SWUP
The use of poster on thermodynamics for concept mastery and
attitude students in Vocational High School
Susilawatia, Choirul Hudaa, Suharto Linuwihb, I Made Sudanac
aFPMIPATI, Universitas PGRI Semarang bFMIPA, Universitas Negeri Semarang
cFPTK, Universitas Negeri Semarang
Email: asusilawati.physics@gmail.com
Abstract
The purpose of this study was to measure the effect of the use media such as vocational posters for concepts mastery and attitudes towards vocational students on the subject of thermodynamics. This study uses a quasi experimental design of pretest and posttest control group design. The study population was grade X on light vehicle engineering and samples are 2 group as an experimental group and control group. Techniques of data collection using tests and questionnaires. The test used as main instrument to measure concepts mastery related thermodynamics premises vocational understanding. Questionnaire used to measure positive attitude towards the use of vocational poster. Analysis of data using the N-gain test and t-test. Analysis of questionnaire using the percentage of the quantitative description. Based on the results of data analysis showed that concepts mastery in the experimental group is higher than concept mastery in the control group. Students on experiment group gives a positive attitude towards the use of posters for vocational subjects thermodynamics.
Keywords vocational poster, thermodinamics, concepts mastery, students attitudes
1. Introduction
Common problems in the learning process is the student tend to be passive and failed to give a positive response to understand the material. Students do not really to learn because learning methods and media that are less help students to understand the material and less provide significant benefits for students. The teaching of physics material containing a mathematical formula that must be memorized make physics isn’t interesting. Problem solving skills are characteristic for study physics not experienced by students so that when faced with a different problem, the students difficult to resolve. The habit of memorizing without understanding the concept is less required by vocational high school students. Student of vocational high school require an understanding of a concept applied physics as it relates to the problem that will be faced in the world of work. Therefore, physics is very important to develop the mindset of students in solving problems when faced with a case.
exchange of information. Students may discuss material more in depth, share insights and experiences, and answer questions. As while, visual media can enable effective discussions, hands-on learning, small group learning, projects, colaborative and case studies (Damavandi & Kashani, 2010). Further, the attitude of the students is affected by the experience of teachers in developing instructional media so that the media used in the learning process of students is designed according to the daily life (Ozdamli, 2011).
Physics is the basis of light vehicles placed as subjects vocational high school on adaptive program. Physics lesson is expected to provide a foundation competencies into vocational competence to applied physics in the field of technology as a lesson in productive program. However, the reality in the learning physics for vocational during this take place without effort linking these subjects with productive fields. As a students experiences not able to apply the learning outcome to solve problems of daily life, including problems in the field of technology or productive so that learning outcomes less than the maximum.
Appropriate of learning methods and learning media needed to facilitate understanding of the concept and application. Varied instructional method and media needed to facilitate learning styles of students. Through methods and media used will be able to attract attention, interests, thoughts, and feelings of students in the learning process. To help students who lack motivation and interest to learn physics can use instructional media. One of the presentation forms of vocational physics materials is poster as visual media. These posters are used to help students understanding the vocational physics materials. Poster as a media of learning has a role to motivation, warnings and presentation of creative experience.
2. Methods
Experimental design used in this work was Quasi Experimental research design using pretest posttest Control Group Design. Test and questionnaire were used as an instrument of research. Tests were given before and after the learning process, while questionnaire was given after learning process and made the Likert model for measure attitude. Scores average of test before and after learning process was analyzed using t-test. Increasing of concepts mastery is measured using the formula of gain normalized average, while the students' attitudes toward learning process are measured using analyzing the answers of the questionnaires. Measurement of students' attitudes toward learning process is calculated with total answer every question that has been filled respondents were then given a score corresponding weights have been calculated using a Likert scale.
Table 1. Pretest posttest control group design.
Group Sample Pretest Treatment Posttest
Experiment R O1 X1 O2
Control R O1 X2 O2
Note: X1: learning to use vocational poster, X2: conventional learning,
O1: pretest, O2: posttest
3. Results and discussion
SWUP Table 2. Concept mastery of students for experiment group and control group.
Aspect Experiment group Control group
pretest posttest N-gain pretest posttest N-gain
Mean 28.00 72.50 0.6 29.00 52.50 0.3 Standard Deviation 3.21 4.65 1.2 3.45 4.51 1.2 Normality 0.262 (normal) 0.521 (normal)
Homogenity 0.651 (homogen)
t-test tcount = 2.889 significant level (p) = 0.000 (significant)
The average of N-gain of the experiment group and control group includes in the medium and low-grade categories respectively. There increased concept mastery of the experiment group is higher than that of the control group. The measurement results of students' attitude are shown in Table 3.
Table 3. Students attitude after treatment.
No. Category After treatment
Frequency Persentage 1. Strongly disagree 0 0
2. Disagree 2 5.4
3. Agree 29 78
4. Strongly agree 6 16
Total 37 100
Mean 3.05
Increased concept mastery of the experimental group affected by the use of posters in the learning process. The poster containing the concepts and applications in the field of engineering of light vehicles that could add to the thermodynamic concept mastery for vocational students. The use of posters provides the opportunity for students to perform navigation, interaction, creativity and communication. According Matlin (1994) concept formation will be easily remembered and understood when studied in the form of images.
Students' attitudes toward the use of poster media in teaching of vocational physics on vehicle engineering department obtained are positive that shown by the average of 3.05 on agreed categories. Through the posters, a guided discussion is carried to provide an opportunity for students in expressing ideas, improving the skills of leading the group, process skills, ability to communicate effectively, and learning to criticize an information (Hande et al., 2015). It also assist students in making observations, translate, propose hypotheses, identify variables, and concluded (Phang & Tahir, 2012). Visual media based learning effectively improves the ability in interpretating by the observation, active and reflective learning activities and enables to be durable information for students (Alias et al., 2013; Alias & Siraj, 2012).
This vocational posters used to stimulate student motivation, facilitate teachers to present material and facilitate students in learning, attract more students, practical and easy to use. The use of posters can attract more students making it easier for students to understand the material detail because some students often run into difficulty when described with lecture method. With the help of vocational poster, students can more easily understand the material presented through images, students better understand the material and the average increase on student learning outcomes. The use of instructional media as posters facilitate vocational teachers to guide students in follow to learned. The level of students' knowledge is built in such a way to develop the mindset of the students. This is consistent with the notion that activity and the results of student learning using learning media as posters better than using conventional or traditional learning with not use posters media. Learning process in control group does not use the poster vocational media but using conventional learning so that the control group looks inactive and less enthusiasm in participating in learning. It leads to different categories of students' learning outcomes.
Student experience gained from the learning process will form a certain attitude. Experience is the basis of the attitudes formation. This leads to an experience should give a strong impression. This attitude formation is also influenced by the interaction between students and student interaction with the media. In this study, students are exposed to recurrent events. Students are trained to be optimistic, objective, tenacious, cooperation and critical. One of the dominant attitude in this study are optimistic part of emotional competence level affect on the person in making decisions (Onen & Ulusoy, 2015). Attitudes, mental, emotional, and behavioral aspects of the behavior of individuals is seen as an important and one of the affective features that are subject to educational research (Capri et al., 2012). Palic & Pirasa (2012) significant relations were not found between physics laboratory attitude and tendency for imprudent behavior. The effect of teaching the direct current concept with analogy technique has been determined that increases have been observed in students attitudes towards physics lessons (Cibik & Yalcin, 2011).
Other factors that favor the formation of students' attitudes are teachers. In the process of learning, the teacher gives an opportunity to express their opinions and discuss in groups. Thus, students are trained to be objective, resilient, optimistic, respect the opinions of others, responding to other people's opinions and critical of the topics of discussion. Attitudes are slowly will affect on the students attitude of innate earlier.
4.
Conclusion
It was done the phyiscs learning process using vocational physics poster media and it was obtained the mastery of concepts students is higher than that of group without poster media. Furthermore, as quantitative descriptive analysis of data students' attitudes toward the use of poster media it was obtained a positive attitude towards the use of posters for the vocational subject of thermodynamics. Recommendations can be given based on the results of this study include posters media can be used for students who have a low learning motivation in the classical, school facilities are inadequate, especially real media in the laboratory.
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