THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT.

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Tita Yartini, 2014

THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT IN SYMBIOSIS CONCEPT

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

THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON

CREATIVE SKILLS AND STUDENT’S ACHIEVEMENT

IN SYMBIOSIS CONCEPT

RESEARCH PAPER

(SKRIPSI)

Submitted as requirement to obtain degree of Sarjana Pendidikan in

International Program on Science Education study program

Arranged By:

Tita Yartini

(1002339)

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION

FACULTY OF MATHEMATICS AND SCIENCE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON

CREATIVE SKILLS AND STUDENTS’ACHIEVEMENT

IN SYMBIOSIS CONCEPT

Oleh

Tita Yartini

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar

Sarjana Pendidikan di Fakultas Pendidikan Matematika dan Ilmu Pengetahuan

Alam

Universitas Pendidikan Indonesia

Juli 2014

Hak Cipta dilindungi undang-undang

Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan mencetak

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

“ Sesungguhnya sesudah kesulitan ada kemudahan. Maka apabila

kamu telah selesai dari suatu urusan, kerjakanlah sungguh-sungguh

urusan yang lain, dan kepada Tuhanlah hendaknya kamu berharap”. (

Q.S. Al Insyiroh: 6-8 )

“Allah akan meninggikan kepada orang-orang yang beriman diantara

kamu dan orang-orang yang berilmu beberapa derajat”.

( Q.S. Al Mujadalah :11)

Bandung, July 2014

The Author

Tita Yartini

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

I did hereby declare that every respect which is written in research paper

entitled “THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON

CREATIVE SKILLS AND STUDENTS’ ACHIEVEMENT IN SYMBIOSIS

CONCEPT” is genuinely pure result of my own original ideas, efforts, research,

work and not copy or plagiarized from other papers. The opinions or findings of

others which is contained in this research paper have been quoted or referenced

based on scientific code of conduct and accordance with an ethical science that

applies in scholarly society. This declaration is created truthfully and consciously,

when subsequently it is violation towards scientific ethics, or if there is a claim of

any others towards the authenticity of this research paper, hence I am willing to

responsible and accept academicals sanctions correspond to applicable rules.

Bandung, July 2014

Declarant,

Tita Yartini

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THE IMPACT OF ROLE PLAYING WITH SCENARIO DESIGN ON

CREATIVE SKILLS AND STUDENTS’ ACHIEVEMENT

IN SYMBIOSIS CONCEPT

Tita Yartini

International Program on Science Education

1002339

ABSTRACT

An active and enjoy full in learning such as implementing role playing and creating scenario design product touted as one of effective learning method that provides students alot of activities to solve the challenging problems that involve students' in learning process in the classroom. This research was investigated the impact of Role Playing with Scenario Design on Creative Skills and Student Achievement in Symbiosis Concept. The method which is used in this research was used combination of pre experimental and descriptive method. The sample was taken purposively (n= 21 students) 7th grade in Bilingual Islamic School at Bandung Barat. The quantitative data of this research was gained through objective test, while the qualitative data gathered through rubrics and questionnaire. The research procedures generally are: 1) Preparation study that analyzes literature review that becomes research problem 2) Implementation role playing with scenario design and collecting the data. 3) Analysis and discussions. The analysis of the result in this research, there are significance differences that

obtained improvement on students’ achievement with normalized gain 0.75 those

results categorized into high improvement. Creative skills measured that consist of process and product. Creative skills in process that will be seen during implementing role playing with scenario design while creative skills product that will measure by scenario design product. All of the results are supported with the response of students towards role playing with scenario design as treatment which showed positive response in all indicators. This research indicated that role playing with scenario design as method that can implement in teaching learning process to become meaning full and enjoy full in learning

Key words: Role Playing with Scenario Design, Creative Skills, Students’ Achievement, Symbiosis.

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DAMPAK METODE ROLE PLAYING DENGAN MERANCANG SKENARIO PADA KETERAMPILAN KREATIF DAN PRESTASI

BELAJAR SISWA DALAM KONSEP SIMBIOSIS

TitaYartini

International Programon Science Education

1002339

ABSTRAK

Dalam belajar diperlukannya seperti menerapkan yang menjadikan siswa aktif dan menikmati pembelajaran. Metode Role Playing dan merancang skenario adalah sebagai salah satu metode pembelajaran yang efektif yang melibatkan siswa memiliki banyak aktivitas untuk memecahkan masalah yang menantang yang melibatkan siswa dalam proses pembelajaran di kelas. Penelitian ini meneliti dampak dari Role Playing engan Skenario Design pada Keterampilan Kreatif dan Prestasi Belajar Siswa di Simbiosis Concept. Metode yang digunakan dalam penelitian ini digunakan kombinasi metode pre eksperimen dan deskriptif. Sampel diambil secara purposive (n=21siswa) kelas 7 di Sekolah Bilingual Islam di Bandung Barat. Data kuantitatif penelitian ini diperoleh melalui tes objektif, sedangkan data kualitatif dikumpulkan melalui rubrik dan kuesioner. Prosedur penelitian pada umumnya adalah: 1) studi Persiapan yang menganalisis literatur yang menjadi masalah penelitian peran 2) Pelaksanaan bermain dengan desain skenario dan mengumpulkan data. 3) Analisis dan diskusi. Analisis hasil dalam penelitian ini, ada perbedaan signifikan yang diperoleh perbaikan pada prestasi siswa dengan normalisasi gain 0.75 hasil tersebut dikategorikan tinggi. Keterampilan kreatif diukur yang terdiri dari proses dan produk. Keterampilan kreatif dalam proses yang akan terlihat selama melaksanakan peran bermain dengan desain skenario sementara produk keterampilan kreatifyang akan mengukur dengan desain produk skenario. Semua hasil yang didukung dengan respon siswa terhadap peran bermain dengan desain skenario sebagai menunjukkan respon positif disemua indikator. Penelitian ini menunjukkan bahwa peran bermain dengan desain skenario sebagai metode yang dapat diterapkan pada proses belajar mengajar menjadi lengkap dan sangat dinikmati siswadalam belajar

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A. Background... 1

CHAPTER II LITERATURE RIVIEW A. Role playing with Scenario Design... 7

B. Creative Skills... 11

C. Student Achievement... 14

D. Symbiosis Concept... 19

E. Hypothesis... 21

CHAPTER III METHODOLOGY A. Location, Population, and Sample of Study... 22

B. Research Method and Design... 23

C. Operational Definition... 25

D. Research Instrument... 26

E. Research Procedure... 31

F. Data Collecting... 37

G. Research Schedule... 38

H. Research Analysis... 39

CHAPTER IV RESULTS AND DISCUSSION A. Results of Implementation RolePlaying with Scenario Design Learning Process... 43

B. Result of Creative Skills... 49

C. Result of Students’ Achievement... 72

D. Result of Students’ Response... 81

E. Discussions... 95

CHAPTER V CONCLUSION AND RECOMMENDATION A. Conclusions... 103

B. Recomendations... 104

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LIST OF TABLE

Table 2.1 Categories of Role Playing... 8

Table 2.2 Component of Scenario Based Design... 11

Table 2.3 Affective as A Process of Creative Skills... 13

Table 2.4 Cognitive Aspect as A Product of Creativity... 14

Table 3.1 Blueprint of Pretest – Posttest Question Objective Test... 27

Table 3.2 Blueprint Rubric of Performance... 28

Table 3.3 Blueprint Rubric of Scenario Design Product... 30

Table 3.4 Blueprint of Questionnaire... 31

Table 3.5 Classification of Difficulty Level... 34

Table 3.6 Summary of Difficulty of Level... 34

Table 3.7 Classification of Discriminating Power... 35

Table 3.8 Summary of of Dicriminating Power... 36

Table 3.9 Research Schedule Implementation... 38

Table 3.10 Categories of Average Normalized Gain... 40

Table 3.11 Categories of Creative Skills... 41

Table 3.12 Students’ Response of Scoring Guideline... 42

Table 4.1 Summary of Creative Skills in Process... 49

Table 4.2 Result of Dare to Take Risk Criterian in Teacher Direction... 51

Table 4.3 Result of Dare to Take Risk Criteria in Scenario Design... 51

Table 4.4 Result of Dare to Take Risk Criteria in Role Playing Practice... 52

Table 4.5 Result of Dare to Take Risk Criteria in Role Playing Show... 53

Table 4.6 Result of Feel the Challenge Criteria in Teacher Direction... 54

Table 4.7 Result of Feel the Challenge Criteria in Scenario Design... 54

Table 4.8 Result of Feel the Challenge in Role Playing Practice... 55

Table 4.9 Result of Feel the Challenge Criteria in Role Playing Show... 56

Table 4.10 Result of Curiosity Criteria in Teacher Direction... 56

Table 4.11 Result of Curiosity in Scenario Design... 57

Table 4.12 Result of Curiosity in Role Playing Practice... 57

Table 4.13 Result of Curiosity in Role Playing Show... 58

Table 4.14 Result of Imagination in Teacher Direction ... 59

Table 4.15 Result of Imagination in Scenario Design ... 59

Table 4.16 Result of Imagination in Role Playing Practice... 60

Table 4.17 Result of Imagination in Role Playing Show... 61

Table 4.18 Summary of Creative Skill Product... 61

Table 4.19 Product of Scenario Design... 63

Table 4.20 Summary of pretest and posttest of students’ achievement... 73

Table 4.21 Summary of Cognitive Aspect in the Concept of Symbiosis 74 Table 4.22 Summary N-Gain value... 75

Table 4.23 Summary of Psychomotor Students’ Achievement... 80

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

Table 4.25 Audiences’ Responses toward Role Playing Performance Group.... 83

Table 4.26 Audiences Responses toward Actor in Performance... 84

Table 4.27 Audiences Responses toward Story Plot... 85

Table 4.28 Audiences Responses toward Music... 86

Table 4.29 Audiences Responses toward Body Languange... 88

Table 4.30 Audiences Responses toward Expression... 89

Table 4.31 Audiences Responses toward Voice, Intonation, Articulation... 90

Table 4.32 Audiences Responses toward Costume... 91

Table 4.33 Audiences Responses toward Properties in Performance... 92

Table 4.34 Audiences Responses toward Science Content... 93

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LIST OF FIGURE

Figure 2.1 Creativity Scope 12

Figure 2.2 Bloom’s Taxonomy Revised... 15

Figure 3.1 Design Illustration of One Group Pretest-Posttest... 23

Figure 3.2 Research Plot... 24

Figure 3.3 Result of Reliability Test for Multiple Choice Questions... 33

Figure 3.4 Result of Reliability Test for Essay Questions... 33

Figure 4.1 Classroom Layouts in 1st Meeting During Lecturing... 43

Figure 4.2 Classroom Layouts in 1st Meeting During Discussion... 44

Figure 4.3 Classroom Layouts in 2nd Meeting Scenario Design... 44

Figure 4.4 Classroom Layouts in 3th Meeting Scenario Design Product... 45

Figure 4.5 Classroom Layouts in 4th Meeting Role Playing Practice... 45

Figure 4.6 Classroom Layouts in 5th Meeting Role Playing Show... 46

Figure 4.7 Implementation Material in the class... 47

Figure 4.8 Implementation of Scenario Design... 47

Figure 4.9 Implementation of Role Playing Practice... 48

Figure 4.10 Implementation Role Playing Performance... 48

Figure 4.11 Comparation Creative Skills in Process... 50

Figure 4.12 Comparation of Creative Skills Product... 63

Figure 4.13 Product of Scenario Design from Mutualism Group Part 1... 64

Figure 4.18 Product of Scenario Design from Parasitism Group Part 1... 69

Figure 4.22 Product of Scenario Design Commensalism Group Part 1... 71

Figure 4.25 Comparation of pretest-posttest in students’ achievement... 73

Figure 4.26 Comparation of Cognitive Aspect in Symbiosis Concept... 75

Figure 4.27 Result of Receiving in Teaching Learning Process... 77

Figure 4.28 Result of Responding in Teaching Lerning Proccess... 78

Figure 4.29 Result of Valuing in Teaching Learning Proccess... 78

Figure 4.30 Result of Organization in Teaching Learning Proccess... 79

Figure 4.31 Result of Characterization in Teaching Learning Proccess... 80

Figure 4.32 Student Responses for Students who involve in Treatment... 82

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Performance Group... 84 Figure 4.34 Percentages of Audiences’ Responses toward Actor in

Performance... 85

Figure 4.35 Percentages of Audiences’ Responses toward Story Plot... 86

Figure 4.36 Percentages of Audiences’ Responses toward Music during

Performance... 87

Figure 4.37 Percentages of Audiences’ Responses toward Body Language... 88

Figure 4.38 Percentages of Audiences’ Responses toward Expression... 89

Figure 4.39 Percentages of Audiences’ Responses toward Voice, Intonation,

Articulation... 90 Figure 4.40

Figure 4.41

Percentages of Audiences’ Responses toward Costume... Percentages of Audiences’ esponses toward Properties during

91

Performance... 92

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xii 1. Observation Sheet Teaching Learning Process... 137

2. Observation Sheet Students’ Learning Activities... 141

D 3. Observation Sheet Teacher Performance... OBJECTIVE TEST

a. Summary of Creative Skills in Process... 170

b. Result Data of Creative Skills in Process... 171

2. Rubric of Creative Skills in Product... 172

a. Summary of Creative Skills in Product... 174

F b. Result of Creative Skills in Product... QUESTIONNARE 175 1. Questionnare for Students’ in Role Playing with Scenario Design... 2. Summary of Questionnare for Student’s in Role Playing with 176 Scenario Design... 182

a. Data Result of Questionnare for Student for Criteria 1... 184

b. Data Result of Questionnare for Student for Criteria 2... 185

c. Data Result of Questionnare for Student for Criteria 3... 186

d. Data Result of Questionnare for Student for Criteria 4... 187

3. Questionnare for Audiences... 188

4. Summary of Questionnare for Audience... 190

a. Data Result of Questionnare for Audience Criteria 1... 193

b. Data Result of Questionnare for Audience Criteria 2... 196

c. Data Result of Questionnare for Audience Criteria 3... 200

d. Data Result of Questionnare for Audience Criteria 4... 202

e. Data Result of Questionnare for Audience Criteria 5... 204

f. Data Result of Questionnare for Audience Criteria 6... 206

g. Data Result of Questionnare for Audience Criteria 7... 208

h. Data Result of Questionnare for Audience Criteria 8... 210

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j. Data Result of Questionnare for Audience Criteria 10... 214

G INSTRUMENT ANALYSIS 1. Data Result Pretest... 216

2. Data Result Posttest... 217

3. Data Result N – Gain... 218

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H STATISTICAL ANALYSIS... 221

I VIDEO TRANCRIPT... 224

J MEDIA PRESENTATION... 247

K L STUDENT BIODATA... DOCUMENTATION 249 1. Student Name Card... 250

2. Properties in Symbiosis... 251

3. Scenario Design Product... 254

4. Properties Product... 257

5. Layout Class Management... 258

6. Implementing LearningMaterial... 259

7. Implementing Scenario Design... 260

8. Implementing Role Playing Practice... 261

9. Implementing Role Playing Performance... 262

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

INTRODUCTION

A. Background

In early 21st century, globalization has becoming hottest issue

phenomena as its impact which all aspects of life are changing such as

economical, technological, and science aspects (Green et.al in Nitko et.al,

2007). Because of that so many competition and challenge for human that be

ready to face this phenomenon. So every country in the world should

preparing human resources to develop more in economics, technology, and

science aspects.

Based on Permendikbud Nomor 68 about the curriculum 2013. In

external challenges that related with globalization and several issues such as

environmental issues, information technology, creative skills, and also the

improvement level in education. Based on Munandar, (2009) the

improvement level in education has an important role to determine individual

skills that responsible for improving the talents and optimal abilities that

related with creative skills. It will fully functional if personal needs and

society that already fullfilled.

Creativity is one aspect that support human resourses too face in 21st

centuries. Creativity that will be taken from some skills from process and

result. So creative skills for students that needed to support learning process

to reach our educational system outcomes for development in the era of

globalization. Therefore, it takes a lot of aspects that support each individual

students’ to be able to understand the concept of the learning process in the

classroom such as teaching method that involves many students’ to

participate actively in the learning process.

According to Patterson, et al (2012) said that learning method is one

aspect that knowing students’ achievement during learning process. Because

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students’ learning but also capable trained students’ for creative, logical,

systematic, and objective outcomes so that support students’ to think from

abstract concepts to the facts. Therefore students’ should be consider as social

skills and ability high skills as result in students’ achievement. Because

students’ who have social skills and ability high skills will be able to answer

the challenge in real life that require students’ to interact with others and

answer the problems that exist in daily life.

In the learning process especially for junior high school in science

class usually sometimes students’ feel not enjoy, it was becoming less

effective to constraint learning in the classroom. Some causes that make

students’ boring in the class, because of learning process that make students’

lack to involve, it only one way communication that makes students’ didn’t

want to follow the learning process in class. So, it should have a lot of things

needed to make the students’ understand and fun to learn science that can

make learning process for students’ to become more effective (Graves, 2008).

In learning science actually not only the result in cognitive students’

achievement but also students’ should have some skills in the learning

process, students’ are able to develop ways to learn by theirself, students’

participate in plan and implement learning activities. Learning science that be

able to do assessment that more priority to students’ experiences and make

students’ enyoyfull and meaningfull in learning. Therefore according to Mc

Sharry & Jones, (2000), one the alternative method that support active

learning in science class for students that can involve in learning process is

role playing.

Role playing as an alternative method provide a powerful way to

develop social skills and creative skills (Craciun, 2010). So, students’ should

have hands on experience to understand the concept. Scenario design is also

one of the alternative indicators to improve creative skills. Because the

scenario based design belongs to these complementary approaches that

learners are given the opportunity to construct their own meaning by way of

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scenario design that make students’ will have the ability to illustrates that

how people make the design as a representation of the result of think

creatively (Rosson & Carroll, 2002).

According to the explanation above, creative skills is one of higher

order thinking skills stated in 21st century skills to help these young people be

prepared for dealing with the challenges (Ananiadou et al, 2009). Students’

should be prepare to develop their creative skills, because learning in 21st

century should have tendence to students’ center, collaborative dan

cooperative learning, emphasize in skill dan practice, oriented to process

minded, discussion in the group and learning for future. So, In order to fullfill

creative skills of students’ in the 21st century the best way to develop the

skills of creativity, initiative, communication, problem solving, self

awareness, and working cooperatively in a team is to play the role (Craciun

2010).

In this research, reasercher using symbiosis in ecosystem is one

science content in learning science because symbiosis concept an

understanding of the concepts that necessary to understand more deeply.

Therefore, in the teaching and learning process, students’ are encouraged to

think of how to build an understanding and creativity. So this concept,

students’ can explore their ideas, their imagination to understand the concept

easier, and also gives students’ the opportunity to develop their skills and

awareness to make their own conclusions to understand that the importance

of this concept in daily life situation.

Based on the various description above, resercher decided to observe

the impact of role playing with scenario design on creative skills and

students’ achievement in symbiosis concept.

B. Research Problem

According to the explanation in background that has been described,

problem that is stated in this following question: “How does the impact of

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in symbiosis concept?”. Further, the research problem will formulate and

state as the following questions:

1. How does the implementation role playing with scenario design on

learning process?

2. How does the impact of role playing with scenario design on students’

creative skills in symbiosis concept ?

3. How does the impact of role playing with scenario design on students’

achievement in symbiosis concept?

4. How does the students’ response and impression after implementing

role playing with scenario design on creative skills and students’

achievement in symbiosis concept?

C. Research Objective

According to the research problem proposed, therefore the aim of this

research is arranged as follows:

1. To indentify the implementation of role playing with scenario design

on creative skills and students’ achievement in symbiosis concept

2. To investigate the impact of role playing with scenario design on

creative skills and students’ achievement in symbiosis concept

3. To analyze creative skills and students’ achievement after

implementation role playing with scenario design

4. To identify students’ response and impression after implementing role

playing with scenario design in symbiosis concept.

D. Limitation of Research

In this research, in order to avoid missunderstanding and misconception

some of term will used therefore some of the term need to be exp lained as

folowing explanation:

1. Role Playing with scenario design in this study as alternative method

is measured creative skills and students’ achivement. Role playing as

process of learning method in science class while scenario design as

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2. Creative skills in this study is measured to analysis based on William

(in Munandar 2009), there are aspect in creative skills such as

affective aspect such as dare to take a risk, feel the challenge,

curiousity and imagination as process of creative skills and cognitive

aspect as a product of creative skills such as fluency, flexibility

originality and elaboration as a product of creative skills.

3. Students’ achievement in cognitive aspect is measured from objective

test. So it will to know how far students’ understand about the concept

of in symbiosis concept. While measuring affective and psycomotor

aspect is measured by a process during teaching learning process.

4. The concept only described the meaning, the type, the example and

the role in symbiosis concept such as mutualism, commensalism, and

parasitism.

E. Significant of Research

This research is expected to be advantageous and give the contribution to

meet the needs of these following:

1. For students’: Through the implementation of role playing with

scenario design is expected that students’ will be able to build interest

in learning, giving impact positive to develop students’ attitude and

build students’ creative skill, students’ are able to reach meaningful and

enjoyfull in learning process and also be aware that the concept

influence in daily life situation

2. For teacher: This activities can give new perception and knowledge to

develop teaching learning process and one of alternative method to

measure students’ creative skills in teaching learning process as well as

the innovative material which is appropiate with students’ competence

expectation that will apply in teaching learning process in science class.

3. For other researcher who has the same focus of study, it is expected to

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu F. Structure of Research Paper

In order to get systematic structure of paper, this research paper is

arranged based on the following organization structure:

1. Chapter I Introduction

This chapter consists of sub chapter which include: background,

research problem, research question, research objective, limitation of

research, significant of research and structure of research paper.

2. Chapter II Literature Review, and Hypothesis

This chapter consists of result of literature review from the experts

about the concept related with the research, including: Role playing

with scenario design, creative skills, students’ achievement, and

symbiosis concept, assumptions and hypothesis.

3. Chapter III Methodology

This chapter is composed by the arrangement of research

methodology and the hierarchy of research which describes about:

location, population and sample of study, research design and method,

operational definition, research instruments, research procedure, data

collection and data analysis

4. Chapter IV Results and Discussions

This chapter reports the result of research implementation. It is

divided into parts which generally describe about: results and

discussions

5. Chapter V Conclusions and Recommendations

This chapter consists of two parts including conclusions, and

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

METHODOLOGY

This chapter will describe the arrangement of research methodology and the

hierarchy of research which describes about: research location, population and

sample of study, research design and method, research instruments, research

procedure, collecting data technic and procedure of analysis data.

A. Research Location, Population, and Sample of Study

This research divided into research location, population and sample of

students’ as described the implementation of research about role playing with

scenario design on creative skills and students’ achievement in symbiosis

concept

1. Research Location

The research was conducted at Al-Azhar Syifa Budi Parahyangan that

one of private Islamic Bilingual School at Bandung Barat which applied

Indonesia Curriculum 2013 as teaching learning process.

2. Population and sample of study

Based on Arikunto (2010) stated that population is a set or collection

of all element processing one or more attributes of interest all subject in

research. The data population was conducted from all students’ school in

7th grade that investigating the teaching learning process in the classroom.

The sample of this research is one class of 7th grade IBNU BATUTAH

that consists of 21 students in science class using purposive technic

sampling. Purposive sampling often used in educational research,

purposive sampling is determined sample by several considerations which

give better probability in research.

B. Research Method and Design

The research method is defined as a scientific way to get the data with the

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based on the characteristics of science, namely rational, empirical, and

systematic that will describe in following as:

1. Research Method

This research was used combination of pre experimental and

descriptive method (Fraenkel, 2007). The data was taken only one group

from pretest and posttest without control group, so it only one class that

implement the role playing with scenario design as treatment. The

variables are role playing with scenario design as independent variable

when students’ creative skills and students’ achievement as dependent

variables.

2. Research Design

The research design was used one group pretest ad posttest design. It

research design data was taken that can be seen in the Figure 3.1

Pre- Experimental Group _O₁ X1 O2

Figure 3.1 Design Illustration of One Group Pretest-Posttest

Notes:

O1 : Pre test O2 : Post test

X1 : Treatment (Role Playing with Scenario design

Based on the Figure 3.1 described that pretest – posttest applied

without control variable using one class as experiment variable using a test

to know students’ prior knowledge or pretest (O1), role playing with

scenario design (X) as a treatment, and the final posttest (O2) to know the

result after implementation the treatment. Research design was taken

during a process and product result of creative skills and student

achievement in implementation role playing with scenario design. In a way

of knowing the procedure research design, it will represent in the

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1st Stage: Preparation _{Literature Review}

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu C. Operational Definition

Operational definition was described every definition have indicator that

can be measured from every variable in this research that included:

1. Role playing with scenario design is an alternative method that will

implement in the class activities. It is advantages for students to become

active learner and to develop their communication and creative skills. In

order to implement of role playing with scenario design, one class of

experimental group will choose. Class will divide into 3 groups, one group

consist of 7 students. They have to discuss about in symbiosis concept and

create scenario design. After that they perform role playing based on

scenario. Rubric and observation sheet used to measure scenario design

and role playing performance for process and product.

2. Creative skills were the ability to find something new and valuable. It

created new combinations from several ideas, direct communication, and

other things. There are some indicators that can measure creative skills

based on William (in Munandar, 2009) such as in process of creative skills

that included: dare to take risk, feel the challenge, curiosity, and

imagination while in product of creativity that included: fluency,

flexibility, originality, and elaboration. So using observation sheet and

rubric as an instrument that measure creative skills from scenario design as

a product of creativity and role playing performance as process.

3. Students’ achievement in this research consists of cognitive aspect,

affective aspect and psychomotor aspect. A cognitive aspect in in

symbiosis concept the concepts were essential in teaching and learning

activities. According to Bloom’s Taxonomy revised cognitive aspect are

consist of C1 (remember), C2 (understand), C3 (apply), C4 (analyze), C5

(evaluate), C6 (create) that will measured using an objective test, cognitive

aspect will measure from C1 (Remember) to C3 (Applying) that consist of

20 question for multiple choice and for measure C4 (Analyze) to C6

(Creating) 3 question for essay with pretest and post-test. Then affective

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characterization that will measured during the process implementing. And

psychomotor aspect consists of imitation, manipulation, precision,

articulation, and naturalization that will measure during implementing role

playing. So objective test that applied in learning process before

implementation as pretest and after implementation as posttest to

measuring student improvement in cognitive aspect while observation

sheet will be applied to measure the process of student learning process.

D. Instructional Tools

To conduct teaching learning process though role playing with scenario

design, there are some tools that should have to be prepared such as:

1. Lesson Plan

Lesson plan was contained a learning steps or sequences about whole

process for implementing role playing with scenario design that learning

process in symbiosis concept Lesson plan can be seen in appendix

2. Worksheet

Based on Kunandar (2008) state that worksheet is material which

arranged with documented to guide and helps students’ easier in learning

process. Using worksheet that student was followed to create scenario for

implementation role playing with scenario design in learning in symbiosis

concept.

3. Media Presentation

Media presentation was represented material about in symbiosis

concept. This media used envelope that include learning content about in

symbiosis concept. So generally students should know the concept about

in symbiosis concept.

E. Research Instrument

The research instrument which is adapted to collect the data in this

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1. Objective Test

In the form of questions was determined the ability of students before

and after the implementation in symbiosis concept. Measuring students’

achievement used pretest and posttest.

a. Pretest

Pretest was conducted in the beginning of teaching learning

process. It needed to know or intend student prior knowledge to the

concept of in symbiosis concept. Objective test in pretest will describe

in the Table below:

Table 3.1 Pretest– Posttest as Objective Test Blueprint

Concept Theme

Cognitive Aspect Multiple Choice

Question Essay Question

C1 C2 C3 C4 C5 C6

Definition of in symbiosis concept 1 5 -

Type of symbiosis in ecosystem - 4,19.2 ₀ 13,1 ₄ 1

The process of interaction that occur about in

symbiosis concept - 3,6,7,9 ,10 15 1

The example of in symbiosis concept 2 8,11,1 ₂ 16

in symbiosis concept in daily life - 18 17 1

Total 2 13 5 1 1 1

b. Post test

Post test was conducted in the last section after making design

scenario and implementing role playing activity. The question are

same with pretest but with different question. The questions were

made randomly to know the improvement of student to the concept of

symbiosis

2. Observation Sheet

Observation sheet is forming that record student activity during

learning process in the classroom (Kunandar, 2008). It was described

how the learning process occurs in the classroom activity started until the

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3. Rubric

Rubric was used to access and determine the scoring based on

indicator and criteria that already have. The data is determined the aspect

about creative skills from process and product of students’ result in

learning in symbiosis concept. Based on William model of creative skills

that creative skills have two aspect such as affective as process and

cognitive as a product of creative skills.

a. Rubric Form of Creative Skills Process

Rubric performance used in this instrument will be used to measure

role playing performance test based on Williams, (in Munandar, 2009)

which is consists of criteria creative skill that can be seen in the Table

below:

Table 3.2 Blueprint Rubric of Performance

Criteria Description Score fluently with correct pronunciation

Students are still in doubt play the

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Criteria Description ₃ Score ₂ ₁ and the results of its own

Curiosity Acceptable in taking _{a role} Students are able to _{play the character}

students

good appreciation Students are able to play well but less appreciation

Students do not act well and do not appreciate the role well

(Adapted by Williams in Munandar 2009)

b. Rubric Form of Creative Skills Scenario Design Product

This instrument used to measure students’ creative skills in the

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Table 3.3 Blueprint Rubric of Scenario Design Product

Criteria Description Score description in story line with design scenario design with unique story

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 4. Questionnaire

Questionnaire Form is instrument non direct communication technic

(Kunandar, 2008). This instrument will is use scale likert to give feedback

before implementing role playing with scenario design and after

implementing role playing with scenario design. For knowing students’

response and impression after implementation role playing with scenario

design as a treatment in this research that can be seen in Table 3.13.

Table 3.4 Blueprint of Questionnaire

Indicator Question Number

Students’ respond toward team work ability as a

group

1, 2, 3, and 4

Students’ respond toward role playing with scenario

design

5, 6, 7, 8, 9, 10, 11, 12, 13, and 14

Students’ respond in doing role playing show on in

symbiosis concept

15, 16, 17, 18, 19 and 20

Students’ respond toward create scenario design on

in symbiosis concept

21, 22,13, and 24

F. Research Procedure

In this research general procedure will describe with several stages such

as:

1. Preparation stage, implementation role playing with scenario design as a

treatment stage and final stage. Preparation stage was important before

doing the research such as:

a. Preliminary study on the characteristics of students, teachers, school,

teaching learning process in the classroom.

b. Analysis of study and literature review that consist of analyzing role

playing with scenario design, as a method, analyzing creative skills,

analyzing student achievement

c. Discussion with expert lecture to formulate research problem

identification

d. Research question was purposed that consist of the impact of role

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playing with scenario design on students achievement and the

impression student response before role playing with scenario design

treatment

2. The second stage making instrument and implementation role playing with

scenario design that consists as follows:

a. According to the needs in answering research questions, instruments

were arranged that consist of lesson plan, worksheet, objective test,

rubric, observation sheet, and questionnaire.

b. Instruments judgment was conducted by expert that will judge the

validity instruments

c. Conducting Validity of objective test

Validity is the ability of an instrument to measure what it is

designed to measure (Arikunto, 2010). The instrument used in this

research is a form of multiple choice questions and the essay question.

To get 20 multiple choice and 3 essay questions can be used as a data

collection for pretest and posttest. In this research, the item test should

be tested or validated by the expert that will be tested. After validated

by some expert lecturer then, it is necessary to test the validity of the

instrument about the trial. The trial test item will implement in the

upper grade of population. In this research, the trial of test item will

implement in grade that already learn symbiosis concept. So from 40

question for multiple choice and 12 essay question that already made

for instrument objective test, the validation of item test already got 35

item test for multiple choice and 12 essay question.

d. Analyzing Reliability

According (Priyatno (2010) state reliability is important that

instrument that gives the same results if the give on the same subject

although done by different people, at different times, and different

places. Reliability testing was not showed on all of the items were

made, but the item that consider to become valid. So, about to be

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Reliability test was using Alpha Cronbach's formula. The result of

reliability test that already calculated by using SPSS version 20.0 for

more detailed in the appendix. The conclusions of Alpha Cronbach's

value of the 35 items were for 0.7081.It can be seen in the Figure 3.3

Figure 3.3 Result of Reliability Multiple Choices

From the analysis of Alpha Cronbach’s value (r11) for multiple

choice question is equal 0.708, while the value of r_Tableto test two

sides at the 5% significance with df = 35-1 = 34, it can be got

r_Tablewith 0,312. So, Alpha Cronbach’s Value (r11) can be proved to

be greater than the value of r_Table(0.708 > 0.312). Reliability of

Alpha Cronbach's value of 0.708 so the result of reliability test for

multiple choice question means that the 40 test questions are High.

While essay question, it can be concluded Alpha Cronbach’s Value

for 12 item test the significant is 0.865. It can be showed in Figure

3.4

Figure 3.4 Result of Reliability Essay

From the analysis of Alpha Cronbach’s Value (r11) for essay

question is equal 0.865, while the value of r_Tableto test two sides at

the 5% significance with df = 12-1 = 11, it can be got r_Tablewith

0,576. So, Alpha Cronbach’s value (r11) can be proved to be greater

than the value of r_Table(0.865 > 0.576). Alpha Cronbach's value of

0.876 so the result of reliability test for essay question means the 12

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu e. Analyzing Difficulty Level

After scoring the test papers, the researcher has arranged the scored

test in order of scores that from the highest to the lowest score

(Arikunto, 2010). So, in order to find out the level of difficulty for

each item in the test, the following formula has been used:

(Arikunto, 2010)

Notes:

P = Difficulty Level

B = Total of respondents who answer right Js = Total of respondents

Classification of difficulty level in each test item that used is

based on (Arikunto, 2010) that can be seen in the Table 3.5

Table 3.5 Classification of Difficulty Level

Value Categories

0.00-0, 35 Difficult

0,35-0,74 Medium

0,75-0,89 Easy

0,90-1,00 Very Easy

(Arikunto, 2010)

Based on the classification of difficulty of level, to determine

difficulty of level in this instrument to determine how the item test can

be used before implementing role playing with scenario design as

treatment. In the Table 3.6 shows summary of difficulty of level

Table 3.6 Summary of Difficulty of Level

Question Number Total

Question Percentage Category

16,18,26,28,32 5 12,5% Difficult

2,4,6,7,10,11,13,20,27,31,33,34,3

7 13 32,5% Medium

1,5,8,9,12,14,1517,22,23,29,30,38 13 32,5% Easy

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu f. Analyzing Discriminating Power

Discriminating power of test item is the ability of test item to

distinguish between a high achiever and low achiever student

(Arikunto, 2010). So, to obtain the discrimination power of the items,

the following formula has been used:

DP RU RL

1 _T 2

(Arikunto,2010)

Notes:

DP RU

RL

= =

=

Discriminatory power.

Number of tests in the upper group who got Right item

Number of tests in the lower group who got Right item

T = The total of tests included in item analysis.

Classification of discriminating power is interpretation of item

test based on Arikunto, 2010. The interpretation will describe in Table

3.7

Table 3.7 Classification of Discriminating Power

Value Categories

< 0,00 Not appropriate

0,00-0,19 Bad

0,20-0,39 Enough

0,40-0,69 Good

0,70 -1,00 Excellent

(Arikunto, 2010)

Based on the description about discriminating power and difficulty

of level the data will analyze by using software Ana test version 4.0.9.

Here in the Table 3.8 shows the summary of analyzing objective test for

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Table 3.8 Summary of Discriminating Power

Question Number Total

Question Percentage Category

15,26,32 3 7,5% Not appropriate

1,6,11,16,18,19,21,24,

25,28,30,35,40 13 32,5% Bad

3,7,10,12,14,22,23,27,

29,31,36,39 12 30% Enough

4,5,8,9,17,33, 34,37,38 9 22,5% Good

2,13,20 3 7,5% Very Good

Based on the result consists of difficulty of level and

discriminating power. The detail analysis of result will be seen in

appendix.

g. After the validity already analyzed then, the instrument of objective

already valid Next procedure

h. Trial test of test instrument was conducted to identify the quality of

instrument for item validity

i. Validation occur if test already used based on analysis by expert

j. Revision Instrument of research based on the analysis and suggestion

from an expert lecturer

k. Qualified and valid of research instrument that already used for

implementing treatment process.

l. The process implementation that giving pre-test was conducted to

identify students’ preliminary skills and prior knowledge students

about symbiosis concept

m. Giving a treatment was conducted in 3 meeting, including, teacher

direction, scenario design, and role playing performance. In

conducting teaching learning process, there were three observers who

observe during treatment.

n. After role playing with scenario design already implemented then

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3. Final stage is finally of implementation role playing with scenario design

that consists as follows:

a. Collecting data as result from implementation role playing with scenario

design as treatment

b. All of data was calculated

c. The result of data calculation was analyzed

d. Discussion to elaborate the result of analysis

e. Conclusion based on result analysis

f. Recommendation that conduct after finishing the implementation that

what should be avoid in this research to next research with same

research focus.

G. Data Collection

The technic will use to collect the data in this research are:

1. Test

Test can use for measure basic competences and achievement

(Arikunto, 2010). Data using for determine the result of student in teaching

learning process in implementation role playing with scenario design on

student achievement and creative skills.

2. Observations

Observations represent a frequently will use in form of data collection

(Arikunto, 2010). Observation will use several tool to support observation

such as document observation format, camera, video, type recording

during teaching learning process.

3. Rubrics

Rubric represent to describe rating scale that already made based on

criteria or indicator (Munandar, 2009). Rubric can give be easy to describe

that data more prefer based on the criteria or indicator.

4. Questionnaires

Questionnaire include several question with documented which will

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2008). Questionnaire will use to support the data before and after

implementing role playing with scenario design as teaching learning

process.

5. Interview from video taken

Interview occurs to ask one participant open ended questions and

record the answers (Arikunto, 2010). It transcribes the data into words for

analysis as a learning process to give strength and to obtain the appropriate

data.

H. Research Schedule

The implementation role playing with scenario design method on creative

skills and student achievement in symbiosis concept was conducted in nine

meeting. The role playing with scenario design implemented from April 24th

2014 until Mei 27th 2014.

Table 3.9 Research Schedule Implementation

Day Date Time Location Material

Thursday April 24th

2014 13.20-14.40 IBNU BATUTAH Class Grade 7th

Pretest question of in symbiosis concept

Monday April 28th

Implementation in symbiosis concept Monday Mei 5th

Implementation scenario design of in symbiosis concept Thursday Mei 8th

Create a product of scenario design about the in symbiosis

concept Monday Mei 12th

Deadline a product of scenario design about the in symbiosis

concept Monday Mei 19th

2014 09.00-11.00 Aula SMP Al Azhar Syifa Budi Parahyangan Lt 4 Implementation role playing practice Thursday Mei 19th

2014 14.00-15.00 Aula SMP Al Azhar Syifa Budi Parahyangan Lt 4 Implementation Role Playing Show Monday Mei 26th

Posttest Question

Tuesday Mei 27th

Implementation Questionnaire

In first meeting was giving the pretest that in order to know the student

prior knowledge in symbiosis concept. After symbiosis concept was giving.

Next meeting implementation scenario design, in here students’ divided into

three group and then create scenario design product fourth meeting not only

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playing. So, researcher was given deadline for finishing the product of scenario

design. In sixth meeting there was time to practice before implementing role

playing performance. In seventh meeting, the time for implementing role

playing performance that students’ here will act based on scenario that already

made. Eighth meeting the time for implementing posttest that already know

cognitive student achievement after treatment and last meeting implementing

student response, not only student that feel the treatment but also the other

student or audience that seen the implementing role playing performance as a

method in teaching learning process.

I. Research Analysis Technic

Most of the result data will obtain will be analysis data instrument during

teaching learning process in the beginning until the end that will describe in

following as:

1. Scoring process

Scoring process will be analyzed by right answer based on scoring rubrics

stated in blue print. The question will analyze from the total score that will

calculate by using the following formula, (Arikunto, 2010)

∑

2. Calculation of Gain score and N-Gain score

(Arikunto, 2010)

According to research method used, analyzing data is used the correlation

of pretest and posttest result to determining the normalized gain index. The

normalized gain is calculated by Average Normal Gain. The average g

factor can be calculated using the average scoring of the class pretest and

posttest student individual score (Hake, 1998) It can calculate:

N Gain <

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Hake (1998) said that the normalized gain is the meaningful measure of

how well course teach. Three categories “high” for normalized gain greater

than 0.7, “medium” between 0.3 – 0,7 and “low” below 0,3.

Table 3.10 Categories of Average Normalized Gain

Normalized Gain Categories

High >0.7

Medium 0.3<x<0.7

Low <0.3

3. Hypothesis Test

(Hake, 1998)

This research used hypothesis to analyze hypothesis for more significant

that using pretest and posttest. The hypothesis in this research is:

Ho : There are no significant differences between standard values with

posttest

H1 : There are significant differences between standard values with

posttest

This test will used by using SPSS 20.0. Before t-test hypothesis, it should

be testing requirement that fulfill such as:

a. Normality test

Using of parametric statistic has a deal with assumption that each

variable in this research that will be analyzed form a normal distribution.

If the data is abnormal, the parametric can’t be used. It has to use non-

parametric statistic. Normality test is to know whether the sample comes

from population that has normal distribution or not. In this research,

Normality test is uses statistic test from SPSS 20, Kolmogorov-Smirnov

with significance level (α) is 0,05. The criteria is when significance value

> 0,05 so, H0 will be accepted and H0 will be rejected or denied if

significance value < 0,05. (Priyatno, 2010)

b. Homogeneity test

Homogeneity test or used for determine a sample from population

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done in this research is Test of Homogeneity of Variance in SPSS 20.0

when significance value is >0,05 then H0 will be accepted and H0 will be

rejected or denied if significance value < 0,05. This test is used in several

condition, the sample has to be distributed normally (Priyatno, 2010).

c. T-test

This test might be used to determine the differences between standard

value with posttest, this test using SPSS 20.00 with criteria is Ho will be

rejected if t computation >t table and Ho will be rejected if t computation <t table

(Priyatno,2010). Based on the result used SPSS. 20.00 that significant for

t test is 0.802 with frequency are 0.064. It means that Ho is rejected.

4. Observational Sheet Analysis

The form will be analyzed the process of learning activities in the

classroom. It divided into layout management and student activity.

5. Rubric Analysis

Determination of score percentage in each criterion will implement for

analyzing qualitative (Purwanto, 2012). The analysis can use as supporting

information of improvement in each criterion. The formula below will be

used in this calculation.

The category is presented as follows:

(Purwanto, 2012)

Table 3.11 Categories of Creative Skills

Score Categories

86- 100 Very High

76-85 High

60-75 Medium

55-59 Low

0-54 Very Low

6. Questionnaire Analysis

(Purwanto, 2012)

According Kunandar (2008) said that data collection though