DEVELOPING AN INSTRUCTIONAL MODEL USING A
development of LDCs into account the four domains of learning, namely: transmission, acquisition, emergence, and accretion. After considering and accommodating all four domains to make learning model, namely: (1) the scope and object of learning design/ scope, (2) creation of learning resources/ create, (3) user experience, ( 4) meta-evaluation to determine the effectiveness and accuracy of the design process and assumptions/ metaevaluation, (5) formative and summative evaluation of the project and the experience of students/ evaluation.
LDC can be alternative for teachers to make learning model development. Simas Eric learning model development, first discovered the basis of the LDC. The learning model Simas eric (Darmawan, 2015), has the syntax: (1) Skimming, (2) Mind mapping, (3) Questioning, (4) Exploring, (5) Writing (6) Communicating, with assisted blogs and twitter as a medium blended learning. Simas eric learning model focuses on empowering students' critical thinking skills.
After the research process of development learning model Simas eric completed, the next step is the implementation stage learning model. Quasi-experimental study was conducted on learning model on high school students. The effectiveness of the implementation of learning model Simas eric was tested against critical thinking skills in students through rubric developed by the book Implementing Critical Thinking with Signature Assignments (Zane, 2013).
Research Purpose
The main objective of this research is to develop a learning model that is able to prepare students for the 21st century in having a life skills. The model development in this study focuses on the level of high school (SMA). Based on the results of this research, the following benefits can be obtained: 1) insightful- teachers today can use the LDC in developing learning models, 2) for the school, Simas eric model integrated with blended learning can be used as an alternative model of learning, 3) for teachers, can be used to improve the quality of the learning process and add new horizons to improve students' critical thinking, 4) for students, students become more active through the model of Simas eric integrated with blended learning, which is useful for the mastery of biology concepts and the ability to use knowledge in solving the problems of life in the community.
CONCEPTUAL FRAMEWORK
The importance of critical thinking skills for students
Johnson (2002) suggests thinking skills can be divided into critical thinking and creative thinking.
Both types of thinking are also known as high-level thinking skills (Griffin, 2012). Critical thinking is a mental process that is well organized and it plays a role in the decision-making process to solve the problem by analyzing and interpreting the data in the activities of scientific inquiry. Zeidler (1992) states the characteristics of people who are able to think critically are: 1) have a certain mind devices that are used to approach the idea, and has a strong motivation to find and solve problems; 2) skepticism is not easy to accept the idea or ideas unless he has been able to prove it. Murdoch University (2008) cites the opinion of Ennis, critical thinking is a process, which focuses on taking appropriate decisions about what people believe and do.
Critical thinking skills become very important for students at every level of education. Critical thinking skills using basic thinking to analyze arguments, bring insight to each interpretation, develop a cohesive pattern and logical reasoning, understand the assumptions, formulating a problem, do deduction and induction as well as taking the right decision. Critical thinking is not inborn and do not develop naturally.
The ability to think critically is the intellectual potential that can be developed through a learning process.
Every human being has the potential to grow and develop into a critical thinker since thinking has been associated with patterns of self-management of each creature in nature (Lin, 2013; Johnson, 2000).
In contrast, Ennis (1985) and Marzano (1988), Zane (2013) identify and provide a clearer picture of how the level of critical thinking are classified by providing indicators and examples of key words better.
Based on description the above, the critical thinking skill that are used in this study is a mental process that includes, interpreting, analyzing, evaluating, making inferences, communicating and self regulation. The ability to think cannot develop by itself in line with the person's age. This will develop its ability to think properly if it is intentionally developed. The planned and implemented learning activities that develop the ability to think are very important factor in the learning process. The use of approaches, models, methods, and techniques appropriate learning are intended to foster students’ thinking skills and an action that can train students' thinking skills. With notions that, then this research will focus on understanding the critical thinking is a process that is organized with the involvement of the psyche that involves the ability to compare, explain causality, reasoning, classify, apply, and concluded (Linn, 1995). These facts clearly prove that critical
thinking is a skill that should be taught to students to prepare them to succeed in life (Schafersman, 1991).
Teachers need to help students to develop critical thinking skills through the model, and methods of learning that encourage students to learn actively.
According to Tice (2000), thinking requires logical reasoning and analytical skills and demonstrated high-level thinking. Furthermore, it expressed theoretically when it is associated with Bloom's taxonomy, critical thinking inherent (inherent feature) with higher level of thinking skills that analysis and synthesis.
Critical thinking technically, includes: understanding the argument, recognizing misleading to think, distinguishing the premise and conclusion, separating the issue with information. Referring to the opinion of Zane (2013), the critical thinking skills that are intended in this study is a mental process that includes the ability to interpret, to analyze, evaluate, make inferences, communicate and cell regulation. Critical thinking is a very important tool in learning and growing, as is the case for hearing listening is critical thinking is to know (Snyder, 2008).
Critical thinking skills are not only taught through formal learning activities, study of Kalelioglu (2014) showed that students taught with a blended learning thinking skills are best compared to a conventional classroom. Blended learning by Garnham (2002) incorporated with the best features of classroom learning (face to face) and the characteristics of the best online learning to improve learning self- actively by students and reduces the amount of time face to face in the classroom. Blended learning is a learning approach that integrates traditional face-to-face learning and distance learning using online learning resources and a variety of communication options that can be used by teachers and students (Harding, 2005).
Implementation of this approach allows the use of online learning resources, especially web-based, without leaving face to face activities. With the implementation of this blended learning, the learning more meaningful because it is able to maximize the active involvement of students to learn the material that learned that they can learn in and outside the classroom.
Learning Model Development by Using Theory of LDC
LDC provides four broad categories of learning: transmission, acquisition, emergence, and accretion.
The first step to develop a model of learning is to evaluate the nature of learning needs, the needs of knowledge requires a different model or a different approach. Students have different needs and expectations, because of a changing environment (Siemens, 2005).
The capacity for reflective and critical thinking is designed in the objects in the domain of emergence.
Emergence opens the door to new fields of knowledge, which leads to the selection domain accretion or acquisition for the construction of students' knowledge. Network, environmental, and ecological study into the design of objects in the domain accretion, most of the learning happens in this domain. The role of teachers in the domain of learning is to construct and create opportunities for students to find and present information on their own. Referring to the learning theory connectivism, Siemens (2004) stated that the network, environment, science and ecology student learning is always dynamic.
Acquisition is based on connectivism and constructivism learning theories, which refer to the selection of students in learning or in other words is an option for students to study and learn something. Based on prior knowledge possessed by students there will be a lot of variation in the need of learning, the teacher certainly cannot treat students with the same learning experience. Domain learn transmission, activities based teacher centered learning is still needed in order to provide instruction to students. Wilson (1997) also associate this learning sphere with cognitivism learning theory, where students engage cognitive to acquire new information, knowledge transformation, and examine the relevance and accuracy of knowledge in the formal classroom learning activities. After noticing the four domains in teaching and learning activities, the measures could be implemented learning model development.
The first phase of LDC consists of planning and analysis is the determination of the scope and object of a learning model design. The most instructional design theory begins the design process with some types of learning objectives set. Planning and analyzing the scope of learning design begins with the level of education, class, student background, the method to be used, the domain of learning needed, the availability of information and technology, student motivation, and other equipments for the smooth process of teaching and learning.
The second stage of the LDC consisting of: design, development, and delivery, all three activities covered in creation. A key component in instructional design, the main task in this process is to determine the nature of the content and how best to present the content. During the design stage, the main considerations related to the nature and content of the planned interaction. Media to deliver content and encourage interaction was also explored and resolved. Development stage focused on the identification mastery of the subject matter, create a timeline of development, explore the skills needed to complete the project, and creating learning activities. Begin the process of piloting content and interaction is important at this stage.
Other activities than to wait until the completion of learning resources, designers can receive valuable information input during the creation phase.
Thiagarajan (1999) explain in more detail about the obstacles that may arise in the stages of the creation of this activity, the design involves all activities performed before students actually interact with a package of learning in real-world training situation. Delivery is what happens next, designers can choose and decide resources allocated to the two stages. If a lot of time learning, designers can skimp on the design, but if you have fewer resources to delivery instructions, designers need to allocate additional time and other resources to the design process.
The next stage is the user experience, which is the third stage of the LDC. Designer experience in using learning model is a vital process in ensuring that the learning resources are used accordingly. Various models of the user experience and trial designs are available to assist in this stage could refer to Morville (2004) with reference to the fundamental question: whether the model useful, usable, arouse the interest of students to learn, information to support learning activities easily searchable and can be accessed.
The fourth stage is the meta-evaluation, which is the actual process of evaluating the effectiveness of the instructional design process. Exploring the successes and dialogue about the obstacles. This stage can help the entire design process to grow in effectiveness to the readiness of the implementation (in this stage will also be informed about the revision of existing resources in the learning activities that have been implemented).
The last stage of LDC is evaluation, transmission learning domain is the only domain that requires immediate evaluation process. This may be formative evaluation (conducted during the process of exploring the source of learning) or summative (conducted after the completion of the learning resources). This research study has been conducted into two phases, namely model development and measurement of the effectiveness of learning model Simas eric in developing the students' critical thinking skills.
RESEARCH METHODOLOGY
This study consists of two parts: research development and implementation. The first part is the research development, learning model development Simas eric using LDC which is instructional design approach metalearning to bridge the learning environment changes with the academic environment. The second part of this study is a quasi-experimental study. Learning activities during the 12 weeks, the high school in Malang, Indonesia. Scene influence research learning learning model Simas eric (skimming- mindmapping-questioning-exploring-writing-communicating) and blended learning to high school students' critical thinking skills. The purpose of this study is to improve students' critical thinking skills with a combination of learning in the blog and twitter. Learning topics include: the cell as the smallest unit of life, bioprocess in a cell, plant tissue, structure and function of cells making up tissue in animals.The independent variable of this second phase is a model Simas eric and conventional learning as a factor A, while the ability of factor B academic consisting of upper and lower academic ability as a moderator variable. The dependent variable is the ability to think critically. In addition, the control variables in this study is the ability of teachers (n = 8), the number of hours, and the same material presented. The design used was a pretest- posttest study design non-equivalent control group design.
The study population was all students of class XI SMA. Determination of the samples was done by means of random sampling. Simas eric learning model is represented by a single class and the next class is a class of conventional, classroom number used is two classes. The research sample that will be used is 4 SMA. The classes will be sampled equity research first tested using the IQ test results conducted by the school at the time of high school. Analysis of the sample class equivalence done using analysis of variance (ANOVA) using SPSS 18.0 for windows. Each class treatment is divided into three levels of academic ability, namely academic top, middle and bottom. Top academic ability and academic ability down in each class are used as research subjects. The total number of students of the experimental class is 78 students and 78 students of the control class.
Data from the study, which concerns the application of Simas eric models and their effects on critical thinking skills was analysis using analysis of covariance (ANACOVA). Prior to testing hypotheses, test prasarat normality and homogeneity of data was established. Test for normality using one-sample Kolmogorov-Smirnov, while the homogeneity test using Levene's test of equality of error variances were done. Data from 2x2 factorial experimental research, to test the hypothesis formulated, tested using ANACOVA assisted with statistical analysis program SPSS 18.0 for Windows, statistical testing performed at a significance level of 0.5%.
RESULTS AND DISCUSSION
The First Stage of The Model Development Research
Referring to the opinion (Duron, 2006) at least five stages that must be observed to engage students in critical thinking, namely: consider indicators of competence and the target achievement of competence, encouraging students to ask questions and make inquiries, arrange activities that student centered, monitor and evaluate activities students and provide feedback to the students' learning process.
Researchers should pay attention to the four domains in learning activities before making learning models namely: emergence, acreation, acquisition and transmission. The first is the emergence, self- regulation process of the students going on in this realm, so that in the model evaluation sheets Simas eric prepare teaching and learning process in the form of self-reflection in an effort to accommodate the emergence of learning domain. Formulation of innovative approaches and new perspectives emergence learning function. Cognitivism and constructivism is a learning theory that best reflects how learning occurs in the domain of emergence (Siemens, 2005).
Second is the accretion, deepening in this sphere led to a combination of blended learning model ecological Simas eric facilitate student learning to actively access information. Blogs and twitter prepared teachers as a source of learning has also become one of the tools to make it easier for students to access core information regarding the material being taught, blogs and twitter will be able to complete the activities in the formal classroom.
The third is the realm of acquisition, in this realm prior knowledge and learning experiences each student must be accommodated, Simas eric models provide flexibility to students to learn according to the learning needs of students by conditioning the students to do the learning phase skimming and mind mapping independently. Skimming is the result of the efforts of students in reading in order to select the information that is important and not important to him, then that information would appear clearly on the outcome of mind mapping is an authentic work of students based on their knowledge and experience to learn he already owns.
The fourth stage is the transmission: Simas eric model with reference to the realm of learning transmission design activities formal learning done in class, namely questioning, exploring, writing and communicating with a question, read deeply, answer questions, and discuss in groups heterogeneous filed in formal teaching and learning activities that happen in class.
Simas eric Learning Model Developed by The LDC
After considering all four domains of learning domain, there are five technical development of the LDCs. Technical development of the first (1) planning and analysis: previous learning that is both teacher centered to make students become highly dependent on teachers, making them not used to seeing other alternatives that may be used solve a problem, learning methods that have been applied to teachers such as lectures, exercises, assignments, and the investigation did not give maximum results.
The second technical development consists of design, development, and delivery: based on the empirical fact, most of students are less active in asking, not learning and reading materials which will be taught before, and many students who have to undertake remedial, encourage researchers to create an ecological learning that can solve those problems, namely Simas eric learning model (Darmawan, 2014). The previous learning approach, teacher-centered, makes students become highly dependent on teachers, causes them not used to see other alternatives that may be used to solve a problem, learning methods that have been applied by teachers such as lecturing, giving exercises, giving assignments, and doing investigation did not give maximum results.
Simas eric model using mind mapping, because mind mapping is able to be a visual device for organizing and representing knowledge. Inside it, there are concepts, which are connected by appropriate conjunction. The two concepts can only be connected by a conjunction. The composition of the relationships between a concept and another concept can be compiled based on the general to the specific concepts hierarchically (Santiago, 2011). Simas eric is an innovative learning model that emphasizes student centered learning through fun learning activities. The focus of Simas eric lies on the concepts and core principles of a discipline study, involving students in problem solving and the other meaningful task activities, allowing learners to learn autonomously for constructing their own knowledge. This model is able to discipline students in reading and understanding the material will be taught, so that the learning model which has been designed for the learning activities can be accomplished.
The third technical stage is user experience: as a complement of Simas eric learning model by creating an ecological study connected with the connectivisme theory of learning (Siemens, 2004) then as the realization of active students in learning activities (Student-centered) is the use of blended learning in teaching and learning activities. Blended learning is a combination of the best characteristic of learning in the