Embed Size (px)
Citation preview
The Development of Direct Learning Strategies in
Topic Solubility and Solubility Product
1stJesi Jecsen Pongkendek Program Studi Pendidikan Kimia
Universitas Musamus Merauke, Indonesia
2ndJohn Yoro Parlindungan Program Studi Pendidikan Kimia
Universitas Musamus Merauke, Indonesia
3rdNovike Bela Sumanik Program Studi Pendidikan Kimia
Universitas Musamus Merauke, Indonesia
Abstract—This is Research and Development study, which
aims to develop a strategy directly on the subject matter
solubility and solubility product. Development models used in
this research is the development of 4-D models which is
adapted to the steps of developing learning strategies. The
stages of development were carried out based on the 4-D model
of development, namely: define, design, development, and
dissemination. Integrated learning strategies developed in the
study, especially the RPP. The instrument used in this study
include the validation sheet, observation sheets of the learning
enforceability, observation sheets of teacherability to manage
learning, learners’ questionnaire responses, and outcomes test
of learners. The tryout of the development result was
conducted in class XI Science 1 with 29 students and Science 2
with 30 students at SMA Negeri 3 North Luwu. The developed
learning device has met the criteria of valid, practical, and
effective, namely; (1) it is valid based on the expert judgment
with modest revision, (2) it is practical because all the observed
aspects are completely implemented in the category of
implemented thoroughly, and (3) it is effective since the ability
of teachers to manage learning are in the excellent category,
the response of students towards learning is at respond/agree
category, and students’ learning outcomes are increase in
higher category. Achievement of student learning outcomes
using direct learning device that has been developed, according
to the results of the test learning outcomes of students obtained
a mean score for class XI Science 1 is 79,5 with the percentage
of completeness 89,66% and in class XI Science 2 is 76,5 with a
percentage of completeness 83,33%.
Keywords—Learning strategy, direct learning
I. INTRODUCTION
The teaching-learning process is a process of active
interaction between students and teachers. In the teaching-
learning process, learning activities are carried out by
students and teaching activities are carried out by the
teacher. Both of these activities do not take place
individually, but take place together at the same time, so
there is an active communication interaction between
students and teachers Teachers are required to have adequate abilities in
carrying out their learning activities and must be able to
realize an effective and more capable learning environment
to manage their class [1]. Teachers play an important role in
the success of students in learning because students learn
from each learning material provided by the teacher [2]. Proper self-placement in the learning process can make
learning run well. However, sometimes many teachers place
themselves as the main source of learning. The placement of
teachers as the main source of learning has the effect that
knowledge is not extensive, because knowledge can only be
obtained from one source. This way of learning makes
students only hoard information to memorize, without being
able to apply it in their lives [3]. How to deliver one
direction often makes students bored and causes boredom
that is quite scarce [4].
The teacher occupies a strategic position in creating a
conducive and pleasant learning atmosphere to direct
students to achieve their learning goals optimally. Students will feel happy, if learning is arranged to be dynamic
without much control from the teacher [5]. Therefore,
teachers must be able to place themselves dynamically and
flexibly, both as: dynamists, facilitators, mediators,
instructors, evaluators, and managers for the creation of
dynamic and innovative student learning activities.
A teacher must be able to design a strategy in learning
that is able to bring an atmosphere of teaching and learning
that can increase the motivation of students to learn. A good
learning environment is an environment that can challenge
and stimulate students to learn, provide a sense of security
and satisfaction and achieve the expected goals [6]. Therefore, the learning atmosphere created is very important
in the process of achieving learning objectives.
Learning strategies designed by teachers are able to
involve students fully in learning so that students are able to
explore to achieve competencies by exploring their
potential. The right learning strategy makes learning
behavior of students effective, productive, and efficient. In
addition, the scientific approach expected by the 2013
curriculum such as observing, questioning, reasoning, trying
and concluding can be achieved through the development of
classroom learning strategies. Learning strategies are the steps of learning activities
that must be taken by teachers and students so that learning
objectives can be achieved effectively and efficiently [7].
This shows that learning strategies have a very important
role in achieving learning goals.
Learning strategies according to Sanjaya [8] is a plan
that contains a series of activities designed to achieve
certain educational goals is a plan that contains a series of
activities designed to achieve certain educational goals.
Arthur [9] states that the learning strategy is a pattern of
sequential learning activities that are applied from time to
time and directed to achieve an expected student learning outcome.
2nd International Conference on Social Science (ICSS 2019)
Copyright © 2019, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Advances in Social Science, Education and Humanities Research, volume 383
129
Dick and Carey [10] explained that learning strategies
consist of all components of learning materials and
procedures or stages of learning activities used by the
teacher in order to help students achieve certain learning
goals. Learning strategies are not only limited procedures or
stages of learning activities, but also include material
arrangements or packages of learning programs that will be
delivered to students.
Learning strategy is a combination of the sequence of
activities, ways of organizing subject matter and students,
equipment and materials, and the time used in the learning process to achieve predetermined learning goals [7].
Learning activities must be well planned and arranged by
considering student characteristics, time, resources, media
and learning activities so as to make learning objectives
optimally achieved [11]. Learning strategies are very
important because they can facilitate the learning process to
get maximum results. For teachers, learning strategies
become guidelines and references to act systematically,
while for students can simplify and speed up understanding
the contents of the lesson [12].
Based on the description, it can be stated that the learning strategy is the sequence of steps of learning
activities prepared by the teacher to deliver learning material
so that students receive and understand the learning
material, which in the end the learning objectives can be
achieved at the end of the learning activity.
In connection with the role of the strategy in achieving
goals, the development of the strategy is inseparable from
the learning model used. A teacher is required to be able to
use innovative and creative learning models. By
implementing this innovative and creative learning model, it
is expected that teachers can create a learning atmosphere that facilitates students in the knowledge transfer process
[13]. In general, the learning model that is widely applied in
schools is a direct learning model. This learning model is a
learning model that teaches students on a concept. The role
of the teacher in the learning process is very important
because the teacher determines the course of the learning
process. Because the role of the teacher is the determinant,
then the learning strategies developed by the teacher should
be arranged well so that the direction of the learning process
can be adjusted to the achievement of goals.
According to Arends [9] Direct learning models are
specifically designed to support students' learning processes related to declarative knowledge and well-structured
procedural knowledge that can be taught with a pattern of
activities that are step by step.
The format of direct learning strategies can be seen in
the following table 1 adaptation from [7]:
TABLE I. DIRECT LEARNING STRATEGY FORMAT
Direct
Learning
Phase
Sequence of Learning
Activities
Method Media Time
Phase 1
Deliver the learning
objectives
Inform the background of
the lesson
Convey the importance of
the lesson
Prepare students to learn
Demonstrate new skills or
concepts
Phase 2 Presenting information
step by step
Ensuring understanding of
students
Phase 3 Plan and provide initial
training guidance
Phase 4
Check whether students
have succeeded in doing
the task well
Give feedback
Phase 5 Give the opportunity to do
advanced training
In developing learning strategies, it is necessary to
develop an appropriate learning development model. In the
development of learning devices there are 3 types of device
development models, namely: Dick-Carey models, 4-D models and Kemp models [14]. The researcher chose to use
the 4-D development model because the development steps
in the 4-D model were in accordance with the expected
development steps in the development of the learning
strategy. In general, the 4-D development model consists of
4 development stages, namely define, design, develop, and
disseminate. Each stage of the development has several
steps to develop.
This research uses solubility material and solubility
results because this material is a combination of concepts
and calculations, where students will be confused to solve
problems related to material calculations, if they do not master the concept. Therefore, often solubility and solubility
results are considered difficult by students, making students
lazy to learn. The application of appropriate learning
strategies will make students able to understand the subject
matter well, so that their learning outcomes can increase.
Based on the description, the authors develop a direct
learning strategy that is oriented towards achieving goals in
students.
II. RESEARCH METHODS
This research is a development research that aims to
develop learning strategies used in direct learning models in the subject matter of solubility and solubility results.
The test results of the product development learning
strategies were carried out in the even semester XI Science 1
and Science 2 in North Luwu 3 High School consisted of 59
students. This research was conducted in 3 stages, namely:
the preparation stage, the implementation / development
stage, and the reporting phase. The development procedures carried out to obtain valid,
practical and effective assessment tools in this study include
preparation, implementation, evaluation and revision. The
development stages used are adaptations from the
development stage of Thiagarajan, Semmel & Semmel (1974) which includes four stages of development namely
define, design, develop, and disseminate (Figure 1).
Advances in Social Science, Education and Humanities Research, volume 383
130
Fig 1 Steps for developing learning strategies adapted from
the 4-D development model (Adaptation [15])
The research instruments used were: device validation
sheet, learning device coercion observation sheet,
observation sheet of the teacher's ability to manage learning,
student response questionnaires, and learning outcomes test
instruments. The data obtained in this study were analyzed
by descriptive data analysis. Data on student learning outcomes are processed by normalized N-Gain formula
III. RESEARCH RESULTS AND DISCUSSION
A. Research Results
The development of direct learning strategies in the
subject matter of solubility and solubility results in this
study was compiled and developed based on the 4-D development model which consisted of 4 stages namely
define, design, develop, and disseminate. Although in this
study, the disseminate stage was not carried out due to time
constraints in carrying out this research. Broadly speaking,
this study includes procedures: (1) initial analysis, (2)
analysis of students, (3) task analysis, (4) concept analysis,
(5) objective specifications, (6) selection of learning
methods, ( 7) selection of learning media, (8) time
allocation, (9) preparation of learning device prototypes (10)
expert validation, (11) development test, (12) validation test.
Through a series of procedures, it is expected that practical,
effective and efficient products can be obtained.
Based on the results of the initial analysis, analysis of
students, task analysis and concepts, the competency
achievement indicators will be formulated, which are: Formulate understanding of solubility
Formulate heterogeneous equilibrium on solubility
Formulate understanding of the results of solubility
and similarities
Connect the constant of solubility and solubility
Calculate the solubility of an electrolyte that is
difficult to dissolve based on Ksp price data
Formulate the effect of adding ionic names to
solubility
Calculate solubility by adding namesake ions in the
equilibrium system
Connecting pH and Ksp to bases that are difficult to
dissolve
Formulate the effect of the pH of the solution on
alkaline solubility that is difficult to dissolve
Connecting between Ksp and precipitation
Analyze the formation of deposits based on Ksp
prices
From the results of the competency achievement indicators
formulation the learning objectives are then formulated as
follows: "Through the direct learning model, students can
understand how to predict the formation of deposits from a
reaction based on the principle of solubility and solubility
(Ksp) by developing character values of critical, creative
thinking (independence) , cooperation (mutual cooperation)
and honesty (integrity)”.
The direct learning strategy was developed with 11 the competency achievement indicators to be achieved.
Learning strategies are developed based on the format of
direct learning strategies in table 1 page 5. The product
learning strategies that have been designed can be seen in
table 2.
TABLE 2 DIRECT LEARNING STRATEGIES
Phas
e
Urutan Kegiatan
Pembelajaran
Metho
ds
Media Time
(minut
es)
Phas
e 1
Greeting 1
Check the attendance of
students
Checki
ng
List of
attende
es
3
Convey the learning
objectives that must be
achieved in this learning
Posteri
ng
Poster 1
The teacher associates the
material to be studied with
the material that has been
studied before by asking
students about:
Definition and sample
solution
Le Chatelier’s prinsiple
regarding the effect of
concentration on equilibrium
Examples of alkaline
compounds and how to
calculate pH from a base
Example of the formation of
deposits in everyday tilfe
Questi
on and
answer
3
5
5
3
The teacher delivered:
Defenition of solution
Le Chatelier’s prinsiple
Lecture
1
3
Defin
e
Desig
n
Dev
elop
Dissem
inate
Final preliminary analysis
Analysis of student
Task analysis Concept analysis
Objective analysis
Selection of
learning methods
Time allocation
Preparation of
prototype learning
devices
Expert validation
Development test
Validity test
Packaging
Disseminate and adoption
Selection of learning media
Advances in Social Science, Education and Humanities Research, volume 383
131
regarding the effect of
concentration on equilibrium
Phas
e 2
The teacher presents the
material by:
Demonstrate sugar
dissolution events and ask a
number of things about the
dissolution event
Give examples of several
types of salts and their
solubility, reactions to
ionization of salts and bases
that are difficult to dissolve
Asking about the definition
of solubility results,
formulation of salt
equilibrium constants, and
Ksp relations and solubility
Give definition of quotion
and sediment formation data
by comparing Ksp and Qc
Demon
strate
Lecture
and
posteri
ng
Questi
on and
answer
Posteri
ng
Glass,
water
and
sugar
5
1
3
2
The teacher asks students to:
Conclude what was observed
from the demonstration, the
type of salt equilibrium
reaction, Ksp formula, Ksp
relationship and solubility, as
well as data on the formation
of deposits given
Discuss the examples of
ionization reactions of salts
and bases that are difficult to
dissolve, and conclude the
effect of namesake ions and
the effect of pH on solubility
Discus
sion
Discus
sion,
questio
n and
anwer
3
12
Phas
e 3
The teacher gives an example
problem
Posteri
ng
1
Ask students to solve the
problem and direct the steps
to solve it
Giving
assign
ments
and
discuss
ions
4 – 9
Phas
e 4
The teacher distributes the
LKPD
Exercis
e
LKPD 15 - 20
Give the opportunity to
students to convey their
answers and discuss the
answers to the LKPD
questions
Present
ation
dan
Discus
sion
15 - 20
Give students the opportunity
to ask if there are things that
have not been understood
Questi
on and
anwer
3
Phas
e 5
Give students questions for
independent practice
Exercis
e
10
Give awards to students who
are able to work correctly
Perfor
mance
award
1
B. DISCUSSION
1) The value of validity of learning devices
Based on the results of the assessment data by two
experts, namely those who are considered experts in the
field of chemistry, it is obtained that the validated instruments in supporting the validity level of this learning
device are in valid criteria. Valid values certainly come from
the results of the average value given by the two experts in
assessing the instrument. Instruments that have fulfilled the
validation requirements include learning tools for direct
learning strategies, lesson plans, LKPD, chemistry learning
outcomes test instruments, learning device implementation
sheets, teacher ability sheets to manage learning, and student
response questionnaires. The results of the validity analysis
of these instruments illustrate the feasibility of
implementing direct learning strategies in learning. Valid
values from the analysis concluded that direct learning
strategies can be used in the implementation of the learning
process in the development test. Achievement of the validity
of the instrument is certainly not separated from the advice
and advice of experts for the perfection of this learning
strategy and learning tools.
2) The practicality of direct learning devices
The practicality of the direct learning strategy developed
can be seen from the validity requirements of direct learning devices and the level of implementation of the learning tools
used when learning takes place. As previously explained
theoretically, the results of expert evaluations regarding the
validity of learning devices were stated to have met the
validity criteria and were suitable for use in the classroom.
Whereas empirically based on the results of observations on
the implementation of learning devices made it was stated
that they had met practicality.
From the results of the development test results obtained
the average value in class XI Science 1 M = 1.96 with a
reliability of 93.35%, and in class XI Science 2 M = 1.94 with reliability 96.96%. Based on the criteria described
previously it was concluded that the average value was in
the fully implemented category. Thus, the implementation
of learning devices that have been developed by learning
strategies through the instrument of implementation of
learning devices has met the practicality requirements.
3) The effectiveness of direct learning devices
The effectiveness of this direct learning device from the
results of the research that has been done can be seen as
follows:
a) The ability of the teacher to manage learning Some components are used as a reference for the success
of the teacher in managing the implementation of direct
learning by looking at the implementation of each phase in
the direct learning model and the atmosphere created in
learning. The results of the development test showed that in
the class XI Science 1 teacher was able to manage learning
in each stage very well because the teacher's ability to
manage was in a very good category with a value of 3.82
with a reliability of 98.73%, while in the class XI Science 2
teachers were also able managing learning in each stage
very well because the ability of teachers to manage it is in a
very good category with a value of 3.84 with a reliability of 86.61%.
b) Response of students to learning devices and the
implementation of direct learning
Questionnaire responses of students are given so that
students can provide an assessment of the learning tools and
implementation of learning. The response given by students
to LKPD and the way teachers teach in class XI Science 1 is
in the very respond category with an overall percentage of
81.01% meaning empirically, in general students have been
able to accept the existence of direct learning strategies that
have been developed and like the direct learning strategy because it is able to help students achieve learning goals. In
addition, in the class XI Science 2 in the responding
category with an overall percentage of 77.37% meaning
empirically, in general students have been able to accept the
existence of a direct learning strategy that has been
Advances in Social Science, Education and Humanities Research, volume 383
132
developed and likes the direct learning strategy because it is
able to help students in achieving learning goals.
c) Chemistry learning outcomes
The chemistry learning outcomes test given to students
aims to determine the abilities possessed by students after
going through direct learning strategies that have been
developed. In class XI Science 1, it was found that students
who were able to achieve mastery scores of 70 were 26 with
the percentage of class completeness 89.66% and an average
score of 79.5. In class XI Science 2, it was found that
students who were able to achieve mastery scores of 70 were 25 with the percentage of class completeness 83.33%
and an average score of 76.5. From the results of the data
analysis, the application of direct learning strategies in class
XI Science 1 and Science 2 is effective. The effectiveness of
the application of direct learning strategies is an illustration
that students can understand the material that has been well
studied so as to improve the quality of learning of students.
The chemistry learning outcomes test that was given was
a pretest by giving a test before applying the learning
strategy directly into the chemistry learning process and
posttest after the application of direct learning strategies. From the results of data analysis, it was found that the initial
ability of students before the application of direct learning
strategies was very low seen from the scores obtained from
the pretest of students in both classes with an average score
of class XI Science 1 13,4 and XI Science 2 16,2. After the
application of direct learning strategies, chemistry learning
outcomes or the ability of students in the material solubility
and solubility results to be increased as seen from the giving
of posttest after the learning process is complete.
Increasing the ability of students in learning chemistry
can be seen using the N-Gain test analysis. From the N-Gain test results show that in class XI Science 1 the average value
of N-Gain is 0.76 in the high category and in class XI
Science 2 the value the average N-Gain is 0.72 in the high
category. In addition, from the N-Gain test it was seen that in
class XI Science 1 there were 22 students complete and 7 not
complete, in class XI Science 2 there were 20 students
complete and 10 not complete. Students are said to be
complete if they experience an increase in chemical learning
outcomes > 70%. Based on the results of the data analysis,
empirically shows that in general students experience
improved quality of learning through the application of direct
learning strategies developed. So, the results of the N-Gain test analysis also show the effectiveness of a direct learning
strategy. It can be concluded that the direct learning strategy
that has been developed is effectively applied in chemistry
learning in the classroom because it is able to improve
chemistry learning outcomes with a very significant increase.
Seeing that some students cannot achieve the expected
percentage of learning outcomes, the learning tool must be
revised in several parts before being used at a wider level.
IV. CONCLUSION
Based on the results of the research that has been done, it
can be concluded as follows: (1) the stages of developing a direct learning strategy, namely: the stage of defining,
designing, and developing; (2) product development
strategies for direct learning; (3) the quality of the direct
learning strategies developed can be seen from the validity,
practicality, and effectiveness.
REFERENCES
[1] E. Nurvitasari, “Pemanfaatan Teknologi Informasi
dan Komunikasi oleh Guru dalam Pembelajaran
Kimia SMA di Distrik Merauke,” J. Magistra, vol.
5, no. 1, pp. 48–61, 2018.
[2] B. R. Werang, A. A. G. Agung, and A. A. Hurits,
“Increasing Teacher Attendance in Indonesia: a
Longitudinal Study in The Remote Elementary
Schools of Southern Papua,” Int. J. Manag. Educ., vol. 13, no. 2, pp. 133–155, 2019.
[3] A. Halim, “Pengaruh Strategi Pembelajaran dan
Gaya Belajar Terhadap Hasil Belajar Fisika Siswa
SMPN 2 Secanggang Kabupaten Langkat,” J.
Tabularasa PPS Unimed, vol. 9, no. 2, pp. 141–158,
2012.
[4] Yenni, “Analisis Kemampuan Mahasiswa dalam
Menyiapkan Pembelajaran yang Efektif pada Mata
Kuliah SBMM,” JPPM, vol. 10, no. 2, 2017.
[5] Jamaludin, Imran, and K. Nawing, “Effect of
Learning Strategy and Cognitive Styles on Students’ Learning Outcomes of Civic Education and Social
Skills,” Adv. Soc. Sci. Educ. Humanit. Res., vol.
174, pp. 45–48, 2017.
[6] S. B. Djamarah, Strategi Belajar Mengajar Cetakan
Kedua. Jakarta: Rineka Cipta, 2002.
[7] Suparman, Desain Instruksional. Jakarta:
Departemen Pendidikan dan Kebudayaan Direktorat
Jenderal Pendidikan Tinggi, 1991.
[8] W. Sanjaya, Strategi Pembelajaran Berorientasi
Standar Pendidikan. Jakarta: Kencana Prenada
Media Group, 2012. [9] Trianto, Model-Model Pembelajaran Inovatif
Berorientasi Konstruktivistik. Jakarta: Prestasi
Pustaka Publisher, 2007.
[10] Z. Aqib, Model-Model, Media, dan Strategi
Pembelajaran Kontekstual (Inovatif). Bandung:
Yrama Widya, 2013.
[11] Tamrin, A. H. Saragih, and A. M. Sibuea, “The
Implementation of Problem Based Learning
Strategies to Improve Learning Outcomes in
Introduction Economic Subject to the Student of
Universitas Negeri Medan,” Adv. Soc. Sci. Educ.
Humanit. Res., vol. 200, pp. 333–336, 2018. [12] M. Wena, Strategi Pembelajaran Inovatif
Kontemporer. Jakarta: Bumi Aksara, 2010.
[13] Supriyadi, S. Bahri, and R. S. Waremra,
“Kemampuan Technological Pedagogical Content
Knowledge (TPACK) Mahasiswa Pada Matakuliah
Strategi Belajar Mengajar Fisika,” JIP, vol. 8, no. 2,
pp. 1–9, 2018.
[14] Trianto, Mendesain Model Pembelajaran Inovatif-
Progresif. Jakarta: Kencana, 2009.
[15] Trianto, Mendesain Model Pembelajaran Inovatif-
Progresif. Jakarta: Kencana, 2010.
Advances in Social Science, Education and Humanities Research, volume 383
133
