sp-ISSN 2355-5343 Article Received: 05/08/2019; Accepted: 05/01/2020 e-ISSN 2502-4795 Mimbar Sekolah Dasar, Vol. 6(3) 2019, 304-316 http://ejournal.upi.edu/index.php/mimbar DOI: 10.17509/mimbar-sd.v6i3.19075
Situation-based Learning Model Implementation through Thematic Learning as an Effort to Improve the Primary School Students' CPS Ability
Muhamad Ramdan1*, Nurdinah Hanifah2, I. Isrokatun3
1 MI Cikapayang, Bandung, Indonesia 2,3 Elementary Teacher Education Program, Universitas Pendidikan Indonesia, Sumedang, Indonesia * [email protected]
Abstract. This research aims at measuring the improvement of the students’ CPS ability through the SBL model implementation through thematic learning. This research employed a quasi- experimental design with non-equivalent control group design involving all fourth grade students in public primary schools in Sumedang Regency. Meanwhile, the sample used in the research was one of public primary schools in North of Sumedang Regency by determining that 30 students of class IV-A included in the experimental class, and 32 students of class IV-B included in the control class. Based on the test instrument of CPS ability, the research results revealed that the SBL model implementation was able to improve significantly the CPS ability in thematic learning in the experimental class.
Keywords: CPS Ability, SBL Model, Thematic Learning
How to Cite: Ramdan, M., Hanifah, N., Isrokatun, I. (2019). Situation-based Learning Model Implementation through Thematic Learning as an Effort Improve the Primary School Students' CPS ability. Mimbar Sekolah Dasar, 6(3), 304-316. DOI: 10.17509/mimbar-sd.v6i3.19075
INTRODUCTION~ The significant role of science and technology, arts and culture. education in a country makes education Students also must have thinking and as a necessity for all people. active skills (creative, productive, critical, Permendikbud No. 20 of 2016 confirms that independent, collaborative, and national education serves to develop communicative), so that the learning capabilities, and forms the dignified process must be interactive, inspiring, fun, character and civilization of the nation in and challenging; motivate students to order to develop the nation's intellectual participate actively; provide adequate life. In addition, according to space, creativity, and independence in Permendikbud No. 22 In 2016, students are accordance with the talents, interests and required to be faithful to God Almighty, physical and psychological development have good character (honest, caring, of students. responsibility), and have healthy body and Some of the learning problems, such as soul. Students must also have factual, learning that emphasizes asking questions conceptual, procedural, and rather than presenting questions, lead to metacognitive knowledge related to lack of student awareness of the problem.
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This results in weak ability of problem pluralistic society in the local, national finding, so that the students' ability of idea and global level. finding and problem-solving also become Therefore, a planned activity is clearly weak (Isrok’atun, 2014; Isrok’atun & Tiurna, required to make students active in the 2014). learning process, only through the However, as implied in the Law No. 20 of involvement or activeness of students in 2003 on the National Education System, the learning process, that is able to Article 3, it is explained that the purpose of develop their potential and creativity. In national education is to develop the fact, there are efforts to develop creativity students' potentials to become persons at this time has not been done much. The who are faithful and pious to God ability to think creatively does not develop Almighty; have good morality, healthy by itself, but it requires preparation, one of body and soul, knowledgeable, capable, which is through the educational process. creative, independent; and a democratic A model that can explore students' abilities and responsible citizen. Therefore, the in understanding, presenting, and solving learning must be designed to realize what problems is the SBL model. Tarek et al. (in is the goal of national education. Isrok'atun & Tiurlina, 2016) explained that Another aspects that needs to be taken SLB is a new strong and flexible approach into consideration is the role of social in constructing constructivist learning studies subjects designed to develop paradigms. knowledge related to life in society. This In addition, there are several related ability is expected to be possessed by studies that have been conducted, students to enter a dynamic community including a research conducted by life. The purposes of social studies learning Isrok'atun & Tiurlina (2014) entitled "Proses at the primary school level in Belajar Matematika Menggunakan LKS Permendiknas No. 22 of 2006 are as Berbasis Situation-Based Learning pada follows. Materi Bangun Ruang di SDN 9 Kota 1. Recognizing the concepts relating to Serang (Mathematics Learning Process people's lives and their environment. Using SBL's Students Worksheet on 2. Having the basic ability to think logically Geometric Material in SDN 9 Kota Serang", and critically, curiosity, inquiry, problem- Isrok’atun & Tiurlina (2015) entitled “Upaya solving, and skills in social life. Meningkatkan Kemampuan CPS Siswa 3. Having commitment and awareness of melalui Pembelajaran SBL di Sekolah Dasar social and human values. ("Efforts to Improve the Students’ CPS 4. Having the ability to communicate, Ability through SBL Learning in Primary collaborate and compete in a Schools”, Sowanto (2015) entitled “Situation-Based Learning (SBL)
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Berbantuan Program Geometer’s District, Sumedang Regency)” as well as a Sketchpad (GPS) untuk Meningkatkan research conducted by Widodo & Kemampuan Representasi Matematis dan Kartikasari (2017) one of primary schools in Self-Efficacy Siswa SMP ("SBL-assisted GPS in Munjuljaya sub-district, which the results Program to Improve Mathematical and of the fourth-grade students’ CPS ability Self-Representative Capabilities Efficacy of pre-tests revealed that the average score Junior High School Students)”, Larawati of the experimental class was 13.2, and the (2016) entitled “Penerapan Model average score of the control class was Situation-Based Learning (Application of 12.6. Situation-Based Learning Model)”, and Sari All of the research were focused on et al. (2016) entitled “Pembelajaran science and mathematics subjects, while Situation-Based Learning dengan Metode this research is directed at thematic Two-Stay Two Stray untuk Meningkatkan learning with a focus on social studies Kemampuan Komunikasi Matematis pada subjects on how the application of the SBL Siswa Sekolah Dasar (SBL with the Two-Stay model that can improve the CPS ability. Two Stray Method to Improve Mathematical Communication Skills in The CPS (Creative Problem Solving) ability Primary School Students)”, Aqilah (2017) in the problem solving process requires entitled “Situation-Based Learning dalam creative abilities. Creative abilities are Upaya Meningkatkan Kemampuan needed in finding ideas or thoughts that Creative Problem Solving Matematis Siswa are possible to resolve the situation at (Situation-Based Learning in an Effort to hand. Some research results on CPS Improve Students' Mathematical Creative ellaborate that CPS starts with divergent Problem Solving Ability)”, dan Suhaebar thinking, and ends with convergent (2018) entitled ““Pengaruh Situation-Based thinking. Divergent thinking is the way of Learning Terhadap Kemampuan Creative thinking spreadly, or the process of Problem Solving dan Kemandirian Belajar exploring various possible ideas, while Siswa (Penelitian Eksperimen Kuasi pada convergent thinking is the way of thinking Materi Persegi panjang dan Peristiwa Alam collectively, or the process of choosing or Secara Integratif Siswa Kelas V SD di taking the best ideas from a variety of Kecamatan Tanjungsari, Kabupaten possible ideas (Isrok’atun, 2012; Isrok’atun Sumedang) ("The Effect of Situation-Based & Tiurlina, 2015). Learning on Students' Creative Problem The CPS ability is the ability to solve Solving Ability and Learning problems in creative and unique ways. The Independence (A Quasi-Experimental CPS ability provides flexibility to students to Research on Rectangular and Natural explore in an effort to solve problems in Events Materials Integrally in Fifth Grade their own way. In the process of solving the Primary School Students in Tanjungsari Sub- problem, creative abilities are required to
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find ideas or thoughts that are possible to capacity of the solutions that have been resolve the situation at hand. chosen either with different steps, methods, or answers. The Creative Problem Solving (CPS) Ability The Situation-Based Learning (SBL) Model According to Mitchell & Kowalik (1999), CPS is a method, process, or system of According to Tarek et al. (in Isrok’atun & approaching a problem with an Tiurlina, 2016), SBL a strong and flexible imaginative process in which it solves approach in developing constructive problems creatively, and produces learning. Students will learn a lot when effective actions. While, according to faced with a situation, then it will trigger Isrok'atun (2012), CPS is the ability to find a students to seek and think the solutions, variety of ideas or thoughts to seek various and construct their own knowledge. The possible effective actions in the problem- SBL is aimed at training and also solving process. In other words, CPS is an developing the students’ problem-posing, ability that specializes in solving complex problem-understanding, and problem- and open-ended problems, so that, even solving abilities. Problem-posing is the in the process of solving problems, the students' ability to ask questions from answers or solutions may vary. The aspects situations that have been presented by the of CPS ability stated by Parnes (in teacher. The questions are related to the Isrok'atun, 2018) are as follows. 1) concepts of social science, mathematics Objective finding is an effort to identify and science, which can be solved. In information contained in a situation, and addition, problem-understanding is the challenges and objectives to be resolved. students' ability to understand the 2) Fact finding is an effort to find important problems with their understanding that information that is less visible, and explore can trigger them to carry out the thought data that is still related to the situation. 3) process and also develop solutions as an Problem finding is an effort to observe and effort to solve the problem. Furthermore, analyze the statement of the problem, problem solving is a follow-up to then choose which statement of the understanding the problem in which at this problem needs to be solved. 4) Idea stage, students look for various solutions to finding is an effort to express various ideas, solve the problem. According to Isrokatun and identify possible solutions to solve the et al. (2019), this SBL consists of four stages problems that have been chosen of the learning process, namely: 1) previously. 5) Solution finding is an effort to creating the situation; 2) problem-posing; choose the best solution from the list of 3) problem-solving; and 4) applying the proposed solutions in the previous aspect concept. to solve the problem. 6) Acceptance Creating the situation is the requirements in finding is an effort to improve the carrying implementing SBL. In this first stage, the
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Mimbar Sekolah Dasar, Volume 6 Number 3 December 2019 teacher creates a situation that leads problem-solving. Meanwhile, the complex students to the process of observation and problem presents a more difficult levels of exploration independently, then, the problems, which in the solution process, it student can create questions from that cannot be solved based on a routine situation. problem-solving process. Complex problem has unknown and ambiguous Problem posing is considered as a core problem-solving characteristics, thus basic stage of SBL. In this second stage, the knowledge/ability that can support and students are required to create questions creative ways to solve their problems are from the situation presented by the needed. Therefore, complex problem must teacher, the questions are related to be solved with the creative problem- characteristic of social studies, solving process (Isrok’atun, 2012). mathematics and science ranging from low to high levels, questions that cannot The next stage or the third stage is be answered, questions to be answered problem-solving, which is considered as easily, to questions of complex problems the goal of SBL. At this stage, students solve that require the CPS ability. According to problems from the students' questions Probst & Gomez (in Steiner, 2009, 8), based asked in the previous stage. on the level of difficulty, the problems are The last stage is applying the concept, categorized into simple, complicated, and which is the application of the learning complex problems. Simple problem tends process to a new situation. At this last to be able to be solved easily, and also stage, students are expected to apply the contain a few elements with relatively few results of the SBL process in the form of links. Complicated problem is similar to knowledge or understanding in new social, simple problems, but in it has a comparison mathematical and natural science of each element that is interrelated with situations related to daily life. In the one another. Moreover, in simple problem, process, the SBL model can develop the the problem can be solved only by using CPS ability in mathematics (Isrok’atun, standard methods or methods, but in 2016), In addition, this model is really able complicated problem, the problem must to make students have characters who be solved with more complex methods, it is are able to face a variety of different or because complicated problems have new situations. In other words, learning many elements that requires several motivation has occurred for students stages. Although there is a difference (Isrok’atun & Tiurlina, 2016). The stages of between simple problem and the SBL model according to Isrok'atun, complicated problem, both of them can Maulana & Irawati (2017), and Isrok'atun, be solved by means or methods resulting Hanifah & Maulana (2018) are presented from the process of thinking of routine in Figure 1.
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Situation-based Learning Model
Figure 1. The Stages of Situation-Based Learning (SBL) Model
Thematic Learning Yuniasih, 2014), namely: 1) Student- centered, the teacher's role is more as a According to Hidayat (in Anggraini, 2014), facilitator who facilitates students in thematic learning is an integrated learning carrying out learning activities. 2) Direct that uses themes as a unifying material experience to students, students are faced contained in several subjects, and given in with tangible (concrete) situation as a one face-to-face. According to Rusman basis for understanding more abstract (2015), thematic learning is a learning concepts. 3) Categorizations between system that allows students to actively subjects becomes less clear, so that the explore and discover meaningful scientific focus of learning is directed at discussing concepts and principles. According to themes that are most closely related to Hanifah (2014), thematic learning students' real lives. 4) Presentation of combines various subjects by using certain concepts from various subjects in the themes. The themes cover various learning process, students can understand perspective, so that it gives meaning to these concepts in their entirety. 5) students. Trianto (in Utari, 2016) states that Flexibility, teachers can connect teaching thematic learning is interpreted as learning materials from one subject with other that is designed based on certain themes. subjects. 6) Learning outcomes can The intended theme is a theme that develop in accordance with the interests emerges from the identification or various and needs of students, students are given existing subjects. Based on the the opportunity to optimize their potential. aforementioned explanations, thematic learning can be defined as meaningful METHODS learning that combines several theme- Research Method based subjects. There are several characteristics that need to be understood This research employed a quasi- from thematic learning (Hernawan in experimental research method. A Quasi- experiment is a research to find the causal
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Mimbar Sekolah Dasar, Volume 6 Number 3 December 2019 relationship of one variable towards Sumedang Sub-district, Sumedang another without any random selection of Regency. The sampling technique used in research subjects (Maulana, 2009; Sudjana this research was non-probability sampling & Ibrahim, 2014). with more specialized purposive sampling, which is used to achieve certain goals and Research Design based on certain considerations. McMillan A quasi-experimental was used with & Schumacher (in Maulana, 2009) said involving the students who had been that in an experimental research, the determined. According to Arifin (2012), a minimum number of samples was 30 quasi-experimental method basically aims subjects per group. The research selected at predicting the conditions that can be a public elementary school in North achieved by pure experimental research Sumedang District as the sample research. actually, but without the control and/or This was based on several reasons, such as manipulation of all relevant variables. the number of students who were eligible to conduct experimental research, namely This research used a quasi-experimental at least 30 subjects per group, then the study proposed by Maulana (2009) with a location of the primary school that is non-equivalent control group design. The strategic, and reachable by a variety of design of the non-equivalent control group transportation. In addition, other design is as follows. considerations in choosing this public primary school was because in the fourth grade, there are two study groups (rombel
- rombongan belajar), in which the Information: number of students in each class was more
0 : Pre-test and Post-test than 30. Thus, it had fulfilled one of the X1 : Treatment using the SBL model requirements of experimental research. X2 : Treatment using the conventional The research used a non-equivalent model control group design, Therefore, the selection of the experimental class and the Research Site control class was not done randomly. Thus,
This research was conducted at one of class IV-A was chosen as the experimental primary schools located at North class, while class-IV B was the control class. Sumedang Sub-District, Sumedang Data Collection Technique Regency. The quantitative data were collected in Research Subject this research. The data were obtained
The research involved all fifth-grade from pre-test and post-test data on the students in primary schools in North CPS ability test, this instrument test was
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used as a measure of students' CPS ability the results of the pre-test and post-test to obtain sufficiently complete data then were averaged, both from the instruments as in previous studies. This CPS experimental class or the control class. ability test was in the form of essay After obtaining the average of the pre-test questions based on the theme 1, sub- and post-test, then the analysis was theme 1, class IV about the types of work, conducted through the normality test, square area, and caring and preserving homogeneity test, paired difference test natural resources that have been in and normalized gain test. The statistical accordance with the CPS indicators. This test was also assisted by the IBM Statistics test is carried out twice, namely the initial 22 software. test (pre-test) and the final test (post-test). RESULT Pre-test is conducted to measure the students' CPS ability before conducting Improving Student CPS Ability Through the learning, both in the experimental class SBL Implementation and the control class. While the post-test, is Based on the aforementioned problem used to measure the extent of the formulation, the section elaborated the development of CPS ability after gain scores resulting from the treatment conducting learning, both in the given, the treatment was in the form of the experimental class and the control class. SBL implementation in the experimental The characteristics of the questions in the class, and the implementation of pre-test and post-test are similar, both in conventional learning in the control class. the experimental class and the control The analysis of the pre-test and post-test class. The test is started by preparing scores in the experimental class was questions outline, the questions are conducted to find out the improvement in created in the form of essays. Then, scoring students' CPS ability through the SBL guidelines for each item are processed. implementation. Based on the The students' CPS ability questions that recapitulation of the pre-test and post-test have previously been validated by scores on all students' CPS ability in the experts, then are tested on other students experimental class, the average pre-test outside the population. score was 37.17, while the average post-
Data Processing and Analysis Technique test score was 74.33. The summary of the average score of pre-test and post-test in Data collection on the results of the CPS the experimental class, is presented in ability test was carried out conducting the Table 4.1. pre-test and post-test. Data collected from
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Table 4.1 Summary of Pre-test and Post-test Score of the CPS Ability in the Experimental Class
Lowest Highest Average Standard Score Score Range Score Score Score Deviation
Pre-test 0-100 0.50 80.00 37.17 17.69 Post-test 0-100 20.00 100.00 74.33 15.29
Table 4.1 shows that there was an increase distributed. Moreover, the data were not in the students' CPS ability from the SBL needed to be tested in homogeneity test, implementation in the experimental class. because the sample tested was indicated However, to find out whether or not the as a dependent sample, thus the variance increase was significant, it was necessary was assumed to be similar. After to conduct pair difference test. Before conducting statistical tests, namely the conducting the pair difference test, the normality test and the paired difference results of the pre-test and post-test scores test, the results of statistical tests on the in the experimental class were tested for pre-test and post-test scores of the CPS normality in order to know whether the ability in the experimental class was data were normally or not normally obtained as follows.
Table 4.2 Summary of Statistical Tests on Pre-test and Post-test Results of the CPS Ability in Experimental Class Standard Normality Test Paired Difference Test Score Average Deviation (Shapiro-Wilk) W-Test(Wilcoxon) Normally Pre-test 37.17 17.69 Distributed There is a difference Not Normally Post-test 74.30 15.29 Distributed
Table 4.2 shows that there were significant SBL implementation, an analysis of gain differences in the average between the scores of the students' CPS ability was pre-test and post-test results in the carried out. The gain of the students' CPS experimental class. To find out the ability in the experimental class is improvement in the CPS ability through the presented in Table 4.3.
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Table 4.3 Gain of the Students’ CPS Ability in the Experimental Class Pre-test Post-test Gain Gain Standard Standard Standard Average Average Average Category Deviation Deviation Deviation 37.17 17.69 74.30 15.29 0.60 0.20 Moderate
Table 4.3 shows that there was an increase experimental class. In other words, the SBL (gain) in CPS students' ability by 0.60. The process is able to develop the students' score was obtained based on the average CPS ability (Isrok'atun & Tiurlina, 2016; gain of each student in the experimental Aqilah, 2017). An increase of the students' class. Therefore, it was concluded that the CPS ability who been treated using the SBL SBL implementation could improve the was affected by the situation faced by students' CPS ability. Based on the analysis students in accomplishing their worksheets, that had been conducted, the result that led students to observe and revealed that the hypothesis was investigate situations, make questions, find accepted, or the "SBL can improve the solutions to solve, and also apply solutions. students' CPS ability" was true. Through these activities, the students were able to develop the ability of problem- DISCUSSION posing, problem-understanding, and The SBL Implementation towards the problem-solving, which became the Improvements of the CPS Ability purpose of SBL (Isrok'atun & Tiurlina, 2014; Isrok'atun, Hanifah & Maulana, 2019). In this research, the SBL implementation provided an increase in the students' CPS SBL had been proven to significantly ability. This was indicated by the increasing improve the students' CPS ability. The CP of the average score of the students' CPS ability can also support the achievement ability in the experimental class in which of learning, especially in social studies, the average score of CPS pre-test ability in mathematics and science subjects. In the the experimental class was 37.17, while the standard contents of primary school average score of post-test was 74.33. Thus, subjects, one of the main objectives of an average gain of 0.60 was obtained. social studies learning in primary schools is After conducting the paired difference to make students have problem-solving test, the results showed that there was an abilities. Furthermore, according to the average difference between the pre-test Ministry of National Education (in Effendi, and post-test results of the students' CPS 2012), the purpose of mathematics ability in the experimental class. Therefore, subjects for all levels of primary and it revealed that the SBL significantly secondary education is to make students improve the students' CPS ability in the be able to solve problems. This results are
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