HENDY ARDIANTO
A. Learning Activities
According to Skinner (Dimyati 2009 : 9) that learning is a behavior. At the time of learning, then the response was for the better. Conversely, if he does not learn then the response was decreasing. In the study found the presence of the following, namely: (1) the occurrence of a chance event which ellicted the response learner; (2) the response learner; and (3) the consequences are strengthened response. As an illustration, the response behavior of a good learner was given a
given a reprimand. Teachers can craft a learning program based on the view Skinner, known as Skinner‘s theory. According to the theory of Skinner, (Dimyati 2009 : 9) teachers need pay attention to two important things : (1) the selection of a discriminating stimulus; and (2) the use of reinforcement.
In line with the opinion of the Skinner, Piaget (Dimyati 2009 : 13) States that knowledge is shaped by the individual. Because the individual doing the continous interaction with the environment. The interaction with the environment, then the growing intellectual function. Knowledge is constructed in the mind.
Each individual build their own knowledge.
Knowledge constructed consists of three forms, namely physical knowledge, knowledge of logic- mathematical, and social sciences. Learning knowledge includes three phases, the phase is a exploration phase, that is the introduction of the concept, and concept application. In the phase of exploration, students learn the symptoms with guidance. In the introduction of the concept phase, the student knows the concept that has to do with the symptoms. In this phase the application concepts, students use concepts for examining other symptoms further.
In the meantime, Gagne (Dimyati 2009:10) argues that learning is a complex activity. The results of the study in the form capabilities. After having studied, people have the skills, knowledge, attitudes, and values. The incidence of such capabilities is form: (1) the stimulation that comes from the environment; and (2) cognitive process conducted by learner. As such learning is a set of cognitive process that change the nature of environmental stimulation, passing information management, became the new capabilities.
In line with the opinion of Gagne, Hammalik (1995:28) States that the study are : (1) learning situations that aims and objectives were received well by the public, and that goal is one aspect of the learning situations; (2) the aim and purpose of the study stems from her own children‘s lives; (3) within reach the goal, the students always will meet difficulties, obstacles, and situations that aren‘t fun; (4) the results of a major study is the conduct of the round; (5) the learning process mainly teach things that are actually learn what do and do what is learned; (6) the activities and the the results of his study brought together and linked with the objectives of the learning situation; (7) the students gave an overall reaction; (8) the students reaction something meaningful from environmental aspects for him; (9) the students is directed and supported by the people who are in that environment; and (10) the students brought and directed to other goals, whether related or not related to the primary purpose in learning situations.
71 In line with the opinion of the Hamalik, Sardiman (2011:20) states that learning is a change in behavior or appearance, with a series of activities such as reading, watching, listening, imitating and also learned it would be better, if the subject of the study it‘s experience or did it, so there are verbal. In line with the opinion of the Sardiman, Djamarah (2010:10) States that learning is a change in behavior, both regarding knowledge, skills or attitudes, even covering all aspects of organisms or private. Teaching and learning activities such as organizing learning experiences, cultivate the teaching and learning activities, assess progress, and the results of the study are included in the scope of the teacher.
Based on some of the opinions of experts such as described above it can be concluded, that learning is a change in behavior, both regarding knowledge, skills or attitudes through a series of activities such as reading, watching, listening, imitating to solve the problems now and later confronts students with the results of the study are included in the scope of the teacher.
In conducting the study of learning activities in the classrom. Learning activities in the classroom are used to measure the success rate difference in the use of the media or the difference of the use of the learning model used. In this study the learning activity used to measure the difference in the use of print media images with augmented reality in the subject of the digital image processing with the basic competence to process bitmap image.
According to Sardiman (2011: 103) in the learning activities there are some principles that oriented on the view of science of the soul, i.e.
According to the view of science of old soul and the view of modern psychology. According to the view of the old science soul science activity is dominated by the teacher according to the view of science of modern soul‘s activity was dominated by students. In line with the opinion of the Sardiman, Dierich (Sardiman, 2011 : 101) mentions that the indicator which reveals the activities of students in teaching and learning, namely : (1) visual activities, such as reading, viewing pictures, pay attention to the experiment and the work of others; (2) oral activities, such as States, formulates, asks, member suggestions, issuing opinions, conducting interviews, discussions, interruptions; (3) the listening activities, for example listen to description, conversation, discussion, music, speech; (4) writing activities, such as writing a story, essay, now report, copying; (5) drawing activities, such as drawing, create graph, maps, and diagrams; (6) the motor activities, which include , among others, experimenting, making construction, model refit, playing, gardening, and livestocks; (7) the mental activities, for example : perceive, remember, solve the problem, analyze, view relationship, decision maker; and (8) emotional activities, such as
interest, feeling tired, excited, passionate, brave, quiet, and nervous.
B. Learning, Model and Learning Devices According to Sardiman (2011: 26) that learning objectives divided into 3 types namely : (1) to gain knowledge with marked ability to think; (2) the cultivation of the concepts and skills by looking at physical and spiritual skills; and (3) the formation of the attitude by growing attitude, mentally, behavioral and personal. In line with the opinion of the Sardiman, Meger (Hamzah 2008 : 35) States that the goal of learning as behavior that is about to be achieved or that can be done by Students on the conditions and the level of specific competence.
In contrast to the opinion of the Meger, Dejnozka (Hamzah 2008 : 35) States that the goal of learning is a question that specifically expressed in behavior or appearance that is manifested in the form of writings to describe the expected learning outcomes. In line with the opinion Dejnozka, Ellington (Hamzah 2008 : 35) States that the goal of learning is a clear statement and shows the appreance or certain students skills that are expected to be achieved as a result of learning.
Based on some of the opinions of experts such as described above it can be concluded, that the goal of learning is a question that specifically expressed in behavior or appreance that is manifested in the form of writing to get knowledge, describe the expected learning outcomes, and the formation of attitude by growing attitude, mentally, behavior, and personal.
In doing the learning in the classroom is not detached from the learning model used. The model of learning is a form of learning that is imaged from beginning to end is typically presented by teachers in the classroom. In this study the model used is a direct learning model.
According to Arends (2012 : 297) that direct learning model is designed to deliver the mastery of skills (procedural knowledge) and factual knowledge which can be taught step by step. In contrast to the opinion of the Arends, Rosenshine (Nur 2011 : 65) States that direct learning model includes sevent events (specific activity of teacher and students), namely : (1) deliver preview- General; (2) review-reset, check out their previous work; (3) presents a new content & skills; (4) exercise early students, checking for understanding, feedback and corrections; (5) exercise independent; (6) the test is often done;
and (7) homework, Deuteronomy weekly and monthly.
In line with the opinion of the Rosenshine, Slavin (Nur 2011: 66) States that direct learning model includes seven events (specific activity of teacher and student), namely : (1) stated learning objectives and motivate students; (2) review – reset prerequisite knowledge; (3) presents new knowledge; (4) give exercise social interactions;
72 performance and member feedback; and (7) gives the advanced workout. In line with Slavin, Nur (2011 : 17) States that direct learning model is a model that is centered on the teacher who has five steps: prepare and motivate students, explain and / or demonstrate the excercise, social interactions, feedback, and advanced practice.
In line with the opinion of the Arends, Nur (2011:26) States that direct learning model has been designed specifically for teaching students on procedural knowledge required to carry out simple and complex skills and declarative knowledge is well structured and can be taught in step by step.
Based on some of the opinions of experts such as described above it can be concluded, that the direct learning model is a model that is centered on the teacher that is designed to deliver the mastery of skills (procedural knowledge) and factual knowledge which can be taught step by step include seven events, namely : (1) deliver preview –general; (2) review – reset prerequisite knowledge; (3) presents a new content & skills; (4) give exercise social interactions; (5) give the exercise independently; (6) the test is often done;
and (7) homework, Deuteronomy weekly and monthly.
Direct learning model has five important steps or phases. The lesson begins with the teacher giving the lesson for rational, motivate students, and prepare students to learn. Phases of preparation and motivation is then followed by the presentation of the material that is being taught or a demonstration of a particular skill. The lesson then provides the opportunity exercise social interactions on student and teacher feedback over the progress of the students. In the phase of feedback, the teacher should always give the opportunity students to transfer the knowledge being taught to real-life situations. Learning lessons directly always concludes with an advanced exercise and transfer skills.
In doing the learning in the clasroom is inseparable from learning devices are used. Before carrying out the task of teaching in the classromm, teachers have to make a written preparation. All the written preparations for the purpose of teaching known as the learning device. Learning device aims to equate the vision and mission of teachers in terms of the implementation of the education curriculum in schools. In this research study is made of the device : (1) the syllabus; (2) Learning implementation plan (RPP); (3) Student Worksheet (LKS); and (4) Pretest and Posttest.
C. Learning Media
According to Schramm (Ibrahim : 76) that the media learning technology is a carrier of messages that can be used for purposes of learning. In line with the opinion of the Schramm, Munadi (2013:8) argues that the media is learning everything it can convey or transmit the impression of planned resources so that a conducivelearning environment
process effectively and efficiently. In contrast to the opinion of Schramm, Gerlach (Arsyad 2011:3) stated that when the media understood generally are human, material and events that build conditions that make students to acquire the knowledge, skills or attitudes.
In contrast to the opinion of Gerlach, Heininch (Arsyad 2011:4) stated that the learninh media is an intermediary who carries messages or information aimed at containing or instructional purposes among learning sources and receiver.
Meanwhile according to Gagne and Briggs (Arsyad 2011:5) that the learning media includes tools that physically used to deliver the content of learning material, which consists of, among other books, tape recoders, cassettes, video camera, video recorder, film, slide (picture frames), photographs, pictures, graphics, tv, and computer.
Based on some of the opinions above it can be concluded that the media is anything objects or components that can be used to transmit the message and impression of the sender to the recipient so that a conducive learning environment is created where the recipient can perform learning process effectively and efficiently.
According to Arstad (2011:19) that it is in the process of teaching and learning, two important elements are the methods of teaching and learning media. These two aspects are inter-related. The selection of one particular teaching method will affect the learning of appropriate media types, although there are still various orther aspects that must be sonsidered in chosing media, among other learning objectives, types of assignments, and the response was expected to be controlled by the students after learning takes place. Nevertheless, it can be said that one of the main functions of the media learning is a teching tool that also affect the climate, the conditions and the environment that are styled and created by teachers.
D. Learning Outcomes
According to kingsley (Sudjana, 1991:22) there are three sorts of learning outcomes, namely:
(1) the skills and habits; (2) knowledge and understanding; and (3) attitudes and ideals. In line with the opinion of Kingsley, Sudjana (1991:22) argues that learning outcomes to be achieved can be categorized into 3 fields i.e. fields of cognitive (Intellectual mastery), Affective (attitudes and value-related), as well as psychomotor fields (ability/skill). Different opinions with Kingsley, Gagne (Sudjana, 1991:22) argues that there are five categories of learning outcomes, namely : (1) the verbal information; (2) intellectual Skills; (3) Cognitive strategies; (4) the attitude; and (5) Motoris Skills.
The learning outcomes Achieved by learners in the learning process Generally includes the results of a study of cognitive, affective learning outcomes, and psychomotor learning outcomes acquired through learning. The three of them can
73 not stand on its own but is an Inseparable unity, even forming the relationship hierarchy. The results of learning a learner can note when held the measurement of knowledge, attitudes, and skills of learners. To measure learning success rate to the which learners must have A Certain measuring instrument that can measure the results of a study of the learners. Measuring instrument used is called a test. It may take the form of test tasks that must be Carried out, and may Also be in the form of a question or questions that should be answered.
The results of the study are usually Expressed in the form of scores Obtained following a test students after study results held after completion of the learning process. Thus Spake the results of the study can be interpreted that a description of the business results Achieved learners in a learning process, in the form of letters and numbers.
Referring to Several definitions of the above it can be concluded that the results of learning is the Attainment of the ability of the learning process (as Formulated in the objectives of the study) of students demonstrated by the results of the posttest after following the learning process, in the the form of changes in behavior Gathered in three domains: cognitive ability abilities (cognitive domain), affective abilities (affective domain), and psychomotor abilities (psychomotor domain).
According to Supari (2013: 13), in the process learning focuses on learning objectives above three domains: (1) the cognitive domain; (2) the realm of affective; and (3) the psychomotor domain.
III. RESEARCH METHOD
This research was Quasi-experimental research the type of Experimental Design with design research "Non-equivalent Control Group Design" which consists of three classes i.e. XI MM 1 as experimental classes, XI MM 2 as the control and Class XI MM 3 as a free trial class. According to Sugiyono (2011: 72) that: (1) experimental research is the research methods used to locate a particular treatment influence against the other in conditions completely, (2) types of Quasi- Experimental Design is the design development of a True Experimental Design , and (3) design research Nonequivalent Control Group Design is almost the same design with pretest-posttest control group design this design, just on the good experimental group or the control group not randomly selected.
IV.RESULTS AND DISCUSSION
Prior to the implementation of the research instrument, a device that has been validated by the three competent in their field validators, first tried out instruments outside of the classroom, the which samples of research.
A. The Validity of Learning Devices
Validation of learning device that consists of a syllabus, lesson plans, LKS, and grain question to test the feasibility of the content / materials, construction, and linguistic devices based on opinion or response of the experts.
The results of the validation of the learning device that consists of a syllabus, lesson plans, and LKS retrieved results as shown in Table 4.1.
Table 4.1 The Results Validation of Learning Outcomes
No Learning
Devices Percentage Category 1 Syllabus 90,82 % Very Decent
2 RPP 87,05 % Very Decent
3 LKS 86,60 % Very Decent
B. The Validity of Student Learning Activities The results of the validation of the student's learning activities using the media of augmented reality and print images from the aspect of material, construction, and aspects of language / writing aspect of the grain problem retrieving the results as shown in Table 4.2.
Table 4.2 Student Learning Activities
No
Student Learning Activities Using The
Media
Percentage Category
Augmented Reality 1 92,0% Sangat Layak 2 Print Images 92,0% Sangat Layak C. Research Result
1. Student Learning Activities
Research results the average student learning activities that use augmented reality media is 67.3 with standard deviation 1,473, and the learning activities of students using the print image is of 64.1 with standard deviation 1.700. This means, the learning activities of students who use the medium of augmented reality is higher than the learning activities of students using the print image.
The F values 0.923 Obtained with the number sig. or p-value = 0.310> 0.05, which means the variance population of both groups the same or homogeneous. As for the value of t, Obtained price t = 8.782, df = 76 and sig (2-tailed) or p-value
=0.000 / 2 = 0.000 < 0.05.
Table 4.3 Independent Sample t-Test Student Learning Activity
74 2. Learning Outcomes Cognitive Domain
Research results the average cognitive domain of learning outcomes for students who use the medium of augmented reality is 86.025 with standard deviation 6.007 and cognitive domains of learning outcomes for students who use print media image is of 82.371 with standard deviation 5.469.
The F value 0.295 Obtained by number sig.
or p-value = 0.589> 0.05, which means the variance population of both groups the same or homogeneous. As for the t value Obtained, price t
= 2.809, df = 76 and sig (2-tailed) or p-value
=0.006/ 2 = 0.003 <0.05.
Table 4.4 t-Test Learning Outcomes Cognitive Domain
3. Learning Outcomes Affective Domain The study results average study results Affective domain for students who use the medium of augmented reality is of 73.6 with standard deviation and 1.769 realm of affective learning results for students using the print image is 72.04 with a standard deviation of 2.287.
The F values 2,492 Obtained with number sig. or p-value = 0.119 > 0.05, which means the variance population of both groups the same or homogeneous. As for the t value Obtained, price t
= 3,132, df = 76 and sig (2-tailed) or p-value = 0.001 / 2 = 0.0005 < 0.05.
Affective Domain
4. Learning Outcomes Psychomotor Domain The study results average study results psychomotor domain for students who use the medium of augmented reality is 81.15 with standard deviation of 1.634 and psychomotor domains of learning outcomes for students who use the print image is 78.32 with a standard deviation of 1.581 ,
F value of 0.375 Obtained by number sig. or p-value = 0.542> 0.05, which means the variance population of both groups the same or homogeneous. As for the value of t is Obtained, price t = 7.781, df = 76 and sig (2-tailed) or p- value =0.000 / 2 = 0.000 <0.05.
Table 4.6 t-Test Learning Outcomes Psychomotor Domain
V.CONCLUSION AND SUGGESTION