4 (1) (2021) 43-50
Journal of Curriculum Indonesia
http://hipkinjateng.org/jurnal/index.php/jci
Information Technology Based Inquiry on Energy Topics to Improve Middle School Students' Science Skills
Subhan, Kapraja Sangadji*
Ambon State Islamic Institute, Indonesia
Info Articles
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History Articles:
Submitted 16 January 2021 Revised 9 February 2021 Accepted 29 March 2021
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Keywords:
creative thinking, interactive multimedia, junior high school students, science skills _________________________
Abstract
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The purpose of this research is to develop models and determine the effect of IT- based multimedia on Energy Change, as well as to improve science skills and creative thinking. This study used a quasi-experimental method. Pretest-Posttest Control Group Design. Three classes randomly selected. The subjects were students of class VIIIa and VIIIb in a junior high school in Baubau, Southeast Sulawesi. a sample of 30 students from the experimental class and 30 students from the control class. The instrument uses a test of mastery of energy concepts, science skills and creative thinking. Observation sheets, and questionnaires to get student and teacher responses to the application of multimedia. The results showed that the increase in N-Gain of concept mastery, science skills and creative thinking was considered high (0.70; 0.72 and 0.73). The highest N-Gain occurs in concept mastery which is the definition of energy change and the lowest for static electricity. So N-Gain occurs in an increase in indicators of science skills that are observed indirectly, and the lowest is for dynamic electricity, on indicators of creative thinking from energy in the form of static electricity and dynamic electricity to develop previous knowledge obtained by students, generally teachers and students respond. positive and motivated on interactive multimedia based on IT on the concept of energy.
*Address correspondence:
[email protected] e-ISSN 2549-0338
Journal of Curriculum Indonesia 4 (1) (2021) INTRODUCTION
So far, Energy Change learning in schools uses more informative teaching methods (Singh, 2017). Conventionally the teacher teaches facts, formulas, laws or certain problems and students memorize them (Miguel et al., 2016). In the context of teaching Energy Change, products take precedence over processes and scientific attitudes.
At the same time we are also entering the information age. Technology and information that continues to develop and tends to continue to affect all human life (Pleschova & MacAlpine, 2016).
The rapid development in the field of information and communication technology also affects personal, activity, life or way of thinking (Hardre et al., 2017). This development also needs to be introduced to students so that they have the knowledge and experience to apply and use in teaching and learning activities (Heynemann & Loxely, 2015). In the current learning process, many computer-based learning media are being developed (Jahanian, 2016), one of which is the creation and development of software in learning media (Jacobs, 2018). Based on a preliminary study at one of the junior high schools in Baubau City, it was obtained data that the energy change learning that has been implemented so far rarely uses information technology, one of which is computers..
The development of technology and information allows the production of various interactive multimedia in learning that can facilitate and arouse student motivation in studying Energy Change Topics. This was explained by Matsumoto that computer technology has the potential to teach thinking skills (Wirawan, 2015). Several sources (NSTA & AETS, 1998; National Research Council NRC, 2000) state inquiry as the use and development of higher order thinking in scientific work (Isaac & Michael, 2013). Marzanoetal and Joyce et al propose inquiry as an experimental activity to test a hypothesis (Graaf, 2014).
The low quality of education in Indonesia is influenced by several factors, one of which is the teachers in implementing the learning formulated in the curriculum (Lukum, 2015), which have been and are being implemented and the lack of ability to utilize various available media (PP No.
17, 2014). Often the learning pattern between one material and another is applied the same (Atjonen, 2015), regardless of the level of difficulty of the subject (Gabriela & McAlpine, 2016).
For the Energy Change subject, students think that this subject is difficult to understand, especially on abstract topics (Safaah et al., 2017). According to research, the low mastery of the topic of Energy Change is caused by a low rational mindset, in the formation of the Energy Change topic system (Pokorny et al., 2017). This low rational mindset is especially in the formation of topic systems in students because the teacher is less varied in teaching (Servitri & Trisnawaty, 2018), only uses a tendency in one method only (Metilda & Neena, 2017), as a result students are less active in the process. teaching and learning (Ramayanti et al., 2017); students listen to and write more teacher statements (Hastuti et al., 2018), causing the content of the Energy Change lesson to be memorized (Ješková et al., 2018); consequently students do not understand the real topic. Students do not have the courage to ask questions, resulting in increasingly difficult to understand a topic given by a teacher (Kızılaslan, 2019). So learning Energy Change requires the ability to be able to build Topics, so that when studied to gain further understanding, this topic is tested for applicability (Caffarella &
Daffron, 2013).
The Education Unit Level Curriculum includes inquiry abilities into the scope of study materials (Widoyoko, 2018). According to Mc Neal and D'Avanzo, the best inquiry method in Energy Change learning is laboratory activities and class discussions (Mitchell, 2018). This method can provide opportunities for students to practice thinking skills and find their own basic topics or principles through the activities undertaken.
Kartimi with her research in developing a computer-based interactive learning model for material particle study materials as a vehicle for junior high school students (Stufflebeam & Coryn,
Journal of Curriculum Indonesia 4 (1) (2021)
2014), found that learning models that use computers can improve students' creative thinking skills and are able to present material that is usually done by teachers so that teachers can pay more attention to their students who are slow in receiving lessons (Snyman & Berg, 2018), according to Kristi, apart from mastery of topics, interactive multimedia-based learning can also improve students' generic science skills and critical thinking (Arikunto & Cepi Safrudin, 2018).
For the purposes of this research, one of the materials selected for Energy Change is Energy and Power Change. The matter of Energy and Change includes the study of: 1) Understanding Energy and Power Change, 2) force and motion, 3) work and energy, 4) electrical energy, 5) gravitational force, 6) static electricity, 7) dynamic electricity, 8) factors which affects Energy. Some of the subtopics of Energy and Change cover some abstract topics that are quite difficult to illustrate, including even with lab work. For example in learning the topic of static electricity and dynamic electricity. Apart from that, this material also involves quite a lot of similarities in concept. The characteristics of the Energy and Change material material as mentioned above cause students to have difficulty understanding this topic well.
The difficulties experienced by students in understanding abstract and difficult to illustrate energy topics can be overcome (Khabibah et al., 2017), one of which is by using computer technology (Prastiwi & Haryani, 2018). Computer technology is an invention that allows presenting some or all forms of interaction so that learning will be more optimal (Arini, 2019). The topic of Energy Change is realized in a computer program using software that is easy to learn a number of forms of interaction can be generated through computer media such as presenting practices and exercises, tutorials, games, simulations, discovery and problem solving (Handayani et al., 2018).
Through a certain design, students are allowed to respond, receive feedback, study preferred material first, receive corrections, have the opportunity to make improvements, and get adequate reinforcement.
METHODS
This research is focused on developing a learning model for Energy Change which can improve mastery of topics and creative thinking skills at a junior high school in Baubau City, Southeast Sulawesi Province. This research was conducted using Prefest-Posfesf control Group Design (Sugiyono, 2013), as many as 2 classes were randomly selected from the five existing classes.
The sample used here is 30 students in the experimental class and 26 students in the control class (Djaali, 2013).
The implementation of the MMI-based learning model was carried out in one experimental class which began with giving a preliminary test, then learning activities using an interactive multimedia-based inquiry learning model. one control class begins with the provision of pre-test and conventional laboratory inquiry learning activities, then the two classes end with a final test. The instrument used was a mastery test of the topic of Energy and Change, which was integrated with generic science skills, the Southeast Sulawesi observation sheet, and a questionnaire used to determine teacher and student responses to the applied learning model.
RESULTS AND DISCUSSION
The data on the results of processing the pretest, posttest and N-Gain scores on the mastery of energy and power change topics for the control class and experimental class in full can be seen in Table 1. Table 1 shows that the percentage of the average pretest score for control class students is 35.30; while the experimental class average score was 27.33; while the average post-test score of the control class was 63.46; and the post-test average score of the experimental class was 0.79. The N-
Journal of Curriculum Indonesia 4 (1) (2021)
Gain mean of the control class was 0.40 and the experimental class was 0.70. In general, the mastery of topics in the experimental class had better mastery of topics than the control class.
Table 1. Topic mastery of control class and experimental class Control Class Experiment Class Pretest Posttest % N-Gain Pretest Posttest % N-Gain Average (%) 35,30 63,46 39,85 27,33 79,20 70,22 Standard Deviation 13,04 9,77 12,00 6,26 9,39 17,15
N (total students) 26 30
To find out the increase in students' mastery of topics from each subtopic, it was taken from the post-test score achievement data from each item in the control class and the experimental class.
The number of topics studied by the students was 8 sub-topics which were divided into 20 multiple choice test questions and six essay questions. These topics are: 1) Definition of Energy and Power Change, 2) force and motion, 3) work and energy, 4) electrical energy, 5) gravitational force, 6) static electricity, 7) dynamic electricity, 8) factors affecting energy. The distribution for each Topic and its description for each Topic can be seen in Table 2
Table 2. Distribution of Sub Topics for Control Class and Experimental Class Mastery of the topic Control Class Average Experiment Class Average
Pretest Posttest % N-Gain Pretest Posttest % N-Gain Definition of Energy and Change 34,62 67,31 44,23 28,33 90,00 85,60
Force and motion 23,40 50,64 30,81 26,11 82,78 77,00
Effort and energy 45,51 76,60 58,61 15,83 80,28 76,00 Electrical energy 30,77 65,38 42,31 13,33 70,00 66,00
Gravity 33,33 75,64 64,10 43,33 87,78 78,00
Static electricity 46,15 57,69 20,51 33,33 88,89 85,00 Dynamic electricity 30,13 50,00 26,48 36,67 78,11 64,00 Factors affecting Energy 31,80 28,44 31,73 21,67 82,76 73,00
In the experimental class, it can be seen that the topic that has the highest increase is the topic that states abstract with an average N-Gain of 85.60 while the lowest increase is the topic that states the principle with an average N-Gain of 64.00. Learning abstract and concrete topics, carried out by interactive simulations through computer multimedia. After learning, students understand (no misconceptions occur) and students are able to recall with the help of computer animations that are presented on software shows. This is in line with Ayas and Muammer, Energy Change is one of the sciences in which there are many abstract topics that are difficult for students to understand (Amasha & Alkalaf, 2013). Various energy change phenomena arise due to the interaction of various particles at the microscopic level (Jacobs, 2018). The learning process that involves the microscopic level, especially using microscopic / particle models is known to increase students' understanding of (Singh, 2017) the topic of Energy Change.
On the Topic label based on the principle of achieving the highest N-Gain, it is because the Energy and Change learning software displays interactive animations and examples of application questions in the form of questions in carrying out virtual lab work. In general, the increase in students' N-Gain mastery of topics on Energy and Power Change material with the inquiry laboratory learning model is in the high category with an N-Gain value of 70.22.
Journal of Curriculum Indonesia 4 (1) (2021) Generic Science Skills
The generic science skills being tested are adjusted to the generic science skills developed during learning activities and adapted to the topic of Energy and Change. The aspect of generic science skills developed in the form of questions / tests in this learning activity includes five aspects, namely: 1) making indirect observations, 2) building topics, 3) applying topic modeling, 4) explaining causal relationships, and 5) using symbolic language . An overview of the increase in students' generic science skills can be seen in Table 3.
Table 3. Relationship between Generic Science Skills and Average Pretest, Posttest, and N-Gain Science Skills Control Class Average Experiment Class Average
Pretest Posttest Pretest Posttest Pretest Posttest Making indirect observations 27,40 64,90 49,74 24,94 87,40 83,72
Use symbolic language 22,31 53,75 41,39 17,40 66,79 61,39 Describe causal relationships 26,92 64,10 44,87 37,18 88,33 81,00 Apply problem solving 28,85 57,69 40,36 35,10 71,12 57,56 Concept building 44,23 63,46 28,85 50,00 88,46 62,67
Based on the data in Table 3, it can be observed that in general students experience an increase in mastery of generic science skills after learning. The increase in mastery of generic science skills in the highest control class occurred in the aspect of making indirect observations and the lowest was in the aspect of building a topic. The highest increase in mastery of generic science skills in the experimental class occurred in the aspect of making indirect observations and the lowest was in the aspect of applying topic modeling.
Creative Thinking Skills
Information technology-based laboratory inquiry learning on the topic of energy and power change also measures students' creative thinking skills. Creative thinking skills measured in this study consist of 4 aspects contained in the 26 evaluation questions. The four aspects of creative thinking skills are: 1) arousing curiosity and curiosity, 2) building existing knowledge in students, 3) looking at information from different points of view, and 4) predicting from limited information. An overview of improving aspects of students' creative thinking skills can be seen in Table 4.
Table 4. Relationship between Creative Thinking Skills and Average Pretest, Posttest, and N-Gain Creative Thinking Control Class Average Experiment Class Average
Pretest Posttest Pretest Posttest Pretest Posttest Generating curiosity and curiosity 27,40 64,90 49,74 24,94 87,40 83,72 Building on existing knowledge in
students 22,31 53,75 41,39 17,40 66,79 61,39
Look at information from a different
point of view 26,92 64,10 44,87 37,18 88,33 81,00
Apply problem solving 28,85 57,69 40,36 35,10 71,12 57,56
Using data 44,23 63,46 28,85 50,00 88,46 62,67
Based on the data in Table 4, it can be observed that in general students have increased mastery of creative thinking skills after learning. The highest increase in N-Gain mastery of creative thinking skills in the control class occurred in the aspect of arousing curiosity and curiosity and the lowest was in the aspect of building existing knowledge in students. The increase in mastery of
Journal of Curriculum Indonesia 4 (1) (2021)
creative thinking skills in the highest experimental class occurred in the aspect of predicting from limited information and the lowest was in the aspect of building existing knowledge in students.
Student and Teacher Responses to the Teaching Model
In general, students respond positively to Energy and Change learning with an IT-based laboratory inquiry model (Gabriela & McAlpine, 2016). This is inseparable from the techniques and methods of the teacher in presenting and packaging subject matter to students.
This is indicated by the student's response so that learning like this is applied to topics that have the same characteristics as the topic of Energy and Change. Increased interest and motivation of students in learning because students feel that learning is directly related to everyday life (Safaah et al., 2017). According to Dahar, a positive attitude is needed in the learning process (Servitri &
Trisnawaty, 2018). This attitude will make the learning activity process run smoothly (Royse et al., 2014).
The laboratory inquiry learning model developed in this study is easy to operate, can activate students (Hastuti et al., 2018), supports theory and practicum in computer laboratories, arouses student motivation (Metilda & Neena, 2017), increases mastery of Energy and Power Change Topics and train students to think because they have to understand text / tables / graphics.
CONCLUSION
Starting from the results of data analysis, research problems, findings and discussions that have been stated previously, it can be concluded that the learning model produced in this study can develop topic labels: topics are based on principles, topics are concrete, and topics are abstract while the learning model uses The resulting software can display macroscopic and microscopic animations of the practicum design using a learning CD (interactive multimedia) which describes the molecular state of the Energy and Change topic phenomenon which is equipped with tables, experimental data, graphs, interactive displays and practice description questions, all of which can support students' mastery of topics.
Interactive multimedia-based inquiry learning on the topic of Energy and Change can improve mastery of the topic and creative thinking of the average student with a high N-Gain score.
This learning model received a positive response from the teacher, liked by students because the IT- based laboratory inquiry learning model developed in this study was easy to operate, could activate students, support theory and practicum in the laboratory, generate student motivation, increase mastery of Energy and Change topics, train students to think. because you have to understand the text / table / graphic.
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