THE EFFECT OF TEACHING MATERIAL OF PHYSICS BASED ON APPLIED CONCEPTS AND LIFESKILL TO ENHANCE STUDENTS ACTIVITY AND ENTERPRENEUR SKILL

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1 THE EFFECT OF TEACHING MATERIAL OF PHYSICS BASED ON APPLIED CONCEPTS AND LIFESKILL TO ENHANCE STUDENTS ACTIVITY AND ENTERPRENEUR SKILL Susilawati*, Nur Khoiri Physics Education Department Faculty of Mathematics and Natural Sciences Education Universitas PGRI Semarang, Indonesia * susilawati.physics@gmail.com ABSTRACT This study aims at identifying the effect of teaching material of physics based on applied concepts and lifeskill upon the students opinion of experiment skills, student achievement, attittudes and performance. Research method is quasi experimental. Research design with a pretest and posttest control group. This study aims at answering about students activity and enterpreneur skill was use teaching materials of physics. The data in this study were collected by test achievement, scale of attittudes and observation sheet. Student were assessed on students activity and enterpreneur skill about effective use of life skills. The data analysis made in SPSS program and descriptive analysis. Experiment and control groups were compared using the t-test on an alpha significant level of 0,05. The result of the study shows that there is a significant difference between experimental group with control group regarding of student achievement, student activity and enterpreneur skill. These results show that teaching material of physics based on applied concepts and lifeskill can be effectively implemented within physics learning. Keywords: teaching material, applied concept, lifeskill, student activity, enterpreneur skill INTRODUCTION Activities of students in the learning process is a key activity that facilitated teacher. Activities students should be equally distributed to students so as to create an effective learning process. Learning process is expected to give rise to cognitive abilities, affective and psychomotor students. Activity is expected to occur in the learning process-oriented future students. Facilitation is expected to train students' independence. In the implementation of learning is very important to emphasize how to make student learn. By learning, students can know something more profound. The results of the student directed learning as a result can equip the student life in the future. Limited time allocation in the learning process in the classroom, the teacher has a role to develop the potential and empower students. Potential students in touch with the interests P - 16 and talents of students. To empower students needed certain contextual activities in daily life. To develop the student potential, the recommended model of science learning is a model student-centered learning. In the learning process, student is given an opportunity full to perform series of activities not only transfers knowledge discovery, Students should be involved in laboratory activities in the learning process. In this laboratory activity, application of the concept will be found as the essence of meaningful learning, While lifeskill is integrated in the learning process. In connection with lifeskill, laboratory the activities is to conduct an investigation into a concept. Where the investigation conducted by mentoring teachers. Scientific activity is carried out until the invention of the concept. Laboratory activities done in groups so as to create collaboration capabilities, communication skills and scientific attitude. Several factors are seen in scientific activities in this laboratory

2 will bring personal skills, social skills, academic skills and vocational skills in lifeskill. Science and technology are influenced by physics. Physics developed based on the scientific method and science process associated with the universe. Physics as a subject that should be understood physically and mathematically, requires involvement of the student in understanding the content material. Material consists of various concepts of physics, principle and law is both abstract and concrete. Students are required to understand the concepts, principles and laws of physics are objectively. Therefore, this factor is expected to be an important point to increase the curiosity of students thus improving students' ability to think analytically. When students have a high curiosity, they students will have the urge to do a series of scientific activities, not just memorize the concepts of physics discussion. For scientific support, students' ability to understand verbal concepts of physics, mathematics and graphs (Kohl & Finkelstein, 2005). The scientific activity through verbal concepts needed to develop the ability to translate concepts to supporting of students' thinking skills. Mathematical concepts needed to solve the problem and shows the relationships between concepts. The concept of a graph to team student interpretations. Reasoning required for the application of physics concepts more deeply so that students are able to develop the ability to think and use basic thinking skills. Application of the concept is done with the analysis of the concept. Analysis of the concept consists of a label concept, concept attributes, positioning concepts, examples and not examples (Lang & Evans, 2006). Application of the concept as part of the control concept is based on the direct involvement of students. Application concepts and prioritize activities lifeskill student learning through demonstrations, practical work and discussion to resolve the problem. Activity is motivation to actively move and think (Yerigan, 2008). When students are exposed to an activity, curiosity is very encouraging settlement of these activities systematically and perfectly. Scientific activity is a form of active learning (Kennedy, 2007). Active learning involves physical and mental students directly. Activity of students through direct experience engages students to apply the concepts so that students are engaged in a process of discovery in learning (Panasan & Nuangchalem, 2010). Practical activities to help students overcome difficulties to understand and implement the concept (Nuangchalem & Thammasena, 2009). Lifeskill oriented concepts and application of entrepreneurial skills to follow the pattern of integration of the merged, unified and simultaneous in physics teaching materials. There are five skills developed in the learning process uses teaching materials lifeskill physics. Five skills are the mental attitude, motivation, managerial ability, the ability tehknis and ability to network. Teaching material is information, and text tools teachers need to plan and review of the implementation of learning. Teaching material is a subject matter that is arranged systematically used by teachers and students in the learning process. Another notion states that the teaching material or substance is a set of learning materials (teaching materials) systematically arranged, featuring full figure of competencies which students will learn in the learning process. The problem in this research is how to influence teaching materials physics concepts and applications based lifeskill to increase student activity and entrepreneurial skills. The results of this study are expected to provide benefits as teaching materials used by teachers and students to learn physics through a series of scientific and high school physics problem-solving activities. METHODS Research object uses two group, group XIB as an experimental group and group XIC as an control group. In the experimental group used teaching materials physics concepts and applications based lifeskill. In the control group used teaching materials based on textbooks. Tests and observation sheet used as a research instrument. The test is used to determine the learning outcome of students through learning physics using lifeskill physics teaching materials. Furthermore, learning outcomes between the experimental group as compared with the control group. Observation sheet used to review the student activity and entrepreneurial skills of students. Then, students' learning activities were compared between the experimental group and the control group. Samples were tested for normality and homogenity test. Chi square statistical test is used as a normality test to know that the samples are normally distributed. Test of homogeneity of variance is used to determine the similarity in the two study samples. t test is used to see the significance of differences in learning P - 17

3 outcomes, student activities and student's entrepreneurial skills. RESULTS AND DISCUSSION In this work, the data obtained data were that of students learning outcomes that consist of pretest and posttest, and student data observation consisting of learning activities and enterpreneurial skills. The data then were analyzed to determine the increase of learning outcomes in the experimental group compared to the control group as shown in Table 1. Tabel 1. Description of learning outcomes between experiments and control groups Pretest Posttest N-gain Mean Variance Standard deviation Value of t 6.47 The average learning outcomes of the experimental group is higher than to that of the control group, where for α = 0.05, t calc = 6.47 and t table = 1.68, therefore t calc > t table, then H o is rejected. As far, based on the pretest and posttest data, the experiment group gain significantly than that of class group with their categories respectively are middle and lower ones. Meanwhile, from the observation of students activity carried out during the learning process in the 5 meetings it was obtained that the average student activities taught using teaching material based on physics concepts and lifeskill are better than to that of using instructional materials in conventional learning (Table 2). Tabel 2. Activities student of Experiment and Mean Variance Standard deviation Value of t 7.14 The average results of student activities in the experiment group higher than the student activity in the P - 18 control group. Obtained for α = 0.05, t calt = 7.14 and t table =1.68. Therefore t calt > t table then H o is rejected. Furthermore, the average entrepreneurial skills of the experimental group is higher than that of the control group, where for α = 0.05, t calt = 7.82 and t table = 1.68, therefore t calt > t table then H o is rejected (Table 3). It means the average entrepreneurial skills taught using the teaching materials of physics concepts and lifeskill are better than that of using instructional materials in conventional learning. Tabel 3. Average difference of entrepreneurship skills between experiment and control groups. Mean Variance Standard deviation Value of t 7.82 The learning process in student-centered experiments group used discussions and laboratory activites to give them the direct experience. It is relevant to Dewey theory of the learning process experienced by students through activities of the student (learning by doing), Bruner theory of learning with stages of activities to discover and Ausubel theory about the meaningful learning of learning process involving long term memory. Based on the observations, the scientific activities stages were performed actively in the learning process. In each meeting, each group is quite skilled in conducting scientific activity. As well, since the teaching material used in this class is developed using lifeskill learning model equipped by some concepts in everyday life, the students are also quite active in group discussions and teamwork. As far, the predominant learning activities carried out in the laboratory are demonstrations, practical activities and discussion in the group. Additionally, the teaching materials based on physics concepts and lifeskill presents the material studied by constructivism where its characteristics is knowledge constructed by students themselves to actively construct knowledge to change the concept understanding onto more scientific. Furthermore, concept application will be understood and attached durable as an application of the concept repeatedly and continuously exercised. Additionally, improve students' skills will be more effective when supported by the media and ICTassisted teaching materials (Adolphus, 2012).

4 Figure 3. Each indicator of Entrepreneur skills Morever, the stages of scientific activities can develop the ability to think and skill scientific activities as understanding the concept of an application having been mastered. When students have the ability to perform skilled lab means the process of science and the scientific attitude has been adopted students in learning physics. Laboratory activities that involve students directly in the scientific activities of the process is able to provide experience to students, providing basic lab skills, understand concepts in depth, improve communication and collaboration within the team (Hanif, M., et al., 2009). Every scientific activities carried out in the experimental class gave curiosity that challenges students to apply the concepts and controlled experience. Students get a chance to explore to perform data analysis and discussion of the results of the practice so that students 'thinking skills continue to be trained. Mentoring and training provided teachers with intensive studentcentered activities can improve students' learning outcomes and activities (Hussain, et al., 2011). appearance after the student is able to solve problems will gradually provide a rewarding experience for students (Folashade & Akinbobola, 2009). Figure 2. Learning Activity indicators for each student activity P - 19 The scientific activities provide encouragement to continue to discover the wide range of positive activities. Active student involvement in the whole learning process is able to explore new ideas and critical in finding solutions to a problem. This process will be easy to grow and become a habit of the students in the learning process if the work is done in teams (Laughlin, et al., 2006). The team's work will be to help students in the exchange of experience, mathematical understanding, and a basic understanding of physics itself. Figure 1. Learning Outcomes for each indicator mastery of concepts Mastery of concepts will be obtained by the students in the experimental class through activities such as scientific discovery and problem-solving activities (Kurnaz, 2008). The discovery and solving problems experienced by students in everyday life can be used as a simple matter to look for discovery and resolution. Application of concepts in depth through lifeskill obtained by students for applying the understanding that has been mastered to improve skills (Bilgin, 2009). On experimental and control group, learning performed in groups with each job description. Through group learning, teaching material is presented through a participatory learning methods, simulation, group assignments and discussions. A place to learn a balance between the guide in the classroom and in the laboratory. Determined considering the place of learning in terms of comfort, safety, functionality and tools needed. instrument and media of teaching used application teaching materials based on lifeskill brings students to the most concrete learning experience. Goods, places, and events described actually. Chronological procedures to understand the teaching materials starting from a simple, lightweight, towards the complex. While the control class, students have difficulty understanding the

5 content, the application of concepts and skills that can be applied. CONCLUSION Based on the research that has been carried out it was concluded that the application of physics with teaching materials based on concept aplication and lifeskill significantly increase the students activity and entrepreneurial skills. It is seen from the results of a significance test has been conducted. The results of the activity observation in the experimental group after learning process. Average learning ability of students after learning process is higher than the students' prior learning ability. While the entrepreneurial skills of the students after learning more than in the prior study. Learning activities and entrepreneurial skills on experimental group higher than the control group. Teaching materials based on physics concepts and lifeskill recommended for use in the learning process. Teaching materials of physics can be used as an alternative to choose teachers and students as a reference on learning process in the classroom. In addition, this physics teaching materials suitable for providing applicable knowledge of physics concepts and train students for independent study. REFERENCES Adolphus, Telima & A.A.Arokoyu. (2012). Improving Scientific Literacy among Secondary School Students through Integration of Information and Communication Technology, ARPN Journal of Science and Technology, 2 (5): Bilgin, etc. (2009). The effect of problem based learning instruction on university students performance of conceptual and quantitative problems in gas concepts. Eurasian Journal of Mathematics, Science, and Technology Education, 5 (2): Folashade, A & Akinbobola, A.O. (2009). Constructivist Problem Based Learning Technique and teh Academic Achievement of Physics Students with Low Ability Level in Nigeria Secondary Schools. Hanif, M., Sneddon, P.H., Al-Ahmadi. F. M., Reid, N. (2009). The perceptions, views, and opinions of university students about physics learning during undergraduate laboratory work. Eur. J. Phys, 30 (1), Hussain, A., Azeem, M., & Shakoor, A. (2011). Physics Teaching Methods: Scientific Inquiry Vs Traditional Lecture, International Journal of Humanities and Social Science, 1(19): Kennedy, Ruth. (2007). In-Class Debates: Fertile Ground for Active Learning in the Classroom. International Journal of Teaching and Learning in Higher Education, 19 (2): Kohl, P.B. & Finkelstein, N.D. (2005). Student Representational Competence and Self Assessment When Solving Physics Problems, Physics Education Research, 1 (104) : 1-11 Kurnaz, M.A. & M. Calik. (2008). Using different conceptual change methods embedded within the 5E model: A sampel teaching for heat and temperature. Journal of Physics Teacher Education Online, 5(1). Lang, H.R. & D.N. Evans. (2006). Models, Strategies, and Methods: For Effective Teaching. New York: Pearson Education, Inc. Nuangchalem, P. & Thammasena, B. (2009). Cognitive Development, Analytical Thinking, and Learning Saisfaction of Second Grade Students Learned through Inquiry based Learning. Journal of Asian Social Science, 5 (10): Laughlin, P.R., Hatch, E.C., Silver, J.S., & Both, L. (2006). s Perform Better Than the Best Individuals on Letters to Numbers Problems: Effect of Size. Journal of Personality and Social Psychology, 90 (4): Panasan, M. & Nuangchalerm, P. (2010). Learning Outcomes of Project-Based and Inquiry Based Learning Activities. Journal of Social Science, 6 (2): Yerigan. (2008). Getting Active In The Classroom. Journal of College Teaching and Learning, 5 (6): P - 20