DEVELOPMENT MODEL OUTDOOR LEARNING ASSISTED GROUP INVESTIGATION MODEL TO DEVELOP SCIENTIFIC ATTITUDE. *

Transcription

1 1 DEVELOPMENT MODEL OUTDOOR LEARNING ASSISTED GROUP INVESTIGATION MODEL TO DEVELOP SCIENTIFIC ATTITUDE Novi Yuliyanti 1, Supartono 2, Sudarmin 2* 1 Program Studi S2 Pendidikan Dasar Semarang State University 2 Jurusan Pendidikan Dasar Konsentrasi IPA Semarang State University * noviyuliyanti531@yahoo.co.id Abstract Based on the field study in SDN 2 Dukuh Tengah teaching was still dominated cognitive aspects, poor from to develop a scientific attitude. The characteristic of OLGI models have not been seen with either. The purpose of this study was to describe, measure, effectiveness and to determine of study who receive the OLGI models to develop a scientific attitude. This research consist of five phases 1) investigation, 2) design, 3) the realization or construction, 4) evaluation and revision, 5) the implementation. Subject this research is grade V student of SDN 2 Kerasana for tritial limited as much as 21 students, class VA SDN 2 Dukuh Tengah as control classes, and class VB SDN 2 Dukuh Tengah as experiment classes. Technical data collection using interview sheets, scale observation attitude, pool, and sheets validation. Data analysis used descriptive analysis, analysis instrument of test, and the appeal two samples. The result showed that OLGI models can improve students scientific attitude significantly, with a score of 0.55 with the criteria being in the range of 0.30 (<g>) Based on the T-test analysis of the student in class to the experiment class higher than the average in control class. Keywords: Outdoor Learning Models, Group Investigation Models, Scientific Attitide

2 2 Preliminary The government has a lot of work on improving the quality of education. One of these efforts is to enhance the curriculum at all levels of education. In 2006, published Kurikulum Tingkat Satuan Pendidikan (KTSP) as a refinement of Kurikulum Berbasis Kompetensi (KBK). One substance into the curriculum emphasis is how to create an effective learning. According Mulyasa (2004: 19), effective learning characterized by an attitude that emphasizes student learning effectively. The learning model is defined as the approach used in the learning activities. Learning model refers to the learning approach that will be used including teaching objectives, the stages in the learning activities, learning environment and classroom management. According to (Trianto, 2007), the learning model is defined as a design or a pattern that is used as a guide in learning in class or learning tutorial. Suyadi mention that the learning outdoor learning has many benefits for students because the packaging of learning more interesting and fun for children, as well as learning more meaningful because it will be faced with a situation and the actual situation or is natural (Husamah, 2013: 25), in addition to learning resources more varied and recreation so that students are not bored and tired of learning as well as students are more excited and concentrate more on learning presented by the teacher. Outdoor learning as well as a vehicle for broader student learning so that students know more about the real world and would be embedded image on students that the world as a class. This is supported by convincing preservice teachers assumption that they can affectively teach science is another field goal, the outdoor field experiences Described in this study can contibute to meeting Reviews These goals (Sarah & North, 2009: 10). Outdoor learning not only has many benefits, but the model pembelajran outdoor learning will be more effective if presented with assisted other interesting learning model. This research will measure the development of a scientific attitude, it takes learning model that can build up the group's performance. Investigation group learning model is one model of learning that promotes cooperation among the group members. Investigation group learning model can be applied to develop a scientific attitude of

3 3 students. Assumptions of Fie et al. (2004) say that It is also not uncommon to assume that learners would have acquired Reviews These skills and the processes of group work from their experiences on social interactions and discourse. Therefore, modeling of Group Investigation is one way to address this problem. Research methods This type of research is the development of research that follow the stages of research and development Sugiono. Collecting data using observation, questionnaires, interviews and tests. Data collection instruments use the validation sheet guide OLGI use of models, activity observation sheet of students and teachers, scientific attitude questionnaire, the questionnaire responses of students and teachers as well as tests. Analysis of the data in this study is the assessment of the scientific attitude, the questionnaire responses of students and teachers using the descriptive percentage, while the analysis of student learning outcomes using t-test and the N-Gain. Results and Discussion Model Design of outdoor learning is aided model of group investigation to be researched and developed by adapting both learning theory outdoor learning and group investigation, then the model outdoor learning-aided model of group investigation (OLGI) arranged into five stages, namely: 1) engangement Phase, 2) Exploration Phase and Observation, 3) Eksplanation and Grouping, 4) Elaboration Phase, prepare and present their final thesis, 5) Evaluation Phase. Based on the data from the questionnaire needs teaching materials, recognized by nine students or 32.14%, which was very important and was pleased with the material nature of events, there are 9 students or 32.14% felt the material very useful natural events. However, there are still 10 or 35.71% who find it difficult to study human behavior that can change the shape of the earth's surface and distinguish natural events that occur due to human activities and due to natural factors. This is the consideration of researchers to carry out a development model of learning that facilitate students learn the material natural events.

4 4 Outdoor learning model-assisted learning model of group investigation (OLGI) is one of the innovative usage model of learning science in elementary school. Based on questionnaire data already collected by the VB grade students of SD Negeri 2 Middle Hamlet, disapatkan OLGI result that the model needed in the process of learning science, evidenced by 15 students or 53.57% claimed the teacher always explains the science lessons with lectures, student 9 or 32, 14% admitted that teachers often explain science lessons with lectures and 4 students or 14.42% of teachers admitted to sometimes explain teaching science lectures. The identity of the teacher to condition melakuka student learning outside the classroom and the group is still very rare, because the number of 10 or 35.71% sometimes teachers ask students to discuss and direct observation, and a number of 10 students or 35.71% admitted to occasionally the teacher asked the students to learn in the front garden of the school that 15 or 53.57% of teachers claimed never having students perform learning outside the classroom. That is because a number of 15 students or 53.57% claimed to always speak when the teacher explains the science lessons, 12 students or 42.85% claimed the teacher asks students to read textbooks or notes on the board and of 5 students or 17.85% said lessons carried out by asking questions about the subject matter, so it is recognized by 11 students or 39.28% just a little lesson capable understood by VB grade students in science lessons. Teachers have not used a model of learning outside the classroom with a group shades (OLGI) is recognized by 13 students or 46.42% as well as 17 students or 60.71% claimed not to be given guidance by the teacher when having difficulty teaching science. The students of SD Negeri 2 Dukuh Tengah is a heterogeneous background of students, for the character and nature of the students in the association will be different. This affects the personality of the students in the learning process, especially in order to develop a scientific attitude. From the analysis of the needs of the students there are 16 students or 57.14% answered the questionnaire are less able to develop a scientific attitude with others by working together, which is 5 students or 17.85% group discussion or collaboration is only done by a friend bench only, 7 students or 25% admitted

5 5 working group is comfortable with his own choice. Based on the analysis, the ability of the scientific attitude of students of SD Negeri 2 Middle Hamlet still needs to be improved, especially when learning takes place. Validation guidebook use OLGI models, assessment of 20 items divided into three stages, namely a preliminary assessment, presenting and closing. Introductory part there are 6 items penialaan. Penialain the first is the accuracy of the title, the validator 1, 2, and 3 each provide a score of 4, 3, 4, the average score of 3.6 obtained with both categories. The accuracy of the instructions for use, from 3 validator to obtain an average score of 3, 6. The accuracy of the preface, the accuracy of the table of contents, and the accuracy of the list of tables validator 1, 2 and 3 each provide a score of 4, 3, and 4, the average score 3, 6. The accuracy of the image list validator 1 score of 4, 2 scores 4 validator, and the validator 3 scores 3 with an average score of 3.6. Appraisal at the presentation there were 7 items assessment. The accuracy of the title / theme of the chapter, the validator 1, 2, and 3 respectively obtained a score of 4, 3, 4 with an average score of 3.6. The accuracy of the contents of the introduction, three validator gives a score of 3 with an average score of 3. The precision of the presentation of the material, the validator 1, 2, and 3 to obtain a score of 4, 3, 3 with an average score of 3.3. The precision of the order of the material, the validator 1, 2, and 3 each provide a score of 4, 3, and 4 with an average score of 3.6. EYD correct use, the validator 1 score of 3, 2 validator score of 4, and the validator 3 scores 3 with an average score of 3.3. Clarity of description models, from 3 validator to obtain an average score of 3.6 in both categories. Examples of model application to obtain an average score of 3.6. Assessment on the cover there are 7 items. The first is the accuracy of the conclusions, the validator 1, 2, and 3 each provide a score of 4, 3, and 4 with an average score of 3.6. Accuracy glossary presentation, validator 1, 2, and 3 give a score of 4, 3, and 3 with an average score of 3.3. The accuracy of the presentation of the bibliography, from the third validator to obtain an average score of 3.6. The precision of the writing of memoirs, the validator 1 score of 4, 2 scores 4 validator, and the validator 3 scores 3 with an average score of 3.6. Kekomunikatifan, the validator 1, 2, and 3 to obtain an

6 6 average score of 3, 3, and 4 with an average score of 3.3. Kesistematisan and third legibility validator scoring 3 with an average score of 3. Pretest was conducted by learning such lessons without using OLGI model development. Wide scale testing begins with the analysis of the results of the control group and the experimental pretest. Pretest was conducted to determine the result of an increase in students with test N-gain. Value recapitulation of the pretest in control and experimental classes is shown in Figure 1. Figure 1: Results Prestest Grade Control and Experiment Pretest results gained an average of different values. VA class as the control class to get the average value of and VB class as a class experiment to get the average value of The lowest value VA grade students is 48 and the lowest value VB grade students is 50, while the highest value VA class is 76 and the highest grade VB class is 76. The number of students that have a value equal to more than 65 in a class numbered 12 students VA so that the percentage of completeness reached 42.85% while the VB class numbered 13 students with a percentage of 46.42%. The implementation of the post-test aims to determine given the increase that occurred before treatment and after treatment is given. Postest activities done in class experiments using models OLGI, while postest done in class control using conventional learning models. Recapitulation value posttest results can be seen in Figure 2.

7 7 Figure 2: Results Posttest Control Class and Experiment Class Prestest and posttest results of experimental class and control class there is a difference, ha can be seen in the results of the N-gain in Table 1. Table 1. Recapitulation N-gain pretest and posttest Experiment Class and Class Controls No Class Activity Pretest Posttest N-gain Criteria 1 Experiment Moderate 2 Control Moderate Table 1 shows that the learning model OLGI in the experimental class showed better results than the control class that uses contextual learning model. As evidenced by the results of the pretest study experimental class scored while the control class Seen also in activity posttest experimental class scored while the control group only N-gain derived control class by 0.55 with the criteria of being, and the control class gained 0.35 to the criteria of being, selisis N-gain experimental class with control class is 0.2. This is according to research from the study of Riyanti (2009) which says that there is a significant influence on the use of learning model group investigation on student achievement with value = 0,000 <α, where students are given learning model

8 8 group investigation to obtain an average value higher of the students who were learning with contextual learning model. This reinforced the theory of in accordance with the theory Husamah (2013: 21), which states that outdoor learning learning to use the outdoors as a tool setting, learning to use nature as a medium is considered very effective because students will be able to feel, see directly even do it yourself. Reinforced with theory Sharan (2014: 130) states that there is a unique character group investigation on the integration of the four basic features such as investigations, interaction, interpretation, and intrinsic motivation. Acceptance OLGI models to develop a scientific attitude in class VB through observation or observation. Careful observation of activities carried out for from the beginning of the meeting until the end of the meeting. These observations were made to locate students during the learning activity data with the model OLGI take place in science lessons, both at KD 7.6 KD 7.7 mapun. Recapitulation of observations of students during OLGI models implemented in Table 2. Table 2. Recapitulation Observations Student Activity Model OLGI No Variable Score Criteria 1 Minimum score 25 Good 2 Maximum score 32 Very Good 3 Mean 28,67 Good 4 Percentage of completeness (%) 100% The observation of students during the learning process with a model OLGI in the experimental class, from 8 items obtained the highest score of 32 out of a maximum score of 32 lowest scores 28, of 8 items with an average value of Based on the criteria penialaian the students' skills in science lessons using OLGI models in the category very good and feasible for use in science learning activities about the material nature of events. This is consistent with the research of this case in accordance with the study of Priyono and Priyono (2012) note that approximately 90.33% of the students play an active role in the activities of student inquiry outdoor role in learning, so that it can be seen that the activity of students in the inquiry into the outdoor learning tends to

9 9 be high. The average score of the experimental class learning outcomes is higher than the average score of the control class. The value of post-test experimental class in contrast to the control class, the value of post-test experimental class is better than the value of the post-test control class. Learning by using a model OLGI encourage students to conduct investigations related to problems that occur in the environment associated with natural disasters, the results of the investigation will be discussed by the group to produce a report that the results will be presented by representatives of the group at the end of the learning activity. Rekapitulation teacher response results in Table 3. Tabel 3. Recapitulation Response Teachers Against Usage Model OLGI on IPA No Variabel Classroom Classroom Mean Teacher VA Teacher VB 1 Application of the model The suitability of the model 3 2 2,5 with material 3 scientific attitude Totally Score ,5 Recapitulation questionnaire totaling 10 items by two teachers at SDN 2 Hamlet Middle namely classroom teachers VA and VB classroom teachers. VB class teacher with a total score of 9 and classroom teacher VA total score of 10, they gained an average of 9.5. For details of the results obtained in the teacher's response OLGI model application component gained an average of 4 components of suitability gained an average of 2.5 and components of scientific attitudes gained an average of 3. Student responses indicate that students feel happy using OLGI models can be seen on each item that is more than 70% had a positive response to 10 items tesebut gained an average of 24.8 means that 88.57% of students liked learning OLGI models.

10 10 Knot Improved learning outcomes IPA to test N-gain experimental class received grades 0.55.with medium category. Test N-gain control class normalized gain values obtained in the control group to 0.35 in the medium category. Results normalized gain greater experimental group than the control group. This shows that improving student learning outcomes using models OLGI higher than the learning outcomes of students who use bench model of discussion and lectures. Based on the results of student learning using the model of classical completeness OLGI acquire 100% with an average of 96.17, while the experimental class in control class memeproleh completeness Klasika 92.85% with an average of classical completeness of test results of the experimental class higher than the class control by a margin of 7.15% Suggestion Based on observations, the results of the analysis of the entire process of development, it can be suggested the following: (1) Learning model of outdoor learning is aided model of group investigation in order to more efficiently should be done in a place not too far from school, (2) learning models OLGI would be more effective if the teacher prepare the syllabus and Learning exercising their plan, (3) Students should be given a worksheet, either independently or in groups and kekomunikatifan with other groups. Bibliography Fie, M., Khang, N & Sai, L Using Group Investigation For Chemistry in Teacher Education. Asia-Pacific Forum on Science Learning and Teaching, Volume 5, Issue 1, Article 6, p.1. Husamah Outdoor Leaarning. Jakarta: Prestasi Pustaka Liu, T. C., Peng, W. H & Lin, M. S The Effect of Mobile Natural-Based on the 5E Learning Cycle: A Case Study. Educational Technology Science and Society. Vol. 12. No. 7. Hal: Mulyasa, E Kurikulum Tingkat Satuan Pendidikan. Bandung: Rosdakarya. PT. Remaja

11 11 Riyanti Pembelajaran Biologi dengan Group Investigation melalui Hands On Activities dan Outdoor Learning dari Kreativitas dan Gaya Belajar Siswa. Tesis. Universitas Sebelas Maret. Orion, N A Holistic Approach for Science Educational for All. Eurasia Journal of Mathematics, Science, and Technology Education. Vol. 3. No. 2. Hal: Priyono, A. B. P & Priyono, B Pengaruh Outdoor Learning Berbasis Inkuiri Terhadap Hasil Belajar Materi Ekosistem. Unnes Journal Biology Education. Vol. 7. No. 28. Hal: Sarah, J, C., North, C The Effect of Outdoor Learning School Students on Preservice Teachers Self-Efficacy. Jurnal Of Elemantary Science Education. Volume 21 No. 2. Hal: Sarah, J. C., Linda, P. T & Margareta, M. T Elementary Science Indoor and Out: Teacher, Time, and Testing. Research Science Education. 43: Sharan, S The Handbook of Cooperative Learning Inovasi Pengajaran dan Pembelajaran untuk Mengacu Keberhasilan Siswa di Kelas. Yogyakarta: Istana Media. Sugiyono Statistika Untuk Penelitian. Bandung: CV. Alfabeta Trianto Teori dan Praktek. Jakarta: Perpustakaan Nasional.