Analyzing Students’ Understanding On Urinary System Through Paper And Pencil Test And Concept Map.

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ANALYZING STUDENTS’ UNDERSTANDING ON URINARY SYSTEM THROUGH PAPER AND PENCIL TEST AND CONCEPT MAP

Research Paper

Submitted as Requirement to Obtain Degree of Sarjana Pendidikan in

International Program on Science Education Study Program

Arranged by:

Berliany Nuragnia

1100095

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION

FACULTY OF MATHEMATICS AND SCIENCE EDUCATION

UNIVERSITAS PENDIDIKAN INDONESIA

BANDUNG

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Berliany Nuragnia, 2015

SHEET OF LEGITIMATION

ANALYZING STUDENTS’ COGNITIVE ON URINARY SYSTEM THROUGH PAPER PENCIL TEST AND CONCEPT MAP

By:

Berliany Nuragnia

Approved and Authorized by,

Supervisor I

Prof. Dr. Hj. Nuryani Rustaman, M.Pd. NIP.195012311979032029

Supervisor II

Rika Rafikah Agustin, M.Pd. NIP. 198308032012122001

Perceive,

Head of International Program on Science Education Study Program

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ANALYZING STUDENTS’ UNDERSTANDING ON URINARY SYSTEM THROUGH PAPER AND PENCIL TEST AND CONCEPT MAP

Oleh Berliany Nuragnia

Sebuah skripsi yang diajukan sebgai syarat untuk memperoleh gelr sarjana pendidikan pada Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam.

©Berliany Nuragnia 2015 Universits Pendidikan Indonesia

Juli 2015

Hak Cipta dilindungi undng undang

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Berliany Nuragnia

International Program on Science Education (IPSE)

ABSTRACT

A descriptive study with correlation design about student’s cognitive is carried out to investigate the profile of student’s paper pencil test and concept map in

learning urinary system and the correlation between student’s paper pencil test and concept map as well. A number of eight grade students (n=26) in International school in Bandung was involved as research participants. International school has

been known for their students’ cognitive ability and their curriculum that support

students to be able to integrate their knowledge which related to daily life. The

data of student’s paper pencil test was obtained using objective and subjective test

instrument while student’s concept maps were assessed based on Mueller’s Classroom Concept Map Rubrics. Research findings shows that most of student’s can not solve the problem of applying (C3) question test (42.8%) and the concept of urination process. Generally students were not able to determine the concept and make proportion in making concept map. Student found it difficult to explain the concept of disease in urinary system with their concept map. While there is no

significant correlation between student’s concept map and paper pencil test (Spearman correlation is 0.252). The low relationship between score test and score of concept map is due to the type of knowledge been assessed through paper pencil test was mostly factual and students’ low ability in explaining the concept by making concept map. Thus, type of conept map tasking should be adjust with

students’ ability.

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Analysing Student’s Understanding on Urinary System through Paper Pencil Test and Concept Map

Berliany Nuragnia

International Program on Science Education (IPSE)

ABSTRAK

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CHAPTER I INTRODUCTION A. Background

Science teaching has changed from a text-based to an activity based

(hands-on) approximation. Since the methodologies used to teach science

have changed, the way we assess what students are learning also needs to

be modified. . “Authentic” assessments are intended to provide evidence

about what students know and can do in a subject matter (Shavelson Lang

and Lewin, 1994). There is should be techniques that provide more or less direct measures of students‟ knowledge structures. Techniques, namely, concept maps, probe perceived concept relatedness more directly by

having students build graphs or trees and make explicit the nature of the

links between concept pairs (Shavelson Lang and Lewin, 1994). Stoddart

(2000) selected concept map as assessment tools because the technique

could be used with a wide range of content and with students at all grade

levels.

Objective test as assessment has its limitation as it mostly only cover

lower level of cognitive and high possibility of student to make

speculation of answer. In subjective test the limitation is because of its low

reliability and validity (Arikunto, 2003). Other than that the quality of responses may be inﬂuenced by a variety of factors that have nothing to do with knowledge that being assessed (McClure, Sonak and Suen, 1999). As

assessments using objective and subjective test have some limitation,

McClure, Sonak and Suen (1999) suggest that assessments based on

concept mapping tasks may strike a balance between desired objectivity

and sensitivity to the structure of students‟ knowledge.

Remembering the concept is most common way of learning done by

students these days. Generally, pupils memorize the content and reproduce

the same to pass the examination. In such an environment creative

thinking, interest in inquiry activities and other skills for example problem

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help student develop skills like mentioned above Concept Mapping is the

right technique to choose (Dahaka, 2012). Ahuja (2013) stated that the

process of finding science is more important than the product itself,

because the way of exploring the truth and knowledge always given more

preference than memorization or gaining knowledge of the accumulated

facts. One potential of finding is “concept mapping”. Concept map

constructed by a student is interpreted as representing important aspects of

the organization of concepts in that student‟s memory or cognitive

structure (Shavelson Lang and Lewin, 1994).

Concept mapping method was developed by Joseph Novak‟s research team in early 1970s. As concept map is about finding relation between

every concept, meaningful learning is occurred while constructing concept

map. Pie, Tamarit and Portero (2011) stated that method of concept map is

based on the meaningful learning theory of Ausubel and it assumes that

learners construct knowledge, being already influenced by previous

knowledge. Because concept map is hierarchical this will help student in

processing meaningful learning. When meaningful learning take place

there is some change in our cognitive structure, it modify the previous

concept and relate it with the new one so the learning remain more time

and it can be applied by the student in daily life.

Concept map as have various potential function. According to Novak‟s

remarks, we may organize the potential of concept mapping to improve

science education into four categories; as a learning strategy, as an

instructional strategy, as a strategy for planning curriculum, and as a

means of assessing students „understanding of science concepts (McClure,

Sonak and Suen, 1999). As concept maps can be used as a knowledge

representation tool to reflect relationships that exist between concepts that reside within an individual‟s long-term memory (Lawson and Hershey, 2002). Concept mapping can detect the extent of understanding of

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measures are able to reflect differences in the concept and propositional

knowledge of students (Ahuja, 2013).

Table1.1 Correlations between Concept Map Scores and Measures of Achievement and Ability

Achievement/Ability Correlation

Essay test on unit 0.69

Stanford Science Achievement

Test

0.66

School science grades 0.49

Otis Lennon School Ability Test 0.74

(Anderson & Huang: 1989)

As shown in Table 1.1 Several studies show that concept map has

strong relation with students‟ cognitive. The use of concept map as

potential assessment tools is in line with concept map function as

knowledge representation tool (Lawson and Hershey, 2002). In this

research correlation between concept map and paper pencil test in learning

urinary system is being investigated. Investigation including whether there

is significant correlation or not between concept map and students‟ paper

pencil test as paper and pencil test is commonly use to assess student

understanding. While, according to Arikunto (2013) paper and pencil test

that used to assess student mostly limit in lower cognitive level (C1-C3).

In this research paper and pencil test that consist of essay (subjective test)

and multiple choice (objective test) will be involve higher level of

cognitive. As McClure, Sonak and Suen (1999) stated that concept map

can balance the objective and subjective test assessment, the profile of

student concept map and paper pencil test is also investigated.

Urinary system is one concept that shows how science is integrated

and work together to make a system work. In urinary system there is a lot

of concept involve that would make student difficult to memorize all

concept. Making concept map can help student in organizing the concept

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tools (Pie, Tamarit and Portero, 2011). Student should be able to identify

the relation between every concept in order to know how this concept can

work together to function a system.

In learning urinary system there is some integration of concept.

Biology is not the only concept that involve in learning urinary system.

Some concepts about diffusion and transport active is involving physic

concepts. According to Dahaka (2012) concept map shows the

relationships among concepts that would help student to find

inter-relationships among concepts. Concept map also expected to be able to

help student to explore more about this topic using their previous

knowledge as concept map underlined theory of meaningful learning.

B. Research Problem

The research problem of this study is “How is The Profile of Student‟s

Understnding on Urinary System through Paper Pencil Test and Concept Map?”

C. Research Question

Elaborating the research problem, the research attempts to explore b

following questions:

a. How is the profile of students‟ understnding on learning urinary system

through paper and pencil test based on its cognitive process and

concept?

b. How is the profile of students‟ understnding on learning urinary system

through concept map sored based on its leglibility, accuracy,

completeness and sophistication?

c. Is there any correlation between student paper pencil test and concept

map on learning urinary system?

d. What factor explains the correlation between students‟ pencil paper test

and concept map in learning urinary system?

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D. Limitation of Problem

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

limited as follow:

a. Students understanding is analyzed through the profile of concept map

includes its leglibility, accuracy, completeness and sophistication that scored based on Mullers‟ Classroom Concept Map Rubric. Profiling also include concept of urinary system that used by students in

constructing their concept map. Profiling of paper and pencil test was

based on its level of cognitive and concept in urinary system.

b. Correlation of paper and pencil test and concept map is analyzed by

Spearman Correlation Coeficeient.

E. Research Objective

This research objective is specified as follow:

a. To investigate the profile of student‟s understnding on urinary

system through paper and pencil test.

b. To investigate the profile of student‟s understndings on learning

urinary system through concept map.

c. To investigate whether there is correlation between student concept

map and paper pencil test in learning urinary system.

d. To investigate factors in correlation between student concept map

and paper pencil test in learning urinary system.

F. Research Benefit

The result of this study is expected to provide the following benefits:

a. For teacher, this research is expected to be a reference for teacher in

using concept map in learning to improve students‟ cognitive and

motivation.

b. For students, helping the students to construct the concept of urinary

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c. For another researcher, hope this research can be material of study in

using concept map for different variable and problem.

G. Organization Structure of Research Paper

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

arranged based on the following organization structure:

1. Chapter I : Introduction

This chapter describes about the background of the research and

continue to the problem proposed as well as its limitation. This

chapter also explains the aim of the research and also the significance

of the research in the same field of study.

2. Chapter II: Literature Review

This chapter explains some literatures and supportive theories of the

research. The basic explanation of concept map, the use of concept

map in assessment and the concept that is being investigate; urinary

system.

3. Chapter III : Methodology

This chapter explains about research procedures, research object, the

type of research, how the data are being collected, the instruments

used, and the research plot.

4. Chapter IV : Result and Discussion

In this chapter, the interpretation of all of the research data is served.

Then the discussion are followed after, it analyses the result of

research and its correlation between the result and the theories.

5. Chapter V : Conclusion and Recommendation

This is the last chapter of this research, all of research questions are

concluded based on the result. The suggestion that derived from

difficulties and obstacles found in this research are shared in

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CHAPTER III METHODOLOGY A. Research Method and Research Design

1. Research Method

The study applied descriptive research method to the use of

concept map as assessment tool on urinary system. According to Best,

descriptive research is concerned with how or what is exists related to

some preceding event that has affected a present condition or event

(Cohen et al., 2007). In this research, data was gathered by conducting

paper and pencil test and concept map scoring. The score of students’

paper and pencil test and concept map were analysed and used to find

the correlation between two variables.

2. Research Design

In this research correlation design is used. According to Gay, Mills

and Airasian (2009) correlation research involves collecting data to

determine whether, and to what degree a relation exist between two or

more quantifiable variable.

B. Population and Sample

1. Research Location and Period

The location of this research is International Junior High School in

Bandung in the School period of 2014/2015. This school uses English

as the formal language of instruction and applies Cambridge

Curriculum in combined with National Curriculum and their own

curriculum. This school mostly combines Cambridge and National

Curriculum for science subject.

2. Population and Sample

The population of this research was all 8th grade students. The

samples are 26 students in from 8th grade. The sampling technique that

implemented is convenience sampling or accidental sampling. Gay,

Mills and Airasian (2009) stated that convenience sampling is the

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In order to avoid misconception about this research, some operational

definition is explained. Those terminologies are explained as follow:

1. Definition of concept map is a visual representation of the

relationships between concepts held by an individual, materials of a

lecture, textbook, or laboratory exercise. In conducting learning

process, concept map is constructed manually by student in a piece of

paper. The score of student’s concept map was gathered as data. Concept map would be scored by Mueller’s Classroom Concept Map Rubric that has four aspect of assessment: legibility, accuracy,

completeness and sophistication.

2. Paper and pencil test was constructed by 20 multiple choice question

and four essay questions. Multiple choice questions were constructed

by cognitive domain C1 until C5 while essay question construct by C3

until C6 cognitive process. Paper and pencil instrument will be testing

its validity by expert judgement and ANATES. Essay item test was

scored based on the indicator. The score of multiple choice and essay

objective test were then combined and use as the data.

3. Cognitive that is being measured in this research involves level of

cognitive remembering (C1), understanding (C2), applying (C3),

analysing (C4), evaluating (C5) and creating (C6) based on Taxonomy

Bloom from Anderson (2001). This competence is measured by using

multiple choice and essay question of paper and pencil test.

D. Research Instrument

In this research, instrument is necessary to be used for gaining

data. There are two type of instrument that is used in this research. Those

instruments are described below.

1. Objective and subjective test is used as an evaluation to measure the students’ cognitive after learning urinary system.

2. Concept map rubric is proposed to determine the score of students’

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3. Guidance of interview is purpose to guide in collecting data through

interview.

1. Design of Research Instrument

a. Objective and Subjetive Test Instrument

Objective test is in a form of multiple-choice questions. This

objective test is used to see student cognitive after learning urinary

system concept. There are six cognitive process that used in

multiple-choice and essay questions; there are remembering (C1),

understanding (C2), applying (C3), analysing (C4), evaluating (C5)

and creating (C6). Multiple choice questions consist of five cognitive

domains remembering (C1), understanding (C2), applying (C3),

analysing (C4), and evaluating (C5). While essay question consist of

four cognitive domains applying (C3), analysing (C4), evaluating (C5),

and creating (C6).

All of the test item has been judged by experts and then analysed

using ANATES statistical software after tested to 9th grade students.

The result of the test items after tried out was used, revised or deleted.

The blueprint of objective question before conducting instrument

analysis is shown in Table 3.1 and 3.2.

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Topic Cognitive Process ∑ %

After conducting instrument analysis, new blueprint of objective

test is gained and used as research instrument. The result of research

analysis is attached in appendix. From 41 questions that have been judged

and revised 20 questions are used. While for essay item test from four

questions, all of them are used and revised. The blue prints of test items

after instrument analyses are shown in the Table 3.3 and 3.4.

Table 3.3 Blueprint of Multiple Choice Test Items after Validation.

Topic Cognitive Process ∑ %

Table 3.4 Blueprint of Essay Objectives Test Items after Validation.

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Table 3.5 Table of Mueller’s Classroom Concept Map Rubric. Legible

regarding about students impression in constructing concept map

and doing paper and pencil test.

2. Instrument Analysis

The objective test instrument is used to measure student’s

cognitive. The analysis of instrument will be covers validity,

discriminating power, level of difficulty, and reliability.

a. Validity

Validity is defined as the extent to which the instrument

measures what it is designed to measure that emphasize on not

on the test itself, but on the result (Arikunto, 2003). According

to Arikunto (2003) to get valid result of the activity, the

instrument that will be used must be valid. The validity that

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cognitive based on learning objective. To determine the number

rxy = items correlation coefficient.

∑ = sum of total score of all student for each question’s item. ∑ =sum of total scoreof all students for whole test.

Y = total score of each student.

X = items scores.

N = amount of subject.

(Arikunto, 2003)

Table 3.6 Validity Interpretation Correlation Coefficient Validity Criteria

0,80 < r ≤ 1,00 Very high

defined as the extent to which an instrument produce the same

result on repeated trials. Reliability tends to a definition about

trust instrument that is used as collecting data tools. To define

the reliability of objective test, alpha formula will be used as a

formula because the question using multiple question

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Where,

r11 : Instrument reliability

n : Amount of question

because it can make student depressed and do not motivated to

solve the problem. The good question is the question that has

easy, medium and difficult item on it.

To show the difficulty level of the question, difficulty index

can be used to show the difficulty level of question. The range

of level of difficulty is from 0,00 to 1,00. The lower the index

then the question is more difficult and vice versa. To find out

the difficulty index the formula that is used is shown below:

JS B P

Where,

P =Difficulty index

B =Number of students who answer the question correctly

JS = Number of all students who join the test

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Value Criteria 0 – 0,29 Difficult

0,30- 0,69 Middle

0,70 - 1,00 Easy

(Arikunto, 2003) d. Discriminating power

Decimating power is define as ability of particular question

to distinguish student who classified as higher achiever and

lower achiever the amount of higher achievement student

compared to lower achievement student means that those

question have positive discriminating power index (Arikunto,

2003). Discriminating power index show the scale from minus

one until positive one, with the negative one represent the

lower discriminating power index. The formula is represented

below.

Where:

DP= discriminating power

Ba= the number of upper group that answer correctly

Ja= total of student in upper group

Bb= the number of upper group that answer incorrectly

Jb= total of student in lower group

(Arikunto, 2003)

Table 3.9 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, 2003) e. Distractor

In multiple choice item tests, there is one right answer and

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to make student attract to that option. In determining whether

the distractor is good or no, we use this formula.

(Arikunto, 2003)

The summary of all instrument data analysis is displayed in Table 3.10.

Table 3.10 Summary of Instrument Data Analysis Result

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E. Data Analysis

In this research the data is processed in quantitatively and

supported by qualitative data. Quantitative data processing is used for

measuring both students’ paper pencil and concept map.

1. Quantitative Data Analysis

Quantitative data analysis is done by Microsoft excel and SPSS

calculation, in order to determine the score of pre-test and post-test. Then

the result of the data will be processes as the following explanation.

a. Scoring test items

The first step to process data is scoring the test items. The test

items are provided in the 20 number of multiple choice questions and

four essay questions. The result will be scored, and the scores were

processed using Microsoft excel. . Full score of multiple choice will be

20 while essay 30. To determine the final score of objective test as

follow.

b. Scoring Concept Map

The second step is to process the scoring of student’s concept map. Student’s concept map is cored based on Mueller’s Classroom Concept Map Rubric. The scoring aspect is about the legibility, accuracy of concept

used, the completeness of concept and the relation between every concept.

The scores are processed using SPSS statistic 19.

c. Normality Test

Normality test is use to know whether the sample comes from

population that has normal distribution or not (Ghasemi and Zahediasl,

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Determining the correlation coefficient is needed to analyse

whether or not there is correlation between students’ paper pencil test and

concept map. The analysing process is using non parametric statistic

Spearman rank correlation. According to Simon and Goes (2011)

Spearman rank correlation can be use to analyse the data that has less

than 30 samples. Spearman rank correlation is used if the data at least

one variable is an ordinal data (Gay, Mills and Airasian: 2009).

According to Simon and Goes (2011) the formula of Spearman rank

correlation is:

∑

Where,

rs = spearman coeficient

di =difference in the ranks given to the two variable values

n = amount of data

(Simon and Goes, 2011)

The spearman coefficient then will be interpreted to identify

whether or not there is correlation between two variables. One way to

interpret the correlation coeficient is shown in Table 3.11.

Table 3.11 Interpreting Correlation Coefficient Chart.

Coeficient Relation between

variable

Between +.35 and -.35 Weak or none

Between +.35 and +.65 or between .35 and

-.65

Moderate

Between +.65 and 1.00 or between 1.00 and

-.65

Strong

(Gay, Mills and Airasian: 2009)

Based on figure below, there are three types of association pattern;

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relationship of score where the low (or high) the score on one variable

relate to how low (or high) score on the other variable (Creswell, 2007).

Figure 3.1 Pattern of Association Between Two Variables. (Source: aqq.auburn.edu)

Creswell (2007) stated that a curvilinear distribution shows

increase, plateau, and decline in Y- axis variable with increasing in

x– axis variable or increase, plateau, and decline in Y- axis

variable with increasing in – axis variable decrease, plateau, and

increase in Y- axis variable with increasing in X– axis variable.

While no correlation relationship shows the distribution of

variables that independent each other. A particular score in one

variable does not predict or tells us any information about the

possible score on the other variable.

F. Research Procedure

There are three stages of procedure consist of preparation stage,

implementation stage and completion stage. Those three stages will be

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In this stage researcher prepare everything that will be needed for

the implementation of this research. In this stage, the researcher

conduct several stages that support the research, the steps will be

explained as follow:

a. Conducting literature study.

This part is an initial step that conducted to gain actual

information related to the theories and research problem. These

data can be taking from compatible resources, such as the latest

book, journal, articles, etc.

b. Choose the topic for implementing research.

c. Analysing the concept.

d. Conducting prior study.

It can be done by examining schools’ archived file about students achievement in science subject and observe how the

lesson conducts in the classroom.

e. Determine the research sample.

f. Construct and justify the instrument.

2. Implementation Stage

a. Administration the instrument.

b. Take data of student concept map.

c. Conducting objective test.

d. Scoring the data of student’s paper pencil test and concept map.

3. Completion stage a. Data analysis.

b. Draw conclusion.

c. Give suggestion for further research.

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