect and psychomotor aspect. A cognitive aspect in in symbiosis concept the concepts were essential in teaching and learning activities. According to Bloom’s Taxonomy revised cognitive aspect are consist of C1 (remember), C2 (understand), C3 (apply), C4 (analyze), C5 (evaluate), C6 (create) that will measured using an objective test, cognitive aspect will measure from C1 (Remember) to C3 (Applying) that consist of 20 question for multiple choice and for measure C4 (Analyze) to C6 (Creating) 3 question for essay with pretest and post-test. Then affective aspect are receiving, responding, valuing and organization and
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THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
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characterization that will measured during the process implementing. And psychomotor aspect consists of imitation, manipulation, precision, articulation, and naturalization that will measure during implementing role playing. So objective test that applied in learning process before implementation as pretest and after implementation as posttest to measuring student improvement in cognitive aspect while observation sheet will be applied to measure the process of student learning process.
D. Instructional Tools
To conduct teaching learning process though role playing with scenario design, there are some tools that should have to be prepared such as:
1. Lesson Plan
Lesson plan was contained a learning steps or sequences about whole process for implementing role playing with scenario design that learning process in symbiosis concept Lesson plan can be seen in appendix
2. Worksheet
Based on Kunandar (2008) state that worksheet is material which arranged with documented to guide and helps students’ easier in learning process. Using worksheet that student was followed to create scenario for implementation role playing with scenario design in learning in symbiosis concept.
3. Media Presentation
Media presentation was represented material about in symbiosis concept. This media used envelope that include learning content about in symbiosis concept. So generally students should know the concept about in symbiosis concept.
E. Research Instrument
The research instrument which is adapted to collect the data in this research consists of:
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THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1. Objective Test
In the form of questions was determined the ability of students before and after the implementation in symbiosis concept. Measuring students’ achievement used pretest and posttest.
a. Pretest
Pretest was conducted in the beginning of teaching learning process. It needed to know or intend student prior knowledge to the concept of in symbiosis concept. Objective test in pretest will describe in the Table below:
Table 3.1 Pretest– Posttest as Objective Test Blueprint
Concept Theme
Cognitive Aspect Multiple Choice
Question Essay Question
C1 C2 C3 C4 C5 C6
Definition of in symbiosis concept 1 5 -
Type of symbiosis in ecosystem - 4,19.2 0 13,1 4 1 The process of interaction that occur about in
symbiosis concept - 3,6,7,9 ,10 15 1
The example of in symbiosis concept 2 8,11,1 2 16
in symbiosis concept in daily life - 18 17 1
Total 2 13 5 1 1 1
b. Post test
Post test was conducted in the last section after making design scenario and implementing role playing activity. The question are same with pretest but with different question. The questions were made randomly to know the improvement of student to the concept of symbiosis
2. Observation Sheet
Observation sheet is forming that record student activity during learning process in the classroom (Kunandar, 2008). It was described how the learning process occurs in the classroom activity started until the end.
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3. Rubric
Rubric was used to access and determine the scoring based on indicator and criteria that already have. The data is determined the aspect about creative skills from process and product of students’ result in learning in symbiosis concept. Based on William model of creative skills that creative skills have two aspect such as affective as process and cognitive as a product of creative skills.
a. Rubric Form of Creative Skills Process
Rubric performance used in this instrument will be used to measure role playing performance test based on Williams, (in Munandar, 2009) which is consists of criteria creative skill that can be seen in the Table below:
Table 3.2 Blueprint Rubric of Performance
Criteria Description Score
3 2 1
Flexibility Speaking activeness
in giving idea
Student active with 3 dialog that speak during role playing drama
Student active with 2 dialog that speak during role playing drama
Student not active during role playing drama
Fluency
The ability to speak fluently with correct pronunciation
Students can speak fluently with correct pronunciation with vocabulary more
Students are less able to speak fluently with correct pronunciation but have not been able to understand vocabulary
Students are not able to speak fluently and still require stimulation of the words
Cooperation in group
Participation and respect for the role play group
Students are very excited to play the drama
Students are less eager to play the drama
Students not eager to play in the drama still need motivated Body
language
The ability to use body language
Students are active in playing the hand gestures and motion
Students are still in doubt play the body movements and hand gestures
Students do not play the body movements and hand gestures
Voice, intonation, articulation
The ability to plays a tone and voice change as characterization and speak loud enough to be able to be heard by the audience
Proficient students to play the appropriate role and voice audible to the audience
Less proficient students to play sound but speak loud enough to be heard by the audience
Students are not proficient to play the voice and the voice sounded very small and less audible to the audience
Expression
Ability to play and change the character of changes within their expression characterization
Students are adept at changing his expression to exactly fit the character characterization
Students are less adept at changing his expression to exactly fit the character characterization
Students are not adept at changing his expression to exactly fit the character characterization
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Criteria Description 3 Score 2 1
Originality
Give an answer that is not unusual, different from the other and most people rarely given and the results of its own
Students are able to and can think his own thoughts accordance idea
Students hesitation in giving an idea of his own thoughts
Students do not give the idea of his own ideas
Elaboration
The ability to Develop, add and enrich ideas (suitability role with dialogue)
Students can add and expand his own idea
Students are hesitant to add and expand his own idea
Students do not add and expand his own idea Dare to
take a risk Not afraid to fail or be criticized Students dare to take a role
Students are hesitant in take a role
Students do not dare to take the role
Feel the challenge
It can feel the challenge in playing a role
Actively participate in the challenge to feel how to play an actual role
Not very active in the feel challenge how to play an actual role
Not actively participate in the challenge to feel how to take an actual role Curiosity Acceptable in taking a role Students are able to play the character
students undecided to play the role that suits his character
Students do not correspond at all to the role Imagination Feel the emotion, feeling happy and
confident
Students looked confident in playing role playing
Students are hesitant to play a role
Students are not confident and not be afraid to play a role
Science content
Suitability of the material content of symbiosis toward role playing performance
Very appropriate with the content that played by taking role
Slightly incompatible with science content
Not in accordance with the content
Properties and costumes
The tolls when doing role playing
Properties are made complete with appropriate costumes made with incomplete characterization Properties and their costumes are not appropriate Properties that are not made and do not wear costumes
Overall performance
Appreciation of the role of appearance
Students are able to play very well with a
good appreciation Students are able to play well but less appreciation
Students do not act well and do not appreciate the role well
(Adapted by Williams in Munandar 2009)
b. Rubric Form of Creative Skills Scenario Design Product
This instrument used to measure students’ creative skills in the product of scenario design that can be seen in the Table 3.12
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Table 3.3 Blueprint Rubric of Scenario Design Product
Criteria Description Score
3 2 1
Completeness
Existence of theme, title, aims,
setting, plot, conflict, conclusion, solution, message ,design picture The scenario aspect shows less
than 7 aspects of all poster content
The scenario fullfill 7-9 aspects of all scenario contents
The scenario fullfiil completely 10 aspects of all scenario content
Content accuracy (Fluency)
Sparkling a lot of idea and always think about more than one answer
The scenario no shows description
in story line
The scenario shows description in story
line.
The scenario shows description in story line with design picture .
Labels – Organization (Flexibility) Interpretation to some picture, story, and problems
Picture are too small to view or no important items on scenario
design
Several items of importance on the scenario with dialog
view.
All items of important on the scenario there are have picture and
dialog with
fullpicture Attractiveness (Originality) Create and produce new expression.
The scenario is distractingly messy or very poorly designed
and colorless
The scenario is accepTable colorful thought it may be a
bit messy
The scenario is colorful in terms of design, layout, and neatness.
Steps (Elaboration)
Solve the problem with some steps
and detail.
There is massage to solve the
problem in scenario story
design
The scenario have a message to solve the problem given in
scenario story design
The scenario has a massege to solve the problem given in scenario design with unique story Relevancy Correlation among scenario aspects The scenario shows there are
no conflict problems.
The scenario has strong correlation between conflict problems -solutions
but the title is irrelevant.
The scenario has strong correlation from title until solution. (Relevant) and there is as
massage in
scenario aspect Legibility Readability The texts is hard to be read The texts is easy to be read The text interactive to be read Communicative The scenario interactive Between visual and dialog Not interesting and not communicative Interesting not
communicative Interesting and communicative
Dialog Create dialog conversation More than 4 Conversation More than 8 More than 12 conversation Time, Effort,
Energy
On time in finishing scenario
design
No fullfill the modul and scenario design
Fullfill only the modul completely
without scenario design collected late
Fulfill the module and scenario design completely with on time
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 4. Questionnaire
Questionnaire Form is instrument non direct communication technic (Kunandar, 2008). This instrument will is use scale likert to give feedback before implementing role playing with scenario design and after
implementing role playing with scenario design. For knowing students’
response and impression after implementation role playing with scenario design as a treatment in this research that can be seen in Table 3.13.
Table 3.4 Blueprint of Questionnaire
Indicator Question Number
Students’ respond toward team work ability as a
group
1, 2, 3, and 4
Students’ respond toward role playing with scenario
design
5, 6, 7, 8, 9, 10, 11, 12, 13, and 14
Students’ respond in doing role playing show on in
symbiosis concept
15, 16, 17, 18, 19 and 20
Students’ respond toward create scenario design on
in symbiosis concept
21, 22,13, and 24
F. Research Procedure
In this research general procedure will describe with several stages such as:
1. Preparation stage, implementation role playing with scenario design as a treatment stage and final stage. Preparation stage was important before doing the research such as:
a. Preliminary study on the characteristics of students, teachers, school, teaching learning process in the classroom.
b. Analysis of study and literature review that consist of analyzing role playing with scenario design, as a method, analyzing creative skills, analyzing student achievement
c. Discussion with expert lecture to formulate research problem identification
d. Research question was purposed that consist of the impact of role playing with scenario design on creative skills, the impact of role
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playing with scenario design on students achievement and the impression student response before role playing with scenario design treatment
2. The second stage making instrument and implementation role playing with scenario design that consists as follows:
a. According to the needs in answering research questions, instruments were arranged that consist of lesson plan, worksheet, objective test, rubric, observation sheet, and questionnaire.
b. Instruments judgment was conducted by expert that will judge the validity instruments
c. Conducting Validity of objective test
Validity is the ability of an instrument to measure what it is designed to measure (Arikunto, 2010). The instrument used in this research is a form of multiple choice questions and the essay question. To get 20 multiple choice and 3 essay questions can be used as a data collection for pretest and posttest. In this research, the item test should be tested or validated by the expert that will be tested. After validated by some expert lecturer then, it is necessary to test the validity of the instrument about the trial. The trial test item will implement in the upper grade of population. In this research, the trial of test item will implement in grade that already learn symbiosis concept. So from 40 question for multiple choice and 12 essay question that already made for instrument objective test, the validation of item test already got 35 item test for multiple choice and 12 essay question.
d. Analyzing Reliability
According (Priyatno (2010) state reliability is important that instrument that gives the same results if the give on the same subject although done by different people, at different times, and different places. Reliability testing was not showed on all of the items were made, but the item that consider to become valid. So, about to be tested reliability there are 35 items were previously tested its validity.
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Reliability test was using Alpha Cronbach's formula. The result of reliability test that already calculated by using SPSS version 20.0 for more detailed in the appendix. The conclusions of Alpha Cronbach's value of the 35 items were for 0.7081.It can be seen in the Figure 3.3
Figure 3.3 Result of Reliability Multiple Choices
From the analysis of Alpha Cronbach’s value (r11) for multiple
choice question is equal 0.708, while the value of rTable to test two sides at the 5% significance with df = 35-1 = 34, it can be got rTablewith 0,312. So, Alpha Cronbach’s Value (r11) can be proved to
be greater than the value of rTable (0.708 > 0.312). Reliability of
Alpha Cronbach's value of 0.708 so the result of reliability test for
multiple choice question means that the 40 test questions are High. While essay question, it can be concluded Alpha Cronbach’s Value for 12 item test the significant is 0.865. It can be showed in Figure 3.4
Figure 3.4 Result of Reliability Essay
From the analysis of Alpha Cronbach’s Value (r11) for essay
question is equal 0.865, while the value of rTable to test two sides at the 5% significance with df = 12-1 = 11, it can be got rTable with 0,576. So, Alpha Cronbach’s value (r11) can be proved to be greater
than the value of rTable (0.865 > 0.576). Alpha Cronbach's value of 0.876 so the result of reliability test for essay question means the 12
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu e. Analyzing Difficulty Level
After scoring the test papers, the researcher has arranged the scored test in order of scores that from the highest to the lowest score (Arikunto, 2010). So, in order to find out the level of difficulty for each item in the test, the following formula has been used:
(Arikunto, 2010) Notes:
P = Difficulty Level
B = Total of respondents who answer right Js = Total of respondents
Classification of difficulty level in each test item that used is based on (Arikunto, 2010) that can be seen in the Table 3.5
Table 3.5 Classification of Difficulty Level
Value Categories
0.00-0, 35 Difficult
0,35-0,74 Medium
0,75-0,89 Easy
0,90-1,00 Very Easy
(Arikunto, 2010)
Based on the classification of difficulty of level, to determine difficulty of level in this instrument to determine how the item test can be used before implementing role playing with scenario design as treatment. In the Table 3.6 shows summary of difficulty of level
Table 3.6 Summary of Difficulty of Level
Question Number Total
Question Percentage Category
16,18,26,28,32 5 12,5% Difficult
2,4,6,7,10,11,13,20,27,31,33,34,3
7 13 32,5% Medium
1,5,8,9,12,14,1517,22,23,29,30,38 13 32,5% Easy
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu f. Analyzing Discriminating Power
Discriminating power of test item is the ability of test item to distinguish between a high achiever and low achiever student (Arikunto, 2010). So, to obtain the discrimination power of the items, the following formula has been used:
DP RU RL
1 T 2
(Arikunto,2010) Notes:
DP RU RL
= = =
Discriminatory power.
Number of tests in the upper group who got Right item
Number of tests in the lower group who got Right item
T = The total of tests included in item analysis.
Classification of discriminating power is interpretation of item test based on Arikunto, 2010. The interpretation will describe in Table 3.7
Table 3.7 Classification of Discriminating Power
Value Categories
< 0,00 Not appropriate
0,00-0,19 Bad
0,20-0,39 Enough
0,40-0,69 Good
0,70 -1,00 Excellent
(Arikunto, 2010)
Based on the description about discriminating power and difficulty of level the data will analyze by using software Ana test version 4.0.9. Here in the Table 3.8 shows the summary of analyzing objective test for discriminating power
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Table 3.8 Summary of Discriminating Power
Question Number Total
Question Percentage Category
15,26,32 3 7,5% Not appropriate
1,6,11,16,18,19,21,24,
25,28,30,35,40 13 32,5% Bad
3,7,10,12,14,22,23,27,
29,31,36,39 12 30% Enough
4,5,8,9,17,33, 34,37,38 9 22,5% Good
2,13,20 3 7,5% Very Good
Based on the result consists of difficulty of level and discriminating power. The detail analysis of result will be seen in appendix.
g. After the validity already analyzed then, the instrument of objective already valid Next procedure
h. Trial test of test instrument was conducted to identify the quality of instrument for item validity
i. Validation occur if test already used based on analysis by expert
j. Revision Instrument of research based on the analysis and suggestion from an expert lecturer
k. Qualified and valid of research instrument that already used for implementing treatment process.
l. The process implementation that giving pre-test was conducted to identify students’ preliminary skills and prior knowledge students about symbiosis concept
m. Giving a treatment was conducted in 3 meeting, including, teacher direction, scenario design, and role playing performance. In conducting teaching learning process, there were three observers who observe during treatment.
n. After role playing with scenario design already implemented then collecting all data related with research.
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3. Final stage is finally of implementation role playing with scenario design that consists as follows:
a. Collecting data as result from implementation role playing with scenario design as treatment
b. All of data was calculated
c. The result of data calculation was analyzed d. Discussion to elaborate the result of analysis e. Conclusion based on result analysis
f. Recommendation that conduct after finishing the implementation that what should be avoid in this research to next research with same research focus.
G. Data Collection
The technic will use to collect the data in this research are: 1. Test
Test can use for measure basic competences and achievement (Arikunto, 2010). Data using for determine the result of student in teaching learning process in implementation role playing with scenario design on student achievement and creative skills.
2. Observations
Observations represent a frequently will use in form of data collection (Arikunto, 2010). Observation will use several tool to support observation such as document observation format, camera, video, type recording during teaching learning process.
3. Rubrics
Rubric represent to describe rating scale that already made based on criteria or indicator (Munandar, 2009). Rubric can give be easy to describe that data more prefer based on the criteria or indicator.
4. Questionnaires
Questionnaire include several question with documented which will use to collect the data and get information from respondent (Kunandar,
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2008). Questionnaire will use to support the data before and after implementing role playing with scenario design as teaching learning process.
5. Interview from video taken
Interview occurs to ask one participant open ended questions and record the answers (Arikunto, 2010). It transcribes the data into words for analysis as a learning process to give strength and to obtain the appropriate data.
H. Research Schedule
The implementation role playing with scenario design method on creative skills and student achievement in symbiosis concept was conducted in nine meeting. The role playing with scenario design implemented from April 24th 2014 until Mei 27th 2014.
Table 3.9 Research Schedule Implementation
Day Date Time Location Material
Thursday April 24th
2014 13.20-14.40 IBNU BATUTAH Class Grade 7th
Pretest question of in symbiosis concept
Monday April 28th
2014 07.40-09.00 IBNU BATUTAH Class Grade 7th
Implementation in symbiosis concept Monday Mei 5th
2014 07.40-09.00 IBNU BATUTAH Class Grade 7th
Implementation scenario design of in symbiosis concept Thursday Mei 8th
2014 13.20-14.40 IBNU BATUTAH Class Grade 7th
Create a product of scenario design about the in symbiosis
concept Monday Mei 12th
2014 07.40-09.00 IBNU BATUTAH Class Grade 7th
Deadline a product of scenario design about the in symbiosis
concept Monday Mei 19th
2014 09.00-11.00 Aula SMP Al Azhar Syifa Budi Parahyangan Lt 4 Implementation role playing practice Thursday Mei 19th
2014 14.00-15.00 Aula SMP Al Azhar Syifa Budi Parahyangan Lt 4 Implementation Role Playing Show Monday Mei 26th
2014 07.40-09.00 IBNU BATUTAH Class Grade 7th
Posttest Question Tuesday Mei 27th
2014 15.00-16.15 IBNU BATUTAH Class Grade 7th
Implementation Questionnaire
In first meeting was giving the pretest that in order to know the student prior knowledge in symbiosis concept. After symbiosis concept was giving. Next meeting implementation scenario design, in here students’ divided into three group and then create scenario design product fourth meeting not only scenario but also some properties that will be needed before implementing role
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playing. So, researcher was given deadline for finishing the product of scenario design. In sixth meeting there was time to practice before implementing role playing performance. In seventh meeting, the time for implementing role playing performance that students’ here will act based on scenario that already made. Eighth meeting the time for implementing posttest that already know cognitive student achievement after treatment and last meeting implementing student response, not only student that feel the treatment but also the other student or audience that seen the implementing role playing performance as a method in teaching learning process.
I. Research Analysis Technic
Most of the result data will obtain will be analysis data instrument during teaching learning process in the beginning until the end that will describe in following as:
1. Scoring process
Scoring process will be analyzed by right answer based on scoring rubrics stated in blue print. The question will analyze from the total score that will calculate by using the following formula, (Arikunto, 2010)
∑
2. Calculation of Gain score and N-Gain score
(Arikunto, 2010)
According to research method used, analyzing data is used the correlation of pretest and posttest result to determining the normalized gain index. The
normalized gain is calculated by Average Normal Gain. The average g
factor can be calculated using the average scoring of the class pretest and posttest student individual score (Hake, 1998) It can calculate:
N Gain <
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Tita Yartini, 2014
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Hake (1998) said that the normalized gain is the meaningful measure of how well course teach. Three categories “high” for normalized gain greater than 0.7, “medium” between 0.3 – 0,7 and “low” below 0,3.
Table 3.10 Categories of Average Normalized Gain
Normalized Gain Categories
High >0.7
Medium 0.3<x<0.7
Low <0.3
3. Hypothesis Test
(Hake, 1998)
This research used hypothesis to analyze hypothesis for more significant that using pretest and posttest. The hypothesis in this research is:
Ho : There are no significant differences between standard values with
posttest
H1 : There are significant differences between standard values with
posttest
This test will used by using SPSS 20.0. Before t-test hypothesis, it should be testing requirement that fulfill such as:
a. Normality test
Using of parametric statistic has a deal with assumption that each variable in this research that will be analyzed form a normal distribution. If the data is abnormal, the parametric can’t be used. It has to use non- parametric statistic. Normality test is to know whether the sample comes from population that has normal distribution or not. In this research, Normality test is uses statistic test from SPSS 20, Kolmogorov-Smirnov with significance level (α) is 0,05. The criteria is when significance value > 0,05 so, H0 will be accepted and H0 will be rejected or denied if
significance value < 0,05. (Priyatno, 2010) b. Homogeneity test
Homogeneity test or used for determine a sample from population that originated from two classes that homogeny. Homogeneity test that is
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Tita Yartini, 2014
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
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done in this research is Test of Homogeneity of Variance in SPSS 20.0 when significance value is >0,05 then H0 will be accepted and H0 will be
rejected or denied if significance value < 0,05. This test is used in several condition, the sample has to be distributed normally (Priyatno, 2010). c. T-test
This test might be used to determine the differences between standard value with posttest, this test using SPSS 20.00 with criteria is Ho will be rejected if t computation >t table and Ho will be rejected if t computation <t table
(Priyatno,2010). Based on the result used SPSS. 20.00 that significant for t test is 0.802 with frequency are 0.064. It means that Ho is rejected. 4. Observational Sheet Analysis
The form will be analyzed the process of learning activities in the classroom. It divided into layout management and student activity.
5. Rubric Analysis
Determination of score percentage in each criterion will implement for analyzing qualitative (Purwanto, 2012). The analysis can use as supporting information of improvement in each criterion. The formula below will be used in this calculation.
The category is presented as follows:
(Purwanto, 2012)
Table 3.11 Categories of Creative Skills
Score Categories
86- 100 Very High
76-85 High
60-75 Medium
55-59 Low
0-54 Very Low
6. Questionnaire Analysis
(Purwanto, 2012)
According Kunandar (2008) said that data collection though questionnaire will be used to determine the response of the students. In the
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Tita Yartini, 2014
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
time of data analysis scale for calculating the following value that fulfillment of the other questionnaire circle mark on the available number with range 1-4 which represent strongly agree, agree, disagree, and strongly disagree The technique of converting score into percentage will be formulated as fo llows
Score =
(Kunandar, 2008) Based on formulate above that will be seen in the Table 3.12 to determine scoring guideline for students response.
Table 3.12 Students’ Response of Scoring Guideline Statement Strongly
Disagree Disagree Agree
Strongly Agree
Positive 4 3 2 1
Negative 1 2 3 4
In the time of data analysis, the process used by calculating the following value:
P = x 100%
Notes: P: Percentage,
f: Frequencies of the answer, n: Total of the response
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Tita Yartini, 2014
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions
Based on the result and discussion, it could be concluded that the impact of role playing with scenario design on students’ creativity has given impact to students’ from process and product of creative skill. Student can explore their creativity and shows positive impact through implementing role playing as process and creating scenario design as creative skills product. The impact can indicate from the result of creative skills and student response by questionnaire that proven student interest, and improvement their creativity.
Beside that the impact of role playing with scenario design can improve students’ achievement in symbiosis concept that it can be noticed by processing the differences between pretest and posttest score. Based on the analysis result will conclude that there is significant differences score of pretest and posttest in learning symbiosis concept. The significant differences can be seen by calculate normalized gain which is 0,75 which included as high category. So there is significant impact of role playing with scenario design on student achievement in symbiosis concept.
The impact of student response towards the implementation of role playing with scenario design shows the positive response not only student who involve in role playing with scenario design but also student who evaluated or audiences that already saw role playing performance. This method can increase student interest, activeness, understanding, as well as student communication. Overall, the implementation role playing with scenario design indicated student already enjoy full in teaching learning process and also it can also trigger student to collaborate with their group.
B. Recommendations
There are some recommendation based on the finding of the research that has been conducted and the consideration that implementation is still need to
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THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
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be improved. The recommendation and suggestion that necessary to be concluded by the researchers are:
1. Role Playing can be implemented as an alternative teaching method in other science concept in school.
2. Before designing the instrument to measure the creativity, the analysis of the indicator based on the expert has to be more specific so it can be appropriate to concept.
3. Consider about time management, since role playing need a lot of time and preparation before implementation
4. Students’ in the class have different personality, they unique and also different characteristics so teacher need to become more specific to identify student characteristics
5. Try to make research instrument in detail explanation that avoid some data to become more specific in analysis.
6. Be patience during guide the student because student in junior high school still want to play during teaching learning process
7. Consider giving instruction, it should be guided student to understand about our instruction to avoid misconception about the concept.
8. It will be more completed if creative skills will measure not only impact but also comparing in each indicator.
9. This reseach can more completed if the method using 2 concept and 2 class as comparing
10. During implementation it more speasific and good data if observation using 2 video taking with good shooting.
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Tita Yartini, 2014
THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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