Microsoft Word - 05-Aisyah.docx

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Received : 13-02-2021
Revised : 21-04-2021
Published : 03-05-2021

ANALYSIS CURIOSITY AND ANALOGY ABILITIES OF COLLEGE
STUDENT REVIEWED FROM A SCIENTIFIC APPROACH AT THE

UNIVERSITY OF MUHAMMADIYAH BONE

A. St. Aisyah Nur1, Anwar Ramli2, Inanna3, Andi Muhamad Iqbal Akbar Asfar4, A. M.
Irfan Taufan Asfar5, Ernawati6

Department of Social Science State University of Makassar, Indonesia1,2,3,6, Department of
Social Science University Muhammadiyah Bone, Indonesia 1,6, Doctoral Program of Educ.

Science State University of Makassar, Indonesia3,4, Department of Chemical Engineering of
Polytechnic State of Ujung Pandang, Indonesia3, Department of Mathematic Education of

University Muhammadiyah Bone, Indonesia4
andichalazwyboyman3@gmail.com1, anwar288347@yahoo.com2, inanna@unm.ac.id3,
andiifalasfar@gmail.com4, tauvanlewis00@gmail.com5, ernawati280694@gmail.com6

Abstract:
Curiosity is an attitude and action that always tries to find out more deeply and
broadly from something that is learned. Meanwhile, analogy is a thought process to
draw conclusions based on similar processes or data. This is inversely proportional
to the reality in the field based on the observations of researchers at University of
Muhammadiyah Bone, researchers see that the curiosity and analogy skills of
college student in the economic learning process are still classified as very low.
Lecturers can strive for learning by using innovative, effective and creative learning,
which can provide opportunities and encourage college student to have high
curiosity in order to practice their analogical reasoning skills. In connection with
this, the efforts made by researchers to build curiosity and analogy skills of college
student in economic learning, namely the need for a scientific approach or a
scientific process-based approach which is the organization of learning experiences
in a logical order including the learning process by observing, questioning,
collecting information, reason (associate) and communicate. The type of research
used is quantitative research using experimental quantitative methods. The research
design used, namely Quasi Experimental Design with the form of Non-equivalent
Control Group Design. The results of this study are proven by the results of the
analysis of the recapitulation of the student's analogy ability test which can be seen
in the average final test in the experimental class, which is 7,621 and the initial test
reaches a value of 6,961. While the results of the final test recapitulation of the
analogy ability of college student in the control class reached a value of 6,276 while
the initial test results reached a value of 7.5. While the results of student responses
are in the valid and reliable category.

Keywords: curiosity; analogy; scientific approach

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PRELIMINARY
Dewi (2014:102); Ntim (2015:2) explained that reasoning is one aspect of higher-order

thinking skills in the latest curriculum which is categorized as a basic competency that must
be mastered by college student. Meanwhile, Muchsin & Khumaedi (2016:34) explained that,
the ability to think analogy is very important for college student in forming a mindset to find
solutions to problems faced in the learning process. Analogical thinking is a transformation of
habitual thinking from a simple and spontaneous way to a more structured and systematic
way. Rankhumise, Petrus & Imenda (2014:298) explained that analogous thinking is the
center of learners' cognition in the learning process. Therefore, in the learning process the
ability to think analogy is very important because analogy will sharpen the reasoning power
of college student.

The analogy ability of college student will be honed or developed when accompanied
by high curiosity by college student, because the seriousness of college student in learning
depends on the desire that arises from within them. This desire that arises can be called
curiosity. High curiosity can make college student follow the learning process better.
Therefore, the success of the learning process carried out by the lecturer is determined by the
curiosity and interest in learning of college student.

Curiosity is an attitude and action that always seeks to know more deeply and extends
from something it has learned, seen, and heard (Kemdiknas. 2010:10). Curiosity makes
college student more sensitive in observing various phenomena or events in their
surroundings can also be used to show a sense of interest in something.

Curiosity is the initial capital for college student in the learning process. The existence
of curiosity, will encourage college student to fulfill their curiosity. In order to fulfill his
curiosity that will lead college student to the process of searching and then finding. The
efforts that college student can make in the search process include asking directly to the
lecturer, discussing with friends and looking for some material in several other book sources
besides handbooks or the internet (Ameliah., Munawaroh & Muchyidin. 2016:10). Zetriuslita,
Wahyudin, & Jarnawi (2017:65) stated that, curiosity has the characteristic of finding
something, where college student are enthusiastic about learning and finding ways to
investigate existing problems. Weible & Zimmerman (2016) stated that, curiosity is the most
important aspect in the investigation process to solve problems.

Based on the observations of researchers at University of Muhammadiyah Bone, it was
found that the college student' curiosity and use of analogy during the teaching and learning
process in class were still relatively low. In the learning process, namely college student do
not have motivation, interest in learning, are unable to cooperate, express opinions, ask
questions, answer, are unable to express their understanding and the material presented by the
lecturer is not able to last long, and there is no effort of college student in learning which
refers to the activity of connecting what is already known with what you want to understand.
This causes most college student to use less analogous reasoning.

This problem is caused because the habits of college student in learning are always
fixated on the lecturer, so that college student do not have many ideas about the problems
given by the lecturer. Therefore, the implementation of learning in class, the lecturer does not
only convey information for the achievement of learning objectives but also creates learning
experiences for college student, the lecturer must strive so that activities in the classroom can
provide the widest possible opportunity for the experience of college student.

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The lecturer's role is not only limited as a lecturer (transfer of knowledge), but also as a
guide, trainer, developer and manager of learning activities that can facilitate student learning
activities in achieving the goals that have been created. Therefore, lecturers must be able to
find approaches that can support their role, so that teaching and learning activities can be
carried out effectively and efficiently. If a lecturer does learning effectively and efficiently,
this will affect the learning outcomes of college student.

Based on these problems, lecturers can strive for learning by using innovative, effective
and creative learning, which can provide opportunities and encourage college student to have
high curiosity in order to practice their analogical reasoning skills.

In connection with this, the efforts made by researchers to build curiosity and analogy
skills of college student in economic learning, namely the need for a scientific approach or a
scientific process-based approach which is the organization of learning experiences in a
logical order including the learning process by observing, questioning, collecting information,
reason (associate) and communicate.

Learning with a scientific approach is a learning process designed in such a way that
college student actively construct concepts, laws or principles through the stages of observing
(to identify or find problems), formulate problems, propose or formulate hypotheses, collect
data with various techniques, analyze data, draw conclusions and communicate the concepts,
laws or principles found (Sufairoh. 2016:120; Hamniati., Jufri & Syukur. 2019:109). Besides
that, it can also attract college student' attention because the learning process involves college
student in the mental activity process through a discussion of findings and makes college
student not feel bored in the learning process Nur, et all (2018) and Nur, et all (2018).

METHOD

This type of research used in this research is quantitative research. The quantitative
research method can be defined as a research method based on the positivism philosophy,
used to research on certain populations or samples, data collection using research instruments,
statistical quantitative data analysis with the aim of testing predetermined hypotheses
(Sugiyono, 2016:8).

The quantitative research design used in this research is Quasi Experimental Design.
Sugiyono (2014:114) states that, Quasi Experimental Design is a design that has a control
group, but cannot fully function to control external variables that affect the implementation of
the experiment. The Quasi Experimental Design form used is the Non-equivalent Control
Group Design. Sugiyono (2014:116) explained that, in the Non-equivalent Control Group
Design, there was an experimental group and a control group that were not chosen randomly.
The design patterns used in this study are as follows:

(Adapted from Sugiyono, 2016:79)

Figure 1. Non-equivalent Control Group Design Research Design

X O2O1

O4O3

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Information:
O1 : Giving the initial test (pretest) to the experimental class
O2 : Giving the final test (post-test) to the experimental class
O3 : Giving the initial test (pretest) to the control class
O4 : Giving the final test (post-test) to the control class
X : Providing treatment (application of learning models) in the experimental class

RESULTS

The results in this study, namely the grid of test and non-test instruments in the learning
process in building college student' curiosity and analogy skills in the learning process using a
scientific approach.

A. Curiosity

The existence of curiosity will certainly make college student try to find, find, and
conclude natural problems that college student find in everyday life (Muhammad., Listiani &
Adhani. 2018:113).

Curiosity as a scientific attitude has three components, namely belief, feeling, and
action (AAAS, 2009; Mukhopadhyay, 2014). The first component of a scientific attitude is
belief. Beliefs are the cognitive basis of scientific attitudes. Belief in what applies to shape
cognitive learners. The second component is feeling, which is associated with college student'
emotions about their scientific beliefs. The third component of a scientific attitude is action.
Learners tend to act on scientific beliefs according to their feelings or opinions
(Mukhopadhyay, 2014).

The indicators of curiosity in this study can be seen in table 1.1 below:

Table 1. Indicators of Curiosity
Concept

Variables Indicator Operational Definition of Variables

Curiosity

Shows an attitude of
interest or disinterest
in the discussion of

material

Having interests and interests in objects or subjects that are
not the same. Usually Curiosity is a strong learner in one area, but
rather weak or absolutely no curiosity in other fields (Salirawati,
2012:220). Curiosity makes college student more sensitive in
observing various phenomena or events in their surroundings can
also be used to show a sense of interest in something (Amalia &

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Concept
Variables Indicator Operational Definition of Variables

Pujiastuti. 2016:526).
Interest can also be said to like or like each person in an

activity, where interest is the cause of the activity being carried out
by someone and is also the cause of participation in an activity.
College student who have high or low interest will affect learning
achievement (Muldayanti. 2013:17).

Interesting learning can make college student motivated to
learn (Hidayatiningsih & Suprapto. 2013:336).

Ask lecturers and
friends about the

subject matter

Ask or read sources outside the textbook about material
related to the lesson. The lecturer must be able to present the
learning process and learning conditions that are conducive to the
growing curiosity of college student such as being patient in facing
questions, always guiding and providing reinforcement, asking
challenging questions, empathy and packaging material that
contains hanging explanations, so that it makes college student
curious to ask (Salirawati. 2012:220).

Looking for
information from
various sources
about learning

materials

According to Kemendiknas (2010:10) curiosity is an attitude
and action that always tries to know more deeply and extends from
something that it has learned, seen and heard.

College student who have high curiosity also have high
motivation in finding answers to a problem (Hidayatiningsih &
Suprapto. 2013:336).

Seek information
from various sources

about general
knowledge

Ask the lecturer about something she heard from your mother,
father, friend, radio or television. Arifin (2003) stated that, asking is
an indicator of thinking that college student who have high learning
motivation tend to ask more frequently than college student who
have low motivation.

(Adapted from daptasi Putri. 2013:20; Putri, Khanafiyah & Susanto. 2014:58)

B. Analogy

The ability to think by analogy is the center of learners' cognition in the learning
process which requires a continuous process as a cultural process. Culture is built through
several stages, starting from building concepts to understanding what is learned, including
building analogy skills. (Rankhumise, Petrus & Imenda. 2014:298). Gofur (2014:21-22) states
that analogical reasoning is an activity and a process of concluding based on the similarity of
data or facts.

Petkov (2017:90) explained that, analogy is the brightest manifestation of relational
thinking which is the ability to see relationships, not only the relations of things but also the
relationships between ideas which are then used to obtain other objects or ideas that speak of
two things. different, one not the other, but two different things compared to one another.
Jonane (2015:118) explains that, in the analogy that is sought is the similarity of two different
things and draws conclusions on the basis of that similarity. Analogy can be used as an
explanation or as a basis for reasoning (Magdas, 2015:1). Sementara Ningrum & Rosyidi
(2014:22); Roesdiana (2016:173) explained that analogical reasoning is a thought process to
draw conclusions based on similar processes or data. This shows that analogical reasoning
skills play an important role in the success of college student in learning.

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The analogy problem that will be discussed refers to the analogy ability indicator
according to Azmi (2017: 104-107); Nur (2018: 234), namely :
a. Seeking similar processes in an uncalculated economic task;
b. Identify similar processes that occur between several economic materials on the same

subject;
c. Identify similar processes that occur between several economic materials on different

subjects, and
d. Looking for the similarity of processes between economic material if it is related to

everyday life.

C. Scientific Approach

The scientific approach is learning that makes college student motivated, makes
learning more meaningful by creating a pleasant learning atmosphere and college student are
directly involved both physically and mentally in the learning process. Learning with a
scientific approach will encourage college student to find the information they need by
themselves, they not only get information from the lecturer, but they can get information from
various sources, for example from friends, from experience, from environmental observations
and from the internet, so that this scientific approach will make college student more active
and independent (Fatmawati., Sukidin & Suyadi. 2017: 138). Dewi (2019: 216) states that
learning with a scientific approach aims to familiarize college student with using scientific
methods or process skills in learning a material.

The scientific approach is the approach used in learning that is carried out through a
scientific process (Fadlillah, 2014: 175). In the scientific process, college student construct
knowledge by asking questions, making observations, making measurements, collecting data,
organizing and interpreting data, estimating results, conducting experiments, concluding and
communicating (Martin & David, 2006: 67).

Hamniati., Jufri, & Syukur (2019:109) states that, learning with a scientific approach is
a learning process designed in such a way that college student actively construct concepts,
laws or principles through the stages of observing (to identify or find problems), formulate
problems, propose or formulate hypotheses, collect data with various techniques, analyze
data, draw conclusions and communicate the concepts, laws or principles found.

The principles of the scientific approach in learning activities are student-centered
learning, forming student self-concepts, avoiding verbalism, providing opportunities for
college student to assimilate and accommodate concepts, laws and principles, encouraging
increased student thinking skills, increasing student learning motivation and teaching
motivation. lecturers, provide opportunities for college student to practice skills in
communication, and there is a process of validation of concepts, laws, principles constructed
by college student in their cognitive structures (Makmunah., Tripalupi & Haris. 2019:333).

Table 2. Table Description of Activities and the Role of Lecturers in Learning Activities using the

Scientific Approach
Learning Steps Activity Description Lecturer's Role

Observe

Learning activities that college student can do for
example reading, listening, listening, seeing (with or without
tools). The competence that you want to develop through the
learning experience to observe is to train sincerity,
thoroughness, and the ability to find information

Facilitating college
student to carry out the
process of observing.

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Learning Steps Activity Description Lecturer's Role

Ask

Learning activities that can be done are creating and
asking questions, question and answer, discussing information
that is not yet understood, additional information that you want
to know, or as clarification.

The competencies developed are the development of
creativity, curiousity, the ability to formulate questions for the
development of critical thinking skills, and the formation of the
character of lifelong learners (life long learner).

Facilitating college
student to do the
questioning process.

Gather
information/try

This activity is conducting experiments, reading various
other sources of information besides those found in textbooks,
observing objects, observing events, and interviewing a source.

The competencies that want to be developed include:
college student will develop a conscientious, honest, polite
attitude, respect other people's opinions, have the ability to
communicate, have the ability to gather information in various
ways, develop learning habits, and become a lifelong learner
(life long learner) .

Facilitating college
student to do the
process of gathering
information/trying.

Reasoning/
associating

Forms of learning activities that can be provided by
educators include information processing ranging from a variety
of information that deepens and expands information to
mutually supportive information, even different or contradictory
ones.

Through this learning experience, it is hoped that college
student will develop an honest, thorough, disciplined, obedient
to the rules, work hard, are able to apply a procedure in thinking
deductively or inductively to draw a conclusion.

Facilitating college
student to do the
process of reasoning /
associating.

Communicate

Providing learning experiences to carry out learning
activities in the form of conveying the results of the
observations he has made, the conclusions he obtained based on
the results of the analysis, carried out either orally, in writing, or
other methods and media. This is intended so that college
student have the opportunity to develop their competence in
terms of developing an honest, thorough, tolerant attitude,
thinking systematically, expressing opinions in a concise and
clear way, so that they are able to speak properly and correctly.

Facilitating college
student to do the
process of
communicating.

The characteristics of the scientific approach according to Kurniasih & Berlin (2014:

33) are:
a. Child-centered;
b. Involves science process skills in constructing concepts, laws or principles;
c. Involving cognitive processes that have the potential to stimulate the development of

the intellect, especially college student' higher order thinking skills , and
d. Can develop student character.

The advantages and disadvantages of the scientific approach according to Aprianita
(2015: 691-692), namely:
a. Excellence

1. Guide college student to solve problems through careful planning, data collection, data
analysis to produce conclusions;

2. Guide college student to think systematically, critically, creatively, carry out research
activities and build knowledge conceptualizations;

3. Fostering student sensitivity to problems that occur in their environment;

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4. Familiarize college student with learning risks;
5. Fostering college student' abilities in argumentation and communication, and
6. Developing student character.

b. Weakness
1. Can inhibit the time-consuming pace of learning;
2. Failure and errors in conducting experiments will result in errors in conclusions, and
3. If there are college student who are less interested in the material being studied, it can

cause learning to be ineffective.
Learning objectives with a scientific approach are based on the advantages of this

approach. Where, the advantages of the scientific approach according to Machin (2014: 28-
29) are as follows:

1. Increase intellectual abilities, especially higher order thinking skills;
2. To shape college student' abilities in solving a problem systematically;
3. The creation of learning conditions in which college student feel that learning is a

necessity;
4. Obtaining high learning outcomes;
5. To train college student in communicating ideas, especially in writing scientific articles,

and
6. To develop student character.

As for the impact of instructional and impact Bridesmaids approach to scientific in
the study of this, can be seen in the image below:

Figure 2. Schematic The instructional impact and accompanying impact
of the scientific approach

Instructional Impact

Accompaniment Impactampak Pengiring

D. Accompaniment Impact
The instrument is a tool used by researchers to obtain data, process and interpret

information obtained from respondents using the same measurement pattern (Siregar, 2014:
75). The research instrument used in this study was an essay test. The instruments in this
study used:

Scientific
Aproach
Model

Knowledge Base Competencies
(KD-3)

Basic Competencies of
Knowledge Application Skills

(KD-4)

Basic Competencies of Spiritual
Attitude (KD-1)

Basic Competence for Social
Attitudes (KD-2

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1. Written test
The written test is a test of learning outcomes of college student. Achievement test used

to measure the extent to which an understanding of learners against the material being
studied, as well as curiosity and ability analogy learners in the learning economy. The test
was conducted by the researcher twice, the first was a pretest or te test before applying a
scientific approach to the learning process. The test used in this research is in the form of a
test description. The second test is the post-test or after applying the scientific approach in the
learning process

The assessment rubric in this study is used as a reference in the tests used. The scores
used are between 1-4 according to the indicators determined by the researcher.

The written test used by the researcher in this study was inseparable from the test
instrument grid to support the researcher in making the questions to be given to college
student. The test instrument grid used by the researcher can be seen in the following table:

Table 3. Grid Test Instrument

No. Aspect Definition Indicator Problem Indicators Instrument's Shape
Question
Number

Analogy

Ningrum &
Rosyidi (2014:
22); Roesdiana

(2016: 173)
explains that
analogical

reasoning is a
thought process to
draw conclusions
based on similar

processes or data.

Looks for similar
processes in an
economic task
without
calculations.

College student are able
to find alternative
answers about
the similarity of
processes in economic
assignments without
calculations based on the
right solutions then share
the knowledge they get
accompanied by accurate
explanations and have
been able to write five
Lontara characters
correctly

Description 1-3

Identify similar
processes that
occur between
several economic
materials on the
same subject.

College student are able
to identify source
problems, target
problems and build
correspondence between
source problems and
target problems and
make conclusions about
what analogies are used
correctly and have been
able to write five Lontara
characters correctly

Description 4-6

Identify similar
processes that
occur between
several economic
subjects on
different subjects.

College student are able
to identify similar
processes that occur
between several
materials and describe
various examples
accompanied by
appropriate explanations
on different subjects and

Description 7-8

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No. Aspect Definition Indicator Problem Indicators Instrument's Shape
Question
Number

have been able to write
five Lontara characters
correctly

Looking for the
similarity of
processes between
economic material
when linked to
everyday life

College student can look
for alternative answers
according to the concept
and are able to combine
examples
contextually and have
been able to write five
Lontara characters
correctly

Description 9-10

The following is a rubric table for assessing college student' analogy skills:

Table 4. Rubric analogy student assessment abilities

Indicators / Aspects Scoring Thesis Score Score Max

Looks for similar
processes in an
uncalculated
economic task.

Didn't identify anything (no answer) 0

College student are not able to find alternative answers about the similarity
of processes in economic tasks without calculations based on the right
solution and then share the knowledge they get accompanied by accurate
explanations

College student have not been able to find alternative answers about
the similarity of processes in economic tasks without calculations based on
the right solution and then share the knowledge they have gained
accompanied by inaccurate explanations

College student are able to find alternative answers about the similarity of
processes in economic tasks without calculations based on the right
solution then share the knowledge they have gained accompanied by
inaccurate explanations

College student are able to find alternative answers about the similarity of
processes in economic assignments without calculations based on the right
solutions then share the knowledge they get accompanied by accurate
explanations and have been able to write five Lontara characters correctly

Identify similar
processes that occur
between several
economic materials
on the same subject.

Didn't identify anything (no answer) 0

College student are not able to identify source problems, target problems
and are unable to build a correspondence between source problems and
target problems and not
draw conclusions about what analogy to use correctly

College student have not been able to identify the source problem and the
target problem and have not been able to build any correspondence
between the source problem and the target problem by making conclusions
about what analogy is used correctly

College student are able to identify source problems, target problems and
build correspondence between source problems and target problems but
have not been able to make conclusions about what analogies are used
correctly

College student are able to identify source problems, target problems and
build correspondence between source problems and target problems and 4

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Indicators / Aspects Scoring Thesis Score Score Max
make conclusions about what analogies are used correctly and have been
able to write five Lontara characters correctly

Identify similar
processes that occur
between several
economic subjects
on different subjects.

Didn't identify anything (no answer) 0

College student are not able to identify similar processes that occur
between several materials and do not describe various examples
accompanied by inappropriate explanations on different subjects

College student have not been able to identify the similarity of processes
that occur between several materials and describe various examples
accompanied by inaccurate explanations on different subjects

College student are able to identify similarities in processes that occur
between several materials and describe various examples accompanied by
explanations that are not yet precise on different subjects

College student are able to identify similar processes that occur between
several materials and describe various examples accompanied
by appropriate explanations on different subjects and have been able to
write five Lontara characters correctly

Looking for the
similarity of
processes between
economic material
when linked to
everyday life

Didn't identify anything (no answer) 0

College student cannot find alternative answers according to the concept
and are not able to combine examples contextually 1

College student can look for alternative answers but are not yet in
accordance with the concept and have not been able to combine examples
contextually

College student can look for alternative answers in accordance with the
concept and have not been able to integrate examples contextually 3
College student can look for alternative answers according to the concept
and are able to combine examples contextually and have been able to write
five Lontara characters correctly

(Adapted from Nur, 201 8 : 155-156 )

2. Questionnaire
The questionnaire is an information collection technique that allows the analysis to

study the attitudes, beliefs, behavior and characteristics of several people (Siregar, 2014:
44). The questionnaire data obtained from this study were used to determine the response of
college student to learning Economics with a scientific approach. The questionnaire used
refers to the indicators of curiosity and analogy of college student.

The non-test instrument grid (questionnaire) used by researchers can be seen in the
following table:

Table 5. Grating Non Test Instrument (Questionnaire)

Concept
Variables Indicator

Sub Indicator Statement
Items

Curiosity

Shows an attitude of interest or
disinterest in the discussion of
material

1. Trying even if it's wrong
2. Work on problems
3. Active thinking

13, 9
14.12
18, 5

Ask lecturers and friends
about the subject matter

1. Spirit
2. Never give up
3. Discipline

15.6
10.2
7.3

Looking for information
from various sources about

1. Seek to find out more
2. Have high motivation

19.20

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Concept
Variables Indicator

Sub Indicator Statement
Items

learning materials 21.22
Seek information from various
sources about general
knowledge

1. Searching for information
2. Read
3. Asking

17.8
11.14
16.1

DISCUSSION

The purpose of this study was to analyze the taste wanted to know and the
ability analogy participant college student in terms of approach to Scientific University of
Muhammadiyah Bone measured by the results of tests the understanding of the economic
subjects. P there is a class experiment in give treatment to approach scientific,
while the grade control only given direct instruction.

A. Curiosity

Instruments non test (questionnaire), which consists of 22 items statement first advance
researchers did test the validity and reliability. P roses development to get the prototype final,
which is the instrument of research that is val id, practical and effective to be implemented.

1. Validity Test
Asfar & Aspikal (2017); Asfar, et all (2018) and Asfar, Asfar & Sartina (2018) Stated

that, before validating models and learning tools, research instruments were first developed.
The development of learning models and tools is an effort to provide an alternative learning
model that is practical, meaningful, and fun. Therefore, in this study, the researcher validated
the learning device (questionnaire) before applying the learning model to the research
sample.

The test results of non-test instruments were analyzed to determine the validity of each
item of the statement. Analysis of the test instruments in this study used Microsoft Excel and
SPSS. The results of testing the validity of the questionnaire given to college student who
were not the research sample, namely the 1th semester college student of class B of the
Economic Education Study Program. The results of the validity calculation are discussed
in the following table:

Table 6. The decision to test the validity of the questionnaire

No. Statement item
Correlation
coefficient /

r count
t Count t Table Decision

1 0.4732056 2.89265 1,69913 Valid
2 0 .175757 3 .96145 1,69913 Valid
3 0.662183 4.75879 1,69913 Valid
4 0. 7 00 666 4 .35494 1,69913 Valid
5 0.5606163 3,64582 1,69913 Valid
6 0.3681629 2.13239 1,69913 Valid
7 0.568231 3,71872 1,69913 Valid
8 0.5613517 3.6528 1,69913 Valid
9 0.4204592 2.49555 1,69913 Valid

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No. Statement item
Correlation
coefficient /

r count
t Count t Table Decision

10 0. 6 623203 3 .09339 1,69913 Valid
11 0.6205106 4.26111 1,69913 Valid
12 0.3109667 1.76196 1,69913 Valid
13 0.4330694 2,58737 1,69913 Valid
14 0.7192424 5.57494 1,69913 Valid
15 0. 9 04982 4 .15064 1,69913 Valid
16 0.4485522 2.70267 1,69913 Valid
17 0.6205106 4.26111 1,69913 Valid
18 0.6488948 4.59259 1,69913 Valid
19 0.7271363 5,70399 1,69913 Valid
20 0.3170779 1,80042 1,69913 Valid
21 0.3227013 1.83603 1,69913 Valid
22 0.3423486 1,96217 1,69913 Valid

(Adapted from processed research data)

Based on the results of testing the validity of the questionnaire used by researchers, it

can be concluded that every atiem statements are contained in the questionnaire were in the
category valid. So that each item statements were used in the study is appropriate to
use to measure the opinion of participants of the college student on the use of approach
to scientific to build a sense of want to know and the ability analogy participant college
student in the process of learning.

2. Reliability Test

The test results of non-test instruments were analyzed to determine the reliability
(consistency) of each item of the statement. Analysis of the test instruments in this study used
Microsoft Excel and SPSS. The results of the questionnaire reliability test were given to
college student who were not the research samples, namely the 1th semester college student
of class B of the Economic Education Study Program. The results of the validity calculation
are discussed in the following table :

Table 7. Questionnaire reliability testing decisions

No. items per nyataan r count r table
Don't
count r11 Decision

1 0.4732056 0.374 2.892655 0.6424162 Reliable
2 0 4 75 757 0.374 4 .961447 0.2989682 Reliable
3 0.662183 0.374 4.758793 0.796763 Reliable
4 0.400666 0.374 2,35494 0.5721079 Reliable
5 0.5606163 0.374 3,645815 0.718455 Reliable
6 0.3681629 0.374 2.132395 0.5381858 Reliable
7 0.568231 0.374 3,718717 0.7246777 Reliable
8 0.5613517 0.374 3.652796 0.7190586 Reliable

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603

No. items per nyataan r count r table
Don't
count r11 Decision

9 0.4204592 0.374 183.9943 0.5920046 Reliable
10 0.3623203 0.374 2.093393 0.5319165 Reliable
11 0.6561126 0.374 4.681924 0.7923527 Reliable
12 0.3109667 0.374 1.761964 0.4744082 Reliable
13 0.4330694 0.374 2,587366 0.6043942 Reliable
14 0.7192424 0.374 5.574937 0.8366969 Reliable
15 0.504982 0.374 3.150639 0.6710804 Reliable
16 0.4485522 0.374 2.702668 0.6193111 Reliable
17 0.6205106 0.374 4.261107 0.7658211 Reliable
18 0.6488948 0.374 4.592595 0.7870663 Reliable
19 0.7271363 0.374 5.703988 0.8420138 Reliable
20 0.3170779 0.374 1,800419 0.4814869 Reliable
21 0.3227013 0.374 1.836025 0.4879428 Reliable
22 0.3423486 0.374 1,962172 0.5100741 Reliable

(Adapted from processed research data)

Based on the results of testing the reliability of the questionnaire used by researchers, it

can be concluded that each item statements were used in the study is located in
the categories reliable. Thus, the statement reliable fit for use to measure the opinion
of participants of the college student about the approach scientifically to build a sense
of want to know and the ability analogy participant college student in the process of learning.

B. Analogy

Before the questions were given to the two sample groups, a trial was conducted for the
questions to be used as a test tool. The questions were tried out in a class that was not the
research sample but still had the same level of education as the research sample, namely the
1th semester college student of class B of the Economic Education Study Program at the
University of Muhammadiyah Bone with a total of 10 questions.

Based on the results of the recapitulation of the experimental class student scores on
the aspect of the student's analogy ability indicator, it can be seen in the following table:

Table 8. The results of the recapitulation of the experimental class college student' scores

Indicator

Pre Test Post Test

Average of
each

question
item

Average
per

indicator
Total

average

Average of
each

question
item

Average
per

indicator
Total

average

Looks for similar processes in
an uncalculated economic task.

7 .85
6.95

6. 961

8 .76
7 .88

7. 621

6 .38 7 .59
6 .62 7 .29

Identify similar processes that
occur between several
economic materials on the
same subject.

5 .88
6. 9 4

6 .18
7 .57 5

8 .00 8 .97

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604

Indicator

Pre Test Post Test

Average of
each

question
item

Average
per

indicator
Total

average

Average of
each

question
item

Average
per

indicator
Total

average

Identify similar processes that
occur between several
economic subjects on different
subjects.

6 .91
7. 4 4

7 .12
7 . 6 9

7 .97 8 .26
Looking for the similarity of
processes between economic
material when linked to
everyday life

7 .00
6. 515

7 .21
7.3 4

6 .03 7 .47

(Adapted: From processed research data)

Based on the results of the calculation of the test indicators above, it appears that the

total average in the pre-test reaches a score of 6 . 961 and at the time of the final test (post
test) , namely 7,621 which means that the student's score during the final test (post test) has
increased. This is evidenced by the enthusiasm of college student when following the learning
material with the scientific approach applied by the researcher.

Meanwhile, based on the results of the recapitulation of the control class student scores
on the aspect of the student's analogy ability indicator , it can be seen in the following table:

Table 9. The results of the recapitulation of the control class student scores

Indicator

Pre Test Post Test

R verage
each item
questions

Average
per

indicator
Total

average

Average of
each

question
item

Average
per

indicator
Total

average

Looks for similar processes in
an uncalculated economic
task.

7 .29
7 .28

7. 5

6 .77
5 .48

6. 276

6 .97 5 .06
7 .58 4 .61

Identify similar processes that
occur between several
economic materials on the
same subject.

8 .00
8. 1 6

6 .03
6 .32

8 .32 6 .61
Identify similar processes that
occur between several
economic subjects on
different subjects.

7 .19
6. 935

6 .29
6 .42

6 .68 6 .55
Looking for the similarity of
processes between economic

material when linked to
everyday life

7 .19
7 .6 25

6 .19
6 .8 85

8 .06 7 .58
(Adapted: From processed research data)

Based on the results of the calculation of the test indicators above, it appears that the

total average in the pre test reached a score of 7. 5 and in the final test (post test), which
is 6 . 276 which means that the results of the final test (post test) given by college student
have decreased significantly, because it is lower than the pre-test scores that have been

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605

given. This is evidenced by the lack of enthusiasm of college student when participating in
learning material with the direct learning model applied by the researcher.

The analogy ability of control and experimental class college student in the learning
process can be described in the following table 10:

Table 10. Percentage score ability analogy college student

Category Student analogy skills Very Low Low Enough Good Very good
Pre test control 5 20 2 2 1
Post test control - 10 15 5 -
Pre test experiment 10 1 2 1 0 2 -
Post test experiment - 4 10 15 5

Adapted: From processed SPSS research data

Based on the results of the percentage score ability analogy to college student at the top,
can be concluded that, the value of the ability analogy to college student about pre- test the
majority located on the ability analogy low . Ability analogy participant learners based on the
value of the pre-test grade control the majority are in the category of low, while the results of
the test post test experience an increase of category " low " to the category of " enough ".
While based on the results of the test pre test class experiment shows that the ability analogy
participant college student also were on katerori low, while based on the results of post- test
experience an increase, from the category of " low " to the category of " good ". It is proved
that the approach is scientifically capable of improving the ability of the analogy of the
participant college student in the process of learning.

CONCLUSION

Based on the discussion of the results of research and computation analysis of data
obtained by the researchers can be concluded that, approach to scientific is one of the
approaches in the process of learning that can improve the flavor wanted to know and the
ability analogy participant college student in the process of learning. It is in proved by the
results of the analysis of recapitulation test the ability of the analogy of college student who
can be seen in the average test end (post-test) on a class experiment, which amounted to 7,621
and test the initial (pre-test) reached a value of 6,961. While the results of recapitulation test
end (post-test) the ability analogy to college student in grade control reached a value of 6.276,
while the results of the test early (pre-test) reached a value of 7.5. By because it's, approach to
scientific is one of the alternative solutions to improve the taste wanted to know and the
ability analogy college student.

Curiosity of college student can be seen from the response of college student to the
process of learning that is applied by the lecturer. It is can be seen by the results of the test try
that applied by the researchers on the results of test validity and reliability. The result of the
validity of the study is, shows every item statement is in category valid. Meanwhile, based on
the reliability results, it shows that each statement item is in the reliability category. So that
the questionnaire that had been tested experimented researchers can be in use without any
item statements were wasted.

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606

ACKNOWLEDGMENTS
Many thanks to the rector of the Muhammadiyah Bone University who has provided the
opportunity and support for this research. Thank you also to Makassar State University and
Muhammadiyah Bone University for providing support so far.

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