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International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 032016 doi:10.1088/1742-6596/1157/3/032016
Development of learning instrument of active learning
strategy integrated with computer simulation in physics
teaching and learning on makassar state university
P Palloan1*and A Swandi2
1
Departemen Fisika, Universitas Negeri Makassar, Jl. Deng Tata Raya, Makassar
90224, Indonesia
2
Prodi Magister Pengajaran Fisika, Institut Teknologi Bandung, Jl. Ganesa No. 10,
Bandung 40312, Indonesia
*
pariabti.p@[Link]
Abstract. One of the physics learning strategies in the university is active learning. Active
learning strategy requires students to be able to learn independently. So that this can be
realized learning should be integrated with computer [Link] research aims to produce
learning instrument of active learning strategy integrated computer simulation which are valid,
and reliable on Physics Department, Makassar State University. The type of this research is a
4D Development model. The development procedure was referred to Four-D model consisted
of definition phase, design phase, development phase and dissemination phase. The data
analysis used Content Validity Ratio (CVR), Content Validity index and continued with
reability analysis. Before used in the real class then first was conducted a limited trial test. a
limited trial test aimed to avoid biased data by taking 5 students as a limited trial sample. The
results obtained that physics learning instrument of active learning strategy integrated
computer simulation were valid and reliabel.
1. Introduction
Higher Education in this case the lecturer has a very important role in preparing qualified human
resources. Lecturers are expected to be able to choose and use learning strategies that are appropriate
to the subjects as well as high thinking skills such as the ability to think critically because these skills
are needed students to succeed in life. The achievement of critical thinking skills has become one of
the competencies of the goals of university education in Indonesia and stated in the Competency
Based Curriculum. To achieve these competencies, students need to be given learning activities that
lead to the ability to understand the concepts and skills of critical thinking or high-level thinking and
based on the meaningfulness of learning in accordance with their environmental context. So, to
improve understanding of concept and critical thinking skills needed qualified lectures by applying
learning strategies that lead to the achievement of these two competencies.
One of the functions of physics at the university is as a means of student rationalization. By
studying physics, students are expected to reason and think logically, analytically, critically, and
creatively. Furthermore, by studying physics, students are expected to solve all problems encountered,
both problems related to the physics lesson itself and related to everyday life. In the Curriculum of
Physics Department 2009, the objectives of physics learning are: (1) to train thinking and reasoning in
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Published under licence by IOP Publishing Ltd 1
International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 032016 doi:10.1088/1742-6596/1157/3/032016
drawing conclusions, for example through investigation, exploration, experimentation, showing
similarity, difference, consistent and inconsistent; (2) develop creative activities that involve
imagination, intuition, and discovery by developing divergent, original thinking, curiosity, predictions
and guesswork, and experimenting; (3) developing problem-solving skills; and (4) developing the
ability to interpret and explore ideas, among others, through spoken speech, charts, maps, diagrams, in
explaining ideas [1].
Of course, to design and implement innovative learning oriented to the development of conceptual
understanding and thinking skills required an educational tool or learning media. The application of
instructional media should be able to train ways to develop the ability to comprehend the concept and
thinking skills, one of which is implementing learning tools integrated with computer simulation.
Computer simulation is a software that can be utilized as the main media in learning to improve the
understanding of concepts and thinking skills. This is supported by the results of research Kulik found
that computer simulations felt interesting, fun, improving understanding of concepts, and improve the
achievement of learning outcomes when compared with traditional teaching methods especially in
natural science [2].
However as good as any integrated learning device computer simulations are developed if not
implemented using the right strategy then it will also not be effective. Therefore, physics lecturers are
not only required to master the concept and development existing learning devices but also required to
choose the right strategy for students to learn. Lecturers are required to be able to use technology as
well as choosing the right learning strategy to achieve the learning objectives. In this case methods,
media and time are components of learning strategies. As Dick and Carey point out, the learning
strategy describes the common components of a set of instructional materials and procedures to be
used with those materials to produce particular learning outcomes among students [3].
Active learning strategies can involve students with a number of activities doing certain learning
activities and thinking about what they are doing. This strategy may involve students in achieving
learning goals about (1) critical or creative thinking, (2) discussing in small group members or among
friends, (3) conveying ideas through writing (scientific), (4) developing attitudes and (5) deliver and
receive input from his or her friends, and (6) reflect on the learning process that has been done or also
about the understanding of the material he or she has learned.
Therefore, based on the above description the researchers think that the importance of developing
an integrated learning device computer simulation applied in physics learning used active learning
strategies with the aim of students' critical thinking skills can be improved. Interesting learning
process makes students more easily understand the concept. There are several characteristics of active
learning strategy that is (1) encourages deep rather than surface learning; (2) is encouraged by the use
of spaces which are not conventional raked lecture theatres; (3) encourage students to take ownership
of their own learning; (4) tends to be more resource intensive in terms of staff time, running costs and
capital investment than “chalk and talk”; and (5) can reduce the number of lecturer, releasing staff
time for more active engagement with students.
2. Research method
2.1. Type of research
This research uses four-D model covering stage of definition, design, development and dissemination
[4]. The results of the deployment stage are described in the next article. The definition stage aims to
define the requirements of physics learning include the initial analysis of students, tasks, concepts and
specifications of learning objectives. The design stage aims to prepare learning tools with active
learning strategy integrated computer simulation which includes steps of media selection, format and
initial design. Development stage aims to produce learning tools that have been revised by experts
then conducted a limited trial of five students. after learning device and computer simulation is valid
then product in this research can be used in physics learning
2
International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 032016 doi:10.1088/1742-6596/1157/3/032016
2.2. Subject of research
Research subjects in the learning instrument development process of this model is a learning device
characterized by active learning strategy integrated computer simulation which includes textbooks,
student worksheets and computer simulations.
2.3. Instruments of research
The instruments used in this study are media expert evaluation questionnaires, evaluation of physics
concept experts, student activity instruments, student perception questionnaires and critical thinking
skills instruments.
2.4. Data analysis techniques
Data obtained from the expert judgments were analyzed by coding, and then qualitatively described
and depicting data on a continuum basis for the assessment category. Then calculate Content Validity
Ratio and Content Validity Index. Assessment is valid if the CVR or CVI is in the range of 0 to 1, as
follows [5]:
𝑁
𝑛𝑒 − 2
𝐶𝑉𝑅 = (1)
𝑁
2
Information:
𝑛𝑒 :The number of validators that provide an essential value (good or excellent)
𝑁 : Number of validators
Based on the validity of each item statement, it can be determined the validity of each aspect by using
the CVI equation as follows:
𝐶𝑉𝑅 (2)
𝐶𝑉𝐼 =
∑𝑛
Information:
𝑛: Number of items from each aspect if the calculated reliability value is greater than the
reliability of the table.
If a statement is valid, a reliability analysis is performed using the following equation [6]:
𝑘 ∑ 𝜎𝑏2
𝑟11 = ( ) (1 − ) (3)
𝑘−1 ∑ 𝜎𝑡2
Information:
r11 = instrumen reliability
k = number of questions
𝜎𝑏2 = number of questions variance
𝜎𝑡2 = total variance
The reliability value obtained is consulted with the table reliabilitas value. Instruments are said to be
reliably if the reliability of the count is greater than the reliability of the table. Data obtained through
coding then analyzed descriptively quantitative.
3. Result and discussion
3.1. Result of research
Validation of learning media is done by media experts to know the validity of the media in terms of
software engineering aspects, instructional design, and visual communication. Validation by expert
subject to know the validity of learning device in terms of quality of content, quality of construction,
3
International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 032016 doi:10.1088/1742-6596/1157/3/032016
and cognitive appropriateness. In addition, validation of learning tools includes Semester Learning
Plan (RPS), Student Handbook (BPM), and Student Worksheet (LKM) which contains work
procedures and evaluation. Here’s the validation results for learning tools.
Table 1. Result of validation analysis of learning instrument.
No Learning Instrument Percentage (%) CVI Reliability
1 Computer Simulation 89,93 1,0 0,9989>0,6411>0,5140
2 Semester Learning Plan 93,435 1,0 0,9993>0,6411>0,5140
3 Student’s Worksheet 90,375 1,0 0,9990>0,5751>0,4555
4 Student’s Handbook 90,375 1,0 0,9990>0,5751>0,4555
From the data above can be seen that the percentage assessment of experts around 90%, with the value
of CVI for all learning instruments are 1.0. This shows that all learning instrument are valid. Likewise,
also with reliability count. All calculated reliability values are greater than table reliability values for
5% and 1% significance levels. While the result of validation analysis for supporting instrument as
evaluation tool for student as follows:
Table 2. Result of validation analysis of supporting instrument.
No Supporting Instrument Percentage (%) CVI Reliability
1 Critical Thinking Skill 91,875 1,0 0,9992>0,7346>0,6021
2 Students Perception 97,29 1,0 0,9996>0,7346>0,6021
3 Students Activities 97,04 1,0 0,9997>0,6319>0,7646
From the data above can be seen that the percentage assessment of experts above 90%, with the value
of CVI for all supporting instruments are 1.0. This shows that all learning instrument are valid.
Likewise, also with count reliability. All count reliability values are greater than table reliability values
for 5% and 1% significance levels. Trial stage was conducted before the actual stage on the real
classroom, a limited trial of 5 students was conducted to evaluate the learning instrument integrated
computer simulation that had been created.
3.2. Discussion
Based on the assessment analysis by four validators, it was found that in the assessment of learning
tools that include Student Worksheets, Material Books, and Computer Simulations are in valid
categories. Likewise, also with supporting instruments that include the instrument of critical thinking
skills, student activity sheet and student perception questionnaire are in valid category. From
reliability analysis also obtained reliable results, although there is still some content that needs to be
improved, in accordance with the statement of Edward Hasted that a valid application program if it
can function in accordance with its purpose and reliable if the program is able to operate accurately
[7].
Computer-generated simulation program contains subjects equipped with relevant images,
animations, and interactive simulations. Inclusion of images, animations, and interactive simulations is
expected to help students understand the concept well. The design of computer simulation programs
created in accordance with Bruner's approach to learning. The assumption states that the acquisition of
knowledge is an interactive process. This interactive learning flow is an effort to stimulate students'
motivation to be actively involved during learning. The series of learning that can lead the students in
line with what suggested by Bruner that students should learn through active participation in learning
so that they can understand the concepts or principles of an experiment conducted. With computer
simulation, students can observe directly how abstract particle behaviors are in the form of simulation.
4
International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 032016 doi:10.1088/1742-6596/1157/3/032016
The use of technology in the teaching of science must have an enormous impact on improving the
ability of science students. According to Amanda, the landscape and technologies of sciences are
rapidly evolving and, for many, the scientific processes, tools, and thinking about which they are
trained to promote and enhanced practices of modern sciences [8]. In addition, it is not uncommon for
the sciences faculties to have little or no training in teaching methods and practices, relying on
traditional appro-sors that they are familiar, such as direct instruction by lecturer, rather than diverse
non-traditional approaches to teach that are advocated by current research [9].
Some studies in the field of education show that science lectures are not effective because there are
still many lecturers who teach in one direction, this learning system leads to passive students in
following the lectures. Active learning is the only way to engage students on levels beyond knowledge
and understanding, and that, to reach higher orders of science literacy, we must engage not only in
theories of history and theory that represents science, but the process, context and practices as well [7].
Active learning, or Interactive Engagement shifts the concept of scientific thinking, application of
process skills, problem solving and modeling of the behaviors of science in tandem with scientific
concepts [10]. This includes the use of discussion, group engagement, scenarios, and other hands on
and "minds on" exercises that both student knowledge and knowledge in undergraduate sciences [11,
12]. This is quite difficult for learning with a large number of students, but with the development of
technology it can be overcome. Technology gives us wide range of options to activate learning course
on learning and interest in the course of science courses [7]. In addition, with active learning strategies
integrated with computer simulations, a major obstacle facing science faculty about the lack of
laboratory equipment and time constraints as Robinson's opinion states that many faculty members in
teaching positions have little to no formal training in pedagogical approaches to teaching and limited
time to devote or changing their approaches [13], can be overcome.
4. Conclusion
Based on the data of the research results, it can be concluded that learning tools are characterized by
active learning strategies integrated with valid and reliable computer simulations. Likewise also with
the developed instrument is in the category valid. Therefore, these tools and instruments can be used
in physics learning.
Acknowledgment
The authors would like to thank the various parties who have helped in writing this paper, thanks to
experts who have reviewed and revised the learning instrument that we developed and used in
learning.
References
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Faculty, Makassar State University
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International Conference on Mathematics, Science, Technology, Education and Their
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International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 032016 doi:10.1088/1742-6596/1157/3/032016
[7] Hasted E 2005 Software That Sells: A Practical Guide to Developing and Marketing Your
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