VOCATIONAL EDUCATION
III. RESEARCH METHODS
The research is the kind of research quantitative descriptive where researchers will described feasibility learning about device, the learning, the critical thinking, and learning outcomes students who were treatment of learning based on the application of problems (PBI).
Subject in research this is a student the course of study (prodi) S1 education technique a building (PTB) the 2013 state university surabaya who program eyes planning construction steel the first half the even 2014/2015. The number of a subject in this research is 40 students pilot field.
Study was conducted in classrooms A4 house floor 1 of civil engineering unesa for ± 3 weeks effective with consideration the need for additional innovation learning meaningful found on lecture construction planning steel prodi PTB to improve think critically (power analytic) students.
The design of this research use descriptive research. A groove in this research is described on flowchart following this:
43 Figure 1. Flowchart a groove research
This research using four variables, the appropriateness device learning, the learning, the level of think critically and study results. The appropriateness device learning obtained from validation done validator. After done and expressed valid/worth it can be used to reference teaching and learning activities.
Engineering data collection is systematic procedure to collect data needed in the research phase. This research using several the methodology.
But the methodology it will use: observation, tests, and the survey.
Techniques used to analyze data the research is the method of analysis statistics. Of an instrument sheets validation device learning done by specialists lecturer civil engineering obtained yields scores ratings every next item is calculated value mean the ratings with the formula (arikunto as follows, 2003):
( ̅) ∑ Annotate : x = Means
∑ = The number of result rating N = Many items
Table 1. The criteria the weighting for validation
Assessment Presentase
Very reasonable 81% - 100%
reasonable 61% - 80%
Quite feasible 41% - 60%
unreasonably 21% - 40%
Was very improper 0% - 20%
The analysis instrument that second is the implementation of learning. The implementation of learning data analyzed by the compute the average of every aspect of the meeting from the number that have been undertaken. Then the value is in accordance with the interpretation of the score criteria in table 2 to known qualitative assessments of the implementation of learning.
Table 2. Criteria interpretation a score according to the scale likert
Persentase
Score (%) Category 0 – 20
21 - 40 41 - 60 61 - 80 81 – 100
not good Less good
good enough either
very good
Analysis an instrument the third is the extent of reflect critical students. The data collected to research this is the ability reflect critical students in a group which includes some aspects in their assessment. Aspects assessment reflect critical measured starting from activities practice to presentation products or work produced during practice. The assessment of the level reflect critical students indicated by the value 1 to 4 of every aspect of that is (as in the form of percent and inferred by reference in table scale the national reflect critical. Or may be formulated as following (purwanto in arini, 3013):
annotate :
NP = Value percent sought
R = Value student who in accordance with the observer
NS = Total assessment criteria critical thinking The results of that has been made used to determine the student ability to think critically activities in problem based instruction (PBI) from the table scale of the national critical thinking.
44 No. The ability to
think critically category 1. 86 % - 100 % Sangat Baik
2. 76 % - 85 % Baik
3. 60 % - 75 % Cukup
4. 55 % - 59 % Kurang
5. ≤ 54 % Kurang Sekali
Analysis an instrument fourth is study results.
Study results covering 3 domain namely cognitive, affective, psychomotor and results of the practice.
Data domain cognitive obtained from about post test tested in the end of learning. The results of domain learn cognitive can be calculated in formula (Depdiknas in fauzi , 2008,)
∑ Annotate:
∑ B = The right answer N = Many about
The data affective and psychomotor acquired while learning held. To study results this domain, the score obtained next calculated by the formula as follows (riduwan in widoretno, 2014) :
∑
∑
The data the practice conducted at learning held, then observers assess the practice of students in doing job sheet instructions sheets judgment available, analysis final score student study results are learning the value of students from the cognitive, affective, and the practice psychomotor. But the formula the study results are following (arikunto, 2007):
( ̅) ∑ annotate:
( ̅) = Average value
∑ = The sum of the values raw owned N = Many the raw
Next score obtained from the value of learning outcomes cognitive domain, affective, psychomotor, and practice calculated the average value of his class and adjusted with table 2 criteria interprestasi a score based on likert scale. The data collected, analyzed by descriptive and statistics inferential. Descriptive statistics serves to categorize data, working the, described as well as presenting processed.
Descriptive statistics used in this research namely the mean average ( ̅), and standard deviations. Inferential while statistics used to test hypotheses through test-t left parties. In this research there are two test test hypotheses namely hypothesis the level of critical thinking students and test hypotheses student learning outcomes.
The assessment results of the feasibility kind of classroom device based on a problem (PBI) covers the syllabus, SAP, about evaluation/post test, the assessment of the implementation of an instrument of learning, an instrument the assessment of the domain of affective, an instrument judgment critical thinking, an instrument the domain of psychomotor assessment, and the instrument of assessment practices of each each validator are presented in diagram following this:
Figure 2. The percentage the results of validation device learning
Based on the analysis of the results of a device learning validation that has been shown above, hence the total score earned by % is 82,54 and is at 81 intervals % to 100 percent. Research based on the criteria, then the results of validation device learning included in a category very reasonable, so as to be used as an instrument.
Assessment observation presentation weighting in get from observing teaching and learning activities use the problem based instruction (PBI). The following table the result of the observation presentation weighting.
Table 4. The results of observations implementation of learning
From the table above, it is known that observation the learning made over 3 meeting which includes 4 aspects inception work, core activities, the cover and processing time during learning process.
Meeting i mean observation the basis of 76,25 %.
Meeting ii mean observation the basis of 82 %. And while the meeting III the mean of 83,75 %. So mean total the learning receive is 80,67 % and included in good category. This shows that the teaching and learning process with problem based instruction (PBI) effective.
The critical thinking in the process of problem based instruction (PBI) observed based on an
45 instrument for a critical thinking students.The following is a picture charts level analysis critical thinking.
Figure 2. Level analysis critical thinking Of the meetings value mean student classes S1 PTB 2013 A Unesa of 81,67 %, included in the category of matches interval 76-85 % on a scale the national critical thinking. So the level of the ability to think critically students in resolving valued both project.
Of teaching and learning activities use the problem based instruction (PBI) study results obtained assessment. Study results assessed covering domain kognitf namely $ 80,67 %, domain affective of 83,27 %, domain psychomotor 82,81 % and value practice of 81,53 %. Based on the data these calculations, it has been calculated manual obtained final score the average student classes an undergraduate degree PTB 2013 A Unesa is of 82,07
% and including 23.501 very good in accordance with the intervals (81-100 %).
Based on the calculation on think critically students and analysis test-t the left the obtained T count = 12,826 while T table = 1,699.So in the test t value T count the larger than T table (T count & T table ). So let h0 accepted and ha rejected. It means that the critical thinking students class S1 PTB 2013 A Unesa after implementation problem based instruction (PBI) is greater or the same quite (75 %) accepted.
Based on the calculation of student learning outcomes and analysis test-t left parties obtained T count = 6,488 while T table = 1,699 .Then in the test t value T count the larger than T table (T count & T table). Thus then h0 accepted and ha rejected.That means that learning outcomes student classes S1 PTB A Unesa 2013 after learning the implementation of model based on issue (PBI) is greater or equal to KKNI (75) accepted.
Based on chart is presented in figure 2, the results have validation syllabus mean ratings of 85 %.
The validation SAP obtain mean ratings of 77,33 %, and categorized worth. Validation about the evaluation mean ratings have as much as 80 %. The validation instrument for the implementation of learning mean ratings have as much as 80 %. The instruments domain validation appraisement affective mean ratings have as much as 80 %. The assessment validation instruments think critically obtain mean ratings of 84 %. The assessment validation instrument for the psychomotor mean ratings of 88
%. The assessment validation instruments the practice obtains mean ratings of 86 %.
The result of the observation the implementation of the problem based instruction (PBI) should be conducted in every stage learning have an average of 80,67 % and in the category of good. Phases early or prelude done very well. It was proven by get the result of 85 % rating. At this stage, conducted for the purpose of creating a early learning conducive, that allows students can follow the process learning well. In addition motivation a start given to students will affect interest students to learning by means of inform learning being taken by students in resolving project.
On core activities, the learning of meetings 1 and the meeting 2 outcomes of 70 rating % and 80, 56 % including uncategorized good. While at a meeting 3 outcomes of 81,25 rating % including category very good.
Feasibility learning said effective when the capability of teachers in implementing learning is sesua with a device that referred to and has achieved good category or excellent. Thus, overall learning process with problem based instruction (PBI) the students class S1 PTB 2013 A lasting effectively, since the score of mean total of all aspects feasibility learning on class is in good category.
Based on the research done on the level of reflect critical students, this research results from namely the average score class level reflect critical student during teaching and learning activities use the problem based instruction (PBI) as much as 81,67
%.While from the test-t one hand left obtained value T count of 12,826 and from T table of 1,699.Thus T count & gt; T table.So that hypothesis h0 received and ha rejected. So obtained conclusion that the reflect critical students class an undergraduate degree PTB 2013 A after implementation problem based instruction (PBI) is greater than or equal to enough 75 % with the economic situation of significant 0.05 or the economic situation of trust 95 %.
Researchers can conclude that a problem based instruction (PBI) can improve thinking critical student in solving problems or complete a project.
More students motivated in contributing to her group to finish projects corresponding that has been scheduled, so that learning activities being comfortable and conducive. Where each student can involve his ability as maximum as possible to her group formed again to knowledge and skills that would lead to the increase in learning outcomes.
According to west (1998) research prove that in many areas activity and human effort, think critically the lead to efficiency and effectiveness better. Thus, problem based instruction (PBI) can improve think critically students and made the activity of students more effective and efficient.
According to the research on the final result learn students by applying problem based instruction (PBI) obtained mean grade grades study results college students will receive of 82,07 %. Student study results obtained from the cognitive mean value,
46 sought mean. Based on the class mean study results obtained T count students value of 6,488 while the price of 1,699 T table. This means that the price of T count & T table so h0 accepted and ha rejected. This statement in accordance with the test the left, if the price T count & T table so h0 accepted and ha rejected. If T count & T table h0 turned down and ha accepted. Acceptance h0 can be seen from the test one study results the left students. So in conclusion that hypothesis that reads the study results class students S1 PTB 2013 A after implementation problem based instruction (PBI) is greater than or equal to KKNI (75) acceptable.
There are 26 student who meet KKNI (75), and there are 4 student who does not meet KKNI. It is based on interviews with subject teachers implementation planning kostruksi steel that 4 students scoring under KKNI is a student who is also scoring under KKNI. Four students this scoring under KKNI caused by in doing the evaluation they did not say anything about correctly.
Attitude done and ability when the learning process or practice also less. Besides one of 4 students were has the ability to reflect (IQ) under mean. It is one of the factors that can affects the bottom line learn obtained. Based on research, it can be said this research is successful, because is hypothesized that is hypothesized tested. So hypothesis that reads the study results class students S1 PTB 2013 after implementation problem based instruction (PBI) is greater than or equal to KKNI (75) accepted.
Based on the above that student study results use the problem based instruction (PBI) having category very good. This proves of research before that study results students increased good judgment affective, psychomotor, and kognitifnya after using problem based instruction (PBI).