Ervira Maharani, Eka Kartikasari, Vouzya Hamdi [email protected] [email protected]
[email protected] Indonesia University of Education
Abstract
This study aims to develop and find out effective learning model based on linguistic intelligence curiosity to improve students’ critical thinking and creativity. This research is grounded based on by the needs of students in Indonesia Subject which is mostly intended on the use of language function and practice to support academic activities especially productive skill such as speaking and writing. This study was started by conducting preliminary research in the form of analytical studies in one of senior high school with 150 students as the participant. After that the hypothetical model were tested toward the students majoring from Social Science (IPS) at SMAN 5. Having obtained a revised model that is considered adequate, and the revised model was tested second time on a comprehensive test at the Department of Natural Sciences (IPA) SMAN 5.
Second testing stage was meant to test the effectiveness of the model of the dependent variable are set, the critical thinking skills of students in the creative- writing products in the form of short stories. Some aspects of Creative and Critical thinking skills (KBKK) which are observed in KBKK are : a) the content aspect, b) organizational aspects, c) language aspect, d) aspects of the title, and e) aspects of the power of imagination. The result showed the learning model can improve creative and critical thinking skills of the students in form of short stories. In addition, MPK-KL automatically can also promote the literacy skills of the students, especially the ability to write short stories.
Keywords: Curiosity Learning Model, Linguistic, KBKK Introduction
Basically a lot of ways that can be used by teachers to facilitate students cope with learning problems. Changes in teaching practice which shift from teacher-center to learner- centered certainly impact teachers’ way in conducting learning. Students-Centered model makes teachers’ role to be facilitators and organizers of good learning. Students must be active in their learning and the teacher directs learning process in order students achieve the expected learning goals.
Based on these descriptions, indirectly, students should maintain their curiosity and students must be able to gather information related to the content being delivered. Edelman (1997) suggested that curiosity is a necessity, thirst or desire for knowledge. Curiosity (curiosity) is an acquisition of knowledge. It is supported by Sumrongthong (Culalongkorn University, 2013) who said that the strategy of curiosity is a great mind who always wants to learn more about something or urge to investigate the (inquiry), research (investigation), or search for knowledge.
In addition, in order to encourage students’ curiosity towards short story, students must have a good linguistic intelligence so that students are able to produce a series of sentences which are appropriate, and impressive created story. According to Nurdin and Yaumi (2013, hlm.45) Linguistic intelligence is the ability to use both of oral and written language precisely and accurately. The accuracy and concordance in this sense can be understood to mean that the students are able to determine the precise diction when writing
Enriching Quality and Providing Affordable Education through New Academia | 118 short stories so that it gives a pleasant impression to reader. Students who have a good linguistic intelligence will understand that words not only meant to express meaning explicitly or implicitly, but also making shape and sound. Different chosen words are able to give different image and emotion on reader’s mind.
Everyone is naturally born with various linguistic capabilities which distinguish their linguistic intelligence. The statement was in line with the statement expressed by Kirschenbaum (Jasmine 2007, hlm.17) ... absolutely it is clear that some people linguistically perform better than others. Logically the statement is truth since the language is much closed to human life. Human have been using the language for interaction with other people since they are born. Technology development will certainly affect the linguistic intelligence which is owned by someone. Besides, it is also influenced by people education.
Therefore, curiosity-based learning which focuses on students 'curiosity towards things they have learned it, be more functional if combined with the students because of linguistic intelligence, linguistic intelligence is able to improve students' ability to create a series of precise word that giving a distinct impression on the short story h. In addition, a curiosity model based on linguistic intelligence can enhance students' skills in critical thinking-creative.
Method
This study used 4D model developed by Thiagarajan et al (1974) which is then adapted to the conditions in the field. The stages of 4D model development including define (definition), design (design), develop (development) and disseminate (dissemination). 4D model development will only be carried out by the researcher to develop phase (development). These stages can be illustrated by the following chart.
Enriching Quality and Providing Affordable Education through New Academia | 119 The first step is definition (define), it aims to define the basic problems, requirements and information problems that arise in the study as the basis for the development to be carried out. At this stage there are five steps that must be done: 1) Conducting a descriptive study 2) Conducting Studies Reader 3) Drafting validated by experts 4) Piloting hypothetical model in class limited 5) Modeling revision tested on a wide class.
The second stage is planning (design), this phase purposed to design the prototype stage development products that will be produced. The steps in this phase are 1) the determination criterion reference test (constructing criterion-referenced test) preparation of criteria and reference test is based on indicators of learning that has been set, 2) the selection of media (media selection) steps in media selection is done fixing media proper development and in accordance with the problems that arise in learning to write short stories in SMAN 5 Sukabumi, student characteristics and learning situation in schools, 3) the election format put following the media , 4) preliminary draft (initial design ) this step is designed basic concepts presented in the learning device later developed as needed.
The third stage is the development (develop), this phase aims to further modify learning device that has been developed into a learning device that is ready to use. Ready-made product development are tested through validation test. some Stages that need to be done are expert appraisal and developmental testing). Assessment by experts is conducted by three expert validator who are validator of learning device (Dr. Dadang S Anshori, M Ed), validator of matter experts (Dr. Vismaia Damayanthi, M.Pd.) and field practitioners validator (Fathrah Hasanah, M.Pd. ).
After finishing product development, the next stage of product trials. At this stage there are three tests that are test the feasibility of the validator, practicality test by students and the effectiveness of the test by researchers to determine the increasing motivation and student learning outcomes after using products that have been developed. Product trials conducted to obtain data to be used for repairs or revisions so that the resulting product development with high feasibility and effectiveness. Product testing conducted through the following steps: 1) the design of the trial, the product of the syllabus, lesson plans, teaching materials and assessment instruments were developed to test the feasibility, effectiveness and practicality, 2) the subject of the trial, in the research and development of models of learning to write this short story consists of subjects limited field trial that class X-IPS 1 SMA Negeri 5 Sukabumi total of 32 students, 3) the type of data, the type of data in this study a quantitative and qualitative data in the form of score assessment questionnaire and responses or advice given by questionnaire, 4) data collection instruments used to obtain research data was a questionnaire validation by the validator (professors and teachers), learning by observation sheet keterlaksanaan observer and a questionnaire to test the practicality of teaching materials after use by students, motivation questionnaire.
The next stage after testing is the analysis of data have been obtained from the research that has been done. Data analysis techniques to be obtained from the results of the validation, learning outcomes and enforceability of curiosity-based learning model in linguistic intelligence. Research and development data are the result of an assessment by the validation team who provide assessment and feedback / suggestions in the questionnaire provided validation of this research are used to determine the feasibility of a learning model that has been developed.
Results Feasibility Test
The developed Product is then tested. There are three phases, namely the feasibility test, test the practicality and effectiveness of the test. Feasibility test carried out by the validator. Test practicality known by students of a questionnaire distributed to students after using teaching materials that have been developed. Test effectiveness known from increased motivation and student learning outcomes after using learning tools that have been developed.
Qualifications obtained from the feasibility test by validator is a syllabus (Table 1.1), RPP
Enriching Quality and Providing Affordable Education through New Academia | 120 (Table 1.2) and instrument ratings (Table 1.3) are very well qualified and well qualified for teaching materials (Table 1.4).
Table 1 Data Validation Results Syllabus
Components Syllabus Validator 1 Validator 2 Average Qualification Completeness of
components syllabus
3,9 3,7 3,8 Excellent
Indicator
3,5 3,7 3,6 Excellent
Learning materials
4 4 4 Excellent
Learning activities 3,8 3,5 3,6 Excellent
Assessment of learning outcomes
3,7 3,7 3,7 Excellent
Allocation of time
4 3 3,5 Excellent
Learning resources
4 4 4 Excellent
Result 26,9 25,6 26,2 Result
Average value of the syllabus
3,8 3,7 3,7 Excellent
Table 1.2 Data Validation Results RPP
Component RPP Validator 1 Validator 2 Average Qualification Completeness of
components syllabus
3,9 4 3,9 Excellent
Indicator 3,8 3.5 3.7 Excellent
Learning objectives 3,7 3.7 3.7 Excellent
Learning materials 4 4 4 Excellent
Method of Learning 3 3.7 3.3 Excellent
Learning activities
3,6 3.7 3.7 Excellent
Assessment of learning outcomes
4 4 4 Excellent
Allocation of time
3 3 3 Excellent
Learning resources 4 4 4 Excellent
Result 33 33,6 33,3 Result
Average value of the RPP 3,7 3,7 3,7 Excellent
Enriching Quality and Providing Affordable Education through New Academia | 121 Tabel 1.3 Data From Instrument Validity
Criteria Validator 1 Validator 2 Rata-rata Qualification Assessment
rubric component
3,3 4 3,7 Excellent
Total 3,3 4 3,7
Mean 3,3 4 3,7 Excellent
Tabel 1.4 Data From Teaching Material Validity In Regulation System Criteria Validator 1 Validator 2 Average Qualification 1.concept
2. reliability validity 3.perfor-
mance in delivering material
4 3 3,7
3,3 3 2,9
3,7 3 3,3
Excellent Good Good
Total 10,7 9,2 10
Mean Validity Material
3,7 3,1 3,3 Good
Tabel 1.5 Data From Questionnaire Score Of Practicality Test
Criteria Average Qualification
1. teaching material quality
2. material content 3. learning support 4. Website for
downloadings
3,3 Rning s 2,9 3,1
Excellent Good Good Good
Total 12,3
Mean 3,1 Good
Findings and Discussions
First: 97.88% (138 respondents) said Mapel Indonesian necessary and essential for students.
Competencies aspect they need are as follows.
speaking 24%
writing 24%
gramatical 24%
others 24%
Aspect
Enriching Quality and Providing Affordable Education through New Academia | 122 Second: KBKK students are reflected in the article written by them before the treated MPK-KL is quite to the average of 29.35.Sementara after being treated MPK-KL (cycle 2) is quite good with a mean 44.2.meanwhile after being treated MPK-KL (cycle 3) classified very well with the average of 54.93.
Third: Seriousness of students in participating MPK-KL is fair and responsive.
Fourth: MPK-KL proven effective in increasing student KBKK-short stories, both in limited testing done through a class action trial in three cycles, as well as extensive testing conducted through quasi experiment with pretest-posttest design in a class.
The results of t-test, the mean and mean action 1 action 2 obtained t count = 5.174> t table 2,072 at a significance level of 0.95 with degrees of freedom 22. The t-test results, the mean of measures 2 to 3 measures obtained t count = 10 649> t table 2072 at a significance level of 0.95 with a degree of freedom 22. Thus, the difference was significant. This means that MPK-KL proven effective in increasing student KBKK-stories.
Fifth: Measuring instruments used to measure KBKK remedy the language products automatically and also can be used to assess students' ability to write short stories.
Conclusion
Findings and discussions showed several points regarding the development learning model curiosity intelligence-based linguistic including: 1) the results of validation of the product by the validator indicates that the learning model curiosity intelligence-based linguistic that can be developed has been eligible to be tested, 2) learning model development curiosity intelligence-based linguisctic can improve creative and critical thinking skills of a tenth class in SMA Negeri 5 Sukabumi, 3) the development of intelligence-based learning model curiosity linguistic can improve the ability to write short stories either in term of cognitive, affective and psychomotor of tenth class in SMA Negeri 5 Sukabumi.
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