PENGARUH MEDIA SIMULASI PHET TERHADAP PENINGKATAN PRESTASI BELAJAR SISWA DALAM KONSEP PEMBIASAN CAHAYA.

(1)

Mutiara Dwi Cahyani, 2013

Pengaruh Media Simulasi PhET Terhadap Peningkatan Prestasi Belajar Siswa Dalam Konsep Pembiasan Cahaya

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

THE EFFECT OF PhET SIMULATION MEDIA ON IMPROVEMENT OF

STUDENTS’ ACHIEVEMENT IN THE CONCEPT OF LIGHT

REFRACTION

RESEARCH PAPER

Submitted as requirement to obtain degree of Sarjana Pendidikan in

International Program on Science Education Study Program

Proposed by

Mutiara Dwi Cahyani

0901949

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION

FACULTY OF MATHEMATICS AND SCIENCE EDUCATION

(2)

DECLARATION

I hereby declare that the research paper that has title

“

THE EFFECT OF PhET

SIMULATION

MEDIA

ON

IMPROVEMENT

OF

STUDENTS’

ACHIEVEMENT IN THE CONCEPT OF LIGHT REFRACTION

“,

is my

original research work. Whereever contributions of others are involved, every

effort is made to indicate this clearly, with due reference to the literature, and

acknowledgement of collaborative research and discussions.

Bandung, Agustus 2013

Researcher

Mutiara Dwi Cahyani

(3)

Mutiara Dwi Cahyani, 2013

APPROVAL FORM OF RESEARCH PAPER

MUTIARA DWI CAHYANI

THE EFFECT OF PhET SIMULATION MEDIA ON IMPROVEMENT OF

STUDENTS’ ACHIEVEMENT IN THE CONCEPT OF LIGHT

REFRACTION

APPROVED AND AUTHORIZED BY :

Supervisor I

Dr. Harry Firman, M.Pd

NIP. 195210081974121001

Supervisor II

Dr. Diana Rochintaniawati, M.Ed

NIP. 1967091911991032001

Head Of Study Program of

International Program on Science Education

Dr. Diana Rochintaniawati, M.Ed

(4)

(5)

Mutiara Dwi Cahyani, 2013

The Effect of PhET Simulation Media on Improvement of

Students’

Achievement in the Concept of Light Refraction

Mutiara Dwi Cahyani

Indonesia University of Education

Abstract

This study aims to examine the effect of PhET (Physics Education Technology)

simulation in the concept of light refraction to develop stud

ents’ achievement and

determine which cognitive domain more influenced by PhET simulation .The type

of this study is quasi experimental method. Matching pretest-posttest comparison

group were utilized as research design in this study. The population were all

students in grade 8

th

of Junior High School Students in Cimahi. This study used

two classes as experimental group and control group. Random sampling technique

is adopted to determined the sample of this study. Experimental group was given

treatment by using PhET simulation in the learning process, meanwhile control

group was given treatment by PowerPoint presentation in the learning process.

The comparison of normalized gain between experiment class (0.74) and control

class (0.56) shows that PhET

simulation is more effective in increasing students’

achievement in the concept of light refraction. PhET simulation is more influence

in analyzing aspect (C4). Based on the result of questionnaires about the use of

PhET simulation in learning process, it can be concluded that students enjoy in the

use of PhET simulation in learning process.

(6)

Pengaruh Media Simulasi PhET Terhadap Peningkatan Prestasi Belajar

Siswa Dalam Konsep Pembiasan Cahaya

Mutiara Dwi Cahyani

Universitas Pendidikan Indonesia

Abstrak

Penelitian ini bertujuan untuk menentukan pengaruh simulasi PhET (Physics

Education Technology) terhadap peningkatan prestasi belajar siswa pada konsep

pembiasan cahaya dan menentukan kognitif domain yang lebih dipengaruhi oleh

simulasi PhET. Penelitian ini menggunakan metode quasi experimen. Populasi

dalam penelitian ini adalah siswa Kelas VIII di SMP Cimahi. Pada penelitian ini

menggunakan dua kelas sebagai sample dari penelitian, yaitu kelompok

eksperimen dan kelompok kontrol. Pemilihan sample penelitian dilaksanakan

dengan menggunakan teknik random sampling. Kelompok eksperimen diberikan

perlakuan dengan menggunakan media simulasi PhET dalam proses

pembelajaran, sedangkan kelompok kontrol diberikan perlakuan dengan

menggunakan PowerPoint Presentasi sebagai media dalam proses pembelajaran.

Perbandingan gain normalisasi antara kelompok eksperimen (0.74) dan kelompok

kontrol (0.56) menunjukkan bahwa simulasi PhET lebih efektif dalam

mengingkatkan prestasi belajar siswa dalam konsep pembiasan cahaya. Dalam

penelitian domain kognitif yang lebih diperngaruhi oleh simulasi PhET adalah

domain analisis (C4). Berdasarkan hasil dari kuesioner mengenai penggunaan

media simulasi PhET dalam proses pembejaran, disimpulkan bahwa siswa senang

terhadap penggunaan simulasi PhET dalam pembelajaran.

(7)

Mutiara Dwi Cahyani, 2013

Pengaruh Media Simulasi PhET Terhadap Peningkatan Prestasi Belajar Siswa Dalam Konsep Pembiasan Cahaya Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu

APPROVAL FORM OF RESEARCH PAPER

DECLARATION

i

PREFACE

ii

ACKNOWLEDGE

iii

ABSTRACT

v

ABSTRAK

vi

TABLE OF CONTENT

vii

LIST OF TABLES

ix

LIST OF FIGURES

x

LIST OF APPENDIX

xi

CHAPTER I : BACKGROUND

A.

Background

1

B.

Research Problems

4

C.

Purposes

5

D.

Significance of Research

5

E.

Assumption

6

F.

Hypothesis

6

CHAPTER II : LITERATURE REVIEW

A.

Learning Process

7

B.

Instructional Media

8

1.

Definition of Media

2.

Advantages of Learning Media

3.

Charateristics of Instructional Media

8

10

C.

Simulation

11

1.

Definition of Simulation

2.

Benefit of Simulation

3.

PhET Simulation

11

12

13

D.

PowerPoint Presentation

16

E.

Learning Achievement

17

(8)

A.

Research Design

28

B.

Research Subject

29

C.

Definition of Terms

29

D.

Intructional Tools

30

E.

Treatment

1.

PhET Simulation

2.

31

33

F.

Research Instrument

35

1.

Learning Achievement Test (Pretest and Posttest)

2.

Questionnaire

35

40

G.

Research Procedures

42

H.

Data Analyzing

46

1.

Analysis

Improvement of Students’ Achievement

2.

Analysis Improvement of Students’ Achievement in Cognitive Domain

3.

Analysis of Questionnaire

46

47

49

CHAPTER IV : RESULTS AND DISCUSSIONS

A.

Results

50

B.

Discussions

65

CHAPTER V : CONCLUSIONS AND RECOMMENDATIONS

A.

Conclusions

69

B.

Recommendations

70

REFRENCES

68

(9)

Mutiara Dwi Cahyani, 2013

CHAPTER I

INTRODUCTION

A.

Background

Globalization occurs rapidly and quickly. These developments have an

impact on various aspects of human life, not least in the education aspect. In

education, this development affects on learning process in the schools. According

to Gagne and Briggs (1979)

“

Learning process as a system that aims to assist

students in learning or gain information, it contains a series of events which have

been designed, structured to influence and support the students' learning

processes”

. The learning process involves two component mutually bound to each

others, the teacher as a facilitator and students as an object of the lesson.

Rustaman (Sadida, 2011) stated that “

Learning process is an activity between

teacher-student interaction and mutual communication that takes place in

educational situations to achieve learning objectives”

. In order for the process of

interaction goes well then it takes the media to distribute information provided by

the teacher to the student. Therefore, media is including one of the most important

components in learning process.

In education, globalization affects on learning process in the schools. It also

affects to the technology development in the instructional media which is used in

the learning process. However, nowdays still many teacher deliver the content of

their learning

via “chalk

-and-

talk” method or

which is used to conventional

teaching method, they do not use media appropriately whereas technologies are

available for them to make change in their learning . Commonly, teacher controls

the instructional process, the content is delivered in the class and the teacher tends

to emphasize factual knowledge. In other words, “Teacher delivers the content

and the students only listen the information from the teacher. Thus, the learning

model tends students become passive in their learning process” (Orlich, 2010:

243). Kaushik and Agarwal (2012) stated that the conventional teaching method

in classroom has limited effectiveness in the learning process. Some limitations

(10)

using chalk and talk is “one way flow” of information

, (2) Teachers often

continuously talk for an hour without knowing students response and feedback,

(3) The material presented is only based on lecturer notes and textbooks, (4)

Teaching and learning are concentrated on “plug and play” metho

d rather than

practical aspects, (5) The handwriting of the lecturer decides the objective of the

subject, (6) There is insufficient interaction with students in classroom, (7) More

emphasis on theory without any practical in real situation, (8) It is more about

memorizing, not understanding.

Physics is one of the science subjects in middle school. Physics study about

natural phenomena that occur in daily life and understand the concepts. The

concept is a very important and one that should be noted how the concept was

understood by learners. However, because there are many teachers who use

traditional teaching or lecture so the concept is expected to be understood by

students are not conveyed properly or is not working as expected. This is because

a lot of physics concepts are abstract and complex, so it should be supported by

practical activities. However not all school are fully equipped science laboratory

facilities besides that the equiments are generally only able to show symptoms of

the macro. As in optical materials with sub chapters refraction of light, refraction

from air to the water can only show that the refraction of the light near from the

normal line, while not able to indicate how far refraction line near from the

normal line (incendent and refracted angle are difficult to determine). Another

problem is the efficiency of the time, doing experimental in the lab requires a long

time because before doing experimental teacher must prepare the equipment

moreover lack of equipments thus inhibiting activity. So, the concept cannot be

reached by the students. It makes students get low achievement in physics subject.

In response to this problem, it is necessary to attempt improvement and

innovation in the learning process. One innovation that can solve problems in

science learning is teacher needs to make improvements their teaching strategies

such as use of computer to deliver material. The other thing, teacher should place

their position as a designer and organizer of learning so that students have the

(11)

Mutiara Dwi Cahyani, 2013

addition, teachers can make learning and teaching more attractive by using

interactive learning media to attract students’ motivation in learning science

especially in physics. Hence, the role of media is important to make learning

process become more life and students more curious in science subject. By

choosing the appropriate media will make learning process effectively. An

effective learning is a learning process that is not only focused on learner

outcomes, but how effective learning process is able to provide a good

understanding, intelligence, perseverance, opportunity and quality which can give

change behavior and apply it in their lives.

One kind of media that developed because of the development technology is

simulation. Simulations give students the opportunity to observe a real world

experience and interact with it. According to Michael (Liao and Chen, 2007)

simulation can afford learners numerous advantages such as simulations can (1)

provide the students with the opportunity to engage in activities that may

otherwise be unattainable, (2) enhance academic performance and the learning

achievement levels of students, and (3) be equally as effective as real-life

hands-on laboratory experiences. PhET is an interactive computer simulatihands-on for

teaching and learning physics, chemistry, math, and other sciences. The

simulations are animated, interactive, and game-like environments where students

learn through exploration.

According to Yulianti (2012) stated that

simulation can improve students’

understanding on translation, interpretation and extrapolaration aspect. Students

can understand the concept of Expansion and they can see the abstract

phenomenon become more real. Another study also state the implementation

PhET simulation and simple KIT to teach psychomotor skills of students on the

subject of optical can to complete psychomotor learning outcomes of students

(Prihatiningtyas, 2013). And also based on research results

’

Prihatiningtyas

(2013) by using the PhET simulation students responded was positive . Another

research result state that by using PhET simulation

can improve students’

(12)

better which the posttest value is 82. When is compared with students who use

learning tools that are synergistic with real lab, the posttest value is only to be 75.

Actually PhET simulation can be carried in several concepts because this

media can explain abstract concept become real to the students. Because of it is

abstract concept, students are more passive in learning process and it influences in

their achievement. So, to make they can understand the concept it needs media

that can represent the material and students become more active , then students

can master the concept to be achieved in learning process. In these simulations,

students can make connections between real-life phenomena and the underlying

science, and seek to make the visual and conceptual models of expert physicists

accessible to students. In this research, the author takes the concept of light

refraction because characteristic of light refraction is one of abstract concept in

physics and one of phenomenon that occur in daily life.

Due to that reason, research is needed to investigate the effect of PhET

simulation on improvement of students’ achievement in the concept of light

refraction.

B.

Research Problems

Based on the background that have been explained on above, the research

problem this paper is “ How

is

PhET simulation can improve students’

achievement in the concept of light refraction compare with conventional

teaching?”

To make detailed, the research questions of this paper can be described as :

1.

How

PhET simulation improve students’ achievement in learning concept of

light refraction rather than PowerPoint Presentation?

2.

How one cognitive ability that is most influenced by using PhET simulation as

teaching media?

3.

How are the students’ responce t

o the use of PhET simulation as media in their

(13)

Mutiara Dwi Cahyani, 2013

C.

Purposes

According to the research problems that have been described above, the

purpose of this research is to:

1.

To determine the effect of using PhET simulation on student’s achieveme

nt in

the concept of light refraction

2.

To identify the cognitive ability that is most influenced by using PhET

simulation

3.

To identify

students’ respon

se in the use of PhET simulation as media in

learning process

D.

Significance of Research

This research is conducted with the benefit for some parties such as :

1.

Teacher

For teacher can improve their skills in using media especially in use of

simulation as media in learning process. Beside that to make teacher easier to

delivery abstract or complex concept in learning process. Teacher can get

wider knowledge and teacher acts as facilitator. In addition it will give

motivation to the teacher to be more creative.

2.

Students

By using PhET simulation as media can give students more motivation in

learning, so they can improve their concept about light refraction. And can give

more knowledge about technology beside physics concept, students can

practice to solve the problem, practicing students to take right decision in solve

(14)

E.

Assumption

According to Michael (Liao, 2007:69), simulation can : (1) provide the

students with the opportunity to engage in activities that may otherwise be

unattainable, (2) be equally as effective as real-life hands-on laboratory

experiences.

F.

Hypothesis

There is three hypothesis in this study, as follow as :

1.

There is a significant differences on the student’s achievement in learning the

concept of light refraction through PhET simulation.

2.

PhET simulation is most influence on analyzing in cognitive ability of the

students

3.

Students feel enjoy to use PhET simulation in learning process and they easy to

(15)

Mutiara Dwi Cahyani, 2013

CHAPTER III

RESEARCH METHODOLOGY

A.

Research Design

This research uses quantitative approach, based on research objectives that

want to be achieved then research method that chosen by researcher is

quasi-experimental. In this research determines the differences of learning achievement

of students when using simulation and using PowerPoint presentation as media in

the learning process. In conducted quasi-experimental it used two group, there are

experimental group and control group.

The research design in this paper is Matching Pretest-Posttest Control

Group. Research designs of this research uses two group, there are experimental

group and control group. Experimental group is given the treatment by using

PhET simulation as media in learning process, otherwise for control group is

given the treatment by using PowerPoint presentation as media in the learning

process.

In this design, pretest is given to both of groups then experimental group

given the treatment by using PhET simulation for three meeting. Meanwhile

control group given the treatment by using PowerPoint presentation. After both of

group was given the treatment, then they give posttest. Test instrument that used

for posttest is same as instrument in the pretest.

Figure 3.1 Research Design

Control Group

Experimental Group

Pretest

Posttest

Treatment

PhET simulation

VIII B

(16)

B.

Research Subject

This research was conducted at one of Junior High School in Cimahi. This

research was conducted in the second semester in 2012/2013 academic year. This

research was conducted for two weeks at least 4 meetings in May. Population in

this research is all of students in 8

th

grade. Every class consists of 27 students, so

number of population in this study is 243 students that spread out in nine classes.

Sample is the representative of population. In this research, researcher used

two groups from population as the sample of study. Sample is chosen by random

sampling technique, researcher did lottery to determined experimental group and

control group. Researcher took two pieces of paper which have been written the

name of all class. After researcher did the lottery, finally the sample of this

research is VIII A and VIIB that have the same total number of students is 27

students. Group of VIII A is chosen as control group and group of VIII B is

chosen as experimental group.

C.

Definition of Terms

Operational definition in research is necessary because to avoid

misunderstanding between researcher and the reader. There is some terms that

must be explained from this study, as follow as :

1.

PhET Simulation

PhET is an interactive computer simulation for teaching and learning physics,

chemistry, math, and other sciences. PhET simulations can be run online or

downloaded (offline mode) from the PhET website. The simulations are

animated, interactive, and game-like environments where students learn

through exploration. They emphasize the connections between real-life

phenomena and the underlying science, and help make the visual and

conceptual models of expert scientists accessible to students. In learning

(17)

Mutiara Dwi Cahyani, 2013

in pairs with their own computer and manipulate the sim by themselves. Even

though they work and manipulate the sim by themselves, they are guided by

students’ worksheet and teachers’ explanation.

2.

Presentation is a way that used to describe something in the form of

PowerPoint that have summarized and packed with interesting visualization. In

addition, presentation is an active activity where narasumber explain and

communicate information to the audients. Presentation is created in the form of

PowerPoint presentation that contains text, picture, graph, table and etc.

PowerPoint presentation should be able to attract the attention of the audience

and have good quality

3.

Learning Achievement

Learning achievement is a result or level of ability of students that have been

achieved after participating in learning process in the form of changes in

behavior skills, and knowledge at certain time then will be measured by using

test and assessed into score or statements.

In this study, to measured students’

achievement by using pretest and posttest. The type of question that used in

pretest and posttest is multiple choices. It consists of six cognitive domain

based on Revised Bloom Taxonomy from C1 until C6. There are 20 questions

and it is used in pretest and posttest.

D.

Instructional Tools

1.

Lesson Plan

Lesson plan is the design of instructional arrangement that used to conduct

the learning process. It is used to be teacher’s guidance in conduct learning

process to achieve the intended learning outcome and learning objectives. The

objective of the learning in both of group are`not much different, it is due to the

experimental group is using PhET simulation and control group is using

(18)

it can be seen in Appendix A.1 for experimental group and Appendix A.4 for

control group.

2.

Learning Scenario

Learning scenario is briefly illustration of lesson plan. Learning scenario is

the design of classroom activity for each meeting that describes initial activity

until closing activity. Learning scenario in experimental group and control group

is different. For experimental group is using PhET simulation in the learning

process it showed in Appendix A.2, meanwhile control group is using PowerPoint

in the learning process it showed Appendix A.2 and Appendix A.5.

3.

Students Worksheet

Students’ worksheet is an additional tool to help students in using PhET

simulation in the learning process. Students’ worksheet is used to be students’

guidance during using PhET simulation. It consists of steps that must be followed

by students in using PhET simulation and there is question refer to PhET

simulation that should be solved by students. There is three design of students’

worksheet for each meeting. It showed in Appendix A.3 for experimental group

and Appendix A.6 for control group.

E.

Treatment

In this study used two kind of treatment, first is PhET simulation and second

is PowerPoint Presentation. Both of treatment is used in different group, PhET

simulation used in experimental group and PowerPoint Presentation used in

control group.

1.

PhET Simulation

PhET simulation is a software that provides learning situation that

resembles the real situation or real phenomena by using computer. PhET provides

many simulation in science concept. The concept that used in this study is light

(19)

Mutiara Dwi Cahyani, 2013

explained to the students available in PhET simulation as Bending Light

Simulation and Geometric Optic Simulation. It is showed in figure 3.2 and 3.3.

Figure 3.2 Screen Capture from PhET Simulation Software -

Laws’ of Light

Refraction Concept

Figure 3.3 Screen capture from PhET Simulation Software - Light Refraction on

Lens

In figure 3.2 students asked to find The Laws’ of Light Refraction. They

also found the components that influence in light refraction process such as

material or solution, angle of incidence, angle of refraction, and index of

(20)

freely as long as they follow the procedures. In this simulation, students asked to

change the type of material in first medium and second medium, then they analyze

what happen with the light when pass through into second medium. Beside that

they also find the formula of refraction index based on their finding. This

simulation also provide protractor ruler to make students easy when measure the

incidence angle or refraction angle.

In figure 3.3 students asked to analyze the process of light refraction in

lenses. Same as in the previous simulation, in this simulation students can change

the button freely as long as they follow the procedures. In this simulation, they

can set the object to find the image in lenses or set the distance of focal length.

Students can change picture of the object, there are three options such as pencil,

star, and smile animation. In this simulation students asked to analyze the forming

of image in refraction of lenses. This simulation also provide ruler to make

students easy when measure the distance of object and the distance of image.

2.

Microsoft PowerPoint is a presentation program in computer that developed

by Microsoft in the Microsoft Office application package. Microsoft PowerPoint

is an application that is widely used for presentation purpose, such as seminar,

promotion of products, as well as scientific activity. PowerPoint is an application

program that is used to create presentation in the form of text, table, picture,

graph, diagram and etc. Presentation is a way that used to describe something in

the PowerPoint application which have summarized and packed with interesting

visualization. In addition, presentation is an active activity where narasumber

explain and communicate information to the audience. PowerPoint presentation

should be able to attract the attention of the audience and have good quality. In

control group PowerPoint Presentation is used to describe two sub topic of Light

Refraction. PowerPoint Presentation that used in this research it showed in Figure

(21)

Mutiara Dwi Cahyani, 2013

Figure 3.4 Screen Capture from PowerPoint Presentation -

Laws’ of Light

Refraction Concept

Figure 3.5 Screen Capture from PowerPoint Presentation - Light Refraction on

Lenses

In PowerPoint Presentation that used in this study divided into two kind of

PowerPo

int Presentation Slide, first is about Laws’ Light Refraction it shown in

figure 3.4 and second is Light Refraction on Lenses it shown in figure 3.5.

PowerPoint Presentation shows the explanation about the concept. The

explanation contains key point about the concept such as definition of refraction,

(22)

listen teacher’s explanation through PowerPoint Presentation. They don’t find the

concept by themselves. Beside explanation, in PowerPoint Presentation slide also

provides picture to help student when understand the concept such as when

teacher explains the forming of images in lenses it will be helped by picture.

F.

Research Instrument

Research instrument according to Arikunto (2002) is a tool which is chosen

and used by researcher in their activity in order to collect the data so their activity

become systematic. Instrument that used in this research is a learning achievement

test (pretest and posttest) and questionnaires

1.

Learning Achievement Test (Pretest and Posttest)

Learning achievement test is an instrument that used to collect the

development of students’ learning achievement in the conce

pt of light refraction

in cognitive domain. Learning achievement test that used in this study in the form

of pretest and posttest.

Pretest is conducted before students using PhET simulation in the learning

process. Pretest is to investigate basic knowledge of the students in both of group

in the concept of light refraction.

On the other hand, posttest is conducted after students already have using

PhET simulation in the learning process .The purpose of conducting posttest is to

measure the development o

f students’ achievement after using PhET simulation.

Posttest activity could be conducted immediately after given the treatment.

The type of question that used in pretest and posttest is multiple choices

about light refraction concept. It consists of six cognitive domain based on

Revised Bloom Taxonomy from C1 until C6. There are 20 questions and it is used

in pretest and posttest. Those of questions spread of in six cognitive domains and

have indicator for each question. Blueprint of pretest and posttest is provided on

(23)

Mutiara Dwi Cahyani, 2013

Table 3.1

Blueprint of pretest and posttest

Indicator

Test Item

Number

Describe the process of light refraction

1

Describe the Snellius’ Law of Light Refraction

2

Draw the process of light refraction in the different

medium

3

Apply the concept of light refraction in the daily

activity

4

Make the diagram of light refraction that have

different of refraction index

5

Interpret the relationship between incident angle and

refraction angle

6

Analyze the type of medium in the process of light

refraction

7

Calculate the refraction index in medium

8

Deduce the value of refraction index of medium

9

Identify the characteristics of convergent lens

10

Analyze special rays in lens

11

Design the product to solve the problem

13, 19, 20

Analyze the characteristics of image in convergent

lens

14

Apply the formula of lens to solve the problem

15

Predict the relationship between refraction index,

distance of image, and height of the image

12

Remember the characteristics of special rays in

divergent lens

16

Describe the characteristics of image in divergent lens

17

Deduce the characteristics of lens in the certain

problem

18

Instrument or test items should be tested before given to the students in both

of groups to know the quality of instrument. Scarvia B. Anderson (Arikunto,

2002) stated that “A test is valid if it measure what is purpose to”

. Testing of

instrument that conducted in this research is validity and reliability of instrument.

Testing of instruments that have characteristics of both and must comply with

(24)

1.

Validity of Test Items

“

Validity of instrument is accuracy of instrument toward the concept that

will be measured, so an instrument is called valid if it measure what is purpose”

(Suherman, 2003: 102). An evaluation instrument said to be good when having

high validity. High and low validity of the instrument can be calculated with the

validity and is considered to be a validity coefficient. Validity of item test in this

study is using judgment from the subject matter expert. The expert who judge the

item test in this study is physics experts, they are two physics lecturers from

Universitas Pendidikan Indonesia and physics teacher from SMP Negeri 1

Cimahi. In this study, judges evaluate the appropriateness of item test with the

criteria such as indicator, level of cognitive domain and knowledge dimension.

According to Lawshe, “if more than half the judges indicate that an item test is

essential, that item test has at least some content validity. Greater levels of content

validity exist as larger numbers of judges agree that an item i

s essential”. The item

test could be rejection or repaired. Because of the judgment in this study 3

experts, so the item test will be rejection if only one person who agree with the

item test. They judge 36-item test, every item test have their indicator, cognitive

domain and knowledge dimension. After judge with the expert, 12-test items are

(25)

Mutiara Dwi Cahyani, 2013

Table 3.2

Result of Validation Item Test

Test

item

Indicator

Knowledge

Dimension

Cognitive

Domain

Note

Yes

No

Yes

No

Yes

No

1

I

II

I

II

I

II

Not used

2

II

I

III

II

I

Used

3

I

II

III

I

II

Not used

4

II

I

II

I

II

I

Used

5

II

I

III

II

I

Used

6

II

I

II

I

II

I

Used

7

II

I

III

Used

8

I

II

III

Used

9

II

I

III

I

II

Repair

10

II

I

III

Used

11

III

Used

12

I

II

I

II

I

II

Not used

13

I

II

III

II

I

Not used

14

I

II

III

Repair

15

II

I

II

I

II

Repair

16

I

II

I

II

I

Repair

17

II

I

III

Used

18

I

II

III

Repair

19

II

I

II

I

III

Used

20

I

II

III

Repair

21

I

II

III

II

I

Not used

22

I

II

III

Not used

23

I

II

III

Repair

24

II

I

II

I

II

I

Used

25

I

II

III

I

II

Not used

26

II

I

II

I

II

I

Used

27

III

Used

28

II

I

III

Used

29

II

I

III

Used

30

II

I

III

Used

31

II

I

III

Used

32

III

Not used

33

I

II

III

I

II

Not used

34

III

Not used

35

III

Not used

(26)

2.

Reliability

Reliability of an instrument is intended as a tool that gives the same

results if the measurement is given on the same subject although done by different

people, at different times and different places (Suherman, 2003: 131). It is not

affected by the behavior, circumstances, and conditions. High reliability

measurement tool called a reliable gauge. Reliability of item test is conducted by

test it to the students after test item was evaluated by the experts. Students who

test the item doesn’t come from expe

rimental group or control group. It used

24-test items to calculate reliability. In this study, calculating reliability is using SPSS

18.0 to make it efficient.

Table 3.3

Reliability of Item Test

Reliability Statistics

Cronbach's

Alpha

N of

Items

.722

25

Table 3.3 shows the result of reliability of item test. Reliability value in this

table can be seen in the Cronbach’s Alpha column, it is about 0,722. As general

interpretation, if the reliability value > 0,6 it means that the test item which used is

reliable.

Those all test item that have been validated in this study is written on Table

of Specification of Test Items, it can be seen on Appendix B.2. After instrument

has been tested, it is given to experimental group and control group in the form of

pretest and posttest. Pretest is given to determine prior knowledge of students in

both group, meanwhile posttest is given to shows the development of students’

learning achievement in both group. All test items spread out into six cognitive

(27)

Mutiara Dwi Cahyani, 2013

Table 3.4

Distribution of Test Items in Cognitive Domain

Cognitive Domain

Test Item

C1

–

Remembering

2,10,16

C2

–

Understanding

1,3,17

C3

–

Applying

4,8,15

C4

–

Analyzing

5,7,11,14

C5

–

Evaluating

6,9,12,18

C6

–

Creating

13,19,20

2.

Questionnaire

Questionnaire is used as an instrument in order to determine students'

response about the effectiveness of using PhET simulation as media in learning

process and it is given in the last meeting after students do the posttest.

Questionnaire in this study divides into 3 categories, there are usability,

understandability and enjoyable. Questionnaire could be conducted immediately

after students did the posttest in the experimental group. This questionnaire

contains four selections of answers Strongly Agree (SA), Agree (A), Disagree

(28)

Table 3.5

Design of Questionnaire in the Use of PhET Simulation

No

Indicator

Answer

SA

A

N

D

SD

Usability

1

Object or picture in the

simulation can be changed

2

I can operate the buttons in the

simulation easily

3

I can measure the distance of

object, image, height of object

and image by using ruler that

provides in simulation easily.

4

I can see the path of light when

formed an image clearly

5

The image that formed in

simulation can be seen clearly

Understandability

6

Simulation can clarify the

abstract concept become more

real and easy to understand

7

Simulation gives the simple

way to recall the concept of

light refraction

8

Simulation that shown in the

computer can help me to

understand and analyze the

phenomena in refraction

concept

9

Simulation can help me to

know the key terms in the

concept of light refraction

10 After learning by using

simulation as media, I can

construct the equation that

taught in the concept of light

refraction.

Enjoyable

11 Learning environment by using

simulation is fun and enjoy so I

am really curious to learn

physics

(29)

Mutiara Dwi Cahyani, 2013

learning physics is increasing

13 In use of simulation still need

teacher’s explanation

14 Learn by using simulation can

make good interaction between

students and teacher

15 Learn by using simulation can

make me more active in the

learning process

F.

Research Procedures

There are three stages that have done in this research procedure; first is

preparation stage, second is data implementation stage, third is data analysis stage,

and the last is completion stage that descripted as follows:

1.

Preparation Stage

Before conduct the research, the researcher should prepare all the things that

needed in the research. In preparation stage are mainly about the steps when the

researcher preparing all instrument being used in research, as follow :

a.

Identify issues to be used as research material through observations or

problem that happening nowadays.

b.

Reading some literature study such as journal as the foundation to

determine the research problem of this study

c.

Determine the material that will be used in the research. In this research,

researcher chooses Light Refraction Concept because this concept is one

of abstract concept that students get difficulties to be learned.

d.

Designing lesson plan and learning scenario appropriate with the material

taken and PhET simulation used in the learning process

e.

Designing instrument that will be used in the research. In this research,

some instruments needed in order to support the research to be conducted

such as Learning Achievement Test (Pretest and Posttest) and

Questionnaire.

f.

Before the instrument used, it must be validated first. In this research

(30)

learning process or not. Unfortunately only pretest and posttest that was

validated by the expert.

g.

Doing revision of the instrument to revise some mistakes or incomplete

term made by the researcher after judged by the expert.

h.

Validating the instrument pretest and posttest by tested it to the students.

i.

Calculating the reliability of test items after tested to the students.

j.

Ignore the test item that not fulfill the validity and reliability criteria.

k.

Determine research sample by using random sampling technique.

2. Research Implementation Stage

In the conduct of research done stages as follows:

a.

Conducting the pretest with the same question to the experimental group

and control group to measure basic knowledge of the students before

learning process.

b.

Give the treatment using PhET simulation learning activities in

experimental group. Experimental group studies in computer laboratory

in the group of two students. Meanwhile the control group using

traditional teaching-learning model by PowerPoint Presentation that

given by teacher during the lesson activity, but both of group have same

the number of hours of the lessons, teachers and subjects. Two observer

came to observe the whole process ot the implementation occurred in the

experimental group with the guidance from the writer and the

observational sheet given to check whether the implementation process

suit the lesson plan prepared by the writer or not. Students given the

treatment for about three meeting.

c.

After third meeting students give posttest with the exactly same questions

as pretest question distributed to measure the improvement of student’s

achievement in both experimental and control group. Distributing

questionnaire to students to know students' response about using

(31)

Mutiara Dwi Cahyani, 2013

3. Final Stage

In the final stage performed the following steps:

H.

Data analysis done to process the data obtained from the whole research

pretest and posttest data processing done using SPSS 18.0 .

b.

Making conclusion from data obtained, namely the improvement of

student’s improvement and conclude student’s respond in questionnaire

about the effectiveness of multimedia simulation in learning light

(32)

[image:32.595.113.571.89.713.2]

Figure 3.6 Research Procedures

Conclusion Data Analysis

Data Processing : Calculating N-Gain Pretest Posttest, Questinnaire Giving questionnaire to students

Conducting posttest

Conduct learning process by using PhET as media Conducting pretest

Validation

Revised Research Instrument Make the instrument

Make lesson plan

Analyze PhET simulation Analyze the concept of light

refraction, then adjusted with KTSP

Preparation

Stage

Implementation

Stage

Completion

Stage

Pretest and Posttest

Conduct learning process by using PowerPoint Presentation as media

Experimental Group Control Group

Reliability Questionnaire

(33)

Mutiara Dwi Cahyani, 2013

H.

Data Analysis

Data that has been obtained from research instrument then will be processed

by using statistic. Statistic used to analyze data. For time efficiency of data

processing, researcher using SPSS software (Statistic Product and Service

Solution) is a statistical computer program that capable to processing statistic data

quickly and accurately, as well as serving in a variety of output.

1.

Analysis Improvement of Students’ Achievement

To simplify the data processing, all statistical tests in this research was

performed using SPSS 20.0 for windows. in detail the techniques of data analysis

in this research are as follows:

a.

Normality Analysis

Normality is identified to search whether gain from control group and

experimental group are distributed normally or not. This analysis will be used as

the consideration in analysis data whether the analysis use of parametric or

non-parametric analysis test. If both data distribute normally, we can continue the data

processing to homogeneity test. If the data show that the distribution from one or

all the data not normally distribute, the data processing can continue using

non-parametric statistic it is using Mann Whitney test.

b.

Homogeneity Analysis

When the normality has been identified, the consideration of analysis

method is not able to considered yet. Nevertheless, another aspect which needs to

be identified is homogeneity. If both data normally distribute and homogenous,

the hypothesis test will be use is t-test (more than 25 students), meanwhile if the

data comes from normal and did not have homogenous variances hypothesis test

that will be use is t’ test.

c.

Score of Mean Difference

Score of mean difference is done to determine whether both group

(experimental and control group) have the same mean score or not. If the data

obtained normally distribute and has homogenous variances the next test will be

t-test (independent sample t t-test). If the data normally distribute and did not have

(34)

did not distribute normally and did not have homogenous variances the test will

be use is non-parametric test (Mann Whitney test).

d.

Significance test

To analyze the correlation of pre-test and post-test result, the determination

of normalized gain index is conducted. Normalized gain is calculated by using

the formula proposed by Hake (1998):

[image:34.595.117.509.245.599.2]

Table 3.6

Table of N-Gain Criteria

Gain

Interprets

g > 0,7

High

0,3 < g < 0,7

Medium

g < 0,3

Low

2.

Analysis Improvement of Students’ Achievement in Cognitive Domain

To simplify the data processing, all statistical tests in this research was

performed using SPSS 20.0 for windows. in detail the techniques of data analysis

in this research are as follows:

a.

Normality Analysis

Normality is identified to search whether gain of each cognitive domain

from control group and experimental group are distributed normally or not. This

analysis will be used as the consideration in analysis data whether the analysis use

of parametric or non-parametric analysis test. If both data distribute normally, we

can continue the data processing to homogeneity test. If the data show that the

distribution from one or all the data not normally distribute, the data processing

(35)

Mutiara Dwi Cahyani, 2013

b.

Homogeneity Analysis

When the normality has been identified, the consideration of analysis

method is not able to considered yet. Nevertheless another aspect which needs to

be identified is homogeneity. If both data normally distribute and homogenous,

the hypothesis test will be use is t-test (more than 25 students), meanwhile if the

data comes from normal and did not have homogenous variances hypothesis test

that will be use is t’ test.

c.

Score of Mean Difference

Score of mean difference is done to determine whether both group

(experimental and control group) have the same mean score or not. If the data

obtained normally distribute and has homogenous variances the next test will be

t-test (independent sample t t-test). If the data normally distribute and did not have

homogenous variances will be tested using t’ test. Meanwhile if the data obtained

did not distribute normally and did not have homogenous variances the test will

be use is non-parametric test (Mann Whitney test).

d.

Significance test

To analyze the correlation of pre-test and post-test result, the determination

of normalized gain index is conducted. Normalized gain is calculated by using

the formula proposed by Hake (1998):

(36)

3.

Analysis Of Questionnaire

Questionnaire used in this research was a questionnaire with a percentage

scale. In this questionnaire, the respondents were asked to provide an assessment

of the media associated with the use of PhET simulation. In processing data, using

a Likert’s scale with the formula used is

:

P =

x 100%

Note :

(37)

Mutiara Dwi Cahyani, 2013

CHAPTER V

CONCLUSION AND RECOMMENDATION

A.

Conclusion

Based on the result and discussion of the data that have been occurred in

one of Junior High School in Cimahi at grade 8

th

about the effect of PhET

simulation as media in the learning process in the concept of light refraction can

be conclude that:

1.

The use of PhET simulation in learning process is better

to enhance students’

understanding of the concept about light refraction than use PowerPoint

presentation to deliver the material. Thus, PhET simulation improves students’

achievement in the experimental group. It based on the data obtained in this

research, that N-gain for experimental class is highly significant than control

class. Average of N-Gain in experimental group is 0.74 and control group is

0.58.

2.

PhET simulation can improve students’ achievement in the concept of light

refraction. It can be seen in each cognitive domain that measured in this study

is increasing. Cognitive domain that measured in this research is Remembering

(C1), Understanding (C2), Applying (C3), Analyzing (C4), Evaluating (C5)

and Creating (C6) based on Blooms’ Taxonomy Revised. Based on the result

that C4 got the highly significant result of N-gain is 0.85. PhET simulation is

most influence in C4 (analyzing ability). Meanwhile, in the sub content of light

refraction concept Divergent Lens gets highly significant of N-Gain. So, PhET

simulation influence or improve students’ achievement in the sub content of

Divergent Lens.

3.

Students’ respond about using simulation in lear

ning process is positive. They

are very enthusiastic when plays PhET simulation in learning activity because

they never play simulation before to understand about the concept. Based on

(38)

data that using PhET simulation in learning process make students easy to

understand the concept.

B.

Recommendation

1.

It needs further research on the use of PhET simulation in another types of

simulation and another science subject, such as chemistry and biology

2.

In the further research, beside determine students’ achievement in cognitive

domain also determine the psychomotor aspect of the students

3.

In the next research, it is better to find students’ science process skills in the

use PhET simulation as media in the learning process

4.

Students’ worksheet or cook book that provides in the PhET simulation should

(39)

Mutiara Dwi Cahyani, 2013

REFERENCES

Anderson, L. W. & Krathwohl, D. R. (2010). Kerangka Landasan Untuk

Pembelajaran, Pengajaran dan Asesmen: Revisi Taksonomi Pendidikan

Bloom. Yogyakarta: Pustaka Belajar.

Arikunto, S. (2002). Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta:

Rineka Cipta.

Arsyad, A. (2009) . Media Pembelajaran. Jakarta : Rajawali Pers.

Bloom, B. S. (1979). Taxonomy of Education Objectives, The Classification

Of Education Goals: Cognitive Domain. New York : Longman Inc.

Efe, H. A. (2010).

“

Evaluating The effect of Computer Simulations on Secondary

Biology Instruction: An A

pplication of Bloom’s

Taxonomy

”

. Scientific

Research and Essays. 16, (10), 2137-2146.

Gagne, R. M. & Briggs, L. G. (1979). Principle of Instructional Design. Holt:

Rinehart and Winston.

Gerlach, V. G. & Ely, D. P. (1971). Teaching and Media. A Systematic Approach.

Englewood Cliffs: Pretince-Hall, Inc.

Hake, R. R. (1998).

“

Analyzing Change/Gain Score

”

. America Physics Journal.

66, 64-74.

Heinich, R., Molenda, M. & Russell, J. D. (1982). Instructional Media and The

New Technologies of Instruction. New York: John Wiley and Sons.

(40)

Kaushik, V., Agarwal, M. (2012). “

Issues, Challenges & Opportunities In Today’s

Era Of Management Education”.

International Journal Of Management

Research. 2, (7), 1173-1182.

Kumaat, J. C. (2007). Media Pembelajaran Kontekstual Berbasis Informasi

Teknologi.

Leech, N. L., Barrett, K. C. & Morgan, G. A. (2005). SPSS for Intermediate

Statistics: Use and Interpretation. New Jersey : Lawrence Erlbaum

Associates.

Liao, Y. & Chen, Y. (2007).

“

The Effect of Computer Simulation Instruction on

Student Learning: A-Meta-analysis of Studies in Taiwan

”

. Journal of

Information Technology and Applications. 2, (2), 69-79.

Mappa. (1979). Aspirasi Pendidikan Dalam Hubungannya Dengan Prestasi

Belajar Murid. Jakarta : IKIP Jakarta.

Mustafa. (2011).

”

The Effect of Computer Assisted Instruction with Simulation in

Science and Physics Activities on the Success of Student: Electric Current

”

.

Eurasian J. Phys. Chem. Educ., Jan (Special Issue). 34-42.

Melianasari, H. (2012).

“

Makalah Media Pembelajaran Berbantuan

Komputer

”

.[Online]

Available:

http://herlinimelianasari.blogspot.com/2012/12/media-pembelajaran.html [July, 7

th

2013]

Perkins, K., Adams, W., Dubson, M., Finkelstein, N., Reid, S. & Wieman, C.

(2006).

“

PhET: Interactive Simulations For Teaching And Learning

Physics

”

. The Physics Teacher. 44.

(41)

Mutiara Dwi Cahyani, 2013

Puspita, D., Rohima, I. (2009). Alam Sekitar IPA Terpadu : untuk SMP/MTs Kelas

VII. Jakarta : Pusat Perbukuan, Departemen Pendidikan Nasional.

Orlich, D., Harder, R. J., Callahan, R. C., Trevsian, M. S. & Brown, A. H. (2010).

Teaching Strategies: A Guide to Effective Instruction. 9, 243. [Online],.

Available:

http://id.scribd.com/doc/122883093/TEACHING-STRATEGIES-A-Guide-to-Effective-Instruction-Donald-C-Orlich-et-all-pdf [July, 7

th

2013]

Rochmah, N. H., Madlazim. (2013). “

Pengembangan Perangkat Pembelajaran

Fisika yang Bersinergi dengan Virtual PhET Pada Materi Sub Pokok

Bahasan Fluida Bergerak di MAN 2 Gresik”.

Jurnal Inovasi Pendidikan

Fisika

”.

2, (3), 162-166.

Sadida, D. (2011) . Tahapan Pra Pembelajaran, Tindak Lanjut dan Penyajian

Pembelajaran.[Online].

Available:

http://sadidadalila.wordpress.com/2011/04/29/tahapan-pra-pembelajaran-tindak-lanjut-dan-penyajian-pembelajaran/

Sahin, S. (2006) .

“

Simulations For Teaching And Learning Physics

”

. Turkish

Online Journal of Distance Education-TOJDE. 7, (4). 2.

Sudjana, N. & Rivai, A. (1990). Media Pengajaran. Bandung: Sinar Baru.

Sudjana, N. (2001). Penelitian dan Penilaian Pendidikan. Bandung: Sinar Baru.

Suherman, E. (2003). Evaluasi Pembelajaran Matematika. Bandung: UPI.

Sunardy, D. (2010) . Upaya Meningkatkan Aktivitas Dan Prestasi Belajar Siswa

Pada Konsep Cahaya Melalui Model Pembelajaran Problem Solving

Dengan Menggunakan Simulasi Komputer. Research Paper in Physics

Department FPMIPA UPI Bandung:Unpublished.

Surya, M. (2004). Psikologi Pembelajaran dan Pengajaran. Bandung: Pustaka

Bani Quraisy.

(42)

Winkel, W. S. (1996). Psikologi Pengajaran. Jakarta: Grasindo.