PROS Susilawati, Choirul H, Suharto L, I Made S The use of poster fulltext
Proceedings of the IConSSE FSM SWCU (2015), pp. SC.136–140
SC.136
ISBN: 978-602-1047-21-7
The use of poster on thermodynamics for concept mastery and
attitude students in Vocational High School
Susilawatia, Choirul Hudaa, Suharto Linuwihb, I Made Sudanac
a
FPMIPATI, Universitas PGRI Semarang
FMIPA, Universitas Negeri Semarang
c
FPTK, Universitas Negeri Semarang
Email: asusilawati.physics@gmail.com
b
Abstract
The purpose of this study was to measure the effect of the use media such as vocational
posters for concepts mastery and attitudes towards vocational students on the subject
of thermodynamics. This study uses a quasi experimental design of pretest and posttest
control group design. The study population was grade X on light vehicle engineering and
samples are 2 group as an experimental group and control group. Techniques of data
collection using tests and questionnaires. The test used as main instrument to measure
concepts mastery related thermodynamics premises vocational understanding.
Questionnaire used to measure positive attitude towards the use of vocational poster.
Analysis of data using the N-gain test and t-test. Analysis of questionnaire using the
percentage of the quantitative description. Based on the results of data analysis showed
that concepts mastery in the experimental group is higher than concept mastery in the
control group. Students on experiment group gives a positive attitude towards the use
of posters for vocational subjects thermodynamics.
Keywords vocational poster, thermodinamics, concepts mastery, students attitudes
1. Introduction
Common problems in the learning process is the student tend to be passive and failed
to give a positive response to understand the material. Students do not really to learn
because learning methods and media that are less help students to understand the material
and less provide significant benefits for students. The teaching of physics material containing
a mathematical formula that must be memorized make physics isn’t interesting. Problem
solving skills are characteristic for study physics not experienced by students so that when
faced with a different problem, the students difficult to resolve. The habit of memorizing
without understanding the concept is less required by vocational high school students.
Student of vocational high school require an understanding of a concept applied physics as it
relates to the problem that will be faced in the world of work. Therefore, physics is very
important to develop the mindset of students in solving problems when faced with a case.
Instructional strategies for physics learning are narration, demonstration, guided
discussion, simulation, illustration, modeling, brainstorming, drill and practice (Holden et al.,
2010). For the teaching strategies, it can be helped by learning media such as posters.
Learning process based on vocational should use demonstration and guided discussion
strategies. Demonstration is skill for transfer through the depiction of procedural tasks,
events and processes of physics for vocational, while guided discussion are supports a
synchronous, dialectic learning environment through the spontaneous and free flowing
SWUP
Susilawati, C. Huda, S. Linuwih, I M. Sudana
SC.137
exchange of information. Students may discuss material more in depth, share insights and
experiences, and answer questions. As while, visual media can enable effective discussions,
hands-on learning, small group learning, projects, colaborative and case studies (Damavandi
& Kashani, 2010). Further, the attitude of the students is affected by the experience of
teachers in developing instructional media so that the media used in the learning process of
students is designed according to the daily life (Ozdamli, 2011).
Physics is the basis of light vehicles placed as subjects vocational high school on
adaptive program. Physics lesson is expected to provide a foundation competencies into
vocational competence to applied physics in the field of technology as a lesson in productive
program. However, the reality in the learning physics for vocational during this take place
without effort linking these subjects with productive fields. As a students experiences not
able to apply the learning outcome to solve problems of daily life, including problems in the
field of technology or productive so that learning outcomes less than the maximum.
Appropriate of learning methods and learning media needed to facilitate
understanding of the concept and application. Varied instructional method and media
needed to facilitate learning styles of students. Through methods and media used will be able
to attract attention, interests, thoughts, and feelings of students in the learning process. To
help students who lack motivation and interest to learn physics can use instructional media.
One of the presentation forms of vocational physics materials is poster as visual media. These
posters are used to help students understanding the vocational physics materials. Poster as
a media of learning has a role to motivation, warnings and presentation of creative
experience.
2. Methods
Experimental design used in this work was Quasi Experimental research design using
pretest posttest Control Group Design. Test and questionnaire were used as an instrument
of research. Tests were given before and after the learning process, while questionnaire was
given after learning process and made the Likert model for measure attitude. Scores average
of test before and after learning process was analyzed using t-test. Increasing of concepts
mastery is measured using the formula of gain normalized average, while the students'
attitudes toward learning process are measured using analyzing the answers of the
questionnaires. Measurement of students' attitudes toward learning process is calculated
with total answer every question that has been filled respondents were then given a score
corresponding weights have been calculated using a Likert scale.
Table 1. Pretest posttest control group design.
Group
Sample
Pretest
Treatment
Posttest
Experiment
R
O1
X1
O2
Control
R
O1
X2
O2
Note: X1: learning to use vocational poster, X2: conventional learning,
O1: pretest, O2: posttest
3. Results and discussion
The results of pretest, posttest and N-gain average score of concepts mastery of
experiment group and control group can be shown in Table 2.
SWUP
The use of poster on thermodynamics for concept mastery and students attitude
SC.138
in Vocational High School
Table 2. Concept mastery of students for experiment group and control group.
Experiment group
Control group
pretest
posttest
N-gain
pretest
posttest
N-gain
Mean
28.00
72.50
0.6
29.00
52.50
0.3
Standard Deviation
3.21
4.65
1.2
3.45
4.51
1.2
Normality
0.262 (normal)
0.521 (normal)
Homogenity
0.651 (homogen)
t-test
tcount = 2.889 significant level (p) = 0.000 (significant)
Aspect
The average of N-gain of the experiment group and control group includes in the
medium and low-grade categories respectively. There increased concept mastery of the
experiment group is higher than that of the control group. The measurement results of
students' attitude are shown in Table 3.
No.
1.
2.
3.
4.
Table 3. Students attitude after treatment.
Category
After treatment
Frequency
Persentage
Strongly disagree
0
0
Disagree
2
5.4
Agree
29
78
Strongly agree
6
16
Total
37
100
Mean
3.05
Increased concept mastery of the experimental group affected by the use of posters
in the learning process. The poster containing the concepts and applications in the field of
engineering of light vehicles that could add to the thermodynamic concept mastery for
vocational students. The use of posters provides the opportunity for students to perform
navigation, interaction, creativity and communication. According Matlin (1994) concept
formation will be easily remembered and understood when studied in the form of images.
Students' attitudes toward the use of poster media in teaching of vocational physics
on vehicle engineering department obtained are positive that shown by the average of 3.05
on agreed categories. Through the posters, a guided discussion is carried to provide an
opportunity for students in expressing ideas, improving the skills of leading the group,
process skills, ability to communicate effectively, and learning to criticize an information
(Hande et al., 2015). It also assist students in making observations, translate, propose
hypotheses, identify variables, and concluded (Phang & Tahir, 2012). Visual media based
learning effectively improves the ability in interpretating by the observation, active and
reflective learning activities and enables to be durable information for students (Alias et al.,
2013; Alias & Siraj, 2012).
Development of visual media in form a durable information in the memory of the
student enables if often observed continuously and supported with online facilities (Alias et
al., 2013). The use of the poster as a media of learning in the classroom provide some impact,
among others: (a) for motivation as the driving force or motivation of student learning
activities, discussion activities can be carried out after shown a poster which contains subject
matter, knowledge and additional skills; (b) as a warning and (c) creative experiences, as
teaching aids, poster gives opportunities for creative and participation on learning process.
Poster in the learning process gives students the chance to paint a picture of what is learned.
SWUP
Susilawati, C. Huda, S. Linuwih, I M. Sudana
SC.139
This vocational posters used to stimulate student motivation, facilitate teachers to present
material and facilitate students in learning, attract more students, practical and easy to use.
The use of posters can attract more students making it easier for students to understand the
material detail because some students often run into difficulty when described with lecture
method. With the help of vocational poster, students can more easily understand the
material presented through images, students better understand the material and the
average increase on student learning outcomes. The use of instructional media as posters
facilitate vocational teachers to guide students in follow to learned. The level of students'
knowledge is built in such a way to develop the mindset of the students. This is consistent
with the notion that activity and the results of student learning using learning media as
posters better than using conventional or traditional learning with not use posters media.
Learning process in control group does not use the poster vocational media but using
conventional learning so that the control group looks inactive and less enthusiasm in
participating in learning. It leads to different categories of students' learning outcomes.
Student experience gained from the learning process will form a certain attitude.
Experience is the basis of the attitudes formation. This leads to an experience should give a
strong impression. This attitude formation is also influenced by the interaction between
students and student interaction with the media. In this study, students are exposed to
recurrent events. Students are trained to be optimistic, objective, tenacious, cooperation and
critical. One of the dominant attitude in this study are optimistic part of emotional
competence level affect on the person in making decisions (Onen & Ulusoy, 2015). Attitudes,
mental, emotional, and behavioral aspects of the behavior of individuals is seen as an
important and one of the affective features that are subject to educational research (Capri
et al., 2012). Palic & Pirasa (2012) significant relations were not found between physics
laboratory attitude and tendency for imprudent behavior. The effect of teaching the direct
current concept with analogy technique has been determined that increases have been
observed in students attitudes towards physics lessons (Cibik & Yalcin, 2011).
Other factors that favor the formation of students' attitudes are teachers. In the
process of learning, the teacher gives an opportunity to express their opinions and discuss in
groups. Thus, students are trained to be objective, resilient, optimistic, respect the opinions
of others, responding to other people's opinions and critical of the topics of discussion.
Attitudes are slowly will affect on the students attitude of innate earlier.
4. Conclusion
It was done the phyiscs learning process using vocational physics poster media and it
was obtained the mastery of concepts students is higher than that of group without poster
media. Furthermore, as quantitative descriptive analysis of data students' attitudes toward
the use of poster media it was obtained a positive attitude towards the use of posters for the
vocational subject of thermodynamics. Recommendations can be given based on the results
of this study include posters media can be used for students who have a low learning
motivation in the classical, school facilities are inadequate, especially real media in the
laboratory.
References
Alias, N., & Siraj, S. (2012). Effectiveness of Isman instructional design model in developing physics
module based on learning style and appropriate technology. Procedia Social and Behavioral
Sciences, 64, 12–17.
SWUP
The use of poster on thermodynamics for concept mastery and students attitude
SC.140
in Vocational High School
Alias, N., DeWitt, D., & Siraj, S. (2013). Design and development of webquest for physics module by
employing Isman instructional design model. Procedia Social and Behavioral Sciences, 103, 273–
280.
Capri, B., Ozkendr, O.M., Ozkurt, B., & Karakus, F. (2012). Investigation of pre-service teachers’
attitudes towards physics lesson and self-efficacy beliefs according to their gender, departments
and perceived success in physics. Procedia Social and Behavioral Sciences, 47, 1034–10399.
Cibik, A.S., & Yalcin, N. (2011). The effect of teaching the direct current concept with analogy technique
to the attitudes of science education students toward physics. Procedia Social and Behavioral
Sciences, 15, 2647–2651.
Damavandi, M.E., & Kashani, Z.S. (2010). Effect of mastery learning method on performance and
attitude of the weak students in chemistry. Procedia Social and Behavioral Sciences, 5, 1574–
1579.
Hande, S., Mohammed, C.A., & Komattil, R. (2014). Acquisition of knowledge, generic skills, and
attitudes through problem based learning: Student perspectives in a hybrid curriculum. Journal
of Taibah University Medical Sciences, 10(1), 21–25.
Holden, J.T., Westfall, P.J., & Emeriti, C. (2010). An instructional media selection guide for distance
learning-implications for blended learning featuring an intructional to virtual worlds. United
States Distance Learning Association.
Matlin (1994). Cognition. New York: Mc Graw Hill.
Onen, A.S., & Ulusoy, F.M. (2015). The effect of emotional intelligence level of high school student on
their study attitudes. Procedia Social and Behavioral Sciences, 191, 2351–2354.
Ozdamli, F. (2011). The experiences of teacher candidates in developing instructional multimedia
materials in project based learning. Procedia Social and Behavioral Sciences, 5, 3810–3820.
Palic, G., & Pirasa, N. (2012). A Study of Pre-Service Teachers’ Tendency for Imprudent Behaviour and
Physics Laboratory Attitudes, Procedia Social and Behavioral Sciences, 47: 823–828
Phang, F.A., & Tahir, N.A. (2012). Scientific skills among pre-service science teachers at Universiti
Teknology Malaysia. Procedia Social and Behavioral Sciences, 56, 307–313.
SWUP
SC.136
ISBN: 978-602-1047-21-7
The use of poster on thermodynamics for concept mastery and
attitude students in Vocational High School
Susilawatia, Choirul Hudaa, Suharto Linuwihb, I Made Sudanac
a
FPMIPATI, Universitas PGRI Semarang
FMIPA, Universitas Negeri Semarang
c
FPTK, Universitas Negeri Semarang
Email: asusilawati.physics@gmail.com
b
Abstract
The purpose of this study was to measure the effect of the use media such as vocational
posters for concepts mastery and attitudes towards vocational students on the subject
of thermodynamics. This study uses a quasi experimental design of pretest and posttest
control group design. The study population was grade X on light vehicle engineering and
samples are 2 group as an experimental group and control group. Techniques of data
collection using tests and questionnaires. The test used as main instrument to measure
concepts mastery related thermodynamics premises vocational understanding.
Questionnaire used to measure positive attitude towards the use of vocational poster.
Analysis of data using the N-gain test and t-test. Analysis of questionnaire using the
percentage of the quantitative description. Based on the results of data analysis showed
that concepts mastery in the experimental group is higher than concept mastery in the
control group. Students on experiment group gives a positive attitude towards the use
of posters for vocational subjects thermodynamics.
Keywords vocational poster, thermodinamics, concepts mastery, students attitudes
1. Introduction
Common problems in the learning process is the student tend to be passive and failed
to give a positive response to understand the material. Students do not really to learn
because learning methods and media that are less help students to understand the material
and less provide significant benefits for students. The teaching of physics material containing
a mathematical formula that must be memorized make physics isn’t interesting. Problem
solving skills are characteristic for study physics not experienced by students so that when
faced with a different problem, the students difficult to resolve. The habit of memorizing
without understanding the concept is less required by vocational high school students.
Student of vocational high school require an understanding of a concept applied physics as it
relates to the problem that will be faced in the world of work. Therefore, physics is very
important to develop the mindset of students in solving problems when faced with a case.
Instructional strategies for physics learning are narration, demonstration, guided
discussion, simulation, illustration, modeling, brainstorming, drill and practice (Holden et al.,
2010). For the teaching strategies, it can be helped by learning media such as posters.
Learning process based on vocational should use demonstration and guided discussion
strategies. Demonstration is skill for transfer through the depiction of procedural tasks,
events and processes of physics for vocational, while guided discussion are supports a
synchronous, dialectic learning environment through the spontaneous and free flowing
SWUP
Susilawati, C. Huda, S. Linuwih, I M. Sudana
SC.137
exchange of information. Students may discuss material more in depth, share insights and
experiences, and answer questions. As while, visual media can enable effective discussions,
hands-on learning, small group learning, projects, colaborative and case studies (Damavandi
& Kashani, 2010). Further, the attitude of the students is affected by the experience of
teachers in developing instructional media so that the media used in the learning process of
students is designed according to the daily life (Ozdamli, 2011).
Physics is the basis of light vehicles placed as subjects vocational high school on
adaptive program. Physics lesson is expected to provide a foundation competencies into
vocational competence to applied physics in the field of technology as a lesson in productive
program. However, the reality in the learning physics for vocational during this take place
without effort linking these subjects with productive fields. As a students experiences not
able to apply the learning outcome to solve problems of daily life, including problems in the
field of technology or productive so that learning outcomes less than the maximum.
Appropriate of learning methods and learning media needed to facilitate
understanding of the concept and application. Varied instructional method and media
needed to facilitate learning styles of students. Through methods and media used will be able
to attract attention, interests, thoughts, and feelings of students in the learning process. To
help students who lack motivation and interest to learn physics can use instructional media.
One of the presentation forms of vocational physics materials is poster as visual media. These
posters are used to help students understanding the vocational physics materials. Poster as
a media of learning has a role to motivation, warnings and presentation of creative
experience.
2. Methods
Experimental design used in this work was Quasi Experimental research design using
pretest posttest Control Group Design. Test and questionnaire were used as an instrument
of research. Tests were given before and after the learning process, while questionnaire was
given after learning process and made the Likert model for measure attitude. Scores average
of test before and after learning process was analyzed using t-test. Increasing of concepts
mastery is measured using the formula of gain normalized average, while the students'
attitudes toward learning process are measured using analyzing the answers of the
questionnaires. Measurement of students' attitudes toward learning process is calculated
with total answer every question that has been filled respondents were then given a score
corresponding weights have been calculated using a Likert scale.
Table 1. Pretest posttest control group design.
Group
Sample
Pretest
Treatment
Posttest
Experiment
R
O1
X1
O2
Control
R
O1
X2
O2
Note: X1: learning to use vocational poster, X2: conventional learning,
O1: pretest, O2: posttest
3. Results and discussion
The results of pretest, posttest and N-gain average score of concepts mastery of
experiment group and control group can be shown in Table 2.
SWUP
The use of poster on thermodynamics for concept mastery and students attitude
SC.138
in Vocational High School
Table 2. Concept mastery of students for experiment group and control group.
Experiment group
Control group
pretest
posttest
N-gain
pretest
posttest
N-gain
Mean
28.00
72.50
0.6
29.00
52.50
0.3
Standard Deviation
3.21
4.65
1.2
3.45
4.51
1.2
Normality
0.262 (normal)
0.521 (normal)
Homogenity
0.651 (homogen)
t-test
tcount = 2.889 significant level (p) = 0.000 (significant)
Aspect
The average of N-gain of the experiment group and control group includes in the
medium and low-grade categories respectively. There increased concept mastery of the
experiment group is higher than that of the control group. The measurement results of
students' attitude are shown in Table 3.
No.
1.
2.
3.
4.
Table 3. Students attitude after treatment.
Category
After treatment
Frequency
Persentage
Strongly disagree
0
0
Disagree
2
5.4
Agree
29
78
Strongly agree
6
16
Total
37
100
Mean
3.05
Increased concept mastery of the experimental group affected by the use of posters
in the learning process. The poster containing the concepts and applications in the field of
engineering of light vehicles that could add to the thermodynamic concept mastery for
vocational students. The use of posters provides the opportunity for students to perform
navigation, interaction, creativity and communication. According Matlin (1994) concept
formation will be easily remembered and understood when studied in the form of images.
Students' attitudes toward the use of poster media in teaching of vocational physics
on vehicle engineering department obtained are positive that shown by the average of 3.05
on agreed categories. Through the posters, a guided discussion is carried to provide an
opportunity for students in expressing ideas, improving the skills of leading the group,
process skills, ability to communicate effectively, and learning to criticize an information
(Hande et al., 2015). It also assist students in making observations, translate, propose
hypotheses, identify variables, and concluded (Phang & Tahir, 2012). Visual media based
learning effectively improves the ability in interpretating by the observation, active and
reflective learning activities and enables to be durable information for students (Alias et al.,
2013; Alias & Siraj, 2012).
Development of visual media in form a durable information in the memory of the
student enables if often observed continuously and supported with online facilities (Alias et
al., 2013). The use of the poster as a media of learning in the classroom provide some impact,
among others: (a) for motivation as the driving force or motivation of student learning
activities, discussion activities can be carried out after shown a poster which contains subject
matter, knowledge and additional skills; (b) as a warning and (c) creative experiences, as
teaching aids, poster gives opportunities for creative and participation on learning process.
Poster in the learning process gives students the chance to paint a picture of what is learned.
SWUP
Susilawati, C. Huda, S. Linuwih, I M. Sudana
SC.139
This vocational posters used to stimulate student motivation, facilitate teachers to present
material and facilitate students in learning, attract more students, practical and easy to use.
The use of posters can attract more students making it easier for students to understand the
material detail because some students often run into difficulty when described with lecture
method. With the help of vocational poster, students can more easily understand the
material presented through images, students better understand the material and the
average increase on student learning outcomes. The use of instructional media as posters
facilitate vocational teachers to guide students in follow to learned. The level of students'
knowledge is built in such a way to develop the mindset of the students. This is consistent
with the notion that activity and the results of student learning using learning media as
posters better than using conventional or traditional learning with not use posters media.
Learning process in control group does not use the poster vocational media but using
conventional learning so that the control group looks inactive and less enthusiasm in
participating in learning. It leads to different categories of students' learning outcomes.
Student experience gained from the learning process will form a certain attitude.
Experience is the basis of the attitudes formation. This leads to an experience should give a
strong impression. This attitude formation is also influenced by the interaction between
students and student interaction with the media. In this study, students are exposed to
recurrent events. Students are trained to be optimistic, objective, tenacious, cooperation and
critical. One of the dominant attitude in this study are optimistic part of emotional
competence level affect on the person in making decisions (Onen & Ulusoy, 2015). Attitudes,
mental, emotional, and behavioral aspects of the behavior of individuals is seen as an
important and one of the affective features that are subject to educational research (Capri
et al., 2012). Palic & Pirasa (2012) significant relations were not found between physics
laboratory attitude and tendency for imprudent behavior. The effect of teaching the direct
current concept with analogy technique has been determined that increases have been
observed in students attitudes towards physics lessons (Cibik & Yalcin, 2011).
Other factors that favor the formation of students' attitudes are teachers. In the
process of learning, the teacher gives an opportunity to express their opinions and discuss in
groups. Thus, students are trained to be objective, resilient, optimistic, respect the opinions
of others, responding to other people's opinions and critical of the topics of discussion.
Attitudes are slowly will affect on the students attitude of innate earlier.
4. Conclusion
It was done the phyiscs learning process using vocational physics poster media and it
was obtained the mastery of concepts students is higher than that of group without poster
media. Furthermore, as quantitative descriptive analysis of data students' attitudes toward
the use of poster media it was obtained a positive attitude towards the use of posters for the
vocational subject of thermodynamics. Recommendations can be given based on the results
of this study include posters media can be used for students who have a low learning
motivation in the classical, school facilities are inadequate, especially real media in the
laboratory.
References
Alias, N., & Siraj, S. (2012). Effectiveness of Isman instructional design model in developing physics
module based on learning style and appropriate technology. Procedia Social and Behavioral
Sciences, 64, 12–17.
SWUP
The use of poster on thermodynamics for concept mastery and students attitude
SC.140
in Vocational High School
Alias, N., DeWitt, D., & Siraj, S. (2013). Design and development of webquest for physics module by
employing Isman instructional design model. Procedia Social and Behavioral Sciences, 103, 273–
280.
Capri, B., Ozkendr, O.M., Ozkurt, B., & Karakus, F. (2012). Investigation of pre-service teachers’
attitudes towards physics lesson and self-efficacy beliefs according to their gender, departments
and perceived success in physics. Procedia Social and Behavioral Sciences, 47, 1034–10399.
Cibik, A.S., & Yalcin, N. (2011). The effect of teaching the direct current concept with analogy technique
to the attitudes of science education students toward physics. Procedia Social and Behavioral
Sciences, 15, 2647–2651.
Damavandi, M.E., & Kashani, Z.S. (2010). Effect of mastery learning method on performance and
attitude of the weak students in chemistry. Procedia Social and Behavioral Sciences, 5, 1574–
1579.
Hande, S., Mohammed, C.A., & Komattil, R. (2014). Acquisition of knowledge, generic skills, and
attitudes through problem based learning: Student perspectives in a hybrid curriculum. Journal
of Taibah University Medical Sciences, 10(1), 21–25.
Holden, J.T., Westfall, P.J., & Emeriti, C. (2010). An instructional media selection guide for distance
learning-implications for blended learning featuring an intructional to virtual worlds. United
States Distance Learning Association.
Matlin (1994). Cognition. New York: Mc Graw Hill.
Onen, A.S., & Ulusoy, F.M. (2015). The effect of emotional intelligence level of high school student on
their study attitudes. Procedia Social and Behavioral Sciences, 191, 2351–2354.
Ozdamli, F. (2011). The experiences of teacher candidates in developing instructional multimedia
materials in project based learning. Procedia Social and Behavioral Sciences, 5, 3810–3820.
Palic, G., & Pirasa, N. (2012). A Study of Pre-Service Teachers’ Tendency for Imprudent Behaviour and
Physics Laboratory Attitudes, Procedia Social and Behavioral Sciences, 47: 823–828
Phang, F.A., & Tahir, N.A. (2012). Scientific skills among pre-service science teachers at Universiti
Teknology Malaysia. Procedia Social and Behavioral Sciences, 56, 307–313.
SWUP