CHAPTER III RESEARCH METHODOLOGY 3.1 Research Methodrepository.upi.edu/52109/4/S_IPSE_1600994_Chapter3.pdf · the use of digital interactive mind map to enhance students’ concept

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Anis Nuur Faaizah, 2020 THE USE OF DIGITAL INTERACTIVE MIND MAP TO ENHANCE STUDENTS’ CONCEPT MASTERY AND CREATIVITY IN LEARNING EXCRETORY SYSTEM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Method

The research method that was used in this research was pre-experiment. In

pre-experiment, either a single group of participant or multiple groups are

observed after some intervention or treatment presumed to cause change.

According to Salkind (2012), although they do follow some basic steps used in

experiments, pre-experiment either fail to include a pretest, a control or

comparison group, or both; in addition, no randomization procedures are used to

control for extraneous variables. This method is suitable with purpose of the

research which is to investigate the use of digital interactive mind map to enhance

students’ concept mastery and creativity in excretory system.

3.2 Research Design

This research use research design of One Group Pre-and Post-test Design.

All the participants are first assigned to the experimental group. Then, the group is

observed at two time points, which are pre-test and post-test. Pre-test is recoded

before the intervention (independent variable). Then after the intervention, a

second observation is conducted in the form of post-test. The differences between

the pre-test to the post-test are the outcome of interest, which are presumed to be

the result of the intervention (Salkind, 2012). This research design is used to see

the use of digital interactive mind map to enhance students’ concept mastery and

creativity in learning excretory system. The experiment research design shown in

table 3.1

Table 3.1

Research design: The One Group Pre-test - Post-test Design

O1 X O2

Pre-Test Treatment

(Digital Interactive Mind Map

Post-Test

(Salkind, 2012)

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3.3 Population and Sample

The location of this research was in Private Junior High School in West

Bandung. The school uses both English and Indonesia in their learning activity.

The curriculum that implemented in the school is National Curriculum. The

Population in this research is one class of students in 8th grade which consists of

18 male students in Private Junior High School. The sampling technique in this

research is Convenience Sampling. Convenience sampling is a quantitative

sampling procedure in which the researcher selects participants because they are

willing and available to be studied (Creswell, 2012). Creswell (2012) also stated

that convenience sampling can provide useful information for answering question

and hypotheses.

3.4 Operational Definition

The operational definition of this research will explain in order to avoid

misconception about this research. There are some terms of operational

definitions must be explained from this research. Those terminologies are

explained, as follow

1) Digital Interactive mind map is mind map tool maker that operated with

computer used to visualized, summarized, or organized information. In this

research, students will create digital mind map on excretory system topic

and the implementation of mind map will be observed by observation sheet

of learning activity

2) Students’ Concept mastery in this research is the ability of the students to

understand the concept using objective test consists of 15 questions as a

form of pre-test and post-test which covers of cognitive domain based on

Blooms Taxonomy for students; C1 (remembering), C2 (understanding), C3

(Applying), and C4 (analyzing).

3) Students’ Creativity is creativity of the students after creating the digital

mind map examined by the researcher and science teacher measured using

Creative Mind map Rubric (CMR) combining Creativity indicators and

essential part of mind map consisting Fluency, Flexibility, Originality, and

Elaboration with three levels of each indicator.

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4) Excretory system topic used on this research is based on the 2013 national

curriculum covers sub-topic and indicators in curriculum. This topic will be

used for create digital mind map and for objective test.

3.5 Assumption

The assumption as the foundation of this research is mention as follow:

1) Electronic mind map software help students too much richer visualization of

the abstract concept and enhance the learning process (Noor, Wan & Ahmad,

2016).

2) Computer based map has effect to enhance students’ understanding,

memorization, and cognitive levels (Liu & Chen, 2017).

3) Mind mapping has an effect of improving students’ creativity and creative

thinking skills (Zubaidah, 2018).

4) Mind mapping help students in understanding biology concept (Rahayu,

Susantini & Oka, 2018).

3.6 Hypothesis

The hypothesis that is tested in this study is as follow:

H0: There is no difference on student’s concept mastery and creativity in

learning excretory system using digital interactive mind map

H1: There is significant difference on student’s concept mastery and

creativity in learning excretory system using digital interactive mind

map

3.7 Research Instrument

The research instrument that needed in this research will be shown in table

3.2 below:

Table 3.2

Research Instrument for Data Gathering

Type of Data Instrument

Students’ Concept Mastery Objective Test

Students’ Creativity Creative Mind Map Rubric (CMR)

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Type of Data Instrument

Implementation of Digital Interactive

Mind Map in learning Excretory system

Observation Sheet

Students’ Impression Questionnaire

3.7.1 Objective Test

Objective test based on Bloom’s Revised Edition was used to measure

students’ concept mastery before and after implementing of digital interactive

mind map in learning excretory system. The initial test is 30 questions and after

the trial and validation reduction of objective tests consists of 15 questions. Pre-

test was conducted to gather students’ prior knowledge, while post-test was

conducted to find out whether or not students’ cognitive mastery increased

significantly. The cognitive skill level that was tested in this objective test are C1

(remembering), C2 (understanding), C3 (applying) and C4 (analyzing). The

blueprint of objective test will be shown in table 3.3.

Table 3.3

Blueprint of Objective Test

Sub Topic Indicator C1 C2 C3 C4

1. Excretory

system

organs

Explaining the

organs in excretory

system

1,14 2,3 - -

2. Structure and

Function of

excretory

system

Identifying and

differentiate the

structure of

excretory organ

5,10 4,15 6,13 -

3. Excretory

system

diseases

Identifying, and

differentiate the

excretory system

disease

- - 11 7,8,9,12

Total Item 4 4 3 4

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3.7.1.1 Validity

Validity is the extent to which a test measures the quality it

purposes to measure. It also can be defined as the agreement between a test score

and the quality it is believed to measured (Kaplan & Saccuzzo, 2004). In this

research, the validity is used to check whether the instrument can measure or

cannot measure students’ scientific literacy in the topic of environmental

pollution. The formula to calculate the validity is:

∑ ∑ ∑

√ ∑ ∑ ∑ ∑

(Kapplan & Saccuzzo, 2004)

Where:

= items correlation coefficient

x = items scores

y = total score of each student

n = amount of subject

∑ = sum of total score of all students for each question’s item

∑ = sum of total score of all students for whole test

The Interpretation of validity is represented in table 3.4 below:

Table 3.4

Validity interpretation

The amount of r value Interpretation

0,80 < r ≤ 1,00 Very High

0,60 < r ≤ 0,80 High

0,40 < r ≤ 0,60 Enough

0,20 < r ≤ 0,40 Low

0,00 < r ≤ 0,20 Very Low

(Kapplan & Saccuzzo, 2004)

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3.7.1.2 Reliability

Reliability can be defined as the stability, dependability or

consistency of a test result. It is also refer to the consistency of answer.

Therefore, the reliability may be calculated using the following formula:

(Cronbach, 2000)

Where:

K = number of items

= the variance (square of standard deviation)

= observed variance from item i

The Interpretation of reliability is represented in table 3.5 below:

Table 3.5

Reliability Interpretation

Gained r value Interpretation

0,80 -1,00 Very High

0,60 - 0,79 High

0,40 - 0,59 Prosperous

0,20 - 0,39 Low

0,00 - 0,19 Very Low

3.7.1.3 Difficulty Level

Difficulty level in this research refers to the degree of difficulty for

students to answer the question which is not from teacher’s perspective. In order

to obtain the difficulty level on a item, the number of students or respondents with

correct answer are divided by the total number of students or respondents. This is

the formula that will be used to find the difficulty level:

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Where:

A = Number of students who answered the item correctly

N = Total number of students who attempted the item

The Interpretation of reliability is represented in table 3.6 below:

Table 3.6

Category of Difficulty Level

Value of Difficulty Index Interpretation

0,00 – 0,30 Difficult

0,30 – 0,70 Moderate

0,70 – 1,00 Easy

(Source: Arikunto, 2010)

3.7.1.4 Discriminating Power

Discriminating Power is to identify items for which high-scoring

examinees have a high probability of answering correctly and low-scoring

examinees have a low probability of answering correctly. The formula to be used

in order to obtain the discriminating power is:

Where:

= Proportion in the upper group who answered the item correctly

= Proportion in the lower group who answered the item correctly

(Source: Crocker, 2006)

3.7.1.5 Distractor

Distractor is the incorrect option in a multiple-choice question. The

formula to be used in order to obtain the distractor is:

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Where:

R = Number of right answers

W = Number of wrong answers

N = Number of choices in each item

(Kaplan & Saccuzzo, 2004)

3.7.2 Creativity Rubric

Rubric for assessing creativity was adapted from Susianna (2016) and

Rahayu (2018) combining creativity indicator and essential aspect for mind map.

Development of creative mind map rubric was created. Creative mind map rubric

will be shown in table 3.7 below.

Table 3.7

Mind map Rubric for Creativity Aspect

Aspect Criteria Level 1 Level 2 Level 3

Fluency Central Idea (write

the main idea,

placed main idea at

center)

Central idea

not placed

at the center

and not

appropriate

with topic

Central idea

not placed at

the center and

some idea

appropriate

with topic

Central idea

placed at the

center and

appropriate

with topic

Key words (key

word appropriate

with concept, easy

to read and free

from spelling error)

Keywords

not

appropriate

with

concept and

there is

spelling

error

Keywords

appropriate

with concept

but there is

some spelling

error

Keywords

appropriate

with concept

and free from

spelling error

Colors (the

quantity of color

which had been

used whole the

mind map include

branch, link line,

and illustration)

There is no

different

color used

including

branch, link,

line, and

illustrations)

Some color

used including

branch, link,

line, and

illustrations)

but does not

distinguish the

keyword

Some color

used including

branch, link,

line, and

illustrations)

and can

distinguish the

keyword

Branching (the There is There is some There are

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more key

words/illustrations/

branches were

used, the higher

fluency level

obtained)

only single

branching

for keyword

branching for

each keyword

many

branching for

each keyword

Flexibility Basic Ordering

Ideas (able to

determine sub-topic

that related to the

main topic)

Sub topic

cannot be

determined

and does not

have

relation

with the

main topic

Some sub topic

can be

determined

and have

relation with

the main topic

All sub topic

can be

determined

and does have

relation with

the main topic

Quantity of Branch

(level of

differentiation

among concepts, to

the extent where

the more specific

concepts are

connected to more

general concepts)

The specific

concept is

not

connected

with general

concept

Some specific

concept is

connected with

general

concept

The specific

concept is

connected with

general

concept

Originality Words (using

single key words

per branch, using

original answer or

response but still

related with topic)

Consists of

many key

words on

every

branch

Consists of

many key

words on some

branch

Consists of

single key

words per

branch

Illustrations

(image, symbol

represent

keywords)

There is no

illustrations

that

represent

keywords

There is an

illustrations

but does not

represent

keywords

There is an

illustrations

that represent

keywords

Emphasize (adding

highlight or

boundaries in the

group of

information or

important

There is no

boundaries

or highlight

on

important

information

There is some

boundaries or

highlight on

important

information

Boundaries or

highlight

added on all of

the important

information

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information)

Elaboration Higher level of the

hierarchy (The

highest branch

level or level in the

hierarchy/farthest

branch from the

central mind map)

All

branches

placed on

the same

level

Branches have

different

hierarchy but

does not

represent the

level

Branches have

different

hierarchy and

represent the

level

Relationship

(relation between

information in

same hierarchies)

There is no

relation of

information

in same

hierarchies

There is some

relation of

information in

same

hierarchies

There is a

relation of

information in

same

hierarchies

(Rahayu et al., 2018)

Mind map scoring for each indicator has different total point. For the

Fluency aspect has four criteria it means the maximum score is 12 points, while

Elaboration has maximum points 6 since it has only two criteria exists. The

formula used to calculate the score average of each indicator will be shown below:

(Rahayu, 2018)

The total score is gained by converting score into percentage. The technique of

concerting the score into the percentage is used as follow:

Where:

NP = Percentage

R = Raw Score

SM = Maximum Score

(Purwanto, 2000)

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The interpretation of score percentage of students’ creativity is categorized

into certain criteria as shown in the Table 3.8.

Table 3.8

The Interpretation of Score Percentage of Students’ Creativity

Percentage (%) Criteria

86-100 Very Good

76-85 Good

60-75 Enough

55-59 Low

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Table 3.9

Students’ Impression Questionnaire

Code Indicators Statement

S1.1

Concept Mastery Belajar dan membuat mindmap sendiri

membantu saya untuk lebih memahami

tentang sistem ekskresi

S1.2 Belajar menggunakan mindmap

membantu saya untuk mengingat

konsep tentang sistem ekskresi

S1.3 Membuat mindmap digital

mempermudah saya untuk belajar

dibandingkan mindmap konvensional

S2.1

Creativity Saya mendapatkan kesempatan untuk

berfikir kreatif dengan menggnakan

mindmap

S2.2 Saya dapat mengembangkan kreatifitas

saya dengan membuat mindmap

menggunakan aplikasi

S2.3 Saya memperhatikan nilai seni dalam

membuat mindmap dengan

menggunakan aplikasi

S3.1

Learning

Experiences

Belajar menggunakan dan membuat

mindmap memberikan saya

pengalaman positif

S3.2 Belajar menggunakan mindmap

membuat pembelajaran lebih menarik

S3.3 Saya menikmati pembelajaran dengan

menggunakan mindmap

S4.1

Digital mindmap Digital mindmap lebih mudah

digunakan dibandingkan tradisional

mindmap

S4.2 Digital mindmap lebih interaktif

dibandingkan tradisional mindmap

S4.3 Digital mindmap mempermudah dalam

menambahkan konten dari berbagai

sumber

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3.8 Instrument Analysis Result

The instruments have different way to collect and process the data. The

instrument analysis of data collection techniques are explained as follows:

3.8.1 Objective Test Analysis

Students concept mastery is the quantitative data of this research. The data

has been collected through objective test in form of 30 multiple choice questions.

Before the test item was distributed to students, the test item was analyzed to

decide whether it is appropriate or not. The test item was analyzed based on its

validity, difficulty level, and discriminating power by using ANATES software.

The recapitulation of test item analysis is shown in Table 3.10.

Table 3.10

Objective Test Analysis Result

No DP Category DL Category Validity Category Decision

1 11.11 Poor 93.94 Very Easy 0.296 Low Revised

2 55.56 Very Good 72.73 Easy 0.444 Prosperous Used

3 22.22 Fair 0.91 Very Easy 0.252 Low Revised

4 0.00 Very Poor 27.27 Difficult 0.064 Very Low Revised

5 -22.22 Very Poor 9.09 Very Difficult -0.206 - Rejected

6 44.44 Good 84.5 Easy 0.510 Prosperous Used

7 22.22 Fair 90.91 Very Easy 0.368 Low Revised

8 0.00 Very Poor 36.36 Medium 0.005 Very Low Revised

9 66.67 Very Good 63.64 Medium 0.562 Prosperous Used

10 11.11 Poor 96.97 Very Easy 0.322 Low Revised

11 33.33 Good 90.91 Very Easy 0.507 Prosperous Used

12 44.44 Good 78.79 Easy 0.295 Low Revised


14 22.22 Fair 24.24 Difficult 0.242 Low Revised

15 22.22 Fair 51.52 Medium 0.158 Very Low Revised

16 44.44 Good 45.45 Medium 0.340 Low Revised

17 33.33 Good 90.91 Very Easy 0.437 Prosperous Used

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No DP Category DL Category Validity Category Decision







24 22.22 Fair 84.85 Easy 0.325 Low Revised

25 33.33 Good 87.88 Very Easy 0.290 Low Revised

26 33.33 Good 75.76 Easy 0.270 Low Revised


28 44.44 Good 24.24 Difficult 0.490 Prosperous Used

29 55.56 Very Good 60.61 Medium 0.367 Low Revised

30 77.78 Very Good 69.7 Medium 0.666 High Used

There were 30 multiple choice questions in the test. The test item was

filled by 9th

grade of junior high school from the same school as experimental

class students who already learn the excretory system topic. After the test item

was analyzed using ANATES, the researcher decided to applied 15 questions

from above only questions with the decisions of “Used” questions for objective

test which are number.

3.9 Research Procedure

There are three stages of this research procedure. The stages are

preparation; implementation; and completion stages. Those three stages will be

explained as follows:

3.9.1 Preparation Stage

Preparation stage includes several steps to support researcher conducting

the research. The steps are:

1) Identifying research problem

The research problem of this study is identified by reviewing several

recent journals about the problem of science education and science

learning in Indonesia.

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2) Formulating research objective

Research objective is formulated after arranging the research topic and

title consists of problem and the method for answering those problems.

3) Conducting literature review on Digital Mind map, Students’ Concept

Mastery, Students’ Creativity, and Excretory system topic

4) Prepare research instruments.

There are three instruments in this research; objective test, rubric, and a

questionnaire. The initial objective tests consist of 30 questions with

cognitive levels C1-C4, the rubric is adapt from creative mind map rubric

while the questionnaire arrange by the researcher.

5) Validating research instrument by expert

The instruments validate by the judges or expertise in science field

especially biology. While it is validate by the expert, the researcher also

conducted trial of objective test to 9th

grade students in the same school of

sample who already learn the topic.

6) Revising research instrument

After conducting the trial, the objective test has some reduction becomes

15 questions because the researcher only used questions that “accepted” or

“used” while the other questions which is revised and rejected removed.

3.9.2 Implementation Stage

The implementation stage is where process of collecting data will conduct.

The implementation stage is described as follow:

1) Determination of experimental class

The determination of experimental class used convenience sampling and

one class of 8th

grade students is chosen because they are willing to be

studied and suitable for learning the topic.

2) Give pre-test to experiment class.

The experimental class is given the pre-test in the first meeting after the

researcher give apperception to the students by relating surah in al-

Qur’an with the topic and when students have difficulties, teachers

clarified it. The pre-test is to gain information of initial condition of class

3) Analyze result of pre-test

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The results of pre-test is analyzed, even though they are not familiar with

the topic some students able to answered half of the questions.

4) Conduct research activity by implementing digital interactive mind map

in learning excretory system

In the same meeting with the pre-test, researcher introduced students to

digital mind map and shows the mini tutorial how to use it via Google

meet. After that, researcher gives task to students to create digital mind

map using any software in online class and if they are not finished yet

then collect it in the next meeting which is two days after.

5) Give post-test to class.

The purpose is to gain information of students’ enhancement in concept

mastery and creativity. The post-test is conducted after students collect

their mind map. While researcher and science teacher assess students

mind map using rubric, students do the post-test.

6) Giving questionnaire of students’ impression in learning using digital

interactive mind map

Questionnaire is given to the students in the same meeting after the post-

test.

3.9.3 Completion Stage

The completion stage was the final stage of this research to analyze the

result of whole research. The completion is described as follow:

1) Analyzing the data gained from the research

2) Discussing findings resulted from the data

3) Making conclusions from the data analysis results

In order to make the research systematically arranged, the researcher

construct the stages into the flowchart. The flowchart is shown in Figure 3.1

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Figure 3.1 Research Procedure Flowcharts

Identifying the problem Conducting literature review

Designing Instrument

Objective Test Rubric Questionnaire

Instrument Validation

Revision

Determining the experimental class

Implementation of Digital Interactive Mind Map

in Learning Excretory system

Post-test

Collect Research Data

Processing and Analyzing Data

Discussing the finding

Make Conclusion from data analysis result

Pre-test

Completion

Stage

Implementation

Stage

Preparation

Stage

Documents

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Methodrepository.upi.edu/52109/4/S_IPSE_1600994_Chapter3.pdf · the use of digital interactive mind map to enhance students’ concept