IMPACT OF DISCOVERY LEARNING TOWARDS STUDENTS’ CREATIVE THINKING SKILLS IN LEARNING INTEGRATED SCIENCE.

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IMPACT OF DISCOVERY LEARNING TOWARDS

STUDENTS’ CREATIVE THINKING SKILLS IN LEARNING

INTEGRATED SCIENCE

RESEARCH PAPER

Submitted as Requirement to Obtain Degree of Sarjana Pendidikan in International Program on Science Education Study Program

Proposed by:

ShinnaMoultriHutami

1003493

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION

FACULTY OF MATHEMATICS AND SCIENCE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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IMPACT OF DISCOVERY LEARNING TOWARDS STUDENTS’ CREATIVE THINKING SKILLS IN LEARNING INTEGRATED SCIENCE

Oleh

Shinna Moultri Hutami

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam

Universitas Pendidikan Indonesia

Agustus 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

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vi Shinna Moultri Hutami, 2014

Impact Of Discovery Learning Towards Students’ Creative Thinking Skills In Learning Integrated

Science

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS

APPROVAL FORM OF RESEARCH PAPER ...

SHEET OF DECLARATION ... i

ABSTRACT ... ii

C. Limitation of Problem ... 5

D. Research Objectives ... 5

E. Research Benefits ... 5

F. Operational Definition ... 6

CHAPTER II : DISCOVERY LEARNING, CREATIVE THINKING SKILLS, AND INTEGRATED SCIENCE A. Discovery Learning ... 7

B. Creativity and Creative Thinking Skills ... 11

C. Integrated Science ... 16

D. Energy ... 18

CHAPTER III : METHODOLOGY A. Research Method and Design 1. Research Method ... 26

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vii Shinna Moultri Hutami, 2014

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu B. Research Subject

1. Research Location ... 27

2. Population and Sample ... 27

C. Assumption ... 27

D. Hypothesis ... 28

E. Research Procedures ... 28

F. Instructional Tools ... 32

G. Research Instruments ... 33

H. Instrument development ... 34

I. Data Analysis ... 41

CHAPTER IV : RESULTS AND DISCUSSIONS A. General Impact of Discovery Learning on Students’ Creative Thinking Skills ... 44

B. Impact of Discovery Learning on Each Aspects of Creative Thinking Skills ... 50

CHAPTER V : CONCLUSIONS AND RECOMENDATIONS A. Conlusions ... 59

B. Recomendations ... 59

REFFERENCES ... 61

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viii Shinna Moultri Hutami, 2014

Science

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF TABLES

Table 2.1 Aspects, Indicators, and Students Behavior in Creative Thinking Skills..12

Table 3.1 Table of Research Design of One Group Pretest and Posttest Design .... 25

Table 3.2 Classification Validity Coefficient ... 25

Table 3.2 Blueprint of Creative Thinking Test Rubric Scoring ... 33

Table 3.3 Criteria of Validity Coefficient ... 36

Table 3.4 Reliability Value of Question ... 38

Table 3.5 Criteria of Difficulty Level ... 39

Table 3.6 Criteria of Test Item Discriminating Power ... 40

Table 3.7 Recapitulation Data of Instrument Analysis Result ... 41

Table 3.8Creative Thinking Skills Category ... 42

Table 3.9The Students’ Improvement Category ... 43

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ix Shinna Moultri Hutami, 2014

Science

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF FIGURES

Figure 2.2 Interactions of an African acacia tree with other organisms and

the physical environment ... 17

Figure 2.2 Energy from in an ecosystem ... 18

Figure 3.1 Research Plot ... 37

Figure 4.1 The Improvement of Creative Thinking Skill Aspects………....49

Figure 4.2 Students improvement in Fluency Aspect………51

Figure 4.3 Students improvement in Flexibility Aspect………52

Figure 4.4 Students improvement in Originality Aspect………55

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x Shinna Moultri Hutami, 2014

Science

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF APPENDICES

Appendix A Instructional Tools

A.1 Lesson Plan ... 64

A. 2 Experiment Worksheet………..72

Appendix B Creative Thinking Skills Test Instrument B.1 Creative Thinking Skill Item Test Blue Print ... 76

B.2 Creative Thinking Skill Item Test ... 79

B.3 Answer of Creative Thinking Skill Item Test ... 83

B.4 Creative Thinking Skill Scoring Rubric ... 84

B.2 Creative Thinking Skill Assessment Rubric ... 86

Appendix C Research Instruments C.1 Observation Sheet ... 89

C.1.1Observation Sheet for First Meeting ... 89

C.1.2 Observation Sheet for Second Meeting ... 94

C. 1.3Observation Sheet for Third Meeting ... 97

C. 1.4Observation Sheet for Fourth Meeting ... 101

C. 2Preliminary Study... 106

Appendix D Statistic Test D.1 Instrument Analysis of Creative Thinking ... 111

D.2 Data Interpretation of Creative Thinking ... 129

D.3 Judgement Result ... 130

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xi Shinna Moultri Hutami, 2014

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

E.2Data Distribution of Post-test ... 110

E.3.1 Normalized Gain Analysis of Fluency ... 113

E.3.2 Normalized Gain Analysis of Flexibility

... 114

E.3.3 Normalized Gain Analysis of Originality ... 114

E.3.4 Normalized Gain Analysis of Elaboration ... 114

Appendix F

F.1 Documentation ... 117

F.2 Permit Letter of Research Implementation ... 120

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ii Shinna Moultri Hutami, 2014

Science

ShinnaMoultriHutami Indonesia University of Education International Program on Science Education

ABSTRACT

This research aims to examine the impact of discovery learning towards students’ creative thinking skill in learning integrated science. The creative thinking skills are

elaborated into 4 aspects which are fluency, flexibility, originality, and

elaboration.The type of this study is weak experiment with one group pretest and

posttest design. Population in this research is grade 7at SMPN 2 Cimahi which

consists of 30 students. The sample of research gained using purposive sampling. The

sample is students in high achiever in the school. The quantitative data of this

research was gained through creative thinking skill essay test.Hypothesis of this

research is accepted means the students have significant impact of discovery learning towards students’ creative thinking skills in learning integrated science. Based on the analysis of the result, this research obtained improvement in creative thinking skill

with normalized gain in general 0.38 which is categorized into medium improvement.

As the elaboration of the creative thinking, the improvement of fluency aspect is

classified as low with n-gain value is 0.17, flexibility improvement aspect is

classified as medium with n-gain 0.6, originality improvement aspect as medium with

n-gain 0.31, and elaboration improvement aspect as medium with n-gain is 0.49. In general impact, the implication of discovery learning towards students’ creative thinking skills is medium improvement.

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Science

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Science

ShinnaMoultriHutami UniversitasPendidikan Indonesia International Program on Science Education

ABSTRAK

Penelitianinibertujuanuntukmengujidampakdaridiscovery

learningterhadapketerampilanberpikirkreatifsiswadalambelajarsainsterpadu.Keteramp

ilanberpikirkreatifdijabarkanmenjadi 4 aspekyaitukefasihan, fleksibilitas, orisinalitas, danelaborasi.Jenispenelitianiniadalahweak eksperimentdengansatukelompokpretest

dan posttest.Populasidalampenelitianiniadalahkelas 7 di SMPN 2 Cimahi yang terdiridari 30 siswa.Sampelpenelitiandiperolehdenganmenggunakanpurposive

sampling.Sampelmerupakansiswaberprestasi di sekolah.Data kuantitatifpenelitianinidiperolehmelaluitesketerampilanberpikirkreatifyaituessaytest. Hipotesisdalampenelitianinidapatditerimaartinyasiswamengalamidampak yang

signifikanmelaluipembelajarandiscovery learning

dalambelajarsainsterpadu.Berdasarkananalisisdarihasil,

penelitianinidiperolehpeningkatanketerampilanberpikirkreatifdengan gain yang

dinormalisasipadaumumnya 0.38 yang

dikategorikankedalamkategorimenengah.Sebagaipenjabarandariberpikirkreatif,

peningkatanaspekkelancarantergolongrendahdengannilai n-gain 0.17, aspekpeningkatanfleksibilitasdiklasifikasikansebagaikategorimenengahdengan n-gain 0.6, aspekpeningkatanorisinalitasdengan n-gain 0.31yaitukategorimenengah, danaspekpeningkatanelaborasidengan n-gain 0.49dalamkategorimenengah. Secaraumum,

implikasidaripenemuanpembelajaranterhadapketerampilanberpikirkreatifsiswaadalah kategorimenengah.

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1 Shinna Moultri Hutami, 2014

Impact Of Discovery Learning Towards Students’ Creative Thinking Skills In Learning Integrated Science

CHAPTER I

INTRODUCTION A. Background

Integrated science is not a new thing in Indonesia’s education. Since KTSP Curriculum, Junior High School in Indonesia are expected to exist

emphasis Salingtemas learning (science, environment, technology, and

society) which is directed at integrated learning experience to design and

create a masterpiece through the application of science concepts and scientific

competencies to work wisely. Even though it has been cited from Indonesia’s

government about integrated science, but teachers still teach science

separately.

Science learning in discovery learning should be carried out to

develop the ability to think, to work and to behave, and to communicate

science as an important aspect of life skills. Therefore science learning in

Junior High School emphasizes providing direct learning experience through

the use and development of scientific process skills and attitudes.

Science deals with how to find out natural phenomena systematically,

so that not only the mastery the science knowledge the form of a collection of

facts, concepts, or principles alone but also a process of discovery. According

to the Ministry of Education in 2009, science education is directed to 'figure

out' and 'do' in order to help learners to gain a deeper understanding of the

nature around. Science education is also expected to be a vehicle for

developing the next generation about the environment and can implicate it in

daily life. Thus, teachers should be able to be a developer of science learning

that emphasizes the active process of using the mind of the student mastery of

concepts.

The basis of science teaching is to understanding that natural

phenomena and the nature of science require inquiring and discovering.

Inquiry in science consists of experiments and inquiring natural phenomena

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Shinna Moultri Hutami, 2014

Bruner points out that any individual has the will to learn and this should be

used in such activities that it should raise curiosity and direct students to

study and discovery the knowledge. Bruner (1961) in Balim (2009) states that

learning happened by discovery which prioritizes reflection, thinking,

experimenting, and exploring. People who use self-discovery in learning turn

out to be more self-confident. Discovery is a way from the unknown to the

known by the learners themselves (Bruner, 1966; in Balim, 2009). The active

participation of the learner in the learning process is called discovery learning

(Bruner, 1968; Kara &Ozgun-Koca, 2004; Kipnis, 2005; in Balim, 2009). In

discovery learning, students construct knowledge based on new information

and data collected by the students in an explorative learning environment.

Thinking skills in junior high school age students tend to still be on

the stage of concrete. This was disclosed by observation in science learning

which shows that most of the junior high school students have not be able to

operate the ability to think abstractly (formal operational stage) so that

students' may be have difficulties in understanding science concepts and their

interrelationships. The interrelationship among concept is criteria needed in

order to learn integrated science.

One of basic competence in Curriculum 2013 stated that students

should shown scientific attitude (curious; objective; honest;

meticulouslycareful; diligently; carefully;responsible;open; critical; creative;

innovativeandcaringenvironment) intheir daily activitiesas a form

ofimplementation ofthe attitude oftheobservation, experiment, anddiscussion.

Because all of public schools in Indonesia want to implement this curriculum,

it is a needed to orienting the creative thinking skills way in the school. This

wayof thinking must be developed through science education. Also in daily

science problem solving aspect required creative thinking in formulating,

interpreting and resolving models or planning problem solving. Students

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creatively, inquiry and problem solving, and helping students to perform well

and prepare for the next stage of their education.

Based on the preliminary study, some profiles of the sample class: 1)

it is including a high achievement class, some of them are the highest rank in

the school, 2) students were treated based on Curriculum 2006 which is

already integrated, but in the subchapter still separately, 3) impression toward

science was quite good, it can be seen even at the first semester the students

were not really responsive to the lesson, but finally they can found how to

have fun in science, 4) demonstration is often used using simple and daily

demonstration to trigger students’ motivation, 5) lecturing often used in this

class, 6) students still think that science lesson is hard, 7) total number of

students are 35, 8) school start to implement curriculum 2013 in the next

academic year.

Creative thinking skillis something that rarelyconsidered inthe

learningscience. Teachersusuallyputlogicas adrillpoint

andassumethatcreativityisnotimportantin science learning.Problem solving in

learning essentially asks students to be a useful in the society. The

researchers assume that people are creative, but their degree of creativity

is different (Beghetto& Kauffman, 2009; Craft, 2003; Isaksen, 1987;

Lumdaine&Lumsdaine, 1995; Pehkonen, 1997; Solso, 1995; in Siswono,

2010). In exercising to learn creatively, students can improve their creative

thinking skills. The role of the teacher is to provide the teaching and learning

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Through implementing discovery learning process, it is expected that

the process can improve students’ creative thinking skills. Students do not say

again that science is hard anymore. Creative thinking skills are needed in the

learning process because think creatively can make students explore more

about the daily life, so that students can feel that science is part of their life

besides creative thinking is one the goal of Curriculum 2013.

Based on the background of problems as well as those already

described, the researcher has to conducted research with the title “The Impact of Discovery Learning on Students’ Creative Thinking Skills in Learning Integrated Science”.

B. Research Problem

Based on the problem mentioned above, the main research problem is,

”How is the impact of Discovery Learning toward Students’ Creative

Thinking Skills in Learning Integrated Science?”.

Elaborating the research problem above, the research attempts to

explore the following questions:

1. What is the improvement of discovery learning in improving the students’ creative thinking skills in learning integrated science in fluency aspect?

2. What is the improvement of discovery learning in improving the

students’ creative thinking skills in learning integrated science in

flexibility aspect?

3. What is the improvement of discovery learning in improving the students’ creative thinking skills in learning integrated science in originality aspect?

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu C. Limitation of Problem

In order to be more focused in this research to the method of learning,

the impact of creative thinking, student learning activities that

implemented,then the problems as follow:

1. The learning model used was discovery learning.

2. The aspectsof the creative thinking skills are fluency, flexibility,

originality, and elaboration skills. These skills were assessed by using

essay test.

3. Integrated science concept used was energy concept.

D. Research Objectives

This research has objectives to analyze the impact of discovery

learning towards students’ creative thinking skillsin learning integrated

science.

E. Research Benefits

The results of this study are expected to provide the following benefits:

1. Teachers

This research may adding teachers’ insight about using discovery

learning as one of the learning approach to implement in the class, so

that learning is done more active on students to increase students'

skills and concepts by exploring the concept by themselves. Also

teacher can know the level of creative thinking skills of students, so

that the teacher can know the strength and weakness of each student

in exploring the concept.

2. Students

The objective of this research is students can have new experience in

learning integrated science lessons at school in particular material

implemented using discovery learning model, so that they can

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achievement and being more motivate. Students also can enhance

their creative thinking skills in solving problem.

3. Other Researchers

This research is to know the strengths and weaknesses during

implementation of discovery learning model as the consideration for

the next research.

F. Operational Definition

In order to prevent the misinterpretation and misconception to understand some of the terms used in this research, therefore some of it which is needs to be explained as the follow:

1. Discovery learning is a student centered activity which the students have to explore knowledge by themselves with the guide of teacher. 2. Creative thinkingskill is a skill which gained through processthat

isusedwhenwebring in/bring upanew ideathathas not

beendonepreviously.

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CHAPTER III

METHODOLOGY

A. Research Method and Design 1. Research Method

Research methods used in this study is weak-experiment. This

study aimed to obtain information are estimates the information that

can be obtained by actual experiment in a state that does not allow to

control or manipulate all relevant variables.

2. Research Design

The research design used was a one-group pretest-posttest design.

Scheme one group pretest-posttest design is shown as follows:

Table 3.1 Table of Research Design of One Group Pretest and Posttest Design

Group Pretest Treatment Posttest

Experimental O1 T O2

Note:

O1: Pretest

O2: Posttest

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The table explains that the class subject to the pretest (O1) to

measure creative thinking skills. Then students are given treatment in

the form of learning with discovery learning models. After that,

student was given the posttest (O2) with the same instrument with the

pretest. Instrument used as a pretest and posttest in this study is an

instrument to measure the creative thinking skills in learning integrated

science that has been tested and prior judgment.

B. Research Subject 1. Research Location

This research is conducted in one of Public School in Cimahi

which applied National Curriculum 2006 in the teaching and learning

process. The data collection was done in May 2014.

2. Population and sample

The population in this research was 7th Grade Junior High

School students in one of the Cimahi Public School year 2013/2014.

After observation, the sample was taken one class in the seventh grade,

which is VII-2.

C. Assumption

Discovery learning model is a learning model that allows it to be

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describes creativity is defined as a cognitive activity that results in a new

way or something in looking at a problem or situation. This result has

same expectation in discovery learning, Zemelman, Daniels, and Hyde

(1993) in Alfian (2011) stated that learning in all subject areas involves

inventing and constructing new ideas. Both expectation results in learning

are can produce new idea in thinking.

D. Hypothesis

The hypotheses in this research are two hypotheses. The explanation is

like below:

H0 : Through discovery learning strategy, there is no enhancing in

students’ creative thinking skills in learning integrated science.

H1 : Through discovery learning strategy, students can enhance their

creative thinking skills in learning integrated science.

E. Research Procedures

There are several procedures that are conducted in this research.

Therefore, the procedure is generally classified into three stages

which are preparation stage, implementation stage, and analysis and

conclusion stage. Each of stage consists of several activities which

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1. Preparation Stage

The steps are including the following activities below:

a) Literature review was conducted in analyzing the

information about: 1) Discovery learning, 2) Creative

Thinking Skills, and 3) Integrated science.

b) As the result of literature review, research problem is

identified and elaborated into several research questions

arranged. In order to answering research questions,

instruments were arranged as tools to obtain data.

Arrangement of instrument arrangement including: 1)

Creative thinking in Making Experiment Test, 2) Creative

thinking skills essay test, 3) Observation sheet, and 4)

Students’ questionnaire. Instructional tools which used are

lesson plan and worksheet was arranged to help the

implementation of Discovery learning.

c) Judgment of instruments was conducted by experts.

d) Trial test of creative thinking skill essay test instrument was

conducted to identify the quality of instrument.

e) The result of problem solving test trial was analyzed.

f) Revision of instruments was done based on judgment result

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 2. Implementation Stage

These activities below are conducted in the implementation

stage which consists of four main activities. The activities are:

a) Pre-test was conducted to identify students’ preliminary

skills

b) Treatment was conducted in four meetings as follow:

1st meeting: Discussion about the topic

2nd meeting: Experimental designing

3rd meeting: Doing the experiment

4th meeting: Presentation, and developing problem

c) Post-test was conducted

3. Analysis and Conclusion Stage

Analysis and conclusion stages consist of four stages, as follows:

a) All of data which is obtained was calculated

b) The result of data calculation was analyzed

c) Discussion was done to elaborate the result of analysis

d) Conclusion was obtained based on the result

In a way of analyzing the plot of the procedures above, it is

represented in the following chart which illustrates the framework of

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Figure 3. 1 Research Plot

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu F. Instructional Tools

Instructional Tools that is used in the implementation of this

research as follows:

1. Lesson Plan

Lesson plan is the design of instructional arrangement that

will be used in the class implementation. The arrangement of

lesson plan refers to the syntax of Discovery Learning which is

proposed by Castronova (2002) in Balim (2009). There are mainly

three syntaxes that should be conducted in the implementation of

Discovery learning in the class activity which are Discussion,

Process, and Developing Problem. However, the implementation

of problem based experiments in this research is arranged

divided into four meetings.

2. Students’ Worksheet

Students’ Worksheet is the additional tools that helps

the implementation of lesson plan in real activity. Students’

worksheet is used as students’ guidance during experiments. The

module consists of the question and problem that should be solved

by students.

Students worksheet consist of both group and individual

worksheets which respectively arranged based on syntax of

discovery learning and the scope of learning objective in

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu G. Research Instruments

The instrument that is used in this research is test and non-test.

Because this research wants to observe the students’ creative thinking

skills then the test item that be used in essay test.

1. Creative Thinking Skills Tests

Creative thinking is the ability to find some new links, in

looking at the subject from a new perspective and create new

combinations from several ideas, products, colors, textures, and

other things.

Essay tests have been given are pre and posttest

individually. The pretest has been given before the treatment and

the posttest has been given after the treatment.

There will be such indicators in observation sheet to

measure students’ creative thinking skills such as Fluently,

Flexibility, Originality, and Elaboration. Energy in integrated way

is a topic to be raised during designing experiment and having

essay test.

In general, the rubric of creative thinking of essay test

regarding to the aspect and its behavior is described in the table

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Table 3.2 Blueprint of Creative Thinking Test Rubric Scoring

No.

Students cannot determine the solutions 0 Students can determine 1 solution from solution

wants 1

Students can determine 2 solutions from solutions

wants 2

Students can determine more than 2 solutions

from solutions wants 3

Flexibility

Students cannot giving solution with varied

explanation 0

Students can giving solution with varied

explanation but not from the information available 1 Students can giving solution with varied

explanation from the information available but do not applying concept in different way

2

Students can giving solution with varied explanation from the information available and applying concept in different way

3

Originality

Students do not giving solution in a new, unique,

and unusual 0

Students can give 1 solution in new, unique and

unusual 1

Students can give 2 solutions in new, unique and

unusual 2

Students can give >2 solutions in new, unique and

unusual 3

Elaboration

Students cannot make an alternative idea 0 Students can enrich and develop the idea of

solution with briefly explanation 1

Students can enrich and elaborate solution in details of an object, idea, or situation but not attractive

2

Students can enrich and elaborate solution in details of an object, idea, or situation becomes more attractive

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 2. Observation Rubric

The analysis of teacher and students’ activity is conducted

to identify the quality of implementation which is observed from

teacher’s activity coherence with the procedure of Discovery

learning treatment which has been arranged before. In obtaining

data, observation rubrics of students and teacher activity were

arranged. The arrangement of observation rubrics is in line with

procedure of discovery learning and teaching and learning

activities arranged in lesson plan. Observation rubric as

completed by observer which have obligation to analyze and

observe the whole implementation and judge whether the

implementation is in line with the procedure of discovery learning

or not.

H. Instrument Development

Before giving treatment to the experiment class, another class is

used as the trial class to test the instrument should be done first, and then it

has to be analyzed. According to Suherman (2003), it is explained that

qualified instrument of evaluation requires some criteria. These criteria

are to measure the quality of test item and to identified by concerning

the following criteria, such as: validity, reliability, objectivity, practibility,

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efficiency. As the form of instrument used is in essay form, thus the

calculation is only done to identify validity, reliability, difficulty index,

and readibility. The more explanation explained below:

1. Validity is the ability of an instrument to measure what is

measured. According to Sudjana (2009) in Nugroho (2013),

validity test which is used in this research is content validity, which

is related to the ability of assessment tool to measure what should

be measured. To measure the validity of each test items are using

this formula:

= −

2− 2 2− 2

(Sudjana, 2005; in Nugroho, 2013)

: correlation coefficient between x and y variable

n : amount of student

x : total score in test item

y : total score of student

While the interpretation about will be categorize based on

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Table 3.3 Classification Validity Coefficient

Value � Interpretation

0,90 ≤� ≤ 1,00 Very high validity

0,70 ≤� <0,90 High validity

0,40 ≤� < 0,70 Medium validity

0,20 ≤� < 0,40 Low validity

0,00 ≤� < 0,20 Very low validity

� < 0,00 Invalid

(Arikunto, 2009)

In this research, because the instrument is using essay test,

it should be validated by the expert. After judged by the expert,

trial test to measure realibility, difficulty index, and discriminating

power can be conducted.

2. Reliability test

Reliability is the degree of consistency and stability of the

instrument. Thus, the concept of reliability has the meaning

where the research tools is consistence and stable, and hence

predictable and accurate. KR 20 equation is used to calculate

reliability of the test and the equation is (Arikunto, 2009):

(Arikunto, 2009) r11 = ( �

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu r11 : Instrument reliability

k : Amount of test item

∑pq : Multiplication result of p and q

s : Deviation standard

While the interpretation about will be categorized based

on Guilford (Arikunto, 2009) as follow:

Table 3.4 Reliability Value of Question Reliability coefficient Criteria 0.00 < x ≤ 0.20 Very low

0.20 < x ≤ 0.40 Low

0.40 < x ≤ 0.60 Satisfactory

0.60 < x ≤ 0.80 High

0.80 < x ≤ 1.00 Very high

(Arikunto, 2009)

3. Difficulty Level

A good test item is neither too easy nor too difficult. A

scale that shows the difficulty level of test item is difficulty index

(Arikunto, 2009). The equation which is used to calculate the

difficulty level is:

(Arikunto, 2009)

P : Difficulty index

P = B

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B : Amount of student who answer question with the right answer

JS : Total amount of students who undertakes the test

Table 3.5 Criteria of Difficulty Level P Value Category of test

Discriminating power of test item is the ability of test item

to differentiate between high achiever and low achiever (Arikunto,

2009). To determine discriminating power of test item, the

equation below is used:

(Arikunto, 2009)

D : Discriminating power

JA : Amount of high achiever

JB : Amount of low achiever

BA : Amount of high achiever who answers question with the right

answer

BB : Amount of low achiever who answers question with the right

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PA : Proportion of high achiever who answers question with the

right answer

PB : Proportion of low achiever who answers question with the

right answer

Table 3.6 Criteria of Test Item Discriminating Power Discriminating power

interval

Criteria of discriminating power

Negative

Test item is not

appropriate

0.00 < x ≤ 0.20 Poor

0.21 < x ≤ 0.40 Satisfactory

0.41 < x ≤ 0.70 Good

0.71 < x ≤ 1.00 Excellent

(Arikunto, 2009)

In identifying the quality of problem solving test, instrument a

trial was conducted by applying the test into 32 samples 7th grade of

students which already learnt about energy topics. The calculation of

item test analysis was helped by using software Anates 4.0. In summary,

the result of creative thinking analysis test is presented in the following

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Table 3.7 Recap Data of Instrument Analysis Result

Item

Value Category Value Category Value Category

1 0.15 Poor 63.43 Medium 0.59 Significant Revised

1) Item Test Data Instrument Analysis

Before the instrument is used in a class about the research

sample, at first the researcher has to test the instrument. The aim is to

determine the accuracy and feasibility of the instrument in measuring

the variables studied.

2) Creative Thinking Data Instrument Analysis

Here are the steps to process the instrument to measure students’

creative thinking according to Nurmaulana (2010):

a) Counting the number of correct scores each item on which

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b) Convert the raw scores obtained by students in the form of a

percentage. The following formula is used:

NP = 100%

(Purwanto, 2006: 102; in Nurmaulan, 2010)

Description:

NP: percentage of the expected value

R: crude score gained students

Sm: ideal maximum score of the test in question

c) To view the categories used creative thinking ability according

Arikunto category (2007). The ability to scale categories can

be seen in the following table 3.7:

Table 3.8 Creative Thinking Skills Category

Category Score (%)

Very good 81-100

Good 61-80

Enough 41-60

Deficient 21-40

Very deficient 0-20

(Arikunto, 2007; in Nurmaulana, 2010)

3) Improvement test

To know the improvement of the pre-test and post-test

result, the determination of normalized gain index was conducted.

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students’ performance in pre-test and post-test (Saraswati, 2013).

The formula used in measuring the normalized gain such as follow:

G = � � � − � � � �

�� − � � � �

(Saraswati, 2013)

Hake (1998) in Saraswati (2013) argues that normalized

gain is divided into several categories; high, medium, and low. For

more detail, the table of categories is explained below:

Table 3.9 The Students’ improvement Category Normalized gain Category

< 0.3 Low

0.3 < x < 0.7 Medium

> 0.7 High

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CHAPTER V

CONCLUSION AND RECOMMENDATION

A. Conclusion

Based on the research result, it can be concluded that students’

creative thinking skill in learning integrated science using discovery

learning treatment for each aspect can be described that the improvement

of students creative thinking skill in fluency aspect is low represented in

n-gain value is 0.21, the improvement of students creative thinking skill in

flexibility aspect is medium represented in n-gain value is 0.37, the

improvement of students creative thinking skill in originality aspect is low

represented in n-gain value is 0.19, and the improvement of students

creative thinking skill in elaboration aspect is medium represented in

n-gain value is 0.3.

B. Recommendation

Consider that this research need to be developed to be expected to

be better, researcher has been arranged suggestions for further research

such as it will be better if researcher put more sourcebook because more

book students have more creative thinking based on knowledge that

students have, make sure teacher already mastery the integrated science

concept that will be explained so that students can understand the essential

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observation sheet is needed to make the data to be more detail, specific

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Impact Of Discovery Learning Towards Students’ Creative Thinking Skills In Learning Integrated Science

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