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Muhammad Rifqi Rofiuddin, 2014
TABLE OF CONTENTS
DECLARATION ... i
ABSTRACT ... ii
PREFACE ... iii
TABLE OF CONTENTS ... vi
LIST OF FIGURES ... viii
LIST OF TABLES ... xii
LIST OF APPENDICES ... xiv
CHAPTER I INTRODUCTION ... 1
A. Background ... 1
B. Research Problem ... 5
C. Research Questions ... 5
D. Limitation of Problems ... 6
E. Research Objectives ... 7
F. Research Benefits ... 7
CHAPTERCONCEPTUAL CHANGE, CONCEPT MAP, CMAPTOOLS,COGNITIVE LEARNING OUTCOMES, LIGHT AND OPTICS ... 9
A. Concept, Conception and its Acquisition Process ... 9
B. Conceptual Change ... 11
C. Concept Map for Mapping Conceptual Change ... 16
D. CmapTools for Facilitating Concept Maps Construction ... 20
E. Cognitive Learning Outcomes ... 24
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Muhammad Rifqi Rofiuddin, 2014
G. Assumptions ... 37
H. Hypothesis ... 37
CHAPTER III METHODOLOGY ... 38
A. Location and Subject ... 38
B. Research Method and Design ... 38
C. Operational Definition ... 40
D. Research Instrument ... 41
E. Instrument Development and Analysis ... 42
F. Data Collection Technique ... 49
G. Data Processing and Analysis ... 54
H. Research Procedure... 60
I. Research Scheme ... 65
CHAPTER IV RESULT AND DISCUSSION ... 66
A. Research Results ... 66
B. Research Discussion ... 79
CHAPTER V CONCLUSION AND SUGGESTION ... 128
A. Conclusion ... 128
B. Suggestion ... 129
REFERENCES ... 130
APPENDICES ... 134
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Muhammad Rifqi Rofiuddin, 2014
LIST OF FIGURES
Figure 2.1 The Five-Stage Conceptual Teaching Model ... 15
Figure 2.2 Concept Map Structure ... 18
Figure 2.3 CmapTools Interface ... 21
Figure 2.4 CmapToolsUtilization for Linking Concept Node to Many Resources ... 22
Figure 2.5 Rectilinear Experiment ... 29
Figure 2.6 Law of Light Reflection ... 30
Figure 2.7 Specular and Diffuse Reflection... 31
Figure 2.8 Elements of Curved Mirror ... 31
Figure 2.9 Three Special Rays in Curved Mirror ... 32
Figure 2.10 Image formation of concave and convex mirror in front of Focal point ... 34
Figure 2.11 Three Special Rays in Convex and Concave Lens ... 36
Figure 2.12 Image formation of concave and convex lens behind Focal Point .. 36
Figure 3.1 Convergent Parallel Design ... 40
Figure 3.2 Diagram of Research Scheme ... 65
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Muhammad Rifqi Rofiuddin, 2014
Figure 4.2 Graph of Students’ Conceptual Change based on Percentage
Score of Preliminary and Post Concept Map in eachNovak and
Gowin’s Criteria ... 68
Figure 4.3 Graph of Students’ Concept Map Structure based on Preliminary
and Post Concept Map ... 69
Figure 4.4 Improvement of Map Structure of Student 15 ... 70
Figure 4.5 The Ability of Student 15 in Visualizing Concept Node by
Linking to Videos and Interactive Flash. ... 71
Figure 4.6 Graph of Students’ Cognitive Improvement in Learning Light
and Optics after CmapTools Utilization. ... 73
Figure 4.7 Graph of Students’ Improvement in Four-Leveled Cognitive
Domain. ... 74
Figure 4.8 Graph of Students’ Response towards CmapTools utilization. ... 78
Figure 4.9 Comparison of Preliminary and Post Concept Map of
Student 3. ... 91
Figure 4.10 Comparison of Preliminary and Post Concept Map of
Student 5. ... 92
Figure 4.11 Comparison of Preliminary and Post Concept Map of
Student 10. ... 93
Figure 4.12 Comparison of Preliminary and Post Concept Map of
Student 13 ... 94
Figure 4.13 Comparison of Preliminary and Post Concept Map of
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Muhammad Rifqi Rofiuddin, 2014
Figure 4.14 Comparison of Preliminary and Post Concept Map of
Student 16. ... 96
Figure 4.15 Comparison of Preliminary and Post Concept Map of
Student 22. ... 97
Figure 4.16 Comparison of Preliminary and Post Concept Map of
Student 1. ... 105
Figure 4.17 Comparison of Preliminary and Post Concept Map of
Student 4. ... 106
Figure 4.18 Comparison of Preliminary and Post Concept Map of
Student 9 ... 107
Figure 4.18 Comparison of Preliminary and Post Concept Map of
Student 9 ... 107
Figure 4.19 Comparison of Preliminary and Post Concept Map of
Student 12 ... 108
Figure 4.20 Comparison of Preliminary and Post Concept Map of
Student 17 ... 109
Figure 4.21 Comparison of Preliminary and Post Concept Map of
Student 18 ... 110
Figure 4.22 Comparison of Preliminary and Post Concept Map of
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Muhammad Rifqi Rofiuddin, 2014
Figure 4.23 Comparison of Preliminary and Post Concept Map of
Student 2 ... 116
Figure 4.24 Comparison of Preliminary and Post Concept Map of
Student 6 ... 117
Figure 4.25 Comparison of Preliminary and Post Concept Map of
Student 7 ... 118
Figure 4.26 Comparison of Preliminary and Post Concept Map of
Student 8 ... 119
Figure 4.27 Comparison of Preliminary and Post Concept Map of
Student 11 ... 120
Figure 4.28 Comparison of Preliminary and Post Concept Map of
Student 19 ... 121
Figure 4.29 Comparison of Preliminary and Post Concept Map of
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Muhammad Rifqi Rofiuddin, 2014
LIST OF TABLES
Table 2.1 Core Competence and Basic Competence of Light and Optics
...28
Table 3.1 Interpretation of Difficulty Level ...43
Table 3.2 Interpretation of Discriminator Power ...44
Table 3.3 Interpretation of Validity ...45
Table 3.4 Interpretation of Reliability ...46
Table 3.5 Recapitulation of Test Item for Students’ Cognitive Outcomes ...47
Table 3.6 Concept Map Scoring Rubric ...49
Table 3.7 Concept Map Structure Rubric ...51
Table 3.8 Blueprint of Objective Questions to Measure Cognitive Learning Outcomes...52
Table 3.9 Blueprint of Students’ Response Questionnaire ...54
Table 3.10 Concept Map Scoring Interpretation ...55
Table 3.11 Category Scale of Students’ Score ...55
Table 3.12 Criteria of N Gain Improvement ...57
Table 3.13 Scoring Guideline of Students’ Response...58
Table 3.14 Percentage Interpretation of Questionnaire...58
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Muhammad Rifqi Rofiuddin, 2014
Table 4.1 Recapitulation of Students’ Conceptual Change based on
Preliminary and Post Concept Map Scoring ...67
Table 4.2 Recapitulation Students’ Score of Preliminary and Post Concept
Map based on Novak and Gowin’s Criteria ...68
Table 4.3 Recapitulation of Students’ Concept Map Structure ...69
Table 4.4 Recapitulation of Students’ Cognitive Learning Outcomes based
on Statistical Test ...72
Table 4.5 Recapitulation of Students’ Cognitive Domain based on
Anderson’s Taxonomy ...73
Table 4.6 Result of Correlation Between Students’ Conceptual Change
and Cognitive Learning Outcomes after experiencing
CmapTools Utilization ...76
Table 4.7 Recapitulation of Students’ Response towards CmapTools
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Muhammad Rifqi Rofiuddin, 2014
LIST OF APPENDICES
A. INSTRUCTIONAL TOOLS ... 134
A.1. LESSON PLAN ... 134
1. Lesson Plan 1stMeeting... 134
2. Lesson Plan 2ndMeeting ... 136
B. RESEARCH INSTRUMENT ... 149
B.1. Objective Test of Light and Optics... 149
B.2. Questionnaire towadsCmapTools Utilization ... 158
B.3. Expert Concept Map ... 161
B.4. Observation Sheet ... 162
B.5. Preliminary Study Instruments ... 169
C. INSTRUMENT JUDGEMENT AND TRIAL ... 172
C.1. Analysis of Objective Test ... 172
C.2. Analysis of Expert Concept Map ... 186
C.3. Objective Test Validation Results ... 190
D. RESEARCH DATA RESULTS ... 192
D.1. Recapitulation of Five-Stage Conceptual Teaching Model Learning Activities 192 D.2. Data Distribution of Preliminary Concept Map ... 196
D.3. Data Distribution of Post Concept Map ... 197
D.4. Data Distribution of Pretest ... 198
D.5. Data Distribution of Posttest ... 199
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Muhammad Rifqi Rofiuddin, 2014
D.7. Normalized Gain Recapitulation of C1 (Remembering) Aspect ... 201
D.8. Normalized Gain Recapitulation of C2 (Understanding) Aspect ... 202
D.9. Normalized Gain Recapitulation of C3 (Applying) Aspect... 203
D.10. Normalized Gain Recapitulation of C4 (Analyzing) Aspect ... 204
D.11. Normality Test Result ... 205
D.12. Hypothesis Test Result ... 206
D.13. Data Distribution of Students’ Worksheet ... 207
D.14. Recapitulation of Students’ Response TowardsCmapToolsUtilization 208 D.15. Preliminary Study (Questionnaire Results) ... 210
D.16. Preliminary Study (Teacher Interview Results) ... 211
E. RESEARCH ADMINISTRATION ... 213
E.1. Research Permission Letter ... 213
E.2. Statement Letter of Research Completion ... 214
