The Effect of Metacognitive Strategy on Students Problem Solving Ability

227 Pages·2016·12.7 MB·English

Proceeding
International Seminar on
Mathematics, Science, and Computer Science Education

LIST OF ARTICLE

PHYSICS EDUCATION
Code TITLE Page
PHY-01019 THE CHARACTERISTICS MASTERY TEST
DEVELOPMENT OF EARTH AND SPACE CONCEPTS
P-5
FOR TEACHERS PROSPECTIVE
Taufik Ramlan Ramalis, Liliasari, Dany Herdiwidjaya
PHY-01044 DEVELOPING RESEARCH-BASED PHYSICS
LEARNING MODELS WITH GUIDED INQUIRY
P-10
APPROACH FOR STUDENTS OF SMAN 1 PADANG
Usmeldi
PHY-01064 THE RELATIONSHIP BETWEEN STUDENTS’S SELF-
EFFICACY AND PHYSICS ACADEMIC ACHIEVEMENT
P-18
WITH PEER INSTRUCTION
Shinta Faramita, Ida Kaniawati
PHY-01072 THE EFFECT OF METACOGNITIVE STRATEGY ON
P-24
STUDENTS PROBLEM SOLVING ABILITY
Nyoman Ari Cahyani Damawati
PHY-01094 EFFECT OF CONTEXTUAL LABORATORY METHOD
P-29
ON SCIENCE PROCESS SKILLS
Irfan Ansori, Dadi Rusdiana
PHY-01128 THE EFFECTIVENESS OF USING INTERACTIVE
MULTIMEDIA TO INCREASING STUDENTS MASTERY
CONCEPT ON ABILITY OF NATIONAL EXAMINATION
P-37
OF PHYSICS IN TERNATE CITY NORTH MALUKU
PROVINCE
Saprudin, Nurdin A Rahman
PHY-01130 MODEL PROBLEM SOLVING LABORATORY TO
IMPROVE COMPREHENSION THE CONCEPT OF
P-43
STUDENTS
Adam Malik
PHY-01191 GRAPHICAL REPRESENTATION PROFILE OF
PROSPECTIVE TEACHERS OF PHYSICS ON
P-49
THERMODYNAMICS COURSE
Abdul Hakim, Liliasari, Agus Setiawan
PHY-01216 COOPERATIVE LEARNING JIGSAW TYPE TO
INCREASE MASTERY CONCEPT OF PHYSICS
P-53
STUDENTS IN ELECTRIC FIELD TOPICS
Muhamad Gina Nugraha, Duden Saepuzaman, David E
Tarigan, Kartika Hajar Kirana
PHY-01225 INFLUENCE OF THE NATURE OF SCIENCE
PERCEPTION TO TEACHING-LEARNING ABILITY
P-58
AND SCHOOL PHYSICS CONCEPT ACQUISITION AT
PROSPECTIVE PHYSICS TEACHERS
LiaYuliati, Nuril Munfaridah
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Bandung, October 17th, 2015
Proceeding
International Seminar on
Mathematics, Science, and Computer Science Education
Code TITLE Page
PHY-01226 THE DEVELOPMENT OF ANDROID-BASED
APPLICATION TO IMPROVE THE ACCURACY,
P-65
EFFICIENCY, AND EFFECTIVENESS OF MICRO
TEACHING AND INTERNSHIP ASSESSMENT
Choirul Huda, Djoko Adi Susilo
PHY-01242 THE EFFECTS OF SCAFFOLDINGS IN COOPERATIVE
LEARNING ON PHYSICS ACHIEVEMENT AMONG
P-69
SENIOR HIGH SCHOOL STUDENTS
Supriyono Koes H.
PHY-01244 DEVELOPMENT OF VIRTUAL SIMULATION MEDIA AS
A TOOL TO INCREASE STUDENT'S CONSISTENCY
P-75
CONCEPTION ON HEAT TRANSFER CONCEPT
Zulmiswal Suherli, Andi Suhandi
PHY-01257 IDENTIFICATION ON PRE-SERVICE TEACHERS
MISCONCEPTION ON ELECTROSTATIC CONCEPT
P-81
WITH THREE-TIER TEST DIAGNOSTIC INSTRUMENT
Uswatun Khasanah, Agus Setiawan
PHY-01282 DESIGN OF MR.FLUID INSTRUCTIONAL MEDIA FOR
P-85
FOSTERING STUDENTS’ CREATIVE THINKING
Eko Hari Tiarto, Abdurrahman
PHY-01311 THE IMPLEMENTATION OF PROBLEM BASED
LEARNING MODEL THROUGH SCIENTIFIC
P-91
APPROACH TO IMPROVE STUDENT'S CONCEPTUAL
UNDERSTANDING ON SIMPLE HARMONIC MOTION
Muslim
PHY-01327 DESIGN STUDENT WORKSHEET AS A FACILITATOR
P-96
OF STUDENT SCIENTIFIC ARGUMENTATION SKILLS
Arina Khusnayain, Agus Suyatna
PHY-01345 REQUISITE ANALYSIS OF EARTH AND SPACE
SCIENCE TEACHING MATERIALS THAT
ACCOMMODATES MULTIPLE INTELLIGENCES AND
P-102
EMBED JUNIOR HIGH SCHOOL STUDENTS’
PERSONAL CHARACTER
Winny Liliawati, Jusdhistira Aria Utama, Taufik R Ramalis
PHY-01358 THE NEED ANALYSIS DEVELOPMENT OF TEST
INSTRUMENT BASED ONINQUIRY FOR UNCOVERING
P-108
STUDENTS HIGHER-ORDER THINKINGSKILLS
Rika Syafitri, Chandra Ertikanto
PHY-01387 THE DESCRIPTION OF LEARNING PHYSICS IN
HIGHSCHOOL OF BANDAR LAMPUNG
P-114
CITY:PERSPECTIVESF INQUIRY BASED LEARNING
Agus Riawan, Agus Suyatna
PHY-01388 THE COMBINATION OF EXPERIMENTAL
LABORATORY AND SIMULATIONS (CELS):AN
P-120
INTEGRATED MEDIA TO UNDERSTAND FORCE
DIAGRAM CONCEPT FOR SENIOR HIGH SCHOOL
STUDENTS
2 P Bandung, October 17th, 2015
Proceeding
International Seminar on
Mathematics, Science, and Computer Science Education
Code TITLE Page
Duden Saepuzaman, Achmad Samsudin, Asep Dedy Sutisno,
Ida Kaniawati, Lili
PHY-01396 DIDACTICAL DESIGN RESEARCH: ANALYZING
LEARNING PROCESS OF EYES CONDITION CONCEPT
BASED ON STUDENTS’ LEARNING OBSTACLE USING P-126
RETROSPECTIVE ANALYSIS
Dessy Norma Juita, Harun Imansyah, Ridwan Efendi, Agus
Fany Chandra W, Haris Djajadi
PHY-01397 USING INTERACTIVE MULTIMEDIA TO
UNSERSTANDING OF THE CONCEPT OF STARS AT
P-133
IPBA LECTURES
Erwina Oktavianty
PHY-01399 PROFILE MISCONCEPTIONS AND CONCEPTION OF
STUDENTS PRE-SERVICE PHYSICS TEACHER ON
P-138
TOPIC HEAT AND HEAT TRANSFER
Ika Mustika Sari, Duden Saepuzaman, Saeful Karim
PHY-01424 INVESTIGATING THE ABILITY IN SOLVING HIGHER
P-142
ORDER THINKING TEST OF CIRCULAR MOTION
Ponimin, Suparni, Sarwanto, Widha Sunarno
PHY-01446 APPLICATION OF REMEDIAL TEACHING WITH
INTERACTIVE DEMONSTRATION METHOD TO
MASTERY LEARNING ACHIEVEMENT AND PROFILE
P-146
OF STUDENTS MOTIVATION TO LEARN ON THE
CONCEPT OF HEAT
Maulia Prhatiwi, Ida Kaniawati
PHY-01451 THE THREE-TIER TEST (TTT) FOR IDENTIFY THE
QUANTITY OFSTUDENT’S MISCONCEPTION ON P-153
ARCHIMEDES’S LAW.
Riski Muliyani, Ida Kaniawati, Lilik Hasanah
PHY-01475 THE CULTURE OF TEACHER SUSING AUTHENTIC
P-158
ASSESSMENT INSTRUMENTS IN PHYSICS LEARNING
Viyanti, Cari, Widha Sunarno, Zuhdan Prasetyo
PHY-01488 DEVELOPING TEACHING MATERIALS AND
ASSESSMENTS OF INTRODUCTORY PHYSICS BASED
ON TAXONOMY OF INTRODUCTORY PHYSICS
P-164
PROBLEM (TIPP) AND LOCAL CULTURE TO IMPROVE
PROBLEM SOLVING ABILITY OF TEACHER
CANDIDATE STUDENTS
Nur Jannah, I Wayan Darmadi, Abdul Rahman
PHY-01509 PRE-IDENTIFICATION OF PHYSICS STUDENTS’
MENTAL MODELS IN THE CONCEPT OF HEAT
P-174
CONVECTION THROUGH PREDICTION
Ika Mustika Sari, Saeful Karim, Dadi Rusdiana
PHY-01517 ANALYSIS OF STUDENTS’S MULTIPLE
REPRESENTATION CAPABILITIES PROFILE BASED
P-180
THE RESULTS OF LIMITED DESCRIPTIONS TEST AND
STRUCTURED DESCRIPTIONS TEST AT JUNIOR HIGH
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Bandung, October 17th, 2015
Proceeding
International Seminar on
Mathematics, Science, and Computer Science Education
Code TITLE Page
SCHOOL
Sidik Nulhaq, Setiya Utari, Parsaoran Siahaan
PHY-01530 STUDENT’S SCIENTIFIC CONSISTENCY OF OPTICS
GEOMETRICAL USING THREE TIER TEST
P-186
Siti Sarah Kaniani, Selly Feranie, Yuyu Rachmat Tayubi
Ika Mustika Sari, Duden Saepuzaman, Iyon Suyana
PHY-01531 FIVE-STAGE APPLICATION OF CONCEPTUAL
MODELS ASSISTED TEACHING HANDS-ONACTIVITY
TO IMPROVE STUDENT SCIENTIFIC CONSISTENCY IN
P-191
MATERIAL TEMPERATURE AND HEAT DenisaIrla
Saeful Karim, Selly Feranie, Ika Mustika Sari, Duden
Saepuzaman, Iyon Suyana
PHY-01536 DESCRIBING THE IMPACT INQUIRY BASED
ECOPEDAGOGY ON STUDENTS’ACHIEVEMENT AND P-197
ATTITUDES
Nurasyah Dewi Napitupulu, Ahmad Munandar
PHY-01176 DESIGN OF SKY QUALITY METER (SQM) POSITION
CONTROL BY EMPLOYING VISUAL-BASED
P-203
PROGRAMMING
Prasika Dharma Yoga, Ahmad Aminudin, Judhistira Aria
Utama
PHY-01205 ELECTRICAL CHARACTERIZATION OF FE TIO :1.0 %
2 5
MOLE MNO CERAMICS MADE WITH DIFFERENT
2 P-207
SINTERING TIME FOR NTC THERMISTOR
Wiendartun, Risdian, Fitrilawati, RE Sinegar
PHY-01526 SYNTHESIS AND CHARACTERIZATION OF
NANOCOMPOSITE MATERIAL USING EPOXY RESIN
P-213
MATRIX AND NANOSILICA
Leni Marlina, Ida Sriyanti
PHY-01456 EFFECT OF TREFFINGER CREATIVE PROBLEM
SOLVING (CPS) STRATEGY ON PHYSICS LEARNING
P-219
FOR ENHACHING CPS THINGKING SKILLS IN
VOCATIONAL STUDENTS
Rahayu Retnaningsih, Johar Maknun

4 P Bandung, October 17th, 2015
Proceeding
International Seminar on
Mathematics, Science, and Computer Science Education

PHY-01019
The Characteristics Mastery Test Development of Earth and
Space Concepts for Teachers Prospective

Taufik R. Ramalis1, a) Liliasari2,b) and Dany Herdiwidjaya3)

1)Physics Education Department, UPI
2) Postgraduate School, UPI
3)Astronomy Department, ITB

Article info Abstract
Keywords: This study was aimed to analyze the characteristics of the development
of tests mastery of the concept of earth and space according to classical
test theory and item response theory. The test is based on the basic
concepts and essential principles of the earth and space science. The
research method using mixed methods with design embedded
experimental models. The analysis in this study is based on 41 responses
student teachers who have taken courses ESS at the Physics education
department at one of the educational and educators institutions in
Corresponding Author:
Bandung city. By comparing the classical test theory and item response
a)[email protected]
theory, the overall conclusion of this evaluation is that the model of 3PL
b)[email protected]
is better to use when evaluating the test.
INTRODUCTION
Earth and Space Science (ESS) is a part of the Physics, which specifically examines
about natural phenomena on Earth and celestial bodies as part of the solar system and the
universe as a whole. Some theories and laws of physics can be used to explain more in
depth the state of the earth and the universe as a whole. As the mathematical tools used in
physics and engineering, also contribute to further study of the universe. Some concepts or
principles of physics and some natural phenomena can be studied with the help of
mathematics. BA is our home and roof. We rely on both to the existence and survival.
Resources give us groceries for life. A simple change in the system of Earth and Space
have a major influence on society and on the journey of human civilization. Understanding
Earth and Space systems and how we interact with it, it is very important for survival.
The phenomenon of ESS everyday including storms, tsunamis, extreme weather,
floods, volcanic eruptions, landslides, so familiar with the community, therefore some
studies highlight the need to improve the mastery of concepts BA at school or college,
through learning associated with inquiry and direct experience1. In addition, the inquiry
can foster critical thinking skills, which is the basis for developing other high-level skills2.
In the last 15 years, research on science education BA increased relatively more
sharply compared to other science education research, this is in line with the issues which
often arise and be the talk as well as the needs of the people in America, even in the
world3. Student misconceptions in ESS as well as the textbooks are still often found4. One
of the most fundamental challenges in creating a society which berliterasi BA is to instill
the basic concepts and understanding of age-appropriate BA learners, and this can be built
through the learning experience5.
ESS literacy is very important in the formation of history. Many of the challenges
facing humanity (the depletion of energy and mineral resources, climate change, water
shortage, natural disasters) are directly related to ESS. There are tough decisions to be
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Bandung, October 17th, 2015
Proceeding
International Seminar on
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taken by the government (local and central) associated with these problems, and the
survival of the people of the twenty-first century will depend on the success of this
decision. Human history is a record of creativity and ingenuity of people in solving
problems. Solutions relating to the issue of BA and with the current challenges, will also
come from human creativity, both as individuals and society. We need society and
government ESS literate.
To create a society that ESS literacy, influenced by the quality of education including
educational aspects of science teacher candidates in it, which is believed to play an
important role for science education reform. Prospective teachers must be prepared so as to
understand, control, and foster ESS literacy for everyday life of their students.
Evaluation of learning outcomes in FPMIPA UPI (mid and last semester), using a form
of test descriptions and / or multiple-choice test. Construct a multiple choice test, but must
pay attention to distinguishing features and level of difficulty, also should pay attention to
detractors option. To determine the quality of the test items required analysis of the
characteristics of test items, so that the strength or weakness of the test can be known.
This study aimed to analyze the characteristics of the test mastery of ESS concepts
base on classical test theory (CTT) and item response theory (IRT). Analysis with CTT
that determines the standard deviation, reliability, distinguishing features and level of
difficulty. IRT analysis through item characteristic curve and function information.
RESEARCH METHODOLOGY
Based on the type of data, the model used in this research is with approach Embedded
Mixed Methods Experimental Model. This model has inherent qualitative data in
experimental design. Embedded design procedure is to combine (mix) a set of different
data in a single level design. Priority quantitative model, with qualitative data attached to
this methodology6. This research method is shown in Figure 1:

qual before QUAN pre inter - QUAN post qual after
intervention measure vention measure intervention
Interpretation
based on QUAN
Qual during ( qual) result
In the qual before intervention, qualitative daitnat ertvheent ioens sential principles and basic
concepts ESS obtained from the field study, the study of literature, as well as analysis and
synthesis of the journal. At this stage produced a syllabus and lesson plan, as well as the
FIGURE 1. Embedded Experimental Research Design Model
concept of mastery test instrument ESS. Tests consists of 40 questions multiple choice
form with four option. Grating tests listed in appendix table 1. The device learning and test
devices examined by two expert people, and the results of judgment becomes the input for
the revision. Aspects examined by the expert covers material and construction tests.
In the QUAN pre measure, exlore initial information ESS concept mastery students
through tests that have been compiled. Intervention in the form of the form of activity
review and revision based test that's been made, he explored the essential principles and
basic concepts ESS (Qual during intervention).
After the intervention, test mastery of ESS concepts re-evaluated in QUAN post
measure, with the classical item theory and response item theory. Results of analysis for
intervention becomes the input to increase quality tests mastery of concepts ESS (qual
after intervention). After a whole series of stages completed, then analyzed and interpreted
(Interpretation based on QUAN (qual) result).
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Test was given to 41 students who have taken the ESS course. CTT analysis is to
determine the standard deviation, the Kuder Richardson (KR-20) reliability, discrimination
index by point biserial correlation coefficient (r ), level of difficulty (p) by an average of
pbis
correct answers, and the standard error of measurement.
IRT analysis is to determine the parameters of the test item; distinguishing (a), the level
of difficulty (b), and factor guesses / guessing (c); by the maximum likelihood method.
Then the characteristic curve analysis tests based on test items. Item characteristic curve is
a mathematical function that connects the probability of correctly answering an item tests
the ability of the participants. The types of item response theory depends on the parameters
used are7:
1. One-Parameter Logistic Model (1PL), emphasizes the difficulty level parameter item
(b). The equation are:
..... (1)
where,
P(θ)μ probability that the test participants have the θ ability randomly selected to
i
answer the i-item correctly. : the level of ability of the subject (as independent
variables). a : discrimination index each item. b : difficulty level of item. i : The
i
subscript i indicates the item; 1, 2, 3 ... n n : number of items in the test.

2. Two-Parameter Logistic Model (2PL), involves two parameters namely the level of
difficulty of items (b) and discrimination index item (a).
….. (2)
where, a:
i
discrimination index
item. D: scaling factor
which value is 1.7

3. Three-Parameter Logistic Model (3PL), involves three parameters namely the level of
difficulty of items (b) and distinguishing items (a) and the guesses factor (c). The
equation is
….. (3)
where c: guess factor item.
i

From equation (1), (2), and (3), it appears that the 2PL model is a special case 3PL
model when factors guesses ci = 0. And the 1PL model is a special case of 2PL models
when distinguishing a = a. Each parameter in 1PL, 2PL and 3PL calculated using eirt
i
software version 1.3.0. Software have been relatively easy to use and compatible with MS
Excel.
Information of each model are described by function information or information
function (IF). IF is a function of the extent to which the chosen 1PL, 2PL, or 3PL model, is
able to provide information on the estimated ability. The higher the peak of the IF, the
more informative also chosen model is able to explain traits-level test participants.
Mathematically, a function information item (IF) is expressed by the equation:

….. (4)
Derivative ∂P(θ)/∂θ shows the gradient of the curve characteristics of the item. The
i
maximum coefficient of direction occur at the steepest part. This happens on the difficulty
level parameter value (b) on the model 1PL and 2PL, and slightly larger than the difficulty
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Bandung, October 17th, 2015
Proceeding
International Seminar on
Mathematics, Science, and Computer Science Education
level parameters (b) the model 3 PL. In the model 2PL and 3PL, IF will increase if
parameter distinguishing (a) increases8. IF the 3PL models will increase if the guess factor
parameter (c) is getting smaller. Accumulation of the overall function of the items of
information will be obtained information function tests or test information (TI), which is a
mathematical formula is:
….. (5)
RESULTS AND DISCUSSIONS
As already mentioned before that CTT is performed on each of the tests is to determine
the standard deviation, reliability, power differentiator (r ), and the level of difficulty (p).
pbis
The standard deviation of 9.313 and KR-20 reliability tests is 0.920. Discrimination index
test items ranged from 0.088 to 0.706, and the level of difficulty ranges from 0.780 to
0.146. Distribution chart level of difficulty (p) for discrimination index (r ) is shown in
pbis
Figure 3.

Discrimination index, r
pbis

FIGURE 3. The distribution of the level of difficulty vs. discrimination index

Level of difficulty (p) are grouped into difficult (p≤0,3), moderate (07≥p> 0.3), and
easy (p> 0.7)8. By referring to that good test item has discrimination index r ≥0,4, figure
pbis
3 is shown that the six items have discrimination index low (number item 18, 3, 28, 31, 12,
and 26). By using eirt software version 1.3.0, obtained IRT parameter: (a) distinguishing
features, (b) the level of difficulty (b), and (c) guess factor, for each model of logistics.
Then graphed information function based on the equation (4) as shown in Figure 4.

12
10
II) nT f( 8
,
or
6 1P L
ma

2P L
si 4 Ability,
3P L
Tes
F2I G URE 4. information function

0
-4 -3 -2 -1 0 1 2 3 4
8 P Bandung, October 17th, 2015
Proceeding
International Seminar on
Mathematics, Science, and Computer Science Education
From figure 4 it appears that IF on 3PL model have highest peak. This means that the
3PL model can provide better information about the relationship between the response of
the participants of the test pattern with the overall characteristics of each item. It also has
implications for the ability of the participants estimate the precision of the test, the IF
higher then the precision of a model in estimating the ability of the participants.
CONCLUSION AND RECOMMENDATION
ESS concept mastery test can distinguish groups of low and high groups, and detractors
functioning properly. From the analysis of the acquired IRT models the most rational
parameter logistic 3PL is a model, it is shown on the information function test and standard
error of measurement. From the characteristic curve of each item, obtained by
distinguishing, level of difficulty, and the guess factor.
The procedure in this study makes it possible to construct a test that will meet the
specifications of the desired test. So we can build a test that has a good discrimination the
particular capabilities. That is, the ability of the group of participants, the test item can be
chosen so as to maximize the test information on the capabilities of the participants. Of
course, this test item selection option will make a major contribution to the balanced
capabilities expected precision.
If we want to know the increase or change in control of ESS with a test concept that
refers to specific criteria, generally we will observe the test results on the pretest lower
than the posttest. Therefore, it is suggested should select items that are easy relatively to
pretest and relatively more difficult to posttest. Then, because items in both tests measure
the same ability, and estimates the capability does not depend on the choice of specific test
items, we can measure change by reducing the ability of estimate pretest posttest
estimation capabilities
ACKNOWLEDGMENTS
Thanks to Directorate General of Higher Education through research and community
service institutions (LPPM UP)I, for the support given research costs. Thanks are also due
lecturer of Physics education department UPI for supporting during the implementation of
the research.
REFERENCES
[1]. A. Lelliott and M. Rollnick, Int. J. Sci. Educ. Vol. 32, No. 13, 1771–1799
(2009).
[2]. K. Jurecki and C. F. Wander, J. Geos. Educ. Vol. 60, pp. 100-105 (2012).
[3]. B. W. Miller and W. F. Brewer, Int. J. Sci. Educ. Vol. 32, No. 12, 1549–
1560 (2010).
[4]. C. Jonh and H. King, Int. J. Sci. Educ. Vol. 32, No. 5, pp. 565–601 (2010).
[5]. A. L. Lesley and D. Giroux, Geogr. Comp Vol 4, No. 9, hlm. 1203–1217
(2010)
[6]. J. W. Creswell and V. P Clark, Designing and Conducting Mixed Methods
Research, (Sage Publications London, 2007), pp. 67-69.
[7]. D. M. Christine, Item Response Theory, Understanding Statistics
Measurement (Oxford University Press, New York, 2010), pp. 353-356.
[8]. N. Kohli N. et al., J. Educ. Psyc. Meas., pp. 1-17 (2014).
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