S IPSE 1203110 Chapter3
20
CHAPTER III
RESEARCH METHODOLOGY
A. Research Method and Research Design
1. Research Method
The research method used for this research is quasi experiment.
Creswell (2012) stated that quasi experiments include assignment, but not
random assignment of participants to group. This is because the
experimenter cannot artificially create groups for the experiments. This
method is appropriate with the purpose of the research which is
investigating the effect of integrated science text book towards students’
conceptual understanding and students’ motivation in learning global
warming which are comparing the difference treatment on two difference
class.
2. Research Design
The design used in this research is pre-test and post-test design
(Creswell, 2012). The researcher assigns intact groups the experimental
and control treatments, administers a pre-test to both groups, conducts
experimental treatment activities with the experimental group only, and
then administers a post-test to assess the differences between the two
groups.
Table 3.1 Pre-test and Post-test Design
Select Control
Pre-test
Cellular text book
Post-test
Group
Select Experimental
Pre-test
Integrated text book
Post-test
Group
(Adapted from Creswell, 2012)
B. Research Location, Population and Sample
The location of this research is in one of the junior high school in Bandung
Regency. The population in this research is all 7th grade students at one of the
school in Bandung Regency. The sample are 7th grade students from two
different classes in one of the school in Bandung Regency. The sampling
technique that used is purposive sampling. This sampling technique based on a
certain consideration or purpose (Sugiyono, 2015).
C. Operational Definition
In order to avoid misconception about this research, some operational
definitions are explained in this research. Those terminologies are explained
as a follow:
1. Integrated Model is the model of learning materials which is one subject
with another subject in science are integrated or correlates each other. In
this research the subject is biology, chemistry and physic. Learning
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process is conducted by lesson plan and the integrated of biology,
chemistry and physic is available on research instruments (integrated
science text book).
2. Students’ motivation in this research is the feedback from students after
they learn using integrated science text book (experiment class) and
cellular science text book (control class). The indicators for measuring
students’ motivation using ARCS (attention, relevancy, Confidence,
satisfaction) Model and the question of the questionnaire is made by
researcher by following ARCS indicators. The indicator of ARCS model is
available on questionnaire which are: 1-4 questions is attention, 5-9
questions is relevancy, 10-11 questions is confidence and 12-14 is
satisfaction.
3. Students’ Conceptual Understanding in this research is the competence
of students that covers the level cognitive such as remembering (C1),
understanding (C2), applying (C3), and applying (C3). The indicators are
the atmosphere of Earth, Electromagnetic waves, greenhouse effect, acid
rain, greenhouse gasses, the effect of global warming, cause of global
warming and how to overcome global warming. This competence is
measured by using multiple choice questions and essay (pre-test and posttest).
D. Assumption
The assumption of this research are:
1. Integrated science text book using integrated model in global warming
topic can enhance students conceptual understanding better than science
text book using cellular model.
2. Integrated science text book using integrated model in global warming
topic can enhance students’ motivation better than science text book using
cellular model.
E. Hypothesis
Hypothesis that is tested in this study are as follow:
H0:
There is no effect in students’ understanding in learning global
warming between experiment class and control class using
integrated science text book and science text book.
H1:
There is an effect in students’ understanding in learning global
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warming between experiment class and control class using
integrated science text book and science text book.
F. Research Procedures
Generally, the procedure in this research is divided into three stages which
are preparation stage, implementation stage and completion stage. Each stage
has its own activities which are conducted during the research.
1. Preparation Stage
The steps are including the preparation stage as follows:
a. Analyze the teaching and learning process using science conventional
model (cellular model) and science integrated model
b. Analyze the usage of both methods on Indonesian curriculum.
c. Determine the sample and populations of this research
d. Literature review was conducted in analyzing the information about:
1) Integrated model
2) Students understanding which is consist of multiple choice and
essay
3) Students’ motivation using ARCS model
4) Global warming topic
e. Research problem is identified and elaborate with several research
questions. To answer the research questions, research instrument is
need for gaining the data. Arrangement of research instrument include:
1) Multiple choices and essay to measure the students conceptual
understanding.
2) Questionnaire of ARCS model to measure the students’
motivation.
3) Observation sheet to describe the condition of teaching and
learning process for implementing learning material using
integrated model and cellular model.
4) The whole of research instrument was judged by expert.
5) Trial test for multiple choices and essay instrument was conducted
to identify the quality of the instrument.
6) The result of trial test was analyzed.
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23
7) The revision of instrument test was done based on the expert
judgment result and instrument test analysis.
8) Draft of instrument
2. Implementation Stage
The steps are including the implementation stage as follows:
a. Distribute the pre-test to the control group and experimental group to
know the students’ prior knowledge within learning global warming
b. Conduct the treatment of conventional method using conventional text
book in learning global warming to the control group which are
conducted in four meeting that explain as follows:
1) 1st
meeting is pretest and introduction of global warming using
text book constructed by curriculum 2006 book written by Sri
Sulastri et al. (2012)
2) 2nd meeting learning about pelapukan di kulit Bumi using text book
constructed by curriculum 2006 book written by Sri Sulastri et al.
(2012)
3) 3rd meeting learning about Pemanasan global include efek rumah
kaca,
dampak
pemanasan
global,
dan
bagaimana
cara
menanggulangi efek pemanasan global using text book constructed
by curriculum 2006 book written by Sulastri, S. et al. (2012)
4) 4th meeting is posttest to know how far students understand the
topic. At the end of the lessons, students should fulfill the
questionnaire to measure their motivation.
c. Conduct the treatment of leaning material using integrated model in
learning global warming to the experimental group which are
conducted in four meeting that explain as follows:
1) 1st
meeting is pretest and introduction of global warming using
learning materials constructed by researcher using integrated
model
2) 2nd
meeting learning about apa itu pemanasan global dan
penyebab pemanasan global using learning materials constructed
by researcher using integrated model
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24
3) 3rd meeting learning about dampak pemanasan global dan
menanggulangi pemanasan global using learning materials
constructed by researcher using integrated model
4) 4th meeting is pretest to know how far students understand this
topic. At the end of the lessons, students should fulfill the
questionnaire to measure their motivation.
3. Completing Stage
The steps are including the implementation stage as follows:
a. The whole of data which is obtained in the both groups was calculated
b. The result of data calculation was analyzed.
c. Conclusions were obtained based on the result of experiment in both
groups.
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Literature review:
1. Integrated model
Analysis of 2013
National Curriculum
2. Students’
conceptual
understand
3. Students’ motivation
4. Global warming topic
5. Relevant research
Instrument making
Pre-test and post-test
(multiple choice and essay questions)
Test and Expert
Validation
Invalid
Preparation
Stage
Valid
Revision
Draft of Instrument
Instrument Test
Pretest
Treatment
Implementation
Stage
Post-test
Data Analysis
Completion
Stage
Conclusions
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Figure 3.1 Flowchart of Research Procedures
G. Research Instruments
In order to make the data gain is arranged well, the research instrument is
necessary. There are four type of instrument that is used in this research which
is integrated science text book, objective test (multiple choice and essay for
pretest and posttest), observation sheet and questionnaire.
Table 3.2 List of Research Instruments
Instruments
Used for
Integrated science text book
The sources of learning
Objective test
Test for pretest and posttest
Observation sheet
Controlling/ checking the learning activity
Questionnaire
Measuring students’ motivation (ARCS
Model)
Those instruments are described as follow:
1. Integrated Science text book
This research comparing the two book which have different
arrangement (cellular model and integrated model). The researcher made
the integrated science text book by following the standard criteria from
BSNP or Badan Standar Nasional Pendidikan and judged by some experts
for experiments group while cellular book is using science physic standar
isi KTSP 2006 by Sulastri et al. for control group.
The judgement sheet of integrated science text book following by
Badan Standar Nasional Pendidikan (BSNP) have three big aspects that
judged by some expert such as appropriateness components of contents,
component of linguistics and component of displays. The judgements are
as follow:
Table 3.3 Validity Sheet of Integrated Science Text Book
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Komentar/
No
Aspek Penilaian
Skor
saran/
Masukan
1.
Komponen Kelayakan isi
1 2 3 4
a. Cakupan materi
1) Keluasan Materi
2) Kedalaman Materi
b. Akurasi Materi
1)
2)
3)
4)
5)
Akurasi Fakta
Kebenaran Konsep
Akurasi Teori
Kebenaran prinsip/ hukum
Sesuai dengan Integrated
Model
c. Kemutakhiran
1) Kesesuaian
dengan
perkembangan ilmu
2) Keterkinian/ ketermasaan
fitur dan contoh-contoh
d. Merangsang keingin tahuan
1) Menumbuhkan rasa ingin
tahu
2) Kemampuan merangsang
berfikir kritis
3) Mendorong untuk mencari
informasi lebih lanjut
e. Mengembangkan
wawasan
konseptual
1) Menyajikan contoh-contoh
konkrit dari lingkungan
2) Apresiasi terhadap pakar
perintis
perkembangan
sains
Komponen Kebahasaan
a. Sesuai
dengan
tingkat
perkembangan peserta didik
1) Sesuai dengan tingkat
perkembangan
peserta
didik
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Komentar/
No
Aspek Penilaian
Skor
saran/
Masukan
2) Sesuai dengan tingkat
perkembangan
social
emosional peserta didik
b. Komunikatif
1) Keterpahaman
peserta
didik terhadap pesan
2) Kesesuaian
ilustrasi
dengan substansi pesan
c. Dialogis dan interaktif
1) Kemampuan memotivasi
peserta
didik
untuk
merespon pesan
2) Menciptakan komunikasi
interaktif
d. Lugas
1) Ketepatan struktur kalimat
2) Kebakuan istilah
e. Komperhensif dan keruntutan
alur pikir
1) Keutuhan makna dalam
bab/ sub bab/ alinea/
kaliamt
2) Keterkaitan bab/ sub bab/
alinea/ kalimat
f. Kesesuaian dengan kaidah
bahasa Indonesia
1) Ketepatan tata Bahasa
2) Ketepatan ejaan
g. Penggunaan istilah
1) Konsisten menggunakan
istilah
2) Ketepatan penulisan
3.
Komponen Penyajian
a. Teknik penyajian
1) Konsisten
sistematika
sajian dalam bab
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Komentar/
No
Aspek Penilaian
Skor
saran/
Masukan
2) Kelogisan penyajian
3) Ketentuan konsep
4) Keseimbangan
sustansi
antar bab/ sub bab
b. Pendukung penyajian materi
1) Kesesuaian/
ketepatan
ilustrasi dengan materi
2) Penyajian teks, gambar
disertai dengan rujukan/
sumber acuan
3) Identitas table dan gambar
4) Daftar pustaka
c. Penyajian pembelajaran
1) Keterlibatan peserta didik
2) Berpusat pada peserta
didik
3) Kesesuaian
dengan
karakteristik
mata
pelajaran
4) Kemampuan merangsang
kedalaman berfikir peserta
didik melalui ilustrasi dan
latihan soal
Rata-rata skor A
Rata-rata skor B
Rata-rata skor C
Rata-rata keseluruhan
(Muljono, P. 2007)
2. Objective test.
Objective test in this research is multiple choice and essay. Objectives
test have purpose to measuring the cognitive process dimension based on
Revised Bloom’s Taxonomy from C1 until C3 only. The cognitive process
dimension is:
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C1. Remembering
: Retrieving relevant knowledge from long-term
Memory
C2. Understanding
: Determining the meaning of instructional
messages, including oral, written, and graphic
communication
C3. Applying
: Carrying out or using a procedure in a given
situation.
Table 3.4 Blueprint of Global Warming Concept Objective Test
No
NoConcept
1
Mengenal apa itu
C1
C2
C3
Total
1,4
5
13
4
pemanasan global
2
Penyebab Pemanasan global 9,20
2,7,19,14, 18
7
3
Dampak Pemanasan global
11
12,15,8,6
10
6
4
Menanggulangi pemanasan
17
16
3
3
Total test item
6
10
4
20
Percentage (%)
30%
50%
20%
100%
global
In order to make the objective test is validate using anates version 4.1,
the objective test should be analysis first using several test such as:
a. Validity
According to Fraenkel and Wallen (2012) Validity refers to the
appropriateness, meaningful-ness, correctness, and usefulness of
the inferences a researcher makes. Before the objective test can
used for measuring students conceptual understanding, objective
test should be validated and validity becoming important aspect of
any test.
Validity can be measured using correlation formula stated by
Person. The formula as a follow:
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Note:
r : correlation coeficient between x and y variable
n : amount of students
x : total score in test item
y : total score of students
(Fraenkel
and
Wallen,
2012)
Table 3.5 Interpretation of Validity
No
Value
Criteria
1
0.80 < r < 1.00
Very high
2
0.60 < r < 0.80
High
3
0.40 < r < 0.60
Medium
4
0.20 < r < 0.40
Low
5
0.00 < r < 0.20
Very low
(Arikunto, 2013)
b. Reliability
Reliability are describing the consistency of test results.
Reliability will measure how error the consequency of the score in
the objective test. The formula for measuring the reliability of test
item in this research is using Kuder-Richardson. The formula is as
follow:
Note:
R: number of test items on the test
M: mean of the set of test scores
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SD: standard deviation of the set of test scores
(Fraenkel
and
Wallen,
2012)
Table 3.6 Interpretation of Reliability
No
Reliability Coefficient
Criteria
1
0.80 < R < 1.00
Very high
2
0.60 < R < 0.80
High
3
0.40 < R < 0.60
Enough
4
0.20 < R < 0.40
Low
5
0.00 < R < 0.20
Very low
c. Difficulty level
Difficulty level may be defined as the proportion of the
examinees that marked the item correctly. Item difficulty is the
percentage of students that correctly answered the item, also
referred to as he p-value.The range is from 0% to 100%. The
formula of dificullty level is as follow:
Note:
Ru: the number of students in the upper group who responded
Ri: the number of student in the lower group who responded
correctly
Nu: number of student in the upper group
N1: number of student in the lower group
(Boopathiraj, 2013)
Table 3.7 Interpretation of Difficulty Level
No
Value
Criteria
1
0.00 – 0.30
Difficult
2
0.31 – 0.70
Medium
3
0.71 – 1.00
Easy
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(Arikunto, 2013)
d. Discriminating power
The discrimination index is a basic measure of the validity of an
item. Discriminant power calculates the higher item test and lower
item test. The formula to find the discriminant in the item test is
using formula as a follow:
Note:
DP: discriminating power
RU: number of students in the upper group who responded
correctly
RL: number of students in the lower group who responded
correctly
NU: number of students in the upper group
NL: number of students in the lower group.
(Boopathiraj, 2013)
Table 3.8 Interpretation of Discriminant Power
No Value
Criteria
1
0.70-1.00
Excellent
2
0.40-0.70
Good
3
0.20-0.40
Satisfactory
4
0.00-0.20
Poor
5
Negative
Very poor and must be rejected
(Arikunto, 2009)
e. Distractor
Distractors play a vital role for the process of multiple choices
testing, in that good quality distractors ensure that the outcome of
the tests provides more credible and objective picture of the
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knowledge of the testes involved (Mkrtchyan, 2011). In this
research, the wrong answer in the multiple choices are tested to
make sure that the test item for each have good distractors.
3. Observation sheet
Observation sheet used for controlling/ checking the learning
activity that consist of students activity and teacher activity. The
arrangement of the observation sheet following the lessons plan that
made by researcher. Observation sheet will be done by observer who
observe along teaching and learning activity. The blueprint of
observation sheet will be shown in table 3.2 as follow:
Table 3.9 Blueprint of Observation Sheet for Observer
Langkah
Aktivitas Guru
Keterlaksa
Ket
Aktivitas
Keterlaksa
Ket
naan
.
siswa
anaan
.
pembelaj
aran
Ya
Tidak
ya
Pendah
Membuka
Siswa
uluan
pelajaran
berdoa,
dengan berdoa
memperhatik
dan
an penjelasan
mengecheck
guru
tidak
kehadiran siswa
Memberikan
Siswa
apersepsi
menjelaskan
berupa materi
dan
pelajaran yang
menjawab
telah dipelajari
pertanyaan
sebelumnya
guru
yang berkaitan
dengan
pemanasan
global
Inti
Guru
Siswa
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Langkah
Aktivitas Guru
Keterlaksa
Ket
Aktivitas
Keterlaksa
Ket
naan
.
siswa
anaan
.
pembelaj
aran
Ya
Tidak
ya
memberikan
membaca
arahan kepada
bahan ajar
siswa agar
yang telah
membaca
dibagikan
materi pelajaran
oleh guru
yang ada
sebagai
dibuku sebelum
sumber
belajar
utama belajar
Guru
Siswa
menjelaskan
memperhatik
materi dengan
an penjelasan
sumber utama
guru
tidak
dari buku ipa
terpadu
Penutu
Guru
Siswa
p
memberikan
memperhatik
kilas balik dan
an dan
pertanyaan
menjawab
kepada siswa
pertanyaan
terhadap apa
dari guru
yang telah
dipelajari hari
ini
Guru menutup
Siswa
pelajaran
mengucap
dengan
hamdalah
hamdalah
dan menutup
pelajaran
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4. Questionnaire
Questionnaire in this research is to measure the students’
motivation using ARCS model. Keller (1987) mentions that in face-toface instruction, the instructor can gauge student confidence and
motivation adjusting accordingly but it can be difficult in self-directed
learning environments to reflect the range of motivational conditions
that characterize learners at different points in time. Keller makes
ARCS model to provide the guidance for analyzing the motivational
characteristics of a group of learners and designing motivational
strategies. The question on this questionnaire are made by researcher
by following the criteria from ARCS model. The questionnaire sheet
will be shown in table 3.3 as follow:
Table 3.10 Blueprint of Questionnaire for Measuring Students’
Motivation
No. Pernyat
soal aan
1
(+)
2
(-)
3
(+)
4
(+)
5
(-)
Jawaban
Soal
SS
S
TY
TS
Bahan ajar tersebut sangat
menarik untuk dipelajari
(Attention)
Saya sulit memahami bahan
ajar tersebut karena saya
tidak fokus terhadap apa
yang saya pelajari.
(Attention)
Bahan ajar tersebut membuat
saya berminat untuk belajar
(Attention)
Penyusunan bahan ajar
tersebut sangat mudah
dipahami dan sangat menarik
untuk dibaca (Attention)
Saya menjadi malas untuk
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STS
37
No. Pernyat
soal aan
6
(+)
7
(+)
8
(-)
9
(+)
10
(+)
11
(-)
12
(+)
13
(+)
Jawaban
Soal
SS
S
TY
TS
belajar karena bahan ajar
tersebut sangat sulit dicerna
oleh saya. (Relevance)
Saya sangat tertarik untuk
belajar dari bahan ajar
tersebut karena sangat
berhubungan dengan
kehidupan sehari-hari saya.
(Relevance)
Saya percaya bahwa bahan
ajar tersebut akan sangat
berguna untuk kehidupan
saya. (Relevance)
Sayangnya bahan ajar
tersebut tidak bisa di
gunakan pada kehidupan
sehari-hari saya. (Relevance)
Bahan ajar tersebut sangat
berhubungan dengan tujuan
hidup saya. (Relevance)
Saya berfikir bahwa bahan
ajar tersebut sangat mudah
untuk dipahami. (Confident)
Saya takut saya akan
mendapatkan nilai yang jelek
jika saya belajar dengan
menggunakan bahan ajar
tersebut. (Confident)
Saya tidak tahu bahan ajar
tersebut sebelumnya, setelah
saya belajar dengan
menggunakan buku terpadu,
saya menjadi lebih mengerti
tentang maksud dan tujuan
buku. (Confident)
Saya sangat puas belajar IPA
dengan menggunakan bahan
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STS
38
No. Pernyat
soal aan
14
(-)
Jawaban
Soal
SS
S
TY
TS
STS
ajar tersebut. (Satisfaction)
Saya tidak ingin belajar IPA
lagi dengan bahan ajar
tersebut. (Satisfaction)
This observation sheet has two statements; the positive statements
show that students are motivated in learning process while negative
statements show that students are not motivated in learning process.
The value of positive statements described as follows:
SS: Sangat Setuju
= 5 score
S: Setuju
= 4 Score
TY: Tidak Yakin
= 3 Score
TS: Tidak Setuju
= 2 Score
STS: Sangat Tidak Setuju
= 1 Score
While the value of negative statements described as follows:
SS: Sangat Setuju
= 1 score
S: Setuju
= 2 Score
TY: Tidak Yakin
= 3 Score
TS: Tidak Setuju
= 4 Score
STS: Sangat Tidak Setuju
= 5 Score
All of the students’ answer in the observation sheet will be count
based on the kind of statements (positive statements and negative
statements). In the results, the sum of each answer will be count and
divided into sum of questions. The formula is as follow:
M=
Note:
M: Students’ motivation index
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: Sum of students’ answer
: Sum of questions
Table 3.11 Interpretation of Motivation
No
Average Score
Motivation Category
1
1.00-1.49
Not very good
2
1.50-2.49
Not good
3
2.50-3.49
Enough
4
3.50-4.49
Good
5
4.50-5.00
Very good
(Keller, 1987)
H. Data Processing
1. Objective test
Objective test in this research consists of multiple choice and essay
that were given to the students at pretest and posttest. Objective test will
test students understanding on the concept before treatment and after
treatment. Multiple choice consists of 20 question and each question is
given score 1 (one) for the correct answer and 0 for the wrong answer.
Essay consist of 5 questions and each question is given score 20 (twenty)
for correct answer and 0 for wrong answer.
a. Calculation of gain score and normalized score
After the score of objective test was calculate, the researcher
calculates the gain and normalized gain. Gain have purpose to
determine the differences between pretest score and posttest score. For
calculating the gain, the formula as a follow:
G = Sf – Si
Note:
G
: Gain
Sf
: Posttest score
Si
: Pretest score
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(Hake, 1999)
For calculating the normalized gain, the formula as a follow:
=
Note:
: Normalized gain
S posttest
: Posttest score
S pretest
: Pretest score
S max
: Maximum score
(Hake, 1999)
Table 3.12 Interpretation of Normalized Gain
No
Value
Category
1
≥ 0.7
High
2
0.7 > ≥ 0.3
Medium
3
CHAPTER III
RESEARCH METHODOLOGY
A. Research Method and Research Design
1. Research Method
The research method used for this research is quasi experiment.
Creswell (2012) stated that quasi experiments include assignment, but not
random assignment of participants to group. This is because the
experimenter cannot artificially create groups for the experiments. This
method is appropriate with the purpose of the research which is
investigating the effect of integrated science text book towards students’
conceptual understanding and students’ motivation in learning global
warming which are comparing the difference treatment on two difference
class.
2. Research Design
The design used in this research is pre-test and post-test design
(Creswell, 2012). The researcher assigns intact groups the experimental
and control treatments, administers a pre-test to both groups, conducts
experimental treatment activities with the experimental group only, and
then administers a post-test to assess the differences between the two
groups.
Table 3.1 Pre-test and Post-test Design
Select Control
Pre-test
Cellular text book
Post-test
Group
Select Experimental
Pre-test
Integrated text book
Post-test
Group
(Adapted from Creswell, 2012)
B. Research Location, Population and Sample
The location of this research is in one of the junior high school in Bandung
Regency. The population in this research is all 7th grade students at one of the
school in Bandung Regency. The sample are 7th grade students from two
different classes in one of the school in Bandung Regency. The sampling
technique that used is purposive sampling. This sampling technique based on a
certain consideration or purpose (Sugiyono, 2015).
C. Operational Definition
In order to avoid misconception about this research, some operational
definitions are explained in this research. Those terminologies are explained
as a follow:
1. Integrated Model is the model of learning materials which is one subject
with another subject in science are integrated or correlates each other. In
this research the subject is biology, chemistry and physic. Learning
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process is conducted by lesson plan and the integrated of biology,
chemistry and physic is available on research instruments (integrated
science text book).
2. Students’ motivation in this research is the feedback from students after
they learn using integrated science text book (experiment class) and
cellular science text book (control class). The indicators for measuring
students’ motivation using ARCS (attention, relevancy, Confidence,
satisfaction) Model and the question of the questionnaire is made by
researcher by following ARCS indicators. The indicator of ARCS model is
available on questionnaire which are: 1-4 questions is attention, 5-9
questions is relevancy, 10-11 questions is confidence and 12-14 is
satisfaction.
3. Students’ Conceptual Understanding in this research is the competence
of students that covers the level cognitive such as remembering (C1),
understanding (C2), applying (C3), and applying (C3). The indicators are
the atmosphere of Earth, Electromagnetic waves, greenhouse effect, acid
rain, greenhouse gasses, the effect of global warming, cause of global
warming and how to overcome global warming. This competence is
measured by using multiple choice questions and essay (pre-test and posttest).
D. Assumption
The assumption of this research are:
1. Integrated science text book using integrated model in global warming
topic can enhance students conceptual understanding better than science
text book using cellular model.
2. Integrated science text book using integrated model in global warming
topic can enhance students’ motivation better than science text book using
cellular model.
E. Hypothesis
Hypothesis that is tested in this study are as follow:
H0:
There is no effect in students’ understanding in learning global
warming between experiment class and control class using
integrated science text book and science text book.
H1:
There is an effect in students’ understanding in learning global
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warming between experiment class and control class using
integrated science text book and science text book.
F. Research Procedures
Generally, the procedure in this research is divided into three stages which
are preparation stage, implementation stage and completion stage. Each stage
has its own activities which are conducted during the research.
1. Preparation Stage
The steps are including the preparation stage as follows:
a. Analyze the teaching and learning process using science conventional
model (cellular model) and science integrated model
b. Analyze the usage of both methods on Indonesian curriculum.
c. Determine the sample and populations of this research
d. Literature review was conducted in analyzing the information about:
1) Integrated model
2) Students understanding which is consist of multiple choice and
essay
3) Students’ motivation using ARCS model
4) Global warming topic
e. Research problem is identified and elaborate with several research
questions. To answer the research questions, research instrument is
need for gaining the data. Arrangement of research instrument include:
1) Multiple choices and essay to measure the students conceptual
understanding.
2) Questionnaire of ARCS model to measure the students’
motivation.
3) Observation sheet to describe the condition of teaching and
learning process for implementing learning material using
integrated model and cellular model.
4) The whole of research instrument was judged by expert.
5) Trial test for multiple choices and essay instrument was conducted
to identify the quality of the instrument.
6) The result of trial test was analyzed.
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7) The revision of instrument test was done based on the expert
judgment result and instrument test analysis.
8) Draft of instrument
2. Implementation Stage
The steps are including the implementation stage as follows:
a. Distribute the pre-test to the control group and experimental group to
know the students’ prior knowledge within learning global warming
b. Conduct the treatment of conventional method using conventional text
book in learning global warming to the control group which are
conducted in four meeting that explain as follows:
1) 1st
meeting is pretest and introduction of global warming using
text book constructed by curriculum 2006 book written by Sri
Sulastri et al. (2012)
2) 2nd meeting learning about pelapukan di kulit Bumi using text book
constructed by curriculum 2006 book written by Sri Sulastri et al.
(2012)
3) 3rd meeting learning about Pemanasan global include efek rumah
kaca,
dampak
pemanasan
global,
dan
bagaimana
cara
menanggulangi efek pemanasan global using text book constructed
by curriculum 2006 book written by Sulastri, S. et al. (2012)
4) 4th meeting is posttest to know how far students understand the
topic. At the end of the lessons, students should fulfill the
questionnaire to measure their motivation.
c. Conduct the treatment of leaning material using integrated model in
learning global warming to the experimental group which are
conducted in four meeting that explain as follows:
1) 1st
meeting is pretest and introduction of global warming using
learning materials constructed by researcher using integrated
model
2) 2nd
meeting learning about apa itu pemanasan global dan
penyebab pemanasan global using learning materials constructed
by researcher using integrated model
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3) 3rd meeting learning about dampak pemanasan global dan
menanggulangi pemanasan global using learning materials
constructed by researcher using integrated model
4) 4th meeting is pretest to know how far students understand this
topic. At the end of the lessons, students should fulfill the
questionnaire to measure their motivation.
3. Completing Stage
The steps are including the implementation stage as follows:
a. The whole of data which is obtained in the both groups was calculated
b. The result of data calculation was analyzed.
c. Conclusions were obtained based on the result of experiment in both
groups.
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Literature review:
1. Integrated model
Analysis of 2013
National Curriculum
2. Students’
conceptual
understand
3. Students’ motivation
4. Global warming topic
5. Relevant research
Instrument making
Pre-test and post-test
(multiple choice and essay questions)
Test and Expert
Validation
Invalid
Preparation
Stage
Valid
Revision
Draft of Instrument
Instrument Test
Pretest
Treatment
Implementation
Stage
Post-test
Data Analysis
Completion
Stage
Conclusions
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Figure 3.1 Flowchart of Research Procedures
G. Research Instruments
In order to make the data gain is arranged well, the research instrument is
necessary. There are four type of instrument that is used in this research which
is integrated science text book, objective test (multiple choice and essay for
pretest and posttest), observation sheet and questionnaire.
Table 3.2 List of Research Instruments
Instruments
Used for
Integrated science text book
The sources of learning
Objective test
Test for pretest and posttest
Observation sheet
Controlling/ checking the learning activity
Questionnaire
Measuring students’ motivation (ARCS
Model)
Those instruments are described as follow:
1. Integrated Science text book
This research comparing the two book which have different
arrangement (cellular model and integrated model). The researcher made
the integrated science text book by following the standard criteria from
BSNP or Badan Standar Nasional Pendidikan and judged by some experts
for experiments group while cellular book is using science physic standar
isi KTSP 2006 by Sulastri et al. for control group.
The judgement sheet of integrated science text book following by
Badan Standar Nasional Pendidikan (BSNP) have three big aspects that
judged by some expert such as appropriateness components of contents,
component of linguistics and component of displays. The judgements are
as follow:
Table 3.3 Validity Sheet of Integrated Science Text Book
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Komentar/
No
Aspek Penilaian
Skor
saran/
Masukan
1.
Komponen Kelayakan isi
1 2 3 4
a. Cakupan materi
1) Keluasan Materi
2) Kedalaman Materi
b. Akurasi Materi
1)
2)
3)
4)
5)
Akurasi Fakta
Kebenaran Konsep
Akurasi Teori
Kebenaran prinsip/ hukum
Sesuai dengan Integrated
Model
c. Kemutakhiran
1) Kesesuaian
dengan
perkembangan ilmu
2) Keterkinian/ ketermasaan
fitur dan contoh-contoh
d. Merangsang keingin tahuan
1) Menumbuhkan rasa ingin
tahu
2) Kemampuan merangsang
berfikir kritis
3) Mendorong untuk mencari
informasi lebih lanjut
e. Mengembangkan
wawasan
konseptual
1) Menyajikan contoh-contoh
konkrit dari lingkungan
2) Apresiasi terhadap pakar
perintis
perkembangan
sains
Komponen Kebahasaan
a. Sesuai
dengan
tingkat
perkembangan peserta didik
1) Sesuai dengan tingkat
perkembangan
peserta
didik
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Komentar/
No
Aspek Penilaian
Skor
saran/
Masukan
2) Sesuai dengan tingkat
perkembangan
social
emosional peserta didik
b. Komunikatif
1) Keterpahaman
peserta
didik terhadap pesan
2) Kesesuaian
ilustrasi
dengan substansi pesan
c. Dialogis dan interaktif
1) Kemampuan memotivasi
peserta
didik
untuk
merespon pesan
2) Menciptakan komunikasi
interaktif
d. Lugas
1) Ketepatan struktur kalimat
2) Kebakuan istilah
e. Komperhensif dan keruntutan
alur pikir
1) Keutuhan makna dalam
bab/ sub bab/ alinea/
kaliamt
2) Keterkaitan bab/ sub bab/
alinea/ kalimat
f. Kesesuaian dengan kaidah
bahasa Indonesia
1) Ketepatan tata Bahasa
2) Ketepatan ejaan
g. Penggunaan istilah
1) Konsisten menggunakan
istilah
2) Ketepatan penulisan
3.
Komponen Penyajian
a. Teknik penyajian
1) Konsisten
sistematika
sajian dalam bab
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Komentar/
No
Aspek Penilaian
Skor
saran/
Masukan
2) Kelogisan penyajian
3) Ketentuan konsep
4) Keseimbangan
sustansi
antar bab/ sub bab
b. Pendukung penyajian materi
1) Kesesuaian/
ketepatan
ilustrasi dengan materi
2) Penyajian teks, gambar
disertai dengan rujukan/
sumber acuan
3) Identitas table dan gambar
4) Daftar pustaka
c. Penyajian pembelajaran
1) Keterlibatan peserta didik
2) Berpusat pada peserta
didik
3) Kesesuaian
dengan
karakteristik
mata
pelajaran
4) Kemampuan merangsang
kedalaman berfikir peserta
didik melalui ilustrasi dan
latihan soal
Rata-rata skor A
Rata-rata skor B
Rata-rata skor C
Rata-rata keseluruhan
(Muljono, P. 2007)
2. Objective test.
Objective test in this research is multiple choice and essay. Objectives
test have purpose to measuring the cognitive process dimension based on
Revised Bloom’s Taxonomy from C1 until C3 only. The cognitive process
dimension is:
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C1. Remembering
: Retrieving relevant knowledge from long-term
Memory
C2. Understanding
: Determining the meaning of instructional
messages, including oral, written, and graphic
communication
C3. Applying
: Carrying out or using a procedure in a given
situation.
Table 3.4 Blueprint of Global Warming Concept Objective Test
No
NoConcept
1
Mengenal apa itu
C1
C2
C3
Total
1,4
5
13
4
pemanasan global
2
Penyebab Pemanasan global 9,20
2,7,19,14, 18
7
3
Dampak Pemanasan global
11
12,15,8,6
10
6
4
Menanggulangi pemanasan
17
16
3
3
Total test item
6
10
4
20
Percentage (%)
30%
50%
20%
100%
global
In order to make the objective test is validate using anates version 4.1,
the objective test should be analysis first using several test such as:
a. Validity
According to Fraenkel and Wallen (2012) Validity refers to the
appropriateness, meaningful-ness, correctness, and usefulness of
the inferences a researcher makes. Before the objective test can
used for measuring students conceptual understanding, objective
test should be validated and validity becoming important aspect of
any test.
Validity can be measured using correlation formula stated by
Person. The formula as a follow:
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Note:
r : correlation coeficient between x and y variable
n : amount of students
x : total score in test item
y : total score of students
(Fraenkel
and
Wallen,
2012)
Table 3.5 Interpretation of Validity
No
Value
Criteria
1
0.80 < r < 1.00
Very high
2
0.60 < r < 0.80
High
3
0.40 < r < 0.60
Medium
4
0.20 < r < 0.40
Low
5
0.00 < r < 0.20
Very low
(Arikunto, 2013)
b. Reliability
Reliability are describing the consistency of test results.
Reliability will measure how error the consequency of the score in
the objective test. The formula for measuring the reliability of test
item in this research is using Kuder-Richardson. The formula is as
follow:
Note:
R: number of test items on the test
M: mean of the set of test scores
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SD: standard deviation of the set of test scores
(Fraenkel
and
Wallen,
2012)
Table 3.6 Interpretation of Reliability
No
Reliability Coefficient
Criteria
1
0.80 < R < 1.00
Very high
2
0.60 < R < 0.80
High
3
0.40 < R < 0.60
Enough
4
0.20 < R < 0.40
Low
5
0.00 < R < 0.20
Very low
c. Difficulty level
Difficulty level may be defined as the proportion of the
examinees that marked the item correctly. Item difficulty is the
percentage of students that correctly answered the item, also
referred to as he p-value.The range is from 0% to 100%. The
formula of dificullty level is as follow:
Note:
Ru: the number of students in the upper group who responded
Ri: the number of student in the lower group who responded
correctly
Nu: number of student in the upper group
N1: number of student in the lower group
(Boopathiraj, 2013)
Table 3.7 Interpretation of Difficulty Level
No
Value
Criteria
1
0.00 – 0.30
Difficult
2
0.31 – 0.70
Medium
3
0.71 – 1.00
Easy
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(Arikunto, 2013)
d. Discriminating power
The discrimination index is a basic measure of the validity of an
item. Discriminant power calculates the higher item test and lower
item test. The formula to find the discriminant in the item test is
using formula as a follow:
Note:
DP: discriminating power
RU: number of students in the upper group who responded
correctly
RL: number of students in the lower group who responded
correctly
NU: number of students in the upper group
NL: number of students in the lower group.
(Boopathiraj, 2013)
Table 3.8 Interpretation of Discriminant Power
No Value
Criteria
1
0.70-1.00
Excellent
2
0.40-0.70
Good
3
0.20-0.40
Satisfactory
4
0.00-0.20
Poor
5
Negative
Very poor and must be rejected
(Arikunto, 2009)
e. Distractor
Distractors play a vital role for the process of multiple choices
testing, in that good quality distractors ensure that the outcome of
the tests provides more credible and objective picture of the
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knowledge of the testes involved (Mkrtchyan, 2011). In this
research, the wrong answer in the multiple choices are tested to
make sure that the test item for each have good distractors.
3. Observation sheet
Observation sheet used for controlling/ checking the learning
activity that consist of students activity and teacher activity. The
arrangement of the observation sheet following the lessons plan that
made by researcher. Observation sheet will be done by observer who
observe along teaching and learning activity. The blueprint of
observation sheet will be shown in table 3.2 as follow:
Table 3.9 Blueprint of Observation Sheet for Observer
Langkah
Aktivitas Guru
Keterlaksa
Ket
Aktivitas
Keterlaksa
Ket
naan
.
siswa
anaan
.
pembelaj
aran
Ya
Tidak
ya
Pendah
Membuka
Siswa
uluan
pelajaran
berdoa,
dengan berdoa
memperhatik
dan
an penjelasan
mengecheck
guru
tidak
kehadiran siswa
Memberikan
Siswa
apersepsi
menjelaskan
berupa materi
dan
pelajaran yang
menjawab
telah dipelajari
pertanyaan
sebelumnya
guru
yang berkaitan
dengan
pemanasan
global
Inti
Guru
Siswa
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Langkah
Aktivitas Guru
Keterlaksa
Ket
Aktivitas
Keterlaksa
Ket
naan
.
siswa
anaan
.
pembelaj
aran
Ya
Tidak
ya
memberikan
membaca
arahan kepada
bahan ajar
siswa agar
yang telah
membaca
dibagikan
materi pelajaran
oleh guru
yang ada
sebagai
dibuku sebelum
sumber
belajar
utama belajar
Guru
Siswa
menjelaskan
memperhatik
materi dengan
an penjelasan
sumber utama
guru
tidak
dari buku ipa
terpadu
Penutu
Guru
Siswa
p
memberikan
memperhatik
kilas balik dan
an dan
pertanyaan
menjawab
kepada siswa
pertanyaan
terhadap apa
dari guru
yang telah
dipelajari hari
ini
Guru menutup
Siswa
pelajaran
mengucap
dengan
hamdalah
hamdalah
dan menutup
pelajaran
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4. Questionnaire
Questionnaire in this research is to measure the students’
motivation using ARCS model. Keller (1987) mentions that in face-toface instruction, the instructor can gauge student confidence and
motivation adjusting accordingly but it can be difficult in self-directed
learning environments to reflect the range of motivational conditions
that characterize learners at different points in time. Keller makes
ARCS model to provide the guidance for analyzing the motivational
characteristics of a group of learners and designing motivational
strategies. The question on this questionnaire are made by researcher
by following the criteria from ARCS model. The questionnaire sheet
will be shown in table 3.3 as follow:
Table 3.10 Blueprint of Questionnaire for Measuring Students’
Motivation
No. Pernyat
soal aan
1
(+)
2
(-)
3
(+)
4
(+)
5
(-)
Jawaban
Soal
SS
S
TY
TS
Bahan ajar tersebut sangat
menarik untuk dipelajari
(Attention)
Saya sulit memahami bahan
ajar tersebut karena saya
tidak fokus terhadap apa
yang saya pelajari.
(Attention)
Bahan ajar tersebut membuat
saya berminat untuk belajar
(Attention)
Penyusunan bahan ajar
tersebut sangat mudah
dipahami dan sangat menarik
untuk dibaca (Attention)
Saya menjadi malas untuk
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UNDERSTANDING AND MOTIVATION IN LEARNING GLOBAL WARMING
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STS
37
No. Pernyat
soal aan
6
(+)
7
(+)
8
(-)
9
(+)
10
(+)
11
(-)
12
(+)
13
(+)
Jawaban
Soal
SS
S
TY
TS
belajar karena bahan ajar
tersebut sangat sulit dicerna
oleh saya. (Relevance)
Saya sangat tertarik untuk
belajar dari bahan ajar
tersebut karena sangat
berhubungan dengan
kehidupan sehari-hari saya.
(Relevance)
Saya percaya bahwa bahan
ajar tersebut akan sangat
berguna untuk kehidupan
saya. (Relevance)
Sayangnya bahan ajar
tersebut tidak bisa di
gunakan pada kehidupan
sehari-hari saya. (Relevance)
Bahan ajar tersebut sangat
berhubungan dengan tujuan
hidup saya. (Relevance)
Saya berfikir bahwa bahan
ajar tersebut sangat mudah
untuk dipahami. (Confident)
Saya takut saya akan
mendapatkan nilai yang jelek
jika saya belajar dengan
menggunakan bahan ajar
tersebut. (Confident)
Saya tidak tahu bahan ajar
tersebut sebelumnya, setelah
saya belajar dengan
menggunakan buku terpadu,
saya menjadi lebih mengerti
tentang maksud dan tujuan
buku. (Confident)
Saya sangat puas belajar IPA
dengan menggunakan bahan
Reval Hermawan, 2016
THE EFFECT OF INTERGRATED SCIENCE TEXT BOOK TOWARDS STUDENTS’ CONCEPTUAL
UNDERSTANDING AND MOTIVATION IN LEARNING GLOBAL WARMING
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
STS
38
No. Pernyat
soal aan
14
(-)
Jawaban
Soal
SS
S
TY
TS
STS
ajar tersebut. (Satisfaction)
Saya tidak ingin belajar IPA
lagi dengan bahan ajar
tersebut. (Satisfaction)
This observation sheet has two statements; the positive statements
show that students are motivated in learning process while negative
statements show that students are not motivated in learning process.
The value of positive statements described as follows:
SS: Sangat Setuju
= 5 score
S: Setuju
= 4 Score
TY: Tidak Yakin
= 3 Score
TS: Tidak Setuju
= 2 Score
STS: Sangat Tidak Setuju
= 1 Score
While the value of negative statements described as follows:
SS: Sangat Setuju
= 1 score
S: Setuju
= 2 Score
TY: Tidak Yakin
= 3 Score
TS: Tidak Setuju
= 4 Score
STS: Sangat Tidak Setuju
= 5 Score
All of the students’ answer in the observation sheet will be count
based on the kind of statements (positive statements and negative
statements). In the results, the sum of each answer will be count and
divided into sum of questions. The formula is as follow:
M=
Note:
M: Students’ motivation index
Reval Hermawan, 2016
THE EFFECT OF INTERGRATED SCIENCE TEXT BOOK TOWARDS STUDENTS’ CONCEPTUAL
UNDERSTANDING AND MOTIVATION IN LEARNING GLOBAL WARMING
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
39
: Sum of students’ answer
: Sum of questions
Table 3.11 Interpretation of Motivation
No
Average Score
Motivation Category
1
1.00-1.49
Not very good
2
1.50-2.49
Not good
3
2.50-3.49
Enough
4
3.50-4.49
Good
5
4.50-5.00
Very good
(Keller, 1987)
H. Data Processing
1. Objective test
Objective test in this research consists of multiple choice and essay
that were given to the students at pretest and posttest. Objective test will
test students understanding on the concept before treatment and after
treatment. Multiple choice consists of 20 question and each question is
given score 1 (one) for the correct answer and 0 for the wrong answer.
Essay consist of 5 questions and each question is given score 20 (twenty)
for correct answer and 0 for wrong answer.
a. Calculation of gain score and normalized score
After the score of objective test was calculate, the researcher
calculates the gain and normalized gain. Gain have purpose to
determine the differences between pretest score and posttest score. For
calculating the gain, the formula as a follow:
G = Sf – Si
Note:
G
: Gain
Sf
: Posttest score
Si
: Pretest score
Reval Hermawan, 2016
THE EFFECT OF INTERGRATED SCIENCE TEXT BOOK TOWARDS STUDENTS’ CONCEPTUAL
UNDERSTANDING AND MOTIVATION IN LEARNING GLOBAL WARMING
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
40
(Hake, 1999)
For calculating the normalized gain, the formula as a follow:
=
Note:
: Normalized gain
S posttest
: Posttest score
S pretest
: Pretest score
S max
: Maximum score
(Hake, 1999)
Table 3.12 Interpretation of Normalized Gain
No
Value
Category
1
≥ 0.7
High
2
0.7 > ≥ 0.3
Medium
3