proudly presents "The 2015 Internasional Conference on Educational Research and Development". The conference is conduction to bring together diversed ideas of researchers, educators, lecturers, teach- ers, students, and those who have interests in research on education and its development as well as on science and technology.
We are very honored to have Prof. Dr. Muhammad Nuh, DEA (former Republic of Indonesia Minister of Education and Culture, 2009 – 2014), Prof. Dr. Muchlas Samani (Universitas Negeri Surabaya, Indone- sia), Prof. Dr. Fou-Lai Lin (National Taiwan Normal University), Prof. Dr. Bill Atweh (Adjunct Professor of Curtin University, Australia, and visiting Professor at Philippines Normal Univesity), and Prof. Dato’
Abdul Rahman B. Abdul Aziz, Ph.D (Universiti Utara Malaysia), and Dr. Zeny Reyes (Philippines Normal University) as keynote and plenary speakers.
To all our sponsors for this conference, Bank Tabungan Negara (Universitas Negeri Surabaya branch) and Telkom Divre 5 Surabaya, our thanks are also for you.
On behalf of the Organizing Committee and Steering Committee, I wish you all a blessed and pro- ductive time in our ICERD conference. God bless you all.
December 1, 2015 Surabaya
Arie Wardhono
Shofan Fiangga The State University of Surabaya
Luqman Hakim The State University of Surabaya
Rita Ismawati The State University of Surabaya
Muhammad Jacky The State University of Surabaya
Ibnu Febry Kurniawan The State University of Surabaya
Dimas Maulana The State University of Surabaya
Ali Mustofa The State University of Surabaya
Arinto Nugroho The State University of Surabaya
Didik Nurhadi The State University of Surabaya
Agus Ridwan The State University of Surabaya
Arie Wardhono The State University of Surabaya
Abadiyah, Rifda 696
Abdjul, Tirtawaty 58
Adhitya Wulanata, Imanuel 740
Afriana, Jaka 621
Agustin, Atalya 815
Ahmadi, Anas 404
Andita, Sukma Nur 361
Anistyasari, Yeni 123
Apriyanto, Bejo 79
Arifah, Diyah Fatwati 704
Asningtias, Silfia 390
As’ari, Abdur Rahman 130
Beauty Kartikasari, Prima 258
Buditjahjanto, Igp Asto 140
Cahyono, Hendry 464
Canda Sakti, Norida 421
Canggih, Clarashinta 420
Cantona, Garry 244
Chakim, Nur 643, 663
Chandra, Tjang D. 353
Ciptomulyono, Udi Subakti 696
Dayana, Yuliana Fatima 174
Dewi, Retno Mustika 361
Dibdyaningsih, Haris 337
Dudy Satyawan, Made 186
Dwi Hastuti, Intan 46
Dwijayanti, Renny 522
Dwikristanto, Yanuard 799
Ediati, Ratna 537, 552, 559
Fadeli, Muhammad 11
Fadilla, Raisa 341
Fazet, Friske 792
Gitama, Nahindi Putra 792
Hadi Pratiwi, Poerwanti 244
Hakim, Luqman 361, 464
Haqiqi, Embun Rachma 552
Hardini, Han Tantri 783
Hendrastomo, Grendi 244
Hidayah, Siti Nurul 422
Hidayatillah, Yetti 592
Hikmawati, Dwi Ima 537
Indarwati, Tias Andarini 420
Ismail, 621
Ismawati, Rita 723
Jahja, Mohamad 58
Juniati, Dwi 106
Karyaningrum, Anneke 655
Khasanah, Uswatun 713
Kristiastuti, Dwi 318
Kudrat, Masri 58
Kuntariati, Utik 311
Kurnianto, Fahmi Arif 230
Kurniawan, Riza Yonisa 361
Kusumawardhani, Rahardian 510
Kusumawati, Yuly 280
Lailiyah, Malikhatul 346
Laily, Nur 156
Latifah, Lyna 402
Listiadi, Agung 295
Maf’ulah, Syarifatul 106
Mangil, Muhaji 732
Marlena, Novi 522
Martikasari, Kurnia 369
Martoprawiro, Muhamad Abdulkadir 280
Megasari, Dindy 336
Miftah, M. Zaini 574
Mujibur, Akhmad 808
Muksar, Makbul 130
Munandar, Kukuh 486
Murniasih, 174
Mustajab, Quwwatun Azimah 704
Musthofiyah, Uning 346
Mustofa, Ali 433
Musyarofah, Lailatul 11
Nugroho, Arif 264
Nugroho, Him’Mawan Adi 643
Nur Rokhmah, Sakinah 586
Nurlaela, Luthfiyah 140
Nurul Iffah, Jauhara Dian 147
Nusantara, Toto 32, 46, 353
Padmanabhan, Meeta Chatterjee 422
Paramita, Sista 420
Patrikha, Finisica 445
Pauportè, Thierry 280
Prijanto, Jossapat 753
Purwani, Anik 115
Puspa, Areta 168
Puspasari, Durinda 459
Puspasari, Durinta 459
Qomariyah, Oemi Noer 678
Qoyyimah, Uswatun 391
Radiman, Cynthia Linaya 280
Rahayu, Imami 655
Rahman, Abdul Aziz 621
Rahman, Misran 764
Rahmaniyah, Nisa 808
Rahmi, Elfi 311
Retnoningsih, Wiwik 409
Rochmawati, 471
Rofiki, Imam 353
Rohayati, Suci 464
Rohmah, Miftachul 272
Rois, Ainur 808
Romadhoni, I. F. 336
Romadhoni, Ita Fatkhur Romadhoni 318
S, Agustan 438
Sa’Dijah, Cholis 147
Sabat, Yuliyanto 27
Sandu, Asihlya 815
Sari, Kartika 219
Satria, Erwinsyah 771
Selirowangi, Nisaul Barokati 403
Setiawan, Slamet 626
Sidhi Cahyana, Atikha 696
Siswono, Tatag Yuli Eko 106
Sisworo, 32
Subandiyah, Heny 379
Subanji, 32, 46, 147, 353
Subroto, Waspodo Tjipto 492
Sudarso, Hendra 337
Sueb, 545
Sulistiyowati, Wiwik 696
Sulistyaningsih, 19
Sulistyowati, Raya 503
Sumardiono, 210
Suryono, Hassan 450
Susanti, Susanti 783
Susanto, Hery 46
Susilowati, Nurdian 402, 403
Tamela, Ellis 174
Tatik, 61
Taufikurohmah, Titik 686
Taufiq, Mohammad 783, 808
Tjahjani, Siti 686
Tri Wedawati, Mamik 617
Tristanti, Lia Budi 130
Ulinuha, Atik 288
Umiasih, Suciatma 586
Urip Wahyuni, Dewi 156
Wahdiyah, Roisatul 565
Wahjudi, Eko 186
Wahyudia, Miftah 704
Weatherby-Fell, Noelene 422
Wicaksono, Dian Eko 704
Widayati, Irin 471
Widodo, Rahmanu 370
Widodo, Wahono 1
Wijayanti, Rosmala 341
Wilujeng, Biyan 655
Wiyanto, Muhammad Saibani 326
Wulandari, Sitisri 503
Yasin, Achmad 464
Yasir, Mochammad 1
Yonata, Bertha 686
Yuliana, Siti 318, 336
Yuliantika, Luh Ami 559
ability to cooperate 459
ability to make equation 106
actualization 764
ADDIE models 403
agriculture 464
Al-UiO-66-NH2 552
alternative assessment 621
analysis 106, 723
animated multimedia 186
animation clips 288
approach 311
Asian Economic Community (AEC) 592, 740, 753
Asian literature 433
Asian trends 433
attention 1
authentic assessment 210
authenticity 11
basic teaching skill 815
be someone else 326
benefits 174
Biology learning material 1
biology teacher 486
BISINDO 704
blended learning 174, 403
board game 510
business model canvas 420
business plan 420, 663
business presentation 503
buying behavior 445
catalyst of H2SO4 732
character education 391
characterization 537
characters 58, 337
citizenship curriculum 450
Classroom Action Research 510
classroom activity 272
classroom discussions 545
CLIL 311, 390
cognitive learning outcomes 771
collaborative learning 545
communication 264
communication skill 704
communication strategies 643
company strategy 420
competence-based 168
competitiveness 464
craft 686
creative 492
creative reasoning 353
creativity 808
critical review 346
critical thinking 545
crude oil 409
cultural studies 433
curriculum policy 391
deductive warrant 130
developing 115
developing instructional design 379
development of pattern learning system 753
development strategy 450
digital 565
direct learning 336
doping 559
doping Sn 537
Dormitory Teachers Education System (DTES) Students Teacher 740
drama 11
dye sensitized solar-cell 280
e-Learning 123, 369
e-Money 445
early formal stage 438
economic 492
economic literacy 445
ecopsychology 404
ecospiritual 404
educational spheres 433
EFL writing class 574
elementary school teacher 147
ELT 311
empirical research 346
English 663
English language 713
English language teaching 341
English writing 258
enhancing 341
entrepreneurial technology 370
entrepreneurs 592
entrepreneurship 686
entrepreneurship education 492
enviromental education 346
environmental approach 771
environmental education 605
environmental literacy 605
exelsa moodle 369
financial feasibility 420
financial literacy 471
financial records 471
fraction 106
game 326
games 115
generation Z 445
Geography 230
Geography learning 79
group investigation learning 230
group work 27
high order thinking skills (HOTS) 713
higher order thinking 318
ICT 799
ICT media 140
IELTS curriculum 219
implementation of curriculum 2013 402
improvement softskill 403
indegenous language 626
individual practice 27
Indonesia 341
Indonesian bread cake 336
Indonesian snack beverage management 318
industrial area 421
information and communication technology 341
inquiry-based 605
inquiry-based-instruction 318
instructional 565
instructional design 379
instructional program 369
intrinsic mathematical properties 353
introduction of administration and management 522
introductory accounting courses 471
jatropha curcas lin 732
job satisfaction 156
kelor beverage 723
language learning 11
language survival 626
language testing 219
learning 19, 58, 186, 783
learning equipment 792
learning Mathematics 147
learning video 370
lesson plan 686
lesson study 422
lingua franca 626
listening ability 288
literacy 617, 626
literary appreciation learning 379
literature 404
local content 605
local wisdom 592
Mahad 337
man shirt pattern 655
material comprehension 450
mathematical argumentation 130
media 565
mentor and mentee 422
mentoring program 422
metacognition 140
metacognitive 1
metacognitive activity 46
method 311
methyl ester 732
microteaching 815
mind map 19
mobile networks 123
modulator 552
MOF 559
moral education 391
motivation 258
multicultural 58
multimedia elements 799
MYOB attitude 295
national identity 391
negative impact 421
neuroplasticity 61
non-formal education 764
nutritional 723
obstacle factors 421
obstacles on the implementation 450
online language learning 174
overlay 464
parenting education 764
partnership model 696
pattern generalization problem 353
patterns generalization 32
positive impact 421
postmodernism 617
power installations 808
PowerPoint 799
practice in a pair 27
presentation 663, 799
problem based learning model 79, 91
problem solving 32, 46
problem-based learning 655
problems 174
project-based learning 503, 808
proposed syllabus 168
prosocial 586
psychomotor skills 336
public economic 369
quadrilateral 438
quality 723
R&D 210, 219
reader response theory 379
REFORM English magazine 258
regional language 626
result 79
risk taking 586
rong-chang website 27
round robin 123
ruthenium dye 280
science and technology 686
science kit Seqip 771
science-learning motivation 318
scientific literacy 621
scientific process skills 771
scoring questionnaire 337
second language acquisition 476
self efficacy 295, 402
self perception 486
senior high school students 91
short movie 244
short story 19
SIBI 704
small and medium Enterprises 696
small and medium scale business 592
SMK Negeri 4 Malang 288
social competence 740
social media 272
social media-based teaching 272
solvothermal 537, 552, 559
speaking 210, 510, 643
speaking skill 264
statistical problems 678
stories 565
strategic competence 643
stress work and organizational commitment 156
structural-intuitive warrant 130
student ability 492
student learning style 361
student result 655
student-centered learning 783
students 403
students activity 459
students’ attitude 545
students’ English achievement 476
student’s perception 361
supplementary material 115
supporting factors 421
supporting field of study 402
synthesis 537, 559
talking stick learning 459
taxation 186
teacher’s teaching style 361
teachers performance 156
teaching 61
teaching intentions 586
teaching materials 522
teaching of English 390
teaching speaking 326
teaching strategy 288
teaching writing 272
team teaching 815
technology 713
TG6 280
the module 686
the output of Geography learning 91
the readiness of individuals 402
thinking of statistics 678
thinking process 678
third world countries 433
to write 19
traditional mining 409
transectification 732
triple helix 696
UiO-66 537
understanding 438
video streaming 123
virtual test 621
visual arts 370
vocational learning 140
voxopop 264
world literature 433
writing ability 574
written feedback 574
young learners 61
Z907 280
ZIF-8 559
ZnO 280
ZPA 147
Imanuel Adhitya Wulanata
The Analysis of English Language Education Students’ Basic Teaching Skills during Listening and Speaking Microteaching in Groups . . . 14
Atalya Agustin and Asihlya Sandu
Literature Research in Indonesia, Ecopsychology Perspective . . . 23 Anas Ahmadi
Modiste: A Novel Method for Enhancing Video Streaming in E-learning . . . 28 Yeni Anistyasari
The Effect of Problem Based Learning Model for High School Student Geography Learning
Outcomes . . . 35 Bejo Apriyanto
SIBI and BISINDO Which One is Better For Deaf and Mute People Education? . . . 47 Diyah Fatwati Arifah, Dian Eko Wicaksono, Quwwatun Azimah Mustajab and Miftah Wahyudia CLIL and Its Feasibility to be implemented in Indonesia towards ASEAN Economic Community . . . 56
Silfia Asningtias
â ˘AŸReform’ Magazine: A Medium in Reforming Student-Author’s Motivation In Writing English . . . 57 Prima Beauty Kartikasari
Surabaya Hinterland Area Development In Asean Economic Community . . . 63 Hendry Cahyono, Suci Rohayati, Achmad Yasin and Luqman Hakim
Industrial Area Development in East Java . . . 70 Norida Canda Sakti
Utilizing Business Model Canvas (BMC) to Develop Innovative Analysis in Culinary Business . . . 71 Clarashinta Canggih, Sista Paramita and Tias Andarini Indarwati
The English Presentation on Business Plan Delivered by Economics Student of Unesa (A Case
Study) . . . 72 Nur Chakim
The Role of "Ma’had Aly" in Building Students’ Characters . . . 87 Haris Dibdyaningsih and Hendra Sudarso
Metacognitive Activity in Conjecturing Process in Problem Solving of pattern Generalization . . . 91 Intan Dwi Hastuti, Sutarto, Subanji, Toto Nusantara and Hery Susanto
The Analysis of Multimedia Elements in PowerPoint Presentation (A Study towards Student
Teachers of Economics Education) . . . 103 Yanuard Dwikristanto
Develop Learning Equipment Using CTL (Contextual Teaching And Learning) Model Assisted By
PhET Software. . . 112 Friske Fazet and Nahindi Putra Gitama
Synthesis Al-UiO-66-NH2 with Acetic Acid Modulator by Solvothermal Method . . . 119 Embun Rachma Haqiqi and Ratna Ediati
Improving Soft Skills by Applying Model Centered Learning the Students For Students to SMK
Kartika 1 Surabaya Program Accounting Expertise . . . 126
Siti Nurul Hidayah, Noelene Weatherby-Fell and Meeta Chatterjee Padmanabhan
Optimizing the Existence of Micro, Small, Medium Business Entrepreneurs as the Central of Industry in Facing ASEAN Economic Community Based on Local Wisdom (Optimizing Micro,
Small, Medium Business of Madura’s Snacks Business) . . . 160 Yetti Hidayatillah
Synthesis and Characterization UiO-66 and Sn-UiO-66 by Solvothermal Method . . . 173 Dwi Ima Hikmawati and Ratna Ediati
Some Contributing Factors to the Students’ English Achievemenent . . . 181 Tanzil Huda
The Influence of Problem Based Learning Model to Geography Learning Output of Senior High
School Students . . . 191 Fahrudi Ikhsan
Nutritional and Quality Analysis of Kelor (Moringa oliefera) Beverage . . . 206 Rita Ismawati
21st Century English Education: High Order Thinking Skills and Technology Support . . . 215 Uswatun Khasanah
Multicultural Learning Model . . . 225 Masri Kudrat, Mohamad Jahja and Tirtawaty Abdjul
The Intercultural Sensitivity of Vocational High School English Teachers . . . 228 Dian Maya Kurnia and Nine Febrie Novitasari
The Influence of Group Investigation Learning Model towards the Learning Motivation of
Geography Students in Senior High School . . . 229 Fahmi Arif Kurnianto
The Effect students’ perceptions of teachers teaching style and student learning styles of student learning outcomes on economic subjects . . . 243
Riza Yonisa Kurniawan, Sukma Nur Andita, Luqman Hakim and Retno Mustika Dewi
The Study of Ruthenium Dyes Endowed with Alkyl Chain for DSSC Sensitizer . . . 251 Yuly Kusumawati, Thierry Pauportè, Muhamad Abdulkadir Martoprawiro, Bambang
Prijamboedi and Cynthia Linaya Radiman
Teacher Performance Based on Stress and Organizational Commitment . . . 259 Nur Laily and Dewi Urip Wahyuni
Influence Perceived of Usefulness of Self-Efficacy With Attitude to Mediation Aplicom . . . 271 Agung Listiadi
Analysis on the Abality of Elementary School Student Who Had High Mathematics Ability in
Making The Equation of Fractions . . . 287 Syarifatul Maf ’ulah, Dwi Juniati and Tatag Yuli Eko Siswono
The Quality of the Production of Methyl Ester from Jatropha Curcas lin Using Catalyst of H2SO4 . . . . 296 Muhaji Mangil
Development Material Teaching Subject of Introduction of Administration and Management in
University . . . 304
Use of Project Based Learning Model to Improve Creativity Class XI Subject to the Installation of
Electricity 5 SMKN in Surabaya . . . 332 Akhmad Mujibur, Mohammad Taufiq, Ainur Rois and Nisa Rahmaniyah
Biology Teachers’ Self Perception on Pedagogical Competence . . . 339 Kukuh Munandar and Tanzil Huda
A Critical Review of Empirical Research in Enviromental Education . . . 345 Uning Musthofiyah and Malikhatul Lailiyah
Toward a Bright Future of Socio-Political Trends in Literary and Cultural Studies in Asia: Its
Development and Impacts In Asian Educational Backgrounds . . . 352 Ali Mustofa
Facilitating Authentic Language Learning Through Theatrical Activities . . . 357 Lailatul Musyarofah and Muhammad Fadeli
"Let’s Speak!": Utilizing Voxopop to Enhance Speaking Skill . . . 365 Arif Nugroho
Exploring Students’ Use of Communication Strategies . . . 373 Him’Mawan Adi Nugroho and Nur Chakim
Prosocial and Risk-Taking Level on Teaching Intentions in Remote Areas (A Study on Students of
Elemantary School Teacher in East Java) . . . 385 Sakinah Nur Rokhmah, Suciatma Umiasih and Ummu Imaroh
The Implementation of Metacognition-Based Information and Communication Technology (ICT) In Vocational Education . . . 391
Luthfiyah Nurlaela and Igp Asto Buditjahjanto
Zone of Promoted Action (ZPA) of Elementary School Teacher in Mathematics Learning . . . 398 Jauhara Dian Nurul Iffah, Akbar Sutawidjaja, Cholis Sa’Dijah and Subanji
The Urgency of Gen Z Economic Education . . . 407 Finisica Patrikha
Board Game as a Media to Increase Students’ Speaking Skill . . . 412 Fitra Pinandhita and Rahardian Kusumawardhani
Developing Taxation Learning Model by Using Animated Media to Enhance Students’
Comprehension . . . 424 Dewi Prastiwi, Made Dudy Satyawan and Eko Wahjudi
"Let’s Write a Caption!": Utilizing Instagram to Teach Generation Y . . . 448 Dian Pratiwi and Miftachul Rohmah
Social Studies Teacher Role in the Development of Pattern Learning System Facing AEC 2015. . . 456 Jossapat Prijanto
Developing Language Games for Teaching English to the Eighth Grade Students of SMP Negeri 1
Tulungagung . . . 467 Anik Purwani
A Proposed Syllabus for Computer and Networking Technology Students of Vocational High
School at Jember . . . 475
Oemi Noer Qomariyah
Theories of Moral Education And Implementation In Indonesia: Re-Energizing Cultural Identity
and Addressing Future Challenges . . . 494 Uswatun Qoyyimah
Enhance The Student’s Result Through The Implementation of Problem Based Learning In
Making Man’s Shirts Pattern Subject in Fashion Science Student at Surabaya State University . . . 505 Imami Rahayu, Anneke Karyaningrum and Biyan Wilujeng
Developing Virtual Test as Alternative Assessment for Measure Student’ Science Literacy . . . 513 Abdul Aziz Rahman, Jaka Afriana and Ismail
Actualization of Parenting Education Program to Encourage the Optimization of Non Formal
Education . . . 518 Misran Rahman
What Have the Teachers Learnt from CLIL? . . . 525 Elfi Rahmi and Utik Kuntariati
Socio-Economic Impact of Traditional Crude oil Mining to Traditional Mining Community in
rural Districts Wonocolo Kedewan – Bojonegoro . . . 532 Wiwik Retnoningsih
Effectiveness Course Introduction to Accounting in the financial records in Accounting Education among Students in 2013 . . . 543
Rochmawati and Irin Widayati
Student’s Creative Reasoning in Solving Pattern Generalization Problem: A Case Study. . . 548 Imam Rofiki, Subanji, Toto Nusantara and Tjang D. Chandra
Implementing Inquiry-Based Instruction In a Indonesian Snack and Beverage Management. . . 556 Ita Fatkhur Romadhoni Romadhoni, Dwi Kristiastuti and Siti Yuliana
Analyzing Student’s Understanding the Relationship Between Quadrilateral at the Early Formal
Stage. . . 557 Agustan S
Teaching Speaking through rong-chang Website . . . 564 Yuliyanto Sabat
Developing IELTS Curriculum for University Students: A Current Trend on Standardized Foreign
Language Testing. . . 569 Kartika Sari
Environmental Approach with Science Kit Seqip to Enhancing Students’ Scientific Process Skills,
Learning Motivation, and Cognitive Learning Outcomes . . . 580 Erwinsyah Satria
Curriculum Based Blended Learning Model to Improve Student Softskill in Higher Education . . . 592 Nisaul Barokati Selirowangi and Nurdian Susilowati
"Enemies" at Our Home: The Threat to Indigenous Languages Seen from Language Use . . . 593 Slamet Setiawan
Developing Instructional Design of Literary Appreciation Based on Reader Response Theory . . . 610
Sueb
Small Medium Enterprise (SME) Partnership Model Using the Triple Helix to Improve
Competitiveness Towards Asean Economic Community . . . 639 Wiwik Sulistiyowati, Atikha Sidhi Cahyana, Rifda Abadiyah, Udi Subakti Ciptomulyono and
Bambang Syairuddin
Learning to Write Short Story Using Mind Map Technique . . . 647 Sulistyaningsih
Developing Update Portfolio as Authentic Assessment in Teaching Speaking for University
Students: A Challenge to be Trending Lecturers . . . 655 Sumardiono
Material Conception, Development Strategy and Constraint in Implementing Civic Education
Curriculum . . . 664 Hassan Suryono
The Students Teacher Readiness in Implementing Economic Curriculum 2013 (Study of
Self-Efficacy Theory) . . . 673 Nurdian Susilowati and Lyna Latifah
Indicators of Conjecturing Process in Problem Solving of patterns Generalization . . . 674 Sutarto, Toto Nusantara, Subanji and Sisworo
Inquiry-Based Integrated Science Education: The Application of Local Content Soil Washing
Project to Improve Junior High School Students’ Environmental Literacy . . . 688 Syifahayu
Students’ Perception on the Benefits and Problems of Blended Learning . . . 700 Ellis Tamela, Murniasih and Yuliana Fatima Dayana
Neuroplasticity Concept in Teaching Elementary School Students: Preparing the 21st Century
Generation . . . 712 Tatik
Assistance Compilation Module and Lesson Plan of Craft and Entrepreneurship Subject to
Produce Face Cream for Science Teachers High School and Vocational School in Kediri . . . 730 Titik Taufikurohmah, Bertha Yonata and Siti Tjahjani
Brand and Repurchase Intention . . . 740 Tegowati
Fan Fiction in the Class . . . 759 Mamik Tri Wedawati
Modelling Student Mathematical Argumentation With Structural-Intuitive and Deductive
Warrant to Solve Mathematics Problem . . . 763 Lia Budi Tristanti, Akbar Sutawidjaja, Abdur Rahman As’ari and Makbul Muksar
Using Animation Clips to Improve the Listening Ability of the Tenth Grade Students Majoring in
Animation . . . 773 Atik Ulinuha
The Use of Digital Stories to Improve Students’ Recount Writing Ability . . . 780
Rosmala Wijayanti and Raisa Fadilla
Be Someone Else Game for Teaching Speaking in Junior High School . . . 803 Muhammad Saibani Wiyanto
Application of Project Based Learning Model to Improve Student Learning Outcomes on Business Presentation Theme. . . 813
Sitisri Wulandari and Raya Sulistyowati
The Development of Biology Learning Material based on Metacognitive Strategy to Empower
Student in Attention . . . 820 Mochammad Yasir, Muslimin Ibrahim and Wahono Widodo
The Implementation of Direct Learning to Improve Psychomotor Skills Students’ XI Patisserie in
Processing Indonesian Bread Cake . . . 830 Siti Yuliana, I. F. Romadhoni and Dindy Megasari
Synthesis and Characterization of Sn-ZIF-8 by Solvothermal Method . . . 831 Luh Ami Yuliantika and Ratna Ediati
The Development of Biology Learning Material based on Metacognitive Strategy to Empower Student in
Attention
Mochammad Yasir1, Muslimin Ibrahim2, Wahono Widodo3
1,2,3
Science Education Program, Postgraduate Program, The State University of Surabaya, Indonesia
1 E-mail: idlmy.354@gmail.com
ABSTRACT
The aims of this research are to develop and implement biology learning materials based on metacognitive strategy. Metacognitive learning strategy is the process of thinking student activity using the groove itself so that it will learn how to think to learn, correcting himself, and knowing the best learning strategy for learning. The learning material were develop by using 4-D model. This research involved two classes: X-1 and X -2 of SMAN 1 Driyorejo, and students as the subjects of this research. Documentation, validating, observing, and giving questionnaire were implemented to collect variety information during implementation of the learning materials. The findings of this my research showed that the learning material are valid, practical, and effective in empowering students both in attention and learning outcomes. There were several obstacles occurred during the implementation of the learning materials. Students were confused of new task and the strategy, centering attention on short time and smoth on many objects yet. Alternative solution were given by providing guidance and information to students about learning using metacognitive strategy, so that students are expected to be easier to follow the learning, and drilling reflective thinking skill, minimalizing annoyance, using certain signal and media, and connecting learning material with real living student, so that learning is attractive.
Key Words: biology learning material, metacognitive, attention
Introduction
Undang-Undang Tentang Sistem Pendidikan Nasional No. 20 Tahun 2003 Bab 2 Pasal 3 mandates competent people and character. One of the efforts to realize the functions and objectives of the national education system in the form of education through curriculum renewal in 2013. Happening renewal is that increasingly emphasizes learning to student-centered learning (student centered) and character education. Characteristic of learning curriculum in 2013 provides an opportunity for learners to develop his or her potential in a fun learning environment and in accordance with his ability to have the desired quality of the academic community and nation (Kemendikbud, 2013).
Academic quality is influenced by several factors (Kuh, et al. 2006), one of which is the concentration of focus (attention) students during the learning process takes place (Anasrullah, 2006).
This factor is an indicator of the students' motivation, because with high motivation will encourage students perform a variety of ways to achieve its goals (Uno, 2011). Attention will be maintained when a student learning atmosphere pleasant, well do not get physical and non-physical stress (Anasrullah, 2006). Leisure gives the opportunity for students to develop cognitive function, in terms of the ability of perception, attention, memory, thinking, and solve a problem (Santrock, 2011).
asleep in class and often permits out of the classroom at the time PBM progress.
Focusing attention to learning Biology students in line with the learning undertaken by teachers.
Results of observation (November December 2014) shows that the learning of Biology less encouraging students to develop thinking skills properly. This can be seen by the teacher teaching methods are lectures and memorization, students are not encouraged to think how to obtain a biological concept, and strategizing a plan to solve the problem to achieve a job well done.
Biology is the branch of science that examines knowledge of living beings and the environment, emphasizing mastery involves the collection of knowledge discovery process through scientific method.
Ecosystem is one of the biological material. This material generally has been delivered since high school, but learning to do still rote and less developed the ability to think (Rustaman, 1997).
Results research of Paidi (2009) states that students' ability to think biology is still low and most of the students it is difficult to understand the environmental problems in the ecosystem so requires an understanding of matter, mind reflective, critical, and analytical in solving complex problems. The above reasons is reinforced by the results of preliminary tests that show the reflective thinking skills students are less trained to analyze problems, evaluate, motivate, get deep meaning, using appropriate learning strategies in solving problems.
Not focusing attention of students resulted information in the form of external stimuli received by the register sensing (senses) will quickly disappear. Two important implications of the existence of the register sensing in education: (1) one must pay attention to the information if the information is to be remembered; (2) a person needs time to bring all the information that is sensed in a short time into the consciousness (Miller, 2011). The information note will be perceived and recorded by the register sensing. Perceptions of information makes the brain will be thinking process information and put it into short-term memory (Miller, 2011). Therefore, focusing attention in the process of obtaining concept is very important.
Lack of sufficient attention SMAN 1 Driyorejo require approaches. One of the approaches that can practice attention is the metacognitive approach. This is because the metacognitive approach make students aware of their cognitive abilities so that they can choose a specific cognitive strategies for constructing knowledge with the inclusion of metacognitive activity.
Used metacognitive activity includes planning, monitoring, regulation, and evaluation to student learning activities. Eggen and Kauchak (1996) and Corebima (2006) suggested one of benefit metacognitive skills that it can help students become self-regulated learner in achieving the task.
Learning objectives will be achieved if students are able to think about the thought process that has, identify good learning strategies and their attention to learn consciously (Ho and Kelly, 2010).
Based on the background of the problems that occured, the researchers intend to develop a learning material that is expected to practice attention of students.
Method
The developed learning material include: 1) Lesson Plan (RPP); 2) Understanding Self- Assessment Form (LPPD); 3) Textbook for Student (BAS); 4) Assessment of learning outcomes instrument. The learning materials was develop used 4-D model (Thiagarajan and Semmel, 1974).
Definition and design stage was conducted in September to February in Post Graduate Science Education, Unesa. The development stage through trial was conducted in class X-1 and X-2 SMAN 1 Gresik Driyorejo, semester 2014/2015. Research subjects were 72 students of class X-I and X-2.
The variables associated with this study were: 1) the learning material based on metacognitive; 2) the validity of the learning material; 3) the practicality of learning materials, include: a) implementation of Lesson Plan, b) the activities of the students; and 4) the effectiveness of the learning material, include:
implemented to collect variety information during implementation of the learning materials. Data were analyzed using descriptive quantitative and qualitative.
Result And Discussion
Results of the validation of developed learning material, include: 1) Lesson Plan (RPP) got score 3.61 (the category of very valid); 2) Understanding Self-Assessment Form (LPPD) got score 3.64 (the
category of very valid); 3) Textbook for Student (BAS) got score 3.54 (the category of very valid);
4) Assessment of learning outcomes instrument, such as: the knowledge test instruments got score 3.9 (the category of very valid) and student attitude observation sheet got score 3.86 (the category of very valid). The results showed that the Lesson Plan, Understanding Self-Assessment form, Textbook for student, and learning outcomes assessment instruments were very valid to be used as a guide for students and teachers in the learning process after being revised based on advice of the validators.
The validity of a learning material in its development was based on some analysis, include:
1) analysis of the curriculum, which refered to: a) the core competencies, b) basic competence, c) indicators, and d) the formulation of learning objectives so was adjusted to the content of the
curriculum in 2013; 2) The analysis of students examined the characteristics of students (such as age, level of maturity, ability, background of knowledge, and level of cognitive development of students), which was in accordance with the design and development of teaching materials; 3) analysis of the task and the concept of matter, which was based on the tasks that need to be done in the subject matter that must be understand by students and identify of the main concepts that have been taught and systematically arranged in the form of a concept map; 4) analysis of the objectives that want to be achieved, which refered to: metacognitive strategies for consideration in preparing lesson plans, Understanding Self-Assessmet Form, Textbook student, instrument of learning outcomes so that reflect the characteristics of these learning material metacognitive.
Implementation of learning material was observed by two observers. Observations was conducted in three meetings, which was the implementation of 1st, 2nd, and 3rd Lesson Plans. There were three activities in the Lesson Plan, namely preliminary, core, and closure activities. Learning syntax based on STAD type of cooperative learning model with metacognitive strategies. All stages of existing activities in the Lesson Plan on trial were replicated in two classes, class X - 1 and X – 2. The stages was succesfully carried out and the percentage of the overall feasibility of the two classes Lesson Plan is 91.25 % with a very good category (Ratumanan & Laurens, 2011) (Figure 1).
Figure 1. The overall results of implementation of lesson plan on trial in class X-1 and X-2
The high average score with excellent category was caused by all the learning stages implemented and some other things that supported, as follow: First, the teacher asked student into to pray to construct awareness and a sense of gratitude as a form of expression of admiration for the greatness of the God
students so that students feel that it is important to learn (Barakatu, 2007). This is in accordance with the invention of learning theory by Bruner. It suggests that students should learn through active participation in acquiring the experience of learning (Slavin, 2009).
Second, on the core activity, teachers can carry out the phases of metacognitive-based learning, as students work Understanding Self-Assessment Form independently, which serves to determine the level of confidence, then students working on Understanding Self-Assessment Form, cooperatively in order to compare the prior concept to a new concept obtained from the discussions student books, presentivy the results of focus group discussions in class, making inferences, carrying out self-assessment.
Third, the teacher guide to summarize the learning materials. Students posed an opinions about the concept acquired and teachers facilitated and mediate in order to create networks of knowledge appropriating learning objectives. In this way it could help students to put the new acquired concepts into long-term memory. Nur (2005) stated that the way to save the concepts in the long-term memory to using repetition or coding.
Fourth, the teacher could manage time well. This indicats that it occured significant increase of the aspect of the classroom condition aspect during learning in accordance with the used lesson plan. It was confirmed from the results of direct observation during the implementation of learning and student questionnaire responses that students was happy because they fell more actively for obtaining a meaningful concept. Dewey described learning as an active individual process, not something done for someone, but something that was done by someone and considers that the experience and investigations are essential in meaningful learning (In'am, 2012; Martinez, 2006).
The observation result of student activities in the pilot project employing two classes, class X-1 and X-2 (Figure 2) explained that the activity of listening/paying attention to the teacher explanations/other students, working Understanding Self-Assessment Form, reading Understanding Self- Assessment Form or teaching materials, discussing task, making notes, making report the results of the study, presenting the results of the group, conveying ideas or opinions, answering and responding questions, reflection, and summarizes the learning materials consistently increased each meeting. In'am (2012) and Susantini (2009a) state that metacognitive learning strategies is used by teachers are able to force students to be more active during learning activities, students are taught to ask themselves, instilling the basic of scientific thinking on students so that in this learning process students are more active in solving problems and can learn how to think about the thinking processes of their own.
Figure 2. The observation of student activity on trial in class X-1 and X-2 overall Description:
CO 1: Listening/paying attention to the teacher explanation/other students; CO 2: Working in Understanding Self-Assessment Form;
CO 3: Reading Understanding Self-Assessment Form /teaching materials; CO 4: Discussing the task; CO 5: Taking notes ; CO 6: Making a
found the development of life process depends on interaction and social learning and contributing to the cognitive development (Erskine, 2009). The activities of students using metacognitive strategies were increasing in three prominent activities, such as: 1) listening/paying attention about explanations teacher/other students; 2) working Understanding Self-Assessment Form; 3) discussing the task. In discussing task, students performed experiments and observations, link the results of experimental data and observations with concepts/theories from several sources, answering questions on Understanding Self-Assessment Form, and creating chart design of food chain.
Student during discussing task were conditioned to feel challenged and motivated to solve existing problems in Understanding Self-Assessment Form. Biggs et. al (1997) suggest Understanding Self- Assessment Form can trigger the students' prior knowledge, identify misconceptions, give students the opportunity to explore material. This condition can train students to be honest in their work, aware to the error theirself, and express opinions.
Making reports activity, presenting the results of the group discussion, and expressing their opinion increased. This was because the observer saw the dominant activity in learning processes based on metacognitive was discussing in the task to obtain the answer from question. The activities involving creating a research report, presenting the result of the group discussion, and expressing their opinion were timeless than after activities. The three activities were seen by observers in the short time, not too dominant. In accordance with Elsina (2010) and Flavel in Livingstone (1997) metacognitive strategies are sequential processes that are used to control cognitive activities and ensure that the cognitive objectives have been achieved. These processes consist of planning, monitoring, and setting as well as evaluating the results of cognitive activities.
Activity of asking teacher, finishing task; and performing activities that were not relevant from the first until the third meeting decreased significantly. The role of the teacher in this metacognitive learning became the facilitator and guided students who were still getting difficulties in the investigation and the completion of the task. Blakey and Spence (1990a and 1990b); Nelson (1992); Marzano (1988) stated in metacognitive based learning teacher is a facilitator in developing the students metacognition through learning activities, through helping and developing students in terms of implementing learning strategies, good habits, as well as metacognitive behavior.
Activities of working Understanding Self-Assessment Form then discussing the task indicate that metacognitive learning could stimulate students to optimize the minds of students to regulate themselves by doing the plan, directing, and evaluating on the hand book. Looking at the results of tests, students who were less active during the learning process to get a good achievement (B-, B, and B +). These findings indicated that the activity in metacognitive learning was relevant to students learning outcomes.
Pilot project learning material development could consistently improve learning outcomes, especially knowledge aspects of student, with average n-gain of class X-1 and X-2 was 0.87 and 0.88 respectively categorized the high category (Hake, 1999) and the students met learning mastery requirement average scores were 96.94% for class X-1 and 95.56% for class X-2 (Gronlund & Linn, 1995).
The student learning mastery showed that students have mastered concepts that have been taught, including subchapters of definition, component, and the types of ecosystems; food chains and food webs;
as well as the biogeochemical cycle and succession. Test for knowledge aspect contained 13 indicators of learning, which divided into 10 items for multiple choice questions and 15 questions in essay form the new Bloom's taxonomy (revised by Anderson & Krathwoll was used to level the questions objectives (C1 (remember) to C6 (create)). The questions were created based on learning that have been printed on Understanding Self-Assessment Form and discussed during the learning process. Understanding Self- Assessment Sheet contained important concepts learned in each subchapter that will be presented at the meeting.
Increasing n-gain and students learning mastery showed the pilot project of Biology learning material development based on metacognitive was effective to improve the mastery of content
knowledge, but also the attitude of the students attention. Attention students observed attitude is sustained attention and executive. Each indicator attention shown in Table 1.
Table 1. Indicator of attention (Santrock , 2011)
No Attention Type Indikator
1. Continuous attention a) Ability to maintain attention for a long time b) Focus on the activities being undertaken c) Be aware of the existence of other stimuli 2. Executive attention a) Planners good
b) Allocate attention on a goal
c) Pay attention to the progress of his duties d) Glad to challenge
e) Not easily give up
Attitude attention of students , both sustained attention and executive observed during the learning process metacognitive strategies in the overall average in the class X - 1 and X- 2 respectively 84.95 % and 85.88 % during the three meetings with both categories (Kemendikbud , 2013). Results of an observational analysis of students' attitudes attention (Table 2) it can be seen that the attitude of the students had passed at any meeting or can be said to be progressing.
Table 2. Percentage of students' attitudes attention to each meeting of the observations
Class
Percentage of Attention Attitude Student (%) Continous Attention Executive Attention TM 1 TM 2 TM 3 TM 1 TM 2 TM 3 X-1 71,53 84,72 97,92 75 81,25 92,36
X-2 75 87,5 98,61 75 84,72 96,53
Description:
TM 1: 1st Meeting; TM 2: 2nd Meeting; TM 3: 3rd Meeting
The first meeting the students have not been able to attention sustainable, with some students indicated that not paying attention to the teacher during the learning process, not focusing on the activities being carried out, sometimes talking to himself, and daydreaming in class. In addition, students have not been able to beratensi executive, the plan indicated several students have not learned well, easy to give up, cannot argue with accompanying data.
Given the circumstances of such students, teachers give students ways to improve attention.
1) Teachers attract students by saying "Claaaass !!! Are You In The Class? Are You Ready ??? ".
Students responded with "Yeeeess !!! Yes, We Are In The Class! Yes, We Are Ready !!! "; 2) repeated with emphasis something, write and emphasize important concepts on board, including five characteristics of a concept (the name, definition, types, examples, applications); 3) help students produce a signal or catch phrase when students need attention, such as practicing a presentation with the provisions of "Class-Yes, Teach-Ok, and Switch" (Maghfiroh, 2014; Teng, 2012) with a certain gesture;
4) to make the learning process interesting, by connecting the material to students' lives through practical, interpret the results obtained and the analogy with the values of life; and 5) students and teachers try to minimize disruption.
At the next meeting after the teacher provides guidance, students are getting used to focus attention (attention) for learning and maintain it. Aspects of attention that can be retained students may occur in addition to the efforts of students and teachers, there are also other supporting factors, namely the integration of metacognitive learning strategies to the attention of students.
Metacognitive strategies have learning steps are strongly associated with problem solving, thinking about the thinking processes of their own (sustained attention and executive) (Nelson, 1992; Marzano, 1988). With such a path, make students aware that incorporate new information into short-term memory required an effort to encourage students to activate prior knowledge and focus students' attention on specific learning materials, called attention (Nur, 2005).
et al, 2006). In the metacognitive approach to engage students actively attentive (Brown, 1987 and Claudia, 2000). This shows that metacognition can be said to be closely associated with the metacognitive, attention and information processing theory.
Completeness attention of students, both sustained continue and executive attention in class X-1 and X-2 in Table 2 are different. This is also supported by the results of questionnaire analysis attention of students. In terms of attention continuing students in class X-1 is only able to sustain attention in less too long and less wary of the presence of other stimuli that are still impaired in focusing the impact on students sometimes find it difficult, not knowing the contents of the information submitted materials and tired of learning. While the views of the executive attention X-1 shows the students can learn with a good plan, can allocate attention to a goal, can monitor the progress of his duties, but students still sometimes easily give up on a task that is challenging and difficult.
Sustained continue and executive attention class X-1 is not optimal learning based on observation and student questionnaire indicating class X-1 is actually able to concentrate. But the students have not been a high degree of concern and attention evenly centered on some object so that the students' attention is less focused. Lack of attention students lead students find it difficult to understand the material presented so that students feel bored and do things that are less relevant in KBM.
On the class X-2 of the continue attention students are able to maintain attention for a long time, able to focus on the activity that is being done, and to minimize disruption in attention deficit so that students can feel attracted to learning for knowing the information content of the material presented and the benefits and no difficulty, as well as bored. Viewed from the side of the executive attention shows students can learn with a good plan, can allocate attention to a goal, can monitor the progress of his duties, as well as students feel curiosity increased to perform challenging and difficult task.
Description continue and executive attention analysis of class X-2 at optimal learning based on student questionnaires indicating class X-2 is able to focus with high and focused. Focusing the attention of students lead students to feel motivated by concern interested in receiving the material presented so that students try to understand the appropriate use of cognitive strategies students' learning styles. This was revealed from the results of the analysis of student activity that increased activity of CO 1, 2, 3, 4, 5, and reduced student action irrelevant.
From Table 2. it can be a description that states that the percentage of each of attention, both sustained attention and executive attention in class X-1 and X-2 as a whole showed 94.73% and 96.87%.
The difference between the two types of attention is influenced by several factors, both internal and external.
Internal factors affecting attention is student motivation toward learning materials and behavior of students during learning. Student motivation during the learning with students' responses indicated that states biology-based metacognitive learning fun and interesting, more motivated, increase interest, and capable of sustaining attention in the long term. The student's behavior is recorded in the student activity sheet also shows positive activity of students during the learning has increased, while the activity is not relevant to the learning has decreased.
External factors that affect student attention is a disorder of the classroom environment, for example influenced by peers to engage speaking, the number of students in a class, the learning time that will affect the attention of students during learning. This is reinforced by the statement Sari (2013) that the external factors that affect student learning, the time, the frequency of student contact with the material being taught, and the number of students in the class.
Completeness of student attention of X-1 and X-2 class showed implementation of developing Biology learning material based on metacognitive was effective to empower student in attention on ecosystem. This statement also confirmed the results of the analysis of students' responses to learning devices, as well as the implementation of learning with metacognitive strategies (Figure 1).
