Danaryanti 2 Elli Kusumawati 2
D. Conclusions
critiquing activities oriented on continuous discussion, so as not to provide appropriate criticism target. The task of analyzing activities is limited to the media used alone, not suggesting to use other, more concrete media. The activity of questioning and associating answers to questions is good, as well as the student's duty to inform the results of his work has shown a good improvement seen from the ability of each student to communicate in the class during the presentation and respond and answer questions. Students are already involved in learning activities to the fullest. Similarly the use of language for students is good enough and the use of effective vocabulary. In closing activities for all aspects such as reflection, assessment, and follow-up activities are good enough.
The findings in this study are in line with research conducted by Made and Suniasih (2013) on the ability to design and implement learning according to the 2013 curriculum through the study of learning. Where the results show the ability of students to plan and implement learning can be improved through the study of learning.
In the first cycle of students' ability in the fourth semester, the Citizenship Education program analyzes the learning curriculum of 2013 by 75% with unfinished category. Then 25% of students have been able to analyze the learning tools of curriculum 2013 maximally. Furthermore, after the lesson study, the students' ability in analyzing the learning tools of curriculum 2013 by using continuous discussion method on the pancasila and Citizenship Education program is 90% with complete category. Then the 10% there are some students who are less able to analyze learning tools curriculum 2013 well and maximally.
References
Joharmawan, Ridwan. 2005. Reformasi Sekolah melalui Lesson Study. Makalah disampaikan dalam seminar dan workshop Lesson Study di FMIPA UM 21 Juni 2005.
Made, Purta dan Suniasih, Ni Wayan. 2013. Kemampuan Merancang dan Melaksanakan Pembelajaran Sesuai Kurikulum 2013 Melalui Kaji Tindak Pembelajaran. Jurnal Pendidikan dan Pengajaran, Jilid 48, Nomor 1-3, April 2015, hlm. 80-86
Paidi. 2005. Implementasi Lesson Study untuk Peningkatan Kompetensi Guru dan Kualitas Pembelajaran yang Diampunya. A Paper presented in the discussion of MAN 1 Teacher on Desember 10, 2005. Yogyakarta.
Putra, Made dan Suniasih, Ni Wayan. 2015. Kemampuan Merancang dan Melaksanakan Pembelajaran Sesuai Kurikulum 2013 Melalui Tindak Pembelajaran. Jurnal Pendidikan dan Pengajaran, Jilid 48, Nomor 1-3, April 2015, hlm. 80-86
Saito, E. 2006. Development of school based in-service training under the Indonesian Mathematics and Science Teacher Education Project. Improving Schools. Vol. 9 (1): 47-59.
Uno, B. Hamzah. 2010. Profesi Kependidikan (Problema, Solusi, dan Reformasi Pendidikan di Indonesia). Jakarta: Bumi Aksara.
Wahyuni, Sri. 2013. Optimalisasi Pembelajaran Melalui Pelaksanaan Lesson Study. Jurnal Pendidikan Almuslim. Vol 1 (1).
Domino Games To Improve Learning Outcomes Dedy Juliandri Panjaitan
Universitas Muslim Nusantara Al Washliyah Medan [email protected]
Abstract
This article is a result of development research to produce learning media in math lesson.
The purpose of this study is to improve student learning outcomes mathematics is expected to solve the problem of low mathematics learning outcomes of students, especially on the subject matter of special angle trigonometry value. In this article, To achieve that goal, teachers must change the way they teach from conventional methods to other methods that make students more interactive in understanding the subject matter. Teachers need to be equipped with the ability to master educational technology to improve the process of learning oriented approach to process skills and using a comfortable and enjoyable learning strategy (Quantum Learning and Quantum Teaching). By mastering educational technology, teachers can better plan, design, implement, and evaluate and do feedback as a domain to achieve learning objectives. For that done the research using domino trigonometry as a medium of learning mathematics on the material mastery of trigonometric specialty angle values. The results of hypothesis testing showed that students who were taught using domino trigonometric learning media had higher learning outcomes than students taught by conventional methods. The use of domino trigonometry is well used as a learning media to improve the motivation of learning mathematics, the effectiveness of learning mathematics, the result of learning mathematics of students, especially on students' mastery of material on the specific angle of trigonometry.
Keywords:learning media, domino games, learning outcomes
A. Introduction
In mathematics the relevance of each concept is closely interwoven and neat, so understanding in a concept will greatly support the understanding of other concepts. But the reality is that students are afraid of or hate math. They assume that mathematics is a complicated and frightening lesson, not realizing how important maths are to them.
For that teachers must change the way of teaching from conventional methods to other methods that make students more interactive in understanding the subject matter. To achieve these goals teachers need to be equipped with the ability to master educational technology to improve the process of learning oriented approach to process skills and using a comfortable and enjoyable learning strategy (Quantum Learning and Quantum Teaching). By mastering educational technology, teachers
can better plan, design, implement, and evaluate and do feedback as a domain to achieve learning objectives.
Many kinds of learning media are used in presenting a subject matter. One way of presenting the subject matter that is expected to improve learning achievement is to use domino card learning media.
The size of the card used as a learning medium is the same as the usual domino card size, but there is a significant difference on the card surface. On a domino card the card surface usually has a circle (as a symbol of a number) ranging from blank (zero) to a circle numbering 6 (six). In domino trigonometric learning media on its surface there are two things, namely trigonometric special angle, and trigonometric special angle value.
The use of domino trigonometric learning media can be done not only during the learning process takes place, but students can also use it when free or relaxed.
This is because the learning media is more dynamic in its use. Learning media is designed more likely to the game tool, so its use can be more relaxed, and not impressed is doing the learning process.
The purpose of this study are as follows: (1) To develop the learning media on the material Specific Angle Value Trigonometry in the form of domino trigonometry; (2) To know the effectiveness of using domino trigonometric learning media in improving student's learning motivation; (3) To know the effectiveness of using domino trigonometric learning media in increasing the effectiveness of learning; (4) To know the effectiveness of domino trigonometric learning media in improving student learning outcomes.
B. Method
This article is the result of research development and experimental research.
Research development to produce learning media. Further research continued with experimental research to see the effectiveness of learning media and prove the research hypothesis. The study was conducted on two sample groups, experimental group and control group.
Research Development Methods
Research development is carried out with the following stages:
a. Stages of preparation of learning tools, which include learning media in this case is domino Tigonometry, RPP (Learning Implementation Plan), and test learning outcomes. The result of this stage is called draft 1.
b. Learning device development stage, which includes:
1) Expert Validation
After the draft 1 has been completed, further assessment by several competent experts to assess and provide input or suggestions for the improvement of the
draft 1. Those who will be selected are lecturer of mathematics education and math teacher. This validation generally includes substance truth, conformity with student's level of thinking, and conformity with concepts and learning steps using trigonometric domino learning media, contained in the validation sheet. Based on the assessment, correction, input and suggestion of the validator is then done revision of draft 1 so that the resulting draft 2.
2) Simulation of instructional media
Learning media simulation (domino trigonometry) is conducted with the aim to give an idea to the partner teacher about the implementation of the learning that will be done as well as to get input about the appropriateness of time allocation and whether the learning media can be clearly understood by the students in its use so that it can be applied to the class which become the research subject. The results of this simulation will be used to revise draft 2 and produce draft 3. If deemed necessary draft 3 consulted again with the validator or directly tested to produce draft 4.
3) Field Trial
After the 3rd draft is complete, further field trials are conducted.
a. Subject of trial
The test was performed in one of the randomly chosen X classes.
b. The design of experimental learning devices
The design of the learning device test is a one-group pretest-postest design.
c. Test data collection instrument
The data collection instrument of learning device testing is: (1) Questionnaire response student to get data about student response; (2) Test learning outcomes to get data about student learning outcomes.
d. Test data analysis techniques
(1) Data on student responses were analyzed using percentages. (2) The data obtained from the test results of further learning processed to determine the validity and reliability.
The results of this trial are used to revise draft 3 and produce draft 4. Draft 4 can be consulted again with the validators to produce the final draft.
Experimental Research Methods a. Population and Sample
The population of this study are students of class X (ten). The study was conducted on two representative classes selected randomly from the
population. One for the experimental class with 36 students and one for the control class of 37 students.
b. Research design
The experimental research design is illustrated below:
Information:
T : Postest;
X : Treatment, that is learning with domino learning mediatrigonometry;
Y: Treatment, that is learning with a conventional approachc.
c. Research variable
The variables in this study are as follows
1) Independent variable / treatment, is teaching using trigonometric domino learning media.
2) The dependent variable is the result of student learning after being treated (postest score).
3) Control variables, are:
1. Subject matter, experimental group and control group received the same material that is trigonometric material; 2. Teachers who teach, Experimental groups and control groups are taught by the same teacher; 3.
Time, The number of face-to-face hours in the learning in the experimental class and the control class are the same; 4. Uncontrolled variables, uncontrolled variables in this study are the economic background and health conditions of students, parents' education and distance of student residence with school.
d. Research Instruments
The experimental research instrument is an instrument that has been piloted in the above development research. The test instrument is a learning outcome and a questionnaire of student responses each of which is used to collect data as the basis for answering research problems numbered 2 and 3.
Class Treatme
nt
Postes t Experime
nt
X T
control Y T
e. Data collection technique
The data in this study were collected in the following manner.
1) Learning Result Data
Student learning result data is collected through test, ie posttest given after learning process in experiment class and control class. Instrument test result of study form multiplus choice as much 20 question. The test instrument of learning outcomes is tailored to the curriculum on the specific angular value material of trigonometry.
In order to obtain a good test, the first result test is tested to 30 respondent students who will not be a research sample. This student of the respondent is taken from class XI students who have studied trigonometric material.
A test of value test is performed to determine the validity of the test by using the Biserial Point Correlation Coefficient. From the test validity test results stated that the whole item tested validity. To determine the reliability of the test used the technique of splitting two then followed by Spearman-Brown formula. The test of learning outcomes was also analyzed the problem level of problem difficulty, and different problem power analysis.
2) Student Response Data
This data was collected by using questionnaires given to experimental class students in order to know the students' responses to mathematics learning by using domino trigonometric learning media. Implementation of this activity after learning is complete.
f. Data analysis technique
To answer the second research problem and to test the hypothesis proposed in this study, then after the data collected analysis is done by using descriptive statistical analysis and inferential statistics. Descriptive statistical analysis is used to obtain answers about the effectiveness of mathematics learning by using trigonometric domino learning media on trigonometric specific angle values. While inferential statistical analysis is used to obtain answers about student learning outcomes using domino trigonometric learning media and student learning outcomes using conventional methods.
1) Descriptive Analysis
a) Data Analysis Learning Outcomes
Data analysis of student learning outcomes descriptively aimed to describe mastery of student learning outcomes. The data analyzed here is the postest result data. A student is said to be complete learning when having
absorptive power exceeds the value of Minimum Decision Criterion.
Learning completeness is achieved when classically at least 85% of students in the class have been thoroughly studied (Mendiknas, 2007).
From the results of analysis, learning mathematics with domino trigonometric learning media is said to be effective if the two aspects below are met, namely: 1) mastery learning; 2) Student response
With the completeness aspect met.
b) Analysis of Student Response Data
Student response data obtained through questionnaire was analyzed by using descriptive statistic with percentage. Students 'responses are said to be effective if students' answers to positive statements for each aspect responded to each learning component are 80 percent.
2) Inferential Statistics Analysis
Inferential statistical analysis is done to test the research hypothesis, that is:
learning result of student that follow learning by using domino trigonometric learning media better than result of student learning following learning by conventional method for material of angle value specially trigonometry at class X. Testing done by using statistic test t test.
C. Findings And Discussion