Dwi Nanto, Yusina Fadla Ilmi, Diah Mulhayatiah
[email protected], [email protected], [email protected] Dept. of Physics Education, Syarif Hidayatullah State Islamic University, Jakarta
Abstract
Contextual Teaching and Learning (CTL) is a powerful approach in delivering Physics knowledge. Many technologies are fruits of Physics application such as hydraulics, sub marine vehicle and others. Those applications clearly explained in Fluid Statics. Senior high school (SHS) students who learn Physics are mostly teenager that familiar to use smartphone. Most smartphone in Indonesia use Android operating system. In this work, we report CTL under Android application for SHS students to learn fluids static. This research used quasi experimental method with nonequivalent control group design by means of purposive sampling technique. Based on data analysis, the result obtained that there was an effect of CTL under Android application on the senior high school students learning result on Fluid Statics concept. Interestingly, based on cognitive aspects of Revised Bloom’s Taxonomy of Fluids Statics which investigated by CTL under Android Application shows higher score achievement for female students.
Keywords: Students’ Gender, Achievement Result, Fluid Statics, Contextual Teaching and Learning, Android Application
Introduction
For over time the discovery of IQ gains emerged naturally from bunch of work of many scholars (Flynn, 1999). Psychologists have used the IQ as a summarizing index of what may be viewed as a latent general factor underlying the diverse measures of someone intellectual ability (Jack Block & Adam Kremen, 1996). Long time ago, It assumed both explicitly and implicitly that women were less intelligent than men. Literature on sex differences in attributions for success and failure suggesting, that some females got a success in male-dominated occupations as a luck or chance (external factors)‚ while males attribute it due to man ability or motivation. It was not until comparatively that many studies examined ordinary people’s estimates of sex differences in IQ (Adrian Furnham & Lucinda Gassom, 1998). Some early studies describe obviously on achievement motivation theories to explain why women and men differed in their educational and occupational pursuits (Judit L. Meece, Beverely Bower Glienke, Samantha Burg, 2006).
Studies have reported that students begin formal physics education with a system of physical conceptions that differ in deeply systematic ways from those of the physicist yield a significant obstacle in learning physics (Dewey I. Dykstra, C. Franklin Boyle & Ira A. Monarch, 1992). In common, people belief that physics is a particularly challenging subject. Modeling seems central to physics, given that concepts and theories are constructed, and poorly not a mere translation of reality (Ugo Besson & Laurence Viennot, 2007). Contextual teaching and learning (CTL) system is an educational process that aims to help students see meaning in the academic material they are studying by connecting academic subjects with the context of their daily lives, that is, with the context of their personal, social and cultural circumstance (Johnson, 2002). Therefore, it is necessary to make the media learning that help students to construct their knowledge in order the students can be interested to learning.
Enriching Quality and Providing Affordable Education through New Academia | 157 Mobile learning is a new concept; it is certainly concerned with learner mobility, in the sense that learners should be able to engage in educational activities without the constraints of having to do so in a tightly delimited physical location. To a certain extent, learning outside a classroom or in various locations requires nothing more than the motivation to do so wherever the opportunity arises – from books, electronic resources, places and people. Therefore, it rapidly becomes a credible and cost-effective component of on-line and distance learning and anyone developing courses in companies, universities and colleges must consider carefully what it has to offer people (Agnes Kukulska, Hulme &
John Traxler, 2005).
The senior high school’s students are including the teenager group of age. Most of teenagers are interested to all things about the interactive technology devices called gadgets. Nowadays, one of the technology device which keeps on development is mobile technology. In this era, human activities cannot be separated by the mobile technology.
One of the most famous mobile technologies is smartphone.
A survey on US mobile industry found that mobile device sales grew by 40% between 2002 and 2003, and predicted that PDA/mobile phone sales will outstrip PC sales by 2005 with the majority of companies switching to wireless networks (Ellis K, 2003). It is estimated the total number of mobile phone users worldwide is over 300 million;, which is double the number of Internet users. One of the recent and significant changes in learning environment is the demand of mobility. Mobile phone becomes popular in the society and most of the people can afford the cost (Chi Hong Leung& Yuen Yan Chan, 2003). By 2016 in Indonesia, smartphone penetration among mobile phone users were 40.4%, when smartphone users were 65.2 billion (eMarketer, 2015). In Indonesia, most of smartphone was powered by Android technology. By September 2016 in Indonesia, there was 72.29% smartphone based on Android technology (StatCounter, 2016). Because of that, mobile technology based on Android has a great potential to be applied in mobile learning. In this report, we describe a pre-study the effect of CTL module in achievement result under Android application to high school students in difference of sex.
Methods
We use quasi experimental method with non-equivalent control group design to explore our interest. The research design involves two research classes that were the experimental class and the control class. The independent variable in this research is CTL Module under Android application; meanwhile the dependent variable is students’
achievement in the cognitive aspect based on revised Bloom’s taxonomy. The moderator variable is the relation between students gender.
This work was conducted in Sekolah Menengah Atas Negeri (SMAN) 6, a public senior high school, South Tangerang city with a population study all students of class X and the sample is class X-1 as an experimental class and class X-2 as the control class. Both of these samples were determined by using sampling techniques. The sampling technique used purposive sampling with distinguished interest subjects by students’ gender.
Instruments in this research were test instrument and non-test instrument. The test instrument is test of students’ achievement (pre-test and post-test). The instrument was given to measure student achievement on cognitive aspects based on revised Bloom's taxonomy. The cognitive aspects in this research are remembering, understanding, applying, and analyzing (Krathwohl, 2002). The non- test instrument is questionnaire responses by the students. The questionnaire used aims to determine students' response using contextual teaching and learning module under Android application.
The prerequisite analyze tests are normality test (Shapiro-Wilk test) and homogeneity test (Levene test). After that, if the data was normal and homogeny, then hypothesis analyze test used a T test. If the data was abnormal and homogeny, then hypothesis analyze test used a U Mann-Whitney test. The significance level is 5%.
Enriching Quality and Providing Affordable Education through New Academia | 158 Module Based Contextual Teaching And Learning Under Android Application
CTL module in this work was design based on contextual teaching and learning syntax, are Constructivism, Inquiry, Questioning, Learning Community, Modeling, Reflection and Authentic Assessment (Johnson, 2002). Before the treatment, contextual teaching and learning module must be validated by the examiner. The examiners are examiner of physics contents, examiner of education and learning and examiner of information and technology. The estimations result of contextual teaching and learning module under android application by the examiner could be seen at Table 1.
Table 1. Contextual Teaching and Learning Module Evaluation
Indicator Score
Substation of physics materials 20
Design of learning 16
Design of visual 10
Software utilization 18
Score 64
Percentage (%) 78.7%
Statement Good
The criterion of CTL Module under Android application was good with the quality percentage of 78.7%. Design of Android application for this work could be seen at Figure 1.
Figure 1. Design of Contextual Teaching and Learning Module Android Application, (a) Cover Design, (b) Home Menu, (c) Mind Mapping Content,
(d) Physics Material Menu, (e) Physics Material, (f) Evaluation.
Enriching Quality and Providing Affordable Education through New Academia | 159 Results and Discussion
Before the experiment, the two classes took a pre-test to ensure that they had equal abilities in this subject before learning activity treatment. The mean and the standard deviation of the pretest were 49.33 and 11.12 for Class 2, and 44 and 10.34 for Class X-1. Therefore, class X-2 became the control class and X-1 became the experiment class. The results of pre-test are shown on Figure 2.
Figure 2. Result of Students’ Achievement of Pre-Test (a) Uncategorized Students, (b) Male Students, (c) Female Students
The result of pre-test was analyzed by the normality Shapiro-Wilk test. The result of descriptive data and normality test describes on Table 2.
Table 2. Descriptive Data and Normality Test of the Pre-Test Result
Enriching Quality and Providing Affordable Education through New Academia | 160 The students in experiment class had learning treatment by CTL module under Android application; meanwhile the control class had conventional method. After participating in learning activity, the two groups of students took a post-test. The result of post-test is shown on Figure 3.
Figure 3. Result of Students’ Achievement of Post-Test (a) Male Students, (b) Female Students, (c) Uncategorized Students
The result of post-test was analyzed by the normality Shapiro-Wilk test. The result of descriptive data and normality test describes on the Table 3.
Table 3. Descriptive Data and Normality Test of the Post-Test Result
The pretest and posttest was analyzed by the homogeneity Levene test. The homogeneity of pretest and posttest describes on Table 4.
Enriching Quality and Providing Affordable Education through New Academia | 161 Figure 4. Homogeneity Test of Pre-Test and Post-Test
The data of pretest and posttest were analyzed by the hypothesis test to know the effect of the treatment was given. The result of hypothesis test describes on Table 5.
Table 5. Hypothesis Test of the Pre-Test and Post-Test
Based on the Table 2 and Table 3 show that the mean of both classes are rising, in the Table 3 shows female students had the mean higher than the mean of the male students during the pretest and post-test in both classes. Moreover, in detail of the students are mostly female students who shows higher score achievement. The results of hypothesis tests showed, that the use of contextual teaching and learning modules affected more significant on female students, but have a poor effect on male students. While considerable progress has been made, important gender differences in educational achievement and occupational attainment remain. More female students of high school today are enrolled in advanced high school mathematics and science classes, but they are less likely than boys to report liking these courses (Judit L. Meece, Beverely Bower Glienke, Samantha Burg, 2006). Even though equally beneficial for both genders, however, females reported experiencing a conceptual focus and real-world contextual connections less frequently. The explicit discussion of under-representation of women in science was positively related to physics identity for female students but had no impact for male students (Zahra Hazari, Gerhard Sonnert, Philip M.
Sadler & Marie-Calire Shanahan, 2010).
To ensure students’ achievement in the cognitive aspects, we offer N-Gain test. The result of N-Gain test is depicted on Figure 4.
Figure 4. N-Gain Test of Student’s Achievement, (a) Male Students, (b) Students (c) Uncategorized Students
Enriching Quality and Providing Affordable Education through New Academia | 162 Generally, experiment class achieved more than the control class. CTL call as contextual approach because the concept helps teacher to connect the material of teaching with students daily lives so that CTL motivates students to connect the relationship between knowledge that they have with the implementation in their daily lives (Johnson, 2002).
Motivation is crucial for all students at this early point in their academic (Gabrielle Maria D’Lima, Adam Winsler & Anastasia Kitsantas,
2014). The most significant increasing is shown in understanding aspect (C2). It was the result of emphasis on basic concepts on CTL.
The questionnaire distributed to experiment class in order to know students’
response after the treatment. The students’ responses towards contextual teaching and learning module application depicted on Table 6.
The observation relatively shows a good result of student activities using contextual teaching and learning module under Android application. Based on Table 6 show females students had higher response than male students. Female students were more extrinsically motivated and mastery oriented than male students who were more performance oriented (Gabrielle Maria D’lima,Adam Winsler & Anastasia Kitsantas, 2014). So are the responses of questionnaire. This result is in relation with previous research, which states that in mobilized lessons students were found to learn science in personal, deep and engaging ways as well as developed positive attitudes towards mobile learning. (Looi, C.-K., Zhang, B., Seow P., Chia, G., Norris, C., & Soloway, 2010)
Conclusion
As a pre-study, we successfully build a good Contextual Teaching and Learning (CTL) application on Fluid Statics for high school students. The result shows that there is a significant effect of CTL module under Android application on students’ achievement based on cognitive aspects of Revised Bloom’s Taxonomy in female students but it is a poor effect in male students. Furthermore, female students’ also shows higher score achievement then male students. Therefore, CTL module under Android application helps female students to understand Fluid Statics topic better than.
Acknowledgments
We thank to Ai Nurlaela, , M. Abdul Hadi, and Abdul Haris for evaluating of CTL Module application. Thanks also to Diani, Ismaini, and the students of X Science 1 and X Science 2 for technical support. This research was supported by Syarif Hidayatullah State Islamic University (PIPt No.8, 2016).
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