International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014)

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1 LEARNING QUANTUM TEACHING MODEL WITH ATONG APPROACH SCHOOL PROGRAM OF INTEGRATED VALID TO IMPROVE CHARACTER AND CRITICAL THINKING IN PROBABILITY MATERIAL Akhmad Yaseer 1, Sukestiyarno 2, Masrukan 3 1 SMA Negeri 4 Kota Tegal, Indonesia 2 Department of Mathematics, Semarang State University, Indonesia 3 Department of Mathematics, Semarang State University, Indonesia ABSTRACT Problem of this research is how to develope Quantum Teaching model lesson plan with ATONG approach a school program of integrated valid, practical and efective. Development lesson plan point to modified model Borg & Gall (1983). Product of research is syllabus, RPP, students book, LKPD, and TKBK. Instrument applied for data collecting consisted of validation sheets, students responed sheets, observation sheet of ability of educator managisy class, indepadency observation sheets, critikal thinking skill, and TKBK. Result of researcs: (1) study peripheral is valid; Syllabus score 4,44 (very good); RPP score 4,44 (very good); Educative participant teaching book score 4,46 (very good); LKPD score 4,44 (very good); and TKBK score 4,44 (very good); (2) Study peripheral expressed practical: 1) average of ability educator manages class 4,3 (very good); 2) average of participant response 85,4; (3) Study of expressed effective: 1) TKBK reachs is complete 86,28, and complete classical beyond 85%; 2) the average of critical thinking ability experiment class is 86,28 better than from control class 76,72; 3) there is the positive influencing independence and critikal thinking skill to KBK 55,8; 4) there is incrasing independence and critikal thinking skill at 5 educative participant of choice selected; and improving critical thinking ability. Keywords: A School Program of Integrated Valid, ATONG Approach, Quantum Teaching Model INTRODUCTION Mastery of mathematics is very important in supporting the successful development of the field of education, because the learners mastery of mathematics will be a powerful tool for studying other subjects, both at the same education level as well as at the higher education level. This is in accordance with the opinion Djaali (1989: 81), those learners who are good in math and be able to have considerable opportunities for clever and succeeds in other subjects. The curriculum will be born not long-lived more than 10 years. At any given period of time curriculum must be reviewed continuously. Journey curriculum in 1984, the 1994 curriculum, the 2004 curriculum, Curriculum 2006, and now The 2013 curriculum birth place more emphasis on the affective, psychomotor, M - 85 and cognitive. This is in accordance with the mandate of Article 35 of Law no explanation. 20, 2003, that the competence of graduates is the ability of a graduate qualification which includes aspects of attitude (affective), skills (psychomotor), and knowledge (cognitive) in accordance with national standards. Curriculum demands on aspects of attitude, the students are able to proceed to receive, run, respect, appreciate and practice to become a person of faith, selfconfident, responsible, independent, love the environment, love of homeland. In the aspect of skills, students are able to observe, inquire, try, process, serving, reasoning, and creating to become a person who has the power of thought, acts an effective and critical in the realm of the concrete and the abstract. While the aspect participant of students are able to know, understand, apply, analyze, and evaluate that to the

2 person who mastered the science, technology, arts, culture, and vision of humanity, national, state, and civilization. A solution to overcome these problems is through character achieving of learning and critical thinking in mathematics by combining and optimizing the activities of the school program. In this regard, studies of students in schools need to be optimized and the assignment given learners in the form of a structured task are also put to good use. It is geared to improving the quality of learning outcomes, especially on character education and critical thinking learners who do not have the specific clock hours in school but they are there and integrated on the subjects. Research Supriyono and Sukestiyarno (2002) showed that pemanfaatanmedia props and effectiveness of the provision of structured tasks improve learning outcomes of students. Motivating is the key to successful teaching and learning of students, except it is naturally delighted with the mathematics, need to be given stimulation through teaching techniques and the proper way to love the math. For that we need, and educators use the tool in a variety of ways including using a stimulating environment as a learning resource to make learning interesting and fun for students (Ahmadi and Amri, 2012; 2). Quantum Teaching models Learning show educators how to reach success with record learners "Any" in the classroom with regard to the environment, the curriculum and how to present it. The result is Quantum Teaching is an effective way to teach anyone. Quantum Teaching offers new ideas about how to create an environment that is fun and good for learners promising and support the learning process. Quantum Teaching model with ATONG approach of the learning process through appropriate messages intended curriculum in 2013 that a scientific approach / scientific. New technologies, especially multimedia has an increasingly important role in multimedia learning will be able to bring us to the learning situation learning with effort, replaced by learning with fun. So the learning process fun, creative, not boring choice for educators / learning facilitators. Beside with exploration, elaboration and confirmation, also coupled learners are always taken on the atmosphere of A (= Amati) to all learning situations, then T (= Tanya ) on any problems arise, so that they do O (= Olah) in answer to the question, then N (= Nalar) to continue until the G (= Gagasan) a new idea or innovation, in the opinion of Sukestiyarno (2013). Learners who have learned self-reliance will be able to analyze complex problems, able to work individually or in groups and tend to put forward new ideas and bold M - 86 in the can by the time the learning takes place. In addition, self-reliance can also train the students more responsible and not always rely on others. Independence possessed learners can foster self-confidence and faster in accepting and understanding the subject matter. Hope the above can be done by first preparing teaching materials integrated character independence and critical thinking go on lessons included Mathematics. Character of independence but not necessarily attached to the programmed depth. The choice of characters based on basic competence indicator of what is taught. Suppose that in mathematics is the study of social competence arithmetic grain character choice is the entrepreneurial spirit, the opportunity to learn the competence of his character item is a standalone option, the Diponegoro war competence in social studies, the choice point character is unpatriotic for example. Learning is designed to develop the learners' learning on critical thinking skills and increase self character. School program which in this case is an extracurricular activity is also used as a place for students applying critical thinking through self-reliance in various activities. With the hope of creating a new atmosphere in the learning of mathematics, learning fun, structured and innovative (Depdiknas, 2004). Required effort by educators and researchers to find solutions to develop learning using learning tools designed to apply learning models Quantum Teaching with ATONG approach a school program of integrated. The aparatus programs that researchers have developed the syllabus, lesson plan (RPP), Students Worksheet (LKPD), student textbooks and critical Thinking ability Test (TKBK). As explained by Trianto (2007: 68-76) includes syllabi, lesson plans, LKPD, student textbooks, and TKBK. So as to facilitate the formation of independent learning and thinking skills critis for learning process with the valid, practical, and effective. METHODS This research is the development of learning software developmen mathematics by Quantum Teaching Model with ATONG approach a school program of integrated for X degree opportunities to improve the character of independence and critical thinking learners. Developed learning tools include: syllabus, lesson plans, book learners, LKPD and TKBK. The study design of learning software development with-step learning modification device using a model Research and Development (R & D), 8 steps of 10 models (R & D) according to Borg and Gall (Sukmadinata 2012: 169),

3 namely: 1) research and data collection (Research and information collecting); 2) Planning (Planning); 3) development of a draft product (Develop a preliminary form of the product); 4) initial field trials (Preliminary field testing); 5) revise the test results (Main product revision); 6) field trials (Main field testing); 7) improvement of product field trial results (Operational product revision); 8) testing field implementation (Operational field testing); 9) improvement of the final product (Final product revision); 10) dissemination and implementation (Dissemination and implementation). The research instrument used to collect data sheet consists of observation (observation) character independence, ctitical thinking skills educators the ability to manage the class, a questionnaire response learners, learning device validation sheet, and critical thinking skills test instrument (TKBK). Data collection methods used in this study is the observation, questionnaires, interviews Dantes. Analysis of the validity of the test result data assessment experts for every aspect of every device that was developed was analyzed based on the average score. The research instrument called device is valid if it gets a good rating category at least. The analysis tests the ability to think about the critical shape description, will be analyzed the validity, reliability, level of difficulty, and distinguishing. Analysis of data independence learners and critical thinking skills gained through observation and analyzed by using a rating scale. The highest score for each item is 5 and the lowest question 1 and the independence of data analysis and critical thinking skills in 5 learners choice obtained through observations and interviews. Analysis of practicality test used was analysis of observatory data educators ability to manage classroom that is by calculating the total score for each indicator of the number of items divided observer questions and analysis of questionnaire responses to the learning of students is calculated by dividing the total score obtained by the learner statements divided by the number of learners. While the conduct and pass judgment on the ability of educators to manage grade sheet and questionnaire responses of learners to use the assessment guidelines (rubric) that had been prepared previously by researchers. Before the test effectiveness, test prerequisite initial data which includes tests of normality and homogeneity test between the experimental class and the control class on critical thinking skills before learning (pretest). Test prerequisite initial data that must be done is to test the normality of data which aims to determine whether the M - 87 sample data is normally distributed or not and data homogeneity test aims to determine whether the data from the two sample variances are equal or not. Acceptance H 0 in significant normality test using Kolmogorof obtained from column-smirnov SPSS 17, ie if the value of sig > 5%. Reception H 0 at homogenity with test using the significant test sample obtained from independent SPSS 17 that if the sig > 5%. After the device was tested the validity and practicality of the device tryout in the experimental class and the control class. Used test is the test of effectiveness include: 1) a test of completeness; 2) comparisons; 3) test the influence; 4) there is an increase in the character of independence and critical thinking skills in 5 learners the option selected by purposive sampling technique; and 5) there is an increase in critical thinking skills This is the thoroughness of test analysis and classical individual completeness is defined when the average value of the critical thinking skills of 76 experimental classes and students who earn grades of 76 as much as 85%. by using the average of two test sides aided program SPSS 17 Before doing the calculations, we did the final data is a prerequisite test test for normality (Kolmogorov-Smirnov test). Normality test performed on the experimental class is based on the acquisition value TKBK, to determine whether the distribution of values of the learners in the experimental class normal distribution or tidak. Ho acceptance on significant normality test using Kolmogorof obtained from column-smirnov SPSS 17, ie if the value of sig> 5%.Perhitungan completeness test was performed using SPSS 17 to test One Sample test One Sample output then proceed statistics, to determine the size of the average empirical. If the sig < 5% then H 0 is rejected or accepted H 1 is the average result of learning critical thinking skills to reach more than 76 or completed individually. To view the complete absence of the study of students in the classical as one of the criteria for the effectiveness of learning, using the z test to determine the achievement of critical thinking skills. Criteria testing with α = 5%, calculate the z value compared with the value of z table or z 0,5(1- α)table < z counts < z 0,5(1-α)table H 0 is rejected then consequently H 1, it means achieving classical completeness 85%. Analysis of the test of this appeal is to determine whether the use of the Quantum Teaching model ATONG approach a school program of integrated will result in a better value or not compared to expository learning, in this study using SPSS 17. Before perform calculations, we did the final data is a prerequisite test test normality (Kolmogorov-Smirnov test) and

4 homogeneity test (test of independent sample test). Same normality test to test for normality on the thoroughness of the test, while the test using significant homogenity acceptance H 0 wih independent obtained from the test sample if the sig > 5% sample with independent. appeal test if sig < 5% in continue to the output Groups Statistics. Analysis of the effect of this test is to determine whether the independence and critical thinking skills affect the ability to think critically, to test multiple regression (Sukestiyarno, 2012: 88) and this study using the program SPSS 17. Before doing the calculations, we did the final data is a prerequisite test normality (Kolmogorov-Smirnov test), the same as the test of completeness. In this linearity testing, to accept or reject the hypothesis can be read from the ANOVA table, with criteria H 0 is rejected if the value of sig < 5%, meaning that H 1 is accepted that independent learning and critical thinking skills of students affects the ability to think critically. Furthermore, to determine the contribution of independence of learners ( X ) and critical thinking skills 1 ( X ) on the ability of critical thinking can be seen from 2 the value of R 2 (R square) of the table summary. However, models to determine the effect of each independent variable (self-reliance and critical thinking skills ) on the dependent variable (critical thinking skills), it is necessary to test the independent variables which are the dominant influence on the variable dependen partial multiple regression test (Sukestiyarno, 2012: 88). Increasing of independent test analysis and critical thinking skills in the classroom experiments conducted with qualitative and descriptive analysis using the formula Normality (gain). Samples were selected by purposive sampling technique consisting of five students choices based on the value of the pretest. To determine the increase in critical thinking skills, to gain test. This test is conducted to determine whether the increase in critical thinking skills experiment class is better than an increase in the ability to think critically control class using SPSS 17, the Independent Sample T Test, if sig < 5% in output continue Groups Statistics. RESULTS AND DISCUSSION The first activity in this study is to do validation. One of the main criteria used to determine whether a software development is the result of the validation performed by a validator to obtain suggestions for improvements as well as a draft assessment experts on M - 88 software development. Advice from the experts is used as the basis refinement software development that has been given to the validator validation. A piece to provide an assessment of learning tools that have been developed. After the development of structured devices, then consulted with the supervisor and validated by the validator. Validator consists of 5 members, namely 2 lecturers, lecturers outside supervisor 1, and 2 the practitioner or teacher of mathematics subjects. Development tools revised based on feedback from the initial field validator tested further. Results of assessment of learning a model of Quantum Teaching device with ATONG approach a school program of integrated material X is stated that class opportunities based on considerations of experts. Validation results showed the average expert validation with scale 5 to Syllabus is 4.44 (very good); RPP was 4.44 (very good); Learners book is 4.46 (very good); LKPD is 4.44 (very good); and TKBK is 4.44 (very good). Thus meeting the criterion validity of the study. The device is said to practical learning if it meets the following criteria: 1) ability to manage a good learning educators; 2) the response of students towards learning quite good /positive (Trianto, 2010: 25). The observation of the ability of educators to manage classroom Quantum Teaching model with ATONG approach a school program integrated of valid gained an average of 4.3 of the highest scoring 5.00 or included in the category of participant responses get excellent score while 85.4% provided that the positive response of the students said if the score obtained more than 80%. It can be concluded that the learning of Quantum Teaching model with ATONG approach a school program integrated of valid for improve critical thinking skills in a practical matter stated odds. The first criterion learning efektif: with KKM achieving mastery test on the value of the ability to think kritiskelas experiments using average test parties. With the formula mentioned above are obtained: sig = 0% <5% then H 1 is accepted, it means that the average yield learning critical thinking skills in different experimental classes or not equal to the average 76. Continued empirical statistical tests, it turns out the average empirical , meaning that achieve learning outcomes averaging 76 justified. Because > 76, so the average result of learning critical thinking skills in the classroom more than 76 experiments in individu. For test used classical completeness calculation of z = 1.39 compared with 1.96 ztabel the error level of 5%. Or z counts which lies between and 1.96, then H 0 is accepted. So it can be concluded that in the classical

5 mastery learning on the average value of critical thinking skills class experiment reached 85%. With the fulfillment of completeness, both individually and classical, show markedly successful development of a learning device Quantum Teaching Model with ATONG approach a school programs of integrated. The integration with the school program successfully establish independence and critical thinking. Implementation ATONG approach to learning also helps students who struggle to learn the material alone becomes easy to conduct group discussions. As described by Vygotsky (Suherman et al, 2003: 50) that the learning process will occur more efficiently and effectively if the students learn cooperatively with other children, supportive atmosphere, the coaching or mentoring anyone more capable or more mature, for example, a student. Analysis of the effectiveness of the next test comparisons, the results of different test average TKBK experimental class and control class using SPSS 17 obtained significant value 0% < 5%, then Ho is rejected and H 1 is accepted. That is, the average critical thinking skills and classroom control experiment class is different. By looking at the empirical mean, the average critical thinking skills class experiment is and the average critical thinking skills control class is , means the average value of the experimental class TKBK better than the control class. This suggests that the learning of Quantum Teaching Model ATONG a school programs of integrated opportunities in improving the character of independence and critical thinking better than this ekspository. Learning of succes methods due to the development of learning tools Quantum Teaching Model ATONG approach school programs of integrated in the form of syllabus, lesson plans, LKPD, book learners, and TKBK done gradually using a model Borg & Gall. Learning of Quantum Teaching model with ATONG approach critical thinking students. Successfully encourages students to learn independently through structured tasks that are better prepared to learn. The analysis further test the effectiveness of the testing effect, the independent variable in this study is the independence of characters () and critical thinking skills (), while the dependent variable is the ability to think critically (). Data on the character of independence and critical thinking skills drawn from the observations. While the critical data taken thinking skills through creative thinking ability test (TKBK) were carried out at the end of the results obtained meeting. Based on value of R square = 57.4%. This means that 57.4 %% critical thinking skills influenced by the character of independence and critical thinking skills in solving M - 89 problems of practice (together), while 42.6% is influenced by other factors. While the regression equation is = In this study the character of independence is more dominant influence on the critical thinking skills of learners that is 55.8% less than the critical thinking skills of critical thinking skills, namely 34.5%. Therefore, for the study of students maximum, then the first character fostered independence rather than critical thinking skills (Sukestiyarno, 2012: 89). Following the recapitulation of character independence of all students meeting the 5 peserta option, presented in Table 1 The data for the scale (1-5). Table 1. Summary of Value Character Independence Subjects Event PDP-1 3,33 3,87 4,28 4,55 4,78 PDP-2 3,23 3,87 4,21 4,50 4,73 PDP-3 2,95 3,59 4,04 4,36 4,56 PDP-4 3,00 3,77 4,17 4,48 4,68 PDP-5 2,60 3,32 3,83 4,22 4,54 Based on the above table it is concluded that the development of a learning device by using a model Atong Quantum Teaching with an integrated approach to determine the character of the school program learning independence would be more suitable if used on a particular group of research subjects. Because based on the results of observations obtained significant increase of certain group. Here is presented a data character independence of choice of research subjects in Picture 1.

6 The increase in the critical thinking skills of observation variables will also be shown on the recapitulation of critical thinking skills of all students meeting the 5 choices, presented in Table 2 the data for the scale (1-5). Table 2. Summary of Value Critical Thinking Skills Subjects Event PDP-1 3,00 3,63 4,07 4,43 4,70 PDP-2 3,00 3,60 4,07 4,37 4,63 PDP-3 2,80 3,47 3,93 4,30 4,60 PDP-4 2,73 3,50 3,97 4,43 4,67 PDP-5 2,73 3,47 4,00 4,33 4,57 From the data table above, the researchers concluded that the development of a learning device by using a model Atong Quantum Teaching with an integrated approach to improve the character of the program sekolahuntuk critical thinking skills can be used on a particular group of subjects. Suitability of the use of learning tools that have been developed against a group of learners will be analyzed according to the choice of Picture 2. Based on the picture above it is concluded that the development of a learning device by using the model of Quantum Teaching with Atong approach integrated school programs to determine the critical thinking skills would be better suited to be implemented on learners of all groups, because almost all groups of learners (top, middle and bottom) have nearly the same increase from the first meeting to meeting to V M - 90 The results of different test average increase critical thinking skills experiment class is 56.03% greater than the average increase in critical thinking skills class which controls 18.78%. This suggests that the learning model of Quantum Teaching with ATONG approach integrated school programs on material opportunities more effectively in improving critical thinking skills than expository. CONCLUSION Characteristics of the development of mathematical models of learning with Quantum Teaching an integrated approach Atong School program material opportunities of class X using a modified model of development Borg & Gall (Research & Development). The development of learning tools tailored to the steps of learning a model of Quantum Teaching with Atong approach integrated school programs. Effective learning is able to improve the character of independence and critical thinking learners. Based on the expert judgment of learning material development opportunities device models Atong Quantum Teaching with an integrated approach to school programs to improve the ability to think critically is valid. Mathematics learning materials using the opportunity of learning a model of Quantum Teaching with Atong integrated approach practical diinyatakan school programs, namely: 1) the results of the calculation sheet educator's ability to manage the classroom observations included in the excellent category; 2) the results of the calculation of the response of learners learning model Atong Quantum Teaching with an integrated approach to learning a positive school programs. It can be concluded that in general students can receive learning model of Quantum Teaching with Atong integrated approach praktis. Teaching school math program material opportunities using Quantum Teaching models with an integrated approach Atong declared effective school programs, this is because the results of the analysis showed: 1) the ability achieve mastery of critical thinking both individually and classical; 2) learning experiment class was better than the control class class; 3) no influence of the character of independent learning and critical thinking skills to critical thinking ability has positive effect; and 4) an increase in self-reliance and critical thinking skills in learners 5 options; and 5) an increased ability to think kritispada experimental classes are better than the control class. Learning to use a learning device models Atong Quantum Teaching with an integrated approach to the

7 material opportunities school programs effective in improving the character and critical thinking learners. SUGGESTION To give an important contribution to the effective learning continues to develop learning tools that are tailored to the material and the ability of learners in menentukkan learning model. Educators must be selective in using the model / approach / method of learning by looking at the characteristics of matter and learners. The results of this study may be material information for researchers to develop research-related learning models Atong Quantum Teaching with an integrated approach to improving school programs critical thinking skills. Educators should have the creativity to try new things, so that students always participate in the study. To optimalize the students to always ask and make new ideas in developing themselves in the learning success. This is in accordance with the 2013 curriculum with the approach of scientific approach. To provide input to the school in order to improve the learning process to improve student learning outcomes. To be independent learners in finding learning resources other than books and educators. Assignments are structured and integrated with extracurricular activities and later can be connected with daily life, so that students are always critical thinking in every step REFERENCES Ahmadi, K. I. dan Amri, S PAIKEM GEMBROT Mengembangkan Pembelajaran Aktif, Inovatif, kreatif, Efektif, Menyenangkan, Gembira dan Berbobot. Jakarta: Prestasi Pustaka Publisher. Borg and Gall Educational Research: An Introduction. New York: Longman Inc. Chinnappan, M Schemas and Mental Models in Geometry Problem Solving. Educational studies in mathematics 36: , Kluwer Academic Publishers. Printed in the Netherlands. Djaali, Peningkatan Kualitas Pengajaran Matematika pada Tingkat Pendidikan Menengah. Jurnal Ilmu Pendidikan. Februari 1994, Jilid I,hal Lestari, S Pengembangan Bahan Ajar Matematika Bermuatan Pendidikan Karakter Dengan Model Pembelajaran Kooperatif Tipe Co-op Co-op Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Pada Materi Limit Kelas XI. Tesis. Tidak dipublikasikan. Semarang :Program Pascasarjana Universitas Negeri Semarang. Suherman dkk Strategi Pembelajaran Matematika Kontemporer. Bandung : Universitas Pendidikan Indonesia. Sukestiyarno Olah Data Penelitian Berbantuan SPSS. Semarang: Universitas Negeri Semarang. Sukestiyarno Pembelajaran Matematika dengan Pendekatan Atong berbasis Pendidikan Karakter Materi Operasi Bilangan Kelas IV. Makalah. Seminar Nasional. Semarang : Universitas Negeri Semarang. Sukmadinata, N. S Metode Penelitian Pendidikan. Bandung: Remaja Rosdakarya. Supriyono dan Sukestiyarno Efektivitas Pembelajaran Teori Peluang dan Statistika dengan Memerankan Media dan Tugas Terstruktur dari SD hingga Perpendidikan Tinggi. Semarang : Penelitian Hibah. Program Pascasarjana Universitas Negeri Semarang. Trianto Mendesain Model Pembelajaran Inovatif- Progresif. Jakarta: Kharisma Putra Utama. Depdiknas Pendekatan Pembelajaran Matematika, Bahan Pelatihan Terintegrasi Berbasis Kompetensi Pendidik. Jakarta: Depdiknas. M - 91