rd THE 3 ANNUAL INTERNATIONAL SEMINAR ON TRANSFORMATIVE EDUCATION EDUCATIONAL LEADERSHIP AND
AISTEEL
Supported and Coordinated by:
Postgraduate SchoolState University of Medan North Sumatera, Indonesia
Organized by:
Indexing By :
PROCEEDINGS
Emerald Garden Hotel, Medan - Indonesia
03-04 October 2018
ISSN: 2548 - 4613ISSN: 2548 - 4613ISSN: 2548 - 4613Vol. 3, December 2018Vol. 3, December 2018Vol. 3, December 2018
2018
Education, Learning and Leadership Innovation
9 772548 461 001
Proceedings of The 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL)
eISSN: 2548-4613
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Proceedings of The 3rd
Annual International Seminar on
Transformative Education and Educational Leadership
(AISTEEL 2018)
“Education, Learning, and Leadership Innovation”
Emerald Garden Hotel, Medan City, North Sumatera, Indonesia
October 3-4, 2018
Editorial Board
Editorial-in-Chief
Dr. Juniastel Rajagukguk, M.Si (State University of Medan, Unimed)
Deputy Editor Dr. Saronom Silaban, M.Pd (State University of Medan, Unimed)
International Advisory Board / Scientific Committee Prof. Dr. Kala Saravanamuthu (University of Newcastle, Australia)
Prof. Arjen EJ Wals (University of Gothenburg, Sweden)
Prof. Dr. Bornok Sinaga, M.Pd (Unimed, Indonesia)
Prof. Dr. Aytekin Isman (Sakarya University, Turkey)
Prof. Peter Charles Taylor, Ph.D., Med., B.Sc., Dip.Ed (Murdoch University, Australia)
Prof. Dr. Mukhlas Samani, Ph.D (Indonesia)
Prof. Dr. Jailani bin Md. Yunos (University Tun Hussein on Malaysia)
Prof. Dr. Nurahimah Mohd. Yusuf (UTM, Malaysia)
Assoc. Prof. Dr Pedro Isaias (University of Queensland, Australia)
Assoc. Prof. Elisabeth Taylor, Ph.D (Murdoch University, Australia)
Dr. Bambang Sumintono, M.Ed (Universiti Malaya, Malaysia)
Dr. Isma Widyaty, M.Pd (UPI, Indonesia)
Prof. Dr. Syahrul R, M.Pd (UNP, Indonesia)
Prof. Amrin Saragih, MA., Ph.D (Unimed, Indonesia)
Assoc. Prof. Ade Gafar Abdullah, M.Si (Universitas Pendidikan Indonesia)
Eng. Asep Bayu Dani Nandiyanto (Universitas Pendidikan Indonesia)
Prof. Dr. Hartono, M.Pd (Universitas Negeri Semarang)
Please cite the proceeding as “Proceeding of the First Annual International Seminar on
Transformative Education and Educational Leadership Vol. 3” with the following
abbreviation: Proc. Aist., 3
Proceedings of The 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL)
eISSN: 2548-4613
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Proceedings of the 3rd
Annual International Seminar on Transformative Education
and Educational Leadership (AISTEEL 2018)
Preface
The 3rd
Annual International Seminar on Transformative Education and Educational Leadership
(AISTEEL 2018) was held in Emerald Garden Hotel, Medan City-Indonesia on 3-4 October 2018.
This seminar is organized by Postgraduate School, Univesitas Negeri Medan and become a routine
agenda at Postgraduate program of Unimed now.
The AISTEEL is realized this year with various presenters, lecturers, researchers and students from
universities both in and out of Indonesia participating in, the seminar with theme “Education,
Learning and Leadership Innovation.”
The plenary speakers coming from various provinces in Indonesia have been present topics covering
multi disciplines. They have contributed many inspiring inputs on current trending educational
research topics all over the world. The expectation is that all potential lecturers and students have
shared their research findings for improving their teaching process and quality, and leadership.
The third AISTEEL presents a keynote speaker and 4 distinguised invited speakers from Australia,
Singapore, Taiwan, and Malaysia. In addition, presenters come from various Government and Private
Universities, Institutions, Academy, and Schools. Some of them are those who have sat and will sit in
the oral defence examination.
There are 326 articles submitted to committee, some of which are presented orally in parallel sessions,
and others are presented through posters. The articles have been reviewed by double blind reviewer
and 198 of them were accepted for published by Atlantis Press indexed by International Indexation.
Meanwhile 83 papers were published in online International Proceedings indexed by Google Scholar.
The Committees of AISTEEL invest great efforts in reviewing the papers submitted to the
conference and organizing the sessions to enable the participants to gain maximum benefit.
Grateful thanks to all of members of The 3rd Annual International Seminar on Transformative
Education and Educational Leadership (AISTEEL 2018) for their outstanding contributions. Thanks
also given to Universitas Negeri Medan for published this volume.
The Editors
Bornok Sinaga
Rahmad Husein
Juniastel Rajagukguk
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Table of Contents
Titles and Authors page
Design of Physical Practicum Tools on Rotational Dynamics Matter with
Scientific Concept
1 Fretty Doharni Ritonga; Nurdin Bukit; Betty M.Turnip...........................................
Analysis of the Leading Sector and Its Effect on the Economy in Pakpak Bharat
Regency
6 Dinar Melani Hutajulu; M. Nasir; Arwansyah....................................................................
Analyze the Characteristic and Factors Cause of Bullying Behaviours in Early
Childhood
12 Fadhilah Syam Nasution; Anita Yus; Aman Simaremare.........................................
Play Finger Painting in Creative Art Model to Help Smooth Motoric
Development and Creativity of Group a in Kindergarten at Aek Loba Pekan
Village
18 Lola Wita Harahap; Sri Milfayetty; Rosmala Dewi.................................................
Maintenance of Gayonese Kinship Terms by Gayonese Minority Migrants in
Jabodetabek
22 Desi Purnama Sari; Siti Aisyah Ginting; Berlin Sibarani........................................
Effect of Functional Training and TRX Suspension Training on Body
Composition member Golden Fitness and Spa
26 Rafliansyah; Nurhayati Simatupang; Albadi Sinulingga.........................................
Interpersonal Metaphor Used in the Boss Baby Movie
29 Khairuni Syafitri; Siti Aisyah Ginting; Anni Holila Pulungan.................................
Speech Act in Indonesia Lawyers Club: KPK vs Novanto
32 Theresia Fransiska Sidabutar; Zainuddin; Busmin Gurning...................................
The Effect of Instructional Strategy and Style Ofthinking Secuential on Students
Outcome MAN Medan
36 Siti Aisyah Hanim; Tiur asih siburian; Darwin........................................................
The Effect of Cooperative Learning Models and Self Efficacy on Student
Mathematics Learning Outcomes
39 Sabdo Puji Rahayu; Mukhtar; Keysar Panjaitan.....................................................
Ideational Grammatical Metahpor in Reading Texts for Senior High School
English Textbooks
43 Diemam Ferzhawana; Siti Aisyah Ginting; Zainuddin............................................
Effect of Soft Modification on Student Learning Results PAB 13 Kwala Begumit
Private Vocational School
47 Iskandar Fahmi.........................................................................................................
Differences in Metacognitive Ability of Students Through Learning Realistic
Mathematics Education and Problem Based Learning in Pangkalan Susu Senior
High School
51 Chairi Mutia Lubis; Waminton Rajagukguk; Kms.M.Amin Fauzi...........................
Development of Interactive Learning Media Projection of Working Drawing on
Students of Class X TKR in SMK Markus 2 Medan
56 Irwan Panggabean; R. Mursid; Samsidar Tanjung.................................................
Metaphor of Modality in Donald Trump’s Speech in
United Nation General Assembly 2017
60 Nursyah Handaya; Siti Aisyah Ginting.....................................................................
Traditional Sport Of Silek Tuo In Minangkabau Community (a study of Silek tuo
advice) 63
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Prima Nanda; Sabaruddin Yunis; Agung Sunarn.....................................................
Improved Student’s Generic Science Skills With The Application of Cooperative
Learning Models Based on Batak Culture
66 Rika Sari Indah Harahap; Derlina; Rahmatsyah; Sahyar; Bornok.........................
Management Development Athletes of Shorinji Kempo North Sumatra Region
71 Arti Kurniaty Bangun................................................................................................
Efforts to Improve Learning Results Free Basketball Shot (Free Throw) Through
The Application of Teaching Style Inclusion
75 Bob Rahmat Manalu........................................... .....................................................
Development of Egosan Engineering Extension Models with Straight Sticking in
Pencak Silat
77 William Filipus; Amir Supriadi; Tarsyad Nugraha..................................................
The Development of Interactive Learning Media of Athletic on Physical
Education in SMP Negeri 15 Medan
81 Akhmad Khaidir; Budi Valianto; Tarsyad Nugraha.................................................
The Effect of Learning Model and Self-Reliance Learning toward Science
Learning Outcomes
84 Rohima; Mukhtar; Samsidar Tanjung......................................................................
The Effect of Learning Method and Kinesthetic Perception on The Learning
Outcomes of Lay Up Basketball
88 Saiful Adrian; Nurhayati Simatupang; Suprayitno…………………………………....
Analysis Of Physical Education Teacher Management Skills In State Elementary
School Sub-District Medan Tembung
91 Syahrul Effendi Nasution; Amir Supriadi; Albadi Sinulingga..................................
Innovation Of The Speed Model Using Running With The Ball Techniques In
Football
95 Julio Roberto; Amir Supriadi; Novita........................................... ...........................
The Development of Penetration Drill Training Technique of Wrestling Sport
99 Ihsan Idris Silalahi; Jan Bobby Nesra Barus...........................................................
Speech Function of Anies Baswedan’s Speech in Approval Ceremony as the
Governor of Jakarta in the Period of 2017-2022
102 Ahmad Rifa’i Ritonga; Sumarsih........................................... ..................................
Development of Web-Based Learning Media to Enhance Writing Capability of
Biography Text of Student Class X SMA
105 Rencus B. Sinabariba, Tiur Asi Siburian, Mutsyuhito Solin....................................
Implementing the Teaching Supervision by Principals in Improving the
Performance of Teachers in Aceh Besar
109 Said Ashlan........................................... ........................................... .......................
Female Principal Leadership
115 Hendro Widodo; Hengkang Bara Saputra........................................... ...................
The Ways of Rohingya Teenagers in Medan Realized Their Language Attitude
120 I Wayan Dirgayasa; Rahmat Husein; Lonni NurIffah Nasution..............................
Metaphor in Umpasa of Saurmatua Toba Batak Ceremony
124 Heppy Yersin Digita Purba; Rahmad Husein; Anni Holila Pulungan.....................
The Influence of Part Method, Whole Method and Determination Exercise
Methods on Improving Exercise in the Sports Branch of Pencak Silat Single Art
Category of College Students SPDKK (Art of Kencana Kwitang Self Defense)
Deli Serdang Year 2018/2019
127 Mawar Sari........................................... ........................................... .......................
Figurative Expressions in The Karo Batak Wedding Ceremony Generated by The 130
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Philosophy of Rakut Sitelu
Desi Haryati Nianggolan..........................................................................................
Evaluation of Implementation of Sustainable Professional Development (PKB)
for Junior High School Physical Education Teachers to Increase Professionalism
in Tebing Tinggi City
135 Mhd Fazar Afandi.....................................................................................................
Development of Innovative PJOK teaching materials on floor gymnastics
materials to improve learning outcomes of Grade Students at Junior Hight School
138 Bangun Saragih........................................................................................................
The Influence of the Discovery Learning Model assisted with Image Media and
Motivation Against Civics Learning Outcomes of Students in Class IV of Public
Elementary Schools 055980 Aman Damai 2017/2018
142 Heryansyah Ginting; Dede Ruslan; Reh Bungana Br.Perangin-angin....................
Development of science teaching materials based on Science Technology Society
(STM) and its influence on learning outcomes of fourth grade students of MIN
Medan Tembung
149 Diah Hafizhotul Husna; Nuraini; Ramlan Silaban..................................................
The Improvement of Cooperative Learning Model Application Skill in Numbered
Head Together Through Clinical Supervision of Art Teacher in SDN 060886
Medan Baru
154 Unita Vitta Omas Sianturi; Martua Manullang; Rosmala Dewi..............................
Gold of North Sumatera Program Coach Performance
159 Suyono; Hariadi; Supryetno.....................................................................................
Transitivity Systems Analysis of Bilingual Civic 3 Education Textbook for Grade
XII
163 Jusup Sitepu; Anni Holila Pulungan; I Wayan Dirgeyasa Tangkas........................
The Lecturer Performance Development of the STKIP Bina Bangsa Getsempena
Banda Aceh
169 Saiful Bahri...............................................................................................................
The Interference of Batak Mandailing Language to Indonesian (In The Interaction
At The Seventh Grade Students Of Madrasah Tsanawiyah Swasta Al-Azhar
Kabupaten Tapanuli Selatan Padang Sidimpuan)
175 Siti Jahria Sitompul; Abdurrahman Adisaputera; Sumarsi......................................
The Influence of Microbiology Dictionary and Microbiology Textbook
Utilization in the Contextual Learning Framework on Biology Students Higher
Order Thinking Skills
177 Kiki Rizqi Sahara; Hasruddin; Ashar Hasairin........................................................
The Differences of Learning Style and Students’ Creativity to Students’
Achievement in Dribbling the Ball in Playing Football of Seventh Grade Students
of SMP Ar – Rahman Percut
180 Muammar Afif Marpaung; Imran Akhmad; Rahma Dewi........................................
Development of Gobag Sodor Game Model to Increase Interest in Elementary
Students
184 Siska Nova Undari....................................................................................................
The Influence of Research-Based Learning with Portfolio Assessment on Science
Process Skills in Microbiology Course for Biology Program Students
187 Saudah Rahmayanti; Hasruddin; Tumiur Gultom....................................................
The Influence of Teaching Style and Confident Against the Results of a Study of
Shooting in the Game of Football (Experiment Studies the Self Check Style and
the Guided Discovery Style at a Private Junior High School Seventh Grader 191
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Tembung Sabilina)
Muhammad Syaiful; Ramadhan Harahap................................................................
Development of Mirror Writing Teaching Materials Based on Class XI Media
Literation of Lolomatua 1 State High School
195 Yanida Bu'ulolo; Biner Ambarita; Marice..............................................................
The Development of Teaching Materials for Technology- Assisted Procedure
Text in Vocational High School
197 Nova Andarini; Biner Ambarita; Malan Lubis.........................................................
Development of Adobe Flash Based Floor Gymnastics Media Learning on Health
Sport Education Lesson
201 Hardiansyah...............................................................................................................
The Effect of Learning Approach and Linguistic Competence Capability Reading
The English Narative Text of Student SMA Negeri 6 Padangsidimpuan.
206 Sukriyah Batubara; Keysar Panjaitan........................................................... ……….
Analysis Effect of Household Consumption, Investment and Labor to Economy
Growth In Sumatera Utara
209 Richna Handriyani; Arwansyah; Sahyar...................................................................
Idioms Translation Strategies in Pasung Jiwa Novel English Version
213 Hariyanto; Amrin Saragih; Sumarsih........................................................................
Code Mixing in Novel: A Case of Indonesian Literary Work
216 Nurul Hidayanti Hasibuan; Amrin Saragih; Sumarsih.............................................
Logico-Semantic Relation in Presidential Debate Between Hillary Clinton and
Donald Trump
221 Annisa Risma Khairani Lubis; Della Fransiska Ginting; Jumino Suhadi................
Semiotic Meanings in Cigarette Advertisement Texts
227 Rodearta Purba; Zainuddin; Amrin Saragih.............................................................
Modality as Hedging Device in the US Presidential Election Debate
232 Roobby Hamdanur; Anni Holila Pulungan; Zainuddiin...........................................
The Improving Mathematical Communication Ability Through Realistic
Mathematical Approach Based on Toba Batak Culture
235 Aman Sanusi Siregar.................................................................................................
Speech Functions of Doctors and Patients on Medical Consultation Process
239 Resti Citra Dewi; Anni Holila Pulungan, Sumarsih..................................................
The Development of Venturimeter Instrumentation in Dynamic Fluid
243 Zahrani Dalimunthe; Rahmatsyah; Derlina..............................................................
Lexical Metaphors in Onang-onang of Bobby and Kahiyang Tortor Dance
246 Siti Rahma Ritonga; Anni Holila Pulungan; Didik Santoso......................................
The Discourse Markers in President Joko Widodo’s Speeches in KTT APEC
China in 2015
249 Syahbuddin Nasution1; Busmin Gurning; I Wayan Dirgayasa Tangkas..................
Preparation of Papers in Two-Column Format for AISTEEL Conference
Proceedings Translator’s Strategies in Transferring Cultural Values in Ratatouille
Film
254 Femy Septiani; Anni Holila Pulungan......................................................................
Lexical Metaphor In Printed Car Advertisements
258 Misdiana; Siti Aisyah Ginting; Amrin Saragih..........................................................
Political Discourse Analysis of Donald Trump Political Speech
263
Elisa Silviani Siregar; Prof. Dr.Zainuddin, M.Hum; Prof.Dr. Sri MindaMurni,
MS...................................................................................... .....................................
Motivation of Farmers in Group Management to Develop Maize Cultivation 267
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Nurliana Harahap; Mahendra Ginting Manik; Indah Listiana................................
Appraisal of Healthy Product Advertisement on Television
274 Nurun Nazipah Harahap; Siti Aisyah Ginting; Rahmad Husein Napitupuluh..........
Lexical Metaphor in Andrea Hirata’s “The Dreamer” Novel
277 Nurul Sa’adah; I Wy. Dirgeyasa; Siti Aisyah Ginting...............................................
Impoliteness Strategies Used by Governor Candidates of DKI Jakarta in Governor
Election Debate 2017
281 Sri Minda Murni; Busmin Gurning……....................................................................
Intertextuality in Travel Umroh Advertisement
287 Afifah Nurul Khoirot Nasution; Anni Holila Pulungan; Eddy Setia.........................
Intertextuality on Oral Discourse in Sari Matua Batak Toba Ceremony
290 Dyan Yosephin Hutagalung; Anni Holila Pulungan; Rahmad Husein.....................
The Effect of Mangosteen (Garcinia mangostana L.) Peel to Creatine Kinase
Serum in Male Rats (Rattus norvegicus) with Fatigue from Swimming
293 Rika Nailuvar Sinaga; Jumadin IP; Zulaini..............................................................
Analysis of Technology Utilization to Measure The Throw Distance of The Ball
on Hammer Throw
296 Riki Prastian; Agung Sunarno; Sabaruddin Yunis Bangun.......................................
The Interactions of Social Stratification and Karonese Register in Giving Pedah
Pedah Perjabun
300 Elkana Putra Tarigan; Amrin Saragih; Siti Aisyah Ginting.....................................
Implementation Management Training Volleyball Club of Pertamina Year 2017
305 Reza Wibowo; Sanusi Hasibuan; Budi Valianto.......................................................
Lexical Metaphor in Printed Car Advertisements
308 Misdiana; Siti Aisyah Ginting; Amrin Saragih..........................................................
Improving Students’ Reading Comprehension Ability In Descriptive Text
Through Flashcard
309 Aisya Hartati..............................................................................................................
The Role of Teacher’s Training Model and Technological Approach to the
Improvement of Teachers’ Professionalis
312 Intan Sufiah Batubara................................................................................................
The Difficulties of Students at the Second Year of St.Thomas 3 Senior High
School Medan in Translating English Idioms into Indonesian
315 Fitri Susi Sinurat........................................................................................................
The Effect Of Applying The Great Wind Blows Strategy On The Students’
Vocabulary Mastery
321 Gisca Irdayana Lubis.................................................................................................
Attitude of Examiners in Thesis Convocation
325 Mara Sutan Siregar...................................................................................................
Politeness Strategies in Mandailing Wedding Ceremony
329 Nurun Nazipah Harahap; Fatma Raudah Siregar....................................................
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The Influence of the Discovery Learning Model
assisted with Image Media and Motivation Against
Civics Learning Outcomes of Students in Class IV of
Public Elementary Schools 055980 Aman Damai
2017/2018
Heryansyah Ginting
Postgraduate student of basic education
Medan State University
Dede Ruslan
Lecture Medan State University
Reh Bungana Br.Perangin-angin
Lecture Medan State university
Abstract -This study aims to find out: (1) Student learning
outcomes that are taught by the discovery learning model
assisted with higher image media than students who are taught
using the expository model. (2) To find out the learning outcomes
of Civics students who have high motivation are better than
students who have low motivation. (3) To find out the interaction
between learning models and learning motivation in influencing
learning outcomes. This study uses a quasi-experimental
method. The sample of this study consisted of all fourth grade
students of Public Elementary School 055980 Aman Damai,
Sirapit Subdistrict, Langkat Regency, totaling 50 people
consisting of Grade IVa 26 People who were taught by discovery
learning model assisted with media images and class IVb 24
people using expository models. Used data in the form of
multiple choice tests and learning motivation questionnaire. The
design used in this study is a factorial 2 x 2 design with 2-lane
ANAVA technique. The results of this study indicate: (1) PKn
student learning outcomes that are taught with the Discovery
Learning model assisted with picture media are higher than
students who are taught using the expository model. Sig. 0,000
<0,05, (2) There are differences in civics learning outcomes of
students who have high motivation better than students who
have low motivation Sig. 0,000 <0,05, (3) There is an interaction
between learning models with learning motivation in influencing
learning outcomes shown Sig. 0,000 <0,05
Keywords - Discovery Learning, Learning Motivation,
Learning Outcomes
I. INTRODUCTION
The direction and purpose of Citizenship Education
subjects is to focus on the formation of citizens who understand and are able to exercise their rights and obligations to become intelligent, skilled and characterized Indonesian citizens as mandated by the Pancasila and the 1945 Constitution. So the focus of education is not just having cognitive abilities only, but also focuses on students' skills and more importantly to realize behavioral change towards attitudes and the formation of good student behavior, good citizenship behavior and understanding the responsibilities of rights and obligations as citizens, as well as in goals Civics learning. To realize that goal is not an easy thing, so it is needed a determination from various parties, especially from teachers and students in order to achieve togetherness the same goals and vision in creating integrated achievement of goals. From the students 'side, they will be able to master the material faster by the teacher, if the teacher presents the material through a learning strategy or technique that is able to arouse students' learning motivation. The consequences of the teacher should be more innovative in choosing strategies and using media to motivate students. will have the ability to recognize and understand the character and culture of the nation and make citizens who are ready to compete in the international world without leaving national identity. [1] Through Civics, every citizen can be introspective about the development of information and communication technology today which has positive and negative impacts. Civics are also useful to equip students to have a high level of discipline within themselves to survive in a state that is always changing, uncertain and competitive. In the scope of learning in schools, to improve the quality of education and teaching can be done by choosing a strategy in delivering learning
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material in order to obtain an increase in student learning outcomes. One strategy that can be done is by guiding students to be actively involved in the learning process and help students develop according to their intellectual level will further strengthen students' understanding of the concepts being taught. In this case the ability of the teacher is needed to master the learning strategies and models that are applied, because it plays a role in helping more effective learning. But it is not easy to fulfill that commitment, there are some difficulties and obstacles encountered when learning in school. In particular Civics lessons, generally faced by teachers when teaching Civics are: (1) The low attention of students in attending lessons; (2) Intensity of answering and asking low; (3) student saturation is very visible; (4) Low motivation; and (5) Low learning outcomes [2]. From the teacher factors that become obstacles are also: (1) Still prominent learning activities that are only teacher-centered; (2) Teachers still tend to use conventional strategies; and (3) The habit of teachers teaching without media. In absolute Civics learning activities requires the existence of a learning strategy to support the achievement of the expected Civics goals, the success of learning objectives is determined by many factors including the teacher's factors in implementing the learning process, because the teacher can directly influence , fostering and improving students' intelligence and skills. [3] To overcome the above problems and to achieve the educational goals to the fullest, the role of the teacher is very important and it is expected that the teacher has a good strategy and way of teaching and is able to choose the right learning model and in accordance with the subject concepts to be presented. which can be used by teachers in improving student learning outcomes is the Discovery Learning Model The purpose of this study as a whole is to see: students' learning outcomes that are taught by the Discovery Learning model assisted with picture media are higher than students who are taught using expository models, learning outcomes PKn students who have high motivation are better than students who have low motivation, and know the interaction between learning models with learning motivation in influencing learning outcomes. [4].
II. METHOD
This research was conducted using Quasi Experiment
Method (Quasi experimental Method) because this study directly tested the effect of a dependent variable and tested the hypothesis of a causal relationship, and also the class used for this study was available. The groups studied included groups that used the Discovery Learning model and groups that used the Expository model. This research is a quasi-experimental research that uses research designs 2x2 factorial design with 2-way variance analysis (ANAVA) techniques as presented in the table below:
Table 1. Design experiment design 2 x 2
Learnin
g
Motivati
on
Model Pembelajaran (A)
Learning Model
Discovery Learning
Assisted with Picture
Media (A1)
Expository Learning
Model (A2)
High
(B1)
A1B1 A2B1
Low
(B2)
A1B2 A2B2
Information : A: Student Learning Model B: Learning motivation A1: Discovery learning model A2: Expository model B1: Motivation of students is high B2: Motivation of students is low A1B1: Average learning outcomes learned by discovery
learning models assisted with high-motivation image media A1B2: Average learning outcomes learned by discovery
learning models assisted with low motivational image media A2B1: Average learning outcomes learned by expository
models that have high motivation A2B2: Average learning outcomes learned by low-
motivated expository models This research was carried out by submitting a proposal.
Before being given Civics learning, the two treatment classes were first given a pre-test or initial test to determine students' abilities. 1. Determine the experimental class which will be used as
the research class as an experimental class (Discovery Learning Model) and control class (Expository Model)
2. Determine Material taught to students as research material
3. The teacher conducting the experiment is the fourth grade teacher
4. Preparation of learning program plans and preparing material
5. Compile instruments in the form of pre test, post test and research guidelines
6. The learning process is carried out by Discovery Learning model for experimental class and expository model as control class.
a. Learning Implementation with the Discovery Learning Model 1. Initial Activities This activity contains a teacher's explanation and shows a film to motivate students in Civics learning and then apperception. 2. Core Activities a. The teacher gives the material to be taught using the media of images presented with infocus b. Students observe the images displayed
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c. The teacher divides students into 4 groups of students asked to find out about the diversity of ethnic groups, nations and cultures in Indonesia d. Next the student communicates every result he has found with each group advancing forward 3. Closing Activities The teacher draws conclusions and rewards groups and individuals who are actively involved in the learning that has been done b. Learning Implementation with Expository Learning Models 1. Initial Activities This activity contains a teacher's explanation for the objectives to be achieved, providing positive input 2. Core Activities a. The teacher provides material to be taught using understandable language b. The teacher gives questions to students that are related to experiences that are owned by previous students c. The teacher concludes the results of the material described earlier 3. Closing Activities The teacher assigns each student the material that has been explained by the previous teacher.
III. RESULT
Posttest data of student learning outcomes in the control and experimental classes were analyzed based on high motivation and low motivation. This analysis serves to see the influence of student motivation on student learning outcomes. Data on student learning outcomes based on student motivation in the control and experiment class can be seen in Table
Table 2. Postes Result Student Learning Outcomes Experimental Classes Based on Student Motivation
Experiment Class
High
motivation Frequency
Low
motivation Frequency
80-83 1 72-76 2
84-87 4 77-81 4
88-91 4 82-86 3
92-95 4 87-91 1
96-99 2 92-96 1
amount 15 amount 11
Mean 88,53 Mean 78,55
Data on student learning outcomes based on student motivation in the control class and experiment (combined) based on high student motivation and low motivation are shown in Table
Table 3. Posttest Student Learning Outcomes by Motivating Students in Both Classes
High
motivation Frequency
Low
motivation Frequency
72-76 6 60-65 5
77-81 3 66-71 2
82-86 6 72-77 11
87-91 6 78-83 3
92-96 6 84-89 1
90-95 1
Amount 27 Amount 23
Mean 84,29 Mean 73,04
Based on the table shown that student motivation affects
the value of student learning outcomes. Students whose motivation is high have an average value of learning outcomes of 84.29 and students whose motivation is low have an average value of learning outcomes of 73.04, meaning that students with high motivation have higher learning outcomes than students with low motivation. Testing the hypothesis in this study to see whether or not there is interaction between the variables under study. Testing this hypothesis using SPSS 20 with two-way ANOVA technique with the criteria of Fcount> Ftable at a significant level, the proposed hypothesis can be received. Based on the data obtained from the student motivation test, the total score and the average score of each group are shown in Table
Table 4. Number of Students with High and Low Motivation
Based on the table, it was found that the total number of
students with high student motivation was 26 students while the total number of students with low motivation was 24 students. Anava statistics are shown in Table.
Table 5. Two-Way Anava Test Results
Motivation
(B)
Learning Model (A) Average
Discovery
learning
(A1)
Ekspositori
(A2)
High (B1) 88,53 78,55 84,29
Low (B2) 79,00 68,00 73,04
Average 84,30 73,50
Value Name Amount
Learning
model
1 Control 24
2 Experimen 26
Student
motivation
1 Low 23
2 High 27
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Test results from the Table can be stated as follows:
a. Discovery learning learning models have an effect on
student learning outcomes. The average value of student
learning outcomes using discovery learning learning model of
84.30 is better than expository learning of 73.50.
b. Student motivation is high and low student motivation
gives different results, in this case student learning outcomes
with high student motivation is 84.29 better than low student
motivation that is 73.04. Based on these data it can be seen
that student motivation affects student learning outcomes.
c. There is an interaction between discovery learning models
and expository learning with students' motivation for student
learning outcomes.
Then, from each factor the subject is seen whether there are
similarities in variance between groups as in Table.
Table 6. Intergroup Homogeneity Test
F Free degree 1 Free
degree 2
Signifikan
0,594 3 46 0,622
Based on the table, it can be seen that Fcount is 0.594 with a significant 0.622 greater than 0.05 so that the variance of the two homogeneous groups can be expressed and two-track testing is carried out.
Descriptively based on 2-way ANOVA statistics with Univariate General Linear Model (GLM), obtained the average student learning outcomes in both classes are presented in Table.
Tabel 7. Statistik Deskriptif Anava Dua Jalur
Descriptive Statistics
Dependent Variable: Learning outcomes
Learning
mode
Motivation Mean Std.
Deviati
on
N
Eksposit
ori
Motivation Low 68 4,01 12
Motivation High 78,55 3,73 12
Total 73,50 4,87 24 Discover
y
learning
learning
Motivation Low 79 5,73 11
Motivation High 88,53 4,75 15
Total 84,30 7,15 26
Total
Motivation Low 73,04 5,73 23
Motivation High 84,29 4,75 27
Total 78,66 8,18 50
Based on the table shows that the learning outcomes of students who have high motivation are better than students who have low motivation in the experimental class. The results of 2x2 factorial anava used to test hypotheses can be seen in Table :
Table 8.Two-Way Anava Test Results
Result Num
ber
of
squa
res
Free
degr
ee
Squared
average
F Signi
fican
ce
Learning
model
2167,
10 1 2167,10 95,37 0,00
Student
motivatio
n
1037,
77 1 1037,76 38,18 0,00
Learning
Model *
Motivate
students
625,6
8 1 625,68 22,87 0,00
Based on the table, the results of the two-way ANOVA
test are presented, then used to answer the hypotheses proposed in this study. Following is the description of the results of the hypothesis test.
H0 : : PKn learning outcomes of students who are taught with the Discovery Learning model assisted with picture media are lower than students who are taught using the expository model?
Ha : µA1
: PKn learning outcomes of students who are taught with discovery learning models with the help of image media are higher than students who are taught using the expository model?
The hypothesis proposed by Ha was accepted, namely the PKn Learning Outcomes of students who were taught with discovery learning models assisted with higher image media than those taught with the expository model. This is because the sig value. 0,000 5 0,05, in other words PKn student learning outcomes with discovery learning learning model assisted by picture media are better than using expository models.
IV. DISCUSSION
The results obtained in this study indicate that the
discovery learning model influences student learning outcomes. This can be seen from the average value of student pretest in the experimental class was 58.3 and after being given treatment using the discovery learning model assisted with media images, the students' posttest value was 84.3. This is because the stages of discovery learning learning model can improve student learning outcomes. Based on the results of the test the second hypothesis shows that student learning outcomes that have high motivation that is equal to 84.29 is
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better than students who have low motivation that is equal to 73.04. This is because indicators of motivation that have a strong influence on student learning behavior. Students are human beings who are young and need to be guided to become adult humans. Each student has different characters and talents. Therefore, each student is a unique person, which makes it different from the others. The teacher must accept each student as they are, with all the shortcomings and strengths. This will form a high sense of self-esteem in students. The teacher also needs to find something (talent or strength) in the student that can make him feel important. Creating a sense of security and fun for students to explore and express their full potential. Students are creatures who have curiosity. To fulfill his curiosity, he will explore the surrounding environment. To be able to improve Civics learning outcomes for students, teachers need a learning model that is able to describe and present the subject matter in detail and sequentially, besides that the model is expected to empower students to find their own abilities and knowledge needed. Teachers must also be able to formulate learning materials with appropriate learning models. Besides that teachers are also expected to recognize student learning motivation.
This is in accordance with the opinion of Degeng and Bundu (2006: 48) who argued that in addition to the characteristic learning model factors also need to be considered in the discovery learning activities require curiosity, activity, hard work and willingness. [5] Discovery Learning as an innovative learning model emphasizes contextual learning through complex activities. In this discovery learning model focuses on learning that lies in the core principles and concepts of a scientific discipline. [6] Involving students in investigations in problem solving and meaningful task activities, and giving students the opportunity to work in groups in constructing their own knowledge. This study was conducted to analyze the interaction between discovery learning learning models and student learning motivation and then its influence on learning outcomes. From some of these research results can provide an overview that learning outcomes of groups of students who have high motivation given with discovery learning model is different from the group of students given expository model. [7] Learning haisl of students who have high motivation given the discovery learning model is significantly different and significant with groups of students who have low motivation given an expository medel. The results of this study also provide an overview of the interaction between groups of students who are taught with low motivation discovery learning models with groups of students taught with an expository model that has rendag motivation. This shows that the learning model and learning motivation are very influential in improving student learning outcomes. In using the technology science community approach, one recommends learning in using constructivism strategies [8]. Discovery learning model is a learning model through discovery. This model emphasizes the importance of understanding structures or important ideas for a discipline, through active involvement of students in the learning process.
Jerome Brunner (Hosnan, 2014: 281) revealed that the discovery learning model is a model that encourages students to ask questions and draw conclusions from general principles in practical examples of experience. [9] Learning discovery is learning that occurs as a result of students manipulating, structuring and transforming information so that it finds new information. In learning discovery, students can make estimates (conjucture), formulate a hypothesis and find the truth by using an inductive process or deductive process, making observations and making problems (Hosnan, 2014: 281). [10] The discovery learning model is understanding concepts, meanings, and relationships, through an intuitive process to finally arrive at a conclusion. Discovery learning occurs when individuals are involved, especially in the use of mental processes to find several concepts and principles. Discovery learning is done through observation, classification, measurement, prediction, and determination. Roestiyah (2001: 20) suggests discovery learning model is a teaching model using discovery techniques. Discovery learning model is a mental process in which students assimilate a concept or principle. [11] The mental process, for example observing, classifying, making predictions, explaining, measuring, making conclusions, and so on. In this technique students are allowed to find themselves or experience the mental process itself, the teacher only guides and gives instructions. Discovery learning model is a teaching model that regulates teaching in such a way that the child acquires knowledge that he has not previously known, not through notification, partially or entirely found by himself.
In discovery learning learning activities or learning are designed in such a way that students can find concepts and principles through their own mental processes. According to Budiningsih (2005: 43) discovery learning learning models try to lay the foundation and develop ways of scientific thinking, students are placed as the subject of learning, the role of the teacher in discovery learning model is the learning guide and learning facilitator. [12] Bruner's basic idea is the opinion of Piaget which states that children must play an active role in learning in class. Whereas according to Robert B. Sund (in malik, 2001: 219) the discovery learning model is understanding concepts, meanings, and relationships, through an intuitive process to finally arrive at a conclusion). Discovery occurs when individuals are involved, especially in the use of mental processes to find several concepts and principles. Cisco is carried out through observation, classification, measurement, prediction, determination, and inferiority. This process is called cognitive process while discovery itself is the mental process of assimilating concepts and principles in the mind. [13] According to Sardiman (2012: 145) in applying discovery learning learning models the teacher acts as a mentor by providing opportunities for students to actively learn, as the teacher's opinion must be able to guide and direct student learning activities in accordance with the objectives. This condition aims to change teacher oriented teaching and learning activities to become student oriented. [14] In discovery learning model learning materials are not presented in the final form, students are required to carry out various activities to gather information, compare, categorize, analyze, integrate, reorganize materials and make conclusions.
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High learning motivation can activate student learning activities. High motivation can be found in the nature of student behavior as stated by Sugihartono et al (2007: 78), among others, "first, the quality of student involvement in learning is very high, second, the presence of feelings and affective involvement of students who are high in learning, and third, the existence of the efforts of students to always maintain or maintain so that they always have high learning motivation. ”[15] So that it can be concluded that the characteristics of high learning motivation arise can be seen from the persistence in him in carrying out the task, not despairing when facing difficulties, being interested in various problems and solving them, happy to work independently, bored with routine tasks, able to maintain opinions, and not easy to let go of things that are believed. The results obtained in this study indicate that there is an interaction between discovery learning and expository learning models and motivation for student learning outcomes. This is seen from the sig value. amounting to 0.00 <0.05 and the average value of student learning outcomes in the experimental class is 84.30 and for the control class is 73.50. This clearly shows the difference in learning outcomes between the two classes after getting treatment. The results of the interaction between discovery learning learning model and motivation in this study is significant at 0.00 <0.05, meaning that the improvement in student learning outcomes in the experimental class is better than in the control class. Discovery learning learning model emphasizes deeply on cognitive, affective, and psychomotor aspects in depth on students, students play an active role in each learning process by discovering and exploring learning materials themselves. In discovery learning learning models, students are fully involved in the learning process which means students are motivated to express their ideas and design ways to test these ideas.
The results of this study have supported some of the results of previous research conducted by: 1) Kartiani and Khairat (2011: 201-216) which concluded that there was a positive relationship between the learning model and learning motivation in improving student learning achievement. The findings of this study also show that the learning outcomes of groups of students who have high learning motivation given the discovery learning model is different from the group of students given with the expository model. [16] Student learning outcomes that have high motivation given the discovery learning model are significantly different and significant with groups of students who have low motivation given an expository medel. The results of this study also provide an overview of the interaction between groups of students who are taught with a low motivation discovery learning model with groups of students taught with an expository model that has rendag motivation. This shows that the learning model and learning motivation are very influential in improving student learning outcomes. Based on the opinions of experts above, it is concluded that discovery learning model is a learning process that requires students to find a concept that has not been known before by doing an observation and research from the problem given by the
teacher which aims to make students play the role of learning actively involved in learning in class
V. CONCLUSIONS AND RECOMMENDATIONS
Based on the discussion that has been explained, it can be concluded that: PKn learning outcomes of students who are taught with the Discovery Learning model assisted with picture media are higher than students who are taught by using expository students in grade IV SD Negeri 055980 Aman Damai. This can be seen based on the average value of students who are taught using the discovery learning model assisted with media images obtained by 84.30 and for the expository model by 73.50. So it can be stated that the learning outcomes learned by the DiScovery Learning model assisted with picture media are better than the learning outcomes that use the expository model. There are differences in student learning outcomes between students who have high motivation and students who have low motivation. This can be seen from the research data which shows that the average value of student learning outcomes that have high motivation is 84.29 and low motivation is 73.04, which means the average value of students who have high motivation is better than students who have low motivation. So it can be concluded that motivation influences the learning outcomes of 055980 Aman Damai Elementary School students. There is an interaction between learning models and motivation towards learning outcomes of 055980 Aman Damai Elementary School students. The results of the interaction in this study show that there is a significant difference between the average learning outcomes taught with discovery learning models assisted with high-motivated image media and low-motivated expository models, discovery learning learning models assisted by low-motivation image media and low motivational expository models and expository models with high motivation and low motivational expository models.
Based on the conclusions that have been stated, in accordance with the results of the research obtained, the researcher gives suggestions: 1. For the next researcher, it is suggested before starting the learning process, it is first explained to students how the discovery learning model implementation is assisted with picture media, so that during the implementation of the learning the students already understand what will be done and do not take time for other learning phases. 2. The next researcher is advised to pay attention to the allocation of time in the discovery learning process so that it can achieve the learning objectives optimally. 3. Educators in teaching using discovery learning learning models assisted with picture media are better applied to students who have high motivation because it can improve student learning outcomes. 4. For further researchers it is expected to be able to apply discovery learning learning models in improving student learning outcomes through various other moderator variables, such as naturalistic intelligence, learning styles, or any other moderator variables.
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[10] Balım, hosman A., G. 2009. The Effects of Discovery Learning on Students’ Success and Inquiry Learning Skills. Egitim Arastirmalari-Eurasian Journal of Educational Research, 35, 1-20.
[11] Riensuciati. 2013. Proses BelajarMengajar. PT. RinekaCipta: Jakarta.
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