“IMPLEMENTATION OF MATHEMATIC LEARNING
WITH STRATEGY CONCEPT
MAPPING AND
STRATEGY
PREVIEW QUESTIONS READ REFLECT RACIT REVIEW (PQ4R)”
INTRODUCTION
A. Background
Issues
Mathematic
is a subject that is taught at every level of education in Indonesia
ranging from elementary school (SD)
to High School (SMA). Since education is
one important thing to determine the reciprocation of a nation, to produce human resources development as a subject in a good, necessary capital from the education itself. Especially
for mathematic, in addition to having an abstract nature,
a good understanding of the concept is very important because
to understand the new concepts necessary prerequisite understanding of the
concept before.
The
problem now faced in the world of education is how to improve the quality of
education is generally associated with high or low student achievement obtained.
Various attempts have been made by the manager of education in
order to improve student achievement, one of them by
making changes in the curriculum and changes in the learning process in schools.
This step is the first step to improve the quality of education.
But the reality of student achievement, especially in mathematics is still relatively low.
Material
mathematics is hierarchical, meaning the
study of mathematics concepts previously made a prerequisite to be completely
controlled in order to understand the concept further. Mathematical
concepts in a unified and continuous round. For it is in
the process of learning the teacher must be able to convey this concept to students
and how the students can understand. Learning the math done
by considering the concept sequence starting from the most simple.
The
views of students about Mathematics
as a scourge is mostly found or obtained, this view resulted
in students being passive, reluctant, fearful or ashamed express ideas or solutions to practice questions given
in class. Not infrequently students are less able to
learn mathematics because mathematics is considered difficult.
It
is not only the students but the error maybe caused by many things such as the
use of teachers instructional strategies in a monotone. The use of learning
strategies in the possible monotony students will be sleepy because of boring. Currently
there are many teachers who use the old learning
models in the learning process in schools. Teachers
read or recite the material conveyed and the students listen, take notes, and try to finish as the example of the teacher, or
can be called conventional learning models.
This resulted in the
lack of interaction between teachers and students and making student spassive, less
attention in learning,
creative and
independent.
In
anticipation of such problems, in learning math should use appropriate learning
strategies that increase students' mathematics achievement. Expected
learning strategy research is a learning strategy that can help students become
active, creative and easily learn math concepts. The
strategy among others to implement strategies is strategy Concept Mapping and strategy of Preview, Question,
Read,
Reflect, Racit,
and
Review (PQ4R).
Concept Mapping Strategy is one part of the strategy of the
organization.
The strategy aims to help
organizations improve the understanding of the organization is mainly done by
using new materials.
Martin (inTrianto, 2009:157) says
that Concept Mapping is an important
new innovations to help children produce meaningful learning in the classroom. Concept
maps provide a concrete visual aid to help organize information before the
information is submitted.
Other
learning strategies with learning strategies Preview, Question, Read,
Reflect, Racit,
and
Review (PQ4R)
is one part of the
strategy elaboration.
Strategy Elaboration is
a process of adding detail so that the new information will become more
meaningful. This strategy was used to help students remember what
they read, and can help the learning process conducted in class
by reading the material in the text book. Arends (inTrianto, 2009:154) states that learning strategies are used to refer to behavior
that affect what students learn,
including memory and meta
cognitive processes.
Through learning
strategies Preview, Question,
Read,
Reflect, Racit,
and
Review (PQ4R) students
are expected to understand the concept to the subject matter.
Based
on the background above, the writer is interested to examine the implementation
strategies Concept Mapping and Strategy
Preview, Question,
Read,
Reflect, Racit and Review (PQ4R)
in mathematics learning. Concept Mapping Strategy is the delivery of learning mathematics
using a concept map of each chapter,
and the material given that
the concept will be more easily understood.
Strategy Preview, Question,
Read,
Reflect, Racit and Review (PQ4R)
is a strategy that
emphasizes on reading chapter by chapter in learning so that by using this
strategy of understanding concepts students are expected to be increased.
B.
Problem Formulation
Based
on the background of the above problems can be formulated in this study is: Is
there a significant difference between students who were teaching the Concept Mapping learning strategies and teaching
students who were learning strategy Preview,
Question, Read, Reflect,
Racit
and Review (PQ4R ) mathematics
learning achievement?
C. Objective
1.
General Objectives
This
study generally aims to determine the truth of the contribution to the learning
process learning strategies Preview, Question,
Read,
Reflect, Racit and Review (PQ4R)
and Concept Mapping strategy is applied to
the learning of mathematics.
2.
Specific Objectives
The
purpose specifically is to determine significant differences between the mathematics
achievement of students who use learning strategies Concept Mapping and strategies Preview,
Question, Read, Reflect,
Racit
and Review (PQ4R) in
mathematics learning on the subject of the set.
D. Outcome
1.
The Oretical Benefits
Generally,
this study contributes to the education can improve student math achievement. Learning
achievement maybe an impetus for students to improve science and technology and
serve as a feedback in education.
2.
Practical Benefits
a.
For
Students
Getting
a firsth and experience with the freedom
to learn actively.
b.
For
Teachers
Can
contribute in improving the quality of teaching mathematics to improve the quality
of education and student achievement.
c.
For
Researchers
Can
be used to add knowledge and insight in understanding the increasing student
achievement through learning strategies Concept
Mapping and strategy Preview, Question,
Read,
Reflect, Racit and Review (PQ4R).
LITERATURE
STUDIES
A. Literature
review
1.
Learning Mathematics
Learning
is an activity for everyone,
knowledge, skills, habits, and
attitudes of a person's penchant formed and evolved is caused by modified learning
(Herman Hudojo,
1990:1). Based
on this definition a person is learning,
if it can be assumed in
one self it becomes a process that resulted in a performance activity behavior
change .
Oemar
Hamalik, (2001:
27) defines learning as
the modification or reinforce behavior through experience. From
the definition of the learning is a process,
an activity and not a result
or goal. Learning is not just to remember but more than that.
Based on the facts that have been put forward that understanding learning then there are terms that are relevant to their educational development is a process of learning, especially in mathematic.
Based on the facts that have been put forward that understanding learning then there are terms that are relevant to their educational development is a process of learning, especially in mathematic.
Learning
is an attempt to create a situation so that the student teacher learning, including the use of various methods and learning media. Trianto
(2009: 17) defines learning is a complex aspect of human activity, which
is not fully explained.
Simply learning can be defined as the product of continuous interaction between development and life experiences. In a more complex sense of learning is essentially a conscious effort of one teacher for learn students. Learning is shown in the figure below:
Simply learning can be defined as the product of continuous interaction between development and life experiences. In a more complex sense of learning is essentially a conscious effort of one teacher for learn students. Learning is shown in the figure below:
It
can be concluded that learning mathematics is a process to help learners to learn
math better.
The learning process is
an attempt learn the students by developing appropriate
learning method to achieve the desired learning outcomes.
a. Math Achievement
1.)
Nature
of Mathematics
Mathematic
is a subject that is very important in education systems around the world. Countries
that ignore the mathematics education as a top priority will be left out of the
progress of all areas (especially
science and technology), compared
with other countries that provide a place for mathematics as a subject that is
very important.
In Indonesia, from elementary
school through college, playgroup or perhaps even earlier (baby school), mastery
of mathematics terms clearly cannot be ruled out. To be educated during in
school until college well, the students are required to master mathematic.
According
Ruseffendi (1997:
50) Mathematics is a human
way of thinking.
of the definition, it
could be concluded that the teaching and learning of mathematics was also a
process of thinking,
because someone said that when
people think of mental activity and the learning of mathematics have to do mental
activities. In thinking,
people construct relationships
between the parts information recorded in his mind as notions.
2.)
Learning
achievement
The
word comes from the Dutch achievement "prestatie"
later in the Indonesian
language into meaningful achievement of business results. Learning
achievement in education is student achievement indicating proficiency in
mastering the lessons delivered by teachers.
Learning
achievement or learning outcomes is the ability-the ability of the student after
he received a gradual learning experience (Nana
Sudjana, 2002:22). Horward
kingsley (in Nana Sudjana,
2002:22) divides three
different learning outcomes are:
a.) Skills and habits
b.) Knowledge and understanding
c.)
Attitudes
and ideals.
While
Benjamin S. Bloom (in Ruseffendi,
1997:304) divides the
classification of learning outcomes into three domains, namely: the
cognitive, the affective,
psychomotor domains.
Cognitive
learning outcomes are related to intellectual property consists of six aspects
of the knowledge or memory,
comprehension, application, analysis, synthesis,
and evaluation. While
the affective realm with regard to the attitude which consists of five aspects of
acceptance, answers or reactions, judgment, organization, and
internalization.
And Psychomotor domains
with respect to the results of learning skills and the ability to act. There
are six aspect psychomotor domains namely reflexes, basic
movement skills,
perceptual ability, harmony
or accuracy,
movement skills Kompeks
and movement ekspretif and interpretive.
Based
out of some sense of learning,
academic achievement, and
thenature of mathematics that has been described above, it
is concluded that math achievement is the result of one achieves mastery of mathematical
knowledge that is expressed in the form of numbers, letters or words, and is
a reflection of learning outcomes achieved in a given period with the change in
behavior.
1.
Concept
Mapping Learning Strategy
Djamarah and Zain (2002)
in (Trianto, 2009:158) The concept or notion is the main
condition that need to master the skills of discrimination and fundamental cognitive
processes previously based on common characteristics of a set of stimulus and objects.
Martin (1994) in (Trianto, 2009:158) Asis
the purpose Strategy Concept Mapping is
a graphical illustration of the concrete which indicates how a single concept connected
to other concepts in the same category.
Concept maps help
teachers understand the various concepts on the topic at the plant is greater
than being taught.
This understanding will
improve planning and the teacher's instructions. A
clear mapping to avoid the misconception that in the form of students. Without
the teacher's concept map will only teach what is in the mindor is liked.
2.
Strategies Learning of Preview, Question, Read, Reflect, Racit and Review(PQ4R)
PQ4R strategy is one
part of the strategy elaboration.
This strategy was used
to help students remember what they read,
and can help the
learning process in the classroom conducted by reading the material in the
textbook.
Reading activities aimed
to study through to completion of a learning chapter by chapter. With
reading skills that every student will be able to enter the world of science
that is full of charm,
a lot of wisdom to
understand the treasures of wisdom,
and develop other skills
are very useful for future success in life.
Arends (inTrianto, 2009:154)
says that learning strategies refer to behavior and thought processes used which
influence what students learn,
including memory and meta
cognitive processes.
Another name for learning
strategies are cognitive strategies.
The steps that must be
done in PQ4R strategy are:
a. Preview (read
glance quickly) are reading
tasks quickly with attention to the title sand the main topic, read the general objectives and summaries, and
formulate the content of the reading is talking about what.
b. Question (asked)
is steeped in the topic
and the main title with give a questions whose answers can be found in the text, and
then try to answer it.
c. Read (reading)
is the task of reading the
literature carefully,
by checking the answers
were filed in the second step.
d. Reflect (reflection)
is there flection and
reading by creating a visual representation of the text and connecting your new
information in the literature on what is already known.
e. Racit (Question
answer itself) is doing a recitation by answer in galoud the questions asked without
opening a book.
f.
Review
(repeat as a whole)
is a step to repeat the
whole passage,
re read if necessary, and
once again answer the questions posed.
B.
Conceptual framework
1. Learning
with the application of Concept Mapping strategy
The steps in making a concept map is:
The steps in making a concept map is:
a. Identify the main idea or principle covers a number
of concepts.
b. Determining the relevant concepts.
c. Sort the concepts of inclusive to less inclusive.
d.
Compiling
these concepts in a chart,
an inclusive concept placed
at the top or at the top of the map and connect with conjunction. (Trianto. 2009:160).
2.
Learning with the implementation of the strategy Preview, Question, read, reflect, racit, Review (PQ4R)
Step-by-step learning
model with the application of strategies Preview,
Question, read, reflect,
racit,
Review (PQ4R):
Table 2.3
Adapted from Arends (1997) in (Trianto,2009:154-155)
|
Step-by-step
|
Behavior of
teachers
|
Students activities
|
|
Step 1
preview |
•Provide reading to students to
read.
•Inform student show to find the main idea/learning objectives to be achieved. |
• Read glance quickly to find the
main idea/learning objectives to be achieved
|
|
Step 2
Question |
•Inform the students to pay
attention to the meaning of the text.
•Provide tasks to students to make inquiries from the main idea |
•Pay attention to the teacher's
explanation.
•Answering questions that have been made |
|
Step 3
Read |
•Provide tasks for students to
read and respond/answer questions prepared in advance.
|
• Reading while actively responding
to what has been read and answer the question that has been on him.
|
|
Step 4
Reflect |
•Simulate or inform existing
material on the reading material.
|
•Not just memorize and recall of
the subject matter,
however, try to solve the
problem given by the teacher with knowledge of known
|
|
Step 5
Racit |
•Ask students to make the essence
of the entire discussion lesson is
learned today
|
.•Asking and answering questions.
•Seeing the essence of records that
have been made previously.
|
|
Step 6
Review |
•Assign students to read extracts
made from the details of the main idea is in his mind.
•Ask students to read material back, if still not sure of the answer. |
•Answering the essence that has
been made.
•Reading back literature students,
if still not sure of the answer.
|
METHODOLOGY
A.
Type of Research
This
study includes the type of research experiments that compare the results of the
experimental group who are treated Strategy Concept
Mapping with a control group to which the treatment strategy Preview
Questions Read Reflect Racit Review (PQ4R
According
Habibudin (2009:16),
the experimental method
is the method used when the symptoms studied deliberately held or researchers
intentionally controlling the various factors in a way that is convincing to
conclude that the observed effects solely generated by the treatment given.
Based
on the above definition, this research uses experimental methods because of the
symptoms studied deliberately held in SMPN 1 Mataram of the school year 2013/2014.
B.
Population and Sample
1.
Population
The population is are on consisting of generalization: the objects or subjects that have quality and special characteristic set by researchers for study and then drawn conclusions (Sugiyono, 2010:80). So we can conclude that the population is to study all aspects. The population in this study were all students in grade VII SMPN 1 Mataram school year 2013/2014, with a total of 249 people were divided students into seven classes, namely class VII. A, b, c, d, e, f, and g.
The population is are on consisting of generalization: the objects or subjects that have quality and special characteristic set by researchers for study and then drawn conclusions (Sugiyono, 2010:80). So we can conclude that the population is to study all aspects. The population in this study were all students in grade VII SMPN 1 Mataram school year 2013/2014, with a total of 249 people were divided students into seven classes, namely class VII. A, b, c, d, e, f, and g.
2.
sample
The samples are part of the population will be observed (Sugiyono, 2008:118). Based on such understand selecting samples, researchers used purposive sampling technique is sampling techniques with particular consideration (Sugiyono, 2010:85). In order to facilitate researchers in research activities is then selected a model cluster random sampling, by selecting the class VII.a and VII.b classes the total number of students sample research. With total 70 people, and with the details of the class VII.a numbered 35 people as the experimental class and the class VII.b totaled 35 people as control classes.
The samples are part of the population will be observed (Sugiyono, 2008:118). Based on such understand selecting samples, researchers used purposive sampling technique is sampling techniques with particular consideration (Sugiyono, 2010:85). In order to facilitate researchers in research activities is then selected a model cluster random sampling, by selecting the class VII.a and VII.b classes the total number of students sample research. With total 70 people, and with the details of the class VII.a numbered 35 people as the experimental class and the class VII.b totaled 35 people as control classes.
C.
Research data
1.
Types and Sources of Data
This study includes the
type of research that is qualitative and quantitative. The
qualitative data obtained from the student activity observation sand
quantitative data obtained from the test results give to students. The data is
then analyzed using a pre determined formula.
The source of research
data is derived from a class VII.a dan VII.b SMPN 1Mataram school year 2013/2014, with
details of the number of students per classis VII.a many as 35 people and as
many as 36 people VII.b class and number of students totaled 71 people.
2. Data
Collection Techniques
a. Test
Tests that researchers use in this study
is in the form of a written test multiple choice questions consisting of 15
items about the before and after implementation strategy Concept Mapping and Preview
Questions Read Reflect Racit Review (PQ4R)
to measure the extent to which the
effectiveness of these learning strategies.
The use of tests as instruments of research based on the needs of the student learning outcomes data as proposed by Anas Sudijono (2005: 66), the test is a tool or a procedure in use in the context of measurement and assessment.
The use of tests as instruments of research based on the needs of the student learning outcomes data as proposed by Anas Sudijono (2005: 66), the test is a tool or a procedure in use in the context of measurement and assessment.
In connection with this discussion, it
is a "test" is many questions or exercises that are used to measure
skill, knowledge, intelligence, the ability of talent possessed by individuals
or groups (Arikunto, 2006: 138). Mean while grating test instrument that
researchers use is the range in the set material.
Based on the above description, the
instruments used to collect data in this study is a test, which consists of a
number of questions that must be done by the students, the tests used in this
study is based on multiple-choice test with 15 items about the number of
questions with regard level of difficulty to suit indicators in Learning
Implementation Plan.
b. Observation
In this observation the researchers will
conduct direct observation when the learning process is going. Then all the
activities that the researchers did in this study will be observed by an
observer appointed by the principal as a companion in this study.
Observations in this study serve only as
secondary data, meaning that as the reinforcement of the primary data in the
form desired student achievement outcomes before and after implementation of
the strategy and the strategy of Concept Mapping
and Preview Questions Read Reflect Racit
Review (PQ4R)
in learning. So that the observation of
an additional data to complete the study.
1.)
Test
Validity
The validity of the tool with respect to
the accuracy of the assessed valuation of the concepts that really assess what
should be assessed.
Validity is a measure that indicates the
level of validity or the validity of a good instrument. Instrument have high
validity and vice versa.
With regard to the validity of the instrument, Suharsimi (2006:168) states that "an instrument is said to be valid if the data reveal precisely studied variables". Meanwhile, according to Anas Sudijono (2005: 182) argues that "what is meant by the validity of the instrument items is owned by the accuracy of measuring an item (which is an integral part of the test as a totality), in assessing what should be measured by the test items ".
With regard to the validity of the instrument, Suharsimi (2006:168) states that "an instrument is said to be valid if the data reveal precisely studied variables". Meanwhile, according to Anas Sudijono (2005: 182) argues that "what is meant by the validity of the instrument items is owned by the accuracy of measuring an item (which is an integral part of the test as a totality), in assessing what should be measured by the test items ".
Based
on the description above, in this study the determination of the validity of
the instrument using the point biserial correlation formula according Suharsimi
(2006:283), as follows:
Description:
rPbs : Point biserial coefficient
MP :The average score of the subjects who responded well to items Wanted validity.
Mt : Mean total score
St : Standard deviation of the total score
Q :The proportion of students who answered correctly
Q : The proportion of students who answered incorrectly (Q =1-P)
rPbs : Point biserial coefficient
MP :The average score of the subjects who responded well to items Wanted validity.
Mt : Mean total score
St : Standard deviation of the total score
Q :The proportion of students who answered correctly
Q : The proportion of students who answered incorrectly (Q =1-P)
With
such an instrument as valid if it meets the criteria if r count r≥ of the table
t hen the instrument is valid and vice versa if the count r≤ r table of the
instrument is invalid,
the significance level of
5%, and95% confidence intervals
2.) Test Reliability
A
test can be said to be reliable if the implementation of measures in recent times
again the same group of subjects obtained the same relative results. To
test the reliability of this instrument,
we used the formula KR.20. KR.20
formulaused to find the reliability score1 (for
items answered correctly)
and 0 (for items answered incorrectly). WhereK-R.20
formulais asfollows
r11= 
)
)
Description:
r11 = Reliability instruments
k = Number of items about
p = Proportion of subjects who answered the item correctly
q = Proportion of subjects who answered the items with one (q =1-p)
VarianVt = Total
Σ pq =Number of the multiplication between p and q
r11 = Reliability instruments
k = Number of items about
p = Proportion of subjects who answered the item correctly
q = Proportion of subjects who answered the items with one (q =1-p)
VarianVt = Total
Σ pq =Number of the multiplication between p and q
(Suharsimi Arikunto, 2006:187-188)
Furthermore R11 price in r produck moment consult with r11≥ r criteria if the instrument is said reabel table and vice versa if r11≤ r table the instrument is said to be reliable.
Furthermore R11 price in r produck moment consult with r11≥ r criteria if the instrument is said reabel table and vice versa if r11≤ r table the instrument is said to be reliable.
D.
Research variables
According
Suharsimi, (2006:
118), the
variable is an object of research or anything that concerns a study. To
get a clear picture of the research object. There are two types of variables in
this study the independent variables and thedependent variables. Based
on this Arikunto (2006:126)
argues that "the variables
that affect the so-called independent variable or variables that influenced the
cause while variable called variable or variables effect".
So
in this study,
there are two variables:
1.
Independent
variable
The
independent variable in this study is the strategy and the strategy of Concept Mapping and strategy
Preview Question Read Reflect Racit Review (PQ4R)
2.
Dependent
Variable
The
dependent variable in this study is academic achievement.
E.
Data Analysis
1.
Test requirements analysis
a. Normality test
According Suharsimi (2006:290 and
320), the data normality test is a way to determine whether the data obtained
by normal or not. To measure the normal and of the data by using a formula chi
- squared is:
X2
Description:
X = chi-squared
fo = frequency of observation
fh = Frequency of hope
X = chi-squared
fo = frequency of observation
fh = Frequency of hope
Thus,if the price
of X2<X2
table with significance level
of 5% and the error degrees of freedom k-3 then
the data is said to spread in the normal distribution, and
vice versa if the price X2<X2 table
then the data is not normally distributed.
b. Homogeneity Test Data
According
Suharsimi (2006:321),
to test the homogeneity
of the data,
the test is based on the
assumption that if the variance is owned by the respective samples are not much
different then the sample said to be quite homogeneous. Variants
obtained from the squared standard deviation.
Testing
the homogeneity of the data on the sample or the population in terms of homogeneity
of variance test was used with the following formula:
Description:
F = coefficient of F test
= Varian experimental group
= Varian control group
F = coefficient of F test
= Varian experimental group = Varian control group
Criteria when calculating
the price F < F
table with a significance
level of 5% and the degrees of freedom (K-2,
NK), the data
revealed homogeneous.
F.
Hypothesis testing
According
Suharsimi (2006:71),
the hypothesis is said
to be a temporary answer to the problem of research to prove through data
collected.
Mean
while, according Sugiyono (2010:64)
says the hypothesis is temporary
answer to the problem formulation studies,
formulation of research
problems which have been expressed in the form of a question sentence.
Based
on the opinions of the hypothesis proposed in this study is still to be test dis
true, and the proof of the alternative hypothesis (Ha) should
be changed to null hypothesis (Ho)
so that researchers do
not have or are not affected Ha statement.
Because
this study use and experimental method to test the hypothesis that says there is
a significant difference between students who are learning strategies Concept Mapping and students who are strategic
Preview, Question,
Read, Reflect,
Racit,
review
(PQ4R) on
learning achievement is to use the analysis test data using the formula t-test as
follows:
In this research because Nx = Ny then
the formula becomes:
Description:
t = t value value – average yield per group
M = Mean/value – average yield per group
X = deviation of the comparison group
Y = Deviation of the experimental group
N = Many respondents
t = t value value – average yield per group
M = Mean/value – average yield per group
X = deviation of the comparison group
Y = Deviation of the experimental group
N = Many respondents
Criteria for testing
Ho is rejected if t count > t table t
the 0.05% level test and if t count < t
table then Ho isaccepted.
Tugas Teaching of Mathematic In English
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