THE IMPACT OF DESIGN BASED LEARNING TOWARDS SECONDARY STUDENTS’ CREATIVE THINKING SKILL IN THE ELECTRICITY CONCEPT.

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CONCEPT

RESEARCH PAPER

Purposed to fulfill The Partial Requirement of

Bachelor’s Degree of International Program on Science Education

International Program on Science Education Study Program FPMIPA UPI

Prepared By: RIZKIA SARASWATI

0902240

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION

MATHEMATICS AND SCIENCE EDUCATION FACULTY

INDONESIA UNIVERSITY OF EDUCATION

BANDUNG

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To ards Secondary Students’ Creati e

Thinking Skill in The Electricity

Concept

Oleh Rizkia Saraswati

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam

Juli 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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RIZKIA SARASWATI 0902240

THE IMPACT OF DESIGN BASED LEARNING TOWARDS SECONDARY STUDENTS’ CREATIVE THINKING SKILL IN THE ELECTRICITY

CONCEPT

APPROVED AND AUTHORIZED BY:

Supervisor I

Dr. Parsaoran Siahaan, M.Pd. NIP 195803011980021002

Supervisor II

Dr. Agus Setiabudi, M.Si. NIP 196808031992031002

Head of Study Program of

International Program on Science Education

Dr. Diana Rochintaniawati, M.Ed. NIP 196709191991032001

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The Impact of Design Based Learning towards Secondary Students’ Creative Thinking Skill in The Electricity Concept

Rizkia Saraswati

Indonesia University of Education

International Program on Science Education – Indonesia University of Education Abstract

The purpose of this study is to investigate the impact of design-based learning on students’ academic achievement in the electricity concept. I examined nine of ninth grade students’ science class in Mutiara Nusantara International School. Through this research the writer wanted to know the level and profiles of students’ creative thinking skill. In the implementation, the students run six stages that included into design-based learning stages to make an electrical alarm system, using pretest-posttest and portfolio assessment as an alternative assessment. The method that appropriate used in data processing is quantitative descriptive research method with descriptive analysis genre. Descriptive research collects data in order to answer questions about the current status of the topic of study and uses formal instruments to study practices and concerns of a sample. Based on the data analysis, almost the entire course of design based learning accordance with the existing theory, both teams occupied level 3 in the creative thinking level, most of scores in the creative thinking skill aspects were varied, and the value of average normalized gain for the experiment class reach 0.511 that is meant it is included into medium category in the improvement of students’ cognitive domain to the electricity concept. Based on the results, it can be concluded that the implementation of design based learning model has a superior performance in term of knowledge gain achievements in the core science concepts.

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Dampak Pembelajaran Berbasis Desain terhadap Keterampilan Berpikir Kreatif Siswa Menengah Pertama pada Konsep Kelistrikan

Rizkia Saraswati

Universitas Pendidikan Indonesia

International Program on Science Education – Universitas Pendidikan Indonesia Abstrak

Tujuan dari pembuatan skripsi ini adalah untuk meneliti dampak dari pembelajaran berbasis desain terhadap pencapaian akademik siswa pada konsep kelistrikan. Penulis menetapkan sebanyak sembilan siswa kelas sembilan di sekolah internasional Mutiara Nusantara. Melalui penelitian ini, penulis ingin mengetahui level dan profil keterampilan berpikir kreatif siswa. Pada pelaksanaannya seluruh siswa menjalankan enam tahap yang termasuk dalam pembelajaran berbasis desain dengan membuat sebuah sistem alarm, menggunakan pretest-posttest dan assesmen portfolio sebagai assesmen alternatif. Metode yang digunakan dalam pengolahan data adalah metode kuantitatif deskriptif. Penelitian deskriptif ini mengumpulkan data dengan tujuan untuk menjawab seluruh pertanyaan selama penilitian berlangsung dan menggunakan beberapa instrumen formal untuk digunakan terkait dengan sampel. Berdasarkan analisis data, hampir seluruh pembelajaran berbasis desain sesuai dengan teori yang ada, kedua tim mencapai level 3 dalam keterampilan berpikir kreatif, dan aspek keterampilan berpikir kreatif siswa yang ditampilkan oleh kedua tim bervariasi, dan nilai dari average normalized gain pada kelas ini adalah sebesar 0.511, yang artinya termasuk pada kategori medium dalam peningkatan domain kognitif siswa pada konsep kelistrikan. Berdasarkan seluruh hasil, dapat disimpulkan bahwa implementasi pembelajaran berbasis desain ini memiliki kinerja yang baik dalam pencapaian konsep sains.

Kata Kunci: Pembelajaran Berbasis Desain, Keterampilan Berpikir Kreatif, Kelistrikan.

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PREFACE………...i

ACKNOWLEDGEMENT……….ii

ABSTRACT………..iii

TABLE OF CONTENTS………..iv

LIST OF TABLES………...…….vi

LIST OF FIGURES……….vii CHAPTER I INTRODUCTION ………...1

A. Background………1

B. Research Question………..5

C. Purpose………...5

D. Benefit………5

E. Research Methodology………...6

F. Systematic of Writing……….7

CHAPTER II REVIEW OF LITERATURE………..8

A. Design Based Learning………..8

B. Definition of Creativity………15

C. Creative Thinking as a Synthesis between Lateral and Vertical Thinking…..15

D. Differences between Lateral Thinking and Vertical Thinking………16

E. Assessment Scale……….22

F. Process of Creativity………22

G. Characteristics of Creative Thinking Skill………...23

H. Wallach-Kogan Theory Creativity Test………...25

I. Portfolio Assessment………27

J. Revised Taxonomy Bloom………...32

K. Cambridge IGCSE Curriculum………36

L. Concept of Electricity (Building Alarm System)……….40

CHAPTER III METHODOLOGY………...43

A. Operational Definition………..43

B. Population and Sample of Research……….44

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F. Instruments………...50

G. Validity Test of Instruments.………53

H. Data Analysis………...53

CHAPTER IV RESULTS AND DISCUSSION………..56

A. Results………..56

1. Implementation of Design Based Learning………57

2. Students’ Creative Thinking Level………...……….70

3. Profiles of Students’ Creative Thinking Skill………72

4. Cognitive Achievement in The Electricity Concept………..76

B. Discussion 1. Implementation of Design Based Learning………78

2. Students’ Creative Thinking Level………...……….82

3. Profiles of Students’ creative Thinking Skill………...89

4. Cognitive Achievement in The Electricity Concept………...99

CHAPTER V CONCLUSION AND RECOMMENDATION…..…….…………...104

A. Conclusion………..104

B. Recommendation………105

BIBLIOGRAPHY………..107

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CHAPTER I INTRODUCTION A. Background

The purpose of learning science is to engage students learn to express natural phenomena by following the scientific principles that were conducted by researchers.

Learning science should involve elements of processes or students’ activities both

mentally and physically so that students can gain a real learning experience. Thus, learning science is not just memorizing the concepts but students attempt to discover a concept.

A number of researchers advocate the use of engineering design as a promising context in which to learn science. Using engineering design as a basis for teaching science has a number of potential advantages, such as better connecting to the knowledge students bring to the classroom, while also providing a clearer sense of utility outside of the classroom (Cajas, 2001).

Nowadays many industrialized countries do not emphasize the designation sum education of primary and secondary high school in design and technology. Design and technology education is not required as a subject in school. Even in the middle school level it is typically an elective subject and is not offered in all schools (Dyer, Reed & Berry, 2006). Most science curricula lack engineering background beyond Information Technology (IT) subjects (De Veries, 1997). But on the other hand, schools of engineering that are placed in each country more emphasis on teamwork, design process skills, and hands-on construction. Due to these reasons and the treatment of design and technology education is typically weak. Seen from the fact above, moreover for developed countries basically still backwards in all fields and perhaps the immersion of design and technology particularly in science curricula is kind a new thing in educational system.

The results of research from Trends in International Mathematics and Science Study (TIMSS) research institutions (TIMSS: 2011), for junior high school students in 42 countries, Indonesia ranks third from the bottom in the mastery science content domains and science cognitive domains. It means that students only show some

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elementary knowledge of life, physical, and earth sciences. Students demonstrate knowledge of some simple facts, demonstrate some basic knowledge of the concept, interpret simple diagrams, complete simple tables, and provide short written responses to questions requiring factual information.

Based on data above, it can be concluded that the ability of Indonesian students in solving complex problems that involve creative thinking skills are still low. It might because the learning process that is done in the classroom is still conventional. Therefore, improving the quality of learning is needed with improving learning model; by using a design-based learning.

The presence of design concepts and principles in national science standards speaks to the emerging view of experts in the science, technology, and education fields that an understanding of design is complementary to, and supportive of, science literacy (Cajas, 2001). At an even more fundamental level, some of the big ideas that are central to an understanding of design are also central in science, such as an understanding of complex systems (Hmelo, Holton, & Kolodner, 2000) and the use of models (Penner, Lehrer, & Schauble, 1998). Therefore, the fundamental content of design may be mutually reinforcing with that of science, and possibly even shared directly.

In addition to the content, the instructional methods typical in design-based science curricula also have particular appeal to the learning of science. The points of alignment include engaging students as active learners, encouraging students to use metacognitive strategies for self-monitoring and reflection, and supporting classroom communities in which knowledge is distributed such that interaction between members is essential (De Miranda, 2004). By taking a broader view of technology as being designed, rather than simply used, as it is conventionally taught in schools, design-based science curricula encourage students to solve their own everyday problems in real contexts. In doing so, students may be more likely to question and make sense of the data they collect, rather than distorting data or failing to accept contrary evidence as

a result of wanting to confirm their initial beliefs or get the “right” answer (Benenson,

2001). The design artifact is not only the final outcome or product of design-based learning, but also provides opportunities to externalize ideas, having unusual ideas and

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innovative thoughts, able to put things together in new ways. We have often said that it is like thinking outside of the box. This kind of skill can be called as creative thinking skill.

Creative thinking will make students move “sideways” to try different

perceptions, different concepts, different points of entry. Students can use various methods including provocations to solve the problems. Creative thinking has very much to do with perception to put forward different views. The different views are not derived each from the other but are independently produced. In this sense, creative thinking has to do with exploration just as perception has to do with exploration. (Awang & Ramly, 2008)

Design-Based Learning can best be conceived of as a type of education with an emphasis on products that are created within the framework of education. However, this is not the interpretation that is intended here. In Design-Based Learning, not only the resulting products are important. The underlying process is highly relevant as well.

Design Based Learning is a model of learning that is rarely applied in the science curriculum and not all curriculums are appropriate to use this approach. But the Cambridge IGCSE curriculum that commonly used in international schools is proper to use it. The Cambridge syllabus helps learners to understand the technological world in which they live, and take an informed interest in science and scientific developments. They learn about the basic principles through a mix of theoretical and practical studies. As they progress, learners gain an understanding of how science is studied and practiced, and become aware that the results of scientific research can have both good and bad effects on individuals, communities and the environment_.

Typically, as the case in the subject school district, physics subject is taught by using scripted/guided inquiry to learning. Students are given materials and procedural scaffolding depending upon the philosophy of the curriculum designers’ views of what they think students need in order to accomplish a learning goal. In this research paper

exhibit a performance that is used in gaining students’ creative thinking skill for middle

school students learning science through design-based learning. Students designed and built electrical alarm systems to learn electricity concepts in science classes of international school. This concept is suitable with the learning model that would be

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conducted. By building the electrical alarm system, it much more focusing on the learning process, test the understanding and thinking, and it is related to teamwork and

individual’s contribution to the team. Infusing creative thinking competence through the design process of authentic projects requires not only changing the teaching methods and learning environment, but also adopting new assessment methods, such as portfolio assessment (Doppelt, 2009).

In this case, portfolio assessment can be used as a developed alternative assessment. It should be emphasized here that portfolio assessment is not intended as a substitute for alternative tests, but as a companion test that is used to complete the test. So, the test would not be the only information in the assessment of learning (Wulan, 2009).

One of the reasons portfolio used in education today is because of dissatisfaction

with the use of tests that are considered not able to show the entire students’ ability

(Marhaeni, 2006). Assessment portfolio shows several advantages that are not possessed by the objective test, such as the ongoing assessment, appreciate students as individuals with uniqueness, and the development of metacognition through reflection and self-evaluation (Supranata, 2006).

Associated with the use of portfolio assessment in student learning activities, particularly in physics subject is identic with calculation and concepts. In fact, this subject is easy due to related with everyday life. The selection of topic is electricity because there are some electrical materials that allow giving assignments to the students, which will be recorded in the portfolio.

The task of project is described as authentic because students followed the same design process that a system designer typically uses to propose, investigate, and construct embodied solutions to meet actual needs. The study took place in the ninth grade students in science class. The implementation and data collection will take over three weeks. The result suggest that a system design approach for teaching science concepts has superior performance in terms of knowledge gain achievements in core science concepts, particularly in creative thinking skill.

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Some of the reasons or arguments that have been described above are the reason for doing this research, the impact of design based learning towards secondary students’ creative thinking skill in the electricity concept.

B. Research Question

The purpose of this study is to answer the following questions:

1. Whether the implementation of Design-Based Learning model to the electricity concept accordance with the existing theory?

2. What is the creative thinking skill level that could be reached by ninth grade students by using portfolio assessment through Design-Based Learning?

3. How are the profiles of ninth grade students’ creative thinking skill to the electricity concept through Design Based Learning?

4. How are the improvements of students’ cognitive domain to the concept of electricity through Design Based Learning?

C. Purpose

The purposes of this study are:

1. Investigate the implementation of Design-Based Learning model to the electricity concept accordance with the existing theory or not.

2. Find out levels of creative thinking skill that could be reached by ninth grade students through Design-Based Learning.

3. Investigate the profiles of ninth grade students’ creative thinking skill to the electricity concept.

4. Identify the improvements of students’ cognitive domain to the concept of electricity

D. Benefit

As the benefits of this research paper are: 1. Teacher

a. Have greater insight and know all the steps to use the Design-Based Learning (DBL) in the implementation of learning science context.

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b. Apply the Design-Based Learning (DBL) in science class. c. Apply the portfolio assessment as an alternative assessment.

d. For future, hoped that the teacher could develop and refine Design-Based Learning (DBL) to implement it in secondary schools.

2. Students

a. Students get the opportunities to have a much stronger experience in terms of the ability to design and propose scientific investigations.

b. Develop student’s creative thinking skill.

c. Get experience involved in evaluation process by using portfolio.

d. Motivate students to show and display their project result in presentation.

3. Other Researcher

To know strengthens and weaknesses during implementation of Design Based Learning Model to overcome constrain that were existed as a consideration for the next research.

E. Research Methodology

This study conducted with Qualitative Method by using a treatment towards secondary students in Mutiara Nusantara International School with design based learning model. As for the research steps are follows.

1. Preliminary study to the learning model 2. Preliminary study to the electricity concept 3. Designing Lesson Plan

4. Designing Instruments 5. Validity of Instruments

6. Implementation of Design Based Learning Model 7. Data Analysis

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F. Systematic of Writing

Overall, this research paper consists of 5 chapters and several appendices. As each chapter consists of a sub-section. The systematics of this research paper is:

Chapter I – Introduction, In this chapter briefly outlines about background, research question, purpose of study, Benefits of study, and systematic of writing.

Chapter II – Review of Literature, In this chapter will be described in detail the definition and stage of Design-Based Learning model, definition of creative thinking skill, portfolio assessment, Cambridge IGCSE curriculum, electricity concept, and other things that correlated to the science issues under study.

Chapter III – Methodology, This chapter tells about the methodology that will be conducted during the research. It is consists of operational definition, population and sample of research, research method, procedure, data collection, instruments, validity of instruments, and data analysis.

Chapter IV – Result and Discussion, This chapter shows the results that was obtained and discuss the problem regarding to the research question.

Chapter V – Conclusion and Recommendation, in this chapter described about conclusions and recommendations from the research that the author obtained, the use of suggestion and development of the research object made to be useful in the future.

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CHAPTER III METHODOLOGY

A. Operational Definition a. Design Based Learning

Design-based learning (DBL) is a form of project-based learning in which students learn what they need to learn in a just-in-time fashion while trying to design something. This kind of learning challenges students to create physical objects that reflect themes, concepts and standards. With these objects students learn basic subjects in an interactive environment that promotes the recall and reuse of information. They learn to make logical connections, identify cause and effect, draw analogies, and think critically at the highest level. Using simplified techniques from the design professions, they learn to plan, experiment, discover, interpret, discriminate, revise and justify their thinking.

b. Creative Thinking Skill

Creative thinking is a cognitive activity that may result in a creative production that groups or individuals perceive as useful and new. Creative thinking skills utilize divergent thinking; thinking that diverges from a single point. The following types of cognitive processes are used here: generating ideas, integrating ideas, or seeing things in new ways. This kind of creative thinking skill will be measured by portfolio documents that are perceived as a new method of assessment.

c. Concept of Electricity (Building Alarm System)

Electricity is a form of energy called electrical energy. It is sometimes called an “unseen” force because the energy itself cannot be seen, heard, touched, or smelled. In another definition, electricity is the set of physical phenomena associated with the presence and flow of electric charge. Electricity gives a wide variety of well-known effects, such as lightning, static electricity, electromagnetic induction and the flow of electrical current. The understanding of student can be measured by conduct the test (pretest and posttest) in the beginning and in the end of lesson.

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B. Population and Sample of Research

According to Sudjana (1989), Population is the totality of all possible values, the results of counting and measurement, quantitative and qualitative characteristics of certain of the set of objects is limited by a certain criteria or restrictions, while the sample is a part of the population.

In this study examined the population of DBL implementation is the entire students of ninth grade in Junior high school, while the total sample of this research is one science class that are consisting of 9 students and has been existed in designated school. For DBL class has meeting schedule for 1 hour per day, and 2 or 3 days per week.

Class is divided into three groups and students do the lesson collaboratively. Each group consists of 3 persons and built the electrical alarm system through 6 components, there are Purpose, Input, Solutions, Choice, Operations, and Evaluation (PISCOE).

a. Method of Research

This study is part of a comprehensive study aimed at investigating the impact of design-based learning on students’ academic achievement, particularly in creative thinking skill. The research method that is used to implement DBL is quantitative descriptive method. The purpose of quantitative descriptive studies is to find inter-relationships between variables. Descriptive research can be either quantitative or qualitative. It can involve collections of quantitative information that can be tabulated along a continuum in numerical form or describe categories of information. Descriptive research involves gathering data that describe events and then organizes, tabulates, depicts, and describes the data collection (Glass & Hopkins, 1984). It often uses visual aids such as graphs and charts to aid the reader in understanding the data distribution. In this method, the writer uses weak experiment design with a single pretest-posttest design. The main data collection that will be implemented more inclined to qualitative data, that is measuring students’ creative thinking skill by using portfolio documents and observational sheet. The method will be explained descriptively that aims to describe phenomena that are appeared. This study was not conducted on the manipulation or alteration of independent variables, but it describes a condition as it is (Sukmadinata,

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2011). The students’ cognitive domain is measured before and after treatment. While the students’ creative thinking skill would be measured during learning process occurred. C. Research Scheme

Research scheme is a view of how the research is conducted. Starting from the preparation phase, the implementation until a conclusion is reached based on the formulation of the issues raised. Detailed the plot of this research is set out in several steps as shown in the next page.

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Figure 3.1

Scheme of Research’s Plot

Judgment of Instruments Preliminary Study Literature study of

Design Based Learning

Analysis of electricity material

in curriculum of educational unit

level

Analysis of electricity material

in any resources

Designing Activities

Design Lesson Plan Design and arrange the instruments

Testing and optimization learning device

Feasible Unfeasible

Valid _validityTest of Pretest

Implementation of DBL

Posttest Observational sheet

Students’ Portfolios

Analysis Data Discussion of

Result Conclusion

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D.Procedure of Collecting Data

Procedure of collecting data consist of three phases, there are: 1. Preparation Phase

The preparation phase is intended to prepare all instruments that is needed in research. Activities that is done in preparation phase are:

a. Analysis the material of physics in Educational Unit Level Curriculum b. Determine the topic or chapter of lesson.

c. Design lesson plan, learning scenario and activities for Design Based Learning Implementation.

It is a plan for implementation in the regular science curriculum. The resulting module, Electrical Alarm System: Design, Construction, and Reflection (Doppelt, Mehalik & Schunn, 2004). The framework’s components are: Purpose, Input, Solutions, Choice, Operations, and Evaluation (PISCOE). The module included modes of design thinking.

1) Alarm systems - where they can be found, reasons such systems exist, how they work, and how to build such a system;

2) Technological systems and subsystems

3) Constructing an alarm system in order to learn how electronic components can applied in developing such a system;

4) Brainstorming, communicating, documenting, working in teams, and designing technological systems for solving problems;

5) Developing criteria for assessing the design process; 6) Evaluating alternative designs as problem solutions; and 7) Reflecting on the design process.

d. Making Instruments of research

e. Testing the validity of Instrument, and test those instruments before doing the treatment. If there are some deficiencies, the revision might be done.

2. Implementation Phase

The implementation started with,

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b. Do the treatment by applying the Design Based Learning.

c. At the time of treatment, also would be done the observation of learning process by teacher.

d. When the implementation has finished, all of students’ documents (pictures, design, ideas, etc.) would be collected by the teacher as their portfolios.

e. Ended the learning by giving a posttest (T2) to know the development of their conceptual knowledge before and after treatment.

3. Analysis Phase

a. Process the data from pre-test, post-test, and student portfolios b. Analyze and discuss research findings

c. Deduce a conclusion

E.Data Collection

a. Knowledge Test (KT)

The knowledge test (KT) consists of two sections, there are pre-test and post test. The pre test would be given before any instruction of electricity begun while posttest would be given after all of instruction has been done. Students were given this kind of test to measure the changes of their knowledge about electricity concept.

b. Oral Presentation Assessment

At the final stage of learning module students are obligated to present the entire design and build the process. The presentation include the system purpose, system model, material and apparatus, procedure, project result, strengthens and weaknesses, and idea for the future. A teacher and peer has role in assessing this performance by using peer assessment sheet. peer assessment can help them in learning to evaluate their own learning and in interpreting assessment criteria

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c. Analysis of student portfolios

All data or documents during implementation of learning process would be collected. It consists of drafts, sketch, and photos of product and other things that relates with the material of lesson.

Data collection techniques used in this research was conducted through a pretest and post-test, the test results of essay questions contained in the module, and peer assessment. Details of data collection techniques can be seen in the table 3.1.

Table 3.1 Techniques of Data Collection

Meeting Activities Types of Data

1st Electricity Pretest Pretest (Multiple

choice) 2nd Describe the Current Situation, Describe the

Uses and Need of Alarm System

Essay question, reflection 3rd Choose the Alarm System and Define The

General Requirements

Essay question, reflection 4th Create a System Model, Generate

Alternative Solutions

Essay question, reflection 5th Create a Power Subsystem and Indicator

Subsystem

Essay question, reflection 6th Improving Model of Circuit Design, Adding

a Detector Subsystem

Essay question, reflection 7th Finishing The Project Task Essay question,

reflection

8th Presentation of Students’ Project, Electricity Posttest

Peer Assessment, Post-test (Multiple

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F. Instruments 1. Pre test

Pre test are conducted in the beginning of teaching implementation. It is intended to know the students’ prior knowledge to the concept of electricity. In this pre test consist of twelve multiple-choice questions. Those questions only elaborate to the students’ cognitive domain. Learning outcomes that will be revealed in this study is about cognitive aspects; there are C1 (remembering), C2 (Understanding), C3 (Applying), C4 (Analyzing), C5 (Evaluating), and C6 (Creating) according to Revised Taxonomy Bloom.

Table 3.2 Details of Cognitive Domain Test No Indicator Cognitive

Domain

Question Number 1 Students are able to identify the material

of electricity that can travel easily

Recalling 1

2 Students are able to identify the function of an ammeter

Recalling 2

3 Students are able to describe function of electrical components.

Explaining 3

4 Students are able to interpret the diagram series circuit.

Inferring 4

5 Students are able to calculate the amount of electrical quantities in series and parallel circuit.

Executing 5

6 Students are able to differentiate between series and parallel circuit.

Implementing 6

7 Students are able to analyze the principles of opened and closed electric circuits.

Differentiating 7 8 Students are able to determine the diagram

of a given circuit.

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9 Students are able to determine the best electrical experiment design

Checking 9

10 Students are able to investigate the principle work of electrical circuit

Checking 10

11 Students are able to create a series of electrical components with a variety of both series and parallel.

Assembling 11

12 Students are able to create a series of electrical components with a variety of both series and parallel.

Planning 12

2. Post Test

Posttest is conducted in the last section of DBL implementation. All questions are same with pre test questions. It is intended to know the improvement of students to the concept of electricity.

3. Observational sheet

Observational sheet is a form that record students’ activity. The biggest value of periodic observation is to check on how individuals are doing, looking for their progress and discovering their problems. With this information, the educator can diagnose weaknesses and work with students to find solutions. Recorded observation provides a means to see gaps in lessons or where students have misunderstood essential points. The form will be explained descriptively to describe how the learning process occurred. It divided into three sequences, there are opening activity, core activity, and closing activity.

4. Rubric Scale of Observational Sheet.

Observations are opportunities to observe teacher performance and provide information for the preparation of the evaluation. By observation can enable: (1) informed planning, (2) informed understanding of a student’s current competence

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levels, (3) reflection on the appropriateness of provision, (4) sharing of information with other parties, (5) assessment of specific children, groups, interactions, the learning environment and staff. (Baltimore, 2012)

In this study, teacher provides observational sheet to be assessed by two observers. Observers will evaluate the ongoing learning process, both of teacher performance or students’ activities. To make that evaluation easier, writer makes the rubric of observational sheet. This rubric uses rating scale as the score. Writer divide scales into three parts, they are poor, good, and excellent. Hoped with this rubric could make the evaluation clearly stated and more accurate.

5. Rubric Scale of Portfolios

Assessment rubric is used to assess the tasks or the work of students who serve as portfolio. Assessment rubric works resulting from the manufacture of electrical alarm system with assessment criteria including completeness of the whole process such as Presents the system’s purpose, Generates alternative and creative solutions, Analyzes solutions for choosing a design, Explores design stages through planning and constructing, and Conducts reflection on design stages. The range is started from level 1 (Awareness of Thinking) until level 4 (Reflection of Thinking). In making this rubric the writer adapted the existing rubric and developed subsequently revised twice to resulting a maximum rubric.

6. Students Module

A module is the smallest unit of learning programs, which can be learned by the students themselves as individuals (self-instructional) and in groups. After the student has completed one unit in the module, then the student can move forward and learn the next module unit.

This module consists of a variety of discourses, questions, descriptions, tables, images and all other materials that will guide students in making the alarm system. The form of question is essay form to measure students’ learning outcomes that will be used as a portfolio assignment. The entire questions were adopted from the previous research, so its validity can be ascertained and no need

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for improvement. In addition, this module also guides students in making the entire portfolio of documents that will be collected at the end of the implementation of the DBL.

7. Rubric Scale of Students’ Performance

The form of observation sheet is rubric scale. Rubrics contain two separate elements, a set of labels that describe each of the performance levels and an associated set of score.

Students and teacher would fill this rubric. The criteria of performance are: Knowledge of information, entire explanation, use of alarm system model, and use of the transparencies. There is a rubric scale for the performance assessment, from 5 (advanced) to 1 (unsatisfactory).

G.Validity Test of Instruments

Validity test is tests performed on the content of instruments, with the aim to measure the accuracy of the instruments used in a study. So, the data obtained could be relevant / appropriate to the purpose of the measurements. The instruments that will be judged consist of questions of pretest-posttest, the evaluation form of observation sheet, the rubric scale of observation sheet, and rubric of portfolios. The whole instruments were judged by 5 expert persons. Three of them are the lecturers of university, and two of them are the official school teachers of Mutiara Nusantara International School.

H.Data Analysis

1. Descriptive analysis

This research will investigate the secondary students’ creative thinking skill through DBL. Most of the results data obtained will be analyzed with genre of analysis descriptive. Below are the description of instruments analysis.

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The form will be analyzed and elaborated the process of learning descriptively. It divided into three sequences, there are opening activity, core activity, and closing activity.

b. Analysis of Portfolio

The results are obtained from students’ worksheet that will be examined by the teacher during the implementation of design-based learning take place. Rubric scale is used to determine the students’ creative thinking level (from scale 1 until 4 as the highest level of creative thinking). The criteria of assessment in the portfolio evaluation are made by the teacher. The causal of the results would be described descriptively.

c. Analysis of Students’ Performance

Students’ performance is conducted in the end stage of DBL, the

evaluation stage. Student will be assessed orally while presenting their project results. Both teacher and students do assessment regarding to the presentation but in the different form. Observation data in the form use rubric scale. Student only judge others group performance while displaying the result of project, but teachers assess the performance, process, and discussion of the entire group.

2. Analysis of Pretest and Posttest

Pre test and posttest are conducted in the beginning and in the end of teaching implementation. It is intended to know the students’ prior knowledge and students’ improvement to the concept of electricity. Below is the pretest and posttest analysis.

a. Average Normalized Gain

Average normalized gain is a useful method to assess the effectiveness of instruction. The average normalized gain or the g-factor has been widely used in assessing students’ performance in pre- and post-tests. The average g-factor can be calculated using either the average scores of the class or individual student’s scores. In general, these two calculations produce different results.

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The nature of these two results is explored for several idealized situations. The results suggest that we may be able to utilize the difference between the two results to extract information on how the population may have changed as a result of instruction. Average normalized gain, (g), is defined as the ratio of the average improvement in participant scores from pre-test to post-test with respect to the maximum possible improvement. (g) Can be calculated:

Figure. 3.2

The Equation of Average Normalized Gain

Hake (1998) argues that the normalized gain is a meaningful measure of how well a course teaches topics in physics to students. Hake considered normalized gains in three categories: "high" for a normalized gain greater than 0.7, "medium" between 0.3 and 0.7, and "low" below 0.3. Traditional courses typically have low. See the table 3.3 below.

Table 3.3

Category of Average Normalized Gain Normalized Gain Category

< 0.3 Low

0.3 < x < 0.7 Medium

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A. Conclusion

Based on the analysis in the previous chapter, mostly the implementation of design-based learning had run according to the existing theory. Where learning activities were begun with the use of problem-based learning as the appearance of a problem, and then proceed with the case based reasoning to find a solution towards the existing problems, and eventually all students can make an alarm as the part of the project based learning. The implementation of design based learning (DBL) model is divided into six stages; there are Purpose, Input, Solutions, Choice, Operation, and Evaluation. In the implementation phase, The Operation Stage requires more time to construct the electrical alarm system.

Using portfolio assessment in this study, it can be proved that alternative assessment can be used to measure secondary students' creative thinking skill in the concept of electricity. All teams occupied Level 3 in the level of creative thinking skill. Both teams gain achievement in thinking strategy level. In this level student are intentionally use of a number of thinking tools, organization of thinking as a sequence of steps, and reinforcing the sense of the purpose in thinking.

Furthermore, the results of both teams on aspects of creative thinking skill are varied. Creative thinking skill aspects involved fluency, flexibility, originality, and elaboration. One team cannot be said better than another, due to each team has its own strengthens and weaknesses.

In addition to using a portfolio, the writer also uses the pencil test to measure students' cognitive domain in the concept of electricity. Based on the results, students did the improvement of students' cognitive domain in medium category through design-based learning.

Constraints that arise in the implementation of portfolio assessment, such as tasks given too much, no obvious additional resources, the orientation of a student in learning process just only to obtain the scores, students cannot operate well in the use of electricity tools, and the limited time spent on task. While the strengthens of portfolio assessment are new form of assessment rather than just a pencil test, increase student motivation, bring pride to the students, training students to conduct self-assessment, as well as broaden students' knowledge.

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based learning models and the use of portfolios in the learning assessment that has been done, the following are some recommendations are proposed to overcome obstacles that arise in using portfolios assessment to reveal the students' creative thinking skill:

1. For Students

a. Students are expected to pay more attention to the teacher’s instruction in every stage of learning.

b. Students are expected to play an active role in the negotiations to the assessment criteria of learning activities in advance that could be more clearly understood. c. Students are expected to responsible for the tasks assigned by the teacher.

d. Students are expected to do a better communication within members or others in delivering an opinion or share the ideas.

e. Students are expected to search new information from other resources

f. Students are expected to reveal the learning as a process, not only a product so that learning becomes meaningful.

2. For Teacher

a. Enroll and follow some training or workshops related to the implementation of design-based learning model, due to this model of learning is rarely implemented, moreover in science class.

b. Emphasize to students that each stage was correlated to the next stage.

c. Optimize the preparation phase of the implementation of portfolio assessment, ranging from determining the purpose of learning, socialization of assessment, determination of task, and determination of assessment criteria.

d. Make obvious assessment criteria to be easily understood both by teachers and by students.

e. Provide briefly explanation in the implementation of self-assessment to the students so that students’ reflection can be met properly.

f. More pay attention in managing classroom particularly for the time allocation. g. Choosing the proper type of task to be assessed with portfolio assessment.

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a. Lack of implementation of design-based learning models, opening a lot of possibilities for further investigation.

b. For similar research is recommended to examine the emergence of creative thinking skills criteria based on different theories.

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possibilities for further investigation.

b. For similar research is recommended to examine the emergence of creative thinking skills criteria based on different theories.

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BIBLIOGRAPHY

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Anderson, L.W. Et Al. (2001). Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives (Complete edition). New York: Longman.

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Barrows, H. S. (1985). How to Design A Problem-Based Curriculum for The Preclinical Years. New York: Springer Verlag.