The Impact of Peer Led Team Learning on Students' Cognitive and Leadership Skills in Learning Global Warming.

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Rizky Nur Lestari, 2015

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CHAPTER V

CONCLUSION AND RECOMMENDATION

A. Conclusion

According to the result of the impact of peer led team learning method

towards students’ cognitive and leadership skills of students can be

concluded as follow:

1. The implementation of Peer Led Team Learning is not able to improve

students’ cognitive on Global Warming concept, it can be proven by the

result of analysis which shown the significance value is 0.529 that is

higher than 0.05 so that Ho is accepted, meaning that there is no

difference between of students’ cognitive after the implementation of peer led team learning. in line with students’ improvement analysis which shown 30.42% students’ improvement in experimental class that

is lower than control class.

2. The roles of team leader towards team during the implementation of

Peer Led Team Learning is also influenced the improvement of the

team. It can be noticed by the result of the aspects of leadership skills

that can be achieved by each team leader. The highest percentage of

team leader in fulfilling the leadership skills aspect is team leader in

group 1, which got 77.77% yet able to reach the highest percentage of

team improvement which got 40%

3. The respond of students towards the implementation of peer led team

learning shows positive respond in all indicators; Learning leisure in

using Peer Led Team Learning, The Usefulness of Peer Led team

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B.Recommendation

Based on the research that has been conducted and concluded, there are

several recommendations that should be suggested by the researchers, some

of them are

1. Peer Led Team Learning can be used as a model can be implemented as

an alternative of teaching strategy in science concept to improve

students’ leadership skills.

2. Leadership Skills test that is used in this research can be modified

according to the concept that will be taught, so that the result will be

appropriate with the subjects’ requirement

3. During the implementation of Peer Led Team Learning, it is necessary

for teacher to keep guide the students in enhancing the concept. It is

necessary for students to have better understanding by the guidance

from both teacher and team leader.

4. More training and session can be considered in implementing Peer Led

Team Learning. Thus the result of leadership skills aspects can be

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CHAPTER III

RESEARCH METHODOLOGY

A. METHODOLOGY

1. Research Method and Research Design a. Research Method

Research method that use in this paper is quasi experiment. Quasi

experiment includes assignment, but not random assignment of

participants to group it is due to experimenter cannot create groups for

experiment (Creswell, 2012).This method is appropriate with the

purpose of the research which is investigate the impact of peer led

team learning method towards students’ cognitive and leadership

skills. Hence, there are 2 groups that involved in the experiment,

control and experimental groups. The control group is the group which

not given any treatment meanwhile the experimental group is the

group which given experimental treatment (Creswell, 2012). In this

research this method gives different treatment to two different classes,

7th grade students. Both of them assessed with the same questions, but

given different treatment.

b. Research Design

Research design that use in this paper is one group pretest posttest

design. Based on Creswell (2012) in this research design, two groups

group measured or observed before and after treatment. This design

compares two groups and the result may also be present. Pretest design

provides a measure on participants before given any treatment and

posttest measure some attribute of participant after given treatment

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Here are the diagram of this design is as follow:

Table 3.1 Research Design: The One Group Pretest-Posttest Design

A : Experimental group which given project “how to reduce greenhouse gases” by the guidance of peer leader

B : Control group which given experiment “reducing greenhouse gases”

O1 : Pretest

O2 : Posttest

X : Treatment

Pretest and Posttest which as dependent variable and the treatment

given is the method that Author would like to implement on this study,

pretest and posttest item are the same item, which is depend on certain

scale that Author measure toward groups.

B. Participants

The participants in this research were students in 7th grade in one

international school in Bandung. There were 20 students that involved in

this research, 10 students for each control and experimental class. Those

two classes were chosen based on purpose. Before conducting the

treatment, both classes were observed in order to know which classes that

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C. Population and Sample

The location of this research is International Junior High School in

Bandung which uses English as their main language, and National

Curriculum 2013 and one of International curriculum.

The population in this research will be 7th grade students. The

sample of this research is two classes which are Secondary 1a as

experimental group and given treatment project learning, about how to

decrease greenhouse gases by guidance of peer leader and Secondary 1b

as control group and given treatment experiment about reducing

greenhouse gases.

The technique of sampling will be Purposive Sampling. According

to Fraenkel and Wallen (2007) stated that purposive sampling which

researcher choose the sample based on some consideration, which

compare cognitive achievement. Meanwhile, the researcher choose sample based on leadership skills that the students’ have.

D. Assumption

The assumptions as the foundation of this study as follow:

1. Peer led team learning can convince under-represent students, provide experience for students in leadership and enhance students’ cognitive (Horwitz and Rodger, 2009).

2. Peer led team learning is proven can increase students’ attitude towards science, build students’ confidents, and develop some skills of students (Bramaje and Espinosa, 2013).

3. Peer led team learning is able to gain students’ critical thinking in science course and it also able to improves students’ performance especially in female (Quitadamo, Brahler, and Crouch, 2009)

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5. Peer led team learning can improve retention of students and

motivate students to learn better, students are more responsible,

and gain more retention (Lewis, 2011).

E. Hypothesis

Null Hypothesis that is tested in this study are as follow:

Ho : There is no difference of students’ cognitive and leadership skill in

learning global warming through Peer-Led Team Learning method

H1-1: There is difference of students’ cognitive in learning global warming

through Peer-Led Team Learning method.

H1-2: There is difference of students’ leadership skill in learning global

warming through Peer-Led Team Learning method.

F. Operational Definition

In order to avoid misunderstanding in this research, therefore the

operational definition that needs to be explaining as follow:

1. Peer-Led Team Learning is one of learning method which involves

students working in small groups which facilitate by a trained leader.

Learning process is conducted by using group project in order to create

a product which is in line with global warming concept. there are two

things that will be measured after conducting this learning method,

there are leadership skills which can be measured by observing how

peer leader manage the team and cognitive level of students which is

measured before and after the treatment given by giving 20 multiple

choice questions which covers C1-C5. The syntax of this approach are:

a. Teacher tells students about what peer led team learning is,

including the rules to implement peer led team learning

b. Teacher observe students in order to choose peer leaders for the

team

c. Students that is compatible to be a leader then chosen by the

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d. Teacher trains the team leader about the concept and leadership

skills that they should have like responsibility, the urge of

domination, consistency and perseverance, physical energy,

success-oriented, articulate and persuasiveness, planning skills,

determination and courage, self-confidence, empathy with the

group, and emotional balance and control. Those several aspect of

leadership skills measured by using observational sheet which is

done by the teacher in order to assess the quality of peer leader

e. Teacher implement the peer led team learning by using group

project the team should create a product which is in line with the

concept by guidance of peer leader.

f. Teacher then observe the classes, the teams and peer leader,

teacher still guide them but not as much as the peer leader

2. Cognitive that is measured in this research involves from Bloom’s

taxonomy revision level cognitive of C1 (remember), C2 (understand),

C3 (apply), C4 (analysis), and C5 (evaluate) based on Bloom’s

Taxonomy Revision. This competence is measured by using multiple

choice questions (pre-test and post-test), where consist of 20 items.

Pretest done when students have not given any treatment meanwhile

posttest done after students given the treatment. These test items will

cover validity, reliability, difficulty level and discriminating power.

3. Leadership skill is the skills to influence other people, the indicators of

leadership skills is needed in order to be more focus in measuring students’ leadership skills. Teacher observes each of the team during the workshop, observes how team works and how peer leader manage

the group by using observational sheet that is developed with some

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G. Research Instrument

Instrument is necessary to be used for gaining data; there are two

instruments that are used in this research. Those instruments are described

below:

1. Objective Test

Objective test that is use in this research is multiple choice

questions which covers some cognitive level; C1 (remembering), C2

(understanding), C3 (applying), C4 (analyzing), and C5 (evaluating) that can be measure students’ cognitive in learning global warming in both experiment class which use peer led team learning as learning

model and control class. By conducting objective test, it can indicates

how effective the implementation of peer led team learning is for students’ cognitive. Here are the Objective Test Specification before validity test that has been judged and revised by expert and ready to be

tested to students that have learnt global warming concept to check the

validity of the questions

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Here are the table shown the distribution of cognitive level in some

subchapter of global warming concept after being tested by using

ANATES

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No Concept Cognitive Domain ∑ %

C1 C2 C3 C4 C5

Percentage (%) 5 15 25 30 25 - 100

The multiple choice questions were analyzed by using ANATES.

Here are the requirements that analyzed in order to get the validity

results are:

a. Validity

A test that can be said it is valid when it can measure what it

purposes to measure (Arikunto, 2011). It provides the information to

the researcher about how is the object that is measure. The validity of

the test is influenced by the item of the test (Arikunto, 2011). The

equation to measure the validity of test items as follow:

∑ [ ∑ ∑ ]

√[ ∑ ∑ ][ ∑ ∑ ]

Where,

rxy = items correlation coefficient. X = items scores

N = amount of subject

(Arikunto, 2011)

The validity of test item can be calculated by using ANATES

software the value of it can be interpret in the table of validity

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r11 = ()(1-∑ ) Table 3.4 Validity Interpretation

Correlation Coeficient Validity Criteria

0,80 < r ≤ 1,00 Very high

0,60 < r ≤ 0,80 High

0,40 < r ≤ 0,60 Enough

0,20 < r ≤ 0,40 Low

0,00 ≤ r ≤ 0,20 Very low

(Minium et al., 1993)

b. Reliability

A reliable test is the test that is able to provides the stability

and consistency of the result of a certain character (Arikunto, 2011).

The equation that is use to measure the reliability is shown in the next

page:

Where,

r11= Instrument reliability

n =Amount of question

∑ = Amount of Varian score in each item = Varian total

The reliability of test item can be calculated by using ANATES

software the value of it can be interpret in the table of reliability

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Table 3.5 Reliability Interpretation

Correlation Coefficient

Reliability Criteria

0,80 < r ≤ 1,00 Very high

0,60 < r ≤ 0,80 High

0,40 < r ≤ 0,60 Enough

0,20 < r ≤ 0,40 Low

0,00 ≤ r ≤ 0,20 Very low

(Minium et al., 1993)

c. Difficulty level

A good test item is the test item which has balance the

difficulty level of each problem that stated in the test item, the

categories of difficulty level are: easy, difficult, and medium, those

categories should balanced in the test item. The equation to measure

difficulty level is shown below (Arikunto, 2012):

P =

P = Difficulty level

B = Number of students who answer correctly

N= Total number of students

The difficulty level of test item can be calculated by using

ANATES software the value of it can be interpret in the table of

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Table 3.6 Difficulty Level

Value Criteria

0 – 0,29 Difficult

0,30- 0,69 Middle

0,70 - 1,00 Easy

(Arikunto, 2012)

d. Discriminating power

Discriminating power is use to determine students in higher

achiever or lower achiever. Test item which has a good discriminating

power can differ students in higher achiever and lower achiever (Arikunto, 2010). A good question is a question that can’t be answered by higher achiever is also can’t be answer by lower achiever. The equation to analyze discriminating power is shown below.

Dp = - =PA-PB

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

answer

PA = Proportion of high achiever who answers question with the

right answer

PB = Proportion of low achiever who answers question with the

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The discriminating power of test item can be calculated by

using ANATES software the value of it can be interpret in the table of

discriminating power interpretation as shown below.

Table 3.7 Classification of Discriminating Power

D Classification

0,00 – 0,20 Poor

0,21 – 0,40 Satisfactory

0,41 – 0,70 Good

0,71 – 1,00 Excellent

(Arikunto, 2010)

2. Observation Sheet

Observational sheet that used in this research is used to

observed how team leader dominating the group and guides the

team. Observational sheet that is used by the teacher to check how

the quality of peer leader in each team . Observational sheet is

arranged based on eleven of indicator of leadership like

responsibility, the urge of domination, consistency and

perseverance, physical energy, success-oriented, articulate and

persuasiveness, planning skills, determination and courage,

self-confidence, empathy with the group, and emotional balance and

control, then those indicators adjusted with the activities that they

do during project making.

Observational sheet for team leader during arranging the

project based on Landau and Weissler (1991) and John (2007) will

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3. Questionnaire

Questionnaire in this research is used to investigate students’ impression after learning global warming through peer led team learning. This questionnaire is based on Likert Scale. This is used to investigate the weakness of teaching learning activity.

This questionnaire is given in the end of the lesson. Here is the

blueprint of questionnaire that is used in this research

Table 3.8 Blueprint Students’ impression Questionnaire

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given four choices, there are strongly disagree, slightly disagree,

slightly agree, and strongly agree. Data that obtained will be

interpreted into some categories the categories based on Arikunto

(2013) are

Table 3.9 Scoring Guideline of Students’ Response

Strongly

1. Recapitulation of validation result of objective test

Objective test that used to measure students’ cognitive is 20 multiple choice questions about global warming concept, before

conducting pretest and posttest, these instruments are tested by using

ANATES tested in terms of validity, discriminating power, reliability,

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eight grader students who have learnt global warming concept before.

The result of validation test would be displayed on the table below.

Test item Result

Reliability of these test item result: 0.97 (Very High)

Table 3.10 Recapitulation of Validation Test Result by using ANATES 4 Satisfactory Very low Middle Rejected 5 Satisfactory Low Easy Rejected 6 Satisfactory Low Easy Rejected

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I. Instrument Non Test Requirements 1. Observational Sheet

Observational sheet that used in this research is use to

know how peer leader guides their team in making project. The

criteria for leadership skills is based on Landau and Weissler

(1991); John (2007). Observational Sheet filled by observer

that observed how the team works, and how team leader guides the team in making project. Observer gives checklist on the

observational sheet when team leader did during the project

making.

2. Questionnaire

Questionnaire is used to investigate students’ response in learning global warming through peer led team learning. In

some questionnaire, attached some questions that is used to

investigate the quality of peer leader that can’t be observed

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a. Peer Leader Selection and Training

A qualified team leader is the one who has good

cognitive understanding in the concept, and good leadership

skills. Researcher first observed the condition of the class and

each student in order to investigate which students that have

good cognitive understanding yet good responsibility during

teaching learning process in class. This observation was done 1 – 3 meetings before conducting the research. The team leader that chosen and the team are giving training on leadership

skills. Since the character of the students is very active,

researcher choose game of leadership to trained them in

leadership skills by attaching some concept of global warming

in the games. The leadership training implementation will be

attached on the appendix.

J. Data Processing

In this research, there are two kinds of data that processed

differently. Objective test processed by using SPSS software

quantitatively; meanwhile observational sheet processed qualitatively. The

explanation of processing data quantitatively will be shown below

1. Quantitative Data Processing

Quantitative data processed is done by using Microsoft excel

in order to calculate the gain score and normalized gain by analyzing

pretest and posttest result. Besides Microsoft excel, SPSS is also

used to analyze the result in order to know the hypothesis H1 of this

research is accepted or rejected by doing t-test. The process of how

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a. Score of Test Item

Test item consist of 20 multiple choice questions about

global warming and subchapter of global warming. This test items

that used for both control and experimental class is the questions that

already tested by using ANATES, and validation process. Each

correct answer will be given 5 score, and incorrect answer will be

given 0 score. So that the final score for those who can answer all the

questions correctly will be 100.

b. Gain Score and Normalized Gain

After processing the data and get the score from test item,

data then processed through gain score and normalized gain score

these score determined from pretest and posttest score. Based on

Hake (1999) define that gain score comes from different result

between pretest and posttest. This different result indicates the students’ improvement after giving treatment. Meanwhile, normalized gain is able to determine students’ achievement improvement. When gain is increase, so does normalized gain <g>

Here are the formula to calculate Gain score based on Hake

(1999)

G = S

f -

S

i

Where:

G = Gain score Sf = Post-test score Si = Pre-test score

(Hake, 1999)

The effect of implementing Peer Led Team learning can be

seen in the result of Gain score that calculated by using Microsoft

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normalized gain is use to see students’ improvement, in both lower achiever and higher achiever. The formula of normalized gain based

on Hake (1999) will be shown below

Where,

<g> = Normalized gain

G = Actual gain

Gmax = Maximum gain possible

Sf = Post-test score

Si = Pre-test score

(Hake, 1999)

The normalized gain which already obtained can be

interpreted by using these criteria based on Hake (1999)

Table 3.11 Normalized Gain score classification

Value Category

<g> ≥ 0,7 High

0,7 ><g> ≥ 0,3 Medium

<g>< 0,3 Low

c. Normality Test

Normality test is done in order to know whether posttest

data of test items is normal distribution or not (Ghasemi and

Zahediasl, 2012). In this research, normality test will be used

statistic and analyzed by using SPSS 20.0, Saphiro-Wilk with

significance level (α) 0.05, for the data that is distributed

normally parametric statistic can be used to analyzed the data

and find its homogeneity. Meanwhile, for data that is not

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homogeneity and hypothesis test. The criteria of this parametric

statistic are when significance value > 0.05. Hence, Ho will be

accepted and H0 will be rejected or denied if significance value

< 0.05 (Sudjana, 2005). The hypotheses are:

H0: Sample comes from population that has normal distribution.

H1: Sample comes from population that has not normal

distribution.

d. Homogeneity Test

Homogeneity test is used in order to investigate whether

the sample of population comes from the same variance or not.

In this research, homogeneity test that used is Levene’s test by using significance level 5%, which analyzed by using SPSS

20.0. if two sample is homogenous, the next test that will used is t test, if both test is not homogenous, then it will used t’ test. The data will be considered as homogeny as if it’s significance value has higher or equal with 0.05 so that t test can be used to

analyzed the data for the next step.

e. Independent T test

T test is used to analyzed whether the students who given

treatment peer led team learning get some improvement or not.

This improvement can be seen by analyzing the posttest score

after implementing peer led team learning method. Here are the

criteria of significance level of t test:

i. As if significance level (sig.) is higher or equal with 0.05 so

that Ho is accepted

ii. As if significance level (sig.) is lower or equal with 0.05 so

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In this research, there are two kinds of data that processed

differently. Objective test processed by using SPSS software

quantitatively; meanwhile observational sheet processed qualitatively. The

explanation of processing data quantitatively will be shown below

2. Score of Test Item

Test item consist of 20 multiple choice questions about

global warming and subchapter of global warming. This test items

that used for both control and experimental class is the questions that

already tested by using ANATES, and validation process. Each

correct answer will be given 5 score, and incorrect answer will be

given 0 score. So that the final score for those who can answer all the

questions correctly will be 100.

3. Gain Score and Normalized Gain

After processing the data and get the score from test item,

data then processed through gain score and normalized gain score

these score determined from pretest and posttest score. Based on

Hake (1999) define that gain score comes from different result

between pretest and posttest. This different result indicates the students’ improvement after giving treatment. Meanwhile, normalized gain is able to determine students’ achievement improvement. When gain is increase, so does normalized gain <g>

Here are the formula to calculate Gain score based on Hake

(1999)

G = S

f -

S

i

Where:

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(Hake, 1999)

The effect of implementing Peer Led Team learning can be

seen in the result of Gain score that calculated by using Microsoft

excel. These Gain score indicates how effective peer led team learning is towards students’ conceptual understanding. Furthermore, normalized gain is use to see students’ improvement, in both lower achiever and higher achiever. The formula of normalized gain based

on Hake (1999) will be shown below

Where,

<g> = Normalized gain

G = Actual gain

Gmax = Maximum gain possible

Sf = Post-test score

Si = Pre-test score

(Hake, 1999)

The normalized gain which already obtained can be

interpreted by using these criteria based on Hake (1999)

Table 3.12 Normalized Gain score classification

Value Category

<g> ≥ 0,7 High

0,7 ><g> ≥ 0,3 Medium

<g>< 0,3 Low

K. Qualitative Data Processing

1. Descriptive Analysis of Students’ Cognitive Improvement

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required to use statistical procedure, so that the data processed descriptively by analyzing the changing of each students’ answer from pretest to posttest in order to see the improvement of the students’ cognitive. Thus there are three criteria of students’ answer analyzing.

Criteria:

+ : There’s improvement in student answer, student change the

answer from pretest to posttest into the correct answer

* : Students keep on answering the correct answer from pretest to

posttest

- : There’s no improvement at all, student answer the wrong

answer

Students that experienced the improvement (students change the

answer from wrong answer to correct one) in answering pretest to posttest

will given plus sign (+), students that keeping the correct answer from

pretest to posttest will be given star sign (*) and students that experienced

no improvement which means students keep answer the wrong answer

from pretest to posttest will be given minus sign (-). The way to calculate those criteria is that the amount of those signs in each student’s answer analysis divided by the total amount of the questions. The formula to

calculate the sign will be given below.

+% =

x 100%

Another formula to calculate the percentage of students’ that keeping the correct answer from pretest to posttest will be explain below

*% =

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The last formula to calculate the percentage of students’ that no improvement from pretest to posttest will be explain below

-% =

x 100%

2. Students’ Questionnaire

The questionnaire interpreted to know how students’ response toward learning global warming by using peer led team learning

method. The data was processed from the raw score to the percentage.

It calculated based on each response and indicator of students. The

formula that used to processed the data as follow:

P = x 100%

Where:

P : Percentage

f : score from frequency of the answer n : score from total response

(Sugiyono, 2008)

The questionnaire result was obtained based on the real situation

that respond by the students right after learning through peer led team

learning method in order to know the weakness of this learning

method.

L. Research Procedure

In order to make the research focus and arranged systematically

there are 3 stages that had been conduct, the stages including

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1. Preparation Stage

In this step, researcher focus on determining the variable that will

be use to conduct the research, prepare the information in order to

support the research, the steps in preparation stage are:

a. Determine the independent and dependent variable of research

b. Analyze the science content of secondary school

c. Literature study of peer led team learning

d. Literature study of students’ leadership skills

e. Analyze the indicators of students’ leadership skills

f. Design the implementation

g. Designing the lesson plan, including teaching sequences and

method to teach

h. Designing the instruments as tools to collect data (pretest-post test in form of test item, and questionnaire of students’ impression and students’ leadership skills

i. Revise the instrument after having suggestion by the experts

2. Implementation Stage

This stage is the stage where researcher implement the peer led

team learning then collect the data of the research. Here are the steps

of implementation stage:

a. Determine the experimental class

b. Give pretest to the experimental class in order to know students’

prior knowledge

c. Collect pre test result

d. Implement peer led team learning in learning global warming

e. Give post test to the class to see the changing of the result

f. Give questionnaire about leadership skills and impression towards

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3. Completion Stage

Completion stage is the final stage of this research the steps

that should be done in this research are:

a. Collect the data based on the result of objective test and

questionnaire

b. Analyze and discuss the result

c. Conclude the result based on result analysis

M.Research Scheme

Research scheme is a diagram that shows how the research

conducts in systematic way from the preparation stage, implementation

stage and completion stage. The scheme is shown in figure 4 in the

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Analyze the result Draw the

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CHAPTER I

INTRODUCTION

A. Background

The rapid growth of science and technology nowadays is insisting

people to improve both skills and knowledge in order to be able to move

forward facing the world. Science and Technology play some important

roles in all level of community. In other words science and technology is a

key to face the global era. Therefore, educators need to prepare students by

modifying some teaching strategy in order to enhance students in skills, knowledge, the way students’ think, and attitude.

Factually most of teachers still use traditional method which is no

longer appropriate with the condition nowadays. The old fashion teaching

method is not eligible to be applied since this method force the students to

memorize the concept by telling them the whole information about the

concept, without giving them an opportunity to explore their skills, to have

their own ideas, and construct the concept by their own way. This situation

will lead the students to have less interest in learning science which can

bring them to have low understanding in science (Boumová, 2008).

Cooperative learning is one of the learning approach that is should

be implemented for students in secondary level (Cracolice et al., 2001).

This type of learning is able to build students to be active in teaching

learning process by giving them opportunity to explore themselves in how

the way they thinking, how they communicate with others and how they

involve in class. Teacher should guide students to explore themselves in

finding the concept by their own in order to avoid passive learning yet

provide long term memory effect for students while learning the concept.

Furthermore other advantage in using discussion in group is enable

students to develop their social relation. There are some values which can

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provides students in developing their social relation, some values that can

be enhance, learning in group train students to be more open minded in

facing various opinion from others, it also helps students to interact and

communicate each other, furthermore it helps students to pick out some

social values that can be a fundamental aspect from the group that students’ have (Ali and Asrori, 2011). Meanwhile, based on Bramaje and Espinosa (2013) one factor which influenced students’ cognitive is that

grouping students, small group is utilized to enhance students in

discussion session by interact each other without hesitation. In other

words, students with small group discussion experienced less hesitation to

ask the concept thus, the discussion will lead students to have better

understanding about the concept.

One of the cooperative learning is peer-led team learning, which

developed by chemistry educators in 1990s which can be said as a better

method that is able to challenge students to take responsibility for their

own learning, while at the same time it is able to give them necessary

guidance more than traditional learning.

Based on Horwitz and Rodger (2009) Peer-led team learning

provides some advantages: improved leadership skills, opportunity to try

out leadership, increase confidence of students, enhance in conceptual

understanding and strengthen friendship among students, including other

peer-leader. Other study also found that Peer-led team learning also

provides learning situation where students can enhance both conceptual

understanding reasoning abilities. Peer-led team learning exposed students

in different areas such as exposure in teaching different strategy of

teaching, confront new colleagues, build self confidence, exchange ideas

with group, and develop different skill (Bramaje and Espinosa, 2013).

Besides, the skills that can be developed by using Peer Led Team Learning

are also stated in Indonesian National Curriculum, which is curriculum

2013 that stated on basic competence 2.1 Respect individual works in

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Thus, the statement is correlate with the implementation of peer led team learning since peer led team learning is able to improve students’ leadership skills of students (Horwitz and Rodger, 2009), peer led team

learning also able to improved students in small group discussion

(Bramaje and Espinosa, 2013), by involving in small group discussion, students is able to respects other’s work, and opinion as requested in national curriculum 2013.

Nonetheless, a learning method can be considered success when

those learning method can increase conceptual understanding and skills of

students. According to Bloom taxonomy on Krathwohl (2002) the

conceptual understanding can be measured in how students understand the

concept, retrieving the relevant knowledge from long term memory,

implementing the concept, analyzing how one part connect each other,

critiquing on something based on several criteria, and producing an

original product.

Author would like to enhance the conceptual understanding of

students, and quality of teaching learning process by implementing

peer-led team learning that elaborate with project making. By making the

project, students are able to implement the concept that they learned in

class then implement into the real situation which relate with their daily

life. So that students not only learn the concept but also learn how to

implement the concept and create something to face the problems in the

daily life.

One of the skill that can be improve by using peer led team learning

is leadership skills (Howirtz and Rodger, 2009) since the workshop of peer

led team learning will run by a trained peer leader. Nowadays, people need

the increasing number of effective leader in the future (Ogurlu and Emir,

2013) which means that teacher should not emphasis the students only in

cognitive aspects but also in skills and personality since those aspects will

be used in order to prepare them in the future to face the society. In fact,

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researcher did the research have ability to be a good leader by showing

some indicators of leadership skills such as some students can show their

responsibility to their work, and able to communicate and share their ideas

to others.

Based on Winston and Patterson (2006) a leader is one people or

more who has abilities, skills, and gifts to influence or trains the follower.

Hence, a leader is the one who can bring the team to the success by giving

a good influenced to the team. Meanwhile, Alalfy, Al-Aodah, Shalaby

(2013) define some aspects that should be examine the leadership skills in

academic purposes which stated that leadership skills in educational

setting is able to examine some aspects from the leader, there are four

distinct categories such as cognitive, interpersonal, business and strategic

skills.

Other research was done by Bramaje and Espinosa (2013) defined

that a leader should have better understanding than group member since

the knowledge is necessary for the leader to interact within groups and

able to play important role in group dynamic. Thus, intellectual ability is

an important thing that a leader should have to help group member to

understand the concept since the team will full guided by the team leader.

Those statement means that a leader that leads the team not only has

good strategy in guiding the team, but also team leader should have high

intellectual skills and good personality in order to be capable in guiding

the team in a proper way.

The demands of the effective leaders are increasing day by day, so

that teacher should provide opportunity for students to develop leadership

skills for students, in order to fulfill future demand. Through peer-led team

learning, teacher can provide opportunity for students to explore their

leadership skills.

Refer to the curriculum 2013, Global warming is one of the concept

that should be learn by students, based on core competence 3 Understand,

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meta cognitive based on his curiosity about science, technology, arts,

culture, and humanities with an insight into humanity, national, state, and

civilization-related causes of phenomena and events, applying procedural

knowledge in a specific field of study according to their talents and

interests to solve the problem and core competence 4 Processing,

reasoning, and provide in the real of the concrete and abstract domains

associated with the development of the learned at school independently,

act effectively and creatively, and be able to use the method according to

the rules of science. Hence, the concept is quite challenging for students to

be used in implementing peer-led team learning. Since students demanded

to have better reasoning skills in core competence 4 in curriculum 2013

and implemented what they have learnt to the real condition which is

suitable with this result that will implemented project based learning

combined with peer led team learning, since this concept will rise several

problems that should be solved by the students through peer-led team

learning workshop by guidance of peer leader and teacher.

Peer leader should facilitate and draw the opinions and beliefs of

the followers so that followers can move from ambiguity to the clarity of

understanding (Winston and Patterson, 2006). So that peer leader should

act as a bridge for group member to help them gain the concept in easier

way by guiding them in discussion session, the key of the success in the

team is that how is the roles of peer leader during project making and how

the presence of peer leader influenced cognitive understanding of the team.

According to the result of the study about the implementation of

peer-led team learning and leadership skills above, the author would like

to analyze the effect of peer-led team learning implementation in students’

conceptual understanding and the roles of peer leader in each team during

the learning by observing the leadership skills aspects that can be done by

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B. Research Problem

Based on the background above, the problem that arises in this

research is stated in the question as follow: “How is The Impact of Peer

-Led Team Learning Towards Students’ Conceptual Understanding and Leadership Skills in Global warming?”

C. Research Questions

There are several research questions guiding the study noted as

follows:

1. How is the impact of Peer-Led Team Learning method towards students’ conceptual understanding in learning global warming concept?

2. How is the roles of all peer leader during the implementation of

Peer Led Team Learning?

3. How is the students’ impression in learning global warming towards

Peer Led Team Learning?

D. Limitation of Problems

In order to make the research become more focused, the problem is

limited as follow:

1. Peer-Led Team Learning is one of learning method which

involves students discussing in small groups, the groups meetings

are designed and run by undergraduate students leaders, who are

trained to facilitate groups learning (Horwitz and Rodger, 2009).

Researcher would like to conduct the research by peer-leader

students from the same class with member of the groups, and the

workshop will be a group project which is in line with global

warming concept.

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of C1 (remember), C2 (understand), C3 (apply), C4 (analysis), and

C5 (evaluate) based on Krathwohl (2002).

3. Students’ Leadership skills are the skills that should have by the

leader to influence the follower (Winston and Patterson, 2006).

This leadership skill is an essential ability to solve the conflict in

group, risk taker, the ability of communicate with other (Spears,

2010). Skills that measured in this research based on Landau and

Weissler (1991) are: responsibility, the urge of domination,

consistency, physical energy, success oriented, articulate and

persuasiveness, planning skills, determination and courage,

self-confidence, empathy with the group, and emotional balance and

control.

4. In this research, Global Warming concept as stated in curriculum

2013 for 7th grade, based on Core Competence number 2, and Basic

Competence number 1, 2, 3 and 4

E. Research Objectives

These research objectives specified as follow:

1. To analyze the impact of peer-led team learning towards students’

conceptual understanding in learning global warming

2. To analyze the roles of each team leader in the team in learning

global warming through peer-led team learning

3. To identify the students’ impression in learning global warming

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F. Research Benefit

The results of this study are expected to provide the following

benefits:

1. For teacher:

a) Provide the information about the influence of one of

cooperative learning method which is peer-led team learning method towards students’ conceptual understanding

b) Teacher can enhance the method in teaching science in order to

improve the teaching learning process especially in global

warming concept both by implementing peer led team learning

and project making

c) Teacher can improve both cognitive and skills of students

through peer-led team learning method especially leadership

skills of students, by assessing several leadership skills

indicators and aspects from the team leader during project

making.

d) Provide the data about how students’ impress this learning through questionnaire. This would provide the information the

strength and weakness of peer led team learning.

e) As a reference for teacher about the method of teaching science

in order to enrich teacher’s ability in teaching science concept

2. For Students:

a) Students have more opportunity to enhance their leadership

skills by leading a group discussion and act as facilitator to the

group in order to enhance cognitive of the team through

peer-led team learning method

b) By using peer-led team learning method, hopefully students can

enhance the quality of teaching learning process by actively

involved in group discussion and brave to share their ideas

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discussion session and able to increase their critical thinking

while defending their opinion in discussion session

d) Through peer-led team learning method, students can improve

both cognitive and skills in joyful way. Students can explore

themselves in discussion session by sharing the ideas with the

guidance of the peer leader.

3. For other researcher:

a) As a reference for other researcher, how to conduct one of the

cooperative learning called as Peer-Led Team Learning

b) Hopefully this research can contribute in other research as

important data about the impact of Peer-Led Team Learning towards students’ conceptual understanding and leadership skills.

G. Organization Structure of Research Paper

In order to get the research paper systematically ranged, this

research paper arranged based on the following organization structure as

follow:

1. Chapter I: Introduction

This chapter explained the background of this research, the aimed

of research why does the researcher conduct this research,

continued with the benefit of the research in the same field of the

research.

2. Chapter II: Literature Review

This chapter explains some literature review and theories which

support the research. The explanation of this chapter include in

Peer Led Team Learning, Conceptual Understanding and

Cognitive, Leadership Skills and Global Warming.

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This chapter explains the research method, research procedures, the

instruments that used how to process the data, and research plot.

4. Chapter IV: Result and Discussion

In this chapter, the research result are shown and followed by the

discussion. It analyses the result and connect the result appropriate

with some theories

5. Chapter V: Conclusion and Recommendation

Chapter V in this chapter is the last chapter that explained the

conclusion based on the data and its analyses that has been

processed in chapter IV. The suggestion is a necessary to minimize

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COGNITIVE AND LEADERSHIP SKILLS IN LEARNING GLOBAL WARMING

RESEARCH PAPER

(SKRIPSI)

Submitted as requirement to obtain degree of Sarjana Pendidikan in

International Program on Science Education

By

Rizky Nur Lestari

1100173

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION

FACULTY OF MATHEMATICS AND SCIENCE EDUCATION

UNIVERSITAS PENDIDIKAN INDONESIA

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Leadership Skills in Learning Global Warming

Oleh

Rizky Nur Lestari

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

Alam

Universitas Pendidikan Indonesia

Juli 2015

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

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THE IMPACT OF PEER LED TEAM LEARNING ON STUDENTS’ COGNITIVE AND LEADERSHIP SKILLS IN LEARNING GLOBAL

WARMING

By:

Rizky Nur Lestari

Approved and Authorized by, Supervisor I

Dr. Phil. H. Ari Widodo, M.Ed. NIP.196705271992031001

Supervisor II