THE EFFECTIVITY OF INNOVATIVE EXPERIMENT GUIDEBOOK ON STUDENT’S ACHIEVEMENT AND PSYCHOMOTORIC
2. Methods
2.1 Design of Research
The design of the research is "Randomized Control group pretest-posttest design". The design is presented in Table 1.
Table 1. "Randomized Control group pretest- posttest design"
Group Pretest Treatments Postest Eksperiment
Control
Y1 Y1
Xa Xb
Y2 Y2 This study used an experimental method with research subjects (samples) of two groups of students, which is defined as an experimental group (Form 401) and the control group (Form 403) in Maktab Rendah Scince Mara (MRSM) Felda located on Trolak regency, Perak, Malaysia.
Samples number are 65 students, consisting of 33 students on experimental class and 32 students on control class. Groups of students were selected by simple random sampling of the Form 4 MRSM Felda population, in first semester of the academic year 2014/2015 of nine classes (401-409). Biology subject experimental class using innovative lab guide, while the control class subject using conventional experiment guide.
2.2 Data Collection Methods
1. Data of improving student’s achievement got from the pretest and post-test
2. Data of student’s ability to write experiments report by the value of the experient report.
3. Data of student and teacher responses to the innovative experiment guide as a learning media was collected using a questionnaire.
4. Data of student activity (psychomotor aspects) are taken from the observation of psychomotoric aspects of students conducted by observers.
2.3 Data Analysis Methods
2.3.1 Innovative experiment guide effectivity The effectivity of the innovative experiment guide is known from the results of post test and psychomotor activity. The data analyzed by t-test.
2.3.2 Data of experiment students report To determine the ability of students to write experiment report, carried out an assessment of the lab report. Lab report assessed from several aspects of assessment, such as the title, objectives, basic theory, results, discussion, data analysis, conclusions, and references. The ability of students to write experiment results expressed qualitatively according to the criteria that presented in Table 2.
Table 2. The ability of the students in writing the results of experiment
Score Criteria
91-100 Very Well
81-90 Good
71-80 Quite Good
61-70 Less
<61 Bad
2.3.3 The active participation by the students/
Psychomotoric Aspect
Based on the statement of Ref [9], researchers developed psychomotoric criteria to 8 aspects a) preparation of tools and materials, b) skills to usinng tools, c) acquisition of lab procedures, d) cooperation group, e) observed experimental results correctly , f) the ability to draw conclusions, presentation, g) can restore all the tools and materials arranged neatly, h) making skills while complete lab report and according to the format provided by the teacher. Data obtained from the student activity observation sheet, and then analyzed descriptively. A percentage that has been obtained is used to confirm the level of student activity. Criteria for student activity according to Ref [9] classified by the parameters in Table 3.
Table 3. Criteria psychomotor students when learning to use lab guide
Interval Criteria Criteria 85%-100%
70%-84%
60%-69%
50%-59%
< 50%
Very well Skill Good Skill Enough Skill Less Skill Bad Skill 3. Results And Discussion
3.1 Data of student’s achievement
1) Analysis of the pretest and post test students The results of the pretest and post test ‘s students are presented in Table 4
Table 4. Data of student pretest and posttest in experiment class and control class
Variations Control Class score
Experiment Class score Pretest Posttest Pretest Posttest The highest score 45 72,5 52,5 87,5 The Lowest score 27,5 45 35 52,5
Mean 37,2 60,3 44,2 75,3
posttest -pretest average
23,1 31,1
Based on data in Table 4 known that student’s achievement (the difference between pretest and posttest) on the experimental class and the control class. Student’s achievements higher in the experimental class students than control class.
Based on the results of analysis using the t-test showed that there was a significant difference between the student’s achievement of control group and an experimental group with the t-test on learning achievement is = 3,211> t table = 1.645.
More t test results are presented in Table 8.
3.2 Data of psychomotor activity
Psychomotor Activities of the students during the learning process takes place is obtained through observation. The percentage of student activity in the experimental class and control class is presented in Table 5.
Table 5. Data of student activity in experimental and control class during the learning process and the percentage of students in a particular category.
Psychomotor aspects Category
Number of students of the class Experiment control
Amount % Amount %
Very well Skill 5 15,1 0 0
Good Skill 27 81,8 16 50,0
Enough Skill 1 3,1 14 43,75
Less Skill 0 0 2 6,25
Bad Skill 0 0 0 0
From the data in Table 5 it can be seen that most of the experimental class students achieve the activity category of skilled and highly skilled activity, while the majority of students in control class only reached the level of skilled and skilled enough, there is even less skilled students. Results of analysis using the t test showed that there is a significant difference between students' activity in control group and the experimental group at with t- value 2.06 and ttable value of 1.645. More results are presented in Table 8.
3.3 Data of student experiment report
Data of experiment students report presented is determine to know the ability of the students in communicate the result of their experiment in the form of written expession. With it hopefully each students have an ability to express their idea based on their inquiry in laboratory, and then making a descripton based on it. The result of students reposrt are presented in Table 6, illustrates the level of students' skills in writing or reporting experiments result.
Table 6. Value of experiment reports on experiment class and control class with the percentage of students who have the ability to write experiment results with some categories.
Interval of experiment report
Category Percentage (%) in the class:
Experiment Control 91-100 Very
Well
24,3 9,4
81-90 Good 36,4 28,1
71-80 Enough 39,3 46,8
61-70 Less 0 9,4
<61 Ugly 0 6,3
The average of experiment report
84,37 (good) 76,45 (enough) From the data in Table 6 the experimental class students have average writing skills lab results with good categories (average 84.37) while the control class students only achieve average writing skills lab results by enough category (76.45).
3.4 Data of students and teachers Response for innovative experiments guide
The response of students to innovative experiment guide just given the experimental class.
This is because only used in the experimental class.
Student response data shown in Table 7.
Table 7. Criteria for students' responses to the innovative experiment guide
Response Criteria
Total students
Percentage (%)
High 26 78.78
Medium 6 18.18
Low 1 3.03
From the data in Table 7 can be seen that most of students experimental group provides a high- level response to innovative experiment guide. This means that students give positive respond to the use of innovative experiment guide.
5. Test the effectivity of the innovative experiment guidebook.
The effectivity of the innovative experiment guide is known from the result of the difference between pretest and postes- psychomotor activity that higher (better) in the control group. t-tests were performed with SPSS version 16, if t-count <ttable Ho accepted and if t-count > t table H0 rejected. t- test results to student student’s achievement data showed t-count on learning achievement is = 3.211
> table = 1.645 Thus student’s achievement experimental class is higher than the control class student’s achievement (Table 8). T test results to the data activity / psychomotor show t-count price is 2.06 and ttable value is 1.645. So the activity of the experimental class students is higher than the activity control class. Based on the above it can be concluded that innovative experiment guide
effective to improve student’s achievement and student psychomotor activity. T test analysis results are presented in Table 8.
Table 8. Results of the analysis of the data using the t test for student’s achievementand student activity in experimental and control class.
t-test Pretest- pretest average
t value
Student’s achievement of Experiment class
30,1
t-count: 3,211 t-tab: 1,645 Student’s achievement of
control class
23,1 Psychomotoric activity
of Experiment class
2,462
t-count: 2,06 t-tab: 1,645 Psychomotoric Activity
of control class
1,986
3.5 Discussion
Innovative experiment guide is an experiment guides that are facilitated with various appendages that make students easier to work, such as the name of the tool and the material that accompanied the picture, the function of the appliance, lab workflow image clearer. This guide also comes with savety aspects in the laboratory, such as how to use the correct lab coat, use tools and materials safely, things that can and can not do. Innovative experiment guide also contains aspects of critical thinking based guided inquiry learning so that students are able to explore independently, which in this study used the experimental class. This innovative experiment guide consists of two parts.
The first part contains an explanation innovative experiment guide / analysis of BOD levels in different types of water, such as drinking water, pond water, rain water, and seawater. The second part of the guide contains a water-polluting materials that discuss the effects of detergents and other chemical substances on operculum movement of fish. The Cover of innovative experiment are presented in Figure 1
(a). (b)
Figure 1. Cover Page of Experiment guide (a) BOD Analysis and (b) Water pollution From the data in Tables 4 and 5 can be seen that the innovative experiment guide is effective to
improve student’s achievement and psychomotoric activity in experiments class. From the data in Table 6, can be seen that the innovative experiment guide is also efficient to improve the capabilities/
skills of the students in writing experiment reports.
Student’s achievement skills are higher in the experimental class than student’s achievement skills of control class is caused by several factors.
The low score of the ability to write reports on the experiment and psychomotor aspects of the control class due to lack of good cooperation in the group, either or the lab and discussion so that students do not understand the results of their experiment, while good results in the experimental class because students really understand their experiment results.
This is consistent with the statement of Ref [5]
which states that learning in groups makes students become embarrassed for asking questions and exchanging opinions on the matter are not understood by friends of the group. Group discussion also makes students more active and enthusiasm in learning, discussion helps to keep the lessons developed continuously or compiled gradually and stimulate the spirit of questioning and personal interests. This is in accordance with Ref [10] and [11] which states that learning activities in the lab enhances the confidence and interest of students. In addition, students will more easily understand the concept because practice directly.
For students who perform direct experiments will certainly be easier to understanding the concepts that has been done.
In addition control group is also lacking the opportunity to present the results of the discussions that have been conducted experiment, due to the control class experiment opportunity to present the results of the discussion is only given one group.
This can occur because the control group requires more time to carry out experiment work and group discussions in order to resolve the questions. In this case, in each group were only a few people who are able to resolve the question so that the time for the presentation and discuss the matter contained in the guide also become fewer. Another factor is the cause for these circumstances is that students are less active in response to the results of the discussion of other groups.
This occurs because the student may be less accustomed to communicate or provide feedback when discussion and learners are familiar with the methods of the previous study with teacher’s explanation. In the case the use of tools and materials, found many students are wrong in using the tools and materials, and they not consider savety laboratory aspects, because previous experiments guide is not been savety laboratory.
Those condition diffferent with the experiment class that using innovative experiment guides, students can perform experiments well. During experimental group students gain direct learning
experience that allows them to better visualize abstract concepts, so the students' understanding of the material increases and student achievement is higher. Inquiry-based learning is aided by the experimental guide as a form of learning that is based on the theory of constructivism learning. In constructivism learning, activities are expected active operations. In this study, the experimental class students implement experiment by referring to innovative experiment guide, and it gives an opportunity for them to build their own knowledge of the findings of the discovery itself. Learning uses innovative experiment guide to make students have a positive dependence, interact and work together to help each other in an effort to master the learning material. In a group, the students are capable of high assist low-ability students. The process of cooperative learning motivation increased between members of the group, have better managed, profitable support, and exhibit high emotional engagement in learning, so that mastery of the material can be increased either individually or in groups. All that enables students to achieve better by using their time more efficiently.
Students in the control class are not prepared to learning activities. This is evident from the fact that there are students who are chatting when the researcher (who act as a teacher) delivering learning objectives, and researchers must repeatedly admonish students to be able to focus on learning.
Based on this explanation the psychomotoric activity on experimental class is higher than the psychomotoric activity in control class. Based on the observation of the activities during the learning process to obtain information about the lack of cooperation between members of the group during lab work, both in retrieving and analyzing data from experiment result, and the lack of students in presenting the results of the discussion because of the time that learners use to retrieve and analyze the data is more. It is also because students have not been able to divide the group assignment so well that only a few students are really serious. This resulted in student learning outcomes as a whole class control over rendan than experimental class of student learning outcomes.
An Effectivity use of innovative experiment guide to improving student’s achievement on experimental class. The existence of experiment activities and discussion groups on experimental class helps students to remember and understand the learning material, because in doing experiment students get hands-on experience to prove the truth of a concept using experiment guide. Results of this research was supported by several studies such as research of Ref [3] study the use of experiment guides on different materials. Ref [3] implementing Learning Method and experiment guide Student Worksheet in Main Material of Hydrocarbons In Class X Sma Batik 2 Surakarta in academic year
2010/2011 showed positive results. Same as with Ref [4] that studying the experiment Learning Model show positive effect on Chemistry Student Achievement in SMP Bantu. In addition to the terms of a theoretical foundation that focuses on inquiry learning approach at the beginning of students' knowledge exploration. This view prefers constructing the initial knowledge of students to construct new knowledge. Thus, students will be able to improve the misconception that happened to them after participating in learning activities that can accommodate their prior knowledge.
Based on the observations of observers at the time the students perform lab activities and when students do learning there are still many students that lack of discipline in conducting laboratory experiments. Cooperation in the group is good but during the activities there are still some groups who are less able to work together. The questionnaire used to determine the student responses, questions were raised regarding the experiment teaching methods to students' motivation. From the data in Table 7 can be seen that 78.78% of students responded well, students stated that the use of innovative methods of teaching experiment in accordance with the teaching materials are studied, and they expressed interest in experiment methods used. In the lab no students become lazy learning.
Students feel greatly helped during learning with experiment methods, because by using materials lab will be more easily understand, although there are some students who claim that they do not understand the material studied using the learning method is not experiment because students interested in experiment methods.
This is supported by studies of Ref [11] which states that the lab is very appropriate to be applied in teaching biology because in accordance with the principle of learning science that is inquiry learning. In addition the use of innovative media also useful to improve student’s achievement and psychomotor activity [12].
Based on the above description it can be concluded that the innovative experiment guide effective to improve student’s achievement and student psychomotoric activity in MRSM Felda in Endangered Ecosystem.
4. Conclusion
Based on the results of research and discussion, can be concluded that the innovative experiment guidebook effectively to improve student’s achievement and psychomotoric activities of the students in MRSM Trolak Felda Malaysia on material Endangered Ecosystem.
ACKNOWLEGMENT
The Headmaster of Maktab Rendah Sains Mara (MRSM) Felda (Trolak), Malaysia Mr. Saleh
Osman who has given permission conduct research to us, Mrs. Siti Khatijah Binti Hussin as the teachers of subjects Biology in MRSM Felda (Trolak) Malaysia which has permit researchers used the class to research, and Rectore of Semarang State University for the chance that given to us.
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