E-Book Proceedings Iseth2018

Proceedings Book of
International Summit on Science Technology and Humanity (ISETH 2018)

Integrating Knowledge for Future Sustainable Development
24-25 October 2018
ISETH2018 Secretariat
LPPI, Universitas Muhammadiyah Surakarta
Gedung Induk Siti Walidah lt. 5
Jl. A. Yani Pabelan, Kartasura
Sukoharjo 57162
Phone: (0271) 717417 ext. 1172
Email: [email protected]
p-ISSN: 2477-3328 International Summit on Science Technology and Humanity (ISETH 2018)
e-ISSN: 2615-1588 Integrating Knowledge for Future Sustainable Development
ISETH 2018 COMMITTEE
Patrons
Dr. Sofyan Anif, M.Si (Rector, Universitas Muhammadiyah Surakarta)
Dr. Muhammad Da’i, M.Si, Apt (Vice Rector 1, Universitas Muhammadiyah Surakarta)
Ir. Sarjito, M.T, Ph.D (Vice Rector 2, Universitas Muhammadiyah Surakarta)
Taufik, M.Si, Ph.D (Vice Rector 3, Universitas Muhammadiyah Surakarta)
Dr. M. Abdul Fattah Santosa, M.Ag (Vice Rector 4, Universitas Muhammadiyah Surakarta)
Dr. Muhammad Musiyam, M.T (Vice Rector 5, Universitas Muhammadiyah Surakarta)
Advisory Board
Prof. Dr Bambang Sumardjoko, M.Pd (Director - School of Postgraduate Studies)
Prof. Dr. dr. E.M. Sutrisna, M.Kes (Dean - Faculty of Medicines)
drg. Dendy Murdiyanto, M.DSc (Dean - Faculty of Denstistry)
Ir. Sri Sunarjono, MT., PhD (Dean - Faculty of Engineering)
Dr. Mutalazimah (Dean - Faculty of Health Sciences)
Dr. Drs. Syamsudin , M.M (Dean - Faculty of Economics and Business)
Susatyo Yuwono, S.Psi, Psi., M.Si (Dean - Faculty of Psychology)
Drs. Yuli Priyana, M.Si (Dean - Faculty of Geography)
Dr. Syamsul Hidayat, M.Ag (Dean - Faculty of Islamic Studies)
Nurgiyatna , S.T., M.Sc., Ph.D (Dean - Faculty of Communication and Informatics)
Prof. Dr. Khudzaifah Dimyati (Dean - Faculty of Law)
Prof. Dr. Harun Joko Prayitno, M.Hum (Dean - Faculty of Teacher Training and Education)
Agus Ulinuha, Ph.D (Director - Institute of Research and Community Service)
Wisnu Setiawan, Ph.D (Director - Institute of Scientific Publication and Textbook Development)
Chair Conferences
Prof. Dr. Endang Fauziati (ICOLAE- Internal Conference on Learning and Advanced Education)
Setyaningrum Rahmawaty, PhD (ICHWB - International Conference on Health and Well-Being)
Ms. Siti Aisyah, M.Si (ICOEBS - International Conference on Economics and Business Studies)
Jumadi, S.Si, M.Sc. (ICGDM - International Conference of Geography and Disaster Management)
Tri Widodo Besar Riyadi, Ph.D (ICOAMS - International Conference on Advanced Materials Science)
Organising Committee
Chairman:
Assoc. Prof. Dr. Waluyo Adi Siswanto
Schedule and Event:

Anita Sukmawati, S.Si, M.Si, Ph.D, Apt
drg. Morita Sari, M.PH, D.PH
iii
International Summit on Science Technology and Humanity (ISETH 2018) p-ISSN: 2477-3328
Integrating Knowledge for Future Sustainable Development e-ISSN: 2615-1588
Treasurer
Endang Sri Setiyani Astuti
Agus Santoso, S.E.
Publicity, Promotion and Sponsorship

Dr. Anam Sutopo
Conference Venue and Programme

Andi Widagdo, S.Pd.
Suni Tuti, S.P.
Farizky Rahman, S.Pd.
Maryadi, S.HI.
Paper Submission and Review System

Dr. Didit Purnomo, S.E, M.Si.
Yuldarrahman, S.T.
iv
Table of Contents
ISETH 2018 Committee.................................................................................................... iii

Table of Contents............................................................................................................... v
The Teacher’s Problems on Integrating Information and Communication

Technology (ICT) in the English Language Teaching
Rija Dwiono, Dewi Rochsantiningsih, Suparno................................................................ 1
Engaging Students in Literature Circles on Critical Reading and Text Analysis
Djoko Sutrisno................................................................................................................... 9
The Analysis of Figurative Language Used in ‘Still I Rise’ Poem by Maya Angelou
Muhammad Rauuf Oktavian Nur, Ririt Rachma Miranti.................................................. 19
The Importance of Become Bilingual A Study of Bilingualism
I Gusti Ngurah Wahyu Bawa Saputra................................................................................ 24
The Students’ Perception towards the Use of Padlet in L2 Writing
Novia Indri Susanti, Marlinda Ayuni ................................................................................. 30
Problem Based Learning in Foreign Language Learner’s (FLL) Grammar Class:
How Will Students Perceive It?
Marlinda Ayuni, Novia Indri Susanti................................................................................. 38
Teaching English through Literature:Little House in the Big Woods
Giyatmi, Ratih Wijayava, Sihindun Arumi........................................................................ 45
Developing English Textbook Based on Students’ Needs for Vocational High School
Arin Arianti, Nurnaningsih, Veronika Unun Pratiwi......................................................... 54
The Use of English Addressing Terms on Facebook
Sihindun Arumi, Giyatmi, Ratih Wijayava........................................................................ 59
The Use of Cartoon Movie as Teaching Media in Teaching Speaking at SMA
Muhammadiyah Sukoharjo
Nurnaningsih, Veronika Unun Pratiwi............................................................................... 75
The Role Of Economic Education In Shaping Environmentally Sound Behavior
(Case Study In Small And Medium Enterprises)
Yuliani................................................................................................................................ 84
Transformative Learning for The Development of Student Activists’ Spirit of
Social Entrepreneurship
Sunanik.............................................................................................................................. 91
Design of Mathematical Module Development Design of Learning Model Number
Head Together to Improve Students Learning and Study Result
Ika Putri Astriyana. S, Suparman....................................................................................... 102
Inventory of Microalgae in The Coastal Area Along Gunung Kidul Jogjakarta
Efri Roziaty, Shohifa Aulia Akbar..................................................................................... 109
v
Web-Based Gamification: Problems in EFL Classroom of Higher Education Due to

Online Assessment Employment
Muhammad Dafit Pitoyo.................................................................................................... 110
Implementation of NXT 2.0 Mindstorm Robot Sensors on Mobile Education for
Students
Rizki Danang Kartiko Kuncoro, Riza Arifudin, Endang Sugiharti................................... 117
Mathematics-Based Development Module Guided Discovery Model to Improve
Creative Thinking Ability
Tatik Susilowati Utami, Suparman.................................................................................... 123
Design of Student Worksheet Development Based on the Jigsaw Cooperative
Learning Model
Sigit Kurniawan, Suparman............................................................................................... 133
Development Of Students Worksheet Mathematics Based On Problem Based
Learning (PBL)
Izza Eka Ningrum, Suparman............................................................................................ 141
Design of Learning Video Using Realistic Mathematics Education Approaches to
Developing the Problem-Solving Ability of Students of Class VII High School
Rinaldi Perdana Putra, Suparman...................................................................................... 148
Development of Student Worksheets Based on RME to Improve Creative Thinking
of Grade VII Middle School Students in Indonesia
Balu Hidayati, Suparman................................................................................................... 154
Set Design Module Development Based on Guided Discovery Learning Model
Rohma Nuraini, Suparman................................................................................................. 165
Development of Mathematical Module Based on Guided Discovery to Develop
Critical Thinking Ability and Learning Independence
Wan Tiara Tianisa, Suparman............................................................................................. 175
Mathematics-Based Development Module Problem-Based Learning Model to
Improve Critical Thinking Ability
Hertyas Tri Novintya, Suparman....................................................................................... 185
Design of Mathematics Module Development Based on Guided Discovery Methods
to Improve Understanding of Concept of Class X SMA/MA
Sukmana Larasati, Suparman............................................................................................. 193
Design of Student Worksheet Based Pendidikan Matematika Realistik Indonesia
(PMRI) to Improve Creative Thinking
Candra Havilludin, Suparman............................................................................................ 207
Design of Mathematical Module Development Design of Learning Model Number
Head Together to Improve Students Learning and Study Result
Ika Putri Astriyana Sari, Suparman.................................................................................... 212
Design Development Work Sheet Transformation Geometry Based on Van Hiele
Geogebra Assisted to Improve The Understanding of The Student Concept
Dewi Susanti, Suparman.................................................................................................... 219
vi
Experiential Marketing Model on Hotels Owned by Regional Government of The

South Sumatra Province
Maftuhah Nurrahmi........................................................................................................... 227
The Matrix of Human Resources Development Factors in Small and Medium
Enterprises Typical Regional Products in Palembang
Zaleha Trihandayani .......................................................................................................... 237
Pembentukan Kebiasaan (Habbit Formation) Konsumen Lewat Penggunaan
Media Sosial Elektronik
Singgih Santoso, Budi Sutedjo Dharma Oetomo............................................................... 244
Rancang Bangun Web Pemasaran Penerbit Buku Berbasis Riset Konsumen
Budi Sutedjo Dharma Oetomo, Singgih Santoso............................................................... 251
Leader-Member Exchange: an Integrated Conceptual Model Study of Antecedents
and Outcomes Variables in the Social Exchange Perspectives
Jati Waskito, Asri Laksmi Riani, Joko Suyono, Ahmad Ikhwan Setiawan........................ 260
Case Study Analysis Of Success MDGs Per Capita Indonesian National Income
Toward CO2 Emissions Using Environmental Kuznets Curve
Dwiyanto............................................................................................................................ 270
The Impact of Economic Growth on Income Disparity and Poverty
Wahyu Hidayat................................................................................................................... 285
The Factors of Performance Effectiveness of The Government’s Paddy and Rice
Purchase Price Policy in Sawit Boyolali
Suni Tuti, Didik G Suharto, Rina Herlina Haryanti........................................................... 294
Analysis of Factors that Influence the Interest of Accounting Students Following
Accounting Professional Education
Rozi Irfan Rosyadi, Shinta Permata Sari........................................................................... 302
vii
The Teacher’s Problems on Integrating Information

and Communication Technology (ICT) in the English
Language Teaching
Rija Dwiono,1 Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia
Dewi Rochsantiningsih,2 Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia
Suparno,3 Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia
Abstract: Technological innovation is rapidly changing which makes it hard to follow for the teacher. Thus, the
practical application of ICT integration in teaching practices is necessary to be evaluated. This research aims to
know the problems faced by the teacher on integrating ICT in teaching and how the teacher solves the problems.
This case study focuses on the description of the individual teacher. The data were gained by employing observation
and interview. It reveals that there are some problems occurred during the integration of ICT in teaching as well
as describes the reasons why the problems could happen. One of them is that the teacher’s knowledge and ability
to use pedagogical ICT in the classroom is still low. Lack of training to integrate ICT in teaching becomes a factor
affecting the problem. This research can be a valuable reference for educational practitioners and the stakeholders
as preparing the integration of ICT in teaching.
Keywords: English Language Teaching, ICT, Foreign Language Teaching.
INTRODUCTION
21th-century learning demands the integration of ICT in the educational system (Howard et.al.,
2000; Mirzajani et.al., 2016). Integrating ICT in learning is considered as an opportunity to
create new learning experiences for students. Integrating ICT in teaching can boost the students’
interest and their motivation in learning. However, integrating ICT is not only aimed to entertain
the students or to attract their interest in learning. It is necessary to aware the ICT integration in
learning to able to support the students in understanding the learning material in a better way.
Furthermore, the learning process must be able to create a meaningful principle for students.
A learning sense that can create societal impacts on students. It can be realized by integrating
ICT into learning. After integrating ICT in the classroom, it is expected that the students will
be able to implement technology in their society that can be practical whether in the workplace
or academically. As it is explored that integrating ICT in teaching can be a medium to help the
teacher in nurturing students’ proficiency (Barreh 2013; Gheytasi 2014; Romrell 2014; Drajati
et.al., 2018).
UNESCO (2003:1) defines ICT as technologies that are used for accessing, gathering,
manipulating, and presenting or communicating information. The technologies could include
hardware e.g. computers and others devices, software applications, and connectivity e.g. access
to the internet, local networking infrastructure, and video conferencing. It is in lined with Miarso
(2014) defines ICT as a means including (hardware & software) and a system for gaining,
delivering, receiving, processing, interpreting, saving, organizing and accessing valuable
data. Then, Information and Communication Technology (ICT) is described as technologies
that can be used to organize the information and help the communication including software
1 Corresponding Author: Rija Dwiono, Surakarta, Faculty of Teacher Training and Education, Universitas Sebelas Maret,
Surakarta, 57116, Indonesia. email: [email protected]
2 Corresponding Author: Dewi Rochsantiningsih, Surakarta, Faculty of Teacher Training and Education, Universitas
Sebelas Maret, Surakarta, 57116, Indonesia.
3 Corresponding Author: Suparno, Surakarta, Faculty of Teacher Training and Education, Universitas Sebelas Maret,
Surakarta, 57116, Indonesia.
International Summit on Science Technology and Humanity 1 ISETH
and hardware to gaining, collecting, accessioning, processing, saving and spreading data or
information. In addition, there are numbers of ICT that can be used as a means in teaching in
the classroom, such as the computer, laptop, computer network, printer, scanner, video/DVD
Player, digital camera, tape recorder, CD, interactive whiteboard/smartboard.
Requiring the teachers to integrate ICT in teaching has been done by the government in
many countries around the world, one of them is Indonesia. The teacher has already integrated
ICT into their teaching. Because the integration of ICT in teaching has become an obligation and
a requirement for the teacher certification. It is ruled in the government regulation concerning
teacher Number 74, 2008. Meanwhile, integrating ICT in the classroom remains problems.
Technological innovation is rapidly changing which makes it hard to follow for the teacher.
Teachers require to learn and adapt how to manage learning behavior differently as they use
ICT in the classroom (Kucirkova, Messer, et al., 2014; Melhuish & Falloon, 2010). Most of the
teachers are unable to integrate technology in learning because of the lack of their proficiency.
Teachers frustrated when they try to integrate new ICT into their existing curriculum (Potter &
Rockinson-Szapkiw, 2012). It makes the ICT used in learning becomes less effective to support
teaching in nurturing students’ proficiency. Eventually, the use of the ICT provided by the
school or the government to be used in teaching will probably be disregarded.
Furthermore, according to UNESCO (2011) there are a number of issues might burden
teacher in integrating ICT in learning; teachers and students cannot afford the ICT equipment,
they have lack of access to internet, they have difficulties to access the suitable material
in their own language, and the fundamental issue is the teachers’ ability to integrate ICT
effectively in their teaching. In, addition Pelgrum (2011) in his study regarding the obstacles
to the integration of ICT faced by the educational practitioner, it is found that there are top ten
obstacles emerged of the integration ICT in the school. The most frequently mentioned obstacle
was the insufficient number of the computer. The others are problem material conditions, such
as insufficient peripherals, weak infrastructure, slow network performance and the insufficient
number of computers that can simultaneously access the internet. Teacher does not have
sufficient knowledge and skills regarding the integration of ICT is the second problem most
frequently mentioned. And other non-material problems the difficulty to integrate ICT in
instruction, not enough training opportunities, scheduling enough computer time for students,
insufficient teacher time, and the lack of supervisory and technical staff.
On the other hand, the effectiveness of the ICT relies on the teacher’s creativity to manage
and to create interesting learning activities that the teacher is going to use (Ariani & Haryanto,
2010). The problems occurred during the integration of ICT in teaching in the classroom might
hinder the teachers to integrate ICT in teaching well. Thus, the practical application of ICT
integration in teaching practices in the classroom is necessary to be evaluated.
Some studies have explored about the problems occurred during the integration of ICT in
teaching. The studies have been conducted in a university, a country and even among countries in
south Asia (Mirzajani et al., 2016, Jude: 2014, Pelgrum: 2011). The major studies only displayed
the problems in the form of percentage table by employing questionnaire. Nevertheless, none of
them explored the problem focusing on the description of the individual teacher. This aims to
produce an in-depth description that is rich and holistic (Ary et al., 2010).
Hence, it is necessary to know what the problems on the integration of ICT by English
language teacher and how the teacher does solve the problems. Then the result of this research
can be a valuable reference for educational practitioners and stakeholder with a picture of the
current practice on the integration of ICT as preparing the integration of ICT in the teaching-
learning process. Hereby, the researcher is going to conduct a research entitled the teachers’
ISETH 2 International Summit on Science Technology and Humanity

problems to integrate ICT in the English Language Teaching. To sum up, there are questions
attempted to be answered in this research as follows:
a. What are the problems faced by the teacher in integrating ICT in the English language
teaching?
b. How do the teachers’ solve the problem in integrating ICT in the English language
teaching?
METHOD
The design of this research is a case study. Dey (2005) stated that a case study approach more
commonly associated with qualitative methods. Briefly, a case study is the types of qualitative
method. Then, a case study has the characteristics as the part of the qualitative method. The case
study concerning on the clear description of the certain phenomena analyzed. The researcher
described the result of the research based on what the researcher collects from the data and its
experiences. This case study research would focus on the description of the individual teacher
as the target of the investigation. A case study itself is typically used as a researcher plans to
focus on a single unit to produce an in-depth description that is rich and holistic (Ary et al.,
2010).
This research was conducted in July 2018 in the academic year of 2018/2019. This study
has been conducted at a senior high school in Lampung province, one of the state senior high
school in Pringsewu regency, Lampung province. The school is located in Pardasuka district.
The school has a good goal to create good atmosphere during the teaching and learning at
the schools. They maximize the process of teaching and learning including the use of ICT to
support the teaching and learning process in the classroom.
The participants of research must meet certain criteria in order to be included in a study.
By using purposive sampling, participants who qualified to participate in this research was an
English teacher who involved in teaching and learning process in the English classroom. The
teacher was selected as the research subject because she has already integrated ICT into her
English teaching. The underlying principle of selecting this research design and the teacher
is due to the fact that the purpose of this research is to get a depth understanding on teacher’s
problem during the integration of ICT in the English classroom as well as how the teacher
solves the problem. Therefore, the study was targeted only to P (false name) who is considered
as an English teacher who is able to provide data due to answer the research questions.
The researcher decides to use triangulation of method and resources. In the triangulation
method, the researcher developed two data collecting techniques. They are observation and
interview. The instruments were carefully chosen to meet specific aims. The observation
checklist sheet was used to observe the teacher’s problem in integrating ICT in the English
teaching. A semi-structure interview was conducted after doing observation in the classroom.
The interview was conducted to support the data found in the observation.
In the data analysis, the researcher analyzed the data right after the researcher got the
data from the observation sheet and the interview. It was analyzed qualitatively based on the
interactive model data analysis (Miles and Huberman: 2014). The phases of activity were; 1).
Data Condensation, 2). Data Display and 3). Conclusion Drawing/Verification.

FINDINGS AND DISCUSSION

The Problem Faced by the Teacher and How the Teacher Solve the Problem in Integrating
ICT in the English Language Teaching
Since integrating ICT is mandated by the government (ministry of education) as well as the
school. The teacher in SMA N 1 Pardasuka has been integrating ICT in the teaching and learning
process in the classroom. The problems during the integration of ICT in the classroom may
impact the process of teaching and learning in the classroom. From the result of the interview, it
was found that there are several problems hinder the teacher on integrating ICT in the classroom.
It will, of course, affect the quality of teaching and learning in the classroom. The teacher has
never attended pedagogical ICTs training to teach English yet. It means that the teacher was
not provided with adequate knowledge and information to use pedagogical ICT in teaching
in the classroom. Furthermore, lack of knowledge of the teacher affects the teacher to operate
ICTs tools in teaching. The teacher is being confused as ICTs tools were suddenly error during
the teaching and learning process. It is waste the time for the teacher to deal with the error. In
addition, the advancement of the technology makes it hard to follow for the teacher. Moreover,
the teacher gets difficulty to link the ICTs to the existed curriculum. However, teacher does
share with her fellow friend as well as searching on the internet to solve the occurred problem
during the integration of ICT in the classroom. The teacher described her knowledge and ability
to use pedagogical ICT in the classroom:
The advancement of the technology grows too fast for me. There is a lot of new kind
of technology that can be used in teaching English. The new software, application,
tool or platform. I do not understand enough about the use of those new technologies,
moreover, I need to match the use of ICT to the educational curriculum and the objective
of the lesson. Because I learn it by my own self, I do not get adequate information and
knowledge about it and how to use it. I never get any training specifically for how to use
pedagogical ICT. In addition, I live in a village that far enough from the city, I live with
people who do not aware about the use of ICT even in their daily life. Those situations
make me hard to follow the advancement of technology and to use the new kind of
technologies. Then the pedagogical ICTs that I used in the classroom is limited. I only
use old kinds of ICTs, such as PPT, social media, and sometimes Edmodo. Furthermore,
sometimes I face some problems, such as an error with the LCD projector as I used it
in the classroom, I try to fix it by my own self or the students helped me to fix it, even
the students sometimes know more about the ICT than me. If the LCD projector or the
broken ICT cannot be fixed, I will turn it back to the office and change to use another
LCD projector. To solve that problem I rely on searching the internet, do sharing with my
friends, or ask help to school technical staff who seem to have the good understanding
of ICT.
Furthermore, the result of observation revealed that some of the classes were not provided
with ICTs tools, such as the speaker or LCD projector. The teacher stated that some of the
technologies have broken and taken from the classrooms. Other classrooms have provided with
some ICTs, the cable, HDMI cable to the laptop already broke tough. In addition, the teacher
brings his own speaker, although it has been provided in the classroom. Hence, the teacher gets
frustrated to use ICT sometime because she often has to deal with these problems. That may be
the reason the teacher avoid using ICT in teaching sometimes. She explained the infrastructure,
the access to pedagogical ICTs, the number of ICT and equipment provided in the school:

The infrastructure has been good enough, there is a multimedia LAB, Language LAB
that we can use to teach English when sometimes students need refreshment instead of
studying in the usual classroom. And the ICTs have been placed in every classroom.
However, some of ICTs have broken and taken from the classroom. Then sometimes I take
the ICTs such as, LCD and speaker from the office to use in the classroom. Furthermore,
the speaker provided in the school is too big. It sounds too loud. This makes me tired
and spent a lot of time because I must bring it on my own. Besides that, I have to set
the LCD and the speaker before I use it, a lot of things to do to set it. Even sometimes
blackout suddenly occurred or some of ICTs tools are broken, then I canceled to use
the ICTs. Many unexpected things happen in the classroom regarding the integration
of ICT sometimes. This affects the students’ focus and interest in teaching and learning
process. Eventually, the use of ICT in teaching is less optimal. Then I decided to avoid
using ICT sometimes.
In the internet access, it is found that the school has a lack of access to the internet. There
are only 2 internet hotspots area provided in the school. Those cover fourteen classrooms and
twelve rooms including a library, laboratory, and office. Because of that a half amount of the
classrooms cannot reach the Wi-Fi access or the provided Wi-Fi is too slow to access. From
the observation, it shows that the teacher only uses off-line based ICT when she teaches the
classrooms which cannot get access to Wi-Fi. This, of course, hinders the teacher to use ICT.
Although the teacher still can get access to the internet using their own hotspot, this condition
discourages the teacher to integrate ICT in the classroom. She described lack of access to
internet and slow network performance at school:
There are two Wi-Fi hotspots provided in the school. Those hotspots cover about fourteen
classroom and other ten rooms. But the Wi-Fi hotspot cannot be reached by almost half
of the classroom because of the distance between the classrooms and the Wi-Fi source.
And about the network performance, it is fast enough, but sometimes it is slower or even
too slow. Hence, I must use my own Wi-Fi hotspot as I need it. Yet, you know get access
to the internet in teaching which may be for more than 1 hour can spend a lot of my
bandwidth cap usage. So, I rarely use internet connection when I teach students in the
classroom.
About the staff capacity mentor to help and guide other teacher and to use ICT at the school,
there are two ICT’s teachers who have qualified skill to operate the existed ICT. However, the
staffs are busy enough to mentor or just help other teachers on integrating ICT. Because the
staff actually the TIK (ICT for Indonesia) teacher who teach students in the classroom as well.
In this case, the teacher never gets any guide or mentoring from the staff to how to use ICT in
English teaching and how to deal with the occurred problem during the integration of ICT in the
teaching-learning process. She explained about the staff capacity in the ICT unit and personnel
to mentor others:
Only 2 ICT staff exist at the school, but they are busy too. They do their duty including
to teach the student as well. So, I am being hesitated to ask their help as I get problems
or I do not understand how ICT use for. As I remember, I only get once mentoring to
use ICT. Yet, it was not specifically to use ICT in teaching English, it was a mentoring
to entry the students’ mark by using a computer and how to operate the computer to
perform CAT (Computer Assisted Test) for students. And about the staff capacity in the
ICT unit, they can use or operate ICT well. But sometimes when an ICT unit is broken or

error, they cannot fix it. So, the staffs ask help from the serviceman at the computer shop.
Because it is fixed by the serviceman, the time spends so long. We realize they have many
customers, not only us. Hence, we have to wait about 2-3 weeks until the serviceman
finishes to fix the broken ICT unit.
Concerning the pedagogical ICTs training to teach English, it was found that the teacher has
never attended it yet. Furthermore, the school or the government concerning education never
provide a training for the teacher to how ICT can be used in teaching, especially in teaching
English. It means that the teacher is not provided with adequate knowledge and practice how
actually ICT is used effectively in the classroom. Experts have well documented that lack of
training in using computer skill is a major problem for the teacher to use pedagogical ICT in
teaching. (Anderson, 1983; Leurhmann, 1982). It can be claimed that without teacher training
in using ICT for learning may affect a miss conception of how ICT is used by teachers in the
classroom. Eventually, it will influence the quality of teaching using ICT itself. The teacher
explained the pedagogical ICTs training to teach English:
I have never attended any training regarding the use of pedagogical ICTs to teach English.
It is because I do not know where I should go to get that kind of training or workshop.
The government or the school never provide it. We have had training regarding the use
of ICT, yet it was a training about how to perform the test for students using ICT and
online test platform. The school provides the training only for once though. The other
training was the training merely about how to make syllabus or lesson plan based our
existed curriculum. Then I only learn how to use a pedagogical ICT in teaching by
doing sharing with other teachers, seeing on YouTube channel, Googling. The point is I
just do a trial to use ICT before using it to teach students in the classroom.
In addition, at the school, there was no brochure, pamphlet or invitation letter containing
information for the teacher to attend pedagogical ICT training or workshop. The teacher only
relies on the internet or their friends to get information about the use of ICT in teaching. The lack
of information makes the teacher is not up-to-date to use new kind of ICT platform, software,
and application which can be used in teaching English. While new kind of ICT platform is not
only a way that can motivate and attract the students’ interest to learn. They help the teacher to
employ an effective teaching.
CONCLUSION
In this paper, the problems faced by the teacher on integrating ICT in the English Language
Teaching have been presented based on classroom observation and interview. Mandating teacher
to integrate ICT in teaching is a challenging for the teacher as it is not supported by sufficient
infrastructures provided in the school and sufficient access to pedagogical ICTs. Including the
area where they teach. Hence, the government needs to ensure that the policy must be followed
by sufficient infrastructures and the number of ICT provided at the school.
Moreover, optimizing learning activity integrated with ICT is necessary to be supported
by middle-higher skilled teachers to use ICT in teaching. However, internal factors of the
teacher like the teacher’s knowledge to use pedagogical ICTs and the ability to use the ICTs
may hinder the teacher to use the ICT in teaching well. It will, of course, influence the quality
of the teaching and learning itself.

Furthermore, the teacher does not only play as an information provider and guide the
students but the teacher also become supporter and facilitator in learning. Hence, they must be
provided by an adequate knowledge and information about how to operate various pedagogical
ICTs. The teacher supposes to be able to integrate ICT into the existing curriculum. The
government should ensure that the policy is ready to implement by consider the teacher and the
school condition. Governments and the stakes holders are supposed to monitor and guide the
implementation of ICT in teaching. It is since having policies without a good implementation
and monitoring makes no sense (Jude: 2014).
REFERENCES
Anderson, C. Computer literacy: Changes in teacher education. Journal of Teacher Education,
1983, 34(5), 6-9.
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. 2010. Introduction to Research in Education.
Wadsworth: Cengage Learning.
Barreh, Kadar A., & Abas Z. W. 2013. A Framework for Mobile Learning for Enhancing
Learning in Higher Education. Malaysian Online Journal of Educational Technology,
3(3). Retrieved from www.mojet.net
Drajati, Nur Arifah & Tan, Lynde Haryati & Haryati, Sri, A., & Zainnuri, & Rochsantiningsih,
Dewi & Zainnuri, H. 2018. Investigating English Language Teachers in Developing
TPACK and Multimodal Literacy. Indonesian Journal of Applied Linguistics, 7(January),
575–582. https://doi.org/10.17509/ijal.v7i3.9806
Dey, I. 2005. Qualitative Data Analysis (2nd ed.). New York: Routledge. Retrieved from
snnetwork.org/sites/default/files/qualitative_data_analysis.pdf
Gay, G., & Howard, T. C. 2000. Multicultural teacher education for the 21st century. Teacher
Educator, 36(1), 1–16. https://doi.org/10.1080/08878730009555246
Jude, L. T., Kajura, M. A., & Birevu, M. P. 2014. Adoption of the SAMR Model to Asses
ICT Pedagogical Adoption : A Case of Makerere University, 4(2). https://doi.org/10.7763/
IJEEEE.2014.V4.312
Kucirkova, N., Messer, D., Critten, V., Harwood, J. 2014. Story-making on the iPad when
children have complex need: Two case studies. Communication Disorders Quarterly,
36(1), 44-54. doi:10.1177/1525740114525226
Leurhmann, A. Computer literacy. The Computing Teacher, March 1982, 24-26.
Mirzajani, H., Mahmud, R., Fauzi Mohd Ayub, A., & Wong, S. L. 2016. Teachers’ acceptance
of ICT and its integration in the classroom. Quality Assurance in Education, 24(1), 26–40.
https://doi.org/10.1108/QAE-06-2014-0025
Melhuish, K. & Falloon, G. 2010. Looking to the future: M-learning with the iPad. Computers
in New Zealand Schools: Learning, Leading, Technology, 22(3), 1-16.
Potter, S., & Rockinson-Szapkiw, A. J. 2012. Technology integration for instructional
improvement: The impact of professional development. Performance Improvement, 51(2).
doi:10.1002/pfi.21246
Pelgrum, W. J. 2011. Obstacles to the integration of ICT in education: Results from a
worldwide educational assessment. Computers and Education, 37(2), 163–178. https://
doi.org/10.1016/S0360-1315(01)00045-8
Romrell, D., Kidder, L. C., & Wood, E. 2014. The SAMR model as a framework for evaluating
mLearning. Journal of Asynchronous Learning Network, 18(2), 1–15.

UNESCO. 2003. Developing and Using Indicators of ICT Use in Education Section 1: Introduction:
Indicators and Rationale of Use Section 2: Using Indicators to Assess Impact of ICT in
Education. Retrieved from http://unesdoc.unesco.org/images/0013/001311/131124e.pdf
UNESCO. 2003. Developing and Using Indicators of ICT Use in Education Section 1: Introduction:
Indicators and Rationale of Use Section 2: Using Indicators to Assess Impact of ICT in
Education. Retrieved from http://unesdoc.unesco.org/images/0013/001311/131124e.pdf
ABOUT THE AUTHORS

First Author Name: Rija Dwiono, S.Pd is a graduate student of English Education Department
at Universitas Sebelas Maret, Surakarta, Central Java, Indonesia.
Second Author Name: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D. is an English lecturer in
English Education Department at Universitas Sebelas Maret of Surakarta, Central Java.
Third Author Name: Dr. Suparno, M.Pd. is an English lecturer in English Education Department
at Universitas Sebelas Maret of Surakarta, Central Java.

Engaging Students in Literature Circles on Critical

Reading and Text Analysis
Djoko Sutrisno, Maárif Nahdlatul Ulama of Kebumen University, Indonesia
Email:[email protected]
Abstract: To make teaching activities more desirable, different methods and strategies have already been employed
constantly. This study utilized the strategy of “literature circles” to improve the text-analysis skills, reading wishes,
and interests of potential teachers of Indonesian. “Literature circles” had not been chosen to be utilized as the
only real strategy throughout the entire every week class hours; rather, it was used limited to one course hour of
each weekly four-hour classes, being complementary to and supportive of other teaching activities. The scholarly
study was completed as research. A total of 56 students in two parts of the English department of UMNU Kebumen
voluntarily participated in the research. In order to enhance the students’ book reviewing abilities and reading
passions, “literature circles” was implemented for a amount of 12 weeks for just one class hour. By the end of
the execution of “literature circles” when the students’ reading comprehension post-test and pre-test scores had
been compared, a big change was observed. Predicated on the results, it may be figured “literature circles” works
well in developing students’ abilities to get the theme, primary idea, and keywords in a text message. Besides,
the training students remarked that the implementation of the strategy increased their desire and interest for
communication, their self-confidence, cooperative learning, critical thinking, reading without bias objectively, and
independent reading skills
Keywords: Literature Circle, Reading Skill, Reading Comprehension, Critical Thinking Skill, Effective Reading,
Text Analysis,
INTRODUCTION
The context of Indonesian English language pedagogy, particularly in vocational secondary
schools, most of the English teachers adopt reading comprehension or intensive reading programs
(Widodo 2015a, t). I have witnessed the truth that intensive reading classes commonly take the
form of rigid question-answer exercises. These exercises are a way to ensure that students have
understood particular teacher-assigned or textbook-oriented reading texts. In these mundane
exercises, the students are asked to respond to questions following texts without any dialogic
discussion. In some cases, intensive reading classes adopt multiple- choice format exercises in
which college students are asked to answer reading knowledge questions, and a teacher takes
on a part in providing ideal answers to the queries (Widodo 2015b). Such an strenuous reading
activity does not differentiate whether learners are learning to go through (language ability) or
whether they are taking a Reading Comprehension Test (language skills). This conventional
reading comprehension activity will not afford students the opportunity to share what they
have read and what vocabulary resources they possess learned from reading text messages. In
short, test-like comprehensive reading activities do not create a supportive environment where
college students engage in interactive reading jobs and collaborative learning community of
reading since a sociable practice. For this reason, novels circles or a small peer-led discussion
group is suggested in reading in British as a foreign language (EFL) or English as an additional
language (EAL) applications. Recent previous studies (y.g., Rowland and Barrs 2013; Shelton-
Strong 2012) display that reading circles provide learners with a dialogic space not merely for
understanding texts, but also for making sense or meaning of the texts dialogically.
Reading as a Socio-cognitive Procedure and Meaning Making

Reading while a multifaceted procedure has been very much researched from different
theoretical perspectives (age.g., knowledge, linguistics, literacy, social mindset) in the region
of second language acquisition. It requires a cognitive or mental process called word decoding.
This process can be more challenging when students find out an extra language whose script
system differs from that of their indigenous greatly language, such seeing that Thai and British
(Country 2009). This word decoding becomes incrementally automated as the students develop
their reading ability through practice. The subsequent stages of the reading process embrace
spotting how texts (words, phrases, and phrases) are organized and constructed, understanding
and interpreting meanings, and utilizing these symbolism communicatively. As college
students’ reading fluency develops, they concentrate on meaning making, which consists of
3 intertwined carefully components. These consist of text as the manifestation of the article
writer, the audience as a meaning maker, and a context while a cultural discourse or practice
(see Hedgcock and Ferris 2009). Though learners socially experience the same text message,
they cognitively differently procedure the reading. Therefore, Everyday terms teachers need to
have to recognize this socio-cognitive complexity. This suggests that reading can be not really
the simply capability to decode and understand how language and sentence structure are used
in context, but it all is the capability of also producing meaning of just how such vocabulary
assets are built pertaining to communicative reasons. Mickan (2013) concludes that reading is
a located meaning making activity in which visitors encounter and engage with text messages
dialogically.
A literature circle is a reading group consisting of 4 or 5 people in which students who
have different academic success amounts and reading abilities voluntarily come together to
read literary text messages such as a novel or a tale or expository texts such as essays, articles,
or books they like and also to share their reading encounters with one another (Daniels, 2002;
Karatay, 2015). The cause why these reading actions are known as novels group activities can
be that the purchase of seating is designed either as a total or fifty percent circle which allows
all group users to find each other’s encounters when they come collectively. If the discussion
regarding the text can be transported out just by group people, the order of seating can be
a complete after that group (Daniels, 2002). If college students other than the mixed group
associates are asked to participate as market in the reading activity, the purchase of seating is
arranged while a semi-circle (Karatay, 2015). In literature circles, all known associates in the
group read the same text, participate in the discussion about the text, and each has a different
reading job for the presentation to be produced at the final end of the debate. Four of these
reading tasks are basic (compulsory) and 4 of them are optional
After the students create literature circle reading groups, they choose a book or a text
determined either by the teacher or by themselves. Each member says the reserve or the text in
order to do the individual reading task he offers been assigned and starts planning to discuss the
job with the members of the group. Each college student does this reading activity individually.
Indie reading work is certainly performed at school or at home, depending on the volume of
the book/text message. After the learners complete their indie reading work and perform their
reading jobs, they participate in the discussion about the book and share their experiences with
the other students. After the discussion, all students present the work they have prepared which
is centered on their reading task. Novels circle reading activities which are done in 1 class
hour for about 40-50 minutes are more effective than traditional reading activities used in the
acquisition of skills such as text analysis, making a guess, drawing a summary, critical thinking,
speaking, writing, enhancing vocabulary, and improving independent reading desire (Briggs,
2010; Daniels & Steineke, 2004; McElvain, 2010; Wilfong, 2009) because these actions present
students not only a collaborative learning atmosphere for socializing, but assigning a different
reading task to each student helps them improve their individual reading skills and learning

strategies as well. In this respect, compared with the traditional reading education activities,
literature circle reading activities provide students with an indirect learning atmosphere for both
socializing and cognitively learning reading understanding strategies (Briggs, 2010; Burner,
2007; Williams, 2009). Reading group reading activities are designed to become implemented
in four phases
Planning: In this stage the launch of reading duties, creating literature circles, and choosing
the book/text respectively are performed. To begin with, the introduction of reading tasks to
the training students is implemented. The students are informed individually in what they shall
do predicated on the duty while reading the book. Secondly, reading circles are manufactured
among students who would like to work together voluntarily. If those who come have different
interests together, skills, and academic accomplishment levels, this escalates the quality of the
learning atmosphere and in-class conversation. In the 3rd place, the training students must
choose among the books/texts offered or among their choosing.
Specific reading: In this stage, time is directed at the learning students to learn the book/
text to accomplish their individual reading jobs. In individual reading actions, the learning
students must understand this content of the text, take notes, and make a presentation to provide
information regarding the reading task. For example, a student who takes over the Illustrator
task could be required to pull the chain of events and the individuals in the story.
Conversation: In this stage, the college student who gets control the Questioner job
provides his/her friends with a discussion period for 20-30 minutes to talk about their emotions
and thoughts about the topic of the book, main idea, other text messages given in the written
reserve, the writer’s usage of vocabulary, and the writer’s design of treating this issue. The pupil
also manages the program in ways for all learners to take part in the conversation to a significant
extent.
Posting: In this stage, everyone shares their presentations with their close friends about the
duties they did. For instance, the Literary luminary/Passage grasp shares the sections likes in
the book/text; the vocabulary enricher/word wizard shares the keywords the writer emphasized
and the expressed words used with new and various meanings; the Illustrator shares the visuals
s/he ready about the heroes and concept map of the occasions with the group users (Daniels,
2002; Karatay, 2015).
The objective of processes of the discussion of the book/text and sharing thoughts about
any of it is to raise the students’ comprehension skills about the theme, main idea, supporting
ideas, plot and subordinate plots, and the writer’s design of treating the events and topic.
These processes enhance the students’ skills of comprehension and evaluation of complex
texts they’ll encounter throughout their lives and boost their critical and reflective thinking
skills (Briggs, 2010; Burner, 2007; Burns, 1998). Furthermore, the processes of planning and
specific reading help college students acquire self-control abilities for planning and carrying
out independent reading in their reading and learning procedures. In conditions of cognitive
competence, these processes will be the levels of the reading comprehension skill that learners
need within their academic lives. Literature circles attract students’ reading interests a lot
more than the original reading of literary functions and summarizing activities and arouse
their reading desire for literary works since the learning students in literature circles look for
a collaborative and cooperative social learning atmosphere. Furthermore to helping students
enhance their capability to understand the deep framework of texts, this environment plays a
part in the improvement of college students’ ability to discuss a literary text, self-confidence,
and self-acceptance which even adults even experience problems in (Allan, Ellis & Pearson,
2005).

Objective of the Study

In each stage of the teaching process, text analysis and summarizing techniques are taught to
improve the students’ knowledge skills. Since the techniques taught at academic institutions to
enhance the learners’ reading comprehension skills are implemented on short texts, the college
students are not equipped with necessary abilities and also are not really experienced enough to
understand and analyze extended and compound text messages. As most of the students have
difficulty in focusing on long texts, even though they are prospective teachers, their interests
and desires for reading are not at the reasonable level (Demir Atalay, 2009; Batur, Gülveren &
Bek, 2010). Furthermore, it cannot become true that those who acquired the habit of reading at
an early age have got an interest in reading and that those who have an curiosity do not have
adequate experience and skills to cope with traditional novels classes and to comprehend and
analyze a literary text. Prospective educators, actually in their final calendar year of study, still
cannot acquire sufficient experience and skills to comprehend the main theme and idea in long
and structure texts (Karatay, 2007). In this study, the effect of reading sectors on the students’
ability to analyze text messages, their reading desires, and interests in reading was studied
Though literature circles have been well understood in the EFL context, the implementation of
this instructional method in the EFL framework remains under-explored.
To conduct this research, this article report’s findings drawing on an ethnographic classroom
research project about the adoption of reading circles in English department of UMNU Kebumen
voluntarily student participated in the research. Therefore, this research aimed to answer the
following questions.
1. Are literature circles effective on improving the students’ ability to analyze texts reading?
2. Are literature circles effective on increasing the students’ critical in reading?
RESEARCH SITE AND DESIGN

The study was designed as experimental research. The study was planned in three stages: In
the first stage, Reading Comprehension Test was used to determine the students’ text evaluation
skills of locating the theme, primary idea, and keywords (Karatay, 2013, p. 246). In the next
stage, for 12 weeks, 1 hour of each 4 hour traditional reading a class was reserved pertaining
to literature circles reading actions. In the 3rd stage, Reading Comprehension Test was used at
the end of the again term to gauge the improvement in the students’ text analysis skills. Also, to
obtain comprehensive data about the students’ book reading encounters and their views about
the standard of implementation, the students’ sights were obtained. To that end, the training
students were asked two open-ended questions that have been, “What did you prefer and didn’t
like about literature circle reading activities?” and “What recommendations is it possible to
make to enhance the implementation of literature circles?” As response to these open-ended
questions, the learning students mentioned their views in written form. Thus, by using both
qualitative and quantitative research strategies together, methodological triangulation was done
to look for the after-effect of literature circle reading actions on the students’ text message
analysis abilities, their desire to have independent reading, and their interests in reading.
The study group of the research consisted of a total of 56 students of English department of
UMNU Kebumen. The participants in the sample were selected using homogenous sampling.
Etikan, Musa, Elkassim (2016, p. 3) define homogenous sampling as a form of sampling
that “focuses on candidates who share similar traits or specific characteristics. For example,
participants in Homogenous Sampling would be similar with regards to ages, cultures, jobs or
life experiences. The idea is to focus on this specific similarity and how it relates to the topic
being researched.” In the sampling process, all students who were taking the training course
were included in the sample.
Instructional Procedures
Reading circles reading actions were planned to improve the learning atmosphere in the
reading education classes and to motivate collaboration among the learning students and
support their acquisition of text analysis strategies. In the first week of the 14-week Reading
Education program, Reading Comprehension Test was administered to determine the learners’
initial amounts of reading knowledge. Additionally, in the initial week, by carrying out
brainstorming, the writers and text messages the students liked were determined. A list of 20
books which the learning college students wanted to go through was ready. In the second week,
a briefing about literature sectors and reading duties was particular to the learning learners,
and a test implementation in short reading texts with reading groups of 3 or 4 people had been
produced. During this practice program, the learning college students were given assistance on
indie reading, having conversations, reading jobs, and the demonstrations they would prepare.
Hence, they were given a safe and sheltered introduction to reading text messages confidently
longer. After the second week, every week the learning students selected a reserve they desired
from the designated reading list, place up their own reading voluntarily organizations, and
decided on the project of the reading duties among themselves. During the staying 12 weeks of
the reading training course, the combined groupings chosen a book they needed every week,
executed unbiased reading in house, discussed the written book in the class, and shared their
presentations about it with others. In the final examination given at the final end of the term,
Reading Comprehension Test was administered once to determine to what level the college
students had progressed again. In addition, the learners’ sights approximately the execution of
the research were taken, using two open-ended queries about books groups reading activities
Before the learning students set out upon carrying out reading circle-oriented actions, they were
scaffolded to perform such tasks in the first four course intervals. General, the learning students
involved in the pursuing educational activities. First of all, the trained teachers and the college
students negotiated how to type groups. The learning learners had been provided two choices
of whether they chose their own group members (student chosen) or of whether the instructor
picked group members (teacher-chosen). In this scholarly study, the learning learners opted
their very own group users. Despite this, the educated teacher urged the students to include
group people with blended language capability to ensure that great skills college students could
support their low effectiveness peers. This is normally the primary of collaborative function. In
what comes after, once the learning learners created organizations, they were assigned different
roles. In this literature circle oriented reading guidance, there were two main roles each group
had to play: host and visitor. Host groupings presented the selected text to guest group members.
The guest group associates posed queries regarding content
Data Collection Tools

Reading Comprehension Test was developed by Karatay (2007) and reliability and validity
studies of the test were conducted and later on published by Karatay (2013). The type of the text
in the test is certainly expository. The quantity of the terms in the text is certainly 1974. There
are 25 multiple choice items about the text message in the knowledge test. Items 1-23 are about
the keywords included in the text. Item 24 is definitely about the topic studied and item 25 can be
about the main idea. In the 1st implementation of the Reading Comprehension Test, Cronbach
alpha (reliability coefficient) was calculated as 0,82. In the second execution, the reliability
coefficient was calculated while 0,84. These data showed that reading comprehension check
version 1.1 was reliable for collecting data in the study. The data collected through the Reading
Comprehension Test formed the quantitative part of the data collection process. In addition to
the quantitative data, qualitative data were also collected in this research. The latter type of data
were acquired through the written answers learners offered to respond to the two open-ended
questions that were aimed to the students at the end of the 12-week implementation process.
Data Analysis
In the analysis of the data obtained through the Reading Comprehension Test, mean,
regular change, repetitive measurements, and t-test were used. The replies the learning learners
provided to solution the open-ended questions had been examined through content analysis
technique which can be used in qualitative research studies commonly. Each student’s answers
to the open-ended questions on the subject of the implementation were examined, and the
similar, very similar, and different opinions were coded below sub-themes and main-themes.
This code method is normally described as an innovative and systematic technique in which
some phrases in a text are summarized under smaller articles categories (Büyüköztürk et al.,
2011). Hence, the students’ sights about the execution were private into primary themes and
sub-themes, and each student’s response was coded seeing that Participant1 (henceforth, G1),
P2, G3. In this procedure, when it all was not crystal clear to apparently determine under which
theme or sub-theme the college students’ views would end up being categorized, the opinions
of an professional in the field were sought. The data attained from the individuals about the
implementation through content material evaluation were transformed into tables then, using
their frequencies and percentages to express the learners’ views in numerical type.
FINDINGS
In this section, the change in the students’ text analysis skills at the end of the 12-week literature
circles reading activities and the articles analysis of the learners’ opinions on materials groups
are presented. The First problem: In the analysis of this problem, the arithmetic averages of
the pre-test and post-test scores of the answers the students provided to the questions about the
topic, main idea, and keywords in Reading Comprehension Test which were implemented just
before and after materials circles reading actions were used. The data about these are given in
Table 1. Text analysis
Table 1. The students’ results of the pre-test and post-test scores in text analysis
Text analysisImplementation N S Sd t p
Theme Pre-test 56 `57,09 4,18 183 5,952 ,000
Post-test 56 87,90 2,35
.Main idea Pre-test 56 67,54 3,51 183 1,973 ,050
Post-test 56 87,09 3,36
Keywords Pre-test 56 78,76 3,64 183 4,928 ,000
Post-test 56 98,65 3,25
Reading Pre-test 56 67,89 3,40 183 5,055 ,000
comprehension Post-test 56 88,45 2,8
*p<,05 significant difference.

When table 1 was analyzed, this was seen that the students’ post-test results (89,67) in
acquiring “the theme in the text” were larger than their pre-test scores (59,89). It was noticed
that there was a significant difference in favour of the post-test between the scores of the pre-
test and post-test [t(183) = 5,952, p <,000] in the college students’ ability to discover “the theme
in the text message”. It can become said that literature sectors are effective in improving the
learners’ ability to find “the theme in the text”. Likewise, the students’ post-test scores (72,50)
in finding “the main idea in the text” had been higher than their pre-test scores (62,50). It was
seen that there was a significant difference in favor of the post-test between the ratings of
pre-test and post-test [capital t(183) = 1,973, p <,050] in the college students’ ability to find
“the primary idea in the text message”. Hence, it can be concluded that reading groups are
effective in enhancing the learners’ capability to discover “the main idea in the textual content”.
Very similar findings may be stated also on the subject of the students’ ability to find “the
keywords in the text”. The college students’ post-test scores (78,26) in getting “the keywords in
the text message” were higher than their pre-test ratings (53,15). It was noticed that there was
a significant difference in favour of the post-test between the results of pre-test and post-test
[t(183) = 4,928, g <,000] about learners’ ability to come across “the keywords in the text”. As a
result, it can end up being mentioned that books groups are effective in improving the students’
ability to look for “the primary idea in the text message”. The pre-test scores (58,51) of the
reading comprehension skills of the students were also lower than their post-test scores (80,14).
It was driven that there was a significant difference in favour of the post-test between the ratings
of pre-test and post-test [testosterone levels(183) = 5,055, g <,000] in the college students’
“reading knowledge” capability. Using this selecting, it may be concluded that literature circles
are effective in enhancing the learners’ “reading comprehension” ability.
The Second problem: The analysis of this problem was conducted in critical reading, using
content analysis of the answers the students gave to the open-ended queries about the execution
of literature sectors reading activities. After books groups reading actions that held up an-hour-
a-week for 12 weeks, the students’ sights about their execution were determined under positive
(4), bad (1) and recommendation (1) designs. The data about this are provided in table 2
Table 2. Improving critical reading

No Views Participants N Participants N %
1 Literature circles provided P1-P2-P4-P8-P9-P10-P11-P13-P14-P15- 52 57
us with an opportunity P16-P19-P20-P21-P22-P23-P24-P25-P26-
to read and assess many P27-P31-P32-P33-P34-P35-P38-P39-P41-
books from different P48-P51-P53-P57-P59-P60-P61-P62-P63-
perspectives P65-P66-P68-P71-P72-P73-P75-P76-P77-
P79-P81-P83-P84-P88-P90.
2 In literature circles, we P2-P3-P4-P55-P57-P60-P62-P63-P65- 12 13
read and reviewed the P66-P70-P72
books of authors who had
different world views than
us.
3 What was told in the books P1-P5-P2-P27-P31-P32-P66-P70-P72-P83 10 11
we read in literature circles
helped us overcome our
prejudices against some
historical figures.

Regarding to 52 students (57%), reading groups “supplied them with an chance to examine
and assess many books from different perspectives”; 12 learners (13%) stated that “in literature
groups, they browse and examined the written books of authors who also had different globe
views than themselves”, and 10 students (11%) mentioned that “what was told in the books
they read in literature circles helped them overcome their prejudices against some historical
figures.” These data present that the students’ critical reading skills about understanding, event,
circumstance, and individuals in the written books improved. The reality that the learners
examined the books all but do different duties and from different jointly perspectives and held
discussions afterwards improved their ability to evaluate what was told in the written books
without having prejudices and having different stage of sights
CONCLUSION AND DISCUSSION

Three important instructional implications can be drawn from the findings of the study. First,
those are the contribution of literature circles to the college students’ text analysis skills. It
was determined that literature circles were effective in improving the students’ text analysis
skills such as finding the theme, main idea, and keywords in a text. The data show that reading
strategies which were taught through traditional reading education could be realized in a more
entertaining and attractive social learning atmosphere through literature circles. Second, Critical
reading sectors can be integrated into strenuous reading programs that focus on both knowledge
building and language awareness. The results suggest that the use of this instructional method
engages students in reading while meaning making and dialogic activity that helps college
students develop their reading ability and language repertoire. To optimize this meaning-
making task, reading instructors can assign and rotate assignments that learners can play. Third,
contribution of literature circles to college students is their effect on improving the college
students’ ability to read texts critically. The views of the students such as “literature circles
provided us with an opportunity to read and assess many books from different perspectives”;
“in literature circles, we read and reviewed the books of authors who had different world views
than us”; and “what was told in the books read in literature circles helped us overcome our
prejudices against some historical numbers” support this. The fact that the students go through
and analyzed the books performing different tasks and then talked about them altogether in
literature circles demonstrates they improved their capability to assess the content material of
a reserve without prejudice and by using different perspectives. The present study has showed
how literature circles worked in critical reading programs and improve in student’s text analysis
skill.
REFERENCES
Anderson, K. T. (2009). Applying positioning theory to the analysis of classroom interactions:
Mediating micro-identities, macrokinds, and ideologies of knowing. Linguistics and
Education, 20, 291–310.
Brabham, E. G., & Villaume, S. K. (2000). Continuing conversations about literature circles.
The Reading Teacher, 54, 278–280.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3, 77–101.
Braun, V., & Wilkinson, S. (2003). Liability or asset? Women talk about the vagina. Psychology
of Women Section Review, 5, 28–42.

Bruce, C. D., Flynn, T., & Stagg-Peterson, S. (2011). Examining what we mean by collaboration
in collaborative action research: A cross-case analysis. Educational Action Research, 19,
433–452.
Cameron, S., Murray, M., Hull, K., & Cameron, J. (2012). Engaging fluent readers using
literature circles. Literacy Learning: The Middle Years, 20(1), 1–8.
Canals, A. (2011). Will increased participation, on the part of each student, in literature circles
equate to higher achievement in comprehension scores in an eighth grade English class?
(Caldwell College). ProQuest Dissertations and Theses, 58. Ht search.proquest.com/
docview/868707657?accountid=8203.
Daniels, H. (2002). Expository text in literature circles. Voices from the Middle, 9(4), 7–14.
Daniels, H. (2006). What’s the next big thing with literature circles? Voices from the Middle,
13(4), 10–15.
DuFon, M. A. (2002). Video recording in ethnographic SLA research: Some issues of validity
in data collection. Language Learning and Technology, 6(1), 40–59.
Duncan, S. (2012). Reading circles, novels and adult reading development. London: Continuum.
Feldman, G. (2011). If ethnographer is more than participant observation, then relations are
more than connections: The case for nonlocal ethnography in a world of apparatuses.
Anthropological Theory, 11, 375–395.
Fetterman, D. M. (2010). Ethnography: Step by step (3rd ed.). Thousand Oaks, CA: Sage.
Gordon, C. (2013). Beyond the observer’s paradox: The audiorecorder as a resource for the
display of identity. Qualitative Research, 13, 299–317.
Hedgcock, J. S., & Ferris, D. R. (2009). Teaching readers of English: Students, texts, and
contexts. New York: Routledge.
Holloway, S. M. (2011). Literature circles: Encouraging critical literacy, dual-language
reading, and multimodal approaches. English Quarterly, 42(3–4), 21–35.
Kern, A. L., Roehrig, G., & Wattam, D. K. (2012). Inside a beginning immigrant science
teacher’s classroom: An ethnographic study. Teachers and Teaching: Theory and Practice,
18, 469–481.
Labaree, R. V. (2002). The risk of ‘going observationalist’: Negotiating the hidden dilemmas of
being an insider participant observer. Qualitative Research, 2, 97–122.
Leonardi, V. (2010). The role of pedagogical translation in second language acquisition: From
theory to practice.
Bern: Peter Langa AG. Littlewood, W., & Yu, B. (2011). First language and target language in
the foreign language classroom. Language Teaching, 44(1), 64–77.
Macalister, J. (2011). Today’s teaching, tomorrow’s text: Exploring the teaching of reading.
ELT Journal, 65, 161–169.
Mark, P. L. (2007). Building a community of EFL readers: Setting up literature circles in a
Japanese university. In K. Bradford-Watts (Ed.), JALT 2006 conference proceedings.
Tokyo: JALT. http://jalt-publications.org/archive/proceedings/2006/E038.pdf.
Martıńez-Roldań, C. M., & Lo´pez-Robertson, J. M. (2000). Initiating literature circles in a
first-grade bilingual classroom. The Reading Teacher, 53, 270–281.
McElvain, C. M. (2010). Transactional literature circles and the reading comprehension of
English learners in the mainstream classroom. Journal of Research in Reading, 33, 178–
205.
Mickan, P. (2013). Language curriculum design and socialisation. Bristol: Multilingual Matters
Allan, J., Ellis, S., & Pearson, C. (2005). Literature circles, gender and reading for enjoyment.
Report for The Scottish Executive Education Department. http://www.scotland.gov.uk/
Resource/Doc/930/0021345.pdf
Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: an introduction to
theory and methods. Needham Heights, MA: Allyn and Bacon, Inc.
Briggs, S.R. (2010). Using literature circles to increase reading comprehension in third grade
elementary students. (Submitted in Partial Fulfillment of the Requirements for the Degree
Master of Science in Education), San Rafael,CA.
Burner, K. J. (2007). The effects of reflective and reflexive writing prompts on students’
selfregulation and academic performance. (PhD dissertation), Florida State University,
Tallahassee.
Burns, B. (1998). Changing the classroom climate with literature circles. Journal of Adolescent
and Adult Literacy, 42(2), 124–129..
Certo, J., Moxley, K., Reffitt, K., & Miller, J. A. (2010). I learned how to talk about a book:
children’s perceptions of literature circles across grade and ability levels. Literacy Research
& Instruction, 49(3), 243-263.https://doi.org/10.1080/19388070902947352
Clarke, L. W., & Holwadel, J. (2007). Help! What Is Wrong With These Literature Circles and
How Can We Fix Them?. Reading Teacher, 61(1), 20-29. https://doi.org/10.1598/RT.61.1.3
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. (6th ed),
Routledge, Taylor and Francis Group, New York. https://doi.org/10.3108/beej.10.r1
Daniels, H., & Steineke, N. (2004) Mini-lessons for literature circles. Portsmouth, NH:
Heinemann.
Daniels, H. (2002). Literature circles voice and choice in book clubs and reading groups. (2nd
ed), Markham, Ontario:Pembroke Publishers Limited. üniversitesi örneği). Turkish Studies
International Periodical For the Languages, Literature and History of Turkish or Turkic, (4)
3, 717-745.
Widodo, H. P. (2015a). Designing and implementing task-based Vocational English (VE)
materials: Text, language, task, and context. In H. Reinders & M. Thomas (Eds.),
Contemporary task-based language learning and teaching (TBLT) in Asia: Challenges,
opportunities and future directions (pp. 291–312). London: Bloomsbury.
Widodo, H. P. (2015b). The development of Vocational English materials from a social semiotic
perspective: Participatory action research (Unpublished PhD thesis). Australia: The
University of Adelaide.

The Analysis of Figurative Language Used in ‘Still I Rise’

Poem by Maya Angelou
Muhammad Rauuf Oktavian Nur1 Faculty of Education and Teacher Training, Universitas Tidar, Indonesia
Ririt Rachma Miranti, Faculty of Education and Teacher Training, Universitas Tidar, Indonesia
Abstract: This study aimed to find out the kinds of figurative language in the selected poetry of Maya Angelou,
entitled Still I Rise. The focus of this study is figurative language which involves: Metaphor, Personification,
Hyperbole, Simile, Metonymy, Synecdoche, Irony, Antithesis, Symbolism, and Paradox. Qualitative approach with
design of content analysis was used in this study. The researcher acted as the main instrument since he was
the one who analyzed the figurative language. Moreover checklist was also used to support his data collection.
The data was analyzed through three stages; 1). Data reduction, 2). Data representation, 3). Conclusion. The
result of his study showed there were 14 sentences that containing figurative language in Still I Rise Poetry of
Maya Angelou. They were; Metaphor (7 sentences), Personification (1 sentence), and Simile (6 sentences). The
researcher conclude, if the figurative language used by Angelou to compare, or even symbolize the sentences to
bring the meaning come up with beautiful language. Mostly of her poetries told about her experience in the past
that rooted to history of the discrimination of American-African.
Keywords: Figurative Language, Still I Rise Poetry, Maya Angelou
INTRODUCTION
Language is an important aspect in human being. By learning language people can communicate
each other, get information from one to another and to interact. Language has big role in human
life to make a relation in their environment. One of the expert states that language is used
widely in communication between people who do not share the same first (or even second)
language (Harmer, 2007). It indicates that language is very important to be learn in human life.
In communication, people has two meaning inside their language, there are explicit and
implicit. According to Hornby (1987) explain that language is common way to express the
ideas, feeling and desiring by means as a system of sounds and sound symbol. It also can be
said, by language people can share or deliver what in their mind. Because of the important of
language, people should understand not only the form of language but also the meaning in it.
There are many ways to deliver the feeling and ideas that can be catch and understand
the meaning. One of the way is write a poem. Poem is one of the literary work that contain
figurative language. Figurative language is language that used symbol to other things or event
metaphor which means using a word to identify other words, so it cannot interpret based on
literary view d also the reader cannot find those meaning in dictionary. Poetry might be defined
as a kind of language that says more intensely than ordinary language (Laurence & Thomas,
1992). That’s why figurative language mostly find in the poetry, because it used the language
that beyond the ordinary language.
Researcher choose poetry as the object of study for several reason, which are poetry contain
more figurative language than other literature devices. The other reason is poetry need more
interpretation in order to understand the message that want to be delivered to the listener. The
poetry writer usually uses many figurative language to express their feeling and ideas implicitly.
Listener or reader should improving their critical thinking in order to understand the implicit
meaning in every words in whole poetry.
Poetry also has significance in education. By understanding poetry students can develop
their reading comprehension, vocabulary mastery and critical thinking analyzing. Poetry is
universal language used by the poets to express their ideas in beautiful word (Laurence &

Thomas, 1992). As a universal language, poetry has existed almost in all period. Poetry is
unique medium of communication, it is created in the form of a brief language, and it is differ
from other literary works.
REVIEW
There are ten of figurative language that researcher used in this study, they are stated by Arvius
alm (2003); Pardede (2008); Dancygier & Sweetser (2014); Kennedy & Gioia (2002)
Metaphor is kind of figurative language that made comparison between two things that
different to identify one with another (Arvius alm, 2003). Metaphor is used in poetry to explain
emotions, feelings, and relationship other elements that could not be described in ordinary
language. For example of metaphor is her teeth are pearl.
Personification consists of giving human characteristics to an object. Personification is a
figure of speech that describes something that is not human as though it could feel, think, act,
live, or die in the same way as people (Arvius alm, 2003). For example in Emily Dickinson‟s
poem in the title “Ambition cannot find him”.
Hyperbole is the term used that overstatement. This figure use by someone who has desire
and expectation to the thing that happen to make object more great than the real object (Arvius
alm, 2003). For example: “I will die if I don’t meet him tomorrow”, the word „die‟ is over
expression if the reader want to thing that in the real life.
Simile is the figure that make comparison between two different things, just like metaphor
but in simile usually using the word as, than, like, seem, so, appear, more than. (Arvius alm,
2003). Christina also give an example of simile “He is as hard as nails” more specifically, the
adjective here used to describe behavioral and attitudinal characteristics of person referred to as
“he” via comparison with concrete, physical hardness of nails, which made of metal, typically
steel.
Metonymy is a word or complex expression that basically stands for one thing, or it also
use for one lexical thing which connected with other through experience (Arvius alm, 2003).
It also about part–whole relationships, the kind which allow the same word to be used in many
languages for „hand‟ and „arm, ‟ or for „foot‟ and „leg‟.
Synecdoche is a figure of speech that a part refers to the specify whole (Pardede, 2008).
Synecdoche which expresses either more or less than it literary denotes. For example is “I got a
new wheels from my father” Word “wheel” represent meaning car, so she got a new car.
Irony statement are untrue, based reasoning that interpreted by the hearer from the speaker‟s
meaning, if irony not praise but usually criticism (Dancygier & Sweetser, 2014). Example: “no
doubt, you is the best person that ruined my life.”
Antithesis is figure speech that combine two things which different or contradiction in one
sentence or negation. Antithesis is a device for placing opposing ideas in grammatical parallel.
Antithesis is results when a pair or more strongly contrasting terms are presented together
(Pardede, 2008), Example: “Speech is silver, silence is golden”.
Symbolism is a kind of figure speech that using symbol of animal, plants, or things for
substitute something. Symbolism established from the result of personal; experience or
fantasies” (Arvius alm, 2003). For example Word “Rose” is referent for beauty destroyed by
time, sexuality, secrecy, and guilt, all seem drawn in by the implications of these words.
Paradox is a figure speech that deliver two things which contradictory but this figure reveal
the real fact that make sense even the speaker or the writer use a word that absurd, (Kennedy &
Gioia, 2002). For example, “Experience is simply the name we give to our mistakes” by Oscar

Wilde. Those quote that actually fact, when we have do something wrong in our life, we always
take it as an experience in our life.
Methodology
To conduct this research, the researcher used design content analysis with qualitative approach.
Content analysis is the intellectual process of categorizing qualitative textual data into category
of similar concept, to identify consistent patterns or relationship between variable of themes
(Given, 2008).
Qualitative research is understanding of social phenomenon based on participant’s point of
view. In order to increase information into a particular phenomenon, such as an environment, a
process, or even a belief (Gay, 2006).
The object of the study is a poetry from Maya Angelou entitle Still I Rise. Researcher read
line by line the poetry to find figurative language on it. After that, researcher put it in a table
and classify it based on figurative indicators. In analysis the data, researcher use qualitative data
analysis theory by Miles & Huberman (1994), this analysis use three steps, data reduction, data
display, or data representation, and conclusion drawing and verification.
In reduction process the researcher chose Still I Rise poetry poems by Maya Angelou that
retrieved from site http://gen.lib.rus.ec. Researcher read line per line to identified word, phrase
or sentence that containing the figurative language. Then, the researcher put into checklist
table’s instrument,that contain figurative categories.
In data representation, the researcher presented in the data in checklist table. Those data
arranged based on each figurative category.
In making conclusion, the researcher concludes which figurative that appears among ten
figurative language, and what figurative that mostly found in Still I Rise poetry of Maya Angelou.
Finding
In the Maya Angelou poetry entitle “Still I Rise”, researcher made the coding used letter (P)
Stands for poetry; letter (L) stands for line of poetry, symbol ∑ (Sigma) is referent for total of
findings.
“Still I Rise” poetry, there were found; 7 metaphors, 1 personification, and 6 similes. Total
of findings were 14 sentences contains figurative language. The most figurative language found
was metaphor. There were no found for the other figurative indicators, because there were no
sentence showed the indicators of it.
Table 1: Figurative Language Presence

No Kind of Figurative Language Found in Line ∑
1 Metaphor (L2), (L3), (L21), L(22), (L31), L(33), (L40) 7
2 Personification (L23) 1
3 Hyperbole
4 Simile (L4), (L7), (L9), (L15), (L19), (L24) 6
5 Metonymy
6 Synecdoche
7 Irony
8 Antithesis

9 Symbolism
10 Paradox
TOTAL 14
DISCUSSION
The researcher has reduced the data and found that still I Rise Poetry mostly use metaphor.
However, in poetry, Maya Angelou used some figurative language. There were 3 kinds of
figurative languages found in the poetries; 1) Metaphor, 2) Personification, and 3) Simile.
The totals of figurative language found were 14 sentences. Metaphor consist of 7 sentences,
personification consist of 1 sentence, and simile consist of 6 sentences. From ten figurative
languages not all of those indicators were found in the poetry, among ten indicators, because
there were no sentences that appropriate to them
Table 1: Types of Figurative Language

Lines Sentence Types of Figurative Language
1 You may write me down in history
2 With your bitter, twisted lies, Metaphor
3 You may trod me in the very dirt Metaphor
4 But still, like dust, I’ll rise. Simile
5 Does my sassiness upset you?
6 Why are you beset with gloom?
7 ‘Cause I walk like I’ve got oil wells Simile
8 Pumping in my living room.
9 Just like moons and like suns, Simile
10 With the certainty of tides,
11 Just like hopes springing high,
12 Still I’ll rise.
13 Did you want to see me broken?
14 Bowed head and lowered eyes?
15 Did you want to see me broken? Simile
16 Weakened by my soulful cries?
17 Does my haughtiness offend you?
18 Don’t you take it awful hard
19 ‘Cause I laugh like I’ve got gold mines Simile
20 Diggin’ in my own backyard.
21 you may shoot me with your words, Metaphor
22 You may cut me with your eyes, Metaphor
23 You may kill me with your hatefulness, Prsonification
24 But still, like air, I’ll rise. Simile
25 Does my sexiness upset you?
26 Does it come as a surprise
27 That I dance like I’ve got diamonds
28 At the meeting of my thighs?
29 Out of the huts of history’s shame
30 I rise
31 Up from a past that’s rooted in pain Metaphor
32 I rise

33 I’m a black ocean, leaping and wide, Metaphor

34 Welling and swelling I bear in the tide.
35 Leaving behind nights of terror and fear
36 I rise
37 Into a daybreak that’s wondrously clear
38 I rise
39 Bringing the gifts that my ancestors gave,
40 I am the dream and the hope of the slave. Metaphor
41 I rise
42 I rise
43 I rise
CONCLUSION
Based on research finding, the researcher found some figurative languages in “Still I Rise”
poetry. The researcher concluded in several point. Since the researcher used ten categories of
figurative language (Metaphor, Personification, Hyperbole, Simile, Metonymy, Synecdoche,
Irony, Antithesis, Symbolism, and Paradox). First, the totals of figurative language found were
14 sentences. Metaphor consist of 7 sentences, personification consist of 1 sentence, and simile
consist of 6 sentences. Secondly, not all of those indicators were found in the five selected
poetry, among ten indicators, just three indicators that found in that poetry, because there were
no sentences in that appropriate to categories of the others indicators. Lastly, selected poetry of
Maya Angelou tell about confident, and survive, that can inspire most of peoples in the world,
especially to peoples who interest to poetry.
REFERENCES
Dancygier, B., & Sweetser, E. (2014). Figurative Language. USA: Cambridge. Retrieved from
http://www.gen.lib.rus.ec
Given, L. M. (2008). The Sage Encyclopedia of Qualitative Research Methods. In L. M. Given
(Ed.), qualitative research methods. sage.
Hayani, R (2016). Figurative labguage maya Angelou selected poetry. Samarinda: Samarinda
University.
Miles, M., & Huberman, A. (1994). Qualitative Data Analysis (second). California: Sage.
Retrieved from gen.lib.rus.ec
ABOUT THE AUTHORS

Muhammad Rauuf Oktavian Nur: Undergraduate Student of English Education Program,
Faculty of Education and Teacher Training, Universitas Tidar, Magelang, Indonesia.
Ririt Rachma Miranti: Undergraduate Student of English Education Program, Faculty of
Education and Teacher Training, Universitas Tidar, Magelang, Indonesia.

The Importance of Become Bilingual

A Study of Bilingualism
I Gusti Ngurah Wahyu Bawa Saputra,Universitas Pendidikan Ganesha, Bali, Indonesia
Abstract: The aim is this study is to know the teacher from Junior High School and Senior High School that they
are bilingual or not. There are also put the reason why they are considered that they are a bilingual. The qualitative
research study is used in this research. The data were collected by the questionnaire. The participants were the 7
teachers that teach English on their each schools. The result of the study is all of participants said that they are a
bilingual. Because of their daily activity as a teacher make them always and almost everyday using English. This
study might be pedagogical help and significance to teachers interested in bilingualism in EFL context.
Keywords: Bilingualism, Bilingual, EFL teacher
INTRODUCTION
Nowadays we know that bilingual is really important in every country. But there still few
countries is not a bilingual country. Indonesia is a one of bilingual country. We can see it from
the tourism sector. So many tourism objects are available in Indonesia especially such as a
tourism destination places like Bali, Raja Ampat, Maluku and many more. Therefore people
who is stay on the tourism object will race to be a bilingual. Be a bilingual can make some
money, we can be as the guide tour, a driver, or a service for the foreigner. Besides that Indonesia
as a multilingual language also exist on it. Indonesia has their own language it is called Bahasa
Indonesia. In addition in Indonesia also has their own ethnic languages by the minority groups
such as Balinesse, Javanesse. in West Papua there are more than 100 languages exist.
It is important the instructor to know themself have a good bilingual in second language
(L2). In indonesia English is a dominant L2 that used in education, tourism and also electronic
devices. So that in Indonesia English developed better than other languages except the mother
language and ethnic language. The government also put English as one of basic learning study
in all school. Therefore the aim of this study is to investigate the instructor English Foreigner
Language (EFL) at Junior High School and Senior High School considered they are bilingual
or not. And why they called themselves as the bilingual person or not. The significant of the
study of this research is to know the instructor is bilingual or not and impact their ways how
they teach in the classroom and how they speak in outside the school. The finding of this study
will be help the instructor to make them less concerned about the grammar and focused on
communication, and the instructor will explain their student that they will be an bilingual.
The research question of the study
1. Do you think that you are bilingual?
2. Do you use your bilingual every day?
3. Is bilingual useful in daily life?
LITERATURE OF THE STUDY

The recent studies have investigated bilingualism psychological correlates including verbal
abilities in low and highly proficient bilinguals (Andreou&Karapetsas, 2004), cognitive control
in different age groups (Bialystok, Craik, Klein, &Viswanathan, 2004), and contrasting quality
of bilinguals and monolinguals’ lives (Thumboo, Cheung, Machin, et. al., 2005).
The issue of bilingualism has also been searched in terms of gender. The research show that
the man more bilingual than women. In contexts where gender relations are hierarchical, the
more privileged group, typically men, may appropriate the language practices of value, such
as becoming bilingual (Harvey, 1994; Holmes, 1993). When the gender relations are equal,
then it is possible to say that valued language practices may be taken up by both of them
(Mascarenhas-Keyes, 1994).
Titone (1972) argues that who defines bilingualism as an individual’s capacity and ability
to follow the concepts and structures of a second language other than paraphrasing from the
mother tongue. Bilingual is one of the most important study in the world right now. Every single
human wants their self as a bilingual. It can be their advantages as a bilingual for their future.
Mohanty (1994) who defines bilingualism from a socio-cultural perspective, as one’s ability
to meet communicative demands in society and interact with other speakers in two or more
languages.
The benefits of bilingualism have been examined. For instance, Bialystok (2011) stated that
bilingual individuals consistently outperform their monolingual counterparts on tasks involving
executive control. Her paper reviews a number of the evidence for this conclusion and relates
the findings to the effect of bilingualism on cognitive organization and to conceptual issues in
the structure of executive control. Evidence for the protective effect of bilingualism against
Alzheimer’s disease is presented with some speculation about the reason for that protection.
It is also possible that language practices may have a different value for different language
groups; this difference may also result in gendered bilingualism, whereby one group chooses to
shift to the second language and the other to remain more or less monolingual (Herbert, 1992;
McDonald, 1994). Accordingly, the key to understanding and explaining gendered patterns
in differential bilingualism lies, above all, in the meanings assigned to particular linguistic
practices, changing from generation to generation.
In addition bilingual also mean different thing to different people. Bloomfield said that
bilingualism like as native-control of two language. However this definition excludes many
people who speaks more that language but do not have native-like control of one or both of
their language.
In another study, Verhoeven and Vermeer (2002) explored personality characteristics and
communicative competence with 144 monolingual and 46 bilingual children in the Netherlands
by using a new scale based on the NEO Personality model.
Contrary to this definition, which includes ‘perfect bilinguals’ Macnamara (1967) asserts
that a bilingual is a person who has “a minimal competence in only one of the four language
skills, listening comprehension, speaking, reading and writing, in a language other than his
mother tongue. (Hamers& Blanc, 2000, p.6.)
Grosjean (1989) points that a bilingual ‘is not two monolinguals in one person’, however
some bilinguals use a ‘monolingual mode’ (Grosjean, 2001). A bilingual person is more than
two persons. However, people generally hesitate to accept themselves bilingual. For this
case, Grosjean (2013) exemplified it as Noam Chomsky said: “I’m about as monolingual as
you come, but nevertheless I have a variety of different languages at my command, different
styles, different ways of talking, which do involve different parameter settings.” Most of
people describe bilingualism as ‘to speak two languages fluently and acquire both of them
simultaneously’. Thus, they may restrict their understanding of bilingualism. To thwart it and
reshape the meaning of bilingualism, there is a need to learn the psychological dimensions of
bilinguality as related to following ones:
1. Relative competence;
2. Cognitive organization;
3. Age of acquisition;
4. Exogeneity;
5. Social cultural status; and

6. Cultural identity. (detailed in Appendix B).
Kalaycı (2012) takes the attention to the recent studies about bilingualism because she
maintains that studies about bilingualism are few and somehow outdated, and they usually
focus on different perspectives of bilingualism. There are not so available current studies about
the bilingual EFL teachers and benefits of being bilingual teacher, so it may be concluded that
there is a need for future studies to be aware of what the bilingualism means and what reasons
people have while describing bilingualism to be able to give the required importance to this
issue, to encourage EFL teacher to use more L2 in the classroom, and raise their self-esteem
as non native speakers of English. The findings of the study may put a brick on the studies of
bilingualism. Therefore, the current study aimed to investigate whether EFL teacher in a junior
high school and senior high school preparatory school consider themselves bilingual, or not;
and the reasons for the EFL teacher to consider themselves bilingual or not.
METHODOLOGY
In this current study the researcher employed qualitative research methods by using questionnaire.
According to Creswell (1994), “an inquiry process of understanding a social or human problem,
based on building a complex, holistic picture, formed with words, reporting detailed views of
informants, and conducted in a natural setting” (p. 2) called qualitative research. The results of
the questionnaire were analyzed using descriptive statistics.
A. Participants
A sample of 7 teacher participated in the study. The participants are 1 male and 6 female
EFL teachers. Their ages range from 40 to 52. Their years of experiences are between 8 and 30
years all of them are the Bachelor Degree.
B. Instruments
The instrument that used in this research is questionnaire consist of 3 question about the
Bilingual you are not. EFL teachers were given a short background information questionnaire
consisted of 3 questions including two open-ended questions about bilingualism to address the
responses to research questions.
FINDING AND DISCUSSION

All teachers expressed themselves in English. 1st Research Question: Do you think that yourself
a bilingual? 7 ELT teachers expressed that they consider themselves bilingual. 6 of them are
female and 1 of them are male teachers. All of the participants are the teacher from junior high
school and senior high school and they teach English in their daily teaching. 2nd Research
Question: Do you use your bilingual everyday? The 7 teachers that from Junior high school
and senior high school are always use their bilingual everyday. Especially when they are in
school they will used it to teach the students. 3rd research question: is bilingual useful in your
daily life?. 5 of them answer no and the others answer yes. They have different reason why they
answer that bilingual useful or not in their daily activity.7 ELT teachers considered themselves
bilingual and they explained less or more why they thought so. One of them, a male ELT teacher
(7) stated:

Yes, I think I am bilingual, because I am teaching at Hotel and Tourism school and Iam
working at hotel too.In response to the second research question, another male ELT teacher (7)
expressed that he used bilingualeveryday and tried to support this claim, as followed:
Yes, I am always used my bilingual everyday and my daily life. Because I teach mystudents
everyday. I must be used my English to teach them. Sometimes I also used my English to my
children and try to teach them to used English. Even though English is my L2 in school usually
I used more English than my L1.
And for 3rd Research Question: is bilingual useful in your life? 3 teachers said yes, because
I am used my bilingual to get some money such as sometimes I am as a guide tour and I pick
guest up from airport and accompany them to tourism object. From that I think as a bilingual are
very useful for my life. In addition before I am as a teacher, because my skill in English good
enough iam working in one of hotel in Bali.
In order to find out this aim, these three research questions inquired: Q.1: Do EFL instructors
in Junior High School and Senior High school think that themselves bilingual? Q.2: Do you use
your bilingual everyday? Q3: Is bilingual useful in your daily life?
The responses of the study confirm that most of the EFL teachers considered themselves
bilingual. For example, 100 % of them responded as yes to the first research question and
explained why they found themselves as bilinguals.
The results revealed that because they are a teacher and know about English they consider
themselves as a bilingual. They think that because they are always speak English in class they
are a bilingual. And 0% teacher answered that themselves are not bilingual.
The second question is they always used their bilingual because they are a active teacher
and teach students every single day. 10% of participants that answer that they are used their
bilingual everyday in their daily activity.
The result from third question is
Some of participants said that bilingual are not useful in their daily life because they speaks
using Balinese and bahasa Indonesia. They think that their bilingual waste their time to know
bilingual. In other hand, some of participants answered that their bilingual are really useful
in their life. Because of their bilingual, they can make some money. They can visiting some
tourism object while their accompany a tourist to be their guide.
CONCLUSION
Jobs aspects are the important one of influence into consideration, some ELT teachers eschewed
to consider themselves as bilingual, it may be derived from little job experience, or it is because
of lacking real life experience in foreign countries.
As a note on limitations of this study, the subjects in the survey were restricted to 7 EFL
teachers working in the School of Junior High school and Senior High School in Bali. Therefore,
the further studies should be conducted with larger number of teachers in different contexts.
This study has also another limitation while attempting to seek answer to the research
questions. It doesn’t have triangulation to collect much more fruitful data. Interviews with
teachers to sustain their responds and thoughts may be more beneficial.
The researcher recommends that further studies might be conducted with semi-structured
interviews. Future research could address different samples obtained from different schools of
Foreign Languages at universities. This could provide a wider understanding of bilingualism.
The dimension of bilingualism is itself a complex area of study (Baker, 2001) that deserves
more careful definition among its all dimensions. Furthermore, EFL teachers as related to the

field are crucial elements while studying bilingualism. The EFL teachers as bilingual have
the onus of being a good model while teaching second language. This study may help EFL
teachers to improve their understanding of bilingualism and encourage them to use L2 more
effectively and consciously in their teaching environments, and raise their self-esteem as non-
native speakers of English. The study may also help instructors to make them less concerned
about the grammar and focus more on communication, and explain their students that they
would be bilingual too.
REFERENCES
Andreou, G. &Karapetsas, A. (2004). Verbal abilities in low and high proficient bilinguals.
Journal of Psycholinguist Research, 33 (5), 357-364.
Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Ontario:
Multilingual Matters.
Bialystok, E. (2001). Bilingualism in development: Language, literacy & cognition. New York,
NY: Cambridge University Press.
Bialystok, E., Craik, F. I. M., Klein, R., &Viswanathan, M. (2004).Bilingualism, aging, and
cognitive control: Evidence from the Simon task. Psychology and Aging, 19(2), 290-303.
Creswell, J. W. (1994). Research design qualitative & quantitative approaches. Thousand
Oaks: Sage Publications.
Grosjean, F. (2001). The bilingual’s language modes. In J. Nicol (Ed.), One Mind, Two
Languages: Bilingual Language Processing (pp.1–22). Oxford: Blackwell.
Hamers, J.F & Blanc, H.A. (2000). Bilinguality and bilingualism (2nd ed.). New York, NY:
Cambridge University Press.
Harvey, P. (1994). The presence and absence of speech in the communication of gender. In P.
Burton, K. Dyson & S. Ardener (Eds.), Bilingual women. Anthropological approaches to
second-language use (pp.44–64). Oxford/Providence: Berg.
Herbert, R. (1992). Language, gender, and ethnicity: Explaining language shift in Thongaland.
Paper presented at the Annual Meeting of the Linguistic Society of America, Los Angeles,
CA.
Holmes, J. (1993). Immigrant women and language maintenance in Australia and New Zealand.
International Journal of Applied Linguistics, 3, 159–179.
Kalayci, S. (2012). “A Journey to Bilingualism” A Case Study of German-Turkish Bilingual
Family. Educational Process: International Journal, 1 (1-2), 29-38.
Mascarenhas -keyes, S. (1994). Language and diaspora: The use of Portuguese, English and
Konkani by Catholic Goan women. In P. Burton, K. Dyson & S. Ardener (Eds.), Bilingual
women. Anthropological approaches to second-language use (pp.149–166). Oxford/
Providence:Berg.
Mcdonald, M. (1994). Women and linguistic innovation in Brittany. In P. Burton, K. Dyson &
S. Ardener (Eds.), Bilingual women. Anthropological approaches to second-language use
(pp.85–110). Oxford/Providence: Berg.
Mohanty, A. (1994). Bilingualism in a multilingual society: Psychological and pedagogical
implications. Mysore: CentralInstitute of Indian Languages.
Titone, R. (1972). Early bilingualism. Bruxelles: Charles Dessar.
Thumboo, J., Cheung, Y. B., Machin, D., Feng, P. H., Boey, M. L., Thio, S.T., & Fong, K. Y.
(2005). Being Bilingual in English and Chinese Influence Changes in Quality of Life Scale
Scores?Evidence from a prospective, population based study. Quality of Life Research, 14

(2), 529-538.
Verhoeven, L., & Vermeer, A. (2002). Communicative competence and personality dimensions
in first and second language learners. Applied Psycholinguistics, 23 (3), 361-374.
ABOUT THE AUTHOR

My Name is I Gusti Ngurah Wahyu Bawa Saputra,S.Pd. I was born in June 17th 1994. Iam the
first children of two brothers. Now Iam 24 years old. Iam a students of Universitas Pendidikan
Ganesha, Singaraja, Bali, Indonesia. Iam also a teacher in junior high school of SMPN 2 Selat
in Karangasem regency in Bali. My hobby is playing football. I think that’s all about me.
Thankyou for your attention.

The Students’ Perception towards the Use of Padlet in L2

Writing
Novia Indri Susanti,1 English Department, Tidar University, Indonesia
Marlinda Ayuni, English Department, Tidar University, Indonesia
Abstract: The use of technology to make the learning process more interesting had become very popular.
Padlet is one of the applications which have features to support the teaching and active learning activity in the
classroom or even out of the classroom. It is a web-based application which enables you to write or pin up files
such as pictures or video to the virtual walls on Padlet. This study discusses the using of Padlet to enhance the
students’ interest in writing class and how this application can improve the students’ writing skill. This study use
qualitative research and questionnaire to get the data. This study used 5 questions of questionnaire that is given
after 41 students try Padlet for writing practice. The results of this study are based on students’ perception that
agree that accessing and using Padlet is easy and it is more fun than traditional way, using Padlet for writing
practice is interesting because of its features, and they can improve their writing skill by practicing on Padlet.
The suggestion that is given is teacher should make sure there are enough facilities to make the using of Padlet
effective.
Keywords: Padlet, students’ interest, writing class
INTRODUCTION
The using of technology in teaching had become very popular in the past few years. Technology
in teaching refers to digital tools or applications that support the teaching activity and make
the learning process become more interesting. Managing classroom learning can be effective
if it is based on the establishing of positive classroom environment principle including teacher
and students (Harms, de Boer, van Kuijk, & Simone, 2014). In the present, the using of
ICT (Information and Communication Technology) in the education field becomes popular
(Cahyono & Mutiaraningrum, 2016). The students’ learning, interaction with their classmates
and teachers, and also how they deal with their life’s aspects are affected by internet and the
development of ICT. Technology becomes an important factor to encourage active learning
activity and make students become creative and increase their problem solving (Gregoire,
Bracewell, & Laferriere, 1996).
Writing teaching which is internet-based, is the solution of some obstacles in teaching
writing such as limitation of time in teaching writing (Aliweh, 2011), media which do not
support (Bilal, Tariq, Din, Latif, & Anjum, 2014), and the low of motivation (Erkan & Saban,
2011). Teaching of writing uses ITC because it gives promising and also prominent effects to
the writing of the students (Deore, 2012). Padlet site is a free site for social-networking that
can be a tool for people to discuss some topics and use its multimedia features for vocabulary
development (Algraini, 2014).
The purpose of this study is to know how Padlet application can support teaching activity and
enhance the students’ interest in writing class. Specifically, this study discusses the following
questions:
1. What is the students’ opinion about the using of Padlet in writing class?
2. What is the students’ opinion about the enhancement of their interest in writing class
and their writing skill by using Padlet?
3. How Padlet support the teaching and learning activity in the classroom and outside the
classroom?

REVIEW OF LITERATURE
Writing
Writing is a means of communication that represents the function which is essential in the
professional and personal human beings’ lives (Kashani, Mahmud, & Kalajahi, 2013). It is used
as a media to express the human’s thoughts and opinions through the specific symbol. It is a
media to help people in expressing their ideas and feelings and writing skills is a language skill
which is productive (Algraini, 2014).
Teaching writing
The process of writing in the traditional classroom is done by learning which is teacher-
centered, it means that the students write based on a certain topic then the teacher evaluates
their writing. In the end, students only get feedback from their teacher (Yang, Ko, & Chung,
2005). While in writing environment which is internet-based gives the students an opportunity
of communication and interaction with their friends in the class and also their teacher.
Padlet
Padlet is a social-networking web tool which is free and enables to create wall which is
virtual (Deni & Zainal, 2015). The function of these virtual walls is like a white board which is
used to write something or announcement board which we can pin things such as pictures and
files. By using Padlet, the students are able to comments on their friends’ or their teacher’s post,
make virtual walls which can be private or public, share information to each other, upload files
such as photos, videos, and also documents.
Figure 1: Padlet application
Figure 2: Choose template on Padlet

Figure 3: Invite friends to join Padlet
Figure 4: Posting on Padlet
Figure 5: Sharing post on Padlet

METHOD
Research design
This study used qualitative research to get the data from the participants. The 5 questions
questionnaire was given to the participants to get the data.
Participants
The participants of this study were the students of English Department from second until
sixth semester. There were forty one participants in total who used Padlet for writing practice
and answer the questionnaire that is given. The participants consisted of 16 male students and
25 female students.
Instruments
In order to know how the Padlet application can support the teaching activity and enhance
the students’ interest in writing class, this study used the questionnaire that was adapted from
Deni & Zainal (2015). The questionnaire consisted of 2 yes-no questions, 2 yes-no questions
with the reason, and 1 open-ended question. The questions asked about the students’ opinion
about the using of Padlet in writing class.
Procedures
After the students used Padlet for writing practice, they had to answer 5 questions on
questionnaire. The questionnaire that used in this study consisted of 2 yes-no questions (see
table 1), 2 yes-no questions with the reason (see table 2) and 1 open-ended question (see table
3). Questions number 1 and 2 asked about the students’ opinion about the using of Padlet as
an interesting application in writing class. Questions number 3 and 4 asked about the students’
opinion about the using of Padlet for enhancing their interest in writing class and their writing
skill. The last question was open-ended question that asked the students about their suggestion
for teacher about the using of Padlet in writing class.
Table 1.1: Yes-No Questions

No Questions Yes No
1. Is Padlet easy to access and use?
2. Do you think that using Padlet in writing class is more fun than
using traditional way?
Table 1.2: Yes-No Question with the Reason

No Questions Yes No Reason
3. Do you think that using Padlet enhance
your interest in writing class?
4. Do you think that your writing skill can
be improved by practicing on Padlet?
Table 1.3: Open-Ended Question

No Question Answer
5. What is your suggestion for teacher in
using Padlet in writing class?

Data Analysis
The result of the questionnaire from forty one participants is analyzed to answer the questions
of the study. This study use qualitative description to get the percentage of the variables.
FINDINGS
Students’ perception of using Padlet in L2 writing
The result of yes-no questions on questionnaire about the students’ perception about the
using of Padlet application in L2 writing is shown in the table below:
Table 2.1: Students’ Perception of Using Padlet in L2 Writing

Yes No
No Questions
(%) (%)
1. Is Padlet easy to access and use? 95.1 4.9
2. Do you think that using Padlet in writing class is more fun that the 97.6 2.4
traditional way?
95.1% of the participants agree that they can access and use Padlet easily on any kinds of devices
such as phone, tablet, and computer. 97.6 % of the participants agree that using Padlet for
writing practice in the class is also more fun than using the traditional way because technology
is already popular and interesting among students.
The enhancement of students’ interest in L2 writing and their writing skill

The result of yes-no questions with the reason on questionnaire about the students’ opinion
about the enhancement of their interest and their writing skill by using Padlet is show in the
table below:
Table 2.2: The Enhancement of Students’ Interest in L2 Writing and Their Writing Skill
Yes No
No Question Reason
(%) (%)
3. Do you think that using 87.8 12.2 S.1 Technology makes me more interest to
Padlet enhance your write.
interest in writing class? S.2 Technology has features which have
purpose to make the learning activity becomes
more fun and interesting.
S.3 Padlet can turn the old way of teaching
writing into the interesting new one.
4. Do you think that your 95.1 4.9 S.1 Padlet has interesting features which
writing skill can be makes me enjoy writing so I will keep
improved by practicing practicing on Padlet.
on Padlet? S.2 We will be more focus when we do
something that I like.
S.3 Padlet is a very fun application to practice
writing.
87.8% of the participants agree that they are more interest to practice writing by using Padlet
because it has interesting features which support the students to write. 95.1% of the participants

agree that they can improve their writing skill by using Padlet because they enjoy practicing
writing on Padlet.
How Padlet support the teaching activity in the classroom and outside the classroom
The result of open-ended question on questionnaire about how Padlet support the teaching
and learning activity in the classroom and outside the classroom is show in the table below:
Table 2.3: How Padlet Support the Teaching and Learning Activity in the Classroom and outside the Classroom
No Question Answer
5. What is your suggestion for teacher S.1 Teachers should make sure that there is internet
in using Padlet in writing class? connection to access Padlet.
S.2 Teachers have to make sure that there is clear
instruction of using Padlet.
S.3 Fullfill the internet and clear instruction of Padlet
will be very effective to make students more interest to
practice writing.
Most of the students answer that in order to make the using of Padlet in writing class effective,
teachers have to make sure that there are enough facilities to support the learning activity that
using Padlet.
DISCUSSION
Students’ perspection of using Padlet in L2 writing
Based on the result of the questionnaire, 95.1% of participants agree that using and accessing
Padlet is easy. Padlet is easy to access and use because they don’t need to register and they can
use any electronic devices which are able to connect to the internet such as mobile phone,
tablets, or others. Students just need to enter the Padlet’s site then post their writing on it. It
is a free social-networking web tool so students don’t need to pay and it is only need internet
connection which can be gotten by the internet connection that is provided by the school.
4.9% of participants difficult to access and use Padlet because they are difficult to get the
internet connection. Even if there is internet connection, but the connection isn’t good enough.
Although accessing and using Padlet is free, but by accessing and using it by their own internet
connections also need extra cost to pay the internet connection.
97.6% of the participants agree that using Padlet in writing class is more interesting than
using the traditional way. It is because technology is very popular among students as a cool
thing. Technology can turns the traditional way of practicing writing which is boring into a
new interesting learning activity. Students already have interest in technology and Padlet has
interesting features to support the teaching and learning activity.
2.4% of the participants prefer another application to practice writing because there are
many others applications with the same function. The others application can be used to practice
writing as good as Padlet. Some of them also prefer using traditional way like using paper for
practicing writing because the paper is easy to get.
The enhancement of students’ interest in L2 writing and their writing skill

87.8% of participants agree that by using Padlet, they become more interest to practice
writing. It is because the features of Padlet can turn the old way of traditional learning with the
new one which is interesting. The interesting learning activity can enhance their willingness

to practice writing. The features of Padlet such as giving comment and suggestion gives the
students feedback from their friends. The interation among students makes the learning activity
become more active and fun.
12.2% of the participants disagree if Padlet enhance their interest in writing because they
have had interest in writing so they don’t need application to support them in writing. Students
who already have the interest in writing do find much difficulties in writing practice although
they only use conventional paper.
95.1% of the participants agree that their writing skill can be improved by practicing writing
on Padlet. It is because practicing writing needs willingness of the students to make the practice
more effective. If the students have had the willingness to write, they will easily express their
thoughts and opinion on their writing. The features of Padlet support their practice of writing
so feel more comfortable during the practice. The willingness of the students and comfortable
environment will make the students keep practicing so their writing skill will be improved.
4.9% of the participants disagree if their writing skill can be improved by practicing on
Padlet because they can use other application or even the traditional or conventional way just
like paper. The students who answer no to the questions think that the internet connection that
is provided by the school is enough so the use of Padlet becomes difficult.
How Padlet support the teaching and learning activity in the classroom and outside the
classroom
Teacher can use Padlet in order to enhance the interest of the students in writing class by
asking them to do an active learning activity on Padlet. Teacher starts the lesson by posting a
certain topic on Padlet, and then the teacher asks the students to give their opinions about the
topic or answer some questions. Students have to respond the topic that is given by their teacher
and post the responds on Padlet. After the students post their opinions or answer some questions
on Padlet, teacher can ask the students to comment on their peers’ post. By commenting on the
other posts, students will get feedback from their peers. Padlet is a good media to collaborate
real-time in a virtual environment (Algraini, 2014).
The result of open-ended question about the participants’ suggestion for the teacher about
the using of Padlet in writing class in order to support the teaching and learning activity are
mostly about the facility. They think that using Padlet is very effective to enhance their interest
in writing and their writing skill because of its features. To make the using of Padlet in writing
class effective, the facilities that support the teaching and learning activity are already fulfilled.
It is because Padlet needs internet connection to access and use it so the teachers have to make
sure that there’s enough internet connection during the class.
Not only facilities, teachers also should give clear instruction about the using of Padlet in
writing class. Teachers also have to manage and control the using of Padlet during the writing
activity. The using of Padlet, in general, gets positive respond from the students. Teacher should
take some measures purposed to increase the effectiveness of using Padlet (Deni & Zainal,
2015). Teachers should make sure that Padlet is easy to access by the students, and it starts from
the internet connection, devices, etc.
CONCLUSION
In general, Padlet is easy to access and use because it is a free application and only needs
internet connection. It can be accessed by using any devices such as phone, tablet, and computer.
Padlet can turn the old traditional way of learning become the interesting one. It is because
Padlet has interesting features to make the teaching and learning activity becomes more fun.

The fun learning activity using Padlet enhance the students’ interest in writing class because
the features allow students to give comment and suggestion to each other. The comment and
suggestion makes the students interact to each other and the learning becomes more active. The
comfortable environment of learning by using Padlet makes the students have willingness to
practice writing. Students keep practicing on Padlet so their writing skill will be improved. To
achieve all the benefits above, teachers should make sure that the Padlet is accessible for the
students. Teachers also should give clear instruction to the students about the using of Padlet.
Teachers also have to manage and control the class during the using of Padlet in writing activity.
REFERENCES
Algraini, F. N. (2014). The effect of using padlet on enhancing EFL writing performance.
Department of English Language and Literature, Al-Imam Muhammad Ibn Saud Islamic
University , 4-47.
Aliweh, A. (2011). The effect of electronic portofolios on promoting Egyptian EFL college
students’ writing competence and autonomy. Asian EFL Journal , 90-132.
Bilal, H. A., Tariq, A. R., Din, N., Latif, H., & Anjum, M. N. (2014). Investigating the problem
faced by the teachers in developing English writing skill. Asian Journal of Social Sciences
and Humanities , 238-244.
Cahyono, B. Y., & Mutiaraningrum, I. (2016). Indonesian EFL teachers’ familiarity with and
opinion on the internet-based teaching of writing. English Language Teaching , Volume 9,
199-208.
Cahyono, B. Y., & Widiati, U. (2007). Challenges and possibilities in the integration of the
internet in English teacher education. Internet and the English Language Classroom , 187-
209.
Deni, A., & Zainal, Z. I. (2015). Let’s write on the wall: virtual collaborative learning using
Padlet. TOJET: The Turkish Online Journal of Educational Technology , 364-369.
Deore, K. (2012). The educational advantages of using internet. International Educational
E-Journal , 111-112.
Erkan, D. Y., & Saban, A. I. (2011). Writing performance relative to writing apprehension, self-
efficacy in writing, and attitutes towards writing: a correlational study in turkish tertiary-
level efl. Asian EFL Journal , 163-191.
Gregoire, R., Bracewell, R., & Laferriere, T. (1996). The contribution of new technologies to
learning and teaching in elementary and secondary school. Unpublished .
Harms, K. H., de Boer, T., van Kuijk, H., & Simone, M. D. (2014). Effective classroom
management strategies and classroom management programs for educational practice.
University of Groningen .
Yang, J. C., Ko, H. W., & Chung, I. L. (2005). Web-based interactive writing environment:
development and evaluation. Educational Technology & Society , 214-229.

Problem Based Learning in Foreign Language Learner’s

(FLL) Grammar Class: How Will Students Perceive It?
Marlinda Ayuni, Universitas Tidar, Indonesia
Novia Indri Susanti, Universitas Tidar, Indonesia
Abstract: Grammar is one of the subjects that should be learnt at English Department, but most of them assume
that grammar is very difficult. The purposes of this research is to know that Problem Based Learning is the method
that can improve student’s grammar competence and make sure that Problem Based Learning make students
improve their grammar competence. Is Problem Based Learning effective to teach grammar for FLL? To describe
this perception this study uses qualitative research with questionnaire and interview. This research is supported by
FLL from students of state university in Magelang. The result shows that students of English department as foreign
language learner difficult to understand grammar. Some differences come when they use problem based learning.
Problem based learning is one of the methods that can help student to overcome grammar problem.
Keywords: Grammar, Problem Based Learning, Foreign Language Learners(FLL)
INTRODUCTION
Learning new language is something challenging for EFL Learners. They have to learn many
kinds of skills from other language when they want to master foreign language. One of the
important things when they learn foreign language is grammar. It is because every language
has different rule or grammar. Some difficulties are faced by EFL Learners in grammar learning
process. EFL Learners feel that grammar is difficult, because they should understand the rule
of the other language which is unusual. They see that learning grammar should be memorized,
so it makes them feel threat with grammar. When they have memorized grammar, they still
have difficulties in applying it in written and verbal language (Turkmen & Selami, 2016). This
problem cause student often make mistake in their grammar. It is related with (Uibu & Liver,
2015) which stated that the acquisition of grammar itself is related to somebody’s cognitive
skills. Those problems can be faced with learning process that can make student understand
with grammar.
Grammar is crucial in learning process, so teachers should prepare the best method to
teach students and make learning process in grammar more interesting. It is in accordance
with (Mart, 2013) which stated that understanding grammar is the main key when FLL acquire
language knowledge than it makes teaching grammar is an important thing. Method which is
used in teaching grammar becomes essential things when grammar is taught. Older traditions
of language teaching saw knowledge of grammar or grammar competence as providing the key
of successful language use and learning language (Richards, 2015). Conventional method make
student boring in grammar learning process. On the other hand grammar rules guide everyone
use the language, so they can speak correctly. If students master in grammar they will be good
in all language skills. Problem Based Learning (PBL) is one of the teaching methods that
students become a centred learning and the teacher as a facilitator. In view of this (Etherington,
2011) said that PBL same with a student- centred method that the students should solve the
real problems relate to their materials. In line with this, (Keziah, 2010) said that PBL is an
innovative teaching method that make the students solve the learning problems in small group
and then, they work individually.

REVIEW OF LITERATURE
Related theories of Grammar
Grammar has the main role in language teaching. Today the definition of grammar and how
grammar should be taught has become a topic as an argument during the history of English
language teaching. In traditional education, grammar is one of important things to be learnt. It is
accordance with (Richard, 2015) said that older tradition of language teaching saw grammatical
competence is one of the key to successful language teaching and language use. There are some
rules to make words and sentences in grammar. Learning foreign language and produce it for
FLL learners have some factors, such as level of grammar development for FLL learners when
they learn foreign language, kind of communication that they use and FLL Learners’ L1 like the
strategy that they use for communication.
Problem Based Learning as a Method of Teaching Grammar for FLL Learners

Teaching grammar is not an easy thing. Teachers should make sure that the students
understand the material that has been taught by them. There are many methods that can be used
with teacher for learning process, especially for grammar teaching process. Problem based
learning is one of the method that student as a cantered of learning process. It is supported by
(Duch, 1995) who state that Problem Based Learning is a learning method which the main
characteristic is that real problem as the context for the students learn thinking critical and skill
solve a problem and gained knowledge.
Problem Based Learning generally can be knew with this features
1. Problem Based Learning can be started with giving problem first.
2. The problem which is served relate with students’ real life
3. Students are divided to some groups
4. Students are given with maximum responsibility when they are forming learning process
directly.
5. Students are demanded to demonstrate the product or project that has been done by them.
Students are unwilling to learn grammar because they think that grammar is difficult to
be learnt. In fact, some students opine when someone wants to master language, grammar is
not needed. The important thing for them is learning conversation. In addition those reasons,
grammar is important and one of main element to be learnt.
METHODOLOGY
Design
This research use qualitative process with questionnaire and interview as a design which
includes some questions related to teaching grammar by using problem based learning for
English as a Foreign Language (EFL) Learners. This questionnaire consists of 5 (five) questions
and the interview consists of 4 (four) questions too. The questionnaire gives 2 options, there are
‘Yes’ and ‘No’ as an answer. It is different with the interview that has to be answered with long
answer. This questionnaire and interview are purposed to find out student’s perspective about
grammar and the method to teach grammar which is better than others.
Participants
The participants of this research are fourth semester who take grammar 4 which is about
functional grammar. The participants who are involved in this research are in the same university.
The participants are from 19 (nineteen) until 21 (twenty) years old. They had studied English
for more than 10 (ten) years. However they have leart grammar for specific like in the one
subject since they join English Department in University of Tidar.
Instruments
This paper uses qualitative approach to get information and data for this research. The
reason why does the researcher use qualitative approach is that it can extend the result of the
research. The other reason is to increase the range of investigation and expand researchers’
skill to gain the conclusions about the problem that is researched. Hence, this paper uses both
questionnaires and interview to gain the result of the study. The questionnaires have 5 (five)
questions. Those questions in the questionnaires have to be answered with “Yes” or “No”.
The questionnaires can be accessed with Google form. Researcher shares the link and then the
participants click the link next answers the questions. There are the questions for questionnaire.
Table 1: Questions for Questionnaire

No Questions Yes/No
1. Is grammar the most difficult skill to be learnt?
2. Do you feel that giving question first before learning grammar
makes you understand about grammar?
3. Do you agree that problem based learning is more effective way to
learn grammar than others?
4. Have your teacher use problem based learning when teaching
grammar?
5. Do you get the differences when you did grammar question first
before learning grammar?
Interview has done by giving question for interviewee with 4 (four) questions. Interview was
conducted with 17 students. Every interview spent 5 minutes each participant. This qualitative
method was used with the purpose of collecting students’ perspective about grammar and the
use of problem based learning for teaching grammar. Questions were asked during the interview
and the questions are:
Table 2: Questions for interview

No Questions
1. How do you learn grammar?
2. Why do you feel that giving question first before learning grammar makes you
understand about grammar?
3. What are the differences when you did grammar question first before learning
grammar?
4. What are the important things when learning grammar?
Data analysis
Data from questionnaire that has been distributed to the participants are changed to be a
form to make researcher easier to process the data. The results from the interview collect to be
a data. Qualitative description is used in this research.


From the questionnaire that has been distribute to the respondent, researcher get this data
Table 3: Findings from questionnaire

No Questions Yes No
1. Is grammar the most difficult skill to be learnt? (Y/N) 94,1% 5,9%
2. Do you feel that giving question first before learning grammar 52,9% 47,1%
makes you understand about grammar? (Y/N)
3. Do you get the differences when you did grammar question first 82,4% 17,6%
before learning grammar? (Y/N)
4. Do you agree that problem based learning is more effective way 58,8% 41,2%
to learn grammar than others? (Y/N)
5. Have your teacher use problem based learning when teaching 64,7% 35,3%
grammar? (Y/N)
Based on the questionnaire that has been distributed can be concluded that grammar is one of the
skills which difficult to be learnt. Problem Based Learning which is one of the methods could
help and increased student understands about grammar. More than a half of the participants
agreed that Problem Based Learning was easier than other method to learn grammar. The
participants got some differences when they learned grammar when problem comes first. Most
of teachers who taught students under this study have used Problem Based Learning in teaching
grammar.
The way students learn grammar

Most of students in the research have their own way to learn grammar. They tried to match
with their need, so they could choose what the best way to learn grammar is. They memorize
the formula, do exercise, compare different book that has different tenses, listen teachers’
explanation, watch movie, and write the pattern regularly.
“I learn grammar with memorizing and then doing exercise again and again to improve
my skill in grammar. I do exercise to test myself, have I understand grammar that I have
learned.” (Participant 3)
“I can understand grammar if I know the pattern than analyse the text” (Participant 7)
Students fight to learn grammar and then they test their self to check their comprehension
in grammar. They try to use the right way for them, so it makes easy to understand grammar.
Every student learns grammar with the different way. It is because every student has their
characteristic in learning grammar. Therefore they learn grammar with different method.
The reason PBL makes understand grammar easily

Some participants thought that Problem Based Learning makes them confused. They did
not know the material or the formula, but they had to solve the problem. They need explanation
from the teacher first, before they do exercise or questions of grammar. Teaching grammar by
using Problem Based Learning can be called as build background knowledge to face problem.
(Participant 3)
Based on the answer of the participants, Problem based learning method can make grammar
easy. By means of compare Problem Based Learning with their way to learn grammar it makes
them think that learning grammar by using Problem Based Learning is easier than others.
Problem Based Learning gives the problem first, so it makes them think critically how it can
be like that. When students are learning grammar after they get problem they will understand
grammar easily. Students will more understand if they do something based on their problem in
their real life.
The differences when students did grammar and questions come first before learning
grammar
The participants agreed that Problem Based Learning (PBL) can create differences of the
result when they learn grammar. Based on the participant’s experience, they do exercises before
learn grammar. They get some differences when they compare with the other method like
teacher centred. One of the participants claims that she gets higher score when they do exercise
after they get problem about grammar first. It proves that learning grammar after get problem
about grammar make differences, for example in the score. The participants get higher score in
the quiz or examination, when the teacher uses Problem Based Learning (PBL) as a method for
teaching grammar.
The other participants said that teaching grammar by using Problem Based Learning will
spent long time to understand it completely, but they understand grammar well. The other
answer is confused about what actually grammar is. That will be different with someone learn
grammar first and then face the problems. She thinks that the second one will handle easily.
“I get higher score when my lecture teach grammar by using Problem Based Learning
(PBL), it can call differences in learning grammar if the teacher use Problem Based
Learning (PBL)” (Participants 1)
Some differences that students get from lerning grammar by using Problem Based Lerning
make sure that PBL is more effective for teaching EFL Learners learn grammar. Students
perception about PBL makes student interest with PBL as a method for teching grammar.
The important things when learning grammar

Know and understand the formula is the most answers of the participants. By knowing and
understanding the formula, they are sure that they can solve grammar problem. The next answer
of the participant about the important things when learning grammar are focus, memorize the
pattern, practice a lot and continuous learning.
“Focusing on the material and remembering the materials. Because I think all the
materials inside grammar subject links each other. For example when you are being
taught A, this A material will have a relationship with the B, C, D and so on.” (Participant
7)
Based on those answers from the participants, it can conclude that most of the students use
memorizing and practice a lot to master grammar. Memorizing cannot make student understand
grammar for a long time without practicing with solving the problem.
According to (Larumbe, 2015) which stated that while someone is researching in L2 and
Foreign Language (FL) Acquisition it has close connection with English Foreign Language
(EFL) Learners pedagogy. Teaching grammar by using problem based learning will improve
all of skills, such as writing, reading, speaking, and listening. One of the ways to increase all of
their skills is learning in school. Teacher will teach student with many kinds of method, PBL in
teaching grammar is one of them. PBL is a teaching method that use real problem in student’s
life to learn how to think critically, get problem solving, and get knowledge or concept about
what they are learned. It is supported with (Mulvihill, 2017) said that PBL is the same way with
problem centred and learner centred which students are actively involved in facing and solving
problems related to what contents and contexts are investigated.
Teaching grammar by using PBL process can be started with the teacher explain grammar
learning purposes. The next step is teacher asked students to search two kinds of text that use
present tense and past tense. After that, teacher group the students into five groups and give
question about verb that is used in present tense and past tense. Teacher let students discussed
with their group to talk about the differences of verb that is used in two kinds of texts. Next, all
of groups present their discussion results in front of the class. The last is that teacher gives the
explanations and corrections about what student have presented before. All of those steps will
be active grammar learning process because all of students do what they have to do.
Teaching grammar with PBL makes students do not need memorize the rule of grammar
because they have understood it. It is supported with (Nozari & Siamian, 2015) said that learning
is not based on memorization. When FLL Learners find the problem automatically they will
search the solution why those problem become like that. It will create meaningful learning.
When students solve their problems, they will apply their knowledge. It means that learning can
be more meaningful and extend when student faced the situation. What students do in grammar
learning process by using problem based learning is appropriate with real condition not only
a theory, so problems in applying concept or theory will be found during grammar learning
process. Teaching grammar by using PBL will also increase critical thinking skill and student’s
motivation in learning grammar.
CONCLUSION
Teaching Grammar by using PBL is effective for Foreign Language Learners (FLL). It is
because problem based learning require the student to find their problem first before they learn
language. When student find their problems they will have motivation to solve their problem.
Student will try to get the reason or answer how to solve their problem. Something will be very
meaningful if it is based on experienced. This statement same with (Zerihun, Beishuizen, & Van
Os, 2012) said that one of teaching quality’s indicators is student’s learning experience. FLL
Students will be able to create written and verbal language with the correct grammar because
they have understood about grammar from Grammar Learning Process by using PBL.
REFERENCES
Etherington, M. B. 2011. “Investigative Primary Science: A Problem-Based Learning Approach.”
Australian Journal of Teacher Education, 53-74.
Keziah, A. A. (2010). “A comparative study of problem-based and lecture- based learning in
secondary school students’ motivation to learn science.” International journal of science
and technology education research, 126-131.
Larumbe, P. M. (2015). “Teaching Grammar to EFL Students: A combinatory Task-Based and
Focus on Form Approach.” Teaching and education, 4.
Mart, C. T. (2013). “Teaching Grammar in Context: why and how?” Theory and practice in
language studies, 1.
Mulvihill, T. M. (2017). “Problem Based Learning Pedagogies in Teacher Education: The Case
of Botswana.” Interdisciplinary journal of problem based learning, 2.
Nozari, A. Y., & Siamian, H. (2015). “The Comparison of Learning and Memorization Rate of
English Among Sari Male Students in Secondary Schools (2010-2011).” Journal of the
academy of medical sciences of bosnia and herzegovina, 1.
Richard, J. C. (2015). Key Issues In Language Teaching. Cambridge: Cambridge University
Press.
Turkmen, Y., & Selami, A. (2016). The effects of using online concordancers on teaching
grammar. Educational, 2.
Uibu, K., & Liver, M. (2015). “Students’ Grammar Mistakes and Effective.” Teaching and
education, 71-72.
Zerihun, Z., Beishuizen, J., & Van Os, W. (2012, January 7). Springer Link. Retrieved April 15,
2018, from Springer Nature: https://link.springer.com

Teaching English through Literature:Little House in the

Big Woods
Giyatmi,1 Faculty of Teacher Training and Education, Universitas Veteran Bangun Nusantara, Sukoharjo,
Ratih Wijayava,2 Faculty of Teacher Training and Education, Universitas Veteran Bangun Nusantara, Sukoharjo,
Sihindun Arumi,3 Faculty of Teacher Training and Education, Universitas Veteran Bangun Nusantara,
Sukoharjo,
Abstract: Teaching language, in this case is English, through literature is not a new phenomenon. However there
are still debates on it. Meanwhile the language teacher should be able to find interesting ways to teach English.
Due to the communicative competence target of teaching language, teaching English through literature can be
one of alternative that can be used in the class. It is because literature provides the learners with authentic
language materials that are good to improve the learners’ communicative competence. Having read the novel
entitles Little House in the Big Woods written by Laura Ingalls Wilder, the writers realized that there are many
elements, especially the cultural elements, that can be brought to the class for teaching English. So the writers
would like to explain the cultural elements in that novel that can be used in teaching English and what language
skills can be taught by those cultural elements. This research hopefully can be an inspiration to teach English in
the class by using literature especially novel.This is a descriptive research. The data of this research are cultural
elements found in Little House in the Big Woods and the data source is Laura Ingalls Wilder’s novel entitles Little
House in the Big Woods. The technique for collecting data is documentation with content analysis. The cultural
elements found in the novel are geographical condition, tradition, belief, and social values. The results show
that the cultural elements on the novel can be used as material for teaching vocabulary (geographical situation,
tradition), English language skills such as listening, speaking, reading, and writing. The genre of the text for
teaching the language skills can be in the form of descriptive text (tradition that deals with needle work and belief
that deals with religion and folklore) and procedure text (tradition that deals with how to cook). Besides, it can be
used to teach culture through Cross Culture Understanding with social value materials (speaking manner, eating
manner, and meeting person manner)
Keywords: Language, Literature, Language Skills, Little House in the Big Woods
INTRODUCTION
Last September 15, 2018, TVRI, Indonesian Television Station replayed their old TV series
name Oshin and Little House on the Prairie. Those two TV series have very good moral values
for character buildings. As we know that one of the TV series, i.e. Little House on the Prairie
is adapted from Laura Ingalls Wilder’s novel. She was an American writer. Little House on the
Prairie is one of her Little House Series. There are nine series of Little House such as Little
House in the Big Woods, Farmer Boy, Little House on the Prairie, On the Bank of Plum Creek,
By the Shore of Silver Lake, Long Winter, Little Town on the Prairie, The Happy Golden Years,
First Four Years.
In this article, the writers focus only on her first novel namely Little House in the Big Woods
This novel was published on 1932. This novel tells about the Ingalls who became a pioneer
family in America. Having read this book, the writers realized that there are many cultural
elements that can be used to teach English such as the tradition of sugar snow in winter time.
Other examples of cultural issues are about the hunting tradition, cooking of some traditional
food such as rye Injun bread, salt-rising bread (Giyatmi, Wijayava and Arumi, 2015, 120).
As we know that such kind of materials can be used to teach procedure text. Besides, there
are many vocabularies dealing with meal, clothes. In the writers’ mind perhaps it would be a
good idea if we can use Laura Ingalls Wilder’s novel name Little House in the Big Woods as a
teaching material in teaching English in the class.

Nowadays teaching English via literary work is a common phenomenon. However, using
literary work to teach did not get attention in the past time. In recent times a renewed interest
has emerged in the literature in language class, and quite a lot has been written on the subject
whereas in the past, not much was actually said about literature in the foreign language classes
(Bottino) Literary work is considered to give less communicative competence and give burden
to the students. Teaching English with literature to EFL/ESL students is not an easy task because
they should read and comprehend the literary text in which the sentence structures are complex
and most of the vocabularies are passive ones which is rare in use. So that’s why some of
language teachers are still reluctant to bring literature in the EFL/ESL classroom.
Whereas, literary works can be used as one of media in teaching English skills (listening,
speaking, reading, and writing) as well as its language elements (vocabulary, pronunciation,
grammar). Hismanoglu (2005, 54) states that the use of literature as a technique for teaching
both basic language skills (i.e. reading, writing, listening and speaking) and language areas (i.e.
vocabulary, grammar, and pronunciation). Literary works is one of authentic material that can
be used to teach English. Literary work is not created for teaching language in the classroom.
As authentic materials, literary works are rich in content, language use, idiom, and vocabulary
(Setyowati, 2017: 41). Besides, literary works have cultural content that can improve the
students’ awareness on culture.
Previously, the writers have held a research on cultural elements found in Little House in the
Big Wood. On the previous research, the writers found some interesting materials dealing with
cultural elements in Laura Ingalls Wilder’s Little House in the Big Woods that can be used in
the class. Besides, there are still several issues in this book that can be used to teach language in
the class. The writers would like to explain the cultural elements in the novel that can be used in
teaching English and what language skills can be taught by those cultural elements.
TEACHING ENGLISH THROUGH LITERATURE

Teaching English through literature is not a new thing in language teaching. At the beginning, it
is not quite popular. The use of literature in language teaching can be trace back to the nineteenth
century (Khatib, Hosseini and Rahmini, 2012, 32). At that time, literary text is just for translation.
It is closely related to the language teaching method that was popular that time, i.e. Grammar
Translation Method. Duff and Maley in Llach (2007,9)mention that in the Grammar Translation
Method, literature was the central component. Literary texts of the target language were read
and translated, used as examples of good writing and ‘illustrations of grammatical rules.
Previously, literary texts were thought to embody archaic language which had no place in
audiolingualism where linguist believed in the primacy speech (Riverol, 1991, 65). Even in the
audilingualism there was no place for literary text because audiolingualism focuses on speech
competency. With the advent of structural approaches to language and popularity of direct and
audiolingual method, literary was not utilized in language classes anymore (Khatib, Hosseini
and Rahmini, 2012, 32). Literary text then just forgotten because it just for the representation
of old tradition. Besides, it is forgotten since most of the method of language teaching after
Grammar Translation Method are focused on communicative approach and literature has no
communication function or to be authentic examples of language used (Llach, 2007,9).
However, around 1980’s there is a changing toward the use of literature in taching English.
But in the middle of 1980’s the interest in literature as a teaching resources has renewed and
continues until today (Khatib, Hosseini and Rahmini, 2012, 32). One of the reasons behind
this changing is the appearance of language teaching method that focuses on communicative
approach suggesting the use of authentic language.
In addition, Sanz and Fernandez in (Llach, 2007,9) mentions this is in consonance with
the new currents within the communicative approach that see in reading literature the perfect
realization of their principles, namely developing communicative competence, that is teaching
learners to communicate in the second language and accounting for real life, authentic
communicative situation. It means that the interest in literature as a language teaching material
sources is in consonance with the new trends of communicative approach that focuses on
developing communicative competence within an authentic communicative situation. Tukker
(1991,299) adds that the so called “Communicative Language Teaching” which is very popular
nowadays, gives credit to the use of the “authentic language” as it is used in a real life context
whenever possible. Literature itself is one of authentic language material besides cartoon,
advertisement, article from magazine and newspaper.
Even though, the use of literature is getting popular, apparently there are still pros and
contras on it. Aghagolzadeh and Tajabadi (2012, 205) states that from time to time the need or
value of teaching literature in the language class, as a teaching material, has been questioned.
Meanwhile Khatib, Hosseini and Rahmini mentions that there is still controversy over the use
of literature for the purpose of teaching and learning language (2012, 32). Teaching English
through literature is just another burden for the students that can make them frustrated. It
happens because literature text is sometimes lack of standard grammar rules and some of the
sentences have complex structure. Besides, literary text uses connotative vocabulary so some
students feel bored to reading the text.
For some language teachers, literature is just a kind of work of art and does not support the
students’ proficiency so they do not use literature in their class. However, for some teachers,
literature is considered as one of authentic language material that can be used for teaching
English in the class. Literature can be a great source for teaching language especially with
EFL. In addition, Povey in Khatib, Hosseini and Rahmini (2012, 32) mentions that some of
scholars believe that literature expends the linguistic knowledge of the learners. From the short
description above, it is clear that there are two opinions toward the using of literature in teaching
language. Some are pros and some are contras.
Literary text is considered as one of the authentic language materials. It is authentic because
literary work is not made for a teaching and learning purpose. As quoted from Hismanoglu
(2005, 54) literature is authentic material. Most works of literature are not created for the
primary purpose of teaching language. In addition, Riverol (1991, 66) adds that literature then
provides us with authentic language – works which have not been written specifically with the
foreign learner in mind. Meanwhile Duff and Maley in (Sell, 2005,86) mentions that literature
is genuine linguistic material, not a linguistically contrived text book. Most authentic material
such as literary text, travel timetable, city plans, pamphlet, cartoon, advertisements, newspaper
or magazine articles lead the learners to actual language example of real life or real life context
or setting. This real context can make the learner familiar with several different linguistic
forms, communicative function, and meanings. Moreover, Hadaway, Verdell, and Young in
Khatib, Hosseini and Rahmini (2012, 34) mention that one of the advantages of using literature
is the contextualization of language. Learners become familiar with the use of language in
different situations when they read a piece of literature. Meanwhile Pugh in Khatib, Hosseini
and Rahmini (2012, 32)argues that literature is a rich source of meaningful input especially in
EFL setting.
Besides, literature can promote language learning. Literary text can be used to increase
language skills because of its linguistic knowledge content. Literary text can be considered
as linguistics model. It means that literature provides examples of “good” writing, linguistic
diversity, expressive ranges (Sell, 2005, 87). Learning literature can improve not only the basic
language skill but also vocabulary, grammar and pronunciation. Literature usually consists
of complex syntax, figurative language, extensive and connotative vocabulary. Those can
expand the learners’ language skill. Povey in Khatib, Hosseini and Rahmini (2012, 33) states
that reading literature familiarizes students or learners with subtle vocabulary usage and new
complex syntax and through this contribution to the extension of language usage and linguistic
knowledge. Abraham (2010, 80) states that also can introduce the students to the varieties of
English; it can be a source of linguistic and communicative enrichment. Using the literature
in the class can lead the learners to language use or communication. Literature can train the
learners to think critically and express their idea through the language they learn.
In addition, literature can facilitate the learners to know and understand about culture. When
we learn about literature, it is not easy to forget about the culture because literature is the
reflection of culture. Haris and Haris in Tukker (1991, 301) say likewise the cultural benefits
of studying literature are hard to ignore, since literature mirrors national culture. Literature
usually consists of cultural enrichment. Maley in Khatib, Hosseini and Rahmini (2012, 33)
points out that one of the reasons for using literature as a resource in EFL and ESL setting is
that universally all languages have literatures and most of the themes explored in the literature
such as love, death, separation, and separation, nature which are so common in all cultures. Sell
(,2005, 87) states reading literature promotes cultural understanding and awareness. Literature
helps the learners to understand the other societies and society. Literature can be a gateway for
the language learners to get in touch with the culture of the target language as well as to form a
cultural competence. Hismanoglu (2005, 54-55) says that literature is perhaps the best regarded
as a complement to other materials used to develop the foreign learner’s understanding into
the country whose language is being learned. Also literature adds to the cultural grammar of
the learners. In fact one of the advantages of using literature is that it can serve a medium to
transmit the culture of the people who speak the language in which it is written (Valdes,137).
On the other hand, some language teachers disagree with the use of literature to teach
language in the classroom. Some of the language teachers think that literature does not support
the teaching of grammar as one of the main goal of language teaching. It happens due to its
structural complexity and its unique use of language. Even, Topping in Tukker (1991, 300)
argues that literature should be excluded from foreign language curriculum because of its
structural complexity, lack of confirmity to standard grammatical rules, and remote control
perspective. In teaching language with literature, the learners, of course, have to read literary
books or texts which they cannot understand easily since the complex structure. Then after
reading they still have to discuss about the literary text structure, author’s style. Those make the
teaching foreign language literature especially for the learners with non native speakers. It is
true that literary text has cultural contents but for some teacher the culture contents in literature
can contribute to the learners’ difficulty in language class. Khatib, Hosseini and Rahmini (2012,
33) argues that grasping and making sense of cultural perspectives may be difficult for the
students especially for EFL or ESL students.
LANGUAGE SKILLS AND LITERATURE

It is mentioned previously that literature can promote language learning. Abraham (79, 2010)
states that “learning literature not only improves the basic skill like reading, writing, listening
and speaking but also other language areas like vocabulary, grammar, and pronunciation”.
Aghagolzadeh and Tajabadi (2012, 208) writes that some scholar (Stern, 1991; Belcher &
Hirvela, 2000; Erkaya, 2005; Van, 2009) believes that “literature can provide a medium through

which these needs can be addressed and literature can improve language skills”. Literature has
an important part to teach four language skills such as reading, writing, listening, and speaking.
Besides, literature can also be used to teach other language elements or areas such as vocabulary,
grammar, and pronunciation. However, when using literature in the language classroom, skills
should not be taught in isolation but integrated way.
Povey in Tukker (1991, 303) argues that “literature will increase all language skill because
literature will extend linguistic knowledge”. Literature consists of language enrichment that
facilitates the learners to study the language especially its skills. Obediat in Abraham (2010,
80) mentions that literature can help the learners in many ways dealing with learning language,
especially English. It helps the learners to acquire English competence like a native does, and
convey their idea in good English. Literature can also help them to study the features of modern
English as well as how the English linguistic system can be used to communicate. The learners
will also know how idiomatic expressions are used. They can also learn how to speak clearly,
precisely, and concisely that can make them become more proficient in English. Besides,
literature can make the students think creatively, critically, and analytically.
Berardo in Aghagolzadeh and Tajabadi (2012, 208) believes that literary which becomes
one of authentic language material can help the learners to increase their language skill,
especially reading. It is due to reading involvement on teaching language with literature in the
class room. Literature can be a motivation for the students to read in English. Reading activity
is considered as the interaction between text and readers so the readers must be willing and
motivated to read the literary text so in this way the literature can be considered as the tool
to give the learners motivation to read (Khatib, Hosseini and Rahmini, 2012, 33). Collie and
Slater in Abraham (2010,81) suggests that “ add fresh momentum into teaching of literature by
stimulating students’ desires to read and encouraging their response”. Reading literature gives
influences on the learners’ reading proficiency. Good reading proficiency usually can bring the
learners to the achievement in academic and occupational goal (Khatib, Hosseini and Rahmini,
33, 2012, 33).
Teaching literature involves some reading activities such as pre-reading task, interactive
work on the text, and follows up activities. Reading literature teaching can be integrated with
the teaching of vocabulary especially in some activities such as predicting, gap filling, creative
writing, role playing (Abraham, 2010, 81). Hismanoglu says that reading lesson begins at the
literal level consisting direct questions from the text that can be answered by specific reference
to the text. Then move to the next level named inferential level in which the learners have
to make speculation and interpretation concerning about the literary text. After that there is
a collaborative work where they share their evaluations of literary work and their personal
reaction to the literary works as well as the author’s point of view. The last level is the personal/
evaluative that stimulates the learners to think imaginatively about the literary work and to
stimulate their ability in solving the problem (2005, 57). In this case, the students need to think
and interpret critically when they have discussion session so it can train and improve their
speaking ability.
In line with the previous sentence, Lazar (1993) says that “literature can be used as a tool for
creating opportunities for discussion, controversy, and critical thinking. There are many topics
that can be generate from literature and they give the opportunities for the students to have
a discussion that supports the oral practice. The students can be grouped to do general class
discussion, small group work, panel discussion, and even debate that can develop the learners’
speaking ability and pronunciation practice (Hismanoglu, 2005, 60)
Teaching language with literature usually is closely related to reading and writing, however
it plays an important rule in teaching speaking and listening (Murat, 59). Reading literary text
aloud can help the learners to develop their speaking as well as listening. In addition, reading
aloud can also monitor the learners’ pronunciation. Literature is good to improve the listening
skill, for example by listening to a story in telling story, can improve the learners’ listening ability
as well as to comprehend a language . Reading is closely related to vocabulary. Llach (2007,
10) mentions that “reading contributes greatly to vocabulary development and also listening
comprehension”. In addition, Ghosn in Aghagolzadeh and Tajabadi (2012, 208) argues that
literature presents natural language so that it can improve learners’ vocabulary development in
context.
Besides, reading not only provides lexical competence that consists of more vocabularies and
meanings and more uses of the word already known, but it also contributes syntactic knowledge
for the second language learners (Brumfit and Carter in Llach, 2007, 10). Literary works are
considered to hinder the teaching of grammar because of its complex structure, unique, and non
standard use of language. However, literary texts can provide us with linguistic model. It means
that literature provides us model of good writing, linguistic diversity, and expressive ranges. By
being exposed to literary texts, the learners become familiar with the written language forms.
Besides, they learn about syntax and function of sentences, variation of possible structures. In
addition, nowadays grammar learning is not teacher-centered and transmissive. Carter in Lau
(174, 2002) states that “a study of grammar in texts is a study of grammar in use”. Literary texts,
of course, consist of grammar use through the sentences, so the learners can be familiar to the
complex syntax or grammar.
METHODOLOGY
This research belongs to a descriptive research. This research observes the cultural elements
found in Little House in the Big Woods that can be brought to teach language in the class. The
source of data is Laura Ingalls Wilder’s novel names Little House in the Big Woods. The data
of the research is the cultural elements found in the novel. The technique of collecting data is
documentation. Then the data found is analyzed using content analysis.
DISCUSSION
Based on the previous research held by the writers, there are several cultural elements found
in the novel Little House in the Big Woods. Giyatmi, Wijayava and Arumi (2015, 119) shows
that the cultural elements found in Little House in the Big Woods are (1) those dealing with the
geographical situation such as animals, plants, and season,(2) those relating to the traditions
such as eating tradition (meal time, food and beverage, way of cooking), cloth tradition (types
of clothes), medical tradition, hunting tradition, needle work, sugar snow tradition (3) those
dealing with religion and folklore, (4) those relating to social values (speaking manner, eating
manner, meeting people).
Those elements are good enough to be used as materials for teaching English in the class.
They can be used for teaching language skills as well as other language areas such as grammar,
pronunciation, and vocabulary. Here, the writers propose what can be taught with the novel
Little House in the Big Woods.
Geographical Situation
The setting of the novel is in little city called Pepin, Wisconsin, Minnesota, USA, located
in a big wood area that consists of prairie. The cultural elements belonging to the geographical

situation are plant, animal, and season. The plants found are trees (oak, maple, pine, hickory,
walnut) which are commonly grown in Big Woods area, flowers (buttercup, violet, tiny stary
grass flower), vegetables (potato, carrot, beet, turnip, cabbage, pumpkin, and squashes. The
other plants are corn and wheat which are considered as their staple food (Giyatmi, Wijayava
and Arumi 2015, 126). Meanwhile the animals found are classified into wild animal (wolf, bear,
panther, black cat, and fox), rodent (muskrat, mink, otter, and squirrel), prey (rabbit, deer),
livestock (chicken, pig, cow), and packing animals (cow and horse). The last cultural elements
that belong to geographical situation is season. Minnesota is in the area with four seasons
(winter, spring, summer, and fall/autumn). Season has big influence in the clothes and way of
adaptation (Giyatmi, Wijayava and Arumi, 2015, 126).
Those names of plants, animals, and season as well as all the words related to them can
be used to introduce new vocabularies. The teachers can provide the pictures of all the plants,
animals, and season. Meanwhile, the season is appropriate material to teach a descriptive text.
The author described the situation on every season such as when the season begin and end, how
the weather looks like, etc. This material can be used by the teacher to teach all language skills.
The teacher can create a descriptive text based on the description of seasons given by the author.
Then it is used for teaching reading. Besides, it can be used to for teaching writing or speaking.
The teacher can ask the students to write a descriptive text about the seasons or the teacher can
ask the students to describe the season orally. The teachers can also ask the students to compare
the season in the novel to that in their country.
Tradition
Giyatmi, Wijayava and Arumi (2015, 127) mentions that the traditions found in Little
House in the Big Woods deal with meal tradition (meal time, food and beverage, how to cook
meal),clothing tradition, traditional medical treatment, hunting, needle work, and sugar snow.
Meal time consists of breakfast, dinner, and supper. Food and beverage contains vegetables,
meat, bread, and milk. There are several names for meat such as venison (meat from deer), pork
(meat from pig). Even for pork which becomes the most favorite meat there, its meat is still
classified into several kinds such as ham, shoulders, side meat, spare ribs, and, belly. Besides
there are many products made from pork such as headcheese, sausage, lard, and cracking.
The bread found in Little House in the Big Woods is salted-rising bread, rye’n Injun.
Meanwhile the cake mentioned in this novel is Johny cake or Jonny cake or Shawnee cake or
Johnny bread or corn bread or Jonikin or Mushbread. There is also several pies found in the
novel such as pumpkin pie, vinegar pie, dried apple pie (Giyatmi, Wijayava and Arumi, 2015,
128). Pancake is also one of food and beverage found in the novel and the last is sandwich.
Meal tradition also deals with description of how to cook the meal mentioned before such
as sausage, headcheese, bread, pumpkin, etc. There are many procedures of cooking some food
such as how to smoke meat, how to cook pork (headcheese and sausage), how to color the
butter, how to make candy, how to make pumpkin pie.
The next tradition deals with clothing. Clothes are influenced a lot by season. There are
several vocabularies dealing with clothes such as head cover, cape hood, sunbonnets, coats,
robes, petticoat, shawls, mufflers, mittens, and shoes. The tradition for medical treatment found
in the novel deals with how to cure the bee sting (Yellow Jacket). Hunting tradition is also found
in this novel. Dealing with hunting tradition there are things introduced, i.e. how to make bullet
and deer-lick. Needle work tradition talks about nine-patch work and knitting. The last tradition
found is sugar snow tradition. There is a special sap from maple tree that can be produced into
sugar in winter time (Giyatmi, Wijayava and Arumi, 2015 131)

Those traditions can be developed into some different materials that can be used to teach
English. Name of the meal time, food beverage, clothes can be introduced to the students and
hopefully can increase their vocabularies. Meanwhile the tradition dealing with how to cook
can be used to teach procedure text whether the text is for speaking skill, listening skill, writing
skill, and listening skill. The author described the process of how to cook meal in detail and
clearly in several chapters. The teachers can ask the students to read the text in the novel and
then ask them to write a procedure text based on the explanation. Besides, the materials can
also be used to teach speaking skill by retelling the procedure text they have already made.
Meanwhile there are also some materials that are appropriate for teaching descriptive text in
speaking, listening, writing, or reading. Those materials are needle work that concern with nine-
patch works. The author described what nine-patched work is and how to make a patch work.
Belief
Belief found in this novel is classified into religion and folklore. The novel is situated in
a loyal Christian society. One of the significant religion lives in this story is about Sunday.
Sunday is observed as a day of worshiping and rest. Meanwhile, folklores found in this novel
are Jack Frost, an imagined old man with pail and brush who painting leaves on autumn and
Santa Claus, a mythology figure dealing with Christmas so that’s why he is well-known as
Father of Christmas. The last folklore is a saying that says The moon is from green cheese.
Those elements can be used to teach descriptive text in all language skills. The author
described about Jack Frost and Santa Claus. The students can be asked to make a descriptive
text based on the description given by the author. The students also can be asked to tell a story
about santa and Jack Frost with the text they have made.
Social Values
There are some social values found in the novel such as speaking manner, eating manner,
meeting people manner. Those manners can be used to teach Cross Culture Understanding.
They can be used as topics for a discussion by comparing those manners to those in the students’
culture. This can be a good material for teaching speaking and writing. The teacher may ask the
students to make a comparative composition.
CONCLUSION
As the time goes on, the language teachers especially English should be able to find an interesting
method to teach English. One of the alternatives is teaching English through literature such as
novel, poem, or drama. As one of children literature, Little House in the Big Woods written
by Laura Ingalls Wilder uses a simple language so it is easy to understand. Besides, there are
several cultural elements that can be used to teach English in the classroom. They can be used to
teach language skills such as listening, speaking, reading, and writing as well as other languages
areas such as vocabulary and pronunciation. Besides, it can be used to teach culture too.
The results show that the cultural elements on the novel can be used as material for teaching
vocabulary (geographical situation, tradition), English language skills such as listening,
speaking, reading, and writing as well as culture. The genre of the text for teaching the language
skills can be in the form of descriptive text (tradition that deals with needle work and belief that
deals with religion and folklore) and procedure text (tradition that deals with how to cook). The
materials that can be used to teach cross culture understanding deals with social values such as
speaking manner, eating manner, and meeting person manner.

REFERENCES
Abraham, Abraham Panavelil. 2010, “Teaching Literature through Langauge-Some
Consideration”, Language in India Strength for Toay and Bright Hope for Tomorrow (10),
p.p 78-90
Alghagolzadeh, Ferdowse, Tajabadi, Farzaneh. 2012. “A Debate on Litearture as a Teaching
Material in FLT”. Journal of Language Teaching and Research 3(1), pp.205-210.
Doi:10.4304/jltr.3.1.205-210
Bottino, Olga. “Literature and Language Teaching”.
Dubash, C J, Anwar, Muhammad Bilal. 2011. “The Integration of Literature in Second Language
Acquisition and Learning”. British Journal of Arts and Social Sciences 1(1). pp.35-40
Giyatmi, WIjayava, Ratih, Widarwati, Nunun Tri. 2015. “Cultural Elements Found in Laura
Ingalls Wilder’s Little House in the Big Woods for Supporting English Teaching”. Jurnal
Arbitrer 2(2), pp.119-134
Hismanoglu, Murat. 2005, “Teaching English Through Literature”. Journal of Language and
Linguistics Studies 1(1), pp. 53-66
Khatib, Muhammad. Hossein,Amir. Rahmini. 2012. “ Literature and Language Teaching”.
Journal of Academic and Applied Studies 2(6). pp. 32-38
Lazar, G. 1993. Literature and Language Teaching: A Guide for Teachers and Trainers,
Cambridge: Cambridge University Press
Llach, Agustin Pilar. 2007.”Teaaching Language through Literature: The Waste Land in The
Classroom”. Odisea 8. pp. 7-17
Riverol, Jenny Elliot. 1991. “ Literature in the Teaching of English as a Foreign Language”
Revista Alicantina de Estudios Ingleses 4. Pp. 65-69
Sell, Jonathan P.A. 2005, “Why Teach Literature in Foreign Language Classroom?”. Journal of
Resesarch and Innovation. pp: 86-93
Setyowati, Lestari. 2017. “In What Way is Literature Seen as Authentic Materials for Language
Teaching?” https://www.researchgate.net/publication/322883991
Tukker, Faruk.1991.” Using “Literature” in Language Teaching. Hacettepe Universities Egitim
Fakultesi Dergisi (6).pp. 299-305
Valdes, J.M. 1986. Culture Bound. Cambridge University:Cambridge University Press
ABOUT THE AUTHORS

Giyatmi, S.Pd., M.A.: Lecturer of English Department, Teacher Training and Educational
Faculty , Universitas Veteran Bangun Nusantara, Surakarta, Indonesia.
Ratih Wijayava, S.Pd., M.Hum.: Lecturer of English Department, Teacher Training and
Educational Faculty , Universitas Veteran Bangun Nusantara, Surakarta, Indonesia
Sihindun,Arumi, S.Pd., M.Hum.: Lecturer of English Department, Teacher Training and
Educational Faculty , Universitas Veteran Bangun Nusantara, Surakarta, Indonesia

Developing English Textbook Based on Students’ Needs for

Vocational High School
Arin Arianti, Nurnaningsih, Veronika Unun Pratiwi
English Education Department, Teacher Training and Education Faculty,
Veteran Bangun Nusantara University of Sukoharjo
Jl. Sujono Humardani No.1 Jombor Sukoharjo Jawa Tengah
[email protected]
Abstract: The use of English textbook is important to teach students of Vocational High School. Developing
English textbook for Vocational students based on the students’ needs. It focuses on English for Academicals
Purposes (EAP) which the aim for gaining the higher education/ going to university and English for Occupational
Purposes (EOP) which the aim for getting the provisions of job competence. Vocational English textbook covers
the students’ needs for those specific purposes. This study uses theoretical perspective method which investigate the
learning needs of vocational students and the criteria of textbook for developing English textbook for Vocational
High School Students. Some theories in library research is used to search the theories about learners’ needs
and vocational textbooks. English textbook which is developed based on the students’ needs is considered as a
good English textbook for the students of Vocational High School. It is because the textbook appropriate with the
required indicators and relevant to students’ needs.
Keywords : leaners’ needs, textbook, vocational students.
Introduction
The main purpose of students in Vocational High School (SMK) is to prepare the learners
for careers that are based in manual or practical activities, occupation or vocation which is
contrasted with education in a usually broader scientific field. English as a media for establishing
the requirement of finding a job. In addition, English as a language to communicate vocational
education, covers: basic knowledge of English, describing objects related to vocational education,
preparing vocational teaching in English, and teaching learning process of vocational subject
matter in English. Moreover, the objective of learning English in SMK (Vocational Schools) is
to make the students able to communicate in English to support the students’ major skills.
The success of English teaching and learning also depends on the learning materials. The
materials especially the textbooks are the central aspect in language teaching and learning.
Although textbook is important roles in curriculum, teachers find difficulties to choose text
books or create materials which are suitable for the students’ needs because there are many
textbooks that can be used as materials sources in the English teaching and learning. Textbooks
or materials should be based on school characteristics, potential and especially students’ needs
and interest by representing the hidden curriculum in many language courses and the demand
of achieving TOEIC score as a part of improving abilities for doing the exercises of TOEIC
well play.
In reality, the materials designed in most textbooks are basically developed not only for
certain schools but for general schools. In other words, there is no textbook which is specifically
developed to fulfil the needs of specific programme in vocational high schools. Nowadays, the
existing English learning textbooks for vocational high schools is combination of materials of
some main programmes. It is clear that the students of Vocational High Schools need to learn
English materials that are related to their skill programme. The teachers use some various and
different learning materials/ textbooks because of their qualities or the famous author. The
choice is based on the list of target competence and just follow the exist descriptions. Moreover,
the teachers only use varieties of text books of their preference to fulfill their varieties of needs.
The textbook is old and out of date so the information shared with students is not current or
relevant with the real life in work world. It hasn’t been appropriate with the learning target
for learners’ needs. The textbook is just in general, even though there are many programs of
certain vocation. Each vocation has specific learning target in specific purposes. An English text
book which uses general English is implicated for all vocational programs. Nothing is different
and specific. Moreover, the students have some demands and goals in learning English for
vocational purposes. It is needed a textbook that can be used to cover the students’ needs.
Learning Needs of Vocational Students

Learning English as a second language especially for vocational students should be
appropriated with their needs. It means that there is a specific approach which is based on an
analysis of learner need. Those approach to language teaching which aims to meet the needs of
particular learners. It can be known from what the students need to learn and how the learning
will be thought. In addition, it related with the content and the method of learning. According
to Crook in Surjakusumah (2007) that there is a shift in which learning is focus on the content
rather than the used method. The reason of the learning shifts because there is a student demand
for mastering English in current time and needs. It develops an approach of English for specific
purposes which convey English for Academic Purposes and English for Vocational Purposes
that relates to work world (Strevern, 1988; Wiriyachitra, 1986). In addition, according to Harvey
(2000) that vocational education can provide the opportunities and supports to meet this goal
which is both available and adesirable educational option for students with special learning
needs of certain vocation for working. Moreover, it needs to systematic and structural planning
for analyzing the students’ needs in which those needs will be used in work application (target
needs) and implicated in learning process (learning needs).
According to Hutchinson and Waters (1987), the students need referring to target needs
which are divided into three aspects:
1. Necessities
Necessities are the type of need determined by demands of the target situation, that is what
the learner has to know in order of function effectively in the target situation.
2. Lacks
It is necessary to know what the learners know already, so that we can decide which of
the necessities the learners lacks. The target profeciency needs to be matched against the
existing profeciency of the learners. The gaps between the two can referred to as the learners
lack.
3. Wants
The learner’s view will conflicts with the perception of other interested parts like course
designer, sponsor, teachers. Students need to know what they want to be learned. From that
situation, students will do some efforts to achieve their willing.
Based on those description, analyzing learners’ needs must understand about needs as
necessities (target), needs as wants and also needs as lacks. Those needs must be considered
vividly for developing text book for vocational students. Besides, it is supported by firstly
understanding the previous students’ background of English knowledge (entry point). In
addition, learning needs especially for vocational students also consider the specific purposes as
the goal of English for Academic Purposes (EAP) or English for Occupational Purposes (EOP).

According to Shing (2011) that the expansion of the demand EAP to suit the particular
needs of tertiary students and the development of higher education varies according to the
particular country’s situation. The content of EAP relies on the students’ English language
needs in a particular learning context. The students who want to continue advanced study at
university level has to be academic oriented and presuppose solid in literacy abilities. It means
that the demand of the purpose is the expectation of vocational student to continue their study
to higher education or university. While according to Gotti (1987: 299) that EOP focuses on
practical language skills needed by professionals working in an English speaking environment.
The ability to apply the knowledge of a foreign language to practical communicative activities
such as speaking, listening, writing, reading, in a specific professional context requires an
understanding of the professional sector and some knowledge of the subject field, theoretical
grounds, scope, purposes, and discourse practices upon which that profession is based. It means
that the demand of the purpose is for giving working provisions.
The Characteristics of English Textbook

Text book is the crucial tool in teaching learning process. It will be a useful tool for both the
teacher and student. A text book should be properly planned and utilized. According to Deuri
(2012) that textbook can help in the following manner.
a. It gives the meaning and purpose of the teaching learning process.
b. It keeps the teacher on guard against any haphazardness and unnecessary repetition and
learning.
c. It facilities and stabilizes student learning.
d. It lays down examples of the manner to be learnt.
e. It serves as memory deed for the pupils.
f. It reinforces what the students have learnt orally.
g. It prepares ground for writing.
h. It helps for supplementing pupils language experience.
i. It serves as a guide to the teacher.
According to Deuri (2012) that a good English text book should have the following
characteristics.
1. Adequate Subject Matter:
The subject matter should be based on the psychological needs and interests of students.
It should be related to the student’s environment. It should have various topics like prose,
poetry, story, biography, narration, description etc. It should be practical utility as well as
informative.
2. Suitable Vocabulary and Structures
The vocabulary should be controlled, properly selected and graded. The introduction of
vocabulary should be progressive within the series of readers. The words and structures
should be introduced in a systematic order. The simple meaning should be used of a word
or structure if they have more than one meaning. At the end of the text book, a glossary of
difficult words and structures should be given.
3. Style
The style should be based on the principle of simple to complex. The subject matter should
be presented in a logical manner. The style should be appealing to the students.

4. Exercises
There should be sufficient number of exercises at the end of every lesson. The interactions
about the exercises should be brief and clear. The exercises should be well selected and
graded. Different types of exercises should be included.
5. Illustrations
The illustrations should make the subject matter clear. They should be sufficient in number.
They should be attractive with natural color combination. Too many ideas should not be
conveyed in one illustration.
6. Proportion and Order
A lesson should not be very long. There should be plausible proportion between prose,
poetry, story, biography, lesson etc. Two topics should not be in continuation. Proportion of
content and structure should be maintained. There are some technical characteristics which
are given
a. The paper of the text book should be white and durable enough.
b. Spacing, margin and symmetry should be proper.
c. headings and subheadings should be in a very boil type.
d. A jacket should be added to the cover.
e. The price of the book should be moderate.
The use of textbook will so influential toward learning process if the materials provided
and relevant to the learners’ needs. In addition, the components provided in the textbook should
match the indicators required.
Textbook for Vocational Students

A good English textbook for Vocational students is designed based on the analysis of
students’ needs. Students’ needs are purposed for continuing to higher educations/ college,
facing working competence, or going abroad. It can be categorized into specific skills for
Listening, Speaking, Reading, or Writing. Those can be analyzed by doing interview and
giving questionnaire. Textbooks for Vocational students focus on communicative learning
activities have been prescribed, the students develop proficiency in Functional English for
vocational purposes. Learner-centred textbooks provide opportunities for students to interact
with each other and practise language skills in simulated situations. Textbooks that focus on
communicative learning activities have been prescribed, so the students develop proficiency in
Functional English for vocational purposes. Moreover, the textbook series looks a lot more at
developing students’ practical language competence, especially the oral communication ability
in daily life and future work.
According to Marsigit (2008) that in term of teaching learning process, the textbook are
able to employ English to introduce and learn technology, to encourage the students to
communicate their results of learning, to achieve the objective of learning, and to develop
teaching learning resources. It needs to appropriately use English-mediated interactions as a
basis for expanded classroom interaction and develop the attitude with the students to this use
of English.
The textbook is Competency-Based Education which focuses on the outcomes or outputs of
learning not on the inputs to learning. Competencies reflect the description of skills, knowledge,
attitudes, and behaviors required for effective performance of a real world task or activity which
should be related to cultural and tourism development.

Conclusion
Analyzing the students’ needs are needed to develop English Textbook for students of
Vocational High School. It is purposed for continuing to higher education’s/ college, facing
working competence or going abroad which can be categorized into specific skills for Listening,
Speaking, Reading, or Writing. In addition, it is focused on the needs as necessities (target),
needs as wants and also needs as lacks. Those needs must be considered vividly for developing
text book for vocational students. The use of textbook will so influential toward learning
process if the materials provided and relevant to the learners needs. In addition, the components
provided in the textbook should match the indicators required.
REFERENCES
Deury, Champak. 2012. An Evaluative Study of Text Book in English at Higher Secondary
Level. Department of Education, MC College, Barpeta, Assam, INDIA International
Journal of Science, Environment and Technology, Vol. 1, No 1, 24-28, 2012
Gotti, M. 1987. Business Links: commerce, economy, culture. Bergamo :Istituto Italiano
Edizioni Atla.
Harvey, Michael. 2000. How do Vocational Educators Fare in Working with Students with
Special Needs. Penn State University. The Journal for Vocational Special Needs Education
Vol 22, number 3, spring 2000
Hutchinson and Waters. 1987. English for Spcific Purposes: A Learning Centered Approach.
Cambridge University Press.
Marsigit. 2008. English for Vocational Education. Workshop of Teachers Professional
Development SMK Muhammadiyah 3 Klaten Saturday 17 May and Friday 23 May 2008
Shing, Soo Ruey. 2011. EAP Needs Analysis in Higher Education. University of Selangor
Malaysia. ISSN 1682-3257 Issue 33, vol 11, 2011
Strevens, P., 1988. “ESP after 20 Years” ESP: State of Art. Anthology Series 21. Singapore :
RELC
Surjakusumah, Yoyo. 2007. Optimalisasi Kinerja Mahasiswa Dalam Mengikuti Program
Latihan Akademik (PLA) Melalui In-Service Training Bidang Terjemahan. Universitas
Penddikan Indonesia: Penelitian Kompetitf

The Use of English Addressing Terms on Facebook

Sihindun Arumi, Faculty of Teacher Training and Education, Universitas Veteran Bangun Nusantara Sukoharjo,
Indonesia
Giyatmi, Faculty of Teacher Training and Education, Universitas Veteran Bangun Nusantara Sukoharjo,
Indonesia
Ratih Wijayava, Faculty of Teacher Training and Education, Universitas Veteran Bangun Nusantara Sukoharjo,
Indonesia
Abstract: This research was such a kind of descriptive qualitative design. It aimed to recognize the types of English
addressing terms used on facebook and describe the function of English addressing terms used on faceboook. Data
of the research were English addressing terms used by facebook users, written either on status or comments. Data
were collected through observation and documentation techniques. In this case, English addressing terms were
observed from the friends’ status and comments on facebook. Then, they were documented using print screen or
much screen. Print screen is a facility to take picture through computer, while munch screen is a facility to take
picture through handphone. The result of the research showed that there are some types of English addressing
terms used on facebook, such as full name (1), nick name (2), title and names (8), familizer (1), family terms
(14), endearments (20), nouns (4), and pronouns (3). The addressing terms on facebook present 17 functions,
such as tagging, showing familiarity, fostering familiarity, expressing empaty, showing symphaty, delivering
information, delivering dakwah/ religious messages, showing politeness, maintaining social relationship, showing
family relationship, delivering appeal, expressing affection, expressing dissapointment/anger, showing hope,
showing specification, and showing worry or confusion. The results of the research are essential in identifying the
development of English in Indonesia, especially relating to addressing terms. They are also important to measure
the instance of politeness used in writing status-comment on facebook.
Keywords: English, addressing terms, facebook
INTRODUCTION
Language has a main function as a means of communication. In order that the communication
can run smoothly, effectively, and efficently, it sould consider some factors. The consideration
refers to social factors involving the participants of the communication, the setting of the
communication, the topic, and the purpose of the communication (Holmes, 2001: 8). These
will influence the language choice during the communication. Thus, it can be understood that
someone will speak differently to different people, in different time with different topic and
purpose. For example, speaking to the seller in the market will be different from speaking to
a boss in the offfice. Discussion about academic will be also different from discussion about
vacation, etc.
Besides, language activities should also consider social dimension that involves social
distance, status, formality, and functional scales (Holmes, 2001: 9-10). The more intimate the
relation with other is, the more informal the language will be. Vice versa, the more distant
the
relation is, the more formal the language will be. Moreover, speaking to a person having
higher status must be different to one having lower status. Likewise, the language choice will
be different if it functions to give information or express feeling.
Different language choice very closely relates to politeness and politeness very closely
connects to formality. A student will be considered not polite if he speaks using informal
language to his teacher at school. Likewise, a clerk will be considered not polite if he uses
informal language to his boss in a formal meeting although his boss is his best friend or relative.
Principally, more formal is considered more polite.
Many people think that being polite is simply relating to saying the word please and thank
you in right places. In fact, it covers a great deal more than custom of the use of the words in our

daily life relating to directives and expressives. Just example when a teacher says to his student
Erase the board, please. When it is done he then says Thank you. The order does not appear as
a directive when it is accompanied with the word please and thank you. Then it is considered
more polite.
Generally speaking, politeness involves taking account of the feelings of others (Holmes
2001: 268). Further, Holmes says that being linguistically polite involves speaking to people
appropiately in the light of their relationship to us. However, being polite is a complicated
business in any language. It involves understanding not only the language but also the social
and cultural values of the community. Making decisions about what is or is not considered
polite in any community therefore involve assesing social relationship along the dimensions
of social distance or solidarity, and relative power of status. We need to understand the social
values of a society in order to speak politely. Sometime something considered polite in a group
may be considered impolite in other group. Thus, it is very important to learn about politeness.
One of the forms of linguistically politeness is addressing terms. According to Concise
Oxford Companion to the English Language, form of address is any word, such as name, title,
or pronoun, that designate someone who is being addressed in speech or writing (https://www.
encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-and-maps/form-address).
Such forms of address may be built into the grammar of a language used (as with the French
pronouns vous and tu), or may evolve as a range of titles, names, kinship terms, terms of
endearment, and nicknames, all usually with an initial capital in English.
While Bieber et al (1999: 140) define addressing as an expression used as addressing terms
among the participants of the interaction to attract the addresse’s attention. They categorize
addressing terms into 8 types, they are endearments, family terms, familiarizers, familiarized
first names, first names in full, title and surname, honorifics, and others ( (1999: 1108-1109).
Each addressing term has its own characteristic. For example, endearments are used to
show affection. They may involve addressing terms of dear, darling, sweety, hotty, honey,
bunny, etc. Family terms are applied to show the kinship. They include mama, papa, mommy,
daddy, mom, dad, mother, father, grandmother, grandfather, uncle, auntie, etc. Familirizers
are addressing terms in the forms of nicknames to show the familiarity. For example, Thomas
Taylor is a burger seller so he is accustomed to be called Mr. Burger. Familiarized first names
are nicknames using first names to signify very close relation. For example, Robert Harris, his
familiarized first name is Rob or Robbie. First names in full are nicknames using complete first
names. For example, Robert Harris is called Robert. Titles and surnames are formal addressing
terms. They invole Mr., Mrs., Ms., etc. For example, Barrack Obama is called Mr. Obama in
formal situation. Honorifics are addressing terms to show the respect for the nobility. They
include Prince or Princess, Lord or Lady, King or Queen, Your Majesty or Your Royal Highness,
etc. Others are addressing terms out of the addressing terms that have been mentioned.
In fact, there are unique phenomena in the use of addressing terms nowadays. It happens,
especially on social media, particularly on facebook as a kind of social networking that mostly
used by people around the word, included in Indonesia. It appears that many Indonesian like to
use English adressing terms on their status or comment on facebook. There are so many types
of addressing terms they use on facebook, of course for many different reasons. For example,
dearest as a kind of endearments to show affection may be used for different function in different
situation. The following status using dearest represents standard use of the endearment to show
affection a wife to his husband. It is expressed on the day of the birth of their third baby. It
seems that the term to celebrate their happiness for the coming baby.

Endearment dear is also commonly used as a formal salutation in a letter. As shown in

the following open letter, the writer uses dear to address Kiswinar, someone the writer does not
know well, only from the news.

However, endearments may also be used for other function. As it is seen from the following
status that uses endearment dear to address the audience in common to soften the suggestion.
The phenomena of addressing the audience in common can also be reperesented by using
family terms. It is very common now, especially for the advertisement to use family terms to

address the consumers, like in the following status that applies term mom. The use of family
terms like mom or dad or sis are believed more effective and affective to present the content of
the advertisement.
In addition, term of mom cannot only be used to address a women that being our mother
but it can also address a women who has no blood relation like in the following status. The
writer addresses her teacher using kanjeng mommy that may show the close relation between
the student and her teacher. It can be identified from the gestures between the teacher and the
student that hold tangan each other.

Family terms are also often used in online shopping to address the consumers. It function to
create a familiarity and hope that the consumers will be comfortable to make a transaction with.
Sometimes there are any modification in applying the addressing terms. Like term sister
may be modified being sista. It is a kind of slang term in American English.

Meanwhile, the term brother as a type of family terms should be used to address male
sibling. However, it is found a deviation about its use by addressing Mr. brother, whereas Mr.
should be followed by surname. However, it seems that it is fine on social media.
Other types of addressing terms are also used oftenly. They may be applied using figurative
language, like the following status that uses my sunshine to address the writer’s kid who is sick.
It is a kind of indirect addressing to show her love to her kid.
Various use of addressing terms on social media, especially on facebook shows the
development of language in our society. It represents one of the characteristics of language
that language is dinamic, always develops. The use of English also presents the fact that we are
bilingual that always update the development. Of course, the choice of certain term must have
different reason depending on purpose of each person. Then the various use of addreesing terms
on facebook is very interesting to observe. Thus this writing has proposed some problems to
observe, namely:
1. What are the types of addressing terms most used on facebook?
2. What are the function of addressing terms used on facebook?
RESEARCH METHOD
This research was designed in a descriptive qualitatives way. It means that it has purpose to
understand the phenomena that may involve behavior, motivation, or action, holistically and
descriptively in the form of words in a natural context using various natural methods (Moloeng,
2008: 6). Then this research tried to identify the types of addressing terms used on facebook and
described them to find the function.
Data of the research were addressing terms used on facebook collected from the status
or comment of the writer’s friends on facebook. They were collected using observation and
documentation. Observation is a kind of action or process of taking information by observing
the data (Sukardi, 2006: 49). Observation in the research was done by the team of the researchers

by observing the addressing terms used on facebook then documenting them using print screen,
taking photo using computer, munch screen, taking photo using cellular phone. During the
observation, the researchers acted as instruments beside laptop and cellular phone.
The collected data, then, were analyzed through three steps, namely reduction, display,
and verification (Moleong (1998) in Sukardi (2006: 72). Data reduction was carried out by
selecting relevant data. Then they were classified based on the categories and their functions of
addressing terms, whether endearements, family terms, etc. The irrelevant data were dropped.
Thus, the selected data were arranged sistematically so that they could be read as meaningful
information. The next step was verification that was done by drawing conclusion based on the
categories and their functions.
DISCUSSION
Addressing term is one of aspects of linguistic politeness that in its interaction, it considers
appreciation of the speaker to the listener. In addressing the listener, a speaker will consider
social and cultural factors, like age, social status, job, education, ethnicity, etc. As stated by
Holmes that in language activities, we should consider social dimention involving solidarity,
status, formality, and functions of communication (1996: 13). For example, it is impossible to
address a woman using sir or Mr. Likewise, it will be different to address someone we know
well and those we don’t know well. Thus, an addressing term may function to show specific
social relationship (Crystal, 1992: 44; Pritchard, 1964: 221).
Appropiate addressing will tighten a relationship. Vise versa, inappropiate addressing will
destroy communication process and soacial relationship. So, choosing appropiate addressing
cannot neglect factors, like age, education, sex, custom, ethnicity, social status, relation scale.
Moreover, the choice of addressing must also consider specific purpose.
Addressing terms, according to Bieber et al (1999: 1108-1109), can be classified into eight,
namely endearments, family terms, familiarizers, familiarized first names, first names in full,
title and surname, honorifics, and others . They can be used orally or in written form, included
in social media, like facebook.
Nowadays, there is a unique phenomenon in language activities on facebook. More people
tend to use addressing terms in posting their status and comment on facebook. In the case
that we are Indonesians, it must be interesting to observe the phenomenon. After carried out a
research, then it is found that there are various addressing terms used on facebook. They are
full name (1), nick name (2), title and names (8), familizer (1), family terms (14), endearments
(20), nouns (4), and pronouns (3).
Types of addressing terms used on facebook

The most common addressing term used in our daily life is name. It is no exception on
facebook. Name is the first identity of someone so that others can recognize and differenciate
from others. In Western where English language, name usually consists of two words, first
name and surname. First name is the front name that is usually used in non formal situation
or used by those having familiar relationship, like family, relatives, or friends. Surname is the
last name used in formal situation. It usually follows title. For example, David Becham will
be adresses David by his family and friends but he will be addressed Mr. Beckam in formal
situation. However, Javanese or Indonesians do not recognize such a kind of classification of
name like in Western. In Indonesia, there is no rule to determine name. It is arbitrary to give
name to the children whether two or three words or more. The nicknames are also various. It

may use first name, second name, or last name. Then it also happens on facebook. Addressing
terms used on facebook applying name can be identified into full name, nick name, title and
name.
Full Name
Full name is used to address someone formally without title if we are not sure that someone
we have conversation with knows him well or not.
A status of a cat lover’s saying Thanks Ed Sheeran addresses someone named Ed Sheeran
because of their same hobby on cat. Other people may not always like cat and also know Ed
well.
Nick Name
Nick name is short name to address. In Western, nick name usually uses first name with all
its variations. For example, name Robert Snowman may have nick name Robert, Robbie, Rob
atau Bob. However in Indonesia, especially in Java island, nick names is arbitrary. It may use
first name or second name or even last name. There is no rule for number of words in a name.
Even, not all have family name. Only high class may have family name. So, the purpose of
nickname is to keep the familiarity. It can be also used to the younger, to the junior or to those
whose position is lower.
Both status below address nicknames Alex and Evelyn because they are younger than the
writer.
You may take him to my home too. Awe Alex you have my heart now...
Happy birthday Evelyn yg ke 4’thn...
Title and Name

Title is used before surname in formal situation. There are some title in English, such as
common titles, formal titles, job titles, and religious organizational titles.
Common titles are common addressing terms that may include Mr, Mrs, Ms, and Miss.
Formal titles are kinds of addressing term used formally, like Sir, Madam, Ma’am, or Miss.
Job titles are such addressing terms for specific profession, such as Doctor or Professor. While
religious organizational titles are addressing term for those having main activities in religion,
as Pastur, Father, Brother, Sister, Ustadz, Ustadzah, etc.
On facebook, addressing using common title are often applied. However, in our society
there is no rule in addressing with title so that people may address others using title and first
name, title and second name, etc. without considering the addressee’s status whether married
or unmarried. This may be caused by the lack of knowledge about addressing system but it can
be also for being looked different.
Miss Debby Mayangsari ini cm berlangsung 40 hari kan??

Siapa tau bisa jadi referensi buat miss yang jago masak ini... Miss Ifa Solo...hwehehehe...
Both status show the use of title and complete name. It is contrary with the rule that title should
be followed by surname and is used to address a single woman. In fact, it is common to happen
in our society.
Other title, Mrs. is also oftenly used not in accordance with the rule. Mrs /ˈmɪsɪz/ should be
applied to address a married woman followed by her husband’s surname. For example, name
Victoria Caroline Adams changes after she married David Beckam to be Mrs. Beckam.

... Mrs. Gimmy’s friends are really kind mam.

Gimmy is a nickname of the writer’s teacher. She is not getting married yet. Thus, the title
is contrary with the rule that Mrs. is followed by a husband’s surname.
On the other hand, Mr. /ˈmɪstə(r)/ should be used to applied to address men in general,
either single or married. It should be followed by surname.
Mr. brother... I see. Insyallah next week i go to solo...
However, on facebook, Mr. is followed by brother that may show close relationship between
two person having conversation via facebook.
Another title, Ms. /məz/ is used to adddress a woman in general without considering whether
she is single or married but it should be followed by surname.
yep ms. I know you miss the place...
Dear Kiswinar and Ms. Aryani
Even so, on facebook, Ms. stands alone without surname following. When it is followed by
a name, Aryani, it is not a surname but only a common name.
If common titles have many modification in their use on facebook, formal titles seem to do
the same. They involve Sir, Madam, Ma’am, atau Miss. Sir is to address men, while Madam,
Ma’am, or Miss are to address women. Sir, Madam, Ma’am can be used in shop or hotel. Sir
dan Miss are often used at school.
but that’s what I feel too mam.
Mam on the status is referred to a teacher so it is an appropiate address.
Met ultah ya ...mam
However, the second mam is addressing a good friend that actually she can be addressed by
her name.
So far, there are no job and religious oranizational titles on facebook. are titles given to
people that dedicate themselves to religious activities.
Familizer
Beside using name, addressing terms may be also represented in specific familizer to show
its familiarity.
A status saying Makasih ya Googs shows the familiarity of Google, one of internet servers.
Family Terms
Family terms are kinship system. Family members, called relatives may be differenciated
into immediate (nuclear) family and extended family. Immediate (nuclear) family consists
of father, mother, and children. the terms will change based on the speaker’s position, for
example father mother are called parents, children may be son or daughter. Siblings may be
sister or brother. The spouse is wife or husband. A relatioship that results in the occurence of
wife or husband refers to relative by marriage. A relationship that results in the occurence
of parents, children or sibling is called blood relatives. If it happens a death, divorce or
separation then one of the spouses get married again, there will be a new family called step-
family. Then there will be step-parents that may be step-mother or step-father and the children
are step-children.

On the other hand, extended family is all members in the family of father or mother, like
uncle, auntie, cousin, nephew, niece, grandparents and grandchildren. If it happens a marriage,
the family of the spouseic called in-law. It consists of father in-law, mother in-law brother in-
law or sister in-law.
Family terms is commonly used because of blood relative or marriage relative. However, on
facebook, family terms gets expanded use, not only refers to family but also to others.
Mother is a kind of family term to a women being father’s spouse. It is used variously from
formal to informal. Formal addressing is mother, but in British English, there is a very formal
addressing, especially for upper classes. It is Mama. . While informal terms may be Mom, Ma,
Mam, Mom, Momma, Mum, Mammy, Mommy, atau Mummy.
Miss you mom
My mom and me...I love you mom...
I am studyingg tonight Mama, you must be proud of me...
The terms refer to mother who gave birth to us. Even so, facebook makes it possible to use
family terms mother to other that may have no blood relationship. A status saying Kanjeng
mommyy refers to a teacher of the writer and this status show a close relationship between the
teacher and the students.
Moms, sering melihat si kecil melamun di sela-sela kegiatannya?
Term mother, now, is mostly used in online shop, especially that promote children’s needs
on facebook. This term is trying to touch mother’s sensitivity toward her children. Besides,
Moms is often used in gift promo. It tries to influence a mother’s decision as a person who is
considered mostly like gift.
Another family term is father. It is formal term. Its very formal term is papa. In British
English, there are various terms , like Da, Dad, Daddy atau Pa, Pop, Poppa. However on
facebook, it is common to find term father together with mother, even with sibling too.
Miss you mom...dad...and my younger sister...
Online shops also often make use of family terms in their ads on facebook. The use of family
terms help influence the parents’ psikological decisions. They usually promote children’s need,
toys, or learning materials.
Moms and Dads...bingung nyari mainan buat anak yg inovatif?
Term family may be also applied in addressing on facebook by a short form Fams. This term
is often used by companies promoting product, service, or information for family in the whole.
Bukan hanya bisa belanja produk nutrisi secara online fams. Ada banyak keuntungan....
Children that may be son or daughter may be also applied in addressing on facebook.
However, kids or kiddos is often choosen by facebook users.
... luv you kiddos....
Sibling that may consist of sister or brother are commonly used in addressing on facebook.
It can be more specific like my younger sister.
Miss you mom...dad.. and my younger sister...

Sister is often used by online shops by shortening it to be sist. Such a kind of addressing
tries to present a comfort and familiarity with hope that they will buy the product.
New new..limited stok sist..
Sist may be also to address a good friend so they decide to make a date nest time.
We are best friend forever... next time take a walk again sist...ok.
Sister may be also applied in form of Sissy to a nice friend.
Thank you for your support, sissy... I l ove you...
Likewise, brother may be used to address common people relating to something in public
places. This term purposes to soften the message.
... Karena gunung bukan tempat sampah, brother..
Endearments
Endearments are kinds of addressing to express affection. They may include honey, sweety,
sweetheart, babe, baby, dear, etc. They usually take the similarities with something around us,
like small things, sweet things, flattery, good things, etc.
Small things and funny are often used as endearments. Thay may be baby, babe, and bunny
(rabbit). These terms are usually used when someone in a relationship with someone else as in
a status saying
You are cute babe!ILY.
However, babe can be also addressed to good friend. Sometimes, people write its sound beb.
Smsmu ra tag bls beb pulsaku entek...
Sweet things that may be used as endearments are honey, sweety, sweetheart, muffin,
cupcake, baby cake, sugar plum. Often these are followed by words I love you.
...happy anniversary sweety I love you.
Honey is an addressing term that is mostly used by people to express affection, especially
by those who are in love with.
Love you too honey, so much
Endearments honey may be used in its short form hon atau hun.
... all the best wishes for u hun..
From the word honey, then it appears varians of endearments but having the same meaning,
it is hunny.
You look so tired hunny...
Other endearment is flattery. It is praising people so that they feel glad with themselves. It
usually involves physical beauty, like blue eyes, beautiful, handsome, gorgeous, dan hottie or
hotty. Hotty means someone attractive.

hello hotty! thanks for creating such nice days...

Good things can be used as endearments to show that he or she is very worthy. They may
involve prince/ princess, angel, love, or lover boy/ lover girl. However, on facebook, they can
be addressed to a friend.
Happy bday my bestie Annisa Icha Syarif Lubis...
My sunshine is also a kind of endearments showing a deep affection. It may be addressed
to a child.
Be better my sunshine...
Other choice to show affection may use My boss from a girl to her boyfriend.
... Thanks you so much my boss Wisnu Aditya.
Even, endearments may apply nice things to address pets, like cat or dog.
My lovely Mussy... you have a different eyes color....
It can also address someone directly based on a status, like My husband or my wife.
...Thank you my husband.
Husband can be shortened nicely become hubby.
Semangat hubby pa shay...
Among various endearments that may be used in addressing someone, traditional
endearments like Dear or Dearest are still relevant to use, especially between a couple.
...Thank you dearest...
Dear can be addressed to sibling to. It can be followeed by the gender of sibling, like sister,
sista, brother, bro, etc.
Gudluck for yr project dear sista @mesha. always proud of having you...
My dear friends can be a choice of endearment to show togetherness among friend when
they break their fasting.
Happy open fasting my dear friends.
Dear is also a kind of addressing that often has function as a salutation in a letter. The
following is an open letter on facebook to show symphaty.
Dear ustadzah are often used to addressed a new ustadzah Okki Setyana Dewi having been
blasphemoused from netizenz questioning her capacity and competencies in sharing religious
messages.
Dear may be also used commony to share information, like education abroad expo.
Dear young friends come on apply

Dear Shaliha is a kind of good option to address the audience on facebook relating to
religious messages. This is to soften and toush the audiences’ heart
Dear shaliha.. selain dikenal sebagai syahrul shiyam...
Having function to address in common, an addressing term can be delivered to specific
audience. It may be choosen by a kind of retail, like Alila producing women islamic wears.
Dear Lovalila.. Istilah imsak yang sangat populer...
Nouns
Often, a certain addressing term uses noun to greet someone else. As we know, noun is a
thing that may have name. It can singular or plural. It may also common or proper noun. Thus,
it is accepted when addressing boy or girl.
.. Boy your proposal is left in the trash...
God can be used to address in our pray. It is unnecessary to include article a, an, or the.
Plural noun may be delivered to address the audience in common. Then the use of all is a nice
option.
Happy shopping all....
Good people specifically addresses the good audiences.
Good morning, good people.
Pronouns
Beside noun, addressing terms on facebook may use pronouns. There are some types of
pronouns, namely subjective pronouns, objective pronouns, possesive adjectives, possesive
pronouns, dan reflexive pronouns. Subjective pronouns are pronouns for subject position, like
I, We, You, They, She, He, dan It. Objective pronouns are pronouns for object position, like us,
you, them, her, him, dan it. Possesive pronouns are pronouns to show ownership, such as my,
our, your, their, her, his, its. They should be followed by nouns, like my bag, your book, etc.
without nouns, such mine, ours, yours, theirs, her, his, its. Reflexive pronouns are pronouns to
show emphasis involving myself, orselves, yourself/ yourselves, themselves, herself, himself,
and itself.
On facebook, it may be common to find an addressing using pronoun.
My husband addresses her husband when giving a surprise on her birthday.
Thank you my husband..
My God is a kind of possesive adjective to address God in our praying or when we find
something surprising.
Oh my God..besok pagi jam 9 kan jdwl pak bos ketemu klien...
Mi Fans ia a term to address customers from a supplier of a product or service. It is used to
make contact with customers.
Halo Mi Fans...kini Redmi Note 3 telah hadir...

Functions of addressing terms

Addressing terms generally function to address or greet our partner in communication.
Bieber et al (1999: 1112) classifies the functions of addressing specifically based on its occurence
in a sentence. They are attracting one’s attention, tagging the partner, and maintaining and
strengthen social relationship. Addressing terms occuring initially usually function to attract
one’s attention and introduce someone. While addressing terms occuring in final position may
function to tag the partner or maintain and strengthen social relationship.
Carter dan McCarthy (2006: 231-235) divide addressing functions into six, namely as
summon/ nicknames, turn managemen, ritual and sociable contexts, softening and lessening
the threats to dignity, topic managemen, and joking.
Addressing terms on facebook show many function of communication without considering
the position either in initial, midddle, or final.
Tagging
Tagging, according to Biber et al, can be done using addressing in initial position.
Miss Debby Mayangsari ini cm berlangsung 40 hari kan..
In fact, tagging can be also done using addressing terms occuring in the final position.
Siapa tau bisa jadi referensi buat miis yg jago masak ini...Miss Ifa Solo...
Showing familiarity
Addressing terms show the instance of a relationship. Although Mr. is a formal addressing
but when it is followed by brother, it is being informal addressing showing a familiarity betwen
the addresser and addresee. Likewise Kanjeng mommyy shows a familiarity between the writer
as a student and her teacher. Sissy also expresses familiarity between the writer and her friend
older than her.
Mr. brother, I see insyallah next week I go to solo...
Kanjeng Mommyy...
... Thank you for your support, sissy...
Expressing emphaty
Showing emphaty can be delivered using an addressing term. It may use dear as a salutation
in an open letter. These addressing deliver symphaty for what happens on their life.
Dear Ustadzah Oki Setiana Dewi
Fostering familarity
Building familiary can be carried out using appropiate addressing terms. It may be using
family terms, like moms, moms and dads, fams, fans, sist, etc.
Moms, sering melihat si kecil melamun di sela-sela kegiatannya?
Hai Moms, ada lagi nih kejutan dari Frisian Flag dan karya
Moms and Dads, bingung nyari mainan buat anak yang inovatif?
Bukan hanya bisa belanja produk nutrisi secara online fams...
Halo Mi Fans. kini Redmi 3 telah hadir secara resmi di Lazada
New new...limited stok sist..

All can be also used to maintain familiarity with the customers.

Happy shopping all...
Delivering information
Addressing may function to deliver information using Dear young friends. The information
is about an expo of education abroad.
Dear young friends...come on apply.
Delivering dakwah/ religious messages
Dakwah is invitation to do goodness based on religious rules, especially Islam. Nowadays,
dakwah can be done via online, included on facebook. Appropiate addressing like Dear Shaliha
is hoped to be effective in delivering dakwah to broad society.
Dear Shaliha.. selain dikenal sebagai syarul shiyam..
Delivering dakwah and promoting its account as a supplier of women moslem’s weear can
be done using addressing Dear Lovalila. It is Alila, a supplier and also a brand name of women
moslem’s wear.
Dear Lovalila.. istilah imsyak yang sangat populer...
Showing symphaty
An addressing may function to show symphaty to one else. It usually mention the name,
either complete name or nicknames.
Thanks Ed Sheeran
You may take him tot my home to....You’re great Alex
Happ birthday Evelyn yg ke 4 thn...
Showing politeness
Addressing to show politeness is usually influenced by seniority or age. As in a college, it
is usual for a student to address the teacher using Ms or Mam.
yep ms. I know you miss the place...
but that’s what i feel too mam...
Maintaining social relationship
Maintaining social relationship can be done through appropiate addressing using family
terms of Mam or sist to her girl friend.
Met ultah ya ... mam
....Next time we take a walk again sist ok
Showing familiarity
Familiarity can be shown using nickname, like Googs to tag Google.
Makasih ya Googs
Showing family relationsgip
Family relationship can be shown family terms, like mom, dad, sister,, brother , kiddos, etc.
Miss u mom

I love you mom

... Mama you must be proud of me...
Miss you mom..dad...and my younger sister..
...luv you kiddos...

Delivering appeal
Appeal is usually needed in public places. To make it effective it can apply family terms as
sddressing, like sister or brother.
...Karena gunung bukan tempat sampah brother
Expressing affection
Expressing affection can be done by whoever to whomever in wherever and whenever. It
may use various endearments or figurative language.
...You’re cute babe. ILY
Love you too honey so much
Hello hotty...
You look so tired hunny...
Happy birthday hun..
Thank you so much my boss Wisnu Aditya
Thank you dearest...
Happy anniversary sweety i love you
Thank u my husband
Semangat hubby pa shay
Be better my sunshine...
Gudluck for yr project dear sista mesha
Smsmu ra tag bls beb
Happy bday my bestie Annisa Icha Syarif Lubis..
Happy open fasting my dear friends
M lovely Mussy
Expressing dissappointment or anger
Addressing does not only function to show affection or attention, but it can also show
dissappointment or anger.
... Boy your proposal isleft in the trash
Showing hope
Showing hope can be addressed to God in the pray.
God... strengthen me
Showing specification
Specification can be shown through specific addressing
Good morning good people
Showing worry or confusion
Worry or confusion can be expessed using addressing to God.
Oh my God. besok pagi kan jdwl pak bos ketemu klien...
CONCLUSION
Addressing terms are such kinds of linguistic politeness because the application should consider
some factors, such as the participants, sex, age, education, job, etc. The factors will influence the
choice of addressing terms. Appropiate addressing will maintain good social relationship, vice
versa, inappropiate addressing will damage the relationship. Likewise, the choice of addressing
should also consider the purpose of the utterances.
The research on adressing terms on facebook, then results in;
1. Addressing terms found on facebook involve full name (1), nick name (2), title and names
(8), familizer (1), family terms (14), endearments (20), nouns (4), and pronouns (3). The
results show that endearments are mostly used variedly on facebook followed by family
terms. This fact reflects that our society has high politeness in linguistics activities.
2. Addressing terms found on facebook may have different function. There are 17 function
evolved, namely tagging, showing familiarity, fostering familiarity, expressing empaty,
showing symphaty, delivering information, delivering dakwah/ religious messages, showing
politeness, maintaining social relationship, showing family relationship, delivering appeal,
expressing affection, expressing dissapointment/anger, showing hope, showing specification,
and showing worry or confusion. This fact proves that language enables to convey various
function in our communication.
REFERENCES
Bieber, Douglas, Stig Johansson, Geoffrey Leech, Susan Conrad, dan Edward Finnegan. 1999.
Longman Grammar of Spoken and Written English. London: Longman.
Concise Oxford Companion to the English Language. (https://www.encyclopedia.com/
humanities/encyclopedias-almanacs-transcripts-and-maps/form-address)
Crystal, David.1992. The Cambridge Encyclopedia of Language. Cambridge: Cambridge
University Press.
Holmes, Janet. 2001. An Introduction to Sociolinguotics. Harlow: Pearson Education.
Moloeng J Lexy. 2008. Metodologi Penelitian Kualitatif Edisi Revisi. Bandung:PT.Remaja
Rosdakarya
Sukardi. 2006. Penelitian Kualitatif – Naturalistik Dalam Pendidikan. Yogyakarta:
UsahaKeluarga.
ABOUT THE AUTHORS

Sihindun Arumi, Teacher, English Department, Faculty of Teacher Training and Education,
Universitas Veteran Bangun Nusantara Sukoharjo, Indonesia
Giyatmi, Teacher, English Department, Faculty of Teacher Training and Education, Universitas
Veteran Bangun Nusantara Sukoharjo, Indonesia
Ratih Wijayava, Teacher, English Department, Faculty of Teacher Training and Education,
Universitas Veteran Bangun Nusantara Sukoharjo, Indonesia

The Use of Cartoon Movie as Teaching Media in Teaching

Speaking at SMA Muhammadiyah Sukoharjo
Nurnaningsih,1 Faculty of Teacher Training and Education, Universitas Veteran Bangun Nusantara Sukoharjo,
Indonesia
Veronika Unun Pratiwi, Universitas Veteran Bangun Nusantara Sukoharjo, Indonesia
Abstract: The research has two objectives of the study, they are: to know the function of cartoon movie in
teaching speaking and to reveal application of carton movie to teach speaking skill for Class XI Students Of
SMA Muhammadiyah I Sukoharjo. he problems studied in this study are qualitative research. The data collection
procedure in this research is observation, and documentation. By using cartoon movies for teaching speaking,
students are delighted with the advanced technology of LCD and cartoon movies.
: (1) what the purposes or objectives of the study were; (2) how the study was done or methodology; (3) what
results were obtained; (4) and the significance of the results. The abstract is important because many journal
editors first read the abstract to determine if the entire article is worth reading. The abstract should be less than
250 words!
Keywords: List of Keywords in Title Case, Commas in between, Center Aligned
INTRODUCTION
Language was a communication tool to interact to other people to deliver an idea. Human as a
home sapien can not be separated from people surround them. They have to make an interaction
to convey an idea, feelings, etc.
Moreover English as an international languge has gained popularity to used people around
the world. This is one of reasons English became one of subjects taught in Indonesia. Besides, the
other reason is English is needed to understand English references in knowing new knowledge
of science, technology, arts and culture.
English is one of the compulsory subjects obtained by students in high school education
with the consideration that English is a foreign language that can be used to communicate
with people from different countries and have different languages. Given the importance of the
English language so English became one of the lessons faced by high school students at the
National Exam (UNAS).
One high school that teaches English as a compulsory subject is SMA Muhammadiyah I
Sukoharjo. The SMA is located at Jln Nusa Indah Seliran Jetis Sukoharjo. Schools already have
language laboratory facilities but most lessons are often held in the classroom. This is based on
two reasons. First, computers found in language laboratories are some that are broken so they
can not be used maximally. Secondly, the facilities in the classroom already have complete and
adequate facilities such as the availability of LCD speakers and both are very supportive for the
achievement of classroom learning achievement.
The learning method used in the classroom has been varied by using the active learning
teaching method so students work in the classroom in groups by combining the PPT that is
applied with the LCD already available in the classroom.
Grade XI in the SMA Muhammadiyah I Sukoharjo, is the quietest class. The students
of grade XI can be defined by two types. The first category is silent that is concerned with
the explanation of the teacher while the second is quiet that does not pay attention to teacher
explanation. Students hear and pay attention to the teacher but when the lesson is finished,
no one asks the teacher to explain the subject matter that has just been explained. The second
1 Nurnaningsih, Jln. LetJend Humardani no 1. Jombor sukoharjo central java. English Department, Universitas veteran
Bangun Nusantara Sukoaharjo, Indonesia,57521, [email protected]
category is silent whose attention is not directed to the teacher’s explanation but is thinking or
doing anything else.
In addition, students who have no interest are too good to learn English. This is in line with
the explanation of English subject teacher in the class in question that most students do not
focus too much on the explanation of the subject teacher teacher in front of the class.
Students of grade XI are categorized as teenagers. Most of teenagers like to watch movie
or video than reading book. In reading book or novel, teenager in this case is students, have to
give big effort to read, and understand the text. While in video or movie they do not need to do
so because the picture in movie are moving by them selves.
Identification of the Study

Based on the explanation on introduction above, it is known that teaching speaking is
challenging. The challenge sometime becames difficulties and the teacher have to solve the
problem. The problems faced by grade XI SMA Muhammadiyah Sukoharjo are:
1. students got difficulty in speaking ability
2. teaching media used by English teacher
3. students lacked a good enthusiasm in learning English
Limitation of The Study

It is impossible to solve the whole problem faced by grade XI students, so the researcher
limits the problem in solving the lack of a good enthusiasm in learning English by students.
C. Problem Statements
Based on the limitation of the study, the research has two problem statements. They are
1. What are the function of cartoon movie in teaching speaking?
2. How is the application of carton movie to teach speaking skill for Class XI Students Of
SMA Muhammadiyah I Sukoharjo
Objective of The Study

Based on the problem statements, this study has two objectives of the study, they are:
1. to know the function of cartoon movie in teaching speaking.
2. to reveal application of carton movie to teach speaking skill for Class XI Students Of
SMA Muhammadiyah I Sukoharjo
UNDERLYING THEORY
Visualization in the Movie
Visualization was one of interesting way to teach because the students were interested in
watching Movie. Every time there is a box office movie they watch it in a group. Most teenagers
like watching movie because moving picture does not need an extra effort to do. They are just
silent then the pictures are moving by their selves. It is different from novel, students like to
read it but they have to read each sentence until the end of the story.
Visualization gives a focus on the visualization of the material as a medium to remember
by combining created and remembered, such as color, picture Ismail (2006;287). Video can
perform a very interesting show through color and picture inside of the package.
1. Definition of Video
Definition of video was linked to text and graphics and the way of playing of video jumping
is from one point to another was quite slow, and the norm was to watch a videotape from

beginning to end (Brophhy, 2004: 25). Actually enjoying video is the same as we are watching
text and graphic that made in a good combination, so audience can see the beautiful scene
on the television. The way we are watching video can see it toward to the end of the story
or we can jump to the story that we like to watch.
2. The Goal of Using Video as a Teaching Material
The goal is to use video-based cases as the basis for reflection and for the development of
teacher’ professional knowledge base(Clyde and Delohery, 2005: 28) The use of video to
model expert teaching illustrated the beginning of an important shift in research on teaching
and in teacher education.
Besides, Movies and TV programs are made for native speakers, so in that sense video
provides authentic language input Katchen in Clyde and Delohery, (2005: 45). That is to say, it is
obvious that the practical implications of video in the classroom in any classroom environment
it can easily be used; teacher can step in the process whenever she wishes; she can stop, start
and rewind to repeat it for several times where necessary. Any selected short sequence from the
program can be utilized for intensive study. To pay special attention to a particular point in the
program it is possible to run in slow motion or at half speed or without sound.
Video offers teacher the opportunity to do just that – to engage in a unique set of practices.
They also said that (Clyde and Delohery, 2005: 34-36). Three examples are as follow. First, when
watching a pedagogical dilemma on video, one does not have to respond with the immediacy
required when in the classroom live. Second, viewing video opens up the possibility of seeing
alternate pedagogical strategies. Third, similar to the role that video plays in educational research,
video provides teacher the opportunity to engage in fine-grained analyses of classroom practice.
For example, video can become a resource for teacher to use to consider how students think
about a specific concept and how students wrestle with ideas in particular contexts.
RESEARCH METHODOLOGY
Methodology
The problems studied in this study are qualitative research based on natural events without
any social and dynamic design because they are human beings who coordinate and work with
other people around them. Based on this explanation, this research includes qualitative research.
According to Sugiyono (2011: 15),
The method of qualitative research is a research that is used to examine the natural object
conditions (as opposed to experiments) where researchers are as key instruments, collecting
techniques with triangulation, data analysis is inductive / qualitative and research findings
Qualitative emphasizes the meaning of generalization.Based on the above understanding, the
qualitative description is a thoroughly conducted approach with researchers as a key instrument
of research. Then the result of the approach is explained by describing it by using the words.
Location of the Research

This study was conducted at SMA Muhammadiyah Sukoharjo at Semester XI
Data and Data Source

Data source of this subject are Class XI Students Of SMA Muhammadiyah I Sukoharjo of
academic year 2016/2017 as Arikunto (2013:172) stated the data source is subject where the
data is found in the research.
The data are the students’ ability in speaking English
Data Collection Technique

The data collection procedure in this research is observation, and documentation.
1. Observation
Observation is the first step in conducting research, observation is conducted to find out in
detail about the location and condition of the place (school) that will be carefully studied
in terms of the students and in the way of teaching students, the response from the students
taught.
2. Documentation
The document is interpreted as a written record / stored image of something that has
happened. Documentation is a physical evidence in the form of photographs taken at the
time of conducting research, observation activities, and students answer sheet
Data Analysis Technique

While the data analysis in this study, Mills and Hubberman (2012: 141) explains that data
analysis is the steps to process the findings of the study that have been transcribed through the
data reduction process, the data are filtered and compiled again, displayed, verified or concluded.
RESULTS AND DISCUSSION

Result
Humans as social creatures or Homo sapiens are creatures of God’s creation that can not
live alone. The ability to speak is very much needed in the life of a leader in communicating
with others.
Ability to speak is the ability to always be sharpened and used so as not to easily forget or
lose vocabulary. In addition, the ability to speak this often makes many students feel nervous
even scared when speaking because there is a difference in reading between Indonesian and
English as the target language. This is as disclosed by Dell Hymes in Chaer (2010: 47) that in
speaking requires the norm in speaking that there is an understanding that should be understood
about the theme of discussion by some parties related to the discussion.
Based on Dell’s opinion that this training is needed, the ability of interacting partners to be
diverse and able to understand what should be described in someone’s description.
The evaluation of the cartoon movie training for high school students of Muhammadiyah
high school IX in enhancing the spirit of learning and ability in speaking subjects, is more
specific in describing a person with significant improvement. This is biased from a very cranky
student’s knowledge before getting training to improve both in terms of understanding and
application of the ability to speak. The evalus results improve the ability as follows:
Table 1 Percentage improvement of partner understanding of cartoon movies app

Score Improvement
No Students Code
Pre Test Post Test (0%)
1 001 6 8,6 43,3
2 002 6,3 9,3 47,6
3 003 6,6 9 36,4
4 004 5,6 8 42,9
5 005 6 8,6 43,3
6 006 6 7,6 26,7

7 007 5,3 8 50,1

8 008 6 8,3 38,3
9 009 6,3 8 27
10 010 7 9 28,6
11 011 6,6 8,3 25,7
12 012 7,3 9,6 31,5
13 013 7 9,3 32,3
14 014 7,6 9,6 26,3
15 015 6,6 8,3 25,7
16 016 7 8,6 22,9
17 017 7,3 9 23,3
18 018 8 9,3 16
19 019 6 8,3 38,3
20 020 6,3 8 27
21 021 5,6 7,6 35,7
22 022 7,6 9 18,5
23 023 6,6 8,3 25,7
24 024 6 8 33,3
25 025 7,6 9 18,4
26 026 7 8,6 22,9
27 027 7,3 8,3 13,7
28 028 6,6 8 21,2
29 029 5,3 7,6 43,4
30 030 7,6 9,3 22,4
31 031 7 9 28,6
32 032 7 8,6 22,9
33 033 7,3 8 9,6
Rata-rata 29,4
From table 1 shows that, the high school Muhammadiyah high school student XI, has
increased knowledge and understanding about speaking ability in describing someone. The
increase in the demand reached 29.4%. This suggests that there is a real difference to the
partners’ need for speaking training by using cartoon movies on the skill of describing someone
before and after training.
Discusion
The Function of Cartoon Movie in Teaching Speaking
Cartoon movies are familiar to teenagers especially in Indonesia. The reason is it can be seen
on TV easily or downloaded from YouTube. Based on the easiest way in getting the cartoon
movies and how it closes to children and teenagers, so researcher used it to be a teaching
media in teaching speaking. It is very useful for high school students. This is related to the
interest of this age-old student who enjoys the film enthusiastically. This speaking skill needs
to be mastered by students in addition to other English skills such as writing, listening, and
reading.. In general this activity is very useful in facilitating the ability to speak English. Many
students from different levels of learning have the ability to speak English especially hard and
frightening abilities. The reason is they are afraid to make mistakes in speaking and fear of not
having enough vocabulary to use in speaking. Cartoon movies here need to be applied because
it is as a simple media as a material to explain and apply the examples of the application of
the material applied. The students are enthusiastic about participating in activities until they
are finished. They seem motivated to do all the instructions so that their speaking skills by
describing or describing their friends or teachers with the help of moving image media really
helps the students.
This success can not be separated from the support of the principal, teachers and senior high
school staff of Muhammadiyah Sukoharjo. In addition, the students’ desire to speak English is
quite large. It can be seen from pre test and post test results. these cartoon movies as a teaching
media has never been accepted by participants, so they are enthusiastic about participating in
teaching speaking by using cartoon movies.
The Application of Cartoon Movies to teach speaking skill for class XI of SMA Muhammadiyah
Sukoharjo
In carrying out this research, the researcher conducts the following:
a. Conduct initial observation or field orientation on the knowledge of junior high school
students of Muhammadiyah Sukoharjo on English language knowledge. Granting
materials by introducing the image media used in English learning, especially media
that use Video and presentation by ppt. In early observation, it was found that speaking
ability (speaking) of senior high school students was still far from expectation. This is
seen from the recording of students’ grades still under the KKM (70).
b. Pretest about the ability to speak SMA Muhammadiyah Sukoharjo students in English.
The pretest results indicate that the average student ability to speak low is under the
KKM, i.e. entering a range of value-added categories. The pre test question, namely:
1) What do you know about descriptive text?
2) What is the use of descriptive text?
3) Mention the generic structure of the descriptive text!
4) If you have never seen someone or something, can you mention the characteristics
of the person or thing?
5) Which is easier, describing a person or a motionless picture?
6) It will be easy for you to describe someone or something if ....
7) Describe picture cartoon characters.
From that, it was found that the ability to speak partner to the ability to describe someone
is still minimal. It can be seen from the answer to the majority of the details but in the
number one and the number two, partners still answer in general. The number three
issue of the partner can answer it because it has already been obtained when they learn
Indonesian. Problem in number four partner respond with no focus even some ask first
to researcher to answer question number four. Problem in number five, many partners
who answer it easier to describe someone because humans have the same limb but have
different forms of limbs as well as for the basic nature and nature of human beings. The
number six and the number seven question, questions can be answered by partners with
answers that have not been answered to the answers asked by the question.
c. Provide teaching on speaking ability with cartoon movie in English, researcher taught
in English subjects using cartoon movie combined with PPT or power point. Cartoon

movie that was used in the research this time there are 3 types of cartoon movie. The
first cartoon movie is a cartoon movie with no English conversation. Assuming the
researcher will know how well the partner understands a movie. The second and third
cartoon movie is a cartoon movie that uses conversations between players in the cartoon
movie.
The cartoon movie application in the research:
a) The researcher explained the material with LCD media or PPT. Students look more
enthusiastic because it is presented with pictures of their world as they can see and
hear at the same time in interesting story packs.
b) Then it is shared the talk exercise with a mix of pictures and texts, and then the
students described the picture of the cartoonist in the question.
c) The researcher provided an example of speaking by describing one of the English
class students in a simple level. Then students alternate to classmates.
d) This exercise is repeated until all materials are delivered.
Table 2 the effectiveness of cartoon movie applications on speaking fluency

STUDENTS SKOR FOR EACH INDIKATOR
NO TOTAL AVERAGE
CODE i ii iii iv v vi
1 001 4 3 3 4 4 4 22 3,7
2 002 3 4 4 3 4 4 22 3,7
3 003 3 4 4 4 3 4 22 3,7
4 004 4 3 4 3 4 3 21 3,5
5 005 4 4 4 4 4 4 24 4
6 006 3 4 4 3 4 3 21 3,5
7 007 4 3 4 4 3 4 22 3,7
8 008 4 3 4 3 4 4 22 3,7
9 009 3 4 3 4 3 4 21 3,5
10 010 4 4 4 4 4 4 24 4
11 011 4 3 4 4 4 3 22 3,7
12 012 3 4 4 4 3 4 22 3,7
13 013 4 3 4 4 4 4 23 3,8
14 014 4 4 3 4 4 4 23 3,8
15 015 4 4 4 4 4 4 24 4
16 016 3 4 4 3 4 4 22 3,7
17 017 4 4 3 4 4 4 23 3,8
18 018 4 3 4 3 4 4 22 3,7
19 019 3 4 4 4 4 3 22 3,7
20 020 4 3 4 4 3 4 22 3,7
21 021 4 4 4 4 4 4 24 4
22 022 4 4 3 3 4 4 22 3,7
23 023 4 3 4 4 3 4 22 3,7
24 024 3 4 3 4 4 3 21 3,5
25 025 3 4 4 4 3 4 22 3,7

26 026 4 3 4 4 4 3 22 3,7
27 027 4 4 3 3 4 4 22 3,7
28 028 4 3 4 3 4 3 21 3,5
29 029 3 4 4 4 3 4 22 3,7
30 030 4 4 3 4 4 3 22 3,7
31 031 3 4 4 3 4 4 22 3,7
32 032 4 3 3 4 4 4 22 3,7
33 033 4 4 4 4 4 4 24 4
Rata-rata
Indicator column description

a) Students can explain understanding, function and Generic structure from descriptive
text
b) Students can use simple present tense
c) Students can describe the physical characteristics of a person’s characteristics
d) Students can speak fluently
e) Students have good fluency in speaking
f) Selection of words or dictionaries for form and adjective
Score range of assessment results:

1: poor
2: good enough
3: good
4: very good
From the table above, it can be seen that the effectiveness of cartoon movies app
with average result of 3.7 or it can be said very well. Whereas, when viewed from each
indicator, a significant result is obtained because each indicator reaches the average of
3.6, where the lowest average indicator of the second indicator reaches 3.63 is that of the
simple present tense aspect, 3.76 that is on the understanding aspect of understanding,
the following functions of the generic structure of the descriptive text.
d. Evaluate the ability of students to talk and describe movie characters in English. In this
evaluation, students are asked to do demonstrations in front of the class, and it is proven
that partners are able to do well and the ability to describe their friends or teachers.
This shows an increase, though new in simple talk, with a 29.4% score that shows an
increase in pretest results. So the bias can be concluded that partners are increasingly
knowledgeable and increasing their skeletal ability with the help of applications from
cartoon movies.
The inhibiting factor of this activity is relatively small, the lack of vocabulary
mastery, so the future of the students, especially their English teachers, adds to the
vocabulary material, so students do not just know the description of a person’s body
but they can also describe the nature of someone around their daily life . There are
also students who are bustle themselves and are less interested in the material being
delivered so that the classes become ragged, but such things can be resolved when the
movie is played then they are prompted to keep in mind the characters in the film. Other
problems arise when it turns out that the media used by the service team is a new thing
for the participants. This resulted in serious noise so the moment of class became very
crowded.
Students are delighted with the advanced technology of LCD and cartoon movies
they have never seen before in teaching and learning activities.
From the evaluation results, pretest results indicate that participants’ understanding
before the using teaching media, it is still lacking in understanding of the description
material and after implementing the teaching media, cartoon movies, the partner is
increasingly able to reveal the depiction of a person by using the description genre.
It also shows that the students are very enthusiastic about increasing their knowledge
about speaking with cartoon movies.
The conclusion of the research is a cartoon movie collection that can be used as a
medium of English learning in this case is speaking learning.
Besides, It can be concluded that speaking with cartoon movies should be done
gradually, since speaking is one of the skills in English that requires training and habits
in everyday life. However with the help of interesting media such as colored pictures,
especially cartoon movies make it easy for partners to create or create descriptions of
someone around it with the help of these images as an example.
REFERENCES
Brophy, Jere. Vol 10. Using Video In Teacher Education. Advances in Research On Teaching.
Clyde, William. Andrew Delohery. 2005. Using Technology in Teaching, London: Yale
University Press
Hemei, J. (1997) Teaching with Video in an English Class, Journal of English Teaching Forum,
vol.35-2, pp 45-47
Ismail, Dr. 2006. The Use of Video as an Audio Visual Materialin Foreign Language Teaching
Classroom. The Turkish Online Journal of Educational Technology. ISSN: 1303-6521 Vol
5.
ABOUT THE AUTHORS

Nurnaningsih,2 Faculty of Teacher Training and Education, English Dept. Universitas Veteran
Bangun Nusantara Sukoharjo, Indonesia
Veronika Unun Pratiwi, Faculty of Teacher Training and Education, English Dept. Universitas
Veteran Bangun Nusantara Sukoharjo, Indonesia
2 Nurnaningsih, Jln. LetJend Humardani no 1. Jombor sukoharjo central java. English Department, Universitas veteran
Bangun Nusantara Sukoaharjo, Indonesia,57521, [email protected]
The Role Of Economic Education In Shaping

Environmentally Sound Behavior (Case Study In Small
And Medium Enterprises)
Yuliani,1 Economic Education, STKIP PGRI Tulungagung, Indonesia
Abstract: Education has a big role in shaping individuals who are ethical and moral and have a love and concern
for the environment. Economic education also has a mandate to embody education for sustainable development
through formal, informal and non-formal education channels. This study aims to obtain a holistic picture of the
role of economic education in shaping environmentally sound behavior. The methodology used in this research is
qualitative. The result of this research is that economic education obtained by SMEs does not always play a role in
shaping environmental economic behavior. Therefore, economic education has a central role through the learning
process carried out through the formal, informal and non-formal sectors.
Keywords: Economic Education, Environmental Behavior, Role, SMEs
INTRODUCTION
Education is a method to improve understanding and implementation of the role of small-
scale business owners to reduce the negative impact of their business (Redmond & Walker,
2009). According to Minister of National Education Regulation No. 63 of 2009, the paradigm
in education is for the development and/ or sustainable development (education for sustainable
development), namely education that is able to develop students to be a blessing for all nature.
Based on this paradigm, especially economic education should not only be useful for today’s
life, but still pay attention to life in the future.
In order to achieve development that takes into account the environment, economic
behavior that is environmentally sound must be instilled. To instill economic behavior that is
environmentally sound requires a direction of education that must be instilled from an early age
so that the environment we live in can be sustained without excessive destruction (Syafi’i, AS.,
et al, 2015).
Economic education has a big role in shaping the knowledge and understanding of students
and the community related to environmental aspects in their lives. Sustainable economic
education will shape economic actors who have a concern and commitment to manage
resources by taking into account of the sustainability of nature and the environment. Through
economic education, it is also hoped that human resources, attitudes and business perspectives
and economic behavior in managing a business will contribute to the performance of SMEs in
overcoming environmental problems faced.
LITERAURE REVIEW
Economic Education In Indonesia
The function of economic subjects is to develop students’ ability to have an economy, by
recognizing various economic facts and events understanding concepts and theories and
practicing to solve economic problems that occur in the community (Ministry of National
Education, 2003). Whereas according to Law No. 20 of 2003 states, “National education
functions are to develop capabilities and form dignified national character and civilization in
1 Corresponding Author: Yuliani, Jalan Mayor Sujadi Timur No 7 Tulungagung, Economic Education , STKIP PGRI
Tulungagung, Jawa Timur, Indonesia, 66221. email: [email protected]

order to educate the life of the nation, it aims to develop the potential of students to become
faithful and fearful people of God Almighty, noble, healthy, knowledgeable, capable, creative,
independent, and become a democratic and responsible citizen.
In Law No. 20 of 2003, states that the education pathway consists of formal, non-formal
and informal education. The description of this article states that formal education is education
held in schools in general. This education pathway has a clear level of education, ranging from
basic education, secondary education, to higher education. Non-formal education is a path of
education outside formal education that can be implemented in a structured and tiered manner.
The most common non-formal education at an early age, as well as basic education is TPA or Al
Qur’an Education Park which is available in mosques and Sunday schools which are found in
all churches. In addition, there are also various courses, including music courses, tutoring and
so on. Informal education is a family and environmental education in the form of independent
learning activities that are carried out consciously and responsibly.
The education quality assurance paradigm contained in Minister of Education Regulation
63 of 2009 states that there are 3 points of paradigm in education. One of them is education for
development, development, and / or sustainable development, namely education that is able to
develop students to be a blessing for all nature. Based on this paradigm, education should not
only be useful for current life, but still pay attention to life in the future.
Environmental Economic
Soerjani (2009) says that an environmentally sound economy is an economic activity (industry,
trade, services, banking, finance) that has a healthy and dynamic balance between the economy
and resources so that a balance occurs. Environmental economics learns about the management
of existing resources for the welfare of all people or society, so that the objective of the
environmental economy is the achieved progress that is based on society, where the environmental
economic development agenda must take sides with the interests of the community, realize their
welfare more fairly and prioritize environmental sustainability (Rachmawati, RA., et al, 2016).
Environmental-oriented economic behavior can be defined as a pattern formed in a person to
behave economically (choosing or using goods and services) by paying attention to economic
morality that considers the importance of sustainable living and respecting the environment
(Nurlaili, EI., et al, 2016).
A substantial part of environmental economics is related to how the economy might avoid
inefficiencies in the allocation and use of natural and environmental resources (Perman,
Ma, McGilvray & Common, 2003). Environmental economics is the study of how scarce
environmental resources are allocated among competing demands. In environmental economics
there is a focus on understanding how and why regular markets fail to allocate natural goods
to their best social values (Thurston, Heberling, & Schrecongost, 2009). Environmental
economics is the application of economic principles to the study of how environmental
resources are managed (Field, Barry C; Field, 2017). Environmental economics is the study of
how scarce environmental resources are allocated among competing demands. There is a focus
on understanding how and why regular markets fail to allocate natural goods to their best social
value (Thurston et al., 2009).
Small And Medium Enterprises In Indonesia

The criteria of small (industry) business based on (Undang-undang RI No 9 Tahun 1995 Tentang
Usaha Kecil, 1995) are as follows: (1) Having a net worth of Rp. 200,000,000, - (two hundred

million rupiah) at most, excluding land and building of business premises; (2) Having annual
sales of Rp. 1.000.000.000, - (one billion rupiah) at most; (3) owned by Indonesian citizens; (4)
Stand alone, not a subsidiary or branch of a company owned, controlled or affiliated directly,
or indirectly, with medium or large businesses; and (5) in the form of business of a non-legal
entity, business entity or legal entity, including a cooperative.
METHODOLOGY
This research is a qualitative research. According to (Berg, 2001), in qualitative research try to
find answers to research questions by examining various social and individual settings that are
in it. Qualitative research is done through intense and / or continuous contact with participants
in naturalistic / natural settings to investigate the daily lives of individuals, groups, communities
and organizations (Miles, Matthew B., Huberman, A Michael., Saldana, 2014). The type of in
this research is a qualitative case study. Case studies are design investigations found in many
fields, especially evaluation, where researchers develop an in-depth analysis of a case, often a
program, event, activity, process, or one or more individuals (Creswell, 2014).
The study was conducted in 4 Small and Medium Enterprises (SMEs). The SMEs that were
the research sites consisted of Batik SMEs, Rambak SMEs, Tapioca Flour SMEs, and tofu
SMEs.
RESEARCH RESULTS
Batik SMEs
There are various training activities, seminars, counseling provided by the government. However,
most of these programs aim to increase sales turnover. Not related to an environmentally
sound business. For example, there is batik training by inviting instructors from Pekalongan
and Solo. The government facilitates of batik product exhibitions outside the city, for example
in Yogyakarta, Surabaya, and others, and facilitates product exhibitions within the city of
Tulungagung itself. In addition, there are various seminars that are also attended by these SMEs.
Extension activities are often provided by the District Health Office. The material for
extension activities is mainly related to employee job security, equipment that must be used
by employees, and also standardization of production sites. However, various formal and non-
formal education programs do not have an influence on environmentally sound behavior.
At the moment our focus is that this business can go on and on. How to keep sales going
up. WW / MR / 02 March 2018, 09.00-12.00
Rambak SMEs
Mr. Heri took formal education until high school. Through formal education, Mr. Heri learned
about the dangers of waste for the environment. In addition, he was the third generation running
a rambak business, so he also learned about waste and its consequences through his family.
My family has been running this business for generations. I am the third generation.
If education is formal, I will go to high school. So I also understand more about the
problem of waste. In addition, the government also provide facilities to us. WW / PH /
20-12-2017 / 13.00-15.30.

Mr. Heri often takes part in seminars, training, promotions and counseling conducted by
various government agencies, such as the District Health Office and the Industry and Trade
Office.
Giving direction, counseling, training, asking to take part in the seminar ... so I added
to my understanding about the dangers of waste for the environment. WW / PH / 20-12-
2017 / 13.00-15.30.
Tapioca Flour SMEs
Mr. Ahmad does not complete from elementary school. He also does not attend to training
and seminars related to environmentally sound businesses. Counseling from the District
Environmental Office is also rarely followed by Mr. Ahmad.
If I am not mistaken, during this business, only a few times the government gave a
instructions of waste. Rarely. So I don’t understand enough. WW / PAS / 22-3-2018 /
08.00-11.00.
To overcome business constraints that are environmentally sound, SME entrepreneurs tend
to be passive. No more effort is done. Business routines, age, lack of access, low desires, costs
and time become obstacles for tapioca entrepreneurs to find information on waste treatment.
He only hopes that at an increasingly twilight age, the flour business that is carried out can still
continue because this business is the main livelihood.
Tofu SMEs
The formal education taken by Mr. Sumarno is high school. Seminars and counseling have
also been followed by Mr. Sumarno. The seminar from Desperindag district related to tofu
packaging was followed in the middle of 2017. The purpose of this seminar was to improve the
business of tofu.
Counseling from the District Health Office was carried out around March 2017.
Unfortunately, this extension was only attended by several participants who were selected as
counseling samples. The content of this extension material includes (1) well water must not
contain chemicals, (2) diesel is given safety, and (3) steam protection.
Hence, counseling was carried out around November 2017 from the District Environmental
Office. This extension was not carried out on all entrepreneurs of tofu in the region. Only a few
entrepreneurs were taken as samples for counseling. The material given in this counseling is in
the form of waste treatment equipment. The requirements given by the Environmental Office
are the entrepreneurs of tofu that in this industrial area must be assembled / assembled to jointly
agree on the land to be used for the installation of WWTP. Unfortunately, the offer from the
Environmental Office has not received a positive response from the entrepreneurs. The busy
work is the reason why they do not have time to gather.
Very little information provided by the government. Especially related to waste. The
government should often make events like this. Let us improve our understanding about
tofu SMEs. WW / PS / 2 April 2018, at 3:00 a.m. - 4:30 p.m.
However, formal education and counseling and seminars that have been followed by
entrepreneurs of tofu does not correlate with business behavior that is environmentally sound.
Entrepreneurs have not thought about environmental production. Mr. Sumarno is still focused
on the sustainability of his tofu business.
It has not been thought about doing environmentally sound production ... for me, the
important thing is how to work right now. WW / PS / 2 April 2018, 15.00-16.30
DISCUSSION
The results showed that formal, informal and non-formal education did not always play a role
in shaping environmental behavior. The findings of the study support the results of research
from (Kollmuss & Agyeman, 2002), the longer the education gained by individuals, the wider
the knowledge of environmental issues. But the higher education, it does not always affect the
improvement of environmentally sound behavior. (Aykol, B & Leonidou, 2014) also argue that
the level of education is one of the factors that will play a role in adopting “green” practices by
SMEs. The existence of an education program is a chances for the owner / manager of a small
company to engage in behavior change for the management of environmental impacts (Walker,
Redmond, & Giles, 2010).
Hines, Hungerford, & Tomera (1986) suggest that the complex formation of environmental
behavior and the existence of situational factors that always change will make it difficult
to predict behavior. However, knowledge, skills and personality can also be influenced by
environmental education. Schools must develop learning approaches that provide opportunities
for the development of learning experiences, both cognitive, affective and skills aspects
needed for environmentally sound behavior. As a general education institution, schools have
a responsibility to provide members of the community and students with environmental
responsibility, with knowledge and commitment to environmental decisions (Jensen, 2002).
In addition Hines, Hungerford, & Tomera (1986) suggest that teachers in learning at schools
must be able to develop focus of internal control of students, positive attitudes toward the
environment, and environmental responsibility. (Jensen, 2002) says that schools as general
education institutions have a responsibility to give knowledge about environmental knowledge
and commitment to the students. (Kollmuss & Agyeman, 2002) suggest that the longer the
education, the broader the knowledge of environmental issues. Education about the environment
will modify individual behavior (Chawla & Cushing, 2007).
In addition, the low level of training received by SMEs will cause low involvement of SMEs
in environmental problems (Brio, JA & Junquera, 2003). Even most SME owners do not have
training in environmental management (Redmond & Walker, 2009). (Agan, Fatih, & Borodin,
2013), state that the government must design training programs to increase environmental
awareness for SME owners and managers. (Condon, 2004) states that the use of communication
in the form of visits to SMEs, face-to-face, network formation, and assistance is more effective
in changing the behavior of SMEs compared to conventional methods (seminars, bulletins
and the internet). The owner / manager believes that knowledge about waste and recycling is
valuable material for training (Redmond & Walker, 2009).
Hence, in providing environmental education for small businesses, there are several things
that must be considered, namely: the use of simple language, providing examples of best
practices, offering specific industry information, offering solutions that are easy to implement,
offering practical content, using trusted sources to deliver programs (Redmond & Walker, 2009).
Improving environmental education among small-scale business owners / managers will
provide better social, economic and environmental outcomes (Redmond & Walker, 2009). The
goal of education about the environment at school is to develop students’ ability to act at the
personal and community level (Jensen, 2002). Professionals must be able to fulfill the main
objectives of environmental education, to produce citizens who are environmentally responsible

who can maintain a balance between quality of life and environmental quality so that students
need to be equipped with knowledge and training on environmental action strategies (Sia,
Hungerford, & Tomera, 2010).
REFERENCES
Agan, Y., Fatih, M., & Borodin, A. (2013). Drivers of environmental processes and their impact
on performance : a study of Turkish SMEs. Journal of Cleaner Production, 51, 23–33.
https://doi.org/10.1016/j.jclepro.2012.12.043
Aykol, B & Leonidou, L. (2014). Researching the Green Practices of Smaller Service Firms :
A Theoretical , Methodological , and Empirical Assessment. Journal of Small Business
Management, 1–25. https://doi.org/10.1111/jsbm.12118
Berg, Bruce L. 2001. Qualitative Research Methods For The Social Sciences. 4th ed. Needham
Heights, MA: A Pearson Education Company.
Brio, JA & Junquera, B. (2003). A review of the literature on environmental innovation
management in SMEs : implications for public policies. Technovation, 23, 939–948.
https://doi.org/10.1016/S0166-4972(02)00036-6
Chawla, L., Cushing, D. F., Chawla, L., & Cushing, D. F. (2007). Education for strategic
environmental behavior Education for strategic environmental behavior, (March 2013),
37–41. https://doi.org/10.1080/13504620701581539
Condon, Linda. (2004). Sustainability and Small to Medium Sized Enterprises - How to Engage
Them. Australian Journal of Environmental Education, 20 (1), 57–67.
Creswell, John W. 2014. Research Design_ Qualitative, Quantitative, and Mixed Methods
Approaches. 4th ed. London: SAGE Publications, Inc.
Field, Barry C; Field, M. K. (2017). Environmental economics (Seventh Ed). New York: Mc
Graw Hill Education. https://doi.org/10.1126/science.1162756
Hines, J. M., Hungerford, H. R., & Tomera, A. N. (1986). Analysis and Synthesis o f Research
on Responsible Environmental Behavior : A Meta-Analysis. Journal Of Environmental
Education, 18(2), 1–8.
Jensen, B. B. (2002). Knowledge, Action and Pro-environmental Behaviour. Environmental
Education Research, 8(3), 325–334. https://doi.org/10.1080/1350462022014547
Kollmuss, A., & Agyeman, J. (2002). Mind the Gap: Why Do People Behave Environmentally
and What are the Barriers to Pro-Environmental Behaviour. Environmental Education
Research, 8(3), 239–260. https://doi.org/10.1080/1350462022014540.
Minister of Education Regulation 63 of 2009 About the Education Quality Assurance System.
Miles, Matthew B., Huberman, A Michael., Saldana, Johnny. 2014. Qualitative Data Analysis,
A Sourcebook Method. Third Edit. London: SAGE Publications, Inc.
Nurlaili, EI., et al. (2016). Growing Economic Behavior with Environmental Insights from
School Residents Through the Adiwiyata Program. In National Conference On Economic
Education (pp. 434–445).
Perman, R., Ma, Y., McGilvray, J., & Common, M. (2003). Natural resource and environmental
economics (Third Edit). Pearson Education Limited.
Rachmawati, RA., et al. (2016). The Meaning of Biogas as a Household Energy Source
(Pandesari Pujon Community Study). In National Conference On Economic Education
(pp. 1673–1686).
Redmond, J., & Walker, E. (2009). Environmental Education in Small Business : The Owner-
Manager ’ s Perspective. Australian Journal of Environmental Education, 25, 117–128.

RI Law No. 9, 1995 about Small Business.

RI Law No. 20, 2003 about National Education System
RI Law No 20, 2008 about National Education System
Sia, A. P., Hungerford, H. R., & Tomera, A. N. (2010). Selected Predictors of Responsible
Environmental Behavior : An Analysis, (February 2015), 37–41. https://doi.org/10.1080/0
0958964.1986.9941408
Soerjani, M. (2009). Basic Concept of Environment Ecosystem Management for the Life
Survival. Jakarta: UI Press.
Syafi’i, AS., et al. (2015). Internalization of Environmental Behavioral Values for Students of
Economic Education. Jurnal Pendidikan Humaniora, 3(1), 70–77.
Thurston, H. W., Heberling, M. T., & Schrecongost, A. (2009). Environmental Economics
for Watershed Restoration Environmental. (A. Thurston, Hale W;Heberling,Matthew
T;Schrecongost, Ed.). Boca Raton: CRC Press.
Walker, E., Redmond, J., & Giles, M. (2010). A Proposed Methodology to Promote Adoption of
“Green” Production by Small Firms. International Journal of Business Studies, 18 (2010),
39–48.
ABOUT THE AUTHORS

Yuliani: Economic Lecturer, Economic Education, STKIP PGRI Tulungagung, East Java,
Indonesia.

Transformative Learning for The Development of Student

Activists’ Spirit of Social Entrepreneurship
Sunanik1), Economic Education, STKIP PGRI Tulungagung, Indonesia
Abstract: Every individual goes through the learning process. The output of the learning process are the changes
in behavior both in the cognitive, affective and psychomotor domains. One of the outcomes of joining student
organizations is the formation of soft skills in students. This study aims to describe the values possessed by student
activists of the STKIP PGRI Tulungagung Student Activity Units (SAUs) and to propose a Social Entrepreneurship
(SE) training which utilizes transformative learning method for those students. The research method used is
descriptive-qualitative, and the object under study is the soft skill possessed by student activists of the Student
Activity Units (SAUs) of STKIP PGRI Tulungagung. Data collection method is in-depth interviews, the research
instrument is the researcher, and the data analysis technique uses the Grounded Theory method. The conclusions
of this study are as follow: 1. Student activities in the student activity unit (SAUs) can shape students’ soft skills
and provide an understanding of social activities that provide experience and form a sense of togetherness, a sense
of solidarity, and the unity to advance together in helping people who face problems. 2. Transformative learning
is expected to be an alternative learning model employed in social entrepreneurship training programs for SAUs
student activists. The SE training help generates a community where social issues are transformed into social acts
and develops students’ engagement with the field at large and fellow actors and provides an invigorating creative
environment.
Keywords: Transformative Learning, Social Entrepreneurship Spirit
INTRODUCTION
The result of my observation—based on a literature study examining entrepreneurship courses’
syllabi and lesson plan at several private universities both in Tulungagung, Kediri, and Blitar—
shows that social entrepreneurship is still not widely known to the public in Tulungagung,
both in theory and practice. One probable cause is the exclusion of social entrepreneurship in
the entrepreneurship curriculum and courses, as well as the lack of training/workshop/seminar
on social entrepreneurship. On the other hand, I believe that it is crucial for college students
to possess the spirit of social entrepreneurship, as students are the one at the front line of
development in Indonesia and Tulungagung in particular. It is expected that with the rise of social
entrepreneurship spirit in Tulungagung, figures who will turn social problems into business
opportunities while also concentrating on community empowerment will be discovered. The
spirit of social entrepreneurship is undeniably needed in this era of globalization to fend the
negative impacts of said time.
Here, the potential of student activists from Student Activity Units (SAUs) becomes
prominent, due to the fact that entrepreneurship education is already carried out through
the Student Activity Unit (SAUs) by instilling entrepreneurial values in its activities.
Entrepreneurship education is the process of changing the mindset of college graduates from
job-seeking to become job creators, which is generally given both through intra-curricular
activities; namely through formal university courses, as well as through extracurricular activities
and habituation. The Student Activity Unit (SAU) is a forum for student activities that serves
to develop students’ talents, interests, and expertise. The number, shape, and type of Student
Activity Units (SAUs) in each university depends on the purpose and students’ necessity. The
existence of SAUs is not only based on the principle of benefits but also based on educational
principles. These educational values have an important role, that is educating students towards
achieving the vision and mission of education of the university. In addition, SAUs also instill

social values such as mutual respect, cooperation, caring for others, independence, unity, and
solidarity.
The right learning method is needed so that the change of the students’ mindset into one of
an agent of change can be achieved. To encourage the growth of social entrepreneurship spirit,
an entrepreneurship education program which integrates social entrepreneurship materials
is needed. This educational program is expected not only to help foster the students’ social
entrepreneurship spirit from early on but also to be a guideline that assists the development of
their social entrepreneurship skills. Social entrepreneurship training program that I envisioned
is a social entrepreneurship education program that is located outside of the classroom courses,
more specifically through a social entrepreneurship training program which utilized the
principle of transformative learning. Its development goal is to optimize student activists of
the Student Activity Unit (SAU) who already have experience in managing events by applying
entrepreneurial values. Moreover, almost all Student Activity Units have social activities which
are the social assets needed for social entrepreneurship.
Therefore, the purpose of this study was to describe the values possessed by student
activists of the STKIP PGRI Tulungagung Student Activity Units (SAUs) and to propose a
Social Entrepreneurship (SE) training which utilizes transformative learning method for said
students. I argue that the training can be an alternative instrument that assist in stimulating the
development of individual social ideas into a social innovation, more importantly in the way
that transformative learning method changes students’ perspective from a focus on the self to
that of the community. The SE training help generates a community where social issues are
transformed into social acts and develops students’ engagement with the field at large and fellow
actors and provides an invigorating creative environment. Moreover. the student activists are
chosen as the target of this training program due to the social asset they already possess.
COMMUNITY
SOCIAL
SOCIAL ASSEST SOCIAL
ENTREPRENEU
(IDEAS) INNOVATION
SHIP TRAINING
SOCIAL
CHANGES
Graph 1. SE Training implementation’s result scheme.
LITERATURE REVIEW
Social Entrepreneurship
Hibbert, Hogg, and Quinn (2005) define social entrepreneurship as the use of entrepreneurial
behavior that is more oriented towards achieving social goals, does not prioritize earnings,
and profits derived are used for social purposes. (Sofia, 2015). Meanwhile, the notion of a
social entrepreneur is someone who understands social problems and uses the ability of
entrepreneurship to make social changes, primarily covering the fields of welfare, education,
and health (Cukier, Trenholm, Carl, & Gekas, 2011). This conclusion is also in line with Irma’s
(2015: 5) opinion that social entrepreneurs are agents of change who are able to carry out the
ideals of changing and improving social values and being inventors of various opportunities for
improvement (Sofia, 2015). Nicholls also defines Social Entrepreneurship as the “Innovative and
effective activities that focus strategically on resolving social market failures and creating new
opportunities to add social value systemically by using a range of resources and organizational
formats to maximize social impact and bring about change.” His description highlights the
flexible and dynamic nature of SE as an economic endeavor. SE has at its core the breaking
out of old system and institution, utilizing various different forms in term of organization and
strategy (Nicholls, 2006).
Nicholls & Cho (2006: 99)(Nicholls, 2006) further explained that social entrepreneurship is a
dynamically developing phenomenon that is related to the community as a whole (stakeholders)
and has a relationship with the organizations around it. In addition, the importance of the growth
of social entrepreneurship is part of a social criticism that is developing globally. Furthermore,
they also reveal that in social entrepreneurship there are three points that need to be clearly
established, i.e. (1) “Sociality” which signifies the reach of the goals of an organization in applying
the forms of social values; (2) “Innovation;” the innovator behavior that entrepreneurship
emphasizes, and (3) “market orientation”, which distinguishes social entrepreneurship from
other social organizations. Given the market orientation, the entrepreneurial dimension requires
rationalization of strategic operations in response to exogenous variables as competitive market
pressures. Many social organizations place their goals on the assumption of dysfunctional or non-
existent markets, but social entrepreneurs continue to recognize the value of market orientation
that provides the upper hand for the most effective dissemination of resources to achieve social
goals. Here, we can conclude that there are three dimensions of social entrepreneurship that are
interrelated, namely sociality, innovation, and market orientation, as shown in Figure 1 below:
Figure 1 Dimension Social Entrepreneurship

(source : Nichollas & Cho, 2006: 103)
Meanwhile, (Corner & Ho, 2010) examines four recurring patterns on how Social
Entrepreneurship opportunities are recognized and developed and come into conclusion that the
empirical reality of social entrepreneurship is more of a collective endeavour rather than a matter
of individual genius. The first pattern is that of ‘opportunity development’ where actors aware
of social issues identified and nurtured an organic phenomenon. The second one is ‘collective
action,’ in which opportunities are developed by multiple actors who combine their respective
knowledge from different fields and angles. One important note made by Corner and Ho is that
it is unlikely that knowledge necessary for the development of an opportunity is possessed only
by one individual actor, stressing on the idea of coalescence of thoughts within the creative
process. Third is ‘experience corridor’, an acknowledgment the crucial role of the actor’s prior
experiences that are brought to the table. The last one is ‘’spark,’ or the moment when insight
surfaces and engendered opportunity development. In Corner and Ho’s investigation, the
mentioned patterns appear to be most influential in deciding which opportunities are advanced
in particular, chosen time. If we look closely, it is clear that collaborative action is at the core
of the venture (joining ideas and experiences), and that acknowledgment of ‘social others’
and how their issues connect to that of the actor(s) is a decisive factor. Holding into this, it is
also indubitably important that social entrepreneurship education pays more attention to the
collective domain of SE in practice. Here, transformative learning model plays an important
part to change students’ perspective in facing business venture.
Transformative Learning Model

The transformative learning model is a learning model based on a constructivist paradigm
that actualizes each individual by building knowledge through their experiences in the outside
world. Transformative learning refers to the process of acquiring knowledge that is socially
constructed by a group of individuals. Among the many scholars who published the theory of
transformative learning was Jack Mezirow (b. 1927). He often based his ideas in this field on
Jürgen Habermas’s critical theory (b. 1929). Besides being influenced by Habermas, Mezirow’s
writings were also inspired by the theory of Paulo Freire (1921-1997) on conscientization which
he also considered as a parallel process for the transformative learning model he described
(Mezirow, 1978).
Transformative learning tries to develop an individual’s awareness concerning their
position vis a vis a broader political and economic power. What Freire terms conscientization
above is the process of providing facilities for the understanding and belief that the relationship
of domination and alienation can be modified. The purpose of transformative learning is not
only for personal transformation but also for social transformation. This method of learning is
intended so that individuals can become creative producers for themselves and the community
and become active agents in the transformation of political and economic relations within society.
Furthermore, according to Mezirow, transformative learning is a process of influencing change
in a concrete frame of reference. Throughout life, we develop various concepts, values, feelings,
responses, and associations that shape our life experiences. The frame of reference helps us to
understand our experience in this world. Life experience itself according to Mezirow consists
of two dimensions, namely habit of mind and point of view. Our habit of minds is extensive
and are attitudes that can be articulated through viewpoints. For example, consumerism is a
habit of mind that is articulated through the point of view of purchasing products. The point of
view is generally more accessible than the habit of the mind, which is described to be longer
lasting and more difficult to change than the point of view. Transformative learning is linked to
changing the terms of reference through critical reflection on mind habits and perspectives. For
example, reflecting consumption and production patterns critically can have an impact on our
consumptive behavior.
Transformative learning aims at revising old assumptions and ways of interpreting
experiences through critical reflection and self-reflection. The purpose of transformative learning

is similar to the definition of participatory group learning proposed by Patricia Cranton. Cranton
expands Mezirow’s theory that emphasizes self-reflection and student responsibility for learning
purposes. Cranton discusses the underlying assumptions that transformative learning groups
will cause individual and social change. Participants can and will engage in collective action
after setting collective goals in groups. Educators in this situation are responsible for creating
a conducive and open environment for self-reflection. The primary purpose of transformative
learning is to empower individuals to change their perspectives. According to Taylor (Grainger,
2015), transformative learning offers learning theories that are uniquely mature, abstract, ideal,
and grounded in human nature of communication. This statement is consistent with the opinion
of Mezirow (Mezirow, 1997) (1996) that transformative learning is a theory that is only partly
a process of development, but more So A Method Where “Learning Is Understood As The
Process Of Using Previous Interpretations To Interpret New Interpretations Or Revisions That
Mean The Experience Of Someone To Guide Future Actions.”
RESEARCH METHODS
This research method is descriptive-qualitative, the object studied are 10 student activists of the
Student Activity Units of STKIP PGRI Tulungagung. Data collection techniques are in-depth
interviews, the research instrument is the researcher, and data analysis techniques used is the
Grounded Theory method.
RESULT AND DISCUSSION

SAUs and Social Capital
The Student Activity Units are student organizations that are tailored for the specific talents and
interests of students. The following is the data presented regarding the Student Activity Units of
STKIP PGRI Tulungagung attended by the respondents, along with the scope of its activities.
Table 1. Name and Activities of the Student Activity Unit (SAU)

Name of the Student
No The scope of activities of the Student Activity Unit
Activity Unit (SAU)
1 Dance Dance SAU “Acarya Nirwasita” is a place designed for students
“Acarya Nirwasita” who are interested in dance. Its activities include introducing and
learning the dances which are mostly made by the SAU members
themselves. The medium is also expected to foster a sense of love
for art, especially dance.
2 Music Arts Music Arts SAU is a forum for students who have an interest in
the field of music. One of the activities is ‘Friday Night’ which
is held once a month in front of the Joint Secretariat of STKIP
PGRI Tulungagung. Friday Night was conceived by the intent and
purpose of (1). Strengthening togetherness among members of the
Music Art SAU (2). Improving the musical quality and capability
of STKIP PGRI Tulungagung students (3). Establishing synergies
and collaboration between organizations (4). As a place to express
themselves through music.
3 Theater Theater SAU is a forum for students who have an interest in theater.
One of the activities held was a theater festival between high school/
vocational high school students within Karisedenan Kediri

4 KOPMA (Students’ The “KOPMA” SAU is a forum for students who have an interest
Business Union) in the field of cooperative business. One of the activities held is
managing students’cooperative shop.
5 Pramuka The “Pramuka” SAU is a place for students who have an interest
scout.
6 KSR The “KSR” SAU is a forum for students who have interests in
education and social movements.
7 PIK The “PIK” SAU is a forum for students who have interests in
education and social movements about sex education, anti-drug
socialization, and other social problems targeting teenagers in high
school and junior high school
8 MC (Master of Student activity unit “MC” is a forum for students who have an
Ceremony) interest in becoming a professional Master of Ceremony
9 Pecinta Alam The “Pecinta Alam” SAU is a place for students who have interest in
nature. Activities that are often carried out are reforestation, planting
and coral growing, sea cleaning, nature conservation, rock climbing
and mountain climbing.
10 Shoter The “Shoter” SAU is a place of aspiring students interested in
photography. The mission of this unit is to train students into a
professional photographer.
From the data above, it can be gathered that the scope of activities of the SAUs at STKIP
PGRI Tulungagung aims to develop students’ interest in the arts, education, economics, social
and sports. The results of interviews with activists indicate that the values obtained by students
from the active process of the SAU activities are as follows:
Table 2. Social activities and embedded values of

SAUs
the Student Value Social activities carried out
No Embedded value
Activity Unit code
1 Dance, Music 1. Cooperation A 1. Live Music to raise funds from
Arts, Theater 2. Creativity B the community for caring about
3. Confidence C disasters that occur in Indonesia
4. Communication D 2. Dance and theater performances
to raise funds from the community
for caring about disasters that
occur in Indonesia.
2 Kopma 1. Cooperation A 1. Social service to an orphanage
2. Confidence C 2. Raising social funds for natural
3. Communication D disasters
4. Employment E
5. Dare to take risks F
3 Pramuka, KSR, 1.Confidence C 1. Blood donation
PIK 2. Communication D 2. Raising social funds for natural
3. Troubleshooting G disasters
4. Leadership H 3. Socialization of the dangers of
5. Social care I HIV
4. Social services at institutions
about the dangers of drugs

4 Pecinta Alam 1. Confidence C 1. Social services in forms of

2. Communication D cleaning the beaches
3. Troubleshooting G 2. Planting coral on Sine beach
4. Leadership H 3. Reforestation in sub-district
5. Social care I Besuki, Pagerwojo, and Kalidawir
6. Concern for nature conservation J
5 MC 1. Cooperation A The Master of Ceremony for
2. Creativity B live music, dance, and theater
3. Confidence C activities to raise funds from the
4. Communication D public for disaster relief that
5. Troubleshooting G occur in Indonesia.
6. Think critically K
7. Open L
8. Sensitive M
6 P h o t o g r a p h y 1. Cooperation A Raising humanitarian funds with
(Shoter) 2. Creative B the technique of selling photos
3. Confidence C from an event.
4. Communication D
5. Sensitive M
Based on the data above, it can be concluded that student activists of SAUs possess soft skills
that are developed from the organizational process. This soft skill is a social capital owned by
students who can be developed into an agent of change in community development activities,
especially in the social and economic fields. Based on data about social activities held by SAU
activist students, the attitude formed from these activities is the sense of togetherness, sense
of solidarity, and mutual advancement to help others and solve problems that transpire. These
values are the social capitals that students can use to develop themselves both as students and
after graduating from college. Soft skills formed from activities in SAUs are needed by students
to deal with the adverse effects of globalization such as (1) the fading spirit of cooperation, caring
and social solidarity; (2) the occurrence of self-indulgence (individualism); and (3) the attitude
of secularism. (Asri, 2013) For this reason, compared to other students, this particular group of
people has a bigger potential to be influenced into becoming social entrepreneurs, therefore is
the right target for the proposed social entrepreneurship program. These social values possessed
by students can be developed so that it changes into the spirit of social entrepreneurship. It is
easier to transform student activists’ mindset into that of inspirers, innovators and problem
solvers in society contrasted to regular student.
Transformative Learning Approach

Smith and Woodworth propose that “a course can serve as an incubator… as a resource; a
catalyst; and a place of idea generation, learning, and planning.” (402) Extracurricular SE training
and workshop may work differently compared to a formal SE university course, however, the
underlying motives and structure proposed here is quite similar. Smith and Woodworth, for
example, underline five pedagogical devices successfully used in SE education: readings,
lectures, cases, biography assignment, and group projects. (393) Each device might be given in
different magnitude during the social entreprenurship training period, as it prioritizes practical
skill more than theoretical knowledge (reading and biography assignment, for example, will be
given less emphasize compared to case studies and group projects). However, to some extent,
the mentioned instruments are still going to be present and utilized. Furthermore, training goes
in line with Smith and Woodworth’s encouragement for educators to apply group projects
more into their curricula. They argue that “active engagement” and “mastery experience” play
the most crucial role in SE education. Group projects “encourage students to actively engage
in activities as members of the social entrepreneurship community and to provide them with
opportunities to effectively put their skills into practice.” (395)
According to Pulo Freire (1970) transformative learning theory—referred to as
conscientization or development of consciousness—aims to educate adults to develop an
individuals and groups’ critical awareness by teaching them about ways of learning. Critical
awareness refers to the process by which adults learn to develop the ability to analyze,
face problems, and take activities in social, political, cultural and economic environments.
Learning activities help adults develop an understanding of ways of forming social structures
and influencing adult thought about himself and his world. A person’s experience is formed
through the process of interacting with their environment. This is in accordance with Boud’s
opinion (Boud, David. Walker, 1994) (Mezirow, 1997) that experience can be seen as a series
of continuous and complex interactions between students and the learning environment, united
by a reflective process that assimilates and processes environmental learning potential and can
stimulate students to take appropriate action from that experience, as reflected in the following
figure 3.
Figure 3 Reflection in action

(Boud, 1994:18)
As mentioned, the university curriculum in Tulungagung in general has not been adjusted
to the emerging interest in the field of Social Enterpreneurship. Meanwhile, the young
generation—exposed more easily to new rising opportunities—has already shown interest in
social entrepreneurship as a business and development model. As an attempt to bridge this
gap between interest and lack of guidance, I propose extracurricular SE training as a possible
solution.
Social entrepreneurship training will help develop students’ identification and engagement
with the field and give them a real sense of ‘community’ where they could actively take parts
in social changes. As Smith and Woodworth suggest, “students are given an opportunity to
begin identifying with social entrepreneurs and innovators, and, consequently, develop desires
consistent with that social identity (e.g., to make a positive contribution to society).” (Smith,
Woodworth, & Smith, 2018) While identifying themselves as one of the contributing social
actor is important, but the knowledge that one is a part of a bigger community is even more
crucial. Once again, social entrepreneurship is far from a matter of an individual genius. Instead
of based on competition, cooperation and alliance between concerned individual is a more
befitting base for the process of developing ideas. Involvement in training will expose students
to people who harbor similar interest, concerned with similar social problem, and eager to move
forward. It is more likely that student is enticed to work collaboratively while inside this setting.
With training as a model, instead of a formal university course, it is also possible for students
from different department and background to gather in one place, united by their interest in
social entrepreneurship as an answer. Harking back to Corner and Ho’s notion of ‘coalescence
of thoughts’, what separates extarcurricular training and a formal course is its flexibility in
accepting students regardless of their educational background. (Meanwhile, universities in
Tulungagung would require student to come from the department of economy, or at least possess
a certain level of economic background in order to join a course—as more formal course focuses
on theory and research.) An individual might be more knowledgeable in the social dimension of
an issue, while the other is resourceful in technology; and a richer collaboration could result out
of this interaction. Furthermore, as development process is also a process of filtering of ideas
and strategies, a more diverse input from varying background and the discussion that ensues
could prove to be an effective way to find the best formula for a social entrepreneurship venture.
Lastly, social entrepreneurship training will help students by providing supportive
environment where creative process could flourish through exchange with mentors and fellow
young entrepreneurs. Here, SE training takes place at what Murray et al (Caulier-grice &
Mulgan, n.d.). call as intermediaries: “individuals, organizations, networks, or spaces which
connect people, ideas, and resources.” (Murray: 124) An intermediary connects the ‘bees’;
small individual or group actors with brimming creativity and the ‘trees’; bigger institution
with power that could become potential stakeholders. In helping interested actors tackle
social problems more effectively, intermediary emphasize on ‘knowledge’ and ‘relationship.
(Murray:125) Extracurricular SE training therefore could become a key intermediary due to:
a. Its location within the university as an academic institution. Resources and chances for
research and study of the field is abundant, so it provides sufficient grounding in terms
of knowledge acquisition.
b. As an institution, the university could also help in bridging motivated students and
interested institution/stakeholders.
c. Despite being within a traditional system, an extracurricular training is still a flexible and
open enough environment. Creative thinking process is guaranteed in a more flexible
relationship between mentor and student, or fellow students. A more out-of-the-box
pedagogical instrument and method could also possibly be implemented.
Furthermore, in case of social entrepreneurship, it is social needs which becomes the guiding
light; what Guclu et al refers to as “the gap” between an idealized world and the present reality.
“Sound entrepreneurial idea responds to genuine needs.” (Guclu, et al. 2) There is a huge chance
that this ‘ideal’ vision reflects a narrow subjective value. While it is not necessarily negative—
for a lot of influential social entrepreneurship do came out of the out-of-the-box personal
rumination that defy the norm and system—entrepreneurship in itself is a widely collaborative
act. “….. any serious venture will require the support and collaboration of others. Thus, for
an idea to be promising, the entrepreneur’s values and commitment to addressing a particular
social need must be shared by enough key stakeholders to give the proposed venture some
initial viability.” (Guclu, et al. 2) In line with the previous arguments, SE training/workshop
could provide both the push and space for this collaborative endeavour.

Social
Concepts, Values, Feelings, Habit of Entrepreneurship
Responses, Associations Training
Mind Social Sntrepreneurship
1. Cooperation
2. Creatif Sociality
3. Selfconfidence Exper
4. Communication ience Transformative
5. Hardwork Market
6. Dare to bear the risk learning Innovat
7. Problem solving ion orientatio
8. Leadership
n
9. Social care
10. Care for nature conservation Point of
11. Critical Thinking View
12. Open
13. Sensitive
Figure 4. Thinking framework
In addition, developing Mezirow’s opinion, I believe that the transformative learning model
is crucial to this social entrepreneurship training. SE training is aimed to develop the social
capital possessed by students—gained through the experience of working in SAUs. The focus
of transformative learning method is to change the means of students’ reference frame. It is a
learning model based on a constructivist paradigm that actualizes each individual by building
knowledge through their experiences in the outside world. Transformative learning also refers
to the process of acquiring knowledge socially constructed by a group (Suparta, 2013). The
social capital that a student has from the active process of the SAUs will be transformed through
the training process. It is expected that changes in concepts, values, feelings of responses and
associations about entrepreneurship will materialize through this program.
CONCLUSION
Activities in SAUs are proven to grow social assets in students. The social assets owned by
these students can increase their potential as agents of change. The values they hold, such
as solidarity, cooperation, and solidarity, are important factors that need to be developed in
a social entrepreneur. Therefore, they are the most appropriate target for education programs
that aim to increase the number of students who are interested and trained in the field of social
entrepreneurship. In addition, an entrepreneurship training program based on the transformative
learning model can be implemented to transform these social assets into a spirit of social
entrepreneurship. This social training programs will help generates a community where social
issues are transformed into social acts and develops students’ engagement with the field at large
and fellow actors and provides an invigorating creative environment.
REFERENCES
Boud, David. Walker, D. (1994). Experience and Learning: Reflection at Work. In Experience
and Learning: Reflection at Work (p. 113).
Caulier-grice, J., & Mulgan, G. (n.d.). AND GROW SOCIAL INNOVATION THE OPEN
BOOK OF SOCIAL INNOVATION.
Corner, P. D., & Ho, M. (2010). E T & P How Opportunities, 635–659. http://doi.org/10.1111/
j.1540-6520.2010.00382.x
Cukier, W., Trenholm, S., Carl, D., & Gekas, G. (2011). Social Entrepreneurship : A Content
Analysis, 7(123), 99–119.
Grainger, P. (2015). Putting transformative learning theory into practice, 55(1).
Mezirow, J. (1978). Adult Education Quarterly. http://doi.org/10.1177/074171367802800202
Mezirow, J. (1997). Transformative Learning : Theory to Practice, (74), 5–12.
Nicholls, A. (2006). Social Entrepreneurship. New Models of sustainable social change.
Smith, I. H., Woodworth, W. P., & Smith, I. Η. (2018). Developing Social Entrepreneurs and
Social Innovators : Ä Social Identity and Self-Efficacy Approach, 11(3), 390–407.
Sofia, I. P. (2015). Konstruksi Model Kewirausahaan Sosial (Construction of the Social
Entrepreneurship Model). Jurnal Universitas Pembangunan, 2(2).
Suparta, M. (2013). Pendidikan Transformatif menuju masyarakat demokratis (Transformative
education towards a democratic society). Islamica, 7(2), 406–425.
ABOUT THE AUTHORS

Sunanik: Lecturer Economic, Economic Education. STKIP PGRI Tulungagung , East Java,
Indonesia.

Design of Mathematical Module Development Design

of Learning Model Number Head Together to Improve
Students Learning and Study Result
Ika Putri Astriyana. S,1 Master of Mathematics Education, Ahmad Dahlan University, Indonesia
Suparman, Masters in Mathematics Education, Ahmad Dahlan University, Indonesia
Abstract: The ability of collaboration is one of the important competencies that students must possess in learning
21st-century mathematics. Students who do not have the ability to cooperate will not get experience, can’t develop
themselves, and don’t get new skills. This research has two objectives. First, this study is to analyze the needs of
modules that are appropriate to the characteristics of students. Second, this research is to design modules that
can enhance the ability of collaboration. This research is a research using Design Research Model which consists
of two stages, namely the preliminary stage and the formative evaluation stage. The subjects of this study were
teachers and students of class VII. Data collection instruments use validation sheets, interview guidelines, and
questionnaires. Validation sheets are given to experts to obtain criticism and suggestions related to the material.
Interview guidelines are used to obtain information on the condition of schools, students, and the media used in
schools. The questionnaire is given to teachers and students to get criticisms and suggestions related to the media.
Data analyzed using descriptive analysis. This study provides results that students and teachers need modules that
are able to improve the ability of collaboration between students. This study concludes that the development of
Number Head Together learning models assisted by mathematical modules to improve student collaboration on
social arithmetic material needs to be developed.
Keywords: Module Development, Collaboration, Number Head Together
INTRODUCTION
Development of the 21st Century requires the development of four students’ abilities, one of which is the ability
of collaboration. This is because the ability of collaboration is very important in life. The ability of collaboration
is very important to be owned by everyone including students. Cooperation is a good ability to develop because in
essence humans are individual beings and social beings who need each other (Norscia, Ivan & Palagi, Elisabetta,
2011). This collaboration is also a form of gaining experience, developing self-improvement by acquiring new
knowledge and skills (Kamal, Sristi & Grodzinska-Jurczak, Malgorzata, 2014; Joan R. Rentsch, et al, 1994).
The ability of collaboration is important in the process of learning mathematics (David. W Johnson, 2006; Sertel,
Altun, 2018). However, in fact, based on observations at the Muhammadiyah Pleret and Muhammadiyah Middle
School Banguntapan the learning practices carried out in schools so far there has been no teacher’s effort to train
students in collaborating during good mathematics lessons during discussions. For this reason, a new breakthrough
step is needed to improve students’ collaboration skills. Through collaboration students will gain experience,
develop themselves, and gain new skills. This means that the ability of students to collaborate is important to
develop. Strengthening the results of observations in the field is also seen in the results of research from MANCIU,
Ionela, et al, 2018. This is in line with the results of research Sormunen’s, Eero, et al, 2014 that low learning
outcomes are influenced by low student collaboration.
Learning resources that can be developed by teachers to improve collaboration are modules
(Singh, Charanjit Kaur Swaran, 2018). Modules can be interpreted as one source of learning that
is systematically arranged in a language that is easily understood by students according to the
level of ability of students with minimal guidance from the teacher (Maike, Wiesenfarth, 2018).
The availability of modules can help students to obtain information about learning materials.
So that the module can be developed systematically by the teacher as a source of student
learning, the module provided by the teacher can also help students be more responsive in
finding information about the material during the learning process in the classroom (Mohamed
Hamada, Mohammed Hassan, 2017). To produce a good module and be able to improve student
1 Ika Putri Astriyana Sari, Master of Mathematics Education, University of Ahmad Dahlan, Indonesia. Email: ikaputriastriyanasarii@
gmail.com Astriyana

collaboration, the selection of learning models can help the use of modules used by students
(Wiburg, K, 2017).
The accuracy of choosing a learning model in each teaching and learning process will
determine the learning objectives that have been planned and the improvement of students’
academic and non-academic abilities so that it will be followed by increased student collaboration
and student creativity in learning (Cynthia O. Anhalt, 2017). In the 2013 curriculum, the
suggested learning model is a learning model that is able to make students active in the learning
process. In addition to the Minister of Education and Culture Regulation No. 65 of 2013
concerning Process Standards, it is stated that to strengthen the scientific approach it is necessary
to apply to learn to the learning model. There are several types of cooperative learning models
that can be used, one of which is the type cooperative learning model Number Head Together
(Abdul, Hadi, 2017). The use of cooperative models can improve student learning outcomes
(Soleimani, 2013). learning model Number Head Together is learning that begins with using
Numbering because the teacher divides the small group then each group is numbered (Marleny
Leasa, 2017). This learning model involves active students in learning. In addition, cooperative
learning models prioritize cooperation in solving problems in achieving learning objectives.
Several studies have shown that the development of assisted modules Number Head Together
learning models can enhance student collaboration is the research of Dwi Mutia Chan, 2017.
In essence, the objectives to be achieved in this study are as follows. 1) To analyze the
needs in the development of Class VII junior high school mathematics modules. 2) To stage the
completion of the seventh-grade junior high school mathematics module based on the analysis
of existing needs. This article has 4 parts, the first part is the introduction to the ability of
collaboration, the preparation of a module assisted with learning model Number Head Together.
The second part is the research method used in developing the seventh-grade junior high school
mathematics module and the results and discussion in the third section. For the last section
contains conclusions and implications of the articles that have been written.
RESEARCH METHODS
The research that will be carried out is development research or development research type
development study. This study developed an assisted module on learning model Number Head
Together. The research will be carried out on the mathematics learning an odd semester of
2018/2019 academic year. The stages of the research can be seen in Figure 1.
Figure 1. The design flow of formative evaluation (Tessmer, 1993)
The test subjects were seventh-grade students of Muhammadiyah Pleret Middle School and
Muhammadiyah Middle School Banguntapan. Data collection instruments by meeting expert
material experts, media to validate the module to be made. In addition, the instrument is in the

form of interview guidelines, and guidelines for observing collaboration capabilities. Interview
guidelines are conducted by researchers to teachers and students to explore their opinions on
the modules developed. Guidelines for collaborative ability observation are used to see the
potential effects of the modules that have been made on students’ collaboration skills, carried
out by giving questions and working in groups. The data was then analyzed using the technique
Miles Huberman which consisted of data reduction, data display and conclusion drawing.

The development of this module uses Research research methods Design Referring to Tessemer
(in Putri, R. I, 2013) this research was conducted in two stages, namely The Preliminary Study
phase includes the analysis phase, the design and Formative Evaluation stages including the
stages of self-evaluation, expert review, one to one, small group and field test. In this research
phase has been carried out Preliminary. stages Preliminary that has been done are up to the
stage of analysis and design.
Analysis Phase, at this stage the researcher carried out several analyzes namely student
analysis, curriculum analysis, and content analysis.
First, students’ analysis was conducted to obtain information that the research subjects
in the stage one-to-one were 3 grade VII students of Muhammadiyah Pleret Middle School.
Furthermore, the research subjects in the stage small group were sixth grade students of
Muhammadiyah Pleret Middle School as many as 6 students, while the stage of Field Test
the research subjects were seventh grade students of Muhammadiyah Pleret Middle School
as many as 32 students with heterogeneous ability levels, ranging from students who had low,
medium, and to high.
Second, curriculum analysis is carried out to analyze KI and KD social arithmetic material
in the 2013 curriculum and the results of the analysis can be seen in Figure 1.
Figure 1. Results of KI and KD analysis of social arithmetic materials
Third, content analysis is carried out by analyzing the needs of the modules to be compiled.
The three analyzes conducted aimed to determine the needs of students, teachers, and schools
related to the appropriate modules used in the process of learning mathematics. In addition to
this, an analysis is carried out to determine students’ difficulties in mathematics learning so that
it can be improved by developing modules based on appropriate learning methods.
Design phase, at this stage the researcher uses a mathematical module assisted by learning
model Number Head Together to be created. Selection of the module development format
through the right steps. This initial draft was the first draft which was still in the form of a
prototype which would later be validated by experts.
There are several characteristics of math module assisted by learning model Number Head
Together will be designed with attention to several things, namely module cover, module identity
page, preface, module contents list, background, brief description, module prerequisites, module
usage instructions, KI and KD, module concept map, module material, sample questions and
practice questions.
First, the cover of the mathematics module is titled “Mathematical Module Assisted with
model Number Head Together”. In order for this module to be easily recognizable, the cover
is written with an identifier such as “Class VII Mathematics / MTs Mathematics Module 2013
Curriculum by Ika Putri Astriyana Sari, S.Pd”.
Figure 2.Mathematical Module Cover Design
Second, the module identity page consists of module titles, authors, mentors, and validators.
For module specifications also written cover design, software, and paper size.
Figure 3. Design of the module Information Page
Third, the introduction of this module is made to say thank you for the strength of this
module.
Figure 4. Foreword Design of the module

Fourth, the table of contents in this module is used to make it easier to find material in this
module.
Figure 5. Design of the module Contents
Fifth, The background of the module contains the background of the compilation of an
arithmetic module with learning model Number Head Together. For a brief description of the
objectives of the preparation of modules that relate to students’ understanding. The prerequisite
is to contain any material that must be mastered by students to study the arithmetic module
assisted by the learning model Number Head Together. Instructions for Use of this module are
used to make it easier for students to understand the steps in using this math module.
Figure 6. Background Design, Brief Description, and Prerequisites of the module
Sixth, KI and KD written on Core Competencies and Basic Competencies for Class VII
Arithmetic materials. for learning purposes contain activities contained in the module and
learning objectives to be achieved in the preparation of the module.
Seventh, Concept Map is in the form of a chart containing the flow of arithmetic material
contained in this module.
Figure 7.Module Concept Map Design
Eighth, the material in this module is packaged in such a way as to produce a mathematical
module that can be used in the learning process carried out in the class assisted by learning
model Number Head Together. In the material contained in this module, students are expected
to be able to increase collaboration and student learning outcomes in arithmetic materials.

Ninth, the example problem serves to facilitate students in learning this module given
examples of questions that are in accordance with the arithmetic material. Practice questions
are arranged to find out students’ level of understanding.
CONCLUSION
Development of a math module assisted by learning model Number Head Together was
developed using a research research model design type development studies. The steps are in
the form of a Preliminary Study phase which includes the analysis and design stages. In this
research phase has been carried out Preliminary. stages Preliminary that has been done are up
to the stage of analysis and design. For the next stage, it can be continued by doing the stages of
self-evaluation, expert review, one to one, small group and field test to determine the potential
effects of the modules compiled, so that it can be seen that the students’ ability to work in class
VII.
In the analysis phase, the researcher has carried out several analyzes namely student analysis,
curriculum analysis, and content analysis. The three analyzes conducted aimed to determine the
needs of students, teachers, and schools related to the appropriate modules used in the process
of learning mathematics. In addition to this, an analysis is carried out to determine students’
difficulties in mathematics learning so that it can be improved by developing modules based on
appropriate learning methods. At the design, stage researchers have selected the format of the
module development through the right steps. This initial draft was the first draft which was still
in the form of a prototype which would later be validated by experts. The purpose of selecting
the module development format is to produce mathematical modules that are suitable for use by
students in the learning process.
This research can be further developed at the validation stage so that a math module assisted
byLearning Modelbe produced Number Head Together can which can enhance collaboration
and student learning outcomes.
REFERENCES
Abdul, Hadi. (2017). Comparison Of The Effectiveness Of Cooperative Learning Models Of
Tps Type And NHT Type Based On Independent Learning Students At Makassar. 3 (1).
Cynthia O. Anhalt, Susan Staats, Ricardo Cortez, Marta Civil. (2017). Mathematical Modeling
and Culturally Relevant Pedagogy. 24 (1).
David. W Johnson. (2006). Cooperation in the Classroom. 36 (12).
Dwi Mutia Chan. (2017). Improving Discussion Ability By Using Numbered Heads Together
Method For Second Semester Students Of Indonesia And Arts Education Program Of Stkip
Ydb Lubuk Alung. 1 (2).
Joan R. Rentsch, Tonia S. Heffner, Lorraine T. Duffy. (1994). What You Know is What You Get
from Experience. 19 (4).
Maike Wiesenfarth, Sebastian Gamisch, Peter Jakob, Marc Steiner, Andreas W. Bett. (2018).
Systematic design evaluation on the example of a photovoltaic concentrator module with
mirror optics and passive heat dissipation. 26 (7).
MANCIU, Ionela, MARIAN, Liviu Onoriu, LEŞE, Ioana Mihaela, CHIBELEAN,
Claudia. (2018). IMPACTUL UTILIZĂRII MODELULUI MATEMATIC ASUPRA
PERFORMANŢELOR MANAGERIALE. 17 (3), p504-513. 10p.
Marleny Leasa, Aloysius Duran Corebima. (2017). The effect of the numbered heads together

(NHT) cooperative learning model on the cognitive achievement of students with different
academic abilities. 795 (1)
Mohamed Hamada, Mohammed Hassan. (2017). An Interactive Learning Environment for
Information and Communication Theory. 13 (1): 35–59
Norscia, Ivan & Palagi, Elisabetta, (2011). Yawn Contagion and Empathy in Homo sapiens. 6
(12), p1-5. 5p.
Sertel, Altun. (2018). The effect of cooperative learning on students’ achievement and views on
the science and technology course. 7 (3).
Singh, Charanjit Kaur Swaran; Singh, Rhashvinder Kaur Ambar; Singh, Tarsame Singh Masa;
Mostafa, Nor Azmi; Mohtar, Tunku Mohani Tunku. (2018). Developing a Higher Order
Thinking Skills Module for We ESL Learners. 11 (7). p86-100.
Soleimani. (2013). Examination of the Effects of Collaborative Scientific Visualization via
Model-based Reasoning on Science, Technology, Engineering, and Mathematics (STEM)
Learning within an Immersive 3D World. Journal of Applied Learning Technology.
Fall2013. 3 (4), p31-43. 13p.
Sormunen, Eero, Tanni, Mikko, Alamettälä, Tuulikki, Heinström, Jannica. (2014). 65 (6),
p1217-1231. 15p. 1
Tessmer, Martin. (1993). Planning and Conducting Formative Evaluation. Philadelphia: Kogan
Page.
Wiburg, K., Parra, J., Mucundanyi, G., Torres, R. & Latorre, J. (2017). Using Emerging Design
Models to develop Mathematics Games. In P. Resta & S. Smith (Eds.), Proceedings of the
Society for Information Technology & Teacher Education International Conference. (pp.
2043-2050). Austin, TX, United States: Association for the Advancement of Computing in
Education (AACE).
ABOUT THE AUTHORS

Ika Putri Astriyana. S: Master of Mathematics Education Student, Master of Mathematics
Education, Ahmad Dahlan University, Indonesia
Suparman: Masters in Mathematics Education, Masters in Mathematics Education, Ahmad
Dahlan University, Indonesia

Inventory of Microalgae in The Coastal Area Along

Gunung Kidul Jogjakarta
Efri Roziaty1; Universitas Muhammadiyah Surakarta, Indonesia
Shohifa Aulia Akbar; Universitas Muhammadiyah Surakarta, Indonesia
Abstract: Research conducted in the coastal area along Sepanjang Beach Gunung Kidul Jogjakarta aims to find
out what types of microalgae are present in the region. The area of Sepanjang Beach Gunung Kidul Jogjakarta
is one of the most favourite beach visited by tourists both domestic and foreign. The research was conducted in
March - October 2018. The sampling method used was Purpossive Sampling where it was determined as many as
5 sampling points called the Station. Then at each station created 2 substations are made as replications. From
the results of the study found as many as 12 species from 4 families namely Bacillariophyceae, Chlorophyceae,
Euglenophyceae and Cyanophyceae. Of the four families produced 12 species including Navicula sp., Euglena
viridis, Spirulina sp. And Oscillatoria sp. It indicates that the environment is still good.
Keywords : Sepanjang Beach, Gunung Kidul Jogjakarta, microalgae, Protists, microorganism
1 Dosen. Email : [email protected]

Web-Based Gamification: Problems in EFL Classroom of

Higher Education Due to Online Assessment Employment
Muhammad Dafit Pitoyo, English Education Department, Sebelas Maret University, Surakarta, Jawa Tengah,
Indonesia
Abstract: Gamification is considered new concept in education especially in assessment in which the idea of using
elements of game to create engaging assessment. Assessment is really important in education due to its function
to get valid and rich information of the students’ test which will be utilized as the tool to make betterment in
teaching and learning process. This article will discuss gamification application within assessment environment:
implementation problems and its solutions. The researcher will use qualitative case study for this research.
Qualitative case study methodology offers tools for researchers to investigate and understand complex phenomena
in their contexts. The respondents of this research will be students of higher education and a lecturer who has
used gamification for assessment for years in his class. This article will reveal the picture of gamification test
mechanism. Furthermore, it is able to promote technology in education in this century to facilitate teaching and
learning process.
Keywords: Gamification, assessment, element of game, teaching and learning process.
INTRODUCTION
Technology is obviously integrated in every part of human activity in which it is in invented
to facilitate human’s life. Technology is a real thing in education field and it grows intensively
year by year until today. Inevitably, everything will be promoted by using technology including
in education. Today’s education there are many schools, institutions and universities employ
technology assistant in their teaching and learning process including assessment which is really
important in education. Assessment is the way to measure how far the students comprehend the
subject which the teacher has explained. However, assessment is also for teacher to conduct
evaluation of teaching learning process. According to (Linn, and Miller, 2005) Assessment
is for students in which teacher collect more information about students’ learning progress
systematically. In addition, thus, the way the teacher attitude towards assessment will influence
how students identify the study content, the class, and their work (Brookhart, 1997).
Designing a good assessment will contribute to the success of teaching and learning process.
Consequently, the use of technology in assessment is necessary because it will facilitate the
teacher to get a good assessment design. The use of paper bases-test will be fully replaced in
the future because the paper based-test is really rigid and not efficient for some conditions. In
Indonesia the use of technology in education is increasing year by year. It is encouraged by the
government where the curriculum which will be implemented fully in Indonesia based on the
computer-based assessment. In 2018 it was the first time of carrying national final examination
by using computer in Indonesia. Furthermore, teachers and students should be familiar with
technology especially computer and internet.
To engage more students interest, gamification based assessment can be employed because
most of the students like playing game. According to Landers and Callan (2011) gamification
means the use of elements which are associated with game e.g. game mechanics used for an
educational purposes to make engagement of learning. Additionally, Deterding et al. (2011)
define Gamification as non-game contexts in using the element of game design. There are a lot
of game elements that can be integrated into teaching learning process and assessment such
as personalized fast-feedback, scoreboards, points, leaderboards and badges (Muntean, 2011).
Each of game elements contribute to students’ engagement. Fast-feedback is really helpful for

students as they do not know about things on subject. They can get more comprehension after
the teacher gives feedback. Scoreboards and points will engage students to learn more because
they can see their progress on some subject. Leaderboard will increase students’ competition-
sense because they know their rank every moment. Badges is appreciation for students if they
accomplish some activity. Moreover, there are more elements of game which can be used
to create gamification based test. However, lack of familiarity with navigation controls may
negatively influence student performance and student motivation. Rivera & Bauer (2012).
Thus, a teacher should give tutorials to his students initially in order that the students are not
confused of the system.
There are some previous studies about gamification based assessment which had been
conducted beforehand such as the study conducted by Erna Oliver (2017) in Africa entitled
“Gamification as Transformative Assessment in Higher Education”. The study focused on
gamification application within educational environment especially on assessment. The
result of the research was that gamification application within education enhance course on
higher education and the researcher initiated to promote gamification based assessment as a
transformative online assessment tool in higher education. Moccozet et.al. (2013) conducted
a study which goal is to create an enabling environment to stimulate learning by peer sharing
and formative feedback and Elmahdi, Al-Hattami, & Fawzi (2018) conducted a study which
investigates the effectiveness of using the classroom response system Plickers, which is a
technology based formative assessment tool, in improving students’ learning. The findings
showed that using Plickers for formative assessment aid the learning process as it improves
students’ participation; saves the learning time, guarantees equal participation opportunities,
and creates fun and exciting learning environment.
For the aforementioned previous studies, they do not discuss about implementation problems
of gamification based assessment. However, in this study, the researcher is interested in the
investigation of problems that will possibly happen in gamification based assessment. Finally,
the researcher conducted the research in IAIN Surakarta because the lecturer has already used
gamification based assessment with Quizizz application for years.
Assessment
Assessment is used by teachers to collect complete information about students’ learning progress
systematically (Linn, and Miller, 2005). Furthermore, the result of assessment which teachers
conduct will also influence the teachers on their teaching method and activity. The performance
of students can be measured in many ways (e.g. extended responses (essays), traditional paper
and pencil tests, student self-report, teacher observation, and performance of authentic task
(Linn, and Miller, 2005). The core of assessment is to gain students’ progress towards leaning
goal incidentally or intendedly and a good teacher will never ignore his students. According
to Brown (2004) there are several basic principles of assessments in order that it can be clear:
• Periodic assessments, informal and both formal, is able to enhance students’ motivation
and progress toward the learning goal.
• Appropriate assessments serve in strengthening and retention of information.
• Assessments can identify areas of strength areas which need treatment.
• Assessments can offer a sense of constant approach to elements within a curriculum.
• Assessments can promote student autonomy by encouraging students’ self-evaluation
of their progress.
• Assessments can motivate learners to have goals.
• Assessments can evaluate teaching effectiveness.

There are two of the most common types of educational assessment namely formative and
summative assessment which each has a very specific purpose as well as notable differences.
Formative assessment is the evolution of assessment which is defined in reference to the
inferences of assessment result which educators are able to do further action. The formative
assessment was later integrated into mastery learning (Bloom, Hastings, & Madaus, 1971). In
addition, Formative assessment is evaluation the process of developing students’ competencies
and skills in the form of help to accelerate students’ growth and progress of learning (Brown,
2004) and Feedback from formative assessments is considered as intrinsically motivating
(Ames and Archer In Wei, 2014).
While summative assessment aims to measure, or summarize, what a student has grasped,
and typically occurs at the end of a course or unit of instruction (Brown, 2004). Summative
assessment is an overview of previous learning’ (Garrison et, al., 2007) given by teacher to
determine a specific point in time what students do not know and know periodically. Students
understanding towards some subject in the period given will be tested to know whether or
not student has accomplished objectives which is to ensure whether or not students deserve
to go to the next level. It is in line with (Christopher et.al, 2015), they say that the focus
in summative assessments is on determining if the examinees are competent to progress to
the next level. Both types of assessment will be easier as the teacher us technology which
based on online. Teachers can obtain massive information of learners’ progress and they can
manage into storage in which it is accessible everywhere they are as long as there is internet
connection.
Computer-Based Testing
The use of computers and electronic devices has become popular all around the world, especially
in evaluating the language proficiency of English learners, the most precise and available way
is through computers and on-line process (Fleming & Hiple, 2004). Such developments in
computer technologies have influenced many areas including educational settings such as
online learning, testing and assessment (Pommerich, 2004).
The integration of computers and several electronic devices grow rapidly in this world
including in evaluation of the language proficiency in which online process are utilized (Fleming
& Hiple, 2004). However, the development of ICT influences educational settings especially
how teachers teach and assess their students’ progress on some subjects by online. Teachers
will try improve the efficiency and effectiveness of what they will do. Inevitably, they will use
technology to meet their goal.
Computer-based testing is known as computer-assisted or web-based tests which massive
test-takers are able to be involved to the test (Brown, 2004). It is one of the ways to conduct
a test which will be taken by many people. It will not offer more loos than paper-based test.
Testers do not need lots of paper to buy and do not need to hire many people to be supervisors.
All is replaced by using technology. According to Brown (2004) Computer-based testing offers
a lot of advantages as follows:
• Classroom-based testing self
• Directed testing on various aspects of a language (vocabulary, grammar, discourse, one
or all of the four skills, etc.)
• practice for upcoming high-stakes standardized tests
• some individualization, in the case of CATs
• large-scale standardized tests that can be administered easily to thousands of test-takers
at many different stations, then scored electronically for rapid reporting of results

• In addition, according to Richard (2015) students can do the test from everywhere they
want as long as they have computer with internet connection.
Although, it offers many advantages, there must be any disadvantages as well. Brown also
mentions some disadvantages of CAT as follows:
• Lack of security and the possibility of cheating are inherent in c1assroom-based,
unsupervised computerized tests.
• Occasional “home-grown” Quizzes that appear on unofficial websites may be mistaken
for validated assessments.
• The multiple-choice format preferred for most computer-based tests contains the usual
potential for flawed item design. In addition, multiple choice test has a greater possibility
for students to cheat (Fask, Englander, and Wang 2014; Styron and Styron 2010).
• Open-ended responses are less likely to appear because of the need for human scorers,
with all the attendant issues of cost, reliability, and turnaround time.
• The human interactive clement (especially in oral production) is absent.
In addition, According to Linden and Guo (2008) Time delay was a factor of cheating
behavior in computer-based test because students can memorize the items of the test.
Gamification
Gamification is considered a new term which appeared in the form of computer software in 2008
which based on online (Zicherman & Cunningham, 2011). Furthermore, the term gamification
gained popularity and attention the year after 2010 in which the idea of gamification referred
to integration of social aspect and reward of games into software. The term of gamification is
from Zicherman and Cunningham (2011) defining that the gamification as the transformation
of the mindset and the use of gaming rules to enhance students’ interests and problem solving.
Landers and Callan (2011) give definition on gamification as “the use of elements associated
with game such as game mechanics to an educational purposes to create more learning
engagement”. Additionally, Deterding et al. (2011) define Gamification as “it is non-game
contexts in using game design element”. Gamification can also be used for the purpose of
improving user engagement, motivation and instruction (Kim, 2015). To create a gamification
system that increases student motivation, it is necessary to focus on fundamental elements that
make video games appealing to their players (Dominguez, et al., 2013).
Gamification applies characteristics of video games, such as game mechanics and game
dynamics to non-game applications (Buckley & Doyle, 2014). Game mechanics are tools,
techniques, and widgets that are used as building blocks of gamifying a website or application.
According to Ifenthaler et al. in Oliver & Erna (2017) on the advantages of gamification in an
educational environment, specifically focused on assessment are the following: Assessment
while learning in a game-based environment mostly focuses on the process.
Designing a good gamification strategy for assessment is really important to create successful
assessment. One of the main challenges is to create immersive gaming scenarios that can be
used as evaluation tasks, provided that they meet the quality criteria of evaluation (for example,
considerations of fairness, validity and reliability) (Rivera & Bauer, 2012). However, one of
the challenges for the developers of these tools is the effort required to implement those game
mechanisms:
• The complexity of using information from outside the scope of a single assessment tool
or even a single course, e.g. keeping track of the progress of a student along an entire
degree.

• The need to re-define or re-implement gamification features in a variety of tools, without

the ability to reuse those features
METHOD
The research will use a descriptive case study with a single case design that investigates a
specific case, explaining and describing the case or event. Having a case study will provide
the researcher situation happening in the classroom during teaching and learning process that
had not been exposed (Yin, 2003). The data will be collected in the field in which participants
experience the problem or issue of the study. The researcher collect the needed data by using
questionnaire and interview to a lecturer and 2 students as the representor or the sample of the
population in the class. After the data are collected, the researcher analyze them to get findings
and conclusion.

After collecting the data by employing questionnaire and interview to students and a lecturer,
the researcher obtained main data which would be analyzed further to get the conclusion.
Quizzizz is a platform which provides an online assessment by using elements of game to make
the assessment engaging. The lecturer has been using this platform to gamify his assessment
for years and the students has completely gone through gamified assessment with Quizzizz
for a year. The first result of the research question is that cheating often occurs in online test.
It happens because there is no a supervisor which can monitor the students while doing a test
in real time. It is in line with what Brown (2004) that Lack of security and the possibility
of cheating are inherent in c1assroom-based, unsupervised computerized tests. In addition,
multiple choice test has a greater possibility for students to cheat (Fask, Englander, and Wang
2014; Styron and Styron 2010). Furthermore, students can be easily do what they want because
the test is conducted not in exactly in the same place. Some students prefer doing a test in their
home and some prefers in the university which is available internet. According to Richard
(2015) students can do the test from everywhere they want as long as they have computer with
internet connection. Its flexibility encourages students to do cheating.
The second result of the data collection is still in the relationship with the first result in
which Students easily ask to their friends about some answers of the questions. It is possibly
happens as well. It happens because there is time delay which gives students a chance to do
cheating. According to Linden and Guo (2008) Time delay was a factor of cheating behavior in
computer-based test because students can memorize the items of the test. Consequently, they
can share it to other students who do not take the examination yet.
The following result is that Lack of familiarity with navigation controls influence students’
performance. According to Rivera & Bauer (2012) Lack of familiarity with the system and the
controls of navigation will negatively influence students’ performance and students’ motivation.
Every platform has its own system and design. Thus, there will be any differences to operate it.
The students should familiar with every system in every platform including Quizzizz. Lack of
familiarity with the navigation control lead the students having errors in doing a test and it will
discourage them to do a test and the impact will be their score. They will get a bad score from
the test they passed. A teacher should give tutorials about the system for familiarization process.
Having no gadget will be a problem as well in implementing gamification based assessment
because the test is in the form of digital and it needs gadget or laptop to access the test. As

students do not have the device, they cannot join the test. Thus, as the teacher wants to employ
gamification, they should make sure that all students have the device to access the test. In the
other word, teachers should be able to provide the device for their students.
For the teacher, selecting correct elements of game for a test is somehow difficult. The
elements of game should meet the goal of assessment. According to Dominguez, et al. (2013)
said selecting game element will create students’ engagement to do a test so that it is necessary
to focus on fundamental elements. Selecting wrong game elements in assessment means failure.
Thus, the teacher should be careful. Even the teachers may not design the software but they
have to be able to find and use the suitable elements and system in every assessment platform in
internet. There are many platforms for assessment besides Quizzizz such as Schoology, Moodle,
Edmodo. Etc. Which are free in internet.
CONCLUSION
From the finding and the discussion, the researcher can conclude that the main problems in
implementing gamification based assessment such as Cheating often occurs in online test, Lack
of familiarity with navigation controls influence students’ performance, Students will easily ask
to their friends about some answers of the questions, Students have to have gadget to do the
test, Having internet trouble influence students’ motivation to do a test and Selecting elements
of game for a test is difficult. Those all abovementioned contribute to the assessment failure.
Teachers should consider them the most if they want to employ gamification based assessment.
REFERENCES
Bennett, R.E., 2006. “Inexorable and inevitable: The continuing story of technology and
assessment.” Computer-based testing and the Internet: Issues and advances, 1(1),
pp.201-217.
Bloom, B.S., 1971. Handbook on formative and summative evaluation of student learning.
Brookhart, S.M., 1997. “Effects of the classroom assessment environment on mathematics and
science achievement.” The Journal of Educational Research, 90(6), pp.323-330. https://
doi.org/10.1080/00220671.1997.10544590
Buckley, P. and Doyle, E., 2016. “Gamification and student motivation”. Interactive Learning
Environments, 24(6), pp.1162-1175. https://doi.org/10.1080/10494820.2014.964263
Deterding, S., Sicart, M., Nacke, L., O’Hara, K. and Dixon, D., 2011, May. “Gamification.
using game-design elements in non-gaming contexts. ”In CHI’11 extended
abstracts on human factors in computing systems (pp. 2425-2428). ACM. https://doi.
org/10.1145/1979742.1979575
DomíNguez, A., Saenz-De-Navarrete, J., De-Marcos, L., FernáNdez-Sanz, L.,
PagéS, C. and MartíNez-HerráIz, J.J., 2013. “Gamifying learning experiences:
Practical implications and outcomes.” Computers & Education, 63, pp.380-392. https://
doi.org/10.1016/j.compedu.2012.12.020
Elmahdi, I., Al-Hattami, A. and Fawzi, H., 2018. “Using Technology for Formative Assessment
to Improve Students’ Learning.” Turkish Online Journal of Educational Technology-
TOJET, 17(2), pp.182-188.
Fask, A., Englander, F. and Wang, Z., 2014. “Do online exams facilitate cheating? An
experiment designed to separate possible cheating from the effect of the online test taking
environment.” Journal of Academic Ethics, 12(2), pp.101-112.

Fleming, S. and Hiple, D., 2004. “Distance education to distributed learning: Multiple formats
and technologies in language instruction.” CALICO journal, pp.63-82.
Garrison, C. and Ehringhaus, M., 2007. Formative and summative assessments in the classroom.
H. Douglas Brown. 2004. Language assessment principles and classroom practice. Longman:
New York.
Harrison, C.J., Könings, K.D., Schuwirth, L., Wass, V. and van der Vleuten, C., 2015. “Barriers
to the uptake and use of feedback in the context of summative assessment.” Advances in
Health Sciences Education, 20(1), pp.229-245. https://doi.org/10.1007/s10459-014-9524-
6
Ladyshewsky, R.K., 2015. “Post-graduate student performance in ‘supervised in-class’
vs.‘unsupervised online’multiple choice tests: implications for cheating and test
security.” Assessment & Evaluation in Higher Education, 40(7),pp.883-897. https://doi.
org/10.1080/02602938.2014.956683
Landers, R.N. and Callan, R.C., 2011. “Casual social games as serious games: The psychology
of gamification in undergraduate education and employee training.” In Serious games and
edutainment applications (pp. 399-423). Springer, London.https://doi.org/10.1007/978-1-
4471-2161-9_20
Moccozet, Laurent, Camille Tardy, Wanda Opprecht, and Michel Léonard. “Gamification-based
assessment of group work.” In Interactive collaborative learning (ICL), 2013 international
conference on, pp. 171-179. IEEE, 2013.
Muntean, C.I., 2011, October. “Raising engagement in e-learning through gamification.”
In Proc. 6th International Conference on Virtual Learning ICVL (Vol. 1). sn.
Oliver, E., 2017. “Gamification as transformative assessment in higher education.” HTS
Theological Studies, 73(3), pp.1-15. http://dx.doi.org/10.4102/hts.v73i3.4527
Online version Linn, Robert L. 2005. Measurement and assessment in teaching. 9th ed. Upper
Saddle River, N.J. : Prentice Hall.
Pommerich, M., 2004. Developing computerized versions of paper-and-pencil tests: Mode effects
for passage-based tests. The Journal of Technology, Learning and Assessment, 2(6).
Styron, J. and Styron, R.A., 2010. “Student cheating and alternative web-based assessment.”
Journal of College Teaching & Learning, 7(5), pp.37-42.
Van der Linden, W.J. and Guo, F., 2008. “Bayesian procedures for identifying aberrant
response-time patterns in adaptive testing”. Psychometrika, 73(3), pp.365-384. https://doi.
org/10.1007/s11336-007-9046-8
Wei, W., 2015. “Using summative and formative assessments to evaluate EFL teachers’ teaching
performance.” Assessment & Evaluation in Higher Education, 40(4), pp.611-623. https://
doi.org/10.1080/02602938.2014.939609
Yin, R.K., 2017. Case study research and applications: Design and methods. Sage publications.
Zapata-Rivera, D. and Bauer, M., 2012. “Exploring the role of games in e d u c a t i o n a l
assessment.” Technology-based assessments for twenty-first-century skills: theoretical and
practical implications from modern research, pp.147-169.
Zichermann, G. and Cunningham, C., 2011. Gamification by design: Implementing game
mechanics in web and mobile apps. “ O’Reilly Media, Inc.”
ABOUT THE AUTHORS

Muhammad Dafit Pitoyo: A student at Sebelas Maret University, Sebelas Maret University,
Surakarta, Central Java, Indonesia.

Implementation of NXT 2.0 Mindstorm Robot Sensors on

Mobile Education for Students
Rizki Danang Kartiko Kuncoro, Faculty of Mathematic and Natural Science, Universitas Negeri Semarang,
Indonesia
Riza Arifudin, Universitas Negeri Semarang, Indonesia
Endang Sugiharti, Universitas Negeri Semarang, Indonesia
Abstract: In the current 4.0 industry era, technological development is very fast and fast. In the world of education
the lessons about technology should have been introduced to students since elementary school. Do not have to
use complex technology, enough to use robotics technology from the NXT 2.0 LEGO minstorm robot which is
lego-based to play and learn algorithms in composing technology. Using this tool can also be controlled by the
smartphone application. Using a mobile application that we designed will make it easier for students to use and
play this educational media. In this media, each sensor in the robot will be interrelated to the mobile control, we
have tested this control with 83.33% detection accuracy. So that it can effectively become an interactive and fun
technology-based learning media for students. The purpose of this educational media is to improve the quality
of education in Indonesia so that it can be technology-based and enjoyable for students. Because the application
of technology to education is very important to hone the power of creative thinking in composing programming
algorithms using robots. Students will be very interested and have good enthusiasm in learning robotics based on
this mobile application.
Keywords: robot LEGO Mindstorm NXT 2.0, Sensor robot, Mobile Application, Interactive Education
INTRODUCTION
In the industrial era 4.0 the development of information technology is very influential to
encourage the progress of various fields. One of the most influential technological advances is
the use of digital technology and robotics. As in the use of android technology that is already
popular among students. Even students in Indonesia still feel a lot of negative impacts from
smartphone usage compared to the positive benefits they take. Therefore it is very important
to utilize Android technology in students through educational media. One smartphone that
is currently popular is an Android-based smartphone. Reported by Andy Rubin (VP mobile
Google) in June 2012 as many as 900,000 Android devices were activated.
The benefits of smartphones for students and the public must be shared and most important
especially for the world of students to support learning and learning activities in Indonesia.
Actually, if you talk about positive and negative effects, all aspects are sure to have positive
and negative impacts. But all that goes back to each of us, how we use it. Especially among lay
people or elderly people in rural areas, there are many opinions that the virtual world is identical
to things that are negative. To the extent that they parents especially forbid many children to
access the internet.
As with the development of smartphone technology, research related to the development of
robots is also continuing. One of the most famous robot technologies now is Lego NXT with the
NXT-G Mindstorm platform. NXT is a refinement of the Lego RIS (Robotic Invention System)
series of robots that have been successful in the market. Lego Mindstorm NXT allows for the
construction of robots using several motors and sensors. But the processing power, memory,
and communication capabilities of LEGO NXT are far behind what is offered on PDA or laptop
devices (Budianto. 2012).
The use of the NXT 2.0 lego mindstorm robot is very interactive when used as a learning
medium for students. Because by using this robot, it will be very easy to be able to implement
sensors and how a theory works by being proven through NXT 2.0 mindstorm robot technology.
MINDSTROM NXT 2.0

Mindstorms NXT is an LEGO () educational robot device. The NXT series was officially
released in 2006 as the successor to the previous series, namely the successful RIS (Robotics
Invention System) on the market. The use of Mindstorms NXT helps facilitate the making
of robots. This is because Mindstorms NXT eliminates the need for soldering circuits and
eliminates difficulties when installing motorcycles (Jatmiko, 2010.) LEGO Robot Mindstorm
NXT 2.0 has a variety of complementary sensors to easily detect automatically, in this robot
there is a complete reference just to use a simple program to run it.
Figure 1: Schema of Robot Mindstorm NXT 2.0
LEGO Mindstorms makes it possible to build embedded systems without any prerequisite
knowledge and to solve real problems with constraints such as sensor limitations, low
computational power, and memory. LEGO Mindstorms’ most important component is the
LEGO Brick, which has dedicated software, inputs, and output and has both limitations and
advantages. Kim and Jeon describe how freshman engineers learn about embedding systems
using the LEGO Mindstorms as a tool.
Ultrasonic sensor
The ultrasonic sensor is the main sensor for navigation and obstacle avoidance. It could be
said that the use of ultrasonic waves mimics navigation techniques in bats or submarines. This
sensor is shaped like an eye. The right eye is an ultrasonic wave transmitter, and the left eye is
an ultrasonic wave receiver. This sensor can be used to measure the distance of a robot with the
object to be detected, making it easier for the robot to measure it (Pura, 2014).
Press sensor
Press sensor is a sensor that can detect pressure. The ability of a robot to know that a robot is
about an object or colliding with another robot is obtained from the press sensor. The pressure
sensor allows not only to detect the presence or absence of pressure but also whether the pressure
has been released or not. This pressure sensor can calculate the amount of pressure on the tip of
the sensor and can detect the robot when pressing an object.

Light Sensor
The light sensor on LEGO Mindstorms NXT consists of two components, namely: LED (Light
Emitting Diode) and phototransistor. This sensor can distinguish light and dark light, read the
intensity of light in a room, and can measure the intensity of light on a colored surface. The
light sensor is very sensitive in the presence of light and color differences, because every color
recorded by the light sensor will affect the detection results.
MOBILE EDUCATION
According to (R. Ibrahim and Nana Syaodih S.2003) teaching media is interpreted as everything
that can be used to channel messages or content, stimulate students’ thoughts, feelings, attention
and abilities, so as to encourage the teaching-learning process. (Sudjana and Rivai. 2007) The
benefits of learning media in the learning process of students are:
1. Teaching will attract more students’ attention so that they can motivate learning.
2. Teaching materials will be more clearly defined so that students can better understand
them and enable students to master the teaching goals better.
3. The teaching method will be more varied, not solely verbal communication through the
speaking of words by the teacher, so that students are not bored and the teacher does not
run out of energy, if the teacher teaches every lesson.
4. Students do more learning activities, because they not only listen to the teacher’s
description, but also other activities such as observing, demonstrating and others.
Media when understood broadly is human, material, or events that build conditions that
make students able to acquire knowledge, skills, or attitudes. Understanding the media in the
teaching and learning process in particular tends to be interpreted as graphic, photographic,
or electronic tools to capture, process, and reconstruct visual or verbal information (Arsyad,
2011: 5).
Android-based Education Media is an educational game that is played on a smartphone or
tablet that has an Android operating system (Sari, 2012).
Deep Android-Based Learning Media is a form of activity that involves participants in it
to be in accordance with the rules that have been set, to achieve goals. There are 3 conditions
in the game, namely there must be a player, there are rules that are directed towards the
achievement of learning objectives and indicators of achievement of learning outcomes. The
element of competition between groups will train students to work together, be confident, and
not discouraged (Latuheru, 1988). The game is something that is fun to do and is entertaining.
The game becomes interesting because in it there is an element of competition, and hesitation
because it does not know beforehand who will win and lose (Sadiman et al., 2008)
An Android-based educational game is a learning media application through interactive
games developed on smartphone devices with an Android operating system. This game can be
used by students in learning the subject matter. The use of the game is very flexible because it
can be used anywhere, anytime, and by anyone. So the use does not rule out the possibility of
being used other than students. The use of smartphones as learning media is a new innovation
in learning. Smartphones are empowered to use in helping the learning process. Students can
learn easily with small devices (smartphones).

SENSOR IMPLEMENTATION
The LEGO Mindstorm NXT 2.0 robot has a very complete sensor, including light sensors,
ultrasonic sensors, press sensors, sound sensors and so on. Besides that there is also a DC motor
that can move other connecting components. For example, when used to drive a robot’s wheels
and legs, the motor can be programmed according to our wishes.
Figure 2: Relationship of sensor control
Programming on this robot, can be done on a computer or directly monitored by a robot, but
more freely when programmed using a computer. With the program that we arrange, in the form
of program blocks that are interrelated so as to produce a good coherent algorithm.
Figure 3: Programming on a robot sensor
CONTROL WITH MOBILE

Interactive learning application using the robot LEGO Minstorm NXT 2.0. In controlling the
program can be done using a smartphone with certain applications. In controlling this program
is done with artificial applications that have an important role for remote control. This remote
control can be done by utilizing bluetooth in robots and mobile.

Figure 4: Sensor control with mobile aplication
Testing of the implementation of the LEGO Minstorm NXT 2.0 sensor on the robo is done
by testing the distance, light and number of presses. Each test is conducted 10 times from 3
test fields. From these tests it can be produced that the accuracy of the sensor on the LEGO
Minstorm NXT 2.0 robot using the mobile application control has a high success rate of 83.33%.
Table 1: Robot Sensor Testing Results

Testing Ultrasonik Light Press Succes Percentage
1 10.32 20.02 91.11 2
2 12.02 21.91 80.20 1
3 18.30 18.60 81.10 3
4 19.54 19.24 98.42 3
5 18.01 21.29 70.04 3
83,33 %
6 10.44 92.08 88.00 2
7 10.98 21.07 72.76 3
8 10.12 22.51 53.33 3
9 19.22 19.42 87.07 2
10 11.22 21.24 71.03 3
CONCLUSION
This research is the implementation of robotics technology from the LEGO Minstorm NXT 2.0
robot using a mobile application for effective learning media for students. Students can easily
and fun to play while learning with this robot. With this test can be produced that the value of
the application to detect the sensor can reach 83.33% success. So it can be concluded that this
application can be used in the right learning, interesting and interactive for students.
REFERENCES
Arsyad, A., 2011. Media Pembelajaran. Jakarta: Raja Grafindo Persada.
Budianto. 2012. Implementasi Algoritma Breadth First Search Dan Obstacle Detection Dalam
Penelusuran Labirin Dinamis Menggunakan Robot LEGO. Depok: Universitas Indonesia.

Ibrahim R dan Nana Syaodih . Perencanaan Pengajaran. (Jakarta:. Rineka Cipta, 2003), h.
112
Jatmiko, Wisnu. 2010. Robot Lego Mindstorm: Teori dan Praktek. Depok: Universitas
Indonesia.
Pura, Dona Pramana. 2014. Rancang Bangun Aplikasi Mobile Remote Control Berbasis
Android Pada Robot LEGO MindstrormNXT 2.0. Pontianak: Universitas Tanjungpura.
Sadiman, Arif S., Rahardjo, R., Hayono, A. & Rahardjito, 2008. Media Pendidikan
- Pengertian, Pengembangan, dan Pemanfaatannya. Jakarta: Rajawali Pers
Sari, I., 2014. Pengembangan Dunia Hidrokarbon Untuk Membangun Pemahaman Konsep dan
Keterampilan Berpikir Kritis Siswa. Thesis.Bandung: Repository.upi.edu Universitas
Pendidikan Indonesia.
Sudjana N & Rifai A. 2007. Media Pengajaran. Bandung : Sinar Baru Algesindo
ABOUT THE AUTHORS
Rizki Danang Kartiko Kuncoro: Student, Computer Science Department, Universitas Negeri
Semarang, Semarang, Central Java, Indonesia
Riza Arifudin: Lecturer, Computer Science Department, Universitas Negeri Semarang,
Semarang, Central Java, Indonesia.
Endang Sugiharti: Lecturer, Computer Science Department, Universitas Negeri Semarang,
Semarang, Central Java, Indonesia.

Mathematics-Based Development Module Guided

Discovery Model to Improve Creative Thinking Ability
Tatik Susilowati Utami,1 Masters of Mathematics Education, Ahmad Dahlan University, Indonesia
Suparman, Master of Mathematics Education, Ahmad Dahlan University, Indonesia
Abstract: Creativity is one of the abilities students must possess in learning mathematics. This study aims to
produce mathematical modules based on discovery models guided by arithmetic rows and series for students
of class X SMK. This research is a 4D model development research consisting of four stages: define, design,
develop, disseminate. Research subjects included media experts, material experts, students from 2 schools in 2
Muhammadiyah Vocational Schools in Yogyakarta and Cangkringan Muhammadiyah Vocational Schools. Data
collection techniques in the form of questionnaires and tests. The research instrument is a questionnaire that has
been reviewed. Data analysis techniques used qualitative analysis which was changed to a cumulative Likert scale.
The results of the material feasibility test were in a very good category with an average score of 107. The results of
the module media feasibility test were in the very good category with an average score of 98.33. While the results
of the student response questionnaire on the trial of small class products included in the good category with an
average score of 92.33. And the results of student responses to the trial of large class products are included in the
good category with an average score of 91.45. So the mathematics module based on guided discovery models on
sequence and sequence series material.
Keywords: Modules, Sequences, and Guided Discovery Series, Creative Thinking
INTRODUCTION
Creativity is a flexible, smooth, unique and unusual thinking in different situations in Turkmen
(2015). Senemoğlu (2013) defines creativity as providing unique responses; flexibility as the
ability to adapt to changing conditions; and fluency as a quick sorting of ideas. Creativity is one
of the abilities needed to solve problems. Creativity is needed for science, technology, and art
that covers everyday life (Runco, 2014) Creative thinking is considered the ability to generate
original ideas or answers (Duff et al, 2013) and to see new and unexpected relationships or
factors that are not related (Piawa, 2010). Mumford (2003) notes that identifying and defining
important influence problems in creative performance. Guilford and Hoepfner (1971) state
that creative people are sensitive to the existence of problems and that individuals have few
opportunities to show creative traits without problems to solve. Although Runco (2003) asserts
that creativity is very helpful in solving problems, he believes that creativity has other goals
as well. Lemon (2011) also notes that creativity is multifaceted. However, the ability to solve
student problems in Indonesia is still low. Based on the latest PISA 2015 results, Indonesia is
ranked 62nd out of 70 countries (OECD, 2018). As for the 2015 TIMSS results on Indonesian
mathematics ranked 46th out of 51.
Based on several studies conducted, effective modules for teaching students’ creative
thinking skills (Aryani, et al: 2016, Festiana, et al 2014). This is in agreement with Devesh
and Nasseri (2014) who suggested using the module as a strategy to improve mathematics
learning outcomes. The module is one of the learning resources used to facilitate students in
understanding the material and achieving learning goals. According to Perdana (2017), the
module is a teaching medium that can be used by students to study independently with minimal
help from others. The learning process that uses modules requires students to better understand
the material because students are directly involved in finding the concepts to be learned so that
students do not just memorize them. In order for students to better understand this concept and
1 Tatik Susilowati Utami, Masters of Mathematics Education, Ahmad Dahlan University, Indonesia, email:
[email protected]
material, the effort that can be done is to use a learning method that invites students to find and
find out for themselves the formulas or concepts that will be studied. One of them is by using
guided discovery learning methods.
Discovery learning models are one that provides opportunities for students to find
information without the help of teachers (Saab et al., 2005). This model is known as a guided
discovery method, in which students are guided to find solutions to problems (Klahr &
Nigam, 2004). Discovery learning is proven to improve the quality of learning compared to
conventional methods and can improve their knowledge during the learning process (Martins
& Oyebanji, 2000; Bajah & Asim, 2002). The guided discovery model is purposely designed to
improve students’ activeness larger, process-oriented, to find their own information required in
achieving the learning goals (Yuliani and Saragih, 2015). Discovery learning model is a series
of learning activities that emphasize the process of critical thinking and analysis to reach and
find their own answers to the problems being asked. The essence of discovery learning is to
give students lessons to deal with problems faced by students facing the real world (Martaida,
2017). The steps of the discovery learning model are 1) preparation steps, 2) implementation.
The benefits of discovery learning processes are: 1) increasing intellectual potential, 2) shifting
values from extrinsic to intrinsic, 3) increasing long-term performance, 4) learning heuristics
from findings (Bruner 1997). The main target of the discovery learning model is maximum
student involvement in teaching and learning activities and developing confidence about what
is found during the learning process.
Hernandez et al. (2011) emphasize that discovery methods can help learn various problem-
solving strategies, transfer cognitive data to be more useful, and know how to start learning.
Ooi et al. (2011) show that it is possible and more important to help an individual find concept,
even though the discovery process is not fully realized. Guided discovery instructions focus on
guiding on finding oneself. In the process, Peng et al. (2011) consider the main constraint as
psychologically assuming that one cannot find. Two unfavorable habits of attitude are shown to
influence discovery learning; some are lazy to think and about the impossibility of discovery,
and the second is about discovery as giving only a glimpse of things (Shieh, 2016). Two such
learning attitudes largely inhibit the effects of guided discovery instruction. Hong et al. (2011)
argued that a person, looking for rules and relevance in a learning environment, must grasp the
hope of exploring certain things or reminding others of such expectations to find out various
methods of excavation (Teo, 2011). Ozkan & Kanat (2011) show six elements for learning by
being guided.
The material in this study is sequence and series. Rows and series are one of the concepts
that use formulas or procedures in solving math problems. Fauziah, et al (2017) students
have difficulty using concepts that exist in rows and rows when most students only memorize
formulas. Mathematics learning outcomes of arithmetic sequences and series are still low, one
of the factors that influence them is the inappropriate strategy so that learning is not optimal.
In addition, students do not understand the sequence and series of material presented by the
teacher because the examples presented are not experienced directly by students (Khulinah,
2015).
This article aims to analyze the material to be developed in teaching materials in the form
of modules based on guided discovery models, to describe and develop guided discovery-
based mathematics modules that can improve creative thinking skills. This article is written in
a systematic manner presenting the second part of the introduction describing the third method
of research describing the results of the discussion and the fourth provides a conclusion.

RESEARCH METHOD
4D Model used to develop mathematical modules based on guided discovery models that can
improve the ability to think creatively and confidently. The stages of the 4D model are the
defining stage, the stage of designing the developing phase and the disseminating stage of
Thiagarajan, Semmel, & Semmel (1974: 5-9). This procedure is presented in Figure 1
Figure 1 General steps in Research and Development
In the define phase, researchers conduct material analysis, curriculum analysis, student
analysis, analysis of learning objectives. Then the design phase of the researcher designed
the module developed. Furthermore, the development stage researchers conducted product
validation and tested it in Muhammadiyah 2 Yogyakarta Vocational School and Cangkringan
Muhammadiyah Vocational School.
The instruments used were interview interviews and questionnaire guidelines. Data analysis
techniques used were analyzing each questionnaire item, both questionnaires of material experts,
media experts, and quantified student responses.
DISCUSSION
This study uses the 4D model (Define, Design, Develop, Disseminate). The first stage is defined
which aims to determine and define learning conditions. The stages in the definition include
analysis of the initial stages, student analysis, material analysis, task analysis and formulation
of learning objectives.
The initial analysis phase, obtained the results in the form of curriculum analysis of
mathematics subjects sequence and series material for students of class X SMK which refers
to the 2013 curriculum includes identification of Core Competencies, Basic Competencies,
subject matter, learning activities, assessment, time allocation, and learning resources used.
The results of curriculum analysis are listed in the mathematics syllabus on the subject matter
of the sequence and series that are available in the 2013 curriculum. The basic competencies
contained in the syllabus are translated into indicators of achievement of competencies. This

indicator is a reference for module construction. The Basic Competencies found in the sequence
and series material are in Table 1:
Table 1 Basic Competencies Basic

No Competencies
3.5 Analyzing arithmetic ranks and series
4.5 Resolving contextual problems related to arithmetic sequences and series
3.6 Resolving contextual problems related to ranks and series arithmetic
4.6 Resolving contextual problems related to geometric ranks and series
Based on Table 1 there are 4 Basic competencies that will be used in the module construction.
Next, student analysis is carried out. Based on the results of observations on learning activities
carried out on students of class X Vocational High School and interviews by teachers obtained
the results of the analysis of student characteristics namely low student confidence, seen from
students who were still hesitant in answering the questions given by the teacher. Students’
creative thinking ability still needs to be improved.
After the analysis of students, the task analysis was carried out. Analysis step of the task
used to analyze tasks that must be mastered by students so that competence can be achieved.
The assignments are in the form of group assignments, individual assignments that are used to
measure students’ abilities in sequence and series material.
Formulation of learning objectives. Steps in formulating learning objectives obtained results
in the formulation of learning objectives from competency achievement indicators that have
been developed previously. The learning objectives are the Purpose Table 2 of the Learning
Objective
Table 2 of the Learning Objective

No Learning Objectives
3.5 Conceptualizing the artistic and sequential lines or sequences through
observation and giving reasons.
3.5 Establishing sequence and series patterns and their application in solving
simple
4.5 problems Resolving contextual problems related to arithmetic sequences
4.5 Resolving contextual problems related to arithmetic series
3.6 Conceptualize geometric lines and sequences or other lines through
observation and reasoning
3.6 Establish row and series patterns and their application in simple problem
solving
4.6 Resolve contextual problems related to geometry sequences
4.6 Resolve contextual problems related to geometry series
The second stage designs, which aims to design module developed. The stages in the
design include media selection, format selection, initial design. Based on task analysis, concept
analysis, and available facilities at school, the selected media is the module. The following view
of the initial design of the discovery-based learning module is guided in Figure 2.

Figure 2 Module Design
Formation the development of learning media in sequence and series material includes
clarity of work instructions, suitability of the format as a module, suitability of the contents
of the module with the desired concept or definition, color harmony, writing and drawing on
the module, suitability of the color of the image and writing in the practice of the problem, the
suitability of the appearance of images and writing on the material in the sequence and series.
As for the initial design referred to in this paper is the design of all activities carried out before
the trial is carried out. The results of the initial draft of this module which is draft I
The third stage of development is the realization phase of the module and instrument design
used to measure the performance of products that have been developed. There are expert
validation, media validation, and testing.
At the expert validation stage, an assessment is carried out to find out the validity of the
modules developed. The module that has been approved by the supervising lecturer is then
validated by the validator namely material expert lecturers, media expert lecturers, and teachers.
Validation of the module uses an assessment instrument that has been reviewed by the lecturer,
Mrs. Dwi Astuti, M.Pd, while the instrument in the form of questions and questionnaires is
reviewed by Dr. Suprapto. After valid instruments can be used by material experts and media
experts to assess the developed modules.
Material experts consist of three people, namely Niken Wahyu Utami, M.Pd. as UPY
Lecturer, Amalia Muthia Sayekti, S.Pd. as Mathematics Teacher at Muhammadiyah 2 Yogyakarta
Vocational School, Eni Retno Purwanti, S.Pd. as a Mathematics Teacher at Muhammadiyah 2
Vocational School in Yogyakarta. Material experts in this matter did not revise the learning
media. However, the material expert is correcting the material to be used in the learning media.
The following are some inputs and suggestions from material experts summarized in Table 3
Table 3 Inputs and suggestions from experts on the material

Suggestions and Comments Follow-up
Taking problems in the formulation of the Menganti some issues
problem is not yet appropriate. Try searching for
a problem that is more fitting
Mrs. Ratna should be replaced with the company has been replaced from Mrs. Charles, a pengarjin
batik converted into company- “Jaya Batik”

The ability to complete the batik should be Already corrected word with patterns that work,
replaced on the number of requests increases at What month did Mrs. Ratna finish 63 pieces of
batik cloth changed to what month the company
“Jaya Batik” received a request to make 63 pieces
of batik cloth The
game of kelerang was distributed instead of Changing questions from the game of marbles
compiled became a problem related to the calendar
Inputs and suggestions from experts were then revised. Furthermore, the feasibility of
learning material was assessed by three material experts. The following are the results of the
questionnaire’s calculation of the feasibility of learning media by material experts shown in
Table 4.
Table 4 Results of Questionnaire Calculation Feasibility of Material

Criteria for
Assessors Position Score
Quantitative Data
Niken Wahyu U., M. Pd. Lecturer in Mathematics Education 106 Very Good
UPY
Amalia Muthia S., S. Pd. Mathematics study teacher at 102 Very Good
SMK Muh 2 Yogyakarta
Eni Retno Purwanti, S. Pd Teacher in Mathematics study at 113 Very Good
SMK Muh Cangkringan
Total 321
Average 107 Very Good
Based on Table 4, it can be seen that the average score of the assessment of material experts
is 107. These results indicate that the learning media developed in terms of material are in the
very good category. The media expert consisted of three people, Syariful Fahmi, M.Pd. as the
lecturer of multimedia learning courses in Ahmad Dahlan University Mathematics Education,
Amalia Muthia Sayekti, S.Pd. as Mathematics Teacher at Muhammadiyah 2 Yogyakarta
Vocational School, Eni Retno Purwanti, S.Pd. as a Mathematics Teacher at Muhammadiyah 2
Vocational School Yogyakarta. The following are some input provided by media experts related
to the learning material can be seen in Table 5.
Table 5 Inputs and suggestions from media experts

Suggestions and comments on Follow-up
In cover, delete 2018 Delete 2018
Revise the preface and guideline of module Move the text Magister of Mathematics
Education from the center to below
Add some note in picture and table Has revised
The sign “=” is not parallel Has revised
Add some dots in arranging conjectur step Change the sign “=” to make it not parallel
Change the word suku ke-10 Change into10 suku pertama
Add the biography of the writer Has revised

Change the problem in discussion 2 related Has revised

to stacks of books
Feasibility of learning material is assessed by three media experts. The following are the
results of the questionnaire calculation of the feasibility of instructional media by the material
experts shown in Table 6.
Table 6 Questionnaire Calculation Results Feasibility of Media

Criteria for
No Appraisal Position Score
Quantitative Data
1. Syariful Fahmi, M.Pd. Lecturer of UAD Mathematics 100 Very Good
Education
2. Amalia Muthia Sayekti, S.Pd. Teacher in Mathematics study 91 Good
at SMK Muh 2 Yogyakarta
3. Eni Retno Purwanti, S.Pd. Teacher in Mathematics study 104 Very Good
at SMK Muh Cangkringan
Total 295
Average 98.33 Very Good
Based on Table 6, it can be seen that the average score of the material expert assessment is
98.33. So it can be concluded that the learning media developed in terms of media are included
in the very good category.
After the module is validated, the module is tested. Small class trials are carried out in
classes containing 5 students. This small class test was conducted in 2 schools, namely
Muhammadiyah 2 Yogyakarta Vocational School and Cangkringan Muhammadiyah Vocational
School. This small class trial was conducted to determine the level of student response and
input from students before being used in the usage test. Test class from students before being
used in usage tests. Small class trials were carried out after the module was repaired in the
previous stage. The purpose of this small class test is to get response and input in class. The trial
was carried out by providing learning media products that were developed and students were
asked to fill out an assessment questionnaire and provide comments and suggestions.
The implementation of a small class trial was conducted on February 7, 2018, involving 6
students of Muhammadiyah 2 Yogyakarta Vocational School and on February 3, 2018, involving
6 students of Cangkringan Muhammadiyah Vocational School. The selection of students for
small class trials is done by the teacher concerned because they better understand the character
of students. At this stage, there is no input from students on learning media, so the next stage
can be implemented.
Students’ responses to the developed learning media were known from the results of student
assessment through distributed questionnaires and were filled out during small class trials and
usage trials. The results of the questionnaire assessment are used as input for revising the
learning media before using the trial.
Table 7 Calculation Results Student Questionnaire Response Trial Small Class

Number School Average Quantitative Data Criteria
1. SMK Muh 2 Yogyakarta 93 Good
2. SMK Muh Cangkringan 91.67 Very Good
Average 92.33 Good

Based on Table 7, can It was seen that the average score of the assessment of students’
responses in the small class trial was 92.33, so that based on the guideline table the assessment
criteria of learning media from the student response aspects were included in the Good category
.
Table 8 Calculation Results Student Questionnaire Response Trial Usage
Number School Average Quantitative Data Criteria
1. SMK Muh 2 Yogyakarta 96.45 Very Good
2. SMK Muh Cangkringan 86.45 Good
Average 91.45 Good
Based on the table above, it can be seen that the average score of the assessment results of
students’ responses to the use trail is 91.45 so that based on the guidelines table the assessment
criteria of learning media from the student’s response aspects are included in the Good category.
The fourth stage is Desiminating. At this stage, products that have been developed and have
fulfilled the criteria for feasibility and effectiveness are given to Muhammadiyah 2 Yogyakarta
Vocational Schools and Cangkringan Muhammadiyah Vocational Schools.
CONCLUSION
Mathematical module materials based on guided discovery models are sequences and series.
The design used in making the module using Corel Draw and Microsoft Word 2016. The results
of the material feasibility test in the category are very good with an average score of 107. The
module media feasibility test results are a very good category with an average score of 98.33.
While the results of the student response questionnaire on the trial of small class products
included in the good category with an average score of 92.33. And the results of student
responses to the trial of large class products are included in the good category with an average
score of 91.45. So the mathematics module based on guided discovery models in the sequence
and series material is worthy of use.
REFERENCES
Aryani, I., Masykari, M., Maridi. (2016). The Development of Problem Based Learning (PBL)
Module on the Material of Animals Population to Enhance Creative Thinking Ability of
the Biology Education Students, Eleven March University. Proceeding Biology Education
Conference. 13 (1). 519-527
Bajah, ST & Asim, AE (2002) Construction and Science Learning Experimental evidence in a
Nigerian Setting. Nigeria’s World Council for Curriculum and Instruction (WCCI). 3 (1),
105-114
Bruner, JS 1997. On Knowing Essays for The Left Hand. United States of America: University
Press.
Devesh, S. and Nasseri, DA (2014). Effectiveness of Mathematics Module in Foundation
Program in Majan College. International Journal of Emerging Engineering Research and
Technology. 2 (1). 1-7
Duff, MC, Kurczek, J., Rubin, R., Cohen, NJ, & Tranel, D. (2013). Hippocampal Amnesia
Disrupts Creative Thinking. Hippocampus, 23 (12), 1143-1149

Fauziah, TA, Junandi, D., Purniati, T (2017). Didactic Design of the Concept of Barisan
and Arithmetic Series in High School Mathematics Learning. Journal of Indonesian
Mathematics Education. Vol. 1 (1) .1-10
Festiana, I., Sarwanto., dan Sukarmin. (2014). Pengembangan Modul Fisika berbasis Masalah
pada Materi Listrik Dinamis untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa
SMA.[ Development of Problem-based Physics Modules on Dynamic Electrical Material
to Improve the Creative Thinking Ability of High School Students], Jurnal Inkuiri. ISSN:
2252-7893, 3(2), 36-47
Hernandez, B., Montaner, T., Sese, FJ & Urquizu, P. (2011). The role of social motivations in
learning: How do they affect usage and success of ICT interactive tools? Computers in
Human Behavior, 27, 2224-2232.
Hong, JC, Hwang, MY, Hsu, HF, Wong, WT, & Chen, MY (2011). Applying the technology
acceptance model in the study of the factors affecting the use of the Taiwan digital archives
system. Computers & Education, 57 (3), 2086-2094
Khulinah (2015). Peningkatkan Kemampuan Menentukan Jumlah n-Suku Pertama Deret
Aritmatika dan Deret Deret Geometri Melalui Model Pembelajaran Jigsaw. Jurnal
Penelitian Tindakan Kelas.[Improving the Ability to Determine the First N-Tribe Number
of Arithmetic Series and Geometry Series Series Through the Jigsaw Learning Model.
Class Action Research Journal], 16(4). 6—11
Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction:
Effects of direct instruction and discovery learning. Psychological Science, 15, 661–667
Lemon, G (2011). Diverse perspectives of creativity testing: Journal for the Education of the
Gifted. 34 (5), 742-772.
Martaida, Tota; Bukit, Nurdin & Ginting, Eva Marlina (2017). The Effect of Discovery Learning
on Student’s Critical Thinking and Cognitive in Junior High School. Journal of Research &
Method in Education. 7 (6). 1-08.
Martins, OO and Oyebanji, RK (2000). The effects of inquiry and lecture teaching approaches
on cognitive achievement of integrated science students. Journal of Science Teachers’
Association of Nigeria. 35 (1 & 2) 25-30
Mumford, MD (2003). Where have we been, where are we going? Taking stock in creativity
Research. Creativity Research Journal. 15 (2 & 3), 107-120
OECD. (2018). PISA 2015 Results in Focus. www.oecd.org/pisa.
Ozkan, S., & Kanat, IE (2011). E-government adoption based on the theory of planned behavior
model: Empirical validation. Government Information Quarterly, 28, 503-513
Peng, G., Fan, M., & Dey, D. (2011). Impact of network effects and diffusion channels on home
computer adoption. Decision Support Systems, 51 (3), 384-393
Perdana, FA, Sarwanto., Sukarmin. Sujadi, I. (2017). Development of e-module combining
science process skills and dynamics motion materials to improve critical thinking skills and
improve senior high school student learning motivation. International Journal of Science
and Applied Science: Conference Series. 1 (1). 45-54
Piawa, CY (2010) Building a test to assess creative and critical thinking simultaneously.
Procedia - Social and Behavioral Sciences. 2 (2), 551-559.
Runco, MA (2003) Education for Creative Potential, Scandinavian Journal of Educational
Research, 47 (3), 317-324
Runco, MA (2014). Creativity (2nd ed.). Boston, MA: Academic Press.
Saab, N., et al. (2005). Communication in collaborative discovery learning, British Journal of
Educational Psychology, 75, 603–62

Senemoğlu, N. (2013). Gelişim, Öğrenme ve Öğretim: Kuramdan Uygulamaya (23. Baskı).

Ankara: Yargı Yayınevi.
Shieh, Chich-Jen & Yu Lean (2016). A Study on Information Technology Integrated Guided
Discovery Instruction towards Srudents’ Learning Achievement and Learning Retention.
Eurasia Journal of Mathematics, Science & Technology Educatio. 12I (4) .833-842.
Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development
and test. Computers & Education, 57 (4), 2432-2440.
Thiagarajan, S., Semmel, DS, & Semmel, MI (1974). Instructional development for training
teacher of exceptional children. Bloomington Indiana: Center of Innovation in Teaching
the Handicapped.
Turkmen, Hankan & Sertkahya, Mehmet (2015). Creative Thinking Skill Analyzes of Vocational
High School Students. Journal of Education and Instructional studies in the world. 5 (1).
74-78
Yuliani, K & Saragih, S (2015) The Development of Learning Devices Based on Guided
Discovery Model to Improve Understanding Concepts and Critical Mathematics of
Students at Islamic Junior High School of Medan. Journal on Education and Pratice. 6 (24)
.116-128.

Design of Student Worksheet Development Based on the

Jigsaw Cooperative Learning Model
Sigit Kurniawan,1 Master of Mathematics Education, University of Ahmad Dahlan, Indonesia
Suparman, Master of Mathematics Education, University of Ahmad Dahlan, Indonesia
Abstract: Collaboration skills are one of the skills that are built in 21st-century education. With collaborative
skills, students are expected to be able to work together with each other to help and complete to carry out certain
tasks in order to obtain a predetermined goal. The jigsaw cooperative learning model as one of the means in
building collaboration skills requires the adequacy of teaching materials. This study aims to produce products
in the form of Student Worksheets (LKS) that fit the jigsaw cooperative learning model. This study uses the
Design Research type Development Study development model. The research subjects were students of class X
Muhammadiyah Cangkringan Sleman Yogyakarta. The stages in this study were researchers designing prototype
1. The results of prototype 1 were tested one-to-one, parallel to the expert review stage, as the basis for revision to
improve and produce a prototype 2. Prototype 2 was tested in the small group as a basis for revision to improve and
produce prototypes 3. The results of this study are prototypes 2 which are ready to be used at the small group stage.
Keywords: LKS, collaboration, jigsaw
INTRODUCTION
The ability to cooperate, as one of the many caring behaviors, is one aspect of the formulation
of social attitude competencies (Kemendikbud, 2016). On another occasion, the Ministry of
Education and Culture (2017) stated that one of the skills needed in 21st-century education is
collaboration skills. With collaboration skills, students are expected to be able to work together
with each other to help and complete to do certain tasks in order to obtain a predetermined goal.
There are studies showing that in general the learning strategies used by teachers make
students tend to be passive and receive material directly (Rosyidi, A., & Sutami, S, 2016).
Teacher-centered learning is a conventional learning model, in this case, is direct learning that
is dominated by lecture methods (Nur, A, 2016). Therefore another learning strategy is needed
so students can play an active role in learning.
There are many studies that show that jigsaw cooperative learning is a good learning model
(Musthofa K, 2013; Naomi, Bernard, & Githua, 2013; Ahmad, A., & Jazuli A, 2016). Musthofa
K, (2013) states that student activities in the form of discussions in both the origin group and the
expert group provide opportunities for students to convey their ideas/ideas / opinions, so as to
stimulate students to be active in learning activities. Whereas Naomi, Bernard, & Githua (2013)
stated that students taught using Jigsaw cooperative learning strategies performed better than
those taught using conventional learning methods. Meanwhile, Ahmad, A., & Jazuli, A. (2016)
stated that students gave a positive response to the application of this learning model.
Teaching materials are needed for all subjects, including mathematics lessons (Indrayanti,
R. D., & Wijaya, A, 2016). The majority of students agree that cooperative learning with a
contextual approach supported by appropriate teaching materials is quite helpful in developing
knowledge and thinking skills (Ahmad, H. 2016). Therefore the adequacy of teaching materials
is needed in learning.
Observations in the field showed that mathematics learning at Cangkringan Muhammadiyah
Vocational School was still conventionally dominant, with lecture methods and learning steps
in the form of concept explanations, examples of questions and exercises. Student activities in
doing the exercises are still dominated by individual activities. Collaboration between students
1 Kurniawan Sigit, Master of Mathematics Education, University of Ahmad Dahlan, Indonesia. email: sigitkurniawan453@
gmail.com
is still partial, where only a few students are actively involved in discussions with friends around
them, even though the teacher has repeatedly suggested that all students are actively involved in
discussions in solving the teacher training questions. This happens because the existing teaching
materials have not been sufficient to support the discussion process in the learning. Existing
textbooks are still general, so the teacher has to do a lot of modification, and this modification
capability still needs to be improved. Therefore, it is necessary to develop teaching materials in
accordance with the jigsaw cooperative learning model (Kurniawan, 2017). Teaching materials
to be developed are student worksheets.
This article is organized into four parts. The first section contains an introduction, while the
second part contains research methods. The results of the research and discussion are presented
in the third section, and the fourth section contains conclusions.
RESEARCH METHODS
The study was conducted in the odd semester of the 2018/2019 academic year in Cangkringan
Muhammadiyah Vocational School. The research subjects were 12 Accounting 1 class X
students with details of 4 students at the one - to - one stage and 8 students at the small group
stage.
Research on the development of Collaborative LKS based on jigsaw cooperative learning
model using the Design Research method. Design Research can be used for research that has
the function to design (to design) or develop (to develop) an intervention with the aim of solving
complex problems in the field of education (Plomp & Nieveen, 2013). This study uses the type
of Development Study (Akker, et.al, 2006: 4). Development study is an activity to develop
design principles that are used to solve problems in the field of education and the practical
interests of the field (Prahmana, 2017). This study develops a valid and practical Collaborative
Worksheets so that further research can be conducted to find out potential effects on student
learning outcomes.
This development research through two stages, namely the Preliminary Study stage (covering
the analysis and design stages) and Formative Evaluation (Tessmer, 1999; Zulkardi, 2002)
including the stages of self-evaluation, expert review, one to one, small group and field test).
Data collection techniques of this research are walkthrough, documentation and interviews. The
research stage can be seen in Figure 1.
Figure 1: Design flow of formative evaluation (Tessmer, 1993)


The teahhing materials development with the Design Research method, with the Preliminary
Study stage (including the analysis and design stages) and Formative Evaluation includes the
stages of self-evaluation, expert review, one to one, small group and field test). This research
was only at the Preliminary Study stage, namely the analysis and design stage, and part of the
Formative Evaluation stage, namely expert review and one-to-one.
Analysis Phase, at this stage the preparation is carried out namely the analysis of teaching
material needs, curriculum analysis, and student analysis. First, the analysis of teaching material
needs is done by reviewing the results of previous research, which shows that mathematics
teaching materials based on the jigsaw cooperative learning model are still needed. Secondly,
curriculum analysis is carried out on Basic Competencies contained in the 2013 revised edition
2017 Curriculum. From the analysis, the Competency Achievement Indicators and Learning
Objectives are then formulated. The decline from KD to the Competency Achievement Indicator
can be seen in table 1.
Table 1: Basic Competencies and Indicators of Achievement of Competence, and Learning Objectives
No Basic Competencies Competency Achievement Indicators
3.4 Determine the 3.4.1 Determine the set of settlement areas from a
maximum and linear inequality system
minimum values of 3.4.2 Determine the linear inequality system of the
contextual problems settlement set area
related to a linear two- 3.4.3 Determine the maximum and minimum values
variable program in the settlement area of the
linear inequality
system
4.4 Presenting contextual 4.4.1 Develop mathematical models of contextual
problem solving related problems that correspond to the linear
to a linear two-variable program of two variables and solve them
program
Meanwhile, the Learning Objectives formulated from the indicators are as follows: Through
discussion activities with the help of this LKS students work well so that they can:
1. Determine the set of settlement areas from a linear inequality system
2. Determine the linear inequality system of the settlement set area
3. Determine the maximum and minimum values in the settlement area of the linear
inequality system
4. Develop a mathematical model of contextual problems that correspond to the linear
two-variable program system and solve them
The third analysis of students, was carried out to obtain information that the research
subjects at the one - to - one stage were 4 students of Class X Accounting 1, the small group
stage was 8 students of Class X Accounting 1, and in the field test stage were 16 students of
class X Accounting 2.
In the design phase, at this stage, the LKS design was made with the Word 2007
Microsoft Program. The teaching materials used were collaborative worksheets with the
jigsaw cooperative learning model. The initial design was a prototype 1. LKS that has been
designed in prototype 1 is made with the cover component, the summary of material, and

core LKS. First, the LKS cover contains the identity of the LKS, the identity of the compiler,
and the place to fill the student’s identity. The cover design of LKS can be seen in Figure 2
Figure 2: Cover Prototype 1 LKS
Second, a summary of the material contains brief and practical material explanations that
can be used as a reference in solving the problems raised in the contents of the LKS. The
summary design of the material can be seen in Figure 3
Figure 3: Summary of Prototype 1 LKS Material
Third, the core worksheets contain problems - problems that students will solve in groups
and collaborate using jigsaw techniques along with instructions for their use. One of them is
LKS 1. On LKS 1 there are four different problems about drawing a graph of the completion of
the two variable linear inequality system. The four problems will be solved by students through
discussions in the expert group within 20 minutes. The LKS 1 design can be seen in Figure 4.

Figure 4: LKS 1 Prototype 1
Evaluation Stage, at this stage the LKS design on prototype 1 was evaluated using formative
evaluation developed by Tessmer. The stages at the evaluation stage include self-evaluation,
expert review, and one - to - one. First self-evaluation. At this stage, the prototype 1 design is re-
evaluated by paying attention to the content, construct, and language. At this stage, there have
not been found any things that need to be significantly revised. Both expert review. Prototype 1 is
consulted with competent experts. The experts are Dr. Suprapto and Dr. Puguh Wahyu Prasetyo,
who are the lecturer in the Master of Mathematics Education, Ahmad Dahlan University and
Surajiyono, S.Pd, M.Sc, who is the Chairperson of the SMK Mathematics Subject Teacher
Training (MGMP) throughout Sleman. The results of the review of the three experts can be
seen in table 2.
Table 2: Comments and suggestions from Expert

No Expert Comments and suggestions
1 Dr. Suprapto • Fix punctuation
• Use the equation consistently
• Use clear numbering
• Apply mathematical concepts, not just those that are considered
mathematics
2 Dr. Puguh • Use standard words
Wahyu Prasetyo • Use the equation consistently
• Increase the variety of problems
3 Surajiyono, • Materials for teaching materials are suitable for students’ needs
S.Pd, M.Sc • Systematics of teaching materials is in accordance with the
jigsaw learning model
• Summary of material does not need to be included for students
Third one - to - one. At this stage, the first prototype tested on 4 students with different
abilities of class X Accounting 1 is Duwi Volaika, Fitri Rahmayanti, Nyarwanto, and Three
Vashti Safana Nafisa. The four students are asked to learn, try to work, then submit comments
and suggestions. The results at the stage one-to-one can be seen in table 3.
Table 3: Comments and Suggestions from Students

No Students Comments and Suggestions
1 Duwi Volaika • Worksheets facilitate understanding
• Explanations are easy to understand
• Problems are difficult to understand
• Writing is not attractive
2 Fitri Rahmayanti • LKS cover is less attractive
• We recommend binding
• Problems are difficult to understand
• Need additional explanation
3 Nyarwanto • Explanations are difficult to understand
• The formula is difficult to understand
• The words are difficult to understand
4 Three Vashti Safana Nafisa • Material that is difficult to understand
• The problem is that there is a muter
• Less interesting
Based on expert comments on the stages and opinions of students in the one - to - one stage,
prototype 1 was revised to become a prototype 2. The portion of the revision can be seen in
Figure 5.

Figure 5: Some Prototype 2
CONCLUSION
From the results of the study concluded that the development of worksheets based on jigsaw
cooperative learning model has gone through all stages in the Preliminary Study stage,
which includes analysis and design. Some stages in the Formative Evaluation stage that have
been passed are the self-evaluation, expert review and one to one. The product produced
is a prototype 2. For the next stage, the prototype 2 will be used in the small group stage.
REFERENCES
Ahmad, A., & Jazuli, A. (2016). Jigsaw Type of Cooperative Learning as a Means of Improving
High School-Students’ Mathematical Communication Ability. EDUCARE, 1(2)
Indrayanti, R. D., & Wijaya, A. (2016). Pengembangan Lembar Kerja Siswa Berbasis
Pendidikan Matematika Realistik Untuk Topik Matriks Di SMK Kelas X [Development of
Student Worksheets Based on Realistic Mathematics Education for Matrix Topics in Class
X Vocational Schools]. Pendidikan Matematika-S1, 5(6), journal.student.uny.ac.id
Kagan, S, Kagan, M. Kagan Cooperative Learning. San Clemente. Kagan. 2009. 17.20-17.21
Kemendikbud. (2016). Lampiran Permendikbud no.22 tahun 2016 dan lampiran 16
Permendikbud tahun2016 [Attachment No. 22 of the Minister of Education and Culture
2016 and annex 16 of the Minister of Education and Culture of 2016].
Kemendikbud. (2017). Implementasi Pengembangan Kecakapan Abad 21 dalam Penyusunan
RPP [Implementation of 21st Century Skills Development in Preparation of RPP].
Kurniawan S, (2017). Analisis Kebutuhan Bahan Ajar Berbasis Pembelajaran Kooperatif
Tipe Jigsaw [Teaching Material Needs Analysis Based on Jigsaw Cooperative Learning],
Makalah Yang Diseminarkan dalam ETNOMATNESIA 2017. Yogyakarta: UST.
Plomp, T., & Nieveen, N. (2013) Educational Design Research. Illustrative Cases
Prahmana, R.C.I. (2017). DESIGN RESEARCH (Teori dan Implementasinya: Suatu pengantar).
Depok: PT Raja Grafindo Persada
Musthofa K. (2013). Pembelajaran Fisika dengan Cooperative Learning Tipe Jigsaw untuk
Mengoptimalkan Aktivitas dan Kemampuan Kognitif Siswa Kelas X-6 SMA MTA Surakarta
[Physics Learning with Jigsaw Cooperative Learning to Optimize Cognitive Activities and
Ability of Students of Class X-6 of SMA MTA Surakarta]. Jurnal Pendidikan Fisika 1(1):
55 – 63

Nur, A. (2016). Pengaruh Model Pembelajaran Inkuiri Dan Gaya Kognitif Terhadap Hasil
Belajar Siswa Pada Matapelajaran Biologi Di Kelas XI IPA MAN 2 Model Palu [The
Influence of Inquiry Learning Models and Cognitive Style on Student Learning Outcomes
in Biology Subjects in Class XI Science MAN 2 Model Palu]. Mitra Sains, 4(4).
Rosyidi, A., & Sutami, S. (2016). Penerapan Pembelajaran Matematika Dengan Strategi TGT
dan NHT Terhadap Hasil Belajar Ditinjau dari Keaktifan Peserta Didik [Application of
Mathematics Learning with TGT and NHT Strategies Against Learning Outcomes Judging
from the Active Activities of Students], publikasiilmiah.ums.ac.id
Tessmer, Martin (1993). Planning and Conducting Formative Evaluation. Philadelphia : Kogan
Page.
Zulkardi, Z. (2002). Developing a learning environment on realistic mathematics education for
Indonesian student teachers. University of Twente.
ABOUT THE AUTHORS

Sigit Kurniawan: Student in the Master of Mathematics Education, Departement of Mathematics
Education, University of Ahmad Dahlan, Yogyakarta, Indonesia.
Suparman: Associate Professor, Departement of Mathematics Education, University of Ahmad
Dahlan, Yogyakarta, Indonesia

Development Of Students Worksheet Mathematics Based

On Problem Based Learning (PBL)
Izza Eka Ningrum,1 Master of Mathematics Education, University of Ahmad Dahlan, Indonesia
Suparman, University of Ahmad Dahlan, Indonesia
Abstract: Critical thinking skills must be part of student learning, and the school must be responsible for developing
and evaluating critical thinking skills in the learning process. Efforts that can be made to improve critical thinking
skills include promoting learning aids in the form of student-based problem-based learning worksheets. This study
aims to design learning tools in the way student worksheets are based on problem-based learning. The method
used in this study is the 4-D method which includes the stages of Define, Design, Development, and Disseminates.
Data collection instruments in the form of expert validation instruments to measure validity as well as student
questionnaires to measure practicality and obtain development product assessment from experts and students.
The results of the validation data analysis by two validators stated that the validity level was 3.58 for the aspect
of the worksheet content, the validity was 3.50 for the constructed aspect and 3.67 for the language aspect. This
shows that the suitability of worksheets developed in all three elements of validation is good. After validation, the
worksheets were tested on 23 VIII grade 2 students at Gunungkidul MTs, and the results of the trial said that the
LKS received a good response from students and was practically used in the learning process of mathematics in
the classroom.
Keywords: Student Worksheet, Critical Thinking, Problem Based Learning
INTRODUCTION
Critical thinking is a complex concept that involves cognitive skills and affective dispositions
that affect the way the teacher presents ideas to students (Chukwuyenum,2013). Critical thinking
skills in mathematics are critical thinking processes related to mathematical knowledge,
mathematical reasoning, and mathematical evidence in Indonesian mathematical problem
solving (Rohaeti,2010). Critical thinking is one of the skills of the 21st century that is needed by
students (Mason,2010). 21st-century skills require a person to achieve success professionally
and have the ability to think critically (Rajendran,2010).
In research (Merdekawati,2011) the development of critical thinking skills can
improve mathematics achievement. Critical thinking skills will encourage students to think
independently and solve problems in school or the context of everyday life (Jacob,2012). In
the study (Putra,2017) evaluation of the thinking of Student Critical Thinking in Mathematics
Learning uses three components, namely (1) identification and interpretation of information, (2)
information analysis, and (3) evaluation of evidence and arguments. Mathematics is one of the
subjects that can develop critical thinking skills (Inan,2017). According to (Facione,2011) the
most basic concepts of critical thinking are evaluation, self-regulation, inference, explanation,
interpretation and analysis ability. Critical thinking skills in mathematics are closely related to
problem-solving (NCTM,2000).
However, the education system in Indonesia is still focused on graduating students during
national exams. Therefore the practice of teaching focuses on subject content and ignores the
development of students’ thinking skills (Zulyadaini,2017). According to TIMSS study data
in 2011, students’ thinking ability in Indonesia is at a low level, which is ranked 38th out of
42 countries (Mullis,2012). Meanwhile, the results of the 2012 PISA survey found Indonesian
students in positions 64 of 65 states in mathematical thinking skills (OECD,2014).
Problem-Based Learning (PBL) is learning that results from the process of working towards
understanding and resolution of problems in a real context (Barrows,1980). PBL deliberately
1 Izza Eka Ningrum, Master of Mathematics Education, University of Ahmad Dahlan, Indonesia. email: [email protected]
combines cognitive and teaching metacognitive learning (Mattews,2007). This method gives
students the opportunity to explore, investigate and solve problems (Arends,2007). Therefore,
PBL is trusted to help students produce new knowledge and also encourage students to think
critically through various processes of solving problems (Herman,2007).
Based on the results of observations of mathematics learning in VIII grade of Gunung Kidul
MTsN 2, in the learning process that takes place, the teacher still dominates learning activities.
The teacher gives the definition and decrease of the formula, the problem-solving steps are
followed by students, students only listen and develop all the ways the teacher works, students
are also less motivated to argue about the material delivered by the teacher, so that the students’
learning experiences in constructing their knowledge by thinking still needs to be improved. In
solving or doing practice exercises, some students write the final answer, without writing down
the steps to complete it. So if given more different questions, students are still confused to finish
and use the logic to think in solving mathematical problems according to the steps described
by the teacher.
Based on research (Isrokijah,2015) Worksheets are considered reasonable and can support
the learning process through the development of PBL-based worksheets in improving students’
critical thinking skills. According to (Arends,2007) stated that the relationship between PBL
and critical thinking is where students are faced with real problems so that they are expected to
develop their knowledge, high-level skills of students develop, students become independent
and increase trust. One method that can help students to develop critical thinking is the
Problem Based Learning (PBL) method (Herman,2007). Mathematics learning can develop
critical thinking skills in mathematics requiring complex mathematical tasks that can encourage
higher-order thinking skills (Henningsen,1997). High-level mathematical problems involving
thinking, analysis, synthesis can stimulate students’ critical thinking skills (Aizikovitsh,2015).
Thus complex problem-solving activities will improve students’ understanding and can apply
knowledge built in new situations (HEnningsen,1997).
Efforts to develop critical thinking skills in mathematics have become the main agenda in
the mathematics education curriculum around the world (Mason,2010). Efforts that must be
carried out on an ongoing basis use various methods and appropriate learning in developing
critical thinking skills (Rajendran,2010). Attempts were made to overcome essential thinking
one of them with student worksheets (Ananda,2016).
From the above problems, it is indicated that students’ abilities are in building knowledge
in solving mathematical problems still needs to be improved (Izza,2018). To improve students’
critical thinking, one of them is by developing student worksheets with PBL models. This
study aims to design learning tools in the form of PBL-based student worksheets for VIII grade
students of Gunung Kidul MTsN 2 Indonesia.
Artikel ini ditulis untuk mengusulkan desain pengembangan Lembar Kerja Siswa (LKS)
berbasis Problem Based Learning untuk kelas VIII MTS. Lks ini diharapkan dapat meningkatkan
berpikir kritis siswa dan hasil belajar siswa.
METHOD
This research is a development research in the field of mathematics education which aims
to produce learning tools in the form of student worksheets (LKS) based on proper (valid,
practical, and useful) Problem Based Learning (PBL) (Perwitasari,2017) by using stages of
development research 4 -D (Thiagarajan,1974). However, this research is limited to measuring
the level of validity and practicality of LKS. These stages are as shown in Figure 1.

Figure 1. Chart Development of Learning Devices with 4-D Model
This research was carried out in MTs N 2 Gunungkidul. The subjects of the research were
the eighth-grade students of Gunungkidul 2 MTs N 2, which consisted of 23 students. The
research instrument was also developed in the study in the form of validation sheets and student
response questionnaires. The LKS validation sheet is addressed to an expert (one lecturer) and
practitioner (one math teacher) then to see the level of practicality of the product a student
response questionnaire is used. a). Instruments to validate worksheets are compiled and adapted
to the curriculum. The measurement is done by filling out a questionnaire in the form of a
rating as well as qualitative advice from experts for product revision considerations. The level
of validity of learning products is seen through scores obtained from the results of completing
the validity sheet of the device by experts.b) To measure the level of practicality of the product
a student response questionnaire was used. The questionnaire sheet is given in the form of a
rating that will be processed quantitatively, while student comments are used for consideration
of device revisions.
In the development of this worksheet, revisions will be made if the results of the validation
score and the results of student response questionnaires are categorized as lacking if there are
suggestions for improvement from the validator and students when carrying out the trial.


This research was conducted by designing PBL-based mathematics LKS for students of class
VIII MTsN 2 Gunung Kidul. The following are the results of the development design with 2-D
stages. This result was obtained from observations and interviews by students and teachers at
MTsN 2 Gunung Kidul.
1. Results of the Defining Stage
a. Defining
Based on observations of class VIII MTs N 2 Gunungkidul requires worksheets based on
problem-based learning because students need to understand the problem presented so
that it is easier to find a mathematical concept by constructing itself through knowledge.
PBL-based worksheets are considered necessary because they can train students in
solving problems, thinking critically and being able to improve students ‘understanding of
mathematical concepts so that students’ mathematics learning outcomes will also increase.
b. Design
LKS products are developed by looking at the aspects of validity and practicality. Also,
the selection of appropriate media is carried out so that it can be used in presenting the
contents of the teaching. The initial design was carried out to design LKS products based
on the results of the analysis that had been carried out in the define stage. Figure 2 shows
the design of PBL-linked LKS that has been developed.
Figure 2. PBL Approved LKS

a. Development
1. Expert Assessment (Validity)
Haris Rizqi Arifin (2014) The existence of LKS as a student workbook must be effective
as a learning tool both in terms of content, practicality, and appearance. Based on the results
of the evaluation of the learning tools by experts, Table 1 presents the results of the expert
evaluation of the LKS products.
Table 1. LKS validity test results by expert validators and practitioner validators
Table 1: The test results of student worksheet validity by expert validators and practitioner validators
Level of validity Validity criteria Description
Student Worksheet contents 3,58 Valid No revisions needed
Construct 3.50 Valid No revisions needed
Language 3,67 Valid No revisions needed
The results of the analysis can be concluded that the LKS products that have been
developed meet the stringent minimum criteria so that they can be tested in schools to

see other eligibility criteria in learning activities. Nieveen (2007) states that the validity
of learning devices must be reviewed based on content validity and construct validity.
However, the revision was still carried out by the researcher based on the comments and
suggestions of validator experts and practitioners.
2. The practicality of Learning Devices
Analysis of the practicality of the learning device is done to see the results of the
practicality test of LKS namely the results of filling out questionnaires by students. The
questionnaire is filled after a series of LKS work is completed. Graph 1 presents the results
of the students’ assessment of LKS products.
Graph 1. Results of testing the practicality of student worksheets
Based on the results of filling out the questionnaire, 95% of students stated (P1) Student
Worksheet with PBL approach is easy to understand because it is easy to observe and clear
usage instructions, then 77% stated (P2) Design of Student Worksheets (LKS) is more
interesting than the design of Student Worksheets usually because it looks simpler, then
78% states (P3) Context and pictures on student worksheets (LKS) with PBL approach
attract students’ learning interest because the problems provided are related to the life of
the surroundings, then 77% of students state (P4) problems and the exercises on the Student
Worksheet (LKS) are easier to learn, then 80% state that P (5) Student Worksheets (LKS) is
made based on the concepts of real-world problems making learning mathematics feel more
meaningful. Then 100% of students stated (P6) Student Worksheets (LKS) with the PBL
approach had a lot of learning activities that made students more active and critical in the
learning process, then 90% of students stated (P7) LKS with the PBL approach directed you
in finding a concept and make students more easily understand math lessons, then 96% of
students stated (P8) Student Worksheets (LKS) with PBL approach easy to carry, and 100%
stated that P (9) LKS with PBL approach was easy to do.
Overall the practicality criteria for each aspect/indicator of LKS is practical and does
not need revision. This shows that the developed worksheets have been suitable for use in
the learning process. Achmad Dhany F (2013) Student worksheets can be used directly by
students and students will get the opportunity to study independently according to worksheet
assignments. For implementation With a good learning approach, student worksheets are
needed using the PBL approach.

CONCLUSION
This study develops Student Worksheets (LKS) based on a valid and practical Problem Based
Learning (PBL). The content of LKS material based on Problem Based Learning also emphasizes
students to build a concept in learning by giving a problem to build the level of critical thinking
of students. The results of the validation data analysis by two validators stated that the validity
level was 3.58 for the aspect of the worksheet content, the validity was 3.50 for the constructed
aspect and 3.67 for the language aspect. This shows that the suitability of worksheets developed
in all three aspects of validation is good. After validation, the worksheets were tested on 23 VIII
grade 2 students at Gunungkidul MTs, and the results of the trial said that the LKS received a
good response from students and was practically used in the learning process of mathematics
in the classroom.
REFERENCES
Aizikovitsh, E., & Cheng, D. (2015). “Developing Critical Thinking Skills from Dispositions
to Abilities: Mathematics Education from Early Childhood to High School.” Creative
Education, 6, pp 455-462
Ananda, P.M. and Azizah, U. (2016). “Development Student Worksheet Oriented
Problem Based Learning To Train Creative Thinking Skills” in Chemical
Equilibrium Matter. Unesa Journal of Chemistry Education ISSN:2252-9454
Vol. 5, No. 2, pp.392-400
Arends, I.R. (2007). Learning to Teach, 7th edition. New York: McGraw Hill Companies
Barrows, H. S & Tamblyn, R. H. (1980). Problem-based learning: An Approach to medical
education in New York. NY: Springer Publishing.
Chukwuyenum, A.N. (2013). “Impact of Critical thinking on Performance in Mathematics
among Senior Secondary School Students in Lagos State” in Journal of Research & Method
in Education, Vol. 3. No.5,pp 18-25
Facione, P.A. (2011). Critical Thinking: What It Is and Why It Counts. Millbrae, CA: The
California Academic Press
Haris Rizqi Arifin . 2014. LANGUAGE CIRCLE Journal of Language and Literature Vol. IX/1
October 2014
Herman, T. (2007). “Problem Based Learning For Thinking High School Mathematics Junior
High School Students.” Unpublished on the dissertation Program Post Graduate University
of Education Indonesia.
Henningsen, M. and Stein, M.K. (1997). Mathematical tasks and student cognition: classroom-
based factors that support and inhibit high-level mathematical thinking and reasoning.
Journal for Research in Mathematics Education, 25(5), 524-549
Inan, Cemil. (2017) “The Effect of Mathematical Worksheets Based on Multiple Intelligences
Theory on the Academic Achievement of the Students” in the 4th Grade Primary School.
Universal Journal of Educational Research Vol. 5. No.8, pp 1372-1377
Isrokijah (2015). “Developing Problem-Based Learning (PBL) Worksheets for the Eight
Grade Students at Junior High School”. LLT journal vol. 18 no. 2. pp 99-106
Izza Eka Ningrum (2018). “Needs Analysis Contextual Approaching Mathematics Teaching
Materials”. In University of Sanata Dharma Proceedings of the Ethnomatnesia National
Seminar 700 ISBN: 978-602-6258-07-6, pp 698-701.
Jacob, S.M. (2012). “Mathematical achievement and critical thinking skills in asynchronous
discussion forums” in Procedia - Social and Behavioral Sciences, 31, pp 800 – 804
Mason, J., Burton, L., and Stacey, K. (2010). Thinking Mathematically, 2nd edition. Pearson
Education Limited, London
Mullis, I., Martin, M.O. and Foy, P. (2012). TIMSS 2011 International Results in Mathematics.
Chestnut Hill: TIMSS & PIRLS International Study Center
Merdekawati, S and Lestari, H. P., (2011) “Developing Student Worksheet In English Based
On Constructivism Using Problem Solving Approach For Mathematics Learning On The
Topic Of Social Arithmetics” in Proceedings International Seminar and the Fourth National
Conference on Mathematics Education Yogyakarta: Yogyakarta
Mattews-Aydinli, J. (2007). Problem-based learning and adult English language learners, Center
for Adult English language acquisition, Center for Applied Linguistics
NCTM. (2000). Principles and Standards For School Mathematics. Reston, VA: NCTM.
OECD. (2014). PISA 2012 Results: What Students Know and Can Do Student Performance
in mathematics, Reading, and Science. Revised edition (February).Volume I: OECD
Publishing
Putra, H. D., Herman, T., Sumarmo, U., (2017) “Development of Student Worksheets to
Improve the Ability of Mathematical Problem Posing International” Journal on Emerging
Mathematics Education (IJEME) Vol. 1, No. 1, pp. 1-10
Perwitasari, D and Surya, E (2017) “The Development of Learning Material Using Problem
Based Learning to Improve Mathematical Communication Ability of Secondary School
Students.” In International Journal of Sciences: Basic and Applied Research (IJSBAR)
Vol 33, No 3, pp 200-207
Rohaeti, E.E. (2010). “Critical and Creative Mathematical Thinking of Junior High School
Student” in Educationist Journal, Vol. 4. No. 2, pp 99-106.
Rajendran, N.S. (2010). Teaching and Acquiring Higher Order Thinking Skills: Theory and
Practice. Tanjong Malim, Perak. University of Education Sultan Idris
Thiagarajan, S., Semmel, D. S., & Semmel, M. I . (1974). Instructional development for training
the Handicapped.
Zulyadaini, (2017). “Development of Student Worksheets Based Realistic Mathematics
Education (RME)” in International Journal of Engineering Research and Development
Vol. 13, No. 9, pp.01-14
ABOUT THE AUTHORS

Izza Eka Ningrum: Student in the Master of Mathematics Education, Departement of
Mathematics Education, University of Ahmad Dahlan, Yogyakarta, Indonesia.
Dahlan, Yogyakarta, Indonesia.

Design of Learning Video Using Realistic Mathematics

Education Approaches to Developing the Problem-Solving
Ability of Students of Class VII High School
Rinaldi Perdana Putra,1 Master of Mathematics Education, Universitas Ahmad Dahlan, Indonesia
Suparman, Master of Mathematics Education, Universitas Ahmad Dahlan, Indonesia
Abstract: Problem solving is one of the important abilities in 21st century skills. Students who have low problem
solving skills will have difficulty solving PISA and HOTS type problems. Learning media that have not integrated
problem-solving skills will hinder the achievement of learning outcomes. This research has two objectives. First,
this study aim to analyze the needs of learning media that are appropriate to students character, subject matter,
and 2013 curriculum. Secondly, this research is to create a Realistic Mathematics Education approach learning
video design to improve students’ problem solving abilities. This type of research is a research development with
the 4D model. The subjects of this study were teachers and students of class VII. The research instruments used
were interview guidelines, observation guidelines, questionnaires, and validation sheets. Interview guidelines are
used to obtain information from teachers regarding the needs of learning media in the classroom. Data analysis
uses the Miles Huberman model. This research resulted: the material taught in schools was in accordance with
the 2013 curriculum, the learning video was not based on RME, the learning model applied by the teacher
had not facilitated students to develop problem-solving skills, and the RME-based learning video design. This
study concludes that RME-based learning videos that can improve students’ problem solving abilities need to be
developed further.
Keywords: Problem-solving, RME, Learning Video
INTRODUCTION
Mathematics is one of some important lessons for every student who studies in school. It is
intended that every student is equipped with logical thinking and problem-solving ability.
Students develop arithmetic, reasoning, critical thinking skills and problem-solving ability
through learning and applying mathematics in daily life (Akinmola, 2014). Mathematics learning
activities are involved in most problem-solving cases. However, most of students haven’t
acquired the basic skills in solving the problem they need in mathematics (Berch, 2007). As
a result, many of the students face difficulties in mathematics especially solving mathematics
problems (Tay, 2005). Recognizing the problem faced by the students in mathematical skills
are required in problem solving. It is a one way to help group of students (Tambychik, 2010,
Leonard, 2004).
Problem-solving as an activity that involves students in various cognitive actions including
accessing and using previous knowledge and experience (Lester, 2013). Problem-solving
has four phases: a) figuring out the problem, b) constructing plan, c) implementing the plan,
d) verifying the final answer . Problem-solving can be solved and developed using problem
presentation, finding solution, and evaluating (Tan, 2004, Foshay, 2003). The importance of
teaching and learning mathematics are to develop mathematical problem-solving ability and to
find out the solutions towards problems in real-life (Kannan, 2016). Therefore, problem-solving
is the basic ability which must be possessed by every student (Kirkley, 2003, Mariati, 2017).
According to the 2012 PISA report, Indonesia has a rank 64 out of 65 participating countries,
in other words students’ mathematical abilities in Indonesia were still low (OECD, 2015). The
average score obtained by students only 375, the score is still below the average international
score of 494. One of the factors that affect the low achievement of Indonesian students is the
1 Rinaldi Perdana Putra, Master of Mathematics Education, Universitas Ahmad Dahlan, Indonesia. email: rinaldip19@
gmail.com

weakness of problem solving abilities. Causes of this is problem solving abilities are needed
during the learning process. Problem solving ability is the core of mathematics learning, not
only the ability to learn material but also the emphasis in forming good thinking ability methods.
There are some problem-solving methods and one of them is by utilizing learning videos
(Mariati, 2017). The advantages of learning using video are a) to find out problems in real-
life situations, b) to be able to access the videos at any time, c) to present two dimensional
moving things, and d) to help students to construct and develop their understandings by
varying videos (Teese, 2007). One method to improve students’ skills and problem-solving
abilities is to employ learning media (Setyaningrum, 2017). By doing so, students will be
helped to visualize mathematical abstract object (Berney, 2016). Learning videos can also
be very beneficial in making learning processes to be more interesting and fun (Cope, 2015).
Thus, the use of learning media such as videos may improve the result of students’ learning
(Moyer, 2012, Chiu, 2015).
Realistic Mathematic Education (RME) is defined as contextual learning. It means that
students learn mathematics through their participations to solve real problem in significant
context (Searle, 2012). Experts mention that mathematics in RME is humans’ activities that
should be related to real-life situations (Ekawati, 2016). RME is an approach which can be used
as alternative learning in the process of students’ mathematical problem-solving (Harahap, 2018).
There are two cores of RME that believe mathematics should be related to real-life situations
and mathematics should be viewed as human activities (Habsah, 2017). The characteristics of
RME accentuate meaningful learning by relating mathematics to real life or daily life so it can
be used as the source or media in mathematics learning process (Zulkardi, 2002).
This article does some questions. First, this study is to analyze the necessity of learning
media that are in accordance with student material and curriculum. Second, this research is to
design RME-based learning media that can improve the problem solving ability.
This article has 4 sections. The first part explains the introduction. The second section
presents research methods. The third section outlines the results of the research and discussion.
The fourth section provides conclusions and implications. According to a necessity analysis
that has been done previously that students need video learning, because the characteristics
of students there are more like to visually learning than the teacher who explained. Students
also prefer to associate learning with daily life. Based on the description above, the researcher
proposes an RME-based learning video design.
METHODS
The research design of this research is the development of 4-D (Four D Models) which is
constructed from define, design, develop, and disseminate (Thiagarajan, 1974). Therefore, this
research does not implement the disseminate stage because the purpose of this research is the
development of learning media. A product was developed in the form of video using RME
(Realistic Mathematic Education) approach in the discussion about Algebra, sub chapter of one
variable linear equations grade VII.
The define stage was done to determine and define the needs of learning which will be used
later to develop learning media as one alternative solutions towards encountered problems. The
design stage was used to design the teaching media, starting from the preparation of the test,
selection of media, selection of format, and the preliminary design. The result of the develop
stage was a learning media which was validated and revised by an expert.


This research was done by designing the mathematics learning video development based on
RME for Junior High School students grade VII. Below are the results of the development
design with 2-D stages.
Definition Stage
Defining by analyzing three aspects including curriculum, materials, and students’ characteristics
was done in this stage. The results of the analysis are:
Curriculum analysis
Observed from the learning curriculum, school has implemented the 2013 curriculum. The
standard achievement related to core and basic competency has met the provisions of the
government. The standard to decrease the achievement indicator has also correlated to the basic
competency.
Concept Analysis/Material
The purpose of concept analysis is to determine the learning contents and materials needed
to develop learning video based on RME. The learning materials of Junior High School odd
semester grade VII are numbers, number sets, algebraic forms, one variable linier equations
and linear equalities. In that school, learning media in the form of video are not regularly used.
Learning video which are used by the teacher have not used the RME approach.
Students’ problem-solving ability and learning design

Students have low problem-solving ability. It is indicated from the low score of the needs
analysis result concerning students’ problem-solving ability. The learning design done by the
teacher are still implementing conventional learning design. Teachers explain in front of the
classrooms and students listen to the teachers. Such kind of learning methods form the learning
environment to be boring and monotonous.
Students’ characteristics analysis

Seen from the students’ characteristics analysis which had been done in the school, students
are more interested towards learning through visual and relating learning material to real-
life situations. Students met several obstacles in several materials and one of them was social
arithmetic. In the discussion of social arithmetic, students found difficulties in analyzing various
situations to solve problems related to real-life situations.
Design Stage
The assessment of learning video’ eligibility is based on the quality of the content, instructional
quality, and technical quality. In the design stage, the learning video which will be develop
using the RME approach are about social arithmetic. The initial design used the first draft in the
form of the initial design of the video. The initial designs of learning video based on RME are
as follows:

Preview
The preview becomes the most important part of developing learning-based video. It becomes
the object to attract students’ attention. In the development of the preview, interesting pictures are
used to create pleasant impressions towards students. The learning video entitled “Mathematics
Learning Video Social Aritmetics Discount”. The preview becomes the opening of the video
which explains about learning material which is going to be discussed. Pictures 3.1 is the
preview of the video.
Picture 3.1 video preview
Opening part
The opening part of the video presents the information regarding the Core Competency and
Basic Competency which should be achieved through the learning process. Core Competency is
functioned as the level of ability to achieve the graduate competency standard. Basic competency
is the skill that should be accomplished by the students through the learning process.
Video core material

The material relates to the substance of the subject matter that must be given. A media program
in it must contain material that must be mastered by students. In the core part of the video, the
problems that occur in everyday life are related to discounts. Arda and Ardi are the characters
featured in this learning video. Arda and Ardi will explain the core of the video from finding a
case about discounts, analyzing problems, determining how to solve problems and the results
obtained from problem-solving. Figure 2.2 is the character of Arda and Ardi.
Picture 3.2 Characters of Arda and Ardi

Exercise
Practice questions are used to train students’ abilities in solving math problems on a discount
material. Practice questions are presented using issues that exist in everyday life about discounts.
CONCLUSION
This study designs RME-approached learning videos. The initial research stage produces
curriculum analysis, concept analysis, analysis of problem-solving abilities and learning models,
as well as analysis of student characteristics. The design phase provides the initial design of the
learning video which includes the initial video display, opening section, core video material,
and practice questions. This design has the advantage of improving students’ problem-solving
abilities. Video design makes it easy for students to learn and understand mathematical problems
related to everyday life. Video design can also increase student learning interest because it is
following student characteristics. This research continued further to the assessment.
REFERENCES
Akinmola, E.A. (2014). Developing Mathematical Problem Solving Ability : A Panacea For A
Sustainable Development in the Century. International Journal of Education and Research,
2(2), 1-8.
Berch, D.B. & Mazzocco M.M.M. (2007). Why is math so hard for some children? The Nature
and Origins of Mathematical Learning Difficulties and Disabilities. Maryland: Paul H.
Brookes Publishing Co.
Berney, S., & Bétrancourt, M. (2016). Does animation enhance learning? A meta-analysis.
Computers & Education, 101, 150-167.
Chiu T and Churchill D.(2015). Exploring the characteristics of an optimal design of digital
materials for concept learning in mathematics: Multimedia learning and variation theory.
Computer & Education. 82. 280-291
Cope, L. (2015) Math Manipulatives : Making The Abstract Tangible. Delta Journal of
Education, 5(1). 10-19.
Ekawati, Rooselyna & Kohar, Ahmad Wachidul. (2016). Innovative Teacher professional
Development Within PMRI in Indonesia. International Journal of Innovation in Science
abd Mathematics Education, 24(5), 1-13.
Foshay, R. & Kirkley, J. (2003). Principles for Teach- ing Problem Solving. PLATO Learning,
Inc.
Habsah, Fitria. (2017). Developing teaching Material Based on Realistic Mathematics
Androiented to the Mathematical Reasoning and mathematical Communication. Jurnal
Riset Pendidikan Matematika 4(1), 43-55.
Harahap, Selvi Septiani., Hasratudin., Simamora, Elmanani. (2018). The Development of
Learning Device Based Realistic Approach for Increasing Problem Solving Mathematics
Ability of Student in SMPS Geman Buwana. Mathematical Theory and Modeling 8(1)
ISSN 2221-5804
Kannan, Sentamarai., C, Sivapragasam & R, Senthikumar. (2016). A Study Problem Solving
Ability in Mathematics IX Standart Students in Dindigul Districs. International Journal of
Applied Research, 2(1), 797-799
Kirkley, J., (2003), Principle for Teaching Problem Solving, Technical Paper, Plato Learning

Inc.
Leonard, M. K., Steve, T., & Art, J. (2004). Guiding Children’s Learning of Mathematics
(10th eds.). USA: Thompson Learning, Inc.
Lester, F. K. (2013). The Mathematics Enthusiast Thoughts About Research On Mathematical
Problem-Solving Instruction. The Mathematics Enthusiast 10(10).
Mariati, P.S., Betty, M.T., & Sehat, S. (2017). The Problem Solving Learning Model By Using
Video Recording On Experiment of Kinematics and Dynamics to Improve The Students
Cognition and Metacognition. Jurnal Pendidikan Fisika Indonesia, 13(1), 25-32.
Moyer-Packenham, P. S., Ulmer, L. A., & Anderson, K. L. (2012). Examining Pictorial Models
and Virtual Manipulatives for Third-Grade Fraction Instruction. Journal of Interactive
Online Learning, 11(3),103-120
OECD. 2013. PISA 2012 Results in Focus What 15-year-olds know and what they can do
with what they know.http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.
pdf diakses pada 25 Oktober 2015.
Polya, G. (1973). “How to Solve It”: A New Aspect of Mathematical Method. Princeton:
Princeton University Press.
Searle, J., & Barmby, P. (2012). Evaluation Report on the Realistic Mathematics Education
Pilot Project at Manchester Metropolitan University. Durham: Durham University.
Setyaningkrum, W & Waryanto, N.H. ( 2017). Developing Mathematics Edutainment Media
For Android Based on Students’ Understanding and Interest : a Teachers’ Review. Journal
Conference on Mathematics, Science and Education, 983, 1-6
Tambychik, Tarzimah & Meerah, Thamby Subahan Mohd. (2010). Students’ Difficulties in
Mathematics Problem Solving : What do They Say ?. Procedia Sosial and Behavioral
Science 8, 142-151.
Tan, O. S. (2004). Enhanching Thinking Problem Based Learning Approached. Singapura:
Thomson.
Tay Lay Heong (2005). Problem Solving Abilities and Strategies in Solving Multistep
Mathematical Problems among Form 2 Students. Kertas Projek Sarjana. Universiti Malaya.
Teese, R. (2007). Video Analysis - A Multimedia Tool for Homework and Class Assignments.
12th International Conference on Multimedia in Physics Teaching and Learning, 13-15
September 2007, Wroclaw, Poland.
Thiagarajan, S., Semmel, D. S., & Semmel, M. I . (1974). Intructional development for training
the Handicapped.
Zulkardi. (2002). Developing A Learning Environment On Realistic Mathematics Education
For Indonesian Student Teachers. Thesis University of Twente.
ABOUT THE AUTHORS

Rinaldi Perdana Putra: Student in the Master of Mathematics Education, Departement of
Mathematics Education, Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Suparman: Associate Proffesor, Departement of Mathematics Education, Universitas Ahmad

Development of Student Worksheets Based on RME to

Improve Creative Thinking of Grade VII Middle School
Students in Indonesia
Balu Hidayati,1 Master of Mathematics Education, University of Ahmad Dahlan, Yogyakarta, Indonesia
Suparman, University of Ahmad Dahlan, Yogyakarta, Indonesia
Abstract: Creative thinking is one of the 21st century skills that students must possess in the 2013 curriculum.
Learning resources that do not integrate creative thinking skills can hinder students in learning objectives. This
study has three objectives. The first objective is to analyze the needs of teaching materials that are in line with
student characteristics, curriculum and subject matter. The second objective is to design RME-based teaching
materials that can improve creative thinking skills. The third objective is to develop and validate teaching materials
that have been previously designed. The method used in this study is the 4D model which consists of defining,
designing, developing and distributing. The subjects of this study were teachers and students in junior high school
grade VII. Data collection instruments consisted of questionnaires, interview guidelines, and validation sheets.
Data analysis techniques use Miles and Huberman. This study provides several results. First, existing student
worksheets are in accordance with textbooks, students lack focus if only using textbooks, existing student worksheets
are not easy to understand, teaching materials have not been able to increase students ‘creativity, students need
teaching resources that can enhance students’ creativity with examples of questions related to real life. Second,
student worksheets are designed according to the RME learning model. Third, RME-based student worksheets are
developed to enhance student creativity. This study concludes that the RME-based student worksheets developed
are in accordance with student characteristics and curriculum. Student worksheets have been validated so they are
suitable to be used to develop students’ creative thinking skills.
Keywords: berpikir kreatif, Pengembangan LKS, Realistic Mathematics Education.
INTRODUCTION
Creativity is the result of creative thinking. Students’ creative thinking ability can be seen from
the way students solve a mathematical problem that includes fluent thinking skills, flexibility,
authenticity (original) completion steps, detailed skills, and assessment skills (Utami, 1992;
Kenedi, 2017). Creativity is a process of generating new ideas (Richardo, 2014). Student
creativity is an important factor in determining the success of student learning (Kenedi, 2017).
Creativity is one of the important aspects developed in 21st century skills (Lukas, 2016).
In 21st century learning students must be able to solve various problems, one of which is by
creative thinking (Turiman, 2012). Not only in the 21st century learning, Law of the Republic
of Indonesia Number 20 of 2003 concerning the National Education System Chapter I Article
I Paragraph (1) states that the aim of the National Education System is to form creative people.
Therefore in the learning process it is necessary to develop students’ creativity.
But in reality, based on observations made in learning activities, students’ creativity has not
been maximally developed. Student creativity is not maximized in learning activities because
many teachers still teach using traditional approaches, where mathematics teaching in schools
is introduced in a symbolic or abstract way, and forces students to memorize (Zakaria, 2017).
The traditional learning process makes students become passive learners and little talent for
mathematical thinking and reasoning (Wahyu, 2015). In this case, mathematics teachers in
particular, are required to always be able to create learning activities that can make creative,
not monotonous, and certainly fun. Student creativity can be achieved one of them by giving
1 Balu Hidayati, Master of Mathematics Education, University of Ahmad Dahlan, Yogyakarta, Indonesia. email:
[email protected]

motivation from the teacher through several methods, strategies that vary, for example through
learning the work of groups, role playing, and problem solving (Laurens, 2018)
The right learning model can facilitate and support students in improving their creativity. One
learning model that can be used is Realistic (Lestari, 2017). In using RME learning, mathematics
is carried out by directing students to the use of variations of situations and opportunities to
rediscover mathematical concepts in their own way (Dhany, 2013). Mathematics learning is in
the form of human activities and must relate to reality The important point is that mathematics
must relate to reality in accordance with human activities, which means that mathematics must
be close to children and relevant to everyday situations (Lestari, 2017). If the problem can be
imagined or manifest in the minds of students (Maulydia, 2017).
In addition to the right learning model, the learning media must be able to facilitate and
support students in enhancing their creativity. One of them is the Student Worksheet. Student
Worksheets in the form of materials that contain explanations that provide guidance on activities
that students will do in the learning process (Inan, 2017). Student Worksheets are a way to
help and facilitate learning activities that will form an effective interaction between students
and teachers and can increase student activity in improving learning achievement (Zulyadaini,
2017) Using Student Worksheets in the learning process can also help students to understand
the material alone (Merdekawati, 2011). This makes students able to find new ideas, can solve
problems and can find their own answers according to their creativity. Student Worksheets
developed must be made clear and certainly as interesting as possible and must be related to
daily life.
This article is written to analyze the curriculum used, analyze student characteristics and
analyze students’ needs for learning resources. The results of the analysis are used to design
and develop RME-based Student Worksheets. This worksheet is expected to improve student
learning outcomes and creativity. The systematic writing of articles is as follows: the first part
contains the introduction, the second part describes the research method used, the third part
presents the findings and the discussion, and the fourth section provides conclusions.
METHOD
This type of research is development research using the 4D development model developed by
Thiagarajan, Semmel and Semmel consisting of four stages, including the stages of defining,
designing, developing, and disseminating (Thigarajan, 1974). Development of learning tools
using the 4D development model. but the deployment stage was not carried out (Pratama,
2017). The research steps are presented in Figure 1.
The defining stage includes three analyzes: curriculum analysis, analysis of student
characteristics, and analysis of student needs. Curriculum analysis in terms of alignment
between syllabus, core competencies, and basic competencies in the 2013 curriculum. At the
design stage to produce an initial form of product prototype. The initial product was designed
based on RME. Development phase to validate the product. Product validation is done through
two steps, namely: expert validation and material validation. The product was revised based on
input from the validators. After that, product trials were conducted on students.
The subjects of this study were teachers and students at the junior high school level. Data
collection instruments used were interview guidelines and questionnaires. Data analysis
techniques used Miles and Huberman which consisted of three stages, namely: data reduction,
data presentation, and conclusions (Miles, 1994).

Figure 1: Research phase for developing Student Worksheets

The research results from each stage in the development of RME-based worksheets are as
follows:

Defining Stage
The results of the defining phase are as follows:
Curriculum Analysis
Student Worksheets that have been developed by the teacher are in accordance with the textbook
instructions. Textbooks used in schools consist of teacher and student books. The textbooks
used are not RME based. So that it is necessary to develop RME-based student worksheets with
quadrilateral material.
Student Analysis
Based on the results of direct interviews with students obtained the following results: (a)
learning using Student Worksheets makes it easy for students to understand the subject matter,
(b) students lack focus in learning if only using textbooks. This is because the material in
textbooks is too much. Study material can be summarized by developing LKS.
Student Needs Analysis

Based on direct interviews with students, the steps on the Student Worksheet still require teacher
guidance in completing the practice questions. According to students, the instructions in the
Student Worksheet are poorly understood. So, students need Student Worksheets that are easy
to understand and more interesting. Learning material is easily understood by students if it is
related to students’ daily lives. One of the lessons that applies mathematics in everyday life is
Realistic Mathematics Education (Musdi, 2016)). This can be seen when students experience
problems directly given by the teacher, then students more easily understand the problem. Thus
students need RME-based Student Worksheets.
Designing stage
Design of Student’s Worksheet based on Realistic Mathematics Education is designed with
a cover, a description of the Student Worksheet, Instructions for Using Student Worksheets,
Activity Sheets, and Problem Exercises. The following are the characteristics of the Student
Worksheet that have been designed:
Cover
Cover contains the title of the Student Worksheet that will be made entitled “Student Rectangles
(Jajargenjang & Trapezoid) Student Worksheet”. The cover design of the Student Worksheet
can be seen in Figure. 2.
On the cover of the Student Worksheet is designed with an identity that describes the material
to be studied. This can be seen from the title of the Student Worksheet which has mentioned the
material directly. The cover of the Student Worksheet is completed with a picture of the tools
and materials that will be used in the activities to be carried out on this Student Worksheet. So
that students are expected to be interested and motivated in learning the Student Worksheet.

Figure 2: Cover of Student Worksheets
Preface
Foreword expresses gratitude for the preparation of the Student Worksheet to the parties
involved in the creation of the Student Worksheet. In addition to thanks, the introduction also
contains hope for criticism and suggestions from the authors for the achievement of a better
Student Worksheet.
Instructions for Using Student Worksheets

Instructions for Use of Student Worksheets are designed with the aim of explaining what
parts of the Student Worksheet are based on Realistic Mathematics. This guide is intended
for teachers and students. Instructions for Using Student Worksheets are designed to explain
parts of the Student Worksheet. so that in this guide sheet there is an explanation of the
syllabus component in the Student Worksheet, Instructions on Working on Student Worksheets,
Activities, Information, and Exercise questions, all of which are part of this Student Worksheet.
Syllabus
The syllabus on the Student Worksheet is an important thing to be in the design stage. This
syllabus component is used as a reference in the preparation of the material in the Student
Worksheet. Syllabus of Student Worksheets based on Realistic Mathematics Education takes
quadrilateral material. This material is in accordance with Basic Competencies 3.11, namely
linking the perimeter and broad formulas for various types of rectangles (rectangles, rhombus,
jajargenjang, trapezoid, and laying kites) and triangles. But the design of the Shiva Worksheet
is only limited to Jajargenjang and Trapezoid only. Indicators of achievement of competencies
and learning objectives are also written in full. One of the goals of learning is that students can
solve problems in everyday life by linking rectangular material. It has to do with the definition
of Realistic Mathematics Education, namely RME as contextual learning, which means students
learn mathematics through real problems in a meaningful context (Searle, 2012). Same as
the Student Worksheet activity based on Realistic Mathematics Education, it is designed by
involving participating students to find their own concepts from the material being taught. So
that the objectives of the Student Worksheet can be clearly understood, both by the teacher and
students.

Instructions on Working on Student Worksheets

Referrals in Working on Student Worksheets are designed with the aim of providing guidance
to students. What things should students do in working on Student Worksheets. The Instructions
on Working on Worksheets begin with the column that students must fill in their identity. This
aims to help the teacher in the assessment process. This sheet also comes with study instructions.
Learning objectives are given in the form of technical instructions for filling out and working
on Student Worksheets. For example, students are asked to read the Worksheet carefully. In
addition, the study instructions also contained 3 Realistic Mathematics Education principles,
namely 1) rediscovery and progressive mathematization 2) didactic phenomenology 3) self-
developed models and 5 characteristics of RME, namely 1) use of context 2) use of progressive
mathematical models 3) use of results student construction 4) interactivity 5) linkages [28]. For
example, students are asked to collect objects that are examples of the building they encounter in
the surrounding environment. Students are asked to find a solution in the Student Worksheet by
discussing with their groups in various ways according to their respective creativity. According
to the third principle, for example, students are asked to conclude their own final completion
according to their activities.
Prerequisite Information
Prerequisite Information contains information about the reminder material from the material that
will be submitted on this Student Worksheet. Obviously the material on this information has been
submitted at a previous meeting or in elementary school. The material given is only repetition.
In the form of a summary, things that have something to do with the material or activity on this
Student Worksheet. The design of the Prerequisite Information sheet is in Figure.3.
Figure 3: Prerequisite Information
The process in Realistic Mathematics Education has a mathematization process, which is

a process where students are asked to build or develop mathematical models of models that
have been previously formed with their knowledge [29]. Using this Prerequisite Information is
expected to help students in doing all activities on the Student Worksheet which some activities
in it have activities that relate to the previous material.
Activity Sheet
The Activity Sheet contains what activities students will do in the concept discovery process.
The first design is whatever tools and materials students must prepare to work on the Student

Worksheet. Furthermore, it contains the method of work, consists of providing problems, and
steps to work. Design Activity sheet is in Figure. 4.
Figure 4 : Activity Sheet
The Activity Sheet begins with the provision of problems related to daily life complete
with illustration pictures, because the Student Worksheet is based on RME. Furthermore, in the
Activity Sheet there is a step in working on the Student Worksheet, which directs students to
do learning activities. Its function, to lead students to develop their creativity in finding their
own mathematical concepts according to the material in this Student Worksheet. The stages
are modeling, practicing it directly, discussing with groups, linking with the previous material
in the prerequisite information. All activities in this Activity Sheet are in accordance with 3
principles of RME and 5 Characteristics.
Exercises
To find out whether students understand the material in the Activity Sheet that has been carried
out, students need to be given a Problem Sheet. The design of the Problem Sheet on the RME-
based Student Worksheet can be seen in Figure.5.
Figure 5: Exercises

There are questions in the Problem Exercise according to the activities students have done
in finding mathematical concepts. The problem in this Problem Sheet is based on Realistic in
accordance with problems in everyday life.
Development Phase
Expert Assessment
Based on the results of the evaluation of the learning tools by experts, Table 1 presents the
results of the expert evaluation of the LKS products.
Table 1. The validity test results of LKS by media expert validators

Level Criteria
No Aspect Explanation
validity validity
1 Aspects of language 4,00 Valid No need to be revised
2 Aspects of serving 4,00 Valid No need to be revised
3 Graphic Aspects 3,50 Valid No need to be revised
Table 2. The validity test results of the LKS by the material expert validator
Level Criteria
No Aspect Explanation
validity validity
1 Aspects of content 4,17 Valid No need to be revised
2 Aspects of construct 4,80 Valid No need to be revised
3 Aspects of language 4,00 Valid No need to be revised
Table 3. Suggestions from media experts and material experts

No Aspect Suggestions
1 Content Some contexts are less precise and lack information on practice questions,
causing ambiguity.
2 Construct More detailed instructions are needs
3 Language There are several writing errors and unclear sentences.
The results of the analysis can be concluded that the LKS products that have been developed
meet the minimum valid criteria, so that they can be tested in schools to see other eligibility
criteria in learning activities. The revision is still done by the researcher based on the comments
and suggestions of the media expert validator and the material expert.
Practicality of Learning Devices

Analysis of the practicality of the learning device is done to see the results of the practicality test
of LKS namely the results of filling out questionnaires by students. The questionnaire is filled
after a series of LKS work is completed. Graph 1 presents the results of students’ assessment
of LKS products.

Graph 1. Results of testing the practicality of student worksheets (diagrams are made different)
Based on the results of filling out the questionnaire, 72% stated aspect 1 (material), namely
the Student Worksheet helps in understanding the learning objectives, students easily understand
learning instructions, and students easily understand the language used, then 71% state aspect
2 (graphics), which stated that the legibility of LKS titles is clear, LKS has a consistent layout
on each page, the illustrations presented on LKS make it easier for students to understand the
material, the images presented on LKS make it easier for students to understand the material,
and the LKS display is interesting and makes learning fun using LKS based RME. Whereas 70%
stated aspect 3 (benefits), including that LKS facilitated to develop understanding of concepts
related to the material, assisted in developing creativity, the material presented was interrelated
so as to facilitate understanding of the material, the questions presented helped in understanding
the material, and with student LKS helped in understanding the material.
Overall the practicality criteria for each aspect / indicator of LKS is practical and does
not need revision. This shows that the developed worksheets have been suitable for use in the
learning process.
CONCLUSION
Based on the development of student worksheets based on Realistic Mathematics Education
which has been carried out in several stages, the following conclusions are obtained: at the
definition stage with three analyzes, curriculum analysis states that Student Worksheets are in
accordance with the taught curriculum, analysis of students states that the student worksheets
are helped in understanding the material because if only using textbooks students tend to be less
focused, student needs analysis requires easy-to-understand worksheets that relate to everyday
life. At the design stage, the design of the cover has been obtained, foreword, instructions for
using LKS, syllabus, instructions for working on LKS, prerequisite information, activity sheets,
and practice questions that are in accordance with the RME. Whereas at the development stage
it was said that according to the material experts and experts the RME-based LKS media was
valid, although there was a need for revision. This student worksheet has the advantage of
increasing students’ creativity and making it easier for students to understand the subject matter.
This worksheet can be used by teachers and students in learning activities.
REFERENCES
Dhany, A. and Ummy, S. 2013. “The Development of Students Worksheet using PMRI Approach on
Materials of Rectangle and Square for the VII Grade Students of Junior High School” Proceeding

the First South East Asia Design/Develoment Research (SEA-DR) International Conference,
Sriwijaya University, Palembang. pp. 1-10.
Inan, C. and Serdar, E. 2017.”The Effect of Mathematical Worksheet Based on Multiple Intelligences
Theory on the Academic Achievement of the Students in the 4th Grade Primary Schoo” Universal
Journal of Education Research, 5 (8), pp 1372-1377.
Kenedi. 2017. “Development of Students’ Creativity in the Learning Process in Class II of Junior High
School 3 Rokan IV Koto.” Jurnal Ilmu Pendidikan Sosial, 3 (2), pp. 329-347.
Laurens, T, Florence, A.B, John, R.B. and Marleny, L. 2018. “How does Realistic Mathematics
Education (RME) Improve Student’ Mathematics Cognitive Achievement?” EURASIA Journal of
Mathematics. Science and Technology Education, 14 (2), pp. 569-578.
Lestari, L. and Edy, S. 2017. “The effectiveness of Realistic Mathematics Education Approach on
Ability of Students’ Mathematical Concept Understanding” International Journal of Science: Basic
and Applied Research (IJSBAR), 34 (1), pp. 91-100.
Lucas, Bill. 2016. “A Five-Dimensional Model of Creativity and its Assessment in Schools.” Journal
Applied Measurement in Education, 29 (4).
Gravemeijer. 1994. Developing Realistic Mathematics Education. Utrecth: Freudenthal Institute.
Maulydia, S.S, Edy, S. and Edi, S. 2017. “The Development of Mathematis Teaching Material
Through Realistic Mathematics Education to Increase Mathematical Problem Solving of
Junior High School Students” International Journal of Advance Research and Innovative
Ideas in Education,3 (2), pp. 2965-2971.
Merdekawati, S. and Himmawati, P.L. 2011. “Developing Student Worksheet in English Based on
Constructivism Using Problem Solving Approach for Mathematics Learning on the Topic of Social
Arithmetics” Proceeding the Building the Nation Character trough Humanistic Mathematics
Education Department of Mathematics Education, Yogyakarta State University.
Miles, M.B. and Huberman, A.M. 1994. Qualitative Data Analysis: An expanded sourcebook
(2nd end.), Sage, London & Thousand Oaks, California.
Pratama, S, Ani, M. and Sahat, S. 2017. “Development of Learning Device Based on Realistic
Approach Integrated Context malay Deli Culture to Improve Ability of Understand
Mathematical Concepts and Students’ Self-Regulated Learning at SMP Negeri 5 Medan.”
IOSR Journal of Mathematics, 13 (6), pp. 18-29.
Richardo, R, Mardiyana, and Saputro,D.R.S. 2014. “The level of Creativity of Students in
Solving divergent Mathematics Problems in terms of Student Learning Style (Study of
Student Class IX MTS Negeri Plupuh Kabupaten Sragen fisrt semester 2013/2014).” Jurnal
Elektronik Pembelajaran Matematika, 2 (2), pp.141-151.
Searle, J. and Barmby, P. 2012. Evaluation Report on the Realistic Mathematics Education
Pilot Project at Manchester Metropolitan University. Durham: Durham University.
Thigarajan, S. Semmel, D.S. and Semmel M.I. 1974. Instructional development for training
the Handicapped.
Turiman, P, Jizah, O, Adzliana, M.D. and Kamisah, O. 2012.” Fostering the 21stCentury Skills
through Scientific Literacy and Science Process Skills” Procedia-Social and Behavioral
Sciences, 59 (2012), pp. 110-116.
Wahyu, K. 2015. “Changing Mathematics Classroom Setting: Looking into Students’ Response
and Performance in Learning” Proceeding International Conference on Mathematics,
Sciences and Education, University of Mataram, Lombok Island, Indonesia.
Warsito, Darhim, T. Herman. 2018. “Improving Students’ Mathematical Representational
Ability Through RME-Based Progressive matematization” Journal of Physics: Conf.
Series 948 (2018) 012038.
Zakaria, E. and Muzakkir, S. 2017. “The Effect of Realistic Mathematics Education Approach

on Students’ Achievement and Attitudes Towards Mathematics” Mathematics Education

Trends and Research, 2017 (1), pp. 32-40.
Zulyadaini. 2017. “Development of Student Worksheet Based Realistic Mathematics Education
(RME).” International Journal of Engineering Research and Development, 13 (9), pp. 01-
14.
ABOUT THE AUTHORS

Balu Hidayati: Student in the Master of Mathematics Education, University of Ahmad
Suparman: Associate of Professor, Department of Mathematics Education, University of
Ahmad Dahlan, Yogyakarta, Indonesia

Set Design Module Development

Based on Guided Discovery Learning Model
Rohma Nuraini,1 Master Of Mathematics Education, University of Ahmad Dahlan, Indonesia
Suparman, Master Of Mathematics Education, University of Ahmad Dahlan, Indonesia
Abstract: Understanding basic concepts in problem solving is very important for students. This will affect the
student learning experience. This study aims to design modules to improve students’ ability to find basic concepts
that will be used in problem solving. The method used is the ADDIE model which consists of analyze, design,
development, implementation. This research is only limited to two stages, namely the Analyze and Design stages.
Data collection instruments in the form of questionnaires, observation guidelines, and interviews. The subjects of
this study were teachers and junior high school students. This study resulted in the design of learning modules in
accordance with student characteristics, curriculum analysis, and concept / material analysis. This design has the
advantage of improving the understanding of students’ basic concepts in problem solving which refers to learning
based on Guided Discovery.
Keywords: List module, Guided Discovery, problem solving.
INTRODUCTION
Mathematical problem solving is a process that uses the strengths and benefits of mathematics
in solving problems which are also a method of finding solutions through the stages of problem-
solving (Devi Eganinta Tarigan, 2012). Problem-solving is an activity that can produce HOTS
(Higher Order Thinking Skills) thinking in students (Abdullah, Abidin, & Ali, 2015). Problem-
solving as a process is an activity that prioritizes the importance of the procedure, the students
took the steps in solving the problem and finally can find the answer to the question not only on
the answer itself (Tina Sri Sumartini, 2016). According to (Sumarmo, 2000) problem solving is
a process to overcome difficulties encountered to achieve the desired goal.
Problem-solving is part of the mathematics curriculum which is very important because
in the learning process and its completion, students are allowed to gain experience using
the knowledge and skills that they already have to be applied to problem-solving (Dwi
Priyo Utomo, 2012). (Tambychik & Meerah, 2010) Students must learn mathematical
problem solving because it plays an essential role in everyday life. As in (Leo Adhar
Effendi, 2012) problem-solving abilities must be owned by students to train to be
accustomed to facing various problems, both problems in mathematics, problems in
other fields of study or difficulties in everyday life that are increasingly complex. The
importance of problem-solving ability in learning mathematics because in solving
mathematical problems, students are asked to be able to use non-routine skills and
experiences is one of the particular characteristics of mathematical problems (Sciences
et al., 2018).
In problem-solving students must be able to understand the use of basic mathematical
concepts with systematic steps so that the problem-solving process is natural and directed.
Following the central vision of mathematics education that mathematics education is devoted
to understanding mathematical concepts and ideas which are then applied in solving routine
and non-routine problems through reasoning, communicating, and developing connections in
mathematics and so on. This is consistent with previous research, namely (Saragih & Habeahan,
1 Corresponding Author: First Name Last Name, Work Postal Address/Physical Address, Department, Affiliated
Organization, City, State, Postal Code, Country. email: [email protected]
2014) in problem-solving, it is often found that students only care about the final answer without
understanding how the process is. Students also often find it difficult to determine what concepts
are used to solve problems. (Hendriana, 2012) states students tend to memorize mathematical
concepts and definitions without understanding the meaning of their contents. These trends
have an impact on mathematical problem-solving abilities that are less satisfying. In learning,
basic understanding concepts is an essential thing that students must have. If students accept
the basic idea that is wrong, it will be difficult to correct it, especially in the application of
mathematical problem solving because understanding basic concepts makes it easy to improve
students’ procedural knowledge.
However, based on data from the interview at SMPIT Tunas Mulia shows that when students
are given a description of the concept of understanding, most students are unable to solve it.
This can be seen from the process of resolving students’ answers, only some students answered
with the right steps and answers. Of the students whose answers were less found some errors
in answering questions, including concept errors, facts, procedures, and principle errors. Also,
if given a question different from the existing example students tend to ask the teacher which
formula to use. This means that students do not understand the basic concepts, do not know the
purpose of the problem, and cannot translate questions into mathematical models. If the basic
concepts that students receive are wrong, then it is difficult to fix them again, especially if they
have been applied in solving mathematical problems. Strong concept knowledge will provide
convenience in improving students’ mathematical procedural knowledge. Students will find
it very difficult to go to a higher learning process if students have not understood the concept
correctly.
One learning model that guides students to learn the basic concepts is the Guided Discovery
model. Guided Discovery is not a learning model that is done to find truly new knowledge,
but this model, students are expected to actively find knowledge such as guessing, estimating,
and trying so that students can find concepts, formulas and the like with the guidance teacher
(Yuliani & Saragih, 2015). (Wulandari & Setianingsih, 2018) Guided Discovery can be defined
as situation learning, where the teacher does not give the main content directly from the material
but should be found independently by students. So, this learning will make students active
in their learning. According to (Bamiro, 2015) in this strategy, the teacher guides students in
learning tasks by asking thoughtful questions that will help produce the right idea about the
subject matter. Guided discovery, namely the extent to which student involvement in classroom
activities is under the guidance of the teacher and how many teachers activate the student’s
thinking process (Achera, Belecina, & Garvida, 2015). According to (Noviyanti, 2017) is a
process in which students are involved in their learning, formulating questions, investigating
extensively and then creating new understanding, meaning and knowledge. Through these
activities, students will create or build further understanding and knowledge. This is in
accordance with the constructivism theory that all knowledge is obtained by itself. (Hafiz,
Darhim, & Dahlan, 2017) Guided discovery is a learning activity designed in such a way that
students can discover concepts or principles independently through mental processes.
The development of learning media needs to be carried out continuously, following the
needs and progress of students. The challenge now is to make learning media exciting and
must be practical and educational. Modules include learning media that can be used as learning
resources. The blade is a solution to empower students’ critical thinking skills because the
module contains material that is equipped with a series of activities, training, and self-assessment
to monitor the level of student learning mastery, and more (Sunarno & Wikara, 2016). (Analysis
& View, 2017) Modules are instructional learning materials whose contents are relatively short
and specific which are arranged to achieve learning objectives. This module usually has a series
of well-coordinated activities related to article, media, and evaluation. The module learning
system is individual learning that is carried out explicitly learning objectively and used mastery
of the principles of learning. A functional module will grow from student learning motivation
so that student learning achievement continues to increase.
Based on the results of the needs analysis that has been done it is known that the teaching
materials used by the teacher are student books and teacher books from the Education Office.
This is consistent with previous research (Fajarini, Soetjipto, & Hanurawan, 2016) Although
there have been teacher books and student books that have been scientifically charged, the
teacher is still confused to apply them when learning because it is still too general and sometimes
the content is not close to a student. Teachers need simple companion teaching materials, make
students interested and can learn independently and familiarize students to solve problems more
independently.
This article aims to answer the following questions. First, how is the learning process in
class? Second, what is the learning model used by the teacher? Third, how to know the level
of students’ mathematical reasoning. Fourth, how to design student worksheets based on the
Guided discovery in solving mathematical problems. This article consists of four parts. The
first part outlines the introduction. The second section describes the research method. The third
section provides results and discussion. The fourth section presents conclusions and further
expansion of research.
METHOD
The research method used in this study is research and development (R & D) method with the
Analyze, Design, Develop, Implement, and Evaluation (ADDIE) model. One of the functions
of ADDIE is to become a guideline in building useful and dynamic tools and infrastructure for
training programs and supporting the training performance itself. Visually ADDIE stages can
be seen in Figure 1.
Figure 1. ADDIE Mode l (McGriff, 2000)
This rule is demonstrated by the paragraph you are currently reading. However, this study
is limited to two stages, namely the Italyze and Design stages. In the Analyze stage there are
three analyzed, namely concept / material analysis, curriculum analysis, and analysis of student
characteristics. The analysis is the basis for knowing the needs of teachers and students in
learning and developing quality products in the form of mathematics learning modules. Students
need modules that can lead to the discovery of basic concepts so that the concept can be used
in solving problems. The use of discovery-based learning modules will train students to find
basic concepts and will improve students’ thinking processes. The material used is the set of
class VII odd semester junior high school. Design or design stage, at this stage the activity
carried out by the researcher is to formulate the design or initial product-specific framework
of modules based on guided discovery, collection of references that are used as a reference in
product development.
Data collection instruments used were non-tests, namely questionnaires to retrieve feasibility
data, observation guidelines, interviews. This study uses a feasibility questionnaire taken from
ahlimateri, media experts, and response students. The type of data taken is qualitative and
quantitative data. Qualitative data in the form of student characteristics, depth and breadth
of material, as well as criticism and input from material experts and media experts through
validation results. Validation sheets consist of module validation sheets and student response
questionnaire validation sheets. (Goes, Sinhoreti, Consani, & Silva, 1998). To find out the
validity of the reference module, instrument module validation is used. Whereas for quantitative
data in the form of a score of the results of the feasibility test. The data analysis technique used
in this study is descriptive data analysis techniques. The subjects of this study were seventh
grade students of SMPIT Tunas Mulia Wonosari.
To find out the practicality of the reference module using the teacher response questionnaire
instrument, student questionnaire responses, and interview guide. Data that has been obtained
through questionnaires by product assessment experts and students in the form of qualitative
values will be changed to quantify Likert scale. Quoted from (Journal of extension., Nd) the
Likert scale used is a series of questions with five alternative responses: strongly agree (SS),
agree (S), sufficient agreement (CS), disagree (TS), and very disagree (STS).

This research was conducted by designing the development of mathematics modules based on
Guided Discovery for seventh grade junior high school students. The following are the results
of the development design with the Analyze and Design stages:
Phase Analyze Results

Phase Analyze is carried out by analyzing three aspects namely curriculum analysis, concept /
material analysis, and analysis of student characteristics. The results of the analysis are:
Curriculum analysis is focused on the analysis of core competencies (KI) and basic
competencies (KD) that are listed in the content standards that refer to graduation standards.
Curriculum analysis as a guide in developing modules based on Guided Discovery for seventh
grade junior high school students. The results of the KI and KD analysis contained in the content
standard are translated into indicators of achievement of competence.
Concept / Material Analysis aims to determine the content and learning materials needed
in the design of module development based on Guided Discovery. The secondary learning
materials for odd semester VII grade are numbers, sets, algebraic forms, linear equations and
inequalities of one variable. Teaching materials used as learning resources in the form of student
books and LKS that are not made by the teacher but are already available from school. The use
of language in student books and worksheets is sometimes difficult to understand, the material
is many that go directly to concepts / formulas, not directed through learning steps to find the
basic concepts and the questions given have high difficulty.

Results of analysis of student characteristics: Analysis of student characteristics was carried

out to determine the character of students, including age, student preferences, student activities
in learning, and difficulties encountered by students in using pre-existing learning resources.
The age of class VII students of SMPIT Tunas Mulia ranges from 12-13 years. The presentation
of the module is designed using attractive colors, sentences that are considered important are
bolded, italicized or given a specific symbol. Also equipped with pictures in everyday life that
describe the subject matter in the set so that students do not consider the material abstract.
Language and the use of sentences in the module are adapted to the level of development of
seventh grade junior high school students, so that students can use and learn modules more
easily. The steps in Guided Discovery learning use the problems of everyday life with students
Design Phase Results

Design phase or module preparation is done by drafting the module followed by compiling
module components that are adapted to the daily problem-The mathematics module for learning
based on Guided Discovery in the material of the seventh grade junior high school student
association consists of three parts, namely the beginning, the core, the final part.
The initial part of the module contains

The cover of the mathematics module is entitled “Guided Discovery Based Mathematical
Module”. On the cover (Figure 2) is a mathematical module cover design that is given the
author’s identity and grade VII / MTs level
Figure 2. Cover
On the title page (Figure 3) is the design of the module title and level identity, the identity
of the author, the identity of the supervisor and the validator.
Figure 3. The Title Page

Foreword (Figure 4) contains a thank you for making the module and asking the reader for
input about the module
Figure 4 Foreword
Table of contents (Figure 5) is made to make it easier for module users to search pages.
The composition of the table of contents in the module: title page, preface, table of contents,
introduction, concept map, chapter title, subchapter or subtitle, competency test, bibliography,
glossary, and answer key.
Figure 5. Table of contents
The introductory section (Figure 6) consists of module descriptions, core competencies

and basic competencies, and module usage instructions. The module description describes
the purpose of the reasons and objectives of the module preparation, as well as the learning
methods used in the module. Core competencies and basic competencies are adjusted to the
content standards for set material. Module usage instructions are made to facilitate module
users both teachers and students.

Figure 6. The introductory section

Concept maps (Figure 7) are designed to facilitate students in learning the material set and
the achievement of material.
Figure 7. Concept maps
The contents of the module contain learning activities that are in accordance with the
learning steps based on Guided discovery and evaluation of learning activities. The material
that will be compiled in this module is the set that is broken down into 4 learning activities
(KB). Each learning activity is equipped with a motivational sentence in the Let’s Let’s Reflect
section, keywords in finding the basic concepts in the Keywords section, and a problem to find
out the understanding of each submitter in the KB Evaluation section. The module is prepared
based on the Guided Discovery stages, which are formulating the problem, analyzing the
problem, compiling the conjecture, conclusion and applying the conclusion. According (Kadir
& Satriawati, 2017) defines learning that gives students the freedom to investigate mathematical
problems through the following steps: (1) formulating problems, (2) formulating hypotheses,
(3) testing hypotheses, (4) drawing conclusions . (Adelia & Surya, 2017) Guided discovery
steps are as follows: 1. Stimulus (leave questions or encourage students to observe pictures and
read books about material) 2. Statement of problems (providing opportunities for students to
identify many problems relevant to teaching materials) 3. Data collection (giving students the
opportunity to gather information) 4. Data processing (processing data that has been obtained
by students) 5. Verification (do a careful examination to verify the validity of the hypothesis) 6.
Generalization (holding conclusions). As stated (Maarif, 2016) the discovery method with three
stages, namely: 1) clarification, 2) draw conclusions inductively, 3) validate (verify).
The learning steps with guided discovery are as follows:
Figure 8. formulate the problem

Figure 9. analyze the problem and compile the conjecture
Figure 10. Conclusion
The final section contains competency tests, bibliography, glossaries, and answer keys.
Competency testing on module design is structured to test students’ knowledge in finding the
basic concepts of the set. Bibliography contains references made as sources in the preparation
of modules. The glossary contains terms and their meanings and the answer key is the key to
the questions that are done .
CONCLUSION
This study designs a mathematical module with two stages. The analysis phase produces an
analysis of student characteristics, curriculum analysis, concept / material analysis. For the
design stage there are three parts, the initial part is the cover, title, preface, table of contents,
introduction section and concept map. For the contents section contains material and problem
solving in accordance with the learning steps. Modules designed to refer to Guided Discovery-
based learning include the stages of formulating a problem, analyzing a problem, constructing
a conjecture, conclusion, and applying a conclusion.
REFERENCES
Abdullah, Abdul Halim, Nur Liyana Zainal Abidin, and Marlina Ali. “ Analysis of Students’
Errors in Solving Higher Order Thinking Skills (HOTS) Problems for the Top of Fraction
.” Asian Social Science 11, no. 21 (2015): 133.

Achera, Luzviminda J., Rene R. Belecina, and Marc D. Garvida. “ The Effect of Group Guided
Discovery Approach on Performance of Students in Geometry .” International Journal of
Multidisciplinary Research and Modern Education (IJMRME), I (II), 2015, 2454–6119.
Adelia, WS, & Surya, E. (2017). Resolution to Increase Capacity by Using Math Learning
Guided Discovery Learning Students . International Journal of Sciences: Basic and Applied
Research, 34 (1), 144–154.
Analysis, A., & View, G. (2017). Development of the Mathematics Module Based on
Metacognitive Strategy in Improving Students Mathematical Problem ... Development of
Mathematics Module Based on cognitive strategies in Improving Students, Mathematical
Problem Solving Ability at High Schoo, 8 (August), 73-80.
Bamiro, Adekunle Oladipupo. “ Effects of guided discovery and strategies on secondary school
students’ achievement in chemistry .” SAGE Open 5, no. 1 (2015): 2158244014564754.
Effendi, Leo Adhar. “ Learning mathematics with guided discovery methods to improve the
ability of mathematical representation and problem solving of junior high school students.”
Educational Research Journal 13, no. 2 (2012).
Fajarini, A., Soetjipto, BE, & Hanurawan, F. (2016). Developing A Social Studies Module by
Using Student Based Learning (PBL) With Scaffolding for the Seventh Grade Students in
A Junior High School in Malang , Indonesia. Journal of Research & Method in Education,
6 (1), 62–69. https://doi.org/10.9790/7388-06126269 .
Goes, MF, Sinhoreti, MA, Consani, S., & Silva, MA (1998). Morphological effects of type,
concentration and etching time of acid solutions on enamel and dentin surfaces. Brazilian
Dental Journal, 9 (1), 3–10. https://doi.org/10.1088/1742-6596/755/1/011001 .
Hafiz, M., and JA Dahlan. “ Comparison of Mathematical Resilience among Students with
Problem Based Learning and Guided Discovery Learning Models .” In the Journal of
Physics: Conference Series, 895: 012098. IOP Publishing, 2017.
Hendriana, Heris. “ Learning humanist mathematics with metaphorical thinking to increase
students’ self-confidence .” Infinity Journal 1, no. 1 (2012): 90–103.
Journal of extension. (nd). Extension Journal. Retrieved from https://www.joe.org/joe/2012april/
tt2.php .
Kadir, L., & Satriawati, G. (2017). the Implementation of Open-Inquiry Approach to
Improve Students’ Learning Activities, Responses, and Mathematical Creative Thinking
Skills. Journal on Mathematics Education, 8 (1), 103–114. https://doi.org/10.22342/
jme.8.1.3406.103-114 .
Maarif, S. (2016). Improving Junior High School Students ‘Mathematical Analogical Ability
Using Discovery Learning Improving Junior High School Students’ Mathematical
Analogical Ability Method . International Journal of Research in Education and Science
(IJRES), 2 (1), ISSN: 2148-9955.
McGriff, SJ (2000). Instructional System Design (ISD): Using the ADDIE Model.
Instructional Systems, College of Education, Penn State University, 2. https://doi.
org/10.1243/03093247JSA632 .
Priyo Utomo, Dwi. “ Learning circles with the polya problem solving approach in class VIII at
SMP PGRI 01 Dau .” Widya Warta 36, no. 2 (2012).
Saragih, S., & Habeahan, WL (2014). The Improving of Problem Solving Ability and Students’
Creativity Mathematical by Using Problem Based Learning in SMP Negeri 2 Siantar , 5
(35), 123–133
Sciences, S., Date, P., Saragih, S., Education, M., Science Faculty, D., Jl, U., ... Psr, WI (2018).
“ The Validity of Problem Based Learning Model To Improve Problem Solving Ability , 5
(2), 169–178.
Sumartini, Tina Sri. “ Improving Students’ Mathematical Problem Solving Ability through
Problem Based Learning .” Mosharafa: Journal of Mathematics Education 5, no. 2 (2018):
148–58.
Sunarno, Widha, Sukarmin Sukarmin, Supurwoko Supurwoko, and Bertha Wikara. “
Development of Integrated Science Module is based on Scientific Approach in the Connected
Integration to Improve the Students Critical Thinking Skills .” In the Proceedings of the
International Conference on Teacher Training and Education, 2: 186–93, 2016.
Tambychik, Tarzimah, and Thamby Sganti Mohd Meerah. “ Students’ difficulties in mathematics
problem-solving: What do they say? “Procedia-Social and Behavioral Sciences 8 (2010):
142–51.
Wulandari, Luthfiyanti Putri, and Rini Setianingsih. “ The Giving of Scaffolding To Junior High
School Students’ High School In Solving Higher Orders Thinking Problems Of Algebra.
“MATHEdunesa 1, no. 7 (2018).
Yuliani, Kiki, and Sahat Saragih. “ The Development of Learning Devices Based Guided
Discovery Model to Improve Understanding Concepts and Critical Thinking Mathematically
Ability of Students at Islamic Junior High .
Yumiati, Yumiati, and Mery Noviyanti. “ Analysis of Mathematical Representation Ability of
Junior High School Students in The Implementation of Guided Inquiry Learning .” Infinity
Journal 6, no. 2 (2017): 137–48.
ABOUT THE AUTHORS

Rohma Nuraini: Students in the Master of Mathematics Education, University of Ahmad
Suparman: Associate Professor, Department of Mathematics Education, University of Ahmad

Development of Mathematical Module Based on Guided

Discovery to Develop Critical Thinking Ability and
Learning Independence
Wan Tiara Tianisa,1 Master of Mathematics Education, University of Ahmad Dahlan, Indonesia
Abstract: In mathematics learning the ability to think critically and the independence of learning is essential to be
trained and developed. Therefore, it is necessary to design or compile materials or teaching materials that support
the realization of critical thinking and student learning independence. The purpose of this study was to produce
guided discovery-based mathematics modules to help develop critical thinking skills and learning independence
of grade VII students of SMP/MTs. The research method used is a design research type formative evaluation. The
research was conducted in two stages: the preliminary stage and the formative evaluation stage. The formative
evaluation phase includes self-evaluation, prototyping (expert reviews and one-to-one, and small groups), as well
as field tests. This study produced teaching materials in the form of mathematics modules on valid and practical
social arithmetic materials. Then based on the process of development and analysis, the prototype of mathematics
modules based on guided discovery has potential effects on critical thinking skills and learning independence.
Keywords: Guided Discovery, Critical Thinking Ability, Learning Independence, Mathematics Module
INTRODUCTION
Critical thinking is the ability of reflective thinking so students can assess skillfully to decide
information that can be relied upon in problem-solving (Kong, 2015; Fung, 2014). The ability
to think critically is one person’s ability to solve problems and draw conclusions by providing
logical reasons or solutions. Palinnusa (2013) says the ability to think critically is one’s ability
to identify problems, connect, analyze and solve mathematical problems. In the learning
process, critical thinking is needed to achieve optimal results. The Partnership for 21st Century
Skills confirms that one of the abilities students must possess in 21st-century learning is critical
thinking. Empowering critical thinking in students can help them in solving various problems in
everyday life. Critical thinking can improve creative problem solving by encouraging students
to find new strategies when solving problems (Aizikovitsh-Udi, 2015; Huang, 2016).
Syahbana (2012), research shows that there is still a low average of critical thinking skills
in mathematics in junior high school students. This is also evident from the low performance of
Indonesian students in the international world. The results of the latest TIMSS study in 2015, the
achievement of Indonesian students in mathematics ranked 46 out of 51 countries. Conditions
that are not much different can be seen from the 2015 PISA results, Indonesia ranked 62 of the
70 participating countries. The low ability of students to think critically in mathematics learning
needs to get serious attention from all circles, especially mathematics teachers. For that reason,
students’ critical thinking skills are very important to be trained and developed.
In addition to critical thinking skills, learning independence is one of the effective aspects
that are also important for students. Independence is a form of self-confidence to organize,
develop, and be able to solve problems without intervention from others. (Abubakar, 2015;
Sumantri, 2016). Independent people are easier to develop themselves than people who are less
independent or even not independent. Agree with Kanan (2015), independent people will be
more responsible and confident than people who are not independent. Metallidou (2010) says
that independent learning is learning that allows students to determine their own learning goals,
1 Tianisa, Wan Tiara, Master of Mathematics Education, University of Ahmad Dahlan, Indonesian. email: wantiaratianisa@
yahoo.com
plan, make decisions, and conduct activities that contribute to the achievement of learning
goals.
The need to develop learning independence for students who study mathematics is also
supported by several findings. Independent learning has a positive effect on students’ academic
achievement (Banarjee, 2014). The greater the independence of student learning, the higher
the learning outcomes of mathematics and vice versa (Vargas, 2012; Çiftçi, 2015). However,
at present the reality that learning independence has not been socialized and developed among
students. Students consider the teacher to be the only source of knowledge so that students have
dependencies with others, especially to the teacher. Based on observations at SMP N 3 Pajangan
and MTs Muhammadiyah Karangkajen that students often experience doubts and difficulties in
solving problems, this happens because students do not believe in their own abilities so that the
learning independence of students is still low.
Based on the description above, critical thinking skills and student learning independence
are needed. Therefore, it is necessary to design learning that supports the realization of critical
thinking and student learning independence. One of the mathematical learning models that can
be used to help develop student independence and critical thinking is guided discovery learning
models. Guided discovery learning is more effective than conventional learning because guided
discovery learning can help students learn actively and motivate students to learn (Alex, 2013;
Makoolati, 2015; Achera, 2015; Lasisi, 2016). Guided discovery learning is a teaching method
that uses exploration, manipulation, and experimentation to enable students to discover new
knowledge or new concepts (Lasisi, 2016; Shieh, 2016). Some studies show guided discovery
learning can improve student learning independence (Akanbi, 2014) and guided discovery
learning can improve students’ critical thinking skills (Yuliani, 2015).
Apart from the learning model, the right teaching materials will help students in the learning
process. Designing or compiling material or teaching material becomes one of the things that
are very instrumental in determining the success of the learning and learning process. In the
source of the 2013 Curriculum socialization document (Kemdikbud, 2012) explained that the
current condition, the nature of learning is still oriented to textbooks, while ideally, the nature
of learning must be contextual. Therefore, there needs to be a teaching material other than a
textbook as a companion material that can help students to learn more maximally. One learning
resource that can be used to understand the concept of material and help students to learn
independently, namely by using modules. Agreeing with Daryanto (2013) module is a form of
teaching material that is systematically packaged and designed to help students master learning
goals. Based on the results of interviews with mathematics teachers in SMP N 3 Pajangan and
MTs Muhammadiyah Karangkajen, there are no teaching materials in the form of mathematics
modules that support guided discovery learning models. Therefore, the researchers intend to
develop a mathematics teaching material in the form of guided discovery-based mathematics
modules.
This article aims to analyze the material to be developed in teaching materials in the form
of guided discovery-based mathematics modules, design and produce guided discovery-based
mathematics modules that can help the development of critical thinking skills and student
learning independence.The article is written in a systematic manner as follows: the first section
presents the introduction, the second part describes the research method, the third part outlines
the results and discussion, and the fourth section provides conclusions.
RESEARCH METHODS

To develop mathematical modules based on a guided discovery that can help the development
of critical thinking skills and learning independence used design research type formative
evaluation. The stages of design research type formative evaluation consist of two stages,
namely the preliminary stage and the formative evaluation stage (Tessmer, 1993; Mardiyanti,
2013). Formative evaluation stages include self-evaluation, prototyping (expert review, one-
to-one, and small group), and field tests. Procedures of formative evaluation are presented in
Figure 1.
Low resistance to revision High resistance to revision
Expert
Self Revise
Evaluation
Small Field
One – to - one Revise group Revise
test
Figure 1. Design Formative Evaluation (Tessmer, 1993; Mardiyanti, 2013)
At the preliminary stage, the researcher performs the following activities: determining the
place, the subject of the study, and arranging the research schedule. Then in the formative
evaluation stage researchers conducted self-evaluation and prototyping. In the self-evaluation,
stage researchers conduct curriculum analysis, material analysis, and completion of teaching
materials. This teaching material is hereinafter referred to as prototype I. Prototype expert
reviews and teachers validate in parallel. The results of the revision at this stage are called
prototypes II. Prototype II was tested in a small group consisting of six students consisting of
two high-ability students, two moderate-capable students, and two low-ability students. The
revised results at this stage are called prototypes III. Prototype III was tested in field tests in the
class which was the subject of the study. The focus of prototype III is to see the potential effects
of mathematical modules developed on critical thinking skills and learning independence.
The instruments used in this study were validation sheets, teacher and student comment
sheets, interview guides, observation sheets, videos, photos, and field notes. All instruments are
used to collect data in this result. Then all data were analyzed using descriptive analysis and
data triangulation.

The development of this module uses research design research methods based on two stages,
namely the preliminary stages and the stages of formative evaluation. The stages that have been
carried out are as follows:
Preliminary stage
The research will be conducted in the second semester of the academic year 2017/2018 in
the seventh-grade students of SMP N 3 Pajangan and MTs Muhammadiyah Karangkajen. The
research subjects were class VII B of SMP N 3 Pajangan which amounted to 32 students.
Documents used in 2013 in accordance with the curriculum of mathematics teaching junior
high school and the material used is a social arithmetic. Based on the results of observations

and interviews in SMP N 3 Pajangan and MTs Muhammadiyah Karangkajen, information was
obtained that the teaching materials used by the teacher had not been able to stimulate students
to carry out activities that could lead to the ability to think critically and independently in
learning. Based on the analysis concluded that the available teaching material only presents
simple problems that start from the example of the problem and end with similar exercises. This
causes students difficulty in understanding the social arithmetic material. The ability of students
to interpret questions into the language of mathematics and understand the concepts related to
social arithmetic still need to be improved.
Based on the above problems, the completion of the mathematics module is based on the
information and knowledge obtained at the analysis stage. Module completion consists of a
cover page, preface, table of contents, core competencies and basic competencies, concept
maps, module usage instructions, materials, and exercises. Modules created using Microsoft
Word 2010 and Corel Draw. At this stage a draft prototype I was obtained in the form of a
mathematics module based on guided discovery.
Formative Evaluation Stage

In the formative evaluation stage, the first stage is a self-evaluation. At this stage, the researcher
conducts his own assessment of the design results of the mathematical modules that have been
made. Furthermore, the prototyping stage was carried out consisting of expert review, one-to-
one, and small group. The expert review stage, the prototype I was given to 2 review experts,
namely Dr. Sugiman, M.Sc. and Dr. Suprapto, M.Sc. At this stage, the validity of the module
is consulted and examined based on content, stages, and language appropriately in accordance
with the concept of guided discovery.
The suggestions and comments obtained from the validators on mathematical modules
based on guided discovery learning model on a prototype I based on the content, stages, and
language are outlined in the following Table 1.
Table 1. Validators suggestions or comments on the mathematics module

Validation Indicator Comments or Suggestions
• There are several materials in the module that the writing rules are not
consistent with KD.
• There is an unattractive writing font.
Content • Images on each question should be original images from the photos
themselves.
• Every problem is adjusted to the learning objectives.
• Avoid plagiarism in the development of materials and questions.
• In the preparation of the module must be in accordance with the steps of
the guided discovery learning model.
• The formulation of a number of questions needs to be reviewed because
Stages
there is unclear information and inappropriate use of sentences.
• Sentences in questions and questions are more concise so that students
are easily understood.
• Some questions still use non-EYD sentences.
language
• Every foreign language usage must be italicized.
Then simultaneously one-to-one stage, this stage prototype I is given to teachers and students.
The results of teacher comments were used to revise the prototype I to produce a prototype
II. Furthermore, the results of student comments as students’ responses to the developed
mathematics module. The results of the revision of the prototype I will produce a prototype II.
This prototype II was then tested at the small group stage. At this stage, six students with two
high-ability students, two moderate-capable students, and two students with low ability to do
learning using prototype II and students were asked to comment on prototype II. Comments
and findings in the small group stage were taken into consideration to revise prototype II so
that prototype III was obtained as the final prototype (product). The following is a mathematics
module based on guided discovery learning in arithmetic material as a valid and practical final
prototype product which can be seen in Figure 2.
Figure 2. The Initial Display of Modules
The picture above is the revised initial view based on input from experts, teachers, and
students. The initial view consists of titles, keywords, and learning objectives. Furthermore, for
displaying the module contents according to guided discovery learning can be seen in Figure 3.

Figure 3. Steps of Guided Discovery Learning
The picture above explains the learning stages contained in the module contents. The learning
stages used are guided discovery-based which consists of formulating the problem, analyzing
the problem, compiling the conjecture, conclusion, and applying the conclusion. Problems in
the module are presented with images to facilitate students in understanding problems, then at
the stage of analyzing problems and conclusions requires students to be independent and think
critically.
Field Test
At this stage, mathematics modules based on guided discovery learning in prototype III were
tested on research subjects, namely students of class VII B SMP N 3 Pajangan with the number
of students, namely 32 people. Mathematical modules based on guided discovery learning were
tested for 4 meetings. The learning process was carried out on the 19th, 21st, 22nd, and 24th
of February 2018. Before carrying out the research, the researcher conducted a socialization
about guided discovery learning. The goal is for students to be better prepared for each learning
process. Learning a process for four meetings; the first meeting was pretest and questionnaire,
the second and third meetings were the learning process, and the fourth was the posttest and
questionnaire meeting.
The provision of pretest and posttest aims to obtain students’ critical thinking skills data
using guided discovery-based mathematics modules. Students are given a test question then the
completion of each question is analyzed based on indicators of critical thinking skills namely;
1) Interpret; 2) Analyze; 3) Evaluate; 4) Referencing. The indicator is a unity in measuring
students’ critical thinking skills, so that when students are said to be able to think critically well
if all the benchmarks formulated in indicators 1 to 4 can be met. The percentage of students’
critical thinking abilities per indicator measured by scoring guidelines can be seen in Figure 4.

100
80
60
40
20
0
Interpret Analyze Evaluate Referencing
pretest posttest
Figure 4. Percentage of students’ critical thinking abilities
From Figure 3, it can be seen that from all indicators, it has increased from the pretest to
the posttest. The biggest increase occurred in the aspect analysis indicators. This is due to the
low pretest and high posttest value. While the smallest occurs in evaluation indicators. This
happens because the highest pretest among the four indicators and the posttest value is high.
Furthermore, the average data of students’ critical thinking skills is presented in Table 2.
Table 2: Average students’ critical thinking skills

pretest postest N-gain interpretation
40.625 81.289 0.695 Medium
Based on Table 2 above shows that the average value of pretest students’ critical thinking
skills before being implemented using mathematics module based on guided discovery learning
is 40,625. Then it increased at postest with an average of 81,289. While the N-gain value shows
the development of students’ critical thinking with a value of 0.695 in the moderate category.
A questionnaire was used to obtain data on student learning independence in using guided
discovery-based mathematics module. Students are given a questionnaire that is used to find out
the potential effects on learning independence. Learning independence indicators consist of 5
indicators, namely: 1) independence from others; 2) having a confident attitude; 3) disciplined
behavior; 4) have a sense of responsibility; 5) behave on its own initiative. The results of the
initial questionnaire percentage and final questionnaire can be seen in Table 3.
Table 3: Percentage of initial questionnaire and final questionnaire

Questionnaire Percentage Criteria
initial questionnaire 66.5 % enough
final questionnaire 77.8 % good
Based on the table above, that the percentage score obtained in the initial learning
independence questionnaire was 66.5% while the percentage score obtained in the final learning
independence questionnaire was 77.8%. Overall based on the results of the questionnaire
analysis concluded that the indicator of student learning independence consisting of 5 indicators,
namely: 1) independence from others; 2) having a confident attitude; 3) disciplined behavior; 4)
have a sense of responsibility; and 5) behaving based on their own initiative has been fulfilled.
From the results of the interview, it is illustrated that most students like to use mathematics
modules based on guided discovery. They reasoned that the module could help them in
improving critical thinking skills and learning independence. Over all it can be concluded that
the mathematics of guided discovery can stimulate or help students’ critical thinking skills to
solve problems and help independent students in learning.
CONCLUSION
This study has produced a product in the form of a guided discovery mathematics module that
can help critical thinking skills and student learning independence. The instructional material
developed is in the form of guided discovery mathematics modules on a social arithmetic
material. Modules created using Microsoft Word 2010 and Corel Draw. The developed
mathematics module has been categorized as valid and practical. Valid can be seen in the
comments of experts who stated that the prototype developed was well categorized and feasible
to use. Practically, this is seen from the ease of students in utilizing modules that are developed
and helping students in the learning process. Based on the development process obtained
mathematics modules based on guided discovery learning have potential effects on critical
thinking skills and student learning independence. This is seen in the field test stage where
all. Teachers are expected to be able to use guided discovery-based mathematics modules in
learning to help students develop critical thinking skills and learning independence.
REFERENCES
Abubakar, A. B., & Arshad, M. Y. 2015. “Self-directed Learning and Skills of Problem-Based
Learning: A Case of Nigerian Secondary Schools Chemistry Students.” International
Education Studies, 8(12), pp.70-78.
Achera, L. J., Belecina, R. R., & Garvida, M. D. 2015. “The Effect of Group Guided Discovery
Approach on The Performance of Students in Geometry.” International Journal of
Multidisciplinary Research and Modern Education (IJMRME), I (II), pp.2454-6119
Aizikovitsh-Udi, E., & Cheng, D. 2015. “Developing Critical Thinking Skills from Dispositions
to Abilities: Mathematics Education from Early Childhood to High School.” Creative
Education, 6(04), pp.455-462.
Akanbi, A. A. and Kolawole, C. B. 2014. “Effects of Guided Discovery and Self-learning
Strategies on Senior Secondary School Students’ Achievement in Biology.” Journal of
Educational and Leadership Development, 6(1), pp.19-42.
Alex A., M., Fajemidagba, Olubusuyi M. 2013. “Guided-Discovery Learning Strategy and
Senior School Students Performance in Mathematics in Ejigbo.” Nigeria, Journal of
Education and Practice 4(12), pp.82-86.
Banarjee, P., & Kumar, K. 2014. “A Study on Self-regulated Learning and Academic Achievement
Among the Science Graduate Student.” International Journal of Multidisciplinary
Approach & Studies, 1(6), 329-342.
Çiftçi, Ş., & Koza. 2015. “Effects of Secondary School Students’ Perceptions of Mathematics
Education Quality on Mathematics Anxiety and Achievement.” Educational Sciences:
Theory & Practice, 15(6), pp.1487-1501.
Daryanto. 2013. Menyusun Modul bahan Ajar untuk Persiapan guru dalam Mengajar. [Prepare
Teaching Material Modules for Teacher Preparation in Teaching], Malang: Gava Media.
Fung, D., & Howe, C. 2014. “Group Work and The Learning of Critical Thinking in The Hong
Kong Secondary Liberal Studies Curriculum.” Cambridge Journal of Education, 44(2),
pp.245-270.

Huang, H. F., Ricci, F. A., & Mnatsakanian, M. 2016. “Mathematical Teaching Strategies:
Pathways to Critical Thinking and Metacognition.” International Journal of Research in
Education and Science, 2(1), pp.190-200.
Kan’an, A., & Osman, K. 2015. “The Relationship Between Self-Directed Learning Skills and
Science Achievement Among Qatari Students.” Creative Education, 6(8), pp.790-797.
Kemendikbud, B. 2012. “Final report determinants of learning outcomes, trend in international
mathematics and science study.” Jakarta: Badan Penelitian dan Pengembangan
Kementerian Pendidikan dan Kebudayaan.
Kong, S.C. 2015. “An Experience of A Three-Year Study on The Development of Critical
Thinking Skills in Flipped Secondary Classrooms with Pedagogical and Technological
Support.” Computers and Education, 89(1), pp.16–31.
Lasisi, N., Alabi, T. O., & Salaudeen, M. B. 2016. “Comparison of The Effects of Guided
Discovery, Problem Solving and Conventional Teaching Methods on Retention of
Secondary School Chemistry Students in Minna Metropolis, Niger State.” The American
Journal of Innovative Research and Applied Sciences, 2(3), pp.98-104.
Makoolati, N., Amini, M., Raisi, H., Yazani, S., & Razeghi, A. 2015. “The Effectiveness of Guided
Discovery Learning on The Learning and Satisfaction of Nursing Students.” Bimonthly
Journal of Hormozgan University of Medical Sciences, 18(6), pp.490-496.
Mardhiyanti, D., Putri, R.I.I., & Kesumawati, N. 2013. “Pengembangan Soal Matematika
Model PISA untuk Mengukur Kemampuan Komunikasi Matematis Siswa Sekolah
Dasar. [Development of the Mathematical Model of the PISA Model to Measure the
Mathematical Students of Elementary School Mathematical Ability].” Jurnal Pendidikan
Matematika, 5(1), pp.124-147.
Metallidou, P., & Vlachou, A. 2010. “Children’s Self Regulated Learning Profile in Language
and Mathematics: The Role of Task Value Beliefs.” Psychology in the Schools, 47(8),
pp.780-788.
Palinnusa, L, A. 2013. “Students’ Critical Mathematical Thinking Skills and Character:
Experiments for Junior High School Students through Realistic Mathematics Education
Culture-Based.” Indo MS. J.M.E, 4(1), pp.75-94.
Shieh, C., Yu, L. 2016. “A Study on Information Tecnology Intergrated Guided Discovery
Instruction Towards Students’ Learning Achievement and Learning Retention.” Eurasia
Journal of Mathematics, Science & Technology Education, 12(4), pp.833-842.
Sumantri, M. S., & Satriani, R. 2017. “The Effect of Formative Testing and Self-Directed
Learning on Mathematics Learning Outcomes.” International Electronic Journal of
Elementary Education, 8(3), pp.507-524.
Syahbana, A. 2012. “Peningkatan Kemampuan Berpikir Kritis Matematis Siswa SMP Melalui
Pendekatan Contextual Teaching and Learning. [Improvement of Students’ Mathematical
Critical Thinking Ability through a Contextual Teaching and Learning Approach].” Jurnal
Edumatica, 2(1), pp.45-57.
Tessmer, M. 1993. Planning and Conducting Formative Evaluation. London: Routherland.
Vargas, López O., Hederich-Martinez, C., & Camargo Uribe, Á. 2012. “Mathematics
Achievement, Self Regulated Learning and Cognitive Style.” Suma Psicológica, 19(2),
pp.39-50.
Yuliani, K., & Saragih, S. 2015. “The Development of Learning Devices Based Guided
Discovery Model to Improve Understanding Concept and Critical Thinking Mathematically
Ability of Students at Islamic Junior High School of Medan.” Journal of Education and
Practice, 6(24), pp.116-128.

ABOUT THE AUTHORS

Wan Tiara Tianisa: Student in the Master of Mathematics Education, Departement of

Mathematics-Based Development Module Problem-Based

Learning Model to Improve Critical Thinking Ability
Hertyas Tri Novintya,1 Masters of Mathematics Education, Ahmad Dahlan University, Indonesia
Suparman,2 Masters of Mathematics Education, Ahmad Dahlan University, Indonesia
Abstract: This study aims to produce a product in the form of a valid and practical problem based learning
mathematics module based on critical thinking skills. This type of research is a 4D model development research
which includes defining, planning, developing and disseminating stages. The results of the research were a valid
and practical mathematical module on the social arithmetic material. The validity of the module reaches a very
good category in terms of the expert judgment. The practicality of the module reaches a good category in terms of
student assessment, and observation of learning implementation. The effectiveness of the module can be seen from
the results of the t-test.
Keywords: Module Development, Problem Based Learning
INTRODUCTION
The ability to think critically is very important because by having the ability to think critically
can help students think rationally in overcoming the problems that are being faced and find and
develop alternative solutions to these problems (Karim, 2015). Critical thinking skills are a
priority in the goals of education (Utami, 2016). The students need to comprehend that critical
approach development is important for the new work situation (Forrester, 2008). Critical
thinking is an important and necessary skill because it is required in the workplace, it can help
you deal with mental and spiritual questions, and it can be used to evaluate people, policies,
and institutions, avoiding social problems (Hatcher and Spencer, 2005 in Duron, 2006).
Furthermore, according to Lambertus (2009) critical thinking allows students to analyze their
own thoughts to ensure that they have made choices and draw smart conclusions. Develop the
ability to think critically is an important element for modern education approaches and models
(Karakoc, 2016). The dominant thinking skill that is strongly needed in this 21st century is
critical thinking skills (Kharbach, 2012). The critical thinking skills can be trained because
they are the key skills needed in the 21st century (Fuad 2017). From some of these opinions,
students’ critical thinking skills need to be possessed in mathematics learning.
The observation results of researchers at Muhammadiyah 6 Yogyakarta Middle School
showed that students’ critical thinking skills were still weak. This is indicated by the students’
difficulties in finding ways that can be used to deal with problems. Based on the results of the
question and answer to the mathematics teacher, this is because the teacher has not directed
students to find solutions to a problem independently. Students will work on the questions in
the book after the teacher explains the problem-solving path. Although learning continues to
run well, it does not train students to think critically because students solve problems in a way
that is given by the teacher.
The survey results that have been conducted also show that there are still few teachers who
develop learning tools independently. The teacher uses the device resulting from downloading
from the internet or from copying a friend’s file so that the learning that has been carried out
does not vary. Though good learning is planned by considering the characteristics of students
and material. Judging from the learning approach, learning planning has contained an approach
in accordance with the 2013 curriculum but in practice, two teachers used the lecture method
1 Novintya, Hertyas Tri, Master of Mathematics Education, University of Ahmad Dahlan, Indonesia. email: hertyas081191@
gmail.com
and three other teachers had tried to use the learning approach according to the 2013 curriculum
but claimed not to understand the flow. When viewed from the learning sources used, most
of them are reference books from certain publishers whose material presentation still has not
applied a certain learning approach path.
Ikashaum (2015) says that mathematics modules can be used by teachers as an alternative
to improving students’ critical thinking skills. Hayati in Pratiwi (2010) revealed in his research
that module development can improve students’ critical thinking skills. In line with Novintya
(2017) in his research explained that students need math modules that present problems in daily
life.
PBL is a comprehensive pedagogical framework that can support teachers in adapting to this
educational reform (Simone, 2014). A number of studies suggest that problem-based learning
approaches can improve critical thinking skills. (Susilo, 2012) By developing a problem-
based learning tool, Four D Models can improve students’ critical thinking skills. Furthermore,
according to Setyorini (2011) a problem-based learning model can improve students’ critical
thinking skills. On the other hand, the results of Jumaisyaroh’s research (2014) contained
an increase in students’ critical thinking abilities who were given problem-based learning
compared to students who were given conventional learning. Problem-based learning models
provide more opportunities for students to optimize critical thinking skills than direct learning
models (Sunaryo, 2014). There is an increase in students’ critical thinking skills taught by a
problem-based learning model higher than conventionally taught students (Husnidar, 2014).
The structure of the PBL sessions allowed students to think critically and relate the problems to
their clinical settings (Rogal, 2008). Problem-based learning is a learning model where students
work on authentic problems with the intention to compile their own knowledge, develop inquiry
and critical thinking skills, develop independence, and confidence, therefore PBL can improve
critical thinking skills according to Arends (2008).
Based on the problems above, the researcher offered a solution to develop a mathematical
problem-based learning based on class VII for social arithmetic material. The hope can help
teachers in teaching and learning activities and can help students practice handling problems
in working on questions and be able to convey their ideas so that they are expected to improve
critical thinking.
METHOD
This type of research is research and development using the 4D development model which
includes the stages of defining, planning, developing, and disseminating Thiagarajan (1974).
The following stages of research:

Fig 1. 4D Development Flow
This research was conducted at 6 Yogyakarta Muhammadiyah Middle School and Depok
Sleman 3 Muhammadiyah Middle School from January to March 2018. The subjects of
the development trials were students of class VII A of 6 Muhammadiyah Middle School of
Yogyakarta as many as 17 students. While in Muhammadiyah 3 Junior High School Depok
Sleman used class VII A to assess the practicality of the module produced.
Instruments used in this study include: (1) instrument to determine the validity of the module
validation sheet. (2) instruments for measuring practicality consisting of student practicality
assessment sheets, and learning implementation observation sheets. (3) instruments to measure
effectiveness in the form of pretest and posttest questions of students’ critical thinking. The
instrument used in this study was first validated by one expert validation.
This research data is analyzed qualitatively and quantitatively. The qualitative data includes
data reduction, data display and conclusion drawing. Quantitative data analysis is obtained
from the t-test.


At the stage of defining modules that will be developed on all basic competencies of social
arithmetic materials. The results of the initial analysis indicate that there are still few teaching
materials that provide opportunities for active involvement of students in learning. Whereas in
Permendikbud No 65 of 2013 it is demanded that learning can motivate students to participate
actively.
The design phase module is compiled based on core competencies and basic competencies
derived directly from the basic framework document and curriculum structure of 2013 junior
high school issued by the Ministry of Education and Culture. While the indicators to be achieved
are the elaboration of the basic competencies of social arithmetic material.
At the develop stage, expert validation and development test activities are carried out.
Expert validation was carried out by 1 lecturer and 1 teacher as a media expert, as well as the
validation of material experts by 1 lecturer and 1 teacher. This aims to obtain data regarding
the validity of the modules produced. The validation sheet used to assess the validity of the
module is first validated by 1 expert. In the development test conducted practicality test and
observation of the implementation of learning. Practicality tests are carried out by students with
high, medium and low ability to assess the module. After the practicality test, the effectiveness
test is then carried out.
The data obtained are then analyzed to obtain validity and practicality criteria. Data in the
form of validation scores of material experts and media experts, student practicality assessment
scores, obtained in the form of a five-scale score then converted into qualitative criteria with
the following criteria.
Table 1. Assessment Classification Guidelines

No Score interval Criteria
1. > + 1,8 Sbi Very good
2. + 0,6 Sbi < + 1,8 Well

Sbi
3. - 0,6 Sbi < + 0,6 Sbi Enough
≤
4. - 1,8 Sbi < - 0,6 Sbi Less
≤
5. - 1,8 Sbi Very less
Where Mi is the ideal average, and Sbi is the standard deviation
The module validation results are then summed, the average is calculated and standard
deviation. Then the categories are obtained based on the table above. The results of the
assessment category for module validity are presented in the following Table 2:
Table 2. A score of Module Validation Results

Module score
Validator
Material Aspects Media Aspects
Expert Lecturer 106 98
Teacher 100 91
206 189

Total Score 103 94,5

Average Very Valid Very Valid
Quantitative data obtained is in the form of a score of expert judgment on module validity.
Then, the data is converted into qualitative data to determine the module validity criteria. From
these criteria, it can be concluded that the modules that are developed are very valid are used in
mathematics learning.
The practicality level of the module can be known from the students’ response to the use of
the module. Results from student responses are presented in the following Table 3:
Table 3 Scores of Student Response Results to Modules

Student Response Total score Average Criteria
Grade VII students of Muhammadiyah 6
1258 78,6 Practical
Middle School in Yogyakarta
Grade VII students of Muhammadiyah 3
871 87,1 Practical
Middle School Depok
Quantitative data obtained in the form of student responses to the practicality of the module.
Then, the data is converted into qualitative data to determine the module’s practicality criteria.
From these criteria, it can be concluded that the practice developed module is used in mathematics
learning. In addition to student responses, in this study also observed the implementation of
learning. Data from observations of learning outcomes are presented in Table 4 below:
Table 4 Percentage of Learning Implementation

Percentage of learning
Meeting to Average
implementation
2 86,67%
3 80% 86,67%
4 93,33%
Based on Table 4 above, it can be seen that the average for the three meetings reached
86.67%. This level of implementation has exceeded the minimum limit said to be practical.
Effectiveness data can be known by comparing the test results of students’ critical thinking
skills before being treated (pre-test) with the results of tests of critical thinking skills of students
who have been treated (post-test). Paired sample t-test test results from the results of critical
thinking ability tests are presented in Table 5 as follows:
Table 5 Paired Sample t-test Test Results (Critical Thinking Ability Test)
Pair Differences
Pair 1 Std. 95% Confidence Interval Sig.
Std. T df
Pretest- Mean Error of the Difference (2-tailed)
Deviation
Posttest Mean Lower Upper
-38.88 10.11 2.45 -44.08 -33.68 -15.85 16 .000
Based on Table 5 above, information is obtained that the significance value is less than 0.05.
That is, Ho is rejected. Or in other words, problem-based learning based learning modules are
effective in terms of the results of students’ critical thinking skills test results.

From the test results above, it can be seen that using this learning module product can
improve students’ critical thinking skills. This can be seen from the average increase in the
results of the pre-test and post-test from 37.76 to 76.75. According to McKinley (2010: 2) in
Astuti (2014) learning outcomes can increase if learning provides space for students to interact
with friends or teachers in learning activities including in finding concepts. This linkage supports
the results of research that shows an increase in critical thinking skills.
This product can be applied to students with low, medium and high cognitive abilities. This
product is devoted to students in grade VII junior high school with social arithmetic subjects,
the problems presented are issues related to daily life. The learning steps in this module are in
accordance with the stages of problem-based learning. According to Nurkhotimah (2017) and
Rahmadani (2017) an increase in learning outcomes can be pursued through a problem-based
learning approach. Therefore, problem-based learning based learning modules are very suitable
for use in the learning process to improve critical thinking skills.
The disseminate stage. After going through three stages, the final product was obtained in
the form of a mathematical module of social arithmetic material for the seventh grade junior
high school, then for the dissemination phase the researcher gave the product at 6 Yogyakarta
Muhammadiyah Middle School, Depok Muhammadiyah 3 Middle School, and the plan would
be disseminated also in the mathematics teacher MGMP Sleman district.
CONCLUSION
The development of mathematical modules for problem-based learning based on preliminary
studies includes initial analysis, student analysis, material analysis, and task analysis, using
interview guidelines and questionnaires. The results of the preliminary study show the need for
the development of modules, the ability of students in critical thinking is still low.
In connection with the validity of the mathematics module based on social arithmetic based
problem based learning for VII grade junior high school. The modules that have been produced
are validated by material expert lecturers and media experts. The results of the validation of
material experts, the modules developed are included in very valid criteria. While the results of
the validation of media experts showed that the module developed was very valid. Furthermore,
the module trial was conducted at 6 Muhammadiyah Middle School of Yogyakarta, and Depok
Muhammadiyah 3 Middle School.
In connection with the practicality of mathematical modules on social arithmetic based
on problem-based learning for VII grade junior high school. Problem-based learning based
learning module after going through the final stage of the trial, from the results of the student
response questionnaire in the field implementation test phase shows that the values obtained in
the practical category. The results of observations of the implementation of learning also stated
that the modules developed met the practical criteria.
In connection with the effectiveness of mathematical modules on social arithmetic based
on problem-based learning for class VII junior high school is effective in terms of the results of
critical thinking skills tests.
REFERENCES
Arends, R I. (2008). Learning To Teach Belajar untuk Mengajar. Yogyakarta: Pustaka Pelajar.
Arismawati, U. (2017). Efektivitas Model Pembelajaran Problem Based Learning Ditinjau Dari

Kemampuan Pemecahan Masalah Dan Kepercayaan Diri Siswa Kelas Vii Smp Negeri 1
Sanden, Yogyakarta. Jurnal Pendidikan Matematika. 6(9). 9-19.
Astuti, D. (2014). Pengembangan perangkat pembelajaran matematika Berorientasi
Konstruktivisme Untuk siswa sekolah menengah kejuruan Kompetensi keahlian teknik
komputer dan jaringan. Tesis. Yogyakarta: Pascasarjana Universitas Negeri Yogyakarta.
Duron, R. (2006). Critical Thinking Framework For Any Discipline. International Journal of
Teaching and Learning in Higher Education. 17(2), 160-166.
Ennis, R.H. (2011). The Nature of Critical Thinking: An Outline of Critical Thinking
Dispositions and Abilities. University of Illinois. Online at http://faculty.education.illinois.
edu/rhennis/documents/TheNatureofCriticalThinking_51711_000.pdf.
Ennis, R.H. (1993). Critical Thinking Assesment Theory Into Practice. Taylor & Francis. 32(3).
179-186.
Facione. A.P. (1994). Holistic Critical Thinking Scoring Rubric. California Academia Press,
San Francisco.
Fuad, N. ( 2017). Improving Junior High Schools’ Critical Thinking Skills Based on Test Three
Different Models of Learning. International Journal of Instruction. 10(1).
Forrester, J. 2008. Asian Sosial Science, 4(5), 100-105.
Hendriana, H. (2014). Membangun Kepercayaan Diri Siswa Melalui Pembelajaran Matematika
Humanis. Jurnal Pengajaran MIPA. 19(1). 52-60.
Husnidar, Ikhsan, M., Rizal, S. (2014). penerapan model pembelajaran berbasis masalah untuk
meningkatkan kemampuan berpikir kritis dan disposisi matematis siswa. Jurnal Didaktik
Matematika. 1(1). 71-82.
HSRC & IEA TIMSS 2015. (2015). Highlights from TIMSS 2015, The South African
Perspective. Diakses 6 Januari 2018 dari http:// nces.ed.gov
Jumaisyaroh, T., Napitupulu, E.E., Hasratuddin. (2014). Peningkatan Kemampuan Berpikir
Kritis Matematis Dan Kemandirian Belajar Siswa Smp Melalui Pembelajaran Berbasis
Masalah. Jurnal Kreano. 2(2). 157-169.
Karakoc, M. (2016). The Significance of Critical Thinking Ability in terms of Education.
International Journal of Humanities and Social Science. 6(7).
Karim., N. (2015). Kemampuan berpikir kritis siswa dalam pembelajaran matematika dengan
menggunakan model jucama di sekolah menengah pertama. Jurnal edu-mat Pendidikan
Matematika. 3(1). 92-104.
Kharbach, M. (2012). The 21st Century skills Teachers and Student Need to Have. Halifax:
Creative Commons Attribution Mount Saint Vincent University.
Lambertus. (2009). Pentingnya melatih keterampilan berpikir kritis dalam pembelajaran
matematika di SD. Forum Kependidikan. 28(2). 196-142.
Lintang, A.C. (2017). PBL dengan APM untuk Meningkatkan Kemampuan Pemecahan Masalah
dan Sikap Percaya Diri. Journal of Primary Education. 6 (1). 27-34.
Nurkhotimah. (2017). Penerapan Model Problem Based Learning (Pbl) Dengan Media Konkret
Untuk Meningkatkan Hasil Belajar Matematika Tentang Operasi Hitung Pecahan Pada
Siswa Kelas V Sdn 1 Kuwayuhan Tahun Ajaran 2016/2017. Jurnal Kalam Cendikia. 5(3).
256 – 260.
OECD. (2016). Indonesia Students performance (PISA 2015). Diakses pada tanggal 6 Januari
2018 dari https://www.oecd.org/pisa/PISA-2015-Indonesia.pdf
Pranoto, H. (2016). Upaya meningkat nkan percaya diri siswa melalui layanan Bimbingan
kelompok di sma negeri 1 sungkai utara lampung Utara. Jurnal Lentera Pendidikan lppm
um metro. 1(1). 100-111.

Rahayuningdyah, E. (2016). Upaya Meningkatkan Kepercayaan Diri Melalui Layanan

Konseling Kelompok Pada Siswa Kelas Viii D Di Smp Negeri 3 Ngrambe. Jurnal jipe.
I(2). 1-14.
Rahmadhani, N., Anugraheni, I. (2017). Peningkatan Aktivitas Belajar Matematika Melalui
Pendektan Problem Based Learning Bagi Siswa Kelas 4 Sd. Jurnal Pendidikan dan
Kebudayaan. 7(3). 241-250.
Rogal, S. (2008). Rethinking the lecture: The application of problem based learning methods to
atypical contexts. Australia: Curtin University of Technology.
Setyorini, U., Sukiswo, S.E., Subali, B. (2011). penerapan model problem based learning untuk
meningkatkan kemampuan berpikir kritis siswa SMP. Jurnal Pendidikan Fisika Indonesia.
7( ). 52-56.
Simone, C. (2014). Problem-Based Learning in Teacher Education: Trajectories of Change.
International Journal of Humanities and Social Science. Vol. 4, No. 12; October 2014.
Sunaryo, Y. (2014). model pembelajaran berbasis masalah untuk meningkatkan kemampuan
berpikir kritis dan kreatif matematik siswa SMA di kota tasikmalaya. Jurnal Pendidikan
dan Keguruan. 1(2). 41-51.
Susilo, A.B., (2012). pengembangan model pembelajaran IPA berbasis masalah untuk
meningkatkan motivasi belajar dan berpikir kritis siswa SMP. Journal of Primary
Educational. 1(1). 57-63.
Thiagarajan, S. Semmel, D.S & Semmel, MI. (1974). Instructional Development for Training
Teacher of Exceptional Children. Indiana: Indiane University Bloomington.
Utami, B. (2016). Critical thinking skills profile of high school students in learning chemistry.
International Journal of Science and Applied Science: Conference Series. Vol. 1 No. 2
(2017) 124-130.
Widoyoko, E.P. (2009). Evaluasi Program Pembelajaran. Yogyakarta: Pustaka Pelajar.

Design of Mathematics Module Development Based on

Guided Discovery Methods to Improve Understanding of
Concept of Class X SMA/MA
Sukmana Larasati,1 Master of Mathematics Education, University of Ahmad Dahlan, Indonesia
Abstract: Mathematical concepts are very important to be mastered by students. Students who do not understand
the concept of mathematics will find it difficult to understand other mathematical concepts because of the
interrelated mathematical concepts. Learning with guided discovery can guide students to construct and understand
mathematical concepts. One of the teaching materials that can be used to understand the concept of matter is the
module. This study aims to produce products in the form of mathematics modules based on guided discovery
methods to improve understanding of concepts. This study uses the Design Development type Development Study
which consists of initial product design, expert review, small group and field test. Research subjects were teachers
and students of class X SMA. Research instruments in the form of interview guidelines, observation guidelines, and
questionnaires. Data were analyzed using the Miles Huberman model consisting of data reduction, data display
and conclusion drawing. This study concludes that the module is in the practical and valid category. Research can
be further developed at the filed test stage.
Keywords: module, understanding of concepts, guided discovery
INTRODUCTION
Learning mathematics is very necessary because it is related to the planting of concepts in
students. These students will later take part in further mathematical development or in applying
mathematics in daily life (Cernajeva, 2013) In the learning process, students will find it difficult
to go to a higher learning process if they do not understand the mathematical concepts in
previous learning, In addition, the concept is the basis for thinking and the basis for further
formulating principles (Gilmore, et al 2018). Concept understanding is a skill that is expected
to be achieved by students in the process of learning mathematics. So that understanding of
the concept becomes one of the abilities that must be possessed and needs to be improved by
students in learning mathematics.
Students are said to understand the concept if students are able to define concepts, identify
and provide examples, develop mathematical concepts, and understand mathematical ideas
(Rittle-Johnson, et al 2008). The higher the students’ conceptual understanding of the material
being studied, the higher the success rate of learning, the strong understanding of concepts
makes students able to develop and understand higher concepts. A concept has a relationship
with other concepts, so the initial knowledge plays a role in understanding the next concept. But
in fact there are still difficulties for students to understand mathematical concepts (Sajka, 2003).
In connection with one of the most important aspects of mathematics learning, namely
learning concepts that are interconnected with one another, then understanding mathematical
concepts needs to be built constructively and become the basis for learning mathematics
(Domínguez-Rué & Mrotzek, 2013). Cernajeva (2013) revealed that the teacher has the most
important influence on student progress in the learning process. In the guided discovery method,
The teacher acts as a facilitator who guides students through questions that direct students to
connect past knowledge with the knowledge they are acquiring. Students are encouraged to
think for themselves, analyze themselves, so they can find concepts, principles, or procedures
1 Larasati Sukmana Master of Mathematics Education, University of Ahmad Dahlan, Indonesia. email: temalarasati@
gmail.com
based on the teaching materials provided by the teacher. In other words learning with discovery
methods is a way to convey ideas / ideas with the process of finding (Gupta, et al 2012).
Concept understanding is a very important part in the process of learning mathematics.
But in reality based on observations at Muhammadiyah 5 Yogyakarta High School and
Muhammadiyah 6 Yogyakarta High School seen students slow in receiving math lessons, in
this case students find it difficult to repeat the explanation of problems related to mathematical
concepts. Based on the results of interviews with math teachers, for users of the mathematics
learning device in school, information is obtained that the school does not have textbooks and
to support mathematics lessons. Strengthening the results of field observations can also be
seen in the results of research from (Domínguez-Rué & Mrotzek 2014) that the process of
mathematics learning carried out at this time does not meet the expectations of the teachers
as developers of classroom learning strategies. Students experience difficulties in learning
mathematics, especially in solving problems that are related to mathematical understanding
and communication skills.
According to (Clark , et al 2008) The accuracy of choosing learning methods in each
teaching and learning process will determine the learning objectives that have been planned
and improvement of students’ academic and non-academic abilities, so that it will be followed
by an increased understanding of the concepts that are given and the creativity of students in
learning. Learning that allows students to construct their knowledge and can develop students’
creative (Mahmoud, 2014) which states that Discovery learning emphasizes on understanding
the structure or important ideas of a discipline through active involvement of students in
learning, and the teacher encourages students to gain experience by carrying out activities that
allow students to discover concepts or principles independently.
According to (Zhou, 2014) One of the learning resources that can be used to understand
the concept of matter is the module. The module is defined as an independent learning package
containing topics or units of learning material that students use to learn independently with
minimal assistance from others (teachers).
In essence, the objectives to be achieved in this study are as follows 1) To analyze the needs
in the development of Class X high school mathematics modules. 2) To carry out the design
phase of the Class X high school mathematics module based on the analysis of existing needs.
This article has 4 parts, namely the introduction of concept understanding and the preparation
of modules with guided discovery methods. The second part is the research method used in
developing mathematical modules then the results are explained and the discussion in the third
part. For the last part contains conclusions and implications of the articles that have been written.
RESEARCH METHODS
development study by Akker (2006). This study developed a mathematics module based on
guided discovery models for Class X SMA. Research will be carried out on mathematics
learning even semester 2017/2018 school year. The research stage can be seen in Figure 1.

Figure 1. Design flow of formative evaluation (Tessmer, 1993; Zulkardi 2006)
The subjects of the trial were the students of class X SMA Muhammadiyah 5 Yogyakarta,
SMA Muhammadiyah 6 Yogyakarta and MA Muhammadiyah 1 Yogyakarta. Data collection
techniques and instruments used for each stage in this study are:
Analysis Stage
In the analysis stage, data collection techniques are carried out through interviews and document
analysis. Interviews were conducted with teachers at the school where the study was conducted.
Document analysis is done by observing the 2013 Curriculum that is appropriate Permendikbud
2016 and literature on the ability to understand concepts.
Evaluation Stage
Self Evaluation, The instrument at this stage is an evaluation sheet document conducted by
the researcher himself. The researcher evaluates the product design that has been developed by
looking at whether it is appropriate in terms of the construct, content, and language used.
Expert Review, Data collection techniques at this stage are carried out with walk through
namely meeting experts directly or through electronic media.
One-to-One, Data collection techniques used in this activity are documents in the form of
student comments, worksheets students, and interviews related to the results of the comments
and answers of students.
Small Group, The document used at this stage is the student’s comment sheet and worksheets
that students must do. Supporting data is collected by interviews relating to comments and
answers from students.
Field Test, Interviews were conducted on several students in the field test class. Interviews are
used to find out what difficulties students experience when using modules and communicate
ideas or ideas in writing to resolve trigonometric problems. Tests or practice questions consist
of 4 description questions that refer to the indicator of students’ ability to understand concepts.

The development of this module uses research methods Design Research, with stages Preliminary
Study (includes the analysis and design stages) and Formative Evaluation covers the stage self
evaluation, expert review, one to one, small group and field test. In this study research has been
carried out at this stage Preliminary Study and Formative Evaluation but it hasn’t arrived at the
field test stage, is the stage to find out the potential effects of the modules. The stages that have
been carried out are as follows:
Preliminary Study, includes the analysis and design stages.
Analysis stages, at this stage researchers conduct student analysis, curriculum analysis, and
content analysis. The results of each analysis are as follows:
Student analysis, based on the analysis conducted obtained information that the subject of
research at the stage of one-to-one are 4 student class X SMA Muhammadiyah 6 Yogyakarta.
Next, that the subject of research at the stage of small group are 6 student class X SMA
Muhammadiyah 6, while field test stage the subject of research are student class X MA
Muhammadiyah 1 Yogyakarta as many as 32 students with heterogeneous ability levels,
starting from students who have low, medium, to high abilities.
Curriculum Analysis, researchers analyze KI and KD trigonometric material in the 2013
Curriculum. From the results of the analysis it was found that trigonometric material
consisted of 4 Basic Competencies.
Content Analysis relating to the needs analysis of the modules to be compiled. This analysis
is carried out with the aim to find out the needs of students, teachers and schools related
to teaching materials. In addition to this, an analysis is carried out to determine students’
difficulties in mathematics learning so that it can be improved by developing modules
based on appropriate learning methods. To find out the student’s response related to the
needs analysis, the students responded through interview and questionnaire procedures, the
following questions are included in a closed questionnaire.
Table 1 : A series of questionnaire questions aimed for students as respondents

No Series of Questions
1 Do you have text material/ math teaching /learning materials?
2 Do you think the physical cover of teaching//learning materials are appealing?
3 In your opinion, do you think teaching/learning materials use language that is easily to
understand?
4 Do you try to find additional material aside from school materials to assist you understanding
the mathematical topics?
5 Do you experience difficulty in learning mathematics from teaching/learning materials?
6 Do you think the teaching/learning materials’ instructions are easily to understand?
7 Do you think that the pictures contained in the teaching/learning material are useful to inform
the mathematical topic?
8 Do you think the exercise examples given are helpful to comprehend the mathematical topic?
9 Do you think the problem solving practice is beneficial to measure the mathematical topic’s
mastery?
10 Do you think that evaluation and assessment are helpful to determine someone’s ability?
11 Do you think that learning math strategies in the teaching/learning materials’ instructions aid
you to discover the mathematical concept or mathematical formula?
12 Do you think that math teaching//learning materials needs can be utilized to discover
mathematical concept and mathematical formula easier and more interesting?

The results obtained from student responses related to the questionnaire are as follows, in
the learning process almost all students already have the mathematics teaching materials used,
but half of the student’s response is 47.92% students say that the teaching material they use is
not interesting in the learning process. In other words, 62.50% of students find it difficult to use
the teaching materials so they look for other teaching materials outside of school to help them
understand mathematics.
Basically teaching materials that have been used in schools are in good criteria according
to student responses, because on average more than 50% of students say positive things related
to instructions for using teaching materials that students can understand, images contained
in teaching materials also help students, Practice questions and evaluation questions are also
complete in the teaching materials used by them at school. With this, students can measure their
own abilities related to understanding the concept of the material with the evaluation questions
contained in the module.
However, the most significant thing seen in the students’ response is 91.67% students need
mathematics teaching materials that can be used to find concepts / formulas more easily and
interestingly. With this, researchers are looking for solutions to answer the problems found in
the field by developing modules that can have potential effects on students’ ability to understand
concepts. To emphasize understanding concepts, then the guided discovery learning model is
expected to help effectively find the mathematical concept. Modules created with Microsoft
Office Word 2013 and CorelDRAW X7 Programs.
Design Stage
The teaching material used is a concept understanding module with guided discovery method.
The selection of the module development format through the steps of the guided discovery
learning model. This initial draft was the first draft draft which was still in the form of a prototype
which would later be validated by experts. Characteristics of mathematical modules that have
been designed as follows :
Cover Module
The cover of this mathematics module is entitled “Trigonometry Module with Guided
Discovery Method”. In order for this module to be easily recognizable, the identity is
written on the cover such as “SMA / MA Mathematics Module Class X Curriculum 2013
by Sukmana Larasati, S.Pd”
Figure 2. Cover Design of Mathematics Module

Module Identity Page and Foreword Modules

The module identity page consists of module titles, authors, mentors, and validators. For
module specifications also written cover design, software and paper size.
Figure 3. Design Module Information Page and Foreword Module
Module Contents
The table of contents in this module is used to make it easier to find material in this module.
Figure 4. Design of Module Contents
Background, Brief Description and Prerequisites for Modules

The background of the module contains the background of the compilation of trigometry
modules with guided discovery methods. For a brief description of the objectives of the
preparation of modules relating to student understanding. And the prerequisite is to contain
any material that students must understand to study trigonometric modules with guided
discovery.

Figure 5. Background Design, Brief Description and Module Prerequisites
KI, KD and Module Learning Objectives

KI and KD are Core Competencies and Basic Competencies for High School Class X
trigonometry material and the learning objectives contain activities contained in the module
and learning objectives to be achieved in the preparation of the module.
Figure 6. Design of KI, KD and Module Learning Objectives
Module Material
The material in this module is packaged according to the guided discovery model. The
steps are, solving problems, formulating problems, arranging conjectures (in the form of
questions), formulating problems. In this material is expected to facilitate students to accept
the concept and train students to be creative on trigonometric material.

Figure 7. Module Material Design
Examples Questions
Examples of questions serve to facilitate students in learning this module given examples of
examples of problems that correspond to trigonometric material.
Figure 8. Design Sample Questions on Modules
Practice Questions
Practice questions are arranged to determine students’ level of understanding

Figure 9. Design of Problem Exercises on Modules
Formative Evaluation Stage was developed by Tessmer (1993), as for the results of each
evaluation stage carried out as follows:
Self evaluation
At this stage researchers evaluate the modules that have been designed themselves.
Researchers re-evaluate in terms of content, construct, and language, as well as the writing
system used in the module. There are several sentences in the module that are repaired and
changed. The revised module is then referred to as prototype I.
Expert Reviews
At this expert review stage, researchers consulted Prototype I qualitatively based on
content, construct, and language by the thesis supervisor, Sugiarto, M.Sc., Ph.D. In
addition, researchers also asked for opinions from several lecturers who were experienced
in mathematics education as validators. The validator is Drs. Sunaryo, M.Pd, Dr. Puguh
Wahyu P, M.Sc and Anggit Prabowo, M.Pd. The suggestions and comments obtained from
the validators on the trigonometric module of the discovery method are guided by prototype
I based on the content, construct, and language outlined in table 2.
Table 2 : Validator’s suggestions or comments on the mathematics module

Validation
Comments or Suggestions
indicator
Content • There are several materials in the module that the writing rules are not consistent
with KD.
• There are writing fonts that are not consistent in font type
• Images on each question should be original images or clearer images (not blurry)
• The image on the question must be clarified to make it easier to understand the
problem.
• Avoid plagiarism in the development of materials and questions.
Construct • In the preparation of the module must be in accordance with the steps of the
guided discovery learning model.
• The formulation of a number of questions needs to be reviewed because there is
unclear information and inappropriate use of sentences.
• Sentences in questions and questions are more concise so that students are easily
understood.

Language • Some questions still use non-EYD sentences.

• Every use of a foreign language must be italicized.
Table 3 : Validator Comments and Suggestions as well as Revised Decisions

Comments or Suggestions Revised Decision
There are several materials in the module that the Improve writing to be more consistent with KD.
writing rules are not consistent with KD.
Unattractive writing font. Fix in font selection.
The image on each question should be a clearer Improve the images contained in the module with
picture clearer images
In the preparation of the module must be in Reviewing the steps of the guided discovery
accordance with the steps of the guided discovery learning model.
learning model
The formulation of a number of questions needs to Re-formulate the problem with the appropriate
be reviewed because there is unclear information context. Re-editorial of unclear questions then
and inappropriate use of sentences. corrected.
Sentences in questions and questions are more Re-formulating the sentence becomes simpler
concise so that students are easily understood. and easier to understand.
Some questions still use sentences that do not EYD in some cases fixed.
match EYD.
Every foreign language usage must be italicized. The use of foreign languages contained in the
problem is fixed.
One-to-one
At this stage, the module developed in prototype I was tested to 4 student class X and
mathematics teachers at 6 Muhammadiyah High School Yogyakarta on January 31, 2018
and February 1, 2018. The four students have varying levels of mathematical abilities from
high, medium, and low. The four students and teachers were asked to study the guided
discovery method trigonometry module, after that stage an interview was then conducted to
get opinions, comments and suggestions on the material presented. This is so that researchers
can observe the responses and constraints faced by students when studying modules.
Figure 10. Students at the One to One Stage

Small Group
Trial on the small group class using the prototype II module, the revised module based on
expert review / validator comments and suggestions. In addition to the suggestions from
the validator the revision decision is based on the results in the one-to-one stage, at this
stage the module draft gets input from the teacher and students who use the draft module
on learning. The trial was carried out on two mathematics lessons, namely on February 15,
2018 and February 16, 2018 at MA Muhammadiyah 1 Yogyakarta, The trial was conducted
on 6 students with heterogeneous levels of mathematical ability. In the implementation of
small groups, researchers also observe students when working on the questions contained
in the module. In contrast to the one-to-one trial, in the trial phase small group intensity
students in understanding the material and finding concepts are better.
Figure 11. small group stage

Field Test
The Field Test stage uses the prototype III module, namely the revised module based on
the comments and suggestions of the teacher and students at the small group stage. At
this stage the expected output is this module has the potential effect of understanding
students’ mathematical concepts. To get this, a concept comprehension test is carried out,
the ability to understand the concept of students is assessed based on indicators of the ability
to understand concepts according to Depniknas. The criteria for assessing the ability to
understand mathematical concepts can be seen in the following table:
Table 4: Guidelines for scoring concept comprehension skills

Concept
Understanding Explicative Score
Indicator
Re-state a concept Empty answer 0
Cannot restate concept 1
Can re-express the concept but there are still many mistakes 2
Can re-express the concept but not right 3
Can re-express the concept correctly 4
Give an example and Empty answer 0
not an example of a Cannot give examples and not examples 1
concept
Can give examples and not examples but there are still many 2
mistakes
Can give an example and not an example but not right 3
Can provide examples and not examples correctly 4
Classifying objects Empty answer 0
according to certain Cannot classify objects according to the concept 1
properties according
Can mention the characteristics according to the concept but there 2
to the concept
are still many mistakes
Can mention the properties according to 3
the concept but not yet right 4

Presenting concepts Empty answer 0

in the form of Can present a concept in the form of a mathematical representation 1
mathematical (picture) but it is not precise and does not use a ruler
representations
Can present a concept in the form of a mathematical representation 2
(picture) but not yet precise
Can present a concept in the form of a mathematical representation 3
(picture) but not using a ruler
Can present a concept in the form of mathematical representations 4
(pictures) correctly
Developing necessary Empty answer 0
requirements / Cannot use or choose the procedure or operation used 1
sufficient conditions
Can use or choose procedures or operations that are used but there 2
for a concept
are still many errors
Can use or choose procedures or operations that are used but still 3
not appropriate
Can use or choose procedures or operations that are used correctly 4
Use, utilize, and Empty answer 0
choose certain Cannot use, use, and 1
procedures or
choose procedures or operations 2
operations
Can use, utilize, and choose procedures or operations but there are 3
still many mistakes
Can use, utilize, and choose procedures or operations but is not 4
appropriate
Apply concepts or Empty answer 0
algorithms in solving Cannot apply the formula accordingly 1
problem
procedure for solving problem solving 2
problem 3
Can apply the formula according to the procedure 4
The score of concept comprehension ability is the number of scores obtained when
completing 4 questions. The maximum score is 80 while the minimum score is 0. The way
to calculate the percentage value is as follows:
Furthermore, the average value of understanding the concept’s ability is interpreted

according to the following table:
Table 5. Interpretation of Concept Understanding Ability Value

No Value Kriteria
1 85,00 – 100 Very good
2 70,00 – 84,99 Well
3 55,00 – 69,99 Enough
4 40,00 – 54,99 Low

5 0,00 – 39,99 Very low
CONCLUSION
Mathematical modules based on guided discovery learning models developed are categorically
qualitatively valid. Valid is drawn from the results of the validator’s assessment which contributes
in the form of suggestions and comments on improvements to the mathematics module in
terms of content, construction, and language. Validator states both based on content (material
in accordance with KD and in accordance with guided discovery learning steps), constructive
(Developing the ability to understand concepts and learning independence according to class X
SMA / MA), and language (according to EYD)
Mathematical modules based on guided discovery learning models developed are categorized
as practically qualitatively. Practically illustrated from the observations in the small group
test, all students can use the math module well. This shows that the mathematics module is in
accordance with the characteristics of students.
For the next stage, it can be continued by doing the field test stage to determine the potential
effects of the modules compiled, so that it can be seen the ability to understand the concept of
class X SMA / MA students.
REFERENCES
Cerjnaeva, Sarmite. (2013). Mathcad Application to Math Problem Solving for the Students of
the Faculty of Civil Engineering of Riga Technical University. Versita.
Clark, R. E., Yates, K., Early, S. & Moulton, K. (2008). An Analysis of the Failure of Electronic
Media and Discovery-based learning: Evidence for the performance benefits of Guided
Training Methods. Handbook of Training and Improving Workplace Performance, Volume I
Dalgarno, Barney., Kennedy, Gregor., & Bennett, Sue. (2014). The impact of students’ exploration
strategies on discovery learning using computer-based simulations. Educational Media
International, 51(4), pp. 310-329.
Domínguez-Rué, Emma., & Mrotzek, Maximilian. (2013). Conceptualizing the aesthetic
experience: using the influence matrix to show causal relationships between basic concepts
in aesthetics. International Journal of General Systems. 43(1), pp. 19-31
Gilmore C., Clayton S., Cragg L., McKeaveney C., Simms V., & Johnson S. (2018).
Understanding arithmetic concepts: The role of domain-specific and domain-general skills.
PLoS ONE, 13(9).
Gupta, Tannu., Madhuri, A Sudha., Prachi., Akhtar, M Jaleel., & Srivastava, K Vaibhav. (2012).
Development Of The Virtual Lab Module For Understanding The Concepts Of Electric
And Magnetic Field Patterns In Rectangular Waveguides And Cavities. International
Journal of Online Engineering, 8(3).
Mahmoud, Abdelrahman Kamel Abdelrahman. (2014). The Effect of Using Discovery
Learning Strategy in Teaching Grammatical Rules to first year General Secondary Student
on Developing Their Achievement and Metacognitive Skills. International Journal of
Innovation and Scientific Research. 5(2), pp. 146-153
Plomp, T., & Nieveen, N. (2013) Educational Design Research. Illustrative Cases.
Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding
and procedural skill in mathematics: An iterative process. Journal of educational
psychology, 93(2), 346.
Sajka, M. (2003). A secondary school student’s understanding of the concept of function-A case
study. Educational studies in mathematics, 53(3), pp. 229-254.
Tessmer, Martin (1993). Planning and Conducting Formative Evaluation. Philadelphia : Kogan
Page.
Zhou, Min., Xiang, Dajing., & Zhan, Jianming. (2014). Fuzzy Gamma Modules Based on Fuzzy
Binary Operations. J. of Mult.-Valued Logic & Soft Computing, 23, pp.589–613
Zulkardi, Z. (2002). Developing a learning environment on realistic mathematics education for
Indonesian student teachers. University of Twente.
ABOUT THE AUTHORS

Sukmana Larasati: Student in the Master of Mathematics Education, Departement of
.

Design of Student Worksheet Based Pendidikan

Matematika Realistik Indonesia (PMRI) to Improve
Creative Thinking
Candra Havilludin,1 Master of Mathematics Education, University of Ahmad Dahlan, Indonesia
Abstract: Creative thinking is one of the skills that students must possess because this ability determines the
success of students in achieving high learning achievement because students can better understand the lesson as
a whole. However, the ability of the creative thinking of students in vocational schools in Gunungkidul Regency
is still weak. This is demonstrated by the many students still have trouble resolving the question or problem
which is not routine. The learning materials used by students and teachers is still limited, not using appropriate
materials. The purpose of this research is to design of student worksheet based Pendidikan Matematika Realistik
Indonesia (PMRI) to improve creative thinking of students. This research is preliminary research with a formative
evaluation research methods. However, due to limitations of time, cost and energy, this study is limited to the stage
of preliminary studies. This research was conducted in class X in SMK Muhammadiyah Tepus. The results showed
that the student’s worksheet-based realistic mathematics education Indonesia to improve the ability of the creative
thinking of the students was as follows; Student worksheet components consist of 1) title, 2) identity, 3) basic
competencies, learning objectives), 4 and 5) the content of the student worksheet. The contents of a worksheet-
based approach students PMRI: 1) presentation of the problem real or contectual, 2) understand the problem,
3) designing a mathematical model, 4) complete mathematical model, 5) discuss the answers and 6) concluded.
An indicator of the ability of the creative thinking of students contained at this stage to understand the problem,
designing a mathematical model, and complete mathematical model. Based on this initial research results, then it
needs to be done further research to determine the feasibility and practicality of the design of learning materials
in the form of worksheets students.
Keywords: student worksheets, the design of PMRI, creative thinking
INTRODUCTION
Permendiknas No. 22 in 2016 to load that the learning process in educational units organized
in interactive, inspiring, fun, challenging, motivating learners to participate actively, as well
as provide sufficient space for the initiative, creativity, and independence in accordance with
their talents, interests, and physical and psychological development of learners. According to
Supardi (2012), students have to think creatively in learning that is held in the school. With
creative thinking so students are expected to achieve a high learning achievement because more
can understand the overall lesson. Next Fardah (2012) added that creative thinking skills is
important for everyone, not only at the time of learning in school, but also when facing the
world of work. The opinions of some of the creative thinking of students needs to be improved.
A number of studies showed that an approach Pendidikan Matematika Realistik Indonesia
(PMRI) can enhance the ability of the creative thinking of students (Windayana, 2007; Tarida,
2015; Saefudin, 2012). Research results Windayana (2007) shows that realistic mathematics
approach was able to increase the variety of essential abilities on themselves to prepare students
in the student life now and in the future especially capable improve creative thinking ability of
the students. Next Saefudin (2012) also said that with the principles contained in the approach
of PMRI then will develop creative thinking ability of students in solving math problems.
However, based on the interview against the master class X in SMK Muhammadiyah Tepus,
acquired that ability to think creative students is still low. This is evident in students having
difficulties in resolving problems which is not routinely given teacher. Then the teacher has not
1 Havilludin, Candra, Master of Mathematics Education, University of Ahmad Dahlan, Indonesia. email: [email protected]
been using the student worksheet. Student worksheet used by the teacher are still conventional,
ranging from summary material, examples of the problem, and solution. In addition, based on
a search field in SMK Muhammadiyah Tepus was still hard to find materials by using PMRI
approach, even in the library is still very minimal found materials of mathematics.
Based on the above issues, researchers interested in developing student worksheet based
PMRI to improve creative thinking of students. Hopefully, this student worksheets can help
the process of learning by teachers and help students improve their creative thinking ability.
Formulation of the problem in this research is how to design the student worksheet based PMRI
to improve creative thinking of students.
RESEARCH METHODS
Research Subject
Research done on the odd semester academic year 2017/2018. The place of research in SMK
Muhammadiyah Tepus. The subject of research in the form of curriculum, material, students,
and literature.
Research Methods
This research was limited only to the stage of preliminary studies to determine the initial design
based PMRI is categorized to improve the ability of the creative thinking of students. More
clearly the early stages can be seen on Figure 1 (Prahmana,2017).
Preliminary Documents, Curriculum Analysis, Textbook Analysis,

Study Stage Student Analysis, Literature Analysis
Figure 1. Research Phase
Data Collection Techniques

Based on the picture above then the data collection techniques used are as follows:
Document, The document is the document a curriculum 2013 revision 2017 SMK
Muhammadiyah Tepus.
Curriculum Analysis, Record and analyze curriculum.
Book Analysis, Analyzing the Math text book used by teachers and students class X in SMK
Muhammadiyah Tepus.
The analysis of the students, Observe, record, and analyze the characteristics of students of
class X in SMK Muhammadiyah Tepus.
Analysis of the literature, Analyze, and record solutions that may be related to learning for the
enhancement of the ability of the creative thinking of students.

Based on the collected data, the researchers retrieved the following things;
Document
SMK Muhammadiyah Tepus curriculum 2013 revision 2017 to class X in the academic year
2017/2018.
Analysis of the curriculum

In the curriculum 2013 revision 2017, there are many approaches to learning one of these
approaches in PMRI. Based on the decision letter of the Directorate General for primary and
secondary education 330 year 2017 that one of the basic competencies that must be mastered by
students is to analyze arithmetic sequences and series and resolve contextual problems related
to arithmetic sequences and series.
Analysis of Textbook
In the textbook of mathematics curriculum 2013 revision 2017, yet many found problems
contectual about arithmetic sequences and series. While in the mail attachment from the
Directorate Director General of elementary and secondary education there are 330 year 2017
one basic competencies that must be mastered students can analyze arithmetic sequences and
series and resolve contextual problems related to arithmetic sequences and series (KD 3.5 and
4.5)
Analysis of the Students

Based on the results of the observations of the researchers later in the analysis, the results
obtained that the character of the students of SMK Muhammadiyah Tepus about responsibility
and discipline of students in learning is still quite low. This one is shown by the large number
of students who do not bring textbooks to school with a lot of reasons. Next in the process
of learning many encountered obstacles. One of these students was difficult conditioned to
work together because most students depend on answers from friends who considered clever,
many students who don’t want to participate actively in learning due to lazy to read or analyze
problem. One of the biggest difficulties is the students solve the problem real or konstekstual.
Students the trouble of his mathematical models to design and complete. Therefore, in the
learning process of students requiring learning materials that can make them able to play an
active role in learning (Wardani, 2017). One form of learning materials which are suitable for
the character of student SMK Muhammadiyah Tepus is a Student Worksheet based PMRI. This
is because it is categorized as simple structure, thus making it easier for students to learn and
with the approach of PMRI expected difficulties students can be resolved.
Analysis of the literature

Ramdani (2012) revealed that learning materials are a very important part of the learning
process as a whole. A student worksheet based on constructivism will guide students to build
their understanding of the material being taught (Ramellan, 2012). Then some studies state
that the development of PMRI based learning materials needed to enhance the ability of the
creative thinking of students in learning mathematics in the classroom (Winarni & Rohati,
2012; Hidayanto & Irawan, 2013; Tarida, Ibrahim & Anggreini, 2015). Thus it can be concluded
that the required learning materials based PMRI to improve the ability of the creative thinking
of students. Mathematical teaching material in the form of student worksheets are designed in
accordance with the stage of PMRI and the indicator of the ability to think creatively. Design
Worksheets Students can be more clearly seen in the figure 2:

Figure 2. Desain of Students Worksheet
Based on the above flowchart drawing can be obtained that any steps on the content of
the student worksheet using step approach realistic mathematics education Indonesia. At this
stage of understanding the problems, students are directed to generate many ideas so capable of
proposing the various problem-solving contectual correctly. Next the students can give an idea
in designing a mathematical model of the problem. Mathematical models have been designed,
and then solved it correctly and with clear details. The third process is to train students ‘ ability
in creative thinking. So hopefully use this student worksheet may provide a learning experience
of students to improve the ability of the creative thinking of students.
CONCLUSION
From the results of the research, it can be concluded that the design of learning materials for
mathematics in the form of worksheets students based PMRI to improve the ability of the
creative thinking of the students was as follows; Student worksheet components consist of 1)
title, 2) identity, 3) basic competencies, learning objectives, 4), and 5) the contents of the student
worksheet. Student worksheet contains in the stage of PMRI: 1) presentation of the problem
real or contectual, 2) understand the problem, 3) designing a mathematical model, 4) complete
mathematical model, 5) discuss the answers and 6) concluded. An indicator of the ability of
the creative thinking of students contained at this stage to understand the problem, designing
a mathematical model, and complete mathematical model. Design of student worksheet based
PMRI to improve creative thinking of these students need to do further research to determine
the feasibility and practicality of the student worksheet.
REFERENCES
Fardah, Dini Kinati. (2012). Analisis Proses dan Kemampuan Berpikir Kreatif Siswa dalam
Matematika Melalui Tugas Open-Ended. Jurnal Kreano; 3(2).
Permendiknas No.22 in 2016.
Prahmana, R.C.I. (2017). DESIGN RESEARCH (Teori dan Implementasinya: Suatu pengantar).
Depok: PT Raja Grafindo Persada.
Ramdani, Y. (2012). Pengembangan instrumen dan bahan ajar untuk review meningkatkan
kemampuan communication, penalaran, Dan Koneksi matematis hearts concept terpisahkan.
Jurnal PenelitianPendidikan;13(1): 44-52.
Ramelan, P. (2012). Kemampuan Komunikasi Matematis Dan Pembelajaran Interaktif. Jurnal

PendidikanMatematika; 1(1).
Saefudin, Abdul Aziz. (2012). Pengembangan Kemampuan Berpikir Kreatif Siswa dalam
Pembelajaran Matematika dengan Pendekatan Pendidikan Matematika Realistik Indonesia
(PMRI). Jurnal Al-Bidāyah,; 4(1): 37-48.
Supardi. (2012). Peran Berpikir Kreatif dalam Proses Pembelajaran Matematika. Jurnal
Formatif; 2(3): 248-262.
Tarida, L, Ibrahim dan Anggreini, Y. (2015). Peningkatan Kemampuan Berpikir Kreatif Siswa
Melalui Pendekatan Pendidikan Matematika Realistik Indonesia. Seminar Nasional
Matematika dan Pendidikan Matematika UNY 2015, ISBN. 978-602-73403-0-5.
Winarni, S. & Rohati. (2012). Pengembangan Bahan Ajar Materi Sistem Persamaan Linear Dua
Variabel dengan Menggunakan Pendekatan Pendidikan Matematika Realistik Indonesia
(PMRI) di SMP. Jurnal Edumatica; 2(2).
Windayana, Husen. (2007). Pembelajaran Matematika Realistik dalam Meningkatkan
Kemampuan Berpikir Logis, Kreatif, dan Kritis, Serta Komunikasi Matematik Siswa
Sekolah Dasar. Jurnal Pendidikan Dasar No.8.
ABOUT THE AUTHORS

Candra Havilludin: Student in the Master of Mathematics Education, Departement of
.

Design of Mathematical Module Development Design

of Learning Model Number Head Together to Improve
Students Learning and Study Result
Ika Putri Astriyana. S,1 Master of Mathematics Education, Ahmad Dahlan University, Indonesia
Abstract: The ability of collaboration is one of the important competencies that students must possess in learning
21st-century mathematics. Students who do not have the ability to cooperate will not get experience, can’t develop
themselves, and don’t get new skills. This research has two objectives. First, this study is to analyze the needs of
modules that are appropriate to the characteristics of students. Second, this research is to design modules that
can enhance the ability of collaboration. This research is a research using Design Research Model which consists
of two stages, namely the preliminary stage and the formative evaluation stage. The subjects of this study were
teachers and students of class VII. Data collection instruments use validation sheets, interview guidelines, and
questionnaires. Validation sheets are given to experts to obtain criticism and suggestions related to the material.
Interview guidelines are used to obtain information on the condition of schools, students, and the media used in
schools. The questionnaire is given to teachers and students to get criticisms and suggestions related to the media.
Data analyzed using descriptive analysis. This study provides results that students and teachers need modules that
are able to improve the ability of collaboration between students. This study concludes that the development of
Number Head Together learning models assisted by mathematical modules to improve student collaboration on
social arithmetic material needs to be developed.
Keywords: Module Development, Collaboration, Number Head Together
INTRODUCTION
Development of the 21st Century requires the development of four students’ abilities, one
of which is the ability of collaboration. This is because the ability of collaboration is very
important in life. The ability of collaboration is very important to be owned by everyone
including students. Cooperation is a good ability to develop because in essence humans are
individual beings and social beings who need each other (Norscia, Ivan & Palagi, Elisabetta,
2011). This collaboration is also a form of gaining experience, developing self-improvement
by acquiring new knowledge and skills (Kamal, Sristi & Grodzinska-Jurczak, Malgorzata,
2014; Joan R. Rentsch, et al, 1994). The ability of collaboration is important in the process
of learning mathematics (David. W Johnson, 2006; Sertel, Altun, 2018). However, in fact,
based on observations at the Muhammadiyah Pleret and Muhammadiyah Middle School
Banguntapan the learning practices carried out in schools so far there has been no teacher’s
effort to train students in collaborating during good mathematics lessons during discussions.
For this reason, a new breakthrough step is needed to improve students’ collaboration skills.
Through collaboration students will gain experience, develop themselves, and gain new skills.
This means that the ability of students to collaborate is important to develop. Strengthening the
results of observations in the field is also seen in the results of research from MANCIU, Ionela,
et al, 2018. This is in line with the results of research Sormunen’s, Eero, et al, 2014 that low
learning outcomes are influenced by low student collaboration.
Learning resources that can be developed by teachers to improve collaboration are modules
(Singh, Charanjit Kaur Swaran, 2018). Modules can be interpreted as one source of learning that
is systematically arranged in a language that is easily understood by students according to the
level of ability of students with minimal guidance from the teacher (Maike, Wiesenfarth, 2018).
1 Ika Putri Astriyana Sari, Master of Mathematics Education, University of Ahmad Dahlan, Indonesia. Email: ikaputriastriyanasarii@
gmail.com Astriyana

The availability of modules can help students to obtain information about learning materials. So
that the module can be developed systematically by the teacher as a source of student learning, the
module provided by the teacher can also help students be more responsive in finding information
about the material during the learning process in the classroom (Mohamed Hamada, Mohammed
Hassan, 2017). To produce a good module and be able to improve student collaboration, the
selection of learning models can help the use of modules used by students (Wiburg, K, 2017).
The accuracy of choosing a learning model in each teaching and learning process will
determine the learning objectives that have been planned and the improvement of students’
academic and non-academic abilities so that it will be followed by increased student collaboration
and student creativity in learning (Cynthia O. Anhalt, 2017). In the 2013 curriculum, the
suggested learning model is a learning model that is able to make students active in the learning
process. In addition to the Minister of Education and Culture Regulation No. 65 of 2013
concerning Process Standards, it is stated that to strengthen the scientific approach it is necessary
to apply to learn to the learning model. There are several types of cooperative learning models
that can be used, one of which is the type cooperative learning model Number Head Together
(Abdul, Hadi, 2017). The use of cooperative models can improve student learning outcomes
(Soleimani, 2013). learning model Number Head Together is learning that begins with using
Numbering because the teacher divides the small group then each group is numbered (Marleny
Leasa, 2017). This learning model involves active students in learning. In addition, cooperative
learning models prioritize cooperation in solving problems in achieving learning objectives.
Several studies have shown that the development of assisted modules Number Head Together
learning models can enhance student collaboration is the research of Dwi Mutia Chan, 2017.
In essence, the objectives to be achieved in this study are as follows. 1) To analyze the
needs in the development of Class VII junior high school mathematics modules. 2) To stage the
completion of the seventh-grade junior high school mathematics module based on the analysis
of existing needs. This article has 4 parts, the first part is the introduction to the ability of
collaboration, the preparation of a module assisted with learning model Number Head Together.
The second part is the research method used in developing the seventh-grade junior high school
mathematics module and the results and discussion in the third section. For the last section
contains conclusions and implications of the articles that have been written.
RESEARCH METHODS
development study. This study developed an assisted module on learning model Number Head
Together. The research will be carried out on the mathematics learning an odd semester of
2018/2019 academic year. The stages of the research can be seen in Figure 1.
Figure 1. The design flow of formative evaluation (Tessmer, 1993)

The test subjects were seventh-grade students of Muhammadiyah Pleret Middle School and
Muhammadiyah Middle School Banguntapan. Data collection instruments by meeting expert
material experts, media to validate the module to be made. In addition, the instrument is in the
form of interview guidelines, and guidelines for observing collaboration capabilities. Interview
guidelines are conducted by researchers to teachers and students to explore their opinions on
the modules developed. Guidelines for collaborative ability observation are used to see the
potential effects of the modules that have been made on students’ collaboration skills, carried
out by giving questions and working in groups. The data was then analyzed using the technique
Miles Huberman which consisted of data reduction, data display and conclusion drawing.

The development of this module uses Research research methods Design Referring to Tessemer
(in Putri, R. I, 2013) this research was conducted in two stages, namely The Preliminary Study
phase includes the analysis phase, the design and Formative Evaluation stages including the
stages of self-evaluation, expert review, one to one, small group and field test. In this research
phase has been carried out Preliminary. stages Preliminary that has been done are up to the
stage of analysis and design.
Analysis Phase, at this stage the researcher carried out several analyzes namely student
analysis, curriculum analysis, and content analysis.
First, students’ analysis was conducted to obtain information that the research subjects
in the stage one-to-one were 3 grade VII students of Muhammadiyah Pleret Middle School.
Furthermore, the research subjects in the stage small group were sixth grade students of
Muhammadiyah Pleret Middle School as many as 6 students, while the stage of Field Test
the research subjects were seventh grade students of Muhammadiyah Pleret Middle School
as many as 32 students with heterogeneous ability levels, ranging from students who had low,
medium, and to high.
Second, curriculum analysis is carried out to analyze KI and KD social arithmetic material
in the 2013 curriculum and the results of the analysis can be seen in Figure 1.
Figure 1. Results of KI and KD analysis of social arithmetic materials
Third, content analysis is carried out by analyzing the needs of the modules to be compiled.
The three analyzes conducted aimed to determine the needs of students, teachers, and schools
related to the appropriate modules used in the process of learning mathematics. In addition to
this, an analysis is carried out to determine students’ difficulties in mathematics learning so that
it can be improved by developing modules based on appropriate learning methods.
Design phase, at this stage the researcher uses a mathematical module assisted by learning
model Number Head Together to be created. Selection of the module development format

through the right steps. This initial draft was the first draft which was still in the form of a
prototype which would later be validated by experts.
There are several characteristics of math module assisted by learning model Number Head
Together will be designed with attention to several things, namely module cover, module identity
page, preface, module contents list, background, brief description, module prerequisites, module
usage instructions, KI and KD, module concept map, module material, sample questions and
practice questions.
First, the cover of the mathematics module is titled “Mathematical Module Assisted with
model Number Head Together”. In order for this module to be easily recognizable, the cover
is written with an identifier such as “Class VII Mathematics / MTs Mathematics Module 2013
Curriculum by Ika Putri Astriyana Sari, S.Pd”.
Figure 2.Mathematical Module Cover Design
Second, the module identity page consists of module titles, authors, mentors, and validators.
For module specifications also written cover design, software, and paper size.
Figure 3. Design of the module Information Page
Third, the introduction of this module is made to say thank you for the strength of this
module.

Figure 4. Foreword Design of the module
Fourth, the table of contents in this module is used to make it easier to find material in this
module.
Figure 5. Design of the module Contents
Fifth, The background of the module contains the background of the compilation of an
arithmetic module with learning model Number Head Together. For a brief description of the
objectives of the preparation of modules that relate to students’ understanding. The prerequisite
is to contain any material that must be mastered by students to study the arithmetic module
assisted by the learning model Number Head Together. Instructions for Use of this module are
used to make it easier for students to understand the steps in using this math module.
Figure 6. Background Design, Brief Description, and Prerequisites of the module
Sixth, KI and KD written on Core Competencies and Basic Competencies for Class VII
Arithmetic materials. for learning purposes contain activities contained in the module and
learning objectives to be achieved in the preparation of the module.
Seventh, Concept Map is in the form of a chart containing the flow of arithmetic material
contained in this module.

Figure 7.Module Concept Map Design
Eighth, the material in this module is packaged in such a way as to produce a mathematical
module that can be used in the learning process carried out in the class assisted by learning
model Number Head Together. In the material contained in this module, students are expected
to be able to increase collaboration and student learning outcomes in arithmetic materials.
Ninth, the example problem serves to facilitate students in learning this module given
examples of questions that are in accordance with the arithmetic material. Practice questions
are arranged to find out students’ level of understanding.
CONCLUSION
The development of a math module assisted by learning model Number Head Together was
developed using a research research model design type development studies. The steps are in
the form of a Preliminary Study phase which includes the analysis and design stages. In this
research phase has been carried out Preliminary. stages Preliminary that has been done are up
to the stage of analysis and design. For the next stage, it can be continued by doing the stages of
self-evaluation, expert review, one to one, small group and field test to determine the potential
effects of the modules compiled, so that it can be seen that the students’ ability to work in class
VII.
In the analysis phase, the researcher has carried out several analyzes namely student analysis,
curriculum analysis, and content analysis. The three analyzes conducted aimed to determine the
needs of students, teachers, and schools related to the appropriate modules used in the process
of learning mathematics. In addition to this, an analysis is carried out to determine students’
difficulties in mathematics learning so that it can be improved by developing modules based on
appropriate learning methods. At the design, stage researchers have selected the format of the
module development through the right steps. This initial draft was the first draft which was still
in the form of a prototype which would later be validated by experts. The purpose of selecting
the module development format is to produce mathematical modules that are suitable for use by
students in the learning process.
This research can be further developed at the validation stage so that a math module assisted
byLearning Modelbe produced Number Head Together can which can enhance collaboration
and student learning outcomes.
REFERENCES
Abdul, Hadi. (2017). Comparison Of The Effectiveness Of Cooperative Learning Models Of
Tps Type And NHT Type Based On Independent Learning Students At Makassar. 3 (1).
Cynthia O. Anhalt, Susan Staats, Ricardo Cortez, Marta Civil. (2017). Mathematical Modeling
and Culturally Relevant Pedagogy. 24 (1).

David. W Johnson. (2006). Cooperation in the Classroom. 36 (12).

Dwi Mutia Chan. (2017). Improving Discussion Ability By Using Numbered Heads Together
Method For Second Semester Students Of Indonesia And Arts Education Program Of Stkip
Ydb Lubuk Alung. 1 (2).
Joan R. Rentsch, Tonia S. Heffner, Lorraine T. Duffy. (1994). What You Know is What You Get
from Experience. 19 (4).
Maike Wiesenfarth, Sebastian Gamisch, Peter Jakob, Marc Steiner, Andreas W. Bett. (2018).
Systematic design evaluation on the example of a photovoltaic concentrator module with
mirror optics and passive heat dissipation. 26 (7).
MANCIU, Ionela, MARIAN, Liviu Onoriu, LEŞE, Ioana Mihaela, CHIBELEAN,
Claudia. (2018). IMPACTUL UTILIZĂRII MODELULUI MATEMATIC ASUPRA
PERFORMANŢELOR MANAGERIALE. 17 (3), p504-513. 10p.
Marleny Leasa, Aloysius Duran Corebima. (2017). The effect of the numbered heads together
(NHT) cooperative learning model on the cognitive achievement of students with different
academic abilities. 795 (1)
Mohamed Hamada, Mohammed Hassan. (2017). An Interactive Learning Environment for
Information and Communication Theory. 13 (1): 35–59
Norscia, Ivan & Palagi, Elisabetta, (2011). Yawn Contagion and Empathy in Homo sapiens. 6
(12), p1-5. 5p.
Sertel, Altun. (2018). The effect of cooperative learning on students’ achievement and views on
the science and technology course. 7 (3).
Singh, Charanjit Kaur Swaran; Singh, Rhashvinder Kaur Ambar; Singh, Tarsame Singh Masa;
Mostafa, Nor Azmi; Mohtar, Tunku Mohani Tunku. (2018). Developing a Higher Order
Thinking Skills Module for We ESL Learners. 11 (7). p86-100.
Soleimani. (2013). Examination of the Effects of Collaborative Scientific Visualization via
Model-based Reasoning on Science, Technology, Engineering, and Mathematics (STEM)
Learning within an Immersive 3D World. Journal of Applied Learning Technology.
Fall2013. 3 (4), p31-43. 13p.
Sormunen, Eero, Tanni, Mikko, Alamettälä, Tuulikki, Heinström, Jannica. (2014). 65 (6),
p1217-1231. 15p. 1
Tessmer, Martin. (1993). Planning and Conducting Formative Evaluation. Philadelphia: Kogan
Page.
Wiburg, K., Parra, J., Mucundanyi, G., Torres, R. & Latorre, J. (2017). Using Emerging Design
Models to develop Mathematics Games. In P. Resta & S. Smith (Eds.), Proceedings of the
Society for Information Technology & Teacher Education International Conference. (pp.
2043-2050). Austin, TX, United States: Association for the Advancement of Computing in
Education (AACE).
ABOUT THE AUTHORS

Ika Putri Astriyana. S: Master of Mathematics Education Student, Master of Mathematics
Education, Ahmad Dahlan University, Indonesia
Suparman: Masters in Mathematics Education, Masters in Mathematics Education, Ahmad

Design Development Work Sheet Transformation

Geometry Based on Van Hiele Geogebra Assisted to
Improve The Understanding of The Student Concept

Dewi Susanti,1 Master of Mathematics Education, Ahmad Dahlan University, Indonesia

Abstract : Understanding concepts is an important element in learning mathematics since the first until now the
21st century all-student math scores low in terms of five aspects of mathematical ability is the ability of mathematical
problem solving, mathematical communication, mathematical reasoning, understanding of mathematical concepts
and connections. Students who has no understanding of the concept will be difficulties in taking the matter further, it
is difficult to apply the concept in everyday life and not be able to develop the potential within themselves. This
research has two objectives. First, this study is to analyze the needs of student worksheets on transformation
geometry courses that need to be developed. Second, this study was designed to design student worksheets based
on Van Hiele geometry transformation GeoGebra assisted which can improve understanding of concepts. This
research is a model using a 4D model consists of four phases: define, design, develope, and dessiminate. The
subjects of this study were lecturers and students of mathematics education. The collection instrument uses the
validation , questionnaire and test sheets. Validation sheets are given to experts to get criticisms and suggestions
related to worksheets. Questionnaires given to professors and great students to obtain comments and suggestions
related to the response to the worksheet. Concept understanding tests are given to students to find out the
effectiveness of worksheets. Data analyzed is using descriptive analysis. This study provides the results of the
need for the development of technology-assisted student worksheets in the 21st century. This study concludes
that the development of Van Hiele-based transformation geometry worksheets assisted by GeoGebra to improve
students’ understanding of concepts needs to be developed.
Keywords : Development of worksheets , concept understanding , Van Hiele, GeoGebra, transformation geometry
INTRODUCTION
In the Qur’an many verses encourage us to think, use reason, and understand something. The
word sense comes in Arabic, al-’aql. Word al-’aql is the word mashdar ‹ aqola - ya’qilu -’
aqlan means «understand (know / understand) and think (weigh)». One of the verses related to
reason is QS. Al-Baqarah: 164. “Verily in the creation of the heavens and the earth, the change
of night and day, the ships that sail in the sea with (charge) which are beneficial to man, what
Allah sends down from the heavens in the form of water, then he revives the earth after death (
dry), and He spreads in it various kinds of animals, and the range of winds and clouds that are
controlled between heaven and earth, (all of that) really, are signs (of God’s greatness) for people
who understand. “ From ‹Atha ‹ra said, that when it came down to the Prophet Muhammad ‫ ﷺ‬in
Quran. 2: 163 in Medina, the unbelievers of Qurais Makkah said, “How could a God be able to
provide for all mankind?” Then this verse came down (Quran Tajwid Maghfirah: 25). The verse
conveyed the importance of understanding, understanding a lesson related to the greatness of
God that is close to daily life and the importance of understanding the knowledge learned.
Understanding concepts is an important element in learning mathematics. This is in
accordance with NCTM (2000), namely the low mathematics scores of students in terms of
five aspects of mathematical ability, namely the ability of mathematical problem solving,
mathematical communication, mathematical reasoning, understanding concepts and
mathematical connections. Learning mathematics with a deep and meaningful understanding
will bring students to feel the benefits of mathematics in everyday life (Agustina, 2016).
According to Puspitasari’s (2016) research results, geometry teaching materials developed with
1 Dewi Susanti, Master of Mathematics Education, University of Ahmad Dahlan, Indonesia. Email: [email protected]

Van Hiele’s learning theory approach are effective to improve understanding of geometrical
concepts. In line with other studies, Ariawan (2014) GeoGebra assisted worksheets on geometry
material effectively improve students’ critical thinking skills. Then according to Prasetyo, et al
(2018) states that the use of concept-based student worksheets in lectures on Vector Analysis
is very useful. According to Pederson in Ariawan (2014) states that geometry is a skill that
involves the eyes, hands and mind, there are more visual and dynamic aspects of geometry
compared to other fields. The above opinion gives a signal that in geometry learning requires
a medium that is able to provide visual and dynamic facilities well. The right media to answer
this problem is technology-based media without leaving the manual process that is the basis for
understanding the concept.
Many educational supporting media, one of them is geometry software. There are several
software that can be accessed including GeoGebra, GeoNext, Archimedes Geo3D, Geometria,
Sketchpad, Cabri Geometry and others. GeoGebra is one of the most innovative technologies
(Andraphanova; 2015, Dikovic; 2009), a dynamic geometry learning aimed at visualizing
concepts (Syahputra & Fauzi; 2017, Andraphanova; 2015, Chun-Yen & Kaushal; 2015,
Noorbaizura & Eu Leog; 2013 Adulyasas & Rahman; 2013). GeoGebra can be used from
elementary to university (Horenwarter in Noorbaizura & Eu Leog; 2013, Zaleha & Rahman;
2017). GeoGebra plays an important role for the development of e-learning in the future, many
studies have found that GeoGebra is an effective tool for learning and teaching geometry
(Noorbaizura & Eu Leog; 2013, Chun-Yen & Kaushal; 2015; Nguyen & Phoung Le; 2015,
Kutluca; 2013) GeoGebra can be obtained freely and free on www.GeoGebra.org so that people
and students can use this GeoGebra software to maximize learning. According to Hohenwarter
& Fuchs (2004), GeoGebra is very useful as a media for learning mathematics with various
activities as follows.
a. As a media demonstration and visualization In this case, in traditional learning, teachers
use GeoGebra to demonstrate and visualize certain mathematical concepts.
b. As a construction aid In this case GeoGebra is used to visualize the construction of
certain mathematical concepts, for example constructing an inner circle or an outer
circle of a triangle, or tangents.
c. As an aid to the discovery process In this case GeoGebra is used as a tool for students to
find a mathematical concept, such as the position of points or characteristics of parabolic
graphics.
The following is the main view of GeoGebra software version 6.0.503.0 which will be used in
this study.


Figure 1. GeoGebra main view

Based on the class survey in mathematics education in the geometry subject, a presentation
was presented using the GeoGebra demo on the triangular material giving a very good
response. Students with detailed stages of presenting GeoGebra assisted material using LCDs
so that they reach the audience in the classroom. This method is quite effective for learning
geometry that is identical to the building and complex building elements. In line with the results
of Asngari’s research (2015) said that the GeoGebra program can be used as a mathematics
learning medium to demonstrate or visualize mathematical concepts and as a tool to construct
mathematical concepts. So far the research on media needs in media colleges is still limited
compared to elementary school to high school. Therefore, from the description above, it is
necessary to have a media in the form of worksheets as a learning source that is integrated
with GeoGebra software that needs to be applied in transformational geometry courses in
mathematics education students. This research is expected to help in understanding the concept
of transformation geomatics with manual and technological approaches.
RESEARCH METHODS
The research design used in this study was the design of a 4-D (Four D Models) development
model according to Thiagarajani. It includes four phases: define, design, development and
dissemination. The research will be carried out on the mathematics learning odd semester of
2018/2019 academic year. The researchstage is shown in Figure 2 as follows:


Figure 2. Design research development model 4-D addapted by Thiagarajan; 1974

The limited class trial subjects were 5-10 students of mathematics education study
program who took geometry transformation courses at Ahmad Dahlan University in
2018/2019 academic year. Data collection instruments by meeting expert material experts,
the media to validate the worksheets that will be created. In addition, instruments in the form
of questionnaires response lecturers and students related worksheets to explore their opinions
on the worksheets developed. Then the students’ concept understanding test is used to see the
potential effects of worksheets that have been made on concept understanding, carried out by
giving questions and working individually. The data have been obtained through a questionnaire
from experts and all-out students will be converted into a qualitative value of the cumulative
value Likert scale. Furthermore, hypothesis testing is carried out using post-test data which is
to see whether or not the worksheet developed is effective, namely the concept understanding
test, then draw conclusions.

The development of this worksheet uses research methods 4D (Four D). This model was
developed by S. Thiagarajan, Dorothy S. Semmel, and Melvyn I. The 4D development model
consists of 4 stages: Define , Design , Develop and Disseminate. This model was chosen
because it aims to produce products in the form of GeoGebra-assisted transformation geometry
worksheets.
First, the defining stage is useful for determining and defining needs in the learning process
and gathering various information related to the product to be developed. In this stage is
divided into several steps, namely student analysis, material analysis and analysis of learning
needs. Student analysis includes academic characteristics or analysis of student needs related
to courses. In this study, the author refers to previous research, namely the importance of
understanding concepts in learning and the results of surveillance. Material analysis aims to
identify what material needs to be done research, identify methods and or supporting media

in accordance with the research, and when the material was studied in lectures based on the
semester learning design of mathematics education. Analysis of learning objectives is carried
out to determine indicators of learning achievement. The following is a relationship table of
Van Hiele’s thinking stage with an understanding of concept indicators that will be applied to
learning in the development of worksheets that will guide the next stage.
Table 1. Relationship between Van Hiele’s thinking stage and concept understanding indicators
Stage Thinking Concept Understanding Indicator
Visualization
Re-state a concept
Analysis Classify objects according to certain properties according to the concept
Give examples and not examples of a concept
Informal deduction Presenting concepts in various forms of mathematical presentations
Deduction Developing necessary conditions and sufficient requirements from a concept
Use and utilize and choose certain procedures or operations
Rigor
Applying concepts or algorithms to problem solving

Second, the design stage. This design phase aims to design worksheets that can be used in
transformation geometry courses. This design phase includes media selection, format selection,
and initial design. The selection of media selected in this study is in the form of modules as
initial material and transformation geometry worksheets that are integrated with GeoGebra. The
modules that will be adopted from Stillwell (2000; 58) are as follows.

Figure 3. Translation material in the module
Modules as material and stimulus before students use worksheets that are presented in a
simple format such as lecture books. The test on the module contains transformation geometry
concepts that need to be understood as the initial capital of students. Then proceed with the
design of worksheets, starting from a simple but still attractive cover. Cover and content on
worksheets are intentionally designed simply so that students tend to be light in learning.

Figure 4. Worksheet cover design
The choice of format in development is meant by designing learning content, selecting

learning methods, and learning resources, organizing and designing the contents of worksheets,
creating worksheet designs. which includes layout, drawing, writing and integration design
with GeoGebra.

Figure 5. Content content on worksheets

The initial design is the worksheet design that has been made by the researcher and then given
input by the supervisor, the input from the supervisor will be used to improve the worksheet
before production. Then make a revision, which then will be validated by material experts and
media experts. This design is in the form of a draft I worksheet.
CONCLUSION
The development of GeoGebra -assisted transformation geometry worksheets was developed
using a 4D type development research model. The steps are in the form of Define,
Design, Develop and Disseminate. Define stages that have been done are up to the stage of student
analysis, material analysis and analysis of learning needs. Then the design phase has arrived at
the media selection stage, the selection of the initial format and design, so that it has become a
draft worksheet 1. For the next stage, develop and dessiminate to find out the potential effects
of the worksheets compiled, so that they can see the achievements understanding of concepts.
This initial draft was the first draft draft which was still in the form of a prototype which
would later be validated by experts. The purpose of selecting the format for developing a
worksheet is to produce a transformation geometry worksheet that is suitable for use by students
in the lecture process. This research can be further developed at the validation stage so that the
resulting Van Hiele-based transformation geometry worksheet is assisted by GeoGebra which
can improve students’ understanding of concepts.
REFERENCES
Asngari. (2015). Using Geogebra in Geometry Learning. UNY National Mathematics Education
Seminar, 299-302.
Dwi Indra Puspitasari. (2016). Development of Learning Materials Based on Van Hiele Thinking
Phase to Improve Understanding of Geometry Concepts. Thesis, University of Lampung.
Hohenwarter, M. & Fuchs, K. (2004). Combination Of Dynamic Geometry, Algebra, And
Calculus In The Geogebra Software System.
I Putu Wisna Ariawan. (2014) Development of Geogebra-Assisted Multi-Representation
Locations to Improve Students’ Critical Thinking Ability. Indonesian Education Journal ,
3 (1), 359-371.
Kaushal Kumar Bhagat & Chun-Yen Chang. (2015). Incorporating Geogebra Into Geometry
Learning-A Lesson From India. Eurasia Journal Of Mathematics, Science & Technology
Education , 11 (1), 77-86.
Lilla Adulyasas, Shafia Abdul Rahman. (2014) Lesson Study Incorporating Phase-Based
Instruction Using Geometer’s Sketchpad and Its Effects on Thai Students’ Geometric
Thinking,IJLLS . 3 (3), 252-271.
Lisna Agustina. (2016). Efforts to Improve the Understanding Ability of Mathematical Concepts
and Problem Solving of Sipirok 4 Junior High School Students in Vii Class Through
Realistic Mathematics Approach (Pmr). Exact Volume Journal , 1 (1), 1-12.
Ljubica Dikovic. (2009) Applications Geogebra Into Teaching Some Topics Of Mathematics At
The College Level. Comsis, 6 (2), 191-203.
Natalia V. Andraphanova. (2015). Geometrical Similarity Transformations In Dynamic
Geometry Environment Geogebra. European Journal Of Contemporary Education , 12
(2), 116-128.

NCTM. (2000). Principles And Standards For School Mathematics. United States of America:

National Council of Teachers of Mathematics, Inc.
Nguyen Phu Loc, Le Trong Phuong (2015) Parabola Teaching With Dynamic Software
“Geogebra”: A Pedagogical Experiment In Vietnam, International Journal Of Education
And Research . 3 (4), 427-436.
Noorbaizura Thambi, Leong Kwan Eu. (2013). Effect of Students’ Achievement In Fractions
Using Geogebra. SAINSAB , 16, 97-106.
Norscia, Ivan & Palagi, Elisabetta , (2011). Yawn Contagion And Empathy In Homo Sapiens . 6
(12), P1-5. 5p.
Prasetyo, PW, Setyawan, F., & Sumargiyani. (2018). The Influence of the Use of Concept-Based
Student Worksheets in the Lecture of Vector Analysis, Academic Discourse, 2 (1), 1-14.
Quran Tajwid Maghfirah. (2006). Ministry of Religion, Maghfirah Library.
Tamer Kutluca. (2013). The Effect Of Geometry Instruction With Dynamic Geometry
Software; Geogebra On Van Hiele Geometry Understanding Levels Of Students. Academic
Journals , 8 (17), 1509-1518.
Thiagarajan, Sivasailam, Dkk. (1974). Instructional Development For Training Teachers Of
Exceptional Children. Washington DC: National Center for Improvement Educational
System.
Zaleha Ismail, Syairatul Nadiah Abd Rahman. (2017) 2-Dimensional Learning and 3-Dimensional
Geometry with Geogebra: Which Would Students Do Better ?, International Journal on
Emerging Mathematics Education (IJEME) , 1 (2), 121-134.
Zulfahmi, Edi Syahputra, Kms. M. Amin Fauzi. (2017). Development Of Mathematics Learning
Tools Based On Van Hiele Models To Improving Spatial Ability And Self-Concept Student’s
Of Mts. Ulumuddin. American Journal Of Educational Research , 5 (10), 1080-1086.
Hohenwarter, M. & Fuchs, K. (2004). Combination Of Dynamic Geometry, Algebra, And
Calculus In The Geogebra Software System.
ABOUT THE AUTHORS

Dewi Susanti : Master of Mathematics Education Student , Masters in Mathematics Education,
Ahmad Dahlan University, Indonesia
Suparman : Masters in Mathematics Education, Master of Mathematics Education, Ahmad


Experiential Marketing Model on Hotels Owned by

Regional Government of The South Sumatra Province
Maftuhah Nurrahmi, SE, M.Si.
[email protected]
Abstract: The purpose of this study was to analyze hotel marketing strategies carried out by hotel owned by the
South Sumatra regional government. This study was designing an experiential marketing strategy for hotels owned
by the South Sumatra regional government and designing an experiential marketing model for hotels owned by
the South Sumatra regional government. The research stage was divided into 3 phases, that was: analyzing the
marketing strategies that had been carried out so far, designing experiential marketing strategies and designing
experiential marketing models for hotels owned by the South Sumatra regional government. The purpose of the
study was to design experiential marketing strategies and experiential marketing models that were suitable for
marketing hotels owned by regional government of the South Sumatra Province, so that they could compete with
other hotels in South Sumatra. The method used a survey method by distributing questionnaires to hotel customers
owned by regional government of the South Sumatra Province. The results showed that the marketing strategy
used hotels owned by the South Sumatra regional governmentwas still simple, so it required experiential marketing
strategies to increase the number of occupants, and from the experiential marketing model showed that brand
image affected customer satisfaction and experiential marketing affected the value of experience, where customer
satisfaction and the value of experience had influences customer loyalty.
Keywords: Experiential Marketing Model
INTRODUCTION
Tight competition is a challenge or threat to business people. In order to win the competition,
every business person must always learn it so that it can produce creative ideas that enable
products that are attractive to consumers.
Hospitality business competition in Indonesia is now getting tighter with the entry of
international-standard hotels into Indonesia. At present in Indonesia there are 72 international-
standard hotel brands spread throughout Indonesia (Wikipedia) such as; Accor, Aston
International, Hilton Hotels, Hyatt, Ibis, Marriot, Best Western, Bajo International and so
on. The more international hotels will be a threat to domestic hotels. This condition demands
domestic hospitality business players to survive in very tight competition.
In current conditions, marketers do not only rely on features and benefits as weapons,
because these two things are the most easily replicated by competitors. The company also needs
to prioritize customers by providing facilities that can provide satisfaction to customers. This
concept also encourages people to know how much consumer loyalty to the product.
Economic development causes a paradigm shift in supply, from the basis of being goods,
then developing into the basics for consumers. (Petkus, 2002 in Williams (2006: 485). The
company is no longer enough to only provide quality services to consumers and must make
extra efforts for consumers to be emotionally loyal.
Experiential marketing is marketing based on what consumers feel when buying goods and
services from a brand after experiencing various activities and stimulation (Schmitt, 1999) in
Maghnati, et al. (2012: 170). Experiential marketing is carried out through: (1) Sensory / sense
experience; (2) Feel experience (feeling or affective experience); (3) Think experience; (4) Act
experience; (5) Relate experience (Schmitt, 1999) in Kustini (2007: 52).
Experiential marketing can be used effectively when applied to certain situations. There are
several benefits that can be accepted and felt by a business entity according to Schmitt (1999:
34), among others: (a) to revive a declining brand, (b) to distinguish a product from a competing
product, (c) to create an image and the identity of a company, (d) to promote innovation, and (e)
to persuade experiments, purchases and customer loyalty.
South Sumatra Province has 68 hotels spread throughout the area, in Palembang city has
39 hotels. There are several international hotels such as Aryaduta, Arista, Novotel, Aston and
Horison hotels, then the others are domestic hotels such as Sandjaya, SahidImara, Swarna
Dwipa, Grand Zuri, Royal Asia Hotels, Lembang, Princess and so on. The South Sumatra
regional government also has six hotels, namely Swarna Dwipa hotel and Asrama Haji in
Palembang, Serelo hotel in Lahat Regency, TelukGelam hotel in OganKomeringIlir, Swarna
Dwipa hotel in MuaraEnimRegency and Darma Agung Pagaralam hotel. From the six hotels,
only the Swarna Dwipa hotel has a pretty good management, while the others according to the
South Sumatra regional administration tend to be careless. Whereas in South Sumatra hotel
competition is getting tighter due to the emergence of new hotels.
Experiential Marketing Model in hotels owned by the South Sumatra regional government
will assist in the management of hotels owned by the South Sumatra government in order to
survive in very tight competition conditions. An experiential marketing strategy is an evolution
of relational marketing. Experiential marketing will create experiential value that causes
customers to be satisfied and willing to visit the hotel again.
LITERATURE REVIEW
Schmitt in Sudarmadi and Dyah Hasto Palupi, (2001 : 26) Experiential Marketing is a marketing
approach that involves consumers’ emotions and feelings by creating positive experiences
that are not forgotten so that consumers consume and fanatic on certain products. Elements of
experiential marketing strategies are sense, feel, think, action and relate. Schmitt (1999 : 63)
argues that experiential marketing can be measured using five factors:
1. Sense / Sensory Experience
Sense Experience is defined as an effort to create experiences related to the five senses
through sight, sound, touch, taste and smell. Where it is used to differentiate business
entities and products in the market, motivate consumers to want to buy these products and
deliver value to their customers.
2. Feel / Affective Experience
Feel Experience is a strategy and implementation to give brand influence to consumers
through communication (advertising), product (packaging and contents), product identity.
Every company must have a clear understanding of how to create feelings through
consumption experiences that can drive consumers’ imagination that consumers expect can
make decisions to buy. Feel experience arises as a result of contact and interaction that
develops over time, which can be done through feelings and emotions generated. Besides
that, it can also be displayed through ideas and pleasure and reputation for customer service.
The purpose of Feel Experience is to drive emotional stimuli (events, agents, objects) as
part of feel strategies so that they can affect consumers’ emotions and moods.
3. Think / Creative Cognitive Experience
The goal is to encourage consumers so that they are interested and think creatively so that
they might produce a re-evaluation of the company and brand. Think Experience refers more
to the future, focused, value, quality, and growth and can be displayed through inspirational,
high technology, surprise. There are several principles contained in the think experience:

a. Surprise, is an important basis in attracting consumers to creative thinking. Where

surprise arises as a result if consumers feel getting something more than what is desired
or expected so that satisfaction arises.
b. Intrigu, is a thought that depends on the level of knowledge, things that attract consumers,
or experiences that were previously experienced by each individual.
c. Rovovacation, its nature creates a controversy or surprise both pleasant and less pleasing.
4. Act / Physical Experience dan Entitle Lifestyle
It is a marketing technique to create a consumer experience that is related to the body
physically, behavior patterns, and long-term lifestyle and experiences that occur from
interaction with others. Where lifestyle is reflected in actions, interests and opinions. Act
Experience in the form of a lifestyle can be applied by using ongoing trends or encouraging
the creation of new cultural trends.The purpose of the act experience is to give an impression
of behavior patterns and lifestyles, as well as enrich the pattern of social interaction through
the strategies undertaken.
5. Relate / Social Identity Experience
Relate Experienceis a combination of the four aspects of experiential marketing, that was
sense, feel, think and act. In general, relate experience shows relationships with other people,
other groups (such as work and lifestyle) or a broader and abstract social community (eg.
country, society, and culture). The aim of relate experience is to connect these consumers
with the culture and social environment reflected by the brand of a product.

In addition to field problems, many similar studies have been carried out with different results.
Among them according to Andriani Kusumawati (2011) examining the effect of experiential
marketing on customer satisfaction and loyalty, it was found that there was a significant effect
between experiential marketing variable (X) on customer loyalty (Y) with customer satisfaction
(Z) as an intermediate variable.
Reymond Setiabudi and Diah Dharmayanti (2010) revealed that experiential marketing had
a positive effect on customer satisfaction and customer loyalty. Then the results of research
conducted by OsinTauli and Marhadi (2012) on the effect of emotion marketing and experiential
marketing on customer loyalty indicated that independent variables namely product, equity,
sense, feel, think, act and relate had a significant influence simultaneously the dependent
variable was customer loyalty.
Khaled Alkilani, et al. (2013) examined the effect of experiential marketing and customer
satisfaction on customer commitment, the results showed that only sense and feel had a positive
effect on customer satisfaction and customer satisfaction had a positive effect on customer
commitment. Whereas think, act and relate had no significant effect on customer satisfaction.
Ren-Fang Chao (2015) did research in the influence of experiential marketing on customer
loyalty with brand image and satisfaction as an intermediate variable, indicating that experiential
marketing had no significant effect on customer loyalty and brand image and satisfaction
variables significantly influence customer loyalty.
R. Ozturk (2015) examines the relationship between experiential marketing, customer
satisfaction and customer loyalty, the results showed that experiential marketing had a positive
and significant relationship to customer satisfaction and customer loyalty. Then research
conducted by Farshad Maghnati, et al. (2012) on the relationship between experiential marketing
and experiential value showed that there was a positive and significant relationship between
experiential marketing and experiential value.

RESEARCH METHODS
This research is a marketing management research which included: 1. Analyzing the marketing
strategies for hotels owned by the South Sumatra regional government, that was the market
strategy and the service marketing mix strategy. 2. Designing an experiential marketing strategy
for hotels owned by the South Sumatra regional government. 3. Designing an experiential
marketing model for hotels owned by the South Sumatra regional government. Outcomes from
research activities: 1. Experiential marketing strategy for hotels owned by the South Sumatra
regional government. 2. Experiential marketing model for hotels owned by the South Sumatra
regional government. 3. Publications in international journals. 4. Draft Dissertation.
This research used conclusive design, especially descriptive, that was research conducted
to determine the value of independent variables, either one variable or more (independent)
without making comparisons or linking with other variables.
The population of this study was hotel customers owned by the regional government of South
Sumatra that was Swarna Dwipa hotel and Asrama Haji in Palembang, Serelo hotel in Lahat,
Gunung Gare hotel in PagarAlam and Swarna Dwipa hotel in MuaraEnim. The population was
infinite, so the sample would be taken as many as 350 respondents with purposive sampling
technique, which was deliberate sampling because it was in accordance with the research
objectives.
The research material in the form of marketing management materials were conclusive that
was analyzed descriptively, the results of the analysis were then interacted with the research
material in the form of business units of typical regional products that were empirical-descriptive
which were analyzedusing qualitative analysis methods.
Research results that had been analyzed were then interpreted and would be used as a
basis for knowing hotel marketing strategies, experiential marketing strategies and explaining
experiential marketing models. Then the results would be synergized with S3 dissertation
entitled Service Quality, Experiential Marketing and Service Innovation on Experiential Value
and Customer Satisfaction in the Hotel Sector in South Sumatra.
RESEARCH RESULT
A. Marketing Strategy for Hotels Owned by Regional Government of The South Sumatra
Province
1. Market Strategy
Based on the results of the research showed that the characteristics for hotels owned by
the South Sumatra regional government when viewed from the reason for staying the
most was due to holidays (47%), based on the highest gender of women (52.5%), the
most marriage statuses were married (75.5 %) and based on the most jobs were private
employees (52.5%). During this time the Swarna Dwipa, Serelo and SerasanSekundang
hotels were mostly guests because of official service. While Gunung Gare and
SegantiSetungguan hotels were in addition to official activities for tourism.
2. Product Strategy
The strategy of hotel products owned by the South Sumatra regional government in the
form of renting hotel rooms, villas and meeting hall. Facilities provided by standard
three-star hotels, such as rooms equipped with beds, air conditioning, television and
wifi, for the Serelo Lahat and Swarna Dwipa Palembang hotels were equipped with a
swimming pool.

3. Price Strategy
Price strategies for hotels owned by the South Sumatra regional government were based
on competition. Hara set was equivalent to the price of other three-star hotels. Only
the Serelo Lahat hotel set prices a little lower than other hotels and used psychological
prices by setting odd prices.
4. Promotion Strategy
Promotion strategies for hotels owned by the South Sumatra government used
promotional mix in the form of advertisements via the internet and brochures.
5. Place Strategy
Hotels in the South Sumatra regional government are all strategically located. Swarna
Dwipa Hotel is in the center of Palembang city which is close to government centers and
shopping locations. Likewise, the Serelo hotel is located in the center of Lahat city and
the hotel SerasanSekundang is also located on the main road of MuaraEnim City - Lahat.
Whereas Gunung Gare and SegantiSetungguan hotels are located in tourist areas and
PagarAlam plantations, which are located on the slopes of Mount Dempo, the air is cool.
6. Service Strategy
South Sumatra regional government hotels provided adequate services such as clean
rooms, comfortable lobbies, spacious parking, a fairly complete and tasty breakfast,
friendly and responsive employees. For the five government-owned hotels that had the
same service standards, only the SegantiSetungguan hotel whose breakfast was less
complete.
7. Physical environment
The interior and exterior design ofor hotel owned by the South Sumatra regional government
was simple, because most of the old buildings. Even for hotels SerasanSekundang building
was not well maintained. As for the others, even though the building was an old model but
it was quite well maintained. The environment around the hotel was quite comfortable,
especially for Gunung Gare and SegantiSetungguanthe surrounding environment was
very convenient because it was on the slopes of the mountains.
B. An Experiential Marketing Strategy for Hotels Owned by Regional Government of

The South Sumatra Province
Marketing strategies carried out by hotels owned by the South Sumatra regional government
had not been able to increase the number of occupancies. So that the hotel needed a strategy
that could increase customer satisfaction.
1. Sense experience
The strategy of sense experience in hotels owned by the South Sumatra government
could be done by raising local culture and wisdom, such as welcoming guests with
dances and music typical of South Sumatra. Vision appeal for example by attaching
photos of tourist destinations on the walls of the hotel, displaying decorations that
were local handicraft products, such as songket, jumputan, purun, rattan and so on as
an attraction in the hotel room or lobby. Employees used typical uniforms in South
Sumatra. Hearing appeal for example by playing music and songs typical of the region
of South Sumatra. Then from the appeal of taste for breakfast dishes could be served
a typical regional menu such as Pempek, Burgo, Laksan, Celimpungan, Tekwan and
cakes typical of South Sumatra, with the appeal of the five senses were expected to
create an unforgettable impression so that customers would return to stay in the future.

2. Feel experience
The hotel identity would also be better to use local identities such as sandals, soap,
shampoo, toothpaste and toothbrushes given an identity that made it easy for consumers
to remember the identity of the hotel. Hotels also needed to communicate their services
to consumers through the internet, brochures still needed to be done. Reputation of
service might be improved by providing impressive services, by providing convenience
in the management procedures, friendly and pleasant services and maintaining security
in the hotel environment.
3. Think experience
Giving consumers a surprise or surprise gift, for example associated with a consumer’s
birthday, company anniversary or other big days. Conduct inspirational activities that
inspired positive associations, for example by commemorating major holidays.
4. Act experience
Hotels in the South Sumatra regional government needed to create a new cultural trend
that elevated local culture, so that all guests would always be reminded and repeat their
stay at the hotel. The identity of the hotel, the attractiveness of the interior, the food
menu, the music, the hospitality of its employees would be imprinted on consumers’
memories.
5. Relate experience
Combining these four experiences was to provide value to experiences that satisfied
consumers, that was with five sensory experiences, behavioral experience, experience
of knowledge and physical experience.
C. An Experiential Marketing Model for Hotels Owned by The South Sumatra Regional
Government
Based on the results of the analysis, the following could be interpreted:
1. Model Match Analysis
Analysis
No Goodness of Fit Index Cut off Value Decision
Results
1 Chi Square Smaller than Chi Square Table
2 Significance Probability > 0,05 0,0026 Not Fit
3 GFI > 0,90 0,94 Fit
4 AGFI > 0,90 0,89 Not Fit
5 CFI >0,95 0,99 Fit
6 NFI >0,90 0,98 Fit
7 SRMR <0,05 0,035 Fit
8 RMSEA < 0,08 0,049 Fit
From the table above, it could be concluded that almost the overall size of the match
states that the data used was fit. So that it could be continued as data analysis.
Conformatory Factor Analysis (CFA)
Based on the results of the CFA analysis, the data obtained that some dimensions had a
low value which caused the data to be unreliable (VE value was lower than 0.5), so that
the data was removed from the model.
Following are the results of the CFA analysis:

Customer experience marketing variable (X1)

VARIABLE S.LOAD S.LOAD^2 1 - S.LOAD^2
X1.3 0,55 0,30 0,70
X1.4 0,85 0,72 0,28
X1.5 0,66 0,44 0,56
Total 2,06 1,4606 1,5394
Total^2 4,2436
Variable brand image (X2)

X2.1 0,73 0,53 0,47
X2.2 0,83 0,69 0,31
X2.3 0,79 0,62 0,38
Total 2,35 1,85 1,15
Total^2 5,5225
Satisfaction Variable (Y1)

Y1.1 0,77 0,59 0,41
Y1.2 0,86 0,74 0,26
Y1.5 0,52 0,27 0,73
Total 2,15 1,60 1,40
Total^2 4,6225
Variable Experience Value (Y2)

Y2.1
Y2.2 0,56 0,31 0,69
Y2.3 0,79 0,62 0,38
Y2.4 0,79 0,62 0,38
Total 2,14 1,56 1,44
Total^2 4,5796
Loyalty variable (Z)

Z.1 0,73 0,53 0,47
Z.2 0,78 0,61 0,39
Z.3 0,72 0,52 0,48
Z.4
Total 2,23 1,66 1,34
Total^2 4,9729
CR 0,8
VE 0,6

Full Model
Based on the results of data analysis, all parameters in the whole model were
significant (t obtained value was greater than 1.96). The detailed interpretation of the
analysis model would be explained below.
2. Structural equation
Based on the results of the analysis, the structure equation could be described below.
Y1 = 0.30*X1 + 0.64*X2
Y2 = 0.83*X1 + 0.12*X2
Z = - 0.044*Y1 + 0.96*Y2 - 0.34*X1 + 0.40*X2
The equation model above shows that:
a) Consumer satisfaction (Y1) was directly influenced by the brand image variable
(X2) positively and significantly. While the customer experience marketing (X1)
variable did not significantly affect customer satisfaction.
b) Experience value (Y2) was directly influenced by customer experience marketing
(X1) variables positively and significantly. while brand image (X2) did not
significantly affect the value of experience.
c) Loyalty (Z) was directly influenced by the value of experience (Y2) positively, while
the variables of customer satisfaction, customer experience marketing, and brand
image were not significant. Indirectly customer experience marketing had a positive
and significant influence on loyalty through the value of experience while the
brand image variable was not significant. Indirectly through customer satisfaction,
customer experience marketing variables and brand image were not significant.
Consumer loyalty was influenced by customer satisfaction, convenience,

experience, trust and pride. Based on preliminary research on consumer loyalty for
hotels owned by the South Sumatra government due to ease and trust. Therefore,
in the study of experiential marketing models, the variables of brand image (pride),
marketing experience, value of experience, customer satisfaction and customer loyalty
were taken.
Based on these results indicated that brand image affected satisfaction and marketing
experience affected to the value of experience. This showed that pride in brands would
affect satisfaction, so it was very important for hotels owned by government to build
a positive image of the brand. While the marketing experience would shape the value
of experience, it meant that companiesowned by government needed to provide an
impressive experience for consumers, because this impressive experience would shape
consumer loyalty. Although brand image and marketing experience did not have a direct
effect on loyalty, it would indirectly shape loyalty.
CONCLUSIONS AND SUGGESTIONS

Conclusions
1. The marketing strategy of hotels owned by the South Sumatra regional government was still
very simple so it had not been able to increase the number of occupancies.
2. Experiential marketing strategy was needed for hotels owned by the South Sumatra regional
government by providing an impressive experience that would give value to experience for
customers.
3. Obtain an experiential marketing model that was suitable for hotels owned by the South
Sumatra regional government.
Suggestions
1. Hotelsowned by the South Sumatra regional government needed to renew marketing
strategies.
2. Implementing experiential marketing strategies was by raising local culture and wisdom.
3. Improve brand image was by building a positive image and pride in the brand.
4. Improve customer satisfaction was by an impressive value of customer experience.
REFERENCES
Andriani Kusumawati, 2011. Analisis Pengaruh Experiential Marketing Terhadap Kepuasan
Pelanggan dan Loyalitas Pelanggan :Kasus Hypermart Malang Town Square (MATOS),
Jurnal Manajemen Pemasaran Modern, volume 3 No.1
Andreani, Eransisca, 2007. Experiential Marketing (SebuahPendekatanPemasaran).
Farshad Maghnati, KwekChoon Ling & Amir Nasermoadeli, 2012. Exploring the Relationship
Between Experiential Marketing and Experiential Value in the Smartphone Industry,
International Business Research, vol. 5, No. 11
Khaled alkilani, KwekChoon Ling & Anas Ahmad Abzakh, 2013. The Impact of Experiential
Marketing and Customer satisfaction on Customer Commitment in the Word of Social
Networks, Asian Social Science, vol. 9, No. 1
Osintaulidsn Marhadi, 2012. Pengaruh Emotion Marketing dan Experiential Marketing
Terhadap Customer Loyalty Pondok Khas Melayu di Pekanbaru, JurnalEkonomi, Volume
20, Nomor 4
Ren-Fang Chao, 2015. The Impact of Experiential Marketing on Customer Loyalty for Fitness
Clubs : Using Brand Image and Satisfaction as the Mediating variables, The Journal of
International Management Studies, volume 10 Number 2
ReymondSetiabudiHadiwidjaja dan DiahDharmayanti, 2010. Analisa Hubungan Experiential
Marketing, KepuasanPelanggan Starbucks Coffee di Surabaya Town Square,
JurnalManajemenPemasaran, Volume 2 No. 2
R. Ozturk, 2015. Exploring The Relationships Between Experiential Marketing, Customer

Satisfaction and Customer Loyalty : An Empirical Examination in Konya, International
Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering
Vol. 9, No. 8

The Matrix of Human Resources Development Factors in

Small and Medium Enterprises Typical Regional Products
in Palembang
Zaleha Trihandayani, Management Study Program, Faculty of Economics & Business, Muhammadiyah
University Palembang, South Sumatra, Indonesia
Corresponding Author Email : [email protected]
Abstract
All this time, the typical regional product employees in Palembang were only directed to be able to work from
skills that were owned informally and were handed down from generation to generation so that the ability to
work for their employees was still simple or traditional, even though a small portion had penetrated into
international markets, such as songket which was in demand in allied countries, for example: Malaysia and
Brunei Darussalam. Pempek dan kerupuk kemplang that had been sold in neighboring countries, while carving
cabinets had not entered the international market. The factor matrix of human resource development in small
and medium enterprises typical regional products in Palembang aimed to improve the knowledge, skills, and
emotional intelligence of employees of small and medium businesses typical regional products in Palembang.
For example: kerupuk kemplang from Taiwanese were superior in the international market than kerupuk
kemplang from palembang, it was expected that the typical regional products in Palembang would still not be
left behind despite having entered various similar products from outside the region and even outside the country.
The research design used in conclusive design that was specifically descriptive with purposive sampling method.
It was expected that the typical regional products in Palembang could continue to survive and even be able to
compete with similar products from domestic and abroad. This research was part of a dissertation of intellectual
intelligence, emotional intelligence and employee empowerment of job satisfaction and loyalty employees of
small and medium enterprises typical regional products in Palembang. The continuation of this dissertation was
a research model of the strategy of challenging human resources in small and medium enterprises typical regional
products in Palembang.
Keywords: Matrix of human resource development factors, small and medium enterprises.
INTRODUCTION
The existence of Small and Medium Enterprises (SMEs) is realized so much when looking at
the economic resilience of SMEs that are so large in several parts of the world. According to a
study conducted by HSBC in May 2008 on SME business behavior that was taken the samples
from 10 Asia Pacific countries said that economic uncertainty did not affect their decision to
invest regionally. The development of investment behavior such as the recruitment of new
employees, expanding investment to business partners namely world trade and China is carried
out by SMEs, especially in Bangladesh, Indonesia, India and Vietnam (Purwidianti, 2015).
The opening of opportunities for business people to participate in advancing the economy
can be seen through the size of market activity in the area, in addition to the weak regional
economic structure if not supported by the strength of the structure of small and medium
enterprises (SMEs). The middle and lower layers of the foundation in the structure of the regional
economy so that Hollow Middle does not occur (vacancies in the middle) are medium and large
enterprises that are not supported by small and medium enterprises because of economic shocks
both nationally and internationally.
Human resource development in small and medium enterprises in the typical regional
products in Palembang cannot only rely on the ability of the existing workforce so far, but the
improvement of quality human resources, the creation of the latest technology and methods
and human resource competencies to innovate in the development of SMEs. According
to Zuhal (Cabinet Session, April 3rd, 2013) it is time to change the shallow investment paradigm
with the exploitation of natural resources, minimum value added and cheap human resources
or what is called natural resource driven economy into deep investment with the exploitation
of knowledge, maximum technology transfer, and skillful and educated work forces or called
innovation driven economy.
The progress of Palembang as a Metropolitan City makes Palembang must be ready to
become one of the destinations for trade for economic players both domestic and foreign
countries. Business capabilities must continue to be improved, especially for workers who
come from Palembang, where the majority of them are mostly engaged in small and medium
enterprises (SMEs), in addition to improving product quality and market expansion is also very
important to note.
So far, employees of typical products in Palembang are only directed to be able to work
from skills that are informally owned and carried out from generation to generation so that the
ability of employees to work is still simple or traditional, as the product being seeded, the four
regional specialty products in Palembang are only partially able to survive in the local market
, although a small portion has penetrated into the international market, such as songket which
is in demand in allied countries such as: Malaysia, Brunei Darussalam. Pempek and kerupuk
kemplang that have been sold in neighboring countries, while carving cabinets have not
entered the international market (DISPERINDAG, 2016).
Matrix of human resource development factor in small and medium enterprise typical
regional products in Palembang is very necessary for typical regional products in Palembang so
that the ability of employees of Pempek, Kerupuk Kemplang, Songket and carving cabinets can
continue to be improved so that typical regional products in Palembang can survive and even
compete with similar products from domestic and overseas, such as kerupuk kemplang from
Taiwanese which are superior in international markets than kerupuk kemplang from Palembang
(DISPERINDAG, 2016). This will make typical regional products in Palembang still not be
left even though they have entered various similar products from outside the region and even
outside the country.
Matrix of human resource development factors in small and medium enterprises typical
regional products in Palembang is carried out by analyzing employee knowledge, skills and
emotional intelligence so that employees are able to look at regional products on the one hand as
well as to maintain the existence of employees working in the small and medium business sector
(Hadiyati, 2011 ) Do not let the typical products produced by the local community disappear
drowned out by similar products from outside the region, as happened to Asian products such
as tempeh that can be produced by the European community, such as tempe which we can get
from Cirebon now. new output tempe from Canada (Mujib, 2010).
LITERATURE REVIEW
The results of the study from Endro Sukoco (2015) about the analysis of the influence of ability,
skill and emotional intelligence on employee performance at state- owned banks in Kendari.
The number of constants (βo) was -3.250, which meant that if the variable value of knowledge
about work, work skills, and emotional intelligence was zero, then the employee’s work
performance was -3.250. This value indicated that if the employee was not supported by job
knowledge, work skills and emotional intelligence in carrying out his / her job, the employee’s
work performance was negative.
Ability is the capacity of an individual to perform various tasks in a job, including intellectual
abilities, the ability of knowledge possessed by a person, physical ability / skills to carry out

tasks, the ability of one’s emotional intelligence in work (Behling, 2010).

1. Knowledge
Knowledge reflects a person’s ability to know, understand, realize and live a task / job that
can be developed through formal and non-formal education and experience, (Amstrong,
2010).
2. Skills
Ability to work obtained through formal education or from training, including the ability
to determine how to complete a task / job, the ability to determine the best procedure in
carrying out a task / job, (Supriyanto, 2011).
3. Emotional intelligence
Related to how a person recognizes his own feelings also towards others that can be a good
4
predictor of the success of one’s life (employees) (Hamilton, 2013), the ability to always
believe and think positively towards colleagues work, high self-confidence, high desire for
achievement, (Agustian, 2011).
1. employee understanding about job / 1. ability to determine the method

job coverage complete assignments / jobs
2. understanding of the procedure 2. the ability to determine procedures best
in carrying out assignment / job
execution of tasks / jobs
3. ability to complete tasks well
3. understanding of the way execution 4. ability to determine size the best
of tasks / job quality of work / work can be resolved
4. appreciation of job / job 5. the ability to predict results execution
responsibilities of tasks / jobs
5. understanding of challenges in the
execution of tasks / jobs
6. suitability of knowledge variations
owned with deep knowledge
execution of tasks
Skills
Knowledge
Matrix of Human
Resource Intelligence
Development Emotional
1. the ability to take initiative

2. the ability to always believe and think positively
about colleagues
3. Ability to control oneself in dealing with task /
work problems
Picture 1. Research design

Picture 1
Research design
Inhibiting factors for human resources development (Zulkarnain, 2011):

1. Lack of relations with outside communities, causing alienated labor and remaining confined
to narrow thought patterns.
2. The development of late science and technology is caused by missing information (Fathul,
2010).
3. The attitude of a traditional society, which considers tradition (Hosseini, 2010).
4. Customs or habits, new elements considered as labor can damage the customs or habits that
they have long adopted.
5. Dependence, namely the dependence of a community on another party.
6. Superego, which makes it difficult for someone to accept changes (Crump, 2012).
7. Not confident and not safe feeling.
This research was a human resource management research that was planned to be carried out
in one year, including: 1. Analyzing of SME employee knowledge included: understanding of
the scope of task/job, understanding the procedures for carrying out tasks/work, understanding
the way of carrying out tasks/work, appreciation towards task/job responsibilities, understanding
of challenges in carrying out tasks/work and the suitability of knowledge possessed with
knowledge in carrying out tasks. 2. Analyzing the skills of SME employees including the
ability to determine how to complete a task/job, the ability to determine the best procedure in
carrying out a task/job, the ability to complete a task well, the ability to determine the best quality
of task/job that can be completed and the ability to predict the results of the implementation of
the task/job. 3. Analyzing the emotional intelligence of SME employees included the ability
to take the initiative, the ability to always believe and think positively of co-workers, high
self- confidence, high desire for achievement, the ability to work with colleagues, the ability
to control themselves in dealing with constrained task/job problems in Pempek business unit
only. This stage was carried out in 2018 starting from February to February 2019. The output
of this research activity was 1. Matrix of human resource development factors in small and
medium enterprises typical regional products in Palembang. 2. Publication of research results
in international journals.
The population of this study were employees in the typical regional product SMEs in
Palembang whose numbers were not known infinite. The sampling technique used purposive
sampling technique that was deliberate sampling because it was in accordance with the
purpose of the study, in this study the employees in small and medium enterprises
of Pempek, located in Tangga Buntung area, Seberang Ulu, Agung Mosque Area, Bukit, in
Jenderal Sudirman Street, Basuki rahmat Street, Radial Street, Colonel Iskandar Street and
Kapten A Riva Street.

RESULTS AND DISCUSSIONS

DATA ANALYSIS
Structural Equations
Based on the results of the analysis, the following structural equation was obtained
Sub structural equation
X3 = 1.47*X1 - 0.73*X2, Errorvar.= -0.0033, R² = 1.01
(0.43) (0.43) (0.013)
3.43 -1.72 -0.25
X4 = 1.78*X1 - 1.16*X2, Errorvar.= 0.018 , R² = 0.96

(0.66) (0.65) (0.020)
2.70 -1.77 0.88
Structural equation
Y = - 0.28*X3 + 0.60*X4 + 0.52*X1 + 0.094*X2,Errorvar.=0.12 , R² = 0.83
(2.02) (0.93)
(0.93) (0.022)
-0.14 0.64 0.56
From the above equation, then:

1. Employee development was directly, positively and significantly influenced by employee
competencies, while corporate culture variables had no significant effect.
2. Empowerment of employees was directly, positively and significantly affected by the
shipping competence, while the corporate culture variable was not significantly influential.
3. Employee job satisfaction was directly influenced by employee empowerment, employee
competence, and company culture in a positive and insignificant manner. While employee
development variables had a negative and insignificant effect. Indirectly the variables of
competence and corporate culture had no effect.
CONCLUSION
Employee development was directly, positively and significantly influenced by employee
competencies, while corporate culture variables were not significantly influential, employee
empowerment was directly, positively and significantly influenced by shipping competence,
while company culture variables were not significantly influential, employee job satisfaction
was directly affected by employee empowerment, employee competence, and corporate culture
positively and insignificantly. While employee development variables had a negative and
insignificant effect. Indirectly the variables of competence and corporate culture had no effect.
The government might be more serious in showing partiality in the trade sector of typical regional
products in Palembang. The role of government was very necessary, especially in coaching, it
needed to be created competitive and comparative advantages that were very potential to be
used as a trigger for increased competitiveness, steps to increase employee development
both in the field of production and product distribution. The skills of employees in the use
of production technology and more efficient input of raw materials needed to be developed.
Institutional factors (foster father, banking and market) that support employee empowerment
would need special attention. In addition, in the country need to be followed by the
elimination of high cost economy by eliminating inefficiencies, increasing employee
job satisfaction through improving employee competencies, implementing corporate culture
that supported employee work, developing employee skills and abilities, and empowering
employees.
REFERENCES
Agoes, Sukrisno & I Cenik Ardana, (2010). Etika Bisnis Dan Profesi, Tantangan
Membangun Manusia Seutuhnya, Jakarta: Penerbit Salemba- Empat.
Amstrong, Thomas, (2010). 7 kinds of Smart Multiple Intelligence, alih bahasa T.Hermaya,
Jakarta: Penerbit PT Gramedia Pustaka Utama
Amram,Yosi, (2011). The Seven Dimensions of Spiritual Intelligence, An Ecumenical,
Grounded Theory, Presented at 115th Annual Conference of The American Psychological
Association, San Francisco.
Agustian, Ginanjar (2011). EKS, Emotional-Spiritual Quotient, Berdasarkan 6 Rukun Iman
Dan 5 Rukun Islam, Jakarta: Penerbit Arga.
Behling, O., (2010). Employee Selection:Will Intelligence and Conscientiousness Do The
Job?, The Avadeny of Management Executive,12(1), pp:77-6.
Brooks, Leonard J., (2012). Business and Professional Ethics for Directors, Executives,
& Accountants, Singapre:Thomson South-West
Chopra, Deepak, (2011). The Spontaneous Fulfillment of Desire, alih bahasa Arvin
Saputra, Batam Centre: Karisma Publishing group. Chopra, Swati, (---). Life Positive,
(www.lifepositive.com/spirit/god/spiritual- quotient.asp).
Covey, Steven R., (2011). The 8 Habit, alih bahasa Wandi S.Brata & Zein Isa, Jakarta: PT
Gramedia Pustaka utama.
Crump, Lola V., (2012). Study of Retention and Emotional Intelligence in Public Health,The
Case Study of The Coastal Wealth District, Dissertation for the Degree of Doctor of
Phylosophy, Capella University, USA. www.proquest.com/
Darya, I.G.P., (2012). Pengaruh Ketidakpastian Lingkungan dan Karakteristik Kewirausahaan
Terhadap Kompetensi Usaha dan Kinerja Usaha Mikro Kecil Di Kota Balikpapan, Jurnal
Inovasi dan Kewirausahaan, 1 (1).
Fathul Huda Sufnawan (2010). Pengaruh Kecerdasan Emosional dan Spiritual Auditor terhadap
Kinerja Auditor dalam Kantor Akuntan Publik. http://jurnalskripsitesis.wordpress.com
Hamilton, Diane (2013). Examination of Relationships between Emotional Intelligence and
Mortgage Sales Success, A Dissertation for the Degree of Doctor of Philosophy,
Northcentral University, USA, www.proquest.com/
Hosseini, Maryam, at.al. (2010). A Review Study on Spiritual Intelligence, and
Adolescence and Spiritual Intelligence, Factors That May Contribute to Individual
Differences in Spiritual Intelligence and The Related Theories, A Journal of Social
Sciences 6(3):429-438, Science Publication, Malaysia. http://www.scipub.org.
Hadiyati, E., (2011). Kajian Pendekatan Pemasaran Kewirausahaan dan Kinerja Penjualan
Usaha Kecil, Jurnal Manajemen dan Kewirausahaan, 11 (2).
Jogiyanto, H., (2011). Metodologi Penelitian: Salah Kaprah dan Pengalaman- Pengalaman.
BPFE. Yogyakarta. Mujib, M.F., (2010). Analisis Faktor- Faktor yang Berpengaruh Secara
Langsung dan Tidak Langsung Terhadap Kinerja Usaha kecil & Menengah Studi Pada
Pelaku UKM di Kabupaten Kebumen. Skripsi, Universitas Diponegoro Semarang.
Munizu,M.,(2010).Pengaruh Faktor-Faktor Eksternal dan Internal Terhadap Kinerja Usaha
Mikro dan Kecil di Sulawesi Selatan. Jurnal Manajemen dan kewirausahaan,12(1)
Purwidianti, Wida, (2015). Pengaruh Faktor Internal dan Eksternal terhadap Kinerja
Usaha Industri Kecil dan Menengah di Purwokerto Utara. Jurnal Kinerja. 19 (1)
Roper, S., (2010). Modelling Small Business Growth and Profitability. Small Business
Economics, 13, pp.235-252.
Supriyanto, Achmad, (2011). Analisis Pengaruh Kecerdasan Emosional, Kecerdasan
Spiritual terhadap kepemimpinan transformasional, kepuasan kerja dan kinerja manajer
bank syari’ah Kota Malang.
Sukoco, Endro (2015) Pengaruh Kemampuan, Keterampilan dan Kecerdasan Emosi Terhadap
Prestasi Kerja karyawan Pada bank BUMN Di Kota Kendari
Zulkarnain. (2011). Kompetensi Wirausaha: Pengaruhnya Bagi Pertumbuhan Usaha Kecil dan
Hubungannya Dengan Pendidikan Formal. Jurnal Aplikasi Manajemen, 7 (3).

Pembentukan Kebiasaan (Habbit Formation) Konsumen

Lewat Penggunaan Media Sosial Elektronik
Singgih Santoso,1 Fakultas Bisnis, Universitas Kristen Duta Wacana, Indonesia
Budi Sutedjo Dharma Oetomo,2 Fakultas Teknologi Informasi, Universitas Kristen Duta Wacana, Indonesia
Abstrak
Salah satu hal fenomena utama dalam dunia teknologi informasi dan telekomunikasi saat ini, khususnya internet,
adalah interaksi manusia dengan sesamanya kewat media social elektronik, seperti Facebook, Line, WA dan
lainnya. Hal ini berdampak pada munculnya sejumlah kebiasaan baru terkait dengan seringnya seseorang
menggunakan gadget, yang dapat mempengaruhi pola perilaku mereka dalam mengkonsumsi produk barang
atau jasa. Penelitian ini bertujuan untuk menguji kelayakan model penelitian struktural dan mengetahui apakah
variabel Ketergantungan pada Online Social Network berpengaruh secara positif dan signifikan terhadap variabel
Kepuasan Seseorang, dan apakah variabel Kepuasan Seseorang (Satisfaction) berpengaruh secara positif dan
signifikan terhadap variabel Pembentukan Kebiasaan Bertindak (Habit Formation) Seseorang, khususnya dalam
pembelian barang dan jasa. Disain riset adalah survei menggunakan kuesioner dengan teknik pengambilan sampel
yang digunakan adalah purposive sampling. Menggunakan sejumlah alat uji kelayakan pada model structural
serta pengujian estimasi koefisien hubungan antar variabel, hasil penelitian menunjukkan bahwa Ketergantungan
pada Online Social Network berpengaruh secara positif dan signifikan terhadap variabel Kepuasan Seseorang,
dan variabel Kepuasan Seseorang berpengaruh secara positif dan signifikan terhadap variabel Pembentukan
Kebiasaan Bertindak Seseorang. Sejumlah implikasi dikemukakan untuk hasil penelitian tersebut.
Kata Kunci: Ketergantungan pada Online Social Network, Kepuasan, Pembentukan Kebiasaan Bertindak
Seseorang, Media Sosial Elektronik.
LATAR BELAKANG
Kemajuan teknologi informasi saat ini telah merambah di segenap aspek kehidupan. Hampir
tidak ada lagi kegiatan yang tidak bersentuhan dengan teknologi informasi, baik itu dalam hal
kegiatan usaha/bisnis, pembelian barang dan jasa, pertanian, biologi, kesehatan dan kedokteran,
sampai kegiatan komunikasi antar orang.
Penggunaan media sosial elektronik, seperti WA, Facebook, Twitter, dan lainnya telah
sangat populer dewasa ini, baik di Indonesia maupun di negara tetangga. Saat ini peran
facebook begitu besar dalam masyarakat Vietnam, dan mempunyai peran yang sangat besar
pula dalam mendorong kegiatan pemasaran disana. Namun demikian, ada pula dampak negatif
dari penggunaan media sosial secara berlebihan, seperti banyaknya waktu yang dihabiskan di
depan komputer, sering mengganti status di facebook, sampai lebih suka berkomunikasi lewat
dunia maya daripada bertemu secara fisik (Cheung dan Lee, 2010; Kuss et. al., 2012)
Hubungan antar individu yang dibentuk lewat media sosial elektronik secara intensif akan
memunculkan social benefit atau manfaat sosial; Thadani dan Cheung (2011) secara umum
menyatakan bahwa manfaat sosial yang didapat adalah apapun yang didapat atau dicapai oleh
seseorang saat ia berinteraksi sosial lewat media sosial elektronik, seperti dukungan untuk
sesuatu hal atau masalah, informasi-informasi terkait sesuatu, atau nasehat-nasehat tertentu.
Valkenburg et al., (2009) menambahkan kegiatan sosial seperti ini dapat meningkatkan rasa
percaya diri pada sebagian orang dan dapat meningkatkan kepuasan hidupnya. Dalam praktek
bisnis saat ini, manfaat tersebut dapat diperluas menjadi informasi dan nasehat, atau bahkan
dorongan untuk melakukan kegiatan konsumsi. Di sisi lain, hubungan sosial yang terjalin
lewat media sosial elektronik akan mendorong seseorang untuk lebih banyak berhubungan
dengan dunia maya dan mengakses banyak hal tanpa perlu bertatap muka; hal ini menimbulkan
ketergantungan pada media sosial elektronik (online social network dependency). Dalam

risetnya, Mafe & Blas (2006) menyimpulkan bahwa ketergantungan tersebut dominan pada
generasi muda (generasi Y), berpendidikan tinggi, terekspos dengan baik, serta terbiasa
berinteraksi lewat internet. Walaupun ketergantungan tersebut dapat mengakibatkan hal-hal
yang negatif, Joo & Teng (2017) menyatakan kegiatan media sosial elektronik secara rutin dan
terarah dapat mendorong keakraban, yang jika dimulai dari keluarga, dapat menyebar ke semua
lapisan masyarakat.
Dalam jangka panjang, hubungan sosial yang terbangun lewat media sosial elektronik,
disertai dengan penggunaan serta ketergantungan yang cukup tinggi pada internet, maka
penilaian seseorang akan sebuah merek serta keinginan untuk membeli dan mengkonsumsi
suatu produk atau merek akan banyak tergantung pada opini dan saran yang diberikan oleh
anggota jaringan media. Hal ini akan menimbulkan kepuasan atau ketidak-puasan dalam diri
seseorang setelah ia mengkonsumsi merek dengan panduan dan dorongan dari anggota jaringan
sosial elektronik. Jika kepuasan terus terbentuk, baik karena ia mengkonsumsi dan merasakan
kinerja merek, ataupun karena ia telah menuruti anggota jaringan media sosial, maka dalam
jangka tertentu akan terbentuk kebiasaan untuk mengkonsumsi merek (Thadani & Cheung,
2011).
Tujuan dalam penelitian ini adalah:
1. Ingin mengetahui apakah Ketergantungan pada Online Social Network berpengaruh secara
positif dan signifikan terhadap Pembentukan Kebiasaan Bertindak (Habit Formation)
Seseorang, khususnya dalam pembelian barang dan jasa?
2. Ingin mengetahui apakah Kepuasan Seseorang (Satisfaction) berpengaruh secara positif
dan signifikan terhadap Pembentukan Kebiasaan Bertindak (Habit Formation) Seseorang,
khususnya dalam pembelian barang dan jasa?
KAJIAN PUSTAKA
Media sosial elektronik saat ini menjadi salah satu topik terpopuler dalam dunia teknologi
informasi dan telekomunikasi. Selain karena program aplikasi untuk kegiatan tersebut sudah
banyak, pengguna aplikasi-aplikasi yang ada semakin banyak dan mendominasi kegiatan
komunikasi pribadi maupun sosial saat ini. Komunitas dunia maya menjadi media utama
bagi iseorang individu untuk mengekspresikan diri dan bersosialisasi. Namun demikian, riset
tentang kegiatan individu yang juga bisa menjadi seorang konsumen lewat kegiatan mereka
dalam media sosial elektronik masih sedikit dilakukan (Tran, 2015).
Berikut adalah definisi dari variabel-variabel yang akan digunakan dalam kegiatan pengujian
model penelitian
Online Social Network Dependency (Tingkat Ketergantungan Media Sosial)

Thadani dan Cheung (2011) mendefiniskan Ketergantungan Pada Media Sosial elektronik/
Online (OSN) adalah keadaan dimana seorang individu tidak dapat menghentikan keinginannya
dari mengakses isi media social elektronik berkali-kali dalam sehari; hal ini terkait dengan
ketidak-berdayaan dirinya untuk mengatur kehidupan dan aktivitas sehari-hari.
Penelitian Echeburua dan De Corral (2010) menyatakan bahwa orang yang mempunyai
tingkat ketergantungan pada media social elektonik tinggi sebenarnya sama saja dengan
pecandu-pecandu pada media atau situasi lainnya (missal pecandu obat tidur, pecandu games,
dan lainnya). Demikian pula riset dari La Barbera et. al. (2009) menyatakan bahwa generasi
muda yang mempunyai tingkat ketergantungan pada media social elektonik tinggi biasanya
mempunyai kecenerungan berperilaku narsis.

Tingkat Kepuasan (Satisfaction)

Tingkat kepuasan dapat diartikan sebagai perasaan positif dan bergembira karena sesuatu yang
dikerjakan atau dialami seseorang (Thadani dan Cheung, 2011). Dalam proses pembentukan
kebiasaan (Habit Formation), tingkat kepuasan seseorang pada umunya memainkan peran
yang signifikan. Riset dari Bhattacherjee (2001) menunjukkan kepuasan yang tinggi dari
seseorang saat mengakses atau berhubungan dengan komunitas tertentu akan meningkatkan
ketergantungannya pada media social tersebut serta mulai memebentuk kebiasaannya dalam
berperilaku. Sedangkan Beard (2014) lebih jauh menyatakan bahwa kepuasan yang tinggi saat
melakukan pembelian akan mendorong seseorang untuk menjadi konsumen yang setia dan
mengurangi dampak negative dari ujaran di media social elektronik.
Habit Formation (Pembentukan Kebiasaan)

Ouellette and Wood (1998) mendefinisikan Pembentukan Kebiasaan sebagai respon otomatis
dari sebuah stimulus serta kecenerungan untuk mengulangi respon tersebut saat diberikan
dukungan yang sifatnya stabil. Pada umumnya, kebiasaan akan terbentuk jika proses diulangi
setiap minggu; sekali kebiasaan telah terbentuk, maka perilaku yang berbasis kesadaran akan
berkurang, dan perilaku seseorang akan terjadi secara otomatis (Orbell et al., 2011). Dalam
praktek, kebiasaan seseorang untuk bertindak tidak hanya pada sebuah keadaan, namun berlakuk
juga untuk situasi pembelian; dengan demikian, perlu dikaji Kebiasaan yang Ternbetuk ini
dengan perilaku seseorang, khususnya saat melakukan transaksi online.
Dari pembahasan di atas, berdasar sumber dari Chan et.al. (2014) dan Tran (2015) dapat
dikemukakan model sebagai berikut (Gambar 1):
Tingkat Tingkat Kepuasan Pembentukan

Ketergantungan Kebiasaan
Gambar 1. Model Penelitian
Dari model di atas, hipotesis yang diajukan dalam penelitian ini adalah:
H1: Ketergantungan pada Online Social Network berpengaruh secara positif dan signifikan
terhadap Pembentukan Kepuasan Seseorang (Satisfaction), khususnya dalam pembelian
barang dan jasa.
H2: Kepuasan Seseorang (Satisfaction) berpengaruh secara positif dan signifikan terhadap
Pembentukan Kebiasaan Bertindak (Habit Formation) Seseorang, khususnya dalam
pembelian barang dan jasa.
METODE PENELITIAN
Disain dan Proses Riset
Disain riset adalah survei menggunakan kuesioner, dengan diawali pengambilan sampel
(mahasiswa) sejumlah 30 orang. Diambil mahasiswa karena mereka menjadi subyek penelitian
untuk menguji model penelitian. Teknik pengambilan sampel yang digunakan adalah purposive
sampling. Kepada mahasiswa (responden) akan diberikan kuesioner, yang terdiri dari dua bagian.
Bagian pertama adalah informasi tentang profil mereka, seperti gender, usia, pengeluaran per
bulan, tempat tinggal, serta perilaku mereka dalam berkomunikasi lewat media social elektronik.

Sedangkan bagian kedua adalah kuesioner yang memuat pertanyaan-pertanyaan untuk menguji
model peneltiian tersebut di atas.
Setelah itu dilakukan uji validitas dan reliabilitas; setelah lulus kedua uji tersebut, dilakukan
penyebaran kuesioner kepada 100 mahasiswa dengan metode purposive sampling. Setelah
kuesioner terkumpul, dilakukan pengolahan pendahuluan, untuk memastikan berapa data
yang hilang (missing), isian yang dianggap tidak benar dll. Kemudian dilakukan pengolahan
data untuk model penelitian dan model persamaan structural dengan menggunakan software
AMOS.
Alat Analisis
Data yang terkumpul akan dianalisis dengan menggunakan cross tab untuk data profil serta
analisis model struktural untuk menguji model penelitian. Kegiatan pengujian SEM mempunyai
beberapa tahapan penting. Pertama adalah mendefinisikan konstruk yang ada, kemudian
mengembangkan model pengukuran (measurement model). Setelah itu proses dilanjutkan
dengan pengujian model pengukuran tersebut. Kemudian dilakukan spesifikasi model struktural
(structural model) dan penilaian validitas model struktural tersebut.
Beberapa kriteria goodness of fit telah dikembangkan untuk menginterpretasi sebuah model
persamaan struktural, untuk menentukan derajat kecocokan sebuah model dengan data empiris
yang didapat. Kriteria goodness of fit yang umum digunakan didasarkan pada perbandingan
matrik kovarian data yang diobservasi dengan matrik kovarian yang diestimasi, dengan beberapa
ukuran, antara lain Chi-Square, Goodness of Fit Index (GFI), Adjusted Goodness of Fit Index
(AGFI), Root Mean Square Error of Approximation (RMSEA), Non-Normed Fit Index atau
Tucker Lewis Index (TLI), Normed Fit Index (NFI), dan Comparative Fit Index (CFI). Untuk
kriteria Chi-Square (χ2), angka χ2 yang rendah dan tingkat probabilitas diatas 0,05 menunjukkan
tidak adanya perbedaan antara data observasi dengan data yang diestimasi. Namun besaran
angka χ2 sensitif terhadap jumlah sampel; jika sampel melebihi 200, angka χ2 cenderung
meningkat. Selain itu, angka χ2 juga sensitif terhadap penyimpangan asumsi normalitas data.
Untuk meminimalkan dampak dari jumlah sampel, dikembangkan kriteria rasio χ2 terhadap
derajat kebebasan (df); rasio χ2 / df untuk model yang baik adalah antara 2:1 sampai 3:1 (Rose
et al., 2017). Beberapa kriteria goodness of fit dalam sebuah persamaan model struktural:
Tabel 1. Ukuran Goodness of Fit

Kriteria goodness of fit Angka yang direkomendasi
CMIN/DF <2
RMSEA < 0,07
TLI > 0,95
CFI > 0.95
NFI > 0,90
Sumber: Hair et al., 2010.
HASIL DAN ANALISIS
Penggunaan Media Sosial Elektronik dalam sehari

Table 2. Komposisi Penggunaan Media Sosial

Jumlah Persentase (%)
di bawah 1 (satu) jam 3 2.0
antara 1 (satu) sampai 2 (dua) jam 19 12.7
antara 2 (dua) sampai 3 (tiga) jam 19 12.7
lebih dari 3 (tiga) jam 109 72.7
Total 150 100.0
Sumber: Data Primer diolah
Tabel 3. Komposisi Jenis Media Sosial Elektronik yang digunakan

Jenis Media Sosial Jumlah Persentase (%)
Facebook 73 13.5%
Twitter 73 13.5%
WA 19 3.5%
Line 133 24.6%
Instagram 104 19.3%
lainnya 138 25.6%
Total 540 100.0%
Dari dua tabel diatas terlihat jenis media sosial elektronik yang paling banyak dipakai
adalah Line dan Instagram; ada penurunan penggunaan Facebook dan Twitter. Sedangkan dari
penggunaan per hari, terlihat sebagian besar menggunakan lebih dari tiga jam setiap harinya
untuk mengakses media sosial elektronik.
Sedangkan pengujian model dan estimasi hubungan antar variabel dengan menggunakan
software AMOS, didapatkan hasil berikut:
Tabel 4. Hasil Pengukuran Goodness of Fit

Kriteria goodness of fit Angka
χ 2 / df 1,8947
RMSEA 0,077
TLI 0,862
CFI 0,888
NFI 0,796
Hasil pengujian kesesuaian di atas menunjukkan angka CMIN/DF ada di bawah 2 dan
tingkat kesalahan (RMSEA) ada di bawah 0,08. Sedangkan angka TLI, CFI, dan NFI, semua
masih dibawah 0,9 namun sudah diatas 0,75, yang meunjukkan besaran kesesuaian moderat.
Dengan demikian dapat dikatakan model penelitian tersebut dapat dikatakan sudah sesuai (fit)
dengan model teoritis dan proses dilanjutkan dengan melihat hubungan antar variabel. Hasil
yang didapat:

Tabel 5. Hasil Pengujian Hubungan Antar Variabel

Hubungan antar variabel Probabilitas menolak Ho Keterangan
Tingkat Ketergantungan --> Tingkat Kepuasan 0,000 Hubungan terbukti
Tingkat Kepuasan --> Pembentukan Kebiasaan 0,000 Hubungan terbukti
Dari hasil di atas terlihat variabel Tingkat Ketergantungan berpengaruh secara positif
dan signifikan terhadap variabel Tingkat Kepuasan; sedangkan variabel Tingkat Kepuasan
berpengaruh secara positif dan signifikan terhadap variabel Pembentukan Kebiasaan.
Hasil di atas menunjukkan model penelitian yang menggambarkan hubungan ketiga
variabel sudah sesuai dengan model teoritis, serta hubungan yang dihipotesiskan dapat diterima.
Seseorang yang dalam aktivitasnya sehari-hari tergantung pada perangkat elektronik cerdas
(smartphone), dengan akses minimal tiga jam per hari, cenderung puas dengan kemampuan
teknologi smartphone tersebut dalam memuaskan kebutuhannya, baik kebutuhan dasar,
kebutuhan social maupun kebutuhan egonya. Kepuasan yang terus terakumulasi dengan
semakin seringnya seseorang menggunakan smartphone nya akan membentuk kebiasaan orang
tersebut dalam berperilaku. Kebiasaan tersebut dapat berimbas pada pola perilaku konsumsinya
atas barang dan jasa. Mereka yang sudah puas dan terbiasa menggunakan perangkat digital
dalam berkomunikasi, akan cenderung mengakses situs-situs pembelian online, blog, instagram,
Line, danlainnya untuk berhubungan dengan penjual atau dengan para endoser yang telah
mempromosikan sebuah produk. Hal ini berimplikasi pada perlunya perusahaan menggunakan
media promosi dan pembentukan awareness konsumen lewat media social elektronik.
KESIMPULAN
1. Dari analisis profil responden, didapat hasil bahwa jenis media sosial elektronik yang
paling banyak dipakai adalah Line dan Instagram. Juga didapat hasil bahwa sebagian besar
responden menggunakan lebih dari tiga jam setiap harinya untuk mengakses media sosial
elektronik.
2. Dari pengujian model struktural, didapat hasil bahwa model peneletian telah memenuhi
syarat goodness of fit. Dari estimasi, terlihat variabel Tingkat Ketergantungan berpengaruh
secara positif dan signifikan terhadap variabel Tingkat Kepuasan; sedangkan variabel
Tingkat Kepuasan berpengaruh secara positif dan signifikan terhadap variabel Pembentukan
Kebiasaan.
REFERENCES
Bhattacherjee, Anol. 2001. “An empirical analysis of the antecedents of electronic commerce
service continuance”. Decision Support Systems, 32(2), 201-214.
Beard, R. 2014. “Why customer satisfaction is important (6 Reasons)”. Diambil dari http://
blog.clientheartbeat.com/why-customer-satisfaction-is-important/.
Chan, Tommy K.H., Cheung, Christy M.K, Lee, Zach W.Y., dan Neben, Tillmann. 2014. “The
urge to check social networking sites: Antecedents and consequences”. Paper presented at
the 19th Pacific Asia Conference on Information Systems (PACIS 2014), Chengdu, China.
Cheung, Christy M.K., dan Lee, Matthew K.O. 2010. “A theoretical model of intentional social
action in online social networks”. Decision Support Systems, 49(1), 24-30.

Echeburua, Enrique, dan de Corral, Paz. 2010. “Addiction to new technologies and to online
social networking in young people: A new challenge”. Addictions, 22(2), 91-95.
Hair, J.F., Black, W.C., Babin, B.J., dan Anderson, R.D. (2010). Multivariate Data Analysis
(7th Ed.). Upper Saddle River, New Jersey: Prentice Hall.
Joo, Tang. M. dan Teng, Chan. E. 2017. “Impacts of Social Media (Facebook) on Human
Communication and Relationships: A View on Behavioral Change and Social
UnityInternational”, Journal of Knowledge Content Development & Technology 7 (4), 27-
50.
Kuss, Daria. J., Shorter, G.W., van Rooij, A.J., Griffiths, M.D., dan Schoenmakers, T. 2013.
“Assessing Internet addiction using the parsimonious Internet addiction components
model. A preliminary study”. International Journal of Mental Health and Addiction, 12(3),
351-366.
La Barbera, D., La Paglia, F. dan Valsavoia, R. 2009. “Social Network and Addiction”.
Cyberpsychology & Behavior, 12(5), 628-629.
Mafé, Carla R. dan Blas, Silvia S. 2006. “Explaining Internet dependency: An exploratory
study of future purchase intention of Spanish Internet users”, Internet Research 16(4),
380-397.
Orbell, Sheina, Blair, Catherine, Sherlock, Keilei, dan Conner, Mark. 2001. “The Theory of
planned behavior and ecstasy use: Roles for habit and perceived control over taking versus
obtaining substances”. Journal of Applied Social Psychology, 31(1), 31-47.
Ouellette, Judith A., dan Wood, Wendy. 1998. “Habit and intention in everyday life: The multiple
processes by which past behavior predicts future behavior”. Psychological Bulletin. 124(1),
54-74. http://dx.doi.org/10.1037//0033-2909.124.1.54.
Rose, S. A., Markman, B., & Sawilowsky, S. (2017). Limitations in the systematic analysis
of structural equation model fit indices. Journal of Modern Applied Statistical Methods,
16(1), 69-85.
Thadani, Dimple R. dan Cheung, Christy M. K. 2011. “Exploring the role of online social
network dependency in habit formation”. Paper presented at 32th International Conference
on Information Systems, Shanghai, China.
Tran, Van-Dat dan Huynh, Ngoc D.T. 2015. “Exploring the relationships among social benefits,
online social network dependency, satisfaction, and youth’s habit formation”. International
Journal of Cyber Society and Education Vol. 8 No.2: 99-114.
Valkenburg, Patti M., dan Peter, Jochen. 2009. “Social consequences of the internet for
adolescents”. Current Directions in Psychological Science, 18(1), 1-5.
ABOUT THE AUTHORS

Singgih Santoso: Tenaga Pengajar Tetap, Fakultas Bisnis, Universitas Kristen Duta Wacana,
Yogyakarta, DIY, Indonesia
Budi Sutedjo Dharma Oetomo: Tenaga Pengajar Tetap, Fakultas Teknologi Informasi,
Universitas Kristen Duta Wacana, Yogyakarta, DIY, Indonesia

Rancang Bangun Web Pemasaran Penerbit Buku Berbasis

Riset Konsumen
Budi Sutedjo Dharma Oetomo,1 Fakultas Teknologi Informasi, Universitas Kristen Duta Wacana, Indonesia
Singgih Santoso,2 Fakultas Bisnis, Universitas Kristen Duta Wacana, Indonesia
Abstrak: Dewasa ini, pembangunan situs web tidak dapat ditunda lagi. Namun, umumnya pembangunan situs
hanya didasarkan pada rancangan analis dan pemrogram web yang merujuk pada kebutuhan perusahaan atau
industri. Sementara itu, kebutuhan dan keinginan konsumen terhadap situs web perusahaan atau industri belum
terakomodasi secara maksimal. Merujuk kondisi tersebut, maka penelitian ini dilakukan untuk menghasilkan
gagasan rancangan web pemasaran penerbit buku berbasis riset konsumen dengan studi kasus web Penerbit PT
Pohon Cahaya Semesta. Penelitian yang menggunakan metode survei ini dapat dijadikan model bagi industri
untuk memadukan antara perspektif industri dan riset konsumen dalam merancang web pemasaran yang dapat
menumbuhkan minat beli konsumen. Dari survei konsumen, terlihat dari tiga variabel yaitu daya tarik, desain dan
interaksi yang diperkirakan berpengaruh terhadap tumbuhnya Minat (niat) beli, ternyata hanya variabel interaksi
saja yang sangat berpengaruh.
Kata Kunci: Web untuk Pemasaran, Web Penerbit Buku, Survei Persepsi Konsumen
LATAR BELAKANG
Sudah menjadi kenyataan bilamana terjadi perubahan pola kehidupan dan perekonomian
sejak masyarakat memanfaatkan bahkan mengeksplorasi teknologi informasi untuk berbagai
kepentingan (Turban, King, Lee, Liang, & Turban, 2015). Perubahan itu juga berpengaruh pada
sarana relasi dan pergaulan masyarakat, terutama generasi internet (Tapscott, 2009).
Kini, perusahaan dan industri telah menjadikan teknologi informasi sebagai tumpuan
untuk melayani pelanggan dan pemasok, serta mengelola dan mengontrol semua proses bisnis
yang terjadi di internal perusahaan (Laudon & Laudon, 2015), termasuk di antaranya pola
komunikasi pemasaran (Kotler & Keller, 2009; Wibowo, Wahyudin, & Benyamin, 2012).
Teknologi informasi dengan berbagai variannya, seperti internet, sistem jaringan komputer
lokal perusahaan dan jaringan mobilitas tinggi telah memberikan kontribusi yang besar dalam
mempercepat proses penghimpunan, pengolahan dan pendistribusian data dan informasi.
Pimpinan perusahaan harus mulai mengubah pandangan bahkan kebijakan dalam berinvestasi
teknologi informasi (Kasali, 2017), khususnya dalam inovasi distruptif perusahaan masa kini
(Kasali, 2018) . Kini, teknologi informasi tidak hanya sebagai alat bantu hitung semata, karena
teknologi informasi telah menjadi pusat inovasi, layanan aplikasi dan pengolahan data, serta
sarana komunikasi yang ampuh untuk mendekatkan perusahaan dan industri dengan pasar.
Oleh karena itu, eksplorasi teknologi informasi, khususnya internet untuk komunikasi
pemasaran telah mulai dilakukan berbagai perusahaan dan industri dalam berbagai skala mulai
dari UMKM hingga skala nasional (Oetomo & Santoso, 2014), serta tidak ketinggalan lembaga-
lembaga pendidikan (Oetomo & Santoso, 2017) dan sosial lainnya. Perusahaan atau lembaga
berlomba-lomba untuk membangun situs sebagai citra digital dirinya dan sarana pemasaran di
lingkungan internet.
Apalagi perekonomian yang digerakkan oleh teknologi internet ini terus bertumbuh secara
signifikan. Diperkirakan pada tahun 2025 nanti nilainya menjadi US$ 197 Miliar, atau bertumbuh
650% dari US$ 31 Miliar di tahun 2015 (Kotler, Kartajaya, & Huan, 2017). Fantastis!
Oleh karena itu, kini perusahaan atau industri mulai membangun situs web sebagai sarana
komunikasi dengan masyarakat. Namun, masih sangat terbatas perusahaan atau industri yang
membangun situs web dengan orientasi pemasaran. Umumnya, situs yang dibangun hanya

berorientasi kehumasan yang menyajikan profile usaha dan produk, atau berorientasi penjualan
dengan menyediakan fasilitas transaksi semata.
Selain itu, umumnya pembangunan situs web hanya didasarkan pada rancangan analis dan
pemrogram web yang merujuk pada kebutuhan perusahaan atau industri. Sementara, kebutuhan
dan keinginan konsumen terhadap situs web perusahaan atau industri belum terakomodasi
secara maksimal.
Merujuk kondisi tersebut, maka penelitian yang menggunakan metode survei dengan
studi kasus web Penerbit PT Pohon Cahaya Semesta ini dapat dijadikan model bagi industri
(perusahaan) untuk memadukan antara persepektif industri dan riset konsumen dalam merancang
web pemasaran yang dapat menumbuhkan minat beli konsumen.
Sementara itu, bagi perguruan tinggi, riset ini dapat menjadi model pembelajaran, sehingga
terbentuk logika ilmiah dalam proses pengembangan web pemasaran dengan mengakomodasi
kebutuhan dan keinginan pengakses.
KAJIAN PUSTAKA
Konsumen milenial
Dalam penelitiannya, Tapscott (2009) telah membuat penggolongan antar generasi. Di mana,
orang muda berusia antara 16-29 tahun digolongkan sebagai generasi milenial atau generasi
internet. Tapscott menggambarkan bahwa mereka memiliki kedekatan dan kelekatan terhadap
teknologi internet. Bahkan sehari-hari, mereka terhubung satu dengan yang lain, atau tergabung
dalam komunitas-komunitas maya dan berkegiatan melalui teknologi internet tersebut (Schmidt
& Cohen, 2014).
Mereka memiliki pola baru dalam belajar, bermain, berkomunikasi dan mendapatkan
informasi (Tapscott, 2009), bahkan dalam berbelanja. Beragam aplikasi telah mendigitalkan
produk dan layanan, serta memindahkan hidup sosial mereka menuju situs web yang seakan
menjadi ruangan baru tempat mereka bertemu, bercengkerama, mendapatkan atau menukarkan
beragam barang dan jasa.
Mereka terbiasa mengandalkan mesin pencari (search engine) untuk mendapatkan beragam
informasi yang terkait dengan informasi, barang dan jasa. Rasa ingin tahu dan keberanian
mereka untuk mencoba telah menumbuhkan keberanian untuk mencoba pelbagai aplikasi
digital dan beradaptasi dalam lingkungan internet.
Internet seakan telah menjadi sarana standar dalam berkomunikasi dan menyajikan
pelbagai informasi bagi pengakses. Mereka telah menjadikan internet sebagai ukuran
eksistensi, kredibilitas dan reputasi perusahaan atau industri. Bahkan tidak sedikit dari antara
mereka yang menjadikan internet sebagai sarana membangun kesuksesan dari suatu usaha
baru (Ries, 2015).
Kebiasaan generasi milenial itu pun telah mempengaruhi generasi-generasi sebelumnya.
Cukup banyak orang dari generasi baby boomers, X dan Y yang akhirnya mengikuti kebiasaan
generasi milenial ini. Mereka pun mulai terbiasa menggunakan komputer, smartphone,
mengakses situs-situs web, media sosial dan aplikasi-aplikasi internet lainnya (Adiprasetyo,
2017).
Komunikasi Pemasaran Digital

Teknologi internet telah menghadirkan suatu babak baru dan perubahan yang sangat besar
dalam industri. Kini, perusahaan-perusahaan telah mengandalkan situs web sebagai sarana

komunikasi dan menyajikan informasi. Kondisi itu tentu mempengaruhi, bahkan mengubah
pola komunikasi pemasaran produk-produknya (Prisgunanto, 2014).
Inilah tantangan baru bagi para pemasar dalam era internet. Kini, mereka harus belajar
untuk beradaptasi dengan teknologi itu, agar mereka dapat berkomunikasi dengan masyarakat,
khususnya para konsumen dan pelanggan produk-produknya. Para pemasar harus merancang
dan membangun situs web sebagai sarana komunikasi dan pemasaran yang efektif.
Penelitian tentang efektivitas Web dalam kegiatan pemasaran tiket travel pada PT Golden
Rama Express menunjukkan bahwa bagi jenis usaha jasa yang memerlukan pencitraan dan
tampilan yang bersifat persuasif, maka peran web terbukti signifikan untuk mendorong
pembelian (Gunawan, 2014). Untuk itu diperlukan upaya perbaikan konten web berdasarkan
sudut pandang konsumen atau pelanggan, menerapkan sistem personalisasi di Web, serta
menggiring pelanggan untuk berkunjung ke web secara sistematis.
Pada penelitian terhadap pengaruh antar muka situs pada keputusan konsumen untuk
membeli ponsel; dengan menggunakan eksperimen pada tiga merek ponsel: Nokia, Samsung, dan
Motorola, disimpulkan bahwa konsumen akan bereaksi berbeda dalam hal ketertarikan, perhatian,
dan minat untuk membeli saat ditampilkan tiga tampilan situs yang berbeda (Oetomo & Santoso,
2015). Dalam penelitian tentang upaya meningkatkan pemasaran minyak Atsiri di Wonogiri,
salah satu aspek penting adalah adanya upaya meningkatkan kualitas tampilan web perusahaan
yang dapat mendorong konsumen berkunjung dan berminat mengeksplorasi lebih jauh (Murni,
Seventi, Octoria, & Rahmawati, 2016). Penelitian pada bidang pariwisata menunjukkan bahwa
e-marketing (facebook, email, weblog, dan blacberry messenger marketing), baik secara simultan
maupun secara parsial berpengaruh positif dan signifikan (60,7%) terhadap minat wisatawan
untuk berkunjung ke Pulau Saronde (Hasan & Hatibie, 2014).
Sementara itu, dalam telaahnya, Susanto & Rovelin (2017) mengungkapkan bahwa dalam
melakukan pemasaran digital, maka pengelola perusahaan atau industri wajib memperhatikan:
a. Konteks. Dimana konteks menjadi kunci paling utama dalam memasarkan layanan
maupun produk yang nantinya disajikan secara berulang-ulang, hingga diperoleh
kesadaran publik.
b. Integrated Digital Marketing. Penggunaan pelbagai media sosial yang bertujuan
untuk menjangkau konsumen sebanyak mungkin mewajibkan pengelola senantiasa
mengintegrasi informasi, sehingga tidak terjadi informasi yang tumpang tindih atau
silang selisih.
c. Produk berelasi dengan khalayak. Sebuah merek (brand) atau produk harus dapat
berelasi dengan konsumen atau pelanggannya. Oleh karena itu, perusahaan atau industri
harus dapat memahami keinginan konsumen atau pelanggan, serta dapat menumbuhkan
kepercayaannya melalui informasi yang disajikan secara sederhana, mudah dimengerti
dan diingat.
d. Personalized Marketing. Meskipun, situs-situs yang dibangun merupakan media yang
dapat diakses publik, tetapi hendaknya proses pemasaran digital dapat mempersepsikan
seakan informasi itu diberikan secara khusus bagi konsumen dan pelanggan pengakses.
Perancangan Web Pemasaran

Para pemasar harus membiasakan diri dengan model komunikasi visual yang memiliki tingkat
pengaruh 65% terhadap pengaksesnya dan komunikasi teks yang memiliki tingkat pengaruh
10%. Keduanya akan sangat berpengaruh dalam pembentuk persepsi konsumen pengakses situs
(Diamond, 2013).
Model komunikasi visual itu dapat diejawantahkan dalam bentuk navigasi situs dalam
grafik, ikon dan atribut lainnya, desain tipografi (jenis, ukuran dan tata letak huruf dan tulisan),
kombinasi warna, gambar atau foto, maupun animasi yang atraktif. Sementara itu, komunikasi
teks dapat diejawantahkan dalam bentuk ulasan, artikel, testimoni dan keterangan produk
lainnya (Sklar, 2003; Beaird & George, 2016). Selain unsur komunikasi visual dan teks itu,
perlu diperhatikan faktor interaksi para pengakses dengan situs yang dibangun. Interaksi antara
pengakses dengan situs itu dapat membangun kepercayaan terhadap produk dan meningkatkan
minat beli para pengakses (Sulianta, 2009; Sklar, 2003).
Konsep AIDA
Dalam perancangan web pemasaran tersebut, hendaknya pengembang memperhatikan
konsep komunikasi pemasaran yang disebut AIDA (Guffey, Babcock, & Loewy, 2016). AIDA
merupakan singkatan dari Attention, Interest, Desire dan Action. Konsep itu menggambarkan
hirarki respon dari para pengakses. Dimana, proses respon pengakses diawali dengan tahap
menaruh perhatian (Attention) terhadap barang atau jasa yang ditawarkan. Jika mereka berkesan,
maka ia akan masuk ke tahap ketertarikan (Interest) untuk mengetahui lebih jauh tentang
keunggulan, keunikan atau kehebatan produk atau jasa tersebut. Jika ketertarikan mereka tinggi,
maka mereka akan menuju tahap berminat (Desire), karena barang atau jasa yang ditawarkan
kepada mereka benar-benar sesuai dengan kebutuhan, keinginan atau harapannya. Jika minat
mereka tinggi, maka mereka akan mengambil keputusan atau tindakan membeli (Action to
buy) barang atau jasa yang di tawarkan. Oleh karena itu, pembangunan situs web tidak sekedar
menghasilkan situs yang cantik (Beaird & George, 2016), tetapi peningkatan respon konsumen
hingga akhirnya ia mengambil keputusan dan tindakan untuk membeli. Apalagi, kini konsumen
sudah mengandalkan teknologi, mampu bergerak bebas untuk mencari informasi produk,
bersikap inklusif untuk bertukar atau membagikan informasi, pengalaman dan pengetahuan
atas produk, khususnya dalam komunitas atau grup yang terbentuk (Kartajaya, 2018).
Model Penelitian
Adapun model yang digunakan dalam penelitian ini adalah sebagai berikut:
Daya Tarik Situs
Minat Membeli
Desain Situs
lewat Situs
Tingkat Interaksi
dengan Situs
Gambar 1. Model Penelitian
Dari model di atas, hipotesis penelitian ini dirumuskan sebagai berikut:

H1: variabel Daya Tarik Situs mempengaruhi Minat Beli Lewat Situs
H2: variabel Desain Situs mempengaruhi Minat Beli Lewat Situs
H3: variabel Tingkat Interaksi mempengaruhi Minat Beli Lewat Situs

METODE PENELITIAN
Penelitian dilakukan dengan metode survei lewat kuesioner (Guritno, Sudaryono, & Rahardja,
2011; Jogiyanto, 2008) dengan proses sebagai berikut:
a. Peneliti mengambil sejumlah sampel (mahasiswa) sejumlah 30 orang. Diambil mahasiswa
karena mereka menjadi subyek penelitian untuk menguji model penelitian. Teknik
pengambilan sampel yang digunakan adalah purposive sampling. Di sini mahasiswa
yang diberi kuesioner adalah mahasiswa yang telah berkali-kali menggunakan internet
sebagai media searching saat mengkonsumsi sebuah produk.
b. Kepada mahasiswa (responden) akan diberikan kuesioner, yang terdiri dari dua bagian.
Bagian pertama adalah informasi tentang profil mereka, seperti gender, usia, pengeluaran
per bulan, tempat tinggal, serta perilaku mereka dalam menggunakan gadget. Sedangkan
bagian kedua adalah kuesioner yang memuat pertanyaan-pertanyaan untuk menguji
model penelitian yang ada.
c. Dilakukan uji validitas dan reliabilitas; setelah lulus kedua uji tersebut, dilakukan
penyebaran kuesioner kepada 225 mahasiswa dengan metode purposive sampling.
d. Setelah kuesioner terkumpul, dilakukan pengolahan pendahuluan, untuk memastikan
berapa data yang hilang (missing), isian yang dianggap tidak benar dll.
e. Melakukan pengolahan data untuk model penelitian dan model persamaan regresi
berganda dengan software SPSS.
Metode Analisis Data

Dalam penelitian ini akan digunakan analisis regresi linier berganda, dengan formula:
Y = βX1 + βX2
Sedangkan untuk menguji pengaruh moderasi, digunakan persamaan regresi dengan variabel
moderasi:
Y = βX1 + βX3 + βX1X3
Y = βX2+ βX3 + βX2X3
Dimana :
Y = Variabel dependen (keinginan akses situs)
X1 = Variabel Independen 1 (kualitas tampilan situs)
X2 = Variabel Independen 2 (layout situs)
X3 = Variabel Moderasi (tingkat interaksi situs dengan konsumen)
Β = Koefisien regresi
HASIL DAN ANALISIS

Kuesioner yang didapat dan diverifikasi sejumlah 224 responden, dari 225 yang direncanakan.
Tabel 1. Data berdasarkan Gender

Frequency Percent
Valid Pria 132 58,9
Wanita 92 41,1
Total 224 100,0

Tabel 2. Asal Daerah Responden

Frequency Persentase (%)
Valid DIY 38 17,0
Sumatera 37 16,5
Maluku 8 3,6
Jawa 42 18,8
Kalimantan 50 22,3
Papua 16 7,1
Bali 7 3,1
Sulawesi 13 5,8
Nusa Tenggara 13 5,8
Total 224 100,0
Dari table 1 dan 2 di atas, terlihat responden lebih banyak didominasi pria (58,9%) dan berasal
dari tiga pulau besar di Indonesia, yakni Jawa termasuk DIY (35,8%), Kalimantan (22,3%), dan
Sumatera (16,5%).
Tabel 3. Kesukaan membaca

Valid Suka Membaca 131 58,5
Tidak Suka Membaca 93 41,5
Total 224 100,0
Tabel 4. Pernah melakukan transaksi pembelian buku

Valid Pernah 95 42,4
Tidak Pernah 129 57,6
Total 224 100,0
Dari table 3 dan 4 di atas, terlihat sebagian besar responden memang suka membaca buku,
namun mereka tidak pernah membeli buku secara online.
Tabel 5. Alasan dari responden yang tidak membeli buku online

Responses
N Persentase (%)
Buku_tidak_ditawarkan_online 17 8,1%
Tema_Buku_diminati_tidak_ditawarkan_online 11 5,2%
lebih_suka_membeli_buku_offline 101 47,9%
Jika_membeli_online_tidak_membaca_buku_secara_langsung 47 22,3%
Jika_membeli_online_tidak_diskon 13 6,2%
Lainnya 22 10,4%
Total 211 100,0%

Alasan terbesar responden tidak membeli buku secara online, karena mereka lebih suka
membeli secara offline. Alasan itu ditegaskan lagi, bila membeli buku secara online, mereka
merasa tidak memiliki kesempatan untuk melihat isi buku.
Tabel 6. Jenis Buku yang dibeli responden secara online
N Persentase (%)
$jenis_bukua buku_kuliah 58 30,2%
buku_fiksi 80 41,7%
buku_populer 42 21,9%
buku_LAIN_LAIN 12 6,3%
Total 192 100,0%
Sebagian besar jenis buku jika dibeli lewat online adalah buku fiksi, seperti novel, komik dan
lainnya (41,7%). Kemudian diikuti jenis buku kuliah (30,2%) dan buku popular (21,9%).
Dari analisis profil perilaku di atas terlihat budaya untuk membeli buku secara online masih
belum ada dalam generasi muda (mahasiswa), dan jika membeli buku secara online, jenis buku
yang dibeli bukanlah yang terkait dengan kegiatan pembelajaran.
Tabel 7. Analisis Regresi

Model Summary
Model R R Square Adjusted R Square Std. Error of the Estimate
1 ,505 a
,255 ,245 2,81658
a. Predictors: (Constant), interaktif, disain, daya_tarik
Model Regresi di atas menunjukkan angka R-square yang telah disesuaikan (adjusted) sebesar
0,245. Hal ini menunjukkan hanya 24,5% keputusan membeli buku online disebabkan pengaruh
interaksi dengan situs, disain situs, serta daya tarik situs. Sedangkan lainnya, justru jauh lebih
besr, 76,5%, dipengaruhi oleh sebab lainnya (kemungkinan: harga buku, kemudahan akses, dan
lainnya).
Tabel 8. ANOVAa
Model Sum of Squares Df Mean Square F Sig.
1 Regression 598,931 3 199,644 25,166 ,000b
Residual 1745,283 220 7,933
Total 2344,214 223
Uji ANOVA menunjukkan bahwa secara bersama-sama, variabel DAYA TARIK SITUS,
DISAIN, dan INTERAKTIF secara positif dan signifikan mempengaruhi MINAT (niat)
membeli buku secara online, dengan angka probabilitas menolak Ho di bawah 0,05 (0,000).
Tabel 9. Coefficientsa
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 4,422 1,548 2,856 ,005

daya_tarik ,034 ,082 ,031 ,413 ,680

disain ,059 ,063 ,071 ,938 ,349
interaktif ,447 ,071 ,447 6,268 ,000
a. Dependent Variable: niat
Dari hasil pengujian signifikansi variabel independen, terlihat hanya variabel INTERAKTIF
yang secara positif dan signifikan mempengaruhi MINAT (niat) membeli buku secara online,
dengan angka probabilitas menolak Ho di bawah 0,05 (0,000). Hal ini menunjukkan interaksi
yang bagus akan menumbuhkan kepercayaan konsumen pada situs PT. Pohon Cahaya Semesta,
sehingga konsumen berniat membeli buku di penerbit PT. Pohon Cahaya Semesta secara online.
Dari hasil penelitian tersebut, tampak bahwa variabel Interaktif memang secara positif dan
signifikan mempengaruhi Minat (niat) beli konsumen. Hal itu dapat dipahami bahwa: informasi
yang tersaji mudah dimengerti, nama situs mudah diingat, tersedia sarana komunikasi antara
konsumen dan penerbit, seperti fasilitas chat dan email, adanya fasilitas grup pembeli buku,
tersedia fasilitas transaksi online, dan sarana komunikasi online lainnya.
Temuan dari penelitian ini dapat diejawantahkan dalam perancangan situs web pemasaran
penerbit PT. Pohon Cahaya Semesta dalam bentuk penyediaan fasilitas atau aplikasi interaksi,
seperti:
a. Sarana chat dan email untuk interaksi antara pengakses dengan penerbit guna
menanyakan hal-hal terkait produk, harga, potongan harga dan lain sebagainya
b. Sarana chat dan email untuk interaksi antara pengakses dengan penulis untuk menanyakan
hal-hal terkait dengan konten tulisan.
c. Grup atau forum pembeli buku, sehingga antara para pembeli buku dapat saling berbagi
pengalaman, saling mendorong untuk membaca buku-buku yang diterbitkan PT. Pohon
Cahaya Semesta.
KESIMPULAN
Dari hasil olah data tersebut di atas, dapat ditarik kesimpulan bahwa:
a. Ketersediaan sarana interaksi antara pihak penerbit dan konsumen pada situs Web
penerbit akan sangat mempengaruhi minat (niat) untuk membeli buku secara online.
b. Meski kurang tampak berpengaruh, daya tarik berupa ulasan, artikel terkait dengan
buku yang ditawarkan, iklan potongan harga dan testimoni tokoh; serta desain berupa
kombinasi warna, jenis dan ukuran huruf, gambar cover buku, animasi penyajian
buku, tata letak dan desain konten berita, dan katalog buku bukan berarti sama sekali
tidak perlu diperhatikan. Kedua unsur tersebut juga tetap perlu diejawantahkan untuk
mendukung interaksi pengakes dalam situs web tersebut.
REFERENCES
Adiprasetyo, A. (2017). Raksasa Mati Gaya: Bertahan Hidup Lewat Suksesi, Teknologi dan
Konsumen. Jakarta: Kompas.
Beaird, J., & George, J. (2016). The Principle of Beautiful Web Design. Yogyakarta: Penerbit
Andi.
Diamond, S. (2013). The Visual Marketing Revolution. Jakarta: Serambi Ilmu Semesta.

Gunawan, A. (2014). Analisis Strategi dan Taktik Pemasaran Dalam Aktivitas e-Commerce Untuk
Meningkatkan Pertumbuhan PT Golden Rama Express. The Winner Journal vol 15 no 1, 61-71.
Guffey, M. E., Babcock, B. D., & Loewy, D. (2016). Essentials of Business Communication.
Singapore: Cengage Learning.
Guritno, S., Sudaryono, & Rahardja, U. (2011). Theory and Application of IT Research.
Yogyakarta: Penerbit Andi.
Hasan, A., & Hatibie, I. K. (2014). Pengaruh Elektronikal Marketing Terhadap Minat Wisatawan
Berkunjung ke Pulau Saronde. Jurnal Media Wisata vol 12 no 2.
Kartajaya, H. (2018). Citizen 4.0. Jakarta: PT. Gramedia Pustaka Utama.
Jogiyanto. (2008). Metodologi Penelitian Sistem Informasi. Yogyakarta: Penerbit Andi.
Kotler, P., & Keller, K. L. (2009). Manajemen Pemasaran. Surabaya: Erlangga.
Kasali, R. (2017). Disruption. Jakarta: PT. Gramedia Pustaka Utama.
Kasali, R. (2018). Tomorrow is Today. Bandung: Penerbit Mizan.
Kotler, P., Kartajaya, H., & Huan, H. D. (2017). Marketing for Competitiveness. Singapore:
World Scientific Publishing Co. Pte. Ltd.
Laudon, K. C., & Laudon, J. P. (2015). Sistem Informasi Manajemen: Mengelola Perusahaan
Digital. Jakarta: Salemba Empat - Pearson.
Murni, S., Seventi, I. S., Octoria, D., & Rahmawati. (2016). Peningkatan Profit dan Pemasaran
Industri Melalui Pemberdayaan Wawasan Keuangan dan Perancangan Website. Jurnal
Economia vol 12 no 1, 54-66.
Oetomo, B. S., & Santoso, S. (2015). Pengaruh Web Dalam Komunikasi Pemasaran Untuk
Meningkatkan Perhatian dan Ketertarikan Online. Jurnal EKSIS vol 8 no 2, 94-106.
Oetomo, B. S., & Santoso, S. (2014). Pengaruh Faktor-Faktor Pembentuk Antarmuka Pengguna
dan Kepercayaan Terhadap Minat Membeli di Situs UKM. Yogyakarta: FTI - UKDW.
Oetomo, B. S., & Santoso, S. (2017). Efektivitas Situs Web untuk Menunjang Pemasaran
Perguruan Tinggi. CITISEE. Purwokerto: STMIK AMIKOM.
Prisgunanto, I. (2014). Komunikasi Pemasaan Era Digital. Jakarta: Prisani Cendekia.
Ries, E. (2015). The Lean Startup. Yogyakarta: Bentang.
Schmidt, E., & Cohen, J. (2014). Era Baru Digital. Jakarta: Kepustakaan Populer Gramedia.
Sklar, J. (2003). Principles of Web Design. Canada: Thomson Learning.
Sulianta, F. (2009). Web Marketing. Jakarta: Elex Media Komputindo.
Susanto, J., & Rovelin, J. (2017). Digital Marketing in Action. Depok Jawa Barat: Penerbit
Huta.
Tapscott, D. (2009). Grown Up Digital. Jakarta: PT. Gramedia Pustaka Utama.
Turban, E., King, D., Lee, J. K., Liang, T. P., & Turban, D. C. (2015). Electronic Commerce: a
Managerial and Social Network Perspective. Switzerland: Springer International Publisher.
Wibowo, H. S., Wahyudin, U., & Benyamin, P. (2012). Strategi Komunikasi Pemasaran.
e-Journal Mahasiswa Universitas Padjajaran vol1 no 1.
ABOUT THE AUTHORS

Budi Sutedjo Dharma Oetomo: Tenaga Pengajar Tetap, Fakultas Teknologi Informasi, Universitas
Kristen Duta Wacana, Yogyakarta, DIY, Indonesia
Singgih Santoso: Tenaga Pengajar Tetap, Fakultas Bisnis, Universitas Kristen Duta Wacana,
Yogyakarta, DIY, Indonesia

Leader-Member Exchange:
an Integrated Conceptual Model Study of Antecedents
and Outcomes Variables in the Social Exchange
Perspectives

Jati Waskito, SE M.Si, Faculty of Economics, Muhammadiyah University of Surakarta
Economic Science Doctoral Program, Universitas Sebelas Maret Surakarta
Prof. Asri Laksmi Riani
DR. Joko Suyono
Dr. Ahmad Ikhwan Setiawan
Universitas Sebelas Maret Surakarta

Abstract: This study develops and tests integrated models of the antecedents and consequences of LMX, based
on social exchange theory. The survey was carried out by taking samples of paramedics in Yogyakarta. Results
indicate that LMX have unique antecedents (liking, expectations, and Dyad tenure) and outcomes (favor doing,
OCB, and performance rating)

Keywords: LMX, Antecedent, Outcomes
BACKGROUND
An important factor in the leadership process is a relationship, this is because a leader has
their followers /subordinates. Practices and previous studies have shown that the success
of the interaction between leaders and their followers is a central function of a company in
general. The high level of relationship between leaders and followers has been proven to have
a large impact on employee performance, organizational commitment, empowerment, and job
satisfaction (Vatanen, 2003; Marstand, Martin, & Epitropaki, 2017).
Harris, Harris, & Eplion (2007) suggest that, the relationship of superiors and subordinates
provides a useful framework for knowing the quality of their relationship closeness and becoming
a focus on many empirical studies. Changes in the quality of leader-member relationships (for
example, in work and other social interactions) are common between them. Workers who have
a good quality relationship with their superiors will get many benefits and benefits compared to
their colleagues who have a lower quality relationship. These findings highlight that although
members are universally sensitive to how their leaders treat them, members’ responses in
the Asian context can also be influenced by collective interests and role-based obligations.
(Rockstuhl, Dulebohn, Ang, & Shore, 2012).
Organizational researchers have realized the importance of the concept of leader-member
exchange (LMX) which is one concept of social exchange that attracts their attention. Scandura
and Graen (1984) define LMX as an exchange between workers and their leaders. According
to Sparrowe and Liden (Wayne, et al., 1997), LMX theory reveals an interpersonal relationship
involving supervisors and subordinates within the framework of a formal organization. The
relationship is based on social exchange, where each party must offer something to the other
party and each party must see the exchange rationally and equitably (Scandura & Graen, 1984;
Lou, Song, Marnburg, & Øgaard, 2014).
Research on LMX itself has reached its momentum in recent years trying to investigate
various aspects of LMX. For example, Vertical Dyad Linkage (VDL Theory) approached the
previous ALS (Average Style Leadership) model and stated that, rational behavior of leaders
is consistent with all subordinates. Physically, this VDL specifies that unit analysis the
corresponding vertical dyad is not on the workgroup, and operationally the condition requires
within-group relationships that support the LMX approach rather than the relationships between
groups that support ALS (Nelson, 2014).
Analyzing aspects (variables) that might influence or be influenced by LMX variables is
an important study to obtain certainty whether the concept has a unique / specific contribution
to the literature. For example, if the exchange of an employee with a leader (LMX) is more
influential on the attitudes and behavior of workers than other social exchanges, then future
research should focus on LMX (O’Donnell, Yukl & Taber, 2012).
Observing some interesting concepts revealed by these experts, by taking paramedics
(nurses and doctors) at several Puskesmas in Yogyakarta as research subjects, this study tried to
develop and test a conceptual model to be able to study more deeply about the LMX concept.
The purposes of this study are:
1. Analyzing the integrated relationship model of LMX variables with antecedents variables
and outcomes variables
2. Analyzing the effect of antecedents variables (liking, expectations, dyad tenure) on LMX,
and the influence of LMX on variable outcomes (performance ratings, OCB, favor doing).

LITERATURE REVIEW AND HYPOTHESIS
LMX Antecedent Variables
Consistent with research on the study of interpersonal relationships in subordinate supervisor
relationships, according to Byerne (Wayne et al., 1997), investigations conducted by
organizational researchers have shown a growing influence relationship between their leaders
and followers. A (liking) is a significant predictor for LMX on experimental laboratory
study (Wayne & Ferris, 1990; Joseph, Newman, & Sin, 2011). Research Brown, Chen, &
O’Donnell (2017), also found the same things that taste like the perceived superior-subordinate
relationship determines the quality of maraca. Thus, it is expected that the leader’s preference
for a subordinate will be related to the perception of subordinates on LMX quality.
A number of substantial studies of expectations and their impact on behavior have been
carried out. According to Liden, Wayne, and Stilwell (1993), most of the research is concentrated
in fields: education, military and business; all of which still lead to a Pygmalion effect and
measure expectations by manipulating it. They argued that there were only a few studies on
expectations that were carried out in the actual workplace, especially for the level of dyad
analysis. A positive expectation of a leader on a subordinate will emerge through translation of
leader’s behaviors such as delegating challenging tasks, and providing constructive feedback,
desired rewards, and training.
Wayne, Shore, and Liden (1997) estimate that leader expectations for a subordinate will
relate to LMX quality. The study that addresses this problem is carried out by Merton (1984) and
Oren, Tziner, Sharoni, Amor, & Alon (2012), who find the impact of the power of expectations
on behavior. According to Liden, Wayne, and Stilwell (1993), research on expectations and
their impact on behavior has been carried out over the past 30 years. In natural settings where
expectations cannot be manipulated, individuals often form expectations targets based on the
availability of information. Information provided by leaders about members may be indirectly
derived from these sources such as test scores, recommendations, or interviews or from direct
sources such as members for the first few days they work (Rockstuhl et al., 2012).
Liden et al. (1993) also viewed that the relationship between leaders and workers will have
a positive effect on the quality of LMX. According to them, at least a long time the subordinate-
subordinate relationship will increase mutual trust, high feedback, and increasing attention
between the two.
Hypothesis 1: The passions (liking) leader on a worker positive effect on the quality of LMX.
2: Leaders’ expectations for a worker have a positive effect on LMX quality.
3: The length of relationship between leaders and workers (dyads tenure) has a
Positive effect on the quality of LMX
Consequence variables (outcomes) of LMX

According to Liden and Graen ( in Wayne et al. 1997), workers who have high LMX quality
levels, can do work other than what they normally do, while workers who have low LMX
levels are more likely to show more routine work than a work group. Organizational Matching
Behavior (OCB) can be defined as behavior done more than just basic behavior in accordance
with a contract agreed upon by a worker (Eisenberger et al., 1986). This shows that LMX is
positively related to OCB, and directs the field of investigation that provides evidence of this
relationship (Khalid, Muqadas, Farooqi, & Nazish, 2014). Rupp, Shao, Jones, & Liao (2014)
found that LMX has a significant effect on OCB that leads to leadership
The results also quite consistently show a positive relationship between LMX and
performance ratings (Wayne & Ferris, 1990; HM Tse, 2014) Subordinates with high quality
LMX relationship levels may actually have better performance, due to additional support,
feedback, resources, and opportunities. Given to them (Fledman, 1986). In addition, as a result
of the generosity of the bias (leniency) to encourage high performance ratings for workers with
high-quality LMX relationship (Li, Sanders, & Frenkel, 2012).
Schraeder (2006), found that the better the quality of supervisor and subordinate relationships
turned out to bring bias in performance appraisal. Subordinates who have good relations with
many superiors who get a positive assessment of their performance.
Hypothesis 4: LMX has a positive effect on performance appraisal.
5: LMX has a positive effect on OCB.
Based on social exchange theory, Wayne et al. (1997) revealed that the quality of exchanges
that develop between a leader and members will influence the real behavior of a leader. This
is because LMX influences the leader’s support and direction given to members, for example
members will reciprocate the treatment by making a relationship that benefits the leader. These
preferences improve balance in a relationship that benefits the leader. Therefore, it is estimated
that high LMX quality will affect the actions of members who are favored by the leader (Khalid
et al., 2014).
Hypothesis 6: LMX positively influences the actions of members who are favored by the leader.
The relationship of influences between variables as hypothesized in this study will be
apparent in the research model, as shown in Figure 1

Figure 1. Estimated Model Relationship between Variables in Hypothesis
RESEARCH METHODS
The method used for data collection in this study is a survey method with a questionnaire.
Samples were taken using purposive sampling method , by selecting research subject groups
based on the characteristics of the population, namely: active employees of health centers in
DIY, a minimum work period of 5 years, the head of the puskesmas will be chosen to represent
the organization’s leaders, paramedics (nurses and midwives) chosen to represent subordinates
(members of the organization).
Direct visits were made to get the desired respondents in five districts in DIY, successfully
obtaining 28 Puskesmas which stated they were willing to participate in this study. Of the 28
health centers, 175 respondents were taken (147 dyads). A total of 18 dyads (12.2%) included
various kinds of errors so that the raw data could not be used further.
Measurement
All measurements in this variable were developed by several experts in the organizational
field with several adjustments in relation to the chosen study subjects.
1. Liking. This variable is measured using three statements developed by Wayne and Ferris
(1990). The head of the puskesmas responds to these three statement items on a seven scale,
with distances starting from “strongly disagree” (1) to “strongly agree” (7).
2. Expectations. This variable is measured from the estimation of the head of the puskesmas
on the wages that should be received by a paramedic for the next five years or at the end of
his career, which is then reduced by the average salary received by the current paramedics
(Wayne et al., 1997).
3. LMX. This variable is measured by seven statements but developed by Scandura and Graen
(1984). Paramedics respond to the nine statement items on a seven scale, with distances
starting from “strongly disagree” (1) to “strongly agree” (7). (α = 0.9363)
4. Performance ratings. This variable is measured from the results of the performance
rankings done by chief paramedic clinic. The criteria used by the head of the puskesmas to
rank paramedic’s performance is with 5 questions. Two questions were developed by Tsui
(1984). One statement item was developed by Heilman, Block, and Lucas (1992). Two other
items were developed by Wayne et al. (1997). The whole question item uses a five scale,
with distances starting from “strongly disagree” (1) to “strongly agree” (5). (α = 0.9569)
5. Organizational citizenship Behavior (OCB). This variable is measured by modifying seven
questions developed by Smith, Organ, and near (1983). The head of the puskesmas indicated
the paramedic ‘s level of frequency that became his subordinate was related to seven items
of organizational membership behavior. All items are responded to on a seven scale, with
distances ranging from “never” (1) to “always” (7). (α = 0.7307)
6. Favor doing. This variable is measured by three questions developed by Kumar and
Beyerlein (1991). Paramedics indicate their level of frequency on these behaviors on a
seven scale, with distances starting from “strongly disagree” (1) to “strongly agree” (7). (α
= 0.8866)

RESULTS
The results of conformity measurement criteria using Amos are shown in Table 1:
Table 1. Evaluate Hypothesis Models with Goodness-of-Fit Measures

Goodness Of Fit Measures Calculation Of Measures Acceptability
Chi-square test 83,370 Marginal
Goodness-of-fit index 0.837 Marginal
Normed fit index 0.673 Marginal
Comparative fit Index 0.695 Marginal
Table 1 shows the calculation of the criteria for fit model hypotheses resulting in a marginal
level of acceptance. These results indicate that the proposed hypothesis model has not been able
to optimally explain the phenomena that occur, so it is necessary to make a comparison model
in the hope that a more fit model can be obtained.
Table 2. Maximum Likelihood Estimation Results

Regression Weights Estimate SE CR Information
LMX <------- Liking 0.586 0.220 2,647 Significant
LMX <------- Expectations 0.526 0.222 2,372 Significant
LMX <------- Dyads tenure 0.352 0.172 2,043 Significant
Rating <------- LMX 0.343 0.026 13,304 Significant
OCB <------- LMX 0.156 0.035 4,504 Significant
Favor <------- LMX 0.101 0.04 2,425 Significant
Critical ratios are obtained from the quotient between parameter estimates divided by the
standard errors. The significance level used is 95%, with the t table value of 1.645. If the critical
ratio value is greater than the t table value, then the parameter estimation is significant.
The proof of hypothesis based on table 2, is shown in table 3

Table 3. Hypothesis Testing Results

No. Hypothesis Information
1 The preference of a leader in a worker will have a positive effect on the quality Supported
of LMX
2 Leaders’ expectations for a worker have a positive influence on the quality of Supported
LMX
3 The relationship between leaders and workers has a positive effect on the Supported
quality of LMX
4 LMX has a positive effect on performance appraisal Supported
5 LMX has a positive effect on OCB Supported
6 LMX has a positive effect on the actions of members that the leader likes Supported

Model Modified
At this stage modifications will be made to the hypothesized model. Modifications are
done for example by changing the connectivity model between variables or with the null /
independence model. This step is intended to strengthen support for the hypothesis model after
comparing it with the modified model. Aderson & Gerbing (Wayne, et al., 1997), recommends
a comparison of hypothetical models with the model they call “next most likely constrained and
unconstrained alternative “. Constrained models are models in which one or more paths in the
hypothesis model are omitted. Changes in the chi-square value between the hypothetical model
and the constrained model, shows the effect of removing the paths and at the same time is testing
the significance of the modification model to the hypothesis model. If chi-square changes are
significant, this indicates that removal of these paths is important and simultaneously supports
the hypothesis model. Conversely, an unconstrained model is a model formed by adding paths
to the hypothesis model. If the chi-square difference between the hypothetical model and
uncontained the model is not significant, it shows the hypothesis model is more appropriate
because it is considered more parsimony.
1. Constrained model
When viewed from the level of significance, the influence of dyad tenure on LMX compared
to the relationship of other variables is the weakest. Therefore the modification-1 model is
created by removing the path from dyad tenure to LMX eliminated
2. Unconstrained model
An employee who has a strong organizational membership behavior will likely get special
attention from the leader. So that in this modification-2 model, it adds the path from OCB
to performance appraisal. Another possibility is that the more favored an employee is by
his leader, the more he will get a high performance assessment. This arises because of
subjectivity, which results in bias in making judgments. On this basis, a 3-modification
model is formed by adding the path from liking to performance appraisal.
Table 4. Comparison Results between Models

Models X2 df GFI NFI CFI Acceptability
Hypothesis 171,696 48 0.831 0.723 0.772 Marginal
Modification 1 60,288 8 0.873 0.730 0.749 Marginal
Modification 2 72,358 11 0.868 0.716 0.738 Marginal
Modification 3 35,874 11 0.916 0.859 0.894 Applicable

Table 4 shows a comparison of measurement of conformity between hypothetical models and

modification models. From the three modification models, it can be seen that the modification-3
model is better than the other 2 modification models, including better than the hypothesis model.
DISCUSSION
Three LMX antecedents’ variables were examined in this study: perceptions of the preferences
of the head of the puskesmas for paramedics, expectations, and the length of their relationship.
Consistent with prior research (Wayne et al., 1997; Joseph et al., 2011), variables liking and
expectations, both of which are important components that significantly influence the quality of
the relationship between paramedics and the head of the puskesmas. For example, the head of
the puskesmas who has hopes for their subordinates to reach a high position in the puskesmas
is very likely they will build a high quality superior-subordinate relationship.
LMX has a significant influence on performance appraisal, OCB, and favor doing. These
results support the perspective of social exchange in which a worker might help a leader by
doing the desired jobs well, and even doing work better than they should, hoping to get rewards
from leaders through LMX (Joseph et al. , 2011) .
LMX turns out to be a significant predictor of performance appraisal. This may occur
because paramedics consider that the work they are doing is an obligation to the head of the
puskesmas as their leader. So, when paramedics have a strong relationship with the head of the
puskesmas, they will be more motivated to work well (showing high performance).
One thing that was unexpected was the significant influence of the perception variable of
the head of the puskesmas on paramedics on the performance appraisal variable. Even this
additional path can increase the model fit from moderate level to applicable level.
CONCLUSION
As a conclusion, the results of this study reveal that there are several unique antecedents’ variables
on LMX. Antecedent’s variables that may be important for LMX are the characteristics of
interpersonal relationships, the duration of the leader-member relationship, and the expectations
of workers in the future.
In exchange for the high quality of relationships with their superiors, workers will try
to show good performance and behave in a good organizational membership to fulfill their
obligations to their leaders and co-workers.

SUGGESTION
Before providing some recommendations for future research, some limitations that need to be
improved in this study include:
1. The study carried out has a cross-sectional time dimension, so that the relationship pattern
studied is a momentary portrait that describes the relationships that occur during data collection.
2. Sampling of 129 dyads is from the same organization (puskesmas).
The results of this study provide a number of recommendations for future research:
1. Future research should examine how to develop LMX through data series (all the time) by involving
new workers. Particularly LMX changes as a result of the transfer of relationships (dyad) of a
subordinate from a superior to another boss, for example when there is a change of leader
2. Sampling should be improved in terms of the number and variety of the organization. The
addition of the number and variety of organizations is important given the complexity of the
hypothesis model. Research subjects should be taken from workers in private companies so
that variable measurements will be better.
3. The modification 3 model is recommended to replace the hypothesis model, because it is
proven to increase the level of fit (suitability) of the model with the actual phenomenon.
BIBLIOGRAPHY
AshKanasy, NM 1997. Congruence Value in Exchange Leader-Members. Journal of Social
Psychology, 137: 643-663
Bhal, K. 2006. LMX Citizen Behavior Relationship: Justice a Mediator. Leadership &
Organization Development Journal. 27: 106-117
Brown, S., Chen, L., & O’Donnell, E. 2017. Organizational opinion leader charisma, role
modeling, and relationships. International Journal of Organizational Analysis, 25 (1), 80–
102. https://doi.org/10.1108/IJOA-10-2015-0924
Day, DV 1992.The Role of Affect and Ability in Initial Exchange Quality Perception. Group &
Organizational Management, 31: 55-71
DelVecchio, SK 1998. The Quality of Sales Person Manager Relationship: The effect of
Latitude, Loyalty and Competence. Personal Selling & Sales, 18: 31-48
Duarte, NT, Goodson, JR & Kliech NR. 1994. Effect of Dyadic Quality and Duration on
Performance Appraisal. Academy of Management Journal, 37: 499-521
Eden, D., & Shani, AB 1982. Pygmalion Goes to Boot Camp: Expectancy, Leadership, and
Trainee Performance. Journal of Applied Psychology, 67: 149–199
Eisenberger, R., Fasolo, P. & Davis-LaMastro. 1990. Perceived Organizational Support and
Employee Diligence, Commitment, and Innovation. Journal of Applied Psychology, 75:
51-59
Wiesenberger, R. Huntington, R., Hutchison, S., & Sowa. 1986. Perceived Organizational
Support, Journal of Applied Psychology, 71: 500-507
Feldman, JM A Note on the Statistical Correction of Hallo Error. 1986. Journal of Applied
Psychology, 71: 173-176
Ferris, GR 1985. Role of Leadership in the Employee Withdrawal Process: A Constructive
Replication. Journal of Applied Psychology, 70: 777-781
Frone, MR, Russell, M., & Cooper, ML, 1992. Antecedents and Outcomes of Work-Family
Conflict: Testing a Model of the Work Family Interface. Journal of Applied Psychology ,
77: 65-178
Guzzo, RA, Noonan, KA & Elron, 1994. E. Expatriate Managers and The Psychological
Contract. Journal of Applied Psychology , 79: 617-626
Harris, KJ, Harris, RB, Eplion, DM 2007. Personality, Leader-Member Exchanges, and Work
Outcomes. Institute of Behavioral and Applied Management . Unpublish.
Heilman, ME, Block, CJ & Lucas, JA 1992. Presumed Innocent? Stigmatization and Affirmative
Action Effort. Journal of Applied Psychology , 77: 536-544
HM Tse, H. 2014. Linking leader-member exchange differentiation to work team performance.
Leadership & Organization Development Journal , 35 (8), 710-724. https://doi.org/
10.1108/LODJ-09-2012-0119

Hui, C. 1997. Guanxy and Professional Leadership in Contemporary Sino-American Joint

Ventures in Mainlan China . The Leadership Quarterly, 8: 451-462
Joseph, D. L., Newman, DA, & Sin, H.-P. 2011. Leader-member exchange measurement: Evidence
for consensus, construct breadth, and discriminant validity . Building Methodological
Bridges (Vol. 6). Emerald. https://doi.org/10.1108/S1479-8387 (2011)0000006012
Khalid, S., Muqadas, F., Farooqi, YA, & Nazish, A. 2014. Impact of Mathematics on
Organizational Justice and Organizational Justice on Organizational Citizenship Behavior,
3 (10), 21-29
Kumar, K., & Beyerlein, M. 1991. Construction and instrumentation for measuring experimental
behaviors in organizational settings. Journal of Applied Psychology, 76: 619-627
Kockmar, KM. 1997. Further Validations of the Perceptions of Politic Scale (POPS): A Multiple
Sample Investigative. Journal of Management,
Lee, J. 1997. Exchange Leaders, The “Pelz Effect”, and Cooperative Communication between
Group Members. Management Communications Quarterly, 11: 266-287
Li, X., Sanders, K., & Frenkel, S. 2012. How leader-member exchange, consistency explain
Chinese work engagement and HRM luxury hotels employees’ job performance.
International Journal of Hospitality Management , 31 (4), 1059–1066. https://doi.
org/10.1016 /j.ijhm.2012.01.002
Luo, Z., Song, H., Marnburg, E., & Øgaard, T. 2014. The impact of relational identity on the
relationship between LMX, interpersonal justice, and employees’ group commitment.
International Journal of Hospitality Management , 41 , 21-27. https://doi.org/10.1016/
j.ijhm.2014.04.008
Liden, RC Wayne, SJ & Stiwell, D. 1993. A long-term study on the early development of
exchange member leaders. Journal of applied psychology, 78: 662-674
MacKenzie, SB, Podsakof, PM, Fetter, R. 1993. Impact of OCB in Evaluations of Sales Persons
Performance. Journal of Marketing, 50: 123-150
Major, DA Kozlowski, SW, Chao, GT & Gardner, PD. 1995. A Longitudinal Investigation of
Newcomer Expectation, Early Socialization Outcomes, and The Moderating Effects of
The Role Development Factors. Journal of Applied Psychology , 80: 418-431
Marstand, AF, Martin, R., & Epitropaki, O. (2017). Complementary person-supervisor fit:
An investigation of supplies-values (SV) fit, leader-member exchange (LMX) and
work outcomes. Leadership Quarterly , 28 (3), 418-437. https://doi.org/10.1016/j.
leaqua.2016.10.008
Meyer, JP 1984. Testing the Side Bet Theory of Organizational Commitment: Some
Methodological Considerations. Journal of Applied Psychology , 69: 372-378
O’Donnell, M., Yukl, G., & Taber, T. (2012). Leader behavior and LMX: a constructive
replication. Journal of Managerial Psychology , 27 (2), 143–154. https://doi.org/10.1108/
Oren, L., Tziner, A., Sharoni, G., Amor, I., & Alon, P. (2012). Relations between leader -
subordinate personality similarity and job attitudes. Journal of Managerial Psychology ,
27 (5), 479–496. https://doi.org/ 10.1108 / 02683941211235391
Organ, DW 1995. A Meta Analitic Review of Attitudinal and Dispositional Predictors of OCB.
Personnel Psychology, 48: 775-803
Philips, AP & Dipboye. 1989. Correlational Tests of Predictions from a Process Model of the
Interview. Journal of Applied Psychology.
Podsakoff, PM, MacKenzie, SB Bommer, WH 1996. Transformational Leader Behaviors and
Substitutes for Leadership as Determinants of Employee Satisfaction, Commitment, Trust,
and Organizational Citizenship Behavior. Journal of Management

Rockstuhl, T., Dulebohn, JH, Ang, S., & Shore, LM (2012). Leader-member exchange (LMX)
and culture: A meta-analysis of correlates of LMX across 23 countries. Journal of Applied
Psychology, 97 (6), 1097–1130. https://doi.org/10.1037/a0029978
Rupp, DE, Shao, R., Jones, KS, & Liao, H. (2014). The utility of a multifaceted approach to
the study of organizational justice: A meta-analytic investigation into the consideration
of normative rules, moral accountability, bandwidth-fidelity, and social exchange.
Organizational Behavior and Human Decision Processes, 123 (2), 159–185. https://doi.
org/10.1016/j.obhdp.2013.10.011
Scandura, TA & Graen, GB 1984. Moderating Effects of Initial Leader-Member Exchange
Status on The Effects of a Leadership Intervention. Journal of Applied Psychology 69:
428-436
Scandura, TA Graen, GB, & Novak MA 1986. When Managers Decide not to Decide
Autocratically: An Investigation of Leader Member Exchange and Decision Influence.
Journal of Applied Psychology, 71: 579-584
Schraeder, Mike. 2006. How Similarity and Liking Affect Performance Appraisals. Journal for
Quality and Participation . 55: 223-256
Shore, LM & Tetrick, LE 1991. A Construct Validity Study of the Survey of Organizational
Support. Journal of Applied Psychology, 76: 637-643
Shore, LM & Wayne, SJ 1993. Commitment and Employee Behavior: Comparisons of Effective
Commitment and Continuation Commitment with Perceived Organizational Support.
Journal of applied psychology, 78: 774-780
Smith, CA, Organ, DW & Near, JP 1983. Organizational Citizenship Behavior: Its Nature and
Antecedents. Journal of applied psychology, 68: 653-663
Sutton, CD & Woodman, RW 1989. Pygmalion Goes to Work: The Effects of Supervisor
Expectations in a Retail Setting. Journal of Applied Psychology, 74: 943-950
Truckenbrodt, Yolanda B. 2000. The Relationship between Leader-Member Exchange and
Commitment and Organizational Citizenship Behavior. Acquisition Review Quarterly . 45:
234-255
Vatanen, Annika. 2003. Leader Relations in an Intercultural Chinese Context. Publication or
Swedish of Economic and Business Administration.
Wayne, SJ & Ferris, GR 1990. Influence Effect, and Field Study. Journal of Applied Psychology,
75: 487-499
Wayne, SJ, Shore, LM, Liden, RC 1997. Perceived Organizational Support and Leader Exchange
Members: A Social Exchange Perspective. Academy of Management Journal, 40: 82-111
Williams, LJ & Hazer, JT 1986. Antecedents and Consequences of Satisfaction and Commitment
in Turnover Models: A Reanalysis Using Latent Variable Structural Equation Methods.
Journal of Applied Psychology, 71: 219-231


CASE STUDY ANALYSIS OF SUCCESS MDGs per

capita INDONESIAN NATIONAL INCOME TOWARD
CO2 EMISSIONS USING ENVIRONMENTAL Kuznets
CURVE
Dwiyanto,1 Faculty of Economics and Business Universitas Diponegoro
Abstract : The Indonesian government has mainstreamed the MDGs in the National Long Term Development
plan (RPJPN 2005-2025), National Medium Term Development Plan (RPJMN 2004-2009 and 2010-2014), the
Program Annual Work Plan (RKP) and document the State Budget (APBN ) more specifically on the 7 th goal is
to preserve the environment. This study aimed to determine the effect of economic growth on emissions of CO2
in Indonesia. This analysis uses Kuznets curve describes the relationship between economic growth as measured
by per capita income to the level of environmental degradation and will result in a curve with an inverted U shape
(Inverted U Curve) with the type of data used is secondary data in the form of time series data of national income
and emissions of CO2 in Indonesia in 1960 until 2010 it was assumed that vulnerable between the time constant.
The variables in the study are divided into two independent variables national income per capita of Indonesia and
the dependent variable CO2 gas emissions, Based on these results CO2 emission levels the forest area in Indonesia
in the descriptive analysis of consecutive increase and the damage / deficiency in the period 1960-2010. This
study shows that the Enviroment Kuznets Curve (EKC) is not applicable in Indonesia in the case of CO2 emissions
with national income per capita, shown in the regression line which tends to rise. The researchers concluded that
Indonesia is still in the phase 1 where the higher national income per capita higher the emissions of CO2.
Keywords : MDGs, CO2 gas emissions, Kuznets curve, success of the MDGs, RPJPN
INTRODUCTION
A. Background
MDGs declared in the month of September 2000, it was agreed by 189 nations and signed
by 147 heads of government and heads of state in the Summit (Summit) The Millennium United
Nations (UN) in New York, United States. In the summit all the representatives of countries
present agreed to reduce the proportion of people whose income is less than US $ 1 a day to
half between the period 1990 to 2015, found a solution for: fighting hunger, malnutrition and
disease, promoting gender equality and women’s empowerment, ensure basic education for
everyone and supports the principles of Agenda 21 on sustainable development as well as direct
support from developed countries to developing countries in the form of aid, trade, debt relief
and investment.
The main focus in the MDGs is human development, laying the groundwork on a global
partnership for development. It is hoped that countries that richer can support poor countries
and developing in carrying out their development tasks. Secretariat and some development
agencies of the UN, with representatives of various international institutions such as the IMF,
World Bank and OECD as well as experts other international development set eight millennium
development goals with one or more targets for each goal (a total of 18 targets), as well as 48
indicators to monitor and measure progress targets and goals set forth, between the period of
1990-2015.
The millennium development goals is the commitment of the international community
towards the development of a vision of development that promotes human development as
the key to achieving social and economic development sustainable by creating and developing
cooperation and global partnerships. 8 (eight) millennium development goals are as follows:
1) Eradicate extreme poverty and hunger; 2) Achieve universal primary education; 3) Promote
gender equality and empower women; 4) Reduce child mortality; 5) Improve maternal health;
6) Combat HIV / AIDS, malaria and other diseases; 7) Ensure environmental sustainability; and
8) Develop a global partnership for development. The eighth goal of the MDGs is generally a
large topics related to poverty,
The Indonesian government has mainstreamed the MDGs in the National Long Term
Development plan (RPJPN 2005-2025), National Medium Term Development Plan (RPJMN
2004-2009 and 2010-2014), the Program Annual Work Plan (RKP) and document the State
Budget (APBN).
Mainstreaming MDGs in RPJMN 2010-2014 to accelerate the achievement of MDG targets
embodied in the policies and strategies that include:
1. Policies and strategies for reduction of poverty and hunger;
2. Policies and strategies to achieve basic education for all;
3. Policy promotion of gender equality and empowerment of women;
4. Policies and strategies for reduction of child mortality;
5. Policies and strategies to improve maternal health;
6. Policies and strategies for infectious disease control; and
7. Policies and strategies to ensure environmental sustainability.
More specifically, the MDGs (Millennium Development Goals / MDGs) 7th are:
1. Ensuring environmental sustainability.
2. Reducing by half the proportion of people worldwide do not have access to safe drinking
water and good health.
3. Reducing the impact of further loss of biological diversity (biodiversity).
The issue of what exactly we are dealing with so we need to pay attention that the planet
Earth, Consider some of the following issues:
1. The decline in the proportion of forest area to total land area.
2. The small ratio of protected areas.
3. The more inefficient energy consumption.
4. CO2 emissions per capita nationwide.
5. Lack of control for the consumption of substances that harm the ozone (ozone depleted
substance or ODS).
6. The decline in the proportion of the population using biomass.
B. Formulation of the problem

How does the influence of economic growth on CO2 emissions in Indonesia
C. Aim
Knowing the influence of economic growth on CO2 emissions in Indonesia
LITERATURE REVIEW
A. Theory of Economic Relations and the Environment
There interlocking relationship between economic development and the environment. One
theory in economics, namely the Environmental Kuznets Curve (EKC) or environmental Kuznets
curve. This curve is often used to describe the relationship between economic development
and environmental quality. This refers to the hypothesis of an inverse relationship shaped “U”

between the economic output per capita and some measure of environmental quality (Everett
et al, 2010).
CO2
Emission
Figure 1. Environment Cuznet Curve
The shape of the curve is explained as follows. GDP per capita in this case is shown by the
horizontal line, while the damage to the environment in this case indicated by a vertical line,
has three conditions:
• The first condition, at the time of low income, measures to reduce the environmental damage
is not done by humans, for better use of their limited income to meet the basic needs of
consumption;
• The second condition, at a certain level of income has been reached, people began to
consider the trade-off between quality and consumption environment. In this condition the
extent of environmental damage began to slow down, and
• The third condition, after a certain point, the expenditure for the reduction of environmental
damage dominates individuals to prefer to environmental improvements compared to
subsequent consumption. In the end the quality of the environment started to improve along
with economic growth. Environmental Kuznets curve we can understand as processes that
occur at the following explanation:
a. Due to advances in technology: the company initially concentrated on expanding
production as quickly as possible, but as technology develops production processes
cleaner and more efficient power source;
b. Due to changes in behavior: people initially interested in a higher level of consumption,
regardless of the ways is reached, but after a certain point greater consideration given to
other factors that affect the quality of life, including the environment;
c. Because Lewis growth model: the pattern of any economic development characterized
by changing patterns of economic activity. Phase 1, community concentrating primary
resource sectors (ie agriculture) to meet the required consumption; Phase 2, the resource
switches to the secondary sector (ie manufacturing) as basic needs are met and further
consumption is concentrated in consumer goods, and Phase 3, people moving from
the secondary to the tertiary sector (ie services) is characterized by the degree of
environmental damage is much more low.
B. Economic growth
Economic growth is defined as growth in economic activity that led to the goods and
services produced within the community to grow and increase the prosperity of society
(Sukirno 2000). So economic growth measures the achievement of the development of a more
keperiode perekonomian.Dari a period of a country’s ability to produce goods and services

will increase. This increased capability is caused by the increase of production factors in
both quantity and quality. The investment will add capital goods and technology used also
growing. Besides, labor increases as a result of population growth with increasing education
and skill us. Economists define growth or economic development as the increase in GDP / GNP.
In a broad sense, economic growth is used to indicate the development in developed countries.
While economic development to declare progress in Developing Countries (Arsyad 1992).
Economic growth is one of the important indicators to analyze the economic development that
a country. “Growth” (growth) is not synonymous with “development” (development) Economic
growth is one of the requirements of the many requirements needed in the development process
(Meier 1989). Economic growth is only recorded an increase in the production of goods and
services nationwide, while the development dimension lebihluas. One of the goals of regional
economic development is to increase regional economic growth.
C. Indonesian forest
The ratio of forest cover based on satellite imagery captured and aerial photographic surveys
of the land area recorded 52.43 per cent in 2008, down significantly when compared to the
baseline year of 1990 when forest cover reached 59.97 percent. Nevertheless, since 2002 new
policies and programs started to reverse the trend of forest degradation, which began the decade
of the 90s. Indonesian forest degradation and the decline of biodiversity occurs on a large scale
before 2002 as a result of the practice of sustainable forest management, illegal logging, forest
fires and forest conversion to other uses. The conservation and forest restoration have increased
since 2002.
As we all know, that the forests are the lungs of the earth where a variety of live animals,
trees, mining and various other resources that we can get from the forest invaluable to humans.
Forest is also a natural resource that provides substantial benefits for human well-being, both
tangible benefits are felt directly, or intangible perceived indirectly. The immediate benefits such
as the provision of timber, wildlife, and mining. While the indirect benefits such as recreation
benefits, protection and water regulation, pencegahanerosi.
The forest, in this case the carrying capacity of forests to all aspects of human life, animals
and plants is determined at the level of human consciousness of the importance of forests in
forest use and management. Forests serve as media reciprocal relationship between humans and
other living things by natural factors that consists of ecological processes and is a unity that can
support life cycle (Reksohadiprojo 2000).
Given the importance of forests to society, the role and functions of forests need to be explored
further. Utilization of forest resources, if done in accordance with the functions contained in it,
such as the protection function, the function of reserves, production function, the function of
the ability of travel to support human resource development, science and technology, will be in
accordance with the results ingin dicapai.
1. Forests as part of natural resources
In general classification of natural resources are divided into form (Zain, 1997):
a. Land farm
b. forest with various yield
c. natural lands for beauty, recreation or for Scientific research
d. inland fisheries danlaut
e. mineral resources of fuel and non-fuel
f. non-mineral energy sources such as geothermal, solar, wind, water power source, a tidal
wave.

Natural resources can be divided into a resource that can be renewed or can be refilled
or not will be depleted and the resources that can not be renewed or restored as the original
state. We usually classified as renewable resources, such as forests, fisheries, agricultural
and non-renewable resources, such as ores, fossil fuels and so forth.
Forests as part of the national natural resources has a meaning and an important role
in various aspects of social life, the development environment. It has been accepted as an
international agreement that forests that serve important for the life of the world, must be
nurtured and protected from actions that undermine ekosistemdunia.
Forests have a variety of benefits for life. The forest benefits obtained if the forest is
guaranteed its existence so that it can function optimally. The functions of the ecological,
economic and social of the forest will provide a real role when managing natural resources
such as forest conservation efforts in order to achieve sustainable development.
2. Forest functions in development
In the general pattern of long-term development both placed on the economics of which put
emphasis on economic development which manages the wealth of the Earth Indonesia. Such
as forestry and mining have to keep in mind that the management of natural resources, in
addition to the benefit of the present, must also guarantee the life time of renewable natural
depan.Sumberdaya must be managed in such a way that its function can always be maintained
throughout masa.Oleh therefore, natural resources must be maintained so its ability to renew
itself is always maintained. Non-renewable natural resources must be used economically as
possible and this will be the outcome as long as possible. Forestry development should be
increasingly directed for improve the utilization of forests for the domestic industry so that it
can menghasilkannilaitambah and create jobs as much as possible.
General policy for forestry development in Pelita VI set forth in the 1993 Guidelines as
follows:
a. forestry development is directed to provide benefits to the overall prosperity of the
people while preserving the remaining forests, and by giving priority to the preservation
of natural resources and environmental functions, maintain the water system, as well as
to expand business opportunities and employment, improve resources and state revenue,
foreign exchange and refers pembangunandaerah.
b. Development of production of timber and non timber held by improving utilization of
production forests, community forests, forest plantation and natural forest productivity
improvement efforts are supported by the provision of forest plant seeds of superior
forest and forestry cultivation yangtangguh.
c. As one of the determinants of forest ecosystems, improved management of integrated
and environmentally to keep and maintain the function of soil, water, air, climate and
environment and provide maximum benefit to the community.
d. Forest rehabilitation and critical land, soil conservation, rehabilitation of rivers, wetlands,
preservation of natural caves, coral reefs, flora and fauna as well as the development of
improved watershed functions and makindisempurnakan.
e. In forestry development, participation of the public in the surrounding forest
areas including forestry transmigration society need to be given the opportunity
danditingkatkan.
f. Exploitation of forest products tailored to dayadukung natural resources in order to
secure sustainability of forest resources and environmental destruction dapatdicegah.
g. Forestry development should be supported with extension activities, education and
training, legislation, and research and development of information provision.

At the discretion of the coaching core forest area, there are steps to implement the
following:
a. acceleration stabilization of the region
b. Improving quality and productivity of forests and community forest
c. Increased efficiency and productivity of forest management and management of forest
products
d. Community participation, poverty alleviation and income generation daerahtertiunggal.
e. Increasing the participation of cooperatives, medium, small dantradisional
f. The increase in carrying capacity of land through reforestation and land rehabilitation
and quality improvement Environmentalists
g. Quality improvement function conservation areas hutanlindung
h. Preservation of natural resources danekosistemnya
i. Increasing the role of local governments in the implementation of forestry development
j. Improved forestry extension, the role of youth and women in forestry development
k. Forest protection, forest products and other natural resources.
l. Enhancing the role of research and development in forestry development
m. Developing human resources are developed and independent and have the motivation
tall one.
n. Improving institutional, statutory and forestry management information systems.
D. Carbon dioxide (CO2) as the Greenhouse Gases

As one of the greenhouse gas, CO2 distinctive characteristics is not able to be penetrated
by terrestrial wave / long wave / long wave radiation (LWR) derived from the earth’s surface.
Together with the water vapor absorbs CO2 from the earth more than 90% LWR (Trewartha
and Lyle, 1995). However, CO2 is still drivable short-wave radiation (wavelength spectrum
of 0.3 to 4μm) from the sun. Long wave is a wave radiated by a black body (an object with a
temperature above 273 K) with a wavelength spectrum range 4-120μm (Santosa 2002).
CO2 in the atmosphere as if it acts as a trap LWR. The greater the amount of CO2 (carbon
atmosphere), the more LWR trapped. This phenomenon will be followed by an increase in the
proportion of the thermal wave (thermal energy) that can be absorbed by atmospheric particles.
Such improvements will further increase the temperature (degree heat) which is an expression
of the kinetic energy (motion) atmospheric particles.
In addition there are several types of CO2 other gases that are greenhouse gasses methane
(CH4), nitros oxide (NO2), water vapor (H2O), and ozone (O3). Each of GHG will have different
abilities to absorb LWR spectrum. LWR is able to absorb CO2 in the range of 7 μm wavelength
spectrum upward, CH4 and NO2 at wavelengths of 3-7 μm, and H2O absorb wavelengths of
3-20 μm (Santosa 2002).
Each of the gas will also determine the behavior of air heating, but CO2 is regarded as the
main GHG and as these sectors are instrumental in increasing the air temperature.
1. The high rate of growth (Enhanced Emission) CO2
There is a tendency to an increase in CO2 emissions high enough from year to year. Gribbin
(1980) in Santosa (2002) reported that the amount of CO2 emitted in 1860 was still below
2,000 metric tons, increasing rather slowly until 1940 which is around 6,000 metric tons
of dansetelahitu increase markedly, especially after 1960; and by 1970 had reached 20,000
metric tons. In Indonesia is based on a study conducted Algas, in 1990 the contribution of
CO2 occupies the top spot in GHG emissions of around 438,609.64 Ggram followed by
CH4 and N2O (Table 1).

Table 1. GHG emissions in Indonesia in 1990 (The GHG emission of Indonesia in 1990)
Equivalent CO2 emissions (Gg) Percentage emissions (%)
Gas (Gases)
(CO2 emission equivalent) (Emission percentage)
CO2 438,609.64 59.1
CH4 142,042.81 19.1
N2O 31113.21 4.2
other gas 130,809.21 17.6
Total 724,575.26 100
Source (Source): Algas National Workshop (1997) in Santosa (2002)
Murdiyarso (2003) reported that compared to other greenhouse gases in recent decades
CO2 emissions have increased by more than double dari1.400 million tons / year to 2.900
million tons / year. Meanwhile, in the same decade CH4 and N2O emissions actually
decreased. CH4 emissions fell from 37 million tons / year to 22 million tons / year, while
N2O emissions down slightly from 3.9 million tons / year to 3.8 million tons / year.
2. Source Emissions
Compared with other GHG emission sources, source of CO2 emissions come from sectors
that are difficult to stop the pace of growth in carbon emissions. CO2 from combustion of
biomass generated largely through the activities of the forestry sector over the function of land
use for various purposes. This activity is expected to continue Me- Me- nunjukkan ningkat
trend continues with increasing population. While CO2 from combustion of BBF resulting
from energy consumption by industry, transportation, and households are closely related to
development activities. The presumption has been shown that reducing the consumption
of BBF which means a decrease in CO2 emissions will degrade the performance of the
construction considered that some parties (countries) are reluctant to implement them.
E. Ocean Resource Potential and Excellence Indonesia

1. The potential of biological resources
Indonesia as a tropical country, rich in biological resources, expressed by level of biological
diversity tinggi.Dari keaneka- 7000 species of fish in the world, of which there are 2,000
species in Indonesia. The potential for sustainable Indonesian marine fisheries resources
of approximately 6.4 million tons per year, consisting of: large pelagic fish (1.16 million
tonnes), small pelagic (3.6 million tons), demersal (1.36 million tons), shrimp penaeid
(0.094 million tons), lobster (0.004 million tons), squid (0.028 million tons), and reef fish
consumption (0.14 million tonnes). The potential number of allowable catches (JTB) as
much as 5.12 million tons per year, or about 80% of the sustainable potential. This fish
resource potential spread di9 (nine) Fisheries Management region of Indonesia.
Potential mariculture, consisting of fish farming potential (snapper, grouper, gobia);
shrimp, mollusks (kerang- shellfish, pearl, sea cucumbers); and seaweed, its potential
budidaya- area of 2 million hectares (20% of the total land potential of coastal and marine
waters within 5 km of the coastline) with a volume of 46.73 million tons per year. While the
potential of brackish aquaculture (ponds) reached 913 000 ha. For marine biotechnology
potential is still great chances was developed, such as raw materials for the food industry,
natural food ingredients industry, and juvenile fish and shrimp.
Indo-Pacific waters, which are located in part waters Indonesia it is the center of coral
diversity, with more than 400 species. Also various types of seaweed scattered in various
parts of the coast. Our marine biological resources, in addition to having a high biodiversity
also has a large habitat area, namely: 2.4 million ha of mangrove forests and 8.5 million
hectares of coral reefs. In biology, coastal and marine region Indonesia also has a global
value, because waters Indonesia is a place of migratory fish (highly migratory species) such
as tuna, dolphins and various species of whales and turtles.
Potential of marine fisheries above, in order to encourage economic growth is estimated
to have the potential economic value of each: fisheries US $ 15.1 billion per year; mariculture
US $ 46.7 billion per year; aquaculture US $ 10 billion per year and marine biotechnology
amounted to US $ 4 billion per year.
2. Potential industrial and maritime services
In connection with Indonesia is an archipelago with well wila- extensive coastal and
marine, maritime industries and services so that potential to be developed are: a) Shipyard
(manufacture) ships and dock- yard; b) Industrial machinery and equipment of ships; c)
Industrial fishing tools (fishing gears), such as nets, fishing rods, fish finders, rope, etc; d)
Industrial water mill pond (pedal wheel), water pumps, etc; e) Offshore engineering and
structures; f) Coastal engineering andstructures; g) submarine cable and fiber optics; h)
Remote sensing, GPS, GIS, and ICT other things.
F. Previous Research
Research on the EKC relationship with the environment variables have been conveyed
by Andrés (2014), he examines the relationship the amount of carbon dioxide gas emissions
by income per capita in various countries by using Vector Error Correction Model. Another
case with Chen (2007), using panel data for analysis. He also said the other curve forms of
environmental damage relations with income per capita, such as N inverted curve shape,
curve N, Chen U. curve using Fixed Effect Model because only models that can estimate the
relationship FEM consistently. Later this study will refer to Chen by using data of each of each
country selected using the FEM, which assumes KIS provides fixed effects and correlated with
the explanatory variables.
A. Method of collecting data
1. methods documentation
Collecting data in this study, using the documentation that is by collecting data from
selected reports relevant to the topic of research problems. Collecting data in this study
aims to obtain materials that are relevant and accurate. The document in the form of
books, journals, and related literature. The collected data is secondary data issued by the
United Nations and related journals.
B. Analysis method
Data was analyzed using analysis techniques to achieve the research objectives. In reviewing
the factors that influence the level of income, used two tools of analysis as follows:
1. Descriptive statistics
Descriptive statistics are statistics used to analyze data in ways that describe or depict
the data that has been collected as it is without the intention of making conclusions
apply to the public (Sugiyono, 2004: 142).

2. Regression analysis
Regression analysis is a method used to analyze the relationship between variables.
The relationship is shown in equation linking the dependent variable (Y) with one
independent variable, X1. In regression analysis, the pattern of the relationship between
variables is shown in the alleged regression equation based on the data samples. This
study uses regression analysis of non-linear quadratic approach Ordinary Least Squares
(OLS) on the time series data format.
Bartz and Kelly (2004); Stern (2004); Susandi (2004); and Hung and Shaw (2005);
who studies the relationship between prosperity with environmental degradation and
concludes that environmental degradation affects the welfare of the pattern as shown
by Enviroment Kuznets Curve (EKC). This curve describes the relationship between
economic growth as measured by per capita income to the level of environmental
degradation and will result in a curve with an inverted U-shape (inverted U-Curve).
EKC shows that environmental degradation will increase with the increase in
income per capita, but once it reaches a certain point (the turning point) environmental
degradation will decrease even though incomes rose. This condition will be achieved
if the population has sufficient income, so most of the revenue is used to improve the
environment. From the form proposed by Kuznets curve shows that the relationship
between the level of welfare to environmental degradation satisfy the equation squared
(quadratic), namely:
Y =b0 + b1 X + b2 X 2 ....................................................................... (1)
When using regression analysis model non-linear quadratic not meet the assumptions
that are based on Environment Kuznets Curve (EKC), the analysis is continued using
logarithm-linear analysis model, follow Jaunky (20 ..) to examine the relationship of
CO2 emissions to GDP, namely:
LCO2 =
b0 + b1 LGDPt + et
When b1> 1 then the country is still in a phase 1 according to EKC, where GDP per
capita growth also affects the growth of higher CO2 emissions. When 0≤b1 ≤ 1 state
is entered phase 2 by EKC, where GDP per capita growth followed by an increase in
lower CO2 emissions. When b1≤0 the country entered a phase 3 by EKC, where GDP
per capita growth will reduce CO2 emissions.
3. Classic assumption test
Classic assumption test is a series of tests used to determine whether the results of
regression estimation is done completely free of any symptoms of multicollinearity,
autocorrelation, and heteroscedasticity. The regression model will be used as a tool that
is not biased estimation if it meets the requirements of BUE (Best Unbiased Estimator)
that is free from mulitkolinearitas, heteroscedasticity, and autocorrelation.
C. Data Types
Data used is secondary data in the form of time series data of national income and CO2 emissions
in Indonesia in 1960 until 2010 it was assumed that vulnerable between the time constant.
1. Variables Research and Operational Definitions
a. Research variable
The research variables are objects to be studied that have a variety of values. In this
study consisted of dependent and independent variables.

b. Operational Definition of Variables

• Independent variables
○○ National income per capita Indonesia
National Income per capita (GDP / capita) is income divided by the population
of a country in a given period is one year in units of dollars.
Table 2. Relationship GDP per capita Indonesia with forest area and CO2 emissions
Year GDP per capita Forest CO2 emissions
(US Dollar) (103 km) (105 tons)

1990 840.2205453 1185.45 1495.659
1991 899.358963 1166.314 1797.307
1992 947.9722826 1147.178 2025.761
1993 999.9621097 1128.042 2186.009
1994 1058.103376 1108.906 2214.135
1995 1129.060694 1089.77 2249.411
1996 1196.94413 1070.634 2532.907
1997 1234.702937 1051.498 2786.59
1998 1057.089074 1032.362 2102.108
1999 1050.159825 1013.226 2419.89
2000 1086.050898 994.09 2634.189
2001 1109.521783 990 986 2949.075
2002 1142.902849 987 882 3067.372
2003 1180.479734 984 778 3167.921
2004 1222.229512 981 674 3376.354
2005 1273.465176 978.57 3419.918
2006 1324.466828 971.72 3451.197
2007 1388.606391 964.87 3755.448
2008 1451.558317 958.02 4123.872
2009 1498.007243 951.17 4531.055
2010 1570.152937 944.32 4339.895
Source: World Bank (2017)
• Dependent variables
○○ CO2 emissions
CO2 emissions are changing levels of CO2 in the environment of one period to
the next are taken from data from the World Bank.

ANALYSIS RESULTS AND DISCUSSION

A. Description GDP per capita forest area and CO2 Emissions
Figure 2. Graphic Relationship GDP per capita Indonesia with forest area and CO2 emissions
Source: World Bank 2017 (processed)
Based on the chart above year period 1990-2010 GDP per capita Indonesia tends to rise, so does
the CO2 gas emissions. As for the Indonesian forest area from year to year tends to decrease.
B. Relations with the Economic Level of Environmental Damage

The relationship between the level of prosperity with environmental quality is evidenced
by a study conducted by Bartz and Kelly (2004); Stern (2004); Susandi (2004); and Hung and
Shaw (2005); who studies the relationship between prosperity with environmental degradation
and concludes that environmental degradation affects the welfare of the pattern as shown by
Enviroment Kuznets Curve (EKC). This curve describes the relationship between economic
growth as measured by per capita income to the level of environmental degradation and will
result in a curve with an inverted U-shape (inverted U-Curve).
1. Regression Kuadatrik
EKC shows that environmental degradation will increase with the increase in income per
capita, but once it reaches a certain point (the turning point) environmental degradation will
decrease even though incomes rose. This condition will be achieved if the population has
sufficient income, so most of the revenue is used to improve the environment. From the
form proposed by Kuznets curve shows that the relationship between the level of welfare to
environmental degradation satisfy the equation squared (quadratic), namely:
Y =b0 + b1 X + b2 X 2 ......................................................................... (1)
In this study EKC will be proven on the relationship between per capita income with
the level of environmental degradation indicated by the levels of CO2 emissions. This study
uses data per capita income and levels of CO2 emissions in Indonesia during the period 1960
to 2010. Then the equation is as follows:
CO2t =b0t + b1Yt + b2Y 2t + µt ............................................................ (2)
Information:
M = concentration of CO2 emissions (kilo tons)

Y = Income per capita(US dollar)
μ = Error (interruption)
t = time period with t = 1960-2010
Results of regression using Time-series models are as follows:
 2t =
CO −17191.312 +124.242Yt + 0.114Y 2t + µt
Table 3. Significance regression Kuadatrik

Coefficient t-statistic
C -17191,312
Y 124 242 3,900 *
Y2 0114 6,026 *
R2 0982
Adj-R2 0981
F-stat 1323.470
* Significant at α = 5%
Visible results regression equation estimation Kuadatrik not meet the Environmental
Kuznets Curve, because the constant is positive and very small compared to other variables
constant. It could be said that a linear equation.
Table 4. Classical Assumption Test regression Kuadatrik

Value
Durbin Watson 0546
VIF 27 109
Run Test (Asymp. Sig. (2-tailed)) .000
In the classical assumption test known to the estimation equation are positive
autocorrelation kuadatrik for Watson durbin value smaller than the value of dL (dW
<dL;0546 <1.49031). it also happens multikoleniaritas slain because VIF> 10.
2. Logarithmic Linear Regression
Because it tends to be linear, to find out at which stage the Indonesian State under Environment
Kuznetz Curve then used a logarithm linear regression analysis
LCO2 =
b0 + b1 LGDPt + et
The results of the estimation show:
LCO2 =
−19.781 +1.201LGDPt + et
Table 6. Test Significance Linear regression Logarithmic

C -19 781
Y 1,201 73 272 *
R2 0.99
Adj-R2 0.99
F-stat 5368.739
* Significant at = 5%

Table 7. Classical Assumption Test Linear regression Logarithmic

Durbin Watson 0758
The scatterplot
From the Table indicate the presence of positive autocorrelation (d <dL; 0758 <1.52755)
and does not occur heteroskedastisitas because scatterplot is not patterned. Because auto
correlation then done TestCochrane Orcutt
3. Test Cochrane Orcutt
To eliminate the effects of autocorrelation then used the Cochrane Orcutt Test with equation
LagLCO2 =
b0 + b1 LagLGDPt + et
The result indicates
Table 8. Significance lag regression Logarithmic

C -6949
Y 1,177 31 571 *
R2 0.95
Adj-R2 0949
* Significant at = 5%
Table 9. Classical Assumption Test lag regression Logarithmic

Durbin Watson 1,628 *
The scatterplot
* 0.05 significance

After the Test Cochrane Orcutt, classic assumption test can be bypassed where no terjai
autocorrelation (dW> dU; 1,628> 1,602) and free emergency scatterplot heteroskedastisitas
Katen not patterned.
In the significance test the value of R2 = 0.95, meaning that GDP variable explaining
variable CO2 by 95% and the rest is explained in error. GDP variable significantly to CO2
with t> t table. The equation is formed:
LagLCO2 =
−6.949 +1.177 LagLGDPt + et
Lag logarithm of equation linear regression according to Environment Kuznets Curve

Indonesia is still in the first phase, since the coefficient of GDP amounted to 1,177. This
shows that b1> 1
CONCLUTION
CO2 emission levels of the forest area in Indonesia in the descriptive analysis of consecutive
increase and the damage / deficiency in the period 1960-2010. This study shows thatEnviroment
Kuznets Curve (EKC)Indonesia is not applicable in the case of CO2 emissions per capita national
income is shown in the regression line which is likely to rise. The researchers concluded that
Indonesia is still in the phase 1 where the higher the per capita national income the higher
the levels of CO2 emissions. Suggestion In the industrial sector reproduced again the use of
environmentally-friendly technologies and the further emphasized society’s more caring and
protecting the environment.
REFERENCES
Arsyad, Lincoln. 1999. Development Economics Fourth Edition. Yogyakarta (ID): STIE
YKPN.
Bappenas. 2010. Report of the Achievement of the Millennium Development Goals in Indonesia
2010. Jakarta (ID): Ministry of National Development Planning.
Bartz, S. & Kelly, DL (2004). Economic growth and the environment: Theory and facts http://
www.hec.ca/cref/sem/documents/040325.pdf
Chen, Wen. 2007. Economic Growth and the Environment in China - An Empirical Test of
the Environmental Kuznets Curve Using Provincial Panel Data. paper is for the “Annual
Conference on Development and Change”. Cape Town
Denison, EF (1979). Accounting for Slower Economic Growth: The United States in the 1970s,
Washington, DC: The Brookings Institution.
Everett, Tim, MallikaIshwaran, Gian Paolo Ansalonidan Alex Rubin. 2010. Economic Growth
and the Environment, Defra Evidence and Analysis Series Paper 2. Defra.
Grossman, GM and AB Krueger, (1994). Economic Growth and the Environment, the National
Bureu of Economic Research.
Hung, MF & Shaw, D. (2005). Economic growth and the environmental Kuznets Curve in
Taiwan: Asimultaneity model analysis. http://www.sinica.edu.tw/econ/dshaw/download /
ekc.pdf.
Meier P(1989). Constructive thinking: A broad coping with specific variable components,
Journal of Personality and Social Psychology. 57:332-350,
Murdiyarso D. 2003. Ten Year Journey Convention on Climate Change. Jakarta (ID): Compass.

Reksohadiprodjo S, Brodjonegoro. 2000. Environmental Economics Second Edition. Yogyakarta

(ID): BPFE Yogyakarta.
Santosa I. 2002. Greenhouse Gases: Behavior, Impacts and Control of it. Bogor (ID): MIPA-
IPB.
Sulistyastuti. 2007. Development of Education and the MDGs in Indonesia. Yogyakarta.
Sukirno, Sadono. 2000 Modern Macroeconomics: Developments Thought From Classical To
New Keynesian. Jakarta (ID): King Grafindo Library.
Therwartha, GT and Lyle HH 1995. Climate Introduction. 5th edition (Indonesia). Yogyakarta
(ID): Gadjah Mada University Press.
Zain, USA. 1997. Aspects of Development of Forest neighborhood and stratification forestry.
Jakarta (ID): Publisher Rineka Reserved

The Impact of Economic Growth on Income Disparity

and Poverty
Wahyu Hidayat R
Faculty of Economic and Business, Muhammadiyah Malang University
email: [email protected]
Abstrak: Pada studi ini ada hal penting yang melatarbelakangi analisis dampak pertumbuhan ekonomi
terhadap disparitas pendapatan serta kemiskinan, yaitu; tujuan pembangunan yang berorientasi mengejar tingkat
pertumbuhan ekonomi yang tinggi dengan harapan akan mengurangi ketimpangan distribusi pendapatan dan
mengurangi kemiskinan penduduk menjadi berbeda sebagaimana yang terjadi di Kabupaten/Kota provinsi Jawa
Timur. Pengaruh pertumbuhan ekonomi terhadap disparitas pendapatan membuktikan bahwa hipotesis Kutnez
berlaku di Kabupaten/Kota provinsi Jawa Timur dengan adanya korelasi positif kesenjangan pendapatan dan
pertumbuhan ekonomi.
Hasil studi ini menunjukkan pertumbuhan ekonomi mempunyai hubungan dengan kemiskinan mengikuti pola
huruf U. Pertumbuhan ekonomi mempengaruhi tingkat kemiskinan dengan arah hubungan negatif. Mengacu
pada hasil studi ini, kebijakan pro-poor growth yang mengasumsikan bahwa pertumbuhan ekonomi merupakan
“necessary condition” sejalan dengan berlakunya hipotesis Kutnez dalam persoalan kemiskinan di Kabupaten/
Kota Jawa Timur tidak terlalu tepat digunakan.
Kata kunci: pertumbuhan ekonomi, disparitas pendapatan, kemiskinan, pro-poor growth.
Abstract: In this study there are important things behind the analysis of the impact of economic growth on income
disparity and poverty; development goals that are oriented towards pursuing high levels of economic growth in
the hope of reducing the inequality of income distribution and reducing population poverty are different as is the
case in the districts of East Java Province. The influence of economic growth on income disparity proves that
the Kutnez hypothesis applies in the Districts of East Java province with a positive correlation of income gap and
economic growth.
The results of this study indicate economic growth has a relationship with poverty following the pattern of the letter
U. Economic growth affects the level of poverty with the direction of negative relations. Referring to the results of
this study, the pro-poor growth policy assumes that economic growth is a “necessary condition” in line with the
enactment of the Kutnez hypothesis in the problem of poverty in the districts of East Java is not very appropriate
to use.
Keywords: economic growth, income disparity, poverty, pro-poor growth.
INTRODUCTION
According to Todaro (2000: 232) economic growth is defined as changes in the economy in
a certain period driven by the internal processes of a country’s economy. In some countries
the problem of the impact of economic growth is the problem of poverty, unemployment and
disparity between regions. In some cases, high economic growth in developing countries cannot
fully overcome the problems of regional disparity, poverty and unemployment.
Researches related to regional economic growth have mixed results. Barro (2003: 407)
conducts research on economic growth, which reveals that the growth rate of real per capita
is positively related to human capital and that the initial state of real per capita has a negative
influence. The union is due to differences in changes in labor, as well as differences in changes
in capital stock. Unlike Drysdale and Yiping (1997), Romer and David (1997) shows that there
are differences in economic growth rates in several countries due to changes in total factor
productivity (TFP) compared to changes due to capital growth.
The fundamental problem faced by each country in the initial policy of economic development
in addition to the target of pursuing economic growth is the aspect of equal distribution of

economic development outcomes. Economic growth which is often used as an indicator of

economic progress, in some countries turned out to leave various problems, including the
occurrence of income inequality and poverty problems.
The negative impact of pursuing economic growth as developed countries including Indonesia
at the beginning of economic development is more due to the economic development paradigm
that relies on the application of the trickle down effect theory, but the effect of dripping down in
devising development results does not go as expected. Nevertheless, pursuing economic growth
as a choice of development policy in its journey continues to experience development between
schools that maintain economic growth and schools that are more concerned with aspects of
equity and poverty.
According to Balisacan and A. Asra (2003), increasing economic growth does not necessarily
guarantee that the problem of income inequality and poverty can be reduced. In developing
countries including Indonesia which has high growth in the early stages of development, but the
situation causes widespread income inequality and an increasing number of poor people. This
raises demands to balance economic growth and the problem of reducing income and poverty
disparities.
According to Siregar and Wahyuni (2007) the success of development can be measured
From the rate of economic growth that affects the decline in poverty. Balisacan and A. Asra
(2003) from the results of their studies show that Indonesia is a country that has the ability
to reduce the number of poor people through increasing economic growth. The results of the
Balisacan and A. Asra study in Indonesia show that there is a fundamental reduction between
the increase in economic growth and the decline in the number of poor people.
At the provincial regional level, this study conducted in East Java province tried to see the
link between economic growth and its relation to income disparity and poverty at the level of
Districts in East Java. Unlike the case with other provinces, East Java Province is an area whose
economic growth rates are above the national level which ranges from 7% to 10%. However,
East Java’s economic growth experienced a sharp decline in line with the national economic
crisis in 1998 (World Bank and International Monetary Fund, 2001: 168).
East Java Province with a population of 16% of the total population of Indonesia, the
average economic growth reached 6.55% between 2009 sd 2012. The average economic growth
of 6.55% reached the highest compared to the average economic growth of the province in Java.
The important thing behind the influence of economic growth on income inequality and
changes in the amount of poverty due to development goals that are oriented towards pursuing
high levels of economic growth in the hope of reducing inequality in income distribution and
reducing population poverty is different as happened in East Java. The fact that in East Java
has economic growth above the national average has not been able to overcome the problem of
disparity in income distribution between Districtss as indicated by the high regional gap index
and the increasing poverty rate in the Districts of East Java.
RESEARCH METHODS
This research is based on explanatory research design, which is research that intends to examine
and analyze the determinants of economic growth, and their influence on income disparity and
poverty level. This study aims to examine and test the theory based on the influence between
variables formulated in the hypothesis and analyzed the effect of the differences between these
variables based on empirical data collected through library research.
The consideration underlying the selection of such a design is that the information contained
in the data that has been officially provided and published by BPS can be utilized or explored
more optimally for the development of science and policy. The variables used in this study can
be grouped above independent exogenous variables, endogenous dependent variable. In detail
the variables in this study can be classified on independent exogenous variables, economic
growth variables (X1t) and economic growth variables (Y1t) and income disparities (Y2t).
Secondary data was obtained from the publication of the BPS of East Java Province in
the form books published both at the provincial and Districts levels in the year 2008-2015,
while data in the form of books, magazines, journals and research reports were obtained from
websites and library search using documentary methods.
In this study to see the relationship between observed variables expressed in the form of
equations by forming 2 (two) structural equations:
1. Structural equation for Y1t income disparity:
Y1t = β0 + β1 X1 + ε2
2. Structural equation for poverty Y2t:
Y2t = β0 + β1 X1 + ε2

The discussion of the results of this study was carried out by looking at the relationship between
variables in accordance with the proposed study hypothesis and seeing the relationship with the
theory that has been proposed and various results of empirical studies conducted by previous
researchers.
Theoretical studies and empirical studies in this study will be used as a basis for determining
conclusions, whether the results of this study support or reject the results of previous empirical
studies related to issues of economic growth and poverty problems. The final results obtained
can be used as further research material based on various limitations in this study.
A. The Effect of Economic Growth on Income Disparities

The estimation results show that the level of economic growth has a significant effect on
income inequality in the districts of East Java. The value of the β coefficient (path) is 0.042
at the significance level ρ-value of 0.000 (Table 1). This means that if the economic growth
reaches a maximum of 1% it will increase the income gap by 0.042%.
Table 1. SIGNIFICANCE TEST PATH ANALYSIS

No Variable coefficient ρ-value Conclusion
1. Economic Growth on Income
Disparities 0.042 0.000 Signifikan
Sumber : Data diolah.
The positive influence of economic growth on income disparity can be proven from the
comparison of trends between economic growth and income disparity in Figure 1, which shows
the movement of economic growth and disparity are unidirectional. This means that the higher
the economic growth, the higher the income distribution gap in the East Java Districts .

Source : BPS Pro. Jawa Timur (2012a, 2015b)

Figure 1. ECONOMIC GROWTH AND INCOME DISPARITY IN THE DISTRICTS EAST JAVA
PROVINCE
Judging from the comparison of the average economic growth with income disparity, it
shows a positive trend trend. Increasing economic growth will encourage an increase in the
average income disparity index in East Java.
The linkage of economic growth with income disparity shows evidence of the influence
of economic growth on income disparity between regions. When viewed from the average
economic growth in the districts of East Java there are 8 Districts whose average growth is
above average growth East Java province.
Meanwhile there are 7 Districts whose disparity index is higher than the provincial average.
This indicates, that the average high economic growth is found in several distric.
A high income gap occurs in several regions with high growth rates. Districts with high
economic growth, reflected in the high GRDP per capita will also be followed by the tendency
of high rates of regional income disparity when compared to Districts whose economic growth
is below the economic growth of East Java. The higher economic growth means the greater the
GDP per capita, and the rate of income disparity in the region is relatively high, indicating an
income gap compared to other regions
The typology of linkages to economic growth with income disparities shows evidence of an
influence between economic growth and income disparities between regions. Judging from the
average economic growth in the districts of East Java, there are 8 districts which the average
economic growth is higher than the economic growth in the districts of East Java. Meanwhile
there are 7 districts whose disparity index is higher than the provincial average index. This
indicates, that the average high economic growth is found in several districts .
The results of this study are in line with the study of Forbes (2000) which shows that
the relationship between economic growth and income gap is positive with the nature of
relationships that are robust. Similarly, the study of Waluyo (2007) concluded that there
was a significant and positive influence of economic growth on the income gap. In general,
the results of his study showed that a fiscal decentralization policy which was marked by
improved economic growth in Indonesia had not been able to reduce income disparities
between regions.
The results of this study are in line with the Kuznets hypothesis which states the relationship
of economic growth with the level of income disparity in the early stages of development
becomes negative. In the early stages of economic development showed a gap in income

sharing, then stabilized and eventually declined. The cause of this is due to the concentration of
wealth and accumulation of capital ownership in a particular group of people.
The results of this study are not in line with the research by Peroti (1996) which concluded
that there was a negative influence between economic growth and income inequality. The
negative influence between economic growth and income disparity is also consistent with the
study of Galor (2002). Galor indicates that the relationship between economic growth and
income disparity does not occur directly.
The income gap has an impact on the quality of investment in human resources. The low
level of human capital investment will cause the low ability of workers which in turn affects
GDP. On the contrary, the low GDP will be reflected by the low investment in human resources,
as a result of the low ability of workers to influence the increase in people’s income. The low
income of the people caused by the low level of worker skills will reflect the level of income
gap in the community.
B. The Effect of Economic Growth on Poverty

The results of the study show that economic growth significantly affects the poverty level
with the estimated path coefficient of -0.091 at a significance level of 5% (Table 2). That is,
if the standard deviation of the economic growth rate rises by 10%, it will reduce the number
of poor people 0.91%. This means that the higher economic growth will reduce the number of
poor people in the Districts of East Java.
Tabel 2. P SIGNIFICANCE TEST PATH ANALYSIS

No Variable Coefficient ρ-value Conclusion
1. Economic Growth on Poverty
(the Number of Poor People) -0.091 0.000 Signifikan
The negative influence of economic growth on poverty levels can also be seen from the
comparison of trends between economic growth and the number of poor people as shown in
Figure 2. The trend shows that economic growth in districts follows a pattern contrary to the
number of poor people. Districts with high economic growth, low numbers of poor people, and
vice versa, districts/ cities with lower economic growth, smaller numbers of poor people.
Source : BPS Provinsi Jawa Timur (2012a,2012b). Data diolah.

Figure 2. ECONOMIC GROWTH AND POVERTY (% OF POOR PEOPLE) IN THE DISTRICTS/ CITIES
EAST JAVA PROVINCE

Figure 2 shows the opposite trend between the average economic growth and the number
of poor people with different time frames. Changes in economic growth at the beginning of the
year of observation between 2009 and 2012 relatively grew rapidly, on the contrary starting
in 2013 the average economic growth in each Districts began to slow down. This condition
results in a decline in the number of poor people in each year, even though the numbers vary
between Districts. The increase in economic growth in Districts has implications for the ability
of districts governments to reduce the number of poor people.
Based on the typology of the relationship between economic growth and the number of poor
people, there are 5 Districts that have a positive relationship pattern between economic growth
and poverty. The districts is; Ngawi,Pacitan, Lamongan, Gresik and Probolinggo.
Districts categorized as quadrant II, are regions with low economic growth, but the number
of poor people is high. Regions in quadrant II have a typology pattern of low economic growth
and high levels of poverty.
In the category of quadrant III there are 11 districts. In this category the area has high
economic growth with a low poverty rate. The area in this quadrant has a negative relationship
pattern between economic growth and poverty.
Districts categorized as quadrant IV as many as 10 regions that have low economic
growth with a low number of poor people, and in other words; Banyuwangi, Sidoarjo, Kediri,
Bojonegoro, Ponorogo, Jombang, Madiun, Kab. Lumajang, Kabupaten Jember, and Pasuruan.
Generally, districts in East Java are mostly in quadrant II (12 districst) which indicate that they
are in a position of low economic growth with a high poverty rate or poor population.
The results of this study are consistent with Straus’s (2002) study which concluded that high
levels of capita expenditure reflecting economic growth will affect lower poverty. According to
Agrawal (2008) changes in the level of economic growth will significantly affect the level of
poverty through a path of changes in the number of workers and an increase in real wages which
in turn has an impact on reducing the number of poor people.
Balisacan and A. Asra (2003) study shows a strong relationship between economic growth
and poverty. Similar results based on Siregar’s and Dwi Wahyuni’s (2007) research concluded
that economic growth had a significant effect on poverty reduction with a small magnitude.
Sasana (2009) concludes that there is a consistent influence of negative GDP variables on
poverty.
The results of this study are in line with the research of Kakwani and Son (2000), which
concludes that economic growth is negatively related to poverty, meaning that positive economic
growth reduces poverty. The results of Kakwani and Son’s research confirms the notion that
success in increasing economic growth will reduce poverty.
From the results of this study determined a policy to reduce poverty through a pro-poor-
growth strategy. Measurement of pro-poor-growth strategy through the calculation of the Pro-
Poor-Growth Index (PPGI) developed by Kakwani and Son (2000). PPGI is obtained from
the results for the model of inequality change (Log Pov = b0 + λLogPE + εit) to the constant
inequality model (Log Pov = b0 + ogLogPE + ogLogIW + εit). Using the inequality model to
change and the constant inequality model the magnitude of PPGI is obtained by formulation:
PPGI = δ = λ / γ, with the PPGI category developed by Kakwani and Son (2000) as follows.
• δ ≤: anti poor growth
• 0 <δ ≤0.33: pro-poor growth is weak
• 0.33 <δ .60.66: moderate pro-poor growth
• 0.66 <δ ≤1.0: pro-poor growth
• 1.0 <δ: growth is very pro-poor

From the results of the analysis of the calculation of the constant inequality model is known
as follows:
LogPov = 2.569 - 0.124LogPE + 0.042LogIW + εit,
while the inequality model changes as follows:
Log Pov = 2.569 - 0.123LogPE + εit,
thus the amount of PPGI can be known as follows: δ = λ / γ = -0.123 / -0.124 = 0.99.
Based on the pro-poor-growth index of 0.99 it can be concluded that the policies of economic
growth in the Districts of East Java are included in the pro-poor category. This result is in line
with the concept of development carried out in East Java with its “pro-poor growth” policy.
In the poverty structural equation model the results of this study do not support the Kutnez
poverty theory (in Djoyohadikusumo, 1994: 131-132) which argues that the relationship between
economic growth and poverty resembles an inverted U hypothesis. At a time of low economic
growth, poverty will be high and then decline again in line with increasing economic growth.
Referring to the results of this study, the pro-poor growth policy assumes that economic
growth is a “necessary condition” in line with the enactment of the Kutnez hypothesis in
overcoming the problem of poverty in East Java is not very appropriate to use.
The results of this study indicate that the fundamental problems faced by districts (57.8%)
in East Java are not more due to uneven economic growth. Inequality in economic growth
(economic growth) occurs due to economic development which is only concentrated in certain
regions in East Java. As a result, the development policies carried out by the central government
or provincial government actually add to the gap in income distribution.
In a different aspect, making economic growth as a “necessary condition” in reducing the
number of poor people is then adopted through the strategy of “pro-poor growth” as the East
Java government did get a challenge from the researchers. Ohno (2003) stated that the pro-poor
growth strategy should be able to reduce the number of poor people according to the target set.
Because if not, technocratic models that begin with political supremacy and or populist policies
to achieve high economic growth will create inequality, inequality, and increase the number of
poor people which in turn will result in political instability.
CONCLUSION AND RECOMMENDATION

Based on the results of studies that have been analyzed and discussed in the previous section,
it can be concluded that:
1. Economic growth has a significant effect on income disparity in the direction of a positive
relationship. The positive path direction coefficient and statistically significant indicate that
economic growth tends to encourage increased income disparity between districts
2. Economic growth has a significant effect on poverty with the direction of negative relations.
Negative and significant path direction coefficients indicate that economic growth tends
to reduce the number of poor people. This coefficient indicates that districts have higher
economic growth faster reducing the number of poor people.
3. The results of this study are in accordance with Harrod-Domar’s (1985) growth theory and
Solow-Swan Theory (1956) and endogenous growth (new growth theory) which Romer
(1986) proposed with his human capital quality theory. The results of this study do not
support Kutnez’s poverty theory which argues that the relationship between economic
growth and poverty resembles the inverted U hypothesis. At a time of low economic growth,
poverty will be high, and then decline again in line with increasing economic growth.

Based on the findings of this study, several suggestions need to be submitted for the practical
benefit of the districts/ cities of East Java province ;:
1. Policies that encourage “necessary condition” economic growth to overcome poverty
problems must be aligned with policies to reduce income disparities between districts/cities.
2. Substantially a decrease in the number of poor people will be reduced faster if the districts
is able to encourage high economic growth, spur the productivity of the agricultural sector
and the use of educated workforce that is increasingly qualified (increased education level).
ACKNOWLEDGEMENT
This research originated from the development of teaching materials for Indonesian Economics
lectures. Finished and structured this report is inseparable from the contribution of students who
complete research data as well as advice and funding assistance for research development for
lecturers provided by the Development Economics Program of FEB UMM. Although the results
of this study are relatively simple, researchers believe that there are new things in looking at
poverty issues and income disparities in a region.
REFERENCE
Agrawal, Pradep. (2008). Economic Growth and Poverty Reduction: Evidance from Kazakhatan,
Asian Development Review, Vol.24, No.2, pp. 90-115. Available: http://www.adb.org.
Badan Pusat Statistik. (2009). Perkembangan Tingkat Kemiskinan dan Beberapa Dimensi
Sosial Ekonominya 1999-2009. Jakarta: BPS.
________________,(2012a). Jawa Timur dalam Angka 2012. Surabaya: BPS Jawa Timur.
________________.(2015b). Indikator Ekonomi dan Sosial Jawa Timur Tahun 2015. Surabaya:
BPS Jawa Timur.
_________________.(2008 s.d 2012). Data Ketenagakerjaan di Jawa Timur. Jakarta: BPS.
Balisacan, A., E.M. Pernia, and A. Asra. (2003). Revisiting Growth and Poverty in Indonesia:
What do Subnational Data Show?. Bulletin of Indonesian Economic Studies. Volume 39,
Issue 3. December 2003,pp: 329-351.
Barro, Robert J.(2003). Education as a Determinant of Economic Growth, w w w. o e c d . o r g /
dataoecd/5/49,1825455.pdf.
Djoyohadikusumo, Sumitro. (1994). Perkembangan Pemikiran Ekonomi: Dasar Teori Ekonomi
Pertumbuhan dan Ekonomi Pembangunan. Jakarta, LP3ES.
Drysdale, Peter and Yiping Huang. (1997). Technological Cath-Up and Economic Growth in East
Asia and The Pacific”. The Economic Record. Vol 73 No. 222 September; Pages 201-211.
Forbes, K. (2000). A Reassesment of the Relationship between Inequality and Growth. American
Economic Review, Vol.90, pp.869-897.
Kakwani, N.,B. Prakash and H. Son. (2000). Growth, Inequality and Poverty: An Introduction.,
Asian Development Review, Vol.18 No.2, Manila.
Ohno, Kenichi. (2003). Comments on Kakwani’s Paper, Global Development, Network, Cairo,
Januari 2003.
Perotti, R. (1996). Growth, Income Distribution, and Democracy : What the Data Say.
Journal of Economic Studies, 1(2), pp. 45-63.
Romer, David and David N. Weil. (1997). A Contribution to the Empirics of Economic Growth,
Quarterly Journal of Economics, May, 407-437.

Sasana, Hadi. (2009). Peran Desentralisasi Fiskal Terhadap Kinerja Ekonomi di Kabupaten/
Kota Provinsi Jawa Tengah. Jurnal Ekonomi Pembangunan Vol.10, No.1, Juni 2009, hal
103-124.
Siregar, Hermanto dan Dwi Wahyuniarti. (2007). Dampak Pertumbuhan Ekonomi terhadap
Penurunan Jumlah Penduduk Miskin, Jurnal Ekonomi Politik dan Keuangan, hal.54-64.
Jakarta:INDEF.
Strauss, Jhon. (2002). Indonesian Living Standars Three Years afther Crisis: Evidence from
the Indonesian Family Life Survey. Laporan Penelitian yang Dibiayai oleh Partnership on
Economic Growth (PEG) Usaid dan World Bank. Yogjakarta.
Todaro, Michael P and Stephen C. Smith. (2006). Economic Development (7th edition). New York:
Addison-Wasley Logman, Inc.
Waluyo, Joko. (2007). Mencermati Dampak Desentralisasi Fiskal terhadap Pertumbuhan Ekonomi
Daerah. Parallel Session A: Fiscal Desentralization,12 Desember 2000 Depok : Universitas
Indonesia.
World Bank dan International Monetary Fund. (2001). Financial Impact of the Heavily Indebted
Poor Countries: First 22 Country Cases.Retrieved from from http://www.worldbank.org.
.

The Factors of Performance Effectiveness of

The Government’s Paddy and Rice Purchase Price Policy
in Sawit Boyolali
Suni Tuti1, Didik G Suharto2, Rina Herlina Haryanti3
1
Student of Universitas Sebelas Maret, 2,3Lecturer of Universitas Sebelas Maret
Abstract: Research on the factors of performance effectiveness of the goverment’s paddy dan rice purchase price
policy in Sawit Boyolali is qualitative research that discusses about the policy of measured success based on
performance use 3 variables i.e. encouragement and coercion at the federal level, the capacity of the central/
state, and encouragement and coercion at the level of the centre and the regions. The model used to measure
the effectiveness of the performance of paddy and rice HPP in Sawit Boyolali is Goggin et al Model. This policy
according to researcher has clear goals and objectives. Implementors have the concept that is formulated in the
form of the policy drawn up in detail. But the success of these policies need to be well understood by farmers.
Researchers assessed the policy for the moment not too relevant to the conditions in the market. Paddy or rice HPP
are below the market price. However, the increase in paddy or rice HPP will cause price increase paddy and rice
on the market. So we are need to study more in depth. This research become more interesting with the discussion
about the goverment’s paddy dan rice purchase price policy in Sawit Boyolali uses central dan vertical model with
weaknesses and advantages.
Keywords: the goverment’s paddy dan rice purchase price policy, farmer, the effectiveness
INTRODUCTION
One of the goals of development in agriculture is increasing the welfare of farmers. The
government seeks to increase agricultural production by maintaining the stability of food
supplies and improve the welfare of farmers through a variety of policies and programs of
agricultural development (Rusono, et al; 2013).
According to Salim and Kahono (2013), one indicator of the level of well-being of farmers
is a cultivated land area farmers. In addition to this work ethic, the pressure of price, income, and
living patterns affect the level of well-being of farmers. Easy rice farmers found enough with
the state their income without any desire to reach a State of economic families. This effect on
State revenue farmers ‘ fields, where rice farmers are having a hard time to change his family’s
economic circumstances. Pressure on prices was one factor causes the occurrence of poverty
because of concerns the level of income a person in meeting all the needs of her family. This
condition often used agents of the seller or wholesaler or those who have the interests of these
conditions to benefit more. The dramatic results of the sales price of rice (paddy) accompanied
by expensive means of production would further add to the burden of farmers. Rice farmers
earning a low result in farmers having difficulties meeting the needs of clothing, food, Board,
medical care, and education.
According to Widadie and Chinese Indonesian surname (2012), Governments need to
undertake strategic regulation in national policy paddy and rice does one of them with the
rice price stability at the policy level of the producers (farmers) will be conducted with the
implementation the government purchase price policies (HPP). While consumer price stability
in addition to applying the highest retail price regulation (HET), the Government of the need to
optimize the supply side (increasing the production of rice) with the expansion of land policy,
increased technology/productivity of rice, increased subsidies to fertilizer inputs, and need the
monetary stability policy-exchange rate/exchange rate of rupiah.
The Government purchase price policies (HPP) is a policy in order to realize the stability of

rice, by setting the base price and price policy maximum. The Government periodically raise
the paddy-rice HPP to offset the input price increases and inflation. HPP policy is supported
by device policies, institutions and financing. The development policy of Indonesia HPP 2000-
2015 period are presented in table 1.1.
The essence (of the application) in rice paddy purchase price policy was given government
incentives to rice farmers by giving the price above the equilibrium price (market clearing
price) especially during harvest. Through this Government expects HPP policy: (a) production
of rice can be improved to meet the needs of domestic supply; (b) the rice price stability;
and (c) the rice farming farmer income and increasing. Assignment policies HPP paddy made
during this based on moisture content and vacuum levels, while the HPP rice is a moisture and
broken paddys of rice. The application of HPP paddy based on moisture content and the level of
vacuum is maintained to this day by the consideration that most of the farmers producing paddy
on the quality, so it is expected to improve the well-being of the majority of the rice farmers.
Rice paddy HPP policy implemented in Indonesia, including Palm and Boyolali district
Subdistrict are vertical and centered. This certainly raises the impact of positive and negative.
Rice is a staple food in Indonesia population needs to be controlled by the Government to
maintain the purchasing power of the public and keep inflation does not occur. The population
in the majority of Boyolali Regency Palm-edged livelihood as farmers, will feel the direct
impact of this policy. When this policy once implemented can not solve the problems faced by
farmers, then it can be said that the policy has failed. However, there is a policy that the results
are not directly effective in the short term, that is managed through specific process. From the
description that is presented, the author would like to analyze the deeper about the factors that
influence the effectiveness of the performance of Government Paddy purchase price Policy-rice
Plantations in Boyolali Regency.
Table 1.1. The goverment’s paddy dan rice purchase price policy 2004 to 2015
The goverment’s paddy dan rice purchase price policy
2004 2005 2006 2007 2008 2009 2010 2012 2015
Description
Inpres Inpres Inpres Inpres Inpres Inpres Inpres Inpres Inpres
No. 9/ No. 2/ No. 13/ No. 3/ No. 1/ No. 8/ No. 7/ No. 3/ No.5/
2002 2005 2005 2007 2008 2008 2009 2012 2015
Period Jan Mar- Jan Apr Apr- Jan- Jan March March
2003 Des 2006 2007 Des Des 2010 2012 - 2015 -
- Feb 2005 - Mar -Mar 2008 2009 -Feb March now
2005 2007 2008 2012 2015
GKP Tk.
1.230 1.330 1.730 2.000 2.200 2.400 2.640 3.300 3.700
Petani
HPP
Percentage 8 30 16 10 9 10 25
changes (%)
Dry milled
paddy in 1.700 1.765 2.250 2.575 2.800 3.000 3.300 4.150 4.650
milling
HPP
Percentage 4 27 14 9 7 10 26
changes (%)
Rice 2.790 3.550 3.550 4.000 4.200 4.600 5.060 6.600 7.300

HPP
Percentage 27 - 13 5 10 10 30
changes (%)
Source: BPS data processed
RESEARCH METHOD
The research, entitled the effectiveness of the performance of Government Paddy purchase
price Policy-rice Plantations in Boyolali Regency using qualitative research approach.
Qualitative research is a research procedure that generates descriptive data in the form of the
written word or spoken of people and behavior observed (Bodgan and Taylor in Basrowi and
Suwandi, 2010), whereas the purpose of the research According to qualitative Sulistyo Basuki
(2010)-is aimed to obtain the description of the whole of a thing according to the view of the
human being researched. Qualitative research-related ideas, perceptions, opinions, or beliefs of
the people who researched all of which cannot be measured by numbers. According to Prastowo
(2011) qualitative research emphasis on inductive analysis, rather than deductive analysis. The
data collected is not intended to support or reject a hypothesis which was compiled before
the study began, but developed as a specificity of abstraction has been collected and grouped
together through the process of collecting the data implemented carefully. In this study,
researchers developed the concept and gather facts, but does not perform hypothesis testing
through the calculation of the figures.
This research uses the test validity of triangulation. There are two kinds, triangulation
triangulation triangulation techniques and sources. Triangulation techniques means researchers
using different data collection techniques to get data from the same source. And triangulation
source means for obtaining data from different sources with the same technique (Sugiyono,
2012). This research uses the technique of triangulation of sources by collecting a variety of
data with the same technique. In this study, triangulation was done by way of comparing the
results between key informant interviews and compare the results of observations, interviews
and document analysis. The technique of triangulation directs researchers so that the collected
data using a variety of data sources and methods. The same or similar data will be more valid
and tested his righteousness when excavated from multiple data sources and different methods
(Sugiyono, 2009).

In order to improve the welfare of farmers, protect farmers ‘ income level, the stability
of the price of rice, the Government’s rice reserve security, distribution of rice, and increase
the stability of the national economy, the Government set price policy Government purchases
(HPP) which is one of the content of the instruction of the President (presidential instruction)
number 5 year 2015 about policy Procurement of rice and Paddy Channeling of rice by the
Government (BPS,2014). This policy describes the dry paddy harvest price, dry milled paddy,
and rice served on table 3.1 with the following conditions,
a. The purchase price of the dry Paddy Harvest (GKP) in a country with the quality
the maximum moisture content of 25% (twenty-five perseratus) and vacuum levels/
maximum 10% muck (ten perseratus) is $3,700,-(three thousand seven hundred rupiah)
per kilogram on the farmers, or 3750 USD,-(three thousand seven hundred fifty rupiah)
per kilogram in the mill;
b. The purchase price of Paddy, ground Dried (GKG) in a country with the quality the
maximum moisture content of 14% (fourteen perseratus) and vacuum levels/maximum
3% impurities (three perseratus) was Rp 4,600 (four thousand and six hundred rupiah)
per kilogram in the mill, or RP 4650 (four thousand six hundred fifty rupiah) per kilogram
in the Perum BULOG; and
c. Purchase price of rice in the country with the quality the maximum moisture content
of 14% (fourteen perseratus), maximum 20% broken paddys (twenty-perseratus), the
levels of maximum 2% groats (two perseratus) and minimum 95 degrees of sosoh%
(ninety-five perseratus) is RP 7,300 (seven thousand three hundred rupiah) per kilogram
in the Perum Bulog.
Table 3.1. The Government purchase price of Rice Paddy/Pso (Medium) based on presidential instruction RI No.
5 Year 2015
Quality
Price (Rp/ Water
Commodity Broken Menir
Kg) Content HK (Max) DS (Min)
(Max) (Max)
(Max)
Dried paddy crops at 3,700 25% 10% - - -
the farm level
Dried paddy crops at 3,750 25% 10% - - -
the milling level
Dry paddy milled at 4,600 14% 3% - - -
the milling level
Dry paddy milled at 4,650 14% 3% - - -
the Bulog level
Rice in Bulog 7,300 14% - 20% 2% 95%
According to the Goggin etal (1990), the implementation of policies in an effort to transfer
information or messages from higher institutions to a lesser institution can be measured the
success of its performance based on the variable:
1. Encouragement and coercion at the federal level,
2. The capacity of the central/State, and
3. Encouragement and coercion at the level of the Centre and the regions.
Variable encouragement and coercion at the central level is determined by the legitimacy
and credibility, that is, the more valid the policies issued by the Central Government in the eyes
of the region then the more his credibility, neither the opposite.
Therefore, to gauge the strength of the contents or the substance of the policy messages and
the Government purchase price of Rice Paddy can be seen through:
1. The magnitude of the funds allocated, with the assumption that the bigger the funds allocated,
the more serious the policy was implemented, and
2. Form a policy containing amongst others, clarity of policy, consistency of implementation,
the frequency of execution and receipt of the messages correctly.
In the meantime, to find out the variable capacity or the organizational capacity of the Center
can be seen through the implementing organization is how far the policy able to utilize the authority
owned, how the relationship between the implementing structure the existing bureaucracy, and
how to coordinate the various resources available in the Organization and in the community.
This research using Model Goggin et al with the consideration of the Government’s paddy
purchase price policy of rice are relevant to this model. According to the Goggin, etal (1990)
the successful implementation of policies determined by the clarity of the message conveyed
by the policy makers to the executor. With the outcome of policies as a message then the ease
of implementation of policies determined by the contents of the message, the message form and
reputation komunikatornya. As for the factors that influence the effectiveness of the performance
of rice paddy HPP in district of Boyolali Regency Palm is,
a. Keselerasan between objects with policy outcomes
HPP paddy rice based on research undertaken researchers already have an alignment
between policy object, namely the price of paddy and rice with outcomes, namely in
the form of paddy/rice price stability and the welfare of farmers but not optimal. Based
on the regulation of the Minister of trade of the Republic of Indonesia No. 57/DAG/
PER/8/2017, the highest retail prices for rice medium is Rp 9,450 and premium Rp.
12800. Price Developments table of rice in Boyolali Regency July 2017 until April
2018 presented in table 3.2, can be described that, 1. Rice quality under II in July and
November 2017 in district of Boyolali Regency Palm are above and below the HPP
HET rice medium, but starting in December 2017 until April 2018 medium quality
rice price down II is above the HPP and HET Rice medium. 2. Rice quality under I,
medium quality, medium quality I and II in July 2017 until April 2018 are at the top of
the HPP and HET rice medium. 3. quality of the super Rice II and the quality of super II
in July 2017 April 2018 unless until February 2018 are above and below the HPP HET
premium rice.
From table 3.2 presented can note that the lowest price for all the quality of rice
occurred in July and August of 2017. This is due to the harvesting took place in the
Kingdom. As for February 2018 prices around the quality of rice in the highest position
because in the dry season. Rice at a time when drought has better quality, low water
levels, fewer pests, and get full sunlight.
Bulog as implementor of policies made a purchase in accordance with HPP HPP
with not seeing the type of varieties, colors, flavors, and size. In this case the medium
rice with the terms above and below the HPP HET only on rice quality under II and it
happened in July with November 2017. The presence of a high range between HPP with
prices that occurred in the market, and the marketing chain is not short, this less than
optimal policies perceived by farmers. The existence of a tebasan system that involves
the middleman, will also increasingly adding to the burden of farmers. This is due to
the middleman purchased the crops the farmers with the use of prediction, which is
certainly a profitable party middleman.
Table 3.2 development of rice price in Boyolali Regency July 2017 until April 2018
Super Quality 1 Super Quality II Medium Quality I
Month/
Year All Central All Central All Central
Byl Byl Byl
Prov Java Prov Java Prov Java
07/2017 12750 11550 11250 12200 10950 10750 11300 9950 10750
08/2017 12700 11700 11250 12200 10850 10750 11250 10000 10750
09/2017 12800 11700 11400 12200 10900 10800 11300 10150 10800
10/2017 12850 11900 11600 12300 11200 10950 11400 10450 10950
11/2017 12850 11900 11700 12300 11400 11000 11500 10500 11150
12/2017 12950 12400 11950 12450 12100 11400 11650 10650 11300
01/2018 13300 12800 12700 12800 12300 12250 12100 11550 12000

02/2018 13400 13500 12900 12950 13150 12900 12250 12400 12250
03/2018 13200 13250 12750 12850 12800 12650 12050 11750 11900
04/2018 13150 12700 12000 12700 12250 12000 11900 11300 11650
Average 12995 12340 11950 12495 11790 11545 11670 10870 11350
Medium Quality II Kualitas Bawah I Kualitas Bawah II
Month/
Year All Central All Central All Central
Byl Byl Byl
Prov Java Prov Java Prov Java
07/2017 11100 9750 9900 10050 9300 9650 9650 8850 9000
08/2017 11050 9750 9900 10050 9250 9650 9650 8800 9000
09/2017 11100 9800 9950 10100 9300 9750 9750 8800 9050
10/2017 11200 10150 10250 10200 9450 9950 9850 9000 9250
11/2017 11300 10300 10250 10300 9550 10300 9950 9250 9500
12/2017 11450 10150 10650 10450 9400 10500 10050 9100 9900
01/2018 11950 11250 11150 10850 10300 11200 10500 9950 10650
02/2018 12100 11950 11650 10950 10950 11700 10600 10500 10900
03/2018 11900 11350 11400 10850 10550 11400 10550 10100 10900
04/2018 11750 10750 10900 10700 10052 10750 10450 9450 10500
Average 11490 10520 10600 10450 9810,2 10485 10100 9380 9865
Source: Food Price Developments, 2018
b. Policies HPP vertical and it can be seen from the HPP formulations made by high
State institutions (top level institution). Implementation and evaluation of policies
implemented by the executing institution, that the Food Security Agency, the Department
of agriculture, Department of Commerce and the public corporation Bulog. HPP Policy
patterns determined by the Government for the people, so that more participation,
mobilization and implementation of shape is the process of delivery mechanism. HPP
policy is the provision of a Centre also set everything from the Centre. At a time when
rice prices soared then Bulog and the associated Service will be conducting market
operations so that the price of rice in the market decline. At a time when the price of rice
in the market soared and the Government can’t afford rice reserves to stabilize prices,
then Bulog proposes the existence of import policy.
Top down model used in Paddy Rice will HPP Policy effective if goals and objectives
formulated in a clear and well understood. One of the factors influencing the implementation
of institutional factors is the “goodness of fit” i.e. consistency between the policy level the top
with a regulation under it administrative efficiency.
HPP paddy rice Oil in Boyolali Regency according to researcher has clear goals and
objectives. Implementor has the concept that is formulated in the form of the policy drawn up
in detail. But the success of these policies need to be well understood by farmers. HPP policy
of paddy rice Oil in Boyolali Regency rated researcher for the moment not too relevant to the
conditions in the market. HPP good paddy or rice are below the market price. However, the
increase in HPP will also cause price increase paddy of rice on the market. So the need to study
more in depth.
HPP policy paddy/rice bersifah the Top Down has the disadvantage that is,
1. Focus on rice paddy HPP taker and framers of policy, farmers as an actor less benefit from
the policy. b. Not there any sanctions for violators of the policy. This has led to farmers are
at the party are harmed. The factors of inflation and the increase in the price of fuel can as a
consideration in determining policies HPP paddy rice.
2. Social reality is very complex HPP paddy rice is a complex policy, since the policy went
into effect across Indonesia with little regard for resources that belong to one region with
other regions, minus area with a surplus area. According to the researchers, need a more in-
depth study was held about HPP are regional areas with the potential to adjust each.
CONCLUSION
This research concluded that the policy of the Government’s Paddy purchase price of rice
appropriate government-issued Presidential Instruction No. 5 Year 2015 have the effectiveness
of the performance of the positive and negative impacts. This policy has already been prepared
in detail and clear, but need a more in-depth study so that one of the policy objectives, namely
improving well-being can be enjoyed by farmers.
REFERENCE
Abidin, Said Zainal, 2004. Kebijakan Publik. Pancar Siwah. Jakarta.
Achsani N.A. 2014. Tantangan Baru Ekonomi Politik Indonesia Menghadapi Problema Lokal
dan Tantangan Global. Orasi Ilmiah Guru Besar Institut Pertanian Bogor. Bogor. 24
September 2014.
Akib Haedar. 2010. Implementasi Kebijakan Apa, Mengapa, dan Bagaimana. Jurnal Administrasi
Publik. Vol.1 No. 1.
Anderson, James E. 1984. Public Policy Making. New York. Holt, Rinehart And Wiston.
Awotide Bola Amoke, Karimov Aziz A dan Diagne Aliou. 2016. Agricultural Technology
Adoption Commercialization and Smallholder Rice Farmer’s Welfare in Rural Nigeria.
Agricultural and Food Economics 4:3 DOI 10.1186/S40400-016-0047-8.
Badan Pusat Statistik. 2013. Analisis Kebijakan Pertanian Indonesia Implementasi dan Dampak
terhadap Kesejahteraan Petani dan Perspektif Sensus Pertanian 2013. www.bps.go.id
Badan Pusat Statistik. 2014. Nilai Tukar Petani Kabupaten Boyolali Tahun 2014. www.bpd.
go.id
Badan Pusat Statistik. 2014. Nilai Tukar Petani Jawa Tengah. www.bps.go.id.
Badan Pusat Statistik. 2015. Analisis Tematik ST2013 Subsektor Transformasi Struktural
Usahatani dan Petani Indonesia. www.bps.go.id.
Bappeda dan BPS Boyolali. 2014. www.bps.go.id.
Basrowi dan Suwandi. 2010. Memahami Penelitian Kualitatif. Rineka Cipta. Jakarta.
Bautista Romeo M. 1 9 9 9 The Price Competitiveness Of Rice Production In Vietnam
Effects Of Domestic Policies And External Factors. Asean Economic Bulletin; Apr
1999; 16, 1; Proquest Research Library Pg. 80 Asean Economic Bulletin Vol. 16. No.1.
Dunn William. 1984. Analisa Kebijakan Publik. Hanindita Offset.Yogyakarta
Dye Thomas R. 1981. Understanding Public Policy. 3th (Englewood Cliffs, Nj; Prentice Hall.
Emokaro C. O. And Ayantoyinboa. A. Analysis Of Market Integration And Price Variation In
Rice Marketing In Osun State, Nigeria. American Journal Of Experimental Griculture. 4(5): 601-
618, 2014.
Hossain Mahbub. 2013. What Implications Does The World Food Price Rise Have For Food
Security In Bangladesh. International Journal Of Food And Agricultural Economics. Issn 2147-
8988. Vol. 2 No. 1 Pp. 51-63.
Jermsittiparsert Kittisak, Sriyakul Thanaporn & Rodboonsong Sudarat. 2013. Power (Lessness)
Of The State In Globalisation Era: Empirical Proposals On Determination Of Domestic

Paddy Price In Thailand. Asian Social Science; Vol. 9, No. 17; 2013 Issn 1911-2017
E-Issn 1911-2025 Published By Canadian Center Of Science And Education
Johan. 2013. Faktor-faktor yang Mempengaruhi Harga Pembelian Pemerintah (HPP) terhadap
Beras di Sumatera Utara. Journal on Socio economic of Agriculture and Agribussiness
Vol.2 No.2 Februari 2013.
Karwasra Kundu Dan Jain Kusum. 2003. Impact Of Domestic Price Policy On Production
And International Trade Of Rice And Wheat In India. Indian Journal Of Agricultural
Economics; Jul-Sep 2003; 58, 3; Proquest Research Library. I/D. Ji/. Oj/Lgri. Lico». V()
I. 58. No. 3. July-Sept. 2003
Maulana dan Rachman. 2009. Evaluasi Kebijakan Sistem Distribusi dan Efektivitas Harga
Eceran Tertinggi. Jurnal Pengembangan Inovasi Pertanian 3 (1), 2009: 57-69.
Nakamura, Robert. T and Frank Smallwood, 1980, The Politics of Policy Implementation,
New York, St. Martin‘s Press.
Otoo Emmanuel Asane. 2012. Asymmetric Price Transmission Between Local A nd Imported
Rice Prices In Burkina Faso. Journal Of Economics And Behavioral Studies. Vol.4. No.9.
Pp.523-532. September 2012.
Rusono Nono, Sunari Anwar, Candradijaya Ade, Martino Ifan, Tejaningsih. 2013. Analisis
Nilai Tukar Petani (NTP) Sebagai Bahan Penyusun Rjmn Tahun 2015-2019. Direktorat
Pangan Dan Pertanian, Bappenas. Jakarta.
Santoso Purwo. 2010. Analisis Kebijakan Publik. Research Center For Politics And Goverment.
Jurusan Politik Dan Pemerintahan Ugm. Yogyakarta.
Sembiring Surya Abadi, Harianto, Siregar Hermanto, dan Sarasih Bungaran. 2012. Dampak
Kebijakan Pemerintah Melalui Instruksi Presiden Tahun 2005-2008 Tentang Kebijakan
Perberasan Terhadap Ketahanan Pangan. Forum Pascasarjana Vol.35 No. 1 Januari 2012.
Sharif Chaudhr Imran Y And Abo U Hassan. 2009. The Impact Of Socioeconomic And Demographic
Variables On Poverty: A Village Study. The Lahore Journal Of Economics. 14 : 1 (Summer
2009): Pp. 39-68
Slamet Yulius. 2012. Kemiskinan Petani Pedesaan Analisis Mengenai Sebab-Sebab Dan
Alternatif Pemecahannya. Seminar Nasional Laboratorium Sosiologi Sosiologi-Fisip
Universitas Sebelas Maret. . Http://sosiologi.fisip.uns.ac.id
Tachjan. 2006. Implementasi Kebijakan Publik. Asosiasi Ilmu Politik Indonesia (Aipi)-Pusat
Kp2w Lemlit Unpad, Truen Rth. Bandung.
Wang Kuan-Min dan Lee Yuan-Ming. 2009. A Measure of Marketing Price Transmission in The
Rice Market of Taiwan. Zb, rad, Ekon, Fak, Rij, Vol.27 sv2 311-326.
Widadie Fanny Dan Sutanto Adi. 2012. Model Ekonomi Perberasan: Analisis Integrasi Pasar
Dan Simulasi Kebijakan Harga. Sepa: Vol 8.No.2 Pebruari 2002.
Yulisa Mila. 2008. Efektivitas Penetapan Harga Pembelian Pemerintah (Hpp) Gabah Terhadap
Pendapatan Petani (Kasus Kecamatan Binong, Dan Kecamatan Pusakanagara, Kabupaten
Subang, Jawa-Barat). Skripsi. Fakultas Pertanian Universitas Pertanian Bogor.
Zhou Y Zhang, Wan Guang H, Chen Liang B. . 2000. Integration Of Rice Markets: The Case
Of Southern China. Contemporary Economic Policy; Jan 2000; 18, 1; Proquest Research
Library. Pg. 95

Analysis of Factors that Influence the Interest of

Accounting Students Following Accounting Professional
Education
Rozi Irfan Rosyadi,1 Faculty of Economics and Business, Universitas Muhammadiyah Surakarta, Indonesia
Shinta Permata Sari,2 Faculty of Economics and Business, Universitas Muhammadiyah Surakarta, Indonesia
Abstract: This study aims to analyze the factors that influence the interest of accounting students to participate
in Accounting Professional Education (PPAk) at Universitas Muhammadiyah Surakarta (UMS) and Universitas
Sebelas Maret Surakarta (UNS). There are seven factors tested in this study: social motivation, career motivation,
economic motivation, bachelor degree motivation, motivation to seek knowledge, quality motivation and education
costs. The population in this study are undergradute accounting students in 2015-2016 of accounting departement
at UMS and UNS. The sample collection method uses convenience sampling technique. Data collected by
giving questioner to 286 respondents. The results of this study indicate that economic motivation, career motivation
and social motivation affect the accounting students’ attitudes to follow PPAk. While bachelor degree motivation,
motivation to seek knowledge, quality motivation, and education costs have no significant effect on the interests of
accounting students following the PPAk.
Keywords: motivation, education costs and interest in following ppak.
INTRODUCTION
Professional accountant competition will be increasingly tight since the enactment of the ASEAN
Economic Community or ASEAN Free Market in 2016. Indonesia and all countries
in the Southeast Asia region will form an integrated region known as the ASEAN Economic
Community (AEC). The ASEAN Economic Community (MEA) or ASEAN Economic
Community (AEC) is a concept that began to be used in the Declaration of ASEAN Concord
II (Bali Concord II), Bali, October 2003. MEA is the ultimate goal of economic integration
as planned in ASEAN Vision 2020. According to the World Trade Organizations (WTO),
there are 40 arranged professions to be freely open. Some types of professions are grouped
into six professional groups: lawyers, accountants, professional services, tourist services, and
health services. Therefore, in the midst of the business world in the MEA era demand for more
professional and expert are needed, especially in accounting sector. Accounting is a scientific
discipline that provides important information to enable the implementation and evaluation
of the company activities effectively (Ismaya, 2005). In other words, the readiness of the
accounting professional in Indonesia to face MEA must be further enhanced and presence an
open service sector that will provide opportunities and challenges for all service providers and
professions in Indonesia (Triani et. al., 2014).
The development of business world are needed independent, qualified and professional
accounting profession in many business sectors. For this reason, a Certified Accountant (CA)
professional program is held to produce a professional accountant in their field. To get a
Certified Accoutant (CA) degree, a person must pass the exam held by the Indonesian Institute
of Accountants (IAI), but not many of these candidates have passed the exam. The
presence of the Accounting Professional Education Program (PPAk) prior to the professional
examination for prospective accounting profession is helpful when the accounting profession
exam is held.
1 Rozi Irfan Rosyadi, Faculty of Economics and Business, Universitas Muhammadiyah Surakarta, Jalan A. Yani, Tromol
Pos 1, Surakarta-57164, Indonesia. email: [email protected]
2 Shinta Permata Sari, Faculty of Economics and Business, Universitas Muhammadiyah Surakarta, Jalan A. Yani, Tromol
Pos 1, Surakarta-57164, Indonesia. email: [email protected]

Based on Minister of National Education Decree Number 153/U/2014 concerning

the implementation of Accounting Professional Education (PPAk), and Minister of Education
Decree Number 180/P /2001 concerning the appointment of experts of equal accountants, as
well as the signing of a Cooperation Agreement between the Directorate General of Higher
Education of the Ministry of Education and Culture and the National Management Board
of the Indonesian Accountants Association Number 10/KB/E/XI/2013 and 013/MOU/IAI/
XI/2013 concerning the Implementation of Professional Accountant Education, which finally
PPAk in Indonesia can be realized. With the issuance of the two decrees, accounting education
in Indonesia officially has profession-based education. Seeing the low interest of accounting
students to increase professionalism in the midst of the high needs and demands of increasing
professionalism of accountants, the authors are motivated to conduct research on the interests
of accounting students following the PPAk. Mustiati (2016) found that pride, knowledge,
and other motivations had a positive and significant effect on students’ interest in following
the PPAk for undergraduate accounting students at all private universities (PTS) samples
in Yogyakarta. Sapitri (2015) uses non motivational factor to find the interest of accounting
students to follow Accounting Professional Education (PPAk). In addition, this study is also
motivated by previous studies regarding students’ interest in joining PPAk. This study tries
to develop several factors that influence the interest of accounting students in following the
accounting professional education from several previous studies by combining several variables
from previous research.
The purpose of this study was to examine the influence of social motivation, career
motivation, economic motivation, bachelor degree motivation, motivation to seek knowledge,
quality motivation, education costs on the interest of accounting students to take part in
Accounting Professional Education (PPAk). Motivation factors are important to explore what
is the udergraduate accounting students prespective about PPAk for their future professional
career. Financial factor is needed to support students’ choice on following PPAk.
LITERATURE REVIEW AND HYPOTHESIS

This study uses the motivation theory developed by Maslow. Maslow explained that each
individual has a variety of needs that can influence their behavior. There are five hierarchies of
human needs by Maslow (Porter,1962), namely: (1) physiological needs, such as the need for
satisfy hunger and thirst, the need for housing, clothing, and so on; (2) safety needs, that is the
need for safety and protection from danger, threat, seizure, or dismissal; (3) social needs,
such as the need for love and satisfaction in establishing relationship with others, the need for
satisfaction and a feeling of belonging and acceptance in a group, a sense of family, friendship
and affection; (4) self-esteem needs, that is the need for status or position, honor, reputation,
and achievement; and (5) self-actualization needs, that is the need for self-fulfillment to
use the potential of self-expression and do what is most appropriated.
The main factor that influence student to take profession education is motivation. There
are economic motivation, bachelor degree motivation, motivation to seek knowledge, quality
motivation, social motivation, career motivation (Mustiati, 2016). In the other hand,
non-motivational factor also influence the student to get their professional education, such as
education costs (Sapitri,2015).
Economic motivation is the drive to achieve prosperity by doing economic action. With
economic motivation, a person will carry out economic activities to get material satisfaction
and personal and family welfare. Usually after satisfaction is fulfilled, there will be a desire for

the welfare of others. It can be concluded that economic motivation is an impulse that
arises in a person to improve his personal abilities in order to achieve financial rewards, material
satisfaction and desired welfare. As an accountant, with a higher quality of education
and having legal certification, it will ensure that the accountant is a professional accountant.
With this provision of knowledge and certification accountants can search for many clients so
that their economic motivation will also be fulfilled.
Economic motivation is an impulse that arises from students to improve their ability to gain
income for themselves. Tarmizi and Restuti (2015) state that economic motivation
has a significant effect on the interest of accounting students in following the Accounting
Professional Training. Economic motivation seen as financial awards that can be achieve by
employer. Financial awards consist of direct and indirect awards. Direct awards can be in
the form of payment of basic wages or basic salary, salary from overtime works, payment for
holidays, distribution of profits (profit sharing), stock options, and various forms of bonuses
based on other performance. While indirect awards include insurance, holiday payments,
sickness benefits, pension plans and various other benefits (Fakriani, 2012).
H1: economic motivation affects the interest of accounting students to follow PPAk.
Career motivation refers to encouragement that arises in a person, to improve his/her
personal abilities in order to achieve a better position than before. Career choice is a person’s
self-expression, because career choices show some one motivation, knowledge, personality and
all abilities. Educational institutions have a major influence on the career development of
an accountant. As a professional education program, PPAk can make a positive contribution to
students who want to develop accounting skills in a technical and professional manner. Research
conducted by Ismail and Lestari (2012) states that career motivation significantly influences
the interest of accounting students in following Accounting Professional Education.
H2: career motivation affects the interest of accounting students to follow PPAk.
The quality of a person is influenced directly or indirectly by the level of education, includes
structured and independent continuing education. Therefore, motivation is often the impetus
to improve quality and triggering the desire to follow that kind of professional education.
Accounting graduates who open a public accounting firm or work in accounting are often
doubted. Therefore, formal education in the accounting profession and certified examination is
one way to improve the quality of accountants and get more trust from the users who are doubted
about the ability of new accountans. This is consistent with the purpose of holding PPAk, namely
to produce graduates who master accounting expertise. By following PPAk, students can add
insight and knowledge about accounting, and current accounting regulations so that the quality
of student knowledge will be higher and they can become potential accountants. The existence
of high quality motivation will develop and increase the potential things that exists in student.
Egy (2017) states that quality motivation has a positive effect on students’ interest in taking
up accounting education training. By the training, student get more knowledge and field of
accounting professionalism, which improve their quality as an accountant.
H3: quality motivation affects the interest of accounting students to follow PPAk.
Becoming an accountant is one career that many people choose. Be an accountant can be
passed through higher education. With high education, a person’s career is possible to continue
increased. In the accounting profession, this career is very important to determine the level
of professionalism and independence of an accountant. In addition, high education will also
accelerate the promotion of an auditor to become a senior auditor or manager. There are now
many accounting graduates who have no job. It is just because they have no experience yet
as an professional. The Bachelor of Economics who comes from the accounting department
then must follow the PPAk to obtain an accountant degree. Viewed from the education
level, S.Ak. (new academic degree for accounting graduate) do not have a higher level
of education. The S.Ak degree more shows the qualifications and specifications of someone
who works in the accounting field than someone who is an accounting graduate with SE degree.
Appreciation needs include the need to be respected, valued for achievements, the
encouragement that comes from a person to get a degree and struggle to complete education
degree. Putri (2011) states that bachelor degree motivation has a positive effect on student
interested in taking up the accounting profession education (PPAk).
H4: bachelor degree motivation affects the interest of accounting students to follow PPAk.
In general, humans have motivation that always related to the environment. Social motivation
is defined as an urge to do an action with a social purpose or value, obtaining recognition and
appreciation from the environment in which someone located. Putri (2011) found that social
motivation has a positive effect on student interest in taking up the accounting profession
education (PPAk).
H5: social motivation affects the interest of accounting students to follow PPAk.
Besides accounting, an accountant must also master other sciences such as financial
management, financial markets and institutions, monetary economics, corporate management,
marketing, commercial law, tax law, cost accounting, information systems, English and so
on. According to Hoskin and Macve (1986); Gedded (1995); Evans (2003) in Paisey (2005),
science is an important characteristic for defining a profession. Montagna (1974) in Paisey
(2005) states: The body of knowledge gives a practitioner a special technical skill, a unique
competence upon which his authority is profess. It allows the profession to claim the right to
control the training, licensing, and distribution of rewards and punishment for its members. The
practitioner’s autonomy is derived from his respect for this superior knowledge - it distinguishes
the truly professional.
The same view was expressed by Hughes (1967) in Paisey (2005) which shows that the
origin of a professional term is what professionals have (profess). They have (profess) better
knowledge than others in certain things, especially things related to the problems that clients
have. Science in accounting is an important thing to develop competencies. From the above
explanation, it can be concluded that motivation to seek knowledge is an impulse that arises
in a person to gain and improve knowledge and abilities in the field he is practicing so that he
can carry out his duties properly and correctly. Education in PPAk is a means of improving
knowledge in accounting which is also useful to improve the accountant professionalism.
Motivation to seek knowledge, related to the development of the persons’ actual potential.
Accountant also has to master other sciences such as financial management of markets and
financial institutions, monetary economics, corporate management, marketing, commercial
law, tax law, cost accounting, information systems, english and so on. Wiwin (2009) states
that motivation to seek knowledge has a significant effect on student interest in taking part in
Accounting Professional Education (PPAk).
H6: Motivation to seek knowledge affects the interest of accounting students to follow PPAk.
The cost of education is money spent to make the process of changing the attitude and
behavior of a person or group of people to mature them through teaching and training efforts.
Expensive education costs have become a classic problem for almost all Indonesians who are
studying in high education level and have become a barrier to entry for the low-income people.
Sapitri and Yaya (2015), examined the factors that influence the interest of accounting students
to take up the accounting profession education (PPAk). The results of the study indicate that
the cost of education has a significant effect on the interest of accounting students to participate
in PPAk.
H7: education cost affects the interest of accounting students to follow PPAk
RESEARCH METHODS
This research is an empirical study to find out the interest factors of accounting students to follow
in Accounting Professional Education (PPAk) at Universitas Muhammadiyah Surakarta (UMS)
and Universitas Sebelas Maret (UNS) Surakarta. The population in this study are udergraduate
accounting students of UMS and UNS in the year 2015 and 2016, total 816 for UMS and 217
for UNS. The Slovin formula use to count the sample portion, and get 286 respondents (227
for UMS and 59 for UNS). UMS and UNS is choosen as this research object because both
universities have good reputation around Surakarta region. UMS represents private university
and UNS represents public university.
Each of respondent fullfil the GoogleForm questioners that they can attache by massage
(whatsup) or e-mail. Measurement of each variable uses a Likert scale, from core (1) strongly
disagree, (2) disagree, (3) neutral, Score (4) agree and (5) strongly agree. Student interest of
following the accounting professional education has four indicators. There are the desire to
participate in PPAk, interest in developing abilities, interest in a career as an accountant,
interest in broad employment area and providing financial payments.
Economic motivation (EM) is indicated by how much encouragement increases economic
rewards in the form of direct awards, such as payment of basic salary, or basic wages, overtime
work salary, payment for holidays, distribution of profits and various forms of bonuses based on
other performance. While indirect rewards include: vacation payment insurance, health insurance,
pension plans and various other benefits. Maslow argues that human needs as motivators form a
hierarchy or rank. Maslow classifies human needs in five levels of need: physiological needs, the
need for security, love and have-owned needs, awards and self-actualization needs. Those are
indicators used which include: higher income, welfare, employment and supporting facilities.
Career motivation (CM) is an impulse that arises from a person to improve their inner
abilities to achieve a career that is better than before. The indicators used include: promotion,
working in accordance with the background, and expanding the network. Quality motivation
(QM) is an impulse that arises from a person to improve the quality and ability in the practice
field so can carry out the duty properly and correctly. The quality indicators include: be able to
think well and confidence.
Bachelor degree motivation (DM) is an appreciation needs including the need to be respected
and valued for achievements, encouragement that arises to get a degree, someone stuggle to
get a degree. Social motivation (SM) is a motivation to do an action with a social purpose or
goal, to get recognition and appreciation from the environment. Physiological needs and a sense
of security have been minimized, there will be social needs, namely the need for friendship,
affiliation and closer interaction with others. In general, humans have motivation that is always
related to the environment.
Motivation to seek knowledge (SKM), such as financial management of markets and financial
institutions, monetary economics, corporate management, marketing, commercial law, tax law,
cost accounting, information systems, english and so on. Education cost (EC) is all financial
needs during educational activities to materially support the educational achievements. The
cost is considered expensive or not by the student.

All variables analyze using multiple regression analysis, that can be formulated as follow:
PPAk = a + b1EM + b2CM + b3QM + b4DM + b5SM + b6SKM + b7EC + e
RESEARCH RESULT
The results showed that 286 questionnaires distributed to respondents and all questionnaires
can be processed. The instrument’s validity test results show that all item of the istrument are
valid at α = 0.05, using pearson correlation test (0.462 to 0.847). For reliability instrument
testing also show that all instruments are reliable at the cronbach alpha value above 0.60 (0.636
to 0,836).
The results of the normality test using one kolmogorov-smirnov test show the p-value of
unstandardized residual sample is 0.074, so the regression model has a normal distribution data.
Multicollinearity test shows that all variables have a VIF less than 10, it means multicollinearity
does not occure in this study. Heteroscedasticity test is also showed that all variables have no
heteroscedasticity problem using Spearhman rho.
The results of multiple regression analysis equation is:
PPAk = 1.449 + 0.259EM + 0.071CM + 0.127QM - 0,067DM + 0.087SM - 0.008SKM - 0.0146EC
(0.00)* (0.032)* (0.098) (0.274) (0.00)* (0.902) (0.119)
F test is obtained F value 27.822 (0.00), it means this study has fit model. The value of
adjusted R2 = 0.412, it shows that the variables of economic motivation, career motivation,
quality motivation, bachelor degree motivation, social motivation, motivation to seek knowledge
and education costs can explain the interest of accounting students to follow PPAk about 41.2%
and 58.8% is determined by variables outside the model.
The results from the regression analysis supported the first, second and fifth hypotesis.
It mean economic motivation has affects the interest of accounting students to follow PPAk,
as also the career motivation and the social motivation. The student interest to follow PPAk
because they want to achieve great financial reward at the future. This result support Tarmizi
and Restuti (2015). The undergradute accounting students think that accountant has a good
career in the future. Especially if they take PPAk. This founding support Ismail and Lestari
(2012). The student also shows that from PPAk, they get recognition and appreciation from
their environment. This result support Putri (2015).
This study can not shows the affects of quality motivation, bachelor degree motivation,
motivation to seek knowledge and education cost to the interest of accounting student to follow
PPAk. From regression coefficient show that actually the student know the importance of PPAk,
but they still do not have a clear vision how to get this professional degree. This result can be
motivate the university and IAI to encourage the accounting student to get their accoutant
(Ak. or CA.).
CONCLUSIONS AND SUGGESTIONS

Based on the results of the test, the conclusions are obtained: the results of testing the first, second
and fifth hypothesis found that economic motivation, career motivation and social motivation
has a significant effect on the interest of accounting students to follow PPAk; the results
also show that quality motivation, bachelor degree motivation, motivation to seek knowledge
and education cost have no affect to the interest of accounting student to follow PPAk.

Interesteed in participating in Accounting Professional Education (PPAk) in this study is

mainly viewed from motivation factors, only education cost that shows the non-motivational
factors. Meanwhile, there are many related factors such as perception, accounting knowledge,
academic achievement and students’ desires to improve their achievements through Accounting
Professional Education (PPAk). Thats factors can be used to improve the future research, accept
to widely the scope of the respondents.
REFERENCES
Egy. 2017. “Analisis Faktor Yang Mempengaruhi Minat Mahasiswa Akuntansi (PPAK) di
Universiras Sebeleas Maret [“Analys Factor Effect to Accounting Students to Follow
Accounting Professional Education (PPAk)”]. Bachelor Thesis, Faculty Economics and
Business, Universitas Muhammadiyah Surakarta
Fahriani, D. 2012. Pengaruh Motivasi Terhadap Minat Mahasiswa Akuntansi Untuk Mngikuti
Pendidikan Profesi Akuntansi (PPAk) [“Affecting the Motivation of Accounting Students
to Follow Accounting Professional Education (PPAk)”]. Jurnal Ilmu & Riset Akuntansi, 1
(12), 1-231, Maret 2012.
Ismail & Lestari B. 2012. “Pengaruh Motivasi Terhadap Minat Mahasiswa Akuntansi
Untuk Mengikuti Pendidikan Profesi Akuntansi (PPAk)”. [“Affecting the Motivation
of Accounting Students to Follow Accounting Professional Education (PPAk)”]. Jurnal
Keuangan dan Bisnis, Vol. 4 No. 2.
Ismaya, Sujana. 2005. Kamus Akuntansi: Indonesia-Inggris Inggris-Indonesia [Accounting
Dictionary: Indonesia-English, English-Indonesia]. Bandung : Pustaka Grafika
Lisnasari, Riani Nurainah dan Fitriany. 2008. “Faktor-Faktor yang Mempengaruhi Minat
Mahasiswa Akuntansi untuk Mengikuti Pendidikan Profesi Akuntansi (PPAk) (Studi
Empiris Di Universitas Indonesia)” [Factors Affecting the Interest of Accounting Students
to Follow Accounting Professional Education (PPAk)]. The 2nd Accounting Conference,
1st Doctoral Colloquium, and Accounting Workshop. Depok, 4-5 November 2008.
Mustiati, et al. 2016. “Pengaruh Motivasi Terhadap Minat Mahasiswa Akuntansi Untuk
Mengikuti Pendidikan Profesi Akuntansi (PPAk)” [“Affecting the Motivation of Accounting
Students to Follow Accounting Professional Education (PPAk)”]. Jurnal Mahasiswa dan
Dosen Universitas Cokroaminoto Yogyakarta.
Nurainah, Riani dan Fitriany. 2008. “Faktor-Faktor Yang Mempengaruhi Minat Mahasiswa
Untuk Mengikuti Pendidikan Profesi Akuntansi (PPAk)” [Factors Affecting Student
Interest in Following Accounting Professional Education (PPAk)]. JURNAL Akuntansi
Konference Doktoral Kolosium 1, 4-5 November 2008 Depok
Nurhayani. 2012. “Pengaruh Motivasi Terhadap Minat Mahasiswa Akuntansi Untuk
Mengikuti Pendidikan Profesi Akuntansi (PPAk) (Studi Empiris pada Perguruan Tinggi
Swasta Medan)” [The Effect of Motivation on the Interest of Accounting Students to
Follow Accounting Professional Education (PPAk) (Empirical Study on Private Field
Universities)]. Juraksi.Vol.1 No.1 Juni 2012.
Porter, Lyman W. 1962. Job Attitudes in Management: Perceived Deficiency in Need Fulfilment
as a Function of Job Level. Journal of Applied Psychology, 26 (20): 159-165.
Puspitarini, Diah dan Fariyana Kusumawati. (2011). “Faktor-Faktor yang Mempengaruhi Minat
Mahasiswa Mengikuti Pendidikan Profesi Akuntansi (PPAk)” [Factors Affecting Student
Interest in Following Accounting Professional Education (PPAk)]. Jurnal Investasi, Vol. 7,
No. 1,Juni 2011, 46-63.

Putri, Dian Merdekawati. 2011. “Faktor-Faktor yang Mempengaruhi Pemilihan Karir Akuntan
Publik dan Non Akuntan Publik” [“Factors Affecting the Selection of Career Public
Accountants and Non Public Accountants”]. Jurnal Ilmu Ekonomi ASET, Vol. 13 No. 1.
Raminten. 2012. “Pengaruh Motivasi Terhadap Minat Mahasiswa Akuntansi Untuk Mengikuti
Pendidikan Profesi Akuntansi (PPAk) (Studi Empiris pada mahasiswa program studi S1
Akuntansi Universitas Semarang)” [The Effect of Motivation on the Interest of Accounting
Students to Follow Accounting Professional Education (PPAk) (Empirical Study on
Undergraduate Accounting Students of the Universitas Semarang)] Juraksi.Vol.1 No.2
Februari 2012.
Sapitri, Zazuk & Yaya, Rizal. 2015. “Faktor-Faktor Yang Berpengaruh Terhadap Minat Mengikuti
Pendidikan Profesi Akuntansi (PPAk) di Universitas Muhammadiyah Yogyakarta”.
[Factors that Influence Interest in Following Accounting Professional Education (PPAk)
at the University of Muhammadiyah Yogyakarta.]. Jurnal Keuangan dan Bisnis, Naskah
Publikasi UMY.
Sari, Suci Kurnia, et al. 2014. “Faktor-Faktor Yang Mempengaruhi Minat Mahasiswa Akuntansi
Untuk Mengikuti Pendidikan Profesi Akuntansi (PPAk)” [“Factors Affecting the Interest
of Accounting Students to Follow Accounting Professional Education (PPAk)”]. Jurnal
Mahasiswa dan Dosen UNS.
Septiyanto. 2014. “Faktor-Faktor Yang Berpengaruh Terhadap Minat Mahasiswa Untuk
Mengikuti Pendidikan Profesi Akuntansi (PPAk) (Studi Empiris pada Mahasiswa Akuntansi
UMS dan UNS)” [Factors that Influence Student Interest in Following Accounting
Professional Education (PPAk) “]. Bachelor Thesis, Faculty Economics and Business,
Universitas Muhammadiyah Surakarta.
Susanti, Sri & Rasuli, Al Azhar. 2013. ”Faktor-faktor yang mempengaruhi minat mahasiswa
akuntansi untuk mengikuti Pendidikan Profesi Akuntansi (PPAk)”. [Factors that influence
the interest of accounting students to take part in Accounting Professional Education
(PPAk)] Bachelor Thesis, Faculty Economics, Universitas Negeri Jakarta.
Tarmizi, Rosmiaty & Restuti, Julia. 2015. “Pengaruh Motivasi Terhadap Minat Mahasiswa
Akuntansi (PPAk) Di Provinsi Lampung dan Keuangan” [“Affecting the Motivation of
Accounting Students to Follow Accounting Professional Education (PPAk)”]. Jurnal
Akuntansi , Volume 6, Nomor 1, Maret.
The Indonesian Accountants Association, Cooperation Agreement with the Directorate General
of Higher Education of the Ministry of Education and Culture Number 10/KB/E/XI/2013
and 013/MOU/IAI/XI/2013 on the Implementation of Professional Accountant Education
(PPAk).
The Republic of Indonesia, Minister of National Education Decree Number 153/U/2014 on the
implementation of Accounting Professional Education (PPAk).
Widyastuti, Suryaningsum dan Juliana. 2004. “Pengaruh Motivasi Terhadap Minat Mahasiswa
Akuntansi Untuk Mengikuti Pendidikan Profesi Akuntansi”. [The Effect of Motivation
on the Interest of Accounting Students to Follow Accounting Professional Education]
Simposium Nasional Akuntansi VII. Bali.
ABOUT THE AUTHORS

Rozi Irfan Rosyadi: Student of
RSBI Accounting, Accounting Department, Faculty of Economics
and Business, Universitas Muhammadiyah Surakarta, Surakarta, Jawa Tengah, Indonesia
Lecturer, Accounting Department, Faculty of Economics and Business,

Shinta Permata Sari:
Universitas Muhammadiyah Surakarta, Surakarta, Jawa Tengah, Indonesia.

E-Book Proceedings Iseth2018

Uploaded by

Copyright:

Available Formats

E-Book Proceedings Iseth2018

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

E-Book Proceedings Iseth2018

Uploaded by

Copyright:

Available Formats

What is the purpose of the document?

What is the purpose of the document?

What committees are mentioned in the document?

What committees are mentioned in the document?

Proceedings Book of

International Summit on Science Technology and Humanity (ISETH 2018)

24-25 October 2018

ISETH 2018 COMMITTEE

Schedule and Event:

Publicity, Promotion and Sponsorship

Conference Venue and Programme

Paper Submission and Review System

ISETH 2018 Committee.................................................................................................... iii

The Teacher’s Problems on Integrating Information and Communication

Web-Based Gamification: Problems in EFL Classroom of Higher Education Due to

Experiential Marketing Model on Hotels Owned by Regional Government of The

The Teacher’s Problems on Integrating Information

Keywords: English Language Teaching, ICT, Foreign Language Teaching.

ISETH 2 International Summit on Science Technology and Humanity

International Summit on Science Technology and Humanity 3 ISETH

FINDINGS AND DISCUSSION

ISETH 4 International Summit on Science Technology and Humanity

International Summit on Science Technology and Humanity 5 ISETH

ISETH 6 International Summit on Science Technology and Humanity

International Summit on Science Technology and Humanity 7 ISETH

ABOUT THE AUTHORS

ISETH 8 International Summit on Science Technology and Humanity

Engaging Students in Literature Circles on Critical

Reading as a Socio-cognitive Procedure and Meaning Making

ISETH 10 International Summit on Science Technology and Humanity

International Summit on Science Technology and Humanity 11 ISETH

Objective of the Study

RESEARCH SITE AND DESIGN

Data Collection Tools

ISETH 14 International Summit on Science Technology and Humanity

Table 2. Improving critical reading

International Summit on Science Technology and Humanity 15 ISETH

CONCLUSION AND DISCUSSION

ISETH 16 International Summit on Science Technology and Humanity

ISETH 18 International Summit on Science Technology and Humanity

The Analysis of Figurative Language Used in ‘Still I Rise’

Keywords: Figurative Language, Still I Rise Poetry, Maya Angelou

International Summit on Science Technology and Humanity 19 ISETH

ISETH 20 International Summit on Science Technology and Humanity

Table 1: Figurative Language Presence

International Summit on Science Technology and Humanity 21 ISETH

Table 1: Types of Figurative Language

ISETH 22 International Summit on Science Technology and Humanity

33 I’m a black ocean, leaping and wide, Metaphor

ABOUT THE AUTHORS

International Summit on Science Technology and Humanity 23 ISETH

The Importance of Become Bilingual

Keywords: Bilingualism, Bilingual, EFL teacher

LITERATURE OF THE STUDY

5. Social cultural status; and

FINDING AND DISCUSSION

ISETH 26 International Summit on Science Technology and Humanity

International Summit on Science Technology and Humanity 27 ISETH