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PREFACE The present volume contains selected papers of the 2nd Sriwijaya University Learning and Education-International Conference (SULE-IC) held on October 7th-9th, 2016 in Palembang, South Sumatera, Indonesia. The conference, which was organized by the Faculty of Teacher Training and Education, Sriwijaya University has accepted more than 160 abstracts. After an initial review of the submitted abstracts, 110 papers were presented at the conference. Finally, after a rigorous review process, 93 papers were accepted for publication in the 2nd SULE-IC Proceedings. This conference focuses on an overarching theme of “Improving the Quality of Education for Strengthening the Global Competitiveness.” The topics that are covered in this theme include (1) improving the educational services to learners of underprivileged families; (2) utilizing the educational technologies in learning; (3) strengthening the role of counsellors in education; (4) increasing the competence of language education and/or arts and literature teaching in global context; (5) increasing the role of the social sciences-humanities education in the development of multicultural consciousness; (6) improving the quality of mathematics and science teaching and learning process; (7) improving the development of qualified preschool and primary education, improving the quality of accountable management education through the development of school-based management; (8) enhancing the development of vocational education to meet the global labour market; and (9) civilizing healthy lifestyle and coaching outstanding athletes. Reviewing papers of the 2nd SULE-IC 2016 was a challenging process that relies on the goodwill of those people involved in the field. We were assisted by 12 reviewers from related fields to review papers for the presentation and the publication in the 2nd SULE-IC Proceedings. The published papers have passed the process of the reviewers’ comments who have guided any necessary improvement. Finally, we would like to thank to all of the proceedings team who have dedicated their constant support and countless time to bring these scratches into a book. The 2nd SULE-IC 2016 proceedings is a credit to a large group of people, and everyone should be proud of the outcome.

Palembang, September 2016 Chairman of the committee, Dr. Rita Inderawati, M.Pd.

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This paper has been presented at the 2nd SULE-IC “Improving the Quality of Education for Strengthening the Global Competitiveness” Editor Board:

1. Prof. Dr. Ratu Ilma Indra Putri, M.Si. (Sriwijaya University, Indonesia) 2. Kathy Cabe Trundle, Ph.D. (North Caroline State University, USA) 3. Dr. L. M. (Michiel) Doorman (Utrecht University, Netherlands) 4. Prof. Dr. Amal Abdel Fatah Suwaidan (Cairo University, Egypt) 5. Beryl Exley, Ph.D. (Queensland University of Technology, Australia) 6. Eiji Fujita, Ph.D. (Kochi University, Japan) 7. Soni Mirizon, M.A., Ed.D. (Sriwijaya University, Indonesia) 8. Dra. Umi Chotimah, M.Pd., Ph. D. (Sriwijaya University, Indonesia) 9. Fiftinova, S.Pd., M.Pd. (Sriwijaya University, Indonesia) 10. Edi Setiyo, S.Pd, M.Pd.T. (Sriwijaya University, Indonesia) 11. Dr. Ketang Wiyono, M.Pd. (Sriwijaya University, Indonesia) 12. Puji Astuti, S.Pd., M.Sc. (Sriwijaya University, Indonesia)

Faculty of Teacher Training and Education, Sriwijaya University, Palembang, South Sumatra, Indonesia 2016

PROCEEDINGS The 2nd Sriwijaya University Learning and Education International Conference held by Faculty of Teacher Training and Education Sriwijaya University , October 7th-9th, 2016

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Table of Content

Page Preface i Table of Content iii No. Paper Title Page KEYNOTE PAPERS

1. Integrating the Arts into Science Teaching and Learning By: Kathy Cabe Trundle-North Carolina State University, USA

1

2. Design-Based Research in Mathematics Education By: Michiel Doorman-Utrecht University, Netherlands

21

3. The Employment of the Technological Innovations in the Educational Process By: Amal Abdel Fattah Ahmad-Cairo University, Egypt

47

4. Indonesian Education, Pisa Scores and 3 Reading Strategies that Work By: Beryl Exley-Queensland University of Technology, Australia

65

5. How Can History Learning Contribute to Citizenship Education in Dual Subjects System? - Case Japan - By: Eiji Fujita-Kochi University, Japan

83

6. Constructing A Standardized Test By: Sofendi, Sriwijaya University, Indonesia

97

PARALLEL PAPERS

7. Success in Learning English: The Students’ Definition By: Agus Wahyudi-Sriwijaya University

107

8.

The Correlation between the Students’ Reading Habit and Reading Compehension Achievement of 12th Grade Students of MA. PP. Qodratullah Langkan By. Agus Wahyudi-STIKA Bina Husada Palembang

115

9.

English Teaching Implementation in Indonesian Pesantrens: Teachers’ Demotivation Factors By: Akhmad Habibi, Muhammad Sofwan, and Amirul Mukminin-Jambi University

129

10. Folklores From South Sumatera in English: Media to Introduce Indonesian Culture to International World By: Armilia Sari-Sriwijaya University

145

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81.

Learning Process of Biology through the Guided Discovery Learning Based on Local Excellence on the Subconcept of Eubacteria Role in Life By: Suratmi, Rida Oktorida, Khastini, and Nur Lali Fauziyah-Sriwijaya University

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82.

Developing Islamic-Based Reading Materials For The Tenth Graders of Ma Nurul Huda Kasmaran of Babat Toman By: Susilawati, Tahrun, and Rita Inderawati-SMAN 1 Lawang Wetan Kab. Muba

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83.

The Enhancements of Numeracy Through the Flavell’s Principal in The Cognitive‘s Development for the Children in TK B Srijaya KM 5,5 Palembang By: Syafdaningsih-Sriwijaya University

1179

84.

Developing of Conceptual Change Texts (CCTs) Based on Conceptual Change Model to Increase Students’ Conceptual Understanding and Remediate Misconceptions Inkinematics By: Syuhendri-Sriwijaya University

1191

85.

Improving Reading Comprehension and Speaking Achievements of the Eighth Graders of SMP Negeri 18 Palembang through Shared Reading Strategy By: Tiray Febria zananda-Sriwijaya University

1207

86. Implementation of Character Education Local Wisdom Charged in Basic Education Level In South Sumatra By: Umi Chotimah-Sriwijaya University

1229

87.

The Effects of QAR Strategy, Data Chart Strategy, and Critical Thinking on Reading Comprehension Achievement of the Tenth Grade Students of SMK Nurul Iman Palembang By: Uswatun Toiyibah-Baturaja University

1247

88. Functioning Local Culture in EFL Readings By: Utami Kusama Ningtyas-Sriwijaya University

1257

89. Decision-Making In Solving Math Problems on Elementary School Students By: Vina Amilia Suganda M-Sriwijaya University

1267

90.

The Effectiveness of Poe (Predict-Observe-Explain) Based Teaching Strategy in Improving Students’ Conceptual Understanding on Heat and Temperature in SMAN 9 Palembang By: Violanti Anarky. Syuhendri, and Hamdi Akhsan-Sriwijaya University

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THE EFFECTIVENESS OF POE (PREDICT-OBSERVE-EXPLAIN) BASED TEACHING STRATEGY IN IMPROVING STUDENTS’ CONCEPTUAL UNDERSTANDING ON HEAT

AND TEMPERATURE IN SMAN 9 PALEMBANG

VIOLANTI ANARKY, SYUHENDRI, & HAMDI AKHSAN

Department of Physics Education Sriwijaya University

e-mail: Viofisika@yahoo.co.id, hendrisyukur@yahoo.com

Abstract

The objective of this research is to determine the effectiveness of POE (Predict-Observe-Explain) based teaching strategy in improving students’ conceptual understanding on Heat and temperature in SMAN 09 Palembang. The research was conducted on even semester in Academic Year 2015/2016. The research used the quasi experimental method with non-equivalent control group design. The sample comprising of 80 students was selected by using purposive technique sampling. The learning process in the experimental group used POE (Predict-Observe-Explain) based teaching strategy and in the control group used conventional one. The instruments used are the Thermal Concept Evaluation (TCE) consisting of 20 multiple choice questions to measure student’s conceptual understanding and observation sheet to observe the students’ activities during the lesson. Based on the data analysis using Z-test on significance (α) = 0.05, it was found that

= 4.16 and = 1.645 showed > . The result was was rejected and was accepted. The conclusion is the POE (Predict-Observe-Explain) based teaching strategy was effective to improve learners’ conceptual understanding on Heat and temperature topics.

Keywords: POE, Conceptual Understanding, Heat, Temperature.

1. Introduction

One of aim from physics subject are student capable to understanding the

concepts and physics’s principle and also have a skill to develop their knowledge

as a stocks to continue to higher education (Depdiknas, 2006). From physics aim’s

explanation show that student’s consept understanding become an important key

to reach the aim itself.

Conventional learning model in one class will making a passif class and

meaningless. It can be happen because the student do not have a chance to express

their ideas or doing a demonstration. Then, it will block concept understanding’s

student.

Ndraka (in Wirtha and Rapi, 2007) explain, concept understanding in

learning process should preparing the students to higher education. Moreover,

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preparing the students for: 1) capable to solving the problem with saintific

concepts, 2) capable to taking a appropriate decision with saintific concepts, and

3) having saintific attitude to solving the problem which making them to

thingking and acting saintificly.

A lot of researcher have been researched about concept understanding that

low in some subjects. One of them is heat and temperature. The result, heat is not

energy, heat and temperature are something same, heat can not measured, human

body in cold situation is not contain heat, temperature can be transferred,

temperature is special characteristic which haved a matter or things, water can not

reach in temperature 0°C (Sirait, 2009).

Researcher had an interview with teacher in SMAN 09 Palembang. In there,

teacher teachs with talk method. To raise the concept understanding, teacher need

to staking a strategy. One of factor which being guarantee to make conceptual

change happen according to Posner on Syuhendri (2010) concept that wiil be

substitute must on status dissatisfied and the substitute concept must plausible,

intelligible, dan fruitful.

Developing Science concept understanding can do with develop a special

strategy in learning process. Predict-Observe-Explain (POE) base teaching

strategy is one of teaching strategy that can develop the students’ concept

understanding. Base on the background, researcher want to research about

effectiveness of POE (Predict-Observe-Explain) based teaching strategy in

improving students’ conceptual understanding on Heat and temperature in SMAN

09 Palembang.

2. Theoretical Background

The effectiveness’s word come from effective means there’s an effect

(influence, consequence, impression), powerfull, effective (Purwadarminta, 1986).

Base on Indonesian big dictionary effective’s word means having an

effect,consequence, and can bring a result. Then, we can conclude that

effectiveness is an event that show how far our planning could reach. If there’s so

many decision success, it means the learning process more effective.

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Base on Depdiknas on Suryono (2012) in learning physics, first demanded

to capable to understanding the concept, principal, laws, then students can

rearrange using their own language base on their intellectual development.

Physics is branch of science that learning and giving quantitative understanding

for some indication or natural process and matter characteristic and the

application (Mundilarto, 2013).

Rosser in Dahar (2011) declare that concept is an abstraction that

representative a whole objects class, events, activities, and relations which having

same attributes. Someone’s description about one concept according to expert

called conception (Nakhleh in Talakua, 2013). Beside that, misconception is one

of terminology to explain that something that we understand is different with

expert’s understanding, or someone’s conception is different or contradiction with

scientist’s conception (Syuhendri, 2010).

Piaget (In Syuhendri, 2010) look the Conceptual Change Model process

start from assimilation process and then accommodation. According to Piaget,

assimilation happen because the students’s early knowledge linier with the

phenomenon and there’s no scheme change or conceptual change (Posner et al.,

1982). Meanwhile, Posner et al., (1982) has a larger point of view where

aacomodation is conceptual change process because student’s concept is not

suitable with the new phenomenon: different context. According to Posner (In

Syuhendri, 2010) there are four condition to make conceptual change in students

through accommodation process, they are :

1. There’s dissatisfaction for concept which already exist. Student will change

their concept if their feel the old concept can not be using to response new

phenomenon and experience.

2. The new concept must intelligible, rational and can solve the problem or new

phenomenon.

3. The new concept must plausible, can solve the old problem and consistent with

some teories or the knowledge that already exist.

4. The new concept must fruitful on developing the research or new discovery.

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There are two things that have a relation about how this accomodation

happen, 1) in what situation this accomodation can happen, and 2) concept

ecology. As we know, there are five conditions to make conceptual change.

Beside that, connecting with concept ecology, Posne et al explain that there are

five concept ecology, 1) Anomali, 2) Analogy and Metaform, 3) Epistemology

commitment, 4) Believe and metaphysics concept 5) Another knowledge

(Syuhendri, 2014).

There’s so many teaching strategy that developed for conceptual change.

Scott et al., (In Syuhendri, 2010) divide two groups conceptual change. base on

teaching strategy : 1) kognisi conflict base strategi, and 2) students’s early concept

base strategy.

Prediction, Observation and Explanation is one of teaching strategy that

started with giving a problem to students then the students asked to guess or

making a prediction, then continue to doing observation about the case to find the

truth or fact from the early prediction according to explanation (Indrawati and

Setiawan, 2009). Predict-Observe-Explain introduced by White and Gusnstone in

1995 on their book namely Probing Understanding. Strategi pembelajaran Predict-

Observe-Explain merupakan langkah yang efisien untuk menciptakan diskusi para

siswa mengenai konsep ilmu pengetahuan.

The characteristic of Prediction, Observation and Explanation based

teaching strategy is digging students’s science consept understanding by three

steps, according to Indrawati and Setiawan (2009) :

1. Predict is one of prosess that making a guess or prediction about some

phenomenon. Students predict the answer of problem that giving by the

teacher, then students write the prediction with the reason. Students arrange the

prediction base on their knowledge

2. Observe is one of process that students doing an observation. Students observe

directly or indirectly. Students record what they observe, then related their

prediction with what they get form observation.

3. Explainis one of process of students that giving an explanation about relation

about prediction and observation result.

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Figure 1 POE base teaching strategy (Tlala, 2011)

Prediction, Observation and Explanation based teaching strategy is one of

conceptual change domain. Four conditions according to cognisi development

teory (Piaget) to make conceptual change happen should present in teaching

processs.

Figure 2 Relation POE Teahing Process with Four Condition Conceptual change.

3. Method

This research was conducted in senior high school 09 Palembang. This

research was quasi experimental with non equivalent control group design. The

class divided two class which is experimental and control class.

instrument used thermal concept evaluation and student work sheets on

every learning process. Observation in this study used to see student and teacher

activities. The observer of this researcher was physics teacher and researcher

itself.

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Data analyze technique using N-gain and Z-test. According to Hake

(1999) Gain normaliz tion could describe improvement learners’s concept

understanding. The normalized gain (N-gain) was calculated by using the

following equation:

(Hake, 1999)

To know the meaning of N-gain values whether they belonged to high,

medium or low

categories, a criteria proposed was used.

Table 1 N-Gain Criteria N-Gain <g> criteria (<g>) > 0,7 High 0,3 ≤ (<g>) ≤ 0,7 middle <g> < 0,3 Low

Beside analyzed N-Gain, data analyze pre-condition testing should do to

know wether hypotheses existing in this study will accepted or rejected (Stalin,

2012.) Data analyze pre-condition testing using normalization test, Homogenity

test, as a requirements to use Z-test parametic statistic. Z-test used because the

sample consist more than 30 students uji Z digunakan (Gunawan, 2005). If

standard deviation exist, the formula used:

Z = (Gunawan, 2015)

Which,

S 21 xx =

Information :

s12 and s2

2 = varians values group 1 dan group 2

1x and 2x = group 1 dan group 2 average

n1 and n2 = students

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Testing criteria are accepted H0 if Zcount < Ztable , otherwise H0 be rejected if Zcount

> Ztable,.

4. Result and Discussion

The study was carried out for five weeks, starting 09 February, 2016. Two

weeks used for pre-test and post-test. Three weeks used for learning activities. In

the next session, it would explain about students and teacher activities in the

experiment and control class.

4.1. Description of Learning Process

Learning process in this research held three times, the topic is heat and

temperature. Learning time was suitable with KTSP syllabus. The objective in

every learning process attached on learning process planning. Learning process in

experiment class held on every thursday using Predict observe explain based

teaching. Learning process in the control class held on every Friday using

conventional teaching model.

4.2. Description and Discussion of Findings

Based on the analysis orf pre-test and post-test data, the researcher found N-

gain values from experiment class and control class. As shown in tabel 2,

Table 2 Pre-test, Post-test, and N-gain Values average

Information

Pre-test Data Post-test Data N-Gain Values Experiment Class

Control Class

Experiment Class

Control Class

Experiment Class

Control Class

Highest values 55 55 95 85 0,92 0,8 Lowest values 15 15 60 40 0,33 0,21 Average 31,87 31,75 76 64,25 0,63 0,47

Based on table 1, in pre-test experiment class and control class almost had

same scores, it showed that they came from same condition. The average score of

pre-test increased from 31,87 become 76 in experiment class. In control class The

score of pre-test increased from 31,75 become 64,25. From that scores, we got the

average of N-gain values 0,63 and 0,47.

After researchers got N-gain values, researchers found normalization test,

Homogeneity test, and hypotheses test to answer our researchers’s hypotheses.

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Based on analyze, the data from both of class was normal and homogeny. The

hypotheses testing showed on table 3.

Table 3 Hypothese test using N-gain values average

Hypotheses test used significance level ( . From table 4.2 showed

that bigger than which 4,16 > 1,645. Because > The

result was be rejected and accepted. So we can conclude that the POE

(Predict-Observe-Explain) based teaching strategy was effective to improve

learners’ conceptual understanding on Heat and temperature topics.

4.3. Observation Data Analyze

Observation divide two activities in experiment class, they are teacher

activities and student activities. Teacher activities observed by colleague and

physics teacher.student activities observed by researcher. The student activities

will show in figure 3.

Figure 3 Student activities percentage

Based on figure 1 showed percentage observation of student activities in

learning process. Each class having 40 students. In experiment class, students

ioninformat 4,16 1,645 accepted

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divided eight groups which consist of fives students. In the first meeting, the

percentage was 50,3 %. In the next meeting, the percentage was 69,9%. And the

last meeting the percentage reached 77,8%..

5. Conclusions

Based on the analysis above, it can be concluded that (1) POE (Predict-

Observe-Explain) based teaching strategy was effective to improve learners’

conceptual understanding on Heat and temperature topics, and (2) POE (Predict-

Observe-Explain) based teaching strategy could raise the student activities in

class.

References

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Syuhendri., 2010. Pembelajaran Perubahan Konseptual : Pilihan Penulisan Skripsi Mahasiswa. Forum MIPA Vol 13 No. 2,133-140. ISSN : 1410-1262.

Syuhendri., 2014. Konsepsi Alternatif Mahasiswa Pada ranah Mekanika: Analisis untuk Konsep Impetus dan Kecepatan Benda Jatuh. Jurnal Inovasi dan Pembelajaran Fisika Vol. 1 No. 1, Mei 2014. ISSN : 2355-7109.

Wirtha, I M. dan Rapi, N. K., 2007. Pengaruh Model Pembelajaran Dan Penalaran Formal Terhadap Penguasaan Konsep Fisika dan Sikap Ilmiah Siswa SMA Negeri 4 Singaraja. Laporan penelitian (tidak diterbitkan). Jurusan Fisika, UNDIKSHA Singaraja