THE EFFECT OF POSTER PRESENTATION TOWARDS STUDENTS’ CREATIVITY AND CONCEPT COMPREHENSION ABOUT

POLLUTION CONCEPT

Oktian Fajar NugrohoIndonesia University of Education

International Program on Science Education

ABSTRACTThis study aims to examine the effect of poster presentation towards students’ creativity and poster presentation about pollution concept. The type of this study was weak experiment with one group pretest and postest design. Population in this research was grade 10 of senior high school students at Bina Nusantara International School Serpong consists of 10 classes. The sample has taken by using random cluster sampling technique. The quantitative data of this research has gained through concept comprehension test and observational sheet, meanwhile the qualitative data gathered through rubric and questionnaire Based on the analysis of the result, this research obtained improvement in concept comprehension with normalized gain 0,307 which was categorized into medium improvement. The correlation between students’ creativity and concept comprehension done by using coefficient correlation which the result is 9%, meaning that 9% of concept comprehension may be explained by creativity. Based on the result of questionnaires about the use of poster presentation, it may be concluded that students were enjoying the use of poster presentation.

Keywords : poster presentation, students’ creativity, concept comprehension, achievement.

There are several things that hang on experiences and adding visualization in the teaching learning practice for the student in the class that can improve students soft skill. Visualize the concept of the science materials can increase students interest to science. This thing has already implemented in some schools, such as poster presentation as assessment. Visualize the concept of science is also benefit during the teaching activities.

According to American Heart Association 2004 (MacIntosh, 2007: 351) “A poster presentation consists of a visual display of research highlights on fiberboard background combined with an interpersonal question and answer period”. There are the key benefits for students because poster are student centered, encourage students to reflect on their learning during their class

activity, and enable students to demonstrate their learning and to learn from other students’ experience. They are also felt to be less intimidating than standard oral presentations by enabling the flow of discussion around student experience (McNamara, et al, 2010:5).

According to Stegemann and Sutton-Brady (McNamara, et al, 2010:5) provide a useful summary of the benefits of posters as identified by the literature. Several studies have reported that students feel comfortable with the concept of poster presentations. Presentation at a poster session is an enjoyable and rewarding experience for students. Constructing a poster is an effective of developing both research skills and creative abilities”. According to Huddle (McNamara, et al 2010:5). “Poster

preparation allows students to become active learners and encourages deeper learning”.

The use of poster presentation is being one of the triggers for student’s enthusiasm in learning science, because as stated by the experts they found that poster presentation is effective in visual learning. Learning science using a poster presentation is expected to enhance student’s creativity and understanding. By way of an effective teaching and educational, it is expected the students to feel comfortable while learning activities.

According to what have stated aboved, so the research problem how is the effect of poster presentation towards students’ creativity and concept comprehension about pollution?Research Questions.1.How does the creativity of students through

poster presentation about pollution?2.How does the improvement of students’

concept comprehension before and after they make a poster presentation about pollution concept?

3.How is the correlation between students’ creativity and concept comprehension?

Poster PresentationAccording to Handron, 1994 (in Bracher,

et al 1998).A poster presentation is “as an experiential learning activity that stimulates curiosity and interest, encourages exploration and integration of concepts and provides students with a novel way of demonstrating understanding”

According to American Heart Association 2004 (MacIntosh, 2007: 351) “A poster presentation consists of a visual display of research highlights on fiberboard background combined with an interpersonal question and answer period”. According to Kress and Van Leeuwen, 2001 (in MacIntosh, et al 2007: 352) “The poster presentation is a multimodal communicative event, with writing, graphics, color, spech, and even gesture used to convey meaning.”. The fact

that the content is displayed as a “visual unit,” all on a single view plan, distinguishes it from the research paper. The poster is marked by the importance of the visual features, while the learning activities without visual or abstract is not marked by the importance of the visual features. (MacIntosh, et al 2007).

According to Stegemann and Sutton-Brady (McNamara, et al 2010:5) “provide a useful summary of the benefits of posters as identified by the literature. Several studies have reported that students feel comfortable with the concept of poster presentations. Presentation at a poster session is an enjoyable and rewarding experience for students. Constructing a poster is an effective of developing both research skills and creative abilities. Poster preparation allows students to become active learners.” and Pearce and Sutton-Brady “Encourages deeper learning” (McNamara, et al 2010:5).Creativity

According to Tylor (Munandar, 1992) think creatively is the ability to see, think differently, need some information that perhaps it is not necessary, and make a solution and new idea. Creative thinking is a mental process that is dynamic between divergent thinking (imaginative) and convergent thinking (factual) of continuous from time to time. While creativity is the ability to find some new links, in looking at the subject from a new perspective and create new combinations from several ideas, products, colors, textures, and other things.

The following indicators of creative and definitions of each indicator as described by Munandar (1992):

Fluency is sparking a lot of ideas, problem solving, or questions, or suggestions give you many ways to do things, and always think about more than one answer. Definition of the current thinking on the behavioral skills of students, among others are first is post a lot of question, second is answering

regarding to the question option. Third is have an idea regarding to the problems. And the last is fluent to post an opinion.

Flexibility is producing ideas, answers, or questions varieties, can see the problem from the perspective of different, being able to change the approach or way of thinking. Definition of the current thinking on the behavioral skills of students is as follows are first is giving a various skill towards unusual things. Second is giving a various interpretation to some picture, story, and problems. Third is implement a concept or idea differently. Fourth is give a consideration to some situation, that have different situation given by someone else. And the fifth is if they found various types of problems, they will think differently to solve the problem.

Originality is able to create and produce new expression and unique, think differently to express yourself, and can make a combinations that is different with other things. Definition of originality are first is think of some problems that was never thought of by someone else. Second is asking the old ways and try to think something new. Third is chose asymmetry design to create a picture or design. Forth is having a another way of thinking. And the last is refer to synthesize than analyzes.

Elaboration is ability to enrich and develop an idea or product and adding or detailing the objects, idea, and situation so it can be more interesting. Meanwhile the definition of detailing skills on the student behavioral are finding the meaning of some question deeply or solve the problem with some steps and detail, develop and enrich the ideas of others, trying and testing a detail to see the final goal, have a beautiful sense so there will be dissatisfaction with blank or simple appearance, and adding some line, colors, and details with their own picture or the other picture.

According to Guilford “creativity refers to the abilities that are characteristics of creative people” (Lee, 2005:3). And according to Hulbeck (Munandar, 1992) Creative action is an imposing of one’s own whole personality on the environment in an unique and characteristic way.

Research MethodThe type of method in this research is

weak experiment. This method is chosen because using one class in making a poster presentation without control group. Based on Arikunto (2010) weak experiment method is only use one group research without any control group.

Poster presentation has already implemented in the class activities. It was advantageous for students to become active learner and to develope their communication skills. In order to implemented of poster presentation, one class of experimental group has already choosen. Class divided into several group, one group consists of 4 students. They have to discuss about pollution before they make a poster. In this activity, students should work together. After students finished their poster, they should present their poster in front of the class. Students have to explore their knowledge and creativity through poster presentation. Rubric was used to evaluate the poster.

Creativity is the ability to find some new links, in looking at the subject from a new perspective and create new combinations from several ideas, products, colors, textures, and other things. Students’ creativity were assed through poster presentation that use observation sheet as an instrument. There will be such indicators in observation sheet for making a poster such as Fluently, Flexibility, Originality, and Elaboration. Pollution is a topic to be raised in the learning using a poster presentation. Class will devided into several group. During making a poster,

students will be observed by oberserver by using obervational sheet.

Students’ concept comprehension in this research is a cognitive domain in pollution concept. Mastery and understand the concepts is essential in teaching and learning activities. According to Bloom’s Taxonomy cognitive domain are C1 (remember), C2 (understand), C3 (apply), C4 (analyze), C5 (evaluate), C6 (create) that are measured by using an objective test consist of 20 multiple choice question.

RESULTS AND DISCUSSIONSThe profile of students’ creativity

Fluen

cy

Flexib

ility

Originali

ty

Elaborati

on0

1020304050607080

Average score

Figure 1. The Result Based on Observational Sheet in Each Group.

The figure 1 shows the average results of the students’ creativity that obtained by observational sheet. During learning activities of making a poster presentation the higher amount of indicator presents in fluency which is 67% of students who are indicated in fluency. Based on Munandar (1992) the indicator of Fluency are students can spark their ideas, can solve a problem or questions or give a suggestion, and always think more than one answer. Meaning that they are fluent to post an opinion. The lowest amount of indicator presents is in elaboration which is 50% of students who are indicated in elaboration. Based on Munandar (1992) the

indicator of Elaboration are the ability of students to enrich and develope an idea or product and adding or detailing the object. Meaning that only 50% of students can enrich and develope their idea during making a poster presentation and adding or detailing the poster. The total average of students’ creativity is 56% .

Table 1. The Results of Pretest and Posttest on Concept Comprehension

Component Pretets PosttestN 23 23

Mean 61.09 73.04S 11,15 9,01S2 124,31 81,18

The highest score

80 90

The lowest score

40 60

Gain 11,96N-Gain 0,30 (Medium)

Normality test Sig. ≥0,05 = NormalSig. 0.383 0.263

Conclusion NormalHomogenity

testSig. ≥0,05 = Homogen

Sig. 0,190Conclusion Homogen

Independent-Sample T-test

Sig. (2-tailed) ≥0,05 = H0 Accepted

Sig. 0,00Conclusion H0 not accepted, H1

Accepted

Based on the table shown that mean of students’ concept comprehension in pretest is lower than posttest which is 61,09 < 73,04. This table also show the results of high score and low score of students’ concept comprehension. In pretest, the highest score of students is 80 and the lowest score of students is 40. Meanwhile in posttest, the highest score of students is 90 and the lowest score is 60.

The result of normality test of concept comprehension in pretest is 0,383 and in posttest is 0,263. Using significant interpretation (α) 0,05 so it can be concluded that the value of significant from normality test both of pretest and posttest is higher than significant. This result shows that the distribution of pretest and posttest score is normal.

The result of homogenity test of concept comprehension in pretest and posttest is 0,190. Using significant interpretation (α) 0,05 so it can be concluded that the value of significant from homogenity test both of pretest and posttest is higher than significant. This result shows that the distribution of pretest and posttest score is homogen.

Based on the result of normality test and homogenity test is shown that the data of pretest and posttest of concept comprehension is normal and homogen, and after that is hypothesis testing. By using a software of IBM SPSS 20 for windows is obtained that the value of significant is 0,00. This data is lower than α=0,05, it can be concluded H0 is not accepted, H1 is accepted, means that there is a significant effect of poster presentation towards students’ concept comprehension.

Figure 2 The Improvement of Students’ Achievement.

The improvement of students’ concept comprehension can be shown by measure N-Gain from pretest and posttest. The result of N-Gain is 0,30 meaning that the improvement of students’ concept comprehension is medium. Meaning that there is an improvement of students’ concept comprehension that had an intervention of poster presentation in learning activities about pollution concept.

Table 2 The Result of the Correlation and Regresion Between Students’ Creativity and

Concept Comprehension.Regresion Correlation Category

Y= 42,08+ 0,552 X

0,307 Medium

Based on the result of correlation between students’ creativity and concept comprehension is 0,307 is done by helping of software IBM SPSS statistics 20 for windows. The result of coefficient determination is 9%, meaning that 9% of concept comprehension of students can explained by creativity and the rest of it can explained by the other thing.

Figure 3 The Result of Coefficient Determination

9%

91%

Concept com-prehension

CreativityOther things

Based on the figure 3 shown above, the result of coefficient determinantion is 9%. It means that 9% of students’ concept comprehension can be explained by creativity and 91% of students’ concept comprehension can be explained by other things.

The im-provement

54

56

58

60

62

64

66

68

70

72

74

PretestPosttest

ConclusionThe research about the effect of poster

presentation towards students’ creativity and concept comprehension has been conducted systematically. Based on the result of the research it can be concluded that the implementation of poster presentation towards students’ creativity and concept comprehension can be seen below:

The profile of students’ creativity based on the observational sheet results which is 56% of students can explore their creativity through poster presentation. The creativity of students shows a positive impact to the result of poster presentation in term of visualization and audiolization.

The implementation of poster presentation can improve students’ concept comprehension, it can be noticed by processing the differences between pretest and posttest score. The differences score of pretest and posttest can be seen by calculate normalized gain which is 0,30 which include as medium category. There is a significant effect of poster presentation towards students’ concept comprehension.

Based on the coefficient determination can be shown that 9% of concept comprehension can be explained by creativity, meaning that the rest or 91% of concept comprehension can be explained by the other things. The respond of students towards the implementation of poster presentation shows the positive respond. Based on the indicator the majority of students like pollution concept, making a poster presentation and creativity through poster. Recomendation

There are some recomendation based on the finding of the research that has been conducted and the consideration that implementation is still need to be improve. The recomendation and suggestion that necesary to be conveyed by the researchers are:

1. Poster presentation can be implemented as an alternative teaching strategy in other science concept in school.

2. Before designing the instrument to measure the creativity, the analysis of the indicator based on the expert has to be more spesific so it can be appropiate to concept.

3. Analizing students’ ability before making a group is should be done. Considering that heterogen of students’ ability in every group can improve students result.

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