DEVELOPMENT OF INNOVATIVE LEARNING MODEL INTEGRATED INQUIRY WITH CHARACTER EDUCATION AND ICT. Mari Komariah*, Supartono, Endang Susilaningsih

International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014)

DEVELOPMENT OF INNOVATIVE LEARNING MODEL INTEGRATED INQUIRY WITH CHARACTER EDUCATION AND ICT Mari Komariah*, Supartono, Endang Susilaningsih Education Program of Science Chemistry Concentration Postgraduate Program State University of Semarang * Email: [email protected] ABSTRACT Every curriculum expects the learning process always involves cognitive, psychomotor, affective aspects as well as student centered learning. Chemistry / Science based on the characteristics of the activities requires investigation or inquiry activities as part of scientific work. But the phenomena going on in the classroom indicate that the learning process of science classes especially chemistry do not focus on fully students centered learning process so the learning process is less comfortable and teacher centered learning process; the learning process is more focused in the achievement of cognitive aspect; the test result the student earn are still under the passing grade; a lot of occurrences cause the morality / character decreasing and the learning process doesn’t use the sophisticated ICT very much. The goal of the research and development (R&D) study was to determine the product level validitas of the development product; whether the implementation of the product available can increase the learning outcome and students character or not and to determine students responses to the implementation of the product. The research and development determine that the learning instrument is valid. The result of study on the implemented test phase showed an increase of the students test result from 36,78 to 88,22. Based on the calculation result of N-gain, the proportion was 31 students of 36 students belonged to high criteria and 5 others belonged to middle criteria. The classical achievements showed the proportion 33 of 36 students learned scores higher than the passing grade . The result of the character observation showed an increase of students characters. The result of the students questionnaire responses showed that 36 students as the subjects, 31 students gave very good responses, 4 students gave good responses and one the student gave adequate responses. Based on the study, it can be concluded that innovative learning model made the result very valid, could increase the result of learning activity and students character. The students responses toward the product implementation were very good. Keywords: Inquiry Learning Model, Character Education, ICT teacher always gives practical guide in detail, so that students are less excavated thought processes and creativity and (4) the learning process less attractive so dull students. Learning conditions like this cause most students consider science, especially chemistry is a subject that is too abstract and even tend to be boring and difficult to understand. If left unchecked it will certainly have an impact on learning outcomes are less than the maximum.

INTRODUCTION Phenomena that occur in the field, the process of learning science, especially chemistry has not shown encouraging results. Based on the results of the opinion survey through questionnaires and interviews with teachers of chemistry, physics, biology and high school students I Lemahabang obtained the fact that (1) the process learning science (biology, physics and chemistry) are awarded in the form of lectures that knowledge transfer occurs only in one direction and activity does not involve students through the scientific method; (2) the subjects of biology and chemistry lab've done but the amount is still less than the average only once in one semester; (3) The S-6


The results of the validation of the validator character observation sheet 1 = 3.55; validator 2 = 3.33; validator 3 = 3.67 and validator 4 = 3.78. Mean score was 3.58, including four validators are very valid criteria.

METHODS Design of experiments (Sugiono, 2010:415).

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Results from Pilot Point Problem From 35 items were tested against 35 students of class 12 IPA 1 7 about the obtained result is invalid and 28 meet the criteria for a valid question, with the price of high reliability is 0.89. Subsequently valid from 28 about 25 about invalid taken to be a cognitive assessment instrument with very high reliability value is 0, 90 and 25 represent the whole matter has been a basic competency achievement indicators.

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2 Image 3.2. Experimental design (Before-After). O1 values before treatment and O2 after treatment values. (Sugiono, 2010:4) There are some analysis technique that are used to solve research problems. Analysis toward data of model implementation result used descriptive percentage statistic. Data of observation and questionnaire result was analysed in qualitative way with the help of the descriptive percentage statistic. Data of test result was tested with parametric statistic using one sample descriptive t-test, two samples t-test, and normalized gain test.

Research Product Development Small Group Stage Trial Small group trials (limited) conducted on 15 students of class XI IPA 4 by performing the simulation results of the validation study of four expert validator (draft 2). The simulation results of small group trials were analyzed to obtain a deficiency findings from the study or constraints for models of learning is done. The revision of the learning device so much better and will be used to test large (draft 3). Revision small trial results are as follows: (1) Syllabus and RPP in order to streamline the time, steps should be performed at the orientation problems the previous meeting; to avoid obstacles in the task of browsing the internet with internet access can be done outside of school hours (2) Instructional materials need to include tables stretch pH color change of acid-base indicators; (3) there must be additional LKS neutral field observations in the data table. Inquiry activities in the test laboratory, coupled with acid-base indicators of natural flower extracts to make it more interesting.

RESULTS AND DISCUSSION Validation Results Syllabus The results of the validation of the validator syllabus 1 = 3.61; validator 2 = 3.72; validator 3 = 3.83 and validator 4 = 3.78. Mean score was 3.74, including four validators are very valid criteria. Validation RPP The results of the validation of the validator RPP 1 = 3.53; validator 2 = 3.63; validator 3 = 3.42 and validator 4 = 3.58. The fourth is the average score validator including a very valid criteria. Validation of Instructional Materials The results of the validation of instructional materials validator 1 = 3.70; validator 2 = 3.75; validator 3 = 3.85 and validator 4 = 3.80. Mean score was 3.78, including four validators are very valid criteria.

Large Group Stage Trial Large group trials (field) is aimed to obtain information on whether learning is executed using the device product development can improve student learning outcomes and character. Large trials (field) performed in class XI IPA 3 as many as 36 students. Development of innovative learning model integrated character education inquiry and ICT do as much as 7 times the meeting. The first meeting of the initial test (pretest) to determine students' initial abilities before it gets developed learning model. The second meetings to formulate the problem, determine hypotheses and designing experiments. The third meetings conducted an experiment. The fourth and fifth meeting

Validation LKS Validation Calculation Worksheet The results of the validation of the validator LKS 1 = 3.45; validator 2 = 3.50; validator 3 = 3.55 and validator 4 = 3.50. Mean score was 3.50, including four validators are very valid criteria. Validation Observation Sheet Character S-7


presenting the results of an investigation inquiry activities. The sixth meeting discussion about the concept of acid-base information. The seventh meeting is final test (posttest) to determine the ability of the student's final after a learning model developed .. The following learning outcomes data through cognitive tests (pretest and posttest) and the observation of character. Results of pretest and posttest Based on the results of the calculation of N-gain data showed that from 36 students there are 20 students, including 16 students and the high criteria including criteria being. Classical completeness shows the proportion of 30 of 36 students scored above KKM (complete). (4:11 Appendix page 145) The significance of improving student learning outcomes are known to test the hypothesis. The null hypothesis (H0) is no improvement in student learning outcomes after a process of inquiry learning an innovative model of integrated character education and ICT. Alternative hypothesis (Ha) is no improvement in student learning outcomes after a process of inquiry learning an innovative model of integrated character education and ICT. The results of the hypothesis test calculations are as follows: This study uses the study subjects were 36 people. Results of pretest and posttest data were processed using SPSS 16. According to the results if the data SPSS research note that the data are normally distributed. This is shown in column significance (Kolmogorov-Semirnov) are worth more than 0.05 both at pretest (0.063) and posttest (0,200).

Image 4.1 Results of pretest and posttest Image 4.1 shows that the pretest values in the range of 41.44 value, while the value of the posttest values in the range of 81.56. These data indicate that an increase learning outcomes of 41.44 into 81.56. Result of Observations Character Development of innovative learning model integrated character education inquiry and ICT but aims to improve learning outcomes as well as to improve the character of the students. 10 characters studied were: religious, curiosity, discipline, responsibility, independent, honest, caring environment, selfconfidence, respect for others and working together. Scale rating scale consisting of 1, 2, 3, 4, and 5. Scale consists of a scale of 5 = excellent; 4 = good; 3 = moderately; 2 = less and 1 = very less. Recapitulated the assessment results into a total score of the character of each student and the average score of each character. Furthermore, the total score of these characters are grouped into the following criteria: 45-50 excellent; 35-44 good; 25-34 enough; 15-24 less; and 10-14 is very less. The results of observations of characters is as follows :

The test results showed that paired-test price 23.751. With degrees of freedom 36 + 36-2 = 70, t values in the table are close to 70 is 60 to 5% error = 2.000. Because greater than , then H0 is rejected and Ha is accepted, it means there is an increase in learning outcomes that can be seen from the difference between pretest and posttest values at 5% error. Statistical test results showed that the implementation of an innovative learning model integrated character education inquiry and ICT to improve student learning outcomes significantly

Image 4.12 Total Score Character According to Observer 2 S-8


1.

6.

Caring Environment

7.

Honest

Religious

2.

Curiosity

3.

Discipline

4.

Responsibility

8.

9.

5.

Self-Confident

Respecting for Others

10. Working Together

Independent

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Anderson, Ronald. D. 2002. Reforming Science Teaching: What Research Says About Inquiry. Journal of Science Teacher Education. Vol. 13 (1): 1-12.

Results of Student Questionnaire Responses The results of student questionnaire responses showed that 36 students who were the subjects of the study, 20 students responded very well, 14 students responded well and only 2 students responded quite. (Appendix 4:19 Page 162). This suggests that overall the students who become research subjects responded very well to the implementation of an innovative learning model integrated character education inquiry and ICT.

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2 Siswa

14 Siswa

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Image 4.30 Results of Student Questionnaire Responses

CONCLUSION

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Learning device syllabi, lesson plans, materials AJR, worksheets and evaluation tools of inquiry innovative learning model integrated character education and ICT has a degree of validity as follows; syllabus 3.74 (very valid); RPP 3.54 (very valid); 3.78 Instructional Materials (very valid); LKS 3.50 (very valid); Implementation of an innovative learning model integrated character education inquiry and ICT can improve student learning outcomes; Implementas inquiry innovative learning model integrated character education and ICT to improve the character of the student; Students' response to the inquiry innovative learning model integrated character education and ICT is very good. Suggestion Development of innovative learning model integrated character education inquiry and ICT should be done for other subjects; To the Other researchers are advised to carry out research on the development of integrated inquiry learning model with ICT to improve higher-order thinking skills (HOTS).

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DEVELOPMENT OF INNOVATIVE LEARNING MODEL INTEGRATED INQUIRY WITH CHARACTER EDUCATION AND ICT. Mari Komariah*, Supartono, Endang Susilaningsih

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