INTERDISCIPLINARY THINKING SKILL OF SENIOR HIGH SCHOOL STUDENTS IN EXCRETORY SYSTEM TOPIC ON CONNECTED TEACHING USING INSTRUCTIONAL FRAMEWORK BASED ON LEARNING DIMENSIONS.

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LEARNING DIMENSIONS

Research Paper

Submitted as a partial fulfillment for the requirement

of the degree of Sarjana Pendidikan in Biology Education Department

prepared by: Susanti Wulandari

1000152

BIOLOGY EDUCATION DEPARTMENT

FACULTY OF MATHEMATICS AND SCIENCE EDUCATION INDONESIA UNIVERSITY OF EDUCATION

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INTERDISCIPLINARY THINKING SKILL OF SENIOR HIGH SCHOOL STUDENTS IN EXCRETORY SYSTEM TOPIC ON CONNECTED TEACHING USING INSTRUCTIONAL FRAMEWORK BASED ON

LEARNING DIMENSIONS

by:

Susanti Wulandari Registration Number: 1000152

A Research Paper Submitted as a Partial Fulfillment for the Requirements of the

Sarjana Pendidikan Degree in Faculty of Mathematics and Science Education

June 2014

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STUDENTS IN EXCRETORY SYSTEM TOPIC ON CONNECTED TEACHING USING INSTRUCTIONAL FRAMEWORK BASED ON

LEARNING DIMENSIONS by:

Susanti Wulandari NIM: 1000152

Approved and authorized by: First Advisor

Dr. rer. nat. Adi Rahmat, M. Si. NIP. 196512301992021001

Second Advisor

Dra. Soesy Asiah S., M.S. NIP. 195904011983031001

Acknowledged by:

Head of Biology Education Department

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LIST OF TABLES

Table 2.1Activity in Extending and Refining Knowledge ... 22

Table 2.2 Acivity in Use Knowledge Meaningfully ... 23

Table 2.3 Characteristics of Material Excretory System ... 27

Table 2.4Connected Analysis of KTSP Curriculum on Excretory System Topic ... 29

Table 3.1 Pretest-Postest Nonrandomized and Nonequivalent Control Group Design ... 31

Table 3.2 Instruments of the Study ... 35

Table 3.3 Result of Factor Analysis for the Multiplechoice Questions ... 35

Table 3.4 Result of Factor Analysis for the Essay Questions ... 37

Table3.5 Value Category Normalized-gain ... 38

Table 3.6 Statistical Test to Examine Hypotheses ... 39

Table 3.7 Comparison of Teaching Process in Experiment and Control Class.. 41

Table 4.1 Average value Pretest, Posttest, and n-gain Experiment Class and Control Class ... 45

Table 4.2 Result of Interdisciplinary Thinking Skill Normality Test ... 46

Table 4.3 Result of Significant Test of Interdisciplianry Thinking Skill ... 47

Table 4.4 Result of Normality Test of Pretest Disciplinary Grounding.. ... 48

Table 4.5 Result of Significant Test of Pretest Disciplinary Grounding ... 49

Table 4.6 Result of Significant Test of Pretest Disciplinary Grounding ... 50

Table 4.7 Result of Significant Test of Posttest Disciplinary Grounding ... 51

Table 4.8 Result of Normality Test of N-Gain Disciplinary Grounding... ... 52

Table 4.9 Result of Significant Test of N-Gain Disciplinary Grounding ... 52

Table 4.10 Result of Normality Test of Advancement through Integration. ... 53

Table 4.11 Result of Significance Test Value Advancement through Integration ... 54

Table 4.12 Result of Normality Test of Critical Awareness ... 55

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Susanti Wulandari, 2014

Table 4.14 Result of Correlation Test n-gain Disciplinary Grounding and

Advancement through Integration... 57

Table 4.15 Result of Correlation Test N-Gain Disciplinary Grounding and Critical Awareness ... 58

Table 4.16 Result of Correlation Test N-Gain Advancement through Integration and Critical Awareness ... 59

Table 4.17 Result of Students Learning Based on the Indicator of Complex Thinking Standard ... 60

Table 4.18 Indicator of Complex Thinking in Disciplinary Grounding ... 62

Table 4.19 Indicator of Complex Thinking in Advancement through Integration ... 62

Table 4.20 Indicator of Complex Thinking in Critical Awareness ... 63

Table 4.21 Result of Recapitulation Questionnaire ... 63

Table 4.22 Result of Normality Test of Aspects in Questionnaire ... 65

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xiv

LIST OF FIGURES

Figure 2.1Fourth Components of Interdisciplinary Understanding ... 13

Figure 2.2 Map of Standard Competency and Basic Competency with Integrated Science ... 17

Figure 2.3 Dimensions of Learning ... 25

Figure 3.1 Research Design ... 32

Figure 3.2 Research Procedure ... 43

Figure 4.1Chart of n-Gain Interdisciplinary Thinking Skil Experiment and Control class.... ... 45

Figure 4.2 Chart of Value Pretest, Posttest, and n-gain Interdisciplinary Thinking Skill in Experiment and Control Class ... 46

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Susanti Wulandari, 2014

LIST OF APPENDICES

Appendix A. Research Instruments ... 89

Appendix B. Intervention ... 151

Appendix C. Findings, Data Transformation and Data Analysis ... 178

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ABSTRAK

Penelitian ini bermaksud untuk membandingkan kemampuan berpikir interdisiplin siswa pada kelas eksperimen melalui pembelajaran terhubung dengan kerangka instruksional berbasis dimensi belajar dan siswa kelas kontrol dengan pembelajaran terhubung. Kemampuan berpikir interdisiplin dijabarkan dalam tiga komponen, yaitu disciplinary grounding, advancement through integration, dan

critical awareness. Penyajian materi secara terhubung diaplikasikan dalam pembelajaran sistem ekskresi baik pada kelas eksperimen maupun kelas kontrol. Pengumpulan data dilakukan selama empat pertemuan dengan desain penelitian

Pretest-Postest Non-ramdomized and Unequivalent Control Group Design untuk memperoleh pemahaman tentang kemampuan berpikir interdisiplin siswa. Dua kelas dari SMAN 24 Bandung diambil secara purposif sebagai partisipan pada penelitian ini. Instrumen berupa soal pilihan ganda dan uraian yang dibuat berdasarkan indikator proses berpikir kompleks diberikan pada saat prates dan pascates. Sementara angket sistematik diferensial dan wawancara dilakukan setelah pembelajaran pada pertemuan keempat. Analisis data menunjukkan bahwa pembelajaran terhubung dengan kerangka berbasis dimensi belajar memunculkan kemampuan berpikir interdisiplin siswa terutama pada komponen critical awareness siswa pada kategori n-gain ‘sedang’. Sementara komponen

advancement through integration dan disciplinary grounding siswa tidak berbeda signifikan antara kelas eksperimen dan kontrol. Hal ini menunjukkan bahwa kemampuan integrasi siswa belum berkembang dan memberi implikasi bahwa siswa baru mencapai kategori berpikir multidisiplin karena ‘pengintegrasian’ sebagai kunci belajar interdisiplin belum menunjang pemahaman interdisipliner siswa dan termasuk dalam kategori n-gain sedang. Analisis korelasi menunjukkan bahwa tidak terdapat hubungan signifikan antarkomponen kemampuan berpikir interdisiplin siswa.

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Susanti Wulandari, 2014

ABSTRACT

This research intends to compare students' interdisciplinary thinking skill on connected teaching using instructional framework based on learning dimensions in experiment class and only connected teaching in control class. Interdisciplinary thinking skill is explained in three components, they are disciplinary grounding, advancement trough integration, and critical awareness. Collecting data was conducted for four meetings with Pretest-Posttest Nonrandomized and Nonequivalent Control Group Design to acquire understanding about how students' interdisciplinary thinking skill. Two classes of SMAN 24 Bandung were taken purposefully as participans in this research. Instruments in the form of multiple choice and essay question were made based on indicators of complex thinking skill given in pretest and posttest. Meanwhile, differential systematic questionnaire and interviews were conducted after forth meeting has done. Data analysis shows that connected learning using instructional framework based on learning dimensions enhanced students' interdisciplinary thinking skill especially in the component of students' critical awareness in the category 'middle' n-gain. While, advancement through integration and disciplinary grounding skill are not significantly different between experiment class and control class. It shows that students' integrating skill were not adequate yet and implies that student just achieve multidisciplinary thinking category because 'integration' as the key of interdisciplinary learning is still unadequate for develop interdisciplinary understanding and it still in the category ‘middle’ n-gain. Correlation analysis shows that there is no significant correlation among components of students' interdisciplinary thinking skill.

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CHAPTER 1 INTRODUCTION

A. Background

Learning is an activity containing interaction between teacher-students and communication occurred in educative situation to achieve goals of learning. In the process of teaching, teacher does all the things arranged in the lesson preparation. Students comprehend materials through learning experience and arranged in lesson preparation (Rustaman et al., 2003). Rationality of the development of 2013 curriculum one of them is based on perfecting mind set, some of them are monodisciplinary learning pattern become multidisciplinary one and passive learning pattern become more critical one. In 2013 curriculum, the essential class competency becomes organizing elements of basic competency, whereby all the basic competencies and learning processes are developed to achieve essential competency. Basic competency is developed based on the accumulative principals, reinforcing, and enriching among subjects and education networks (Mendikbud, 2013).

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Susanti Wulandari, 2014

In relevant with the characteristic of 2013 curriculum which is ‘thematic’, it is needed a learning strategy that can develop interdisciplinary thinking skill and use logic that can make senior high school students comprehend what is studying. Integrated approach integrates two elements or more in a learning strategy. Learning elements which are integrated can be a concept in process, concept in a subject with another subject or integration a methodology with another methodology. Integration can be emphasized on connected principals between an element with another element so that hopefully can increase students’ comprehension and increase knowledge because learning involves more than one view point. Integrated approach connected type try to connect a concept with another concept, a topic with another topic, a skill with another skill, an idea with another idea but still within a subject, for example natural science or social science (Rustaman et al., 2003).

Rahmat (2007) reveals that learning and logic development of individual is not a separated line which can be broken into separated parts, but it is very complicated and continuous process suited to the development of a person. Meanwhile, learning (especially studying in class) occurred in a complex ecosystem, a dynamic environment whereby teacher, students, learning tools, technology, and social structure are connected each other and interacts interdependently. Therefore, learning needs to be presented well so that students can get useful learning experience. This learning can be done if the teacher implements six learning assumptions from Marzano (1998) into a holistic learning system. According to the third assumption from Marzano (1998), that what we know regarding learning indicates that the instruction focused on wide and interdisciplinary learning theme is an effective way to stimulate students to learn.

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can be used by teacher to increase his learning quality. The framework help teacher in organizing, descripting, and developing learning strategy which can develop students’ logic (thinking process), integrate instructional models, and plan curriculum, instruction, and assessment system by giving attention on critical aspects of learning (Marzano, 1992). By examining dimensions of learning, teacher in the class can keep learning focus on how to learn and can learn how learning process in his students occurred (Marzano, 1992; Rahmat, 2007).

Dimensions of learning comprise dimension 1) attitude and perception, 2) acquire and integrate knowledge, 3) extend and refine knowledge 4) use knowledge meaningfully 5) habits of mind (Marzano et. al., 1992). First and fifth dimensions are parts which determine the success of others dimensions. Attitude and perception of students toward knowledge will influence how students gain and deepen knowledge. Students who do not have positive attitude toward knowledge will not give good results. Beside attitude, fifth dimension that is habits of mind become a base for students in deepen knowledge and solve problem within (Sriyati, 2011).

Based on the result of Santi’s (2013) research, using connected teaching approach can increase students’ mastering concept and analytical skill in medium category (g ≥ 30). Connected teaching approach can help students to increase analytical skill in the way of learning. Besides, Idris’s (2013) research beckon that using dimensions of learning framework in teaching-learning activity contribute in increase students’ habits of mind.

Excretory system concept is a quite complex and complicated concept. To make students learn meaningfully, learning need to be presented connectedly with other relevant subject, for example, concept from Chemistry. Characteristics and demand from the topic of excretory system are interesting and applicative concepts because students experience it in their real lifes. Connected teaching integrated with instructional framework which has grounding of dimensions of learning hopefully can facilitate students to think interdisciplinary.

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Susanti Wulandari, 2014

and integrated in excretory system topics. So, this research has the tittle

Interdisciplinary Thinking Skill of Senior High School Students in Excretory

System Topic on Connected Teaching Using Instructional Framework Based on

Learning Dimensions.

B. Statement of Problem

The problem that will be focused in this research is as follow ‘’How is students’ interdisciplinary thinking skill through connected teaching with the dimensions of learning in excretory system topic in experiment class compared

with control class?”, the problem was then expanded into several research questions as follow:

1. How is students’ disciplinary grounding (biology, chemistry and physic) of

excretory system topic in experiment class compared with control class?

2. How is students’ advancement through integration (biology, chemistry and

physic) of excretory system topic in experiment class compared with control

class?

3. How is students’ critical awareness of excretory system topic in experiment

class compared with control class?

4. How is the correlation among each component of interdisciplinary thinking

skills (disciplinary grounding, advancement trough integration, and critical

awareness) of students?

C. Purposes of the Study

The main purpose of this study was to compare between interdisciplinary thinking skill of senior high school students through connected teaching with dimensions of learning in excretory system topic in experiment class and control class use connected teaching only. The purposes are broken into specific aims as below.

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2. Comparing between advancement through integration (biology, chemistry and physics) of excretory system topic in experiment class and control class. 3. Comparing between critical awareness of excretory system topic in

experiment class and control class.

4. Analyzing the correlation among each component of interdisciplinary thinking skills (disciplinary grounding, advancement trough integration, and critical awareness) of students.

D. Problem Limitation

In order to this study more focused, so to limit the problem as follows: 1. Indicators measured in each category of interdisciplinary thinking skill are

limited in:

a. Disciplinary grounding: The degree to which student work is grounded in carefully selected and adequately employed disciplinary insights - that is, disciplinary theories, findings, examples, and methods.

b. Advancement trough integration: The degree to which disciplinary insights are clearly integrated so as to advance student understanding - that is, using integrative structures such as conceptual frameworks, graphic representations, complex explanations, or solutions would have been possible under a single disciplinary framework.

c. Critical awareness: The ability to consider choices, possibilities and challenges with care-characterizes the process of producing interdisciplinary work that is, framing problems in ways that invite interdisciplinary approaches and exhibiting awareness of distinct disciplinary contributions, how the disciplines are integrated and the limitations of the integration.

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Susanti Wulandari, 2014

connected with chemistry in precipitation principle, buffer concept, and Law of Dalton. Besides, excretory system topic will connected too with physics especially in hidrostatic pressure principle.

E. Assumption of the Study

The assumptions using in this study are presented below.

1. Dimensions of learning can facilitate students to develop reasoning skill and grow positive attitude and perception toward learning.

2. Connected teaching can present comprehensive learning process through interconnected among relevant concepts and give thinking experience and also interdisciplinary work.

F. Hypotheses of the Study

The quanitative part of this study tested theses hypotheses:

H1-1 : There is a significant difference of students’ disciplinary grounding between experiment and control class

H1-2 : There is a significant difference of students’ advancement through integration between experiment and control class

H1-3 : There is a significant difference of students’ critical awareness between

experiment and control class

H1-4 : There is a significant correlation of each component of students’

interdisciplinary thinking skill in experiment and control class

G. Significance of the Study

This study will produce some findings in the forms of facts occurred in relevant with the concepts and theory of the observation. This findings hopefully can give some benefits, among of them are presented below.

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2. For students: the results of this research hopefully can increase interdisciplinary thinking skill of students so that the students can solve problem by using various perspectives of multidisciplinary, get deep comprehension and positive attitude in learning. Besides, this observation hopefully can help students in comprehending deeply the concept of excretory system.

3. For Biology Education Department: the results of the research has a positive value specially to enrich learning strategy in secondary school level and can be used to new knowledge in education subject.

H. Organization of the Writing

Chapter 1 gives introduction of the research, and it consist of seven subchapters which are background of the study (A), statements of problems (B), purpose of the study (C), problem limitation (D), assumption of the study (E), hypotheses of the study (F), significance of the study (G), and organization of the writing (H). Chapter 2 comprehensively discusses theories used in this research, which include interdisciplinary thinking skill (A), connected teaching (B), dimensions of learning (C), and characteristic of excretory system. Chapter 3 present the operational definition (A), data source (B), research design (C), instrumentation (D), data processing (E), data analysis (F), and summary of the previous subchapter (of chapter 3) in the procedure of the study.

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CHAPTER 3 RESEARCH METHOD

A. Operational Definition

To avoid confusion on understanding the content of this paper, operational definitions of variables in this study are presented as follow:

1. Interdisciplinary thinking skill is score of students in answering:

b) questions of natural science (Biology, Physics, and Chemistry) which become the disciplinary grounding of interdisciplinary thinking skill in excretory system;

c) questions containing perfected integrated knowledge (advancement through integration) in excretory system; and

d) questions which demand students' critical awareness in excretory system. 2. Connected teaching is teaching by connecting material of Biology that is

excretory system concept with materials of Chemistry and Physics which are related with the excretory system concept. Material of Chemistry concerning principals of deposition and dissolution, Dalton Laws, and concept of buffer solution. Meanwhile, material of Physics which will be connected is about the concept of hydrostatic pressure.

3. Instructional framework which has base of dimensions of learning in this research is the organize of teaching which has grounding on five dimensions of learning by Marzano, they are 1) attitude and perceptions, 2) acquiring and integrating knowledge, 3) extending and refining knowledge, dimension 4) using knowledge meaningfully, 5) Productive habits of mind.

B. Data Source

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the eleventh grade, there are XI-IPA 1 and XI-IPA 2 as regular class. Those participants were assigned purposively (Sugiyono, 2002: 61) by researcher, to assure they were better than others in academic achievement. Purposive sampling technique is the sampling that is used by researcher has the spesific objective in the research. Participants were not given any compensation for their involvement in this research.

Table 3.1Pretest-Posttest Nonrandomized and Nonequivalent Control Group Design

Experiment Pretest √ Posttest

Control Pretest - Posttest

(Source: Suryabrata, 1983) Information:

√: The application of connected teaching with instructional framework which has base of dimensions of learning (consist of: Attitude and perception, acquire and integrate knowledge, extend and refine knowledge, and using knowledge meaningfully)

-: only use connected teaching

C. Research Design

This research was conducted using Quasy Experiment. Suryabrata (1983:36) explained that quasy experiment has the aim to gain information which becomes prediction for information gained by true experiment in the condition of impossible to control and/or manipulate all relevant variables.

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Making instrument Writing proposal

Judgemen instrumen Managing permitions Syllabus curicullum KTSP

and curicullum 2013

Choosing Title

Preparation Concept of excretory system

Execution

Pretest

Dimension of Learning and

connected teaching (team teaching)

Control class Experiment Class

Connected Teaching

(teamteaching) Pretest

Interview

Data Analysis

Discussion and conclusion Questionnaire Conducting Posttest

Material presentation Connectedly Teaching by using framework of

dimensions of learning and material presentation connectedly

Observation

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Susanti Wulandari, 2014 D. Instrumentation

Below are presented the steps to develop each instrument administered in this study.

1. Judgment

The unstrument were first reviewed and judged by a group of experts. The experts are college master and doctor of either pedagogy of biology and physiological science. In total there were three experts (two of them are author’s advisor). The instruments were reviewed for its construct and content validity. After the instruments were approved by the fisrt advisor, they were then administered in the pilot testing.

2. Try Out

After judgment session the instrument were administered in a pilot testing session to test its’ criterion validity. The tryout was done to a sample of the kinds of individuals that will be required to respond in the final data collection. Since the participant of this research was high school students. A total of 47 high school students, the instrument were being tested to a sample of students who already learned the excretory system topic.

3. Factor Analysis

After pilot testing, the quantitative instruments were analyzed using a test item analysis. The essay item achievement test and questionnaire analysis was cinducted using the ANATES uraian version 4.0.7 9 and IBM SPSS V.20, the analysis itself encompassed these aspects:

a. Validity

The validity index refers to a correlation coefficient that is used to “describe

the relationship between a set of scores obtained by the same group of individuals

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b. Reliability

Reliability refers to the consistency of test scores-that is, to how consistent they are from one measurement. To measure this, researcher also used the software that was based on Kuder-Richardson formula 20 (KR20), which is based on the proprotion of correct and incorrect responses to each of the items on a test and the variance of the total scores (Arikunto, 2012).

c. Degree of Difficulty

Item difficulty or degree difficulty denotes the potential of a question to be answered correctly by the students. The simple step to calculate this index is by using this following formula. After the index of discrimination was obtained, researcher interpreted the value by referring to the criterion (Arikunto, 2012).

d. Index of Discrimination

Index of discrimination or Item discriminability referred to the potential items in question to show diffrerences between the groups of students. In this study the index of discrimination referred to potential of the interdisciplinary questions to differentiate students’ based on their understanding of the disciplinary grounding and integration skill in the excretory system topic. The calculation within the software was based on this simple equation (Arikunto, 2012).

4. Result of Factor Analysis

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Susanti Wulandari, 2014 5. Research Instruments

Table 3.2 presents instrument that are used in this study, along with their data source and the aim of its incorporation in the study.

Table 3.2 Instruments of the Study

Instruments Data Source

(Data type)

Aim

Multiplechoice Questions Students Measure students’ disciplinary grounding and integrate skill Essay Questions Students Measure students’ critical

awareness

Questionnaire Students Catch students’ opinion about learning strategy

Interview Students Obtain additional information of the intervention

Anecdotal field note Observation Cover information uncovered by other instruments

a. Multiplechoice Questions

MQ is a instrument designed to asses student’s disciplinary grounding and integrate skill. This instruments consist of 52 items (See Appendix B). Each of items was made based on learning objectives by Marzano (1992) (see table 3.3).

Table 3.3 Result of Factor Analysis for the Multiplechoice Questions

Prev ious No. New No. Index of Discri minati on (%)

Reliability Degree of Difficulty

Correla

tions Validity Information

1 - 0,00

0,78

Ver easy NAN Very low Item unused

2 - 8,33 Ver easy 0,078 Very low Item unused

3 - 8,33 Ver easy 0,252 Low Item unused

4 1 91,67 Medium 0,770 High Item used

5 2 50,00 Medium 0,503 Sufficient Item used

8 - 0,00 Ver easy NAN Very low Item unused

12 6 41,67 Easy 0,505 Sufficient Item used

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36 Prev ious No. New No. Index of Discri minati on (%)

Reliability Degree of Difficulty

Correla

14 - -16,67 Very

difficult

-0,192 Very low Item unused

15 7 25,00

0,78

Ver easy 0,581 Sufficient Item revised

16 8 50,00 Easy 0,424 Sufficient Item revised

17 - 0,00 Medium -0,003 Very low Item unused

19 - 16,67 Ver easy 0,097 Vey low Item unused

23 - -25,00 Very

difficult

-0,384 Vey low Item unused

24 - 16,67 Medium 0,029 Very low Item unused

25 9 58,33 Easy 0,694 High Item used

26 - -25,00 Medium -0,149 Very low Item unused

28 - 8,33 Difficult 0,064 Very low Item unused

30 - 0,00 Ver easy NAN Vey low Item unused

31 12 41,67 Easy 0,599 Sufficinet Item revised

32 - 8,33 Vey easy 0,192 Vey low Item unused

33 - 41,67 Easy 0,226 Low Item unused

34 13 41,67 Easy 0,554 Sufficient Item revised

35 - 0,00 Very

difficult

NAN Very low Item unused

37 15 41,67 Easy 0,566 Sufficient Item used

38 - -8,33 Very

difficult

-0,176 Very low Item unused

41 18 41,67 Ver easy 0,484 Sufficient Item revised

43 20 8,33 Ver easy 0,176 Vey low Item revised

45 - -58,33 Medium -0,446 Very low Item unused

46 21 33,33 Ver easy 0,553 Cukup Item used

47 22 25,00 Easy 0,168 Very low Item revised

48 - 0,00 Very

difficult

NAN Very low Item unused

49 - -25,00 Very

difficult

-0,402 Very Low Item unused

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Susanti Wulandari, 2014 Prev ious No. New No. Index of Discri minati on (%)

Reliability Degree of Difficulty

Correla

51 23 8,33 Very easy 0,176 Veyr low Item revised

52 - 0,00 Difficult 0,005 Vey low Item unused

b. Essay Questions

MQ is a instrument designed to asses student’s critical awareness. This instruments consist of six items (See Appendix B). Each of items was made based on learning objectives by Marzano (1992) (see table 3.4).

Table 3.4 Result of Factor Analysis for the Essay Questions

Item

Index of discriminat

ion (%)

Difficulty Reliability Correla tion

Sign.

Correlation Information

1a 55,77 Medium

0,90

0,781 Very

significant

Item used

1b 53,85 Medium 0,755 Very

significant

Item used

1c 50,00 Medium 0,714 Very

significant

Item used

2a 57,69 Medium 0,780 Very

significant

Item used

2b 65,38 Medium 0,792 Very

significant

Item used

2c 76,92 Medium 0,765 Very

significant

Item used

c. Questionnaire

Questionnaire made was questionnaire for students to know students' assumption about learning process based on steps of connected teaching with dimensions of learning. The questionnaire admission filling was done in the fourth meeting.

d. Interview

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learning. The anecdotal field note was completed by author to capture additional information uncovered by other instrument.

E. Data Processing

1. Multiplechoice Questions

MQ were scored using a scoring guide generated by author. The score of each question was one point for each correct answer and it was transfomed became value. Besides, it represent the percentage of indicators within the participant’s answer of the questions, so the maximum score for this test is 100. This process implemented separately for each question of both posttest and pretest data.

In this research, questions were given in pretest and posttest. So normalized-gain value were used to know how much improvement after intervention. Based on Hake (1999:1), normalized-gain is counted by using the formulation:

n

Explanation:T1 = Score pretest T2 = Score posttest

Is = Score maximum pretest /posttest

Categorization of normalized gain value can be seen based on the table below:

Table 3.5 Value Category Normalized-gain

N-gain Category

g≥0,7 High

0,3≤g<0,7 Medium

g<0,3 Low

2. Essay Question

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analyzes. The maximum score for this test is 100. This process implemented separately for each question of both posttest and pretest data.

3. Questionnaire

This questionnaire that consisted of ordinal sclae (5-sclae), the data were categorized based on the aspect (there were 13 aspect). Then, the data must first transformed into score in every aspect and got the average score of its aspect.

F. Data Analysis

Analysis of the data (Multiplechoice and Essay Questions) was conducted mainly using the IBM Statistical Package Software for Social Sciences (SPSS) version 20.0. The analysis was conducted using descriptive statistics. The assumptions test of two important properties of data distribution were also conducted to determine what type of inferential statistics test that should be conducted. The two basic assumption were: normality (using: Kolmogorov-Smirniov Test) and homogenity using (Levenes Statistics). After the assumptions tests, researcher used statistics test to examine the proposed hypotheses as featured in Table 3.6. Detailed result of each test were included in the Appendix C.

Independent sample test was incorporated in this study if the data distribution was normal. On the contrary, if the data distribution un-normal, then the data were transformed for got the normal data, but if un-normal consistent, so the data were analyzed using non-parametric test (U-Mann Whitney Test).

Table 3.6 Statistical Test to Examine Hypotheses

Hypotheses Statistical Test

H1-1 There is a significant difference of

students’s disciplinary grounding in

experiment and control class

Independent sample t-test or U-Mann Whitney

test

students’s advancement through

integration in experiment and control class

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Hypotheses Statistical Test Hypotheses

students’s critical awareness in

experiment and control class.

test H1-4 There is a significant correlation among

interdisciplinary thinking skill component.

Pearson Product Moment or Spearmann

Correlation

To specifically adress the fisrt until three research question, normalized gain between pretest and posttest were also calculated (See Appendix D for the detailed result). The acquired scores of the gain could the be used to show the effectiveness of the given intervention. The normalized-gain was then categorized based on standards appointed by Hake (1999:1). After completing the data analysis, crosscheck to the literature review was also conducted to explain important findings.

G. Procedure of the Research

Research procedure covers all the things done starting from the beginning step of problem determination until the final step of making conclusion. In the preparation step, design teaching strategy is made for experiment and control class. After making teaching scenario, the next step is making instruments and doing validation. In the step of conducting research, pretest is done. Then learning activities are done in experiment and control class. In experiment class and control class material of excretory system is presented in connected way. However, in experiment class instructional framework based on learning dimensions developed by Marzano et al. (1992) consist of four dimensions: dimension I attitude and perception, dimension II Acquiring and Integrating Knowledge, dimension III Extending and Refining Knowledge and dimension IV

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Table 3.7 Comparison of Teaching Process in Experiment and Control Class

Experiment Class Control Class

I Attitude and Perception

 Teachers greet students and make the conditions of class become comfortable for students

 Teachers attract students' attention by displaying video about dialysis and kidney

 Teachers tell phenomena of kidney stone and obligation of dialysis every week for the whole lifetime to motivate students by explaining the importance of keeping health

 Teachers give some productive questions related to the video they have seen

 Teachers explain the aim/goal of learning and also the benefits of learning material of excretion system

 Teachers give reference

Opening:

 Teachers attract students' attention by displaying video about dialysis and kidney stone

 Teachers motivate students to explain the importance of keeping health, especially excretion system

 Teachers ask questions to students related to the video that have been displayed

 Teachers explain the aim/goal of teaching and give reference

 Teachers connect material of excretion system with material that have been discussed that is

respiratory system

Main Activity:

 Teachers explain structure of anatomy, morphology, and physiology excretion organ in human

 Materials are presented connected with others relevant subjects, such as concept of Chemistry about buffer solution to explain

mechanisms of urine forming, stone kidney forming. Besides,

submaterial of excretion system is connected with the subject Physics about pressure principles in the concept of countercurrent multiplier.

 Teachers display video to strengthen concept of students's understanding about the physiological process in excretion system

 In the next meeting, practical activity of urine test is conducted II Acquiring and Intergrating Knowledge

 Teachers show facts visually about excretion activities

 Students construct definition of excretion system

 Students give declarative questions about excretion system so that they remind specific information about material respiratory system that related to excretion

 Students give descriptive questions about organs excretion and students are asked to identify and describe torso excretion organs

 Teachers give explanation about anatomy, morphology, and physiological organs excretion in human by connecting it with the subjects of Chemistry and Physics to facilitate students in integrating new knowledge with prior-knowledge they have got

 Students construct their own knowledge and internalize them by distracting their

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excretion process in human

 During teaching process, teachers give oral feed back and motivation

 Students present the result of practical activities and collect report of practical activities During

teaching process, teachers give oral feed back when students ask questions about material that is not understood

Closing:

 Teachers review materials that have been discussed

 Teachers give postest questions to find the result of students' learning  Some students are asked to explain process of

excretion in liver, skin, kidney, and lung in front of the class

 Teachers facilitate students to assimilate and accomodate knowledge

 Teachers show pictures of excretion organs such as flatworm, ground worm, insects, and kidney in vertebrae to explained evolutionary variations of excretion organs

 Students are asked to make difference about excretion system in animals trough pictures in slides

 Teachers explain abnormality and disease in excretion system and ask students to analyze mistakes and disturbance occurred in organs which are possibly occurred those disease from the perspective of disciplines (Chemistry and Physics)

IV Using Knowledge Meaningfully

 Students are instructed to bring urine samples for practical work urine composition test

 Orally students are asked to determine what tools used in practical work urine test

 Students grouped in five or six people do experiment group members' urine composition test

 Students interpret and analyze the result of urine test and discusse the result of practical work with their group

 Students fill and answer questions in

paperwork based on practical work that have been conducted

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Susanti Wulandari, 2014

obstacles faced by them and also about students' impression during teaching process. Summary of all procedures of this research is presented in the picture 3.2.

PROBLEM IDENTIFICATION SCIENCE LEARNING LITERATURE REVIEW

PROBLEM FORMULATION

Interdisciplinary Thinking Skill (Mansilla et al. 2007)

Could be taugh via

Connected Teaching (Fogarty, 1991)

Learning Dimensions (Marzano, 1992)

Instructional framework INSTRUMENTATION JUDGEMENT TRYOUT FACTOR ANALYSIS REVISION RESEARCH INSTRUMENTS MULTIPLECHOICE QUESTIONS ESSAY QUESTION QUESTIONNAIRE INTERVIEW

ANECDOTAL FIELD NOTE

DATA COLLECTION

(Pretest-Posttest Nonrandomized and Nonequivalent Control Group Design, Suryabrata, 1983)

Experiment Class Control Class PRETEST INTERVENTION (Connected material & Learning Dimensions) POSTTEST PRETEST Connected material only POSTTEST DATA TRANSFORMATION DATA ANALYSIS DESCRIPTIVE STATISTICS

MEAN PERCENTAGE

NORMALIZED-GAIN INFERENTIAL STATISTICS ASSUMPTION TESTS HYPOTHESES TESTS Comparative Test Correlation Test

DISCUSSION CONCLUSION RECOMENDATION Figure 3.2 Overall Research

[image:33.595.100.549.179.805.2]

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CHAPTER 5

CONCLUSION AND RECOMMENDATION

A. CONCLUSION

Refers to the general aim of the research that is to compare interdisciplinary thinking skill between the students of experiment class and students of control class with connected teaching and intsructional framework based on learning dimensions. Base on the result of the research, analysis, and discussion, it can be concluded that ‘there is a significant difference of interdisciplinary thinking skill between students in experiment class and control class. In the experiment class, normalized gain (n-gain) value of interdisciplinary thinking skill is 0,44 and in control class n-gain values is 0,38 and both includes to the middle category. Specifically, the conclusion can be explained as follow.

There is no significant difference of disciplinary grounding between students in experiment class and control class. N-gain 'middle' category in experiment class and 'low' category in control class. For the three disciplinary grounding

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Susanti Wulandari, 2014

It describes that students are stated to be not able yet to think interdisciplinary as whole. Students just achieve awareness about the importance of contribution of others disciplines to solve problem trough framing in multiperspectives but are not able to integrate many relevant disciplines. On others words, students are still in the level of multidisciplines or even in the awareness of other discipline level.

B. RECOMMENDATION

The result of research shows that students do not achieve interdisciplinary thinking skill yet, but they still in multidisciplinary level. Thus, teachers should pack material in context because contextual teaching can stimulate students to think about fact and enhance their prior-knowledge before they get new information. Besides, it must be noticed about teaching strategy that is used to decrease students's learning load because materials taught are much enough, deep and demanding integrating skill of relevant disciplines.

Instructional framework based on learning dimensions can help teachers in facilitating students to think logically step by step. Thus, data gained will be good if time of research is lengthen. Besides, it should be known data about students' learning result in chemistry and physics especially in the concepts related to excretion system and so teachers' opinion toward each student to express more grounding disciplines as a capital for integrating process. This analysis is necessary to do so that it is gained accurate descriptions about students' grounding disciplines.

For teachers and educators in field, it is expected to apply connected teaching strategy so that students are aware about the existence of contribution others disciplines in explaining a phenomenon or problem that is faced. Besides, it is necessary to emphasize about the importance of contextual teaching and active learning activities to give comprehensive learning experience. Through good facilities of learning experience, hopefully finally students can achieve the meaningfull learning.

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INTERDISCIPLINARY THINKING SKILL OF SENIOR HIGH SCHOOL STUDENTS IN EXCRETORY SYSTEM TOPIC ON CONNECTED TEACHING USING INSTRUCTIONAL FRAMEWORK BASED ON LEARNING DIMENSIONS.

LEARNING DIMENSIONS

Research Paper

BIOLOGY EDUCATION DEPARTMENT

STUDENTS IN EXCRETORY SYSTEM TOPIC ON CONNECTED TEACHING USING INSTRUCTIONAL FRAMEWORK BASED ON

Second Advisor

TABLE OF CONTENTS

CHAPTER 1 INTRODUCTION ... 1

Susanti Wulandari, 2014

CHAPTER 5 CONCLUSIONS AND RECOMMENDATION... 84

LIST OF TABLES

Susanti Wulandari, 2014

LIST OF FIGURES

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LIST OF APPENDICES

Susanti Wulandari, 2014

ABSTRACT

A. Background

Susanti Wulandari, 2014

C. Purposes of the Study

D. Problem Limitation

Susanti Wulandari, 2014

F. Hypotheses of the Study

G. Significance of the Study

H. Organization of the Writing

CHAPTER 3 RESEARCH METHOD

A. Operational Definition

B. Data Source

C. Research Design

Susanti Wulandari, 2014 D. Instrumentation

3. Factor Analysis

b. Reliability

4. Result of Factor Analysis

a. Multiplechoice Questions

Correla

Reliability Degree of Difficulty

Susanti Wulandari, 2014 Prev ious No. New No. Index of Discri minati on (%)

Index of discriminat

c. Questionnaire

E. Data Processing

N-gain Category

F. Data Analysis

Hypotheses Statistical Test Hypotheses

G. Procedure of the Research

I Attitude and Perception

IV Using Knowledge Meaningfully

Susanti Wulandari, 2014

ANECDOTAL FIELD NOTE

CHAPTER 5

Susanti Wulandari, 2014

B. RECOMMENDATION

Susanti Wulandari, 2014