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Hurin Azka Millatina, 2020 VIDEO REPORT USING ANDROID APPLICATION FOR IMPROVING STUDENTS’ INFORMATION LITERACY IN LEARNING SOLAR SYSTEM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER III
RESEARCH METHODOLOGY
3.1 Research method and research Design
This research was conducted by using weak experimental research one group
pre-test and post-test. This research did not use a control class that will affect
internal validity (Jack R. Fraenkel, Norman E. Wallen, 2012). In this research, the
dependent variable is Students' Information Literacy and the independent variable
is making Video report. One group pretest-posttest was chosen by the researcher
as a research design for this research. The pretest score showed the result of
students’ Information literacy before the treatment applies, and the post-test score
showed the Students’ Information Literacy after treatment (Creswell, 1397). The
design of the research can be seen in table 3.1.
Table 3. 1
One Group Pre-test Post-test
O X O
Pre-test Treatment Post-test
Source: (Fraenkel & Wallen, 2012)
The pretest and posttest are consisting of 25 questions. The questions are
fundamentally made by indicators from IL skill. The treatment that will apply to
the students is making Video report. The video report will assess students'
Information Literacy and also the creativity of the students in case of making a
Video report.
Due to the world pandemic, COVID-19 is happening, the government of
Indonesia was deciding that the students and school activity is conducted in-home.
Therefore, the use of google classroom is taken by the researcher for taking the
data. Pandemic COVID-19 is very dangerous for people, cause the spreading of its
Hurin Azka Millatina, 2020 VIDEO REPORT USING ANDROID APPLICATION FOR IMPROVING STUDENTS’ INFORMATION LITERACY IN LEARNING SOLAR SYSTEM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
viruses are through droplets. The droplets can be spread by talking to two people
in a close position and also can be spread in huddle conditions. Considering the
school activity is making huddles with the amount of the student.
Using Google Classroom, the teacher can post the guidance learning activity,
the materials, and the assignment of conducting the simple experiment and
assignment of making a video report. the teacher opens and greets the students by
posting some quotes which relate to the topic as the motivation and apperception
for the students on the first web page of Google Classroom. The students can
actively comment on the teacher post.
3.2 Population and Sample
This research was conducted in a private school in Bandung. The school uses
a 2013 curriculum. The school arranges the order and the amount of material to be
delivered to the students. The school also provides the book which consists of the
2013 curriculum. Then this research was conducted in 7th grade in which solar
system material is there. The number of students in one class consist of 30 students.
The convenience sampling was used for this research for the sampling. As
convenience sampling believes the researcher conveniently choose the class for
taking the data of the research (Fraenkel & Wallen, 2012). In this case, the
researcher used one class and conveniently chose by the researcher as a sample for
taking the data. The class used by the researcher is 7th grade which learns relatable
topics. The purpose of the researcher to use this class because the relatable topic
that 7th grade in the second semester learn about the solar system, and also the
students will active doing activity such as experiment to trigger students' spirit in
learning science.
Hurin Azka Millatina, 2020 VIDEO REPORT USING ANDROID APPLICATION FOR IMPROVING STUDENTS’ INFORMATION LITERACY IN LEARNING SOLAR SYSTEM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3.3 Operational Definition
To avoid misconceptions about this research, some operational
definition is explained in this research. Those terminologies are explained as
follow:
1. Information Literacy Skill
Information literacy skill is an ability which enters into 21st-
century skill. It's an important skill that should be belonging to other
people, especially for the students. In the strategy of implementing
making a video report for improving the Information, literacy skill
is invited one observer into google classroom and observation sheet
used by the observer. The improvement of the Information literacy
skill of the students is assessed by an objective test and also the
questionnaire. The objective test is given to the students before the
treatment is applied and after the treatment applied and for the
questionnaire is given to the students after the treatment. The rubric
is used for the product result of the video report. the data will collect
after those three instruments are used.
2. Video Report
The video report is a kind of visual report which enters
into informational or analytical reports and it relates to the
scientific activity of experiments. Video reports also as a
learning strategy for improving student’s motivation. Inside the
video, the report will order by an introduction, the goal, showing
the tools and equipment that will use by the students, the
procedure, and the experiment result. Making video report will
implement in the learning activity. Since the learning activity is
conducted in student’s home, the video report is effectively
Hurin Azka Millatina, 2020 VIDEO REPORT USING ANDROID APPLICATION FOR IMPROVING STUDENTS’ INFORMATION LITERACY IN LEARNING SOLAR SYSTEM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
being reported the simple experiment process which conducted
in the student house.
3.4 Assumption
The assumption that builds in this research as follow:
1. According to Ferdian 2019, making video project assignments can
improve the student’s enthusiast and motivation during learning activity
especially in conducting the science experiment.
2. Guiding the students in conducting a simple experiment using
worksheets, could be beneficial for the students learning. Especially for
students who's not have enough prior knowledge of some subject. And
also, worksheet helps students to more pay attention (Monica and Blom,
2019).
3. By making a video report project, students can effectively identify,
regulating, evaluate, and use the information selectively information for
added it into the video as an additional explanation during making
simple experiments (Ferdian, 2019).
4. To create of video report project, students are required to keep seeking
reliable information. More and more students search, identify, analyze,
and the selected information from different sources, then the
information literacy skill of students is triggered (Gross et al., 2012).
3.5 Hypothesis
The hypothesis that will be tested in this research is as follow.
H0: There is no improvement in students' information literacy in learning
solar system after creating a video report.
H1: There is an improvement of students' information literacy in learning
solar system after creating a video report.
Hurin Azka Millatina, 2020 VIDEO REPORT USING ANDROID APPLICATION FOR IMPROVING STUDENTS’ INFORMATION LITERACY IN LEARNING SOLAR SYSTEM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3.6 Research Instrument
The research instrument used in this research is two instruments. The first
instrument for assessing information literacy by using the multiple-choice
questions and the second one is the rubric for scoring the video report itself. The
instrument itself will be explained in the point below.
1. Objective test
The instrument to be used for assessing information literacy itself is
questions about the solar system topic. The questions that the researcher
used was an objective test that will give in a form of multiple choice.
The total question number consisted of 26 questions for information
literacy skills. The questions consist of the indicator from Information
Literacy skill which includes: locate, analyze, and use the information
shown in the body text of the questions. Every question consists of 4
choices that were already adopted by the Junior High School students
in answering questions The question was given one score for the answer
correct and zero for the answer is incorrect. Table 3.2 below shows the
blueprint of the question.
Table 3. 2
Blueprint of The Questions
No. Sub Indicator Number in
question
Total
question
1 Analyzing
a. Identify the information
resource needed
b. Evaluate and select
appropriate information
3,19,21,22,23
5,6,9,11,12
5
5
2 Locating
7,8,14,16
4
Hurin Azka Millatina, 2020 VIDEO REPORT USING ANDROID APPLICATION FOR IMPROVING STUDENTS’ INFORMATION LITERACY IN LEARNING SOLAR SYSTEM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
No. Sub Indicator Number in
question
Total
question
a. Locate the various resources
of information to solve the
problem.
b. Locate the true information
1,2,18,20
4
3 Using
a. Use the information to solve
the problem.
b. Use the information to
evaluate the problem-solving.
10,13,15,
4,17,24,25
4
4
Total number of question 26
Source: (Juleha, 2018)
Based on the table above, all of the questions will be processed
into some aspect to become feasible to use as the instrument. The
processed by the questions is some test which explained in the
following:
a) Validity
Validity is referring to the suitability of the inference
made by the researcher and also refers to the truth,
meaningfulness, and usefulness (Jack R. Fraenkel, Norman E.
Wallen, 2012). Validity is often used by the researcher to
measure the purports. Validity requires that an instrument is
reliable, but an instrument can be reliable without a valid result.
The validity result is how the valid result can prove the
instrument in multiple-choice is truly valid. Much of the
Hurin Azka Millatina, 2020 VIDEO REPORT USING ANDROID APPLICATION FOR IMPROVING STUDENTS’ INFORMATION LITERACY IN LEARNING SOLAR SYSTEM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
research which conducted in involving the quantifying
attributes, therefore, the validity test is very used able to check
the instrument valid or invalid to be used as the instrument
(Carole L, 2008). The symbol of the validity is “r” when the
formula is applied and the result will conclude into some
categorized as shown in Table 3.3 below.
Table 3. 3
The Interpretation of Validity
Value r Interpretation
0.80<r≤ 1.00 Very high
0.60<r≤ 0.79 High
0.40<r≤ 0.59 Enough
0.20<r≤ 0.39 Low
0.00<r≤ 0.19 Very low
Source: (Fraenkel & Wallen, 2012)
b) Reliability
Reliability refers to how the scoring consistency is
obtained and how the consistency for each individual from one
administration of an instrument with another and one goal to
another (Fraenkel & Wallen, 2012). According to Carole L.
(2008) measuring the instrument of the objective test is
consisting of the result is true which is unknown and the result
which shows an error during measures the instrument process.
Hurin Azka Millatina, 2020 VIDEO REPORT USING ANDROID APPLICATION FOR IMPROVING STUDENTS’ INFORMATION LITERACY IN LEARNING SOLAR SYSTEM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The true score is the score that an individual would have earned
if the calculation was perfectly correct. The method of designing
and validating an instrument is primarily based on minimizing
errors in the measurement process. There are different means of
estimating the reliability of any measure. The test developer has
a responsibility to identify the sources of measurement error that
would be most destruct to useful score interpretation and design
a reliability study that permits such errors to occur so that their
effects can be assessed. The interpretation of the reliability is are
used to evaluate the stability of measure administered at a
different time to the same individuals or using the same
standard, and the equivalence of sets of items from the same test
(Carole L, 2008). Reliability has the symbol as value r. The
interpretation of the reliability result can be seen in Table 3.4
below.
Table 3. 4
The Interpretation of Reliability
Value r Interpretation
0.80<r≤ 1.00 Very high
0.60<r≤ 0.79 High
0.40<r≤ 0.59 Enough
0.20<r≤ 0.39 Low
0.00<r≤ 0.19 Very low
Source: (Fraenkel & Wallen, 2012)
c) Difficulty level
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The difficulty level is the difficulty of an item that the
proportion of the person who answers correctly of the test item.
The lower of the difficulty is characterized by a higher
proportion. The difficulty level is referring to the item difficulty
which is defined as the proportion of the examines that marked
the item correctly. Difficulty items are a percentage of the
students that correctly answered the items which also referred to
the p-value. The range of the difficulty items is from 0% until
100% which means that the higher the value, the easier the item.
P values above 0.90 are shown very easy items and might be a
concept not worth testing and the item should be replaced. While
the P-value is 0.20 means that the difficulty items are too hard
and should be replaced to make the items is not to be confusing
for students to answer the question. Therefore, the result of the
P-value is should be in between the high and low results of P-
value which is 0.50 or in the medium level (Boopathiraj, 2013).
The interpretation of the difficulty level can be seen in Table 3.5
below, for the explanation of each question.
Table 3. 5
Difficulty Level Interpretation
Value r Interpretation
P <0.3 Difficult
0.3 ≥ P ≥ 0.7 Medium
P > 7 Very Easy
Source: (Fraenkel & Wallen, 2012)
d) Discriminating power
Hurin Azka Millatina, 2020 VIDEO REPORT USING ANDROID APPLICATION FOR IMPROVING STUDENTS’ INFORMATION LITERACY IN LEARNING SOLAR SYSTEM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Discriminating power is used to measure and identify the
high and low achievers from the result of answering the test
item. Discriminating power of a test item is referring to the
degree to which success or failure on an item indicates
possession of the ability being measured. It determines the
extent to which the given item discriminates among examines in
the function or ability measured by the item. Discriminating
value ranged between 0.0 to 1.0 highly discriminating items
indicates that the students who had high test scores got the item
correct wheres students who had low test score got the item
incorrect (Boopathiraj, 2013). The interpretation of the
discriminating power can be seen in Table 3.6 below.
Table 3. 6
Discriminating Power Interpretation
Value r Interpretation
0.71 < x ≤ 1.00 Excellent
0.41 < x ≤ 0.70 Good
0.21 < x ≤ 0.40 Satisfactory
0.00 < x ≤ 0.20 Poor
Source: (Fraenkel & Wallen, 2012)
e) Distractor
Item discrimination refers to the extent to which an item
distinguishes correctly among examinees in behaviors designed
to measure test. When the overall test must be evaluated utilizing
validation related to the criteria, the item itself can be evaluated
and selected based on their relationship with the criteria. In
Hurin Azka Millatina, 2020 VIDEO REPORT USING ANDROID APPLICATION FOR IMPROVING STUDENTS’ INFORMATION LITERACY IN LEARNING SOLAR SYSTEM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
many achievement tests and aptitude tests, the criteria are the
total test scores.
2. Objective Test Analysis Result
Based on the formula of the validating objective test through the
students' answers, table 3.7 is shown the result of the analysis each
number of the questions using ANATES application. The data are
validated by the students who’s already learned the solar system topic
which is 8 grade.
Table 3. 7
The Objective Test Analysis Result
No.
Difficulty
level Conclusion Correlation Conclusion Decision
1 50.00 easy 0,302 - revision
2 12.50 very easy 0,166 - revision
3 0.00 very easy 0,015 - revision
4 12.50 medium 0,005 - revision
5 0.00 very easy -0,069 - rejected
6 37.50 medium 0,321 - revision
7 37.50 medium 0,419 significant accepted
8 -12,5 difficult -0,272 - rejected
9 25.00 difficult 0,278 - revision
10 100.00 medium 0,723 very significant accepted
11 75.00 easy 0,71 very significant accepted
12 75.00 easy 0,646 very significant accepted
13 25.00 easy 0,268 - revision
Hurin Azka Millatina, 2020 VIDEO REPORT USING ANDROID APPLICATION FOR IMPROVING STUDENTS’ INFORMATION LITERACY IN LEARNING SOLAR SYSTEM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
14 37.50 medium 0,43 significant accepted
15 25.00 medium 0,357 - revision
16 50.00 easy 0,552 very significant accepted
17 37.50 easy 0,375 - revision
18 37.50 easy 0,578 very significant accepted
19 37.50 very easy 0,709 very significant accepted
20 37.50 easy 0,501 very significant accepted
21 12.50 easy 0,114 - revision
22 50.00 easy 0,517 very significant accepted
23 12.50 very easy 0,239 - revision
24 25.00 very easy 0,239 - revision
25 37.50 easy 0,47 significant accepted
Based on the data above, the questions which rejected are removed and
the question which should revision is already revised based on the dos
and don'ts in each question. In the final, the researcher only has 23
questions that the researcher makes as an instrument of doing this
research.
3. Video report
Making a video report is the instrument of media for learning.
Inside the report should include the activity of making the Moon Phases
Model which guide by the information that students get from other
resources. The resources that students need or get is entered to the point
of value for scoring the video report as media for improving the
Information Literacy skill.
Hurin Azka Millatina, 2020 VIDEO REPORT USING ANDROID APPLICATION FOR IMPROVING STUDENTS’ INFORMATION LITERACY IN LEARNING SOLAR SYSTEM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The aspect which includes to the scoring of the video report as
media for improving the students’ Information Literacy Skill includes 4
aspects, which are: locates reputable information, locate useful sources
using efficient methods, articulates credibility of sources, and the
relationship between the content with the context in the video that
students make.
Before the students make the video report, students should read
carefully the worksheet. Inside the worksheet, students get many jobs to
complete the worksheet. By making the video in doing a simple
experiment about making simple moon phases model, students also fill
the worksheet based on the result of their experiment. The worksheet is
attached on the appendix B.2.
The worksheet function as the students’ guideline for making the
simple moon phases model which consist of the objective of making
moon phases model, the tools and apparatuses which utilize the material
exist on student’s home, the procedure, and some questions for students
fill as the result and the discussion in making moon phases model. The
worksheet is used as a guided inquiry model for guiding the students by
using the question. The questions also can act as an indicator of
improved students’ information literacy skills.
4. Video Report Rubric
The video report was assessed by using a rubric adapted from
Elizabeth L. (2017) and Lorie A knight (2018). This rubric assessed how
the students locate reputable information in the video, locates useful
sources using efficient methods, articulates the credibility of sources, and
related content with the context of the video based on the aspect and indicator
from Information Literacy skill. The category of the detailed rubric can be
seen in Table 3.8 below (Brainerd, Blob, Hedrick, Creamer, & Mu,
2017)
Hurin Azka Millatina, 2020 VIDEO REPORT USING ANDROID APPLICATION FOR IMPROVING STUDENTS’ INFORMATION LITERACY IN LEARNING SOLAR SYSTEM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Table 3. 8
Video Report Rubric
Aspect
Score
1 2 3
1. Locates reputable information
No sources Uses one source
from scholarly
journals
Uses two sources
from scholarly
journals
2. Locates useful source using efficient methods
No mention of why
source (and how
located) is useful
and relevant
Provides one
reason why source
(and how located)
is useful and
relevant
Provides two
reasons why the
source (and how
located) is useful
and relevant
3. Articulates credibility of sources
No mention of
credibility
Mentions one
aspect of
credibility, such as
authority,
affiliation of
author, timeliness,
bias
Mention two of
the evaluative
attributes
4. Writes descriptive, critical, and evaluative annotations
No annotation Annotation
includes one of the
following:
descriptive, critical,
or evaluative
comment
Annotation
includes two of
the following:
descriptive,
critical, or
evaluative
comment
5. Relation content with the context of
the video
No relatable the
content with the
context of the video
Only half of the
video that relatable
the content with
the context of the
video
All of the videos
are relatable the
context and the
content of the
video
Source: (Adapted by Elizabeth L, Brainerd et al 2017 and Lorrie A, Knight 2018)
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Both of the instruments already passed the process of validation of
instrument by three judges which consist of two lecturers in relatable
expert judgment and one other judges is from a teacher on a junior high
school in Bandung. the revision of the rubric is conducted because some
of the words that stated on the rubric still many typos and some of them
still replace and change aspect for adapted to the school condition.
5. Questionnaire Information Literacy Skill
The questionnaire is adapted and modified from Lisa
Bautelspacher from the Department of Information Science at Heinrich
Heine University. The questionnaire uses a linker scale which gives four
points in the most available answer. The option of each question is a
statement which chosen by the students and will represent the student's
information literacy skill. The questionnaire is consisting of three
aspects according to indicators of Information Literacy skills which
students can locate, evaluate, and use the information effectively. The
aspect is how students determine suitable resources for access
information, evaluate the reliability of the information, and the last is
how the students use the information accurately for the issue or
problem.
Aspect one is consisting of five questions, the second aspect is
consisting of five questions, and the last aspect is consisting of four
questions. And each question has four options. This questionnaire
already judges by two experts and gives feedback from expert judgment.
The expert gives feedback about how to give the statements in every
option correctly, how to give the score detailed, and changes the world
which typos in writing. This questionnaire is used to strengthen the
implementation of video reports in case of improving the Information
Literacy skills of students.
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6. Data Analyzing process
The data that already collected will analyze by some process
based on the instrument needed for each form of data. There are three
processes of analyzing the data explained below:
a. Students’ Information Literacy
The data collected from the students’ information literacy skills
is in the pre-test and post-test administration. The pre-test and post-
test are given to the students using Google form. After students
carrying questions on google form, the researcher checks the
students answer one by one and calculate the score each student.
The data of the pre-test and post-test is calculated using a one-
tailed T-test for measuring the hypothesis result. Calculating the T-
test should have two criteria which are homogeneity and also
normality result. calculating the homogeneity and also homogeneity
using SPSS software. The result of the data is homogeny but not
normally distributed. Therefore, the hypothesis test is using the
Wilcoxon test for showing the result of the hypothesis is accepted
or rejected. The improvement of the pre-test and the post-test result
is calculated by using Normalized Gain to fixed the improvement
result between students’ pre-test data and students’ post-test data.
b. Video Report
The product of the video report of the students is collected
through the Google Classroom platform used by the researcher to
conduct the treatment. After all, students upload the video, the
researcher downloads all the video and watch the video one by one.
During watching the video, the researcher gives a score in each
aspect based on the video report rubric. Then the data was collected.
c. Questionnaire of Information Literacy
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For the questionnaire data, the researcher separates the
questionnaire after students have done carrying out the post-test.
The students answer the questionnaire using Google form. The
researcher investigates all of the answers of the students and is
categorized by the point based on the number of items. The data is
collected by analyzing student answer one by one. After the data
was collected, the researcher calculates the data use SPSS for
carrying out the categorize each aspect of the students.
3.7 Research Procedure
a) Preparation Stage
1. Learn the curriculum, basic and core competence, solar system
topic, and information literacy
2. Construct the problem to determine the variable of the research
3. Research instrument making
4. Research instrument validate by the expert
5. Research instrument revision.
b) Implementation Stage
1. Pre-test give to the both of sample class as the initial condition
2. Treatment is given to the class which acts as an experimental class.
3. Post-test are given to both of class which to get the final condition
c) Completion Stage
1. Collect the data result
2. Analyze the data and whole the research
3. Hypothesis test using statistic
4. Make a conclusion and discussion from the data analysis result.
5. complete the result.
The workflow that represents the procedure of this research is shown in
Figure 3.1 below.
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Figure 3. 1 The Flow Chart of The Procedure
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