responding to a Likert scale, among others, the criteria are very good, good, fairly good, less good and not good. To analyze the answers validator and student response analysis, researchers used descriptive statistics on average scores.
Results of the validation by 5 validator and test is limited by the 10 students of the Department of Electrical Engineering depicted in Figure 1, Figure 2, Figure 3 and Figure 4 below.
Figure 1. Results of the validation module by 5 validator.
Figure 2. Results of the validation trainer by 5 validator
Figure 3. Results of response module by 10 students
Figure 4. The result of trainer response by 10 students.
In a media trainer basic action of this control system, there are several functions, among others, to understand the control action proportional, integral, derivative, proportional and integral, proportional and drivatif and proportional integral and derivative.
Refers to the manufacturing module based Handbook of Surabaya in 2014-2015 for the Faculty of Engineering Department of Electrical Engineering at the Technical Settings subjects.
75 80 85
Results Validation Module
Series1
0%
50%
100%
Display… Electio… Trainer… In the… Modul…
Results Validation Trainer
Series1
Student response to the Module
Front view
Illustration
Student response to the Trainer
Display Trainer.
134 then validated on 5 validator consisting of faculty learning experts, engineering experts and grammarians. From the data sheet instrument obtained an average assessment is 79.92 validator of the modules included in either category. While the results of the assessment of the trainer validator is 76.8 which is included in both categories. From the results of these assessments, the module can be quickly duplicated to the next will be tested is limited to students engineering courses Electrical Engineering Unesa settings.
From the results of the student's response is known that the appearance rating tainer 82%, selecting the size and shape trainer board 82%, 84%
performance trainer, trainer easily understood language in 80.8%, and according to the media connection module is 78%. So that the overall response of the students to the trainer of 80.8%.
Being a student responses on the module are as follows, disposition and layout of 82.67%, 81%
illustration, language of 91%, 78% and the contents of the letter and the size of the material to 87%. So that the overall results of the validation media viewed from 5 aspects is 81.36%.
From the results of all responses are categorized very well could be concluded, that the students are very interested in the trainer and eager to understand more deeply study the basic action trainer control system to add knowledge about control systems.
V. CONCLUSION
Based on the results of data analysis and discussion, it can be concluded as follows. 1) Has been successfully developed Teaching Subjects Techniques Module Action Settings Basic Control System for Cooperative Learning Model As Efforts to Improve Learning Outcomes in the Department of Electrical Engineering FT Unesa designed using 4-D (four D model) in the course of Engineering settings.
2) The results of the feasibility assessment of the module Teaching Subjects Techniques Action Settings Basic Control System for Cooperative Learning Model As Efforts to Improve Learning
Engineering FT Unesa developed is high. The analysis results obtained from the validator is 79.92%
for modules and 76.8% for the trainer. From the response of the students was 81.36% for modules and 80.8% for the trainer. Festive module so Courses Action Settings Basic Engineering Control System for Cooperative Learning Model developed and feasible should be applied to the lecture course setting techniques.
REFERENCES
[1] Arikunto, S., 1997, the research procedure, Yogyakarta:
Rineka Reserved.
[2] Basuki, Ismet. (2004). Competency-Based Textbook Development. Surabaya: UNESA.
[3] Unesa Curriculum Handbook 2012 - 2013, UNIPRESS Unesa 2012.
[4] Ibrahim, the Muslims. 2005. Cooperative Learning, Unesa University press, Surabaya
[5] Mulyasa 2004, Learning Media, Surabaya: Surabaya State University.
[6] Nasution, H., 1982, Software Development Learning, Yogyakarta: Rineka Reserved
[7] Purdiana, L., 2004, the Software Development competency based curriculum Learning Training courses Pilpt material Electric Materials Science, Surabaya: Surabaya State University.
[8] Sugiyanto. 2010, Innovative Learning Models, Surakarta:
Yuma Library
[9] Thiagarajan, Sivasailam.Gemmmel, Dorothy S. and Semmel, Melviyn I. 1974. Instruction Development Training For Teachers Of Exceptional Children. Minnesota: Indiana University.
[10] Trianto 2007, Model Integrated Learning in Theory and Practice, Performance Library Publisher: Jakarta.
[11] Wanarti R., Puput et al, 2013, Development of Teaching Modules Physics II Course for Cooperative Learning Model as Efforts to Improve Learning Outcomes Quality in the Department of Electrical Engineering FT Unesa, Proceedings STE 2013, ISBN 978-979-028-051-9, Engineering Seminar Electrical and Electronic Engineering Education, 2013, Unesa
[12] Wanarti R., Puput, 2012, Instructional Module Development Engineering Software Settings Using Matlab with inquary Based Learning Oriented Industry, JPTE, http://ejournal.unesa.ac .id / index.php/jurnal-pendidikan- teknik-elektro
[13] Wijaya, A., 1996, Development of Media-Media Learning, Yogyakarta: Andi Offset Yogyakarta.
135
The Development of Problem Based Learning Media in Electrical Lighting Installation Using
Macromedia Flash 8
Yulia Fransisca1, Subuh Isnur Haryudo2
1,2 Pendidikan Teknik Elektro, Teknik Elektro, Fakultas Teknik, Universitas Negeri Surabaya Gedung A5 Kampus Unesa Ketintang, Surabaya
Abstract - This research is motivated by the lacking of students‘ material understanding in participating on the classroom learning activities using lecture method and also less the maximum use of the media to support the learning process. The subjects in the study were students of class XI IIPTIL SMK 1 Nganjuk, whereas the object of this research is the development of problem-based learning model using the software Macromedia Flash 8. This study aims : (1) to determine the feasibility of problem-based learning model using software macromedia flash 8, (2) to study the response of learners, (3) to determine the increase of students‘
learning result after using problem-based learning model with the software Macromedia Flash 8. The method used is a quasi experimental research design with non-equivalent control group pretest-posttest. The results showed that: (1) The results of cognitive learning experiment t t table with an average value of 86.56, while the results of cognitive learning class control t t table with an average value of 80.0. The average value of the affective learning outcomes experimental class is 81.94, while the control group was 79.95. The average value of learning outcomes psychomotor experimental class is 87.08 while the control group was 86.09. (2) The respond results of experimental class students is very well with the average value of 89.29. (3) The result of an increase (gain) experimental class is superior to the control class with the class criteria for high gain 46,67, medium 53,33%, and low 0%, and at the control class the high criteria 23,33%, medium 76,67%, and low 0%.hese instructions give you the basic guidelines for preparing papers for ICVEE 2015 conference proceedings.
Index Terms - Development, Macromedia, response, improvement..
I. BACKGROUND
Education is a process of forming dispositions of individual or group in maturing human by teaching, training, process, way, and action to educate [2]. Education is a conscious and planned effort to educate student such that student‘s and teacher‘s efforts are led to reach planned learning goals. Problem based learning is a learning which emphasizes in problem solving. Arends [3] stated problem based learning is a constructivism-based learning model which accommodates student‘s involvement in learning and authentic problem
solving. Need assessment which has been conducted in SMK Negeri 1 Nganjuk showed obstacles exist in learning process. They are the lacking of student‘s understanding of materials in classroom and the ineffectiveness of learning media implementation.
The lacking of material understanding leads minimum completeness criteria (MCC) of student, which is specified as 75, is hard to reach.
A proper selection of learning model and learning media deeply influences teaching-learning process. Development of interactive learning could be selected as an alternative of learning media which is combined with problem based learning model.
Every useful media by which learning information is transferred effectively and efficiently is referred as learning media. Learning media utilization is expected to enhance student‘s understanding of materials which is delivered by teacher so that student has deep understanding of the lesson. This work utilizes Macromedia Flash 8 as a learning media. By utilizing Macromedia Flash 8, students are expected to be more interested to learn and more focus to pay attention to the materials. Furthermore, in teaching-learning process teacher implements problem based learning model. Problem based learning model assists student to develop thinking skill and problem solving, authentic adult role model and being independent learning [6].
According to aforementioned background, the objective of this work are (1) to understand the appropriateness of problem based learning model by utilizing Macromedia Flash 8, (2) to obtain student response, (3) to find out student learning outcome improvement after implementing problem based learning by utilizing Macromedia Flash 8. This work is expected to encourage student for attending learning activity in classroom and provide interesting learning to enhance the understanding and outcome such that it is greater than MCC.
II. METHODS
This research is an elaboration of Research and Development (R&D) model since the result is a Macromedia Flash 8 based learning model for Electrical Lighting Installation subject to enhance student learning outcomes in XI TIPTL class of SMK Negeri 1 Nganjuk. The implementation procedure of
136 shown in Fig. 1.
Fig. 1 The adapted Research and Development (R&D) procedure for this work
In this work, we take students who join Electrical Lighting Installation class as a research population. While the samples of this work are 30 students of XI TIPTL 2 class and 31 students of XI TIPTL 1 class as experimental group and control group, respectively. This work adapted non- equivalent control group pretest-posttest research design which is shown in Table 1.
TABLE I
NON-EQUIVALENT CONTROL GROUP PRETEST-POSTTEST RESEARCH DESIGN
Pre-test Treatment Post-test
O1 X O2
O3 - O4
Table description:
O1 : Pretest (A preliminary test of problem based learning model utilizing software macromedia flash 8)
O2 : Posttest (a test given after implementation of problem based learning model utilizing software macromedia flash 8)
O3 : Pretest (A preliminary test of learning process utilizing power point)
O4 : Posttest (a test given after implementation of power point in learning process)
X : Treatment
The validity of learning tools is determined by the value that scored by validators and further is converted to measurement assessment table as listed in Table II.
TABLE II
VALIDATION MEASUREMENT ASSESSMENT
Qualitative Assessment
Score weight
Quantitative Assessment
Very good 5 81% - 100%
Good 4 61% - 80%
Average 3 41% - 60%
Bad 2 21% - 40%
Very bad 1 0% - 20%
Source: Riduwan, (2013)
The maximum validator score is determined by multiplying the number of experts to the maximum weight value in quantitative research. This score is formally expressed as follows.
∑ maximum validator score = n x p where:
p = maximum weight of qualitative value Determining number of validator‘s response
Strongly agree nx5
Agree nx4
Somewhat agree nx3
Disagree nx2
Strongly disagree nx1 --- + Validation score …
where n is the number of validator who selects qualitative assessment.
The next step after summing up validators‘ responses is to determine the ratio results, which is denoted as HR, by employing the following formula.
% x
HR 100
score maximum s
' respondent
responses s ' respondent
HR value is then adjusted to Table I to measure the quality of corresponding learning tool. The measurement response aspect of students is according to their response in questionnaire sheets. Student‘s response is determined from the scoring which is in the range of 1 to 4.
Student‘s respon percentage = x100% B A
where,
A = the proportion of students who respond B = the number of student (respondent) [9]
Student learning outcome is measured in cognitive, affective, and psychomotor domains.
Furthermore, student learning outcome is analyzed according to final test. The corresponding final grade is employed to gain study completeness level of student with the criteria value in SMK Negeri 1 Nganjuk is ≥ 75. Based on the aforementioned requirement, student has completed the study if both pretest and posttest grades satisfy the specified minimum passing criteria in SMK Negeri 1 Nganjuk, i.e. ≥ 75.
In this work, sample data are collected from both pretest and posttest in two classes, i.e. XI TIPTL 2 (experimental group) and XI TIPTL 1 (control group). Both pretest and posttest values in those two classes are then exploited in normality test, homogeneity test, and t-test.
The normality test is conducted to determine if population is well-modeled by a normal distribution. The population is assumed to be normal distribution if it is normally distributed which means there are several scores with low, medium, and high values. This work exploited normality test with Kolmogorov-Smirnov by utilizing IBM SPSS Statistics 21. The procedures of normality test/
Kolmogorov-Smirnov test are as follows. (1)
137 distribution and abnormal distribution, respectively.
(2) Determine significance level, α, as 0.05. (3) Statistical test utilizing SPSS V.21 by employing Kolmogorov-Smirnov Test. (4) Testing criteria, H0 is accepted if the significance level > 0.05 while H1 is accepted if the significance level is < 0.05.
Homogeneity test is conducted to determine if data are homogeneous. The details below are procedures in homogeneity variant test. (1) Formulate the hypothesis of H0 and Ha as normal distribution and abnormal distribution, respectively. (2) Determine significance level, α, as 0.05. (3) Statistical test is utilized by SPSS with homogeneity test. (4) Testing criteria, H0 is accepted if the significance level > 0.05 while H1 is accepted if the significance level is < 0.05.
T-test is conducted to determine the difference of student‘s learning outcome between control and experimental group. The procedures of the test are as follows. (1) Formulate the statistical hypothesis. In this work, the proposed hypotheses are H0 and Ha. H0 is defined as the absence of the difference student learning outcomes between pre- implemented and post-implemented of Macromedia Flash 8 for Electrical Light Installation subject in XI TIPTL class of SMK Negeri 1 Nganjuk. Ha refers to the presence of the difference the difference student learning outcomes between pre-implemented and post-implemented of Macromedia Flash 8 for Electrical Light Installation subject in XI TIPTL class of SMK Negeri 1 Nganjuk. (2) Determine significance level, α, as 0.05. (3) Statistical test is conducted by utilizing IBM SPSS Statistics 21, i.e.
paired sample t-test. (4) Testing criteria, according to SPSS test results H0 is rejected while Ha is accepted if tobserved < ttable.
III. RESULTS AND DISCUSSION
The validation results given by validators for all research instruments are as follows. Learning Implementation Plan‘s (LIP‘s) score is 92.50; student worksheet‘s (SWS‘s) score is 90.37; test question‘s score is 87.84; and media‘s score is 90.24. Simply, the validation results are listed in Table III.
TABLE III
VALIDATION RATING RESULTS OF RESEARCH INSTRUMENTS
No Research instruments
Sum of rating scores (%)
Score criterias
1 LIP 92.50 Very good
2 SWS 90.37 Very good
3 Test question 87.84 Very good
4 Media 90.24 Very good
Average 90.24 Very good
The average value of research instruments validation is 90.24% which reveals it is very good and fit to be implemented in SMK Negeri 1 Nganjuk.
Student learning outcome after implementing Macromedia Flash 8 in experimental class confirms that the average score of cognitive, affective, and
respectively. On the other hand, Student learning outcome after implementing PowerPoint in control class shows the average score of cognitive, affective, and psychomotor domains are 80.00, 79.95, and 86.09, respectively.
According to student response analysis in experimental class for implementation of problem based learning model by utilizing Macromedia Flash 8, the learning media has a very good response with the score 89.29.
Furthermore, student cognitive outcome of implementing problem based learning by utilizing Macromedia Flash 8 in experimental class confirms the results of paired sample t-test are described follows. The result of tobserved is -30.914 and ttable is -1.699. Obviously, tobserved is less than ttable or simply, tobserved < ttable. As the result, H0 is rejected while Ha is accepted, that is to say, there is a difference of student learning outcome between pre and post implementation of problem based learning by utilizing Macromedia Flash 8.
In addition, according to gain recapitulation table of experimental and control class, gain criteria percentages of experimental class for high, medium, and low scores are 46.47%, 53.33%, and 0%, respectively. On the other hand, gain criteria percentages of control class for high, medium, and low scores are 23.33%, 76.67%, and 0%, respectively.
IV. CONCLUSIONS AND SUGGESTIONS
A. Conclusions
The conclusions of this work are listed below.
(1) With the implementation of Research and Development, this work produces learning media which utilizes Macromedia Flash 8 to enhance student learning outcome in electrical lighting installation subjects. The validation rating result is 90.24 thus the development of this media is revealed to be appropriate.
(2) The overall responses of 30 students in experimental class to the development of problem based learning by utilizing Macromedia Flash 8 is 89.29. Student responses is therefore showed the development of problem based learning by utilizing Macromedia Flash 8 is very good.
(3) The implementation of problem based learning by utilizing Macromedia Flash 8 in electrical lighting installation subjects for XI TIPTL class in SMK Negeri 1 Nganjuk leads an enhancement in cognitive domain. Gain test reveals experimental class outperforms control class by the results of high, medium, and low are 46.67%, 53.33%, and 0%, respectively. On the other hand, gains of control class as high, medium, and low are 23.33%, 76.67%, and 0%, respectively.
138 According to the result of this work, we give some suggestions as follows. (1) For teachers, interactive learning media is proofed to be media aided to deliver learning materials to students such that student learning outcome enhances. (2) For students, the development of interactive learning media provides motivation and spirits in learning process. (3) Researcher who wants to expand this work is suggested to develop a better interactive learning media such to enhance student learning outcome for other subjects.
REFERENCES
[1] Arsyad, Azhar. 2009. Media Pembelajaran. Jakarta : Rajawali.
[2] Hakim, Bayu Rahman; Haryudo, Subuh Isnur; 2014,
―Pengembangan Media Pembelajaran Interaktif Animasi Flash Pada Standar Kompetensi Memasang Instalasi
2 Gempol‖. Jurnal Pendidikan Teknik Elektro. Vol. 03 (01):
hal. 15-21.
[3] Marhaeni, Agung. 2007. Pembelajaran Inovatif dan Asesmen Otentik dalam Rangka Menciptakan Pembelajaran Yang Efektif dan Produktif. Singaraja: Universitas Pendidikan Ganesha.
[4] Martinis Yamin. 2011. Paradigma Baru Pembelajaran.
Jakarta: Gaung Persada.
[5] Musfiqon. 2012. Pengembangan Media dan Sumber Belajar.
Jakarta: Prestasi Pustaka Publisher.
[6] Nur, M. 2011. Model Pembelajaran Berdasarkan Masalah.
Surabya: Pusat Sains dan Matematika Sekolah UNESA.
[7] Riduwan. 2013. Skala Pengukuran Variabel-Variabel Penelitian. Bandung: Alfabeta.
[8] Sudjana, Nana. 2004. Dasar-Dasar Proses Belajar Mengajar.
Bandung: Sinar Baru Algensindo.
[9] Sugiyono. 2013. Metode Penelitian Pendidikan. Bandung:
Alfabeta.
[10] Trianto. 2009. Mendesain Model Pembelajaran Inovatif- Progresif. Jakarta: Kencana Pernada Media Group.
[11] Wijayanto, Sri dan M. Haiban Agus S. 2013. Instalasi Listrik Penerangan. Klaten. Saka Mitra Kompetensi.
139
Implementation of Problem Based Learning (PBL) Model in Developing Data Structure
Learning Module to Enhance Students' Competencies
Bambang Sujatmiko1, Rina Harimurti2, and Anita Qoiriah3
1Department of Informatics – State University of Surabaya Gedung B1 Kampus Unesa Ketintang Surabaya
1[email protected], 2[email protected], 3[email protected]
Abstract - The explosive growth of technology requires students to have good ability in programming. Learning to write and to implement a computer code is complicated. Therefore some adequate tools such as teaching module and learning tools are required to facilitate these activities. Data structure course introduces how data is stored, arranged, and managed in computer storage to make them efficiently explored.
The fundamental materials of data structure are array, pointer, structure, stack, queue, linked-list, recursion, searching, sorting, and tree. The aforementioned materials are abstract and require deep cognitive understanding to be associated with real world.
Learning medium is therefore required to guide and to assist students in this learning process. In this work, we propose PBL-Based Learning Module to address this issue. PBL-Based Learning Model is a well-known learning model which is associated with contextual learning. In PBL-Based Learning Model, students are presented with a problem scenario. They formulate, analyze, and generate possible solutions of the problem by exploring new knowledge. At the completion of the problem, students reflect on the knowledge gained which enhance their skills. The outcome of this work is establishing learning tools for Data Structure course by implementing PBL-Based Learning Model to enhance students' competencies, partially in programming subjects. The proposed PBL-Based Learning Module will guide students to solve their related-programming- problems with step-by-step of PBL syntax to reach the goal and conclude the result.
Index Terms – Data Structure, Computer Program, Problem Based Learning (PBL), Teaching Module.
I. INTRODUCTION
Education is an important thing for the growth and advancement of a nation. The achievement of educational goals is being a responsible for everyone. This is to say, a new perspective must occur in teaching and learning process. Furthermore, a synergic integration of several aspects should be existed. Competence based curricula which are fully supported by learning model, learning tools, and learning facilities.
The explosive growth of technology requires students to have good ability in programming. Learning to write and to implement a computer code is complicated, therefore some adequate tools such as teaching module and learning tools are required to facilitate these activities. We therefore develop a module of Data Structure subjects which is expected to be a foundation to enhance student‘s competence in computer programming.
The outcome of this work is establishing learning tools (i.e. Module) for Data Structure courses by implementing Problem Based Learning (PBL) Model to enhance students‘ competencies, partially in programming subjects.
Some studies about Problem Based Learning (PBL) have been conducted. Kadir et al. [1] studied about the effect of implementation of PBL model for student learning outcomes in mathematical communication ability. This revealed PBL for mathematics gain higher student learning outcome than conventional learning in terms of mathematical communication ability for two-variable linear equation in VIII grade of SMP Negeri 9 Kendari.
Astika et al. [2] showed the effect of PBL model for scientific attitude and critical thinking. It confirmed student‘s scientific attitude and critical thinking gained by PBL implementation is better than expository learning model.
II. LITERATURE REVIEW
A. Problem Based Learning (PBL)
Siburian et al [3] referred PBL as a learning model which is associated to contextual learning. A learning is defined as a problem by which solving the problem yields student to reflect their knowledge and gain fundamental skills.
PBL is also defined as a learning innovation since teaching and learning process optimize student‘s ability in systematic grouping works.
Therefore, students are able to empower, reinforce,